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.

• In what ways can numbers be communicated, represented, and ordered (one to one correspondence and money)?

• 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 - May

Review all prior highest frequency number sense concepts

Standard 2: Patterns - May

Review all prior highest frequency pattern concepts

Standard 3:  Data Graphs - May

Review all prior highest frequency data/graphs concepts

Use daily events involving probability to predict likely versus unlikely

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

Standard 4: Geometry - May

Review all prior highest frequency geometry concepts

Explain the process in sorting and classifying objects in three dimensional shapes

Standard 5:  Measurement - May

Review all prior highest frequency measurement concepts

Measure different objects using centimeters

Communicate reasons for choosing certain tools for measuring

Standard 6:  Computation - May

Review all prior highest frequency computation concepts

Review all prior highest frequency problem solving concepts

Explain problem solving process written or orally

Introduce 2-digit computation

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.