taft city school district 5th grade packet #3 · taft city school district 5th grade packet #3 d e...

TAFT CITY SCHOOL DISTRICT 5th Grade Packet #3

Dear Parents, This packet includes student assignments involving all curriculum areas. You can assist your child by providing them with a quiet time every day to complete their assignments. Daily independent reading is included and is just as important as completing the pages in this packet.

NOTE: The physical education activities may be replaced with other vigorous exercises. The important thing is to make sure your child is participating in daily activities that promote good health.

Dear Students,

These activities were chosen so that you can continue learning while you are away from school. We look forward to seeing you back at school soon. ____________________________________________________________

Queridos padres, Este paquete incluye tareas que involucran todas las areas del plan

de estudios. Puede ayudar a su hijo proporcionandole un momento de tranquilidad todos los dfas para completar sus tareas diarias. Lectura independiente esta incluida y es tan importante como completar las paginas de este paquete.

NOTA: Las actividades de educacion fisica pueden reemplazarse con otro ejercicio riguroso. Lo importante es asegurarse de que su hijo participe en las actividades diarias que promueven la buena salud.

Queridos estudiantes, Estas actividades fueron elegidas para que puedas continuar

aprendiendo mientras estas fuera de la escuela. Esperamos verte pronto en la escuela.

BCSD DLP.1 Grade 5

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Student Signature: ______________________________ Date/Fecha: ___________________Firma del Estudiante

Parent Signature: _______________________________ Date/Fecha: ___________________Firma del Padre


Week 1: Activity TrackerSemana 1: Marcador de Actividad

Date/Fecha: ________________

Student Name: ____________________________Nombre del Estudiante

School/Escuela: _____________ Grade/Grado: ______

❏ Reading/Lectura❏ Writing/Escritura❏ Math/Matemáticas❏ Movement/PE / Movimiento/Educación Física❏ Art Project/Proyecto de Arte❏ I read for ____ minutes. / Leí por ___ minutos.

(K- 2º: 15 minutos; 3º-5º: 20 minutos; 6º -8º: 30 minutos)









BCSD DLP.1 Grade 5

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Date/Fecha: ________________













BCSD DLP.1 Grade 5

Page Intentionally Left Blank

BCSD DLP.1 Grade 5

Daily PE Activities

BCSD DLP.1 Grade 5

Day 1 Reading

Read for 20 Minutes. Use a book of your own or an article from the end of this packet.

The Youth in Battle pp. 22-26

Read aloud the first five pages of the excerpt together, alternating paragraphs. Ask: Ask your child what is being described in this scene?

Day 1 Writing

Day 1 Math

Complete the following math pages:

● Making S’mores Task: Use the graph paper provided to complete the task. ● Multiple Representation Page: Practice number sense, strategies, and

fluency.● Lesson 1: Round Fractions

Writing Prompt: Describe a time that you helped someone else out.

Grammar/Spelling: Commas to Set Off Words

BCSD DLP.1 Grade 5

Día 1 Lectura

Leer por 20 minutos. Use un libro propio o un artículo del final de este paquete.

The Youth in Battle págs. 22-26

Lee en voz alta las primeras cinco páginas del extracto juntas, alternando párrafos.Pregunta: Pregunte a su hijo ¿Qué se describe en esta escena?

Día 1 Escritura

Día 1 Matemáticas

Completa las siguientes páginas de matemáticas:

● Tarea de S'mores: utiliza el papel cuadriculado proporcionado para completar la tarea.

● Página de representación múltiple: Practica el sentido numérico, las estrategias y la fluidez.

● Lección 1: redondear fracciones

Mensaje de escritura: Describe un momento en que ayudaste a alguien más.

Gramática/Ortografía: Commas to Set Off Words

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

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BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Making S'Mores

Task

Nick and Tasha are buying supplies for a camping trip. They need to buy chocolate bars to make s’mores, their favorite campfire dessert. Each of them has a different recipe for their perfect s’more. Nick likes to use 1/2 of a chocolate bar to make a s’more. Tasha will only eat a s’more that is made with exactly 2/5 of a chocolate bar.

a) What fraction of a chocolate bar will Nick and Tasha use in total if they each eat one s’ more the way they like it?

b) Nick wants to cut one chocolate bar into pieces of equal size so that he and Tasha can make their s’mores. How many pieces should he cut the chocolate bar into so that each person will get the right amount of chocolate to make their perfect s’more?

c) After Nick cuts the chocolate bar into pieces of equal size, how many pieces of the chocolate bar should he get? How many pieces of the chocolate bar should he give to Tasha?

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Day 1 Math

Draw a picture. Solve and show work.

Show your solution on the number line.

Write a story.

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Day 2 Reading


The Youth in Battle pp. 22–26

Review the text. Point to the word amputated on page 26. Ask your child to find clues to what the word means in this instance. • Ask: How is it different from other uses of the word? How is it similar? Why do you think the author chose this word for this scene?

Day 2 Writing

Day 2 Math


● Jog-a-thon Task ● Multiple Representation Page: Practice number sense, strategies, and

fluency.● Lesson 2: Add Like Fractions

Writing Prompt: Write a diary entry about something you really enjoy doing and why.


BCSD DLP.1 Grade 5

Día 2 LecturaLeer por 20 minutos. Use un libro propio o un artículo del final de este paquete.

The Youth in Battle pógs. 22–26

Revisa el texto. Señale la palabra amputated en la página 26. Pídale a su hijo que encuentre pistas sobre lo que significa la palabra en este caso. • Pregunte: ¿en qué se diferencia de otros usos de la palabra? Como es similar ¿Por qué crees que el autor eligió esta palabra para esta escena?

Día 2 Escritura

Día 2 Matemáticas


● Tarea Jog-a-thon● Página de representación múltiple: Práctica el sentido numérico, las

estrategias y la fluidez.● Lección 2: Agregar fracciones similares

Mensaje de escritura: Escribe una entrada en el diario sobre algo que realmente te gusta hacer y por qué.


BCSD DLP.1 Grade 5

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BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Jog-A-Thon

Task

Alex is training for his school's Jog-A-Thon and needs to run at least 1 mile per day. If Alex runs to his grandma's house, which is ⅝ of a mile away, and then to his friend Justin's house, which is ½ of a mile away, will he have trained enough for the day? Show your work.

BCSD DLP.1 Grade 5

Day 2 Math



Write a story.

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Day 3 Reading



Finish reading the excerpt together, alternating paragraphs.

Discuss the actions and mood of the scene.

Then encourage your child to draw a picture to illustrate the scene.

Day 3 Writing

Day 3 Math


● Task: Fractions on a Number Line Plot ● Multiple Representation Page: Practice number sense, strategies, and

fluency.● Lesson 3: Subtract Like Fractions

Writing Prompt: Describe the scene that you illustrated from your reading.

Grammar/Spelling: Silent Letters

BCSD DLP.1 Grade 5


The Youth in Battle págs. 27–29

Termine de leer el extracto juntos, alternando párrafos.

Discute las acciones y el estado de ánimo de la escena.

Luego, anime a su hijo a hacer un dibujo para ilustrar la escena.

Día 3 Escritura

Día 3 Matemáticas


● Tarea: fracciones en un gráfico de recta numérica● Página de representación múltiple: Práctica el sentido numérico, las

estrategias y la fluidez.● Lección 3: Restar fracciones similares

Mensaje de escritura: Describe la escena que ilustraste de tu lectura.

Gramática/Ortografía: Silent Letters

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

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BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Fraction on a Line Plot

Task

You will need fraction cards made from this set.

Following Page:

a. Label the line plot below with ‘s. Cut out and divide cards evenly between the two players, laying them face-down. Each partner will choose one of their face-down cards and turn it over. The team will then add their fractions together. For each turn, each team will record their sum on the line plot.

BCSD DLP.1 Grade 5

Each team should have 12 data points marked on their line plot.

b. Look at the line plot. Which values came up the most? Which values did not come up?

c. The tick marks on the number line correspond to eighths. Which of the eighths will never

come up as a sum of two of these cards? Why?

d. You want to improve the game so that it is possible for two fractions to sum to . Name

one fraction card that you could add to the deck and explain why your new card would now

make it possible to have as a sum of two cards.

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Day 3 Math



Write a story. Rajesh jogged ¾

mile, and then walked ⅙ mile. How

far did he travel?

BCSD DLP.1 Grade 5

Day 4 Reading



Ask: What imagery does the author use?

Work together to find figures of speech such as similes and metaphors (comparisons) that enhance the imagery in the text.

Day 4 Writing

Day 4 Math


● Task: Cindy’s Cats ● Multiple Representation Page: Practice number sense, strategies, and

fluency.● Lesson 5: Add Unlike Fractions

Writing Prompt: Write a story using some imagery or figures of speech.

Grammar/Spelling: Silent Letters

BCSD DLP.1 Grade 5



Pregunte: ¿Qué imágenes usa el autor?

Trabajen juntos para encontrar figuras retóricas como símiles y metáforas (comparaciones) que mejoren las imágenes en el texto.

Día 4 Escritura

Día 4 Matemáticas


● Tarea: Los gatos de Cindy● Página de representación múltiple: Práctica el sentido numérico, las

estrategias y la fluidez.● Lección 5: Agregar fracciones diferentes

Mensaje de escritura: Escribe una historia usando algunas imágenes o figuras de lenguaje.

Gramática/Ortografía: Silent Letters

BCSD DLP.1 Grade 5

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BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Carl’s Cats

Carl has 3 cats: Bo, Tommy, and Suzi.

1. Carl feeds them Cat Crunchies. Each day, Bo eats ½ of the box, Tommy eats ⅛ of the box, and Suzi eats ¼ of the box.

What fraction of a whole box do the cats eat, in all, each day?Show how you know with equations and a visual model.

2. Tommy and Suzi spend much of the day sleeping. Tommy sleeps for ⅗ of the day and Suzi sleeps for 7/10 of the day.

Which of the two cats sleeps for longer? Show how you know.

How much longer does it sleep each day? Use at least 2 representations to show how you figured this out.

BCSD DLP.1 Grade 5

3. Carl’s cats often share a carton of milk. Bo always drinks 0.3 of the carton. Tommy always drinks 0.42 of the carton, and Suzi always drinks 0.17.

What part of the whole carton of milk is left over after all 3 cats drink their portions?Show how you solved the problem using equations and a visual model.

4. Carl’s cats weigh a total of 12 kg (kilogram). Bo weighs 5 ½ kg. Tommy weighs 2 ⅓ kg. How much does Suzi weigh?

Estimate:

I estimate that Suzi weighs about ____________ because ________________________

____________________________________________________.

b. Find Suzi’s exact weight:

Adapted from SVMI Task Cindy’s Cats. Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License

http://www.svmimac.org/

http://www.sfusdmath.org/accessing-core-curriculum-unit-plans.html

http://creativecommons.org/licenses/by/4.0/

BCSD DLP.1 Grade 5

Day 4 Math



Write a story.

Cynthia completed ⅔ of the items on her to-do list in the

morning, and finished ⅛ of the items during her lunch

break, How much of her to-do list is finished by the end of her

lunch break?

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Day 5 Reading



Learn more about the life and work of Stephen Crane.

Day 5 Writing

Day 5 Math


● Task: Finn and Izzy ● Multiple Representation Page: Practice number sense, strategies, and

fluency.● Lesson 7: Subtract Unlike Fractions

Writing Prompt: After learning more about Stephen Crane, write a biography about what he has done in his life.

BCSD DLP.1 Grade 5



Aprenda más sobre la vida y obra de Stephen Crane.

Día 5 Escritura

Día 5 Matemáticas


● Tarea: Finn y Izzy● Página de representación múltiple: Práctica el sentido numérico,

las estrategias y la fluidez.● Lección 7: Restar fracciones diferentes

Tema de Escritura: Después de aprender más sobre Stephen Crane, escriba una biografía sobre lo que ha hecho en su vida.

BCSD DLP.1 Grade 5

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BCSD DLP.1 Grade 5

Finn and Izzy

Finn and Izzy consumed the items in the chart below at lunch.

What is the difference in the amount of sugar between Finn and Izzy’s drink? candy? Fruit?

Finn Izzy

Explain who consumed less sugar in total during lunch?

Item Sugar (cup)

Energy Drink

Chocolate-covered peppermints

Apple

Item Sugar (cup)

Small soda

Milk chocolate in candy shell

Banana

BCSD DLP.1 Grade 5

Day 5 Math



Write a story.

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Materials: Pencil, paper , colored pencils or crayons and watercolors (if available)Instructions: This week you will be using water colors or colored pencils/ crayons to design different flowers based off of Georgia O’Keeffe art. Read about Georgia O’Keeffe Flowers. When you are done reading get a piece of paper and sketch some flowers. Use a pencil. Draw several different flowers.

Day 4 Art

Examine a flower: Go outside in your yard and find a flower. Take time to really examine The petals and the blending of the colors. Grab a piece of paper and practice sketching flowers.

Day 3 Art

Drawing the object: Take a clean sheet of paper and sketch a large flower

Watercolor, color: It’s time to color your flower. Decide the color of your flower and start coloring using watercolors or crayons. Remember to use an assortment of colors and blend the colors. Flowers are not all one color all the time.

Day 5 ArtDisplay your artwork: Present your masterpiece to your family. Explain your steps in your process to create it, and find somewhere in the house to display.

Day 1 Art

Day 2 Art

BCSD DLP.1 Grade 5

Día 1 ArteMateriales:Lápiz, papel, lápices de colores o crayones y acuarelas (si están disponibles).Instructiones: Esta semana usarás acuarelas o lápices de colores / crayones para diseñar diferentes flores basadas en el arte de Georgia O’Keeffe. Lee sobre Georgia O’Keeffe Flowers. Cuando termines de leer, toma un pedazo de papel y dibuja algunas flores. Usa un lápiz. Dibuja varias flores diferentes.

Día 2 Arte

Día 4 Arte

Día 3 Arte

Examina una flor: salga a su jardín y encuentre una flor. Tómese el tiempo para examinar realmente los pétalos y la combinación de los colores. Agarra un trozo de papel y practica dibujar flores..

Acuarela, color: es hora de colorear tu flor. Decide el color de tu flor y comienza a colorear con acuarelas o crayones. Recuerde usar una variedad de colores y mezclar los colores. Las flores no son todas de un solo color todo el tiempo.

Día 5 ArteExhibe tu obra de arte: presenta tu obra maestra a tu familia. Explica tus pasos en tu proceso para crearlo y encuentra un lugar en la casa para exhibir.

Dibujar el objeto: toma una hoja de papel limpia y dibuja una flor grande

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Practice Sketching Flowers

BCSD DLP.1 Grade 5

Day 6 ReadingRead for 20 Minutes. Use a book of your own or an article from the end of this packet.

The Water Famine pp. 4–5

Invite your child to read aloud the tale.

Read the caption on page 5. Then go online or to your local library to find more tall tales about Gluskabe, or Glooscap, as he is often called

Day 6 Writing

Day 6 Math


● Tasks: Fractions● Multiple Representation Page: Practice number sense, strategies, and

fluency.● Lesson 8: Problem Solving

Writing Prompt: Write your own tall tale.

Grammar/Spelling: Frequently Confused Words

BCSD DLP.1 Grade 5


The Water Famine págs. 4–5

Invite a su hijo a leer el cuento en voz alta.

Lea el subtítulo en la página 5. Luego, conéctese a su biblioteca local o en línea para encontrar más cuentos sobre Gluskabe o Glooscap, como a menudo se le llama.

Día 6 Escritura

Día 6 Matemáticas

Complete las siguientes páginas de matemáticas:

● Tareas: fracciones● Página de representación múltiple: Práctica el sentido numérico, las

estrategias y la fluidez.● Lección 8: Resolución de problemas

Tema de Escritura: Escribe tu propio cuento fantástico.

Gramática/Ortografía: Frequently Confused Words

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

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BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Adding Fractions with Unlike Denominators

For each problem, make an estimate of the answer using benchmarks: Do you think the answer will be closer to 0, ½, or 1?

Then solve and record your work:

A. ½ + ¼

B. ½ + 9/16

C. Angelica walked ⅓ of a mile one morning and ¼ of a mile the next morning. How far did she walk all together?

Estimate Solution

0 ½ 1

Estimate Solution

BCSD DLP.1 Grade 5

Day 6 Math



Write a story.

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Day 7 Reading


The Water Famine pp. 4–5

Go online or to your local library to explore maps and learn facts about Maine’s longest waterway, the Penobscot River.

Day 7 Writing

Day 7 Math


● Task: Pizza with Friends. ● Multiple Representation Page: Practice number sense, strategies, and

fluency.● Lesson 9: Estimate Sums and Differences

Writing Prompt: Write about information that you learned about Maine’s longest waterway, the Penobscot River.


BCSD DLP.1 Grade 5

Día 7 Lectura


The Water Famine págs. 4–5

Conéctase en línea o a su biblioteca local para explorar mapas y conocer datos sobre la vía fluvial más larga de Maine, el río Penobscot.

Día 7 Escritura

Día 7 Matemáticas


● Tarea: Pizza con amigos.● Página de representación múltiple: Práctica el sentido numérico, las

estrategias y la fluidez.● Lección 9: Estimaciones de sumas y diferencias

Tema de Escritura: Escribe sobre la información que aprendiste sobre la vía fluvial más larga de Maine, el río Penobscot.


BCSD DLP.1 Grade 5

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BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Subtracting Fractions with Unlike Denominators

⅞ - ½

½ - ⅙

Beth walked ½ of a mile yesterday. She walked ⅓ of a mile today. On which day did she walk farther? How much farther?

Make up your own problem and trade with a family member:

Estimate Solution

Estimate Solution

Estimate Solution

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Day 7 Math



Write a story.

BCSD DLP.1 Grade 5


BCSD DLP.1 Grade 5

Day 8 Reading


Water-Wise Landscaper pp. 6–7

Read aloud the first two pages of the interview together, alternating speaker.

Ask your child to explain what xeriscaping is and why it is good for the environment.

Day 8 Writing

Day 8 Math


● Task: How Much Pie?● Multiple Representation Page: Practice number sense, strategies, and

fluency.● Lesson 11: Add Mixed Numbers

Writing Prompt: Interview a family member about their favorite things.

Grammar/Spelling: /ou/ and /oi/

BCSD DLP.1 Grade 5

Día 8 Lectura


Water-Wise Landscaper págs. 6–7

Lean en voz alta las dos primeras páginas de la entrevista juntos, alternando orador.

Pídale a su hijo que le explique qué es xeriscaping y por qué es bueno para el medio ambiente.

Día 8 Escritura

Día 8 Matemáticas


● Tarea: ¿Cuánto pastel?● Página de representación múltiple: Práctica el sentido numérico, las

estrategias y la fluidez.● Lección 11: Agregar números mixtos

Tema de escritura: Entrevista a un miembro de la familia sobre sus cosas favoritas.

Gramática/Ortografía: /ou/ and /oi/

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

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BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

How Much Pie?

After a class potluck, Emily has three equally sized apple pies left and she wants to divide them into eight equal portions to give to eight students who want to take some pie home.

Draw a picture showing how Emily might divide the pies into eight equal portions. Explain how your picture shows eight equal portions.

What fraction of a pie will each of the eight students get?

Explain how the answer is related the division problem 3 ÷ 8.

BCSD DLP.1 Grade 5

Day 8 Math



Write a story.

Sam read ⅖ of her book over the weekend, and ⅙ of it on Monday. What fraction of the book has she read?

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Day 9 Reading


Water-Wise Landscaper pp. 8–9

Invite your child to finish reading the interview.

Then go online or to your local library to find out about drought-resistant plants that are native to your area. Plan a water-efficient garden together.

Day 9 Writing

Day 9 MathComplete the following math pages:

● Task: Painting a Wall ● Multiple Representation Page: Practice number sense, strategies, and

fluency.● Lesson 12: Subtract Mixed Numbers

Writing Prompt: Write about something that you enjoy doing.

Grammar/Spelling: /ou/ and /oi/

BCSD DLP.1 Grade 5

Día 9 Lectura


Water-Wise Landscaper págs. 8–9

Invite a su hijo a terminar de leer la entrevista.

Luego, ingrese en línea o en su biblioteca local para obtener información sobre las plantas resistentes a la sequía que son nativas de su área. Planifiquen juntos un jardín eficiente en agua.

Día 9 Escritura

Día 9 Matemáticas

Completa las siguientes páginas de matemáticas.

● Tarea: pintar una pared● Página de representación múltiple: Práctica el sentido numérico, las

estrategias y la fluidez.● Lección 12: Restar números mixtos

Tema de escritura: Escribe sobre algo que disfrutes hacer.

Gramática/Ortografía: /ou/ and /oi/

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

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BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Painting a Wall

Task

Nicolas is helping to paint a wall at a park near his house as part of a community service project. He had painted half of the wall yellow when the park director walked by and said,

This wall is supposed to be painted red.

Nicolas immediately started painting over the yellow portion of the wall. By the end of the day, he had repainted 5/6 of the yellow portion red.

What fraction of the entire wall is painted red at the end of the day?

BCSD DLP.1 Grade 5

Day 9- Math



Write a story.

In one hour, Ed used ⅖ of the time to complete his

homework and ¼ of the time to check his email. How much time did he

spend completing homework and checking

email?

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Day 10 Reading


Pecos Bill and the Tornado p. 10

Invite your child to read aloud the tall tale.

Then go online and find out what makes a well written tall tale.

Day 10 Writing

Day 10 Math


● Task: Splitting Up Pizza ● Multiple Representation Page: Practice number sense, strategies, and

fluency.● Lesson 13: Subtract with Renaming

Writing Prompt: Write a tall tale of your own.

BCSD DLP.1 Grade 5

Día 10 Lectura


Pecos Bill and the Tornado p. 10

Invite a su hijo a leer el cuento en voz alta.

Luego, conéctese en línea y descubra lo que hace un cuento bien escrito.

Día 10 Escritura

Día 10 Matemáticas

Completa las siguientes páginas de matemáticas.

● Tarea: dividir la pizza● Página de representación múltiple: Practique el sentido numérico, las

estrategias y la fluidez.● Lección 13: Restar con renombrar

Tema de escritura: Escribe tu propio cuento fantástico.

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

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BCSD DLP.1 Grade 5

Pizza With Friends

Jack and Ellen ordered five whole pizzas for their class party. The shaded region below shows the amount of pizza left after the party.

Ellen predicts that there is one whole pizza left over for them to share. Explain whether or not Ellen is correct in her prediction. Use drawings, words, or numbers to justify your answer.

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Day 10 Math



Write a story.

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Materials: Pencil, paper, colored pencils or crayons and watercolors (if available)Instructions: This week you will be using water colors or colored pencils/ crayons to design a portrait of yourself. Read about Frida Kahlo.

Day 9 Art

Drawing the portrait: Start sketching a portrait of yourself. You may also choose to include an animal.

Day 8 Art Continue drawing the portrait: Continue your sketch, adding additional details and background.

Color the portrait: Using colored pencils, crayons, or watercolors, add color to your portrait and background.

Day 10 Art

Reflect: Using the 3-2-1 document, reflect on the last ten days of artwork.

Day 6 Art

Day 7 Art

BCSD DLP.1 Grade 5

Materiales: Lápiz, papel, lápices de colores o crayones y acuarelas (si están disponibles).Instrucciones: Esta semana usarás acuarelas o lápices de colores / crayones para diseñar un retrato de ti mismo.Lee sobre Frida Kahlo.

Día 9 Arte

Dibujar el retrato: comienza dibujando un retrato de ti mismo. También puedes optar por incluir un animal.

Día 8 ArteContinúa dibujando el retrato: continúa con tu retrato , agregando detalles adicionales y fondo,

Colorea el retrato: con lápices de colores, crayones o acuarelas, agrega color a tu retrato y fondo.

Día 10 ArteReflexiona: Usando el documento 3-2-1, reflexiona sobre los últimos diez días de obras de arte.

Día 6 Arte

Día 7 Arte

BCSD DLP.1 Grade 5

Frida Kahlo biography for KidsFrida Kahlo de Rivera was a Mexican artist best known for her self-portraits. Her paintings are strongly influenced by Mexican folk culture, and use lots of bright colors and dramatic symbolism.

Frida’s ChildhoodFrida Kahlo grew up in a house called La Casa Azul with her parents and six sisters. That house is now the Frida Kahlo museum. As a child, Frida Loved to draw. At age 6, she caught a disease called polio which damaged her right leg.

Why did Kahlo become a painter?Initially studying medicine, Kahlo changed her career path following a serious bus accident. As part of her recovery, Kahlo underwent thirty-five operations but she kept painting. Her mother had a special easel made for her so she could paint in bed, and her father lenth her his box of oil paints and some brushes.

What did she paint?Frida often painted portraits of herself. She wanted to show people about her suffering, her inability to have children, and also the people in her life. She created one hundred and forty three paintings, and of these, fifty-five are self-portraits.

“I paint my own reality. The only I know is that I paint because I need to, and I paint whatever passes through my head without any other consideration.” -Frida Kahlo

BCSD DLP.1 Grade 5

Frida’s Painting StyleFrida was proud of her Mexican heritage. She was inspired by traditional Mexican art which is wonderfully colorful, bright, patterned, symbolic art. It is full of feathers, flowers, dancing, music, and texture. She often featured animals in her self-portraits, such as monkeys, parrots, a hairless dog, and a deer. The ‘Self Portrait with a Money’(1938) shows Frida standing in front of trees and leaves wearing a traditional Mexican blouse and necklace, along with an elaborate hairstyle that also reflects her heritage.

Frida’s Influence and LegacyFrida’s work has inspired artists to reveal their emotions, inner-turmoil, fantasies, and viewpoints, no matter how extreme. She is also viewed as the people’s painter because she endured a great struggle and she fought through it. Frida was a strong woman who overcame her predicament and did what she was best at, despite severe pain and hardship. Today, people visit her home in Mexico to see where her great art was created and to appreciate what a single person can accomplish against all the odds.

Lottie Visits Frida’s House!In March 2017, Lottie founder Ian Harkin visited frida’s home in Mexico and accompanied by Lottie, took these rather awesome photos!

BCSD DLP.1 Grade 5

Portrait Sketch

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Day 11 Reading


The Pagoda on the Hill of the Imperial Springs p.12-14

Read aloud the first three pages of the selection together, alternating paragraphs. • Point to the word scarcity in paragraph 2. • Ask your child to look for clues to the term’s meaning. Then practice using the term scarcity in a sentence.

Day 11 Writing

Day 11 Math


● Task: Box of Clay Task ● Multiple Representation Page: Practice number sense, strategies, and

fluency.● Lesson 7: Three-Dimensional Figures

Writing Prompt: Write a letter to someone special to you. Make sure to let them know how you are and what you have been doing these past few weeks. Grammar/Spelling: Interjections and Informal Speech

BCSD DLP.1 Grade 5

Día 11 Lectura


The Pagoda on the Hill of the Imperial Springs p.12-14

Lea en voz alta las primeras tres páginas de la selección juntas, alternando párrafos.• Señalar la palabra scarcity en el párrafo 2. • Pídale a su hijo que busque pistas sobre el significado del término. Luego practique usando el término scarcity en una oración.

Día 11 Escritura



● Tarea: Tarea Caja de Arcilla● Página de representación múltiple: Practique el sentido numérico, las

estrategias y la fluidez.● Lección 7: Figuras tridimensionales

Tema de Escritura: Escribe una carta a alguien especial para ti. Asegúrate de hacerles saber cómo estás y qué has estado haciendo en las últimas semanas.

Gramática/Ortografía: Interjections and Informal Speech

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

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BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Box of Clay Task

A box 2 centimeters high, 3 centimeters wide, and 5 centimeters long can hold 40

grams of clay. A second box has twice the height, three times the width, and the same

length as the first box. How many grams of clay can it hold?

BCSD DLP.1 Grade 5

Day 11 Math


Use another strategy. Write a word problem.

$0.94 x 4 =

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Day 12 Reading


The Pagoda on the Hill of the Imperial Springs p. 15–16 • Read aloud the next two pages of the selection together. • Ask your child to explain how the dream helps the Prince.

Day 12 Writing

Day 12 Math


● Task: Build a Box ● Multiple Representation Page: Practice number sense, strategies, and

fluency.● Lesson 9: Volume of Prisms

Writing Prompt: Describe a dream that you have had. Don’t forget to use details to explain your dream.

Grammar/Spelling: Verb Tenses

BCSD DLP.1 Grade 5

Día 12 Lectura


The Pagoda on the Hill of the Imperial Springs p. 15–16 • Lea en voz alta las dos páginas siguientes de la selección juntas. • Pídale a su hijo que le explique cómo el sueño ayuda al Príncipe.

Día 12 Escritura



● Tarea: construir una caja● Página de representación múltiple: Practique el sentido numérico, las

estrategias y la fluidez.● Lección 9: Volumen de prismas

Tema de Escritura: Describe un sueño que hayas tenido. No olvides usar detalles para explicar tu sueño.

Gramática/Ortografía: Verb Tenses

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

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BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

NC DEPARTMENT OF PUBLIC INSTRUCTION FIFTH GRADE

Build a Box

A. Cut out a 10x10 square from your centimeter grid paper. From each corner of the square, cut out a 1x1 square.

B. Fold up each flap and tape them together so that you have an open box.

C. Use centimeter cubes to measure the volume of your box.

D. How would your volume change if you cut out a 2x2 square from each corner instead of a 1x1 square? How would your volume change if you started with a 20x20 square instead of a 10x10?

BCSD DLP.1 Grade 5

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BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

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BCSD DLP.1 Grade 5

Day 12 Math



$3.92 x 5 =

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Day 13 Reading


The Pagoda on the Hill of the Imperial Springs pp. 17–19• Invite your child to complete the selection. • Then discuss how the images and captions throughout the text help support the reader’s understanding of the tale.

Day 13 Writing

Day 13 Math


● Task: Cari’s Aquarium Task● Multiple Representation Page: Practice number sense, strategies, and

fluency.● Lesson 11: Volume of Composite Figures

Writing Prompt: Write a letter to a classmate that you have not seen and explain what a day looks like at your house.

Grammar/Spelling: Latin Roots

BCSD DLP.1 Grade 5

Día 13 Lectura


The Pagoda on the Hill of the Imperial Springs pp. 17–19• Invite a su hijo a completar la selección.• Luego discuta cómo las imágenes y los subtítulos a lo largo del texto ayudan a la comprensión del cuento por parte del lector.

Día 13 Escritura


Completa las siguientes páginas de matemáticas::

● Tarea: Tarea del acuario de Cari● Página de representación múltiple: Practique el sentido numérico, las

estrategias y la fluidez.● Lección 11: Volumen de figuras compuestas

Tema de Escritura: Escribe una carta a un compañero de clase que no hayas visto y explica cómo se ve un día en tu casa.

Gramática/Ortografía: Latin Roots

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

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BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Cari's Aquarium Task

Cari is the lead architect for the city’s new aquarium. All of the tanks in the aquarium will be rectangular prisms where the side lengths are whole numbers.

a. Cari’s first tank is 4 feet wide, 8 feet long and 5 feet high. How many cubic feet of water can her tank hold?

b. Cari knows that a certain species of fish needs at least 240 cubic feet of water in their tank. Create 3 separate tanks that hold exactly 240 cubic feet of water. (Ex: She could design a tank that is 10 feet wide, 4 feet long and 6 feet in height.)

c. In the back of the aquarium, Cari realizes that the ceiling is only 10 feet high. She needs to create a tank that can hold exactly 100 cubic feet of water. Name one way that she could build a tank that is not taller than 10 feet.

BCSD DLP.1 Grade 5

Day 13 Math



3 x 2.4 =

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Day 14 Reading


The Pagoda on the Hill of the Imperial Springs pp. 12–19

Review the text. Choose a favorite scene. Perform a dramatic reenactment of that scene, or work together to draw or paint an illustration for it.

Day 14 Writing

Day 14 Math


● Task: You Can Multiply Three Numbers In Any Order ● Multiple Representation Page: Practice number sense, strategies, and

fluency.● Lesson 12: Problem Solving - Make a Model

Writing Prompt: Write a thank you note to someone that you appreciate.

Grammar/Spelling: Latin Roots

BCSD DLP.1 Grade 5

Día 14 Lectura


The Pagoda on the Hill of the Imperial Springs pp. 12–19

Revisa el texto. Elige una escena favorita. Realiza una recreación dramática de esa escena, o trabajen juntos para dibujar o pintar una ilustración para ella.

Día 14 Escritura



● Tarea: puede multiplicar tres números en cualquier orden ● Página de representación múltiple: Practique el sentido numérico, las

estrategias y la fluidez.● Lección 12: Resolución de problemas: hacer un modelo

Tema de Escritura: Escribe una nota de agradecimiento a alguien que aprecies.

Gramática/Ortografía: Latin Roots

BCSD DLP.1 Grade 5

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BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

You Can Multiply Three Numbers in Any Order Task

Make sure you have plenty of snap cubes. * Build a rectangular prism that is 2 cubes high, 3 cubes wide, and 5 cubes long. * We will say that the volume of one cube is 1 cubic unit. What is the volume of the rectangular prism? * The volume of the cube is 2×3×5 cubic units. The expression

2×(3×5)

can be interpreted as 2 groups with 3×5 cubes in each group. 3×5 can be

interpreted as 3 groups with 5 cubes in each groups. How can you see the

rectangular prism as being made of 2 groups with (3 groups of 5 cubes in each)?

* Explain how you can see each of these products by looking at the rectangular

prism in different ways:

2×(5×3)

3×(2×5)

3×(5×2)

5×(2×3)

5×(3×2)

Day 14 Math



$42.60 ÷ 8 =

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Day 15 Reading


Why the Ocean Has Tides p. 20•Invite your child to read aloud the selection.•Then visit NOAA.org online to learn what actually causes tides

Day 15 Writing

Day 15 Math


● Task: Picturing Factors in Different Orders● Multiple Representation Page: Practice number sense, strategies, and

fluency.● Lesson 5: Multiplying Decimals

Writing Prompt: Write a story using the information you found about tides.

BCSD DLP.1 Grade 5

Día 15 Lectura


Why the Ocean Has Tides p. 20• Invite a su hijo a leer en voz alta la selección.• Luego, visite NOAA.org en línea para conocer las causas de las mareas.

Día 15 Escritura


Completa las siguientes páginas de matemáticas::

● Tarea: Representar factores en diferentes órdenes● Página de representación múltiple: Practique el sentido numérico, las

estrategias y la fluidez.● Lección 5: Multiplicar decimales

Tema de Escritura: Escribe una historia usando la información que encontraste sobre las mareas.

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

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BCSD DLP.1 Grade 5

Picturing Factors in Different Orders

Task

a. Find all the factor pairs for 30. For each factor pair, draw a picture that shows both of the factors as well as the product. For example, 3×10=30 and this picture shows 3 groups of 10 circles for a total of 30 circles:

Make sure you have a picture for both ways of ordering the factors in each pair. For example, make sure you have a picture that represents 10×3=30 as well as one that represents 3×10=30. You can use the same picture if you can explain how it shows the product written in the other order.

b. We can also write 30 as a product of three factors. For example,

30=2×(3×5)

BCSD DLP.1 Grade 5

If we think of this as 2 groups with (3 groups of 5 circles in each group), then we can draw a picture that shows this:

We can change the order of these three factors as well:

30=2×(5×3)

30=3×(2×5)

30=3×(5×2)

30=5×(2×3)

30=5×(3×2)

Draw a picture for each one that reflects the order of the factors.

BCSD DLP.1 Grade 5

Day 15 Math



$23.30 ÷ 6 =

BCSD DLP.1 Grade 5

BCSD DLP.1 Grade 5

Days 11-15 Acts of Kindness

Acts of Kindness are small things we can do to spread cheer to someone who is not expecting it. Art is a great way to spread kindness and cheer. Follow the steps below for this week’s acts of kindness.

Step 1

Make a list of all the people you love and are thankful for. In that list, circle one or two people that may be lonely or in need of extra cheer.

Step 2

Create a bright and cheerful work of art. Try adding a few kind words as well.

Step 3

Get your artwork/act of kindness delivered (while maintaining social distance) in one of the following ways:

● Put it in an envelope and send it in the mail● Drop it off on a doorstep● Snap a picture of it on your smartphone to share via text, email or social

media.

Step 4

Repeat steps 2 and 3. Notice how acts of kindness improve your own spirit.

Step 5

Read the blog about acts of kindness on the following page.

BCSD DLP.1 Grade 5

Días 11-15 Actos de BondadLos actos de bondad son pequeñas cosas que podemos hacer para difundir el ánimo a alguien que no lo está esperando. El arte es una excelente manera de difundir amabilidad y alegría. Siga los pasos a continuación para los actos de bondad de esta semana.

Paso 1

Haga una lista de todas las personas que ama y por las que está agradecido. En esa lista, encierre en un círculo a una o dos personas que puedan estar solas o que necesiten más alegría.

Paso 2

Crea una obra de arte brillante y alegre. Intente agregar algunas palabras amables también.

Paso 3

Obtenga su obra de arte / acto de amabilidad entregado (mientras mantiene la distancia social) de una de las siguientes maneras:

● Póngalo en un sobre y envíelo por correo● Déjalo en la puerta● Tome una foto en su teléfono inteligente para compartirla a través de

texto, correo electrónico o redes sociales.

Paso 4

Repita los pasos 2 y 3. Observe cómo los actos de bondad mejoran su propio espíritu.

Paso 5

Lea el blog sobre actos de bondad en la siguiente página.

BCSD DLP.1 Grade 5

Random Act of Kindness

A random act of kindness is an unexpected act of charity or helpfulness

and is often done for a stranger.

WHAT IS A RANDOM ACT OF KINDNESS?

The term random act of kindness is generally attributed to Anne Herbert who wrote, “Practice random kindness and

senseless acts of beauty” on a restaurant placemat. The term refers to selfless acts, both large and small, that are

committed unexpectedly, without prompting and with no apparent ulterior motive. Examples might include paying for

a coffee for the person in line behind you at the coffee shop, helping a person cross the street, or offering to help

soothe a crying baby while the parents finish shopping. People generally use the term to refer to acts performed for

strangers, but random acts of kindness can also be done for friends and family.

RANDOM ACTS OF KINDNESS AND MENTAL HEALTH

Random acts of kindness may help to improve mental health. There is some evidence that working to help others can

be a way to cope positively with one’s own problems. Some people find that their own problems seem less severe

when they help others, and the positive regard many people receive when they do kind things can help improve their

mood. While a random act of kindness is not a substitute for mental health treatment, it can help people feel better

about themselves and those around them.

IDEAS FOR ENACTING RANDOM ACTS OF KINDNESS

There are a number of ways you can show kindness to someone unexpectedly. Here are a few simple suggestions:

● Send a handwritten letter to someone you care about.

● Thank someone who provides a service to you, like the barista at the coffee shop or your mail carrier.

● Offer to help when you see someone burdened by a heavy load, struggling to open a heavy door, or

trying to cross the street.

● Pay someone a compliment.

● Assist a neighbor with yard work, or share the bounty of your garden with friends.

In addition, there are many websites dedicated to suggesting potential random acts. Some bloggers chronicle the

effects their random acts of kindness have on others and emphasize how kindness improves their own lives as well as

the lives of those around them.

Sourcehttps://www.goodtherapy.org/blog/psychpedia/random-act-of-kindness

https://www.goodtherapy.org/blog/psychpedia/kindness

https://www.goodtherapy.org/blog/psychpedia/friendship

https://www.goodtherapy.org/blog/psychpedia/mood

https://www.goodtherapy.org/blog/psychpedia/random-act-of-kindness

BCSD DLP.1 Grade 5

Actos de Bondad

Un acto de bondad al azar es un acto inesperado de caridad o ayuda.

y a menudo se hace por un extraño.

¿QUé ES UN ACTO ALEATORIO DE BONDAD?

El término acto de bondad al azar generalmente se atribuye a Anne Herbert, quien escribió: "Practica la bondad al azar

y los actos de belleza sin sentido" en un mantel individual de restaurante. El término se refiere a actos desinteresados,

tanto grandes como pequeños, que se cometen inesperadamente, sin provocar y sin motivo aparente ulterior.

Ejemplos pueden incluir pagar un café para la persona que está detrás de usted en la cafetería, ayudar a una persona a

cruzar la calle u ofrecer ayuda para calmar a un bebé que llora mientras los padres terminan de comprar. Las personas

generalmente usan el término para referirse a actos realizados por extraños, pero también se pueden hacer actos de

bondad al azar para amigos y familiares.

ACTOS ALEATORIO DE BONDAD Y SALUD MENTAL

Los actos de bondad al azar pueden ayudar a mejorar la salud mental. Existe alguna evidencia de que trabajar para

ayudar a otros puede ser una manera de hacer frente positivamente a los propios problemas. Algunas personas

encuentran que sus propios problemas parecen menos graves cuando ayudan a otros, y la consideración positiva que

muchas personas reciben cuando hacen cosas amables puede ayudarnos a mejorar su estado de ánimo. Si bien un

acto de bondad al azar no sustituye el tratamiento de salud mental, puede ayudar a las personas a sentirse mejor

consigo mismas y con quienes las rodean.

IDEAS PARA REALIZAR ACTOS ALEATORIO DE BONDAD

Hay varias formas de mostrar amabilidad a alguien inesperadamente. Aquí hay algunas sugerencias simples:

● Envíe una carta escrita a mano a alguien que le importa.

● Agradezca a alguien que le brinde un servicio, como el barista de la cafetería o su cartero.

● Ofrezca ayuda cuando vea a alguien cargado por una carga pesada, luchando por abrir una puerta

pesada o tratando de cruzar la calle.

● Pagar a alguien un cumplido.

● Ayude a un vecino a trabajar en el jardín o comparta la generosidad de su jardín con amigos.

Además, hay muchos sitios web dedicados a sugerir posibles actos aleatorios. Algunos blogueros narran los efectos

que sus actos de bondad al azar tienen en otros y enfatizan cómo la bondad mejora sus propias vidas y las vidas de

quienes los rodean.

Fuentehttps://www.goodtherapy.org/blog/psychpedia/random-act-of-kindness

https://www.goodtherapy.org/blog/psychpedia/random-act-of-kindness

BCSD DLP.1 Grade 5

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