|
Enduring Understandings
- important ideas that students should carry
with them years beyond the instruction received this year.
-
Numbers can be represented, ordered, and communicated in many different
forms.
Numbers have properties.
-
Solutions must be reasonable.
-
Data
can be used and represented in many forms. Data
can be used and represented in many forms. Data
can be used to draw conclusions and make predictions.
-
There are different ways of estimating.
-
Computation and reasoning are a vital mathematical tools.
-
Geometry builds our world.
-
Formulas are used in the real world.
-
Dimensional change affects geometry.
-
Algebra is a language.
Essential Questions
- most important “big picture” questions
students should be able to answer after completing learning activities.
-
How do you demonstrate equivalent numbers using various forms?
- When and how should you use a number line?
- How are the properties of numbers similar to the rules of a game?
- When is the "correct" answer not the best solution?
- How would you organize and construct displays of data?
- How do you choose the most appropriate measure of central tendency to
use in a given situation?
- How would you analyze data to predict future outcomes?
- When would you use addition and subtraction of fractions and decimals in
real world situations?
- How do you select, apply, and explain the strategies chosen to solve a
problem involving fractions and decimals?
- How do you justify your solution as reasonable?
-
How is measurement used to make comparisons?
-
How would you solve perimeter problems in the real world?
-
How would you solve area problems in the real world?
-
How does dimensional change affect the attributes of a polygon?
-
How do you use the attributes of two- or three- dimensional shapes?
-
What are properties of geometric relationships?
-
What real world problems involve finding congruent shapes?
-
Why do we use variables to represent numbers?
-
Can you explain the how the data changes in a chart or graph?
-
How do you select, apply, and explain the methods chosen to solve
equations?
Quarter 1 Big Ideas: Decimals,
Numeric and Pictorial Patterns
Quarter 2 Big Ideas: Fractions, Geometric Patterns, Geometry,
Measurement
Quarter 3 Big Ideas: Percents, Probability, Patterns-Finding the Nth
Term
Quarter 4 Big Ideas: Multiplying and Dividing Fractions and Decimals,
Proportional Reasoning, Integers, Circles
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) Students develop number sense and use numbers and number
relationships in problem solving situations and communicate the reasoning in
solving these problems.
Demonstrate square numbers using pictures, words, and/or symbols.
Identify and use the concepts of factor, multiple, prime, composite and
square numbers
Know the divisibility rules for 2, 3, 5, 6, 9, and 10. Describe numbers by
their characteristics
Standard 2: (Algebra and Functions) Students use algebraic methods to
explore, model and describe patterns and functions involving numbers,
shapes, data, and graphs in problem-solving situations and communicate the
reasoning used in solving these problems.
Recognize and continue a geometric and/or numeric pattern.
Translate written words into algebraic form.
Translate a given pattern into a different form.
Recognize, explain and extend a linear pattern in a problem
solving situation.
Standard
3: (Probability and Statistics) Students use data collection and analysis,
statistics, and probability in problem-solving situations and communicate
the reasoning and processes used in solving these problems.
Organize
and construct a line graph, bar graph, and frequency table from a set of
data
Interpret
and draw conclusions from a variety of visual data forms
Standard 4: (Geometry) Students use geometric concepts, properties, and
relationships in problem-solving situations and communicate the reasoning
used in solving these problems.
Determine the perimeters of
polygons.
Determine the areas of squares, rectangles, parallelograms, rhombuses,
triangles.
Use a variety of methods to
find area.
Compare areas of figures
and explain their relationships.
Standard 5: (Measurement) Students use a variety of tools and techniques to
measure, apply the results in problem-solving situations, and communicate
the reasoning involved in solving these problems.
Apply
proportional reasoning skills.
Apply spatial reasoning.
Read and interpret scales.
Use the appropriate formula/procedure correctly to solve perimeter of
polygons.
Use
the appropriate formula correctly to solve problems involving area.
Standard
6: (Computation) Students link concepts and procedures as they develop and
use computational techniques, including estimation, mental arithmetic,
paper-and-pencil, calculators, and computers, in problem-solving situations
and communicate the reasoning involved.
Apply
order of operations
Add and subtract fractions and decimals in problem-solving situations. Apply
computational strategies including traditional algorithms for adding and
subtracting fractions. |
