Enduring Understandings are important ideas that students should carry with them years beyond the instruction received this year.

• Numbers can be represented, ordered, and communicated in many different forms.

• In order to communicate mathematical ideas, we must be able to understand and use the language of math.

• A sense of number is necessary to find reasonable solutions.

• Recognizing patterns helps us make sense of our world.

• Interpreting data displays helps us make sense of information.

• Appropriate tools and units are needed to measure.

• Recognition and expression of size communicates measurement relationships.

• What essential computational skills are needed to solve real world problems?

Essential Questions are most important “big picture” questions students should be able to answer after completing learning activities.

• Why does having a sense of number help find reasonable estimations?

• In what ways can computation be expressed in problem solving situations?

• What determines when you use addition or subtraction?

• What are some frequently used number patterns for counting?

• What are the graphic tools we use to clarify data and when do we use them?

• How do we measure time?

• How are computation skills and techniques used strategically in real-world situations?

• What makes for a reasonable solution?

CSAP Tested Standards  Highest Frequency High Frequency Other Standards and E-Skills Highest Frequency = the timing, intensity and level of accountability is extremely high because mastery of these skills will must be demonstrated at this grade level. High Frequency = the timing, intensity and level of accountability is high because mastery of these skills is expected at this grade level. Other Standards and E-Skills = the timing, intensity, and level of mastery are not urgent. It should be introduced during this time so students can experience the concept and return in future quarters to strive towards mastery.

Standard 1:  Number Sense - April

Read, write, and count to 500

Make reasonable estimates to 50

Exchange and count combinations and coins in different ways (pennies, nickels, dimes, and quarters)

Compare fraction parts with manipulatives

Standard 2: Patterns - April

Create and extend patterns using manipulatives and addressing real world problems

Standard 3:  Data and Graphs - April

Review all prior graphing and data concepts

Use daily events to predict likely and unlikely outcomes

Understand when an outcome is certain to occur or impossible to occur

Standard 4:  Geometry - April

Build models of geometric shapes

Sort three dimensional shapes by attributes

Explain the process of sorting and classifying three dimensional shapes

Standard 5:  Measurement - April

Measure different objects using inches

Review telling time to the hour and half hour

Measure different objects using centimeters

Introduce time to the quarter hour

Communicate reasons for choosing certain tools for measuring 

Standard 6:  Computation - April

Add and subtract fluently to 20

Review prior problem solving skills

Explain problem solving process written or orally

Resources for Teachers
• Mountain Math, Math Their Way, Creative Mathematics (Kim Sutton), Math Solutions (Marilyn Burns), Math Perspectives (Kathy Richardson) (if your building has purchased these resources)
• Your particular math series (see chart on Unit pages listing page numbers to support standards)
• Success Maker (ask your LTE)
• Exemplars (CSAP style problem solving with writing, 4-point rubrics, and sample student papers available on D11 website For Teachers pages)
• Math Keys (electronic manipulative – ask your LTE)

Assessments
Teacher observation, Hundreds Chart, Calendar Activities, Math Bingo, Manipulative/White Board/Slate assessments, EDM assessment CD’s.