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 5.ESS.1

2 4.NBT.2 4.ESS.1 5.NBT.2 5.ESS.1

3 4.OA.1 4.ESS.1 5.OA.1 5.ESS.1

4 4.OA.2 4.ESS.2 5.OA.2 5.ESS.1

5 4.OA.3 4.ESS.2 5.OA.3 5.ESS.2

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

7 4.NBT.4 4.ESS.2 5.NBT.3b 5.ESS.2

8 4.OA.4 4.ESS.1 5.NBT.4 5.ESS.3

9 4.OA.5 4.ESS.2 5.NBT.5 5.ESS.3

10 4.NBT.3 4.ESS.3 5.NBT.6 5.ESS.1

11 4.G.1 4.ESS.3 5.NBT.7a 5.ESS.2

12 4.NBT.5 4.ESS.1 5.NBT.7b 5.ESS.3

13 4.NBT.6 4.ESS.2 5.NBT.7c 5.PS.1

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

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

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

17 4.NF.3b 4.PS.1 5.NF.4a 5.PS.1

18 4.NF.3c 4.PS.1 5.NF.4b 5.PS.1

19 4.NF.3d 4.PS.1 5.NF.5a 5.PS.2

20 4.NF.4a 4.PS.1 5.NF.5b 5.PS.2

21 (review 4a) 4.NF.4b 4.PS.2 5.NF.6 5.PS.2

22 4.NF.4c 4.PS.2 5.NF.7a 5.PS.2

23 4.NF.5 4.PS.2 5.NF.7b 5.PS.2

24 4.NF.6 4.PS.2 5.NF.7c 5.PS.2

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

26 4.G.2 4.PS.1 5.G.1 5.PS.2

27 4.MD.1 4.PS.2 5.G.2 5.PS.1

28 4.MD.2a 4.LS.1 5.G.3 5.PS.2

29 4.MD.2b 4.LS.1 5.G.4 5.LS.1

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

31 4.MD.3 4.LS.1 5.MD.3a 5.LS.1

32 4.MD.4 4.LS.2 5.MD.3b 5.LS.2

33 4.MD.5a 4.LS.2 5.MD.4 5.LS.2

34 4.MD.5b 4.LS.2 5.MD.5a 5.LS.2

35 4.MD.6 4.LS.1 5.MD.5b 5.LS.1

36 4.MD.7 4.LS.2 5.MD.5c 5.LS.2

Part Sequencing Rationale (Justify the order that you planned for the curriculum):
B.
4th Math:
For math, I have separated each standard into one week, except for 4.OA.3. This is because I
believe the students need a strong understanding of multi-step word problems in order to
succeed in math. I also broke the standards into their parts if the standard has a, b, c, and/or d. I
did this so that each piece of the standard is being taught. I did the order NBT, OA, NBT, then NF
because I believe these standards build on each other. I have geometry standard 1 in there as
well because students need to know what points/lines/angles/rays are before they can complete
4.NBT.5 where they need to illustrate their calculations. In order to be successful, students must
know what place value means when looking at multi digit numbers. They must understand if a
number is larger or smaller than another number before they can fluently use multidigit numbers
with the four operations. In Operations and Algebraic thinking, it is important to know how to use
the four operations together, be familiar with the factor families, and generate and analyze
problems. Once they are comfortable with that, they can begin to use their understanding of
place value and how to use the four operations on fractions. They will use their place value
understanding to see decimal representations for fractions. I then have G 2 and MD in my
curriculum map. I placed geometry 2 before measurement and data, so the students learn how to
use the geometry before they need to measure it and record the data. They will know the angles
and how to identify them before they are asked to measure them and use them in application
problems with the measurement and data standards. I have on week 21 to review 4a before
moving on with 4b because the students will be coming back from Christmas break and will likely
need a refresher on the learning standard.

4th Science:
They begin with all their ESS standards because they are more interactive, and we can do things
outside in the nice fall weather. They can see examples of erosion and weathering first hand
instead of pictures. I have them learning life science in at the end because it is an easier topic
and we all know students need easier things towards the end of the year. I also put these till the
spring so we can go outside and see what we are learning, including outdoor field trips to nature
reserves/centers. I gave the students more time for physical science because those standards
 are more complex and therefore harder to learn. They can struggle with the conceptual pieces of
these standards. They are also standards that do not need us to explore nature, therefore they
can be taught when it is freezing and snowing outside. I added a review week into each of the
related standards so the students can have a refresher on the previous related standard because
we are spending so much time on each standard. It is also to tie it into the standards we learned
after it. Since they have learned new knowledge, they can look at the standard differently and
make connections using their own critical thinking skills. I have the standards change between
weeks 20 and 21 because the students can come back from Christmas break and have a new
fresh standard to work on that is related to what we were working on over break, but new.

5th Math:
This map follows the same outline as the 4th grade. Each standard gets one week in this grade
because there are so many standards, we do not have the ability to double the learning time for
any of the standards. I broke the standards into their parts if the standard has a, b, c, and/or d. I
did this so that each piece of the standard is being taught. I have NBT 1 and 2 before the OA,
remaining NBT, and NF standards because they again are about understanding place value.
This understanding is needed in order to complete the standards after. The students are then
asked to write, interpret, and analyze patterns, relationships, and numerical expressions. In order
to be able to do this, they must have a deep understanding of place value. They will extend the
math they learned with whole numbers to fractions in all of the NF standards. They will be adding
and subtracting fractions and applying their previous knowledge from the OA standards to
multiplying and dividing fractions. I again placed geometry before measurement and data, so the
students learn how to use the geometry before they need to measure it and record the data. I did
place one MD standard before beginning geometry because they need knowledge of different
measurement systems to successfully complete the geometry and remaining MD standards.
They will be learning how to classify shapes based on their properties and how to graph points
that relate to real world situations. After this, they will be converting measurements, representing
their data and using multiplication and addition to find volumes. It is important they have a good
understanding of graphing from the geometry standards before they work with the measuring and
data standards which ask them to represent data in graphs. They are gaining prior knowledge
which will scaffold their learning for these standards. The students are moving onto a different NF
standard in week 21 (after Christmas break) that is related to the standards they worked on
before break, so they can use some prior memory, but they will not need to work too hard to
remember what we had done before break. The students will review their first day back and then
move on.

5th Science:
For this sequence, I chose to have the students follow a similar pattern to 4th grade. They begin
with all their ESS standards because they are more interactive, and we can do things outside in
the warm fall weather with the planets. I have them learning life science in at the end because it
is an easier topic and we all know students need easier standards towards the end of the year. I
also put these till the spring so we can go outside and see what we are learning, including
outdoor field trips. I also gave the students more time for physical science because those
standards are more complex. I also added 5.PS.1 in week 26 as a review of the standard before
doing one more week of 5.PS.2. I did this because we are spending a lot of time in each science
standard so I believe the students will need to be reminded of the related standard. I did this with
ESS and LS as well. The students can relook at the past standards with their new knowledge to
see if they can interpret it in a different way. They can be asked to use more critical thinking skills
to expand their knowledge and understanding of each topic. After break (week 21) they will be
continuing PS 2. They still have multiple weeks on this standard, so I am not worried about loss
of progress over break. I believe they will be able to review and continue on with the standard.

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.)

5.G.2 and 5.PS.1- week 26

For their performance assessment, the students will be given several objects that they will throw
and find the speed for. These are objects such as a bouncy ball, paper ball, paper clip, rock,
gram weight, and other objects which are reasonable to toss in a classroom environment. They
will be using a stopwatch to time the length of time each object took to land. They will then
measure the distance, it traveled and use the time which they recorded as it was moving. They
will calculate the rate of speed and write it in their data table.
Data Table:
Object Distance Time Speed

3
The students will then create a data chart using a coordinate plane. They will plot the speed on
the chart per object. The x-axis will be the objects and the y-axis will be speed.

They will label the x and y-axis and provide an appropriate title.
They will then interpret the information they collected during their experiment and write a
paragraph explaining what their findings mean. They will need to analyze their data and create a
hypothesis as to why they think certain objects moved farther/faster than others.

For students who may struggle with this assignment, they can have it modified by giving them a
paper with measurements of distance and time already provided so they do not have to collect it.
They can also have their coordinate plane made and labeled for them so all they have to do is
chart the data. This eliminates the processes that are not necessarily being assessed. We are
giving the student the opportunity to complete the tasks being assessed without the extra steps.
These students will therefore be completing the same assessment with some modifications
which eliminate skills which are not being assessed for this task.