**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 |
---|---|

"The Blink of an Eye" | 13 |

"The Main Idea" | 15 |

"Pluto's Journey" | 25 |

"Favorite Meals" | 30 |

"Map Madness" | 31 |

"Madame Curie" | 33 |

"Silly Sayings" | 41 |

"Coral Reef" | 45 |

"Tally Table" | 48 |

"If True, Then Do" | 61 |

"Race Results" | 70 |

"Figurative Feet" | 75 |

"Making Inferences" | 83 |

"What's the Purpose?" | 89 |

**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 |
---|---|

"The Blink of an Eye" | 13 |

"The Main Idea" | 15 |

"Green Thumb" | 29 |

"Madame Curie" | 33 |

"Coral Reef" | 45 |

"Electricity" | 53 |

**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 | Page |
---|---|

"The Blink of an Eye" | 13 |

"The Main Idea" | 15 |

"Green Thumb" | 29 |

"Madame Curie" | 33 |

"Coral Reef" | 45 |

"Electricity" | 53 |

"What's the Purpose?" | 89 |

**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 |
---|---|

"A Tiring Tale" | 17 |

"Green Thumb" | 29 |

"Madame Curie" | 33 |

"The Best Definition" | 37 |

"Coral Reef" | 45 |

"Electricity" | 53 |

"Same Sound" | 57 |

"Tiny Words" | 65 |

"Separate Them" | 69 |

"Story Types" | 73 |

"Figurative Feet" | 75 |

"Air Tour" | 77 |

"Past Poetry" | 85 |

"What's the Purpose?" | 89 |

**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 |
---|---|

"What Happened Next?" | 49 |

"Story Types" | 73 |

**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 |
---|---|

"The Blink of an Eye" | 13 |

"Madame Curie" | 33 |

"Coral Reef" | 45 |

"Electricity" | 53 |

"Figurative Feet" | 75 |

**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 |
---|---|

"Pay and Play" | 12 |

"The Blink of an Eye" | 13 |

"Spending Money" | 14 |

"The Main Idea" | 15 |

"Invention Timeline" | 16 |

"A Tiring Tale" | 17 |

"Breakfast Math" | 18 |

"Then and Now" | 19 |

"Hidden Weather" | 20 |

"The Birthday Equation" | 21 |

"Home Run Decade" | 22 |

"The Clever Crow" | 23 |

"Around and Around" | 24 |

"Pluto's Journey" | 25 |

"Division Crossword" | 26 |

"Story Boxes" | 27 |

"Food Fractions" | 28 |

"Green Thumb" | 29 |

"Favorite Meals" | 30 |

"Mixed Math" | 32 |

"Madame Curie" | 33 |

"See the Pattern" | 34 |

"Diamante Poems" | 35 |

"Vehicles Sold" | 36 |

"The Best Definition" | 37 |

"Family Vacations" | 38 |

"Pros and Cons" | 39 |

"What's It Say?" | 40 |

"Silly Sayings" | 41 |

"Number Crossword" | 42 |

"Cause and Effect" | 43 |

"Money Math Mystery" | 44 |

"Coral Reef" | 45 |

"Books Report" | 46 |

"List the Effects" | 47 |

"Tally Table" | 48 |

"What Happened Next?" | 49 |

"ABC Puzzlers" | 50 |

"Hidden Animals" | 51 |

"Sports Pictograph" | 52 |

"Electricity" | 53 |

"City Grid" | 54 |

"Join Sentences" | 55 |

"Area Math" | 56 |

"Same Sound" | 57 |

"Real-World Geometry" | 58 |

"Fact or Opinion?" | 59 |

"Droodles" | 60 |

"If True, Then Do" | 61 |

"Family Budget" | 62 |

"Letâ€™s Begin" | 63 |

"Monthly Math" | 64 |

"Tiny Words" | 65 |

"How Many Degrees?" | 66 |

"Position Words" | 67 |

"Perimeter Math" | 68 |

"Separate Them" | 69 |

"Race Results" | 70 |

"'Where' Words" | 71 |

"Standard and Expanded" | 72 |

"Story Types" | 73 |

"Angles and Primes" | 74 |

"Figurative Feet" | 75 |

"Many Variables" | 76 |

"Air Tour" | 77 |

"Shade and Show" | 78 |

"Noun Types" | 79 |

"Take the Plunge" | 80 |

"Idiom Crossword" | 81 |

"Sales Figure" | 82 |

"Making Inferences" | 83 |

"Recipe Math" | 84 |

"Past Poetry" | 85 |

"Volume Cubes" | 86 |

"TV Review" | 87 |

"Going the Distance" | 88 |

"What's the Purpose?" | 89 |

"An All-Time Great" | 90 |

"More Droodles" | 91 |

**Text Types and Purposes**

*ELA.W.5.2*: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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

"The Blink of an Eye" | 13 |

"Then and Now" | 19 |

"The Clever Crow" | 23 |

"'Where' Words" | 71 |

"Figurative Feet" | 75 |

**Text Types and Purposes**

*ELA.W.5.3*: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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

"The Clever Crow" | 23 |

"Story Boxes" | 27 |

"Diamante Poems" | 35 |

"Cause and Effect" | 43 |

"List the Effects" | 47 |

**Text Types and Purposes**

*ELA.W.5.1*: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

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

"Pros and Cons" | 39 |

"TV Review" | 87 |

**Production and Distribution of Writing**

*ELA.W.5.4*: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

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

"Then and Now" | 19 |

"The Clever Crow" | 23 |

"Story Boxes" | 27 |

"Diamante Poems" | 35 |

"Pros and Cons" | 39 |

"Cause and Effect" | 43 |

"List the Effects" | 47 |

"Join Sentences" | 55 |

"Fact or Opinion?" | 59 |

"Droodles" | 60 |

"Letâ€™s Begin" | 63 |

"Position Words" | 67 |

"Figurative Feet" | 75 |

"Noun Types" | 79 |

"Making Inferences" | 83 |

"TV Review" | 87 |

"More Droodles" | 91 |

**Production and Distribution of Writing**

*ELA.W.5.5*: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

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

"Story Boxes" | 27 |

**Research to Build and Present Knowledge**

*ELA.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.

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

"Then and Now" | 19 |

"List the Effects" | 47 |

"TV Review" | 87 |

**Research to Build and Present Knowledge**

*ELA.W.5.9*: Draw evidence from literary or informational texts to support analysis, reflection, and research.

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

"Figurative Feet" | 75 |

"Past Poetry" | 85 |

**Range of Writing**

*ELA.W.5.10*: 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.

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

"Then and Now" | 19 |

"The Clever Crow" | 23 |

"Story Boxes" | 27 |

"Diamante Poems" | 35 |

"Pros and Cons" | 39 |

"Cause and Effect" | 43 |

"List the Effects" | 47 |

"Join Sentences" | 55 |

"Fact or Opinion?" | 59 |

"Droodles" | 60 |

"Letâ€™s Begin" | 63 |

"Position Words" | 67 |

"Figurative Feet" | 75 |

"Noun Types" | 79 |

"TV Review" | 87 |

"More Droodles" | 91 |

**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 |
---|---|

"The Clever Crow" | 23 |

"Pros and Cons" | 39 |

"Join Sentences" | 55 |

"Position Words" | 67 |

"Separate Them" | 69 |

"'Where' Words" | 71 |

"Figurative Feet" | 75 |

**Conventions of Standard English**

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

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

"The Clever Crow" | 23 |

"Pros and Cons" | 39 |

"Separate Them" | 69 |

"'Where' Words" | 71 |

**Knowledge of Language**

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

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

"The Clever Crow" | 23 |

"Pros and Cons" | 39 |

"Figurative Feet" | 75 |

**Vocabulary Acquisition and Use**

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

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

"Position Words" | 67 |

"'Where' Words" | 71 |

"Figurative Feet" | 75 |

"Noun Types" | 79 |

"Idiom Crossword" | 81 |

**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 |
---|---|

"Figurative Feet" | 75 |

"Idiom Crossword" | 81 |

**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 |
---|---|

"Figurative Feet" | 75 |

"Idiom Crossword" | 81 |

**Write and interpret numerical expressions.**

*Math.5.OA.A.2*: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. *For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product*.

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

"Invention Timeline" | 16 |

**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 |
---|---|

"Around and Around" | 24 |

"Perimeter Math" | 68 |

**Analyze patterns and relationships.**

*Math.5.OA.B.3*: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. *For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so*.

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

"See the Pattern" | 34 |

**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 |
---|---|

"Books Report" | 46 |

"Sports Pictograph" | 52 |

**Understand the place value system.**

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

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

"Monthly Math" | 64 |

**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 |
---|---|

"Pay and Play" | 12 |

"Spending Money" | 14 |

"Breakfast Math" | 18 |

"Number Crossword" | 42 |

"Money Math Mystery" | 44 |

"Books Report" | 46 |

"Family Budget" | 62 |

"Monthly Math" | 64 |

"Going the Distance" | 88 |

**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 |
---|---|

"The Birthday Equation" | 21 |

"Mixed Math" | 32 |

"Area Math" | 56 |

"Many Variables" | 76 |

**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 |
---|---|

"The Birthday Equation" | 21 |

"Division Crossword" | 26 |

"Mixed Math" | 32 |

**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 |
---|---|

"Shade and Show" | 78 |

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

*Math.5.NF.B.6*: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

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

"Spending Money" | 14 |

"Mixed Math" | 32 |

"Recipe Math" | 84 |

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

*Math.5.NF.B.5*: Interpret multiplication as scaling (resizing), by:

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

"Spending Money" | 14 |

"Family Budget" | 62 |

**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 |
---|---|

"Food Fractions" | 28 |

"Mixed Math" | 32 |

"Sports Pictograph" | 52 |

"Family Budget" | 62 |

"Recipe Math" | 84 |

*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 |
---|---|

"Food Fractions" | 28 |

"Shade and Show" | 78 |

**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 |
---|---|

"Volume Cubes" | 86 |

**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 |
---|---|

"Volume Cubes" | 86 |

**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 |
---|---|

"City Grid" | 54 |

**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 |
---|---|

"City Grid" | 54 |

**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 |
---|---|

"Real-World Geometry" | 58 |

"How Many Degrees?" | 66 |

**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 |
---|---|

"Real-World Geometry" | 58 |

"How Many Degrees?" | 66 |

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.