Daily Learning GoalsIn Data About Us, you will explore ways of collecting, organizing, displaying, and analyzing data.You will learn how to:• Conduct data investigations by posing questions, collecting andanalyzing data, and making interpretations to answer questions

• Represent distributions of data using line plots, bar graphs,stem-and-leaf plots, and coordinate graphs

• Compute the mean, median, mode, or range of the data

• Distinguish between categorical data and numerical data and identifywhich graphs and statistics may be used to represent each kind of data

• Choose the most appropriate statistical measures (mean, median, mode,range, etc.) to describe a distribution of data

• Develop strategies for comparing distributions of data

Essential QuestionsAs you work on problems in this unit, ask yourself questions about situations that involve data analysis:

• What is the question being asked? • What organization of the data can help me analyze the data?

• What statistical measures will provide useful information about the distribution of data?

• What will statistical measures tell me about the distribution of the

data? • How can I use graphs and statistics to describe a data distribution or

to compare two data distributions in order to answer my original question?

Data About Us Student will learn ways of collecting, organizing, displaying, and analyzing data.

4Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems in addition to the 3, performance, in-depth problem solving.

3 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with no major errors that were explicitly taught.

2 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with no major errors.

1 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with help and partial understanding.

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Daily Learning Goals In How Likely Is It?, you will explore concepts related to chance, orprobability. You will analyze situations that have uncertain outcomes. You will learn how to:

• Use probabilities to predict what will happen over the long run

• Use the concepts of equally likely and not equally likely

• Analyze a game to see if it is fair (Does each player have an equal chance of winning?)

• Build two kinds of probability models:(1) Gather data from experiments (experimental probability)(2) Analyze possible outcomes (theoretical probability)

• Understand that experimental probabilities are better estimates of theoretical probabilities when they are based on larger numbers of trials

• Develop strategies for finding both experimental and theoretical probabilities

• Interpret statements of probability to make decisions and answer questions

Essential QuestionsAs you work on problems in this unit, ask yourself questions about situations that involve data analysis:

• What are the possible outcomes that can occur for the event

in this situation?

• How can I determine the experimental probability of each of the outcomes?

• Is it possible to determine the theoretical probability of each of the outcomes? If so, what are these probabilities?

• How can I use the probabilities to answer questions or make decisions about this situation?

How Likely Is It?Students will learn concepts related to chance, or probability. You will analyze situations that have uncertain outcomes.

4Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems in addition to the 3, performance, in-depth problem solving.

3 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with no major errors that were explicitly taught.

2 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with no major errors.

1 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with help and partial understanding.

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Daily Learning Goals In Prime Time, you will learn important properties of whole numbers, especially properties related to multiplication and division. You will learn how to:• Understand relationships among factors, multiples, divisors, and products

• Recognize and use properties of prime and composite numbers, even and odd numbers, and square numbers

• Use rectangles to represent the factor pairs of numbers

• Develop strategies for finding factors and multiples, least common multiples, and greatest common factors

• Recognize and use the fact that every whole number can be written in exactly one way as a product of prime numbers

• Use factors and multiples to solve problems and to explain some numerical facts of everyday life

• Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems

Essential QuestionsAs you work on problems in this unit, ask yourself questions about situations that involve data analysis:

• Will breaking a number into factors help me solve the problem? • What relationships will doing that help me see? • What do the factors and multiples of the numbers tell me about the

situation?

• How can I find the factors of the numbers?

• How can I find the multiples?

• What common factors and common multiples do the numbers have?

Prime TimeStudents will learn important properties of whole numbers, especially properties related to multiplication and division.

4Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems in addition to the 3, performance, in-depth problem solving.

3 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with no major errors that were explicitly taught.

2 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with no major errors.

1 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with help and partial understanding.

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Daily Learning Goals In Bits and Pieces I, you will learn relationships among fractions, decimals, and percents. You will learn that fractions and decimals are also part of a larger set of numbers called rational numbers.

You will learn how to: • Model situations involving fractions, decimals, and percents

• Understand and use equivalent fractions to reason about situations

• Compare and order fractions and decimals

• Move flexibly among fraction, decimal, and percent representations

• Use benchmarks, such as 0, 1, and 2, to help estimate the size of anumber or sum

• Develop and use benchmarks that relate different forms of rationalnumbers (for example, 50% is the same as or 0.5)

• Use context, physical models, drawings, patterns, or estimation to helpreason about situations involving rational numbers

Essential QuestionsAs you work on problems in this unit, ask yourself questions about situations that involve data analysis:

• What models or diagrams might be helpful in understanding

the situation and the relationships among quantities? • Do I want to express the quantities in the situation as

fractions, decimals, or percents? • What strategies can I use to find equivalent forms of

fractions, decimals, or percents?

• What strategies can I use to compare or order a set of fractions, decimals, and percents?

Bits and Pieces IStudents will learn fractions and decimals are also part of a larger set of numbers called rational numbers.

4Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems in addition to the 3, performance, in-depth problem solving.

3 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with no major errors that were explicitly taught.

2 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with no major errors.

1 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with help and partial understanding.

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Daily Learning Goals In Bits and Pieces II, you will develop an understanding of and strategies for the four basic arithmetic operations with fractions.

You will learn how to: • Use benchmarks and other strategies to estimate the reasonableness ofresults of operations with fractions

• Develop ways to model sums, differences, products, and quotients, including the use of areas, fraction strips, and number lines

• Look for rules to generalize patterns in numbers

• Use your knowledge of fractions and equivalence of fractions to develop algorithms for adding, subtracting, multiplying and dividing Fractions

• Recognize when addition, subtraction, multiplication, or division is the appropriate operation to solve a problem

• Write fact families to show the inverse relationship between addition and subtraction, and between multiplication and division

• Solve problems using operations on fraction

Essential QuestionsAs you work on problems in this unit, ask yourself questions about situations that involve data analysis:

• What models or diagrams might be helpful in

understanding the situation and the relationships among quantities?

• What models or diagrams might help decide which operation is useful in solving a problem?

• What is a reasonable estimate for the answer?

Bits and Pieces IIStudents will develop an understanding of and strategies for the four basic arithmetic operations with fractions.

4Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems in addition to the 3, performance, in-depth problem solving.

3 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with no major errors that were explicitly taught.

2 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with no major errors.

1 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with help and partial understanding.

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Daily Learning Goals In Bits and Pieces III, you will learn how to perform and make sense of the four operations (±, –, X, /) on decimal numbers. You will improve your understanding and skill in working with percents. You will learn how to:

• Use your knowledge of fractions to learn about operating on decimals

• Estimate the results of operations on decimals

• Use your knowledge of place value in working with decimals

• Know when to use each operation in a situation involving decimals

• Recognize real-world situations where people often choose to use decimals instead of common fractions

• Develop algorithms for solving a variety of types of percent problems

Essential QuestionsAs you work on problems in this unit, ask yourself questions about situations that involve data analysis:

• What is the whole (unit) in this situation? • How big are the numbers in this problem? • About how large will the sum be? • About how large will the difference be? • About how large will the product be? • About how large will the quotient be? • How do these decimals compare to fractions that I know? • Why are percents useful in this problem?

4Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems in addition to the 3, performance, in-depth problem solving.

3 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with no major errors that were explicitly taught.

2 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with no major errors.

1 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with help and partial understanding.

0 while attempting develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems even with help no understanding demonstrating.

Bits and Pieces IIIStudents will learn how to perform and make sense of the four operations (±, –, X, /) on decimal numbers.

Daily Learning Goals In Shapes and Designs, you will explore important properties of polygons.You will learn how to:• Identify some important properties of polygons• Recognize polygonal shapes both in and out of the classroom• Investigate reflection and rotation symmetries of a shape• Estimate the measures of angles by comparing them to a right angle or other benchmark angles• Use an angle ruler to measure an angle• Explore properties of parallel lines• Find patterns that help you determine the sum of the interior angle measures of any polygon• Find which polygons fit together to cover a flat surface and understand why they fit together• Explain which properties of triangles make them a stable building unit• Find that the sum of two side lengths of a triangle is greater than the third side length• Find that the sum of three side lengths of a quadrilateral is greater than the fourth side length• Draw or sketch polygons with certain properties• Reason about and solve problems involving shapes

Essential QuestionsAs you work on problems in this unit, ask yourself questions about situations that involve data analysis:

• What kinds of shapes/polygons will cover a flat surface? • What do these shapes have in common? • How do simple polygons work together to make more complex shapes? • What kinds of polygons are used in buildings and art? • How can angle measures be estimated? • How much accuracy is needed in measuring angles?

Shapes and DesignsStudents will explore important properties of polygons.

4Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems in addition to the 3, performance, in-depth problem solving.

3 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with no major errors that were explicitly taught.

2 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with no major errors.

1 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with help and partial understanding.

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Daily Learning Goals In Covering and Surrounding, you will explore areas and perimeters of figures, especially quadrilaterals, triangles, and circles.

You will learn how to:• Use area and relate area to covering a figure• Use perimeter and relate perimeter to surrounding a figure• Analyze what it means to measure area and perimeter• Develop strategies for finding areas and perimeters of rectangular and non-rectangular shapes• Discover relationships between perimeter and area, including that one can vary while the other stays fixed• Analyze how the area of a triangle and the area of a parallelogram are related to the area of a rectangle• Develop formulas and procedures, stated in words or symbols, for finding areas and perimeters of rectangles, parallelograms, triangles, and circles• Develop techniques for estimating the area and perimeter of an irregular figure• Recognize situations in which measuring perimeter or area will helpanswer practical questions

Essential QuestionsAs you work on problems in this unit, ask yourself questions about situations that involve data analysis:

• How do I know whether area or perimeters are involved?

• What attributes of a shape are important to measure?

• What am I finding when I find area and when I find perimeter? • What relationships involving area or perimeter, or both, will help solve

the problem • How can I find the area and perimeter of a regular or irregular shape? • Is an exact answer required?

4Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems in addition to the 3, performance, in-depth problem solving.

3 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with no major errors that were explicitly taught.

2 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with no major errors.

1 Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems with help and partial understanding.

0 while attempting develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problems even with help no understanding demonstrating.

Coverings and Surroundings Students will explore areas and perimeters of figures, especially quadrilaterals, triangles, and circles.

“Where am I at today?”

4 A Achieving your goals and more.

3 B Barreling towards achieving more than goals reached.

2 C Consistently striving to achieve.

1 D Determined not to fail.

0 F Fail to succeed in achieving goals.

Class RubricI

understand my

learning goal.

I completed my work.

I was respectful to others.