Parents, these are the standards taught by Beyond Textbooks partner schools. This list is in alphanumeric order, and your school will likely teach them in a different order. For help deciphering the code in front of the standard, please click here.

##### Quarter 1 Standards:
1. 5.M.NBT.A.01: The Highly Proficient student can recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

2. 5.M.NBT.A.02: The Highly Proficient student can explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. The Highly Proficient student can use whole-number exponents to denote powers of 10.

3. 5.M.NBT.A.03: The Highly Proficient student can read, write, and compare decimals to the thousandths place value using rounding strategies.

4. 5.M.NBT.A.04: The Highly Proficient student can round decimals to the thousandths place value using rounding strategies in real world situations. The Highly Proficient student can write numbers in expanded form.

5. 5.M.NBT.B.05: The Highly Proficient student can fluently multiply multi-digit whole numbers in real-world mathematical contexts using a standard algorithm.

6. 5.M.NBT.B.06: The Highly Proficient student can use multiplication to find multi-digit whole number quotients of multi-digit whole numbers.

7. 5.M.NBT.B.07: The Highly Proficient student can add, subtract, multiply and divide decimals to hundredths place using models or drawings in real world situations and explain their reasoning.

##### Quarter 2 Standards:
1. 5.M.NF.A.01: The Highly Proficient student can add or subtract at least three or more fractions with unlike denominators including mixed numbers and use a model.

2. 5.M.NF.A.02: The Highly Proficient student can solve word problems involving adding and subtracting three or more fractions with unlike denominators, including mixed numbers.

3. 5.M.NF.B.03: The Highly Proficient students can create his or her own model to demonstrate division of whole numbers with answers in the form of fractions.

4. 5.M.NF.B.04a: The Highly Proficient student can interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.).

5. 5.M.NF.B.05: The Highly Proficient student can interpret multiplication as scaling by comparing the size of the product to the size of one factor.

6. 5.M.NF.B.06: The Highly Proficient students can solve real world word problems involving multiplication of fractions and mixed numbers.

7. 5.M.NF.B.07: The Highly Proficient student can create and solve real world division problems with fractions and mixed numbers and represent problems with visual models.

##### Quarter 3 Standards:
1. 5.M.G.A.01: The Highly Proficient student can use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. The Highly Proficient student can understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x‐ axis and x‐coordinate, y‐axis and y‐coordinate).

2. 5.M.G.A.02: The Highly Proficient student can use real-world data to create a representation and draw conclusions based on the data presented.

3. 5.M.G.B.03: The Highly Proficient student can draw or construct specific two-dimensional figures according to its definitions, attributes, or categories.

4. 5.M.G.B.04: The Highly Proficient student can classify two-dimensional figures in the hierarchy based on properties.

5. 5.M.MD.C.03: The Highly Proficient student can recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n  unit cubes is said to have a volume of n  cubic units.

6. 5.M.MD.C.04: The Highly Proficient student can measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

7. 5.M.MD.C.05: The Highly Proficient student can compare the volumes of different rectangular prisms and create real world mathematical situations involving volume.

8. 5.M.NF.B.04b: The Highly Proficient student can find the area of a rectangle with fractional sides by creating a real world model to demonstrate reasoning and scaling.

9. 5.M.OA.A.01: The Highly Proficient student can insert parentheses, brackets, or braces in a numerical expression to make a statement true.

10. 5.M.OA.A.02: The Highly Proficient student can write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 x (8 + 7). The Highly Proficient student can recognize that 3 x (18932 +921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

11. 5.M.OA.B.03: The Highly Proficient student can generate two numerical patterns using two multi-step rules and explain their relationships between corresponding terms.

##### Quarter 4 Standards:
1. 5.M.MD.A.01: The Highly Proficient student can create and solve real world, word problems and choose the appropriate measurement.

2. 5.M.MD.B.02: The Highly Proficient student can create a line plot to display data and solve word problems involving line plot to interpret the solution as data.

##### Quarter 1 Standards:
1. 5.R.RL.01: The Highly Proficient student can accurately quote strong textual evidence from the text to support and explicitly explain an inference.

2. 5.R.RL.02: The Highly Proficient student can determine implicitly stated themes and summarize a story, drama, or poem using evidence from the text.

3. 5.R.RL.03: The Highly Proficient student can analyze the similarities and differences of two or more characters, settings, or events in a story or drama, drawing on implicitly stated details in the text.

4. 5.R.RL.05: The Highly Proficient student can analyze and explain how different plot elements work together to build a story, drama, or poem.

5. 5.R.RL.06: The Highly Proficient student can analyze how a narrator’s point of view influences how complex events are developed.

##### Quarter 2 Standards:
1. 5.R.RI.02: The Highly Proficient student can analyze and summarize two or more main ideas of a text and explain how they are supported by key details.

2. 5.R.RI.05: The Highly Proficient student can compare and contrast, then analyze, the aspects of two or more texts using text structures ( e.g. sequencing, cause/effect, and problem and solution, chronology, and comparison), graphic organizers, and text summaries.

3. 5.R.RI.07: The Highly Proficient student can interpret information from multiple print or digital sources to answer complex questions or solve complex problems efficiently.

4. 5.R.RL.04: The Highly Proficient student can analyze and interpret the meaning of unfamiliar words or phrases in a text, including figurative language.

5. 5.R.RL.09: The Highly Proficient student can compare, contrast, analyze, and evaluate stories in the same genre on their approaches to similar themes and topics.

##### Quarter 3 Standards:
1. 5.R.RF.03: The Highly Proficient student can apply word analysis skills in decoding words.

2. 5.R.RI.01: The Highly Proficient student can accurately quote strong textual evidence when explaining what the text says explicitly and when drawing complex inferences from the text.

3. 5.R.RI.03: The Highly Proficient student can analyze complex cause and effect relationships and interactions between individuals, events, or ideas, providing evidence based on specific information in the text.

4. 5.R.RI.06: The Highly Proficient student can analyze multiple sources of the same event or topic, noting important similarities and differences in the point of view they represent, and evaluate the effectiveness of the accounts.

5. 5.R.RI.08: The Highly Proficient student can evaluate the strengths of an author’s reasoning and explain how the reasons and evidence support their points.

##### Quarter 4 Standards:
1. 5.R.RF.04: The Highly Proficient student can read with sufficient accuracy and fluency to support comprehension.

• b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

• c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

1. 5.R.RL.07: The Highly Proficient student can analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

##### Yearly Standards (taught throughout the school year):
1. 5.R.RI.04: The Highly Proficient student can determine and analyze the meaning and effect of advanced grade level vocabulary words and phrases in a text.

2. 5.R.RI.09: The Highly Proficient student can integrate complex or inferred information from several texts on the same topic in order to write about the topic using evidence from the text.

3. 5.R.RI.10: By the end of the year, the Highly Proficient student can read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

4. 5.R.RL.10: By the end of the year, the Highly Proficient student can read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

##### Quarter 1 Standards:
1. G5.1S.C1.PO3: I can locate information in a book , article, or website related to an investigation.

2. G5.1S.C2.PO1: I can demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.

3. G5.4S.C1.PO1: I can identify the functions and parts of the skeletal system.

4. G5.4S.C1.PO2: I can identify the three types of muscles.

5. G5.4S.C1.PO3: I can identify the functions of the nervous system.

6. G5.4S.C1.PO4: I can distinguish between voluntary and involuntary responses.

##### Quarter 2 Standards:
1. G5.1S.C3.PO1: I can analyze data obtained in a scientific investigation to identify trends and form conclusions.

2. G5.1S.C3.PO2: I can analyze whether the data is consistent with the proposed explanation that motivated the investigation.

3. G5.1S.C4.PO2: I can determine when to use a bar graph, line graph, Venn diagram, or Model to represent data.

4. G5.2S.C2.PO3: I can describe how scientific knowledge is subject to modification and/or change as new information/technology challenges prevailing theories.

5. G5.3S.C1.PO1: I can how a natural hazard impacts a habitat. I can explain how _______ impacts a habitat.

6. G5.3S.C1.PO2: I can propose a solution, resource, or product that addresses a specific human need. I can propose a solution, resource, or product that addresses a specific animal need. I can propose a solution, resource, or product that addresses a specific habitat need.

7. G5.3S.C1.PO3: I can evaluate the possible strengths and weaknesses of a proposed solution to a specific problem relevant to human needs. I can evaluate the possible strengths and weaknesses of a proposed solution to a specific problem relevant to animal needs. I can evaluate the possible strengths and weaknesses of a proposed solution to a specific problem relevant to habitat needs.

8. G5.3S.C2.PO2: I can explain how scientific knowledge, skills, and technological capabilities are integral to a variety of careers.

9. G5.3S.C2.PO3: I can design and construct a technological solution to a common problem or need using common materials.

##### Quarter 3 Standards:
1. G5.1S.C1.PO1: I can develop a relevant question through observations that can be tested by an investigation.

2. G5.1S.C1.PO2: I can develop predictions based on observed cause and effect relationships.

3. G5.1S.C2.PO2: I can plan a simple investigation that identifies the variables to be controlled.

4. G5.1S.C2.PO3: I can conduct simple investigations (e.g., related to forces and motion, earth processes) based on student-developed questions in life, physical, and earth and space sciences.

5. G5.1S.C2.PO5: I can record data in an organized and appropriate format (e.g., t-chart, table, list, written log).

6. G5.1S.C3.PO3: I can evaluate the reasonableness of the outcome of an investigation.

7. G5.1S.C3.PO4: I can develop new investigations and predictions based on questions that arise from the findings of an investigation.

8. G5.1S.C3.PO5: I can identify possible relationships between variables in simple investigations.

9. G5.5S.C1.PO1: I can identify that matter is made of smaller units called elements, atoms, molecules.

10. G5.5S.C1.PO2: I can distinguish between mixtures and compounds.

11. G5.5S.C1.PO3: I can describe changes of matter: physical - cutting wood, ripping paper, freezing water, chemical - burning of wood, rusting of iron, milk turning sour.

12. G5.5S.C2.PO1: I can describe the forces of gravity and force.

13. G5.5S.C2.PO2: I can describe the various effects forces can have on an object (e.g., cause motion, halt motion, change direction of motion, cause deformation).

14. G5.5S.C2.PO3: I can examine forces and motion through investigations using simple machines (e.g., wedge, plane, wheel and axle, pulley, lever).

15. G5.5S.C2.PO4: I can demonstrate how an object's motion is effected by variables.​​​​​​​

##### Quarter 4 Standards:
1. G5.1S.C4.PO1: I can communicate the results of an investigation orally or in writing.

2. G5.1S.C4.PO3: I can communicate with other groups or individuals to compare the results of a common investigation.

3. G5.2S.C2.PO2: I can explain how new scientific knowledge leads to new scientific investigations.

4. G5.3S.C2.PO1: I can describe how science and technology are related.

5. G5.6S.C2.PO1: I can describe how the Moon's appearance changes during a four-week lunar cycle.

6. G5.6S.C2.PO2: I can describe how Earth's rotation results in day and night.

7. G5.6S.C2.PO3: I can distinguish between revolution and rotation.

8. G5.6S.C2.PO4: I can describe the role of gravity as an attractive force between celestial objects.

9. G5.6S.C3.PO1: I can identify the known planets of the solar system.​​​​​​​

10. G5.6S.C3.PO2: I can describe the distinguishing characteristics of the known planets in the solar system.

11. G5.6S.C3.PO3: I can describe various objects in the sky (e.g., asteroids, comets, stars, meteors/shooting stars).

12. G5.6S.C3.PO4: I can describe the change in position and motion of the following objects in the sky over time: real motion - Moon, planets, apparent motion (due to the motion of the Earth) - Sun, Moon, stars.

13. G5.6S.C3.PO5: I can explain the apparent motion of the Sun and stars.

14. G5.6S.C3.PO6: I can describe efforts to explore space (e.g., Apollo missions, space shuttles, Hubble space telescope, space probes).​​​​

## Fifth Grade Social Studies Standards

##### Quarter 1 Standards:
1. G5.1SS.C1.PO1: I can use the following to interpret historical data: a) timelines- B, C, E and B.C..; C.E., and A.D. b) graphs, tables, charts, and maps.

2. G5.1SS.C1.PO2: I can construct timelines of the historical era being studied (e.g., presidents/world leaders, key events, people).

3. G5.1SS.C1.PO3: I can describe the difference between primary and secondary sources.

4. G5.1SS.C1.PO4: I can locate information using both primary and secondary sources.

5. G5.1SS.C1.PO5: I can describe how archeological research adds to our understanding of the past.

6. G5.1SS.C3.PO2: I can explain the reasons for exploration of the New World.

7. G5.2SS.C1.PO4: I can locate information using both primary and secondary sources.

8. G5.2SS.C5.PO2: I can describe ways which Spain, France, and England competed for power.

9. G5.2SS.C9.PO2: I can use various resources (e.g., newspapers, magazines, television, Internet, books, maps) to discuss the connections between current events and historical events and issues from content studied in Strand 2.

10. G5.2SS.C9.PO3: I can describe the importance of citizens being actively involved in the democratic process (e.g., voting, student government , involvement in political decision making, analyzing issues, petitioning public officials.)

11. G5.3SS.C4.PO2: I can describe the character traits (e.g., respect, responsibility, fairness, involvement) that are important to the preservation and improvement of constitutional democracy in the United States.

12. G5.3SS.C4.PO3: I can describe how citizens are active in the democratic process.

13. G5.4SS.C1.PO2: I can locate features in the world (i.e., continents , waterways, mountain ranges, cities) on a map using latitude and longitude.

14. G5.4SS.C1.PO3: I can identify the location of significant geographic features (i.e., Continental Divide, Great Salt Lake, Appalachians, Rockies, Mississippi River, Great Lakes, Cascades, Sierra Nevada , Rio Grand) on a physical or political map.

15. G5.4SS.C1.PO4: I can locate physical and human features in the United States and world on an appropriate type of map (i.e., gulf, delta, isthmus, strait, bay, swamp, canyon, peninsula, province, cape, tree line).

16. G5.4SS.C1.PO5: I can identify each state on a U.S. map.

17. G5.4SS.C2.PO1: I can describe the human and natural characteristics of the three colonial regions, the five U.S. regions and the North and South during the Civil War.

18. G5.4SS.C2.PO2: I can use resources to describe the geographic characteristics of a state.

19. G5.4SS.C5.PO2: I can describe the impact that natural events (e.g., floods, earthquakes, droughts) have on human and physical environment.

##### Quarter 2 Standards:
1. G5.1SS.C3.PO1: I can recognize that Native American tribes resided throughout North America before the period of European colonization.

2. G5.1SS.C3.PO4: I can describe the geography, culture, and economics of the three colonial regions.

3. G5.1SS.C3.PO7: I can describe the causes and effects of triangular trade.

4. G5.1SS.C4.PO1: I can describe how specific events helped lead to the American Revolution.

5. G5.1SS.C4.PO2: I can describe the significance of the following events in the Revolutionary War: a) Declaration of Independence b) Major battles- (i.e., Lexington and Concord, Saratoga) c) Aid from France d) Surrender at Yorktown.

6. G5.2SS.C5.PO1: I can describe different effects of European exploration, trade, and colonization on other parts of the world.

7. G5.2SS.C6.PO2: I can explain the impact that revolution has on a society.

8. G5.2SS.C6.PO3: I can compare the causes of the American Revolution to other revolutions around the world( e.g., France, Haiti, Mexico, South America, Russia.)

9. G5.3SS.C1.PO1: I can identify the democratic principles and ideals associated with specific documents.

10. G5.3SS.C1.PO3: I can describe the struggle between the Federalists and the Anti-Federalists over the ratification of the Constitution and the creation of the Bill of Rights.

11. G5.3SS.C2.PO1: I can describe the role of town meetings, representative assemblies in colonial government.

12. G5.4SS.C4.PO2: I can explain the effects of human migration on places (e.g., economic, cultural, environmental, political).

13. G5.4SS.C5.PO1: I can describe how the colonists and Native Americans viewed, adapted, and used the environment.

14. G5.4SS.C6.PO1: I can describe how geographic features influenced events in the past (e.g., Original Thirteen Colonies, Great Plains, Pacific Northwest).

##### Quarter 3 Standards:
1. G5.1SS.C5.PO2: I can describe how Manifest Destiny led to conflict.

2. G5.1SS.C6.PO1: I can describe factors leading to the Civil War

3. G5.1SS.C6.PO2: I can identify the reasons certain events were important to the Civil War.

4. G5.3SS.C2.PO2: I can describe how the Constitution limits the power of any one individual.

5. G5.3SS.C3.PO1: I can explain the difference between the Articles of Confederation and the Constitution.

6. G5.3SS.C3.PO2: I can identify how a bill becomes a law.

7. G5.3SS.C3.PO3: I can describe how checks and balances maintain a balance of power between the three branches of the federal government.

8. G5.3SS.C3.PO5: I can compare the arguments for states' rights versus the power of the federal government (e.g., the expansion of slavery, taxation).

9. G5.5SS.C1.PO2: I can describe how specialization improves standards of living.

##### Quarter 4 Standards:
1. G5.1SS.C5.PO3: I can identify major westward migration routes of the 19th Century.

2. G5.1SS.C5.PO4: I can describe how innovations of the Industrial Revolution (e.g., manufacturing, textiles, transportation, improvements) contributed to U.S. growth and expansion.

3. G5.3SS.C4.PO1: I can describe ways an individual can contribute to a school or community.

4. G5.3SS.C5.PO1: I can describe the characteristics of a monarchy and a republic.

5. G5.4SS.C4.PO1: I can explain why and how boundaries change.

6. G5.5SS.C1.PO1: I can identify the opportunity costs (e.g., separation from family, indentured service) associated with expeditions to the New World.

7. G5.5SS.C1.PO2: I can explain how price incentives affect peoples' behavior and choices. ( e.g., colonial decisions about what crops to grow and products to produce.

8. G5.5SS.C1.PO4: I can identify how voluntary exchange helps both buyers and sellers.( e.g., colonial trade in North America.)

9. G5.5SS.C1.PO5: I can interpret how trade promoted economic growth throughout U.S. history.

10. G5.5SS.C2.PO2: I can describe how competition, markets, and prices influence peoples' behavior.

11. G5.5SS.C2.PO3: I can identify how people earn income by selling their labor to businesses or government.

12. G5.5SS.C2.PO4: I can describe how entrepreneurs take risks to develop new goods and services.

13. G5.5SS.C2.PO5: I can describe the function of private business in providing goods and services.

14. G5.5SS.C2.PO6: I can discuss the function of banks in providing checking accounts, savings accounts, and loans.

15. G5.5SS.C2.PO7: I can explain why the government collects taxes to provide certain goods and service.

##### Quarter 1 Standards:
1. 5.L.01ae: The Highly Proficient student can demonstrate a strong command of conjunctions, prepositions, and interjections and explain their function in writing.

2. 5.L.01bcd: The Highly Proficient student can demonstrate a strong command of the correct verb tenses in their writing.

3. 5.L.02: The Highly Proficient student can use commas to separate items in a series, introductory phrases or words, tag questions, and direct addresses.

4. 5.L.03: The Highly Proficient student can write sentences that flow together and sound natural when read aloud.

5. 5.W.02: The Highly Proficient student can write an informational text to thoroughly examine a topic using relevant facts, definitions, concrete details, quotations, or other information and examples related to the topic.

##### Quarter 2 Standards:
1. 5.L.04ac: The Highly Proficient student can determine the meaning of words and phrases using context clues and reference materials in both print and digital to find the pronunciation and determine or clarify precise meaning of key words and phrases.

2. 5.L.05ab: The Highly Proficient student can demonstrate a strong understanding of complex language, complex word relationships, and subtle nuances in word meanings like: similes, metaphors, idioms, adages, and proverbs.

3. 5.L.05c: The Highly Proficient student can interpret the relationship between synonyms, antonyms, and homographs to fully understand each of the words.

4. 5.W.02: The Highly Proficient student can write an informational text to thoroughly examine a topic using relevant facts, definitions, concrete details, quotations, or other information and examples related to the topic.

5. 5.W.04a: The Highly Proficient student can produce clear and coherent writing appropriate to the task and purpose by planning, editing, revising, and rewriting using new approaches.

##### Quarter 3 Standards:
1. 5.W.01: The Highly Proficient student can create a five paragraph essay that defends their position on a given topic or text providing effective, relevant reasons that are logically and purposefully ordered and supported by facts and details, includes a topic sentence, effective reasons, relative information, and a strong conclusion.

##### Quarter 4 Standards:
1. 5.W.03: The Highly Proficient can write a narrative story that includes: characters, setting, plot, sensory details, clear language, and a logical sequence of events.

##### Yearly Standards (taught throughout the school year):
1. 5.L.06:  Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

2. 5.W.05: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

3. 5.W.06: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

4. 5.W.07: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

5. 5.W.08: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

6. 5.W.09: Draw evidence from literary or informational texts to support analysis, reflection, and research.

7. 5.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purpose, and audiences.

Parents, these sites are free to use, or have at least some free options. Some may require creating a free account. Once you know the name of the standard your child is working on, try searching within the site for that standard.