Grade Course

5 Math week of May 11-18

Unit Focus

This week is full of interesting and challenging tasks! The focus is on making conjectures and using estimation to solve complex problems.

Day one

I-Ready: 15 minutes online instruction—login through Clever

Complete the daily calendar activity for May 7 (calendars were printed on last week’s guides)

Today’s focus is on estimation.

Supporting Videos:

BrainPOP https://www.brainpop.com/math/geometryandmeasurement/estimating/

Estimating Task 2

Task One: Circles

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Task Two: Esti-Mysteries

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Day two

I-Ready: 15 minutes online instruction—login through Clever

Complete the daily calendar activity for May 8 (calendars were printed on last week’s guides)

Today’s focus is on fractions of a whole with visual images.

Supporting Videos:

Recognize fractions https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractions-intro/v/more-than-one-equal-section

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Task One and Two:

Day three

I-Ready: 15 minutes online instruction—login through Clever

Complete the daily calendar activity for May 9 (calendars were printed on last week’s guides)

Today’s focus is on the mysteries in computation. Students will study conjectures and try them out for themselves.

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Supporting Videos:

Hailstone Sequence

https://www.youtube.com/watch?v=3O490FU4wTk

Task One: Hailstone Sequence

Task Two: The Magic Trick

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Day four

I-Ready: 15 minutes online instruction—login through Clever

Complete the daily calendar activity for May 10 (calendars were printed on last week’s guides)

Today’s focus is on solving Open Middle task. These are challenging because there is not one right answer.

Open Middle Task:

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Day five

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I-Ready: 15 minutes online instruction—login through Clever

Complete the daily calendar activity for May 11 (calendars were printed on last week’s guides)

Today’s focus is on using computation to create totals. The order of operations will come into play as well as strategies to solve.

Supporting Videos:

https://www.youtube.com/watch?v=QW2jRHnl0L8

Task One: Broken Calculator problems (see below p. 9)

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Day Five Task: The Broken Calculators: Use the calculators below to find the target numbers listed below each calculator in at least two different ways.

Other challenges:

Use ALL the operations on the calculator to make the number.

Can you make the number with 5 different operations? (example add, subtract, add, divide, then subtract)

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What other numbers can you make with the calculators?

Rutherford County Schools – Instructional Guide

Grade Course

5 ELA

Unit Focus

Topic – Character Analysis

Guiding Questions: How do characters evolve throughout a story? How do authors develop characters, settings, and events in a story? How does understanding the theme impact the meaning of a story? How does figurative language affect the meaning or effect of a text? Why are figurative language, effective techniques, and descriptive details so important to engage the audience?

Big Ideas: Characters feelings and actions change throughout a story and this helps us to better understand the character and major events of the story. Authors create relationships between characters, settings, and events by developing the interactions among the story elements.

The use of figurative language enhances an author’s ability to express emotion and imagination. Readers cannot fully experience the meaning of a text unless they are able to determine the meaning of figurative language within it. Writers engage an audience through several effective techniques and figurative language in a narrative.

Week of May 11th – 15th

Standards

5.RL.KID.2 Determine a theme or central idea of a story, drama, or poem and explain how it is conveyed through

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details in the text; summarize the text.

5.RL.KID.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in a text.

5.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative language with emphasis on similes and metaphors; analyze the impact of sound devices on meaning and tone.

5.W.TTP.3 Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.

Resources

Text: “The Sewing Class”Text: “The Project”

Day One Task

Read and annotate “The Sewing Class,” answer comprehension questions that focus on the characters, and complete the model for 2 vocabulary words: Stranded, Nudged, Sole, Precision, Snagged

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Day Two TaskRe-read “The Sewing Class,” answer comprehension questions that focus on theme and summarizing, and complete the model for 2 vocabulary words: Stranded, Nudged, Sole, Precision, Snagged

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Day Three TaskRead and annotate “The Project,” answer comprehension questions that focus on the characters, summarizing and theme, and complete the model for 2 vocabulary words: Process, Contrast, Clumsy, Socializing

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Day Four TaskRe-read “The Project,” focusing on the verb tenses used, complete the grammar focus and complete the model for 2 vocabulary words: Process, Contrast, Clumsy, Socializing

Pick a paragraph from your reading. Rewrite the paragraph and change the verb tenses.(Ex. If the paragraph is written in past tense, rewrite it and change it to present tense). Try to incorporate figurative language into your new paragraph.

Choose an assignment from iReady Reading each day!!

Day Five TaskArt Activity or Writing Prompt: Choose one of the following to support your understanding of the stories “The Project” and “The Sewing Class.”

1. Neither story, “The Project” or “The Sewing Class,” contained illustrations. Create an illustration for one of the stories that gives the reader more information about the characters, or overall theme of the story. Use lots of details in your illustration so that it supports the text. Take a photo or video of your illustration and send it to your teacher for feedback.

2. Using “The Project” and “The Sewing Class” as your inspiration, write your own narrative story in which the character faces a problem and learns a lesson from it. You can make it up completely or use an experience you have had in your life. Make sure that your story is cohesive, meaning it should contain a hook, rising action/problem, climax, falling action/resolution, and closing (moral/lesson of the story revealed). Type your response in Microsoft Word Online and “share” with your teacher for feedback.

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Choose an assignment from iReady Reading each day!!

Expected Outcomes

Students will build on their understanding of literature texts, specifically on the analysis of characters. At the conclusion of the teacher-given tasks, students will be able to answer text-dependent questions and produce a written piece.

The Sewing Class

Mylea could not believe that her mom was making her, and her brother Luka take a sewing class. Why do I need to sew? I can buy clothes at the mall, she thought. From the moment she had learned that her mom signed her up for the class, Mylea loudly complained and said, “It’s such a waste of my time.”

Mylea was not interested in the sewing class because she thought of her herself as an outside person. Whenever she had the chance to go outside, she was there. Her favorite place to hang out was near the creek behind her house. She loved looking for frogs, collecting rocks, and building forts. On most nights, she took her backpack outside and did her homework in the forts she built. On warm nights when her parents let her, she would set up her tent and sleep outside. She would listen to the creek and pretend that she was on an outdoor adventure in the Rocky Mountains. This is what excited her, not sewing. When she thought about the sewing class, she could not imagine why she would ever need to sew if it meant sitting inside and not doing her favorite activities.

When Mylea walked into the sewing class on the first day, she instantly recognized the tall, bearded man sitting on the other side of the room. It was her canoe instructor from summer camp. He had taught her how to make a fishing pole from a tree branch and vines. Mr. Florea was an expert on outdoor survival. He knew his way around the outdoors, and Mylea respected his wisdom. She could not help but wonder, why is he in a sewing class? Shouldn’t he be out climbing a mountain or rescuing stranded hikers? Mylea was lost in thought when her brother Luka nudged her to sit down because the class was supposed to start. Mylea took a seat and waited for the instructor to arrive. She was startled when

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she recognized the person with the deep voice who stood up and walked to the front of the classroom. He picked up a tiny needle and a piece of thread and said, “I am about to teach you an extremely important skill.”

Important? Mylea wondered. Without thinking, she blurted out, “It’s just a hobby. Can’t you go to the store and buy clothes. Why do you NEED this skill?”

Mr. Florea smiled and winked at Mylea, “Hi Mylea. It’s good to see you.” Then he lifted his foot and set his boot on the chair. “You see these boots?” he asked, “I’ve had them for thirteen years. I wore them when I hiked the entire Pacific Crest Trail from Canada all the way to Mexico. About halfway through my journey, the sole of my left boot started to come off. I was in lake country, miles away from any towns or stores. “I would have had to walk in broken boots for hours to get to a store if I had not packed one of my most important tools… a needle and thread.” Mr. Florea walked toward Mylea and bent down near her desk. He pointed to his boot and showed her where he had used his sewing skills to fix it. “I fixed this boot years ago, and they are still my most comfortable and sturdiest boots.”

Mylea was respectful and kind as she listened to Mr. Florea. She smiled politely and said, “Nice work, Mr. Florea.” However, she still wasn’t convinced that sewing could be helpful.

Mr. Florea gave each student two pieces of fabric, a needle, and a thread. He took his time showing each student how to carefully sew the pieces of fabric together. He stressed the importance of being careful and precise with where they inserted the needles. When he walked near Mylea’s table, he made her slow down and practice precision. Mylea nodded with hidden irritation, while thinking, this is a waste of time. I’ll never need to sew anything. Before dismissing the class, Mr. Florea gave each student a small sewing kit. He smiled and said, “Keep this with you. You never know when you will need it.”

When Mylea got home, she was ready for some outside time. After asking her mom if it was okay, Mylea packed up her tent and sleeping bag and set out for the creek. Her brother Luka saw what she was doing and asked to tag along.

Mylea got to her favorite spot by the creek and started pulling her tent out of the bag. As she was attaching the tent poles to the tent, she heard a ripping sound. “EEEEEEEEEP!” A tree branch snagged the fabric on the tent. Mylea looked at her tent and gasped. There was now a huge hole in it. She let out a frustrated groan. “I guess we have to head back home,” she said.

Luka smiled and said, “We don’t have to go anywhere.” He reached into his pocket and pulled out his sewing kit from Mr. Florea.

Mylea smiled and took the thread from her brother. She wanted to be the one to fix the tent. As she carefully sewed up the rip, she said out loud, “I get it now. Sewing is an important skill.”

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That night while Mylea laid in her favorite spot, she looked up at the stitched-up ceiling of her tent and felt thankful for the newest tool in her survival

The Project

Mr. Nimitz opened science class by asking each student to put their names on an index card and fold it in half. Some people groaned under their breath. Everyone knew what that meant. Mr. Nimitz wanted them to work with partners on a project, and he was going to draw random names to create pairs.

“Now, now,” he said as he began shaking the bowl full of index cards, “I know that many of you don’t like this process, but I feel like it is fair. You get to be with your friends outside of class. In here, learning is more important than socializing.”

Sometimes classmates ended up with good friends in Mr. Nimitz’s random pairing practice. That was not the case this time. “Malena and Reiko,” announced Mr. Nimitz. When they heard their names, the two students reluctantly went to the front of the room to collect their assignment packets.

Everyone in school knew that Reiko was an incredible ballerina. This was a sharp contrast to Malena. She considered herself to be clumsy and definitely not graceful. Because of her lack of athletic ability, Malena tended to focus on being a strong student. Working hard in school was her strength. Malena looked timidly at Reiko. Reiko looked back with a cold, angry stare.

Malena had seen Reiko perform at the school talent show. She was like liquid light, spinning and flying, landing lightly and silently. Malena actually got up the nerve to try to speak to her after the show and compliment her performance. Unfortunately, things did not go well. When Malena walked up to Reiko, she tripped over a gym bag, knocked over Reiko’s father, crushed her bouquet of roses, and spilled juice on her white silk ballet shoes. Ever since then, she couldn’t find the nerve to speak to Reiko again.

Malena could feel Reiko seething at the lab table. “You will need to read over the guidelines for your project proposals and then discuss what you two can work on, how to divide labor, arrange times to meet, etc.,” Mr. Nimitz announced, and then he left the partners to their discussions.

“Well…” Malena tried to speak, but it felt like a balloon was growing in her throat. Reiko’s eyes were searing her, almost willing her to be silent. Malena took a deep breath. She thought, school is important. Even if Reiko does not like me, we have to work together. She smiled warmly and said, “Look, maybe it is not a big deal to you, but I really want to do my best on this. Can we work together?”

“Oh, so you want to be nice to me now, huh?” replied Reiko with a defensive tone. “That was not the case on the night of the talent show! How am I supposed to forget that you tried to humiliate and attack me on my big night?” Reiko hissed.

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Malena leaned away, blinking in shock. The bitterness of her words stung. As the words sank in, she started to shake her head. “Humiliate you? Reiko, you’re amazing! I never… I mean, when you dance… wow! It’s so different from anything I could ever do!” Malena continued to gush, “It’s like your feet are made of butterflies!” She blushed at her foolish-sounding description. “I mean, you were so good in the talent show that I came backstage because I wanted to tell you, but then I tripped, and you know the rest.”

Reiko was about to let out another sharp retort but then she saw the mortification in Malena’s eyes. She could also see the nervous twitching in her hands. “You mean it was an accident?” Reiko asked. “Really?”

“What did you think? You thought I did that on purpose?” Malena frowned. “I thought you were just holding a grudge. I didn’t know you thought I… I attacked you! Geez, no wonder you don’t like me.”

“This is a surprising turn of events,” replied Reiko in shock. Her cold stare turned into a smile as she replied, “I thought you didn’t like me… What a silly misunderstanding.”

“I am so sorry,” replied Malena. “I would really like it if you could forgive me. I promise that the next time you perform, I’ll just wave from the back row.”

The girls smiled at each other as they started reading the assignment directions.

Grade Course

5th Grade Science

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Unit Focus

Construct an explanation describing if whale songs are instinctual or a response gathered through senses, processed, and stored as memories to guide their actions.

Construct an explanation for why whale songs might change or why the songs might be different.

Develop a model to describe the interactions of systems in animals with regard to responding to information through their senses.

Week of 5/11 – 5/15

Standard(s)

5.LS1.1 Compare and contrast animal responses that are instinctual versus those that are gathered through senses, processed, and stored as memories to guide their actions.

Online & Paper Resource(s)

Day One:

Phenomenon: Whales sing different songs.

Explore whale songs.o Humpback whale song from Monterey Bay

Why do you think that whales sing? Is this type of animal response instinctual (already known) or gathered through the senses, processed,

and stored as memories to guide their actions?

Day Two: Obtain information about how whales communicate with one another using patterns of sounds and how they respond differently to different patterns.

TED-Ed: Why do whales sing?

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TED-Ed: Inside the killer whale matriarchy Day Three: Continue obtaining information about how whales communicate with one another using patterns of sounds and how they respond differently to different patterns.

Humpback Whales – BBC Reading About How Whales Communicate Two Beautiful Humpback Whales Dance - BBC

Day Four:

Construct an explanation for why the songs might change or why the songs might be different. As part of your explanation describe whether the whale songs are instinctual or gathered through the senses, processed, and stored as memories to guide their actions.

Day Five:

Develop a model using the animal sensory system chart below to describe the interactions of systems in animals with regard to responding to information through their senses—why and how do whales sing?

Observational Task(s)

Optional task with instructions: https://docs.google.com/document/d/1SBV6rI7S3QAOpJFr0eaGhwHodl8UQggfdYgLeal8AYM/edit?usp=sharing

Additional Resources

Watch - Rat Genius | Awesome Animals https://youtu.be/Degcr3MO8Wc – 23 min.

Neuroscience for Kids: Amazing Animal Senses – https://faculty.washington.edu/chudler/amaze.html

interesting facts read

Watch - Living Things Change: Crash Course Kids #41.1 - https://www.youtube.com/watch?v=xDSFlRunlrU - 4.36 min.

How the Dung Beetle Uses the Stars to Navigate - https://www.youtube.com/watch?v=Kq65MOLx4es 4 min.

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