Whitman Elementary - Tulsa Public Schools

Grade / Instructional Focus: 5th Grade Mathematics
Groups: _X_ Regular; _X_ IEP; _X_ ELL; _X_ Econ. Disadvantaged; _X_ Race; X_ Gender
Goal: All fifth grade students will demonstrate mathematics proficiency at grade level or
above grade level on the Oklahoma Core Curriculum Test.
Achievement Objective / Benchmark (median scores or assessment nomenclature):
Standard Objective PASS Current %
or
assessment
nomenclature
Patterns &
Algebraic
Reasoning
8/18%
Algebra Patterns
4 test items
@ least half
will score __
as %
or assessment
nomenclature
Years as
Issue
1.1 75% 100% 06-07,
07-08,
08-09
Number Sense
8/18%
Number Theory
4 test items
2.2 50% 75% 06-07,
07-08,
08-09
Interventions / Strategies:
The following research-based strategies have been chosen specifically to meet the needs of
students of each gender and race as well as those who are Special Needs or economically
challenged. Female students benefit from verbal interaction, descriptive narration, and
expressing emotional connections/experiences to the information. Male students benefit from
simple, analytic explanation, kinesthetic movement, and visual images to aid in retention of
information. According to Ruby Payne, economically challenged students, need to know the
“why” and “how” of a topic, before they can learn it. With those needs in mind, the following
interventions/strategies have been chosen:
1.1
Fifth grade teachers will teach students to use a variety of methods to describe patterns and
solve problems. The teacher will use visual patterns and musical patterns to enable students
to identify patterns and generalize rules about a simple design. Students will create their own
function machines to play the game “Guess my Rule?” Number cubes, tiles, and beans will
be used to produce patterns found in tables and graphs.
2.2
Fifth grade teachers will provide manipulatives (like tile squares, linking cubes, and beans) for
children to simulate the commutative, associative, identity, and distributive properties. They
will use concrete objects to build an understanding for an abstract thought process. Children
will use their knowledge base to then apply properties in math problems.
Walt Whitman SIPlan 0910.1 - Page 58