Mathematics

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5th Grade math will be taught by Mrs. Johnson. Listed below you will find Math SOL's to be covered this year.

Grade Five

The fifth-grade standards place emphasis on developing proficiency in using whole numbers, fractions, and decimals to solve problems. Students will collect, display, and analyze data in a variety of ways and solve probability problems, using a sample space or tree diagram. Students also will solve problems involving volume, area, and perimeter. Students will be introduced to variable expressions and open sentences.

Number and Number Sense

5.1 The student will

a) read, write, and identify the place values of decimals through thousandths;

b) round decimal numbers to the nearest tenth or hundredth; and

c) compare the values of two decimals through thousandths, using the symbols >, <, or =.

5.2 The student will

a) recognize and name commonly used fractions (halves, fourths, fifths, eighths, and tenths) in their equivalent decimal form and vice versa; and

b) order a given set of fractions and decimals from least to greatest. Fractions will include like and unlike denominators limited to 12 or less, and mixed numbers.

Computation and Estimation

5.3 The student will create and solve problems involving addition, subtraction, multiplication, and division of whole numbers, using paper and pencil, estimation, mental computation, and calculators.

5.4 The student will find the sum, difference, and product of two numbers expressed as decimals through thousandths, using an appropriate method of calculation, including paper and pencil, estimation,

mental computation, and calculators.

5.5 The student, given a dividend of four digits or fewer and a divisor of two digits or fewer, will find the quotient and remainder.

5.6 The student, given a dividend expressed as a decimal through thousandths and a single-digit divisor, will find the quotient.

5.7 The student will add and subtract with fractions and mixed numbers, with and without regrouping, and express answers in simplest form. Problems will include like and unlike denominators limited to 12 or

less.

Measurement

5.8 The student will describe and determine the perimeter of a polygon and the area of a square, rectangle, and right triangle, given the appropriate measures.

5.9 The student will identify and describe the diameter, radius, chord, and circumference of a circle.

5.10 The student will differentiate between perimeter, area, and volume and identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation.

5.11 The student will choose an appropriate measuring device and unit of measure to solve problems involving measurement of

a) length — part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers;

b) weight/mass — ounces, pounds, tons, grams, and kilograms;

c) liquid volume — cups, pints, quarts, gallons, milliliters, and liters;

d) area — square units; and

e) temperature — Celsius and Fahrenheit units.

Problems also will include estimating the conversion of Celsius and Fahrenheit units relative to familiar situations (water freezes at 0°C and 32°F, water boils at 100°C and 212°F, normal body temperature is about 37°C and 98.6°F).

5.12 The student will determine an amount of elapsed time in hours and minutes within a 24-hour period.

5.13 The student will measure and draw right, acute, and obtuse angles and triangles, using appropriate tools.

Geometry

5.14 The student will classify angles and triangles as right, acute, or obtuse.

5.15 The student, using two-dimensional (plane) figures (square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid) will

a) recognize, identify, describe, and analyze their properties in order to develop definitions of these figures;

b) identify and explore congruent, noncongruent, and similar figures;

c) investigate and describe the results of combining and subdividing shapes;

d) identify and describe a line of symmetry; and

e) recognize the images of figures resulting from geometric transformations such as translation (slide), reflection (flip), or rotation (turn).

5.16 The student will identify, compare, and analyze properties of three-dimensional (solid) geometric shapes (cylinder, cone, cube, square pyramid, and rectangular prism).

Probability and Statistics

5.17 The student will

a) solve problems involving the probability of a single event by using tree diagrams or by constructing a sample space representing all possible results;

b) predict the probability of outcomes of simple experiments, representing it with fractions or decimals from 0 to 1, and test the prediction; and

c) create a problem statement involving probability and based on information from a given problem situation. Students will not be required to solve the created problem statement.

5.18 The student will, given a problem situation, collect, organize, and display a set of numerical data in a variety of forms, using bar graphs, stem-and-leaf plots, and line graphs, to draw conclusions and make

predictions.

5.19 The student will find the mean, median, mode, and range of a set of data.

Patterns, Functions, and Algebra

5.20 The student will analyze the structure of numerical and geometric patterns (how they change or grow) and express the relationship, using words, tables, graphs, or a mathematical sentence. Concrete

materials and calculators will be used.

5.21 The student will

a) investigate and describe the concept of variable;

b) use a variable expression to represent a given verbal quantitative expression involving one operation ; and

c) write an open sentence to represent a given mathematical relationship, using a variable.

5.22 The student will create a problem situation based on a given open sentence using a single variable.

Graphic courtesy of Original Country Clipart by Lisa at
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Reading

Here you will find a list of all Reading vocabulary words, Units 1-5. (Beginning with unit six we will no longer have new vocabulary words.) These are words that will be introduced weekly - words that will be used in our readings and daily work. We will discuss word meanings and write sentences with these words.

READING VOCABULARY WORDS:

Aug 22-26 Unit 1.1: cafeteria demonstration diary racket switch triggered

Aug 29-Sept 2 Unit 1.2: alternating anticipation cemetery darted faith retraced scent withdrew

Sept 6-9 Unit 1.3: awe bitter determined horrified panicked select suspicious

Sept 12-16 Unit 1.4: challenging corridors custodian cut valuable

Sept 19-23 Unit 1.5: applied community council in-between project resident

2.1: communicate cooperate desperate dolphins doomed hovered injured

2.2: damage ecology hurricane identify mightiest predict pressure recovered

2.3: advised deliveries donate organized unfortunate

2.4: brim miraculous pondered prospered quantities seeped

2.5: counter indicates jewelry sapphire smudge

3.1: conversation dribbling gestured interpreter skied volunteers

3.2: dispatched downpour heroic locomotives rescuers rugged schedules

3.3: championship opponent strengthen swollen trophy

3.4: colony condition emerge nectar producers react storage venom

3.5: chaos civil confusion instinct raid sensible unexpected

4.1: dismayed impression insult records sprouts winced

4.2: announcer cargo delays injuries obstacles overtakes skids wilderness

4.3: bruised lodge possession pouch reckless

4.4: ankle athlete confident overcame relay responsible sprint

4.5: recall reel sheath souvenirs squished traditions

5.1: banners headlines parlor pavement splattered stockings trolley

5.2: liberty plantation quickened runaway slavery unconscious vow

5.3: clinging excursions feelers gale thrill

5.4: agreement cable disobey issue permission representatives superiors translated

5.5: fate fearless glimmer lingers magnified somber steed tread

Science

SOL's to be covered each nine weeks in accordance with Lee County Public Schools Pacing Guide.

SCIENCE

1ST QUARTER:

Standard 5.1

The student will plan and conduct investigations.

Standard 5.1 is intended to define the "investigate" component of all of the other fifth grade standards (5.2 – 5.7). The intent of standard 5.1 is for students to continue to develop a range of inquiry skills and achieve proficiency with those skills in the context of the concepts developed at the fifth grade. It is also intended that by developing these skills, students will achieve a greater understanding of scientific inquiry and the nature of science, and will more fully grasp the content-related concepts.

Standard 5.5

The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Key concepts include

· parts of a cell;

· five kingdoms of living things;

· vascular and nonvascular plants; and

· vertebrates and invertebrates.

Standard 5.4

The student will investigate and understand that matter is anything that has mass; takes up space; and occurs as a solid, liquid, or gas. Key concepts include

· atoms, molecules, elements, and compounds;

· mixtures and solutions; and

· effect of temperature on the states of matter.

2ND QUARTER:

Standard 5.1 (Please see above in 1st Quarter)

Standard 5.6

The student will investigate and understand characteristics of the ocean environment. Key concepts include

· geological characteristics (continental shelf, slope, rise);

· physical characteristics (depth, salinity, major currents);

· biological characteristics (ecosystems); and

· public policy decisions related to the ocean environment (assessment of marine organism populations, pollution prevention).

Standard 5.7

The student will investigate and understand how the Earth’s surface is constantly changing. Key concepts include

· the rock cycle including the identification of rock types;

· Earth history and fossil evidence;

· the basic structure of the Earth’s interior;

· plate tectonics (earthquakes and volcanoes);

· weathering and erosion; and

· human impact.

3RD QUARTER:

Standard 5.1 (Please see above in 1st Quarter)

Standard 5.2

The student will investigate and understand how sound is transmitted and is used as a means of communication. Key concepts include

· frequency, waves, wavelength, resonance, vibration;

· the ability of different media (solids, liquids, gases) to transmit sound; and

· communication tools (voice, Morse code, sonar, animal sounds, musical instruments).

Standard 5.3

The student will investigate and understand basic characteristics of white light. Key concepts include

· the visible spectrum, light waves, reflection, refraction, diffraction, opaque, transparent, translucent;

· optical tools (eyeglasses, lenses, flashlight, camera, kaleidoscope, binoculars, microscope, light boxes, telescope, prism, spectroscope, mirrors); and

· historical contributions in understanding light.

4TH QUARTER:

Review all SOL's (including 4th grade) in order to prepare for SOL test.

Social Studies

5th Grade Social Studies will be taught by Mr. Light. Listed below you will find Social Studies SOL's to be covered this year.

Students will explore the early history of the United States and understand ideas and events that strengthened the union. The standards for this course relate to the history of the United States from pre-Columbian times until 1877. Students will continue to learn fundamental concepts in civics, economics, and geography as they study United States history in chronological sequence and learn about change and continuity in our history. They also will study documents and speeches that laid the foundation of American ideals and institutions and will examine the everyday life of people at different times in the country’s history through the use of primary and secondary sources.

United States History to 1877

Skills

USI.1 The student will develop skills for historical and geographical analysis, including the ability to

identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1877;
make connections between the past and the present;
sequence events in United States history from pre-Columbian times to 1877;
interpret ideas and events from different historical perspectives;
evaluate and discuss issues orally and in writing;
analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events;
distinguish between parallels of latitude and meridians of longitude;
interpret patriotic slogans and excerpts from notable speeches and documents.

Geography

USI.2 The student will use maps, globes, photographs, pictures, and tables to

locate the seven continents;
locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range;
locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.

Exploration to Revolution: Pre-Columbian Times to the 1770s

USI.3 The student will demonstrate knowledge of how early cultures developed in North America by

locating where the American Indians (First Americans) settled, with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plains (Sioux), Southwest (Pueblo), and Eastern Woodland (Iroquois);
describing how the American Indians (First Americans) used their environment to obtain food, clothing, and shelter.

USI.4 The student will demonstrate knowledge of European exploration in North America and West Africa by

describing the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and English explorations;
describing cultural interactions between Europeans and American Indians (First Americans) that led to cooperation and conflict;
identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders.

USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by

describing the religious and economic events and conditions that led to the colonization of America;
comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment;
describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, indentured servants, and slaves;
identifying the political and economic relationships between the colonies and England.

Revolution and the New Nation: 1770s to the Early 1800s

USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution by

identifying the issues of dissatisfaction that led to the American Revolution;
identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence, with emphasis on the ideas of John Locke;
describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and Thomas Paine;
explaining reasons why the colonies were able to defeat Britain.

USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by

identifying the weaknesses of the government established by the Articles of Confederation;
identifying the basic principles of the new government established by the Constitution of the United States and the Bill of Rights;
identifying the conflicts that resulted in the emergence of two political parties;
describing the major accomplishments of the first five presidents of the United States.

Expansion and Reform: 1801 to 1861

USI.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by

describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California;
identifying the geographic and economic factors that influenced the westward movement of settlers;
describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America;
identifying the main ideas of the abolitionist and suffrage movements.

Civil War and Reconstruction: 1860s to 1877

USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

describing the cultural, economic, and constitutional issues that divided the nation;
explaining how the issues of states’ rights and slavery increased sectional tensions;
identifying on a map the states that seceded from the Union and those that remained in the Union;
describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war;
using maps to explain critical developments in the war, including major battles;
describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves.

USI.10 The student will demonstrate knowledge of the effects of Reconstruction on American life by

identifying the provisions of the 13th, 14th, and 15th Amendments to the Constitution of the UnitedStates and their impact on the expansion of freedom in America;
describing the impact of Reconstruction policies on the South.

Spelling

Pre-tests are given each Thursday. If your child makes 100 on the pre-test he/she will not be required to take the written spelling test on Friday. If your child tests both Thursday and Friday, I will keep the higher of the two grades.

Below are spelling word lists for Unit one, weeks 1-5. I will add unit two words as we approach the end of unit one, unit three will be added as we approach the end of unit two, etc.

SPELLING WORDS

1ST NINE WEEKS:

WEEK 1:

army, starve, scar, garbage, argue, apartment, guitar, Arkansas, hamburger, return, purpose, surface, curl, purse, furniture, courage, journal, courtesy, nourish, journey

WEEK 2:

heavy, ahead, measure, already, jealous, meadow, weapon, said, again, against, degree, cheese, succeed, speech, breeze, goalie, piece, believe, thief, chief

WEEK 3:

choice, noisy, spoil, poison, Illinois, loyal, destroy, annoy, oyster, voyage, powder, towel, downtown, drown, growl, amount, our, outside, couch, surround

WEEK 4:

brain, plain, claim, complain, favorite, stranger, aliens, vacation, sidewalk, slide, survive, crime, bowling, owner, arrow, snowball, whole, globe, antelope, slope

WEEK 5:

choose, school, broom, scoop, booth, threw, crew, drew, jewel, future, music, usually, humor, Utah, taught, naughty, daughter, laundry, sausage, launch

WEEK 6:

major, subject, junior, judge, lodge, ridge, ledge, legend, general, Georgia, character, chorus, orchestra, mechanic, chord, raccoon, occur, accurate, occasion, accuse

WEEK 7:

knowledge, know, knew, knuckle, knitting, knapsack, numb, bomb, tomb, climber, plumbing, ghost, spaghetti, aghast, glisten, listening, fasten, hustle, mistletoe, whistle

WEEK 8:

mailbox, nearby, into, sometimes, sunset, anything, daylight, something, haircut, notebook, earthquake, hideout, textbook, volleyball, horseback, handwriting, kickstand, rattlesnake, fireplace, housework

WEEK 9:

handle, perhaps, anger, accident, adventure, before, because, decided, pretend, belong, possible, solve, problem, lobster, python, swung, jungle, shuttle, blood, flood

Writing

Students will:

- write for a variety of purposes: to describe, inform, entertain, explain, and persuade.

- write effective narratives, poems, and explanations.

- write descriptive paragraphs.

- write short stories, letters, simple explanations, and short reports across all content areas.

- edit writing for correct grammar, capitalization, spelling, punctuation, and sentence structure.

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Mrs. Powers 5th Grade Class