Last updated: 6/10/2016
Curriculum Map: Fifth Grade January/February
Subject/Grade Level/Unit Title:
Fifth Grade
Timeframe Needed for Completion/Grading Period:
January/February
Big Idea/Themes/Understandings:
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.
Essential Questions: Social Studies
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?
Essential Questions: Science
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?
Essential Questions: Language Arts
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?
Essential Questions: Mathematics
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
Social Studies:
| SS.5.6 GOVERNMENT: The political systems of the Western Hemisphere vary in structure and organization across time and place. |
| SS.5.6.a Government structures, functions, and founding documents vary from place to place in the countries of the Western Hemisphere. |
| SS.5.6.a.1 Students will examine the basic structure of the United States federal government, including the president, Congress, and the courts. |
| SS.5.6.a.2 Students will examine the foundational documents of the United States government for evidence of the country’s beliefs, values, and principles. |
| SS.5.6.a.3 Students 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.b Legal, political, and historic documents define the values, beliefs, and principles of constitutional democracy. |
| SS.5.6.b.1 Students 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.c Across 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.1 Students 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.d Multinational 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. |
Science:
| MST1 Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. |
| MST1.E.SI1 Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. |
| MST1.E.SI2 Scientific 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.SI3 Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. |
| MST6.E.PC.5 Identifying patterns of change is necessary for making predictions about future behavior and conditions. |
| MST7 Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions. |
Language Arts: Reading
| RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
| RL.5.2 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. |
| RL.5.3 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). |
| RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. |
| RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. |
| RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described. |
| RL.5.10 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. |
| RL.5.11 Recognize, interpret, and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, eras, personal events, and situations. |
Language Arts: Writing
| W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| W.5.2.a Introduce 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.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. |
| W.5.2.c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). |
| W.5.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. |
| W.5.2.e Provide a concluding statement or section related to the information or explanation presented. |
| W.5.4 Produce 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.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| W.5.10 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 |
Language Arts: Speaking and Listening
| SL.5.1 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. |
| SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
Language Arts: Language
| L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
Mathematics: Counting and Cardinality
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
Mathematics: Operations and Algebraic Thinking
| 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. |
| 5.OA.2 Write 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.3 Generate 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. |
Mathematics: Number and Operations and Base Ten
| 5.NF.1 Add 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.2 Solve 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.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 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.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. |
| 5.NF.4.a Interpret 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.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. |
| 5.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. |
| 5.NF.7.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. |
| 5.NF.7.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. |
| 5.NF.7.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 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? |
Mathematics: Measurement and Data
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
Mathematics: Geometry
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
Essential Skills and Vocabulary:
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
Assessment Tasks:
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
Resources:
Esperanza Rising, by Pam Munoz Ryan
