Last updated: 6/10/2016

Fifth Grade

January/February

**Math**

Numerical Expressions, Patterns, and Relationships

Adding and Subtracting Fractions

Adding and Subtracting Mixed Numbers

Multiplying and Dividing Fractions and Mixed Numbers

**ELA**

Stories of Human Rights

What are human rights, and how do real people and fictional characters respond when those rights are challenged?

**Science**

Matter has structure.

Matter interacts.

**Social Studies**

Government Structures, functions, and founding documents vary from place to place in the countries of the Western Hemisphere.

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Government

- What is the basic structure of the United States federal government?
- How are our government structures similar to and different from other government structures in the Western Hemisphere?
- What and how have different groups struggled or are struggling and fought for equality, civil rights, or sovereighnty?

**Mixtures and Solutions- Investigation 1: Separating Mixtures**

How can a mixture be separated?

Where does the solid material go when a solution is made?

How can you separate a mixture of dry materials?

Are there materials outdoors that will dissolve in water?

** **

**Investigation 2: Concentration **

Are all solutions made with soft-drink power and water the same?

How can you determine which salt solution is more concentrated?

Do the three mystery solutions have different concentrations?

Why do salt solutions layer in only one order?

**Module 1:**

What are human rights?

What lessons can we learn about human rights through literature and life?

How can we tell powerful stories about people's experiences?

**Topic 8: Numerical Expressions/Patterns/ Relationships**

**How are the values of an algebraic expression and a numerical expression found? **

- Using Variables to Write Expressions
- Order of Operations
- Simplifying Expressions
- Evaluating Expressions
- Addition and Subtraction Expressions
- Multiplication and Division Expressions
- Patterns: Extending Tables
- Variables and Expressions
- Problem Solving: Act It Out/Reasoning
- Solving Addition and Subtraction Equations (Bridging the Gap)
- Solving Multiplication and Division Equations (Bridging the Gap)
- Topic 8 Test Assessment

**Topic 9: Adding and Subtracting Fractions**

**What does it mean to add and subtract fractions with unlike denominators?**

**What is a standard procedure for adding and subtracting fractions with unlike denominators?**

- Factoring Numbers (Bridging the Gap)
- Equivalent Fractions
- Fractions on the Number Line (Bridging the Gap)
- Comparing and Ordering Fractions (Bridging the Gap)
- Greatest Common Factor (Bridging the Gap)
- Fractions in Simplest Form
- Adding and Subtracting Fractions on a Number Line (Bridging the Gap)
- Adding and Subtracting Fractions w/ Like Denominators (Bridging the Gap)
- Problem Solving: Writing to Explain (Bridging the Gap)
- Estimating Sums and Differences of Fractions
- Common Multiples/Least Common Multiples
- Finding Common Denominators
- Adding Fractions w/ Unlike Denominators
- Subtracting Fractions w/ Unlike Denominators
- Adding and Subtracting Fractions
- Problem Solving: Draw Picture/Equation
- Topic 9 Test Assessment

**Topic 10: Adding and Subtracting Mixed Numbers**

**What does it mean to add and subtract mixed numbers?**

**What is a standard procedure to adding and subtracting mixed numbers? **

- Improper Fractions andMixed Numbers
- Estimating Sums andDifferences of Mixed Numbers (Bridging the Gap)
- Modeling Addition and Subtraction of Mixed Numbers
- Adding Mixed Numbers
- Subtracting Mixed Numbers
- Adding and Subtracting Mixed Numbers
- Problem Solving Draw a Picture/Equation (Bridging the Gap)
- Understanding Ratios
- Understanding Percent (Bridging the Gap)
- Relating Percent, Decimals, Fractions (Bridging the Gap)
- Topic 10 Test Assessment

**Topic 11: Multiplying and Dividing Fractions and Mixed Numbers**

**What are standard procedures for estimating and finding products and quotients of fractions and mixed numbers?**

- Fractions and Division
- Multiplying Fractions and Whole Numbers
- Estimating Products
- Multiplying 2 Fractions
- Area of a Rectangle
- Multiplying Mixed Numbers
- Multiplication as Scaling
- Problem Solving: Multi-Step Problems
- Dividing Whole Number by Unit Fractions
- Dividing Unit Fractions by Non-Zero Whole Numbers
- Problem Solving Draw a Picture/Equation
- Topic 11 Test Assessment

SS.5.6GOVERNMENT: The political systems of the Western Hemisphere vary in structure and organization across time and place. |

SS.5.6.aGovernment structures, functions, and founding documents vary from place to place in the countries of the Western Hemisphere. |

SS.5.6.a.1Students will examine the basic structure of the United States federal government, including the president, Congress, and the courts. |

SS.5.6.a.2Students will examine the foundational documents of the United States government for evidence of the country’s beliefs, values, and principles. |

SS.5.6.a.3Students will compare and contrast the government structures and functions of the United States government with those of Canada, Mexico, and one other country in either the Caribbean or South America. |

SS.5.6.bLegal, political, and historic documents define the values, beliefs, and principles of constitutional democracy. |

SS.5.6.b.1Students will examine the Declaration of Independence, the United States Constitution and Bill of Rights, the British North America Act, and the Canadian Bill of Rights in terms of key values, beliefs, and principles of constitutional democracy. |

SS.5.6.cAcross time and place, different groups of people in the Western Hemisphere have struggled and fought for equality and civil rights or sovereignty. |

SS.5.6.c.1Students will examine at least one group of people such as Native Americans, African Americans, women, or another cultural, ethnic, or racial minority in the Western Hemisphere who have struggled or are struggling for equality and civil rights or sovereignty. |

SS.5.6.dMultinational organizations and nongovernmental organizations in the Western Hemisphere seek to encourage cooperation between nations, protect human rights, support economic development and provide assistance in challenging situations. |

MST1Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. |

MST1.E.SI1Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. |

MST1.E.SI2Scientific Inquiry: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity. |

MST1.E.SI3Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. |

MST6.E.PC.5Identifying patterns of change is necessary for making predictions about future behavior and conditions. |

MST7Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions. |

RL.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |

RL.5.2Determine 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. |

RL.5.3Compare 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). |

RL.5.4Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. |

RL.5.5Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. |

RL.5.6Describe how a narrator's or speaker's point of view influences how events are described. |

RL.5.10By 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. |

RL.5.11Recognize, interpret, and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, eras, personal events, and situations. |

W.5.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |

W.5.2.aIntroduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. |

W.5.2.bDevelop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. |

W.5.2.cLink ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). |

W.5.2.dUse precise language and domain-specific vocabulary to inform about or explain the topic. |

W.5.2.eProvide a concluding statement or section related to the information or explanation presented. |

W.5.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) |

W.5.9Draw evidence from literary or informational texts to support analysis, reflection, and research. |

W.5.10Write 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 |

SL.5.1Engage 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. |

SL.5.2Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |

L.5.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |

There are no standards currently aligned to this resource.

5.OA.1Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. |

5.OA.2Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 * (8 + 7). Recognize that 3 * (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. |

5.OA.3Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. |

5.NF.1Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) |

5.NF.2Solve word problems involving addition and subtraction of fractions referring to the same whole, 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 + 1/2 = 3/7, by observing that 3/7 < 1/2. |

5.NF.3Interpret 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 the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? |

5.NF.4Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. |

5.NF.4.aInterpret the product (a/b) * q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a * q / b. For example, use a visual fraction model to show (2/3) * 4 = 8/3, and create a story context for this equation. Do the same with (2/3) * (4/5) = 8/15. (In general, (a/b) * (c/d) = ac/bd.) |

5.NF.5.aComparing 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. |

5.NF.6Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. |

5.NF.7.aInterpret 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. |

5.NF.7.bInterpret 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. |

5.NF.7.cSolve 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 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? |

There are no standards currently aligned to this resource.

There are no standards currently aligned to this resource.

**Lesson 13-**

**The Cat and the Golden Egg**

- Legacy
- Mottled
- Retort
- Clamber
- Plummet
- Avarice
- Moral
- Confident

**Lesson14-**

**Beetle Blisters **

- Smug
- Hideous
- Burrow
- Misconception
- Fester
- Perturb
- Gumption
- Eradicate

**Lesson 15- **

**The Tour**

- Oblivion
- Parched
- Gallant
- Marvel
- Prestigious
- Smirk
- Tribulation
- Aspire

**Lesson 16- **

**Casey at the Bat **

- Patron
- Precede
- Defiance
- Grandeur
- Scornful
- Envision
- Dismal
- Legendary

**Review Lesson**

**Lesson 17-**

**The Wish**

- Resist
- Vicious
- Clench
- Accurate
- Instinctive
- Fanciful
- Jeopardy
- Obstruction

**Lesson 18- **

**Blindly He Goes ...Up**

- Compel
- Preempt
- Endurance
- Superb
- Embark
- Fervent
- Acclimate
- Intuitive

**Math **

Topic 8 Test Assessment

Topic 9 Test Assessment

Topic 10 Test Assessment

Topic 11 Test Assessment

**ELA**

Module 1 Unit 2 Mid-Unit Assessment

Module 1 Unit 2 End of Unit Assessment

Module 1 Unit 3 Mid-Unit Assessment

Module 1 Unit 3 End of Unit Assessment

**Vocabulary**

Lesson 13 Assessment

Lesson 14 Assessment

Lesson 15 Assessment

Lesson 16 Assessment

Review- Assessment

Lesson 17 Assessment

Lesson 18 Assessment

**Science:**

Science notebook embedded assessment

Investigation 1 I-Check

Investigation 2 I-Check

Esperanza Rising, by Pam Munoz Ryan

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