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**Successful Game Plans for the TAKS Test!**

Fifth Grade TAKS Test Successful Game Plans for the TAKS Test! Ms. Everett Mrs. Alexander Mrs. McLain Mrs. Gray Miss DeSantiago

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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Notes: Mathematics Tuesday, April 6 Reading Wednesday, April 7 Science Thursday, April 29

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**“Before The BIG Show” Tips for Helping Your Child Before the Test**

Focus on what your child is doing right! Let your child know that you are proud of his or her efforts and have confidence in what he or she can accomplish. Explain how important the test is, but do not put undue pressure on your child. Make sure your child sleeps well for several nights before the test. Have your child eat a good, healthy breakfast. Make sure your child is dressed appropriately for the weather and classroom climate to avoid discomfort during the test. Make sure your child arrives on time on the day of the test to avoid unnecessary stress. Remind your child to work through each question carefully and use their STRATEGIES!

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**Grade Fifth Reading TAKS Objectives**

For a more complete description of the objectives measured, please refer to the Revised TAKS Information Booklet for Grade 5 Reading at: Objective 1: The student will demonstrate a basic understanding of culturally diverse written texts. Using word identification strategies Recognizing words using root words and other structural cues such as prefixes, and suffixes Using knowledge of word order (syntax) and context to support word identification and confirm word meaning Reading from a variety of genres and for different purposes Developing vocabulary Demonstrating knowledge of synonyms, antonyms, and multi-meaning words Using comprehension strategies Retelling important events in stories Producing summaries of text selections Identifying Main Idea and Supporting Details

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Objective 2: The student will apply knowledge of literary elements to understand culturally diverse written texts. Analyzing characters, including their traits, feelings, relationships, and changes Identify the importance of the setting to a story's meaning Recognizing story elements

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Objective 3: The student will use a variety of strategies to analyze culturally diverse written texts. Using comprehension strategies Retelling the order of important events in stories Representing text information in different ways, including story maps, graphs, and charts Distinguish different forms of texts, including lists, newsletters Recognize the distinguishing features of familiar genres, including stories, poems, and informational texts Judge the internal consistency or logic of stories and texts such as “Would this character do this?”; “Does this make sense here?” Identify the purposes of different types of texts such as to inform, influence, express, or entertain Compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants Describe how the author’s perspective or point of view affects the text

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Objective 4: The student will apply critical-thinking skills to analyze culturally diverse written texts. Reading/comprehension: The student comprehends selections using a variety of strategies. The student is expected to draw inferences such as conclusions or generalizations Reading/literary response: The student expresses and supports responses to various types of texts. Reading/text structures/literary concepts: The student analyzes the characteristics of various types of texts (genres). The student is expected to recognize that authors organize information in specific ways.

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**Websites to assist you with Reading**

How do I help my child? Read nightly. At least 20 minutes of daily reading can help your child grow to love reading. Question your child as you both read

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**Example Reading TAKS Questions**

Why does it make sense that the guard accuses the second man? A He wanted to show the workers that he was smart. B He was angry about the crime that had occurred. C He wanted respect from the other guards. D* He was excited by the promise of money. The reader can conclude that both “The Sultan’s Pearls” and “The King’s Gold” — A* take place long ago B include a lesson to be learned C explain why having riches is important D describe the duties of rulers

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**3rd Grade Reading Strategies**

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**Grade Five Math TAKS Objectives**

For a more complete description of the objectives measured, please refer to the Revised TAKS Information Booklet for Grade 5 Mathematics at: Objective 1: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. Uses place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999; Uses use place value to compare and order whole numbers through 9,999 Determine the value of a collection of coins and bills Uses fraction names and symbols to describe fractional parts of whole objects or sets Compare fractional parts of whole objects or sets of objects in a problem situation Use fraction names and symbols to describe fractional parts of whole objects or sets of objects with denominators of 12 or less. Adds and subtracts to solve meaningful problems involving whole numbers Model addition and subtraction using pictures, words, and numbers Select addition or subtraction and use the operation to solve problems involving whole numbers through 999. Recognizes and solves problems in multiplication and division situations. Solve and record multiplication problems (one-digit multiplier) Use models to solve division problems and use number sentences to record the solutions. Estimates to determine reasonable results. Round two-digit numbers to the nearest ten and three-digit numbers to the nearest hundred Estimate sums and differences beyond basic facts

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Objective 2: The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning. Uses patterns to solve problems. Identify and extend whole-number and geometric patterns to make predictions and solve problems Identify patterns in multiplication facts using concrete objects, pictorial models, or technology Identify patterns in related multiplication and division sentences (fact families), such as 2 × 3 = 6, 3 × 2 = 6, 6 ÷ 2 = 3, 6 ÷ 3 = 2. Uses lists, tables, and charts to express patterns and relationships Generate a table of paired numbers based on a real-life situation, such as insects and legs Identify patterns in a table of related number pairs based on a real-life situation and extend the table

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**Objective 3: The student will demonstrate an understanding of geometry and spatial reasoning.**

Uses formal geometric vocabulary Name, describe, and compare shapes and solids using formal geometric vocabulary. Recognize congruence and symmetry Identify congruent shapes and identify lines of symmetry in shapes Recognizes that numbers can be represented by points on a line. Locate and name points on a line using whole numbers [and fractions such as halves].

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**Objective 4: The student will demonstrate an understanding of the concepts and uses of measurement.**

Selects and uses appropriate units and procedures to measure length and area. Estimate and measure lengths using standard units such as inch, foot, yard, centimeter, decimeter, and meter Use linear measure to find the perimeter of a shape Use concrete models of square units to determine the area of shapes Measures time and temperature Tell and write time shown on traditional and digital clock Use a thermometer to measure temperature Applies measurement concepts Measure to solve problems involving length, area, temperature, and time.

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**Objective 5: The student will demonstrate an understanding of probability and statistics.**

Solves problems by collecting, organizing, displaying, and interpreting sets of data. Collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data Interpret information from pictographs and bar graphs Use data to describe events as more likely, less likely, or equally likely.

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Objective 6: The student will demonstrate an understanding of the mathematical processes and tools used in problem solving. Solve problems connected to everyday experiences and activities in and outside of school Identify the mathematics in everyday situations Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness Select or develop an appropriate problem-solving 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. Relate informal language to mathematical language and symbols The student uses logical reasoning to make sense of his or her world. The student is expected to make generalizations from patterns or sets of examples and non-examples.

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**Fifth Grade Problem Solving Strategy Math TAKS Information Understand:**

UPS Understand: Numbers & Labels Important Words Draw a Picture Plan: Choose a Thinking Pattern Choose an Operation Solve: Show Your Thinking Use Your Labels √ Check Your Work: Twice is nice! DOES MY ANSWER MAKE SENSE?

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**Ways to Help your Child in Mathematics**

Have them do their homework! Let them explain to you what they did in class and on their homework to check for understanding. PLEASE PRACTICE BASIC MATH FACTS WITH YOUR CHILD (addition, subtraction, and multiplication). Please practice addition and subtraction with regrouping. Take them to the grocery store and let them estimate your bill. Get take-out dinner menus from restaurants and ask them to add up the total for different meals. Let them cook with you and do the measurement. Use recipes to double or use only half. Ask them to use conversions. Let them practice elapsed time by scheduling the day with you. Great Internet Sites:

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**Example Math Problems See our website for A LOT more!**

1. On Saturday, the Corner Store sold 263 newspapers and Stop and Go sold 351 newspapers. On Sunday, the Corner Store will need 6 times as many newspapers, and Stop and go will need 4 times as many newspapers. How would John, the newspaper delivery person, know how many more papers to take to each store? How many more newspapers will the Corner Store get than Stop and Go? 2. Kelly read every day for three weeks in January, every day for two weeks in February, and 12 days in March. If she read 30 minutes each day, how many hours and minutes did Kelly read?

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**Grade 5 Science TAKS http://www. tea. state. tx. us/student**

Objective 1: Nature of Science Objective 2: Life Science Objective 3: Physical Science Objective 4: Earth/Space Science

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**Objective 1 The student will demonstrate an understanding of the nature of science.**

Scientific processes: The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student uses scientific inquiry methods during field and laboratory investigations. The student uses critical thinking and scientific problem solving to make informed decisions. The student knows how to use a variety of tools and methods to conduct science inquiry.

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**Objective 2: The student will demonstrate an understanding of the life sciences.**

The student knows that living organisms have basic needs. The student knows that living organisms need food, water, light, air, a way to dispose of waste, and an environment in which to live. The student knows that change can create recognizable patterns. The student knows that a system is a collection of cycles, structures, and processes that interact. The student knows that some change occurs in cycles. The student knows that adaptations may increase the survival of members of a species. The student knows that likenesses between offspring and parents can be inherited or learned.

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**Objective 3: The student will demonstrate an understanding of the physical sciences.**

The student knows that forces cause change. The student knows that change can create recognizable patterns. The student knows that a system is a collection of cycles, structures, and processes that interact. The student knows that matter has physical properties. The student knows that energy occurs in many forms.

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**Objective 4: The student will demonstrate an understanding of the earth sciences.**

The student knows that forces cause change. The student knows that change can create recognizable patterns. The student knows that a system is a collection of cycles, structures, and processes that interact. The student knows that some change occurs in cycles. The student knows that certain past events affect present and future events. The student knows that the natural world includes earth materials and objects in the sky.

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**Frisco ISD Scientific Method**

Question – investigative or testable Hypothesis – What do you predict will happen? (If…then…because…) Materials- What will I need? Procedure – What steps will I follow? Observations and Data Collections – What did I observe using my five senses? What did I record? Results – What happened? Conclusion – Was my hypothesis correct? Why or why not? What did I learn? Extension – “I wonder” What would happen if…? What would I change? I wonder… How could I apply…

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**Example Questions egg → larva → pupa → adult**

1. The drawing shows a model of the Earth, moon, and sun system made from foam balls. What is one way to make this model more accurate? A Use wooden blocks instead of foam balls B* Make the sun larger than the Earth and the moon smaller C Move the sun closer to the Earth D Change the order of the foam balls to be moon, sun, Earth egg → larva → pupa → adult 2. Which animal goes through the stages of metamorphosis shown above? A* Beetle B Frog C Bird D Snake

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**Test Strategy LAB Strategy**

This strategy is used to help the students answer various questions. L: look at and label all diagrams, charts, graphs, pictures, key words, vocabulary, etc A: ask and analyze; what is the big science idea? Have I seen this before? B: be thorough; Have I labeled? analyzed vocabulary? Disproved and Proved my answers?

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**Helpful Websites 5th Grade Science Study Guide**

Below you will find some great websites Discovery Science- Funology- Bill Nye- Cool Science for Kids- Crypto Kids- Energy-

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