Celeste Caserta

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.NBT.1 4.PS.1 5.NBT.1 5.LS.1

aug Place value Place value

2 4.NBT.2 4.PS.1 5.NBT.2 5.LS.1

aug Expanded form, Zeros for place value
standard form, word when mult and
form, Place value dividing
Comparing numbers
using symbols

3 4.NBT.3 4.PS.1 5.NBT.3 5.LS.1

sep Rounding whole Compare decimals
numbers

4 4.NBT.4 4.PS.1 5.NBT.3 5.LS.1

sep Add and subtract
whole numbers

5 4.NBT.5 4.PS.1 5.NBT.4 5.LS.1

sep Multiply #’s and Round decimals
explain with
equations, arrays,
and models.

6 4.NBT.6 4.PS.2 5.NBT.5 5.LS.2

sep Divide numbers and Multiply multi-digit
explain with ^^ numbers

7 4.OA.3 4.PS.2 5.NBT.6 5.LS.2

oct Multi-step word Whole # quotients
problems

8 4.OA.3 4.PS.2 5.NBT.7 5.LS.2

oct Real world problems
with decimals and all
operations

9 4.OA.2 4.PS.2 5.NBT.7 5.LS.2

oct Multiplication and
division, word
problems
 10 4.OA.1 4.PS.2 5.NBT.7 5.LS.2
oct Multiplication
problems in words

11 4.OA.4 4.ESS.1 5.OA.1 5.LS.2

oct Finding factors Parentheses in
algebra

12. 6.NS. 4 4.ESS.1 5.OA.2 5.PS.2

nov Greatest and least Write and solve
common factor problems with ^^

13 4.OA.5 4.ESS.1 5.OA.3 5.PS.2

nov Making a pattern Patterns
with numbers or
shapes

14 4.NF.1 4.ESS.1 5.NF.1 5.PS.2

nov Equivalent fractions Add and sub fractions
w/ unlike denominator

15 4.NF.2 4.ESS.1 5.NF.2 5.PS.2

nov Comparing fractions Word problems with
^^

16 4.NF.3 4.ESS.1 5.NF.3 5.PS.2

dec Word problems with
fractions num &
denom

17 4.NF.3 4.ESS.3 5.NF.4 5.PS.1

dec Mult whole # by
fraction

18 4.NF.3 4.ESS.3 5.NF.4 5.PS.1

dec Area of triangle

19 4.NF.3 4.ESS.3 5.NF.5 5.PS.1

dec Comparing size

Break Break Break Break

dec

20 4.NF.3, 4.NF.4 4.ESS.3 5.NF.5 5.PS.1

jan Multiply fractions

21 4.NF.4 4.ESS.3 5.NF.6 5.PS.1

jan Problems with
multiplying fraction &
mixed numbers

22 4.NF.5 4.ESS.2 5.NF.7 5.ESS.1

jan Divide fractions by
 whole #’s

23 4.NF.6 4.ESS.2 5.NF.7 5.ESS.1

jan Fractions as
decimals

24 4.NF.7 4.ESS.2 5.NF.7 5.ESS.1

jan Comparing decimals

25 4.MD.1 4.ESS.2 5.MD.3 5.ESS.1

feb Metric measurement volume

26 4.MD.2 4.ESS.2 5.MD.3 5.ESS.1

feb Add and - money
with decimals
And time

27 4.MD.2 4.LS.1 5.MD.4 5.ESS.2

feb Measure vol in cubes

28 4.MD.3 4.LS.1 5.MD.5 5.ESS.2

feb Perimeter and area Vol w/ mult and
addition

29 4.MD.4 4.LS.1 5.MD.5 5.ESS.2

mar

30 4.MD.4 4.LS.1 5.MD.1 5.ESS.2

mar Interpret graphs to Measurement
solve problems

31 4.MD.5 4.LS.1 5.MD.2 5.ESS.2

mar Angles and their Graphing
degrees

mar Spring break Spring Break

32 4.MD.5 4.LS.2 5.G.1 5.ESS.3

april Graph points

33 4.MD.6 4.LS.2 5.G.2 5.ESS.3

april Use a protractor and Graph problems in 1st
sketch angle quad

34 4.MD.7 4.LS.2 5.G.3 5.ESS.3

april Solve for unknown Triangles and angle
angles measurements

35 4.G.1 4.LS.2 5.G.4 5.ESS.3

april Angles, lines, 2D Common. In
figures quadrilaterals

36 4.G.2 4.LS.2 6.G.3 5.ESS.3

may Identify 2D figures Draw polygons on
graph

Part Sequencing Rationale ​(Justify the order that you planned for the curriculum):​
B. 4th grade:
When sequencing my standards first, I decided to teach the numbers and operations in base ten
standards before the operations and algebraic thinking standards. I did this because I think that it
is important for the students to be able to recognize place value and be able to simply compare
these numbers based on their value before trying to multiply or divide them. The next change in
the sequence that I made was moving 4.OA.3 right after 4.NBT.6, before any of the other
operations and algebraic thinking standards were taught. I did this because, 4.OA.3 is about
solving multi-step word problems and tie together all of the standards the students just learned
with the operations. They have the skills they need so complete this standard next without the
operations and algebraic thinking standards that come before it. After 4.OA.3 I put 4.OA.2
because this also worked with word problems and would allow the students to try and
accomplish this skill of solving word problems, now with multiplication and division. During this
time we could focus on dissecting word problems and looking at their structure. After these two
standards I placed, 4.OA.1 and 4.OA.4 to finish out the operations and algebraic thinking
standards together. Finally I put 6.NS. 4 right after 4.OA.4 because they are both about factoring
and 6.NS.4 builds off of 4.OA.4. The rest of the math standards are listed in order because I
think that they sequence nicely into each other, with each standard building off of the previous
one. I also decided to give the standards with more components more time. For example if a
standard had a parts a, b, c, to it I gave it 3 slots instead of one, except in one case because
there is Christmas break. Additionally, I decided to 4.OA.3 more time because students often
struggle with word problems and finding what they are asking. I also gave 4.MD.4 more time
because graphing is another aspect some students grasp fast and others struggle with.

I then sequenced the science standards based off of the math standards I had already
sequenced. I decided to start of with 4.PS.1 and 4.PS.2. I tried to keep the standards together
with their individual categories (physical science, earth and space science, life science). The
standards in each category are about the same main content. The different standard categories
also relate to each other but do not build off of one another in a way that they would have to be
sequenced in a certain order. Next I decided to teach 4.ESS.1, 4.ESS.3, and 4.ESS.2. I did this
to group all of the earth and space science standards together. I placed these standards around
4.ESS.2, instead of sequencing them in order, because I wanted this standard to be paired up
with what is being taught in math. I think that measurement and rocks can be taught together and
compliment each other. Lastly, I placed 4.LS.1 and 4.LS.2 at the end of the school year because
these standards are about abiotic and biotic objects and I thought spring would be a good time to
be able to go outside and do research on this topic. Spring is a great time of the year to see
nonliving objects from winter and living objects sprouting for the summer.

5th grade:
When sequencing the math standards for 5th grade, I only made some small changes in the
order of the standards from their original order on the Ohio Department of Education resources. I
decided to keep these standards mostly in order because they build off of each other. For
example, the numbers and operations in base ten standards nicely move from place value into
decimals, into multi-digit numbers. I decided to start again with the numbers and operations in
base ten standards first because I think it’s good to start with the basic number principles at the
beginning of the year to give the students a review of place value before moving into anything
more difficult. When deciding how much time each standard was allotted, I decided to give the
standards with more components more time because there is more content for the students to
learn. For example, if a standard had a parts a, b, c, to it I gave it 3 weeks instead of one. I wish
that there was more time to teach the 5th grade math standards because there were many
 concepts that I also wanted to give another week or two of extra time but there weren’t enough
weeks in the year. The only change that I made in the sequencing of the standards was, placing
standards 5.MD.1 and 5.MD.2 at the end of the measurement and data standards. I decided to
place these standards at the end because 5.MD.1 is about measurement and then 5.MD.2 is
about graphing using the measurements learned. After these two standards the next standard
taught, 5.G.1 is also about graphing points. I think that having these standards taught next to
each other will get students in the habit of graphing and build off of each other well.

Next, I sequenced the science standards based off of where the math standards where already
placed. I first decided to put 5.ESS.1, 5.ESS.2, and 5.ESS.3 at the end of the school year. I did
this because I want there to be warmer weather when teaching the solar system so the students
can go outside and move around when talking about how the planets orbit and the distance
between them and the sun. I also wanted the standards about the solar system to be near the
math standard, 5.G.1 so that the students could complete a project where they graph points that
represent the planets location in regards to each other and the sun. Next I decided to put 5.PS.1
and 5.PS.2 in the middle of the school year. I did this because standards 5.PS.1 and 5.NF.5
compliment each other, they are both about comparing the size of objects and can be used to
make connections. Lastly, I started off the school year with 5.LS.1 and 5.LS.2, I did this because
I think talking about organisms and food webs is a great standard to start off the school year with
that students will be interested in. This is also another standard that I would like warmer weather
for the students to be able to go outside and maybe see some of the factors of a food web in
nature themselves.

Part Integrated Assessment

C. ​ NE​ Performance Assessment that could be used at some point during your 4th o
(Select, or Create, O ​ r​ 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.)

Link to assessment doc: ​https://docs.google.com/document

Link to where resource was found: ​https://bb.myips.org

The assessment that I selected is for 5th grade. I chose this assessment because it does a great
job of tying together 5th grade math and science standards all in one assessment. This
assessment combines the earth and space science standards about the solar system (5.ESS.1,
5.ESS.2, 5.ESS.3) and math standards about multiplication, graphing points, and measurement
(5.NBT.5, 5.MD.1, 5.G.1). I would give this assessment to students at the end of the year,
around week 33, because by this time they will have learned everything they need to complete
this assessment. This is also right around the time they are going to be finishing up their solar
system unit so the information will be fresh in their brains. The students will complete this
assessment in parts but it will be completed individually. The assessment requires math and
science knowledge but it also allows the students to get create and hands on through involving
some art aspects.

Modifications:
Since the assessment I am using is one that I found online, I am going to list the modifications I
would make to this lab to accommodate students needs. One way I would modify the
assessment is by calling back any students who have difficulty with reading or reading
comprehension and reading through the assessment with them orally before having them
complete the task at hand. This will make sure that difficulty with reading doesn’t affect the
students ability to complete the task properly. Another way I would modify the assessment is by
allowing students who have trouble with multi-step problems to check with me after each step
they complete to make sure they are on the right track. This assessment requires the students to
be able to follow directions. I can also highlight the steps as the students go so that they can
complete the task step by step and don’t get overwhelmed. Another way I would modify this
assessment is by allowing some students who have difficulty with basic math or aren’t on grade
level to use a calculator for the computation portions of the lab (Portion C). This way the students
are still completing the steps and following a formula, but they don’t have to try and solve
mathematical problems that may be above their grade level. Lastly, I would modify the
conclusion questions section for any students who struggle with writing by allowing them to
verbally answer the questions with me individually.