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Curriculum Standards, Accomplishments, Performance Levels!. Blueprint for Learning. How Does It All Fit Together?. Content Standards Math Social Studies English/Literature Science Learning Expectations essential core of learning for grades K-3, 4-5, & 6-8 Accomplishments

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Curriculum Standards, Accomplishments, Performance Levels!

Blueprint for Learning

How Does It All Fit Together?


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Content Standards

Math

Social Studies

English/Literature

Science

Learning Expectations

essential core of learning for grades K-3, 4-5, & 6-8

Accomplishments

concepts & skills necessary to master the learning expectations

Benchmarks

grades 3, 5, & 8

Performance Indicators

Level I: Below Proficient

Level II: Proficient

Level III: Advanced

Students should master all 3 Performance Levels by the end of the Benchmark grades.

Performance Indicators

divided into spi and tpi

Organization of Curriculum Standards Document


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1.0 Numbers & Operation

2.0 Algebra

3.0 Geometry

4.0 Measurement

5.0 Data Analysis and Probability

Math Content Standards K-8 and Gateway Algebra I


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1.0 Culture

2.0 Economics

3.0 Geography

4.0 Governance and Civics

5.0 History

6.0 Individuals, Groups, and Interaction

Social Studies Content Standards K-8


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1.0 Reading

2.0 Writing

3.0 Elements of Language

English / Literature Content StandardsK-8


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LIFE

1.0 Cell Structure & Function

2.0 Interactions Between Living Things and Their Environment

3.0 Food Production and Energy for Life

4.0 Heredity and Reproduction

5.0 Diversity and Adaptation Among Living Things

6.0 Biological Changes

Science Content StandardsK-8


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Earth and Space Science

7.0 Earth and Its Place in the Universe

8.0 Atmospheric Cycles

9.0 Earth Features

10.0 Earth Resources

Science Content StandardsK-8


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Physical Science

11.0 Forces and Motion

12.0 Structure and Properties

13.0 Interactions of Matter

14.0 Energy

Science Content StandardsK-8



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Essential Vocabulary

spi—State Performance Indicator; These will be evaluated by TCAP. Emphasis on spi will help student to excel.

tpi—Teacher Performance Indicator; These should be taught concurrently with spi.

Criterion-Referenced Tests (CRT)—Criterion-referenced items measure a student’s performance according to specific standards, rather than to the performance of other test takers. These items are directly aligned with the State Content Standards and State Performance Indicators. See examples at: www.state.tn.us/education/tsachrcspi.htm


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  • This coding assistance sheet will help you interpret the coding for the performance indicators and accomplishments in the K-8 curriculum standards.

    • Performance Indicator Coding

  • 3.3.spi.1

  • 3.3.spi.1

  • grade level standard number state performance indicator indicator number

  • 3.3.tpi.1

  • 3.3.tpi.1

  • grade level standard number teacher performance indicator indicator number

    • Accomplishment Coding

  • K.1.1.a

  • K.1.1.a

  • grade level standard number learning expectation accomplishment

  • Note: In the Science Curriculum Standards, a bullet is used when there is only one accomplishment for a learning expectation


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    Putting Words into Action

    Fifth Grade

    Number and Operation

    Content Standard 1.0 The student will develop number and operation sense needed to represent numbers and number relationships verbally, symbolically, and graphically and to compute fluently and make reasonable estimates in problem solving.

    Learning Expectations:

    1.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

    1.2 Understand meanings of operations and how they relate to one another.

    1.3 Solve problems, compute fluently, and make reasonable estimates.

    • Accomplishments

    • 5.1.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

      • a. read and write numbers from thousandths to millions;

      • b. name the place value of a given digit from thousandths to millions;

      • c. use various models to show relationships among whole numbers, fractions, mixed numbers, and decimals (e.g., number lines, base ten blocks, Venn diagrams, hundreds boards);

      • d. communicate using mathematical language and symbols;

      • e. model proper fractions, improper fractions, and mixed numbers;

      • f. show the relationship between improper fractions and mixed numbers;

      • g. recognize and generate equivalent forms of commonly used fractions, decimals, and percents (e.g., 1/10, 1/4, 1/2, 3/4);

      • h. recognize relationships among commonly used fractions and decimals.


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    • 5.1.2 Understand meanings of operations and how they relate to one another.

      • a. use commutative, associative, and identity properties;

      • b. explain and demonstrate the inverse nature of addition and subtraction;

      • c. explain and demonstrate the inverse nature of multiplication and division;

      • communicate the effects of addition, subtraction, multiplication, and division on size and order of numbers.

    • 5.1.3 Solve problems, compute fluently, and make reasonable estimates.

    • a. select appropriate methods and tools for computations (e.g., mental computation, estimation, calculators,

    • paper and pencils)

      • b. explain why one from of a number might be more useful for computation than another form;

      • recognize reasonable estimates for operations;

      • c. add, subtract, multiply, and divide whole numbers and decimals;

      • use models, benchmarks, and equivalent forms to add and subtract commonly used fractions with like

      • and unlike denominators.

      • d. identify missing information and/or too much information in real-world problems;

      • solve multi-step real-world problems; solve real-world problems using decimals, fractions, and percents.

    Fifth Grade Benchmarks

    Performance Indicators State:

    As documented through state assessment –

    at Level 1, the student is able to

    5.1.spi.1. read and write numbers from millions to thousandths;

    5.1.spi.2. connect symbolic representations of proper and improper fractions to models of proper and improper fractions;

    5.1.spi.3. represent whole numbers and two-place decimals in expanded form.

    at Level 2, the student is able to

    5.1.spi.4. add, subtract, multiply, and divide whole numbers (multipliers and divisors no more than two-digits).

    5.1.spi.5. identify the place value of a given digit from millions to thousandths;

    5.1.spi.6. represent, compare, and order whole numbers and decimals to thousandths;

    5.1.spi.7. use estimation to select a reasonable solution to a whole number computation;

    5.1.spi.8. add, subtract, and multiply decimals;

    .


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    5.1.spi.9. solve one- or two-step real-world problems involving addition, subtraction, and/or multiplication of whole numbers and decimals;

    5.1.spi.10. represent numbers as both improper fractions and mixed numbers;

    5.1.spi.11. compare and order fractions using the appropriate symbol (<,>,=);

    5.1.spi.12. add and subtract commonly used fractions.

    at Level 3, the student is able to

    5.1.spi.13. generate equivalent forms of commonly used fractions, decimals, and percents (e.g., 1/10, 1/4, 1/2,

    ¾);

    5.1.spi.14. multiply a fraction by a multiple of its denominator (denominator less than or equal to 10)

    Performance Indicators Teacher:

    As documented through teacher observation –

    at Level 1, the student is able to

    5.1.tpi.1. explain and demonstrate the inverse nature of addition and subtraction;

    5.1.tpi.2. select appropriate methods and tools for computation (i.e., mental computation, estimation, calculators,

    paper & pencil).

    at Level 2, the student is able to

    5.1.tpi.3. use various models to show relationships among fractions and decimals (e.g., number lines, base ten

    blocks, Venn diagrams, hundreds boards);

    5.1.tpi.4. explain and demonstrate the inverse nature of multiplication and division;

    5.1.tpi.5. communicate using mathematical terms and symbols;

    5.1.tpi.6. solve problems in more than one way and explain why one process may be more efficient than another;

    5.1.tpi.7. use models and benchmarks to add and subtract commonly used fractions.

    at Level 3, the student is able to

    5.1.tpi.8. apply commutative, zero, associative, distributive, and identity properties;

    5.1.tpi.9. explain relationships among commonly used fractions and decimals;

    5.1.tpi.10. identify missing information and/or too much information in real-world problems

    5.1.tpi.11. solve real-world problems using fractions, decimals, and percents.


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    Blueprint for Learning

    The Blueprint for Learning is a companion document for the Tennessee Curriculum Standards which are located at www.tennessee.gov/education. Although the curriculum adopted by the State Board of Education in its entirety remains on the web for additional reference, this reformatted version makes the curriculum more accessible to classroom teachers.

    • Skills are coded and identified as Introduced (I), Developing (D), State CRT and Writing Assessed (A), and Mastered and Maintained (M).

    • Introduced (I) skills are new skills presented at that grade level. Even though a skill is considered introduced at a grade level, some development would also occur.

    • Developing (D) skills are skills that have been introduced at a previous grade level. At this stage of development the skills are being refined and expanded.

    • Assessed (A) skills are those skills that are correlated to the state performance indicators for the CRT portion of the achievement test (grades 3-8) and the writing assessment (grades 5 and 8). The identified skills are formally assessed through the CRT; however, all skills are informally assessed in the classroom.


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    Key to Understanding Blueprint Codes

    I= Introduced D=Developing A=State Assessed M=Mastered

    (M) Skills are mastered or maintained. This indicates a skill that has been introduced, developed, and assessed. Even though a skill may be formally assessed, the development and expansion of the skill still continues.

    Note: “A” Indicates the state curriculum assessment only (CRT).

    All skills marked “I” “D” “M” are assessed in the classroom.

    Reporting Categories for Math

    N=Number & Operations AT= Algebraic Thinking C= Computation

    R= Real World DP= Data Analysis & Probability ME= Measurement

    G= Geometry GR= Graphs & Graphing


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    MATHEMATICS

    Fifth Grade

    NUMBER AND OPERATIONS

    The student will identify, represent, order, and compare numbers; and estimate, compute, and solve problems.


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