This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials The students will need grid paper and colored pencils; some color for the ships and (for example) red for explosions on their ships and their...

In this activity, students explore the effect of chemical erosion on statues and monuments. They use chalk to see what happens when limestone is placed in liquids with different pH values. They also learn several things that engineers are doing to reduce the effects of acid rain.

In this hands-on activity, students explore the electrical force that takes place between two objects. Each student builds an electroscope and uses the device to draw conclusions about objects' charge intensity. Students also determine what factors influence electric force.

CSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description:  In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume. Upon completion of this course students will have the ability to: Write and interpret numerical expressions; Analyze patterns and relationships; Understand the place value system; Perform operations with multi-digit whole numbers and with decimals to hundredths; Use equivalent fractions as a strategy to add and subtract fractions; Apply and extend previous understandings of multiplication and division to multiply and divide fractions; Convert like measurement units within a given measurement system; Represent and interpret data; Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition; Graph points on the coordinate plane to solve real-world and mathematical problems; and Classify two-dimensional figures into categories based on their properties. Aligned Core Resources:  Core resources is a local control decision.  Ensuring alignment of resources to the standards is critical for success.  There are tools that are available to assist in evaluating alignment, such as CCSSO’s Mathematics Curriculum Analysis Project and Student Achievement Partner’s Instructional Materials Evaluation Tool.  In addition EdReports and Louisiana Believes are two sources of completed reviews for a variety of resources.  Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state. Aligned Core Programs:  The CSDE in partnership with SERC has engaged with providers of high-quality vetted resources to provide additional alignment guidance to the CSDE model curriculum.  High-quality instructional resources are critical for improving student outcomes. The alignment guidance is intended to clarify content and support understanding for clear implementation and coherence. Materials selection is a local control decision and these documents have been provided from participating publishers to assist districts in implementation. Use of the materials from these publishers is not required. These aligned core programs meet expectations as reported by EdReports. If your resource is not listed below, you are encouraged to review EdReports to ensure the alignment of your resource to the Connecticut Core Standards. Strong alignment of curricula and instructional materials have the potential to support student engagement of meaningful grade level content daily and teacher growth.  Achievement First Math Grade 5enVisions Grade 5Eureka Grade 5Fishtank Plus Math Grade 5HMH into Math Grade 5Imagine Learning Illustrative Mathematics Grade 5i-Ready Math Grade 5MidSchoolMath Grade 5Reveal Math Grade 5Financial Literacy Connections:The State of Connecticut is committed to implementing high-quality Financial Literacy instruction at all grade levels beginning in kindergarten. Financial Literacy supports students’ academic performance in several subject areas. The K-5 Model Math Curricula embeds tasks that align the mathematical content and skill to the essential Financial Literacy concepts such as income, spending, saving, investing, credit and risk.  The concepts contained in the learning tasks are designed to be rich, hands-on activities with developmentally appropriate real-world connections.  The tasks are identified by grade level and embedded in the appropriate units so that students can demonstrate mastery of what they need to know and be able to do by the end of their K-5 school experience. In this way, elementary students will be prepared to build upon Financial Literacy knowledge as they advance through middle and high school.Additional Course Information:  Major work of Grade 5 mathematics focuses on multiplication and division of whole numbers and fractions including concepts, skills, and problem solving. Fluencies expected for Grade 5 include: Multi-digit multiplication Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The Standards for Mathematical Practice describe the thinking processes, habits of mind, and dispositions that students need to develop a deep, flexible, and enduring understanding of mathematics. They describe student behaviors, ensure an understanding of math, and focus on developing reasoning and building mathematical communication. Therefore, the following should be addressed throughout the course: Make sense of problems & persevere in solving them Reason abstractly & quantitatively Construct viable arguments & critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for & make use of structure Look for & express regularity in repeated reasoning 

Unit Overview/Summary - FOCUS: This unit is designed to begin building a math community and establishing a positive math mindset withing the class. 

In this 40-day module, students develop a coordinate system for the first quadrant of the coordinate plane and use it to solve problems.  Students use the familiar number line as an introduction to the idea of a coordinate, and they construct two perpendicular number lines to create a coordinate system on the plane.  Students see that just as points on the line can be located by their distance from 0, the plane’s coordinate system can be used to locate and plot points using two coordinates.  They then use the coordinate system to explore relationships between points, ordered pairs, patterns, lines and, more abstractly, the rules that generate them.  This study culminates in an exploration of the coordinate plane in real world applications.

**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**

The purpose of this activity is to demonstrate Newton's third law of motion which states that every action has an equal and opposite reaction through a small wooden car. The Newton cars show how action/reaction works and how the mass of a moving object affects the acceleration and force of the system. Subsequently, the Newton cars provide students with an excellent analogy for how rockets actually work.

The purpose of this lesson is to teach students about the three dimensional Cartesian coordinate system. It is important for structural engineers to be confident graphing in 3D in order to be able to describe locations in space to fellow engineers.

To further their understanding of sound energy, students identify the different pitches and frequencies created by a vibrating ruler and a straw kazoo. They create high- and low-pitch sound waves.

Three short, hands-on, in-class demos expand students' understand of energy. First, using peanuts and heat, students see how the human body burns food to make energy. Then, students create paper snake mobiles to explore how heat energy can cause motion. Finally, students determine the effect that heat energy from the sun (or a lamp) has on temperature by placing pans of water in different locations.