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

• There is more than one effective way to solve a problem.
• Commonly-used fractions can be easily added or subtracted with like denominators.
• Multiplication and division are inverse operations and can be used to evaluate solutions for reasonableness.
• Computation with decimals and money/pay rates prepares us for real life.
• Data displays help us make sense of information in our world.

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

• How can I solve this problem in other ways?
• How can fractions and decimals help me solve real-world problems?
• How are multiplication and division related? How do they relate to fractions and decimals?
• What are the ways to get information from different data displays?
• Why is order of operations important?
• Why is computational fluency important in life?

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 - March
Locate on a number line, order and compare fractions, decimals (including mixed numbers) and percents.
Convert between fractions, decimals, and percents.
Determine reasonableness of answers in ordering and comparing decimals and fractions in real-world situations.
Order and compare negative numbers.
Explain clearly the strategy used for ordering and comparing fractions and decimals.
Standard 2: Patterns and Algebra - March
Recognize, explain and extend linear (i.e., ascending or descending pattern) and non-linear (i.e., use the rule of 4+3-2) patterns in a problem solving situation.
Analyze and describe patterns using words, tables and graphs.
Recognize that a variable is used to represent an unknown quantity.
In a pattern, explain how a change in one number results in a change in another number (addition, subtraction, multiplication, division within If/Then statements, In/Out boxes, function tables, rule statements).
Match a description of a situation/pattern with its continuous graph.
Standard 3: Data and Graphs - March
Interpret, analyze, draw conclusions, and make convincing arguments from tables, charts, line graphs, circle graphs, bar graphs, pictographs and line plots.
Use fractions to represent the probability of events that are neither certain nor impossible.
Solve problems using strategies from finding all possible combinations and arrangements.
Choose and apply a strategy to solve real-world problems using probability, then evaluate for reasonableness.
Standard 4: Geometry - March
Given a coordinate graph, read coordinate pairs in quadrant one.
Create geometric shapes with given attributes within a coordinate plane.
Predict and describe the results of a flip (reflection), a slide (translation), or a turn (rotation) of a two-dimensional shape.
Choose the coordinate graph, which represents a given data set.
Choose and apply a strategy to solve mathematical and real-world problems involving maps, grids, and the coordinate system.
Standard 5: Measurement - March
Read, interpret, and use/apply scales on number lines, graphs, and maps.
Select the appropriate scale (i.e., using the appropriate scale when setting up a graph)
Create simple scale drawings to demonstrate how changing one of the dimensions of a rectangle affects its perimeter and/or area.
Find the perimeter and area of rectangles and squares, using the appropriate units.
Determine the finish time if the start time and duration are given.
Choose and apply a strategy to solve real-world problems using measurement techniques.
Standard 6: Computation - March
Use and explain strategies to add and subtract commonly-used fractions with like denominators (i.e., ¼, ½, 1/3).
Using multiplication and division to solve and evaluate the solutions/arguments of mathematical and real-world problems for reasonableness.
Compute money earned using pay rates.
Demonstrate the conceptual meaning of the four basic arithmetic operations using whole numbers and decimals (including money).
Compute money earned using pay rates.
Multiply a number by two- and three-digit number using whole numbers and decimals.
Divide a three-digit number by a one-digit number, and by a two-digit number using decimals and whole numbers.
Select and use an appropriate method to solve single-step and multi-step problems.
Use estimation strategies to determine reasonable answers in addition, subtraction, multiplication and division.
Use, explain, draw a non-linguistic representation, and demonstrate the understanding of the four basic operations in problem-solving situations.
Explain mathematical reasoning in written and pictorial forms.

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 quarter 3 fifth grade mathematics is moving into more complex aspects of familiar concepts. You can support your child in this effort by working together to plan child-appropriate work and pay scales, like allowance for chores. When you plan a vacation or just talk about places you’d like to go, get a map out and give your child practice working with the scale of miles. Share with your child how you know your multi-digit multiplication answer is in the ballpark. If your child sees you using practical estimation strategies, he/she will feel more comfortable and confident with it. These fun activities will strengthen your child’s ability to use mathematics in everyday life; the ultimate goal of mathematics instruction!
 

Lessons