Learning Packet Grades 4-5 - April 20-24 2020...Learning Activities 4th and 5th Grades Suggested Learning Activities for 4th and 5th Grade students during the COVID-19 school closure

Learning Activities 4th and 5th Grades

Suggested Learning Activities for 4th and 5th Grade students during the COVID-19 school closure.

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While Seattle Public Schools endeavors to only post documents optimized for accessibility, due to the nature and complexity of some documents, an accessible version of the document may not be available. In these limited circumstances, the District will provide equally effective alternate access.

Due to the COVID-19 closure, teachers were asked to provide packets of home activities. This is not intended to take the place of regular classroom instruction but will help supplement student learning and provide opportunities for student learning while they are absent from school. Assignments are not required or graded. Because of the unprecedented nature of this health crisis and the District’s swift closure, some home activities may not be accessible.

If you have difficulty accessing the material or have any questions, please contact your student’s teacher.

Week of April 20 – 24 Grade Levels: 4 and 5

4/5 Broadcast Schedule | የትምህርት ስርጭት የጊዜ ሰሌዳ | 广播时间表

Jadwalka Warbaahinta | Programa de Transmisión | Lịch Trình Phát Sóng

Monday, April 20th | Wednesday, April 22nd | Friday, April 24th

10:00 – 10:25am English

Language Arts ንባብ እና ፅሁፍ 阅读和写作

Akhris iyo Qoraal

Lectura y escritura

Đọc và Viết

10:25 – 10:30am Physical

Education የሰውነት

ማጎልመሻ 体育

Barashada Jimicsiga

Educación Física Thể Dục

11:30 – 11:55am Math ሂሳብ 数学 Xisaab Matemáticas Toán

11:55 – 12:00pm Physical



Barashada Jimicsiga


1:30 – 1:55pm 3-5 Visual Arts ስእላዊ ጥበብ( 视觉艺术 Visual Art Arte Visual Nghệ Thuật Trực Quan

1:55 – 2:00pm 3-5 Physical Education

የሰውነት


Barashada Jimicsiga


2:00 – 2:30pm Instrumental

Music ሙዚቃ 音乐 Muusik Música Âm Nhạc

2:55 – 3:00pm K-5 Physical Education

የሰውነት


Barashada Jimicsiga


4:00 – 4:25pm Science ሳይንስ 科学 Saynis Ciencia Khoa học

4:25 – 4:30pm Physical



Barashada Jimicsiga


• SPS-TV Channels in the City of Seattle: Comcast 26 and 319, Wave 26 and 695, Century Link 8008 and 8508.

• በሲያትል ከተማ ውስጥ የ SPS-TV ቻናሎች: Comcast 26 እና 319 ፣ Wave 26 እና 695 ፣ Century Link 8008 እና 8508 ። • 西雅图市政府的 SPS电视频道：Comcast 26频道和 319频道，Wave 26和 695，Century Link 8008和 8508。

• Mawjadaha aad ka heli karto telefishanka dugsiyada dadwaynaha Seattle waa: Comcast 26 iyo 319, Wave 26 iyo 695, Century Link 8008 iyo 8508.

• Los canales SPS-TV en la ciudad de Seattle son: Comcast 26 y 319, Wave 26 y 695, Century Link 8008 y 8508.

• SPS-TV Channels trong thành phố Seattle: Comcast 26 và 319, Wave 26 và 695, Century Link 8008 và 8508

[English]

Dear Students and Families: In the following learning activities, you will find materials to practice skills from English Language Arts, Math, Science, Arts, Physical and Health Education for grade levels 4 and 5. The activities in this week’s learning packet are aligned to grade-level content and broadcasted educational programming on SPS TV, social media, and our website. These materials serve as supplemental and extensions to your child’s learning and do not replace classroom instruction. They are not required nor will be graded, and students should go through each page at their own pace. Please note that based on staff availability and health, broadcast schedule is subject to change.

[Amharic]

የተከበራችሁ ተማሪዎች እና ቤተሰቦች:

በሚከተሉት የትምህርት ተግባሮች ውስጥ፣ለኪንደርጋርተን እና ለአንደኛ ክፍል ተማሪዎች የእንግሊዝኛ ቋንቋ ሥነጥበባት ፣ የሂሳብ ፣ የዚህ ሳምንት

የትምህርት ፓኬጅ ተግባሮች ከ የክፍል ደረጃ ይዘት እና በሚከተለው የግዜ ሰሌዳ በ SPS TV፣ በማኅበራዊ ሚዲያ እና በድህረ ጣብያችን

ከሚስራጨው የትምህርት መርሃ ግብር ኣብሮ የሚሄድ ነው። የሳይንስ፣የሥነ ጥበባት እና የሰውነት ማጎልመሻ ችሎታዎችን ለመለማመድ

የሚያስችሉ ቁሳቁሶችን ያገኛሉ። እነዚህ ቁሳቁሶች ለልጅዎ ትምህርት እንደ ማሟያ እና ተጨማሪ ሆነው ያገለግላሉ ፣ ነገር ግን የመማሪያ ክፍል

ትምህርትን አይተኩም። እነዚህ ተግባሮች ማርክ አይሰጣቸውም ፣እና ተማሪዎች እያንዳንዱን ተግባር በራሳቸው ፍጥነት ማከናወን አለባቸው።

በሠራተኞች ተገኝነት እና ጤና ላይ በመመርኮዝ የስርጭት መርሃግብር ሊቀየር የሚችል መሆኑን እባክዎ ልብ ይበሉ።

[Chinese]

亲爱的学生和家庭们:

在以下学习活动中，你将会找到英语，数学，科学，美术和体育的幼稚 4 和 5年级练习材料。本周学习小包中的活动与年

级内容保持一致，并在西雅图公立学校(SPS)电视，社交媒体和我们的网站上播放教育节目。这些材料可以作为孩子补充和

扩大的学习，但不能代替课堂教学。它们不是必需的，也不会评分，学生应按照自己的进度来学习每一页。请注意，根据工

作人员上班和健康状况，广播时间表可能会有变化。

[Somali] Salaama calaykum ardayda iyo qoysaska sharaftale: Casharadan soo socda waxaad ka helidoontaa layliyo aad ka barato xirfado kale duwan sida luqada ingiriisiga, xisaabta, sayniska, farshaxanta iyo jimicsiga oo loogu talogalay ardayda dhigata fasalada 4 iyo 5ad. Casharada todobaadkani waxay la xidhiidhaan barnaamijka waxbarashada ee laga sii daayo telefishanka dusgiyada dadwaynaha Seattle, baraha bulshada iyo shebekada internet. Casharadan dheeraadka ahi waxay xoojinayaan waxbarashada ilmahaaga ee laguma badalayo waxbarashadii fasalka. Qasab maaha, buundana laguma helayo, ardaydu waa in ay bog kasta ka shaqeeyaan intii karaankooda ah. Fadlan ogow in baahinta barnaamijyadani ay wax iska bedeli karaan oo ay ku xidhan tahay sida shaqaale loo helo iyo caafimaadka.

[Spanish] Estimados Estudiantes y Familias: En las siguientes actividades de aprendizaje, encontrará materiales para practicar destrezas de arte del lenguaje Ingles, matemáticas, ciencias, artes y educación física para los niveles de grado 4 y 5. Las actividades en el paquete de aprendizaje de esta semana están alineadas con el contenido de nivel de grado y la programación educativa transmitida en SPS TV, redes sociales y nuestro sitio web. Estos materiales sirven como suplementos y extensiones al aprendizaje de su hijo y no reemplazan la instrucción en el aula. No son obligatorios ni serán calificados, y los estudiantes deben revisar cada página a su propio ritmo. Tenga en cuenta que, según la disponibilidad y el estado del personal, el horario de transmisión está sujeto a cambios.

[Vietnamese] Gửi các em học sinh và các quý phụ huynh thân mến: Trong các hoạt động học tập sau đây, quý vị sẽ tìm thấy các tài liệu để rèn luyện các kỹ năng từ Ngữ Văn, Toán, Khoa Học, Nghệ thuật, và Thể dục cho các cấp lớp 4 và 5. Tập hoạt động học tập trong tuần này được quy theo với nội dung cấp lớp và chương trình giáo dục phát trên SPS TV, kênh truyền thông xã hội và trang web của chúng tôi. Những tài liệu này đóng vai trò bổ sung và phát huy việc học tập của con em quý vị, nhưng không thay thế cho việc giảng dạy tại lớp học. Các hoạt động này sẽ không có chấm điểm và cũng không cho điểm, và học sinh nên làm từng hoạt động theo trình độ của riêng mình. Xin lưu ý lịch phát sóng có thể thay đổi dựa trên sức khỏe và sự sẵn sàng của nhân viên.

4th-5th

Name: _____________________________________________

Literacy Extension

Activities

Week of April 20th

Independent Reading Monday:

1. Choose a fiction book for IDR2. Read for at least 30 min3. Think and write about the story elements

Name: _____________________

Book Title:______________________________________________________________

Author:_________________________________________________________________

Main Characters:_______________________________________________________

________________________________________________________________________

Setting:_________________________________________________________________

_______________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Plot:____________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_________________________________________________________________________

Problem or Conflict:_____________________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

Vocabulary: Monday

Directions:

Step 1: Read each word and the definition

Step 2: Choose one of the activities below for each word

Vocabulary Word Definition

propelling To drive or cause to move in a particular direction,

usually forward.

tundra A zone of treeless level or rolling ground found in cold

regions, mostly north of the Arctic Circle or above the

trees on high mountains.

translate Express the sense of words or text in another language.

Vocabulary Activities

1. Create a sentence:

Choose one of the words above and create your own sentence using the word.

Try including your name, or one of your friends name in the sentence!

________________________________________________

_________________________________________________

_________________________________________________

2. Visualize/draw:

Visualize a setting that takes place in the Tundra. Draw or sketch what you

visualize when you think of the Tundra landscape.

Independent Daily Reading:Wednesday & Friday

1. Read a fiction book2. Read at least 30 minutes.

3. Think about the questions below

Wednesday:

As you read today, pay attention to the problem/conflict

and character change.

• How and why does your character change in the story

you are reading?

Friday:

As you read today, pay attention to the point of view of

your book.

• Is this story written in 1st or 3rd person point of view?

• What text evidence helps you to know this?

Vocabulary: Wednesday

Directions

Step 1: Read each word, the definition and example sentence.

Step 2: Do one of the activities below

Vocabulary Word Definition

gestured A movement of your body, usually hands and arms, that

shows an idea or feeling.

Example Sentence: She gestured to her student to open the

classroom door.

iridescent A shifting and constant change of colors producing rainbow

effects.

Example Sentence: The parrots feathers looked iridescent in

the sunlight.

ecstatic Feeling or expressing overwhelming happiness or

excitement.

Example Sentence: She was ecstatic when her mom told her

they were going to Disneyland.

I’m thinking of a word……..Write you own clues for one of the words above. Have someone guess

which word it is.

_______________________________________________________________________

_______________________________________________________________________

________________________________________________________________________

Write a story………Use one of the vocabulary words to inspire a short story. Write your story

and share it with someone.

Writing Friday:

Writing About Reading

1. Compare and Contrast: Akiak and Not My Girl

How are the two stories the same?How are they different?

2. Use the Venn Diagram (or make your own) to organize your thinking.

3. Write: Compare and contrast about the two books we have read over the past few weeks.

Akiak Not My Girl

both

Vocabulary: Friday

(Review Words)

Reading Log

Title Author

and

Genre

Comment or

Would you recommend

this text? Why/why not?

Dear 4th and 5th grade families. While you are home this week, here is a fun math game you

can play with your child(ren). With many variations, we hope these games pass the time

enjoyably while developing number sense and fluency.

TOP- IT

Materials: deck of playing cards Ace through 10 (Note: Ace = 1). For many games, you can

also use J=11, Q=12, K=13. Jokers can be used as 0.

Players: 2 +

Base Rules: Shuffle the cards and each player takes turns drawing a cards.

More or Less Top - It: Each player turns over a card. The player with the highest number wins

both cards. If the cards are equal, players put down another card. The player with the highest

number wins all four cards.

Place Value Top-It: Use only the Ace (1) - 9 cards. Each player turns over 2 cards and forms the

largest 2-digit number possible. The numbers are read (“six tens and two ones equal sixty-

two”). The player with the largest number gets the cards. Variation: Turn over three cards to

build 3-digit numbers.

Addition Top It: Each player turns over 2 cards and adds the numbers. The player with the

largest sum takes all four cards. In the case of a tie, the tied players each turn over 2 more

cards and call out the sum. The highest sum of the tie breaker takes all the cards. Variations:

1. Draw three cards and find the sum. 2. Draw four cards and find the sum of two 2-digit

numbers.

Subtraction Top It: Each player turns over 2 cards and subtracts the smaller number from the

greater number. The player with the greatest difference takes the cards. Variations: 1.

Combine adding and subtracting: Draw three cards. Find the sum of any two and subtract the

remaining number. The largest difference takes the cards. 2. Draw four cards and find the

difference of two 2-digit numbers.

Multiplication Top It: Like Addition Top It but find the product instead of the sum. Variations:

1. Draw three cards make a 2-digit number and a single digit number. Find the product..

Division Top It: Each Player turns over three cards. Choose two for form a dividend and the

third card is the divisor. Dividing evenly wins the hand – otherwise round the remainder up.

The player with the greatest quotient wins.

1-10 90 80 70 60 50 40 30 20 10 0

Ex)

+ =

1)

+ =

2)

+ =

3)

+ =

4)

+ =

5)

+ =

6)

+ =

7)

+ =

8)

+ =

9)

+ =

10)

+ =

Ex.

3⁄7 +

2⁄7 =

5⁄71.

1⁄5 +

1⁄5 =

2⁄52.

4⁄10 +

4⁄10 =

8⁄10

3.

1⁄5 +

3⁄5 =

4⁄54.

3⁄6 +

1⁄6 =

4⁄65.

2⁄4 +

1⁄4 =

3⁄46.

10⁄12 +

1⁄12 =

11⁄12

7.

1⁄10 +

1⁄10 =

2⁄10

8.

2⁄8 +

4⁄8 =

6⁄89.

1⁄12 +

2⁄12 =

3⁄12

10.

1⁄12 +

7⁄12 =

8⁄12

Shade in the fraction to solve the problem.

Adding Fractions (visual)

Mathwww.CommonCoreSheets.com

Answers

1

Monday Grade 4 Adding Fractions With Like Denominators Pg.1

1-10 93 87 80 73 67 60 53 47 40 33

11-15 27 20 13 7 0

1) 1⁄5 +3⁄5 2) 2⁄12

+11⁄12

3) 6⁄10+

4⁄10

4) 1⁄6 +4⁄6 5) 1⁄4 +

3⁄4 6) 4⁄5 +4⁄5

7) 2⁄6 +5⁄6 8) 3⁄10

+4⁄10

9) 3⁄5 +4⁄5

10) 4⁄8 +7⁄8 11) 4⁄6 +

2⁄6 12) 4⁄5 +1⁄5

13) 1⁄10+

1⁄1014) 5⁄8 +

3⁄8 15) 1⁄2 +1⁄2

A. B. C.

D. E. F.

G. H. I.

J. K. L.

M. N. O.

1. E4⁄5

2. D 1 1⁄12

3. C10⁄10

4. K5⁄6

5. I4⁄4

6. O 1 3⁄5

7. F 1 1⁄6

8. N7⁄10

9. A 1 2⁄5

10. M 1 3⁄8

11. B6⁄6

12. H5⁄5

13. L2⁄10

14. J8⁄8

15. G2⁄2

Determine which letter best represents the sum.

Adding Fractions Numeric and Visual


Answers

1

Monday Grade 4 Adding Fractions With Like Denominators Pg 2

1-10 92 83 75 67 58 50 42 33 25 17

11-12 8 0

1)

3 3⁄5 + 3

3⁄5 =

2)

2 2⁄6 + 2

4⁄6 =

3)

2 2⁄5 + 1

4⁄5 =

4)

2 3⁄5 + 1

3⁄5 =

5)

1 7⁄10 + 1

4⁄10 =

6)

2 1⁄4 + 2

3⁄4 =

7)

3 2⁄5 + 3

1⁄5 =

8)

1 1⁄4 + 1

3⁄4 =

9)

3 8⁄10 + 3

9⁄10 =

10)

3 1⁄8 + 1

1⁄8 =

11)

3 1⁄6 + 1

1⁄6 =

12)

2 4⁄12 + 2

3⁄12 =

1 3⁄5 + 2

4⁄5 = ?

To solve a fraction addition problem one strategy

is to shade in the whole amounts first (1 & 2).

Next fill in the fraction amounts ( 3⁄5 &

4⁄5 ).

When all of the pieces are filled in we can see

that 13⁄5 + 2

4⁄5 = 4 2⁄5

1. 7 1⁄5

2. 5

3. 4 1⁄5

4. 4 1⁄5

5. 3 1⁄10

6. 5

7. 6 3⁄5

8. 3

9. 7 7⁄10

10. 4 2⁄8

11. 4 2⁄6

12. 4 7⁄12

Use the visual model to solve each problem.

Adding Mixed Fractions (visual)


Answers

1

Monday Grade 5 Adding Fractions With Like Denominators Pg.1

Monday Grade 5 Equivalent Fractions With Unlike Denominators Pg.2

.. ,�, ....... �,.,.Fractions

0 Adding Fractions

Lila drank � liter of milk.

Her brother drank � liter of milk. How much milk did they drink altogether?

- 1 e 1e

t-

They drank ■ liter of milk altogether.

1. Find the sum of 2 and 3.5 5

2 5

?

3 5

42

1 fifth + 2 fifths = 3 fifths

2 fifths + 3 fifths= 1 whole

Tuesday Grade 4Adding Fractions Pg. 1

2. (a)

(b)

3. Add.

(a)

(d)

(g)

(j)

3 2 Add - and -. 8 8

3 8 ---

?

-8

3 2 ■ -+-=-8 8

5 1 Add - and -. 8 8

5

?

8

5 1 ■-+-=-8 8 8 =■

2 + 4 (b) 9 9

2+ 3

6 6 (e)

3+47 7 (h)

2 + 2 +.!5 5 5 (k)

-8

2 + 2 (c) 7 7

.! + 3

4 4 (f)

2 + 4(i) 9 9

3 + 3 +.! (I) 7 7 7

43

I I

.J

4 1 -+-6 6

�+2.10 102. + _ ! _ 12 12 2 + 2 + 29 9 9

Workbook Exercise 17 >

Tuesday Grade 4 Adding Fractions Pg. 2

Worksheet 1 Adding Unlike Fractions

Circle the unlike fraction (without common denominators) in each set.

1. 3

_

10 ,

2

_

5 ,

7

_

10 2.

2

_

9 ,

5

_

9 ,

1

_

3

Write a like fraction and an unlike fraction for each fraction.

Like Fraction Unlike Fraction

3. 1

_

5

4. 3

_

10

5. 4

_

7

6. 5

_

9

Identify the like fractions. Put them into sets.

7.

1

_

3

5

_

9

3

_

8

2

_

7

4

_

5

8

_

9

3

_

7

3

_

4

1

_

2

5

_

6

1

_

9

7

_

8

Set 1 Set 3Set 2

83Reteach 5A

© Marshall Cavendish International (Singapore) Private Limited.

Fractions and Mixed Numbers

CH

APTER

3

Tuesday Grade 5 fractions & Common Denominators Pg.1

1 1 5

_

6 5

2.

3 1 3

_

8 5

3.

2 1 4

_

7 5

4.

5 1 7

_

9 5

Lesson 6.3 Mixed Numbers

Write a mixed number for each model. 1.

115Extra Practice 4A

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ited.

Tuesday Grade 5 adding whole numbers and fractions Pg. 2

Devi had � of a pie.

She ate ! of the pie. What fraction of the pie was left?

7 2 -- -= ■ 8 8 ■ of the pie was left.

1. Find the difference between 4 and 3.5 5

3 s

4 5

4 3 -- -= ■ 5 5

?

46

7 eighths - 2 eighths = 5 eighths

4 fifths - 3 fifths = 1 fifth o----

0 0

f.) Subtracting Fractions Grade 4 Wednesday p. 1

32. Subtract 10 from 1.

3.

4.

1

3 10

3 1- -= ■10

Subtract J from :.

5 -8

'---y-.l

-8

5 1 -- --8 8

■ 8

= ■ Subtract. (a)

(d)

(g)

(j)

4 1 -- -s 3 1 -- -4 4

2 1- -9

2 2 1----s s

?

/

(b)

(e)

(h)

(k)

6 s - - -8 8

7 3 ---10 10 9 1- -10

7 1 3 -- -- -8 8 8

47

C

I I '

(c)

(f)

(i)

(I)

,�Jg __ ) ()

7 3 ........ - -9 9

0

8 ---12 12

7 1- -12

8 1 4 -- -- -9 9 9


Grade 4 Wednesday p. 24 Subtracting fractions with common denominators Pg. 2

Lesson 6.1 Adding Fractions

Find the equivalent fraction. Complete the model and add the fractions.

1. 1

_

9 1

2

_

3 5 _

1 _

5

� 3

�2

3

� 3

?

1

9

2. 1

_

2 1

1

_

6 5 _

1 _

5 5

� 3

�1

2

� 3 1

6

?

111Extra Practice 4A

© M

arsh

all Ca

vendis

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ional

(Si

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ore

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vate

Lim

ited.

Grade 5 Wednesday p. 1

A. Subtract.

1. 2.

B. Write the missing numbers.

2 1 3· 3 - 6

=□ -!=□ 7 3 .4. 8 - 4

=�-□ =□

19

Subtracting Fractions - Uncommon Denominators Grade 5 Wednesday p. 2

3 2. Subtract 10 from 1.

3.

4.

1

3 10

3 1- -= ■10

Subtract J from :.

5 -8

'---y-.l

-8

5 1 -- --8 8

■ 8

= ■ Subtract. (a)

(d)

(g)

(j)

4 1 -- -s 3 1 -- -4 4

2 1- -9

2 2 1----s s

?

/

(b)

(e)

(h)

(k)

6 s - - -8 8

7 3 ---10 10 9 1- -10

7 1 3 -- -- -8 8 8

47

C

I I '

(c)

(f)

(i)

(I)

,�Jg __ ) ()

7 3 ........ - -9 9

0

8 ---12 12

7 1- -12

8 1 4 -- -- -9 9 9


Thursday Grade 4 Subtracting Fractions with like denominators Pg. 1

• Subtract. Write the answers in the simplest form.

5.

8.

3 1 - - - -4 4

7 4 - - - -9 9

6.

9.

A 2 - - - -5 5

8 6 ---= 10 10

7. A 1--=7

'

10. 1 1 9 ----12 12

t. Subtract. Write the answers in the simplest form.

1 1.

14.

5 2 - - - -6 6

A 3 --- =5 10

12.

15.

3 2 - - - -8 8

7 1 - - - -12 12

13.

16.

2 - - - -3 3

1 - - = 10

:. Subtract. Write the answers in the simplest form.

17. 3 l l ------4 A A

19. 5 2 3 ------7 7 7

21. 7 3 2 ------10 10 10

18.

20.

22.

20

3 1 1----= 5 5

8 A ------9 9 9

2 4 1----=12 12

Thursday Grade 4 Subtracting Fractions with like denominators Pg. 2

1 1 Subtract 8

from 2.

1 2

1 7 Subtract 2 from 8

.

1 2

7 8

7 1 7 ■ - -8

- -2

--8

■ --8

?

What are the missing numbers?

(a) 3 1 4 8

■ ---8

■ --8

8

48

1 half= 4 eighths

( �=.; -, �oj

(b) 7 10

7 ---10

■ 10

2 5

■ 10

0 � C)

�)

Thursday Grade 5 Subtracting fractions with UN-common denominators Pg. 1

8.

9.

10.

5 3 Subtract - from -. 12 4

I I I I 5 -12

3 5 ■ -------4 12 12 12 ■ --

12

= ■ (

What are the missing numbers?

(a) 7 1 ---10 2

=!_- ■10 10 ■ --10

= ■ Subtract.

(a)

(d)

(g)

(j)

5 1 -- -3

5 1 - - -6 2

1 1 -- -2 10

1 1 1----2 4

(b)

(e)

(h)

(k)

(b)

3 3 -- -4 8

1 1 ---3 12 3 5 ---4 12

1 1 1- - - -2 6

49

I I I

2 5 ---3 12 - ■ 5 ----12 12 ■ 12

= ■ 4 7 (c) - - -5 10 7 1 (f) - - -

10 5

(i)

(I)

5 7 ---6 12 2 1 1 -- - - -3 6 3 I Workbook Exercises 20 & 21 )

Thursday Grade 5 Subtracting fractions with UN-common denominators Pg. 2

4.NF Making 22 Seventeenths in Different Ways

Task

Which of the following sums are equal to ?

a.

b.

c.

d.

e.

Find another way to write as a sum of fractions.

22

17

+ + +5

17

4

17

3

17

10

17

+ + +3

17

8

17

3

17

10

17

+ + + + +6

17

4

17

3

17

5

17

2

17

2

17

+12

17

10

17

+ + +1

17

1

17

9

17

3

17

22

17

1

Illustrative Mathematics

Find another way to write as a difference of fractions.22

17

Thursday Grade 5 Fractions task - Extension

3

3

3

3

3

3

3

3

Friday Grade 4 Model Equivalent Fractions Pg. 1

3

3

3

3

Friday Grade 4 Create Equivalent Fractions Pg. 2

To make it clear that this row represents of the rectangle we can merge all of the

pieces in a row together.

Since the rectangle is now made up of 4 equal sized pieces, the shaded region (which is

just one of the four pieces) represents of the entire rectangle.

4.NF Fractions and Rectangles Typeset May 4, 2016 at 20:32:47. Licensed by Illustrative Mathematics under aCreative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

1

4

1

4

3

Illustrative Mathematics Friday Grade 5 Model Equivalent Fractions Pg. 1

3

3

3

3

Friday Grade 5 Model Equivalent Fractions - Simplify by dividing by 1. Pg. 2

Science Learning PacketGrade 5, Week 3:

Ecosystem Restoration Suggested science learning activities for SPS students during the COVID-19 school closure.

Seattle Public Schools is committed to making its online information accessible and usable

to all people, regardless of ability or technology. Meeting web accessibility guidelines and

standards is an ongoing process that we are consistently working to improve.

While Seattle Public Schools endeavors to only post documents optimized for accessibility,

due to the nature and complexity of some documents, an accessible version of the

document may not be available. In these limited circumstances, the District will provide

equally effective alternate access.

Due to the COVID-19 closure, teachers were asked to provide packets of home activities. This is

not intended to take the place of regular classroom instruction but will help supplement

student learning and provide opportunities for student learning while they are absent from

school. Assignments are not required or graded. Because of the unprecedented nature of this

health crisis and the District’s swift closure, some home activities may not be accessible.

If you have difficulty accessing the material or have any questions, please contact your student’s

teacher.

Elementary Science Learning

Activity

Materials to accompany

Chapter 1 Lesson 7 - Chapter 2 Lesson 2

Grade 5

Ecosystem Restoration:

Matter and Energy in a Rain Forest

Investigation Packet

3

Hello Families,

We have been thinking about you and hope you and your family are well and safe during this time. Being at

home is different than HAVING to be at home and we wanted to offer you instructional opportunities. If we

were at school, we’d be in a 5th grade classroom beginning a study on ecosystems but since we’re all at home,

you are welcome to join your student in these series of lessons. We all know learning is more fun and more

meaningful when we share our ideas and learn from one another.

Amplify Science is the science program that was adopted by our district to use in our classrooms this year.

While Amplify Science lessons are designed to be done in the classroom with peers, there are some activities

that students can complete at home with your support. To make it as easy as possible to do these activities at

home, I am providing you with the following resources:

● Lesson Packet. This optional support will provide step-by-step instructions if you wish to guide your

students through the activities. Students use the space provided to draw and/or write their ideas and

can also include what other family members contribute. Students can also just use a pencil and paper

to record their ideas.

● Lesson Videos. The Seattle Public Schools’ Science Department created this packet to be used with or

without the video. We created a series of videos you can access either on our SPS Webpage

https://tinyurl.com/SciLessons or through Seattle’s Public television programming on SPS TV

(local channel 26), social media (Facebook and Instagram: @SeattlePublicSchools, Twitter:

@SeaPubSchools), and our SPSTV YouTube channel. KOMONews.com will also host on-

demand videos under the tab “Lesson Plan” and broadcast on channel KOMO 4.3. These

supplemental learning videos feature short segments supporting a variety of grade levels. All

videos will be close captioned on YouTube.

• Access to Home Language on YouTube: YouTube provides closed captioning in manylanguages if this helpful to your family. Once on the site you will: Click CC (bottom right of video) Click Setting (the gear next to CC) Click Subtitles/CC Click Auto-translate Choose your language

Should you have the option to use the internet, these are the device requirements.

However, you can complete these lessons WITHOUT electronic devices!

● Desktops and Laptops (Windows 7+, Mac OS 10.11+) - Suggested browsers: Chrome & Safari

● Chromebooks - Suggested browser: Chrome

● iPads that support iOS11.3+ (iPad5+) - Suggested browser: Safari

Sincerely,

Ms. Benita and Seattle Public Schools Science Department

4

This packet has content materials for the last lesson in Chapter 1 and the first two in Chapter 2 of

Ecosystem Restoration

Chapter 1 Lesson Pages in the Packet

1.7 5-12

Chapter, 2 Lesson 1

Video will reference pages 2-6

If you do have a computer and internet access, here is how to obtain access to the available

Amplify online resources

● For the simulation, navigate to

https://apps.learning.amplify.com/eco

systemrestoration/#/

● For the book, Matter Makes It All Up,

navigate to

https://learning.amplify.com/books/97

81943228515/#page=1

● Select “Log In with Amplify” button

● Enter teacher-provided username

and password (see below)

Username: [email protected]

Password: SeattleSci2020

Chapter 2, Lesson 1 pages 2-6, as referenced in video

Video Lesson 1.7: Food Webs and Animals in the Ecosystem

5

In real ecosystems, food webs are very complex. Food Webs helps us understand how molecules flow

through an ecosystem. This page is from the book, Matter Makes It All Up. Use the food web to discuss and

answer the questions.

What do you think would happen to the food web if there were no carp or frogs?


6

What do you think would happen to the food web if there were no bladderwort plants or marsh grass?

Where do food molecules in an ecosystem come from?

Thinking about page 17 and what we read in Matter Makes It All Up, what do we now know about food webs?


7

Evidence Talk: Animals in the Rain Forest Ecosystem

1. Read the question and the claim below.

2. Read each Evidence Card carefully. (You may want to take turns readingthe cards aloud with a family member.) Write important ideas below.

3. Talk about the evidence that supports the claim. Try to connect related

data and scientific ideas together.

4. See if you and a family member can come to agreement on whether the

claim is supported by the evidence.

5. If there is no agreement, discuss the reasons why you still disagree.

Question: Why aren’t the jaguars and sloths growing and thriving?

Claim: The jaguars and sloths aren’t growing and thriving because there

are not enough plants in the project area.

Notes:


8

You can cut out these cards and share your ideas with a family member. If you do not have a pair of scissors,

it is not necessary for the activity—but your brain is necessary!


9

This page left blank so students can cut out

the cards on page 8.


10

Rain Forest Restoration Plan 1

1. Write a scientific argument that answers the question below.

2. Include scientific ideas about what happened to the organisms and to the

molecules.

3. Your audience is Natural Resources Rescue.

Question: Why aren’t the jaguars and sloths growing and thriving?

The jaguars and sloths aren’t growing and thriving because there are not enough plants in the project area.


11

These sentence starters may be helpful in getting you started talking about evidence and writing with it.

Scientific Language for Evidence Talk

Ways to share ideas:

• I think because .

• The evidence shows that .

• This idea is important because .

Ways to respond to others:

• I agree because .

• I disagree because .

Questions to ask during the discussion:

• What evidence supports the claim?

• What is the source of the evidence? or From where did

you find the evidence?

• Can you say more about why the evidence you shared

supports the claim?

Scientific Language for Writing Arguments

• The evidence is .

• I know from that .

• This means that .


12

We’ll make a restoration plan for how to help the rain forest ecosystem recover. What are some actions

Natural Resources Rescue could take to help the animals grow and thrive? Why will these action steps help?

Draw your ideas before you write, and label them--it helps!

Rain Forest Restoration Plan 1

Chapter 2: Lesson 1

Question 1: Compare and contrast the project area with the healthy rainforest. What do you notice?

________________________________

________________________________

________________________________

________________________________

Data About Cecropia Trees Project Area Healthy Rainforest

Number of Cecropia

Trees

188 596

Average Height

4 Meters (13 feet)

12 Meters (40 feet)

Average width of leaves

0.1 Meters (0.3 feet)

0.3 Meters (1 foot)

The researchers from Natural Resources Rescue collected this data . They measured trees in a healthy part of the rainforest and in the project area.

Question 2: What ideas do you have about this data? _____________________________________

_____________________________________

_____________________________________

_____________________________________

2

Keep this question in mind for the rest of Chapter 2

Question 3: Why do you think that some plants grow more than others? ________________________________

________________________________

________________________________

Question 4: Where do you think the plants might be getting their food molecules? ___________________________________

___________________________________

___________________________________

3

Question 5:

4

Question 6: What is matter? ___________________________________

___________________________________

___________________________________

Question 7: Do you think water is made of matter? Do you think air is made of matter? Do you think sunlight is made of matter? Explain your thinking. ___________________________________

___________________________________

___________________________________

___________________________________

Question 8: Which of these things (water, air, light) we just investigated should be added to the Matter Chart? Which should not be added? ________________________________

________________________________

________________________________

________________________________

5

Vocabulary:

*For each word look up the definition. Then insert or draw a picture to helpyou remember what the words mean.

Word Definition Picture

Ecologist

Ecosystem

Molecule

Organism

Restoration

6

Chapter 2: Lesson 2 Question 1: What are some ideas you have now about where food molecules for plants come from? ________________________________

________________________________

________________________________

Question 2:

2

Question 3: What do you notice about how the book is organized? ________________________________ ________________________________ ________________________________ ________________________________

Question 4: Do you see any ideas about plants and food that would help you learn where food molecules for plants come from? ________________________________ ________________________________ ________________________________

3

Question 5:

4

Question 6: What new understandings did you get from the book? ___________________________________ ___________________________________ ___________________________________

Question 7: What information or n ew ideas did you get from the sim that help you understand how plants get food molecules? ________________________________ ________________________________ ________________________________

Question 8: If you put all your ideas together, what new understanding do we come to about where food molecules for plants come from? ___________________________________ ___________________________________ ___________________________________

5

Vocabulary *For each word look up the definition. Then insert or draw a picture to help you remember what the words mean.

Word Definition Picture

Ecosystem

Energy

Environment

Matter

Molecules

6

Hello from the Arts!

The Visual & Performing Arts team in Seattle Public Schools has put together arts lessons to

continue learning while we are away from school. This week has lessons in Visual Art, Music,

and Elementary Instrumental Music. We have designed the lessons so they require minimal

materials (things you can find at home).

We want English learners to continue to engage in the arts. The arts are a great way in which

we incorporate all domains of language, reading, writing, speaking and listening. When your

child has created an art project, think about ways that they can describe what they have

done. Asking saying things like, “Can you tell me more?” or “Describe what you have done.”

are great ways your student can use rich and descriptive language. Students could add labels to

their creations. This work can all be done in your home language or English!

How much art should I do?

• To meet elementary standards in the arts, students should engage in 60 minutes per week

of the arts discipline(s) taught at their school. You can always do more!

• Making art doesn’t have to happen all at once as students can create in small 10-minute

sections or stay with it for as long as they like.

Why is art making important right now?

• The arts are a way to express thoughts and feelings.

• The arts help students say what cannot be said by showing it in different ways.

• The arts are a way for students to show multiple perspectives and that all perspectives

matter.

• The arts are a way for students to engage in other subjects. For example, create a play

about the immune system, draw a picture for the beginning, middle, and end of a story, or

create a rhythm for how they are feeling.

Arts Videos

Check out the arts videos on SPS TV Channel 26 and the SPS YouTube Channel.

https://www.youtube.com/c/SeattlePublicSchoolsTV

Thank you for keeping the arts as part of your child’s education while we’re on this break away

from school. Explore. Engage. Have fun!

Sincerely,

Gail Sehlhorst

Visual & Performing Arts Program Manager

Introduction: Spending time in nature can help us feel calm,creative and inspired. Land Art is a type of art uses materialsfound in nature. This artwork is usually left outside in its naturalsetting for others to enjoy. You can use pattern and radial balanceto create your own Land Art. If you want to stay inside, useobjects found in your home to create your design.

VISUAL ARTS

4TH /5TH GRADE ACTIVITIES

MATERIALSOutside: leaves, sticks, rocks,flowers, pinecones, or shellsInside: buttons, beads, uncookedpasta/lenti ls/beans, cutlery, paperclips, rubber bands, or thumbtacks

Jill Bliss is a land artist who lives and works inthe Salish Sea islands. She uses the diversity ofplants and mushrooms in her local environmentto create artistic arrangements in nature. Shecalls her artwork, "Nature Medleys." Thesemedleys often include bright colors,asymmetrical balance and a variety of textures.

MENTOR ARTIST: Jill Bliss

"These medleys are always createdwith the utmost respect and

thankfulness for the beings whoinhabit them and the area."

~JILL BLISS

Radial Balance: Elements repeat around a center point

Asymmetrical Balance: The parts of the image are not exactly the same orsymmetrical, but they are arranged in a way that is still balanced.

Symmetrical Balance: Same on both sides

Balance: Equal weight all the way around

VOCABULARY

PRACTICE

SYMMETRICAL RADIAL

Complete the drawings below to create the correct type of balance.

ASYMMETRICAL

Find a space in nature. It could be your yard, ora local garden or park. Take in the landscapeand nature around you. If you want to stayinside, find a space in your home and observethe room around you.Take in the space you have chosen. What doyou notice? What do you see? Hear? Smell?What do you enjoy?

STEP 2: GATHER OBJECTSWhat do you see? What can yougather? Start collecting materialsthat you would l ike to use. Make sure you have at least threeor four of each object you select.This wil l help you create a designthat has radial balance.

STEP 1: FIND A SPACE

STEP 3: ASYMMETRICAL DESIGNStart arranging your items. Play withthe "medley" of objects until you find acomposition that you like. Make sureyour arrangement is ASYMMETRICAL.Try finding different objects withsimilar, shapes, sizes or colors, andplacing them opposite each other sothat they balance. Using objects withboth similarities and differences canhelp you create asymmetrical balance.

Insid

e

Out

side

Once you finish your design,take a moment to admireyour artwork and enjoy thepeaceful space you havehelped create. Snap a photo, show afriend/family member, ordraw a picture of your design.Then leave the artwork as asurprise for future visitors tothis spot.

STEP 4: FINISHED!

If you wish to draw your design, use the space below.

MUSIC 4/5 GRADE ACTIVITY

LET’S MAKE AN INSTRUMENT!

There are sounds all around us. Sound is everywhere and where you have sound, you can

also find music. Regular objects around you may not seem like instruments, but if you think

creatively, everything can make music.

Let’s create an instrument out of materials around you! Music lives in everyday objects – you

can make your instrument from anything and everything. It’s up to you to find the sounds

around you!

STEP 1:

Find materials to make an

instrument. It can be one

object or multiple objects

that work together. Here are

some ideas to get you

started…pencil, paper,

dried beans, empty toilet

paper roll, rocks. Go

explore!

STEP 2:

Explore your object(s). How

many sounds can it make?

What does is sound like to

scrape/shake/

tap/rip/crumple/ drop/

blow on your object?

Create as many different

sounds as you can.

STEP 3:

Get inspired by the sounds

around you to make music

with your instrument. What

do you hear? Crows, rain,

footstep? Find one sound

you enjoy and make an

ostinato (short pattern of

music that repeats). Can

your instrument caw like a

crow or tap like footsteps?

STEP 4: When you’ve found some sounds you enjoy, start to organize them. Make a rhythm

on your instrument. What patterns can you play? How can you make your sounds into

music?

STEP 5: Write your new pattern or rhythm. You can read the rhythms below or write your own.

Example:

♫ ♫ ♩ ♩

Tap tap, tap tap, scratch rip

_____________ _____________ _____________ __________

See next page…

Now it is your turn! Place one beat of your rhythm on each line below. If you feel

comfortable using staff paper to write your rhythm, please see the next two page.

_____________ _____________ _____________ __________

_____________ _____________ _____________ __________

_____________ _____________ _____________ __________

_____________ _____________ _____________ __________

STEP 6: Perform on your new instrument for someone else—a family member, a pet, a stuffy,

or virtually with a friend or teacher.

MUSIC VIDEO LESSONS

For more lessons, go to Seattle Public Schools YouTube site. https://www.youtube.com/c/SeattlePublicSchoolsTV

Lesson by: Shelby Leyland at Lowell Elementary & Katie Raschko at Kimball Elementary

&

&

&

&

&

&

&

&

ELEMENTARY INSTRUMENTAL MUSIC!

Cello

MUSIC VIDEO LESSONS

For Cello Lessons, go to Seattle Public Schools YouTube site. https://www.youtube.com/c/SeattlePublicSchoolsTV

Weekly Focus: Bowing Patterns and Twinkle Rhythm Variations

Explanation of Lesson Focus:

This week we are focusing on the bow. This will include bow distribution – where

to play! It will also include Bowing Vocabulary and Bow Rhythms. We will add all

these parts into the song Twinkle, Twinkle.

Warm Up:

Below are 5 variations to try while bowing on your D string and on your A string.

We have the rhythm variations written out in words and in notation. For

variation one, say Mississippi Stop-Stop out loud and listen to the natural rhythm

of the words you’re saying, then look down at the top left box in the rhythm box

to see what that rhythm looks like in notation. Play this rhythm first on the D

string and then on the A string. Then follow this process for each of the rhythm

variations.

Variation 1 – Mississippi Stop-Stop

Variation 2 – Down Puppy Up Puppy

Variation 3 – Little Tiny Motorcycle

Variation 4 – 1 2 shh 4

Variation 5 – Trip-el-let Trip-el-let

v

Musical excerpt:

We’re going to practice the above bowing variations now on the musical excerpt

Twinkle, Twinkle. Below are the note names written out as well as the notated

music. Try playing through these notes with each of the above bowing variations.

TWINKLE THEME

D D A A B B A –

G G F# F# E E D –

A A G G F# F# E –

A A G G F# F# E –

D D A A B B A –

G G F# F# E E D –

Bowing Diagram

Below is a diagram of the bow broken down into 4 sections, into 3 sections, and

into 2 sections. The length of a section when the bow has been broken into 4ths

is the length you would use for a sixteenth note, the length of a 3rd of the bow is

the length you would use for a triplet and the length of half the bow is what you

would use for an eighth note.

Cello lesson developed by Stephanie Hellekson, TOPS K-8


Clarinet

MUSIC VIDEO LESSONS

For Clarinet Lessons, go to Seattle Public Schools YouTube site. https://www.youtube.com/c/SeattlePublicSchoolsTV

Weekly Focus: The B Note So far, we have learned C, D, E, F, G, and A on the clarinet. Today, we are going to learn low B.

We refer to this as “low B” because it is below the C note that you have already learned. The

fingering is like “C” with the addition of the middle finger on your right hand covering the

second hole of the bottom joint. Be sure to cover holes completely. This is what the fingering

chart for this note looks like:

Warm Up:

We will start off by playing C, D, E, F, G, and A in a row using whole notes. That means you will

hold each note for 4 beats before switching to the next note. Try to start each note with your

tongue and take a big breath for your best sound. Next, try playing each of these notes for the

value of a half note (which means only holding for two beats before moving on). And finally,

play them each for the value of a quarter note (which means holding for only 1 beat before

moving on).

Let’s continue warming-up our fingers on C, D, E, F, G, and A on the following exercise.

#25 One Step at A Time

Standard of Excellence, Book 1 for Clarinet. Neil Kjos Music Company. Page 9.

Musical excerpts to Practice B: Now let’s try playing a B for a whole note, which means 4 beats. Make sure that it sounds

lower than the C you played in your warm-up. Next try playing 4 quarter notes (one beat for

each quarter note) on the B using your tongue to start each note.

Next, let’s put B into a warm-up song.


And now we are going to try putting B into a song! Let’s play #38 Mary Ann (see below), but

before starting, can you find all the B notes in the song? Remember to check your posture and

your hand position before starting. Now take a deep breath and play all of #38 Mary Ann.


Clarinet lesson developed by Liz Harris Scruggs (Bryant/Concord International/Highland

Park/Laurelhurst/Roxhill)


Flute

MUSIC VIDEO LESSONS

For Flute Lessons, go to Seattle Public Schools YouTube site. https://www.youtube.com/c/SeattlePublicSchoolsTV

Weekly Focus: The Low A Note So far, we have learned Bb, C, D, Eb, and F on the flute. Today, we are going to learn low A.

Press down your thumb, finger one and two on the left hand and pinky on the right hand. The

pitch should be lower than your Bflat. If it comes out too high you may be blowing to hard.

This is what the fingering chart for this note looks like:

Warm Up: Start off by playing Bb, C, D, Eb, and F in a row using whole notes. That means you will hold

each note for 4 beats before switching to the next note. Try to start each note with your

tongue and take a big breath for your best sound. Next, you can try playing each of these notes

for the value of a half note (which means only holding for two beats before moving on) and

afterwards play them each for the value of a quarter note (which means holding for only 1 beat

before moving on).

Let’s continue warming-up our fingers on Bb, C, D, Eb, and F on the following exercise.

#25 One Step At A Time

Standard of Excellence, Book 1 Flute, by Bruce Pearson, c. 2006 Neil A. Kjos. Page 9.

Musical excerpts to Practice low A:

Now try playing an A for a whole note, which means 4 beats. Make sure that it sounds higher

than the F you played in your warm-up. Next try playing 4 quarter notes on the A (one beat for

each quarter note) using your tongue to start each note.

Next, let’s put A into a warm-up song #36 Mark Time.


Now we are going to try putting A into a song! Let’s play Mary Ann (see below), but before

starting, can you find all the A notes in the song? Remember to check your posture and your

hand positioning before starting. Now take a deep breath and play all of #38 Mary Ann


Flute lesson developed by Liz Harris Scruggs (Bryant/Concord International/Highland

Park/Laurelhurst/Roxhill)


Trombone

MUSIC VIDEO LESSONS

For Trombone Lessons, go to Seattle Public Schools YouTube site. https://www.youtube.com/c/SeattlePublicSchoolsTV

Weekly Focus: Playing low notes Getting your lips to cooperate when you want to play notes in the low area of the

staff can be tricky. Understanding how you move your lips, or embouchure, is the

key to playing low notes. Why? Because trombone players are part of the low

brass section in a band or orchestra and we need to be able to adjust our lips and

breath to make low notes sound strong and clear.


Trombone players play in the bass clef, which means that we are a low

instrument. We are part of the low brass family, which means, compared to

other brass instruments like the trumpet, our notes are much lower. We are going

to look at the note “A” that sits on that bottom space of the music staff. Below is

a picture of the note on the staff, and a picture of where second position is to play

this note:

Warm Up To get your lips, or embouchure (pronounced “ahm-boh-sure”) in shape, we will

start with some buzzes. Take your mouth piece only and buzz into it without your

instrument. Buzz some long sounds; buzz some high sounds; and buzz some low

sounds. To buzz high we tighten our lips by pulling back on the corners of our

mouth and blow warm, fast, air. To buzz low we loosen our lips by pointing our

chin to the ground and still blow that warm fast air. When you point your chin to

the ground, it will loosen your lips allowing you to play low notes with a good

sound. Do buzz warm ups for about 3-5 minutes.

Musical Excerpts We will begin by playing #36 Mark Time on p. 11, Standard of Excellence, Book 1

for Trombone by Bruce Pearson, c. 2006 Neil A. Kjos. (attached to this sheet).

Some reminders before we play. Before you begin, look for the tie in the music.

When you see a line that connects two of the same pitches

it is called a tie. Tied notes are played as one unbroken

pitch as you can see in the picture to the left, the Bb half

note tied to the Bb quarter note is held for a total of 3

beats.

The second pitch in Mark Time is that low A in 2nd position. Be ready to point your

chin to the ground so your lips can vibrate to get a solid sound. Play through this

song several times until that A sounds nice and clear.

Next play #37 Sweetly Sings the Donkey Round. If you can record yourself playing

the song once, play along as a round like this:

1. Record yourself playing Sweetly Sings the Donkey Round

2. Start the recording, when your recorded self gets to the measure with the 2

above the 4th measure, start playing with the recording

Practice Strategies

I like to think about practicing by using the word BRASS. Each letter

represents a concept you should try to do every time you practice:

B- buzz and breath. Warm-up by buzzing on your mouthpiece only and

always blow with warm, fast, air.

R- repetition and rest. Always play exercises, warm-ups and small

sections of bigger songs many times and make sure you rest your lips.

A- articulation and agility. Tongue notes; slur notes and do lip slurs to

keep your lip muscles in shape.

S- sing it! Try and sing your music before you play it. If you can sing it,

you can play it.

S- share it! After you learn a song, share it with family and friend

Trombone lesson developed by Ken Pendergrass, Fairmount Park Elementary


Trumpet

MUSIC VIDEO LESSONS

For Trumpet Lessons, go to Seattle Public Schools YouTube site. https://www.youtube.com/c/SeattlePublicSchoolsTV

Weekly Focus: Playing low notes Getting your lips to cooperate when you want to play notes in the low area of the

staff can be tricky. Understanding how you move your lips, or embouchure, is the

key to playing low notes. Why? Because trumpet players need to be able to

adjust our lips and breath to make low notes sound strong and clear.


We are going to look at the note “B” that sits below the music staff. Below is a

picture of the note on the staff, and a picture of the valve you press to play this

note:

Warm Up To get your lips, or embouchure (pronounced “ahm-boh-sure”) in shape, we will

start with some buzzes. Take your mouth piece only and buzz into it without your

instrument. Buzz some long sounds; buzz some high sounds; and buzz some low

sounds. To buzz high we tighten our lips by pulling back on the corners of our

mouth and blow warm, fast, air. To buzz low we loosen our lips by pointing our

chin to the ground and still blow that warm fast air. When you point your chin to

the ground, it will loosen your lips allowing you to play low notes with a good

sound. Do buzz warm ups for about 3-5 minutes.

Musical Excerpts We will begin by playing #36 Mark Time on p. 11, Standard of Excellence, Book 1

for Trombone by Bruce Pearson, c. 2006 Neil A. Kjos. (attached to this sheet).

Some reminders before we play. Before you begin, look for the tie in the music.

When you see a line that connects two of the same pitches it is

called a tie. Tied notes are played as one unbroken pitch as you can see in the

picture to the left, the C half note tied to the C quarter note is held for a total of 3

beats.

The second pitch in Mark Time is that low B played with 2nd valve. Be ready to

point your chin to the ground so your lips can vibrate to get a solid sound. Play

through this song several times until that B sounds nice and clear.

Next play #37 Sweetly Sings the Donkey Round. If you can record yourself playing

the song once, play along as a round like this:

1. Record yourself playing Sweetly Sings the Donkey Round

2. Start the recording, when your recorded self gets to the measure with the 2

above the 4th measure, start playing with the recording

Practice Strategies

I like to think about practicing by using the word BRASS. Each letter

represents a concept you should try to do every time you practice:

B- buzz and breath. Warm-up by buzzing on your mouthpiece only and

always blow with warm, fast, air.

R- repetition and rest. Always play exercises, warm-ups and small

sections of bigger songs many times and make sure you rest your lips.

A- articulation and agility. Tongue notes; slur notes and do lip slurs to

keep your lip muscles in shape.

S- sing it! Try and sing your music before you play it. If you can sing it,

you can play it.

S- share it! After you learn a song, share it with family and friend

Trumpet lesson developed by Ken Pendergrass, Fairmount Park Elementary


Viola

MUSIC VIDEO LESSONS

For Viola Lessons, go to Seattle Public Schools YouTube site. https://www.youtube.com/c/SeattlePublicSchoolsTV






Warm Up:







variations.






Musical Excerpt:




TWINKLE THEME

D D A A B B A –

G G F# F# E E D –

A A G G F# F# E –

A A G G F# F# E –

D D A A B B A –

G G F# F# E E D –

Bowing Diagram






Viola lesson developed by Stephanie Hellekson, TOPS K-8


Violin

MUSIC VIDEO LESSONS

For Violin Lessons, go to Seattle Public Schools YouTube site. https://www.youtube.com/c/SeattlePublicSchoolsTV






Warm Up:







variations.






Musical excerpt:




TWINKLE THEME

D D A A B B A –

G G F# F# E E D –

A A G G F# F# E –

A A G G F# F# E –

D D A A B B A –

G G F# F# E E D –

Bowing Diagram






Violin lesson developed by Stephanie Hellekson, TOPS K-8

Grades 4 and 5 Week of 4/20 Physical Activity Log

Use this activity log to track your physical activity minutes.

Day Activity 1 Activity 2 Activity 3 Total

Active Outside

30 Mins

Walk with Family

15 Mins

DEAM Calendar

Choice

15 minutes

60 minutes

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Done Day DEAM Activity

4/20 Get 60 minutes of MVPA. You choose how!

4/21 Do as many push-ups as you can.

4/22 Spring into Action: Find 4 people. Do 50 jumping jacks together.

4/23 Read a book while doing a wall sit.

4/24 Take a walk.

4/25 Did you know hot dogs have ~530 mg of sodium? Raise the roof 530 times!

4/26 Pick 5 different muscles to stretch. Hold each stretch for 20 seconds.

Purpose: This calendar encourages families

to become more physically active and to

take steps toward a healthier lifestyle. Each

day, students are asked to complete a

different activity with a family member (or

with adult supervision).

Directions: After a student completes a

day’s activity, adults make a check mark

and initial in the space provided. Each

week, you can miss one day (activity). If

this happens, put an “X” in the space

provided for a check mark (do not initial).

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My Drawing

4th - 5th Grade Social Emotional Activity for COVID-19 School Closure

Activity Title My Drawing

Skill Self-Awareness

Topic Efficacy

Why Naming what and how one does something well increases confidence and

motivation for continued skill building.

Materials Pencil, paper

Time 15 minutes

Instructions 1. Choose something from the list below and draw a picture of it. Take your time

and include as much detail as you can.

A vehicle

A tree or flower

A face

2. When you’re done, take a look at your picture. 3. What do you like about it?

4. What do you dislike about it?

5. Pay close attention to the things you like about it. Make a list of at least three

parts of your picture you think you drew well.

6. Write a sentence for each item on your list that describes what looks great

about that part of your picture and how you drew that part well.

Body Feelings

4th - 5th Grade Social Emotional Activity for COVID-19 School Closure

Activity Title Body Feelings


Topic Self-Perception

Why Linking body sensations to emotions helps one recognize sensations and

corresponding emotions when regulation is needed.

Materials Pencil, paper

Time 15 minutes

Instructions 1. Read the lists below. They describe the way people’s bodies feel when having those emotions.

2. Circle those that are true for you too. For example, if you feel hot when you’re feeling anger, you can circle that word.

3. Add a word or two to any of the lists that describes how your body feels when

you’re having that emotion.

4. Write three sentences on a separate piece of paper describing a time you felt

joy, love, or peace and how your body felt.

Sad Joy Anger Love Fear Peace

Closed posture

Weak

Tight throat

Sparkling

Weightless

Head up

Hot

Clenched

Pounding heart

Warm

Soft

Open Posture

Cold

Queasy

Trembling

Quiet

Alert

Shoulders down

Speed Feelings Words

4th – 5th Grade Social Emotional Activity for COVID-19 School Closure

Activity Title Speed Feelings Words


Topic Emotions

Why Increasing one’s feelings words vocabulary helps them name and communicate

their feelings. Accurately naming feelings calms the brain during stress and makes

it easier to choose a regulation strategy that matches the feeling.

Materials Pencil, paper, timer

Time 10 minutes

Instructions 1. Set a timer for 1 minute.

2. During that minute, list as many feelings words you can think of that are synonyms for

the word, “happy”.

3. Count up the words.

4. Set the timer for another minute and during that minute list as many feelings words

you can think of that are synonyms for the word, “sad”.

5. Count up the words on your second list.

5. Repeat with the word, “mad” then, “calm”.

6. Which list was longest?

7. Why do you think some words are easier to think of than others?

8. Which words do you find easiest to use when you’re saying how you feel?

9. What word from any of your lists best describes how you feel right now?

10. What word from any of your lists best describes how you want to feel?

11. What would help you feel that way right now?

Documents

Learning Packet Grades 4-5 - April 20-24 2020...Learning Activities 4th and 5th Grades Suggested Learning Activities for 4th and 5th Grade students during the COVID-19 school closure