Grade 5
DESE Family Guides to Grade-Level Learning Standard
Loading document viewer...
WPS GRADE 5 Curriculum Guides
Grade 5 ELA focuses on four modules, which allow students to build important content knowledge based on a compelling topic related to science, social studies, or literature. Each module is broken into three units, where students have the opportunity to read grade-level texts, build background knowledge, and share what they have learned through discussions and writing. In addition, students have ongoing discussions about the habits of character necessary to become effective learners, ethical people, and to contribute to a better world.
| Module | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
| Module 1: Stories of Human Rights | September – November | What are human rights, and how can they be threatened? How can we use writing to raise awareness of human rights? |
Students will:
|
| Module 2: Biodiversity in the Rainforest | November – January | Why do scientists study the rainforest? How do authors engage readers in narratives? |
Students will:
|
| Module 3: Athlete Leaders of Social Change | February – April | How have athletes broken barriers during the historical era in which they lived? What factors can contribute to an individual’s success in changing society? |
Students will:
|
| Module 4: The Impact of Natural Disasters | April – June | How do natural disasters affect the people and places that experience them? How can we prepare for a natural disaster? |
Students will:
|
Grade 5 ELA (ARC Curriculum) focuses on four units, which allow students to build important content knowledge based on a compelling topic related to science, social studies or literature. Students have the opportunity to read grade-level texts, build background knowledge, and share what they have learned through discussions and writing.
????
| Unit / Unidad | Timeframe / Cuándo | Big Ideas (Statements or Essential Questions) / Preguntas esenciales | Major Learning Experiences from Unit / Principales experiencias de aprendizaje de la unidad |
|---|---|---|---|
| Unidad 1: Lecto-escritura | September – November | ¿Qué rasgos textuales tiene un texto informativo? ¿Cómo nos ayudan a comprender el texto? ¿Cuál es el tema o mensaje del autor/a? |
Los estudiantes podrán:
|
| Unidad 2: Ecosystems | November – January | What are the main characteristics of the ecosystem? Who are the producers and consumers in the ecosystem? How do they obtain what they need to survive and reproduce? Who are the decomposers? What do they obtain from the ecosystem and what do they give back? How does energy transfer from the sun to the apex predator? How matter and energy moves through the ecosystem? How are the Earth’s major systems represented? What are the threats to the health of the ecosystem? What might be done to protect it? |
Students will:
|
| Unidad 3: Aventura y Supervivencia | February – April | ¿Qué hace que una experiencia se torne en una aventura? Las personas nacen o se hacen héroes? ¿Qué es más poderoso, el ser humano o la naturaleza? El ser humano o la sociedad? ¿Las personas pueden triunfar solas? Si una persona no se prepara para una situación, se está arriesgando a fracasar? Por que? |
Los estudiantes podrán:
|
| Module 4: Civil War Era | April – June | What were the most important events of the Civil War Era? Why? How did geography affect the person’s life? What was the person's relationship to the history of enslavement and resistance? Who were this person’s allies and adversaries? Why? What was the person’s experience during the war itself and Reconstruction? Why? What is the person’s legacy today? |
Students will:
|
Students in fifth grade will be able to finalize fluency with multi-digit addition, subtraction, multiplication, and division. Students can apply their understandings of models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths. Grade 5 students understand why division procedures work based on the meaning of base-ten numerals and properties of operations. They can 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. Students will 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. 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.
| Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
| 1 | 20 | In Module 1, students’ understanding of the patterns in the base ten system are extended to decimals to the thousandths place. Students deepen their knowledge through a more generalized understanding of the relationships between and among adjacent places on the place value chart, e.g., 1 tenth times any digit on the place value chart moves it one place value to the right. Toward the module’s end students apply these new understandings as they reason about and perform decimal operations through the hundredths place. |
|
| 2 | 35 | In Module 2 students apply patterns of the base ten system to mental strategies and a sequential study of multiplication via area diagrams and the distributive property leading to fluency with the standard algorithm. A similar sequence for division begins concretely with number disks as an introduction to division with multi-digit divisors and leads students to divide multi-digit whole number dividends by two-digit divisors using a vertical written method. The standard algorithm for division is NOT an expectation in grade 5, that comes in grade 6. Students apply the work of the module to solve multi-step word problems. An emphasis on the reasonableness of both products and quotients and an interpretation of remainders. |
|
| 3 | 22 | In Module 3, students' understanding of addition and subtraction of fractions extends from earlier work with fraction equivalence and decimals. Students will learn how to model and solve addition and subtraction of fractions problems with any denominators by exploring equivalency of fractions and patterns discovered from this exploration. |
|
| 4 | 38 | Grade 5’s Module 4 extends student understanding of fraction operations to multiplication and division of both fractions and decimal fractions. Students interpret fractions as division and reason about finding fractions of sets. Students learn fraction by fraction multiplication in both fraction and decimal forms. An understanding of multiplication as scaling and multiplication by n/n as multiplication by 1 allows students to reason about products and convert fractions to decimals and vice versa. Students are introduced to the work of division with fractions and decimal fractions. Division cases are limited to division of whole numbers by unit fractions and unit fractions by whole numbers. Decimal fraction divisors are introduced and equivalent fraction and place value thinking allow students to reason about the size of quotients, calculate quotients and sensibly place decimals in quotients. |
|
| 5 | 25 | In module 5, students work with two- and three-dimensional figures. Volume is introduced to students through concrete exploration of cubic units and culminates with the development of the volume formula for right rectangular prisms. The second half of the module turns to extending students’ understanding of two-dimensional figures. Students combine prior knowledge of area with newly acquired knowledge of fraction multiplication to determine the area of rectangular figures with fractional side lengths. They then engage in hands-on construction of two-dimensional shapes, developing a foundation for classifying the shapes by reasoning about their attributes. This module fills a gap between Grade 4’s work with two-dimensional figures and Grade 6’s work with volume and area. |
|
| 6 | 40 | In module 6, students develop a coordinate system for the first quadrant of the coordinate plane and use it to solve problems. Students use the familiar number line as an introduction to the idea of a coordinate, and they construct two perpendicular number lines to create a coordinate system on the plane. Students see that just as points on the line can be located by their distance from 0, the plane’s coordinate system can be used to locate and plot points using two coordinates. They then use the coordinate system to explore relationships between points, ordered pairs, patterns, lines and, more abstractly, the rules that generate them. This study culminates in an exploration of the coordinate plane in real world applications. |
|
| Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
| Sun and Stars | Sept-Nov | How can the sun tell you the season? Why do the stars change with the season? Why does the Moon change shape? Why is gravity different on other planets? |
In this unit, students explore the Earth, Sun, Moon, and stars using observations of shadows and changing patterns in the sky. Students also explore the planets of our Solar System and begin to consider what might lie beyond. |
| Water | Dec-January | How much water is in the world? How much salt is in the ocean? What is the water cycle? |
In this unit, students consider the profound importance of water as a natural resource. Students investigate the distribution of water, how it cycles through Earth’s systems, and explore how it affects human societies. |
| Mixtures and Solutions | Feb-Mar | What is a mixture? What is a solution? What is a chemical reaction? |
In this unit, students investigate the properties of matter by dissolving everyday chemicals to make solutions and by exploring simple yet surprising chemical reactions. Through these investigations, students begin to build conceptual models for the particulate nature of matter. |
| Living Things | April-June | What do plants eat? Where do fallen leaves go? Why do you have to clean a fish tank but not a pond? |
In this unit, students explore how organisms depend on one another and form an interconnected ecosystem. Students investigate food chains, food webs, and the importance of producers, consumers, and decomposers. |
ESL provides students with direct instruction in vocabulary, grammar, and syntax of academic language. This language instruction planned collaboratively to address core content areas (including ELA Modules) and WIDA Key Language Uses. Students engage with grade-level texts, build content knowledge, and share what they have learned through academic conversations and writing. ESL instruction responds to the cultural and linguistic knowledge and strategies that students bring to the classroom and those that they need for success in school.
| Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
| Newcomer curriculum (optional - based on teacher recommendation) | 6-8 weeks |
|
Students will
|
| Module 1 - Stories of Human RIghts | 10 weeks |
|
Students will NARRATE, INFORM, EXPLAIN and ARGUE
|
| Module 2 - Researching to Build Knowledge and Teach Others: Biodiversity and the Rainforest | 10 Weeks |
|
Students will NARRATE, INFORM, EXPLAIN and ARGUE
|
| Module 3 - Athlete Leaders of Social Change | 10 weeks |
|
Students will NARRATE, INFORM, EXPLAIN and ARGUE
|
| Module 4 - The Impact of Natural Disasters | 10 weeks |
|
Students will NARRATE, INFORM, EXPLAIN and ARGUE
|
-
Grade 5 ELA focuses on four modules, which allow students to build important content knowledge based on a compelling topic related to science, social studies, or literature. Each module is broken into three units, where students have the opportunity to read grade-level texts, build background knowledge, and share what they have learned through discussions and writing. In addition, students have ongoing discussions about the habits of character necessary to become effective learners, ethical people, and to contribute to a better world.
Module Timeframe Big Ideas (Statements or Essential Questions) Major Learning Experiences from Unit Module 1: Stories of Human Rights September – November What are human rights, and how can they be threatened?
How can we use writing to raise awareness of human rights?Students will: - Read the novel Esperanza Rising by Pam Munoz Ryan in order to learn about human rights.
- Study the Universal Declaration of Human Rights (UDHR) and apply it to the characters and events in the novel.
- Describe characters’ reactions and responses to events where human rights are threatened.
- Write poetry and a literary essay, comparing the responses of characters to selected events.
- Plan, write, and perform monologues based on the events from the novel.
- Collaborate to create a playbill for their monologues, which will include a Directors’ Note to describe the way specific articles of the UDHR related, as well as make connections to how people today are impacted by this issue.
Module 2: Biodiversity in the Rainforest November – January Why do scientists study the rainforest?
How do authors engage readers in narratives?Students will: - Closely read excerpts of The Most Beautiful Roof in the World by Kathryn Lasky and other texts to identify text structure, practice summarizing, and build background knowledge about biodiversity and rainforest deforestation.
- Research ways they can help the rainforest and the challenges associated with being an ethical consumer.
- Read narrative texts and write a literary essay, citing evidence from the text, to demonstrate how narrative authors use figurative, concrete, and sensory language to describe the rainforest in order to help the reader better understand what it is like to be there.
- Apply their knowledge of figurative, concrete, and sensory language to describe the rainforest as they write first-person narratives.
Module 3: Athlete Leaders of Social Change February – April How have athletes broken barriers during the historical era in which they lived?
What factors can contribute to an individual’s success in changing society?Students will: - Build background knowledge about Jackie Robinson through reading Promises to Keep by Sharon Robinson (Jackie’s daughter).
- Determine the main ideas and identify key details, and use these to summarize the chapters of the book.
- Examine the relationship between people and events in the text in order to gather factors that led to Jackie Robinson’s success in leading social change.
- Apply their understanding of the factors that led to Jackie’s success to develop an opinion on which factor(s) were most important.
- Participate in collaborative discussions and write an opinion essay on which factory was most important on Jackie Robinson’s success.
- Research other athletes who were leaders of social change.
- Write essays to compare and contrast the factors that contributed to the success of the athletes they study with those of Jackie Robinson.
Module 4: The Impact of Natural Disasters April – June How do natural disasters affect the people and places that experience them?
How can we prepare for a natural disaster?Students will: - Collaborate to research various natural disasters with a focus on answering the question, “How do natural disasters affect the people and places that experience them”
- Apply their research to write and record a public service announcement explaining how to stay safe during a natural disaster.
- Read and analyze literary texts, including poems, songs, and Eight Days: A Story of Haiti by Edwidge Danicat, a story about a boy trapped under his house for eight days during the 2010 earthquake.
- Analyze how the illustrations contribute to the meaning, tone, and beauty of the text, as well as how the narrator or speaker’s point of view influences how events are described.
- Research supplies needed to include in an emergency preparedness kit and write opinion essays on the most important items to include.
Grade 5 ELA (ARC Curriculum) focuses on four units, which allow students to build important content knowledge based on a compelling topic related to science, social studies or literature. Students have the opportunity to read grade-level texts, build background knowledge, and share what they have learned through discussions and writing.
????Unit / Unidad Timeframe / Cuándo Big Ideas (Statements or Essential Questions) / Preguntas esenciales Major Learning Experiences from Unit / Principales experiencias de aprendizaje de la unidad Unidad 1: Lecto-escritura September – November ¿Qué rasgos textuales tiene un texto informativo?
¿Cómo nos ayudan a comprender el texto?
¿Cuál es el tema o mensaje del autor/a?Los estudiantes podrán: - Leer y discutir Siete reporteros y un periodico (ficción) y Cómo mantenernos informados (no ficción)
- Citar evidencia textual al analizar un texto.
- Resumir textos informativos y narrativos.
- Generar hipótesis sobre el tema o mensaje del autor/a.
- Usa el contexto para determinar el significado de palabras desconocidas.
- Escribir, revisar, editar y publicar un artículo periodístico del tema que elijan y ensayos narrativos.
Unidad 2: Ecosystems November – January What are the main characteristics of the ecosystem?
Who are the producers and consumers in the ecosystem? How do they obtain what they need to survive and reproduce?
Who are the decomposers? What do they obtain from the ecosystem and what do they give back?
How does energy transfer from the sun to the apex predator?
How matter and energy moves through the ecosystem?
How are the Earth’s major systems represented?
What are the threats to the health of the ecosystem? What might be done to protect it?Students will: - Read One Planet: many Ecosystems and other informational texts.
- Analyze informational mentor texts.
- Identify the main idea and key details in a text.
- Learn about different animals, climates, water cycles, food webs, and more.
- Become an expert in one ecosystem of their choice, focusing on their location and characteristics.
- Write, revise, edit, illustrate, publish and present a final project based on their research.
Unidad 3: Aventura y Supervivencia February – April ¿Qué hace que una experiencia se torne en una aventura?
Las personas nacen o se hacen héroes?
¿Qué es más poderoso, el ser humano o la naturaleza? El ser humano o la sociedad?
¿Las personas pueden triunfar solas?
Si una persona no se prepara para una situación, se está arriesgando a fracasar? Por que?Los estudiantes podrán: - Leer y discutir Mi rincón en la montaña, otras historias de aventura y textos informativos sobre supervivencia.
- Observar cómo los autores crean y describen a los héroes y personajes y cómo desarrollan los temas.
- Escribir, revisar, editar y publicar su propia historia de aventura en base a todo lo aprendido.
Module 4: Civil War Era April – June What were the most important events of the Civil War Era? Why?
How did geography affect the person’s life?
What was the person's relationship to the history of enslavement and resistance?
Who were this person’s allies and adversaries? Why?
What was the person’s experience during the war itself and Reconstruction? Why?
What is the person’s legacy today?Students will: - Read and discuss What was America’s deadliest War?: And Other questions About the Civil War and The Split History of the Civil War and other fiction and non-fiction text
- Use evidence from the text to identify the author’s perspective/point of view and purpose for writing.
- Identify the elements of an argument
- Study the factors leading up to the war, including slavery, industralizarion, states’ rights, the war itself, Reconstruction and the aftermath.
- Become experts on a person living during this era.
- Write, revise, edit and publish a person’s biography and an opinion piece based on their research.
-
Students in fifth grade will be able to finalize fluency with multi-digit addition, subtraction, multiplication, and division. Students can apply their understandings of models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths. Grade 5 students understand why division procedures work based on the meaning of base-ten numerals and properties of operations. They can 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. Students will 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. 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.
Unit Timeframe Big Ideas (Statements or Essential Questions) Major Learning Experiences from Unit 1 20 In Module 1, students’ understanding of the patterns in the base ten system are extended to decimals to the thousandths place. Students deepen their knowledge through a more generalized understanding of the relationships between and among adjacent places on the place value chart, e.g., 1 tenth times any digit on the place value chart moves it one place value to the right. Toward the module’s end students apply these new understandings as they reason about and perform decimal operations through the hundredths place. - I can recognize that the value of a digit changes by a factor of 10 when it moves by one place value, having a value 10 times greater when it moves left and 1/10 of the value when it moves to the right. Students do not need to extend this knowledge to moving multiple places values (e.g.knowing that moving a digit two places values to the left increases its value 100 times)
- I can explain patterns in the number of zeros of a product when multiplying a whole number by a power of 10
- I can explain patterns in the placement of the decimal point when multiplying or dividing a decimal by a power of 10.
- I can read and write decimals to thousandths using base-ten numerals (standard form), number names, and expanded form (including both fraction and decimal format), e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
- I can convert numbers between forms.
- I can compare decimals to the thousandths using place value understanding. Use < , >, and = symbols to record comparisons.
- I can convert between number forms in order to compare decimals.
- I can use place value understanding to round decimals to any place.
- I can add and subtract 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; I can relate these strategies to a written method.
2 35 In Module 2 students apply patterns of the base ten system to mental strategies and a sequential study of multiplication via area diagrams and the distributive property leading to fluency with the standard algorithm. A similar sequence for division begins concretely with number disks as an introduction to division with multi-digit divisors and leads students to divide multi-digit whole number dividends by two-digit divisors using a vertical written method. The standard algorithm for division is NOT an expectation in grade 5, that comes in grade 6. Students apply the work of the module to solve multi-step word problems. An emphasis on the reasonableness of both products and quotients and an interpretation of remainders. - I can explain patterns in the number of zeros of a product when multiplying a whole number by a power of 10.
- I can use the standard algorithm to multiply numbers including 2 digit X 4 digit and 3 digit X 4 digit whole numbers.
- I can find whole-number quotients of whole numbers with up to four-digit dividends and one-digit divisors or two digit divisors using strategies based on place value and/or the distributive property, models, and strategies based on the relationship between multiplication and division
3 22 In Module 3, students' understanding of addition and subtraction of fractions extends from earlier work with fraction equivalence and decimals. Students will learn how to model and solve addition and subtraction of fractions problems with any denominators by exploring equivalency of fractions and patterns discovered from this exploration. - I can explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) using visual fraction models.
- I can recognize and generate equivalent fractions using the principle a / b = (n x a)/(n x b) including fractions greater than 1.
- I can rename 2 fractions with unlike denominators as equivalent fractions with like denominators.
- I can add and subtract 2 proper fractions and/or mixed numbers with unlike denominators by renaming them as equivalent fractions with like denominators.
- I can add and subtract 3 proper fractions or mixed numbers with unlike denominators by renaming them as equivalent fractions with like denominators.
- I can add proper fractions or mixed numbers in problems involving regrouping an additional whole.
- I can subtract mixed numbers in problems involving regrouping from the whole.
4 38 Grade 5’s Module 4 extends student understanding of fraction operations to multiplication and division of both fractions and decimal fractions. Students interpret fractions as division and reason about finding fractions of sets. Students learn fraction by fraction multiplication in both fraction and decimal forms. An understanding of multiplication as scaling and multiplication by n/n as multiplication by 1 allows students to reason about products and convert fractions to decimals and vice versa. Students are introduced to the work of division with fractions and decimal fractions. Division cases are limited to division of whole numbers by unit fractions and unit fractions by whole numbers. Decimal fraction divisors are introduced and equivalent fraction and place value thinking allow students to reason about the size of quotients, calculate quotients and sensibly place decimals in quotients. - I can interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b).
- I can solve whole-number division problems in which the remainder is represented as the numerator and the divisor is represented as the denominator in the answer.
- I can use visual fraction models or equations to represent a whole-number division problem where the answer involves fractions.
- I can I interpret the product (a/b) × q as a parts of a partition of q into b equal parts, where q represents either a whole number or a fraction
- I can create visual models, such as tape diagrams, to demonstrate multiplication of fractions by whole numbers, fractions by fractions, and problems involving mixed numbers.
- I can multiply decimals to hundredths, using concrete models or drawings (such as area models) and strategies based on place value and/or properties of operations; relate these strategies to a written method.
- I can recognize that (a/b) × (c/d) = ac/bd.
- I can interpret multiplication as scaling (resizing) by comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
- I can interpret division of a whole number by a unit fraction by creating visual models, story contexts, and equivalent multiplication expressions.
- I can interpret division of a unit fraction by a non-zero whole number by creating visual models, story contexts, and equivalent multiplication expressions.
- I can compute quotients of a unit fraction and a non-zero whole number.
- I can compute quotients of a whole number and a unit fraction.
- I can divide decimals to hundredths, using concrete models or drawings and strategies based on place value and/or properties of operations; relate these strategies to a written method.
5 25 In module 5, students work with two- and three-dimensional figures. Volume is introduced to students through concrete exploration of cubic units and culminates with the development of the volume formula for right rectangular prisms. The second half of the module turns to extending students’ understanding of two-dimensional figures. Students combine prior knowledge of area with newly acquired knowledge of fraction multiplication to determine the area of rectangular figures with fractional side lengths. They then engage in hands-on construction of two-dimensional shapes, developing a foundation for classifying the shapes by reasoning about their attributes. This module fills a gap between Grade 4’s work with two-dimensional figures and Grade 6’s work with volume and area. - I can recognize volume as an attribute of solid figures.
- I can identify that a cube with side length 1 unit is called a unit cube and can be used to measure volume.
- I can know that a solid figure which can be packed without gaps or overlaps using "n" unit cubes is said to have a volume of "n" cubic units.
- I can figure out the volume of a specific three-dimensional figure by experiment or by counting unit cubes.
- I can find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes
- I can understand and visualize "hidden" cubes and layers.
- I can demonstrate that packing a right rectangular prism with cubes, multiplying the dimension lengths, and multiplying the height by the area of the base all produce equivalent measurements of volume.
- I can represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.
- I can apply the formula V = l x w x h to find volumes or right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems.
- I can apply the formula V = B x h (where B stands for the area of the base) to find volumes or right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems.
- I can recognize volume as additive.
- I can apply the technique of adding the volumes of non-overlapping parts to solve real-world problems.
- I can find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts.
- I can find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths.
- I can show that the area found using the method above is the same as would be found by multiplying the side lengths.
- I can multiply fractional side lengths to find areas of rectangles.
- I can represent fraction products as rectangular areas.
- I can multiply mixed numbers by whole numbers, fractions, and mixed numbers.
- I can use visual models to represent and solve a fraction or mixed-number multiplication problem.
- I can use equations to represent and solve a fraction or mixed-number multiplication problem.
- I can understand that attributes belonging to a category of triangles or quadrilaterals also belong to all subcategories of that category.
- I can create a line of reasoning to explain how attributes of two-dimensional figures spread through categories. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
- I can classify quadrilaterals in a hierarchy based on properties: for example, squares belong to the category of rectangles; rectangles belong to the category of parallelograms; parallelograms belong to the category of quadrilaterals.
- I can classify triangles in a hierarchy based on properties: for example, equilateral triangles belong to the category of isosceles triangles; isosceles triangles belong to the category of triangles.
6 40 In module 6, students develop a coordinate system for the first quadrant of the coordinate plane and use it to solve problems. Students use the familiar number line as an introduction to the idea of a coordinate, and they construct two perpendicular number lines to create a coordinate system on the plane. Students see that just as points on the line can be located by their distance from 0, the plane’s coordinate system can be used to locate and plot points using two coordinates. They then use the coordinate system to explore relationships between points, ordered pairs, patterns, lines and, more abstractly, the rules that generate them. This study culminates in an exploration of the coordinate plane in real world applications. - I can use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates.
- I can understand that the first number indicates how far to travel from the origin in the direction of one.
- axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
- I can plot points on the coordinate plane, given an ordered pair of whole-number coordinates.
- I can identify an ordered pair of whole-number coordinates, given a plotted point on a coordinate plane
- I can generate two numerical patterns using two given rules.
- I can identify apparent relationships between corresponding terms.
- I can form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.
- I can use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates.
- I can understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
- I can plot points on the coordinate plane, given an ordered pair of whole-number coordinates.
- I can identify an ordered pair of whole-number coordinates, given a plotted point on a coordinate plane.
-
Unit Timeframe Big Ideas (Statements or Essential Questions) Major Learning Experiences from Unit Sun and Stars Sept-Nov How can the sun tell you the season?
Why do the stars change with the season?
Why does the Moon change shape?
Why is gravity different on other planets?In this unit, students explore the Earth, Sun, Moon, and stars using observations of shadows and changing patterns in the sky. Students also explore the planets of our Solar System and begin to consider what might lie beyond. Water Dec-January How much water is in the world?
How much salt is in the ocean?
What is the water cycle?In this unit, students consider the profound importance of water as a natural resource. Students investigate the distribution of water, how it cycles through Earth’s systems, and explore how it affects human societies. Mixtures and Solutions Feb-Mar What is a mixture?
What is a solution?
What is a chemical reaction?In this unit, students investigate the properties of matter by dissolving everyday chemicals to make solutions and by exploring simple yet surprising chemical reactions. Through these investigations, students begin to build conceptual models for the particulate nature of matter. Living Things April-June What do plants eat?
Where do fallen leaves go?
Why do you have to clean a fish tank but not a pond?In this unit, students explore how organisms depend on one another and form an interconnected ecosystem. Students investigate food chains, food webs, and the importance of producers, consumers, and decomposers. -
-
-
ESL provides students with direct instruction in vocabulary, grammar, and syntax of academic language. This language instruction planned collaboratively to address core content areas (including ELA Modules) and WIDA Key Language Uses. Students engage with grade-level texts, build content knowledge, and share what they have learned through academic conversations and writing. ESL instruction responds to the cultural and linguistic knowledge and strategies that students bring to the classroom and those that they need for success in school.
Unit Timeframe Big Ideas (Statements or Essential Questions) Major Learning Experiences from Unit Newcomer curriculum (optional - based on teacher recommendation) 6-8 weeks - How can I be a member of the school community?
- How is my language different/same as English?
Students will - INFORM by identifying/naming/labeling to participate in discussion
- EXPLAIN by summarizing main ideas and key details to describe or report information
Module 1 - Stories of Human RIghts 10 weeks - What are human rights, and how can they be threatened?
- How can we use writing to raise awareness of human rights?
Students will NARRATE, INFORM, EXPLAIN and ARGUE - by answering questions
- by summarizing
- by discussing books
- by describing character and their reactions
Module 2 - Researching to Build Knowledge and Teach Others: Biodiversity and the Rainforest 10 Weeks - Why do scientists study the rainforest?
- How do authors engage readers in narratives?
Students will NARRATE, INFORM, EXPLAIN and ARGUE - by answering questions
- by summarizing
- by discussing books
- by research
- by creating a first-person story
Module 3 - Athlete Leaders of Social Change 10 weeks - How have athletes broken barriers during the historical era in which they lived?
- What factors can contribute to an individual’s success in changing society?
Students will NARRATE, INFORM, EXPLAIN and ARGUE - by summarizing
- by discussing books
- by identifying key ideas and details
- by stating a claim and giving evidence
- by comparing and contrasting
Module 4 - The Impact of Natural Disasters 10 weeks - How do natural disasters affect the people and places that experience them?
- How can we prepare for a natural disaster?
Students will NARRATE, INFORM, EXPLAIN and ARGUE - by talking about books
- by talking about how illustrations support text
- by comparing and contrasting
- by stating a claim and giving evidence