In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.
Make sense of problems and persevere in solving them.
Content | Skills | Learning Targets | Big Ideas | Essential Questions |
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Practice
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3 - Make (Sense of problems)
3 - Persevere (Solving problems)
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3 - I can make sense of problems.
3 - I can persevere in solving problems.
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A. For one to understand how math can be used, one needs to be able to solve problems.
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A.1 How do you make sense of a problem?
A.2 What do I need to persevere in problem solving?
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Reason abstractly and quantitatively.
Content | Skills | Learning Targets | Big Ideas | Essential Questions |
---|---|---|---|---|
Practice
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3 - Reasoning (Abstract)
2 - Reasoning (Quantitative)
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3 - I can reason abstractly.
2 - I can reason quantitatively.
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A. One needs to be able to reason in order to understand the world of math.
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A.1 How can I reason abstractly?
A.2 How can I reason quantitatively?
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Construct viable arguments and critique the reasoning of others.
Content | Skills | Learning Targets | Big Ideas | Essential Questions |
---|---|---|---|---|
3 - Construct (viable arguments)
4 - Critique (reasoning of others)
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3 - I can construct viable arguments.
4 - I can critique the reasoning of others.
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A. One must be able to construct good arguments and critique the reasoning of others to justify solutions to math problems.
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A.1 What do I need to do to construct a good argument?
A.2 Why do I critique the reasoning others?
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Model with mathematics.
Content | Skills | Learning Targets | Big Ideas | Essential Questions |
---|---|---|---|---|
Mathematics
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6 - Model (Using mathematics)
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6 - I can model using mathematics.
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A. Mathematics can be used to model the world around us.
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A.1 What does it look like when I model using math?
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Use appropriate tools strategically.
Content | Skills | Learning Targets | Big Ideas | Essential Questions |
---|---|---|---|---|
Practice
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3 - Use (appropriate tools strategically)
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3 - I can use appropriate tools strategically.
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A. One can solve math problems more easily by using appropriate tools strategically
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A.1 How can I use tools to make problem solving easier?
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Attend to precision.
Content | Skills | Learning Targets | Big Ideas | Essential Questions |
---|---|---|---|---|
Practice
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1 - Attend (to precision)
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1 - I can attend to precision.
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A. One must attend to precision when solving math problems.
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A.1 How can I attend to precision when solving math problems?
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Look for and make use of structure.
Content | Skills | Learning Targets | Big Ideas | Essential Questions |
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Practice
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1 - Looking (for structure)
3 - Making use (of structure)
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1 - I can look for structure.
3 - I can make use of structure.
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A. Structure provides a framework for mathematical relationships.
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A.1 How is structure identified?
A.2 How can structure be useful?
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Look for and express regularity in repeated reasoning.
Content | Skills | Learning Targets | Big Ideas | Essential Questions |
---|---|---|---|---|
Practice
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1 - Looking (for regularity in reasoning)
2 - Expressing (regularity in reasoning)
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1 - I can look for regularity in repeated reasoning.
3 - I can express regularity in repeated reasoning.
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A. Regularity of mathematical repeated reasoning is a key aspect in problem solving.
B. Regularity of mathematical repeated reasoning can be observed and expressed in the problem solving process.
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A.1 In what ways is repeated mathematical reasoning regular?
B.1 How can regularity in repeated mathematical reasoning be observed?
B 2 How can regularity in repeated mathematical reasoning be expressed?
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