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Non-Digital Distance Learning Lesson PlansApril 20 - April 24

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MathematicsStandards: 5.NF.3, 5.NF.4, 5.NF.6, 5.NF.7

Week: April 20 - April 24, 2020

Monday, 4/20 Tuesday, 4/21 Wednesday, 4/22 Thursday, 4/23 Friday, 4/24

Daily Fluency Practice: (5-10 min)Mental Math: Without writing anything down, think about the answer. What is ½ of 14 ?What is ½ of 24 ?Explain how you found the answer.

Problem Solving Activity: (20 min) See Activity Card 3-1 ◾

Student Reflection: (5 min) Use drawings and words to explain why ½ of 8 is the same as 8÷ 2.

Daily Fluency Practice: (5-10 min)Mental Math: Without writing anything down, think about the answer. What is ½ of 30 ?What is ½ of 42 ?Explain how you found the answer.

Problem Solving Activity: (20 min) Repeat Activity Card 3-1 ◾Solve the problem you wrote yesterday.

Student Reflection: (5 min) How is multiplying by a whole number different than multiplying by a unit fraction? Use ⅓ x 12 and 3 x 12 to explain.

Daily Fluency Practice: (5-10 min)Mental Math: Without writing anything down, think about the answer. What is ½ of 100 ?What is ½ of 248 ? Explain how you found the answer.


Student Reflection: (5 min) Explain how to find ⅜ of 32, using 32 ÷ 8 = 4.

Daily Fluency Practice: (5-10 min))Mental Math: Without writing anything down, think about the answer. What is ½ of 86 ?What is ½ of 670 ?Explain how you found the answer.


Student Reflection: (5 min) Make a drawing that shows the ⅔ of 4 is the same as ⅔ + ⅔ + ⅔ + ⅔.

Daily Fluency Practice: (5-10 min))Mental Math: Without writing anything down, think about the answer. What is ½ of 77 ?What is ½ of 1020 ?What is ½ of 10,000 ?Explain how you found the answer.

Problem Solving Activity: (20 min) See Activity Card 3-9 ▲

Student Reflection: (5 min) Do you think it is easier to multiply or add two fractions with unlike denominators? Explain.

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NLMUSD Grade 5


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Standards: 5.RL/RI.1-10, 5.W.1-3,5&10, 5.SL.1,4&6, 5.RF.3-4Week: April 20 - April 24, 2020


Daily Reading (20 minutes)Read a book of your choice for twenty minutes.

Daily Writing (15 minutes) Choose a new option from the response prompt list.

Daily Listening/Speaking (5 minutes) If you could make one rule that everyone in the world had to follow, what rule would you make? Why? Discuss with someone at home.

Word Study (10 minutes) ful is a suffix that means “full of” or “having”. It is at the end of many words like colorful and lawful. Look through the books you are reading and find 5-10 words that end with the suffix ful. Read those words to someone at home.



Daily Listening/Speaking (5 minutes) What five words do you think most describe you? Discuss with someone at home.

Word Study (10 minutes) less is a suffix that means “NOT having” or “without”. It is at the end of many words like colorless and lawless. Look through the books you are reading and find 5-10 words that end with the suffix less. Read those words to someone at home.



Daily Listening/Speaking (5 minutes) If you could travel back in time three years and visit your younger self, what advice would you give yourself? Discuss with someone at home.

Word Study (10 minutes)like is a suffix that means “to resemble or be like”. It is at the end of many words like childlike and lifelike. Look through the books you are reading and find 5-10 words that end with the suffix like. Read those words to someone at home.



Daily Listening/Speaking (5 minutes) Where is your favorite place in the world? Discuss with someone at home.

Word Study (10 minutes) ish is a suffix that means “to resemble or be like”. It is found at the end of many words like childish and ticklish. Look through the books you are reading and find 5-10 words that end with the suffix ish. Read those words to someone at home.



Daily Listening/Speaking (5 minutes) Are you a good friend? Why do you think so? Discuss with someone at home.

Word Study (10 minutes)

ways is a suffix that means “in the manner” or “in this way”. It is found at the end of many words like sideways and longways. Look through the books you are reading and find 5-10 words that end with the suffix ways. Read those words to someone at home.

*ELA/ELD activities can be done throughout the day and do not have to be completed back to back.

NLMUSD Grade 5


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NLMUSD Grade 5


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NLMUSD Grade 5


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Social Studies Standards: Review of prior concepts and historical analysis skills



Review Activity (30 minutes):• Think about the concept of change over time. • Reflect on your own school life and home life. What things have changed during your lifetime? What things have stayed the same?• Think about your parents’ or guardians’ lives. What things have changed during their lifetime? What things have stayed the same?• Think about a more distant past and a larger view of society. What are some of the changes our society has seen over the past fifty years? One hundred years?• Write about one aspect of your life, a family member’s life, or our society that has undergone significant change.

Review Activity (30 minutes):• Revisit prior issues of Studies Weekly newspaper. Look for evidence in images that show change over time. • Focus on one image that shows life as significantly different than it is today.• If you could interview someone from that era, what would you like to know more about? What would you like to tell them about our world today? • Write down or record some of your ideas.

Review Activity (30 minutes):• Think of an invention or modern convenience that did not exist fifty or one hundred years ago. • How has this invention or convenience changed or improved our lives?• Think about the environmental impact of this change. What impact has it had on the environment?• Consider how this invention or convenience might evolve over the next fifty or one hundred years. • Imagine someone from the distant time period has time traveled back to us. Write about or record a description of this invention/convenience including its usefulness and environmental impact.

Review Activity (30 minutes):• Revisit prior issues of Studies Weekly newspaper and make a list of all of the time signal words you can locate (e.g., past, decades ago, thereafter).• Look back at your list and separate them into categories: useful for writing about history and useful for conversational story-telling. • Create a short, written conversation between yourself and a historical figure you’ve learned about, using some of the time signal words you collected from Studies Weekly.

Review Activity (30 minutes):• History can be thought of as a puzzle that is pieced together by historians who study the past. Think about all of the business and government records, newspapers, photographs, and personal writings that they use. • Reread one or more articles from Studies Weekly and make a list of resources that you predict historians may have used to compile the information about the topic.• Consider which of these sources are the most factual, reliable sources of information and which sources are more likely to include opinions or interpretations of people.

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Science Standards: Define a simple design problem reflecting a need or a want that includes specific criteria for success and constraints on materials,

time, or cost. 3-5- ETS1-1Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can

be improved. 3-5-ETS 1-3Week: April 20 - April 24, 2020


Design Process:Ask: Identify the Need & ConstraintsEngineers and scientists ask critical questions about what they want to create. These questions include: What is the problem to solve? What do we want to design? Who is it for? What do we want to accomplish? What aren't we allowed to do (constraints - limitation or restriction)?

Activity 1: Engineering Challenge Introduction You are an engineer working for Awesome Airlines. You will need to build an airplane that can ship as much cargo as possible at least 10 feet. Your supplies for the airplane are limited (paper, paperclip, tape, glue and a penny). The cargo can be your choice (ex binder clips, paper, pencil

, etc).l You have a very difficult deadline (the plane must be ready to deliver

Design Process:Research the ProblemDiscover the different components that will be affecting your design.

Activity 1: Get a piece of paper, a bag (paper, plastic), and a solid object (ex. spoon, coin, block). Time to observe and record your observations! For each of the following you will: Draw a picture of what you saw. Write: What did you notice? Did it fall straight down? Did it move side to side?From above your head drop in the following order:

1. Flat piece of paper2. Crumple the paper into a

ball3. Bag - bottom side down4. Bag - open side down5. Solid object

Bonus: Grab two objects, one in each hand, and drop them at the same time. See which one hits the ground first.

Design Process:Research the ProblemThis includes talking to people from many different backgrounds and specialties to assist with researching what products or solutions already exist, or what technologies might be adaptable to your needs.

Activity 1: Research or discuss airplanes/paper airplanes with older siblings/adult. Discuss different possibilities and ideas.

Activity 2: Build several different paper airplanes to see how they fly.

Student Reflection: What did you find out about airplanes? What new ideas do you have for the engineering challenge?

Take Away: Students research/discuss airplanes

Design Process:Imagine: Develop Possible SolutionsThis is the time to encourage wild ideas and defer judgment!

Activity 1: Go on a supply scavenger hunt to determine items that could be used to create your airplane and act as your cago. Be sure to get approval for the items you would like to use.

Student Reflection: Did you get new ideas for an airplane and cargo with the supplies you found? What new ideas do you have for the engineering challenge?

Take Away: Students gather supplies for their airplane.

Design Process:

Imagine: Develop Possible Solutions

Think about your available supplies and sketch at least two different designs for your airplane that you would like to share with Awesome Airlines! Don't build yet...just sketch! Make sure to add labels so others can understand your possible solutions!

Student Reflection: Share your two sketches with an adult/older sibling. Remind them of needs and constraints (from day 1) and ask them if they have any questions/concerns/ new ideas. You can add to your sketches after discussions!

Take Away: Students generate multiple solutions and create one sketch for each airplane with the

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supplies in two weeks).

Student Reflection: Discuss the following with an older sibling or adult: What is the problem to solve? What do we want to design? Who is it for? What do we want to accomplish? What aren't we allowed to do (constraints)?

Take Away: Students identify the needs and constraints of the airplane challenge.

Student Reflection: Discuss the following with an older sibling or adult: What did you observe during the drop tests? Which items took the longest to fall? Why do you think that is? Which items fell the quickest? Why do you think that? How did the objects move through the air? How can you use your observations today to help you when you design your airplane?Remember to use your drawing and notes to explain!

Take Away: Students make observations about how objects move through air.

and possible designs.

materials available.

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Physical Education Standards: Soccer SkillsWeek: April 20 - April 24

Monday 4/20

Warm-Up / Stretch (5 minutes) :

- Perform ten (10) push-ups- Perform fifteen (15) curl-ups- Perform wall sit for thirty (30) seconds or alligators

(Repeat all exercises above three (3) times)

Activity (20 minutes) : Soccer Vocabulary: Below are some definitions of words that have/will be used during many Physical Education Lessons. Please familiarize yourself with all of the following words.

Center: A pass from the outside of the field near the sideline into the center.Charge: The body contact between opponents that may be either illegal or legal.Chip: The lofting of a ball into the air using the instep kick technique; contacting the ball very low, causing it to loft quickly with back spin.Clear: Playing (kick or head) the ball a great distance, attempting to move it out of the danger area.Corner Kick: A direct free kick awarded to the attacking player on the corner arc when the defending team last played the ball over their own end line.Cross: A pass from the outside of the field near the end line to a position in front of the goal.Dead-Ball: The organized restarting of the game following the stopping of play.Direct Free Kick: A free kick from which the kicker may immediately score from that initial contact.Dribble: The technique of a player self-propelling the ball with the foot so that the player maintains control of the ball while moving from one spot

to another.Drop Ball: The method used for restarting the game after temporary suspension of play when the ball is still playable.Goal Area: The rectangular area in front of the goal where the ball is placed for a goal kick.Goalkeeper: The player responsible for guarding their team’s goal from the opposing team.Half-Volley: Contacting the ball just as it hits the ground after being airborne.Header: The technique of playing the ball with the head.Indirect Free Kick: A free kick from which a player other than the kicker must contact the ball before a score can result.Kickoff: The free kick that starts play at the beginning of the game, after each period, or after a score.Obstruction: The illegal use of the body to shield an opponent from reaching the ball.One-Touch: Immediately passing a ball being received without stopping it.Penalty Area: The large rectangular area in front of the goal where the goalkeeper is allowed to use the hands to play the ball.Penalty Kick: A free kick awarded for a direct free kick foul in the penalty area against the defending team.Settle: The act of taking a ball that is off the ground and getting it settled on the ground so that it is rolling and no lounger bouncing.Square Pass: A pass that is directed towards the side of a player.Tackle: A technique for taking the ball away from the opponent.Through Pass: A pass that penetrates between and past the defenders.Throw-In: The technique used for restarting the game when the soccer ball goes out of play over the sideline.

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Touchline: The sideline of the field.Trap: The technique used for receiving the ball, bringing it under control.Two-Touch Receiving: Trapping a ball and immediately repassing it.

Cool-Down / Closure (5 minutes) :

Quickwrite: Please write a paragraph about any experience you have had with soccer in the past. It could be an experience you had inside of school (recess, physical education class, break, kunch, etc.) or it can be an experience you had outside of school. Make sure to use at least five (5) of the above vocabulary words to show your understanding.

Tuesday 4/21


- Do ten (10) small arm circles forwards- Do ten (10) small arm circles backwards- Perform twenty (20) calf raises

- Feet side by side, feet flat on ground, raise heels off the ground (tippy toes), then return to start position and repeat(Repeat all exercises above three (3) times)

Activity (20 minutes) : Introduction to Kicking and Trapping

Today we are going to be learning and practicing/perfecting two of the most important fundamental skills in the game of soccer; kicking/passing and trapping. Below are the critical elements of both kicking/passing and trapping. To begin, read and understand the elements of both kicking/passing and trapping. Next, find an area large enough to practice both kicking/passing and trapping; preferably in the backyard, but if no backyard is available, a large living area would suffice. Then, grab a ball laying around the house; preferably a soccer ball, but any ball (crumpled up piece of paper or ball of socks will work) that rolls will suffice. Then find a partner (sibling or any of family members) to practice with. If no partner is available, find a wall and practice with yourself.Start from about ten (10) feet away from your partner and just kick/pass the ball back-and-forth staying stationary (not moving). If you are kicking/passing the ball, make sure to use the critical elements below. If you are receiving the kick/pass, make sure to use the critical elements of

trapping below. As you and/or you partner perfect both kicking/passing and trapping try separation further then ten (10) feet. Now try to kick/pass the ball to your partner while being non-stationary (moving).

- Kicking/Passing- Critical Elements:

- Step with opposition with non-kicking foot landing alongside the ball.- Non-kicking foot should be pointed in the intended direction.- Contact with the inside portion of the instep of kicking the foot.- Follow through.

- Trapping- Critical Elements:

- Position oneself directly aligned with the approaching soccer ball.- Body weight supported by the grounded foot as the contact leg is raised with the sole facing the approaching soccer ball.- The approaching soccer ball is cushioned by slightly flexing the knee of the contact leg.- Contact the soccer ball on top and slightly to the rear of the sole of the foot.

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- Make sure contact foot is at a 45 degree angle with the ground, providing a wedge between the sole of the foot and ground.


Quickwrite: Please write a paragraph to answer the following questions: What was the easiest about the kick/pass? What was the hardest about the kick/pass? What was the easiest about trapping the ball? What was the hardest about trapping the ball? When you transitioned to kicking/passing the ball while being non-stationary, did it get harder or easier? What did you use as a ball? What was your favorite part of today’s lesson?

Wednesday 4/22


- Perform ten (10) push-ups- Perform fifteen (15) curl-ups- Perform wall sit for thirty (30) seconds or alligators

(Repeat all exercises above three (3) times)

Activity (20 minutes) :

“Workout Wednesday”For this activity, please have a deck of cards. Spread out the deck of cards on a table/area face down. Pick one card at a time. Depending on the card, do the following and repeat until twenty (20) minutes have been reached.

- Ace: Perform wall sit for thirty (30) seconds or alligators.- Two: Perform ten (10) curl-ups.- Three: Rest for one (1) minute.- Four: Perform fifteen (15) calf raises.- Five: Perform fifteen (15) squats.- Six: Perform plank for thirty (30) seconds or alligators.- Seven: Perform twelve (12) tricep dips.- Eight: Grab a drink of water.- Nine: Perform ten (10) arm circles both forward and backwards.- Ten: Perform twenty-five (25) jumping jacks.- Jack: Perform eight (8) push-ups.- Queen: Rest for thirty (30) seconds.- King: Grab a drink of water.

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- Take 10 deep breaths- Start with your hands by the side of your body.- When you take a deep breath in through your nose, raise your hands up from the side of your body.- When you breathe out through your mouth, lower your hands back down to the side of your body in the original starting position.

Thursday 4/23


- Do ten (10) small arm circles forwards- Do ten (10) small arm circles backwards- Perform twenty (20) calf raises

- Feet side by side, feet flat on ground, raise heels off the ground (tippy toes), then return to start position and repeat(Repeat all exercises above three (3) times)

Activity (20 minutes) : Introduction to Dribbling

Today we are going to be learning and practicing/perfecting another important fundamental skill in the game of soccer; dribbling. Below are the critical elements of dribbling. To begin, read and understand the elements of dribbling. Next, find an area large enough to practice dribbling; preferably in the backyard, but if no backyard is available, a large living area would suffice. Then, grab a ball laying around the house; preferably a soccer ball, but any ball (crumpled up piece of paper or ball of socks will work) that rolls will suffice.To start, just practice dribbling the ball around the playing area. Once that is perfected, find a partner (sibling or any of family members) to play the following game with. First, create one side of the playing area as the start and the opposite side of the playing area as your finish line. Have a player start with the ball, and the other start as the defender. The object of the game is for the person with the ball to dribble the ball from the start to the finish line without turning the ball over or allowing the defender to steal the ball. If the player reaches the finish line, that player gets one (1) point. Then switch roles and repeat until a player gets ten (10) points. Player who gets to ten (10) points first, wins the game.

- Dribbling- Critical Elements:

- Body is directly behind the ball prior to contact.- Foot contacting the soccer ball with instep of foot.- Keep the soccer ball close to your body.- Continue repetitive contacts with the soccer ball.

Cool-Down / Closure (5 minutes) : “It Gonna Be Dicey” - Minute to Win It Game

This game requires a popsicle stick and 4 to 6 playing dice.Players must hold the popsicle stick with their mouth. Object of the game is to try to stack all the playing dice on the popsicle stick and hold it for three seconds.

Friday 4/24

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- Perform ten (10) squats- Perform fifteen (15) curl-ups- Perform plank for thirty (30) seconds or alligators

***Repeat all three (3) exercises for a total of three (3) sets***

Activity (20 minutes) : Introduction to Offensive and Defensive StrategiesToday we are going to be learning and practicing/perfecting the two remaining fundamental skills in the game of soccer; offensive and defensive strategies. Below are the critical

elements of both offensive and defensive strategies. To begin, read and understand the elements of both offensive and defensive strategies. Then turn on the television and find a soccer game to watch. I would recommend watching the game with a family member and try to spot out the critical elements of both offensive and defensive strategies.

- Offensive Strategies- Critical Elements:

- Width: distributing the ball wide spreads out the defense, opening larger areas for penetrating by either the ball or another player.

- Depth/Support: 10 to 15 yard positioning ahead or behind the ball provides additional possible passing angles and enhances possession.

- Mobility: the movement by players without the ball can provide superiority around the ball, create surprise, and create new situations to which the opponents must adjust.

- Improvisation: the ability to adjust to ever-changing situations during the course of play.- Defensive Strategies

- Critical Elements:- Delay: positioning in front of the player with the ball so that the ball cannot make immediate penetration, thus gaining time.- Depth/Support: positioning beside and behind teammates, restricting the space that the ball/opponent might move.- Balance: the spread of players across the field, protecting all areas.- Concentration: all defensive players funneling toward the goal scoring area, causing congestion.- Pressure: forcing mistakes through aggressive play.- Control/Restraint: applying all other principles of defense, awaiting the best opportunity for winning the ball; also not committing and being beaten by

either the ball or the player.


“Roll-On, Buddy” - Minute to Win It GameFor this game all you need is your nose and an object that roles (ball, potato, onion, apple, orange, etc.). Object is to roll the object from one side of the room to another using only your nose. Remember, NO hands.

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Music Enrichment Standards: Performing, Creating, Connecting, Responding to Music



Responding to Music(20 minutes)

Listen to a song and draw a picture of what the music is telling you and making you feel. Use your imagination and emotions to express in the drawing.

Performing Music(20 minutes)

Sing songs to a friend or family member. Use your face to show emotion. Practice in front of the mirror to see if the emotion you want a person to see is being expressed.

Connecting to Music(20 minutes)

Using pots and cooking utensils. Explore the different sounds you can make. Then create a pattern that can be repeated 4 times.

Creating Music(20 minutes)

Create sound effects (special sounds using objects and voice) with the emotional expression for each character in the book. Then read the book with the sound effects.

Performing Music(20 minutes)

Dance and sing your songs to a friend or family member. Use your body to express the emotions of the song. Practice in front of the mirror to see if the emotion you want a person to see is being expressed.

NLMUSD Grade 5

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