distance learning packet week 3 · 2020. 8. 12. · 2 english language arts - week 3 lesson 1:...

3rd GRADE

Distance Learning Packet

Week 3

1

Table of Contents ENGLISH LANGUAGE ARTS

ELA Lesson 1………………………………………………………………………… page 2

ELA Lesson 2………………………………………………………………………… page 7

ELA Lesson 3………………………………………………………………………… page 13

ELA Lesson 4………………………………………………………………………… page 17

ELA Lesson 5………………………………………………………………………… page 20

MATHEMATICS

Math Lesson 1………………………………………………………………………… page 28

Math Lesson 2………………………………………………………………………… page 33

Math Lesson 3………………………………………………………………………… page 42

Math Lesson 4………………………………………………………………………… page 55

Math Lesson 5………………………………………………………………………… page 61

SCIENCE

Science Lesson 1……………………………………………………………………... page 64

Science Lesson 2……………………………………………………………………... page 74

SOCIAL STUDIES

Social Studies Lesson 1……………………………………………………………... page 80

Social Studies Lesson 2……………………………………………………………… page 84

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ENGLISH LANGUAGE ARTS - Week 3 Lesson 1: Getting Started; Around the World in 80 Days Learning Objectives: 1. Students will review the short vowels /a/, /i/, /o/ by identifying words in which they occur. 2. Students will understand and elaborate on the key details from Around the World in 80 Days by answering comprehension questions. 3. Students will prewrite an opinion piece by completing a brainstorming checklist. --Note: A teacher video is available for this lesson. English Language Arts Standards:

• RF.3.3: Know and apply phonics and word analysis skills in decoding one-syllable or multisyllabic words.

• RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

• 3.W.1.a: Introduce the topic or text, state an opinion, and create an organizational structure that lists reasons.

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Phonics

Directions: Circle the word in each pair with the correct /a/, /i/, /o/ spelling.

1. Faiver Favor 2. Lone Loane

3. Beside Bisyde 4. Wyldiest Wildest

5. Updait Update 6. Coled Cold

7. Basic Baseic 8. Aleyve Alive

9. Plate Playt 10. Telescoap Telescope

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Around the World in 80 Days: Comprehension Check

Directions: Read each question carefully. Answer each question with a complete sentence. Use evidence from Around the World in 80 Days to support your answers.

1. Why do you think Phileas Fogg’s friends at the Reform Club offered him such a large prize?

2. What transportation does Phileas Fogg use to help him complete his journey? Give two examples.

3. Why was Phileas Fogg arrested and put in jail?

4. What are some of the problems Phileas Fogg faces as he travels? Give two examples.

5. Phileas Fogg arrived back home on Day 81. Why did he still receive the prize?

6

Independent Writing Directions: Read the question carefully. Then, write your opinion, three reasons and a conclusion in the graphic organizer. Use complete sentences.

Question: Should your friends read Around the World in 80 Days? Why or why not?

Opinion

Reason #1 Reason #2 Reason #3

Conclusion

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ENGLISH LANGUAGE ARTS - Week 3 Lesson 2: Getting Started; Robinson Crusoe Learning Objectives: 1. Students will review the short vowels /a/, /i/, /o/ by identifying words that contain them and using these words in sentences. 2. Students will identify and describe the main character of Robinson Crusoe by answering character-based comprehension questions. 3. Students will write about their own adventure using a diary format. --Note: A teacher video is available for this lesson. English Language Arts Standards:

• 3.RF.3: Know and apply phonics and word analysis skills in decoding one-syllable or multisyllabic words.

• 3.RL.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

• 3.W.3.a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

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Directions: Choose a word from each pair that correctly completes the sentence and contains an /a/, /i/, or /o/ sound and spelling. Write the word on the line.

1. We heard a new song on the . (radio, dashboard)

2. Ms. Andrews asked us to the book’s characters. (answer, describe)

3. I respect my grandfather, and he is my . (friend, idol)

4. The holiday included floats and marching bands. (party, parade)

5. The unpleasant came from the basement. (odor, smell)

6. I intend to a fort in the backyard. (create, construct)

7. Maya wants to ten people to her party. (invite, compose)

8. My aunt got married one ago today. (decade month)

9. It was snowing hard, so we stopped at a for the night. (gateway, hotel)

10. The of grass grow quickly along the fence posts.

(blades, tufts)

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Robinson Crusoe Comprehension Check

Directions: Read each question. Then, answer each question with a complete sentence. Use evidence from Robinson Crusoe to support your answer.

1. Why did Robinson Crusoe start writing in a diary?

2. What did Robinson Crusoe do every afternoon?

3. What resources did Robinson Crusoe get from his goats?

4. What startling discovery did Robinson Crusoe make?

5. What happened on board the ship that visited Robinson Crusoe’s island?

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Robinson Crusoe: Diary Entry Directions: Read the question. Then, write 3-5 sentences about it.

Topic: Oh no! Your ship has also crashed on an island! How do you stay alive?

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ENGLISH LANGUAGE ARTS - Week 3 Lesson 3: Getting Started; Land on the Island Learning Objectives: 1. Students will show their comprehension of a decodable story by answering short comprehension questions about it. 2. Students will correctly identify and order the sequence of events in Robinson Crusoe by creating a list of important story events. 3. Students will describe their own island adventure in detail by creating and a labeling a map of their island. --Note: A teacher video is available for this lesson. English Language Arts Standards:

• 3.RF.4.a: Read grade-level text with purpose and understanding. • 3.RL.1: Ask and answer questions to demonstrate understanding of a text, referring

explicitly to the text as the basis for the answers. • 3.W.2.a: Introduce a topic and group related information together; include illustrations when

useful to aiding comprehension. ________________________________________________________________________________

Directions: Read the short story Midge. Then, answer each question with a full sentence. Use evidence from the story to support your answer.

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Comprehension Questions:

1. Why does Jack have trouble walking Midge?

2. What are some things that distract Midge?

3. How many children are needed to walk Midge?

4. Where does Midge take the children at the end?

Robinson Crusoe: Order of Events

Directions: Refer back to the story Robinson Crusoe. Read each sentence carefully. Then, put each sentence in the right order. For example, 1A, 2D, 3B.

Story Events A. Robinson gets very sick.

B. Robinson goes back to England after 28 years.

C. Robinson raises a group of goats.

D. Robinson’s ship crashes on an island.

E. Robinson meets and becomes friends with Friday.

Correct Order 1.

2.

3.

4.

5.

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Directions: Remember the island you crashed on yesterday? Draw and label a map of this island.

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ENGLISH LANGUAGE ARTS - Week 3 Lesson 4: Getting Started Learning Objectives: 1. Students will distinguish between vocabulary nouns and verbs by organizing them in a three-columned chart. 2. Students will determine and understand the meaning of vocabulary in Robinson Crusoe by consulting a list of definitions and then using vocabulary in sentences. 3. Students will express their opinion about whether Robinson Crusoe is interesting by writing a three to five sentence paragraph. --Note: A teacher video is available for this lesson. English Language Arts Standards:

• 3.RF.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

• 3.RL.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

• 3.W.3.a: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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Blending List Directions: Look at the rows of words below. Read each word in each row out loud. When you are finished, use this list to help you complete your next assignment.

Row 1: barn, carve, alarm, garden

Row 2: herd, fern, heard, learn

Row 3: girl, first, stir, affirm

Row 4: burn, burden, turn, curl

Row 5: storm, fort, import, torn

Row 6: store, more, adore, explore

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Foundational Skills: Noun, Verb or Both? Directions: Look at the blending list in your packet. Is each word a noun, a verb or both? Put each word in the correct part.

--Remember: 1. A noun is a person place or thing.

2. A verb is an action (something you do).

Nouns Verbs Both

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Robinson Crusoe Vocabulary Directions: Read each sentence. Then, add the correct story word to each sentence. You may use your story and/or a dictionary to help you find out what each word means.

Word List deserted mutinied natives permanent sandbar startling tended

1. The island’s ____________ were surprised to see a large ship approaching the store.

2. Aurora ____________ her garden faithfully until the flowers bloomed.

3. The ship’s crew ____________ when they felt overworked by the captain.

4. Ben stood on a ____________ almost 100 yards out from the shore.

5. That old house down the street has been ____________ for years.

6. It was ____________ to discover that someone had stolen my bike.

7. If the marker’s ink is ____________ it will not wash off your clothes.

Language Arts: Sentence Starters

Directions: Read each sentence carefully. Then, finish each sentence. Remember to use words that tell me who, what, when and where.

1. ____________ likes to ____________ with his friends ____________.

(who?) (what?) (when?)

2. Felix forgot to ____________ at ____________ ____________.

(what?) (where?) (when?) 3. The dog in the ____________ bit ____________ on the ____________.

(what?) (who?) (where?)

4. The ____________ fell on top of the ____________ after ____________ pushed it.

(what?) (what?) (who?)

5. Everyone screamed when ____________ jumped out of the ____________ next to the ____________. (who?) (what?) (where?)

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ENGLISH LANGUAGE ARTS - Week 3 Lesson 5: Getting Started Learning Objective: 1. Students will create complete and coherent sentences using word pairs from the daily blending list. 2. Students will detail what they learned about the history of ships by reading an article and answering comprehension questions. 3. Students will read and summarize the plot of the decodable story Stars by writing three to five complete sentences. --Note: A teacher video is available for this lesson. English Language Arts Standards:

• 3.RF.3: Know and apply phonics and word analysis skills in decoding one-syllable or multisyllabic words.

• 3.RI.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

• 3.RL.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

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Blending List Directions: Look at the rows of words below. Read each word in each row out loud. When you are finished, use this list to help you complete your next assignment.

Row 1: ship, sharp, splash, brush

Row 2: think, third, path, math

Row 3: chop, churn, porch, search

Row 4: itch, catch, stitch, fetch

Row 5: shred, thread, thrill, shrink

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Fun with Sentence Pairs Directions: Look at each word pair. Then, write a complete sentence with each word pair.

1. ship/search

2. moth/porch

3. chop/shred

4. sharp/chop

5. thread/stitch

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The History of Ships: Comprehension Check Directions: Read The History of Ships. Then, answer each question with a complete sentence or two. You may reread The History of Ships if you need to.

1. What new information did you learn from the caption?

2. Why is the past important to us today?

3. How has the world changed and how might it change in the future?

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Decodable Story Summary: Stars Directions: Read Stars carefully. Then, tell me what happened in the beginning, middle and end. Write one or two complete sentences in each box.

Beginning of Stars

Middle of Stars

End of Stars

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MATHEMATICS - Week 3 Lesson 1: Addition Review Learning Objective: The students will be able to review addition and missing addends by writing a number sentence for a given picture and addends, identifying the use of the Commutative and Associative Properties, translating and solving “some and some more” problems, finding the missing addend in a number sentence, and by deciding if the answer to a word problem is reasonable. --Note: A teacher video is available for this lesson. Math Standards:

• 3.NBT.A.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

• 3.OA.D.8: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Utilize understanding of the Order of Operations when there are no parentheses.

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Directions: First, review the lesson below on addition. Then, complete the “Lesson Practice” problems.

Vocabulary

• Addition: is the combining of two groups into one group.

Example:

• Addend: the numbers that are added.

Example: 4 + 3 = 7, here 4 and 7 are the addends.

• Commutative Property of Addition: states that when we add two numbers, either

number may be first.

Example: 4 + 3 = 7 and 3 + 4 = 7 à both problems have a sum of 7.

• Formula: a formula is a method for solving a certain type of problem.

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Example:

• Identity Property of Addition: states that when we add zero to a number, the number is not

changed.

Example: 4 + 0 = 4 9 + 0 = 9 0 + 7 = 7

• Number Sentence: a number sentence is a complete sentence that uses numbers and

symbols instead of words.

Example: 4 + 3 = 7, here the number sentence is four plus three equals seven, but we only used

numbers and symbols to say it.

• Sum: the number or answer you get after adding two addends.

Example: 3 + 5 = 8, here the sum would be 8

Example 1: Write a number sentence for this picture.

A number sentence for this picture is 4 + 5 = 9. The number sentence 5 + 4 = 9 is also correct. The

numbers 4 and 5 are the addends, and the number 9 is the sum.

Example 2: Show six ways to add 1, 2, and 3.

We can form two number sentences that begin with the addend 1.

1 + 2 + 3 = 6 1 + 3 + 2 = 6


2 + 1 + 3 = 6 2 + 3 + 1 = 6


3 + 1 + 2 = 6 3 + 2 + 1 = 6

Many word problems tell a story. Some stories are about putting things together. Read this story:

D’Jon had 5 marbles. He bought 7 more marbles. Then D’Jon had 12 marbles.

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The plot of this story tells us that D’Jon had some marbles and then he bought some more marbles.

When he put the marbles together, he found the total number of marbles. Problems with a “some and some more” plot can be expressed with an addition formula.

or

Example 3: Matias saw 8 ducks. Then he saw 7 more ducks. How many ducks did Matias see in all?

This problem has a “some and some more” plot. We write the numbers we know into the formula.

Formula: Some + Some more = Total

Problem: 8 ducks + 7 ducks = Total

We may shorten the number sentence to 8 + 7 = t.

We find the total by adding 8 and 7.

Matias saw 15 ducks in all.

Matias saw 8 ducks. Then he saw 7 more ducks. Matias saw 15 ducks in all.

Example 4: Samantha saw 5 trees in the east field, 3 trees in the west field, and 4 trees in the north field. How many trees did Samantha see in all? In this story, there are addends.

Using addition, we find that Samantha saw 12 trees in all.

We check the answer to see if it is reasonable.

There are three addends: 5 trees, 3 trees, and 4 trees. When we put all the trees together, we add

5 + 3 + 4. The number of trees is 12.

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Lesson Practice Directions: Add the following number

sentences:

1. 5 + 6 = _______ 2. 6 + 5 = _______ 3. 8 + 0 = _______

4. 4 + 6 + 8 = _______ 5. 4 + 5 + 6 = _______

6. D’Anya ran 5 laps in the morning. She ran 8 laps in the afternoon. How many laps did she run

in all?

7. Formulate: Write two number sentences for this picture to show the Commutative Property.

8. List: Show six ways to add 1, 3, and 5.

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Find each missing addend:

9. 7 + n = 10 10. a + 8 = 12

11. In each of the six boxes, write either “addend” or “sum.”

Challenge Problems

1. Write a horizontal number sentence that has a sum of 17.

2. Write and solve an addition word problem using the numbers 10 and 8.

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MATHEMATICS - Week 3 Lesson 2.1: Missing Addends Learning Objective: The students will be able to find a missing addend in an equation with two or more addends by writing a number sentence for a given problem or picture, and by solving “some and some more” problems. --Note: A teacher video is available for this lesson. Math Standards:


• 3.OA.D.8: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Utilize understanding of the Order of Operations when there are no parentheses.

_______________________________________________________________________________________ Directions: First, review the lesson below on missing addends. Then, complete the “Lesson

Practice” problems.

Vocabulary



• Equation: an equation is a number sentence that uses the symbol = to show that two

quantities are equal.

Example: 5 + 2 = 7 6 + n = 8

• Number Sentence: a number sentence is a complete sentence that uses numbers and

symbols instead of words.

Example: 4 + 3 = 7, here the number sentence is four plus three equals seven, but we only used

numbers and symbols to say it.

• Sum: the number or answer you get after adding two addends.

Example: 3 + 5 = 8, here the sum would be 8

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Example 1: Derek rolled a dot cube three times. The picture below shows the number of dots on the top face of the cube for each of the first two rolls.

The total number of dots on all three rolls was 12.

We will write a number sentence, or an equation, for this problem. The first two numbers are 5 and 3.

We do not know the number of the third roll, so we will use a letter. We know that the total is 12.

5 + 3 + t = 12

To find the missing addend, we first add 5 and 3, which makes 8. Then we think, “Eight plus what

number equals twelve?” Since 8 plus 4 equals 12, the third roll was .

Example 2: Find each missing addend.

• Find the missing added:

We add 6 and 5, which makes 11. We think, “Eleven plus what number equals seventeen?” Since

11 plus 6 equals 17, the missing added is 6.

• Find the missing addend:

4 + 3 + 2 + b + 6 = 20

First we add 4, 3, 2, and 6, which equals 15. Since 15 plus 5 is 20, the missing addend is 5.

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Lesson Practice Directions: Write a number sentence for problems 1 and 2. Then solve each problem.

1. Jordan’s rabbit, Hoppy, ate 5 carrots in the morning, and 6 carrots in the afternoon. How many

carrots did Hoppy eat in all?

2. Five friends rode their bikes from the school to the lake. They rode 7 miles and then rested.

They still had 4 miles to go. How many miles was it from the school to the lake?

Directions: Find each missing sum or addend:

3. 9 + n = 13 4. 7 + 8

5. !"#$%

6. !

&'($'

7. !

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+%,

9. !

*-%$#

10. !

+,% 11. !

'+# 12. !

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13. !

+&% 14. !

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&%/+ 16. !

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17. !

&%1$2

18. !

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20. !

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Challenge Problem

1. There were 35 pictures at the art exhibit. The pictures were made using oils, pastels, or

watercolors. Thirteen of the pictures were made using watercolors. An equal number of pictures

were made using oils as were made using pastels. How many pictures were made using pastels?

Explain how you found the answer.

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MATHEMATICS – Week 3 Lesson 2.2: Sequences and Digits Learning Objective: The students will be able to find a rule and missing number for a counting sequence, state how many digits are in a number, and name the last digit of a number by using the appropriate skip counting method to the given sequence. --Note: A teacher video is available for this lesson. Math Standard:

• 3.OA.D.9: Identify patterns in the addition table and the multiplication table and explain them using properties of operations (e.g. observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends).

_______________________________________________________________________________________ Directions: First, review the lesson below on sequences and digits. Then, complete the “Lesson


Vocabulary



• Counting Numbers: counting by ones we say, “one, two, three, four, five….” These numbers

are called counting numbers.

Example: 1, 2, 3, 4, 5, 6, 7, ….

• Digit: the form in which we use to write numbers. Digits are the numerals 0, 1, 2, 3, 4, 5, 6, 7,

8, and 9.

Example: The number 365 has three digits in it, and the last digit is 5.

• Sequence: also known as a counting pattern.

Example: 2’s à 2, 4, 6, 8, 10, 12, …

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Example 1: Find the rule and the next three numbers of this counting sequence:

10, 20, 30, 40, ____ , ____ , ____ , …

The rule is count up by tens. Counting this way, we find that the next three numbers are 50, 60,

and 70.

Example 2: Find the rule of this counting sequence. Then find the missing number is the sequence.

30, 27, 24, 21, ____ , 15 , …

The rule is count down by threes. If we count down three from 21, we find that the missing

number in the sequence is 18. We see that 15 is three less than 18, which follows the rule.

Example 3: The number 64,000 has how many digits?

6𝟏4𝟐,0𝟑0𝟒0𝟓→ 5𝑑𝑖𝑔𝑖𝑡𝑠

The number 64,000 has five digits.

Example 4: What is the last digit of 2001?

We read numbers just like we read words, from left to right. That means the first digit in the number

2001 is two, and the last digit is one.

Example 5: How many different three-digit numbers can you write using the digits 1, 2, and 3? Each digit may only be used once in every number you write.

We can act out the problem by writing each digit on a piece of paper like this:

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Example 5 Continued:

We can then rearrange the pieces of papers to find all the possible numbers that can be made using

these three digits. Write down the numbers you create as you go and order them from the smallest

number to the largest one.

123, 132, 213, 231, 312, 321

We find we can make six different numbers.

Lesson Practice

Directions: Write the rule and the next three numbers of each counting sequence:

1. 10, 9, 8, 7, ____ , ____ , ____ , … 2. 3, 6, 9, 12, ____ , ____ , ____ , …

Directions: Find the missing number in each counting sequence:

3. 80, 70, ____ , 50, … 4. 8, ____ , 16, 20, 24, …

Directions: How many digits are in each number?

5. 18 6. 5280 7. 8,403,227,189

Directions: What is the last digit of each number?

8. 19 9. 5281 10. 8,403,190

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11. How many different three-digit numbers can you write using the digits 7, 8, and 9? Each digit

may be used only once in every number you write. List the numbers in counting order (smallest to

biggest).

Directions: Write a number sentence for problems 12 and 13. Then solve each problem.

12. Diana has 5 dollars, Sumaya has 6 dollars, and Britt has 7 dollars. Altogether, how much money

do the three girls have?

13. On Taye’s favorite CD there are 9 songs. On his second-favorite CD there are 8 songs.

Altogether, how many songs are on Taye’s two favorite CDs?

Directions: Write the rule and the next three numbers of each counting sequence:

14. 6, 12, 18, ____ , ____ , ____, … 15. 3, 6, 9, ____ , ____ , ____, …

Rule: Rule:

16. 4, 8, 12, ____ , ____ , ____, … 17. 45, 36, 27, ____ , ____ , ____, …

Rule: Rule:

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18. How many small rectangles are shown? Count by twos.

19. How many Xs are shown? Count by fours.

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MATHEMATICS - Week 3 Lesson 3: Place Value Learning Objective: Students will be able to create an understanding of place value by using manipulatives and diagrams to show place value – hundred, tens, and ones, compare monetary values, and identify the place value of a digit in a number. --Note: A teacher video is available for this lesson. Math Standard:


_______________________________________________________________________________________ Directions: First, review the lesson below on place value. Then, complete the “Lesson Practice”

problems.

Vocabulary



• Place Value: the numerical value that a digit has based off its position in a number.

Example:

Cut out the following 3 pages of dollar bills. We will use these with this lesson, as well as for future lessons, so keep them somewhere safe after you are finished using them.

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Lesson Examples

Example 1: Write the amount of money that is shown in the picture below:

2 hundreds 4 tens 3 ones

$200 + $40 + $3

So if we total up the amounts we have of each bill, we get a sum of $243.

Example 2: Using the dollar bills you cut out earlier, show $324 using $100 bills, $10 bills, and $1 bills.

The value of each place is determined by its position. Three-digit numbers like 324 occupy three

different place values.

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Math Background

Our number system is called a base-ten system because it is based on the number 10. The value of

each place is 10 times the value of the place to its right. The value of each digit in a number is

determined by its place. For example, the 5 in the number 6592 is in the hundreds place, so it

represents 5 hundreds, or 500. We could write the number 6592 in expanded form as 6 thousands +

5 hundreds + 9 tens + 2 ones.

Example 3: The digit 7 is in what place in 753?

If we were to write this number in expanded form, it would be 7 hundreds + 5 tens + 3 ones. Using

our expanded form shows us that we have three different place values in the number 753, and that

the digit 7 is in the hundreds place.

7𝒉𝒖𝒏𝒅𝒓𝒆𝒅𝒔

5𝑡𝑒𝑛𝑠

3𝑜𝑛𝑒𝑠

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Lesson Practice

1. Use the dollar bills you cut out to model $231 using $100 bills, $10 bills, and $1 bills.

You may also draw the dollar bills below.

2. Use the dollar bills you cut out to model (or draw them) $213. Which is less, $231 or

$213?

Directions: The digit 6 is in what place in each of these numbers?

3. 16 4. 65 5. 623

6. Use three digits to write a number equal to 5 hundreds, 2 tens, and 3 ones.

7. When Roho looked at the group of color ties, he saw 3 red, 4 blue, 5 green, and 1 yellow. How

many color tiles were there in all? Write the number sentence to find the answer.

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8. Write a number sentence for the picture below:

9. How many cents are in 4 nickels? Count by fives.

Directions: Find each sum or missing addend.

10. !)Q$'

11. !

)&% 12. !

$%R$+

13. !,S$)

14. 4 + 𝑛 + 5 = 12 15. 𝑛 + 2 + 3 = 8

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Directions: Write the rule and the next three numbers of each counting sequence.

16. 9, 12, 15, ____ , ____ , ____ , … Rule: ____________________________

17. 30, 24, 18, ____ , ____ , ____ , … Rule: ____________________________

18. 12, 16, 20, ____ , ____ , ____ , … Rule: ____________________________

Directions: How many digits are in each number?

19. 37,432 20. 5,934,286 21. 453,000

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MATHEMATICS - Week 3 Lesson 4: Ordinal Numbers; Months of the Year Learning Objective: Students will be able to describe the position of order of an object in a line by using ordinal numbers to do so. Students will also be able to use ordinal numbers to describe the months of the year, month, and date by writing it in calendar date format: dd/mm/yy. --Note: A teacher video is available for this lesson. Math Standard:

• M.P.7: Mathematically proficient students use structure and patterns to assist in making connections among mathematical ideas or concepts when making sense of mathematics. Students recognize and apply general mathematical rules to complex situations. They are able to compose and decompose mathematical ideas and notations into familiar relationships. Mathematically proficient students manage their own progress, stepping back for an overview and shifting perspective when needed.

_______________________________________________________________________________________ Directions: First, review the lesson below on ordinal numbers and months of the year. Then,

complete the “Lesson Practice” problems.

Vocabulary

• Cardinal Numbers: tell you how many.

Example: How many people are in front of Pedro? There are 3 people in front of Pedro.

• Ordinal Numbers: tell you which position or order.

Example: Which one is Pedro? He is the fourth person.

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Lesson Examples Example 1: There are ten children in the lunch line. Pedro is fourth in line.

a. How many children are in front of Pedro?

To answer a problem like this, it can be helpful to draw a diagram like the one below:

Since Pedro is fourth in line, we see that there are three children in front of him.

b. How many children are behind him?

The rest of the children are behind Pedro. From the diagram, we can see that there are six children

behind him.

Ordinal numbers can be abbreviated. The abbreviation consists of a counting number and the letters st, nd, rd, or th.

Example 2: Andy is 13th in line. Kwame is 3rd in line. How many students are between Kwame and

Andy?

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A good way to start a problem like this is to draw a picture:

From our picture we can see that there are nine students between Kwame and Andy.

We use ordinal numbers to describe the months of the year and the days of each month. The table below lists the twelve months of the year in order. A common year is 365 days long. A leap year is 366 days long. The extra day in a leap year is added to February every four years.

When writing dates, we can use numbers to represent the month, day, and year. For example, if Adolfo was born on the twenty-sixth day of February in 1998, then he could write his birth date this way:

2/26/98 The form for this date is “month/day/year.” The 2 stands for the second month, which is February, and the 26 stands for the twenty-sixth day of the month. The ninety-eight stands for the year 1998.

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Example 3: J’Nae wrote her birth date as 7/8/99.

1. In what month was J’Nae born?

In the United States, we usually write the number of the month first. The first number J’Nae wrote was

7. She was born in the seventh month, which is July.

2. In what year was she born?

We often abbreviate years by only using the last two digits of the year. We assume that J’Nae was

born in 1999.

Example 4: Mr. Chitsey’s driver’s license expired on 4/29/06. Write that date using the name of the

month and all four digits of the year.

The fourth month is April, and “06” represents the year 2006. So, Mr. Chitsey’s license expired on

April 29, 2006.

Lesson Practice Problems

1. Jayne was third in line, and Zahina was eighth in line. How many people were between them?

Jayne Zahina

2. Write your birth date in month/day/year form.

3. In month/day/year form, write the date that Independence Day will be next celebrated.

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4. At the grocery store there were 5 people in the first line, 6 people in the second line, and 4

people in the third line. Altogether, how many people were in the three lines? Write a number

sentence to find the answer.

Directions: Find each Missing addend:

5. !

'#3$&

6. !

$R,$)

7. !

%Y&$'

8. !

$Q#$%

9. !

'&($2

10. !'Z, 11. !

0&$$

12. !%1&

13. Tadeo was born on 8/15/93. Write Tadeo’s birth date using the name of the month and

all four digits of the year.

14. Draw a diagram to show $432 in $100 bills, $10 bills, and $1 bills.

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15. Write a number sentence for the picture below:

16. The digit 8 is in what place in 845?

Challenge Problems 17. Use three digits to write the number that equals 2 hundreds plus 3 tens plus 5 ones.

18. If the pattern is continued, what will be the next circled number?

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MATHEMATICS - Week 3 Lesson 5: Review of Subtraction Learning Objective: Students will be able to subtract two numbers and check the accuracy of their difference by using addition and subtraction fact families. --Note: A teacher video is available for this lesson. Math Standard:


_______________________________________________________________________________________ Directions: First, read through the review lesson on subtraction. Then, complete the “Lesson


Vocabulary

• Difference: the answer we get from subtracting one number from another.

Example:

• Expression: is a number, a letter, or a combination of numbers and letters. Expressions

usually contain one or more operation symbols.

Examples: 3,𝑎,4𝑛,6 + 𝑡

• Fact Family: is a group of three numbers that can be arranged to form four facts.

Example:

• Subtraction: separating one group into two groups.

Example:

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Lesson Examples

When we subtract two numbers we get an answer called the difference. We can write our

subtraction either horizontally or vertically. We can check a subtraction answer by adding the

difference to the number subtracted. This like doing the problem “in reverse.” The sum of the addition

should equal the starting number.

Here we see six minus two equals four. To

check our answer, we take four plus two which gives a sum of six. Because our sum was six,

we know our subtraction is correct.

The order of numbers matters in subtraction! The expression 6 – 2 means “take two from six.”

This is not the same 2 – 6, which means “take six from two.”

A fact family is a group of three numbers that can be arranged to form four facts. The three numbers

2, 4, and 6 form an addition and subtraction fact family.

Example 1: The numbers 3, 5, and 8 form an addition fact family. Write two addition facts and two

subtraction facts using these three numbers.

Example 2: How would you write a fact family for 9, 9, and 18?

+9918 −

1899

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Lesson Practice Problems

Directions: Subtract, then check your answers by adding.

1. ^$)* 2. ^

+% 3. ^

$&, 4. ^

$$)

5. The numbers 5, 6, and 11 form a fact family. Write two addition facts and two subtraction facts

using these three numbers.

6. ^$)& 7. ^

$&* 8. ^

+) 9. ^

$$,

10. ^$'* 11. ^

$$# 12. ^

$&, 13. ^

+#

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SCIENCE - Week 3 Lesson 1: The Scientific Method Learning Objective: Students will prepare for labs by identifying the key elements of the scientific method. Science “Core” Standard:

• U.1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.

________________________________________________________________________________ Directions:

1. Read through the attached PowerPoint slides.

2. Use the slides to complete the Scientific Method cloze notes.

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The Scientific Method - Notes The ________________________________ involves a series of steps that re used to investigate a natural

occurrence.

The Scientific Method Steps:

1. ________________________________________________________

2. ________________________________________________________

3. ________________________________________________________

4. ________________________________________________________

5. ________________________________________________________

6. ________________________________________________________

7. ________________________________________________________

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1. ________________________________: Develop a question or ____________________ that can

be solved through ___________________________________.

2. ________________________________________: Make observations and research you topic of

interest.

3. ____________________________________________________________: Predict a possible

answer to the problem or question. Usually an __________________________ statement.

4. ___________________________________: Develop and follow a

___________________________. Include a detailed _______________________________ list. The

outcome must be _____________________________.

5. __________________________________________________________________: Collect and

organize all _____________. Include tables, graphs, and photographs.

6. _________________________________: Summarize the experiment. Include a statement

that accepts or rejects the ___________________________. Make recommendations for

further study and possible improvements to the ________________________________.

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7. _____________________________________________________: Be prepared to present the

project to an audience. Expect ____________________________ from the audience.

Hypothesis: The ____________________________ is a proposed explanation about the

relationship between the independent and dependent variables that can be tested.

VARIABLES

The _______________________________________________ or manipulated variable is a factor

that intentionally __________________________________ by the experimenter.

The _________________________________, or responding variable is the factor that may

change as a result of the changes made in the ____________________________________. It is

what you _______________________________.

CONTROL GROUP

In a scientific experiment, the ___________________ is the group that serves as a standard

of comparison. The Control group may be a “______________________________________” or an

“______________________________________________________” group.

The _______________________________________________ is exposed to the same conditions as

the experimental group except for the variable being tested.

___________ experiments should have a control group.

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SCIENCE - Week 3 Lesson 2: The Scientific Method: Variables Learning Objective: Students will be able to prepare for scientific investigations by identifying variables. Science “Core” Standard:

• U.1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.

________________________________________________________________________________ Directions:

1. Read through the Variables PowerPoint.

2. Follow the directions on the attached worksheet.

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Identifying Variables: Independent, Dependent, Control, and Constants Mutliple testable questions are shown below. Complete the following tasks for each question

1. Underline the independent variable.

2. Draw a box around the dependent variable.

3. Identify one possible control variable.

4. List 3 Constant variables.

• How does the temperature of a tennis ball affect the height of it’s bounce?

o Control Variable: ________________________________________________________

o Constant Variables:______________________________________________________

______________________________________________________________________

______________________________________________________________________

• How does the amount of sugar in homemade icecream effect how fast it freezes?



______________________________________________________________________

______________________________________________________________________

• How does the type of material in a box affect it’s sound insulation?



______________________________________________________________________

______________________________________________________________________

• How does the temperature of a magnet affect it’s strength?



______________________________________________________________________

______________________________________________________________________

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• How does the type of wood affect how long it takes to burn?



______________________________________________________________________

______________________________________________________________________

• How does the weight of a paper airplane affect how far it will fly?



______________________________________________________________________

______________________________________________________________________

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SOCIAL STUDIES - Week 3 Lesson 1: A Map of Arizona Learning Objective: Students will be able to identify key geographical features by interpreting a map of Arizona. Social Studies Standard:

• 3.G1.1: Use and construct maps and graphs to represent changes in Arizona over time. ________________________________________________________________________________

Directions: Use the map on the next page to complete these tasks:

1. Circle the capital of Arizona

2. Draw a box around the city you live in

3. Draw a triangle around the Grand Canyon and around the Mogollon Rim

4. Answer the questions under the map. Make sure to use complete sentences

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Directions: Answer each question using the map above. Use complete sentences!

1. What are the four US States that border Arizona?

___________________________________________________________________________

___________________________________________________________________________

2. What country borders Arizona?

___________________________________________________________________________

___________________________________________________________________________

3. What city is located closest to Lake Powell?

___________________________________________________________________________

___________________________________________________________________________

4. What city is located closest to Mount Graham?

___________________________________________________________________________

___________________________________________________________________________

5. What is the highest elevation in Arizona? (Hint look at the map key!)

___________________________________________________________________________

___________________________________________________________________________

6. What is the lowest elevation in Arizona?

___________________________________________________________________________

___________________________________________________________________________

7. What is the name of the three plateaus in Northwest Arizona?

___________________________________________________________________________

___________________________________________________________________________

8. Which two cities are the farthest south in Arizona?

___________________________________________________________________________

___________________________________________________________________________

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9. What city is closest to Humphry’s peak?

___________________________________________________________________________

___________________________________________________________________________

10. What cities have you been to in Arizona?

___________________________________________________________________________

___________________________________________________________________________

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SOCIAL STUDIES - Week 3 Lesson 2: Symbols of Arizona Learning Objective: Students will be able to summarize information by completing cloze notes about Arizona state symbols. Social Studies Standard:

• 3.SP3.7: Present summaries of arguments and explanations using print, oral, and digital technologies.

________________________________________________________________________________ Directions:

1. Read through the pages that follow.

2. Use the information to complete the summaries.

distance learning packet week 3 · 2020. 8. 12. · 2 english language arts - week 3 lesson 1:...

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