e n r i c h m e n t a t - h o m e - bhamcityschools.org...enrichment activity/task packet – 4th...

At-HomeEnrichment

B I R M I N G H A M C I T Y S C H O O L S

To provide enrichment to BCS students!

4th Grade

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Additional Daily Practice Should Include:

Read daily for at least 20 minutes (i.e. – article or a book of your choice)

i-Ready Web Practice daily for 20 minutes (if technology is available)

Fourth Grade Reading/Language Arts Enrichment Performance Tasks Packet

Timeline Literacy Tasks May 4-8

Complete one literacy task

each day.

Reading Comprehension

Vocabulary Writing

1. Read the folktale Sharing the Crops (see attachment p3). As you read, underline key details in the text about the landowner and the farmer. Use the underlined details to identify words that describe each character’s personality. In your notebook, write about each character’s personality. Make sure to include key details from the folktale to support your writing. 2. In your notebook, compare and contrast the landowner and the farmer from the folktale Sharing the Crops. Make sure you include details in your writing from the folktale to show similarities and differences between the two characters. 3. Read this sentence from the folktale, “The bottom half is useless grassy straw.” Think about what the word useless means in this sentence. If you removed the suffix –less from the word useless, how would the meaning of the word change? Complete the Suffix Chart (see attachment p4). 4. Create a folktale in your notebook that shows the theme kindness (folktales include a problem, solution, setting, characters, and the characters in the story usually learn a lesson. Sharing the Crops is an example of a folktale). 5. Choose additional weekly task(s) to complete using Scholar, Let’s Get Popping! See attachment p2.

May 11-15 Complete one literacy task

each day.


Vocabulary Writing

1. Read the science article Over Bridge, Under Tunnel (see attachment p5). Write a summary of this article in your notebook. 2. Read “Using Context Clues” practice page (see attachment p6) and complete numbers 1-4 (see attachment p7). 3. Reread the article. In your notebook, write a definition for the words structure and barriers. Use context clues from the science article to help you determine the definitions. 4. Reread paragraph #2 from Over Bridge, Under Tunnel. In your notebook, write about how this paragraph is organized. Does it show sequential order, compare and contrast, or cause and effect? Include details from paragraph #2 in your writing to support your answer. 5. Choose additional weekly task(s) to complete using Scholar, Let’s Get Popping! See attachment p2.


each day.


Vocabulary Writing

1. Read the poem Darkness in the Desert (see attachment p8). Reread the poem and think about what the text says explicitly. Use details from the poem to complete the “What Did the Text Say” chart (see attachment p9). 2. Complete the Vocabulary Development Chart (see attachment p10). 3. Read the poem The ABCs of a Positive Mindset (see attachment p 11). Choose a word from the poem that describes your personality. In your notebook, create your own poem using the word you chose. 4. Write in your notebook about the importance of having a positive mindset. Use some of the vocabulary words from the ABC’s of a Positive Mindset poem to support your writing. 5. Choose additional weekly task(s) to complete using Scholar, Let’s Get Popping! See attachment p2.


each day.


Vocabulary Writing

1. Read the historical article Here, Pyggy Pyggy (see attachment p12). Think about what the article is mostly about. Write the main idea of this article. Use details from the article in your writing to support the main idea (see attachment p13). 2. Write about the historical changes of piggy banks. Use key details from the article to support your writing. 3. Read this sentence from the article, “most contemporary piggy banks have a hole in the bottom for taking out money easily.” In your notebook, use context clues to write the meaning of the word contemporary in this sentence. Create a list of examples of contemporary and non-contemporary music, homes, and cars. 4. Do a close read of the article to determine the connection between pygg and piggy banks. In your notebook, write about the connection between pygg and piggy banks. Use details from the text to support your writing. 5. Choose additional weekly task(s) to complete using Scholar, Let’s Get Popping! See attachment p2.

https://www.bhamcityschools.org/bcs

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Scholar, Let’s Get Popping!

Week 1 - May 4-8 Week 2 – May 11-15

Make/Write words using prefixes dis, re, un, and im. Discuss the meaning of the words and use each word in a sentence. Examples: display, review, unreal, and impossible Make/Write words using suffixes ed, ing, ful, and er. Discuss the meaning of the words and use each word in a sentence. Examples: smiled, learning, thankful, and listener

Choose a writing prompt below. Afterwards, share your written work with another person.

Writing Prompts Write a letter to someone who has inspired you. Write about your best quality. Reflect on a time when you did something kind. Describe what happened because of your kindness.

Do not forget to check your work (capitalization, punctuation, spelling, etc.) before sharing it with a friend or family member.

Week 3 – May 18-22 Week 4 – May 25-29

Reread the text and respond to the following questions. Happy Reading! Darkness in the Desert – What connections can you make with the poem? Use the poem to compare and contrast days and nights in the desert with days and nights where you live. Include the similarities and differences of both places in your writing. Sharing the Crops – What lesson in the folktale did the landowner and the farmer learn? Explain your answer using details in the text. The ABCs of a Positive Mindset – Write about someone you know that has a positive mindset.

Analyze the two pictures below. Write about what is happening in each picture.

😊 Please Take Care of Yourself! 😊

A variety of i-Ready reading passages, genres, and text complexity levels were used to create performance tasks for

students.

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Use this passage to complete assignments during the week of May 4th-8th

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Suffix Chart

A suffix is a word part added at the end of a base or root word. The suffix less means without. In the

word needless, the suffix less makes the word mean “without need.”

Complete the chart below to learn the meaning of words when a suffix is added to the end of a word.

1.) Words that end with the

suffix -less

2.) Meaning of the word with the

suffix -less

3.) Real-Life Example

4.) Meaning of the word with a New Suffix

needless without need Buying more purses when you already have a closet full of purses

Needy - tending to have a need

profitless

relentless

thoughtless

defenseless

ageless

guileless

fathomless

dauntless

#4 Try to add a different suffix to the end of the words from column #1 to create new words. The word you make should be a

real word (look up the word to check). The chart below has some (not all) examples of suffixes that can be added to the end of

a word.

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Use this article to complete assignments during the week of May 11th - 15th

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Use this passage to complete assignments during the week of May 18th – 22nd

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Vocabulary Development with Affixes (Prefixes and Suffixes)

Complete each column on the chart below.

1.) Word 2.) Meaning of the Word 3.) Real-Life Example 4.) Write the Word Meaning with a New Affix

motivator

A person that promotes interest or enthusiasm for something

A basketball coach giving a pep talk to his or her team before a game.

motivation – the reason

someone has for acting a certain way

noble

nobleness

optimistic

unoptimistic-

xenial

yearning

yearningly-

zealous

overzealous-

5.) In your notebook, add other affixes (prefixes or suffixes) to the words in column 1 to create new words. Write

the meaning of the new word. Look up each word you make (dictionary, internet, etc.) to be sure it is a real word.

(Google commonly used prefixes and suffixes to add to the words in column 1 or use the affixes listed below).

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Use this article to complete assignments during the week of May 25th - 29th

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The main idea of a text tells you the most important thought or idea about the topic. In order

to find the main idea: – Ask yourself, what is the topic of the text?

- Ask yourself, what is the author saying (mostly) about that topic?

– Pay close attention to the key details in text (especially if they’re repeated the text)

Write the main idea of the text Here, Pyggy Pyggy. Use key details from the text to support your main idea.

Enrichment Activity/Task Packet

– 4th Grade Mathematics

– General Overview 4th Grade

This Critical Standards aligned packet of resources are designed for students and their parents who wish

to support in-school learning with activities/tasks that can be done independently and/or with a partner

at home. The packet includes activities/tasks that support the major mathematical work of the grade

with a particular focus on building grade level numeracy.

In grade 4, students’ ability to fluently add and subtract multi-digit whole numbers, estimate products

and recognize and generate equivalent fractions supports their ability to engage conceptually with

important content of the year. These activities and tasks should each take 30-45 minutes and may be

completed in any order.

How to use this guide

For each task, you will find:

• Information about the standards both content and practice that the task supports

• A description and/or instructions for the task

• Materials required

• One or more focus or discussion questions that will help deepen the learning of the activity/task

Timeline Activity and Task Page(s) May 4-8 Movie Theater Seats 2

Operations Practice 1 3

Largest Product 4

Filling The Auditorium 5 May 11-15 How Much Liquid? 6

Problem Solving 7

Equivalent Fractions 8

Ordering Fractions 9 May 18-22 SNAKE 10

Calendar of Problems 1 11 May 25-29 DIGI CROSS 4th 12

Calendar of Problems 2 13

Movie Theater Seats Task 1-

Cluster Use the four operations with whole numbers to solve problems.

Critical

Standard

4-OA 3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.

Standards of Mathematical Practice

6. Attends to precision. 7. Looks for and makes use of structure.

Materials Paper, pencils, activity sheet

Operation Practice

Task 2-

Cluster Use the four operations with whole numbers to solve problems.

Critical

Standard

4-OA 3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.




Largest Product

Task 3

Cluster Use place value understanding and properties of operations to perform multi-digit arithmetic.

Critical

Standard

4-NBT 5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations.




Filling the Auditorium

Task 4

Cluster Use place value understanding and properties of operations to perform multi-digit

arithmetic.

Critical

Standard

4-NBT 4: Fluently add and subtract multi-digit whole numbers using the standard algorithm.




How Much Liquid?

Task 5


arithmetic.

Critical

Standard





Problem Solving

Task 6


arithmetic.

Critical

Standard





Equivalent Fractions Task 7

Cluster Extend understanding of fraction equivalence and ordering.

Critical

Standards

4-NF 2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators or by comparing to a benchmark fraction such as 1/2.




Ordering Fractions

Task 8

Cluster Extend understanding of fraction equivalence and ordering. Critical

Standard

4-NF 2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators or by comparing to a benchmark fraction such as 1/2.




SNAKE

Fill each empty box, in order, combining the numbers from the previous two boxes.

Calendar of Problems 1

Day 1 Problem of the Day: A tree is 24 feet tall and the tree is 4 times Rasheed’s height. How tall is Rasheed?

Day 2 Problem of the Day: Naima has 4 pencils. Each student has twice as many pencils as she does. There are 6 students in her class. How many pencils do all of them, not including Naima, have?

Day 3 Problem of the Day: Omar had 7 goldfish in his fish tank. He has 3 fewer redfish than goldfish in his tank. Omar also has 8 more black fish than goldfish in his tank. How many fish does Omar have in all?

Day 4 Problem of the Day: Determine what number comes next in this sequence of numbers: 3,6,10,15,21?

Day 5 Problem of the Day: Compare the value of 5 in 5760 to the value of 5 in 251.

Day 6 Problem of the Day: 245,167.Please write this number as word form and expanded form.

Day 7 Problem of the Day: 7,461 Round this number to the nearest 10, 100, and 1000 place.

Day 8 Problem of the Day: Find the sum of the following problems. 3498 + 612 = 9842 + 5067 =

Day 9 Problem of the Day: Find the difference of the following problems. 9452 - 3245 = 1234 – 876 =

Day 10 Problem of the Day Using only these numbers, solve the following equations? 23, 7, 45, 9, 21, 27, 5, 4 ___ - ___ = 16 ___ + ___ = 28

Day 11 Problem of the Day: Find the quotient of the following problems. 368 X 8 = 4619 X 93 =

Day 12 Problem of the Day: Write a fraction that represents the shape of this rectangle?

Day 13 Problem of the Day: What fraction of the shaded shape is less? How do you know?

Day 14 Problem of the day: Which fraction is less? 5/8 or 4/8

Day 15 Problem of the Day: Find the sum of the fractions. 4/8 + 2/8 =

Day 16 Problem of the Day: Find the difference of the fractions. 7/8 – 5/8 =

Day 17 Problem of the Day: Fill in the missing fractions to write 6/8 as the sum of unit fractions. 3/8= ___ + ___+ ___

Day 18 Problem of the Day: What would be two equivalent fractions? 2/3 = ____ ____ 4/5 = ____ ____

Day 19 Problem of the day: Find the sum of the following: 43 + 58 = 31 + 45 =

Day 20 Problem of the Day: Find the difference of the following: 55 - 29 = 58 - 39 =

R. Neloms, Instructional Coordinator Network 3

A. Mitchell, K-5 STEM Curriculum Coordinator

DIGI CROSS -4th

Complete the crossword by filling in the word that fits the clue.

Calendar of Problems 2

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