GRADE 5 MATHEMATICS – OUTLINE AND TIMELINE
The following is a timeline of our Math program. Please note that although I
have assigned a particular term during which concepts and skills are to be
covered, this does not mean we are “done” with these skills after that time.
All concepts will be revisited throughout the entire year to ensure students
maintain and build upon their Math learning.
Term 1 (September – November)
 Represent numbers (up to 1 000 000) in a variety of ways
(numerals, number words, equations, number lines)
 Compare and order numbers (up to 1 000 000)
 Estimate and solve addition and subtraction questions (with
answers up to 1 000 000) using a variety of strategies (including
standard algorithm)
 Recall of multiplication and division facts (up to 9x9)
 Multiplication of larger numbers (4-digit x 2-digit)
Term 2 (November - March)
 Multiplication of larger numbers (4-digit x 2-digit)
 Division of larger numbers (4-digit - 2-digit)
 Fractions (equivalent fractions, comparing fractions)
 Decimals (tenths, hundredths, thousandths)
 Measurement (perimeter/area, length, volume, capacity)
 Algebraic equations
Term 3 (April – June)
 Measurement (perimeter/area, length, volume, capacity)
 2-D shapes and 3-D objects
 Data Analysis/Graphing (first and second-hand data, double bargraphs)
 Probability (chance and uncertainty)
MATH ASSESSMENT & EVALUATION
I will assess and evaluate students through a variety of methods including:
one-on-one conferencing, formal and informal testing, observations, daily
work (including routine work such as: Number of the Week & Daily Math),
group work & participation during lessons & activities.
GRADE 5 SCIENCE OUTLINE AND TIMELINE
September-November: HABITATS & COMMUNITIES
Students will:
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Identify components of an animal habitat
Identify and investigate adaptations of animals and plants
Investigate food chains and food webs
Explore environmental effects on plant and animal populations
November – March:
Students will:
SOUND AND LIGHT
 Observe and describe properties of sound and light
 Explore the effects of different materials on light beams
 Explore how a light source can affect the location, shape and
size of a shadow
 Investigate how vibrations travel though various materials
 Explore the ability of materials to transmit or absorb sound
April – June: ROCKS, MINERALS & EROSION
Students will:
 Classify rocks and minerals according to their characteristics.
 Identify and describe the formation of the 3 types of rocks.
 Investigate and describe ways in which rock affects soil
formation and erosion.
 Identify natural phenomena and human activities that can have
effects on the landscape.
SCIENCE ASSESSMENT & EVALUATION
I will assess and evaluate students through a variety of methods including:
observations made during class Science experiments, one-on-one
conferencing, work completed (including written work and work completed
on the iPads), formal and informal testing, group work & participation
during lessons & activities.
GRADE 5 SOCIAL STUDIES OUTLINE AND
TIMELINE
September – November
Students will:
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Locate and identify geographic features of Manitoba
Identify natural resources in Manitoba
Describe the influence of natural environment on settlement in
Manitoba.
Describe places of historic significance in Manitoba
Identify and investigate a variety of cultural communities in Manitoba,
including Aboriginal and francophone
November – March
Students will:
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CANADA/THE NORTH
Locate geographic regions in Canada
Locate oceans, major landforms, waterways, provinces & territories
and capital cities on a map of Canada
Research and investigate to learn about a Northern territory in
Canada
April – June
Students will:
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MANITOBA
GOVERNMENT
Identify levels of government in Canada and give examples of their
responsibilities
Identify elected government leaders in our local community, in
Manitoba and in Canada.
Identify and describe the various ways in which governments help
people meet their needs.
SOCIAL STUDIES ASSESSMENT & EVALUATION
I will assess and evaluate students in a variety of ways including: research
projects, one-on-one conferencing, work completed (including written
work and work completed on the iPads), formal and informal testing,
group work & participation during lessons & activities.
GRADE 5 ENGLISH LANGUAGE ARTS
The basis of our E.L.A. program in Grade 5 is the routines and activities
associated with “Daily Five”. The students have been exposed to these
routines in Grades 4. While the fundamentals of this program will remain
the same in Grade 5, it is our goal to further develop student skills in all five
areas:
 Read to Self
 Read to Someone
 Work on Writing
 Listen to Reading
 Spelling/Word Work.
“Daily Five”, as is suggests, occurs daily; it ensures that on a daily basis,
students are engaged in these five very important Language Arts skills. The
routines and activities associated with “Daily Five” allow for plenty of smallgroup and one-on-one instruction from me, as well as whole-class lessons.
During each term in Grade 5 this year, students will be engaged in the
following routines and/or activities:
 Daily Five
 Computer/iPad skills
 Spelling Weekly Work
 Editing & Word Study
 Handwriting
 Writing activities (routine writing, as well as “theme” writing)
 TUSC (Public Speaking program)
 Exposure to a variety of genres (reading and writing), such as: fiction,
non-fiction, mysteries, medieval times, poetry.
LANGUAGE ARTS ASSESSMENT & EVALUATION
I will assess and evaluate students in a variety of ways including: formal
individual reading assessments, one-on-one conferencing (reading and
writing), daily writing in all subject areas, L.A. writing “routines” (such
as “Weekly Genre Writing”, daily edits), writing samples from each
term, participation during TUSC, spelling tests, formal & informal tests.