- Subject:
- Mathematics
- Material Type:
- Full Course
- Level:
- Upper Primary
- Grade:
- 5
- Provider:
- CT State Department of Education
- Provider Set:
- CSDE - Public
- Tags:

- Language:
- English
- Media Formats:
- Text/HTML

# Connecticut Model Math for Grade 5

CSDE Model Curricula Quick Start Guide

**Equitable and Inclusive Curriculum **

The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.

**Course Description: **

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. Upon completion of this course students will have the ability to:

- Write and interpret numerical expressions;
- Analyze patterns and relationships;
- Understand the place value system;
- Perform operations with multi-digit whole numbers and with decimals to hundredths;
- Use equivalent fractions as a strategy to add and subtract fractions;
- Apply and extend previous understandings of multiplication and division to multiply and divide fractions;
- Convert like measurement units within a given measurement system;
- Represent and interpret data;
- Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition;
- Graph points on the coordinate plane to solve real-world and mathematical problems; and
- Classify two-dimensional figures into categories based on their properties.

**Aligned Core Resources:** Core resources is a local control decision. Ensuring alignment of resources to the standards is critical for success. There are tools that are available to assist in evaluating alignment, such as CCSSO’s Mathematics Curriculum Analysis Project and Student Achievement Partner’s Instructional Materials Evaluation Tool. In addition EdReports and Louisiana Believes are two sources of completed reviews for a variety of resources. Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state.

**Aligned Core Programs: **The CSDE in partnership with SERC has engaged with providers of high-quality vetted resources to provide additional alignment guidance to the CSDE model curriculum. High-quality instructional resources are critical for improving student outcomes. The alignment guidance is intended to clarify content and support understanding for clear implementation and coherence.

Materials selection is a local control decision and these documents have been provided from participating publishers to assist districts in implementation. Use of the materials from these publishers is not required. These aligned core programs meet expectations as reported by EdReports. If your resource is not listed below, you are encouraged to review EdReports to ensure the alignment of your resource to the Connecticut Core Standards. Strong alignment of curricula and instructional materials have the potential to support student engagement of meaningful grade level content daily and teacher growth.

- Achievement First Math Grade 5
- enVisions Grade 5
- Eureka Grade 5
- Fishtank Plus Math Grade 5
- HMH into Math Grade 5
- Imagine Learning Illustrative Mathematics Grade 5
- i-Ready Math Grade 5
- MidSchoolMath Grade 5
- Reveal Math Grade 5

**Financial Literacy Connections:**

The State of Connecticut is committed to implementing high-quality Financial Literacy instruction at all grade levels beginning in kindergarten. Financial Literacy supports students’ academic performance in several subject areas. The K-5 Model Math Curricula embeds tasks that align the mathematical content and skill to the essential Financial Literacy concepts such as income, spending, saving, investing, credit and risk. The concepts contained in the learning tasks are designed to be rich, hands-on activities with developmentally appropriate real-world connections. The tasks are identified by grade level and embedded in the appropriate units so that students can demonstrate mastery of what they need to know and be able to do by the end of their K-5 school experience. In this way, elementary students will be prepared to build upon Financial Literacy knowledge as they advance through middle and high school.

**Additional Course Information:**

Major work of Grade 5 mathematics focuses on multiplication and division of whole numbers and fractions including concepts, skills, and problem solving. Fluencies expected for Grade 5 include:

- Multi-digit multiplication

**Habits of Mind/SEIH/Transferable Skills Addressed in the Course: **

The Standards for Mathematical Practice describe the thinking processes, habits of mind, and dispositions that students need to develop a deep, flexible, and enduring understanding of mathematics. They describe student behaviors, ensure an understanding of math, and focus on developing reasoning and building mathematical communication. Therefore, the following should be addressed throughout the course:

- Make sense of problems & persevere in solving them
- Reason abstractly & quantitatively
- Construct viable arguments & critique the reasoning of others
- Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for & make use of structure
- Look for & express regularity in repeated reasoning