Mathematics, grade 5, mapped

131 claims across 6 strands · 130 of 152 skills in grades 3-5 appear here

43 more claims reach back to a grade below this window. They are named in the lists below and not drawn — the picture holds grades 3-5 and nothing else.

Pick a skill to light what it rests on.

Algebraic reasoning

  1. 4.5.A rests on 3.5.B a strip diagram for a multi-step problem is the one-and-two-step diagram with more strips in it
  2. 4.5.A rests on 3.5.A a multi-step strip diagram with a letter for the unknown takes one-and-two-step addition and subtraction already representable with equations
  3. 4.5.A leans on 3.5.D a letter standing for the unknown leans on the unknown already being something to solve for
  4. 4.5.B rests on 3.5.E an input-output table is the table of number pairs with the rule written out
  5. 5.4.B rests on 4.5.A four operations in one problem extends the multi-step work a letter already stood in for
  6. 5.4.E leans on 4.5.B brackets are a mark on a numerical expression, which leans on expressions already being written down
  7. 5.4.F rests on 5.4.E simplifying inside the brackets first takes the brackets as already meaning something
  8. 4.5.D rests on 4.5.C solving a perimeter or area problem takes the formula as already worked out from a model
  9. 5.4.G leans on 4.5.C a formula pulled out of a model leans on that having been done once already with perimeter and area
  10. 5.4.H rests on 5.4.G solving for a volume takes the formula as already read off a stack of cubes
  11. 5.4.H leans on 4.5.D the rectangle problems are these with one dimension fewer in them
  12. 5.4.C rests on 4.5.B a rule written y = ax generates the same table the input-output work fills in
  13. 5.4.D leans on 5.4.C having generated both kinds makes the difference visible, though a given table can be read cold
  14. 5.4.D leans on 3.5.C three times as much and three more than are the two patterns, and reading the first as a comparison helps
  15. 3.5.B leans on 3.4.E from another strand a strip diagram is one more way of drawing the equal groups the fact work makes familiar
  16. 3.5.D rests on 3.4.J from another strand a missing factor takes multiplication and division as two views of one fact
  17. 3.5.C leans on 3.4.E from another strand reading 3 x 24 as a comparison leans on multiplication already meaning equal groups
  18. 5.4.A leans on 3.4.F from another strand asking whether anything besides one and thirteen divides it leans on the fact table being at hand
  19. 5.4.A leans on 3.4.I from another strand an even-or-odd rule already sorts numbers by whether something divides them, and prime widens that question
  20. 5.4.B leans on 4.4.H from another strand a multi-step problem leans on the one- and two-step versions coming out right
  21. 4.5.C rests on 3.7.B from another strand the 2l + 2w shorthand comes out of having added the four sides one at a time
  22. 4.5.C rests on 3.6.C from another strand the l x w formula names what counting rows of unit squares was already doing
  23. 4.5.D leans on 4.4.D from another strand a rectangle 24 by 16 leans on two-digit multiplication being reliable
  24. 5.4.G rests on 5.6.B from another strand l x w x h names what layers times the area of the base was already doing
  25. 5.8.C leans on 4.5.B from another strand the pairs to plot often arrive in an input-output table, which leans on the table already generating them
  26. 5.4.C leans on 5.8.B from another strand graphing the pattern leans on there being a described way to put a pair on the plane
  27. 3.5.D rests on 2.7.C from grade 2, below this window solving for a missing factor is the missing-term work moved onto a different operation
  28. 3.5.A rests on 2.4.C from grade 2, below this window an equation for a two-step problem comes after the within-1,000 work is solvable

Data analysis

  1. 3.8.B rests on 3.8.A a two-step question needs the scaled display to be readable
  2. 4.9.A rests on 3.8.A a stem-and-leaf plot is one more summary of a set the frequency table already organises
  3. 4.9.B rests on 4.9.A answering from a dot plot takes the plot as already readable
  4. 4.9.B leans on 3.8.B the scaled-graph questions are these with whole numbers only
  5. 5.9.A rests on 4.9.A adding bar graphs and decimal measurements extends the frequency table, dot plot and stem-and-leaf already drawn
  6. 5.9.B leans on 5.9.A paired data leans on data already being something collected and put on a display
  7. 5.9.C rests on 5.9.B answering from a scatterplot takes the scatterplot as already drawn
  8. 5.9.C rests on 4.9.B the one- and two-step data questions are the same ones, with the scatterplot added to the list of displays
  9. 4.9.A leans on 4.3.G from another strand a dot plot marked in halves leans on fractions already having places on a line
  10. 5.9.B rests on 5.8.C from another strand a scatterplot is a first-quadrant graph of ordered pairs with the data supplying the pairs
  11. 3.8.A rests on 2.10.B from grade 2, below this window a scaled interval is the interval-of-one-or-more work with bigger steps
  12. 3.8.B rests on 2.10.C from grade 2, below this window solving from a scaled graph is the interval-of-one work with a multiplier in it

Geometry and measurement

  1. 3.6.B rests on 3.6.A picking the quadrilaterals out needs sorting by attribute to be second nature
  2. 3.6.D rests on 3.6.C adding areas together takes one rectangle on its own as already findable
  3. 3.6.E leans on 3.6.D knowing areas add is what lets four equal parts of one figure be checked against four of another
  4. 3.7.D leans on 3.7.E deciding whether to weigh the flour or measure it out is easier once both have been tried
  5. 4.6.C rests on 4.6.A sorting triangles by their angles takes the right angle as already identifiable
  6. 4.6.D rests on 4.6.A classifying on parallel and perpendicular takes both as named things to look for
  7. 4.6.D leans on 3.6.B the quadrilateral sorting is this with a shorter list of attributes to check
  8. 4.7.A rests on 4.6.A an angle cut out of a circle takes the vertex and the two rays as already named
  9. 4.7.B rests on 4.7.A one degree is one of 360 of those cut-out parts, so the part comes first
  10. 4.7.C rests on 4.7.B reading a protractor takes the degree as already meaning something
  11. 4.7.D rests on 4.7.C drawing to a given measure is the protractor reading run the other way
  12. 4.7.E rests on 4.7.B two adjacent angles add because each is a count of degrees out of the same circle
  13. 4.8.B rests on 4.8.A a conversion runs in the direction the relative sizes give it
  14. 4.8.C leans on 3.7.C time is the quantity that does not run on base ten, and the minute intervals are where that shows
  15. 4.8.C leans on 3.7.E a problem about liquid volume or mass leans on those quantities already being obtainable with a tool
  16. 5.6.A leans on 3.6.A a cube and a rectangular prism lean on the solids already having been sorted and named
  17. 5.6.B rests on 5.6.A counting layers takes a unit cube as already the thing being counted
  18. 5.6.B rests on 3.6.C the number of cubes in the bottom layer is the area of the base, found by rows times squares
  19. 5.8.A rests on 4.6.A two perpendicular number lines takes perpendicular as a word already attached to a picture
  20. 5.8.B rests on 5.8.A describing how to plot a pair takes the axes, the origin and the two coordinates as already named
  21. 5.8.C leans on 5.8.B a described process makes plotting repeatable, though children often plot first and describe after
  22. 4.4.C leans on 3.6.C from another strand the area model is the rows-times-squares picture with the squares left uncounted
  23. 3.7.A rests on 3.3.A from another strand a fraction as a distance from zero takes it as already a point on the line
  24. 4.3.E leans on 3.6.E from another strand combining pictured parts takes the whole already decomposed into named equal-area parts
  25. 4.3.G rests on 3.7.A from another strand tenths as a distance from zero extends the halves, fourths and eighths already placed that way
  26. 3.6.C rests on 3.4.D from another strand seeing a rectangle as rows of squares is the array work in a different picture
  27. 3.6.E rests on 3.3.C from another strand calling one of four equal parts a fourth of the whole is the unit fraction doing the naming
  28. 4.5.C rests on 3.7.B from another strand the 2l + 2w shorthand comes out of having added the four sides one at a time
  29. 4.5.C rests on 3.6.C from another strand the l x w formula names what counting rows of unit squares was already doing
  30. 4.7.A leans on 3.3.C from another strand a part of a circle leans on a whole already being something that comes apart into parts you can name
  31. 4.8.B leans on 4.4.B from another strand metres into centimetres is a product of 100 with a unit attached
  32. 4.8.C leans on 4.4.H from another strand the multiplication and division measurement problems are these with a unit on every number
  33. 5.5 rests on 4.6.D from another strand a hierarchy of sets sorts on the same parallel sides and angle sizes the classifying already looks for
  34. 5.5 leans on 4.6.C from another strand sorting triangles by angle is one branch of the tree, and the branch leans on that sorting already being done
  35. 5.4.G rests on 5.6.B from another strand l x w x h names what layers times the area of the base was already doing
  36. 5.7 rests on 4.8.B from another strand a conversion inside a problem takes the conversion itself as already workable
  37. 5.7 leans on 4.8.C from another strand carrying units through an addition or a division leans on those problems already being solvable
  38. 5.8.C leans on 4.5.B from another strand the pairs to plot often arrive in an input-output table, which leans on the table already generating them
  39. 5.4.C leans on 5.8.B from another strand graphing the pattern leans on there being a described way to put a pair on the plane
  40. 5.9.B rests on 5.8.C from another strand a scatterplot is a first-quadrant graph of ordered pairs with the data supplying the pairs
  41. 3.6.A rests on 2.8.B from grade 2, below this window sorting figures and solids together comes after the solids are sorted on their own
  42. 3.6.A rests on 2.8.C from grade 2, below this window adding the flat figures takes the polygon sorting as already in hand
  43. 3.6.C rests on 2.9.F from grade 2, below this window multiplying rows by columns comes after a rectangle is covered and counted by hand
  44. 3.6.D rests on 2.8.E from grade 2, below this window breaking a composite into rectangles is the decomposing work with area attached
  45. 3.7.B leans on 2.9.D from grade 2, below this window the sides often arrive as numbers in the problem, and measuring them is the other way in
  46. 3.7.B rests on 2.4.B from grade 2, below this window finding a missing side runs on two-digit addition and subtraction being reliable
  47. 3.7.C rests on 2.9.G from grade 2, below this window adding two intervals takes the clock as already readable to the minute
  48. 3.7.B leans on 2.7.C from grade 2, below this window a missing side is the unknown-term reading with a perimeter standing in for the total
  49. 4.6.B leans on 2.8.E from grade 2, below this window a line of symmetry is the halving cut with the two parts landing on each other
  50. 4.7.B leans on 1.7.B from grade 1, below this window a degree is still a same-size unit counted off, bent around a vertex instead of laid along an edge
  51. 4.7.C leans on 2.9.D from grade 2, below this window a protractor is a scale read to the nearest mark, the way a ruler is
  52. 4.7.E leans on 2.7.C from grade 2, below this window a missing angle is the unknown-term reading with the whole angle standing in for the total
  53. 4.8.A leans on 2.9.B from grade 2, below this window ranking a metre against a centimetre leans on the inverse of unit size and count already being stated
  54. 5.6.A rests on 2.9.F from grade 2, below this window filling a box with unit cubes and no gaps is the square-unit covering with a third direction added
  55. 5.8.A leans on 2.9.C from grade 2, below this window an axis is a number line with a fixed zero, which leans on distances already being read off one

Number and operations

  1. 3.2.B leans on 3.2.A the ten-times pattern and the column building explain each other, in either order
  2. 4.2.A rests on 3.2.B the one-tenth direction is the base-ten description read to the right of the ones column
  3. 4.2.B rests on 4.2.A expanded notation out to the hundredths takes each column as ten times the one on its right
  4. 4.2.C rests on 3.2.D comparing to a billion is the to-100,000 comparison with four more places to sort on
  5. 4.2.D rests on 3.2.C rounding to a named place works from the two consecutive multiples a number sits between
  6. 4.2.E leans on 4.2.A a tenths grid leans on the column right of the ones being worth a tenth, and just as often is how that lands
  7. 4.2.F rests on 4.2.E ordering two hundredths grids takes the grids as already drawable
  8. 4.2.F leans on 4.2.C comparing left to right across the places is the whole-number move carried past the decimal point
  9. 4.2.G rests on 4.2.E calling the shaded part three tenths and 0.3 at once takes one model that holds both names
  10. 4.2.G leans on 3.3.C tenths are the unit fraction with b at ten, and grade 3 writes that definition for any whole number b
  11. 4.2.H rests on 4.3.G reading a decimal off a marked point takes tenths and hundredths as already having places on the line
  12. 4.2.H leans on 3.3.B naming the point rather than placing it is the fraction-line reading with a decimal on the answer
  13. 5.2.A rests on 4.2.B the thousandths column is one more step right along the expanded notation the hundredths already opened
  14. 5.2.B rests on 4.2.F ordering to thousandths is the hundredths comparison with a third place after the point to sort on
  15. 5.2.B leans on 5.2.A deciding between 0.406 and 0.46 leans on the third place having a value of its own
  16. 5.2.C rests on 4.2.D rounding a decimal to the nearest hundredth is the named-place rounding carried right of the point
  17. 5.2.C leans on 5.2.A keeping or dropping the thousandths digit leans on it being readable as a digit with a place
  18. 3.4.B rests on 3.2.C rounding starts from seeing which two tens or hundreds a number falls between
  19. 4.4.A rests on 3.4.A the standard algorithm is the within-1,000 fluency written down in columns
  20. 4.4.A leans on 4.2.B lining the decimal points up leans on hundredths already having a column of their own
  21. 4.4.G rests on 4.2.D estimating with rounded numbers takes rounding to a named place as already doable
  22. 4.4.G leans on 3.4.B compatible numbers turned up the year before on sums, and the thousands are the only new part
  23. 3.4.F rests on 3.4.D recall comes after the array has made the answer findable
  24. 3.4.G leans on 3.4.F seven twenty-fours splits into seven twenties and seven fours, and both go faster when they are known
  25. 3.4.G rests on 3.2.A breaking a two-digit factor apart works from seeing it as tens and ones
  26. 3.4.J leans on 3.4.F the division facts come with the multiplication ones, and skip counting finds the quotient too
  27. 3.4.K leans on 3.4.F recall is one of the four routes a division problem allows, alongside objects, models and properties
  28. 3.4.K rests on 3.4.H a sharing problem needs the size of each group to be worked out
  29. 3.4.E rests on 3.4.D drawing six by four to show a fact comes after having counted six groups of four objects
  30. 4.4.B rests on 4.2.A multiplying by ten shifts every digit one column left, which is the ten-times relationship itself
  31. 4.4.C leans on 3.4.G two two-digit factors is partial products with the second number broken apart as well
  32. 4.4.D rests on 4.4.C the standard algorithm is the partial products of the array collected into columns
  33. 4.4.D leans on 4.4.B the second row of a two-digit multiplication is a product of ten, and knowing why it shifts helps
  34. 4.4.E rests on 3.4.J drawing a four-digit quotient takes division and multiplication as two views of one fact
  35. 4.4.E leans on 3.3.E a quotient is a share handed out, and sharing pictorially is where quotients start
  36. 4.4.E leans on 4.4.C an area model read from the product back to a missing side is the same rectangle either way
  37. 4.4.F rests on 4.4.E long division is the area model recorded step by step
  38. 4.4.F leans on 4.4.D each step of a division algorithm multiplies back, and a reliable product makes that quick
  39. 4.4.H rests on 4.4.F fluency with two-step problems takes the division algorithm as already working
  40. 4.4.H leans on 3.4.K the two-step problems within 100 are these with smaller numbers and no remainder to read
  41. 5.3.A rests on 4.4.G estimating across all four operations extends the rounding and compatible numbers already used on sums
  42. 5.3.B rests on 4.4.D three digits by two is the two-by-two algorithm with each of its two partial products a digit longer
  43. 5.3.C rests on 4.4.F a two-digit divisor is the same long division with a harder guess at each step
  44. 5.3.C leans on 5.3.B each step of a two-digit division multiplies the divisor back, which leans on that product being quick
  45. 5.3.D rests on 4.4.C a hundredths area model is the two-digit rectangle with each side cut into tenths
  46. 5.3.D leans on 4.2.E shading three tenths of four tenths leans on tenths and hundredths already having a picture
  47. 5.3.E rests on 5.3.D working out 0.3 times 0.4 takes the model that shows why the answer lands in hundredths
  48. 5.3.E leans on 5.3.B dropping the points and multiplying whole numbers leans on that algorithm being reliable
  49. 5.3.F rests on 4.4.E a decimal quotient drawn as a rectangle is the whole-number quotient picture with a smaller side on it
  50. 5.3.F leans on 5.3.D the product model and the quotient model are one rectangle with a different side missing
  51. 5.3.G rests on 5.3.F computing the quotient takes the model that says where the point lands
  52. 5.3.G leans on 5.3.C dividing 4.68 by 12 leans on the whole-number version of the same algorithm
  53. 3.3.A leans on 3.3.C the unit fraction is one road to three quarters, and three parts out of four is the other
  54. 3.3.B rests on 3.3.A reading a fraction off a line is the reverse of putting one there
  55. 3.3.D rests on 3.3.C building a fraction out of unit parts takes the unit part as understood
  56. 3.3.F rests on 3.3.A equivalence needs two fractions drawable beside each other
  57. 3.3.G rests on 3.3.F the same-point test comes after the equivalent pairs are built
  58. 3.3.H leans on 3.3.A a picture settles the comparison when reasoning from the denominator alone runs out
  59. 3.3.E rests on 3.3.A sharing three cookies among four people needs three fourths to be drawable
  60. 4.3.A rests on 3.3.D five thirds is the same sum of unit parts with the count allowed past the denominator
  61. 4.3.B rests on 4.3.A finding a second way to split it takes one way as already written down
  62. 4.3.C rests on 3.3.G deciding whether two are equivalent applies the same-point test rather than building the pair
  63. 4.3.D rests on 3.3.H unlike numerators and unlike denominators is the same-one-or-the-other comparison with both changed at once
  64. 4.3.D leans on 4.3.C rewriting one fraction to match the other leans on equivalence being testable first
  65. 4.3.E rests on 4.3.A adding fifths is counting unit parts, which is what a sum of 1/b already says
  66. 4.3.E leans on 4.3.G the number line the statute builds toward is easier once fractions sit on one as distances
  67. 4.3.F leans on 4.3.E having a worked sum to check against helps, though a benchmark estimate is made without one
  68. 4.3.F leans on 4.3.D putting a fraction against one half leans on comparing two unlike fractions being familiar
  69. 4.3.G leans on 4.2.E the decimal half of this leans on tenths and hundredths already having models behind them
  70. 5.3.H rests on 4.3.E thirds plus fourths is the equal-denominator addition once both are rewritten to one denominator
  71. 5.3.H rests on 4.3.C rewriting one fraction to match the other takes a test for whether two are the same value
  72. 5.3.I rests on 4.3.A three times two fifths is six unit parts, which is what a sum of 1/b already counts
  73. 5.3.I leans on 3.4.E a whole number times a fraction leans on multiplication already picturing equal groups
  74. 5.3.J leans on 5.3.I equal groups with a factor missing is one reading of the sharing picture
  75. 5.3.J leans on 3.4.H one third shared among seven leans on division already meaning the size of each equal share
  76. 5.3.K rests on 5.3.H fluency with unlike denominators takes the models and properties that made the sum come out
  77. 5.3.K rests on 4.4.A the decimal half of a rational sum is the standard algorithm with the points lined up
  78. 5.3.L rests on 5.3.J computing the quotient takes the object or area model that showed what it means
  79. 3.5.B leans on 3.4.E from another strand a strip diagram is one more way of drawing the equal groups the fact work makes familiar
  80. 3.5.D rests on 3.4.J from another strand a missing factor takes multiplication and division as two views of one fact
  81. 3.5.C leans on 3.4.E from another strand reading 3 x 24 as a comparison leans on multiplication already meaning equal groups
  82. 4.4.C leans on 3.6.C from another strand the area model is the rows-times-squares picture with the squares left uncounted
  83. 5.4.A leans on 3.4.F from another strand asking whether anything besides one and thirteen divides it leans on the fact table being at hand
  84. 5.4.A leans on 3.4.I from another strand an even-or-odd rule already sorts numbers by whether something divides them, and prime widens that question
  85. 5.4.B leans on 4.4.H from another strand a multi-step problem leans on the one- and two-step versions coming out right
  86. 3.7.A rests on 3.3.A from another strand a fraction as a distance from zero takes it as already a point on the line
  87. 4.3.E leans on 3.6.E from another strand combining pictured parts takes the whole already decomposed into named equal-area parts
  88. 4.3.G rests on 3.7.A from another strand tenths as a distance from zero extends the halves, fourths and eighths already placed that way
  89. 3.6.C rests on 3.4.D from another strand seeing a rectangle as rows of squares is the array work in a different picture
  90. 3.6.E rests on 3.3.C from another strand calling one of four equal parts a fourth of the whole is the unit fraction doing the naming
  91. 4.5.D leans on 4.4.D from another strand a rectangle 24 by 16 leans on two-digit multiplication being reliable
  92. 4.7.A leans on 3.3.C from another strand a part of a circle leans on a whole already being something that comes apart into parts you can name
  93. 4.8.B leans on 4.4.B from another strand metres into centimetres is a product of 100 with a unit attached
  94. 4.8.C leans on 4.4.H from another strand the multiplication and division measurement problems are these with a unit on every number
  95. 4.9.A leans on 4.3.G from another strand a dot plot marked in halves leans on fractions already having places on a line
  96. 4.10.B leans on 3.4.C from another strand profit subtracts cost from money taken in, which takes a collection of coins and bills already valuable
  97. 3.2.A rests on 2.2.A from grade 2, below this window the ten-thousands column extends the composing the 1,200 work introduces
  98. 3.2.D rests on 2.2.D from grade 2, below this window ordering to 100,000 is the 1,200 comparison with two more places in it
  99. 3.2.C rests on 2.2.E from grade 2, below this window seeing which two multiples a number sits between is the open number line with landmarks on it
  100. 4.2.E leans on 2.5.B from grade 2, below this window a dollar sign and two digits after the point is the first decimal most children read, though a grid works too
  101. 3.4.A rests on 2.4.C from grade 2, below this window fluency is the same within-1,000 work once the strategies stop needing thought
  102. 3.4.C rests on 2.5.A from grade 2, below this window adding bills to the pile is the up-to-a-dollar counting with larger values in it
  103. 3.4.H rests on 2.6.B from grade 2, below this window working out the size of each share is the division situation with a number on the answer
  104. 3.4.I leans on 2.7.A from grade 2, below this window a last-digit rule and a pile of objects paired off answer the same question two different ways
  105. 3.4.D rests on 2.6.A from grade 2, below this window counting six groups of four takes the equal-groups situation as already set out
  106. 3.3.C rests on 2.3.A from grade 2, below this window naming one part of a whole takes the whole as already cut into that many equal parts
  107. 3.3.A leans on 2.9.C from grade 2, below this window putting a fraction on a number line leans on the line already carrying distances
  108. 3.3.H rests on 2.3.B from grade 2, below this window comparing eighths with fourths runs on knowing more parts makes each one smaller
  109. 3.3.E leans on 2.6.B from grade 2, below this window sharing an object among people is the equal-sets work with a fraction as the answer

Other

  1. 5.5 rests on 4.6.D from another strand a hierarchy of sets sorts on the same parallel sides and angle sizes the classifying already looks for
  2. 5.5 leans on 4.6.C from another strand sorting triangles by angle is one branch of the tree, and the branch leans on that sorting already being done
  3. 5.7 rests on 4.8.B from another strand a conversion inside a problem takes the conversion itself as already workable
  4. 5.7 leans on 4.8.C from another strand carrying units through an addition or a division leans on those problems already being solvable

Personal financial literacy

  1. 4.10.C leans on 3.9.E weighing one savings option against another leans on there being reasons to save at all
  2. 4.10.D leans on 3.9.F splitting an allowance three ways leans on spending, saving and giving already being named decisions
  3. 5.10.B leans on 5.10.A net income leans on the payroll and income taxes already having names
  4. 5.10.C leans on 3.9.D a credit card leans on credit already being borrowing with a payment owed back
  5. 5.10.D leans on 5.10.C a record of what was paid leans on the ways of paying being tellable apart
  6. 5.10.D leans on 4.10.A the columns a record sorts into lean on a fixed expense and a variable one already being told apart
  7. 5.10.F leans on 5.10.B a budget leans on take-home pay rather than on the larger number it came out of
  8. 5.10.F leans on 5.10.D balancing leans on there being a record of what actually came in and went out
  9. 5.10.E leans on 5.10.F closing a gap leans on having laid the two columns out and seen them fail to match
  10. 5.10.E leans on 3.9.C cutting an unplanned expense leans on planned and unplanned spending already being weighed against each other
  11. 4.10.B leans on 3.4.C from another strand profit subtracts cost from money taken in, which takes a collection of coins and bills already valuable
  12. 3.9.A leans on 1.9.A from grade 1, below this window connecting work to income leans on income already meaning money earned
  13. 3.9.E leans on 2.11.A from grade 2, below this window planning to save leans on having seen savings add up over time
  14. 3.9.C leans on 2.11.B from grade 2, below this window weighing a spending decision leans on saving already being one of the options
  15. 3.9.D leans on 2.11.D from grade 2, below this window credit leans on borrowing already being something with a careful and a careless way
  16. 4.10.A leans on 1.9.C from grade 1, below this window a fixed expense and a variable one are both spending, which leans on spending being its own idea
  17. 4.10.B leans on 2.11.F from grade 2, below this window profit leans on the cost to produce the thing already being something to work out
  18. 4.10.D leans on 1.9.D from grade 1, below this window setting a share aside leans on giving already being one of the things money does
  19. 4.10.E leans on 2.11.C from grade 2, below this window keeping money safe leans on a deposit and a withdrawal already being different things
  20. 4.10.E leans on 2.11.E from grade 2, below this window a bank lending leans on lending already being a thing with benefits and costs on both sides
  21. 5.10.A leans on 1.9.A from grade 1, below this window a tax on income leans on income already being the word for money earned
  22. 5.10.C leans on 2.11.C from grade 2, below this window a debit card leans on a withdrawal already being a different thing from a deposit

Back to mathematics, grade 5 · the grade 6 map

Texas Essential Knowledge and Skills · CC BY 3.0 US · D2L Corporation · verified 2026-09-04

What that means, and what this is not

The standards text is adopted by the Texas State Board of Education and published as rules in Title 19 of the Texas Administrative Code. We retrieved it through the Common Standards Project. The licence above covers that project's compiled dataset, not the rule text itself, which is Texas law.

Coverage requirements from New York 8 NYCRR §100.10: what the law requires. Nothing here is legal advice, and Texas standards do not apply in your state. Check your own state's department of education.