Planning for This Year with the End in Mind

In the 2009 Mathematics Standards:  new content has been added,  rigor has been increased significantly,  repetition has been decreased,  retention and application of content from previous years is required, and  vertical alignment has been improved.

Reporting CategoryGrade 3 (only) Grade 4Grade 5 Number and Number Sense Computation and Estimation 1013 Measurement and Geometry Probability and Statistics, Patterns, Functions, and Algebra Total Number of Questions 4050

Grade 5 Mathematics SOLs, Essential Knowledge and Skills, and Essential Understandings

“Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge.” NCTM, 2000

Students will: ◦ become mathematical problem solvers who ◦ communicate mathematically; ◦ reason mathematically; ◦ make mathematical connections; and ◦ use mathematical representations to model and interpret practical situations. 6

 Mathematical Problem Solving  Mathematical Communication  Mathematical Reasoning  Mathematical Connections  Mathematical Representations 7

 Review the mini-packet you have received with the members of your group. Pay close attention to the language of the correlated 2009 Standard.  Compare and contrast the newly released sample test items with the old released test items.  Compare and contrast the development of the items vertically across grades 3, 4, and 5.  Use the questions at your table to help guide your discussion.  Be prepared to share something your group discussed with the whole group.

Grades 3-5

3.6 Represent multiplication and division, using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less New Old

3.4 Estimate solutions to and solve single-step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping. New Old

New Old 4.4D Solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers.

Old New 5.4 Create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers.

Old New 5.4 Create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers.

Grades 3-5

3.7 Add and subtract proper fractions having like denominators of 12 or less. New Old

4.3D Given a model, write the decimal and fraction equivalents. Old

4.3D Given a model, write the decimal and fraction equivalents. New

4.5A Determine common multiples and factors, including least common multiple and greatest common factor. Comes from SOL 6.3

4.2C Identify the division statement that represents a fraction. New

Old 5.6 Solve single-step and multistep practical problems involving addition and subtraction with fractions and mixed numbers and express answers in simplest form.

Grades 3-5

3.11B Determine elapsed time in one-hour increments over a 12-hour period Old New

4.9 Determine elapsed time in hours and minutes within a 12-hour period. New

3.9A Estimate and use U.S. Customary and metric units to measure length to the nearest -inch, inch, foot, yard, centimeter, and meter. New Old

New 3.10A Measure the distance around a polygon in order to determine perimeter. Old

3.10B Count the number of square units needed to cover a given surface in order to determine area. New Old

New 3.14 Identify, describe, compare, and contrast characteristics of plane and solid geometric figures (circle, square, rectangle, triangle, cube, rectangular prism, square pyramid, sphere, cone, and cylinder) by identifying relevant characteristics, including the number of angles, vertices, and edges, and the number and shape of faces, using concrete models. Old

3.16 Identify and describe congruent and non-congruent plane figures. New Old

5.12B Classify triangles as right, acute, obtuse, equilateral, scalene, or isosceles. New From 6 th grade Old

Grades 3-5

Old New 4.13B Represent probability as a number between 0 and 1, inclusive.

New Old

New 5.14 Make predictions and determine the probability of an outcome by constructing a sample space.

5.16D Describe the range of a set of data as a measure of variation. Old New

5.16B Describe mean as fair share. Old New

Grades 3-5

3.20B Identify examples of the identity and commutative properties for addition and multiplication. Comes from old SOL 7.3 New

4.16B Investigate and describe the associative property for addition and multiplication. Comes from old SOL 7.3 New

Comes from old SOL Investigate and recognize the distributive property of multiplication over addition. New

5.18C Model one-step linear equations in one variable, using addition and subtraction. Old From 6 th grade SOL test New From 6 th grade

5.7 Evaluate whole number numerical expressions, using the order of operations limited to parentheses, addition, subtraction, multiplication, and division. New From 7 th grade Old From 7 th grade SOL Test

 Teachers as Readers of Mathematics – MAT 263 (10 recertification hours)  Inquiry-Based Mathematics Instruction in Grades 3-8 (GMU 3 credits, 90 recertification hours) MAT 222.1)  Teaching Patterns, Functions and Algebraic Thinking in Grades K-2 (MAT 226.2) and Grades 3-5 (MAT 226.3)  Mathematics Professional Development Day Spring BNVCTM Conference – (MAT 702)