Fifth grade Colorado Academic Standards (CAS) and standards-based resources can now be accessed from one page. Grade level pages were created to serve teachers who provide instruction in multiple content areas. To read descriptions of the available resources, return to the main Elementary Education Resources page.
Content Connection Samples
- Comprehensive Health Standards (Word or PDF)
- Curriculum Overview Samples
- Instructional Unit Samples
- Family and Community Guide
- Vertical Progressions
- Standards Graphic Organizer
Comprehensive Health Grade Level Expectations:
Standard 2. Physical and Personal Wellness
- Demonstrate the ability to engage in healthy eating behaviors
- Explain the structure, function, and major parts of the human reproductive system
- Describe the physical, social, and emotional changes occurring at puberty
- Demonstrate interpersonal communication skills needed to discuss personal health problems to establish and maintain personal health and wellness
- Comprehend concepts, and identify strategies to prevent the transmission of disease
Standard 3. Emotional and Social Wellness
- Analyze internal and external factors that influence mental and emotional health
Standard 4. Prevention and Risk Management
- Access valid information about the effects of tobacco use and exposure to second-hand smoke, and prescription and over-the-counter drugs
- Demonstrate pro-social behaviors that reduce the likelihood of physical fighting, violence, and bullying
- Demonstrate basic first aid and safety procedures
Dance Grade Level Expectations:
Standard 1. Movement, Technique, and Performance
- Perform basic dance movements
- Perform a movement phrase, or dance with a variety of intent
Standard 2. Create, Compose and Choreograph
- Create group studies
- Create a dance incorporating compositional elements
Standard 3. Historical and Cultural Context
- Dances from different cultures have similarities and differences
- Observe dances from different historical periods
Standard 4. Reflect, Connect, and Respond
- Analyze and evaluate dance works
- Use basic dance vocabulary to analyze dance work
- Drama and Theatre Arts Standards (Word or PDF)
- Curriculum Overview Samples
- Instructional Unit Samples
- Family and Community Guides
- Vertical Progressions
- Standards Graphic Organizer
Drama and Theatre Arts Grade Level Expectations:
Standard 1. Create
- Contribute ideas in improvisation and play building
- Develop a variety of visual configurations of the acting space
Standard 2. Perform
- In rehearsal and performance, work as a productive and responsible member of an acting ensemble using scripted or improvisational scene work
- Communicate characters through physical movement, gesture, sound and speech, and facial expressions
Standard 3. Critically Respond
- Identify at least one role of a theatre practitioner
- Give, accept and integrate constructive and supportive feedback from self and others
- Demonstrate understanding of historical and cultural context of scripts, scenes, and performances
- Analyze dramatic text in scenes and script
Mathematics Grade Level Expectations:
Standard 1. Number Sense, Properties, and Operations
- The decimal number system describes place value patterns and relationships that are repeated in large and small numbers and forms the foundation for efficient algorithms
- Formulate, represent, and use algorithms with multi-digit whole numbers and decimals with flexibility, accuracy, and efficiency
- Formulate, represent, and use algorithms to add and subtract fractions with flexibility, accuracy, and efficiency
- The concepts of multiplication and division can be applied to multiply and divide fractions
Standard 2. Patterns, Functions, and Algebraic Structures
- Number patterns are based on operations and relationships
Standard 3. Data Analysis, Statistics, and Probability
- Visual displays are used to interpret data
Standard 4. Shape, Dimension, and Geometric Relationships
- Properties of multiplication and addition provide the foundation for volume an attribute of solids
- Geometric figures can be described by their attributes and specific locations in the plane
Music Grade Level Expectations:
Standard 1. Expression of Music
- Perform using enhanced musical techniques
- Perform more complex rhythmic, melodic, and harmonic patterns
- Perform melodies using traditional notation
Standard 2. Creation of Music
- Improvise question and answer and basic musical phrases
- Notate simple compositions
Standard 3. Theory of Music
- Analyze and apply dynamics, tempo, meter, and articulation using appropriate music vocabulary
- Analyze aurally and visually notation of form in music
- Analyze more complex instrumental and vocal examples
- Comprehension and application of melodic, rhythmic, and harmonic patterns
Standard 4. Aesthetic Valuation of Music
- Explain and defend personal preferences for specific music
- Articulate the meaning in music according to elements, aesthetic qualities, and human responses
- Physical Education Standards (Word or PDF)
- Curriculum Overview Samples
- Instructional Unit Samples
- Family and Community Guides
- Vertical Progressions
- Standards Graphic Organizer
Physical Education Grade Level Expectations:
Standard 1. Movement Competence and Understanding
- Demonstrate mature form for all basic locomotor, nonlocomotor, manipulative, and rhythmic skills
- Demonstrate understanding of how to combine and apply movement concepts and principles to learn and develop motor skills
Standard 2. Physical and Personal Wellness
- Understand and apply basic principles of training to improving physical fitness
- Demonstrate understanding of skill-related components of fitness and how they affect physical performance
- Connect the health-related fitness components to the body systems
Standard 3. Emotional and Social Wellness
- Assess and take responsibility for personal behavior and stress management
- Choose to participate cooperatively and productively in group and individual physical activities
- Identify personal activity interests and abilities
Standard 4. Prevention and Risk Management
- Understand and utilize safe and appropriate warm-up, pacing, and cool-down techniques for injury prevention and safe participation
- Reading, Writing, and Communicating Standards (Word or PDF)
- Curriculum Overview Samples
- Instructional Unit Samples
- Family and Community Guides
- Vertical Progressions
- Standards Graphic Organizer
Reading, Writing, and Communicating Grade Level Expectations:
Standard 1. Oral Expression and Listening
- Effective communication requires speakers to express an opinion, provide information, describe a process, and persuade an audience
- Listening strategies are techniques that contribute to understanding different situations and serving different purposes
Standard 2. Reading for All Purposes
- Literary texts are understood and interpreted using a range of strategies
- Ideas found in a variety of informational texts need to be compared and understood
- Knowledge of morphology and word relationships matters when reading
Standard 3. Writing and Composition
- The recursive writing process contributes to the creative and unique literary genres for a variety of audiences and purposes
- The recursive writing process creates stronger informational and persuasive texts for a variety of audiences and purposes
- Conventions apply consistently when evaluating written texts
Standard 4. Research and Reasoning
- High-quality research requires information that is organized and presented with documentation
- Identifying and evaluating concepts and ideas have implications and consequences
- Quality reasoning requires asking questions and analyzing and evaluating viewpoints
Science Grade Level Expectations:
Standard 1. Physical Science
- Mixtures of matter can be separated regardless of how they were created; all weight and mass of the mixture are the same as the sum of weight and mass of its parts
Standard 2. Life Science
- All organisms have structures and systems with separate functions
- Human body systems have basic structures, functions, and needs
Standard 3. Earth Systems Science
- Earth and sun provide a diversity of renewable and nonrenewable resources
- Earth’s surface changes constantly through a variety of processes and forces
- Weather conditions change because of the uneven heating of Earth’s surface by the Sun’s energy. Weather changes are measured by differences in temperature, air pressure, wind and water in the atmosphere and type of precipitation.
- Social Studies Standards (Word or PDF)
- Curriculum Overview Samples
- Instructional Unit Samples
- Family and Community Guides
- Vertical Progressions
- Standards Graphic Organizer
Social Studies Grade Level Expectations:
Standard 1. History
- Analyze historical sources from multiple points of view to develop an understanding of historical context
- The historical eras, individuals, groups, ideas, and themes in North America from 1491 through the founding of the United States government
Standard 2. Geography
- Use various geographic tools and sources to answer questions about the geography of the United States
- Causes and consequences of movement
Standard 3. Economics
- Government and market structures influence financial institutions
- Utilizing financial institutions to manage personal finances (PFL)
Standard 4. Civics
- The foundations of citizenship in the United States
- The origins, structure, and functions of the United States government
Visual Arts Grade Level Expectations:
Standard 1. Observe and Learn to Comprehend
- Visual arts connect multiple characteristics of art
- Visual arts communicate the human experience
- Visual arts learning involves analyzing the formal and sensory qualities of art
Standard 2. Envision and Critique to Reflect
- Evaluative criteria is used when responding to works of art
- Specific methods of planning support the development of intended meaning
Standard 3. Invent and Discover to Create
- Use artistic media and expression to communicate personal and objective points of view
- Create art using technological media
- Apply an understanding of art processes and creative thinking to plan and create art
Standard 4. Relate and Connect to Transfer
- Artists, viewers, and patrons assign intended meaning to works of art
- Artists, viewers, and patrons respond to art from familiar and unfamiliar cultures
- World Languages Standards*
- Curriculum Overview Samples
- Family and Community Guides
- Vertical Progressions
- Standards Graphic Organizers
World Languages Focus of Each Range Level Expectation:
Standard 1. Communication in Languages Other Than English
- Focus: Interpersonal Communication Mode
- Focus: Interpretive Communication Mode
- Focus: Presentational Communication Mode
Standard 2. Knowledge and Understanding of Other Cultures
- Focus: Perspectives and Practices
- Focus: Perspectives and Products
Standard 3. Connections with Other Disciplines and Information Acquisition
- Focus: Target Language Resources Connected to Other Content Areas
- Focus: Information and Viewpoints in Authentic Resources
Standard 4. Comparisons to Develop Insight into the Nature of Language and Culture
- Focus: Similarities and Difference between target language and student's own
- Focus: Similarities and Difference between target culture(s) and student's own
