aps 5th grade math week 3 - school webmasters · aps 5th grade math week 3 day1 • april week 3...

APS 5th Grade Math Week 3

Day1 • April Week 3 Monday

• Online:

• Watch the Visual Learning Video in the math assignments tab for Topic 5-3. This will be in your assignments in Pearson.

• Complete the Homework Buddy: Homework & Practice Topic 5-3 in Pearson

• Paper:

• If working on the packet complete Topic 5-3 guided practice page 253 and

homework page 255.

• If you need extra help: https://www.khanacademy.org/cc-fifth-grade-math

Day2 • April Week 3 Tuesday

• Online:

• Watch the Visual Learning Video in the math assignments tab for Topic 5-4. This will be in your assignments in Pearson.


• Paper:


homework page 261.


Day3 • April Week 3 Wednesday

• Online: • Watch the Visual Learning Video in the math assignments tab for

Topic 5-5. This will be in your assignments in Pearson.


• Paper:


homework page 267.


Day4 • April Week 3 Thursday




• 5th Grade Math IXL D.11-D.14 (Extra Help)

• Paper:


homework page 279.


Day5 • April Week 3 Friday




• 5th Grade Math IXL J.1 & J.2(Extra Help)

• Paper:


homework page 305.


-

30 MINUTES OF MATH ASSIGNMENTS PER DAY

Please contact your child's teacher if you need their username or password for any of the online resources. Do

not hesitate to contact your child's teacher with any questions that may arise during the week.

Math worksheets will be attached for extra practice if needed

APS 5to Grado Matemáticas

semana 3

Día 1 • abril Semana 3-lunes

• En Línea:

• Mirar “the Visual Learning Video” in la sección de asignaturas de matemáticas para el Tema 5-3.

Esto estará en las asignaturas de Pearson.

• Completar “Homework Buddy”: Tarea y Practica Tema 5-3 en Pearson.

• Papel:

• Si está trabajando en el paquete completar Tema 5-3 de practica guida en la página 253 y la tarea en la página 255. Si necesita ayuda extra: http://www.khanacademy.org/cc-fifth-grade-math

Día 2 • abril Semana 3-martes

En Línea:

• Mirar “Visual Learning Video” en las asignaturas de matemáticas para el Tema 5-4. Esto está en

las asignaturas de Pearson.


• Papel:

• Si está trabajando en el paquete completar el Tema 5-4 de practica guida en la página 259 y la tarea en la página 261. Si necesita ayuda extra: http://www.khanacademy.org/cc-fifth-grade-math

Día 3 • abril Semana 3-miércoles

• En Línea: • Mirar “Visual Learning Video” en las asignaturas de matemáticas para el Tema 5-5. Esto está en



• Papel:

• Si está trabajando en el paquete completar el Tema 5-5 de practica guida en la página 265y la tarea en la página 267.

• Si necesita ayuda extra: https://www.khanacademy.org/cc-fifth-grade-math

Día 4 • abril Semana 3-jueves

• En línea: • Mirar “Visual Learning Video” en las asignaturas de matemáticas para el Tema 5-7. Esto está en


• Completar “Homework Buddy”: Tarea y Practica Tema5-7 en Pearson.

• Entrar a IXL de quinto grado D.11-D.14 ( para ayuda extra).

• Papel:

• Si está trabajando en el paquete completar el Tema 5-7 de practica guida en la página 277 y la tarea en la página 279.


Día 5 • abril Semana 3- viernes

• En Línea: • Mirar “Visual Learning Video” en las asignaturas de matemáticas para el Tema 6-1. Esto está en



• Entrar a IXL de quinto grado J.1 y J.2 (para ayuda extra).

• Papel

• Si está trabajando en el paquete completar Topic 6-1 de practica guida en la página 303 y la tarea en la página 305.


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30 MINUTOS DE TAREA DE MATEMATICAS POR DIA

Hoyas de trabajo de matemáticas se a juntaran para practica adicional si es

necesario

Como entrar a Pearson:

• Entre al internet al http://bulldogs.powershcool.com/public/

• Entre el nombre de usuario y contraseña

• Abajo en la izquierda, oprima el icono de Pearson Courses. Esto se abrirá en un nuevo navegador.

• Seleccione Matemáticas

• Seleccione la asignación.

• Oprima la selección de asignaciones para ese día.

Por favor de contactar al maestro(a) de su hijo(a) si necesita el nombre del usuario y la contraseña para cualquier

recurso usado en línea. No dude en contactar al maestro(a) de su hijo(a) con cualquier pregunta que pueda surgir

durante la semana.

APS 5th Grade Reading Week 3

Day 1 Reading -Week 3 Monday

• Readworks.org

• Use the instructions below to log on and find your assignments page.

• Read “Casey at the Bat” & complete the multiple-choice questions – be sure to go

back into the text to check/find your answers • Do not submit the assignment until you have finished Tuesday’s work.

Day 2 Reading - Week 3 Tuesday

• Readworks.org

• Log on to readworks.org and find your assignments page.

• Reread “Casey at the Bat” & complete the extended response (RACE) questions.

• Submit your assignment when you have finished these questions.

Day 3 Reading – Week 3 Wednesday

• Readworks.org

• Log on to readworks.org and find your assignments page.

• Read “The New Colossus” and answer the multiple-choice questions – be sure to

go back into the text to check/find your answers • Do not submit the assignment until you have finished Thursday’s work.

Day 4 Reading - Week 3Thursday

• Readworks.org

• Log on to readworks.org and find your assignments page

• Reread “The New Colossus” and answer the extended response (RACE)

questions.

• Submit your assignment when you have finished these questions.

Day 5 Reading - Week 3 Friday

• Pearsonrealize.com

• Log on to your Pearson Realize account and go to your assignments page.

• Read each of the “Fresh Reads for Fluency and Comprehension” texts and answer the multiple-choice questions (there are 2 assignments total)

30 MINUTES OF READING ASSIGNMENTS PER DAY

Read Aloud Suggestions:

• Read with a parent. You read a page, and then they read a page. Ask each other questions about your

page.

• Read aloud to a younger sibling and explain to them what's happening in the story.

• Read aloud to a pet or stuffed animal.

• Read aloud to an older sibling. Then ask them questions about what you have read to see if they

listened.

• Read and then write down three things you liked about the story.

• Read and then write down three things you learned from the story.

• Read and then write down three questions you have about the story. Look up those questions online.

• Check YouTube using the title of the story for it to be read aloud.

APS 5to Grado Lectura Semana 3

Día 1 Lectura -Semana 3 - lunes

• Readworks.org

• Use las instrucciones abajo para entrar y buscar sus asignaciones.

• Leer “Casey at the Bat” y complete las preguntas de opción múltiple -- asegúrense de regresar

al texto para buscar/verificar las respuestas. • No envié la tarea hasta que terminé el trabajo del martes.

Día 2 Lectura - Semana 3- martes

• Readworks.org

• Ingrese a readworks.org y busque su asignación en la página.

• Lea de nuevo “Casey at the Bat” y complete las respuestas extendidas de las preguntas usando

la forma de (RACE).

• Envié su tarea cuando haya terminado estas preguntas.

Día 3 Lectura - Semana 3- miércoles

• Readworks.org

• Ingrese a readworks.org y encuentre su asignación en la página.

• Lea “The New Colossus” y complete las respuestas de opción múltiple- asegúrese de regresar

al texto y buscar/verificar su respuesta. • No envié la tarea hasta que terminé el trabajo del jueves.

Día 4 Lectura - Semana 3- jueves

• Readworks.org

• Ingrese a readworks.org y encuentre su asignación en la página.

• Lea de nuevo “The New Colossus” y complete las respuestas extendidas de las preguntas

usando la forma de (RACE).

• su tarea cuando haya terminado estas preguntas.

Día 5 Lectura - Semana 3- viernes

• Pearsonrealize.com

• Ingrese a su cuenta de Pearson Realize y encuentre la página de sus tareas.

• Leer cada uno de los textos de “Fresh Reads for Fluency and Comprehension” y complete las preguntas de opción múltiple (hay 2 asignaciones en total).

30 MINUTOS DE LECTURA DE TAREA POR DIA

APS 5th Grade Reading and Math

Websites Week 3

How to Get on Pearson Online:

• Go to website https://bulldogs.powerschool.com/public/

• Enter your child's username and password.

• On the bottom left, click on the Pearson Courses icon. This will open up a new browser.

• Select the Reading or Math (depending on what assignment you will be working on).

• Then select assignments.

• Click on assignment needed for each day. The page number is specified in the

assignment. You can discuss the answers verbally with a parent, write them out

on a piece of paper, or print out the assignment.

How to Get on Readworks:

• Go to readworks.org

• Click the button that says “student login”

• Enter your class code (your teacher will provide you with this code)

• Select your name from the list of names.

• Enter your password (your teacher will provide you with this password).

• You will now be on the assignments page.

• Click on the assignment listed on this week’s assignment list (above).

• Your assignment should pop up and you may begin working.

Please contact your child's teacher if you need their username or password for any of the online

resources. Do not hesitate to contact your child's teacher with any questions that may arise during the week.

Sugerencia para leer en voz alta:

• Leer con un padre de familia. Tú lees una página y luego ellos leen otra. Hacerse

preguntas de cada página que leyeron.

• Leerle en voz alta a un/una hermano(a) y explicarles que está pasando en el cuento/la

historia.

• Leer en voz alta a una mascota o a un animal de peluche.

• Leer en voz alta a un hermano(a) mayor. Hay les preguntas a ellos de lo que estabas

leyendo a ver si estaban escuchando.

• Leer y luego escribe tres cosas que te gusto del cuento.

• Leer y luego escribe tres cosas que aprendiste del cuento/ la historia.

• Lee y luego escribe tres preguntas que tienes sobre el cuento/la historia.

• Mira en Youtube escribiendo el título del libro a ver si encuentras en cuento para que lo

escuches y te lo lean.

APS 5to Grado Sitios Web de Lectura y

Matemáticas Tercera Semana

Como entrar a Pearson:

• Entre al internet al http://bulldogs.powershcool.com/public/

• Entre el nombre de usuario y contraseña

• Abajo en la izquierda, oprima el icono de Pearson Courses. Esto se abrirá en un nuevo

navegador.

• Seleccione Lectura o Matemáticas (depende de que trabajo este haciendo)

• Seleccione la asignación.

• Oprima la selección de asignaciones para ese día. El número de la página es especifico a la

asignación. Puede discutir las respuestas verbalmente con tus padres, escribir la respuesta en

una hoja de papel, o imprimir la asignación.

Como entrar a Readworks:

• Vaya a readworks.org

• Seleccione el botón que dice “student login”

• Ingrese el código de la clase (la/el maestra(o) les dará el código)

• Selecciona tu nombre de la lista.

• Ingrese su contraseña (el/la maestro(a) les dará la contraseña)

• Ahora estarán en la página de asignaciones.

• Seleccione la asignatura para la semana que está en la lista (arriba).

Por favor de contactar al maestro(a) de su hijo(a) si necesita el nombre del usuario y la contraseña para

cualquier recurso usado en línea. No dude en contactar al maestro(a) de su hijo(a) con cualquier pregunta

que pueda surgir durante la semana.

*Tools AssessmentPractice

Buddy

+ =

11154

–11044

–44

ten(s)

12

+ =ten(s)

156–120

36–36

32

? tens ? ones

672

52 0

–

ten(s)

182

–

13

=

Do You Understand? Do You Know How?

Name

*For another example, see Set C on page 289.

1. Write the missing numbers to find 154 , 11.

2. MP.1 Make Sense and Persevere Write a multiplication equation and a division equation that represent the model shown below. Then solve.

In 4 and 5, use grid paper or draw a picture to find each quotient.

Leveled Practice In 6–12, use grid paper or draw a picture to find each quotient.

6. Use the model to find 182 , 13.

So, 182 , 13 = .

7. 342 , 38 8. 720 , 16 9. 608 , 19

10. 752 , 47 11. 375 , 25 12. 576 , 24

3. Use the model to find 156 , 12.

4. 682 , 22 5. 143 , 11

So, 154 , 11 = So, 156 , 12 =

Start by estimating how many tens will be in the

quotient.

253Topic 5 Lesson 5-3

GamesToolsHelp Practice Buddy

13

195–130

65

1 ten ? + = 15

13

195–130

65–65

65 0

1 ten 5

12 168–120

48–48

+ =

16 208– 160

48–48

+ =

Another Look!

Step 1 Step 2

Digital Resources at PearsonRealize.com

NameHomework & Practice 5-3Use Models to Divide with 2-Digit Divisors

In 1 and 2, use the model to find each quotient.

In 3–8, use grid paper or draw a picture to find each quotient.

Hal’s store just got a shipment of 195 cans of soup. Hal wants to divide the cans equally on 13 shelves. How many cans should he put on each shelf?

Divide the ones. Record.

He should put 15 cans on each shelf.

Divide the tens. Record.

1. 12)168 2. 16)208

3. 420 , 14 4. 385 , 11 5. 744 , 24

6. 675 , 27 7. 558 , 18 8. 228 , 19

Are there enough cans for 1 ten in each group? for 2 tens in each group?


Casey at the Bat

Casey at the Batby Ernest Lawrence Thayer

The outlook wasn't brilliant for the Mudville nine that day;The score stood four to two with but one inning more to play.And then when Cooney died at first, and Barrows did the same,A sickly silence fell upon the patrons of the game.

5A straggling few got up to go in deep despair.The rest Clung to that hope which springs eternal in the human breast;They thought if only Casey could but get a whack at that-We'd put up even money now with Casey at the bat.

But Flynn preceded Casey, as did also Jimmy Blake,10And the former was a lulu and the latter was a cake;

So upon that stricken multitude grim melancholy sat,For there seemed but little chance of Casey's getting to the bat.

But Flynn let drive a single, to the wonderment of all,And Blake, the much despised, tore the cover off the ball;

15And when the dust had lifted, and men saw what had occurred,There was Jimmy safe at second and Flynn a-hugging third.

Then from 5,000 throats and more there rose a lusty yell;It rumbled through the valley, it rattled in the dell;It knocked upon the mountain and recoiled upon the flat,

20For Casey, mighty Casey, was advancing to the bat.

There was ease in Casey's manner as he stepped into his place;There was pride in Casey's bearing and a smile on Casey's face.And when, responding to the cheers, he lightly doffed his hat,No stranger in the crowd could doubt 'twas Casey at the bat.

25Ten thousand eyes were on him as he rubbed his hands with dirt;Five thousand tongues applauded when he wiped them on his shirt.Then while the writhing pitcher ground the ball into his hip,Defiance gleamed in Casey's eye, a sneer curled Casey's lip.

And now the leather-covered sphere came hurtling through the air,

ReadWorks.org

Casey at the Bat

30And Casey stood a-watching it in haughty grandeur there.Close by the sturdy batsman the ball unheeded sped-"That ain't my style," said Casey. "Strike one," the umpire said.

From the benches, black with people, there went up a muffled roar,Like the beating of the storm-waves on a stern and distant shore.

35"Kill him! Kill the umpire!" shouted some one on the stand;And it's likely they'd have killed him had not Casey raised his hand.

With a smile of Christian charity great Casey's visage shone;He stilled the rising tumult; he bade the game go on;He signaled to the pitcher, and once more the spheroid flew;

40But Casey still ignored it, and the umpire said, "Strike two."

"Fraud!" cried the maddened thousands, and echo answered fraud;But one scornful look from Casey and the audience was awed.They saw his face grow stern and cold, they saw his muscles strain,And they knew that Casey wouldn't let that ball go by again.

45The sneer is gone from Casey's lip, his teeth are clinched in hate;He pounds with cruel violence his bat upon the plate.And now the pitcher holds the ball, and now he lets it go,And now the air is shattered by the force of Casey's blow.

Oh, somewhere in this favored land the sun is shining bright;50The band is playing somewhere, and somewhere hearts are light,

And somewhere men are laughing, and somewhere children shout;But there is no joy in Mudville-mighty Casey has struck out.

ReadWorks.org

Casey at the Bat - Comprehension Questions

Name: ___________________________________ Date: _______________

1. What is the crowd in Mudville watching?

A. a TV show

B. a play

C. a movie

D. a game

2. What is the climax of this poem?

A. when Jimmy and Flynn get to second and third base (lines 13-16)

B. when Casey stepped up to bat (lines 21-24)

C. when Casey lets the first ball pass without swinging at it (lines 29-32)

D. when Casey is taking a swing at the third ball (lines 45-48)

3. The people watching the baseball game felt that Casey could help the Mudville team

win the game.

Which lines from the poem best support this conclusion?

A. lines 1-4

B. lines 5-8

C. lines 13-16

D. lines 29-32

4. Read lines 21-28 of the poem. How does Casey probably feel when he first steps up

to bat?

A. confident

B. shy

C. sleepy

D. worried

ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.


5. What is the main idea of this poem?

A. The people of Mudville think that Casey will lose the baseball game for his team, and Casey does lose the game.

B. The people of Mudville think that Casey will lose the baseball game for his team, but Casey wins the game instead.

C. The people of Mudville are sure that Casey will win the baseball game for his team, and Casey does win the game.

D. The people of Mudville are sure that Casey will win the baseball game for his team, but Casey loses the game instead.

6. In the first half of the poem, the poet uses many similar phrases like "Casey at the

bat" (line 8, line 24), "Casey getting to the bat" (line 12), and "Casey, mighty Casey, was

advancing to the bat" (line 20). Why might the poet have used such similar phrases over

and over?

A. to show the reader that Casey is a very good baseball player

B. to suggest that the people watching the game do not want Casey to bat

C. to hint that Casey often bats during baseball games

D. to make the reader get excited about Casey coming to bat



7. Read these stanzas from the poem.

"Fraud!" cried the maddened thousands, and echo answered

fraud;

But one scornful look from Casey, and the audience was awed.

They saw his face grow stern and cold, they saw his muscles

strain,

And they knew that Casey wouldn't let that ball go by again.

The sneer is gone from Casey's lip, his teeth are clenched in hate;

He pounds with cruel violence his bat upon the plate.

And now the pitcher holds the ball, and now he lets it go,

And now the air is shattered by the force of Casey's blow.

In the second of these stanzas, the poet uses verbs in a different tense from all of the

previous stanzas. How does the verb tense change between the previous stanzas and

this second stanza?

A. The previous stanzas were in past tense, and this stanza is in present tense.

B. The previous stanzas were in present tense, and this stanza is in past tense.

C. The previous stanzas were in future tense, and this stanza is in present tense.

D. The previous stanzas were in present tense, and this stanza is in future tense.

8. Why is there no joy in Mudville at the very end of the poem?

9. Describe how the people watching the game feel when Casey is at the bat. Use

evidence from the poem to support your answer.

10. Suspense is the state of nervousness or excitement that comes from being unsure

about something. How does this poem create a feeling of suspense? Use evidence from

the poem to support your answer.



Buddy


Name

*For another example, see Set D on page 290.

1. Show one way of using partial quotients to find 231 , 11.

3. 15)210 4. 13)286

2. How can you use estimation to check that your answer to Problem 1 is reasonable?

In 3–6, use partial quotients to divide. Show your work.

Leveled Practice In 7–16, use partial quotients to divide. Show your work.

7. 19)247-190

57-57

0

Multiply by 19.

Multiply by 19.

8. 14)630-560

70-70

0

Multiply by 14.

Multiply by 14.

Add the partial quotients: Add the partial quotients: + = + =

9. 11)132 10. 21)840 11. 16)304 12. 32)480

13. 23)713 14. 30)660 15. 43)731 16. 16)608

5. 25)575 6. 32)960



Another Look!


NameHomework & Practice 5-4Use Partial Quotients to Divide

Leveled Practice 1–13, use partial quotients to divide. Show your work.

1. 21)7 1 4-□□□

□□- □□

0

So, 714 , 21 =

2. 41)533 3. 15)330 4. 39)780 5. 50)700

6. 11)792 7. 24)648 8. 33)396 9. 17)765

10. 23)920 11. 30)810 12. 16)464 13. 53)954

A baker made 312 bagels in one day. If he puts 12 bagels in each package, how many packages did he make that day?

620

12)312-240

72- 72

0

Add the partial quotients: 20 + 6 = 26.

So, the baker made 26 packages of bagels.

Try 20.Multiply 20 by 12 and subtract.Try 6.Multiply 6 by 12 and subtract.Stop when the difference is 0.

Try .Multiply by 21 and subtract.Try .Multiply by 21 and subtract.

You can use multiplication to check

your answer.



Buddy


Name

*For another example, see Set E on page 290.

1. In the example at the top of page 264, if only 137 students were going on the trip, how many buses would be needed?

2. MP.2 Reasoning In the example at the top of page 264, why is 12 buses a reasonable estimate?

In 3 and 4, divide. Write the missing numbers.

Leveled Practice In 5–13, divide. Write the missing numbers.

3. □□

20 ) 2 8 0 - □ □

□ □ - □ □

□

4. □ R 46

80 ) 7 6 6 - □□□

□□

8

8 0

0

5. □ □

20 ) 3 0 0 - □ □

□ □ □ - □ □ □

□

6. □ R □60 ) 5 9 3 - □ □ □

□ □

7. □ □ 30 ) 3 6 0 - □□

□ □

- □ □

□

8. 40)453 9. 50)250 10. 70)867

11. 60)720 12. 80)492 13. 40)375

2

1

5

0

An estimate can help you decide if your answer is reasonable.



Another Look!

Step 1 Step 2 Step 3 Step 4


NameHomework & Practice 5-5Divide by Multiples of 10

Leveled Practice In 1–8, find the quotient.

Divide the tens.

140)623

40

Subtract the tens. Bring down the ones.

1

40)623- 40

223

Divide the ones.

1540)623- 40

223200

Subtract the ones. Write the remainder.

15 R 2340)623 - 40

223 - 200

23 Each friend will get 15 caps and 23 caps will be left.

223 ones , 40

62 tens , 40

40 × 1 ten = 40 tens

40 × 5 ones = 200 ones

1. □ □ R □

20 ) 3 5 9 - □ □

□ □ □

- □ □ □

□ □

3. 40)7 4 6 4. 50)8 0 0 5. 70)6 3 2

2. □ □ 30 ) 4 8 0

- □ □

□ □ □

- □ □ □

□

6. 60)7 7 9 7. 40)9 2 0 8. 30)3 3 2

Bo has 623 bottle caps to divide equally among 40 friends.

How many caps will each friend get? Will there be any caps left?

Remember to compare the remainder

to the divisor.


The New Colossus

The New Colossusby Emma Lazarus

Not like the brazen giant of Greek fame,With conquering limbs astride from land to land;Here at our sea-washed, sunset gates shall standA mighty woman with a torch, whose flame

5Is the imprisoned lightning, and her nameMother of Exiles. From her beacon-handGlows world-wide welcome; her mild eyes commandThe air-bridged harbor that twin cities frame."Keep, ancient lands, your storied pomp!" cries she

10With silent lips. "Give me your tired, your poor,Your huddled masses yearning to breathe free,The wretched refuse of your teeming shore.Send these, the homeless, tempest-tost to me,I lift my lamp beside the golden door!"

ReadWorks.org

The New Colossus - Comprehension Questions

Name: ___________________________________ Date: _______________

1. Who or what shall stand "at our sea-washed, sunset gates"?

A. a mighty woman with a torch

B. a huddled mass yearning to breathe free

C. a homeless, tempest-tost person

D. an air-bridged harbor

2. What structural elements can be found in the poem?

A. stanzas and rhythm

B. rhyme and rhythm

C. rhyme and stanzas

D. rhyme and parentheses

3. The Mother of Exiles stands near an entrance.

What lines from the poem support this conclusion?

A. lines 1 and 2

B. lines 3 and 14

C. lines 5 and 8

D. lines 9 and 12

4. What is the attitude of the Mother of Exiles toward poor people around the world?

A. silly and childish

B. kind and welcoming

C. strict and businesslike

D. impatient and unfriendly

5. What is the theme of the poem?

A. There is a place in the world where people who need shelter can find it.

B. Homelessness is a serious problem in Greece, and more should be done to address it.

C. Ancient lands are full of people who enjoy visiting different countries around the world.

D. Greek giants are more powerful than mighty women with torches of lightning.


The New Colossus - Comprehension Questions

6. Read these lines from the poem:

. . . From her beacon-hand

Glows world-wide welcome; her mild eyes command

The air-bridged harbor that twin cities frame.

What words here show that the Mother of Exiles is both gentle and powerful?

A. "mild" and "command"

B. "air" and "bridged"

C. "harbor" and "cities"

D. "twin" and "frame"

7. Read these lines from the poem:

"Keep, ancient lands, your storied pomp!" cries she

With silent lips. "Give me your tired, your poor,

Your huddled masses yearning to breathe free,

The wretched refuse of your teeming shore.

Send these, the homeless, tempest-tost to me,

I lift my lamp beside the golden door!"

Whom or what is the Mother of Exiles addressing in these lines?

A. "ancient lands" (line 9)

B. "storied pomp" (line 9)

C. "huddled masses" (line 11)

D. "wretched refuse" (line 12)

8. What does the Mother of Exiles ask be sent to her?

9. What information in the poem supports the description of the Mother of Exiles as "mighty"?

10. One meaning of "colossus" is "a statue of great size." Whom or what in this poem does

the title refer to? Support your answer with evidence from the text.



Buddy


Name

*For another example, see Set G on page 291.

Leveled Practice For 5–7, fill in the boxes.

1. Can the remainder be greater than the divisor? Why or why not?

3. Estimate 452 , 21.

4. Complete.

□□ R□□ 21)4 5 2

- □□

□□

- □□

□ □

2. How can you use estimation to check if a quotient is reasonable?

5. □□

18)4 6 8

- □□

□□□

- □ □□

□

6. □

94) 6 5 8

- □□□

□

7. □□□ R□

41) 9 2 2 7 - □□

□□□ - □□ □□□

- □□□ □

In 8–15, estimate and then find the quotient. Use your estimate to check for reasonableness.

8. 54)378 9. 83)664 10. 761 , 5 11. 510 , 30

12. 7,704 , 24 13. 7,830 , 33 14. 3,136 , 64 15. 6,253 , 71

Remember to check that your answer is

reasonable.



Another Look!


NameHomework & Practice 5-7Divide by 2-Digit Divisors

Leveled Practice In 1–4, fill in the boxes.

At the driving range, golfers can rent buckets of 32 golf balls. The range has a supply of 2,650 golf balls. How many buckets are needed for the balls?

Use the estimate to place the first digit in the quotient.

9 32)2,650- 2 88

Try 8.

8 32)2,650- 2 56

Complete the division.

82 R2632)2,650 - 2 56

90 - 64

26

They can fill 82 buckets with golf balls. They need 1 more bucket for the 26 balls that are left. So the range needs 83 buckets.

83 is close to 90, so the answer is reasonable.

The estimate is too high because 288 7 265.

1. 2□ R□

42)9 2 6 2. □□

38)1,5 5 8 3. □

77)6 9 3 4. □□□ R□

21)2,5 6 7

5. 462 , 77 6. 44)817 7. 21)777 8. 35)280

In 5–16, estimate and then find the quotient. Use your estimate to check reasonableness.

9. 2,465 , 29 10. 203 , 29 11. 8,114 , 46 12. 13)1,748

13. 6,264 , 87 14. 5,578 , 68 15. 9,855 , 45 16. 7,308 , 12

Use compatible numbers to estimate

2,650 ÷ 32. You can use 2,700 ÷ 30 = 90.



Buddy


Name

*For another example, see Set A on page 357.

1. MP.7 Use Structure Suppose Shondra wanted to cut the cloth into 102 strips. How wide would each strip be?

2. MP.3 Construct Arguments Krista divides a number by 10. Then she divides the same number by 50. Which quotient is greater? How can you tell?

In 3–10, use mental math to find each quotient.

Leveled Practice In 11–25, find each quotient. Use mental math.

3. 370.2 , 102

7. 281.4 , 100

9. 3,642.4 , 102

4. 126.4 , 101

5. 7.25 , 10 6. 72.5 , 103

8. 2,810 , 104

10. 364.24 , 101

11. 4,600 , 10460 , 1046 , 104.6 , 10

12. 134.4 , 103

134.4 , 102

134.4 , 101

134.4 , 100

13. 98.6 , 198.6 , 10098.6 , 1098.6 , 1,000

22. 7,700 , 102 23. 770 , 102 24. 77 , 101 25. 7.7 , 101

14. 136.5 , 10 15. 753 , 100 16. 890.1 , 100 17. 3.71 , 102

18. 8,100 , 104 19. 864 , 103 20. 0.52 , 101 21. 15.7 , 1,000



Another Look!


NameHomework & Practice 6-1Patterns for Dividing with Decimals

Leveled Practice In 1–18, use mental math and patterns to complete each problem.

1. 2,500 , 10 =

250 , = 25

, 10 = 2.5

2.5 , 10 =

2. 20 , = 2

20 , 102 =

20 , 103 =

20 , 104 =

3. , 10 = $675

$675 , = $67.50

$6,750 , 102 =

$6,750 , 103 =

To divide by 10, or 101, move the decimal point 1 place to the left.

To divide by 100, or 102, move the decimal point 2 places to the left.

275 , 100 = 2.75 = 2.75

Sanjai uses 2.75 pounds of clay for each bowl.

4. 9,600 , 101 =

960 , 101 =

96 , 101 =

9.6 , 101 =

5. $800 , = $80

, 10 = $8

$8 , 10 =

$0.80 , 10 =

6. 1,200 , 103 =

120 , = 12

, 101 = 1.2

1.2 , 102 =

7. 4 , 100 8. 15 , 100 9. 450 , 10 10. 60 , 100

15. 16 , 103 16. 1.8 , 101

11. 55 , 10 12. 30.9 , 100 13. 8,020 , 102 14. 150 , 103

17. 720 , 100 18. 3,500 , 104

Remember that you may need to

insert zeros when you move the decimal point

to the left.

Sanjai has 275 pounds of clay. He uses the clay to make 100 identical

bowls. How much clay does he use for each bowl?


Name

Read the selection. Then answer the questions that follow.

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Fresh Reads Unit 6 Week 3 A 167

Eldon and Jay Solve a Problem

Once there were two twin brothers named Eldon and Jay, who lived in a big city in

Europe. Eldon and Jay were identical in nearly every way, as both teenagers had wavy

dark hair, round eyeglasses, and brilliant smiles. They talked in the same confident

manner, and they even had similar styles of dancing, walking, and gesturing. People

frequently got the two of them confused.

However, there was one small difference between the two twins. Unlike Jay, whose

favorite pastime was making pastries, Eldon couldn’t stand eating anything sweet.

Ever since he’d been an infant, Eldon had refused to eat cookies, cake, candy, or any

dessert. Jay did not particularly like eating sweet things, but he loved to bake them,

and whenever he was baking, Eldon would go to his room and practice playing the

trombone.

Eldon had played the trombone for a year, but he was still a beginner, and in

Jay’s opinion, Eldon was not the greatest trombone player. One day when Jay was

in the kitchen making a batch of muffins, he heard Eldon practice playing scales on

the trombone. “What an awful noise,” said Jay to himself. “It sounds like an elephant

weeping.”

Jay went up to Eldon’s room and said, “Could you please play more quietly while

I’m trying to bake?”

Eldon was a little taken aback by his brother’s polite request, but he said, “I see my

playing is disturbing your concentration. However, I also find it hard to be in the kitchen

when you’re baking, since, as you know, I can’t stand to be around sugar. Maybe we can

figure out a solution together.”

The twins sat down and worked out a plan in which Eldon would only practice the

trombone in the practice room at school, and Jay would apprentice himself to a baker

and only bake at the bakery. Each of the twins found that this arrangement worked quite

well.

King Midas

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168 Fresh Reads Unit 6 Week 3 A

1 Eldon and Jay are different in that

A only Jay seems very confident.

B Jay smiled a lot, whereas Eldon did not smile much.

C Eldon dislikes sweet things, whereas Jay likes to bake pastries.

D Jay enjoys playing the tuba, while Eldon plays the piano.

2 Eldon and Jay are similar in that they both

F eat sweets.

G wear eyeglasses.

H play the trombone.

J have blonde hair.

3 In the third paragraph, what did Jay compare Eldon’s trombone playing to?

A a loud pigeon

B a broken cookie

C a lumpy muffin

D a crying elephant

4 If you were in a donut shop and saw one of the twins there having only coffee, which twin would it probably be? Explain your answer.

5 If the twins were strolling down the street together and motioning to get someone’s attention at the bus stop, would you probably be able to tell them apart? Why or why not?

Questions 1, 2, 4, 5: Literature 3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Question 3: Literature 1. Quote accurately from a text when explaining what the text says and when drawing inferences from the text.

Common Core State Standards

Name

Read the selection. Then answer the questions that follow.

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Fresh Reads Unit 6 Week 3 OL 165

A Tale of Two Dogs

Sarah was a fourth grader, and one of her jobs was to take care of the family dog,

Roger. Taking care of Roger meant feeding him twice a day, giving him baths, and

walking him in the morning and in the evening. Sarah thought Roger was a great dog, so

taking care of him was enjoyable and easy for her.

One evening, Sarah was walking Roger around the neighborhood when they came

upon another owner and his dog. This was not an unusual occurrence in itself—Sarah

frequently met other people walking their pets around the town. However, this time,

Sarah and the other person, who was a serious-looking boy about Sarah’s age, stopped

to observe each other, because their dogs looked almost identical.

Like Roger, the other dog was medium-sized and had bristly brown fur, enormous

white paws, and a white tail. The other dog, whose name it turned out was Robert, had a

similar black nose and a zigzagging streak of black fur down his back. Most strikingly,

the two dogs acted similarly—when Roger excitedly turned around in a little circle,

so did Robert. When Robert did a somersault in the air, so did Roger. “It’s like they’re

twins,” said Sarah.

“Yes, how strange,” said the boy, who introduced himself as Oliver. “I wonder if we

could even tell them apart.”

Then all of a sudden, Roger and Robert started barking at a squirrel that was running

up a tree, and Sarah and Oliver started laughing because they realized that the dogs were

different after all. Unlike Roger, who had a short, low-pitched bark, Robert had a bark

that was high-pitched and squeaky. “Robert’s bark sounds like squeezing a rubber duck,”

said Oliver.

“It does,” said Sarah, and she went home to tell her mom about the meeting of the

two dogs.

King Midas

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166 Fresh Reads Unit 6 Week 3 OL

1 Roger and Robert were alike in that they both

A had zigzagging streaks of black fur.

B liked to catch balls in their front paws.

C went for walks twice a day around the neighborhood.

D had lived with their owners for three years.

2 The two dogs differed in the way they

F looked.

G moved.

H growled.

J barked.

3 Sarah and Oliver are alike in that they both—

A went to the same school.

B walked their dogs around the neighborhood.

C trained dogs for dog shows.

D ignored dog owners walking medium-sized dogs.

4 Which of the following words best describes Sarah?

F cautious

G responsible

H lucky

J homesick

5 What did Oliver compare Robert’s bark to and why?

Questions 1–3, 5: Literature 3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Question 4: Literature 1. Quote accurately from a text when explaining what the text says and when drawing inferences from the text.

Common Core State Standards

Additional Work

Science

The Sun and Other Stars Interactivity from Pearson


Image 1-before slide

Image 2-before slide

A Stargazer's Guide to Mission Control


NASA

Astronaut Edwin E. Aldrin, Jr. with an American flag during the Apollo 11 mission, 1969.

Someone must have pulled the plug on the green computer consoles long ago. The carpet is now ratty and dirty. The room could stand a new coat of paint.

When I stepped into the old Mission Control room at the Johnson Space Center in Houston recently, it made me feel as though it were 1969 again. It was one of the most important rooms in U.S. history. This was the control room the National Aeronautics and Space Administration (NASA) used when the United States sent men to the moon.

This Mission Control served as the nerve center for dozens of space missions, including Edward White's first spacewalk in 1965 and the space shuttle Challenger disaster in 1986. On the walls of the room are plaques commemorating those and other NASA missions.

"This room was used from the Gemini missions all the way through to the space shuttle in the early 1990s," said NASA's Gary Kitmacher, my guide for the day.

The tour brought back many memories. I remember watching on my parent's first color television the black-and-white image of Neil Armstrong taking "one giant leap for mankind" as he became the first human to walk on the moon in 1969. As Armstrong made history, I could hear on TV that the scientists, who were in this very room, were whooping and hollering.A year later, I was glued to the TV again as scientists crowded around the consoles trying to figure out how to get the astronauts of Apollo 13 back home when an oxygen tank exploded aboard their craft.

The next stop on the tour was the new Mission Control, where engineers keep tabs on the International Space Station (ISS) orbiting above Earth.

ReadWorks.orgCopyright © 2007 Weekly Reader Corporation. All rights reserved. Used by permission.Weekly Reader is a registered trademark of Weekly Reader Corporation.


Not far from the Mission Control building is a Saturn V rocket, the vehicle that launched NASA astronauts to the moon. The rocket looks just like a plastic model I built as a kid. But this aging ship is real and much, much bigger.

Near the Saturn V is a Redstone rocket with a Mercury capsule on top. The Mercury missions were the first U.S. manned missions to space. The Redstone looks like a toy compared with the gigantic Saturn V.

Also at the Johnson Space Center is an enormous building where astronauts train before heading to the ISS. The building houses models of the various components that make up the huge space station. There were two Russian cosmonauts walking around during the tour.

When I was a kid, I always wanted to walk on the moon. Walking through the Johnson Space Center some 30 years later is the next best thing.

ReadWorks.orgCopyright © 2007 Weekly Reader Corporation. All rights reserved. Used by permission.Weekly Reader is a registered trademark of Weekly Reader Corporation.

A Stargazer's Guide to Mission Control - Genre Questions

Name: ___________________________________ Date: _______________

1. You can tell this is a nonfiction passage, because

A. it gives biographical information about 1960's astronauts.

B. the author writes using the first person singular.

C. it is a true account of a visit to a famous place.

D. there is detailed description of the setting.

2. The detailed descriptions of the space machinery are intended to

A. help the reader picture the tour as if he/she were there.

B. make space travel seem like a board game.

C. make the reader feel lost and unable to find the way out.

D. confusing the reader.

3. A passage like this would likely be found

A. in a guidebook.

B. in a story book.

C. in a magazine.

D. in a history textbook

4. "I was glued to the TV" is a fancy way of saying

A. my interest was so great, I couldn't leave the TV.

B. scientists were worried about the exploded oxygen tank.

C. television was how most people experienced the event.

D. the Apollo 13 astronauts were scared for their lives.

5. How is this passage different from a fiction passage? Explain.


Answer Keys Math and ELA

Week 3 Answer Key- Math

Page 253

1. 10 tens + 4 = 14; So 154/11= 14 2. 2 tens 1 one; 32 X 21 = 672; 672/32 = 21

3. 10 tens + 3 = 13; So 156/12 = 13 4. 31 5. 13 6. 14; 1 ten + 4 = 14; 7. 9 8. 45 9. 32 10. 16

11. 15 12. 24

Page 255

1. 10 + 4 = 14 2. 10 + 3= 13 3. 30 4. 35 5. 31 6. 25 7. 31 8. 12

Page 259

1. Estimate 20 elevens is 220 and 231-220 = 11; 11-11 = 0; 20 + 1 = 21

2. Round 231 to 200 and 11 to 10; since 200 / 10 = 20 a quotient of 21 is reasonable

3. 14 4. 22 5. 23 6. 30 7. Multiply 10 by 19; Multiply 3 by 19 10 + 3 = 13

8. Multiply 40 by 14; Multiply 5 by 14 40 + 5 = 45 9. 12 10. 40 11. 19 12. 15 13. 31 14. 22

15. 17 16. 38

Page 261

1. Try 30; Multiply 30 by 21; Try 4; Multiply 4 by 21; so 714/21 = 34 2. 13 3. 22 4. 20 5. 14

6. 72 7. 27 8. 12 9. 45 10. 40 11. 27 12. 29 13. 18

Page 265

1. 137/20 = 6 R 17 so, 7 busses are needed 2. 240 was used instead of 249 to get an estimate. 240

is close to 249 and 240/20 = 12 3. 14 4. 9 R 46 5. 1, 20, 100, 100 6. 9 R 53 7. 12 8. 11 R 13

9. 5 10. 12 R 27 11. 12 12. 6 R 12 13. 9 R 15

Page 267

1. 17 R 19 2. 16 3. 18 R 26 4. 16 5. 9 R 2 6. 12 R 59 7. 23 8. 11 R 2

Page 277

1. No; if the remainder is greater than the divisor, the quotient is not high enough.

2. If the quotient is close to the estimate the answer is reasonable. 3. 20 4. 21 R 11 5. 26 6. 7

7. 225 R 2 8. 8; 7 9. 8; 8 10. 150; 152 R 1 11. 20; 17 12. 300; 321 13. 250; 237 R 9 14. 50; 49

15. 90; 88 R 5

Page 279

1. 22 R 2 2. 41 3. 9 4. 122 R 5 5. 6; 6 6. 20; 18 R 25 7. 40; 37 8. 10; 8 9. 80; 85 10. 7; 7

11. 200; 176 R 18 12. 150; 134 R 6 13. 70; 72 14. 80; 82 R 2 15. 200; 219 16. 600; 609

Page 303

1. 0.895 2. Divide by 10 because the dividend is divided into fewer parts 3. 3.702 4. 12.64

5. 0.725 6. 0.0725 7. 281.4 8. 0.281 9. 36.424 10. 36.424 11. 460, 46, 4.6, 0.46

12. 0.1344, 1.344, 13.44, 134.4 13. 98.6, 0.986, 9.86, 0.0986 14. 13.65 15. 7.53 16. 890.1

17. 0.0371 18. 0.81 19. 0.864 20. 0.052 21. 0.0157 22. 77 23. 7.7 24. 7.7 25. 0.77

Page 305

1. 250, 10, 25, 0.25 2. 10, 0.2, 0.02, 0.002 3. $6750, $10, $67.50, $6.75 4. 960, 96, 9.6, 0.96

5. $10. $80, $0.80, $0.08 6. 0.12, 10, 12, 0.012 7. 0.04 8. 15 9. 45 10. 0.6 11. 5.5 12. 0.309

13. 80.2 14. 0.15 15. 0.016 16. 0.18 17. 7.2 18. 0.35

Week of April 20th-24th Answer Key

ReadWorks

The New Colossus- 1.A 2.B 3.B 4.B 5.A 6.A 7.A 8. The Mother of Exiles asks that poor, tired, homeless

people around the world be sent to her. 9. Answers may vary, as long as they are supported by the text.

The fact that the Mother of Exiles holds a torch of “imprisoned lightning” (line 5) suggests a measure of

power. So does the word “command” in line 7; the Mother of Exiles seems to preside over a harbor.

Moreover, her open invitation to the “huddled masses” (line 11) suggests that she is prepared to handle

an influx of all the poor, homeless, suffering people in the world. 10.Students should be able to identify

the Mother of Exiles as the new colossus. The word “mighty” (line 4) is a clue, as is her “command” (line

7) over a harbor. So is the cry she makes with “silent lips” (line 10); her lips are silent because they

cannot move. Identifying “the brazen giant of Greek fame” as the old colossus may also lead students to

recognize the new colossus as another giant figure, the Mother of Exiles.

Casey at the Bat- 1.D 2.D 3.B 4.A 5.D 6.D 7.A 8. There is no joy in Mudville because Casey struck out,

and their baseball team lost the game. 9. Answers may vary in depth but should be based in the text.

The people cheer and yell happily when Casey comes up to bat, which shows that they are excited.

Students may also recognize that when the umpire calls two strikes, the people watching the game feel

angry and slighted, as evidenced by their shouts of “Kill the umpire!” and “Fraud!” 10. Answers may

vary but should be based in the text. Students may mention that throughout almost all of the poem, the

baseball fans are sure that Casey will save the day and win the game. This feeling of excitement and

certainty are emphasized through the repetition of certain phrases (“Casey at the bat”). At the climax,

the switch to the present tense heightens the suspense because it draws the reader into the moment.

And after that, the poem does not reveal what happened until the very last line. All of these factors

contribute to a feeling of suspense.

Fresh Reads

Eldon and Jay Solve a Problem- 1.C 2.G 3.D 4. I would think it was Jay because Eldon cannot stand to

be around sweets. 5. You would probably not be able to tell them apart because they walk and gesture

alike.

A Tale of Two Dogs- 1.A 2.J 3.B 4.G 5.Robert’s Bark sounded like a squeezed rubber duck because it

was so squeaky.

Science

Interactivity: The Sun and other Stars – Screen 2: Blue; Red; Screen 3: Red; Screen 5: The red star was

closer so it appeared larger; Screen 7: The red. Red stars are smaller than yellow stars or blue stars, but

the red star appears larger, which means it is closer.

A Stargazer's Guide to Mission Control - Genre Questions Answer Key

1. You can tell this is a nonfiction passage, because

A. it gives biographical information about 1960's astronauts.

B. the author writes using the first person singular.

C. it is a true account of a visit to a famous place.

D. there is detailed description of the setting.

2. The detailed descriptions of the space machinery are intended to

A. help the reader picture the tour as if he/she were there.

B. make space travel seem like a board game.

C. make the reader feel lost and unable to find the way out.

D. confusing the reader.

3. A passage like this would likely be found

A. in a guidebook.

B. in a story book.

C. in a magazine.

D. in a history textbook

4. "I was glued to the TV" is a fancy way of saying

A. my interest was so great, I couldn't leave the TV.

B. scientists were worried about the exploded oxygen tank.

C. television was how most people experienced the event.

D. the Apollo 13 astronauts were scared for their lives.

5. How is this passage different from a fiction passage? Explain.

Answers will vary. The passage provides information. It describes

historical events. It is true. It is not a made-up story.


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