5th Grade Subject Standards

Math Standards 5th Grade

Here is an overview of 5th Grade Math:

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.

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.)
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.
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.

Grade 5 OverviewOperations and Algebraic Thinking

Write and interpret numerical expressions.
Analyze patterns and relationships.

Number and Operations in Base Ten

Understand the place value system.
Perform operations with multi-digit whole numbers and with decimals to hundredths.

Number and Operations—Fractions

Use equivalent fractions as a strategy to add and subtract fractions.
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Measurement and Data

Convert like measurement units within a given measurement system.
Represent and interpret data.
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Geometry

Graph points on the coordinate plane to solve real-world and mathematical problems.
Classify two-dimensional figures into categories based on their properties.

Mathematical Practices

Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

For more detailed info about the standards click the link below:
www.corestandards.org/

Language Arts Standards 5th Grade

Reading-Foundational Skills/Fluency
5.1 Print Concepts

5.2 Phonological Awareness

5.3 Phonics and Word Recognition
5.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
5.RF.5.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

5. Fluency
5.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
5.RF.5.4.a Read on-level text with purpose and understanding.
5.RF.5.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
5.RF.5.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading: Informational Text

Key Ideas and Details

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Range of Reading and Level of Text Complexity

10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

Writing

Text Types and Purposes

1. 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.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.

3. 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.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. With some guidance and support from adults, 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.

Research to Build and Present Knowledge

7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").

b. Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]").

Range of Writing

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

Conventions
5.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
5.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
5.L.5.1.a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
5.L.5.1.b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
5.L.5.1.c Use verb tense to convey various times, sequences, states, and conditions.
5.L.5.1.d Recognize and correct inappropriate shifts in verb tense.
5.L.5.1.e Use correlative conjunctions (e.g., either/or, neither/nor).

5.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

5.L.5.2.a Use punctuation to separate items in a series.

5.L.5.2.b Use a comma to separate an introductory element from the rest of the sentence.

5.L.5.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
5.L.5.2.d Use underlining, quotation marks, or italics to indicate titles of works.
5.L.5.2.e Spell grade-appropriate words correctly, consulting references as needed.

Knowledge of Language

5.L.5.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
  5.L.5.3.a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
  5.L.5.3.b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Vocabulary Acquisition and Use

5.L.5.4 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.
5.L.5.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
5.L.5.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
5.L.5.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

5.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
5.L.5.5.a Interpret figurative language, including similes and metaphors, in context.
5.L.5.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.
5.L.5.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

5.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Click below for more detailed common core standards for Language Arts.
www.corestandards.org/wp-content/uploads/ELA_Standards1.pdf

NGSS Science Standards 5th Grade

Grade Five
Standards Arranged by Topic

California Department of Education
Clarification statements were created by the writers of NGSS to supply examples or additional clarification to the performance expectations and assessment boundary statements.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Revised March 2015.

5 Matter and Energy in Organisms and Ecosystems

Students who demonstrate understanding can:
5-PS3-1.        Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]
5-LS1-1.        Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]
5-LS2-1.        Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K–12 Science Education:

Science and Engineering Practices
Developing and Using Models

Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Use models to describe phenomena. (5-PS3-1)
Develop a model to describe phenomena. (5-LS2-1)

Engaging in Argument from Evidence
Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Support an argument with evidence, data, or a model. (5-LS1-1)

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Connections to Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Science explanations describe the mechanisms for natural events. (5-LS2-1)

Disciplinary Core Ideas
PS3.D: Energy in Chemical Processes and Everyday Life

The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1)

LS1.C: Organization for Matter and Energy Flow in Organisms

Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1)
Plants acquire their material for growth chiefly from air and water. (5-LS1-1)

LS2.A: Interdependent Relationships in Ecosystems

The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1)

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. (5-LS2-1)

Crosscutting Concepts
Systems and System Models

A system can be described in terms of its components and their interactions. (5-LS2-1)

Energy and Matter

Matter is transported into, out of, and within systems. (5-LS1-1)
Energy can be transferred in various ways and between objects. (5-PS3-1)

California Common Core State Standards Connections:
ELA/Literacy –
RI.5.1             Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-LS1-1)
RI.5.7             Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-PS3-1),(5-LS2-1)
RI.5.9             Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-LS1-1)
W.5.1.a–d      Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-LS1-1)
SL.5.5            Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-PS3-1),(5-LS2-1)
Mathematics –
MP.2               Reason abstractly and quantitatively. (5-LS1-1),(5-LS2-1)
MP.4               Model with mathematics. (5-LS1-1),(5-LS2-1)
MP.5               Use appropriate tools strategically. (5-LS1-1)
5.MD.1           Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. (5-LS1-1)

5 Space Systems: Stars and the Solar System

Students who demonstrate understanding can:
5-PS2-1.        Support an argument that the gravitational force exerted by Earth on objects is directed down. [Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational force.]
5-ESS1-1.     Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. [**Clarification Statement: Absolute brightness of stars is the result of a variety of factors. Relative distance from Earth is one factor that affects apparent brightness and is the one selected to be addressed by the performance expectation.] [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]
5-ESS1-2.     Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K–12 Science Education:

Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Represent data in graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships. (5-ESS1-2)

Support an argument with evidence, data, or a model. (5-PS2-1),(5-ESS1-1)

Disciplinary Core Ideas
PS2.B: Types of Interactions

The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. (5-PS2-1)

ESS1.A: The Universe and its Stars

The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth. (5-ESS1-1)

ESS1.B: Earth and the Solar System

The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)

Crosscutting Concepts
Patterns

Similarities and differences in patterns can be used to sort, classify, communicate, and analyze simple rates of change for natural phenomena. (5-ESS1-2)

Cause and Effect

Cause and effect relationships are routinely identified and used to explain change. (5-PS2-1)

Scale, Proportion, and Quantity

Natural objects exist from the very small to the immensely large. (5-ESS1-1)

California Common Core State Standards Connections:
ELA/Literacy –
RI.5.1.a–d     Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-PS2-1),(5-ESS1-1)
RI.5.7             Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-ESS1-1)
RI.5.8             Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (5-ESS1-1)
RI.5.9             Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-PS2-1),(5-ESS1-1)
W.5.1              Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-PS2-1),(5-ESS1-1)
SL.5.5            Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-ESS1-2)
Mathematics –
MP.2               Reason abstractly and quantitatively. (5-ESS1-1),(5-ESS1-2)
MP.4               Model with mathematics. (5-ESS1-1),(5-ESS1-2)
5.NBT.2         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. (5-ESS1-1)
5.G.2              Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS1-2)

5 Earth’s Systems

Students who demonstrate understanding can:
5-ESS2-1.     Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: **The geosphere, hydrosphere (including ice), atmosphere, and biosphere are each a system and each system is a part of the whole Earth System. Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]
5-ESS2-2.     Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]
5-ESS3-1.     Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

The performance expectations above were developed using the following elements from the NRC document A Framework for K–12 Science Education:

Science and Engineering Practices
Developing and Using Models
Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

Develop a model using an example to describe a scientific principle. (5-ESS2-1)

Using Mathematics and Computational Thinking
Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.

Describe and graph quantities such as area and volume to address scientific questions. (5-ESS2-2)

Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.

Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1)

Disciplinary Core Ideas
ESS2.A: Earth Materials and Systems

Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)

ESS2.C: The Roles of Water in Earth’s Surface Processes

Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2)

ESS3.C: Human Impacts on Earth Systems

Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)

Crosscutting Concepts
Scale, Proportion, and Quantity

Standard units are used to measure and describe physical quantities such as weight, and volume. (5-ESS2-2)

Systems and System Models

A system can be described in terms of its components and their interactions. (5-ESS2-1),(5-ESS3-1)

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Connections to Nature of Science

Science Addresses Questions About the Natural and Material World

Science findings are limited to questions that can be answered with empirical evidence. (5-ESS3-1)

California Common Core State Standards Connections:
ELA/Literacy –
RI.5.1             Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-ESS3-1)
RI.5.7             Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-ESS2-1),(5-ESS2-2),(5-ESS3-1)
RI.5.9             Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS3-1)
W.5.8              Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-ESS2-2),(5-ESS3-1)
W.5.9.a,b       Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1)
SL.5.5            Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-ESS2-1),(5-ESS2-2)
Mathematics –
MP.2               Reason abstractly and quantitatively. (5-ESS2-1),(5-ESS2-2),(5-ESS3-1)
MP.4               Model with mathematics. (5-ESS2-1),(5-ESS2-2),(5-ESS3-1)
5.G.2              Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS2-1)

5 Structure and Properties of Matter

Students who demonstrate understanding can:
5-PS1-1.        Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence supporting a model could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]
5-PS1-2.        Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [Assessment Boundary: Assessment does not include distinguishing mass and weight.]
5-PS1-3.        Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.]
5-PS1-4.        Conduct an investigation to determine whether the mixing of two or more substances results in new substances. [**Clarification Statement: Examples of combinations that do not produce new substances could include sand and water. Examples of combinations that do produce new substances could include baking soda and vinegar or milk and vinegar.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K–12 Science Education:

Science and Engineering Practices
Developing and Using Models
Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

Develop a model to describe phenomena. (5-PS1-1)

Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (5-PS1-4)
Make observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (5-PS1-3)

Measure and graph quantities such as weight to address scientific and engineering questions and problems. (5-PS1-2)

Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter

Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including: the inflation and shape of a balloon, and the effects of air on larger particles or objects. (5-PS1-1)
The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. (5-PS1-2)
Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade-band, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) (5-PS1-3)

PS1.B: Chemical Reactions

When two or more different substances are mixed, a new substance with different properties may be formed. (5-PS1-4)
No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade-band.) (5-PS1-2)

Crosscutting Concepts
Cause and Effect

Cause and effect relationships are routinely identified, tested, and used to explain change. (5-PS1-4)

Scale, Proportion, and Quantity

Natural objects exist from the very small to the immensely large. (5-PS1-1)
Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. (5-PS1-2),(5-PS1-3)

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Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes consistent patterns in natural systems. (5-PS1-2)

California Common Core State Standards Connections:
ELA/Literacy –
RI.5.7             Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-PS1-1)
W.5.7              Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (5-PS1-2),(5-PS1-3),(5-PS1-4)
W.5.8              Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-PS1-2),(5-PS1-3),(5-PS1-4)
W.5.9.a,b       Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-2),(5-PS1-3),(5-PS1-4)
Mathematics –
MP.2               Reason abstractly and quantitatively. (5-PS1-1),(5-PS1-2),(5-PS1-3)
MP.4               Model with mathematics. (5-PS1-1),(5-PS1-2),(5-PS1-3)
MP.5               Use appropriate tools strategically. (5-PS1-2),(5-PS1-3)
5.NBT.2         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. (5-PS1-1)
5.NF.7.a-c     Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (5-PS1-1)
5.MD.1           Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems. (5-PS1-2)
5.MD.3.a,b    Recognize volume as an attribute of solid figures and understand concepts of volume measurement. (5-PS1-1)
5.MD.4           Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (5-PS1-1)

3–5 Engineering Design

Students who demonstrate understanding can:
3–5-ETS1-1.    Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3–5-ETS1-2.    Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3–5-ETS1-3.    Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

The performance expectations above were developed using the following elements from the NRC document A Framework for K–12 Science Education:

Science and Engineering Practices
Asking Questions and Defining Problems
Asking questions and defining problems in 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships.

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3–5-ETS1-1)

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3–5-ETS1-3)

Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3–5-ETS1-2)

Disciplinary Core Ideas
ETS1.A: Defining and Delimiting Engineering Problems

Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3–5-ETS1-1)

ETS1.B: Developing Possible Solutions

Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3–5-ETS1-2)
At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3–5-ETS1-2)
Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3–5-ETS1-3)

ETS1.C: Optimizing the Design Solution

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3–5-ETS1-3)

Crosscutting Concepts
Influence of Science, Engineering, and Technology on Society and the Natural World

People’s needs and wants change over time, as do their demands for new and improved technologies. (3–5-ETS1-1)
Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3–5-ETS1-2)

Social Studies Standards

United States History and Geography: Making a New Nation Students in grade five study the development of the nation up to 1850, with an emphasis on the people who were already here, when and from where others arrived, and why they came. Students learn about the colonial government founded on Judeo-Christian principles, the ideals of the Enlightenment, and the English traditions of self-government. They recognize that ours is a nation that has a constitution that derives its power from the people, that has gone through a revolution, that once sanctioned slavery, that experienced conflict over land with the original inhabitants, and that experienced a westward movement that took its people across the continent. Studying the cause, course, and consequences of the early explorations through the War for Independence and western expansion is central to students’ fundamental understanding of how the principles of the American republic form the basis of a pluralistic society in which individual rights are secured.

5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.
     1. Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils.
     2. Describe their varied customs and folklore traditions.
     3. Explain their varied economies and systems of government. 16 California Department of Education Created May 18, 2000

5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.
     1. Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).
     2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).
     3. Trace the routes of the major land explorers of the United States, the distances traveled by explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe.
     4. Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia.

5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
     1. Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America.
     2. Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural interchanges).
     3. Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip’s Wars in New England, the Powhatan Wars in Virginia, the French and Indian War).
     4. Discuss the role of broken treaties and massacres and the factors that led to the Indians’ defeat, including the resistance of Indian nations to encroachments and assimilation (e.g., the story of the Trail of Tears).
     5. Describe the internecine Indian conflicts, including the competing claims for control of lands (e.g., actions of the Iroquois, Huron, Lakota [Sioux]).
     6. Explain the influence and achievements of significant leaders of the time (e.g., John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, Sequoyah).

5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
     1. Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.
     2. Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
     3. Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).
     4. Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion.
     5. Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems.
     6. Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.
     7. Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings.

5.5 Students explain the causes of the American Revolution.
     1. Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).
     2. Know the significance of the first and second Continental Congresses and of the Committees of Correspondence.
     3. Understand the people and events associated with the drafting and signing of the Declaration of Independence and the document’s significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain.
     4. Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).

5.6 Students understand the course and consequences of the American Revolution.
     1. Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders’ alliances on both sides.
     2. Describe the contributions of France and other nations and of individuals to the outcome of the Revolution (e.g., Benjamin Franklin’s negotiations with the French, the French navy, the Treaty of Paris, The Netherlands, Russia, the Marquis Marie Joseph de Lafayette, Tadeusz Ko´sciuszko, Baron Friedrich Wilhelm von Steuben).
     3. Identify the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher, Phillis Wheatley, Mercy Otis Warren).
     4. Understand the personal impact and economic hardship of the war on families, problems of financing the war, wartime inflation, and laws against hoarding goods and materials and profiteering.
     5. Explain how state constitutions that were established after 1776 embodied the ideals of the American Revolution and helped serve as models for the U.S. Constitution.
     6. Demonstrate knowledge of the significance of land policies developed under the Continental Congress (e.g., sale of western lands, the Northwest Ordinance of 1787) and those policies’ impact on American Indians’ land.
     7. Understand how the ideals set forth in the Declaration of Independence changed the way people viewed slavery.

5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
     1. List the shortcomings of the Articles of Confederation as set forth by their critics.
     2. Explain the significance of the new Constitution of 1787, including the struggles over its ratification and the reasons for the addition of the Bill of Rights.
     3. Understand the fundamental principles of American constitutional democracy, including how the government derives its power from the people and the primacy of individual liberty.
     4. Understand how the Constitution is designed to secure our liberty by both empowering and limiting central government and compare the powers granted to citizens, Congress, the president, and the Supreme Court with those reserved to the states.
     5. Discuss the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law, and to preserve the Constitution.
     6. Know the songs that express American ideals (e.g., “America the Beautiful,” “The Star Spangled Banner”).

5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
     1. Discuss the waves of immigrants from Europe between 1789 and 1850 and their modes of transportation into the Ohio and Mississippi Valleys and through the Cumberland Gap (e.g., overland wagons, canals, flatboats, steamboats).
     2. Name the states and territories that existed in 1850 and identify their locations and major geographical features (e.g., mountain ranges, principal rivers, dominant plant regions).
     3. Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Zebulon Pike, John Fremont).
     4. Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).
     5. Describe the continued migration of Mexican settlers into Mexican territories of the West and Southwest.
     6. Relate how and when California, Texas, Oregon, and other western lands became part of the United States, including the significance of the Texas War for Independence and the Mexican-American War.

5.9 Students know the location of the current 50 states and the names of their capitals.

For more detailed info on Social Studies standards K-12 click below:
www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf

PE Standards

Standard 1
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Body Management
1.1 Perform simple small-group balance stunts by distributing weight and base of support.
Locomotor Movement
1.2 Jump for height, using proper takeoff and landing form.
1.3 Jump for distance, using proper takeoff and landing form. Manipulative Skills
1.4 Enter, jump, and leave a long rope turned by others.
1.5 Throw a flying disc accurately at a target and to a partner, using the backhand movement pattern.
1.6 Throw and catch an object underhand and overhand while avoiding an opponent.
1.7 Field a thrown ground ball.
1.8 Punt a ball, dropped from the hands, at a target.
1.9 Stop a kicked ball by trapping it with the foot while moving.
1.10 Strike a dropped ball, with a racket or paddle, toward a target by using the forehand movement pattern.
1.11 Hit a softly tossed ball backhanded with a paddle or racket.
1.12 Strike a tossed ball, with different implements, from a side orientation.
1.13 Serve a lightweight ball over a low net, using the underhand movement pattern.
1.14 Dribble a ball (by hand or foot) while preventing another person from stealing the ball.
1.15 Dribble a ball and kick it toward a goal while being guarded.
1.16 Pass a ball back and forth with a partner, using a chest pass and bounce pass.
1.17 Volley a tossed ball to an intended location.
Rhythmic Skills
1.18 Design and perform a creative dance, combining locomotor patterns with intentional changes in speed and direction.
1.19 Design and perform a routine to music that involves manipulation of an object.

Standard 2
Students demonstrate knowledge of movement concepts, principles,a nd strategies that apply to the learning and performance of physical activities.
Movement Concepts
2.1 Explain the importance of open space in playing sport-related games.
2.2 Explain the differences in applying and receiving force when jumping for height and distance.
Body Management
2.3 Explain how to adjust body position to catch a ball thrown off-center.
Manipulative Skills
2.4 Identify the following phases for striking a ball: preparation, application of force, follow-through, and recovery.
Rhythmic Skills
2.5 Design a routine to music, changing speed and direction while manipulating an object.

Standard 3
Students assess and maintain a level of physical fitness to improve health and performance.
Fitness Concepts
3.1 Demonstrate how to warm up muscles and joints before running, jumping, kicking, throwing, and striking.
3.2 Plan a day of healthful balanced meals and snacks designed to enhance the performance of physical activities.
Aerobic Capacity
3.3 Participate three to four days each week, for increasing periods of time, in continuous moderate to vigorous physical activities at the appropriate intensity for increasing aerobic capacity.
Muscular Strength/Endurance
3.4 Perform an increasing number of oblique curl-ups on each side.
3.5 Perform increasing numbers of triceps push-ups.
Flexibility
3.6 Perform flexibility exercises that will stretch particular muscle areas for given physical activities.
Body Composition
3.7 Sustain continuous movement for an increasing period of time while participating in moderate to vigorous physical activities. Assessment
3.8 Assess health-related physical fitness by using a scientifically based health-related fitness assessment.
3.9 Meet age- and gender-specific fitness standards for aerobic capacity, muscular strength, flexibility, and body composition, using a scientifically based health-related fitness assessment.

Standard 4
Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Fitness Concepts
4.1 Record and analyze food consumption for one day and make a plan to replace foods with healthier choices and adjust quantities to enhance performance in physical activity.
4.2 Explain why dehydration impairs temperature regulation and physical and mental performance.
4.3 Develop and describe three short-term and three long-term fitness goals.
4.4 Examine personal results of a scientifically based health-related physical fitness assessment and identify one or more ways to improve performance in areas that do not meet minimum standards.
4.5 Explain the elements of warm-up and cool-down activities.
4.6 Record water intake before, during, and after physical activity.
4.7 Describe the principles of training and the application to each of the components of health-related physical fitness.
Aerobic Capacity
4.8 Identify the heart rate intensity (target heart-rate range) that is necessary to increase aerobic capacity.
4.9 Determine the intensity of personal physical activity, using the concept of perceived exertion.
4.10 Compare target heart rate and perceived exertion during physical activity.
4.11 Measure and record the heart rate before, during, and after vigorous physical activity.
4.12 Explain how technology can assist in the pursuit of physical fitness. Muscular Strength/Endurance
4.13 Explain the benefits of having strong arm, chest, and back muscles.
Flexibility
4.14 Explain the benefits of stretching after warm-up activities.
Body Composition
4.15 Explain why body weight is maintained when calorie intake is equal to the calories expended.
4.16 Describe the short- and long-term benefits of maintaining body composition within the healthy fitness zone.

Standard 5
Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
5.1 Improve the level of performance on one component of health-related physical fitness and one identified motor skill by participating in fitness and skill development activities outside school.
5.2 Work toward a long-term physical activity goal and record data on one’s progress.
5.3 Distinguish between acts of physical courage and physically reckless acts and explain the key characteristics of each.
5.4 Act in a safe and healthy manner when confronted with negative peer pressure during physical activity.
Social Interaction
5.5 Contribute ideas and listen to the ideas of others in cooperative problem-solving activities.
5.6 Acknowledge orally the contributions and strengths of others.
Group Dynamics
5.7 Accommodate individual differences in others’ physical abilities in small-group activities.
5.8 Appreciate physical games and activities reflecting diverse heritages.