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Enduring Understandings
are important ideas that students should carry with them
years beyond the instruction received this year.
Essential Questions
are the
most important “big picture” questions students should be able to answer
after completing learning activities.
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 - October
Read, write, compare, order &
place on a number line common fractions (i.e., ½, 1/3, 1/4/ 1/8, 1/10)
decimals and percentages.
 Read,
write, order, locate, and compare positive fractions, and decimal numbers to
hundredths (including on a number line).
Recognize
pictorial representations of common fractions, decimals and percents.
 Show
equivalence of common fractions and percents.
Use
estimation strategies to determine reasonable answers in addition and
subtraction.
Compare
commonly used proper fractions and terminating decimals.
Use
number sense to estimate sums and differences of fractions and decimals
(i.e., 5/6 + 7/8 must be equal to an amount less than 2, since each fraction
is less than 1).
Standard 2: Patterns and Algebra - October
Recognize, explain and extend a
linear pattern in a problem solving situation.
Analyze
and describe patterns using words, tables and graphs.
Standard 3: Data and Graphs - October
Organize
and construct displays of data including tables, charts, pictographs, line
plots, bar graphs, circle graphs and line graphs from a given set of data
using appropriate tools.
Analyze
and draw conclusions about tables, charts, line graphs, bar graphs,
pictographs, and line plots.
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.
Describe
how data collections methods affect the nature of a data set.
Distinguish
between median and mode of a set of data.
Identify
mean, median, mode and range of data.
Standard 4: Geometry - October
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 - October
Select
and use the appropriate unit and tool to measure to the degree of accuracy
required in a particular problem (i.e., degree of angle, nearest ¼ inch).
Determine
the appropriate unit of measure (metric or US customary) when estimating
distance, capacity, weight, and temperature.
Generate
a hypothesis or conjecture and solve measurement problems of appropriate
complexity created from real-world problems.
Standard 6: Computation - October
Using number sentences and any
of the four basic operations, create and illustrate “real” problems with
whole numbers.
Use,
explain, and demonstrate the understanding of the four basic operations in
problem-solving situations.
Use
and explain a variety of estimation techniques to solve problems.
Using
concrete materials or pictures, determine commonly-used percentages (i.e.,
25%, 50%, etc.) in problem-solving situations.
Determine
whether information given in a problem is sufficient, insufficient, or
extraneous.
Unit Vocabulary
|
Use the
Visual Thesaurus and use
the approved login and password to the right. |
Login:
es35@d11.org
Password:
d112009 |
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October
Standards |
Everyday
Mathematics |
Math Expressions |
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Use number
sentences and 4 operations to illustrate real problems. |
pp. 92-97,
113, 237-240, 267, 385, 519-523, 533, 541, 562, 708, 729 and
Problem Solving |
pp. 7, 20, 23-25, 29, 31-32, 35-41, 47, 55, 61-64,
69-70, 73, 79, 85, 93, 101, 109, 238-239, 246, 250, 254-256, 260,
262, 720-734 |
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Read,
write, order, place common fractions, decimals, percents |
pp. 304,
351, 572, 576-582, and multiple other pages under Fractions,
Decimals, and Percents |
pp. 198, 256, 597, 730-732, 742, 761-766,
770-774, 952
and multiple pages under Decimals. |
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Explain,
extend, linear pattern in problem solving |
Multiple
pages under Patterns, Graphs, Tables and Charts, and Number |
Multiple
pages under Patterns, Graphs, Tables and Charts, and Number |
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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.
Sample
Rubric for Math
Parents
Your
fifth grader is preparing for middle school and higher level
mathematics. You can support this transition by ensuring a quiet
place and regular time to do math work at home. Expressing interest
in what your child is studying will strengthen his/her abilities to
explain the mathematics learned in class; a strategy that helps with
the transfer of information from short term to long term memory.
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