Human review pending. Please review these activities before treating the coverage or evidence rule as suitable for a learner.
800 supplemental activities; coverage is partial. Completion levels are game progress, not standards mastery.
Four first-try independent successes in five varied checks over two sessions. Product hypothesis, not an Idaho cutoff. Review separately for each skill; never automatically grade creative work or real-world behavior.
Download the complete activity map
Idaho ELA/Literacy · January 3, 2022 · 5.FR-PH.3
Coverage: partial. Adult observation needed; no automatic grade.
Target: transcontinental
Help: Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.
Pip’s example: Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence.
g5.reading.decode-transcontinental.v1Target: misinterpretation
Help: Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.
Pip’s example: Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence.
g5.reading.decode-misinterpretation.v1Target: interdependent
Help: Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.
Pip’s example: Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence.
g5.reading.decode-interdependent.v1Target: unpredictability
Help: Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.
Pip’s example: Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence.
g5.reading.decode-unpredictability.v1Target: reconsideration
Help: Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.
Pip’s example: Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence.
g5.reading.decode-reconsideration.v1Target: photosynthesis
Help: Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.
Pip’s example: Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence.
g5.reading.decode-photosynthesis.v1Target: archaeologist
Help: Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.
Pip’s example: Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence.
g5.reading.decode-archaeologist.v1Target: autobiographical
Help: Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.
Pip’s example: Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence.
g5.reading.decode-autobiographical.v1Target: miscommunication
Help: Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.
Pip’s example: Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence.
g5.reading.decode-miscommunication.v1Target: transportation
Help: Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.
Pip’s example: Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence.
g5.reading.decode-transportation.v1Target: indistinguishable
Help: Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.
Pip’s example: Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence.
g5.reading.decode-indistinguishable.v1Target: uncharacteristic
Help: Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.
Pip’s example: Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence.
g5.reading.decode-uncharacteristic.v1Target: reconstruction
Help: Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.
Pip’s example: Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence.
g5.reading.decode-reconstruction.v1Target: geographical
Help: Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.
Pip’s example: Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence.
g5.reading.decode-geographical.v1Target: disproportionate
Help: Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.
Pip’s example: Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence.
g5.reading.decode-disproportionate.v1Idaho ELA/Literacy · January 3, 2022 · 5.VD-WB.1a–c; 5.VD-AV.3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: an agreement · a measurement · an interruption
Answer: an agreement
Help: Use context and the job of the word; consult a reference when needed.
Pip’s example: Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time.
g5.reading.meaning-0.v1Choices: conflicted with · copied exactly · made easier
Answer: conflicted with
Help: Use context and the job of the word; consult a reference when needed.
Pip’s example: Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time.
g5.reading.meaning-1.v1Choices: easily damaged · very ancient · hard to find
Answer: easily damaged
Help: Use context and the job of the word; consult a reference when needed.
Pip’s example: Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time.
g5.reading.meaning-2.v1Choices: flowing water · the present time · an electrical device
Answer: flowing water
Help: Use context and the job of the word; consult a reference when needed.
Pip’s example: Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time.
g5.reading.meaning-3.v1Choices: reasonable enough to consider · certainly proven · impossible
Answer: reasonable enough to consider
Help: Use context and the job of the word; consult a reference when needed.
Pip’s example: Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time.
g5.reading.meaning-4.v1Choices: Earth’s materials and history · the rules of music · the study of handwriting
Answer: Earth’s materials and history
Help: Use context and the job of the word; consult a reference when needed.
Pip’s example: Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time.
g5.reading.meaning-5.v1Choices: depending on one another · working without connections · having no needs
Answer: depending on one another
Help: Use context and the job of the word; consult a reference when needed.
Pip’s example: Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time.
g5.reading.meaning-6.v1Choices: a person’s account of their own life · a story written by an unknown author · a book about vehicles
Answer: a person’s account of their own life
Help: Use context and the job of the word; consult a reference when needed.
Pip’s example: Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time.
g5.reading.meaning-7.v1Choices: a result of the previous idea · an unrelated example · a change of speaker
Answer: a result of the previous idea
Help: Use context and the job of the word; consult a reference when needed.
Pip’s example: Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time.
g5.reading.meaning-8.v1Choices: a thesaurus used alongside definitions and context · a calendar alone · an unlabeled map
Answer: a thesaurus used alongside definitions and context
Help: Use context and the job of the word; consult a reference when needed.
Pip’s example: Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time.
g5.reading.meaning-9.v1Idaho ELA/Literacy · January 3, 2022 · 5.VD-WB.2a–b
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: It helped people understand. · It produced real fire. · It ended every disagreement.
Answer: It helped people understand.
Help: Connect the comparison or word choice to the situation, not only its literal meaning.
Pip’s example: Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure.
g5.reading.language-0.v1Choices: an effect reaching outward · an idea becoming wet · a complete lack of movement
Answer: an effect reaching outward
Help: Connect the comparison or word choice to the situation, not only its literal meaning.
Pip’s example: Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure.
g5.reading.language-1.v1Choices: the floor · the dancers · the audience’s chairs
Answer: the floor
Help: Connect the comparison or word choice to the situation, not only its literal meaning.
Pip’s example: Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure.
g5.reading.language-2.v1Choices: His confidence felt easily shaken. · He was building a strong ship. · He enjoyed every storm.
Answer: His confidence felt easily shaken.
Help: Connect the comparison or word choice to the situation, not only its literal meaning.
Pip’s example: Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure.
g5.reading.language-3.v1Choices: many opportunities to explore · a room full of salt water · only books about fish
Answer: many opportunities to explore
Help: Connect the comparison or word choice to the situation, not only its literal meaning.
Pip’s example: Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure.
g5.reading.language-4.v1Choices: muttered · announced · proclaimed
Answer: muttered
Help: Connect the comparison or word choice to the situation, not only its literal meaning.
Pip’s example: Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure.
g5.reading.language-5.v1Choices: examined · glanced · peeked
Answer: examined
Help: Connect the comparison or word choice to the situation, not only its literal meaning.
Pip’s example: Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure.
g5.reading.language-6.v1Choices: objected · noticed · wondered
Answer: objected
Help: Connect the comparison or word choice to the situation, not only its literal meaning.
Pip’s example: Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure.
g5.reading.language-7.v1Choices: Time seemed to pass slowly. · The clock moved across the wall. · Waiting ended quickly.
Answer: Time seemed to pass slowly.
Help: Connect the comparison or word choice to the situation, not only its literal meaning.
Pip’s example: Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure.
g5.reading.language-8.v1Choices: The cheers were loud and powerful. · A weather report began. · Everyone was silent.
Answer: The cheers were loud and powerful.
Help: Connect the comparison or word choice to the situation, not only its literal meaning.
Pip’s example: Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure.
g5.reading.language-9.v1Idaho ELA/Literacy · January 3, 2022 · 5.RC-TE.3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence. Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open.
Choices: their display included both · The archive display was due on Friday · Noor arranged photographs in a neat row
Answer: their display included both
Help: Choose words that actually appear in the passage and connect directly to the inference.
Pip’s example: Pip chooses a short exact quotation and explains how it supports the inference instead of quoting an unrelated detail.
g5.reading.quote-0.v1I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up. The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better.
Choices: I showed the stain in our notebook · the blue paper already looked convincing · I had promised to finish the river model
Answer: I showed the stain in our notebook
Help: Choose words that actually appear in the passage and connect directly to the inference.
Pip’s example: Pip chooses a short exact quotation and explains how it supports the inference instead of quoting an unrelated detail.
g5.reading.quote-1.v1Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece. Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody.
Choices: he listened for the silence as carefully as he listened for the melody · Tomas practiced the solo · His sister Leila listened without interrupting
Answer: he listened for the silence as carefully as he listened for the melody
Help: Choose words that actually appear in the passage and connect directly to the inference.
Pip’s example: Pip chooses a short exact quotation and explains how it supports the inference instead of quoting an unrelated detail.
g5.reading.quote-2.v1The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything. Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year.
Choices: she asked Dev to walk through the plan with her · Mira collected signatures for benches · The garden council had enough money
Answer: she asked Dev to walk through the plan with her
Help: Choose words that actually appear in the passage and connect directly to the inference.
Pip’s example: Pip chooses a short exact quotation and explains how it supports the inference instead of quoting an unrelated detail.
g5.reading.quote-3.v1I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show. I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew.
Choices: the photograph was not enough for an identification · I knew our class newspaper needed an exciting headline · an unfamiliar bird appeared near the pond
Answer: the photograph was not enough for an identification
Help: Choose words that actually appear in the passage and connect directly to the inference.
Pip’s example: Pip chooses a short exact quotation and explains how it supports the inference instead of quoting an unrelated detail.
g5.reading.quote-4.v1Ada’s mural design showed a town from above. Her partner Bo preferred the view from the pavement, where a small bakery window could become the center of the picture. They made competing sketches and waited for the teacher to choose. Instead she asked each to describe what the other design helped a viewer notice. Ada admitted that Bo’s window made the town feel inhabited. Bo noticed that Ada’s rooftops showed connections between streets. They planned two panels, linked by a red delivery bicycle appearing in both views. Neither sketch vanished. Each gained a purpose because the artists stopped treating a different viewpoint as an error to erase.
Choices: Each gained a purpose · They made competing sketches · a small bakery window could become the center
Answer: Each gained a purpose
Help: Choose words that actually appear in the passage and connect directly to the inference.
Pip’s example: Pip chooses a short exact quotation and explains how it supports the inference instead of quoting an unrelated detail.
g5.reading.quote-5.v1The repair club’s instructions had twelve steps. Ben, who wrote them, could complete the paper mechanism without looking up. Sal followed the page exactly and stopped at step five. Ben began to demonstrate the missing turn with his hands. Sal asked him to put that movement into words instead. As they revised, they discovered three places where the directions depended on knowledge Ben had never written down. They asked a new reader to try the second draft while they watched quietly. When the reader finished, Ben added a note thanking the testers. The instructions had become longer, but the task had become easier for someone meeting it for the first time.
Choices: Ben added a note thanking the testers · The repair club’s instructions had twelve steps · Ben began to demonstrate
Answer: Ben added a note thanking the testers
Help: Choose words that actually appear in the passage and connect directly to the inference.
Pip’s example: Pip chooses a short exact quotation and explains how it supports the inference instead of quoting an unrelated detail.
g5.reading.quote-6.v1Our debate team found a chart that seemed to support every part of our proposal. I wanted it on the first slide. Lina noticed that the survey included only people who already used the service. I said we could mention that later, if anyone asked. She asked how we would respond if the other team hid a similar limit. We replaced the first slide with a description of the survey and placed its results beside a second source. Our claim became narrower. During questions, a listener pointed to a group neither source represented. This time I wrote the question down instead of defending the chart. We had not lost our proposal; we had found the work still needed to improve it.
Choices: Our claim became narrower · I wanted it on the first slide · Our debate team found a chart
Answer: Our claim became narrower
Help: Choose words that actually appear in the passage and connect directly to the inference.
Pip’s example: Pip chooses a short exact quotation and explains how it supports the inference instead of quoting an unrelated detail.
g5.reading.quote-7.v1Idaho ELA/Literacy · January 3, 2022 · 5.RC-L.5b
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence. Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open.
Choices: Noor first favors a broad conclusion; Elias asks her to consider missing experiences. · Both characters keep exactly the same viewpoint throughout. · Neither character considers another person’s ideas.
Answer: Noor first favors a broad conclusion; Elias asks her to consider missing experiences.
Help: Point to a different action or statement from each character.
Pip’s example: Pip compares two characters facing the same problem and uses a different action from each as evidence.
g5.reading.compare-0.v1I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up. The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better.
Choices: The narrator initially wants a finished appearance; Jun wants another careful test. · Both characters keep exactly the same viewpoint throughout. · Neither character considers another person’s ideas.
Answer: The narrator initially wants a finished appearance; Jun wants another careful test.
Help: Point to a different action or statement from each character.
Pip’s example: Pip compares two characters facing the same problem and uses a different action from each as evidence.
g5.reading.compare-1.v1Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece. Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody.
Choices: Tomas begins with note accuracy; Leila asks about the music’s intended meaning. · Both characters keep exactly the same viewpoint throughout. · Neither character considers another person’s ideas.
Answer: Tomas begins with note accuracy; Leila asks about the music’s intended meaning.
Help: Point to a different action or statement from each character.
Pip’s example: Pip compares two characters facing the same problem and uses a different action from each as evidence.
g5.reading.compare-2.v1The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything. Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year.
Choices: Mira first emphasizes places to sit; Dev emphasizes reaching the space safely. · Both characters keep exactly the same viewpoint throughout. · Neither character considers another person’s ideas.
Answer: Mira first emphasizes places to sit; Dev emphasizes reaching the space safely.
Help: Point to a different action or statement from each character.
Pip’s example: Pip compares two characters facing the same problem and uses a different action from each as evidence.
g5.reading.compare-3.v1I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show. I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew.
Choices: The narrator initially trusts a remembered image; Sam checks alternative explanations. · Both characters keep exactly the same viewpoint throughout. · Neither character considers another person’s ideas.
Answer: The narrator initially trusts a remembered image; Sam checks alternative explanations.
Help: Point to a different action or statement from each character.
Pip’s example: Pip compares two characters facing the same problem and uses a different action from each as evidence.
g5.reading.compare-4.v1Ada’s mural design showed a town from above. Her partner Bo preferred the view from the pavement, where a small bakery window could become the center of the picture. They made competing sketches and waited for the teacher to choose. Instead she asked each to describe what the other design helped a viewer notice. Ada admitted that Bo’s window made the town feel inhabited. Bo noticed that Ada’s rooftops showed connections between streets. They planned two panels, linked by a red delivery bicycle appearing in both views. Neither sketch vanished. Each gained a purpose because the artists stopped treating a different viewpoint as an error to erase.
Choices: Ada emphasizes connections from above; Bo emphasizes a person’s experience at street level. · Both characters keep exactly the same viewpoint throughout. · Neither character considers another person’s ideas.
Answer: Ada emphasizes connections from above; Bo emphasizes a person’s experience at street level.
Help: Point to a different action or statement from each character.
Pip’s example: Pip compares two characters facing the same problem and uses a different action from each as evidence.
g5.reading.compare-5.v1The repair club’s instructions had twelve steps. Ben, who wrote them, could complete the paper mechanism without looking up. Sal followed the page exactly and stopped at step five. Ben began to demonstrate the missing turn with his hands. Sal asked him to put that movement into words instead. As they revised, they discovered three places where the directions depended on knowledge Ben had never written down. They asked a new reader to try the second draft while they watched quietly. When the reader finished, Ben added a note thanking the testers. The instructions had become longer, but the task had become easier for someone meeting it for the first time.
Choices: Ben starts with familiar knowledge; Sal reveals what an unfamiliar reader needs. · Both characters keep exactly the same viewpoint throughout. · Neither character considers another person’s ideas.
Answer: Ben starts with familiar knowledge; Sal reveals what an unfamiliar reader needs.
Help: Point to a different action or statement from each character.
Pip’s example: Pip compares two characters facing the same problem and uses a different action from each as evidence.
g5.reading.compare-6.v1Our debate team found a chart that seemed to support every part of our proposal. I wanted it on the first slide. Lina noticed that the survey included only people who already used the service. I said we could mention that later, if anyone asked. She asked how we would respond if the other team hid a similar limit. We replaced the first slide with a description of the survey and placed its results beside a second source. Our claim became narrower. During questions, a listener pointed to a group neither source represented. This time I wrote the question down instead of defending the chart. We had not lost our proposal; we had found the work still needed to improve it.
Choices: The narrator initially wants persuasive impact; Lina insists on explaining source limitations. · Both characters keep exactly the same viewpoint throughout. · Neither character considers another person’s ideas.
Answer: The narrator initially wants persuasive impact; Lina insists on explaining source limitations.
Help: Point to a different action or statement from each character.
Pip’s example: Pip compares two characters facing the same problem and uses a different action from each as evidence.
g5.reading.compare-7.v1Idaho ELA/Literacy · January 3, 2022 · 5.RC-L.5a
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence. Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open.
Choices: A stronger account can include evidence that complicates an appealing story. · Every new invention helps everyone equally. · A neat display matters more than its accuracy.
Answer: A stronger account can include evidence that complicates an appealing story.
Help: Connect several events rather than only a memorable sentence.
Pip’s example: Pip explains how a character’s choices develop a theme and summarizes the important events.
g5.reading.theme-0.v1I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up. The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better.
Choices: Examining a mistake can improve both a design and its explanation. · A convincing appearance removes the need to test. · Unexpected results should always be hidden.
Answer: Examining a mistake can improve both a design and its explanation.
Help: Connect several events rather than only a memorable sentence.
Pip’s example: Pip explains how a character’s choices develop a theme and summarizes the important events.
g5.reading.theme-1.v1Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece. Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody.
Choices: Thoughtful feedback can reveal a new way to communicate an intention. · Any silence is a mistake in music. · A listener’s first preference should end all practice.
Answer: Thoughtful feedback can reveal a new way to communicate an intention.
Help: Connect several events rather than only a memorable sentence.
Pip’s example: Pip explains how a character’s choices develop a theme and summarizes the important events.
g5.reading.theme-2.v1The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything. Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year.
Choices: Listening to a different need can change what a fair solution looks like. · A vote means other needs no longer matter. · A useful compromise gives everyone every first choice.
Answer: Listening to a different need can change what a fair solution looks like.
Help: Connect several events rather than only a memorable sentence.
Pip’s example: Pip explains how a character’s choices develop a theme and summarizes the important events.
g5.reading.theme-3.v1I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show. I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew.
Choices: An honest unanswered question can be more useful than an unsupported certainty. · A dramatic headline guarantees reliable reporting. · Similar-looking things must always be identical.
Answer: An honest unanswered question can be more useful than an unsupported certainty.
Help: Connect several events rather than only a memorable sentence.
Pip’s example: Pip explains how a character’s choices develop a theme and summarizes the important events.
g5.reading.theme-4.v1Ada’s mural design showed a town from above. Her partner Bo preferred the view from the pavement, where a small bakery window could become the center of the picture. They made competing sketches and waited for the teacher to choose. Instead she asked each to describe what the other design helped a viewer notice. Ada admitted that Bo’s window made the town feel inhabited. Bo noticed that Ada’s rooftops showed connections between streets. They planned two panels, linked by a red delivery bicycle appearing in both views. Neither sketch vanished. Each gained a purpose because the artists stopped treating a different viewpoint as an error to erase.
Choices: Different perspectives can contribute distinct strengths to a shared work. · One viewpoint must always replace another. · Art has only one correct viewing position.
Answer: Different perspectives can contribute distinct strengths to a shared work.
Help: Connect several events rather than only a memorable sentence.
Pip’s example: Pip explains how a character’s choices develop a theme and summarizes the important events.
g5.reading.theme-5.v1The repair club’s instructions had twelve steps. Ben, who wrote them, could complete the paper mechanism without looking up. Sal followed the page exactly and stopped at step five. Ben began to demonstrate the missing turn with his hands. Sal asked him to put that movement into words instead. As they revised, they discovered three places where the directions depended on knowledge Ben had never written down. They asked a new reader to try the second draft while they watched quietly. When the reader finished, Ben added a note thanking the testers. The instructions had become longer, but the task had become easier for someone meeting it for the first time.
Choices: Clear explanations account for what the audience does not yet know. · Shorter directions are always clearer. · An expert’s understanding guarantees every reader understands.
Answer: Clear explanations account for what the audience does not yet know.
Help: Connect several events rather than only a memorable sentence.
Pip’s example: Pip explains how a character’s choices develop a theme and summarizes the important events.
g5.reading.theme-6.v1Our debate team found a chart that seemed to support every part of our proposal. I wanted it on the first slide. Lina noticed that the survey included only people who already used the service. I said we could mention that later, if anyone asked. She asked how we would respond if the other team hid a similar limit. We replaced the first slide with a description of the survey and placed its results beside a second source. Our claim became narrower. During questions, a listener pointed to a group neither source represented. This time I wrote the question down instead of defending the chart. We had not lost our proposal; we had found the work still needed to improve it.
Choices: Explaining uncertainty can make an argument more trustworthy. · A chart is proof of every related claim. · A useful proposal never needs revision.
Answer: Explaining uncertainty can make an argument more trustworthy.
Help: Connect several events rather than only a memorable sentence.
Pip’s example: Pip explains how a character’s choices develop a theme and summarizes the important events.
g5.reading.theme-7.v1Idaho ELA/Literacy · January 3, 2022 · 5.RC-L.5d
Coverage: partial. Adult observation needed; no automatic grade.
The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence. Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open.
Help: Quote a relevant detail. Separate known events from imagined thoughts and explain what your new narrator would notice differently.
Pip’s example: Pip separates events the narrator witnesses from thoughts the narrator only guesses.
g5.reading.view-0.v1I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up. The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better.
Help: Quote a relevant detail. Separate known events from imagined thoughts and explain what your new narrator would notice differently.
Pip’s example: Pip separates events the narrator witnesses from thoughts the narrator only guesses.
g5.reading.view-1.v1Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece. Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody.
Help: Quote a relevant detail. Separate known events from imagined thoughts and explain what your new narrator would notice differently.
Pip’s example: Pip separates events the narrator witnesses from thoughts the narrator only guesses.
g5.reading.view-2.v1The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything. Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year.
Help: Quote a relevant detail. Separate known events from imagined thoughts and explain what your new narrator would notice differently.
Pip’s example: Pip separates events the narrator witnesses from thoughts the narrator only guesses.
g5.reading.view-3.v1I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show. I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew.
Help: Quote a relevant detail. Separate known events from imagined thoughts and explain what your new narrator would notice differently.
Pip’s example: Pip separates events the narrator witnesses from thoughts the narrator only guesses.
g5.reading.view-4.v1Ada’s mural design showed a town from above. Her partner Bo preferred the view from the pavement, where a small bakery window could become the center of the picture. They made competing sketches and waited for the teacher to choose. Instead she asked each to describe what the other design helped a viewer notice. Ada admitted that Bo’s window made the town feel inhabited. Bo noticed that Ada’s rooftops showed connections between streets. They planned two panels, linked by a red delivery bicycle appearing in both views. Neither sketch vanished. Each gained a purpose because the artists stopped treating a different viewpoint as an error to erase.
Help: Quote a relevant detail. Separate known events from imagined thoughts and explain what your new narrator would notice differently.
Pip’s example: Pip separates events the narrator witnesses from thoughts the narrator only guesses.
g5.reading.view-5.v1The repair club’s instructions had twelve steps. Ben, who wrote them, could complete the paper mechanism without looking up. Sal followed the page exactly and stopped at step five. Ben began to demonstrate the missing turn with his hands. Sal asked him to put that movement into words instead. As they revised, they discovered three places where the directions depended on knowledge Ben had never written down. They asked a new reader to try the second draft while they watched quietly. When the reader finished, Ben added a note thanking the testers. The instructions had become longer, but the task had become easier for someone meeting it for the first time.
Help: Quote a relevant detail. Separate known events from imagined thoughts and explain what your new narrator would notice differently.
Pip’s example: Pip separates events the narrator witnesses from thoughts the narrator only guesses.
g5.reading.view-6.v1Our debate team found a chart that seemed to support every part of our proposal. I wanted it on the first slide. Lina noticed that the survey included only people who already used the service. I said we could mention that later, if anyone asked. She asked how we would respond if the other team hid a similar limit. We replaced the first slide with a description of the survey and placed its results beside a second source. Our claim became narrower. During questions, a listener pointed to a group neither source represented. This time I wrote the question down instead of defending the chart. We had not lost our proposal; we had found the work still needed to improve it.
Help: Quote a relevant detail. Separate known events from imagined thoughts and explain what your new narrator would notice differently.
Pip’s example: Pip separates events the narrator witnesses from thoughts the narrator only guesses.
g5.reading.view-7.v1Idaho ELA/Literacy · January 3, 2022 · 5.RC-L.5c,e
Coverage: partial. Adult observation needed; no automatic grade.
The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence. Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open.
Help: Summarize the important events, then compare the theme with a grown-up-selected story in the same genre. Name a similarity and a meaningful difference.
Pip’s example: Pip explains how an early scene creates a problem that a later scene changes, then compares a same-genre text.
g5.reading.structure-0.v1I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up. The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better.
Help: Summarize the important events, then compare the theme with a grown-up-selected story in the same genre. Name a similarity and a meaningful difference.
Pip’s example: Pip explains how an early scene creates a problem that a later scene changes, then compares a same-genre text.
g5.reading.structure-1.v1Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece. Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody.
Help: Summarize the important events, then compare the theme with a grown-up-selected story in the same genre. Name a similarity and a meaningful difference.
Pip’s example: Pip explains how an early scene creates a problem that a later scene changes, then compares a same-genre text.
g5.reading.structure-2.v1The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything. Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year.
Help: Summarize the important events, then compare the theme with a grown-up-selected story in the same genre. Name a similarity and a meaningful difference.
Pip’s example: Pip explains how an early scene creates a problem that a later scene changes, then compares a same-genre text.
g5.reading.structure-3.v1I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show. I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew.
Help: Summarize the important events, then compare the theme with a grown-up-selected story in the same genre. Name a similarity and a meaningful difference.
Pip’s example: Pip explains how an early scene creates a problem that a later scene changes, then compares a same-genre text.
g5.reading.structure-4.v1Ada’s mural design showed a town from above. Her partner Bo preferred the view from the pavement, where a small bakery window could become the center of the picture. They made competing sketches and waited for the teacher to choose. Instead she asked each to describe what the other design helped a viewer notice. Ada admitted that Bo’s window made the town feel inhabited. Bo noticed that Ada’s rooftops showed connections between streets. They planned two panels, linked by a red delivery bicycle appearing in both views. Neither sketch vanished. Each gained a purpose because the artists stopped treating a different viewpoint as an error to erase.
Help: Summarize the important events, then compare the theme with a grown-up-selected story in the same genre. Name a similarity and a meaningful difference.
Pip’s example: Pip explains how an early scene creates a problem that a later scene changes, then compares a same-genre text.
g5.reading.structure-5.v1The repair club’s instructions had twelve steps. Ben, who wrote them, could complete the paper mechanism without looking up. Sal followed the page exactly and stopped at step five. Ben began to demonstrate the missing turn with his hands. Sal asked him to put that movement into words instead. As they revised, they discovered three places where the directions depended on knowledge Ben had never written down. They asked a new reader to try the second draft while they watched quietly. When the reader finished, Ben added a note thanking the testers. The instructions had become longer, but the task had become easier for someone meeting it for the first time.
Help: Summarize the important events, then compare the theme with a grown-up-selected story in the same genre. Name a similarity and a meaningful difference.
Pip’s example: Pip explains how an early scene creates a problem that a later scene changes, then compares a same-genre text.
g5.reading.structure-6.v1Our debate team found a chart that seemed to support every part of our proposal. I wanted it on the first slide. Lina noticed that the survey included only people who already used the service. I said we could mention that later, if anyone asked. She asked how we would respond if the other team hid a similar limit. We replaced the first slide with a description of the survey and placed its results beside a second source. Our claim became narrower. During questions, a listener pointed to a group neither source represented. This time I wrote the question down instead of defending the chart. We had not lost our proposal; we had found the work still needed to improve it.
Help: Summarize the important events, then compare the theme with a grown-up-selected story in the same genre. Name a similarity and a meaningful difference.
Pip’s example: Pip explains how an early scene creates a problem that a later scene changes, then compares a same-genre text.
g5.reading.structure-7.v1Idaho ELA/Literacy · January 3, 2022 · 5.RC-NF.6a–d
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
A: A team tested two equal paper bridges over the same gap. A folded bridge held 18 counters and a flat bridge held 5. B: Another team kept the folded shape but changed the paper thickness; its thicker sample held more. C: A notebook warns that both teams used small models and a single set of materials. Neither result establishes which design suits a full-size bridge.
Choices: Shape and material can influence a model’s performance, but the tests have limits. · Every source proves exactly the same claim. · A single observation answers every related question.
Answer: Shape and material can influence a model’s performance, but the tests have limits.
Help: Explain what each source contributes to the shared topic.
Pip’s example: Pip checks which observation supports a claim and how the order of sections helps explain it.
g5.reading.central-0.v1A: A team tested two equal paper bridges over the same gap. A folded bridge held 18 counters and a flat bridge held 5. B: Another team kept the folded shape but changed the paper thickness; its thicker sample held more. C: A notebook warns that both teams used small models and a single set of materials. Neither result establishes which design suits a full-size bridge.
Choices: The teams changed different variables. · All the sources describe an identical experiment. · Every source includes every possible perspective.
Answer: The teams changed different variables.
Help: Look at methods, authors, scope, and purpose.
Pip’s example: Pip checks which observation supports a claim and how the order of sections helps explain it.
g5.reading.support-0.v1A: A school survey asked library users what would help them read. Most requested a quieter corner. B: A floor-plan observation showed that the quietest corner had a narrow entrance. C: A student discussion suggested moving furniture to widen that entrance before adding seats. The survey did not include students who avoided the library, so their views still need to be sought.
Choices: Improving the library requires combining preferences with access and missing perspectives. · Every source proves exactly the same claim. · A single observation answers every related question.
Answer: Improving the library requires combining preferences with access and missing perspectives.
Help: Explain what each source contributes to the shared topic.
Pip’s example: Pip checks which observation supports a claim and how the order of sections helps explain it.
g5.reading.central-1.v1A: A school survey asked library users what would help them read. Most requested a quieter corner. B: A floor-plan observation showed that the quietest corner had a narrow entrance. C: A student discussion suggested moving furniture to widen that entrance before adding seats. The survey did not include students who avoided the library, so their views still need to be sought.
Choices: The survey included existing users only. · All the sources describe an identical experiment. · Every source includes every possible perspective.
Answer: The survey included existing users only.
Help: Look at methods, authors, scope, and purpose.
Pip’s example: Pip checks which observation supports a claim and how the order of sections helps explain it.
g5.reading.support-1.v1A: A local-history photograph shows a busy market beside a new rail line. B: A worker’s letter describes long hours transporting goods. C: A later historian compares several towns and argues that rail access changed trade unevenly. The photograph captures one place and moment; the letter gives one experience; the historian offers a broader interpretation using several records.
Choices: Different kinds of sources reveal different parts of transportation history. · Every source proves exactly the same claim. · A single observation answers every related question.
Answer: Different kinds of sources reveal different parts of transportation history.
Help: Explain what each source contributes to the shared topic.
Pip’s example: Pip checks which observation supports a claim and how the order of sections helps explain it.
g5.reading.central-2.v1A: A local-history photograph shows a busy market beside a new rail line. B: A worker’s letter describes long hours transporting goods. C: A later historian compares several towns and argues that rail access changed trade unevenly. The photograph captures one place and moment; the letter gives one experience; the historian offers a broader interpretation using several records.
Choices: The sources differ in viewpoint, scale, and purpose. · All the sources describe an identical experiment. · Every source includes every possible perspective.
Answer: The sources differ in viewpoint, scale, and purpose.
Help: Look at methods, authors, scope, and purpose.
Pip’s example: Pip checks which observation supports a claim and how the order of sections helps explain it.
g5.reading.support-2.v1A: Two equal trays received the same water. The tray with plant-like cover lost less loose material. B: A park report recorded less mud after a path was replanted, but rainfall also changed. C: A planner suggests another season of records before attributing the entire difference to planting. The tray comparison controls conditions more closely; the field report describes a real place with more changing factors.
Choices: Controlled models and field observations can complement one another without proving the same thing. · Every source proves exactly the same claim. · A single observation answers every related question.
Answer: Controlled models and field observations can complement one another without proving the same thing.
Help: Explain what each source contributes to the shared topic.
Pip’s example: Pip checks which observation supports a claim and how the order of sections helps explain it.
g5.reading.central-3.v1A: Two equal trays received the same water. The tray with plant-like cover lost less loose material. B: A park report recorded less mud after a path was replanted, but rainfall also changed. C: A planner suggests another season of records before attributing the entire difference to planting. The tray comparison controls conditions more closely; the field report describes a real place with more changing factors.
Choices: Rainfall changed along with the planting in the park. · All the sources describe an identical experiment. · Every source includes every possible perspective.
Answer: Rainfall changed along with the planting in the park.
Help: Look at methods, authors, scope, and purpose.
Pip’s example: Pip checks which observation supports a claim and how the order of sections helps explain it.
g5.reading.support-3.v1A: A class recorded shadow lengths at the same location at several times on one day. B: Another class repeated the observation a month later using the same marker. C: A reference explains that observations should record date, time, place, and method before patterns are compared. Differences in cloud cover or measurement can also affect the records.
Choices: Reliable comparisons need consistent methods and clear records of conditions. · Every source proves exactly the same claim. · A single observation answers every related question.
Answer: Reliable comparisons need consistent methods and clear records of conditions.
Help: Explain what each source contributes to the shared topic.
Pip’s example: Pip checks which observation supports a claim and how the order of sections helps explain it.
g5.reading.central-4.v1A: A class recorded shadow lengths at the same location at several times on one day. B: Another class repeated the observation a month later using the same marker. C: A reference explains that observations should record date, time, place, and method before patterns are compared. Differences in cloud cover or measurement can also affect the records.
Choices: Dates and methods help readers interpret the measurements. · All the sources describe an identical experiment. · Every source includes every possible perspective.
Answer: Dates and methods help readers interpret the measurements.
Help: Look at methods, authors, scope, and purpose.
Pip’s example: Pip checks which observation supports a claim and how the order of sections helps explain it.
g5.reading.support-4.v1Idaho ELA/Literacy · January 3, 2022 · 5.RC-NF.6e; 5.RS-DR.2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
A: A team tested two equal paper bridges over the same gap. A folded bridge held 18 counters and a flat bridge held 5. B: Another team kept the folded shape but changed the paper thickness; its thicker sample held more. C: A notebook warns that both teams used small models and a single set of materials. Neither result establishes which design suits a full-size bridge.
Choices: The model results do not establish a full-size design. · The evidence proves every possible explanation. · Any difference between sources makes all of them useless.
Answer: The model results do not establish a full-size design.
Help: Match the strength of the conclusion to the evidence.
Pip’s example: Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together.
g5.reading.limits-0.v1A: A team tested two equal paper bridges over the same gap. A folded bridge held 18 counters and a flat bridge held 5. B: Another team kept the folded shape but changed the paper thickness; its thicker sample held more. C: A notebook warns that both teams used small models and a single set of materials. Neither result establishes which design suits a full-size bridge.
Help: Identify a central idea, relevant details, and relationships between the sources. Attribute A, B, and C, and explain one remaining question. Discuss how their sections are organized.
Pip’s example: Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together.
g5.reading.synthesis-0.v1A: A school survey asked library users what would help them read. Most requested a quieter corner. B: A floor-plan observation showed that the quietest corner had a narrow entrance. C: A student discussion suggested moving furniture to widen that entrance before adding seats. The survey did not include students who avoided the library, so their views still need to be sought.
Choices: A popular request does not establish that everyone can use the space. · The evidence proves every possible explanation. · Any difference between sources makes all of them useless.
Answer: A popular request does not establish that everyone can use the space.
Help: Match the strength of the conclusion to the evidence.
Pip’s example: Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together.
g5.reading.limits-1.v1A: A school survey asked library users what would help them read. Most requested a quieter corner. B: A floor-plan observation showed that the quietest corner had a narrow entrance. C: A student discussion suggested moving furniture to widen that entrance before adding seats. The survey did not include students who avoided the library, so their views still need to be sought.
Help: Identify a central idea, relevant details, and relationships between the sources. Attribute A, B, and C, and explain one remaining question. Discuss how their sections are organized.
Pip’s example: Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together.
g5.reading.synthesis-1.v1A: A local-history photograph shows a busy market beside a new rail line. B: A worker’s letter describes long hours transporting goods. C: A later historian compares several towns and argues that rail access changed trade unevenly. The photograph captures one place and moment; the letter gives one experience; the historian offers a broader interpretation using several records.
Choices: One busy market cannot represent every person’s experience. · The evidence proves every possible explanation. · Any difference between sources makes all of them useless.
Answer: One busy market cannot represent every person’s experience.
Help: Match the strength of the conclusion to the evidence.
Pip’s example: Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together.
g5.reading.limits-2.v1A: A local-history photograph shows a busy market beside a new rail line. B: A worker’s letter describes long hours transporting goods. C: A later historian compares several towns and argues that rail access changed trade unevenly. The photograph captures one place and moment; the letter gives one experience; the historian offers a broader interpretation using several records.
Help: Identify a central idea, relevant details, and relationships between the sources. Attribute A, B, and C, and explain one remaining question. Discuss how their sections are organized.
Pip’s example: Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together.
g5.reading.synthesis-2.v1A: Two equal trays received the same water. The tray with plant-like cover lost less loose material. B: A park report recorded less mud after a path was replanted, but rainfall also changed. C: A planner suggests another season of records before attributing the entire difference to planting. The tray comparison controls conditions more closely; the field report describes a real place with more changing factors.
Choices: The field result alone cannot isolate the effect of planting. · The evidence proves every possible explanation. · Any difference between sources makes all of them useless.
Answer: The field result alone cannot isolate the effect of planting.
Help: Match the strength of the conclusion to the evidence.
Pip’s example: Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together.
g5.reading.limits-3.v1A: Two equal trays received the same water. The tray with plant-like cover lost less loose material. B: A park report recorded less mud after a path was replanted, but rainfall also changed. C: A planner suggests another season of records before attributing the entire difference to planting. The tray comparison controls conditions more closely; the field report describes a real place with more changing factors.
Help: Identify a central idea, relevant details, and relationships between the sources. Attribute A, B, and C, and explain one remaining question. Discuss how their sections are organized.
Pip’s example: Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together.
g5.reading.synthesis-3.v1A: A class recorded shadow lengths at the same location at several times on one day. B: Another class repeated the observation a month later using the same marker. C: A reference explains that observations should record date, time, place, and method before patterns are compared. Differences in cloud cover or measurement can also affect the records.
Choices: A small set of records does not establish every seasonal pattern. · The evidence proves every possible explanation. · Any difference between sources makes all of them useless.
Answer: A small set of records does not establish every seasonal pattern.
Help: Match the strength of the conclusion to the evidence.
Pip’s example: Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together.
g5.reading.limits-4.v1A: A class recorded shadow lengths at the same location at several times on one day. B: Another class repeated the observation a month later using the same marker. C: A reference explains that observations should record date, time, place, and method before patterns are compared. Differences in cloud cover or measurement can also affect the records.
Help: Identify a central idea, relevant details, and relationships between the sources. Attribute A, B, and C, and explain one remaining question. Discuss how their sections are organized.
Pip’s example: Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together.
g5.reading.synthesis-4.v1Idaho ELA/Literacy · January 3, 2022 · 5.RC-RF.4; 5.ODC-OC.1–4
Coverage: partial. Adult observation needed; no automatic grade.
The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence. Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open.
Help: Reread for accuracy and expression. A grown-up observes fluency. Take a discussion role, build on a partner’s comment, and revise a conclusion if new evidence warrants it.
Pip’s example: Pip rereads a passage with meaningful phrasing, summarizes it, and responds to a listener’s question with evidence.
g5.reading.oral-0.v1I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up. The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better.
Help: Reread for accuracy and expression. A grown-up observes fluency. Take a discussion role, build on a partner’s comment, and revise a conclusion if new evidence warrants it.
Pip’s example: Pip rereads a passage with meaningful phrasing, summarizes it, and responds to a listener’s question with evidence.
g5.reading.oral-1.v1Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece. Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody.
Help: Reread for accuracy and expression. A grown-up observes fluency. Take a discussion role, build on a partner’s comment, and revise a conclusion if new evidence warrants it.
Pip’s example: Pip rereads a passage with meaningful phrasing, summarizes it, and responds to a listener’s question with evidence.
g5.reading.oral-2.v1The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything. Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year.
Help: Reread for accuracy and expression. A grown-up observes fluency. Take a discussion role, build on a partner’s comment, and revise a conclusion if new evidence warrants it.
Pip’s example: Pip rereads a passage with meaningful phrasing, summarizes it, and responds to a listener’s question with evidence.
g5.reading.oral-3.v1I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show. I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew.
Help: Reread for accuracy and expression. A grown-up observes fluency. Take a discussion role, build on a partner’s comment, and revise a conclusion if new evidence warrants it.
Pip’s example: Pip rereads a passage with meaningful phrasing, summarizes it, and responds to a listener’s question with evidence.
g5.reading.oral-4.v1Idaho ELA/Literacy · January 3, 2022 · 5.W-HWK.7
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.
Pip’s example: Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload.
g5.writing.cursive-0.v1Help: Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.
Pip’s example: Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload.
g5.writing.cursive-1.v1Help: Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.
Pip’s example: Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload.
g5.writing.cursive-2.v1Help: Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.
Pip’s example: Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload.
g5.writing.cursive-3.v1Help: Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.
Pip’s example: Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload.
g5.writing.cursive-4.v1Help: Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.
Pip’s example: Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload.
g5.writing.cursive-5.v1Help: Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.
Pip’s example: Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload.
g5.writing.cursive-6.v1Help: Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.
Pip’s example: Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload.
g5.writing.cursive-7.v1Help: Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.
Pip’s example: Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload.
g5.writing.cursive-8.v1Help: Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.
Pip’s example: Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload.
g5.writing.cursive-9.v1Idaho ELA/Literacy · January 3, 2022 · 5.W-HWK.8
Coverage: partial. Adult observation needed; no automatic grade.
Help: Draft, proofread, and revise for a chosen audience. Share a copy privately with a grown-up if desired. This site does not publish or retain your writing.
Pip’s example: Pip organizes typed paragraphs and prepares a readable private copy for a chosen reader.
g5.writing.typing-0.v1Help: Draft, proofread, and revise for a chosen audience. Share a copy privately with a grown-up if desired. This site does not publish or retain your writing.
Pip’s example: Pip organizes typed paragraphs and prepares a readable private copy for a chosen reader.
g5.writing.typing-1.v1Help: Draft, proofread, and revise for a chosen audience. Share a copy privately with a grown-up if desired. This site does not publish or retain your writing.
Pip’s example: Pip organizes typed paragraphs and prepares a readable private copy for a chosen reader.
g5.writing.typing-2.v1Help: Draft, proofread, and revise for a chosen audience. Share a copy privately with a grown-up if desired. This site does not publish or retain your writing.
Pip’s example: Pip organizes typed paragraphs and prepares a readable private copy for a chosen reader.
g5.writing.typing-3.v1Help: Draft, proofread, and revise for a chosen audience. Share a copy privately with a grown-up if desired. This site does not publish or retain your writing.
Pip’s example: Pip organizes typed paragraphs and prepares a readable private copy for a chosen reader.
g5.writing.typing-4.v1Idaho ELA/Literacy · January 3, 2022 · 5.GC-GU.1a–b
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: laid · lay · lain
Answer: laid
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip checks whether an event happens now or happened earlier, then chooses the verb form that fits.
g5.writing.grammar-0.v1Choices: lies · lays · laid
Answer: lies
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip checks whether an event happens now or happened earlier, then chooses the verb form that fits.
g5.writing.grammar-1.v1Choices: sat · set · sits
Answer: sat
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip checks whether an event happens now or happened earlier, then chooses the verb form that fits.
g5.writing.grammar-2.v1Choices: rises · raises · rose yesterday
Answer: rises
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip checks whether an event happens now or happened earlier, then chooses the verb form that fits.
g5.writing.grammar-3.v1Choices: We measured the beam and recorded the result. · We measured the beam and record the result. · We measure the beam and recorded the result.
Answer: We measured the beam and recorded the result.
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip checks whether an event happens now or happened earlier, then chooses the verb form that fits.
g5.writing.grammar-4.v1Choices: Yesterday we tested it; today we revise it. · Yesterday we test it and revised it. · Yesterday we tested it and revise it.
Answer: Yesterday we tested it; today we revise it.
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip checks whether an event happens now or happened earlier, then chooses the verb form that fits.
g5.writing.grammar-5.v1Choices: had finished · will finish · are finishing
Answer: had finished
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip checks whether an event happens now or happened earlier, then chooses the verb form that fits.
g5.writing.grammar-6.v1Choices: The water level rose after the rain. · The water level raised after the rain. · The water level risen after the rain.
Answer: The water level rose after the rain.
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip checks whether an event happens now or happened earlier, then chooses the verb form that fits.
g5.writing.grammar-19.v1Idaho ELA/Literacy · January 3, 2022 · 5.GC-GU.1c–d
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: is · are · were all
Answer: is
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip identifies the noun a pronoun refers to and checks that the words agree.
g5.writing.grammar-7.v1Choices: their · its · his or her only
Answer: their
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip identifies the noun a pronoun refers to and checks that the words agree.
g5.writing.grammar-8.v1Choices: the verb worked · the noun team · the article The
Answer: the verb worked
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip identifies the noun a pronoun refers to and checks that the words agree.
g5.writing.grammar-9.v1Choices: Wow · model · tall
Answer: Wow
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip identifies the noun a pronoun refers to and checks that the words agree.
g5.writing.grammar-10.v1Choices: Mira handed Jo a map, and Jo unfolded it. · Mira told Jo that she had it. · They said she put it there.
Answer: Mira handed Jo a map, and Jo unfolded it.
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip identifies the noun a pronoun refers to and checks that the words agree.
g5.writing.grammar-18.v1Idaho ELA/Literacy · January 3, 2022 · 5.GC-GU.1e–f
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: because · although · but
Answer: because
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip combines related ideas with although to show a contrast rather than using because to imply a cause.
g5.writing.grammar-11.v1Choices: Either … or · Both … nor · Neither … and
Answer: Either … or
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip combines related ideas with although to show a contrast rather than using because to imply a cause.
g5.writing.grammar-12.v1Choices: Although the model was small, it held a heavy load. · Because the model was small, it held a heavy load. · The model was small and small.
Answer: Although the model was small, it held a heavy load.
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip combines related ideas with although to show a contrast rather than using because to imply a cause.
g5.writing.grammar-13.v1Choices: and · under · quietly
Answer: and
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip combines related ideas with although to show a contrast rather than using because to imply a cause.
g5.writing.grammar-14.v1Choices: The clear lid lets us see inside. · The lid is dark, so we cannot see inside. · We see inside because the lid is missing.
Answer: The clear lid lets us see inside.
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip combines related ideas with although to show a contrast rather than using because to imply a cause.
g5.writing.grammar-15.v1Choices: The tired team rested after the long test. · The team was tired and tired after a test that was long and long. · The team never tested or rested.
Answer: The tired team rested after the long test.
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip combines related ideas with although to show a contrast rather than using because to imply a cause.
g5.writing.grammar-16.v1Choices: The first trial failed, but the second held steady. · The trial happened, and something happened. · The first trial failed because success is certain.
Answer: The first trial failed, but the second held steady.
Help: Read the full sentence. Check meaning, time, agreement, and the job of each word.
Pip’s example: Pip combines related ideas with although to show a contrast rather than using because to imply a cause.
g5.writing.grammar-17.v1Idaho ELA/Literacy · January 3, 2022 · 5.GC-M.2a–c
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: The rain stopped, and we began the test. · The rain stopped and, we began the test. · The rain, stopped and we began the test.
Answer: The rain stopped, and we began the test.
Help: Check the boundaries between ideas and the convention for the kind of work being named.
Pip’s example: Pip separates an introductory phrase with a comma and checks how the title of a work is marked.
g5.writing.punctuation-0.v1Choices: After the test, we compared our notes. · After, the test we compared our notes. · After the test we, compared our notes.
Answer: After the test, we compared our notes.
Help: Check the boundaries between ideas and the convention for the kind of work being named.
Pip’s example: Pip separates an introductory phrase with a comma and checks how the title of a work is marked.
g5.writing.punctuation-1.v1Choices: Yes, I can explain the model. · Yes I, can explain the model. · Yes I can, explain the model.
Answer: Yes, I can explain the model.
Help: Check the boundaries between ideas and the convention for the kind of work being named.
Pip’s example: Pip separates an introductory phrase with a comma and checks how the title of a work is marked.
g5.writing.punctuation-2.v1Choices: The label is clear, isn’t it? · The label, is clear isn’t it? · The label is clear isn’t, it?
Answer: The label is clear, isn’t it?
Help: Check the boundaries between ideas and the convention for the kind of work being named.
Pip’s example: Pip separates an introductory phrase with a comma and checks how the title of a work is marked.
g5.writing.punctuation-3.v1Choices: Use italics for the book title. · Put a comma after every title word. · Write every title word in lowercase.
Answer: Use italics for the book title.
Help: Check the boundaries between ideas and the convention for the kind of work being named.
Pip’s example: Pip separates an introductory phrase with a comma and checks how the title of a work is marked.
g5.writing.punctuation-4.v1Choices: Put the title in quotation marks. · Place parentheses around every line of the poem. · Omit all capital letters from the title.
Answer: Put the title in quotation marks.
Help: Check the boundaries between ideas and the convention for the kind of work being named.
Pip’s example: Pip separates an introductory phrase with a comma and checks how the title of a work is marked.
g5.writing.punctuation-5.v1Choices: However, the second source offers another explanation. · However the second, source offers another explanation. · However the, second source offers another explanation.
Answer: However, the second source offers another explanation.
Help: Check the boundaries between ideas and the convention for the kind of work being named.
Pip’s example: Pip separates an introductory phrase with a comma and checks how the title of a work is marked.
g5.writing.punctuation-6.v1Choices: The design looked strong, but it bent during testing. · The design looked, strong but it bent during testing. · The design looked strong but, it bent during testing.
Answer: The design looked strong, but it bent during testing.
Help: Check the boundaries between ideas and the convention for the kind of work being named.
Pip’s example: Pip separates an introductory phrase with a comma and checks how the title of a work is marked.
g5.writing.punctuation-7.v1Choices: We read A Journey to the Moon. · we read a journey to the moon. · We read a Journey to the moon.
Answer: We read A Journey to the Moon.
Help: Check the boundaries between ideas and the convention for the kind of work being named.
Pip’s example: Pip separates an introductory phrase with a comma and checks how the title of a work is marked.
g5.writing.punctuation-8.v1Choices: Underline the title. · Underline every word in the paragraph. · Use no spaces in the title.
Answer: Underline the title.
Help: Check the boundaries between ideas and the convention for the kind of work being named.
Pip’s example: Pip separates an introductory phrase with a comma and checks how the title of a work is marked.
g5.writing.punctuation-9.v1Idaho ELA/Literacy · January 3, 2022 · 5.GC-M.3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Adult reference: conscientious
Help: Try independently before consulting a reference. Explain a useful word part, and record any reference help as support with the grown-up.
Pip’s example: Pip expands it’s to it is to check a sentence, while its shows possession.
g5.writing.dictation-conscientious.v1Adult reference: independence
Help: Try independently before consulting a reference. Explain a useful word part, and record any reference help as support with the grown-up.
Pip’s example: Pip expands it’s to it is to check a sentence, while its shows possession.
g5.writing.dictation-independence.v1Adult reference: environmental
Help: Try independently before consulting a reference. Explain a useful word part, and record any reference help as support with the grown-up.
Pip’s example: Pip expands it’s to it is to check a sentence, while its shows possession.
g5.writing.dictation-environmental.v1Adult reference: interpretation
Help: Try independently before consulting a reference. Explain a useful word part, and record any reference help as support with the grown-up.
Pip’s example: Pip expands it’s to it is to check a sentence, while its shows possession.
g5.writing.dictation-interpretation.v1Adult reference: perspective
Help: Try independently before consulting a reference. Explain a useful word part, and record any reference help as support with the grown-up.
Pip’s example: Pip expands it’s to it is to check a sentence, while its shows possession.
g5.writing.dictation-perspective.v1Adult reference: reliability
Help: Try independently before consulting a reference. Explain a useful word part, and record any reference help as support with the grown-up.
Pip’s example: Pip expands it’s to it is to check a sentence, while its shows possession.
g5.writing.dictation-reliability.v1Choices: its · it’s · its’
Answer: its
Help: Check whether you need a possessive, a contraction, a verb, or a noun.
Pip’s example: Pip expands it’s to it is to check a sentence, while its shows possession.
g5.writing.confused-0.v1Choices: It’s · Its · Its’
Answer: It’s
Help: Check whether you need a possessive, a contraction, a verb, or a noun.
Pip’s example: Pip expands it’s to it is to check a sentence, while its shows possession.
g5.writing.confused-1.v1Choices: affect · effect · effects
Answer: affect
Help: Check whether you need a possessive, a contraction, a verb, or a noun.
Pip’s example: Pip expands it’s to it is to check a sentence, while its shows possession.
g5.writing.confused-2.v1Choices: effect · affect · affects
Answer: effect
Help: Check whether you need a possessive, a contraction, a verb, or a noun.
Pip’s example: Pip expands it’s to it is to check a sentence, while its shows possession.
g5.writing.confused-3.v1Idaho ELA/Literacy · January 3, 2022 · 5.W-RW.1,4–5
Coverage: partial. Adult observation needed; no automatic grade.
Help: Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.
Pip’s example: Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices.
g5.writing.narrative-0.v1Help: Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.
Pip’s example: Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices.
g5.writing.narrative-1.v1Help: Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.
Pip’s example: Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices.
g5.writing.narrative-2.v1Help: Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.
Pip’s example: Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices.
g5.writing.narrative-3.v1Help: Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.
Pip’s example: Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices.
g5.writing.narrative-4.v1Help: Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.
Pip’s example: Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices.
g5.writing.narrative-5.v1Help: Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.
Pip’s example: Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices.
g5.writing.narrative-6.v1Help: Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.
Pip’s example: Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices.
g5.writing.narrative-7.v1Help: Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.
Pip’s example: Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices.
g5.writing.narrative-8.v1Help: Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.
Pip’s example: Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices.
g5.writing.narrative-9.v1Help: Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.
Pip’s example: Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices.
g5.writing.narrative-10.v1Help: Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.
Pip’s example: Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices.
g5.writing.narrative-11.v1Help: Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.
Pip’s example: Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices.
g5.writing.narrative-12.v1Help: Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.
Pip’s example: Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices.
g5.writing.narrative-13.v1Help: Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.
Pip’s example: Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices.
g5.writing.narrative-14.v1Idaho ELA/Literacy · January 3, 2022 · 5.W-RW.2,5
Coverage: partial. Adult observation needed; no automatic grade.
Help: State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.
Pip’s example: Pip groups related reasons and explains why each piece of evidence supports a distinct opinion.
g5.writing.argument-0.v1Help: State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.
Pip’s example: Pip groups related reasons and explains why each piece of evidence supports a distinct opinion.
g5.writing.argument-1.v1Help: State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.
Pip’s example: Pip groups related reasons and explains why each piece of evidence supports a distinct opinion.
g5.writing.argument-2.v1Help: State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.
Pip’s example: Pip groups related reasons and explains why each piece of evidence supports a distinct opinion.
g5.writing.argument-3.v1Help: State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.
Pip’s example: Pip groups related reasons and explains why each piece of evidence supports a distinct opinion.
g5.writing.argument-4.v1Help: State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.
Pip’s example: Pip groups related reasons and explains why each piece of evidence supports a distinct opinion.
g5.writing.argument-5.v1Help: State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.
Pip’s example: Pip groups related reasons and explains why each piece of evidence supports a distinct opinion.
g5.writing.argument-6.v1Help: State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.
Pip’s example: Pip groups related reasons and explains why each piece of evidence supports a distinct opinion.
g5.writing.argument-7.v1Help: State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.
Pip’s example: Pip groups related reasons and explains why each piece of evidence supports a distinct opinion.
g5.writing.argument-8.v1Help: State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.
Pip’s example: Pip groups related reasons and explains why each piece of evidence supports a distinct opinion.
g5.writing.argument-9.v1Idaho ELA/Literacy · January 3, 2022 · 5.W-RW.3,5
Coverage: partial. Adult observation needed; no automatic grade.
A: A fictional survey of 24 current users found 15 preferred quieter seating. B: An access check found a narrow entrance beside the quiet corner. C: A student suggested changing furniture before adding seats. The survey omits nonusers.
Help: Group related details into paragraphs with useful headings. Attribute the sources, use precise language, and distinguish facts, interpretations, and limits. Label sample information as supplied.
Pip’s example: Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information.
g5.writing.information-0.v1A: A fictional survey of 24 current users found 15 preferred quieter seating. B: An access check found a narrow entrance beside the quiet corner. C: A student suggested changing furniture before adding seats. The survey omits nonusers.
Help: Compare a source-by-source draft with one organized by ideas. Explain which structure better serves your audience and why; include a concluding section.
Pip’s example: Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information.
g5.writing.information-organize-0.v1A: A folded model held 18 counters over a 12 cm gap. B: A flat model of the same paper held 5 over that gap. C: A second team notes that thicker paper may change the results. These supplied observations are model data.
Help: Group related details into paragraphs with useful headings. Attribute the sources, use precise language, and distinguish facts, interpretations, and limits. Label sample information as supplied.
Pip’s example: Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information.
g5.writing.information-1.v1A: A folded model held 18 counters over a 12 cm gap. B: A flat model of the same paper held 5 over that gap. C: A second team notes that thicker paper may change the results. These supplied observations are model data.
Help: Compare a source-by-source draft with one organized by ideas. Explain which structure better serves your audience and why; include a concluding section.
Pip’s example: Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information.
g5.writing.information-organize-1.v1A: A fictional photograph caption describes a growing market. B: A fictional worker’s letter describes long days. C: A historian’s summary says transportation changed communities unevenly. These invented source summaries are practice material.
Help: Group related details into paragraphs with useful headings. Attribute the sources, use precise language, and distinguish facts, interpretations, and limits. Label sample information as supplied.
Pip’s example: Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information.
g5.writing.information-2.v1A: A fictional photograph caption describes a growing market. B: A fictional worker’s letter describes long days. C: A historian’s summary says transportation changed communities unevenly. These invented source summaries are practice material.
Help: Compare a source-by-source draft with one organized by ideas. Explain which structure better serves your audience and why; include a concluding section.
Pip’s example: Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information.
g5.writing.information-organize-2.v1A: A sealed bag of ice had a recorded weight of 120 g. B: The same sealed bag after melting had a recorded weight of 120 g. C: A note says the container must be included consistently. These are supplied sample measurements.
Help: Group related details into paragraphs with useful headings. Attribute the sources, use precise language, and distinguish facts, interpretations, and limits. Label sample information as supplied.
Pip’s example: Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information.
g5.writing.information-3.v1A: A sealed bag of ice had a recorded weight of 120 g. B: The same sealed bag after melting had a recorded weight of 120 g. C: A note says the container must be included consistently. These are supplied sample measurements.
Help: Compare a source-by-source draft with one organized by ideas. Explain which structure better serves your audience and why; include a concluding section.
Pip’s example: Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information.
g5.writing.information-organize-3.v1A: Two performers kept the same notes but changed the phrasing. B: A listener noticed a pause before the last line. C: Another listener preferred continuous motion. The notes describe responses, not a single correct interpretation.
Help: Group related details into paragraphs with useful headings. Attribute the sources, use precise language, and distinguish facts, interpretations, and limits. Label sample information as supplied.
Pip’s example: Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information.
g5.writing.information-4.v1A: Two performers kept the same notes but changed the phrasing. B: A listener noticed a pause before the last line. C: Another listener preferred continuous motion. The notes describe responses, not a single correct interpretation.
Help: Compare a source-by-source draft with one organized by ideas. Explain which structure better serves your audience and why; include a concluding section.
Pip’s example: Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information.
g5.writing.information-organize-4.v1Idaho ELA/Literacy · January 3, 2022 · 5.RS-IP.1; 5.ODC-DC.5–6
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use sources selected with an adult. A domain name is a clue, not a guarantee of reliability. Keep personal information and private interviews out of the site.
Pip’s example: Pip checks who created a source and why, records exact quotations separately from paraphrases, and credits information and images.
g5.writing.research-0.v1Help: Use sources selected with an adult. A domain name is a clue, not a guarantee of reliability. Keep personal information and private interviews out of the site.
Pip’s example: Pip checks who created a source and why, records exact quotations separately from paraphrases, and credits information and images.
g5.writing.research-1.v1Help: Use sources selected with an adult. A domain name is a clue, not a guarantee of reliability. Keep personal information and private interviews out of the site.
Pip’s example: Pip checks who created a source and why, records exact quotations separately from paraphrases, and credits information and images.
g5.writing.research-2.v1Help: Use sources selected with an adult. A domain name is a clue, not a guarantee of reliability. Keep personal information and private interviews out of the site.
Pip’s example: Pip checks who created a source and why, records exact quotations separately from paraphrases, and credits information and images.
g5.writing.research-3.v1Help: Use sources selected with an adult. A domain name is a clue, not a guarantee of reliability. Keep personal information and private interviews out of the site.
Pip’s example: Pip checks who created a source and why, records exact quotations separately from paraphrases, and credits information and images.
g5.writing.research-4.v1Idaho ELA/Literacy · January 3, 2022 · 5.W-RW.6; 5.GC-GU.1g
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use your draft or an adult-selected sample. Ask for feedback, compare versions, and explain how the change improves purpose, meaning, or audience fit.
Pip’s example: Pip asks whether the draft serves its audience and tries a different organization when small edits are not enough.
g5.writing.revision-0.v1Help: Use your draft or an adult-selected sample. Ask for feedback, compare versions, and explain how the change improves purpose, meaning, or audience fit.
Pip’s example: Pip asks whether the draft serves its audience and tries a different organization when small edits are not enough.
g5.writing.revision-1.v1Help: Use your draft or an adult-selected sample. Ask for feedback, compare versions, and explain how the change improves purpose, meaning, or audience fit.
Pip’s example: Pip asks whether the draft serves its audience and tries a different organization when small edits are not enough.
g5.writing.revision-2.v1Help: Use your draft or an adult-selected sample. Ask for feedback, compare versions, and explain how the change improves purpose, meaning, or audience fit.
Pip’s example: Pip asks whether the draft serves its audience and tries a different organization when small edits are not enough.
g5.writing.revision-3.v1Help: Use your draft or an adult-selected sample. Ask for feedback, compare versions, and explain how the change improves purpose, meaning, or audience fit.
Pip’s example: Pip asks whether the draft serves its audience and tries a different organization when small edits are not enough.
g5.writing.revision-4.v1Idaho Mathematics · January 3, 2022 · 5.MD.C.3–5
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 6
Help: One layer has 2 rows of 3 cubes, which is 6 unit cubes. Build 1 layer. Multiply 6 by 1 to find the volume. Each unit cube takes up one cubic unit of space.
Pip’s example: Pip counts every cube in one layer, including hidden cubes, and multiplies by the number of equal layers.
g5.math.volume-builders-0.v1Answer: 12
Help: One layer has 2 rows of 3 cubes, which is 6 unit cubes. Build 2 layers. Multiply 6 by 2 to find the volume. Each unit cube takes up one cubic unit of space.
Pip’s example: Pip counts every cube in one layer, including hidden cubes, and multiplies by the number of equal layers.
g5.math.volume-builders-1.v1Answer: 24
Help: One layer has 2 rows of 4 cubes, which is 8 unit cubes. Build 3 layers. Multiply 8 by 3 to find the volume. Each unit cube takes up one cubic unit of space.
Pip’s example: Pip counts every cube in one layer, including hidden cubes, and multiplies by the number of equal layers.
g5.math.volume-builders-2.v1Answer: 18
Help: One layer has 3 rows of 3 cubes, which is 9 unit cubes. Build 2 layers. Multiply 9 by 2 to find the volume. Each unit cube takes up one cubic unit of space.
Pip’s example: Pip counts every cube in one layer, including hidden cubes, and multiplies by the number of equal layers.
g5.math.volume-builders-3.v1Answer: 30
Help: One layer has 2 rows of 5 cubes, which is 10 unit cubes. Build 3 layers. Multiply 10 by 3 to find the volume. Each unit cube takes up one cubic unit of space.
Pip’s example: Pip counts every cube in one layer, including hidden cubes, and multiplies by the number of equal layers.
g5.math.volume-builders-4.v1Answer: 36
Help: One layer has 3 rows of 4 cubes, which is 12 unit cubes. Build 3 layers. Multiply 12 by 3 to find the volume. Each unit cube takes up one cubic unit of space.
Pip’s example: Pip counts every cube in one layer, including hidden cubes, and multiplies by the number of equal layers.
g5.math.volume-builders-5.v1Answer: 32
Help: One layer has 4 rows of 4 cubes, which is 16 unit cubes. Build 2 layers. Multiply 16 by 2 to find the volume. Each unit cube takes up one cubic unit of space.
Pip’s example: Pip counts every cube in one layer, including hidden cubes, and multiplies by the number of equal layers.
g5.math.volume-builders-6.v1Answer: 80
Help: One layer has 4 rows of 5 cubes, which is 20 unit cubes. Build 4 layers. Multiply 20 by 4 to find the volume. Each unit cube takes up one cubic unit of space.
Pip’s example: Pip counts every cube in one layer, including hidden cubes, and multiplies by the number of equal layers.
g5.math.volume-builders-7.v1Idaho Mathematics · January 3, 2022 · 5.OA.A.1–2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 27
Help: Calculate inside the parentheses first, then multiply.
Pip’s example: Pip writes three times the sum of four and five as three times the quantity four plus five.
g5.math.expression-0.v1Answer: 54
Help: Calculate inside the parentheses first, then multiply.
Pip’s example: Pip writes three times the sum of four and five as three times the quantity four plus five.
g5.math.expression-1.v1Answer: 44
Help: Calculate inside the parentheses first, then multiply.
Pip’s example: Pip writes three times the sum of four and five as three times the quantity four plus five.
g5.math.expression-2.v1Answer: 75
Help: Calculate inside the parentheses first, then multiply.
Pip’s example: Pip writes three times the sum of four and five as three times the quantity four plus five.
g5.math.expression-3.v1Choices: 2 × (8 + 7) · 2 × 8 + 7 · 8 + 7 + 2
Answer: 2 × (8 + 7)
Help: The grouping must include both numbers in the sum.
Pip’s example: Pip writes three times the sum of four and five as three times the quantity four plus five.
g5.math.expression-write.v1Choices: It is twelve times as large. · It is twelve more. · It is the same.
Answer: It is twelve times as large.
Help: Treat the entire sum as one quantity.
Pip’s example: Pip writes three times the sum of four and five as three times the quantity four plus five.
g5.math.expression-compare.v1Answer: 20
Help: Start with the innermost grouping.
Pip’s example: Pip writes three times the sum of four and five as three times the quantity four plus five.
g5.math.expression-brackets.v1Help: Explain what to calculate first in each and why the results differ.
Pip’s example: Pip writes three times the sum of four and five as three times the quantity four plus five.
g5.math.expression-explain.v1Idaho Mathematics · January 3, 2022 · 5.OA.B.3
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 24
Help: Pair terms by their positions in the patterns.
Pip’s example: Pip starts both patterns at zero, adds two in one and four in the other, and compares corresponding terms.
g5.math.patterns-double.v1Answer: 30
Help: Generate matching terms and explain their relationship.
Pip’s example: Pip starts both patterns at zero, adds two in one and four in the other, and compares corresponding terms.
g5.math.patterns-triple.v1Choices: B is always 3 greater. · B is always twice A. · B is always 4 greater.
Answer: B is always 3 greater.
Help: Compare several pairs, including the starting pair.
Pip’s example: Pip starts both patterns at zero, adds two in one and four in the other, and compares corresponding terms.
g5.math.patterns-offset.v1Help: List at least five corresponding terms. Plot them as ordered pairs in the first quadrant and explain a relationship using both rules.
Pip’s example: Pip starts both patterns at zero, adds two in one and four in the other, and compares corresponding terms.
g5.math.patterns-graph-0.v1Help: List at least five corresponding terms. Plot them as ordered pairs in the first quadrant and explain a relationship using both rules.
Pip’s example: Pip starts both patterns at zero, adds two in one and four in the other, and compares corresponding terms.
g5.math.patterns-graph-1.v1Help: List at least five corresponding terms. Plot them as ordered pairs in the first quadrant and explain a relationship using both rules.
Pip’s example: Pip starts both patterns at zero, adds two in one and four in the other, and compares corresponding terms.
g5.math.patterns-graph-2.v1Idaho Mathematics · January 3, 2022 · 5.NBT.A.1–4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 4.372
Help: Use a digit for each place, including thousandths.
Pip’s example: Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals.
g5.math.decimal-expanded.v1Answer: 0.06
Help: Locate the digit’s place before writing its value.
Pip’s example: Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals.
g5.math.decimal-value.v1Answer: 347
Help: Ten squared is one hundred; each digit’s value becomes one hundred times as much.
Pip’s example: Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals.
g5.math.power-multiply.v1Answer: 0.0562
Help: Ten cubed is one thousand. Track the value of every digit.
Pip’s example: Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals.
g5.math.power-divide.v1Choices: 10 times · 100 times · the same value
Answer: 10 times
Help: Adjacent places differ by a factor of ten.
Pip’s example: Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals.
g5.math.place-ratio.v1Choices: < · > · =
Answer: <
Help: Compare place values from left to right.
Pip’s example: Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals.
g5.math.decimal-compare-0.v1Choices: < · > · =
Answer: <
Help: Compare place values from left to right.
Pip’s example: Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals.
g5.math.decimal-compare-1.v1Choices: = · < · >
Answer: =
Help: Compare place values from left to right.
Pip’s example: Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals.
g5.math.decimal-compare-2.v1Answer: 8.37
Help: Locate neighboring hundredths and decide which is nearer.
Pip’s example: Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals.
g5.math.round-hundredth.v1Answer: 20
Help: Compare the number with the halfway point.
Pip’s example: Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals.
g5.math.round-whole.v1Idaho Mathematics · January 3, 2022 · 5.NBT.B.5–6
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 6992
Help: Estimate first, use a written method, and check with a related operation.
Pip’s example: Pip estimates a product, uses a written method, and checks a quotient by multiplying back.
g5.math.whole-0.v1Answer: 41004
Help: Estimate first, use a written method, and check with a related operation.
Pip’s example: Pip estimates a product, uses a written method, and checks a quotient by multiplying back.
g5.math.whole-1.v1Answer: 33210
Help: Estimate first, use a written method, and check with a related operation.
Pip’s example: Pip estimates a product, uses a written method, and checks a quotient by multiplying back.
g5.math.whole-2.v1Answer: 84456
Help: Estimate first, use a written method, and check with a related operation.
Pip’s example: Pip estimates a product, uses a written method, and checks a quotient by multiplying back.
g5.math.whole-3.v1Answer: 144
Help: Estimate first, use a written method, and check with a related operation.
Pip’s example: Pip estimates a product, uses a written method, and checks a quotient by multiplying back.
g5.math.whole-4.v1Answer: 216
Help: Estimate first, use a written method, and check with a related operation.
Pip’s example: Pip estimates a product, uses a written method, and checks a quotient by multiplying back.
g5.math.whole-5.v1Answer: 243
Help: Estimate first, use a written method, and check with a related operation.
Pip’s example: Pip estimates a product, uses a written method, and checks a quotient by multiplying back.
g5.math.whole-6.v1Idaho Mathematics · January 3, 2022 · 5.NBT.B.5–7
Coverage: partial. Adult observation needed; no automatic grade.
Help: Show place values and explain each step to a grown-up. A final numerical answer alone does not show the method.
Pip’s example: Pip labels partial products or quotient groups and explains their place values to a listener.
g5.math.method-0.v1Help: Connect the drawing to a written calculation. Explain the units or size of each part.
Pip’s example: Pip labels partial products or quotient groups and explains their place values to a listener.
g5.math.decimal-method-0.v1Help: Show place values and explain each step to a grown-up. A final numerical answer alone does not show the method.
Pip’s example: Pip labels partial products or quotient groups and explains their place values to a listener.
g5.math.method-1.v1Help: Connect the drawing to a written calculation. Explain the units or size of each part.
Pip’s example: Pip labels partial products or quotient groups and explains their place values to a listener.
g5.math.decimal-method-1.v1Help: Show place values and explain each step to a grown-up. A final numerical answer alone does not show the method.
Pip’s example: Pip labels partial products or quotient groups and explains their place values to a listener.
g5.math.method-2.v1Help: Connect the drawing to a written calculation. Explain the units or size of each part.
Pip’s example: Pip labels partial products or quotient groups and explains their place values to a listener.
g5.math.decimal-method-2.v1Idaho Mathematics · January 3, 2022 · 5.NF.A.1–2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Fraction answer: 5/6 or an equivalent value.
Help: Rename with equal-sized parts. Use a benchmark estimate to check your answer.
Pip’s example: Pip renames one half and one third as sixths before adding them.
g5.math.fraction-sum-0.v1Fraction answer: 23/20 or an equivalent value.
Help: Rename with equal-sized parts. Use a benchmark estimate to check your answer.
Pip’s example: Pip renames one half and one third as sixths before adding them.
g5.math.fraction-sum-1.v1Fraction answer: 14/24 or an equivalent value.
Help: Rename with equal-sized parts. Use a benchmark estimate to check your answer.
Pip’s example: Pip renames one half and one third as sixths before adding them.
g5.math.fraction-sum-2.v1Fraction answer: 13/24 or an equivalent value.
Help: Rename with equal-sized parts. Use a benchmark estimate to check your answer.
Pip’s example: Pip renames one half and one third as sixths before adding them.
g5.math.fraction-sum-3.v1Fraction answer: 43/12 or an equivalent value.
Help: Rename with equal-sized parts. Use a benchmark estimate to check your answer.
Pip’s example: Pip renames one half and one third as sixths before adding them.
g5.math.fraction-sum-4.v1Fraction answer: 19/12 or an equivalent value.
Help: Rename with equal-sized parts. Use a benchmark estimate to check your answer.
Pip’s example: Pip renames one half and one third as sixths before adding them.
g5.math.fraction-sum-5.v1Help: Draw both amounts with the same whole, rename equal-sized parts, and justify why the result lies between one and two cups.
Pip’s example: Pip renames one half and one third as sixths before adding them.
g5.math.fraction-justify.v1Idaho Mathematics · January 3, 2022 · 5.NF.B.4–6
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Fraction answer: 6/12 or an equivalent value.
Help: Use a fraction of a fraction or a rectangular area model, then check the size of the product.
Pip’s example: Pip shades half of three fourths in a rectangle and counts three eighths of the whole.
g5.math.fraction-product-0.v1Fraction answer: 10/30 or an equivalent value.
Help: Use a fraction of a fraction or a rectangular area model, then check the size of the product.
Pip’s example: Pip shades half of three fourths in a rectangle and counts three eighths of the whole.
g5.math.fraction-product-1.v1Fraction answer: 21/6 or an equivalent value.
Help: Use a fraction of a fraction or a rectangular area model, then check the size of the product.
Pip’s example: Pip shades half of three fourths in a rectangle and counts three eighths of the whole.
g5.math.fraction-product-2.v1Fraction answer: 6/12 or an equivalent value.
Help: Use a fraction of a fraction or a rectangular area model, then check the size of the product.
Pip’s example: Pip shades half of three fourths in a rectangle and counts three eighths of the whole.
g5.math.fraction-product-3.v1Choices: It is smaller than 225. · It is larger than 225. · It is equal to 225.
Answer: It is smaller than 225.
Help: The positive multiplier is less than one.
Pip’s example: Pip shades half of three fourths in a rectangle and counts three eighths of the whole.
g5.math.scale-smaller.v1Choices: It is larger than 11/50. · It is smaller than 11/50. · It is equal to 11/50.
Answer: It is larger than 11/50.
Help: The multiplier is greater than one and the starting amount is positive.
Pip’s example: Pip shades half of three fourths in a rectangle and counts three eighths of the whole.
g5.math.scale-larger.v1Idaho Mathematics · January 3, 2022 · 5.NF.B.3,7
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Fraction answer: 1/12 or an equivalent value.
Help: Split a third into four equal pieces; multiplication can check your quotient.
Pip’s example: Pip shares one half into three equal pieces, then checks that three sixths rebuild one half.
g5.math.unit-share.v1Fraction answer: 1/15 or an equivalent value.
Help: Share one fifth into three equal parts.
Pip’s example: Pip shares one half into three equal pieces, then checks that three sixths rebuild one half.
g5.math.unit-divide.v1Answer: 12
Help: Count groups of one fourth in each whole cup.
Pip’s example: Pip shares one half into three equal pieces, then checks that three sixths rebuild one half.
g5.math.whole-unit.v1Answer: 30
Help: Find how many sixths make five wholes.
Pip’s example: Pip shares one half into three equal pieces, then checks that three sixths rebuild one half.
g5.math.whole-unit-two.v1Fraction answer: 5/8 or an equivalent value.
Help: Interpret division of whole numbers as a fraction.
Pip’s example: Pip shares one half into three equal pieces, then checks that three sixths rebuild one half.
g5.math.equal-share.v1Idaho Mathematics · January 3, 2022 · 5.NBT.B.7
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 6.33
Help: Use place value or a model, then check with estimation or a related operation.
Pip’s example: Pip uses place value to combine decimal amounts and checks that the size of the answer fits the problem.
g5.math.decimal-operation-0.v1Answer: 4.44
Help: Use place value or a model, then check with estimation or a related operation.
Pip’s example: Pip uses place value to combine decimal amounts and checks that the size of the answer fits the problem.
g5.math.decimal-operation-1.v1Answer: 3.6
Help: Use place value or a model, then check with estimation or a related operation.
Pip’s example: Pip uses place value to combine decimal amounts and checks that the size of the answer fits the problem.
g5.math.decimal-operation-2.v1Answer: 0.04
Help: Use place value or a model, then check with estimation or a related operation.
Pip’s example: Pip uses place value to combine decimal amounts and checks that the size of the answer fits the problem.
g5.math.decimal-operation-3.v1Answer: 24
Help: Use place value or a model, then check with estimation or a related operation.
Pip’s example: Pip uses place value to combine decimal amounts and checks that the size of the answer fits the problem.
g5.math.decimal-operation-4.v1Answer: 27
Help: Use place value or a model, then check with estimation or a related operation.
Pip’s example: Pip uses place value to combine decimal amounts and checks that the size of the answer fits the problem.
g5.math.decimal-operation-5.v1Answer: 0.24
Help: Use place value or a model, then check with estimation or a related operation.
Pip’s example: Pip uses place value to combine decimal amounts and checks that the size of the answer fits the problem.
g5.math.decimal-operation-6.v1Idaho Mathematics · January 3, 2022 · 5.MD.A.1
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 2.75
Help: One hundred centimeters make one meter.
Pip’s example: Pip converts centimeters to meters using one hundred centimeters per meter, then solves the rest of the problem.
g5.math.cm-m.v1Answer: 1250
Help: Each kilogram is one thousand grams.
Pip’s example: Pip converts centimeters to meters using one hundred centimeters per meter, then solves the rest of the problem.
g5.math.kg-g.v1Answer: 1.65
Help: Use one thousand milliliters per liter and consistent units.
Pip’s example: Pip converts centimeters to meters using one hundred centimeters per meter, then solves the rest of the problem.
g5.math.ml-l.v1Answer: 2.5
Help: Each yard is three feet.
Pip’s example: Pip converts centimeters to meters using one hundred centimeters per meter, then solves the rest of the problem.
g5.math.feet-yards.v1Answer: 135
Help: Convert the hours to minutes first.
Pip’s example: Pip converts centimeters to meters using one hundred centimeters per meter, then solves the rest of the problem.
g5.math.time.v1Help: Invent realistic lengths, convert within the metric system, and explain why both methods give equivalent answers.
Pip’s example: Pip converts centimeters to meters using one hundred centimeters per meter, then solves the rest of the problem.
g5.math.measure-plan.v1Idaho Mathematics · January 3, 2022 · 5.MD.C.5
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Answer: 160
Help: Multiply the area of a base by the height.
Pip’s example: Pip splits a solid into two non-overlapping rectangular prisms, calculates each volume, and adds them.
g5.math.volume-1.v1Answer: 168
Help: Volume equals base area times height.
Pip’s example: Pip splits a solid into two non-overlapping rectangular prisms, calculates each volume, and adds them.
g5.math.volume-base.v1Answer: 6
Help: Find the missing factor.
Pip’s example: Pip splits a solid into two non-overlapping rectangular prisms, calculates each volume, and adds them.
g5.math.volume-height.v1Answer: 78
Help: Add non-overlapping parts; do not count any cube twice.
Pip’s example: Pip splits a solid into two non-overlapping rectangular prisms, calculates each volume, and adds them.
g5.math.volume-joined.v1Answer: 54
Help: Calculate both volumes and add.
Pip’s example: Pip splits a solid into two non-overlapping rectangular prisms, calculates each volume, and adds them.
g5.math.volume-two.v1Help: Use a sketch or safe blocks and explain the cubic units, gaps, overlaps, and hidden cubes to a grown-up.
Pip’s example: Pip splits a solid into two non-overlapping rectangular prisms, calculates each volume, and adds them.
g5.math.volume-explain-0.v1Help: Use a sketch or safe blocks and explain the cubic units, gaps, overlaps, and hidden cubes to a grown-up.
Pip’s example: Pip splits a solid into two non-overlapping rectangular prisms, calculates each volume, and adds them.
g5.math.volume-explain-1.v1Help: Use a sketch or safe blocks and explain the cubic units, gaps, overlaps, and hidden cubes to a grown-up.
Pip’s example: Pip splits a solid into two non-overlapping rectangular prisms, calculates each volume, and adds them.
g5.math.volume-explain-2.v1Idaho Mathematics · January 3, 2022 · 5.G.A.1–2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Coordinate answer: (2, 4). Mode: plot.
Help: Start at the origin. The first coordinate goes across the x-axis; the second goes up the y-axis.
Pip’s example: Pip starts at zero, moves three units along the horizontal axis and two up to plot the ordered pair three, two.
g5.math.coordinates-0.v1Coordinate answer: (5, 1). Mode: plot.
Help: Start at the origin. The first coordinate goes across the x-axis; the second goes up the y-axis.
Pip’s example: Pip starts at zero, moves three units along the horizontal axis and two up to plot the ordered pair three, two.
g5.math.coordinates-1.v1Coordinate answer: (0, 3). Mode: plot.
Help: Start at the origin. The first coordinate goes across the x-axis; the second goes up the y-axis.
Pip’s example: Pip starts at zero, moves three units along the horizontal axis and two up to plot the ordered pair three, two.
g5.math.coordinates-2.v1Coordinate answer: (4, 0). Mode: read.
Help: Start at the origin. The first coordinate goes across the x-axis; the second goes up the y-axis.
Pip’s example: Pip starts at zero, moves three units along the horizontal axis and two up to plot the ordered pair three, two.
g5.math.coordinates-3.v1Coordinate answer: (3, 5). Mode: read.
Help: Start at the origin. The first coordinate goes across the x-axis; the second goes up the y-axis.
Pip’s example: Pip starts at zero, moves three units along the horizontal axis and two up to plot the ordered pair three, two.
g5.math.coordinates-4.v1Coordinate answer: (6, 2). Mode: read.
Help: Start at the origin. The first coordinate goes across the x-axis; the second goes up the y-axis.
Pip’s example: Pip starts at zero, moves three units along the horizontal axis and two up to plot the ordered pair three, two.
g5.math.coordinates-5.v1Idaho Mathematics · January 3, 2022 · 5.G.B.3–4
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Every square is a rectangle. · Every rectangle is a square. · Every quadrilateral is a rectangle.
Answer: Every square is a rectangle.
Help: A square has every attribute needed to be a rectangle.
Pip’s example: Pip checks four right angles to show that every square belongs to the rectangle category.
g5.math.shape-hierarchy.v1Choices: rhombus · square · rectangle
Answer: rhombus
Help: Use defining attributes rather than the shape’s orientation.
Pip’s example: Pip checks four right angles to show that every square belongs to the rectangle category.
g5.math.rhombus.v1Choices: It has two pairs of parallel sides. · It always has four equal sides. · It has exactly three sides.
Answer: It has two pairs of parallel sides.
Help: A more specific group retains the attributes of its larger group.
Pip’s example: Pip checks four right angles to show that every square belongs to the rectangle category.
g5.math.rectangle-parallelogram.v1Help: Use an inclusive hierarchy and explain why squares belong to both rectangles and rhombuses.
Pip’s example: Pip checks four right angles to show that every square belongs to the rectangle category.
g5.math.shape-tree.v1Help: Draw examples and explain which categories can overlap. Use attributes, not which way a triangle points.
Pip’s example: Pip checks four right angles to show that every square belongs to the rectangle category.
g5.math.triangle-classify.v1Idaho Mathematics · January 3, 2022 · 5.MD.B.2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Fraction answer: 7/4 or an equivalent value.
Line plot data: {"d":4,"rows":[[1,1],[2,1],[4,1]]}
Help: Add every measurement, including repeated values.
Pip’s example: Pip adds all measurements, then shares the total equally to describe a fair redistribution.
g5.math.plot-total.v1Fraction answer: 7/12 or an equivalent value.
Line plot data: {"d":4,"rows":[[1,1],[2,1],[4,1]]}
Help: Find the total, then divide it among three equal shares.
Pip’s example: Pip adds all measurements, then shares the total equally to describe a fair redistribution.
g5.math.plot-share.v1Answer: 1
Help: Find the total volume and divide by the number of containers.
Pip’s example: Pip adds all measurements, then shares the total equally to describe a fair redistribution.
g5.math.decimal-data.v1Help: Make a table or line plot, label its units, ask a numerical question, and explain a solution using the display.
Pip’s example: Pip adds all measurements, then shares the total equally to describe a fair redistribution.
g5.math.data-display-0.v1Help: Make a table or line plot, label its units, ask a numerical question, and explain a solution using the display.
Pip’s example: Pip adds all measurements, then shares the total equally to describe a fair redistribution.
g5.math.data-display-1.v1Idaho Science · January 3, 2022 · 5-PS-1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles.
g5.science.particle-observe-0.v1Help: Compare a before-and-after drawing. Explain why matter can still exist when individual particles cannot be seen. Name one limitation of the representation.
Pip’s example: Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles.
g5.science.particle-explain-0.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles.
g5.science.particle-observe-1.v1Help: Compare a before-and-after drawing. Explain why matter can still exist when individual particles cannot be seen. Name one limitation of the representation.
Pip’s example: Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles.
g5.science.particle-explain-1.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles.
g5.science.particle-observe-2.v1Help: Compare a before-and-after drawing. Explain why matter can still exist when individual particles cannot be seen. Name one limitation of the representation.
Pip’s example: Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles.
g5.science.particle-explain-2.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles.
g5.science.particle-observe-3.v1Help: Compare a before-and-after drawing. Explain why matter can still exist when individual particles cannot be seen. Name one limitation of the representation.
Pip’s example: Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles.
g5.science.particle-explain-3.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles.
g5.science.particle-observe-4.v1Help: Compare a before-and-after drawing. Explain why matter can still exist when individual particles cannot be seen. Name one limitation of the representation.
Pip’s example: Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles.
g5.science.particle-explain-4.v1Idaho Science · January 3, 2022 · 5-PS-1.2
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip weighs the same closed bag before and after ice melts and includes the bag both times.
g5.science.conserve-test-0.v1Choices: Matter remains in the measured system. · The matter has disappeared. · Every material must remain in its original form.
Answer: Matter remains in the measured system.
Help: Track the entire system, not only the part that looks different.
Pip’s example: Pip weighs the same closed bag before and after ice melts and includes the bag both times.
g5.science.conserve-interpret-0.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip weighs the same closed bag before and after ice melts and includes the bag both times.
g5.science.conserve-test-1.v1Choices: Matter remains in the measured system. · The matter has disappeared. · Every material must remain in its original form.
Answer: Matter remains in the measured system.
Help: Track the entire system, not only the part that looks different.
Pip’s example: Pip weighs the same closed bag before and after ice melts and includes the bag both times.
g5.science.conserve-interpret-1.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip weighs the same closed bag before and after ice melts and includes the bag both times.
g5.science.conserve-test-2.v1Choices: Matter remains in the measured system. · The matter has disappeared. · Every material must remain in its original form.
Answer: Matter remains in the measured system.
Help: Track the entire system, not only the part that looks different.
Pip’s example: Pip weighs the same closed bag before and after ice melts and includes the bag both times.
g5.science.conserve-interpret-2.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip weighs the same closed bag before and after ice melts and includes the bag both times.
g5.science.conserve-test-3.v1Choices: Matter remains in the measured system. · The matter has disappeared. · Every material must remain in its original form.
Answer: Matter remains in the measured system.
Help: Track the entire system, not only the part that looks different.
Pip’s example: Pip weighs the same closed bag before and after ice melts and includes the bag both times.
g5.science.conserve-interpret-3.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip weighs the same closed bag before and after ice melts and includes the bag both times.
g5.science.conserve-test-4.v1Choices: Matter remains in the measured system. · The matter has disappeared. · Every material must remain in its original form.
Answer: Matter remains in the measured system.
Help: Track the entire system, not only the part that looks different.
Pip’s example: Pip weighs the same closed bag before and after ice melts and includes the bag both times.
g5.science.conserve-interpret-4.v1Idaho Science · January 3, 2022 · 5-PS-1.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone.
g5.science.properties-0.v1Help: Use your recorded known samples. Write decision steps based on observations, try the key with a partner, and revise an ambiguous step. Density is outside this activity.
Pip’s example: Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone.
g5.science.properties-argument-0.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone.
g5.science.properties-1.v1Help: Use your recorded known samples. Write decision steps based on observations, try the key with a partner, and revise an ambiguous step. Density is outside this activity.
Pip’s example: Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone.
g5.science.properties-argument-1.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone.
g5.science.properties-2.v1Help: Use your recorded known samples. Write decision steps based on observations, try the key with a partner, and revise an ambiguous step. Density is outside this activity.
Pip’s example: Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone.
g5.science.properties-argument-2.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone.
g5.science.properties-3.v1Help: Use your recorded known samples. Write decision steps based on observations, try the key with a partner, and revise an ambiguous step. Density is outside this activity.
Pip’s example: Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone.
g5.science.properties-argument-3.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone.
g5.science.properties-4.v1Help: Use your recorded known samples. Write decision steps based on observations, try the key with a partner, and revise an ambiguous step. Density is outside this activity.
Pip’s example: Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone.
g5.science.properties-argument-4.v1Idaho Science · January 3, 2022 · 5-PS-1.4
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip records properties before and after a safe adult-led mixture and asks whether the evidence suggests a new substance.
g5.science.mix-0.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip records properties before and after a safe adult-led mixture and asks whether the evidence suggests a new substance.
g5.science.mix-1.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip records properties before and after a safe adult-led mixture and asks whether the evidence suggests a new substance.
g5.science.mix-2.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip records properties before and after a safe adult-led mixture and asks whether the evidence suggests a new substance.
g5.science.mix-3.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip records properties before and after a safe adult-led mixture and asks whether the evidence suggests a new substance.
g5.science.mix-4.v1Idaho Science · January 3, 2022 · 5-PS-2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a safe observation or a globe drawing with a grown-up. Explain that local downward points toward Earth’s center; a page’s orientation does not define gravity. No force calculation is needed.
Pip’s example: Pip draws downward arrows for people at different places on a globe, all pointing toward the center.
g5.science.gravity-0.v1Help: Use a safe observation or a globe drawing with a grown-up. Explain that local downward points toward Earth’s center; a page’s orientation does not define gravity. No force calculation is needed.
Pip’s example: Pip draws downward arrows for people at different places on a globe, all pointing toward the center.
g5.science.gravity-1.v1Help: Use a safe observation or a globe drawing with a grown-up. Explain that local downward points toward Earth’s center; a page’s orientation does not define gravity. No force calculation is needed.
Pip’s example: Pip draws downward arrows for people at different places on a globe, all pointing toward the center.
g5.science.gravity-2.v1Help: Use a safe observation or a globe drawing with a grown-up. Explain that local downward points toward Earth’s center; a page’s orientation does not define gravity. No force calculation is needed.
Pip’s example: Pip draws downward arrows for people at different places on a globe, all pointing toward the center.
g5.science.gravity-3.v1Help: Use a safe observation or a globe drawing with a grown-up. Explain that local downward points toward Earth’s center; a page’s orientation does not define gravity. No force calculation is needed.
Pip’s example: Pip draws downward arrows for people at different places on a globe, all pointing toward the center.
g5.science.gravity-4.v1Idaho Science · January 3, 2022 · 5-PS-3.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Add sunlight at the beginning, label the arrows as energy transfer, and explain how the animal uses food for growth, repair, warmth, or movement. Energy flow is different from matter cycling.
Pip’s example: Pip traces energy from sunlight to a plant and then to an animal that uses food for growth and movement.
g5.science.food-energy-0.v1Help: Add sunlight at the beginning, label the arrows as energy transfer, and explain how the animal uses food for growth, repair, warmth, or movement. Energy flow is different from matter cycling.
Pip’s example: Pip traces energy from sunlight to a plant and then to an animal that uses food for growth and movement.
g5.science.food-energy-1.v1Help: Add sunlight at the beginning, label the arrows as energy transfer, and explain how the animal uses food for growth, repair, warmth, or movement. Energy flow is different from matter cycling.
Pip’s example: Pip traces energy from sunlight to a plant and then to an animal that uses food for growth and movement.
g5.science.food-energy-2.v1Help: Add sunlight at the beginning, label the arrows as energy transfer, and explain how the animal uses food for growth, repair, warmth, or movement. Energy flow is different from matter cycling.
Pip’s example: Pip traces energy from sunlight to a plant and then to an animal that uses food for growth and movement.
g5.science.food-energy-3.v1Help: Add sunlight at the beginning, label the arrows as energy transfer, and explain how the animal uses food for growth, repair, warmth, or movement. Energy flow is different from matter cycling.
Pip’s example: Pip traces energy from sunlight to a plant and then to an animal that uses food for growth and movement.
g5.science.food-energy-4.v1Idaho Science · January 3, 2022 · 5-LS-1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a reliable diagram or teacher-provided observations. Support the claim that most material comes from air and water and energy comes from sunlight. Plants still need nutrients; do not deprive a living plant of care to test a claim.
Pip’s example: Pip explains that most plant material comes from air and water, while sunlight supplies energy. Soil supplies nutrients but is not most of the plant’s material.
g5.science.plant-growth-0.v1Help: Use a reliable diagram or teacher-provided observations. Support the claim that most material comes from air and water and energy comes from sunlight. Plants still need nutrients; do not deprive a living plant of care to test a claim.
Pip’s example: Pip explains that most plant material comes from air and water, while sunlight supplies energy. Soil supplies nutrients but is not most of the plant’s material.
g5.science.plant-growth-1.v1Help: Use a reliable diagram or teacher-provided observations. Support the claim that most material comes from air and water and energy comes from sunlight. Plants still need nutrients; do not deprive a living plant of care to test a claim.
Pip’s example: Pip explains that most plant material comes from air and water, while sunlight supplies energy. Soil supplies nutrients but is not most of the plant’s material.
g5.science.plant-growth-2.v1Help: Use a reliable diagram or teacher-provided observations. Support the claim that most material comes from air and water and energy comes from sunlight. Plants still need nutrients; do not deprive a living plant of care to test a claim.
Pip’s example: Pip explains that most plant material comes from air and water, while sunlight supplies energy. Soil supplies nutrients but is not most of the plant’s material.
g5.science.plant-growth-3.v1Help: Use a reliable diagram or teacher-provided observations. Support the claim that most material comes from air and water and energy comes from sunlight. Plants still need nutrients; do not deprive a living plant of care to test a claim.
Pip’s example: Pip explains that most plant material comes from air and water, while sunlight supplies energy. Soil supplies nutrients but is not most of the plant’s material.
g5.science.plant-growth-4.v1Idaho Science · January 3, 2022 · 5-LS-2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: An adult selects reliable pictures and location or layer records. Compare past and present environments and explain what the evidence supports. Use relative ages; exact species identification is not required.
Pip’s example: Pip uses marine fossils found on dry land as evidence that the place once had different conditions.
g5.science.fossil-data-0.v1Help: An adult selects reliable pictures and location or layer records. Compare past and present environments and explain what the evidence supports. Use relative ages; exact species identification is not required.
Pip’s example: Pip uses marine fossils found on dry land as evidence that the place once had different conditions.
g5.science.fossil-data-1.v1Help: An adult selects reliable pictures and location or layer records. Compare past and present environments and explain what the evidence supports. Use relative ages; exact species identification is not required.
Pip’s example: Pip uses marine fossils found on dry land as evidence that the place once had different conditions.
g5.science.fossil-data-2.v1Help: An adult selects reliable pictures and location or layer records. Compare past and present environments and explain what the evidence supports. Use relative ages; exact species identification is not required.
Pip’s example: Pip uses marine fossils found on dry land as evidence that the place once had different conditions.
g5.science.fossil-data-3.v1Help: An adult selects reliable pictures and location or layer records. Compare past and present environments and explain what the evidence supports. Use relative ages; exact species identification is not required.
Pip’s example: Pip uses marine fossils found on dry land as evidence that the place once had different conditions.
g5.science.fossil-data-4.v1Idaho Science · January 3, 2022 · 5-LS-2.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a reliable nonhuman example with an adult. Explain how a variation may offer an advantage under particular conditions for survival, finding mates, or reproduction. Individuals do not choose inherited traits to meet a need.
Pip’s example: Pip compares camouflage variations in one species and explains how a particular background can affect survival.
g5.science.variation-0.v1Help: Use a reliable nonhuman example with an adult. Explain how a variation may offer an advantage under particular conditions for survival, finding mates, or reproduction. Individuals do not choose inherited traits to meet a need.
Pip’s example: Pip compares camouflage variations in one species and explains how a particular background can affect survival.
g5.science.variation-1.v1Help: Use a reliable nonhuman example with an adult. Explain how a variation may offer an advantage under particular conditions for survival, finding mates, or reproduction. Individuals do not choose inherited traits to meet a need.
Pip’s example: Pip compares camouflage variations in one species and explains how a particular background can affect survival.
g5.science.variation-2.v1Help: Use a reliable nonhuman example with an adult. Explain how a variation may offer an advantage under particular conditions for survival, finding mates, or reproduction. Individuals do not choose inherited traits to meet a need.
Pip’s example: Pip compares camouflage variations in one species and explains how a particular background can affect survival.
g5.science.variation-3.v1Help: Use a reliable nonhuman example with an adult. Explain how a variation may offer an advantage under particular conditions for survival, finding mates, or reproduction. Individuals do not choose inherited traits to meet a need.
Pip’s example: Pip compares camouflage variations in one species and explains how a particular background can affect survival.
g5.science.variation-4.v1Idaho Science · January 3, 2022 · 5-LS-2.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: With an adult-selected source or fictional model, identify affected organisms, propose two options, and argue for one using evidence and limits. Do not move wildlife or change habitats yourself.
Pip’s example: Pip considers one change in available water and uses evidence to compare ways to support affected organisms.
g5.science.habitat-solution-0.v1Help: With an adult-selected source or fictional model, identify affected organisms, propose two options, and argue for one using evidence and limits. Do not move wildlife or change habitats yourself.
Pip’s example: Pip considers one change in available water and uses evidence to compare ways to support affected organisms.
g5.science.habitat-solution-1.v1Help: With an adult-selected source or fictional model, identify affected organisms, propose two options, and argue for one using evidence and limits. Do not move wildlife or change habitats yourself.
Pip’s example: Pip considers one change in available water and uses evidence to compare ways to support affected organisms.
g5.science.habitat-solution-2.v1Help: With an adult-selected source or fictional model, identify affected organisms, propose two options, and argue for one using evidence and limits. Do not move wildlife or change habitats yourself.
Pip’s example: Pip considers one change in available water and uses evidence to compare ways to support affected organisms.
g5.science.habitat-solution-3.v1Help: With an adult-selected source or fictional model, identify affected organisms, propose two options, and argue for one using evidence and limits. Do not move wildlife or change habitats yourself.
Pip’s example: Pip considers one change in available water and uses evidence to compare ways to support affected organisms.
g5.science.habitat-solution-4.v1Idaho Science · January 3, 2022 · 5-LS-2.4
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use reference organisms chosen by a grown-up. Include producers, consumers, decomposers, air, water, and soil. Label what each arrow means; matter moves through living and nonliving parts.
Pip’s example: Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves.
g5.science.matter-web-0.v1Help: Explain the role of decomposers and return of materials to the environment. Trace one path through several parts and name a limit of your model; do not confuse recycled matter with energy flowing through.
Pip’s example: Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves.
g5.science.web-revise-0.v1Help: Use reference organisms chosen by a grown-up. Include producers, consumers, decomposers, air, water, and soil. Label what each arrow means; matter moves through living and nonliving parts.
Pip’s example: Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves.
g5.science.matter-web-1.v1Help: Explain the role of decomposers and return of materials to the environment. Trace one path through several parts and name a limit of your model; do not confuse recycled matter with energy flowing through.
Pip’s example: Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves.
g5.science.web-revise-1.v1Help: Use reference organisms chosen by a grown-up. Include producers, consumers, decomposers, air, water, and soil. Label what each arrow means; matter moves through living and nonliving parts.
Pip’s example: Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves.
g5.science.matter-web-2.v1Help: Explain the role of decomposers and return of materials to the environment. Trace one path through several parts and name a limit of your model; do not confuse recycled matter with energy flowing through.
Pip’s example: Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves.
g5.science.web-revise-2.v1Help: Use reference organisms chosen by a grown-up. Include producers, consumers, decomposers, air, water, and soil. Label what each arrow means; matter moves through living and nonliving parts.
Pip’s example: Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves.
g5.science.matter-web-3.v1Help: Explain the role of decomposers and return of materials to the environment. Trace one path through several parts and name a limit of your model; do not confuse recycled matter with energy flowing through.
Pip’s example: Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves.
g5.science.web-revise-3.v1Help: Use reference organisms chosen by a grown-up. Include producers, consumers, decomposers, air, water, and soil. Label what each arrow means; matter moves through living and nonliving parts.
Pip’s example: Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves.
g5.science.matter-web-4.v1Help: Explain the role of decomposers and return of materials to the environment. Trace one path through several parts and name a limit of your model; do not confuse recycled matter with energy flowing through.
Pip’s example: Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves.
g5.science.web-revise-4.v1Idaho Science · January 3, 2022 · 5-ESS-1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: A grown-up selects a safe demonstration; never stare at the Sun or bright beams. Compare equal sources so distance is the changing feature. Explain why the Sun appears bright from Earth and why the model does not compare actual star sizes.
Pip’s example: Pip compares equal light sources at different distances as a model for apparent brightness and explains the model’s limits.
g5.science.star-distance-0.v1Help: A grown-up selects a safe demonstration; never stare at the Sun or bright beams. Compare equal sources so distance is the changing feature. Explain why the Sun appears bright from Earth and why the model does not compare actual star sizes.
Pip’s example: Pip compares equal light sources at different distances as a model for apparent brightness and explains the model’s limits.
g5.science.star-distance-1.v1Help: A grown-up selects a safe demonstration; never stare at the Sun or bright beams. Compare equal sources so distance is the changing feature. Explain why the Sun appears bright from Earth and why the model does not compare actual star sizes.
Pip’s example: Pip compares equal light sources at different distances as a model for apparent brightness and explains the model’s limits.
g5.science.star-distance-2.v1Help: A grown-up selects a safe demonstration; never stare at the Sun or bright beams. Compare equal sources so distance is the changing feature. Explain why the Sun appears bright from Earth and why the model does not compare actual star sizes.
Pip’s example: Pip compares equal light sources at different distances as a model for apparent brightness and explains the model’s limits.
g5.science.star-distance-3.v1Help: A grown-up selects a safe demonstration; never stare at the Sun or bright beams. Compare equal sources so distance is the changing feature. Explain why the Sun appears bright from Earth and why the model does not compare actual star sizes.
Pip’s example: Pip compares equal light sources at different distances as a model for apparent brightness and explains the model’s limits.
g5.science.star-distance-4.v1Idaho Science · January 3, 2022 · 5-ESS-1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip plots shadow measurements with their times and looks for a pattern without treating one day as a complete seasonal record.
g5.science.sky-data-0.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip plots shadow measurements with their times and looks for a pattern without treating one day as a complete seasonal record.
g5.science.sky-data-1.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip plots shadow measurements with their times and looks for a pattern without treating one day as a complete seasonal record.
g5.science.sky-data-2.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip plots shadow measurements with their times and looks for a pattern without treating one day as a complete seasonal record.
g5.science.sky-data-3.v1Help: Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.
Pip’s example: Pip plots shadow measurements with their times and looks for a pattern without treating one day as a complete seasonal record.
g5.science.sky-data-4.v1Idaho Science · January 3, 2022 · 5-ESS-2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a labeled sketch or safe model with a grown-up. Explain an effect in both directions where supported, and keep the focus on these two systems rather than trying to model everything.
Pip’s example: Pip models water wearing away soil as an interaction between the hydrosphere and geosphere.
g5.science.earth-systems-0.v1Help: Use a labeled sketch or safe model with a grown-up. Explain an effect in both directions where supported, and keep the focus on these two systems rather than trying to model everything.
Pip’s example: Pip models water wearing away soil as an interaction between the hydrosphere and geosphere.
g5.science.earth-systems-1.v1Help: Use a labeled sketch or safe model with a grown-up. Explain an effect in both directions where supported, and keep the focus on these two systems rather than trying to model everything.
Pip’s example: Pip models water wearing away soil as an interaction between the hydrosphere and geosphere.
g5.science.earth-systems-2.v1Help: Use a labeled sketch or safe model with a grown-up. Explain an effect in both directions where supported, and keep the focus on these two systems rather than trying to model everything.
Pip’s example: Pip models water wearing away soil as an interaction between the hydrosphere and geosphere.
g5.science.earth-systems-3.v1Help: Use a labeled sketch or safe model with a grown-up. Explain an effect in both directions where supported, and keep the focus on these two systems rather than trying to model everything.
Pip’s example: Pip models water wearing away soil as an interaction between the hydrosphere and geosphere.
g5.science.earth-systems-4.v1Idaho Science · January 3, 2022 · 5-ESS-2.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: With a grown-up, use labeled relative quantities for oceans, lakes, rivers, glaciers, groundwater, and polar ice. Keep the denominator clear: all water or fresh water. Explain rounding and avoid counting overlapping categories twice.
Pip’s example: Pip uses a labeled source to compare salt water and fresh water, then distinguishes surface fresh water from ice and groundwater.
g5.science.water-reservoir-0.v1Help: With a grown-up, use labeled relative quantities for oceans, lakes, rivers, glaciers, groundwater, and polar ice. Keep the denominator clear: all water or fresh water. Explain rounding and avoid counting overlapping categories twice.
Pip’s example: Pip uses a labeled source to compare salt water and fresh water, then distinguishes surface fresh water from ice and groundwater.
g5.science.water-reservoir-1.v1Help: With a grown-up, use labeled relative quantities for oceans, lakes, rivers, glaciers, groundwater, and polar ice. Keep the denominator clear: all water or fresh water. Explain rounding and avoid counting overlapping categories twice.
Pip’s example: Pip uses a labeled source to compare salt water and fresh water, then distinguishes surface fresh water from ice and groundwater.
g5.science.water-reservoir-2.v1Help: With a grown-up, use labeled relative quantities for oceans, lakes, rivers, glaciers, groundwater, and polar ice. Keep the denominator clear: all water or fresh water. Explain rounding and avoid counting overlapping categories twice.
Pip’s example: Pip uses a labeled source to compare salt water and fresh water, then distinguishes surface fresh water from ice and groundwater.
g5.science.water-reservoir-3.v1Help: With a grown-up, use labeled relative quantities for oceans, lakes, rivers, glaciers, groundwater, and polar ice. Keep the denominator clear: all water or fresh water. Explain rounding and avoid counting overlapping categories twice.
Pip’s example: Pip uses a labeled source to compare salt water and fresh water, then distinguishes surface fresh water from ice and groundwater.
g5.science.water-reservoir-4.v1Idaho Science · January 3, 2022 · 5-ESS-3.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose reliable sources with a grown-up. Explain the scientific idea, a reported result, and an uncertainty. Recommend a next question without claiming that one measure fixes every problem.
Pip’s example: Pip compares two sources about a community’s water-protection work and asks what evidence shows an effect.
g5.science.resource-inquiry-0.v1Help: Choose reliable sources with a grown-up. Explain the scientific idea, a reported result, and an uncertainty. Recommend a next question without claiming that one measure fixes every problem.
Pip’s example: Pip compares two sources about a community’s water-protection work and asks what evidence shows an effect.
g5.science.resource-inquiry-1.v1Help: Choose reliable sources with a grown-up. Explain the scientific idea, a reported result, and an uncertainty. Recommend a next question without claiming that one measure fixes every problem.
Pip’s example: Pip compares two sources about a community’s water-protection work and asks what evidence shows an effect.
g5.science.resource-inquiry-2.v1Help: Choose reliable sources with a grown-up. Explain the scientific idea, a reported result, and an uncertainty. Recommend a next question without claiming that one measure fixes every problem.
Pip’s example: Pip compares two sources about a community’s water-protection work and asks what evidence shows an effect.
g5.science.resource-inquiry-3.v1Help: Choose reliable sources with a grown-up. Explain the scientific idea, a reported result, and an uncertainty. Recommend a next question without claiming that one measure fixes every problem.
Pip’s example: Pip compares two sources about a community’s water-protection work and asks what evidence shows an effect.
g5.science.resource-inquiry-4.v1Idaho Social Studies · revised November 20, 2025 · 5.SS.1.1–9,11
Coverage: partial. Adult observation needed; no automatic grade.
Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-0.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-1.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-2.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-3.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-4.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-5.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-6.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-7.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-8.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-9.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-10.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-11.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-12.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-13.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-14.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-15.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-16.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-17.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-18.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.
Pip’s example: Pip compares accounts of a historical change and asks how its consequences differed for groups of people.
g5.social-studies.history-19.v1Idaho Social Studies · revised November 20, 2025 · 5.SS.1.1,10; 5.SS.4.1,5,7
Coverage: partial. Adult observation needed; no automatic grade.
Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: An adult chooses a source created by the nation or community and a second historical source. Explain that Indigenous societies existed long before the United States. Discuss a specific interaction and its effects without treating nations as interchangeable.
Pip’s example: Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club.
g5.social-studies.nation-history-0.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Identify how the community describes its government, land, or cultural continuity. Compare state or federal responsibilities with tribal sovereignty without assuming every nation has the same structure. Do not copy restricted practices.
Pip’s example: Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club.
g5.social-studies.nation-today-0.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: An adult chooses a source created by the nation or community and a second historical source. Explain that Indigenous societies existed long before the United States. Discuss a specific interaction and its effects without treating nations as interchangeable.
Pip’s example: Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club.
g5.social-studies.nation-history-1.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Identify how the community describes its government, land, or cultural continuity. Compare state or federal responsibilities with tribal sovereignty without assuming every nation has the same structure. Do not copy restricted practices.
Pip’s example: Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club.
g5.social-studies.nation-today-1.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: An adult chooses a source created by the nation or community and a second historical source. Explain that Indigenous societies existed long before the United States. Discuss a specific interaction and its effects without treating nations as interchangeable.
Pip’s example: Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club.
g5.social-studies.nation-history-2.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Identify how the community describes its government, land, or cultural continuity. Compare state or federal responsibilities with tribal sovereignty without assuming every nation has the same structure. Do not copy restricted practices.
Pip’s example: Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club.
g5.social-studies.nation-today-2.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: An adult chooses a source created by the nation or community and a second historical source. Explain that Indigenous societies existed long before the United States. Discuss a specific interaction and its effects without treating nations as interchangeable.
Pip’s example: Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club.
g5.social-studies.nation-history-3.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Identify how the community describes its government, land, or cultural continuity. Compare state or federal responsibilities with tribal sovereignty without assuming every nation has the same structure. Do not copy restricted practices.
Pip’s example: Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club.
g5.social-studies.nation-today-3.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: An adult chooses a source created by the nation or community and a second historical source. Explain that Indigenous societies existed long before the United States. Discuss a specific interaction and its effects without treating nations as interchangeable.
Pip’s example: Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club.
g5.social-studies.nation-history-4.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Identify how the community describes its government, land, or cultural continuity. Compare state or federal responsibilities with tribal sovereignty without assuming every nation has the same structure. Do not copy restricted practices.
Pip’s example: Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club.
g5.social-studies.nation-today-4.v1Idaho Social Studies · revised November 20, 2025 · 5.SS.2.1–4
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.state-atlas-0.v1Help: Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.state-atlas-1.v1Help: Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.state-atlas-2.v1Help: Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.state-atlas-3.v1Help: Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.state-atlas-4.v1Help: Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.state-atlas-5.v1Help: Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.state-atlas-6.v1Help: Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.state-atlas-7.v1Help: Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.state-atlas-8.v1Help: Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.state-atlas-9.v1Help: Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.map-inquiry-0.v1Help: Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.map-inquiry-1.v1Help: Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.map-inquiry-2.v1Help: Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.map-inquiry-3.v1Help: Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.map-inquiry-4.v1Help: Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.map-inquiry-5.v1Help: Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.map-inquiry-6.v1Help: Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.map-inquiry-7.v1Help: Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.map-inquiry-8.v1Help: Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.
Pip’s example: Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship.
g5.social-studies.map-inquiry-9.v1Idaho Social Studies · revised November 20, 2025 · 5.SS.3.1–6
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: a tax on imported goods · a ban on all local purchases · a map of trade routes
Answer: a tax on imported goods
Help: Identify the concept and the tradeoff. These are simplified educational examples.
Pip’s example: Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice.
g5.social-studies.economy-check-0.v1Choices: a restriction or ban on trade with a specified place · a guarantee of free shipping · a loan to every business
Answer: a restriction or ban on trade with a specified place
Help: Identify the concept and the tradeoff. These are simplified educational examples.
Pip’s example: Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice.
g5.social-studies.economy-check-1.v1Choices: revenue for government purposes · only private gifts · votes in an election
Answer: revenue for government purposes
Help: Identify the concept and the tradeoff. These are simplified educational examples.
Pip’s example: Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice.
g5.social-studies.economy-check-2.v1Choices: Buyers and sellers make many choices about goods and services. · Every price is chosen by one child. · Resources are unlimited.
Answer: Buyers and sellers make many choices about goods and services.
Help: Identify the concept and the tradeoff. These are simplified educational examples.
Pip’s example: Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice.
g5.social-studies.economy-check-3.v1Choices: a possible reward along with financial risk · a guaranteed profit · no need to plan
Answer: a possible reward along with financial risk
Help: Identify the concept and the tradeoff. These are simplified educational examples.
Pip’s example: Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice.
g5.social-studies.economy-check-4.v1Choices: 92 tokens · 108 tokens · 100 tokens
Answer: 92 tokens
Help: Identify the concept and the tradeoff. These are simplified educational examples.
Pip’s example: Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice.
g5.social-studies.economy-check-5.v1Choices: It can reduce the time or cost of moving goods. · It makes all resources unlimited. · It removes every business risk.
Answer: It can reduce the time or cost of moving goods.
Help: Identify the concept and the tradeoff. These are simplified educational examples.
Pip’s example: Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice.
g5.social-studies.economy-check-6.v1Choices: It can help coordinate orders and deliveries. · It guarantees every order is correct. · It makes transportation unnecessary.
Answer: It can help coordinate orders and deliveries.
Help: Identify the concept and the tradeoff. These are simplified educational examples.
Pip’s example: Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice.
g5.social-studies.economy-check-7.v1Help: Use reliable historical sources or clearly labeled pretend figures. Consider more than one affected group. No purchases, real financial records, or tax decisions are needed.
Pip’s example: Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice.
g5.social-studies.economy-inquiry-0.v1Help: Use reliable historical sources or clearly labeled pretend figures. Consider more than one affected group. No purchases, real financial records, or tax decisions are needed.
Pip’s example: Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice.
g5.social-studies.economy-inquiry-1.v1Help: Use reliable historical sources or clearly labeled pretend figures. Consider more than one affected group. No purchases, real financial records, or tax decisions are needed.
Pip’s example: Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice.
g5.social-studies.economy-inquiry-2.v1Help: Use reliable historical sources or clearly labeled pretend figures. Consider more than one affected group. No purchases, real financial records, or tax decisions are needed.
Pip’s example: Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice.
g5.social-studies.economy-inquiry-3.v1Help: Use reliable historical sources or clearly labeled pretend figures. Consider more than one affected group. No purchases, real financial records, or tax decisions are needed.
Pip’s example: Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice.
g5.social-studies.economy-inquiry-4.v1Help: Use reliable historical sources or clearly labeled pretend figures. Consider more than one affected group. No purchases, real financial records, or tax decisions are needed.
Pip’s example: Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice.
g5.social-studies.economy-inquiry-5.v1Help: Use reliable historical sources or clearly labeled pretend figures. Consider more than one affected group. No purchases, real financial records, or tax decisions are needed.
Pip’s example: Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice.
g5.social-studies.economy-inquiry-6.v1Idaho Social Studies · revised November 20, 2025 · 5.SS.4.1–7,11–13
Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.
Choices: Congress, the legislative branch · the executive branch alone · the judicial branch
Answer: Congress, the legislative branch
Help: Connect the principle with the roles and limits described.
Pip’s example: Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided.
g5.social-studies.civic-check-0.v1Choices: the executive branch · the legislative branch alone · a private club
Answer: the executive branch
Help: Connect the principle with the roles and limits described.
Pip’s example: Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided.
g5.social-studies.civic-check-1.v1Choices: the judicial branch · the legislative branch · a news organization
Answer: the judicial branch
Help: Connect the principle with the roles and limits described.
Pip’s example: Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided.
g5.social-studies.civic-check-2.v1Choices: dividing government responsibilities among branches · giving every power to one person · removing every responsibility
Answer: dividing government responsibilities among branches
Help: Connect the principle with the roles and limits described.
Pip’s example: Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided.
g5.social-studies.civic-check-3.v1Choices: Branches can limit certain actions of other branches. · No branch has any power. · Every official can ignore laws.
Answer: Branches can limit certain actions of other branches.
Help: Connect the principle with the roles and limits described.
Pip’s example: Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided.
g5.social-studies.civic-check-4.v1Choices: power divided between national and state governments · one classroom choosing a game · all local rules being identical
Answer: power divided between national and state governments
Help: Connect the principle with the roles and limits described.
Pip’s example: Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided.
g5.social-studies.civic-check-5.v1Choices: government authority rests with the people · one ruler owns all government power · popularity removes individual rights
Answer: government authority rests with the people
Help: Connect the principle with the roles and limits described.
Pip’s example: Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided.
g5.social-studies.civic-check-6.v1Choices: People choose representatives within a constitutional system. · Every public decision is a direct vote of all citizens. · Representatives have unlimited power
Answer: People choose representatives within a constitutional system.
Help: Connect the principle with the roles and limits described.
Pip’s example: Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided.
g5.social-studies.civic-check-7.v1Choices: People vote directly on decisions rather than acting only through elected representatives. · It has no decisions to make. · It always removes minority rights.
Answer: People vote directly on decisions rather than acting only through elected representatives.
Help: Connect the principle with the roles and limits described.
Pip’s example: Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided.
g5.social-studies.civic-check-8.v1Choices: People and government are subject to law. · Only people without official roles must follow laws. · A popular person can ignore every law.
Answer: People and government are subject to law.
Help: Connect the principle with the roles and limits described.
Pip’s example: Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided.
g5.social-studies.civic-check-9.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Read age-appropriate excerpts with a grown-up. Explain a principle and an example, distinguish historical ideals from who could exercise rights at the time, and identify a question for further study.
Pip’s example: Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided.
g5.social-studies.government-inquiry-0.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Read age-appropriate excerpts with a grown-up. Explain a principle and an example, distinguish historical ideals from who could exercise rights at the time, and identify a question for further study.
Pip’s example: Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided.
g5.social-studies.government-inquiry-1.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Read age-appropriate excerpts with a grown-up. Explain a principle and an example, distinguish historical ideals from who could exercise rights at the time, and identify a question for further study.
Pip’s example: Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided.
g5.social-studies.government-inquiry-2.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Read age-appropriate excerpts with a grown-up. Explain a principle and an example, distinguish historical ideals from who could exercise rights at the time, and identify a question for further study.
Pip’s example: Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided.
g5.social-studies.government-inquiry-3.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Read age-appropriate excerpts with a grown-up. Explain a principle and an example, distinguish historical ideals from who could exercise rights at the time, and identify a question for further study.
Pip’s example: Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided.
g5.social-studies.government-inquiry-4.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Read age-appropriate excerpts with a grown-up. Explain a principle and an example, distinguish historical ideals from who could exercise rights at the time, and identify a question for further study.
Pip’s example: Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided.
g5.social-studies.government-inquiry-5.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Read age-appropriate excerpts with a grown-up. Explain a principle and an example, distinguish historical ideals from who could exercise rights at the time, and identify a question for further study.
Pip’s example: Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided.
g5.social-studies.government-inquiry-6.v1Idaho Social Studies · revised November 20, 2025 · 5.SS.4.8–10,13
Coverage: partial. Adult observation needed; no automatic grade.
Help: Work with a grown-up and current official information. Listen to more than one perspective, support an idea with reasons, and keep private details out of the site. This activity sends no messages or public comments.
Pip’s example: Pip checks an official current source for an officeholder and drafts a respectful question with a grown-up.
g5.social-studies.citizenship-0.v1Help: Work with a grown-up and current official information. Listen to more than one perspective, support an idea with reasons, and keep private details out of the site. This activity sends no messages or public comments.
Pip’s example: Pip checks an official current source for an officeholder and drafts a respectful question with a grown-up.
g5.social-studies.citizenship-1.v1Help: Work with a grown-up and current official information. Listen to more than one perspective, support an idea with reasons, and keep private details out of the site. This activity sends no messages or public comments.
Pip’s example: Pip checks an official current source for an officeholder and drafts a respectful question with a grown-up.
g5.social-studies.citizenship-2.v1Idaho Social Studies · revised November 20, 2025 · 5.SS.5.1–3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.
Pip’s example: Pip traces how a product connects places and considers how governments can discuss a shared problem.
g5.social-studies.global-0.v1Help: Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.
Pip’s example: Pip traces how a product connects places and considers how governments can discuss a shared problem.
g5.social-studies.global-1.v1Help: Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.
Pip’s example: Pip traces how a product connects places and considers how governments can discuss a shared problem.
g5.social-studies.global-2.v1Help: Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.
Pip’s example: Pip traces how a product connects places and considers how governments can discuss a shared problem.
g5.social-studies.global-3.v1Help: Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.
Pip’s example: Pip traces how a product connects places and considers how governments can discuss a shared problem.
g5.social-studies.global-4.v1Help: Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.
Pip’s example: Pip traces how a product connects places and considers how governments can discuss a shared problem.
g5.social-studies.global-5.v1Help: Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.
Pip’s example: Pip traces how a product connects places and considers how governments can discuss a shared problem.
g5.social-studies.global-6.v1Help: Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.
Pip’s example: Pip traces how a product connects places and considers how governments can discuss a shared problem.
g5.social-studies.global-7.v1Help: Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.
Pip’s example: Pip traces how a product connects places and considers how governments can discuss a shared problem.
g5.social-studies.global-8.v1Help: Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.
Pip’s example: Pip traces how a product connects places and considers how governments can discuss a shared problem.
g5.social-studies.global-9.v1Idaho Social Studies · revised November 20, 2025 · 5.SS.1.1–11; 5.SS.2.1
Coverage: partial. Adult observation needed; no automatic grade.
Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Identify author or creator, date, purpose, and audience. Explain which is primary or secondary for your question, quote briefly and accurately, and describe what each leaves out.
Pip’s example: Pip distinguishes a source created at the time from a later interpretation and asks what each can establish.
g5.social-studies.source-compare-0.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Identify author or creator, date, purpose, and audience. Explain which is primary or secondary for your question, quote briefly and accurately, and describe what each leaves out.
Pip’s example: Pip distinguishes a source created at the time from a later interpretation and asks what each can establish.
g5.social-studies.source-compare-1.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Identify author or creator, date, purpose, and audience. Explain which is primary or secondary for your question, quote briefly and accurately, and describe what each leaves out.
Pip’s example: Pip distinguishes a source created at the time from a later interpretation and asks what each can establish.
g5.social-studies.source-compare-2.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Identify author or creator, date, purpose, and audience. Explain which is primary or secondary for your question, quote briefly and accurately, and describe what each leaves out.
Pip’s example: Pip distinguishes a source created at the time from a later interpretation and asks what each can establish.
g5.social-studies.source-compare-3.v1Sources: National Archives · Educator resources · Library of Congress · Classroom materials · Idaho Indian Education · Tribal links
Help: Identify author or creator, date, purpose, and audience. Explain which is primary or secondary for your question, quote briefly and accurately, and describe what each leaves out.
Pip’s example: Pip distinguishes a source created at the time from a later interpretation and asks what each can establish.
g5.social-studies.source-compare-4.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.1.1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g5.feelings.emotions-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g5.feelings.emotions-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g5.feelings.emotions-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g5.feelings.emotions-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g5.feelings.emotions-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g5.feelings.emotions-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g5.feelings.emotions-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g5.feelings.emotions-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g5.feelings.emotions-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip notices a fictional character’s actions and asks what the character might feel rather than assuming.
g5.feelings.emotions-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.4.1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g5.feelings.listening-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g5.feelings.listening-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g5.feelings.listening-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g5.feelings.listening-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g5.feelings.listening-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g5.feelings.listening-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g5.feelings.listening-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g5.feelings.listening-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g5.feelings.listening-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip restates a partner’s idea, checks the meaning, and adds a connected response.
g5.feelings.listening-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.4.1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g5.feelings.refusal-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g5.feelings.refusal-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g5.feelings.refusal-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g5.feelings.refusal-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g5.feelings.refusal-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g5.feelings.refusal-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g5.feelings.refusal-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g5.feelings.refusal-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g5.feelings.refusal-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip practices a clear refusal and asks a trusted adult for help when pressure continues.
g5.feelings.refusal-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.4.1.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g5.feelings.conflict-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g5.feelings.conflict-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g5.feelings.conflict-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g5.feelings.conflict-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g5.feelings.conflict-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g5.feelings.conflict-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g5.feelings.conflict-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g5.feelings.conflict-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g5.feelings.conflict-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip pauses, hears both concerns, and looks for an option that respects each person.
g5.feelings.conflict-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.4.1.4; 3-5.H.5.1.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g5.feelings.help-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g5.feelings.help-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g5.feelings.help-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g5.feelings.help-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g5.feelings.help-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g5.feelings.help-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g5.feelings.help-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g5.feelings.help-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g5.feelings.help-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable.
g5.feelings.help-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.2.1.3,5–6
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g5.feelings.peers-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g5.feelings.peers-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g5.feelings.peers-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g5.feelings.peers-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g5.feelings.peers-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g5.feelings.peers-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g5.feelings.peers-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g5.feelings.peers-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g5.feelings.peers-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks what a message wants someone to do and checks whether that choice supports well-being.
g5.feelings.peers-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.5.1.1–6
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g5.feelings.decisions-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g5.feelings.decisions-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g5.feelings.decisions-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g5.feelings.decisions-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g5.feelings.decisions-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g5.feelings.decisions-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g5.feelings.decisions-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g5.feelings.decisions-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g5.feelings.decisions-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip thinks through two safe choices, asks for help when needed, and reflects on the result.
g5.feelings.decisions-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.6.1.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g5.feelings.goals-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g5.feelings.goals-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g5.feelings.goals-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g5.feelings.goals-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g5.feelings.goals-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g5.feelings.goals-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g5.feelings.goals-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g5.feelings.goals-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g5.feelings.goals-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip chooses a manageable step, identifies support, and adjusts the plan after trying it.
g5.feelings.goals-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.1.1.1–3; 3-5.H.7.1.1–3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g5.feelings.habits-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g5.feelings.habits-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g5.feelings.habits-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g5.feelings.habits-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g5.feelings.habits-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g5.feelings.habits-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g5.feelings.habits-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g5.feelings.habits-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g5.feelings.habits-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps.
g5.feelings.habits-9.v1Idaho Health 3–5 · June 1, 2023 · 3-5.H.3.1.1–2; 3-5.H.8.1.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g5.feelings.support-0.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g5.feelings.support-1.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g5.feelings.support-2.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g5.feelings.support-3.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g5.feelings.support-4.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g5.feelings.support-5.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g5.feelings.support-6.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g5.feelings.support-7.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g5.feelings.support-8.v1Help: Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.
Pip’s example: Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone.
g5.feelings.support-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.2.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g5.music.rhythm-0.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g5.music.rhythm-1.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g5.music.rhythm-2.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g5.music.rhythm-3.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g5.music.rhythm-4.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g5.music.rhythm-5.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g5.music.rhythm-6.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g5.music.rhythm-7.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g5.music.rhythm-8.v1Help: Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.
Pip’s example: Pip follows a pattern of sound beats and quiet beats at a comfortable pace.
g5.music.rhythm-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.2.2–3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g5.music.melody-0.v1Help: Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g5.music.melody-1.v1Help: Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g5.music.melody-2.v1Help: Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g5.music.melody-3.v1Help: Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g5.music.melody-4.v1Help: Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g5.music.melody-5.v1Help: Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g5.music.melody-6.v1Help: Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g5.music.melody-7.v1Help: Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g5.music.melody-8.v1Help: Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.
Pip’s example: Pip follows note names on a treble staff, notices the direction, and tries the phrase.
g5.music.melody-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.1.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.compose-0.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.compose-1.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.compose-2.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.compose-3.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.compose-4.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.compose-5.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.compose-6.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.compose-7.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.compose-8.v1Help: Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.compose-9.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.harmony-0.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.harmony-1.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.harmony-2.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.harmony-3.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.harmony-4.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.harmony-5.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.harmony-6.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.harmony-7.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.harmony-8.v1Help: With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.
Pip’s example: Pip creates a short phrase and records its notes or symbols so it can be tried again.
g5.music.harmony-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.1.3
Coverage: partial. Adult observation needed; no automatic grade.
Help: Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g5.music.improvise-0.v1Help: Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g5.music.improvise-1.v1Help: Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g5.music.improvise-2.v1Help: Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g5.music.improvise-3.v1Help: Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g5.music.improvise-4.v1Help: Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g5.music.improvise-5.v1Help: Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g5.music.improvise-6.v1Help: Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g5.music.improvise-7.v1Help: Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g5.music.improvise-8.v1Help: Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.
Pip’s example: Pip answers a short phrase with a new idea, keeping a comfortable beat.
g5.music.improvise-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g5.music.revise-0.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g5.music.revise-1.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g5.music.revise-2.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g5.music.revise-3.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g5.music.revise-4.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g5.music.revise-5.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g5.music.revise-6.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g5.music.revise-7.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g5.music.revise-8.v1Help: Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.
Pip’s example: Pip asks what a listener noticed, changes one musical idea, and compares the versions.
g5.music.revise-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.3.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g5.music.perform-0.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g5.music.perform-1.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g5.music.perform-2.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g5.music.perform-3.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g5.music.perform-4.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g5.music.perform-5.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g5.music.perform-6.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g5.music.perform-7.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g5.music.perform-8.v1Help: Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.
Pip’s example: Pip chooses a musical mood and explains how pace, silence, or loudness supports it.
g5.music.perform-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.4.1–2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g5.music.listen-0.v1Help: Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g5.music.listen-1.v1Help: Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g5.music.listen-2.v1Help: Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g5.music.listen-3.v1Help: Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g5.music.listen-4.v1Help: Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g5.music.listen-5.v1Help: Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g5.music.listen-6.v1Help: Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g5.music.listen-7.v1Help: Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g5.music.listen-8.v1Help: Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.
Pip’s example: Pip names a musical detail behind a preference and asks how to be a considerate audience.
g5.music.listen-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.5.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g5.music.context-0.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g5.music.context-1.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g5.music.context-2.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g5.music.context-3.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g5.music.context-4.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g5.music.context-5.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g5.music.context-6.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g5.music.context-7.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g5.music.context-8.v1Help: A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.
Pip’s example: Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose.
g5.music.context-9.v1Idaho General Music 4–5 · April 29, 2024 · 4-5.MU:GM.5.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g5.music.connect-0.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g5.music.connect-1.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g5.music.connect-2.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g5.music.connect-3.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g5.music.connect-4.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g5.music.connect-5.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g5.music.connect-6.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g5.music.connect-7.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g5.music.connect-8.v1Help: Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.
Pip’s example: Pip connects a musical pattern to a story or image and explains the link.
g5.music.connect-9.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.1.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-0.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-1.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-2.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-3.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-4.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-5.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-6.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-7.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-8.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-9.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-10.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-11.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-12.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-13.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-14.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-15.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-16.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-17.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-18.v1Help: Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.
Pip’s example: Pip sketches two different ways to communicate an idea, then chooses one and explains why.
g5.art.plan-19.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.2.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-0.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-1.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-2.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-3.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-4.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-5.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-6.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-7.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-8.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-9.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-10.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-11.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-12.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-13.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-14.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-15.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-16.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-17.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-18.v1Help: Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.
Pip’s example: Pip compares two safe processes and chooses one that suits the idea.
g5.art.make-19.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.4.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-0.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-1.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-2.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-3.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-4.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-5.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-6.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-7.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-8.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-9.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-10.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-11.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-12.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-13.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-14.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-15.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-16.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-17.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-18.v1Help: Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.
Pip’s example: Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation.
g5.art.observe-19.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.2.2
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g5.art.revise-0.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g5.art.revise-1.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g5.art.revise-2.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g5.art.revise-3.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g5.art.revise-4.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g5.art.revise-5.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g5.art.revise-6.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g5.art.revise-7.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g5.art.revise-8.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g5.art.revise-9.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g5.art.revise-10.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g5.art.revise-11.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g5.art.revise-12.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g5.art.revise-13.v1Help: Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.
Pip’s example: Pip listens to feedback, chooses a useful change, and explains what the change communicates.
g5.art.revise-14.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.3.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g5.art.present-0.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g5.art.present-1.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g5.art.present-2.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g5.art.present-3.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g5.art.present-4.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g5.art.present-5.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g5.art.present-6.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g5.art.present-7.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g5.art.present-8.v1Help: Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.
Pip’s example: Pip chooses a safe way to handle and display artwork and considers how viewers will experience it.
g5.art.present-9.v1Idaho Visual Arts 3–5 · April 29, 2024 · 3-5.VA.5.1
Coverage: partial. Adult observation needed; no automatic grade.
Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g5.art.message-0.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g5.art.message-1.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g5.art.message-2.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g5.art.message-3.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g5.art.message-4.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g5.art.message-5.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g5.art.message-6.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g5.art.message-7.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g5.art.message-8.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g5.art.message-9.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g5.art.message-10.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g5.art.message-11.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g5.art.message-12.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g5.art.message-13.v1Help: Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.
Pip’s example: Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message.
g5.art.message-14.v1