distance learning packet answer key€¦ · 2 english language arts - week 2 lesson 1: textual...

4th GRADE

Distance Learning Packet ANSWER KEY

Week 2

Table of Contents

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ENGLISH LANGUAGE ARTS

ELA Lesson 1 ANSWER KEY……………………………………………………… page





MATHEMATICS

Math Lesson 1 ANSWER KEY……………………………………………………… page





SCIENCE

Science Lesson 1 ANSWER KEY…………………………………………………… page

Science Lesson 2 ANSWER KEY…………………………………………………… page

SOCIAL STUDIES

Social Studies Lesson 1 ANSWER KEY…………………………………………… page

Social Studies Lesson 2 ANSWER KEY…………………………………………… page

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 1: Textual Evidence Learning Objective: Good readers provide textual evidence by finding details and examples in the text to prove their answers. English Language Arts Standard:

• 4.RI.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

________________________________________________________________________________ Warm-Up: Answers will vary. Text Evidence Chart 1: (answers provided in lesson video) 1. True. It covers the Earth’s South Pole (or similar). 2. False. It has bother summer and winter (or similar). 3. False. Whales, seals, and penguins all live in Antarctica (or similar). Text Evidence Chart 2: (answers will vary) 1. True. Scientists want to know about what the climate changes in Antarctica might mean for the planet (or similar). 2. False. IceSAT stands for “Ice, Cloud, and land Elevation Satellite” (or similar). 3. False. Antarctica is very similar to Mars (or similar). 4. True. It helps us understand how to help astronauts get enough vitamins in outer space (or similar). Reader’s Reflection: Answers will vary.

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 2: Characters and Problems Learning Objective: Good readers understand more about a story by noticing when a character has a problem and identifying how the problem is solved. English Language Arts Standard:

• 4.RL.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

________________________________________________________________________________ Warm-Up: Answers will vary. Problem and Solution Chart 1: (answers provided in lesson video) Problem: Rosa is feeling left out by her best friend Stephanie (or similar). Solution: Rosa tries to solve her problem by making a new friend. It might work because they smile at each other, but will that help her friendship with Stephanie? (or similar) Problem and Solution Chart 2: (answers will vary) Problem: Rosa starts to feel bad about not including Stephanie in her plans with her new friend Kiara (or similar). Solution: Rosa introduces her two friends and invites them to all go swimming together (or similar). Reader’s Reflection: Answers will vary. Possible answers include that the theme is that the best kind of friendship always leaves room for new friends, it is important to make new friends, it is important to treat our friends how we want to be treated, or similar.

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 3: Cause and Effect Learning Objective: Good readers identify cause and effect relationships in an informational text by thinking about why things happen and noticing what happens as a result. English Language Arts Standard:

• 4.RI.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text

________________________________________________________________________________ Warm-Up: Answers will vary. Cause and Effect Chart 1: (answers provided in the lesson video) Effect: People can get sick from germs (or similar). Cause: Astronauts are in space for a long time and need easy food to eat (or similar). Cause and Effect Chart 2: (answers will vary) Cause: Tortillas are stored inside a food locker in a special oxygen-free wrapper (or similar). Cause: Kitchens on spaceships might be easier to keep clean than people on Earth because there are fewer pests and rodents, all food is kept in a locker, things are strapped in place, or similar. Reader’s Reflection: Answers will vary.

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ENGLISH LANGUAGE ARTS- Week 2 Lesson 4: Context Clues Learning Objective: Good readers figure out the meaning of unknown words and phrases by using context clues. English Language Arts Standard:

• 4.L.4.b: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

________________________________________________________________________________ Warm-Up: Answers will vary. Context Clues Chart 1: (answers provided in the lesson video) Sandwiched means “squeezed in”. Clues: gym class picture, “between”, a sandwich Felt blue means “felt sad”. Clues: She thinks she will be picked last. Glanced means “looked over”. Clues: She caught Jasmine’s eye. Context Clues Chart 2: (answers will vary) Murmured means “whispered”. Clues: The class is surprised and want to share that with each other. They wouldn’t be screaming in class while the teacher is talking (or similar). Snickered means “laughed”. Clues: They think she is making a joke. She picks someone unexpected (or similar). Grinning means “smiling”. Clues: She has just chosen them to be on her team, so they are happy (or similar). Chorus means “group”. Clues: The kids are sitting together at lunch (or similar). Reader’s Reflection: Answers will vary. Maggie would probably be a good friend because she includes others, doesn’t want people to feel left out, or similar.

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 5: Main Idea and Details Learning Objective: Good readers determine the main idea of a passage by identifying what it is mostly about and finding details that connect. English Language Arts Standard:

• 4.RI.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

________________________________________________________________________________

Warm-Up: Answers will vary. Main Idea and Details Chart 1: (answers provided in the lesson video) Main Idea: Tamika had many struggles when she was a kid (or similar). Detail 1: She had trouble speaking and wore hearing aids (or similar). Detail 2: She was bullied at school (or similar). Detail 3: She hid in her room to be alone and cry (or similar). Main Idea and Details Chart 2: (answers will vary) Main Idea: Tamika overcame many challenges to become a successful basketball player (or similar). Possible Supporting Details:

1. She worked through her hearing and speaking difficulties (or similar).

2. She didn’t let her bullies discourage her (or similar). 3. She practiced hard and often (or similar).

4. She didn’t give up no matter what (or similar).

Reader’s Reflection: Answers will vary. A possible theme is that hard work and determination can make even the most challenging things possible (or similar).

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MATHEMATICS - Week 2 Lesson 1: Finding the Perimeter of Polygons

Learning Objective: Students will be able to solve real world and mathematical problems involving perimeters of polygons. Math Standard:

• 3.MD.A.8: Solve real world and mathematical problems involving perimeters of polygons,

including finding the perimeter given the side lengths (partial review of 3rd Grade standard).

________________________________________________________________________________

1. 22 in. 2. 56 ft.

3. 36 yds.

4. 12 mi.

5. Any rectangle with a length labeled 10 feet and a width labeled 2 feet; Perimeter = 24 ft.

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MATHEMATICS - Week 2 Lesson 2: Whole Number Division up to 100

Learning Objective: Students will be able to equally divide whole numbers up to 100. Math Standard:

• 3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the relationship

between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or

properties of operations. (partial review of 3rd Grade standard)

________________________________________________________________________________ 1. 9 X 2 = 18; 18 ÷ 9 = 2

2. 3 X 9 = 27; 27 ÷ 3 = 9

3. 6 X 6 = 36; 36 ÷ 6 = 6

4. 3 X 12 = 36; 36 ÷ 3 = 12

5. 9 X 3 = 27; 27 ÷ 9 = 3

6. 2 X 9 = 18; 18 ÷ 2 = 9

7. 10 X 10 = 100; 100 ÷ 10 = 10

8. 50 X 2 = 100; 100 ÷ 50 = 2

9. 25 X 4 = 100; 100 ÷ 25 = 4

10. 9 X 8 = 72; 72 ÷ 9 = 8

11. 11 X 4 = 44; 44 ÷ 11 = 4

12. 11 X 8 = 88; 88 ÷ 11 = 8

13. 8 X 9 = 72; 72 ÷ 8 = 9

14. 4 X 11 = 44; 44 ÷ 4 = 11

15. 4 X 17 = 68; 68 ÷ 4 = 17

16. 2 X 31 = 62; 62 ÷ 2 = 31

17. 2 X 37 = 74; 74 ÷ 2 = 37

18. 4 X 16 = 64; 64 ÷ 4 = 16

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19. 2 X 47 = 94; 94 ÷ 2 = 47

20. 5 X 15 = 75; 75 ÷ 5 = 15

MATHEMATICS - Week 2 Lesson 3: Fraction Equivalents of Whole Numbers

Learning Objective: Students will be able to express whole numbers as equivalent fractions and recognize fractions that are equivalent to whole numbers. Math Standard:

• 3.NF.A.3: Explain equivalence of fractions in special cases and compare fractions by

reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the

same size, or the same point on a number line. c. Express whole numbers as fractions and

recognize fractions that are equivalent to whole numbers.

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1. 1/1; 2/2; 3/3, etc.... 2. 10/1

3. 15/1

4. 20/1

5. 1

6. 8

7. 17

8. 1

9. 100/1

10. 19/1

MATHEMATICS - Week 2 Lesson 4: Estimating Products

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Learning Objective: Students will be able to select and apply a method for estimating products of whole numbers. Math Standard:

• 4.OA.A3: Assess the reasonableness of answers using mental computation and estimation

strategies including rounding.

________________________________________________________________________________

1. A reasonable estimate, such as 17 X 10 = 170; Actual product: 17 X 9 = 153 2. A reasonable estimate, such as 10 X 31 = 310; Actual product: 11 X 31 = 341

3. A reasonable estimate, such as 10 X 10 = 100; Actual product: 10 X 9 = 90



7. A reasonable estimate, such as 100 X 10 = 1,000; Actual product: 98 X 11 = 1,078



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MATH - Week 2 Lesson 5: Identifying Primes and Composites

Learning Objective: Students will be able to determine if a whole number is prime or composite. Math Standard:

• 4.OA.B.4: Find all factor pairs for a whole number in the range 1–100. Recognize that a

whole number is a multiple of each of its factors. Determine whether a given whole number

in the range 1–100 is a multiple of a given one-digit number. Determine whether a given

whole number in the range 1–100 is prime or composite.

________________________________________________________________________________ 1. 14 is composite: 1 X 14, 2 X 7 2. 11 is prime: 1 X 11 3. 22 is composite: 1 X 22, 2 X 11 4. 42 is composite: at least two of the following - 1 X 42, 2 X 21, 3 X 14, 6 X 7 5. 9 is composite: 1 X 9, 3 X 3 6. 88 is composite: at least two of the following - 1 X 88, 2 X 44, 4 X 22, 8 X 11

7. 33 is composite: 1 X 33, 3 X 11 8. 14 is composite: 1 X 14, 2 X 7 9. 77 is composite: 1 X 77, 7 X 11 10. 1 is neither prime nor composite

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SCIENCE - Week 2 Lesson 1: Hazard Identification

Learning Objective: Students will be able to apply lab safety rules by identifying hazards and offering solutions. Science “Safety Expectations” Standards:

• Identify hazards. Hazards may be physical, chemical, health, or environmental.

• Evaluate the type of risk associated with each hazard.

• Instruct students on all procedures and necessary safety precautions in such a way as to

eliminate or reduce the risk associated with each hazard.

• Prepare for any emergency that might arise despite all the required safety precautions.

________________________________________________________________________________ Answers will very. Should include the following information. Correct behavior should be colored on

the picture Anita:

• Hair not tied back

• Flame unattended and/or near hair

• No safety Goggles Lilith

• Test tube pointed toward herself

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• (Correct) safety goggles

• (Correct) lab apron

• (Correct) hair tied back Frank

• No Incorrect behavior

• (Correct) Washing hands

• (Correct) Wearing lab apron Carlos

• Horse play/practical jokes Caroline

• No safety goggles

• Away from table

• (Correct) wafting fumes

• (Correct) lab apron

• (Correct) Hair tied back Leah

• No Safety goggles

• No gloves

• (Correct) Lab apron

• (Correct) Hair tied back Steve

• Eating in lab

• Not paying attention/mixing chemicals

• No lab apron

• No goggles Harry

• Pointing test tube at another person

• Leaning in chair

• No lab apron

• No goggles

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SCIENCE - Week 2 Lesson 2: Making Safe Choices

Learning Objective: Students will be able to demonstrate lab safety rules by writing what all the characters did wrong instead of practicing proper lab safety.

Science “Safety Expectations” Standards:

• Identify hazards. Hazards may be physical, chemical, health, or environmental.

• Evaluate the type of risk associated with each hazard.

• Instruct students on all procedures and necessary safety precautions in such a way as to eliminate or reduce the risk associated with each hazard.

• Prepare for any emergency that might arise despite all the required safety precautions. ________________________________________________________________________________

Answers Should contain A MINIMUM of 4 things for each character

SpongeBob

• Needs to wear safety goggles

• Should not reach across an open flame

• Splashed Gary with unknown chemical

• He should not look into a heated test tube

• Need to clean up after themselves

• Needs to close bottles when he is not using them

• Needs to tell the teacher about his cut

• Needs to wash hands

Gary

• Needs to wear safety goggles

• Needs to tell the teacher that he was splashed with the unknown substance

• Needs to waft the smell, not inhale it

• He should not taste the substance

• Need to clean up after themselves

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Patrick

• Needs to read the directions

• Correctly wore his safety goggles!

• Needs permission to mix chemicals

• Should not run in the classroom

• Should not leave his desk

• Needs to tell the teacher about the spills

• Should replace cracked glassware

• Correctly used tongs to hold test tube while heating it!

• Needs to move notebook away from flame

• Needs to wash out the test tube.


SOCIAL STUDIES - Week 2 Lesson 1: A Spotlight on North America Learning Objective: Students will examine North America by comparing and contrasting its three largest countries (the United States, Mexico, and Canada) and responding to comprehension questions. Social Studies “Anchor” Standards:

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• G1: The use of geographic representations and tools helps individuals understand their world.

• G2: Human-environment interactions are essential aspects of human life in all societies.

• G3: Examining human population and movement helps individuals understand past, present, and future conditions on Earth’s surface.

• G4: Global interconnections and spatial patterns are a necessary part of geographic reasoning.

________________________________________________________________________________

SOCIAL STUDIES - Week 2 Lesson 2: The United States: States and Regions Learning Objective: Students will become familiar with North America’s five regions (West, Southwest, Midwest, Northeast, and Southeast) by completing comprehension questions that require comparing and contrasting the different regions. Social Studies “Anchor” Standards:

• G1: The use of geographic representations and tools helps individuals understand their world.

• G2: Human-environment interactions are essential aspects of human life in all societies.

• G3: Examining human population and movement helps individuals understand past, present, and future conditions on Earth’s surface.

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• G4: Global interconnections and spatial patterns are a necessary part of geographic reasoning.

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distance learning packet answer key€¦ · 2 english language arts - week 2 lesson 1: textual...

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