|
Enduring Understandings
are important ideas that students should carry with them years beyond the
instruction received this year.
Essential Questions
are the most important “big picture” questions students should be able to answer
after completing learning activities.
-
How do we make a
reasonable estimate to solve a problem?
-
What type of graph
is easiest for you to use and understand? Which is the hardest? Why?
-
How can we know
which operation(s) to use in a problem solving situation?
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. |
Standard 1: Number Sense - August
 Use
appropriate techniques to estimate, determine, and then justify the
reasonableness of solutions to problems involving whole numbers.
 Recognize/write
representative numbers in different formats (i.e., 30 + 6; 20 + 16; 9 x 4 =
36)
Develop,
use and explain rules about whole number (associative, commutative)
properties to evaluate expressions [i.e., 5 + 3 = 3 + 5, (5 x 6) x 2 = 5 x
(6 x 2)].
Use
estimation strategies to determine reasonable answers in addition and
subtraction.
 Read/write whole numbers with whole number place value to billions and decimal
place value to hundredths.
Define and
understand equality and inequality.
Standard 2: Patterns and Algebra
- August
Use,
explain and demonstrate an understanding of addition and subtraction
patterns in problem solving situations.
Standard 3: Data and
Graphs - August
Read data
(tables, charts, pictographs, line plots, bar graphs, circle graphs, and
line graphs)
Read data
from tables, charts, pictographs, line plots, bar graphs, circle and line
graphs with categorical (i.e., number of pets) and numerical (i.e., heights
of buildings) data.
From a given
scenario, choose the correct graph from possible graph representations.
Standard 5: Measurement -
August
Estimate the
length of common objects.
Estimate the
measure of angles (i.e., 90°, less than
90°, greater than 90°).
Select and
use the appropriate unit and tool to measure to the degree of accuracy
required in a particular problem.
Standard 6: Computation
- August
Use,
explain, and demonstrate the understanding of the four basic operations in
problem-solving situations.
Review
computation of whole numbers without context (all operations)
Use,
explain and demonstrate the understanding of addition and subtraction
operations in problem solving situations, then justify those results with
correct computations.
Use and
explain a variety of estimation techniques to solve problems.
Determine
from real-world problems whether an estimate or exact answer is acceptable.
|
Everyday Mathematics Resources |
Math Expressions Resources |
Everyday Mathematics requires lesson by lesson presentation to
preserve the spiral nature of the instruction. The page links
provided on the Unit Chart are for comparison only. Teachers are
advised to follow the district-determined
EDM pacing calendar.
Everyday Math Games for
Fifth Grade |
Click the following links to find books and games
correlated to units of instruction K - 5th grades.
MX Literature Lists
MX Game Lists |
|
August
Standards |
Everyday
Mathematics |
Math Expressions |
|
Reasonableness of
answer |
Often embedded in
the Algebra and Division with remainder strand. Also pp. 27, 62-133,
182, 211-212, 217, 222, 235-240, 291, 740 |
Often embedded in the Algebra, Division, and
Estimation strands. |
|
Read data in a
variety of formats |
pp. 72-73, 101-102,
338-407, 350-355 |
pp. 74, 332-333, 448 |
|
Computation review
and fluency with 4 basic operations |
Multiple pages
under Addition, Subtraction, Multiplication, Division, and Review
and assessment |
Multiple pages
under Addition, Subtraction, Multiplication, Division, and Review
and assessment |
|
Estimation |
pp. 71, 78, 110-113, 126, 127, 149-153, 229, 232,
239, 705, 706, |
pp. 117E, 126, 135, 141, 149, 155-156, 167, 180,
220-221, 240-241, 243-244, 247, 309, 338, 414, 459, 467, 483,
490-491, 497, 548, 586, 614-616, 619-624 |
|
Problem Solving |
pp. 6, 66, 138, 206, 254, 342, 494, 568, 660, 734,
808, 862 |
pp. 6, 7, 11, 13, 26, 33, 39-40, 48, 60, 67, 76, 78,
100-101, 103, 134, 154, 227, 264-267, 272-276, 381, 393, 413, 497,
503, 530, 684 |
MORE CHART INFORMATION TO COME...
Resources for Teachers
•
For Scott Foresman and Houghton Mifflin page
numbers click
here.
• 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.
Parents
You can see that the fifth grade mathematics concepts are leading directly
to the higher level of middle school. Support your fifth grader by checking
in frequently on homework sessions. Initiate a discussion of the topics
being practiced in homework assignments. Find a common interest, like
baseball or music video statistics, and look at the data with your child.
This will give practical experience with data analysis that your fifth
grader will relate to.
|
