The 2024 5th Grade Math STAAR continued statewide online testing and several new item types. Using a modified version of the statewide item analysis report, I examined the readiness standards that had less than 60% mastery. Each standard has both an analysis of the items themselves to infer what made them so difficult and instructional implications for educators to ensure a more successful 2025 STAAR test.
Standard | # of items | % mastery |
5.3K | 1 | 22 |
5.4B | 1 | 32 |
5.5A | 2 | 45 |
5.3L | 2 | 49 |
5.4F | 2 | 50.5 |
5.3E | 1 | 54 |
5.4C | 2 | 56 |
5.4H | 2 | 56 |
Access the slide deck here.
5.3K - 32% overall mastery
add and subtract positive rational numbers fluently
#12 - 22% correct
Analysis
Students had to add fractions and decimals
The decimal 0.75 could have been converted to ¾ for easy addition
Equation editor rigor added to the question
Instructional Implications
Ensure students have practice converting fractions and decimals
Introduce the idea of benchmark fractions (6.4F) for easy computation
5.4B - 35% overall mastery
represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity
#5 - 32% correct
Analysis
Equation was written in reverse order
Students had to correctly interpret “leftover” as addition
More students chose A (35%) than the correct answer (C)
Instructional Implications
Have students draw strip diagrams to represent the relationships
Students can solve for the leftover string and substitute in for z to check their work
Watch the full walkthrough of all 34 items on the 2024 5th Grade STAAR below.
5.5A - 45% overall mastery
classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties
#7 - 41% correct
#29 - 49% correct
Analysis
Instructional Implications
Solidify definitions for types of triangles based on angles
Have students work with traditional Venn diagrams to find shapes that fit in all three areas
5.3L - 49% overall mastery
divide whole numbers by unit fractions and unit fractions by whole numbers
#17 - 60% correct
#25 - 38% correct
Analysis
Students didn’t struggle with multiple choice item (#17)
Students struggled with drag and drop and identifying division of unit fractions
Instructional Implications
For students that struggle to conceptualize the correct operation, have them perform both and then check for reasonableness
Student practice problems should be more open-ended (e.g., drag and drop) and less multiple-choice
5.4F - 50.5% overall mastery
simplify numerical expressions that do not involve exponents, including up to two levels of grouping
#4 - 49% correct
#18 - 52% correct
Analysis
For #4, 26% of students chose A and ignored the first bracket
One problem (#4) didn’t require full simplification
Both problems involved two levels of parentheses
Instructional Implications
Reiterate the relationship between brackets and parentheses
Have students match expressions with partially simplified versions
5.3E - 54% overall mastery
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
#23 - 54% correct
Analysis
Straight computation with easy to multiply numbers
27% of students chose D, misplacing the decimal point
Instructional Implications
Students can use compatible numbers to estimate (1.5 x 1 = 1.5)
Some students might benefit from an area model strategy rather than straight algorithm
5.4C - 56% overall mastery
generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph
#14 - 40% correct
#32 - 63% full credit; 17% partial credit; 19% no credit
Analysis
Students struggled much more with the graph (#14) than the table (#32)
The graph showed an additive pattern, which not be practiced as much as a multiplicative pattern
Instructional Implications
Students need ample opportunity to translate knowledge between equations, graphs, tables, and verbal descriptions
Have students graph both an additive (y = x + 5) and a multiplicative (y = 5x) on the same graph to note the difference
5.4H - 56% overall mastery
represent and solve problems related to perimeter and/or area and related to volume
#3 - 77% full credit; 6% partial credit; 17% no credit
#24 - 32% correct
Analysis
Students had little difficulty with multiple select problem (#3)
For #24, more students chose A (48%) than correct answer (C)
This type of problem (perimeter with one side length given and no visual) is seen in 3rd grade (3.7B) and 4th grade (4.5D) as well
Instructional Implications
Show students how to draw a representation to visualize the problem
Students can also utilize the formula and start learning how to substitute values and use reasoning to solve
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