Fifth Grade Curriculum Letter
Dear Parents,
We would like to keep you informed about the AKS that are being studied during the current nine week period.
Many of the AKS are ongoing, so you may see repetition throughout the school year. As you can see, we have a
lot to cover in a small amount of time. Any help you are able to provide in ensuring that your child is mastering
the AKS is appreciated. Please let us know of any areas of concern. If you have any questions, please contact your
child’s teacher.
Sincerely,
Fifth Grade Teachers
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
Math:
Unit 1: Whole Numbers
(1) use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols
(2) write simple expressions that record calculations with numbers and interpret numerical expressions without
evaluating them (e.g., express the calculation "add 8 and 7, then multiply by 2" as 2 x (8 + 7)) and recognize that 3 x
(18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product
(9) multiply multi-digit whole numbers fluently using the standard algorithm
(10) solve problems involving division of up to 4 digit whole number dividends by a one or two digit whole
number divisor using strategies based on place value, properties and/or relationship between multiplication and
division, including problems that generate a remainder
Unit 2: Decimals
(4) recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the
place to its right and 1/10 of what it represents in the place to its left
(6) read, write, order, and compare place value of decimals to thousandths using base ten numerals, number
names, and expanded form (e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000)
(7) compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols
to record the results of comparisons
(8) round decimals to any place using tools such as a number line and/or charts
Unit 3: Decimals, Multiply and Divide
(5) explain patterns in the number of zeros of the product when multiplying a number by powers of 10 and
explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10;
use whole-number exponents to denote powers of 10
(12) add, subtract, multiply, and divide decimals to hundredths using concrete models or drawings and strategies
based on place value, properties of operations, and/or the relationship between addition and subtraction; relate
the strategy to a written method and explain the reasoning used
Language Arts:
Reading
(1) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from
the text.
(4) Determine the meaning of words and phrases as they are used in a text, including figurative language such as
metaphors and similes.
(10) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from
the text.
(13) Determine the meaning of general academic and domain‐specific words and phrases in a text relevant to a
grade 5 topic or subject area.
(20) Know and apply grade‐level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter‐sound correspondences, syllabication patterns, and morphology (e.g.,
roots) to read accurately unfamiliar multi‐syllabic words in context and out of context.
(21) Read with sufficient accuracy and fluency to support comprehension.
a. Read on‐level text with purpose and understanding.
b. Read on‐level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.
Writing
(22) Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are
logically grouped to support the writer's purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
(24) Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show
the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
(25) Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
(26) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
with guidance and support from peers and adults.
(27) 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, with some guidance and support from adults.
(31) 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
(38) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Write legibly in cursive.
c. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb aspect.
d. Use verb tense and aspect to convey various times, sequences, states, and conditions.
e. Recognize and correct inappropriate shifts in verb tense and aspect.
(39) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
a. Use punctuation to separate items in a series.
e. Use underlining, quotation marks, or italics to indicate titles of works.
f. Spell grade‐appropriate words correctly, consulting references as needed.
(40) Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
(41) 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.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or
phrase.
b. Use common, grade‐appropriate Greek and Latin roots (e.g., prefixes, bases, suffixes) as clues to the meanings
of words (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meanings of key words and phrases.
(42) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand
each of the words.
(43) Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases,
vocabulary, including that signal contrast, addition, and other logical relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition).
Social Studies:
Civil War - Skills 1-29
Place and Location
•
Gettysburg, Pennsylvania
•
industrial locations in the North and South
•
major battles - Ft. Sumter, Gettysburg, Atlanta Campaign, Sherman’s March to the Sea,
Appomattox Court House
Cooperation and Conflict
•
causes of the Civil War, Harper’s Ferry, Uncle Tom’s Cabin,
•
issues of slavery, states’ rights
Expansion and Change
•
effects of the Civil War
Individuals
•
John Brown, Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, Thomas “Stonewall”
Jackson
Governing
•
Bill of Rights, due process of law, citizen’s rights and responsibilities
Reconstruction
Cooperation and Conflict
•
Reconstruction
•
Freedmen’s Bureau
Civic Ideals
•
civil rights
•
Jim Crow Laws and customs
•
13th Amendment
•
14thAmendment
•
15th Amendment
Benefits and Costs
•
how slavery was replaced by sharecropping
Science:
Classification
(12) classify organisms to simplify the study of living things
(12a) explain why scientists use classification in the study of living things
(12b) compare similarities and differences in animals
(12b.1) group animals using pictures or actual specimens by observable characteristics (body covering, number of
legs, wings, ears, color, size)
(12c) demonstrate how animals are sorted into groups (vertebrates, invertebrates) and how vertebrates are further
sorted into groups (fish, amphibians, reptiles, birds, mammals)
(12d) demonstrate how plants are sorted into groups
Cells
(13) identify the cell as the building block of living organisms
(13a) use magnifiers (microscopes, hand lenses) to observe cells and their structure
(13b) compare and contrast animal cells and plant cells
(13b.1) identify parts of a plant cell (cell membrane, cell wall, cytoplasm, nucleus, chloroplasts) and explain the
function of each
(13b.2) identify parts of an animal cell (cell membrane, cytoplasm, nucleus) and explain the function of each
(13c) compare and contrast the structure and function of single-celled and multi-celled organisms
Learned Behaviors vs. Inherited Traits
(14) compare and contrast the characteristics of learned behaviors and inherited traits
(14a) recognize that offspring can resemble parents in inherited traits and learned behaviors
(14b) discuss what a gene is and the role genes play in the transfer of traits
(14c) explain the role of chromosomes in development