4 th Grade Phase II April 6 to April 24, 2020 Name: School: Grade Level: Teacher: NPS Curriculum & Instruction
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
4th Grade
Phase II April 6 to April 24, 2020
Name:
School:
Grade Level: Teacher:
NPS Curriculum & Instruction
NP
S L
ea
rnin
g in
Pla
ce
En
glis
h
Gra
de
: Fo
urt
h G
rad
e
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Fr
iday
Wee
k 4
Read
Sun
rise,
Sun
set…
or
Not
? S
top
afte
r eac
h pa
ragr
aph
and
crea
te a
he
adin
g.
Com
plet
e th
e m
ain
idea
and
de
tails
gra
phic
org
anize
r ab
out t
he p
assa
ge.
W
rite
a pa
ragr
aph
to
expl
ain
the
phen
omen
on o
f po
lar n
ight
. In
clud
e a
topi
c se
nten
ces,
3 d
etai
l se
nten
ces a
nd a
clo
sing.
Read
The
Eve
r-Ch
angi
ng S
ky
Stop
aft
er e
ach
para
grap
h an
d cr
eate
a h
eadi
ng.
Cr
eate
a d
iagr
am sh
owin
g th
e ph
ases
of t
he m
oon
as
desc
ribed
in th
e te
xt.
Pr
eten
d yo
u ar
e an
as
tron
omer
. For
2-3
nig
hts,
ke
ep a
jour
nal a
s you
obs
erve
th
e ni
ght s
ky.
In p
ictu
res a
nd in
w
ords
, des
crib
e w
hat y
ou se
e.
Rere
ad S
unris
e, S
unse
t…or
N
ot?
and
The
Ever
-Cha
ngin
g Sk
y Co
mpl
ete
a Ve
nn d
iagr
am
com
parin
g th
e tw
o te
xts.
Writ
e an
exp
lana
tion
of h
ow
the
sun
and
the
moo
n ar
e al
ike
and
diffe
rent
in re
latio
n to
the
eart
h.
Read
Soj
ourn
er T
ruth
St
op a
fter
eac
h pa
ragr
aph
and
circ
le th
e tw
o m
ost
impo
rtan
t wor
ds in
eac
h pa
ragr
aph.
Cr
eate
5 q
uest
ions
that
cou
ld
be a
nsw
ered
from
read
ing
this
text
.
Base
d on
the
key
life
even
ts
in th
e te
xt, c
reat
e a
time
line
of S
ojou
rner
Tru
th’s
life
.
Rere
ad S
ojou
rner
Tru
th
Stop
aft
er e
ach
para
grap
h an
d w
rite
a on
e se
nten
ce
sum
mar
y.
Iden
tify
at le
ast t
wo
poin
ts
the
auth
or is
tryi
ng to
m
ake
in th
is te
xt. W
hat
evid
ence
did
the
auth
or u
se
to su
ppor
t his
clai
m o
r id
ea?
Writ
e a
para
grap
h to
ex
plai
n yo
ur a
nsw
er.
Read
14.
2 Re
ad a
boo
k of
cho
ice
and
reco
rd it
on
the
read
ing
log
each
day
.
Wee
k 5
Sprin
g Br
eak
April
13-
17
Wee
k 6
Read
Che
ri Vi
sual
ize It
! Dra
w a
pic
ture
th
at sh
ows w
hat t
he p
oem
is
abou
t.
Writ
e a
para
grap
h ab
out
the
them
e of
this
poem
. In
clud
e de
tails
from
the
poem
that
supp
ort y
our
answ
er. U
se th
is gr
aphi
c or
gani
zer t
o pl
an y
our
writ
ing.
Read
Sum
mer
time
Shar
ing
Vi
sual
ize It
! Dra
w a
pic
ture
that
sh
ows w
hat t
he p
oem
is a
bout
.
How
are
Che
ri an
d Su
mm
ertim
e Sh
arin
g th
e sa
me?
How
are
they
di
ffere
nt?
Com
plet
e a
Venn
Di
agra
m a
bout
the
poem
s an
d w
rite
a pa
ragr
aph
in
your
jour
nal t
o ex
plai
n.
Read
Gra
ndm
a’s V
isit
Com
plet
e th
e as
signm
ent a
t th
e bo
ttom
of t
he p
oem
. Dr
aw a
pic
ture
of a
n im
age
the
poem
Gra
ndm
a’s V
isit
help
ed y
ou to
cre
ate.
Writ
e a
para
grap
h ex
plai
ning
how
th
e au
thor
’s w
ords
hel
ped
you
to c
reat
e th
at im
age.
Read
To
Man
ga, M
y Ha
mst
er
Wha
t mes
sage
is th
e sp
eake
r in
this
poem
tryi
ng to
ex
pres
s? W
rite
4-5
sent
ence
s ex
plai
ning
wha
t thi
s poe
m is
ab
out.
Use
text
evi
denc
e to
su
ppor
t you
r ans
wer
.
Writ
e a
poem
to y
our p
et o
r ab
out a
pet
you
wish
ed y
ou
had.
Use
To
Man
ga, M
y Ha
mst
er a
s a m
odel
.
Read
Wai
ting
Room
Zoo
Af
ter r
eadi
ng e
ach
stan
za,
draw
an
emoj
i im
age
to
show
the
spea
ker’s
fe
elin
gs.
How
doe
s the
sp
eake
r’s fe
elin
gs c
hang
e th
roug
hout
the
poem
? W
rite
4-5
sent
ence
s to
desc
ribe
how
the
spea
ker
of th
e po
em is
feel
ing
and
why
.
Read
14.
2 Re
ad a
boo
k of
cho
ice
and
reco
rd it
on
the
read
ing
log
each
day
.
READ
14.
2 RE
ADIN
G L
OG
Dat
e N
umbe
r of
Page
s Rea
d Ti
tle
#sum
mar
y
3-12
-20
10
Cind
erel
la
#mist
reat
edgi
rlmee
tspr
ince
lose
ssho
eand
lives
happ
ilyev
eraf
ter
Sunr
ise,
Sun
set…
or N
ot?
by: R
eadW
orks
Th
e su
n is
a w
onde
rful
thin
g fo
r Ear
th. I
t is
a st
ar th
at h
eats
th
e pl
anet
and
mak
es li
fe o
n Ea
rth
poss
ible
. In
addi
tion,
its
light
shi
nes
onto
the
pla
net.
It is
Eart
h's
ultim
ate
sour
ce o
f en
ergy
. Su
mm
er d
ays m
ay b
e lo
nger
than
win
ter d
ays,
but
for m
ost
peop
le, t
he su
n se
ems t
o do
the
sam
e th
ing
each
da
y: it
app
ears
to c
ome
up in
the
east
for t
he
day,
and
it a
ppea
rs to
go
dow
n in
the
wes
t for
the
nigh
t. Th
e su
n lo
oks l
ike
it ris
es in
the
east
and
sets
in th
e w
est b
ecau
se o
f how
the
eart
h sp
ins i
n sp
ace.
It sp
ins t
owar
d th
e ea
st, o
r cou
nter
cloc
kwise
. Thi
s m
eans
that
whe
n m
ost p
eopl
e lo
ok a
t the
sky
in th
e m
orni
ng, t
he
sun
will
firs
t app
ear i
n th
e ea
st.
The
eart
h ta
kes 2
4 ho
urs t
o co
mpl
ete
one
turn
. For
mos
t pla
ces o
n Ea
rth,
ther
e is
a da
ytim
e an
d ni
ghtt
ime
ever
y 24
hou
rs. B
ut in
so
me
plac
es fo
r man
y da
ys a
t a ti
me,
the
sun
mig
ht st
ay u
p in
the
sky,
or i
t mig
ht n
ot e
ven
com
e up
abo
ve th
e ho
rizon
. In
som
e pa
rts o
f the
wor
ld, t
he su
n ca
n be
up
in th
e sk
y fo
r m
onth
s. D
urin
g pa
rt o
f the
sprin
g an
d su
mm
er in
Ear
th's
Nor
ther
n He
misp
here
, the
Nor
ther
n He
misp
here
is ti
lted
tow
ards
the
sun
so
muc
h th
at th
e su
n in
nor
ther
n Al
aska
, whi
ch is
loca
ted
in th
e Ar
ctic
Ci
rcle
, nev
er g
oes b
elow
the
horiz
on. T
he A
rctic
Circ
le is
an
area
at
the
top
of th
e ea
rth.
In B
arro
w, A
lask
a, th
e su
n do
esn'
t set
for
alm
ost t
hree
mon
ths!
Thi
s phe
nom
enon
is c
alle
d th
e m
idni
ght s
un,
whe
n th
e su
n ha
s not
set a
t mid
nigh
t. Tr
y sle
epin
g th
roug
h th
at!
Durin
g pa
rts o
f the
fall
and
win
ter i
n Ea
rth'
s Nor
ther
n He
misp
here
, th
e N
orth
ern
Hem
isphe
re is
tilte
d in
such
a w
ay th
at th
e su
n do
esn'
t co
me
over
the
horiz
on in
nor
ther
n Al
aska
for a
litt
le o
ver t
wo
mon
ths.
Th
eref
ore,
nig
hts l
ast m
ore
than
24
hour
s. T
his p
heno
men
on is
cal
led
the
pola
r nig
ht. A
lthou
gh th
e su
n ne
ver r
ises a
bove
the
horiz
on
durin
g pa
rts o
f the
fall
and
win
ter i
n th
e Ar
ctic
Circ
le, e
noug
h lig
ht
ofte
n sh
ines
so th
at p
eopl
e w
ho li
ve th
ere
don'
t nee
d fla
shlig
hts t
o w
alk
arou
nd o
utsid
e.
It m
ay b
e ha
rd fo
r man
y pe
ople
to g
et th
roug
h th
ese
times
of
very
litt
le o
r pro
long
ed su
nlig
ht. B
ut a
rctic
pla
nts a
nd w
ildlif
e ha
ve a
dapt
ed to
thes
e se
ason
s of l
ong
days
and
long
nig
hts.
In
the
arct
ic w
inte
r, so
me
anim
als h
iber
nate
, and
oth
ers t
rave
l so
uth
to w
here
ther
e is
mor
e su
nlig
ht.
In th
e ar
ctic
sum
mer
, the
re a
re p
ools
of st
ill w
ater
from
mel
ted
ice,
and
the
24-h
our s
unlig
ht w
arm
s the
Arc
tic C
ircle
. The
se
cond
ition
s are
favo
rabl
e fo
r mos
quito
es, w
hich
lay
thei
r egg
s on
the
surf
ace
of w
ater
, to
thriv
e. T
he b
irds t
hat e
at th
ese
inse
cts
now
hav
e pl
enty
of f
ood
in th
e ar
ctic
sum
mer
. For
ani
mal
s lik
e ca
ribou
that
mai
nly
eat p
lant
s, th
ey c
an e
asily
find
food
dur
ing
the
long
day
s of s
umm
er.
Mos
t ani
mal
s, in
clud
ing
hum
ans,
are
use
d to
a p
erio
d of
sunl
ight
an
d a
perio
d of
no
sunl
ight
eve
ry 2
4 ho
urs.
In p
lace
s whe
re th
ere
are
mon
ths w
hen
the
sun
cont
inuo
usly
stay
s abo
ve th
e ho
rizon
or
belo
w th
e ho
rizon
, liv
ing
thin
gs h
ave
had
to a
dapt
to su
rviv
e.
The
Ever
-Cha
ngin
g Sk
y by
: Meg
an M
cGib
ney
(from
Rea
dWor
ks)
Look
up
at th
e sk
y on
a c
lear
day
. You
will
see
the
sun.
It is
brig
ht
and
shin
y, w
arm
ing
muc
h of
wha
t its
ligh
t tou
ches
. Loo
k up
at t
he
sky
agai
n at
nig
ht. Y
ou m
ay se
e th
e st
ars.
Th
ey a
re a
lso b
right
and
shin
y, g
limm
erin
g in
the
dark
sky.
You
may
also
see
the
moo
n. It
look
s brig
ht a
nd sh
iny,
refle
ctin
g lig
ht fr
om th
e su
n. P
eopl
e ha
ve a
lway
s lo
oked
up
at th
e sk
y w
ith w
onde
r. So
me
have
eve
n st
udie
d th
e su
n, m
oon,
an
d st
ars.
The
se p
eopl
e, c
alle
d as
tron
omer
s, h
ave
lear
ned
that
th
ose
obje
cts i
n th
e sk
y do
not
stay
in th
e sa
me
plac
e al
l the
tim
e.
The
eart
h re
volv
es a
roun
d th
e su
n an
d al
so ro
tate
s on
its a
xis,
whi
ch
is an
imag
inar
y lin
e th
at ru
ns fr
om th
e N
orth
Pol
e to
the
Sout
h Po
le,
thro
ugh
the
eart
h's c
ente
r. It
take
s jus
t und
er 2
4 ho
urs f
or th
e ea
rth
to c
ompl
ete
one
rota
tion
on it
s axi
s - a
day
, tha
t's ri
ght!
And
gue
ss
how
long
it ta
kes t
he e
arth
to re
volv
e ar
ound
the
sun?
A li
ttle
ove
r 36
5 da
ys. T
hat's
a y
ear,
with
an
extr
a qu
arte
r of a
day
. Le
t's ta
ke a
clo
ser l
ook
at th
e m
oon.
The
ear
th d
oes n
ot re
volv
e ar
ound
the
moo
n. In
stea
d, th
e m
oon
revo
lves
aro
und
the
eart
h. It
ta
kes t
he m
oon
abou
t fou
r wee
ks to
com
plet
e a
revo
lutio
n ar
ound
th
e ea
rth.
The
por
tion
of th
e m
oon
we,
her
e on
Ear
th, s
ee c
hang
es
over
this
perio
d of
abo
ut fo
ur w
eeks
as t
he m
oon'
s pos
ition
ar
ound
the
eart
h ch
ange
s. T
he m
oonl
ight
we
see
at n
ight
is th
e m
oon'
s ref
lect
ion
of su
nlig
ht o
nto
Eart
h. T
he d
iffer
ent w
ays t
he
moo
n ap
pear
s to
us a
re k
now
n as
the
moo
n's p
hase
s. T
he m
oon'
s ph
ases
dep
end
on th
e m
oon'
s pos
ition
in re
latio
n to
the
eart
h an
d th
e su
n.
The
four
-wee
k pe
riod
star
ts a
nd e
nds w
ith th
e ne
w m
oon.
The
ne
w m
oon
cann
ot b
e se
en b
ecau
se th
e sid
e of
the
moo
n lit
by
the
sun
is fa
cing
aw
ay fr
om th
e ea
rth.
Thi
s is b
ecau
se th
e m
oon
is ne
arly
bet
wee
n th
e su
n an
d th
e ea
rth
at th
is tim
e. A
fter
that
co
mes
the
first
qua
rter
moo
n, w
hich
is w
hen
we
see
half
of th
e sid
e of
the
moo
n lit
by
the
sun.
The
n co
mes
the
full
moo
n, w
hen
we
can
see
the
entir
e sid
e of
the
moo
n lit
up
by th
e su
n. T
his i
s be
caus
e th
e ea
rth
is ne
arly
line
d up
bet
wee
n th
e su
n an
d th
e m
oon,
and
the
sunl
it pa
rt o
f the
moo
n is
faci
ng th
e ea
rth.
One
of
the
last
pha
ses i
s cal
led
the
last
qua
rter
moo
n. T
his i
s whe
n w
e se
e th
e ot
her h
alf o
f the
lit s
ide
of th
e m
oon.
So
met
imes
the
way
the
sun,
moo
n, a
nd e
arth
are
pos
ition
ed
caus
es a
n ev
ent k
now
n as
an
eclip
se. T
here
are
two
type
s of
eclip
ses.
A lu
nar e
clip
se h
appe
ns w
hen
the
eart
h pa
sses
bet
wee
n th
e m
oon
and
the
sun
and
whe
n th
e ea
rth
bloc
ks th
e m
oon
from
th
e su
n. T
he e
arth
's sh
adow
may
blo
ck th
e en
tire
moo
n or
just
par
t of
the
moo
n fr
om v
iew
. A so
lar e
clip
se h
appe
ns w
hen
the
moo
n pa
sses
dire
ctly
bet
wee
n th
e ea
rth
and
the
sun.
A so
lar e
clip
se c
an
bloc
k pa
rt o
f the
sun
or th
e en
tire
sun
from
the
eart
h's v
iew
. Be
caus
e of
the
regu
lar o
rbit
of th
e m
oon
arou
nd th
e ea
rth
and
the
regu
lar o
rbit
of th
e ea
rth
arou
nd th
e su
n, a
stro
nom
ers c
an
pred
ict w
hen
an e
clip
se w
ill h
appe
n ev
en m
any
year
s int
o th
e fu
ture
.
Sojourner Truth
• Occupation: Abolitionist and author • Born: c. 1797 in Swartekill, New York • Died: November 26, 1883 in Battle Creek, Michigan • Best known for: Former slave who became an abolitionist and women's rights
activist
Where did Sojourner Truth grow up? Sojourner Truth was born around 1797 on a farm in Swartekill, New York. Her birth name was Isabella Baumfree and she was born a slave. She had at least 10 brothers and sisters, but she didn't get to know all of them. Slave owners would sell children just like property. One day she would be playing with a brother or sister in the yard, the next day they would be gone. Life as a Slave When Sojourner turned nine, it was her turn to be sold. She was sold to a farmer named John Neely. Sojourner had grown up in a Dutch settlement and only knew how to speak Dutch. John Neely was an Englishman. He was not happy that Sojourner could not speak English. He beat her often because she could not follow orders. Sojourner was smart, however, and soon learned English just by listening to others talk. Life as a slave was very hard. She had to work constantly and was sold several times. Her fourth and final owner was John Dumont. He was somewhat nicer to her and she remained with Dumont for many years.
Marriage and Children When Sojourner became a woman she fell in love with a slave named Robert from a nearby farm. However, Dumont would not let her marry Robert. He ordered her to marry one of his own slaves named Thomas. This way her children would belong to Dumont. Sojourner had five children, but one died shortly after birth. She constantly worried that one of her children would be taken away from her and sold. Escape Around 1825, Dumont told Sojourner that he was going to free her in a year because she was such a good worker. She was so happy. However, the reality is that Dumont had little option as all slaves in New York would be legally free by 1827. When the year was up, Dumont changed his mind. He said that Sojourner had to work
for another year. She was so angry she decided to escape. After she had finished up her work, she walked off the farm and went to stay with some nearby neighbors, the Van Wageners, who thought that slavery was evil. When Dumont found out, he confronted the Van Wageners who agreed to purchase Sojourner for $20 and then set her free. Saving Her Son Although Sojourner was free, her children were not. Soon she found out that her worst nightmare had come true. Her son Peter had been sold to a slave owner in Alabama. At that time in New York it was illegal to sell a slave across state lines. Sojourner decided to go to court. She won the court case and Peter was returned to New York. People were amazed at her courage. It was very rare at that time for either a slave or a woman to take a white man to court. Sojourner not only went to court, she won! Her example was a triumph of hope for many people. Abolitionist Sojourner began to work with abolitionists to bring slavery to an end throughout all of the United States. She also believed in women's rights and basic civil rights of all people. Sojourner traveled the country telling people what it was like to be a slave. She was an excellent speaker and when she told her story and explained how slaves were treated, people were moved. Ain't I a Woman Perhaps Sojourner's most famous speech was given at the Ohio Women's Rights Convention in 1851. She spoke of slavery, but also of women's rights. Later, the speech was called "Ain't I a Woman", however, most historians agree that it is unlikely that Sojourner used this southern phrase in her speech. Legacy Sojourner was an important leader in the fight to end slavery. Her stories and speeches helped people to understand how immoral slavery was and that it must be stopped. She was in the very first group of women inducted into the National Women's Hall of Fame. Interesting Facts about Sojourner Truth
• She changed her name from Isabella Baumfree to Sojourner Truth in 1843. • During the Civil War she recruited black soldiers to fight for the Union. • She once met with President Abraham Lincoln and told him the story of her life
as a slave. • The Mars rover built by NASA was named "Sojourner" after her. • She once said "truth is powerful and it prevails.
Grandma’s Visit by Jacqueline Feldman There’s something different in the air As you come in one day, And suddenly you realize— Grandma’s come to stay! The house is full of oven smells, Floating, aromatic— Of chocolate and apricot— From living room to attic— And you begin to think of things Like batters rich and thick, Of half-scraped pans and dripping bowls And spoons she lets you lick. And then there are the stories That she tells you every night Long after you have gone to bed And Mommy’s doused the light— Stories of your relatives From other times and places, Having curious-sounding names And fascinating faces.
And always there is music Whenever Grandma comes— The lilting songs she loves to sing, The waltzes that she hums. She’s sure to listen when you speak— She always hears you through— And when she laughs, before you think, You find you’re laughing, too Each morning as you leave for school, It’s hard to go, but then You know she will be waiting there When you get back again. Yet all too soon the day arrives When Grandma goes away, And you haven’t really said to her All you’d like to say. You’re sure she will come back again, But since you’ll miss her so, You wish that she could stay with you And never never go.
Assignment: Author’s use words that appeal to the senses to help readers create mental images. How does the author of this poem appeal to your senses? Create this chart on a piece of paper. Complete it by listing words from the poem that appeal to your senses.
No
rfo
lk P
ub
lic
Sch
oo
ls
Sci
en
ce L
ear
nin
g in
Pla
ce P
lan
: Gra
de
4 L
ess
on
s W
ee
k 4
: Ap
ril 6
– 1
0, 2
020
Mo
nd
ay
Tu
esd
ay
We
dn
esd
ay
Th
urs
day
Fr
iday
“P
lan
t S
tru
ctu
res”
S
tud
en
ts w
ill r
ead
th
e
Po
we
rPo
int
en
titl
ed
“W
hat
are
S
om
e P
lan
t S
tru
ctu
res?
” a
nd
an
swe
r th
e f
ollo
win
g q
ue
stio
ns:
1.
W
hat
par
ts d
o v
ascu
lar
pla
nts
hav
e?
2.
Ho
w d
o t
he
siz
es
of
vasc
ula
r an
d n
on
vasc
ula
r p
lan
ts c
om
par
e?
Wh
at d
o
you
th
ink
ex
pla
ins
the
d
iffe
ren
ce?
“P
lan
t S
tru
ctu
res”
S
tud
en
ts w
ill r
ead
th
e
Po
we
rPo
int
en
titl
ed
“W
hat
are
S
om
e P
lan
t S
tru
ctu
res?
” a
nd
an
swe
r th
e f
ollo
win
g q
ue
stio
ns:
1.
W
hy
are
th
e p
arts
on
n
on
vasc
ula
r p
lan
ts n
ot
con
sid
ere
d t
rue
ro
ots
, st
em
s, a
nd
leav
es?
2.
W
hat
par
t p
rovi
de
s su
pp
ort
to
th
e p
lan
t ?
“P
lan
t S
tru
ctu
res”
S
tud
en
ts w
ill r
ead
th
e
Po
we
rPo
int
en
titl
ed
“W
hat
are
S
om
e P
lan
t S
tru
ctu
res?
” a
nd
an
swe
r th
e f
ollo
win
g q
ue
stio
ns:
1.
Wh
at is
th
e f
un
ctio
n(s
) o
f th
e p
lan
t’s
roo
ts?
2. W
hy
are
th
e s
tem
s
imp
ort
ant
to t
he
pla
nt?
3.
Wh
at is
th
e f
un
ctio
n(s
) o
f th
e v
ein
s in
th
e le
ave
s?
“P
lan
t S
tru
ctu
res”
S
tud
en
ts w
ill r
ead
th
e
Po
we
rPo
int
en
titl
ed
“W
hat
are
S
om
e P
lan
t S
tru
ctu
res?
” a
nd
an
swe
r th
e f
ollo
win
g q
ue
stio
ns:
1.
A
re t
run
ks a
nd
bra
nch
es
co
nsi
de
red
to
be
ste
ms?
2.
A
re a
ll st
em
s th
e s
ame
? D
esc
rib
e t
he
dif
fere
nt
typ
es?
3.
W
hat
pro
cess
tak
es
pla
ce
in t
he
leav
es?
“P
lan
t S
tru
ctu
res”
▪ S
tud
en
ts w
ill d
raw
an
d la
be
l a
pla
nt
and
its
bas
ic p
arts
. ▪ S
tud
en
ts w
ill w
rite
a
par
agra
ph
to
ex
pla
in t
he
fu
nct
ion
(s)
of
eac
h p
lan
t p
art.
We
ek
5: A
pri
l 13
– 1
7, 2
020
Mo
nd
ay
Tu
esd
ay
We
dn
esd
ay
Th
urs
day
Fr
iday
Sp
ri
ng
B
re
ak
We
ek
6: A
pri
l 20
– 2
4, 2
020
Mo
nd
ay
Tu
esd
ay
We
dn
esd
ay
Th
urs
day
Fr
iday
“P
ho
tosy
nth
esi
s”
Stu
de
nts
will
re
ad t
he
P
ow
erP
oin
t e
nti
tle
d “
Wh
at a
re
So
me
Pla
nt
Str
uct
ure
s?”
an
d
answ
er
the
fo
llow
ing
qu
est
ion
s:
1.
Wh
at v
ital
pro
cess
hap
pe
ns
in t
he
leav
es
of
the
pla
nt?
2.
W
hat
wo
uld
hap
pe
n if
yo
u
rem
ove
d a
ll th
e le
ave
s fr
om
a p
lan
t?
“P
ho
tosy
nth
esi
s”
Stu
de
nts
will
re
ad t
he
P
ow
erP
oin
t e
nti
tle
d “
Wh
at a
re
So
me
Pla
nt
Str
uct
ure
s?”
an
d
answ
er
the
fo
llow
ing
qu
est
ion
s:
1.
Wh
at d
oe
s a
pla
nt
ne
ed
to
ca
rry
ou
t p
ho
tosy
nth
esi
s?
2.
Wh
at d
oe
s a
pla
nt
giv
e o
ff
to it
s su
rro
un
din
gs
du
rin
g
ph
oto
syn
the
sis?
“P
ho
tosy
nth
esi
s”
Stu
de
nts
will
re
ad t
he
P
ow
erP
oin
t e
nti
tle
d “
Wh
at a
re
So
me
Pla
nt
Str
uct
ure
s?”
an
d
answ
er
the
fo
llow
ing
qu
est
ion
s:
1.
Wh
at d
oe
s a
pla
nt
mak
e
du
rin
g p
ho
tosy
nth
esi
s?
2.
Wh
at is
th
e s
ub
stan
ce in
th
e le
ave
s th
at c
aptu
res
en
erg
y fr
om
th
e s
un
?
“P
ho
tosy
nth
esi
s”
Stu
de
nts
will
re
ad t
he
P
ow
erP
oin
t e
nti
tle
d “
Wh
at a
re
So
me
Pla
nt
Str
uct
ure
s?”
an
d
answ
er
the
fo
llow
ing
qu
est
ion
s:
1. W
hat
gas
is n
ee
de
d f
or
ph
oto
syn
the
sis?
Wh
at g
as is
g
ive
n o
ff a
s a
resu
lt o
f th
e
pro
cess
? 2.
Th
e f
oo
d p
lan
ts m
ake
is a
_
__
__
__
__
__
__
__
__
_.
“P
ho
tosy
nth
esi
s”
▪ S
tud
en
ts w
ill il
lust
rate
th
e
pro
cess
of
ph
oto
syn
the
sis
by
cre
atin
g a
dia
gra
m t
hat
in
clu
de
s ar
row
s an
d la
be
ls.
▪ S
tud
en
ts w
ill t
he
n c
om
po
se a
p
arag
rap
h e
xp
lain
ing
th
e
pro
cess
of
ph
oto
syn
the
sis
usi
ng
ess
en
tial
vo
cab
ula
ry.
▪ U
se p
age
s 11
0-1
11 if
ass
ista
nce
is
ne
ed
ed
.
SOL 4.2a-b, 4.3d Notes and Practice
The most common error in SOL test item occurs when students consider only the denominator and treat it as a whole number.
Common errors on SOL test items vary but suggest students have difficulty naming the given fraction when it is represented on a number line.
Common errors on SOL test items suggest that students have difficulty recognizing the fraction represented on the number line and/or have difficulty recognizing the decimal equivalent for the fraction.
1. The fraction bars show one whole divided
into fractional parts.
Which is true?
A.) 1
2 =
2
3 C.)
2
3 >
1
2
B.) 3
4 <
1
2 D.)
3
4 =
1
2
2. Order from greatest to least.
3 , 2 , 7 , 4 8 3 12 9
Math Pacing
Monday Tuesday Wednesday Thursday Friday
Week 1
4.2a-b, 4.3d Notes
4.2a-b, 4.3d TEI 4.2a-b, 4.3d Checkpoint
#s 1-5
4.2a-b, 4.3d Checkpoint #’s 6-10
4.2a-b, 4.3d Formative
Assessment
Week 2
4.1a-c, 4.2c, 4.3a-c
Notes
4.1a-c, 4.2c, 4.3a-c TEI
4.1a-c, 4.2c, 4.3a-c Checkpoint
#s 1-6
4.1a-c, 4.2c, 4.3a-c Checkpoint #’s 7-12
4.1a-c, 4.2c, 4.3a-c Formative
Assessment
SOL 4.2a-b and 4.3d Technology Enhanced Items (TEI)
1. Directions: Write the fractions in the empty boxes from least to greatest.
Compare the fractions below. Then write these fractions in the empty boxes from least to greatest.
< <
2. Directions: Write each fraction shown on the number line. You must include all the fractions on the number line.
Using the benchmark of 0, 𝟏
𝟐, and 1, place the fractions shown below in the correct order on the number line.
𝟔
𝟖 ,
𝟐
𝟓 ,
𝟏
𝟑 ,
𝟐
𝟒
3. Directions: Circle the figure you want to select.
Look at the shaded representations of fractions in the figures below. Circle the two figures that show equivalent fractions.
4. Directions: Write the correct symbol <, >, or = in the box to make a true statement. Look at the two mixed numbers below. Which symbol correctly compares these two mixed numbers?
𝟑𝟒
𝟔 𝟑
𝟐
𝟔
5. Directions: Write your answers in the boxes provided.
Look at the shaded fraction model shown below. What is the fraction and decimal form of the shaded model?
Fraction: Decimal:
3
8
1
8
4
8
4.2a-b, 4.3d Checkpoint Questions
1 Which is true?
A
B
C
D
2 Sarah needs more than cups of flour to make a cake. Which is greater than ?
F
G
H
J
3 Place the fractions on the number line in order from least
to greatest.
4 Which set is in order from least to greatest?
A C
B D
5 Brian shaded a fractional part of this group.
1
4
1
3
3
4
1
2
Jose shaded some triangles to show a fraction with an equivalent value. Which set shows the triangles
Jose shaded?
6 This is 1 whole.
Which decimal and fraction does this model represent?
a. 0.06 and
b. 0.06 and
c. 0.6 and
d. 0.6 and
7 This is 1.
Which fraction and decimal does this model represent?
F and 0.25
G and 0.52
H and 0.4
J and 0.6
4.2a-b, 4.3d Formative Assessment
1 Order the fractions from least to greatest.
𝟏
𝟐
𝟐
𝟗
𝟑
𝟓
A 1
2
2
9
3
5
B 2
9
3
5
1
2
C 2
9
1
2
3
5
2. A fractional part of this group of triangles is shaded. Which group below has an equivalent fraction of the arrows shaded?
A
B
C
D 3. Model 1 is shaded to represent one whole.
Model 2 is shaded to represent a fraction.
Which decimal number is represented in model 2? A 0.2 B 0.4 C 0.25 D 1.2
SOL 4.1a-c, 4.2c, 4.3a-c Notes and Practice
Common errors on SOL test items include: • using numbers from the context in the order
given rather than using numbers that correspond to the dividend and divisor as described in the context; and
• selecting number sentences with proper fractions when the result of division is greater than one.
The most common error on SOL test items occurs when students do not recognize the whole, as it has been defined in the given problem and model, when naming the quantity represented.
1. Which is equivalent to 𝟓
𝟔 ?
A.) 5 times 6 B.) 6 divided by 5
C.) 5 divided by 6 D.) 6 times 5
2. What does the 3 represent in the numeral 7,310,975? A.) 3 hundreds C.) 3 ten thousands B.) 3 thousands D.) 3 hundred thousands
3. Which statement is true? A.) 91,034 < 90,394
B.) 7,430,471 < 7,403,582 C.) 7,605,481 < 7,065,018 D.) 94,291 < 96,192
4. Write a number, when rounded to the nearest thousand, is equal to 32,000.
5. Which statement correctly compares the
below pictures?
A 0.2 > 0.22
B 0.22 < 0.2 C 0.2 < 0.22
D 0.2 = 0.22
6. What is the correct way to read 0.067?
A sixty-seven
B sixty-seven hundredths
C sixty-seven thousand D sixty-seven thousandths
SOL 4.1a-c, 4.2c, and 4.3a-c Technology Enhanced Items (TEI)
1. Directions: Circle the answer you want to select.
After considering the fraction below, circle the statement that best expresses this fraction as a division statement.
𝟓
𝟖
2. Directions: Circle the box you want to select.
Look at each number below. Which number shows the tenths place underlined?
3. Directions: Write your answer in the box below.
Look at the decimal below. Round the decimal to the nearest hundredth.
5.264
4. Directions: Circle the box you want to select.
Look carefully at the decimals in each box. Circle the box where the decimals are correctly ordered from least to greatest.
5. Directions: Write your answer in the box.
Determine which symbol, <, >, or =, should be in the box between the two numbers to make a true statement.
6,439,302 6,439,020
5 divided by 2 8 divided by 5 5 divided by 8
2.346 1.209 0.96 0.195
2.99, 2.09, 2.91, 3.2, 3.45
0.01, 1.01, 0.09, 2.91, 1.95
4.05, 3.05, 4.15, 4.05, 5.15
3.02, 3.2, 3.21, 3.29, 4.0
5,601 5,872 6,091 6,714
4.1a-c, 4.2 c, and 4.3 a-c Checkpoint Questions
2 The population of Virginia was about 7,187,000 in 2001. What is the value of the 8 in that
number?
A 800
B 8,000
C 80,000
D 800,000
3 How is “one million, nine hundred eighty-six thousand, five hundred ten” written in standard form?
4 Which number sentence below is true?
A 6,988 < 6,889
B 7,809 = 7,908
C 66,998 > 66,990
D 76,908 > 76,980
5 Which of the following makes the statement below true?
< 9,115,647
A 9,205,647
B 9,125,657
C 9,115,647
D 9,106,647
5 Scientists are planning a fight to the moon. It is 241,000 miles from Earth to The moon. What is this number rounded to the nearest ten thousand?
6 Circle each number that can be rounded to 6,000.
7 Which fraction represents “seven divided by twelve”?
8 Which is the value of the 3 in the number 92.043?
A 3 tenths
B 3 hundredths
C 3 thousandths
D 3 ten-thousandths
9 Which could be rounded to 4?
F 3.098
G 3.279
H 3.374
J 3.589
10 Which is true?
A 1.025 > 1.026
B 1.176 > 1.617
C 1.340 > 1.304
D 1.978 > 1.987
11 Order the set of decimals from least to greatest.
12 Identify the place value for each digit in the number 9,635,241.
4.1a-c, 4.2c, and 4.3a-c Formative Assessment
1. What digit is in the hundreds place? 426,981
A 4 B 6 C 8 D 9
9
6
5
4
3
2
Place Value Digit
1
0.3, 0.403, 0.34, 0.430
Hundred thousands
Ones Millions
Hundreds Tens
Thousands Ten thousands
2. Which digit can be placed in the box to make this statement true? 5,067 > 5, 37 A 0 B 1 C 2 D 3 3. Which number, when rounded to the nearest thousand, is equal to 6,321? A 6,524 B 5,421 C 5,857 D 6,962
4. Which division statement represents 2
8 ?
A 2 divided by 8 B 8 divided by 2 C 8 divided by 4 D 4 divided by 2 5. This model is shaded to represent 1 whole.
What decimal is represented below?
A 1.2 B 1.23 C 1.25 D 1.56 6. What is 7.52 rounded to the nearest tenth? A 7.5 B 7.523 C 7.6 D 7 7. Four friends ran a race and their times are listed below in the table.
Person Time in minutes
John 1.235
Shane 1.34
Mike 1.167
Joseph 1.14
Write the decimals in order from least to greatest.
Socia
l Stu
die
s L
earn
ing i
n P
lace P
lan
s
Fou
rth
Gra
de
: A
pri
l 6-1
0
Lear
nin
g Ex
per
ien
ce 1
Le
arn
ing
Exp
eri
en
ce 2
Le
arn
ing
Exp
erie
nce
3
Har
riet
Tu
bm
an is
fam
ou
s fo
r h
er w
ork
on
th
e U
nd
ergr
ou
nd
Rai
lro
ad a
nd
her
wo
rk d
uri
ng
the
Civ
il W
ar.
Rea
d t
he
Har
riet
Tu
bm
an b
iogr
aph
y. O
n y
ou
r o
wn
pap
er c
reat
e a
tim
elin
e o
f th
e ev
ents
in h
er
life.
In
clu
de
at le
ast
8 ev
ents
. N
ot
ever
y ev
ent
will
hav
e a
spec
ific
dat
e.
Har
riet
Bee
cher
Sto
we
is f
amo
us
for
her
wo
rk a
s an
au
tho
r.
Rea
d t
he
Har
riet
Bee
cher
Sto
we
bio
grap
hy.
On
yo
ur
ow
n p
aper
cre
ate
a ti
mel
ine
of
the
even
ts in
h
er li
fe.
Incl
ud
e at
leas
t 8
eve
nts
. N
ot
ever
y ev
ent
will
hav
e a
spec
ific
dat
e.
Use
th
e b
iogr
aph
ies
and
yo
ur
tim
elin
es t
o c
om
par
e an
d c
on
tras
t H
arri
et T
ub
man
an
d H
arri
et B
eech
er
Sto
we
. C
ho
ose
on
e o
f th
e fo
llow
ing
way
s to
co
mp
lete
th
is a
ssig
nm
ent:
1
. Cre
ate
a V
enn
Dia
gram
or
oth
er c
har
t o
r o
rgan
izer
2
. Wri
te a
n e
ssay
th
at c
lear
ly s
ho
ws
ho
w t
he
two
w
om
en
we
re s
imila
r an
d d
iffe
ren
t.
3. U
se s
ketc
h n
oti
ng,
an
illu
stra
tive
min
d m
ap, o
r o
ther
gra
ph
ic il
lust
rati
on
met
ho
d w
ith
lab
els
that
cl
earl
y sh
ow
s h
ow
th
e tw
o w
om
en
we
re s
imila
r an
d
dif
fere
nt.
Socia
l Stu
die
s L
earn
ing i
n P
lace P
lan
s
Fou
rth
Gra
de
: A
pri
l 20
-24
Le
arn
ing
Exp
erie
nce
1
Lear
nin
g Ex
pe
rie
nce
2
Lear
nin
g Ex
per
ien
ce 3
Rea
d t
extb
oo
k p
ages
110
-11
1. U
se t
he
info
rmat
ion
lear
ned
an
d t
he
Man
ufa
ctu
rin
g M
ap
to a
nsw
er
the
follo
win
g q
ues
tio
ns
on
a s
hee
t o
f p
aper
. 1
) W
hat
is t
he
titl
e o
f th
is m
ap?
2)
Wh
at d
oes
th
e m
ap k
ey/l
egen
d s
ho
w u
s?
Thin
k ab
ou
t th
e d
iffe
ren
t co
lors
on
th
e b
ar
grap
hs.
3
) H
ow
did
th
e n
um
ber
of
man
ufa
ctu
rin
g em
plo
yee
s ch
ange
fro
m 1
820
to
18
60 in
th
e N
ort
h?
4
) W
as t
her
e a
big
ch
ange
in t
he
nu
mb
er o
f m
anu
fact
uri
ng
emp
loye
es in
th
e So
uth
? W
hy?
5
) D
raw
Co
ncl
usi
on
s: W
hy
do
yo
u t
hin
k th
e n
um
ber
of
man
ufa
ctu
rin
g em
plo
yee
s w
as s
o
dif
fere
nt
in t
he
Sou
th f
rom
th
e N
ort
h?
Thin
k ab
ou
t th
e te
xtb
oo
k p
ages
yo
u r
ead
ye
ster
day
an
d t
he
voca
bu
lary
wo
rds
rura
l, u
rban
, in
du
stri
aliz
ed
, an
d a
gric
ult
ura
l. H
ow
do
th
ese
wo
rds
rela
te t
o t
he
No
rth
an
d S
ou
th in
th
e m
id-
18
00
s?
Use
th
e te
mp
late
in y
ou
r p
acke
t to
dra
w a
nd
la
bel
2 s
cen
es.
You
r sc
enes
sh
ou
ld r
efl
ect
and
in
clu
de
the
voca
bu
lary
wo
rds
as t
hey
re
late
to
th
e N
ort
h a
nd
So
uth
in t
he
18
00
s.
Wri
te c
apti
on
s fo
r e
ach
sce
ne
to d
escr
ibe
the
eco
no
my
of
the
No
rth
an
d S
ou
th.
Loo
k at
th
e U
nit
ed S
tate
s m
ap in
yo
ur
pac
ket.
Th
ink
abo
ut
the
dif
fere
nce
s yo
u h
ave
lear
ned
ab
ou
t th
e N
ort
h a
nd
th
e So
uth
an
d a
nsw
er
the
qu
esti
on
s u
nd
er
the
map
.
Biography: Harriet Tubman
Occupation: Nurse, Civil Rights Activist
Born: 1820 in Dorchester County, Maryland
Died: March 10, 1913 in Auburn, New York
Best known as: A leader in the Underground Railroad
Where did Harriet Tubman grow up? Harriet Tubman was born a slave on a plantation in Maryland. Her birth name was Araminta
Ross, but she took the name of her mother, Harriet, when she was thirteen.
Life as a Slave Harriet first lived in a one-room cabin with her family that included eleven children. When she
was only six years old, she was loaned out to another family where she helped take care of a
baby. She was sometimes beaten and all she got to eat was table scraps.
Later Harriet worked a number of jobs on the plantation such as plowing fields and loading
produce into wagons. She became strong doing manual labor that included hauling logs and
driving oxen.
At the age of thirteen Harriet received a horrible head injury. It happened when she was
visiting the town. A slave owner tried to throw an iron weight at one of his slaves, but hit
Harriet instead. The injury nearly killed her and caused her to have dizzy spells and blackouts
for the rest of her life.
The Underground Railroad During this time there were states in the northern United States where slavery was outlawed.
Slaves would try to escape to the north using the Underground Railroad. It was a number of
safe homes (called stations) that hid slaves as they traveled north. The people that helped the
slaves were called conductors. Slaves would move from station to station at night, hiding in
the woods or sneaking onto trains until they finally reached the north and freedom.
Harriet Escapes In 1849 Harriet decided to escape. She would use the Underground Railroad. After a long and
scary trip she made it to Pennsylvania and was finally free.
Leading Others to Freedom Harriet wanted to help others, including her family, to safety in Canada. She joined the
Underground Railroad as a conductor. Harriet became famous as an Underground Railroad
conductor. She led nineteen different escapes from the south and helped around 300 slaves to
escape. Harriet was truly brave. She risked her life and freedom to help others. She also
helped her family, including her mother and father, to escape. She was never caught and never
lost a slave.
The Civil War Harriet's bravery and service did not end with the Underground Railroad, she also helped
during the Civil War. She helped to nurse injured soldiers, served as a spy for the north, and
even helped on a military campaign that led to the rescue of over 750 slaves.
Biography: Harriet Beecher Stowe
Occupation: Author
Born: June 14, 1811 in Litchfield, Connecticut
Died: July 1, 1896 in Hartford, Connecticut
Best known for: Writing the book Uncle Tom's Cabin about slavery
Where did Harriet Beecher Stowe grow up? Harriet was born on June 14, 1811 in Litchfield, Connecticut. She grew up in a big family with five
brothers and three sisters. Her mother died from tuberculosis when Harriet was just five years old. Her
father, Lyman, was a minister who wanted all of his sons to be ministers as well.
Harriet loved to read as a child. One of her favorite books was The Arabian Nights. She went to school
at the where her older sister Catharine worked. Eventually, Harriet began to teach at the school as well.
Moving to Ohio and Getting Married In 1832 Harriet and her family moved to Cincinnati, Ohio. Harriet got another job teaching and began
to write professionally. Harriet became close friends with Eliza and Calvin Stowe. Eliza became one
of her closest friends, but soon became sick and died. After Eliza's death, Harriet and Calvin fell in
love and married in 1836. They eventually had seven children together including four boys and three
girls.
Learning About Slavery Growing up in Connecticut, Harriet had little knowledge of slavery. However, Cincinnati, Ohio was
just across the river from Kentucky where slavery was legal. Harriet began to see how poorly slaves
were treated. The more she learned, the more horrified she became.
Uncle Tom's Cabin In 1851, Harriet began writing a story about slavery. She wanted to help people in the North to
understand better the realities of slavery. Initially, a new portion of the story came out each week in a
newspaper called the National Era. The story became very popular and the installments were
published as an entire book called Uncle Tom's Cabin in 1852.
Reaction The book became a national best seller. It was not only popular in the United States, but also around
the world. People in the North who had not really thought about slavery before, began to understand
just how horrible it was. Many people joined the abolitionist movement as a result of reading the book.
They wanted slavery outlawed throughout the United States.
The Civil War Although there were many issues and causes to the Civil War, there is no doubt that Uncle Tom's
Cabin educated people on the horrors of slavery and had an impact in helping Abraham Lincoln get
elected. It was certainly one of the causes that led to the Civil War.
Textb
oo
k PG
11
1
Dra
w a
nd
lab
el 2
sce
ne
s. Y
ou
r sc
en
es
sho
uld
ref
lect
an
d in
clu
de
the
voca
bu
lary
wo
rds
as t
hey
rel
ate
to
th
e N
ort
h a
nd
So
uth
in
th
e 1
800
s. W
rite
cap
tio
ns
for
each
sce
ne
to
des
crib
e th
e ec
on
om
y o
f th
e N
ort
h a
nd
So
uth
.
No
rth
S
ou
th
Dir
ect
ion
s: L
oo
k at
th
e m
ap. R
efle
ct o
n w
hat
yo
u h
ave
lear
ned
an
d a
nsw
er t
he
follo
win
g q
ues
tio
ns.
1.
Wh
y w
as t
he
eco
no
my
in t
he
No
rth
co
nsi
der
ed in
du
stri
aliz
ed?
2.
Wh
at w
as a
n e
ffec
t o
f th
e So
uth
ern
eco
no
my
bei
ng
bas
ed o
n a
gric
ult
ure
?
3.
Do
yo
u t
hin
k th
e N
ort
h r
elie
d o
n s
lave
lab
or?
Exp
lain
.
4.
The
Wes
t co
nta
ined
ter
rito
ries
th
at w
ere
no
t ye
t st
ates
. Do
yo
u t
hin
k th
e N
ort
h w
ante
d t
ho
se t
erri
tori
es t
o b
eco
me
free
sta
tes
or
slav
e st
ates
wh
en t
hey
join
ed t
he
Un
ited
Sta
tes?
Exp
lain
.
5.
Do
yo
u t
hin
k th
e So
uth
wan
ted
th
ose
ter
rito
ries
to
be
com
e fr
ee s
tate
s o
r sl
ave
stat
es w
hen
th
ey jo
ined
th
e U
nit
ed
Stat
es?
Exp
lain
.
Elementary Art-Learning in Place Packet
Grades 4-5 April 6-April 24, 2020
Grades 4-5
April 6... Find an object around your home. Place it on your paper. Use a pencil to trace the outside lines (contour lines) of the object. Do this multiple times changing the position of the object. Fill up the page. Use a solid color background (Negative space) and color the objects (positive space) different colors or leave them white.
Positive Space Negative Space Contour Line
April 20... Go outside and take a walk, don’t forget to take your paper with you. Find a tree you would like to draw. Crisscross apple sauce and begin drawing what you see with a pencil. This is called observational drawing, which means drawing from life. . Consider how the branches form and split creating Y’s. Think about the texture you see being created by the bark on the tree. Don’t forget to include the grass texture and horizon line separating the foreground and background. This is a pencil drawing focusing on texture and use of line, color is optional.
Observational drawing Nature Foreground Middle ground Background Line Texture
dfroby
Cross-Out
MUSIC
Learning in Place
4th Grade Learning in Place April 6-10
Name___________________________________ Teacher________________________
4th Grade Learning in Place April 20-24
MUSIC
Learning in Place
Name___________________________________ Teacher________________________
C. Compose your own rhythm pattern below. Practice each pattern. Play each pattern. Remember to only put 4 beats in each measure.
Grade 4: Gifted Opportunities
Gifted Education & Academic Rigor April 6 – April 24
Communication Skills
Complete the activity for each week. Please write responses on your own paper and be ready to
share with your Gifted Resource Teachers when you see them.
Week 1
April 6 - 10
My Invention. Think about an invention that you'd like to have. Write at least a
one page description of your new idea. Include what the invention is, what it would
be used for, and who would use it. You should also include a picture of your
invention. For some extra credit, you could actually make a model of your idea and
share it with the rest of the class!
Week 2
April 13 - 17
SPRING BREAK. Enjoy and have fun! Watch your favorite television shows, take
a walk outside and listen to the birds sing! Can you smell the flowers?
Week 3
April 20-24
About My Book
1. Choose a nonfiction book to read.
2. Write three important questions that you are still wondering about, even after
you finished reading the book.
3. Share your questions with an adult or sibling who also read this book, and
discuss the possible answers.
4. Now write what you think is the best answer.
Don’t forget to read everyday!!
Mathematics
Complete the activity for each week. Please write responses on your own paper and be ready to
share with your Gifted Resource Teachers when you see them.
Week 1
April 6 – 10
Skateboard Wheels. Amber owns a skateboard shop. Amber wants to buy eight
hundred forty-six skateboard wheels. Skateboard wheels sell in sets of two. A set
of two skateboard wheels cost five dollars. How much money does Amber spend to
buy eight hundred forty-six wheels? Amber puts four wheels on every skateboard.
On how many skateboards can Amber put four wheels? Show all your mathematical
thinking.
Week 2
April 13 - 17
SPRING BREAK –Have FUN with your family, learn how to play chess, count the
spare change from your pockets or in a drawer – how much did you find?
Week 3
April 20-24
Large Muffins. Mrs. Tanner makes one large muffin for every student in the
class. Each box of muffin mix uses two cups of milk and three eggs. Each box of
muffin mix makes six large muffins. Mrs. Tanner uses four boxes of muffin mix
because that is exactly how many muffins she needs to make for the students.
1) How many cups of milk & eggs will Mrs. Tanner use to make the large muffins
2) How many students are in Mrs. Tanner’s class?
Show all of your mathematical thinking.
NPS
ESL
Lea
rnin
g in
Pla
ce P
lan,
Gra
de 3
-5, A
pril
6-10
, 202
0
Topi
c: J
obs
Ban
ker
Cas
hie
r D
oct
or
Nu
rse
Teac
her
W
aite
r
D
irec
tio
ns:
Use
no
teb
oo
k p
aper
to
co
mp
lete
th
ese
lear
nin
g ac
tivi
ties
.
Mo
nd
ay
Tues
day
W
edn
esd
ay
Thu
rsd
ay
Frid
ay
Poin
t to
eac
h p
ictu
re a
bo
ve
and
say
th
e w
ord
s 3
tim
es.
Thin
k o
f 2-
3 o
ther
job
s. D
raw
ea
ch jo
b a
nd
lab
el.
Exam
ple:
Ro
ofe
r
Wat
ch a
mo
vie
or
TV
sho
w. W
hat
job
s d
id
you
see
in t
he
mo
vie
or
TV s
ho
w?
Wri
te 2
-3 s
ente
nce
s: I
w
atch
ed _
____
, an
d I
saw
a _
____
.
Exam
ple: I
wat
ched
Th
e C
at a
nd
Th
e H
at, a
nd
I sa
w a
roo
fer.
Rea
d a
bo
ok
or
mag
azin
e in
En
glis
h o
r yo
ur
ho
me
lan
guag
e.
Wh
at jo
bs
did
yo
u r
ead
ab
ou
t?
Talk
to
a f
amily
mem
ber
ab
ou
t th
e jo
bs
you
rea
d
abo
ut.
Exam
ple: I
rea
d a
bo
ut
a ro
ofe
r. A
ro
ofe
r fi
xes
leak
s o
n h
ou
ses.
Wh
at jo
bs
do
yo
u d
o a
t h
om
e to
hel
p y
ou
r fa
mily
?
Wri
te 2
-3 s
ente
nce
s an
d d
raw
a p
ictu
re f
or
each
sen
ten
ce: A
t h
om
e I _
____
.
Exam
ple: A
t h
om
e I
was
h t
he
dis
hes.
Ask
yo
ur
fam
ily
mem
ber
s w
hat
job
s th
ey d
o. (
Mo
m, w
hat
is
you
r jo
b?)
Wri
te 2
-3 s
ente
nce
s an
d d
raw
a p
ictu
re f
or
each
sen
ten
ce: M
y __
___
is a
___
__.
Exam
ple: M
y m
om is
a
chef.
NPS
ESL
Lea
rnin
g in
Pla
ce P
lan,
Gra
de 3
-5, A
pril
20-2
4
Top
ic: J
ob
Lo
cati
on
s
Ban
k Sh
op
pin
g C
ente
r H
osp
ital
O
ffic
e B
uild
ing
Sch
oo
l R
esta
ura
nt
A b
anke
r wo
rks
at
a ba
nk.
A
cash
ier w
ork
s at
a sh
op
pin
g ce
nte
r.
A d
oct
or w
ork
s at
a ho
spit
al o
r an
o
ffic
e b
uild
ing.
A n
urs
e w
ork
s at
a
ho
spit
al o
r an
o
ffic
e b
uild
ing.
A te
ach
er w
ork
s at
a sc
ho
ol.
A
wai
ter w
ork
s at
a re
stau
ran
t.
D
irec
tio
ns:
Use
no
teb
oo
k p
aper
to
co
mp
lete
th
ese
lear
nin
g ac
tivi
ties
.
Mo
nd
ay
Tues
day
W
edn
esd
ay
Thu
rsd
ay
Frid
ay
Poin
t to
eac
h p
ictu
re
abo
ve a
nd
rea
d e
ach
se
nte
nce
3 t
imes
.
Thin
k o
f 2-
3 o
ther
job
lo
cati
on
s. D
raw
eac
h jo
b
loca
tio
n a
nd
lab
el.
Exam
ple: lib
rary
Wat
ch a
mo
vie
or
TV
sho
w. W
hat
job
loca
tio
ns
did
yo
u s
ee in
th
e m
ovi
e o
r TV
sh
ow
?
Wri
te 2
-3 s
ente
nce
s: I
wat
ched
___
__. A
__
___
wo
rks
at a
___
__.
Exam
ple
: I w
atch
ed
Wo
rd G
irl.
A li
bra
rian
w
ork
s at
a li
bra
ry.
Rea
d a
bo
ok
or
mag
azin
e in
En
glis
h o
r yo
ur
ho
me
lan
guag
e. W
hat
job
lo
cati
on
s d
id y
ou
rea
d
abo
ut?
Talk
to
a f
amily
mem
ber
ab
ou
t th
e jo
b lo
cati
on
s yo
u r
ead
ab
ou
t.
Exam
ple: I
rea
d a
bo
ut
a lib
rary
. A li
bra
ry h
as
bo
oks
an
d m
agaz
ines
fo
r p
eop
le t
o r
ead
.
Thin
k ab
ou
t w
her
e yo
u
do
yo
ur
job
s at
ho
me.
Wri
te 2
-3 s
ente
nce
s an
d
dra
w a
pic
ture
fo
r ea
ch
sen
ten
ce: I
___
__ in
th
e __
___.
Exam
ple: I
was
h t
he
dis
hes in
th
e ki
tch
en.
Ask
yo
ur
fam
ily m
emb
ers
wh
ere
they
wo
rk.
Wri
te 2
-3 s
ente
nce
s an
d
dra
w a
pic
ture
fo
r ea
ch
sen
ten
ce: M
y __
___
is a
__
___,
an
d h
e/sh
e w
ork
s at
a _
____
.
Exam
ple: M
y m
om is
a
chef, a
nd
sh
e w
ork
s at
a
rest
aura
nt.
Related Documents
