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Enduring Understandings
are important ideas that students should carry with them years beyond the
instruction received this year.
- Data displays help us make sense of information in our world.
- Multiplication and division are inverse operations and can be used to
evaluate solutions for reasonableness.
- There is more than one effective way to solve a
problem.
- Order of operations prepares us for higher level mathematics.
- Computation with decimals and money/pay rates prepares us for real life.
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 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?
- How are fraction, decimals and percents related?
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 - May
 Represent
and use fractions, decimals, and percents in a variety of models and then
write the equivalencies for each model (6th grade item).
 Read,
write, order, locate, and compare positive fractions, and decimal numbers to
hundredths (including on a number line).
Read,
write and locate on a number line rational numbers with whole number place
value to billions and decimal place value to hundredths.
Standard 2: Patterns and Algebra - May
 Recognize
and continue a geometric and/or numeric pattern (6th grade item).
Translate
written words into algebraic form (6th grade item).
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.
Standard 3: Data and Graphs - May
Organize
and construct a line graph, bar graph, and frequency table from a set of
data (6th grade item).
Identify
mean, median, mode and range of data.
Standard 4: Geometry - May
Identify,
compare, and analyze two-dimensional shapes by attributes (acute angles,
obtuse angles, right angles, parallel lines, perpendicular lines,
intersecting lines, congruence, similarity, rays, lines, line segments,
etc.)
Standard 5: Measurement - May
Select
and use the appropriate unit and tool to measure to the degree of accuracy
required in a particular problem.
Identify
the essential components of mathematical real-world problems using area,
perimeter and symmetry.
Standard 6: Computation - May
Add
and subtract decimals in problem-solving situations (6th grade
item).
Apply
order of operations (6th grade item).
Review
computation of whole numbers without context (addition, subtraction,
multiplication, division).
Use,
explain and demonstrate the understanding of addition and subtraction
operations in problem solving situations, then justify those results with
correct computations.
Add
and subtract fractions with unlike denominators. Unit
Vocabulary
|
Use the
Visual Thesaurus and use
the approved login and password to the right. |
Login:
es35@d11.org
Password:
d112009 |
|
May
Standards |
Everyday
Mathematics |
Math Expressions |
|
Order of Operations |
pp. 499, 524-529 |
pp. 106, 818-820 |
|
Add/Subtract Decimals |
pp. 79-91 |
pp. 163H, 176, 199-201, 207,
221, 296, 364-367, 373, 397, 402, 412-413, 452-453, 459 |
|
Organize,
construct, analyze displays of data |
pp. 72-73, 101-102,
338-407, 740 |
pp.
210, 211, 212, 239, 240, 250-254 |
|
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 |
|
Analyze/describe
patterns in words, tables, graphs |
Multiple pages
under Patterns, Graphs, and Tables and Charts |
pp.18, 28-31, 66, 289, 403, 986-987, 1018 |
|
Fractions, decimals and percents |
pp. 259, 295, 300, 303, 325, 828 |
pp. 198, 256, 416, 434, 440,
444, 516, 597, 598, 604, 730-732, 742, 761-766, 770-774, 952,
1074-1078, 1082-1086, 1091 |
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
Share with your fifth grader the everyday mathematics you use in your job
and at home. The practical application of mathematics to life will help your
child see the need to learn mathematics. When you balance the checkbook,
make a family budget, or decide what to buy at the grocery or clothing
store, include your child as much as possible. Share your methods of
figuring sale prices or percents off the regular price. "Think out loud" as
you round prices to the next dollar amount, then ask if the money you have
allotted for the shopping trip will cover the amounts you are considering
spending. Allowing your child to participate as you use mathematics in
common daily situations will help them make sense of the concepts. It will
make using mathematics a natural, non-threatening part of their day and
strengthen their confidence in mathematics class.
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