5th grade math 2020 - ntschools.org

5th Grade math 2020

When completing the journal calendar prompts for the month, use the rubric as a reminder of what to include in each of your paragraphs.

Helpful Website Links for 5th Grade Review

ELA: Reading Fifth graders should continue to read for approximately 30-60 minutes per day and then journal about their daily reading. Readers can choose either a book or use a website resource such as the following:

• Epic (Link: www.Getepic.com)

• ReadWorks (Link: www.Readworks.org)

• RAZ Kids (Link: https://www.raz-kids.com)

• IXL (Link: https://www.ixl.com)

• Scholastic (Link: https://classroommagazines.scholastic.com/support/learnathome.html?caching )

• Starfall (Link: https://www.starfall.com)

Targeting Specific ELA Skills Using IXL:

IXL Language Arts Review Skills - https://www.ixl.com Week 1: Theme - B1 Literary Devices - F1 Inference - HI Story Elements - I1 Writing - P1 Week 2: Literary Devices - F2 Story Elements - I2 Writing - P2 & Q1 Vocabulary - DD1 Week 3: Analyzing Literature - M1 Literary Devices - F3 Writing - S1 Vocabulary - EE1 & EE2

Engaging Online Resources for a Brain Break

https://www.gonoodle.com/

Go Noodle has several activities to keep you and your family moving

including character building, growth mindset, Yoga, mindful minutes,

math and ELA songs.

Week 1: Try MILKSHAKE and HELLO JO

Week 2: Try MELTING & PEANUT BUTTER

Week 3: Try NEVER EAT SOGGY WAFFLES & STRENGTHEN YOUR

FOCUS

http://www.getepic.com/

http://www.readworks.org/

https://www.raz-kids.com/

https://www.ixl.com/

https://classroommagazines.scholastic.com/support/learnathome.html?caching

https://classroommagazines.scholastic.com/support/learnathome.html?caching

https://www.starfall.com/

https://www.ixl.com/

https://www.gonoodle.com/

5th Grade math 2020

April MATH Review Included in your April Math packet are Review Sheets 1 – 13.

Questions 1-4 are basic review from early in the year. Question 8 is

very important for students to try, students tend to stumble when

they are presented a word problem. The students are encouraged to

do their best and to complete in any order. Answers will be given at

the end of the month.

Take a walk on a nice day and look for

ANGLES:STAY SAFE AND

CONNECT VIRTUALLY

WITH YOUR FRIENDS, FAMILY,

AND TEACHERS

Teachers’ emails:

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

Remember all of the online resources too:

Ixl.com (your login should be your first initial and last name@ntcs and then a password) Email your

teacher if you need it.

Xtramath.com (you should have logged in with a code give from teacher) Email teacher if you need it.

Parents with struggling students:

If your child is struggling, take a break. Show patience and be available for help as needed. If you have any questions, feel free to contact your child’s teacher directly.

Here are some tips:

- try a few problems with your child before theywork independently

- reference a multiplication chart as needed!- Practice fact fluency in any free time such as

through Xtra Math

Math Newsletter

mailto:[email protected]











There are many references to

math facts and definitions in

your agenda. There is a

MULTIPLICATION CHART too

if you need one.

In the April packet you will also see Standard Tasks worksheets that pertain to

standards that have been covered this year. We ask that you try to do two of them

from each standard. Do your best and show all your work.

Staying Organized

There is a checkoff sheet in your April

Packet. This is a great way to mark off your

completed tasks and keep track of what still

needs to be done. You can do the Review

Sheets in any order…just put the date next

to the sheet number when completed.

Choose at least two of the Standard Task

sheets and place the date next to it when

finished. The third thing to keep track of

are the ixl skills you master…check each one

off when you successfully complete it.

Create a game outside with chalk and your facts!

STAY POSITIVE and STRONG and THIS TOO SHALL PASS.

KEEP HEALTHY…WASH YOUR HANDS.

Accommodations to Help Your Child at Home

If your child is struggling with any reading tasks and or reading books at home, you can try the following:

• Read it to them • Have them try and read the parts they can and then you read the words they can’t • Ask them if the word they say incorrectly looks right, sounds right, and makes sense • Have them try to look for a part in the word they know • Ask them at the end of each page what is happening in their own words to work on

comprehension

If your child is struggling with math you can try the following:

• Draw a number line for your child to help with addition and subtraction • Read any directions your child • Read word problems to your child • Use multiplication chart

If your child is struggling with writing you can try the following:

• Give them some sentence starters to use to help them get started • Try interactive writing where you write sentences/ ideas together • Have them read their writing to you and help them if things don’t sound right • Try typing instead

Additional Accommodations:

• If any amount of work looks too overwhelming set a timer and have your child complete a portion of the work

• Provide a quiet workspace • Give your child a choice of what they would like to work on • Have your child come up with a list of fun activities they would like to do after they complete

some work (i.e. playing a game, going for a walk, watching a movie)

As everyone adjusts to new schedules and routines, it’s important to remember that you need to do what you feel is best for your family. Please see

below for a sample schedule to keep intermediate students engaged and learning.

Sample Daily Schedule Grades 4 - 6 Time Activity

8 AM - 9 AM Breakfast/Get Ready/Morning Routine

9 AM - 9:45 AM Reading, Writing or Math *Online Resources or Print Resources (see district website) *Supplemental Resources: IXL, Scholastic, BrainPop

9:45 AM - 10:15 AM Creation/Movement *See district website for PE, art, music, STEM resources

10:15 AM - 11:00 AM Reading, Writing or Math *Online Resources or Print Resources (see district website) *Supplemental Resources: IXL, Scholastic, BrainPop

11:00 AM - 11:30 AM Creation/Movement *See district website for PE, art, music, STEM resources

11:30 AM - 12:15 PM Reading, Writing or Math

*Online Resources or Print Resources (see district website) *Supplemental Resources: IXL, Scholastic, BrainPop

12:15 PM - 1:00 PM Lunch

1:00 PM - 1:45 PM Science/SS *BrainPop *Scholastic *Virtual Field Trips

1:45 – 2:30 PM Creation/Movement *See district website for PE, art, music, STEM resources

2:30 PM – End of Day Snack, Family Time, Dinner

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A Kid In A Candy Store

A Kid In A Candy Storeby W.M. Akers

It wasn't the candy he wanted. It was the skateboard. Tommy had been staring at it for weeks, every day on his way home from school, admiring it through the window of the skate shop on Market Street. It was a longboard-a serious skateboard, not meant for tricks or speed, but for long rides down hills, on busy roads, or all the way across town. This was a skateboard that could change Tommy's life forever. No longer would his parents have to pick him up after school, or at the movies or the mall. The longboard would be able to take him home.

It was ocean blue, with chrome wheels and an elaborate drawing of a rocket ship on the underside. Each time he pressed his face against the glass of the skate shop, he felt himself fall into that picture, and his dreams of riding the longboard became mixed up with dreams of interstellar travel. He wasn't just going to the mall. He was going to Mars, to Alpha Centauri, to anywhere in the galaxy he felt like. He was going to conquer the stars.

Or he would have, anyway, if his dad weren't such a cheapskate. There's something about fathers that makes it impossible for them to understand skateboards.

"Dad," Tommy said. "It's the world's finest skateboard. It could change my life forever."ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.


"That's great," said Dad. "I'm all for kids having hobbies. But that's an expensive little toy, and-"

"It's not a toy!" Tommy felt himself about to lose his temper. If he shouted, he knew he would never come close to owning his board. He collected himself. "It's a whole new way of life. When you were my age, what was the thing you wanted more than anything else? The thing you dreamed about? The thing you promised yourself you would get, no matter what?"

"A Black Shadow."

"A what?"

"A Vincent Black Shadow-the world's finest motorcycle. A more beautiful piece of machinery has never been designed."

"So yeah, this board is like the Vincent Black Shadow for the 21st Century. So you see why I have to have it."

"You know what my dad told me when I asked for a Black Shadow?"

"What?"

"Nothing. I didn't ask him, because I knew he'd think it was nothing more than an expensive toy. I went out, got a job, and started saving."

"Man," said Tommy. "I was afraid you'd say something like that."

"Dads are the worst, aren't they?"

***

Tommy walked up and down Market Street looking for someplace to work. The pizzeria wasn't hiring. The coffee shop said he was too young. The comic book store said he didn't have enough experience.

"But how can I get experience," Tommy asked, "if nobody will give me a job?!" The comic book clerk didn't answer. Tommy composed himself, said thank you, and left.

The only store with a "HELP WANTED" sign was the one he had been dreading most: Orson's Confectionaries. The candy store.

Whoever thinks that all kids love candy stores has never been to Orson's. It had been in the town since the dawn of time, and hadn't been updated much since. A dark, winding dungeon of a ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.


store, its shelves were filled with jars of weird, sticky gums and sucking candies so hard they could crack your teeth. Over all of it stood Mr. Orson, a hard-eyed skeleton of a man whose long grey hair and baggy clothes made him look like an out-of-work wizard.

Tommy didn't know how the confectionary stayed in business. He'd never seen a kid go in or out, and he'd never heard anyone talk about buying something there. How could that store turn a profit? And why would a store with no customers need an extra employee? Tommy didn't want to find out, but the skateboard demanded he try. He pushed on the creaky old door, sucked in his breath, and plunged in.

"How may I help you?" said Mr. Orson. He sounded like a snake with a cold.

"I, uh, uh...I-"

"You're looking for sweets?"

"No, well, uh-"

"Some raspberry rope, perhaps?"

"No thank you. Actually, I-"

"A chocolate lover, are we? Perhaps you'd prefer a chunk of Carlsberg Chew? It's the finest dark chocolate made in Germany. It has real hazelnuts inside!"

"That sounds good, but actually-"

"I see," said Mr. Orson, and his eyes went wide. His mouth crinkled up like a dead leaf, and Tommy got the impression that he was either about to scream at him, or sneeze. "I understand completely now."

"Understand what?"

"You are a boy...with a sour tooth." He reached behind him, to the highest shelf on a rickety bookcase, and presented Tommy with a star-shaped, tiny yellow candy. "Try this. A Sunburst Express-a sour candy of my own design."

"Yeah?"

"Free of charge."

Tommy licked his lips. If there was one thing in life he loved more than skateboarding, it was sour candy. The grosser the better, he thought. A candy wasn't any good unless it made you ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.


squeeze your face together, shut your eyes, and want to cry. That's how you knew it was nice and sour.

"It's pretty sour?"

"It will make your tongue turn inside out."

Tommy reached for the candy and popped it into his mouth. At first, he tasted nothing. But then, as he began to chew, it was like an oil tanker had spilled in his throat. His gums were on fire. His tonsils were tap-dancing. And his tongue...his tongue felt like it was about to turn itself inside out!

"Oh my goodness!" he gasped. "This is the best candy I ever tasted."

"Why thank you," said Mr. Orson. "Have a sip of Fizzberry Soda. It will ease the sensation. Now, you're looking for a job?"

"How did you know?"

"I could just tell. Desperate for a new toy, are you?"

"It's not a toy! It's...well, yes. That's right."

"The Sunburst was a test. I don't want anyone working here who doesn't love sour sweets."

"I love 'em more than anything!" Tommy remembered the skateboard. "Well, practically anything."

"Good," said Mr. Orson, as he handed Tommy an apron. "Then you'll be getting your new toy very soon indeed."

ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.

A Kid In A Candy Store - Comprehension Questions

Name: ___________________________________ Date: _______________

1. What does Tommy think could change his life forever?

A. a piece of chocolate

B. a comic book store

C. a skateboard

D. a motorcycle

2. A problem in this story is that Tommy wants a skateboard but does not have the

money to buy one. How does he try to solve this problem?

A. He tries to solve this problem by dreaming about a trip to Mars.

B. He tries to solve this problem by getting a job.

C. He tries to solve this problem by staring through the window of the skate shop.

D. He tries to solve this problem by going to the mall.

3. Tommy stares at the skateboard through the window of the skate shop for weeks.

After his dad refuses to buy the skateboard for him, Tommy gets a job so that he can

buy it himself.

What can be concluded from this information?

A. Tommy is serious about getting the skateboard and will work hard to do it.

B. Tommy is heartbroken and has given up all hope of getting the skateboard.

C. If Tommy does not make enough money at his job to buy the skateboard, he will steal it.

D. Tommy will lose interest in the skateboard a few weeks after starting his job.

4. What do Tommy and his dad have in common?

A. Both Tommy and his dad think raspberry rope is the best candy in the world.

B. As boys, both wanted a skateboard built for long rides on roads and down hills.

C. As boys, both wanted a motorcycle known as a Vincent Black Shadow

D. As boys, both wanted something that their fathers would not buy for them.



5. What is a theme of this story?

A. friendship

B. honesty

C. determination

D. giving up

6. Read the following sentences: "How could that store turn a profit? And why would a

store with no customers need an extra employee? Tommy didn't want to find out, but the

skateboard demanded he try."

What does the phrase "the skateboard demanded he try" mean?

A. Tommy wanted the skateboard so much that he decided to try.

B. The skateboard spoke to Tommy in a dream and told him to try.

C. Tommy has spent so much time thinking about the skateboard that he is starting to imagine things.

D. The skateboard has a recorder and speaker that can play voice messages.

7. Choose the answer that best completes the sentence below.

Tommy wants a skateboard; _______, he wants a longboard.

A. specifically

B. on the other hand

C. before

D. therefore

8. What kind of candy does Mr. Orson give Tommy to try?



9. Tommy asks how Mr. Orson knew he was looking for a job. What is Mr. Orson's

reply?

10. How could Mr. Orson tell that Tommy was looking for a job? Support your answer

with evidence from the passage.


The Family Business

The Family Businessby ReadWorks

The fallen leaves crunched under Kiara's feet as she walked up her driveway. She hopped from one crumbled leaf to another, just like she had always done when she was little, to see if she could crush them all. She liked the sound they made, like a quiet chorus. It was an impossible goal, like trying to count all the stars in the sky in one sitting. But she still tried, mesmerized by the sea of red, orange, and brown. It was one of Kiara's favorite things about autumn.

As she approached her garage, she began to hear the sound of a saw going back and forth. It was a familiar sound, one that always signaled the presence of her father. Sure enough, she spotted her dad cutting a piece of wood in half. "What are you working on today?" she asked him. He stopped sawing, smiled at Kiara, and then wiped his forehead with a gloved hand. "Oh, just another Adirondack chair," he replied. "Want to help?"

Kiara paused for a second but then felt her tired legs wobble beneath her. "Maybe later, Dad, it was a long day at school," she said. He nodded his head, then got back to work. Ever since she could pick up a hammer, Kiara's father had taught her his trade of carpentry. He wanted her to join the family business, to continue the tradition, as both Kiara's grandfather and great-grandfather had been carpenters as well. It was a small business-her father just had two other paid helpers who assisted him when he had more work than usual. At first, she resisted his influence, determined to find her own path, but as she grew older and older, she couldn't imagine a life without at least a touch of carpentry.

After reading for a while and eating a snack, Kiara returned to the garage with two cups of apple cider. She set one mug down in front of her father, on the board that he was cutting through. "Hey, you know I don't drink and saw!" he said, teasing his daughter. He picked it up and sat down on a bench that he had built in the corner. "You know what type of wood that is?" he asked her. Kiara looked at the boards that he was cutting-they were a light tan, with straight grains running through them. She shook her head. "Cypress," he replied. "If you use an older tree, which this is, the wood can be very durable against rot, meaning that it's very good for outside ReadWorks.org · © 2014 ReadWorks®, Inc. All rights reserved.

The Family Business

furniture," he explained. Kiara shifted in her seat to get more comfortable; she knew that when her father started talking about his work, he could go on for a while.

"This species of tree typically grows in the Southeast, near Louisiana, but I was lucky enough that a buddy of mine recently brought a truck full of trees up here with him. Plus, they aren't endangered, so we aren't cutting down anything that shouldn't be cut down," he said, running his hands over the cypress boards. "And see how nice the grain is? That's why I'll just put a clear finish over the top instead of paint," he explained. Kiara knew that he would continue to talk for as long as she let him.

"How many are you going to build?" she asked.

"Just six-a friend of a friend commissioned me to make them for his bed and breakfast; he wants some nice chairs to put on the porch so that his guests can enjoy the view of the backyard," her father explained. They both sat in silence, drinking their cider and staring at the wood. After a few minutes, her father got back to work on the large chairs.

Kiara couldn't help but join him. As she slipped on working gloves, she felt right at home. She pictured herself in ten or twenty years doing the same thing, and thought that maybe it wouldn't be so bad after all.


The Family Business - Comprehension Questions

Name: ___________________________________ Date: _______________

1. What is Kiara's dad doing as Kiara approaches the garage?

2. What is the sequence of events in this story?

3. Read this sentence from the story.

Kiara knew that when her father started talking about his work, he could go on for a

while.

What evidence in the story supports this statement?



4. Based on the information in this story, what is a carpenter's job?

5. What is the theme of this story?

6. Read these sentences from the story.

"Ever since she could pick up a hammer, Kiara's father had taught her his trade of

carpentry. He wanted her to join the family business, to continue the tradition, as both

Kiara's grandfather and great-grandfather had been carpenters as well. It was a small

business-her father just had two other paid helpers who assisted him when he had

more work than usual."

What does the word "trade" mean here?



7. What word or phrase best completes the sentence?

At first, Kiara does not help her father work on the chairs. __________, she does.

8. Kiara's dad has wanted Kiara to join the carpentry family business. Why had Kiara

resisted his influence at first?

9. What does Kiara picture herself doing in ten or twenty years?


It's Opening Day

It's Opening Dayby W.M. Akers

The weather was growing crisper. It was getting dark later, and Matthew had stopped wearing a coat to school. Spring was coming, but that didn't matter to him. What was really important was it was April. April meant baseball. April meant the end of the long, cold off-season. April meant opening day.

The local team was called the Crickets. It wasn't a very tough name for a baseball team, but that was okay. The Crickets weren't a Major League team, with a 50,000 seat stadium, expensive tickets, and big-name players. They were a minor league team, and that suited Matthew just fine. The stadium was small, the tickets were cheap, and the players weren't famous-at least not right now. Some were young players, only seven or eight years older than Matthew, with dreams of playing in the big leagues, and the talent to make it happen. Other players were older, their time in the big leagues finished, but they stuck around the Crickets because they weren't ready yet to let go of the game that had defined them ever since childhood.

And then there were players like Billie Carney, the shortstop. He had manned the space between second and third base for as long as Matthew could remember. Each year he was


It's Opening Day

one of the two best players on the team, but he never did quite well enough to get called up to the majors. Each opening day, Matthew was shocked to see that Billie was still playing for the Crickets.

"Jeez, Dad!" he would say. "I can't believe Billie didn't get called up to the big leagues this year."

"You think he played pretty well last season?" his father would ask.

"Are you kidding?!" Matthew's face turned purple whenever anybody questioned Billie Carney. "He hit twenty-seven home runs! He had ninety-eight RBIs! He walked more than anybody else on the team!"

Matthew didn't need a baseball card to tell him Billie's statistics. He knew them by heart, from studying the sports page every morning at breakfast, to see how Billie and the other Crickets had played the night before. Over the winter, he committed all of their numbers to memory, and at night he would recite them to himself until he fell asleep.

"How was his fielding?" Matthew's father would ask, teasing him. "I bet he made a lot of errors."

"Dad-are you crazy? He moves like a spider out there. Nobody turns a double play faster than Billie. Nobody's better at tagging runners out. Last season, he didn't make an error for..." Matthew thought for a moment, doing the math in his head. "Forty-seven games!"

"That's not bad."

"Then how come he didn't get called up to the majors?"

"I don't know."

"It's not fair. He's better than most of the guys you see playing on TV."

"It's good news for us, right? Now we get to watch him play live for another season."

"I'm telling you, Dad. He's the best."

Matthew and his father had gone to see the Crickets play every opening day since Matthew was born. Their family celebrated a lot of holidays-Thanksgiving, Halloween, the Fourth of July, not to mention Matthew's and his sister's birthdays-but as far as he was concerned, opening day was the best one. It was usually on a weekday, and his dad always let him skip school to go.


It's Opening Day

"There are some things you can only learn in school," he told Matthew once, "and there are some things you can only learn at the ballpark."

Each year, Matthew and his dad wore Crickets jerseys and Crickets hats, and they always got to the ballpark early enough to watch the hitters take batting practice. County Stadium was an old ballpark, almost as old as Matthew's dad himself, and it had started to get a little shabby by the time Matthew started going to games. The scoreboard was rusty; the speakers were screechy, and the chairs weren't as comfortable as they could have been. But on a sunny day, Matthew thought, it was the most beautiful stadium in the world. Last year was perfect. The sun was bright, the sky was clear, and there was just enough of a breeze to remind him that summer wasn't quite here yet. The Crickets won 4-2, Matthew ate two hot dogs and a plastic baseball helmet full of ice cream, and Billie Carney bowed to the fans when he ran out onto the field. They went to a lot of games the rest of the summer, but opening day-as always-was his favorite. On the coldest days of winter, when wind cut through Matthew's parka and his fingers turned as pink as Vienna sausages, Matthew remembered opening day, and the outfield grass that was as green and perfect as the Emerald City in the Wizard of Oz.

"I've got bad news," said Matthew's father, two days before the season started. "I can't go to opening day this year."

"Dad," said Matthew. "That is a dumb joke."

"I'm not kidding. Your sister's play is Sunday afternoon."

"Her play is happening for three days. We're watching it at school on Monday. Why don't you just come then?"

"I've got to work, kid. I'm really sorry."

Matthew's father looked sad, but Matthew did not. He did not cry; he did not scream; he did not yell at his father about breaking promises. One of the things that he could only learn at the ballpark is that there's no crying in baseball, so Matthew didn't cry. But he wanted to.

"Why don't we go to the game Monday night?" his father asked.

Matthew wanted to explain that night games were no good, that he had been waiting all winter for blue skies and green grass and sunshine. Night games were fine in the middle of the summer, when it was too hot to sit out in the sun, but it was April. He didn't want to go to County Stadium in his parka, but he didn't know how to put it into words.

"I want to go to opening day," he said, finally.


It's Opening Day

"I've got an idea," said his dad. "It's kind of crazy but...do you want to go by yourself?"

"What?!"

"You're old enough now. When I was your age I'd go to games alone all the time. I know it's not what we usually do, but it could be fun."

"Go to the game...alone?" asked Matthew. He had to admit: it was better than not going at all.

The sky was blue, the grass was green, and Matthew wore his Crickets jersey and Crickets hat. His seat was right where he liked-along the first base line, behind the home dugout-and all his favorite players were in the lineup, with Billie Carney batting first. He took out his scorecard and carefully wrote their names down. During the game, he would make notes of what happened-who got a double, who struck out, who had the big home run. It was an old-fashioned thing to do, but Matthew liked it, because it helped keep him focused on the game. His father had taught him how to keep score.

It was a perfect day for baseball. So why did Matthew feel so gloomy?

During the second and fifth innings, Matthew bought hot dogs from the hot dog vendor. His dad had given him $20 to spend, and Matthew was going to spend all of it. He wanted to get a plastic baseball helmet full of ice cream, but he had to go to the concessions stand for that, and if he stopped watching the game, he wouldn't be able to write down what happened on his scorecard. If it were later in the season, this wouldn't worry him so much, but today was opening day, and the scorecard-everything-had to be perfect.

He decided to skip the seventh inning stretch. This was a big sacrifice, because singing "Take Me Out To The Ballgame" was one of the best parts of going to see the Crickets. The mascot-a big green cricket in a foam costume-would run out onto the field and dance around and throw t-shirts. But Matthew already had plenty of Crickets t-shirts. What he didn't have was ice cream.

He waited in line, and paid the last of his money for a plastic baseball helmet full of mint chocolate chip. When he got back to his seat, the sun had gone away. Matthew balanced his ice cream in the cup holder in front of him, and frowned at his scorecard. In the space for "Weather" he had written "Sunny." He changed it to "Sunny/Clouds." He put his scorecard aside and focused on his ice cream, which was beginning to melt. As he ate it, he shivered.

The game was over. The Crickets had won, 6-1. A blowout, but not a very exciting one. According to his scorecard, Billie Carney had a single and a walk, but no runs batted in-a good day, but not a great one. As always, Billie had bowed to the people when he ran out ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.

It's Opening Day

onto the field, and Matthew bowed back. When he hit his single, with a sound like a judge's gavel, Matthew cheered louder than he had all day. He fixed the image in his mind: Billie Carney, hustling down the first base line, right in front of his eyes. He would tell his father about it when he got home, and he would remember it come winter.

Matthew's dad had told him to call when the game was over and he would come pick him up, but now, standing outside the stadium, he didn't want to leave. He sat on a bench outside the stadium, making sure his scorecard was perfect. He erased wobbly lines and redrew them, straight, bold and firm. Flawed letters-a wobbly K, a slouching B-he went over until they looked like they had been put there by a computer. By the time he was finished, nobody could have done a better job.

Matthew looked up, and saw the parking lot was empty. Behind him, the stadium was closed-and with it, the only pay phone. How would his dad know to come pick him up? The sun was long gone now, and Matthew began to wish he had brought his parka. It was windy in the County Stadium parking lot.

He walked around the ballpark, hoping to find another phone, but all he found was cracked concrete and overgrown grass. On the other side from the outfield wall, he saw a battered old baseball-a forgotten home run from the season before. He picked this up and put it in his pocket. A boy can never have too many baseballs. Holding it as he picked his way across the gravel, he felt less afraid. As he completed the loop around the stadium, he heard a door close behind him.

"Hey kid," said a voice, and Matthew's heart leapt. It was Billie Carney. Out of uniform, he looked bigger than he did on the field, like he could crush a rock into dust with one hand. He was smiling, just like he had when he bowed to the crowd that afternoon. "You here by yourself?"

"Kinda," said Matthew. "My dad's supposed to pick me up, but I don't have a way to call him."

Silently, Billie took his cellphone out of his pocket and handed it over. Matthew dialed his father's number, and told him to meet him by the main entrance. When he handed the phone back to Billie, he said thanks, quietly.

"No problem," said Billie. "You want some company while you wait?"

"Sure," said Matthew, as they walked back to his bench.

"Enjoy the game today?"


It's Opening Day

"It was pretty good," said Matthew. "That was a nice at-bat you had in the sixth, when you drew the walk."

"Thanks. It must have been seven, eight pitches."

"It was nine," said Matthew. "I was counting."

"Glad to know somebody's paying attention. That a baseball in your pocket?"

"I found it on the other side of the center field fence."

"They don't clean back there as much as they should. Want me to sign it?"

Matthew handed Billie the ball, his heart in his chest. As Billie traced his wide, looping signature across the grimy yellow leather, Matthew asked the question that had been bothering him all day.

"Do you ever get sick of playing here?" he asked.

"What do you mean?"

"You're good enough to play in the majors. I know it. You know it. The whole crowd knows it. You hit twenty-seven home runs last year! You had ninety-eight RBIs! You walked more than anybody else on the team! Doesn't it drive you crazy to be stuck down here, in this crummy old ballpark, playing for nobody?"

For a moment, Billie looked hurt. Then a smile broke out across his face, and he started laughing. "Are you nuts, kid?" he asked. "I get to play baseball for a living! It's not much money, but it's enough. And if I can keep the people entertained here, who cares about the big leagues?"

"Yeah?"

"It's opening day. We're at the ballpark. What have we got to complain about?"


It's Opening Day - Comprehension Questions

Name: ___________________________________ Date: _______________

1. What does Matthew like to do every April?

A. go for a bike ride in the sunshine and blue skies

B. eat ice cream and watch a movie at home

C. see the Crickets play on opening day

D. see his sister perform in a school play

2. What is the climax of the action in this story?

A. Matthew eats ice cream at the ballpark.

B. Matthew's father says that he cannot go to opening day.

C. Matthew commits Billie Carney's statistics to memory.

D. Matthew talks to Billie Carney.

3. Matthew is excited to meet Billie Carney.

What evidence from the story supports this statement?

A. "During the second and fifth innings, Matthew bought hot dogs from the hot dog vendor."

B. "Each opening day, Matthew was shocked to see that Billie was still playing for the Crickets."

C. "One of the things that he could only learn at the ballpark is that there's no crying in baseball, so Matthew didn't cry."

D. "'Hey kid,' said a voice, and Matthew's heart leapt. It was Billie Carney."

4. Based on what Billie says, how does he feel about playing baseball for the Crickets?

A. Billie is happy about playing baseball for the Crickets.

B. Billie is tired of playing baseball for the Crickets.

C. Billie is worried about playing baseball for the Crickets.

D. Billie does not care much about playing baseball for the Crickets.




A. the pleasures of winter

B. the pleasures of baseball

C. the damage that war can cause

D. the damage that nature can cause

6. Read the following sentence: "Doesn't it drive you crazy to be stuck down here, in

this crummy old ballpark, playing for nobody?"

What does the phrase playing for nobody mean in the sentence above?

A. not caring about how well a baseball team plays

B. not playing in a baseball game on opening day

C. not playing for very many people or anyone important

D. playing in a ballpark that does not have any seats


Billie looks hurt _______ Matthew asks him whether playing in a crummy old ballpark

drives him crazy.

A. after

B. before

C. for instance

D. however

8. For Matthew, what is the best holiday of the year?



9. When Matthew asks Billie whether playing for nobody in a crummy old ballpark drives

him crazy, what does Billie say?

10. What do Matthew and Billie have in common? Support your answer with evidence

from the passage.


Learning to Skateboard

Learning to Skateboardby Kyria Abrahams

The sound of the skateboard up and down the hallway is driving Ella insane. She sits at her desk, trying to read a book. All she hears is: scraaaape, scraaaape, thud!

She pokes her head out of her bedroom door.

"Mom said not to skateboard in the house!" she yells at her brother.

"It's Saturday afternoon, Nerd! Take a break!"

Ella slams her bedroom door. How dare he! Then, she opens the bedroom door again and watches quietly. It does seem like fun, actually.

"Hey," she calls after him. "Let me try."

"No way, Nerd! Not after you just yelled at me to stop."

Ugh! Ella slams the door again and goes back to her desk. She hears Joseph pick up the board and run down the stairs. Outside, his friends are all waiting for him. They all have their skateboards.

Maybe I spend too much time indoors, Ella thinks.

Closing the book on her desk, she puts on a jacket and follows her brother outside. He's skating up and down the block now, showing off for all his friends.

She walks up behind him, waving her hands. He sees her, but pretends not to.

"Hey, Joseph! Hey!"

"Get lost," he says.



"Can I skate with you?"

"I said get lost," he says. "Girls can't skate."

All his friends start laughing. "Girls can't skate," they repeat, sneering.

Ella feels tears well up in her eyes, but she won't let the boys see her cry. Girls can't skate? Maybe that's because you won't even let me try!

She's about halfway up the block when she hears a voice call out after her.

"Hey Ella! Wait up!"

It's one of Joseph's friends. He looks sheepish and a bit frightened.

She spins around angrily. "What do you want from me?"

"I...I... just thought..."

"You just thought that girls can't skate, so you wanted to come and make fun of me?"

The boy looks at the ground. "No, I just thought maybe you'd like to try out my board a little bit. I can show you how to use it."

Ella wonders if maybe it's a trick, but the boy seems so sincere. He holds out the board to her, and she takes it.

"My name is Jake," he says. "Let me show you how to ride."

"What about my brother?" she asks.

They both turn to look for Joseph. At the end of the street, he grabs one end of his board and flips around in the air. He's busy impressing his friends.

"Come on," Jake says, "He can't notice anyone but himself right now."

Jake takes her by the hand and leads her to a small patch of concrete next to the lawn.

"This way if you fall, you'll fall on the grass," he says.

"I'm afraid to fall," Ella says.

"You can't learn if you're afraid to fall," Jake says.



"But what if I hurt myself?"

Jake hands her a helmet. It's covered with stickers from all his favorite skate punk bands.

"But if you do fall, this way, you won't end up in the hospital with a concussion."

He shows her how to stand on the board, how to place her feet in a comfortable position, and how to shove off with one foot.

Ella stands on the board and feels herself wobble back and forth. It looks so easy when Jake does it. She isn't sure what to do with her hands and waves them around wildly in the air. Suddenly, she feels the earth move from her feet to her head.

WOAAAH! Her head hits the grass with a clunk.

"Good thing you had that helmet on," Jake says. Ella is lying on the ground.

She looks at her arm and gasps. Her elbow is bleeding a little.

"Hey, we'd better stop now. You're hurt!" Jake says.

"I can take it," Ella tells him. "I can't learn if I'm afraid to fall, right?"

They keep practicing until it starts to get dark. They both have so much fun, they completely lose track of time.

"Oh no! I missed dinner!" Jake says, finally noticing the time.

"Oh no!" Ella says. "Well, I guess you'd better take your board and go home." She is trying to disguise the hurt in her voice,but she cannot.

"You were better at hiding your pain when you fell on your elbow, Ella."

Ella laughs. "Yeah," she says, looking down at her feet. "I guess I'm kind of sad about it ending."

"Tell you what, Ella. Why don't you keep the board for a week?"

"Really? Do you mean it?"

"Absolutely. I mean it!" Jake says. "I...uh." Jake stutters and gives her a big hug. She hates to admit it, but the hug feels really nice.

"I promise to give it back in good condition!"



"Hey, maybe it's just an excuse to see you again," he says.

The next day, Ella wakes up early and takes the board outside. She practices everything Jake taught her and only falls a few times. The scrape on her elbow is already almost completely healed.

When Saturday comes around again, she wakes up extra early. She wants to have as much time as possible with the board. She's even taught herself a new trick, one she learned herself by watching a video online. It's called an Ollie.

She does it 10 times and falls. She does it 10 more times and almost completes it. After 10 more tries, she is finally successful.

When Jake comes around the corner, she's jumping in the air, the board flying right along with her. She sees Jake smile and start to applaud, and she's down in the grass again. THUD!

"That was amazing!" Jake says.

"Yeah, well, you didn't see me fall about 50 times before I actually did it!" she says.

In the distance, they hear someone calling Jake's name. It's her brother. He comes skating around the corner along with the rest of his friends.

"Jake, we've been looking for you everywhere!" he says. And then he sees his sister lying in the grass.

"I told you!" he says, holding his sides and doubling over. "I told you girls can't skate!"

"I can!" Ella yells. "I'll prove it to you!"

Ella gets up and starts to do the trick, but Jake runs over and stops her.

"You don't owe anybody an explanation," he says.

"Are you crazy?" Ella asks him. Joseph and his friends are walking away now, still laughing and saying she can't skate.

"You and I both know you can do it, and we know how hard you've been working. No matter what you do, they'll find a way to make fun of you."

"I guess you're right," Ella says. She puts the board down and executes a perfect Ollie.

"I saw that," Jake says. "You're capable of a lot of great things."



At that exact moment, Ella loses her balance and goes tumbling to the ground. Jake reaches into the grass to take her hand.

"It's a good thing I'm not afraid to fall," Ella says. "Or I'd never know I had good friends there to help me back up again."

They hug each other for what seems like a very long time.

"Same time next week?" Jake asks.

"I'll see you then," Ella says. She heads home knowing she has a lot more practice ahead of her, but that's okay.


Learning to Skateboard - Comprehension Questions

Name: ___________________________________ Date: _______________

1. Who learns how to skateboard in this story?

A. Jake

B. Joseph

C. Ella

D. Joseph's and Ella's mom

2. What is a conflict in the story?

A. Ella wants to skateboard, but her brother won't let her try.

B. Ella teachers herself a skateboarding trick called an Ollie.

C. Jake follows Ella and offers to let her use his skateboard.

D. Jake and Ella have so much fun skateboarding that they lose track of time.

3. Read these sentences from the story.

"At that exact moment, Ella loses her balance and goes tumbling to the ground. Jake

reaches into the grass to take her hand.

'It's a good thing I'm not afraid to fall...' Ella says. 'Or I'd never know I had good friends

there to help me back up again.'

They hug each other for what seems like a very long time."

What can be concluded from these sentences?

A. Ella is upset that she has fallen on the ground.

B. Ella wishes that Jake had not seen her fall.

C. Ella wishes that Jake would let her get up on her own.

D. Ella thinks that Jake is a good friend.

4. How does Jake feel about Ella?

A. Jake does not like Ella very much.

B. Jake likes Ella a lot.

C. Jake is afraid of Ella.

D. Jake is bored by Ella.




A. Boys are better at skateboarding than girls.

B. Showing off in front of other people will make them respect you.

C. Reading a book is more fun than skateboarding.

D. Making mistakes is a way to learn.

6. Read the following sentences from the story: "The sound of the skateboard up and

down the hallway is driving Ella insane. She sits at her desk, trying to read a book. All

she hears is: scraaaape, scraaaape, thud!"

Why does the author write "scraaaape, scraaaape, thud"?

A. to prove that skateboarding inside a house is dangerous

B. to compare reading a book with skateboarding down a hallway

C. to create the sound of the skateboard in the reader's mind

D. to explain why Ella wants to try skateboarding

7. Choose the answer that best completes the sentence.

Ella keeps practicing her new trick; ________ she becomes able to do it successfully.

A. in contrast

B. at last

C. earlier

D. for example

8. What does Jake offer to let Ella do with his skateboard after they practice together?



9. What does Jake say letting Ella keep his board for a week might be an excuse for?

10. Why does Jake offer to show Ella how to use his skateboard? Support your answer

with evidence from the story.


Magic in the Classroom

Magic in the Classroomby ReadWorks

On her first day at school, Emma wore a tutu, a red cape, and a pair of swim goggles that she kept over her eyes. Mr. Stephens said we were not under any circumstances allowed to make fun of her. "Emma is different," he said in that exasperating tone adults use to explain things while not explaining them at all. "She needs your support and understanding, and I will not tolerate bullying in my classroom."

Of course that didn't stop Sarah, who, as everyone knows, is a bully. The other day, Sarah turned to me and said, "Oh, Samantha, you're the best writer in our class. I only wish I could write as well as you do." She smiled sweetly at Mr. Stephens, who just happened to be passing by with our homework assignments. As soon as he turned his back, though, she stuck her finger right between my ribs and wiggled it. "Teacher's pet," she said. And then she looked away, tossing her hair. I still have a bruise.

So I wasn't surprised when Sarah offered to take Emma on a tour of the school. I was sure that this was phase one of her full-on attack against Emma and that bizarre outfit.

Because Mr. Stephens is an adult and all adults think Sarah is perfect, he agreed. "Sarah, I think that's a wonderful idea. Very thoughtful of you."ReadWorks.org · © 2014 ReadWorks®, Inc. All rights reserved.


This was not a good sign. Sure, Emma seemed weird, but she certainly didn't deserve to be subjected to Sarah alone. One-on-one. And so I did something that would lead to one of the most fantastical, amazing experiences of my life. I raised my hand. "Mr. Stephens, would you mind if I went too? I'd love to get to know Emma better."

Mr. Stephens smiled. "Of course, Samantha. I have such wonderful students!"

Sarah glowered at me, but I didn't care. "Come on, Emma. Follow me!" I said.

Emma trailed behind me. "So, where are you from?" I asked her.

"Here and there," she said.

"What do you like to do for fun?" I asked. I was struggling to find a conversation.

"Magic," Emma replied. Sheez, I thought to myself. This was not going to be easy.

"Magic?" Sarah cried. "Maybe you could magic yourself some new clothes!" She laughed.

Emma's nose crinkled.

"I bet they kicked you out of your last school," Sarah continued. "I wouldn't be surprised if..."

"Enough, Sarah," I said. Her high-pitched squealing was getting to me.

And this is where things began to get strange, unbelievable, and downright magical.

Emma began muttering something quickly. She was so quiet that if I hadn't seen her lips move, I would have doubted that she was saying anything at all. She began moving her hands in small circles, and she stretched her head back so that I was sure she could see whatever was behind her.

"Stop it," Sarah said. "Stop it, stop it, stop it!"

Up until that point, I had been too busy watching Emma to notice what was happening to Sarah. She was hunched over, resting her elbows on her thighs. She was taking deep breaths. And then - and this is the absolute truth - frogs began jumping out of her mouth. Little ones at first, yellow and red frogs splotched with black polka dots, and then big ones, bullfrogs and warty toads that skipped out of her mouth and tumbled onto the floor.

I stared at Sarah without blinking. Hundreds of frogs had fallen out of her mouth and onto the floor. Then, suddenly, Emma snapped her fingers and all of the frogs disappeared.



"What'd you do to me?" Sarah asked fearfully.

"Nothing," Emma shrugged.

"What are you talking about, Sarah?" I giggled. "I didn't see anything."

Sarah went home from school early that day. She told Mr. Stephens she didn't feel well.

The next day, she came to school wearing a tutu, a red cape, and swim goggles. She turned to Emma with a smirk. "You're not the only one with tricks up your sleeves," she said.

"Some things never change," I whispered to Emma. She smiled. I had a feeling this was going to be a great year.


Magic in the Classroom - Comprehension Questions

Name: ___________________________________ Date: _______________

1. Who is identified as a bully in the passage?

A. Sarah

B. Emma

C. Mr. Stephens

D. Samantha

2. In the passage, Samantha asks to go with Sarah to take Emma on a school tour.

What motivates Samantha to ask to go on the tour?

A. Samantha is bored with what's going on in the classroom and wants an excuse to leave.

B. Samantha thinks it will be a good opportunity to learn some new things about her school.

C. Samantha doesn't think Emma should be subjected to being alone with Sarah since she's a bully.

D. Samantha forgot to do her homework assignment and wants to leave before needing to turn it in.

3. Read the following sentences: "I stared at Sarah without blinking. Hundreds of frogs

had fallen out of her mouth and onto the floor. Then, suddenly, Emma snapped her

fingers and all of the frogs disappeared."

Based on this information, what can be concluded about the disappearance of the

frogs?

A. Samantha makes the frogs disappear by staring at Sarah.

B. Sarah makes the frogs disappear by closing her mouth.

C. The frogs disappear without anyone doing anything.

D. Emma makes the frogs disappear by snapping her fingers.



4. Emma tells Samantha that she likes to do magic for fun. What can be concluded

about Emma's statement based on the events in the story?

A. The statement is truthful.

B. The statement is not truthful.

C. The statement is not completely truthful.

D. The statement is misleading.

5. What is this passage mainly about?

A. a school year filled with magic

B. Emma's relationship with Sarah and Samantha

C. Emma's magical tricks on people

D. how Sarah's plan to bully Emma backfires

6. How can Samantha's tone throughout the passage best be described?

A. formal

B. conversational

C. disinterested

D. mysterious


__________ Sarah offers to take Emma on a tour of the school, Samantha is sure that

this is phase one of Sarah's full-on attack against Emma.

A. Instead

B. Therefore

C. Even though

D. Initially



8. After Sarah starts to laugh at Emma and say that she bets Emma was kicked out of

her last school, Emma starts muttering and moving her hands in a circle. What happens

to Sarah after that?

9. What are two things that happen during the tour of the school?

10. At the end of the passage, Sarah says to Emma, "You're not the only one with tricks

up your sleeves." Explain what Sarah means by this. Use information from the passage

to support your answer.


Matter Is Everywhere!

Matter Is Everywhere!by ReadWorks

Everything around us is made of matter-your clothes, the trees, even the water you drink! We divide matter into four major categories, which are called the four states of matter: liquid, gaseous, solid, and plasma. However, we will focus on the first three. Whatever the state of matter may be, all matter is made of tiny particles called atoms. These particles are too tiny to see with the naked eye; they're even too small to see with a regular microscope. If you line up a million atoms next to each other, they will be as thick as a single piece of human hair. So, we can only look at atoms through very powerful tools, one of them being the "scanning tunneling" microscope.

How Do We Know?We can easily see liquids and solids around us, but most gases aren't visible. We can't see the air around us, but it is still made of atoms that constantly move around freely in space. How can we tell?

Take a balloon, for example. When we pump air into a balloon, it visibly inflates. That means that gaseous matter is filling the balloon and taking up space. The more air we blow into the balloon, the bigger it gets. ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.

Matter Is Everywhere!

Therefore, we can observe the way gas moves around space. In the same way, inflatable pool toys also fill with air so that they can float on water. When we fill the plastic shells with air, the toys take shape. Since air is lighter than water, the pool toys can rest on the water without sinking. And then we can enjoy a sunny day while floating in a pool!

Moving AtomsAtoms are constantly moving. However, atoms move at different speeds within different states of matter. Atoms move more slowly when they are more densely packed. Atoms in solids are usually tightly packed and have less space to move around freely. This means that atoms in most solids move more slowly than atoms in most liquids.The atoms in gas usually move the fastest. Since the atoms usually move more freely in liquids and gases, they can undergo a process called diffusion. (Solids can diffuse as well, although it's a much longer process.) Diffusion is the movement of particles from a higher concentration to a lower concentration. That's why, when you spray perfume in a corner of a room, you will eventually smell it on the other side of the room. The atoms from the perfume diffuse through the air. Because of this diffusion, the perfume scent is spread.

IdentificationWe can identify materials according to a variety of properties. Scientists have determined several different measurements to help label materials. Some examples are temperature, hardness, color and length. Usually, these are used to measure solids, like rocks and minerals. However, temperature can be used to measure liquids as well. When geologists study rocks, they often use the Mohs scale of mineral hardness. This scale allows us to characterize the scratch resistance of various minerals. A diamond is described as hard because it is extremely difficult to scratch. Scientists can measure hardness with the Mohs scale and compare minerals to other minerals.

Scientists always use various methods to group materials together-that way, it's easier to study and compare them. That's another reason why we differentiate between liquids, gases, solids and plasmas!


Matter Is Everywhere! - Comprehension Questions

Name: ___________________________________ Date: _______________

1. Everything around us is made of

A. liquids

B. matter

C. plasma

D. gas

2. Why does the author describe the balloon and inflatable pool toys filling up with air?

A. in order to explain that it is impossible to observe the way gas moves around space

B. in order to explain that air is not made of atoms that take up space

C. in order to explain that air is made of atoms that take up space even though air is invisible

D. in order to prove that these are fun objects to inflate

3. Usually, atoms move slower in solids than they do in liquids. Which evidence from the

passage best supports this statement?

A. Solids, liquids, and gases can all undergo the process of diffusion.

B. Diffusion is the movement of particles from a higher concentration to a lower concentration.

C. The atoms in gas move the fastest.

D. Atoms in solids are often more tightly packed than atoms in liquids, and have less space to move around freely.

4. Based on the passage, the corner where a perfume is initially sprayed has

A. has no concentration of perfume particles

B. has the same concentration of perfume particles as the rest of the room

C. a lower concentration of perfume particles than the other corners of the room

D. a higher concentration of perfume particles than the other corners of the room



5. What is this passage mainly about?

A. matter and the properties it has in certain states

B. the process of diffusion

C. the different measurement scientists use to label materials

D. the inflation of balloons and pool toys

6. Read the following sentences from the passage: "Whatever the state of matter may

be, all matter is made of tiny particles called atoms. These particles are too tiny to see

with the naked eye; they're even too small to see with a regular microscope. If you line

up a million atoms next to each other, they will be as thick as a single piece of human

hair."

The author uses the example of "a single piece of human hair" to illustrate

A. how atoms can be seen with a regular microscope

B. how tiny atoms actually are

C. how hairy atoms actually are

D. how much they look like hair


Scientists group materials together ____________ it is easier to compare and study

them that way.

A. however

B. but

C. although

D. because



8. Explain why atoms move at different speeds depending on whether they are in liquids

or solids.

9. What is diffusion?

10. Explain whether smoke filling up a room is diffusion or not.


Copyright:Out of This World Literacy (Jen Bengel)

Comprehension: Thinking Deeper About Fiction Name: _______________________________________ Date: _____________________

Passage Title: ___________________________________ Passage Number: ____________

Directions: Think deeper about the passage to answer the questions below.

_________________________________

_________________________________ _____________________________

____________________________ ________________________

________________________

_________________________________

_________________________________ _________________________________

________________________ ________________________

_______________________

What is your opinion of the story? Why? Who is telling the story? How do you know?

_________________________________

_________________________________ _________________________________

__________________________ _________________________

_________________________

_____________________

_________________________________ _____________________________

___________________________

_______________________ ________________________

How would you have acted in the story? Why? How are you alike and different from the main character?

What big ideas can you infer and use in your own life?

How did the characters change over time? _________________________

_________________________________ ________________________

________________________ ________________________

_____________________

_________________________________

_________________________________ _____________________________

____________________________ _________________________

_________________________


Comprehension: Thinking Deeper About Nonfiction Name: _______________________________________ Date: _____________________



_________________________________

_________________________________ _________________________________

_______________________ _____________________

___________________

____________ _________________________________

_________________________________ ________________________

_____________________ __________________

_________________________________

_________________________________ _________________________________

_______________________ _______________________

_______________________

_________________________________

_________________________________ _________________________________

__________________________

________________________ ______________________

_________________________________

_________________________________ ___________________________

_________________________ ________________________

_______________________

___________________________ _________________________________

_________________________________ ________________________

___________________ ___________________

What were some confusing parts in the passage? Describe some parts of the passage that did not match what you already know.

What is your opinion of the passage? Why? Was the text easy to understand? Explain how.

What else could have been included? Explain. Describe other texts you have read with similar topics.


Comprehension: Thinking Deeper About Fiction Name: _______________________________________ Date: _____________________



_________________________________

_________________________________ _____________________________

____________________________ ________________________

________________________

_________________________________

_________________________________ _________________________________

________________________ ________________________

_______________________

What is your opinion of the story? Why? Who is telling the story? How do you know?

_________________________________

_________________________________ _________________________________

__________________________ _________________________

_________________________

_____________________

_________________________________ _____________________________

___________________________

_______________________ ________________________

How would you have acted in the story? Why? How are you alike and different from the main character?

What big ideas can you infer and use in your own life?

How did the characters change over time? _________________________

_________________________________ ________________________

________________________ ________________________

_____________________

_________________________________

_________________________________ _____________________________

____________________________ _________________________

_________________________


Comprehension: Thinking Deeper About Nonfiction Name: _______________________________________ Date: _____________________



_________________________________

_________________________________ _________________________________

_______________________ _____________________

___________________

____________ _________________________________

_________________________________ ________________________

_____________________ __________________

_________________________________

_________________________________ _________________________________

_______________________ _______________________

_______________________

_________________________________

_________________________________ _________________________________

__________________________

________________________ ______________________

_________________________________

_________________________________ ___________________________

_________________________ ________________________

_______________________

___________________________ _________________________________

_________________________________ ________________________

___________________ ___________________

What were some confusing parts in the passage? Describe some parts of the passage that did not match what you already know.

What is your opinion of the passage? Why? Was the text easy to understand? Explain how.

What else could have been included? Explain. Describe other texts you have read with similar topics.

April Review #1

April Review #2

April Review #3

April Review #4

April Review #5

April Review #6

April Review #7

April Review #8

April Review #9

April Review #10

April Review #11

April Review #12

April Review #13

3/27/2020

1

NBT.4 ROUND DECIMALS Task #1Directions: Round each number to the place given.

36.882

Tenth ______________

Hundredth__________

Whole number_______

70.732

Tenth ______________

Hundredth__________

Whole number_______


9.802

Tenth ______________

Hundredth__________

Whole number_______

37.83

Tenth ______________

Hundredth__________

Whole number_______


36.59

Tenth ______________

Hundredth__________

Whole number_______

2.043

Tenth ______________

Hundredth__________

Whole number_______


71.45

Tenth ______________

Hundredth__________

Whole number_______

98.443

Tenth ______________

Hundredth__________

Whole number_______


84.44

Tenth ______________

Hundredth__________

Whole number_______

78.48

Tenth ______________

Hundredth__________

Whole number_______


34.064

Tenth ______________

Hundredth__________

Whole number_______

27.59

Tenth ______________

Hundredth__________

Whole number_______

3/27/2020

2

NBT.5 Multiply Whole Number Task #1(3‐digit by 2‐digit)

562 X 76 199 X 77


216 X 29 862 X 87


747 X 29 266 X 43


787 X 37 766 X 82


430 X 24 405 X 63


341 X 26 626 X 42

3/27/2020

3

NBT.6 Divide Whole Number Task #1(3 & 4 digit by 2‐digit)

Remember to check your answer for accuracy.

764 ÷ 42 9,342 ÷ 37



893 ÷ 19 7,980 ÷ 32



857 ÷ 46 8329 ÷ 49



670 ÷ 42 4,287 ÷ 17



439 ÷ 58 8967 ÷ 73



243 ÷ 58 6843 ÷ 86

3/27/2020

4



530 ÷ 4 8934 ÷ 7



565 ÷ 8 7,899 ÷ 4



804 ÷ 7 6,952 ÷ 4



458 ÷ 9 3,932 ÷ 6



624 ÷ 3 4,221 ÷ 2



353 ÷ 6 9,140 ÷ 4

3/27/2020

5

NBT.7 Add decimals Task #1Remember to line up the decimals!

16 + 7.4 31.67 + 13.844


8.2 + 48.01 86 + 30.1


3.9 + 28.79 74.2 + 38.45


30.3 + 18.94 20.6 + 26.18


85.14 + 17.665 .76 + 6.39


42.09 + .6 79.3 + 10.21

3/27/2020

6

NBT.7 Subtract decimals Task #1Remember to line up the decimals!

55.49 – 8.7 478.7 – 75.29


74 – 15.6 41.6 – 3.70


43 – 27.44 71.3 – 50.56


38.2 – 35.03 37 ‐ .067


16 – 2.1 18.27 – 10.489


14 – 1.107 27.06 – 3.902

5th grade math 2020 - ntschools.org

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