Fifth Grade
Mathematics Curriculum Overview
In Grade 5, instructional time should focus on three
critical areas: (1) developing fluency with addition and subtraction of
fractions, and developing understanding of the multiplication of
fractions and of division of fractions in limited cases (unit fractions
divided by whole numbers and whole numbers divided by unit fractions);
(2) extending division to 2-digit divisors, integrating decimal
fractions into the place value system and developing understanding of
operations with decimals to hundredths, and developing fluency with
whole number and decimal operations; and (3) developing understanding of
volume.
(1) Students apply their understanding of fractions and
fraction models to represent the addition and subtraction of fractions
with unlike denominators as equivalent calculations with like
denominators. They develop fluency in calculating sums and differences
of fractions, and make reasonable estimates of them. Students also use
the meaning of fractions, of multiplication and division, and the
relationship between multiplication and division to understand and
explain why the procedures for multiplying and dividing fractions make
sense. (Note: this is limited to the case of dividing unit fractions by
whole numbers and whole numbers by unit fractions.)
(2) Students develop understanding of why division procedures
work based on the meaning of base-ten numerals and properties of
operations. They finalize fluency with multi-digit addition,
subtraction, multiplication, and division. They apply their
understandings of models for decimals, decimal notation, and properties
of operations to add and subtract decimals to hundredths. They develop
fluency in these computations, and make reasonable estimates of their
results. Students use the relationship between decimals and fractions,
as well as the relationship between finite decimals and whole numbers
(i.e., a finite decimal multiplied by an appropriate power of 10 is a
whole number), to understand and explain why the procedures for
multiplying and dividing finite decimals make sense. They compute
products and quotients of decimals to hundredths efficiently and
accurately.
(3) Students recognize volume as an attribute of
three-dimensional space. They understand that volume can be measured by
finding the total number of same-size units of volume required to fill
the space without gaps or overlaps. They understand that a 1-unit by
1-unit by 1-unit cube is the standard unit for measuring volume. They
select appropriate units, strategies, and tools for solving problems
that involve estimating and measuring volume. They decompose
three-dimensional shapes and find volumes of right rectangular prisms by
viewing them as decomposed into layers of arrays of cubes. They measure
necessary attributes of shapes in order to determine volumes to solve
real world and mathematical problems.
www.corestandards.org
Key Shifts in English Language Arts
The Common Core State Standards for English Language Arts and
Literacy build on the best of existing standards and reflect the skills
and knowledge students will need to succeed in college, career, and
life. Understanding how the standards differ from previous standards—and
the necessary shifts they call for—is essential to implementing the
standards well.
The following are key shifts called for by the Common Core:
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Regular practice with complex texts and their academic language
Rather than focusing solely on the skills of reading and writing, the
ELA/literacy standards highlight the growing complexity of the texts
students must read to be ready for the demands of college, career, and
life. The standards call for a staircase of increasing complexity so
that all students are ready for the demands of college- and career-level
reading no later than the end of high school. The standards also
outline a progressive development of reading comprehension so that
students advancing through the grades are able to gain more from what
they read.
Closely related to text complexity and inextricably connected to
reading comprehension is a focus on academic vocabulary: words that
appear in a variety of content areas (such as ignite and commit).
The standards call for students to grow their vocabularies through a
mix of conversation, direct instruction, and reading. They ask students
to determine word meanings, appreciate the nuances of words, and
steadily expand their range of words and phrases. Vocabulary and
conventions are treated in their own strand not because skills in these
areas should be handled in isolation, but because their use extends
across reading, writing, speaking, and listening.
Because the standards are the roadmap for successful classrooms, and
recognizing that teachers, school districts, and states need to decide
on the journey to the destination, they intentionally do not include a
required reading list. Instead, they include numerous sample texts to
help teachers prepare for the school year and allow parents and students
to know what to expect during the year.
The standards include certain critical types of content for all
students, including classic myths and stories from around the world,
foundational U.S. documents, seminal works of American literature, and
the writings of Shakespeare. The standards appropriately defer the
majority of decisions about what and how to teach to states, districts,
schools, and teachers.
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Reading, writing, and speaking grounded in evidence from texts, both literary and informational
The Common Core emphasizes using evidence from texts to present
careful analyses, well-defended claims, and clear information. Rather
than asking students questions they can answer solely from their prior
knowledge and experience, the standards call for students to answer
questions that depend on their having read the texts with care.
The reading standards focus on students’ ability to read carefully
and grasp information, arguments, ideas, and details based on evidence
in the text. Students should be able to answer a range of text-dependent questions, whose answers require inferences based on careful attention to the text.
Frequently, forms of writing in K–12 have drawn heavily from student
experience and opinion, which alone will not prepare students for the
demands of college, career, and life. Though the standards still expect
narrative writing throughout the grades, they also expect a command of
sequence and detail that are essential for effective argumentative and
informative writing. The standards’ focus on evidence-based writing
along with the ability to inform and persuade is a significant shift
from current practice.
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Building knowledge through content-rich nonfiction
Students must be immersed in information about the world around them
if they are to develop the strong general knowledge and vocabulary they
need to become successful readers and be prepared for college, career,
and life. Informational texts play an important part in building
students’ content knowledge. Further, it is vital for students to have
extensive opportunities to build knowledge through texts so they can
learn independently.
In K-5, fulfilling the standards requires a 50-50 balance between
informational and literary reading. Informational reading includes
content-rich nonfiction in history/social studies, sciences, technical
studies, and the arts. The K-5 standards strongly recommend that
texts—both within and across grades—be selected to support students in
systematically developing knowledge about the world.
www.corestandards.org
Diagnostic Reading Assessment (DRA)
What is a DRA?
The Diagnostic Reading Assessment (DRA) provides teachers with a
method for assessing and documenting students' development as readers
over time within a literature-based instructional reading program. The
DRA is designed to be used in classrooms with a rich literature
environment. The assessments are conducted during one-on-one reading
conferences as children read specially selected assessment texts. A set
of 20 stories, which increases in difficulty, are used for the
assessment. The DRA evaluates two major aspects of reading: accuracy of
oral reading and comprehension through reading and retelling of
narrative stories. Both aspects of reading are critical to independence
as a reader. Questions pertaining to concepts about print are also
included in the assessment with lower leveled texts.
Mrs. Pierce's fifth grade specials calendar
Monday - Music and Chorus
Tuesday - Physical Education and Band
Students should dress appropriately for the gym.
Band students need to remember instruments and music.
Wednesday - Music
Thursday - Physical Education and Library
Students should dress appropriately for the gym.
Students need to bring in library books for return or renewal.
Friday - Art and Computer Lab