Grade 5 Choice Board Week 6: May 4-8  **Continue to read everyday and keep up with your daily journal.  

Finding the Theme of a Poem This theme reading packet is posted on your Google Classroom page. You will find 2 poems called:  “Darkness in the Desert” and “Night Walk” You can complete this in parts over several days. 

What are Metaphors? Similes and metaphors are a type of figurative language. How are metaphors different from similes? Complete the practice sheet explaining each metaphor.   BE A SPONGE and absorb this review of METAPHORS!   

Put Yourself in Their Shoes Read the attached Triangle Trade article. Use the links to do further research about the slave trade. https://kids.britannica.com/students/article/Atlantic-slave-trade/602896 https://www.theschoolrun.com/homework-help/the-atlantic-slave-trade Write a story imagining you were a slave who was forced from your family and home to live and work in an unfamiliar place. Upload or create your story on Google Classroom. 

Add & Subtract Decimals Complete the Google Form: https://forms.gle/1pzu5iDNE2gx4dC9A and activities from the Decimal Math Menu: https://bit.ly/2Y9F27L   

 *Add and subtract like values. Lining up the decimal point is a way to keep track of place values. 

ADDING FRACTIONS Add fractions with related denominators using standard algorithm. Remember to find the lowest common denominator before adding!  

Triangle Trade...What Was It? Read the Triangle Trade article and answer the questions. Think about the journey many slaves endured and imagine if you were one of them. 

COMPOSITE VOLUME  

Complete the worksheet to practice finding the volume of 2 non-overlapping rectangular prisms. 

MATTER & BATTER INVESTIGATION CONT.  

It’s time to bake David’s cake! Does the cake “grow”? Model your explanation. Complete Part 3, 4 & 5 this week.  

Length and Mass Conversions  Practice your measurement conversions. Complete the measurement conversion worksheet. Keep the worksheet as a resource for future activities.  

MUSIC We learned to write rhythm according to text syllables. Match the words with the correct rhythm by writing the number next to each measure. Keep in mind it is all written in a 3/4 time signature.   Once you are done, see if you can play the rhythm on your recorder using 1 or more of the notes you’ve already learned (G, A, B, or D). If you don’t have your recorder, clap and say the rhythm in the correct order.  

Comparing Learning at School and Learning at Home - Part 1  Since schools are closed and students are required to stay home, the way we learn has changed. Create a Venn Diagram comparing learning at school and learning at home. In the circle labeled ‘School’, write down how you learn at school. What things do you do at school? What happens at school? What does school look like? Example: I sit at a desk. In the circle named ‘Home’, write down how you learn at home. What things do you do at home? What happens at home? What does your home look like? Example: I sit at a table. If you have a detail that can be written in both circles, write it in the overlap.  Save this work. You’ll need it for next week - Part 2.

Healthy habits are things you do to stay healthy, calm, and happy. They are a balance of things that are important to do, fun to do, and things done for others (compassion). Make a list of 3 things you will do today - one thing that is important to do (helps your future - like reading and learning), one thing that is fun to do (helps you feel happy - like a hobby or sport), and one thing that you will do for someone else (remember bucket fillers?). Make a new list everyday and check them off as you complete them! See our school website for an optional template 💟 

 

FINDING VOLUME OF 2 NON-OVERLAPPING RECTANGULAR PRISMS 

Step 1: Split the composite figure into 2 rectangular prisms. Step 2: Find the volume of each rectangular prism. (v = l x w x h) *Label all your dimensions Step 3: Add the volume of both rectangular prisms to find the volume of the composite figure.

Directions: Find the volume of the following figures. Use scratch paper to show your work.

1.

2.

3.

4. Show how to break this figure into three rectangular prisms. Then find the volume.

5. The diagram shows the measurements of a mold used to make sandcastles. Which expressions can be used to find the volume of the mold, in cubic inches? Then calculate the volume.

 

Matter & Batter Investigation Cont. Part 3: Time to Bake! (5-PS1-2 & 5-PS1-4) The batter is ready! David quickly measures the mass of the cake pan and batter before placing it in the oven to bake. Preview questions #1-3 below, and then watch Part 3 of the video.(https://youtu.be/je3bwXBLLzA) 1. Was baking the cake a physical or chemical change? Explain. (Claim + Evidence)

2. David thinks that a gas was formed while the cake baked, even though he could not see a gas. Which piece of evidence would support his prediction.

a. The top of the cake turned brown while baking. b. Holes formed inside the cake during baking. c. There was no evidence that a gas was created while baking.

Part 4: Does the Cake “Grow”? (5-PS1-1 & 5-PS1-2) David takes the cake out and lets it cool. It looks bigger than before! He is surprised when he measures the pan and the cake again and gets the results below.

1. Graph the mass of the batter and bowl before and after baking on the graph below. Be sure to include labels on your graph.

2. What could explain why the cake’s mass was lower than when it was put into the oven? Choose all that apply. a. Some of the matter in the cake disappeared. b. Some of the liquid evaporated out of the cake. c. Some of the matter in the batter was destroyed when it was baked. d. Some of the matter in the batter turned to gas and went into the air.

3. When physical or chemical changes occur, _______________________.

a. matter is created. b. matter is destroyed. c. matter is neither created nor destroyed.

Part 5: Model Your Explanation David tries to explain to his little sister why the cake has less mass after it bakes, but she doesn’t understand. He decides to draw a diagram to show her. 1. Below is David’s completed “Before Baking” diagram. Help David draw a “During Baking” diagram to explain what could have happened during baking to make the mass of the cake decrease. Checklist for Diagram:

Draw each of the parts. Label each part using a plain line without an arrow to point to the part. Draw arrows to show motion. Label the mass of objects in grams. Include what could have happened to make the mass of the cake lower

2. Explain how your diagram shows why the mass was lower after baking.

         

 

Triangular Trade 

The early days of the American economy were filled with trade routes stretching across

the Atlantic in all directions. The money paid for one set of goods would be used to pay

for another set of goods, and so on. Also at this time, goods were traded for each other,

in a barter system.

In early American settlement, goods came from two main sources: England and Africa.

This came to be known as Triangular Trade.

A typical shipment of goods from Great Britain would consist of any or all of beads,

cloth, hardware, rum, salt, or weapons. The shipment would go to Africa, where the

goods would be traded for people who were enslaved. The slaves were to be sold and

forced against their will to work on plantations and crops in America.

A ship leaving Africa for America would contain hundreds of enslaved people, tightly

packed in horrible conditions for the journey to their new "home."

Once in America, the ship would unload the slaves and take on molasses, rum, sugar, or

tobacco and then head to Great Britain, completing the Triangle. (Not all ships made this

giant triangular trip. Many ships just sailed back and forth from America to Africa and

vice versa or from England to Africa and vice versa.)

The number of Africans shipped as slaves to America has been conservatively estimated

at 10 million. That number doesn't include the thousands who died along the way. The

practice of slavery had a history of hundreds of years. It was made illegal in America in

1807, although it continued in small part for many years after that.

Triangular Trade Questions Read the article carefully then answer the questions. Be sure to go back to find the evidence before 

answering. 

 

1. The Triangular Trade got its name because goods were traded between 3 places, this route 

formed a triangle. Which 3 major places were part of the triangular trade?   

 

____________________ ____________________ ____________________  

 

2. Why do you think people traded goods during these times? How does trading help people get 

what they need or want?  

____________________________________________________________________________________

__________________________________________________________________________________ 

 

3. Some items that were traded on one part of the triangular trade included: beads, cloth, 

hardware, and weapons. Where were these goods shipped from and where did it go?  

 

a. America to Africa 

b. Great Britain to Africa 

c. Africa to America 

d. America to Great Britain 

 

4. Many people were forced to leave their homes to sail across the Atlantic and go to America 

to become slaves. What continent were these slaves forced to board the ships from? 

 

a. Africa 

b. America 

c. Great Britain 

d. France 

 

 

5. The photo on the right shows the 

crowded conditions of a slave ship. 

The slaves were treated terribly and 

many died along the way. The 

history of slavery lasted hundreds of 

years. Why were these people being 

forced from their families and 

homes? How would they be used 

once in America?  

 

___________________________________________________________________________________ 

 

**Extension: Do further research about life on these slavery ships and write a story 

imgaging you were a slave who was forced from your family and home to live and work in 

an unfamilar place. Upload or create your story on Google Classroom to share.  

 

Math: Measurement Conversions - Length & Mass

Multiply when converting larger units to smaller units (eg. 3 ft x 12 in = 36 in) Divide when converting smaller units to larger units (eg. 36 in ➗ 3 ft = 12 ft)

1 ft = 12 in 1 yd = 3 ft 1 yd = 36 in

1 mi = 1760 yds .5 ft = 6 in .5 yd = 18 in.

1. 6 ft = __________ in.

2. 3.5 ft = __________ in.

3. 48 in = __________ ft.

4. 66 in. = __________ ft.

5. 3 yds = __________ ft.

6. 7.5 yds = __________ in.

7. 7040 yds = _________ mi 8. 3 mi = __________ yds

1 lb = 16 oz .5 lb = 8 oz 1 ton = 2000 lbs

9. 3.5 lbs = _________ oz 10. 80 oz = _________ lbs

11. 14,0000 lbs = _________ tons

12. 8.5 tons = _________ lbs.

 

 

Write the meaning of each metaphor. 

Example: She is a blind bat. This means she can’t see very well. 

  

1. They are wise owls. _______________________________________________________ 

2. Dad’s beard is a prickly cactus. ______________________________________________ 

3. The classroom was a zoo! __________________________________________________ 

4. Chris didn’t go into the creepy house because he is a chicken. 

_______________________________________________________________________ 

5. Your brain is a computer.___________________________________________________ 

MUSIC 

 

 

  

 

 

 

10. James and Tony making a smoothie. James started with 2 cups of strawberries. Tony54

 

added 1 cups of oranges. How many cups do they have altogether?32

  

Week 6 May 4-8, Answer Key  

Theme of a Poem 

Comic Strip:  

Say: One person is stressed, the other says he can help. 

Do: They sit & watch the sunset and stars come out. 

End: The girl is no longer stressed. 

Theme: Night can ease the worries of the day. 

 

Darkness in the Desert: 

Topic: How animals respond to day and night in the desert. 

Details: desert animals, day, when it turns light they creep 

beneath the ground to fall asleep, night, animals creep from 

dens. 

Reflections: varies 

Theme: For some, the night is a better time than the day. 

Night Walk: Think 

Part A: Answer B   

Part B: Answers B, F 

Triangular Trade 1. Africa, Great Britain, America 

 

2. Trading allowed people to get what they 

needed or wanted without having money for 

purchasing goods.  

 

3. b (Great Britain to Africa) 

 

4. a (Africa) 

 

5. The slaves would be used in America to 

work on plantations and crops owned.  

Matter & Batter Investigation Part 3 1. Chemical change; the cake is a new substance that was different from the batter. The color changed to brown while it was baking and there are air bubbles inside of the cake.  2. B Part 4 

1.  2. B and D 3. C Part 5 

1.  2. In my diagram, I drew 54 g of gas particles, which you can’t see, leaving the cake pan and going into the air. This shows why the mass of the cake is less after baking.  

Adding Fractions 1. 4/6 2. 9/12 3. 12/20 4. 9/24    5. 28/30 6. 26/30 7. 9/12 8. 18/30    9. 18/20 10. 4

715  

Measurement Conversions 1. 72 in 2. 42 in   

3. 4 ft 4. 5.5 ft 

5. 9 ft 6. 270 in 

7. 4 mi 8. 5280 yds 

9. 56 oz 10. 5 lbs 

11. 7 tons 12. 17, 000 lbs 

Composite Volume 1. 52 cu. units 2. 36 cu. units 3. 120 cu. inches 4. 90 cu. meters 5. B, C, 135 cu. Inches 

What are Metaphors? Answers may vary. 1. They are very smart. 2. Dad’s beard is pokey. 3. The classroom was chaotic. 4. Chris didn’t go into the creepy house because he    is scared. 5. You are smart. You know a lot of information. 

 Mrs. Kelli Agaran- kelli.agran@k12.hi.us | Mrs. Lauren Furukawa- lauren.furukawa@k12.hi.us | Mrs. Susan Shiraishi- susan.shiraishi@k12.hi.us  Mrs. Kathy Souza- kathy.souza@k12.hi.us | Mrs. Tavares-Yamada michelle.tavares-yamada@k12.hi.us