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.ESS.1 5.NBT.1

2 4.NBT.3 5.NBT.5

3 4.NBT.2 5.NBT.2

4 4.NBT.4 5.NBT.4

5 4.OA.1 5.NBT.3a 5.ESS.2

6 4.NBT.5 5.NBT.3b

7 4.OA.4 5.NBT.6

8 4.MD.3 5.NBT.7a 5.LS.2

9 4.NBT.6 5.NBT.7b

10 4.OA.2 4.ESS.3 5.NBT.7c

11 4.OA.3 5.OA.1

12 4.OA.5 5.OA.2

13 4.MD.4 4.PS.2: 5.NF.1

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

15 4.NF.2 4.ESS.2 5.NF.5a

16 4.NF.3a 4.LS.2 5.NF.5b

17 4.NF.3b 5.NF.4a

18 4.NF.3c 5.NF.4b

19 4.NF.3d 5.NF.6

20 4.NF.4a 5.NF.3 5.PS.1

21 4.NF.4b 5.NF.7a 5.ESS.3

22 4.NF.4c 5.NF.7b

23 4.NF.5 5.NF.7c

24 4.MD.1 4.LS.1 5.G.1

 25 4.MD.2 5.OA.3

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

27 4.MD.2C 5.G.2 5.PS.2

28 4.NF.6 5.MD.2 5.LS.1

29 4.NF.7 5.MD.3ab

30 4.MD.5ab 5.MD.4

31 4.MD.6 5.MD.5a

32 4.MD.7 5.MD.5b

33 4.G.1 5.MD.5c

34 4.G.2 5.G.1

35 4.MD.4 4.LS.2 5.G.3

36 4.NF.4b 5.G.4

Part Sequencing Rationale (Justify the order that you planned for the curriculum):
B.
4th Grade Math:

At the beginning of the 4th grade math standards, I placed 4.NBT.1, 4.NBT.3, 4.NBT.2 and
4.NBT.4 at to start off. I decided to begin the curriculum map with NBT standards because I
believe that in order to do the other categories such at Operations and Algebraic Thinking,
Measurement and Data, Geometry and Number and Operations - Fractions, the students need to
have an understanding of place value. 4.NBT.1/3/2/4 all have to do with understanding place
value and then applying the knowledge of place value with addition and subtraction (4.NBT.4),
which should be a prerequisite skill learned before multiplication and division. The next standard
is 4.OA.1, which is introducing the concept of multiplication which then leads into the next
standard, 4.NBT.5 of multiplying a whole number of up to four digits by one-digit whole numbers
and multiplying two two-digit numbers, in order to do 4.NBT.5, the students must have an
understanding of multiplication and place value, all of which are covered in previous standards
listed above. Next is 4.OA.4 which is factor pairs, which flows along with multiplication. 4.MD.3
follows do to the fact of having to multiply to find the area of a rectangle, I figured that while
learning multiplication, students could apply their knowledge to real world situations, such as
finding the area or perimeter of a rectangular yard, garden, fence, etc, The students for this
standard also must know multiplication factors, which was already taught in 4.OA.4. 4.NBT.6 is
after 4.MD.3, this standard is introducing division, I decided to have all of the multiplication
standards covered before teaching the students division, this allows for the students to master
multiplication before introducing division and also makes it easier for students to understand the
relationship between multiplication and division. The next standards are 4.OA.2/3 which involve
solving multiplication and division word problems, this follows all of the multiplication and division
standards, so the students have the skills of multiplication and division and can then apply those
skills to real world scenarios given in word problems. Next is standard 4.OA.5, this standard was
hard to place, I really did not see it having a relationship with any of the other previous standards,
I related it to an input, output chart, which then I related to graphing, I figured that the table that
could be created could show a linear graph which would be an easy graph to begin with. The
standard to follow 4.OA.5 is 4.MD.4 is next and I chose this so then the students could graph
using an input, output table.. The next standards have to do with fractions, I saved the fractions
for last because I feel that fractions are harder than whole numbers and that students must have
that foundation of multiplication and division with whole numbers before introducing them to
multiplication and division of fractions. Students first will learn about equivalent fractions (4.NF.1)
and then to scaffold into comparing fractions (4.NF.2), subtracting, adding and decomposing
fractions/mixed numbers (4.NF.3), Apply their prior knowledge of multiplication to solve word
problems and understand multiples (4.NF.4), and express equivalent fractions with denominators
10 and 100 (4.NF.5). 4.MD.1 involves learning the metric measurements units which is then
followed by 4.MD.2 which is solving real world problems involving money, time and metric
measurement. 4.NF.6 and 4.NF.7 begin to introduce and compare decimals. I decided to do
these standards after 4.MD.2 because then the students could associate real world numbers with
decimals, like money. 4.G.1 and 4.G.2 are next, I did not really find a correlation with the
previous standards for the geometry standards, but I believed that 4.G.1 should be before 4.G.2
because the students must have an understanding of lines and angles before having to classify
shapes based off of their lines and angles. 4.MD.4 and 4.NF.4b were taught again due to the fact
that they both seemed to be skills that should be mastered and understood completely for the 5th
grade.

5th Grade Math:

As with 4th grade, in fifth grade I also chose to begin with TBT standards to have a foundation of
place value before continuing to teach on into other categories that need an understanding of
place value to be successful. The first two standards listed (5.NBT.1/5) are placed in this order
because in order to multiply multi-digit whole numbers, you must recognize the place value of the
numbers (5.NBT.1). Next is 5.NBT.2/4/3 which all have to do with placement of decimals, place
value of decimals and writing decimals to the thousandths place. Student must have the
understanding of place value, which was taught previously before doing place value with
decimals. Next is 5.NBT.6 and 5.NBT.7, with 5.NBT.6, division with larger whole numbers is
introduced along with then in 5.NBT.7, solving real-world problems with all orders of operations
along with decimals. 5.NBT.7 involves abstract thinking and a lot of different skills that had to be
covered before doing this standard and were covered in the previous standards. 5.OA.1 and
5.OA.2 were next in the curriculum map. Students must understand all order of operations before
introducing parentheses in expressions and for 5.OA.2, there are parentheses, but having
5.OA.1 before it, exposes the students to parentheses in expressions already. Next is
5.NF.1/2/5/4/6 all of these standards have to do with fractions, the first standard is adding and
subtracting fractions with unlike denominators which then scaffolds into solving word problems
with fractions with unlike denominators and then into multiplying fractions with mixed numbers
and solving real world problems that involved fractions and mixed numbers. Next is 5.G.1 which
is knowing what a coordinate plane is, after that I did 5.OA.3, which is like an input, output table,
which I thought would be useful after 5.G.1 to plot the points on a graph and see the relationship
from the table. Next is 5.MD.1 then 5.G.2, I decided to do these standards because learning the
US customary measurement units can then be transformed into graphing real-world problems.
5.MD.2 is after because it has to do with graphing fractions and units of the US customary
system. The last 3 standards have to do with volume and measurement, introducing the US
customary measurement units scaffolds into volume because then students can measure the
volume of things in ounces, gallons, quarts, pints and cups and also use cubic inches,
centimeters etc. The students also have multiplication and addition knowledge with fractions,
mixed numbers and whole numbers to solve real world problems involving volume.

4th Grade Science:

4.ESS.1 - Earth’s surface has specific characteristics and landforms that can be identified.
Earth’s surface covered by water can be expressed in miles, which would result in numbers that
go into the ten thousands or millions place value. To help understand the numbers, the students
must have an understanding of place value up to 1,000,000. The math problems could relate to
Earth’s surface or different landforms on Earth.

4.ESS.3 - Involves the surface of Earth changing due to erosion or deposition. In math class, the
students would be doing word problems. In math, you can create word problems that have to do
with erosion or deposition to connect both the math standards as well as the science standard.

4.PS.2: Energy can be transferred from one location to another or can be transformed from one
form to another. Students can graph the temperature change and interpret the change in the
graph and determine if the object got hotter or colder. Or students could graph the energy
transfer for light, sound, motion and heat and then compare the different forms of energy.

4.PS.1 - When objects break into smaller pieces, dissolve, or change state, the total amount of
matter is conserved. This can be related to the math standard 4.NF.1 because in 4.NF.1 the
students will be learning equivalent fractions and the concept that as long as the numerator and
denominator are multiplied by the same number, it is the same fraction still. This can help
strengthen the understanding and be compared to the fact that when objects break into smaller
pieces, dissolve or change state, the matter is still conserved, just as with the fractions, the
number is still the same.

4.ESS.2 - The surface of Earth changes due to weathering. The students could compare how
much weathering each form of weathering has done to the Earth. The students will be learning
decimals and comparing decimals in math, therefore they can then use this skill when comparing
numbers that have to do with weathering and seeing which form of weather causes the most
damage.

4.LS.1 - Changes in an organism's environment are sometimes beneficial to its survival and
sometimes hurtful. This standard can go along with 4.MD.1 - 4.NF.7 by graphing the changes in
numbers with organism’s in certain environments and then comparing the numbers with <, >, or
=.

4.LS.2 - Fossils can be compared to one another and to present-day organisms according to
their similarities and differences. The students could create a list of similarities and differences.
After the list is completed, the students could then tell the fraction of things that are similar about
fossils and present day organisms and then the fraction that are different. There can also be
word problems created about fossils and present day organisms, decomposing a fraction could
also be related to a decomposing organism and the process, so the process of decomposing a
fraction and also the decomposition of an animal into a fossil.

The rationale behind the science standards were solely based off of the content of the math
standards. It was difficult to match the science standards with math standards in a logical order
due to the fact that there were 34 math standards and only 7 science standards. I fit the science
standards in with the best math standards I thought would correlate. Most of the standards are
taught in the same category as each other (ESS, PS, LS). Even though PS standards are before
an ESS standard, the material could still be related to Earth’s surfaces and different energies
used on Earth or what types of energy cause weathering.

5th Grade Science:

5.ESS.2 - The sun is one of many stars that exist in the universe. The students can compare the
amount of gas (numbers to the thousands place) of the different gases on the sun and also write
out the decimals in expanded form. Students could also use the distance from the Earth to the
Sun and compare it to the distance from another star and also compare the distance from the
moon and determine how close or far away the moon is compared to the sun.

5. LS.2 All of the processes that take place within organisms require energy. Word problems
 involving the amount of energy transformed and/or transferred can be used incorporated in the
math standard 5.NBT.7.

5.PS.1: The amount of change in movement of an object is based on the mass of the object and
the amount of force exerted. The math standard 5.NF.3 discusses basically that a fraction is a
division problem. With the science standard, calculating speed is discussed. To calculate speed,
the formula is d/t which is a fraction and also division problem as taught by the math standard
5.NF.3.

5.ESS.3: Most of the cycles and patterns of motion between the Earth and sun are predictable.
This science standard can be taught along with the math standard 5.OA.2. Students could solve
expressions that have to do with hours of daylight or hours of night. For example, the students
would have to figure out the amount of hours there s daylight in one day by creating a fraction
first (using parentheses) and then multiplying the quantity by however many days the problem is
asking for, like if the problem were asking how many hours of daylight there was in one week,
then the student would have to solves 7 x (9/24).

5.ESS.1 The solar system includes the sun and all celestial bodies that orbit the sun. Each planet
in the solar system has unique characteristics. This standard can be correlated with the math
standard 5.MD.1 of learning the US Customary units of measurement. The students can convert
the distance of the planets from miles to yards, feet and inches. The students could also see how
far away in hours, minutes and seconds the planets are from each other, the sun, or the moon.

5.PS.2: Light and sound are forms of energy that behave in predictable ways. By graphing the
sound and light wavelength measurements, it will provide a visual for the students to see that
light and sound have predictable and consistent patterns.

5.LS.1: Organisms perform a variety of roles in an ecosystem. An organisms food web can then
be graphed on the size or weight of the organism. This will allow students to have a visual
representation of the sizes of the animals involved in the food web and compare them to the
main organism.

The rationale behind the science standards were really based off of the content of the math
standards. It was difficult to match the science standards with math standards in a logical order
due to the fact that there were 35 math standards and only 7 science standards. I fit the science
standards in with the best math standards I thought would correlate.

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.)

Performance Assessment will be given with the math standard 5.NBT.3 and the science standard
5.ESS.2. The assessment is word problems about the Earth and Sun that the students must
convert miles to yards and also feet and inches. The students must also convert hours into
minutes and seconds. The modification version is also attached. The support given for the
modified performance assessment would be a reference sheet/anchor chart that provides all of
the conversions needed. Every student will also have the support of a calculator. The
modification also includes the right unit for the answer.
 10 8 5 0

All standards are All standards are At least 75% of the Lesson than 75% of
addressed. addressed. standards were the standards were
Candidate addressed. addressed.
Part A. demonstrated an
understanding of which
standards would be
more difficult for
student mastery and
the planned duration of
these standards was
sufficient to ensure
deep student
understanding.

The sequence is The sequence is Some of the Many of the scaffolding

scaffolded to ensure scaffolded to ensure scaffolding decisions decisions described
coherence ( logical coherence in order that described would not would not provide
Part A. sequencing of the students master the provide coherence and coherence and could
topic) in order that curriculum. could provide a barrier provide a barrier to
students master the to student learning. student learning.
curriculum. The
sequence
demonstrates an
understanding of how
many of the standards
are interwoven. Thus
while it would be
 possible to teach all
the standards from one
domain (ex. NBT, OA)
in isolation, the
candidate
demonstrated
understanding that this
would not create the
deep learning that
would results by
addressing how
domains overlap and
interconnect.

The rationale gives a The rationale gives a The rationale attempts The rationale is limited.
detailed justification detailed justification to justify the sequence
for the sequence of the for the sequence of the of the curriculum for
Part B. curriculum for both curriculum for both both grades and both
grades and both grades and both subjects but more
subjects. subjects. detail is needed to
understand some
Rationale takes into scaffolding choices.
consideration issues of
prerequisite skills,
timing in the academic
year, and states any
resources used to
inform the sequencing
decisions.

The rationale is
professionally written
and could be
presented to a school
leader.

Candidate selected or Candidate selected or Candidate selected or Candidate did not

create a performance create a performance create a performance selected or create a
assessment that could assessment that could assessment that could performance
Part C. be used at some point be used at some point be used at some point assessment.
during the 4th or 5th during the 4th or 5th during your 4th or 5th
grade curriculum map grade curriculum map grade curriculum map. OR
that would require that would require However, the
students to combine students to combine assessment didn’t not The performance
the current math and the current math and closely align with one assessment did not
science areas of study science areas of study of the two standards closely align with either
to complete the task. to complete the task. selected. of the standards
selected.
The task selected or
created requires higher
order thinking (Webb’s
Depth of Knowledge).

Candidate created a Candidate created a Candidate created a Candidate did not

modified version for modified version for modified version but it created a modified
students that would students that would is unclear how version.
Part C. struggle to help them help students who modifications would
access the task. The struggle to access the help students who
candidate’s task. struggle to access the
modification made sure task.
to keep the same level
of rigor for the overall
task but provide
supports that helped all
students be successful.