2. Organization of Curriculum Standards Document Content Standards Math Social Studies English/Literature Science Learning Expectations essential core of learning for grades K-3, 4-5, & 6-8 Accomplishments concepts & skills necessary to master the learning expectations Benchmarks grades 3, 5, & 8 Performance Indicators Level I: Below Proficient Level II: Proficient Level III: Advanced Students should master all 3 Performance Levels by the end of the Benchmark grades. Performance Indicators divided into spi and tpi

3. Math Content Standards K-8 and Gateway Algebra I 1.0 Numbers & Operation 2.0 Algebra 3.0 Geometry 4.0 Measurement 5.0 Data Analysis and Probability

4. Social Studies Content Standards K-8 1.0Culture 2.0Economics 3.0Geography 4.0Governance and Civics 5.0History 6.0Individuals, Groups, and Interaction

5. English / Literature Content Standards K-8 1.0Reading 2.0Writing 3.0Elements of Language

6. Science Content Standards K-8 LIFE 1.0Cell Structure & Function 2.0Interactions Between Living Things and Their Environment 3.0Food Production and Energy for Life 4.0Heredity and Reproduction 5.0Diversity and Adaptation Among Living Things 6.0Biological Changes

7. Science Content Standards K-8 Earth and Space Science 7.0Earth and Its Place in the Universe 8.0Atmospheric Cycles 9.0Earth Features 10.0Earth Resources

8. Science Content Standards K-8 Physical Science 11.0 Forces and Motion 12.0Structure and Properties 13.0 Interactions of Matter 14.0Energy

9. Comparison of Science Strands for Grades 5-8 Life ScienceGrade 5Grade 6Grade 7Grade 8 Cells & Functions●● Interactions Between Living Things & Their Enviro. ●●● Food Production & Energy for Life●●● Heredity & Reproduction●●● Diversity & Adaptations Among Living Things●●● Biological Change●● Earth/Space Science Earth & Its Place in the Universe●● Atmospheric Cycles●● Earth Features●● Earth Resources●● Physical Science Forces & Motion●● Structure & Properties of Matter●● Interaction of Matter●● Energy●●

10. spi—State Performance Indicator; These will be evaluated by TCAP. Emphasis on spi will help student to excel. tpi—Teacher Performance Indicator; These should be taught concurrently with spi. Criterion-Referenced Tests (CRT)—Criterion-referenced items measure a student’s performance according to specific standards, rather than to the performance of other test takers. These items are directly aligned with the State Content Standards and State Performance Indicators. See examples at: www.state.tn.us/education/tsachrcspi.htm www.state.tn.us/education/tsachrcspi.htm

11. Accomplishment Coding K.1.1.a grade level standard numberlearning expectationaccomplishment Note: In the Science Curriculum Standards, a bullet is used when there is only one accomplishment for a learning expectation Coding Assistance Sheet This coding assistance sheet will help you interpret the coding for the performance indicators and accomplishments in the K-8 curriculum standards. Performance Indicator Coding 3.3.spi.1 grade level standard number state performance indicator indicator number 3.3.tpi.1 grade level standard number teacher performance indicator indicator number

12. Fifth Grade Number and Operation Content Standard 1.0 The student will develop number and operation sense needed to represent numbers and number relationships verbally, symbolically, and graphically and to compute fluently and make reasonable estimates in problem solving. Learning Expectations: 1.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems. 1.2 Understand meanings of operations and how they relate to one another. 1.3 Solve problems, compute fluently, and make reasonable estimates. Accomplishments 5.1.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems. a. read and write numbers from thousandths to millions; b. name the place value of a given digit from thousandths to millions; c. use various models to show relationships among whole numbers, fractions, mixed numbers, and decimals (e.g., number lines, base ten blocks, Venn diagrams, hundreds boards); d. communicate using mathematical language and symbols; e. model proper fractions, improper fractions, and mixed numbers; f. show the relationship between improper fractions and mixed numbers; g. recognize and generate equivalent forms of commonly used fractions, decimals, and percents (e.g., 1/10, 1/4, 1/2, 3/4); h. recognize relationships among commonly used fractions and decimals.

13. 5.1.2 Understand meanings of operations and how they relate to one another. a. use commutative, associative, and identity properties; b. explain and demonstrate the inverse nature of addition and subtraction; c. explain and demonstrate the inverse nature of multiplication and division; communicate the effects of addition, subtraction, multiplication, and division on size and order of numbers. 5.1.3 Solve problems, compute fluently, and make reasonable estimates. a. select appropriate methods and tools for computations (e.g., mental computation, estimation, calculators, paper and pencils) b. explain why one from of a number might be more useful for computation than another form; recognize reasonable estimates for operations; c. add, subtract, multiply, and divide whole numbers and decimals; use models, benchmarks, and equivalent forms to add and subtract commonly used fractions with like and unlike denominators. d. identify missing information and/or too much information in real-world problems; solve multi-step real-world problems; solve real-world problems using decimals, fractions, and percents. Fifth Grade Benchmarks Performance Indicators State: As documented through state assessment – at Level 1, the student is able to 5.1.spi.1. read and write numbers from millions to thousandths; 5.1.spi.2. connect symbolic representations of proper and improper fractions to models of proper and improper fractions; 5.1.spi.3. represent whole numbers and two-place decimals in expanded form. at Level 2, the student is able to 5.1.spi.4. add, subtract, multiply, and divide whole numbers (multipliers and divisors no more than two-digits). 5.1.spi.5. identify the place value of a given digit from millions to thousandths; 5.1.spi.6. represent, compare, and order whole numbers and decimals to thousandths; 5.1.spi.7. use estimation to select a reasonable solution to a whole number computation; 5.1.spi.8. add, subtract, and multiply decimals;.

14. 5.1.spi.9. solve one- or two-step real-world problems involving addition, subtraction, and/or multiplication of whole numbers and decimals; 5.1.spi.10. represent numbers as both improper fractions and mixed numbers; 5.1.spi.11. compare and order fractions using the appropriate symbol (,=); 5.1.spi.12. add and subtract commonly used fractions. at Level 3, the student is able to 5.1.spi.13. generate equivalent forms of commonly used fractions, decimals, and percents (e.g., 1/10, 1/4, 1/2, ¾); 5.1.spi.14. multiply a fraction by a multiple of its denominator (denominator less than or equal to 10) Performance Indicators Teacher: As documented through teacher observation – at Level 1, the student is able to 5.1.tpi.1. explain and demonstrate the inverse nature of addition and subtraction; 5.1.tpi.2. select appropriate methods and tools for computation (i.e., mental computation, estimation, calculators, paper & pencil). at Level 2, the student is able to 5.1.tpi.3. use various models to show relationships among fractions and decimals (e.g., number lines, base ten blocks, Venn diagrams, hundreds boards); 5.1.tpi.4. explain and demonstrate the inverse nature of multiplication and division; 5.1.tpi.5. communicate using mathematical terms and symbols; 5.1.tpi.6. solve problems in more than one way and explain why one process may be more efficient than another; 5.1.tpi.7. use models and benchmarks to add and subtract commonly used fractions. at Level 3, the student is able to 5.1.tpi.8. apply commutative, zero, associative, distributive, and identity properties; 5.1.tpi.9. explain relationships among commonly used fractions and decimals; 5.1.tpi.10. identify missing information and/or too much information in real-world problems 5.1.tpi.11. solve real-world problems using fractions, decimals, and percents.

15. The Blueprint for Learning is a companion document for the Tennessee Curriculum Standards which are located at www.tennessee.gov/education. Although the curriculum adopted by the State Board of Education in its entirety remains on the web for additional reference, this reformatted version makes the curriculum more accessible to classroom teachers.www.tennessee.gov/education Skills are coded and identified as Introduced (I), Developing (D), State CRT and Writing Assessed (A), and Mastered and Maintained (M). Introduced (I) skills are new skills presented at that grade level. Even though a skill is considered introduced at a grade level, some development would also occur. Developing (D) skills are skills that have been introduced at a previous grade level. At this stage of development the skills are being refined and expanded. Assessed (A) skills are those skills that are correlated to the state performance indicators for the CRT portion of the achievement test (grades 3-8) and the writing assessment (grades 5 and 8). The identified skills are formally assessed through the CRT; however, all skills are informally assessed in the classroom.

16. I= Introduced D=Developing A=State Assessed M=Mastered (M) Skills are mastered or maintained. This indicates a skill that has been introduced, developed, and assessed. Even though a skill may be formally assessed, the development and expansion of the skill still continues. Note: “A” Indicates the state curriculum assessment only (CRT). All skills marked “I” “D” “M” are assessed in the classroom. Reporting Categories for Math N=Number & Operations AT= Algebraic Thinking C= Computation R= Real World DP= Data Analysis & Probability ME= Measurement G= Geometry GR= Graphs & Graphing

17. MATHEMATICS Fifth Grade NUMBER AND OPERATIONS The student will identify, represent, order, and compare numbers; and estimate, compute, and solve problems. Key Reporting Category ANRead and write numbers from millions to thousandths. ANIdentify the place value of a given digit from millions to thousandths. ANRepresent whole numbers and two-place decimals in expanded form. ANRepresent, compare, and order whole numbers and decimals to thousandths. DOrder and compare (, or =) whole numbers, fractions, mixed numbers, and decimals using models (e.g., number lines, base ten blocks, Venn diagrams, and hundreds boards). ANCompare and order fractions using the appropriate symbol (, and =). DDemonstrate knowledge and understanding of grade level mathematical terms. DRepresent proper fractions, improper fractions, and mixed numbers using concrete objects, pictures, and the number line. ANConnect symbolic representations of proper and improper fractions to models of proper and improper fractions. ANRepresent numbers as both improper fractions and mixed numbers. DIdentify and change improper fractions to mixed numbers and vice versa. ANGenerate equivalent forms of commonly used fractions, decimals, and percents (e.g., 1/10, 1/4, 1/2,.75, 50%). DRecognize relationships among commonly used fractions and decimals. ACMultiply a fraction by a multiple of its denominator (denominator less than or equal to 10). MUse commutative, associative, and identity properties. DExplain and demonstrate the inverse nature of addition and subtraction. DExplain and demonstrate the inverse nature of multiplication and division. DExplain how addition, subtraction, multiplication, and division affect the size and order of numbers. DSelect appropriate methods and tools for computations (e.g., mental computation, estimation, calculators, and paper and pencil). IExplain why one form of a number might be more useful for computation than another form. ANUse estimation to determine a reasonable solution to a whole number computation. ACAdd, subtract, multiply, and divide whole numbers (multipliers and divisors no more than two-digits). ACAdd, subtract, and multiply decimals. ACAdd and subtract commonly used fractions. DIdentify missing information and/or too much information in real-world problems. ARSolve one- or two-step real-world problems involving addition, subtraction, and/or multiplication of whole numbers and decimals. DSolve real-world problems using decimals (including money), fractions, and percents.