Grade 5, All Subjects (Digital Edition) · 1,425 pages · 329 lessons · PDF, print at home
Every subject of the Grade 5 year in one printable PDF: Bible, Science, Math, Reading and Writing, social studies. 329 lessons across 5 courses, with the parent script, student pages, worked examples, practice and answer keys for each, exactly as taught online. King James throughout.
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What is inside
Every unit and lesson in this year, in order. The same lessons are taught online at lettersanddevotion.com, so a family can move between paper and screen.
Bible: Letters, Wisdom and the Whole Story, a Fifth Grade Year
Thirty-six weeks in the parts of the Bible that are not narrative: the letters of Paul, Peter, James and John, the Psalms and Proverbs, Job and Ecclesiastes, and a closing unit on how the sixty-six books make one story.
Unit 1: Letters to Churches9 lessons
1.Letters somebody actually mailed
2.Romans: the same problem, all the way down
3.Romans: nothing gets between
4.1 Corinthians: a church that picked teams
5.1 Corinthians: love is a list of verbs
6.2 Corinthians: the thorn
7.Galatians: free, and not to waste it
8.Ephesians: one new people
9.Philippians: joy from a jail cell
Unit 2: Letters to Everyone9 lessons
10.Colossians: bigger than you thought
11.1 Thessalonians: people who were waiting
12.1 and 2 Timothy: a letter to a young man
13.Philemon: one letter, one man
14.Hebrews: he knows what this is like
15.Hebrews: a room full of witnesses
16.James: faith you can watch happen
17.1 Peter: hope when it hurts
18.1 John, and Jude at the door
Unit 3: Wisdom for Living9 lessons
19.Wisdom is a skill, not a score
20.Words that heal and words that cut
21.Work, money and the ant
22.Friends
23.Job: the man who lost everything
24.Job: God answers with questions
25.Psalm 23: a prayer you can carry
26.Praying when you are angry
27.Ecclesiastes: honest about how life feels
Unit 4: One Story9 lessons
28.Sixty-six books, one shelf
29.Where the story starts
30.The break, and the first promise
31.A rescue, and then a law
32.Kings, prophets and a long wait
33.The middle of the story
34.The church spreads out
35.How the story ends
36.Your place in it
Science: Matter, Systems, and the Sky: Grade 5 Science
This is a year of science built around one big idea: everything is made of tiny particles you can't see, and those particles don't just vanish, they move around, combine, and rearrange, but the total amount stays put. Your child uses that one idea to explain four very different things over the year: why sugar water still weighs what it should, why rust is different from melting ice, where a tree's mass actually comes from, and why some water is drinkable and some isn't. The last quarter of the year zooms out to Earth as a whole system, then out further to the sun and stars, reusing the same vocabulary the whole way. Almost everything is testable with stuff already in your kitchen, a scale, a balloon, sugar, a flashlight.
Unit 1: Matter Is Made of Particles Too Small to See9 lessons
1.The particle composition of matter
2.States of matter: solid, liquid, gas
3.Air as space-occupying matter
4.Weight of gases
5.Relative particle spacing across states of matter
6.Evaporation explained by particle escape into air
7.The term 'particle' in context
8.Conservation of particles when matter appears to disappear
9.Main claim and evidence in an informational text about gases
Unit 2: Where Did It Go? Conservation of Matter in Mixtures and Dissolving9 lessons
10.The particle model of matter from Unit 1
11.Conservation of weight during dissolving
12.The distinction between mixtures and solutions
13.Conservation of matter during dissolving, explained by particles
14.The balance-weighing procedure for a before/after conservation test
15.Matching a separation method to a mixture type
16.A before/after weight data set from a dissolving trial
17.Conservation of weight applied to an unmixed, untaught combination
18.Reversibility as a shared property across mixtures and solutions
Unit 3: Physical or Chemical? Sorting Changes in Matter9 lessons
19.The definition of physical change as same-substance change, applied to novel examples
20.The definition of chemical change as new-substance formation, applied to novel examples
21.The substance-identity test applied to demonstrated changes
22.The insufficiency of a single piece of evidence (color) for classifying change type
23.The independence of change type from reaction speed
24.The four categories of observable evidence for chemical change
25.Conservation of matter during a sealed chemical reaction
26.Physical versus chemical classification of novel household examples
27.Written justification distinguishing dissolving from true chemical change
Unit 4: Following Matter Through Plants, Animals, and Ecosystems9 lessons
28.The raw materials and observable inputs of photosynthesis
29.The labeled parts of a photosynthesis diagram (inputs, outputs, and new substance)
30.The source of a plant's added mass during growth
31.Photosynthesis and decomposition as instances of chemical change
32.Matter movement through a producer-consumer-decomposer chain
33.The distinction between energy flow and matter cycling in an ecosystem
34.The fate of matter in decomposing organic material
35.The source of a growing bean plant's mass, as a claim-evidence-reasoning argument
36.Matter movement during decomposition of an unfamiliar organism
Unit 5: Earth as a System: Land, Water, Air, and Life Interacting9 lessons
37.The four Earth systems, their names, and example items belonging to each
38.Features of a landscape sorted by Earth system
39.Boundaries where two Earth systems meet in a landscape photo
40.Evaporation as a matter exchange between hydrosphere and atmosphere
41.Matter and energy exchange across systems during a rainstorm
42.The general pattern of cross-system cause and effect, compared across two cases
43.The first Earth system directly affected by a specified human activity
44.System-interaction effects of a volcanic eruption
45.A shared claim across two texts about human impact on Earth systems
Unit 6: Where Is Earth's Water? Distribution and the Water Cycle10 lessons
46.The proportion of Earth's water that is ocean salt water
47.The four water cycle stage names as presented on the taught diagram
48.Categories of Earth's water reservoirs by salinity and state
49.Graphed percentages of Earth's water reservoirs
50.Evaporation as water particles moving into the air as invisible vapor
51.The four-stage water cycle sequence applied to a new diagram layout
52.Water movement between hydrosphere, atmosphere, and geosphere
53.A scaled liquid model of Earth's water distribution
54.A written scarcity claim grounded in a proportional water model
55.Transfer of water between reservoirs under a changed condition
Unit 7: The Sun's Energy and Earth's Patterns8 lessons
56.The sun as Earth's primary energy source for weather and the water cycle
57.Earth's rotation as the cause of the day/night cycle
58.The distinction between Earth's daily rotation and yearlong revolution
59.A season's sunrise/sunset time data table
60.The causal link between Earth's motion and seasonal day-length patterns
61.Common claims about the cause of day/night and seasons
62.Trend extrapolation in sunrise-time data
63.An unfamiliar city's seasonal daylight-pattern data set
Unit 8: Brightness, Distance, and Patterns in the Night Sky9 lessons
64.The definition of apparent brightness
65.The relationship between the sun's brightness and its distance from Earth
66.The joint effect of distance and true brightness on apparent brightness
67.Proportional scale distance between the sun and the nearest star
68.Rotation versus orbit as distinct motions with distinct sky effects
69.The yearly recurrence of constellation visibility
70.The causal argument connecting apparent brightness, true brightness, and distance
71.Sky observations sorted by underlying Earth motion
A full-year grade 5 mathematics course built on three connected stories: how our place-value system extends to decimals and governs all arithmetic, how fractions behave as amounts that can be combined and split, and how measurement and space (volume, the coordinate plane, patterns) let us model the world. Every new procedure is introduced with an area model, number line, or fraction bar before any symbolic algorithm. Units are sequenced so each new topic depends on a named skill from the one before, with cumulative retrieval built into every unit after the first. Aligned to CCSS grade 5 mathematics.
Unit 1: Place Value to the Thousandths8 lessons
1.The ten-times relationship between adjacent place value positions
2.Base-ten block representation of decimals to the thousandths place
3.The zero-pattern produced by multiplying by powers of ten
4.The decimal-point shift caused by multiplying or dividing by a power of ten written in exponent form
5.The three representations of a decimal (word, standard, expanded form)
6.Place-value-based comparison of two decimals with unequal digit counts
7.Rounding a decimal to a specified place using place value reasoning
8.Ranking real-world decimal measurements by place value in an unfamiliar context
Unit 2: Decimal Arithmetic9 lessons
9.Decimal addition and subtraction with aligned place value
10.The rule that decimal point alignment (not rightmost-digit alignment) preserves place value in addition/subtraction
11.Decimal-by-whole-number multiplication represented as an area model
12.The effect of multiplying by a factor less than one on the size of the product
13.Estimation as a check on decimal point placement in multiplication
14.Decimal division by a whole number represented as equal-group hops on a number line
15.The relationship between divisor size and quotient size in decimal division
16.Decimal arithmetic applied across all four operations in a combined real-world context
17.Categories of decimal computation errors tied to specific place-value breakdowns
Unit 3: Multi-Digit Division10 lessons
18.Estimation of quotients using rounded, place-value-friendly divisors and dividends
19.The area model for division with a two-digit divisor
20.The relationship between partial quotients in an area model and the standard algorithm's digits
21.The standard division algorithm with two-digit divisors
22.The adjust-and-retry step in multi-digit division
23.Remainder interpretation rules matched to real-world contexts
24.Justification of remainder-handling choice for a specific context
25.Numerical expressions with parentheses, brackets, or braces including a division operation
26.Translation of a word-problem calculation into a numerical expression with grouping symbols
27.Reasonableness-checking of a computed quotient against an estimate
Unit 4: Adding and Subtracting Fractions8 lessons
28.Why unlike-size fraction pieces cannot be directly added
29.Common denominators found via equivalence models
30.Addition and subtraction of unlike-denominator fractions
31.Regrouping a whole number into fraction pieces during mixed-number subtraction
32.Benchmark fractions 0, 1/2, and 1 as reference points for magnitude
33.Benchmark estimation of a fraction sum prior to exact computation
34.Operation selection in unlike-denominator fraction word problems
35.Applicability of unlike-denominator fraction addition/subtraction to an unfamiliar multi-quantity context
Unit 5: Multiplying Fractions10 lessons
36.Whole number times a fraction as repeated parts (repeated addition of the same fraction)
37.Area model for fraction times fraction
38.The numeric equation that matches an already-completed area model
39.Multiplication as scaling: product size relative to a factor
40.The fraction multiplication algorithm (numerator times numerator over denominator times denominator)
41.Multiplying mixed numbers via improper fraction conversion
42.Why multiplying two proper fractions produces a smaller result than either starting fraction
43.Real-world area problems involving a fraction of a fraction
44.Scaling reasoning and fraction multiplication applied to an unfamiliar real-world context
45.Contrast between the area model for multiplication and the fraction-bar model for addition
Unit 6: Dividing Unit Fractions9 lessons
46.Whole number divided by a unit fraction, modeled as counting how many pieces fit
47.Counting the total number of unit-fraction pieces shown in an already-drawn model
48.The numeric expression that matches a whole ÷ unit fraction model
49.Unit fraction divided by a whole number, modeled as splitting one piece into smaller equal pieces
50.Why dividing a whole number by a fraction less than one increases the quotient
51.The structural difference between whole ÷ unit fraction and unit fraction ÷ whole number
52.Selecting the correct fraction-division model for a given word problem context
53.Distinguishing fraction multiplication stories from fraction division stories
54.Applying the whole ÷ unit fraction model to an unfamiliar measurement context
Unit 7: Volume: Packing and Multiplying9 lessons
55.Volume of a rectangular prism found by counting unit cubes
56.The equivalence between counting unit cubes and multiplying three edge lengths
57.Volume formula for a rectangular prism
58.Unit cubes needed to complete a single layer of a rectangular prism
59.Volume formula applied to real-world rectangular containers
60.Volume of a composite figure made of two rectangular prisms
61.Missing edge length of a rectangular prism found by division
62.Problem type classification among packing, multiplying, composite, and missing-edge volume tasks
63.Reconciling a counted volume with a multiplied volume for a novel composite figure
Unit 8: The Coordinate Plane and Numerical Patterns9 lessons
64.The parts of a first-quadrant coordinate grid (x-axis, y-axis, origin)
65.The ordered-pair plotting procedure (x-distance then y-distance)
66.The non-commutativity of ordered-pair order (why (2,5) and (5,2) name different points)
67.Coordinate values interpreted as quantities in a real-world situation (e.g., minutes and miles)
68.A numerical sequence generated by iterating a stated rule (e.g., add 3 each time)
69.Two corresponding numerical sequences generated from two rules involving fraction or decimal operations
70.The multiplicative or additive relationship between two corresponding numerical sequences, as shown by their graphed points
71.An unstated multiplicative relationship between two sequences, inferred solely from a scatter of graphed points
72.The difference between a coordinate pair's numeric value and its meaning within a specific real-world situation
Reading: Reading Closely, Writing Clearly: Grade 5 English Language Arts
A full-year grade 5 ELA course built on close reading of literature and informational text, with writing in all three modes woven through every unit. Students learn to quote text accurately, compare characters and points of view across stories, trace how chapters and stanzas build meaning, and integrate information from two texts on the same topic. Every unit ends with a piece of writing that uses the text students just read as evidence. Passages are public domain or original and provided in full. All units align to CCSS Reading, Writing, Speaking & Listening, and Language standards for grade 5.
Unit 1: Reading with Evidence: Quoting Accurately8 lessons
1.The difference between an exact quotation and a paraphrase
2.Quotation marks marking the boundaries of an author's exact words
3.Relevance of quoted evidence to a specific claim about a character
4.The logical connection between a quotation's exact words and the claim it supports
5.The difference between strong and weak quoted evidence for the same claim
6.An inference about character or event in a previously unseen short story, supported by exact quotation
7.The definition of evidence in the context of textual claims
8.A partner's claim and quoted evidence stated during discussion
Unit 2: Whose Story Is It? Comparing Characters9 lessons
9.Exact quotation of character dialogue (mechanics: quotation marks, no paraphrase)
10.The taught two-question evidence check (what does this show; does it match the claim)
11.The difference between a character's trait, motivation, and reaction
12.Textual evidence of a specific character trait
13.Differing character reactions to a shared event
14.Cause and effect between two characters' actions and motivations
15.Context-clue strategy for unfamiliar character-description vocabulary
16.Written comparison of two characters using quoted evidence, applied to an unread story
17.The evidence standard: one exact quotation per claim, applied to someone else's draft
Unit 3: Whose Eyes Are We Seeing Through? Point of View10 lessons
18.First-person vs. third-person narration signaled by pronoun use (I/we vs. he/she/they)
19.The limitation of first-person narration on access to other characters' inner thoughts
20.The difference between an outside narrator's stance and a character's own perspective inside a third-person text, applied to the taught example itself
21.The difference between an outside narrator's stance and a character's own perspective inside a third-person text
22.Gaps in a first-person narrator's knowledge about another character's motives
23.Differences in narrated details caused by a shift in point-of-view character, in the mentor text
24.Definitions of point of view, first-person narration, and third-person narration
25.The set of details available to a specific alternate point-of-view character in a planned scene rewrite
26.A rewritten narrative paragraph consistent with a specified character's point-of-view knowledge limits
27.Identification of point-of-view type and point-of-view character in an unfamiliar text
Unit 4: How the Pieces Build: Structure in Stories and Poems9 lessons
28.The terms chapter, stanza, scene, and section as named structural units
29.Chapter and stanza boundaries in a specific short story cycle and 3-stanza poem
30.The 4-step checklist itself (name what part 1 withholds, name part 2's reveal, state the change, quote the reveal)
31.The effect of withheld information across two sequential chapters in the mentor short story cycle
32.The shared function of stanza breaks and chapter breaks as meaning-building boundaries
33.Quoted textual evidence supporting a claim about structural meaning-change between two parts
34.The causal relationship between two sequential structural units in a self-selected text, supported by textual evidence
35.The relative strength of two competing explanations for a suspense effect in an untaught short story excerpt
36.The effect of a specific author's structural choice on reader suspense, in peer discussion format
Unit 5: Two Texts, One Topic: Integrating Information8 lessons
37.Exact quoting from an informational text (retrieved from Unit 1)
38.Note-taking sorted by source across two informational texts
39.Paraphrasing a stated fact
40.Points of agreement and disagreement between two informational texts on one topic
41.Possible reasons for disagreement between two informational sources
42.Attributing a fact to its source text by name
43.Synthesizing sourced facts from two texts into one coherent piece of informative writing
44.Completeness of source attribution in a draft informative piece
Unit 6: Building a Story: Narrative Writing with Structure9 lessons
45.Orientation elements (character, setting, time) in a narrative opening
46.Dialogue that reveals character feeling indirectly
47.An earned ending that resolves the narrative's stated problem
48.Scene-to-scene structure of an original narrative
49.Character development through dialogue and description across scenes
50.A revised ending that resolves the story's stated problem, guided by feedback
51.Dialogue punctuation and correlative conjunction usage
52.Transition words signaling scene-to-scene shifts in time or setting
53.A complete original narrative applying orientation, scene structure, and earned resolution
Unit 7: Taking a Side: Opinion Writing with Reasons8 lessons
54.An opinion claim written as a complete sentence
55.The distinction between a claim, a reason, and evidence
56.The link between one reason and one piece of supporting evidence
57.Linking words that connect reasons to evidence
58.The sequence of reasons within an opinion essay
59.A concluding statement that follows from the argument
60.The strength of the link between reason and evidence across two arguments built from identical facts
61.A five-paragraph opinion essay structure
Unit 8: Explaining Clearly: Informative Writing and Year-End Synthesis10 lessons
62.The definition and function of citing a source
63.The parts of a grouped, cited paragraph shown in a worked example
64.Grouping related information into paragraphs
65.The relationship between a topic sentence and its supporting facts
66.Agreement and disagreement between two informational texts on one topic
67.The exact-quoting procedure applied to informative writing
68.Introductions that preview upcoming sections
69.Conclusions that state why the information matters
70.Overall structure planning for an informative essay from novel two-source material
71.Completeness of source-naming for each cited fact in a draft
Social Studies: The American Story Begins: Peoples, Contact, and a New Nation
This course traces North American history from the diverse civilizations that existed before European contact through the founding of the United States. Students examine indigenous nations on their own terms, the motives and consequences of European exploration, the regional development of colonial society including the lived experience of enslaved people, the causes of the Revolution, the war itself, and the founding documents that structured the new nation. Reading and writing are grounded in primary and secondary sources at grade-appropriate complexity. Hard history is presented honestly, at a fifth grader's depth, without graphic detail.
Unit 1: Nations Before Contact10 lessons
1.The five Native culture regions (Eastern Woodlands, Plains, Southwest, Northwest Coast, Arctic/Subarctic) and their locations
2.The four core unit vocabulary terms (nation, resource, adapt, culture region) and their taught picture examples
3.Specific Native nation names tied to Eastern Woodlands, Plains, and Southwest regions
4.The relationship between regional climate/resources and housing adaptation
5.Regional food sources (e.g., Plains bison hunting vs. Southwest irrigation farming) and their geographic basis
6.The general pattern linking climate/resource clues to culture region classification
7.Oral tradition and archaeological evidence as sources of history
8.Governance structures among Native nations (e.g., Haudenosaunee Confederacy council)
9.The word 'discovery' as applied to land that was already inhabited
10.The combined region-nation-adaptation relationship for three specific nations
Unit 2: Contact and Consequence8 lessons
11.The three explorer motives (God, gold, glory) as applied to specific voyages
12.The routes of the Columbus 1492 voyage and one non-Spanish exploration voyage
13.The Columbian Exchange of specific crops, animals, and disease across the Atlantic
14.The relative scale of epidemic disease versus warfare in Native population decline after contact
15.Two paired accounts (one Native, one European) of a single named contact event
16.The relationship between a writer's motive and the details chosen in a first-hand or adapted account
17.The fairness claim about the Columbian Exchange, weighed against crop, disease, and population evidence
18.A novel pair of contact-event accounts not used in any prior lesson
Unit 3: Colonial Life, Region by Region9 lessons
19.Geographic features of the three colonial regions
20.The link between regional geography and regional economy
21.The distinction between indentured servitude and chattel slavery
22.The daily and family life of enslaved people under chattel slavery
23.The triangular trade route and its cargo
24.The causal role of geography in producing different regional economies
25.The pattern connecting geography, economy, and labor system
26.The three-region comparison chart structure
27.An argument about regional resistance to change, supported by regional evidence
29.The specific taught reason for each named British act, as presented in the Day 3-8 worked examples
30.British motive for post-war taxation policy (Sugar Act, Stamp Act) tied to war debt and colonial trade
31.Types of colonial response to British acts
32.Sequence and escalation pattern of events between 1765 and 1774
33.Loyalist reasoning as revealed in a primary-source letter or broadside
34.Point-of-view differences between Patriot and Loyalist accounts of the same event
35.Single-event-cause claim about the Boston Tea Party, tested against the full grievance timeline
36.Relative importance of causes of the Revolution, applied to unfamiliar colony-specific grievance evidence
37.Claim-based argument paragraph ranking causes of the Revolution
Unit 5: Fighting for Independence10 lessons
38.The Unit 4 list of colonial grievances (taxation without representation, quartering, trade restriction, etc.)
39.The connection between a named Unit 4 grievance word and a specific real event that illustrates it
40.The dual function of the Declaration of Independence as both grievance list and formal announcement of separation
41.The geographic setting of the Saratoga and Yorktown campaigns
42.The geographic setting of Revolutionary War battles beyond the two directly modeled
43.The effect of the 1778 French alliance on military and supply resources
44.The differing risks and choices facing women, Black Americans, and Native nations during the Revolutionary War
45.The cause-and-effect relationship between one turning point (Saratoga or Yorktown) and the war's outcome
46.The range of plausible wartime allegiance choices given a person's circumstances
47.Grievance language within the Declaration of Independence excerpt
Unit 6: A Nation Tries to Govern Itself11 lessons
48.The Articles of Confederation's distribution of power between states and central government
49.The causal link between fear of tyranny and the design choice of a weak central government
50.The three named structural weaknesses of the Articles of Confederation
51.The consequence chain from no taxing power to unpaid debts
52.Shays' Rebellion as a case of the Articles' weaknesses producing a farmer uprising
53.Differing points of view in two texts describing Shays' Rebellion
54.The states' 1786-87 decision to convene a fix-it meeting rather than start over
55.Compromise as a concept applied to a scenario with two competing interests
56.Compromise as a solution strategy applied to a state-boundary dispute, reached by comparing its structure to prior classroom scenarios
57.Evidence about the Articles of Confederation sorted into strengths and weaknesses categories
58.A written recommendation memo proposing changes to the Articles of Confederation
Unit 7: Framing a New Government12 lessons
59.The link between a named Articles-of-Confederation weakness and its constitutional fix (e.g., no power to tax fixed by Congress's taxing power)
60.The Virginia Plan, New Jersey Plan, and the Great Compromise's two-house solution
61.The basic function of each of the three branches of government, as directly named in class
62.Division of powers between state and federal government under federalism
63.The three branches of government and one checks-and-balances example per branch
64.The Anti-Federalist objection that the original Constitution lacked explicit protection of individual rights
65.The specific protection named in each of three taught Bill of Rights amendments
66.The gap between the Declaration's claim of equal rights and the groups excluded from full citizenship under the 1787 Constitution (enslaved people, women, Native nations, most men without property)
67.The Three-Fifths Compromise as a deal over congressional representation that counted enslaved people partially for political power while denying them rights
68.Structural features of governing documents (branch functions, federalism) applied to an unfamiliar text
69.The Preamble's stated purposes and one specific Bill of Rights amendment's protection
70.The fit between the Declaration of Independence's promise of equality and the Constitution's actual treatment of excluded groups
Unit 8: The American Story: Looking Back, Looking Forward8 lessons
71.The year-long chronological sequence of Native nations, contact, and colonial life
72.The causal chain from colonial grievance to revolution to constitutional compromise
73.The recurring theme of ideals versus reality for different groups across the year
74.Differing outcomes of contact for Native nations in different regions
75.The link between a named colonial grievance and a specific constitutional compromise
76.A researched argument answering a course essential question using cross-unit evidence
77.Underrepresented perspectives in the course's primary sources
78.The student's own three-unit evidence-based argument