distance learning packet week 1legs help them climb trees and hang from tree branches. they spend...
TRANSCRIPT
5th GRADE
Distance Learning Packet
Week 1
1
Table of Contents
ENGLISH LANGUAGE ARTS
ELA Lesson 1………………………………………………………………………… page 2
ELA Lesson 2………………………………………………………………………… page 9
ELA Lesson 3………………………………………………………………………… page 12
MATHEMATICS
Math Lesson 1………………………………………………………………………… page 17
Math Lesson 2………………………………………………………………………… page 26
Math Lesson 3………………………………………………………………………… page 33
SCIENCE
Science Lesson 1……………………………………………………………………... page 37
Science Lesson 2……………………………………………………………………... page 41
SOCIAL STUDIES
Social Studies Lesson 1……………………………………………………………... page 52
Social Studies Lesson 2……………………………………………………………… page 55
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ENGLISH LANGUAGE ARTS - Week 1 Lesson 1: Decoding Words, Reading Informational Texts Learning Objective: Students will build oral language skills, build vocabulary, and review the elements of informational text. English Language Arts Standards:
• RF.5.3.A: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
• SL.5.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• SL.5.1.D: Review the key ideas expressed and draw conclusions.
________________________________________________________________________________ Directions: First, review the lesson on “decoding words” using prefixes and suffixes. Then, answer
the questions on informational texts and review the vocabulary words. Lastly, read the informational
text “The Inventor’s Secret,” paying close attention to the essential “question.”
Foundational Skills - Decoding
MEANINGS FOR PREFIXES, SUFFIXES, & ROOTS
PREFIX/SUFFIX MEANING non pre ness ment
not before state of being action of something
Directions: For each word, write down the following on the three lines provided.
• Prefix or Suffix with meaning
• Root word
• Final meaning of the vocabulary word
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1. nonessential
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2. nonprofit
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________
3. preapprove
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
4. prequalify
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 5. happiness
__________________________________________________________________ __________________________________________________________________ _________________________________________________________________ 6. cheerfulness
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 7. encouragement
___________________________________________________________________ ___________________________________________________________________
__________________________________________________________________ 8. disagreement
__________________________________________________________________ ___________________________________________________________________
___________________________________________________________________
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Reading & Responding: Directions: Think about the following question – What are the elements of informational text? (CHECK THE LAST PAGES OF THIS LESSON FOR ANSWER KEY) 1. Informational text is about ___________________________________________
________________________________________________________________
2. Informational text contains __________________
3. It might use _______________________, _______________________, or ________________________________________
4. It presents information in a _____________________ _____________________
5. It gives events in the _______________________________________________
6. It may be organized _____________________________
Reference only Vocabulary meaning for informational text (The Inventor’s Secret: What Thomas Edison Told Henry Ford)
A. waterwheel (noun)– a wheel turned by moving water that is used to power machines
B. weary (adjective)– very tired
C. boasted (verb) – to talk with pride about oneself; to brag
D. afford (verb) – to have the money to purchase
E. marvelous (adjective) – causing wonder; amazing
F. contraption (noun) – a complicated machine or device
G. buzzing (verb) – feeling excitement
H. incandescent (adjective) – glowing with light made by high temperatures
I. cylinder (noun) – a hallow object that has the shape of a can
J. patents (noun) – it is a right granted by the government that allows an inventor to claim
ownership of a technology
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Informational Text Directions: Keep in mind the following essential question as you read through the informational text: The Inventor’s Secret: What Thomas Edison Told Henry Ford. Essential Question. How can we learn from our mistakes?
The Inventor’s Secret: What Thomas Edison Told Henry Ford
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ENGLISH LANGUAGE ARTS - Week 1 Lesson 2: Decoding Words, Summarizing Informational Texts Learning Objective: Students will build oral language skills, reread the informational text The Inventor’s Secret: What Thomas Edison Told Henry Ford, and summarize what they have learned from the text by answering questions. English Language Arts Standards:
• RF.5.3.A: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
• 5.RI.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
________________________________________________________________________________ Directions: First, review the lesson on “decoding words” using prefixes and suffixes. Then, re-read
the informational text “The Inventor’s Secret.” Lastly, answer the “summarizing” comprehension
questions.
Foundational Skills - Decoding
Directions: For each word, write down the following on the three lines provided.
• Prefix or Suffix with meaning
• Root word
• Final meaning of the vocabulary word
NOTE: Please check table in lesson 1 to review meanings of the prefixes and suffixes.
1. nonreturnable
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________
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2. noncontrollable
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________
3. premeasure
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________
4. preschedule
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________
5. emptiness
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________
6. carelessness
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________
7. accomplishment
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________
8. repayment
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________
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Summarize Directions: Reread the informational text The Inventor’s Secret: What Thomas Edison Told Henry Ford from lesson 1 and summarize what you have learned from the text by answering the questions below. NOTE: Answer in complete sentences. Remember to begin every sentence with a capital letter. 1. Why was Henry Ford so determined to build a gas car?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Why did Henry Ford have deep respect for Thomas Edison?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Let’s review our essential question – How can we learn from our mistakes? Answer this question in your own words.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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ENGLISH LANGUAGE ARTS - Week 1 Lesson 3: Parts of Speech, Fact and Opinion Learning Objective: Students will identify parts of speech and distinguish fact from opinion. English Language Arts Standards:
• 5.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
• RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
________________________________________________________________________________ Directions: First, review the lesson on “nouns” below and complete the review questions. Then,
review the lesson on “Fact vs. Opinion.” Read the informational text on sloths, and complete the
“Fact vs. Opinion” response questions.
Parts of Speech: A noun is a word (other than a pronoun) used to identify a class of people, places, or things (common noun), or names of people and places (proper noun). 1.Find the plural form (more than one noun) of the underlined noun.
I saw four deer in my backyard. A. deers B. deeres C. deeries D. Correct as is
2.Write down the proper noun in the following sentence. (TIP: Proper nouns are names of people and places)
Sarah made dinner for the whole family. ______________________________
3.Change each of the singular nouns below into plural nouns. (TIP: Use ‘s’ or ‘es’)
A. book: ________________________
B. table: ________________________
C. day: ________________________
D. car: ________________________
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4. Change each of the singular nouns below into plural nouns. (TIP: Drop the ‘y’ and use ‘i’ plus ‘es’)
A. baby: babies (example) B. body: __________________________
C. monkey: ________________________
D. party: __________________________
E. dictionary: _______________________
A pronoun is a word that takes the place of a noun. Some examples are I, he, she, you, it, we, they, him, her, their, and us. 5. Which pronoun should replace the underlined noun?
Sarah made dinner for the whole family. A. She B. We C. Her D. They
6. Fill in the blank with the correct pronoun. Babies like to sleep on ___________tummies.
A. its
B. their
C. her
D. there
7. Jennifer told her mom that __________has a lot of homework tonight.
A. Her
B. They
C. She
D. us
8. Sarah and Cindy will meet _________________parents at the bus stop after the shopping trip.
A. Her
B. Their
C. They’re
D. there
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Fact Versus Opinion:
• A fact is information that is true. • An opinion is someone’s belief. It can be based on facts.
EXAMPLES: 1. My hair is black in color. (this is a fact because it can be proven)
2. She has beautiful hair. (this is my belief; not everyone may think so. Hence,
it is an opinion)
**REMEMBER - If something is true, or it really happened, it is a fact. If something is what someone thinks or believes, it is an opinion.
Directions: As you read this informational text, think about what parts are facts and what parts are opinions. After reading the passage, complete the questions below. Sloths https://www.k5learning.com
Sloths are the slowest-moving mammals on earth. It takes a full minute for a sloth to move 6
feet across the ground. You probably couldn’t move that slowly if you tried! The sloth’s body is about
2 feet long. It has long legs, and curved claws that are 3 to 4 inches long. Their claws and their long
legs help them climb trees and hang from tree branches. They spend almost their entire lives hanging
from tree branches. The life of a sloth is not very exciting.
Sloths have a round head, small ears, a stubby tail, and sad looking eyes set in a dark-colored
“mask.” The shape of a sloth’s mouth makes it look like it is always smiling. It has extra bones in its
neck that make it possible for it to turn its head almost all the way around. Sloths don’t put on much of
a show, but they are very cute to look at.
Sloths’ bodies are home to many tiny plants and creatures. Tiny plants grow on the sloth’s fur,
making sloths appear to be green. This makes the sloths almost invisible against the green leaves of
the trees they live in. Moths and insects also live in the sloth’s fur. Maybe the sloth doesn’t even seem
like an animal to these plants and creatures, because the sloth moves so little and so seldom.
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Giant sloths the size of elephants once lived in many places on earth, including North America.
Today, sloths can be found in the tropical forests of Central and South America. They eat leaves and
berries. A sloth can stick its tongue out 12 inches. Maybe they developed this skill so they wouldn’t
have to move to reach the tasty leaves and berries around their resting spot. Their main enemies are
jaguars, eagles, and snakes. Many tropical forests are disappearing, along with the sloths that live
there. It would be a sad thing if these fascinating little animals became extinct.
Directions: Circle the word “fact” if it is true or it really happened in the passage. Circle the word
“opinion” if it is what someone thinks or believes.
1. Sloths are the slowest mammals on earth.
fact opinion
2. It takes a full minute for a sloth to move 6 feet across the ground.
fact opinion
3. You probably couldn’t move that slowly if you tried!
fact opinion
4. Sloths spend almost their entire lives hanging from tree branches.
fact opinion
5. The life of a sloth is not very exciting.
fact opinion
6. Sloths have a round head, small ears, a stubby tail, and sad-looking eyes.
fact opinion
7. The shape of a sloth’s mouth makes it look like it is always smiling.
fact opinion
8. A sloth can turn its head almost all the way around.
fact opinion
9. Sloths are cute to look at.
fact opinion
10. Tiny plants grow on the sloth’s fur.
fact opinion
11. Moths and insects live in the sloth’s fur.
fact opinion
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12. Maybe the sloth doesn’t even seem like an animal to the tiny plants and creatures that live in its
fur.
fact opinion
13. Sloths live in the tropical forests of Central and South America.
fact opinion
14. Many tropical rainforests are disappearing.
fact opinion
15. It would be sad if sloths became extinct.
fact opinion
More Practice: Write down 5 facts about yourself. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Write down 3 opinions about school. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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MATHEMATICS - Week 1 Lesson 1: Multiplying with Multiple Digit Numbers Learning Objective: The goal of this lesson is refreshing the scholar’s knowledge of multiplying multi-digit numbers and dividing multi-digit numbers by a single digit divisor. At the end of the lesson and review you will be challenged to multiply multi-digit numbers by multi-digit numbers and divide a multi-digit number by a multi-digit divisor. Math Standards:
• 4.NBT.B.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
• 4.NBT.B.6: Demonstrate understanding of division by finding whole-number quotients and remainders with up to four-digit dividends and one-digit divisors.
• 5.NBT.B.5: Fluently multiply multi-digit whole numbers using a standard algorithm. • 5.NBT.B.6: Apply and extend understanding of division to find whole-number quotients of
whole numbers with up to four-digit dividends and two-digit divisors. ________________________________________________________________________________ Directions: For the three example problems, challenge yourself by attempting the math on your own
before reading the steps. The correct answer is at the end of each example problem. The first two
examples are a review. Example 3 is planned to challenge you. After you have reviewed the example
problems, work independently on the sample problems included in the packet. The example problems
were chosen to challenge your problem solving skills. Finally, there is a multiplication table,
challenge yourself to complete the multiplication table in a set amount of time, set a realistic goal you
feel you can achieve (for example my personal goal would be to have it completely filled in within 5
minutes of starting).
Vocabulary:
• Factor-Either of the two numbers multiplied together to generate a product. For example 6 X 7
= 42, 6 and 7 are both factors. A way to remember this is factories produce products, so
factors produce products.
• Product- the result of multiplication. For example 17 X 3 = 51, 51 is the product.
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Example 1: The Math The Steps
Multiply the two numbers in the ones
places: 5 × 5 = 25. Since this number is 10 or
greater, place the 5 below the line in the ones
place column and place the 2 above the tens
place column.
Multiply the digit in the tens place column of
the top number, 1, by the digit in the ones
place column of the bottom number, 5: 1 × 5
= 5. Now, add the 2 that was carried over
from the previous multiplication. Since this
number is less than 10, place the 7 below the
line in the tens place column.
Multiply the digit in the hundreds place
column of the top number, 4, by the digit in
the ones place column of the bottom number,
5: 4 × 5 = 20. Since this number is 10 or
greater, place the 0 below the line in the
hundreds place column and place the 2
above the thousands place column.
Multiply the digit in the thousands place
column of the top number, 2, by the digit in
the ones place column of the bottom number,
5: 2 × 5 = 10. Now, add the 2 that was carried
over from the previous multiplication. Since
this is the last number on the top, place the
12 to the left of the digits under the line.
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Example 2 The Math The Steps
Multiply the two numbers in the ones places:
5 × 4 = 20. Since this number is 10 or
greater, place the 0 below the line in the ones
place column and place the 2 above the tens
place column.
Multiply the digit in the tens place column of
the top number, 7, by the digit in the ones
place column of the bottom number, 4: 7 × 4
= 28. Now, add the 2 that was carried over
from the previous multiplication. Since this is
the last number on the top, place the 30 to
the left of the digits under the line.
After 75 has been multiplied by 4 as shown
above, multiply 75 by the number in the tens
place of the second number, 3. The resulting
number is moved one place to the left
because 75 is being multiplied by a tens
place number. Place a zero in the ones
column to indicate this.
Multiply the digit in the ones place column of
the top number, 5, by the digit in the tens
place column of the bottom number, 3: 5 × 3
= 15. Since this number is 10 or greater,
place the 5 below the line in the ones place
column and place the 1 above the tens place
column.
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Multiply the digit in the tens place column of
the top number, 7, by the digit in the ones
place column of the bottom number, 3: 7 × 3
= 21. Now, add the 1 that was carried over
from the previous multiplication. Since this is
the last number on the top, place the 22 to
the left of the digits under the line.
Finally, add 300 and 2,250.
Example 3: The Math The Steps
Multiply the two numbers in the ones
places: 5 × 5 = 25. Since this number is
10 or greater, place the two above the
tens place column and place the five
below the line in the ones place column.
Multiply the digit in the tens place column
of the top number, 1, by the digit in the
ones place column of the bottom number,
5: 1 × 5 = 5. Now, add the 2 that was
carried over from the previous
multiplication. Since this number is less
than 10, place the seven below the line in
the tens place column.
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Multiply the digit in the hundreds place
column of the top number, 4 by the digit
in the ones place column of the bottom
number, 5: 4 × 5 = 20. Since this number
is 10 or greater, place the two above the
thousands place column and place the
zero below the line in the hundreds place
column.
Multiply the digit in the thousands place
column of the top number, 2 by the digit
in the ones place column of the bottom
number, 5: 2 × 5 = 10. Now, add the 2
that was carried over from the previous
multiplication. Since this is the last
number on the top, place the 12 to the left
of the digits under the line.
After 2,415 has been multiplied by 5 as
shown above, multiply 2,415 by the
number in the tens place of the second
number, 2. The resulting number is
moved one place to the left because
2,415 is being multiplied by a tens place
number. Place a zero in the ones column
to indicate this.
Multiply the digit in the ones place column
of the top number, 5, by the digit in the
tens place column of the bottom number,
2: 5 × 2 = 10. Since this number is 10 or
greater, place the zero below the line in
the tens place column and place the one
above the one in the tens place column of
the top number.
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Multiply the digit in the tens place column
of the top number, 1, by the digit in the
tens place column of the bottom number,
2: 1 × 2 = 2. Now, add the 1 that was
carried over from the previous
multiplication. Since this number is less
than 10, place the three below the line in
the hundreds place column.
Multiply the digit in the hundreds place
column of the top number, 4, by the digit
in the tens place column of the bottom
number, 2: 4 × 2 = 8. Since this number is
less than 10, place the eight below the
line in the thousands place column.
Multiply the digit in the thousands place
column of the top number, 2, by the digit
in the tens place column of the bottom
number, 2: 2 × 2 = 4. Since this number is
less than 10, place the four below the line
in the ten-thousands place column.
Finally, add 12,075 and 48,300.
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Practice Set Directions: Use the space provided to re-write the problem, show your work. 1. 93 X 2 =
2. 1,882 X 3 =
3. 597 X 8 =
4. 48 X 30 =
5. 18 X 14 = 6. 17 X 20 =
7.
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8.
9. Maxine did jumping jacks every day
for 23 days in a row. She did 15
jumping jacks each day. How many
jumping jacks did she do in all?
10. Each class at an art design school
costs $339. To finish school,
students must take 49 classes.
How much will it cost a student to
complete art design school?
11. A school buys 250 packages of
hotdog buns, each package contains
12 buns. How many hotdog buns did
the school buy in total?
12. A store has 378 stings of lights,
each string of lights has 50 lights.
How many individual lights are
there in total?
13. A class has 19 girls, and 7 boys. If
each student is given a dozen (12)
erasers, how many erasers are
given out in total?
14. A cookie recipe calls for 4 eggs, if I
wanted to make 6 batches of
cookies, how many eggs would I
need to purchase?
15. Each case of math books weighs 25
pounds. If a school orders 22 cases
of math books, what will the total
weight of books be?
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Multiplication Table Directions: Complete the square by multiplying each number 1- 12, by 1- 12. Some products are
included.
1 2 3 4 5 6 7 8 9 10 11 12
2
3 18
4
5
6 30
7 70
8
9 27
10
11 121
12
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MATHEMATICS - Week 1 Lesson 2: Dividing with Multiple Digit Numbers Learning Objective: The goal of this lesson is refresh the scholar’s knowledge of dividing multi-digit numbers by a single digit divisor and to build on that knowledge so that at the end of the lesson you will be able to divide using a multi-digit divisor. Math Standards: • 4.NBT.B.6: Demonstrate understanding of division by finding whole-number quotients and
remainders with up to four-digit dividends and one-digit divisors. • 5.NBT.B.6: Apply and extend understanding of division to find whole-number quotients of
whole numbers with up to four digit dividends and two-digit divisors. ________________________________________________________________________________ Directions: For the two example problems challenge yourself by attempting the math on your own
before reading the steps. The correct answer is at the end of each example problem. The first
example is a review. Examples 2 is planned to challenge you. After you have reviewed the example
problems, work independently on the sample problems included in the packet. The sample problems
were chosen to challenge your problem-solving skills. Finally, there is a multiplication table, challenge
yourself to complete the multiplication table in a set amount of time (for example my personal goal
would be to have it completely filled in within 5 minutes of starting).
Vocabulary:
• Divisor – The divisor is the number a division problem is divided by. For example, 25 ÷ 5, 5 is
the divisor. • Dividend- The dividend is the number being divided or split up. For example, 30 ÷ 6, 30 is the
dividend. A way to remember this is the dividend goes “end” the house. • Quotient – The quotient is the “answer” of a division problem. For example, 90 ÷ 45 = 2, 2 is
the quotient.
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Example 1: The Math The Steps
Divide 269 by 3.
Since division can be written several ways,
here are a few other ways you might see 269
divided by 3. 269/3, 269 ÷ 3,
Dividing a three digit number by a one digit
number requires several steps. Place the
divisor (3) before the division bracket and
place the dividend (269) in the division
bracket.
The first number of the dividend (2) is less
than 3. So, take the first two numbers of the
dividend (26) and determine how many times
3 will go into 26.
Thus, 3 will go into 26 eight times. Place the
8 above the division bracket over the 6 from
the 26.
Multiply the 8 by 3 and place the result below
the 26 of the dividend.
Draw a line under the 24 and subtract it from
26 (26 - 24 = 2). Bring down the 9 from the
269 and place it to the right of the 2.
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Determine how many times 3 will go into 29
and place the answer above the division
bracket and to the right of the eight.
Multiply the 9 by the 3 and place the result
below the 29. Subtract the 27 from the 29.
There are no more numbers in the dividend
to bring down next to the 2. Therefore 2 is the
remainder and R2 is placed above the
division bracket and to the right of the nine.
Example 2 The Math The Steps Divide 1,819 by 17
1,819 ÷ 17
Dividing a four-digit number by a two-digit
number requires several steps. Place the
divisor (17) before the division bracket and
place the dividend (1,819) in the division
bracket.
The first two digits of the dividend (18) are
greater than the divisor (17). So, take the first
two numbers of the dividend (18) and
determine how many times 17 will go into 18.
Thus, 17 will go into 18 one time. Place the 1
above the division bracket over the 8 from the
18.
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Multiply the 1 by 17 and place the result
below the 18 of the dividend.
Draw a line under the 17 and subtract it from
18 (18 - 17 = 1). Bring down the 1 from the
1,819 and place it to the right of the 1
Determine how many times 17 will go into 11.
As 11 is less than 17, 17 does not go into 11.
So, place zero in the quotient above the
division bracket and to the right of the one.
Multiply the 0 by the 17 and place the result
below the 11. Draw a line under the 0 and
subtract 0 from 11. Bring down the 9 from the
1,819 and place it to the right of the 11.
Determine how many times 17 will go into
119 and place the answer above the division
bracket and to the right of the zero.
Multiply the 7 by the 17 and place the result
below the 119. Subtract 119 from the 119.
There are no more numbers in the dividend
to bring down next to the 0. Therefore, 1,819
divided by 17 is 107
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Practice Set: 1.
2.
3.
4.
5.
6.
7. In the example below, what does the
number 7 represent?
A. The Quotient
B. The Divisor
C. The Dividend
8. In the example below, what does the
number 828 represent?
A. The Quotient
B. The Divisor
C. The Dividend
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9. Julio is lifting weights. He wants to
have 180 pounds on the bar. How
many 15-pound weights should he
put on the bar?
10. Annabel sent 24 text messages to her
brother during the last 12 days. How
many text messages did she send her
brother each day if she sent him the
same number of text messages each
day?
11.
12. 1024 ÷ 16 =
13.. A hotel is hosting a wedding
reception. Each table can hold 11
people. If they are setting up for 132
people, how many tables should they
set up?
14. A lighting company is installing lights in
an office. They want to install 341
lights. If they break it up into 11
equal rows of lights, how many lights
would be in each row?
15. A movie theater has 288 seats. If
each row has 16 seats, how many
rows are in the movie theater?
16. The cover of a baseball is stitched
together with 88 inches of red thread.
How many baseball covers can be
stitched together with 616 inches of red
thread?
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Multiplication Table Directions: Complete the square by multiplying each number 1- 12, by 1- 12. Some products are
included.
1 2 3 4 5 6 7 8 9 10 11 12
2 4
3 9
4 16
5 25
6 36
7 49
8 64
9 81
10 100
11 121
12 144
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MATHEMATICS - Week 1 Lesson 3: Rounding Numbers & Decimals Learning Objective: This lesson is designed to refresh your knowledge of rounding numbers and introduce you to the concept of rounding decimals. Math Standards:
• 5.NBT.A.4: Use place value understanding to round decimals to any place. • 4.NBT.A.1: Apply concepts of place value, multiplication, and division to understand that in a
multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
• 4.NBT.A.3: Use place value understanding to round multi-digit whole numbers to any place. ________________________________________________________________________________ Directions: This lesson consists of three parts. The first part contains examples of rounding numbers
with and without decimals. The second part is a practice set where you will practice your abilities, and
finally end this lesson with a math challenge. The math challenge will serve to sharpen your skills as
a mathematician.
Vocabulary Place Value -The value a digit has based on where it is located within a number. For example, the 6
in 625 is in the hundreds place.
Rounding-To make a number simpler by changing certain values to “0.”
Instructions-This lesson is split into three parts. The examples will review how to round numbers, then
explain the process of rounding decimals. After you have reviewed the examples there is a section for
you to practice your skills. Finally, there is a challenge at the end which will help you sharpen your
place value skills.
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Examples Example 1: Round 658,789 to the nearest
hundred thousand.
When rounding, look to the digit to the right of
the place value you are rounding to.
For this example, we are rounding to the
hundred thousand place, so we look to the
right of the 6 in the hundred thousand place
and see a 5.
When rounding, 5 and above rounds up, and
4 and below round down. So 658,789 rounds
to 700,000.
Example 2: Round 42,654 to the ten
thousand place.
First, find the number in the ten thousands
place, look to the right, and we see a 2. Two
rounds down, so we round 42,654 to 40,000
when rounding to the ten thousands place.
Example 3: Round 5.25 to the ones place. Even when decimals are involved we can still
round. We still look to the digit to the right of
the place value which we are rounding, and
we still follow the rule 5 up, 4 down. So, for
this example we are rounding to the ones
place, so we look to the right of the 5 in the
ones place and we see the number 2, 2
rounds down. 5.25 when rounded to the
nearest one rounds to 5.
Example 4: Round 6.78 to the nearest tenths
place.
Step 1, find the number in the tenths place. 7
is in the tenths place. Second we look to the
right of the 7 and see an 8. 8 rounds up.
Rounding 6.78 to the tenths place is 6.8.
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Practice Set 1. What place value is the underlined digit
in?
625,879
2. What place value is the underlined digit
in?
15.258
3. What place value is the underlined digit
in?
3.14
4. Round 61,500 to the nearest thousand.
5. Round 416 to the nearest hundred.
6. Round 4,248 to the nearest 100.
7. Round 519 to the nearest 10 8. Round 17.37 to the nearest 1.
9. Round 1.321 to the nearest hundredth. 10. Round 18.5 to the nearest one.
11. Round 72.3 to the nearest one. 12. Round 7.423 to the nearest hundredth.
13. Round 0.281 to the nearest hundredth. 14. Round 64.2 to the nearest one.
15.
16.
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Math Challenge: Place Value Practice
Directions: Challenge yourself to complete the activity below in under 5 minutes. For each number
write the place value of the underlined number, then write the number it represents. The first three are
completed as an example.
12,589 Tens 80
102 Hundreds 100
4,569 Thousands 4,000
85,932
22,973
21,473
18,375
85,932
72,861
18,749
41,638
25,879
123,456
987,805
15,152
202
45
12,879
36,456
135,589
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SCIENCE - Week 1 Lesson 1: What is a Scientist? Learning Objective: Students will be able to think like a scientist by identifying types of scientists and making observations. Science “Core” Standards:
• U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.
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1. What do you think a scientist looks like? Draw scientist in the box
2. What makes the person in the box a scientist?
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A Scientist is someone who collects data in an organized format to test questions. Scientists
look for explanations and try to find solutions to problems. There are many types of scientists.
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A scientist often focuses on a specific topic that falls within the realm of Physical Science,
Earth Science, and Life Science. There are many different types of scientists in each of these
categories.
3. Complete the scientists’ worksheet (located on page 36) to identify what different types of
scientists are called.
4. Now that you have had an introduction to scientists; in the box below pick your favorite type of scientist and draw yourself as one of them!
5. Scientists make observations about the natural world around them and use these observations
to develop testable questions. Observations are statements about something you have seen, heard, or noticed. Testable questions are questions that can be tested through experimentation.
a. Go outside and write down 5 observations: i. ________________________________________________________________
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ii. ________________________________________________________________
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iii. ________________________________________________________________
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iv. ________________________________________________________________
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v. ________________________________________________________________
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6. For your final activity for this lesson, develop one testable question for each observation.
Remember these are questions that can be tested by experimentation!
i. ________________________________________________________________
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ii. ________________________________________________________________
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iii. ________________________________________________________________
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iv. ________________________________________________________________
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v. ________________________________________________________________
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SCIENCE - Week 1 Lesson 2: Lab Safety Learning Objective: Students will be able to make safe lab decisions by identifying the safety rules. 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.
________________________________________________________________________________ Directions: Use the PowerPoint slides pages to fill in the blank spots on the notes. Make sure you
study these notes, there will be a safety quiz when we return to in person classes! Do not forget to
get the contract at the end of the notes page signed by both you and your parents!
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Lab Safety Notes and Contract
Reasons for lab safety Science is a laboratory class. You will be doing laboratory activities, which require the use of
________________ chemicals and ______________ lab equipment. ____________________ in the science classroom is the #1
_________________. A signed lab ____________________ and a score of _______ or better on
the _____________________ are required to participate in labs. General Safety Rules
1. Follow all _________________ given by the teacher. Do not _________ anything __________ the instructions are given.
2. Wear safety goggles to protect your __________ from _____________, ______________ materials, or things that might be able to _________________.
3. Notify your teacher if any ___________ or ___________ occur. 4. After handling chemicals, always wash your _____________ with
___________ and water. 5. During lab work, keep your hands away from your _________. 6. Tie back long _____________. 7. No __________ clothing or _________ ________ shoes. 8. Keep your work area _________ and _________. 9. Clean up your lab area at the ___________________ of the laboratory
period. 10. Never put anything into your ______________ during a lab experiment. 11. Never “horse around” or play _______________ _______________ in
the laboratory. Glassware Safety
1. Report chipped or cracked glassware to the ____________. 2. Broken glassware is thrown away in a _____________ glass disposal
container, _____ the classroom trashcan. 3. Always keep glassware at least a _______________ _______________
from the edge. 4. Pour down a glass stirring rod to prevent liquids from _______________. 5. If a piece of glassware gets broken, do not try to clean it up by yourself.
__________________ the teacher. 6. Do not place hot glassware in _____________. Rapid cooling may make
it ____________________.
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First aid if someone gets a cut: 1. Tell the _______________. 2. ___________ with a clean paper towel and apply _______________. Chemical Safety
1. Wear protective ______________ and a lab ____________ whenever _____________ chemicals.
2. Never mix chemicals _________________ unless you are told to do so. 3. Never ____________ any chemicals. All chemicals, including
___________ in the lab are considered _______________. 4. If you need to smell the ___________ of a chemical, ___________ the
fumes toward your nose with one hand. Never directly __________ the fumes.
5. Always pour _____________ into ____________. Remember alphabetical order, A to Z.
6. Follow the instructions of your teacher when disposing of all __________________.
7. Wash your hands after handling ____________ chemicals. 8. Never _________ any chemicals from the lab or store room.
First aid if someone gets poisoned: 1. Stay calm, and tell the ________________. 2. _________ the chemicals that were being using. First aid if someone spills a chemical on them: 1. Tell the ________________. 2. __________ the area with running water.
Electrical Safety 1. Plug in electrical cords where no one can trip on them or get
_______________ in them. 2. Be sure your hands and your lab area are __________ before using
electrical equipment. 3. Never poke anything into electrical ________________. 4. Unplug cords by pulling the _______________ and not the cord. 5. Unplug all electrical equipment at the end of the __________
____________. First aid if someone gets an electrical shock:
1. Tell the ________________. 2. Shut off the current at the _____________. 3. Remove wire with ____________ gloves.
Heating Safety 1. Let burners and hotplates cool down before __________ them. 2. Use tongs and/or protective gloves to handle ____________ objects. 3. Never reach across an open _____________ or _______________.
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4. Always point the top ends of test tubes that are being heated _______________ from people.
5. Only _________ glassware should be heated. 6. Heat glassware by placing it on a wire gauze platform on a
___________________. Do not hold it in your _______. 7. Hot plates or glassware do NOT turn _______ when they are hot! 8. Never leave a burner or hotplate _____________________.
First aid if someone gets burned: 1. Tell the ________________. 2. Immediately flush with ________________ water until burning sensation is lessened. First aid if someone faints: 1. Provide __________________ air and have the person recline so that
their head is _______________ than the rest of their body. First aid if someone gets something in their eye: 1. Flush eyes immediately with plenty of _____________ for several
minutes. 2. If a foreign object is lodged in the eye, do not allow the eye to be
_______________. Remember to…
• Stay at your work station • Maintain a clean work area • Read and follow all directions • Report any spills, accidents,
or injury to the teacher immediately • Clean and put away all equipment at the end of the
lab period • Dispose of waste products according to instructions
________________________________________________________________________________ I agree to abide by the above safety rules. I understand that the consequence for not following them is to no longer be allowed to participate in lab at school. ________________________________ _______________________________
Print Student’s Name Student’s Signature ________________________________ _______________________________
Parent’s Signature Date
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SOCIAL STUDIES Week 1 Lesson 1: An Introduction to Geography
Learning Objective: Students will become familiar with the study of geography by completing comprehension questions and using the 5 themes of geography to analyze their home’s location. 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. • G4: Global interconnections and spatial patterns are a necessary part of geographic
reasoning. ________________________________________________________________________________ Directions: Read the following social studies reading passage; highlight or underline any information (key terms, previously unknown information, etc.) that you believe is important to the passage. Once finished, answer the corresponding comprehension questions.
What is Geography?
Geography is the study of Earth and its people. Geographers
are scientists who study where things are and how things got there.
Geographers also study how people use the Earth’s resources.
Exploration and the discovery of new places is an important part of
geography. Geographers seek an understanding of Earth—not simply
where objects on Earth can be found, but also why they are there, and
how they develop and change over time.
Geographers often use models of the Earth, like globes and maps.
A globe is a spherical model of the Earth (like the Earth, a globe is the
shape of a sphere, or ball). A world map is a flat representation of the
surface of the Earth.
Geography is often defined in terms of two branches: human geography and physical
geography. Human geography is concerned with the study of people and their communities,
cultures, and interactions with their environment. Physical geography is concerned with the study of
the natural environment, like land formations, soil, and climate.
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The 5 Themes of Geography When geographers study Earth and its geography, they often
think about the five main themes, or topics. Keeping these themes in
mind as you explore history and geography will help you think like a
geographer. The five themes of geography are listed below:
1. Location: Everything on Earth has its own location—the place where it can be found. 2. Place: Every place has physical and human characteristics, or features, that make it
different from all other places. Physical features are formed by nature. Human features are
created by people. 3. Human-Environment Interactions: People and their surroundings interact, or affect each
other. People’s activities may modify, or change, the environment. The environment may
affect people, requiring them to adapt, or adjust, to their surroundings. 4. Movement: Every day, people in different states and countries exchange products and
ideas. 5. Regions: Areas of Earth with main features that make them different from other areas are
called regions. A region can be described by its physical features or its human features.
Comprehension Questions:
1. In your own words, define geography:
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2. How is a world map different from a globe?
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3. How does human geography differ from physical geography?
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4. In Arizona, people must learn to live with the blazing heat during the summer months. In which of
the five themes of geography does this fact belong? Explain your reasoning.
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5. Think about where you live (it could either be your city or your state). Can you describe your home
city or state using the five main themes of geography: location, place, human-environment
interactions, movement, and region? What about any other locations that you are familiar with?
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SOCIAL STUDIES Week 1 Lesson 2 – Looking at Earth: Continents and Oceans Learning Objective: Students will review the Earth’s seven continents and five oceans, as well as different key geographical features, by responding to comprehension questions and using a map to find different locations. Social Studies “Anchor” Standards:
• G1: The use of geographic representations and tools helps individuals understand their world.
• G4: Global interconnections and spatial patterns are a necessary part of geographic reasoning.
________________________________________________________________________________ Directions: Read the following social studies reading passage; highlight or underline any information (key terms, previously unknown information, etc.) that you believe is important to the passage. Once finished, answer the corresponding comprehension questions.
Earth’s Continents The Earth’s land is divided into seven large areas called continents. A continent is a large
area of land separated from other areas by water, mountains, and other natural features. Earth’s
continents, from largest to smallest, are Asia, Africa, North America, South America, Antarctica,
Europe, and Australia.
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Earth’s Oceans The largest areas of water on Earth are called oceans. About three-fourths of the Earth is
covered with water. If you look at a map or a globe, you can see that these five “oceans” are
connected. The water is actually one huge body of water, called the global ocean. Although all of the
ocean water on Earth is connected together, geographers have given different names to the sections
of water separated by land. Long ago, people only know about the ocean next to where they lived.
Today, we say there are five oceans. Earth’s oceans, from largest to smallest, are the Pacific,
Atlantic, Indian, Southern, and Arctic.
Hemispheres, the Equator, and the Prime Meridian Due to its shape, you can see only one-half of Earth at a time when you look at a globe.
Halfway between the North Pole (the northernmost point on Earth) and the South Pole (the
southernmost point on Earth) on a globe is a line called the equator. The equator divides Earth into
two equal halves, or hemispheres. The Northern Hemisphere is north of the equator, and the
Southern Hemisphere is south of it.
Another line, the prime meridian, runs from the North Pole to the South Pole. It is often used
to divide Earth into the Western Hemisphere and the Eastern Hemisphere.
A location on Earth can be found in more than one hemisphere at the same time. For
example, find Australia on the map above. Notice how it is entirely in the Eastern Hemisphere—
however, it is also in the Southern Hemisphere. Some continents, like South America, are located in
three hemispheres.
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Comprehension Questions:
1. In which two hemispheres is Asia primarily located?
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2. If you were to fly east from North America to Australia, what two oceans would you cross?
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3. True or False: Antarctica is located in the Eastern, Western, and Northern Hemispheres.
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4. Rank the following four continents from largest to smallest: Africa, Antarctica, Asia, Australia.
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5. The prime meridian divides the earth into _______________ and _______________ hemispheres.