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.

• A sense of number is necessary to communicate the reasoning used in problem solving. 

• Mathematics is a tool for communication.

• Communicating mathematical reasoning helps justify solutions.

• A sense of number is necessary to solve problems.

• Fractions and decimals are related.

• Predicting outcomes is important in determining probability and reasonableness of answer.

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

• How are fractions and decimals related? (same and different?)

• How do number values change depending on the place the digit is in?

• In what ways does number sense, including estimations, predictions, and mental math, help solve real-world problems?

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 in multiple test items on CSAP at this grade level. High Frequency = the timing, intensity and level of accountability is high because mastery of these skills will be tested 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.

Identify the whole for fractions using hands-on materials and/or visual representations (base ten blocks, pictures, fraction strips).

Identify fractional parts of regions (i.e., ½, ¼, 1/10, etc.)

Show division of whole numbers as not commutative (1 digit into 2 digits).

Standard 2: Patterns and Algebra - February

Determine a missing element in a pattern that uses pictures, geometric shapes or numbers.

Identify a rule using addition, subtraction, or multiplication and solve a problem using the rule (i.e., function boxes, input/.output boxes, T-charts).

Describe patterns and other relationships using tables and graphs.

Standard 3: Data and Graphs - February

Predict, determine and support which outcomes are most likely, least likely or equally likely from flipping a coin, spinning a spinner with 4 congruent sectors, and rolling a number cube.

Define, apply and interpret the concepts of probability to determine the outcomes.

Choose and apply a strategy to solve mathematical and real world problems in probability and statistics.

Given pictures, describe all possible combinations of matching the elements of two sets.

Standard 4: Geometry - February

Name and locate points specified by ordered number pairs on a coordinate grid.

Make turns, add fractions of turn; relate turns and angles.

Standard 5: Measurement - February

Relate units of measurement of length, area, volume, capacity, weight, and temperature in US and metric units.

Choose appropriate units of measure for length, area, volume, capacity, weight, temperature, and/or time to solve problems.

Standard 6: Computation - February

Using money notation, add and subtract decimals in which sums and differences may exceed $1.00.

Solve multiplication of 2- or 3-digit numbers by 1-digit numbers.

Using paper and pencil, demonstrate the four basic operations of whole numbers including addition, subtraction, multiplication of 2- or 3-digit numbers by a 1-digit number, and division of a 2-digit number by a 1-digit number.