**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 |
---|---|

At the Top | 12 |

What Happened? | 22 |

Madame Curie | 32 |

Coral Reef | 44 |

**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 |
---|---|

At the Top | 12 |

What Happened? | 22 |

Green Thumb | 28 |

Madame Curie | 32 |

Coral Reef | 44 |

Electricity | 52 |

**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 |
---|---|

Green Thumb | 28 |

Madame Curie | 32 |

Coral Reef | 44 |

Electricity | 52 |

**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 |
---|---|

At the Top | 12 |

Fun in the Sun | 16 |

What Happened? | 22 |

Green Thumb | 28 |

Madame Curie | 32 |

The Best Definition | 36 |

Coral Reef | 44 |

Electricity | 52 |

Same Sound | 56 |

Micro- and Mini- | 64 |

Separate Them | 68 |

Story Types | 72 |

Air Tour | 76 |

Past Poetry | 84 |

Find the Clues | 88 |

**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? | 48 |

Story Types | 72 |

**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 |
---|---|

At the Top | 12 |

Madame Curie | 32 |

Coral Reef | 44 |

Electricity | 52 |

**Text Types and Purposes**

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

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

My Memories | 18 |

**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 |
---|---|

What Happened? | 22 |

Pros and Cons | 38 |

TV Review | 86 |

**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 |
---|---|

What Happened? | 22 |

Story Boxes | 26 |

Diamante Poems | 34 |

Cause and Effect | 42 |

More Cause and Effect | 46 |

What Are They Doing? | 82 |

**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 |
---|---|

Road Trips | 14 |

My Memories | 18 |

What Happened? | 22 |

Story Boxes | 26 |

Diamante Poems | 34 |

Pros and Cons | 38 |

Cause and Effect | 42 |

More Cause and Effect | 46 |

Join Them | 54 |

Fact or Opinion? | 58 |

Droodles | 59 |

Letâ€™s Begin | 62 |

Fill the Gaps | 66 |

So Personal | 74 |

Which Kind? | 78 |

What Are They Doing? | 82 |

TV Review | 86 |

More Droodles | 90 |

**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 | 26 |

**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 |
---|---|

Road Trips | 14 |

My Memories | 18 |

What Happened? | 22 |

Story Boxes | 26 |

Diamante Poems | 34 |

Pros and Cons | 38 |

Cause and Effect | 42 |

More Cause and Effect | 46 |

Join Them | 54 |

Fact or Opinion? | 58 |

Droodles | 59 |

Letâ€™s Begin | 62 |

Fill the Gaps | 66 |

So Personal | 74 |

Which Kind? | 78 |

What Are They Doing? | 82 |

TV Review | 86 |

More Droodles | 90 |

**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 |
---|---|

Clever Inventions | 15 |

**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 |
---|---|

Go Around | 23 |

Add the Lengths | 67 |

Draggum and Pushum | 81 |

**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 |
---|---|

Patterns | 33 |

**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 |
---|---|

Read-a-Thon | 45 |

Favorite Sports | 51 |

Numbers and Dollars | 71 |

**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 |
---|---|

Game Birds | 47 |

Numbers and Dollars | 71 |

Draggum and Pushum | 81 |

**Understand the place value system.**

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

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

Rent an Apartment | 63 |

**Understand the place value system.**

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

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

Numbers and Dollars | 71 |

**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 |
---|---|

All About Money | 11 |

Spending Money | 13 |

Doughnuts | 17 |

Solve Them | 31 |

Number Crossword | 41 |

Multiplication Mystery | 43 |

Read-a-Thon | 45 |

Meet the Merkles | 61 |

Rent an Apartment | 63 |

Numbers and Dollars | 71 |

Going the Distance | 87 |

**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 |
---|---|

A Division Crossword | 25 |

Solve Them | 31 |

**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 |
---|---|

Just the Area | 55 |

Many Variables | 75 |

**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 |
---|---|

Solve Them | 31 |

Shade and Show | 77 |

**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 |
---|---|

Solve Them | 31 |

**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 | 13 |

Solve Them | 31 |

The Eatery | 83 |

**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 | 13 |

Meet the Merkles | 61 |

Draggum and Pushum | 81 |

**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 |
---|---|

Food Challenge | 27 |

Solve Them | 31 |

Shade and Show | 77 |

*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 Challenge | 27 |

Solve Them | 31 |

Favorite Sports | 51 |

Meet the Merkles | 61 |

The Eatery | 83 |

**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 |
---|---|

Great Volume | 85 |

**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 |
---|---|

Great Volume | 85 |

**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 |
---|---|

What a Hit! | 21 |

City Grid | 53 |

**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 | 53 |

Map Madness! | 69 |

**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 | 57 |

How Many Degrees? | 65 |

**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 | 57 |

How Many Degrees? | 65 |

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.