4th gr. Packet 4/13/20

Hello North Kitsap Students! All of the staff want to tell you that we miss you and

we hope that you are staying safe. Every day is a chance to learn something new,

even if you need to stay home. Here are some things to help you stay caught up

with your school learning for this week.

DAILY SCHEDULE

The following developmentally appropriate levels are identified by the Office of the Superintendent of Public Instruction (OSPI). It may be best, especially for younger children to select a few pages to do each day, and separate them from the rest of the packet to avoid getting overwhelmed. Do some school work each day!

Pre K: 30 minutes per day K-1: 45 minutes per day 2-3: 60 minutes per day 4-5: 90 minutes per day

WEEKLY SCHEDULE

Teachers will communicate with families about new learning expectations for the week, including the district provided ELA and Math assignments, activities in other subject areas and support for enrichment and intervention. Your student's teachers may modify or adjust the assignments for students who are above or below grade level.

TEACHER ASSISTANCE AND WORK COMPLETION

Teachers will foster check-ins and connections with students, such as virtual classroom meetings and lessons, office hours for individual support, or emails and phone calls. Teachers will limit check-in times to regular school hours. Teachers will provide feedback and recognition of completed work, when possible. Students may be asked to email work back to teachers, taking photos and send those to teachers, hold phone calls or virtual meetings to discuss the assignments. Please do not return the actual paper packet.

QUOTE FOR THE WEEK

“When you know better you do better.” – Maya Angelou

(Optional) Follow this link to tell us what you think about this quote. Responses will be included in next week’s packet.

https://bit.ly/NKQ413

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Lesson 1

Word Analysis

Students apply grade-level phonics and word analysis skills.

Multiple-Meaning WordsWord Bank

leaves point sharp form alarm

corner story forward rose start

force storm type right sport

DIRECTIONS Read the following sentences. Then circle the multiple-meaning word in each sentence.

1. Make a right turn at the next light, and look for the red door.

2. Amy can type over 100 words per minute.

3. My dogs worry when my mom leaves for work.

4. Don’t you know that it’s impolite to point at people?

5. She rose from her seat and sang a beautiful song for the crowd.

DIRECTIONS Read the definitions. Then write the list word that best fits both meanings.

6. ___________ a shape or to make

7. ___________ sudden fear or a warning device

8. ___________ the place where two walls come together or to trap

9. ___________ to begin or to jump in surprise or fright

10. ___________ one floor of a building or a tale

11. ___________ strong wind with heavy rain or snow or to show anger

12. ___________ a game or contest or to wear

13. ___________ ahead or bold

14. ___________ having a thin, cutting edge or smart

15. ___________ active power or to make someone act against his or her will

206 • Unit 3 • Module A • Lesson 1

RGEN16_RWJTG_G4_U3AL1.indd 206 08/04/15 10:14 AM

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Lesson 3

Students read text closely to determine what the text says.

Sleuth Work

Crater Lake

What images come to mind when you think of a volcano? Perhaps you think of molten lava spewing from one, or smoke pouring into the sky and covering the earth with ash. You probably wouldn’t think of a fresh lake with the clearest and bluest water, would you?

Thousands of years ago the top of a volcano named Mount Mazama collapsed due to a powerful eruption. This resulted in a crater on top of the now inactive volcano. Lava sealed the bottom of the crater creating a basin. This basin gradually filled with water from rain and snowmelt. This crater is now called Crater Lake.

Nestled high in the Cascade Mountains of Oregon, Crater Lake is one of the deepest lakes in the world. The walls of old Mount Mazama tower above the lake, rising from 500 to 2,000 feet (152 to 610 meters). At its widest point, Crater Lake is about 6 miles (9 km) across.

Crater Lake is known for its blue color. The lake is so blue because it is very deep. In fact, this lake was once called Deep Blue Lake. The water is also nearly pure, which is a reason why the water is clear. Its purity and clarity are due to the fact that no rivers or streams flow into the lake.

If you visit Crater Lake, you will notice two islands: Wizard Island and Phantom Ship. You may also see a mountain hemlock log floating upright in the lake. What’s so special about this log? It’s known as the “Old Man” of Crater Lake, and it has been floating around the lake for over 100 years!

Today Crater Lake sits in Crater Lake National Park. Thanks to William Gladstone Steel, the lake and the surrounding area have been protected and preserved as a national park since 1902. Tourists can enjoy camping, fishing, and hiking during the warm months. However, from October to June, the park is buried under snow. No matter the season, Crater Lake is considered a place of great beauty.

Unit 3 • Module A • Lesson 3 • 213

RGEN16_RWJTG_G4_U3AL3.indd 213 3/10/15 5:40 PM

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Lesson 3

Sleuth Work

Students read text closely to determine what the text says.

Gather Evidence Underline text that describes how Crater Lake formed. Use evidence from the text to explain why crater is used in the name Crater Lake.

Gather Evidence: Extend Your Ideas Focusing on the part of the text you identified, explain in your own words how water collects in Crater Lake.

Ask Questions Write three questions you might ask a park ranger about Crater Lake.

Ask Questions: Extend Your Ideas Write additional questions you have about Crater Lake.

Make Your Case Circle passages that tell you that this text is informational rather than fictional.

Make Your Case: Extend Your Ideas Focusing on the part of the text you identified, explain in your own words why it’s important to preserve Crater Lake.

214 • Unit 3 • Module A • Lesson 3

1

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A benchmark is a known size or amount that helps you understand a different size or amount. You can use 1 __ 2 as a benchmark.

Sara reads for 3 __ 6 hour every day after school. Connor reads for 2 __ 3 hour. Who reads for a longer amount of time?

Compare the fractions. 3 __ 6 2 __

3

Step 1 Divide one circle into 6 equal parts.Divide another circle into 3 equal parts.

Step 2 Shade 3 __ 6 of the first circle. How many parts will you shade? 3 parts

Step 3 Shade 2 __ 3 of the second circle. How many parts will you shade? 2 parts

Step 4 Compare the shaded parts of each circle. Half of Sara’s circle is shaded. More than half of Connor’s circle is shaded.

3 __ 6

is less than 2 __ 3 . 3 __

6 2 __

3

So, Connor reads for a longer amount of time.

1. Compare 2 __ 8 and 3 __

4 . Write < or >.

2 __ 8

3 __ 4

Compare. Write < or >.

2. 1 __ 4 8 ___

10 3. 7 __

8 1 __

3 4. 5 ___

12 1 __

2

5. 2 __ 8 8 ___

12 6. 4 __

6 4 __

8 7. 7 ___

12 2 __

4

LESSON 52 CC.4.NF.2

Compare Fractions Using BenchmarksOBJECTIVE Compare fractions using benchmarks.

<

18

18

18

18

18

18

18

18

14

14

14

14

Number and Operations–Fractions 103

1

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CC.4.NF.2

Compare. Write < or >.

1. 1 __ 8 6 ___

10 2. 4 ___

12 4 __

6 3. 2 __

8 1 __

2

4. 3 __ 5 3 __

3 5. 7 __

8 5 ___

10 6. 9 ___

12 1 __

3

7. 4 __ 6 7 __

8 8. 2 __

4 2 __

3 9. 3 __

5 1 __

4

10. 6 ___ 10

2 __ 5 11. 1 __

8 2 ___

10 12. 2 __

3 5 ___

12

13. 4 __ 5 5 __

6 14. 3 __

5 5 __

8 15. 8 __

8 3 __

4

Problem Solving 16. Erika ran 3 __ 8 mile. Maria ran 3 __ 4 mile.

Who ran farther?

17. Carlos finished 1 __ 3 of his art project on Monday. Tyler finished 1 __ 2 of his art project on Monday. Who finished more of his art project on Monday?

Compare Fractions Using Benchmarks

Think: 1 __ 8 is less than 1 __

2 . 6 ___

10 is

more than 1 __ 2 .

<

104 Lesson 52

1

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Theo filled a beaker 2 __ 4 full with water. Angelica filled abeaker 3 __ 8 full with water. Whose beaker has more water?

Compare 2 __ 4

and 3 __ 8 .

Step 1 Divide one beaker into 4 equal parts.Divide another beaker into 8 equal parts.

Step 2 Shade 2 __ 4 of the first beaker.

Step 3 Shade 3 __ 8 of the second beaker.

Step 4 Compare the shaded parts of each beaker.

Half of Theo’s beaker is shaded. Less than half of Angelica’s beaker is shaded.

is greater than .

2 __ 4 3 __

8

So, beaker has more water.

1. Compare 1 __ 2 and 1 __

4 .

Which is greater?

2. Compare 2 __ 3

and 3 __ 6

.

Which is less?

Compare. Write < , > , or = .

3. 1 __ 2 3 __

4 4. 6 ___

12 5 __

8 5. 2 __

3 4 __

6 6. 3 __

8 1 __

4

LESSON 53 CC.4.NF.2

Compare FractionsOBJECTIVE Compare fractions by first writing them as fractions with a common numerator

or a common denominator.

Theo Angelica

14

14

14

14

18

18

18

18

18

18

18

18

12

12

14

14

14

14

13

13

13

16

16

16

16

16

16

2 __ 4

3 __ 8

Theo’s

Number and Operations–Fractions 105

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CC.4.NF.2

Compare. Write < , > , or = .

1. 3 __ 4 5 __

6 2. 1 __

5 2 ___

10 3. 2 __

4 2 __

5

4. 3 __ 5 7 ___

10 5. 4 ___

12 1 __

6 6. 2 __

6 1 __

3 7. 1 __

3 2 __

4

8. 2 __ 5 1 __

2 9. 4 __

8 2 __

4 10. 7 ___

12 2 __

4 11. 1 __

8 3 __

4

Problem Solving 12. A recipe uses 2 __ 3 cup of flour and

5 __ 8 cup of blueberries. Is there more flour or more blueberries in the recipe?

13. Peggy completed 5 __ 6 of the math homework and Al completed 4 __ 5 of the math homework. Did Peggy or Al complete more of the math homework?

Compare Fractions

Think: 12 is a common denominator.

3 __ 4

= 3 × 3 ______ 4 × 3

= 9 ___ 12

5 __ 6

= 5 × 2 ______ 6 × 2

= 10 ___ 12

9 ___ 12

< 10 ___ 12

<

106 Lesson 53

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A unit fraction tells the part of the whole that 1 piece represents. A unit fraction always has a numerator of 1.

Bryan has 4 __ 10 pound of clay for making clay figures. He wants to use 1 __ 10 pound of clay for each figure. How many clay figures can he make?

Use fraction strips to write 4 __ 10 as a sum of unit fractions.

Step 1 Represent 4 __ 10 with fraction strips.

Step 2 Each 1 __ 10 is a unit fraction. Write a 1 __ 10 addend for each 1 __ 10 -strip you used to show 4 __ 10 .

Step 3 Count the number of addends. The number of addends represents the number of clay figures Bryan can make.

So, Bryan can make clay figures.

Write the fraction as the sum of unit fractions.

1.

3 __ 6 = + +

2.

2 __ 4

= +

3.

4 __ 8 = + + +

4.

5 __ 5

= + + + +

CC.4.NF.3bLESSON

56 Write Fractions as SumsOBJECTIVE Decompose a fraction by writing it as a sum of fractions with the same denominators.

1 __ 10

1 1 __10

1 __ 10

1 1 __10

1

4

Number and Operations–Fractions 111

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Write the fraction as a sum of unit fractions.

1. 4 __ 5 =

Think: Add 1 __ 5

four times.

2. 3 __ 8

=

3. 6 ___ 12

=

4. 4 __ 4

=

Write the fraction as a sum of fractions three different ways.

5. 7 ___ 10

6. 6 __ 6

Problem Solving 7. Miguel’s teacher asks him to

color 4 _ 8 of his grid. He must use 3 colors: red, blue, and green. There must be more green sections than red sections. How can Miguel color the sections of his grid to follow all the rules?

8. Petra is asked to color 6 _ 6 of her grid. She must use 3 colors: blue, red, and pink. There must be more blue sections than red sections or pink sections. What are the different ways Petra can color the sections of her grid and follow all the rules?

CC.4.NF.3b

1 __ 5 + 1 __

5 + 1 __

5 + 1 __

5

112 Lesson 56

Write Fractions as Sums

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Lesson 6

Word Analysis

Students apply grade-level phonics and word analysis skills.

Suffixes -ian, -ist, -ismWord Bank

librarian electrician guitarist tourism pianist

optimism athleticism historian comedian activism

musician moralism politician finalist guardian

Missing Words

DIRECTIONS Complete the sentence by writing a list word.1. She is a famous concert_____, and knows pianos inside

and out. 1. ___________

2. I talked with the school_____ about a new book. 2. ___________

3. Many Caribbean islands have a thriving _____ industry. 3. ___________

4. It was comedy night and the young_____ was very funny. 4. ___________

5. She is a respected _____ who specializes in American history. 5. ___________

6. I respect your continued _____, as I’m often pessimistic. 6. ___________

7. Your permission slip must be signed by a legal _____. 7. ___________

8. The music teacher is a very talented_____. 8. ___________

9. Olympic athletes demonstrate tremendous _____. 9. ___________

10. I met the _____ of my favorite rock band! 10. ___________

Decode Words

DIRECTIONS Use –ian, -ist, or -ism with the root words below to create a list word.

11. final 11. ___________12. politic 12. ___________13. moral 13. ___________14. electric 14. ___________15. active 15. ___________

Unit 3 • Module A • Lesson 6 • 221

RGEN16_RWJTG_G4_U3AL6.indd 221 26/03/15 7:18 PM

66 6

1

64

63

61

61 + + =6

166

64

21 Small GroupWin with One Whole!2. Each team takes a turn rolling the number cube

to find a numerator. Record on a sheet of paper the fractions formed by each turn. For example, after two turns, the teams have the following fractions:

3. Continue to roll for numerators until one team has enough fractional parts to make one whole. The first team to make one whole wins.

4. Play again using different denominators.

5. Extend Work backward. Start with one whole. Find fractional parts that, when subtracted, will result in a numerator of zero.

Start Divide into two teams.

1. One person rolls a number cube to decide the denominator for the fraction on both game boards.

Unit 6: Fraction Concepts and Operations Use after Unit 6, Lesson 2.