Embed Size (px)
Citation preview
FIFTH GRADE
1
Section 1: Student Resource………………………………….….pages 5-18 Vocabulary Student Choice Board Student Answer Sheets
This section contains a list of skills that the students will be working on while reading and completing the tasks. Targeted vocabulary words have been identified. There are links to videos to provide students with the necessary background knowledge. There is a Student Choice Board in which students will select to complete 3 out of the 9 activities. Student answer sheets are provided for students to show their work.
Section 2: Student Text: The Great Migration (access in google folder) Text to use for Student Choice Board activities
This section provides a copy of the text to use for Shared Reading while in school and Student Choice Board activities while in school or at home (see Section1).
Section 3: Answer Key………………………………….….pages 19-29
Sample student replies This section contains possible student replies for each activity from the Choice Board. This can be used to check the student’s work.
CLICK ON LINKS BELOW TO ACCESS RESOURCES
ENGLISH LANGUAGE ARTS (ELA)
TABLE OF CONTENTS
2
All topics include student sheets and answer keys
Topic Overview: Review What You Know! …………….…….pages 31-35
Topic Overview: Common Denominators…………….……….pages 36-42
Topic Overview: Adding & Subtracting Fractions with Unlike Denominators………………………………………….…….….….pages 43-52
Topic Overview: Adding & Subtracting Mixed Numbers….….pages 53-61
Topic Overview: Multiplying Fractions and Whole Numbers ………………………………..…………………………..pages 62-68
Topic Overview: Multiplying Two Fractions ………….…….….pages 69-84
Topic Overview: Multiplication as Scaling ………………….….pages 85-89
MATH
TABLE OF CONTENTS CONTINUED
CLICK ON LINKS BELOW TO ACCESS RESOURCES
3
ENGLISH LANGUAGE ARTS (ELA)
4
Grade: 5 Subject: English Language Arts
Topic: The Great Migration by Jacob Lawrence Access the text HERE.
What Your Student is Learning: Your student will read the fictional text, The Great Migration. While working with this text, your student will practice the following skills:
● Finding the main idea (theme) and supporting details in the text to describe setting ● Building their vocabulary knowledge in context ● Writing a summary of their reading that states and supports a theme ● Compare and contrast text to gain a deeper understanding of the theme ● Establish a situation and write to narrate
Background and Context for Parents and Guardians:
● In this unit, students read about the relationship between individuals and historical events. ● They will learn how authors use descriptive details to identify the main ideas and key details in the
text. ● They will be asked to cite evidence (details) to describe a story’s setting. ● They will be asked to think about how an author describes information within a text. ● They will also learn to use context clues to build their vocabulary around this topic.
Ways to support your student:
● Word Study- Review the vocabulary words listed below with your child. Practice using these words when talking about the text.
exodus momentous adversity
ravaged barren agents
confined migration industries
● Introduce the text by reading the title The Great Migration, and looking at the pictures. ● Discuss what makes the story a legend or folktale (a cultural story passed on through generations). ● Read the text aloud with your child.
● After reading, ask questions about the text. These questions could include:
○ What did you think the text was mostly about? ○ What do you think the author wanted you to know about the topic? That is an interesting
point. What made you think that? ○ What clues in the story tell you about the setting? ○ What is the main difference between where the characters live? ○ What challenges (problems) do the characters experience?
1 5
○ What geographic locations are mentioned in the story?
Online Resources for Students: Video: The Great Migration: Background knowledge on the artist and the paintings. https://www.youtube.com/watch?v=t4lgvB5cV5E Power Library: is the online portal to all that Pennsylvania libraries offer. This is the place to find 24/7 access to newspapers, magazines, journals, historical documents and photos, online databases, and eBooks. Research a subject. Learn about your family history. Locate a title. Explore career options. It’s all here at POWER Library. Link: https://sites.google.com/philasd.org/sdppowerlibrary/home Building Background Knowledge: This article explains and provides support on why background knowledge is key to student’s being able to read with comprehension. Link: https://www.readingrockets.org/article/building-background-knowledge
NOTE: There is a parent/guardian-friendly answer key at the end of this packet that you can use to help your student.
2 6
Tic-Tac-Toe Choice Board 1: The Great Migration Directions: Read the book The Great Migration. Choose 4 activities from the choice board below. You should complete at least one task from each row.
Row 1
Activity 1 Skim and scan at the pages of The Great Migration Pay attention to the pictures and the section headings. Write:
● 3 things that stood out to you
● 3 questions you have about the book.
● A prediction about the book.
Activity 2 Look at the images in the text The Great Migration and choose 2 that show the setting of the story List:
● 3 things you notice as you look at the images.
● 3 things you wonder about the images.
Activity 3 Word Study: Read the Vocabulary Chart
1. Find the sentence where the author uses each word.
2. Choose two of the words.
3. Write a sentence with each word you chose
Row 2
Activity 4 Read pages 1- 22 (Early arrival was not easy.) of The Great Migration Complete a description web organizer to tells why people were leaving the south.
Activity 5 Read pages 2 ( And the migrants kept coming.) - end of The Great Migration. Complete a details web organizer explaining the impact of migration had on people.
Activity 6 Reread the poem Migration by Walter Dean Myers (at the end of the book). Identify lines from the poem and which image goes with it. Explain your thinking. Complete a t-chart graphic organizer for the section.
Line from Poem
Image and Supporting Details
Row 3
Activity 7 Read aloud The Great Migration to someone. Complete a Problem/Solution graphic organizer.
Activity 8 Think about the story events in order. Retell the story to someone at home. Use the plot summary graphic organizer to help you share the story.
Activity 9 Journal Writing: The Great Migration is a story of African-Americans who left their homes in the south to work in factories in the north. Pick your favorite painting from the book. Write an analysis on how the author uses the painting to tell the story of migration.
3 7
Task 1: Preview the Text
Skim and scan the pages of The Great Migration. Pay attention to the pictures and the section headings.
Write 3 things that stood out to you as you looked through the book:
1.
2.
3.
Write 3 questions you have about the book:
1.
2.
3.
Think Ahead: Write your prediction about the book:
4 8
Task 2: Preview the Text
Starting with the cover, look at the images in The Great Migration. Complete a 3-2-1 chart.
Write 3 things that you noticed while looking at the cover picture:
●
●
●
Write 2 questions you have about the picture:
●
●
Deep Read of an Image: Look at the picture details. Write 1 complete sentence about the picture clues that tell what type of story you are reading.
●
5 9
Task 3: Preview the Text
Word Study: Practice reading the story vocabulary. Choose two words from each column. Write a complete sentence with each word you chose. Refer back to the text to check for meaning.
Word 1:
Sentence:
Word 2:
Sentence:
6 10
Word 3:
Sentence:
Word 4:
Sentence:
Word 5:
Sentence:
Word 6:
Sentence:
7 11
Task 4: Engage with the Text Read pages 1-22 (Early arrival was not easy.) of The Great Migration. Complete a description web organizer to tells why people were leaving the south.
8 12
Task 5: Engage with the Text Read pages 2 ( And the migrants kept coming.) - end of The Great Migration. Complete a details web organizer explaining the impact of migration had on people.
9 13
Task 6: Engage with the Text
Reread the poem Migration by Walter Dean Myers (at the end of the book). Identify lines from the poem and which image goes with it. Explain your thinking. Complete a t-chart graphic organizer for the section.
Line from Poem Image and Supporting Details
Example: “A stirring at the ticket counter”
Image 12: Railroad stations were so crowded with migrants that guards were called in to keep order. Stirring means to cause excitement. There were so many people who were so excited. Railroad stations needed hep at the ticket counters.
10 14
Task 7: Problem/ Solution Analysis Reread the story aloud. Think about the how the setting presents problems for characters. As you read, make predictions and brainstorm solutions. Using information from the Main Idea and Details Web graphic organizers, complete the Problem and Solution chart.
11
15
Task 8: Plot Summary
12 16
Task 9: Journal Writing
The Great Migration is a story of African-Americans who left their homes in the south to work in factories in the north. Pick your favorite painting from the book. Write an analysis on how the author uses the painting to tell the story of migration. Cite evidence from the text.
13 17
Task 10:
Extend the Learning
Explore: We are learning that stories can be told from different points of view. Reread the story The Great Migration and the poem Migration by Walter Dean Myers. Use a Venn Diagram graphic organizer to compare and contrast how each author describes the migration. Write how they are different and alike. Share what you learned with someone at home.
Different Alike Different
14 18
19
20
21
22
23
24
25
26
27
28
29
MATH
30
1
Grade: 5 Subject: Math (from enVision Mathematics, Common Core, 2020, Grade 5)
Topic: Review What You Know!
What Your Student is Learning: Adding, Subtracting, & Multiply Fractions
Background and Context for Parents: How can sums and differences of fractions and mixed numbers be estimated? What are common procedures for adding and subtracting fractions? What does it mean to multiply fractions? These are some of the questions your student should be talking about over the following topics. In 4th grade, students added and subtracted with like denominators. These lessons are aimed at extending that to add and subtract with unlike denominators. The next two pages support underlying skills needed, such as comparing fractions and finding equivalent fractions.
Ways to support your student: Work through the next two pages with your child. Ask questions along the way that support understanding, such as, How did you get your answer? Does that always work? What strategy did you use? Can you explain what you did? Can you draw a picture or a model to show your thinking? Do you see a pattern? How would you explain what you know right now? Does your answer make sense?
Online Resources for Students: For any areas that may need extra support, there are many videos that can provide extra examples explains. Google “Khan Academy + ___________”, such as “Khan Academy common denominator” https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-common-denominators/v/finding-common-denominators https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-comparing-fractions/v/comparing-fractions https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-multi-digit-mult/v/multiplication-6-multiple-digit-numbers
31
2 32
3
33
4
34
5
35
6
Grade: 5 Subject: Math Goes with Pages: 6-12
Topic: Common Denominators
What Your Student is Learning: Finding common denominators for fractions with unlike denominators
Background and Context for Parents: Fractions with unlike denominators can be represented using equivalent fractions with like denominators. For example, Sue wants ½ of a rectangular pan of corn break. Dena wants ⅓ of the same pan of cornbread. How should you cut the corn break so that each girl gets the size portion she wants? Students are encouraged to use models such as rectangles to visualize their fractions. Students learn two ways to find common denominators, as shown below.
Ways to support your student: Write these fraction pairs on a sheet of paper: 2
7,
3
4 2
5,
7
10 Have your child find equivalent fractions with like denominators, showing their
solution and their steps.
Online Resources for Students: https://www.youtube.com/watch?v=7DE1nxuUD-g https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-common-denominators/v/finding-common-denominators
36
7
37
8 38
9
ANSWER KEY
39
10
40
11 41
12
Grade: 5 Subject: Math Goes with Pages: 13 - 22
42
13
Topic: Adding & Subtracting Fractions with Unlike Denominators
What Your Student is Learning: Adding & subtracting fractions with unlike denominators using equivalent fractions with a a common denominator
Background and Context for Parents: This is mostly new information for your child. They have had practice adding and subtracting fractions with like denominators, as well as finding common denominators, which leads up to this lesson. Fractions with unlike denominators can be added or subtracted by replacing them with equivalent fractions that have common denominators, which they learned how to find in the previous lesson. Your child is learning how to replace given fractions with equivalent fractions with like denominators. To add 1
2and 1
3, for example, first rename 1
2as 3
6 , and 1
3as 2
6, and then add the
numerators 3 and 2. The sum of 1
2and 1
3is
5
6.
Students can first use fraction strips to further their understanding of equivalent fractions and common denominators, either drawing on paper, using cut outs of provided fraction strips, or using online fraction strips. After using models, students learn to add and subtract without the use of a mode by finding a common denominator using the least common multiple, generating equivalent fractions, and adding or subtracting the numerators.
Ways to support your student: ● Review some of the vocabulary terms with your child, like common denominator, least
common multiple, equivalent fraction, benchmark fraction, etc. Have them explain these terms to you in their own language.
● Play the following game with your child in which the players add or fractions Step 1: Make a set of fraction cards with one fraction shown on each card. Use fractions with numerators 1 through 5 and denominators 2 through 6. Step 2: Player 1 turns over two cards and finds the sum of the two fractions shown. Then Player 2 turns over two cards and finds the sum of those two fractions. The player whose fractions have the greater sum wins. Extension: While playing, turn over two cards and find an estimate of the sum of the fractions. Ask your child to explain how he or she used number sense to estimate. Extension: Play the game again, but this time with subtraction. Add in more numbers. Ask questions to support understand: Is their answer reasonable? How do you know?
Online Resources for Students: https://tinyurl.com/h4953c9
43
14
44
15
45
16 46
17
47
18
48
19 49
20 50
21
51
22
Grade: 5 Subject: Math Goes with Pages: 23- 31
52
23
Topic: Adding & Subtracting Mixed Numbers
What Your Student is Learning: Adding and subtracting mixed numbers is an extension of adding and subtracting fractions.
Background and Context for Parents: Students begin with using models, such as fraction strips, to develop the conceptual understanding of adding mixed numbers by combining fraction strips, starting with the fraction parts. This can include those requiring regrouping.
Similarly, students develop understanding of subtracting mixed numbesr by representing the first fraction with fraction strips and then taking away fraction strips representing the second one. Eventually, students are able to add and subtract mixed numbers without models.
Ways to support your student: ● Write these problems on a piece of paper. 3 2
3+ 1
2
3 and 4 2
4+ 2
3
4. Work with your child
53
24
to show each mixed number in the first problems using fraction strips. Have them complete the second problem on their own.
● Ask your child to explain how adding mixed numbers is like adding fractions and whole numbers.
● See if your child can teach you how to model an addition or subtraction problem using fraction strips. (Fraction strips are very helpful so your child can physically exchange parts for wholes and wholes for parts). Because they won’t always have fraction strips, they might practice drawing the strips to model the problem.
● For the practice problems, be selective in which problems to give since there are a ton of problems. Also, while the directions say for 1-12 to use fraction strips, if your child demonstrates how to use them, they do not need to use them for all problems.
Online Resources for Students: https://toytheater.com/fraction-strips/
54
25
Fraction Strips
55
26
56
27
57
28 58
29
59
30
60
31
Grade: 5 Subject: Math Goes with Pages: 32- 38
61
32
Topic: Multiplying Fractions and Whole Numbers
What Your Student is Learning: How to multiply fractions and whole numbers
Background and Context for Parents: These lessons are a review from 4th grade, but your child will need a solid understanding of multiplying whole numbers and fractions to multiplying fractions by fractions. They also did not have to “simplify” the fraction or write them as mixed numbers, which they need to do now. On page 33, they use models and repeated addition to multiply a fraction by a whole number. Help your child connect to their understanding of multiplication as it applies to whole numbers:
● Multiplication is repeated addition (6 x ¼ = ¼ + ¼ + ¼…) ● Multiplication is groups of things (6 x ¼ is 6 groups of ¼)
On page 34, we start to think about mutliplying by a fraction as finding a fractional part of something. Conceptually, multiplying a whole number by a fraction is very different, since the number of groups is a fraction.
Ways to support your student: ● Talk about cookies! We typically represent fractions with three models: number lines,
area models, and sets of objects. Tell your child you have 12 cookies. How would they find out how many ¼ of those 12 cookies are.
● Help your child think about the denominator as telling them how many equal parts to break the total into, and the numerator telling them how many of those equal parts they need.
● Encourage your child to use models to make sense of the math problem, and ask them what their model represents.
● Ask your child to convince you how 4
9× 6 and6 ×
4
9are related.
Online Resources for Students: https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplying-fractions-and-whole-numbers/v/concept-fraction-whole-number-product
62
33 63
34 64
35 65
36 66
37 67
38
68
39
Grade: 5 Subject: Math Goes with Pages: 39- 53
Topic: Multiplying Two Fractions
What Your Student is Learning: How to mutiply two fractions and extending it to mixed numbers
Background and Context for Parents: After thinking and practicing multiplying whole numbers and fractions, students move to applying the same meaning to multiplying a fraction by a fraction. Your child may have assumed that multiplying numbers always makes them larger, and dividing always makes a number smaller. He or she may be surprised at first that multiplying a number by a fraction less than 1 gives a product that is less than the original number, not more. Your student will also need to understand that ⅓ of a number means ⅓ times that number and is a way of expressing multiplication. On page 41, they think about multiplying two fractions using models, such as a number line or an area model. Using an area model also helps develop understanding of finding the area of a rectangle wth fractional side lengths, and multiplying mixed numbers with partial products.
Number Line Model Area Model
On page 42, After using models, they learn to multiply two fractions symbolically. To find the product of two fractions, multiply the numerators and then multiply the denominators.
69
40
Students should see the connection between this and what they have been previously doing. The entire unit is multiplying, just working with different numbers. On page 44, they extend their knowledge of multiplying fractions to mixed numbers in two different ways. They can:
● use a model with partial products, as shown in the model (Students are familiar with area models using partial products. In the same way they can break apart 23 x 34 into a 20 + 3 dimension and a 30 + 4 dimension, we can break mixed numbers apart into whole and fraction dimentions)
● Change each mixed number to an improper fraction
Ways to support your student: ● Make dinner or dessert a math lesson. There was ¼ of a pan of lasagna left. Tom ate
⅓ of this amount. What fraction of a whole pan of lasagna did he eat? Have your child demonstrate how to solve the problem and explain their reasoning.
● Have your child draw you an area model representing a fraction multiplication, and then create a story problem to go with the model.
● Each of the figures below represents the number 1 divided into fractional parts. Ask your child to shade a part of each figure on the left to represent the fraction above it. In the figure on the right, ask your child to shade only a part of the area he or she shaded before, so as to represent the fract of a fraction above it. Ask your child to use the figures to describe how the shading changed from the left to the right figure. Have him or her write a new fraction for the figure on the right.
● If your child is having trouble starting with a problem, encourage them to use a model
to solve the problem by asking questions like, “What model could you use to solve this problem?” (Area model) “How many rows would you need?” “How many
70
41
columns?””What part represents the product in the area model?” ● Pull out an old family recipe or look one up on your phone (preferably one with
fractions or mixed numbers :)). Ask your child what would be needed if you doubled the recipe? Tripled? What about 2 ½ times the amount? Let your child lead the talk.
Online Resources for Students: ● https://www.mathplayground.com/fractions_mult.html ● https://www.splashlearn.com/multiplying-fractions-games-for-5th-graders ● https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-
mult-mixed-num/v/multiplying-mixed-numbers
71
42
72
43
73
44 74
45 75
46 76
47
77
48 78
49
79
50
80
51
81
52 82
53
83
54
Grade 5 Subject: Math Goes with Pages: 54-58
84
55
Topic: Multiplication as Scaling
What Your Student is Learning: How to judge the size of a product based on the size of the factors
Background and Context for Parents: A fraction, mixed number, or whole number is often used a scaling factor. A scaling factor shows by how much another number, which represents size , is increased or decreased. An Example, “Raden walked 2 miles. Amanda walked ½ that distance.” (½ is the scaling factor) “A photo is 5 inches wide. Its enlargement is 2 times as wide” (2 is the scaling factor) Students are developing an understanding of how to judge the size of a product (the answer) based on the size of the factors (each number). This is largely conceptual, as they are making a general decision based on what they know about a number. Encourage them to make a decision without doing the math. Then, they can do the math to check their work. Students need to understand three key points
1. Multiplying a number by a fraction less than one results in a product less than the given number (Ex: 𝟑
𝟒× 7 < 7)
2. Multiplying a number by a fraction greater than one results in a product greater than the given number (Ex: 1 1
2× 5 > 5)
3. Multiplying a number by a fraction equal to one results in a product equal to the given number (Ex: 3
3× 5 = 5)
Ways to support your student: ● Talk to your child about various situations where something
stretches or shrinks. ● Write the following fractions on a piece of paper. Have your student
order the products from least to greatest without actually multiplying. Have a conversation with them about how they decided the order of the products. After, have them perform the actual multiplication to see if their decisions make sense.
● Ask questions to probe their thinking as they complete the problem sets. When they give explanations, ask them “Why? How do you know? Is that always true?”
85
56
86
57
87
58
ANSWER KEY
88
59
89
