4th Grade: Learning Packet for the Week of May 11th - 15th

Minutes Subject Grade 4 Week At Glance

90 min Monday Math: Add/subtract fractions - watch videos or study anchor chart

Video:https://www.khanacademy.org/math/arithmetic/fraction-arithmetic /arith-review-adding-subtracting-frac/v/adding-fractions-with-like-denom inators

Video:https://www.khanacademy.org/math/arithmetic/fraction-arithmetic /arith-review-adding-subtracting-frac/v/subtracting-fractions

Reading: Cause and Effect: The article is "Katherine, the Great." Complete Before Reading Poll, review vocabulary, and read the article.

Writing: Beginning of Informational/Summary Writing. Read article “The Storm”, choose a main idea, find 3 key details.

Specials: Please complete the online lesson or the lesson at the end of the packet:

PE:https://sway.office.com/Vxc3n3DRSWWKxPbj?ref=Link&loc=mysways

Music:https://sway.office.com/eqg4qa4CPTgkUG66?ref=Link&loc=mysways

90 min Tuesday Math: Add/subtract fractions worksheet

Reading: Cause and Effect: Re-read article, "Katherine, the Great." Activity questions, check answers with key, After Reading Poll.

Writing: Informational/Summary Writing Outlines. Read an article, choose a main idea, find 3 key details for the story “Planets”.

Specials: Please complete the online lesson or the lesson at the end of the packet.

90 min Wednesday Math: Add/Subtract mixed numbers - watch videos or study anchor chart

Video:https://www.khanacademy.org/math/arithmetic/fraction-arithmetic /arith-review-adding-subtracting-frac/v/adding-subtracting-mixed-numbe rs-0-5-ex-1

Video:https://www.khanacademy.org/math/arithmetic/fraction-arithmetic /arith-review-adding-subtracting-frac/v/adding-subtracting-mixed-numbe rs-0-5-ex-2

Reading: Close Reading: The article is "Global Game Fame." Complete Before Reading Poll, review vocabulary, and read the article.

Writing:Informational/Summary Writing Outlines. Read an article, write the main idea, find 3 key details for the story “Wonders of Water”

Specials: Please complete the online lesson or the lesson at the end of the packet.

90 min Thursday Math:Add mixed numbers worksheet and subtract mixed numbers worksheet

Reading: Close Reading: Re-read article, "Global Game Fame." Activity questions, check answers with key, After Reading Poll.

Writing:Informational/Summary Writing Outlines. Read an article, write the main idea, find 3 key details for the story “Preventing Cavities”

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4th Grade: Learning Packet for the Week of May 11th - 15th

Specials: Please complete the online lesson or the lesson at the end of the packet.

90 min Friday Math: Use answer keys to check your work Reading: Complete “Weekly Reflections” sheet and send to your teacher. Writing:Share your work with your teacher Specials: Watch Second Step 3-5 video on Problem Solving and complete worksheet with a family member: https://ferndalesd-my.sharepoint.com/:v:/g/personal/communications_fer ndalesd_org/EdTCac9pwoRDkfPWKEe8-BkBge-st5PL_A7AStsnt6vVAQ?e= fB5XzF

ELL See end of packet for resources

Do you have a Kindergartener? It’s time for KG registration. See attached flyer for how.

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F E R N D A L E S C H O O L D I S T R I C T

KINDERGARTEN REGISTRATION

Overview Families can complete kindergarten registration forms online or via hard copy for the 2020-21 school year. To be eligible for kindergarten for the 2020-21 school year, a child must be five years of age on or before August 31, 2020.

REGISTRATION OPTIONS

ONLINE

www.ferndalesd.org/kindergarten HARD COPY

Forms available during school meal distributions at elementary schools on Mondays, Wednesdays and Fridays from 11 am to 1 pm

Return completed packets via email, mail or drop box

Email Completed packets can be returned by email to Darlene Patterson in the district’s Teaching & Learning Department at Darlene.Patterson@ferndalesd.org.

Mail Ferndale School District

Completed packets can be returned via mail and addressed as follows: Attn: Darlene Patterson PO Box 698

Ferndale, WA 98248 Drop box Drop boxes are available to submit completed packets during meal distribution times from 11 am to 1 pm on Mondays, Wednesdays, and Fridays at all elementary school meal distribution sites. Please note, drop boxes are not available outside of the meal distribution times.

Ferndale School District Who can I contact if I have questions? Elementary Schools

For assistance, please call the Ferndale School District at Beach Elementary, 3786 Centerview Rd., Lummi Island (360) 383-9200. You may locate the school your child will (360) 383-9440 attend by visiting the InfoFinder web page through the Cascadia Elementary, 6175 Church Rd. Families link of the district’s web page at www.ferndalesd.org.(360) 383-2300 Enter your home address to see your school attendance area. Central Elementary, 5610 Second Ave.

(360) 383-9600 Custer Elementary, 7660 Custer School Rd. (360) 383-9500 Eagleridge Elementary, 2651 Thornton Rd. (360) 383-9700 Skyline Elementary, 2225 Thornton Rd. (360) 383-9450

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4th Grade: Learning Packet for the Week of May 11th - 15th

Monday

Subject Materials Learning Activity

Math Anchor Chart

Learning Goal:Adding and subtracting fractions with like denominators Activity Instructions:

● Review anchor chart and/or watch videos ● Video:https://www.khanacademy.org/math/arithmetic/f

raction-arithmetic/arith-review-adding-subtracting-frac /v/adding-fractions-with-like-denominators

● Video:https://www.khanacademy.org/math/arithmetic/f raction-arithmetic/arith-review-adding-subtracting-frac /v/subtracting-fractions

Reading Anchor Chart

Article

Learning Goal: Determine Cause and Effect Activity Instructions:

● Review the vocabulary for "Katherine, the Great." ● Complete the Before Reading Poll. ● Read the Article "Katherine, the Great." ● Tell someone what the article was about.

Learning Goal: Beginning of Informational/Summary

Writing Your

Writing

Writing. Create an outline. Activity Instructions:

● Read the Beginning of Informational/Summary Writing introductions

● Look at model/lesson of how a informational/summary paragraph is written.

● Read article “The Storm” ● choose a main idea ● find 3 key details.

Special: Lessons Worksheets

Learning Goal: Music and PE activity Activity Instructions:

- See end of packer or online

4

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Step 2: Article (Read the Article) Monday Tuesday

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Information for this story came from AP.� Video credit: NASA�

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Writing work for Monday, May 11th

Overview of New Writing Unit We are beginning a new writing unit. It will be all about informational writing and summarizing.

Focus for this Week This week you will be learning about writing a main idea and the 3 details that support it. You will use a graphic organizer to collect your thoughts. You will do this for 4 one-paragraph articles over this week. Next week, we’ll focus on using graphic organizers to write paragraphs out..

What’s the Big Goal? Below you’ll see an example of a completed summary paragraph about the The Storm (a short article).

What you want to notice in the example. Notice that the author of the paragraph found the main idea of the text (what it’s all about), then supported the main idea through three details (these prove the main idea) from the text, and ended with a concluding sentence to wrap it all together.

The Storm is an article sharing information about how strong a storm was. The first piece of information that gives the impression of a strong storm states “the clouds were dark purple”. Continuing on, the article states that the thunder became louder and louder, which allows for a clear picture of a severe storm. Lastly, the description of the raindrops falling repeatedly make it very clear that this storm was heavy-duty. This article clearly demonstrates what it would be like if you were stuck in a thunderstorm!

How they found the main idea. Ask yourself, what was this text mainly about? Then, write out that idea in one sentence.

Three supporting details After they figured out the main idea, they found three supporting details within the text that supports their main idea. Each of these details help to tell about (or prove) the main idea of the article.

Conclusion This part wraps it all up. We won’t worry about conclusions until next week.

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Writing work for Monday, May 11th

FOCUS ON USING GRAPHIC ORGANIZERS Now, before we get into writing our paragraphs; we are going to take this week to just identify the main idea, find 3 supporting details, and place it all in a graphic organizer.

INSTRUCTIONS: 1) Read the paragraph 2) Choose the main idea. 3) Write out the 3 key details that support that main idea.

The Storm The rain began early in the morning. It fell as hard drops, one after another. The sky was full of dark purple clouds. Thunder began as a soft rumble and became louder and louder. Lightning crashed every few minutes, making the sky a brilliant white.

Main Idea (circle the main idea) A. The farms needed the rain.

B. The thunder hurt the people’s ears. C. Lightning made the sky bright. D. The storm was very strong.

Key Detail #1 (write it here)

Key Detail #2 (write it here)

Key Detail #3 (write it here)

Conclusion DON’T NEED TO DO YET

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Writing work for Monday, May 11th

Answer Key

Main Idea (circle the main idea) A. The farms needed the rain.

B. The thunder hurt the people’s ears. C. Lightning made the sky bright. D. The storm was very strong.

Key Detail #1 (write it here)

Dark clouds in the sky.

Key Detail #2 (write it here)

Loud thunder.

Key Detail #3 (write it here)

Lots of hard rain drops.

Other possible details: Lightning crashing.

Conclusion DON’T NEED TO DO YET

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4th Grade: Learning Packet for the Week of May 11th - 15th

Tuesday

Subject Materials Learning Activity

Math Worksheet

Learning Goal:Add and subtract fractions with like denominators Activity Instructions:

● Use anchor chart ● Complete add/subtract fraction worksheet

Reading Anchor Chart

Article

Learning Goal: Determine Cause and Effect Activity Instructions:

● Re-read "Katherine, the Great." ● Complete Questions 1-8. Be sure to look at the

passage and FIND your answers in the text. ● Check your answers and record your score. ● Complete the After Reading Poll.

Writing Your

Writing

Learning Goal: Create an outline for an Informational Summary. Activity Instructions:

● Read article “Planets” ● choose a main idea topic ● Write the main idea sentence out ● find 3 key details.

Special Lessons Worksheets

Learning Goal: Music and PE activity Activity Instructions:

- See end of packer or online

11

Adding & Subtracting Fractions Name:

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13 3⁄10 = 1 ⁄10 12 1-10

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Johnson's math has changed all our lives. Here's how: Johnson started working for NASA in the 1950s. Her math helped push the space program forward.�

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Katherine the Great Answer key

Question 1

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A Katherine Johnson was great at math. Question 2

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C Katherine Johnson is a hero for her work at NASA. Question 3

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D Katherine Johnson's autobiography went on sale. Question 4

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C Mission and trip Question 5

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D Some young people will likely feel hopeful after reading Katherine Johnson's autobiography. Question 7

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B Her math also helped scientists learn to create satellite TV and small computers (like laptops and iPhones). Question 8

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A Ahead

15

Writing Work for Tuesday, May 12th

INSTRUCTIONS: 1) Read the paragraph. 2) Pick what the story is mainly about. 3) Write the main idea of the story. 4) Write out the 3 key details that support that main idea.

The Planets There are eight planets in the Solar System, and each one is very different. Some planets, like Jupiter and Saturn, are very large. Others, like Mercury and Mars, are smaller. Jupiter has moons that are larger than Mercury. The planets also have different atmospheres. Uranus, Jupiter, and Saturn have atmospheres of hydrogen and helium. The atmosphere on Venus is made up of carbon dioxide. Earth has a nitrogen and oxygen atmosphere. Neptune’s atmosphere is mostly hydrogen. The planets also have different temperatures. Uranus is the coldest and Venus is the hottest.

Which one below best describes what the whole paragraph is about. A. Planet facts B. Planet sizes C. Comparing planets D. Planet atmospheres

Main Idea (Use your choice from above to write a 1 sentence main idea)

Key Detail #1

Key Detail #2

Key Detail #3

Conclusion DON’T NEED TO DO YET

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4th Grade: Learning Packet for the Week of May 11th - 15th

Wednesday

Subject Materials Learning Activity

Math Anchor Chart

Learning Goal:Add/subtract mixed numbers Activity Instructions:

● review anchor chart and/or watch videos ● video:https://www.khanacademy.org/math/arithmetic/f

raction-arithmetic/arith-review-adding-subtracting-fra c/v/adding-subtracting-mixed-numbers-0-5-ex-1

● video:https://www.khanacademy.org/math/arithmetic/f raction-arithmetic/arith-review-adding-subtracting-fra c/v/adding-subtracting-mixed-numbers-0-5-ex-2

Reading

Anchor Chart

Article

Learning Goal: Close Reading of Complex Texts Activity Instructions:

● Review vocabulary for "Global Game Fame." ● Complete the Before Reading Poll. ● Read the article "Global Game Fame." ● Tell someone what the article was about.

Writing Your

Writing

Learning Goal: Create an outline for an Informational Summary. Activity Instructions:

● Read article “Wonders of Water” ● Write the main idea sentence out ● find 3 key details.

Special Lessons Worksheets

Learning Goal: Music and PE activity Activity Instructions:

- See end of packer or online

17

18

Close Reading 1) Read the entire passage.

2) Reread each passage one sentence at a time.

3) Underline things you understand or know about.

4) Circle words that you think are important but that

you do not know.

5) Talk with your partner about your ideas.

6) State the “gist” or main idea of the paragraph in the

margin.

7) Read questions carefully and go back to the text in

order to find answers to your questions.

~ Read, Reread, Think, Talk, Write ~ 19

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:HGQHVGD\5HDGLQJ3DJH�:HGQHVGD\��6WHS���DQG�6WHS��� Global Game Fame (780L)

Step 1: Before Reading Poll (Write Your Answer)

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�����DQG�WZR�RWKHUV�ZHUH�UHOHDVHG�LQ�WKH�����V��:KDW�GR�\RX�WKLQN"�

Older video games are more fun to play. 'R�\RX�DJUHH�RU�GLVDJUHH"

Step 2: Article (Read the Article) Wednesday Thursday

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3KRWR�FUHGLW��7KH�6WURQJ�1DWLRQDO�0XVHXP�RI�3OD\�YLD�$3� Since 2015, The Strong National Museum of Play has accepted nominations and chosen new entrants for the

World Video Game Hall of Fame.

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20

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The Associated Press contributed to this story.�

Dictionary

icon�(noun)����VRPHWKLQJ�RU�VRPHRQH�ZLGHO\�UHFRJQL]HG�DQG�JUHDWO\�DGPLUHG� influential�(adjective)����KDYLQJ�DQ�HIIHFW�RQ�SHRSOH��WKHLU�DFWLRQV��RU�HYHQWV� nominate�(verb)����WR�VXJJHVW�VRPHRQH�RU�VRPHWKLQJ�IRU�DQ�DZDUG�RU�KRQRU� virtual�(adjective)����RQ�WKH�FRPSXWHU��EXW�DSSHDULQJ�WR�EH�UHDO�OLIH�

21

Writing work for Wednesday, May 13th

INSTRUCTIONS: Read the paragraph and then choose the main idea. Next, write out the 3 key details that support that main idea.

The Wonders of Water

Water plays an important part in our lives and in our environment. It covers nearly three-quarters of the Earth’s surface. It is fun to play in, but it is also needed for life. In fact, we can not survive without water to drink. People also need water to wash, cook, and grow food. Every living thing needs water. Without it, plants and trees would not grow, aquatic life would have nowhere to live, and animals who find their food in the water would have nothing to eat. Up in Earth’s atmosphere, water vapor cools and collects into clouds. When enough clusters of cloud particles stick together, they tumble back down to Earth as rain, snow, hail, or sleet. So, without water the water cycle would not work, and we would not have precipitation on Earth. Did you know that most of the world’s population does not have access to clean water? We are very lucky to live in a country where clean water is available for us to drink. It is up to us to be responsible users of the water we have on Earth.

Main Idea:

Key Detail #1

Key Detail #2

Key Detail #3

Conclusion DON’T NEED TO DO YET

22

 

 

     

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

  

  

 

 

 

 

 

 

 

 

 

 

   

 

 

 

 

 

 

 

 

 

 

 

 

4th Grade: Learning Packet for the Week of May 11th - 15th

Thursday

Subject Materials Learning Activity

Math Worksheets

Learning Goal: Add and subtract mixed numbers with like denominators Activity Instructions:

● Use anchor chart ● Complete addition of mixed numbers worksheet ● Complete subtraction of mixed numbers worksheet

Reading Anchor Chart

Article

Learning Goal: Close Reading of Complex Texts Activity Instructions:

● Re-read "Global Game Fame." ● Complete Questions 1-8. Be sure to look at the

passage and FIND your answers in the text. ● Check your answers and record your score. ● Complete the After Reading Poll.

Writing

Your Writing

Learning Goal: Create an outline for an Informational Summary. Activity Instructions:

● Read article “Preventing Cavities” ● Write the main idea sentence out ● find 3 key details.

Special Lessons Worksheets

Learning Goal: Music and PE activity Activity Instructions:

- See end of packer or online

23

Subtracting Mixed Fractions (visual) Name:

Use the visual model to solve each problem.

3 4 Next mark off the wholes (2). 4 ⁄5 - 2 ⁄5 = ?

To solve a fraction subtraction problem one strategy is to shade in the starting

3 4amount first ( 4 ⁄5 ). Finally mark off the fraction ( ⁄5 ).

3 4 4Now we can see that 4 ⁄5 - 2 ⁄5 = 1 ⁄5

1) 2 2

4 ⁄3 - 1 ⁄3 =

2) 1 2

7 ⁄4 - 5 ⁄4 =

3) 2 2

6 ⁄3 - 3 ⁄3 =

4) 1 4

4 ⁄12 - 2 ⁄12 =

5) 4 1

3 ⁄5 - 1 ⁄5 =

6) 2 2

4 ⁄4 - 1 ⁄4 =

xx xxx

xxx x

xxx x

xxx x

xxx x

xxx x x

x

xx xxx x

xx xxx

xxxxxxxx

xxxxxxxxxx

xxxxxx

xxxx

xxx

x x x

xxx x

xx

Answers

1. 3

2. 1 3⁄4

3. 3

4. 1 9⁄12

5. 2 3⁄5

6. 3

24 Due:Math 1-6 www.CommonCoreSheets.com 4nf3c

83 67 50 33 17 0

Adding Mixed Fractions (visual) Name:

Use the visual model to solve each problem. Answers

1 3⁄5 + 2

4⁄5 = ? Next fill in the fraction amounts ( 3⁄5 &

4⁄5 ).

To solve a fraction addition problem one strategy is to shade in the whole amounts first

(1 & 2). When all of the pieces are filled in we can see

3 4 2that 1 ⁄5 + 2 ⁄5 = 4 ⁄5

1) 3 7

3 ⁄8 + 3 ⁄8 =

2) 2 9

1 ⁄10 + 1 ⁄10 =

3) 2 1

3 ⁄3 + 3 ⁄3 =

4) 3 1

2 ⁄6 + 3 ⁄6 =

5) 4 3

1 ⁄8 + 2 ⁄8 =

6) 4 4

3 ⁄8 + 1 ⁄8 =

1. 7 2⁄8

2. 3 1⁄10

3. 7

4. 5 4⁄6

5. 3 7⁄8

6. 5

25 Due:Math 1-6 www.CommonCoreSheets.com 4nf3c

83 67 50 33 17 0

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Step 3: Activity (Answer the Questions)

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Step 2: Article (5H�Read the Article�*OREDO�*DPH�)DPH) Thursday

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Step 4: After Reading Poll (Did you change your mind?)

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x $JUHH x 'LVDJUHH

Thursday

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*OREDO�*DPH�)DPH� Answer key

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29

Writing work for Thursday, May 14th

INSTRUCTIONS: Read the paragraph and then choose the main idea. Next, write out the 3 key details that support that main idea.

Preventing Cavities

There are many ways you can protect your teeth from cavities. When cavities form they give bacteria a place to hide while forming a clear coating on your teeth, called plaque. A buildup of plaque can burn holes in your teeth, so it is important to prevent the plaque from forming. Using fluoride toothpaste is a good way to prevent cavities. Fluoride is a chemical that hardens your tooth enamel and makes it harder for acids to burn through your teeth. Some water bottling companies add fluoride to their water, so drinking water with fluoride in it will also help. Another way you could prevent cavities is to avoid sugary foods, and chew sugar-free gum. Bacteria loves sugar, and when you eat lots of sugar, they eat, too! There are many ways to prevent cavities, but the best way is to brush for two minutes, at least two times a day, using fluoride toothpaste and a toothbrush. By doing this, you are making sure that you still have your teeth when you are older. It will also give you something to smile about!

Main Idea:

Key Detail #1

Key Detail #2

Key Detail #3

Conclusion DON’T NEED TO DO YET

30

 

 

   

  

 

 

 

  

  

 

 

 

4th Grade: Learning Packet for the Week of May 11th - 15th

Friday

Subject Learning Activity

Math Use the answers keys to check over your work.

Let your teacher know if you have any questions.

Reading Reflection: Fill out the reflection paper and share with your teacher.

Writing Share your work with your teacher.

Social-Emo tional

Learning

Watch Second Step 3-5 video on Problem Solving and complete worksheet with a family member: https://ferndalesd-my.sharepoint.com/:v:/g/personal/communications_ferndalesd_org/ EdTCac9pwoRDkfPWKEe8-BkBge-st5PL_A7AStsnt6vVAQ?e=fB5XzF

31

Adding & Subtracting Fractions Name: Answer Key Solve each problem. Write the answer as a mixed number fraction (if possible). Answers

01) 1 1 0 2) 4 2 2 ⁄1. 2- = - = 2 2 2 6 6 6

2⁄2. 6

23) 3 1 2 4) 9 1 8 ⁄3. 6- = - = 6 6 6 10 10 10

8⁄4. 10

25) 5 3 2 6) 2 1 1 ⁄5. 10- = - = 10 10 10 6 6 6

1⁄6. 6

17) 3 2 1 8) 8 2 6 ⁄7.- = - = 4 4 4 4 10 10 10

6⁄8. 10

79) 8 -

1=

7 10) 6 -

3=

3 9. ⁄12

12 12 12 10 10 10 3⁄10. 10

411) 2 2 4 12) 1 1 2 ⁄+ = + = 11. 5 5 5 5 5 5 5

2⁄12. 5

313) 1 2 3 14) 2 3 5 ⁄+ = + = 13. 33 3 3 12 12 12

5⁄14. 12

515) 4 1 5 16) 6 5 11 ⁄+ = + = 15. 88 8 8 12 12 12

11⁄16. 12

6 217) 3 3 6 18) 3 2 5 ⁄4 = 1 ⁄+ = + = 17. 44 4 4 4 4 4

5 1⁄4 = 1 ⁄18. 4

11 119) 2 9 11 20) 9 4 13 19. ⁄10 = 1 ⁄+ = + = 10

10 10 10 10 10 10 13 3

20. ⁄10 = 1 ⁄10

Math 1 1-10 www.CommonCoreSheets.com 11-20

95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0

32

Adding Mixed Fractions (visual) Name: Answer Key Use the visual model to solve each problem. Answers

1 3⁄5 + 2

4⁄5 = ? Next fill in the fraction amounts ( 3⁄5 &

4⁄5 ).

To solve a fraction addition problem one strategy is to shade in the whole amounts first

(1 & 2). When all of the pieces are filled in we can see

3 4 2that 1 ⁄5 + 2 ⁄5 = 4 ⁄5

1) 3 7

3 ⁄8 + 3 ⁄8 =

2) 2 9

1 ⁄10 + 1 ⁄10 =

3) 2 1

3 ⁄3 + 3 ⁄3 =

4) 3 1

2 ⁄6 + 3 ⁄6 =

5) 4 3

1 ⁄8 + 2 ⁄8 =

6) 4 4

3 ⁄8 + 1 ⁄8 =

1. 7 2⁄8

2. 3 1⁄10

3. 7

4. 5 4⁄6

5. 3 7⁄8

6. 5

33 Due:Math 1-6 www.CommonCoreSheets.com 4nf3c

83 67 50 33 17 0

xx xxx

xxx x

xxx x

xxx x

xxx x

xxx x x

x

xx xxx x

xx xxx

xxxxxxxx

xxxxxxxxxx

xxxxxx

xxxx

xxx

x x x

xxx x

xx

Subtracting Mixed Fractions (visual) Name: Answer Key Use the visual model to solve each problem.

3 44 ⁄5 - 2 ⁄5 = ?

To solve a fraction subtraction problem one strategy is to shade in the starting

3amount first ( 4 ⁄5 ).

Next mark off the wholes (2).

4Finally mark off the fraction ( ⁄5 ).

3 4 4Now we can see that 4 ⁄5 - 2 ⁄5 = 1 ⁄5

1)

2)

3)

4)

5)

6)

2 24 ⁄3 - 1 ⁄3 =

1 27 ⁄4 - 5 ⁄4 =

2 26 ⁄3 - 3 ⁄3 =

1 44 ⁄12 - 2 ⁄12 =

4 13 ⁄5 - 1 ⁄5 =

2 24 ⁄4 - 1 ⁄4 =

Answers

1. 3

2. 1 3⁄4

3. 3

4. 1 9⁄12

5. 2 3⁄5

6. 3

34 Due:Math 1-6 www.CommonCoreSheets.com 4nf3c

83 67 50 33 17 0

Friday May 11 - 15, 2020

Friday5HDGLQJ3DJH1

35

Writing work for Friday, May 15th

INSTRUCTIONS: Turn in your work for the week to your teacher.

36

Music 3rd-5th p. 1 Name ____________________________________________________ Class __________________________________

UNDERSTANDING MUSIC - THE WOODWIND FAMILY: May 11-15 Ferndale 3rd-5th Elementary Music: Lesson 3 Paper Supplement

DIRECTIONS: If you have online access, please refer to the lesson available at the following link. https://sway.office.com/eqg4qa4CPTgkUG66?ref=Link&loc=mysways Complete the Exit Ticket at the end, and your answers will be recorded for your music teacher to see.

If you would rather use this paper version of the lesson, or it works better for your family, we hope to provide you with the same information as best we can. (We really miss interacting with your children and would much rather see them in person!) Please follow the lesson below. Thank you for working so hard with your children!

LESSON REVIEW: In the second lesson, we gave you an in depth look at the brass family. The brass instruments are made from a mix of metals and all make sound as the player vibrates his/her lips into a mouthpiece.

THE WOODWIND FAMILY: Now, let’s learn about the woodwind family. There are many members of the woodwind family, and we want you to know their differences. You have three goals:

STUDENT OUTCOMES: Know how the woodwind instruments make their sounds. Explain what a reed is. Decide which woodwind instrument you like the best.

This picture shows 9 different woodwind instruments.

What similarities do you notice? What differences do you see?

In general, woodwinds have a long thin shape with many keys. The first woodwinds were made out of wood, and the player covered many holes with his/her fingers. You may already play one of the original woodwinds – the recorder!

Although all of these instruments need air to make sound, they each have a different mouthpiece. Flutes and piccolos have a hole to blow air across. Clarinets and saxophones use a mouthpiece with a reed (a thin piece of bamboo) that vibrates against the mouthpiece. Oboes, bassoons, and English horns have two reeds that are tied tightly together and stick into the top end of the instrument. We’ll take a closer look at this in the following pictures. We will include information on the most common woodwinds that may be found in a beginning band. In case you’re wondering, the recorder is not an instrument normally played in band.

37

Music 3rd-5th p. 2 Flute: One of the highest pitched instruments in the

woodwind family Used to be made of wood but now made of a

mix of metals such as nickel or silver About 2 feet long Sound is made when air is blown across the

mouthpiece Light & airy sounding Often plays very fast notes Played in beginning bands

Saxophone: Made of brass Has one reed attached to the mouthpiece Sound is made when the reed vibrates against

the mouthpiece and the player blows into the mouthpiece

Sounds bright and energetic Played in beginning bands

Piccolo: The highest pitched

woodwind instrument Smaller version of the flute Made of silver or wood About 1 foot long Sound is made when air is blown across the

mouthpiece Sounds bright and shrill Played by experienced flute players Used a lot in marching & military bands

Clarinet: Made from wood

Very commonly played in Has one reed attached to jazz bands the mouthpiece

Sound is made when the reed vibrates against the mouthpiece and the player blows into the mouthpiece

Sounds smooth, mellow, & mysterious Played in beginning bands

Oboe: Made of wood Does not have a mouthpiece Has a double reed (two pieces of bamboo cane

tied together) Sound is made by the vibrating pieces of

bamboo when the player blows through the reed Sounds warm, woody, and almost squawking

sometimes Usually added to band

after a player has experience on the clarinet

Bassoon: Largest and lowest

member of the woodwind family Made of wood Has a double reed (two pieces of bamboo cane

tied together); no mouthpiece Sound is made by the vibrating pieces of

bamboo when the player blows through the reed Sounds gentle, warm & mellow A player may need to have some experience on

clarinet or oboe first 38

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Music 3rd-5th p. 3 Name ____________________________________________________ Class __________________________________

UNDERSTANDING MUSIC: THE WOODWIND FAMILY

DIRECTIONS: Complete either the Exit Ticket in the online lesson or the questions below. (Students can complete both the online and paper versions if they wish.) Please save your paper work.

1. What makes an instrument part of the woodwind family?

2. What is a reed and how is it used?

3. Which woodwind instrument plays the highest pitch?

4. Which two woodwinds use a single reed?

5. If you play a woodwind instrument in middle school, which ensemble class should you take?

6. Which woodwind instrument are you most interested in playing?

39

Music 3rd-5th p. 4

Woo

dwin

d W

ord

Sear

ch

Woo

dwin

d Cr

ossw

ord

40

Name: _________________________________________________ Class: ______________________________________

Ferndale Elementary P.E. Grades 3-5 (edition # 3) Student Outcomes I can identify fitness components and relate/apply them to performance in a variety of activities. I can apply daily health and fitness habits with fitness plans and goals for individual achievement. I can understand how my body works and what it needs to be healthy. I can understand how food affects my body and how it can affect my performance. I can connect health and fitness habits to daily life and activities.

The fitness components of the week are Flexibility and Abdominal Strength (also known as core)

Flexibility Flexibility is the range of motion of your joints and muscles. In other words: how much are you able to bend? Can you touch your

toes without bending your knees? Can you reach behind your back and touch your palms together? Everyone has a different amount of flexibility and everyone can improve their flexibility by stretching often and doing activities that involve stretching.

Activities for Flexibility: • stretching • ballet • parkour • yoga • karate • pilates • gymnastics

Try this link for a 30 day flexibility challenge: https://darebee.com/challenges/flex-challenge.html

Try some of these different stretches and movements. Any of your tumbling moves could also be incorporated here like: log roll, puppy dog roll, egg roll, rocking horse, windmill, seal, bear crawl, crab walk, inch worm, donkey kick, tri-pod, swami stand, bridge, etc.

Abdominal strength Abdominal Strength relates to the midsection of your body and how strong your stomach and lower back are. Abdominal muscles are sometimes called "abs" or "core". This area needs to be strong to do simple daily things like walking, running, picking up your back pack, and sitting up straight in a chair.

Activities for Abdominal Strength: • pilates • flutter kicks or superman • swimming • yoga • wheelbarrow or crab walk • biking • plank or push-ups • jump rope • skating • sit-ups "crunch" or curl ups • bridge • batting cages

41

Name: _________________________________________________ Class: ______________________________________

Activity Idea: Use this Deck of Cards Workout Example shown below or create one of your own on a piece of paper. Encourage your

family members to join this activity with you.

If you do this activity with more than just yourself, have each person draw a card from the pile and do what the workout suggests. Then when you're done with the card, discard it in the discard pile, and draw from the next card in the deck See how many rounds you can get through or try to finish the entire deck of cards together. If you're doing this activity alone. Draw 26 (half the deck) different cards from the deck and complete an exercise/activity according to the chart above. Go until you finish the 26 cards you drew.

Nutrition Topic -- Fruits and Vegetables

Why eat fruits and vegetables? Eating fruits and vegetables as part of an overall healthy diet provides many health benefits. The vitamins and nutrients in fruits and veggies can reduce the risk of some chronic diseases and are important for health and maintenance of your body.

• Most fruits and vegetables are naturally low in fat and calories. None have cholesterol. (Sauces or seasonings may add fat, calories, and/or cholesterol.)

• Fruits and vegetables are important sources of many nutrients and vitamins • Diets rich in potassium may help to maintain healthy blood pressure • Fiber from fruits and vegetables helps reduce blood cholesterol levels and may lower risk of heart disease, heart attack,

and stroke. Remember, last lesson we mentioned fiber is like a scrub brush and helps clean out your insides and reduce constipation. Fiber-containing foods also help provide a feeling of fullness with fewer calories.

• Fruits and vegetables with Folate (folic acid) help the body form red blood cells • Fruits and vegetables with Vitamin A keep eyes and skin healthy and helps to protect against infections • Fruits and vegetables with Vitamin C help heal cuts and wounds and keep teeth and gums healthy • Some fruits and vegetables may protect against certain types of cancers.

For more information you can go to choosemyplate.gov. You'll also find teaching tools for families and recipes, as well as information about all of the food groups.

42

Name: _________________________________________________ Class: ______________________________________

Make Your Plate a Rainbow

43

Name: _________________________________________________ Class: ______________________________________

Daily Health Log

Directions: Fill in your activities for the day including the exercise, minutes, and type (fitness component—flexibility, abdominal strength, muscular strength, speed

and agility, and cardio endurance). Check off all food groups you included in your diet. List how many glasses of water you drank today.

Goals: 1. 60 minutes a day (40 minutes cardio) 2. Eat from all the food groups 3. Drink 8 glasses of water every day (64 ounces)

Let's see what you've learned! 1. What was your favorite activity for flexibility so far? ___________________________________________ 2. What was your favorite abdominal exercise so far? ____________________________________________ 3. What was the most difficult color of the rainbow to eat and were you able to eat that color? _____________________________

44

Say the Problem Without Blame:

Think of Solutions: Think of Solutions: Think of Solutions:

Pick the Best Solution:

Explore Consequences: +

-

Explore Consequences: +

-

Explore Consequences: +

-

45

Problem-Solving Steps

Say the problem

Think of

solutions

Explore consequences

what could happen if...

Pick the best

solution

make your

safe andwithout planrespectfulblame

46

ELL Resources

The pages that follow are activities,

supportive resources, or translated materials

designed to support students who are

learning English. All these materials align

with the activities provided by the grade level

teachers in this week’s learning packet.

Although these items are designed with ELL

students in mind, all students are welcome to

use them.

Las páginas que siguen son actividades, recursos de apoyo o

materiales traducidos diseñados para apoyar a los estudiantes

que están aprendiendo inglés. Todos estos materiales se

alinean con las actividades proporcionadas por los maestros de

nivel de grado en el paquete de aprendizaje de esta semana.

Aunque estos artículos están diseñados para apoyar a los

estudiantes ELL, cualquier estudiante puede usarlos.

47

The World Video Game Hall of Fame

Topic Sentence/Hook: _____________________________________

_______________________________________________________

(Example sentence starters: Did you know that…? Or Some video games are so famous that…)

Use Thursday’s reading “Global Game Fame” or facts that you know about video games to write a main idea/topic

sentence, three facts, and a closing sentence about the World Video Game Hall of Fame. Use the sentence starters and

word bank to help you. Be sure you are including FACTS, things you can prove are true. This is not an opinion piece.

Fact 1: _____________

__________________

__________________

__________________

__________________

(First…, To begin with…)

Fact 2: ____________

__________________

__________________

__________________

__________________

(Another fact is…, Also…)

Fact 3: ____________

__________________

__________________

__________________

__________________

(Additionally…, Finally….)

Closing Sentence: (To sum up…, In conclusion…)_________________________

_______________________________________________________

_______________________________________________________

Word Bank

influential honor winner old-fashioned online popular nominate

Super Mario Kart eGameRevolution computer Microsoft Solitare 48

Todo sobre_____________________

Oración: _______________________________________________

_______________________________________________________

(Ejemplos de comienzo de oraciones: ¿Sabías que ...?

Hecho 1: ___________

__________________

__________________

__________________

__________________

__________________

(Primero ..., para empezar con ...)

Hecho 2: __________

__________________

__________________

__________________

__________________

__________________

(Otro hecho es ..., también ...)

Hecho 3: ___________

__________________

__________________

__________________

__________________

__________________

(Además ..., finalmente ...)

Escribe un párrafo informativo sobre algo de lo que sabes mucho. (Un deporte, un animal, un juego, un lugar, una

persona). Incluya una introducción con una oración que capte la atención del lector, tres HECHOS y una oración de

cierre. Recuerde, los HECHOS son cosas que puede probar. Este NO es un artículo de opinión.

Oración de cierre: (Para resumir ..., en conclusión …)

_______________________________________________________

_______________________________________________________ 49