5th Grade Units

Here you will find the units and standards we will be covering throughout the year in 5th grade Math and Science.

 

 

Math:

 

Understanding the Place Value System:

• Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 
• Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. 
• Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
• Read, write, and compare decimals to thousandths.
• Read and write decimals to thousandths using base-ten numerals, number names, and expanded form
• Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
• Use place value understanding to round decimals to any place.
• Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

 

 

Understanding Volume and Operations of Fractions

• 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.

• Fluently multiply multi-digit whole numbers using the standard algorithm.

• Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

• Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

• 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.

• ​Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

• A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. 

• 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. 

• Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and non-standard units. 

• Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. 

• Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. 

• Apply the formulas V = l × w × h and V = B × h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems. 

• Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

 

 

Science:

 

Properties and Changes of Matter

5-PS1-1 Matter and Its Interactions

• Develop a model to describe that matter is made of particles too small to be seen. [NGSS Clarification Statement for 5-PS1-1: Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.]

5-PS1-2  Matter and Its Interactions

• 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. [NGSS Clarification Statement for 5-PS1-2 : Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [NGSS Assessment Boundary for 5-PS1-2 : Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]

5-PS1-3  Matter and Its Interactions

• Make observations and measurements to identify materials based on their properties. [NGSS Clarification Statement for 5-PS1-3: 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]. [NGSS Assessment Boundary for 5-PS1-3: Assessment does not include density or distinguishing mass and weight.]

5-PS1-4  Matter and Its Interactions

• Conduct an investigation to determine whether the mixing of two or more substances results in new substances

 

Ecosystems

5-LS1-1 From Molecules to Organisms: Structures and Processes

• Support an argument that plants get the materials they need for growth chiefly from air and water.[5-LS1-1 NGSS Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]

5-LS2-1  Ecosystems: Interactions, Energy, and Dynamics

• Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [NGSS 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.] [NGSS Assessment Boundary: Assessment does not include molecular explanations.]

5-PS3-1  Energy

• 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.[5-PS3-1 NGSS Clarification Statement: Examples of models could include diagrams, and flowcharts.] [5-LS1-1 NGSS Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil

 

Water on Earth / Earth Systems

5-ESS2-1 Earth’s Systems

• Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.[ NGSS Clarification Statement for 5-ESS2-1: 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.] [NGSS Assessment Boundary for 5-ESS2-1: Assessment is limited to the interaction of two systems at a time.]

5-ESS2-2  Earth’s Systems

• 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. [NGSS Assessment Boundary for 5-ESS2-2: Assessment is limited to oceans, lakes, rivers, glaciers, groundwater, and polar ice caps, and does not include the atmosphere.]

5-ESS3-1 Earth and Human Activity

• Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.

 

Interactions within the Earth, Sun and Moon Systems

5-ESS1-1 Earth’s Place in the Universe

• Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. [NGSS 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  Earth’s Place in the Universe

• 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. [NGSS 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.] [NGSS Assessment Boundary: Assessment does not include causes of seasons.]

5-PS2-1  Motion and Stability: Forces and Interactions

• Support an argument that the gravitational force exerted by Earth on objects is directed down. [NGSS Clarification Statement: “Down” is a local description of the direction that points towards the center of the earth.] [NGSS Assessment Boundary: Assessment does not include mathematical representation of gravitational force.]