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English Language Arts 116 standards

Reading

  • Comprehension
  • Develop and demonstrate reading skills in response to text by:
  • 5.R.1.A.adrawing conclusions, inferring by referencing textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
  • 5.R.1.A.bdrawing conclusions by providing textual evidence of what the text says explicitly as well as inferences drawn from the text
  • 5.R.1.A.cmonitoring comprehension and making corrections and adjustments when understanding breaks down
  • Vocabulary
  • Develop an understanding of vocabulary by:
  • 5.R.1.B.adetermining the meaning of academic English words derived from Latin, Greek, or other linguistic root words and their prefixes and suffixes through context
  • 5.R.1.B.busing context to determine meaning of unfamiliar or multiple-meaning words
  • 5.R.1.B.cconstructing analogies
  • 5.R.1.B.dexplaining the meaning of common idioms, adages, similes, metaphors, hyperboles and other sayings in text
  • 5.R.1.B.eidentifying and using words and phrases that signal contrast, addition, and relationships
  • 5.R.1.B.fusing a dictionary, a glossary, or a thesaurus (printed or electronic) to determine pronunciations, parts of speech, meanings, and alternate word choices
  • 5.R.1.B.gusing conversational, general academic, and domain- specific words and phrases
  • Making Connections
  • Compare, contrast, and analyze relevant connections between:
  • 5.R.1.C.atext to text (ideas and information in various fiction and nonfiction works, using compare and contrast)
  • 5.R.1.C.btext to world (text ideas regarding experiences in the world by demonstrating an awareness that literature reflects a cultural and historical time frame)
  • Independent Text
  • Read independently for multiple purposes over sustained periods of time by:
  • 5.R.1.D.areading text that is developmentally appropriate
  • 5.R.1.D.bproducing evidence of reading
  • Fiction
  • Read, infer, analyze, and draw conclusions :
  • 5.R.2.A.acompare and contrast the roles and functions of characters in various plots, their relationships, and their conflicts
  • 5.R.2.A.bexplain the theme or moral lesson, conflict and resolution in a story or novel
  • 5.R.2.A.cdescribe how a narrator’s or speaker’s point of view influences events
  • 5.R.2.A.drecognize foreshadowing
  • 5.R.2.A.eexplain the effect of a historical event or movement in literature
  • 5.R.2.A.fintroduce origin myths, and culturally significant character/ events in mythology
  • 5.R.2.A.gintroduce different forms of third-person points of view in stories
  • Poetry
  • Read, infer, and draw conclusions to:
  • 5.R.2.B.aexplain how poets use sound and visual elements in poetry
  • 5.R.2.B.bidentify forms of poems
  • Drama
  • Read, infer, and draw conclusions to:
  • 5.R.2.C.aanalyze the similarities between an original text and its dramatic adaptation
  • 5.R.2.C.bexplain structural elements of dramatic literature
  • 5.R.2.C.cevaluate the critical impact of sensory details, imagery, and figurative language
  • Text Features
  • Read, infer, and draw conclusions to:
  • 5.R.3.A.ause multiple text features and graphics to locate information and gain an overview of the contents of text information
  • 5.R.3.A.binterpret details from procedural text to complete a task, solve a problem, or perform an action
  • 5.R.3.A.cinterpret factual or quantitative information
  • Literary Techniques
  • Read, infer, and draw conclusions to:
  • 5.R.3.B.aevaluate if the author’s purpose was achieved, identify reasons for the decision, and provide evidence to support the claim
  • Read, infer and draw conclusions to:
  • 5.R.3.B.banalyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent
  • 5.R.3.B.cverify facts through established methods
  • 5.R.3.B.didentify the author’s viewpoint or position, supporting premises and evidence, and conclusion of a persuasive argument
  • 5.R.3.B.erecognize exaggerated, contradictory, or misleading statements
  • 5.R.3.B.fexplain the type of evidence used to support a claim in a persuasive text
  • 5.R.3.B.guse reasoning to determine the logic of an author’s conclusion and provide evidence to support reasoning
  • Text Structures
  • Read, infer and draw conclusions to:
  • 5.R.3.C.aidentify devices used in biographies and autobiographies, including how an author presents major events in a person’s life
  • 5.R.3.C.bexplain the difference between a stated and implied purpose for an expository text
  • 5.R.3.C.canalyze how the pattern of organization of a text influences the relationships
  • 5.R.3.C.danalyze multiple accounts of the same event or topic, noting similarities and differences in the point of view
  • 5.R.3.C.eintegrate information from several texts on the same topic in order to write or speak about the subject knowledgeably
  • Digital and Media Literacy
  • Read to develop an understanding of media and its components by:
  • 5.R.4.A.aexplaining how messages conveyed in various forms of media are presented differently
  • 5.R.4.A.bcomparing and contrasting the difference in techniques used in media
  • 5.R.4.A.cidentifying the point of view of media presentations
  • 5.R.4.A.danalyzing various digital media venues for levels of formality and informality
  • 5.R.4.A.eexplaining textual and graphics features of a web page and how they help readers to comprehend text

Reading Foundations

  • Phonics
  • Develop phonics in the reading process by:
  • 5.RF.3.A.adecoding words using knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read unfamiliar multi-syllabic words in context
  • 5.RF.3.A.breading root words, prefixes, and suffixes and important words from all specific content curricula
  • Fluency
  • Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing) with purpose and for comprehension
  • 5.RF.4.A.ause context to confirm or self-correct word recognition and understanding, rereading as necessary

Writing

  • Prewriting
  • Follow a writing process to plan a first draft by:
  • 5.W.1.A.aselecting a genre appropriate for conveying the purpose to an intended audience
  • 5.W.1.A.bformulating questions related to the topic
  • 5.W.1.A.caccessing prior knowledge or building background knowledge related to the topic
  • 5.W.1.A.dusing a prewriting strategy
  • Draft
  • Appropriate to genre type, develop a draft from prewriting by:
  • 5.W.1.B.achoosing an appropriate organizational structure and building on one main idea to create a multiple paragraph text appropriate to the genre
  • 5.W.1.B.bestablishing and supporting a main idea with an overall topic sentence at, or near, the beginning of the first paragraph
  • 5.W.1.B.ccategorizing, organizing, and sequencing facts, details, and/or events (from sources when appropriate) into clear introductory, supporting, and concluding paragraphs applicable to the organizational structure
  • 5.W.1.B.drestating the overall main idea in the concluding statement
  • 5.W.1.B.eaddressing an appropriate audience, organization, and purpose
  • Revise/Edit
  • Reread, revise, and edit drafts with assistance to:
  • 5.W.1.C.astrengthen writing as needed by revising: • main idea • sequence (ideas) • focus • beginning/middle /end • details/facts (from sources, when appropriate) • word choice (related to the topic) • sentence structure • transitions • audience and purpose • voice
  • 5.W.1.C.bedit for language conventions
  • Produce/Publish and Share Writing
  • With assistance from adults/peers:
  • 5.W.1.D.ause technology, including the Internet, to produce and publish writing
  • 5.W.1.D.bdemonstrate sufficient command of keyboarding skills to type a minimum of two pages, ideally in a single sitting
  • Opinion/Argumentative
  • Write opinion texts that:
  • 5.W.2.A.aintroduce a topic or text being studied using an introductory paragraph that clearly supports the writer’s purpose
  • 5.W.2.A.bstate an opinion or establish a position and provide relevant reasons for the opinion supported by multiple facts and details
  • 5.W.2.A.cuse specific and accurate words that are related to the topic, audience, and purpose
  • 5.W.2.A.dcontain information using student’s original language, except when using direct quotation from a source
  • 5.W.2.A.ereference the name of the author(s) or name of the source used for details or facts included in the text
  • 5.W.2.A.fuse transitions to connect opinion and reason
  • 5.W.2.A.gorganize the supporting details/reasons into introductory, supporting, and concluding paragraphs
  • Informative/Explanatory
  • Write informative/ explanatory texts that:
  • 5.W.2.B.aintroduce a topic using a topic sentence in an introductory paragraph
  • 5.W.2.B.bdevelop the topic into supporting paragraphs from sources, using topic sentences with facts, details, examples, and quotations
  • 5.W.2.B.cuse an organizational format that suits the topic
  • 5.W.2.B.duse specific, relevant, and accurate words that are suited to the topic, audience, and purpose
  • 5.W.2.B.econtain information using student’s original language, except when using direct quotations from a source
  • 5.W.2.B.fuse transition words to connect ideas within and across categories of information
  • 5.W.2.B.guse text structures when useful
  • 5.W.2.B.hcreate a concluding paragraph related to the information
  • Narrative/Literary
  • Write fiction or non-fiction narratives and poems that:
  • 5.W.2.C.aestablish a setting, situation/topic and introduce a narrator and/or characters
  • 5.W.2.C.buse narrative techniques, such as dialogue, motivation, and descriptions
  • 5.W.2.C.corganize an event sequence that unfolds naturally to establish a beginning/middle/ end
  • 5.W.2.C.duse a variety of transitions to manage the sequence of events
  • 5.W.2.C.euse specific, relevant, and accurate words that are suited to the topic, audience, and purpose
  • Research Process
  • Apply research process to:
  • 5.W.3.A.agenerate a list of subject appropriate topics
  • 5.W.3.A.bformulate and refine an open-ended research question
  • 5.W.3.A.cfollow guidelines for collecting and recording information
  • 5.W.3.A.dselect relevant resources, literary and informational
  • 5.W.3.A.eassess relevance, accuracy, and reliability of information in print and digital sources
  • 5.W.3.A.fconvert graphic/visual data into written notes
  • 5.W.3.A.gdifferentiate between paraphrasing and plagiarism when using ideas of others
  • 5.W.3.A.hpresent and evaluate how completely, accurately, and efficiently the research question was explored or answered using established teacher/student criteria
  • 5.W.3.A.irecord bibliographic information from sources according to a standard format

Language

  • Grammar
  • In speech and written form, apply standard English grammar to:
  • 5.L.1.A.aexplain and use the 8 parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, interjection
  • 5.L.1.A.buse relative pronouns and relative adverbs
  • 5.L.1.A.cuse pronouns consistently across a text
  • 5.L.1.A.duse and correct verb tenses
  • 5.L.1.A.eproduce a variety of complex sentences in writingNexStudents lesson: Forming Compound and Complex Sentences
  • Punctuation, Capitalization, Spelling
  • In written text:
  • 5.L.1.B.awrite legibly
  • 5.L.1.B.buse a comma before a coordinating conjunction when writing compound sentences
  • 5.L.1.B.cuse a comma to separate an introductory clause in a complex sentence
  • 5.L.1.B.duse a comma to set off the words yes and no
  • 5.L.1.B.euse italics when keyboarding titles of books, magazines, and newspapers
  • 5.L.1.B.fuse underlining when writing titles of books, magazines, and newspapers
  • 5.L.1.B.guse quotation marks when writing titles of stories, songs, poems, articles
  • 5.L.1.B.huse apostrophes in singular nouns to show possession
  • 5.L.1.B.iwrite apostrophes in regular plural nouns to show possession
  • 5.L.1.B.juse combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots, affixes) to read and spell unfamiliar multi-syllabic words in context

Speaking/Listening

  • Purpose
  • Develop and apply effective listening skills and strategies in formal and informal settings by:
  • 5.SL.1.A.afollowing agreed upon rules for listening and fulfilling discussion rules independently
  • 5.SL.1.A.bposing and responding to specific questions to clarify or following up on information, and making comments that contribute to the discussion to link to the remarks of others
  • 5.SL.1.A.cfollowing, restating, and giving multi-step instructions from or to others in collaborative groups, according to classroom expectations
  • 5.SL.1.A.dlistening for speaker’s message and summarizing main points based on evidence
  • Entertainment
  • Develop and apply effective listening skills and strategies in formal and informal setting by:
  • 5.SL.2.A.aevaluating and modifying own active listening skills
  • Collaborative Discussions
  • Speak clearly and to the point, using conventions of language when presenting individually or with a group by:
  • 5.SL.3.A.asummarizing points made by others before presenting own ideas, according to classroom expectations
  • 5.SL.3.A.bproviding and evaluating evidence to support opinion
  • Presenting
  • Speak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by:
  • 5.SL.4.A.ausing efficient presentation skills with available resources using a variety of media
  • 5.SL.4.A.bplanning an appropriate presentation, based on audience
  • 5.SL.4.A.cemploying appropriate pacing, vocabulary, and gestures to communicate a clear viewpoint

Mathematics 45 standards

Number Sense and Operations in Base Ten

  • Use place value system understanding to perform operations with multi-digit whole numbers to billions and decimals to thousandths.
  • 5.NBT.A.1Read, write and identify numbers from billions to thousandths using number names, base ten numerals and expanded form.
  • 5.NBT.A.2Compare two numbers from billions to thousandths using the symbols >, = or <, and justify the solution.
  • 5.NBT.A.3Understand that in a multi-digit number, a digit represents 1/10 times what it would represents in the place to its left.
  • 5.NBT.A.4Evaluate the value of powers of 10 and understand the relationship to the place value system.
  • 5.NBT.A.5Round numbers from billions to thousandths place.
  • 5.NBT.A.6Add and subtract multi-digit whole numbers and decimals to the thousandths place, and justify the solution.
  • 5.NBT.A.7Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution.
  • 5.NBT.A.8Divide multi-digit whole numbers and decimals to the hundredths place using up to two-digit divisors and four-digit dividends, and justify the solution.

Number Sense and Operations in Fractions

  • Understand the relationship between fractions and decimals (denominators that are factors of 100).
  • 5.NF.A.1Understand that parts of a whole can be expressed as fractions and/or decimals.
  • 5.NF.A.2Convert decimals to fractions and fractions to decimals.
  • 5.NF.A.3Compare and order fractions and/or decimals to the thousandths place using the symbols >, = or <, and justify the solution.
  • Perform operations and solve problems with fractions and decimals.
  • 5.NF.B.4Estimate results of sums, differences and products with fractions and decimals to the thousandths.
  • Justify the reasonableness of a product when multiplying with fractions.
  • 5.NF.B.5aEstimate the size of the product based on the size of the two factors.
  • 5.NF.B.5bExplain why multiplying a given number by a fraction greater than 1 results in a product larger than the given number.
  • 5.NF.B.5cExplain why multiplying a given number by a fraction less than 1 results in a product smaller than the given number.
  • 5.NF.B.5dExplain why multiplying the numerator and denominator by the same number is equivalent to multiplying the fraction by 1.
  • 5.NF.B.6Solve problems involving addition and subtraction of fractions and mixed numbers with unlike denominators, and justify the solution.
  • Extend the concept of multiplication to multiply a fraction or whole number by a fraction.
  • 5.NF.B.7aRecognize the relationship between multiplying fractions and finding the areas of rectangles with fractional side lengths.
  • 5.NF.B.7bCalculate and interpret the product of a fraction by a whole number and a whole number by a fraction.
  • 5.NF.B.7cCalculate and interpret the product of two fractions less than one.
  • Extend the concept of division to divide unit fractions and whole numbers by using visual fraction models and equations.
  • 5.NF.B.8aCalculate and interpret the quotient of a unit fraction by a non-zero whole number.
  • 5.NF.B.8bCalculate and interpret the quotient of a whole number by a unit fraction.

Relationships and Algebraic Thinking

  • Represent and analyze patterns and relationships.
  • Investigate the relationship between two numeric patterns.
  • 5.RA.A.1aGenerate two numeric patterns given two rules.
  • 5.RA.A.1bTranslate two numeric patterns into two sets of ordered pairs.
  • 5.RA.A.1cGraph numeric patterns on the Cartesian coordinate plane.
  • 5.RA.A.1dIdentify the relationship between two numeric patterns.
  • 5.RA.A.2Write a rule to describe or explain a given numeric pattern.
  • Write and interpret numerical expressions.
  • 5.RA.B.3Write, evaluate and interpret numeric expressions using the order of operations.
  • 5.RA.B.4Translate written expressions into algebraic expressions.
  • Use the four operations to represent and solve problems.
  • 5.RA.C.5Solve and justify multi-step problems involving variables, whole numbers, fractions and decimals.

Geometry and Measurement

  • Classify two- and three- dimensional geometric shapes.
  • 5.GM.A.1Understand that attributes belonging to a category of figures also belong to all subcategories.
  • 5.GM.A.2Classify figures in a hierarchy based on properties.
  • 5.GM.A.3Analyze and describe the properties of prisms and pyramids.
  • Understand and compute volume.
  • Understand the concept of volume and recognize that volume is measured in cubic units.
  • 5.GM.B.4aDescribe a cube with edge length 1 unit as a “unit cube” and is said to have “one cubic unit” of volume and can be used to measure volume.
  • 5.GM.B.4bUnderstand that the volume of a right rectangular prism can be found by stacking multiple layers of the base.
  • 5.GM.B.5Apply the formulas V = l Ă— w Ă— h and V = B Ă— h for volume of right rectangular prisms with whole-number edge lengths.
  • Graph points on the Cartesian coordinate plane within the first quadrant to solve problems.
  • Define a first quadrant Cartesian coordinate system.
  • 5.GM.C.6aRepresent the axes as scaled perpendicular number lines that both intersect at 0, the origin.
  • 5.GM.C.6bIdentify any point on the Cartesian coordinate plane by its ordered pair coordinates.
  • 5.GM.C.6cDefine the first number in an ordered pair as the horizontal distance from the origin.
  • 5.GM.C.6dDefine the second number in an ordered pair as the vertical distance from the origin.
  • 5.GM.C.7Plot and interpret points in the first quadrant of the Cartesian coordinate plane.
  • Solve problems involving measurement and conversions within a measurement system.
  • 5.GM.D.8Convert measurements of capacity, length and weight within a given measurement system.
  • 5.GM.D.9Solve multi-step problems that require measurement conversions.

Data and Statistics

  • Represent and analyze data
  • 5.DS.A.1Create a line graph to represent a data set, and analyze the data to answer questions and solve problems.
  • 5.DS.A.2Create a line plot to represent a given or generated data set, and analyze the data to answer questions and solve problems, recognizing the outliers and generating the median.

Science 19 standards

Earth and Space Sciences

  • The Universe and its Stars
  • 5.ESS1.A.1Support an argument that relative distances from Earth affects the apparent brightness of the sun compared to other stars.
  • Earth and the Solar System
  • 5.ESS1.B.1Make observations during different seasons to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.]
  • 5.ESS1.B.2Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular month.]
  • Earth Materials andSystem
  • 5.ESS2.A.1Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on Ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and Ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.]
  • The Role of Water in Earth's Surface Processes
  • 5.ESS2.C.1Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
  • Human Impacts on Earth's System
  • 5.ESS3.C.1Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Engineering, Technology, and Application of Science

  • Defining and Delimiting Engineering Proble6-8
  • 5.ETS1.A.1Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  • Developing Possible Solutions
  • 5.ETS1.B.1Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • Optimizing the Solution Process
  • 5.ETS1.C.1Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Life Sciences

  • Structure and Function
  • 5.LS1.A.1Compare and contrast the major organs/organ System (e.g. support, reproductive, digestive, transport/circulatory, excretory, response) that perform similar functions for animals belonging to different vertebrate classes.
  • Organization for Matter and Energy Flow in Organisms
  • 5.LS1.C.1Support an argument that plants get the materials (i.e. carbon dioxide, water, sunlight) they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil. Clarification Statement: [Do not assess photosynthesis. ]
  • Cycles of matter and Energy Transfer in Ecosystems
  • 5.LS2.B.1Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of System could include Organisms, Ecosystems, and the Earth.]

Physical Sciences

  • Structure and Properties of Matter
  • 5.PS1.A.1Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence supporting a model could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.]
  • 5.PS1.A.2Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.]
  • Types of Interactions of Matter
  • 5.PS1.B.1Plan and conduct investigations to separate the components of a mixture/solution by their physical properties (i.e., sorting, filtration, magnets, screening).
  • 5.PS1.B.2Conduct an investigation to determine whether the combining of two or more substances results in new substances.
  • Types of Interaction
  • 5.PS2.B.1Support an argument that the gravitational force exerted by Earth on objects is directed toward the planet's center. [Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.]
  • Energy in Chemical Process and Everyday
  • 5.PS3.D.1Use models to describe that energy stored in food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]
  • Wave Properties
  • 5.PS4.A.1Develop a model to describe that objects can be seen only when light is reflected off them or when they produce their own light.

Social Studies 52 standards

Knowledge of the principles expressed in documents shaping constitutional democracy in the United States

  • Purposes and principles of the Declaration of Independence
  • 5.PC.1.A.aApply the principles of the Declaration of Independence to the historical time periods being studied and to current events.
  • Purposes and principles of the Constitution
  • 5.PC.1.B.aApply the principles of the U.S. Constitution to the historical time periods being studied and to current events.
  • Purposes and principles of the Bill of Rights
  • 5.PC.1.C.aApply the principles of the Bill of Rights to historical time periods being studied and to current events.
  • Role of citizens and governments in carrying out constitutional principles
  • 5.PC.1.D.aAnalyze ways by which citizens have effectively voiced opinions, monitored government, and brought about change both past and present.
  • Character traits and civic attitudes of significant individuals.
  • 5.PC.1.E.aDescribe the character traits and civic attitudes of historically significant individuals in the United States history from c. 1800 – 2000
  • Knowledge of the symbols of our state and the nation.
  • 5.PC.1.F.aRecognize and explain the significance of national symbols associated with historical events and time periods being studied.

Knowledge of principles and processes of governance systems.

  • Purposes and roles of government
  • 5.GS.2.A.aExplain how the purpose and roles of government have been debated across historical time periods to current times.
  • Dispute resolution
  • 5.GS.2.B.aAnalyze peaceful resolution of disputes by courts or other legitimate authorities in U.S. history from c. 1800 –2000.
  • Processes of governmental systems in decision making
  • 5.GS.2.C.aAnalyze how authoritative decisions are made, enforced and interpreted by the federal government across historical time periods and current events.
  • Functions of governmental systems.
  • 5.GS.2.D.aDistinguish between powers and functions of local, state and national government in the past and present.

Knowledge of continuity and change in the history of Missouri and the United States.

  • Understand the movement of people from many regions of the world to North America.
  • 5.H.3.A.aOutline the territorial expansion of the United States.
  • 5.H.3.A.bDescribe the impact of migration on immigrants and the United States c. 1800-2000.
  • Historical perspective/Thinking/Passage of time
  • 5.H.3.B.aExamine cultural interactions and conflicts among Native Americans, European Americans and African Americans from c. 1800-2000
  • Knowledge of the contributions of significant persons in U.S. history
  • 5.H.3.C.aIdentify and describe the contributions of historically significant individuals to the United States from c. 1800-2000.
  • Political developments and reform movements in the U.S.
  • 5.H.3.E.aExplain the causes and consequences of major political developments and reform in U.S. history from c. 1800-2000
  • Westward Expansion and settlement in the U.S.
  • 5.H.3.F.aInvestigate the causes and consequences of westward expansion c. 1800-2000.
  • Understand the causes and consequences of the Civil War.
  • 5.H.3.G.aIdentify political, economic and social causes and consequences of the Civil War and Reconstruction.
  • Major economic developments in the United States
  • 5.H.3.H.aIdentify political, economic, and social causes and consequences of the Great Depression.
  • Causes, comparisons, and results of major twentieth-century wars.
  • 5.H.3.I.aIdentify political, economic, and social causes and consequences of World War I and WWII on the United States.
  • 5.H.3.I.bIdentify the political, economic and social consequences of the Cold War on the United States.

Knowledge of economic concepts and principles

  • Knowledge of basic economic concepts.
  • 5.E.4.A.aExplain how scarcity, supply and demand, opportunity costs, income, labor, wages and other economic concepts affect our nation’s past, present and future.
  • Factors that influence the economy.
  • 5.E.4.D.aExplain factors, past and present, that influence changes in our nation’s economy.
  • 5.E.4.D.bUse an economic lens to describe the impact of migration on the immigrants and the United States c. 1800-2000

Knowledge of major elements of geographical study and analysis and their relationship to changes in society and the environment.

  • Reading and constructing maps.
  • 5.EG.5.A.aUse geographic sources to acquire information, answer questions and solve problems.
  • 5.EG.5.A.bConstruct maps for relevant social studies topics.
  • Understanding the concept of location to make predictions and solve problems.
  • 5.EG.5.B.aName and locate specific regions, states, capitals, river systems and mountain ranges in the United States based on historical or current topics.
  • 5.EG.5.B.bLocate and describe real places, using absolute and relative location.
  • Understanding the concept of place.
  • 5.EG.5.C.aDescribe and analyze physical characteristics of the nation.
  • 5.EG.5.C.bDescribe and analyze diverse human characteristics of the nation.
  • Relationships within places Human-Environment Interactions.
  • 5.EG.5.D.aEvaluate how people are affected by, depend on, adapt to and change their physical environments in the past and in the present
  • Understanding relationships between and among places.
  • 5.EG.5.E.aEvaluate how changes in communication and transportation technologies affect people’s lives.
  • Understanding relationships between and among regions.
  • 5.EG.5.F.aDescribe different regions in the United States and analyze how their characteristics affect people who live there.
  • Using geography to interpret, explain and predict.
  • 5.EG.5.G.aUse geography to interpret the past, explain the present and plan for the future as appropriate to topics or eras discussed.
  • 5.EG.5.G.bUse a geographic lens to describe the impact of migration on the immigrants and the United States c. 1800-2000.

Knowledge of relationships of the individual and groups to institutions and cultural traditions.

  • Cultural characteristics of all people
  • 5.RI.6.A.aCompare cultural characteristics across historical time periods in the U.S. post c.1800
  • 5.RI.6.A.bDescribe the cultural impact of migration on the immigrants and the United States c. 1800-2000.
  • Methods of resolving conflicts
  • 5.RI.6.B.aEvaluate constructive processes or methods for resolving conflicts.
  • Ideas and beliefs of different cultures
  • 5.RI.6.C.aResearch stories and songs that reflect the cultural history of the United States c. 1800-2000.
  • Cultural heritage and preservation.
  • 5.RI.6.D.aAnalyze the preservation of cultural life, celebrations, traditions, and commemorations over time.
  • Changing of roles of various groups
  • 5.RI.6.E.aExamine the changing roles among Native Americans, Immigrants, African Americans, women and others from 1800-2000

Knowledge of the use of tools of social science inquiry

  • Identify, select, analyze, and evaluate resources to create a product of social science inquiry
  • 5.TS.7.A.aIdentify, select, analyze, and evaluate resources to create a product of social science inquiry.
  • 5.TS.7.A.bEvaluate and use artifacts to share information on social studies' topics.
  • Use visual tools to communicate information and ideas.
  • 5.TS.7.B.aUse visual tools to interpret, draw conclusions, make predictions, and communicate information and ideas.
  • 5.TS.7.B.bCreate and present products such as maps, graphs, timelines, charts and models, diagrams etc. to communicate information and understanding on social studies’ topics.
  • Understanding and supporting, opinion, bias and point of view in sources.
  • 5.TS.7.C.aExplain how facts and opinions affect point of view and/or bias in social studies’ topics.
  • 5.TS.7.C.bIdentify, research, and defend a point of view/position on a social studies’ topic.
  • Conducting and presenting research with appropriate resources.
  • 5.TS.7.D.aConduct and present social studies’ research to an audience using appropriate sources
  • Developing a research plan and identifying resources
  • 5.TS.7.E.aGenerate compelling research questions about a social studies’ topic.
  • 5.TS.7.E.bCreate and apply a research process to investigate a compelling social studies’ question.
  • 5.TS.7.E.cEvaluate and use appropriate resources for investigating a compelling social studies’ question.
  • Conducting and presenting research with appropriate resources.
  • 5.TS.7.F.aConduct and present research on a social studies’ question to an audience, using appropriate sources.
  • Supporting a point of view
  • 5.TS.7.G.aResearch and defend a point of view/position on a social studies’ question.
More Information: Missouri Dates, Sources and Homeschool Law

Missouri Learning Standards, published by the Missouri Department of Elementary and Secondary Education (DESE).

  • Adopted by the state: 2016
  • Science reviewed: September 2024 (DESE's reviewed file)
  • Last checked by NexStudents: September 25, 2026

Copied from the state's own files, word for word. States revise their standards, so check the state's page for the current version.

Homeschool Law in Missouri

School required for ages
7–17
Ways to homeschool
One
Notice to the state
No
Teacher qualifications
No
Required subjects
Yes
Testing or evaluation
Yes
Immunization records
No
Instruction time
1,000 hours a year. 600 of them in reading, math, social studies, language arts and science, and 400 of those 600 at home.
The law
Missouri Revised Statute §167.031

Written from HSLDA's summary of Missouri homeschool law, read September 25, 2026. Laws change and this is not legal advice. Read HSLDA's full step-by-step guide before you file anything.