IQ: INVESTIGATING

THE QUESTIONS

2013-2015

Released Test
Aligned to the Standards
CONTENT BUILDER FOR THE PLC

Math

Grade 5

NOTE: The realignment of 2013-2015 STAAR math assessment items represents the reviewed
and synthesized input from a sample of Texas educators. The process was designed to best
align the cognitive level and content of the previously released items with the new standards.
This realignment process does not represent a publication of the Texas Education Agency.

Users Guide - IQ [Investigating the Questions] Released Tests

Student Expectation
and Reporting Category
Student Expectation Description
TO DO: Discuss which part(s) of the student
expectation has been tested

TO DO: Discuss how many times this

standard has been assessed

IQ Analysis
Investigating the Question

SE #

SE # Student Expectation

Units in which SE is included

Units:

TO DO: Review prior to instruction

Analysis of Assessed Standards

SE # Student Expectation

[Year] [Question #]

RC: #

Dual/Multiple
Coding

Dual/Multiple Coding

Content

TO DO: Review content and process

standards assessed in each item

Process

Stimulus

Stimulus and Thinking

Thinking
TO DO: Note stimulus (visual
representation), level of thinking, and
other SEs related to the item

Related SEs

State Data Analysis

For the 2015 Sample Questions,
no state data is available.

Data Analysis
Item
A
B
C
F

* Correct answer

State

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Item Data and Error Analyses

TO DO: Add local data (state included),
determine most common error patterns
(see below)

Implications for Instruction/Notes

Implications
TO DO: Note patterns/considerations for
instruction

Error Analysis | Type of Errors

The pattern of incorrect responses (highly chosen or distributed) indicates students may have
made one or more of these error types:

lead4ward

Guessing: Generally represented by equal distribution of incorrect answers. Students may

not know how to start or may not know what the question is about.

Careless Errors: Students cannot complete content specific procedures accurately. Make
low-level, careless mistakes.

Stopped Too Early: Students cannot transfer learning between contexts (item doesnt look
like samples used in class), or they stop too early in problem solving.

Mixed Up Concepts: Students misunderstand the underlying concepts. They may mix up
concepts often related to academic vocabulary.

IQ Analysis | Investigating the Question

5.2(A) represent the value of the digit in decimals through the thousandths using
expanded notation and numerals

SE 5.2(A)
Units:

No test questions 2013 2015

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

RC: 1

IQ Analysis | Investigating the Question

SE 5.2(B)

5.2(B)

RC: 1

Units:

5.2(B) compare and order two decimals to thousandths and represent

comparisons using the symbols >, <, or =

Analysis of Assessed Standards

Content

2015 Sample Q1

Multi Coding

Readiness

5.1(A), 5.1(B), 5.1(E) ,

Process
5.1(F)

Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (B)

5.2(B) (New) compare and order two decimals to thousandths and represent
comparisons using the symbols >, <, or =

Analysis of Assessed Standards

5.1(B) (Old) use place value to read, write, compare, and order decimals through the
thousandths place

Content

2013 Q11

Readiness

Dual Coding
Process 5.1(A)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
11
12
11
65

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.2(C)

5.2(C) round decimals to tenths or hundredths

RC: 1

Units:

No test questions 2013 2015

IQ Analysis | Investigating the Question

SE 5.3(A)

5.3(A) estimate to determine solutions to mathematical and real-world problems

involving addition, subtraction, multiplication, or division
5.3(A) (New) estimate to determine solutions to mathematical and real-world
problems involving addition, subtraction, multiplication, or division

Units:

Analysis of Assessed Standards

5.4(A) (Old) use strategies, including rounding and compatible numbers to estimate
solutions to addition, subtraction, multiplication, and division problems

Content

2014 Q20

RC: 2

Supporting

Dual Coding
Process 5.1(B)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
6
10
9
75

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (J)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.3(A) (New) estimate to determine solutions to mathematical and real-world

problems involving addition, subtraction, multiplication, or division

Analysis of Assessed Standards

8.2(C) (Old) evaluate a solution for reasonableness

Content

2014 Q33

Supporting

Dual Coding
Process 5.1(B)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
57
8
7
26

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

5.3(A) (New) estimate to determine solutions to mathematical and real-world

problems involving addition, subtraction, multiplication, or division

Analysis of Assessed Standards

6.2(D) (Old) estimate and round to approximate reasonable results and to solve problems
where exact answers are not required

Content

2013 Q23

Supporting

Dual Coding
Process 5.1(B)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
11
14
56
19

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.3(A) (New) estimate to determine solutions to mathematical and real-world

problems involving addition, subtraction, multiplication, or division

Analysis of Assessed Standards

5.4(A) (Old) use strategies, including rounding and compatible numbers to estimate
solutions to addition, subtraction, multiplication, and division problems

Content

2013 Q45

Supporting

Dual Coding
Process 5.1(B)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
68
7
15
9

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

IQ Analysis | Investigating the Question

SE 5.3(B)

5.3(B)

RC: 2

Units:

5.3(B) (New) multiply with fluency a three-digit number by a two-digit number using
the standard algorithm

Analysis of Assessed Standards

5.3(B) (Old) use multiplication to solve problems involving whole numbers (no more than
three digits times two digits without technology)

Content

2014 Q26

Supporting

Dual Coding
Process 5.1(A)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
10
11
3
75

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (J)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.3(B) (New) multiply with fluency a three-digit number by a two-digit number using
the standard algorithm

Analysis of Assessed Standards

5.3(B) (Old) use multiplication to solve problems involving whole numbers (no more than
three digits times two digits without technology)

Content

2014 Q47

Supporting

Dual Coding
Process 5.1(B)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
17
14
58
9

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (C)

5.3(B) (New) multiply with fluency a three-digit number by a two-digit number using
the standard algorithm

Analysis of Assessed Standards

5.3(B) (Old) use multiplication to solve problems involving whole numbers (no more than
three digits times two digits without technology)

Content

2013 Q15

Supporting

Dual Coding
Process 5.1(B)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
11
14
64
10

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.3(C)

5.3(C)

RC: 2

Units:

5.3(C) (New) solve with proficiency for quotients of up to a four-digit dividend by a

two-digit divisor using strategies and the standard algorithm

Analysis of Assessed Standards

5.3(C) (Old) use division to solve problems involving whole numbers (no more than twodigit
divisors and threedigit dividends without technology), including interpreting the remainder
within a given context

Content

2014 Q12

Supporting

Dual Coding
Process 5.1(A)
Stimulus
Thinking
Related SEs

Data Analysis
Item

39

State
56
44
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (39)

5.3(C) (New) solve with proficiency for quotients of up to a four-digit dividend by a

two-digit divisor using strategies and the standard algorithm

Analysis of Assessed Standards

5.3(C) (Old) use division to solve problems involving whole numbers (no more than twodigit
divisors and threedigit dividends without technology), including interpreting the remainder
within a given context

Content

2014 Q50

Supporting

Dual Coding
Process 5.1(A)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F*
G
H
J

State
79
5
6
8

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (F)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.3(C) (New) solve with proficiency for quotients of up to a four-digit dividend by a

two-digit divisor using strategies and the standard algorithm

Analysis of Assessed Standards

5.3(C) (Old) use division to solve problems involving whole numbers (no more than twodigit
divisors and threedigit dividends without technology), including interpreting the remainder
within a given context

Content

2013 Q13

Supporting

Dual Coding
Process 5.1(B)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
69
6
19
6

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

5.3(C) (New) solve with proficiency for quotients of up to a four-digit dividend by a

two-digit divisor using strategies and the standard algorithm

Analysis of Assessed Standards

5.3(C) (Old) use division to solve problems involving whole numbers (no more than twodigit
divisors and threedigit dividends without technology), including interpreting the remainder
within a given context

Content

2013 Q30

Supporting

Dual Coding
Process 5.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
13
23
55
8

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.3(D)

5.3(D)

RC: 2

Units:

5.3(D) represent multiplication of decimals with products to the hundredths using

objects and pictorial models, including area models

Analysis of Assessed Standards

Content

2015 Sample Q4

Supporting

Multi Coding
Process 5.1(B), 5.1(D), 5.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.3(E)

5.3(E)

RC: 2

Units:

5.3(E) solve for products of decimals to the hundredths, including situations

involving money, using strategies based on place-value understandings, properties
of operations, and the relationship to the multiplication of whole numbers

Analysis of Assessed Standards

Content

2015 Sample Q5

Readiness

Multi Coding
Process 5.1(A), 5.1(B), 5.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (C)

5.3(E) (New) solve for products of decimals to the hundredths, including situations
involving money, using strategies based on place-value understandings, properties
of operations, and the relationship to the multiplication of whole numbers

Analysis of Assessed Standards

7.2(B) (Old) use addition, subtraction, multiplication, and division to solve problems
involving fractions and decimals
Content

2014 Q2

Readiness

Dual Coding
Process 5.1(A)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F*
G
H
J

State
84
6
6
3

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (F)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.3(F)

5.3(F)

RC: 2

Units:

5.3(F) represent quotients of decimals to the hundredths, up to four-digit dividends

and two-digit whole number divisors, using objects and pictorial models, including
area models

Analysis of Assessed Standards

Content

2015 Sample Q6

Supporting

Multi Coding
Process 5.1(B), 5.1(D), 5.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.3(G)

5.3(G)

RC: 2

Units:

5.3(G) solve for quotients of decimals to the hundredths, up to four-digit dividends

and two-digit whole number divisors, using strategies and algorithms, including the
standard algorithm

Analysis of Assessed Standards

Content

2015 Sample Q7

Readiness

Multi Coding
Process 5.1(A), 5.1(B), 5.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.3(H)

5.3(H)

RC: 2

Units:

5.3(H) represent and solve addition and subtraction of fractions with unequal
denominators referring to the same whole using objects, pictorial models, and
properties of operations

Analysis of Assessed Standards

Content

2015 Sample Q8

Multi Coding

Supporting

5.1(A), 5.1(B), 5.1(E),

Process
5.1(F)

Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.3(H) (New) represent and solve addition and subtraction of fractions with
unequal denominators referring to the same whole using objects, pictorial models,
and properties of operations

Analysis of Assessed Standards

6.2(A) (Old) model addition and subtraction situations involving fractions with objects,
pictures, words, and numbers
Content

2013 Q15

Supporting

Dual Coding
Process 5.1(C)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
10
64
23
3

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.3(I)

5.3(I)

RC: 2

Units:

5.3(I) represent and solve multiplication of a whole number and a fraction that
refers to the same whole using objects and pictorial models, including area models

Analysis of Assessed Standards

Content

2015 Sample Q9

Multi Coding

Supporting

5.1(A), 5.1(B), 5.1(E),

Process
5.1(F)

Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (C)

IQ Analysis | Investigating the Question

SE 5.3(J)

5.3(J) represent division of a unit fraction by a whole number and the division of a
whole number by a unit fraction such as 1/3 7 and 7 1/3 using objects and pictorial
models, including area models

Units:

No test questions 2013 2015

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

RC: 2

IQ Analysis | Investigating the Question

SE 5.3(K)

5.3(K)

RC: 2

Units:
Analysis of Assessed Standards

5.3(K) add and subtract positive rational numbers fluently

Content

2015 Sample Q10

Readiness

Multi Coding
Process 5.1(A), 5.1(B), 5.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.3(K) (New) add and subtract positive rational numbers fluently

Analysis of Assessed Standards

5.5(A) (Old) describe the relationship between sets of data in graphic organizers such as
lists, tables, charts, and diagrams

Content

2014 Q5

Readiness

Dual Coding
Process 5.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
7
78
6
10

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (B)

5.3(K) (New) add and subtract positive rational numbers fluently

Analysis of Assessed Standards

5.11(A) (Old) solve problems involving changes in temperature

Content

2014 Q13

Readiness

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
7
8
80
5

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.3(K) (New) add and subtract positive rational numbers fluently

Analysis of Assessed Standards

5.3(A) (Old) use addition and subtraction to solve problems involving whole numbers and
decimals

Content

2014 Q22

Readiness

Dual Coding
Process 5.1(B)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
6
72
3
19

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (G)

5.3(K) (New) add and subtract positive rational numbers fluently

Analysis of Assessed Standards

6.2(B) (Old) use addition and subtraction to solve problems involving fractions and decimals

Content

2014 Q27

Readiness

Dual Coding
Process 5.1(A)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
16
14
18
51

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.3(K) (New) add and subtract positive rational numbers fluently

Analysis of Assessed Standards

6.2(B) (Old) use addition and subtraction to solve problems involving fractions and decimals

Content

2014 Q42

Readiness

Dual Coding
Process 5.1(A)
Stimulus
Thinking
Related SEs

Data Analysis
Item

8.67

State
65
35
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (8.67)

5.3(K) (New) add and subtract positive rational numbers fluently

Analysis of Assessed Standards

5.3(A) (Old) use addition and subtraction to solve problems involving whole numbers and
decimals

Content

2014 Q45

Readiness

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
6
7
83
3

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.3(K) (New) add and subtract positive rational numbers fluently

Analysis of Assessed Standards

5.3(A) (Old) use addition and subtraction to solve problems involving whole numbers and
decimals

Content

2013 Q4

Readiness

Dual Coding
Process 4.1(A)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F*
G
H
J

State
85
4
3
7

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (F)

5.3(K) (New) add and subtract positive rational numbers fluently

Analysis of Assessed Standards

6.2(B) (Old) use addition and subtraction to solve problems involving fractions and decimals

Content

2013 Q6

Readiness

Dual Coding
Process 5.1(B)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
3
72
21
3

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (G)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.3(K) (New) add and subtract positive rational numbers fluently

Analysis of Assessed Standards

6.2(B) (Old) use addition and subtraction to solve problems involving fractions and decimals

Content

2013 Q27

Readiness

Dual Coding
Process 5.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
54
22
15
8

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

5.3(K) (New) add and subtract positive rational numbers fluently

Analysis of Assessed Standards

6.2(B) (Old) use addition and subtraction to solve problems involving fractions and decimals

Content

2013 Q41

Readiness

Dual Coding
Process 5.1(B)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
61
5
22
11

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.3(K) (New) add and subtract positive rational numbers fluently

Analysis of Assessed Standards

5.3(A) (Old) use addition and subtraction to solve problems involving whole numbers and
decimals

Content

2013 Q43

Readiness

Dual Coding
Process 4.1(B)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
12
71
6
11

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (B)

IQ Analysis | Investigating the Question

SE 5.3(L)

5.3(L)

RC: 2

Units:
Analysis of Assessed Standards

5.3(L) divide whole numbers by unit fractions and unit fractions by whole numbers

Content

2015 Sample Q11

Readiness

Multi Coding
Process 5.1(A), 5.1(B), 5.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.4(A)

5.4(A)

RC: 1

Units:

5.4(A) (New) identify prime and composite numbers

Analysis of Assessed Standards

5.5(B) (Old) identify prime and composite numbers using concrete objects, pictorial models,
and patterns in factor pairs

Content

2014 Q16

Supporting

Dual Coding
Process 5.1(C)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
10
75
7
8

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (G)

5.4(A) (New) identify prime and composite numbers

Analysis of Assessed Standards

5.5(B) (Old) identify prime and composite numbers using concrete objects, pictorial models,
and patterns in factor pairs

Content

2013 Q42

Supporting

Dual Coding
Process 5.1(B)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F*
G
H
J

State
59
7
3
30

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (F)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.4(B)

5.4(B)

RC: 2

Units:

5.4(B) represent and solve multi-step problems involving the four operations with
whole numbers using equations with a letter standing for the unknown quantity

Analysis of Assessed Standards

Content

2015 Sample Q12

Multi Coding

Readiness

5.1(A), 5.1(B), 5.1(D),

Process
5.1(F)

Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (B)

5.4(B) (New) represent and solve multi-step problems involving the four operations
with whole numbers using equations with a letter standing for the unknown
quantity

Analysis of Assessed Standards

7.2(F) (Old) select and use appropriate operations to solve problems and justify the
selections
Content

2014 Q7

Readiness

Dual Coding
Process 5.1(G)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
76
7
7
10

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.4(B) (New) represent and solve multi-step problems involving the four operations
with whole numbers using equations with a letter standing for the unknown
quantity

Analysis of Assessed Standards

5.6(A) (Old) select from and use diagrams and equations such as y = 5 + 3 to represent
meaningful problem situations
Content

2014 Q40

Readiness

Dual Coding
Process 5.1(E)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
9
72
12
7

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (G)

5.4(B) (New) represent and solve multi-step problems involving the four operations
with whole numbers using equations with a letter standing for the unknown
quantity

Analysis of Assessed Standards

7.5(B) (Old) formulate problem situations when given a simple equation and formulate an
equation when given a problem situation
Content

2014 Q47

Readiness

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
58
15
19
8

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.4(C)

5.4(C)

RC: 2

Units:

5.4(C) generate a numerical pattern when given a rule in the form y = ax or y = x +

a and graph

Analysis of Assessed Standards

Content

2015 Sample Q13

Readiness

Multi Coding
Process 5.1(B), 5.1(D), 5.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.4(D)

5.4(D)

RC: 2

Units:

5.4(D) (New) recognize the difference between additive and multiplicative

numerical patterns given in a table or graph

Analysis of Assessed Standards

5.5(A) (Old) describe the relationship between sets of data in graphic organizers such as
lists, tables, charts, and diagrams

Content

2014 Q43

Supporting

Dual Coding
Process 5.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
9
82
5
3

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.4(D) (New) recognize the difference between additive and multiplicative

numerical patterns given in a table or graph

Analysis of Assessed Standards

5.5(A) (Old) describe the relationship between sets of data in graphic organizers such as
lists, tables, charts, and diagrams

Content

2014 Q14

Supporting

Dual Coding
Process 5.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
4
4
28
65

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (J)

IQ Analysis | Investigating the Question

SE 5.4(E)

5.4(E)

RC: 1

Units:
Analysis of Assessed Standards

5.4(E) describe the meaning of parentheses and brackets in a numeric expression

Content

2015 Sample Q2

Supporting

Multi Coding
Process 5.1(B), 5.1(C), 5.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.4(F)

5.4(F)

RC: 1

Units:

5.4(F) simplify numerical expressions that do not involve exponents, including up

to two levels of grouping

Analysis of Assessed Standards

Content

2015 Sample Q3

Readiness

Multi Coding
Process 5.1(B), 5.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

5.4(F) (New) simplify numerical expressions that do not involve exponents,

including up to two levels of grouping

Analysis of Assessed Standards

6.2(E) (Old) use order of operations to simplify whole number expressions (without
exponents) in problem solving situations

Content

2014 Q24

Readiness

Dual Coding
Process 5.1(A)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F*
G
H
J

State
63
9
17
11

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (F)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.4(F) (New) simplify numerical expressions that do not involve exponents,

including up to two levels of grouping

Analysis of Assessed Standards

6.2(E) (Old) use order of operations to simplify whole number expressions (without
exponents) in problem solving situations

Content

2014 Q46

Readiness

Dual Coding
Process 5.1(A)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F*
G
H
J

State
68
12
10
10

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (F)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.4(G)

5.4(G)

RC: 3

Units:

5.4(G) (New) use concrete objects and pictorial models to develop the formulas for
the volume of a rectangular prism, including the special form for a cube
(V=l x w x h, V= s x s x s, and V=Bh)

Analysis of Assessed Standards

7.9(B) (Old) connect models for volume of prisms (triangular and rectangular) and cylinders
to formulas of prisms (triangular and rectangular) and cylinders
Content

2014 Q3

Supporting

Dual Coding
Process 5.1(D)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
14
4
72
10

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.4(H)

5.4(H)

RC: 3

Units:

5.4(H) represent and solve problems related to perimeter and/or area and related
to volume

Analysis of Assessed Standards

Content

2015 Sample Q14

Readiness

Multi Coding
Process 5.1(B), 5.1(C), 5.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item

State

195

NA

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (195)

5.4(H) (New) represent and solve problems related to perimeter and/or area and
related to volume

Analysis of Assessed Standards

5.10(C) (Old) select and use appropriate units and formulas to measure length, perimeter,
area, and volume

Content

2014 Q33

Readiness

Dual Coding
Process 5.1(G)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
12
62
12
13

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.4(H) (New) represent and solve problems related to perimeter and/or area and
related to volume

Analysis of Assessed Standards

7.4(A) (Old) generate formulas involving unit conversions within the same system
(customary and metric), perimeter, area, circumference, volume, and scaling

Content

2014 Q35

Readiness

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
46
12
33
8

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

5.4(H) (New) represent and solve problems related to perimeter and/or area and
related to volume

Analysis of Assessed Standards

5.10(C) (Old) select and use appropriate units and formulas to measure length, perimeter,
area, and volume

Content

2014 Q44

Readiness

Dual Coding
Process 5.1(A)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
5
11
14
70

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (J)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.4(H) (New) represent and solve problems related to perimeter and/or area and
related to volume

Analysis of Assessed Standards

5.10(C) (Old) select and use appropriate units and formulas to measure length, perimeter,
area, and volume

Content

2013 Q33

Readiness

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
5
12
75
8

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (C)

5.4(H) (New) represent and solve problems related to perimeter and/or area and
related to volume

Analysis of Assessed Standards

5.10(C) (Old) select and use appropriate units and formulas to measure length, perimeter,
area, and volume

Content

2013 Q46

Readiness

Dual Coding
Process 5.1(C)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
6
4
73
16

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.5(A)

5.5(A)

RC: 3

Units:

5.5(A) classify two-dimensional figures in a hierarchy of sets and subsets using

graphic organizers based on their attributes and properties

Analysis of Assessed Standards

Content

2015 Sample Q15

Multi Coding

Readiness

5.1(A), 5.1(B), 5.1(E),

Process
5.1(F)

Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (D)

IQ Analysis | Investigating the Question

SE 5.6(A)

5.6(A) recognize a cube with side length of one unit as a unit cube having one cubic
unit of volume and the volume of a three-dimensional figure as the number of unit
cubes (n cubic units) needed to fill it with no gaps or overlaps if possible

RC: 3

Units:

No test questions 2013 2015

IQ Analysis | Investigating the Question

SE 5.6(B)

5.6(B) determine the volume of a rectangular prism with whole number side lengths in
problems related to the number of layers times the number of unit cubes in the area of
the base

Units:

No test questions 2013 2015

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

RC: 3

IQ Analysis | Investigating the Question

SE 5.7(A)

5.7(A)

RC: 3

Units:

5.7(A) (New) solve problems by calculating conversions within a measurement

system, customary or metric

Analysis of Assessed Standards

5.10(A) (Old) perform simple conversions within the same measurement system (SI (metric)
or customary)

Content

2014 Q7

Supporting

Dual Coding
Process 5.1(A)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
55
26
13
5

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

5.7(A) (New) solve problems by calculating conversions within a measurement

system, customary or metric

Analysis of Assessed Standards

6.8(D) (Old) convert measures within the same measurement system (customary and
metric) based on relationships between units

Content

2014 Q9

Supporting

Dual Coding
Process 5.1(A)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
70
12
3
14

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.7(A) (New) solve problems by calculating conversions within a measurement

system, customary or metric

Analysis of Assessed Standards

4.11(B) (Old) perform simple conversions between different units of length, between
different units of capacity, and between different units of weight within the customary
measurement system

Content

2014 Q13

Supporting

Dual Coding
Process 5.1(A)
Stimulus
Thinking
Related SEs

Data Analysis
Item

715

State
59
41
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (715)

5.7(A) (New) solve problems by calculating conversions within a measurement

system, customary or metric

Analysis of Assessed Standards

5.10(A) (Old) perform simple conversions within the same measurement system (SI (metric)
or customary)

Content

2014 Q37

Supporting

Dual Coding
Process 5.1(A)
Stimulus
Thinking
Related SEs

Data Analysis
Item

800

State
72
27
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (800)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.7(A) (New) solve problems by calculating conversions within a measurement

system, customary or metric

Analysis of Assessed Standards

6.8(D) (Old) convert measures within the same measurement system (customary and
metric) based on relationships between units

Content

2014 Q40

Supporting

Dual Coding
Process 5.1(A)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F*
G
H
J

State
48
33
7
12

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (F)

5.7(A) (New) solve problems by calculating conversions within a measurement

system, customary or metric

Analysis of Assessed Standards

4.11(B) (Old) perform simple conversions between different units of length, between
different units of capacity, and between different units of weight within the customary
measurement system

Content

2013 Q19

Supporting

Dual Coding
Process 5.1(G)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
11
7
74
7

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.7(A) (New) solve problems by calculating conversions within a measurement

system, customary or metric

Analysis of Assessed Standards

5.10(C) (Old) select and use appropriate units and formulas to measure length, perimeter,
area, and volume

Content

2013 Q21

Supporting

Dual Coding
Process 5.1(C)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
6
60
17
17

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.7(A) (New) solve problems by calculating conversions within a measurement

system, customary or metric

Analysis of Assessed Standards

6.8(D) (Old) convert measures within the same measurement system (customary and
metric) based on relationships between units

Content

2013 Q25

Supporting

Dual Coding
Process 5.1(E)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
50
32
9
10

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

5.7(A) (New) solve problems by calculating conversions within a measurement

system, customary or metric

Analysis of Assessed Standards

5.10(A) (Old) perform simple conversions within the same measurement system (SI (metric)
or customary)

Content

2013 Q28

Supporting

Dual Coding
Process 5.1(B)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
26
21
6
47

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (J)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.7(A) (New) solve problems by calculating conversions within a measurement

system, customary or metric

Analysis of Assessed Standards

6.8(D) (Old) convert measures within the same measurement system (customary and
metric) based on relationships between units

Content

2013 Q42

Supporting

Dual Coding
Process 5.1(A)
Stimulus
Thinking
Related SEs

Data Analysis
Item

State
58
41
0
0

160

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (160)

IQ Analysis | Investigating the Question

SE 5.7(D)

5.7(D) divide whole numbers by unit fractions and unit fractions by whole numbers

RC: 1

Units:

No test questions 2013 2015

IQ Analysis | Investigating the Question

SE 5.8(A)

5.8(A) describe the key attributes of the coordinate plane, including perpendicular
number lines (axes) where the intersection (origin) of the two lines coincides with zero
on each number line and the given point (0, 0); the x-coordinate, the first number in an
ordered pair, indicates movement parallel to the x-axis starting at the origin; and the
y-coordinate, the second number, indicates movement parallel to the y-axis starting at
the origin

Units:

No test questions 2013 2015

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

RC: 3

IQ Analysis | Investigating the Question

SE 5.8(B)

5.8(B)

RC: 3

Units:

5.8(B) (New) describe the process for graphing ordered pairs of numbers in the
first quadrant of the coordinate plane

Analysis of Assessed Standards

5.9(A) (Old) locate and name points on a coordinate grid using ordered pairs of whole
numbers

Content

2013 Q26

Supporting

Dual Coding
Process 5.1(C)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
19
64
2
15

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (G)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.8(B) (New) describe the process for graphing ordered pairs of numbers in the
first quadrant of the coordinate plane

Analysis of Assessed Standards

5.9(A) (Old) locate and name points on a coordinate grid using ordered pairs of whole
numbers

Content

2013 Q5

Supporting

Dual Coding
Process 5.1(C)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
9
12
76
3

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.8(C)

5.8(C)

RC: 3

Units:

5.8(C) graph in the first quadrant of the coordinate plane ordered pairs of numbers
arising from mathematical and real-world problems, including those generated by
number patterns or found in an input-output table

Analysis of Assessed Standards

Content

2015 Sample Q16

Readiness

Multi Coding
Process 5.1(B), 5.1(E), 5.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.8(C) (New) graph in the first quadrant of the coordinate plane ordered pairs of
numbers arising from mathematical and real-world problems, including those
generated by number patterns or found in an input-output table

Analysis of Assessed Standards

5.13(A) (Old) use tables of related number pairs to make line graphs
Content

2014 Q27

Readiness

Dual Coding
Process 5.1(D)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
61
18
10
11

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.8(C) (New) graph in the first quadrant of the coordinate plane ordered pairs of
numbers arising from mathematical and real-world problems, including those
generated by number patterns or found in an input-output table

Analysis of Assessed Standards

6.4(B) (Old) use tables of data to generate formulas representing relationships involving
perimeter, area, volume of a rectangular prism, etc.
Content

2014 Q47

Readiness

Dual Coding
Process 5.1(C)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
18
15
10
55

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.8(C) (New) graph in the first quadrant of the coordinate plane ordered pairs of
numbers arising from mathematical and real-world problems, including those
generated by number patterns or found in an input-output table

Analysis of Assessed Standards

6.7(A) (Old) locate and name points on a coordinate plane using ordered pairs of
nonnegative rational numbers
Content

2013 Q10

Readiness

Dual Coding
Process 6.1(C)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
9
66
12
13

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (G)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.8(C) (New) graph in the first quadrant of the coordinate plane ordered pairs of
numbers arising from mathematical and real-world problems, including those
generated by number patterns or found in an input-output table

Analysis of Assessed Standards

6.7(A) (Old) locate and name points on a coordinate plane using ordered pairs of
nonnegative rational numbers
Content

2013 Q29

Readiness

Dual Coding
Process 6.1(C)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
16
28
44
11

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.9(A)

5.9(A)

RC: 4

Units:

5.9(A) represent categorical data with bar graphs or frequency tables and
numerical data, including data sets of measurements in fractions or decimals, with
dot plots or stem-and-leaf plots

Analysis of Assessed Standards

Content

2015 Sample Q17

Multi Coding

Supporting

5.1(A), 5.1(B), 5.1(D),

Process
5.1(F)

Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.9(A) (New) represent categorical data with bar graphs or frequency tables and
numerical data, including data sets of measurements in fractions or decimals, with
dot plots or stem-and-leaf plots

Analysis of Assessed Standards

4.13(B) (Old) interpret bar graphs

Content

2014 Q25

Supporting

Dual Coding
Process 5.1(B)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
59
13
22
5

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.9(A) (New) represent categorical data with bar graphs or frequency tables and
numerical data, including data sets of measurements in fractions or decimals, with
dot plots or stem-and-leaf plots

Analysis of Assessed Standards

6.10(A) (Old) select and use an appropriate representation for presenting and displaying
different graphical representations of the same data including line plot, line graph, bar
graph, and stem and leaf plot

Content

2014 Q38

Readiness

Dual Coding
Process 4.1(D)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
4
66
20
9

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (G)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.9(A) (New) represent categorical data with bar graphs or frequency tables and
numerical data, including data sets of measurements in fractions or decimals, with
dot plots or stem-and-leaf plots

Analysis of Assessed Standards

4.13(B) (Old) interpret bar graphs

Content

2014 Q42

Supporting

Dual Coding
Process 5.1(B)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
17
76
4
3

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (G)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.9(B)

5.9(B)

RC: 4

Units:
Analysis of Assessed Standards

5.9(B) represent discrete paired data on a scatterplot

2015 Sample Q18

Content

Supporting

Process

5.1(A), 5.1(B), 5.1(D),

5.1(F)

Multi Coding

Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.9(C)

5.9(C)

RC: 4

Units:

5.9(C) solve one- and two-step problems using data from a frequency table, dot
plot, bar graph, stem-and-leaf plot, or scatterplot

Analysis of Assessed Standards

Content

2015 Sample Q19

Multi Coding

Readiness

5.1(A), 5.1(B), 5.1(E) ,

Process
5.1(F)

Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.9(C) (New) solve one- and two-step problems using data from a frequency table,
dot plot, bar graph, stem-and-leaf plot, or scatterplot

Analysis of Assessed Standards

6.10(D) (Old) solve problems by collecting, organizing, displaying, and interpreting data
Content

2014 Q7

Readiness

Dual Coding
Process 5.1(D)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
20
12
13
56

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.9(C) (New) solve one- and two-step problems using data from a frequency table,
dot plot, bar graph, stem-and-leaf plot, or scatterplot

Analysis of Assessed Standards

4.13(B) (Old) interpret bar graphs

Content

2014 Q9

Readiness

Dual Coding
Process 5.1(G)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
73
12
7
8

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.9(C) (New) solve one- and two-step problems using data from a frequency table,
dot plot, bar graph, stem-and-leaf plot, or scatterplot

Analysis of Assessed Standards

6.10(D) (Old) solve problems by collecting, organizing, displaying, and interpreting data
Content

2014 Q16

Readiness

Dual Coding
Process 5.1(D)
Stimulus
Thinking
Related SEs

Data Analysis
Item

40

State
51
49
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (40)

5.9(C) (New) solve one- and two-step problems using data from a frequency table,
dot plot, bar graph, stem-and-leaf plot, or scatterplot

Analysis of Assessed Standards

6.10(D) (Old) solve problems by collecting, organizing, displaying, and interpreting data
Content

2014 Q33

Readiness

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
5
10
73
11

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.9(C) (New) solve one- and two-step problems using data from a frequency table,
dot plot, bar graph, stem-and-leaf plot, or scatterplot

Analysis of Assessed Standards

7.11(B) (Old) make inferences and convincing arguments based on an analysis of given or
collected data

Content

2013 Q27

Readiness

Dual Coding
Process 5.1(G)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
40
16
24
19

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

5.9(C) (New) solve one- and two-step problems using data from a frequency table,
dot plot, bar graph, stem-and-leaf plot, or scatterplot

Analysis of Assessed Standards

6.10(D) (Old) solve problems by collecting, organizing, displaying, and interpreting data
Content

2013 Q39

Readiness

Dual Coding
Process 6.1(E)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
10
62
11
17

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.10(A)

5.10(A)

Units:
Analysis of Assessed Standards

5.10(A) define income tax, payroll tax, sales tax, and property tax

Content

2015 Sample Q20

RC: 4

Supporting

Multi Coding
Process 5.1(A), 5.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (D)

IQ Analysis | Investigating the Question

SE 5.10(B)

5.10(B)

Units:
Analysis of Assessed Standards

5.10(B) explain the difference between gross income and net income

Content

2015 Sample Q21

RC: 4

Supporting

Multi Coding
Process 5.1(G)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.10(E)

5.10(E)

Units:

5.10(E) describe actions that might be taken to balance a budget when expenses
exceed income

Analysis of Assessed Standards

Content

2015 Sample Q22

RC: 4

Supporting

Multi Coding
Process 5.1(A), 5.1(B), 5.1(G)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE 5.10(F)

5.10(F)

Units:
Analysis of Assessed Standards

5.10(F) balance a simple budget

2015 Sample Q23

RC: 4

Content

Supporting

Process

5.1(A), 5.1(B), 5.1(E),

5.1(F)

Multi Coding

Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State

Local

NA

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 1.15.16

IQ Analysis | Investigating the Question

SE

RC:

Units:
Analysis of Assessed Standards
Content
Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item

State

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer ( )

Analysis of Assessed Standards

Content
Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item

State

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

Implications for Instruction/Notes

* Correct answer ( )

lead4ward

Source: Texas Education Agency STAAR Released Test Questions