Standards

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

• Recognizing patterns helps us make sense of our world.

• Graphics are tools used to clarify data.

• Estimation and computation are vital skills necessary for communicating mathematical reasoning.

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

• What can patterns reveal? How do the many types of patterns help us solve problems?

• How can graphic representations of data help us solve problems?

• Why be fluent at computation? How are computation skills and techniques used strategically in real-world situations?

• How do algorithms work in addition, subtraction, division, and multiplication?

• What information is necessary to solve 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 - January

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.

Standard 2: Patterns and Algebra - January

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).

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.

Match a description of a situation/pattern with its continuous graph.

Standard 3: Data and Graphs - January

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.

Evaluate the solutions/arguments of real-world problems for reasonableness in probability.

Standard 4: Geometry - January

Given a coordinate graph, read coordinate pairs in quadrant one.

Create geometric shapes with given attributes within a coordinate plane.

Choose the coordinate graph, which represents a given data set.

Use maps and grids to locate points, create paths, and measure distances within a coordinate system.

Standard 5: Measurement – January

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).

Find the perimeter and area of rectangles and squares, using the appropriate units.

Identify the essential components of mathematical real-world problems using area, perimeter and symmetry.

Choose and apply a strategy to solve real-world problems using measurement techniques.

Standard 6: Computation - January

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 (mental math, estimation, paper/pencil, diagram, calculator)

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 INFO. 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