Grade 5 Mathematics – TAKS by Objective
Objective 1: The student will demonstrate an understanding of numbers,
operations, and quantitative reasoning.
(5.1) Number, operation, and quantitative reasoning. The student uses place value to
represent whole numbers and decimals. The student is expected to
(A) use place value to read, write, compare, and order whole numbers through
999,999,999,999;
5. The table below shows the area, in square kilometers, of four lakes.
Lake E has a greater area than Lake O but a smaller area than Lake M. Which could be
the area of Lake E?
A.
B.
C.
D.
76,760 km 2
57,800 km 2
25,700 km 2
18,960 km 2
(B) use place value to read, write, compare, and order decimals through the thousandths
place.
14.. Myrna is one and seventy-three hundredths meters tall. How is this number written
as a decimal?
F.
G.
H.
J.
0.173
1.073
1.73
1.173
2009 Grade 5 Released TAKS Test
April Administration
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Objective 1
(5.2) Number, operation, and quantitative reasoning. The student uses fractions in
problem-solving situations. The student is expected to
(A) generate a fraction equivalent to a given fraction such as 1/2 and 3/6 or 4/12 and 1/3;
41. Calvin saved
to
A.
B.
C.
D.
1
of the price of a car he wanted to buy. Which fraction is equivalent
4
1
?
4
2
12
5
20
2
16
5
25
(B) generate a mixed number equivalent to a given improper fraction or generate an
improper fraction equivalent to a given mixed number;
23. Which of the following is equivalent to
A.
8
9
B.
1
C.
1
8
D.
1
9
?
8
1
8
8
9
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April Administration
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Objective 1
(C) compare two fractional quantities in problem-solving situations using a variety of
methods, including common denominators;
7. Nina made cookies. The recipe required less than
following fractions is less than
A.
B.
C.
D.
1
cup of nuts. Which of the
3
1
?
3
1
2
3
4
2
5
1
6
(D) use models to relate decimals to fractions that name tenths, hundredths, and
thousandths.
***No question given for this expectation***
(5.3) Number, operation, and quantitative reasoning. The student adds, subtracts,
multiplies, and divides to solve meaningful problems. The student is expected to
(A) use addition and subtraction to solve problems involving whole numbers and
decimals;
28. Sarah and Jen participated in the Frisbee toss on field day. Sarah threw the Frisbee
30.95 meters. Jen threw the Frisbee 39.31 meters. How much farther did Jen throw the
Frisbee than Sarah?
F.
G.
H.
J.
9.64 m
8.36 m
8.64 m
9.36 m
2009 Grade 5 Released TAKS Test
April Administration
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Objective 1
(B) use multiplication to solve problems involving whole numbers (no more than three
digits times two digits without technology);
38. Gus collects sports cards. He has 108 packages of cards. Each package contains 15
cards. How many sports cards does Gus have altogether?
F.
G.
H.
J.
648
1,480
1,620
508
(C) use division to solve problems involving whole numbers (no more than two-digit
divisors and three-digit dividends without technology), including interpreting the
remainder within a given context;
33. A group of students made a total of $672 by washing cars on Saturday. They charged
$16 to wash each car. How many cars did they wash?
A.
656
B.
40
C.
688
D.
42
(D) identify common factors of a set of whole numbers;
16. What are all the common factors of 28 and 36?
F.
G.
H.
J.
1, 2, and 4
1, 2, 4, and 9
1, 2, 4, 7, and 9
1, 2, 4, 7, 9, and 18
2009 Grade 5 Released TAKS Test
April Administration
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Objective 1
(E) model situations using addition and/or subtraction involving fractions with like
denominators using [concrete objects,] pictures, words, and numbers.
12. A chocolate cake and a yellow cake were each cut into 6 equal slices. The shaded
parts of the model below show the part of each cake that was eaten.
Which of the following number sentences can be used to find how much more of the
chocolate cake was eaten than the yellow cake?
F.
2 3 5
  
3 6 6
G.
4 3 1
  
6 6 6
H.
6 4 2
  
6 6 6
J.
4 3 7
 
6 6 6
(5.4) Number, operation, and quantitative reasoning. The student estimates to
determine reasonable results. The student is expected to
(A) use strategies, including rounding and compatible numbers to estimate solutions to
addition, subtraction, multiplication, and division problems.
2. Carlos earns $11 each week taking care of pets. Which of the following is the best
estimate of how much money he will earn in 48 weeks taking care of pets?
F.
G.
H.
J.
$1,000
$500
$300
$800
2009 Grade 5 Released TAKS Test
April Administration
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Objective 2: The student will demonstrate an understanding of patterns,
relationships, and algebraic reasoning.
(5.5) Patterns, relationships, and algebraic thinking. The student makes
generalizations based on observed patterns and relationships. The student is expected to
(A) describe the relationship between sets of data in graphic organizers such as lists,
tables, charts, and diagrams;
4. The table below shows the total number of pictures that can be taken with different
numbers of rolls of film.
Which of the following statements best describes the relationship between the number of
rolls of film and the total number of pictures?
F.
G.
H.
J.
The total number of pictures equals the number of rolls of film times 24.
The total number of pictures equals the number of rolls of film divided by 8.
The total number of pictures equals the number of rolls of film times 120.
The total number of pictures equals the number of rolls of film divided by 5.
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Objective 2
(A) describe the relationship between sets of data in graphic organizers such as lists,
tables, charts, and diagrams;
18. Mr. Miller gets a card stamped each time he eats at a certain restaurant. The table
below shows the relationship between the number of stamps on his card and the number
of free cookies he gets on his next visit.
According to the information in the table, which of the following statements is true?
F.
G.
H.
J.
The total number of free cookies on the next visit is the number of stamps divided
by 7.
The total number of free cookies on the next visit is 6 less than the number of
stamps.
The total number of free cookies on the next visit is 7 less than the number of
stamps.
The total number of free cookies on the next visit is the number of stamps divided
by 6.
2009 Grade 5 Released TAKS Test
April Administration
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Objective 2
(A) describe the relationship between sets of data in graphic organizers such as lists,
tables, charts, and diagrams;
34. The table below shows the start and end times of a movie at a theater.
According to the information in the table, which of the following statements is true?
F.
G.
H.
J.
The end time is exactly 2 hours 45 minutes after the start time.
The end time is exactly 2 hours 15 minutes after the start time.
The end time is exactly 2 hours 30 minutes after the start time.
The end time is exactly 3 hours 45 minutes after the start time.
(B) identify prime and composite numbers using [concrete objects,] pictorial models, and
patterns in factor pairs.
29. Which of the following is a composite number?
A.
B.
C.
D.
23
29
47
63
2009 Grade 5 Released TAKS Test
April Administration
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Objective 2
(B) identify prime and composite numbers using [concrete objects,] pictorial models, and
patterns in factor pairs.
44. Lucy used square tiles to make 4 designs, as shown below.
Which design is composed of a prime number of tiles?
F.
G.
H.
J.
Design 1
Design 2
Design 3
Design 4
(5.6) Patterns, relationships, and algebraic thinking.The student describes
relationships mathematically. The student is expected to
(A) select from and use diagrams and equations such as = 5 + 3 to represent meaningful
problem situations.
6. Robert and Julia collect stamps. Robert has 54 stamps in his stamp collection. He has
18 more stamps than Julia does. Which of the following equations can be used to find s,
the number of stamps Julia has in her collection?
F.
G.
H.
J.
s 54 + 18
s 54 18
s 54  18
s 54 ÷ 18
2009 Grade 5 Released TAKS Test
April Administration
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Objective 2
(A) select from and use diagrams and equations such as = 5 + 3 to represent meaningful
problem situations.
24. Rudy cut 4 carrots for a salad. He cut each carrot into 16 pieces. Which number
sentence can be used to find n, the total number of carrot pieces Rudy cut?
F.
G.
H.
J.
n 16 + 4
n 16 4
n 16  4
n 16 ÷ 4
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Objective 3: The student will demonstrate an understanding of geometry and
spatial reasoning.
(5.7) Geometry and spatial reasoning. The student generates geometric definitions
using critical attributes. The student is expected to
(A) identify essential attributes including parallel, perpendicular, and congruent parts of
two- and three-dimensional geometric figures.
8. Which statement about the 3-dimensional figure below appears to be true?
F.
G.
H.
J.
It has no congruent faces.
It has 3 congruent rectangular faces.
It has 6 congruent faces.
It has 3 congruent triangular faces.
(A) identify essential attributes including parallel, perpendicular, and congruent parts of
two- and three-dimensional geometric figures.
15. Look at the square and the cube shown below.
Which statement about both of these figures appears to be true?
A.
B.
C.
D.
The square has 4 times as many vertices as the cube.
The square is congruent to each face on the cube.
The square has 3 fewer sides than the cube has edges.
The square has the same number of right angles as the cube.
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Objective 3
(A) identify essential attributes including parallel, perpendicular, and congruent parts of
two- and three-dimensional geometric figures.
27. Which statement is true about the figure below?
A.
B.
C.
D.
WX
WV
WX
WV
is parallel to YZ .
is perpendicular to YZ .
is parallel to WV .
is perpendicular to VZ .
(5.8) Geometry and spatial reasoning. The student models transformations. The
student is expected to
(B) identify the transformation that generates one figure from the other when given two
congruent figures on a Quadrant I coordinate grid.
1. Which single transformation is shown below?
A.
B.
C.
D.
Reflection
Rotation
Translation
Not here
2009 Grade 5 Released TAKS Test
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Objective 3
(B) identify the transformation that generates one figure from the other when given two
congruent figures on a Quadrant I coordinate grid.
39. Which pair of figures below shows only a reflection?
2009 Grade 5 Released TAKS Test
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Objective 3
(5.9) Geometry and spatial reasoning. The student recognizes the connection between
ordered pairs of numbers and locations of points on a plane. The student is expected to
(A) locate and name points on a coordinate grid using ordered pairs of whole numbers.
3. The grid below shows the location of 3 places in a neighborhood.
If the post office is 2 units directly south of the school, which of the following ordered
pairs best represents the post office’s location?
A.
B.
C.
D.
(5, 8)
(10, 8)
(8, 5)
(8, 10)
2009 Grade 5 Released TAKS Test
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Objective 3
(A) locate and name points on a coordinate grid using ordered pairs of whole numbers.
35. Look at the shaded triangle on the coordinate grid below.
Which of the following ordered pairs is located inside the triangle?
A.
B.
C.
D.
(6, 3)
(8, 5)
(3, 6)
(5, 8)
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Objective 4: The student will demonstrate an understanding of the concepts and
uses of measurement.
(5.10) Measurement. The student applies measurement concepts involving length
(including perimeter), area, capacity/volume, and weight/mass to solve problems. The
student is expected to
(A) perform simple conversions within the same measurement system (SI (metric) or
customary);
11. Juan measured the distance from the corner of his house to the corner of his friend’s
house. It was a distance of 384 feet. How many yards was Juan’s house from his friend’s
house?
A.
B.
C.
D.
1,152 yards
387 yards
128 yards
32 yards
(A) perform simple conversions within the same measurement system (SI (metric) or
customary);
36. The table below shows the liquid capacity of 4 household objects.
Which of these objects has a capacity of exactly 80 cups?
F.
G.
H.
J.
Bucket
Punch bowl
Fish tank
Sink
2009 Grade 5 Released TAKS Test
April Administration 16
Objective 4
(B) connect models for perimeter, area, and volume with their respective formulas;
32. The drawing below represents a tile floor. Each small square represents 1 tile.
Which of the following expressions can be used to find the area of this tile floor in square
feet?
F.
G.
H.
J.
6  2
12  5
(6 + 2)  2
(12 + 5)  2
2009 Grade 5 Released TAKS Test
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Objective 4
(B) connect models for perimeter, area, and volume with their respective formulas;
43. A cereal box has the dimensions shown below.
Which of the following expressions can be used to find the volume of the cereal box in
cubic centimeters?
A.
B.
C.
D.
20 + 8  30
20  8 + 30
20 + 8 + 30
20  8  30
(C) select and use appropriate units and formulas to measure length, perimeter, area, and
volume.
22. The drawing below shows a rectangular bookmark. Use the ruler on the Mathematics
Chart to measure the dimensions of the rectangle to the nearest millimeter.
(Not drawn to scale in electronic transfer)
Which of the following is closest to the perimeter of this rectangle?
F.
G.
H.
J.
14 mm
48 mm
166 mm
332 mm
2009 Grade 5 Released TAKS Test
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Objective 4
(5.11) Measurement. The student applies measurement concepts. The student measures
time and temperature (in degrees Fahrenheit and Celsius). The student is expected to
(A) solve problems involving changes in temperature; and
30. Christina put her cup of hot chocolate down on a table in the kitchen. The
thermometer below shows the temperature of the hot chocolate.
If the temperature in the kitchen is 73°F, what is the difference between the temperature
of the hot chocolate and the temperature in the kitchen?
F.
G.
H.
J.
83°F
239°F
93°F
101°F
(B) solve problems involving elapsed time.
20. Tammy left her house Saturday morning to do some errands.
• First she took 15 minutes to drop off mail at the post office.
• Then she took 45 minutes to shop at the toy store.
• Finally she took 2 hours and 15 minutes to read at the library.
If Tammy left the library at 11:30 A.M., at what time did she leave her house to drop off
the mail?
F.
G.
H.
J.
9:15 A.M.
8:45 A.M.
9:30 A.M.
8:15 A.M.
2009 Grade 5 Released TAKS Test
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Objective 5: The student will demonstrate an understanding of probability and
statistics.
(5.12) Probability and statistics. The student describes and predicts the results of a
probability experiment. The student is expected to
(A) use fractions to describe the results of an experiment;
10. Mrs. Acosta keeps a basket of different-colored pens on her desk. The table below
shows the number of pens of each color that she has in the basket.
If Mrs. Acosta takes 1 pen from the basket without looking, what is the probability that
the pen will be yellow?
F.
G.
H.
J.
3
4
1
10
1
4
3
10
2009 Grade 5 Released TAKS Test
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Objective 5
(B) use experimental results to make predictions;
25. A coach asked 3 players on a basketball team to attempt 25 free throws each during
practice. The table below shows the number of free throws each player made.
Based on the information in the table, which is the most reasonable prediction of the
number of free throws Shawn will make out of his next 75 attempts?
A.
B.
C.
D.
12
60
15
5
(C) list all possible outcomes of a probability experiment such as tossing a coin.
*** No question given for this expectation**
2009 Grade 5 Released TAKS Test
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Objective 5
(5.13) Probability and statistics. The student solves problems by collecting, organizing,
displaying, and interpreting sets of data. The student is expected to
(A) use tables of related number pairs to make line graphs;
40. Mrs. Moeller is filling a child’s swimming pool with water. The table below shows
the number of gallons in the pool after different numbers of minutes.
Which graph best represents the data in this table?
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Objective 5
(B) describe characteristics of data presented in tables and graphs including median,
mode, and range;
19. The table below shows the number of pages in each book in a series.
What is the median number of pages in these 7 books?
Record your answer and fill in the bubbles on your answer document. Be sure to use the
correct place value
(C) graph a given set of data using an appropriate graphical representation such as a
picture or line graph.
***No questions given for this expectation***
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Objective 6: The student will demonstrate an understanding of the mathematical
processes and tools used in problem solving.
(5.14) Underlying processes and mathematical tools. The student applies Grade 5
mathematics to solve problems connected to everyday experiences and activities in and
outside of school. The student is expected to
(A) identify the mathematics in everyday situations;
21. Mrs. Kline was putting wallpaper on her kitchen walls. She used 5 rolls of wallpaper
and 2 feet of another roll to cover half the kitchen. What information is needed to find the
total number of feet of wallpaper Mrs. Kline needed to cover the whole kitchen?
A.
B.
C.
D.
The number of rolls of wallpaper she bought
The cost of a single roll of wallpaper
The number of feet on each roll of wallpaper
The number of feet of wallpaper left over when she finishes the kitchen
(A) identify the mathematics in everyday situations;
26. The calendar below shows Cory’s schedule for soccer practices and soccer games.
If Cory attended every practice in September, what is the total number of minutes he
spent at soccer practice during the week of September 11–17?
F.
32 min
G.
150 min
H.
180 min
1
2 min
2
J.
2009 Grade 5 Released TAKS Test
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Objective 6
(B) solve problems that incorporate understanding the problem, making a plan, carrying
out the plan, and evaluating the solution for reasonableness;
17. Olga bought 25 T-shirts for $8 each, including tax. She sold them all for $12 each.
What is the difference between the amount of money Olga made and the amount of
money she spent on these 25 T-shirts?
A.
B.
C.
D.
$500
$100
$20
$200
(C) select or develop an appropriate problem-solving plan or strategy, including drawing
a picture, looking for a pattern, systematic guessing and checking, acting it out, making a
table, working a simpler problem, or working backwards to solve a problem.
31. A group of 10 people spent a total of $24 on tickets to a volleyball game. The ticket
prices are shown in the table below.
How many adults and children were in this group?
A.
B.
C.
D.
3 adults, 7 children
4 adults, 6 children
5 adults, 5 children
6 adults, 4 children
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Objective 6
(C) select or develop an appropriate problem-solving plan or strategy, including drawing
a picture, looking for a pattern, systematic guessing and checking, acting it out, making a
table, working a simpler problem, or working backwards to solve a problem.
37. The Mayes, Reyna, and Wilson families have lived a combined total of 44 years in
their houses.
• The Mayes family has lived 12 years in their house.
1
• The Reyna family has lived as many years in their house as the Mayes family
2
has.
How many years has the Wilson family lived in their house?
A.
B.
C.
D.
18 years
26 years
8 years
16 years
(5.15) Underlying processes and mathematical tools. The student communicates about
Grade 5 mathematics using informal language. The student is expected to
(B) relate informal language to mathematical language and symbols.
13. At a grocery store, there were 180 cereal boxes on shelves. There were 6 different
brands of cereal, and there were an equal number of boxes of each brand. What is a way
of determining the number of cereal boxes of each brand on these shelves?
A.
B.
C.
D.
Subtract 6 from 180
Add 6 and 180
Multiply 180 by 6
Divide 180 by 6
2009 Grade 5 Released TAKS Test
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Objective 6
(B) relate informal language to mathematical language and symbols.
42. An auditorium has a total of 25 rows of seats, and each row contains 15 seats. During
a choir concert, 233 seats were filled. What is one way of finding the number of seats that
were empty during the concert?
F.
G.
H.
J.
Multiply 25 by 15 and then subtract 233 from the product
Add 25 and 15 and then subtract the sum from 233
Multiply 25 by 15 and then add 233 to the product
Add 25 and 15 and then multiply the sum by 233
(5.16) Underlying processes and mathematical tools. The student uses logical
reasoning. The student is expected to
(A) make generalizations from patterns or sets of examples and nonexamples.
9. Look at the numbers on the shirts below.
Which of the following do all of these numbers have in common?
A.
B.
C.
D.
They are all odd numbers.
They are all greater than 20.
They are all multiples of 6.
They are all factors of 90.
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