For NC EOG · Grade 5

Grade 5 EOG practice,
every standard, every kid.

Standards-aligned practice for the North Carolina End-of-Grade tests. Browse all 44 Reading, Math, and Science standards below — every one comes with a kid-friendly explanation and a sample question with worked solutions.

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Aligned to NC

Every grade-5 question maps to an NC Standard Course of Study standard. No off-grade content.

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Untimed practice for learning, plus timed tests that mimic the real EOG format.

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Reading

Passage-based reading comprehension and language standards. 11 standards.

RL.5.1Cite text — literatureShow example
Quote accurately from a literary text when explaining what the text says explicitly and when drawing inferences from the text.
What this standard is about
When you answer a question about a story, you should use the exact words from the text to support your thinking. You can quote a line that tells something directly or helps you make a smart inference about a character or event.
Try a question
In a story, Maya sees a lost puppy in the rain. Which quote best shows that Maya is kind?
A. "Maya pulled off her jacket and wrapped it around the shivering puppy."
B. "The rain tapped on the windows and made the street shine."
C. "Maya looked at the clock and sighed at how late it was."
D. "The puppy had a red collar with one muddy paw print on it."
Reveal answer + explanation
Answer: A
The best answer is A because it shows Maya doing something caring for the puppy. Wrapping the puppy in her jacket is a direct clue that she is kind.
Why each option
A. This is correct because the quote shows Maya helping and protecting the puppy, which proves she is kind.
B. If you picked B, you probably chose a detail from the story that sounds important but does not show Maya's actions or kindness.
C. If you picked C, you probably focused on Maya's feelings about time instead of looking for a quote that proves she is kind.
D. If you picked D, you probably chose a description detail about the puppy instead of evidence about Maya's character.
Watch a video
Making inferences in literary texts | Reading | Khan Academy
RL.5.2Theme & summary — literatureShow example
Determine a theme of a story, drama, or poem from details in the text, including how characters respond to challenges; summarize the text.
What this standard is about
A theme is the big lesson or message in a story. You can figure it out by noticing important details, especially how characters act and respond to problems, and then summarize the story by telling the main events without too many small details.
Try a question
Mina wants to make the soccer team, but she misses the goal during tryouts. Instead of giving up, she practices every day with her brother and asks the coach for advice. At the next tryout, she plays with more confidence and makes the team. What is the theme of the story?
A. Practice and hard work can help you improve.
B. Soccer is the most exciting sport to play.
C. You should always ask adults to solve your problems.
D. Winning is easy when you are confident.
Reveal answer + explanation
Answer: A
The story shows Mina facing a challenge, working hard, and getting better. That supports the theme that practice and hard work can help you improve.
Why each option
A. This is correct because Mina keeps practicing after a problem and improves.
B. If you picked B, you probably focused on the topic of the story, not the lesson. The story is about soccer, but the message is about effort and improvement.
C. If you picked C, you probably noticed that Mina asked the coach for advice, but adults did not solve the problem for her. She still had to practice herself.
D. If you picked D, you probably mixed up confidence with success. Mina became more confident after working hard, and the story does not say winning is easy.
Watch a video
Summarizing a story with SWBST | Reading | Khan Academy
RL.5.3Compare characters/settings/events — literatureShow example
Compare and contrast two or more characters, settings, or events in a story, drawing on specific details in the text.
What this standard is about
This skill means you look at how two or more parts of a story are alike and different. You use details from the story to explain your thinking, like what a character says, does, or feels, or what happens in a setting or event.
Try a question
In a story, Maya runs onto the stage smiling before the school play. Ben waits behind the curtain, checking his lines again and again. How are Maya and Ben different?
A. Maya is excited and confident, but Ben is nervous and careful.
B. Maya and Ben are both alone at home practicing.
C. Ben is excited to perform, but Maya wants to hide backstage.
D. Maya and Ben are the same because they are both in the play.
Reveal answer + explanation
Answer: A
The details show Maya runs onto the stage smiling, so she seems excited and confident. Ben waits behind the curtain and checks his lines again and again, so he seems nervous and careful.
Why each option
A. This is correct because it compares the two characters using details from the story.
B. If you picked B, you probably used information that is not in the text. The story says they are at the school play, not alone at home.
C. If you picked C, you probably mixed up the characters' feelings. The text shows Maya smiling on stage, while Ben is the one acting nervous backstage.
D. If you picked D, you probably noticed one way they are alike but forgot the question asks how they are different.
Watch a video
Character change | Reading | Khan Academy
RL.5.4Word meaning & figurative language — literatureShow example
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
What this standard is about
Sometimes authors use words that mean something special in the story, not just their usual dictionary meaning. You can figure out the meaning by looking at the other words and clues around it, and by noticing if the author is comparing things with a simile or metaphor.
Try a question
In a story, Maya is nervous before the school play. The author writes, "Her stomach was a basket of jumping frogs." What does this phrase mean?
A. Maya was feeling very nervous.
B. Maya was hungry for dinner.
C. Maya was carrying a basket backstage.
D. Maya liked animals more than acting.
Reveal answer + explanation
Answer: A
The phrase does not mean real frogs were in her stomach. It is a metaphor that shows Maya felt jumpy and nervous before going on stage.
Why each option
A. This is correct because "a basket of jumping frogs" is a figurative way to show nervous, fluttery feelings.
B. If you picked B, you probably focused on the word "stomach" and took the phrase too literally instead of using the context about being nervous before the play.
C. If you picked C, you probably took the word "basket" literally and imagined a real object instead of noticing the figurative language.
D. If you picked D, you probably noticed the word "frogs" and connected it to animals, but the phrase is really describing Maya's feelings.
Watch a video
Using context clues to figure out new words | Reading | Khan Academy
RL.5.6Narrator's point of view — literatureShow example
Describe how a narrator's or speaker's point of view influences how events are described.
What this standard is about
Point of view means who is telling the story and how that person feels or thinks about what is happening. When you figure out the narrator’s point of view, you can understand why the same event might sound exciting, scary, unfair, or funny.
Try a question
Mia tells the story of the school talent show. She says, "My hands shook as I walked onstage, and the bright lights made the room feel huge." How does Mia’s point of view influence how the event is described?
A. It shows the talent show as calm and easy for everyone.
B. It shows the talent show as scary and overwhelming from Mia’s feelings.
C. It explains exactly what every person in the audience was thinking.
D. It tells the event from the principal’s point of view instead of Mia’s.
Reveal answer + explanation
Answer: B
The words "my hands shook" and "the room feel huge" show that Mia feels nervous and overwhelmed. Her point of view makes the talent show sound scary instead of simple or relaxed.
Why each option
A. If you picked A, you probably ignored Mia’s nervous words and assumed the event was easy. That is not right because Mia describes feeling shaky and stressed.
B. This is correct because Mia’s own feelings make the talent show seem scary and overwhelming.
C. If you picked C, you probably mixed up the narrator’s thoughts with everyone’s thoughts. Mia only tells her own feelings, not what every audience member is thinking.
D. If you picked D, you probably confused who is telling the story. The narrator is Mia, so the event is described from her point of view, not the principal’s.
Watch a video
A story's point of view | Reading | Khan Academy
RI.5.1Cite text — informationalShow example
Quote accurately from an informational text when explaining what the text says explicitly and when drawing inferences from the text.
What this standard is about
When you answer a question about an informational text, you should choose a detail or sentence from the article that clearly supports your answer. You may use a fact the text says directly, or a clue from the text that helps you figure something out.
Try a question
Article fact: "Sea turtles return to the same beach area where they were born to lay eggs." Which detail best supports the claim that sea turtles remember important places?
A. "Some sea turtles eat jellyfish and crabs."
B. "Sea turtles return to the same beach area where they were born to lay eggs."
C. "Baby sea turtles hatch from eggs buried in sand."
D. "Sea turtles have flippers instead of feet."
Reveal answer + explanation
Answer: B
The best supporting detail is the one that shows sea turtles go back to a specific place. Returning to the same beach area where they were born is strong evidence that they remember an important location.
Why each option
A. If you picked A, you probably chose an interesting fact, but what sea turtles eat does not support the idea that they remember places.
B. This is correct because it directly shows sea turtles return to the same place, which supports the claim that they remember important places.
C. If you picked C, you probably focused on where baby turtles begin life, but this detail does not show remembering or returning.
D. If you picked D, you probably chose a true detail from the article, but body parts do not support the claim about memory and place.
Watch a video
Making inferences in informational texts | Reading | Khan Academy
RI.5.2Main idea & supporting details — informationalShow example
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
What this standard is about
When you read an informational text, you should look for the big ideas the author wants you to learn. Then you can use important details from the text to figure out the best summary that tells the main points without adding extra little facts.
Try a question
A class reads an article about bees. It explains that bees pollinate plants, help many crops grow, and are in danger because of pesticides and habitat loss. Which answer is the best summary of the article?
A. Bees are interesting insects with fuzzy bodies and wings.
B. Bees help plants and crops grow by pollinating them, but they face dangers like pesticides and losing places to live.
C. Farmers grow many kinds of crops, and some people are afraid of insects.
D. Pesticides are chemicals, and habitat loss happens when land changes.
Reveal answer + explanation
Answer: B
The best summary includes the article’s main ideas: bees are important because they pollinate plants, and bees are also in danger. It tells the key points clearly without adding unimportant details.
Why each option
A. This is not the best answer because it focuses on small details about what bees are like instead of the article’s main ideas. If you picked A, you probably chose an interesting detail instead of the main idea.
B. This is correct because it includes both main ideas from the article and combines them into a clear summary.
C. This is not the best answer because it changes the focus to farmers and people instead of the article’s main ideas about bees. If you picked C, you probably mixed in related ideas that were not the main point.
D. This is not the best answer because it only gives definitions of two details and leaves out the bigger message of the whole article. If you picked D, you probably focused on supporting details instead of summarizing the text.
Watch a video
How can a text have two or more main ideas? | Reading | Khan Academy
RI.5.3Relationships between ideas/events — informationalShow example
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text, based on specific information in the text.
What this standard is about
When you read an informational text, you should look for how ideas or events connect. You might figure out what happened first, what caused something to happen, or how two things are alike or different by using details from the text.
Try a question
A science article says: "Bees move pollen from flower to flower. This helps plants make seeds. Because more seeds are made, more new plants can grow." Which answer explains the relationship in the article?
A. Bees help plants make seeds, which leads to more new plants growing.
B. Plants teach bees how to fly from place to place.
C. Seeds carry pollen to flowers so bees can make honey.
D. New plants stop bees from visiting flowers.
Reveal answer + explanation
Answer: A
The article shows a cause-and-effect relationship. Bees move pollen, that helps plants make seeds, and the seeds lead to more new plants growing.
Why each option
A. This is right because it matches the cause-and-effect steps given in the text.
B. If you picked B, you probably mixed up who is helping whom. The text says bees help plants, not plants teaching bees.
C. If you picked C, you probably confused the order of events and added information not in the text. The text says bees move pollen first.
D. If you picked D, you probably reversed the cause and effect. The text says bees help new plants grow, not that new plants stop bees.
Watch a video
How do writers use examples to get their points across? | Reading | Khan Academy
RI.5.4Word meaning — informationalShow example
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
What this standard is about
Sometimes articles use tricky words that are new or special to a subject. You can figure out what they mean by looking at the other words and sentences around them for clues.
Try a question
In a science article, you read: "During migration, sea turtles travel long distances to reach warmer waters." What does migration mean in this sentence?
A. a long sleep during winter
B. moving from one place to another
C. building a home near water
D. eating food under the ocean
Reveal answer + explanation
Answer: B
The sentence says the sea turtles travel long distances to reach warmer waters. That context clue shows that migration means moving from one place to another.
Why each option
A. If you picked A, you probably mixed up migration with hibernation, which means a long winter sleep.
B. This is correct because the sentence explains that the turtles travel long distances, which means they move from one place to another.
C. If you picked C, you probably focused on where turtles live instead of the clue that they travel long distances.
D. If you picked D, you probably noticed that sea turtles live in the ocean, but the sentence is about traveling, not eating.
Watch a video
Using context clues to figure out new words | Reading | Khan Academy
RI.5.8Reasons & evidence — informationalShow example
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points.
What this standard is about
Authors often make a point, or claim, and then back it up with reasons and evidence. When you read, you should ask, "Which facts, examples, or details help prove this point?"
Try a question
In an article about school gardens, the author says, "School gardens help students learn better." Which detail best supports that claim?
A. Students who work in the garden measure plant growth and record their results in science journals.
B. The garden has red tomatoes, green peppers, and bright yellow flowers.
C. The school garden is located behind the cafeteria near the fence.
D. Many students say the garden is their favorite place to talk with friends.
Reveal answer + explanation
Answer: A
A is the best answer because it gives evidence that students are doing real learning activities in the garden. Measuring and recording results directly support the claim that the garden helps students learn better.
Why each option
A. This is correct because it shows students using science and math skills, which supports the author's claim about learning.
B. If you picked B, you probably chose an interesting detail instead of evidence. The colors of the plants describe the garden, but they do not prove students learn better.
C. If you picked C, you probably focused on a fact from the article that is not connected to the claim. The garden's location does not show how it helps learning.
D. If you picked D, you probably mixed up enjoyment with evidence for learning. Liking the garden does not directly prove students learn better.
Watch a video
Evaluating a source’s reasoning and evidence | Reading | Khan Academy
L.5.4Word meaning from context, affixes, rootsShow example
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from context clues, common Greek/Latin affixes and roots, and reference materials.
What this standard is about
Sometimes you can figure out what a tricky word means by looking at the words and sentences around it. You can also use word parts like prefixes, suffixes, and roots to help you make a smart guess.
Try a question
Mia forgot her umbrella, so by the time she got to school, her jacket was drenched. What does drenched mean?
A. slightly dusty
B. completely wet
C. neatly folded
D. very warm
Reveal answer + explanation
Answer: B
The clue is that Mia forgot her umbrella and got to school after being in the rain. That tells you drenched means completely wet.
Why each option
A. If you picked A, you probably ignored the rain clue and chose a word that does not match the situation.
B. This is correct because forgetting an umbrella in the rain would make a jacket completely wet.
C. If you picked C, you probably chose a description of how a jacket looks instead of using the context clue about rain.
D. If you picked D, you probably mixed up being wet from rain with feeling warm.
Watch a video
Using context clues to figure out new words | Reading | Khan Academy

Math

Number sense, fractions, geometry, measurement, and data. 17 standards.

5.OA.2Write and evaluate numerical expressionsShow example
Write, explain, and evaluate numerical expressions involving the four operations to solve up to two-step problems. Include expressions involving parentheses (using order of operations) and the commutative, associative, and distributive properties.
What this standard is about
A numerical expression is a math sentence with numbers and operation signs, but no equals sign. You can use order of operations and properties like grouping to figure out what to do first and find the value.
Try a question
Mia buys 4 packs of markers. Each pack has 6 markers, and she also gets 3 single markers. Which expression shows how many markers she has in all?
A. 4 × (6 + 3)
B. (4 × 6) + 3
C. 4 + 6 + 3
D. 4 × 6 × 3
Reveal answer + explanation
Answer: B
First find the markers in 4 packs: 4 × 6 = 24. Then add the 3 single markers, so the expression is (4 × 6) + 3.
Why each option
A. A is not correct. If you picked A, you probably added 6 + 3 first and then multiplied by 4, which would count the 3 single markers 4 times.
B. B is correct because 4 packs of 6 markers is 4 × 6, and then you add the 3 extra markers.
C. C is not correct. If you picked C, you probably added the numbers in the story without thinking about what 4 packs of 6 really means.
D. D is not correct. If you picked D, you probably multiplied all the numbers in the problem, even though the 3 markers should be added, not multiplied.
Watch a video
Least common multiple exercise | Factors and multiples | Pre-Algebra | Khan Academy
5.OA.3Generate and analyze numerical patternsShow example
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs from corresponding terms and graph the pairs on a coordinate plane (first quadrant only).
What this standard is about
You can use a rule to make a number pattern, like adding 2 each time or multiplying by 3. Then you can match the numbers from two patterns, write them as ordered pairs, and look for a relationship between them.
Try a question
Pattern A starts at 2 and adds 2 each time. Pattern B starts at 6 and adds 6 each time. If you match the first 4 terms, which rule describes Pattern B compared to Pattern A?
A. Pattern B is always 2 more than Pattern A.
B. Pattern B is always 3 times Pattern A.
C. Pattern B is always 4 times Pattern A.
D. Pattern B is always half of Pattern A.
Reveal answer + explanation
Answer: B
The first 4 terms of Pattern A are 2, 4, 6, 8. The first 4 terms of Pattern B are 6, 12, 18, 24, and each number in Pattern B is 3 times the matching number in Pattern A.
Why each option
A. If you picked A, you probably looked at only the first pair and used addition instead of checking all the pairs. Pattern B is not always 2 more, because 12 is not 2 more than 4.
B. This is right because 6 = 3 × 2, 12 = 3 × 4, 18 = 3 × 6, and 24 = 3 × 8.
C. If you picked C, you probably multiplied by the wrong number. For example, 6 is not 4 × 2; 4 × 2 = 8.
D. If you picked D, you probably reversed the relationship between the patterns. Pattern B is larger, not half of Pattern A.
Watch a video
Introduction to the coordinate plane
5.NBT.1Place value patterns: 10 times and 1/10Show example
Explain the patterns in the place value system from one million to the thousandths place. Explain that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Explain patterns in products and quotients when numbers are multiplied by 1,000, 100, 10, 0.1, and 0.01 and/or divided by 10 and 100.
What this standard is about
Each place in a number has a value, and a digit becomes 10 times as much when it moves one place to the left. It becomes 1/10 as much when it moves one place to the right. You can use this pattern to understand what happens when you multiply or divide whole numbers and decimals by 10, 100, or 1,000.
Try a question
A pet store sold 3.6 pounds of fish food on Monday. On Tuesday, it sold 10 times as much. How many pounds did it sell on Tuesday?
A. 0.36
B. 13.6
C. 36
D. 3.60
Reveal answer + explanation
Answer: C
When you multiply 3.6 by 10, each digit shifts one place to the left in value. So 3.6 × 10 = 36.
Why each option
A. If you picked A, you probably divided by 10 instead of multiplying by 10.
B. If you picked B, you probably thought multiplying by 10 means just putting a 1 in front or adding digits without using place value.
C. This is right. Multiplying by 10 makes each digit worth 10 times as much, so 3.6 becomes 36.
D. If you picked D, you probably thought adding a zero always shows ×10, but 3.60 is the same value as 3.6.
Watch a video
Place value with decimals
5.NBT.3Read, write, and compare decimals to thousandthsShow example
Read, write, and compare decimals to thousandths. Write decimals using base-ten numerals, number names, and expanded form. Compare two decimals to thousandths based on place value, using >, =, and < symbols.
What this standard is about
Decimals show parts of a whole using place value, like tenths, hundredths, and thousandths. You can read, write, and compare decimals by looking at each place from left to right. If one decimal has fewer digits, you can think of extra zeros at the end to help compare.
Try a question
Lena measured two ribbons. One ribbon is 47.5 meters long and the other is 47.48 meters long. Which comparison is correct?
A. 47.5 < 47.48
B. 47.5 > 47.48
C. 47.5 = 47.48
D. 47.5 > 48.47
Reveal answer + explanation
Answer: B
The correct comparison is 47.5 > 47.48. Think of 47.5 as 47.50, then compare 47.50 to 47.48. Since 50 hundredths is greater than 48 hundredths, 47.50 is greater.
Why each option
A. If you picked A, you probably made the common mistake of thinking 5 is less than 48 without lining up place values. Rewrite 47.5 as 47.50 first, and then you can see 47.50 is greater than 47.48.
B. This is correct. Writing 47.5 as 47.50 helps you compare hundredths, and 50 hundredths is greater than 48 hundredths.
C. If you picked C, you probably thought adding a zero changes the value in a confusing way. But 47.5 = 47.50, not 47.48, so these decimals are not equal.
D. If you picked D, you probably compared only part of the numbers and ignored the whole-number part. Any number with 47 ones is less than a number with 48 ones, so 47.5 is not greater than 48.47.
Watch a video
Expressing decimals in multiple forms
5.NBT.5Multi-digit multiplication (up to 3-digit × 2-digit)Show example
Demonstrate fluency with the multiplication of two whole numbers up to a three-digit number by a two-digit number using the standard algorithm.
What this standard is about
You can multiply a 3-digit number by a 2-digit number by multiplying in parts and then adding the parts together. When you use the standard algorithm, each digit has a place value, so you must line up your work carefully.
Try a question
A school orders 124 boxes of pencils. Each box has 23 pencils. How many pencils is that altogether?
A. 2,752
B. 2,852
C. 2,952
D. 3,012
Reveal answer + explanation
Answer: B
Multiply 124 × 23 by breaking 23 into 20 and 3. 124 × 20 = 2,480 and 124 × 3 = 372, and 2,480 + 372 = 2,852.
Why each option
A. If you picked A, you probably made an error when adding the partial products, such as 2,480 + 372.
B. This is correct. 124 × 23 = 2,852.
C. If you picked C, you probably used a place value mistake when multiplying by 20 and treated it like 200 or added an extra hundred.
D. If you picked D, you probably multiplied one part incorrectly, such as finding 124 × 3 wrong before adding.
Watch a video
Strategies for multiplying multiples of 10, 100 and 1000
5.NBT.6Division (up to 4-digit ÷ 2-digit) with remaindersShow example
Find quotients with remainders when dividing whole numbers with up to four-digit dividends and two-digit divisors using rectangular arrays, area models, repeated subtraction, partial quotients, and/or the relationship between multiplication and division. Use models to make connections and develop the algorithm.
What this standard is about
Division with remainders means you are finding how many equal groups you can make and what is left over. You can use pictures, groups, partial quotients, or multiplication to help you, and you also need to think about what the leftover part means in the real situation.
Try a question
A school has 157 markers. The art teacher puts them into boxes that hold 12 markers each. How many full boxes can she make, and how many markers are left over?
A. 13 full boxes, 1 marker left
B. 12 full boxes, 13 markers left
C. 13 full boxes, 13 markers left
D. 14 full boxes, 1 marker left
Reveal answer + explanation
Answer: A
157 ÷ 12 = 13 remainder 1 because 12 × 13 = 156. That means the teacher can fill 13 full boxes, and 1 marker is left over.
Why each option
A. This is right. 12 × 13 = 156, and 157 − 156 = 1, so there are 13 full boxes and 1 left.
B. If you picked B, you probably switched the quotient and the remainder. The number of full boxes is the quotient, not the leftover markers.
C. If you picked C, you probably used 13 for both numbers after seeing that 12 goes into 157 thirteen times. But the remainder is what is left after 12 × 13 = 156, which is 1.
D. If you picked D, you probably rounded up the quotient because there was a remainder. But the question asks for full boxes, so 14 full boxes is not possible with only 157 markers.
Watch a video
Division strategies for decimal quotients
5.NBT.7Decimal operations (add/subtract/multiply/divide)Show example
Compute and solve real-world problems with multi-digit whole numbers and decimal numbers. Add and subtract decimals to thousandths using models/place value. Multiply decimals to thousandths. Divide a whole number by a decimal and a decimal by a whole number (decimals limited to hundredths). Use estimation to assess reasonableness.
What this standard is about
You can add, subtract, multiply, and divide decimals by thinking about place value and what each digit is worth. You can also use estimation to check if your answer makes sense, so you know if it is too big or too small.
Try a question
A bag of trail mix weighs 3.75 pounds. Maria splits it equally into 5 smaller bags. How many pounds of trail mix go in each bag?
A. 0.075 pound
B. 0.75 pound
C. 1.25 pounds
D. 7.5 pounds
Reveal answer + explanation
Answer: B
To split 3.75 pounds equally into 5 bags, divide 3.75 ÷ 5. Since 375 hundredths ÷ 5 = 75 hundredths, each bag gets 0.75 pound.
Why each option
A. A is not correct. If you picked A, you probably misplaced the decimal and made the answer 10 times too small.
B. B is correct. 3.75 ÷ 5 = 0.75, so each of the 5 bags gets 0.75 pound.
C. C is not correct. If you picked C, you probably used subtraction or a wrong division fact instead of dividing 3.75 equally by 5.
D. D is not correct. If you picked D, you probably multiplied 3.75 × 2 or moved the decimal the wrong way, making the answer much too large.
Watch a video
Multiplying and dividing decimals by 10
5.NF.1Add and subtract fractions with related denominatorsShow example
Add and subtract fractions, including mixed numbers, with unlike denominators using related fractions: halves, fourths and eighths; thirds, sixths and twelfths; fifths, tenths and hundredths. Use benchmark fractions to estimate. Solve one- and two-step word problems.
What this standard is about
You can add and subtract fractions with related denominators by renaming them with the same denominator first. You can also use benchmark fractions like 0, 1/2, and 1 to estimate if your answer makes sense.
Try a question
Maya used 1/2 yard of ribbon for a card and 3/8 yard for a gift bag. How much ribbon did she use in all?
A. 4/10 yard
B. 7/8 yard
C. 4/8 yard
D. 1 yard
Reveal answer + explanation
Answer: B
Change 1/2 to 4/8 so the denominators match. Then add 4/8 + 3/8 = 7/8, so Maya used 7/8 yard in all.
Why each option
A. If you picked A, you probably added the numerators and denominators separately: 1 + 3 and 2 + 8. Fractions are not added that way.
B. This is correct. 1/2 = 4/8, and 4/8 + 3/8 = 7/8.
C. If you picked C, you probably changed 1/2 to 4/8 but forgot to add the 3/8.
D. If you picked D, you probably rounded both fractions up and said the total was a whole. But 1/2 + 3/8 is a little less than 1.
Watch a video
Adding and subtracting multiple fractions with unlike denominators
5.NF.3Fractions as division (equal sharing)Show example
Use fractions to model and solve division problems. Interpret a fraction as an equal sharing context. Model and interpret a fraction as the division of the numerator by the denominator. Solve one-step word problems with denominators 2, 3, 4, 5, 6, 8, 10, and 12.
What this standard is about
A fraction can show division in an equal-sharing problem. If you share 5 things equally among 3 people, each person gets 5/3, which is also 1 2/3.
Try a question
3 sandwiches are shared equally by 4 kids. How much sandwich does each kid get?
A. 3/4 sandwich
B. 4/3 sandwiches
C. 1/4 sandwich
D. 1 1/4 sandwiches
Reveal answer + explanation
Answer: A
To share equally, divide 3 ÷ 4. That means each kid gets 3/4 of a sandwich.
Why each option
A. This is right. 3 sandwiches shared by 4 kids means 3 ÷ 4 = 3/4 for each kid.
B. If you picked B, you probably switched the numerator and denominator and wrote 4 ÷ 3 instead of 3 ÷ 4.
C. If you picked C, you probably thought each kid gets 1 piece out of 4 without using all 3 sandwiches.
D. If you picked D, you probably added 1 whole sandwich to 1/4 instead of dividing 3 sandwiches equally among 4 kids.
Watch a video
Multiplying unit fractions and whole numbers | Fractions | Pre-Algebra | Khan Academy
5.NF.4Multiply fractions and mixed numbersShow example
Multiply a fraction or whole number by a fraction, including mixed numbers. Use area and length models to multiply two fractions, with denominators 2, 3, 4. Explain why multiplying by >1 grows the number and by <1 shrinks it. Solve one-step word problems.
What this standard is about
When you multiply fractions, you are finding a part of a part or equal groups of a fraction. If you multiply by a number greater than 1, the answer gets bigger, and if you multiply by a fraction less than 1, the answer gets smaller.
Try a question
Mia has 3/4 yard of ribbon. She uses 1/2 of it for a craft. How much ribbon does she use?
A. 1/8 yard
B. 3/8 yard
C. 1/2 yard
D. 7/8 yard
Reveal answer + explanation
Answer: B
You need to find 1/2 of 3/4, so multiply 3/4 × 1/2 = 3/8. Since 1/2 is less than 1, the answer should be smaller than 3/4.
Why each option
A. If you picked A, you probably multiplied the denominators but forgot to multiply the numerators. That gives 1/8, which is too small.
B. This is correct. Half of 3/4 is 3/8.
C. If you picked C, you probably added 3/4 + 1/2 instead of multiplying to find part of a part.
D. If you picked D, you probably added the numerators and kept the denominator from 1/4 in mind, making a sum-like mistake instead of multiplying.
Watch a video
Multiplying unit fractions and whole numbers | Fractions | Pre-Algebra | Khan Academy
5.NF.7Divide unit fractions and whole numbersShow example
Solve one-step word problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, using area and length models.
What this standard is about
This standard is about sharing fractions and finding how many fractional pieces fit in a whole number. You can draw a picture, like a bar or rectangle, to help you see the equal parts and solve the problem.
Try a question
A ribbon is 3 feet long. Each bow uses 1/3 foot of ribbon. How many bows can you make?
A. 1
B. 6
C. 9
D. 12
Reveal answer + explanation
Answer: C
You need to find how many 1/3-foot pieces fit into 3 feet. Each foot has 3 pieces of size 1/3, so 3 feet has 3 × 3 = 9 pieces.
Why each option
A. A is not correct. If you picked A, you probably thought the answer should stay 1 because the fraction is 1/3, but the problem asks how many 1/3 pieces fit in 3 wholes.
B. B is not correct. If you picked B, you probably counted only 2 pieces in each foot, like halves instead of thirds.
C. C is correct. There are 3 one-third pieces in each foot, so in 3 feet there are 9 one-third pieces.
D. D is not correct. If you picked D, you probably mixed up thirds with fourths and counted 4 pieces in each foot instead of 3.
Watch a video
Dividing fractions and whole number word problems
5.MD.1Measurement conversions (with chart)Show example
Given a conversion chart, use multiplicative reasoning to solve one-step conversion problems within a given measurement system.
What this standard is about
Sometimes you need to change one unit into another, like hours into minutes or meters into centimeters. You can use the conversion chart and multiply or divide to find the new amount, depending on whether you are changing to a smaller unit or a larger unit.
Try a question
A class science jar holds 2.5 liters of water. Use the chart: 1 liter = 1000 milliliters. How many milliliters is 2.5 liters?
A. 250 milliliters
B. 2500 milliliters
C. 25 milliliters
D. 2005 milliliters
Reveal answer + explanation
Answer: B
Since 1 liter = 1000 milliliters, multiply 2.5 × 1000. That equals 2500, so the jar holds 2500 milliliters.
Why each option
A. A is not correct. If you picked A, you probably multiplied by 100 instead of 1000.
B. B is correct. 2.5 × 1000 = 2500 milliliters.
C. C is not correct. If you picked C, you probably moved the decimal the wrong way or used too small of a conversion factor.
D. D is not correct. If you picked D, you probably combined the digits without using multiplication from the conversion chart.
Watch a video
Ratios and measurement
5.MD.2Line graphs of data over timeShow example
Represent and interpret data. Collect data by asking a question that yields data that changes over time. Make and interpret a representation of data using a line graph. Determine whether a survey question yields categorical, numerical, or changes-over-time data.
What this standard is about
A line graph helps you show how something changes over time, like the temperature each day or the number of pages you read each week. You can use it to answer questions by looking at when the data went up, went down, or stayed the same.
Try a question
Mia wrote down how many minutes she practiced piano each day for 5 days. Which question gives data that changes over time and should be shown on a line graph?
A. What is each student's favorite instrument?
B. How many minutes did Mia practice piano each day this week?
C. How many letters are in each student's last name?
D. Which snack does each student bring to school?
Reveal answer + explanation
Answer: B
B is correct because the number of minutes is measured across days, so the data changes over time. That kind of data is best shown on a line graph.
Why each option
A. A is not correct. If you picked A, you probably mixed up categorical data with changes-over-time data. Favorite instruments are categories, so a bar graph would fit better.
B. B is correct. It asks for numerical data across days, so you can track how it changes over time on a line graph.
C. C is not correct. If you picked C, you probably mixed up numerical data with changes-over-time data. Number of letters is numerical data, but it is not being tracked over time.
D. D is not correct. If you picked D, you probably mixed up categorical data with changes-over-time data. Snacks are categories, not something measured over time.
Watch a video
Statistical questions | Data and statistics | 6th grade | Khan Academy
5.MD.4Recognize and measure volume by counting unit cubesShow example
Recognize volume as an attribute of solid figures and measure volume by counting unit cubes, using cubic centimeters, cubic inches, cubic feet, and improvised units.
What this standard is about
Volume tells how much space a solid shape takes up. You can measure volume by counting how many 1-unit cubes fit inside the shape with no gaps, and the answer is in cubic units like cubic inches or cubic centimeters.
Try a question
A toy box is filled with 1-inch cubes. It has 3 layers, and each layer has 8 cubes. What is the volume of the toy box?
A. 11 cubic inches
B. 24 cubic inches
C. 16 cubic inches
D. 32 cubic inches
Reveal answer + explanation
Answer: B
There are 3 layers with 8 cubes in each layer. So the total number of cubes is 3 × 8 = 24, so the volume is 24 cubic inches.
Why each option
A. If you picked A, you probably added 3 + 8 instead of multiplying the number of layers by the cubes in each layer.
B. This is correct because 3 layers × 8 cubes in each layer = 24 cubes, so the volume is 24 cubic inches.
C. If you picked C, you probably counted only 2 layers of 8 cubes instead of all 3 layers.
D. If you picked D, you probably multiplied by 4 layers instead of the 3 layers named in the problem.
Watch a video
Volume: measuring with unit cubes | Measurement | Pre-Algebra | Khan Academy
5.MD.5Volume of rectangular prismsShow example
Relate volume to multiplication and addition. Find volume of right rectangular prisms with whole-number side lengths by packing with unit cubes and by multiplying edge lengths (V = l × w × h or V = B × h). Find volume of solid figures composed of two non-overlapping rectangular prisms.
What this standard is about
Volume is the amount of space inside a solid shape, and you can think of it as filling the shape with 1-unit cubes. To find the volume of a rectangular prism, you multiply length × width × height, and if a solid is made of two rectangular prisms, you find each volume and add them.
Try a question
A toy box is made from 2 rectangular prisms stuck together. One prism is 4 units × 3 units × 2 units. The other prism is 2 units × 3 units × 2 units. What is the total volume?
A. 12 cubic units
B. 24 cubic units
C. 36 cubic units
D. 48 cubic units
Reveal answer + explanation
Answer: C
First find each prism's volume. The first is 4 × 3 × 2 = 24 cubic units, the second is 2 × 3 × 2 = 12 cubic units, and 24 + 12 = 36 cubic units total.
Why each option
A. If you picked A, you probably found the volume of only the smaller prism, 2 × 3 × 2 = 12, and forgot to add the other prism.
B. If you picked B, you probably found the volume of only the larger prism, 4 × 3 × 2 = 24, and forgot the second prism.
C. This is right. You find both volumes, 24 and 12, then add them to get 36 cubic units.
D. If you picked D, you probably added the lengths first and did (4 + 2) × 3 × 2 = 36, then accidentally added 12 again to get 48.
Watch a video
Volume of a rectangular prism or box examples | Measurement | Pre-Algebra | Khan Academy
5.G.1Graph points in the first quadrant of the coordinate planeShow example
Graph points in the first quadrant of a coordinate plane, and identify and interpret the x and y coordinates to solve problems.
What this standard is about
A coordinate plane helps you show where a point is. In the first quadrant, you move right to find the x-coordinate and up to find the y-coordinate, so a point like (4, 3) means right 4 and up 3.
Try a question
Mia marked her snack table on a coordinate grid. It is 6 units to the right of 0 and 2 units up. Which point is Mia's snack table?
A. (2, 6)
B. (6, 2)
C. (6, 6)
D. (2, 2)
Reveal answer + explanation
Answer: B
You go right 6 first, so the x-coordinate is 6. Then you go up 2, so the y-coordinate is 2. That makes the point (6, 2).
Why each option
A. If you picked A, you probably switched the order of the coordinates and wrote up first, then right. Coordinate pairs are written as (x, y), or right then up.
B. B is correct because 6 units right gives x = 6 and 2 units up gives y = 2.
C. If you picked C, you probably used 6 for both coordinates and forgot that the point only goes up 2.
D. If you picked D, you probably used 2 for both coordinates and forgot that the point goes right 6.
Watch a video
Interpreting plotted points
5.G.3Classify quadrilaterals (hierarchy)Show example
Classify quadrilaterals into categories based on their properties. Explain that attributes belonging to a category of quadrilaterals also belong to all subcategories. Classify quadrilaterals in a hierarchy based on properties.
What this standard is about
You can sort quadrilaterals by their sides and angles. If a shape fits in a smaller group, it also belongs to the bigger groups above it, so a square is also a rectangle, a rhombus, a parallelogram, and a quadrilateral.
Try a question
Lena draws a square tile for an art project. Which list shows all the categories the square belongs to?
A. quadrilateral, trapezoid, rectangle
B. quadrilateral, parallelogram, rectangle, rhombus, square
C. quadrilateral, parallelogram, rhombus, trapezoid
D. rectangle, trapezoid, square
Reveal answer + explanation
Answer: B
A square has 4 sides, 2 pairs of parallel sides, 4 right angles, and all sides equal. That means it is a quadrilateral, a parallelogram, a rectangle, a rhombus, and a square.
Why each option
A. A is not correct. If you picked A, you probably used the wrong trapezoid idea. In this standard, a trapezoid has exactly one pair of parallel sides, so a square is not a trapezoid.
B. B is correct. A square fits every one of those categories in the quadrilateral hierarchy.
C. C is not correct. If you picked C, you probably forgot that a square has 4 right angles, so it is also a rectangle. It is also not a trapezoid because it has 2 pairs of parallel sides.
D. D is not correct. If you picked D, you probably forgot the larger groups above square, like quadrilateral and parallelogram, and also used the wrong trapezoid category.
Watch a video
Quadrilateral properties | Perimeter, area, and volume | Geometry | Khan Academy

Science

Forces and motion, ecosystems, weather, matter, and earth/space. 16 standards.

PS.5.1.1Conservation of weight before and after an interactionShow example
Carry out investigations to compare the weight of objects before and after an interaction.
What this standard is about
When you mix, melt, freeze, or break something into pieces, the total weight stays the same if none of the matter escapes. You can test this by weighing the materials before and after and comparing the two numbers.
Try a question
Mia weighs 2 clay balls together. Before she squishes them into 1 big clay ball, they weigh 140 grams. After she squishes them together, what should they weigh?
A. 70 grams
B. 140 grams
C. 142 grams
D. 280 grams
Reveal answer + explanation
Answer: B
Squishing clay changes its shape, but it does not change how much matter is there. Since no clay was added or taken away, the weight stays 140 grams.
Why each option
A. If you picked A, you probably thought each clay ball was half of the total and forgot that the question asks for both clay balls together after squishing.
B. This is correct. Changing shape does not change the total weight when no matter is lost.
C. If you picked C, you probably thought making it bigger in size means it weighs more, but shape and size do not add matter.
D. If you picked D, you probably added the weight again even though the same clay was only rearranged, not doubled.
PS.5.1.2Mixtures vs. new substances formed by combining materialsShow example
Carry out investigations to explain whether the mixing of two or more substances results in new substances.
What this standard is about
When you mix materials, sometimes you just make a mixture, and sometimes a new substance is formed. You can look for clues like bubbles, a temperature change, a new smell, or a solid forming to decide what happened.
Try a question
A student mixes vinegar and baking soda in a cup. The cup starts bubbling right away. Did a new substance form?
A. No, because both started as powders
B. No, because mixing always makes only a mixture
C. Yes, because the bubbling is evidence a new substance formed
D. Yes, because the vinegar disappeared
Reveal answer + explanation
Answer: C
The bubbling is a clue that a gas was made. When a gas forms during mixing, that is evidence that a new substance formed.
Why each option
A. If you picked A, you probably mixed up the materials in the problem. Vinegar is a liquid, not a powder, and the bubbling shows more than just mixing.
B. If you picked B, you probably used the common mistake of thinking all mixing makes only a mixture. Some kinds of mixing cause a chemical change and form a new substance.
C. This is correct. The bubbles show that a gas was produced, which is evidence of a new substance forming.
D. If you picked D, you probably focused on one material being harder to see. A substance seeming to disappear is not the best evidence by itself; the bubbling is the important clue.
PS.5.1.3Effects of heating and cooling on materials and their usesShow example
Carry out investigations to compare how heating and cooling affect some materials and how this relates to their purpose and practical applications.
What this standard is about
When you heat or cool a material, it can change in different ways. You can compare materials to see which ones melt, freeze, bend, or let heat move through them, and then explain why people use them for certain jobs.
Try a question
Maya helps make soup on the stove. Which pot would stay hot for cooking but have a safer handle to hold?
A. A metal pot with a metal handle
B. A metal pot with a wooden handle
C. A wooden pot with a wooden handle
D. A plastic pot with a metal handle
Reveal answer + explanation
Answer: B
The best choice is a metal pot with a wooden handle. Metal lets heat move quickly into the soup, and wood does not let heat move as quickly, so the handle is safer to touch.
Why each option
A. A metal pot with a metal handle is not the best choice. If you picked A, you probably forgot that metal conducts heat quickly, so the handle can get very hot too.
B. A metal pot with a wooden handle is correct. Metal is useful for heating food, and wood is a better insulator for a handle.
C. A wooden pot with a wooden handle is not the best choice. If you picked C, you probably thought all parts should stay cool, but wood does not conduct heat well enough for cooking soup on the stove.
D. A plastic pot with a metal handle is not the best choice. If you picked D, you probably focused only on the handle, but plastic can soften or melt when heated on a stove.
PS.5.2.1Forces affecting motion: gravity, friction, and massShow example
Carry out investigations to explain how factors such as gravity, friction, and change in mass affect the motion of objects.
What this standard is about
You can test how things move by changing one factor at a time. Gravity pulls objects down, friction slows things when surfaces rub, and objects with more mass need a bigger push to change their motion the same amount.
Try a question
Mia rolls the same toy car with the same push on two floors. First she rolls it on smooth tile. Then she rolls it on rough carpet. What will most likely happen?
A. The car will roll farther on the tile because there is less friction.
B. The car will roll farther on the carpet because rough surfaces make objects speed up.
C. The car will roll the same distance on both surfaces because the push was the same.
D. The car will stop because gravity only pulls on cars when they are on carpet.
Reveal answer + explanation
Answer: A
The car will most likely roll farther on the smooth tile. Tile has less friction than carpet, so it does not slow the car down as quickly.
Why each option
A. This is right. Smooth tile has less friction, so the car keeps moving longer and rolls farther.
B. If you picked B, you probably mixed up friction and speed. Rough carpet creates more friction, which slows the car more.
C. If you picked C, you probably focused only on the same push and forgot that different surfaces change friction.
D. If you picked D, you probably confused gravity with friction. Gravity pulls on the car on both surfaces, not just on carpet.
PS.5.2.2Describing motion: position, direction, and speedShow example
Use mathematics and computational thinking to infer the motion of an object (including position, direction, and speed).
What this standard is about
You can figure out how something moves by looking at where it is, which way it is going, and how fast it travels. You can use simple math like distance ÷ time to find speed, and on a graph a steeper line means faster movement while a flat line means the object stopped.
Try a question
A toy car moves 24 feet east in 6 seconds. What is the car's speed?
A. 3 feet per second
B. 4 feet per second
C. 18 feet per second
D. 30 feet per second
Reveal answer + explanation
Answer: B
Speed means distance ÷ time. The car went 24 feet in 6 seconds, so 24 ÷ 6 = 4 feet per second.
Why each option
A. If you picked A, you probably divided incorrectly or mixed up the numbers. 24 ÷ 6 is 4, not 3.
B. This is right. Speed is 24 ÷ 6 = 4 feet per second.
C. If you picked C, you probably subtracted instead of dividing. 24 − 6 = 18, but speed uses division.
D. If you picked D, you probably added instead of dividing. 24 + 6 = 30, but speed is distance ÷ time.
LS.5.1.1Organizational hierarchy of the human body (cell to organism)Show example
Use models to recognize the organizational structure of humans as a multicellular organism (cell, tissue, organ, system, organism).
What this standard is about
Your body is made of parts that fit together in a special order. Cells are the smallest building blocks, similar cells make tissues, tissues make organs, organs work together in systems, and all the systems together make you, the organism.
Try a question
Mia makes a model of the human body. Which list shows the levels from smallest to largest?
A. cell, tissue, organ, system, organism
B. tissue, cell, organ, organism, system
C. cell, organ, tissue, system, organism
D. organism, system, organ, tissue, cell
Reveal answer + explanation
Answer: A
The correct order starts with a cell, the smallest unit. Similar cells form tissues, tissues form organs, organs work together in systems, and all the systems make the whole organism.
Why each option
A. This is correct because it shows the human body levels from smallest to largest in the right order.
B. If you picked B, you probably reversed the first two levels and thought tissues make cells. Cells come first, and cells make tissues.
C. If you picked C, you probably mixed up tissues and organs. Tissues join together to make organs, not the other way around.
D. If you picked D, you probably listed the levels from largest to smallest instead of smallest to largest.
LS.5.1.2Major human body systems and their functionsShow example
Use models to compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, nervous) as it relates to their functions necessary for life.
What this standard is about
Your body has different systems that each do a special job to help keep you alive. You can compare these systems by what they do and also see how they work together, like the respiratory system bringing in oxygen and the circulatory system carrying that oxygen through your body.
Try a question
After Mia eats an apple, which body system carries the nutrients from the digested food to the rest of her body?
A. digestive system
B. circulatory system
C. skeletal system
D. nervous system
Reveal answer + explanation
Answer: B
The digestive system breaks food into nutrients, but the circulatory system carries those nutrients in the blood to the body's cells. So the best answer is circulatory system.
Why each option
A. If you picked A, you probably remembered that the digestive system breaks down food, but it does not carry nutrients around the body.
B. This is correct because the circulatory system moves blood that carries nutrients to the rest of the body.
C. If you picked C, you probably thought about body support and structure, but the skeletal system mainly supports and protects the body.
D. If you picked D, you probably remembered that the nervous system sends messages, but it does not transport nutrients through the body.
LS.5.2.1Comparing characteristics of common ecosystemsShow example
Engage in argument from evidence to compare the characteristics of several common ecosystems (including estuaries and salt marshes, oceans, lakes and ponds, rivers and streams, forests, and grasslands) in terms of their ability to support a variety of populations.
What this standard is about
Ecosystems are places where living things get what they need to survive, like water, food, and shelter. You can compare ecosystems by looking at things such as the type of water, the kinds of plants, and how much shelter they provide to decide which one can support more kinds of living things.
Try a question
A class is comparing ecosystems. Which ecosystem would best support many different kinds of fish, birds, crabs, and marsh plants because it has brackish water where fresh water and salt water mix?
A. Grassland
B. Estuary and salt marsh
C. Forest
D. River and stream
Reveal answer + explanation
Answer: B
An estuary and salt marsh is the best choice because it has brackish water, lots of food, and many places for living things to hide and grow. These features help it support many different populations.
Why each option
A. If you picked A, you probably focused on land plants only. Grasslands have mostly grasses and open space, not brackish water for fish, crabs, and marsh plants.
B. This is right. Estuaries and salt marshes have brackish water and high biodiversity, so they can support many different kinds of organisms.
C. If you picked C, you probably thought lots of trees always means more animals. Forests can support many land organisms, but they do not have brackish water for crabs, many fish, and marsh plants.
D. If you picked D, you probably noticed that rivers and streams have water. But rivers and streams have flowing freshwater, not brackish water where fresh water and salt water mix.
LS.5.2.2Producers, consumers, and decomposers in ecosystemsShow example
Use models to classify organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers.
What this standard is about
In an ecosystem, each living thing has a job. You can classify organisms as producers, which make their own food, consumers, which eat plants or animals, or decomposers, which break down dead things and return nutrients to the soil.
Try a question
A food chain in a pond is: algae → snail → fish → heron. Which organism is the producer?
A. algae
B. snail
C. fish
D. heron
Reveal answer + explanation
Answer: A
The producer is algae because it makes its own food using sunlight. The snail, fish, and heron get energy by eating other organisms, so they are consumers.
Why each option
A. A is correct because algae is a producer that makes its own food.
B. If you picked B, you probably thought the first animal in the chain was the producer. A snail is a consumer because it eats algae.
C. If you picked C, you probably chose a bigger organism instead of the one that makes food. A fish is a consumer because it eats other organisms.
D. If you picked D, you probably picked the top predator in the chain. A heron is a consumer because it eats fish and other animals.
LS.5.2.3Effects of changes in ecosystem relationshipsShow example
Use models to infer the effects that may result from the interconnected relationships of plants and animals to their ecosystem.
What this standard is about
Plants, animals, and their habitat are connected like a big team. When one part changes, other parts can change too, so you can use a model like a food web to predict what might happen next.
Try a question
A pond food web shows: algae → insects → fish → heron If the number of fish goes down, what is most likely to happen after that?
A. Insects increase and herons decrease
B. Insects decrease and herons increase
C. Algae decrease and herons increase
D. Fish increase and insects decrease
Reveal answer + explanation
Answer: A
Fish eat insects, and herons eat fish. So if there are fewer fish, more insects may survive, and herons may have less food and decrease.
Why each option
A. This is correct. With fewer fish eating insects, insects can increase, and herons may decrease because they have less fish to eat.
B. If you picked B, you probably reversed the food web arrows and mixed up predator and prey. Fewer fish would not usually make insects decrease or herons increase.
C. If you picked C, you probably skipped a step in the chain. With fewer fish, insects would more likely increase first, so algae would not be expected to decrease while herons increase.
D. If you picked D, you probably ignored the change in the question. The fish population already went down, so it would not make sense to say fish increase right after that.
LS.5.3.1Instincts vs. learned behaviorsShow example
Ask questions to compare instincts and learned behaviors.
What this standard is about
Some animal behaviors are instincts, which means the animal is born knowing how to do them. Other behaviors are learned, which means the animal gets better by watching, practicing, or being taught, and you can ask questions to tell the difference.
Try a question
A class is watching baby ducks in a pond. Which question would best help you tell if following their mother is an instinct or a learned behavior?
A. Do baby ducks follow their mother even if no one teaches them?
B. What color are the baby ducks' feathers?
C. How many ducks are in the pond today?
D. Is the pond water cold or warm?
Reveal answer + explanation
Answer: A
A is the best question because it asks whether the behavior happens without being taught. If baby ducks do it on their own, that is a clue the behavior is an instinct.
Why each option
A. This is correct because it checks if the ducks are born knowing the behavior without teaching.
B. If you picked B, you probably focused on a fact about the ducks instead of asking about how the behavior starts.
C. If you picked C, you probably noticed the ducks in the pond but forgot the question should help compare instinct and learned behavior.
D. If you picked D, you probably thought about the ducks' environment, but water temperature does not tell whether the behavior is instinct or learned.
LS.5.3.2Inherited vs. acquired traitsShow example
Ask questions to compare inherited and acquired traits.
What this standard is about
Some traits are inherited, which means you get them from your parents, like eye color or dimples. Other traits are acquired, which means you learn them or develop them over time, like speaking a language or getting stronger from exercise.
Try a question
Mia has brown eyes and a scar on her knee. Which trait is inherited?
A. the scar on her knee
B. brown eyes
C. riding a bike
D. speaking Spanish
Reveal answer + explanation
Answer: B
Brown eyes are an inherited trait because they are passed from parents to children. A scar, riding a bike, and speaking Spanish are acquired because they happen or are learned after birth.
Why each option
A. If you picked A, you probably mixed up something that happened to the body later with a trait from parents. A scar is acquired because it happens after an injury.
B. This is correct. Brown eyes are inherited because eye color is passed down from parents.
C. If you picked C, you probably thought all traits are things a person can do. Riding a bike is an acquired trait because it is a learned skill.
D. If you picked D, you probably thought a language is passed down genetically in families. Speaking Spanish is acquired because it is learned from people and practice, not inherited.
ESS.5.1.1Daily and seasonal weather patterns and changesShow example
Analyze and interpret data to compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns.
What this standard is about
Weather can change from day to day, but patterns show up when you look at data over time. You can compare things like temperature, rainfall, and wind to notice what usually happens in different seasons and how one day is different from another.
Try a question
A class recorded the temperature at noon for 4 days in early spring: Monday 52°F, Tuesday 55°F, Wednesday 59°F, Thursday 62°F What weather pattern does this data show?
A. The temperature stayed the same all 4 days.
B. The temperature got warmer each day.
C. The temperature got cooler each day.
D. The temperature changed up and down with no pattern.
Reveal answer + explanation
Answer: B
The temperatures go from 52°F to 55°F to 59°F to 62°F. Each day is warmer than the day before, so the pattern is getting warmer each day.
Why each option
A. A is not correct. If you picked A, you probably looked at just one number instead of comparing all 4 days. The temperatures are different each day.
B. B is correct. Each temperature is higher than the one before it, so the data shows a warming pattern.
C. C is not correct. If you picked C, you probably reversed the pattern and read the numbers backward. The temperatures are going up, not down.
D. D is not correct. If you picked D, you probably thought any change means no pattern. But this data has a clear pattern because it increases every day.
ESS.5.1.2Predicting weather from data, including severe weatherShow example
Analyze and interpret weather data to explain current and upcoming weather conditions (including severe weather such as hurricanes and tornadoes) in a given location.
What this standard is about
Weather data gives you clues about what the weather is doing now and what it might do next. You can look at things like air pressure, temperature, humidity, and wind direction to make a smart prediction, including whether severe weather might be coming.
Try a question
At 3:00 p.m., a town near the ocean has warm air, very high humidity, strong winds, and air pressure that has been falling all day. What weather is most likely coming next?
A. Cool, dry, sunny weather
B. A strong storm with heavy rain and high winds
C. Snow flurries with freezing temperatures
D. No change in the weather
Reveal answer + explanation
Answer: B
The air pressure is falling, which often means stormy weather is coming. Warm air, very high humidity, and strong winds near the ocean are clues that a strong storm with heavy rain and high winds is likely.
Why each option
A. If you picked A, you probably mixed up rising and falling air pressure. Cool, dry, sunny weather is more likely when pressure is rising, not falling.
B. This is correct. Falling pressure, high humidity, warm air, and strong winds are strong clues that a storm is moving in.
C. If you picked C, you probably focused only on the idea of severe weather and forgot to check the temperature clues. Snow needs freezing temperatures, but the data says the air is warm.
D. If you picked D, you probably ignored the weather changes in the data. Falling pressure and strong winds show that the weather is changing, not staying the same.
ESS.5.1.3Ocean's influence on NC weather and climateShow example
Construct an explanation to summarize the ocean's influences on weather and climate in North Carolina.
What this standard is about
The ocean affects the weather and climate in North Carolina in many ways. You can explain that the Atlantic Ocean and the warm Gulf Stream help keep the coast warmer in winter and often wetter, while the mountains can get colder air and more snow. You can also use examples like sea breezes, hurricanes, and nor'easters to show how the ocean changes weather.
Try a question
In winter, two North Carolina cities have different weather. A city near the coast is cool and rainy, but a city in the mountains is colder and snowy. Which best explains why?
A. The Atlantic Ocean and Gulf Stream help keep the coast warmer, while colder air makes the mountains snowier.
B. The mountains are closer to the equator, so they are colder than the coast.
C. The coast gets less sunlight in winter, so it is always colder than the mountains.
D. The Gulf Stream brings cold water to the coast, causing more snow there than in the mountains.
Reveal answer + explanation
Answer: A
The best answer is A. The ocean and the warm Gulf Stream help the coast stay milder in winter, while colder air over the mountains can lead to snow.
Why each option
A. This is right because the Atlantic Ocean and Gulf Stream can warm the coast, while colder air in the mountains can cause snow.
B. If you picked B, you probably mixed up location and temperature. North Carolina's mountains are not colder because they are closer to the equator.
C. If you picked C, you probably thought less sunlight is the main reason here. The key idea is that the ocean helps moderate coastal temperatures, so the coast is often milder than the mountains.
D. If you picked D, you probably reversed what the Gulf Stream does. The Gulf Stream brings warm water north, not cold water.
ESS.5.1.4The water cycle, driven by the sun's energyShow example
Use models to explain how the sun's energy drives the processes of the water cycle (including evaporation, transpiration, condensation, precipitation).
What this standard is about
The sun gives energy that starts the water cycle by warming water on Earth. When water warms up, it can evaporate into water vapor, plants can add water vapor through transpiration, the vapor can cool and condense into tiny droplets, and then it can fall as precipitation.
Try a question
On a sunny day, water from a pond rises into the air. Later, clouds form, and then rain falls. Which order shows these water cycle steps?
A. condensation → evaporation → precipitation
B. evaporation → condensation → precipitation
C. precipitation → transpiration → condensation
D. transpiration → precipitation → evaporation
Reveal answer + explanation
Answer: B
First, the sun warms pond water and it evaporates into the air. Then the water vapor cools and condenses into clouds, and finally it falls as precipitation, like rain.
Why each option
A. A is not correct because condensation happens after evaporation. If you picked A, you probably mixed up the order of cloud forming and water rising.
B. B is correct because water evaporates first, then condenses into clouds, and then falls as precipitation.
C. C is not correct because the water in the story starts in a pond, not in a plant, so transpiration does not fit here. If you picked C, you probably confused evaporation from pond water with transpiration from leaves.
D. D is not correct because transpiration is water vapor leaving plant leaves, and evaporation should happen before rain in this story. If you picked D, you probably mixed up plant water release with pond evaporation and put the steps out of order.

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