ELA- (Reading and Writing) Unit 3

In this unit we will be working on:

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.LAFS.5.RL.1.2

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). LAFS.5.RL.1.3

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. LAFS.5.RL.2.5

Describe how a narrator’s or speaker’s point of view influences how events are described.LAFS.5.RL.2.6

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). LAFS.5.RL.3.7

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. LAFS.5.RL.2.4

Students will write informational articles to be compiled in a text collections that includes various text structures, integrated information from several texts, and domain-specific vocabulary. Students will research a planet and explain to their audience the characteristics of their chosen planet. This product should include text features including photos, diagrams, and captions.

STEM- (Science and Math)

Quarter 3

Unit C Learning Chunk #1 – Why Do I Need to Find Equivalent Fractions To Add and Subtract Fractions?

MAFS.5.NF.1.1 – 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.).


MAFS.5.NF.1.2 – 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. 


Unit C Learning Chunk #2 – What Effect Does Multiplication Have on Fractions?

MAFS.5.NF.2.4 – Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

  1. Interpret the product(a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ bFor example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
  2. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

MAFS.5.NF.2.5 – Interpret multiplication as scaling (resizing), by:

  1. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
  2. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalencea/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.

MAFS.5.NF.2.6  Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.


Unit C Learning Chunk #3 – What Effect Does Division Have on Fractions?

MAFS.5.NF.2.3 – 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? 


MAFS.5.NF.2.7 – Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

  1. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
  2. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
  3. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem.For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

MAFS.5.MD.2.2 – 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.


Grade 5 Science Quarter 3

Quarter 3 Unit A – Earth in Space and Time

SC.5.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way.
SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets.
SC.5.E.5.3 Distinguish among the following objects of the Solar System—Sun, planets, moons, asteroids, comets—and identify Earth’s position in it.


Quarter 3 Unit B – Energy

SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.
SC.5.P.10.2 Investigate and explain that energy has the ability to cause motion or create change.
SC.5.P.10.3 Investigate and explain that an electrically-charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects.
SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.
SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).
SC.5.P.11.2 Identify and classify materials that conduct electricity and materials that do not.










Boxtops schoolhouse_logo

Please bring in your Box Tops, they help with our end of year 5th grade trip!

Panther Pod Supply List

Please join our 5th Grade Facebook page!