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.

• Fractions, decimals, percents, patterns, geometry, and computation are related mathematical concepts.

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

• How do the different types of patterns help us solve problems?

• 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 - December

Demonstrate meaning of square numbers using hands-on material.
Identify evens, odds, primes, composites and factors of numbers.
Describe characteristics of prime, composite, factors, multiples and square numbers (i.e., Is an even number times an even number always an even number?)
Use estimation to round numbers (money) to the nearest dollar (and in decimals) to determine reasonable answers (i.e., use of compatible numbers).

Standard 2: Patterns and Algebra - December

Use inverse relationships (i.e., 8 + _ = 15, 15 x _ = 45; 45 - _ = 15), then choose and apply to solve mathematical and real-world problems.

Standard 3: Data and Graphs - December

Use probability and statistics to identify the essential components of mathematical and real-world problems.
Use zero to represent the probability of an impossible event and one to represent the probability of a certain event.

Standard 4: Geometry - December

Identify, compare, and analyze two-dimensional shapes by attributes using “always” and “never” (i.e., a triangle “always” has 3 sides, but “never” 2 parallel sides).
Identify the essential components of mathematical real-world problems using area, perimeter and symmetry.
Solve problems involving the perimeter of polygons.
Solve problems involving the area of rectangles and squares.

Standard 6: Computation - December
Using number sentences and any of the four basic operations, create and illustrate “real” problems with whole numbers.
Select and use an appropriate method to solve single-step problems (i.e., mental math, estimation, paper/pencil, calculator).
Explain mathematical reasoning in written and pictorial forms.
Recognize the different uses parentheses have in an equation.

MORE CHART INFORMATION TO COME...

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.
 

Parents

In addition to providing homework space and time to work, you can support your fifth grader’s quarter 2 math work by encouraging your child to explain his/her math work. The concepts in quarter 2 are more sophisticated and build on what has been learned so far in elementary mathematics, so let your child take the lead in the discussion. If your child is reluctant to engage in mathematical discussion at first, have them give you a problem to solve, then check your thinking with your child. This will open up the pathways for communicating in mathematics which will prepare them for the written expression of their thinking and processing on the CSAP math test.
 

Lessons