| 5th grade Washington State Academic Learning Requirements |
Condensed Version of 5th grade Washington State
Essential Academic Learning Requirements (EALRs)
Essential Academic Learning Requirements (EALRs)
Parents and Students,
I've attached a shortened version of the OSPI EALRs and GLEs for 5th grade. These should be a
shorter read than the document that comes from OSPI. The following performance expectations are
for Social Studies, Writing, Reading, Math and Science. You could begin reading these by saying
beforehand:
"Student will be able to explain or understand or...:"
Social Studies EALRS
1) Explain Declaration of Independence
2) First Amendment
a. How printing press was the mass media at the time of the declaration.
3) Define Liberty
4) Justice in WA State. Constitution and Equality
5) Sovereignty in tribal Treaties
6) WA- Railroads, Reform, Immigration (1889 – 1930)
7) WA – Being Citizens in WA State
a. Know and critique WA laws
8) US- censorship
9) Compare WA and US Constitution
10) WWII – Women’s war efforts
11) WWII – the great depression
12) Hierarchy of Local and State Govts., WA, US, and Tribal
13) Understands function of US Govt.
14) WA state, Chief Joseph
15) George Washington led Revolution
16) Examine slave contributions
17) German and Swiss created Pennsylvania
18) Natives helped colonists survive
19) Uses citations for research and a bibliography
20) Knows the purpose of documents
21) Analyze career choices in life
22) Takes a position/knows the facts on laws/knows reason for Pledge
23) Explore pledge, local laws, salmon laws, recycling laws, cell phone laws, why?
24) Explain why we research.
25) Colonists vs. indentured service
26) Boston Tea Party
Writing EALRs
1) Prewriting
a. Prewriting more than one way
i. Story map
ii. List
iii. Web
iv. Jot
v. Outline
vi. Free write
vii. Brainstorm
b. Maintain a journal
c. Gathers information from a variety of resources
2) Produces multiple drafts
a. Revises texts
i. Reads content many times
ii. Seeks and considers feedback
iii. Records feedback
iv. Improves word choice
v. Uses resources to improve writing
3) Editing
a. Identifies and corrects errors
b. Uses resources to improve
c. Proofreads
4) Publishes
a. Props
b. Graphics and graphs
c. Uses slideshows, layout, bolds, fonts, keywords
d. Technology
5) Adjust process for projects
a. Creates timeline for projects
b. Adjusts time spent
c. Meets deadlines
6) Writes for personal interest
7) Writes to analyze
a. Explains steps in the scientific process
b. Journal for reflection
c. More than one purpose
i. Persuade
ii. Inform
iii. Etc.
8) Uses mode and description/narrative
9) Uses many different sources
10) Creates
a. Persuasive essays
b. Narratives
c. Biographies
d. Research
e. Business letters
f. Lab reports
g. Interviews
h. Autobiographies
i. Expository essays
j. Persuasive Ads
k. Field observations
l. Book reviews
m. Rhymes and raps
11) Writes for career
a. Newspapers
b. Student body
c. Reviews future job info
12) Draws and labels pictures
13) Develops own project and creates plan using whole process
14) Uses “then,” “now,” and transitions
15) Uses pictures and words and oral report (debates, speeches)
16) Oral reports
17) Creates
a. Order and sequence
b. Conclusions
c. Transitions
d. Explanations
e. Poetry stanzas and chorus
f. Uses examples to support ideas
18) Decides Audience
a. Uses characters voice
b. Knows point of view (1st person, third person, etc.)
c. Simile an metaphor
d. Persuasive techniques
e. Poetic devices
19) Variety in sentences, phrasing
20) Rhythm and cadence
21) Handwriting
22) Spelling
a. Rules and patterns
b. Homophones
c. Affixes
d. Roots
e. I before e
f. Develops own spelling list
23) Capitalizes
24) End Marks
25) Punctuation
a. Abbreviations
b. Comma after dates
c. Hyphens
d. Ellipses
e. Semicolon
f. (6th) comma for order, address, parentheses, semicolons
26) Consistent point of view
27) Paragraphs
a. Complete sentences
b. Skip lines between paragraphs
28) Citations
a. Labels
b. Cite sources
c. Bibliographies
d. Uses paragraphs to change speakers
e. Uses dialogue
29) Analyses and evaluates writing
a. Identifies elements
b. Knows own strengths and weaknesses
c. Defends good papers for portfolio
d. Own goals – defends writing goals are met
e. T-chart “I can do this,” “I am learning”
f. Evaluating own work
Reading EALRS
1) Dictionary, Thesaurus, glossary
2) Comprehension Strategies
3) Read Text of Different Cultures and vocabulary
4) Read aloud and read aloud rates
5) Comprehension
a. Main idea
b. Theme
c. Title
d. Sentences
6) Comprehension
a. Predict
b. Cite
c. Confirm and revise thinking about story
d. Examine how story is organized
7) Reading Comprehension Strategies
8) Comprehension – Questioning where and why
9) Plot – in cultural text
a. Message
b. details
c. facts
d. organization
10) Time, order, sequence
a. Flashbacks
b. Foreshadowing
11) Knows steps in a process – (read a set of instructions, information essays, etc.)
12) Text features – explains text features
a. Maps
b. Internet
c. Tables
d. Charts
13) Story elements
14) Major actions that define plot
a. Identify narrator
b. Message or theme
c. Character
d. Problem and solution
e. Compare and contrast
15) Read and know what text organizational structure was used
a. Listing
b. Sequence
c. Description
d. Compare contrast
e. Chronology
f. Cause effect
g. Order of importance
16) Compare different texts
a. Analyze two different texts
17) Describe, interpret how story elements interact in a text
a. How setting affects character, etc
18) How techniques make story more interesting
a. Simile
b. Personification
c. Humor
d. Metaphor
e. Imagery
f. Exaggeration
g. Dialogue
19) Author’s purpose – entertain, inform, persuade, explain.
20) Explain author’s persuasive tactics/ tone
a. Fact or opinion
b. Audience or tone
21) Understands ideas and concepts
22) Author’s perspective
a. Assumptions
b. Beliefs
23) Appropriateness of resources in the reading
a. Investigate topic using resources
24) Use and find documents that support
25) Know genres
a. Subgenres
26) Similarities and differences
a. Cultural writing
b. Historical periods
c. Family versus community
27) Set reading goals and monitor them
28) Recommend and evaluate books
Science EALRs
1) Experiments
a. Scientific process
b. Know how to question
c. Evidence/evaluate
d. How to report
e. Safety procedures
f. Conclusions
g. Inferences
h. Define objective summary versus inference
i. Compare models, charts, tools
j. Intellectual honesty
k. Describe errors in the process
l. Troubleshoot
2) Discussions
a. Theory
b. Results
i. Proven
ii. Evidence
iii. Fair
iv. Reliable/repeatable
c. How science has changed the world
d. Scientists in different cultures
e. Tools that helped science along
f. Discuss ideas in science
3) Systems
a. Sound and vibrations
b. Energy
4) Properties of the earth – chemical composition of:
a. Water
b. Soils
c. Rock
i. Sort
d. Air
5) Distinguish living and nonliving
a. Classify animals into groups
b. Relationships and food chains
6) Evolution
a. Plant and animal
b. Needs of living things
c. Niches, behavior, and adaptations
7) Interdependence of systems
8) States of matter
9) Substances of small particles
10) Atoms and molecular bonds and form
11) Sun, moon, stars, galaxies, orbit and years made
12) Seasonal changes earth and moon
13) Weather/ climate
a. How these act on oceans
14) Cells in organisms
a. Breakdown of cellular processes to live
15) Life cycles
16) Body systems
17) Force/motion
18) How substances stay the same through change e.g. Water cycles (ice to vapor)
19) Geography – weathering/erosion
20) Fossils
21) Volcanoes and glaciers
a. Pacific Northwest
22) Strata formations
a. What formations tells us
i. Deepest deposits are oldest
23) Recycling – why and how it evolved
Math EALRs
5.1. Core Content: Multi-digit division
5.1.A Represent multi-digit division using place value models and connect the representation to the
related equation.
■Students use pictures or grid paper to represent division and describe how that representation
connects to the related equation. They could also use physical objects such as base ten blocks to
support the visual representation. Note that the algorithm for long division is addressed in expectation
5.1.C.
5.1.B Determine quotients for multiples of 10 and 100 by applying knowledge of place value and
properties of operations.
Example:
• Using the fact that 16 ÷ 4 = 4, students can generate the related quotients 160 ÷ 4 = 40 and
160 ÷ 40 = 4.
5.1.C Fluently and accurately divide up to a four-digit number by one- or two-digit divisors using the
standard long-division algorithm.
The use of ‘R’ or ‘r’ to indicate a remainder may be appropriate in most of the examples students
encounter in grade five. However, students should also be aware that in subsequent grades, they will
learn additional ways to represent remainders, such as fractional or decimal parts.
Teachers should be aware that in some countries the algorithm might be recorded differently.
5.1.D Estimate quotients to approximate solutions and determine reasonableness of answers in
problems involving up to two-digit divisors.
Example:
• The team has saved $45 to buy soccer balls. If the balls cost $15.95 each, is it reasonable to think
there is enough money for more than two balls? Problems like 54,596 ÷ 798, which can be estimated
by 56,000 ÷ 800, while technically beyond the standards, could be included when appropriate. The
numbers are easily manipulated and the problems support the ongoing development of place value.
5.1.E Mentally divide two-digit numbers by one-digit divisors and explain the strategies used.
5.1.F Solve single- and multi-step word problems involving multi-digit division and verify the solutions.
The intent of this expectation is for students to show their work, explain their thinking, and verify that the
answer to the problem is reasonable in terms of the original context and the mathematics used to
solve the
problem. Verifications can include the use of numbers,words, pictures, or equations.
Problems include those with and without remainders.
Grade 5
5.2. Core Content: Addition and subtraction of fractions and decimals (Numbers, Operations, Algebra)
Students extend their knowledge about adding and subtracting whole numbers to learning
procedures for adding and subtracting fractions and decimals. Students apply these procedures,
along with mental math and estimation, to solve a wide range of problems that involve more of the
types of numbers students see in other school subjects and in their lives.
5.2.A Represent addition and subtraction of fractions and mixed numbers using visual and numerical
models, and connect the representation to the related equation. This expectation includes numbers
with like and unlike denominators. Students should be able to show these operations on a number
line and should be familiar with the use of pictures and physical materials (like fraction pieces or
fraction bars) to represent addition and subtraction of mixed numbers. They should be able to
describe how a visual representation connects to the related equation.
5.2.B Represent addition and subtraction of decimals using place value models and connect the
representation to the related equation. Students should be familiar with using pictures and physical
objects to represent addition and subtraction of decimals and be able to describe how those
representations connect to related equations. Representations may include base ten blocks, number
lines, and grid paper.
5.2.C Given two fractions with unlike denominators, rewrite the fractions with a common denominator.
Fraction pairs include denominators with and without common factors. When students are fluent in
writing equivalent fractions, it helps them compare fractions and helps prepare them to add and
subtract fractions.
5.2.D Determine the greatest common factor and the least common multiple of two or more whole
numbers. Least common multiple (LCM) can be used to determine common denominators when
adding and subtracting fractions. Greatest common factor (GCF) can be used to simplify fractions.
5.2.E Fluently and accurately add and subtract fractions, including mixed numbers. Fractions can be in
either proper or improper form. Students should also be able to work with whole numbers as part of
this expectation.
5.2.F Fluently and accurately add and subtract decimals. Students should work with decimals less
than 1 and greater than 1, as well as whole numbers, as part of this expectation.
5.2.G Estimate sums and differences of fractions, mixed numbers, and decimals to approximate
solutions to problems and determine reasonableness of answers.
5.2.H Solve single- and multi-step word problems involving addition and subtraction of whole
numbers, fractions (including mixed numbers), and decimals, and verify the solutions. The intent of
this expectation is for students to show their work, explain their thinking, and verify that the answer to
the problem is reasonable in terms of the original context and the mathematics used to solve the
problem. Verifications can include the use of numbers, words, pictures, or equations. Multi-step
problems may also include previously learned computational skills like multiplication and division of
whole numbers.
Grade 5
5.3. Core Content: Triangles and quadrilaterals (Geometry/Measurement, Algebra)
Students focus on triangles and quadrilaterals to formalize and extend their understanding of these
geometric shapes. They classify different types of triangles and quadrilaterals and develop formulas
for their areas. In working with these formulas, students reinforce an important connection between
algebra and geometry. They explore symmetry of these figures and use what they learn about
triangles and quadrilaterals to solve a variety of problems in geometric contexts.
5.3.A Classify quadrilaterals. Students sort a set of quadrilaterals into their various types, including
parallelograms, kites, squares, rhombi, trapezoids, and rectangles, noting that a square can also be
classified as a rectangle, parallelogram, and rhombus.
5.3.B Identify, sketch, and measure acute, right, and obtuse angles.
Example: • Use a protractor to measure the following angles and label each as acute, right, or obtuse.
5.3.C Identify, describe, and classify triangles by angle measure and number of congruent sides.
Students classify triangles by their angle size using the terms acute, right, or obtuse. Students classify
triangles by the length of their sides using the terms scalene, isosceles, or equilateral.
5.3.D Determine the formula for the area of a parallelogram by relating it to the area of a rectangle.
Students relate the area of a parallelogram to the area of a rectangle, as shown below.
5.3.E Determine the formula for the area of a triangle by relating it to the area of a parallelogram.
Students relate the area of a triangle to the area of a parallelogram, as shown below.
5.3.F Determine the perimeters and areas of triangles and parallelograms. Students may be given
figures showing some side measures or may be expected to measure sides of figures. If students
are not given side measures, but instead are asked to make their own measurements, it is important
to discuss the approximate nature of any measurement.
5.3.G Draw quadrilaterals and triangles from given information about sides and angles.
Examples:
• Draw a triangle with one right angle and no congruent sides.
• Draw a rhombus that is not a square.
• Draw a right scalene triangle.
5.3.H Determine the number and location of lines of symmetry in triangles and quadrilaterals.
Example:
• Draw and count all the lines of symmetry in the square and isosceles triangle below. (Lines of
symmetry are shown as dotted lines.)
5.3.I Solve single- and multi-step word problems about the perimeters and areas of quadrilaterals
and triangles and verify the solutions. The intent of this expectation is for students to show their work,
explain their thinking, and verify that the answer to the problem is reasonable in terms of the original
context and the mathematics used to solve the problem. Verifications can include the use of numbers,
words, pictures, or equations.
5.4. Core Content: Representations of algebraic relationships (Operations, Algebra)
Students continue their development of algebraic thinking as they move toward more in-depth study of
algebra in middle school. They use variables to write simple algebraic expressions describing
patterns or solutions to problems. They use what they have learned about numbers and operations to
evaluate simple algebraic expressions and to solve simple equations. Students make tables and
graphs from linear equations to strengthen their understanding of algebraic relationships and to see
the mathematical connections between algebra and geometry. These foundational algebraic skills
allow students to see where mathematics, including algebra, can be used in real situations, and
these skills
prepare students for success in future grades.
5.4.A Describe and create a rule for numerical and geometric patterns and extend the pattern.
5.4.B Write a rule to describe the relationship between two sets of data that are linearly related. Rules
can be written using words or algebraic expressions.
5.4.C Write algebraic expressions that represent simple situations and evaluate the expressions,
using substitution when variables are involved. Students should evaluate expressions with and
without parentheses. Evaluating expressions with parentheses is an initial step in learning the proper
order of operations.
Examples:
• Evaluate (4 × n) + 5 when n = 2.
• If 4 people can sit at 1 table, 8 people can sit at 2 tables, and 12 people can sit at 3 tables, and this
relationship continues, write an expression to describe the number of people who can sit at n tables
and tell how many people can sit at 67 tables.
• Compare the answers to A and B below.
A: (3 x 10) + 2
B: 3 x (10 + 2)
5.4.D Graph ordered pairs in the coordinate plane for two sets of data related by a linear rule and draw
the line they determine.
5.5. Additional Key Content (Numbers, Data/Statistics/Probability)
Students extend their work with common factors and common multiples as they deal with prime
numbers. Students extend and reinforce their use of numbers, operations, and graphing to describe
and compare data sets for increasingly complex situations they may encounter in other school
subjects and in their lives.
5.5.A Classify numbers as prime or composite. Divisibility rules can help determine whether a
number has particular factors.
5.5.B Determine and interpret the mean of a small data set of whole numbers. At this grade level,
numbers for problems are selected so that the mean will be a whole number.
Examples:
• Seven families report the following number of pets. Determine the mean number of pets per family.
0, 3, 3, 3, 5, 6, and 8 [One way to interpret the mean for this data set is to say that if the pets are
redistributed evenly, each family will have 4 pets.]
• The heights of five trees in front of the school are given below. What is the average height of these
trees? Does this average seem to represent the ‘typical’ size of these trees? Explain your answer.
3 ft, 4 ft, 4 ft, 4 ft, 20 ft
5.5.C Construct and interpret line graphs. Line graphs are used to display changes in data over time.
5.6. Core Processes: Reasoning, problem solving, and communication
Students in grade five solve problems that extend their understanding of core mathematical
concepts—such as division of multi-digit numbers, perimeter, area, addition and subtraction of
fractions and decimals, and use of variables in expressions and equations—as they make strategic
decisions leading to reasonable solutions. Students use pictures, symbols, or mathematical
language to explain the reasoning behind their decisions and solutions. They further develop their
problem-solving skills by making generalizations about the processes used and applying these
generalizations to similar problem situations. These critical reasoning, problem-solving, and
communication skills represent the kind of mathematical thinking that equips students to use the
mathematics they know to solve a growing range of useful and important problems and to make
decisions based on quantitative information.
5.6.A Determine the question(s) to be answered given a problem situation.
5.6.B Identify information that is given in a problem and decide whether it is essential or extraneous to
the solution of the problem.
5.6.C Determine whether additional information is needed to solve the problem.
5.6.D Determine whether a problem to be solved is similar to previously solved problems, and identify
possible strategies for solving the problem.
5.6.E Select and use one or more appropriate strategies to solve a problem, and explain the choice of
strategy.
5.6.F Represent a problem situation using words, numbers, pictures, physical objects, or symbols.
5.6.G Explain why a specific problem-solving strategy or procedure was used to determine a solution.
5.6.H Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers
the question.
5.6.I Summarize mathematical information, draw conclusions, and explain reasoning.
5.6.J Make and test conjectures based on data (or information) collected from explorations and
experiments. Descriptions of solution processes and explanations can include numbers, words
(including mathematical language), pictures, physical objects, or equations. Students should be able
to use all of these representations as needed. For a particular solution, students should be able to
explain or show their work using at least one of these representations and verify that their answer is
reasonable.
Examples:
• La Casa Restaurant uses rectangular tables. One table seats 6 people, with 1 person at each end
and 2 people on each long side. However, 2 tables pushed together, short end to short end, seat only
10 people. Three tables pushed together end-to-end seat only 14 people. Write a rule that describes
how many can sit at n tables pushed together end-to-end. The restaurant’s long banquet hall has
tables pushed together in a long row to seat 70. How many tables were pushed together to seat this
many people? How do you know?
I've attached a shortened version of the OSPI EALRs and GLEs for 5th grade. These should be a
shorter read than the document that comes from OSPI. The following performance expectations are
for Social Studies, Writing, Reading, Math and Science. You could begin reading these by saying
beforehand:
"Student will be able to explain or understand or...:"
Social Studies EALRS
1) Explain Declaration of Independence
2) First Amendment
a. How printing press was the mass media at the time of the declaration.
3) Define Liberty
4) Justice in WA State. Constitution and Equality
5) Sovereignty in tribal Treaties
6) WA- Railroads, Reform, Immigration (1889 – 1930)
7) WA – Being Citizens in WA State
a. Know and critique WA laws
8) US- censorship
9) Compare WA and US Constitution
10) WWII – Women’s war efforts
11) WWII – the great depression
12) Hierarchy of Local and State Govts., WA, US, and Tribal
13) Understands function of US Govt.
14) WA state, Chief Joseph
15) George Washington led Revolution
16) Examine slave contributions
17) German and Swiss created Pennsylvania
18) Natives helped colonists survive
19) Uses citations for research and a bibliography
20) Knows the purpose of documents
21) Analyze career choices in life
22) Takes a position/knows the facts on laws/knows reason for Pledge
23) Explore pledge, local laws, salmon laws, recycling laws, cell phone laws, why?
24) Explain why we research.
25) Colonists vs. indentured service
26) Boston Tea Party
Writing EALRs
1) Prewriting
a. Prewriting more than one way
i. Story map
ii. List
iii. Web
iv. Jot
v. Outline
vi. Free write
vii. Brainstorm
b. Maintain a journal
c. Gathers information from a variety of resources
2) Produces multiple drafts
a. Revises texts
i. Reads content many times
ii. Seeks and considers feedback
iii. Records feedback
iv. Improves word choice
v. Uses resources to improve writing
3) Editing
a. Identifies and corrects errors
b. Uses resources to improve
c. Proofreads
4) Publishes
a. Props
b. Graphics and graphs
c. Uses slideshows, layout, bolds, fonts, keywords
d. Technology
5) Adjust process for projects
a. Creates timeline for projects
b. Adjusts time spent
c. Meets deadlines
6) Writes for personal interest
7) Writes to analyze
a. Explains steps in the scientific process
b. Journal for reflection
c. More than one purpose
i. Persuade
ii. Inform
iii. Etc.
8) Uses mode and description/narrative
9) Uses many different sources
10) Creates
a. Persuasive essays
b. Narratives
c. Biographies
d. Research
e. Business letters
f. Lab reports
g. Interviews
h. Autobiographies
i. Expository essays
j. Persuasive Ads
k. Field observations
l. Book reviews
m. Rhymes and raps
11) Writes for career
a. Newspapers
b. Student body
c. Reviews future job info
12) Draws and labels pictures
13) Develops own project and creates plan using whole process
14) Uses “then,” “now,” and transitions
15) Uses pictures and words and oral report (debates, speeches)
16) Oral reports
17) Creates
a. Order and sequence
b. Conclusions
c. Transitions
d. Explanations
e. Poetry stanzas and chorus
f. Uses examples to support ideas
18) Decides Audience
a. Uses characters voice
b. Knows point of view (1st person, third person, etc.)
c. Simile an metaphor
d. Persuasive techniques
e. Poetic devices
19) Variety in sentences, phrasing
20) Rhythm and cadence
21) Handwriting
22) Spelling
a. Rules and patterns
b. Homophones
c. Affixes
d. Roots
e. I before e
f. Develops own spelling list
23) Capitalizes
24) End Marks
25) Punctuation
a. Abbreviations
b. Comma after dates
c. Hyphens
d. Ellipses
e. Semicolon
f. (6th) comma for order, address, parentheses, semicolons
26) Consistent point of view
27) Paragraphs
a. Complete sentences
b. Skip lines between paragraphs
28) Citations
a. Labels
b. Cite sources
c. Bibliographies
d. Uses paragraphs to change speakers
e. Uses dialogue
29) Analyses and evaluates writing
a. Identifies elements
b. Knows own strengths and weaknesses
c. Defends good papers for portfolio
d. Own goals – defends writing goals are met
e. T-chart “I can do this,” “I am learning”
f. Evaluating own work
Reading EALRS
1) Dictionary, Thesaurus, glossary
2) Comprehension Strategies
3) Read Text of Different Cultures and vocabulary
4) Read aloud and read aloud rates
5) Comprehension
a. Main idea
b. Theme
c. Title
d. Sentences
6) Comprehension
a. Predict
b. Cite
c. Confirm and revise thinking about story
d. Examine how story is organized
7) Reading Comprehension Strategies
8) Comprehension – Questioning where and why
9) Plot – in cultural text
a. Message
b. details
c. facts
d. organization
10) Time, order, sequence
a. Flashbacks
b. Foreshadowing
11) Knows steps in a process – (read a set of instructions, information essays, etc.)
12) Text features – explains text features
a. Maps
b. Internet
c. Tables
d. Charts
13) Story elements
14) Major actions that define plot
a. Identify narrator
b. Message or theme
c. Character
d. Problem and solution
e. Compare and contrast
15) Read and know what text organizational structure was used
a. Listing
b. Sequence
c. Description
d. Compare contrast
e. Chronology
f. Cause effect
g. Order of importance
16) Compare different texts
a. Analyze two different texts
17) Describe, interpret how story elements interact in a text
a. How setting affects character, etc
18) How techniques make story more interesting
a. Simile
b. Personification
c. Humor
d. Metaphor
e. Imagery
f. Exaggeration
g. Dialogue
19) Author’s purpose – entertain, inform, persuade, explain.
20) Explain author’s persuasive tactics/ tone
a. Fact or opinion
b. Audience or tone
21) Understands ideas and concepts
22) Author’s perspective
a. Assumptions
b. Beliefs
23) Appropriateness of resources in the reading
a. Investigate topic using resources
24) Use and find documents that support
25) Know genres
a. Subgenres
26) Similarities and differences
a. Cultural writing
b. Historical periods
c. Family versus community
27) Set reading goals and monitor them
28) Recommend and evaluate books
Science EALRs
1) Experiments
a. Scientific process
b. Know how to question
c. Evidence/evaluate
d. How to report
e. Safety procedures
f. Conclusions
g. Inferences
h. Define objective summary versus inference
i. Compare models, charts, tools
j. Intellectual honesty
k. Describe errors in the process
l. Troubleshoot
2) Discussions
a. Theory
b. Results
i. Proven
ii. Evidence
iii. Fair
iv. Reliable/repeatable
c. How science has changed the world
d. Scientists in different cultures
e. Tools that helped science along
f. Discuss ideas in science
3) Systems
a. Sound and vibrations
b. Energy
4) Properties of the earth – chemical composition of:
a. Water
b. Soils
c. Rock
i. Sort
d. Air
5) Distinguish living and nonliving
a. Classify animals into groups
b. Relationships and food chains
6) Evolution
a. Plant and animal
b. Needs of living things
c. Niches, behavior, and adaptations
7) Interdependence of systems
8) States of matter
9) Substances of small particles
10) Atoms and molecular bonds and form
11) Sun, moon, stars, galaxies, orbit and years made
12) Seasonal changes earth and moon
13) Weather/ climate
a. How these act on oceans
14) Cells in organisms
a. Breakdown of cellular processes to live
15) Life cycles
16) Body systems
17) Force/motion
18) How substances stay the same through change e.g. Water cycles (ice to vapor)
19) Geography – weathering/erosion
20) Fossils
21) Volcanoes and glaciers
a. Pacific Northwest
22) Strata formations
a. What formations tells us
i. Deepest deposits are oldest
23) Recycling – why and how it evolved
Math EALRs
5.1. Core Content: Multi-digit division
5.1.A Represent multi-digit division using place value models and connect the representation to the
related equation.
■Students use pictures or grid paper to represent division and describe how that representation
connects to the related equation. They could also use physical objects such as base ten blocks to
support the visual representation. Note that the algorithm for long division is addressed in expectation
5.1.C.
5.1.B Determine quotients for multiples of 10 and 100 by applying knowledge of place value and
properties of operations.
Example:
• Using the fact that 16 ÷ 4 = 4, students can generate the related quotients 160 ÷ 4 = 40 and
160 ÷ 40 = 4.
5.1.C Fluently and accurately divide up to a four-digit number by one- or two-digit divisors using the
standard long-division algorithm.
The use of ‘R’ or ‘r’ to indicate a remainder may be appropriate in most of the examples students
encounter in grade five. However, students should also be aware that in subsequent grades, they will
learn additional ways to represent remainders, such as fractional or decimal parts.
Teachers should be aware that in some countries the algorithm might be recorded differently.
5.1.D Estimate quotients to approximate solutions and determine reasonableness of answers in
problems involving up to two-digit divisors.
Example:
• The team has saved $45 to buy soccer balls. If the balls cost $15.95 each, is it reasonable to think
there is enough money for more than two balls? Problems like 54,596 ÷ 798, which can be estimated
by 56,000 ÷ 800, while technically beyond the standards, could be included when appropriate. The
numbers are easily manipulated and the problems support the ongoing development of place value.
5.1.E Mentally divide two-digit numbers by one-digit divisors and explain the strategies used.
5.1.F Solve single- and multi-step word problems involving multi-digit division and verify the solutions.
The intent of this expectation is for students to show their work, explain their thinking, and verify that the
answer to the problem is reasonable in terms of the original context and the mathematics used to
solve the
problem. Verifications can include the use of numbers,words, pictures, or equations.
Problems include those with and without remainders.
Grade 5
5.2. Core Content: Addition and subtraction of fractions and decimals (Numbers, Operations, Algebra)
Students extend their knowledge about adding and subtracting whole numbers to learning
procedures for adding and subtracting fractions and decimals. Students apply these procedures,
along with mental math and estimation, to solve a wide range of problems that involve more of the
types of numbers students see in other school subjects and in their lives.
5.2.A Represent addition and subtraction of fractions and mixed numbers using visual and numerical
models, and connect the representation to the related equation. This expectation includes numbers
with like and unlike denominators. Students should be able to show these operations on a number
line and should be familiar with the use of pictures and physical materials (like fraction pieces or
fraction bars) to represent addition and subtraction of mixed numbers. They should be able to
describe how a visual representation connects to the related equation.
5.2.B Represent addition and subtraction of decimals using place value models and connect the
representation to the related equation. Students should be familiar with using pictures and physical
objects to represent addition and subtraction of decimals and be able to describe how those
representations connect to related equations. Representations may include base ten blocks, number
lines, and grid paper.
5.2.C Given two fractions with unlike denominators, rewrite the fractions with a common denominator.
Fraction pairs include denominators with and without common factors. When students are fluent in
writing equivalent fractions, it helps them compare fractions and helps prepare them to add and
subtract fractions.
5.2.D Determine the greatest common factor and the least common multiple of two or more whole
numbers. Least common multiple (LCM) can be used to determine common denominators when
adding and subtracting fractions. Greatest common factor (GCF) can be used to simplify fractions.
5.2.E Fluently and accurately add and subtract fractions, including mixed numbers. Fractions can be in
either proper or improper form. Students should also be able to work with whole numbers as part of
this expectation.
5.2.F Fluently and accurately add and subtract decimals. Students should work with decimals less
than 1 and greater than 1, as well as whole numbers, as part of this expectation.
5.2.G Estimate sums and differences of fractions, mixed numbers, and decimals to approximate
solutions to problems and determine reasonableness of answers.
5.2.H Solve single- and multi-step word problems involving addition and subtraction of whole
numbers, fractions (including mixed numbers), and decimals, and verify the solutions. The intent of
this expectation is for students to show their work, explain their thinking, and verify that the answer to
the problem is reasonable in terms of the original context and the mathematics used to solve the
problem. Verifications can include the use of numbers, words, pictures, or equations. Multi-step
problems may also include previously learned computational skills like multiplication and division of
whole numbers.
Grade 5
5.3. Core Content: Triangles and quadrilaterals (Geometry/Measurement, Algebra)
Students focus on triangles and quadrilaterals to formalize and extend their understanding of these
geometric shapes. They classify different types of triangles and quadrilaterals and develop formulas
for their areas. In working with these formulas, students reinforce an important connection between
algebra and geometry. They explore symmetry of these figures and use what they learn about
triangles and quadrilaterals to solve a variety of problems in geometric contexts.
5.3.A Classify quadrilaterals. Students sort a set of quadrilaterals into their various types, including
parallelograms, kites, squares, rhombi, trapezoids, and rectangles, noting that a square can also be
classified as a rectangle, parallelogram, and rhombus.
5.3.B Identify, sketch, and measure acute, right, and obtuse angles.
Example: • Use a protractor to measure the following angles and label each as acute, right, or obtuse.
5.3.C Identify, describe, and classify triangles by angle measure and number of congruent sides.
Students classify triangles by their angle size using the terms acute, right, or obtuse. Students classify
triangles by the length of their sides using the terms scalene, isosceles, or equilateral.
5.3.D Determine the formula for the area of a parallelogram by relating it to the area of a rectangle.
Students relate the area of a parallelogram to the area of a rectangle, as shown below.
5.3.E Determine the formula for the area of a triangle by relating it to the area of a parallelogram.
Students relate the area of a triangle to the area of a parallelogram, as shown below.
5.3.F Determine the perimeters and areas of triangles and parallelograms. Students may be given
figures showing some side measures or may be expected to measure sides of figures. If students
are not given side measures, but instead are asked to make their own measurements, it is important
to discuss the approximate nature of any measurement.
5.3.G Draw quadrilaterals and triangles from given information about sides and angles.
Examples:
• Draw a triangle with one right angle and no congruent sides.
• Draw a rhombus that is not a square.
• Draw a right scalene triangle.
5.3.H Determine the number and location of lines of symmetry in triangles and quadrilaterals.
Example:
• Draw and count all the lines of symmetry in the square and isosceles triangle below. (Lines of
symmetry are shown as dotted lines.)
5.3.I Solve single- and multi-step word problems about the perimeters and areas of quadrilaterals
and triangles and verify the solutions. The intent of this expectation is for students to show their work,
explain their thinking, and verify that the answer to the problem is reasonable in terms of the original
context and the mathematics used to solve the problem. Verifications can include the use of numbers,
words, pictures, or equations.
5.4. Core Content: Representations of algebraic relationships (Operations, Algebra)
Students continue their development of algebraic thinking as they move toward more in-depth study of
algebra in middle school. They use variables to write simple algebraic expressions describing
patterns or solutions to problems. They use what they have learned about numbers and operations to
evaluate simple algebraic expressions and to solve simple equations. Students make tables and
graphs from linear equations to strengthen their understanding of algebraic relationships and to see
the mathematical connections between algebra and geometry. These foundational algebraic skills
allow students to see where mathematics, including algebra, can be used in real situations, and
these skills
prepare students for success in future grades.
5.4.A Describe and create a rule for numerical and geometric patterns and extend the pattern.
5.4.B Write a rule to describe the relationship between two sets of data that are linearly related. Rules
can be written using words or algebraic expressions.
5.4.C Write algebraic expressions that represent simple situations and evaluate the expressions,
using substitution when variables are involved. Students should evaluate expressions with and
without parentheses. Evaluating expressions with parentheses is an initial step in learning the proper
order of operations.
Examples:
• Evaluate (4 × n) + 5 when n = 2.
• If 4 people can sit at 1 table, 8 people can sit at 2 tables, and 12 people can sit at 3 tables, and this
relationship continues, write an expression to describe the number of people who can sit at n tables
and tell how many people can sit at 67 tables.
• Compare the answers to A and B below.
A: (3 x 10) + 2
B: 3 x (10 + 2)
5.4.D Graph ordered pairs in the coordinate plane for two sets of data related by a linear rule and draw
the line they determine.
5.5. Additional Key Content (Numbers, Data/Statistics/Probability)
Students extend their work with common factors and common multiples as they deal with prime
numbers. Students extend and reinforce their use of numbers, operations, and graphing to describe
and compare data sets for increasingly complex situations they may encounter in other school
subjects and in their lives.
5.5.A Classify numbers as prime or composite. Divisibility rules can help determine whether a
number has particular factors.
5.5.B Determine and interpret the mean of a small data set of whole numbers. At this grade level,
numbers for problems are selected so that the mean will be a whole number.
Examples:
• Seven families report the following number of pets. Determine the mean number of pets per family.
0, 3, 3, 3, 5, 6, and 8 [One way to interpret the mean for this data set is to say that if the pets are
redistributed evenly, each family will have 4 pets.]
• The heights of five trees in front of the school are given below. What is the average height of these
trees? Does this average seem to represent the ‘typical’ size of these trees? Explain your answer.
3 ft, 4 ft, 4 ft, 4 ft, 20 ft
5.5.C Construct and interpret line graphs. Line graphs are used to display changes in data over time.
5.6. Core Processes: Reasoning, problem solving, and communication
Students in grade five solve problems that extend their understanding of core mathematical
concepts—such as division of multi-digit numbers, perimeter, area, addition and subtraction of
fractions and decimals, and use of variables in expressions and equations—as they make strategic
decisions leading to reasonable solutions. Students use pictures, symbols, or mathematical
language to explain the reasoning behind their decisions and solutions. They further develop their
problem-solving skills by making generalizations about the processes used and applying these
generalizations to similar problem situations. These critical reasoning, problem-solving, and
communication skills represent the kind of mathematical thinking that equips students to use the
mathematics they know to solve a growing range of useful and important problems and to make
decisions based on quantitative information.
5.6.A Determine the question(s) to be answered given a problem situation.
5.6.B Identify information that is given in a problem and decide whether it is essential or extraneous to
the solution of the problem.
5.6.C Determine whether additional information is needed to solve the problem.
5.6.D Determine whether a problem to be solved is similar to previously solved problems, and identify
possible strategies for solving the problem.
5.6.E Select and use one or more appropriate strategies to solve a problem, and explain the choice of
strategy.
5.6.F Represent a problem situation using words, numbers, pictures, physical objects, or symbols.
5.6.G Explain why a specific problem-solving strategy or procedure was used to determine a solution.
5.6.H Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers
the question.
5.6.I Summarize mathematical information, draw conclusions, and explain reasoning.
5.6.J Make and test conjectures based on data (or information) collected from explorations and
experiments. Descriptions of solution processes and explanations can include numbers, words
(including mathematical language), pictures, physical objects, or equations. Students should be able
to use all of these representations as needed. For a particular solution, students should be able to
explain or show their work using at least one of these representations and verify that their answer is
reasonable.
Examples:
• La Casa Restaurant uses rectangular tables. One table seats 6 people, with 1 person at each end
and 2 people on each long side. However, 2 tables pushed together, short end to short end, seat only
10 people. Three tables pushed together end-to-end seat only 14 people. Write a rule that describes
how many can sit at n tables pushed together end-to-end. The restaurant’s long banquet hall has
tables pushed together in a long row to seat 70. How many tables were pushed together to seat this
many people? How do you know?
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