5th Grade Math and Science Syllabus
Babs Rector
Meigs Academic Magnet
Course Description
As you study 5th grade math this year, you will learn the skills that are necessary for success in future
math classes. Our goal this year is to help you develop the strongest possible foundation in 5th grade
math.
Classroom Rules
 Follow directions the first time given.
 Talk at the appropriate time and voice level.
 Keep hands, feet, and other objects to yourself.
 Show respect for others by keeping negative remarks to yourself.
 Show respect by not taking or damaging the property of others.
Discipline Plan
While I do not anticipate many serious discipline problems, if a student’s behavior is continually
disruptive or disrespectful, I will adhere to the following discipline plan:
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Step 1 One-on-one conference with the student and take up class money
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Step 2 Parent Contact either by phone, note, or email
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Step 3
Office referral
Tardies
Class will begin promptly. The tardy sign in sheet will start over at the beginning of each grading
period.
Number of Tardies
1st Tardy
2nd Tardy
3rd+ Tardy
Consequence
Sign in Sheet / Warning
Sign in Sheet/Warning
Sign in Sheet/Effort Grade Affected/Parent Contact
Supplies
Students are expected to come prepared to class each day. Materials needed for the day will be
listed outside of the classroom so that students can have a visual reminder. However, some materials
are MANDATORY every day. A student cannot be successful in class without a pencil, paper, agenda,
and textbook. Students should also bring a book to read to class each day in case they complete
their work early.
Calculator Policy
Although they will be required to do most arithmetic by hand, students should have access their own
calculator for some lessons and also for TCAP. Students do not have to invest in an expensive
calculator since we have class sets of calculators in the classroom.
Grading Philosophy
 The method of determining grades is uniform across 5th grade subjects and teachers.
 Grades will reflect student mastery of grade level content standards.
 A separate grade will be given in each subject for overall effort using the effort rubric (see
below).
Grading Procedures
 Overall grades will be based on work products that address grade level standards.
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Categories in Grade Speed will mirror the standards.
Students may have additional opportunities to demonstrate proficiency (retakes) scheduled at
the teacher’s discretion.
The retake grade cannot exceed an 85 since that is the mastery level requirement.
Parents, students, and teachers will have a visual of the retakes recorded in Grade Speed.
They will be indicated with an “R”.
Retakes must be completed no later than one week prior to the end of each nine weeks
grading period unless there are extenuating circumstances noted by the teacher
Zeros will not be included in grade determinations when evidence is missing. Instead, an “MIS”
will be entered into Grade Speed to alert parents and students that there is insufficient
evidence to determine level of mastery.
Although penalties for late work will not be considered when determining grades, teachers will
hold students accountable for completing work in a timely manner. This will be most strongly
reflected in a student’s Effort/Conduct Grade.
A consistently low Effort/Conduct Grade could result in revocation from Meigs Academic
Magnet.
The final course average will be determined through nine-week averages and TCAP scores.
The nine-week averages will count for 90% of a student’s final average and TCAP will count for
the other 10%.
The standard Metro Schools grading scale will be used:
A 93-100
B 85-92
C 75-84
D 70-74
F 50-69
Effort Rubric
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4 Points
Above Standard
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3 Points
Meets
Standard
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2 Points
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Nearing
Standard
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Consistently does assigned tasks without prompting and always
perseveres when challenged
Consistently remembers what to bring home and what to bring to
class (ex: books, paper, binder, pencil, agenda, homework, etc.)
Consistently participates in class discussions and always shares
meaningful and relevant information
Consistently works well independently, with a partner, in a small
cooperative group, and in a whole class setting
Consistently takes advantage of self-improvement opportunities
Usually does assigned tasks without prompting and usually
perseveres when challenged
Usually remembers what to bring home and what to bring to class
(ex: books, paper, binder, pencil, agenda, homework, etc.)
Usually participates in class discussions and usually shares
meaningful and relevant information
Usually works well independently, with a partner, in a small
cooperative group, and in a whole class setting
Usually takes advantage of self-improvement opportunities
Sometimes does assigned tasks without prompting and sometimes
perseveres when challenged
Sometimes remembers what to bring home and what to bring to
class (ex: books, paper, binder, pencil, agenda, homework, etc.)
Sometimes participates in class discussions and sometimes shares
meaningful and relevant information
Sometimes works well independently, with a partner, in a small
cooperative group, and in a whole class setting
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1 Point
Below
Standard
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Sometimes takes advantage of self-improvement opportunities
Rarely does assigned tasks without prompting and rarely perseveres
when challenged
Rarely remembers what to bring home and what to bring to class
(ex: books, paper, binder, pencil, agenda, homework, etc.)
Rarely participates in class discussions and rarely shares meaningful
and relevant information
Rarely works well independently, with a partner, in a small
cooperative group, and in a whole class setting
Rarely takes advantage of self-improvement opportunities
Homework Policy:
Homework will be assigned frequently to help students practice skills we have learned in class
that day. It should be completed individually at home. Parents are encouraged to review their child’s
homework. If your student has major problems that you cannot seem to assist them with, students can
call Homework Hotline, contact a friend for clarification, or see me the next day.
I will check to see that students have completed their homework assignment. Most days, the
work will not be collected, but reviewed in class.
Students will have time in class to ask questions about the homework, correct their answers,
and clarify any difficulties they may have had while completing the assignment. This process is
important because students will take a summative assessment over all skills covered in class and with
homework.
Make-Up Work
When you are absent from class, you can find your missing assignments by referring to the homework
board in the classroom or calling a friend. All missed quizzes and tests must be promptly made up. If
the student will be missing more than one day, please email for assignments.
Please feel free to contact me if you have any questions. I am honored to have the opportunity
to facilitate your child’s learning this year.
Babs Rector
Barbara.rector@mnps.org
5th Grade Math Learning Targets
Meigs Academic Magnet
Ongoing
The following mathematical practices will be incorporated in the lessons throughout the year.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Categories for Learning
First Nine Weeks
 Place value
o Chart whole numbers and decimals in a base-ten number system
o Verify place-value by reporting the value of given digits in a base-ten number system
o Choose a corresponding exponent to place value
o Round whole numbers to the nearest given place value
 Write and interpret expressions
o Compose corresponding mathematical expressions based on a real world word
problem
o Compose mathematical expressions involving multi-step (minimum 2) word problems
 Operations with whole numbers and decimals to the hundredths
o Differentiate between the place value of a whole number and the place value of a
decimal
o Round decimals to the nearest given place value
o Compare and contrast rounding and estimation of decimals
 Represent and interpret data
o Gather data and develop a graph and/or chart illustrating data
o Interpret data from graph and/or chart
o Forecast future occurrences based on pattern established in data and graph and/or
chart using either/or mean, mode, range and median
 Vocabulary
o Express written and illustrated solutions using corresponding mathematical terminology
 Use equivalent fractions as a strategy to add and subtract fractions
o Construct a model of equivalent fractions (Nasco ® fraction models) and contrast the
relationship between the numerator and denominator
o Add and subtract proper fractions, improper fractions and mixed numbers
SAMPLE: Performance Task 1
Lengths of Rope
Rope
Length (inches)
Nylon Rope
Flax Rope
Cotton Rope
Plastic Rope
132.05
125.075
133.16
133.116
List ropes in order from shortest
(4)to longest(1).
Draw a place value chart illustrating each length of rope.
Which rope is the longest? EXPLAIN YOUR ANSWER IN COMPLETE SENTENCES:
Which rope is the third longest? EXPLAIN YOUR ANSWER IN COMPLETE SENTENCES:
SAMPLE: Performance Task 1 Rubric
Place-value
Levels
Rubric
Advanced Proficient
Basic
Below Basic
Gives
correct order
for 1 or
fewer of the
ropes
Draws an
inaccurate
place value
chart and
places
numbers
incorrectly.
Uses place
value
descriptors
incorrectly
Component
1
Gives
correct order
for all ropes
Gives correct order
for 3 of the 4 ropes
Gives correct order
for 2 of the 3 ropes
Component
2
Draws place
value chart
and places
numbers on
the chart in
correct
position.
Uses
exponents
for place
value
descriptors
Gives
correct
answer with
complete
explanation
with
vocabulary
used
correctly
Gives
correct
answer with
complete
explanation
with
vocabulary
used
correctly
Draws place value
chart and places 3
of 4 numbers
correctly. Uses
either exponents or
word names for
place value
descriptors
Draws a place value
chart and places
numbers on the
chart and places
some numbers
incorrectly. Uses
only word names for
place value
descriptors
Gives correct
answer with
incomplete
explanation with
adequate use of
correct vocabulary
Gives correct
answer with
minimal explanation
and correct
vocabulary is
minimal
Gives
incorrect
answer and
uses
minimally
correct
vocabulary
Gives correct
answer with
incomplete
explanation with
adequate use of
correct vocabulary
Gives correct
answer with
minimal explanation
and correct
vocabulary is
minimal
Gives
incorrect
answer and
uses
minimally
correct
vocabulary
Component
3
Component
4
Student
Level
Achieved
Second Nine Weeks
 Multiply and divide fractions
o Construct a model of multiplication and division of a proper fractions, improper
fractions and mixed numbers
o Pinpoint a fraction’s location on a number line
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Use equivalent fractions to add and subtract
o Construct a model of equivalent fractions (Nasco ® fraction models) and contrast the
relationship between the numerator and denominator
o Add and subtract proper fractions, improper fractions and mixed numbers
Convert like measurement units
o Illustrate conversion of American standard units of capacity
o Illustrate conversion of American standard units of weight and mass
o Illustrate conversion of American standard units of length
Vocabulary
o Express written and illustrated solutions using corresponding mathematical terminology
Third Nine Weeks
 Multiply and divide fractions
o Construct a number line illustrating multiplication of proper fractions, improper fractions
and mixed numbers
o Construct a number line illustration division of proper fractions, improper fractions and
mixed numbers
 Geometric measurement
o Use a unit of cube (1) to illustrate measurement of volume
o Calculate the volume of non overlapping right rectangular prisms
 Vocabulary
o Express written and illustrated solutions using corresponding mathematical terminology
Fourth Nine Weeks
 Graphing on the coordinate plane
o Draw and label a coordinate plane(Quadrant 1 emphasis)
o Given two points in quadrant 1 identify location and distance
 Analyze patterns and relationships
o Develop, draw and explain a pattern formed from relationships between
corresponding terms
o Discuss patterns formed by ordered pairs placed on a coordinate plane
 Two dimensional figures
o Sketch multisided figures based on a given set of characteristics
o Determine area and perimeter of a given figure based on the measurement of sides
 Vocabulary
o Express written and illustrated solutions using corresponding mathematical terminology
All Nine Weeks
 vocabulary development and mathematical practices
5th Grade Science Learning Targets
Meigs Academic Magnet
Categories for Learning and Learning Targets
Every Nine Weeks
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Embedded Inquiry
o
Embedded Technology and Engineering
o
Vocabulary development
First Nine Weeks
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Matter
o Distinguish physical and chemical properties, and observe and record properties of
common substances.
o Investigate how different types of materials freeze, melt, evaporate, or dissipate.
o Use data from a simple investigation to determine how temperature change affects the
rate of evaporation and condensation.
Forces in Nature
o Explain and give examples of how forces act at a distance, and identify gravity as the
force that causes objects to fall to the earth.
o Design an investigation to show how the shape of an object influences the way it falls to
the earth.
Motion
o Design an investigation, collect data, and draw conclusions about the relationship
among mass, force, and distance traveled.
Energy
o List the major forms of energy and give examples of each.
o Design and conduct an investigation to demonstrate the difference between potential
and kinetic energy.
o Describe the differences among conduction, convection, and radiation using data from
investigations and diagrams.
Second Nine Weeks
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Universe
o Identify methods and tools used for identifying star patterns.
o Draw conclusions about the planets using text and complex data representations
o Use star charts to identify seasonal star patterns, and explain why different
constellations are seen during different seasons.
Forces in Nature
o Explain and give examples of how forces act at a distance, and identify gravity as the
force that causes objects to fall to the earth.
Earth
o Describe internal forces such as volcanoes, earthquakes, faulting, and plate movements
that are responsible for earth’s geologic features.
o Analyze earth’s major geologic features, and draw conclusions about how geologic
events were responsible for these features.
Atmosphere
o Compare and contrast inland and coastal climates, and analyze and predict how major
landforms and bodies of water affect atmospheric conditions.
Third Nine Weeks
 Cell
o Identify the major parts of plant and animal cells, and compare and contrast the basic
structures and functions of plant and animal cells
 Heredity
o Describe how genetic information is passed from parent to offspring during
reproduction and use information on dominant and recessive genes to chart the
probability that traits that may be expressed in offspring
Distinguish characteristics that are hereditary traits and those that result from
environmental interactions
Biodiversity and Change
o Classify animals according to their physical characteristics and make conclusions
about how physical and behavioral adaptations enable them to survive in particular
environments.
o
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Fourth Nine Weeks
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Interdependence
o Describe the different nutritional and symbiotic relationships that exist among
organisms , and analyze text to draw conclusions about different relationships in an
ecosystem
Flow of Matter and Energy
o Identify photosynthesis as the food manufacturing process in producers, and identify
cell structures that enable plants to conduct photosynthesis
o Explain how energy flows through the biosphere from producers to consumers using
diagrams, food webs, and food pyramids
Biodiversity and Change
o
o
o
Classify animals according to their physical characteristics and make conclusions
about how physical and behavioral adaptations enable them to survive in particular
environments.
Analyze fossils and pictures to describe an environment from the past and to match
previously existing organisms with organisms that exist today.
Identify the processes associated with fossil formation, and determine the relative age
of fossils using a diagram or text information.
____________________________________cut here______________________________________________________
Please sign and return to Mrs. Rector to indicate that you have read through the syllabus and
understand the course requirements.
_________________________________________________________________
Student’s First and Last Name (please print)
___________________________________
Student Signature
_______________
Date
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Parent Signature
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Date