EL 3-5 May Covers 5 - Lorain City Schools

TITANS NEVERSTOP LEARNING!

FIFTH GRADE@HOME LEARNING PATH

NAME: ___________________________________

MAY 2020

LORAIN CITY SCHOOLS

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Instrucciones generales sobre el Ritmo Este paquete se configura en tres secciones / temas principales. Los estudiantes deben centrarse en una sección por semana durante el mes de mayo. La primera sección comienza la semana del 4 de mayo y se llama Voluntariado. Esta sección contiene actividades de lectura, escritura, matemáticas y el Día de la Madre que se completarán durante la semana. Los estudiantes deben trabajar en esto por hasta dos horas cada día durante la semana del 4 al 8 de mayo. Los estudiantes seguirán un ritmo similar durante la semana del 11 al 15 de mayo. Para la última semana del 18 al 19 de mayo, solo hay dos actividades, solo lectura y escritura. Sin embargo, si alguna actividad no se completa en la semana anterior, utilice estos últimos días para finalizar. Notas especiales Es importante recordar que las actividades incluidas en el paquete ofrecen un nivel variable de desafío. Según las habilidades de su estudiante, ajuste según sea necesario ya que hay oportunidades de elección incluidas en muchas actividades. Los maestros también estarán disponibles para su estudiante todos los días para ayudar, explicar y complementar las actividades según sea necesario. Communiqués con ellos si usted tiene algunas preguntas. Ejercicio físico Vea el siguiente enlace (canal de YouTube) para que veas videos de uno de los maestros de educación física de Lorain City Schools que realizan actividades de acondicionamiento físico. Su estudiante puede participar en estas actividades durante estas últimas semanas de escuela.

https://bit.ly/2KFp8K5

Estrategias

Estos paquetes se crearon teniendo en cuenta las necesidades de todos los estudiantes. Tenga en cuenta que hay pasajes de lectura nivelados para que los estudiantes los usen. Haga que su estudiante comience en un pasaje de lectura de Nivel 2. Si es demasiado fácil, entonces aliente a su estudiante a pasar al Nivel 1. Si su estudiante tiene dificultades para leer y comprender el pasaje, haga que pruebe el Nivel 3.

Otras opciones para ayudar a los estudiantes que puedan tener dificultades:

● Lea con ellos, ayuda y garantizar su comprensión ● al responder las preguntas o completar una actividad sobre una historia, ayudarles a navegar a un solo

párrafos ● párrafos numeración de Específicos,recordándoles que una muesca indica un nuevo párrafo ● subrayado / resaltando la información importante son todas las maneras para ayudar a guiar a su hijo

Cuando trabaje en páginas de matemáticas en el paquete,

● cada problema con su hijo. ● ayude a resolver. Lea con el o ella para ayudar a verificar la comprensión y guiarlos en cada paso. ● Si está disponible, se recomienda el uso de la calculadora (es una herramienta que los estudiantes

pueden usar para ayudar con el problema siempre y cuando lo estén completando en pasos y no solo ingresando todo el problema.)

Comuníquese con el maestro de aula de su hijo, o el especialista de intervención y el inglés. maestro interno o maestro dotado con cualquier pregunta o inquietud. Algunos estudiantes pueden haber traído a casa sus planificadores, que también incluye algunos materiales de referencia para usar. De lo contrario, también se adjuntan claves de respuestas, organizadores gráficos y hojas de referencia en este paquete. Todos estamos aquí para ayudar y continuar educando durante este tiempo.

https://bit.ly/2KFp8K5

Semana 1 - 4-8 de mayo Tema: Voluntariado ELA Artículo de: "Los voluntarios cosen máscaras faciales para los trabajadores de la salud que enfrentan escasez". (RI. 5) Hay 3 versiones de este artículo (niveles 1, 2 o 3) marcadas en la esquina superior derecha de cada artículo. (Consulte las Instrucciones generales al comienzo del paquete sobre los tres niveles).

1. Elija el artículo con el nivel correcto para que lo lea su estudiante. 2. Este artículo se leerá todos los días durante 5 días. 3. Cada día, el estudiante usará la tabla del Plan de lectura de no ficción y hará lo que se le pida cada día

de la semana. Organizador gráfico y papel se proporcionan para cada semana. 4. Usando el mismo cuadro, en la sección Actividades de elección, elija 1 cuadrado para completar en el

transcurso de la semana. Si su hijo quiere ser desafiado, él / ella puede elegir más de un cuadrado para esa semana. Se proporciona papel para cada semana.

Lectura diaria: los estudiantes eligen un libro, periódico o revista para leer durante 20 minutos por día. Use el registro de lectura semanal para documentar el número de páginas y responder una pregunta de verificación rápida para esa lectura diaria. (RL.5) ESCRITURA Poesía (RL.5) Lun - Folleto de poesía del día de la madre - lluvia de ideas (Crea una lista de palabras que rimen con la palabra en la parte superior de cada cuadro. Hay hojas de muestra proporcionadas.) Mar - Poesía del día de la madre Folleto: escriba coplas (use las palabras que riman para crear coplas. Hay 2 hojas, una que completa el espacio en blanco y la otra es para que usted escriba por su cuenta. Solo use una hoja). Mié - Poesía del Día de la Madre Folleto: escriba poemas finales o más de uno para crear un folleto (¡también color!) (Copie sus coplas en cada una de las hojas de poesía para crear un folleto para esa figura madre especial en su vida.) Jue - Todo tipo de poemas (Hay siete tipos diferentes de poemas con hojas de poesía para escribir una copia final. Elija 2 para escribir hoy. Se incluyen descripciones de cada tipo de poema con ejemplos. Vie - Todo tipo de poemas (Elija 2 poemas diferentes de los 7 en este paquete Deberías haber creado 4 poemas en total. Puedes juntarlos en un libro como regalo a alguien especial en su casa)-. MATEMÁTICAS Matemáticas revisión Siga las instrucciones en el paquete. Hay un total de 10 hojas de revisión. ¡Haz tantos como puedas o desafíate a ti mismo para hacerlos todos! (5.OA, 5.NBT, 5.NF, 5.MD)

o Nivel 1 - Hacer las 10 hojas de revisión

o Nivel 2 - Hacer 7 hojas de revisión

o Nivel 3 - Hacer 5 hoja de revisión

Semana 2 - 11-15 de mayo Tema: Determinación ELA

Artículo: "Sin tonterías: los adolescentes se mantuvieron enfocados en el premio

para ganar National Geographic Bee". (RI.5)

Hay 3 versiones de este artículo (niveles 1, 2 o 3) marcadas en la esquina superior derecha de cada artículo. (Consulte las Instrucciones generales al comienzo del paquete sobre los tres niveles).

1. Elija el artículo con el nivel correcto para que lo lea su estudiante. 2. Este artículo se leerá todos los días durante 5 días. 3. Cada día, el estudiante usará la tabla del Plan de lectura de no ficción y hará lo que se le pida cada día

de la semana. (Por favor, la tabla de la semana 1) 4. Utilizando la misma tabla de la semana 1, en la sección Actividades de elección, elija 1 cuadrado para

completar en el transcurso de la semana (diferente de la semana 1). Si su hijo quiere ser desafiado, él / ella puede elegir más de un cuadrado para esa semana. (Use el cuadro de la semana 1)

ESCRIBIR Diario de un adolescente en cuarentena - Siga las instrucciones en el paquete. Hay 8 entradas de diario. Haga al menos uno por día hasta el final del año escolar. Desafío: realiza las 8 entradas del diario. Se proporciona papel. (W.5) MATEMÁTICAS Volar un avión y glifo matemático Mat - Siga las instrucciones en el paquete para cada actividad. (5.OA, 5.NBT, 5.NF, 5.MD). Lun - Instrucciones para volar un avión: elija qué tipo de avión desea crear y siga los pasos. Puedes crear más de uno. Se incluye papel en blanco en el paquete para crear aviones. Mar: competencia de volar un avión: haga que otros en su casa también hagan un avión de papel y compitan entre sí. Sigue los pasos para las 4 competiciones diferentes: objetivo, tiempo de suspensión, precisión y distancia. Miércoles –Math Mat Glyph - Elige el camino y resuelve los problemas Jue - Math Math Glyph - Identifica las imágenes que coinciden con las respuestas y crea una imagen SCIENCE Peanuts & NASA - Sigue las instrucciones en el paquete (5-8.SP) Vie - Actividad 1

Semana 3 - 18-19 de mayo ELA Lectura diaria –Revisión del libro. Complete la hoja de trabajo de revisión de libros basada en un libro que lea para su lectura diaria. Puede ser cualquier libro que haya leído este año. (RL.5) ESCRITURA Usando el tablero de selección de escritura con la etiqueta Finalizar en la esquina superior derecha, elija 1 casilla para completar en los últimos dos días de escuela. Dedique algún tiempo cada día a trabajar en la pieza de escritura, para que se complete el miércoles de esa semana. Consulte la rúbrica provista. Se proporciona papel. (W.5) CIENCIA Peanuts & NASA - Siga las instrucciones en el paquete (5-8.SP) Lun - Actividad 2 Mar - Actividad 3

Tema: Voluntariado

4 ELA: Lea el artículo “Los voluntarios cosen máscaras” y realizan actividades diarias del tablero de elección Escritura: Lluvia de ideas sobre poesía del Día de la Madre Matemáticas: Revisión de matemáticas

5 ELA: Lea el artículo “Voluntarios cosen máscaras” y realicen actividades diarias del tablero de elección Escritura: Madre Parejas de poesía diurna Matemáticas: Revisión de matemáticas

6 ELA: Lea el artículo “Los voluntarios cosen máscaras” y haga la actividad diaria del tablero de elección Escritura: Libro de poesía del Día de la Madre Matemáticas: Revisión de matemáticas

7 ELA: Lea el artículo “Voluntarios cosen máscaras” y haga la actividad diaria de su elección pizarrón Escritura en el: todo tipo de poemas Matemáticas: revisión matemática

8 ELA: Lea el artículo "Los voluntarios cosen máscaras" y realizan actividades diarias del tablero de elección Escritura: todo tipo de poemas Matemáticas: revisión matemática

Tema: Determinación

11 ELA: lea "Los adolescentes se mantienen enfocados" artículo y hacer la actividad diaria de la pizarra de elección Escritura: Diario de un adolescente en cuarentena Matemáticas: volar un avión

12 ELA: Leer el artículo "El adolescente se mantiene enfocado" y hacer actividad diaria de la pizarra de elección Escribir: Diario de un adolescente en cuarentena matemática: Volar un Aeroplano

13 ELA: Lea el artículo “El adolescente se mantiene enfocado” y haga la actividad diaria de la pizarra de elección Escritura: Diario de un adolescente en cuarentena Matemáticas: Glifo de Mat de matemáticas

14 ELA: Lea el artículo “El adolescente se mantiene enfocado” y haga la actividad diaria de la pizarra de elección Escribir: Diario de un adolescente en cuarentena matemático: Glifo de Mat de matemática

de15 ELA: lea el artículo "El adolescente se mantiene enfocado" y haga actividad diaria en el tablero de elección Escritura: Diario de un adolescente en cuarentena ciencia: Peanuts & NASA

Week 3

18 ELA: revisión de libros Escritura de: elija Terminarlo escritura de la Ciencia Peanuts & NASA

19: ELA Reseña del libro de escritura: seleccione Finalizar Se escribiendo Ciencia: Peanuts & NASA

Weekly Reading Log

Date Book Title Minutes Quick Check Parent

Initials

Monday Two new and interesting words:

1.

2. _

Tuesday Write 1 question you have before, during or after

reading.

Wednesday Setting

Thursday Parts of Speech {1 word for each}

Friday Write 1 connection made to the book:

{text-text, text-self, text-world}

Weekend Write about your favorite part of the text

Time Place

Noun Proper Noun Adjective Verb

This article is available at 5 reading levels at https://newsela.com.

Volunteers sew face masks for health workers facing shortages By Associated Press, adapted by Newsela staff on 03.30.20

Word Count 944

Level 1010L

Image 1. Briana Danyele sews cloth face masks that say "We Got This!" in her mother's living room in Greer, South Carolina, March 22,

2020. The masks will be sent to health care workers. Legions of everyday Americans are sewing masks for desperate hospitals, nursing

homes and homeless shelters amid the coronavirus pandemic. Photo: Christina Hunter via AP

For the last few days, Bill Purdue has been helping his buddy make face masks. He cuts rectangles

of cotton fabric that his friend sews into the masks.

Fashion designer Briana Danyele left Italy in February to return to her mother's Greer, South

Carolina, home. Now she has turned the living room into a mini sewing factory, making masks

that she embroiders with the words "We Got This!"

Purdue and Danyele are among scores of people making personal protective equipment for

desperate hospitals, doctors and nurses. In the middle of a viral coronavirus outbreak, healthcare

workers have turned to the public, saying do-it-yourself face masks are better than nothing.

Helping From Home

Level 1


Coronavirus is a flu-like illness. It began in China and has been spreading across the globe since

December 2019. Health officials have been encouraging social distancing. This means staying

home and staying away from other people to help slow the spread of the virus. Many schools have

shut down. Many companies are telling employees to work from home. Major sporting and

entertainment events have also been canceled or postponed.

For people at home, sewing masks makes them feel less helpless.

"Whatever it takes to get the job done, that's what I want to do," said Purdue, 57 years old. His

daughter works at the women's hospital in Evansville, Indiana. He and his friend Mike Rice

responded to a Facebook post the week of March 16 from Deaconess Health System in Evansville

asking the public for help.

The efforts mirror those in other countries, including

Spain. There, mask-making volunteers include a

group of nuns and members of the Spanish Air Force.

For most people, the new coronavirus causes only

mild or moderate symptoms, such as fever and cough.

For some, especially older adults and people with

existing health problems, it can cause more severe

illness, including pneumonia. The vast majority

recover.

However, the virus is spreading rapidly and starting

to max out health care systems in several cities.

Deaconess spokeswoman Pam Hight said the hospital system realized it could face a shortage if

local infections shot up as they have elsewhere. So officials made and posted a how-to video.

People began offering masks from all across the country. "It makes your heart warm; people are so

good," she said.

She said Deaconess expects to collect thousands of masks the week of March 23 at an off-hospital

site. It will sanitize the masks before distributing them.

Dartmouth-Hitchcock Medical Center, New Hampshire's largest hospital, is preparing kits with

fabric and elastic. It is encouraging volunteers to sew face masks for patients, visitors and staff.

Then, medical-grade protective equipment can be conserved for front-line health care workers.

Providence St. Joseph's Health in the hard-hit Seattle, Washington, area put together kits using

special material and distributed them to people willing to sew them. On March 24, though, it

ended the effort. Local manufacturing companies had begun making masks and face shields

quickly and on a larger scale.

Government officials had previously advised hospital workers to use surgical masks when treating

possibly infected patients. Supplies of fitted and more protective N95 respirator masks were

beginning to run low.

"If nurses quit or become too fatigued or even become ill themselves, then we don't have a front

line anymore," said Wendy Byard of Lapeer, Michigan. Her daughter is a nurse. She began


organizing friends to make masks after learning her daughter was told to wear the same mask all

day.

The week of March 16, the Centers for Disease Control and Prevention, or CDC, quietly updated its

guidelines. It nows says that hospitals low on surgical masks should consider ways to reuse them

or to use them through an entire shift. Scarves or bandanas could be used "as a last resort," the

CDC said. However, some health officials warned cloth masks might not work.

"A True Grassroots Effort"

Mary Dale Peterson runs a Corpus Christi, Texas, children's hospital. She declined volunteers'

offers to make masks. She said construction and manufacturing industries should donate or sell

the high-grade masks they have to hospitals.

"It would be only an extremely, extremely last resort that I would have my staff" wear homemade

masks, she said. "I really hope it doesn't get to that point in the U.S."

Board members of the Missouri Quilt Museum in Hamilton, Missouri, asked local hospitals if

masks were needed. Director Dakota Redford said "they emphatically said yes." Soon other health

care providers, including ambulance crews and nursing homes, were requesting masks.

"This has been a true grassroots effort that has exploded across the country in the quilting world,"

she said.

Businesses also are stepping up.

Crafts chain Joann Stores offered up its locations. People can use the stores' sewing equipment to

make masks and hospital gowns, spokeswoman Amanda Hayes said.

Only 10 people are allowed in each store, sticking to CDC guidelines. The sewing stations will be

six feet apart, and staff will continuously sanitize the work areas and materials. The company also

has special kits for customers who want to make masks at home.

"We're enabling people to feel like they are contributing at a time when we don't have control,"

Hayes said.

In Baltimore, Maryland, almost 285 volunteers with 618 3D printers are making plastic face

shields. The equipment will go to Johns Hopkins and other area hospitals.

Danyele, the South Carolina fashion designer, said she made about 200 masks.

"If I'm one person creating 200 masks, imagine what we all could do," said Danyele, 24 years old.

"It's super sad that we're at this point, but this is encouraging."

NONFICTION R E A D I N G P L A N ONE TEXT ALL WEEK

LUNES MARTES MIERCOLES JUEVES VIERNES

Lea el texto de non ficción. Escribe tres datos que aprendiste sobre el tema.

Vuelva a leer el texto de non ficción. Escribe tres preguntas que se puedan responder después de leer. Escribe las respuestas a esas preguntas.

Vuelva a leer el texto de non ficción. Elija un párrafo del texto. Escriba la idea principal y los detalles de apoyo para esa sección.

Vuelva a leer el texto de no ficción. Determine la estructura de texto utilizada por el autor. Explique cómo sabe usar pruebas de texto.

Vuelva a leer el texto de non ficción. Escriba un resumen de la información importante en el texto.

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ACTIVIDADES OPCIONALES Elija las actividades para completar con el

texto. Cree una nueva ilustración para el texto. Escriba un título para que coincida con la ilustración. Explicar cómo la ilustración y el título coinciden con el texto.

Cree un título para el texto.

Explique por qué eligió ese

título.

Describir una característica de

texto que cree que sería

compatible mejor con los

detalles compartidos en el

texto. Explicar por qué eligió

esa función de texto.

Escribe tres preguntas que

aún tengas sobre el

tema.Escribe cinco palabras

que no conocías o que te

pareció interesante en el texto.

Utilice pistas de contexto.

Escribe cinco palabras que no conocías o que te pareció interesante en el texto. Utilice pistas de contexto para saber el Significado.de la palabras.

Cree un cuestionario de cinco preguntas. Escriba una clave de respuesta.

Escribe cuatro preguntas verdaderas o falsas. Escriba una clave de respuesta.

Investigue el tema y escriba lo que le pareció interesante.

Pa

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Copyright © 2014 K12reader.com. All Rights Reserved. Free for educaPtiaongael us1e8at home or in classrooms. www.k12reader.com

http://www.k12reader.com/

© The Pe a n u t G a ll e ry, 201 5

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, Name: /"\other s Dqy Coue], +s

A couplet is a rhyming poem with two lines .

Use your poetry brainstorming sheet to write some Mother's Day couplets below.

t!

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2 -----loves me a lot.

5 That is 1 sb e st trait.

6 I love aton.

3 always helps me out.

© The Pe a nu t G a ll e ry , 201 5

, Name: /"\other s Dqy Coue], +s

A couplet is a rh ymin g poem with two lin es .

Use your poetry brainstorming sheet to write some Mother's Da y couplets below.

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Example: My mother is just the bes She would win over all th

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Page 27

Date:

Dear ,

I made this book of poems for you because

-----------------------------------------------------------·

I hope you will treasure this book because I

treasure you!

Love,

© The Pe a nu t G a llery, 20 15

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Haiku Does not rhyme Has only 3 lines

Usually about nature

Line 1 = 5 syllables Line 2 = 7 syllables Line 3 = 5 syllables

Example:

Spring is coming soon the clouds will bring a burst of

rain, life, and magic

© Mrs. Maxwell Page 35

Cinquain There are many patterns for a cinquain poem,

but let’s use this pattern:

Line 1 = 1 word Line 2 = 2 words Line 3 = 3 words Line 4 = 4 words Line 5 = 1 word

Example:

Chocolate delicious, sweet you could eat

that treat all day cocoa


Clerihew 4 lines long

The first line must end with a name The first 2 lines rhyme The last 2 lines rhyme

Example:

My dog Will just needs to chill. When his food dish is empty he gets moody and grumpy.


Quatrain 4 lines long

Lines 1 and 3 rhyme Lines 2 and 4 rhyme

(you can write many quatrains to make a longer poem)

Example:

In New York the sky is broad and blue it fills up your eye with golden views

© Mrs. Maxwell

Page 38

Free Verse Rules:

There are NO rules!

It can rhyme or not.

It can be as long or as

short as you want it to be.

Choose a topic and write

the most important details

about that topic in a

creative way!

© Mrs. Maxwell

Page 39

Acrostic Write each letter of a word down the side of the page.

Each line of the poem

begins with a certain letter, like this poem about MATH:

Mutiplication is a breeze Adding makes me smile Twenty is an even number Hang around for awhile!


Diamante

This kind of poem is 7 lines long. Follow this pattern:

Noun Adjective, Adjective Verb, Verb, Verb

Noun, Noun, Noun, Noun Verb, Verb, Verb

Adjective, Adjective Noun


© Mrs. Maxwell

All Kinds of Poems

a book of poetry by

Page 42

© Mrs. Maxwell

Haiku Poem by

© Mrs. Maxwell

Cinquain Poem by

© Mrs. Maxwell

Clerihew Poem by

© Mrs. Maxwell

Quatrain Poem by

Free Verse Poem by


© Mrs. Maxwell

Acrostic Poem by

© Mrs. Maxwell

Diamante Poem by

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Page 50

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2/8 = 1/4 0.25 25%

1/3 0.333 33%

3/8 0.375 38%

4/8 = 1/2 0.5 50%

5/8 0.625 63%

b/8 = 3/4 0.75 75%

7/8 0.875 88%

8/8 = I 1.0 100%

r

I0mm=lcm I00cm=lm I000m=lkm

'- r

12 in= I ft. 3 ft.= I yd. 5.280 ft. = I mi

r water freezes"I 32°F = 0°C

water boils '- 212°F = 100°c )

Name: Date: #

1 Find the sum:

2 , 1 9 3

+ 3 , 6 2 2

2 Find the difference:

4, 7 2 8

- 6 9 1

3 Find the product:

7 , 5 2 6

X 5

4 Find the quotient:

370 ÷ 5 =

1

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# answer

1

2

3

4

5

6

7

8

9

10

5

6 groups of ☐ is

the same as 48.

9 Put the fractions in order from least to greatest.

6 Round to the nearest hundred.

59,450

7 What is the space between two intersecting lines called?

A vertex

B angle ?

C ray

10 The classroom door is 7 and a half feet tall. How many inches tall is it?

ge 51

8 The students were asked

to read during the summer.

The total number of books

read was 2,434. If 1,822 were

fiction and the rest were

nonfiction, how many

nonfiction books were read?Pa

http://www.cfclassroom.com/


Name: Date: #

1 Find the sum:

4 , 5 9 7

+ 5 7 1


8 , 4 5 7

- 6 8 3

3 Find the product:

4 3 5

X 8


936 ÷ 6 =

2

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# answer

1

2

3

4

5

6

7

8

9

10

5 9 Add the fractions.

4 G + 2F = List the multiples of six that are less than

forty.

6 What is the largest number that can be made with these

numerals?

7 Is the dotted line a 10 ∠What does angle CBD measure?

C

B D

ge 52

line of symmetry?

8 The teacher passed out

math books. The length is

10 inches and the width

is 8 inches. What is the perimeter of each book?

Pa



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Name: Date: #

1 Find the sum: What number comes next in this 9 Reduce the fraction to its lowest terms.

8 , 2 6 2

+ 8 6 8

sequence?

81, 72, 63, 54, 45, . . .


5 , 7 5 8 6 Write the number in

- 4 5 7

3 Find the product:

8 3 5

words.

5,354 X 6

What type of lines are shown?

10 What is the perimeter

of the rectangle in


868 ÷ 7 =

8 Ed is helping his teacher

inches? 5 feet

organize the class library by putting 150 books back on the shelf. Half are biographies, 32 are poetry and the rest are fiction. How many fiction books does he have to put on the shelf?

Page 53

4 fe

et

5 3

7

# answer

1

2

3

4

5

6

7

8

9

10



Name: Date: #

1 Find the sum:

7 , 9 3 9

+ 4 , 5 4 7


8 ,

- 3 , 9 3 3

6 8 8

3 Find the product:

5 6 9

X 6


930 ÷ 5 =

4

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# answer

1

2

3

4

5

6

7

8

9

10

5 List all the factors of the nu

1mb

5er:

9 Add the fractions.

Record the sum in simplest form.

7 30

10 +

100 =

6 Put these numbers in order from greatest to least.

7 How many right angles does this shape have?

10 How many students

spent more than u of

an hour reading??

X

X X X X X X X X X

t u v w x Hours Spent Reading

ge 54

8 The class was doing a

science experiment. They

needed to pour 7 H cups of water onto a powder. They

already poured 3F cups in.

How much more water do

they need to add. Pa



Name: Date: #

1 Find the sum:

4 , + 3 ,

6 2 9

9 4 6


8 9 ,

- 5 , 5 4 7

9 9 2

3 Find the product:

6 , 9 2 2

X 3


984 ÷ 2 =

5

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# answer

1

2

3

4

5

6

7

8

9

10

5 Is the 1st number a factor of the 2nd number?

8, 48

9 Solve. Simplify the answer if possible.

6 x Q =

6 700 equals tens

how many?

7 Which is the correct label for this figure?

A equilateral triangle

B obtuse triangle

C scalene triangle

D right triangle

10

7 kilometers = ___ meters

ge 55

8 The teacher’s bag weighs 5

pounds. How many ounces

does his bag weigh?

Pa



Name: Date: #

1 Find the sum:

6 , 1 4 8

+ 2 , 2 8 6


8 1 ,

- 7 , 6 9 2

8 3 3

3 Find the product:

4 8 9

X 7


749 ÷ 7 =

6

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# answer

1

2

3

4

5

6

7

8

9

10

5 Write an equation that can be used to solve this problem:

There are 8 crayons in each box. There are 6

boxes. How many crayons are there in all?

9 Which fraction is more than half?

6 Round to the nearest ten.

67,236

7 What type of angle is shown?

10 Put the measurements in order from shortest to longest.

52 inches

4 yards 13 feet

ge 56

8 The fifth grade math

book has 180 pages of

problems to solve. If the

students complete 3

pages each school day,

how many school days

will it take to finish the

book? Pa



Name: Date: #

1 Find the sum:

5 6 , 2 2 3

+ 3 5 , 7 1 3


8 5

- 1 9

, 7 4 7

, 7 3 8

3 Find the product:

8 , 4 3 7

X 8


635 ÷ 5 =

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7

# answer

1

2

3

4

5

6

7

8

9

10

5 Which number is not a factor of 28?

2, 6, 7, 28

9 Solve and simplify.

5 x Q =

6 What is the largest number that can be made with these numerals?

7 10 What angle is formed by the hour hand and the minute hand when a clock reads, 9:00?

ge 57

How many perpendicular angles does this shape have?

8 The school nurse measured

the height of all of the 5th graders. The tallest student was 5 feet 2 inches and the shortest was 4 feet 3 inches. What was the difference between the tallest student and the shortest

student in inches? Pa



Name: Date: #

1 Find the sum:

5 7 , 3 2 3

+ 3 2 , 6 9 2


8 3 ,

- 3 5 , 8 0 1

6 2 6

3 Find the product:

7 , 2 4 8

X 6


927 ÷ 9 =

8

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80 y

ard

s

# answer

1

2

3

4

5

6

7

8

9

10

5 What number comes next in this sequence?

125, 130, 135, 140. . .

9 Fill in the numerator

to create equivalent fractions.

4

8 = 2 6 Write the number in

standard form.

6000 + 500 + 30 + 2

7 What is this called?

N M

A ray

B vertex

C angle

10 What is the area of

the football field?

60 yards

football

field

ge 58

8 On Sunday, Lindsey

rode her bike 3 times as far as she did on Saturday. On Saturday she rode 3 miles. How far did she ride on Sunday? Pa



Name: Date: #

1 Find the sum:

8 , 4 5 3

+ 2 , 8 4 3


2 4 ,

- 1 2 , 2 3 4

1 3 5

3 Find the product:

3 , 5 8 3

X 4


504 ÷ 8 =

9

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# answer

1

2

3

4

5

6

7

8

9

10

5 List the first 3 multiples for the number:

8

9 Write as a decimal.

6 10

6 Which number below has the greatest value?

7 How many sides does this shape have?

10 Tyler measured crayons and made this line plot to show the results. How many were shorter than 2 and a half inches?

X X X X X

X X X X X

2 2F 2A 2H 3 Length of Crayons in Inches

ge 59

8 Julia helped the teacher

clean the tables in the

that F ofHthe tables are

classroom. She noticed blue and of the tables are red. There are eight tables in all. How many are

red. Pa



Name: Date: #

1 Find the sum:

5 3 , 4 7 8

+ 2 2 , 7 7 4


6 4 ,

- 3 1 , 1 6 8

3 3 2

3 Find the product:

3 , 4 4 0

X 9


864 ÷ 6 =

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10

# answer

1

2

3

4

5

6

7

8

9

10

5 Joe lined up his button collection in the pattern below. If he continues the same pattern what

shape will the 15th

button in his line be?

. . .

9 Solve. Simplify the answer if possible.

3Q + 2S=

6 Is this comparison true or false?

543,465 > 543,456

7 Which is the correct label for this figure?

A hexagon

B rhombus

C trapezoid

D pentagon

10 5 feet = inches

ge 60

8 Jessica’s fifth grade classroom has a rug that is 81 square feet. The length is 9 feet. What is the width of

her classroom rug?

Pa




Texas teen's determination leads to National Geographic Bee win By Associated Press, adapted by Newsela staff on 05.23.17

Word Count 738

Level 930L

Host Mo Rocca (center) applauds as (at left) Thomas Wright, 14, of Milwaukee, Wisconsin, congratulates Pranay Varada, 14, of Carrollton,

Texas, on winning the 2017 National Geographic Bee on May 17, 2017, at the National Geographic Society in Washington, D.C. AP

Photo/Jacquelyn Martin

WASHINGTON, D.C. — Pranay Varada was disappointed by last year's National Geographic Bee,

where he finished in sixth place. The middle schooler was determined to avoid another setback in

his final year of eligibility. So he started studying for this year's bee that same day.

Pranay created spreadsheets with information about every country in the world. He spent a year

skipping school field trips and birthday parties to study them. Last week, his hard work paid

off. Pranay finished the bee standing on stage with a medal around his neck, accepting

congratulations and prizes including a $50,000 scholarship. He won first place.

Bounces Back After Coming Up Short Last Year

"It was extreme disappointment, to get all the way up here and not win," said Pranay, a 14-year-

old with a wispy black mustache. The eighth-grader lives in Irving, Texas. "I was researching and

trying to find ways to not make the same mistakes twice," he said.

Level 1

Also Wins Family Trip To Galapagos Islands Page 63


Pranay survived a tense duel with another top-10 finisher from last year, 14-year-old Thomas

Wright of Milwaukee, Wisconsin. Through most of the two-hour competition, Pranay was ahead.

Then, Thomas caught up when he gave a more detailed answer to an essay-type question. The

question asked which country would be well-suited for resettling residents of the Maldives forced

to move because of rising sea levels.

During the championship rounds, both boys got all five questions correct, but only after Pranay

successfully challenged an answer that was initially deemed wrong. The question was about a

mountain range between northern Vietnam and Laos. Pranay identified it as the Annamite Range

and not the Annam Mountains.

"I was absolutely sure I could win that challenge," he said.

Correctly Identifies Mountain Range

The bee moved into sudden death. Pranay won on the first tiebreaker question, correctly

identifying the Kunlun Mountains as the range that separates the Taklimakan Desert from the

Tibetan Plateau.

Pranay showed an interest in geography starting at age 3, when his mother, Vasuki Kodaganti,

started giving him puzzles of maps. When he was 4, his parents gave him an atlas that he would

study every day. His mother said she didn't know about the National Geographic Bee back then.

She had no idea it would become her son's passion.

"I feel guilty," said Kodaganti, who was in tears after her son's victory. "I was enjoying being a

mother. He was my first born."

Teen's Parents Came From India To The U.S.

Pranay's parents immigrated to the United States from India in the late 1990s. They said they were

mostly hands-off about preparing him for the bee, although his mother quizzed him with

questions from his spreadsheets.

"There's no way you can push a kid to learn geography," said his father, Praveen Rao. "He's very

methodical and planned everything out."

Pranay is the sixth Indian-American in a row to win the National Geographic Bee. The past 10

champions of the National Spelling Bee have also been Indian-American. But unlike many of those

winners, Pranay did not participate heavily in bees run by the North South Foundation, an Indian-

American group. The North South Foundation trains students for academic competitions. The

National Geographic Bee has been Pranay's focus since he was in fourth grade, when he finished

second in the Texas state bee.

No Playing With Friends On The Weekends

Rao said his son has been more interested in playing piano and cello and composing music than

"participating in every geography bee." But he said Pranay uses his time well.

"It's no hanging out with friends or goofing off on weekends," Rao said. "To win at nationals, you

have to sacrifice something. You can't have distractions."


In addition to the scholarship, Pranay gets a trip with his family to the Galapagos Islands and a

lifetime membership in the National Geographic Society. Thomas gets a $25,000 scholarship as

runner-up. Veda Bhattaram, who finished third, gets $10,000. The scholarships will help pay for

the students to attend college.

The host for the second straight year was Mo Rocca, a "CBS Sunday Morning" correspondent and

comedian. Rocca did his best to keep the contestants relaxed as they stood on stage during breaks

in the action. At one point he quizzed the kids about corn production in their home states.

"Do you have a lot of corn in Wisconsin?" Rocca asked.

"Yeah," Thomas said, "but I really don't care."

NONFICTION READING P

LAN

ONE TEXT ALL WEEK

LUNES MARTES MIEROLES JUEVES VIERNES Leer el texto de non ficción

Escribe tres datos que aprendiste sobre el tema.

Leer el texto de non ficción.

Escribe tres preguntas que se puedan responder después de leer.

Escribe las respuestas a esas preguntas.

Vuelva a leer el texto de non ficción.

Elija un párrafo del texto.

Escriba la idea principal y los detalles de apoyo para esa sección.

Leer el texto de non ficción.

Determine la estructura de texto utilizada por el autor.

Explique cómo sabe usar pruebas de texto.

Vuelva a leer el texto de noncción.

Escriba un resumen de la información importante de el texto.

t " :ii \=

A

C

T

V

I

D

A

D

E

S

OPCIONALES Elija una ilustracion del texto. Escriba un título para que coincida con la ilustración. Explicar cómo la ilustración y el título coinciden con el texto.

Cree un título para el texto.

Explicar por qué elegiste

ese título

Describir una característica de

texto que cree que sería

compatible mejor con los

detalles compartidos en el

texto. Explicar por qué eligió

esa función de texto.

Escribe tres preguntas que

aún tengas sobre el texto.

Escribe cinco palabras que no conocías o que te pareció interesante en el texto. Utilice pistas de contexto para escribir el significado de las palabras.

Cree un cuestionario de cinco preguntas para el texto. Haz una llave de respuesta.

Investigue el tema y escriba tres hechos que aprendió al respecto.

Escribe cuatro declaraciones verdaderas o falsas que alguien podría responder después de leer el texto.

Pa

ge 6

9

FOR S T 'U D E N T S

o , ver night 1 aU our l'1 i ves have changed, and we ar 1 e now' living in a world in which w,e never imogi,ned. W,e or e, a port of his t ory, and 1it is important w,e docume.nt our firsthand experienc,es in the life of t ,eenage1r s during this pandem1i c.

Y,ears· f rom1 now your chi ldre.n and grandchildren will 1 look back at this cr it ical t ime in history aind ask 'y·ou what l i f e

was li ke when the c,or oina·vir us 1 at t acked?1

B, y cr e,at ing journal 1 ent ri ,es you w1il I be toking 0 1 n t he. r oi,e of

a t 1een histor 'ia.n. You w1ill document your lj our ne, y and use

your entries as an outlet to creativery expr,ess yourserf. Each entry wi l l have a set of , j o1 urnaf pr ormpt s you

1must ons, we,r 'li his is the st ,ory of you, so 1it is ,a non-f 1i ct ion

narrot 1i ve.

, Each e.nt ry must be at least t 1wo par agr,aphs, 4 sentences a

po agraph , t ot alin, g ,8 se.nte.nces,. I i'nvi t e y,ou to 'wr 1it e as :mu ch as you want ,and to be honest and cr eaj exper1enc,e.

Page 74

t ive about y1our

-- - -

1

ENTRY ·# · 1

,----- ..... . I

.:Jo.ur n

- al P

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m. pt

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I

Hell l o my name is· Chr i st ina, I am 11 years · o d and I om a ,nat ive New

An introduction (your no1me, age, and

I in, t erest i1ng f a.ct s) I

I I II Mow has your ife I

changed in the ll ost I few weeks?

I I

I Who are you stuck I I

in 1

quaro1nt ine with? I I I

I ·w hat are some I

I posiii t i ve cha1n ges? I

Yorker. I go to I.S. 51 and am in the 7th gr,ade.. I oon1 t beJie ve I am off from school unt i, April 20t h! WhiJe off f r1om schooI , I arm in qua rant i ne wit h my mom , dad, and two younge ·r1

s i t er.s·. My s is t e r s names are fr;ances, who is 8,, and Vo.nes .s a, who is 6.. They are annoying, but at least 'I have my dog, a Yorkil e Terri'er, nom,ed

Bruno, ta keep me co1 mpany.

Some positives ,abo1Jt being in quarantine i!S ·wa kingup lat e, getting

t ime to do arts· and craf ts, and

playing in my· back.yar d wit h Br uno. I hat ,e l eaving B.runo ,at home alone when I om at school, s,o t is nke to keep hiim company alI day. Some 1negat1ves

about be.ing in guariant11n e ;s my mo:m 1i s

I I annoying cmd I imit ng ,our· 't elevis·i on and video gaming time. She keeps

I What are some I negative changes?

I .s ay i ng she doesn't want us· wost il1ng, t oo

I much t ime doing n, ot hi ng, so she

I I What is the most

,assi'gned 1us each chore,g. I hate do ng

I choresI A lso I :m· s·s seeing my f r iends e.veryday. The most cha l engilng

I change E have famed so far being il1n quo. r ant ine ils hov ":9 to d-e, a wi't h

I challenging chan1ge y,ou I that you are facing in I qu a ·r a.nt i ne? _

' ,

Frances and Vanessa .24/ 7!1 They don't

leave m.e a o1ne.

I I

I

I

I

ccmf uising !'earnin, g al'I the 1n e·w t ed 1niq1J1e.s anj

gaming going on. Heir parents af e tryhing to stop it

I

'E N T R Y #2

,-----,

Entry Example

( I I om f eel ing s.tiressed out after my

I ,Journal Prompt

I first wee,k of emot e 11 e ar n,i n g. It has been

I I ba l1 ain cing out alll my as·s, g ,n ment s. Sinc,e I ha.ve alll

Emo toi na l C he c-k day t, o do m,y w, or k , my mo•m and dud hove been

I In: How are you pretty ,c10 0 11 about 1my · bedt ,i me,. b asically l,et t i1ng me go t o, slee-p a l',it t Je ,l at er than us1,11al. I have been

I feeling? Explain I go,i n g to slee, p at llpm ,and waking up• at 8am to why? take B1 r un o for a. walk a uncl the bl'ock.

I I I have a. new routine, of 1wa ki1ng Bruno art

I I 8am every day, then be, for e l'un ch my 1m om 1malk es

What t ime have you been waking

Frances, Vanessa, and I d, o a YouTube dance

I wor kout . She r eolly wants me ,and f 1 r ,anj ces to do i t ,

I up and going to

I slee.p ?

aind Vanessa. j u ist tags al'ong· arii.d t r i es. She is, CJ. bad

dancer, lbut it· , s funny 'wat ching her t ry ·. Then

.a,f t er wee-at lunch 'We star, t our remote lear n,in g. I d, on ' t kinow ,if you wo 1l 'd C1ot1:s,i cler t his a r orwtiine,. but

I I I do an ar t 's and cir af t every· n i ght b e, f o e I g, o u, p W hile home n,a.ve you c:r-eated

any t-out i n es, s1.1.ch as: - E'><!e.rcising

- Cook ing

- Oleaning!l Chor.es - Act ivit ies - Video G·arnin g

, t o bed. I get my· ideas off of Y, ouTu be. I've be.en

making a pa1p er mache trea:9ur;e box. It's so 1mu ch

fun p1ut t 1ng i t together.

I h aven't spoken to everyone i1n 1my doss

b u t I h a.v e t a.lked to my best f r iends Mar ia. ,and

P'Ollll a. We facetime ev, ery d ay for ,a.t Ieost l h1r . I

I I f eeJ bad for Mcir ,i a, because she is an, only ch "ld ,and

Have you spoken to any fr iends?

I How do they

I sound?

ev,eitill though froritces and Vanessa con ge,t on my

ner v,es, they keep me ocou, p i ed. Poul'a m e me is the

oIdest s1i b l i ng but ,of th ee younger br o,t h e.rs. P,aula.

I hos been helping her parent s kee, p the boys f r, n m go,i ng cr azy. In my houise we dam::,e arii.d d, o art

,. I pr, oj e ct s but in Paull a ' s house t her;e's ,a , l'ot of , vi de o

'-----; by c;r,eot ing a Lego competit, ion · , or -t e boys, t o

O.py<igbt O 2020 llir-.amu - P11J1m ne

focus ,on inst ,ead. I th in,k P,aula is having the

hardest t ,i me, she really mis, ses her boyfriend. I

would wr ,i t e mor-e about t hat , but I pr, omised her I

wouldn't t em anyone.

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THE DIARY OF A Q, U A R A N T I N E , D T E E . N

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ENTRY #8

-----, I ournal Prompt 1 I I I I

Emot ional Check-In: How

Entry Example

I have been ki nd of sad t h is week s i nce Lauren and Joe went home . We had so much fun when they were he re , it really took

my mind off of eve ryt hi ng goi ng on. I don't know why they coul dn't stay longer. I really

hate the coronav i r us! As upset as I have been

f ee li ng, I feel even worse for my aunt and

I I Vanes s, a I didn't t e c hn ically cance l it , but I

are you I feeling? Explain I I why? I I I

I Did you have to I cancel any plans

was rea lly looki ng forward to my Aunts spr i ng we ddi ng. My little sis t e r Vanessa was supposed to be the flower gi rl. My Aunt came over and she was c ryi ng about i t to my par ent s . I can

1

t

i mag ine havi ng to cancel my wed di ng. I went wit h her to get her dress and Vanessds dress . I t hink Vanessa was more upset then my aunt

to be hones t . Both of t he i r dresses were

I t hat you were

I looking for ward

gorgeous . They were even going to let me and Frances go i n the li mo! Wa t ching the people

I around you suffer and not be i ng able to do

I to, due to the I

I corona vir us?

I

I I

I What advice

would you give to someone

I who hasn't I I experienced I I qu rant ine?

'-----

anyt hi ng about it makes me feel so he l pless .

The advice I would gi ve to someone

who has n1 t e xpe r ie nce d quar a nt ine is to be

cr eat ive and keep your mi nd busy. At f i rs t I was mad that my mom was l i mit i ng our tele vis ion and phone t ime , but as I reflect on

it I am grat ef ul. Ge t t i ng all my work done is

okay, but going on to YouTube and le a r ning

new dances and f ol lowing art t ut or ia ls has really made me feel us ef ul. Also I would suggest to them to he l p t he i r parents out i n the kit c he n. I am s t i ll he l ping my mom , and

she says I am be comi ng a pr of ess ional. The other night I cooked our family di nne r all by mys e lf . I mean my mom was t he re , but only as my as s is t a nt . I made my gra ndma 's famous Sunday sauce wit h s pag he tt i and mea t balls . It

was really rewa rd i ng seei ng everyone enjoy somet h i ng I made .

I

I

Paper Airplanes The Classic Dart

1. Start with an 8.5" x 11" paper in

landscape orientation. You can use scissors

or other hard edges to smooth all folds.

2. Fold the upper left corner down so that

the left edge lines up with the bottom edge.

3. Flip the paper over and repeat step two

with the upper right corner.

4. Now fold the top right diagonal edge

down so that it lines up with the bottom

edge of the airplane.

5. Flip the paper over and repeat step four

with the top left diagonal edge.

6. Next, fold the top left diagonal edge

down so that it lines up with the bottom

edge of the airplane.

7. Flip the airplane over and repeat step six

with the top right diagonal edge.

8. Look at the back of the paper airplane

and gently bend the wings up so that they

form three equal angles.

9. Your Classic Dart airplane is ready to fly!

Special thanks to The Paper Airplane Guy, John Collins,

for inspiring us with his award-winning designs!

Maker Camp 2015 » Week Five » Flight


Page 92

Paper Airplanes The Front Four


portrait orientation. You can use scissors or

other hard edges to smooth all folds.

2. Fold the paper in half hamburger style,

then open it again.

3. Fold the bottom edge up to meet the

crease that you made across the middle.

4. Fold the bottom edge of the paper up

to the crease in the middle once more. The

folded section should now be 1/8th of the

original paper's size.

5. Now grab the folded section and flip it up

over the original crease in the middle.

6. Turn the paper over and rotate it to

portrait orientation. Now bend it in half

hamburger style. You may have to crease

the center a few times to align this fold.

7. Place your thumb on top of the folded

section parallel and adjacent to the

bottom edge of the paper. You will be using

your thumb's width as a measurement.

8. Fold the first wing down along the line

that you measured with the top of your

thumb in step seven.

9. Flip your paper over and repeat step

eight on the other side, making the wings

evenly aligned.



Page 93

The Front Four, continued

10. Now, using your pointer finger as a

width measurement this time, fold the

bottom edge of the wing up


ten with the other wing, making them evenly

aligned.

12. If you made all of the folds correctly,

your finished paper airplane should look

like this!

13. Your Front Four is ready to fly! Enjoy its

fun and erratic flight patterns.


Paper Airplanes Suzanne


landscape orientation. If you want the

precise dimensions of the Suzanne, then

trim 19mm from the width of your paper.

4. Now fold the right edge of the paper

down so that it is aligned with the crease

that you made in step two.

2. Fold the top right corner down so that

the top edge of the sheet lines up with the

left edge of the paper.

5. Unfold everything and repeat step four

with the top left corner of your paper.

3. Unfold your paper and repeat step two

with the top left corner. Unfold it again. You

should now have an X-shaped crease in

your paper.

6. With the left flap still folded down, fold

the right flap down on top of it.

7. Make note of where the two edges

intersect. You will be folding the top of your

paper down at this point.

8. Fold the top of your paper down at the

point that you marked in step seven. The top

edge of your paper should be parallel with

the bottom edge.

9. Fold the top left and right corners down

so that they meet in the middle.


Suzanne, continued

10. Flip your paper over and rotate it so

that the nose of the plane is pointing to the

side.

11. Fold the bottom edge up to align

with the top edge.

12. Now fold one wing down so that it

starts about 1/4 of an inch away from the

nose and so that the diagonal edge lines up

with the point of the bottom corner.

13. This is what the nose should look like. 14. This is how the edge of the wing should

line up with the corner (the dotted lines are

the rest of the paper beneath the wing).


twelve on the other side to create the other

wing. Make sure that the two wings are

evenly aligned.

16. This is how your paper airplane should

look if you did all of the folds correctly.

Spread the wings so you can test it out!

17. Your Suzanne is now ready to fly! This

paper airplane design holds the world

record for the farthest distance flown by a

paper airplane. How far will yours go?




Welcome to the Ultimate Paper Airplane Competition! Your team needs a cool nickname

to go along with the color assigned to you. Give your team name to your teacher.

T h e ultimate Pa p e r A i r p la n e co m p e t i t io n

1 BUILD! 2 PRACTICE! 3 COMPETE! As a team, build a fleet of

four paper airplanes. Your

team will fly one airplane in

each round of the compe-

tition. (Your team can build

extra airplanes to have as

back-ups.) * Use your team’s color to

mark all of your planes’

After all teams have

had time to build their

airplanes, take your

fleet outside to practice.

Decide as a team:

* which team member

will pilot each round.

* which plane will be used in each round.

During each round of

the competition, stay

with your team. When it

is your team’s turn to

fly, have the assigned

team member step up

with the chosen

airplane. Cheer on your teammates!

wings with large stars.

©2016 BY MICHAEL FRIERMOOD

Page 101

WWW. THETHINKERBUILDER. COM

http://www.thethinker/


In this round, the

teacher will choose a

target and a starting line.

The pilots’ goal is to land

their plane as close to

the target as possible.

In this round, the

pilots’ goal is to keep

their plane in the air as

long as possible. It

doesn’t matter where

the plane ends up.

In this round, the


straight path. The pilots’

goal is to land their plane

as close to the middle of

the path as possible.

In this round, the


starting line. The pilots’

goal is to fly their plane

as far away from the

starting line as possible.

©2016 BY MICHAEL FRIERMOOD Page 102 WWW. THETHINKERBUILDER. COM

In each round, 10 points will be awarded to the first place plane, 9 points

to the second place plane, 8 points to the third place plane, and so on.

THE “GIMME-ALL- ’YA-GOT,-BERTA!”

distance ROUND

THE “KEEP-IT-ON- THE-ROAD,-HANK!”

accuracy ROUND

THE “WE’RE-GOIN’- DOWN,-FRED!”

Hang-time ROUND

THE “AIM-FOR-THE- BULLSEYE,-MABEL!”

TA R G E T ROUND



TEAM

THE “AIM-FOR-THE- BULLSEYE,-MABEL!”

TA R G E T ROUND

THE “WE’RE-GOIN’- DOWN,-FRED!”

Hang-time ROUND

THE “KEEP-IT-ON- THE-ROAD,-HANK!”

accuracy ROUND

THE “GIMME-ALL-

’YA-GOT,-BERTA!”

distance ROUND

GRAND

TOTAL

©2016 BY MICHAEL FRIERMOOD Page 103 WWW. THETHINKERBUILDER. COM


My

Favorite

Subject

1.76

3/8

4

My Age,

Hair, and

Eye Color

5th Grade Memories All Standards Math Review

Choose your path by answering the math problems on the mat. Follow the arrows to your next problem. For each answer you get,

add the corresponding design from this side of the mat to your picture. You do not have to copy the design, but it must be of the

same object. Then write the title and information that corresponds to that picture. For example, in the “Super Science” section, you

would draw the picture, write the title, then list some of the science concepts and activities you did this year.

11 ½

4.4

Games

I Played

1,243

9.4

Memorable

Social

Studies

Topics

6.44

My Fabulous

Friends

27

5/9

An Awesome

Field Trip

Amazing

Art

Memorable

Math

Concepts

I Will Always 32

Remember

12 40,000

Awards I Received

Page 104

My Grade, Room

Number, Teacher’s Name and School

© S.Moorman, 2014 ht tp://teachinginroom6.blogspot.com End of the Year 5th Grade Math Review

80

Favorite

Classroom

Activity

0.20

Super

Science

Experience

I Won’t Forget

1,323

Books

We

Read

The

Funniest

Moment

15

Recess

and Lunch

Memories

13/14

My

Summer

Plans

http://teachinginroom6.blogspot.com/

2/3 - 1/9

= 3 x 1/8 = 2 2/4

= ÷

End 5.NF.A.1 5.NF.B.4a 5.NF.B.7

Page 105 End of the Year 5th Grade Math Review © S.Moorman, 2014 http://teachinginroom6.blogspot.com

oz = 5 lbs

5.MD.A.1

2.3 x 2.8 =

5.NBT.B.7

9 yards = feet

5.MD.A.1 5.NF.A.1

= 1/2 + 3/7

5000 x 8 =

5.NBT.A.2

9 + 6 ÷ 2 =

5.OA.A.1

195 ÷ 13 =

5.NBT.B.6

What is the

perimeter, in inches,

of a rectangle with

a width of 2 1/2 in.

and a length of 3

1/4 in.?

5.NF.B.4b

Round 4.36 to

the nearest

tenth.

5.NBT.A.4

1,000 + 200

+ 40 + 3 =

5.NBT.A.1

How many

sides do four

octagons

have? 5.G.B.4

Write twenty

hundredths

as a decimal.

5.NBT.A.3a

4.3 + 5.1 =

5.NBT.B.7

21 x 63 =

5.NBT.B.5

Begin

3.01 – 1.25 =

5.NBT.B.7


2/3 - 1/9

= 3 x 1/8 = 2 2/4

4

= ÷

5/ 3/ 9 Page 1086 5.NF.A.1 5.NF.B.4a 5.NF.B.7

End of the Year 5th Grade Math Review © S.Moorman, 2014 http://teachinginroom6.blogspot.com

5.MD.A.1 80

oz = 5 lbs

End

2.3 x 2.8 =

6.44 5.NBT.B.7

9 yards = feet

27 5.MD.A.1 5.NF.A.1

13/14

= 1/2 + 3/7

5.NBT.A.2 40,000

5000 x 8 =

9 + 6 ÷ 2 =

12 5.OA.A.1 5.NBT.B.6

195 ÷ 13 =

15 5.NF.B.4b 11 ½

What is the

perimeter, in inches,

of a rectangle with

a width of 2 1/2 in.

and a length of 3

1/4 in.?

Round 4.36 to

the nearest

tenth.

4.4 5.NBT.A.4 5.NBT.A.1

1,000 + 200 + 40 + 3 =

1,243 5.G.B.4 32

How many

sides do four

octagons

have?

Write twenty

hundredths

as a decimal.

0.20 5.NBT.A.3a

5.NBT.B.7 9.4

4.3 + 5.1 =

5.NBT.B.5

21 x 63 =

1,323

Begin

3.01 – 1.25 =

1.76 5.NBT.B.7


© S.Moorman, 2014 http://teachinginroom6.blogspot.com End of the Year 5th Grade Math Review

5th

G

ra

de

M

em

orie

s


© 2020 Peanuts Worldwide LLC

Dr. Dominic Kinsley Editor in Chief Young Minds Inspired

GRADES 3-5

PEANUTS AND NASA Dear Parents & Caregivers,

Apollo 10 was the NASA mission that orbited the Moon in May 1969 as a “dress rehearsal” for the Apollo 11 Moon landing in July. But Peanuts fans remember Apollo 10 as the mission that made Charlie Brown and Snoopy part of the U.S. space program when their names were adopted as the official call signs of the Apollo 10 command module and lunar landing module.

NASA has big plans for future space travel, and your child can be part of that future, with help from the Peanuts gang. These activities are designed to excite kids in grades 3-5 about the possibilities of space exploration and help them develop the STEM skills they will need to follow our astronauts as they venture to Mars. Developed by the curriculum specialists at YMI, in support of a unique partnership between NASA and Peanuts Worldwide, these standards-aligned activities introduce children to the history of space flight and the amazing technologies NASA will use to land astronauts on Mars within the next decade.

We hope you enjoy exploring space with your child.

Sincerely,

What Your Child Will Learn These activities will help reinforce: ★ Facts about space exploration ★ Problem-solving skills ★ Language arts skills

★ STEM skills

Grade Level Grades 3-5

How to Use the Activities There are three standards-based activities in this program. Download and print the activity sheets that you plan to use and prepare the materials before getting started. Help your child by reading each activity sheet to them if they need support.

Activity 1 Back to the Moon! In this activity, your child will be introduced to the Apollo 10 mission and learn how Snoopy and Charlie Brown “traveled” with the astronauts. Your child will learn the fundamentals of the engineering design process as they are challenged to make a lunar rover to demonstrate how Snoopy can explore the Moon.

Materials needed: Provide your child with materials that will challenge them to problem-solve during the engineering design process, but will also work as needed to create a rover. Suggestions include wheels of any shape or size (alternately, pasta wheels or circle-shaped candies with holes in the middle can be used as wheels), small paper cups, index cards, rolls of masking tape, wooden sticks, straws, pipe cleaners, or other similar materials you have on hand.

Ask your child to share what they already know about space, space travel, or simply which planet is their favorite, and why.

Remind your child that humans have been traveling to space for many years now. Back in the spring of 1969, NASA sent Apollo 10 into space to orbit the Moon and test the equipment for the first Moon landing by Apollo 11. The astronauts on Apollo 10 did everything that Neil Armstrong and the other astronauts on Apollo 11 would do a few months later, except for actually landing on the Moon. And to make their mission extra fun, they brought two members of the Peanuts gang along with them by naming their command module Charlie Brown and their lunar landing module Snoopy. They also used pictures of Charlie Brown and Snoopy to help them explain their mission when they sent videos back to Earth.

Page 108 © 2020 YMI, Inc. Questions? Contact YMI toll-free at 1-800-859-8005 or by email at [email protected]. © 2020 Peanuts Worldwide LLC

mailto:[email protected]

d c

Review on the child, a

In honor of Apollo 10, tell your child that they are going to help Snoopy make a lunar rover he can use to explore the Moon if NASA calls on him to travel there again.

Review the mission instructions on the activity sheet, and go over the steps in the engineering design process—

Tell your child that NASA’s new and exciting spacecraft, Orion, will go faster than any spacecraft before, and will use parachutes to land safely and gently back on Earth. Remind your child that Snoopy is a pro when it comes to

Activity 3

scary? Have your child write a

paragraph about what they think it would be like to travel through space in the Orion.

asking questions, imagining a strategy, planning to achieve it, and then creating it. Next, give your child the material for the activity and about 30 minutes to engineer an test their rover design.

For More Fun:

Download the grades 3-5 version of the Silver Snoopy Award template at ymiclassroom.com/ peanutsfamily. Tell your child that this award is given to outstanding NASA and contractor employees who work as a team to ensure safety and success during missions to space. Have your child write a letter naming someone they feel deserves a Peanuts gang version of the award for being a good teammate and why. Remind them that their nominee doesn’t have to travel to space!

Activity 2

On to Orion! In this activity, your child will learn that NASA is developing a new spacecraft, Orion, that lands with parachutes. Your child will try to create a parachute that will keep a hard-boiled egg or alternate object from breaking when it is dropped from a height of a few feet.

Materials needed: Provide your child with materials that will challenge them to problem-solve during the engineering design process, but will also work as needed to create a parachute. Suggestions include coffee filters, aluminum foil, plastic bags or newspaper for the parachute, cotton balls or fabric for shock absorption, pipe cleaners, wooden craft sticks, string, masking tape, and other similar materials you have on hand. For the “astronaut”, a hard-boiled egg works well, but if you or your child have egg allergies, we suggest using a tomato or strawberry.

parachutes. He knows how to land safely, even when he’s being pursued by enemy planes! Your job is to help Snoopy design a

parachute and an Orion-like apsule that will safely

land an astronaut-egg without breaking.

The Orion capsule parachutes will open at a height of about 6 miles, so the challenge

is to create a parachute that will safely drop their object from a height of 6 feet.

the mission instructions activity sheet with your nd go over the steps of

the engineering design process. Give your child about 20 minutes to engineer their design. Then have them drop the Orion astronaut-egg!

For More Fun: Ask your child what they think it would be like to travel to deep space, perhaps to other planets in our solar system. What would be exciting about it? What might be

Moving to Mars! In this activity, your child will learn about NASA’s plans to send astronauts to Mars, and what life on Mars will be like for them when they first step foot on the red planet. Your child will then use their imagination to help Snoopy reach one of his goals—writing the next Great American Novel about this experience!

Tell your child that the astronauts aboard Apollo 10 had all been in space before, but they were excited to be going all the way to the Moon. Now, NASA is making plans to send astronauts all the way to Mars! The explorers who go to Mars will undoubtedly have dreamt about and prepared for such an adventure, and they will be excited by the challenges they will face on this alien landscape.

Ask your child to imagine what might happen if Snoopy joined the NASA mission to Mars. Remind them that Snoopy is not only an experienced space “traveler,” but also an author who dreams of writing the next Great American Novel. Tell your child they will be helping Snoopy take notes about his imaginary expedition to Mars in preparation for turning his adventure into a novel. Your child might explore NASA’s site to learn more about Mars: https://spaceplace. nasa.gov/all-about-mars/en.

Review the mission instructions on the activity sheet together. Have your child help Snoopy create an introduction to his book by writing a descriptive paragraph about what it’s like to travel to Mars—what it might feel like and what he and his astronaut friends

might see there. Finally, have your child create a title and cover for Snoopy’s book on the back of the activity sheet or separate paper.


© 2020 YMI, Inc.

Page 109

Activity 1

se?

BACK TO THE MOON! In 1969, the Apollo 10 space mission took two members of the Peanuts gang to the Moon! The Apollo 10 command module was named Charlie Brown. The landing module was named Snoopy. All through the mission, the astronauts talked about Snoopy and Charlie Brown as they tested equipment for the first Moon landing a few months later.

Snoopy is hoping that NASA will ask him to travel to the Moon again. This time he’ll need a lunar rover to explore the Moon! Can you help Snoopy make a rover?

Use the materials your grown-up gives you and follow the steps in the engineering design process to create your rover. Begin by asking questions. Next, imagine what you can create. Make your plan. Write about your plan and draw what you will create here:

Now, build it! Engineer and test your design, then answer the questions below:

1. Did your design work on the first try? If not, how did you improve it?

2. How else could you improve your design? What materials would you u

It’s been more than 50 years since Apollo 10 took the final step toward landing astronauts on the Moon. Today, NASA is preparing to travel even farther — to Mars! Start your own adventure to Mars by visiting https://mars.nasa.gov/participate/funzone to learn more

about NASA’s plans!


© 2020 YMI, Inc.

Page 110

toward vel even https:// plans!

Activity 2

ON TO ORION! NASA is building a new spacecraft called Orion. It will have a capsule where the astronauts sit during their journey. When they get back,

parachutes will help their capsule land safely on Earth.

Imagine that the egg (or object) your grown-up gives you is an astronaut testing the Orion capsule. It’s your mission to help Snoopy make a parachute that will bring the astronaut back to Earth — without cracking! Ready to try?

Use the materials your grown-up gives you and follow the steps in the engineering design process to create a parachute that will prevent your astronaut-egg from breaking when dropped from a height of 6 feet. Begin by asking questions. Next, imagine what you can create. Make your plan. Write about your plan and draw what you will create here:

Now, build it! Engineer and test your design, then answer the questions below:

1. Did your design work on the first try? If not, how did you improve it?

2. How else could you improve your design? What materials would you use?

How would you feel about traveling through deep space on the Orion? On the back of this sheet, write a paragraph about what you think it would be like to have such an experience.

It’s been more than 50 years since Apollo 10 took the final step landing astronauts on the Moon. Today, NASA is preparing to tra

farther — to Mars! Start your own adventure to Mars by visiting mars.nasa.gov/participate/funzone to learn more about NASA’s


© 2020 YMI, Inc.

Page 111

Activity 3

MOVING TO MARS! NASA is planning a mission to Mars. Imagine what might happen if Snoopy went along. Remember, Snoopy was part of the Apollo 10 mission to the

Moon. And he is a famous author who wants to write the next Great American Novel.

Help him create an introduction to his book by writing a descriptive paragraph of what a day on Mars might be like and what he and his astronaut companions might see. Use the back of this sheet if you need more space.

DID YOU KNOW? ★ The atmosphere on Mars is very thin. It is

primarily made up of carbon dioxide and just a tiny bit of oxygen. Mars is also very cold, with an average temperature of -81° Fahrenheit. Astronauts will need spacesuits to protect them from the extreme cold, and to help them breathe.

★ Mars is smaller than Earth, so gravity there is not as strong. Astronauts on Mars will weigh only about one-third of what they weigh here.

★ Mars is farther from the sun than Earth, so a year there lasts much longer — 687 days versus 365 days on Earth!

★ Mars really is red — iron oxide particles in the soil give the planet a rusty red color. And because Mars can be windy, those particles can be stirred up to create a red sky.

Hello Mars!

Design a Cover!

On the back of this sheet or on a separate page, create a design for the cover of Snoopy’s book.

Create a title for the book:

It’s been more than 50 years since Apollo 10 took the final step toward landing astronauts on the Moon. Today, NASA is preparing to travel even farther — to Mars! Start your own adventure to Mars by visiting

https://mars.nasa.gov/participate/funzone to learn more about NASA’s plans!


© 2020 YMI, Inc. Page 112

Your Name: Period:

Title of Book:

Author: Total Number of Pages:

Setting: (1) Time:

(2) Place:

Characters: (1) Protagonist(s) (good guy, hero):

-Description (How does this character, the narrator, or other characters describe

his/her appearance, age, personality, values, hobbies, goals, etc.?):

-Why is he/she the protagonist?

(2) Antagonist(s) (bad guy, villain):

-Description (How does this character, the narrator, or other characters describe

his/her appearance, age, personality, values, hobbies, goals, etc.?):

-Why is he/she the antagonist?

Initial Action (What happens in the beginning of the book?):

Internal conflict = problem character has in his/her mind (decision, feeling, fear, etc.)

External conflict = problem character has with an outside force (other character(s), animal, weather, etc.)

Conflict (Explain the main problem in the book):

Is this an internal or external conflict?

Climax (most exciting/action-packed/emotional part of story):

Resolution (outcome or result – How is the conflict solved in the end?):

Foreshadowing (hints or clues the author gives about the future events of the story):

Theme(s) (moral or lesson of the story):

(Examples: A brave person can accomplish anything. OR Evil is punished and good is rewarded.)

Theme:

Why is this a theme?

Personal Evaluation:

(1) I enjoyed reading this book because

.

(2) Explain how this book made you laugh, smile, cheer, scream, or cry.

(3) What came as a surprise in the novel?

(4) What character would you like to be in this book and why?

W R I T E Los gatos y los perros son sólo buenas mascotas para la mayora de la gente. Si me preguntas “sería el mejor mascota”Sé lo que estás pensando, pero déjame explicarte.

Whizzz!! La pelota apenas evitó golpearme en la cabeza. Al mirar a mi alrededor, noté que no había nadie alrededor.

"Felicidades! ¡Acabas de ganar un viaje de ensueño de tu vida!", dijo el locutor después de llamarme al escenario.

Si se le da la opción, definitivamente elegiría como la comida más asquerosa. Pará cuando termine de explicar ¿por qué elegir , apuesto a que estarás de acuerdo

No podía creer cuando vi a mi maestra transformarse en una princesa momia egipcia. ¿Qué estaba pasando?

Tan pronto como mi madre salió de la casa, me apresuré al teléfono para llamar...

¿Alguna vez te has preguntado cómo sería volar un avión? Nunca olvidaría el día que volé un avión fue ...

Hay muchos personas influyentes quienes han hecho un diferencia en el Mundo. Quien es lo mas influyente, en tu opinión.

Después de leer esto creo que usted será capaz de hacer esto en su sueño!

Hace una semana sucedió algo muy raro mientras estaba sola en casa. Todo comenzó cuando...

Querido , Creo firmemente que se me debería permitir.

Escribe una historia con Este Título:

Cómo hacer .

Escribe una historia con este Título: El día que superó a todos los demás Page 114

De lejos, lo peor que me ha pasado fue cuando. Todo comenzó, .

Si solo pudiera ver un color por el resto de mi vida sería

Rubéis de puntuación de la junta de elección

1 2 3 Genre El estudiante no

escribió en el género

correcto.

El estudiante intentó

escribir en el género

correcto, pero no utilizó

técnicas específicas del

género en la escritura.

El estudiante escribió en

el género correcto y

utilizó técnicas

específicas del género

para mejorar su escritura.

Ideas El estudiante no

siguió la indicación,

no proporcionó

detalles o no se

quedó en el tema.

El estudiante siguió la

indicación. El estudiante

dio algunos detalles para

mejorar la escritura.

El estudiante siguió la

indicación y dio

suficientes detalles para

mejorar la escritura.

Conventions La escritura contiene

errores que

impidieron el

significado de la

escritura.

La escritura contiene

algunos errores, pero

los errores no

impiden el

significado.

La escritura generalmente

está libre de errores.

Comentarios:

Page 117

©Je

nn

ife

r Fi

nd

ley

EL 3-5 May Covers 5 - Lorain City Schools

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Transcript of EL 3-5 May Covers 5 - Lorain City Schools