Minutes Subject Grade 4 Week At Glance · 7 . I I . fJ ~ ~ OI . 00 I . 1-9 89 78 67 56 44 33 22 11 0. 1) Strawberry A. 1 yard B. 2 inches C. 10 inches D. 6 inches 2) Mountain A. 2

1

4th Grade: Learning Packet for the Week of June 1st - 5th

Minutes Subject Grade 4 Week At Glance

90 min Monday Math: U.S. customary units for measuring length. Either do the worksheet or work through the Khan Academy unit and seven practice questions. Reading: Listen to your favorite songs. Make a list of what makes the song catchy. Writing: Read the article, “What About Blob?” to find the main idea and highlight 3 important details. Specials: Try to earn the bronze, silver, or gold as you complete tasks from the Music/PE "Almost Summer" Olympics.

90 min Tuesday Math: 8 practice problems for estimating length of real life items. Reading: Watch the Elements of Poetry video , read London Voluntaries and complete the worksheet. Writing: Use the article, “What About Blob?” to create an informational summary outline. Specials: Try to earn the bronze, silver, or gold as you complete tasks from the Music/PE "Almost Summer" Olympics.

90 min Wednesday Math: Converting units of time: hours/minutes/seconds. Either use a reference chart to complete the worksheet or work through Khan Academy unit and do practice questions. Reading: Watch the Voice video, read the poems September and The Sheaves and complete the worksheets. Writing: Use your outline to write a 1-paragraph outline for an informational summary about the article, “What About Blob” (finish Thursday). Specials: Try to earn the bronze, silver, or gold as you complete tasks from the Music/PE "Almost Summer" Olympics.

90 min Thursday Math: Converting Times Worksheets for hours and minutes (twenty problems with answer key). Reading: Read the poem The Alchemist in the City and complete the worksheet. Writing: Finish, edit, and revise your 1-paragraph informational summary. Specials: Try to earn the bronze, silver, or gold as you complete tasks from the Music/PE "Almost Summer" Olympics.

90 min Friday Math: Finish a 2-column table for more conversion practice. Reading: Fill out the Weekly Reflection and share with your teacher. Writing:Turn in your work to your teacher for feedback. Specials:Watch the video on animal breathing and practice with a fami ly member. Use these worksheets when you have a strong feeling and need to solve a problem. https://bit.ly/3e55dRB

ELL See end of packet for resources

https://bit.ly/3e55dRB

),, FERNDALE

SCHOOL DISTRICT

F E R N D A L E S C H O O L D I S T R I C T

KINDERGARTEN REGISTRATION

Overview Families can complete kindergarten registration forms online or via hard copy for the 2020-21 school year. To be eligible for kindergarten for the 2020-21 school year, a child must be five years of age on or before August 31, 2020.

REGISTRATION OPTIONS

ONLINE

www.ferndalesd.org/kindergarten HARD COPY

Forms available during school meal distributions at elementary schools on Mondays, Wednesdays and Fridays from 11 am to 1 pm

Return completed packets via email, mail or drop box

Email Completed packets can be returned by email to Darlene Patterson in the district’s Teaching & Learning Department at [email protected].

Mail Ferndale School District

Completed packets can be returned via mail and addressed as follows: Attn: Darlene Patterson PO Box 698

Ferndale, WA 98248 Drop box Drop boxes are available to submit completed packets during meal distribution times from 11 am to 1 pm on Mondays, Wednesdays, and Fridays at all elementary school meal distribution sites. Please note, drop boxes are not available outside of the meal distribution times.

Ferndale School District Who can I contact if I have questions? Elementary Schools

For assistance, please call the Ferndale School District at Beach Elementary, 3786 Centerview Rd., Lummi Island (360) 383-9200. You may locate the school your child will (360) 383-9440 attend by visiting the InfoFinder web page through the Cascadia Elementary, 6175 Church Rd. Families link of the district’s web page at www.ferndalesd.org. (360) 383-2300 Enter your home address to see your school attendance area. Central Elementary, 5610 Second Ave.

(360) 383-9600 Custer Elementary, 7660 Custer School Rd. (360) 383-9500 Eagleridge Elementary, 2651 Thornton Rd. (360) 383-9700 Skyline Elementary, 2225 Thornton Rd.

(360) 383-9450 2

www.ferndalesd.org

mailto:[email protected]

www.ferndalesd.org/kindergarten

Customary Units of Length

I foot (ft) = 12 inches (in.)

I yard (yd) = 3 feet (ft)

I yard ( yd) = 36 inches (in.)


Monday

Subject Materials Learning Activity

Anchor Chart

Learning Goal: Practice converting customary measurements for length. Activity Instructions: Students will need this little chart:

Math Worksheet

Math

https://math-salamanders.s3-us-west-1.amazonaws.com/Measu rement/Converting-Measures/Converting-Customary-Units/co nverting-yards-feet-inches-1.pdf or: U.S. Customary Units for measuring distance – Inches, feet, yards and miles https://www.khanacademy.org/math/4th-engage-ny/engage-4t h-module-7/4th-module-7-topic-b/v/us-customary-distance Seven practice questions for estimating length of real life objects: https://www.khanacademy.org/math/4th-engage-ny/engage-4t h-module-7/4th-module-7-topic-b/e/estimating-length--inches --feet--yards--and-miles-

Reading Your

favorite Song

List

Learning Goal: Identifying Elements of Poetry Activity Instructions:

● Listen to your favorite songs. What makes them catchy?

● Make a list of your ideas.

Writing Worksheet

Learning Goal:Read the article, “What About Blob?” to find the main idea and highlight 3 important details. Activity Instructions:

● Read the article ● Note down the main idea of the article

3

https://math-salamanders.s3-us-west-1.amazonaws.com/Measurement/Converting-Measures/Converting-Customary-Units/converting-yards-feet-inches-1.pdf



https://www.khanacademy.org/math/4th-engage-ny/engage-4th-module-7/4th-module-7-topic-b/v/us-customary-distance

https://www.khanacademy.org/math/4th-engage-ny/engage-4th-module-7/4th-module-7-topic-b/v/us-customary-distance

https://www.khanacademy.org/math/4th-engage-ny/engage-4th-module-7/4th-module-7-topic-b/e/estimating-length--inches--feet--yards--and-miles-




● Skim through the article to highlight or underline 3 important supporting details

Special: Olympic Board

Learning Goal:Try to earn the bronze, silver, or gold as you complete tasks from the Music/PE "Almost Summer" Olympics.

4

Name Date

COVERTING YARDS, FEET AND INCHES 1

1) 1 yard = ____ feet 2) 2 yards = ____ feet

3) 3 yards = ____ feet 4) 4 yards = ____ feet

5) 5 yards = ____ feet 6) 6 yards = ____ feet

7) 1 foot = ____ inches 8) 2 feet = ____ inches

9) 3 feet = ____ inches 10) 4 feet = ____ inches

11) 5 feet = ____ inches 12) 6 feet = ____ inches

13) 1 yard = ____ inches 14) 2 yards= ____ inches

Which is the most? Circle the largest amount in each box.

1 yard 20 inches 10 feet 4 feet

4 feet 1 yard 3 yards 40 inches

Which is the least? Circle the smallest amount in each box.

7 feet 30 inches 2 feet 3 yards

2 yards 1 yard 20 inches 8 feet

5

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

MondayReadingPage1

Elements of Poetry

Listen to your favorite songs. What makes them catchy? Make a list of ideas below.

6

ACHIEVE~ ' THE LEADER IN DIFFERENTIATED INSTRUCTION•

Printed by: Scott Mcdowell Printed on: May 13, 2020

What About Blob?

Article

PARIS, France (Achieve3000, November 6, 2019). Paris has a new hot spot—and it's at the ParisZoological Park. Move over, Eiffel Tower: The blob is in town.

Yes! You read that right! At a Paris zoo, you can see a bright-yellow, single-celled organism. Zoo staff nicknamed it "the blob." There's a famous 1950s sci-fi movie with the same name. Luckily, this blob won't attack the city—but it's just as gooey, with some pretty amazing abilities.

The first famous blob was discovered by a Texas woman in 1973. The story was in the New York Times. But it was forgotten nearly as swiftly as it had appeared. Now, the Paris Zoological Park is bringing the blob back to the people. Scientists grew several blobs in small dishes. They fed them oatmeal. The blobs grew large enough to attach to tree bark. Then the zoo put one blob on display so visitors could see it up close and personal.

The blob's official name is Physarum polycephalum. That means "many-headed slime" in Latin. Scientists know it's not a type of fungi. It's not a plant. And it's not an animal. So what is this bonkers… er…thing?

Although they made their best guess, scientists aren't really sure what genus it belongs to. But what they do know is that the blob is really smart. And it doesn't even have a brain! Need some proof? The blob doesn't have a stomach or mouth, but it can still eat food (it likes to eat oats). It can also move at speeds of about 1 inch (2.5 centimeters) an hour. That may not seem very fast, until you remember that the blob doesn't have any legs or wings.

The blob can go through mazes, too. And it can remember certain routes for up to a year. In one experiment, researchers made a pattern out of oat flakes. The pattern represented locations around Tokyo, Japan. As the blob grew, it spread out to touch each oat flake—and arranged itself into an almost exact copy of the city's rail system.

The blob can "learn" the quickest way to food. It also knows how to avoid stuff. Say a blob comes into contact with salt, which it doesn't like. It can then communicate where the salt is and how to stay away from it by joining with another blob. Oh, and if a blob gets cut in half, it can regenerate itself within two minutes. Mind = blown.

The species has been around for about a billion years. It likes wet, dark places such as forest floors. It feeds on tree bark. Its greatest enemies are light and drought. And if the blob is in trouble, it can hide away for years.

So, if you ever visit Paris and need directions to the Eiffel Tower, you might just ask your friendly neighborhood blob. It'll be sure to get you there in no time!

Video credit: AFP

Dictionary

communicate (verb) to give information about (something) to someone by speaking, writing, moving your hands, etc.

drought (noun) a long period of time during which there is very little or no rain

genus (noun) a group of related animals or plants that includes several or many different species

organism (noun) an individual living thing

regenerate (verb) to grow again after being lost, damaged, etc.

Photo credit: Iuliia Morozova/iStock/Getty Images Plus

The blob is bright yellow and likes wet, dark places, like the forest floor.

Writing work for Monday, June 1st

Focus for this Week This week you will use a full ar�cle (“What About Blob?”) and write a 1-paragraph informa�onal summary . You will do this by first reading the text, finding the main idea, highligh�ng/underlining 3 important details, comple�ng a graphic organizer (outline), then taking that to write your 1-paragraph essay.

INSTRUCTIONS:

Today you are going to read “What About Blob?” to find the main idea (what it’s all about). Then, you just need to highlight or underline 3 important details that support that main idea.

1) Read the article. 2) Think in your head or jot down what you think the main idea is of the article. 3) Highlight or underline 3 supporting details. 4) Save your work, you’ll use it for Tuesday.

7


Tuesday


Math

Worksheets

Learning Goal: Conversion practice - length measurement. Activity Instructions:18 practice problems for estimating length – Print pages 1-4:

https://www.commoncoresheets.com/Math/Measurement/Ame rican%20Estimating%20Length/English/All.pdf

● Pages 1 & 3 each have 9 practice problems with pictures.

● Pages 2 & 4 are answer keys.

Reading

Anchor Chart

Poem

Worksheet

Learning Goal: Explore the Elements of Poetry. Activity Instructions:

● Read through the Elements of Poetry anchor chart. ● Watch “Elements of Poetry” video. ● Read London Voluntaries and complete Elements of

Poetry worksheet.

Writing Article

Outline

Learning Goal:Use the article, “What About Blob?” to create an informational summary outline. Activity Instructions:

● Use your notes and highlights from Monday for today’s work.

● Write out the main idea. ● Note down the 3 supporting details. ● Write out your conclusion paragraph.

Special Olympic Board


8

https://www.commoncoresheets.com/Math/Measurement/American%20Estimating%20Length/English/All.pdf

https://www.commoncoresheets.com/Math/Measurement/American%20Estimating%20Length/English/All.pdf

I I

~ I QI L 7

1-9 89 78 67 56 44 33 22 11 0

1) Refrigerator

A. 1 foot

B. 12 inches

C. 6 feet

D. 4 yards

2) Bug

A. 1 foot

B. Less than 1 inch

C. 3 yards

D. 3 inches

3) Bicycle

A. 10 inches

B. 1 yard

C. 3 yards

D. 3 inches

4) Clothes Iron

A. 2 feet

B. 15 inches

C. 8 feet

D. 6 inches

5) Flash Drive

A. 2 feet

B. 2 inches

C. 6 inches

D. 11 inches

6) Football

A. 2 feet

B. 1 inch

C. 1 yard

D. 11 inches

7) Hat

A. 1 yard

B. 1 foot

C. 4 inches

D. 2 feet

8) Hammer

A. 1 yard

B. 4 inches

C. 16 inches

D. 1 inch

9) Tennis Ball

A. 7 inches

B. 1 foot

C. 3 inches

D. 2 feet

Inch (in)An inch is about the

distance of the last jointof your finger.

Foot (ft)A foot is 12 inches.

The length of aruler.

Yard (yd)1 yard is the same as 3 feet.

From the floor to a doorknob is about 1 yard.

Mile (mi)A mile is 5,280 feet. Mostmajor roads are at least a

mile long.

1. C

2. B

3. B

4. D

5. B

6. D

7. B

8. C

9. C

Determine which letter best represents the length / height.

Estimating Distance (American)

Math www.CommonCoreSheets.com

Name:

Answers

19

I I

~ 0 I L 7

I I fJ ~ ~

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00 I

1-9 89 78 67 56 44 33 22 11 0

1) Strawberry

A. 1 yard

B. 2 inches

C. 10 inches

D. 6 inches

2) Mountain

A. 2 miles

B. 300 inches

C. 20 feet

D. 10 Yards

3) Clothes Iron

A. 2 feet

B. 6 inches

C. 8 feet

D. 15 inches

4) Popcorn

A. 3 feet

B. 1 inch

C. 7 inches

D. 1 mile

5) Adult Horse

A. 2 yards

B. 11 inches

C. 10 inches

D. 3 feet

6) Dog

A. 4 yards

B. 2 yards

C. 2 feet

D. 4 inches

7) 11 Story Building

A. 11 feet

B. 100 feet

C. 2 miles

D. 11 yards

8) Glue Stick

A. 1 foot

B. 4 miles

C. 3 inches

D. 10 inches

9) Paperclip

A. 1 foot

B. 4 inches

C. 2 feet

D. 1 inch








mile long.

1. B

2. A

3. B

4. B

5. A

6. C

7. B

8. C

9. D




Name:

Answers

210

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ReadWorks.org THE SOLUTION TO READING COMPREHENSION

TuesdayReadingPage2

CONCEPTS OF COMPREHENSION: LEAF BY LEAF 4th GRADE UNIT

Public Domain Poems

From

london voluntaries

For earth and sky and air

Are golden everywhere,

And golden with a gold so suave and fine

The looking on it lifts the heart like wine

‐WILLIAM ERNEST HENLEY

© 2014 ReadWorks®, Inc. All rights reserved.

12

ReadWorks.org THE SOLUTION TO READING COMPREHENSION

TuesdayReadingPage3

C O N C E P T S O F C O M P R E H E N S I O N : L E A F B Y L E A F 4 t h G R A D E U N I T

Genre Lesson: Independent Practice

Elements of Poetry Worksheet

Name: _____________________________ Date: _____________

Directions: Read “London Voluntaries” and identify examples of the following poetic elements: Rhyme, Repetition, and Simile.

1. Poetic Element: Rhyme

Example from Poem:

2. Poetic Element: Rhyme

Example from Poem:

3. Poetic Element: Repetition

Example from Poem:

4. Poetic Element: Simile

Example from Poem:


13

Writing work for Tuesday, June 2nd

INSTRUCTIONS:

Today you are going to write an outline for an informational summary about theAchieve 3000 article “What About Blob?”

1) Get your work from Monday to use to fill out the graphic organizer (outline).2) Write out your main idea.3) Write out the 3 supporting details that you underlined or highlighted on Monday.4) Write out the conclusion sentence.

Fill out the Graphic Organizer (outline)

Main Idea:

Key Detail #1

Key Detail #2

Key Detail #3

Conclusion:

14


Wednesday


Math

Anchor Chart

Word Problems

Learning Goal: Converting units of time;

seconds/minutes/hours

Activity Instructions: If working offline, students will need

this:

Customary Time Types of customary time: seconds, minutes, hours, days,

etc. Seconds: 60 seconds = 1 minute

Minutes: 60 minutes = 1 hour

Hours: 24 hours = 1 day

Days: 7 days = 1 week, 365 1/4 days = 1 year

https://www.education.com/download/worksheet/115751/conve

rting-hours-to-seconds.pdf

Or:

● Watch Khan Academy video:

https://www.khanacademy.org/math/4th-engage-ny/engage-4t

h-module-7/4th-module-7-topic-a/v/time-unit-conversion

● Then, do the time conversion word problems:

https://www.khanacademy.org/math/4th-engage-ny/engage-4t

h-module-7/4th-module-7-topic-a/e/measuring-time-word-pro

blems

Reading

Poems

Chart 1

Chart 2

Learning Goal:Elements of Poetry: Tone or Voice

Activity Instructions: ● Watch the “Voice” video.

● Read September and complete Chart 1.

● Read The Sheaves and complete Chart 2.

Writing Draft Writing

Learning Goal:Write a 1-paragraph draft that is an

informational Summary for “What About Blob?” (finish work on

Thursday)

Activity Instructions: ● Use your graphic organizer/outline from Tuesday to

begin writing a full 1-paragraph informational summary.

● Use the “Transition Phrase Bank” to start sentences

about your “supporting details.”


Learning Goal:Try to earn the bronze, silver, or gold as you

complete tasks from the Music/PE "Almost Summer" Olympics.

15

https://www.education.com/download/worksheet/115751/converting-hours-to-seconds.pdf

https://www.education.com/download/worksheet/115751/converting-hours-to-seconds.pdf

https://www.khanacademy.org/math/4th-engage-ny/engage-4th-module-7/4th-module-7-topic-a/v/time-unit-conversion

https://www.khanacademy.org/math/4th-engage-ny/engage-4th-module-7/4th-module-7-topic-a/v/time-unit-conversion

https://www.khanacademy.org/math/4th-engage-ny/engage-4th-module-7/4th-module-7-topic-a/e/measuring-time-word-problems



MEASURING TIME

Remember that every 60 seconds is equal to a minute and every 60 minutes is equal to an hour!

1

Convert the following time measurements.2

Complete the table by converting seconds, minutes and hours.

1/2 hour

1800 seconds

60 minutes

2 hours

1)

2)

3)

4)

5)

6)

7)

8)

9)

10)

11)

12)

13)

14)

15)

16)

17)

18)

3 hours = minutes

21 minutes = seconds

5 minutes = seconds

11 hours = minutes

4 hours = seconds

900 seconds = minutes


540 minutes = hours

330 minutes = hours

5 hours = minutes

7 hours = seconds

21,600 seconds = hours

9 hours = minutes

720 minutes = hours

5 hours = seconds


12,600 seconds = hours

1230 minutes = hours

12

© 2007 - 2019 Education.comFind worksheets, games, lessons & more at education.com/resources

16Find worksheets, games, lessons & more at education.com/resources

© 2007 - 2020 Education.com

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WednesdayReadingPage1


Public Domain Poems

september

The golden‐road is yellow;

The corn is turning brown;

The trees in apple orchards

With fruit are bending down.

The gentian’s bluest fringes

Are curling in the sun;

In dusky pods the milkweed

Its hidden silk has spun.

The sedges flaunt their harvest

In every meadow nook;

And asters by the brookside

Make asters in the brook.

From dewy lanes at morning

The grapes’ sweet odors rise;

At noon the roads all flutter

With golden butterflies.

By all these lovely tokens

September days are here,

With summer’s best of weather,

And autumn’s best of cheer.

‐HELEN HUNT JACKSON


17

WednesdayReadingPage2C O N C E P T S O F C O M P R E H E N S I O N : L E A F B Y L E A F 4 t h G R A D E U N I T

Lesson 2: Direct Teaching Example Chart

Voice Chart 1

Title of Poem: “September”

How did the poem make you feel?

Which words or phrases from the poem gave you this feeling?

What is the overall tone or voice of the poem?


18


Lesson 2: Direct Teaching Example Chart

Voice Teacher Example Chart 1

Title of Poem: “September”


Happy, light, joyful.


The author begins using words such as “trees”, “sun”, harvest”, and “meadow”, all of which bring to mind pleasant images of the fall. In the second half of the poem, the author is more explicit about her happiness, describing “golden butterflies”, “sweet odors”, and “lovely tokens”. She concludes by describing September days as a mix of “summer’s best of weather” and “autumn’s best of cheer” making it clear that she is portraying an idyllic, happy time.


Happy and light.


19

WednesdayReadingPage4


Public Domain Poems

From

the sheaves

Where long the shadows of the wind had rolled,

Green wheat was yielding to the change assigned;

And as by some vast magic undivined

The world was turning slowly into gold.

. . .

Fair days went on till another day

A thousand gold sheaves were lying there,

Shining and still, but not for long to stay‐

As if a thousand girls with golden hair

Might rise from where they slept and go away.

‐EDWIN ARLINGTON ROBINSON


20


Lesson 2: Guided Practice Example Chart

Voice Chart 2

Title of Poem: “The Sheaves”





21


Lesson 2: Guided Practice Example Chart

Voice Teacher Example Chart 2

Title of Poem: “The Sheaves”

How did the poem make you feel? (Answers may vary. Record students’ feelings.)

Somber, sad, urgent, slow, etc.


“As if a thousand girls with golden hair might rise from where they slept and go away” gave us a feeling of sadness that this golden beauty would soon wither away.


Answers may vary, but include awe, sadness, or urgency.


22

Writing work for Wednesday, June 3rd

INSTRUCTIONS:

Use your graphic organizer (outline) from Tuesday to start making your1-paragraph informational summary (finish this on Thursday).

1) Get your graphic organizer (outline) from Tuesday.2) Use the outline to write full ideas and sentences to create a paragraph on a blank

piece of paper.3) Use the “Transition Phrase Bank” below to help with the start of your supporting

detail sentences and your conclusion sentence.4) Finish this paragraph on Thursday.

TRANSITION PHRASE BANK

Phrases for Supporting Details Additionally Another reason In fact First Second Specifically

Also For example Then

Along with For instance

In addition Next

Phrases for Conclusions This shows…as you can see...

In summary…In conclusion...

All in all... To sum it all up...

As a result... Therefore...

23


Thursday


Math Worksheet

Learning Goal: Practice converting times from minutes to hours. Activity Instructions: Converting Times Worksheets for hours and minutes (twenty problems with answer key): https://www.commoncoresheets.com/downloadWorksheet.php ?path=Math/Time/Hours%20to%20Minutes/English&pageNum ber=1

Reading Poem

Worksheet

Learning Goal:Elements of Poetry: Voice Activity Instructions:

● Read The Alchemist in the City and complete the Voice worksheet.

Writing Writing

Document

Learning Goal:Finish writing, revise and edit the 1-paragraph informational summary. Activity Instructions:

● Finish writing your paragraph. ● Use the editing checklist to help revise and edit your

work.



24

https://www.commoncoresheets.com/downloadWorksheet.php?path=Math/Time/Hours%20to%20Minutes/English&pageNumber=1



ThursdayReadingPage1


Public Domain Poems

From

the alchemist in the city

My window shows the travelling clouds,

Leaves spent, new seasons, alter’d sky,

The making and the melting crowds:

The whole world passes; I stand by.

‐GERARD MANLEY HOPKINS


25

ThursdayReadingPage2

C O N C E P T S O F C O M P R E H E N S I O N : L E A F B Y L E A F 4 t h G R A D E U N I T

Lesson 2: Independent Practice

Voice Worksheet

Name:____________________________________ Date:___________

Directions: Read “The Alchemist in the City.” Record your feelings about the poem in the chart below. Next, go back and identify the words and phrases that support your thinking. Finally, use this information to identify the overall tone or voice of the poem.

Title of Poem:





26

Writing work for Thursday, June 4

What you will do:

1. Finish your work from Wednesday on writing 1 informational summary paragraph.

2. Revise and edit. a. If you have additional supporting evidence you could add that in too.

MY EDITING CHECKLIST

1. Did I re-read my writing to check for mistakes? _____

2. Did I start each sentence with a capital letter? _____

3. Did I end each sentence with a PERIOD, QUESTION MARK or an EXCLAMATION MARK? _____

4. Did I space my words and write neatly? _____

5. Did I indent at the beginning of each paragraph? _____

6. Did I circle any words that I think are misspelled? _____

7. Did I use a DICTIONARY or ask for help to spell words? _____

8. Did I use ADJECTIVES in every paragraph to add details in my writing? _____

9. Did I ask someone else to read my writing to check for mistakes I might have made? _____

27


Friday

Subject Learning Activity

Math

Finish a 2-column table for more conversion practice

https://www.education.com/download/worksheet/169578/yard s-feet-inches.pdf

Use the answer key to check your other work.

Reading Reflection: Fill out the Weekly Reflection and share with your teacher.

Writing Turn in your work to your teacher for feedback.

Social-Emo tional

Learning

Watch the video on animal breathing and practice with a family member. Use these worksheets when you have a strong feeling

and need to solve a problem.


28

https://www.education.com/download/worksheet/169578/yards-feet-inches.pdf

https://www.education.com/download/worksheet/169578/yards-feet-inches.pdf


© 2007 - 2020 Education.comFind worksheets, games, lessons & more at education.com/resources

Copyright © 2017 Education.com LLC All Rights ReservedMore worksheets at www.education.com/worksheets

Name:_________________________________________ Date:__________________

Yards, Feet, and Inches

1) 1 yard = _________ inches

4) 8 feet = ________ inches

7) 108 inches = ________ yards

10) 10 feet = ________ inches

2) 108 inches = _________ feet

5) 144 inches = _________ yards

8) 10 yards = _________ feet

11) 7 yards = _________ feet

3) 15 feet = _________ yards

6) 6 yards = __________ feet

9) 60 feet = _________ yards

12) 96 inches = __________ feet

Complete the table by converting inches, feet and yards.HINT: 12 inches(in.) is equal to 1 foot(ft.), 3 feet is equal to 1 yard (yd.)

Convert the following linear measurements.

Use the conversion table to solve the word problems.

13) Joey is trying out for the football team at school. He tells the coach that he can throw a ball 36 feet, but his coach reminds Joey that the field is measured in yards. How many yards can Joey throw the ball?

14) Marianne is rearranging her room. Each wall in her room is 12 feet long. Her desk mea-sures 36 inches, her bed is 72 inches, and her bookshelf is 24 inches. If she places them all along the same wall, how much of the wall will remain uncovered, in feet?

*Bonus Activity: Use a measuring tape or yardstick to measure things around your house. Can you find anything that is longer than 3 yards?

3 feet

2 yards

72 inches

3 yards

12 feet

144 inches

5 yards

29

Name Date

COVERTING YARDS, FEET AND INCHES

SHEET 1 ANSWERS

1) 1 yard = 3 feet 2) 2 yards = 6 feet

3) 3 yards = 9 feet 4) 4 yards = 12 feet

5) 5 yards = 15 feet 6) 6 yards = 18 feet

7) 1 foot = 12 inches 8) 2 feet = 24 inches

9) 3 feet = 36 inches 10) 4 feet = 48 inches

11) 5 feet = 60 inches 12) 6 feet = 72 inches

13) 1 yard = 36 inches 14) 2 yards= 72 inches

Which is the most? Circle the largest amount in each box.

1 yard 20 inches 10 feet 4 feet

4 feet 1 yard 3 yards 40 inches

Which is the least? Circle the smallest amount in each box.

7 feet 30 inches 2 feet 3 yards

2 yards 1 yard 20 inches 8 feet

30

1-9 89 78 67 56 44 33 22 11 0

1) Strawberry

A. 1 yard

B. 2 inches

C. 10 inches

D. 6 inches

2) Mountain

A. 2 miles

B. 300 inches

C. 20 feet

D. 10 Yards

3) Clothes Iron

A. 2 feet

B. 6 inches

C. 8 feet

D. 15 inches

4) Popcorn

A. 3 feet

B. 1 inch

C. 7 inches

D. 1 mile

5) Adult Horse

A. 2 yards

B. 11 inches

C. 10 inches

D. 3 feet

6) Dog

A. 4 yards

B. 2 yards

C. 2 feet

D. 4 inches

7) 11 Story Building

A. 11 feet

B. 100 feet

C. 2 miles

D. 11 yards

8) Glue Stick

A. 1 foot

B. 4 miles

C. 3 inches

D. 10 inches

9) Paperclip

A. 1 foot

B. 4 inches

C. 2 feet

D. 1 inch








mile long.

1. B

2. A

3. B

4. B

5. A

6. C

7. B

8. C

9. D




Name:

Answers

2

Answer Key

31

1-9 89 78 67 56 44 33 22 11 0

1) Refrigerator

A. 1 foot

B. 12 inches

C. 6 feet

D. 4 yards

2) Bug

A. 1 foot

B. Less than 1 inch

C. 3 yards

D. 3 inches

3) Bicycle

A. 10 inches

B. 1 yard

C. 3 yards

D. 3 inches

4) Clothes Iron

A. 2 feet

B. 15 inches

C. 8 feet

D. 6 inches

5) Flash Drive

A. 2 feet

B. 2 inches

C. 6 inches

D. 11 inches

6) Football

A. 2 feet

B. 1 inch

C. 1 yard

D. 11 inches

7) Hat

A. 1 yard

B. 1 foot

C. 4 inches

D. 2 feet

8) Hammer

A. 1 yard

B. 4 inches

C. 16 inches

D. 1 inch

9) Tennis Ball

A. 7 inches

B. 1 foot

C. 3 inches

D. 2 feet








mile long.

1. C

2. B

3. B

4. D

5. B

6. D

7. B

8. C

9. C




Name:

Answers

1

Answer Key

32

Converting Times Name:

Convert the times shown from only minutes to hours and minutes.

Ex) 119 minutes = 1 hour(s) and 59 minutes.

1) 143 minutes = 2 hour(s) and 23 minutes.










Convert the times shown from hours and minutes to only minutes.

Ex) 155 minutes = 2 hours and 35 minutes.

1) 314 minutes = 5 hours and 14 minutes.


3) 76 minutes = 1 hour and 16 minutes.








33Math 1 1-10

www.CommonCoreSheets.com

Answers

Ex. 1 59

1. 2 23

2. 3 21

3. 1 36

4. 1 10

5. 1 41

6. 4 9

7. 2 46

8. 1 13

9. 2 9

10. 1 51

Ex. 155

11. 314

12. 321

13. 76

14. 194

15. 191

16. 102

17. 311

18. 312

19. 325

20. 167

90 80 70 60 50 40 30 20 10 0


Converting Times Name: Answer Key Convert the times shown from only minutes to hours and minutes.

Ex) 119 minutes = 1 hour(s) and 59 minutes.











Convert the times shown from hours and minutes to only minutes.

Ex) 155 minutes = 2 hours and 35 minutes.











Answers

Ex. 1 59

1. 2 23

2. 3 21

3. 1 36

4. 1 10

5. 1 41

6. 4 9

7. 2 46

8. 1 13

9. 2 9

10. 1 51

Ex. 155

11. 314

12. 321

13. 76

14. 194

15. 191

16. 102

17. 311

18. 312

19. 325

20. 167

34Math 1 1-10

www.CommonCoreSheets.com 90 80 70 60 50 40 30 20 10 0


Reflection on this week's work.Something I did well: Something I need to work on:

Questions for a teacher and/or parent comments:

Reading Log Goal: Read 30 minutes each day!

Book Title Time Spent Reading

Writing work for Friday, June 5th

INSTRUCTIONS: Turn in your paragraph to your teacher.

36

K-5 Music & PE Olympics

Bronze Medal = Complete bottom row

Silver Medal = Complete bottom and middle rows

Almost Summer 2020 Olympic Games

Here are some music and PE activities you can do with your family.

Gold Medal = Complete all activities

Take your pulse

before and after.

Make 4 patterns of

movement that last 8

beats. Perform all the

patterns with your Gold favorite song.

Choose at least 4 Make anComplete movements to show idiophone/percussion

different musical styles instrument. Write an 8-a 10 changing every 8 beats. beat rhythm using real

Show ragdoll, robot, music notes or invent

sloth, sprinkler, disco, minute your own symbols. Play

the pattern with your karate, and/or ballerina

styles. Silver

favorite song. marathon Ask a family Check your pulse Sing the ABC’s and

Go on a walk or member, “If you Challenge a family (count heartbeats match your feet to ride your bike could meet any member to get for 10 seconds) then

for at least 20 the beat while you

walk. Change the do one minute of musician, past or the most steps or tempo (speed) by jumping jacks. Now present, who activity minutes minutes three

crawling, marching, check your pulse Bronze would it be. per day times this week and running. again. Why?”

Have fun being active and creative together--email your medal level

to your music and PE teachers when you're finished.

37

ELL Resources

The pages that follow are activities,

supportive resources, or translated materials

designed to support students who are

learning English. All these materials align

with the activities provided by the grade level

teachers in this week’s learning packet.

Although these items are designed with ELL

students in mind, all students are welcome to

use them.

Las páginas que siguen son actividades, recursos de apoyo o

materiales traducidos diseñados para apoyar a los estudiantes

que están aprendiendo inglés. Todos estos materiales se

alinean con las actividades proporcionadas por los maestros de

nivel de grado en el paquete de aprendizaje de esta semana.

Aunque estos artículos están diseñados para apoyar a los

estudiantes ELL, cualquier estudiante puede usarlos.

38

Speaking Practice Look at the picture. Then answer the questions below out loud in complete sentences. Use the sentence stems and the word bank to help you if you need to.

Word Bank

banana split hot fudge

whipped cream party

celebration nuts cherry

sweet yummy treat

What do you see in the picture?

I see… There are…

What would you put on your ice cream?

I would put… The best toppings are… At an ice cream party…

What is confusing to you? What do you wonder more about?

I don’t know why… Why is…?

What is your favorite dessert?

I like… My favorite… The best dessert is…

Word Bank

Skate park helmet socks

Concentrating biking tricks

Jump fall down friends

Fast rollarskating scooter

What do you see in the picture? Where are they? What are they doing?

I see… There are… The kids are…

What activity do you like to do on wheels? What do you wonder about this picture?

I like… Skateboarding is fun because… I wonder…?

I do not like skateboarding because… The best activity is… Who is…?

39

Documents

Minutes Subject Grade 4 Week At Glance · 7 . I I . fJ ~ ~ OI . 00 I . 1-9 89 78 67 56 44 33 22 11 0. 1) Strawberry A. 1 yard B. 2 inches C. 10 inches D. 6 inches 2) Mountain A. 2