Grade 5 Team

Course description

5th grade math is based on the Minnesota Standards for Mathematics in the areas of number and operation, algebra, geometry and measurement, and data analysis. Skills in multiplication and division are reinforced. The addition and subtraction of fractions and decimals is covered in depth with like and unlike denominators. A more thorough understanding of variables in equations is required. Surface area and volume is introduced. Finally, students learn to interpret data through mean, median, and range.

Proficiency learning targets for grade 5 mathematics

Arithmetic and basic algebraic solving

As evidenced based on classroom assessments, the student is able to:

• Divide multi-digit numbers (5.1.1.1)
• Use division strategies to convert benchmark fractions to decimals (5.1.2.3)
• Use multiplication and division to find equivalent decimals and fractions (5.1.2.4)
• Add and subtract fractions, mixed numbers, and decimals (5.1.3.1 / 5.1.3.1)
• Solve problems using the order of operations (5.2.2.1)
• Evaluate expressions and equations involving variables (5.2.3.3)
• Use formulas to find area of triangle, parallelograms, and figures that can be decomposed (5.3.2.1)
• Use formulas to find the volume and surface area of rectangular prisms (5.3.2.4)
• Use arithmetic to find the mean and range of a data set (5.4.1.1)

Number and place value sense

As evidenced based on classroom assessments, the student is able to:

• Read and write decimals using place value; millions to millionths (5.1.2.1)
• Use place value knowledge to find 0.1, 0.01, or 0.001 more or less than a number (5.1.2.2)
• Use place value knowledge to order fractions and decimals (5.1.2.3)
• Round numbers to the nearest 0.1, 0.01, and 0.001
• Use visuals and models to add and subtract fractions and decimals (5.1.3.2)

Real-world thinking

As evidenced based on classroom assessments, the student is able to:

• Solve real-world and mathematical problems requiring addition, subtraction, multiplication, and division (5.1.1.4)
• Consider how a quotient or remainder should be interpreted based on the situation (5.1.1.2)
• Estimate solutions to check for reasonableness of the result (5.1.1.3)
• Solve real-world problems involving the addition or subtraction of decimals and fractions
• Represent a real-world situation with an inequality and variable (5.2.3.2)

Geometry and measurement

As evidenced based on classroom assessments, the student is able to:

• Describe and classify 3D figures: cubes, prisms, and pyramids (5.3.1.1)
• Classify 3D figures using terminology: faces, edges, and vertices (5.3.1.1)
• Recognize and draw a net for a 3D figure (5.3.1.2)
• Use formulas to find area, volume, and surface area (5.3.2)

Data analysis

As evidenced based on classroom assessments, the student is able to:

• Find the mean, median, and range of a data set (5.4.1.1)
• Use a spreadsheet to find the mean, median, and range of a data set (5.4.1.1)
• Create double bar graphs and line graphs (5.4.1.2)
• Use a spreadsheet to create double bar graphs and line graphs (5.4.1.2)
• Analyze and answer questions based on information from a double bar graph and line graph (5.4.1.2)

Resources

• Chromebooks – we access Google Classroom every day; your Chromebook must be charged daily
• IXL – Minnesota standards practice
• Whiteboards, notebooks, and MN standards practice worksheets
• Calculators
• 3D manipulatives

Course description

The overall emphasis in this course will be on developing effective writing, grammar, reading, speaking, and listening skills, with an emphasis on composing proper sentences, paragraph structure, and organized essays. In addition to culturally responsive literature using the READO model and nonfiction selections, students will also read the novels Shiloh and Hatchet, as well as self-selected texts. Students will complete a research project to learn research skills, note-taking, and presenting to an audience.

Proficiency learning targets for grade 5 ELA

Writing proficiency targets

As evidenced based on classroom assessments, the student is able to:

• I can write an essay including an introduction, body, and conclusion. (5.6.2.2)
• I can use technology, including the internet, to produce and publish writing. (5.6.5.5)
• I can organize formal academic writing. (5.6.5.5)
• I can produce clear and coherent writing: sentences, paragraphs, and essays. (5.6.4.4)
• I can organize and develop content using a formal writing process. (5.6.5.5)
• I can generate effective research questions. (5.6.7.7)
• I can develop an outline according to evidence gathered. (5.6.5.5)
• I can write routinely over an extended period of time. (5.6.10.10)

Reading–literature proficiency targets

As evidenced based on classroom assessments, the student is able to:

• I can read closely to determine what the text says explicitly and make logical inferences from it; cite textual evidence when writing and speaking. (5.1.1.1)
• I can analyze the structure of text including how specific sentences and larger portions of the text relate to the whole, including paragraphs, scenes, and stanzas. (5.1.5.5 / 5.2.5.5)
• I can assess how point of view or purpose shapes the content and style of text. (5.1.6.6 / 5.2.6.6)
• I can analyze how and why individuals, events, and ideas develop and interact over the course of time. (5.1.3.3 / 5.2.3.3)
• I can determine central ideas and themes of text and analyze their development and summarize the key supporting details and ideas. (5.2.1.1)
• I can delineate and evaluate the arguments and specific claims in a text, including the validity of the reasoning and the relevance and sufficiency of evidence. (5.1.8.8 / 5.2.8.8)
• I can determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (5.1.4.4)

Speaking and listening proficiency targets

As evidenced based on classroom assessments, the student is able to:

• I can participate in a variety of discussions on substantive topics. (5.8.1.1)
• I can prepare for discussions by gathering evidence and perspectives. (5.8.3.3)
• I can distinguish among, understand, and use different types of print, digital, and multimedia. (5.8.7.7)

Language proficiency targets

As evidenced based on classroom assessments, the student is able to:

• I can correctly use grammar in speaking and writing. (5.10.1.1)
• I can correctly use punctuation, capitalization, and spelling in writing. (5.10.2.2)
• I can use context clues and word structure to determine the meaning of words. (5.10.4.4)

Materials used

Novels

• READO materials
• Hatchet
• Shiloh

Nonfiction passages

• Scholastic Storyworks

MCA prep

• IXL

Writing projects

• Best Part of Me
• Sell a Spooky House
• Perfect Winter Day Essay
• Research Project

Course description

Fifth grade students will study the importance of communication, accurate records, evidence, and repeatability in science. Students will review how to use scientific tools appropriately. The bulk of our year is spent studying the field of life science and how nonliving factors are necessary for life. Students will present information to the class about an endangered species and a specific biome.

In our brief earth science unit, students will study erosion, volcanoes, landslides, and soil formation. They will learn about different energy and material resources, as well as how these resources are found and used. Time will be spent learning how we impact our environment.

While studying physical science, students will learn more about force, friction, and gravity.

The end of April will be spent reviewing third and fourth grade science topics to prepare for the fifth grade MCA.

Proficiency learning targets

Introduction and scientific method unit

As evidenced based on classroom assessments, the student is able to:

• Explain the steps of the scientific method and why each step is important (5.1.1.1.1 and 5.1.1.2)
• Write a hypothesis statement (5.1.1.1)
• Make, record, and compare observations during a scientific investigation (5.1.1.2.2 and 5.1.1.2.3)
• Use scientific measuring tools (e.g., beaker, scale, graduated cylinder) appropriately (5.1.3.4.1)

Unit A: Characteristics of living things

As evidenced based on classroom assessments, the student is able to:

• Define and tell the difference between vertebrate and invertebrate
• List the traits for mammals, reptiles, birds, fish, and amphibians
• Explain which animals are related based on their traits
• Give examples of mammals, reptiles, birds, fish, and amphibians
• Explain how animals are classified
• Define trait and explain what a trait is
• Define adaptation (5.4.1.1.1)
• Give specific examples of animal and plant adaptations (5.4.1.1.1)
• Define mimicry and camouflage and give examples of both (5.4.1.1.1)
• Define hybrid and crossbreed (5.4.1.1.1)
• Identify examples of hybrids and crossbreeds (5.4.1.1.1)
• Explain why hybrids and crossbreeds are important to species diversity (5.4.1.1.1)
• Explain why species diversity is important (5.4.1.1.1)

Unit B: Living things and their environments

As evidenced based on classroom assessments, the student is able to:

• Describe what ecosystem means and how both living and nonliving factors affect an ecosystem (5.4.2.1.1)
• Define abiotic and biotic (5.4.2.1.1)
• Give examples of abiotic and biotic factors (5.4.2.1.1)
• Define producer, consumer, and decomposer and give examples of each (5.4.2.1.1)
• Explain why producers, consumers, and decomposers are important to an ecosystem (5.4.2.1.1)
• Design a food chain or web (5.4.2.1.1)
• Explain what happens if one part of a food chain or web increases or decreases (5.4.2.1.1, 5.4.2.1.2, 5.4.4.1.1)
• Define and identify examples of parasitism, commensalism, and mutualism (5.4.2.1.1)
• Design a presentation and present about an endangered species and identify the limiting factors for that species (5.4.2.1.1)
• Design a presentation and present about one of Earth’s biomes, a plant and animal in that biome, and specific adaptations for that plant and animal (5.4.2.1.1)

Unit C: Earth and its resources

As evidenced based on classroom assessments, the student is able to:

• Identify renewable and nonrenewable resources (5.3.4.1.1)
• Explain and identify weather, erosion, and deposition (5.3.1.2.1)
• Identify how nonrenewable resources are used in our daily lives (5.3.4.1.2)
• Explain the three Rs and how they impact our ecosystems (5.2.4.1.3)

Unit F: Force and motion

• Identify simple machines (5.2.2.1.1)
• Explain friction, gravity, force, and magnetism (5.2.2.1.2 and 5.2.2.1.3)

Resources used

• Macmillan McGraw-Hill Science Textbook, 2005 edition
• IXL
• Note-taking from SmartNotes and Google Slides
• Webquests
• DiscoveryEd
• National Geographic
• Gimkit (review tool)
• Blooket (review tool)

Course description

In Social 5, students explore the history of North America in the period before 1800. They learn about complex societies that existed on the continent before 1500, and subsequent interactions between Indigenous peoples, Europeans, and Africans during the period of colonization and settlement. Students examine regional economies and learn that profit motivates entrepreneurs (such as early American fur traders). They trace the development of self-governance in the British colonies and identify major conflicts that led to the American Revolution. In addition, they analyze the debates surrounding the creation of a new government and learn the basic principles of democracy set forth in the Declaration of Independence, the Constitution, and the Bill of Rights.

Proficiency targets

Based on classroom assessments, the student will be able to:

Civic skills (5.1.1.1)

• Describe how a citizen successfully participates in a democratic society.
• Explain how civic engagement is important to a democratic society and the general welfare.
• Identify a problem in society, analyze it, and create an action plan.

Rights and responsibilities (5.1.3.5)

• Identify and explain the rights listed in the first 10 amendments.
• Give examples of how the rights are used in daily life.

Government and political process (5.1.4.7)

• Identify the three branches of the United States government, and explain their primary functions.
• Explain how each branch serves to check and balance the powers of the government.

Economic choices (5.2.1.1)

• Explain the difference between short- and long-term economic goals.
• Apply a decision-making process to identify an alternative choice that could have been made in a historical event.

Geography – TODALSS (5.3.1.1)

• Use TODALSS to interpret and analyze maps of various kinds.
• Use TODALSS to create various kinds of maps.

Physical and human characteristics (5.3.1.3)

• Identify the human and physical characteristics of the colonial regions, and explain how these characteristics impacted the region.

Historical skills (5.4.1.2)

• Pose questions about a topic in history.
• Use evidence from multiple sources to draw conclusions about a historical event.
• Explain a historical event from multiple perspectives.

First Americans (5.4.4.15)

• Describe the key characteristics of the major early American civilizations and regions.
• Understand how these civilizations developed and what happened to them.

European colonization (5.4.4.16)

• Explain why Europeans colonized America.
• Describe the impact colonization had on the natives, colonists, and Africans.
• Identify the similarities and differences between the Spanish, French, and English colonies.
• Explain why the slave trade developed in America.
• Explain how African communities developed their own culture.

13 original colonies and American Revolution (5.4.4.17)

• Explain what events led to the American Revolutionary War.
• Describe the development of self-government in the colonies.
• Identify the main events of the Revolutionary War and their importance.
• Compare and contrast how the war impacted various groups involved in the war.
• Explain the purpose of the founding documents.
• Describe the successes and failures of the government under the Articles of Confederation.
• Describe the major issues debated at the Constitutional Convention.
• Identify the principles of the United States government that make it successful.

Resources

Texts

• Build Our Nation – Houghton Mifflin
• We the People – Center for Civic Education