Degrees and Certifications:



5th-grade overview:

  1. Develop competency in dividing and fluency in multiplying whole numbers through the application of understanding of place value and multiplication and division.
  2. Develop understanding in performing operations with decimals to hundredths and estimating by rounding.
  3. Develop an understanding of multiplication of fractions and division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions).


  • Students develop an understanding of why division procedures work based on the meaning of base-ten numerals and the properties of operations. They are fluent with multi-digit multiplication of whole numbers. Students are able to explain patterns associated with multiplication through the application of their knowledge of place value such as explaining the pattern in the number of zeros in a product.  Students apply their understanding of division to begin working with decimals.  They understand and can explain the placement of the decimal point when multiplying or dividing.  Students apply their understanding of addition and multiplication of whole numbers (NBT) to foundational understanding of volume (MD).


  • Students apply their understandings of models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths. They develop fluency in these computations and make reasonable estimates (through rounding) of their results. Students use the relationship between decimals and fractions, as well as the relationship between finite decimals and whole numbers (e.g., a finite decimal multiplied by an appropriate power of 10 is a whole number), to understand and explain why the procedures for multiplying and dividing finite decimals make sense. They compute products and quotients of decimals to hundredths.


  • Students apply their understanding of fractions and fraction models to efficiently and accurately add and subtract fractions with unlike

denominators. Students use their understanding of fractions; make connections to their understanding of multiplication and division, to explain the “why” of multiplying and dividing fractions. (Note: Division of fractions is limited to dividing unit fractions by whole numbers and whole numbers by unit fractions.)


Language Arts


5th Grade Overview

Arizona’s English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a brief overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts and tasks.

Reading Standards for Literature

  • Independently and proficiently read grade-appropriate and increasingly complex literature from a variety of genres
  • Determine themes in literary texts   
  • Analyze elements of literature, including an author’s use of figurative language
  • Quote accurately by referring to the text
  • Compare and contrast different texts
  • Analyze the way a text is structured


Reading Standards for Informational Text

  • Read and analyze grade appropriate informational text from a variety of content areas such as history/social studies, science and technical texts
  • Determine meaning from reading informational texts
  • Quote text accurately by referring to the text
  • Summarize informational text accurately
  • Integrate information gained from a variety of texts to determine different points of view

Reading Standards Foundational Skills

  • Apply a variety of strategies to read unknown words in and out of context
  • Read text with purpose and understanding, self-monitoring understanding


Writing Standards

  • Write opinion and explanatory pieces that include evidence to support ideas, linking words, precise vocabulary and a conclusion
  • Write narratives that include a clear sequence of events, descriptive details, dialogue, and words that indicate a change in time
  • Conduct short research projects to build knowledge through investigation
  • Plan, draft, revise and edit to produce clear and coherent writing
  • Demonstrate sufficient command of keyboarding skills to complete a writing task





Writing Foundational Standards

  • Read and write cursive and manuscript


Speaking and Listening Standards

  • Collaborate in discussions through effectively speaking and listening in a variety of settings
  • Prepare for a discussion by reading and studying the required materials, drawing on that preparation during the discussion
  • Paraphrase information from a wide range of sources
  • Report on a topic or text, sequencing ideas logically, using relevant facts and details, and including multimedia components


Language Standards

  • Demonstrate mastery of grade-level conventions (grammar, capitalization, punctuation, and spelling)
  • Construct paragraphs that include an introduction of the topic, supporting details, and conclusion
  • Use knowledge of Greek and Latin prefixes, suffixes, and roots to determine the meaning of unknown words
  • Determine the meaning of unknown words using root words, prefixes, suffixes, context clues, and dictionaries
  • Demonstrate the meaning of idioms and figurative language


Science- I encourage an inquiry process in the science lessons. This provides the opportunity for students to make independent discoveries.


Fifth Grade:

Patterns; Scale, Proportion, and Quantity By the end of fifth grade, students apply their understanding of the scale at a macro (time and space) and micro (particles of matter) levels to understand patterns and scale across life, earth and space, and physical sciences. Students will develop an understanding of forces, conservation of matter, and that genetic information can be passed down from parent to offspring. Student investigations focus on collecting and making sense of observational data and measurements using the science and engineering practices: ask questions and define problems, develop and use models, plan and carry out investigations, analyze and interpret data, use mathematics and computational thinking, construct explanations and design solutions, engage in argument from evidence, and obtain, evaluate, and communicate information. While individual lessons may include connections to any of the crosscutting concepts, the standards in fifth-grade focus on helping students understand phenomena through patterns and scale, proportion and quantity.


Core Ideas for Knowing Science*

Physical Science P1: All matter in the Universe is made of very small particles.

P2: Objects can affect other objects at a distance.

P3: Changing the movement of an object requires a net force to be acting on it.

P4: The total amount of energy in a closed system is always the same but can be transferred from one energy store to another during an event.


Earth and Space Science

E1: The composition of the Earth and its atmosphere and the natural and human processes occurring within them shape the Earth’s surface and its climate.

E2: The Earth and our solar system are a very small part of one of many galaxies within the Universe.


Life Science

L1: Organisms are organized on a cellular basis and have a finite life span.

L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.

L3: Genetic information is passed down from one generation of organisms to another.

L4: The unity and diversity of organisms, living and extinct, is the result of evolution.


Core Ideas for Using Science*

U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised. U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products.

U3: Applications of science often have both positive and negative ethical, social, economic, and/or political implications.


Social Studies



American Revolution to Industrialism (1763 to 1900s)


Students understand the history of the United States within an integrated approach considering the following factors:


  • Historic and economic events from American Revolution to Industrialism including but not limited to the American Revolution, constitutional convention, westward expansion, Civil War and Reconstruction, and growth of industrial and urban America looking at origins, founders, and key political, economic, and social figures
  • Economic, political, and geographic elements as they relate to the events outlined above such as technological developments, urbanization, territorial expansion, industrialization, political parties, and universal suffrage
  • Creation of the Constitution and the principles within the document including historical and philosophical influences, the influence of state constitutions, Articles of Confederation, compromises and ratification debates at the Constitutional Convention, Bill of Rights, limited government, popular sovereignty, federalism, rule of law, checks, and balances, and separation of powers
  • Development and structure of the national government including the Preamble, the three branches, examples of powers granted to each branch, powers granted to the states and individuals, the Bill of Rights, and current issues regarding federalism and rights
  • Influence of immigration including push/pull factors, industrialization, urbanization, diversification of the population, and debates over immigration
  • Contributions of various cultural and ethnic groups to the changing social and political structure of the United States
  • Roles and responsibilities as citizens of the United States including participation in the political system
  • Examination of primary and secondary sources including written and oral histories, images, and artifacts with special attention being given to founding documents including the Declaration of Independence, the Constitution, Bill of Rights and all subsequent amendments, and landmark Supreme Court cases
  • Inclusion of historical fiction and picture books in addition to informational text.
  • Disciplinary skills and processes including change and continuity over time, multiple perspectives, using and understanding sources, and cause and effect


There are many topics to pursue in 5th grade.  LEAs should identify topical emphases to allow for the depth of study needed to effectively engage students/learners in the inquiry process.




Chronological reasoning requires understanding processes of change and continuity over time, which means assessing similarities and differences between historical periods and between the past and present.

  • SP1.1 Create and use a chronological sequence of related events to compare developments that happened at the same time.
  • SP1.2 Explain how events of the past affect students’ lives and society.
  • SP1.3 Generate questions about individuals and groups who have shaped significant historical changes and continuities.
    • Key individuals or groups should represent the time- period being studied and be inclusive of the diversity represented in the history of the United States



Thinking within the discipline involves the ability to identify, compare, and evaluate multiple perspectives about a given event to draw conclusions since there are multiple points of view about events and issues.

  • SP2.1 Explain why individuals and groups during the same historical period differed in their perspectives
    • Key individuals and groups can include but are not limited to a loyalist and patriots, federalist and anti-federalist, Hamilton and Jefferson, abolitionists and slave owners, Abraham Lincoln and John C. Calhoun, southerners and northerners, labor and business, nativists and immigrants, and American Indians and settlers
    • Key issues and events can include but are not limited to federalism, constitutional interpretation, individual liberties, slavery, Jim Crow Laws and segregation, secession, westward expansion, Indian boarding schools, immigration, Manifest Destiny, worker’s rights, and women’s rights


Historians and Social Scientist gather, interpret, and use evidence to develop claims and answer historical, economic, geographical, and political

questions and communicate their conclusions.

  • SP3.1 Develop compelling and supporting questions about the United States that are open to different interpretations.
  • SP3.2 Use distinctions among facts and opinions to determine the credibility of multiple sources.
    • 5.SP3.3 Compare information provided by multiple sources about events and developments in the United States.
  • SP3.4 Infer the intended audience and purpose of a source from information within the source itself.
  • SP3.5 Use information about a historical source including the author, date, place of origin, intended audience, and purpose to judge the extent to

which the source is useful for studying a topic and evaluate the credibility of the source.

  • SP3.6 Construct and present arguments using claims and evidence from multiple sources.
  • SP3.7 Construct and present explanations using reasoning, correct sequence, examples, and details with relevant information and data.


Thinking within the discipline involves the ability to analyze relationships among causes and effects and to create and support arguments using relevant evidence.

  • SP4.1 Explain probable causes and effects of events and developments in United States history from the revolutionary period to the rise of industry

and urbanization.

  • Events include but are not limited to the American Revolution, Constitutional Convention, Civil War, Reconstruction, westward expansion, industrialism, and urbanization
  • SP4.2 Use evidence to develop a claim about the past.
  • SP4.3 Summarize the central claim in a secondary source.




Citizens have individual rights, roles, and responsibilities.

  • C2.1 Explain how a republic relies on people’s responsible participation within the     context of key historical events pre-American Revolution to


  • Key concepts include but are not limited to volunteerism, joining associations and groups, joining political parties, using the First Amendment (free speech, religion, press, assembly, petition), censorship, voting in elections, running for office, working on campaigns, bringing cases to court, civil disobedience, protest movements, and serving in the military


An understanding of civic and political institutions in society and the principles these institutions are intended to reflect including knowledge about law, politics, and government are essential to effective citizenship.

  • C3.1 Describe the origins, functions, and structure of the United States Constitution and the three branches of government.
    • Key origins include historical and philosophical influences like the government structures of Ancient Greece and Rome, Enlightenment thinkers like John Locke, British documents like the Magna Carta, colonial governments, the Articles of Confederation, and the compromises and ratification debates of the Constitutional Convention Key functions of the United States government as outlined in the Preamble
    • Key structures include distributing, sharing, and limiting powers of the national government through separation of powers, checks and balances, and federalism
    • Key organization of the Constitution includes the Preamble, seven Articles, and Amendments (including the Bill of Rights)


Process, rules, and laws direct how individuals are governed and how society addresses problems.

  • C4.1 Using primary and secondary sources to examine historical and contemporary means of changing society through laws and policies in order

to address public problems.

  • Key concepts can include but are not limited to the purpose of the Declaration of Independence, the creation of the Constitution, the formation and development of social and reform movements, and responses to industrialism and poverty at the turn of the century
  • C4.2 Use a range of deliberative and democratic procedures to make decisions about and act on issues and civic problems in their classrooms and




A financially literate individual understands how to manage income, spending, and investment.

  • E1.1 Give examples of financial risks that individuals and households face within the context of the time period studied.


By applying economic reasoning, individuals seek to understand the decisions of people, groups, and societies.

  • E2.1 Compare the benefits and costs of individual choices within the context of key historical events.
    • Key concepts can include but are not limited to smuggling during the American Revolution, separating from England, economic powers outlined in the Constitution, slavery, secession, territorial expansion, and unregulated industry


Individuals and institutions are interdependent within market systems.

  • E3.1 Develop an understanding of the characteristics of entrepreneurship within a market economy and apply these characteristics to individuals

during the time period studied.

  • Characteristics include but are not limited to risk-taking, innovation, and problem-solving


The domestic economy is shaped by interactions between government, institutions, and the private sector.

  • E4.1 Describe how government decisions on taxation, spending, protections, and regulation affected the national economy during the time-period

being studied

  • E4.2 Analyze how agriculture, new industries, innovative technologies, changes in transportation, and labor impacted the national economy including

productivity, supply and demand, and price during the time period being studied


The interconnected global economy impacts all individuals and groups in significant and varied ways.

  • E5.1 Generate questions to explain how trade leads to increasing economic interdependence in different nations.
    • Key concepts include but are not limited to products that are imported into markets within the United States and products that are exported to other markets in the world




The use of geographic representations and tools help individuals understand their world.

  • G1.1 Use and construct maps and graphs to represent changes in the United States.
    • Key concepts include but are not limited to physical and human features of the United States, the regions of the United States and their characteristics, geographic location of major events, the growth of the United States through territorial expansion, demographic changes, and the states and their capitals


Human-environment interactions are essential aspects of human life in all societies.

  • G2.1 Describe how natural and human-caused changes to habitats or climate can impact our world.


Examining the human population and movement helps individuals understand past, present, and future conditions on Earth’s surface.

  • G3.1 Use key historical events with geographic tools to analyze the causes and effects of environmental and technological events on human settlements and migration. 
    • Key concepts include but are not limited to consequences of territorial expansion on American Indians, the institution of slavery, the positive and negative impact of new technologies on the environment and the growth of cities, and the impact of transportation and infrastructure on settlement and migration


Global interconnections and spatial patterns are a necessary part of geographic reasoning.

  • 1 Describe how economic activities, natural phenomena, and human-made events in one place or region are impacted by interactions with

nearby and distant places or regions. 




Cycles of conflict and cooperation have shaped relations among people, places, and environments.

  • H2.1 Use primary and secondary sources to summarize the causes and effects of conflicts, resolutions, and social movements throughout the historical timeframe.
    • Key conflicts can include but are not limited to cultural conflicts, political conflicts, economic conflicts, military conflicts, and conflicts related to resource use and availability


Patterns of social and political interactions have shaped people, places, and events throughout history and continue to shape the modern world.

  • H4.1 Use primary and secondary sources to describe how diverse groups (racial, ethnic, class, gender, regional, immigrant/migrant) shaped the

United States’ multicultural society within the historical timeframe.

Hard workers