**Key Ideas and Details**

*ELA.RI.5.3*: 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.

Activity | Page |
---|---|

Revising What Is Written | 11 |

Background to Exploration | 130 |

The Early Explorers | 131-132 |

The First Americans | 135 |

More About the Colonies | 137-138 |

Independence After the Revolutionary War | 141-142 |

The Louisiana Purchase | 144-145 |

The Civil War | 146-147 |

Reconstruction | 148-149 |

The Earth’s Surface | 154 |

Photosynthesis | 159 |

Vertebrates and Invertebrates | 160 |

Animal Behaviors | 162 |

Energy Pyramids | 164 |

Acids and Bases | 165-166 |

Understanding Matter | 167 |

Objects in Motion | 168 |

**Key Ideas and Details**

*ELA.RI.5.1*: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Activity | Page |
---|---|

Making Predictions | 59 |

More with Predicting | 60 |

Background to Exploration | 130 |

The Early Explorers | 131-132 |

The Triangular Trade Route | 133-134 |

The First Americans | 135 |

A Nation Begins | 140 |

Independence After the Revolutionary War | 141-142 |

The Louisiana Purchase | 144-145 |

The Civil War | 146-147 |

Reconstruction | 148-149 |

Pictures in the Sky: Constellations | 152 |

The Earth’s Surface | 154 |

The Earth’s Oceans | 156 |

Animal Adaptation | 161 |

Acids and Bases | 165-166 |

Understanding Matter | 167 |

Objects in Motion | 168 |

**Key Ideas and Details**

*ELA.RI.5.2*: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Activity | Pages |
---|---|

The Triangular Trade Route | 133-134 |

A Nation Begins | 140 |

Independence After the Revolutionary War | 141-142 |

The Civil War | 146-147 |

**Craft and Structure**

*ELA.RI.5.6*: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Activity | Page |
---|---|

Writing for Different Purposes | 13 |

Point of View | 64 |

**Craft and Structure**

*ELA.RI.5.5*: 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.

Activity | Page |
---|---|

Cause and Effect | 61 |

The Civil War | 146-147 |

Reconstruction | 148-149 |

**Craft and Structure**

*ELA.RI.5.4*: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Activity | Page |
---|---|

Understanding Genre: Fiction and Nonfiction | 65 |

Biography and Autobiography | 66 |

The Early Explorers | 131-132 |

The Triangular Trade Route | 133-134 |

The First Americans | 135 |

The Original Thirteen Colonies | 136 |

More About the Colonies | 137-138 |

Mapping It Out: The Thirteen Colonies | 139 |

Knowing Who’s Who | 143 |

The Louisiana Purchase | 144-145 |

The Civil War | 146-147 |

Reconstruction | 148-149 |

A Part of the Solar System | 150 |

Twenty-Four Hours | 151 |

Pictures in the Sky: Constellations | 152 |

Layers of the Earth | 153 |

The Earth’s Surface | 154 |

Rocks Rock! | 155 |

The Earth’s Oceans | 156 |

Weather Vocabulary | 157 |

The Plant Cell | 158 |

Photosynthesis | 159 |

Vertebrates and Invertebrates | 160 |

Animal Adaptation | 161 |

Animal Behaviors | 162 |

The Vocabulary of Food Chains and Food Webs | 163 |

Energy Pyramids | 164 |

Acids and Bases | 165-166 |

Understanding Matter | 167 |

Objects in Motion | 168 |

**Integration of Knowledge and Ideas**

*ELA.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).

Activity | Page |
---|---|

Writing for an Audience | 12 |

Author's Purpose: Writing to Inform | 62 |

Author's Purpose: To Persuade | 63 |

Independence After the Revolutionary War | 141-142 |

Reconstruction | 148-149 |

The Earth’s Surface | 154 |

**Integration of Knowledge and Ideas**

*ELA.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.

Activity | Pages |
---|---|

The Early Explorers | 131-132 |

The Triangular Trade Route | 133-134 |

The Louisiana Purchase | 144-145 |

Reconstruction | 148-149 |

The Earth’s Surface | 154 |

Acids and Bases | 165-166 |

**Range of Reading and Level of Text Complexity**

*ELA.RI.5.10*: 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.

Activity | Page |
---|---|

Background to Exploration | 130 |

The Early Explorers | 131-132 |

The Triangular Trade Route | 133-134 |

The First Americans | 135 |

The Original Thirteen Colonies | 136 |

More About the Colonies | 137-138 |

A Nation Begins | 140 |

Independence After the Revolutionary War | 141-142 |

Knowing Who’s Who | 143 |

The Louisiana Purchase | 144-145 |

The Civil War | 146-147 |

Reconstruction | 148-149 |

A Part of the Solar System | 150 |

Twenty-Four Hours | 151 |

Pictures in the Sky: Constellations | 152 |

Layers of the Earth | 153 |

The Earth’s Surface | 154 |

Rocks Rock! | 155 |

The Earth’s Oceans | 156 |

Animal Adaptation | 161 |

Animal Behaviors | 162 |

Acids and Bases | 165-166 |

Understanding Matter | 167 |

Objects in Motion | 168 |

**Conventions of Standard English**

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

Activity | Pages |
---|---|

Writing Friendly Letters | 14-15 |

Find and Correct | 16 |

Capitalizing Proper Nouns | 34 |

Capitalizing Nouns That Are Proper | 35 |

Capital Letters in Quotation Marks | 36 |

Capitalizing and Quotations | 37 |

Letter Writing and Capitalization | 38-39 |

Learning Capitalization Rules | 40 |

Punctuation Period | 41 |

Using Commas in Dates and Addresses | 42 |

Commas in Letter Writing | 43 |

Creating an Envelope | 44 |

The Colon and Time | 45 |

Spelling Contractions | 46 |

Practice with Apostrophes and Contractions | 47 |

Apostrophes and Possessive Nouns | 48 |

Titles and Quotation Marks | 49 |

Quotation Marks with Direct Quotes | 50 |

Using Quotation Marks | 51 |

One Way to Use Italics | 178 |

New Capitalization Rules | 179 |

Using Semicolons | 180 |

Writing Business Letters | 181 |

**Conventions of Standard English**

*ELA.L.5.1*: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Activity | Page |
---|---|

Pronouns | 17 |

Agreeable Pronouns | 18 |

Singular and Plural Nouns | 19 |

Common and Proper Nouns | 20 |

The Subject Noun | 21 |

More with Subject Nouns | 22 |

Verbs in Action | 23 |

Past and Present Tense Verbs | 24 |

A Helping Hand | 25 |

All About Adjectives | 26 |

The Job of Adjectives | 27 |

Indefinite Adjectives | 28 |

Circling in on Adverbs | 29 |

Only Adverbs | 30 |

Conjunctions | 31 |

Writing Business Letters | 181 |

Subject and Object Pronouns | 182 |

**Knowledge of Language**

*ELA.L.5.3*: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Activity | Pages |
---|---|

Web Sense | 8-9 |

Completing an Outline | 10 |

Writing Friendly Letters | 14-15 |

Using Semicolons | 180 |

Writing Business Letters | 181 |

The Topic Sentence | 183 |

**Vocabulary Acquisition and Use**

*ELA.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*).

Activity | Page |
---|---|

Conjunctions | 31 |

Understanding Personification | 67 |

Alliteration | 68 |

What Is Onomatopoeia? | 69 |

Similes and Metaphors | 70 |

More with Metaphors and Similes | 71 |

Hyperbole | 72 |

Understanding Idioms | 73 |

Fun with Idioms | 74 |

**Vocabulary Acquisition and Use**

*ELA.L.5.5*: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Activity | Page |
---|---|

Avoiding Double Negatives | 32 |

More with Double Negatives | 33 |

Reading Vocabulary: Synonyms | 52 |

Synonym Smarts! | 53 |

Antonyms | 54 |

Antonyms: Words That Are Opposite | 55 |

Homophones (to, too, two) | 56 |

More with Homophones | 57 |

Commonly Confused Words | 58 |

Understanding Personification | 67 |

Alliteration | 68 |

What Is Onomatopoeia? | 69 |

Similes and Metaphors | 70 |

More with Metaphors and Similes | 71 |

Hyperbole | 72 |

Understanding Idioms | 73 |

Fun with Idioms | 74 |

**Vocabulary Acquisition and Use**

*ELA.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.

Activity | Page |
---|---|

Reading Vocabulary: Synonyms | 52 |

Synonym Smarts! | 53 |

Antonyms | 54 |

Antonyms: Words That Are Opposite | 55 |

Homophones (to, too, two) | 56 |

More with Homophones | 57 |

Commonly Confused Words | 58 |

**Write and interpret numerical expressions.**

*Math.5.OA.A.1*: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Activity | Page |
---|---|

Evaluating Algebraic Expressions | 121 |

What Comes First? | 187 |

**Understand the place value system.**

*Math.5.NBT.A.1*: 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.

Activity | Page |
---|---|

Less Than, Greater Than, or Equal To | 75 |

Putting Numbers in Order | 76 |

Multiplication: 10s, 100s, and 1000s | 82 |

**Understand the place value system.**

*Math.5.NBT.A.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.

Activity | Page |
---|---|

Multiplication: 10s, 100s, and 1000s | 82 |

Scientific Notation | 97 |

Length Using the Metric System | 112 |

**Understand the place value system.**

*Math.5.NBT.A.4*: Use place value understanding to round decimals to any place.

Activity | Page |
---|---|

Dividing Decimals | 96 |

**Understand the place value system.**

*Math.5.NBT.A.3*: Read, write, and compare decimals to thousandths.

Activity | Page |
---|---|

Length Using the Metric System | 112 |

**Perform operations with multi-digit whole numbers and with decimals to hundredths.**

*Math.5.NBT.B.5*: Fluently multiply multi-digit whole numbers using the standard algorithm.

Activity | Page |
---|---|

Reviewing Multiplication: 0s - 12s | 77 |

Multiply by Single-Digit Numbers | 78 |

Multiplying by Double-Digit Numbers | 80 |

Multiplication: 10s, 100s, and 1000s | 82 |

Multiplication Test Practice | 83 |

The Answer is the Same | 84 |

Using Exponents | 85 |

Area and Square Units | 105 |

Finding Area of Rectangles | 106 |

Finding the Area of a Triangle | 107 |

**Perform operations with multi-digit whole numbers and with decimals to hundredths.**

*Math.5.NBT.B.6*: 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.

Activity | Page |
---|---|

Checking Multiplication with Division | 86 |

Division with Whole Numbers | 87 |

**Perform operations with multi-digit whole numbers and with decimals to hundredths.**

*Math.5.NBT.B.7*: 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.

Activity | Page |
---|---|

Calculator Practice: Division | 90 |

Adding Decimals | 91 |

Subtracting with Decimals | 92 |

Word Problems: Money and Decimals | 93 |

Multiplying with Decimals | 94 |

Multiplying Decimals: Word Problems | 95 |

Dividing Decimals | 96 |

Decimals as Fractions | 103 |

Understanding Perimeter | 104 |

Radius, Diameter, and Circumference | 108 |

**Use equivalent fractions as a strategy to add and subtract fractions.**

*Math.5.NF.A.2*: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. *For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2*.

Activity | Page |
---|---|

Improper Fractions: Adding and Subtracting | 102 |

**Use equivalent fractions as a strategy to add and subtract fractions.**

*Math.5.NF.A.1*: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. *For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)*

Activity | Page |
---|---|

Improper Fractions: Adding and Subtracting | 102 |

**Apply and extend previous understandings of multiplication and division to multiply and divide fractions.**

*Math.5.NF.B.3*: Interpret a fraction as division of the numerator by the denominator (*a*/*b* = *a* : *b*). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. *For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?*

Activity | Page |
---|---|

Learning the Parts | 98 |

Learning About Equivalent Fractions | 99 |

Simplest Form | 100 |

Mixed Fractions and Improper Fractions | 101 |

Decimals as Fractions | 103 |

Fraction, Decimal, or Percent | 119 |

**Apply and extend previous understandings of multiplication and division to multiply and divide fractions.**

*Math.5.NF.B.4*: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Activity | Page |
---|---|

Finding the Area of a Triangle | 107 |

**Convert like measurement units within a given measurement system.**

*Math.5.MD.A.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.

Activity | Page |
---|---|

Understanding Capacity in Standard Measurements | 110 |

Measuring Length | 111 |

Length Using the Metric System | 112 |

**Represent and interpret data.**

*Math.5.MD.B.2*: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. *For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally*.

Activity | Page |
---|---|

Understanding Line Plots | 129 |

**Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.**

*Math.5.MD.C.5*: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

Activity | Page |
---|---|

Finding the Volume of a Rectangular Prism | 109 |

**Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.**

*Math.5.MD.C.3*: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

Activity | Page |
---|---|

Finding the Volume of a Rectangular Prism | 109 |

**Graph points on the coordinate plane to solve real-world and mathematical problems.**

*Math.5.G.A.1*: 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. 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).

Activity | Page |
---|---|

Coordinate Points | 190 |

**Graph points on the coordinate plane to solve real-world and mathematical problems.**

*Math.5.G.A.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.

Activity | Page |
---|---|

Coordinate Points | 190 |

**Classify two-dimensional figures into categories based on their properties.**

*Math.5.G.B.4*: Classify two-dimensional figures in a hierarchy based on properties.

Activity | Page |
---|---|

Understanding Perimeter | 104 |

Geometric Shapes | 117 |

**Classify two-dimensional figures into categories based on their properties.**

*Math.5.G.B.3*: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

Activity | Page |
---|---|

Symmetrical and Congruent | 116 |

Geometric Shapes | 117 |

Common Core State Standards and Expectations© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.