Katarra Waldron

Math & Science Curriculum Map

Weeks 4th Grade Curriculum Map 5th Grade Curriculum Map
(Paste Standard Abbrev.) (Paste Standard Abbrev.)

Part Math Science Math Science

A.

1 4.OA.5 4.Ess.1 5.md.3 5.ess.1

2 4.oa.3 4.ESS.1 5.md.4 5.ess.1

3 4.oa.4 4.ess.1 5.nbt.1 5.ess.1

4 4.nbt.5/4.nbt.6 4.ess.1 5.nbt.5 5.ess.3

5 4.nbt.6 4.ess.2 5.nbt.6 5.ess.2

6 4.md.3 4.ess.2 5.nf.1 5.ess.2

7 4.nf.3 4.ess.2 5.nf.2 5.ess.3

8 4.nbt.1 / 4.nbt2 4.ess.2 ` 5.nf.2 5.ess.3

9 4.nbt.2 4.ess.3 5.nf.3 5.ess.3

10 4.nbt.3 4.ess.3 5.nf.3 5.ps.1

11 4.nbt.4 4.ess.3 5.nf.4 5.ps.1

12 4.nf.1 4.ess.3 5.nbt.2 5.ps.1

13 4.nf.2 4.ps.1 ` 5.nbt.3 5.ps.1

14 4.nf.2/4.nbt.1 4.ps.1 5.nf.5 5.ps1

15 4.oa.1 4.ps.1 5.nf.6 5.ps.1

16 4.md.1 4.ps.1 5.nf.7 5.ps.1

17 4.oa.2 4.ps.1 5.nf.7 5.ps.1

18 4.oa.3 4.ps.1 5.md.5 5.ps.1

19 4.md.2 4.ps.2 5.md.5 5.ps.2

20 4.nf.3 4.ps.2 5.nbt.7 5.ps.2

21 4.md.4 4.ps.2 5.nbt.7 5.ps.2

22 4.md.5 4.ps.2 5.md.1 5.ps.2

23 4.md.6 4.ps.2 5.g.3 5.ps.2

24 4.g.1 4.ps.2 5.g.4 5.ps.2

25 4.nf.4 4.ls.1 5.nf.7 5.ps.2

26 4.nf.5 4.ls.1 5.nf.7 5.ps.2

27 4.nf.6 4.ls.1 5.md.2 5.ps.2

28 4.nf.7 4.ls.1 5.oa.1 5.ls.1

29 4.md.2 4.ls.1 5.oa.2 5.ls.1

30 4.oa.5 4.ls.1 5.oa.2 5.ls.1

31 4.md.7 4.ls.2 5.oa.3 5.ls.1

32 4.g.2/4.g.3 4.ls.2 5.g.1 5.ls.1 / 5.ls.2

33 4.oa.2 4.ls.2 5.g.2 5.ls.2

34 4.oa.3 4.ls.2 5.nbt.5 5.ls.2

35 4.nbt.5 4.ls.2 5.nbt.6 5.ls.2

36 4.nbt.6 4.ls.2 5.nbt.6 5.ls.2

Part Sequencing Rationale (Justify the order that you planned for the curriculum):
B.
In both 4th and 5th grade science, I purposely planned for life science to be in the spring. I
planned for this because the spring is when things start to bloom and animals, plants, and bugs
come out for the season. This is a good time to study things such as life cycles and ecosystems
since they will actually be observable in the natural world. In both the 4th and 5th grade science
maps, I always started each strand with the 1st standard in the strand and kept them in order. I
only changed the order the strands were taught in. I started with Earth and Space science both
times. Because it will still be warm out in Ohio in the fall, students would actually be able to go
outside and observe the stars and planets as long as cloud coverage allowed them to. I would
not want to send students out in the cold winter to observe these things. I put physical science in
the middle of both of the 4th and 5th grade maps because with physical science, there are a lot
of things that can be done indoors such as experiments and we do not have to worry about going
outside in the cold. In 4th and 5th grade, all strands are split up equally depending on how many
standards were in each strand. I did this so that each standard would have enough time to be
taught and mastered. It allows for plenty of time to help students who may not be grasping the
standards right away since each standard extends over a few weeks time.

In 4th grade math, I decided to begin with 4.OA.5 because this is a standard that can be
simplified if needed. The patterns can be made as simple or as complex as you would like and
this is a good way to gauge student math ability and prerequisite skills such as addition,
subtraction, multiplication, and division before diving into more complex standards. From there, I
decided to do a few more of the OA standards for the same reason as stated above. I then
moved into a few NBT and MD standards to cover some basic multiplication and division skills
before diving into any complicated multiplication and division standards. After we have covered
some basic NBT and MD standards, I moved on to basic NF standards to cover basic fractions. I
started fraction with 4.NF.3 because it allows for visual fraction models which I believe a lot of
students may need when they are beginning to become familiar with fractions. After the fraction
introduction, I moved to a few more MD standards. I chose to do 4.MD.4 after fractions because
that standard involves making line plots using fraction units and students need to have a basic
understanding of fractions before they can do that. Then, I moved on to doing some more MD
standards so students could get the basics of angles and measurements down. I included 4.G.1
with those MD standards because 4.G.1 covers using angles, points, line segments and rays. I
did this right after those MD standards so that the angles would still be fresh in their minds and
they could apply what they had learned. After that, I moved on to some NF standards. These are
the NF standards that require application of fraction knowledge. It also dives into the application
of decimals. Basic decimals were covered earlier in the year. From there, we move on to some
MD and OA standards that require more thought and require us to know how to do some of the
skills from earlier in the year as they are more complex standards. After that, we cover two G
standards. These two standards go hand in hand. To complete 4.G.2 and 4.G.3 you need to
have covered 4.G.1 which we did earlier in the year. 4.G.2 and 4.G.3 require students to apply
their knowledge from 4.G.1. After that, we cover two OA standards and we finish off with a few
NBT standards. These particular standards require students to apply most, if not all of the skills
that I had set up earlier in the year which is why I have selected them to be at the end of the
year. I don’t like that I had to put “hard” standards at the end of the year, but with math I didn’t
really have a choice because of the prerequisite knowledge requirements of the final few
standards of the year.

In 5th grade, we being with some MD standards. I started off with these two particular standards
because they incorporate new knowledge with something that students should have learned in
4th grade. From there, I moved on to a few NBT standards. Combining this sequence of
standards at the beginning of the year allows me to see where the students are at and if they
need any refreshers from 4th grade or if there was anything that they didn’t learn that they should
have. Next, I moved on to NF standards that involved adding and subtracting fractions and using
fractions in word problems. Adding and subtracting fractions with unlike denominators and using
them in word problems is something that the students will need to know early on in the year
because they will need to apply those skills later on with more complex standards. Then, we
moved on to dividing and multiplying fractions since this is a base skill that will be needed later in
the year and in later grades when students begin to do algebra. After that, we cover two NBT
standards that cover decimal skills. Students will need this skills later when they learn to multiply
and divide decimals so these two particular standards must be covered first. Then, we move on
to some NF standards that require students to apply the knowledge that they learned about
fractions, except this time they will be multiplying and dividing the fractions. These are some
more advanced concepts that I would make sure to spend some extra time on. Then we move on
to some MD and NBT standards that involve more advanced decimal concepts and finding
volume. To find volume (depending on the problem) students may need those skills of multiplying
and dividing fractions and decimals which is why I chose to teach those before the skills of
finding volume. Then we move on to two G standards. These involve two-dimensional figures.
They will need these skills before they can complete more complex G standards. After that, we
do an NF standard that involves dividing non-zero whole numbers and fractions. This requires
students to apply their previous knowledge of dividing fractions to a new concept. Then, we do
an MD standard that requires students to solve fraction problems and plot them on a line plot.
This requires higher-ordered thinking than the previous fraction standards. Then we move on to
5.OA.1. We do this standard first because students will need to know PEMDAS before they can
do 5.OA.2. After that, we move back to G standards. These two standards require students to
apply previous knowledge of plotting coordinates on planes. We end the year with two NBT
standards. In my opinion, these are the two most complex 5th grade math standards. We are
completing them at the end of the year because they require students to apply all of the
knowledge they have gained from all year long. These two standards cannot be taught at the
beginning of the year or in the middle of the year because if you did that, students would not
have all of the required knowledge to master them.

Ideas of maps came from http://www.barbertonschools.org/FifthGrade.aspx. Some standards

 were switched around and all ideas of justification are my own.

Part Integrated Assessment

C. (Select, or Create, ONE Performance Assessment that could be used at some point during your 4th or 5th
grade curriculum map that would require students to combine the current math and science areas of study
to complete the task. Create a modified version for students who may struggle to access the task. Make
sure to indicate where this would be located in your curriculum map.)

In 5th grade, after students learn 5.PS.1, they will complete an in-class assessment. For
this assessment, task cards will be placed around the room. Each task card will have
different items on it. Each item will have a correlating equation for calculating speed.
Numbers in the equations will vary based on the object to make them as accurate as
possible. Some problems may have fractions and some may have decimals. Students will
need to go around the room and complete the speed equations for each object. After they
have completed all of the equations, they will need to determine which object was the
fastest and which was the slowest. After they have determined this, they will plot their
answers on a graph which they will draw themselves. This is an independent assessment.
At the end, students will turn in their answer sheets for the teacher to grade and use for
progress monitoring.

Students who cannot access this task for reasons relating to not being able to complete
multiplication using fractions and decimals will have task cards that are at their level.
Likely, they will still need to complete the equation of calculating speed but the numbers
on their cards may differ or they may use manipulatives to help them solve the problems
instead of just pencil and paper. Instead of fractions and decimals, these students may be
multiplying whole numbers or other numbers that they are already familiar with if they
have not yet grasped the concept of multiplying fractions and decimals. If these students
are not comfortable with graphs, a graph will be provided for them and they will only need
to plot the points instead of creating their own graph as well.

This assessment would allow me to see how students have progressed with 5.PS.1 and a
multitude of math standards as well. It encompasses most math standards that involve
multiplying fractions and decimals which draws on previous knowledge from earlier in the
year. It also includes the basic prerequisite skills of being able to make a graph and plot
numbers on it,