Assessment Blueprints - As District 11 Diamond Units/Lessons are designed and linked to the Math Web, we will add the Assessment Blueprints that teachers created. Teachers creating Diamond Units and Lessons design those based on the concepts found in Understanding by Design. It promotes the development of a comprehensive assessment plan before any of the activities are designed. This guarantees that learning activities are appropriately aligned to standards, and provide varied opportunities for students to demonstrate mastery.

Before presenting the lessons, we encourage you to review the following Assessment Blueprint for the August unit.

Assessments
Grade 5 August Unit Sample Assessment Blueprint
Teacher observation, Hundreds Chart, Calendar Activities, Math Bingo, Manipulative/White Board/Slate assessments, EDM assessment CD’s.

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

• Solving real-world problems requires a sense of number, communication, and reasoning skills.

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.

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)

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.

Lessons