4 th gr. Packet 4/13/20 Hello North Kitsap Students! All of the staff want to tell you that we miss you and we hope that you are staying safe. Every day is a chance to learn something new, even if you need to stay home. Here are some things to help you stay caught up with your school learning for this week. DAILY SCHEDULE The following developmentally appropriate levels are identified by the Office of the Superintendent of Public Instruction (OSPI). It may be best, especially for younger children to select a few pages to do each day, and separate them from the rest of the packet to avoid getting overwhelmed. Do some school work each day! Pre K: 30 minutes per day K-1: 45 minutes per day 2-3: 60 minutes per day 4-5: 90 minutes per day WEEKLY SCHEDULE Teachers will communicate with families about new learning expectations for the week, including the district provided ELA and Math assignments, activities in other subject areas and support for enrichment and intervention. Your student's teachers may modify or adjust the assignments for students who are above or below grade level. TEACHER ASSISTANCE AND WORK COMPLETION Teachers will foster check-ins and connections with students, such as virtual classroom meetings and lessons, office hours for individual support, or emails and phone calls. Teachers will limit check-in times to regular school hours. Teachers will provide feedback and recognition of completed work, when possible. Students may be asked to email work back to teachers, taking photos and send those to teachers, hold phone calls or virtual meetings to discuss the assignments. Please do not return the actual paper packet. QUOTE FOR THE WEEK “When you know better you do better.” – Maya Angelou (Optional) Follow this link to tell us what you think about this quote. Responses will be included in next week’s packet. https://bit.ly/NKQ413
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4th 4/13/20nkschools.org/UserFiles/Servers/Server_419503/File/Elementary Rem… · Pre K: 30 minutes per day K-1: 45 minutes per day 2-3: 60 minutes per day 4-5: 90 minutes per day
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4th gr. Packet 4/13/20
Hello North Kitsap Students! All of the staff want to tell you that we miss you and
we hope that you are staying safe. Every day is a chance to learn something new,
even if you need to stay home. Here are some things to help you stay caught up
with your school learning for this week.
DAILY SCHEDULE
The following developmentally appropriate levels are identified by the Office of the Superintendent of Public Instruction (OSPI). It may be best, especially for younger children to select a few pages to do each day, and separate them from the rest of the packet to avoid getting overwhelmed. Do some school work each day!
Pre K: 30 minutes per day K-1: 45 minutes per day 2-3: 60 minutes per day 4-5: 90 minutes per day
WEEKLY SCHEDULE
Teachers will communicate with families about new learning expectations for the week, including the district provided ELA and Math assignments, activities in other subject areas and support for enrichment and intervention. Your student's teachers may modify or adjust the assignments for students who are above or below grade level.
TEACHER ASSISTANCE AND WORK COMPLETION
Teachers will foster check-ins and connections with students, such as virtual classroom meetings and lessons, office hours for individual support, or emails and phone calls. Teachers will limit check-in times to regular school hours. Teachers will provide feedback and recognition of completed work, when possible. Students may be asked to email work back to teachers, taking photos and send those to teachers, hold phone calls or virtual meetings to discuss the assignments. Please do not return the actual paper packet.
QUOTE FOR THE WEEK
“When you know better you do better.” – Maya Angelou
(Optional) Follow this link to tell us what you think about this quote. Responses will be included in next week’s packet.
Students read text closely to determine what the text says.
Sleuth Work
Crater Lake
What images come to mind when you think of a volcano? Perhaps you think of molten lava spewing from one, or smoke pouring into the sky and covering the earth with ash. You probably wouldn’t think of a fresh lake with the clearest and bluest water, would you?
Thousands of years ago the top of a volcano named Mount Mazama collapsed due to a powerful eruption. This resulted in a crater on top of the now inactive volcano. Lava sealed the bottom of the crater creating a basin. This basin gradually filled with water from rain and snowmelt. This crater is now called Crater Lake.
Nestled high in the Cascade Mountains of Oregon, Crater Lake is one of the deepest lakes in the world. The walls of old Mount Mazama tower above the lake, rising from 500 to 2,000 feet (152 to 610 meters). At its widest point, Crater Lake is about 6 miles (9 km) across.
Crater Lake is known for its blue color. The lake is so blue because it is very deep. In fact, this lake was once called Deep Blue Lake. The water is also nearly pure, which is a reason why the water is clear. Its purity and clarity are due to the fact that no rivers or streams flow into the lake.
If you visit Crater Lake, you will notice two islands: Wizard Island and Phantom Ship. You may also see a mountain hemlock log floating upright in the lake. What’s so special about this log? It’s known as the “Old Man” of Crater Lake, and it has been floating around the lake for over 100 years!
Today Crater Lake sits in Crater Lake National Park. Thanks to William Gladstone Steel, the lake and the surrounding area have been protected and preserved as a national park since 1902. Tourists can enjoy camping, fishing, and hiking during the warm months. However, from October to June, the park is buried under snow. No matter the season, Crater Lake is considered a place of great beauty.
Students read text closely to determine what the text says.
Gather Evidence Underline text that describes how Crater Lake formed. Use evidence from the text to explain why crater is used in the name Crater Lake.
Gather Evidence: Extend Your Ideas Focusing on the part of the text you identified, explain in your own words how water collects in Crater Lake.
Ask Questions Write three questions you might ask a park ranger about Crater Lake.
Ask Questions: Extend Your Ideas Write additional questions you have about Crater Lake.
Make Your Case Circle passages that tell you that this text is informational rather than fictional.
Make Your Case: Extend Your Ideas Focusing on the part of the text you identified, explain in your own words why it’s important to preserve Crater Lake.
Problem Solving 16. Erika ran 3 __ 8 mile. Maria ran 3 __ 4 mile.
Who ran farther?
17. Carlos finished 1 __ 3 of his art project on Monday. Tyler finished 1 __ 2 of his art project on Monday. Who finished more of his art project on Monday?
Write the fraction as a sum of fractions three different ways.
5. 7 ___ 10
6. 6 __ 6
Problem Solving 7. Miguel’s teacher asks him to
color 4 _ 8 of his grid. He must use 3 colors: red, blue, and green. There must be more green sections than red sections. How can Miguel color the sections of his grid to follow all the rules?
8. Petra is asked to color 6 _ 6 of her grid. She must use 3 colors: blue, red, and pink. There must be more blue sections than red sections or pink sections. What are the different ways Petra can color the sections of her grid and follow all the rules?
10. I met the _____ of my favorite rock band! 10. ___________
Decode Words
DIRECTIONS Use –ian, -ist, or -ism with the root words below to create a list word.
11. final 11. ___________12. politic 12. ___________13. moral 13. ___________14. electric 14. ___________15. active 15. ___________
Unit 3 • Module A • Lesson 6 • 221
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66 6
1
64
63
61
61 + + =6
166
64
21 Small GroupWin with One Whole!2. Each team takes a turn rolling the number cube
to find a numerator. Record on a sheet of paper the fractions formed by each turn. For example, after two turns, the teams have the following fractions:
3. Continue to roll for numerators until one team has enough fractional parts to make one whole. The first team to make one whole wins.
4. Play again using different denominators.
5. Extend Work backward. Start with one whole. Find fractional parts that, when subtracted, will result in a numerator of zero.
Start Divide into two teams.
1. One person rolls a number cube to decide the denominator for the fraction on both game boards.
Unit 6: Fraction Concepts and Operations Use after Unit 6, Lesson 2.