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It also details 5.5 Geometry & Measurement by classifying two-dimensional figures using graphic organizers and set/subset hierarchies based on attributes and properties, and 5.6 volume recognition using unit cubes and 3D figure filling without gaps or overlaps.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/math-staar-end-game-planning-5th-grade-reporting-category-3/476026/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/math-staar-end-game-planning-5th-grade-reporting-category-3/476026.png","ImageObject",300,407,{"name":42,"@type":43},"Adam","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-12","2026-09-30",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does 5th grade Reporting Category 3 cover in this plan?","Question",{"text":62,"@type":63},"It covers Geometry & Measurement, including perimeter, area, volume, and classification of two-dimensional figures based on attributes and properties.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the plan connect algebraic reasoning to perimeter, area, and volume?",{"text":67,"@type":63},"It expects students to apply mathematical process standards to represent and solve problems related to perimeter and/or area and also volume using appropriate formulas and representations.",{"name":69,"@type":60,"acceptedAnswer":70},"What learning goal is emphasized for classifying two-dimensional figures in 5.5?",{"text":71,"@type":63},"Students classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on attributes and properties.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},476026,1791165569,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Math STAAR End Game Planning  \n5th grade  \nReporting Category 3 Geometry & Measurement  \n5th Grade – Reporting Category 3   \n5.4 Algebraic Reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:  \nH) Represent and solve problems related to perimeter and/or area and related to volume  \nReadiness Standard  \n\n| Answer | State | Region | District |  |  |\n| --- | --- | --- | --- | --- | --- |\n| A/F | 12% | 18% |  |  |  |\n| B/G* | 71% | 53% |  |  |  |\n| C/H | 9% | 15% |  |  |  |\n| D/J | 9% | 14% |  |  |  |\n\n\n| Vocabulary | Perimter, area. volume |\n| --- | --- |\n\n\n| Vertical Alignment | 4.5D Solve problems related to perimeter and area of rectangles where dimensions are whole numbers.\u003Cbr>Readiness Standard |\n| --- | --- |\n\n\n| Supporting\u003Cbr>Information | Students are expected to determine perimeter of polygons, area of rectangles and composite figures formed by rectangles, and volume of rectangular prisms.“Use appropriate   formulas” is stated more appropriately as “represent and solve.” Students may still be expected to measure lengths to determine perimeter, area, and volume if the |\n| --- | --- |\n\n5th Grade – Reporting Category 3  \n|  | problem requires it. Because fluency with the addition and subtraction of positive rational numbers is expected within the TEKS, lengths may reflect fractional measures, including decimals with perimeter, to reinforce rational number operations. |\n| --- | --- |\n\n\n| Allowable\u003Cbr>supports |  |\n| --- | --- |\n\n\n| Misconceptions |  |\n| --- | --- |\n\nNOTES:  \n\n|  |\n| --- |\n|  |\n|  |\n|  |\n|  |\n|  |\n|  |\n\n5th Grade – Reporting Category 3   \n5.4 Algebraic Reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:  \nH) Represent and solve problems related to perimeter and/or area and related to volume  \nReadiness Standard  \n\n| Answer | State | Region | District |  |  |\n| --- | --- | --- | --- | --- | --- |\n| A/F | 25% | 16% |  |  |  |\n| B/G | 84% | 84% |  |  |  |\n| C/H | 0% | 0% |  |  |  |\n| D/J | 0% | 0% |  |  |  |\n| Grid:192 | 25% | 16% |  |  |  |\n\n5th Grade – Reporting Category 3  \n5.5 Geometry & Measurement. The student applies mathematical process standards to classify two-dimensional figures by attributes and properties. The student is expected to  \nA) Classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.  \nReadiness Standard  \n\n| Answer | State | Region | District |  |  |\n| --- | --- | --- | --- | --- | --- |\n| A/F | 23% | 27% |  |  |  |\n| B/G | 12% | 13% |  |  |  |\n| C/H | 14% | 15% |  |  |  |\n| D/J* | 51% | 45% |  |  |  |\n\n5th Grade – Reporting Category 3  \n| Vocabulary | Two dimensional figures, hierarchy, sets, subsets, graphic organizer, attributes, properties |\n| --- | --- |\n\n\n| Vertical Alignment | 4.6D Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size.\u003Cbr>Readiness Standard |\n| --- | --- |\n\n\n| Supporting\u003Cbr>Information | The SE focuses on classification by attributes and properties. An attribute is a characteristic or component of a geometric figure. The attributes of a square include side lengths and angle measures. The attributes combine to form the properties of a square: 4 right angles, 4 congruent sides, 2 sets of parallel sides. The SE clarifies the purpose of identifying essential attributes: classification within a hierarchy of set and subsets. For example, all rectangles have the property that opposite sides are parallel; therefore, every rectangle is a parallelogram. The SE specifies the use of graphic organizers as a classification tool. Isosceles is an adjective that indicates that at least two sides of a polygon have the same measure. Examples include isosceles triangles and isosceles trapezoids. |\n| --- | --- |\n\n5th Grade – Reporting ","cbCaicZlpAuZjVMC","https://ap.wps.com/l/cbCaicZlpAuZjVMC","pdf",379169,"English","# Reporting Category 3 Geometry & Measurement\n## 5.4 Algebraic Reasoning: Perimeter, Area, Volume\n## 5.5 Geometry & Measurement: Classify Two-Dimensional Figures\n## 5.6 Geometry & Measurement: Understand and Recognize Volume","[{\"question\":\"What does 5th grade Reporting Category 3 cover in this plan?\",\"answer\":\"It covers Geometry \\u0026 Measurement, including perimeter, area, volume, and classification of two-dimensional figures based on attributes and properties.\"},{\"question\":\"How does the plan connect algebraic reasoning to perimeter, area, and volume?\",\"answer\":\"It expects students to apply mathematical process standards to represent and solve problems related to perimeter and/or area and also volume using appropriate formulas and representations.\"},{\"question\":\"What learning goal is emphasized for classifying two-dimensional figures in 5.5?\",\"answer\":\"Students classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on attributes and properties.\"}]","Math STAAR End Game Planning - 5th Grade Reporting Category 3 | PDF",1790787102,48]