5th grade instructional packet may 26, 2020...answer key choose the word blm 7 answer key choose the...

Attention Students and Families This packet is designed to be used only if there is not consistent access to technology to complete work online. If a student can interact with Google Classroom, this packet does not take the place of those assignments and it is not a requirement to be

completed in addition to Google Classroom work assigned by teachers.

5th Grade Instructional

Packet

May 26, 2020

English Teachers can tell you the pages that your child should complete each week. Your child should complete only the pages that they can. These packets will not be collected. Please contact your child’s teacher if you have questions or would like help. Spanish Los maestros pueden decirle las páginas que su hijo debe completar cada semana. Su hijo solo debe completar las páginas que pueda. Estos paquetes no serán recolectados. Comuníquese con el maestro de su hijo si tiene preguntas o desea ayuda. Russian Учителя могут рассказать вам страницы, которые ваш ребенок должен заполнять каждую неделю. Ваш ребенок должен заполнять только те страницы, которые он может. Эти пакеты не будут собраны. Пожалуйста, свяжитесь с учителем вашего ребенка, если у вас есть вопросы или вы хотели бы помочь. Vietnamese Giáo viên có thể cho bạn biết các trang mà con bạn nên hoàn thành mỗi tuần. Con bạn chỉ nên hoàn thành những trang mà chúng có thể. Những gói này sẽ không được thu thập. Vui lòng liên hệ với giáo viên dạy con của bạn nếu bạn có thắc mắc hoặc muốn được giúp đỡ. Arabic

یمكن للمعلمین إخبارك بالصفحات التي یجب أن یكملها طفلك كل أسبوع. یجب أن یكمل طفلك الصفحات التي یمكنهها فقط. لن یتم جمع هذه الحزم. یرجى الاتصال بمعلم طفلك إذا كانت لدیك أسئلة أو ترید المساعدة.

Ukranian Вчителі можуть розповісти вам сторінки, які ваша дитина повинна завершувати щотижня. Ваша дитина повинна заповнити лише ті сторінки, які вона може. Ці пакети не збиратимуться. Якщо у вас є питання або хочете допомогти, зв’яжіться зі вчителем вашої дитини. Chinese 老师可以告诉您您的孩子每周应完成的页面。您的孩子应该只填写他们能完成的页面。这些数据包将不会被收集。如有疑问或需要帮助，请与您孩子的老师联系。 Romanian Profesorii îți pot spune paginile pe care copilul tău ar trebui să le completeze în fiecare săptămână. Copilul tău ar trebui să completeze doar paginile pe care le poate. Aceste pachete nu vor fi colectate. Vă rugăm să contactați profesorul copilului dvs. dacă aveți întrebări sau doriți ajutor.

Somali Macallimiintu waxay kuu sheegi karaan boggaga ay tahay inuu ilmahaagu dhammaystiro toddobaad kasta. Ilmahaagu waa inuu dhammaystiro oo keliya bogagga ay awoodaan. Xirmooyinkan lama ururin doono. Fadlan la xiriir macallinka cunuggaaga haddii aad wax su'aalo ah qabtid ama aad jeclaan lahayd caawimaad. Hmong Cov kws qhia tuaj yeem tuaj yeem qhia koj cov nplooj ntawv uas koj tus menyuam yuav tsum ua tiav txhua lub lim tiam. Koj tus menyuam yuav tsum tau ua kom tiav cov nplooj ntawv uas lawv muaj peev xwm ua tau. Cov pob no yuav tsis sau. Thov hu rau koj tus menyuam tus xibfwb yog tias koj muaj lus nug lossis xav tau kev pab. Nepali �श�कह�ल तपा�लाई प�ठह� बताउन स�छन जन तपा�को ब�चाल ��यक ह�तामा परा गन�पद�छ। तपा�को ब�चाल उनीह�ल गन� स�न प�ठह� मा� पण� गन� पछ�। यी �याकटह� स be◌कलन ग�रन छन। कपया तपा�को ब�चाको �श�कलाई स�पक� गन�होस य�द तपा�सग ��नह� छन वा म�दत चाहनह�छ भन। Burmese သင��က�လ�ကအပတ�တ��င��ဖည��စ�က�သင��သည��စ�မ�က��မ��က��ဆရ�မ��က��ပ��ပ��င�သည�။ သင�၏က�လ�သည�သ�တ�� တတ��င��သ�စ�မ�က��မ��က��သ��ဖည��စ�က�သင��သည�။ ဒ� packets �တ�က��စ��ဆ�င��မ��မဟ�တ�ပ�ဘ�� သင��တ�င��မ�ခ�န��မ��ရ��ပ�ကသ�� မဟ�တ�အက�အည�လ��ပ�ကသင��က�လ�၏ဆရ�က��ဆက�သ�ယ�ပ�။ Amharic ልጅዎ በየሳምንቱ መሙላት ያለባቸውን ገጾች መምህራን ሊነግሩዎት ይችላሉ። ልጅዎ መቻል የሚችሏቸውን ገጾች ብቻ መሙላት አለበት ፡፡ እነዚህ ፓኬጆች አይሰበሰቡም ፡፡ እባክዎ ጥያቄዎች ካሉዎት ወይም እገዛ ከፈለጉ የልጅዎን መምህር ያነጋግሩ።

5th Word Work 5/26-5/29

Learning Focus: U28 Latin Roots spect, port, form

Tuesday 1. Read word study poster and complete the Word Sort worksheet 2. Read one set of word cards, counting the syllables in each word 3. Highlight or circle words that have the latin roots: spect, port, and form in the reading

passage The Real Gold Rush Millionaires

Wednesday 1. Read one set of word cards, counting the syllables in each word 2. Complete one Choose the Word Activity 3. Read just the words you highlighted or circled on Monday from The Real Gold Rush

Millionaires

Thursday

1. Read the second set of word cards, counting the syllables in each word 2. Complete the second Choose the Word Activity 3. Read all of The Real Gold Rush Millionaires

Friday

1. Complete the Quick-Check. Great learning this week! Vocabulary: spect - look at port - carry form - shape

Word Study & Vocabulary 3: Unit 28: Latin roots spect, port, form ©2010 Benchmark Education Company, LLCAnchor Chart (BLM 1)

Latin Roots spect, port, form

Root Meaning Example

spect look at aspect, inspection

port carry portfolio, transport

form shape reform, transform

Kit 3_Unit 28_BLM.indd 2 6/10/10 10:36:24 PM

Word Study & Vocabulary 3: Unit 28: Latin roots spect, port, form ©2010 Benchmark Education Company, LLC

Name ___________________________________ Date ____________________________________

The Real Gold Rush Millionaires

Thousands of people scurried to California in 1848. The Gold Rush was

on! The opportunity to get rich quick was worth the risk to these people. They’d

heard stories of spectacular finds by lucky miners. New arrivals expected to

find gold easily. In retrospect, it wasn’t the miners who became rich; it was the

business owners. While miners scraped away at the ground, shrewd business

owners performed much-needed services for them.

Some people opened profitable roadhouses. Travelers spent the night

at these places on their way to mining towns. Others opened saloons or

restaurants. After a long day of prospecting, many miners were happy to pay

for a hot meal. Fresh food was sometimes scarce, so prices could be quite

high. This meant that farmers could cash in on the Gold Rush, too. There is

even one report of a farmer selling her pears for $2.50 each. That would be

nearly $67 today!

The real success stories of the Gold Rush were the merchants. Many store

owners saw an important need and filled it. If miners needed matches and

salt, merchants stocked matches and salt—and sold them at high prices. Many

merchants ran the only store in town, so miners had to pay these high prices.

Storekeepers supported the miners, but they also became rich.

Sam Brannan, for example, bought up every pickax, shovel, and gold pan

in San Francisco. Then, he sold them at inflated prices. Brannan may have

earned as much as $500,000 a year doing this. One creative merchant made

the clothing that became the uniform of miners everywhere: denim jeans. Levi

Strauss made a fortune by making pants that were tough enough for miners.

In short, the true riches of the Gold Rush went to the business people,

not the miners!

Reading Passage (BLM 9)



Name ___________________________________ Date ____________________________________

Sorting for Words with Latin RootsParent Directions: Have your child read each word and write it on the web according to which Latin root is part of the word.

Word Bank conform heliport informal introspective portable rapport reform spectacles spectator support suspect transformation

Take-Home Activity (BLM 6)

spect__________________

__________________

__________________

__________________

port__________________

__________________

__________________

__________________

form__________________

__________________

__________________

__________________

Latin Roots spect, port, form



3 3

3 3

3 3

3 3

3 3

3 3

3 3

3 3

conform

deformed

export

format

formation

import

inspection

inspector

perspective

portable

prospect

reform

reporter

retrospect

spectator

transportWord Cards (BLM 3)



4 4

4 4

4 4

4 4

4 4

4 4

4 4

4 4

aspect

important

inspect

introspective

portfolio

prospector

reformation

respect

retrospective

spectacles

spectacular

spectrum

support

transform

transformation

transportationWord Cards (BLM 4)



5 5

5 5

5 5

5 5

5 5

5 5

5 5

5 5

airport

deformity

deport

formal

formula

heliport

informal

information

malformed

opportune

platform

rapport

respectable

seaport

suspect

uniformWord Cards (BLM 5)



Name ___________________________________ Date ____________________________________

Choose the WordDirections: Look at each set of words. Choose the word that does NOT belong with the others.

1. airport deport deformity

2. formula heliport formal

3. informal information opportune

4. seaport respectable suspect

5. aspect inspector uniform

Directions: Look at each set of words. Choose the word that has the Latin root that means “shape.”

6. conform export

7. import formation

8. format inspection

9. portable information

10. reporter reform

Directions: Look at each set of words. Choose the word that has the Latin root that means “look at.”

11. airport suspect

12. inspect deformity

13. reformation introspective

14. spectrum support

15. portfolio perspective

Classroom Activity (BLM 7)



Name ___________________________________ Date ____________________________________

Choose the WordParent Directions: Have your child look at each set of words and choose the word that does NOT belong with the others.

1. important introspective portfolio

2. reformation prospector retrospective

3. spectacular support spectrum

4. transportation transform transformation

5. conform deformed export

Parent Directions: Have your child look at each set of words and choose the word that has the Latin root that means “carry.”

6. conform deport

7. import formation

8. format support

9. portable formation

10. reporter reform

Parent Directions: Have your child look at each set of words and choose the word that has the Latin root that means “look at.”

11. airport aspect

12. spectator deformity

13. reformation spectacles

14. inspector portfolio

15. informal respect

Take-Home Activity (BLM 8)



Name ___________________________________ Date _______________________________________

Unit 28 Quick-Check: Latin Roots spect, port, form

Answer Questions

Directions: Choose the word from each pair that contains the Latin root which means “carry.”

1. export conform

2. perspective portable

3. import format

4. retrospect transport

5. reporter transform

Directions: Choose the word from each pair that contains the Latin root which means “look at.”

6. portfolio inspection

7. conform perspective

8. important retrospect

9. spectator reform

10. spectacular support

ApplyDirections: In the space below, list three to five words you know that have the Latin root spect, port, or form.

____________ ____________ ____________ ____________ ____________

Directions: Using the words from the word bank, complete the following sort. Write each word in the appropriate sort category.

spect port form Word Bank conform, aspect, airport, deformed, deport, important, inspect, formal, formation, opportune

Think and Write about Latin Roots spect, port, formDirections: In the space below, explain how understanding the Latin roots spect, port, and form helps you as a reader, speller, and writer.

_____________________________________________________________________________

Kit 3_Unit 28_TG.indd 8 6/10/10 10:39:48 PM

5th Grade Word Work Unit 28 Answer Keys

Answer Key Word Sort BLM 6

spect port form

introspective spectacles spectator suspect

heliport portable rapport support

conform informal reform transformation

Answer Key Choose the Word BLM 7 Answer Key Choose the Word BLM 8

1.deformity 2. heliport 3. opportune 4. seaport 5. uniform 6. conform 7. formation 8. format 9. information 10. reform 11. suspect 12. specimen 13. introspective 14. spectrum 15. perspective

1. introspective 2. reformation 3. support 4. transportation 5. export 6. deport 7. import 8. support 9. portable 10. reporter 11. aspect 12. spectator 13. spectacles 14. Inspector 15. expectation

Answer Key for Quick Check Questions and Quick Check Word Bank 1. export 2. portable 3. import 4. transport 5. reporter 6. inspection 7. perspective 8. retrospect 9. spectator 10. spectacular

spect port form

aspect inspect

airport deport important opportune

conform deformed formal formation

Lesson 7: Solve two-step word problems.

Lesson 7 Problem Set 5 3

Name Date

Solve the word problems using the RDW strategy. Show all of your work.

1. George weeded 15 of the garden, and Summer weeded some, too. When they were finished, 2

3 of the

garden still needed to be weeded. What fraction of the garden did Summer weed?

2. Jing spent 1

3 of her money on a pack of pens, 1

2 of her money on a pack of markers, and 1

8 of her money on

a pack of pencils. What fraction of her money is left?

A STORY OF UNITS

This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org

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3. Shelby bought a 2-ounce tube of blue paint. She used 23 ounce to paint the water, 3

5 ounce to paint the

sky, and some to paint a flag. After that, she has 215

ounce left. How much paint did Shelby use to paint her flag?

4. Jim sold 3

4 gallon of lemonade. Dwight sold some lemonade, too. Together, they sold 1 5

12 gallons.

Who sold more lemonade, Jim or Dwight? How much more?

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5. Leonard spent 14 of his money on a sandwich. He spent 2 times as much on a gift for his brother as on

some comic books. He had 38 of his money left. What fraction of his money did he spend on the comic

books?

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Lesson 7 Homework 5 3

Name Date

Solve the word problems using the RDW strategy. Show all of your work.

1. Christine baked a pumpkin pie. She ate 16 of the pie. Her brother ate 1

3 of it and gave the leftovers to his

friends. What fraction of the pie did he give to his friends? 2. Liang went to the bookstore. He spent 1

3 of his money on a pen and 4

7 of it on books. What fraction of his

money did he have left?

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3. Tiffany bought 25

kg of cherries. Linda bought 110

kg of cherries less than Tiffany. How many kilograms of cherries did they buy altogether?

4. Mr. Rivas bought a can of paint. He used 38 of it to paint a bookshelf. He used 1

4 of it to paint a wagon.

He used some of it to paint a birdhouse and has 18 of the paint left. How much paint did he use for the

birdhouse?

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5. Ribbon A is 13

m long. It is 25

m shorter than Ribbon B. What’s the total length of the two ribbons?

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Lesson 8 Problem Set 5•3

Name Date

1. Add or subtract.

a. 2 + 1 15 = b. 2 − 1 3

8 =

c. 5 25 + 2 3

5 = d. 4 − 2 27 =

e. 9 34 + 8 = f. 17 − 15 2

3 =

g. 15 + 17 23 = h. 100 − 20 7

8 =

Lesson 8: Add fractions to and subtract fractions from whole numbers using equivalence and the number line as strategies.

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2. Calvin had 30 minutes in time-out. For the first 23 13 minutes, Calvin counted spots on the ceiling. For the rest of the time, he made faces at his stuffed tiger. How long did Calvin spend making faces at his tiger?

3. Linda planned to spend 9 hours practicing piano this week. By Tuesday, she had spent 2 12 hours practicing. How much longer does she need to practice to reach her goal?


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4. Gary says that 3− 1 13 will be more than 2, since 3 – 1 is 2. Draw a picture to prove that Gary is wrong.


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Lesson 8 Homework 5•3

Name Date

1. Add or subtract.

a. 3 + 1 14 = b. 2 − 1 5

8 =

c. 5 25 + 2 3

5 = d. 4 − 2 57 =

e. 8 45 + 7 = f. 18 − 15 3

4 =

g. 16 + 18 56 = h. 100 − 50 3

8 =


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2. The total length of two ribbons is 13 meters. If one ribbon is 7 58 meters long, what is the length of the other ribbon?

3. It took Sandy two hours to jog 13 miles. She ran 7 12 miles in the first hour. How far did she run during the second hour?


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4. Andre says that 5 34 + 2 1

4 = 7 12 because 7 4

8 = 7 12. Identify his mistake. Draw a picture to prove that he is

wrong.


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Lesson 8 Template 5•3

empty number line


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Lesson 9: Add fractions making like units numerically.

Name Date __________________

1. First make like units, and then add.

a. 34+ 1

7= b. 1

4+

8=

c. 38+ 3

7= d. 4+ 4

7=

e. 15+ 2

3=

f. 34+ 5

6=

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g. 23+ 1

11=

h. 34+ 1 1

10=

2. Whitney says that to add fractions with different denominators, you always have to multiply the denominators to find the common unit; for example:

14+ 1

6= 6

24+ 4

24.

Show Whitney how she could have chosen a denominator smaller than 24, and solve the problem.

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3. Jackie brought 34 of a gallon of iced tea to the party. Bill brought

78 of a gallon of iced tea to the same

party. How much iced tea did Jackie and Bill bring to the party?

4. Madame Curie made some radium in her lab. She used 25

kg of the radium in an experiment and had

1 14

kg left. How much radium did she have at first? (Extension: If she performed the experiment twice,

how much radium would she have left?)

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Name Date

1. Make like units, and then add.

a. 35+ 1

3= b. 3

5+ 1

11=

c. 2+ 56= d. 2

5+ 1

4+ 1

10=

e. 13+ 7

5=

f. 58+ 7

12=

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g. 1 13+ 3

4= h. 5

6+ 1 1

4=

2. On Monday, Ka practiced guitar for 23 of one hour. When she finished, she practiced piano for 3

4 of one

hour. How much time did Ka spend practicing instruments on Monday?

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3. Ms. How bought a bag of rice for dinner. She used 3 5

kg of the rice and still had 2 14

kg left. How heavy was the bag of rice that Ms. How bought?

4. Joe spends 25 of his money on a jacket and 3

8 of his money on a shirt. He spends the rest on a pair of pants.

What fraction of his money does he use to buy the pants?

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Lesson 10: Add fractions with sums greater than 2.

Lesson 10 Problem Set 5

Name Date

1. Add.

a. 2 14+ 1 1

5= b. 2 3

4+ 1 2

5=

c. 1 15+ 2 1

3= d. 4 2

3+ 1 2

5=

e. 3 13+ 4 5

7= f. 2 6

7+ 5 2

3=

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g. 15 15

+ 3 58

= h. 15 58

+ 5 25

=

2. Erin jogged 2 14 miles on Monday. Wednesday, she jogged 3 1

3 miles, and on Friday, she jogged 2 2

3 miles.

How far did Erin jog altogether?

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3. Darren bought some paint. He used 2 14 gallons painting his living room. After that, he had 3 5

6 gallons left.

How much paint did he buy?

4. Clayton says that 2 12+ 3 3

5 will be more than 5 but less than 6 since 2 + 3 is 5. Is Clayton’s reasoning

correct? Prove him right or wrong.

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Lesson 10 Homework 5

Name Date

1. Add.

a. 2 12

+ 1 15

= b. 2 12

+ 1 35

=

c. 1 15

+ 3 13

= d. 3 23

+ 1 35

=

e. 2 13

+ 4 47

= f. 3 57

+ 4 23

=

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g. 15 15

+ 4 38

= h. 18 38

+ 2 25

=

2. Angela practiced piano for 2 12 hours on Friday, 2 1

3 hours on Saturday, and 3 2

3 hours on Sunday.

How much time did Angela practice piano during the weekend?

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3. String A is 3 56 meters long. String B is 2 1

4 meters long. What’s the total length of both strings?

4. Matt says that 5− 1 14 will be more than 4, since 5 – 1 is 4. Draw a picture to prove that Matt is wrong.

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KEY CONCEPT OVERVIEW

HOW YOU CAN HELP AT HOME

Additional sample problems with detailed answer steps are found in the Eureka Math Homework Helpers books. Learn more at GreatMinds.org.

(From Lesson 4)SAMPLE PROBLEM

For the following problem, draw a picture using the rectangular fraction model and write the answer. If possible, write your answer as a mixed number.12

+ 23

= 36

+ 46

= 76

= 66

+ 16

=1 16

To LEARN MORE by viewing a video about using rectangular fraction models to add fractions, visit eurmath.link/rectangle-fraction-models.

▪ Play the Find the Smallest Multiple dice game with your child.1. Roll a die.2. Have your child roll a die.3. Ask, “What’s the smallest common multiple of those numbers?”

For example, you roll the number 3. Your child rolls the number 4. You ask, “What’s the smallest multiple of 3 and 4?” He says, “12.”

In Lessons 3 through 7, students learn to add and subtract fractions with unlike denominators. Students also apply their fraction skills in real-world contexts.

You can expect to see homework that asks your child to do the following: ▪ Add and subtract fractions with unlike denominators by drawing rectangular fraction models

and by finding the common denominator. ▪ Solve fraction word problems.

G R A D E 5 | M O D U L E 3 | T O P I C B | L E S S O N S 3–7

For more resources, visit » Eureka.support

http://GreatMinds.org

http://eurmath.link/rectangle-fraction-models

http://greatminds.org/support/parents

https://greatminds.org/math/parents

TERMS

MODELS

HOW YOU CAN HELP AT HOME (CONTINUED)

▪ Play the Find the Equivalent Fraction card game with your child.1. Take out the jacks, queens, kings, aces, and jokers. 2. Put the stack of remaining cards facedown.3. Flip a card, and have your child flip a card.4. Both you and your child arrange the cards as a fraction, using the smaller number as the

numerator and the larger number as the denominator.5. Ask, “What’s an equivalent fraction to this fraction?”

For example, you flip the number 10, and your child flips the number 4. Those numbers represent the fraction 4

10 . You ask, “What’s an equivalent fraction to 410 ?” Some possible

answers are 25

, 820

,1230

.

G R A D E 5 | M O D U L E 3 | T O P I C B | L E S S O N S 3–7

Common denominator: The common fractional unit. For example, the common denominator for 12 and 1

6 is sixths, which is denoted by a 6 in the denominator.Denominator: Denotes the fractional unit (i.e., the bottom number in a fraction). For example, fifths in three-fifths, as represented by the 5 in 3

5 , is the denominator.Mixed number: A number made up of a whole number and a fraction. For example, 13 42

100 is a mixed number.Numerator: Denotes the count of fractional units (i.e., the top number in a fraction). For example, three in three-fifths, or 3 in 3

5, is the numerator.

Rectangular Fraction Model

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Subtract.3 3

52 1

2−

Method 1: Rename fractions as tenths, and then subtract.Method 2: Subtract whole numbers, and then subtract fractions.Method 3: Decompose 3 3

5 into two parts using a number bond. Subtract 2 1

2 from 3 to get 12

, and then add the fractions.

In Lessons 8 through 12, students learn to add and subtract fractions and mixed numbers with unlike denominators. They also apply their skills in real-world contexts.

You can expect to see homework that asks your child to do the following: ▪ Add and subtract fractions and mixed numbers with unlike denominators by using the number

line strategy. ▪ Solve fraction and mixed number word problems.

G R A D E 5 | M O D U L E 3 | T O P I C C | L E S S O N S 8– 1 2




http://greatminds.org/math/parents

TERMS


▪ Play the Write the Whole or Mixed Number dice game with your child.1. Roll a die.2. Have your child roll a die.3. Both you and your child arrange the dice as a fraction, using the larger number rolled as

the numerator and the smaller number rolled as the denominator.4. Write the fraction, and say, “Write the mixed number and then simplify it.”

For example, you roll the number 6. Your child rolls the number 4. Those numbers represent the

fraction 64

. You write 64 and say, “Write 6

4 as a mixed number and then simplify it.” She writes12

4=11

2 .

▪ Play the Add or Subtract Fractions card game with your child.1. Take out the jacks, queens, kings, aces, and jokers.2. Put the stack of remaining cards facedown.3. Flip two cards.4. Have your child flip two cards.5. Both you and your child arrange each pair of cards as a fraction, using the smaller

number as the numerator and the larger number as the denominator.6. Using those two fractions, write an addition or subtraction fraction sentence, and ask

your child to solve it. When writing a subtraction fraction sentence, the larger fraction should be written first.

For example, you flip two cards with the numbers 4 and 5. They represent the fraction 45

. Your child flips two cards with the numbers 3 and 2. They represent the fraction 2

3. You write 4

523

+ or 45

23

− and ask your child to solve it. He writes 45

+ 23

=1 715 or

45

23

= 215

− .

G R A D E 5 | M O D U L E 3 | T O P I C C | L E S S O N S 8– 1 2

Simplify: Write a fraction or expression in simplest form. For example, the simplest form of 36

is 12 .


http://greatminds.org/math/parents

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EUREKAMATH™ CONSEJOS PARA PADRES

RESUMEN DE CONCEPTOS CLAVE

(Tomado de la Lección 4)MUESTRA DE UN PROBLEMA

CÓMO PUEDE AYUDAR EN CASA

Para el siguiente problema, dibuje una imagen usando la representación rectangular de fracciones y escriba la respuesta. Si es posible, escriba la respuesta como un número mixto.

12

+ 23

= 36

+ 46

= 76

= 66

+ 16

=1 16

APRENDA MÁS viendo un video sobre el uso de representaciones rectangulares de fracciones para sumar fracciones, visite eurmath.link/rectangle-fraction-models.

Puede encontrar ejemplos adicionales de problemas con pasos de respuesta detallados en los libros de Eureka Math Homework Helpers. Obtenga más información en GreatMinds.org.

▪ Juegue el juego de dados “Encontrar el múltiplo menor” con su hijo/a.1. Tire un dado.2. Pídale a su hijo/a que tire un dado.3. Pregúntele: “¿Cuál es el menor múltiplo común de esos números?”

Por ejemplo, usted tira el número 3. Su hijo/a tira el número 4. Usted le pregunta: “¿Cuál es el menor múltiplo de 3 y 4?” Él o ella dice: “12”.

En las Lecciones 3 a 7, los estudiantes aprenden a sumar y restar fracciones con diferentes denominadores. También aplican sus habilidades de fracciones a contextos del mundo real.Espere ver tareas que le pidan a su hijo/a que haga lo siguiente: ▪ Sumar y restar fracciones con denominadores diferentes dibujando representaciones

rectangulares de fracciones y encontrando el denominador común. ▪ Resolver problemas narrados de fracciones.

G R A D O 5 | M Ó D U L O 3 | T E M A B | L E C C I O N E S 3–7

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http://eurmath.link/rectangle-fraction-models


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CÓMO PUEDE AYUDAR EN CASA (cont.)

VOCABULARIO

REPRESENTACIONES

G R A D O 5 | M Ó D U L O 3 | T E M A B | L E C C I O N E S 3–7

Denominador común: la unidad común fraccionaria. Por ejemplo, el denominador común de 12 y

16 es sextos, el cual se denota con un 6 en el denominador.

Denominador: denota la unidad fraccionaria (el número en la parte de abajo en una fracción). Por ejemplo, quintos en tres quintos, representado por el 5 en 3

5 , es el denominador.

Número mixto: un número compuesto por un número entero y una fracción. Por ejemplo, 13 42100

es un número mixto.

Numerador: denota la cuenta de unidades fraccionarias (el número en la parte de arriba de una fracción). Por ejemplo, tres en tres quintos, o 3 en 3

5, es el numerador.

Representación rectangular de fracciones

▪ Juegue el juego de cartas “Encontrar la fracción equivalente” con su hijo/a.1. Saque las jotas, reinas, reyes, ases y comodines.2. Ponga el resto de las cartas boca abajo.3. Voltee una carta y pídale a su hijo/a que voltee otra carta.4. Tanto usted como su hijo/a acomodan las cartas como una fracción, usando el número más

pequeño como el numerador y el número más grande como el denominador.5. Pregúntele: “¿Cuál es una fracción equivalente a esta fracción?”

Por ejemplo, usted voltea el número 10 y su hijo/a voltea el número 4. Esos números representan la fracción 4

10 . Usted le pregunta: “¿Cuál es una fracción equivalente a 410 ?” Algunas posibles

respuestas son 25 , 820

,1230 .

© 2017, GREAT MINDS®






Haz una resta.3 3

52 1

2−

Método 1: renombrar las fracciones como décimas y después restar.Método 2: restar los números enteros y después restar las fracciones.Método 3: rescomponer 3 3

5 en dos partes usando un vínculo numérico. Restar 2 1

2 de 3 para obtener 1

2 y después sumar las fracciones.


En las Lecciones 8 a 12, los estudiantes aprenden a sumar y restar fracciones y números mixtos con denominadores diferentes. También aplican sus habilidades a contextos del mundo real.Espere ver tareas que le pidan a su hijo/a que haga lo siguiente: ▪ Sumar y restar fracciones y números mixtos con diferentes denominadores usando la

estrategia de la recta numérica. ▪ Resolver problemas escritos de fracciones y números mixtos.

G R A D O 5 | M Ó D U L O 3 | T E M A C | L E C C I O N E S 8– 1 2



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VOCABULARIO

G R A D O 5 | M Ó D U L O 3 | T E M A C | L E C C I O N E S 8– 1 2

Simplificar: escribir una fracción o expresión en la forma más simple. Por ejemplo, la forma sim-plificada de 3

6 es 1

2 .

Juegue el juego de dados “Escribir el número entero o número mixto” con su hijo/a.1. Tire un dado.2. Pídale a su hijo/a tire un dado.3. Tanto usted como su hijo/a acomodan sus dados como una fracción, usando el número mayor

como numerador y el número menor como denominador.4. Escriba la fracción y dígale: “Escribe el número mixto y después simplifícalo”.

Por ejemplo, usted tira un 6. Su hijo/a tira el número 4. Esos números representan la fracción 64

.

Usted escribe 64 y dice: “Escribe 6

4 como un número mixto y después simplifícalo.” Él o ella escribe12

4=11

2 .

Juegue el juego de cartas “Suma y resta de fracciones” con su hijo/a.1. Saque todas las jotas, reinas, reyes, ases y comodines.2. Ponga el resto de las cartas boca abajo.3. Voltee dos cartas.4. Pídale a su hijo/a que voltee dos cartas.5. Tanto usted como su hijo/a acomodan cada par de cartas como una fracción, usando el número

menor como numerador y el número mayor como denominador.6. Usando esas dos fracciones, escriba un enunciado de suma o resta de fracciones y pídale a su

hijo/a que lo resuelva. Cuando escriba un enunciado de resta de fracciones, el número mayor debe escribirse primero.

Por ejemplo, usted voltea dos cartas con los número 4 y 5, los cuales representan la fracción 45

. Su hijo/a voltea dos cartas con los números 3 y 2, los cuales representan la fracción 2

3. Usted escribe

45

23

+ o 45

23

− y le pide a su hijo/a que lo resuelva. Él o ella escribe 45

+ 23

=1 715 o

45

23

= 215

− .

© 2017, GREAT MINDS®



Lesson 5: Solve word problems involving the division of whole numbers with answers in the form of fractions or whole numbers.

Name Date

1. A total of 2 yards of fabric is used to make 5 identical pillows. How much fabric is used for each pillow?

2. An ice cream shop uses 4 pints of ice cream to make 6 sundaes. How many pints of ice cream are used for each sundae?

3. An ice cream shop uses 6 bananas to make 4 identical sundaes. How many bananas are used in each sundae? Use a tape diagram to show your work.

A STORY OF UNITS

G5-M 4-SE-1.3 .0 -05.2015©2015 Great Minds. eureka-math.org

19



4. Julian has to read 4 articles for school. He has 8 nights to read them. He decides to read the same number of articles each night.

a. How many articles will he have to read per night?

b. What fraction of the reading assignment will he read each night?

5. 40 students shared 5 pizzas equally. How much pizza will each student receive? What fraction of the pizza did each student receive?

6. Lillian had 2 two-liter bottles of soda, which she distributed equally between 10 glasses.

a. How much soda was in each glass? Express your answer as a fraction of a liter.

A STORY OF UNITS


20



b. Express your answer as a decimal number of liters.

c. Express your answer as a whole number of milliliters.

7. The Calef family likes to paddle along the Susquehanna River.

a. They paddled the same distance each day over the course of 3 days, traveling a total of 14 miles. How many miles did they travel each day? Show your thinking in a tape diagram.

b. If the Calefs went half their daily distance each day but extended their trip to twice as many days, how far would they travel?

A STORY OF UNITS


21



Name Date

1. When someone donated 14 gallons of paint to Rosendale Elementary School, the fifth grade decided to use it to paint murals. They split the gallons equally among the four classes.

a. How much paint did each class have to paint their mural?

b. How much paint will three classes use? Show your thinking using words, numbers, or pictures.

c. If 4 students share a 30-square-foot wall equally, how many square feet of the wall will be painted by each student?

d. What fraction of the wall will each student paint?

A STORY OF UNITS


22



2. Craig bought a 3-foot-long baguette and then made 4 equally sized sandwiches with it.

a. What portion of the baguette was used for each sandwich? Draw a visual model to help you solve this problem.

b. How long, in feet, is one of Craig’s sandwiches?

c. How many inches long is one of Craig’s sandwiches?

3. Scott has 6 days to save enough money for a $45 concert ticket. If he saves the same amount each day, what is the minimum amount he must save each day in order to reach his goal? Express your answer in dollars.

A STORY OF UNITS


23


Lesson 6: Relate fractions as division to fraction of a set.

Name Date

1. Find the value of each of the following.

a. b.

c.

d.

13 of 9 =

23 of 9 =

33 of 9 =

13 of 15 =

23 of 15 =

33 of 15 =

15 of 20 =

45 of 20 =

5 of 20 = 20

18 of 24 = 6

8 of 24 =

38 of 24 = 7

8 of 24 =

48 of 24 =

A STORY OF UNITS


24



2. Find 47 of 14. Draw a set, and shade to show your thinking.

3. How does knowing 18 of 24 help you find three-eighths of 24? Draw a picture to explain your thinking.

4. There are 32 students in a class. Of the class, 38 of the students bring their own lunches. How many students bring their lunches?

5. Jack collected 18 ten-dollar bills while selling tickets for a show. He gave 16 of the bills to the theater and

kept the rest. How much money did he keep?

A STORY OF UNITS


25



Name Date

1. Find the value of each of the following.

a.

♦ ♦ ♦ ♦

♦ ♦ ♦ ♦

♦ ♦ ♦ ♦

13 of 12 = 23 of 12 = 33 of 12 =

b. ♦ ♦ ♦

♦ ♦

♦ ♦ ♦

♦ ♦

♦ ♦ ♦

♦ ♦

♦ ♦ ♦

♦ ♦ 14 of 20 = 3

4 of 20 = 24 of 20 = 4

4 of 20 =

c. ♦ ♦ ♦ ♦ ♦ ♦ ♦

♦ ♦ ♦ ♦ ♦ ♦ ♦

♦ ♦ ♦ ♦ ♦ ♦ ♦

♦ ♦ ♦ ♦ ♦ ♦ ♦

♦ ♦ ♦ ♦ ♦ ♦ ♦ 15 of 35 = 3

5 of 35 = 55 of 35 =

25 of 35 = 4

5 of 35 = 65 of 35 =

A STORY OF UNITS


26



2. Find 23 of 18. Draw a set and shade to show your thinking. 3. How does knowing 15 of 10 help you find 35 of 10? Draw a picture to explain your thinking. 4. Sara just turned 18 years old. She spent 49 of her life living in Rochester, NY. How many years did Sara live

in Rochester? 5. A farmer collected 12 dozen eggs from her chickens. She sold 56 of the eggs at the farmers’ market and

gave the rest to friends and neighbors.

a. How many dozen eggs did the farmer give away? How many eggs did she give away?

b. She sold each dozen for $4.50. How much did she earn from the eggs she sold?

A STORY OF UNITS


27





Fill in the chart.

▪ When serving pancakes or waffles, ask your child to explain how he could split them evenly among those eating breakfast. For example, ▫ 2 pancakes are ready, and there are 4 family members. How many pancakes will each person

get? (Each person will get 24

, or 12

, of a pancake.) ▫ Now 5 pancakes are ready. How will you split those pancakes equally among four family

members? (Each person will get 114

pancakes.)

In Lessons 2 through 5, students learn how fractions can be interpreted as division expressions.

You can expect to see homework that asks your child to do the following: ▪ Draw pictures and use tape diagrams to model fractions as division and then solve. ▪ Express a fraction as division in different forms. (See Sample Problem below.) ▪ Solve word problems involving the division of whole numbers.

G R A D E 5 | M O D U L E 4 | T O P I C B | L E S S O N S 2– 5





TERMS

MODELS

G R A D E 5 | M O D U L E 4 | T O P I C B | L E S S O N S 2– 5

Expression: Any combination of sums, differences, products, or divisions of numbers that evaluates to a number. Expressions do not have an equal sign (e.g., 600 + 3 + 0.07).Improper fraction: The numerator of a fraction is greater than the denominator of the fraction

(e.g., 52

).

Mixed number: A number made up of a whole number and a fraction (e.g., 13 42100

).Standard algorithm: A standard step-by-step procedure to solve a particular type of problem. For example, the process of long division is a standard algorithm.Unit form: A number expressed in terms of its units. For example, the number 0.863 written in unit form is 8 tenths 6 hundredths 3 thousandths.

Tape Diagram






Llena la tabla.


▪ Cuando esté sirviendo panqueques o waffles, pídale a su hijo/a que explique cómo puede dividirlos en partes iguales entre las personas que van a desayunar, por ejemplo: ▫ Están listos 2 panqueques y hay 4 miembros de la familia. ¿Cuántos panqueques recibirá

cada persona? (Cada persona recibirá 24

, o 12

panqueque). ▫ Ahora están listos 5 panqueques. ¿Cómo se dividirían esos panqueques en partes iguales

entre los miembros de la familia? (Cada persona recibiría 114

panqueques).

En las Lecciones 2 a 5, los estudiantes aprenden que las fracciones se pueden interpretar como expresiones de división.

Espere ver tareas que le pidan a su hijo/a que haga lo siguiente: ▪ Hacer dibujos y usar diagramas de cinta para representar fracciones como división y después

resolverlas. ▪ Expresar una fracción como una división en diferentes formas. (Vea la Muestra de un problema

a continuación). ▪ Resolver problemas narrados que involucran la división de números enteros.

GRADO 5 | MÓDULO 4 | TEMA B | LECCIONES 2–5




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VOCABULARIO

REPRESENTACIONES

GRADO 5 | MÓDULO 4 | TEMA B | LECCIONES 2–5

Expresión: cualquier combinación de sumas, diferencias, productos o divisiones de números que dan como resultado un número. Las expresiones no tienen un símbolo de igual (p. ej., 600 + 3 + 0.07).Fracción impropia: el numerador de una fracción es mayor que el denominador de la fracción

(p. ej., 52

).

Número mixto: un número compuesto de un número entero y una fracción (p. ej., 13 42100

).Algoritmo estándar: un procedimiento estándar paso a paso para resolver un tipo particular de problema. Por ejemplo, el proceso de división larga es un algoritmo estándar.Forma unitaria: un número expresado en términos de unidades. Por ejemplo, el número 0.863 escrito en forma unitaria es 8 décimas 6 centésimas 3 milésimas.

Diagrama de cinta

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Solve by using a tape diagram.23 of 18

3 units = 18

1 unit = 18 ÷ 3 = 183 = 6

2 units = 2 × 6 = 12

In Lessons 6 through 9, students learn to multiply a fraction by a whole number.

You can expect to see homework that asks your child to do the following: ▪ Draw a picture and a tape diagram to represent multiplication of a fraction by a whole number,

and then solve. ▪ Solve measurement conversion problems. ▪ Solve word problems that involve multiplying a fraction by a whole number and finding a

fraction of a measurement.

G R A D E 5 | M O D U L E 4 | T O P I C C | L E S S O N S 6–9






G R A D E 5 | M O D U L E 4 | T O P I C C | L E S S O N S 6–9

▪ Use fruits or vegetables to illustrate fractions. If necessary, help your child put the fruits or vegetables into equal groups and then count them. Some examples include the following:

▫ There are 18 strawberries in a box. What is 13 of 18 strawberries? (6 strawberries)

▫ There are 25 blueberries in a box. What is 35 of 25 blueberries? (15 blueberries)

▫ There are 30 grape tomatoes in a box. What is 56 of 30 grape tomatoes? (25 grape tomatoes)

▪ Play the Fraction Multiplication card game with your child.1. Take out the jacks, queens, kings, aces, and jokers.2. Put the stack of remaining cards facedown.3. Flip two cards to represent a fraction. Use the smaller number as the numerator and the

larger number as the denominator.4. Have your child flip one card to represent a whole number.5. Write the multiplication expression of the fraction times the whole number, and ask your

child to solve.

For example, you flip the numbers 3 and 5. They represent the fraction 35 . Your child flips the

number 7. You write 35

7× . He writes 35

7 3 75

215

4 15

× = × = = .





Resuelve usando un diagrama de cinta.

23

de 18

3 unidades = 18

1 unidad = 18 ÷ 3 = 183 = 6

2 unidades = 2 × 6 = 12


En las Lecciones 6 a 9, los estudiantes aprenden a multiplicar una fracción por un número entero.

Espere ver tareas que le pidan a su hijo/a que haga lo siguiente: ▪ Hacer un dibujo y un diagrama de cinta para representar la multiplicación de una fracción por

un número entero y después resolver. ▪ Resolver problemas de conversión de medidas. ▪ Resolver problemas narrados que involucren multiplicar una fracción por un número entero y

encontrar la fracción de una medida.

GRADO 5 | MÓDULO 4 | TEMA C | LECCIONES 6–9






GRADO 5 | MÓDULO 4 | TEMA C | LECCIONES 6–9

▪ Use frutas o verduras para ilustrar fracciones. Si es necesario, ayude a su hijo/a a poner las frutas o verduras en grupos iguales y después contarlas. Algunos ejemplos incluyen lo siguiente:

▫ Hay 18 fresas en una caja. ¿Cuánto es 13 de 18 fresas? (6 fresas)

▫ Hay 25 moras azules en una caja. ¿Cuanto es 35 de 25 moras azules? (15 moras azules)

▫ Hay 30 tomates uva en una caja. ¿Cuánto es 56 de 30 tomates uva? (25 tomates uva)

▪ Juegue el juego de cartas Multiplicación de fracciones con su hijo/a.1. Saque todas las jotas, reinas, reyes, ases y comodines.2. Ponga el resto de las cartas boca abajo.3. Voltee dos cartas para representar una fracción. Use el número menor como el

numerador y el número mayor como denominador.4. Pídale a su hijo/a que voltee una carta para representar un número entero.5. Escriba la expresión de multiplicación de la fracción por el número entero y pídale a su

hijo/a que la resuelva.

Por ejemplo, usted voltea los números 3 y 5, los cuales representan la fracción 35 . Su hijo/a

voltea el número 7. Usted escribe 35

7× . Él o ella escribe 35

7 3 75

215

4 15

× = × = = .

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Lesson 4: Use multiplication to calculate volume.


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

A STORY OF UNITS

©2015 Great Minds. eureka-math.org

17

G5-M5-SE-1.3 .1-10.2015

Lesson 4: Use multiplication to calculate volume.


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

a. b.

4. Tyron is constructing a box in the shape of a rectangular prism to store his baseball cards. It has a length

of 10 centimeters, a width of 7 centimeters, and a height of 8 centimeters. What is the volume of the

box?

5. Aaron says more information is needed to find the volume of the prisms. Explain why Aaron is mistaken,

and calculate the volume of the prisms.

a. b.

Area = 60 cm2

5 cm

Area = 20 in2

12 in

V = ____________________________________ V = ____________________________________

6 m

3 m 2 m

4 in

3 in

4 in

A STORY OF UNITS


18

G5-M5-SE-1.3 .1-10.2015

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Lesson 4:

Lesson 4 Template 5•5

Name Date

Use these rectangular prisms to record the layers that you count.

rectangular prism recording sheet (from Lesson 3)

A STORY OF UNITS


Use multiplication to calculate volume. 21

G5-M5-SE-1.3 .1-10.2015


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

Name Date

1. Determine the volume of two boxes on the table using cubes, and then confirm by measuring and

multiplying.

Box Number

Number of Cubes Packed

Measurements Length Width Height Volume

2. Using the same boxes from Problem 1, record the amount of liquid that your box can hold.

Box Number

Liquid the Box Can Hold

mL

mL

3. Shade to show the water in the beaker.

At first: After 1 mL water added: After 1 cm cube added:

_________ mL _________ mL _________ mL

mL

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A STORY OF UNITS


22

G5-M5-SE-1.3 .1-10.2015


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

4. What conclusion can you draw about 1 cubic centimeter and 1 mL?

5. The tank, shaped like a rectangular prism, is filled to the top with water.

Will the graduated cylinder hold all the water in the tank? If yes, how much more will the beaker hold? If no, how much more will the tank hold than the beaker? Explain how you know.

6. A rectangular fish tank measures 26 cm by 20 cm by 18 cm. The tank is filled with water to a depth of

15 cm.

a. What is the volume of the water in mL? b. How many liters is that? c. How many more mL of water will be needed to fill the tank to the top? Explain how you know.

7. A rectangular container is 25 cm long and 20 cm wide. If it holds 1 liter of water when full, what is its

height?

1 L ----- ----- -----

----- ----- 500 mL -----

----- -----

----- ----- 8 cm

13 cm

10 cm

A STORY OF UNITS


23

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Lesson 5 Homework Helper 5•5

19

© 2018 Great Minds®. eureka-math.org

Lesson 5:

A STORY OF UNITS

1. Kevin filled a container with 40 centimeter cubes. Shade the beaker to show how much water the container will hold. Explain how you know.

It will hold milliliters of water. I know that cm = mL. Therefore , cm is equal to mL.

2. A beaker contains 200 mL of water. Joe 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.

Use multiplication to connect volume as packing with volume as filling .


20 Lesson 5:

Lesson 5 Homework Helper 5•5A STORY OF UNITS

Joe will be able to use container A because the volume is cm . He will also be able to use container C because the volume is cm . He will not be able to use containers B and D because they are too small .

Use multiplication to connect volume as packing with volume as filling .

Lección 5 Ayuda para la tarea 5•5

19


Lección 5:

UNA HISTORIA DE UNIDADES

1. Kevin llenó un contenedor con 40 cubos de un centímetro. Sombrea el vaso de precipitado para mostrar cuánta agua almacenará el contenedor. Explica cómo lo sabes.

2. Un vaso de precipitado contiene 200 mL de agua. Joe quiere verter el agua en un contenedor que almacene el agua. ¿Cuál de los contenedores que se muestran debajo puede usar? Explica tus decisiones.

Usar la multiplicación para relacionar el volumen al empacar y el volumen al rellenar .


20 Lección 5:

Lección 5 Ayuda para la tarea 5•5UNA HISTORIA DE UNIDADES

Joe podrá usar el contenedor A porque el volumen es de ܕ܋ . También podrá usar el contenedor C porque el volumen es ܕ܋ . No podrá usar los contenedores B y D porque son demasiado pequeños.

Usar la multiplicación para relacionar el volumen al empacar y el volumen al rellenar .

This week, in reading, we will focus on reading and writing reviews. These help us recognize and use reasons and evidence.

Day 1:

1. Read the graphic organizer about movie reviews (BLM 1). Use the information to fill in the blank lines about movie reviews.

2. Read the fable titled “The Wonder of Alice.” See the notes on the side that show features of reviews. Circle, underline, or highlight the specific words, sentences or phrases that show these features of reviews.

3. Write at least 3 sentences about your opinion of movie reviews:

Do you read movie reviews to decide which movies to watch? Why or why not? Use examples, reasons, and/or evidence.

-OR-

Do you read book reviews to decide which books to read? Why or why not? Use examples, reasons, and/or evidence.

CHALLENGE write: Are you more likely to read and use a movie review or a book review? Why? Include reasons and evidence.

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Day 2

1. Reread “The Wonder of Alice” and read “Because of Winn-Dixie,” looking

for features of reviews that the authors use. Circle and label any review features that you see in “Because of Winn-Dixie.” Look at yesterday’s web about review features for reminders.

2. Complete the “Make Connections Across Texts” graphic organizer.

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Day 3

1. Reread Because of Winn-Dixie.

2. Write an opinion piece, at least one paragraph (5 sentences) long:

If you've read the novel Because of Winn-Dixie, write about whether or not you agree with the reviewer. Provide reasons and evidence.

If you haven't read Because of Winn-Dixie , does this review make you want to read the book? Why or why not? Provide reasons and evidence.

Write here: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Day 4 1. Read “Predictable Entertainment“ and “A Blast Off for All,” two reviews

about the same movie. They show authors’ different points of view on the

same topic (Star Wars).

2. Complete the table below, writing quotes to show the authors’ points of

view about key parts of the movies. The first few are done for you as

examples.

Cynthia Swain's Point of View

Lucy Forte's Point of View

Character: Luke Skywalker

Paragraph 2, p. 129. “He's a brave young man who learns to become a Jedi knight.”

Paragraph 2, p. 130. “Only one young farmer can save the galaxy.”

Character: Darth Vader

Plot Paragraph 1, p. 129. “(The movie is) just the age-old story of good versus evil set in outer space. You don't have to be a rocket scientist to figure out who is going to win.”

Paragraph 1, p. 130. “nonstop action and adventure . . . a classic tale about good and evil. Kids and adults can watch this movie over and over and never get tired of it.”

Movie Strengths

Paragraph 2, p. 129. “You do have to like the good guys. They're part of the Rebel Alliance . . .

Movie Weaknesses

Paragraph 3, p. 132. “The music works here, but in other scenes it is almost too strong. It can be distracting and take away from the action.”

©20

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Star

War

s: A

New

Hop

e ha

s pl

enty

of a

ctio

n, s

ome

fun

batt

le s

cene

s, a

nd n

ice

spec

ial e

ffec

ts. B

ut it

’s ju

st th

e ag

e-ol

d st

ory

of g

ood

vers

us e

vil s

et in

out

er s

pace

. You

do

n’t h

ave

to b

e a

rock

et s

cien

tist

to fi

gure

out

who

is

goin

g to

win

.Yo

u do

hav

e to

like

the

good

guy

s. T

hey’

re p

art o

f the

R

ebel

Alli

ance

, a g

roup

of p

eopl

e w

ho h

ave

a cr

usad

e ag

ains

t the

Gal

acti

c E

mpi

re. L

uke

Skyw

alke

r is

the

mai

n ch

arac

ter.

He’s

a b

rave

you

ng m

an w

ho le

arns

to b

ecom

e a

Jedi

kni

ght.

His

teac

her,

Obi

-Wan

Ken

obi,

mak

es th

e su

prem

e sa

crifi

ce to

sav

e th

e ga

laxy

. Pri

nces

s Le

ia is

one

of t

he

feis

ty le

ader

s of

the

Reb

el A

llian

ce w

ho s

how

s a

lot

of c

oura

ge. H

an S

olo

star

ts o

ut c

arin

g on

ly a

bout

m

oney

; how

ever

, he

prov

es to

be

a lo

yal f

rien

d an

d an

ex

celle

nt p

ilot.

The

bad

guy

s in

this

mov

ie h

ave

the

mos

t aw

esom

e w

eapo

n, th

e D

eath

Sta

r. It

can

(an

d do

es)

dest

roy

an

enti

re p

lane

t. D

arth

Vad

er is

one

of t

he m

ost m

enac

ing

villa

ins

in th

e hi

stor

y of

vill

ains

. He

appe

ars

to b

e ha

lf

mac

hine

and

hal

f hum

an. H

e w

ears

a c

reep

y bl

ack

helm

et. H

e ta

lks

wit

h a

thre

aten

ing

hiss

, and

eve

n th

e w

ay h

e br

eath

es s

ound

s in

tim

idat

ing.

H

is s

oldi

ers

are

the

stor

mtr

oope

rs. T

hey’

re s

uppo

sed

to

be s

cary

, dre

ssed

up

in th

eir

whi

te m

etal

arm

or. D

espi

te

thei

r su

peri

or w

eapo

ns a

nd n

umbe

rs, t

hey

can’

t see

m to

de

feat

the

rebe

ls.

The

Cre

atur

e C

anti

na s

cene

has

funn

y m

omen

ts.

How

ever

, for

my

tast

e, to

o m

any

of th

e ch

arac

ters

bor

der

on b

eing

sill

y. H

an’s

copi

lot i

s a

“Woo

kiee

.” H

is n

ame

is

Che

wba

cca.

He

look

s lik

e a

gian

t mon

key.

The

gan

gste

r Ja

bba

the

Hut

t is

a bi

g, b

row

n bl

ob. P

onda

Bab

a, w

ho

trie

s to

att

ack

Luke

, is

a gr

een

wal

rus-

like

bein

g. T

he

wac

kies

t cha

ract

ers

are

a ba

nd o

f alie

n m

usic

ians

. The

y ha

ve b

ig, b

ald

head

s an

d bu

ggy

eyes

. Lit

tle

kids

mig

ht

enjo

y th

ese

char

acte

rs, b

ut o

lder

vie

wer

s w

ould

just

la

ugh

at th

em b

ecau

se th

ey ta

ke a

way

from

the

acti

on.

It’s

fun

to w

atch

goo

d w

in in

the

end,

but

ther

e ar

e be

tter

way

s to

spe

nd tw

o ho

urs.

Unit 9

Pred

icta

ble

Ente

rtai

nmen

t by

Cyn

thia

Sw

ain

Sta

r W

ars:

A N

ew H

ope

M

ovie

Rev

iew

s

©20

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130

Befo

re S

tar

War

s: A

New

Hop

e, s

cien

ce fi

ctio

n m

ovie

s w

ere

ofte

n sl

ow-m

ovin

g an

d ch

eesy

-loo

king

. Sta

r W

ars

chan

ged

all t

hat.

Thi

s fil

m h

as n

onst

op a

ctio

n an

d ad

vent

ure.

In

addi

tion

, it h

as th

e m

ost c

ompe

lling

ch

arac

ters

and

mos

t daz

zlin

g sp

ecia

l eff

ects

, too

. Plu

s,

it’s

a cl

assi

c ta

le a

bout

goo

d an

d ev

il. K

ids

and

adul

ts c

an

wat

ch th

is m

ovie

ove

r an

d ov

er a

nd n

ever

get

tire

d of

it.

As

the

mov

ie o

pens

, we

lear

n th

at a

gal

axy

“far

, far

aw

ay”

is in

a s

tate

of c

ivil

war

. An

evil

empe

ror

cont

rols

th

e em

pire

wit

h hi

s pr

imar

y en

forc

er, D

arth

Vad

er. T

hey

wan

t to

dest

roy

the

Reb

el A

llian

ce. O

nly

one

youn

g fa

rmer

can

sav

e th

e ga

laxy

. He

lives

wit

h hi

s au

nt a

nd

uncl

e on

a d

eser

t pla

net.

His

nam

e is

Luk

e Sk

ywal

ker

(pla

yed

by M

ark

Ham

ill).

Lu

ke m

ust l

earn

how

to u

se th

e Fo

rce,

a s

peci

al

ener

gy. T

he F

orce

has

bee

n pa

ssed

on

to h

im fr

om h

is

fath

er, w

ho d

ied

as a

Jed

i kni

ght.

Ano

ther

Jed

i, O

bi-

Wan

Ken

obi (

play

ed b

y A

lec

Gui

nnes

s), a

frie

nd o

f Lu

ke’s

fath

er, t

rain

s Lu

ke in

usi

ng th

e Fo

rce

for

good

. Bu

t wat

ch o

ut: T

he F

orce

has

a d

ark

side

! A

form

er J

edi

nam

ed D

arth

Vad

er (

the

voic

e of

Jam

es E

arl J

ones

) w

ent

over

to th

e da

rk s

ide.

Now

he’s

one

toug

h op

pone

nt.

The

re a

re o

ther

gre

at h

eroe

s to

hel

p Lu

ke is

his

bat

tle

agai

nst t

he d

ark

side

.

A Bl

asto

ff fo

r All

by L

ucy

Fort

e

Unit 9St

ar W

ars:

A N

ew H

ope

Mov

ie R

evie

ws

©20

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My

favo

rite

is th

e sl

ick

pilo

t Han

Sol

o (p

laye

d by

H

arri

son

Ford

). H

an S

olo

forg

ets

abou

t mon

ey a

nd

risk

s hi

s lif

e to

hel

p Lu

ke. C

hew

bacc

a (p

laye

d by

Pet

er

May

hew

), H

an’s

copi

lot a

nd lo

yal f

rien

d, lo

oks

like

a 7-

foot

-tal

l dog

. Pr

ince

ss L

eia

(pla

yed

by C

arri

e Fi

sher

) is

a R

ebel

le

ader

who

han

dles

a la

ser

blas

ter

as w

ell a

s an

y m

an.

How

ever

, the

whi

ning

, ner

vous

rob

ot C

-3PO

(pl

ayed

by

Ant

hony

Dan

iels

) di

d ge

t on

my

nerv

es. M

y fa

vori

te

char

acte

r is

the

smar

t and

cut

e ro

bot R

2-D

2 (p

laye

d by

K

enny

Bak

er).

Tog

ethe

r th

e he

roes

mak

e a

team

that

’s un

beat

able

—ev

entu

ally

. D

arth

Vad

er is

the

ulti

mat

e sc

ary

bad

guy.

He

is fe

ar

pers

onifi

ed!

He

also

mak

es th

e m

ovie

fun

to w

atch

, wit

h hi

s ho

rrib

le h

elm

et, a

rmor

, and

long

rob

es (

all b

lack

).

The

dee

p, p

ower

ful v

oice

of t

he ta

lent

ed M

r. Jo

nes

help

s m

ake

Vade

r so

und

like

an e

vil m

achi

ne. V

ader

is th

e cr

uele

st c

hara

cter

I’v

e ev

er s

een

in a

sci

-fi m

ovie

. In

one

scen

e, h

e us

es h

is m

ind

(and

the

Forc

e) to

cho

ke o

ne o

f hi

s ow

n m

en.

In 1

977,

whe

n St

ar W

ars:

A

New

Hop

e ca

me

to th

eate

rs,

the

spec

ial e

ffec

ts w

ere

cons

ider

ed b

reat

htak

ing.

The

y st

ill h

ave

a bi

g “w

ow”

fact

or. I

go

t a c

harg

e ou

t of t

he th

ree-

dim

ensi

onal

hol

ogra

m o

f Pr

ince

ss L

eia

that

R2-

D2

has

hidd

en in

side

his

mem

ory

syst

em. T

he J

edi l

ight

sabe

r is

the

cool

est s

wor

d w

ith

the

neat

est s

ound

s.

The

bat

tles

are

flat

-out

sp

ecta

cula

r. Yo

ur e

yes

will

ope

n w

ider

than

you

th

ough

t was

hum

anly

po

ssib

le w

hen

the

Dea

th

Star

blo

ws

apar

t a p

lane

t.

Star

War

s: A

New

Hop

e M

ovie

Rev

iew

sUnit 9

©20

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132

The

re’s

also

ple

nty

of e

xcit

ing

acti

on. L

uke

stru

ggle

s w

ith

the

light

sabe

r. H

an k

ills

a bo

unty

hun

ter.

Han

’s sh

ip

is c

aptu

red

by th

e D

eath

Sta

r. O

bi-W

an a

nd D

arth

Vad

er

fight

a d

uel t

o th

e de

ath.

Pri

nces

s Le

ia, L

uke,

and

Han

sh

oot t

heir

way

out

of t

he D

eath

Sta

r. A

nd w

ait u

ntil

the

end!

Whe

n th

e R

ebel

shi

ps g

et

read

y to

att

ack

the

Dea

th S

tar,

my

puls

e w

as r

acin

g.A

t the

end

of t

he m

ovie

, mus

ic b

uild

s to

a h

igh

poin

t, an

d I

foun

d m

ysel

f sta

ndin

g on

my

feet

. (T

he m

usic

w

orks

her

e, b

ut in

oth

er s

cene

s it

is a

lmos

t too

str

ong.

It

can

be d

istr

acti

ng a

nd ta

ke a

way

from

the

acti

on.)

Luke

and

oth

er fi

ghte

rs fr

om th

e R

ebel

Alli

ance

fly

a cr

ucia

l mis

sion

to d

estr

oy th

e D

eath

Sta

r. T

hey

mus

t sh

oot a

torp

edo

to h

it o

ne e

xact

spo

t, bu

t onl

y an

am

azin

g pi

lot c

an d

o it

. If t

hey

succ

eed,

the

Dea

th S

tar

will

exp

lode

.

Will

the

Reb

els

dest

roy

the

Dea

th S

tar?

Will

the

Em

pire

’s fir

epow

er d

efea

t the

Reb

els?

Will

Luk

e be

abl

e to

use

the

Forc

e w

hen

it c

ount

s? W

hat w

ill h

appe

n to

D

arth

Vad

er?

Find

out

by

wat

chin

g th

e ab

solu

tely

bes

t sc

ienc

e fic

tion

mov

ie e

ver.

Star

War

s: A

New

Hop

e M

ovie

Rev

iew

sUnit 9

Day 4, continued

OPTIONAL CHALLENGE: Write a paragraph (at least 5 sentences) about which of the two reviews influenced you the most. Give specific reasons to support your opinion.

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Opinion Writing Checklist

__I stated a strong opinion, position, or point of view.

__ I used well-organized reasons to support my opinion.

__ I linked my opinions and reasons using words, phrases, and clauses.

__ I wrote a conclusion that supports my position.

__ I reviewed my writing for good grammar.

__ I reviewed my writing for capitalization, punctuation, and spelling.

Sentence Starters for Opinion Writing

Opinion: In my opinion___________

In my opinion we should ______ For example in my experience _______. I agree/disagree because _________.

I think this because __________. Please consider _____. My position is ____. My opinion is based on __________.

R eason and Evidence:

The greatest part about ____________ is ______________ I prefer________ In addition, ____. I agree with _________ because ___________.

Another example can be found in _____. This example explains _______. To better understand my position ____

Opinion:

I am convinced that ____. It is essential to recognize _______. It is my strongest belief ____. In closing, ______.

On a final note, _______. The facts clearly indicate _. It cannot be denied that __. Let’s remember that ____. Finally, _______.

Compare (tell what is the same) Comparing words: same similar both Comparing Sentence Frames: ______________ and ______________ are similar because they both _______________________. Both _________ and _____________ are _____________________________. Both __________ and _____________ have ___________________________. Both ___________ and ______________ can _____________________. Contrast (tell what is different) Contrasting words: different doesn’t but Contrasting Sentence Frames: _______ and _______ are different because __________________________. ________ is/are ________, but ______________ is/are __________________. ___________ has/have ___________, but ____________ has/have _______________. ___________ can ___________, but ____________ can ______________. Introduction: In my opinion ____________. I like _________ better than ________ because. I think __________. __________ are interesting because __________. ________ are great because _________. According to the author, __________. In addition, ___________. The author says that _________. For example, ________, but ___________. __________ are not as __________ as ______. Conclusion: Now you know about _________. I love/like/adore _______. It is clear that __________. As you can see, _________ are better than _________ because _______. Now you know why _________ are better than ___________.

Create A New PE GameName of the game:___________________________________________________________________What does the field/court look like:

Number of players:____________________ Number of teams:________________________What is the objective of the game (how do you win?):____________________________________________________________________________________________________________Equipment needed:__________________________________________________________________________How is the game played? Are there points? Penalties? Out of bounds? Different Positions? Rounds? What are the rules?___________________________________________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

When you are done take a picture and email it to your PE teacher

Deck of Cards Workout

1. Flip the card over 2. Perform the corresponding exercise listed below based on the card. 3. Work your way through the cards until you’ve completed the whole deck.

Ace = Pick your favorite exercise

King = Jumping for 30 seconds

Queen = Plank for 15 seconds

Jack = 20 jumping jacks

10 = 10 mountain climbers

9 = crab walk forward and then backward 9 times

8 = Hop on right foot 8 times

7 = Hop on left foot 7 times

6 = Hold a 2 hand/1 foot balance for 6 seconds

5 = 5 sit-ups

4 = 4 push ups

3 = arm circles for 30 seconds - 15 seconds forward, 15 seconds

backwards

2 = Jog in place for 20 seconds *IF you know how to play the card game WAR, turn this game into “Fitness War”

HAVE FUN!

Active At-Home Scavenger Hunt

Get more Healthy at Home Resources at KohlsHealthyAtHome.org | #KOHLSHEALTHYATHOME

Scavenger hunts are fun activities that can support curiosity, learning, and physical activity. Whether indoors or outside, there are plenty of things around us to explore.

For fun, simple activities that can get families with younger (page 1) and older children (page 2) moving while at home, hunt for the following items and add your own ideas to the list.

For families with younger children, try the:

Rainbow Roundup

Other items to hunt for Other movementsSomething with wheelsSomething very softSomething roundSomething shinySomething you can readSomething that smells good

JumpHopSkipDanceShuffleCrab crawl (crawl with hands on the floor behind you and hips lifted off the ground)

When a RED item is found, RUN in place as fast as you can for 10 seconds

When an ORANGE item is found, have an adult OPEN a window or door for a breath of fresh air

When a YELLOW item is found, hold one YOGA pose of your choice for 10 seconds

When a GREEN item is found, GORILLA shuffle (sink into a low squat with hands on the floor and walk around the room like a gorilla) for 30 seconds

When a BLUE item is found, BRING one member of your family a cup of water

When a PURPLE item is found, PLAY a pretend sport with your family by acting out throwing, catching, swinging, kicking, and playing defense

(incorporates colors and letters)

https://www.healthiergeneration.org/campaigns/kohls-healthy-at-home

Get more Healthy at Home Resources at KohlsHealthyAtHome.org | #KOHLSHEALTHYATHOME

Variations

As a family, choose a word or phrase you want to spell out

Players move around the house to find items that begin with each letter in the word or phrase, in the correct order

Players should bring each item to a common area to prove they found the correct lettered item before going to find the next item

Players should walk quickly, run, skip, hop or jump between each item

Players can do additional movements once they find each item before going to the next, such as jumping jacks, heel kicks, jump shots, or other movements found here

Example: Word is H-E-A-L-T-H-Y

Players have to first find an item that starts with ‘H’ (e.g., hat), followed by ‘E’ (e.g., envelope), ‘A’ (e.g., apple), etc. until items have been found to spell the whole word

Challenge family members to a “race” and see who can complete the scavenger hunt the fastest; make it a competition between individuals or teams

Choose a word or phrase that is relevant to you

To make it more challenging, choose a long word with less common letters (e.g., V, Z)

Active At-Home Scavenger Hunt

Spell-enger Hunt (incorporates spelling/vocabulary)

For families with older children, try the:

https://www.healthiergeneration.org/campaigns/kohls-healthy-at-home

https://www.healthiergeneration.org/app/resources/82

101 5

6789

2 43

SP

IN -

MY

- E

XE

RC

ISE

WHOLE GRAINS (Recommended 3-5 servings a day)

They have three parts: the bran (the nutritious outer layer), the germ (the seed’s nutrient-rich embryo) and the endosperm (the germ’s food supply, which is high in starchy carbs). Whole grains are simply grains that have all three parts intact. They’re typically high in iron, magnesium, manganese, phosphorus, selenium, B vitamins and dietary fiber (1). Interestingly, choosing whole grains over refined grains has been linked to lower risks of heart disease, type 2 diabetes, cancer and more. Whole Grains equal:

● Better nutrition: Vitamins, minerals, and nutrients ● More fiber ● Helps prevent disease

Grains that are not whole have many of the important health components removed, which makes them less healthy. See if you can make WHOLE GRAINS a bigger part of your diet!!!

Whole Grains (3-5 servings a day) Word Search:Grades 3-6

B P F Y D B P M W T W B Q S W V B P T Q

Z G L E V H S X H I A Q U H S K T A T G

C T Q L E Z N N O E E E O C P P E J S Z

Q B X R J M C A L T F L H I K H F U N D

P R I A B N U Y E Z E S R W W W P F Q K

S O B B M H K I G G W U Y E R O H S S E

T W F E A W S W R J Z G L A P A Y E P Y

L N S L U L H A A A C O E C K D G N A X

E R O O Y T I O I U H Q O M C F S L P T

P I A H Z N D K N W H R Y W N M L M U K

S C W W B I D X P F N A O N I U Q B W B

I E N R L N V G A I K F G L R T Q K S E

H B E I R X R M S P V X Z W Y X H G B Z

T A B O E Y P M T H S I I P G G C Z F H

D E C E Y R N I A R G E L O H W N Q Z B

C C L A A K I N L V C B F L T Y L L W H

M G Q L S J P C D Z C W H O L E O A T S

U Y F U I D S H N C F X Q H D Y G J G R

Z O T D B M F M I T O L S Z W Q X G U A

Q S V U W Q I V L A J Q O K F D W E Y C

BROWN RICE BUCKWHEAT BULGAR WHEAT

CORN MILLET POPCORN

QUINOA SPELT WHOLE BARLEY

WHOLE GRAIN BREAD WHOLE GRAIN PASTA WHOLE GRAIN RYE

WHOLEOATS WHOLEWHEAT

WHOLE GRAINS WORD SEARCH: GRADES K-2 (3-5 SERVINGS A DAY)

Q K A C F Z O M B W

F U Z O Z L I V A H

Y K I R H B V D K O

A C Y N G W W D G L

G U J X O U W E P E

J J G W O A G J O O

E C I R N W O R B A

W H O L E W H E A T

P O P C O R N R O S

X T Q F R M L A T X

BROWNRICE CORN POPCORN

QUINOA WHOLEOATS WHOLEWHEAT

5th grade instructional packet may 26, 2020...answer key choose the word blm 7 answer key choose the...

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