CONTACT CCSD21

999 West Dundee Road
Wheeling, Illinois 60090

Phone: 847-537-8270

Superintendent: Dr. Michael Connolly

School Board & Administration


thinkpad_touch

VISIT A SCHOOL

CCSD21 is a school district comprised of 13 schools across 6 different communities in the northwest suburbs of Chicago.

VIEW BOUNDARY MAP

BECOME A MEMBER OF THE SCHOOL DISTRICT 21 TEAM

School District 21 prides itself on its Professional Learning Community and its rich tradition of professional collaboration, high levels of professional development, and family-like atmosphere. If you see the opportunity to work with colleagues in making a difference in the lives of students and families in a truly diverse setting, School District 21 seeks your application.

Learn More

|

Mathematics

Measurement and Data

Critical Content

Power Standards

  • Use conversions within a given measurement system to solve multi-step, real-world problems. (5.MD.1)
  • Solve real-world and mathematical problems involving volume of rectangular prisms. (5.MD.5)

 

Concepts and Skills

* Power Standard Content

  • * Choose and use appropriate methods to find the volume of rectangular prisms
  • Use formulas and other strategies to find the perimeter of polygons and areas of circles
  • Estimate length with and without tools
  • Use tools to measure length to the nearest 1/8 inch and millimeter
  • Use appropriate tools to draw and measure angles
  • * Convert among measurement units within a given system (e.g., 5 cm to 0.05 m)
  • Analyze data (maximum, minimum, mode, median, mean)
  • Collect and organize data in appropriate graphic representations
  • Make a line plot to display a data set of measurement in fractions of a unit (1/2, 1/4, 1/8)
  • Experiment with probability to determine accuracy of predicted outcomes

 

Critical Language

Language Usage

  • A student in 5th grade can demonstrate the ability to apply and comprehend critical language by explaining the relationship between volume and the dimensions of a three dimensional object to multiplication and addition, as well as the relationship between different sized standard units of measurement within a given measurement system, and explaining the likelihood of a set of events.

 

Content-Specific Vocabulary

  • Measurement
  • Unit
  • Length
  • Width
  • Base
  • Height
  • Metric units
  • U.S. customary units
  • Standard units
  • Volume
  • Square units
  • Cubic units
  • Circumference
  • Line plot
  • Area
  • Probability
  • Prism
  • Π
  • Variables
  • Associative Property of Multiplication
  • Chance
  • Equivalent

 

Process-Specific Vocabulary

  • Formula
  • Estimate
  • Convert
  • Classify
  • System
  • Likelihood
  • Accuracy
  • Generalization

 

Concept-Based Connections

Essential Understandings

  • Use of different units of measurement can provide more accurate information in a variety of situations.
  • Collection, organization and analysis of data help facilitate making predictions, generalizations and drawing conclusions.
  • Three-dimensional objects can be described by their volume/capacity.

 

Factual Guiding Questions

  • How do units of volume and capacity compare?
  • What is the relationship between theoretical and experimental data?
  • How can data be organized to find probabilities?
  • What are different standards of measurement?
  • What is volume? What is capacity? How are they the same/different?
  • How do you know when to use a certain unit of measurement?
  • Is there a formula for determining the volume of a rectangular prism?
  • How do you determine the volume of a rectangular prism?

 

Conceptual Guiding Questions

  • Will all 3-dimensional objects have the same volume / capacity with a given set of dimensions?
  • What measurement represents a given situation best?
  • How can models, benchmarks and equivalent forms help us judge the likelihood of an event?
  • When is it necessary to be accurate in making measurements?
  • When should you be interested in an individual set of data as compared with the entire data set?
  • When is determining the volume of a 3-dimensional figure applicable in real life?

 

Engaging/Debatable Guiding Questions

  • Why do we need standard measures?
  • Is there one appropriate method for making accurate measurements?
  • Is there only one correct way to interpret a given set of data?