4th gr. Packet 4/20/20

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

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.

QUOTE FOR LAST WEEK

“When you know better you do better.” – Maya Angelou / Student Responses

“The more knowledge you have, the better choices you make and are more successful in Middle

School, High School and College. Knowledge is POWER!” – Bella Anne Lamaak, Ms. Dressler’s Class,

Suquamish Elementary

“I feel I want to be better in a way that means happiness.” – Brandon Duran, Ms. Hallinan’s Class,

Poulsbo Elementary

QUOTE FOR THIS WEEK

“Yesterday is history. Tomorrow is a mystery. Today is a gift. That’s why we call it ‘The Present’” – Eleanor Roosevelt.

(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/NKQ420

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Write 3 __ 8 , 1 __

4 , and 1 __

2 in order from least to greatest.

Step 1 Identify a common denominator. Multiples of 8: 8, 16, 24

Multiples of 4: 4, 8, 12, 16

Multiples of 2: 2, 4, 6, 8

Use 8 as a common denominator.

Step 2 Use the common denominator to write equivalent fractions.

3 __ 8

1 __ 4

= 1 × 2 ______ 4 × 2

= 2 __ 8

1 __ 2

= 1 × 4 ______ 2 × 4

= 4 __ 8

Step 3 Compare the numerators. 2 < 3 < 4

Step 4 Order the fractions from least to greatest, using < or > symbols.

2 __ 8

< 3 __ 8

< 4 __ 8

So, 1 __ 4 < 3 __

8 < 1 __

2 .

Write the fraction with the greatest value.

1. 2 __ 3 , 1 __

4 , 1 __

6

2. 3 ___ 10

, 1 __ 2 , 2 __

5

3. 1 __ 8

, 5 ___ 12

, 9 ___ 10

Write the fractions in order from least to greatest.

4. 9 ___ 10

, 1 __ 2 , 4 __

5

5. 3 __ 4

, 7 __ 8

, 1 __ 2

6. 2 __ 3

, 3 __ 4

, 5 __ 6

Compare and Order FractionsOBJECTIVE Compare and order fractions.

LESSON 54

Number and Operations–Fractions 107

1Compare and Order Fractions

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Write the fractions in order from least to greatest.

1. 5 __ 8 , 2 ___

12 , 8 ___

10

2. 1 __ 5

, 2 __ 3

, 5 __ 8

3. 1 __ 2 , 2 __

5 , 6 ___

10

4. 4 __ 6 , 7 ___

12 , 5 ___

10

5. 1 __ 4

, 3 __ 6

, 1 __ 8

6. 1 __ 8 , 3 __

6 , 7 ___

12

7. 8 ____ 100

, 3 __ 5

, 7 ___ 10

8. 3 __ 4

, 7 __ 8

, 1 __ 5

Problem Solving 9. Amy’s math notebook weighs

1 __ 2 pound, her science notebook weighs 7 __ 8 pound, and her history notebook weighs 3 __ 4 pound. What are the weights in order from lightest to heaviest?

10. Carl has three picture frames. The thicknesses of the frames are 4 __ 5 inch, 3 __ 12 inch, and 5 __ 6 inch. What are the thicknesses in order from least to greatest?

Use benchmarks and a number line.

Think: 5 __ 8 is close to 1 __

2 . 2 ___

12 is close to 0. 8 ___

10 is close to 1.

2 ___ 12

< 5 __ 8 < 8 ___

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108 Lesson 54

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Justin has 3 _ 8 pound of cheddar cheese and 2 _ 8 pound of brick cheese. How much cheese does he have in all?

Step 1 Use fraction strips to model the problem. Use three 1 _ 8 -strips to represent 3 _ 8 pound of cheddar cheese.

Step 2 Join two more 1 _ 8 -strips to represent the amount of brick cheese.

Step 3 Count the number of 1 _ 8 -strips. There are 1 _ 8 -strips. Write the amount as a

fraction. Justin has pound of cheese.

Step 4 Use the model to write an equation.

Suppose Justin eats 1 _ 8 pound of cheese. How much cheese is left?

Step 1 Use five 1 _ 8 -strips to represent the 5 _ 8 pound of cheese.

Step 2 Remove one 1 _ 8 -strip to show the amount eaten.

Step 3 Count the number of 1 _ 8 -strips left. There are

1 _ 8 fraction strips. There is pound left.

Step 4 Write an equation for the model.

Use the model to write an equation.

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2.

3.

4.

CC.4.NF.3aLESSON

55 Add and Subtract Parts of a WholeOBJECTIVE Understand that to add or subtract fractions, they must refer to parts of the same wholes.

five 5 _ 8

four 4 _ 8

3 __ 8 + 2 __

8 = 5 __

8

5 __ 8 - 1 __

8 = 4 __

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Number and Operations–Fractions 109

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Use the model to write an equation.

1.

Think: 3 __ 8

+ 2 __ 8 = 5 __

8

3 __ 8

+ 2 __ 8

= 5 __ 8

2.

3.

Use the model to solve the equation.

4.

2 __ 6 + 3 __

6 =

5.

3 __ 5

- 2 __ 5

=

Problem Solving 6. Jake ate 4 _ 8 of a pizza. Millie ate 3 _ 8

of the same pizza. How much of the pizza was eaten by Jake and Millie?

7. Kate ate 1 _ 4 of her orange. Ben ate 2 _ 4 of his banana. Did Kate and Ben eat 1 _ 4 + 2 _ 4 = 3 _ 4 of their fruit? Explain.

CC.4.NF.3a

110 Lesson 55

Add and Subtract Parts of a Whole

1

2 =56

total number

of parts

number of

parts in the whole

176

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A mixed number is made up of a whole number and a fraction. You can use multiplication and addition to rename a mixed number as a fraction greater than 1.

Rename 2 5 __ 6 as a fraction.

First, multiply the denominator, or the number of parts in the whole, by the whole number.

6 × 2 = 12

Then, add the numerator to your product.

12 + 5 = 17

So, 2 5 __ 6 = 17 ___

6 .

You can use division to write a fraction greater than 1 as a mixed number.

Rename 16 ___ 3 as a mixed number.

To rename 16 __ 3 as a mixed number, divide the numerator by the denominator.

Use the quotient and remainder to write a mixed number.

So, 16 ___ 3 = 5 1 __

3 .

Write the mixed number as a fraction.

1. 3 2 __ 3 = 2. 4 3 __

5 = 3. 4 3 __

8 = 4. 2 1 __

6 =

Write the fraction as a mixed number.

5. 32 ___ 5 = 6. 19 ___

3 = 7. 15 ___

4 = 8. 51 ___

10 =

Rename Fractions and Mixed NumbersOBJECTIVE Write fractions greater than 1 as mixed numbers and write mixed numbers

as fractions greater than 1.

LESSON 57

Number and Operations–Fractions 113

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Write the mixed number as a fraction.

1. 2 3 __ 5

Think:

Find 5 __ 5

+ 5 __ 5

+ 3 __ 5

.

13 ___ 5

2. 4 1 __ 3

3. 1 2 __ 5

4. 3 2 __ 3

5. 4 1 __ 8

6. 1 7 ___ 10

7. 5 1 __ 2

8. 2 3 __ 8

Write the fraction as a mixed number.

9. 31 ___ 6

10. 20 ___ 10

11. 15 ___ 8

12. 13 ___ 6

13. 23 ___ 10

14. 19 ___ 5

15. 11 ___ 3

16. 9 __ 2

Problem Solving 17. A recipe calls for 2 2 _ 4 cups of raisins,

but Julie only has a 1 _ 4 -cup measuring cup. How many 1 _ 4 cups does Julie need to measure out 2 2 _ 4 cups of raisins?

18. If Nancy needs 3 1 _ 4 cups of oatmeal, how many 1 _ 4 cups of oatmeal will she use?

114 Lesson 57

Rename Fractions and Mixed Numbers

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Lesson 13

Students read text closely to determine what the text says.

Sleuth Work

An Amazing Discovery

“Marcus, get your mother!” Aldo yelled. “I have something to show her!” It was a sizzling hot day. Aldo had risen early so he and his son could work in the coolness of the morning. They raised olives and grapes on a quaint farm in Italy in the early 1700s. These crops flourished in the fertile soil, made rich by volcanic ash.

That morning Aldo was digging a new well. As he was digging, his shovel hit something hard. He put the shovel down and started scraping at the dirt with his hands. When Marcus returned with his mother, Gina, they found Aldo looking into the eyes of a beautiful face. They helped him continue digging until they had uncovered an entire statue carved from marble.

“Aldo, my sister told me about a neighbor who found something like this when he dug his well,” Gina said. “Do you think this is part of the same collection of ruins?”

The family met with their neighbors. Soon everyone was comparing items they had found in their own farm fields. People had unearthed coins, jewelry, bowls, and bricks. Some had even found bones.

Aldo and his neighbors worked their lands, and uncovered many other interesting artifacts buried in the soil. Soon, however, they were told to stop. They found out their farms were located near where the ancient city of Herculaneum had once been. To continue digging might damage the ruins and make it impossible to learn their secrets from the past.

Many centuries earlier, Herculaneum and Pompeii had been thriving cities. Yet one horrific day in A.D. 79, they were destroyed by a volcanic eruption. That day the nearby volcano known as Mount Vesuvius (ve SUE vee es) erupted. It buried the cities of Herculaneum and Pompeii under rock and ash. Thousands of people died, and everything in the cities was burned or buried.

Since the discovery of ruins that remain from the two cities, historians and archaeologists from all over the world have come to the area to excavate and see what else they can find. Today tourists flock to Pompeii and Herculaneum to see the ruins.

Unit 3 • Module A • Lesson 13 • 241

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Lesson 13

Students read text closely to determine what the text says.

Sleuth Work

Aldo and his neighbors often talked about what life must have been like in Herculaneum. They thought about how, if they had lived in the first century A.D., their farms would have been right in the middle of the city. Certainly they were glad to have lived instead at a different time, when their farms became a popular tourist attraction that drew visitors from around the world.

Gather Evidence Underline three details in the text that help you understand this is historical fiction.

Gather Evidence: Extend Your Ideas Based on what you underlined, when and where does this story take place?

Ask Questions Circle three things in the text about Pompeii that interest you. What further questions do you have about Pompeii? On a separate sheet of paper, write three questions.

Ask Questions: Extend Your Ideas On a separate sheet of paper, write additional questions you have about Mount Vesuvius.

Make Your Case Draw a box around three details in the text about the eruption of Mount Vesuvius. On a separate sheet of paper, briefly explain why you would include these details in a summary. Use evidence from the text in your answer.

Make Your Case: Extend Your Ideas On a separate sheet of paper, write a summary of the eruption of Mount Vesuvius.

242 • Unit 3 • Module A • Lesson 13

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PairsSums or Differences23

3. 1 Choose 2 whole number cards and 2 fraction cards. Arrange the cards to show two mixed numbers. Then perform the chosen operation.

4. 2 Repeat Step 3.

5. For subtraction, the player with the lesser difference wins 1 point. For addition, the player with the greater sum wins 1 point.

6. Set the used cards aside. Repeat Steps 1–5. When you run out of cards, mix each set again and return the cards to their stacks. The first person to score 5 points wins.

7. Extend Instead of winning with the lesser difference or the greater sum, change it to the greater difference or the lesser sum.

Start Use index cards to make one set of fraction cards for 1 ___

12 through 11 ___

12 .

Also use Game Cards 1–9.

1. Mix each set of cards. Place the whole number cards and the fraction cards in two stacks, face down.

2. Work Together Before starting, decide whether you will use addition or subtraction for this round.

Unit 6: Fraction Concepts and Operations Use after Unit 6, Lesson 5.

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Lesson 11

Word Analysis

Students apply grade-level phonics and word analysis skills.

Latin Roots aqua, dictWord Bank

dictionary edict predict aquarium indict

verdict predicate contradict dictated aquamarine

aquifer aquatic jurisdiction dedicate nonaquatic

Words in Context

DIRECTIONS Write a list word to complete each sentence.

1. Lions and giraffes are _____, meaning they live on land. 1. ___________

2. An _____ is an area where fresh water can be found. 2. ___________

3. Police officers dutifully patrol their _____. 3. ___________

4. The jury will decide whether to _____ the suspect. 4. ___________

5. Whales and squid are _____ animals. 5. ___________

6. The author will _____ her new book to her children. 6. ___________

7. Elaine loves studying fish, so her dad took her to the _____. 7. ___________

8. I _____ my wishes, and she wrote them down for me. 8. ___________

9. _____ refers to a light-bluish color or to a special stone. 9. ___________

10. I used a _____ to look up unknown words. 10. ___________

Definitions

DIRECTIONS Write the list word that matches each definition.

11. to make a statement of disagreement 11. ___________12. a jury’s statement of guilt or innocence 12. ___________13. an official declaration 13. ___________14. to say what will happen in the future 14. ___________15. a part of a sentence 15. ___________

234 • Unit 3 • Module A • Lesson 11

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Lesson 16

Word Analysis

Students apply grade-level phonics and word analysis skills.

Prefixes im-, in-

immature inefficient insincere impolite imperfect

incapable impartial impossible incorrect indirect

improbable impure immortal inadequate impractical

DIRECTIONS For each definition, write a word from the list on the lines below.

1. not mature 1. _____________

2. not efficient 2. _____________

3. not sincere 3. _____________

4. not polite 4. _____________

5. not perfect 5. _____________

6. not mortal 6. _____________

7. not adequate 7. _____________

8. not capable 8. _____________

9. not partial 9. _____________

10. not possible 10. _____________

11. not correct 11. _____________

12. not direct 12. _____________

13. not practical 13. _____________

14. not probable 14. _____________

15. not pure 15. _____________

Unit 3 • Module A • Lesson 16 • 249

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