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.

Week 4.NBT.2 4..ess.1 5.OA.2 5.ess.1 solar system

1 read and write in characteristics/landf verbally explain
forms, compare orms of earth parentheses
inequalities

2 4.NBT.2 4.ess.1 5.OA.1 5.ess.1

forms and Rivers and lakes Use parentheses Solar system
inequalities and groundwater

3 4.NBT.4 4.ess.1 5.OA.1 5.ess.1

add and subtract Flooding and ocean use parentheses Solar system project
whole numbers

4 4.NBT.4 4.ess.1 5.OA.3 5.ess.1

add and subtract volcanoes make a sequence of a Solar system
whole numbers pattern

5 4.NBT.3 4.ess.1 5.NBT.1 5.ess.1

Round through a earthquakes Whole digit number Galaxies & solar
million 10x than number to system project
the right

6 4.OA.1​ basic 4.ess.1 5.NBT.2 5.ess.1

multiplication Earthquake project placement of 0’s and Meteors, meteorites,
4.oa.4 factors 0-100 decimal with moons, debris,
multiplying 10 international space
station, NASA

7 4.OA.4​ factors 0-100 4.ess.2 weathering 5.NBT.3​a 5.ess.2

(This will be every changes earth 5.NBT.3b The sun
week) compare decimals to
thousandths

8 4.NBT.1 4.ess.2 5.NBT.4 5.ess.2

whole number is 10 minerals use place value to The sun’s star
times to the right round decimals attributes

9 4.OA.5 4.ess.2 5.NBT.5 5.ess.2

number/shape rocks multiply multi-digit Star attributes and
pattern numbers popular stars

10 4.OA.2 4.ess.2 5.NBT.5 5.ess.3

multiply/divide word Rock project Multiply multi-digit Earth’s cycle
 problems numbers

11 4.OA.2 4.ess.2 5.NBT.6 5.ess.3

multiply/divide word Effects of divide with 3 divisors, Sun’s cycles
problems weathering on rocks 4 dividends

12 4.NBT.5 4.ess.3 5.NBT.6 5.ess.3

multiply whole Erosion and division Solar system cycles
number (4x1, 2x2) deposition changes
earth

13 4.NBT.5 4.ess.3 5.NBT.7a 5.ess.3

multiply whole erosion solve real-world with Comparison of cycles
numbers (4x1, 2x2) all 4 operations between earth, sun,
and other planets

14 4.NBT.6 4.ess.3 5.NBT.7b 5.ps.1

whole number deposition 5.NBT.7c Mass and review of
quotients and solve real-world with matter
remainder all 4 operations

15 4.OA.3 4.ess.3 5.NF.3 5.ps.1

multi-step word Gravitational force fraction is numerator force
problems using all 4 affects water, rock, divided by
operations and soil denominator

16 4.OA.3 4.ls.2 5.NF.4a 5.ps.1

multi-step word Fossils can be 5.NF.4b distance
problems using all 4 compared multiply fraction by
operations whole number

17 4.NF.1 4.ls.2 5.NF.7a

explain how fractions Periods of fossils 5.NF.7b 5.ps.1
are equivalent 5.NF.7c Speed and distance
divide unit fractions

18 4.NF.2 4.ls.2 5.ps.1

compare fractions Types of extinct 5.NF.1 project
with different animals add/subtract with
numerators/denomin unlike denominators
ators

19 (no link 3.nf.a) 4.ls.2 5.ps.2

4.NF.3b insects today, 5.NF.1 Light and sound are
add/subtract compare to fossils add/subtract with energy that behave in
fractions unlike denominators predictable ways

20 4.NF.3c 4.ls.2 5.NF.2 5.ps.2

4.NF.3d Animals today, word problems light
add/subtract compare fossils
fractions
21 4.NF.4a 4.ls.2 5.NF.6 5.ps.2
4.NF.4b Fossil project real-world with mixed How light interacts
multiply fraction by a numbers and fractions with objects
whole number

22 4.NF.4c 4.ps.1 5.NF.6 5.ps.2

4.NF.5 Matter is conserved real-world with mixed Light reflected
fraction fluidity so matter how it’s numbers and fractions
broken up

23 4.NF.6 4.ps.1 5.NF.5a (no link) 5.ps.2

decimal equivalents Solids, liquids, 5.NF.5b Light refracted
gases multiplication as
scaling

24 4.NF.6 4.ps.1 5.MD.2 5.ps.2

decimal equivalent Solids, liquids, graphs Light absorbed
gases

25 4.NF.7 4.ps.1 5.MD.1 5.ps.2

compare decimals to Solids, liquids, customary units sound
thousandths gases project

26 4.MD.1 4.ps.2 5.MD.4 5.ps.2

metric Energy is measure volume by Vibrating objects
transferred counting cubes

27 4.MD.2 4.ps.2 5.MD.3ab 5.ps.2

4.MD.2b Hot and cold items volume (attributes and Pitch and frequency
4.MD.2C concepts)
real-world problems
with time, money,
metric

28 4.MD.2 4.ps.2 5.MD.3ab 5.ls.1

4.MD.2b Conductive volume (attributes and Organisms perform a
4.MD.2C materials concepts) variety of roles
real world problems
with time, money,
metric

29 4.MD.3 4.ps.2 5.MD.5a 5.ls.1

area and perimeter Electric circuits and 5.MD.5b producers
in rectangles magnetism 5.MD.5c
volume is
multiplication and
addition

30 4.MD.3 4.ps.2 5.G.1 5.ls.1

area and perimeter Light and sound coordinate plane consumers
basics

31 4.MD.4 4.ps.2 5.G.2 5.ls.1

 graphing Heat, electricity graphing in the first decomposers
quadrant

32 4.G.1 4.ls.1 changes in 5.G.2 5.ls.1

draw lines/angles the environment can graphing in the first Food chains and
be helpful or quadrant webs
harmful to
organisms

33 4.MD.5ab 4.ls.1 5.G.3 5.ls.2

geometry in regard Food chains similarities and Sun and its
to a circle differences between importance
triangles (plant plants)

34 4.G.2 4.ls.1 5.G.3 5.ls.2

classify shapes Food webs similarities and photosynthesis
differences between
triangles

35 4.MD.6 4.ls.1 5.G.4 5.ls.2

protractor Interrelationships similarities and Observe and study
between differences between plants already planted
ecosystems, food quadrilaterals
chains, and food
webs

36 4.MD.7 4.ls.1 5.G.4 5.ls.2

addition/subtraction Ecosystem project similarities and Pop bottle ecosystem
to find angle size differences between
quadrilaterals

Part Sequencing Rationale ​(Justify the order that you planned for the curriculum):​
B.
The only outside support I used to complete this assignment was the Ohio Standards to
access the standard codes.

4th Grade Math & Science

I started the year with a basic review of writing numbers in different forms (standard, expanded,
etc.) and learning about inequalities.I did this because I wanted to activate prior knowledge and
see where my students were in regards to their math memories. Learning how to compare
numbers allows students to have a better understanding of numbers and how they work together
for different functions. I then move into adding and subtracting whole numbers before learning to
round. I did this next because multiplication is adding over and over, and by rounding, students
can later use it to see if their multiplication makes sense. Nest is basic multiplication in 4.oa.1
where they learn how to multiply, how it works, and how addition can be a form of multiplication. I
then decided to put 4.oa.4 next so students could start learning their multiplication facts, as this
is important for all math moving forward. This standard will be focussed on each week along with
an introduction to division (5x7=35 so 35/7=5, for example), but for the sake of the table, I only
put it on the day it is started. By having students work on their multiplication facts some each
week, they will develop a deeper understanding of multiplication, preparing them for division and
fractions. I then work on 4.nbt.1 which includes teaching students that a number to the left of
another number is tens times greater than the number to the right. This helps remind students of
place value and practices number fluidity which will return when decimals are introduced.
Number and shape patterns are introduced to show a visual of what the first three operations can
look like in different problems. In 4.oa.2 multiplication and division are used to work through word
problems. Division is explained thoroughly here to reinforce the multiplication facts they are
working with. Working with multiplication and division in word problems will start to prepare them
for 4.nbt.5 and 4.nbt.6 where they will multiply and divide with larger numbers. Finally, in 4.oa.3,
they will use all 4 operations to work through word problems. I decided to approach the first third
of the standards in a part-to-whole approach so that students can build upon their learning as
they continue through the year (Bruner, Learning Spiral). By teaching them small aspects of
larger problems and working slowly on incorporating those harder elements, they are challenged,
not overwhelmed, for each standard (scaffolding).

We then move into fractions once they have a solid grasp on adding, subtracting, multiplying,
and dividing. We start be looking at equivalent fractions and learning what equivalent fractions
actually ​look​ like through drawings and equations. We then compare fractions with different
numerators and denominators using the inequality signs learned at the beginning of the year.
Once they have a grasp on what equal and unequal fractions look like, we can start adding and
subtracting those fractions. Continuing the memorization of multiplication facts will come into play
here when we modify denominators in order to add and subtract. Multiplying fractions follows,
and the idea that when a zero is added to both the numerator and denominator, it is multiplied by
ten. This can be linked to place value and the idea that a number is ten times greater in the tens
position than in the ones position. Finally, students are taught how to convert those fractions into
decimals. Place value will be reviewed here, and the students will learn how to write fractions as
decimals. They will then compare them to the hundredths. Finally, students will start learning
about measurement. More time is given to learn about money, time, and metric measurements
because it is an in-depth topic that often takes more time. Time, especially, is difficult for
students to master and needs to be taught slowly, not rushed. Finding area and perimeter is also
given extra time because it can be confusing. In my 5th grade resources room, the students still
struggle with the difference between the two, so I wanted to make sure that my students had
time to have a solid base of information of perimeter and area to work from. From there, students
start to learn how to draw lines/rays/angles/etc. They create their own shapes, learn about the
names of shapes and their attributes, and classify them. They will learn to use a protractor and
add and subtract to find missing angles.

In science, students will start by learning about characteristics and landforms of earth. In my
mind, I thought it would be really cool to go on a nature walk at the beginning of the year, take
photos, and take notes of what different areas looked like. Assuming I’m teaching in an area
similar to Ohio’s climate, we could then return to the same area in the spring (during 4.ls.1) to
look for changes in the environment due to weathering (erosion and deposition). After learning
about weathering, students will learn about fossils. I put these near each other because fossils
are found within rocks and minerals that were a result of deposition and erosion. Learning about
the layers that were deposited on top of those fossils helps students to understand why they are
in the earth’s sediment to begin with. Discussion erosion can also be a reason why those fossils
are found. We then move on to 4.ps.1 where we learn that matter is conserved no matter how it
is broke up. I included this near 4.ess.3 and 4.ls.2 to show that while some parts of that organism
are no longer present, the matter that was their body was transferred into other areas
(decomposed). This is also shown in erosion where minerals are dissolved, gases are created,
or liquid is evaporated. This leads us into discussion about how energy is transferred and how
changes in the environment can be helpful or harmful to organisms. Again, we can talk about the
characteristics of earth and how they are modified due to different scenarios and events. Another
nature walk would be beneficial to see the differences in the land and how that may affect
organisms in the area. Discussing current environmental events could also show students that
small changes can impact organisms greatly.
I decided to put the science standards in this order to build on each other and connect to each
other. By starting with simply learning about landforms and earth’s characteristics and then
slowly adding more detailed information about how those landforms are shaped and what history
they hold, students gain a richer understanding of why the environment looks the way it does and
how it has impacted organisms.

5th Grade Math and Science

The first standard I began with was 5.oa.2 which teaches students what parenthesis are and
what they are used for. In my opinion, understanding how to use parentheses is one of the most
important forms of organization, and as soon as students can understand that, the better. Since
a lot of math starts using parentheses starting in 5th grade, I think it’s smart to start using them
sooner rather than later. I then teach students how to use them. I would also teach patterns
(5.oa.3) around this time to introduce them to what patterns and sequences look like. I would
also teach this again after 5.nf.1 so that students could incorporate other operations and
fractions into their patterns. I then move into the “nbt” standards. Unlike 4th grade, I liked how the
standards grouped the topics. I chose to keep 5.nbt.1-7 in order. By understanding that a number
is ten times more than the number to its right and understanding that the placement of a zero is
ten times more is basic information that students can apply to many different areas in math.
Students will then compare decimals to the thousandths place and use place value to round. I
kept these standards intact because it makes sense. Students learn about the importance of
place value regarding multiples of 10 and then apply that knowledge to compare decimals and
round. Students then will start multiplying multi-digit numbers and start dividing larger numbers
before solving real-world problems using all 4 operations. Again, I think that this order is
sequential and builds upon learning so that each standard can be applied to the next to enhance
and comprehend learning.

For the next section, I did rearrange the standards to make them more sequential in how I see
teaching them. I would first teach 5.nf.3. When students don’t realize that a fraction is simply a
division problem, it can become confusing, as I witnessed in my field placement this semester. I
then will teach 5.nf.4, where students will learn that a whole number has an invisible one
underneath it, making it into a fraction that they can multiply with. Again, understanding this helps
when using all four operations later in the year. 5.nf.7 will be taught next since its an extension of
division and doesn’t require modifying the denominator. From here, we will work on 5.nf.1 and
learn how to modify denominators in order to add two fractions with unlike denominators. I would
then teach 5.nf.2 and 5.nf.6 which both involve word problems. While teaching these standards, I
would also teach 5.nf.5 which shows students that multiplication is a form of scaling. I distinctly
remember word problems like this in middle school, so by putting these standards near each
other, students will be able to recognize when word problems are asking a scaling question.

From here, 5.md.2 will be taught. I decided to teach this first because many problems involving
customary units are presented in a graph form. This also prepares them for when they create
their own graphs using coordinate planes. We then move on to a relative understanding of
customary measurement before learning about volume, how to measure volume, and volume as
a form of multiplication and addition. I decided to teach customary units before volume so that
when students saw different units with volume, they weren’t confused. Volume is taught in a
part-to-whole approach so that students can build on prior learning and the current information
they are being exposed to.

Finally, students are exposed to geometry. Again, I kept these standards in order because they
made sense. First the students learn the basics of coordinate planes and that to start, we graph
in the top right quadrant. From here, students learn about similarities and differences in triangles
before moving on to similarities and differences in quadrilaterals. In my mind, students would
also practice graphing these shapes with different coordinates to practice their abilities to graph
 too.

For science, students begin the year by learning about the solar system. This is best done in the
fall, so it is taught early. We then focus on the star as a sun and its impact on the earth and other
planets. Patterns are taught and how the earth and sun’s cycles are predictable. These are
grouped together so that the information is scaffolded and built upon each other. Next, the
students will learn about mass and force. This aligns with learning about the sun’s mass and the
gravitational force it expels on the other planets. Next, light and sound are introduced and how
they are also predictable. I decided to teach these standards at this time because they can be
related to the solar system and can create a nice segway to discussing mass, force, light, and
sound in other areas of science as well. Finally, students will learn how organisms have a variety
of roles in an ecosystem and that all processes in organisms require energy. This is related back
to the sun and how nothing can survive without the sun. Properties of earth and how it can
sustain life and be connected again along with the new information about organisms on earth.

I decided to teach these standards in this order because of the time of year and how they relate
to each other. They are sequential and can relate to each other so that the new information is
built upon the last so that the information is scaffolded, understandable, and incorporates their
schema.

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.)

4th Grade, Standards 4.nbt.4 and 4.ess.1, week 4.

This resource comes with an area to graph, so students could revisit this and graph the heights
when they graph in week 31)
Science-Data-Graph-Volcano-Height-2287586
TeachersPayTeachers list of volcano heights. Students then follow the directions below.
 d408fed483f7270dae61d3a85a7c6e5c.jpg
Worksheet (look at table above)
1. Find the difference between two volcanos of your choice.
2. Find the sum of two volcanos of your choice.
3. Find the difference between Ruiz and Kerinci
4. Find the sum of Purace, Tacana, and Irazu.
5. Which is the tallest volcano?
6. Which is the shortest volcano?
7. Choose a volcano. Draw what you envision it looking like, and label it using the terms
learned in class (at least 5). (see image above) (This could also serve as a sketch for
students to then create this volcano using paper mache, playdough, model magic, etc.
as a multi-day or week project about volcanoes and their attributes.)

Modified Worksheet (simpler with the same goals as the original worksheet/activity, but more
attainable for students with disabilities.)
1. What is the difference between Colima and Fuego?
2. What is the sum of Lascar and Cameroon?
3. Which is the tallest volcano of the ones listed below?
4. Which is the shortest volcano of the ones listed below?
5. Choose a volcano. Draw what you envision it looking like, and label it using the terms
learned in class (at least 3). (see image above)
Volcano Name  Height in Meters 

Aracar  6,100 

Lascar  5,600 

Colima  3,900 

Fuego  3,800 

Cameroon  4,100 

Irazu  3,400