Below is a list of standards that will be covered throughout the month of January. However, my students have various learning needs as well as learning levels. Therefore, I design their curriculum based upon their data scores and interests which allows me to move beyond the standards below or re-teach GSE standards that have NOT been mastered prior to.
STANDARDS FOR MATHEMATICAL CONTENT
MGSE5.NF.1 Add and subtract fractions and mixed numbers with unlike denominators by finding a common denominator and equivalent fractions to produce like denominators.
MGSE5.NF.2 Solve word problems involving addition and subtraction of fractions,
including cases of unlike denominators (e.g., by using visual fraction models or equations to represent the problem). Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + ½ = 3/7, by observing that 3/7 < ½.
MGSE5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b =a ÷ b). Solve word problems involving division of whole numbers leading to answers in theform of fractions or mixed numbers, e.g., by using visual fraction models or equations torepresent the problem. Example: 35 can be interpreted as “3 divided by 5 and as 3 shared by 5”.
MGSE5.NF.4 Apply and extend previous understandings of multiplication to multiply afraction or whole number by a fraction.
a.Apply and use understanding of multiplication to multiply a fraction or whole number
by a fraction.
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of
the appropriate unit fraction side lengths, and show that the area is the same as would
be found by multiplying the side lengths.
MGSE5.NF.5 Interpret multiplication as scaling (resizing), by:
a. Comparing the size of a product to the size of one factor on the basis of the size of the other
factor, without performing the indicated multiplication. Example 4 x 10 is twice as large as 2
x 10.
b. Explaining why multiplying a given number by a fraction greater than 1 results in a product
greater than the given number (recognizing multiplication by whole numbers greater than 1 as a
familiar case); explaining why multiplying a given number by a fraction less than 1 results in a
product smaller than the given number; and relating the principle of fraction equivalence
a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.
MGSE5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
MGSE5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1
a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.
For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the
quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 =
1/12 because (1/12) × 4 = 1/3.
b. Interpret division of a whole number by a unit fraction, and compute such quotients. For
example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the
quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20
because 20 × (1/5) = 4.
c. Solve real world problems involving division of unit fractions by non-zero whole numbers and
division of whole numbers by unit fractions, e.g., by using visual fraction models and equations
to represent the problem. For example, how much chocolate will each person get if 3 people
share ½ lb of chocolate equally? How many 1/3-cup servings are 2 cups of raisins
1 Students able to multiply fractions in general can develop strategies to divide fractions in general, by
reasoning about the relationship between multiplication and division. But division of a fraction by a
fraction is not a requirement at this grade.
MGSE5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2,1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were.
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| Reading ELACC5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
ELACC5RL2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
ELACC5RL3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
ELACC5RL4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
ELACC5RL5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
ELACC5RL6: Describe how a narrator’s or speaker’s point of view influences how events are described.
ELACC5RL7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
ELACC5RL8: (Not applicable to literature)
ELACC5RL9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
ELACC5RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. |
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| English Language Arts ELACC5RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELACC5RF4: Read with sufficient accuracy and fluency to support comprehension. ELACC5SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. ELACC5SL2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. ELACC5SL3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. ELACC5SL4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. ELACC5SL5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. ELACC5SL6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
ELACC5L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ELACC5L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
ELACC5L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
ELACC5L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
ELACC5L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
ELACC5L6: Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). |
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| Writing ELACC5W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
ELACC5W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
ELACC5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
ELACC5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
ELACC5W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
ELACC5W6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. ELACC5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
ELACC5W8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
ELACC5W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
ELACC5W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
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| Social Studies SS5H3 The student will describe how life changed in America at the turn of the century. a. Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail. b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity). c. Explain how William McKinley and Theodore Roosevelt expanded America’s role in the world; include the Spanish-American War and the building of the Panama Canal. d. Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled. SS5G1 The student will locate important places in the United States. a. Locate important physical features; include the Grand Canyon, Salton Sea, Great Salt Lake, and the Mojave Desert. b. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL. SS5G2 The student will explain the reasons for the spatial patterns of economic activities. a. Explain how factors such as population, transportation, and resources influenced industrial location in the United States between the end of the Civil War and 1900. b. Locate primary agricultural and industrial locations since the turn of the 20thcentury and explain how factors such as population, transportation, and resources have influenced these areas. SS5E1 The student will use the basic economic concepts of trade, opportunity cost,specialization, voluntary exchange, productivity, and price incentives to illustrate historicalevents. b. Explain how price incentives affect people’s behavior and choices (such as decisions to participate in cattle trails because of increased beef prices). c. Describe how specialization improves standards of living (such as how specific economies in the north and south developed at the beginning of the 20th century). e. Describe how trade promotes economic activity (such as how the Panama Canal increases trade between countries). |
SS5E2 The student will describe the functions of four major sectors in the U. S. economy.
a. Describe the household function in providing resources and consuming goods and services.
SS5E3 The student will describe how consumers and businesses interact in the United States economy across time.
a. Describe how competition, markets, and prices influence people’s behavior.
b. Describe how people earn income by selling their labor to businesses.
c. Describe how entrepreneurs take risks to develop new goods and services to start a business.
SCIENCE
S5P1 Students will verify that an object is the sum of its parts.
a. Demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of various
parts.
S5P2 Students will explain the difference between a physical change and a chemical change.
a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of
physical change.
b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of
physical change.
c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.
Habits of the Mind
S5CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator.
b. Use fractions and decimals, and translate between decimals and commonly encountered fractions – halves, thirds, fourths, fifths, tenths, and
hundredths (but not sixths, sevenths, and so on) – in scientific calculations.
c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are reasonable answers to
scientific problems by comparing them to typical values.
S5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.
a. Choose appropriate common materials for making simple mechanical constructions and repairing things.
b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety.
c. Use computers, cameras and recording devices for capturing information.
d. Identify and practice accepted safety procedures in manipulating science materials and equipment.
S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Observe and describe how parts influence one another in things with many parts.
b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features
of objects, events, and processes in the real world. Identify ways in which the representations do not match their original counterparts.
c. Identify patterns of change in things—such as steady, repetitive, or irregular change—using records, tables, or graphs of measurements
where appropriate.
d. Identify the biggest and the smallest possible values of something.
S5CS5. Students will communicate scientific ideas and activities clearly.
a. Write instructions that others can follow in carrying out a scientific procedure.
b. Make sketches to aid in explaining scientific procedures or ideas.
c. Use numerical data in describing and comparing objects and events.
d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases.
S5CS6. Students will question scientific claims and arguments effectively.
a. Support statements with facts found in books, articles, and databases, and identify the sources used.
b. Identify when comparisons might not be fair because some conditions are different.
S5CS7. Students will be familiar with the character of scientific knowledge and how it is achieved.
Students will recognize that:
a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is
being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties.
b. Some scientific knowledge is very old and yet is still applicable today.
S5CS8. Students will understand important features of the process of scientific inquiry.
a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere,
collecting specimens for analysis, and doing experiments.
b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their
ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.
c. Scientists use technology to increase their power to observe things and to measure and compare things accurately.
Science involves many different kinds of work and engages men and women of all ages and backgrounds.