Distance Learning Packet Week 2€¦ · ENGLISH LANGUAGE ARTS - Week 2 Lesson 2: Main Idea and Details Learning Objectives: Students will be able to build oral language skills and

5th GRADE

Distance Learning Packet

Week 2

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Table of Contents ENGLISH LANGUAGE ARTS

ELA Lesson 1………………………………………………………………………… page 2

ELA Lesson 2………………………………………………………………………… page 6

ELA Lesson 3………………………………………………………………………… page 10

ELA Lesson 4………………………………………………………………………… page 14

ELA Lesson 5…………………………………………………………………………… page 22

MATHEMATICS

Math Lesson 1………………………………………………………………………… page 30

Math Lesson 2………………………………………………………………………… page 36

Math Lesson 3………………………………………………………………………… page 43

Math Lesson 4………………………………………………………………………… page 49

Math Lesson 5………………………………………………………………………… page 55

SCIENCE

Science Lesson 1……………………………………………………………………... page 60

Science Lesson 2……………………………………………………………………... page 64

SOCIAL STUDIES

Social Studies Lesson 1……………………………………………………………... page 67

Social Studies Lesson 2……………………………………………………………… page 70

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 1: Main Idea and Details Learning Objectives: Students will be able to build oral language skills and vocabulary by completing foundational word parts practice. Students will be able to find the main idea of a non-fiction passage by determining what it is mostly about and finding details to support. English Language Arts Standards:

• L.5.4.a: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

• 5.RI.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text

________________________________________________________________________________ Directions: First, complete the foundational skills activity. Then, read the passage “Space Food”.

Finally, answer the main idea and details questions that follow. Foundational Skills: Decoding

MEANINGS FOR PREFIXES, SUFFIXES, & ROOTS

PREFIXES & SUFFIXES ROOTS ate = to become al = to or toward de = opposite of re = again micro = small mega = big

loc = place flect = blend cycl = circle; ring phon = sound

Directions: For the following words, write down the following three details on the lines provided.

• Prefix or Suffix with meaning • Root word • Final meaning of the vocabulary word

NOTE: Some words do not have a prefix or suffix.

1. locate

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2. allocate

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3. deflect

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4. reflect

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5. cycle

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6. cyclone

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7. microphone

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8. megaphone

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Skill: Infer and Support the Main Idea The main idea of a paragraph is what the whole paragraph is mostly about. The details are small

pieces of information that make the paragraph more interesting. The details give small pieces of

information about the main idea.

Read the passage “Space Food” and answer the questions that follow.

Space Food - Nonfiction Center for Urban Education ©2007

You really know how important a clean kitchen is if you live in the same small place for weeks.

Everyone needs to have a clean kitchen, so they are healthy. A dirty kitchen can make people sick.

Astronauts are people who travel on spaceships. They need to have a very clean home. They travel

far from Earth. We need clean kitchens everywhere on earth and in space.

Astronauts must solve two problems: how to get food and how to keep their spaceship clean.

They need to solve them in order to stay alive. They are in a spaceship far from Earth, and they need

to take care of everything themselves. They need to be sure they have what they need to live there,

because the astronauts may be in space for weeks.

Here is how they solved the food problem. At first, the astronauts took tubes of food with them

into space. They would squeeze a tube and eat semi-liquid food. It did not taste great, but since they

did not need to take dishes or silverware with them, they had no dishes to wash.

Today’s spaceships have a bigger menu. Astronauts can eat from bowls. In fact, they take

cereal and other standard foods with them. The foods are packaged in special containers to keep

them fresh. They use knives, forks, and spoons. One unusual item on their table is a pair of scissors.

They use the scissors to open the food packages. They can eat right from the package.

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They have a kitchen on the spaceship. Its oven can heat food to 170 degrees. The kitchen has

water and sets of meals that come on trays. The astronauts choose their menu before they go into

space. They take a lot of food with them.

The astronauts keep bread and fresh fruits and vegetables in a special food locker. Most flights

take tortillas. They package the tortillas in an oxygen- free wrap so they stay safe.

How do they keep the kitchen clean? They do not have to worry about mice or other rodents.

They make sure that there are no rodents before the ship leaves. But sometimes mice travel on the

ship. Those mice are part of experiments. They live in cages.

How do astronauts keep their trays clean? That is another health problem the astronauts

solve. They need to stay healthy in space. To carry a lot of water to wash trays would be a lot of extra

weight. They pack wet wipes in plastic bags. They use them to clean trays. So, their kitchen is clean,

and they stay healthy.

Directions: Choose the best answer for each question. 1. What is the main idea of the first paragraph? a. Astronauts travel in space. b. Spaceships are small. c. It is important to keep kitchens clean. d. Astronauts need food. 2. What is the main idea of the whole passage? a. Space travel is challenging. b. Astronauts experiment. c. Astronauts live in small places. d. A clean kitchen is important. 3. Write down the main idea of the last paragraph. ________________________________________________________________________________

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4. Write down one detail from the last paragraph. ________________________________________________________________________________

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 2: Main Idea and DetailsLearning Objectives: Students will be able to build oral language skills and vocabulary by completing foundational word parts practice. Students will be able to find the main idea of a non-fiction passage by determining what it is mostly about and finding details to support. English Language Arts Standards:

• L.5.4.a: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

• 5.RI.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text

________________________________________________________________________________ Directions: First, complete the foundational skills activity. Then, read the passage “Sloths.” Finally,

answer the main idea and details questions that follow.

Foundational Skills: Decoding

MEANINGS FOR PREFIXES, SUFFIXES, & ROOTS

PREFIXES/SUFFIXES ROOTS dis = without re = again de = opposite of bi = two homo = same sym = together

loc = place flect = blend cycl = circle; ring phon = sound

Directions: For the following words, write down the following three details on the lines provided.

• Prefix or Suffix with meaning • Root word • Final meaning of the vocabulary word

NOTE: Some words do not have a prefix or suffix.

1. dislocate _______________________________________________________________________________________

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2. relocate _______________________________________________________________________________________

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3. reflector _______________________________________________________________________________________

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4. deflectable

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5. bicycle

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6. recycle

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7. homophone

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8. symphony

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Skill: Infer and Support the Main Idea

Directions: As you read about sloths, think about the main idea of each paragraph. Then, answer the questions in complete sentences.

Sloths www.k5learning.com

Sloths are the slowest mammals on earth. It takes a full minute for a sloth to move 6 feet

across the ground. You probably couldn’t move that slowly if you tried! The sloth’s body is about 2

feet long. It has long legs, and curved claws that are 3 to 4 inches long. Their claws and their long

legs help them climb trees and hang from tree branches. They spend almost their entire lives hanging

from tree branches. The life of a sloth is not very exciting.

Sloths have a round head, small ears, a stubby tail, and sad-looking eyes set in a dark-colored

“mask.” The shape of a sloth’s mouth makes it look like it is always smiling. It has extra bones in its

neck that make it possible for it to turn its head almost all the way around. Sloths are very cute to look

at, but they don’t put on much of a show.

Sloths are home to other plants and creatures. Tiny plants grow on the sloth’s fur, making the

animals appear to be green. This green color makes the sloths almost invisible against the green

leaves of the trees they live in. Moths and insects also live in the sloth’s fur. Maybe the sloths move

so little and so seldom that the small creatures that live on them don’t even know they are animals.

Giant sloths the size of elephants once lived in many places on earth, including North America.

Today, sloths can be found in the tropical forests of Central and South America. They eat leaves and

berries. A sloth can stick its tongue out 12 inches. Maybe they developed this skill so they wouldn’t

have to move to reach the tasty leaves and berries around their resting spot. Their main enemies are

jaguars, eagles, and snakes. Many tropical forests are disappearing, along with the sloths that live

there. It would be a sad thing if these fascinating little animals became extinct.

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Answer the questions below. 1. What is the main idea of the first paragraph? A. Sloths are the slowest mammals on earth.

B. It takes a full minute for a sloth to move 6 feet across the ground.

C. The sloth’s body is about 2 feet long.

D. The life of a sloth is not very exciting.

2. What is the main idea of the second paragraph? A. Sloths have a round head, small ears, and sad-looking eyes.

B. The shape of a sloth’s mouth make it look like it is always smiling.

C. A sloth can turn its head almost all the way around.

D. Sloths are very cute to look at.

3. What is the main idea of the third paragraph? A. Sloths are home to other plants and creatures.

B. Tiny plants grow on the sloth’s fur.

C. The plants that grow on the sloth make the sloth green.

D. Moths and insects live in the sloth’s fur.

4. What is the main idea of the last paragraph? A. Sloths the size of elephants once lived on earth.

B. Today, sloths live in the tropical forests of Central and South America.

C. A sloth can stick its tongue out 12 inches.

D. It would be sad if sloths became extinct.

5. Write down one interesting detail from the last paragraph. ________________________________________________________________________________

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 3: Parts of Speech, Restating the Question Learning Objectives: Students will be able to identify parts of speech by reviewing the functions of each type and using it in context. Students will be able to write clearly by restating a question before answering it. English Language Arts Standards:

• 5.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

• W.5.1.a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.

________________________________________________________________________________ Directions: First, complete the parts of speech activity. Then, review the information about restating

questions in writing. Finally, answer the questions that follow.

Parts of Speech: Nouns and Adjectives Nouns: A noun is a word (other than a pronoun) used to identify a class of people, places, or things (common noun), or names of people and places (proper noun). Practice! Circle the best answer to each question. 1. Find the plural form of the underlined noun. TIP: Drop ‘y’ add ’i’ + ‘es’ She tried to comfort both baby with pacifiers.

A. babyies B. babies C. babys D. Correct as is

2.Which proper noun should be capitalized in the sentence? I learned that earth is the only planet that has humans on it.

A. learned B. earth C. planet D. humans

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3.Which proper noun should be capitalized in the sentence? On the weekends, my favorite thing to do is eat subway at the park.

A. weekends B. subway C. thing D. park

4. Which is the proper noun in the following sentence? Tomorrow, Jason has a football game.

A. tomorrow B. Jason C. football D. game

Adjectives: An adjective is a word that describes a noun or a pronoun. For example: Ali is wearing a red shirt. In this sentence, ‘red’ is an adjective as it describes the noun - shirt. Practice! Circle the best answer to each question 1.Fill in the blank with the best adjective. That was the______________________ test I’ve ever taken.

A. most difficult B. difficult

2.Fill in the blank with the best adjective. The ring-tailed lemurs have __________________triangles around their eyes. A. blacker

B. black 3.Choose the adjective that best replaces the underlined word. This is the interesting book I’ve read in a while.

A. most interesting B. interestingest

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4. Which underlined adjective is NOT used correctly? The angry boy yelled at his annoying little brother about the means thing he had done.

A. angry B. annoying C. means

RESTATE THE QUESTION - PRACTICE www.rachel.lynette.com

Directions: Please restate the questions below and answer them in complete sentences. 1. When you were little, what was one of your favorite stories? Restate.

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2. In the song “Twinkle Twinkle Little Star,” to what is the little star being compared? (HINT: diamond)

Restate.

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3. What are two things you usually do when you get home from school? Restate.

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4. If you could safely go on vacation anywhere in the world, where would you go? Restate.

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5. On what continent is the Amazon River located? (HINT: South America) Restate.

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6. If someone gave you $100, how would you spend it? Restate.

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7. What is one thing you hope to accomplish before you are 25 years old? Restate.

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8. What are two things you can do to help around the house? Restate. __________________________________________________________________________________________

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 4: Verb Tense, Text StructureLearning Objectives: Students will be able to differentiate between the three major verb tenses by completing a chart. Students will be able to analyze different types of text structure by taking notes on how various passages are organized. English Language Arts Standards:


• 5.RI.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts.

________________________________________________________________________________ Directions: First, review the information on verbs and complete the verb chart. Then, read the

examples in the reference notes for cause/effect and problem/solution to understand the difference

between these two types of text structures and the clue words. Finally, complete the worksheets

titled Earthquakes and Tsunamis.

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Parts of Speech – Verbs • Past, Present, and Future Tense Verbs are words that show an action or state of being.

• The verb tense tells when the action happened.

• When the verb tense changes, the verb often changes its spelling.

The three major verb tenses: • past (yesterday, earlier, long ago)

• present (today, now, currently)

• future (tomorrow, later, next year)

EXAMPLE: RUN

• Past -She ran yesterday.

• Present - She runs today.

• Future - She will run tomorrow.

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Directions: Write each word or phrase from the verb bank in the proper column below.

PAST PRESENT FUTURE

EXAMPLE: chose

EXAMPLE: choose

EXAMPLE: will choose

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Text Structure Practice! Directions:

• Please read the examples in the reference notes for cause/effect and problem/solution to understand the difference between these two types of text structures and the clue words. • Then, complete the worksheets titled Earthquakes and Tsunamis.

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 5: Adverbs, Text Structure Learning Objectives: Students will be able to identify adverbs by looking for words that answer questions in a sentence. Students will be able to analyze different types of text structure by taking notes on how various passages are organized. English Language Arts Standards:


• 5.RI.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts.

________________________________________________________________________________ Directions: First, review the information on adverbs and complete the adverbs activity. Then, read

the examples in the reference notes for sequence and compare/contrast to understand the

difference between these two types of text structures and the clue words. Finally, complete the

worksheets titled Wildfires and Tornadoes and Hurricanes.

Part of Speech – Adverbs

An adverb is a part of speech that is used to modify or describe a verb, adjective, or other adverbs.

Adverbs are words that provide information about how, when, or where something happens.

Many adverbs end in the suffix – ly.

Directions: Underline the adverb in the following sentence. 1. Sarah walked slowly. (EXAMPLE).

2. Jim jumped hurriedly over the tree log.

3. The moon was shining brightly in the sky.

4. He ate his lunch quickly.

5. Suddenly, the wind changed directions.

6. The flowers smelled fragrant. (TIP: how did the flower smell?)

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7. The children ran frantically when they saw a ghost!

8. Cheetahs are extremely fast animals. (TIP: how fast?)

9. The red kangaroo is surprisingly tall!

10. The runner was unusually fast.

Text Structure Practice! Directions:

• Please read the examples in the reference notes for sequence and compare/contrast to understand the difference between these two types of text structures and the clue words. • Then, complete the worksheets titled Wildfires and Tornadoes and Hurricanes.

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MATHEMATICS - Week 2 Lesson 1: Number Patterns Learning Objective: The purpose of this lesson is to refresh your mind on the basics of number patterns, but also to challenge you with new concepts related to number patterns. Math Standards:

• 4.OA.C.5: Generate a number pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself and explain the pattern informally (e.g., given the rule “add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers).

• 5.OA.B.3: Generate two numerical patterns using two given rules (e.g., generate terms in the resulting sequences). Identify and explain the apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane (e.g., given the rule "add 3" and the starting number 0, and given the rule "add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence).

________________________________________________________________________________ Directions: This lesson consists of three parts. The first part, examples, will refresh your memory of

number patterns, and also introduce new ideas related to number patterns. The second portion is a

set of practice problems which will allow you to show what you know. Finally challenge yourself with

the math challenge.

Vocabulary • Rule: A rule serves as the instructions for generating numbers in a number pattern. For

example the number pattern 5, 10, 20, 40, 80, 160 follows the rule multiply the previous term

by 2.

• Sequence: The order in which things are listed. For example 1, 1, 2, 3, 5, 8…is a famous

sequence of numbers called Fibonacci’s sequence. This sequence follows the rule, starting at

1 add the previous term.

• Starting Number: This is the number in which a sequence of numbers begins. For example,

the number pattern 0, 2, 4, 6… starts at 0.

• Terms: A term is one number in a number pattern/sequence.

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Example 1 The Math The Steps

List the first 5 terms of the two patterns

described below.

Pattern A starts with 0 and adds 4 to each

term.

Pattern B starts with 0 and adds 8 to each

term.

The table below shows the first five terms of

each pattern.

Example 2 The Math The Steps Interpret (figure out) the relationship between the

corresponding terms in the two patterns.

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Pattern A starts with 0 and adds 4 to

each term to get the next term.

Pattern B starts with 0 and adds 8 to

each term to get the next term.

When comparing all of the terms

from pattern A to pattern B, the terms

in pattern B can be found by

multiplying the terms in pattern A by 2.

Since 4 is as large as 8 and 8

is as large as 16, the relationship shows the terms in pattern A

are as large as the corresponding terms in pattern B.


List the first 5 terms of the two patterns

described below.

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Pattern X starts with 2 and multiplies

each term by 2 to get the next term.

Pattern Y starts with 6 and multiplies

each term by 2 to get the next term.

The table below shows the first five

terms of each pattern.

Practice Set 1. A number pattern starts on 3 and

follows the rule "Add 5." What will the

third term in the sequence be?

2. Which list of numbers can be described by

the following rule?

Each number in the sequence is two times as big as the previous number.

A. 3 , 6 , 12

B. 3 , 7 , 13

C. 3 , 9 , 27

D. 12 , 6 , 3

3. A number pattern was created by

adding 12 to the previous term. If the

starting value for the pattern was 18,

which of the following shows the

resulting pattern?

A. 18, 42, 54, 66...

B. 18, 30, 54, 66...

C. 18, 30, 42, 54...

D. 18, 30, 48, 66...

4. What are the next two terms in a sequence

that follows the rule: Starting at 21, add 6?

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5. A number pattern was created by

subtracting 29 from the previous term.

If the starting value for the pattern was

122, what are the next two terms?

6. What are the first three terms in a pattern

that follows the rule, add 4? Start at 2.

7. What are the first five terms in for the

sequence that follows the rule, Starting

at 60, subtract 3.

8.

40, 80, 160, 320

In the number pattern above, each term is 2

times the previous term. Which of the

following is also true about the pattern?

A. All numbers are prime.

B. All numbers are multiples of 3.

C. All numbers are odd.

D. All numbers have 5 as a factor.

Note: Prime numbers are numbers that are

divisible by ONLY 1 and itself.

9. What are the first 3 terms in a

sequence of numbers that follows the

rule Each number in the sequence is four times as big as the previous number. Start at the number 2.

10. Create your own rule for a number

sequence, then starting at 0, write the first 4

terms.

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Math Challenge: Making 100

In this challenge you are to determine the missing addend (what number could you add) to equal 100.

Set a timer, and attempt to complete the task within that timeframe. For example, I think I could

complete this within 5 minutes. The first three are done as an example. 53 + _47_ =100 81 + ____ =100

95 + __5_ =100 52 + ____ =100

58 + _42_ =100 7 + ____ =100

86 + ____ =100 45 + ____ =100

9 + ____ =100 27 + ____ =100

30 + ____ =100 77 + ____ =100

46 + ____ =100 18 + ____ =100

4 + ____ =100 38 + ____ =100

49 + ____ =100 21 + ____ =100

100 + ____ =100 99 + ____ =100

74 + ____ =100 26 + ____ =100

62 + ____ =100 14 + ____ =100

78 + ____ =100 48 + ____ =100

47 + ____ =100 40 + ____ =100

83 + ____ =100 57 + ____ =100

17 + ____ =100 87 + ____ =100

56 + ____ =100 28 + ____ =100

75 + ____ =100 96 + ____ =100

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MATHEMATICS - Week 2 Lesson 2: Area, Perimeter, and Volume Learning Objective: This lesson should serve as a refresher on the concepts of area and perimeter, and to introduce you to the concept of volume. Math Standards:

• 4.MD.A.3: Apply the area and perimeter formulas for rectangles in mathematical problems and problems in real-world contexts including problems with unknown side lengths.

• 5.MD.C.5.a: Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes (e.g., to represent the associative property of multiplication).

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Directions: This lesson is comprised of three parts. The first part is example problems to refresh your

memory of area and perimeter. The third example explains how to find the volume of a shape. The

second part of this lesson is a practice set to apply your knowledge of area, perimeter, and volume.

The final portion of this lesson is a math challenge to sharpen your skills!

Vocabulary

• Volume: The amount of space something takes up. When working with rectangular prisms and

cubes volume is mathematically determined by the formula length X width X height.

• Area: The amount of space occupied by a flat shape. When working with rectangles and

squares area is mathematically determined by length X width.

• Perimeter: The length of the sides of a shape. For most shapes perimeter is determined

mathematically by adding the length of all of the sides.

• Cube: A three-dimensional shape in which all sides are the same length. Imagine a 3D

square.

• Rectangular Prism: A three-dimensional shape comprised of rectangular faces. Think of a 3D

rectangle.

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Example 1 The Math The Steps What is the perimeter of the rectangle

below?

To determine the perimeter of this shape,

we recall that perimeter is a measure of

ALL of a shape’s sides. For this rectangle

we can see that only two sides show their

measure, but we know that, with

rectangles, opposite sides have the same

measure.

15 in + 15 in + 9 in +9 in = 48 in We have two sides that measure 15

inches, and two that measure 9 inches.

Example 2 Determine the area of the square below:

When determining the area of rectangles

or squares, simply multiply the length by

the width. With squares, simply multiply

on length by itself since all sides are the

same.

For this square we multiply 12 cm by 12

cm.

12 cm X 12 cm = 144 cm2 The area of our square is 144 cm2 .

Remember when finding area, our units

will always be squared (ex. cm2, in2,

yards2 ).

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Example 3 Determine the volume of the rectangular

prism (3D Rectangle) below:

The first step to determining the volume

of any three dimensional shape is to first

know the formula. For rectangular prisms

(3D rectangles), and cubes (3D squares)

the volume formula is length X width X

height.

6cm X 3cm X 4cm = 72 cm3 For our example we can see that the

length is 6cm, the width is 3cm, and the

height is 4cm, now all we need to do is

plug the numbers into our formula. It is

important to remember that when finding

volume our units will be cubed (cm3, in3,

yards3).

Practice Set 1.

2. Claire is lining the bottom of a rectangular drawer with paper. If the bottom of

the drawer is 9 inches long by 6 inches wide, what is the area of the bottom of

the drawer?

3.

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4.

5.

6. What is the volume of the rectangular prism below?

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7. If each cube in the rectangular prism measures 1 cubic foot, what is the volume

of the prism?


of the prism?

9. If each cube in the rectangular prism measures 1 cubic inch, what is the volume

of the prism?


of the prism?

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of the prism?


of the prism?

13. If each cube in the rectangular prism measures 1 cubic centimeter, what is the

volume of the prism?

14. If each cube in the rectangular prism measures 1 cubic centimeter, what is the

volume of the prism?

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15. If each cube in the rectangular prism measures 1 cubic inch, what is the volume

of the prism?

Math Challenge Instructions: Set a timer and challenge yourself to name each of the polygon below. For example, I

think I can name all of the polygons below in less than 2 minutes. The first polygon is named for you

as an example.

Hexagon

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MATHEMATICS - Week 2 Lesson 3: Adding and Subtracting Fractions Learning Objective: This lesson should serve as a refresher on adding and subtracting fractions, but it should also challenge you to become more proficient (good at) working with fractions with unlike (different) denominators. Math Standards:

• 4.NF.B.3.a: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

• 5.NF.A.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators (e.g., 2/3 + 5/4 = 8/12 + 15/12 = 23/12).

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Directions: There are three examples, one, adding fractions with common denominators, which is a

review of fourth grade content, then the second and third example will begin to build your knowledge

of adding and subtracting fractions with unlike denominators. After you have reviewed the example

problems you will have a practice set you should complete independently. The last part of this

assignment is an activity called “making 10.” The instructions are below, but I challenge you to set a

timer and complete the activity in that amount of time. For example, I would set a timer for two

minutes and attempt to complete the chart in that amount of time.

Vocabulary • Denominator: In a fraction, the denominator is the number below the fraction bar. In the

fraction !" the denominator is 5.

• Numerator: In a fraction, the denominator is the number above the fraction bar. In the fraction #$ the numerator is 7.

• Equivalent Fraction: This is a fraction that, when simplified, is equal to fraction. For Example

the fraction "%&

is equivalent to %!.

• Sum: The result of addition

• Difference: The result of subtraction.

44


First, let’s convert these diagrams

into fractions.

Since the fractions have the same

denominator, add the numerators

and keep the denominator the

same.

3 + 2 = 5 We add 3 to 2 equaling 5. 35 +

25 =

58 Finally we write the sum as 5 over

8.


First, find a common

denominator. Since there are

denominators of 5 and 10, let 10

be the common denominator.

Rewrite so that it has a

denominator of 10.

Rewrite the problem using the

common denominator, and then

add the numerators and simplify, if

possible.

45


First, find a common

denominator. Since there are

denominators of 3 and 15, let 15

be the common denominator.

Rewrite so that it has a

denominator of 15.

Rewrite the problem using the

common denominator, and then

subtract the numerators and

simplify, if possible.

Practice Set 1.

2.

3.

3.

46

4.

5.

6.

7.

8.

9.

10.

11. Write an equivalent fraction for .%!.

Answers will vary.

47

12.

13.

14.

15.

16.

48

Math Challenge: Making 10

Directions: Set a timer for the amount of time you think it will take you to complete the following. For

example, “I think I can complete this in two minutes.”

Fill in each box so the sum of both numbers is 10. The first three are done as an example.

6 + 4 = 10 1 + ___= 10 1 + ___= 10

5 + 5 = 10 5 + ___= 10 4 + ___= 10

8 + 2 = 10 9 + ___= 10 7 + ___= 10

10 + ___= 10 7 + ___= 10 8 + ___= 10

7 + ___= 10 5 + ___= 10 5 + ___= 10

0 + ___= 10 3 + ___= 10 2 + ___= 10

2 + ___= 10 2 + ___= 10 3 + ___= 10

4 + ___= 10 5 + ___= 10 6 + ___= 10

9 + ___= 10 8 + ___= 10 9 + ___= 10

5 + ___= 10 7 + ___= 10 1 + ___= 10

6 + ___= 10 1 + ___= 10 2 + ___= 10

3 + ___= 10 10 + ___= 10 3 + ___= 10

1 + ___= 10 3 + ___= 10 6 + ___= 10

4 + ___= 10 6 + ___= 10 5 + ___= 10

9 + ___= 10 9 + ___= 10 4 + ___= 10

6 + ___= 10 8 + ___= 10 10 + ___= 10

3 + ___= 10 5 + ___= 10 0 + ___= 10

49

MATHEMATICS - Week 2 Lesson 4: Comparing Fractions and Decimals Learning Objective: This lesson will serve as a refresher on comparing fractions and decimals as well as challenge you to better your abilities to work with and understand fractions and decimals. Math Standards:

• 4.NF.C.7: Compare two decimals to hundredths by reasoning about their size. Understand that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <.

• 4.NF.A.2.b: Record the results of comparisons with symbols >, =, or <, and justify the conclusions.

• 5.NBT.A.3.b: Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

________________________________________________________________________________ Directions: This lesson is split into three parts. The first section consists of examples to refresh as

well as teach comparing decimals and fractions. The second is independent practice, and finally, a

math challenge.

Vocabulary:

• Greater than: A comparison of two numbers, we use the symbol > to represent the phrase

“greater than.”

• Less than: A comparison of two numbers, we use the symbol < to represent the phrase “less

than.”

• Equal to: The concept that two numbers, regardless of how they are written, have the same

numerical value. We use the = symbol to represent this idea. For example ½ = 0.50.

50

Example 1 The Math The Steps Compare:

!"__ .

0

To compare fractions, multiply one

fraction’s denominator by the other

fractions numerator.

Write the product above the numerator

you multiplied.

Repeat with the other denominator and

numerator.

8 X 2 = 16,

3 X 5 = 15

16 15 !"__ .

0

Write the product above the numerator

you multiplied.

Repeat with the other denominator and

numerator.

Now, simply compare 15 to 16, 16 is

greater than (>) 15, so the answer is !">

.0. When comparing fractions, cross

multiply. The fraction that has the larger

product is the larger fraction.

51


0.12 ___ 0.10

When comparing numbers which include

decimals, work left to right evaluating

each to determine which has the first

“bigger” number.

0.12 ___ 0.10

For this number, both have a 0 in the

ones place, so we move to the next

number to the right. Both have a 1 in the

tenths place, so we move to the right

again, and we see that there is a 2 in the

hundredths place versus a 0 in the

hundredths place of 0.10. That means

that 0.12 > 0.10.


1.2359 _____ 1.2364

With numbers like 1.2359 and 1.2364 we

have to be careful because it is an easy

mistake to make by just looking at the last

digit to the far right, but we need to move

through the number left to right to make

sure we are accurately comparing the

numbers

1.2359 < 1.2364

Both numbers are the same until we get

to the thousandths place, we can see that

in the thousandths place one number has

a 5, and the other has a 6, which means

that 1.2364 is the larger number

52

Practice Set 1. Compare:

2. Compare:

3. Compare:

4. Compare:

5. Compare:

6. Compare:

7. Compare:

8. Compare:

9. Compare:

10. Compare:

11. Compare:

0.59 ___ 0.45

12. Compare:

53

13. Compare:

0.1 ___0.8

14. Compare:

70.2 ___ 70.20

15. Compare:

0.46 ___ 0.36

16. Compare:

17. Compare:

18. Compare:

19. Compare:

20. Compare:

54

Math Challenge: Expanded Form

Instructions: Set a personal goal to write all of the numbers on the left in expanded form as quickly as

possible. For example, I would set my personal goal to finish writing all of the numbers in expanded

form within 4 minutes. The first number is completed for you as an example.

32,580 30,000 + 2,000 + 500 + 80

592,350

3,846

665,102

770

17

142,326

55,017

508,490

325

140

183,820

92,770

901,270

400,220

14,704

665,102

55

MATHEMATICS - Week 2 Lesson 5: Converting Fractions to Decimals Learning Objective: This lesson will refresh your memory on converting fractions to decimals and challenge you with more difficult conversions. Math Standards:

• 4.NF.C.6: Use decimal notation for fractions with denominators 10 (tenths) or 100 (hundredths).

• 5.NBT.A.3.a: Read and write decimals to thousandths using base-ten numerals, number names, and expanded form.

________________________________________________________________________________ Directions: This lesson consists of three parts, the first, example conversions. The second part, a

practice set for you to practice independently. Finally, the last portion, is a math challenge for you to

challenge yourself to be a faster mathematician.

Vocabulary

• Denominator- In a fraction, the denominator is the number below the fraction bar. In the

fraction !" the denominator is 5.

• Numerator- In a fraction, the denominator is the number above the fraction bar. In the fraction #$ the numerator is 7.

• Divisor – The divisor is the number a division problem is divided by. For example, 25 ÷ 5, 5 is

the divisor. • Dividend- The dividend is the number being divided or split up. For example, 30 ÷ 6, 30 is the

dividend. A way to remember this is the dividend goes “end” the house. • Quotient – The quotient is the “answer” of a division problem. For example, 90 ÷ 45 = 2, 2 is

the quotient.

56


Write the following fraction as a decimal.

A simple way to convert

fractions having a 10, 100,

or 1,000 in the

denominator is create a

place value chart.

On the left is a place value

chart, now all we need to

do is fill in the numbers

correctly.

Since this fraction has 2

in the numerator and 10

in the denominator, put

a 2 in the tenths place

column.

Since the fraction is less

than 1, put a 0 in the

ones place column.

This number is written

as two tenths.

So,

the fraction written as

a decimal is 0.2.

57


Write the following fraction as a decimal.

Since this fraction has 56 in the

numerator and 100 in the denominator,

put a 6 in the hundredths place and put

a 5 in the tenths place.

Since the fraction is less than 1, put a 0

in the ones place column.

This number is written as fifty-six

hundredths.

So, the fraction written as a decimal is 0.56.

58

Practice Set 1. Write the following fraction as a

decimal…

2. Write the following fraction as a

decimal…


decimal…


decimal…


decimal…


decimal…


decimal…

8. Write the number 0.12 as a fraction.

Simplify if possible.

























59

Math Challenge: Ones and Tens

Break the following numbers down into the number of tens and ones it consists of. Set a goal for

yourself and attempt to complete the task within that timeframe. For example, I think I could complete

this task in two minutes. How fast can you do it? The first number is completed for you as an

example.

47 ___4___ tens and ___7___ ones 82 ______ tens and ______ ones

52 ______ tens and ______ ones 96 ______ tens and ______ ones















60

SCIENCE - Week 2 Lesson 1: Hazard Identification Learning Objective: Students will be able to apply lab safety rules by identifying hazards and offering solutions. Science “Safety Expectations” Standards:

• Identify hazards. Hazards may be physical, chemical, health, or environmental. • Evaluate the type of risk associated with each hazard. • Instruct students on all procedures and necessary safety precautions in such a way as to

eliminate or reduce the risk associated with each hazard. • Prepare for any emergency that might arise despite all the required safety precautions.

________________________________________________________________________________ Directions:

1. On the provided picture, circle the following things:

a. First Aid Kit

b. Fire extinguisher

c. Safety Shower

d. Fire Blanket

2. There are 8 people in the image (on the next page). On the image analysis page, identify all

of the unsafe behaviors of each person and explain how they can fix their behavior so that they

would be practicing lab safety. Use complete sentences.

3. Some of the people are practicing some correct safety. Identify and color in any correct safety

behavior.

61

Harry

Steve

Leah

Carolinee

Anita

Lilith

Frank

Carlos

62

Lab Safety Image Analysis

1. Anita

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. Lilith

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. Frank

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. Carlos

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

5. Caroline

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

63

6. Leah

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

7. Steve

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

8. Harry

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

64

SCIENCE - Week 2 Lesson 2: Making Safe Choices Learning Objective: Students will be able to demonstrate lab safety rules by writing what all the characters did wrong instead of practicing proper lab safety. Science “Safety Expectations” Standards:

• Identify hazards. Hazards may be physical, chemical, health, or environmental. • Evaluate the type of risk associated with each hazard. • Instruct students on all procedures and necessary safety precautions in such a way as to

eliminate or reduce the risk associated with each hazard. • Prepare for any emergency that might arise despite all the required safety precautions.

________________________________________________________________________________ Directions:

1. Read the story about SpongeBob, Patrick, and Gary in the lab.

2. Highlight or underline all the safety mistakes that the three characters make.

3. On the provided pages, explain what each character is doing correctly and what they

are doing incorrectly

Worksheet created by T. Trimpe 2003 http://sciencespot.net/

65

The Bikini Bottom gang has been learning safety rules during science class. Read the paragraphs below to find the broken safety rules and underline each one. How many can you find? SpongeBob, Patrick, and Gary were thrilled when Mr. Krabbs gave their teacher a chemistry

set! Mr. Krabbs warned them to be careful and reminded them to follow the safety rules they had

learned in science class. The teacher passed out the materials and provided each person with an

experiment book. SpongeBob and Gary flipped through the book and decided to test the properties

of a mystery substance. Since the teacher did not tell them to wear the safety goggles, they left them

on the table. SpongeBob lit the Bunsen burner and then reached across the flame to get a test tube

from Gary. In the process, he knocked over a bottle of the mystery substance and a little bit splashed

on Gary. SpongeBob poured some of the substance into a test tube and began to heat it. When it

started to bubble he looked into the test tube to see what was happening and pointed it towards Gary

so he could see. Gary thought it smelled weird so he took a deep whiff of it. He didn’t think it smelled

poisonous and tasted a little bit of the substance. They were worried about running out of time, so

they left the test tube and materials on the table and moved to a different station to try another

experiment. Patrick didn’t want to waste any time reading the directions, so he put on some safety

goggles and picked a couple different substances. He tested them with vinegar (a weak acid) to see

what would happen even though he didn’t have permission to experiment on his own. He noticed that

one of the substances did not do anything, but the other one fizzed. He also mixed two substances

together to see what would happen, but didn’t notice anything. He saw SpongeBob and Gary heating

something in a test tube and decided to do that test. He ran over to that station and knocked over a

couple bottles that SpongeBob had left open. After cleaning up the spills, he read the directions and

found the materials he needed. The only test tube he could find had a small crack in it, but he decided

to use it anyway. He lit the Bunsen burner and used tongs to hold the test tube over the flame. He

forgot to move his notebook away from the flame and almost caught it on fire. Before they could do

another experiment, the bell rang and they rushed to put everything away. Since they didn’t have

much time, Patrick didn’t clean out his test tube before putting it in the cabinet. SpongeBob noticed

that he had a small cut on his finger, but decided he didn’t have time to tell the teacher about it.

Since they were late, they skipped washing their hands and hurried to the next class.

66

In the space below, explain what each character is doing correctly and what they are doing incorrectly.

SpongeBob: ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Gary: ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Patrick: ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

67

SOCIAL STUDIES - Week 2 Lesson 1: A Spotlight on North America Learning Objective: Students will examine North America by comparing and contrasting its three largest countries (the United States, Mexico, and Canada) and responding to comprehension questions. Social Studies “Anchor” Standards:

• G1: The use of geographic representations and tools helps individuals understand their world.

• G2: Human-environment interactions are essential aspects of human life in all societies. • G3: Examining human population and movement helps individuals understand past, present,

and future conditions on Earth’s surface. • G4: Global interconnections and spatial patterns are a necessary part of geographic

reasoning. ________________________________________________________________________________ Directions: Read the following social studies reading passage; highlight or underline any information (key terms, previously unknown information, etc.) that you believe is important to the passage. Once finished, answer the corresponding comprehension questions. The United States, a Country in North America

If someone asked you to describe the location of the United

States, what would you say? You could say that the United States

is in North America. North America is one of Earth’s seven

largest landmasses, or continents.

The United States is also one of the largest nations in

North America. There are two ways to measure the size of a

nation. One is to measure its land area. The other is to measure

its population, or number of people. In land area, Canada is the

largest country in North America. The United States ranks second. In

population, the United States is the largest country. Mexico is second.

Canada, Our Northern Neighbor Canada is our northern neighbor. It lies north of the contiguous 48 states and east of Alaska.

Canada and the United States share similar histories. Both were explored by the French and the

British and were once under British rule.

68

Fewer people live in Canada than in either Mexico or the United States. Much of Northern

Canada is very cold for most of the year, and few people live there. Instead, most Canadians live

near the country’s southern border.

Mexico, Our Southern Neighbor In land area, Mexico is smaller than either Canada or

the United States. However, Mexico has more people

than Canada. Its population is also more spread out than

Canada’s. Mexico’s capital, Mexico City, is one of the

world’s largest cities.

Mexico and the United States also share a history.

Long ago, Spain sent settlers to live in what is now

Mexico and the southwestern United States.

Comprehension Questions:

1. The seven continents and five oceans are listed below in alphabetical order. From memory, can

you correctly label the continents and oceans on the map above? Check your answers by finding a

world map online!

Continents: Africa, Antarctica, Asia, Australia, Europe, North America, South America

Oceans: Arctic, Atlantic, Indian, Pacific, Southern

69

2. What two ways can be used to measure the size of a state, nation, or continent?

________________________________________________________________________________

________________________________________________________________________________

3. Rank the United States, Mexico, and Canada based on least to greatest population.

________________________________________________________________________________

________________________________________________________________________________

4. On the map above, add the equator and prime meridian. In which two hemispheres is North

America located?

________________________________________________________________________________

________________________________________________________________________________

70

SOCIAL STUDIES - Week 2 Lesson 2: The United States: States and Regions Learning Objective: Students will become familiar with North America’s five regions (West, Southwest, Midwest, Northeast, and Southeast) by completing comprehension questions that require comparing and contrasting the different regions. Social Studies “Anchor” Standards:

• G1: The use of geographic representations and tools helps individuals understand their world.

• G2: Human-environment interactions are essential aspects of human life in all societies. • G3: Examining human population and movement helps individuals understand past, present,

and future conditions on Earth’s surface. • G4: Global interconnections and spatial patterns are a necessary part of geographic

reasoning. ________________________________________________________________________________ Directions: Read the following social studies reading passage; highlight or underline any information (key terms, previously unknown information, etc.) that you believe is important to the passage. Once finished, answer the corresponding comprehension questions.

A Nation of 50 States The United States is a nation made up of 50 states. Forty-eight of them share at least one

border with another state. They are contiguous, or next to each other.

Two states, Alaska and Hawaii, are separated from the other states. Alaska, our northernmost

state, shares a border with Canada. Hawaii is a group of islands in the Pacific Ocean. It is more than

2,000 miles from the 48 contiguous states.

Regions of the United States To make it easier to talk about different areas of the country, people often group the 50 states

into five large regions. A region is an area in which many features are similar.

The five regions of the United States are the West, the Southwest, the Midwest, the Southeast,

and the Northeast. It is important to note that because these aren't “officially” defined regions, some

states may appear in different regions depending on the document or map you are looking at. Each

region is based on its relative location in the United States. The relative location of a place is where

it is compared to other places. For example, the Midwest region is between the Northeast and the

West.

71

Though each state is unique, states within each region share many similarities. The states

often have similar kinds of land, and the people who live here may also share a history and culture.

The 5 Regions of the United States: An Overview

WEST • Population: ≈ 70 million

• Area (size): 1,628,762 square miles

• Climate: Many different climate regions

MIDWEST • Population: ≈ 70 million

• Area (size) 821,872 square miles

• Climate: Hot summer, cold winter

72

SOUTHWEST • Population: ≈ 45 million

• Area (size): 574,103 square miles

• Climate: Eastern half can be hot and rainy in

the summer, western half can be hot and dry

SOUTHEAST • Population: ≈ 85 million


• Climate: Hot rainy summer, mild winter

NORTHEAST • Population: ≈ 60 million


• Climate: Hot summer, cold winter

Comprehension Questions:

1. Explain how a state is different than a region.

________________________________________________________________________________

________________________________________________________________________________

2. In which region of the United States is Arizona located?

________________________________________________________________________________

________________________________________________________________________________

3. Rank each region of the United States from least to greatest population.

________________________________________________________________________________

________________________________________________________________________________

4. Rank each region of the United States from least to greatest area (size).

________________________________________________________________________________

________________________________________________________________________________

5. Based on climate, which region of the United States would you most want to live? Explain your

reasoning.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Documents

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