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In this video, parents will learn about the mathematics concepts and skills that their student will learn in 5th Grade. Parents will learn about the important role that the mathematical practices play as students deepen their understanding of place value of decimals and whole numbers, deepen their understanding of multiplication and division, develop efficient number strategies to solve problems involving fractions and decimals, explore relationships of geometric shapes, measure objects using standard units and further investigate data.
In Math, fluency means accuracy
In Math, fluency means accuracy
(correct answer), efficiency (a reasonable amount of steps), and flexibility (using various strategies).
(correct answer), efficiency (a reasonable amount of steps), and flexibility (using various strategies).
The Mathematical Practices describe the reasoning behaviors students should develop as they build an understanding of mathematics – the “habits of mind” that help students become mathematical thinkers. There are eight standards, which apply to all grade levels and conceptual categories. These mathematical practices describe how students should engage with the mathematics content for their grade level. Developing these habits of mind builds students’ capacity to become mathematical thinkers.
Evidence-based Best Practice Instructional Strategies
Evidence-based Best Practice Instructional Strategies
Why Math Journals?
Why Math Journals?
All students will need to maintain a daily math journal, using a composition book. Students will receive a regular grade for organization and maintenance of their notes in their math journal.
While students learn to "do" the math, they must learn how to articulate what they are learning. It is important that students learn to organize and record their work without the structure of a worksheet. Math journals support learning, because in order to get their ideas on paper, students must organize, clarify and reflect on their thinking. Math journals also serve as an invaluable assessment resource that can inform classroom instruction. Requiring students to communicate their reasoning processes provides a useful insight into what a student understands, how he or she approaches ideas and what misconceptions he or she may have.
“In addition, when students write, their papers provide a window into their understandings, their misconceptions, and their feelings about the content.” Burns, M. (2004). Writing in Math. Educational Leadership. Oct. 2004 (30).
Daily Math Routines
Daily Math Routines
Math routines are embedded in each week's activities and provide students an opportunity to develop number sense by connecting critical concepts through discourse. When students are provided an opportunity to experience math through thought-provoking tasks with different entry points, this opens discourse, which promotes relationships and which is the basis for conceptual math. Conceptual math is teaching and understanding the why behind mathematics. These routines guide students to understand that math is not a procedural recipe, it is a story.
Number Talks
Number Talks
A daily routine designed to foster conceptual math thinking and build numerical reasoning through strengthening accuracy, efficiency, and flexibility with mental math and computation strategies. Number Talks builds classroom environment and community through discourse.
A set of animated lessons designed to promote visually rich math discourse. These lessons have been designed to invite many voices and vantage points into student's conversations.
Each image invites students to wonder what number is represented by the image. As you click through the each Esti-Mystery, clues will appear that will allow the students to use math concepts to narrow the set of possibilities to a small set of numbers. In the end, the students will need to call upon their estimation skills to solve the mystery and find the missing number.
An interactive number sense strategy that can be used at any grade level. Students are shown representations of numbers. With a splat, part of the representation is hidden and students are asked how many are still shown and asked to reason through how many are hidden.
Activities dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong.
Open middle problems generally require a higher depth of knowledge than most problems that assess procedural and conceptual understanding.
a “closed beginning” meaning that they all start with the same initial problem.
a “closed end” meaning that they all end with the same answer.
an “open middle” meaning that there are multiple ways to approach and ultimately solve the problem.
A routine to engage students in math-based conversations by using math to justify their ideas. Having students justify their reasoning is a crucial skill to learn and can only be done by practicing. Each WYRmath prompt is designed to elicit conversation among peers and as a class. During this routine time is designed for students thinking to be heard and seen.
Guess My Number
Guess My Number
In this routine, students are challenged to use digit cards to build a number based on the clues provided. This routine allows students to reason and to use their knowledge of number properties and number relationships to generate numbers according to given criteria. As well helps develop students’ number sense as they gain an understanding of the relative position and magnitude of whole numbers.
A whole group mathematics task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three. Each task has a low entry point and multiple routes to a reasonable solution. This routine is important because students begin to develop growth mindset when they can see different avenues to success.
The game involves students rolling dice (or spinning a spinner / drawing a card) to generate a random number and placing that number in one of their empty number boxes one-at-a-time. The game can progress in a variety of ways.
Fraction Talks are built around classroom discourse and student active participation. These two principles guide the teacher’s questions, disposition, and facilitation of the activity. The key to this routine is maintaining an open disposition, encouraging reasoning, and mediating disputes.
A routine that uses visual mathematics to build number sense and estimation skills that are essential for young mathematicians. Estimation is key to building number sense and being a better problem solver. This routine engages students in number concepts, including relative size, comparing and ordering numbers, and benchmarks. Some students will use mental math when determining quantities. Similarly, some students maypply spatial reasoning when estimating.
This routine is a powerful routine for use in math classrooms. The images on this website can be used for teaching a way of thinking: grayscale thinking, categorical thinking; helping students to build a network of ideas and an approach for learning and thinking about mathematics.
Numberless word problems are designed to provide scaffolding that allows students the opportunity to develop a better understanding of the underlying structure of word problems.
Concrete Math Manipulatives
Concrete Math Manipulatives
CRA is an intervention for mathematics instruction that research suggests can enhance the mathematics performance of students in a classroom. It is a three-stage learning process where students learn through physical manipulation of concrete objects, followed by learning through pictorial representations of the concrete manipulations and ending with solving problems using abstract notation.
Included below are examples of manipulatives used in our classroom to assist in the CRA model. Links of virtual manipulatives are provided when available.
Additional Math Resources to Support Student Learning
Additional Math Resources to Support Student Learning
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