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 are fractions, decimals, and percents related?

• How do patterns help us solve problems?

• How can we know which operation(s) to use in a problem solving situation?

• What makes a game of chance fair or unfair?

• What essential components are needed to solve real-world problems?

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 - November

Demonstrate equivalent relationships of common fractions and decimals using hands-on materials or pictures (i.e., ½ = 0.5 = 50%).

Using concrete materials, demonstrate the equivalence of commonly-used fractions, terminating decimals, and percents (i.e., 7/10 = 0.7).

Identify the essential components of mathematical real-world problems, using fractions and decimals.

Standard 2: Patterns and Algebra - November

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).

Represent, describe and explain patterns, including variables.

Recognize that a variable is used to represent an unknown quantity.

Identify situations involving inverse relationships (i.e., more friends; fewer cookies for each person; the larger the denominator in a unit fraction, the smaller the quantity).

 Standard 3: Data and Graphs - November

Using a chance device (number cube or spinner), design and explain in writing why the game is fair or unfair.

Use fractions to represent the probability of events.

Describe events such as likely or unlikely, and explain the degree of likelihood using words such as certain, equally likely, and impossible.

 Standard 4: Geometry - November

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).

Use geometric shapes to prove attributes and relationships between geometric shapes.

Show lines of symmetry (including multiple lines of symmetry) for geometric shapes.

Identify and build a three-dimensional shape from its two dimensional parts.

Determine whether figures are congruent or similar.

Standard 5: Measurement - November

Measure the sides of rectangles, squares, and triangles to the nearest ¼ inch and nearest centimeter.

Describe angles as acute, obtuse and right.

Identify the essential components of mathematical and real-world problems using units of measurement.

Standard 6: Computation - November

Using number sentences and any of the four basic operations, create and illustrate “real” problems with whole numbers.

Using concrete materials or pictures, determine commonly-used percentages (i.e., 25%, 50%, etc.) in problem-solving situations.

Select and use an appropriate method to solve single-step problems (i.e., mental math, estimation, paper/pencil, calculator).

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

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