Embed Size (px)
Citation preview
5th Grade Packet 5/11/20
Hello North Kitsap Students! All of the staff want to tell you that we miss you and
we hope that you are staying safe. Every day is a chance to learn something new,
even if you need to stay home. Here are some things to help you stay caught up
with your school learning for this week.
IMPORTANT REMINDER!
We need all returning students to register in Skyward for next year! This helps us with planning. If you need any support, please contact our student records staff at (360) 396-3038.
QUOTE FOR LAST WEEK
“Learning never exhausts the mind.” – Leonardo da Vinci
“You never get tired of learning, even if it’s the smallest thing like, did you know that one type of katydid has ears on its knees. If that got you interested that is proof that your mind is and never will be tired of learning.” – anonymous “Learning never exhausts the mind means your brain is gaining strength and growing while learning.” – Catherine, Mrs. Bastiani’s Class, Richard Gordon Elementary
QUOTE FOR THIS WEEK
"We are born makers. We move what we’re learning from our heads to our hearts through our hands." -Brene Brown
(Optional) Follow this link to tell us what you think about this quote. Responses will be included in next week’s packet.
https://bit.ly/NKQ51120
1
Length of Seeds (in inches)
✗
14
12
34
✗✗
✗✗✗
✗✗✗
© H
ou
gh
ton
Mif
flin
Har
cou
rt P
ub
lish
ing
Co
mp
any
CC.5.MD.2
Name
A line plot is a graph that shows the shape of a data set by placing ✗s above each data value on a number line. You can make a line plot to represent a data set and then use the line plot to answer questions about the data set.
Students measure the lengths of several seeds. The length of each seed is listed below.
1 __ 2 inch, 3 __
4 inch, 1 __
2 inch, 1 __
4 inch, 3 __
4 inch, 3 __
4 inch, 3 __
4 inch, 1 __
4 inch, 1 __
2 inch
What is the combined length of the seeds that are 1 _ 4 inch long?
Step 1 To represent the different lengths of the seeds, draw and label a line plot with the data values 1 _ 4 , 1 _ 2 , and 3 _ 4 . Then use an ✗ to represent each seed. The line plot has been started for you.
Step 2 There are ✗s above 1 _ 4 on the line plot.
Multiply to find the combined length of the seeds:
× = inch
The combined length of the seeds that are 1 _ 4 inch long is 1 _ 2 inch.
You can use the same process to find the combined lengths of the seeds that are 1 _ 2 inch long and 3 _ 4 inch long.
Use the data and the line plot above to answer the questions.
1. What is the total length of all the seeds that the students measured?
2. What is the average length of one of the seeds that the students measured?
Line PlotsOBJECTIVE Make and use line plots with fractions to solve problems.
LESSON 85
2
2 2 __ 4 , or 1 __
2 1 __
4
Measurement and Data 169
1
12
14
34
Weight of Trail Mix (in pounds)
12
38
58
34
Lengths of Crystals (in inches)
© H
ou
gh
ton
Mif
flin
Har
cou
rt P
ub
lish
ing
Co
mp
any
CC.5.MD.2
Name
Use the data to complete the line plot. Then answer the questions.
A clerk in a health food store makes bags of trail mix. The amount of trail mix in each bag is listed below.
1 __ 4 lb, 1 __
4 lb, 3 __
4 lb, 1 __
2 lb, 1 __
4 lb, 3 __
4 lb,
3 __ 4 lb, 3 __
4 lb, 1 __
2 lb, 1 __
4 lb, 1 __
2 lb, 1 __
2 lb
1. What is the combined weight of the 1 _ 4 -lb bags?
Think: There are four 1 _ 4 -pound bags.
2. What is the combined weight of the 1 _ 2 -lb bags?
3. What is the combined weight of the 3 _ 4 -lb bags?
4. What is the total weight of the trail mix used in
all the bags?
5. What is the average amount of trail mix in each bag?
Julie uses crystals to make a bracelet. The lengths of the crystals are shown below.
1 __ 2 in., 5 __
8 in., 3 __
4 in., 1 __
2 in., 3 __
8 in., 1 __
2 in., 3 __
4 in.,
3 __ 8 in., 3 __
4 in., 5 __
8 in., 1 __
2 in., 3 __
8 in., 5 __
8 in., 3 __
4 in.
6. What is the combined length of the 1 _ 2 -in. crystals?
7. What is the combined length of the 5 _ 8 -in. crystals?
8. What is the total length of all the crystals in the bracelet?
9. What is the average length of each crystal in the bracelet?
1 lb
170 Lesson 85
Line Plots
1
CC.5.MD.3
Name©
Ho
ug
hto
n M
iffl
in H
arco
urt
Pu
blis
hin
g C
om
pan
y
A polyhedron is a solid figure with faces that are polygons. You can identify a polyhedron by the shape of its faces.
A pyramid is a polyhedron with one polygon base. The lateral faces of a pyramid are triangles that meet at a common vertex.
A prism is a polyhedron with two congruent polygons as bases. The lateral faces of a prism are rectangles.
triangular pyramid
The base and faces are triangles.
triangular prism
The two bases are triangles.
rectangular pyramid
The base is a rectangle.
rectangular prism
All faces are rectangles.
square pyramid
The base is a square.
square prism or cube
All faces are squares.
pentagonal pyramid
The base is a pentagon.
pentagonal prism
The two bases are pentagons.
hexagonal pyramid
The base is a hexagon.
hexagonal prism
The two bases are hexagons.
A solid figure with curved surfaces is not a polyhedron.cone The one base
is a circle.cylinder The two
bases are circles.
sphere There is no base.
Classify the solid figure. Write prism, pyramid, cone, cylinder, or sphere.
The solid figure has one base.
The rest of its faces are triangles.
So, the solid figure is a .
Classify each solid figure. Write prism, pyramid, cone, cylinder, or sphere.
1. 2. 3. 4.
Three-Dimensional FiguresOBJECTIVE Identify, describe, and classify three-dimensional figures.
LESSON 86
pyramid
Measurement and Data 171
1
CC.5.MD.3
Name
© H
ou
gh
ton
Mif
flin
Har
cou
rt P
ub
lish
ing
Co
mp
any
Classify the solid figure. Write prism, pyramid, cone, cylinder, or sphere.
1.
There are no bases. There is 1 curved surface. It is a
2.
3.
4.
5.
6.
7.
8.
9.
Problem Solving 10. Darrien is making a solid figure out
of folded paper. His solid figure has six congruent faces that are all squares. What solid figure did Darrien make?
11. Nanako said she drew a square pyramid and that all of the faces are triangles. Is this possible? Explain.
sphere
172 Lesson 86
Three-Dimensional Figures
1
1 unit 1 unit
1 unit
CC.5.MD.3a
Name©
Ho
ug
hto
n M
iffl
in H
arco
urt
Pu
blis
hin
g C
om
pan
y
A unit cube is a cube that has a length, width, and height of 1 unit. You can use unit cubes to build a rectangular prism.
Count the number of cubes used to build the rectangular prism.
The length of the prism is made up of unit cubes.
The width of the prism is made up of unit cubes.
The height of the prism is made up of unit cube.
The number of unit cubes used to build the rectangular prism is .
Count the number of unit cubes used to build each solid figure.
1.
unit cubes
2.
unit cubes
3.
unit cubes
4.
unit cubes
Unit Cubes and Solid FiguresOBJECTIVE Understand unit cubes and how they can be used to build a solid figure.
LESSON 87
8
2
1
16
Measurement and Data 173
1
CC.5.MD.3a
Name
© H
ou
gh
ton
Mif
flin
Har
cou
rt P
ub
lish
ing
Co
mp
any
Count the number of cubes used to build each solid figure.
1.
unit cubes
2.
unit cubes
3.
unit cubes
4.
unit cubes
5.
unit cubes
6.
unit cubes
Compare the number of unit cubes in each solid figure. Use <, >, or =.
7.
unit cubes unit cubes
8.
unit cubes unit cubes
Problem Solving 9. A carton can hold 1,000 unit cubes
that measure 1 inch by 1 inch by 1 inch. Describe the dimensions of the carton using unit cubes.
10. Peter uses unit cubes to build a figure in the shape of the letter X. What is the fewest unit cubes that Peter can use to build the figure?
18
174 Lesson 87
Unit Cubes and Solid Figures
1
5 ft
3 ft
3 ft
6 cm
3 cm
4 cm
Name©
Ho
ug
hto
n M
iffl
in H
arco
urt
Pu
blis
hin
g C
om
pan
y
The volume of a rectangular prism is equal to the number of unit cubes that make up the prism. Each unit cube has a volume of 1 cubic unit.
Find the volume of the prism. 1 unit cube = 1 cubic inch
Step 1 Count the number of unit cubes in the bottom layer of the prism.
There are unit cubes that make up the length of the first layer.
There are unit cubes that make up the width of the first layer.
There is unit cube that makes up the height of the first layer.
So, altogether, there are unit cubes that make up the bottom layer of the prism.
Step 2 Count the number of layers of cubes that make up the prism.
The prism is made up of layers of unit cubes.
Step 3 Find the total number of cubes that fill the prism.
Multiply the number of layers by the number of cubes in each layer.
3 × 8 = unit cubes
Each unit cube has a volume of 1 cubic inch. So, the volume of the prism is 24 × 1, or cubic inches.
Use the unit given. Find the volume.
1.
Each cube = 1 cu ft
Volume = cu
2.
Each cube = 1 cu cm
Volume = cu
CC.5.MD.3bLESSON
88 Understand VolumeOBJECTIVE Count unit cubes that fill a solid figure to find volume.
4
2
1
8
3
24
24
Measurement and Data 175
1
5 cm
7 cm
3 cm
Each cube = 1 cu cm
8 in.
3 in.
2 in.
Each cube = 1 cu in.
7 ft
4 ft
2 ft
Each cube = 1 cu ft
5 cm
5 cm
5 cm
Each cube = 1 cu cm
5 ft
4 ft
3 ft
Each cube = 1 cu ft6 ft
2 ft
5 ft
Each cube = 1 cu ft
CC.5.MD.3b
Name
© H
ou
gh
ton
Mif
flin
Har
cou
rt P
ub
lish
ing
Co
mp
any
Use the unit given. Find the volume.
1.
Volume = cu
2.
Volume = cu
3.
Volume = cu
4.
Volume = cu
5. Compare the volumes. Write <, >, or =.
Problem Solving 6. A manufacturer ships its product
in boxes with edges of 4 inches. If 12 boxes are put in a carton and completely fill the carton, what is the volume of the carton?
7. Matt and Mindy each built a rectangular prism that has a length of 5 units, a width of 2 units, and a height of 4 units. Matt used cubes that are 1 cm on each side. Mindy used cubes that are 1 in. on each side. What is the volume of each prism?
105 cm
cu ft cu ft
176 Lesson 88
Understand Volume
Cop
yrig
ht ©
Pea
rson
Edu
catio
n, In
c., o
r its
affi
liate
s. A
ll R
ight
s R
eser
ved.
Name
Lesson 3
Students read text closely to determine what the text says.
Sleuth Work
A Man of PersistenceExplorer Sir Ernest Shackleton might be the most persistent man who ever lived. On
December 5, 1914, he and twenty-seven men set out on a ship called Endurance. They hoped to reach the Antarctic continent and become the first people to cross the land on foot.
Despite the predictions of a terrible winter, Endurance left South Georgia Island, a remote island in the southern Atlantic Ocean. It headed for Vahsel Bay on Antarctica. Just two days later, the vessel ran into pack ice. For the next six weeks, the ship wove through ice floes.
On January 18, 1915, one day short of landing, the ship hit another thick pack ice. By the next morning, ice had enclosed the ship. Shackleton soon realized the ship was securely stuck in the ice and would remain stuck through many long winter months. During this time, Shackleton had his crew stick to their routines and exercise the sled dogs they had brought with them.
Ten months later, the crew still remained on board. In October 1915, pressure from the ice began to damage the ship, and it began slowly sinking. Shackleton and his crew abandoned the ship and made camp on the surrounding ice. On November 21, 1915, Endurance sank completely.
The crew camped on the ice for several months, and in April 1916, the ice floe broke in half, causing the crew to flee in lifeboats. Days later, they landed on Elephant Island, about 350 miles from where the Endurance sank.
Shackleton knew he had to take a drastic step if they were ever to be rescued. Elephant Island was too remote for a rescue attempt. So a group of six men set off in a lifeboat for South Georgia Island, where their journey had begun.
The lifeboat landed on the west side of South Georgia Island in May 1916. The whaling stations—the only source of rescue—were on the east side. Shackleton and two others left on foot to travel the twenty-two miles to the nearest stations.
Within thirty-six hours, the men had made it to a whaling station and began planning the crew’s rescue. Finally, on August 30, 1916, the crew was rescued from Elephant Island. After almost two years, the ordeal was over, and not one crew member had died. It was an amazing expedition with a happy ending because of one man’s persistence to bring everyone home.
318 • Unit 4 • Module A • Lesson 3
RGEN16_RWJTG_G5_U4AL3.indd 318 21/04/15 10:51 AM
Cop
yrig
ht ©
Pea
rson
Edu
catio
n, In
c., o
r its
affi
liate
s. A
ll R
ight
s R
eser
ved.
Name
Lesson 3
Students read text closely to determine what the text says.
Sleuth Work
Gather Evidence Underline events that highlight Shackleton’s persistence.
Gather Evidence: Extend Your Ideas Add brackets around the events that caused Shackleton to draw on his personal resolve and determination.
Ask Questions Write two questions you would ask a crew member about Shackleton’s leadership skills.
`
Ask Questions: Extend Your Ideas Write an additional question about Shackleton’s leadership skills that is answered in the text. Circle the answer in the text.
Make Your Case How important was Shackleton’s persistence to himself and the crew of the Endurance?
Make Your Case: Extend Your Ideas Use evidence from the text to support your opinion about which act of Shackleton’s was the bravest. Discuss your results with a partner.
Unit 4 • Module A • Lesson 3 • 319
RGEN16_RWJTG_G5_U4AL3.indd 319 21/04/15 10:48 AM
Cop
yrig
ht ©
Pea
rson
Edu
catio
n, In
c., o
r its
affi
liate
s. A
ll R
ight
s R
eser
ved.
Name
Lesson 1
Word Analysis
Students apply grade-level phonics and word analysis skills.
Complex Spelling PatternsDIRECTIONS Use the ending -ous, -eous, or -ious to change the underlined noun in each sentence to an adjective. On the line, write a new sentence with the new adjective. The new sentence may, but does not have to, say the same thing as the original sentence.
1. Drake experienced an attack of nerves.
2. Marla’s behavior toward the queen was a model of courtesy.
3. The virus is quite likely to cause an infection.
4. That question always gets a variety of answers.
5. Leon’s new bedroom has an incredible amount of space.
6. Have you ever known a person who is full of ambition?
7. Randy was full of fury when he got the letter with his score.
8. Please exercise caution when you climb down the ladder.
9. Neptune, Jupiter, Saturn, and Uranus are made mostly of gas.
10. The baby birds whose mother flew away cause me to feel pity.
310 • Unit 4 • Module A • Lesson 1
RGEN16_RWJTG_G5_U4AL1.indd 310 08/04/15 7:48 AM
Cop
yrig
ht ©
Pea
rson
Edu
catio
n, In
c., o
r its
affi
liate
s. A
ll R
ight
s R
eser
ved.
Name
Lesson 2
Students apply grade-level phonics and word analysis skills.
Word Analysis
MorphemesDIRECTIONS Use the given base word and one or more word parts from the Morpheme Bank to create a new word that matches each definition. Write the new word on the line.
Morpheme Bank
im- bi- un- pro- -ed
-ly -ize -ous -tion -able
1. comfort: not able to experience comfort
2. annual: two times a year
3. introduce: the act of introducing
4. maximum: make the largest it can be
5. poison: causing illness or death
6. expect: with a surprising effect
7. theory: what people who develop theories do
8. motion: advancement to the next level
9. polite: with a lack of politeness
10. deny: must be acknowledged
DIRECTIONS Identify the morphemes in each word. On the line, show the morphemes by writing the letters that represent each one, leaving a space between each set. For example: im person al.
11. forgetful
12. remarkable
13. semiconductor
14. resettlement
15. preapproval
Unit 4 • Module A • Lesson 2 • 313
RGEN16_RWJTG_G5_U4AL2.indd 313 22/05/15 10:27 AM
