Math Resources for Parents @ Home

The easiest way to access the engageNY information is through Mr. Gngerich’s Blog. Here is the link. lMr. Gingerich’s Blog

Everything you need is there for you if your child is absent or you are not sure how it was taught. You can always refer to your child’s Practice Set Booklet that should be in their  portfolio each night. We are trying to do a lesson each day as a grade level. I am looking forward to meeting with all of you at conferences.


Lexile information for Parents

Lexile at Home

This section contains topics that detail ways you can use a child’s Lexile measure—and the Lexile measures of books and other reading materials—to foster literacy and learning at home:

Also see our Summer Reading section of the site.

If The Lexile Framework for Reading is completely new to you, then you might want to start with some of these topics in the “About Lexile Measures” section, which also is accessible through the main site menu:

5th Grade IXL Geometry Links

5.G.J Graph points on the coordinate plane to solve real-world and mathematical problems.

5.G.1 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. 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).
Coordinate graph reviews (Fifth grade – R.1)
Coordinate graphs with decimals and negative numbers (Fifth grade – R.2)
Graph points on a coordinate plane (Fifth grade – R.3)

5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Graph points on a coordinate plane (Fifth grade – R.3)
Coordinate graphs as maps(Fifth grade – R.4)
Relative coordinates: follow directions (Fifth grade – R.5)

The goal is that each child will master all of the available geometry links….(a couple need a flash player and must be done at home, not on the iPads)

5.G.K Classify two-dimensional figures into categories based on their properties.

5.G.4 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.
Classify quadrilaterals (Fifth grade – B.7)
Classify quadrilaterals

5.G.5 Classify two-dimensional figures in a hierarchy based on properties.
Identify planar and solid figures (Fifth grade – B.1)
Identify planar and solid figures
Types of triangles (Fifth grade – B.2)
Types of triangles
Open and closed shapes and qualities of polygons (Fifth grade – B.3)
Open and closed shapes
Regular and irregular polygons (Fifth grade – B.4)
Regular and irregular polygons
Number of sides in polygons (Fifth grade – B.5)
Number of sides in polygons
Which figure is being described? (Fifth grade – B.6)
Which figure is best described
Classify quadrilaterals (Fifth grade – B.7)
Classify quadrilaterals

IXL Operations and Algebraic Thinking

5.OA Operations and Algebraic Thinking

5.OA.A Write and interpret numerical expressions.
5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Simplify expressions using order of operations (Fifth grade – Q.1)

5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
Variable expressions(Fifth grade – Q.2)
Write equations to represent word problems (Fifth grade – Q.4)

5.OA.B Analyze patterns and relationships.
5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.
Functions tables( Fifth grade – Q.7)
Converting graphs (Fifth grade – Q.8)
Graph linear functions (Fifth grade – Q.10)
Coordinate graphs reviews (Fifth grade – R.1 )

IXL Number and Operations in Base Ten

5.NBT.C Understand the place value system.

5.NBT.1 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.
Place values (Fifth grade – A.1)
Place Value
Convert between place values (Fifth grade – A.2)
Convert between place values
Place values in decimal numbers (Fifth grade – C.3)
Place values in decimal numbers

5.NBT.2 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. Use whole-number exponents to denote powers of 10.
Scientific notation (Fifth grade – A.11)
Scientific Notation
Multiplication patterns over increasing place values (Fifth grade – F.3)
Multiplication patterns over increasing place values
Multiply numbers ending in zeroes (Fifth grade – F.4)
Multiplication numbers ending in zero
Multiply numbers ending in zeroes: word problems (Fifth grade – F.5)
Word problems
Multiply a decimal by a power of ten (Fifth grade – G.2)
Multiply a decimal by a power of ten
Division patterns over increasing place values (Fifth grade – H.7)
Division patterns over increasing place values
Divide by powers of ten (Fifth grade – I.1)
Division by powers of ten
Decimal division patterns over increasing place values (Fifth grade – I.2)
Decimal division patternsover increasing place values

5.NBT.3 Read, write, and compare decimals to thousandths.
5.NBT.3.a Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
What decimal number is illustrated? (Fifth grade – C.1)
What decimal number is illustrated?
Understanding decimals expressed in words (Fifth grade – C.2)
Understanding decimals expressed in words
Place values in decimal numbers (Fifth grade – C.3)
Place values in decimal numbers

5.NBT.3.b Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Equivalent decimals (Fifth grade – C.4)
Equivalent decimals
Decimal number lines (Fifth grade – C.6)
Decimal number lines
Compare decimal numbers (Fifth grade – C.7)
Compare decimal numbers
Put decimal numbers in order (Fifth grade – C.8)
Put decimal numbers in order
Inequalities with decimal multiplication (Fifth grade – G.10)
Inequalities with decimal multiplication

5.NBT.4 Use place value understanding to round decimals to any place.
Round decimals (Fifth grade – C.5)
Round decimals
Estimate sums and differences of decimals (Fifth grade – E.6)
Estimate sums and differences of decimals

5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Add and subtract money: word problems (Fifth grade – D.4)
Add and subtract decimal numbers (Fifth grade – E.1)
Add and subtract decimals: word problems (Fifth grade – E.2)
Choose decimals with a particular sum or difference (Fifth grade – E.3)
Complete the addition or subtraction sentence (Fifth grade – E.4)
Inequalities with decimal addition and subtraction (Fifth grade – E.5)
Multiply a decimal by a one-digit whole number (Fifth grade – G.3)
Multiply a decimal by a multi-digit whole number (Fifth grade – G.4)
Multiply decimals and whole numbers: word problems (Fifth grade – G.5)
Multiply money amounts: word problems (Fifth grade – G.6)
Multiply three or more numbers, one of which is a decimal (Fifth grade – G.7)
Multiply two decimals using grids (Fifth grade – G.8)
Multiply two decimals (Fifth grade – G.9)
Divide money amounts: word problems (Fifth grade – H.12)
Division with decimal quotients (Fifth grade – I.3)
Division with decimal quotients and rounding (Fifth grade – I.4)
Division with decimal quotients: word problems (Fifth grade – I.5)
Add, subtract, multiply, and divide decimals (Fifth grade – P.3)
Add, subtract, multiply, and divide decimals: word problems (Fifth grade – P.4)
Price lists (Fifth grade – U.1)
Unit prices (Fifth grade – U.2)

Upcoming Field Trip, Sept. 24th

Just to let those of you know who have to take a day off of work for a field trip, it looks like we will be going the 24th of Sept., a Thurdsay, to the Columbia Gorge (Sternwheeler, Multnomah Falls, and the Bonneville Dam and Fish Hatchery). I will be posting more information soon.

Whole Brain Teaching

Dear Parents,
As the year progresses, you may notice that our classroom doesn’t run like other classrooms. We will be learning through Whole Brain Teaching, a research based system that utilizes all areas of the brain, keeps children engaged throughout their lessons, and helps them retain much more information than the standard lecture-discussion model.
Whole Brain Teaching is a highly interactive form of instruction that delivers information to students in short “chunks.” Kids then teach what they have just learned to their partners, using hand-gestures to help remember specific vocabulary.  While students teach each other, the teacher walks around the room to discover who understands the lesson and who needs more instruction.
Research shows that children retain more information when they have an opportunity to put it into their own words and use gestures to emphasize key instructional units …plus, it’s amazingly fun! For more information about Whole Brain Teaching please contact me, come by for a classroom visit (after October 1st) and/or go to
Mrs. Kathryn Huserik
5th Grade Teacher
503-263-7120 ext. 3224

P.S. Watch for papers coming home in their portfolios each day. On Fridays (or the last day of the school week) kids will bring the week’s papers home, in the “take home take out” section that we have labeled. They should be bringing them to you by 5th grade, but if they don’t ,ask and check please. Our planners are another place that needs to be checked daily. You can see assigned homework and any “notes/reminders” that we have written in during the day. You are welcome to write me a note and I will respond if your student shows it to me. I will also write you notes occasionally when the need arises.
P.S.S. Save the date for our first field trips.
Sept. 24th, Thursday, Columbia River Gorge Tour……including the Sternwheeler, Bonneville Dam and Fish Hatchery, and Multnomah Falls.

Fifth Grade Editing Expectations

Sometimes it is hard as a parent to know exactly what your child should be able to do at each grade level. So I put together this document as a guide for you and your student. They will be using it in class as well as at home. Hope you find it useful.

Grade 5, Editing Expectations for your Student

*Reread! (5-6 times)
Circle most misspelled words.
Correct the spelling of most of these.
*Look it up in your Quick Word Book
*Ask a friend or an available adult (if not an assessment piece)
*Use our Scholastic Children’s Dictionary to look up the word
*Use your ipod to check spelling
Spell out numbers (one, twenty, thirty-five).

End every sentence with correct punctuation (., !. ?).
Use quotation marks when someone is talking.
Use commas when you list more than two things (cat, dog, and iguana).

Start each sentence with a capital letter.
I is always capitalized.
Specific names and places are capitalized (Eccles Elementary School).
No capitals in the middle of sentences for the words that are not proper nouns (names and places).
Important words in a title are capitalized.
Use a capital letter to begin dialogue.

Make sure sentences make sense (sound right and go together).
Cross out words that don’t belong or are boring and add better words. (word choice)
Indent each paragraph (and can skip a line to show new paragraph).
Use proper format for things like a friendly letter.

Make sure reader(s) can read it.
Use your best handwriting.
Make sure there are spaces between your words.
All letters are formed correctly and are the right height.
Slow down!

Suggestions to Parents to produce Great Writers

*Read interesting stories (fiction and nonfiction) and poetry aloud to your child, regardless of your child’s age. They are never too old to enjoy being read to. Reading exposes children to vocabulary and language they may not yet be able to read independently. Children need to “hear” literary language before they can use it in their own writing.

*Have lots of paper, cards, stationary, markers, pens, and pencils around and perhaps a blank book that could be used as a journal. Encourage writing for real reasons; thank you notes, invitations, lists, letters, requests, and special occasions.

*Write notes to your child. Tuck a complimentary note inside their lunch box (you should see their faces when they find one) Notes in birthday cards and special occasions are always a hit.

*Encourage your child to read widely (lots of variety). Join the public library. Give books as gifts for special occasions. Help your child establish a personal home library. Be a reading model yourself. The best writers are almost always the best readers.

*Help your child’s imagination blossom. Tell stories to and with each other. For many children, it is easier to write once they have spoken the words aloud to someone.

*Use reading and writing for pleasure, never punishment.

Homework Expectations

My classes will have homework Monday-Thursday for approximately 50 min. per night. Please look over your child’s work and check their planner each night for notes and reminders. If your student is unable to complete classwork for any reason (slow work pace, talking, absence), they may need to finish it at home. This would be above and beyond the regular homework. We will try to get as much done in school each day (3-3:20 is study time in my room) and hopefully that will help give you more family time in the evenings. It will still be important for each family to check over their work and make sure they are understanding the concepts.
All students have an IXL standard to master each day. In order to practice and show understanding, they need to be at at least 80%, but preferably 100%. If this isn’t finished at study time at the end of the day, they may need to accomplish it at home.