# **Welcome To Fifth Grade**

**What Every 5th Grade Student Should Know and Be Able To Do!**

This curriculum brochure is an overview of the Mesa School District expectations of what 5th grade students are expected to know and be able to do in the major subject areas of reading, writing/language, mathematics, science, and social studies in order to be prepared for the sixth grade.

The expectations listed are summarized from the Mesa Public Schools curriculum, which is aligned with the Arizona Academic Standards. These performance standards reflect the goals of the educational community to ensure all students an education essential to success in our local and global communities.

Reading |

Writing |

Math |

Science |

Social Studies |

The goal of MPS is for every child to be a successful and independent reader. Recognizing the importance of reading practice, it is necessary to read with your child, read to your child, or allows your child to read independently every day.

Students should know and be able to …

*Vocabulary/Word Analysis*

• use a wide variety of vocabulary strategies such as prefixes, suffixes, multiple-meaning words, context clues, and figurative language to figure out unfamiliar words

*Fluency*

• read grade-level material with fluency and appropriate expression

*Comprehension – Literary Text (fiction)*

• identify types of fiction (mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths)

*Comprehension – Informational Text *(nonfiction)

Students are required to understand and use the wide variety of informational materials that are part of our daily life: forms, instructions, schedules, menus, manuals, recipes, and pamphlets.

• locate information using key words, topic and concluding sentences, bold print, and glossaries

• locate reference sources (atlas, almanac, electronic resources, encyclopedia, and thesaurus)

• use information form charts, diagrams, illustrations, maps, tables, and timelines

• identify persuasive effects of vocabulary used in ads, billboards, commercials, labels, newspapers, and posters

Through use of the writing process, students will continually develop and improve their writing.

Students should know and be able to …

• Prewriting** **use strategies to generate, plan and organize ideas for specific purposes

• Drafting** **incorporate prewriting activities to create a first draft

• Revising** **evaluate and refine the rough draft for clarity and effectiveness

• Editing** **proofread and corrects the draft for conventions

• Publishing** **format and present a final product for the intended audience

*Writing Elements*

Through daily writing opportunities, students will develop the elements/traits of effective writing.

Students should know and be able to …

• Ideas** **express ideas that are clear and directly related to the topic; use relevant details to support ideas

• Organization** **use a structure that fits the type of writing; create a strong beginning and ending; use a variety of transition words or phrases; group sentences to construct paragraphs

• Voice** **use language appropriate for the topic and purpose: express a sense of originality and personality in the writing

• Word** **Choice** **use a variety of specific and descriptive words that effectively convey the intended message

• Sentence** **Fluency** **use a variety of sentence beginnings, lengths, and patterns; use effective and natural dialogue

• Conventions** **follow rules of capitalization and punctuation including commas, quotation marks, and apostrophes; spell homonyms correctly; use common spelling patterns/generalizations to spell words correctly; use grammar (parts of speech) correctly

**Writing Applications**

Through a variety of writing applications, students will improve their written communication skills.

Students should know and be able to …

• write narratives/stories** **and poetry

• record information using logs, notes,** **or lists

• write essays, summaries, newspapers articles, and journal entries

• address an envelope for correspondence

• write persuasive text** **that attempts to influence the reader

• write personal reflections** **and responses to literature selections

• write an informational report** **that includes a main idea and supporting details using information from a variety of sources

The goal of MPS is for every child to be successful in developing the concepts and understanding of mathematics and to recognize the connections between mathematics and everyday life.

Students should know and be able to …

**Number and Operations**

• compare, order, and determine equivalence between fractions, decimals, and percents

• use ratios and unit rates

• use estimation strategies with whole numbers, fractions, and decimals

• locate positive and negative integers on a number line

• maintain memorization of all facts (+, - , x, ÷)

• compute multi-digit problems (+, - , x, ÷)

• add and subtract simple fractions, mixed numbers, and decimals through thousandths, expressing solutions in simplest form

• apply number properties to solve problems

• simplify numerical expressions using the order of operations

*Data Analysis and Discrete Mathematics*

• formulate and answer questions by interpreting and analyzing displays of data

• collect, organize, and display data into a variety of tables, charts, and graphs

• identify the median, mode(s), mean (average), and range of given data

• perform probability experiments and express outcomes as a fraction, decimal, or percent

• apply the multiplication principle of counting

• understand and apply Euler paths and circuits in vertex-edge graphs

*Pattern, Algebra and Functions*

• solve two-step algebraic equations using inverse operations

• recognize, create, and extend patterns involving addition and subtraction of fractions and decimals

• describe patterns of change including constant rate, increasing or decreasing rate

*Geometry and Measurement*

• draw and label two-dimensional figures with specific attributes

• compare attributes of 2-D figures with 3-D figures

• use geometric shapes to demonstrate slide, flip, or turn

• classify quadrilaterals by their properties

• solve problems using the property of the sum of the angles of a triangle

• understand and apply appropriate units of measure measurement techniques, and formulas to determine measurements

• solve problems using elapsed time

• solve problems involving area and perimeter

• measure angles between 0 and 360 degrees

*Problem-Solving*

• use the problem-solving process and strategies to solve mathematical problems

• explain mathematical thinking and evaluate the reasonableness of solutions

• identify if/then statements based on graphic organizers (i.e. if a quadrilateral has 4 equal sides and 4 right angles then it is a square)

** **

Students should know and be able to …

*Inquiry Process*

• formulate testable questions and predications

• locate and use background research

• plan and conduct simple investigations based on student developed questions

• measure, record, and analyze data

• develop new questions and predictions

• communicate results of investigations

*History and Nature of Science*

• describe history of science as a human endeavor including diversity of people and science-related careers

• explain the cycle of how new scientific knowledge generates new scientific inquiry

• describe how scientific knowledge is subject to modification and/or change

• compare collaborative approaches that scientists use

*Personal and Social Perspectives*

• explain the impacts of natural hazards on habitats

• propose a solution, resource, or product that addresses a need

• describe the relationship between science and technology

• design and construct a technological solution to a common problem or need

*Life Science*

• identify functions and parts of the skeletal and nervous systems

• identify types of muscles

• distinguish between voluntary and involuntary response

*Physical Science*

• identify matter and describe changes in matter

• distinguish between mixtures and compounds

• describe the forces of gravity and friction

• examine forces and motion with simple machines

• demonstrate effects of variables on an object’s motion

• explain the concepts of flight

*Earth and Space Science*

• describe phases of the moon

• describe Earth’s rotation

• describe the role of gravity between celestial objects

• identify the planets and their characteristics

• describe changes in position and motion of objects in the sky

• explain motion of the Sun and stars

• describe efforts to explore space

Students should know and be able to …

*American History*

• *interpret historical data and construct timelines**

*• describe difference between and locate information using primary/secondary sources**

*• discuss connections between current and historical events/issues studied**

*• describe how archaeological research helps us understand the past**

• describe causes/effects of exploration and colonization, and how they shaped the U.S.

• describe events and historical figures in the American Revolution and Revolutionary War

• describe events of 19th century presidencies

• describe factors leading to the Civil War and key figures in the reform movement prior to the war

*** ***These skills are repeated in World History.*

*World History*

• describe effects of European exploration, trade, and colonization on other parts of the world

• explain rationale and characteristics of rebellion and the impact it has on society

• compare causes and outcomes of the American Revolution to others around the world

*Civics/Government*

• identify democratic principles associated with the Articles of Confederation, Mayflower Compact, Declaration of Independence, U.S. Constitution, and Bill of Rights, and how each works

• describe how the checks/balance system works

• describe the importance of citizens being involved in the democratic process

• describe characteristics of a monarchy and republic

*Geography*

• describe how geographic features influenced events in the past

• describe and locate major natural and human features that define places

• describe ways European colonists and American Indians viewed and used the environment

*Economics*

• use economic concepts to examine historical events

• describe major institutions in the U.S. economy

• describe interaction of U.S. consumers/businesses

• describe costs/benefits of economic choices

• explain how personal finance options are used to purchase goods and services

Mrs. Goffman 472-1258

Mr. Braciszeweski 472-1253

Miss Withrow 472-1252