Learning Packets Grades 4-5 for the week of May 18 · Easter. They get blamed for something they...

Learning Activities 4th and 5th Grade

Suggested Learning Activities for 4th and 5th Grade students during the COVID-19 school closure.

Seattle Public Schools is committed to making its online information accessible and usable to all people, regardless of ability or technology. Meeting web accessibility guidelines and standards is an ongoing process that we are consistently working to improve.

While Seattle Public Schools endeavors to only post documents optimized for accessibility, due to the nature and complexity of some documents, an accessible version of the document may not be available. In these limited circumstances, the District will provide equally effective alternate access.

Due to the COVID-19 closure, teachers were asked to provide packets of home activities. This is not intended to take the place of regular classroom instruction but will help supplement student learning and provide opportunities for student learning while they are absent from school. Assignments are not required or graded. Because of the unprecedented nature of this health crisis and the District’s swift closure, some home activities may not be accessible.

If you have difficulty accessing the material or have any questions, please contact your student’s teacher.

Week of May 18 – 22 Grade Levels: 4 and 5

4/5 Broadcast Schedule | የትምህርት ስርጭት የጊዜ ሰሌዳ | 广播时间表

Jadwalka Warbaahinta | Programa de Transmisión | Lịch Trình Phát Sóng

Monday, May 18th

10:15 – 10:30am 4th - English

Language Arts ንባብ እና ፅሁፍ 阅读和写作

Akhris iyo Qoraal

Lectura y escritura

Đọc và Viết

10:30 – 10:45am 5th – English

Language Arts ንባብ እና ፅሁፍ 阅读和写作 Akhris iyo Qoraal

Lectura y escritura

Đọc và Viết

9:30am & 10:45am

Physical Education

የሰውነት ማጎልመሻ

体育 Barashada Jimicsiga

Educación Física Thể Dục

Tuesday, May 19th

10:15 – 10:30am 4th - Science ሳይንስ 科学 Saynis Ciencia Khoa học

10:30 – 10:45am 5th – Science ሳይንስ 科学 Saynis Ciencia Khoa học

9:30am & 10:45am

Physical Education




Wednesday, May 20th

10:30 – 10:45am 4th & 5th Math ሂሳብ 数学 Xisaab Matemáticas Toán

9:15 & 10:00 & 10:45am

Physical Education




9:30am & 11:00am

Visual Arts ስእላዊ ጥበብ 视觉艺术 Visual Art Arte Visual Nghệ Thuật Trực Quan

Thursday, May 21st

10:15 – 10:30am 4th - Science ሳይንስ 科学 Saynis Ciencia Khoa học

10:30 – 10:45am 5th – Science ሳይንስ 科学 Saynis Ciencia Khoa học

9:30am & 10:45am

Physical Education




Friday, May 22nd

10:30 – 10:45am 4th - English


Akhris iyo Qoraal

Lectura y escritura

Đọc và Viết

10:45 – 11:00am 5th – English


Akhris iyo Qoraal

Lectura y escritura

Đọc và Viết

9:30am & 11:00am

Visual Arts ስእላዊ ጥበብ 视觉艺术 Visual Art Arte Visual Nghệ Thuật Trực Quan

• SPS-TV Channels in the City of Seattle: Comcast 26 and 319, Wave 26 and 695, Century Link 8008 and 8508.

• በሲያትል ከተማ ውስጥ የ SPS-TV ቻናሎች: Comcast 26 እና 319 ፣ Wave 26 እና 695 ፣ Century Link 8008 እና 8508 ። • 西雅图市政府的 SPS 电视频道：Comcast 26 频道和 319 频道，Wave 26 和 695，Century Link 8008 和 8508。 • Mawjadaha aad ka heli karto telefishanka dugsiyada dadwaynaha Seattle waa: Comcast 26 iyo 319, Wave 26 iyo 695,

Century Link 8008 iyo 8508.

• Los canales SPS-TV en la ciudad de Seattle son: Comcast 26 y 319, Wave 26 y 695, Century Link 8008 y 8508.

• SPS-TV Channels trong thành phố Seattle: Comcast 26 và 319, Wave 26 và 695, Century Link 8008 và 8508

[English] Dear Students and Families:

In the following learning activities, you will find materials to practice skills from English Language Arts, Math, Science and Physical Education for grade levels 4 and 5. The activities in this week’s learning packet are aligned to grade-level content and broadcasted educational programming on SPS TV, social media, and our website. These materials serve as supplemental and extensions to your child’s learning and do not replace classroom instruction. They are not required nor will be graded, and students should go through each page at their own pace. Please note that based on staff availability and health, broadcast schedule is subject to change.

[Amharic] የተከበራችሁ ተማሪዎች እና ቤተሰቦች:

በሚከተሉት የትምህርት ተግባሮች ውስጥ፣ለኪንደርጋርተን እና ለአንደኛ ክፍል ተማሪዎች የእንግሊዝኛ ቋንቋ ሥነጥበባት ፣ የሂሳብ ፣ የዚህ ሳምንት የትምህርት ፓኬጅ ተግባሮች ከ የክፍል ደረጃ ይዘት እና በሚከተለው የግዜ ሰሌዳ በ SPS TV፣ በማኅበራዊ ሚዲያ እና በድህረ ጣብያችን ከሚስራጨው የትምህርት መርሃ ግብር ኣብሮ የሚሄድ ነው። የሳይንስ፣የሥነ ጥበባት እና የሰውነት ማጎልመሻ ችሎታዎችን ለመለማመድ የሚያስችሉ ቁሳቁሶችን ያገኛሉ። እነዚህ ቁሳቁሶች ለልጅዎ ትምህርት እንደ ማሟያ እና ተጨማሪ ሆነው ያገለግላሉ ፣ ነገር ግን የመማሪያ ክፍል ትምህርትን አይተኩም። እነዚህ ተግባሮች ማርክ አይሰጣቸውም ፣እና ተማሪዎች እያንዳንዱን ተግባር በራሳቸው ፍጥነት ማከናወን አለባቸው። በሠራተኞች ተገኝነት እና ጤና ላይ በመመርኮዝ የስርጭት መርሃግብር ሊቀየር የሚችል መሆኑን እባክዎ ልብ ይበሉ።

[Chinese] 亲爱的学生和家庭们 :

在以下学习活动中，你将会找到英语，数学，科学，美术和体育的幼稚 4 和 5 年级练习材料。本周学习小包中的活动与年

级内容保持一致，并在西雅图公立学校 (SPS)电视，社交媒体和我们的网站上播放教育节目。这些材料可以作为孩子补充和

扩大的学习，但不能代替课堂教学。它们不是必需的，也不会评分，学生应按照自己的进度来学习每一页。请注意，根据工

作人员上班和健康状况，广播时间表可能会有变化。

[Somali] Salaama calaykum ardayda iyo qoysaska sharaftale:

Casharadan soo socda waxaad ka helidoontaa layliyo aad ka barato xirfado kale duwan sida luqada ingiriisiga, xisaabta, sayniska, farshaxanta iyo jimicsiga oo loogu talogalay ardayda dhigata fasalada 4 iyo 5ad. Casharada todobaadkani waxay la xidhiidhaan barnaamijka waxbarashada ee laga sii daayo telefishanka dusgiyada dadwaynaha Seattle, baraha bulshada iyo shebekada internet. Casharadan dheeraadka ahi waxay xoojinayaan waxbarashada ilmahaaga ee laguma badalayo waxbarashadii fasalka. Qasab maaha, buundana laguma helayo, ardaydu waa in ay bog kasta ka shaqeeyaan intii karaankooda ah. Fadlan ogow in baahinta barnaamijyadani ay wax iska bedeli karaan oo ay ku xidhan tahay sida shaqaale loo helo iyo caafimaadka.

[Spanish] Estimados Estudiantes y Familias:

En las siguientes actividades de aprendizaje, encontrará materiales para practicar destrezas de arte del lenguaje Ingles, matemáticas, ciencias, artes y educación física para los niveles de grado 4 y 5. Las actividades en el paquete de aprendizaje de esta semana están alineadas con el contenido de nivel de grado y la programación educativa transmitida en SPS TV, redes sociales y nuestro sitio web. Estos materiales sirven como suplementos y extensiones al aprendizaje de su hijo y no reemplazan la instrucción en el aula. No son obligatorios ni serán calificados, y los estudiantes deben revisar cada página a su propio ritmo. Tenga en cuenta que, según la disponibilidad y el estado del personal, el horario de transmisión está sujeto a cambios.

[Vietnamese] Gửi các em học sinh và các quý phụ huynh thân mến:

Trong các hoạt động học tập sau đây, quý vị sẽ tìm thấy các tài liệu để rèn luyện các kỹ năng từ Ngữ Văn, Toán, Khoa Học, Nghệ thuật, và Thể dục cho các cấp lớp 4 và 5. Tập hoạt động học tập trong tuần này được quy theo với nội dung cấp lớp và chương trình giáo dục phát trên SPS TV, kênh truyền thông xã hội và trang web của chúng tôi. Những tài liệu này đóng vai trò bổ sung và phát huy việc học tập của con em quý vị, nhưng không thay thế cho việc giảng dạy tại lớp học. Các hoạt động này sẽ không có chấm điểm và cũng không cho điểm, và học sinh nên làm từng hoạt động theo trình độ của riêng mình. Xin lưu ý lịch phát sóng có thể thay đổi dựa trên sức khỏe và sự sẵn sàng của nhân viên.

Learning at Home – Tech Free Week of May 18

በቤት ውስጥ መማር 3-5 Amharic

Học tại nhà Lớp 3-5 Vietnamese

Aprendiendo en casa Grados 3-5 Spanish

Adapted from Colorin Colorado, School Response to COVID-19: ELL/Immigrant Considerations (https://drive.google.com/file/d/1_T1jlYSp8QBpNJ5D8PPTQSp63Kulc0gN/view)

https://drive.google.com/file/d/1_T1jlYSp8QBpNJ5D8PPTQSp63Kulc0gN/view


在家学习 3-5 Chinese

Wax ku barashada guriga Fasalada 3-5 Somali

Learning at Home Grades 3-5 English

Adapted from Colorin Colorado, School Response to COVID-19: ELL/Immigrant Considerations (https://drive.google.com/file/d/1_T1jlYSp8QBpNJ5D8PPTQSp63Kulc0gN/view)


Grades 4 and 5

Week of 5/18 Physical Activity Log

Use this activity log to track your physical activity minutes.

Day Activity 1 Activity 2 Activity 3 Total

Active Outside 30 Mins

Walk with Family 15 Mins

DEAM Calendar Choice

15 minutes 60 minutes

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Done Day DEAM Activity

5/18 Family Fun: Take turns selecting an exercise to do together.

5/19 Do as many push-ups as you can.

5/20 Spend 5 minutes volleying a balloon in the air.

5/21 Hold a plank while naming all the cities that you can think of.

5/22 Take a walk.

5/23 Half a cup of blueberries has ~40 IUs of Vitamin A. Do 40 plank-jacks.

5/24 Pick 5 different muscles to stretch. Hold each stretch for 20 seconds.

Purpose: This calendar encourages families to become more physically active and to take steps toward a healthier lifestyle. Each day, students are asked to complete a different activity with a family member (or with adult supervision).

Directions: After a student completes a day’s activity, adults make a check mark and initial in the space provided. Each week, you can miss one day (activity). If this happens, put an “X” in the space provided for a check mark (do not initial).

Grades 4 and 5

Literacy Extension Activities

Week of May 18-22

Name: _____________________________________________

Family Reading Activities

Family Reading Activities

Talking about books and sharing ideas together at home is an important part of reading for students. Below are suggestions for engaging in reading conversations with your child that will help them better understand what they read.

Adult Family Members/Guardians Ask your child:

• “What do you think about what you just read?” • “What new information did you learn?” • “What do you already know about this topic?”

For example: Before reading about polar bears, you might ask, “What do you know about polar bears?”

Students • After you read, share what you learned with someone at home. • Tell someone at home what you wondered about as you read. • After you read, talk to someone at home about the

important ideas in the book. Why are those ideas important?

Reading Conversations– When talking about reading at home, use the language most comfortable for your family.

To Support Reading Comprehension - Students who have difficulty reading on their own should be encouraged to: •Listen to books and follow along as someone else reads •Practice reading “just-right” books on their own

Grade 4 Lesson Monday (5/18)

Writing about Reading Themes from A Picture Book of Amelia Earhart

Directions: • Review the important ideas and supporting details for A Picture Book of Amelia

Earhart from your “Think, Pair, Write” sheet from Monday, 5/11

• Select one of the themes from the book listed below or create your own: • Don’t worry about what others think about you • Never give up • Don’t be afraid to do something you believe in

• Use the sentence starters if needed to write about a theme from A Picture Book of Amelia Earhart:

• I read A Picture Book of Amelia Earhart by David A. Adler… • This book was about… • A theme in this book is... • The reason I think this is…

Grade 4 Independent Daily Reading (IDR)

Every day • Select a fiction or narrative nonfiction book • Read for at least 30 minutes

Monday • Think about the book you are reading or one you have recently finished. • Make a list some possible themes from that book.

• Ask yourself, “What can we learn from this story that we might be able to apply to our own lives?

Possible themes:

Wednesday • Stop reading every 10 minutes and answer the questions for “Thinking

about Import Ideas” (sheet provided)

Friday • Stop reading every 10 minutes and write down the important ideas and

supporting details for the section you just read (sheet provided)

Grade 4 Lesson Wednesday, 5/20

Summary of Chicken Sunday

Chicken Sunday by Patricia Polacco is a story about three children who want more

than anything to buy Miss Eula an Easter hat that she has been admiring to thank her

for the delicious fried chicken she makes them every Sunday. They have been saving

their money for weeks now but will not have enough money to buy the hat before

Easter. They get blamed for something they didn’t do and have to find a way to tell the

truth without spoiling the surprise about Miss Eula’s hat. The children find a way to tell

the truth and also earn the extra money they need by making beautiful Pysanky eggs

that remind the store owner of his culture. They sold all the eggs in one day and had

enough money to buy Miss Eula the hat. Miss Eula was delighted when the children gave

her the hat and the children were proud of themselves for their hard work.

Grade 4 IDR –Wednesday and Friday This week, you will practice identifying important ideas and supporting details in your own book. You will also be asking yourself, “What might the author want us to be thinking about this part of the book?” After reading for 10 minutes, stop and write down the answers to the questions on the chart below. Practice using the prompt: “I think this is important because…” Wed.

Stop 1 What seems to be important to understand in the reading so far?

What might the author want you to be thinking about at this point in the story?





Friday What are the important ideas from the section you just read?

Stop 1 Important idea

Supporting detail


Supporting detail


Supporting detail

Grade 4Grade 4 Vocabulary: Friday

Directions: Step 1: Read each word and the definition. Step 2: Complete both activities below.

Vocabulary Word Definition

generator a machine that can create electricity

scorched burned with flame or heat

tinker Repair or improve something

Vocabulary Activities

1. What Makes Sense? Choose the word that makes sense to fill in the .

The food was when it was left on the stove too long. The family had to use a to run the lights in the camper. In my spare time, I like to .

2. Visualize/draw: Choose one of the vocabulary words and draw/sketch what you visualize when you think of what that word means.

Grade 4 Reading Log

Title Author and

Genre

Rate this book On a scale of 1 to 5, how many stars would you give this book and why?

Grade 5 Lesson Monday, 5/18

Grade 5 Independent Daily Reading (IDR) Every day • Select a fiction or narrative nonfiction book • Read for at least 30 minutes

Monday • Make notes about any important ideas and supporting details as you are

reading • Tell someone at home a summary of your book so far • Write out the summary below

Wednesday • Complete the journal entry below (sheet provided) • Share your journal entry with someone at home

Friday • Complete the Point of View practice activity (sheet provided)

Grade 4Grade 5 Vocabulary: Monday

Directions: Step 1: Read each word and the definition. Step 2: Complete both activities below.

Vocabulary Word Definition grouch a person who is usually grumpy

slunk out exited or left in a quiet or sneaky way

run-down something (or someone) that is in bad condition

Vocabulary Activities

1. What Makes Sense? Choose the word that makes sense to fill in the .

The house needed a lot of repairs because it was . When my baby brother does not get a nap, he becomes a . The losing team of the stadium at the end of the game.

2. Visualize/draw: Choose one of the vocabulary words and draw/sketch what you visualize when you think of what that word means.

Grade 5 Lesson Wednesday, 5/20

Grade 5 IDR Wed & Friday 5/18 and 5/20 Wednesday • Complete the journal entry below • Share your journal entry with someone at home

Journal entry:

Friday • Complete the Point of View practice activity below

Point of View: Who is telling the story you are reading? What are some key words or clues in the text that help you to know who is telling the story? Be sure to add the page number of where you found the clues.

• Share with someone at home: • Is this story being told in first-person or third-person point of view and

how do you know?

Grade 5 Lesson Friday, 5/20

Summary of “Mrs. Buell”

Grade 5 Reading Log

Title Author and

Genre

Rate this book On a scale of 1 to 5, how many stars would you give this book and why?

Waves, Energy, and Information: Investigating How Dolphins Communicate

Grade 4 - Lessons 3.1, 3.2 and 3.3

Accompanying Videos and Books can be found at: tinyurl.com/SciLessons

Other Amplify resources can be found at: amplify.com/remotelearning/Science/resources

Investigation Notebook

https://amplify.com/remotelearning/Science/resources

https://tinyurl.com/SciLessons

46

Name: _______________________________________ Date: ________________

Waves, Energy, and Information—Lesson 3.1 (optional)

Daily Written Reflection

Think of two sounds that are very different. Describe each of the sounds. How are they different?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

Make a drawing if it helps you explain your thinking. Label your drawing, then take a photo of it and attach it in the box below.

47

Name: _______________________________________ Date: ________________


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Investigating Amplitude

1. Open the Custom Sound mode of the Sound Waves Sim. 2. Press Play to play a sound, and while the sound is playing, use the

Amplitude slider to change the sound. 3. Observe what happens as you change the sound. Use your eyes and ears

to make your observations. 4. Use what you observed to answer the questions below.

The amplitude is __________ (larger/smaller) when the sound is louder.

The amplitude is __________ (larger/smaller) when the sound is quieter.

What happens to the waveform when you change the amplitude?

Draw a waveform for a loud sound. Take a pic of your drawing & attach below.

Draw a waveform for a quiet sound. Take a pic of your drawing & attach below.

Waves, Energy, and Information—Lesson 3.1

48

Name: _______________________________________ Date: ________________


Analyzing Amplitude

1. Look at the Wave Printout below. Label the volume of the sound in each section of the waveform.

2. Open the Custom Sound mode of the Sound Waves Sim. 3. Press Play to play a sound, and as the sound is playing, use the Amplitude

slider to try to make the Wave Printout match the one shown below. It may take a few tries!

4. Update your labels if needed.

Wave Printout


49

Name: _______________________________________ Date: ________________



What happens to a sound when the amplitude of the sound wave changes?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


Make a drawing if it helps you explain your thinking. Label your drawing, then take a photo of it and attach it in the box below

50

Name: _______________________________________ Date: ________________


___________________________________________________________________

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___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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Reflecting on Amplitude and Dolphin Communication

1. Think about the question How can a dolphin calf hear his mother? 2. Record your answer to this question. Be sure to include what you have

learned about amplitude.

How can a dolphin calf hear his mother?


___________________________________________________________________


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Name: _______________________________________ Date: ________________

Investigating Wavelength

1. Open the Custom Sound mode of the Sound Waves Sim. 2. Press Play to play a sound, and while the sound is playing, use the

Wavelength slider to change the sound. 3. Observe what happens as you change the sound. Use your eyes and ears

to make your observations. 4. Use what you observed to answer the questions below.

How does the sound change?

As the sound changes, what do you observe about the shape of the wave?

As you play sounds in the Sim and change the wavelength, look and listen for patterns. What patterns do you observe?

Waves, Energy, and Information—Lesson 3.2 51

52

Name: _______________________________________ Date: ________________


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


Below are waveforms for two sounds, Sound A and Sound B. Which of the two sounds has a higher pitch? How do you know?

Sound A Sound B


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Name: _______________________________________ Date: ________________


___________________________________________________________________

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___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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Reading About Wavelength and Amplitude

1. Read the following sections of Patterns in Communication that contain information about both amplitude and wavelength: • Information That Travels as Waves (pages 6–7) • Treehopper Communication (pages 34–35)

2. As you read, don’t forget to look carefully at the diagrams and images as well as the text.

3. After reading, answer the following questions.

How are wavelength and pitch related?

How are amplitude and volume related?


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Name: _______________________________________ Date: ________________


___________________________________________________________________

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Reading About Wavelength and Amplitude (continued)

How do the sounds treehoppers make differ from one another?

Optional: Use the index to find another section that has information about either amplitude or wavelength. Read that section and record one thing you learned.


56

Name: _______________________________________ Date: ________________


Think-Draw-Pair-Share: Drawing a Sound

1. Listen to the sound your teacher plays for you. 2. On a piece of paper, draw what you think the waveform for the sound looks like. 3. Label the amplitude in one part of the waveform. 4. Label the wavelength in one part of the waveform. 5. Use your drawing to discuss your ideas with your partner/family member. 6. Take a photo of your drawing and attach it in the box below.


Elementary Science Learning Activity Materials to accompany

Restoration Case Studies reading and Chapter 3, Lesson 2

Grade 5

Ecosystem Restoration: Matter and Energy in a Rain Forest

Student: ________________

Teacher: _______________

1

Questions for the Reading, Restoration Case Studies

Hello Students and Families, welcome to the reading of the book, Restoration Case Studies. The following questions are for you to think about and to talk about with each other as you listen. Review the questions before you see the video of the reading. It is OKAY if you cannot answer all the questions while watching the video.

Read pages 18–23 in Restoration Case Studies. Pay attention to the different ideas that people have about fixing the problem.

What was the problem in this ecosystem?

According to the book, what is a restoration plan?

What is being done to help restore the Yellowstone ecosystem?

Do you agree that this is the best solution?

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Questions for the Reading, Restoration Case Studies

What are the three different perspectives discussed on page 23?

What claim were these scientists making? How do you think they convinced others their claim was correct?

What did ecologists do to restore the aspen trees?

How do you think the scientists convinced people about the connection between the wolves, the elk, and the aspen trees?

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Ecosystem Restoration, Chapter 3, Lesson 2

Question 1: What could have caused the differences between Soil A and Soil B?

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Question 2:

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Question 3: Synthesizing Ideas About What Makes Up Soil

1. As you read Walk in the Woods, think about the question below. 2. Record information in the boxes that will help you answer the question. 3. After you finish reading, connect ideas together to come up with a new

understanding that answers the question. 4. Record your new understanding in the box below the arrow.

Question: What kind of matter makes up soil?

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New understanding:

Question 4: What do these organisms do in an ecosystem?

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Question 5: What are some of the decomposers that we learned about in the book?

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Dear 4th Grade Families,

We are glad to see you all hanging in there. We are back with some new learning activities you can do at home with your child during this week. If there are games or activities that your child especially enjoys, continue playing beyond this week!

This week’s focus – for this packet and video lesson (found at Seattleschools.org) – is on taking meaning from the place value structure of decimals when it comes to adding and subtracting decimal numbers. Let’s explore how can we use what we know about whole number operations, fraction operations, and place value to help when working with decimals.

We have a new game this week called Tic-Tac-Toe Products. This game updates the Tic-Tac-Toe with a whole other level of strategy while allowing students to practice multiplication skills and build fluency. (From Helping with Math at Home: More Ideas for Parents. 2006. Portsmouth, NH: Heinemann.)

Stay safe, Stay sane. We will see you soon.

Tic-Tac-Toe Products

How to Play • Both Player X and Player O play on the same Tic-Tac-Toe board. • Player X and Player O select one factor, 1 – 9 at the bottom of the page and place a marker on that factor. • Player X chooses one of the two markers - and moves it to a new factor. • Player X then places a marker on the board – to cover the product of the two factors. • Player O moves only one marker to make a new product • Player O then places a marker on the board – to cover the product of the two factors.

Details • Players can place markers on the same factor. For example, 6 x 6 = 36. • Players alternate moving one factor marker at a time and continue placing their markers on the grid until a

player has marked six products in a row. • After the game players should discuss their strategies.

Materials • Two markers for the bottom row of factors (for example, paper clips) • Two sets of different markers for each player to cover each product (for example, pennies and nickels) • Tic-Tac-Toe Products Game Sheet

Variations • Add a free space. • Make 5 in a row to win. • Play on a larger board (8 in a row to win). • Play to cover the whole board. Player to take the last space wins. • Make your own board.

https://Seattleschools.org

Today’s Number

How many ways can you represent (show) today’s number?

How are the digits 4 and 8 different in your representations? – How are they different in a diagram, How are they different in a number sentence?

What connections do you see between two of your representations?

Write a story problem to go with one of your ways to show today’s number.

Share Share all the ways you showed today’s number with someone else. Give someone else this same task. What connections do they notice? Are they the same as yours?

Math Scavenger Hunt 1. Search your home for examples of the items on the list. 2. Draw a picture or describe where you find each item. Hint: If you can’t find an item, try arranging household

objects to make it. 3. If you cannot find anything try re-arranging items in your home to make an object that fits.

Something with 4 right angles A triangle with an obtuse angle

A number that rounds to 650

Making a Mural

I was bored and painted a picture on canvas. The canvas was 6 inches tall and 8 inches wide. I used 8 ounces of paint. It came out really nicely!

I decided I wanted to recreate it as a large mural on my wall. I started thinking about how I can keep the picture looking the same while increasing the dimensions for the larger space.

1. What do you notice? What do you wonder?

2. Show how the canvas and the wall are related using pictures, models, or numbers.

3. What math questions can you ask about this situation? Answer the questions you can!

An array with 3 or more rows

Noticing

On a piece of paper, make two columns. In one column, list the things that are the same in this picture, and in the other column, list the things that are different.

Use the number line below to help find equivalent numbers.

Use the number line to help determine the location of fractions and what tenths or hundredths they are equal too.

Adding Decimal Fractions

Expanded Form – Adding Decimal Fractions

True or False

Adding Parts of a Whole Using the digits 1 to 9, at most one time each, make the following statement true.

1 Hint: How can you make the hundredths have a sum of a tenth? Keep trying to get as close as possible to 1.

https://www.openmiddle.com/wp-content/uploads/2020/03/Adding-Parts-of-a-Whole.png

Add up the two decimal numbers that were less than ½ .

Imagine adding them if they were whole numbers. How is this different? How is it the same?

Dear 5th Grade Families,

We are glad to see you all hanging in there. We are back with some new learning activities you can do at home with your child during this week. If there are games or activities that your child especially enjoys, continue playing beyond this week!

This week’s focus – for this packet and video lesson (found at Seattleschools.org) – is on taking meaning from the place value structure of decimals when it comes to adding and subtracting decimal numbers. Let’s explore how can we use what we know about whole number operations, fraction operations, and place value to help when working with decimals.

We have a new game this week called Tic-Tac-Toe Products. This game updates the Tic-Tac-Toe with a whole other level of strategy while allowing students to practice multiplication skills and build fluency. (From Helping with Math at Home: More Ideas for Parents. 2006. Portsmouth, NH: Heinemann.)

Stay safe, Stay sane. We will see you soon.

Tic-Tac-Toe Products

How to Play • Both Player X and Player O play on the same Tic-Tac-Toe board. • Player X and Player O select one factor, 1 – 9 at the bottom of the page and place a marker on that factor. • Player X chooses one of the two markers - and moves it to a new factor. • Player X then places a marker on the board – to cover the product of the two factors. • Player O moves only one marker to make a new product • Player O then places a marker on the board – to cover the product of the two factors.

Details • Players can place markers on the same factor. For example, 6 x 6 = 36. • Players alternate moving one factor marker at a time and continue placing their markers on the grid until a

player has marked six products in a row. • After the game players should discuss their strategies.

Materials • Two markers for the bottom row of factors (for example, paper clips) • Two sets of different markers for each player to cover each product (for example, pennies and nickels) • Tic-Tac-Toe Products Game Sheet

Variations • Add a free space. • Make 5 in a row to win. • Play on a larger board (8 in a row to win). • Play to cover the whole board. Player to take the last space wins. • Make your own board.

https://Seattleschools.org

Math in Our World: Bead Bonanza

Grandma just sent the kids a huge bucket of beads for making jewelry. There were 3,600 beads in the bucket! It also came with string, key hooks, and clasps, so they could make key rings, bracelets, and necklaces.

Quinn is a smart business lady, and she convinced Quari to help her make a few different types of jewelry that they could sell in front of our house. They’re going to donate half of their profit to charity.

• Key rings are made from 8 beads and are priced at $1.25. • Bracelets are made from 16 beads and are priced at $1.75. • Necklaces are made from 55 beads and are priced at $2.75.

1. What do you notice? What do you wonder?

1. Show the relationship between beads and price using pictures, models, or numbers.

2. What math questions can you ask about this situation? Answer all the questions you can!

3. What other things for sale are built from collections of small pieces?

How could you get started? Draw a picture of each item. Start a ratio table to see how many beads it takes to make 1, 2, 5, 10 or more of each item.

Noticing

On a piece of paper, make two columns. In one column, list the things that are the same in this picture, and in the other column, list the things that are different.

Today’s Number

5.2 How many ways can you represent (show) today’s number?

How are the digits 4 and 2 different in your representations? – How are they different in a diagram, How are they different in a number sentence?

What connections do you see between two of your representations?

Expanded Form

Write 32.57 in expanded form

Adding with Place Value Tables

Mental Addition

Adding without Place Value Tables

Parts o f a WholeDirections: Use the digits 1 to 9, without using any more than once, to make a sum with the greatest possiblevalue.

Misconceptions.

Mario solved the problem 2.34 + 1.5 He is not sure where to put the decimal.

Mario’s teacher asked him to think aboutit another way – and wrote –

Help Mario make sense of this problem.

1. What was his misconception (mistake in his thinking)?

2. What is the correct answer?

Adding using the standard algorithm

Estimate: 3 + 1 1

2 =

Is your answer close to the estimate?

Estimate: 2 1 + 1 1 = 2 2

Is your answer close to the estimate?

Adding Parts of a Whole Directions: Use the digits 1 to 9, without using any more than once, to make a sum with the greatest possible value.

Hint: How do you place digits so the sum is less than ten?

Directions: Use the digits 1 to 9, at most one time each, to make two true statements.

Hint: How do you place digits so the sum is less than ten?

Using the digits 1 to 9, at most one time each, make the following statement true.

1 Hint: How can you make the hundredths have a sum of a tenth? Keep trying to get as close as possible to 1.

https://www.openmiddle.com/wp-content/uploads/2018/09/decimal_addition.png



https://www.openmiddle.com/wp-content/uploads/2020/03/Adding-Parts-of-a-Whole.png

Hello from the Arts!

The Visual & Performing Arts team in Seattle Public Schools has put together arts lessons to continue learning while we are away from school. This week has lessons in Visual Arts. We have designed the lessons so they require minimal materials (things you can find at home).

We want English learners to continue to engage in the arts. The arts are a great way in which we incorporate all domains of language, reading, writing, speaking and listening. When your child has created an art project, think about ways that they can describe what they have done. Asking saying things like, “Can you tell me more?” or “Describe what you have done.” are great ways your student can use rich and descriptive language. Students could add labels to their creations. This work can all be done in your home language or English!

How much art should I do? • To meet elementary standards in the arts, students should engage in 60 minutes per week

of the arts discipline(s) taught at their school. You can always do more! • Making art doesn’t have to happen all at once as students can create in small 10-minute

sections or stay with it for as long as they like.

Why is art making important right now? • The arts are a way to express thoughts and feelings. • The arts help students say what cannot be said by showing it in different ways. • The arts are a way for students to show multiple perspectives and that all perspectives

matter. • The arts are a way for students to engage in other subjects. For example, create a play

about the immune system, draw a picture for the beginning, middle, and end of a story, or create a rhythm for how they are feeling.

Arts Videos Check out the arts videos on SPS TV Channel 26 and the SPS YouTube Channel. https://www.youtube.com/c/SeattlePublicSchoolsTV

Thank you for keeping the arts as part of your child’s education while we’re on this break away from school. Explore. Engage. Have fun!

Sincerely, Gail Sehlhorst Visual & Performing Arts Program Manager

https://www.youtube.com/c/SeattlePublicSchoolsTV

VISUAL ARTS 4TH/5TH GRADES ACTIVITY

Introduction : One of the best ways to improve our drawing skil ls is to carefully observe and draw a real-l ife object. Looking closely at the shape, details and value (lightness and darkness) of an object helps us make our drawings more realistic. This is called observational drawing . Find an object from your house or yard and create an observational drawing. From shoes and lunchboxes, to flowers and rocks, any household or outdoor object can become the subject of an amazing work of art.

Materials: Paper, pencil , at least one sti l l l ife object Optional: Crayon, colored pencils or markers

STILL LIFE EXAMPLES:

VOCABULARY Countour Drawing:

Observational Drawing : Drawing what you see in front of you in a realistic way. Stil l Life Object: A real object that an artist chooses to look at and draw. Contour Line : A l ine that defines an edge or form. Lines that show the shape, bend, curves and edges of an object. Value: The l ightness and/or darkness of a color or picture. Adding shadows and highlights to a picture gives it more

Using Value Creates Form: value. Form: An enclosed area that has three dimensions: length, width and depth. Value and contour l ines help us create three dimensional forms.

P R A C T I C E O B S E R V A T I O N A L D R A W I N G

Observational drawing means looking closely at details and forms to make them look realistic. Adding contour lines, value and shading can help us make the shapes on our flat paper look more like realistic, 3D forms.

Practice adding shading and value to the shapes below to make them look like 3D forms.

STEP 2: Start to draw your object. Begin with the basic shapes you see, just l ike in the practice. Draw very big so that the object fi l ls your whole paper. Draw l ightly until you

have the right shape.

Find an object that is interesting to you. It could be anything

from a leaf you found outside, to a favorite toy or stuffed

animal. Place the object in front of you and try to spend one

minute just looking at the object. What shapes do you see? What textures? Is it smooth or rough?

Are there words or details on it?

STEP 1:

STEP 3: Look closely at your object for edges, wrinkles, folds and

marks. Does it have straight edges or curves? Are their parts of it that overlap, open, or bend? Carefully add contour l ines inside your shapes to show these details .Look closely at your object for surface details, l ike textures, words or designs. Carefully add these details .

STEP 4: Now notice where the highlights and shadows are. What direction is the l ight coming from? Where does the l ight touch the object? Are their any shadows on the object? Are there any shadows under the object? Next to the object? Use the strategies from the practice to start shading your object. You can use your eraser to create bright highlights.

You can add color using whatever materials you have. Try following your contour l ines when you add color.

STEP 5:

DRAW YOUR STILL LIFE OBJECT HERE.

Learning Packets Grades 4-5 for the week of May 18 · Easter. They get blamed for something they...

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