Grade 4 Distance Learning for All Packet Week of - May 11, 2020
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Grade 4
Distance Learning for All
Packet
Week of
May 11, 2020
Distance Learning Educational Resources
Dear SKPS Families,
Per instructions from Governor Brown and the Oregon Department of
Education, as of April 13, 2020 Salem-Keizer Public Schools have Transitioned
to distance learning. With several weeks left, we have much to cover. This
packet is an approximation of the online learning that teachers and students
are engaged in.
Please reach out to your student's teacher for questions, concerns, or
additional information - we are here to assist you. Please stay home and stay
safe to the extent that you can.
Additional Resources for Students
Online resources- All of these activities are optional
★ Learning Resources
★ Daily Activities
★ Brain Breaks
★ Stress Relief
Free Meals for Children under 18
★ List of Grab-and-Go sites
Family Resources and Materials
Sample Daily Schedule
*Please keep in mind, this is a sample schedule. Your teacher may set up alternative times for
specific content areas or meetings.
Time Activity
8:00 - Morning Routine
9:00 am Breakfast
Get ready. Yes, change out of PJs
9:00 - Check in Google Classroom and/or Seesaw
9:30 am Check to see if your teacher has posted any new information on
these sites. Is there a new assignment or will your class be
“meeting” at a certain time?
9:30 - Physical Activity, Play, Snack
10:30 am Ideally outside if weather permits.
Snack time
10: 30 - Classwork
11:30 am Complete the tasks for the day--Math, Literacy, Social-Emotional
Learning, and additional assignments. Remember to check with
your teacher if you need help or have any questions.
11:30 - Lunch, Break, Quiet Time
1:00 pm
1:00 - Classwork or Educational Enrichment
2:00 pm If you have completed all of your tasks for the day, take this time to
do an educational game/activity or free write.
2:00 - Physical Activity, Play, Snack
4:00 pm Ideally outside if weather permits.
Snack time.
Relax, play, time with family.
1 Commercial Break 2 Dribble Challenge
National Observances Can you hold a plank for an entire Dribble a ball 100 times with each
TV commercial break? hand. Can you successfully
● May 1-7: National Physical Education and Sport Week dribble 100 times with each hand
● May 4th: Star Wars Day while moving?
● May 5th: Cinco de Mayo
● May 6th: National Nurses Day
● May 10th: Mother’s Day
3 How Fast Can You Go? 4 Star Jumps 5 Celebrate 6 A Gratitude Attitude 7 Inchworms 8 Teacup Tip-ups 9 Musical Frogs
Pick a distance and see how fast Jump up with your arms and legs Put your favorite song on and Write down something you’re Keeping your legs straight place Place your hands on the ground This game is just like musical
you can run the distance. spread out like a star. Do 10 then make up a dance or fitness thankful for and why. your hands on the ground, walk and gently touch your forehead to chairs except players hop around
rest and repeat. routine! them into push-up position, and the ground balancing your elbows like frogs and sit on lily pads
walk your legs up. on your knees. (pillows).
10 Positive Talk 11 Yoga 12 Wild Arms 13 Mindful Senses 14 Crawl Like a Seal 15 Rock Paper Scissors Tag 16 Family Mindful Snacking
Be sure to talk to yourself today like Yoga is a great way to relieve As fast as you can complete: What do you notice around Lie on your stomach, arms Meet in the middle, shoot, loser When eating a snack today, really
you would talk to someone you stress. Try Savasana, considered to 10 Arm Circles front & back you? Find: straight out front. Use your arms chases the winner back to safe pay attention to the taste, feel,
love. be the hardest yoga pose! Fully 10 Forward punches 5 things you see to pull your lower body along zone. If tagged, join the other sound, smell and look of the
relax & clear your mind. 10 Raise the Roof’s 4 things you feel keeping your legs and back team. snack you’re eating. What do you
Repeat 3x 3 things you hear straight. . notice?
2 things smell
1 thing you taste
17 Rock Paper Scissors Tag 18 Chair Pose 19 Paper Plate Planks 20 Commercial Break 21 Jump, Jump 22 Positive Talk 23 Play Catch
Meet in the middle, shoot, loser Hold for 30 seconds, relax then In plank position with paper Can you hold a plank for an entire Jump side-to-side over an object Be sure to talk to yourself today Grab any kind of ball and play
chases the winner back to safe repeat. plates under your feet. TV commercial break? or line for 1 minute straight. Go like you would talk to someone catch with a family member. Keep
zone. If tagged, join the other team. Complete 30s each: again but jump front to back. you love. your eyes on the ball and catch it
-mountain climbers Repeat each jump twice. with your hands not your body.
-in and out feet
-knees to chest
24 Before Bed Breathing 25 Crane Pose 26 Step Jumps 27 A Gratitude Attitude 28 Wake and Shake 29 Walls 30 How Fast Can You Go?
While lying in bed, place your hands Here’s a challenge! Put your hands Find a step or a bench and Write down something you’re As soon as you get out of bed Face each wall in a room and do a Pick a distance and see how fast
on your stomach and pay attention on the ground, lean forward & jump up and down 50 times. Be thankful for and why. shake your body any way you like different exercise for 30 seconds you can run the distance.
to the up and down of your belly as balance your knees on your elbows. careful. Take a break if you for 10 seconds. Are you up now? -side shuffle
you breathe. need to. Good! Now jump up and down 10 -grapevine to left then right
times. -wide stance punches
-vertical jumps
31 Wild Arms SHAPE America recommends school-age children accumulate at least 60 minutes and up to several hours of physical activity per day. Each bout of physical
As fast as you can complete: activity should be followed by cool-down stretches that help reduce soreness and avoid injury. Happy exercising!
10 Arm Circles front & back
10 Forward punches
10 Raise the Roof’s Reproduced with permission from the Society of Health and Physical Educators (SHAPE America)
Repeat 3x https://www.shapeamerica.org/publications/resources/teachingtools/teachertoolbox/activity-calendars.aspx
Dice Workout
Touch your Toes
(Hold for 15
seconds)
10 Push Ups
15 Sit Ups
20 Jumping Jacks
Run in place
(count to 30)
15 Squats
Distance Learning for All Packet
Literacy
Dear parents, to access some information about the Literacy standards, please scan
the code with your cell phone.
Literacy Weekly Activities
NOTE: Please get your copy of Earthquakes by Seymour Simon and your vocabulary pages
from last week to help in your work this week.
Session 1 _____________________________________________________________________
Student overview for Session 1:
❏ Review last week’s vocabulary about earthquakes. Use last week’s work or use the information
provided in this packet
❏ Review today’s new vocabulary: strike-slip fault and thrust fault
❏ Review vocabulary for comparing and contrasting, including sentence frames
❏ Read pages 8-9 in Earthquakes; A larger version was available last week. Take notes in the Venn
diagram.
❏ Use the comparing and contrasting sentence frames. Write about something that was the same or
something that was different about strike-slip faults and thrust faults.
Session 2 ____________________________________________________________________
Student overview for Session 2:
❏ Review vocabulary for today: minor damage, moderate damage, major damage
❏ Look at the map provided from Earthquakes and the map of the United States
❏ Compare and contrast regions or states in how much earthquake damage might happen in that area.
Use the sentence frames as needed.
Session 3 _____________________________________________________________________
Student overview for Session 3:
❏ Review vocabulary for today: plate, fault, mantle, crust
❏ Look at the map provided from Earthquakes and the map of the world
❏ Compare and contrast regions or countries of the world where earthquakes are more likely to occur.
Use the sentence frames as needed.
Session 4 _____________________________________________________________________
Student overview for Session 4:
❏ Reread Earthquakes if desired. Think about the text structures the author uses in the book.
❏ Use the sentence frames in this packet to talk about how the author uses comparing and contrasting as
a text structure.Literacy Weekly Activities
Session 5 _____________________________________________________________________
Student overview for Session 5:
❏ Review your work from this week. Think about how you saw comparing and contrasting in your work
this week.
❏ Talk with someone to compare or contrast two earthquake events in this book.
❏ Optional: Read “Plate Tectonics and Types of Earthquake Faults”; Compare or contrast the types of
faults. Use this week’s sentence frames if it helps you.
❏ Optional: Emergencies happen throughout the world. We can do some things to prepare for them.
How do people prepare for earthquakes, for example? Visit https://www.ready.gov/kids/kids for ideas
that you can do to learn more about preparing for emergencies.Literacy Weekly Activities
Session 1 _____________________________________________________________________
Student overview for Session 1:
❏ Review last week’s vocabulary about earthquakes. Use last week’s work or use the information
provided in this packet
❏ Review today’s new vocabulary: strike-slip fault and thrust fault
❏ Review vocabulary for comparing and contrasting, including sentence frames
❏ Read pages 8-9 in Earthquakes; A larger version was available last week. Take notes in the Venn
diagram.
❏ Use the comparing and contrasting sentence frames. Write about something that was the same or
something that was different about strike-slip faults and thrust faults.
This week, we are focusing on comparing and contrasting as a text structure. To start, we are going
to compare and contrast information from the Earthquakes book. You will need to know these words:
Thrust fault : One side of a fault moves up and over the other
Strike-slip fault: Two plates move past each other (rocks on one side move past rocks on
the other side)Literacy Weekly Activities
Interactive Word Bank for Students
(Teaching Strategy: Modified Cognitive Content Dictionary)
Directions for session 1:
ook
arthquakes b
❏ Review the words below from the E
New Word Related words Picture Sentence from Meaning in your own
Earthquakes words
using the word
instruments (p. instrument ( like a Most a tool or device used
5) musical earthquakes are for a particular
Session 1 instrument-guitar, too small to be purpose
piano, etc.)
instrumental noticed by
(helping to people; only
accomplish sensitive
something.) scientific
instruments
record their
passage.
populated (p. 5) population This picture is an People in a particular
Session 1 people example of the area
Inhabit enormous
destruction an
Densely
populated =
earthquake can
many people in a cause in a
an area heavily
populated area.
Sparsely
populated = few
people in an area
strains (p. 13) tightens As the plates A force that pulls or
Session 2 pressed move, they run stretches something
forced into or pull away
pulled from each other,
producing
enormous
strains in the
rocks along their
edges.Literacy Weekly Activities
faults (p. 8) opening Cracks in the A break in the earth’s
Session 2 gap crust, called faults, crust
run through the
crust.
Strike-slip fault
Thrust fault
seismograph (p. seismo=earthquak Seismographs are a device that
18 e the instruments measures and
Session 3 graph= picture scientists use to records the
shake measure
movement of the
In Spanish: earthquake
shocks.
earth during an
sismógrafo earthquake
magnitude (p. From the word Scientists use the the size, extent, or
18) “magnus” = measurements to importance of
Session 3 huge find the something
earthquake’s
Greatness in
timing, magnitude,
size and location.
detect (p. 18) uncover Modern to discover or notice
Session 3 find seismographs the presence of
detected record their data
to a computer and
something that is
detecting hidden or hard to
are able to detect
a tiny earth tremor see, hear, taste, etc.
thousands of miles
away.
Immense (p. 20) im=not The enormous Very great in size or
Session 3 mense = earthquake and amount
measured tsunami waves
killed more than
200,000 people
great and caused
vast immense
huge destruction in
several countries.
immensity
foundation (p. base The buildings tilted
25) bottom layer when the soil
Session 4 foundational beneath the
foundations
turned to
quicksand.Literacy Weekly Activities
Learning and activity: When we think about text structure (how things we read are organized),
sometimes we will see “signal words”. Some examples of signal words for comparing and contrasting
text structures are: similar, same, alike, and, both; not, differ, different, difference, dissimilar, as
opposed to, on the contrary.
We can also use language of comparing and contrasting to talk about two topics in a text. An author
might put two different topics or ideas near one another to help us compare and contrast and
understand a topic better. Soon, you are going to compare and contrast two ideas in the
Earthquakes book.
Get ready by looking at these sentence frames. Practice talking about two ideas to someone and how
they compare (how they are the same) and how they contrast (how they are different). Choose any
two ideas you want, such as comparing and contrasting two trees or two items in your house:
Compare (how things are similar) Contrast (how things are different)
Prompt: How are ___________ and Prompt: How are _______ and
_________ the same? ________ different?
Option 1: They both _____. Option 1: _____ is/has ______. ____
is/has _____.
Option 2: ____ and _____ are similar in
that they have/can/are _____. Option 2: _____ is/has ____. On the
contrary, _____ is /has______.
Reading: Read pages 8 and 9 from Earthquakes. Take notes on the Venn diagram in this packet to
help you compare and contrast strike-slip faults and thrust faults.Literacy Weekly Activities
P. 8 from E
arthquakes
p. 9 from E
arthquakesLiteracy Weekly Activities
Comparing and Contrasting Faults [Venn diagram and sentence frames]
Directions: Write similarities and differences of strike-slip and thrust faults in the Venn diagram below.
Then, use the sentence frames at the bottom to practice talking about how they compare/contrast.
Strike-slip faults Both Thrust faults
Compare Contrast
Prompt: How are strike-slip faults and Prompt: How are strike-slip faults and
thrust faults the same? thrust faults different?
Option 1: They both _____.
Option 1: _____ is/has ______. ____
Option 2: ____ and _____ are similar in is/has _____.
that they have/can/are _____.
Option 2: _____ is/has ____. On the
contrary, _____ is /has______.Literacy Weekly Activities
Session 2 ____________________________________________________________________
Student overview for Session 2:
❏ Review vocabulary for today: minor damage, moderate damage, major damage
❏ Look at the map provided from Earthquakes and the map of the United States. Use the Earthquakes
book to help you think about these diagrams more.
❏ Compare and contrast regions or states in how much earthquake damage might happen in that area.
Use the sentence frames as needed.
Major damage example Moderate damage example Minor damage example
Using the maps on the next page for help, compare and contrast regions/states in the United States
about predicted earthquake damage. Tell your answer to someone. Write it, too, if you have time.
Compare Contrast
Prompt: How are two regions of the United Prompt: How are two regions of the
States the same in predicted earthquake United States different in predicted
damage? earthquake damage?
____ and _____ are similar in that they
have/can/are _____. Option 1: _____ is/has ______. ____
is/has _____.
Option 2: _____ is/has ____. On the
contrary, _____ is /has______.Literacy Weekly Activities
Literacy Weekly Activities
Session 3 _____________________________________________________________________
Student overview for Session 3:
❏ Review vocabulary for today: plate, fault, mantle, crust
❏ Look at the map provided from Earthquakes and the map of the world. You can also review p. 11
(diagram) from Earthquakes.
❏ Compare and contrast regions or countries of the world where earthquakes are more likely to occur.
Use the sentence frames as needed.
Review vocabulary for today’s work. These are words from Earthquakes.
plate fault mantle crust
Some regions or areas of the world are more likely to have earthquakes. Authors sometimes use
diagrams or maps to help us see information, such as earthquake likeliness, to compare and contrast
information.
Activity: Compare or contrast two regions of the world to talk about how they are similar or different in
their likeliness to have earthquakes. Share your sentences with someone. Use the sentence frames if
it helps you.
Compare Contrast
Prompt: How are two regions of the world the Prompt: How are two regions of the world different in
same in likeliness to have an earthquake? likeliness to have an earthquake?
____ and _____ are similar in that they
have/can/are _____. This is because Option 1: _____ is/has ______. ____ is/has _____.
_________________. Option 2: _____ is/has ____. On the contrary, _____
is /has______.Literacy Weekly Activities
y Seymour Simon
P. 12 from Earthquakes bLiteracy Weekly Activities
Session 4 _____________________________________________________________________
Student overview for Session 4:
❏ Reread Earthquakes if desired. Think about the text structures the author uses in the book.
❏ Use the sentence frames in this packet to talk about how the author uses comparing and contrasting as
a text structure.
Learning and activity: Authors use text structures to organize their writing. The text structures also
help us to understand information that we’re reading because it keeps the writing organized instead
of random and confusing.
One text structure we looked at this week is comparing and contrasting. Sometimes authors use
signal words to help you know that this is comparing and contrasting. Some examples of signal words
for comparing and contrasting text structures are: similar, same, alike, and, both; not, differ, different,
difference, dissimilar, as opposed to, on the contrary.
Sometimes authors use a compare and contrast text structure, but without many signal words. This is
what happens in Earthquakes. You can tell the author (Seymour Simon) uses comparing and
contrasting as one text structure because he writes about things that are similar (such as types of
damage in earthquakes) and things that are different (such as types of faults or the impact of
different earthquakes). All of the writing, though, is still on the same topic (earthquakes). When we get
topics (such as earthquakes) and ideas that are similar or dissimilar near each other in the text, the
author is using comparing and contrasting text structures.
Think about what you’ve read in the Earthquakes book. Write your answer to the question. There are
examples of sentence frames if you want to use them.
Question: What is one kind of text structure in this book? How do you know?
Option 1: One text structure in this book is compare and contrast. I know because ______________.
Option 2: Because____________________, I know that _____ is a text structure in this book.
Answer: ___________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_Literacy Weekly Activities
Bonus question: Look at the E
arthquakes book. Compare or contrast two of the earthquakes the author talks
about in the book. Share your answer with someone.
Session 5 _____________________________________________________________________
Student overview for Session 5:
❏ Review your work from this week. Think about how you saw comparing and contrasting in your work
this week.
❏ Talk with someone to compare or contrast two earthquake events in this book.
❏ Optional: Read “Plate Tectonics and Types of Earthquake Faults”; Compare or contrast the types of
faults. Use this week’s sentence frames if it helps you.
❏ Optional: Emergencies happen throughout the world. We can do some things to prepare for them.
How do people prepare for earthquakes, for example? Visit https://www.ready.gov/kids/kids for ideas
that you can do to learn more about preparing for emergencies. A preview of the website is below.Literacy Weekly Activities From Newsela: https://newsela.com/read/lib-plate-tectonics-fault-types/id/54036/?collection_id=339&search_id=d0ce009f-5b42-4bb0-a3b2-900e65 487615
Literacy Weekly Activities
Literacy Weekly Activities
Literacy Weekly Activities
Literacy Weekly Activities
Literacy Weekly Activities
Page 4
Page 5Page 6
Page 7Page 8
Page 10 Page 11
Page 12
Page 13Page 14 Page 15
Page 16
Page 17
Page 18 Page 19
Page 20 Page 21 Page 22
Page 23
Page 24
Page 25
Page 26Page 27
Page 28
Page 29Page 30
Page 31Page 32 Page 33
Name _______________________________________________________
M U LT I P L I C AT I O N
Two Digits x One Digit
The North
Star 55 x 9 21 x 6
29 x 8 18 x 6
39 x 6 45 x 8
Dazzling Math Line Designs: Grades 4-5 © Cindi Mitchell, Scholastic Teaching Resources
147 49 x 3 58 x 6 348
214 350
234 360
244 150
232 108
412 267
495 126
21 x 7 87 x 4
26 x 9 72 x 5
58 x 4 12 x 9
99 x 5 14 x 9
Solve the problems. Then connect the dot beside each problem to the dot beside
its answer. One line has been drawn for you. Some dots will not be used.
Taking It Further: 15 x 9 = 34 x 6 =
Multiply across + + + +
and add down
15 x 5 = 21 x 6 =
to complete the
= = = =
puzzles.
x 7 = x 6 =
1Hidden Pictures®
Boating Camp
By Elizabeth Allyn
©Highlights for Children, Inc. All rights reserved.In this big picture find the saucepan, wristwatch, open book,
baseball bat, spool of thread, chicken, lock, lizard, sock, pie,
crochet hook, banana, worm, crescent moon, loaf of bread,
slice of orange, hot dog, candle, book, butterfly
and flashlight.
Can you find these Hidden Pictures®?
©Highlights for Children, Inc. All rights reserved.Rounding to the Nearest 100 Coloring Page
Round each number to the nearest 100 and then follow the color code to color the picture.
800 : Blue 400 : Green
500 : Grey 900 : Purple
200 : Tan 300 : Brown
825
756 809
448
398
231
168
783 207 219
1
30
245
0
152
25
264
197
7
775
5 329 23
381
181
222
252
201
299
239
73 30
314
25 173 157 9 2
8
27
0
34
850 326 347 338 283 9
39
836
417
769
872 941
918
925
886 543
487
183 151
492 891 903
512 215
850 861
936
250
Copyright © 2014 Education.com LLC All Rights Reserved
Find worksheets, games, lessons & more at education.com/resources
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© 2007 - 2020 Education.comWord
SearchANIMALS
There are 17 animal names hidden in the word search below.
Circle the words as you ÿnd them and then cross
each name o° the list belo w the puzzle.
DOLPHIN EAGLE SEAL LION WOLF LAMB GIRAFFE DEER KOALA
HORSE KITTEN RABBIT GOAT MOUSE BIRD PANDA BEAR
Created by :
Copyright 2011-2012 Education.com www.education.com/worksheetsDistance Learning for All Packet Math
Distance Learning for All Packet
Social-Emotional
LearningSocial Emotional Learning / Aprendizaje social y emocional
Parent Lesson Tips / Consejos de aprendizaje para padres
Week of 5/11/20/ Semana del 5/11/20
Grades 3-5 / Grados del 3-5
Parent Lesson Tips
This week your child will be learning to recognize individual and group similarities and
differences.
• All people, regardless of where they live, have similar needs.
o What are the needs that all people have?
Examples: we all need food, shelter, someone to care for us, personal
strengths and skills, and activities we like to do.
How do some of your needs look like the needs of others in your home,
extended family, friends, community, and around the world?
o What are some ways people are different?
Examples: we all like different foods, wear different clothes, live in
different types of shelters, have different people who care for us, speak
different languages, and have different traditions.
How do these differences look throughout your home, extended family,
friends, community, and around the world?
• With your child name people in each category below and describe how your lives are
similar and how they are different:
o A family member
o A friend or classmate
o A neighbor
o A famous person
o A person living in another country
• Even though we all have differences, everyone needs and deserves kindness.
o Ask your child what this means to them.
o Share with your child what this means to you.
o What are examples of how you have had differences with others but have still
shown kindness?
Supplemental Activity:
In the District Supplemental Packet, you will find the Similarities & Differences Activity.
Have your child cut out the Pair Cards and place them face down.
Take turns flipping over the cards and sharing 3 ways the items are similar and 3 ways
they are different.Social Emotional Learning / Aprendizaje social y emocional
Supplemental Activity / Actividad suplemental
Week of 5/11/20/ Semana del 5/11/20
Grades 3-5 / Grados del 3-5
Similarities & Differences Activity
Find someone at home to play this similarities & differences game with or play on your own!
1. Cut out the Pair Cards and put them in a pile face down.
2. One person flips over a card and shares 3 ways the items are similar and 3 ways the items are different.
3. Now it is the other player’s turn. Keep taking turns until you have gone through all the cards.
4. Try playing again. Can you come up with other similarities and differences?
Dog -vs- Cat
Teacher -vs- Student
School - vs - Distance Learning Day -vs- Night
Hamburger -vs- Hotdog Fruits -vs- Vegetables
Sunny Day -VS - Rainy Day
Salt -vs- Sugar
Mountains -vs- Beach Canoe -vs- ShipDistance Learning for All Packet
Parent/Guardian
SectionLiteracy Weekly Activities
Answer Key
Language Arts Session 1
Comparing and Contrasting Faults [Venn diagram and sentence frames]
Directions: Write similarities and differences of strike-slip and thrust faults in the Venn diagram below. Then, use the
sentence frames at the bottom to practice talking about how they compare/contrast.
S B T
tr o h
ik t r
e h u
- s
sl t
i f
p a
f u
a lt
u s
lt
s
Compare ContrastLiteracy Weekly Activities
Prompt: How are strike-slip faults and thrust Prompt: How are strike-slip faults and thrust
faults the same? faults different?
Option 1: They both c
an have aftershocks.
trike-slip faults have r ocks move
Option 1: S
Option 2: S trike-slip faults and t hrust faults are past each other. Thrust faults have o ne side
similar in that they c an have aftershocks. slip up over the other.
trike-slip faults have r ocks move
Option 2: S
past each other. On the contrary, t hrust
faults have o ne side slip up over the other.0.1
1
Answers
Page 1:
The North Star
15 x 9 = 135 34 x 6 = 204
Dazzling Math Line Designs: Grades 4-5 © Cindi Mitchell, Scholastic Teaching Resources
+ + + +
15 x 5 = 75 21 x 6 = 126
= = = =
30 x 7 = 210 55 x 6 = 330
2Dear Salem-Keizer Families, This supplemental packet contains two sections of math practice for students - review practice problems and new math learning. As your student begins working, please watch for communication from the classroom teacher about learning supports for the new material. If your student has questions or difficulty with any of the pages, please do not hesitate to reach out to the classroom teacher! You can access these videos using your You can access a video using your phone phone and this code for more information and this code for more information about the about the review standard: new standard: Estimadas familias de Salem-Keizer: Este paquete complementario contiene dos secciones de práctica de matemáticas para estudiantes: repase los problemas de práctica y el nuevo aprendizaje de matemáticas. Cuando su estudiante comience a trabajar, esté atento a la comunicación del maestro de clase sobre los apoyos de aprendizaje para el nuevo material. Si su estudiante tiene preguntas o dificultades con alguna de las páginas, ¡no dude en comunicarse con el maestro de la clase! Utilice este código con su teléfono para ver Utilice este código con su teléfono para ver un video con información acerca del un video con información acerca del nuevo estándar de matemáticas estándar de matemáticas
The whole jar is 2 cups and 1 is ½ or 0.5 of 2. I’ll show the colors as a part of the jar using decimals. Pink0.2 of the jar. Yellow
I need to buy enough braid to go around two purses. Purse 1 is a square with 2 and ½ inch sides. Purse 2 is a rectangle with sides 3 and ¼ inches and 2 and ¼ inches. I need to find the perimeter of each purse and use pieces of gold braid that waste as little braid as possible. Purse 1 has a perimeter of 2 ½ +2 ½+2 ½+2 ½ = 10 inches. Purse 2 has a perimeter of 2 ¼+3 ¼+2 ¼+3 ¼ = 11 inches. The table tells me the lengths I can buy and the cost of each length. Pieces that are 12 inches or longer cost less than $1 per inch. I can use 1 piece of 10-inch braid for Purse 1 and have no braid left over. That costs $10. I can use 1 piece of 12-inch braid for Purse 2 and have only 1 inch left over. That costs $11. So the total is 10+11=$21.
1x12, 2x6, 3,4 1x24, 2x12, 3x8, 4x6 1x36, 2x18, 3x12, 4x9, 6x6 Answers will vary.
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