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Grades 3-5

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Common Core State Standards

Standards for states (e.g., California) complying with CCSS (Common Core State Standards) provided below.

Grade 3

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Grade 5

Grade 3

Math

3.OA Operations and Algebraic Thinking

Represent and solve problems involving multiplication and division.
- 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each.
  - Understand Multiplication
- 3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
  - Understand Division
- 3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
  - Multiplication Patterns
  - Multiply by 2, 4, 5
  - Multiply by 3, 6, 7
  - Multiply by 8, 9, 1, 0
  - Multiply by 10, 11, 12
  - Multiplication Properties
  - Use Strategies
  - Understand Division
  - Relate Multiplication and Division
  - Divide by 2, 10, 5
  - Divide by 3, 4, 6
  - Divide by 7, 8, 9
- 3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
  - Relate Multiplication and Division
Understand properties of multiplication and the relationship between multiplication and division.
- 3.OA.B.5 Apply properties of operations as strategies to multiply and divide.
  - Multiplication Properties
- 3.OA.B.6 Understand division as an unknown-factor problem.
  - Relate Multiplication and Division
Multiply and divide within 100.
- 3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
  - Multiplication Patterns
  - Multiply by 2 ,4, 5
  - Multiply by 3, 6, 7
  - Multiply by 8, 9, 1, 0
  - Multiply by 10, 11, 12
  - Relate Multiplication and Division
  - Divide by 2, 10, 5
  - Divide by 3, 4, 6
  - Divide by 7, 8, 9
  - Division with 1, 0 and Order of Operations
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
- 3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
  - Use Strategies
  - Division with 1, 0 and Order of Operations
- 3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.
  - Multiplication Patterns

3.NBT Number and Operations in Base Ten

Use place value understanding and properties of operations to perform multi-digit arithmetic.
- 3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
  - Place Value
- 3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
  - Addition Properties
  - 3-Digit Addition
  - Addition with Regrouping
  - 3-Digit Subtraction
  - Subtraction with Regrouping
  - Subtraction Across Zeros
- 3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
  - Multiply by 10, 11, 12

3.NF Number and Operations—Fractions

Develop understanding of fractions as numbers.
- 3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
  - Parts of a Whole
- 3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
  - 3.NF.A.2.a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
    - Fractions as a Whole
  - 3.NF.A.2.b Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
    - Fractions as a Whole
- 3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
  - 3.NF.A.3.a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
    - Compare Fractions
  - 3.NF.A.3.b Recognize and generate simple equivalent fractions, (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
    - Compare Fractions
  - 3.NF.A.3.c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
    - Compare Fractions
  - 3.NF.A.3.d Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
    - Compare Fractions

3.MD Measurement and Data

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
- 3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
  - Time
- 3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
  - Lengths, Liquid Volumes, Masses
Represent and interpret data.
- 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.
  - Picture Graphs
  - Bar Graphs
- 3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
  - Lengths, Liquid Volumes, Masses
  - Line Plots
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
- 3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
  - 3.MD.C.5.a A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.
    - Area
  - 3.MD.C.5.b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
    - Area
- 3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
  - Area
- 3.MD.C.7 Relate area to the operations of multiplication and addition.
  - 3.MD.C.7.a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
    - Area
  - 3.MD.C.7.b Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
    - Area
  - 3.MD.C.7.c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
    - Area
  - 3.MD.C.7.d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
    - Area
Geometric measurement: recognize perimeter.
- 3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
  - Perimeter
  - Area and Perimeter

3.G Geometry

Reason with shapes and their attributes.
- 3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
  - Attributes of Polygons
- 3.G.A.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
  - Partition Shapes

ELA

RL.3 Literature

Key Ideas and Details
- RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  - Reading: Literature
    - Central Message and Key Details
- RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
  - Reading: Literature
    - Central Message and Key Details
- RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
  - Reading: Literature
    - Describe Characters
Craft and Structure
- RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
  - Reading: Literature
    - Build Vocabulary and Explain Illustrations
- RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
  - Reading: Literature
    - Understand Text Structure
- RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
  - Reading: Literature
    - Point of View
Integration of Knowledge and Ideas
- RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
  - Reading: Literature
    - Build Vocabulary and Explain Illustrations
- RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
  - Reading: Literature
    - Compare and Contrast
Range of Reading and Level of Text Complexity
- RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
  - N/A

RI.3 Informational Text

Key Ideas and Details
- RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  - Reading: Informational Text
    - Main Idea and Key Details
- RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
  - Reading: Informational Text
    - Main Idea and Key Details
- RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
  - Reading: Informational Text
    - Describe Relationships and Connections
Craft and Structure
- RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
  - Reading: Informational Text
    - Build Vocabulary
- RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
  - Reading: Informational Text
    - Locate Information
- RI.3.6 Distinguish their own point of view from that of the author of a text.
  - Reading: Informational Text
    - Point of View
Integration of Knowledge and Ideas
- RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  - Reading: Informational Text
    - Visual Information
- RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
  - Reading: Informational Text
    - Describe Relationships and Connections
- RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
  - Reading: Informational Text
    - Compare and Contrast
Range of Reading and Level of Text Complexity
- RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
  - N/A

L.3 Language

Conventions of Standard English
- L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  - L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
    - Grammar
      - Function
  - L.3.1.b Form and use regular and irregular plural nouns.
    - Grammar
      - Nouns
  - L.3.1.c Use abstract nouns (e.g., childhood).
    - Grammar
      - Nouns
  - L.3.1.d Form and use regular and irregular verbs.
    - Grammar
      - Verbs
  - L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
    - Grammar
      - Verbs
  - L.3.1.f Ensure subject-verb and pronoun-antecedent agreement.
    - Grammar
      - Agreement
  - L.3.1.g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
    - Grammar
      - Modifiers
  - L.3.1.h Use coordinating and subordinating conjunctions.
    - Grammar
      - Conjunctions
  - L.3.1.i Produce simple, compound, and complex sentences.
    - Grammar
      - Types of Sentences
  - L.3.1.j Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence.
    - N/A
  - L.3.1.k Use reciprocal pronouns correctly.
    - N/A
- L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  - L.3.2.a Capitalize appropriate words in titles.
    - Grammar
      - Capitalization and Punctuation
  - L.3.2.c Use commas and quotation marks in dialogue.
    - Grammar
      - Capitalization and Punctuation
  - L.3.2.d Form and use possessives.
    - Grammar
      - Capitalization and Punctuation
  - L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
    - N/A
  - L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
    - N/A
  - L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
    - N/A
- RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
  - Reading: Informational Text
    - Describe Relationships and Connections
Craft and Structure
- RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
  - Reading: Informational Text
    - Build Vocabulary
- RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
  - Reading: Informational Text
    - Locate Information
- RI.3.6 Distinguish their own point of view from that of the author of a text.
  - Reading: Informational Text
    - Point of View
Integration of Knowledge and Ideas
- RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  - Reading: Informational Text
    - Visual Information
- RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
  - Reading: Informational Text
    - Describe Relationships and Connections
- RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
  - Reading: Informational Text
    - Compare and Contrast
Range of Reading and Level of Text Complexity
- RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
  - N/A

Grade 4

Math

4.OA Operations and Algebraic Thinking

Use the four operations with whole numbers to solve problems.
- 4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
  - Multiplication as Comparison
- 4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1
  - Word Problems on Division
  - Multiplication as Comparison
- 4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
  - Use Place Value to Multiply
  - Word Problems on Multiplication
  - Division with Remainders
  - Word Problems on Division
Gain familiarity with factors and multiples.
- 4.OA.B.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
  - Factors
Generate and analyze patterns.
- 4.OA.C.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
  - Patterns

4.NBT Number and Operations in Base Ten

Generalize place value understanding for multi-digit whole numbers.
- 4.NBT.A.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
  - Numbers to 1,000,000
- 4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
  - Numbers to 1,000,000
  - Compare Numbers
- 4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place.
  - Compare Numbers
  - Estimate Products
Use place value understanding and properties of operations to perform multi-digit arithmetic.
- 4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
  - Addition and Subtraction to 1,000,000
- 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
  - Estimate Products
  - Use Distributive Property to Multiply
  - Use Place Value to Multiply
  - Multiplication with Regrouping
  - Multiply Across Zeros
  - Multiply Multi-Digit Numbers
  - Multiply by Multiples of 10
  - Multiply by 2-Digit Numbers
  - Multiply by 2-Digit Numbers with Regrouping
  - Word Problems on Multiplication
- 4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-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.
  - Estimate Quotients
  - Use Partial Quotients
  - Division with Remainders
  - Divide with Regrouping
  - Quotients with Zeros and Divide Multi-Digit Numbers
  - Word Problems on Division

4.NF Number and Operations—Fractions

Extend understanding of fraction equivalence and ordering.
- 4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
  - Simplest Form
- 4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
  - Compare Fractions
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
- 4.NF.B.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
  - 4.NF.B.3.a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
    - Add Like Fractions
    - Subtract Like Fractions
  - 4.NF.B.3.b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
    - Add Like Fractions
  - 4.NF.B.3.c Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
    - Subtract Like Fractions
    - Mixed Numbers
    - Add and Subtract Mixed Numbers
  - 4.NF.B.3.d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
    - Add Like Fractions
    - Subtract Like Fractions
    - Word Problems on Fractions
- 4.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
  - 4.NF.B.4.a Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).
    - Multiply Fractions by Whole Numbers
  - 4.NF.B.4.b Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
    - Multiply Fractions by Whole Numbers
  - 4.NF.B.4.c Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
    - Multiply Fractions by Whole Numbers
    - Word Problems on Fractions
Understand decimal notation for fractions, and compare decimal fractions.
- 4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
  - Decimals and Fractions
  - Word Problems on Decimals
- 4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
  - Decimal Place Value
  - Decimals and Fractions
  - Word Problems on Decimals
- 4.NF.C.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
  - Decimals and Fractions

4.MD Measurement and Data

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
- 4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.
  - Customary Units of Length
  - Customary Units of Weight
  - Customary Units of Liquid Volume
  - Metric Units
  - Time
  - Word Problems on Mixed Units
- 4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
  - Customary Units of Length
  - Customary Units of Weight
  - Customary Units of Liquid Volume
  - Line Plots and Tally Charts
  - Metric Units
  - Time
  - Word Problems on Mixed Units
  - Word Problems on Fractions
  - Word Problems on Decimals
- 4.MD.A.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
  - Perimeter and Area
Represent and interpret data.
- 4.MD.B.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.
  - Line Plots and Tally Charts
Geometric measurement: understand concepts of angle and measure angles.
- 4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
  - 4.MD.C.5.a An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles.
    - Circles and Angles
  - 4.MD.C.5.b An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
    - Circles and Angles
- 4.MD.C.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
  - Circles and Angles
- 4.MD.C.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
  - Circles and Angles

4.G Geometry

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
- 4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
  - Lines, Rays and Triangles
  - Quadrilaterals
- 4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (Two dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.)
  - Lines, Rays and Triangles
  - Quadrilaterals
- 4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
  - Line Symmetry

ELA

RL.4 Literature

Key Ideas and Details
- RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  - Reading: Literature
    - Theme and Story Details
- RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
  - Reading: Literature
    - Theme and Story Details
- RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
  - Reading: Literature
    - Theme and Story Details
Craft and Structure
- RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
  - Reading: Literature
    - Build Vocabulary
- RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
  - Reading: Literature
    - Understand Text Structure
- RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
  - Reading: Literature
    - Point of View
Integration of Knowledge and Ideas
- RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
  - Reading: Literature
    - Make Connections
- RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
  - Reading: Literature
    - Compare and Contrast
Range of Reading and Level of Text Complexity
- RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  - N/A

RI.4 Informational Text

Key Ideas and Details
- RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  - Reading: Informational Text
    - Main Idea and Key Details
- RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
  - Reading: Informational Text
    - Main Idea and Key Details
- RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
  - Reading: Informational Text
    - Main Idea and Key Details
Craft and Structure
- RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (See grade 4 Language standards 4-6 on page 22 for additional expectations.)
  - Reading: Informational Text
    - Build Vocabulary
- RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
  - Reading: Informational Text
    - Understand Text Structure
- RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
  - Reading: Informational Text
    - Point of View
Integration of Knowledge and Ideas
- RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
  - Reading: Informational Text
    - Interpret Information
- RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
  - Reading: Informational Text
    - Interpret Information
- RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
  - Reading: Informational Text
    - Integrate Information
Range of Reading and Level of Text Complexity
- RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  - N/A

L.4 Language

Conventions of Standard English
- L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  - L.4.1.a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
    - Grammar
      - Pronouns
  - L.4.1.b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
    - Grammar
      - Verbs
  - L.4.1.c Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
    - Grammar
      - Verbs
  - L.4.1.d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
    - Grammar
      - Modifiers
  - L.4.1.e Form and use prepositional phrases.
    - Grammar
      - Prepositions
  - L.4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
    - Grammar
      - Types of Sentences
  - L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their).
    - N/A
  - L.4.1.h Write fluidly and legibly in cursive or joined italics.
    - N/A
- L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  - L.4.2.a Use correct capitalization.
    - Grammar
      - Capitalization and Punctuation
  - L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text.
    - Grammar
      - Capitalization and Punctuation
  - L.4.2.c Use a comma before a coordinating conjunction in a compound sentence.
    - Grammar
      - Capitalization and Punctuation
  - L.4.2.d Spell grade-appropriate words correctly, consulting references as needed.
    - N/A

Grade 5

Math

5.OA Operations and Algebraic Thinking

Write and interpret numerical expressions.
- 5.OA.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
  - Numerical Expressions
- 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.
  - Numerical Expressions
Analyze patterns and relationships.
- 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.
  - Algebra

5.NBT Number and Operations in Base Ten

Understand the place value system.
- 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.
  - Place Value
  - Thousandths
- 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.
  - Powers of 10
  - Place Decimal Points in Products
  - Multiply and Divide Decimals by Powers of 10
- 5.NBT.A.3 Read, write, and compare decimals to thousandths.
  - 5.NBT.A.3.a Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
    - Thousandths
  - 5.NBT.A.3.b Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
    - Thousandths
- 5.NBT.A.4 Use place value understanding to round decimals to any place.
  - Thousandths
  - Use Models to Add and Subtract Decimals
  - Decimal Addition and Subtraction
  - Estimate Quotients
Perform operations with multi-digit whole numbers and with decimals to hundredths.
- 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
  - Multiply by 1-Digit Numbers
  - Use Regrouping to Multiply by 1-Digit Numbers
  - Multiply Multi-Digit Numbers
- 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.
  - Relate Multiplication and Division
  - Divide by 1-Digit Divisors
  - Divide by 2-Digit Divisors
  - Division with Remainders
  - Word Problems on Multiplication and Division
- 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.
  - Use Models to Add and Subtract Decimals
  - Decimal Addition and Subtraction
  - Word Problems on Decimal Addition
  - Use Models to Multiply Decimals
  - Different Ways to Multiply Decimals
  - Place Decimal Points in Products
  - Estimate Quotients
  - Use Models to Divide Decimals
  - Decimal Division
  - Write Zeros in the Dividend
  - Multiply and Divide Decimals by Powers of 10

5.NF Number and Operations—Fractions

Use equivalent fractions as a strategy to add and subtract fractions.
- 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.)
  - Use Models to Add and Subtract Fractions
  - Like Denominators
  - Add and Subtract Mixed Numbers
- 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.
  - Use Models to Add and Subtract Fractions
  - Like Denominators
  - Add and Subtract Mixed Numbers
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
- 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?
  - Division with Remainders
  - Relate Fractions and Division
  - Division with Remainders
- 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
  - 5.NF.B.4.a 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 ÷ b. For 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).
    - Multiply Fractions by Whole Numbers
  - 5.NF.B.4.b 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.
    - Multiply Mixed Numbers by Whole Numbers
- 5.NF.B.5 Interpret multiplication as scaling (resizing), by:
  - 5.NF.B.5.a 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.
    - Multiply Mixed Numbers by Whole Numbers
  - 5.NF.B.5.b 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 equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.
    - Multiply Mixed Numbers by Whole Numbers
- 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.
  - Multiply Fractions by Whole Numbers
  - Multiplication and Division Problems on Fractions
- 5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
  - 5.NF.B.7.a 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.
    - Relate Fractions and Division
  - 5.NF.B.7.b 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.
    - Unit Fraction Division
  - 5.NF.B.7.c 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?
    - Multiplication and Division Problems on Fractions

5.MD Measurement and Data

Convert like measurement units within a given measurement system.
- 5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
  - Customary Units (Length, Weight, Liquid Volume)
  - Convert Metric Units
  - Time
Represent and interpret data.
- 5.MD.B.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.
  - Line Plots
Convert like measurement units within a given measurement system.
- 5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
  - 5.MD.C.3.a A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume.
    - Volume
  - 45.MD.C.3.b A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
    - Volume
- 5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
  - Find Volume
- 5.MD.C.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
  - 5.MD.C.5.a Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.
    - Find Volume
  - 5.MD.C.5.b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
    - Find Volume
  - 5.MD.C.5.c Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
    - Find Volume of Composed Figures

5.G Geometry

Graph points on the coordinate plane to solve real-world and mathematical problems.
- 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).
  - Coordinate Plane
- 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.
  - Coordinate Plane
Classify two-dimensional figures into categories based on their properties.
- 5.G.B.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.
  - Two-Dimensional Figures
- 5.G.B.4 Classify two-dimensional figures in a hierarchy based on properties.
  - Two-Dimensional Figures

ELA

RL.5 Literature

Key Ideas and Details
- RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  - Reading: Literature
    - Theme and Story Details
- RL.5.2 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.
  - Reading: Literature
    - Theme and Story Details
- RL.5.3 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).
  - Reading: Literature
    - Theme and Story Details
Craft and Structure
- RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
  - Reading: Literature
    - Build Vocabulary
- RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
  - Reading: Literature
    - Understand Text Structure
- RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
  - Reading: Literature
    - Point of View
Integration of Knowledge and Ideas
- RL.5.7 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).
  - Reading: Literature
    - Make Connections
- RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
  - Reading: Literature
    - Compare and Contrast
Range of Reading and Level of Text Complexity
- RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
  - N/A

RI.5 Informational Text

Key Ideas and Details
- RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  - Reading: Informational Text
    - Main Idea and Key Details
- RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
  - Reading: Informational Text
    - Main Idea and Key Details
- 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.
  - Reading: Informational Text
    - Main Idea and Key Details
Craft and Structure
- 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.
  - Reading: Informational Text
    - Build Vocabulary
- 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.
  - Reading: Informational Text
    - Compare and Contrast: Structure
- RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
  - Reading: Informational Text
    - Compare and Contrast: Point of View
Integration of Knowledge and Ideas
- RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
  - Reading: Informational Text
    - Integrate Information
- 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).
  - Reading: Informational Text
    - Integrate Information
- RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
  - Reading: Informational Text
    - Integrate Information
Range of Reading and Level of Text Complexity
- RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
  - N/A

L.5 Language

Conventions of Standard English
- L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  - L.5.1.a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
    - Grammar
      - Function
  - L.5.1.b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
    - Grammar
      - Perfect Verb Tenses
  - L.5.1.c Use verb tense to convey various times, sequences, states, and conditions.
    - Grammar
      - Verb Tenses
  - L.5.1.d Recognize and correct inappropriate shifts in verb tense.
    - Grammar
      - Verb Tenses
  - L.5.1.e Use correlative conjunctions (e.g., either/or, neither/nor).
    - Grammar
      - Conjunctions
- L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  - L.5.2.a Use punctuation to separate items in a series.
    - Grammar
      - Punctuation
  - L.5.2.b Use a comma to separate an introductory element from the rest of the sentence.
    - Grammar
      - Punctuation
  - L.5.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
    - Grammar
      - Punctuation
  - L.5.2.d Use underlining, quotation marks, or italics to indicate titles of works.
    - Grammar
      - Punctuation
  - L.5.2.e Spell grade-appropriate words correctly, consulting references as needed.
    - N/A

Texas

State of Texas Assessments of Academic Readiness (STAAR)

Grade 3

Grade 4

Grade 5

Grade 3

Math

Reporting Category 1: Numerical Representations and Relationships

The student will demonstrate an understanding of how to represent and manipulate numbers and expressions.
- 3.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.
  - (A) compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate;
    - Grade 4
      - Numbers to 1,000,000
  - (B) describe the mathematical relationships found in the base-10 place value system through the hundred thousands place;
    - Grade 4
      - Numbers to 1,000,000
  - (C) represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and
    - Grade 4
      - Numbers to 1,000,000
  - (D) compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =.
    - Grade 4
      - Compare Numbers
- 3.3 Number and operations. The student applies mathematical process standards to represent and explain fractional units.
  - (A) represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;
    - Grade 3
      - Simplest Form
  - (B) determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line;
    - Grade 3
      - Compare Fractions
  - (C) explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts here b is a non-zero whole number;
    - Grade 3
      - Simplest Form
  - (D) compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b;
    - Grade 3
      - Add Like Fractions
  - (E) solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8;
    - Grade 3
      - Add Like Fractions
      - Subtract Like Fractions
  - (F) represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;
    - Grade 3
      - Simplest Form
  - (G) explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and
    - Grade 3
      - Simplest Form
  - (H) compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.
    - Grade 3
      - Compare Fractions
- 3.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.
  - (I) determine if a number is even or odd using divisibility rules. numbers.
    - N/A
- 3.7 Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement.
  - (A) represent fractions of halves, fourths, and eighths as distances from zero on a number line.
    - Grade 3
      - Fractions as a Whole

Reporting Category 2: Computations and Algebraic Relationships

The student will demonstrate an understanding of how to perform operations and represent algebraic relationships.
- 3.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.
  - (A) solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;
    - Grade 3
      - Addition Properties
      - 3-Digit Addition
      - Addition with Regrouping
      - 3-Digit Subtraction
      - Subtraction with Regrouping
      - Subtraction Across Zeros
  - (B) round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems;
    - Grade 3
      - Place Value
  - (D) determine the total number of objects when equally sized groups of objects are combined or arranged in arrays up to 10 by 10;
    - Grade 3
      - Understand Multiplication
  - (E) represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;
    - Grade 3
      - Understand Multiplication
      - Multiplication Patterns
  - (F) recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;
    - Grade 3
      - Multiply by 2, 4, 5
  - (G) use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;
    - Grade 3
      - Multiplication Properties
  - (H) determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally;
    - Grade 3
      - Understand Division
  - (J) determine a quotient using the relationship between multiplication and division; and
    - Grade 3
      - Multiplication Properties
      - Relate Multiplication and Division
  - (K) solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.
    - Grade 3
      - Use Strategies
- 3.5 Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships.
  - (A) represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations;
    - Grade 3
      - Addition Properties
      - 3-Digit Addition
      - Addition with Regrouping
      - 3-Digit Subtraction
      - Subtraction with Regrouping
      - Subtraction Across Zeros
  - (B) represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;
    - Grade 3
      - Multiplication Properties
      - Use Strategies
  - (C) describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24;
    - Grade 3
      - Multiply by 2, 4, 5
      - Multiply by 3, 6, 7
      - Multiply by 8, 9, 1, 0
      - Multiply by 10, 11, 12
  - (D) determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product; and
    - Grade 3
      - Multiplication Properties
  - (E) represent real-world relationships using number pairs in a table and verbal descriptions.
    - N/A

Reporting Category 3: Geometry and Measurement

The student will demonstrate an understanding of how to represent and apply geometry and measurement concepts.
- 3.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties.
  - (A) classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language;
    - Grade 2
      - Two-Dimensional Shapes
      - Three-Dimensional Shapes
  - (B) use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories;
    - Grade 3
      - Attributes of Polygons
  - (C) determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row;
    - Grade 3
      - Area
      - Area and Perimeter
  - (D) decompose composite figures formed by rectangles into non overlapping rectangles to determine the area of the original figure using the additive property of area; and
    - Grade 3
      - Area and Perimeter
  - (E) decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape.
    - Grade 3
      - Parts of a Whole
- 3.7 Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement.
  - (B) determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems;
    - Grade 3
      - Perimeter
  - (C) determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes;
    - Grade 3
      - Time
  - (D) determine when it is appropriate to use measurements of liquid volume (capacity) or weight; and
    - Grade 3
      - Lengths, Liquid Volumes, Masses
  - (E) determine liquid volume (capacity) or weight using appropriate units and tools.
    - Grade 3
      - Lengths, Liquid Volumes, Masses

Reporting Category 4: Data Analysis and Personal Financial Literacy

The student will demonstrate an understanding of how to represent and analyze data and how to describe and apply personal financial concepts.
- 3.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.
  - (C) determine the value of a collection of coins and bills.
    - Grade 2
      - Money
      - Value of Money
- 3.8 Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
  - (A) summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and
    - Grade 3
      - Picture Graphs
      - Bar Graphs
      - Line Plots
  - (B) solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
    - Grade 3
      - Picture Graphs
      - Bar Graphs
      - Line Plots
- 3.9 Personal financial literacy. The student applies mathematical process standards to manage one’s financial resources effectively for lifetime financial security.
  - (A) explain the connection between human capital/labor and income;
    - N/A
  - (B) describe the relationship between the availability or scarcity of resources and how that impacts cost;
    - N/A
  - (D) explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower’s responsibility to pay it back to the lender, usually with interest; and
    - N/A
  - (E) list reasons to save and explain the benefit of a savings plan, including for college.
    - N/A

ELA

Reporting Category 1: Reading

The student will understand and analyze a variety of texts from various genres.
- Developing and sustaining foundational language skills:
  - (3) listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:
    - (A) use print or digital resources to determine meaning, syllabication, and pronunciation;
      - N/A
    - (B) use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;
      - N/A
    - (C) identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful; and
      - N/A
    - (D) identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.
      - N/A
- Comprehension skills:
  - (6) listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
    - (C) make and correct or confirm predictions using text features, characteristics of genre, and structures;
      - N/A
    - (E) make connections to personal experiences, ideas in other texts, and society;
      - N/A
    - (F) make inferences and use evidence to support understanding;
      - Grade 4
        
        Reading: Literature
        
        Theme and Story Details
        
        Reading: Informational Text
        
        Main Idea and Key Details
      - Grade 5
        
        Reading: Literature
        
        Main Idea and Key Details
        
        Reading: Informational Text
        
        Theme and Story Details
    - (G) evaluate details read to determine key ideas; and
      - Grade 3
        
        Reading: Literature
        
        Central Message and Key Details
        
        Reading: Informational Text
        
        Main Idea and Key Details
    - (H) synthesize information to create new understanding;
      - Grade 3
        
        Reading: Literature
        
        Central Message and Key Details
        
        Reading: Informational Text
        
        Main Idea and Key Details
        
        Reading: Informational Text
        
        Locate Information
        
        Reading: Informational Text
        
        Visual Information
- Response skills:
  - (7) listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
    - (C) use text evidence to support an appropriate response; and
      - Grade 3
        
        Reading: Literature
        
        Central Message and Key Details
        
        Reading: Informational Text
        
        Main Idea and Key Details
    - (D) retell and paraphrase texts in ways that maintain meaning and logical order;
      - Grade 1
        
        Reading: Literature
        
        Central Message and Key Details
- Multiple genres:
  - (8) listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
    - (A) infer the theme of a work, distinguishing theme from topic;
      - Grade 3
        
        Reading: Literature
        
        Central Message and Key Details
    - (B) explain the relationships among the major and minor characters;
      - Grade 3
        
        Reading: Literature
        
        Describe Characters
    - (C) analyze plot elements, including the sequence of events, the conflict, and the resolution; and
      - Grade 3
        
        Reading: Literature
        
        Understand Text Structure
    - (D) explain the influence of the setting on the plot.
      - N/A
  - (9) listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
    - (A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, and myths;
      - N/A
    - (B) explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;
      - Grade 3
        
        Reading: Literature
        
        Understand Text Structure
    - (C) discuss elements of drama such as characters, dialogue, setting, and acts;
      - Grade 3
        
        Reading: Literature
        
        Understand Text Structure
    - (D) recognize characteristics and structures of informational text, including:
      - (i) the central idea with supporting evidence;
        
        Grade 3
        
        Reading: Informational Text
        
        Main Idea and Key Details
      - (ii) features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding; and
        
        Grade 3
        
        Reading: Informational Text
        
        Locate Information
      - (iii) organizational patterns such as cause and effect and problem and solution;
        
        Grade 3
        
        Reading: Informational Text
        
        Describe Relationships and Connections
    - (E) recognize characteristics and structures of argumentative text by:
      - (i) identifying the claim;
        
        N/A
      - (ii) distinguishing facts from opinion; and
        
        N/A
      - (iii) identifying the intended audience or reader;
        
        N/A
- Author's purpose and craft:
  - (10) listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
    - (A) explain the author's purpose and message within a text;
      - Grade 3
        
        Reading: Literature
        
        Central Message and Key Details
        
        Reading: Informational Text
        
        Main Idea and Key Details
      - Grade 2
        
        Reading: Informational Text
        
        Main Purpose
    - (B) explain how the use of text structure contributes to the author's purpose;
      - Grade 3
        
        Reading: Literature
        
        Understand Text Structure
    - (C) explain the author's use of print and graphic features to achieve specific purposes;
      - Grade 3
        
        Reading: Literature
        
        Build Vocabulary and Explain Illustrations
        
        Reading: Informational Text
        
        Locate Information
        
        Visual Information
    - (D) describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes;
      - Grade 3
        
        Reading: Literature
        
        Build Vocabulary and Explain Illustrations
    - (E) identify the use of literary devices, including first- or third-person point of view;
      - Grade 3
        
        Reading: Literature
        
        Point of View
    - (F) discuss how the author's use of language contributes to voice; and
      - N/A
    - (G) identify and explain the use of hyperbole.
      - Grade 3
        
        Reading: Literature
        
        Build Vocabulary and Explain Illustrations

Reporting Category 2: Writing Revising and Editing

The student will revise and edit a variety of texts from various genres.
- Developing and sustaining foundational language skills:
  - (2) listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:
    - (B) demonstrate and apply spelling knowledge by:
      - (i) spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
        
        N/A
      - (ii) spelling homophones;
        
        N/A
      - (iii) spelling compound words, contractions, and abbreviations;
        
        N/A
      - (iv) spelling multisyllabic words with multiple sound-spelling patterns;
        
        N/A
      - (v) spelling words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
        
        N/A
      - (vi) spelling words using knowledge of prefixes; and
        
        N/A
      - (vii) spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants;
        
        N/A
- Composition:
  - (11) listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
    - develop drafts into a focused, structured, and coherent piece of writing by:
      - (i) organizing with purposeful structure, including an introduction and a conclusion; and
        
        Grade 3
        
        Reading: Literature
        
        Understand Text Structure
      - (ii) developing an engaging idea with relevant details;
        
        Grade 3
        
        Reading: Literature
        
        Central Message and Key Details
    - (C) revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
      - Grade 3
        
        Grammar
        
        Nouns
        
        Verbs
        
        Modifiers
        
        Conjunctions
        
        Function
        
        Types of Sentences
        
        Agreement
        
        Capitalization and Punctuation
    - (D) edit drafts using standard English conventions, including:
      - (i) complete simple and compound sentences with subject-verb agreement;
        
        Grade 3
        
        Grammar
        
        Types of Sentences
        
        Agreement
      - (ii) past, present, and future verb tense;
        
        Grade 3
        
        Grammar
        
        Verbs
      - (iii) singular, plural, common, and proper nouns;
        
        Grade 1
        
        Grammar
        
        Nouns and Pronouns
      - (iv) adjectives, including their comparative and superlative forms;
        
        Grade 3
        
        Grammar
        
        Modifiers
      - (v) adverbs that convey time and adverbs that convey manner;
        
        Grade 2
        
        Grammar
        
        Modifiers
      - (vi) prepositions and prepositional phrases;
        
        Grade 4
        
        Grammar
        
        Prepositions
      - (vii) pronouns, including subjective, objective, and possessive cases;
        
        Grade 1
        
        Grammar
        
        Nouns and Pronouns
      - (viii) coordinating conjunctions to form compound subjects, predicates, and sentences;
        
        Grade 3
        
        Grammar
        
        Conjunctions
        
        Types of Sentences
      - (ix) capitalization of official titles of people, holidays, and geographical names and places;
        
        Grade 3
        
        Grammar
        
        Capitalization and Punctuation
      - (x) punctuation marks, including apostrophes in contractions and possessives and commas in compound sentences and items in a series; and
        
        Grade 3
        
        Grammar
        
        Capitalization and Punctuation
      - (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words;
        
        N/A

Written Essay

The student will compose a variety of written texts with a clear: central idea or claim; coherent organization; sufficient development; supporting evidence; and effective use of language and conventions.
- Response skills:
  - (7) listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
    - (B) write a response to a literary or informational text that demonstrates an understanding of a text;
      - N/A
- Composition:
  - (12) listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
    - (B) compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
      - Grade 3
        
        Reading: Informational Text
        
        Main Idea and Key Details
    - (C) compose argumentative texts, including opinion essays, using genre characteristics and craft;
      - N/A

Grade 4

Math

Reporting Category 1: Numerical Representations and Relationships

The student will demonstrate an understanding of how to represent and manipulate numbers and expressions.
- 4.2 Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value.
  - (A) interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left;
    - Grade 4
      - Numbers to 1,000,000
  - (B) represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals;
    - Grade 4
      - Numbers to 1,000,000
      - Decimal Place Value
  - (C) compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =;
    - Grade 4
      - Compare Numbers *up to 1,000,000
  - (D) round whole numbers to a given place value through the hundred thousands place;
    - Grade 4
      - Compare Numbers *up to 1,000,000
  - (E) represent decimals, including tenths and hundredths, using concrete and visual models and money;
    - Grade 4
      - Decimal Place Value
      - Word Problems on Decimals
    - Grade 5
      - Thousandths
  - (F) compare and order decimals using concrete and visual models to the hundredths;
    - Grade 4
      - Decimals and Fractions
  - (G) relate decimals to fractions that name tenths and hundredths; and
    - Grade 4
      - Decimals and Fractions
  - (H) determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.
    - Grade 4
      - Decimal Place Value
- 4.3 Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems.
  - (A) represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b;
    - Grade 4
      - Simplest Form
  - (B) decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations;
    - Grade 4
      - Simplest Form
  - (C) determine if two given fractions are equivalent using a variety of methods;
    - Grade 4
      - Compare Fractions
  - (D) compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <; and
    - Grade 4
      - Compare Fractions
  - (G) represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.
    - Grade 4
      - Decimals and Fractions

Reporting Category 2: Computations and Algebraic Relationships

The student will demonstrate an understanding of how to perform operations and represent algebraic relationships.
- 4.3 Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems.
  - (E) represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations; and
    - Grade 4
      - Add Like Fractions
      - Subtract Like Fractions
  - (F) evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole.
    - Grade 4
      - Compare Fractions
- 4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy.
  - (A) add and subtract whole numbers and decimals to the hundredths place using the standard algorithm;
    - Grade 5
      - Use Models to Add and Subtract Decimals
      - Decimal Addition and Subtraction
  - (B) determine products of a number and 10 or 100 using properties of operations and place value understandings;
    - Grade 4
      - Multiplication as Comparison
  - (C) represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15;
    - Grade 4
      - Multiply by 2-Digit Numbers
  - (D) use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;
    - Grade 4
      - Use Distributive Property to Multiply
      - Use Place Value to Multiply
      - Multiplication with Regrouping
      - Multiply Across Zeros
      - Multiply Multi-Digit Numbers
      - Multiply by Multiples of 10
      - Multiply by 2-Digit Numbers
      - Multiply by 2-Digit Numbers with Regrouping
      - Word Problems on Multiplication
  - (E) represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations;
    - Grade 4
      - Estimate Quotients
      - Use Partial Quotients
      - Division with Remainders
      - Divide with Regrouping
      - Quotients with Zeros and Divide Multi-Digit Numbers
      - Word Problems on Division
  - (F) use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor;
    - Grade 4
      - Estimate Quotients
      - Use Partial Quotients
      - Division with Remainders
      - Divide with Regrouping
      - Quotients with Zeros and Divide Multi-Digit Numbers
      - Word Problems on Division
  - (G) round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; and
    - Grade 4
      - Compare Numbers
  - (H) solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.
    - Grade 4
      - Word Problems on Multiplication
      - Word Problems on Division
- 4.5 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations.
  - (A) represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity; and
    - Grade 3
      - Use Strategies
  - (B) represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence.
    - N/A

Reporting Category 3: Geometry and Measurement

The student will demonstrate an understanding of how to represent and apply geometry and measurement concepts.
- 4.5 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations.
  - (D) solve problems related to perimeter and area of rectangles where dimensions are whole numbers.
    - Grade 4
      - Perimeter and Area
- 4.6 Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties.
  - (A) identify points, lines, line segments, rays, angles, and perpendicular and parallel lines;
    - Grade 4
      - Lines, Rays and Triangles
  - (B) identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure;
    - Grade 4
      - Line Symmetry
  - (C) apply knowledge of right angles to identify acute, right, and obtuse triangles; and
    - Grade 4
      - Lines, Rays and Triangles
  - (D) classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size.
    - Grade 4
      - Lines, Rays and Triangles
- 4.7 Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees.
  - (C) determine the approximate measures of angles in degrees to the nearest whole number using a protractor;
    - Grade 4
      - Circles and Angles
  - (D) draw an angle with a given measure; and
    - Grade 4
      - Circles and Angles
  - (E) determine the measure of an unknown angle formed by two nonoverlapping adjacent angles given one or both angle measures.
    - Grade 4
      - Circles and Angles
- 4.8 Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement.
  - (A) identify relative sizes of measurement units within the customary and metric systems;
    - Grade 4
      - Customary Units of Length
  - (B) convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table; and
    - Grade 4
      - Customary Units of Length
      - Metric Units
  - (C) solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.
    - Grade 4
      - Customary Units of Length
      - Customary Units of Weight
      - Customary Units of Liquid Volume
      - Time
      - Word Problems on Mixed Units

Reporting Category 4: Data Analysis and Personal Financial Literacy

The student will demonstrate an understanding of how to represent and analyze data and how to describe and apply personal financial concepts.
- 4.9 Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
  - (A) represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions; and
    - Grade 4
      - Line Plots and Tally Charts
  - (B) solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem and-leaf plot.
    - Grade 4
      - Line Plots and Tally Charts
- 4.10 Personal financial literacy. The student applies mathematical process standards to manage one’s financial resources effectively for lifetime financial security.
  - (A) distinguish between fixed and variable expenses;
    - N/A
  - (B) calculate profit in a given situation; and
    - N/A
  - (E) describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending.
    - N/A

ELA

Reporting Category 1: Reading

The student will understand and analyze a variety of texts from various genres.
- Developing and sustaining foundational language skills:
  - (3) listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:
    - (A) use print or digital resources to determine meaning, syllabication, and pronunciation;
      - N/A
    - (B) use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
      - N/A
    - (C) determine the meaning of and use words with affixes such as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph, and meter;
      - N/A
    - (D) identify, use, and explain the meaning of homophones such as reign/rain.
      - N/A
- Comprehension skills:
  - (6) listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
    - (C) make and correct or confirm predictions using text features, characteristics of genre, and structures;
      - N/A
    - (E) make connections to personal experiences, ideas in other texts, and society;
      - Grade 4
        
        Reading: Literature
        
        Compare and Contrast
    - (F) make inferences and use evidence to support understanding;
      - N/A
    - (G) evaluate details read to determine key ideas;
      - Grade 4
        
        Reading: Literature
        
        Theme and Story Details
        
        Reading: Informational Text
        
        Main Idea and Key Details
    - (H) synthesize information to create new understanding;
      - Grade 4
        
        Reading: Literature
        
        Theme and Story Details
        
        Reading: Informational Text
        
        Main Idea and Key Details
        
        Interpret Information
        
        Integrate Information
- Response skills:
  - (7) listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
    - (C) use text evidence to support an appropriate response;
      - Grade 4
        
        Reading: Literature
        
        Theme and Story Details
        
        Reading: Informational Text
        
        Main Idea and Key Details
    - (D) retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;
      - Grade 4
        
        Reading: Literature
        
        Theme and Story Details
        
        Reading: Informational Text
        
        Main Idea and Key Details
- Multiple genres:
  - (8) listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
    - (A) infer basic themes supported by text evidence;
      - Grade 4
        
        Reading: Literature
        
        Theme and Story Details
    - (B) explain the interactions of the characters and the changes they undergo;
      - Grade 4
        
        Reading: Literature
        
        Theme and Story Details
        
        Point of View
    - (C) analyze plot elements, including the rising action, climax, falling action, and resolution;
      - Grade 4
        
        Reading: Literature
        
        Understand Text Structure
      - Grade 5
        
        Reading: Literature
        
        Understand Text Structure
    - (D) explain the influence of the setting, including historical and cultural settings, on the plot.
      - Grade 4
        
        Reading: Literature
        
        Compare and Contrast
  - (9) listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
    - (A) demonstrate knowledge of distinguishing characteristics of wellknown children's literature such as folktales, fables, legends, myths, and tall tales;
      - N/A
    - (B) explain figurative language such as simile, metaphor, and personification that the poet uses to create images;
      - Grade 5
        
        Reading: Literature
        
        Build Vocabulary
    - (C) explain structure in drama such as character tags, acts, scenes, and stage directions;
      - Grade 4
        
        Reading: Literature
        
        Understand Text Structure
    - (D) recognize characteristics and structures of informational text, including:
      - (i) the central idea with supporting evidence;
        
        Grade 4
        
        Reading: Informational Text
        
        Main Idea and Key Details
      - (ii) features such as pronunciation guides and diagrams to support understanding; and
        
        Grade 4
        
        Reading: Informational Text
        
        Interpret Information
      - (iii) organizational patterns such as compare and contrast;
        
        Grade 1
        
        Reading: Informational Text
        
        Compare and Contrast
        
        Grade 2
        
        Reading: Informational Text
        
        Compare and Contrast
        
        Grade 3
        
        Reading: Informational Text
        
        Compare and Contrast
        
        Grade 5
        
        Reading: Informational Text
        
        Compare and Contrast: Structure
        
        Compare and Contrast: Point of View
    - (E) recognize characteristics and structures of argumentative text by:
      - (i) identifying the claim;
        
        N/A
      - (ii) explaining how the author has used facts for an argument; and
        
        N/A
      - (iii) identifying the intended audience or reader;
        
        N/A
- Author's purpose and craft:
  - (10) listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
    - (A) explain the author's purpose and message within a text;
      - Grade 4
        
        Reading: Literature
        
        Theme and Story Details
        
        Reading: Informational Text
        
        Main Idea and Key Details
      - Grade 2
        
        Reading: Informational Text
        
        Main Purpose
    - (B) explain how the use of text structure contributes to the author's purpose;
      - Grade 4
        
        Reading: Literature
        
        Understand Text Structure
        
        Reading: Informational Text
        
        Understand Text Structure
    - (C) analyze the author's use of print and graphic features to achieve specific purposes;
      - Grade 4
        
        Reading: Literature
        
        Make Connections
        
        Reading: Informational Text
        
        Interpret Information
    - (D) describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes;
      - Grade 5
        
        Reading: Literature
        
        Build Vocabulary
    - (E) identify and understand the use of literary devices, including first- or third-person point of view;
      - Grade 4
        
        Reading: Literature
        
        Point of View
    - (F) discuss how the author's use of language contributes to voice;
      - N/A
    - (G) identify and explain the use of anecdote.
      - N/A

Reporting Category 2: Writing Revising and Editing

The student will revise and edit a variety of texts from various genres.
- Developing and sustaining foundational language skills:
  - (2) listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:
    - (B) demonstrate and apply spelling knowledge by:
      - (i) spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
        
        N/A
      - (ii) spelling homophones;
        
        N/A
      - (iii) spelling multisyllabic words with multiple sound-spelling patterns;
        
        N/A
      - (iv) spelling words using advanced knowledge of syllable division patterns;
        
        N/A
      - (v) spelling words using knowledge of prefixes; and
        
        N/A
      - (vi) spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants;
        
        N/A
- Composition:
  - (11) listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
    - develop drafts into a focused, structured, and coherent piece of writing by:
      - (i) organizing with purposeful structure, including an introduction, transitions, and a conclusion;
        
        Grade 4
        
        Reading: Literature
        
        Understand Text Structure
      - (ii) developing an engaging idea with relevant details;
        
        Grade 4
        
        Reading: Literature
        
        Theme and Story Details
    - (C) revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
      - Grade 3
        
        Grammar
        
        Pronouns
        
        Verbs
        
        Modifiers
        
        Prepositions
        
        Types of Sentences
        
        Capitalization and Punctuation
    - (D) edit drafts using standard English conventions, including:
      - (i) complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
        
        Grade 4
        
        Grammar
        
        Types of Sentences
        
        Grade 3
        
        Grammar
        
        Agreement
      - (ii) past tense of irregular verbs;
        
        Grade 2
        
        Grammar
        
        Verbs
        
        Grade 3
        
        Grammar
        
        Verbs
      - (iii) singular, plural, common, and proper nouns;
        
        Grade 1
        
        Grammar
        
        Nouns and Pronouns
      - (iv) adjectives, including their comparative and superlative forms;
        
        Grade 3
        
        Grammar
        
        Modifiers
      - (v) adverbs that convey frequency and adverbs that convey degree;
        
        N/A
      - (vi) prepositions and prepositional phrases;
        
        Grade 4
        
        Grammar
        
        Prepositions
      - (vii) pronouns, including reflexive;
        
        Grade 2
        
        Grammar
        
        Nouns and Pronouns
      - (viii) coordinating conjunctions to form compound subjects, predicates, and sentences;
        
        Grade 3
        
        Grammar
        
        Conjunctions
        
        Types of Semtemces
      - (ix) capitalization of historical periods, events, and documents; titles of books; stories and essays; and languages, races, and nationalities;
        
        Grade 4
        
        Grammar
        
        Capitalization and Punctuation
        
        Grade 3
        
        Grammar
        
        Capitalization and Punctuation
      - (x) punctuation marks, including apostrophes in possessives, commas in compound sentences, and quotation marks in dialogue; and
        
        Grade 4
        
        Grammar
        
        Capitalization and Punctuation
        
        Grade 3
        
        Grammar
        
        Capitalization and Punctuation
      - (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words;
        
        N/A

Written Essay

The student will compose a variety of written texts with a clear: central idea or claim; coherent organization; sufficient development; supporting evidence; and effective use of language and conventions.
- Response skills:
  - (7) listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
    - (B) write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
      - Grade 4
        
        Reading: Literature
        
        Compare and Contrast
- Composition:
  - (12) listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
    - (B) compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
      - Grade 4
        
        Reading: Informational Text
        
        Main Idea and Key Details
    - (C) compose argumentative texts, including opinion essays, using genre characteristics and craft;
      - N/A

Grade 5

Math

Reporting Category 1: Numerical Representations and Relationships

The student will demonstrate an understanding of how to represent and manipulate numbers and expressions.
- 5.2 Number and operations. The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value.
  - (A) represent the value of the digit in decimals through the thousandths using expanded notation and numerals;
    - Grade 5
      - Thousandths
  - (B) compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =; and
    - Grade 5
      - Thousandths
  - (C) round decimals to tenths or hundredths.
    - Grade 5
      - Thousandths
- 5.4 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations.
  - (A) identify prime and composite numbers;
    - Grade 4
      - Factors
  - (E) describe the meaning of parentheses and brackets in a numeric expression; and
    - Grade 5
      - Numerical Expressions
  - (F) simplify numerical expressions that do not involve exponents, including up to two levels of grouping.
    - Grade 5
      - Numerical Expressions

Reporting Category 2: Computations and Algebraic Relationships

The student will demonstrate an understanding of how to perform operations and represent algebraic relationships.
- 5.3 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy.
  - (A) estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division;
    - Grade 5
      - Use Models to Add and Subtract Decimals
      - Estimate Quotients
    - Grade 4
      - Estimate Products
  - (B) multiply with fluency a three-digit number by a two-digit number using the standard algorithm;
    - Grade 5
      - Multiply Multi-Digit Numbers
  - (C) solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm;
    - Grade 5
      - Divide by 2-Digit Divisors
  - (D) represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models;
    - Grade 5
      - Use Models to Multiply Decimals
      - Use Models to Divide Decimals
  - (E) solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers;
    - Grade 5
      - Place Decimal Points in Products
  - (F) represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including area models;
    - Grade 5
      - Use Models to Divide Decimals
  - (G) solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm;
    - Grade 5
      - Decimal Division
  - (H) represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations;
    - Grade 5
      - Use Models to Add and Subtract Fractions
  - (I) represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models;
    - Grade 5
      - Multiply Fractions by Whole Numbers
  - (J) represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models;
    - Grade 5
      - Unit Fraction Division
  - (K) add and subtract positive rational numbers fluently; and
    - Grade 5
      - Use Models to Add and Subtract Fractions
      - Like Denominators
      - Add and Subtract Mixed Numbers
  - (L) divide whole numbers by unit fractions and unit fractions by whole numbers.
    - Grade 5
      - Unit Fraction Division
- 5.4 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations.
  - (B) represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity;
    - Grade 5
      - Word Problems on Multiplication and Division
    - Grade 3
      - Use Strategies
  - (C) generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph; and
    - Grade 5
      - Numerical Expressions
      - Algebra
      - Coordinate Plane
  - (D) recognize the difference between additive and multiplicative numerical patterns given in a table or graph.
    - Grade 5
      - Algebra
      - Coordinate Plane

Reporting Category 3: Geometry and Measurement

The student will demonstrate an understanding of how to represent and apply geometry and measurement concepts.
- 5.4 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations.
  - (H) represent and solve problems related to perimeter and/or area and related to volume.
    - Grade 5
      - Volume
      - Find Volume
      - Find Volume of Composed Figures
- 5.5 Geometry and measurement. The student applies mathematical process standards to classify two-dimensional figures by attributes and properties.
  - (A) classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.
    - Grade 5
      - Two-Dimensional Figures
- 5.6 Geometry and measurement. The student applies mathematical process standards to understand, recognize, and quantify volume.
  - (A) recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible; and
    - Grade 5
      - Volume
  - (B) determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base.
    - Grade 5
      - Find Volume
- 5.7 Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement.
  - (A) solve problems by calculating conversions within a measurement system, customary or metric.
    - Grade 5
      - Customary Units (Length, Weight, Liquid Volume)
- 5.8 Geometry and measurement. The student applies mathematical process standards to identify locations on a coordinate plane.
  - (A) describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin;
    - Grade 5
      - Coordinate Plane
  - (B) describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane; and
    - Grade 5
      - Coordinate Plane
  - (C) recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible;
    - Grade 5
      - Coordinate Plane

Reporting Category 4: Data Analysis and Personal Financial Literacy

The student will demonstrate an understanding of how to represent and analyze data and how to describe and apply personal financial concepts.
- 5.9 Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
  - (A) represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots;
    - Grade 4
      - Line Plots and Tally Charts *excluding stem-and-leaf plots
  - (B) represent discrete paired data on a scatterplot; and
    - Grade 5
      - Coordinate Plane
  - (C) solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.
    - Grade 5
      - Coordinate Plane
    - Grade 4
      - Line Plots and Tally Charts *excluding stem-and-leaf plots
- 5.10 Personal financial literacy. The student applies mathematical process standards to manage one’s financial resources effectively for lifetime financial security.
  - (A) define income tax, payroll tax, sales tax, and property tax;
    - N/A
  - (B) explain the difference between gross income and net income;
    - N/A
  - (E) describe actions that might be taken to balance a budget when expenses exceed income; and
    - N/A
  - (F) balance a simple budget.
    - N/A

ELA

Reporting Category 1: Reading

The student will understand and analyze a variety of texts from various genres.
- Developing and sustaining foundational language skills:
  - (3) listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:
    - (A) use print or digital resources to determine meaning, syllabication, pronunciation, and word origin;
      - N/A
    - (B) use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
      - N/A
    - (C) identify the meaning of and use words with affixes such as trans-, super-, -ive, and -logy and roots such as geo and photo;
      - N/A
    - (D) identify, use, and explain the meaning of adages and puns.
      - N/A
- Comprehension skills:
  - (6) listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
    - (C) make and correct or confirm predictions using text features, characteristics of genre, and structures;
      - N/A
    - (E) make connections to personal experiences, ideas in other texts, and society;
      - Grade 5
        
        Reading: Literature
        
        Compare and Contrast
        
        Reading: Informational Text
        
        Compare and Contrast: Structure
        
        Compare and Contrast: Point of View
    - (F) make inferences and use evidence to support understanding;
      - Grade 5
        
        Reading: Literature
        
        Theme and Story Details
        
        Reading: Informational Text
        
        Main Idea and Key Details
    - (G) evaluate details read to determine key ideas;
      - Grade 5
        
        Reading: Literature
        
        Theme and Story Details
        
        Reading: Informational Text
        
        Main Idea and Key Details
    - (H) synthesize information to create new understanding;
      - Grade 5
        
        Reading: Literature
        
        Theme and Story Details
        
        Reading: Informational Text
        
        Main Idea and Key Details
        
        Integrate Information
- Response skills:
  - (7) listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
    - (C) use text evidence to support an appropriate response;
      - Grade 5
        
        Reading: Literature
        
        Theme and Story Details
        
        Reading: Informational Text
        
        Main Idea and Key Details
    - (D) retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;
      - Grade 5
        
        Reading: Literature
        
        Theme and Story Details
        
        Reading: Informational Text
        
        Main Idea and Key Details
- Multiple genres:
  - (8) listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
    - (A) infer multiple themes within a text using text evidence;
      - Grade 5
        
        Reading: Literature
        
        Theme and Story Details
    - (B) analyze the relationships of and conflicts among the characters;
      - Grade 5
        
        Reading: Literature
        
        Theme and Story Details
        
        Point of View
    - (C) analyze plot elements, including rising action, climax, falling action, and resolution;
      - Grade 5
        
        Reading: Literature
        
        Understand Text Structure
    - (D) analyze the influence of the setting, including historical and cultural settings, on the plot.
      - N/A
  - (9) listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
    - (A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales;
      - N/A
    - (B) explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms;
      - Grade 5
        
        Reading: Literature
        
        Build Vocabulary
        
        Understand Text Structure
    - (C) explain structure in drama such as character tags, acts, scenes, and stage directions;
      - Grade 5
        
        Reading: Literature
        
        Understand Text Structure
    - (D) recognize characteristics and structures of informational text, including:
      - (i) the central idea with supporting evidence;
        
        Grade 5
        
        Reading: Informational Text
        
        Main Idea and Key Details
      - (ii) features such as insets, timelines, and sidebars to support understanding; and
        
        Grade 3
        
        Reading: Informational Text
        
        Locate Information
      - (iii) organizational patterns such as logical order and order of importance;
        
        Grade 5
        
        Reading: Informational Text
        
        Compare and Contrast: Structure
    - (E) recognize characteristics and structures of argumentative text by:
      - (i) identifying the claim;
        
        N/A
      - (ii) explaining how the author has used facts for or against an argument; and
        
        N/A
      - (iii) identifying the intended audience or reader;
        
        N/A
- Author's purpose and craft:
  - (10) listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
    - (A) explain the author's purpose and message within a text;
      - Grade 5
        
        Reading: Literature
        
        Theme and Story Details
        
        Reading: Informational Text
        
        Main Idea and Key Details
    - (B) analyze how the use of text structure contributes to the author's purpose;
      - Grade 5
        
        Reading: Literature
        
        Understand Text Structure
        
        Reading: Informational Text
        
        Compare and Contrast: Structure
    - (C) analyze the author's use of print and graphic features to achieve specific purposes;
      - Grade 5
        
        Reading: Literature
        
        Make Connections
    - (D) describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices achieves specific purposes;
      - Grade 5
        
        Reading: Literature
        
        Build Vocabulary
    - (E) identify and understand the use of literary devices, including first- or third-person point of view;
      - Grade 5
        
        Reading: Literature
        
        Point of View
    - (F) examine how the author's use of language contributes to voice;
      - N/A
    - (G) explain the purpose of hyperbole, stereotyping, and anecdote.
      - Grade 5
        
        Reading: Literature
        
        Build Vocabulary *only hyperbole

Reporting Category 2: Writing Revising and Editing

The student will revise and edit a variety of texts from various genres.
- Developing and sustaining foundational language skills:
  - (2) listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:
    - (B) demonstrate and apply spelling knowledge by:
      - (i) spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
        
        N/A
      - (ii) spelling words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;
        
        N/A
      - (iii) spelling multisyllabic words with multiple sound-spelling patterns;
        
        N/A
      - (iv) spelling words using advanced knowledge of syllable division patterns;
        
        N/A
      - (v) spelling words using knowledge of prefixes; and
        
        N/A
      - (vi) spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants;
        
        N/A
- Composition:
  - (11) listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
    - develop drafts into a focused, structured, and coherent piece of writing by:
      - (i) organizing with purposeful structure, including an introduction, transitions, and a conclusion;
        
        Grade 5
        
        Reading: Literature
        
        Understand Text Structure
        
        Reading: Informational Text
        
        Compare and Contrast: Structure
      - (ii) developing an engaging idea reflecting depth of thought with specific facts and details;
        
        Grade 5
        
        Reading: Literature
        
        Theme and Story Details
        
        Reading: Informational Text
        
        Main Idea and Key Details
    - (C) revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
      - Grade 3
        
        Grammar
        
        Perfect Verb Tenses
        
        Verb Tenses
        
        Conjunctions
        
        Function
        
        Punctuation
    - (D) edit drafts using standard English conventions, including:
      - (i) complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
        
        Grade 3
        
        Grammar
        
        Agreement
        
        Grade 4
        
        Grammar
        
        Types of Sentences
      - (ii) past tense of irregular verbs;
        
        Grade 2
        
        Grammar
        
        Verbs
        
        Grade 3
        
        Grammar
        
        Verbs
      - (iii) collective nouns;
        
        Grade 2
        
        Grammar
        
        Nouns and Pronouns
      - (iv) adjectives, including their comparative and superlative forms;
        
        Grade 3
        
        Grammar
        
        Modifiers
      - (v) conjunctive adverbs;
        
        N/A
      - (vi) prepositions and prepositional phrases and their influence on subject-verb agreement;
        
        Grade 4
        
        Grammar
        
        Prepositions
      - (vii) pronouns, including indefinite;
        
        Grade 1
        
        Grammar
        
        Nouns and Pronouns
      - (viii) subordinating conjunctions to form complex sentences;
        
        Grade 3
        
        Grammar
        
        Conjunctions
        
        Types of Sentences
      - (ix) capitalization of abbreviations, initials, acronyms, and organizations;
        
        Grade 4
        
        Grammar
        
        Capitalization and Punctuation *only uppercase letters of organizations
      - (x) italics and underlining for titles and emphasis and punctuation marks, including quotation marks in dialogue and commas in compound and complex sentences;
        
        Grade 5
        
        Grammar
        
        Punctuation
        
        Grade 4
        
        Grammar
        
        Capitalization and Punctuation
      - (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words;
        
        N/A

Written Essay

The student will compose a variety of written texts with a clear: central idea or claim; coherent organization; sufficient development; supporting evidence; and effective use of language and conventions.
- Response skills:
  - (7) listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
    - (B) write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
      - Grade 5
        
        Reading: Literature
        
        Compare and Contrast
        
        Reading: Informational Text
        
        Compare and Contrast: Structure
        
        Compare and Contrast: Point of View
- Composition:
  - (12) listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
    - (B) compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
      - Grade 5
        
        Reading: Informational Text
        
        Main Idea and Key Details
    - (C) compose argumentative texts, including opinion essays, using genre characteristics and craft;
      - N/A

Florida

Florida's B.E.S.T Standards (Benchmarks for Excellent Student Thinking)

Grade 3

Grade 4

Grade 5

Grade 3

Math

MA.3.NSO.1 Understand the place value of four-digit numbers.

MA.3.NSO.1.1 Read and write numbers from 0 to 10,000 using standard form, expanded form and word form.
Example:

The number two thousand five hundred thirty written in standard form is 2,530 and in expanded form is 2,000 + 500 + 30.
- Grade 3
  - Place Value
- Grade 2
  - Numbers to 100
MA.3.NSO.1.2 Compose and decompose four-digit numbers in multiple ways using thousands, hundreds, tens and ones. Demonstrate each composition or decomposition using objects, drawings and expressions or equations.
Example:

The number 5,783 can be expressed as 5 thousands + 7 hundreds + 8 tens + 3 ones or as 56 hundreds + 183 ones.
- Grade 3
  - Place Value
- Grade 2
  - Numbers to 100
MA.3.NSO.1.3 Plot, order and compare whole numbers up to 10,000.
Example:

The numbers 3,475; 4,743 and 4,753 can be arranged in ascending order as 3,475; 4,743 and 4,753.
- Grade 4
  - Compare Numbers
MA.3.NSO.1.4 Round whole numbers from 0 to 1,000 to the nearest 10 or 100.
Example:

The number 775 is rounded to 780 when rounded to the nearest 10.

Example:

The number 745 is rounded to 700 when rounded to the nearest 100.
- Grade 3
  - Place Value

MA.3.NSO.2 Add and subtract multi-digit whole numbers. Build an understanding of multiplication and division operations.

MA.3.NSO.2.1 Add and subtract multi-digit whole numbers including using a standard algorithm with procedural fluency.
- Grade 3
  - Addition Properties
  - 3-Digit Addition
  - Addition with Regrouping
  - 3-Digit Subtraction
  - Subtraction with Regrouping
  - Subtraction Across Zeros
MA.3.NSO.2.2 Explore multiplication of two whole numbers with products from 0 to 144, and related division facts.
- Grade 3
  - Understand Multiplication
  - Relate Multiplication and Division
MA.3.NSO.2.3 Multiply a one-digit whole number by a multiple of 10, up to 90, or a multiple of 100, up to 900, with procedural reliability.
Example:

The product of 6 and 70 is 420.

Example:

The product of 6 and 300 is 1,800.
- Grade 3
  - Multiply by 10, 11, 12
MA.3.NSO.2.4 Multiply two whole numbers from 0 to 12 and divide using related facts with procedural reliability.
Example:

The product of 5 and 6 is 30.

Example:

The quotient of 27 and 9 is 3.
- Grade 3
  - Use Strategies

MA.3.FR.1 Understand fractions as numbers and represent fractions.

MA.3.FR.1.1 Represent and interpret unit fractions in the form 1/n as the quantity formed by one part when a whole is partitioned into n equal parts.
Example:

1/4 can be represented as 1/4 of a pie (parts of a shape), as 1 out of 4 trees (parts of a set) or as 1/4 on the number line.
- Grade 3
  - Fractions as a Whole
  - Parts of a Whole
MA.3.FR.1.2 Represent and interpret fractions, including fractions greater than one, in the form of m/n as the result of adding the unit fraction 1 n to itself m times.
Example:

9/8 can be represented as 1/8 + 1/8 + 1/8 + 1/8 + 1/8 + 1/8 + 1/8 + 1/8 + 1/8.
- Grade 3
  - Parts of a Whole
MA.3.FR.1.3 Read and write fractions, including fractions greater than one, using standard form, numeral-word form and word form.
Example:

The fraction 4/3 written in word form is four-thirds and in numeral-word form is 4 thirds.
- N/A

MA.3.FR.2 Order and compare fractions and identify equivalent fractions.

MA.3.FR.2.1 Plot, order and compare fractional numbers with the same numerator or the same denominator.
Example:

The fraction 3/2 is to the right of the fraction 3/3 on a number line so 3/2 is greater than 3/3.
- Grade 3
  - Compare Fractions
MA.3.FR.2.2 Identify equivalent fractions and explain why they are equivalent.
Example:

The fractions 1/1 and 3/3 can be identified as equivalent using number lines.

Example:

The fractions 2/4 and 2/6 can be identified as not equivalent using a visual model.
- Grade 3
  - Compare Fractions

MA.3.AR.1 Solve multiplication and division problems.

MA.3.AR.1.1 Apply the distributive property to multiply a one-digit number and two-digit number. Apply properties of multiplication to find a product of one-digit whole numbers.
Example:

The product 4 × 72 can be found by rewriting the expression as 4 × (70 + 2) and then using the distributive property to obtain (4 × 70) + (4 × 2) which is equivalent to 288.
- Grade 3
  - Multiplication Properties
MA.3.AR.1.2 Solve one- and two-step real-world problems involving any of four operations with whole numbers.
Example:

A group of students are playing soccer during lunch. How many students are needed to form four teams with eleven players each and to have two referees?
- Grade 3
  - Use Strategies

MA.3.AR.2 Develop an understanding of equality and multiplication and division.

MA.3.AR.2.1 Restate a division problem as a missing factor problem using the relationship between multiplication and division.
Example:

The equation 56 ÷ 7 =? can be restated as 7 ×? = 56 to determine the quotient is 8.
- Grade 3
  - Relate Multiplication and Division
MA.3.AR.2.2 Determine and explain whether an equation involving multiplication or division is true or false.
Example:

Given the equation 27 ÷ 3 = 3 × 3 , it can be determined to be a true equation by dividing the numbers on the left side of the equal sign and multiplying the numbers on the right of the equal sign to see that both sides are equivalent to 9.
- Grade 3
  - Relate Multiplication and Division
MA.3.AR.2.3 Determine the unknown whole number in a multiplication or division equation, relating three whole numbers, with the unknown in any position.
- Grade 3
  - Relate Multiplication and Division

MA.3.AR.3 Identify numerical patterns, including multiplicative patterns.

MA.3.AR.3.1 Determine and explain whether a whole number from 1 to 1,000 is even or odd.
- Grade 2
  - Number Patterns
MA.3.AR.3.2 Determine whether a whole number from 1 to 144 is a multiple of a given one-digit number.
- Grade 3
  - Multiplication Patterns
MA.3.AR.3.3 Identify, create and extend numerical patterns.
Example:

Bailey collects 6 baseball cards every day. This generates the pattern 6, 12, 18, … How many baseball cards will Bailey have at the end of the sixth day?
- Grade 3
  - Multiplication Patterns

MA.3.M.1 Measure attributes of objects and solve problems involving measurement.

MA.3.M.1.1 Select and use appropriate tools to measure the length of an object, the volume of liquid within a beaker and temperature.
- Grade 3
  - Lengths, Liquid Volumes, Masses
MA.3.M.1.2 Solve real-world problems involving any of the four operations with whole-number lengths, masses, weights, temperatures or liquid volumes.
Example:

Ms. Johnson’s class is having a party. Eight students each brought in a 2-liter bottle of soda for the party. How many liters of soda did the class have for the party?
- Grade 3
  - Lengths, Liquid Volumes, Masses

MA.3.M.2 Tell and write time and solve problems involving time.

MA.3.M.2.1 Using analog and digital clocks tell and write time to the nearest minute using a.m. and p.m. appropriately.
- Grade 3
  - Time
MA.3.M.2.2 Solve one- and two-step real-world problems involving elapsed time.
Example:

A bus picks up Kimberly at 6:45 a.m. and arrives at school at 8:15 a.m. How long was her bus ride?
- Grade 3
  - Time

MA.3.GR.1 Describe and identify relationships between lines and classify quadrilaterals.

MA.3.GR.1.1 Describe and draw points, lines, line segments, rays, intersecting lines, perpendicular lines and parallel lines. Identify these in two-dimensional figures.
- Grade 4
  - Lines, Rays and Triangles
  - Quadrilaterals
MA.3.GR.1.2 Identify and draw quadrilaterals based on their defining attributes. Quadrilaterals include parallelograms, rhombi, rectangles, squares and trapezoids.
- Grade 3
  - Attributes of Polygons
- Grade 4
  - Quadrilaterals
MA.3.GR.1.3 Draw line(s) of symmetry in a two-dimensional figure and identify line-symmetric two-dimensional figures.
- Grade 4
  - Line Symmetry

MA.3.GR.2 Solve problems involving the perimeter and area of rectangles.

MA.3.GR.2.1 Explore area as an attribute of a two-dimensional figure by covering the figure with unit squares without gaps or overlaps. Find areas of rectangles by counting unit squares.
- Grade 3
  - Area
MA.3.GR.2.2 Find the area of a rectangle with whole-number side lengths using a visual model and a multiplication formula.
- Grade 3
  - Area and Perimeter
MA.3.GR.2.3 Solve mathematical and real-world problems involving the perimeter and area of rectangles with whole-number side lengths using a visual model and a formula.
- Grade 4
  - Perimeter and Area
MA.3.GR.2.4 Solve mathematical and real-world problems involving the perimeter and area of composite figures composed of non-overlapping rectangles with whole-number side lengths.
Example:

A pool is comprised of two non-overlapping rectangles in the shape of an “L”. The area for a cover of the pool can be found by adding the areas of the two non-overlapping rectangles.
- Grade 4
  - Perimeter and Area

MA.3.DP.1 Collect, represent and interpret numerical and categorical data.

MA.3.DP.1.1 Collect and represent numerical and categorical data with whole-number values using tables, scaled pictographs, scaled bar graphs or line plots. Use appropriate titles, labels and units.
- Grade 3
  - Picture Graphs
  - Bar Graphs
  - Line Plots
MA.3.DP.1.2 Interpret data with whole-number values represented with tables, scaled pictographs, circle graphs, scaled bar graphs or line plots by solving one- and two-step problems.
- Grade 3
  - Picture Graphs
  - Bar Graphs
  - Line Plots

ELA

ELA.3.R Reading

ELA.3.R.1 Reading Prose and Poetry
- ELA.3.R.1.1 Explain how one or more characters develop throughout the plot in a literary text.
  - Grade 3
    - Reading: Literature
- ELA.3.R.1.2 Explain a theme and how it develops, using details, in a literary text.
  - Grade 4
    - Reading: Literature
- ELA.3.R.1.3 Explain different characters' perspectives in a literary text.
  - Grade 3
    - Reading: Literature
- ELA.3.R.1.4 Identify types of poems: free verse, rhymed verse, haiku, and limerick.
  - Grade 4
    - Reading: Literature
ELA.3.R.2 Reading Informational Text
- ELA.3.R.2.1 Explain how text features contribute to meaning and identify the text structures of chronology, comparison, and cause/effect in texts.
  - Grade 4
    - Reading: Informational Text
- ELA.3.R.2.2 Identify the central idea and explain how relevant details support that idea in a text.
  - Grade 3
    - Reading: Informational Text
- ELA.3.R.2.3 Explain the development of an author's purpose in an informational text.
  - Grade 2
    - Reading: Informational Text
- ELA.3.R.2.4 Identify an author's claim and explain how an author uses evidence to support the claim.
  - Grade 4
    - Reading: Informational Text
ELA.3.R.3 Reading Across Genres
- ELA.3.R.3.1 Identify and explain metaphors, personification, and hyperbole in text(s).
  - Grade 5
    - Reading: Literature
- ELA.3.R.3.2 Summarize a text to enhance comprehension.
  - ELA.3.R.3.2.a Include plot and theme for a literary text.
    - Grade 4
      - Reading: Literature
  - ELA.3.R.3.2.b Use the central idea and relevant details for an informational text.
    - Grade 4
      - Reading: Informational Text
- ELA.3.R.3.3 Compare and contrast how two authors present information on the same topic or theme.
  - Grade 3
    - Reading: Informational Text

ELA.3.C Communication

ELA.3.C.1 Communicating Through Writing
- ELA.3.C.1.1 Write in cursive all upper-and lowercase letters.
  - N/A
- ELA.3.C.1.2 Write personal or fictional narratives using a logical sequence of events, appropriate descriptions, dialogue, a variety of transitional words or phrases, and an ending.
  - N/A
- ELA.3.C.1.3 Write opinions about a topic or text, include reasons supported by details from one or more sources, use transitions, and provide a conclusion.
  - N/A
- ELA.3.C.1.4 Write expository texts about a topic, using one or more sources, providing an introduction, facts and details, some elaboration, transitions, and a conclusion.
  - N/A
- ELA.3.C.1.5 Improve writing as needed by planning, revising, and editing with guidance and support from adults and feedback from peers.
  - N/A
ELA.3.C.2 Communicating Orally
- ELA.3.C.2.1 Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, and clear pronunciation.
  - N/A
ELA.3.C.3 Following Conventions
- ELA.3.C.3.1 Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
  - Grade 3
    - Grammar
      - Nouns
      - Verbs
      - Modifiers
      - Conjunctions
      - Function
      - Types of Sentences
      - Agreement
      - Capitalization and Punctuation
ELA.3.C.4 Researching
- ELA.3.C.4.1 Conduct research to answer a question, organizing information about the topic from multiple sources.
  - N/A
ELA.3.C.5 Creating and Collaborating
- ELA.3.C.5.1 Use two or more multimedia elements to enhance oral or written tasks.
  - N/A
- ELA.3.C.5.2 Use digital writing tools individually or collaboratively to plan, draft, and revise writing.
  - N/A

ELA.3.V Vocabulary

ELA.3.V.1 Finding Meaning
- ELA.3.V.1.1 Recognize and appropriately use grade-level academic vocabulary in speaking and writing.
  - N/A
- ELA.3.V.1.2 Identify and apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content.
  - N/A
- ELA.3.V.1.3 Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.
  - Grade 5
    - Reading: Literature
      - Build Vocabulary

Grade 4

Math

MA.4.NSO.1 Understand place value for multi-digit numbers.

MA.4.NSO.1.1 Express how the value of a digit in a multi-digit whole number changes if the digit moves one place to the left or right.
- Grade 4
  - Numbers to 1,000,000
MA.4.NSO.1.2 Read and write multi-digit whole numbers from 0 to 1,000,000 using standard form, expanded form and word form.
Example:

The number two hundred seventy-five thousand eight hundred two written in standard form is 275,802 and in expanded form is 200,000 + 70,000+ 5,000 + 800 + 2 or (2 × 100,000) + (7 × 10,000) + (5 × 1,000) + (8 × 100) + (2 × 1).
- Grade 4
  - Numbers to 1,000,000
MA.4.NSO.1.3 Plot, order and compare multi-digit whole numbers up to 1,000,000.
Example:

The numbers 75,421; 74,241 and 74,521 can be arranged in ascending order as 74,241; 74,521 and 75,421.
- Grade 4
  - Compare Numbers
MA.4.NSO.1.4 Round whole numbers from 0 to 10,000 to the nearest 10, 100 or 1,000.
Example:

The number 6,325 is rounded to 6,300 when rounded to the nearest 100.

Example:

The number 2,550 is rounded to 3,000 when rounded to the nearest 1,000.
- Grade 4
  - Compare Numbers
MA.4.NSO.1.5 Plot, order and compare decimals up to the hundredths.
Example:

The numbers 3.2; 3.24 and 3.12 can be arranged in ascending order as 3.12; 3.2 and 3.24.
- Grade 4
  - Decimals and Fractions

MA.4.NSO.2 Build an understanding of operations with multi-digit numbers including decimals.

MA.4.NSO.2.1 Recall multiplication facts with factors up to 12 and related division facts with automaticity.
- Grade 3
  - Relate Multiplication and Division
MA.4.NSO.2.2 Multiply two whole numbers, up to three digits by up to two digits, with procedural reliability.
- Grade 4
  - Use Distributive Property to Multiply
  - Use Place Value to Multiply
  - Multiplication with Regrouping
  - Multiply Across Zeros
  - Multiply Multi-Digit Numbers
  - Multiply by Multiples of 10
  - Multiply by 2-Digit Numbers
  - Multiply by 2-Digit Numbers with Regrouping
  - Word Problems on Multiplication
MA.4.NSO.2.3 Multiply two whole numbers, each up to two digits, including using a standard algorithm with procedural fluency.
- Grade 4
  - Multiplication with Regrouping
  - Multiply Multi-Digit Numbers
  - Multiply by Multiples of 10
  - Multiply by 2-Digit Numbers with Regrouping
  - Word Problems on Multiplication
MA.4.NSO.2.4 Divide a whole number up to four digits by a one-digit whole number with procedural reliability. Represent remainders as fractional parts of the divisor.
- Grade 4
  - Use Partial Quotients
  - Division with Remainders
  - Divide with Regrouping
  - Quotients with Zeros and Divide Multi-Digit Numbers
- Grade 3
  - Relate Multiplication and Division
MA.4.NSO.2.5 Explore the multiplication and division of multi-digit whole numbers using estimation, rounding and place value.
Example:

The product of 215 and 460 can be estimated as being between 80,000 and 125,000 because it is bigger than 200 × 400 but smaller than 250 × 500.

Example:

The quotient of 1,380 and 27 can be estimated as 50 because 27 is close to 30 and 1,380 is close to 1,500. 1,500 divided by 30 is the same as 150 tens divided by 3 tens which is 5 tens, or 50.
- Grade 4
  - Estimate Products
MA.4.NSO.2.6 Identify the number that is one-tenth more, one-tenth less, one-hundredth more and one-hundredth less than a given number.
Example:

One-hundredth less than 1.10 is 1.09.

Example:

One-tenth more than 2.31 is 2.41.
- Grade 4
  - Decimal Place Value
MA.4.NSO.2.7 Explore the addition and subtraction of multi-digit numbers with decimals to the hundredths.
- Grade 4
  - Word Problems on Decimals

MA.4.FR.1 Develop an understanding of the relationship between different fractions and the relationship between fractions and decimals.

MA.4.FR.1.1 Model and express a fraction, including mixed numbers and fractions greater than one, with the denominator 10 as an equivalent fraction with the denominator 100.
- Grade 4
  - Simplest Form
  - Compare Fractions
MA.4.FR.1.2 Use decimal notation to represent fractions with denominators of 10 or 100, including mixed numbers and fractions greater than 1, and use fractional notation with denominators of 10 or 100 to represent decimals.
- Grade 4
  - Decimal Place Value
  - Decimals and Fractions
MA.4.FR.1.3 Identify and generate equivalent fractions, including fractions greater than one. Describe how the numerator and denominator are affected when the equivalent fraction is created.
- Grade 4
  - Simplest Form
MA.4.FR.1.4 Plot, order and compare fractions, including mixed numbers and fractions greater than one, with different numerators and different denominators.
Example:

1 2/3 > 1 1/4 because 2/3 is greater than 1/2 and 1/2 is greater than 1/4.
- Grade 4
  - Compare Fractions

MA.4.FR.2 Build a foundation of addition, subtraction and multiplication operations with fractions

MA.4.FR.2.1 Decompose a fraction, including mixed numbers and fractions greater than one, into a sum of fractions with the same denominator in multiple ways. Demonstrate each decomposition with objects, drawings and equations.
Example:

9/8 can be decomposed as 8/8 + 1/8 or as 3/8 + 3/8 + 3/8.
- Grade 4
  - Add Like Fractions
  - Mixed Numbers
MA.4.FR.2.2 Add and subtract fractions with like denominators, including mixed numbers and fractions greater than one, with procedural reliability.
Example:

The difference 9/5 − 4/5 can be expressed as 9 fifths minus 4 fifths which is 5 fifths, or one.
- Grade 4
  - Add Like Fractions
  - Subtract Like Fractions
  - Add and Subtract Mixed Numbers
MA.4.FR.2.3 Explore the addition of a fraction with denominator of 10 to a fraction with denominator of 100 using equivalent fractions.
Example:

9/100 + 3/10 is equivalent to 9/100 + 30/100 which is equivalent to 39/100.
- Grade 4
  - Simplest Form
  - Add Like Fractions
MA.4.FR.2.4 Extend previous understanding of multiplication to explore the multiplication of a fraction by a whole number or a whole number by a fraction.
Example:

Shanice thinks about finding the product 1/4× 8 by imagining having 8 pizzas that she wants to split equally with three of her friends. She and each of her friends will get 2 pizzas since 1/4 × 8 = 2.

Example:

Lacey thinks about finding the product 8 × 1/4 by imagining having 8 pizza boxes each with one-quarter slice of a pizza left. If she put them all together, she would have a total of 2 whole pizzas since 8 × 1/4 = 8/4 which is equivalent to 2.
- Grade 4
  - Multiply Fractions by Whole Numbers

MA.4.AR.1 Represent and solve problems involving the four operations with whole numbers and fractions.

MA.4.AR.1.1 Solve real-world problems involving multiplication and division of whole numbers including problems in which remainders must be interpreted within the context.
Example:

A group of 243 students is taking a field trip and traveling in vans. If each van can hold 8 students, then the group would need 31 vans for their field trip because 243 divided by 8 gives 30 with a remainder of 3.
- Grade 4
  - Word Problems on Multiplication
  - Division with Remainders
  - Word Problems on Division
MA.4.AR.1.2 Solve real-world problems involving addition and subtraction of fractions with like denominators, including mixed numbers and fractions greater than one.
Example:

Megan is making pies and uses the equation 1 3/4 + 3 1/4 = 𝑥 when baking. Describe a situation that can represent this equation.

Example:

Clay is running a 10K race. So far, he has run 6 1/5 kilometers. How many kilometers does he have remaining?
- Grade 4
  - Word Problems on Fractions
MA.4.AR.1.3 Solve real-world problems involving multiplication of a fraction by a whole number or a whole number by a fraction.
Example:

Ken is filling his garden containers with a cup that holds 2/5 pounds of soil. If he uses 8 cups to fill his garden containers, how many pounds of soil did Ken use?
- Grade 4
  - Multiply Fractions by Whole Numbers

MA.4.AR.2 Demonstrate an understanding of equality and operations with whole numbers.

MA.4.AR.2.1 Determine and explain whether an equation involving any of the four operations with whole numbers is true or false.
Example:

The equation 32 ÷ 8 = 32 − 8 − 8 − 8 − 8 can be determined to be false because the expression on the left side of the equal sign is not equivalent to the expression on the right side of the equal sign.
- N/A
MA.4.AR.2.2 Given a mathematical or real-world context, write an equation involving multiplication or division to determine the unknown whole number with the unknown in any position.
Example:

The equation 96 = 8 × 𝑡 can be used to determine the cost of each movie ticket at the movie theatre if a total of $96 was spent on 8 equally priced tickets. Then each ticket costs $12
- Grade 3
  - Use Strategies

MA.4.AR.3 Recognize numerical patterns, including patterns that follow a given rule.

MA.4.AR.3.1 Determine factor pairs for a whole number from 0 to 144. Determine whether a whole number from 0 to 144 is prime, composite or neither.
- Grade 4
  - Factors
MA.4.AR.3.2 Generate, describe and extend a numerical pattern that follows a given rule. Example: Generate a pattern of four numbers that follows the rule of adding 14 starting at 5.
- Grade 4
  - Patterns

MA.4.M.1 Measure the length of objects and solve problems involving measurement.

MA.4.M.1.1 Select and use appropriate tools to measure attributes of objects.
- Grade 4
  - Metric Units
MA.4.M.1.2 Convert within a single system of measurement using the units: yards, feet, inches; kilometers, meters, centimeters, millimeters; pounds, ounces; kilograms, grams; gallons, quarts, pints, cups; liter, milliliter; and hours, minutes, seconds.
Example:

If a ribbon is 11 yards 2 feet in length, how long is the ribbon in feet?

Example:

A gallon contains 16 cups. How many cups are in 3 1/2 gallons?
- Grade 4
  - Customary Units of Length
  - Customary Units of Weight
  - Customary Units of Liquid Volume

MA.4.M.2 Solve problems involving time and money.

MA.4.M.2.1 Solve two-step real-world problems involving distances and intervals of time using any combination of the four operations.
- N/A
MA.4.M.2.2 Solve one- and two-step addition and subtraction real-world problems involving money using decimal notation.
Example:

An item costs $1.84. If you give the cashier $2.00, how much change should you receive? What coins could be used to give the change?

Example:

At the grocery store you spend $14.56. If you do not want any pennies in change, how much money could you give the cashier?
- Grade 4
  - Word Problems on Decimals

MA.4.GR.1 Draw, classify and measure angles.

MA.4.GR.1.1 Informally explore angles as an attribute of two-dimensional figures. Identify and classify angles as acute, right, obtuse, straight or reflex.
- Grade 4
  - Circles and Angles
MA.4.GR.1.2 Estimate angle measures. Using a protractor, measure angles in whole-number degrees and draw angles of specified measure in whole-number degrees. Demonstrate that angle measure is additive.
- Grade 4
  - Circles and Angles
MA.4.GR.1.3 Solve real-world and mathematical problems involving unknown whole-number angle measures. Write an equation to represent the unknown.
Example:

A 60° angle is decomposed into two angles, one of which is 25°. What is the measure of the other angle?
- Grade 4
  - Circles and Angles

MA.4.GR.2 Solve problems involving the perimeter and area of rectangles.

MA.4.GR.2.1 Solve perimeter and area mathematical and real-world problems, including problems with unknown sides, for rectangles with whole-number side lengths.
- Grade 4
  - Perimeter and Area
MA.4.GR.2.2 Solve problems involving rectangles with the same perimeter and different areas or with the same area and different perimeters.
Example:

Possible dimensions of a rectangle with an area of 24 square feet include 6 feet by 4 feet or 8 feet by 3 feet. This can be found by cutting a rectangle into unit squares and rearranging them.
- Grade 4
  - Perimeter and Area

MA.4.DP.1 Collect, represent and interpret data and find the mode, median and range of a data set.

MA.4.DP.1.1 Collect and represent numerical data, including fractional values, using tables, stem-and-leaf plots or line plots.
Example:

A softball team is measuring their hat size. Each player measures the distance around their head to the nearest half inch. The data is collected and represented on a line plot.
- Grade 4
  - Line Plots and Tally Charts
MA.4.DP.1.2 Determine the mode, median or range to interpret numerical data including fractional values, represented with tables, stem-and-leaf plots or line plots.
Example:

Given the data of the softball team’s hat size represented on a line plot, determine the most common size and the difference between the largest and the smallest sizes.
- Grade 4
  - Line Plots and Tally Charts
MA.4.DP.1.3 Solve real-world problems involving numerical data.
Example:

Given the data of the softball team’s hat size represented on a line plot, determine the fraction of the team that has a head size smaller than 20 inches.
- Grade 4
  - Line Plots and Tally Charts

ELA

ELA.4.R Reading

ELA.4.R.1 Reading Prose and Poetry
- ELA.4.R.1.1 Explain how setting, events, conflict, and character development contribute to the plot in a literary text.
  - Grade 4
    - Reading: Literature
      - Theme and Story Details
- ELA.4.R.1.2 Explain a stated or implied theme and how it develops, using details, in a literary text.
  - Grade 4
    - Reading: Literature
      - Theme and Story Details
- ELA.4.R.1.3 Identify the narrator's point of view and explain the difference between a narrator's point of view and character perspective in a literary text.
  - Grade 4
    - Reading: Literature
      - Point of View
- ELA.4.R.1.4 Explain how rhyme and structure create meaning in a poem.
  - Grade 2
    - Reading: Literature
      - Build Vocabulary
  - Grade 4
    - Reading: Literature
      - Understand Text Structure
ELA.4.R.2 Reading Informational Text
- ELA.4.R.2.1 Explain how text features contribute to the meaning and identify the text structures of problem/solution, sequence, and description in texts.
  - Grade 4
    - Reading: Informational Text
      - Understand Text Structure
- ELA.4.R.2.2 Explain how relevant details support the central idea, implied or explicit.
  - Grade 4
    - Reading: Informational Text
      - Main Idea and Key Details
- ELA.4.R.2.3 Explain an author's perspective toward a topic in an informational text.
  - Grade 4
    - Reading: Informational Text
      - Interpret Information
- ELA.4.R.2.4 Explain an author's claim and the reasons and evidence used to support the claim.
  - Grade 4
    - Reading: Informational Text
      - Interpret Information
ELA.4.R.3 Reading Across Genres
- ELA.4.R.3.1 Explain how figurative language contributes to meaning in text(s).
  - Grade 5
    - Reading: Literature
      - Build Vocabulary
- ELA.4.R.3.2 Summarize a text to enhance comprehension.
  - ELA.4.R.3.2.a Include plot and theme for a literary text.
    - Grade 4
      - Reading: Literature
        
        Theme and Story Details
  - ELA.4.R.3.2.b Include the central idea and relevant details for an informational text.
    - Grade 4
      - Reading: Informational Text
        
        Main Idea and Key Details
- ELA.4.R.3.3 Compare and contrast accounts of the same event using primary and/or secondary sources.
  - Grade 5
    - Reading: Informational Text
      - Compare and Contrast: Point of View

ELA.4.C Communication

ELA.4.C.1 Communicating Through Writing
- ELA.4.C.1.1 Demonstrate legible cursive writing skills.
  - N/A
- ELA.4.C.1.2 Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as descriptions and transitional words and phrases.
  - N/A
- ELA.4.C.1.3 Write to make a claim supporting a perspective with logical reasons, using evidence from multiple sources, elaboration, and an organizational structure with transitions.
  - N/A
- ELA.4.C.1.4 Write expository texts about a topic, using multiple sources, elaboration, and an organizational structure with transitions.
  - N/A
- ELA.4.C.1.5 Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers.
  - N/A
ELA.4.C.2 Communicating Orally
- ELA.4.C.2.1 Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, and clear pronunciation.
  - N/A
ELA.4.C.3 Following Conventions
- ELA.4.C.3.1 Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
  - Grade 4
    - Grammar
      - Pronouns
      - Verbs
      - Modifiers
      - Prepositions
      - Types of Sentences
      - Capitalization and Punctuation
ELA.4.C.4 Researching
- ELA.4.C.4.1 Conduct research to answer a question, organizing information about the topic, using multiple valid sources.
  - N/A
ELA.4.C.5 Creating and Collaborating
- ELA.4.C.5.1 Arrange multimedia elements to create emphasis in oral or written tasks.
  - N/A
- ELA.4.C.5.2 Use digital writing tools individually or collaboratively to plan, draft, and revise writing.
  - N/A

ELA.4.V Vocabulary

ELA.4.V.1 Finding Meaning
- ELA.4.V.1.1 Recognize and appropriately use grade-level academic vocabulary in speaking and writing.
  - N/A
- ELA.4.V.1.2 Apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content.
  - N/A
- ELA.4.V.1.3 Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.
  - Grade 5
    - Reading: Literature
      - Build Vocabulary

Grade 5

Math

MA.5.NSO.1 Understand the place value of multi-digit numbers with decimals to the thousandths place.

MA.5.NSO.1.1 Express how the value of a digit in a multi-digit number with decimals to the thousandths changes if the digit moves one or more places to the left or right.
- Grade 5
  - Thousandths
MA.5.NSO.1.2 Read and write multi-digit numbers with decimals to the thousandths using standard form, word form and expanded form.
Example:

The number sixty-seven and three hundredths written in standard form is 67.03 and in expanded form is 60 + 7 + 0.03 or (6 × 10) + (7 × 1) + (3 × 1/100).
- Grade 5
  - Thousandths
MA.5.NSO.1.3 Compose and decompose multi-digit numbers with decimals to the thousandths in multiple ways using the values of the digits in each place. Demonstrate the compositions or decompositions using objects, drawings and expressions or equations.
Example:

The number 20.107 can be expressed as 2 tens + 1 tenth + 7 thousandths or as 20 ones + 107 thousandths.
- Grade 5
  - Thousandths
MA.5.NSO.1.4 Plot, order and compare multi-digit numbers with decimals up to the thousandths.
Example:

The numbers 4.891; 4.918 and 4.198 can be arranged in ascending order as 4.198; 4.891 and 4.918.

Example:

0.15 < 0.2 because fifteen hundredths is less than twenty hundredths, which is the same as two tenths.
- Grade 5
  - Thousandths
MA.5.NSO.1.5 Round multi-digit numbers with decimals to the thousandths to the nearest hundredth, tenth or whole number.
Example:

The number 18.507 rounded to the nearest tenth is 18.5 and to the nearest hundredth is 18.51.
- Grade 5
  - Thousandths

MA.5.NSO.2 Add, subtract, multiply and divide multi-digit numbers.

MA.5.NSO.2.1 Multiply multi-digit whole numbers including using a standard algorithm with procedural fluency.
- Grade 5
  - Multiply by 1-Digit Numbers
  - Use Regrouping to Multiply by 1-Digit Numbers
  - Multiply Multi-Digit Numbers
MA.5.NSO.2.2 Divide multi-digit whole numbers, up to five digits by two digits, including using a standard algorithm with procedural fluency. Represent remainders as fractions.
Example:

The quotient 27 ÷ 7 gives 3 with remainder 6 which can be expressed as 3 6/7.
- Grade 5
  - Divide by 1-Digit Divisors
  - Divide by 2-Digit Divisors
  - Division with Remainders
MA.5.NSO.2.3 Add and subtract multi-digit numbers with decimals to the thousandths, including using a standard algorithm with procedural fluency.
- Grade 5
  - Decimal Addition and Subtraction
MA.5.NSO.2.4 Explore the multiplication and division of multi-digit numbers with decimals to the hundredths using estimation, rounding and place value.
Example:

The quotient of 23 and 0.42 can be estimated as a little bigger than 46 because 0.42 is less than one-half and 23 times 2 is 46.
- Grade 5
  - Use Models to Multiply Decimals
  - Different Ways to Multiply Decimals
  - Estimate Quotients
  - Use Models to Divide Decimals
MA.5.NSO.2.5 Multiply and divide a multi-digit number with decimals to the tenths by one-tenth and one-hundredth with procedural reliability.
Example:

The number 12.3 divided by 0.01 can be thought of as ?× 0.01 = 12.3 to determine the quotient is 1,230.
- Grade 5
  - Place Decimal Points in Products
  - Decimal Division

MA.5.FR.1 Interpret a fraction as an answer to a division problem.

MA.5.FR.1.1 Given a mathematical or real-world problem, represent the division of two whole numbers as a fraction.
Example:

At Shawn’s birthday party, a two-gallon container of lemonade is shared equally among 20 friends. Each friend will have 2/20 of a gallon of lemonade which is equivalent to one-tenth of a gallon which is a little more than 12 ounces.
- Grade 5
  - Relate Fractions and Division

MA.5.FR.2 Perform operations with fractions.

MA.5.FR.2.1 Add and subtract fractions with unlike denominators, including mixed numbers and fractions greater than 1, with procedural reliability.
Example:

The sum of 1/12 and 1/24 can be determined as 1/8, 3/24, 6/48 or 36/288 by using different common denominators or equivalent fractions.
- Grade 5
  - Use Models to Add and Subtract Fractions
  - Add and Subtract Mixed Numbers
MA.5.FR.2.2 Extend previous understanding of multiplication to multiply a fraction by a fraction, including mixed numbers and fractions greater than 1, with procedural reliability.
- Grade 5
  - Fraction Multiplication
MA.5.FR.2.3 When multiplying a given number by a fraction less than 1 or a fraction greater than 1, predict and explain the relative size of the product to the given number without calculating.
- N/A
MA.5.FR.2.4 Extend previous understanding of division to explore the division of a unit fraction by a whole number and a whole number by a unit fraction.
- Grade 5
  - Relate Fractions and Division

MA.5.AR.1 Solve problems involving the four operations with whole numbers and fractions.

MA.5.AR.1.1 Solve multi-step real-world problems involving any combination of the four operations with whole numbers, including problems in which remainders must be interpreted within the context.
- Grade 5
  - Multiplication and Division Problems on Fractions
MA.5.AR.1.2 Solve real-world problems involving the addition, subtraction or multiplication of fractions, including mixed numbers and fractions greater than 1.
Example:

Shanice had a sleepover and her mom is making French toast in the morning. If her mom had 2 1/4 loaves of bread and used 1 1/2 loaves for the French toast, how much bread does she have left?
- Grade 5
  - Use Models to Add and Subtract Fractions
  - Add and Subtract Mixed Numbers
MA.5.AR.1.3 Solve real-world problems involving division of a unit fraction by a whole number and a whole number by a unit fraction.
Example:

A property has a total of 1/2 acre and needs to be divided equally among 3 sisters. Each sister will receive 1/6 of an acre.

Example:

Kiki has 10 candy bars and plans to give 1/4 of a candy bar to her classmates at school. How many classmates will receive a piece of a candy bar?
- Grade 5
  - Unit Fraction Division
  - Multiplication and Division Problems on Fractions

MA.5.AR.2 Demonstrate an understanding of equality, the order of operations and equivalent numerical expressions.

MA.5.AR.2.1 Translate written real-world and mathematical descriptions into numerical expressions and numerical expressions into written mathematical descriptions.
Example:

The expression 4.5 + (3 × 2) in word form is four and five tenths plus the quantity 3 times 2.
- N/A
MA.5.AR.2.2 Evaluate multi-step numerical expressions using order of operations.
Example:

Patti says the expression 12 ÷ 2 × 3 is equivalent to 18 because she works each operation from left to right. Gladys says the expression 12 ÷ 2 × 3 is equivalent to 2 because first multiplies 2 × 3 then divides 6 into 12. David says that Patti is correctly using order of operations and suggests that if parentheses were added, it would give more clarity.
- Grade 5
  - Numerical Expressions
MA.5.AR.2.3 Determine and explain whether an equation involving any of the four operations is true or false.
Example:

The equation 2.5 + (6 × 2) = 16 − 1.5 can be determined to be true because the expression on both sides of the equal sign are equivalent to 14.5.
- N/A

MA.5.AR.3 Demonstrate an understanding of equality, the order of operations and equivalent numerical expressions.

MA.5.AR.2.4 Given a mathematical or real-world context, write an equation involving any of the four operations to determine the unknown whole number with the unknown in any position.
Example:

The equation 250 − (5 × 𝑠) = 15 can be used to represent that 5 sheets of paper are given to 𝑠 students from a pack of paper containing 250 sheets with 15 sheets left over.
- Grade 3
  - Use Strategies

MA.5.AR.3 Analyze patterns and relationships between inputs and outputs.

MA.5.AR.3.1 Given a numerical pattern, identify and write a rule that can describe the pattern as an expression.
Example:

The given pattern 6, 8, 10, 12 … can be describe using the expression 4 + 2𝑥, where 𝑥 = 1, 2, 3, 4 … ; the expression 6 + 2𝑥, where 𝑥 = 0, 1, 2, 3 … or the expression 2𝑥, where 𝑥 = 3, 4, 5, 6 ….
- Grade 5
  - Algebra
MA.5.AR.3.2 Given a rule for a numerical pattern, use a two-column table to record the inputs and outputs.
Example:

The expression 6 + 2𝑥, where 𝑥 represents any whole number, can be represented in a two-column table as shown below.
- N/A

MA.5.M.1 Convert measurement units to solve multi-step problems.

MA.5.M.1.1 Solve multi-step real-world problems that involve converting measurement units to equivalent measurements within a single system of measurement.
Example:

There are 60 minutes in 1 hour, 24 hours in 1 day and 7 days in 1 week. So,there are 60 × 24 × 7 minutes in one week which is equivalent to 10,080 minutes.
- Grade 5
  - Convert Metric Units

MA.5.M.2 Solve problems involving money.

MA.5.M.2.1 Solve multi-step real-world problems involving money using decimal notation.
Example:

Don is at the store and wants to buy soda. Which option would be cheaper: buying one 24-ounce can of soda for $1.39 or buying two 12-ounce cans of soda for 69¢ each?
- N/A

MA.5.GR.1 Classify two-dimensional figures and three-dimensional figures based on defining attributes.

MA.5.GR.1.1 Classify triangles or quadrilaterals into different categories based on shared defining attributes. Explain why a triangle or quadrilateral would or would not belong to a category.
- Grade 5
  - Two-Dimensional Figures
MA.5.GR.1.2 Identify and classify three-dimensional figures into categories based on their defining attributes. Figures are limited to right pyramids, right prisms, right circular cylinders, right circular cones and spheres.
- Grade 2
  - Three-Dimensional Shapes

MA.5.GR.2 Find the perimeter and area of rectangles with fractional or decimal side lengths.

MA.5.GR.2.1 Find the perimeter and area of a rectangle with fractional or decimal side lengths using visual models and formulas.
- N/A

MA.5.GR.3 Solve problems involving the volume of right rectangular prisms.

MA.5.GR.3.1 Explore volume as an attribute of three-dimensional figures by packing them with unit cubes without gaps. Find the volume of a right rectangular prism with whole-number side lengths by counting unit cubes.
- Grade 5
  - Volume
MA.5.GR.3.2 Find the volume of a right rectangular prism with whole-number side lengths using a visual model and a formula.
- Grade 5
  - Find Volume
MA.5.GR.3.3 Solve real-world problems involving the volume of right rectangular prisms, including problems with an unknown edge length, with whole-number edge lengths using a visual model or a formula. Write an equation with a variable for the unknown to represent the problem.
Example:

A hydroponic box, which is a rectangular prism, is used to grow a garden in wastewater rather than soil. It has a base of 2 feet by 3 feet. If the volume of the box is 12 cubic feet, what would be the depth of the box?
- Grade 5
  - Find Volume of Composed Figures

MA.5.GR.4 Plot points and represent problems on the coordinate plane.

MA.5.GR.4.1 Identify the origin and axes in the coordinate system. Plot and label ordered pairs in the first quadrant of the coordinate plane.
- Grade 5
  - Coordinate Plane
MA.5.GR.4.2 Represent mathematical and real-world problems by plotting points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation.
Example:

For Kevin’s science fair project, he is growing plants with different soils. He plotted the point (5, 7) for one of his plants to indicate that the plant grew 7 inches by the end of week 5.
- N/A

MA.5.DP.1 Collect, represent and interpret data and find the mean, mode, median or range of a data set.

MA.5.DP.1.1 Collect and represent numerical data, including fractional and decimal values, using tables, line graphs or line plots.
Example:

Gloria is keeping track of her money every week. She starts with $10.00, after one week she has $7.50, after two weeks she has $12.00 and after three weeks she has $6.25. Represent the amount of money she has using a line graph.
- Grade 5
  - Line Plots
MA.5.DP.1.2 Interpret numerical data, with whole-number values, represented with tables or line plots by determining the mean, mode, median or range.
Example:

Rain was collected and measured daily to the nearest inch for the past week. The recorded amounts are 1, 0, 3, 1, 0, 0 and 1. The range is 3 inches, the modes are 0 and 1 inches and the mean value can be determined as (1+0+3+1+0+0+1)/7 which is equivalent to 6/7 of an inch. This mean would be the same if it rained 6/7 of an inch each day.
- Grade 5
  - Line Plots

ELA

ELA.5.R Reading

ELA.5.R.1 Reading Prose and Poetry
- ELA.5.R.1.1 Analyze how setting, events, conflict, and characterization contribute to the plot in a literary text.
  - Grade 5
    - Reading: Literature
      - Theme and Story Details
- ELA.5.R.1.2 Explain the development of stated or implied theme(s) throughout a literary text.
  - Grade 5
    - Reading: Literature
      - Theme and Story Details
- ELA.5.R.1.3 Describe how an author develops a character's perspective in a literary text.
  - Grade 5
    - Reading: Literature
      - Point of View
- ELA.5.R.1.4 Explain how figurative language and other poetic elements work together in a poem.
  - Grade 5
    - Reading: Literature
      - Build Vocabulary
ELA.5.R.2 Reading Informational Text
- ELA.5.R.2.1 Explain how text structures and/or features contribute to the overall meaning of texts.
  - Grade 4
    - Reading: Informational Text
      - Understand Text Structure
- ELA.5.R.2.2 Explain how relevant details support the central idea(s), implied or explicit.
  - Grade 4
    - Reading: Informational Text
      - Main Idea and Key Details
- ELA.5.R.2.3 Analyze an author's purpose and/or perspective in an informational text.
  - Grade 5
    - Reading: Informational Text
      - Integrate Information
  - Grade 2
    - Reading: Informational Text
      - Main Purpose
- ELA.5.R.2.4 Track the development of an argument, identifying the specific claim(s), evidence, and reasoning.
  - Grade 5
    - Reading: Informational Text
      - Main Idea and Key Details
ELA.5.R.3 Reading Across Genres
- ELA.5.R.3.1 Analyze how figurative language contributes to meaning in text(s).
  - Grade 5
    - Reading: Literature
      - Build Vocabulary
- ELA.5.R.3.2 Summarize a text to enhance comprehension.
  - ELA.5.R.3.2.a Include plot and theme for a literary text.
    - Grade 5
      - Reading: Literature
        
        Theme and Story Details
  - ELA.5.R.3.2.b Include the central idea and relevant details for an informational text.
    - Grade 5
      - Reading: Informational Text
        
        Main Idea and Key Details
- ELA.5.R.3.3 Compare and contrast primary and secondary sources related to the same topic.
  - Grade 5
    - Reading: Informational Text
      - Integrate Information
      - Compare and Contrast: Point of View

ELA.5.C Communication

ELA.5.C.1 Communicating Through Writing
- ELA.5.C.1.1 Demonstrate fluent and legible cursive writing skills.
  - N/A
- ELA.5.C.1.2 Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as dialogue, description, and transitional words and phrases.
  - N/A
- ELA.5.C.1.3 Write to make a claim supporting a perspective with logical reasons, relevant evidence from sources, elaboration, and an organizational structure with varied transitions.
  - N/A
- ELA.5.C.1.4 Write expository texts about a topic using multiple sources and including an organizational structure, relevant elaboration, and varied transitions.
  - N/A
- ELA.5.C.1.5 Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers.
  - N/A
ELA.5.C.2 Communicating Orally
- ELA.5.C.2.1 Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.
  - N/A
ELA.5.C.3 Following Conventions
- ELA.5.C.3.1 Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
  - Grade 5
    - Grammar
      - Perfect Verb Tenses
      - Verb Tenses
      - Conjunctions
      - Function
      - Punctuation
ELA.5.C.4 Researching
- ELA.5.C.4.1 Conduct research to answer a question, organizing information about the topic and using multiple reliable and valid sources.
  - N/A
ELA.5.C.5 Creating and Collaborating
- ELA.5.C.5.1 Arrange multimedia elements to create emphasis in oral or written tasks.
  - N/A
- ELA.5.C.5.2 Use digital writing tools individually or collaboratively to plan, draft, and revise writing.
  - N/A

ELA.5.V Vocabulary

ELA.5.V.1 Finding Meaning
- ELA.5.V.1.1 Recognize and appropriately use grade-level academic vocabulary in speaking and writing.
  - N/A
- ELA.5.V.1.2 Apply knowledge of Greek and Latin roots and affixes, recognizing the connection between affixes and parts of speech, to determine the meaning of unfamiliar words in grade-level content.
  - N/A
- ELA.5.V.1.3 Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.
  - Grade 5
    - Reading: Literature
      - Build Vocabulary

New York

NYS Next Generation Learning Standards

Grade 3

Grade 4

Grade 5

Grade 3

Math

3.OA Operations and Algebraic Thinking

Represent and solve problems involving multiplication and division.
- 3.OA.1 Interpret products of whole numbers.
  - Understand Multiplication
- 3.OA.2 Interpret whole-number quotients of whole numbers.
  - Understand Division
- 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
  - Multiplication Patterns
  - Multiply by 2, 4, 5
  - Multiply by 3, 6, 7
  - Multiply by 8, 9, 1, 0
  - Multiply by 10, 11, 12
  - Multiplication Properties
  - Use Strategies
  - Understand Division
  - Relate Multiplication and Division
  - Divide by 2, 10, 5
  - Divide by 3, 4, 6
  - Divide by 7, 8, 9
- 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
  - Relate Multiplication and Division
Understand properties of multiplication and the relationship between multiplication and division.
- 3.OA.5 Apply properties of operations as strategies to multiply and divide.
  - Multiplication Properties
- 3.OA.6 Understand division as an unknown-factor problem.
  - Relate Multiplication and Division
Multiply and divide within 100.
- 3.OA.7a Fluently solve single-digit multiplication and related divisions, using strategies such as the relationship between multiplication and division or properties of operations.
  - Relate Multiplication and Division
- 3.OA.7b Know from memory all products of two one-digit numbers.
  - Multiplication Patterns
  - Multiply by 2, 4, 5
  - Multiply by 3, 6, 7
  - Multiply by 8, 9, 1, 0
  - Multiply by 10, 11, 12
  - Relate Multiplication and Division
  - Divide by 2, 10, 5
  - Divide by 3, 4, 6
  - Divide by 7, 8, 9
  - Division with 1, 0 and Order of Operations
Solve problems involving the four operations, and identify and extend patterns in arithmetic.
- 3.OA.8 Solve two-step word problems posed with whole numbers and having whole-number answers using the four operations.
  - 3.OA.8a Represent these problems using equations or expressions with a letter standing for the unknown quantity.
    - Use Strategies
  - 3.OA.8b Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
    - Use Strategies
    - Division with 1, 0 and Order of Operations
- 3.OA.9 Identify and extend arithmetic patterns (including patterns in the addition table or multiplication table).
  - Multiplication Patterns

3.NBT Number and Operations in Base Ten

Use place value understanding and properties of operations to perform multi-digit arithmetic.
- 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
  - Place Value
- 3.NBT.2 Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
  - Addition Properties
  - 3-Digit Addition
  - Addition with Regrouping
  - 3-Digit Subtraction
  - Subtraction with Regrouping
  - Subtraction Across Zeros
- 3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 using strategies based on place value and properties of operations.
  - Multiplication Properties
- 3.NBT.4a Understand that the digits of a four-digit number represent amounts of thousands, hundreds, tens, and ones.
  - Place Value
- 3.NBT.4b Read and write four-digit numbers using base-ten numerals, number names, and expanded form.
  - Place Value

3.NF Number and Operations—Fractions

Develop understanding of fractions as numbers.
- 3.NF.1 Understand a unit fraction, 1/b, is the quantity formed by 1 part when a whole is partitioned into b equal parts. Understand a fraction a/b as the quantity formed by a parts of size 1/b.
  - Parts of a Whole
- 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line.
  - 3.NF.2a Represent a fraction 1/b on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part starting at 0 locates the number 1/b on the number line.
    - Fractions as a Whole
  - 3.NF.2b Represent a fraction a/b on a number line by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
    - Fractions as a Whole
- 3.NF.3 Explain equivalence of fractions and compare fractions by reasoning about their size.
  - 3.NF.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
    - Compare Fractions
  - 3.NF.3b Recognize and generate equivalent fractions. Explain why the fractions are equivalent.
    - Compare Fractions
  - 3.NF.3c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
    - N/A
  - 3.NF.3d Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions.
    - Compare Fractions

3.MD Measurement and Data

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
- 3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve one-step word problems involving addition and subtraction of time intervals in minutes.
  - Time
- 3.MD.2a Measure and estimate liquid volumes and masses of objects using grams (g), kilograms (kg), and liters (l).
  - Lengths, Liquid Volumes, Masses
- 3.MD.2b Add, subtract, multiply, or divide to solve one-step word problems involving masses or liquid volumes that are given in the same units.
  - Lengths, Liquid Volumes, Masses
Represent and interpret data.
- 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in a scaled picture graph or a scaled bar graph.
  - Picture Graphs
  - Bar Graphs
  - Line Plots
- 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
  - Lengths, Liquid Volumes, Masses
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
- 3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
  - 3.MD.5a Recognize a square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.
    - Area
  - 3.MD.5b Recognize a plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
    - Area
- 3.MD.6 Measure areas by counting unit squares.
  - Area
- 3.MD.7 Relate area to the operations of multiplication and addition.
  - 3.MD.7a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
    - Area
  - 3.MD.7b Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
    - Area
  - 3.MD.7c Use tiling to show in a concrete case that the area of a rectangle with whole-number side length a and side length b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
    - Area
  - 3.MD.7d Recognize area as additive. Find areas of figures composed of non-overlapping rectangles, and apply this technique to solve real world problems.
    - Area
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
- 3.MD.8a Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths or finding one unknown side length given the perimeter and other side lengths.
  - Perimeter
- 3.MD.8b Identify rectangles with the same perimeter and different areas or with the same area and different perimeters.
  - Area and Perimeter

3.G Geometry

Reason with shapes and their attributes.
- 3.G.1 Recognize and classify polygons based on the number of sides and vertices (triangles, quadrilaterals, pentagons, and hexagons). Identify shapes that do not belong to one of the given subcategories.
  - Attributes of Polygons
- 3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
  - Partition Shapes

ELA

3R Literary and Informational Text

Key Ideas and Details
- 3R1 Develop and answer questions to locate relevant and specific details in a text to support an answer or inference.
  - Grade 3
    - Reading: Literature
      - Central Message and Key Details
    - Reading: Informational Text
      - Main Idea and Key Details
  - Grade 4
    - Reading: Literature
      - Theme and Story Details
    - Reading: Informational Text
      - Main Idea and Key Details
- 3R2 Determine a theme or central idea and explain how it is supported by key details; summarize portions of a text.
  - Grade 3
    - Reading: Literature
      - Central Message and Key Details
    - Reading: Informational Text
      - Main Idea and Key Details
- 3R3 In literary texts, describe character traits, motivations, or feelings, drawing on specific details from the text. In informational texts, describe the relationship among a series of events, ideas, concepts, or steps in a text, using language that pertains to time, sequence, and cause/effect.
  - Grade 3
    - Reading: Literature
      - Describe Characters
    - Reading: Informational Text
      - Describe Relationships and Connections
Craft and Structure
- 3R4 Determine the meaning of words, phrases, figurative language, and academic and content-specific words.
  - Grade 3
    - Reading: Literature
      - Build Vocabulary and Explain Illustrations
    - Reading: Informational Text
      - Build Vocabulary
- 3R5 In literary texts, identify parts of stories, dramas, and poems using terms such as chapter, scene, and stanza. In informational texts, identify and use text features to build comprehension.
  - Grade 3
    - Reading: Literature
      - Understand Text Structure
    - Reading: Informational Text
      - Describe Relationships and Connections
- 3R6 Discuss how the reader's point of view or perspective may differ from that of the author, narrator or characters in a text.
  - N/A
Integration of Knowledge and Ideas
- 3R7 Explain how specific illustrations or text features contribute to what is conveyed by the words in a text (e.g., create mood, emphasize character or setting, or determine where, when, why, and how key events occur).
  - Grade 3
    - Reading: Literature
      - Build Vocabulary and Explain Illustrations
    - Reading: Informational Text
      - Visual Information
- 3R8 Explain how claims in a text are supported by relevant reasons and evidence.
  - Grade 4
    - Reading: Informational Text
      - Interpret Information
- 3R9 Recognize genres and make connections to other texts, ideas, cultural perspectives, eras, personal events, and situations.
  - Grade 3
    - Reading: Literature
      - Compare and Contrast
    - Reading: Informational Text
      - Compare and Contrast

3L Language

Conventions of Academic English/Language for Learning
- 3L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
  - 3L1a Produce simple, compound, and complex sentences.
    - Grade 3
      - Grammar
        
        Function
  - 3L1b Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general as well as in particular sentences.
    - Grade 3
      - Grammar
        
        Function
  - 3L1c Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
    - Grade 4
      - Grammar
        
        Pronouns
  - 3L1d Explain the function of conjunctions, prepositions, and interjections in general as well as in particular sentences.
    - Grade 5
      - Grammar
        
        Function
  - 3L1e Form and use regular and irregular plural nouns.
    - Grade 3
      - Grammar
        
        Nouns
  - 3L1f Use abstract nouns.
    - Grade 3
      - Grammar
        
        Nouns
  - 3L1g Form and use regular and irregular verbs.
    - Grade 3
      - Grammar
        
        Verbs
  - 3L1h Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).
    - Grade 3
      - Grammar
        
        Verbs
  - 3L1i Form and use the progressive verb tenses (e.g., I was walking; I am walking; I will be walking).
    - Grade 4
      - Grammar
        
        Verbs
  - 3L1j Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).
    - Grade 5
      - Grammar
        
        Perfect Verb Tenses
  - 3L1k Use verb tense to convey various times, sequences, states, and conditions.
    - Grade 5
      - Grammar
        
        Verb Tenses
  - 3L1l Recognize and correct inappropriate shifts in verb tense.
    - Grade 5
      - Grammar
        
        Verb Tenses
  - 3L1m Ensure subject-verb and pronoun-antecedent agreement.
    - Grade 3
      - Grammar
        
        Agreement
  - 3L1n Use coordinating and subordinating conjunctions.
    - Grade 3
      - Grammar
        
        Conjunctions
  - 3L1o Use and identify prepositional phrases.
    - Grade 4
      - Grammar
        
        Prepositions
  - 3L1p Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
    - Grade 4
      - Grammar
        
        Types of Sentences
  - 3L1q Correctly use frequently confused words (e.g., to, too, two; there, their).
    - N/A
- 3L2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
  - 3L2a Capitalize appropriate words in titles.
    - Grade 3
      - Grammar
        
        Capitalization and Punctuation
  - 3L2b Use correct capitalization.
    - Grade 3
      - Grammar
        
        Capitalization and Punctuation
  - 3L2c Use commas in addresses.
    - Grade 3
      - Grammar
        
        Capitalization and Punctuation
  - 3L2d Use commas and quotation marks in dialogue. → Use commas and quotation marks to mark direct speech and quotations from a text.
    - Grade 3
      - Grammar
        
        Capitalization and Punctuation
  - 3L2e Use a comma before a coordinating conjunction in a compound sentence.
    - Grade 4
      - Grammar
        
        Capitalization and Punctuation
  - 3L2f Use a comma to separate an introductory element from the rest of the sentence.
    - Grade 5
      - Grammar
        
        Punctuation
  - 3L2g Use punctuation to separate items in a series.
    - Grade 5
      - Grammar
        
        Punctuation
  - 3L2h Form and use possessives.
    - Grade 3
      - Grammar
        
        Capitalization and Punctuation
  - 3L2i Use conventional spelling for high-frequency and other studied words, and to add suffixes to base words (e.g., sitting, smiled, cries, happiness).
    - N/A
  - 3L2j Use spelling patterns, rules, and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. → Spell grade-appropriate words correctly, consulting references as needed.
    - N/A
  - 3L2k Use quotation marks or italics to indicate titles of works.
    - Grade 5
      - Grammar
        
        Punctuation
Knowledge of Language
- 3L3 Recognize differences between the conventions of spoken conversational English and academic English; signal this awareness by selecting conversational or academic forms when speaking or writing.
  - 3L3a Choose words and phrases for effect.
    - N/A
  - 3L3b Recognize and observe differences between the conventions of spoken and written academic English.
    - N/A
Vocabulary Acquisition and Use
- 3L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based, choosing flexibly from a range of strategies, including, but not limited to the following.
  - 3L4a Use sentence-level context as a clue to the meaning of a word or phrase.
    - N/A
  - 3L4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/ uncomfortable, care/careless, heat/preheat).
    - N/A
  - 3L4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
    - N/A
  - 3L4d Use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases.
    - N/A
- 3L5 Demonstrate understanding of word relationships and nuances in word meanings.
  - 3L5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
    - Grade 3
      - Reading: Literature
        
        Build Vocabulary and Explain Illustrations
  - 3L5b Use words for identification and description, making connections between words and their use (e.g., describe people who are friendly or helpful).
    - N/A
  - 3L5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
    - N/A
- 3L6 Acquire and accurately use conversational, general academic, and content-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went out for dessert).
  - N/A

Grade 4

Math

4.OA Operations and Algebraic Thinking

Use the four operations with whole numbers to solve problems.
- 4.OA.1 Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative comparisons as multiplication equations.
  - Multiplication as Comparison
- 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, distinguishing multiplicative comparison from additive comparison. Use drawings and equations with a symbol for the unknown number to represent the problem.
  - Word Problems on Division
- 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.
  - 4.OA.3a Represent these problems using equations or expressions with a letter standing for the unknown quantity.
    - Word Problems on Multiplication
    - Word Problems on Division
  - 4.OA.3b Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
    - Estimate Products
    - Estimate Quotients
Gain familiarity with factors and multiples.
- 4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
  - Factors
Generate and analyze patterns.
- 4.OA.5 Generate a number or shape pattern that follows a given rule. Identify and informally explain apparent features of the pattern that were not explicit in the rule itself.
  - Patterns

4.NBT Number and Operations in Base Ten

Generalize place value understanding for multi-digit whole numbers.
- 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
  - Numbers to 1,000,000
- 4.NBT.2a Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.
  - Numbers to 1,000,000
- 4.NBT.2b Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
  - Compare Numbers
- 4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.
  - Compare Numbers
Use place value understanding and properties of operations to perform multi-digit arithmetic.
- 4.NBT.4 Fluently add and subtract multi-digit whole numbers using a standard algorithm.
  - Estimate Products
- 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
  - Estimate Products
  - Use Distributive Property to Multiply
  - Use Place Value to Multiply
  - Multiplication with Regrouping
  - Multiply Across Zeros
  - Multiply Multi-Digit Numbers
  - Multiply by Multiples of 10
  - Multiply by 2-Digit Numbers
  - Multiply by 2-Digit Numbers with Regrouping
  - Word Problems on Multiplication
- 4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-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.
  - Estimate Quotients
  - Use Partial Quotients
  - Division with Remainders
  - Divide with Regrouping
  - Quotients with Zeros and Divide Multi-Digit Numbers
  - Word Problems on Division

4.NF Number and Operations—Fractions

Extend understanding of fraction equivalence and ordering.
- 4.NF.1 Explain why a fraction a/b is equivalent to a fraction (a × n)/(b × n) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
  - Simplest Form
- 4.NF.2 Compare two fractions with different numerators and different denominators. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions.
  - Compare Fractions
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
- 4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
  - 4.NF.3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
    - Add Like Fractions
    - Subtract Like Fractions
  - 4.NF.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions.
    - Add Like Fractions
  - 4.NF.3c Add and subtract mixed numbers with like denominators.
    - Subtract Like Fractions
    - Mixed Numbers
    - Add and Subtract Mixed Numbers
  - 4.NF.3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators.
    - Add Like Fractions
    - Subtract Like Fractions
    - Word Problems on Fractions
- 4.NF.4 Apply and extend previous understandings of multiplication to multiply a whole number by a fraction.
  - 4.NF.4a Understand a fraction a/b as a multiple of 1/b.
    - Multiply Fractions by Whole Numbers
  - 4.NF.4b Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a whole number by a fraction.
    - Multiply Fractions by Whole Numbers
  - 4.NF.4c Solve word problems involving multiplication of a whole number by a fraction.
    - Multiply Fractions by Whole Numbers
    - Word Problems on Fractions
Understand decimal notation for fractions, and compare decimal fractions.
- 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.
  - Decimals and Fractions
  - Word Problems on Decimals
- 4.NF.6 Use decimal notation for fractions with denominators 10 or 100.
  - Decimal Place Value
  - Decimals and Fractions
  - Word Problems on Decimals
- 4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions.
  - Decimals and Fractions

4.MD Measurement and Data

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
- 4.MD.1.i Know relative sizes of measurement units: ft., in.; km, m, cm.
  - Customary Units of Length
  - Customary Units of Weight
  - Customary Units of Liquid Volume
  - Metric Units
  - Time
  - Word Problems on Mixed Units
- 4.MD.1.ii Know the conversion factor and use it to convert measurements in a larger unit in terms of a smaller unit: ft., in.; km, m, cm; hr., min., sec.
  - Customary Units of Length
  - Customary Units of Weight
  - Customary Units of Liquid Volume
  - Metric Units
  - Time
- 4.MD.1.iii Given the conversion factor, convert all other measurements within a single system of measurement from a larger unit to a smaller unit.
  - Customary Units of Length
  - Customary Units of Weight
  - Customary Units of Liquid Volume
  - Metric Units
  - Time
- 4.MD.1.iv Record measurement equivalents in a two-column table.
  - Customary Units of Length
  - Customary Units of Weight
  - Customary Units of Liquid Volume
  - Metric Units
  - Time
- 4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money.
  - 4.MD.2a Solve problems involving fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit.
    - Word Problems on Fractions
    - Word Problems on Decimals
  - 4.MD.2b Represent measurement quantities using diagrams that feature a measurement scale, such as number lines.
    - Line Plots and Tally Charts
- 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
  - Perimeter and Area
Represent and interpret data.
- 4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.
  - Line Plots and Tally Charts
Geometric measurement: understand concepts of angle and measure angles.
- 4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.
  - 4.MD.5a Recognize an angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles.
    - Circles and Angles
  - 4.MD.5b Recognize an angle that turns through n one-degree angles is said to have an angle measure of n degrees.
    - Circles and Angles
- 4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
  - Circles and Angles
- 4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems.
  - Circles and Angles

4.G Geometry

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
- 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
  - Lines, Rays and Triangles
- 4.G.2a Identify and name triangles based on angle size (right, obtuse, acute).
  - Lines, Rays and Triangles
- 4.G.2b Identify and name all quadrilaterals with 2 pairs of parallel sides as parallelograms.
  - Quadrilaterals
- 4.G.2c Identify and name all quadrilaterals with four right angles as rectangles.
  - Quadrilaterals
- 4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
  - Line Symmetry

ELA

4R Literary and Informational Text

Key Ideas and Details
- 4R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.
  - Grade 4
    - Reading: Literature
      - Theme and Story Details
    - Reading: Informational Text
      - Main Idea and Key Details
- 4R2 Determine a theme or central idea of text and explain how it is supported by key details; summarize a text.
  - Grade 4
    - Reading: Literature
      - Theme and Story Details
- 4R3 In literary texts, describe a character, setting, or event, drawing on specific details in the text. In informational texts, explain events, procedures, ideas, or concepts, including what happened and why, based on specific evidence from the text.
  - Grade 4
    - Reading: Literature
      - Theme and Story Details
    - Reading: Informational Text
      - Main Idea and Key Details
Craft and Structure
- 4R4 Determine the meaning of words, phrases, figurative language, academic, and content-specific words.
  - Grade 4
    - Reading: Literature
      - Build Vocabulary
    - Reading: Informational Text
      - Build Vocabulary
- 4R5 In literary texts, identify and analyze structural elements, using terms such as verse, rhythm, meter, characters, settings, dialogue, stage directions. In informational texts, identify the overall structure using terms such as sequence, comparison, cause/effect, and problem/solution.
  - Grade 4
    - Reading: Literature
      - Understand Text Structure
    - Reading: Informational Text
      - Understand Text Structure
- 4R6 In literary texts, compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. In informational texts, compare and contrast a primary and secondary source on the same event or topic.
  - Grade 4
    - Reading: Literature
      - Point of View
    - Reading: Informational Text
      - Point of View
Integration of Knowledge and Ideas
- 4R7 Identify information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, illustrations) and explain how the information contributes to an understanding of the text.).
  - Grade 4
    - Reading: Literature
      - Make Connections
    - Reading: Informational Text
      - Interpret Information
- 4R8 Explain how claims in a text are supported by relevant reasons and evidence.
  - Grade 4
    - Reading: Informational Text
      - Interpret Information
- 4R9 Recognize genres and make connections to other texts, ideas, cultural perspectives, eras, personal events, and situations.
  - Grade 4
    - Reading: Literature
      - Compare and Contrast
    - Reading: Informational Text
      - Integrate Information

4L Language

Conventions of Academic English/Language for Learning
- 4L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
  - 4L1a Produce simple, compound, and complex sentences.
    - Grade 3
      - Grammar
        
        Types of Sentences
  - 4L1b Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general as well as in particular sentences.
    - Grade 3
      - Grammar
        
        Function
  - 4L1c Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
    - Grade 4
      - Grammar
        
        Pronouns
  - 4L1d Explain the function of conjunctions, prepositions, and interjections in general as well as in particular sentences.
    - Grade 5
      - Grammar
        
        Function
  - 4L1e Form and use regular and irregular plural nouns.
    - Grade 3
      - Grammar
        
        Nouns
  - 4L1f Use abstract nouns.
    - Grade 3
      - Grammar
        
        Nouns
  - 4L1g Form and use regular and irregular verbs.
    - Grade 3
      - Grammar
        
        Verbs
  - 4L1h Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).
    - Grade 3
      - Grammar
        
        Verbs
  - 4L1i Form and use the progressive verb tenses (e.g., I was walking; I am walking; I will be walking).
    - Grade 4
      - Grammar
        
        Verbs
  - 4L1j Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).
    - Grade 5
      - Grammar
        
        Perfect Verb Tenses
  - 4L1k Use verb tense to convey various times, sequences, states, and conditions.
    - Grade 5
      - Grammar
        
        Verb Tenses
  - 4L1l Recognize and correct inappropriate shifts in verb tense.
    - Grade 5
      - Grammar
        
        Verb Tenses
  - 4L1m Ensure subject-verb and pronoun-antecedent agreement.
    - Grade 3
      - Grammar
        
        Agreement
  - 4L1n Use coordinating and subordinating conjunctions.
    - Grade 3
      - Grammar
        
        Conjunctions
  - 4L1o Use and identify prepositional phrases.
    - Grade 4
      - Grammar
        
        Prepositions
  - 4L1p Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
    - Grade 4
      - Grammar
        
        Types of Sentences
  - 4L1q Correctly use frequently confused words (e.g., to, too, two; there, their).
    - N/A
- 4L2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
  - 4L2a Capitalize appropriate words in titles.
    - Grade 3
      - Grammar
        
        Capitalization and Punctuation
  - 4L2b Use correct capitalization.
    - Grade 3
      - Grammar
        
        Capitalization and Punctuation
  - 4L2c Use commas in addresses.
    - Grade 3
      - Grammar
        
        Capitalization and Punctuation
  - 4L2d Use commas and quotation marks in dialogue. → Use commas and quotation marks to mark direct speech and quotations from a text.
    - Grade 3
      - Grammar
        
        Capitalization and Punctuation
  - 4L2e Use a comma before a coordinating conjunction in a compound sentence.
    - Grade 4
      - Grammar
        
        Capitalization and Punctuation
  - 4L2f Use a comma to separate an introductory element from the rest of the sentence.
    - Grade 5
      - Grammar
        
        Punctuation
  - 4L2g Use punctuation to separate items in a series.
    - Grade 5
      - Grammar
        
        Punctuation
  - 4L2h Form and use possessives.
    - Grade 3
      - Grammar
        
        Capitalization and Punctuation
  - 4L2i Use conventional spelling for high-frequency and other studied words, and to add suffixes to base words (e.g., sitting, smiled, cries, happiness).
    - N/A
  - 4L2j Use spelling patterns, rules, and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. → Spell grade-appropriate words correctly, consulting references as needed.
    - N/A
  - 4L2k Use quotation marks or italics to indicate titles of works.
    - Grade 5
      - Grammar
        
        Punctuation
Knowledge of Language
- 4L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  - 4L3a Choose words and phrases to convey ideas precisely.
    - N/A
  - 4L3b Choose punctuation for effect.
    - Grade 3
      - Grammar
        
        Capitalization and Punctuation
  - 4L3c Distinguish between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
    - N/A
Vocabulary Acquisition and Use
- 4L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
  - 4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
    - N/A
  - 4L4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
    - N/A
  - 4L4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
    - N/A
- 4L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  - 4L5a Explain the meaning of simple similes and metaphors in context.
    - N/A
  - 4L5b Recognize and explain the meaning of common idioms, adages, and proverbs.
    - N/A
  - 4L5c Demonstrate understanding of words by relating them to their antonyms and synonyms.
    - N/A
- 4L6 Acquire and accurately use general academic and content-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
  - N/A

Grade 5

Math

5.OA Operations and Algebraic Thinking

Write and interpret numerical expressions.
- 5.OA.1 Apply the order of operations to evaluate numerical expressions.
  - Numerical Expressions
- 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
  - Numerical Expressions
Analyze patterns and relationships.
- 5.OA.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.
  - Algebra

5.NBT Number and Operations in Base Ten

Understand the place value system.
- 5.NBT.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.
  - Place Value
  - Thousandths
- 5.NBT.2 Use whole-number exponents to denote powers of 10. 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.
  - Powers of 10
  - Thousandths
  - Place Decimal Points in Products
- - 5.NBT.3a Read and write decimals to thousandths using base-ten numerals, number names, and expanded form.
    - Thousandths
  - 5.NBT.3b Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
    - Thousandths
- 5.NBT.4 Use place value understanding to round decimals to any place.
  - Thousandths
  - Use Models to Add and Subtract Decimals
  - Decimal Addition and Subtraction
  - Estimate Quotients
Perform operations with multi-digit whole numbers and with decimals to hundredths.
- 5.NBT.5 Fluently multiply multi-digit whole numbers using a standard algorithm.
  - Multiply by 1-Digit Numbers
  - Use Regrouping to Multiply by 1-Digit Numbers
  - Multiply Multi-Digit Numbers
- 5.NBT.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.
  - Relate Multiplication and Division
  - Divide by 1-Digit Divisors
  - Divide by 2-Digit Divisors
  - Division with Remainders
  - Word Problems on Multiplication and Division
- 5.NBT.7 Using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between operations: add and subtract decimals to hundredths; multiply and divide decimals to hundredths. Relate the strategy to a written method and explain the reasoning used.
  - Use Models to Add and Subtract Decimals
  - Decimal Addition and Subtraction
  - Word Problems on Decimal Addition
  - Use Models to Multiply Decimals
  - Different Ways to Multiply Decimals
  - Place Decimal Points in Products
  - Estimate Quotients
  - Use Models to Divide Decimals
  - Decimal Division
  - Write Zeros in the Dividend
  - Multiply and Divide Decimals by Powers of 10

5.NF Number and Operations—Fractions

Use equivalent fractions as a strategy to add and subtract fractions.
- 5.NF.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.
  - Use Models to Add and Subtract Fractions
  - Like Denominators
  - Add and Subtract Mixed Numbers
- 5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
  - Use Models to Add and Subtract Fractions
  - Like Denominators
  - Add and Subtract Mixed Numbers
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
- 5.NF.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.
  - Division with Remainders
  - Relate Fractions and Division
  - Division with Remainders
- 5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
  - 5.NF.4a 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 ÷ b.
    - Multiply Fractions by Whole Numbers
  - 5.NF.4b Find the area of a rectangle with fractional side lengths by tiling it with rectangles 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.
    - Multiply Mixed Numbers by Whole Numbers
- 5.NF.5 Interpret multiplication as scaling (resizing).
  - 5.NF.5a Compare 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.
    - Multiply Mixed Numbers by Whole Numbers
  - 5.NF.5b Explain 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). Explain why multiplying a given number by a fraction less than 1 results in a product smaller than the given number. Relate the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
    - Multiply Mixed Numbers by Whole Numbers
- 5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers.
  - Multiply Fractions by Whole Numbers
  - Multiplication and Division Problems on Fractions
- 5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
  - 5.NF.7a Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.
    - Relate Fractions and Division
  - 5.NF.7b Interpret division of a whole number by a unit fraction, and compute such quotients.
    - Unit Fraction Division

5.MD Measurement and Data

Convert like measurement units within a given measurement system.
- 5.MD.1 Convert among different-sized standard measurement units within a given measurement system when the conversion factor is given. Use these conversions in solving multi-step, real world problems.
  - 5.NF.7c Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions.
    - Multiplication and Division Problems on Fractions
Represent and interpret data.
- 5.MD.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.
  - Line Plots
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
- 5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
  - 5.MD.3a Recognize that a cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume.
    - Volume
  - 5.MD.3b Recognize that a solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
    - Volume
- 5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in., cubic ft., and improvised units.
  - Find Volume
- 5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
  - 5.MD.5a Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base.
    - Find Volume
  - 5.MD.5b Apply the formulas V =l × w × h and V = B × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
    - Find Volume
  - 5.MD.5c Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
    - Find Volume of Composed Figures

5.G Geometry

Graph points on the coordinate plane to solve real-world and mathematical problems.
- 5.G.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.
  - Coordinate Plane
- 5.G.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.
  - Coordinate Plane
Classify two-dimensional figures into categories based on their properties.
- 5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.
  - Two-Dimensional Figures
- 5.G.4 Classify two-dimensional figures in a hierarchy based on properties.
  - Two-Dimensional Figures

ELA

5R Literary and Informational Text

Key Ideas and Details
- 5R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.
  - Grade 5
    - Reading: Literature
      - Theme and Story Details
    - Reading: Informational Text
      - Main Idea and Key Details
- 5R2 Determine a theme or central idea and explain how it is supported by key details; summarize a text.
  - Grade 5
    - Reading: Literature
      - Theme and Story Details
    - Reading: Informational Text
      - Main Idea and Key Details
- 5R3 In literary texts, compare and contrast two or more characters, settings, and events, drawing on specific details in the text. In informational texts, explain the relationships or interactions between two or more individuals, events, ideas, or concepts based on specific evidence from the text.
  - Grade 5
    - Reading: Literature
      - Compare and Contrast
    - Reading: Informational Text
      - Compare and Contrast: Point of View
Craft and Structure
- 5R4 Determine the meaning of words, phrases, figurative language, academic, and content-specific words and analyze their effect on meaning, tone, or mood.
  - Grade 5
    - Reading: Literature
      - Build Vocabulary
    - Reading: Informational Text
      - Build Vocabulary
- 5R5 In literary texts, explain how a series of chapters, scenes, or stanzas fits together to determine the overall structure of a story, drama, or poem. In informational texts, compare and contrast the overall structure in two or more texts using terms such as sequence, comparison, cause/effect, and problem/solution.
  - Grade 5
    - Reading: Literature
      - Understand Text Structure
    - Reading: Informational Text
      - Compare and Contrast: Structure
- 5R6 In literary texts, explain how a narrator's or speaker's point of view influences how events are described. In informational texts, analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
  - Grade 5
    - Reading: Literature
      - Point of View
    - Reading: Informational Text
      - Compare and Contrast: Point of View
Integration of Knowledge and Ideas
- 5R7 Analyze how visual and multimedia elements contribute to meaning of literary and informational texts.
  - Grade 5
    - Reading: Literature
      - Make Connections
    - Reading: Informational Text
      - Integrate Information
- 5R8 Explain how claims in a text are supported by relevant reasons and evidence, identifying which reasons and evidence support which claims.
  - Grade 5
    - Reading: Informational Text
      - Integrate Information
- 5R9 Use established criteria to categorize texts and make informed judgments about quality; make connections to other texts, ideas, cultural perspectives, eras and personal experiences.
  - Grade 5
    - Reading: Literature
      - Compare and Contrast
    - Reading: Informational Text
      - Integrate Information

5L Language

Conventions of Academic English/Language for Learning
- 5L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
  - 5L1a Produce simple, compound, and complex sentences.
    - Grade 3
      - Grammar
        
        Types of Sentences
  - 5L1b Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general as well as in particular sentences.
    - Grade 3
      - Grammar
        
        Function
  - 5L1c Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
    - Grade 4
      - Grammar
        
        Pronouns
  - 5L1d Explain the function of conjunctions, prepositions, and interjections in general as well as in particular sentences.
    - Grade 5
      - Grammar
        
        Function
  - 5L1e Form and use regular and irregular plural nouns.
    - Grade 3
      - Grammar
        
        Nouns
  - 5L1f Use abstract nouns.
    - Grade 3
      - Grammar
        
        Nouns
  - 5L1g Form and use regular and irregular verbs.
    - Grade 3
      - Grammar
        
        Verbs
  - 5L1h Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).
    - Grade 3
      - Grammar
        
        Verbs
  - 5L1i Form and use the progressive verb tenses (e.g., I was walking; I am walking; I will be walking).
    - Grade 4
      - Grammar
        
        Verbs
  - 5L1j Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).
    - Grade 5
      - Grammar
        
        Perfect Verb Tenses
  - 5L1k Use verb tense to convey various times, sequences, states, and conditions.
    - Grade 5
      - Grammar
        
        Verb Tenses
  - 5L1l Recognize and correct inappropriate shifts in verb tense.
    - Grade 5
      - Grammar
        
        Verb Tenses
  - 5L1m Ensure subject-verb and pronoun-antecedent agreement.
    - Grade 3
      - Grammar
        
        Agreement
  - 5L1n Use coordinating and subordinating conjunctions.
    - Grade 3
      - Grammar
        
        Conjunctions
  - 5L1o Use and identify prepositional phrases.
    - Grade 4
      - Grammar
        
        Prepositions
  - 5L1p Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
    - Grade 4
      - Grammar
        
        Types of Sentences
  - 5L1q Correctly use frequently confused words (e.g., to, too, two; there, their).
    - N/A
- 5L2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
  - 5L2a Capitalize appropriate words in titles.
    - Grade 3
      - Grammar
        
        Capitalization and Punctuation
  - 5L2b Use correct capitalization.
    - Grade 3
      - Grammar
        
        Capitalization and Punctuation
  - 5L2c Use commas in addresses.
    - Grade 3
      - Grammar
        
        Capitalization and Punctuation
  - 5L2d Use commas and quotation marks in dialogue. → Use commas and quotation marks to mark direct speech and quotations from a text.
    - Grade 3
      - Grammar
        
        Capitalization and Punctuation
  - 5L2e Use a comma before a coordinating conjunction in a compound sentence.
    - Grade 4
      - Grammar
        
        Capitalization and Punctuation
  - 5L2f Use a comma to separate an introductory element from the rest of the sentence.
    - Grade 5
      - Grammar
        
        Punctuation
  - 5L2g Use punctuation to separate items in a series.
    - Grade 5
      - Grammar
        
        Punctuation
  - 5L2h Form and use possessives.
    - Grade 3
      - Grammar
        
        Capitalization and Punctuation
  - 5L2i Use conventional spelling for high-frequency and other studied words, and to add suffixes to base words (e.g., sitting, smiled, cries, happiness).
    - N/A
  - 5L2j Use spelling patterns, rules, and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. → Spell grade-appropriate words correctly, consulting references as needed.
    - N/A
  - 5L2k Use quotation marks or italics to indicate titles of works.
    - Grade 5
      - Grammar
        
        Punctuation
Knowledge of Language
- 5L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  - 5L3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
    - N/A
  - 5L3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
    - N/A
Vocabulary Acquisition and Use
- 5L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
  - 5L4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
    - N/A
  - 5L4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
    - N/A
  - 5L4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
    - N/A
- 5L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  - 5L5a Interpret figurative language, including similes and metaphors, in context.
    - N/A
  - 5L5b Recognize and explain the meaning of common idioms, adages, and proverbs.
    - N/A
  - 5L5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
    - N/A
- 5L6 Acquire and accurately use general academic and content-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
  - N/A

Smile Zemi

State Test Prep: State Standards Grades 3-5

Select Standards

Common Core State Standards

Grade 3

Math

Represent and solve problems involving multiplication and division.

3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each.

3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.

3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

Understand properties of multiplication and the relationship between multiplication and division.

3.OA.B.5 Apply properties of operations as strategies to multiply and divide.

3.OA.B.6 Understand division as an unknown-factor problem.

Multiply and divide within 100.

3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

Use place value understanding and properties of operations to perform multi-digit arithmetic.

3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

Develop understanding of fractions as numbers.

3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.

3.NF.A.2.a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

3.NF.A.2.b Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

3.NF.A.3.a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

3.NF.A.3.b Recognize and generate simple equivalent fractions, (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

3.NF.A.3.c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Represent and interpret data.

3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.

3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.

3.MD.C.5.a A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.

3.MD.C.5.b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

3.MD.C.7 Relate area to the operations of multiplication and addition.

3.MD.C.7.a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

3.MD.C.7.b Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

3.MD.C.7.c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

3.MD.C.7.d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

Geometric measurement: recognize perimeter.

3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

Reason with shapes and their attributes.

3.G.A.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

ELA

Key Ideas and Details

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Craft and Structure

RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

Integration of Knowledge and Ideas

RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

Range of Reading and Level of Text Complexity

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

Key Ideas and Details

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Craft and Structure

RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

RI.3.6 Distinguish their own point of view from that of the author of a text.

Integration of Knowledge and Ideas

RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

Range of Reading and Level of Text Complexity

RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Conventions of Standard English

State Test Prep:

State Standards

Grades 3-5