5th Grade Continuous Learning Calendar - Amazon S3

5th Grade Continuous Learning Calendar The KSDE Continuous Learning workforce recommendation for maximum student daily commitment of time for 5th grade students is a total of 90 minutes of reading and math.

Daily Lesson Timeframes: Math (30 minutes)

● Fluency Practice (5 minutes, when available) ○ Give students 2 minutes to work on each side, but they do not have to finish the entire page

● Homework (18-30 minutes) Parents: please help your child in anyway you can, it doesn’t have to be the way that EngageNY has taught it

○ Each lesson has a YouTube Video linked to it that can be used to better student understanding before completing the problem set, but it is not a required part of the activity. (These can be found by searching: EngageNY 5th grade module #, lesson #) The videos done by Duane Habecker follow the homework the best.

ELA/Science/Social Studies (60 minutes) ● Fluency Passage Practice (10 minutes)

(Students may read these alone or with the Day to Day schedule below) ○ Day 1 - Parent reads aloud while student listens to fluency ○ Day 2 - Parent and student read aloud together ○ Day 3 - Parent reads a sentence then student reads a sentence. Continue through the entire passage in this way. ○ Day 4 - Parent and student read aloud together. ○ Day 5 - Student reads silently first. Then, student will read the pentire passage aloud to parent. Student will then

answer the comprehension questions. ● Comprehension (30 minutes) ● Writing (20 minutes)

USD 443 Statement: As the school district prepares to keep our students and staff safe we are also working to provide academic routines for the remainder of the school year. This approach will not look like what we would do under normal circumstances rather, we are moving forward with a plan to expose our students to reading, writing, social studies, science, and math curriculum standards that they would be exposed to if they were in their regular classrooms. The purpose of these activities are for students and their parents and guardians to follow the activities provided by the district and to expose them to the critical learning standards they would have received in the classrooms. By doing this, we are providing our students with the base building blocks required so they are prepared for next school year. This calendar has been streamlined so everyone will have the same material for consistency of learning and ease of transition into the next grade level. Some material may be a review to increase mastery of skills and to ease into the transition of home learning.

5th Grade Continuous Learning Calendar La recomendación del KSDE (Departamento de Educación del Estado de Kansas) Fuerza Laboral del Aprendizaje Continuo para la obligación diaria del tiempo máximo para el estudiante de quinto grado es un total de 90 minutos de lectura y matemáticas.

Plazos de las Lecciones Diarias: Matematicas (30 minutos)

● Practica de Fluidez (5 minutos, cuando estén disponible) ○ Dar a los estudiantes 2 minutos para trabajar en cada lado, pero no necesitan terminar la hoja completa.

● Tarea (18-30 minutos) Padres: por favor ayude a su niño(a) de la manera que usted pueda, no necesita ser de la manera que lo enseña el EngageNY.

○ Cada lección tiene un Video del YouTube relacionado que se puede usar para que el estudiante pueda comprender mejor los problemas, pero no es una parte requerida de la actividad. (Estos se pueden encontrar con buscar: EngageNY 5th grade module #, lesson #) Los videos hechos por Duane Habecker siguen la tarea mejor.

ELA(Lectura)/Ciencia/Estudios Sociales (60 minutos) ● Práctica del Pasaje de Fluencia (10 minutos)

(Estudiantes pueden leer estos solos o con el horario de Dia a Dia que se muestra abajo) ○ Dia 1 - El padre lee en voz alta mientras el estudiante escucha la fluidez ○ Dia 2 - Padre y estudiante leen en voz alta juntos ○ Dia 3 - Padre lee una oración luego el estudiante lee una oración. Se continua así a través del pasaje completo. ○ Dia 4 - Padre y estudiante leen en voz alta juntos. ○ Dia 5 - El estudiante lee silenciosamente primero. Luego, el estudiante leerá el pasaje completo en voz alta al

padre. El estudiante entonces contestara las preguntas de comprensión. ● Comprension (30 minutos) ● Escritura (20 minutos)

Declaración del USD 443: Como el distrito escolar prepara para mantener a nuestros estudiantes y personal seguros, también estamos trabajando para proveer rutinas académicas para lo que queda del año escolar. Esta aproximación no se verá como lo que haríamos bajo circunstancias normales más bien, vamos a seguir adelante con un plan de exponer a nuestros estudiantes a lectura, escritura, estudios sociales, ciencia, y un plan de estudios de estandares de matematicas de la cual estarian exponidos si estuvieran en sus clases regulares. El propósito de esto es para que los estudiantes y sus padres y guardianes sigan las actividades proveídas por el distrito y para exponerlos a los estándares críticos de aprendizaje que hubieran recibido en la clase. Al hacer esto, les estamos proveyendo a nuestros estudiantes los bloques necesarios para construir la base que requieren para estar preparados para el próximo año escolar. Este calendario se ha simplificado para que todos tengan el mismo material para la consistencia del aprendizaje y para la facilidad de transición al próximo año escolar. Alguna materia puede ser repaso para aumentar la maestría de habilidades y para la facilidad de aprender en la casa.

5th Grade Continuous Learning Calendar Monday Tuesday Wednesday Thursday Friday

March 30 Math: Module 5, Lesson 4

● Youtube Video Lesson, optional

● Homework/Practice

ELA:

● Fluency-Bella and Carlo

● Compr- The Missing Necklace

● Writing- Linking Language Vocab

March 31 Math: Module 5, Lesson 5



ELA:


● Compr- Daisy Saves the Day

● Writing-Linking Language Vocab, continued

April 1 Math: Module 5, Lesson 6



ELA:


● Compr- When Marcus Left

● Writing-Begin Journaling


● Fluency Sprint ● Youtube Video

Lesson, optional


ELA:


● Compr- John Greenwood (response sheets April 2-8)

● Writing- Journaling




ELA:

● Fluency-Bella and Carlo comprehension questions

● Compr- Captain Thomas Preston


https://www.youtube.com/watch?v=vAeUsRsIILQ


https://www.youtube.com/watch?v=K2n3NMEQb5U

https://www.youtube.com/watch?v=K2n3NMEQb5U

https://www.youtube.com/watch?v=x7Dh3YmJaII

https://www.youtube.com/watch?v=x7Dh3YmJaII

https://www.youtube.com/watch?v=uFM2j-5_SMI

https://www.youtube.com/watch?v=uFM2j-5_SMI

https://www.youtube.com/watch?v=YZ_trkzh0cU


5th Grade Continuous Learning Calendar

Lunes Martes Miércoles Jueves Viernes

30 de Marzo Matemáticas: Módulo 5, Lección 4

● Youtube Video Lesson, opcional

● Tarea/Practica ELA (Lectura):

● Fluencia-Bella and Carlo

● Comprensión- The Missing Necklace

● Escritura- Linking Language Vocab

31 de Marzo

Matemáticas: Módulo 5, Lección 5


● Tarea/Practica

ELA (Lectura):


● Comprensión- Daisy Saves the Day

● Escritura- Linking Language Vocab Continuado

1 de Abril



● Tarea/Practica

ELA (Lectura):


● Comprensión- When Marcus Left

● Escritura- Comenzar escribiendo en el Diario

2 de Abril





● Comprensión- John Greenwood (hojas de respuesta 2-8 de Abril)

● Escritura- Escribir en el Diario

3 de Abril



● Tarea/Practica

ELA (Lectura): ● Fluencia-Bella

and Carlo preguntas de comprensión

● Comprensión- Captain Thomas Preston













Monday Tuesday Wednesday Thursday Friday



Lesson, optional


ELA: ● Fluency-Ava ● Compr- Janet

Chapman ● Writing-

Journaling




ELA:

● Fluency-Ava ● Compr- John

Freedman ● Writing-

Journaling




ELA:

● Fluency-Ava and answer comprehension questions

● Compr- Sam Adams


April 9-Easter Break


https://www.youtube.com/watch?v=RHvss7K5YnI


https://www.youtube.com/watch?v=_7r8caatsS8

https://www.youtube.com/watch?v=xLfqMWLS104

https://www.youtube.com/watch?v=7i1hBIFDMCc

https://www.youtube.com/watch?v=7i1hBIFDMCc



6 de Abril Matemáticas: Modulo 5, Leccion 11

● Esprint de Fluencia



● Fluencia-Ava ● Comprensión-

Janet Chapman





● Fluencia-Ava ● Comprensión-

John Freedman





● Fluencia-Ava y contestar preguntas de comprensión

● Comprensión- Sam Adams


9 de Abril - Vacaciones de la

Pascua


Pascua












ELA:

● Fluency-Becky ● Compr-

George Washington (response sheet)

● Writing- Narrative




ELA:

● Fluency-Becky ● Compr- Bill of

Rights (response sheet)





ELA:

● Fluency-Becky ● Compr- Bill of

Rights cont. ● Writing-

Narrative




ELA:

● Fluency-Becky comprehension questions

● Compr- Bill of Rights cont.


https://www.youtube.com/watch?v=u5PZdW2_4eE


https://www.youtube.com/watch?v=hll75Lb1I6Y

https://www.youtube.com/watch?v=hll75Lb1I6Y


https://www.youtube.com/watch?v=4WNiUrlqGro

https://www.youtube.com/watch?v=4WNiUrlqGro

https://www.youtube.com/watch?v=-EqKJWqbufw

https://www.youtube.com/watch?v=-EqKJWqbufw




Pascua

14 de Abril Matemáticas: Modulo 5, Lección 14



● Fluencia-Becky ● Comprensión

George Washington (hoja de respuestas)

● Escritura- Narrativa





Bill of Rights (hoja de respuestas)






Continuación - Bill of Rights





● Fluencia-Becky Preguntas de Comprensión

● Comprensión Continuación - Bill of Rights













Lesson, optional


ELA:

● Fluency-Bella and Duke

● Compr- Rising Sea Levels (response sheets)




Lesson, optional


ELA:


● Compr-Erosion ● Writing-Narrati

ve




ELA:


● Compr- Glaciers

● Writing-Narrative




ELA:


● Compr- Frost Wedging





ELA:

● Fluency-Bella and Duke comprehension questions

● Compr- Flooding


https://www.youtube.com/watch?v=NU05P4_aIIU


https://www.youtube.com/watch?v=DZpI5h6iDXc

https://www.youtube.com/watch?v=DZpI5h6iDXc



https://www.youtube.com/watch?v=g5NoKvhR2PA

https://www.youtube.com/watch?v=g5NoKvhR2PA

https://www.youtube.com/watch?v=pj9Syx1WSAw




20 de Abril

Matemáticas: Modulo 5, Lección 18




● Fluencia-Bella and Duke

● Comprensión- Rising Sea Levels (hojas de respuestas)







● Comprensión-Erosion






● Comprensión-Glaciers




● Tarea/Practica

ELA (Lectura):


● Comprensión-Frost Wedging




● Tarea/Practica

ELA (Lectura):

● Fluencia-Bella and Duke Preguntas de comprensión

● Comprensión-Flooding

















ELA:

● Fluency-Bethany and Clara

● Compr- Energy Sources Pros & Cons 1-14

● Writing- Daily Journal Prompt: Circle a few words on a selection of writing. Use those words to craft a poem or short story.




ELA:


● Compr-Energy Sources Pros & Cons 15-24

● Writing-Daily Journal Prompt: Write a story or poem that starts with the word “hello” or other greeting.




ELA:


● Compr-Energy Sources Compare/Contrast

● Writing-Daily Journal Prompt: Write a poem or short story using your name in some way or form.



Lesson, optional


ELA:


● Compr- Energy Sources Clauses

● Writing-Daily Journal Prompt: The sun comes up, the sun goes down. It goes round and round. Write something inspiring about the sunrise or sunset.

May 1 Math: Module 6, Lesson 9



ELA:

● Fluency-Bethany and Clara comprehension questions

● Compr- Energy Sources Synonym/Antonym

● Writing-Daily Journal Prompt: Step outside for a moment. Write about the sounds you hear, the things you see, and even the smells in the air.

https://www.youtube.com/watch?v=7SZz8PtqkT0


https://www.youtube.com/watch?v=be39i550HO4


https://www.youtube.com/watch?v=7WqSYo83Bzg

https://www.youtube.com/watch?v=7WqSYo83Bzg

https://www.youtube.com/watch?v=PjNxLRwPgxk

https://www.youtube.com/watch?v=QgBtJcBVsvE

https://www.youtube.com/watch?v=QgBtJcBVsvE

https://www.youtube.com/watch?v=x56Yhg8jDAc


5th Grade Continuous Learning Calendar Lunes Martes Miércoles Jueves Viernes

April 27



● Tarea/Practica

ELA (Lectura):

● Fluencia- Bethany and Clara

● Comprension- Energy Sources Pros & Contras 1-14

● Escritura- Escribir en el Diario (Pon un círculo alrededor de una selección de escritura. Usa esas palabras para crear un poema o una historia corta.)

April 28 Matemáticas: Modulo 6, Lección 5




● Comprensión-Energy Sources Pros & Contras 15-24

● Escritura - Escribir en el Diario (Escribe una historia o un poema que comienza con la palabra “hello” o otro saludo.)



● Tarea/Practica

ELA (Lectura):

● Fluencia - Bethany and Clara

● Comprensión-Energy Sources Comparar/ Contrastar

● Escritura - Escribir en el Diario (Escribe un poema o historia corta usando tu nombre de alguna forma u otra.)






● Comprensión- Energy Sources Clauses

● Escritura - Escribir en el Diario (El sol sube, el sol baja. Da vueltas y vueltas. Escribe algo inspirado a cerca del amanecer o el atardecer.)

May 1 Matemáticas: Modulo 6, Lección 9



● Fluency - Bethany and Clara Preguntas de Comprensión

● Comprension- Energy Sources Sinonimo/ Antonimo

● Escritura - Escribir en el Diario (Sal afuera por un momento. Escribe acerca de los sonidos que oyes, las cosas que ves, y hasta las aromas en el aire.)















Lesson, optional


ELA:

● Fluency-Carla ● Compr- Windy

Nights - Fog (response sheets)

● Writing-Daily Journal Prompt: Imagine you find an old letter tucked inside a library book. The letter reveals that there is a hidden passageway somewhere at your school. Write about your search for the passage and where it leads.



Lesson, optional


ELA:

● Fluency-Carla ● Compr- Cloud -

Shadow ● Writing-Daily

Journal Prompt: Imagine you were lost in a forest and had only one tool for survival. What would your tool be? How would you use it?




ELA:

● Fluency-Carla ● Compr- Miles -

Children's Hour ● Writing-Daily

Journal Prompt: Imagine that you had a magical power. What would it be? How would you use it to help people?




ELA:

● Fluency-Carla ● Compr- Old

Sea King ● Writing-Daily

Journal Prompt: Imagine you received a package in the mail from a special person. Using details, write about what happened when you opened the package.



Lesson, optional


ELA:

● Fluency-Carla comprehension questions

● Compr- Casey at the Bat

● Writing-Daily Journal Prompt: Imagine you saw a strange light in the sky. Describe what it is and what you would do.


https://www.youtube.com/watch?v=nHm7pHfSIzg


https://www.youtube.com/watch?v=mFOBF1dmnP0

https://www.youtube.com/watch?v=mFOBF1dmnP0


https://www.youtube.com/watch?v=uJ-pDNZslhk


https://www.youtube.com/watch?v=KH7EUgiN-jM

https://www.youtube.com/watch?v=KH7EUgiN-jM

https://www.youtube.com/watch?v=wHA7gLewOjA

https://www.youtube.com/watch?v=wHA7gLewOjA



4 de Mayo





● Fluencia-Carla ● Comprensión-

Windy Nights - Fog (hojas de respuestas)

● Escritura - Escribir en el Diario (Imagínate que encuentras una carta vieja dentro de un libro de la biblioteca. La carta revela que hay un pasillo escondido en alguna parte de tu escuela. Escribe sobre tu busqueda y a donde te lleva.)

5 de Mayo Matemáticas: Modulo 6, Lección 20





Cloud - Shadow

● Escritura - Escribir en el Diario (Imagínate que estás perdido(a) en un bosque y que solo tienes una herramienta para sobrevivir! Cual seria tu herramienta? Cómo la usarías?



● Tarea/Practica

ELA (Lectura):


Miles - Children's Hour

● Escritura - Escribir en el Diario (Imagínate que tienes un poder mágico. Cuál sería? Como lo usarias para ayudarle a la gente?



● Tarea/Practica

ELA (Lectura):


Old Sea King ● Escritura -

Escribir en el Diario (Imagínate que recibiste un paquete en el correo de una persona especial. Usando detalles, escribe acerca de lo que pasó cuando abriste el paquete.





● Fluencia-Carla Preguntas de comprensión

● Comprensión- Casey at the Bat

● Escritura - Escribir en el Diario (Imagínate que viste una luz rara en el cielo. Describa lo que es y lo que tu harias.)
















ELA:

● Fluency-Charlie and Chris

● Compr- A Quiet Hero

● (response pages)

● Writing-Daily Journal Prompt: If you were President of the Universe for one day, what new rules would you make?




ELA:


● Compr- Winter of New Hats

● Writing-Daily Journal Prompt: If you got trapped in a mall overnight, what would you do there? Describe all the fun things you could do.

May 13 Math: Review Lesson: Module 1, Lesson 5 Youtube Video Lesson, optional


ELA:


● Compr- The Screaming Mystery

● Writing-Daily Journal Prompt: If you were a famous musician, athlete, movie star, etc. Describe what your daily life would be like.

May 14 Math: Review Lesson: Module 2, Lesson 6 Youtube Video Lesson


ELA:


● Compr- The Ballad of John Henry

● Writing-Daily Journal Prompt: If you could make one wish that would help others, what would you wish for and why? Write to explain what wish you would make and how it would help others.



ELA:

● Fluency-Charlie and Chris comprehension questions

● Compr- Odysseus and the Cyclops

● Writing-Daily Journal Prompt: If you woke up and you were living in a different time period, which time period would it be? How is life different in that time period?


https://www.youtube.com/watch?v=d5JEEnBITPA


https://www.youtube.com/watch?v=SuW-oz6RCI4

https://www.youtube.com/watch?v=SuW-oz6RCI4

https://www.youtube.com/watch?v=IDxYa9hvaY4

https://www.youtube.com/watch?v=IDxYa9hvaY4

https://www.youtube.com/watch?v=bHwxH617pKs

https://www.youtube.com/watch?v=bHwxH617pKs

https://www.youtube.com/watch?v=myUnS_BPBvc

https://www.youtube.com/watch?v=myUnS_BPBvc






● Fluencia - Charlie and Chris

● Comprención- A Quiet Hero

● (hojas de respuestas)

● Escritura - Escribir en el Diario (Si fueras Presidente del Universo por un día, cuales nuevas reglas harías?)





● Comprensión- Winter of New Hats

● Escritura - Escribir en el Diario (Si quedaras encerrado(a) en un mol por una noche, que harias alli? Describe todas las cosas divertidas que harias.)

13 de Mayo Matemáticas: Lección de Repaso Modulo 1, Lección 5




● Comprensión- The Screaming Mystery

● Escritura - Escribir en el Diario (Si fueras un músico(a) famoso(a), atleta, estrella de cine, etc. Describe cómo sería tu vida diaria.)





● Comprensión- The Ballad of John Henry

● Escritura - Escribir en el Diario (Si pudieras hacer un deseo que le ayudará a los demás, que desearías y por qué? Escribe una explicación de cual deseo harías y cómo le ayudaría a los demás.)




● Fluencia - Charlie and Chris Preguntas de comprensión Comprensión- Odysseus and the Cyclops

● Escritura - Escribir en el Diario (Si despertaras y estuvieras viviendo en un periodo de tiempo diferente, cuál periodo de tiempo sería? Como es la vida diferente en ese periodo de tiempo?)















ELA:

● Fluency-D’Andre

● Compr- Mt. St. Helens Quakes (questions)

● Writing-Daily Journal Prompt: There is a saying that says:time goes by quickly when you are having fun”. Write about an exciting event in which the time seemed to go by faster than usual.



● ELA:

Fluency-D’Andre

● Compr- Growth Mindset (questions)

● Writing-Daily Journal Prompt:What advice would you give to students who will be in 5th grade next year?



ELA:

● Fluency-D’Andre and comprehension questions

● Compr- Reading Games

● Writing-Daily Journal Prompt: Knowing what you know now, if you could write a letter to yourself that would travel back in time so that you would receive it at the start of the school year, what advice would you give your younger self?

https://www.youtube.com/watch?v=F4SuRQDhEUo


https://www.youtube.com/watch?v=A0IxYQ_3BcM

https://www.youtube.com/watch?v=A0IxYQ_3BcM

https://www.youtube.com/watch?v=Hne-hh4XasM

https://www.youtube.com/watch?v=Hne-hh4XasM



18 de Mayo

Matematicas: Lección de Repaso: Modulo 3, Lección 3 Youtube Video Lesson, opcional

● Tarea/Practica

ELA (Lectura): ● Fluencia -

D’Andre ● Comprensión-

Mt. St. Helens Quakes (preguntas)

● Escritura - Escribir en el Diario (Hay un dicho que dice: El tiempo pasa rápido cuando te estas divirtiendo”. Escribe sobre un evento emocionante de la cual el tiempo parecía pasar más rápido que lo usual.)

19 de Mayo Matematicas: Lección de Repaso: Modulo 3, Lección 5 Youtube Video Lesson, opcional


● Fluencia- D’Andre

● Comprensión- Growth Mindset (preguntas)

● Escritura - Escribir en el Diario (Qué consejo le darías a estudiantes que van a entrar al quinto grado en el próximo año escolar?)



● Fluencia D’Andre preguntas de comprensión

● Comprensión- Reading Games

● Escritura - Escribir en el Diario (Sabiendo lo que sabes ahora, si pudieras escribirte una carta que pasaría por el tiempo al pasado para que la recibieras al principio del año escolar, cuál consejo te darías a ti mismo?







Choice Board: Choose 1 of these activities each day or come up with your own.

Library Art/Music Counselor PE

Read a book while eating your favorite snack.

Make up a dance to your favorite song.

Talk to an adult about how your day is going.

Do 20 jumping jacks or

20 push ups.

Create a story bag! Find and collect items in a bag

that relate to a story you’re reading.

Draw a picture of a place you would love to be right

now.

Help someone complete a household task.

Sweep the floor Wash the car

Do 10 leg lifts or

10 arm circles on each side

Read a story to someone. Leave positive comments on the sidewalk with chalk

or Hang a positive

message/picture on your porch.

Write a letter to your favorite teacher.

Create a new game for you and your family to play.

How many words can you make using the letters

below? A, R, P, H, T, L, G, B, M, F, N, W

Make a squiggly line on a piece of paper. Then, use

your imagination to create a picture from your

squiggle.

Draw and color a self portrait. Add words that

describe you as a border to your picture.

See how long you can hold a plank.

5th Grade Continuous Learning Calendar Additional Resources:

(These are all optional resources.) ● Istation ● Studies Weekly https://app.studiesweekly.com/online/ ● Lexia Core 5 ● Freckle https://student.freckle.com/#/login ● Google Classroom ● Epic! https://www.getepic.com/sign-in ● Scholastic Learn at Home ● https://docs.google.com/spreadsheets/d/1ucTPyRw2c8RY_NgkOgF0bbrGbcWIUEv9uznDdraWc4I/edit#gid=

538814905 (This spreadsheet contains links to video lessons for all the Engage NY 5th Grade lessons.) ● OpenPhysEd.org ● GoNoodle app.gonoodle.com

https://app.studiesweekly.com/online/

https://student.freckle.com/#/login

https://www.getepic.com/sign-in

https://docs.google.com/spreadsheets/d/1ucTPyRw2c8RY_NgkOgF0bbrGbcWIUEv9uznDdraWc4I/edit#gid=538814905

https://docs.google.com/spreadsheets/d/1ucTPyRw2c8RY_NgkOgF0bbrGbcWIUEv9uznDdraWc4I/edit#gid=538814905

Lesson 4: Use multiplication to calculate volume. 65

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 4 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 5•5

Name Date

1. Each rectangular prism is built from centimeter cubes. State the dimensions, and find the volume.

a.

b.

c.

d.

2. Write a multiplication sentence that you could use to calculate the volume for each rectangular prism in

Problem 1. Include the units in your sentences.

a. ______________________________ b. ______________________________

c. ______________________________ d. ______________________________

Length: _______ cm

Width: _______ cm

Height: _______ cm

Volume: _______ cm3

Length: _______ cm

Width: _______ cm

Height: _______ cm

Volume: _______ cm3

Length: _______ cm

Width: _______ cm

Height: _______ cm

Volume: _______ cm3

Length: _______ cm

Width: _______ cm

Height: _______ cm

Volume: _______ cm3

© 2015 Great Minds. eureka-math.orgG5-M5-TE-1.3.0-06.2015

Lesson 4: Use multiplication to calculate volume. 66



3. Calculate the volume of each rectangular prism. Include the units in your number sentences.

a. b.

4. Mrs. Johnson is constructing a box in the shape of a rectangular prism to store clothes for the summer. It has a length of 28 inches, a width of 24 inches, and a height of 30 inches. What is the volume of the box?

5. Calculate the volume of each rectangular prism using the information that is provided.

a. Face area: 56 square meters

Height: 4 meters

b. Face area: 169 square inches

Height: 14 inches

8 in

4 in

8 in

Volume: ________________________________Volume: ________________________________

10 m

7 m

3 m


Reading Comprehension Passages Comprehension Level 5 – Instruction Form 1

© 2018 Theodore J. Christ and Colleagues. All Rights Reserved.

Bella and Carlo

Bella looked up to her big brother, Carlo. Every day, Carlo went to play basketball with his friends, and

Bella tagged along. One day, she asked if she could play, too. All of his friends laughed at her. They said that

she was too young to play. Bella was so upset, she ran home.

A little later, though, Bella felt a little better. She realized that she was not too young to play

basketball, but she just did not know how. When Carlo came home, he told Bella he was sorry. He said he

should have stuck up for her. Bella told him that he could make up for it. She asked if he would teach her to

play basketball.

Bella and Carlo got started the same day. Carlo showed her how to throw the basketball into the hoop

and bounce the ball very quickly. He told her throwing was called shooting the ball. It was not long before

Bella could shoot like a pro. Next, Carlo showed her how to guard someone. That means keeping the person

with the ball from shooting. Bella learned quickly how to guard other players.

The pair practiced all week until Bella was totally comfortable. They went back to the basketball court

together ready to take on anyone, even Carlo’s friends. The players laughed at first, but not for long. As they

played, Bella stole the ball from one of them. She made her first shot, and many points after that, too. From

that moment on, she could play with anyone.

2



Questions for Bella and Carlo

Think about the story you just read and briefly answer these questions.

1. Why does Bella tag along with Carlo every day?

2. What did Bella ask of Carlo and his friends?

3. How did Carlo's friends respond to Bella's request?

4. Why didn’t Carlo stick up for Bella?

5. How did Carlo help Bella?

6. What basketball skills did Carlo share with Bella?

7. In the story, it said that, "They practiced until Bella was comfortable." What does

"comfortable" mean in that sentence?

8. Where did Bella and Carlo go after practicing together for a week?

9. Why did the players laugh when Bella returned to the court?

10. How did Bella prove to Carlo’s friends that she could play?

3

www.readinga-z.com© Learning A–Z All rights reserved.

Narrative Point of View • Set 5Comprehension

Name

Write and SharePractice Passage

The Missing Necklace

To Luisa, there was nothing like a good mystery. When Whitney’s mom lost her favorite necklace, as usual, Luisa had to insert herself into the search. “We’ll be like detectives!” she squealed.

Whitney cringed, knowing her afternoon movie plans were ruined. Solving mysteries was the one thing the otherwise best friends didn’t agree on—and this wasn’t really a mystery. “We’ve already looked everywhere,” Whitney said.

“That means it’s somewhere we wouldn’t think to look.” Luisa’s eyes were wide with excitement, and she rapidly clapped her hands in that annoying way that reminded Whitney of firecrackers.

Luisa zipped around Whitney’s house, opening cupboards and drawers, poking her head into the laundry basket and behind photos. “It could be anywhere,” she sang when Whitney asked her why. The real question was why Whitney couldn’t see the fun in solving a mystery.

Collapsing on the couch, Whitney loudly sighed. Seeing her friend, Luisa came over, ready to give up on finding the necklace. As she sat, a glint of gold between the cushions caught her eye. She pulled out a chain with a small heart in the middle.

“Looks like we’ll make the movie after all,” she said.

Narrative Point of View

Word Clues

How does the change in point of view affect the events in the story?

Instructions: Rewrite a paragraph of The Missing Necklace in first-person point of view. Use Luisa or Whitney as your narrator. Be sure to list the word clues in the chart and answer the question before writing. Use your notes to write the paragraph on the back of this paper.

Writing About Our Experiences During Social Distancing

Linking Language Vocabulary

Pandemic- a disease that is prevalent over a whole country or the world

I see:

I think:

I feel:

I wonder:

Hometown- the town or city where you live

I see:

I think:

I feel:

I wonder:

Social distancing- increasing the space between people on purpose

I see:

I think:

I feel:

I wonder:

State Mandate - a law or order which requires any local government to change its activities, programs, or structure

I see:

I think:

I feel:

I wonder:

National Emergency- a state of emergency resulting from a danger or threat of danger to a nation from foreign or domestic sources and usually declared to be in existence by governmental authority

I see:

I think:

I feel:

I wonder:

Primary source- an immediate, first-hand account of a topic, from people who had a direct connection to the event or issue.

Examples of primary sources are:

Pictures

Diaries

Speeches

Scrapbooks

Letters

Oral histories

Secondary source- information created by someone who did not experience or participate in the events or conditions you're researching

Examples of secondary sources are:

Textbooks

Articles

Websites

Movies

School essays

These lessons should follow the Linking Language Activities. Because of recent events, you have an amazing opportunity to create your own primary source document! Over the next few weeks you will write your own diary or journal. Your journal entries can have pictures, drawings, and writing. Here are some examples: Diary/journal. (Taken from the book series “Diary of a Wimpy Kid”

This is an example from the Diary of Anne Frank, a real person that lived during the Holocaust:

Today you are going to begin writing your own journal of social distancing in the time of a global pandemic. Each day you will write a paragraph or more about your day and how you feel or what you are seeing in your life.

https://docs.google.com/presentation/d/1h1xRPJ64T480pqsjUc82bqrrjTaUnJVsM6j-Yd7oQQg/edit?usp=sharing

Day 1: Introduce yourself and your family. What is special about your family? What makes them different from the family next door?

4/1/2020 Hi, my name is……. What makes my family wonderful is….

Day 2: Look at the pictures from your Linking Language activity again. Then write about what your thoughts and feelings are and what is going on in the world. What are you seeing on the news and hearing from your parents? Do you know anyone that had Covid-19 yet? Does this virus seem very far away or very close?

4/2/2020 I have been hearing about Covid 19 from…. I feel….

Day 3: Have you heard about any other times where there have been sicknesses in the world. Please talk about and mention any history you know of a virus or disease in the world.

4/3/2020 I have heard of people getting sick in the world when….

Day 4: Journal about how you are staying busy. What are you doing? How did you feel when school in buildings was canceled. How do you feel knowing you aren’t going to your school for the rest of this year? Did you have any brothers or sisters graduating? How do they feel about not getting a ceremony, a prom, any other important event in your lives?

4/6/2020 I felt _______ when I heard school buildings were closed for the year. This is changing my family's lives and my lives by…

Day 5+: Time to start talking about your daily life on a regular basis

4/7/2020 Today I….. I heard this about Covid 19…. I feel…. Continue to write about your life and draw pictures and take pictures on a daily basis. You are going to be able to provide an amazing first hand account in history!

April 14 - 24: Narrative Writing Now that you’ve practiced writing your first-hand account, we want you to start thinking about how your account is really a narrative. Do you remember when we learned about personal narratives? Personal narratives are first-hand accounts of events that happened in your life. A strong personal narrative includes several elements that are listed in the organizer below. This week, you will use the organizer to help you create a narrative essay about your experience with social distancing.

Narrative Elements

Guiding Questions Evidence from your essay

Specific Event Did I write about what my life has been like over the past week?

Sequential Order Did I include a beginning, middle, and end? Did I use transition words?

Vivid, Exact Details

Did I zoom in on important events and s-t-r-e-t-c-h them out by describing how things looked, smelled, felt, tasted, and sounded? These are sensory details.

Strong Emotions Did I use words that let the reader know how I was feeling?

Dialogue Did I include information about things my family or friends said? Did I use an appropriate amount of dialogue?

Reflective Ending Did I share what I learned, or how the event changed me?

Tuesday- On a separate piece of paper, write your first draft of a narrative essay about your first week of social distancing. Use your journal to help you remember the most important parts of your week. Your draft should have at least 3 paragraphs to describe the beginning, middle, and end. Throughout the week, you will add more details to improve your essay as we revise.

Wednesday- Sensory Details Reread your draft.

● Find a place in your draft where you describe, or could describe, what something looks like. Put a star in the margin next to that place and write looks on it.

● Find a place in your draft where you describe, or could describe, what something sounds like. Mark the margin with a circle and write sounds on it.

● Find a place where you describe, or could describe, what something feels like. Put a square in the margin and write feels on it.

● Find a place in your draft where you describe, or could describe, how things smell or taste. Put triangle in the margin and write smells or tastes on it.

Use your notes to write evidence in your graphic organizer where it says Vivid, Exact Details. Thursday: Strong Emotions and Reflective Ending Reread your draft.

● Find a place in your draft where you describe, or could describe, how you felt or thought about something. Put a heart in the margin next to that place and write feelings or thoughts on it.

● Did you change or learn something as a result of what happens in your story? Find a place where you tell about that, or where you could tell about that. Put a smiley face (or another face emoji) in the margin next to that place and write learning/change.

Use your notes to write evidence in your graphic organizer where it says Strong Emotions and Reflective Ending. Friday: Dialogue Reread your draft.

● Find a place in your draft where your characters talk, or could talk. Put quotation marks in the margin next to that place and write dialogue on it.

Use your notes to write evidence in your graphic organizer where it says Dialogue.

Monday- Transition Words Reread your draft.

● Find a place in your draft where you introduce a new idea or create a new paragraph. Did you use transition words? If not, use the chart below to identify an appropriate transition.

Tuesday- Revise Look at all the notes you’ve made in the margins of your draft. You have already identified many of the ways that you could revise your writing. Today use your ARMS to organize the ideas and content of your essay. If you can, read your draft out loud to a parent or sibling. Ask them if it sounds right!

Wednesday- Edit Today, you will read your draft several times. The first time, look for capitalization. Then read your draft out loud. Do your sentences sound right? Are your nouns and verbs agreeing? Is all of your writing in the same tense? What about your punctuation? Do you have the correct mark at the end of each sentence? Did you use quotation marks and commas to set off your dialogue? Last, check your spelling. You’ll probably want someone to help you with this. Sometimes you can identify a spelling mistake because it doesn’t look right. Do you have a dictionary at home to help you choose the correct spelling?

Thursday- Publish Today, you will write a nice, clean copy of your essay. You want your readers to see your best work! Take all the improvements that you’ve made to your writing and include them in your published copy.

Friday- Add Visual Elements Most people really like pictures to help them visualize what they are reading. Can you draw or find some pictures that help your reader understand your narrative? Include your pictures with your essay, then share your final work with your family! April 27 - May 20 Choose the journal prompt from the calendar for each day, OR write about your own thoughts, feelings, and experiences.

Lesson 5: Use multiplication to connect volume as packing with volume as filling. 77



Name Date

1. Johnny filled a container with 30 centimeter cubes. Shade the beaker to show how much water the container will hold. Explain how you know.

2. A beaker contains 250 mL of water. Jack wants to pour the water into a container that will hold the

water. Which of the containers pictured below could he use? Explain your choices.

3. On the back of this paper, describe the details of the activities you did in class today. Include what you learned about cubic centimeters and milliliters. Give an example of a problem you solved with an illustration.

100 mL ---- ----- 80 mL -----

----- 60 mL ----- -----

40 mL ----- -----

20 mL ----- -----

Area = 20 cm2

12 cm

B 6 cm

12 cm

12 cm

A 2 cm 25 cm

C 5 cm

3 cm 5 cm

D Area = 75 cm2

3 cm E


Lesson 5 Exit Ticket NYS COMMON CORE MATHEMATICS CURRICULUM 5•5

Lesson 5: Use multiplication to connect volume as packing with volume as filling. 76


Name Date

a. Find the volume of the prism. b. Shade the beaker to show how much liquid would fill the box.

3 cm

15 cm

5 cm

250 mL ---- ---- 200 mL ----

---- 150 mL ---- ----

100 mL ---- ----

50 mL ---- ----



Name

Comprehension Narrative Point of View • Set 5

Graphic OrganizerIndependent Practice Passage

Daisy Saves the Day

Reggie was walking home in London when he spotted a dog hiding in a doorway. “You must be lost,” he said. He pulled out a piece of ham and waited as the dog crept forward and snatched it from his hand. Reggie noticed a tag around the dog’s neck that read “Daisy.”

“Here, Daisy,” Reggie called. “Come with me.” Daisy trotted after her new friend. Reggie had no idea how fortunate he was to find Daisy. Daisy possessed an amazing sense of smell that helped her sense danger.

Reggie pleaded with his mother to allow Daisy to stay. She agreed that Daisy could stay for one night before trying to locate her home. Later that night, Daisy began barking loudly, causing Reggie and his mother to rush into the kitchen. They found Daisy barking and running in circles. Suddenly, Reggie’s mother realized Daisy was near the stove.

“We need to leave!” she said, grabbing Reggie’s hand. “Daisy!” she called, as the dog leapt after them.

“Your dog must have smelled the gas leak,” explained one of the firemen who arrived. Reggie’s mother looked at Daisy and then said, “Daisy saved the day!”

Word Clues


Question: How does the narrative point of view used in the passage most affect how the reader

understands the story?

Instructions: List the pronouns from the passage that give clues to the point of view under “Word Clues.” Use the clues to tell the point of view, and write it under “Narrative Point of View.” Then answer the question.

Lesson 6: Find the total volume of solid figures composed of two non-overlapping rectangular prisms.

89



Name Date

1. Find the total volume of the figures, and record your solution strategy. a. b.

Volume: ______________________________ Volume: _______________________________

Solution Strategy: Solution Strategy:

c. d.

Volume: ______________________________ Volume: _______________________________

Solution Strategy: Solution Strategy:

2 cm 3 cm

9 cm

7 cm 21 cm

18 cm

5 in 2 in

13 in

2 in4 in

3 mm

6 mm

4 mm

4 mm

8 mm

3 mm

5 mm

5 mm

2 m 10 m

4 m

11 m

9 m

12 m


Lesson 6: Find the total volume of solid figures composed of two non-overlapping rectangular prisms.

90



2. The figure below is made of two sizes of rectangular prisms. One type of prism measures 3 inches by 6 inches by 14 inches. The other type measures 15 inches by 5 inches by 10 inches. What is the total volume of this figure?

3. The combined volume of two identical cubes is 250 cubic centimeters. What is the measure of one cube’s edge?

4. A fish tank has a base area of 45 cm2 and is filled with water to a depth of 12 cm. If the height of the tank is 25 cm, how much more water will be needed to fill the tank to the brim?

5. Three rectangular prisms have a combined volume of 518 cubic feet. Prism A has one-third the volume of Prism B, and Prisms B and C have equal volume. What is the volume of each prism?



Name

Comprehension Narrative Point of View • Set 5

Graphic OrganizerIndependent Practice Passage

When Marcus Left

My brother Marcus was leaving today. He was joining the Roman army and being sent north far away from home. I remembered other boys who joined the army didn’t return for years! Would Marcus still remember me after all that time? We were close and often played games together.

A favorite game was fighting with wooden swords, pretending to be soldiers. The game was usually played only by boys, but often Marcus let me practice with him. We’d compete against each other, which helped Marcus improve his skills.

One day, Marcus let me play on his team. The other children laughed, but they soon discovered how quick I was. On the last play of the game, I sidestepped my opponent, and defeated him. Our team had won! Marcus gave me a hug and the other team awarded us the champion’s charm. Marcus immediately handed it to me. “You deserve it,” he said.

Before Marcus left, I handed him the charm. “I wanted you to remember our winning match,” I told him. Marcus smiled and promised he’d keep it safe until the next time we could battle for its possession!

Word Clues


Question: How does the narrative point of view used in the story affect what the reader learns about how

Livia feels about her brother leaving?

Instructions: List the pronouns from the passage that give clues to the point of view under “Word Clues.” Use the clues to tell the point of view, and write it under “Narrative Point of View.” Then answer the question.

Lesson 7 Sprint 5•5

Lesson 7: Solve word problems involving the volume of rectangular prisms with whole number edge lengths.

Multiply Fractions

1. 12 ×

12 = 23.

25 ×

53 =

2. 12 ×

13 = 24.

35 ×

52 =

3. 12 ×

14 = 25.

13 ×

13 =

4. 12 ×

17 = 26.

13 ×

23 =

5. 17 ×

12 = 27.

23 ×

23 =

6. 13 ×

12 = 28.

23 ×

32 =

7. 13 ×

13 = 29.

23 ×

43 =

8. 13 ×

16 = 30.

23 ×

53 =

9. 13 ×

15 = 31.

32 ×

35 =

10. 15 ×

13 = 32.

34 ×

15 =

11. 15 ×

23 = 33.

34 ×

45 =

12. 25 ×

23 = 34.

34 ×

55 =

13. 14 ×

13 = 35.

34 ×

65 =

14. 14 ×

23 = 36.

14 ×

65 =

15. 34 ×

23 = 37.

17 ×

17 =

16. 16 ×

13 = 38.

18 ×

35 =

17. 56 ×

13 = 39.

56 ×

14 =

18. 56 ×

23 = 40.

34 ×

34 =

19. 54 ×

23 = 41.

23 ×

66 =

20. 15 ×

15 = 42.

34 ×

62 =

21. 25 ×

25 = 43.

78 ×

79 =

22. 25 ×

35 = 44.

712 ×

98 =

A Number Correct:

A STORY OF UNITS

©2015 Great Minds. eureka-math.orgG5-M5-SaFP-1.3 .0 -08.2015

3



Multiply Fractions

1. 12 ×

13 = 23.

35 ×

54 =

2. 12 ×

14 = 24.

45 ×

53 =

3. 12 ×

15 = 25.

14 ×

14 =

4. 12 ×

19 = 26.

14 ×

34 =

5. 19 ×

12 = 27.

34 ×

34 =

6. 15 ×

12 = 28.

34 ×

43 =

7. 15 ×

13 = 29.

34 ×

54 =

8. 15 ×

17 = 30.

34 ×

64 =

9. 15 ×

13 = 31.

43 ×

46 =

10. 13 ×

15 = 32.

23 ×

15 =

11. 13 ×

25 = 33.

23 ×

45 =

12. 23 ×

25 = 34.

23 ×

55 =

13. 13 ×

14 = 35.

23 ×

65 =

14. 13 ×

34 = 36.

13 ×

65 =

15. 23 ×

34 = 37.

19 ×

19 =

16. 13 ×

16 = 38.

15 ×

38 =

17. 23 ×

16 = 39.

34 ×

16 =

18. 23 ×

56 = 40.

23 ×

23 =

19. 32 ×

34 = 41.

34 ×

88 =

20. 15 ×

15 = 42.

23 ×

63 =

21. 35 ×

35 = 43.

67 ×

89 =

22. 35 ×

45 = 44.

712 ×

87 =

B Number Correct:

Improvement:

A STORY OF UNITS


4


103



Name Date

Wren makes some rectangular display boxes.

1. Wren’s first display box is 6 inches long, 9 inches wide, and 4 inches high. What is the volume of the display box? Explain your work using a diagram.

2. Wren wants to put some artwork into three shadow boxes. She knows they all need a volume of 60 cubic inches, but she wants them all to be different. Show three different ways Wren can make these boxes by drawing diagrams and labeling the measurements.

Shadow Box A Shadow Box B

Shadow Box C



104



3. Wren wants to build a box to organize her scrapbook supplies. She has a stencil set that is 12 inches wide that needs to lay flat in the bottom of the box. The supply box must also be no taller than 2 inches. Name one way she could build a supply box with a volume of 72 cubic inches.

4. After all of this organizing, Wren decides she also needs more storage for her soccer equipment. Her current storage box measures 1 foot long by 2 feet wide by 2 feet high. She realizes she needs to replace it with a box with 12 cubic feet of storage, so she doubles the width. a. Will she achieve her goal if she does this? Why or why not? b. If she wants to keep the height the same, what could the other dimensions be for a 12-cubic-foot

storage box?

c. If she uses the dimensions in part (b), what is the area of the new storage box’s floor? d. How has the area of the bottom in her new storage box changed? Explain how you know.


I agreed with Sam that this was a good thing.

The night of March 5th, Sam ate at another friend’s house. Later that night, we heard the Meeting House bell. At first, everyone thought there was a fire, so all the men ran to form a bucket brigade. My mother did not allow me to go that night, but my older brother did. On the way to King Street, he met Sam coming home from dinner.

March 1770

Today I enlisted in the Continental Army in order to avenge my friend Sam’s death.

Sam Maverick was my best friend. I still remember meeting him when he became a carpenter’s apprentice to my father. We used to have great fun eating meals together staying up late telling stories. I also remember the nights spent talking about the British soldiers in the streets of Boston and the Sons of Liberty.

Sam would often talk about meeting the Sons of Liberty. I thought some of the activities were cruel, like when they would tar and feather a Loyalist. But Sam would tell me about other things they did. They tried to elect people to the Provincial Council who would be more sympathetic to us living in the colonies.

From the Diary of John Greenwood...

DID YOUKNOW?

In colonial times, people formed a bucket brigade to put out a fire. People passed buckets from person to person from a water source to a fire and back again.

© Learning A–Z All rights reserved. www.readinga-z.com 1

Credits: right: Don Dyen/Wilkinson Studios, Inc. Connecting Passage

it wasn’t fair that these taxes were decided upon by people in England and not by people here. Many people in Boston hated those who worked at the Custom House and the troops who guarded them and the king’s money.

As my brother later recalled, he and Sam got separated in the crowd. Sam was always a bit hot-headed, so I think he might have been one of those who threw snowballs at the troops that night. Later, my brother saw Sam at the front of the crowd and heard him shout, “Fire away, you lobsterbacks!” And they did.

A musket is very loud, and it makes a lot of smoke and fire when it is fired. When the smoke cleared, five people were dead. One of them was my friend Sam.

I think it was wrong for the soldiers to fire on an unarmed crowd. After all, a snowball is not as deadly as a musket. (And even if the soldiers felt threatened, they should have tried to control the mob, not fire on them.)

I’m joining the Continental Army for Sam and for Boston. It’s time we made decisions for ourselves and our city.

Sam and my brother did not find a fire. Instead they found a mob in front of the Custom House. They were waving sticks and throwing snowballs at the British troops. My brother later said that the troops looked scared and were pointing their guns at the crowd.

In Boston, the king’s money is kept in the Custom House, down on the waterfront on King Street. That makes it easy for the king’s men at the Custom House to collect the necessary taxes from the ships in the harbor. My brother said these were the taxes that enraged the Sons of Liberty. The Sons of Liberty—and Sam too—said


Credits: left: Don Dyen/Wilkinson Studios, Inc. Connecting Passage

Key Question: How can your point of view affect your actions? On March 5, 1770, British soldiers fired on and killed several people in Boston. This later became known as the Boston Massacre and was one of the events that led to the Revolutionary War. As you can imagine, not everyone had the same opinion of what took place. The diary entries in this Close Reading Pack describe the event from several points of view. Each day, think about the key question. How can your point of view affect your actions. Then read the diary entry and think about the writer or the person the writer describes. Use these questions to guide you.

How does John Greenwood feel about the British activities toward the people of

Boston?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

What does John Greenwood do or say in response to those feelings?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Look at the Bias Tracker below. Where does John Greenwood fit?

I placed John Greenwood here on the Bias Tracker because:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Each day, think about the key question. How can your point of view affect your actions. Then

read the diary entry and think about the writer or the person the writer describes. Use these

questions to guide you.

How does Captain Thomas Preston feel about the British activities toward the people

of Boston?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

What does Captain Thomas Preston do or say in response to those feelings?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Look at the Bias Tracker below. Where does Captain Thomas Preston fit?

I placed Captain Thomas Preston here on the Bias Tracker because:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________




How does Janet Chapman feel about the British activities toward the people of

Boston?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

What does Janet Chapman do or say in response to those feelings?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Look at the Bias Tracker below. Where does Janet Chapman fit?

I placed Janet Chapman here on the Bias Tracker because:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________




How does John Freedman feel about the British activities toward the people of

Boston?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

What does John Freedman do or say in response to those feelings?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Look at the Bias Tracker below. Where does John Freedman fit?

I placed John Freedman here on the Bias Tracker because:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________




How does Sam Adams feel about the British activities toward the people of Boston?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

What does Sam Adams do or say in response to those feelings?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Look at the Bias Tracker below. Where does Sam Adams fit?

I placed Sam Adams here on the Bias Tracker because:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Share your ideas

Meet with a parent or sibling. Talk about each diary entry you read.

● What words or phrases from the text did you use to decide where the person should

be on the Bias Tracker? Show these words to your family.

● How do you know that different people had different points of view about what

happened?

● How did each person’s point of view explain what he or she did or said in response to

the event?

Complete the Bias Tracker shown below for all the people you read about.

With help from your family, write your answer to the Key Question. Use the details from the

diary entries to support your answer.

How can your point of view affect your actions? ____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Lesson 10: Find the area of rectangles with whole-by-mixed and whole-by-fractional number side lengths by tiling, record by drawing, and relate to fraction multiplication.

150


Lesson 10 HomeworkNYS COMMON CORE MATHEMATICS CURRICULUM 5 5

Name Date

1. John tiled some rectangles using square units. Sketch the rectangles if necessary. Fill in the missing information, and then confirm the area by multiplying.

a. Rectangle A:

b. Rectangle B:

c. Rectangle C:

Rectangle B is

units long units wide

Area = units2

Rectangle A is


Area = units2

Rectangle C is


Area = units2


Lesson 10: Find the area of rectangles with whole-by-mixed and whole-by-fractional number side lengths by tiling, record by drawing, and relate to fraction multiplication.

151



d. Rectangle D:

2. Rachel made a mosaic from different color rectangular tiles. Three tiles measured 3 inches × 3 inches.

Six tiles measured 4 inches × 3 inches. What is the area of the whole mosaic in square inches?

3. A garden box has a perimeter of 27 feet. If the length is 9 feet, what is the area of the garden box?

Rectangle D is


Area = units2


Captain Thomas Prestonwere gathering around the Custom House, where the King’s money is kept. Another said that he heard that the mob would murder the soldier guarding the house. In response, I went with twelve troops to protect the guard and the money.

To be sure that there would be little bloodshed, I told the troops not to load their weapons. This is an important piece of evidence to show that I meant to deal with the mob in a fair way.

The troops approached the mob, joining the men already stationed there. The mob began to shout insults. I ordered my troops to form a half circle. I stood between the mob and the soldiers, trying to break up the unruly crowd. My men were called “lobsterbacks,” making fun of our bright red uniforms, and “scoundrels.”

March 1770

An account of my actions the night of 5 March has been requested of me. It is known to all that the presence of his Majesty’s troops is hated by many living in Boston. Some even conspire against us. His Majesty sent more troops to subdue the colonists and make the town safe for trade and tax collection. To make extra money, some troops took jobs as rope makers. This angered Bostonians because the soldiers would do this work for less pay.

In the days before March 5, violence had been increasing against British troops. Colonists screamed insults, threw snowballs, and generally threatened us.

On that day, I was in charge of some British troops. I heard it from one that many colonists

From the Diary oF


Credits: left, right: © Seitu Hayden/Wilkinson Studios, Inc.

When I asked the men why they fired, they replied that they had heard the order to fire. I assured them I said no such thing. If they heard me say anything it was “Stop your fire!” or “Don’t fire!” It was clear even then that it was impossible to determine who said “Fire!”

After the mob had left, we got word that the colonists were gathering to cause us more harm. I decided that we needed to get reinforcements. I gave the order to beat the drums to call the men to arms. I also sent word to my commanding officer so that he would be aware of what happened.

The lieutenant governor came and finally calmed the people. We were able to return to our barracks. In the meantime, a warrant was issued for my arrest. The twelve of the men under my command were arrested too. We now await trial and justice, hoping that the King may intervene as this incident burns brightly in the minds of many in Boston.

The screeching mob dared them to open fire. The mob came closer and closer until they touched the bayonets. Still, I did not give the order to fire.

At that moment, one of the soldiers was hit on the head with a great blow. When the soldier stood up again, he immediately fired. I turned to ask him why he had fired and was hit soundly on the arm. My arm went numb and in that moment chaos erupted around me. The mob attacked with clubs and snowballs and kept taunting the soldiers to fire. In the confusion, the soldiers did indeed fire. This broke up the crowd, but three of the mob lay dead on the ground.

DID YOUKNOW?

Captain Preston was put on trial for his part in this event. The future President John Adams was the lawyer who defended Preston at the trial. It was proved that Preston did not order his troops to fire on the crowd.


Credits: left: © Seitu Hayden/Wilkinson Studios, Inc.





Lesson, optional


ELA: ● Fluency- Ava ● Compr- Janet

Chapman ● Writing-

Journaling




ELA:

● Fluency- Ava ● Compr- John

Freedman ● Writing-

Journaling




ELA:

● Fluency- Ava and answer comprehension questions

● Compr- Sam Adams










● Fluencia- Ava ● Comprensión-

Janet Chapman





● Fluencia- Ava ● Comprensión-

John Freedman





● Fluencia- Ava y contestar preguntas de comprensión

● Comprensión- Sam Adams



Pascua


Pascua

Lesson 11 Sprint 5

Lesson 11: Find the area of rectangles with mixed-by-mixed and fraction-by-fraction side lengths by tiling, record by drawing, and relate to fraction multiplication.

Multiply Decimals

1. 3 × 2 = 23. 0.6 × 2 =

2. 3 × 0.2 = 24. 0.6 × 0.2 =

3. 3 × 0.02 = 25. 0.6 × 0.02 =

4. 3 × 3 = 26. 0.2 × 0.06 =

5. 3 × 0.3 = 27. 5 × 7 =

6. 3 × 0.03 = 28. 0.5 × 7 =

7. 2 × 4 = 29. 0.5 × 0.7 =

8. 2 × 0.4 = 30. 0.5 × 0.07 =

9. 2 × 0.04 = 31. 0.7 × 0.05 =

10. 5 × 3 = 32. 2 × 8 =

11. 5 × 0.3 = 33. 9 × 0.2 =

12. 5 × 0.03 = 34. 3 × 7 =

13. 7 × 2 = 35. 8 × 0.03 =

14. 7 × 0.2 = 36. 4 × 6 =

15. 7 × 0.02 = 37. 0.6 × 7 =

16. 4 × 3 = 38. 0.7 × 0.7 =

17. 4 × 0.3 = 39. 0.8 × 0.06 =

18. 0.4 × 3 = 40. 0.09 × 0.6 =

19. 0.4 × 0.3 = 41. 6 × 0.8 =

20. 0.4 × 0.03 = 42. 0.7 × 0.9 =

21. 0.3 × 0.04 = 43. 0.08 × 0.8 =

22. 6 × 2 = 44. 0.9 × 0.08 =

A Number Correct:

A STORY OF UNITS


5

Lesson 11 Sprint 5


Multiply Decimals

1. 4 × 2 = 23. 0.8 × 2 =

2. 4 × 0.2 = 24. 0.8 × 0.2 =

3. 4 × 0.02 = 25. 0.8 × 0.02 =

4. 2 × 3 = 26. 0.2 × 0.08 =

5. 2 × 0.3 = 27. 5 × 9 =

6. 2 × 0.03 = 28. 0.5 × 9 =

7. 3 × 3 = 29. 0.5 × 0.9 =

8. 3 × 0.3 = 30. 0.5 × 0.09 =

9. 3 × 0.03 = 31. 0.9 × 0.05 =

10. 4 × 3 = 32. 2 × 6 =

11. 4 × 0.3 = 33. 7 × 0.2 =

12. 4 × 0.03 = 34. 3 × 8 =

13. 9 × 2 = 35. 9 × 0.03 =

14. 9 × 0.2 = 36. 4 × 8 =

15. 9 × 0.02 = 37. 0.7 × 6 =

16. 5 × 3 = 38. 0.6 × 0.6 =

17. 5 × 0.3 = 39. 0.6 × 0.08 =

18. 0.5 × 3 = 40. 0.06 × 0.9 =

19. 0.5 × 0.3 = 41. 8 × 0.6 =

20. 0.5 × 0.03 = 42. 0.9 × 0.7 =

21. 0.3 × 0.05 = 43. 0.07 × 0.7 =

22. 8 × 2 = 44. 0.8 × 0.09 =

B Number Correct:

Improvement:

A STORY OF UNITS


6

Lesson 11 HomeworkNYS COMMON CORE MATHEMATICS CURRICULUM 5


163


Name Date

1. Kristen tiled the following rectangles using square units. Sketch the rectangles, and find the areas. Then, confirm the area by multiplying. Rectangle A has been sketched for you. a. Rectangle A:

b. Rectangle B:

c. Rectangle C:

Rectangle B is

2 units long × unit wide

Area = _________ units2

Rectangle C is

3 units long × 2 units wide

Area = __________ units2

Rectangle A is

__________ units long × __________ units wide

Area = __________ units2



164



d. Rectangle D:

2. A square has a perimeter of 25 inches. What is the area of the square?

Rectangle D is

3 units long × 2 units wide

Area = __________ units2




Ava

Ava and her friends couldn't wait to ride the gigantic ferris wheel called The Sky Scraper. As Ava's dad drove them

to the amusement park, they couldn't stop talking about excited they were. Even the gray skies couldn't dampen their

excitement.

When they arrived, they ran straight to The Sky Scraper where they were disappointed to see a long line. Ava and

her friends decided to wait. After all, The Sky Scraper was what they had come for. So they waited. And waited. And

waited. When it seemed like hours had passed, but was really only thirty minutes, it was their turn to climb onto The Sky

Scraper. Ava and her friends squealed a little as the ride suddenly jolted upward.

The first round on the ferris wheel was amazing. As it carried the girls to the top, they could see for miles. They

could see the farmland surrounding the park and from the very top they could see tiny little cows in the fields. A strong

wind blew their hair all around their faces. As the wheel carried them down from the top, they felt their stomachs do flips

and hoped they weren't going to embarrass themselves.

It was on the next round that the fun came to an end. As the wheel climbed up again, the girls felt it slowing down

and heard a loud banging noise. As they reached the top, the wheel came to a sudden stop. A loudspeaker told the riders

not to worry, that the ride would be fixed in a moment. Ava and her friends were a little nervous but stayed calm. At

least until they realized what the gray skies and wind meant.

When Ava's dad came back to pick the girls up they were still damp. But they had a great story to tell!

4



Questions for Ava


1. What were Ava and her friends excited about?

2. Why were they disappointed when they got to The Sky Scraper?

3. Why did it seem like hours that the girls waited, when it was really only minutes?

4. What made Ava and her friends squeal?

5. What could they see as the ride lifted them upward?

6. Why were they afraid of embarrassing themselves on the way down?

7. What did the girls probably think was happening when they felt the wheel slowing down and

heard the banging?

8. Why didn’t the girls panic when the ride stopped suddenly?

9. What happened while the girls were still stuck on the ride?

10. How do you know they got rained on?

5

From th e Diary oF

Janet Chapman

DID YOUKNOW?

The Townshend Act taxed glass, paint, oil, lead, paper, and tea in order to raise money to govern the colonies.

In the end, I decided to carry the items because we have both Loyalist, or people who support Britain, and colonial customers. I do keep the British goods behind my counter and out of sight.

I have one rule in my shop. Those who shop here may disagree at times, but they need to be polite here. Eleven days ago, a woman broke that rule. She spoke harshly about the killing of young Christopher Seider. That poor child had joined a mob that gathered around Ebenezer Richardson’s house. Richardson works for the tax collector and is seen as an enemy. He had tried to break up a group of colonists who

March 5, 1770

Something terrible took place this evening right outside my door. I am compelled to write down what I saw, since both sides will surely use this incident to further their own ends.

My husband and I have a shop across the street from the Custom House in Boston. We sell food, tea, and goods such as paper. The problems began in 1768 when the British Parliament passed the hated Townshend Acts. These laws tax goods that are made in Britain and exported to the colonies. Since we sell these goods, our prices went up. Some of our colonial customers have begun to boycott merchants like us who carry British goods.


Credits: right: © Sean O’Neill/Wilkinson Studios, Inc.

into the street. Bells clanged. People screamed. It was hard to hear anything clearly, except the word fire.

There was one shot and then a volley of shots and then a brief silence. Screaming and yelling anew, the crowd broke up rapidly. I heard someone yelling, “Cease fire!” again and again.

I emerged from my shop and saw three bodies lying on the ground. Eight other people with wounds were being helped up. Even though the soldiers stood their ground, I ran out and directed some of the wounded into my shop so I could help them. There is no side to take when mercy is needed.

were protesting in front of a Loyalist shop. The mob followed him home and threw rocks at his windows. In response, Richardson fired a musket. Seider was hit and later died of his wounds. The woman in my shop had the nerve to say that Seider got what he deserved. “I don’t understand why people are sympathetic to a mob of rebels,” she said. Sadly, I shook my head. Seider was eleven years old.

When a group of young men gathered around the sentry at the Custom House, I felt a sense of dread. The young men began to toss snowballs at the sentry. I knew this sentry to have a nasty temper, which is probably why the young men were teasing him. In response, the sentry marched onto the steps and slammed his gun against the doorstep. He called out in a loud voice that he would fire if the boys came near. Unwisely, I heard the young men laugh and dare him to fire.

The crowd seemed to grow before my eyes. Presently a captain came along with about twelve men, all with guns. They lined up and faced the mob. Alarm bells rang, drawing even more people


Credits: right: © Sean O’Neill/Wilkinson Studios, Inc.


Lesson 12: Measure to find the area of rectangles with fractional side lengths. 175


Name Date

1. Measure each rectangle to the nearest inch with your ruler, and label the dimensions. Use the area model to find the area.

a. b.

c.

d.

e.


Lesson 12: Measure to find the area of rectangles with fractional side lengths. 176



16 ft2 ft 16 ft

2 ft 2Entertainment System

2. Find the area of rectangles with the following dimensions. Explain your thinking using the area model.

a. 2 yd × yd b. 2 ft × 1 ft

3. Kelly buys a tarp to cover the area under her tent. The tent is 4 feet wide and has an area of 31 square feet. The tarp she bought is 5 feet by 5 feet. Can the tarp cover the area under Kelly’s tent? Draw a model to show your thinking.

4. Shannon and Leslie want to carpet a 16 -ft by 16 -ft square room. They cannot put carpet under an entertainment system that juts out. (See the drawing below.)

a. In square feet, what is the area of the space with no carpet?

b. How many square feet of carpet will Shannon and Leslie need to buy?


From the Diary of

John FreedmanMarch 1770

Tomorrow I set sail, but this time I sail alone. My friend Crispus Attucks died on March 5 of this year.

In his early years Crispus was a slave in Framingham, but he ran away and lived as a free black man named Michael Johnson. He would have been taken back if anyone had known his true name, so I didn’t fault him for hiding. He and I began sailing up and down the Atlantic coast together on merchant ships.

Crispus paid attention to politics. He often returned with tracts about the Stamp Tax and the Townshend Acts, which made English goods more expensive. He cheered when the Sons of Liberty threw tea into the harbor in protest. He told me he was disappointed he couldn’t take part. When Crispus talked about Sam Adams and

John Hancock, he got a gleam in his eye because he felt these men had important ideas.

Once I told him that there was a captain of the British army talking to slaves and runaways and telling them that they should join the British cause because the British would free them. He reminded me of what the British did to sailors. The British Navy would board ships and take them for use in war. They also combed the streets around the docks to find people to go to war on their ships. “Is that freedom?” he asked me. “Freedom,” he would say, “is what you make of yourself. No one else can grant it to you.” He spoke passionately about freedom and justice, compelling all those who heard to want to follow his direction.


Credits: right: © Mallea, Cristian/Wilkinson Studios, Inc.

he took hold of a bayonet, and with the other, he knocked the man down. Was that before or after the muskets began to fire? I don’t guess we’ll ever know. Regardless, after the firing stopped, Crispus was dead on the ground.

Crispus’s hero, Sam Adams, made sure that he was buried with honors next to the other victims in the Park Street Cemetery even though he was black. I’m not sure that makes up for Sam’s cousin John Adams describing Crispus as being mad and terrifying, but Adams was defending the British soldiers. Adams never knew what it was like on the sea battling the waves for your life. Crispus had to be how he was—it was the only way he knew how to make his own freedom.

Returning to Boston, Crispus found employment as a rope maker. He often had to compete with British soldiers looking for work who would work for lower wages. Because of this, the colonial rope makers like Crispus were often fired. There were several fights between the British and the colonial rope makers in the days before Crispus was killed.

So of course, when he heard about it, Crispus joined the group of shouting boys and men at the Custom House. People called him a leader of the group. I could see why, as his six-foot frame often towered over others. It was reported that he struck the first blow to the bayonets, daring the British to fire. They said that with one hand

DID YOUKNOW?

Phillis Wheatley was an educated slave who wrote many poems in the late 1700s. She lived only a few blocks away from the Custom House. Her poem about the event, includes these words:

Long as in Freedom’s Cause the wise contend,

Dear to your unity shall Fame extend;

While to the World, the letter’s Stone shall tell,

How Caldwell, Attucks, Gray and Mav’rick fell.


Credits: left: © Mallea, Cristian/Wilkinson Studios, Inc.


Lesson 13: Multiply mixed number factors, and relate to the distributive property and the area model.

187


Name Date

1. Find the area of the following rectangles. Draw an area model if it helps you.

a. cm × cm b. ft × 3 ft

c. 5 in × 4 in

d. m × 6 m

2. Chris is making a tabletop from some leftover tiles. He has 9 tiles that measure 3 inches long and 2 inches wide. What is the greatest area he can cover with these tiles?



Lesson 13: Multiply mixed number factors, and relate to the distributive property and the area model.

188


3. A hotel is recarpeting a section of the lobby. Carpet covers the part of the floor as shown below in gray. How many square feet of carpeting will be needed?

19 ft

13 ft

11 ft

3 ft

12 ft

17 ft

2 ft

31 ft


Now we come to the events of that fateful night. Samuel Drowne stated that, about nine o’clock of the evening of the fifth of March, he was standing at his own door in Cornhill. He saw about fourteen or fifteen heavily armed soldiers of the 29th regiment. They shouted at the townspeople and violently set upon others. Most were without so much as a stick in their hand to defend themselves. Drowne could very clearly discern this, as the moon was full, and he himself was attacked. He saw the soldiers go on to King Street and followed them.

March 1770Here I lay out the events that took place on

the 5th of March that resulted from the tensions caused by the Stamp Act and other acts of the British, which laid a heavy burden on those living and working in these colonies. We only want to rule ourselves in a free and fair way.

Daniel Calfe declared to me that on the 3rd of March, the wife to a soldier of the 29th regiment came into his father’s shop. She reportedly said that the soldiers deserved employment as rope men. She added, “Before Tuesday or Wednesday night, the soldiers would wet their swords or bayonets in New England people’s blood.”

These sentiments were shared by others who wanted to undermine the work of the noble Bostonians whose protests even now are peaceful.

Sam AdamsFROM THE DIARY OF


Credits: right: Bradley Clark/Wilkinson Studios, Inc.

The list of dead and wounded at the Boston Massacre

Mr. Samuel Gray, killed on the spot.Crispus Attucks, killed on the spot.Mr. James Caldwell, killed on the spot.Mr. Samuel Maverick, a youth of

seventeen years of age, mortally wounded. He died the next morning.

Mr. Patrick Carr mortally wounded. He died the 14th.

Christopher Monk and John Clark, youths about seventeen years of age, dangerously wounded. They may yet die.

Mr. Edward Payne, merchant, standing at his door; wounded.

Messrs. John Green, Robert Patterson, and David Parker; all dangerously wounded.

The eight soldiers, including the commanding officer Captain Preston are all in jail awaiting trial.

fire. As they talked, the soldiers formed into a half circle facing the good people of Boston. Preston’s soldiers attacked the people with their bayonets and then began to fire their muskets.

Captain Preston is said to have ordered them to fire, and to have repeated that order. One gun was fired first; then others, till ten or a dozen guns were fired. Benjamin Frizell said he saw that these guns were discharged from the ground and the windows of the Custom House.

In whatever manner the event took place, the results were an outrage. Massacre is an appropriate term for the violence of the night. When this shocking event was over, many people lay dead or badly hurt. Brave men and women of Boston risked their lives to pull them to safety.

In response to the rude behavior and threats of the soldiers, the Meeting House bell was quickly rung, as is done when there is a fire. More people joined the crowd watching the soldiers.

A number of boys stood around the sentry at the Custom House. Some of the boys, when pushed with the sentry’s bayonet, threw snowballs at him. The sentry then knocked on the door to the Custom House to summon help from the main guard. The officer on guard was Captain Preston. He posted seven or eight soldiers with guns in front of the Custom House. More snowballs were thrown, which seems to have been the only provocation the soldiers received.

Mr. Henry Knox later said that he talked with Captain Preston in a valiant attempt to calm the situation. Knox stated that Captain Preston did not tell his soldiers to







ELA:

● Fluency- Becky ● Compr-

George Washington (response sheet)





ELA:

● Fluency- Becky ● Compr- Bill of

Rights (response sheet)





ELA:

● Fluency- Becky ● Compr- Bill of

Rights cont. ● Writing-

Narrative




ELA:

● Fluency- Becky comprehension questions

● Compr- Bill of Rights cont.





Pascua




● Fluencia- Becky ● Comprensión

George Washington (hoja de respuestas)






Bill of Rights (hoja de respuestas)






Continuación - Bill of Rights





● Fluencia- Becky Preguntas de Comprensión

● Comprensión Continuación - Bill of Rights


Lesson 14: Solve real-world problems involving area of figures with fractional side lengths using visual models and/or equations.

201



Name Date

1. Mr. Albano wants to paint menus on the wall of his café in chalkboard paint. The gray area below shows where the rectangular menus will be. Each menu will measure 6-ft wide and 71

2-ft tall.

How many square feet of menu space will Mr. Albano have?

What is the area of wall space that is not covered by chalkboard paint?

2. Mr. Albano wants to put tiles in the shape of a dinosaur at the front entrance. He will need to cut some tiles in half to make the figure. If each square tile is 4 1

4 inches on each side, what is the total area of the

dinosaur?

25 ft

ft



202



3. A-Plus Glass is making windows for a new house that is being built. The box shows the list of sizes they must make.

How many square feet of glass will they need?

4. Mr. Johnson needs to buy seed for his backyard lawn.

If the lawn measures 40 45 ft by 50 7

8 ft, how many square feet of seed will he need to cover the entire

area?

One bag of seed will cover 500 square feet if he sets his seed spreader to its highest setting and 300 square feet if he sets the spreader to its lowest setting. How many bags of seed will he need if he uses the highest setting? The lowest setting?

15 windows 4 34-ft long and 3 -ft wide

7 windows 2 45-ft wide and 6 1

2-ft long




Becky

Becky was a girl who liked puzzles. She liked jigsaw puzzles and word puzzles. She was very good at solving

puzzles, even the kind that weren't in books or had pieces that fit together neatly. In fact, when Becky's mom lost her

keys one day, it was Becky who solved the puzzle of where they were.

That morning, Becky's mom had made the grocery list but there were chores to be done before they could go to

the store. Becky and her mom went upstairs to make the beds. Just then Becky's little brother woke up from his morning

nap. Becky kept working in her room while her mom got her little brother up.

Soon all three were ready to go to the grocery store. The baby was in his car seat and everyone had their coats on.

Just before they walked out the door though, Becky's mom realized she didn't have her keys. She knew that she'd had

them that morning and that they must be in the house somewhere. She checked her coat pockets and purse. No keys.

Knowing how good Becky was at solving puzzles, her mom asked her to help find them.

Becky thought back over the morning. She was pretty sure her mom had the keys when they were upstairs. Becky

first looked in her mom's bedroom to see if she had dropped them there. No keys. Then she checked the baby's room.

No keys on the floor or dresser but Becky was sure they must be upstairs somewhere. Suddenly she remembered hearing

the jangle of keys when her mom was in her brother's room. She looked behind the changing table and there they were!

They had fallen while her mom was changing him and that was the jangle she'd heard. Becky's mom was thrilled and

bought Becky a special treat at the grocery store.

6



Questions for Becky


1. What was Becky good at?

2. What kinds of puzzles don't come in books or have pieces that fit together?

3. What did Becky and her mom do before going to the store?

4. Why is it important to the story that Becky stayed in her room while her mom got her brother up?

5. When did Becky's mom realize that she didn't have her keys?

6. Why did Becky's mom think that Becky would be able to find the keys?

7. Where did Becky check first for the keys?

8. Why does remembering the sound of the keys jangling help Becky?

9. Where did Becky find the keys?

10. Why did Becky's mom buy her a special treat?

7

Terry: How did this compare to the government the colonists lived under before the revolution?

Washington: Before the Revolutionary War, the colonists were governed by rules created by Great Britain’s monarchy and parliament. No representatives from the colonies were part of the parliament, nor were they allowed to be involved in the creation of laws.

Terry: That all changed after the revolution, right?

Washington: Yes, after the colonists won the Revolutionary War, the Articles of Confederation formed the basis for the Constitution of the United States. This Constitution established a government in which the citizens have the power, not the rulers or government, through their ability to elect their own representatives.

In fact, should a representative severely disappoint voters, there is a procedure for voters to remove that representative from office. Voters can sign a petition for a recall election. When enough voters sign the petition, voters can withdraw that representative through a direct vote before his or her term has ended.

Our intrepid reporter Terry interviewed President George Washington about the early government in the United States. George Washington served as the commander of the Continental Army and as the first president of the United States.

Terry: It is such an honor to talk with you today. I’m interested to learn about your impressions of the early United States.

Washington: I’m happy to be here and share what I know.

Terry: What governed the colonies when they were fighting the Revolutionary War?

Washington: We had a representative democracy. This form of government meant that people elected representatives to the Continental Congress. This group created the Articles of Confederation, which gave them the responsibility for governing.

George Washington A RepResentAtive DemocRAcy

DID YOUKNOW?

Washington was the only president to win a unanimous vote of the Electoral College.


Credits: © PRISMA ARCHIVO/Alamy

could be traded for supplies, and more easily moved to the markets on the East Coast than the original grain. The opposition turned violent, and I was concerned that this rebellion might result in chaos. To support the decision of the legislative branch, I used my power as commander-in-chief to order the farmers to pay the tax and go home. They did when they realized that I had ordered 13,000 militiamen to march west. That showed the people the government they created gives them liberty and support, but it also has authority.

Terry: Was there ever a time when you thought the new country should have a monarch?

Washington: I once received a letter telling me that because Congress was so ineffective that I should become king of the United States. That seemed to me a terrible idea. After all, the colonists had just fought a war over a document that declared that all men are created equal. In a representative democracy, the power rests with the people, not with a single person or small group.

The Constitution also created three branches of government: the executive, the legislative, and the judicial branch. Each branch has at least one power that checks another branch, so that no single branch can be too powerful.

The executive branch is run by the president and includes the cabinet that carries out the functions of government. As president, I also was commander-in-chief of the U.S. Armed Forces. The legislative branch includes the Senate and the House of Representatives. Its main functions include writing laws and taxing and spending money to enable the government to function. The judicial branch settles disputes between the people and their government.

Terry: How did you use your power as commander-in-chief after you were elected president?

Washington: During my presidency, I had to defeat a rebellion over taxes Congress had set. The Constitution had given Congress the power to tax citizens in order to support the government. One of the taxes was on whiskey. Many farmers west of the Appalachian Mountains opposed this tax.

They converted their grain to whiskey because whiskey

DID YOUKNOW?

Upon Washington’s retirement, King George III said that Washington’s decision to relinquish power made him “the greatest character of the age.”

Credits: left: © Mike Dammer/Wilkinson Studios, Inc. © Learning A–Z All rights reserved. www.readinga-z.com 2

Credits: © North Wind Picture Archives/Alamy

Key Question: How do we decide the rules by which people live? 1. Read the Key Question. Next, read the passage. Look for the main idea and details that help you answer the Key Question. Circle or underline these details in the passage. 2. Now look back at the passage. Write the details you circled or underlined in the chart below. Write the main idea of the passage.

Passage Title: George Washington: A Representative Democracy

How do we decide the rules by which people live?

Main Idea Details

3. Think about the Key Question. Write your answer to the Key Question using the information

in your chart.


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Being a Writer™ Teacher’s Manual Personal Narrative WA11© Developmental Studies Center 1 of 2

Sample Personal NarrativeOne Saturday when I was about ten years old, a family

moved into the house next door. I sat at my bedroom

window and watched them carry in their belongings. There

was a mom, a dad, a boy, and a girl. They wore brightly

colored cloths wrapped around their bodies. The dad and the

boy wore turbans, and the mom and the girl had gold rings

on their fingers and in their noses and ears.

Through the window, I could hear them talking to one

another in a language I didn’t understand.

My mother came into the room and joined me at the

window. “Their name is the Chatterjees. Why don’t you go

and welcome them to the neighborhood?”

I gulped. Maybe they wouldn’t understand me. Maybe

they would just stare at me.

I stood outside the back door and shuffled my feet for

a while until the girl noticed me. Finally, we smiled at

each other.

That day, I found out that her name was Anya and that

her family was from India. She was also ten, and she spoke a

beautifully accented English. I learned that she would be in

my class at school. We became great friends that year.

From Anya and the Chatterjees I learned that people

who seem strange or different at first are really a lot like me

when I get to know them.

Being a Writer™ Teacher’s Manual Personal Narrative WA11© Developmental Studies Center 2 of 2

Sample Personal NarrativeOne Saturday when I was about ten years old, a family

moved into the house next door. I sat at my bedroom

window and watched them carry in their belongings. There

was a mom, a dad, a boy, and a girl. They wore brightly

colored cloths wrapped around their bodies. The dad and the

boy wore turbans, and the mom and the girl had gold rings

on their fingers and in their noses and ears.

Through the window, I could hear them talking to one

another in a language I didn’t understand.

My mother came into the room and joined me at the

window. “Their name is the Chatterjees. Why don’t you go

and welcome them to the neighborhood?”

I gulped. Maybe they wouldn’t understand me. Maybe

they would just stare at me.

I stood outside the back door and shuffled my feet for

a while until the girl noticed me. Finally, we smiled at

each other.

That day, I found out that her name was Anya and that

her family was from India. She was also ten, and she spoke a

beautifully accented English. I learned that she would be in

my class at school. We became great friends that year.

From Anya and the Chatterjees I learned that people

who seem strange or different at first are really a lot like me

when I get to know them.


218


Lesson 15 TemplateNYS COMMON CORE MATHEMATICS CURRICULUM 5•5

shape sheet


Lesson 15 HomeworkNYS COMMON CORE MATHEMATICS CURRICULUM 5•5


216


Name Date

1. The width of a picnic table is 3 times its length. If the length is -yd long, what is the area of the picnic table in square feet?

2. A painting company will paint this wall of a building. The owner gives them the following dimensions:

What is the area of the painted part of the wall?

Window A is 6 14 ft × 5 3

4 ft.

Window B is 3 18 ft × 4 ft.

Window C is 9 ft2.

Door D is 4 ft × 8 ft.

52 ft

33 ft

B C

D

A




217


3. A decorative wooden piece is made up of four rectangles as shown to the right. The smallest rectangle measures 4 1

2 inches by 7 inches. If 2 1

4

inches are added to each dimension as the rectangles get larger, what is the total area of the entire piece?


The Bill of RightsA Reading A–Z Level U Leveled Book

Word Count: 1,181

Visit www.readinga-z.com for thousands of books and materials.

Writing and ArtIf you were one of the Founders of the United States, would you have supported the Bill of Rights or opposed it? Why? Write an essay defending your position.

Social StudiesChoose one of the ten amendments in the Bill of Rights. Research this amendment and design a poster explaining the freedoms it protects.

Connections

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The Bill of

Rights

LEVELED BOOK • U

Written by David L . Dreier

U•X•Z1

The Bill of Rights

www.readinga-z.com

Written by David L. Dreier

What is the Bill of Rights, and why is it important?

Focus Question

16

Glossaryamendment (n.)

a change or addition to a document or law (p . 4)

Bill of Rights (n.)

the first ten amendments to the United States Constitution, which guarantee certain rights (p . 5)

citizens (n.) official members of a country or state (p . 5)

Constitution (n.)

the set of written rules and principles upon which United States laws are based (p . 4)

Founders (n.) the group of men who helped to establish the United States and its system of government (p . 6)

freedom of speech (n.)

the right of people to share their opinions publicly (p . 4)

freedoms (n.) the political rights and powers to act and think as one wishes (p . 5)

guarantee (v.) to promise or ensure (p . 14)

lawsuit (n.) a legal process by which a court settles a disagreement between people or groups (p . 4)

revolution (n.) the removal of a government from power by force and its replacement with another (p . 6)

rights (n.) freedoms or powers that people can justly claim (p . 6)

slavery (n.) the state or condition of being a slave, or the property of another person (p . 13)

16

The Bil l of RightsLevel U Leveled Book© Learning A–ZWritten by David L. Dreier

All rights reserved.

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Front cover: A replica of the original Bil l of Rights

Back cover: Thousands of people gather outside the Wisconsin State Capitol in February 2011 .

Title page: University of California students protest for free speech at Berkeley in 1964.

Photo Credits:Front cover: © Ocean/Corbis; back cover: © John Hart/Wisconsin State Journal/AP Images; title page: © Bettmann/CORBIS/Bettmann Archive/Getty Images; page 4: © Bettmann/Getty Images; page 5 (top): © Kenneth Garrett/National Geographic Stock; page 5 (bottom): © Michael Ventura/Alamy; page 6: American ‘minute-men’ marching against the British to the martial music of Fife and Drum, pub. by Currier & Ives, 1876 (colour litho), American School, (19th century)/Private Collection/Peter Newark American Pictures/The Bridgeman Art Library International; page 7: © iStock/Vladone; page 8: © VCG Wilson/Corbis/Getty Images; page 10: © Terry Schmitt/UPI/Landov; page 12: © Guy Cali/Corbis/Getty Images; page 13: courtesy of Library of Congress, Prints & Photographs Division [LC-USZ62-3077]; page 14: © Kevin Dietsch/UPI/Landov; page 15: © Brian Kersey/UPI/Landov

amendment Bill of Rights citizens Constitution Founders freedom of speech

freedoms guarantee lawsuit revolution rights slavery

Words to Know

CorrelationLEVEL U

Q4040

Fountas & PinnellReading Recovery

DRA

15

Conclusion

The story of individual rights in America continues to change through new laws, new amendments, and the actions of citizens who are willing to stand up for their rights .

The Founders of the United States created a system that promised liberty and freedom to its citizens . It is up to all Americans to keep that promise alive .

Protestors fill the capitol building in Madison, Wisconsin, in February 2011.

The Bill of Rights • Level U 15

3

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

The Highest Law of the Land . . . . . . . . . . . . . . . . 5

Adding the Bill of Rights . . . . . . . . . . . . . . . . . . . . 8

What Does the Bill of Rights Protect? . . . . . . . . 10

Other Important Amendments . . . . . . . . . . . . . . 13

Standing Up for Rights Today . . . . . . . . . . . . . . 14

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

The Bill of Rights • Level U14

Standing Up for Rights Today

The Bill of Rights and other amendments to the Constitution guarantee the rights of all Americans, but sometimes people have to fight to keep their rights .

Alondra Jones was a top student at a public high school, but she struggled to graduate . Her high school didn’t have enough textbooks to go around, and there were no computers for students to use . The buildings were filthy and filled with rats . One day, Alondra visited another school where students had books, computers, and clean, safe buildings . That trip helped Alondra understand that her school was very different from many other schools in her state .

Alondra decided to stand up for her rights . She joined almost one hundred other students in a lawsuit that changed the way her state funded its public schools . The court that decided the case said that the state was not giving “equal protection” to its students as required by the Fourteenth Amendment .

Alondra Jones appeared at a panel discussion called “Youth Stand Up for Freedom” in Washington, D.C., in 2006.

4

Introduction

In 1969, an Iowa school district got a lesson about freedom of speech . The district punished five students who protested the Vietnam War by wearing black armbands to school . The school suspended the students when they refused to remove the armbands . Three of the students and their parents filed a lawsuit against the district . The case was decided by the Supreme Court of the United States .

The U .S . Supreme Court based its decision on an amendment (a change or correction to a written document) to the U .S . Constitution . The Court said the wearing of black armbands was a form of speech that was protected by the First Amendment .

Mary Beth Tinker (right), with her mother, Lorena, and younger brother Paul, reacts to news of the Supreme Court’s 1969 decision. Mary Beth was suspended for wearing a black armband to her junior high school.

13

Other Important Amendments

Many other amendments have been added in the last two hundred years . Today, the Constitution has twenty-seven amendments .

Two of the most important amendments in the 1800s were the Thirteenth and Fourteenth Amendments . They were passed after the Civil War (1861–1865) . The Thirteenth Amendment outlawed slavery in the United States . The Fourteenth Amendment made all former slaves U .S . citizens .

Another important amendment was the Nineteenth Amendment . It gave women the right to vote . Women fought for this right for more than seventy years before the amendment passed in 1920 .

Amendments can only be suggested by Congress or when called for by two-thirds of the

states . Once suggested, three-quarters of the states must vote in favor of the amendment for it to become law .

Women in Cleveland, Ohio, organize for the right to vote in 1912.

The Bill of Rights • Level U

5

The Highest Law of the Land

The First Amendment is part of the Bill of Rights, a list of ten amendments to the U .S . Constitution that protect the freedoms of citizens . The Bill of Rights is part of the U .S . Constitution . All the other laws that get passed need to follow the ideas in the Constitution .

The original U.S. Constitution, including the Bill of Rights, is on display at the National Archives Building in Washington, D.C.


Three amendments protect people who have been accused of crimes: the Fifth Amendment, the Sixth Amendment, and the Eighth Amendment .

The Fifth Amendment says that nobody can be punished for a serious crime without a trial . The criminal charge must be proved in court before the person can be punished . Someone found not guilty of a crime cannot be charged again for the same crime .

The Sixth Amendment says that a trial must be held as soon as possible . The trial must be public, be fair, and take place in front of a jury .

The Eighth Amendment says that punishments for crimes can’t be “cruel and unusual .” In the 1700s, some criminals were burned with red-hot irons . Others were locked into wooden stocks in public spaces where crowds could throw things at them . Today, those punishments would not be allowed .

A person accused of committing a crime stands in court before a judge.

6

The United States started out as a group of thirteen colonies ruled by Great Britain . The American colonists felt that their rights were being ignored under the rule of the British king, George III . In 1775, they started a revolution to win their independence from Great Britain .

The colonists who helped create the United States of America were called the Founders . The Founders wanted to make a new government that would protect people’s rights .

The Founders created a weak central government . They didn’t want to give their leaders the same powers as a king, so they gave most powers to the states .

American soldiers march to fight the British in this painting.

11

Many people still argue about the meaning of the Second Amendment . It gives citizens the right to own and use weapons . Some people think this amendment was meant to apply only to militia groups such as the National Guard . Other people think it gives all Americans the right to own and use weapons .

The Fourth Amendment says police officers can’t search or arrest someone unless they have a good reason to think that person has committed a crime . The police must ask a court to give them permission before they can search someone’s property .

Important Events for the U.S. ConstitutionYear Event

1787 U.S. Constitution written

1788 U.S. Constitution approved

1791 The Bill of Rights added to the Constitution

1865 13th Amendment — Slavery abolished

1868 14th Amendment — Rights of citizenship granted to all people born in the United States or naturalized

1870 15th Amendment — Right to vote given to all male citizens, regardless of color or race

1920 19th Amendment — Women gain right to vote


7

After the war ended, the Founders realized that their system of government was not working . In 1787, they met in Philadelphia to write a constitution that would set rules for this new system . The Founders hoped to give the central government more power without taking away people’s rights and freedoms .

The new constitution was finished in September 1787 . By mid-1788, all but two of the states had approved it . The Constitution then became the law of the land .

The American Founders debated the Constitution at Independence Hall in Philadelphia.


What Does the Bill of Rights Protect?

The Bill of Rights protects many individual rights .

The First Amendment protects freedom of speech, the press, and religion . It also says that people are free to meet in groups for peaceful purposes .

Freedom of the press means that reporters have a right to share news and thoughts with the public . It protects newspapers, books, and magazines, and it also protects information on the radio, television, and the Internet .

Many countries around the world have one official religion, but the First Amendment says that the United States can’t do that . Americans are free to practice any (or no) religion as they wish .

Marchers exercise their right to demonstrate in San Francisco, California, in November 2011.

8

Thinking Critically Benjamin Franklin was

a famous author, inventor, scientist, and politician. He was one of the Founders who participated in the Constitutional Convention in Philadelphia in 1787. In 1755, Franklin wrote, “Those who would give up essential liberty to purchase a little temporary safety deserve neither liberty nor safety.” What do you think he meant?

Adding the Bill of Rights

North Carolina and Rhode Island said they would not approve the Constitution or join the government unless a bill of rights was added . Some of the Founders worried that creating a list of rights might make people think that any rights not on the list were not protected .

James Madison, a leading Founder, agreed with this position . However, another important Founder, Thomas Jefferson, said the Constitution needed a bill of rights .

9

Madison and Jefferson were both from Virginia, which had a Declaration of Rights in its constitution . Jefferson said citizens’ rights needed to be spelled out in the U .S . Constitution .

Madison finally agreed . He used the Virginia Declaration of Rights as one of his models .

Madison wrote a bill of rights, creating twenty amendments to the Constitution . Congress cut that number down to twelve . North Carolina and Rhode Island now thought that people’s rights would be protected . By the end of 1791, the required three-quarters of the states had agreed to ten of the twelve amendments . Those ten amendments became the Bill of Rights .

Do You Know?The United States was not the first country to adopt

a bill of rights that limited the powers of its government. England passed the English Bill of Rights in 1689—more than 100 years before the United States passed its own version.

Today, most democratic countries around the world have written documents that protect the civil and political rights of their citizens. Canada, New Zealand, South Africa, Germany, India, and Japan all have written constitutions that include a bill of rights. Forty-seven nations in and around Europe have adopted the European Convention on Human Rights, which protects many of the same rights as those found in the U.S. Bill of Rights.


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Name

© Learning A–Z All rights reserved.

The

Bil

l o

f R

igh

ts •

Leve

l U

• 1

Instructions: Identify and list the important information from The Bill of Rights in the question boxes below. Then, use the information to create a summary in the Summary box.

Skil

l: Su

mm

ariz

e

W h e r e

S umm a r y

W h e nW h a tW h o

W h y

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Name


The

Bil

l o

f R

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ts •

Leve

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• 2

Image: © goir/iStock/Thinkstock

Skil

l: Po

sses

sive

No

un

s

Instructions: On the lines below, create six sentences of your own containing a possessive noun. Circle the possessive noun in each sentence and underline the word that each possessive noun “owns.”

1.

2.

3.

4.

5.

6.

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Name


The

Bil

l o

f R

igh

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Leve

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• 3

Skil

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lph

abet

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Ord

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Instructions: Cut along the dotted lines below to separate the words. Arrange the words in alphabetical order. Then, write the words in alphabetical order on the lines below.

lesson unless weak

would approved safety

sixth soon unusual

some actions public


Lesson 16: Draw trapezoids to clarify their attributes, and define trapezoids basedon those attributes.

232


Name Date

1. Use a straightedge and the grid paper to draw: a. A trapezoid with exactly 2 right angles. b. A trapezoid with no right angles.

2. Kaplan incorrectly sorted some quadrilaterals into trapezoids and non-trapezoids as pictured below. a. Circle the shapes that are in the wrong group, and tell why they are sorted incorrectly.

b. Explain what tools would be necessary to use to verify the placement of all the trapezoids.

Trapezoids Non-Trapezoids



Lesson 16: Draw trapezoids to clarify their attributes, and define trapezoids basedon those attributes.

233


3. a. Use a straightedge to draw an isosceles trapezoid on the grid paper.

b. Why is this shape called an isosceles trapezoid?


Lesson 17: Draw parallelograms to clarify their attributes, and define parallelograms based on those attributes.

247



Name Date

1. measures 60°.

a. Extend the rays of , and draw parallelogram on the grid paper.

b. What are the measures of , , and ?

2. is a parallelogram not drawn to scale.

a. Using what you know about parallelograms, give the measure of sides and .

b. = 113°. Use what you know about angles in a parallelogram to find the measure of the other angles.

= ° = __________° = __________°

3. Jack measured some segments in Problem 2. He found that = 8 cm and = 3 cm. Give the lengths of the following segments:

= cm = cm

= cm = cm

6 cm

3 cm


Lesson 17: Draw parallelograms to clarify their attributes, and define parallelograms based on those attributes.

248



4. Using the properties of shapes, explain why all parallelograms are trapezoids.

5. Teresa says that because the diagonals of a parallelogram bisect each other, if one diagonal is 4.2 cm, the other diagonal must be half that length. Use words and pictures to explain Teresa’s error.





Lesson, optional


ELA:

● Fluency- Bella and Duke

● Compr- Rising Sea Levels (response sheets)




Lesson, optional


ELA:


● Compr-Erosion ● Writing-Narrati

ve




ELA:


● Compr- Glaciers

● Writing-Narrative




ELA:


● Compr- Frost Wedging





ELA:

● Fluency- Bella and Duke comprehension questions

● Compr- Flooding




20 de Abril





● Fluencia- Bella and Duke

● Comprensión- Rising Sea Levels (hojas de respuestas)







● Comprensión-Erosion






● Comprensión-Glaciers




● Tarea/Practica

ELA (Lectura):


● Comprensión-Frost Wedging




● Tarea/Practica

ELA (Lectura):

● Fluencia- Bella and Duke Preguntas de comprensión

● Comprensión-Flooding


Lesson 18 Sprint 5

Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and define rectangles and rhombuses based on those attributes.

Divide Whole Numbers by Fractions and Fractions by Whole Numbers

1. 12⁄ ÷ 2 = 23. 4 ÷ 1

4⁄ =

2. 12⁄ ÷ 3 = 24. 1

3⁄ ÷ 3 =

3. 12⁄ ÷ 4 = 25. 2

3⁄ ÷ 3 =

4. 12⁄ ÷ 7 = 26. 1

4⁄ ÷ 2 =

5. 7 ÷ 12⁄ = 27. 3

4⁄ ÷ 2 =

6. 6 ÷ 12⁄ = 28. 1

5⁄ ÷ 2 =

7. 5 ÷ 12⁄ = 29. 3

5⁄ ÷ 2 =

8. 3 ÷ 12⁄ = 30. 1

6⁄ ÷ 2 =

9. 2 ÷ 15⁄ = 31. 5

6⁄ ÷ 2 =

10. 3 ÷ 15⁄ = 32. 5

6⁄ ÷ 3 =

11. 4 ÷ 15⁄ = 33. 1

6⁄ ÷ 3 =

12. 7 ÷ 15⁄ = 34. 3 ÷ 1

6⁄ =

13. 15⁄ ÷ 7 = 35. 6 ÷ 1

6⁄ =

14. 13⁄ ÷ 2 = 36. 7 ÷ 1

7⁄ =

15. 2 ÷ 13⁄ = 37. 8 ÷ 1

8⁄ =

16. 14⁄ ÷ 2 = 38. 9 ÷ 1

9⁄ =

17. 2 ÷ 14⁄ = 39. 1

8⁄ ÷ 7 =

18. 15⁄ ÷ 2 = 40. 9 ÷ 1

8⁄ =

19. 2 ÷ 15⁄ = 41. 1

8⁄ ÷ 7 =

20. 3 ÷ 14⁄ = 42. 7 ÷ 1

6⁄ =

21. 14⁄ ÷ 3 = 43. 9 ÷ 1

7⁄ =

22. 14⁄ ÷ 4 = 44. 1

8⁄ ÷ 9 =

A Number Correct:

A STORY OF UNITS


7

Lesson 18 Sprint 5


Divide Whole Numbers by Fractions and Fractions by Whole Numbers

1. 12⁄ ÷ 2 = 23. 3 ÷ 1

3⁄ =

2. 15⁄ ÷ 3 = 24. 1

4⁄ ÷ 4 =

3. 15⁄ ÷ 4 = 25. 3

4⁄ ÷ 4 =

4. 15⁄ ÷ 7 = 26. 1

3⁄ ÷ 3 =

5. 7 ÷ 15⁄ = 27. 2

3⁄ ÷ 3 =

6. 6 ÷ 15⁄ = 28. 1

6⁄ ÷ 2 =

7. 5 ÷ 15⁄ = 29. 5

6⁄ ÷ 2 =

8. 3 ÷ 15⁄ = 30. 1

5⁄ ÷ 5 =

9. 2 ÷ 12⁄ = 31. 3

5⁄ ÷ 5 =

10. 3 ÷ 12⁄ = 32. 3

5⁄ ÷ 4 =

11. 4 ÷ 12⁄ = 33. 1

5⁄ ÷ 6 =

12. 7 ÷ 12⁄ = 34. 6 ÷ 1

5⁄ =

13. 12⁄ ÷ 7 = 35. 6 ÷ 1

4⁄ =

14. 14⁄ ÷ 2 = 36. 7 ÷ 1

6⁄ =

15. 2 ÷ 14⁄ = 37. 8 ÷ 1

7⁄ =

16. 13⁄ ÷ 2 = 38. 9 ÷ 1

8⁄ =

17. 2 ÷ 13⁄ = 39. 1

8⁄ ÷ 8 =

18. 12⁄ ÷ 2 = 40. 9 ÷ 1

9⁄ =

19. 2 ÷ 12⁄ = 41. 1

9⁄ ÷ 8 =

20. 4 ÷ 13⁄ = 42. 7 ÷ 1

7⁄ =

21. 13⁄ ÷ 4 = 43. 9 ÷ 1

6⁄ =

22. 13⁄ ÷ 3 = 44. 1

8⁄ ÷ 6 =

B Number Correct:

Improvement:

A STORY OF UNITS


8



263


Name Date

1. Use the grid paper to draw.

a. A rhombus with no right angles b. A rhombus with 4 right angles

c. A rectangle with not all sides equal d. A rectangle with all sides equal




264


2. A rhombus has a perimeter of 217 cm. What is the length of each side of the rhombus?

3. List the properties that all rhombuses share.

4. List the properties that all rectangles share.




Bella and Duke

Bella had a dog named Duke whom she loved very much. Bella loved to lie on the floor in a patch of sun and

read a book and Duke loved to lie down right next to her. Duke was an old dog and he napped while Bella read her

book. For a while, both Bella and Duke were very happy.

As time went on, Bella was less happy to let Duke lie down next to her. The problem was his breath. As he got

older, his breath got more and more stinky and eventually Bella did not want to lie so close to Duke. She started to

read on the couch where Duke wasn't allowed. Duke looked at her with sad eyes.

Bella parents asked Bella why she didn't want to lie down with Duke anymore so she explained about his

breath. Bella's parents were relieved and said that they could help. First they brought Duke some special chew treats.

They were supposed to clean his teeth while he chewed them. Duke liked his new treats but they didn't help make

his breath any better.

Bella's parents decided that Duke should get his teeth cleaned by the animal doctor. Duke's doctor agreed that

Duke's teeth were very dirty and causing his bad breath. He used a special tool to get Duke's teeth nice and clean. He

gave Bella a doggie toothbrush to take home. The doctor told Bella to brush Duke's teeth every day. Bella was

nervous about using the brush on Duke's teeth, but Duke was so happy that Bella wanted to be with him, that he

didn't mind one bit. Soon the two were back on the floor almost nose to nose.

8



Questions for Bella and Duke


1. What was Bella's dog named?

2. Why were Bella and Duke so happy to lie together in the sun?

3. Why did Bella stop like being so close to Duke?

4. Why did Duke look at Bella with sad eyes?

5. Why did Bella's parents feel relieved when Bella explained about Duke's breath?

6. What did they do first to try to make Duke's breath better?

7. How do you think Bella reacted when the chews didn't work?

8. What did Bella's parents do next?

9. What did the animal doctor tell Bella to do with Duke at home?

10. Why was Bella nervous about using the doggie toothbrush?

11. How do you know that the toothbrush worked?

9

Over millions of years, Earth’s sea levels have risen and fallen. This is natural. Why does this happen? And how does it affect Earth’s surface?

During cold climate periods, or ice ages, the sea level falls. Water evaporates from the oceans. That precipitation becomes ice in gigantic glaciers and huge ice fields. About 20,000 years ago, it was much colder than it is today. The sea level was about 400 feet (125 meters) lower than it is now. That’s equal to ten school buses stacked on end! But, as the climate warmed, a lot of the ice melted back into the oceans and the sea levels rose.

Sea levels are highest during warm climate periods, or inter-glacials. We are in an inter-glacial now. This period started about 10,000 years ago.

Rising Sea Levels

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Credits: left: © Paul Souders/Corbis

1

One place that is affected by rising sea levels are the Maldives, a group of small islands in the Indian Ocean. It is one of the smallest countries on Earth. It’s also the lowest. The highest point of land is only seven and a half feet above sea level. If the sea levels keep rising, the Maldives could disappear completely!

Ocean water is also warmer. And, warm water takes up more space than cold water. Each drop of water expands as it gets warmer.

So how does the sea level change the surface of Earth? The land in very cold places, like Greenland and Antarctica is different. Glaciers and fields of ice are melting. Plants and animals that need a cold climate can’t live there anymore.

In places near the ocean, land is getting flooded more and more. Beaches are becoming smaller because the sand is being taken out to sea. Salt water from the ocean moves into freshwater rivers and streams. The plants and animals there have to move to other places with fresh water.

Maldives

India


Credits: center: Sergi Camara/Wilkinson Studios, Inc., right: © Thomas Pickard/Aurora Photos/Corbis

2

Key Question: How does water change the Earth’s surface? 1. Each day, think about the Key Question. How does water change the Earth’s surface? Then read the passage. Look for information in the article that helps you answer the key question. Circle or underline these details. 2. Now look back at the article. Write the details you circled or underlined on the Main Idea and Details Ladder below. If you chose more than 4 details, pick the most important 4 to include on your ladder.

3. Think about the Key Question. Write your answer to the Key Question using the details you

found in the article you read.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

1. Each day, think about the Key Question. How does water change the Earth’s surface? Then read the passage. Look for information in the article that helps you answer the key question. Circle or underline these details. 2. Now look back at the article. Write the details you circled or underlined on the Main Idea and Details Ladder below. If you chose more than 4 details, pick the most important 4 to include on your ladder.

3. Think about the Key Question. Write your answer to the Key Question using the details you

found in the article you read.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Share your ideas

Meet with a parent or sibling. Talk about each diary entry you read. Tell them what you

learned in the articles you read. Show the Main Idea and Details Ladders you made.

● Answer these questions together:

○ How is the main idea in each article similar?

○ In what ways does water often change a surface?

● Next, write the details that answer the Key Question on the Main Idea and Details

Ladder below. Write only the details that are in EVERY article you read.

3. Review the details on this ladder. With help from your family, write an answer to the key

question. Use details from the articles to support your answer.

How does water change the Earth’s surface?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


Lesson 19: Draw kites and squares to clarify their attributes, and define kites and squares based on those attributes.

Multiply by Multiples of 10 and 100

1. 2 × 10 = 23. 33 × 20 =

2. 12 × 10 = 24. 33 × 200 =

3. 12 × 100 = 25. 24 × 10 =

4. 4 × 10 = 26. 24 × 20 =

5. 34 × 10 = 27. 24 × 100 =

6. 34 × 100 = 28. 24 × 200 =

7. 7 × 10 = 29. 23 × 30 =

8. 27 × 10 = 30. 23 × 300 =

9. 27 × 100 = 31. 71 × 2 =

10. 3 × 10 = 32. 71 × 20 =

11. 3 × 2 = 33. 14 × 2=

12. 3 × 20 = 34. 14 × 3 =

13. 13 × 10 = 35. 14 × 30 =

14. 13 × 2 = 36. 14 × 300 =

15. 13 × 20 = 37. 82 × 20 =

16. 13 × 100 = 38. 15 × 300 =

17. 13 × 200 = 39. 71 × 600 =

18. 2 × 4 = 40. 18 × 40 =

19. 22 × 4 = 41. 75 × 30 =

20. 22 × 40 = 42. 84 × 300 =

21. 22 × 400 = 43. 87 × 60 =

22. 33 × 2 = 44. 79 × 800 =

A Number Correct: _______

A STORY OF UNITS


9



Multiply by Multiples of 10 and 100

1. 3 × 10 = 23. 44 × 20 =

2. 13 × 10 = 24. 44 × 200 =

3. 13 × 100 = 25. 42 × 10 =

4. 5 × 10 = 26. 42 × 20 =

5. 35 × 10 = 27. 42 × 100 =

6. 35 × 100 = 28. 42 × 200 =

7. 8 × 10 = 29. 32 × 30 =

8. 28 × 10 = 30. 32 × 300 =

9. 28 × 100 = 31. 81 × 2 =

10. 4 × 10 = 32. 81 × 20 =

11. 4 × 2 = 33. 13 × 3 =

12. 4 × 20 = 34. 13 × 4 =

13. 14 × 10 = 35. 13 × 40 =

14. 14 × 2 = 36. 13 × 400 =

15. 14 × 20 = 37. 72 × 30 =

16. 14 × 100 = 38. 15 × 300 =

17. 14 × 200 = 39. 81 × 600 =

18. 2 × 3 = 40. 16 × 40 =

19. 22 × 3 = 41. 65 × 30 =

20. 22 × 30 = 42. 48 × 300 =

21. 22 × 300 = 43. 89 × 60 =

22. 44 × 2 = 44. 76 × 800 =

B Number Correct: _______

Improvement: _______

A STORY OF UNITS


10


279



Name Date

1. a. Draw a kite that is not a parallelogram on the grid paper.

b. List all the properties of a kite.

c. When can a parallelogram also be a kite?

2. If rectangles must have right angles, explain how a rhombus could also be called a rectangle.

3. Draw a rhombus that is also a rectangle on the grid paper.



280



4. Kirkland says that figure below is a quadrilateral because it has four points in the same plane and four segments with no three endpoints collinear. Explain his error.


Have you ever wondered how the surface of Earth gets many of its different shapes? It’s partly because of erosion.

Erosion is the process that breaks things down. During erosion, small pieces of rock or soil move from one place to another. So, you can think of erosion as a way that bigger things are broken down into smaller things.

The usual tool of erosion is water. Think about a rock that you pick up at the ocean or in a river. It is probably very smooth. That’s because, over time, water has worn off all the sharp pieces. Now think about the mud next to a river or stream. That’s an example of erosion. The water is brown because it has taken away many tiny bits


Credits: left: © Michael Melford/National Geographic Stock

1

Erosion

over again. The rocks break and the water takes them away. On a sandy beach, the waves take away the sand and put it somewhere else.

Wow! Did you ever think that the same water you drink could change Earth’s surface?

of soil. And the shape of the river or stream is changed, even if only a little. Water can even break large boulders. It doesn’t seem like water is strong enough to break down and carve out rock, does it? However, moving water is amazingly powerful.

One famous example of erosion by water is the Grand Canyon. For five million years, the rushing water of the Colorado River broke off small pieces of rock and carried them away toward the sea. Today, the Grand Canyon is one mile deep and, in some places, eighteen miles wide. And it’s all because of erosion!

Erosion also changes the shape of coastlines. Waves hit rocks over and


Credits: right: © Corbis/SuperStock

2

DID YOUKNOW?

At the bottom of the Grand Canyon are rocks that are 1.8 billion years old.

Lesson 20: Classify two-dimensional figures in a hierarchy based on properties. 294


Lesson 20 Template 1NYS COMMON CORE MATHEMATICS CURRICULUM 5

shape name cards

Quadrilaterals Trapezoids

Parallelograms Rectangles

Rhombuses Kites

Squares Polygons





shapes for sorting (page 1)





shapes for sorting (page 2)





Name Date

1. Follow the flow chart, and put the name of the figure in the boxes.

Quadrilateral 4 right angles

4 sides of equal length

2 sets of opposite

angles the same size

4 sides of equal length

at least 1 pair of

parallel sides

2 pairs of equal sides that are

adjacent

YES

YES

YES YES

YES YES

NO

NO

NO

NO

NO

YES





2. is a square with an area of 49 cm2, and RM = 4.95 cm. Find the measurements using what you know about the properties of squares.

a. = cm

b. = cm

c. Perimeter = cm

d. = ° e. = °

S

Q R

E

M


Water is a powerful force. And in its solid form, ice, it can change the shape of mountains and valleys.

A glacier is a river of ice. As a glacier moves, it erodes the land. How does it do this? There are two ways.

The first way is called plucking. Plucking is when the glacier breaks off, or plucks, large pieces of the ground and carries them away. These large pieces leave big holes and long, deep grooves in the ground.

The second way is called abrasion. Abrasion is when the glacier takes away smaller pieces of rock. These smaller pieces act like sandpaper to Earth’s surface. They smooth down and polish larger rock surfaces.

Glaciers

DID YOUKNOW?

Ten percent of land area on Earth is covered with glacial ice.


Credits: left, © Ilene MacDonald/Alamy

1

Many fjords have coral reefs at the bottom. These reefs are the home of many kinds of fish and plant life.

Skerries are found near fjords. A skerry is a small rocky island. Skerries are formed by glaciers, too.

Glaciers take away soil and rocks, but when they do that, they make islands, valleys, and even a place for fish to live!

Erosion by glaciers happens very slowly. How slowly? It can take a glacier hundreds or even thousands of years to change the surface of Earth.

One example of glacial erosion is in California’s Yosemite National Park. In Yosemite, glaciers have carved away the sides of mountains, making high rock walls and deep valleys.

Another example of glacial erosion are the fjords in Norway. A fjord is a long, narrow inlet of water that starts inland and goes out to sea. The glaciers cut out valleys with high, steep sides. A fjord can be thousands of meters deep. The water of a fjord is very calm, so it is a good harbor for boats.


Credits: right: © 123RF

2

Lesson 2 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 5 6

Lesson 2: Construct a coordinate system on a plane. 39


Name Date

1. a. Use a set square to draw a line perpendicular to the -axis through point . Label the new line as

the -axis.

b. Choose one of the sets of perpendicular lines above, and create a coordinate plane. Mark 5 units on each axis, and label them as whole numbers.

2. Use the coordinate plane to answer the following.

a. Name the shape at each location.

b. Which shape is 2 units from the -axis?

c. Which shape has the same - and -coordinate?

x

-coordinate -coordinate Shape 2 4

5 4

1 5

5 1



Lesson 2: Construct a coordinate system on a plane. 40


3. Use the coordinate plane to answer the following. a. Name the coordinates of each shape.

b. Which 2 shapes have the same -coordinate?

c. Plot an X at (2, 3).

d. Plot a square at (3, 2 ).

e. Plot a triangle at (6, 3 ).

4. Mr. Palmer plans to bury a time capsule 10 yards

behind the school. What else should he do to make naming the location of the time capsule more accurate?

Shape -coordinate -coordinate Moon

Sun Heart Cloud

Smiley Face


Earth’s surface is always changing. One way that it changes is by frost wedging. Frost wedging happens in many places in the world where the temperature rises above or falls below the point of freezing (32 degrees Fahrenheit). So how does frost wedging happen?

Rocks have cracks that start on the surface but don’t go all the way through the rock. These cracks are called joints. When it rains, water falls

into the cracks in the rocks. The water can stay in the joints for a long time. Then, when the temperature goes below freezing, the water becomes ice.


Credits: left: © James Steinberg/Science Source; center: © Sergi Camara/Wilkinson Studios, Inc.

1

Frost Wedging

rock breaks apart and the pieces tumble down.

You can see where frost wedging has happened around you. Just look for places with lots of sharp, broken up rocks, like at the bottom of a hillside. Or, large rocks that have big splits down the middle of them.

Believe it or not, water can change its volume, or how much space it fills. When water goes from liquid to solid, it expands, or gets bigger. So, when the water in the joint freezes and becomes ice, it gets bigger. This ice pushes against the sides of the joint, just like if you were standing in the middle of the joint and pushing the sides apart with your arms. The joint becomes wider.

Then, when the temperature rises and the ice melts, it rains again. Now, the joint is a little wider and more water can get into it. When the temperature drops again, the water freezes, expands, and pushes the joint open a little more. This process happens again and again until the


Credits: right: © National Geographic Image Collection/Alamy

2

DID YOUKNOW?

It can take a year for a rock to crack from frost wedging.

Lesson 3 Exit Ticket NYS COMMON CORE MATHEMATICS CURRICULUM 5 6

Lesson 3: Name points using coordinate pairs, and use the coordinate pairs to plot points.

52


Name Date

Use a ruler on the grid below to construct the axes for a coordinate plane. The -axis should intersect points and . Construct the -axis so that it contains points and . Label each axis.

a. Place a hash mark on each grid line on the - and -axis.

b. Label each hash mark so that is located at (1, 1).

c. Plot the following points:

Point -coordinate -coordinate

14 0

1 34




53


Name Date

1. Use the grid below to complete the following tasks.

a. Construct a -axis that passes through points and . b. Construct a perpendicular -axis that passes through points and .

c. Label the origin as 0.

d. The -coordinate of is 2 . Label the whole numbers along the -axis.

e. The -coordinate of is 2 . Label the whole numbers along the -axis.




54


2. For all of the following problems, consider the points through on the previous page.

a. Identify all of the points that have a -coordinate of 1 . b. Identify all of the points that have an -coordinate of 2 . c. Which point is 1 units above the -axis and 3 units to the right of the -axis? Name the point, and

give its coordinate pair. d. Which point is located 1 units from the -axis?

e. Which point is located unit along the -axis?

f. Give the coordinate pair for each of the following points.

: ________ : ________ : ________ : ________

g. Name the points located at the following coordinates.

( , ) ______ (3 , 0) ______ (2 , 3) ______ (0, 2 ) ______

h. Plot a point whose - and -coordinates are equal. Label your point .

i. What is the name for the point on the plane where the two axes intersect? ___________

Give the coordinates for this point. ( ____ , ____ )

j. Plot the following points.

: (1 , 1) : ( , 3) : (2 , 2 ) : (1 , 0)

k. What is the distance between and , or ?




55


l. What is the distance of ?

m. Would be greater than, less than, or equal to + ?

n. Leslie was explaining how to plot points on the coordinate plane to a new student, but she left off some important information. Correct her explanation so that it is complete.

“All you have to do is read the coordinates; for example, if it says (4, 7), count four, then seven, and put a point where the two grid lines intersect.”


Water is a powerful force of nature. When there is too much water too fast, it’s called a flood. A flood can change Earth’s surface.

Flooding can happen anywhere with rivers, a coastline, or streams. One example of flooding is when there are days of heavy, steady rain. The water level in the river rises and goes over its banks. Another way a flood can happen is when snow melts very quickly and the water runs into the rivers. Then the river overflows. One more example of flooding is when wind from a storm in the ocean pushes large amounts of water onto land.

One kind of flooding happens quickly and without much notice. It’s called a flash flood. A flash flood happens when there is a lot of rain


Credits: left: © Dan Habib/Concord Monitor/Corbis

1Connecting Passage

then pile up at a narrow point or turn in the river. This ice jam stops the natural flow of the river and the river overflows its banks.

Any kind of flood can destroy farms and make them unusable. But floods can also be helpful. A flood can bring a large amount of water and sediments to fields. These sediments give the land nutrients so crops can grow.

in a short period of time. A river floods with no warning to the people who live around it. In a narrow canyon or valley, floodwater can flow very quickly. It can be extremely destructive. It can wash away houses and trees, farms and buildings. A flash flood on a mountain can erode the soil and wash it down the slopes.

Flash floods can also happen because of an ice jam. In cold weather, the waters of a river can turn to ice. If the weather warms up suddenly, the ice can break into big chunks. These big chunks can move down the river and

DID YOUKNOW?

Flooding along the banks of the Nile River in Egypt is an example of good flooding. In ancient times, farmers knew that the higher the flood waters, the better their crops would be.


Credits: right: © iStockphoto.com/Laura Stone

2Connecting Passage






ELA:


● Compr- Energy Sources Pros & Cons 1-14

● Writing- Daily Journal Prompt: Circle a few words on a selection of writing. Use those words to craft a poem or short story.




ELA:


● Compr-Energy Sources Pros & Cons 15-24

● Writing-Daily Journal Prompt: Write a story or poem that starts with the word “hello” or other greeting.




ELA:


● Compr-Energy Sources Compare/Contrast

● Writing-Daily Journal Prompt: Write a poem or short story using your name in some way or form.



Lesson, optional


ELA:


● Compr- Energy Sources Clauses

● Writing-Daily Journal Prompt: The sun comes up, the sun goes down. It goes round and round. Write something inspiring about the sunrise or sunset.




ELA:

● Fluency-Bethany and Clara comprehension questions

● Compr- Energy Sources Synonym/Antonym

● Writing-Daily Journal Prompt: Step outside for a moment. Write about the sounds you hear, the things you see, and even the smells in the air.



April 27

Matematicas: Modulo 6, Lección 4


● Tarea/Practica

ELA (Lectura):


● Comprension- Energy Sources Pros & Contras 1-14

● Escritura- Escribir en el Diario (Pon un círculo alrededor de una selección de escritura. Usa esas palabras para crear un poema o una historia corta.)

April 28 Matematicas: Modulo 6, Lección 5




● Comprensión-Energy Sources Pros & Contras 15-24

● Escritura - Escribir en el Diario (Escribe una historia o un poema que comienza con la palabra “hello” o otro saludo.)



● Tarea/Practica

ELA (Lectura):


● Comprensión-Energy Sources Comparar/ Contrastar

● Escritura - Escribir en el Diario (Escribe un poema o historia corta usando tu nombre de alguna forma u otra.)






● Comprensión- Energy Sources Clauses

● Escritura - Escribir en el Diario (El sol sube, el sol baja. Da vueltas y vueltas. Escribe algo inspirado a cerca del amanecer o el atardecer.)

May 1 Matematicas: Modulo 6, Lección 9



● Fluency - Bethany and Clara Preguntas de Comprensión

● Comprension- Energy Sources Sinonimo/ Antonimo

● Escritura - Escribir en el Diario (Sal afuera por un momento. Escribe acerca de los sonidos que oyes, las cosas que ves, y hasta las aromas en el aire.)

Lesson 4 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM 5 6


63


Battleship Rules

Goal: To sink all of your opponent’s ships by correctly guessing their coordinates.

Materials 1 grid sheet (per person/per game) Red crayon/marker for hits Black crayon/marker for misses Folder to place between players

Ships

Each player must mark 5 ships on the grid. Aircraft carrier—plot 5 points. Battleship—plot 4 points. Cruiser—plot 3 points. Submarine—plot 3 points. Patrol boat—plot 2 points.

Setup

With your opponent, choose a unit length and fractional unit for the coordinate plane. Label the chosen units on both grid sheets. Secretly select locations for each of the 5 ships on your My Ships grid.

All ships must be placed horizontally or vertically on the coordinate plane. Ships can touch each other, but they may not occupy the same coordinate.

Play

Players take turns firing one shot to attack enemy ships. On your turn, call out the coordinates of your attacking shot. Record the coordinates of each

attack shot. Your opponent checks his/her My Ships grid. If that coordinate is unoccupied, your opponent

says, “Miss.” If you named a coordinate occupied by a ship, your opponent says, “Hit.” Mark each attempted shot on your Enemy Ships grid. Mark a black on the coordinate if

your opponent says, “Miss.” Mark a red on the coordinate if your opponent says, “Hit.” On your opponent’s turn, if he/she hits one of your ships, mark a red on that coordinate of

your My Ships grid. When one of your ships has every coordinate marked with a , say, “You’ve sunk my [name of ship].”

Victory

The first player to sink all (or the most) opposing ships, wins.




64


My Ships

Draw a red over any coordinate your opponent hits. Once all of the coordinates of any ship have been hit, say,

“You’ve sunk my [name of ship].”

Enemy Ships

Draw a black on the coordinate if your opponent says, “Miss.”

Draw a red on the coordinate if your opponent says, “Hit.”

Draw a circle around the coordinates of a sunken ship.

Attack Shots

Record the coordinates of each shot below and whether it was a (hit) or an (miss).

( _____ , _____ ) ( _____ , _____ )

( _____ , _____ ) ( _____ , _____ )

( _____ , _____ ) ( _____ , _____ )

( _____ , _____ ) ( _____ , _____ )

( _____ , _____ ) ( _____ , _____ )

( _____ , _____ ) ( _____ , _____ )

( _____ , _____ ) ( _____ , _____ )

( _____ , _____ ) ( _____ , _____ )

Aircraft carrier—5 points Battleship—4 points Cruiser—3 points Submarine—3 points Patrol boat—2 points


Lesson 4 Exit Ticket NYS COMMON CORE MATHEMATICS CURRICULUM 5 6


65


Name Date

Fatima and Rihana are playing Battleship. They labeled their axes using just whole numbers.

a. Fatima’s first guess is (2, 2). Rihana says, “Hit!” Give the coordinates of four points that Fatima might guess next.

b. Rihana says, “Hit!” for the points directly above and below (2, 2). What are the coordinates that Fatima guessed?



66



Name Date

Your homework is to play at least one game of Battleship with a friend or family member. You can use the directions from class to teach your opponent. You and your opponent should record your guesses, hits, and misses on the sheet as you did in class.

When you have finished your game, answer these questions.

1. When you guess a point that is a hit, how do you decide which points to guess next?

2. How could you change the coordinate plane to make the game easier or more challenging?

3. Which strategies worked best for you when playing this game?




64


My Ships

Draw a red over any coordinate your opponent hits. Once all of the coordinates of any ship have been hit, say,

“You’ve sunk my [name of ship].”

Enemy Ships

Draw a black on the coordinate if your opponent says, “Miss.”

Draw a red on the coordinate if your opponent says, “Hit.”

Draw a circle around the coordinates of a sunken ship.

Attack Shots

Record the coordinates of each shot below and whether it was a (hit) or an (miss).

( _____ , _____ ) ( _____ , _____ )

( _____ , _____ ) ( _____ , _____ )

( _____ , _____ ) ( _____ , _____ )

( _____ , _____ ) ( _____ , _____ )

( _____ , _____ ) ( _____ , _____ )

( _____ , _____ ) ( _____ , _____ )

( _____ , _____ ) ( _____ , _____ )

( _____ , _____ ) ( _____ , _____ )

Aircraft carrier—5 points Battleship—4 points Cruiser—3 points Submarine—3 points Patrol boat—2 points



Bethany and Clara

Bethany and Clara were cousins who barely knew each other. Their lives couldn't be more different. Bethany lived

near a big city where she could easily do things like hang out at the mall with friends. Clara lived on a farm and spent most

of her free time helping with chores, which she enjoyed. The few times that the cousins had gotten together hadn't gone

well. Bethany thought Clara was boring and Clara thought Bethany was stuck up. They were about to get to know each

other much better, however.

Bethany's parents wanted her to do more than go to the mall. Clara's parents wanted Clara to have an idea of what

life was like away from the farm. They came up with a plan to get the cousins together for summer break on the farm.

Needless to say, there was a lot of unhappiness in both homes.

The whole way to the farm, Bethany sobbed as if her life was over. When they arrived, Clara smirked at Bethany's

fancy boots and said she had an old pair that Bethany could use. When Bethany saw them her heart sank. Her friends

would laugh out loud if they could see her in those boots! Each girl dreaded the coming summer for their own reasons.

As the summer went on, the cousins began to appreciate each other. Bethany grew to love the animals,

particularly the chickens. It became her job to feed them every day and she loved the way they crowded around her.

Clara was inspired by Bethany to get some fancy boots to wear in town instead of the old ones she always wore. At the

end of the summer, the girls hugged each other tight and promised to spend as much time together as they could.


10

Comprehension


Reading Comprehension Passages Level 5 – Instruction Form 5

Questions for Bethany and Clara


1. Where did Bethany and Clara live?

2. Why wouldn't the cousins enjoy spending time together?

3. What do the parents decide to do to help them learn to like each other more?

4. Why would they do that?

5. How did Bethany behave on the trip to the farm?

6. Why did Clara smirk when she saw Bethany's boots?

7. Why did Bethany's heart sink when she saw the old boots?

8. What reasons did each girl have for dreading the summer?

9. What chore did Bethany learn to love?

10. What did the cousins learn from each other that summer?

11

Energy Sources: The Pros and Cons

A Reading A–Z Level Z Leveled BookWord Count: 1,803

Visit www.readinga-z.com for thousands of books and materials.

www.readinga-z.com

LEVELED BOOK • Z





www.readinga-z.com

24

Glossaryenergy (n.) different types of power that people

and machines need to do work (p . 4)

environmentalists (n.) people concerned with keeping Earth’s ecosystems healthy (p . 23)

fossil fuels (n.) energy sources taken from the earth, including coal, oil, and natural gas (p . 6)

global the worldwide rise of temperatures warming (n.) through air pollution trapping heat

(p . 9)

hydroelectric (adj.) produced from water as a source of electricity (p . 10)

pollutants (n.) harmful chemicals that damage the environment (p . 9)

sediment (n.) bits of earth carried by flooding (p . 13)

turbines (n.) wheels that spin when the force of water, air, or steam is applied (p . 10)

Indexcarbon dioxide, 8, 9coal, 4, 6–9, 18, 19, 21dams, 10–13, 20floods, 12, 13fossil fuels, 6–9, 23gasoline, 4, 6, 8geothermal, 22global warming, 9, 19hydroelectric, 10–12, 17kerogen, 7

natural gas, 6, 8, 9, 21 nuclear (atomic), 18, 19, 21oil, 6–9, 20, 21pollution, 9, 22solar, 14–17, 20steam, 18, 19Sun, 4, 14–17uranium, 18, 19water, 4, 6, 10–13, 15, 18, 22wind, 20–22

24

Energy Sources: The Pros and Cons • Level Z 23

Two things are certain . We need energy, and the fossil fuels that supply most of our energy will not last forever . Finding renewable alternatives is key to the world’s energy future . Scientists will continue to do research . Each new source of energy will have its pros and cons . Governments, businesses, and environmentalists will continue to debate which energy sources are best while our need for energy continues to grow .

Countries Creating the Most Energy in 2004

0 10 20 30 40 50 60 70 80

United States

Quadrillion BTU

China

Russia

Saudi Arabia

Canada

Iran

India

Norway

Australia

Mexico

70.4

56.0

51.7

24.2

18.6

12.1

11.1

10.8

10.6

10.3

Energy Sources: The Pros and ConsLevel Z Leveled Book© Learning A–ZWritten by David L. DreierIllustrated by Cende Hil l

All rights reserved.

www.readinga-z.com

Photo Credits:Front cover, back cover, title page, pages 6, 8 (all), 9, 12 (top), 17, 18, 20, 22: © Jupiterimages Corporation; page 3: © Roman Snytsar/Dreamstime.com; page 4: © Monty Rakusen/Digital Vision/Getty Images; page 11: © Dreamstime.com; page 12 (bottom): © iStockphoto.com/Tim Pleasant; page 13: © iStockphoto.com/Sandra vom Stein; page 14: © Nick Rains/Corbis; page 15: © iStock.com/tunart; page 16: © stieberszabolcs/123RF; page 19 (main): © David R. Frazier/Photo Researchers, Inc.; page 19 (inset): © Ingram Publishing/SuperStock

CorrelationLEVEL Z

U–VN/A50

Fountas & PinnellReading Recovery

DRA

23


Table of ContentsThe Endless Need for Energy . . . . . . . . . . . . . . . . . 4

Fossil Fuels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Hydroelectric Power . . . . . . . . . . . . . . . . . . . . . . . 10

Solar Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Nuclear Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Looking to the Future . . . . . . . . . . . . . . . . . . . . . . 20

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

22

Scientists are also researching other ways to generate energy, such as using wind turbines or geothermal energy . Wind turbines generate electricity when their blades turn in the wind . The turbines require no fuel and don’t create pollution, but they are huge and can kill local birds . Geothermal energy comes from deep underground where the Earth is very hot . Water can be circulated down into the ground in pipes to absorb that heat . The hot water can then be used to heat homes and buildings . However, in many areas, the underground heat can be difficult and expensive to reach .

Geothermal plant

4

The Endless Need for EnergyThe United States is a modern society . Like all

modern societies, it uses a lot of energy . Scientists define energy as the ability to do work .

Many kinds of things can be called work . Getting an automobile to move down a road or

an airplane to fly is work, and so is producing electricity or running the machinery in a factory .

The energy used by the United States and other modern societies comes from many sources . Much of it comes from

the burning of fuels, such as coal and gasoline . Other energy comes from the power of flowing water, from the light of the Sun, the wind, or from the splitting of atoms .

Machines in this car factory need energy to build cars.


Past and Estimated Future Energy Use by Type, 1980–2030

World Energy Use and Creation by Region, 2004

North, Central,

and South America

Europe Eurasia Middle East

Africa Asia and Oceania

Production Consumption

160–

120–

80–

40–

0–

138

126

143

51

86

67

45

62

2132

14

105

Qua

drill

ion

BTU

Oil

Coal

Natural Gas

Renewables (wind, solar, etc.)

Nuclear

History Projections

Qua

drill

ion

BTU

Using current rates as a guide, this chart shows the growth in the world’s energy use between now and the year 2030. Experts project that oil will not be available in the decades to come. What does this chart and information tell you about energy use in the future?

Three regions of the world use more energy than they create. Why do you think that is the case? Where do these regions find their extra energy sources?

SOURCE: U.S. Energy Information Administration, Annual Energy Review 2005


All energy sources have their pros and cons—their good points and bad points . Modern societies have to make many decisions about how best to produce energy . The needs of the society have to be balanced against the need to protect the environment . These choices are not always easy to make .

SOURCE: U.S. Energy Information Administration, Annual Energy Review 2005

Consumption

Production

Imports

Exports

Energy use in the United States, 1949–2005

Qua

drill

ion

BTU

The United States uses more energy than it produces. What does this tell you about the energy future of the United States?

20

Looking to the FutureIn years to come, we will have to find

substitutes for oil . Hydroelectric power may also be replaced, too . Many people are concerned about the environmental effects of dams and would like to see many dams torn down . The use of solar energy will probably continue to grow . Energy experts also say that more nuclear power plants will have to be built to meet growing energy needs .

Wind turbines could provide more energy in the future.

6

Fossil FuelsFossil fuels—coal, oil, and natural gas—are a

leading energy source around the world . They are called fossil fuels because they were formed from the remains of plants and animals that died many millions of years ago . Over time, great heat and pressure underground changed the remains into materials we use as fuel .

About 85 percent of energy used each year in the United States comes from fossil fuels . Coal is burned in many power plants to produce electricity . Fuels made from oil—such as gasoline, diesel fuel, and jet fuel—power our cars, trucks, and airplanes . Most homes use natural gas to provide

power for stoves and water heaters .

Gasoline is a common fossil fuel.


Uranium releases an incredible amount of energy . One kilogram (2 .2 lbs) of uranium can produce more energy than 3 million kilograms (6 .6 million lbs) of coal . Nuclear power plants have another advantage over coal power plants: They do not produce gases that can pollute the skies or add to global warming .

Many people oppose nuclear power because of its dangers . One danger is the possibility of an accident . A nuclear power plant can’t explode like an atomic bomb . However, it can have a steam explosion if the core (the area containing the uranium) gets too hot . This would spew out a lot of dangerous radiation . A second danger is the waste material nuclear power plants produce . Even when uranium is no longer useful for generating electricity, it is still highly radioactive . It remains dangerous for thousands of years .

Nuclear waste is handled very carefully.


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Nuclear PowerNuclear power plants unlock the energy inside

atoms to generate electricity . Each splitting of an atom releases energy . An atomic bomb explodes by creating a very rapid chain reaction . A nuclear power plant uses the radioactive element uranium to create a slow, controlled chain reaction .

The energy released by breaking apart uranium atoms is used to heat water into steam . The steam is then used to generate electricity in much the same way that coal power plants produce it .

Cooling towers keep the core of a nuclear power plant at a safe temperature.

8

One of the main advantages of fossil fuels is that they are abundant—found in many places and in large amounts . In addition, they contain a lot of usable energy . Coal is especially abundant . The United States has enough coal to last another 200 to 300 years .

A special advantage of natural gas is that it burns very cleanly . When natural gas burns, it produces mostly carbon dioxide and water vapor .

Oil’s main advantage is that it burns efficiently—meaning that little is wasted in the change to energy . Also, the refining process that produces gasoline and diesel fuel produces other petroleum products used in crayons, bubble gum, eyeglasses, and even artificial heart valves .

A close-up of coal

A pump jack is used for extracting petroleum from an oil well.


There are two main problems with solar cells . One is that they are very expensive to manufacture . Their cost makes hydroelectric and fossil-fuel power plants a cheaper source of energy . Until inexpensive manufacturing is developed for solar cells, this free energy source will continue to come at a high cost to capture and convert to electricity .

The second problem is that not all areas of the world get abundant sunlight . Other sources of energy would be needed as a backup to the solar cells, which adds to overall energy costs .

Some people who live near houses that use solar cells and solar panels think the rooftop systems are ugly . They believe the look of the solar systems will decrease the value of their homes .

Power plants could serve as backups for solar farms.


All fossil fuels are essentially nonrenewable energy sources because nature cannot create enough to keep up with demand . Many experts think that the world’s oil wells will be empty in a few decades . But, even before then, the oil supply will be too small to meet global demands .

Also, fossil fuels (except for natural gas) produce pollutants . Cars, factories, and many power plants release harmful chemicals into the air . Since fossil fuels are burned, air pollution will continue to be a problem .

Another problem is called the greenhouse effect . Gases released from burning fossil fuels trap more heat in Earth’s atmosphere than would be trapped naturally . This heating up of Earth’s atmosphere is called global warming . Scientists think carbon dioxide contributes most to worsening the greenhouse effect, so even natural gas adds to the problem .

Pollutants rise into the atmosphere.

16

In some areas of the world, such as the southwestern United States, there are many sunny days . In these places, solar cells and solar panels can produce lots of electricity and heat . Since the Sun sends abundant free energy streaming toward Earth 24 hours a day, people in many parts of the world, not just the sunniest places, have mounted solar cells and solar panels on the roofs of their houses or businesses to lower their energy costs .

Experts say that huge installations of solar panels in sunny regions could generate enough electricity to supply an entire country . Capturing this energy can help overcome our diminishing energy supply . New ways to capture this energy are being developed all the time to maximize efficiency .

Rooftop solar panels provide this house with energy.

10

Hydroelectric PowerWater is widely used to produce electricity .

You might wonder how electricity can be produced using water . The answer is by building dams . A dam is a huge, wide wall, usually made of concrete . It is built across a river to hold back the river’s flow . The river’s water then fills up a large area behind the dam, forming a lake or reservoir .

Water from the lake is released through the bottom of the dam . The water moves very fast . It passes through big machines called turbines . Fanlike blades inside the turbines spin when water rushes through them . The turbines are connected to other machines, called generators, making them spin too .

Inside a generator, a shaft is surrounded by giant magnets . All around the shaft and magnets is a huge coil of wire . When the turbines spin the shafts and magnets of the generators, they move electrons in the coil of wire . The movement of these electrons creates an electric current . Electricity made at dams is called hydroelectric power . Hydro is a prefix (first part of a word) that means water .


A solar heat collector uses the Sun’s energy to heat water . These solar heat collectors are often placed on rooftops . Water circulates through pipes in the panels, and the Sun’s radiant energy heats the water . The heated water is pumped into a building through more pipes . The heat leaves the water and heats the inside of the building . Then the cooled water returns to the rooftop to be heated again .

This solar water heater is one of many used to heat water for a town.

Energy Sources: The Pros and Cons • Level Z 1 1

Generators inside a dam

How a Dam Works

penstock

turbine

generator

power linesdam

reservoir

Water from the reservoir flows into the penstock. As the water rushes downward, it turns the blades of the turbine before emptying into the river.

14

Solar EnergySunlight carries huge amounts of energy . You

can feel the Sun’s energy when sunlight warms your skin on a summer day . To capture the Sun’s energy, scientists have developed solar cells, called photovoltaic (FOE-toe-vole-TAY-ik) cells . These cells convert sunlight into electricity .

When sunlight hits a solar cell, the cell absorbs some of the light energy . Particles in the solar cell move faster, and the movement of these particles

creates electricity . In some places, large panels of solar cells harvest sunshine to make electricity for homes and businesses . Solar cells have been placed on cars and appliances, too .

A solar panel is used to provide energy to this phone booth.


Flood prevention is good for people, but not so good for the environment . Rivers are supposed to flood . Flooding produces sediment, which is a mixture of gravel, sand, and topsoil . Sediment deposited by floods keeps the soil rich in farmlands located near rivers . When a river is dammed, it cannot renew the soil on the land around it .

Salmon swimming upstream

Dams also block the route for fish that swim up and down rivers . In the U .S . Pacific Northwest, dams have been a serious problem for salmon . Every three to five years, salmon swim from the ocean up rivers to their birthplaces to lay eggs . Dams make it difficult for salmon to swim up and down rivers . As a result, salmon populations have severely declined in the past 100 years .

12

Dams produce a great deal of needed electricity . There are more than 2,000 hydroelectric dams in the United States . They produce about

10 percent of the nation’s electricity . Hydroelectric dams produce about 20 percent of the world’s electricity .

Dams have many other uses too . They prevent flooding by storing the water from heavy rain and snowmelt, and gradually releasing it later .

Dams also create many opportunities for recreation, such as boating and fishing in the lakes they create . In addition, the lakes provide water for homes and industries as well as provide water for farmers to irrigate their crops during drier times of the year .

Hoover Dam blocks the Colorado River, creating Lake Mead, one of the world’s largest artificial lakes.

Lake Mead’s boat docks

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Dependent clause:

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Independent clause:

Dependent clause:

Conjunction:

3 When sunlight hits a solar cell, the cell absorbs some of the light energy.

Independent clause:

Dependent clause:

Conjunction:

4 Governments, businesses, and environmentalists will continue to debate which energy sources are best while our need for energy continues to grow.

Independent clause:

Dependent clause:

Conjunction:

5 Even when uranium is no longer useful for generating electricity, it is still highly radioactive.

Independent clause:

Dependent clause:

Conjunction:

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Instructions: Write synonyms and antonyms for each bold-faced word in the box. Then, choose two bold-faced words, and write a sentence for each that include both the synonym and antonym for that word.

Synonyms Words Antonyms

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Lesson 5: Investigate patterns in vertical and horizontal lines, and interpret points on the plane as distances from the axes.

79


Name Date

1. Use the coordinate plane to answer the questions. a. Use a straightedge to construct a line that goes

through points and . Label the line .

b. Line is parallel to the ______-axis and is perpendicular to the ______-axis.

c. Draw two more points on line . Name them and .

d. Give the coordinates of each point below.

: ________ : ________

: ________ : ________

e. What do all of the points on line have in common? f. Give the coordinates of another point that falls on line with an -coordinate greater than 25.

0 5 10

5 10




80


2. Plot the following points on the coordinate plane to the right.

: ( , 3) : ( , 2 )

: ( , ) : ( , 1 )

a. Use a straightedge to draw a line to

connect these points. Label the line .

b. In line , = ______ for all values of .

c. Circle the correct word:

Line is parallel perpendicular to the -axis. Line is parallel perpendicular to the -axis.

d. What pattern occurs in the coordinate pairs that make line vertical?

3. For each pair of points below, think about the line that joins them. For which pairs is the line parallel to

the -axis? Circle your answer(s). Without plotting them, explain how you know.

a. (3.2, 7) and (5, 7) b. (8, 8.4) and (8, 8.8) c. (6 , 12) and (6.2, 11)

4. For each pair of points below, think about the line that joins them. For which pairs is the line parallel to the y-axis? Circle your answer(s). Then, give 2 other coordinate pairs that would also fall on this line.

a. (3.2, 8.5) and (3.22, 24) b. (13 , 4 ) and (13 , 7) c. (2.9, 5.4) and (7.2, 5.4)

22

0 1 1 2 2 3 112 11 22 3




81


5. Write the coordinate pairs of 3 points that can be connected to construct a line that is 5 units to the right of and parallel to the -axis.

a. ________________ b. ________________ c. ________________

6. Write the coordinate pairs of 3 points that lie on the -axis.

a. ________________ b. ________________ c. ________________

7. Leslie and Peggy are playing Battleship on axes labeled in halves. Presented in the table is a record of Peggy’s guesses so far. What should she guess next? How do you know? Explain using words and pictures.

(5, 5) miss (4, 5) hit (3 , 5) miss

(4 , 5) miss



82


Lesson 5 Template NYS COMMON CORE MATHEMATICS CURRICULUM 5 6

Point ( , )

Point ( , )

2 0 (2 , 0)

2 2 (2 , 2)

2 4 (2 , 4)

coordinate plane practice

a. 0 5 10

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0 1 2 3 4 5 0 1 2 3 4 5

b.

1

2

3

4

5



Lesson 7: Plot points, use them to draw lines in the plane, and describe patterns within the coordinate pairs.

112


Name Date

1. Complete the chart. Then, plot the points on the coordinate plane.

a. Use a straightedge to draw a line connecting these points.

b. Write a rule showing the relationship between the - and -coordinates of points on this line.

c. Name two other points that are also on this line. _____________ _____________

2. Complete the chart. Then, plot the points on the coordinate plane.

a. Use a straightedge to draw a line connecting these points.

b. Write a rule showing the relationship between the - and -coordinates for points on the line.

c. Name two other points that are also on this line. _____________ _____________

( , )

2 0

3 1

4 2

6 4

( , )

0 0

1

1 3



Lesson 7: Plot points, use them to draw lines in the plane, and describe patterns within the coordinate pairs.

113


3. Use the coordinate plane to answer the following questions.

a. For any point on line , the -coordinate is

_______.

b. Give the coordinates for 3 points that are on line .

c. Write a rule that describes the relationship between the - and -coordinates on line .

d. Give the coordinates for 3 points that are on line .

e. Write a rule that describes the relationship between the - and -coordinates on line .

f. Identify a line on which each of these points lie.

i. (10, 3.2) ______ ii. (12.4, 18.4) ______

iii. (6.45, 12) ______ iv. (14, 7) ______


Lesson 8 Sprint 5 6

Lesson 8: Generate a number pattern from a given rule, and plot the points.

Multiply Decimals by 10, 100, and 1,000

1. 62.3 × 10 = 23. 4.1 × 1,000 =

2. 62.3 × 100 = 24. 7.6 × 1,000 =

3. 62.3 × 1,000 = 25. 0.01 × 1,000 =

4. 73.6 × 10 = 26. 0.07 × 1,000 =

5. 73.6 × 100 = 27. 0.072 × 100 =

6. 73.6 × 1,000 = 28. 0.802 × 10 =

7. 0.6 × 10 = 29. 0.019 × 1,000 =

8. 0.06 × 10 = 30. 7.412 × 1,000 =

9. 0.006 × 10 = 31. 6.8 × 100 =

10. 0.3 × 10 = 32. 4.901 × 10 =

11. 0.3 × 100 = 33. 16.07 × 100 =

12. 0.3 × 1,000 = 34. 9.19 × 10 =

13. 0.02 × 10 = 35. 18.2 × 100 =

14. 0.02 × 100 = 36. 14.7 × 1,000 =

15. 0.02 × 1,000 = 37. 2.021 × 100 =

16. 0.008 × 10 = 38. 172.1 × 10 =

17. 0.008 × 100 = 39. 3.2 × 20 =

18. 0.008 × 1,000 = 40. 4.1 × 20 =

19. 0.32 × 10 = 41. 3.2 × 30 =

20. 0.67 × 10 = 42. 1.3 × 30 =

21. 0.91 × 100 = 43. 3.12 × 40 =

22. 0.74 × 100 = 44. 14.12 × 40 =

A Number Correct:

A STORY OF UNITS

©2015 G re at Min ds eureka-math.org

5

G5-M6-SaFP-1.3.0-10.2015

Lesson 8 Sprint 5 6

Lesson 8: Generate a number pattern from a given rule, and plot the points.

Multiply Decimals by 10, 100, and 1,000

1. 46.1 × 10 = 23. 5.2 × 1,000 =

2. 46.1 × 100 = 24. 8.7 × 1,000 =

3. 46.1 × 1,000 = 25. 0.01 × 1,000 =

4. 89.2 × 10 = 26. 0.08 × 1,000 =

5. 89.2 × 100 = 27. 0.083 × 10 =

6. 89.2 × 1,000 = 28. 0.903 × 10 =

7. 0.3 × 10 = 29. 0.017 × 1,000 =

8. 0.03 × 10 = 30. 8.523 × 1,000 =

9. 0.003 × 10 = 31. 7.9 × 100 =

10. 0.9 × 10 = 32. 5.802 × 10 =

11. 0.9 × 100 = 33. 27.08 × 100 =

12. 0.9 × 1,000 = 34. 8.18 × 10 =

13. 0.04 × 10 = 35. 29.3 × 100 =

14. 0.04 × 100 = 36. 25.8 × 1,000 =

15. 0.04 × 1,000 = 37. 3.032 × 100 =

16. 0.007 × 10 = 38. 283.1 × 10 =

17. 0.007 × 100 = 39. 2.1 × 20 =

18. 0.007 × 1,000 = 40. 3.3 × 20 =

19. 0.45 × 10 = 41. 3.1 × 30 =

20. 0.78 × 10 = 42. 1.2 × 30 =

21. 0.28 × 100 = 43. 2.11 × 40 =

22. 0.19 × 100 = 44. 13.11 × 40 =

B Number Correct:

Improvement:

A STORY OF UNITS


6

G5-M6-SaFP-1.3.0-10.2015


Lesson 8: Generate a number pattern from a given rule, and plot the points. 130


Name Date

1. Complete this table such that each -coordinate is 4 more than the corresponding -coordinate.

( , )

a. Plot each point on the coordinate plane.

b. Use a straightedge to construct a line connecting these points.

c. Give the coordinates of 2 other points that fall on this line with -coordinates greater than 18.

( , ) and ( , )

2. Complete this table such that each -coordinate is 2 times as much as its corresponding -coordinate.

( , )

a. Plot each point on the coordinate plane.

b. Use a straightedge to draw a line connecting these points.

c. Give the coordinates of 2 other points that fall on this line with -coordinates greater than 25.

( , ) and ( , )

0 2 4 6 8 10 12

2

4

6

8

10

12

0 2 4 6 8 10 12

2

4

6

8

10

12



Lesson 8: Generate a number pattern from a given rule, and plot the points. 131


3. Use the coordinate plane below to complete the following tasks. a. Graph these lines on the plane.

b. Do any of these lines intersect? If yes, identify which ones, and give the coordinates of their intersection.

c. Are any of these lines parallel? If yes, identify which ones.

d. Give the rule for another line that would be parallel to the lines you listed in Problem 3(c).

line : is equal to

( , )

line : is 1 less than

( , ) line : is 1 less than twice

( , )

0 5 10 15

5

10

15


Lesson 9 Generate two number patterns from given rules, plot the points, and analyze the patterns.

144



Name Date

1. Complete the table for the given rules.

a. Construct each line on the coordinate plane. b. Compare and contrast these lines.

c. Based on the patterns you see, predict what line , whose rule is is 7 less than , would look like. Draw your prediction on the plane above.

Line

Rule: is 1 less than

( , ) 1 4 9

16

Line

Rule: is 5 less than

( , )

5

8 14 20

di t l 0 5 10 15 20

5

10

15

20


Lesson 9 Generate two number patterns from given rules, plot the points, and analyze the patterns.

145



2. Complete the table for the given rules.

a. Construct each line on the coordinate plane. b. Compare and contrast these lines.

c. Based on the patterns you see, predict what line , whose rule is is 4 times as much as , and line , whose rule is is one-fourth as much as , would look like. Draw your prediction in the plane

above.

Line

Rule: is 3 times as much as

( , )

0

1

4

6

Line

Rule: is a third as much as

( , )

0

3

9

15

0 5 10 15 20

5

10

15

20






Lesson, optional


ELA:

● Fluency-Carla ● Compr- Windy

Nights - Fog (response sheets)

● Writing-Daily Journal Prompt: Imagine you find an old letter tucked inside a library book. The letter reveals that there is a hidden passageway somewhere at your school. Write about your search for the passage and where it leads.



Lesson, optional


ELA:

● Fluency-Carla ● Compr- Cloud -

Shadow ● Writing-Daily

Journal Prompt: Imagine you were lost in a forest and had only one tool for survival. What would your tool be? How would you use it?




ELA:

● Fluency-Carla ● Compr- Miles -

Children's Hour ● Writing-Daily

Journal Prompt: Imagine that you had a magical power. What would it be? How would you use it to help people?




ELA:

● Fluency-Carla ● Compr- Old

Sea King ● Writing-Daily

Journal Prompt: Imagine you received a package in the mail from a special person. Using details, write about what happened when you opened the package.



Lesson, optional


ELA:

● Fluency-Carla comprehension questions

● Compr- Casey at the Bat

● Writing-Daily Journal Prompt: Imagine you saw a strange light in the sky. Describe what it is and what you would do.



4 de Mayo






Windy Nights - Fog (hojas de respuestas)

● Escritura - Escribir en el Diario (Imagínate que encuentras una carta vieja dentro de un libro de la biblioteca. La carta revela que hay un pasillo escondido en alguna parte de tu escuela. Escribe sobre tu busqueda y a donde te lleva.)






Cloud - Shadow

● Escritura - Escribir en el Diario (Imagínate que estás perdido(a) en un bosque y que solo tienes una herramienta para sobrevivir! Cual seria tu herramienta? Cómo la usarías?



● Tarea/Practica

ELA (Lectura):


Miles - Children's Hour

● Escritura - Escribir en el Diario (Imagínate que tienes un poder mágico. Cuál sería? Como lo usarias para ayudarle a la gente?



● Tarea/Practica

ELA (Lectura):


Old Sea King ● Escritura -

Escribir en el Diario (Imagínate que recibiste un paquete en el correo de una persona especial. Usando detalles, escribe acerca de lo que pasó cuando abriste el paquete.





● Fluencia-Carla Preguntas de comprensión

● Comprensión- Casey at the Bat

● Escritura - Escribir en el Diario (Imagínate que viste una luz rara en el cielo. Describa lo que es y lo que tu harias.)

Lesson 19: Plot data on line graphs and analyze trends.

Lesson 19 Sprint

5 6

Make Larger Units

1. 24ൗ = 23. 9

27ൗ =

2. 26ൗ = 24. 9

63ൗ =

3. 28ൗ = 25. 8

12ൗ =

4. 510ൗ = 26. 8

16ൗ =

5. 515ൗ = 27. 8

24ൗ =

6. 520ൗ = 28. 8

64ൗ =

7. 48ൗ = 29. 12

18ൗ =

8. 412ൗ = 30. 12

16ൗ =

9. 416ൗ = 31. 9

12ൗ =

10. 36ൗ = 32. 6

8ൗ =

11. 39ൗ = 33. 10

12ൗ =

12. 312ൗ = 34. 15

18ൗ =

13. 46ൗ = 35. 8

10ൗ =

14. 612ൗ = 36. 16

20ൗ =

15. 618ൗ = 37. 12

15ൗ =

16. 630ൗ = 38. 18

27ൗ =

17. 69ൗ = 39. 27

36ൗ =

18. 714ൗ = 40. 32

40ൗ =

19. 721ൗ = 41. 45

54ൗ =

20. 742ൗ = 42. 24

36ൗ =

21. 812ൗ = 43. 60

72ൗ =

22. 918ൗ = 44. 48

60ൗ =

A Number Correct:

A STORY OF UNITS


12

G5-M6-SaFP-1.3.0-10.2015

Lesson 19: Plot data on line graphs and analyze trends.

Lesson 19 Sprint

5 6

Make Larger Units

1. 510ൗ = 23. 8

24ൗ =

2. 515ൗ = 24. 8

56ൗ =

3. 520ൗ = 25. 8

12ൗ =

4. 24ൗ = 26. 9

18ൗ =

5. 26ൗ = 27. 9

27ൗ =

6. 28ൗ = 28. 9

72ൗ =

7. 36ൗ = 29. 12

18ൗ =

8. 39ൗ = 30. 6

8ൗ =

9. 312ൗ = 31. 9

12ൗ =

10. 48ൗ = 32. 12

16ൗ =

11. 412ൗ = 33. 8

10ൗ =

12. 416ൗ = 34. 16

20ൗ =

13. 46ൗ = 35. 12

15ൗ =

14. 714ൗ = 36. 10

12ൗ =

15. 721ൗ = 37. 15

18ൗ =

16. 735ൗ = 38. 16

24ൗ =

17. 69ൗ = 39. 24

32ൗ =

18. 612ൗ = 40. 36

45ൗ =

19. 618ൗ = 41. 40

48ൗ =

20. 636ൗ = 42. 24

36ൗ =

21. 812ൗ = 43. 48

60ൗ =

22. 816ൗ = 44. 60

72ൗ =

B Number Correct:

Improvement:

A STORY OF UNITS


13

G5-M6-SaFP-1.3.0-10.2015

Lesson 19: Plot data on line graphs and analyze trends. 293



Name Date

1. The line graph below tracks the balance of Howard’s checking account, at the end of each day, between May 12 and May 26. Use the information in the graph to answer the questions that follow.

a. About how much money does Howard have in his checking account on May 21?

b. If Howard spends $250 from his checking account on May 26, about how much money will he have left in his account?

c. Explain what happened with Howard’s money between May 21 and May 23.

d. Howard received a payment from his job that went directly into his checking account. On which day did this most likely occur? Explain how you know.

e. Howard bought a new television during the time shown in the graph. On which day did this most likely occur? Explain how you know.

5/12 5/19 5/26 Date

1

2

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nds)

Howard’s Checking Account


Lesson 19: Plot data on line graphs and analyze trends. 294



2. The line graph below tracks Santino’s time at the beginning and end of each part of a triathlon. Use the information in the graph to answer the questions that follow.

a. How long does it take Santino to finish the triathlon?

b. To complete the triathlon, Santino first swims across a lake, then bikes through the city, and finishes by running around the lake. According to the graph, what was the distance of the running portion of the race?

c. During the race, Santino pauses to put on his biking shoes and helmet and then later to change into his running shoes. At what times did this most likely occur? Explain how you know.

d. Which part of the race does Santino finish most quickly? How do you know?

e. During which part of the triathlon is Santino racing most quickly? Explain how you know.

1:00 2:00 3:00 Time (p.m.)

0

10

20

30

1

2

3

Dist

ance

from

Fin

ish L

ine

(in k

m)

Santino’s Triathlon




Carla

Carla had a gift for writing and singing songs. Her family and friends praised her talents and Carla loved to

perform for them. That's why it was strange when Carla wasn't excited about a songwriting contest announced by a

local radio station. They couldn't understand why she would hesitate even one minute to sign up. Carla thought she

had a very good reason, however.

The contest rules clearly stated that the songwriter must perform his or her song for the judges. Even though

Carla had performed many times for family and close friends, she had never sung her songs for anyone else. She was

terrified at the idea of singing in front of strangers. What if they didn't think she was any good? Rather than take a

chance, she decided not to enter the contest.

Carla's sister June and her best friend Lori were disappointed by Carla's decision. They were sure she could win

the contest if she could only get over her stage fright. They came up with a plan to help Carla. They gathered just a

few of Carla's good friends and asked Carla to sing for them after school. She didn't mind because they were all

friends. Every day after that, they asked Carla to sing and invited others to listen. Soon Carla realized that she was

singing to as many strangers as friends. Everyone who heard her encouraged her to enter the contest.

By the time the day of the contest arrived, Carla felt well prepared and was actually excited to sing for the

judges. She had brought two of her biggest fans with her and as her name was called to perform, Carla sent a grateful

look toward June and Lori.

12



Questions for Carla


1. What was Carla gifted in?

2. Why did Carla's family think it was strange that Carla didn't want to enter the songwriting contest?

3. What was the reason that Carla didn't want to enter the contest?

4. What was Carla afraid of?

5. Who was upset about Carla's decision not to enter the contest?

6. Why did they decide to help Carla get over her stage fright?

7. What plan did June and Lori come up with?

8. Why did they think this plan would help Carla?

9. Did June and Lori's plan work?

10. Why did Carla send a grateful look at June and Lori?

13

By Robert Louis Stevenson

Whenever the moon and stars are set, Whenever the wind is high,All night long in the dark and wet, A man goes riding by.Late in the night when the fires are out,Why does he gallop and gallop about?

Whenever the trees are crying aloud, And ships are tossed at sea,By, on the highway, low and loud, By at the gallop goes he.By at the gallop he goes, and thenBy he comes back at the gallop again.

Windy Nights

DID YOUKNOW?

A stanza is a group of lines in a poem separated by a space. These poems have rhymed stanzas. Find the rhymes at the end of each line in “Windy Nights.” Poets often have rhyme schemes, or patterns, for their rhyme. Write a capital letter A next to the word set. Write another A next to the word at the end of another line that rhymes with set. For each set of words that rhyme, use a different letter. The first stanza in “Windy Nights” has the pattern ABABCC. What is the pattern for the second stanza?

There are three poems in this passage. Read each one to determine the topic of the poem. Compare the poems. How are the topics the same? How does the poet describe the topic?


1Credits: © Linda Prater/Wilkinson Studios, Inc.


By Carl Sandburg

The fog comeson little cat feet.

It sits lookingover harbor and cityon silent haunchesand then moves on.

og

From the Navajo tradition

The voice that beautifies the land!The voice above, The voice of thunderWithin the dark cloudAgain and again it sounds, The voice that beautifies the land.

The voice that beautifies the land! The voice below, The voice of the grasshopperAmong the plantsAgain and again it sounds, The voice that beautifies the land.

o f Thunder

DID YOUKNOW?

Figurative language uses words or phrases that are used to mean something different from their dictionary meaning. For example, “It is a pea soup fog” does not mean that you can eat the fog. It compares the thickness of thick fog to pea soup. What does the poet compare fog to in the poem?

2Credits: © Linda Prater/Wilkinson Studios, Inc.

Key Question: How does a poet create images that support the theme of a poem? 1. Read the Key Question. Next, read “How to Read a Poem.” Then read your poem(s). Look at your notes. When you have more than one poem, identify the theme of each poem.

How to Read a Poem ● First, read the poem. ● Second, reread the poem and put an asterisk (*) next to the words you

don’t know. Find words that help you make a picture in your mind. Circle these details. Write a note that explains what it makes you think of.

● Third, read the poem again. This time look up words you don’t know and pay attention to how the language supports the theme.

2. Look for words that help you answer the Key Question. Write the details in the chart.

Poem What I Picture How It Supports the Theme

Windy Nights

The Twelfth Song of Thunder

Fog

I Wandered Lonely as a Cloud

My Shadow

I like to see it lap the miles

The Children’s Hour

Death of the Old Sea King

Casey at the Bat

Key Question:

How does a poet create images that support the theme of a poem?

Ask a family member to help you with the next part.

1. Tell them about the theme(s) and images in the poem(s) you read and how the

language supports the theme. Show them the chart you made.

2. Answer these questions together:

a. How does a poet’s language help readers make a mental image?

b. How does a mental image help you to understand the theme of a poem?

3. Next, write the details that answer the Key Question in the chart. Write only the details

that are true of EVERY poem you read.

What I Picture How It Supports the Theme

4. Review the details in your chart. As a team, write an answer to the Key Question. Use

the details that apply to all the poems to support your answer.

How does a poet create images that support the theme of a poem?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Lesson 20: Use coordinate systems to solve real-world problems.

Lesson 20 Sprint 5 6

Subtracting Fractions from a Whole Number

1. 4 – ଵଶ = 23. 3 – ଵ଼ =

2. 3 – ଵଶ = 24. 3 – ଷ଼ =

3. 2 – ଵଶ = 25. 3 – ହ଼ =

4. 1 – ଵଶ = 26. 3 – ଼ =

5. 1 – ଵଷ = 27. 2 – ଼ =

6. 2 – ଵଷ = 28. 4 – ଵ =

7. 4 – ଵଷ = 29. 3 – =

8. 4 – ଶଷ = 30. 2 – ଷ =

9. 2 – ଶଷ = 31. 4 – ସ =

10. 2 – ଵସ = 32. 3 – ହ =

11. 2 – ଷସ = 33. 4 – ଷସ =

12. 3 – ଷସ = 34. 2 – ହ଼ =

13. 3 – ଵସ = 35. 3 – ଷଵ =

14. 4 – ଷସ = 36. 4 – ଶହ =

15. 2 – ଵଵ = 37. 4 – ଷ =

16. 3 – ଽଵ = 38. 3 – ଵ =

17. 2 – ଵ = 39. 3 – ହଵ =

18. 4 – ଷଵ = 40. 4 – ଶ଼ =

19. 3 – ଵହ = 41. 2 – ଽଵଶ =

20. 3 – ଶହ = 42. 4 – ଶଵଶ =

21. 3 – ସହ = 43. 3 – ଶ =

22. 3 – ଷହ = 44. 2 – ଵ଼ଶ =

A Number Correct:

A STORY OF UNITS


14

G5-M6-SaFP-1.3.0-10.2015

Lesson 20: Use coordinate systems to solve real-world problems.

Lesson 20 Sprint 5 6

Subtracting Fractions from a Whole Number

1. 1 – ଵଶ = 23. 2 – ଵ଼ =

2. 2 – ଵଶ = 24. 2 – ଷ଼ =

3. 3 – ଵଶ = 25. 2 – ହ଼ =

4. 4 – ଵଶ = 26. 2 – ଼ =

5. 1 – ଵସ = 27. 4 – ଼ =

6. 2 – ଵସ = 28. 3 – ଵ =

7. 4 – ଵସ = 29. 2 – =

8. 4 – ଷସ = 30. 4 – ଷ =

9. 2 – ଷସ = 31. 3 – ସ =

10. 2 – ଵଷ = 32. 2 – ହ =

11. 2 – ଶଷ = 33. 3 – ଷସ =

12. 3 – ଶଷ = 34. 4 – ହ଼ =

13. 3 – ଵଷ = 35. 2 – ଷଵ =

14. 4 – ଶଷ = 36. 3 – ଶହ =

15. 3 – ଵଵ = 37. 3 – ଷ =

16. 2 – ଽଵ = 38. 2 – ଵ =

17. 4 – ଵ = 39. 2 – ହଵ =

18. 3 – ଷଵ = 40. 3 – ଼ =

19. 2 – ଵହ = 41. 4 – ଷଵଶ =

20. 2 – ଶହ = 42. 3 – ଵଵଶ =

21. 2 – ସହ = 43. 2 – ସ =

22. 3 – ଷହ = 44. 4 – ସଵଶ =

B Number Correct:

Improvement:

A STORY OF UNITS


15

G5-M6-SaFP-1.3.0-10.2015

Lesson 20: Use coordinate systems to solve real-world problems. 307



Name Date

Use the graph to answer the questions.

a.m. and kept track of the number of kilometers he traveled at the end of each hour of his trip. He recorded the data in a line graph.

a.

b. one-hour break to have a snack and take some pictures. What time did he stop? How do you know?

Johnny’s Bike Trip

7 a.m. 8 a.m. 9 a.m. 10 a.m. 11 a.m. 12 p.m. 1 p.m.

2

14

18

0

Dist

ance

(in

kilo

met

ers)

Time of Day

6

10


Lesson 20: Use coordinate systems to solve real-world problems. 308



c.

d.

e. During w ny ride the fastest? Explain how you know.


The waves beside them danced, but they Out-did the sparkling waves in glee:A Poet could not but be gay,

In such a jocund companyI gazed—and gazed—but little thought What wealth the show to me had brought:

For oft, when on my couch I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils.

There are two poems in this passage. Read each one to determine the topic of the poem. Compare the poems. How are the topics the same? How does the poet describe the topic?

I Wandered Lonely as a CloudBy William Wordsworth

I wandered lonely as a cloud That floats on high o’er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze.

Continuous as the stars that shine And twinkle on the Milky Way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance.


Credits: right: © Don Dyen/Wilkinson Studios, Inc.

My ShadowBy Robert Louis Stevenson

I have a little shadow that goes in and out with me,And what can be the use of him is more than I can see.He is very, very like me from the heels up to the head;And I see him jump before me, when I jump into my bed.

The funniest thing about him is the way he likes to grow—Not at all like proper children, which is always very slow;For he sometimes shoots up taller like an india-rubber ball,And he sometimes gets so little that there’s none of him at all.

He hasn’t got a notion of how children ought to play,And can only make a fool of me in every sort of way.He stays so close beside me, he’s a coward you can see;I’d think shame to stick to nursie as that shadow sticks to me! . . .

DID YOUKNOW?

Imagery is all of the words that appeal to the senses. Images describe how something looks, sounds, smells, tastes, or feels. Ask yourself what the images mean to you. How do they help you understand the poem?


Credits: right: © Don Dyen/Wilkinson Studios, Inc.


Lesson 21: Make sense of complex, multi-step problems, and persevere in solving them. Share and critique peer solutions.

337


Name Date

1. Sara travels twice as far as Eli when going to camp. Ashley travels as far as Sara and Eli together. Hazel travels 3 times as far as Sara. In total, all four travel 888 miles to camp. How far does each of them travel?




338


The following problem is a brainteaser for your enjoyment. It is intended to encourage working together and family problem-solving fun. It is not a required element of this homework assignment.

2. A man wants to take a goat, a bag of cabbage, and a wolf over to an island. His boat will only hold him and one animal or item. If the goat is left with the cabbage, he’ll eat it. If the wolf is left with the goat, he’ll eat it. How can the man transport all three to the island without anything being eaten?


I like to see it lap the miles (383)There are two poems in this passage. Read each one to determine the topic of the poem. Compare the poems. How are the topics the same? How does the poet describe the topic?

DID YOUKNOW?

A metaphor compares two things. It does not use like or as. Poets use metaphor to help readers connect to the images and the theme in the poem. What metaphors can you find in these poems?


Credits: right: © Dan Bridy/Wilkinson Studios, Inc.

They climb up into my turret O’er the arms and back of my chair;If I try to escape, they surround me; They seem to be everywhere.

They almost devour me with kisses, Their arms about me entwine,Till I think of the Bishop of Bingen In his Mouse-Tower on the Rhine!. . .

I have you fast in my fortress, And will not let you depart,But put you down into the dungeon In the round-tower of my heart.

And there will I keep you forever, Yes, forever and a day,Till the walls shall crumble to ruin, And moulder in dust away!

By Henry Wadsworth Longfellow

I hear in the chamber above me The patter of little feet,The sound of a door that is opened, And voices soft and sweet.

From my study I see in the lamplight, Descending the broad hall stair,Grave Alice, and laughing Allegra, And Edith with golden hair.

A whisper, and then a silence: Yet I know by their merry eyesThey are plotting and planning together To take me by surprise.

A sudden rush from the stairway, A sudden raid from the hall!By three doors left unguarded They enter my castle wall!

The Children’s Hour


Credits: right: © Dan Bridy/Wilkinson Studios, Inc.


342



Name Date

Solve using any method. Show all your thinking.

1. Study this diagram showing all the squares. Fill in the table.

Figure Area in Square Feet

1 1 ft2 2 3 4 9 ft2 5 6 1 ft2

7 8 9

10 11



343



The following problem is a brainteaser for your enjoyment. It is intended to encourage working together and family problem-solving fun. It is not a required element of this homework assignment. 2. Remove 3 matches to leave 3 triangles.


By Frances E. W. Harper

Twas a fearful night—the tempest ravedWith loud and wrathful pride,The storm-king harnessed his lightning steeds,And rode on the raging tide.

The sea-king lay on his bed of death,Pale mourners around him bent;They knew the wild and fitful lifeOf their chief was almost spent.

His ear was growing dull in deathWhen the angry storm he heard,The sluggish blood in the old man’s veinsWith sudden vigor stirred.

“I hear them call,” cried the dying man,His eyes grew full of light;“Now bring me here my warrior robes,My sword and armor bright.

“In the tempest’s lull I heard a voice,

Death of the Old Sea King

Frances Harper was an African-American writer who lived from 1825–1911. She worked to promote equality for women and the end of slavery.

In this poem, she refers to Norse mythology. When warriors died, they followed the Valkyrie to Valhalla. The Valkyrie were supernatural beings who appeared over battlefields as armored women holding weapons. The Valkyrie worked for the god Odin, who protected warriors and heroes.


Credits: right: © Carlos Aon/Wilkinson Studios, Inc.

And lit with many a mournful torchThe sea-king’s dying bed,And like a banner fair and brightThe flames around him spread.

But they heard no cry of anguishBreak through that fiery wall,With rigid brow and silent lipsHe was seeking Odin’s hall.

Through a path of fearful splendor,While strong men held their breath,The brave old man went boldly forthAnd calmly talked with death.

I knew ‘twas Odin’s call.The Valkyrs are gathering round my bedTo lead me unto his hall.

“Bear me unto my noblest ship,Light up a funeral pyre;I’ll walk to the palace of the bravesThrough a path of flame and fire.”

Oh! wild and bright was the stormy lightThat flashed from the old man’s eye,As they bore him from the couch of deathTo his battle-ship to die,

DID YOUKNOW?

A symbol is something that stands for something else. For example, a bald eagle is a symbol of the United States. In poetry, words have symbolic meaning. In this poem, the raging storm symbolizes the last battle the sea-king will face—going to Valhalla, or Odin’s hall.


Credits: right: © Carlos Aon/Wilkinson Studios, Inc.



Change Mixed Numbers into Improper Fractions

1. 1 15

= 23. 2 710

=

2. 2 15

= 24. 4 910

=

3. 3 15

= 25. 1 18

=

4. 4 15

= 26. 1 56

=

5. 1 14

= 27. 4 56

=

6. 1 34

= 28. 4 58

=

7. 1 25

= 29. 1 58

=

8. 1 35

= 30. 2 38

=

9. 1 45

= 31. 3 310

=

10. 2 45

= 32. 4 710

=

11. 3 45

= 33. 4 45

=

12. 2 14

= 34. 4 18

=

13. 2 34

= 35. 4 38

=

14. 3 14

= 36. 4 78

=

15. 3 34

= 37. 1 512

=

16. 4 13

= 38. 1 712

=

17. 4 23

= 39. 2 112

=

18. 2 35

= 40. 3 112

=

19. 3 35

= 41. 2 712

=

20. 4 35

= 42. 3 512

=

21. 2 16

= 43. 3 1112

=

22. 3 18

= 44. 4 712

=

A Number Correct:

A STORY OF UNITS


16

G5-M6-SaFP-1.3.0-10.2015



Change Mixed Numbers into Improper Fractions

1. 1 12

= 23. 2 310

=

2. 2 12

= 24. 3 110

=

3. 3 12

= 25. 1 16

=

4. 4 12

= 26. 1 38

=

5. 1 13

= 27. 3 56

=

6. 1 23

= 28. 3 58

=

7. 1 310

= 29. 2 58

=

8. 1 710

= 30. 1 78

=

9. 1 910

= 31. 4 310

=

10. 2 910

= 32. 3 710

=

11. 3 910

= 33. 2 56

=

12. 2 13

= 34. 2 78

=

13. 2 23

= 35. 3 78

=

14. 3 13

= 36. 4 16

=

15. 3 23

= 37. 1 112

=

16. 4 14

= 38. 1 1112

=

17. 4 34

= 39. 4 112

=

18. 2 25

= 40. 2 512

=

19. 3 25

= 41. 2 1112

=

20. 4 25

= 42. 3 712

=

21. 3 16

= 43. 4 512

=

22. 2 18

= 44. 4 1112

=

B Number Correct:

Improvement:

A STORY OF UNITS


17

G5-M6-SaFP-1.3.0-10.2015


348



Name Date

1. In the diagram, the length of Figure S is the length of Figure T. If S has an area of 368 cm2, find the perimeter of the figure.

16 cm S T



349



The following problems are puzzles for your enjoyment. They are intended to encourage working together and family problem-solving fun and are not a required element of this homework assignment.

2. Take 12 matchsticks arranged in a grid as shown below, and remove 2 matchsticks so 2 squares remain. How can you do this? Draw the new arrangement.

3. Moving only 3 matchsticks makes the fish turn around and swim the opposite way. Which matchsticks did you move? Draw the new shape.


Ernest Lawrence Thayer was a journalist. He wrote this ballad in 1888 for the San Francisco Examiner. It describes what happens during a baseball game in the final inning.

Casey at the BatA Ballad of the Republic Sung in the Year 1888

By Ernest Lawrence Thayer

The outlook wasn’t brilliant for the Mudville nine that day: The score stood four to two, with but one inning more to play . . .

A straggling few got up to go in deep despair. The rest Clung to the hope which springs eternal in the human breast; They thought, “If only Casey could but get a whack at that— We’d put up even money now, with Casey at the bat.” . . .

Then from five thousand throats and more there rose a lusty yell; It rumbled through the valley, it rattled in the dell; It pounded on the mountain and recoiled upon the flat, For Casey, mighty Casey, was advancing to the bat.

© Learning A–Z All rights reserved. www.readinga-z.com Connecting Passage

1Credits: right: Ron Mahoney/Wilkinson Studios, Inc.

There was ease in Casey’s manner as he stepped into his place;There was pride in Casey’s bearing and a smile on Casey’s face.And when, responding to the cheers, he lightly doffed his hat,No stranger in the crowd could doubt ‘twas Casey at the bat. . .

And now the leather-covered sphere came hurtling through the air,And Casey stood a-watching it in haughty grandeur there.Close by the sturdy batsman the ball unheeded sped—“That ain’t my style,” said Casey. “Strike one!” the umpire said.. . .

With a smile of Christian charity great Casey’s visage shone;He stilled the rising tumult; he bade the game go on;He signaled to the pitcher, and once more the dun sphere flew;But Casey still ignored it and the umpire said, “Strike two!”. . .

The sneer is gone from Casey’s lip, his teeth are clenched in hate,He pounds with cruel violence his bat upon the plate;And now the pitcher holds the ball, and now he lets it go,And now the air is shattered by the force of Casey’s blow.

Oh, somewhere in this favored land the sun is shining bright,The band is playing somewhere, and somewhere hearts are light;And somewhere men are laughing, and somewhere children shout,But there is no joy in Mudville—mighty Casey has struck out.

DID YOUKNOW?

This poem is a ballad. A ballad is a poetic form that is often sung.


Connecting Passage Credits: right: Ron Mahoney/Wilkinson Studios, Inc.






ELA:


● Compr- A Quiet Hero

● (response pages)

● Writing-Daily Journal Prompt: If you were President of the Universe for one day, what new rules would you make?




ELA:


● Compr- Winter of New Hats

● Writing-Daily Journal Prompt: If you got trapped in a mall overnight, what would you do there? Describe all the fun things you could do.



ELA:


● Compr- The Screaming Mystery

● Writing-Daily Journal Prompt: If you were a famous musician, athlete, movie star, etc. Describe what your daily life would be like.

May 14 Math: Review Lesson: Module 2, Lesson 6 Youtube Video Lesson


ELA:


● Compr- The Ballad of John Henry

● Writing-Daily Journal Prompt: If you could make one wish that would help others, what would you wish for and why? Write to explain what wish you would make and how it would help others.



ELA:

● Fluency-Charlie and Chris comprehension questions

● Compr- Odysseus and the Cyclops

● Writing-Daily Journal Prompt: If you woke up and you were living in a different time period, which time period would it be? How is life different in that time period?







● Comprención- A Quiet Hero

● (hojas de respuestas)

● Escritura - Escribir en el Diario (Si fueras Presidente del Universo por un día, cuales nuevas reglas harías?)





● Comprensión- Winter of New Hats

● Escritura - Escribir en el Diario (Si quedaras encerrado(a) en un mol por una noche, que harias alli? Describe todas las cosas divertidas que harias.)





● Comprensión- The Screaming Mystery

● Escritura - Escribir en el Diario (Si fueras un músico(a) famoso(a), atleta, estrella de cine, etc. Describe cómo sería tu vida diaria.)





● Comprensión- The Ballad of John Henry

● Escritura - Escribir en el Diario (Si pudieras hacer un deseo que le ayudará a los demás, que desearías y por qué? Escribe una explicación de cual deseo harías y cómo le ayudaría a los demás.)




● Fluencia - Charlie and Chris Preguntas de comprensión Comprensión- Odysseus and the Cyclops

● Escritura - Escribir en el Diario (Si despertaras y estuvieras viviendo en un periodo de tiempo diferente, cuál periodo de tiempo sería? Como es la vida diferente en ese periodo de tiempo?)


353



Name Date

1. Pat’s Potato Farm grew 490 pounds of potatoes. Pat delivered of the potatoes to a vegetable stand.

The owner of the vegetable stand delivered of the potatoes he bought to a local grocery store, which packaged half of the potatoes that were delivered into 5-pound bags. How many 5-pound bags did the grocery store package?



354



The following problems are for your enjoyment. They are intended to encourage working together and family problem-solving fun. They are not a required element of this homework assignment.

2. Six matchsticks are arranged into an equilateral triangle. How can you arrange them into 4 equilateral triangles without breaking or overlapping any of them? Draw the new shape.

3. Kenny’s dog, Charlie, is really smart! Last week, Charlie buried 7 bones in all. He buried them in 5 straight lines and put 3 bones in each line. How is this possible? Sketch how Charlie buried the bones.




Charlie and Chris

Charlie and Chris were goofing around in the park and getting bored when they suddenly heard shouting. Looking

up, they saw a big dog running straight towards them. Behind the dog was an elderly man shouting Rex and struggling to

catch up. Charlie and Chris nodded at each other and took off running after Rex.

The dog was fast but so were Charlie and Chris. Then Rex put on a burst of speed. Did he think they were playing a

game? Just then Charlie realized that the dog was headed straight for a group having a picnic on the grass. Without even

pausing, Rex took a gigantic leap right over the blanket and through the middle of the group. Noticing their wide eyes and

open mouths, Charlie and Chris ran around them.

Rex led the boys on several more adventures. At one point, he ran through some sprinklers. Charlie and Chris

slipped and slid on the wet grass but managed to continue the chase. Nearing the concert pavilion, a policeman saw the

dog and children running at top speed. He quickly realized what was happening and blew his whistle. It was amazing!

Everyone stopped in their tracks. For about two seconds. Then Rex took off again with Charlie and Chris right behind him.

By now everyone was slowing down, even Rex. Charlie realized they were back at the point where they had first

seen the old man. In fact, there he was sitting on a bench. Surprisingly, Rex ran right up to the old man and sat down next

to him. Charlie and Chris collapsed on the bench. When they could talk, they described their adventures. Rex's owner

was so appreciative of the help that he bought them treats from the ice cream truck. It turned out to be quite an exciting

day in the park after all.

14



Questions for Charlie and Chris


1. What did Charlie and Chris see running towards them in the park?

2. Why did Charlie and Chris both start running after Rex without even saying anything?

3. What was the first obstacle Rex and the boys encountered?

4. With their wide eyes and open mouths, how did the group feel about Rex jumping over their picnic?

5. Where did Rex lead the boys next?

6. Why did everyone stop when the policeman blew his whistle?

7. Why did they only stop for about two seconds?

8. Where did Rex end up leading them?

9. Why was it a surprise that Rex went and sat down with his owner?

10. How did Rex's owner thank the boys?

15

Worse, African-American customers are required to sit in the back. Even then, they have to give up their seat regardless of where they sit when a white person demands the seat. This practice makes me uneasy because it seems so unfair. I’ve never asked someone to give up his or her seat for me, and yet African-American customers often will move once they see me approaching. If they don’t, the bus drivers threaten and curse them, even though these people paid for their seat!

Today, I was sitting in the last row occupied by white people in the bus when an African-American woman boarded. She looked tired as she carefully seated herself directly behind me, in the first row available to African Americans. She looks exactly like Mary, who was in your medical school class last year. I wondered idly if this woman was related, and a part of me wanted to ask her, but I was too embarrassed for her to say anything.

Further along the route, more people boarded, and eventually, some people, including white people, were standing in the aisle. Suddenly, the bus driver pulled to a stop and ordered the African-American people to get out of their seats and stand so that white people could sit. People started to move except one. When the driver approached this woman, I witnessed an amazing spectacle.

December 1, 1955

Dear Taylor,

Today, history happened, and I was there. I know you are always saying that I exaggerate, but I am not exaggerating today. I am in awe of what happened.

As you know, I am working as a schoolteacher in Montgomery, Alabama, which not only is far from Ann Arbor, Michigan, but also seems like an entirely different world. Do you remember when I told you that I ride the Cleveland Avenue bus to and from work every day? Unlike in Michigan, seating is segregated. That means that people who are African American and people who are white must sit in separate parts of the bus.

A Quiet Hero


Credits: left, right: Seitu Hayden/Wilkinson Studios, Inc.

them put handcuffs on her. Perhaps they were struck by her silent dignity and knew she would not flee, or maybe they simply forgot the handcuffs in the heat of the moment.

I looked at her waiting patiently in the car, composed and staring straight ahead. I thought to myself, “She is the symbol of the new age.” Even seated, she exuded confidence and purpose. She knew she was in the right and was just waiting for everyone else to follow. May that be a lesson to us all,

Morgan

She replied to the driver that she would not move. Her voice was low and soft, but very firm. In contrast, the bus driver started screeching at her as he loomed over her to demand why she would not stand to give her seat to a white person. The bus grew quiet, and all ears were pricked, waiting to see what would happen next.

Speaking even more firmly, she said, “I don’t think I should have to stand up.” I will never forget those words because they were so simple, but the sentiment behind them was very strong. Chills ran up the back of my neck, and I knew this woman had a spine of steel.

Then instead of driving everyone to the scheduled stops, the driver called the police. Patrol cars arrived, their lights flashing and their sirens screaming. Policemen stomped into the bus and confronted the woman. One of them told her that it was the law for her to move, and he started to yank her out of the seat, but instead she stood. One policeman seized her shopping bag, the other grabbed her purse, and she led them off the bus to a patrol car. I never saw


DID YOUKNOW?

Rosa Parks is credited with bringing about the Montgomery Bus Boycott, in which more than 40,000 African Americans refused to ride buses until segregation on buses ended. This protest cost the bus companies a lot of money because 75 percent of their customers had been African American. Thirteen months after the protest began, the U.S. Supreme Court declared segregation on buses unconstitutional.

Credits: right: Seitu Hayden/Wilkinson Studios, Inc.

Key Question: How can an author’s choice of text type reinforce ideas or themes in a story? 1. Read the Key Question. Next, read the passage. Look for details about the text type, character’s strengths, and the theme. Circle or underline these details in the passage. 2. Now look back at the passage. Write the details you circled or underlined in the chart below. Write the theme of the passage.

Passage Title: A Quiet Hero

How can an author’s choice of text type reinforce ideas or themes in a story?

Text Type Character’s Strengths Theme

3. Think about the Key Question. Decide how the text type of the passage helps to

communicate the theme. Use your thinking and details to answer the Key Question.


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


Passage Title: The Winter of Our New Hats






__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


Passage Title: The Screaming Mystery






__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


Passage Title: The Ballad of John Henry






__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


Passage Title: Odysseus and the Cyclops






__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Key Question:


Ask a family member to help you with the next part.

1. Share the text type of the stories you read and a brief summary. Discuss the charts you

made.

2. Look at all the charts your team made. Compare the text types and theme in each of

your stories. Answer these questions together.

a. How are the themes in the stories alike? How are they different?

b. How are the text types in the stories alike? How are they different?

3. Next, complete the chart below. Use details from each passage



4. Review the details in your chart. As a team, write an answer to the Key Question. Use

the details from the stories to support your answer.

5.


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Lesson 25: Make sense of complex, multi-step problems and persevere in solving them. Share and critique peer solutions.

358



Name Date 1. Fred and Ethyl had 132 flowers altogether at first. After Fred sold of his flowers and Ethyl sold 48 of her

flowers, they had the same number of flowers left. How many flowers did each of them have at first?


Lesson 25: Make sense of complex, multi-step problems and persevere in solving them. Share and critique peer solutions.

359



The following problems are puzzles for your enjoyment. They are intended to encourage working together and family problem-solving fun. They are not a required element of this homework assignment.

2. Without removing any, move 2 matchsticks to make 4 identical squares. Which matchsticks did you move? Draw the new shape.

3. Move 3 matchsticks to form exactly (and only) 3 identical squares. Which matchsticks did you move? Draw the new shape.


“Sweet girl, you are too cold. Take this hat, and I will tell you a story of another night that was even colder than it is now.” Dōh nodded absentmindedly, still believing that this was just a dream.

“At the top of this mountain lives a very poor couple. They make a meager living knitting hats to sell at the market at the bottom of the mountain.

“One particular morning, the woman woke early and opened the rice bucket to find only three grains of rice. She shook her head at the lack of food, especially so close to New Year’s Day. She wanted to make a large rice cake to usher in prosperity and joy in the coming year, but unless the man could sell many hats, she knew that would be impossible.

“The man, who knew the woman’s feelings, put his hand on her shoulder and reminded her of all the gifts they did have: good health, joyful conversation, and a roof over their heads. She smiled back at him and sent him on his way, wishing him a safe journey.

“As soon as the man had left, snow began to dance around him, buoying his spirits and making him feel like this coming year was going to be a special one. However, the man could find no buyers for his hats at the market. Then the snow began to fall in earnest, and so the man packed up early and began to trudge homewards.

“Ah, little traveler come sit beside me and let us protect you from the blinding snow and driving wind of this blizzard.”

The smallest statue beckoned, and even though Dōh thought it was a hallucination brought on by the freezing temperatures, she followed. She curled into a ball at the foot of the statue and the wind seemed to lessen. The other statues had moved from their platforms to form a protective circle around her. The littlest statue spoke again.

The Winter of Our

New Hats


Credits: left: Carlos Aon/Wilkinson Studios, Inc.

“As I unloaded rice, a large rice cake, and several bags of gold coins, a few of coins clinked together, waking the woman. We moved off down the mountain, hoping not to be seen, but statues move slowly. So when the woman opened the door to see what the fuss was about, she saw us. I turned and bowed to her. When she looked at us and then down at the gifts, she was speechless.

“Those hats, Dōh, we now give to other travelers who pass. They will keep you warm on your trip up the mountain to visit your aunt and uncle. Give them our good wishes and let them know that their brave gift benefits people still.”

“As he climbed the mountain, he struggled against the wind and the snow. The snow grew deeper with each passing minute. Each step was a battle. He fought to find firm footholds, and the wind whipped his backpack back and forth, almost pulling him off the mountain.

“The man passed us, then backtracked, and he stood looking at us for a while. Though curious, we said nothing. Then he opened his pack and said, ‘On a night like this, no one should be outside. I cannot bring you inside, but take these hats to ward off some of this bitter cold.’ The man brushed the thick snow off our heads and pulled the woolen hats over our heads. When he came to the last statue, he found that he had no more hats, so he removed the one from his head and pulled it over mine.

“We all turned to watch the man slowly walk away, his head down and his arms crossed in front of him, trying to make himself as small as possible. The hats were very well made, and we became warmer immediately. In the morning, we set off up the mountain to leave gifts at his door.

DID YOUKNOW?

In many different cultures, New Year’s Day is celebrated with special foods. In Japan, people make a sweet rice cake called mochi. In China, people eat “year cakes” made out of rice. In Brazil, people eat lentils and rice as the first meal of the new year.

Credits: left: © Name TK/Wilkinson Studios, Inc. © Learning A–Z All rights reserved. www.readinga-z.com 2

Credits: right: Carlos Aon/Wilkinson Studios, Inc.

Lesson 5: Name decimal fractions in expanded, unit, and word forms by applying place value reasoning. 87

This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This file derived from G5-M1-TE-1.3.0-06.2015



Name Date

1. Express as decimal numerals. The first one is done for you.

a. Five thousandths 0.005

b. Thirty-five thousandths

c. Nine and two hundred thirty-five thousandths

d. Eight hundred and five thousandths

e. 8

1000

f. 28

1000

g. 7528

1000

h. 300502

1000

2. Express each of the following values in words.

a. 0.008 ______________________________________________________________________

b. 15.062 ______________________________________________________________________

c. 607.409 ______________________________________________________________________

3. Write the number on a place value chart. Then, write it in expanded form using fractions or decimals to express the decimal place value units. The first one is done for you.

a. 27.346

Tens Ones

Tenths Hundredths Thousandths

2 7

3 4 6

27.346 = 2 × 10 + 7 × 1 + 3 × (1

10) + 4 × (

1

100) + 6 × (

1

1000) or

27.346 = 2 × 10 + 7 × 1 + 3 × 0.1 + 4 × 0.01 + 6 × 0.001





b. 0.362

c. 49.564

4. Write a decimal for each of the following. Use a place value chart to help, if necessary.

a. 3 × 10 + 5 × 1 + 2 × (1

10) + 7 × (

1

100) + 6 × (

1

1000)

b. 9 × 100 + 2 × 10 + 3 × 0.1 + 7 × 0.001

c. 5 × 1000 + 4 × 100 + 8 × 1 + 6 × (1

100) + 5 × (

1

1000)

5. At the beginning of a lesson, a piece of chalk is 4.875 inches long. At the end of the lesson, it is 3.125 inches long. Write the two amounts in expanded form using fractions.

a. At the beginning of the lesson:

b. At the end of the lesson:

6. Mrs. Herman asked the class to write an expanded form for 412.638. Nancy wrote the expanded form using fractions, and Charles wrote the expanded form using decimals. Write their responses.




Lesson 5 Template NYS COMMON CORE MATHEMATICS CURRICULUM 5 1

thousands through thousandths place value chart

Tho

usa

nd

ths

Hu

nd

red

ths

Ten

ths

On

es

Ten

s

Hu

nd

red

s

Tho

usa

nd

s

and sniff out his intentions, I found only a tent and the remains of a fire. On my way back, I found myself face to face with a woman in buckskins and long, flowing black hair tied with a bright blue ribbon. She nodded and I, speechless, could do nothing but nod dumbly back.

The third oddity was the group of men whose riverboat ran aground on the sandbar. The men refused to come into town and stay at the hotel until their boat was repaired. They also refused to let the local boatmen assist with the repairs. Each time we met, they were unfailingly polite, but they always stood up hurriedly, and each time they moved in front of a peculiar black box covered in iron and closed with no fewer than four locks.

Then two otherworldly things happened. First, some of Farmer McWiggan’s apple trees went missing. Round tracks led from the field to the river’s edge. No footprints of man or animal, nor any tool marks, nor evidence of a boat could be found. McWiggan said the only thing he heard in the night was seven eerie screams, the same number of trees he had. The same day, all the honey disappeared from Widow Johnson’s three bee boxes. When she opened the boxes, they had been cleaned out as though they had never been used. I wasn’t sure what the connection between the trees and the honey was, but the widow reported that she had heard three screams.

It is true that the frontier along the mighty Mississippi can be a strange place. As far as it goes, though, I am the law in our little riverside town, but frankly there is little for me to do. Though, lately, we’ve seen some odd goings on.

The first oddity was the screaming, not your normal yee-ouch that emerges when you unexpectedly trip; but rather a prolonged eeeeoooooeeeeeeeiiiiyah, a cross between a yelp and a screech that seemed to say “Help” and “Here I come!” The first time, it was heard in the Lawson’s field; yet when Lawsons ran out to help, they could find no one. It happened a second time outside the General Store and ten townspeople ran out to help, but again they found nothing. After word got around, no one responded to the screaming anymore even though it was heard periodically.

The second oddity was the deserted campsite. Reports of a campsite and a person in buckskins had me on guard. When I went to introduce myself

TheScreaming Mystery


Credits: left: Jok/Wilkinson Studios, Inc.

happily on their ill-gotten gains. If it hadn’t been for Sal Fink, they would have gotten away with it too. Sal, known for her eerie scream that has the power to make animals and plants do things they otherwise wouldn’t, had tracked the men. When she used honey to glue them to the trees, they began screaming, but their screams were ignored because we had become so used to her screams.

I went to thank Sal and offer her a reward for putting herself at risk and heroically capturing the thieves. However, the modesty that had made her keep her actions secret now had made her seek seclusion once again. The small campsite in the woods had been cleared out. The only evidence left of this amazing person was a blue hair ribbon carefully tied and left on a stump.

I heard screams the next night. However, like Johnson and McWiggan, at first I just turned over and thought nothing of it. Then, I got up to check that my vegetable garden wasn’t harmed, and everything looked fine. I figured if there was excitement, I’d be the first to know about it the next day.

The next morning, however, I received a call that put everything into perspective. I gathered a group of hardy townspeople. We hightailed it down to the men’s camp at the edge of the river. There we found seven apple trees arranged in a circle, each with a man glued to the trunk, and in the middle three strong chests with the label of the name of a bank clearly visible. Turns out the bank robbers had planned to paddle down the river to escape and live

DID YOUKNOW?

Sal Fink was not a real person. She is a character whose many exploits up and down the river have been told again and again. According to some tales, she was known as the Mississippi Screamer because of her bellow. In the tales, she regularly duels with thunderbolts and rides the river on the back of an alligator.

Credits: left: © Name TK/Wilkinson Studios, Inc. © Learning A–Z All rights reserved. www.readinga-z.com 2

Credits: center: Jok/Wilkinson Studios, Inc.


Lesson 6: Connect area models and the distributive property to partial products of the standard algorithm with renaming.

92



Name Date

1. Draw an area model. Then, solve using the standard algorithm. Use arrows to match the partial products from your area model to the partial products in the algorithm.

a. 27 × 36

2 7 × 3 6

b. 527 × 36

5 2 7 × 3 6



93



2. Solve using the standard algorithm.

a. 649 × 53 b. 496 × 53

c. 758 × 46 d. 529 × 48

3. Each of the 25 students in Mr. McDonald’s class sold 16 raffle tickets. If each ticket costs $15, how much money did Mr. McDonald’s students raise?



94



4. Jayson buys a car and pays by installments. Each installment is $567 per month. After 48 months, Jayson owes $1,250. What was the total price of the vehicle?

When John Henry was a little baby,Sitting on his daddy’s knee,He picked up a hammer and a little piece of steelSaid, “Hammer’s gonna be the death of me, yes, yes,Hammer’s gonna be the death of me.”

John Henry drove steel on the Southern, He drove steel on the C&O, He drove steel for that Big Ben Tunnel,Well now steel driving end John you know, yes, yes,Steel driving end John you know.

Well, the captain loved to see John Henry, One and all loved to hear him sing, But most of all what the paymaster loved,He just loved to hear John Henry’s hammer ring, yes, yes,Loved to hear John Henry’s hammer ring.

The Captain said to John Henry, Gonna bring that steam drill ‘round,Gonna bring that steam drill out on the job, Gonna whop that steel on down yes, yes!Gonna whop that steel on down.

John Henry told his captain“A man ain’t nothin’ but a manBut before I let your steam drill beat me downI’ll die with a hammer in my hand, yes, yes!I’ll die with a hammer in my hand.”

John Henry is an American folk hero whose strength and swiftness as a hammer man was proven when he won a race against a steam powered hammer. Even though he died shortly after the race, his victory inspires all those who believe that greatness is found in hard work.

The Ballad of John Henry


Credits: left: Drew Rose/Wilkinson Studios, Inc.

John Henry hammered in the mountain, His hammer was striking fire, But he worked so hard, he broke his poor heart,He laid down his hammer and he died, yes, yes,He laid down his hammer and he died.

Well, every Monday morning, When the bluebirds start to sing, You can hear John Henry a mile or more, You can hear his hammer ring, yes, yes, You can hear his hammer ring.

And now all the men sing this song, Like Henry, our hammers clang along, Through the mountain straight, we build the railroad, We lay these tracks all day long, yes, yes,We lay these tracks all day long.

John Henry started out on the right hand, The steam drill started on the left.“Captain, you can surely bet on me, For I’ll beat it to the bottom or I’ll die, yes, yes,For I’ll beat it to the bottom or I’ll die.”

The man that invented the steam drill, Thought he was mighty fine, But John Henry drove fifteen feet andThe steam drill only made nine, yes, yes,The steam drill only made nine.

Oh the Captain said to John Henry, I believe this mountain’s sinking in,”John Henry said to the Captain, Ain’t nothing but my hammer sucking wind, yes, yes,Ain’t nothing but my hammer sucking wind.

Sun shined hot and burning,There wasn’t a breeze at all, Sweat ran down like water down a hill,The day John Henry let his hammer fall, yes, yes,The day John Henry let his hammer fall.

DID YOUKNOW?

The C&O Railway wanted its track to go through a mountain. It took 1,000 men more than three years to finish.

Credits: center: © Drew Rose/Wilkinson Studios, Inc. © Learning A–Z All rights reserved. www.readinga-z.com 2

Credits: left: Drew Rose/Wilkinson Studios, Inc.


Lesson 20: Divide two- and three-digit dividends by two-digit divisors with single-digit quotients, and make connections to a written method.

279



Name Date

1. Divide. Then, check with multiplication. The first one is done for you.

a. 72 ÷ 31 b. 89 ÷ 21

c. 94 ÷ 33 d. 67 ÷ 19

e. 79 ÷ 25 f. 83 ÷ 21

Check: 31 × 2 = 62

62 + 10 = 72

2 R 10

3 1 7 2 - 6 2

1 0


Lesson 20: Divide two- and three-digit dividends by two-digit divisors with single-digit quotients, and make connections to a written method.

280



2. A 91 square foot bathroom has a length of 13 feet. What is the width of the bathroom?

3. While preparing for a morning conference, Principal Corsetti is laying out 8 dozen bagels on square plates. Each plate can hold 14 bagels.

a. How many plates of bagels will Mr. Corsetti have?

b. How many more bagels would be needed to fill the final plate with bagels?

“We are Greeks on our way home from Troy. We’ve just survived a terrible storm. Will you offer hospitality or will you beg the wrath of Zeus?”

“The cyclops are all more powerful than the puny god Zeus. Here is my hospitality.”

The pounding in my brain had barely ceased when I saw the creature club two of my men against the floor. Our pleas to Zeus went unheeded as Polyphemus swallowed them whole. He smacked his lips, washing our friends down with fresh milk.

I would have slain Polyphemus this very night, but I realized that only he has the strength to roll away the boulder. I will attempt sleep; perhaps the morning will bring better fortune.

O.

Sun’s dayWe arrived on the mainland without incident and

made our way to a cave I wanted to explore. It was enormous — so large that we could not see the end when we looked in from the entrance. Inside, we found many enclosures and great rounds of cheese in large stacks against the walls. The crew wanted to organize and tote our new-found bounty to the ship. I overrode the men because I was so intrigued by who or what lived there.

The men and I took up position in the cave to watch. I was astounded when a one-eyed giant, or cyclops, named Polyphemus arrived home with his sheep, rolled an enormous boulder over the entrance, and began separating the sheep, preparing to milk them. Only when he built the fire to make his dinner did he realize he was not alone.

“Who are you?” Polyphemus demanded. He roared each of his words, and the cave echoed so loudly that his question pounded into my brain.

Odysseus and the Cyclops


Credits: left, right: Aaron Siddall/Wilkinson Studios, Inc. Connecting Passage

rolled away the boulder for light. He blocked the doorway while searching with his hands, trying to feel for us. Seeing our chance, we tied ourselves under the sheep so that even if the cyclops felt the tops of the animals as they left the cave, he would not know we were there.

Once free from the cave, we ran to the ship as fast as possible and got safely aboard. I taunted the creature, telling him that I, Odysseus, had beaten him, a cyclops. He flung rocks in our direction even as my crew tried to hush me. It was only after a rock splashed water onto the deck of our ship that I saw the wisdom in their admonishments; yet the thrill of victory thrummed in my chest as we sailed away, eager to see what the next day would bring.

O.

Moon’s dayThis morning looked very bleak when Polyphemus

consumed two more of us for his breakfast. Afterward, he rolled away the boulder, led his flock to graze, and rolled the boulder back over the cave entrance. My crew found a stout tree trunk and whittled away a sharp point at one end. Concealing the stick, we awaited the return of Polyphemus. The next part of the plan relied only on my wits, but I have faced stronger villains and am very cunning.

I offered Polyphemus a drink with his dinner. This drink makes men very sleepy, so my crew consumes it sparingly, usually watering it down when we do. I offered the drink at full strength to the cyclops, and Polyphemus greedily drank all of it. He demanded to know my name and I replied, “Nobody.” Before he succumbed to sleep, he told me that as a favor he would eat me last!

When he was asleep, I signaled to my men, and they brought out the sharpened stick to heat it in the fire. With every man gripping the scorching stick, we rammed it into Polyphemus’s eye. His loud bellowing shook the earth, and Polyphemus

DID YOUKNOW?

Odysseus is a Greek hero whose return from the Trojan War takes ten years that are filled with many adventures. The word odyssey in English is based on the name of a long Greek poem that tells of Odysseus’s lengthy journey. An odyssey is a voyage marked by many changes of fortune.


Credits: right: Aaron Siddall/Wilkinson Studios, Inc.

2Connecting Passage





ELA:

● Fluency-D’Andre

● Compr- Mt. St. Helens Quakes (questions)

● Writing-Daily Journal Prompt: There is a saying that says:time goes by quickly when you are having fun”. Write about an exciting event in which the time seemed to go by faster than usual.



● ELA:

Fluency-D’Andre

● Compr- Growth Mindset (questions)

● Writing-Daily Journal Prompt:What advice would you give to students who will be in 5th grade next year?



ELA:

● Fluency-D’Andre and comprehension questions

● Compr- Reading Games

● Writing-Daily Journal Prompt: Knowing what you know now, if you could write a letter to yourself that would travel back in time so that you would receive it at the start of the school year, what advice would you give your younger self?



18 de Mayo

Matematicas: Lección de Repaso: Modulo 3, Lección 3 Youtube Video Lesson, opcional

● Tarea/Practica

ELA (Lectura): ● Fluencia -

D’Andre ● Comprensión-

Mt. St. Helens Quakes (preguntas)

● Escritura - Escribir en el Diario (Hay un dicho que dice: El tiempo pasa rápido cuando te estas divirtiendo”. Escribe sobre un evento emocionante de la cual el tiempo parecía pasar más rápido que lo usual.)



● Fluencia- D’Andre

● Comprensión- Growth Mindset (preguntas)

● Escritura - Escribir en el Diario (Qué consejo le darías a estudiantes que van a entrar al quinto grado en el próximo año escolar?)



● Fluencia D’Andre preguntas de comprensión

● Comprensión- Reading Games

● Escritura - Escribir en el Diario (Sabiendo lo que sabes ahora, si pudieras escribirte una carta que pasaría por el tiempo al pasado para que la recibieras al principio del año escolar, cuál consejo te darías a ti mismo?


Lesson 3: Add fractions with unlike units using the strategy of creating equivalent fractions.

56



Name Date

1. Draw a rectangular fraction model to find the sum. Simplify your answer, if possible.

a. 1

4+

1

3=

b. 1

4+

1

5=

c. 1

4+

1

6=

d. 1

5+

1

9=



57



Solve the following problems. Draw a picture, and write the number sentence that proves the answer. Simplify your answer, if possible.

2. Rajesh jogged 3

4 mile and then walked

1

6 mile to cool down. How far did he travel?

e. 1

4+

2

5=

f. 3

5+

3

7=



58



3. Cynthia completed 2

3 of the items on her to-do list in the morning and finished

1

8 of the items during her

lunch break. What fraction of her to-do list is finished by the end of her lunch break?

(Extension: What fraction of her to-do list does she still have to do after lunch?)

4. Sam read 2

5 of her book over the weekend and

1

6 of it on Monday. What fraction of the book has she

read? What fraction of the book is left?


D'Andre

D'Andre wanted to surprise his mom with something special for Mother's Day. He knew that she had become

interested in fairy gardens recently and decided to make her one. He wasn't exactly sure what a fairy garden was so he

got his dad involved. His dad wasn't sure either, so together they went to the garden center.

At the garden center, D'Andre told an employee what he wanted to do. The employee, who's name was Sam, was

happy to help. Sam loved to get youngsters interested in gardening. He believed that designing a fairy garden was a

perfect way to get started. He walked D'Andre and his dad over to where examples of fairy gardens were displayed.

Sam explained the basics of a fairy garden. He said that it was like a regular garden, but in miniature, and pointed

out one display that looked like a woodland garden. The plants were trimmed to look like tiny evergreen trees and

bushes. There were small rocks that looked like boulders next to the tiny trees. Very small stones made a walking path

through the garden, just like a regular size garden would have. There were even tiny little mushrooms growing in moss.

The whole garden fit into a pot made to look like a tree stump. D'Andre and his dad looked at each other, smiled and told

Sam they didn't need to see anything else.

Mother's Day was that weekend. After breakfast in bed, D'Andre told his mom that her gift was outside. She

looked confused as he led her toward an area of the backyard covered with a blue tarp. Her confusion turned to joy when

D'Andre and his father lifted the tarp to reveal a beautiful woodland fairy garden. D'Andre joked later that his cheek was

sore from all his mom's kisses!


16

Comprehension


Reading Comprehension Passages Level 5 – Instruction Form 8

Questions for D’Andre


1. What holiday was D'Andre excited for?

2. Why did D'Andre ask his dad for help?

3. What was the employee's name at the garden center?

4. Why did Sam think that designing a fairy garden would help get children interested in gardening?

5. How is a fairy garden different from a regular garden?

6. How did the garden center use rocks and stones in the woodland fairy garden?

7. Why do you think D'Andre and his father were so excited about the woodland fairy garden?

8. Why did D'Andre's mom look confused when he led her into the back yard?

9. How did her mood change when D'Andre and his father lifted the tarp?

10. Do you think D'Andre's cheek was really sore from all his mom's kisses?

17

Mount St. Helens Cluster QuakesThe volcano’s last big eruption, in 1980, blew more than 1,000 feet (305 m) off the top of the mountain.

Scientists looked for unusual gases and other signs that magma, or hot liquid rock, might be building up again beneath Mount St. Helens. Magma building up can be a warning sign that a volcano is getting ready to erupt.

Thankfully, the scientists did not find any signs that the volcano was about to erupt. The tiny earthquakes were just part of the normal cycle that some volcanoes go through. While Mount St. Helens will most likely erupt again in the future, it looks as though that day won’t be anytime soon.

Mount St. Helens, a volcano in Washington State, erupted on May 18, 1980. The blast instantly melted the ice and snow on the mountain, causing huge landslides and floods. More than fifty-six people died. So when government scientists noticed a cluster of more than one hundred earthquakes in the area below Mount St. Helens in the spring of 2016, they were a little worried.

The earthquakes were small enough that most of them couldn’t even be felt on the surface. Though the quakes were not very strong, they were happening far more often than usual. Sometimes there were forty or more quakes during a single week.

Experts say that hot liquid rock squeezing through cracks in layers of rock 1.2 to 4 miles (1.9–6.4 km) below the volcano caused the earthquakes.

Do You Know?

Scientists set up equipment to monitor earthquakes beneath Mount St. Helens.

A Volcanic Neighbor

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Mount St. Helens is 96 miles (154 km) south of Seattle, Washington, and 50 miles (80 km) northeast of Portland, Oregon.

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© Learning A–Z All rights reserved. 1 2www.readinga-z.com


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QUESTIONSMount St. Helens Cluster Quakes

Read 1Mount St. Helens Cluster Quakes

1. Why were scientists worried about Mount St. Helens in the spring of 2016?


2. What did scientists look for to help them determine if Mount St. Helens was getting ready to erupt?


3. What did the scientists learn about the earthquakes?


4. What does the author mean when using the word cluster?


5. What cause-and-effect relationships are present in this passage?


6. What might the scientists have done if they discovered unusual gases, magma, and other signs of a volcanic eruption?


7. What steps did the scientists take to determine if the cluster quakes will lead to another eruption? How is this connected to the scientific process?


8. In what other instances can the scientific process be used?

Extension Activity

Mount St. Helens Cluster Quakes

Why is the scientific process important? Write a paper explaining why the scientific process is important, including at least one specific example.


Lesson 5: Subtract fractions with unlike units using the strategy of creating equivalent fractions.

86



Name Date

1. The picture below shows 3

4 of the rectangle shaded. Use the picture to show how to create an equivalent

fraction for 3

4, and then subtract

1

3.

3

4−

1

3=

2. Find the difference. Use a rectangular fraction model to find common denominators. Simplify your answer, if possible.

a. 5

6−

1

3= b.

2

3−

1

2=

c. 5

6−

1

4= d.

4

5−

1

2=

1



87



e. 2

3−

2

5= f.

5

7−

2

3=

3. Robin used 1

4 of a pound of butter to make a cake. Before she started, she had

7

8 of a pound of butter.

How much butter did Robin have when she was done baking? Give your answer as a fraction of a pound.



88



4. Katrina needs 3

5 kilogram of flour for a recipe. Her mother has

3

7 kilogram of flour in her pantry. Is this

enough flour for the recipe? If not, how much more will she need?

One teacher praises a student by saying “You’re so smart!” Another teacher says, “You must have worked really hard at this!” Which student does better in school? Studies show that students who hear the words of the second teacher will do better. Those students are learning that their effort is important.

Psychologists looked at what grade school students did after they were given different types of verbal praise. Some students were told that they were good at a task. They didn’t try very hard the next time. Other students were told that they had worked hard at a task. They worked even harder the next time. The first group of students was learning that they had a set amount of skill. They didn’t think they could do any better. This is called a fixed mindset. The second group was learning that they could do better if they kept trying. This is called a growth mindset. People who have a growth mindset believe that the brain can grow; people can do better and learn new skills. If they work hard, they can be successful.

How can teachers and parents help students succeed? They can focus primarily on effort and not simply on ability. When students succeed, teachers and parents should praise the actual work put forth rather than intelligence or talent. When students fail, they should be told how they can do better. Teachers, parents, and students need to value effort, not intelligence.

The Growth Mindset

A Mindset Pioneer

Carol Dweck is a psychologist and the first person to use the term growth mindset. She has been studying young students for more than forty years. She believes that when teachers and parents praise a student’s learning strategies, it becomes a pathway to success.

A mindset is a person’s set of feelings or beliefs about something.

W Wiseord

Fixed Mindset Growth Mindset

SKILLSThings you are born with that cannot change

Things you can grow and improve with

hard work

EFFORTSomething to avoid—

could show lack of skill

Something important—

leads to success

CHALLENGESThings to avoid— in case you aren’t

good enough

Things that help you learn

FEEDBACK Something negative Something to learn from

SETBACKSDiscouraging things that happen out of

your control

Helpful things you can learn from

Beliefs of Fixed and Growth Mindsets

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© Learning A–Z All rights reserved. www.readinga-z.com1 2


QUESTIONSThe Growth Mindset

Read 1The Growth

Mindset

1. What is a fixed mindset?

Read 1The Growth

Mindset

2. What is a growth mindset?

Read 1The Growth

Mindset

3. According to the passage, how can teachers and parents help students succeed?

Read 2The Growth

Mindset

4. What does the word effort mean? Why is it important to focus on a student’s effort rather than his or her ability?

Read 2The Growth

Mindset

5. How does the chart inform readers about the differences between fixed mindset and growth mindset?

Read 3The Growth

Mindset

6. How might a teacher or parent praise students to build their growth mindset? Why is this type of praise important?

Read 3The Growth

Mindset

7. How might having a growth mindset help students reach their goals? How might having a fixed mindset limit students from reaching their goals?

Read 3The Growth

Mindset

8. Why are people with a growth mindset more successful?

Extension Activity

The Growth Mindset

Do you agree with author’s point of view on growth mindset? Write a paragraph explaining whether or not you agree with author’s point of view. Use examples from the text to support your answer.

NYS COMMON CORE MATHEMATICS CURRICULUM 5 4 Lesson 13 Homework

Lesson 13: Multiply unit fractions by unit fractions. 210



Name Date

1. Solve. Draw a rectangular fraction model to show your thinking.

a. Half of 1

2 cake = _____ cake. b. One-third of

1

2 cake = _____ cake.

c. 1

4 of

1

2 d.

1

2 ×

1

5

e. 1

3 ×

1

3 f.

1

4 ×

1

3

NYS COMMON CORE MATHEMATICS CURRICULUM 5 4 Lesson 13 Homework

Lesson 13: Multiply unit fractions by unit fractions. 211



2. Noah mows 1

2 of his property and leaves the rest wild. He decides to use

1

5 of the wild area for a vegetable

garden. What fraction of the property is used for the garden? Draw a picture to support your answer.

3. Fawn plants 2

3 of the garden with vegetables. Her son plants the remainder of the garden. He decides to

use 1

2 of his space to plant flowers, and in the rest, he plants herbs. What fraction of the entire garden is

planted in flowers? Draw a picture to support your answer.

4. Diego eats 1

5 of a loaf of bread each day. On Tuesday, Diego eats

1

4 of the day’s portion before lunch.

What fraction of the whole loaf does Diego eat before lunch on Tuesday? Draw a rectangular fraction model to support your thinking.

Notes

IdIoms ConCentratIonDirections

1. Arrange all the cards face down on a surface.

2. Each player takes turns turning over two cards and reading the words on each card.

3. If the cards correctly match an idiom to its explanation, the player keeps the pair and plays again. if not, the player turns over the cards and the next player draws.

4. Play resumes until all cards are in a pair.

$



Idioms Concentration








ants in your pants

bed of roses

between a rock and hard place

calm before the storm

at the drop of a hat

bells and whistles

blow your own horn

chill out

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face the music

hit the hay

kick up your heels

throw in the towel

fit as a fiddle

in the dog house

like a bump on a log

extreme restlessness

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right away

flashy

to brag about yourself

relax, calm down

pleasant situation

being in a tight spot and faced with a difficult decision

a period of peace before a disturbance

or crisis

to take what you have coming to you

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in good health

facing punishment

inactive and not responding

to go to bed

to celebrate and have a

wonderful time

to give up, to quit

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Notes

METAPHOR AND SIMILE SORTDirections

1. Place the “Metaphor” and “Simile” cards face up on a table.

2. Place the phrase cards face down in a pile.

3. Each player draws one card, identifies whether or not the phrase is a metaphor or simile, and then uses the phrase in a sentence.

4. If correct, the player keeps the card. If not, the card is returned to the bottom of the pile and the next player takes a turn.

5. Play resumes until all cards from the pile are gone. The player with the most cards wins.

$



Metaphor and Simile Sort








Metaphor

a heart of stone

rolling in dough

raining cats and dogs

Simile

jumping for joy

apple of my eye

a light in a sea of darkness

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music to my ears

as blind as a bat

as busy as a bee

as cool as a cucumber

like two peas in a pod

as bright as the sun

as cold as ice

as cute as a button

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as high as a kite as light as a feather

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5th Grade Continuous Learning Calendar - Amazon S3

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