Getting Ready for Fourth Grade [1 ed.] 9781425897864, 9781425815547

Citation preview

Author Wendy Conklin, M.A.

Standards To learn important shifts in today’s standards, see the Parent Handbook on pages 119–124. For information on how this resource meets national and other state standards, scan the QR code or visit our website at http://www.shelleducation.com and following the on-screen directions.

Publishing Credits Corinne Burton, M.A.Ed., President; Emily R. Smith, M.A.Ed., Content Director; Jennifer Wilson, Senior Editor; Robin Erickson, Multimedia Designer; Valerie Morales, Assistant Editor; Stephanie Bernard, Assistant Editor; Amber Goff, Editorial Assistant; Mindy Duits, Cover Concept

Image Credits pp. 5–6, p. 12, p. 21, p. 75, p. 84 iStock; All other images Shutterstock

Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Shell Education

5301 Oceanus Drive Huntington Beach, CA 92649-1030 http://www.shelleducation.com

ISBN 978-1-4258-1554-7

© 2016 Shell Educational Publishing, Inc.

The classroom teacher may reproduce copies of the materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.

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Table of Contents Introduction Welcome Letter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Helpful Family Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Weekly Activities Week 1 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Week 2 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Week 3 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Week 4 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Week 5 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Week 6 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Week 7 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Week 8 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Week 9 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Appendices Appendix A: Activity Cards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Appendix B: Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Appendix C: Parent Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

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INTRODUCTION

Welcome to Summer Blast!

Dear Fam ily,

dy for Fou rth Grade. Fou rth grade Wel com e to Sum mer Blast: Getting Rea r for you r chil d. The re will be plenty will be an exc iting and challen ging yea g more com plex books to read and of new learning opportu nities, incl udin ls! Inte resting new top ics in scie nce more work with fractions and dec ima e r chil d eng aged in the lessons to com and soc ial stu dies will help keep you at school. in dify the con cep ts you r chil d learned Sum mer Blast was designed to help soli es iviti act The pare for the year ahead. third grade and to help you r chil d pre provide practice with essential skil ls are based on tod ay’s standards and reading , writing, and mathem atics for the upcomi ng grade leve l. Keeping ak from sch ool will help his or her skil ls sharp whi le you r chil d is on bre ST t start. This book will help you BLA fou rth‑grade year get off to a grea through sum mer learning loss! with you r chil d this sum mer: Keep these tips in min d as you work to work on the activities. ◆ Set asid e a specific time eac h day

two pag es eac h time he or she works, ◆ Have you r chil d com plete one or of activity pag es at one time. rath er than an entire week’s worth s and constru ctive. If the mood become ◆ Keep all practice ses sions positive trated, set the book asid e and find tense or you and you r chil d get frus ano the r time to practice. if necessary. If you r chil d is having ◆ Help you r chil d with instructions, work through som e of the difficulty und erstan ding what to do, problems together. rt her best work and com plim ent the effo ◆ Encourage you r chil d to do his or that goes into learning. ing his or her vacation from sch ool, Enjoy spe ndin g time with you r chil d dur e for the next sch ool year. Fou rth and be sure to help him or her prepar grade will be here before you know it!

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INTRODUCTION

What Does Your Rising Fourth Grader Need to Know? 1 Write different types of

paragraphs with topic sentences, supporting details, and closing sentences.

2 Analyze multiple types of texts.

6 Use long division for dividing a multi-digit number by a one‑digit number.

7 A general overview of themes in

life, earth, and physical science.

3 Use reading strategies to

8 Use data to answer questions

4 Add, subtract, and compare

9 Your state’s history, including

5 Multiply multi-digit numbers by

0 American Indian tribes that

understand complex texts. fractions and decimals. two-digit numbers.

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about objects and organisms. major events.

lived in your state.

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INTRODUCTION

Things to Do as a Family General Skills ◆ Make sure your child gets plenty of exercise. Children need about 60 minutes of physical activity each day. The summer months are the perfect time to go swimming, ride bicycles, or play outdoor team sports. ◆ Help your child become organized and responsible. Have places for your child to keep important things. Take time to set up a schedule together. Use a timer to keep track of time spent on different activities.

Reading Skills ◆ Set a reading time for the entire family at least once every other day. You can read aloud or read silently. Help your child choose books that are at comfortable reading levels and that are interesting to him or her. ◆ After reading, ask your child to orally summarize what he or she has just read.

Writing Skills ◆ Set up a writing spot for your child. Have all of his or her writing materials in one special place. Having a designated area to write will help your child see writing as an important activity. ◆ Encourage your child to keep a journal or diary. Have him or her spend 10 minutes each day writing an entry about the day, feelings, things to remember, likes or dislikes, and so on.

Mathematics Skills ◆ Use fun foods that are easy to divide to practice fractions. Ask questions such as, If there are 16 slices of pizza and together we eat 4 slices, what fraction of the pizza did we eat? ◆ Have your child estimate measurements while out in the community. For example: This menu is about 8 inches wide. About how wide do you think the table is?

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INTRODUCTION

Summer Reading Log Directions: Keep track of your summer reading here! Date

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Title

Number of Pages

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INTRODUCTION

Top 5 Family Field Trips A Trip to a Zoo Before your trip, create a scavenger hunt with a list of questions about different animals. Ask specific questions about each animal that your child is to find. Try to incorporate questions about the animal’s habitat, lifestyles, eating habits, and so on. For example, Find the smallest bird at the zoo. What kind of bird is it? What is its natural habitat?

A Trip to a Library Ask your child about a new skill he or she is interested in learning for the first time. Your child can then use the digital catalog to search for books on that skill that match his or her reading level. He or she can choose two books about the topic, check them out, and enjoy learning a new skill!

A Trip to a National Park The National Park Service has a great program called Junior Rangers. Be sure you check in with the rangers at the visitors’ center to see what tasks your child can complete to earn a Junior Ranger patch and/or certificate. Before you travel to the park, your child can also go to the WebRangers site (http://www.nps.gov/webrangers/) and check out your vacation spot, play games, and earn virtual rewards!

A Trip to a Museum Pick an area or a room of the museum and have your child pick out an artifact or a piece of art without telling the other players what it is. The other players then try to guess what the secret item is. Ask for clues that require a yes or no answer. For example, Does the item have sharp teeth? or Is the item made out of clay? The person who guesses the secret item correctly gets to choose the item in the next room.

A Trip to a Farmers Market Farmers markets are great places to learn about how different fruits and vegetables are grown. For each fruit or vegetable stand, have your child identify whether it is grown in the ground or on a bush or tree. Encourage your child to ask the seller/farmer about the steps it takes to grow the plant(s). Have your child pick out a new fruit or vegetable to buy and enjoy with dinner that night!

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INTRODUCTION

Top 5 Family Science Labs Science Fun for Everyone—Lava Lamp http://www.sciencefun.org/kidszone/experiments/lava-lamp/ Learn about different densities of oil and water in this fun experiment.

Science Fun—Fizzing and Foaming http://scifun.chem.wisc.edu/homeexpts/FIZZFOAM.html Learn about chemical reactions as you watch a liquid froth overflow.

Science Fun—Candy Chromatography http://scifun.chem.wisc.edu/homeexpts/candy.htm Learn about the dyes used in the common candies you enjoy.

Science Bob—Make a Paperclip Float https://sciencebob.com/make-a-paperclip-float/ Learn about surface tension in this mind-boggling experiment.

Science Bob—How to Make Slime http://sciencebob.com/make-some-starch-slime-today/ Learn about solids and liquids as you make your own substance.

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INTRODUCTION

Top 5 Family-Friendly Apps and Websites Apps WordBrain by MAG Interactive Find hidden words in a grid of letters with this fun and challenging word game.

KenKen Classic by KenKen Puzzle This clever twist on Sudoku requires kids to solve math problems and use logical thinking.

Geoboard by The Math Learning Center The colored “bands” in this unique app teach kids to form line segments, polygons, and learn about angles, perimeter, congruence, and more!

Websites DOGO News http://www.dogonews.com Catch up on current events with exciting news articles written just for kids.

Funbrain http://www.funbrain.com/kidscenter.html Fun, arcade-style games covering a variety of concepts at all grade levels make this a great website for busy families.

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INTRODUCTION

Top 5 Games to Play in the Car License Plate Sentence Scramble Call out the letters on a license plate and create interesting, creative, or wacky sentences or phrases using the letters on the plate in the same order they appear. For example, if the license plate number reads 1ABC234, a player might say, “All bullfrogs cook” or “another beautiful creation.” When no one can think of more sentences, look for another license plate and play again!

Who Am I? Think of an important person in history. Give your child a clue about the person’s identity by revealing a characteristic, an important date, or an event. For example, you could say, “I was president of the United States.” Then, answer yes/no questions to give clues about the person’s identity. Your child might ask, “Were you the first president of the United States?” Keep answering yes/no questions until the person’s identity is guessed correctly.

I Spy (with a Twist) I Spy is a favorite car ride game. However, it can get boring when you play with just colors, so add a small twist. Instead of always spying a colored object, spy objects that are certain shapes, distances, or textures. You might say, “I spy an oval.” Or, “I spy something about a mile away.” Or even, “I spy something bumpy.” And, don’t forget to allow yes/no critical-thinking questions. For example, “Is the object high in the sky?” Or, “Is the object inside the car?”

Fortunately/Unfortunately Begin the game by saying the first sentence for a story. Then, take turns adding to the story by alternating between the uses of fortunately and unfortunately. For example, you might start the story by saying, “Amanda went to the zoo one sunny afternoon.” The next person would continue the story with, “Unfortunately, the zoo had been taken over by a group of wild monkeys.” Continue alternating between unfortunate and fortunate events.

Which Do You Like More? Ask questions of each other where you have to analyze two similar nouns and decide which you like better and why. For example, one person may ask, “Do you like the sun or Earth more?” The other person picks one and explains why. (The elaboration of why is the most important part of this exercise since it practices a key, difficult critical-thinking skill.) Make sure the child realizes that coming up with the comparisons is at times as important as choosing the answer. The two items in the question must be somewhat similar so that true analysis takes place. © Shell Education

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INTRODUCTION

Top 5 Books to Read Aloud The Lion, the Witch and the Wardrobe by C.S. Lewis This classic tale follows the adventures of four siblings who discover a wardrobe that leads to the magical land of Narnia. The action packed tale is full of adventure, magic, and daring quests, making it an intriguing and enjoyable story to read aloud.

One Crazy Summer by Rita Williams-Garcia This book follows the story of three sisters visiting the mother they barely know across the country. Set in Oakland, California in 1968, this historical fiction story tells a child’s‑eye view of the Black Panther movement. The poetic prose is perfect for reading aloud and will surround children in this powerful and touching story of sisterhood.

Flora & Ulysses: The Illuminated Adventures by Kate DiCamillo Winner of the 2014 Newbery Medal, this whimsical novel tells the story of a friendship between a cynical young girl and an unlikely superhero. Endearing characters and comic‑style graphic sequences make this a fun and exciting book to share with your child.

Holes by Louis Sachar After being wrongly convicted of a crime, Stanley Yelnats is sent to Camp Green Lake where he is forced to dig holes day after day. This book is a humorous tale of crime and punishment. The quirky characters keep the reading fascinating and enjoyable.

Homesick: My Own Story by Jean Fritz This fictionalized autobiography tells the story of a young American girl moving back to the United States with her parents after living in China during the 1920s. The heartwarming story describes her struggles of being in an unfamiliar place at an unfavorable time, all while learning to find her own definition of “home.”

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Week 1

This week, blast through summer learning loss by: ◆ using adjectives to describe new ice cream flavors ◆ responding to an article about a spy ◆ writing a character description ◆ creating a wanted poster ◆ solving triple-digit addition problems ◆ writing fractions ◆ solving word problems with equations ◆ using clues to order planets ◆ using speed to solve multiplication problems

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Week 1

Three Scoops, Please! Directions: You are creating three new ice cream flavors, and you must assign names to each of them. Write a description for each new flavor using adjectives, sensory words, and figurative language. Illustrate your triple-scoop ice cream cone to accurately represent your three new flavors. Flavor #1 Illustration Description: _____________________ _______________________________ _______________________________ _______________________________ _______________________________ Flavor #2 Description: _____________________ _______________________________ _______________________________ _______________________________ _______________________________ Flavor #3 Description: _____________________ _______________________________ _______________________________ _______________________________ _______________________________

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Week 1

To Spy or Not to Spy? Directions: Read the text. Then, answer the questions.

The White Mouse Have you ever thought about being a spy? Nancy Wake had not planned to be a spy. She lived in France during World War II. France was under the control of Germany. Nancy and her husband were very rich. They used their money to help airmen escape. Nancy wanted to help more. She was very good at disguises. And she was very hard to catch. Her name became the White Mouse. Things got worse in France. Nancy had to escape to Spain. She was caught during one try. But she was let go. She tried again and got to Great Britain. She worked as a nurse. She was really getting ready to parachute back into France. She wanted to help organize people and fight against the Germans. She even led raids against the Germans. Nancy was thrilled when the war ended. Then, she learned about her husband. He had stayed in France. He was captured and killed. He paid the ultimate price for helping the French people.

1 Why does Nancy Wake become a spy?

A She wants to fight the Germans.

2 Why do you think the title is “The White Mouse”?

A because Nancy likes mice B because Nancy is hard to

B She likes wearing disguises. catch C She lives in France. C because spies are called by animal names

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Week 1

Traits and Feelings Directions: Imagine you are writing a story about a spy. On the inside of the head, write five words that describe your character. On the outside of the head, write five words that describe feelings your character has.

Challenge: Write a summary sentence about your character using at least one detail listed inside the head and one detail listed outside the head. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

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Week 1

Perfect Sibling Wanted! Directions: Create a Wanted poster for the perfect brother or sister. Be sure to list the qualities you want in this perfect sibling.

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Week 1

Adding Big Numbers Directions: Solve the problems. Regroup as needed.

It’s easy to add big numbers. Add the ones place first, then the tens place, and finally the hundreds place. 11

+

1

2 +

325 197

4

3 +

391 259

5 +

18

367 457 824

725 177

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+

119 149

+

122 88

6 +

713 266

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Week 1

Fraction Wall

1 2

Directions: Write the fraction for each brick. The first one has been done for you.

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Week 1

Using Operations to Solve Word Problems Directions: Read the word problems. Write equations and draw pictures to show your answers.

1 Phoebe has to walk 8 blocks to school.

Tony has to walk 2 times as many blocks. How many blocks does Tony walk to school?

Equation: ________________________________________________________ Draw a picture.

2 José scored 6 goals during the soccer game.

He scored 2 times as many goals as Felix. How many goals did Felix score?

Equation: ________________________________________________________ Draw a picture.

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Week 1

Order of the Planets Directions: Use the clues to discover the order of three of the planets in our solar system. Mark an X in the chart below to show each planet’s relation to one another.

Clues 1 In relation to the sun, this ringed planet is farther than Venus but in front of Neptune.

2 In our solar system, Neptune is the farthest planet away from the sun. 3 If you were traveling toward the sun, it would be a shorter trip to start on Venus than it would be to start on Jupiter.

1st in relation to the sun

2nd in relation to the sun

3rd in relation to the sun

Venus

Jupiter

Neptune

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Week 1

Name That Product! Number of Players 2–6

Directions 1 Remove the jacks, queens, and kings from the deck of cards.

2 Each card is worth the number printed Materials ◆ deck of cards ◆ paper ◆ pencil ◆ one-minute timer ◆ calculator

on it. Aces equal the number 1.

3 Shuffle the cards and place them facedown in a pile.

4 One player hands each player two cards facedown. Note: Players cannot look at the cards until the game begins.

5 The same player who distributed the cards says, “Game on!”

6 All players turn over their two cards and multiply both the numbers. The first player to announce the product of his or her two numbers wins that round.

7 Continue until all the cards in the deck have been used.

8 Then, shuffle the deck and play again! Challenge: To make the game more challenging, have a player turn over two cards to create a two-digit number and then turn over one card to represent a one-digit number. The first player to announce the product of those two numbers wins that round. Use the calculator to check the answers.

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Week 2

This week, blast through summer learning loss by: ◆ capitalizing proper nouns ◆ responding to an article about a flood ◆ writing about a special day ◆ scrapbooking a dream vacation ◆ answering questions using addion and subtraction ◆ creating equivalent fractions ◆ telling time ◆ using math to solve grid puzzles ◆ answering discussion questions

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Week 2

Vacation Time! Directions: Underline the capitalization errors in each sentence.

Proper nouns name specific people and places. A proper noun begins with a capital letter.

1 this summer, i saw the atlantic ocean for the first time. 2 leah visited the grand canyon in arizona with her aunt and uncle. 3 the chan family took a road trip to mt. rushmore. 4 Someday, i would like to see the great pyramid of giza in egypt. 5 In paris, france, dr. garcia visited the eiffel tower and the louvre museum.

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Week 2

Get to High Ground! Directions: Read the text. Then, answer the questions.

River Danger Taking a vacation by a river can be a great time. That’s what more than 3,000 tourists thought on July 31, 1976. They were by the Big Thompson River in Colorado. It is in the foothills of the Rocky Mountains. The river flows down a beautiful canyon. And the summer weather is usually warm and sunny. It is a great place for river sports and enjoying the mountains. But that all changed on July 31 in 1976. Strong thunderstorms moved in. Heavy rain fell for four‑and‑a-half hours that evening. The river is usually 1 or 2 feet (0.3 to 0.6 meters) deep. The canyon is 25 miles (40 kilometers) long. But it is narrow. There wasn’t anywhere for the water to go—except down the walls of the canyon. Flash floods began. Some people said they saw a wall of water 8 feet (2.4 meters) high. It was hard to warn people. Some didn’t believe that there could be a bad flood there. But the flooding was devastating. 139 people died. More than 300 homes were destroyed. Only getting to higher ground saved many people from drowning.

1 What does “wall of water” mean? 2 What should you do when near a river?

A a wall from a building being pushed down the river

B water that comes in a series of waves

C water that has built up very high as it moves

A have fun and not worry about floods

B pay attention to the weather and be prepared for danger

C camp where you can see if a flood is coming

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Week 2

A Special Day Directions: Create a diary entry about one special day in your life, such as a family celebration.

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Week 2

Dream Vacation Scrapbook Directions: Imagine you could go anywhere you want for a dream vacation. Where would you go? Create a scrapbook page showing where you went and what you did on your dream vacation. Be sure to include drawings!

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Week 2

Make the Number Directions: Answer the questions to help you fill in each grid. At least one answer in each grid has been done for you.

Starting Grid

3 What would you subtract from

9

3

14

5

7

2

12

15

8

each number in Grid 2 to make 20? 71

1 What would you add to each number in the Starting Grid to make 18? 9

15

4

4 What would you subtract from each number in Grid 3 to make 50? 21

2 What would you add to each number in Grid 1 to make 100? 91

85

5 What would you subtract from each number in Grid 4 to make the numbers from the Starting Grid? 12

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Week 2

Making Things Equal Equivalent fractions have the same value. 1 = 2 2 4

1 2

1 4

1 4

1 4

1 4

Directions: Solve each problem by finding equivalent fractions. x 1 25 = 10

x=

2

4

1 x = 3 6

x=

3

x = 6 4 8

x=

4

1 x = 4 8

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Week 2

Tell Time Directions: Answer the questions. Next, draw the hands on the clocks to show the starting and ending times. Then, write the times on the lines.

1 Charmaine started

Starting Time

Ending Time

_____ : _____ _____

_____ : _____ _____

Starting Time

Ending Time

_____ : _____ _____

_____ : _____ _____

Starting Time

Ending Time

_____ : _____ _____

_____ : _____ _____

Starting Time

Ending Time

_____ : _____ _____

_____ : _____ _____

jogging at 7:10 a.m. She jogged for 20 minutes. What time did she finish jogging?

____________ 2 Dawson went to work at 9:00 a.m. He worked for 4 hours and 30 minutes. What time did he finish work?

____________ 3 Freddy started picking up trash at 11:45 a.m. He finished 2 hours and 15 minutes later. What time did he finish picking up trash?

____________ 4 Gary’s party ended at 10:00 p.m. It lasted 3 ½ hours. What time did the party start?

____________

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Week 2

We’re Number 1! Directions: Complete the sudoku puzzle with a twist.

• • •

Every column must have each of the expressions: Every row must have each of the expressions: Every mini-grid must have each of the expressions:

0+1

6−5

0+1

1×1

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6−5

1×1

one

2 2

10 10

6−5

0+1

one

1×1

0+1

10 10

6−5

1×1

0+1

1×1

one

10 10

Expressions

1×1

6−5

0+1

2 2

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Week 2

Families Talk About It! Number of Players 2–6

Directions 1 Cut apart the Discussion Cards on page 103 and place them facedown in a pile.

Materials ◆ Discussion Cards (page 103)

2 Have a player draw a card and read the question.

3 The player who drew the card answers first. Then, in clockwise order the other players take turns answering the question without repeating or copying what has already been said.

4 Repeat with different players starting until all the cards have been discussed.

What is the most important quality a person needs? Why?

The most important quality a person needs is kindness because ________.

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Week 3

This week, blast through summer learning loss by: ◆ correcting punctuation errors ◆ understanding diagrams ◆ writing opinions about stereotypes ◆ creating a playroom ◆ using fractions to read number lines ◆ solving math problems with groups of 5 and 10 ◆ solving multistep word problems ◆ using clues to complete a chart ◆ experimenting with eggs

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Week 3

Punctuation Challenge Directions: There are 16 punctuation errors in the letter. Circle any punctuation that is wrong and correct it. Add any missing punctuation.

555 W Seventh Ave Townie MT 85705 Dear Pen Pal I love to go to the circus! On May 6 2013, the circus came to my hometown of Jackson Wyoming. A parade marched through our streets and soon the big top could be seen. Ken my best friend, and I went to watch the performers prepare for opening night. We saw clowns, acrobats, and even the ringmaster. What a sight? Have you ever seen anything like it. You should go if you ever get the chance. I also really enjoy playing baseball. My favorite team is the New York Yankees but I also like the St. Louis Cardinals. When I grow up, I want to be a baseball pitcher, first baseman, or shortstop. Do you like baseball? What do you want to do when you grow up. I wish you could see my cool baseball collection, but Kens collection is even better. Well thats all for now. Please write back to me soon. See you! Your pal Brent

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Week 3

Diagram Smarts A diagram is an illustration with information. It usually supports text about nonfiction subjects. Directions: Analyze the diagrams. Then, answer the questions.

f all ng sp ri

ter win r me sum

Earth

sun

Earth

mer sum ter win

Earth

ing spr f all

Earth

1 What can you learn from the diagram above? __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

2 Describe how diagrams are helpful. __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

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Week 3

Pink or Blue? Directions: What do you think it would be like if pink were associated with boys and blue were associated with girls? In what ways would things be different or the same?  

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Week 3

The Perfect Playroom Directions: You have been hired to create an amazing playroom for kids. In each section, cut out pictures from magazines or draw pictures to show what the space will look like.

Fabric/Paint Colors

Study Space

Something Unusual

Play Space

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Week 3

Fractions on a Line A number line can be divided into fractional parts. This number line begins at 0 and ends at 1. It shows one unit with four equal parts.

0

1 4

1 2

3 4

1

This number line is divided into sections of

0

1 8

2 8

3 8

4 8

1 . 8 5 8

6 8

7 8

1

Directions: Look at the number line below. Then, answer the questions.

0

1 4

1 2

3 4

1

1 How many parts is this number line divided into? ____________ 2 How many parts are shaded? ____________ 3 What is the fraction for the shaded parts? ____________ 4 Draw your own number line.

Shade one or more sections. Then, write

the fraction. Fraction:

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Week 3

Sticky Groups! Many numbers can be divided into equal amounts. For example, this group of sticks has been sorted into 3 groups of 10 sticks each.  There are 30 sticks total. If you added another group of 10, there would be 40 sticks.

Directions: Use the groups of 5 sticks to answer the questions. .

1 How many groups of 5 sticks are there? ____________ 2 How many sticks are there in total? ____________ 3 How many groups of 5 can you sort 30 sticks into? ____________ 4 How many sticks are in 4 groups? ____________ 5 If you add 1 more group of sticks to the total you found in the last question, what is the new total? ____________

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Week 3

Big Problems To solve word problems with more than one step, it is helpful to show them as math equations. Example Anthony bought jeans for $23.00. He bought a shirt for $17.00. He had $50.00. How much did he have left? Here’s how to work the problem: $23.00 + $17.00 = $40.00 $40.00 is the total cost of his purchases. He has $50.00. $50.00 − $40.00 = $10.00 Anthony has $10.00 left. Directions: Solve each word problem.

1 Edward buys 9 gallons of gas twice a week. On Monday, gas is $4.00 per gallon. On Thursday, gas is on sale for $3.00 per gallon. How much does the gas cost him for the week?

2 Nathaniel climbed North Maroon Peak, which is 14,014 feet high. Nathaniel also climbed Gray’s Peak, which is 14,270 feet high. He wants to climb at least 40,000 feet total this month. How high should the next mountain peak be?

Step 1: Step 1:

Step 2: Step 2: Step 3:

It cost him $ ______ for the week.

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The next mountain peak should be ______ feet.

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Week 3

Favorite Cupcakes Directions: The president of your country, the governor of your state, and the mayor of your town met for cupcakes. Use the clues to find out who ate which cupcake.

Clues

• • •

The president is allergic to chocolate. The governor can never decide between chocolate and vanilla; he likes them both. The mayor does not get excited about vanilla-flavored desserts.

president

governor

mayor

vanilla cupcake

chocolate cupcake

vanilla/chocolate cupcakes with sprinkles

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Week 3

Don’t Crack That Egg Number of Players 2–6

Materials ◆ raw or boiled eggs, one per person ◆ 5 sheets of paper per person ◆ 5 inches of tape per person ◆ measuring tape ◆ timer

Directions 1 Distribute the eggs, paper, and tape to each person. Note: Be sure to wash your hands if a raw egg breaks in your hands.

2 Each player uses only the provided supplies to create packaging for an egg. This packaging should keep the egg from cracking when dropped from a distance of 6 feet (about 2 meters) high.

3 Set a timer for 10 minutes.

This is how long each player has to build his or her packaging.

4 Once the timer goes off, each player should stop building. Each player should then place his or her egg in its protective packaging.

5 Move to an outside area to test the packages. Use the measuring tape to measure 6 feet (about 2 meters) from the ground. One at a time, each person drops his or her packaged egg. The player with the egg that does not crack wins!

6 If more than one egg does not crack, increase the height of the drop until a winner can be determined. Note: Be sure an adult drops the packages if the height is out of reach.

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Week 4

This week, blast through summer learning loss by: ◆ correcting misspelled words ◆ studying illustrations to answer questions ◆ designing a travel advertisement ◆ creating a new creature ◆ using the Associative Property of Multiplication ◆ practicing with equal and unequal fractions ◆ solving word problems ◆ eliminating unrelated items ◆ coming up with categorical words

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Week 4

Look It Up! Directions: Use your knowledge or a dictionary to check the spellings of the underlined words. Mark the box to show whether a word is spelled correctly or incorrectly. If it is spelled incorrectly, write it correctly. Correct

1 He likes danceing in competitions.

Incorrect

Correct Spelling

dancing

2 Please turn the volum down on the television.

3 I heard on the radio that it will be hot today.

4 The girl painted a pitchur for her brother.

5 Naya stayed home from school with a stomachacke.

6 Karmen is supposed to go to her friend’s house today.

7 Dr. Ruiz suggests eating helthy foods.

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Week 4

Can You Hear It? Directions: Study the diagram. Then, answer the questions. The sound makes the eardrum vibrate.

The auditory nerve takes the message to the brain.

Sound Waves

The bone makes the fluid move and the hair cells bend.

The eardrum makes the bones vibrate.

1 What moves into the outer ear? __________________________________________________________

2 What happens to the eardrum when the sound reaches it? __________________________________________________________

3 What does the bone do? __________________________________________________________

4 What does the auditory nerve do? __________________________________________________________

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Week 4

Travel Here! Directions: Create a travel advertisement for your hometown. Be sure to include details about its climate and the necessary items needed to have a fun and safe visit.

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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____________________________



____________________________



____________________________



____________________________



____________________________



____________________________



____________________________



____________________________



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Week 4

Create a Creature Directions: You are a mad scientist who has combined the DNA from two species to create a new creature. Fill in the blanks showing which two creatures you combined. Then, draw the new creature. ____________________ + ____________________ = __________________

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Week 4

Associative Property of Multiplication at Work The Associative Property of Multiplication states that when the grouping of the factors is changed, the product stays the same. The way the factors are grouped does not affect the answer. Example 4 × (6 × 2) = (4 × 6) × 2 4 × 12 = 24 x 2 48 = 48 Directions: Solve each problem.

48

1 (6 × 2) × 3 = (2 × 3) × 6

2 (1 × 22) × 2 = 1 × (22 × 2)

_________ 12 x 3 = _________ 6 x 6

_________ = _________

_________ = _________ 36 36

_________ = _________

3 (1 × 3) × 9 = 1 × (3 × 9)

4 (3 × 2) × 4 = 3 × (2 × 4)

_________ = _________

_________ = _________

_________ = _________

_________ = _________

5 (2 × 2) × 7 = 2 × (2 × 7)

6 (7 × 3) × 5 = 7 × (3 × 5)

_________ = _________

_________ = _________

_________ = _________

_________ = _________

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Week 4

Find Equal and Unequal Fractions Directions: Use the number lines to answer the questions below. 0

1 1 2

0

1 3

0

2 3

1 5

0

1 8

3 7

2 8

0

1 9

2 9

0

1 10

2 10

3 8 3 9 3 10

4 5

3 6

2 7

4 4

3 5

2 6

1 7

0

3 4

2 5

1 6

0

3 3

2 4

1 4

0

0

2 2

4 6 4 7

4 8

4 10

5 10

5 6 5 7

5 8 5 9

4 9

7 10

6 6 6 7

6 8 6 9

6 10

5 5

7 7

7 8

8 8

7 9

8 9

9 9

8 10

9 10

10 10

1 The fraction ½ lines up with 24 .

They are equivalent. Name 3 more fractions that are equivalent to ½ and 24 .

____________, ____________ , and ____________ 2 Name 2 more fractions that are equivalent to ⅓ . ____________ and ____________ 3 Name 1 more fraction that is equivalent to ⅖ . ____________ © Shell Education

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Week 4

So Much Milk? Directions: Use the milk gallons to solve the problems.

1 Write an equation that shows how many gallons are there in total: ____________ × ____________ = ____________ 2 Dan’s family drinks 2 gallons of milk a week.

How many gallons will they

drink in 4 weeks? ____________

Show how to write this as a multiplication problem: ____________ × ____________ = ____________ 3 Each gallon of milk costs $2.00.

How much do 5 gallons cost? ____________ × ____________ = ____________

4 Marta’s family drinks 3 gallons of milk a week.

How many gallons will they

drink in 3 weeks? ____________

Show how to write this as a multiplication problem: ____________ × ____________ = ____________

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Week 4

What Doesn’t Belong? Directions: Each problem contains one place that does not belong. Circle the one that does not belong. Then, explain your answer.

1 New York City, Beijing, Toronto, Mexico __________________________________________________________ __________________________________________________________

2 South America, Amazon River, England, Rio de Janeiro __________________________________________________________ __________________________________________________________

3 North America, Greenland, Australia, Europe __________________________________________________________ __________________________________________________________

4 Atlantic Ocean, Rocky Mountains, Hudson River, Arabian Sea __________________________________________________________ __________________________________________________________

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Week 4

Categories Word Game Number of Players 2–6

Materials ◆ Category Cards (page 105) ◆ Letter Cards (page 107) ◆ paper ◆ pens or pencils ◆ one-minute timer

Directions 1 Cut apart the Category Cards on page 105 and distribute one card to each player. Note: If you have more than four players, have players share the cards.

2 Cut apart the Letter Cards on page 107. Shuffle them and place them facedown in a pile.

3 Distribute a sheet of paper and a pen or pencil to each player.

4 Have one player turn over a Letter Card from the top of the pile, while another player begins the timer.

5 Each player will work individually to write one response that begins with the letter on the Letter Card for each category on the Category Card.

6 The first player to have a word for each category wins.

7 If the timer runs out before any player completes each category, the player with the most completed categories wins.

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Week 5

This week, blast through summer learning loss by: ◆ choosing correct verb tenses ◆ answering text-dependent questions ◆ writing about a favorite hobby ◆ creating a city ◆ rounding numbers to the nearest 10 ◆ filling in missing numbers in math problems ◆ writing equations ◆ completing analogies ◆ adding playing card values to get sums

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Week 5

Past, Present, or Future? Directions: Circle the correct form of the verb. Then, write whether the action occurs in the past, present, or future.

Verb tense tells when an action takes place. The ending on most verbs shows the tense.

1 Shawna (cooks, cooked, will cook ) the soup tomorrow. ____________ future 2 Marie (shops, shopped, will shop) for fruit every day. ____________ 3 I (bake, baked, will bake) the bread after the soup is ready. ____________ 4 Can you (pick, picked, will pick) some flowers now? ____________ 5 The soup (smells, smelled, will smell) perfect. ____________ 6 I (add, added, will add) some salt to it a minute ago. ____________ 7 Please (mix, mixed, will mix) the salad. ____________ 8 I (clean, cleaned, will clean) up after dinner. ____________

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Week 5

Clang! Clang! Directions: Read the text. Then, answer the questions.

Cable Cars San Francisco has steep hills. One day, Andrew Smith Hallidie saw what could happen on those hills. The year was 1869. Streets were made of bumpy cobblestones. It rains a lot there in the winter. That makes for slippery streets. On that wet day, Mr. Hallidie watched some horses try to pull a heavy load up a hill. The horses were unsuccessful. Mr. Hallidie’s father had invented a wire rope. Hallidie had used this cable to haul up ore when mining. He decided to use what he knew to build a cable system that would pull cars up steep hills. There are plenty of strong machines to get things up steep hills today. But you can still take a cable car in San Francisco.

1 How did people get loads up hills in San Francisco before the cable car?

A They pushed them up. B They used horses. C They used cable cars. 2 List three things that contributed to the problem Mr. Hallidie saw. __________________________________________________________ __________________________________________________________ __________________________________________________________

3 Why do you think San Francisco still has cable cars? __________________________________________________________ __________________________________________________________ © Shell Education

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Week 5

What’s Your Favorite? Directions: What’s your favorite sport or hobby? Describe the sport or hobby and explain why you like it.

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Week 5

City Creation! Directions: You have been given the privilege of creating a city! Draw a bird’s‑eye map of the city. Be sure to give the buildings and the streets special names.

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Week 5

Big Number Round-Up! Here’s how to round numbers to the tens place: ◆ If the number ends in 1 through 4, round it to the next lower number that ends in 0. ◆ If the number ends in 5 through 9, round it to the next higher number that ends in 0.

Directions: Round the numbers to the nearest 10.

58

130 1 133 rounds to ____________

2 388 rounds to ____________

3 173 rounds to ____________

4 229 rounds to ____________

5 812 rounds to ____________

6 99 rounds to ____________

7 166 rounds to ____________

8 442 rounds to ____________

9 511 rounds to ____________

0 994 rounds to ____________

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Week 5

Missing Numbers Directions: Fill in the missing number in each problem.

1 6 × ____________ = 18

7 ____________ ÷ 6 = 7

2 9 × ____________ = 81

8 12 × ____________ = 36

3 ____________ ÷ 10 = 10

9 9 × ____________ = 63

4 2 × ____________ = 24

0 36 ÷ 4 = ____________

5 56 ÷ ____________ = 8

a ____________ ÷ 6 = 5

6 4 × ____________ = 100

b 3 × ____________ = 18

c Choose one problem above and explain how you found the missing number. Use pictures or words to prove your equation is correct.

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Week 5

Multiply It! Directions: Write an equation to solve each problem.

1 Joanna has 30 pennies.

George has 2 times as many pennies. How many pennies does George have?

__________________________________________________________

2 Jennifer collected 10 posters.

Her friend Michelle collected 3 times as many posters. How many posters did Michelle collect?

__________________________________________________________

3 What is the product of 50 and 4? __________________________________________________________

4 What is 10 times 5? __________________________________________________________

5 Daniel has 40 trading cards.

James has 4 times as many cards. How many cards does James have?

__________________________________________________________

6 Compute the product of 30 and 3. __________________________________________________________

7 Multiply 40 and 6. __________________________________________________________

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Week 5

Awesome Analogies Directions: An analogy shows similarities or differences between things. Fill in the blanks with words that make the analogies correct.

Example happy : smile :: sad : frown

1 teacher : student :: parent : _____________________________ 2 celery : lettuce :: apple : ________________________________ 3 night : day :: dark : _____________________________________ 4 cat : kitten :: dog : _____________________________________ 5 leaf : tree :: petal : _____________________________________

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Week 5

The Biggest Sum Card Game Number of Players 2–6

Directions 1 Each player will need a pencil and a sheet of paper.

2 Remove all face cards and all 10s from a deck of cards.

Materials ◆ paper ◆ pencils ◆ deck of cards ◆ timer

3 Distribute six cards to each player. 4 Set the timer for one minute.

In that minute, each player creates multi‑digit numbers that add up to the greatest sum possible using his or her six cards.

5 The person with the largest sum wins! Play at least ten rounds.

Challenge: To make the game more challenging, have players create multi-digit numbers that subtract to the lowest difference possible.

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Week 6

This week, blast through summer learning loss by: ◆ separating root words and prefixes ◆ identifying the moral of a story ◆ writing an innovation of a story ◆ using shapes to create art ◆ filling in tables to solve problems ◆ sorting shapes ◆ writing and solving word problems ◆ deducing what happens in a scenario ◆ making and testing strong paper chains

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Week 6

Playing with Words Part 1: Prefixes Directions: Complete the chart by separating the words into their prefixes and roots. Then, write the short definitions. Word

1 reread

Prefix

Root Word

Meaning

re

read

read again

2 dislike 3 unhappy 4 inadequate 5 restart Part 2: Language and Vocabulary Directions: Complete each sentence with the correct word from the Word Bank.

video

Word Bank board totally

awesome

1 My electronic _________________________ game is broken. 2 I _________________________ love hanging out with my friends. 3 This is an _________________________ game! 4 We play _________________________ games at the kitchen table. Challenge: Write one sentence that uses as many words as you can from the Word Bank. _______________________________________________________________ _______________________________________________________________

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Week 6

Fables Directions: A moral is the lesson taught by a fable. Read the text. Think about its moral. Then, answer the questions.

The Snake and the Eagle An eagle flew down and caught a snake. The eagle wanted to eat the snake. But the snake wrapped around him and began to squeeze. They fought fiercely. The eagle knew he was in trouble. A farmer saw the struggle. He rushed up and pulled the eagle free from the snake. As the snake slithered off, it saw the farmer’s jug of water. He spat his poison into the jug. As the farmer started to leave, the eagle saw that the farmer was about to take a drink. He flew over and knocked the jug to the ground.

1 What good thing did the farmer do? __________________________________________________________ __________________________________________________________

2 What good thing did the eagle do? __________________________________________________________ __________________________________________________________

3 What is the moral of the story?

A One good act deserves another. B It is useless attacking the foolish. C What is most valuable is often not recognized.

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Week 6

Innovation Directions: Follow the steps to write an innovation.

Innovations can be created from poems, stories, or books by substituting nouns, verbs, and adjectives to fit a new setting. For example, if the original story is set in the jungle, an innovation could be set in the ocean. Different animal names and descriptive words would be substituted to reflect the new setting.

1 Decide on a story to innovate.

Determine the new setting of the story.

2 Brainstorm lists of words for the new setting—animals, plants, sounds, descriptive words and phrases, and so on. Use these words to replace specified words in the chosen text. __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

3 Use sheets of paper to rewrite the story.

Write a few sentences and create an illustration on each page. Staple the pages together to make a book.

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Week 6

What Can You Make? Directions: Create a drawing using the shapes provided on the page. Then, give your drawing a title. Title ____________________________________________________________

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Week 6

Number Patterns Directions: Fill in the tables to solve the problems. Then, answer each question with a complete sentence.

1 A car has 4 wheels.

How many wheels do 3 cars have?

3 A minute has 60 seconds.

How many seconds are in 5 minutes?

Number of Cars

Number of Wheels

Number of Minutes

Number of Seconds

1

4

1

60

2

8

3

12

Three cars have 12 wheels. ____________________________

____________________________ ____________________________ 2 A stool has 3 legs.

How many legs do 6 stools have? Number of Stools

Number of Legs

1

3

4 Describe how you solved the problems on this page?

____________________________ ____________________________ ____________________________ ____________________________

____________________________ ____________________________ 68

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Week 6

Sorting Shapes Directions: Draw at least two shapes that fit the description in each box.

1 These shapes each have more than one line of symmetry.

2 These shapes have all their sides the same lengths.

3 These shapes have straight sides. 4 These shapes each have an even number of sides.

5 These shapes each have an odd 6 These shapes each have an odd number of sides.

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Week 6

As Much As What? Solving Word Problems Directions: Solve the problems.

1 Amy has 3 books on her desk.

Stacy has 7 times as many books as Amy. How many books does Stacy have?

3 x 7 Expression: ________________________________________________ 21 books Answer: ___________________________________________________

2 Jasper has 8 coins to buy a comic book.

Elliot has 6 times as many coins as Jasper. How many coins does Elliot have?

Expression: ________________________________________________ Answer: ___________________________________________________

3 There are 24 bushes on the street.

There are 6 times as many bushes as trees. How many trees are on the street?

Expression: ________________________________________________ Answer: ___________________________________________________

4 The student’s desk is 36 inches long.

The cafeteria table is 360 inches long. How many times longer is the table than the desk?

Expression: ________________________________________________ Answer: ___________________________________________________

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Week 6

How Did That Happen? Directions: Read the scenario. Then, write about what you think happened.

Two individual ski tracks run parallel down a mountain. The tracks separate and go around each side of a tree. The tracks join back together and continue down the mountain. How do you think this happened? Explain your answer. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

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Week 6

The Strongest Paper Chain Number of Players 2–6

Directions 1 Provide each player with six sheets of paper to make a chain of six links.

2 Players can twist, weave, bend, tear, Materials ◆ six sheets of paper ◆ water ◆ empty bucket with handle

or fold the paper, but they cannot use any tape.

3 When players have created their chains, they will take turns testing the strengths of their chains using the bucket by placing the chains around the handle of the bucket and lifting.

4 Add water to the bucket to see if each chain can lift the bucket off the ground. Begin by filling a quarter of the bucket with water. Test the chains. Then, if the chains are able to lift the bucket, add more water to the bucket and test the chains again.

5 The player with the strongest chain wins!

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Week 7

This week, blast through summer learning loss by: ◆ identifying complete sentences and sentence fragments ◆ recognizing the moral of a story ◆ creating and describing a new planet ◆ drawing items that are important to you ◆ understanding probability ◆ reading graphs ◆ practicing perimeter and area ◆ connecting dots ◆ multiplying to reach 100

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Week 7

Complete Sentences Directions: A complete sentence contains a subject (noun) and an action (verb). Identify whether each sentence is a complete sentence or a sentence fragment.

sentence fragment 1 The sun on my skin. ____________________________________________

2 This lonely place.

______________________________________________

3 The desert gets very little rain.

__________________________________

4 Many animals live in the desert.

_________________________________

5 People visit the desert. _________________________________________ 6 Desert survival.

_______________________________________________

7 Medical supplies in the survival kit. _______________________________

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Week 7

Another Fable Message Directions: A moral is the lesson taught by a fable. Read the text. Think about its moral. Then, answer the questions.

The Town Mouse and the Country Mouse A town mouse decided to visit his cousin in the country. The country mouse had a simple life. He fed his town cousin beans, bacon, cheese, and a bit of bread. The town mouse didn’t understand how a mouse could get by on such plain food. “You should come and live with me,” the town mouse said. “In my home, there is grand food from a grand table.” The country mouse went to visit. Indeed, there were wonderful foods left on the table. As the country mouse ate some cake, he saw a huge cat leaping across the table. “Run!” the town mouse yelled. They ran behind the wall where the town mouse lived. The country mouse packed his things. “What is the problem?” the town mouse asked. “You just have to be quick. That cat will never catch you.” The country mouse replied, “No thanks!”

1 How are the mice different? __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

2 What is the moral of the story?

A You can’t trust some friends even if you like them. B It’s better to eat beans and bacon in peace than cake in fear. C It’s better to live in the city than in the country.

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Week 7

Out of This World Directions: Use the template to help you create a fictional planet. Then, on a separate sheet of paper, write a fictional narrative that takes place on your new planet. Be sure to include the details from your notes to establish the setting and include characters and events that make your narrative interesting.

Name of planet: _________________________________ Reason for name: ________________________________ Planet’s shape and size: ___________________________ Position in the Universe: ____________________________________________ Climate: _________________________________________________________ Physical features: _________________________________________________ Atmosphere: _____________________________________________________ Life forms: _______________________________________________________ Vegetation: ______________________________________________________ Drawing of planet

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Week 7

Frame This! Directions: Draw pictures of things that are important to you. Then, give each frame a title for what you created.

_____________________________

_____________________________

_____________________________ © Shell Education

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Week 7

Will It or Won’t It? Directions: Use the probability scale to answer the questions.

impossible

unlikely

likely

certain

1 What does a probability scale show? ________________________________________________________ ________________________________________________________ 2 Place the letter of each of the following events on the probability scale above.



A You will be 10 on your next birthday. B You will be a mother when you grow up. C One member of your class will be a professional athlete. D Your teacher will run the Boston Marathon. E One day you will sing on Broadway. F You can say the alphabet forwards. G You can say the alphabet backwards.

H You will see a zebra on the playground at lunchtime.

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Week 7

Collecting Box Coupons Directions: Students at Newhall School have been collecting box coupons from breakfast cereals to get computer equipment for their school. Students in each class made a graph to show the number of box coupons they had collected. Room 9

Room 11

Ibrahim

Loretta

Michael

Covi

John

2

Hilary

4

Melanie

6

Ali

8

Jo

10

Tim

12

Tom

= 5 box coupons

Number of coupons collected

14

Tricia

Number of coupons collected

Room 10

Richard

David

Toby

Nick

Juliet

Robert

10

Georgina

20

Dorothy

30

Angie

40

Leon

50

Jane

60

Sam

= 20 box coupons

Number of coupons collected

70

Casey

Number of coupons collected

Room 8

1 How many more box coupons did Tom collect than Ali? ____________ 2 How many more box coupons did Ibrahim collect than Covi? ____________ 3 Which student collected the most box coupons? ____________ 4 If 15 box coupons are needed for one CD, approximately how many CDs have the students earned? ____________ © Shell Education

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Week 7

Perimeter and Area Directions: Solve the problems. Use drawings and/or equations to help you.

1 The drawing below shows a room in Mr. Johnson’s house.

He is buying new flooring, so he needs to know the area. He is also buying new baseboard, so he needs to know the perimeter. Find the area and perimeter. 9 ft. 11 ft.

Solution for perimeter: _____________________________________________ Solution for area: _________________________________________________

2 A rectangular garden has an area of 80 square feet.

It is 4 feet wide. How

long is the garden?

Solution: ________________________________________________________

3 Dawn is buying carpet for the floor in her bedroom.

The carpet comes in 1-foot squares. It takes 120 one-foot carpet squares to cover the floor. If the length of the room is 12 feet, what is the width of the room?

Solution: ________________________________________________________ Choose one question from above. Explain how you solved it. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

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Week 7

Connect the Dots Directions: Connect all the dots by drawing four continuous straight lines.

Reflection Questions

1 What was the first strategy you used to figure out this puzzle? __________________________________________________________ __________________________________________________________

2 How many tries did it take to solve it? __________________________________________________________ __________________________________________________________

3 On a separate sheet of paper, create your own puzzle for someone to solve.

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Week 7

First One to 100! Number of Players 2–6

Materials ◆ deck of cards ◆ paper ◆ pencil

Directions 1 Shuffle the deck of cards.

Face cards and aces are worth 10. All other cards are worth the number value (for example, 2 of spades = 2).

2 Each player takes a turn flipping over a card and writing the number on his or her paper.

3 When all players have a card, they draw another. This card will be added to the previous one.

4 Players continue to draw cards and add the numbers until a player reaches 100.

5 If two or more players tie during the same round, have a play-off round where the person with the highest number wins.

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Week 8

This week, blast through summer learning loss by: ◆ using quotation marks ◆ summarizing events in a story ◆ referencing sources ◆ decorating a cake ◆ using the Associative Property of Multiplication ◆ drawing and writing multiplication sentences ◆ solving word problems ◆ finding patterns ◆ rolling number cubes to build towers

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Week 8

Commas and Quotation Marks Directions: Rewrite each sentence. Put quotation marks around the dialogue. Separate the dialogue from the rest of the sentence with a comma.

1 Poor, miserable bug said the ant rudely. “Poor, miserable bug,” said the ant rudely. ____________________________________________________________

2 How sad your life is it said. ____________________________________________________________ 3 Look at me now, Ant said the butterfly. ____________________________________________________________ 4 It said Without wings you cannot fly. ____________________________________________________________ 5 Write your own line of dialogue. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

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Week 8

Ordering Story Events Directions: Think about a story with events that unfold in a very specific order. Summarize the events in the chart.

Events in a Story Event 1

Event 2

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

Event 3

Event 4

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

Event 5

Event 6

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

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Week 8

Pet Research Directions: Rodents can make great pets. Imagine that you are getting a pet mouse. Your job is to research all the necessary equipment, food, toys, and whatever else is needed to make your mouse happy and healthy. Write a short paragraph about what you have learned.

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Week 8

Decorate a Cake! Directions: You are a famous baker and have been asked to decorate a cake for someone famous. Decide who will be the recipient of the cake. Then, decorate it for that person. Cake Recipient: __________________________________________________

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Week 8

Choose the Steps! Directions: Solve the three-factor multiplication problems. The first one is done for you.

88

1 3 × 2 × 4

2 2 × 12 × 1

6 4 24 ________ × ________ = ________

________ × ________ = ________

3 4 × 3 × 5

4 2 × 5 × 3

________ × ________ = ________

________ × ________ = ________

5 10 × 8 × 2

6 6 × 8 × 1

________ × ________ = ________

________ × ________ = ________

7 5 × 4 × 1

8 4 × 3 × 9

________ × ________ = ________

________ × ________ = ________

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Week 8

Comparing Quantities: Showing What Multiplication Means A multiplication equation can be read as a comparison between the numbers in the equation.

4 × 4 = 16 16 is the same as 4 × 4 16 is the same as 4 times 4

4 × 4 is the same as 16 16 is the same as 4 sets of 4

Directions: Draw pictures to represent the two quantities in each problem. Then, write a sentence that means the same thing as the equation for each problem.

1 3 × 9 = 27

2 5 × 6 = 30

____________________________

____________________________

____________________________

____________________________

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Week 8

Food Drive Directions: Solve the word problems.

1 Faith and Keaton donate canned goods for a food drive.

Faith brings her cans in bags. She has 6 bags, with 7 cans in each bag. Keaton brings 24 more cans. How many cans did they bring together?

Picture

Equation

Solution

2 Maria and Caden collect jugs of water at the food drive.

Maria collects 22 jugs. Caden collects 28 jugs. They put all the jugs together. Then, they put them into boxes. Each box holds 5 jugs. How many boxes did they fill?

Picture

Equation

Solution

Explain how you solved Question 2. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

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Week 8

Finding Patterns Directions: Emily likes things that are similar. See if you can tell which items she likes based on the clues.

1 Emily is a picky eater.

She will eat tuna, salmon, grapefruit, and pickles. But she won’t eat trout, beef, or pie. Which will she eat: cake or apples? Hint: Think about syllables.

__________________________________________________________ __________________________________________________________

2 Emily likes certain movie stars but not others.

For example, she loves Sean Penn, Anthony Perkins, Brad Pitt, and Elvis Presley. But, she does not like Jennifer Aniston, Rob Lowe, Mel Gibson, or Mia Farrow. Which movie star does she like: Michelle Pfeiffer or Jim Carrey? Hint: Think about letters.

__________________________________________________________ __________________________________________________________

3 Emily will only live in certain places.

For example, she would live in Denver, Santa Fe, Phoenix, and Las Vegas. But, she won’t live in Washington D.C., Little Rock, New York City, or Seattle. Which city would she live in: Salt Lake City or Oklahoma City? Hint: Think about locations.

__________________________________________________________ __________________________________________________________

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Week 8

Tower of Pennies Number of Players 2–6

Directions 1 Each player takes turns rolling the number cubes.

2 Each player will add the numbers on Materials ◆ various objects such as pillows, books, and toys (at least 12 per person) ◆ two number cubes

the number cubes together and then select that many objects to build a tower.

3 The player with the tallest tower that doesn’t fall over wins!

4 Repeat for at least 10 rounds.

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Week 9

This week, blast through summer learning loss by: ◆ rewriting words in parts ◆ organizing events in a story ◆ writing step-by-step instructions ◆ drawing a jack-o’-lantern ◆ creating multiplication and division equations ◆ using estimation to solve problems ◆ choosing mathematical operations ◆ answering riddles ◆ putting together sentences

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Week 9

Word Parts Directions: Write the words in parts that make it easier to spell. Then, cover the word and try to spell the word on your own. Word

1

salutation

Word Parts

Cover the Word and Spell on Your Own

sal-u-ta-tion

salutation

2 informal 3 between 4 introduce 5 moments Directions: For each root word, write a new form of the word using the suffix -tion. Remember, you may need to drop, add, or change an ending letter before adding the suffix.

1 salute ______________________________________

2 inform ______________________________________

3 introduce ______________________________________

4 limit ______________________________________

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Week 9

Events That Build An author carefully chooses how the events of a story unfold. The setting and the characters are critical to this, but the plot of the story is made up of a series of events. The order in which the events unfold is very important. In many stories, the events lead to the climax. This is the event with the greatest intensity, often when a change occurs.

Directions: Choose a book. Think about the events of the book and how the events lead up to the climax of the story. Record the events in the graphic organizer. Title: ___________________________________________________________ Author: _________________________________________________________ Setting: _________________________________________________________ ______________________ ______________________ ______________________ ______________________ ______________________

Event 3

______________________ ______________________ ______________________

Event 2

______________________

Event 1

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Week 9

I’m the Expert! Directions: Think of something you know how to do well, such as playing a sport or playing an instrument. Then, write step-by-step instructions that explain how to do it.

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

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Week 9

Jack Gets a New Face Directions: Halloween is a ways off, but you are already making plans for the upcoming pumpkin-carving contest! Jack is tired of triangles and needs a new face design. Give Jack a new face without any triangles!

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Week 9

Make Four Directions: Choose three of the numbers below to make four multiplication and division equations. The first one has been done for you. You may use the numbers more than once. 24

9

10

20

36

6

18

2

63

42

7

8

21

3

4

30

28

5

Numbers

Multiplication/Division Equations

1 ____________ 9, 7, 63

____________ 9 × 7 = 63 ____________ 7 × 9 = 63 ____________ 63 ÷ 9 = 7 ____________ 63 ÷ 7 = 9

2 ____________

____________ ____________ ____________ ____________

3 ____________

____________ ____________ ____________ ____________

4 ____________

____________ ____________ ____________ ____________

5 ____________

____________ ____________ ____________ ____________

6 ____________

____________ ____________ ____________ ____________

Challenge: Choose one of the equations above and rewrite it as a word problem. ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Week 9

Candy Store Directions: Read and solve each problem by estimating.

1 When full, each of the jars on the top shelf of the candy store holds 800 pieces of candy. Look at the jars in the picture above and estimate how many pieces are left in each. Candy Kisses

Jawbreakers

Bubblegum

____________

____________

____________

Lollipops

Jelly beans

____________

____________

2 Each box of potato chips holds 100 individual packages.

A Half of the barbecue chips have been sold.

How many are left?

____________

B Half of the sour cream and onion chips are left.

How many have

been sold? ____________

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Week 9

Word Problems Directions: Circle the operation needed to solve each problem. Then, solve the problem.

1 One box of cereal has 20 servings. +

–

×

÷

How many servings are in 5 boxes?

20 × 5 = 100 There are 100 servings in 5 boxes.

2 There is a total of 500 coins in 10 rolls.

How many coins are in

each roll?

+

–

×

÷

3 There is a total of 60 hens in 10 hen houses.

How many hens are in

each house?

+

–

×

÷

4 There is a total of 32 paper clips in 4 boxes.

How many paper clips are

in each box?

+

–

×

÷

5 Each van can carry 9 people. +

100

–

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How many people can 4 vans carry?

÷

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Week 9

Do You Know the Answer? Directions: Read each riddle. Write your answers on the lines.

1 You are driving a bus that is leaving from Austin and stopping in Dallas. In the beginning, there were 40 passengers on the bus. At the first bus stop, 10 people got off and 8 people got on. At the second bus stop, 5 people got off and 3 people got on. At the third bus stop, 15 people got on and 16 people got off. At the fourth bus stop, 5 people got on and 3 people got off. What color are the bus driver’s eyes? ____________________________ Explain how you got your answer. __________________________________________________________ __________________________________________________________

2 The farmer has 5 daughters and each one has a brother.

How many children

does the farmer have? __________________________________________________________ __________________________________________________________

3 How are these arranged? 8, 5, 4, 9, 1, 7, 6, 2, 0 __________________________________________________________ __________________________________________________________

4 Remove six letters from the list below to make the remaining letters form a common word. What is the word?

b m c i s d s i e s f s i p g p i __________________________________________________________

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Week 9

Word Sentences Number of Players 2–6

Directions 1 Give each player a pencil and a sheet of paper.

2 Cut apart the Word Cards on Materials

page 109 and place them facedown in a pile.

◆ Word Cards (page 109)

3 One player turns over the top card.

◆ paper

4 Each player writes a four-word

◆ pencils

sentence using the four letters found in the word on the card. (For example, dogs: Do oranges get soft?) Note: The letters can be in any order.

5 The first player to finish each sentence wins.

6 Continue playing until each card is used. Challenge: Have players use the letters in a word in order. You can choose if the letters have to be used forward (dogs) or backward (sgod).

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APPENDIX A

Discussion Cards Directions: Use these cards with the Families Talk about It! game on page 32.

If you could be any celebrity, who would you be and why?

If you could do any job, which would it be and why would you like it?

If you could plan a fun event with anyone from history, who would it be? What would you do with that person?

What would happen on the most perfect day? Why?

If you could be a bug, which would it be and why?

If you could be really good at a particular sport, which would it be and why?

What would happen if your feet were your hands and your hands were your feet? How would this change your life?

What is the most important quality a person needs? Why?

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APPENDIX A

104

Families Talk about It!

Families Talk about It!

Families Talk about It!

Families Talk about It!

Families Talk about It!

Families Talk about It!

Families Talk about It!

Families Talk about It!

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APPENDIX A

Category Cards Directions: Use these cards with the Categories Word Game on page 52.

Categories

Categories

1 a boy’s name

1 a boy’s name

2 movie or television show

2 movie or television show

3 a historical event

3 a historical event

4 a science word

4 a science word

5 an item found in a backpack

5 an item found in a backpack

Categories

Categories

1 a boy’s name

1 a boy’s name

2 movie or television show

2 movie or television show

3 a historical event

3 a historical event

4 a science word

4 a science word

5 an item found in a backpack

5 an item found in a backpack

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APPENDIX A

106

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

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APPENDIX A

Letter Cards Directions: Use these cards with the Categories Word Game on page 52.

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

X

Y

Z

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APPENDIX A

108

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

Categories Word Game

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APPENDIX A

Word Cards Directions: Use these cards with the Word Sentences game on page 102.

ants

bird

cake

eggs

film

hump

kiss

mama

pain

sign

tail

wart

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APPENDIX A

110

Word Sentences

Word Sentences

Word Sentences

Word Sentences

Word Sentences

Word Sentences

Word Sentences

Word Sentences

Word Sentences

Word Sentences

Word Sentences

Word Sentences

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APPENDIX B

Answer Key Week 1

Using Operations to Solve Word Problems

Three Scoops, Please! (page 14)

1. 8 × 2 = 16 blocks

(page 20)

Check that each ice cream flavor has a name. Descriptions should include adjectives, sensory details, and figurative language.

2. 6 ÷ 2 = 3 goals

Order of the Planets (page 21) Venus: 1st in relation to the sun

The White Mouse (page 15)

Jupiter: 2nd in relation to the sun

1. A 2. B

Neptune: 3rd in relation to the sun

Traits and Feelings (page 16)

Name That Product! (page 22)

Check that the words inside the head describe the character and that the outside words describe the character’s feelings.

Use a calculator to double-check the answers to the equations.

Challenge: Check that the summary uses at least one detail from inside the head and one from outside the head.

Week 2 Vacation Time! (page 24) 1. This summer, I saw the Atlantic Ocean for the first time.

Perfect Sibling Wanted! (page 17) Check that the poster includes qualities of a perfect sibling.

2. Leah visited the Grand Canyon in Arizona with her aunt and uncle. 3. The Chan family took a road trip to Mt. Rushmore. 4. Someday, I would like to see the Great Pyramid of Giza in Egypt.

Adding Big Numbers (page 18) 1. 522

5. In Paris, France, Dr. Garcia visited the Eiffel Tower and the Louvre Museum.

2. 650 3. 268 4. 902

Get to High Ground! (page 25)

5. 979

1. C

6. 210

2. B

Fraction Wall (page 19)

A Special Day (page 26)

1 2 1 4

1 4

1 5

1 10

1 4

1 5

1 8

1 8 1 10

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1 4 1 5

1 5 1 8

1 10

Check that the diary entry includes an opening and a closing and describes a special day.

1 2

1 8 1 10

1 10

1 8 1 10

1 8 1 10

Dream Vacation Scrapbook (page 27) 1 5

1 8 1 10

1 8 1 10

Check that the scrapbook page has drawings and represents a dream vacation.

1 10

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APPENDIX B

Answer Key (cont.) Make the Number (page 28)

We’re Number 1! (page 31)

1. 9

15

4

13

11

16

6

3

10

91

85

96

87

89

84

2.

2 2

0+1

1×1

one

10 10

6−5

6−5

one

10 10

0+1

1×1

2 2

10 10

6−5

one

2 2

0+1

1×1

0+1

1×1

2 2

10 10

6−5

one

one

10 10

6−5

1×1

2 2

0+1

1×1

2 2

0+1

6−5

one

10 10

94

97

90

71

65

76

67

69

64

74

77

70

Check that discussions stay on topic and each response includes supporting reasons/details.

21

15

26

17

19

14

Week 3

24

27

20

12

12

12

12

12

12

12

12

12

3.

4.

5.

Making Things Equal (page 29) 1. x = 4 2. x = 2 3. x = 3 4. x = 2

Tell Time (page 30) 1. 7:30 a . m .; 7:10 a . m .; 7:30 a . m . 2. 1:30 p. m .; 9:00 a . m .; 1:30 p. m . 3. 2:00 p. m .; 11:45 a . m .; 2:00 p. m . 4. 6:30 p. m .; 6:30 p. m .; 10:00 p. m .

Families Talk about It! (page 32)

Punctuation Challenge (page 34) 555 W. Seventh Ave. Townie, MT 85705 Dear Pen Pal, I love to go to the circus! On May 6, 2013, the circus came to my hometown of Jackson, Wyoming. A parade marched through our streets, and soon the big top could be seen. Ken, my best friend, and I went to watch the performers prepare for opening night. We saw clowns, acrobats, and even the ringmaster. What a sight! Have you ever seen anything like it? You should go if you ever get the chance. I also really enjoy playing baseball. My favorite team is the New York Yankees, but I also like the St. Louis Cardinals. When I grow up, I want to be a baseball pitcher, first baseman, or shortstop. Do you like baseball? What do you want to do when you grow up? I wish you could see my cool baseball collection, but Ken’s collection is even better. Well, that’s all for now. Please write back to me soon. See you! Your pal, Brent

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APPENDIX B

Answer Key (cont.) Diagram Smarts (page 35) 1. the seasons of Earth 2. Diagrams help give visual information.

Pink or Blue? (page 36) Check that the response includes examples and explanations of how things would be the same or different.

Week 4 Look It Up! (page 44) 1. incorrect; dancing 2. incorrect; volume 3. correct 4. incorrect; picture 5. incorrect; stomachache 6. correct

The Perfect Playroom (page 37)

7. incorrect; healthy

Check that each section includes drawings and/or cutouts from magazines.

Can You Hear It? (page 45)

Fractions on a Line (page 38)

2. it vibrates

1. 4

4. takes the message to the brain

2. 1 3.

1 4

4. Check that the number line and fraction match.

Sticky Groups! (page 39) 1. 10 2. 50 3. 6 4. 20

1. sound waves 3. make the fluid move and the hair cells bend

Travel Here! (page 46) Check that the response includes details about the chosen town or city.

Create a Creature (page 47) Check that the new creature is a combination of two preexisting species.

5. 25

Big Problems (page 40) 1. 9 × 4 = 36; 9 × 3 = 27; 36 + 27 = 63; $63.00 2. 14,014 + 14,270 = 28,284; 40,000 − 28,284 = 11,716; 11,716 feet

Favorite Cupcake (page 41)

Associative Property of Multiplication at Work (page 48) 1. 12 × 3 = 6 × 6; 36 = 36 2. 22 × 2 = 1 × 44; 44 = 44 3. 3 × 9 = 1 × 27; 27 = 27 4. 6 × 4 = 3 × 8; 24 = 24 5. 4 × 7 = 2 × 14; 28 =28 6. 21 × 5 = 7 × 15; 105 = 105

president: vanilla cupcake governor: vanilla/chocolate cupcake with sprinkles mayor: chocolate cupcake

Don’t Crack That Egg (page 42) Check that each player builds his or her own packaging. Make sure the winning egg is not cracked.

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APPENDIX B

Answer Key (cont.) Find Equal and Unequal Fractions (page 49) 1. 2. 3.

3 6 2 6 4 10

; ;

4 8 3 9

;

5 10

So Much Milk? (page 50) 1. 10 gallons; 1 × 10 = 10 or 5 × 2 = 10 2. 8 gallons; 2 × 4 = 8 3. $10.00; 2 × 5 = 10 4. 9 gallons; 3 × 3 = 9

What Doesn’t Belong? (page 51) 1. Mexico does not belong because it is a country and the other places are all cities. 2. England does not belong because it is not found in South America. 3. Greenland does not belong because it is a country and not a continent. 4. The Rocky Mountains does not belong because it is a mountain range and the other places are bodies of water.

Categories Word Game (page 52) Check that all words correspond to the given categories and begin with the chosen letter.

Week 5

Clang! Clang! (page 55) 1. B 2. slippery streets, steep hills, heavy loads 3. Check that answer includes reasons why San Francisco still has cable cars.

What’s Your Favorite? (page 56) Check that response describes the sport or hobby and explains why it is a favorite.

City Creation! (page 57) Check that the drawing is from a bird’s eye perspective and includes buildings, street names, etc.

Big Number Round-Up! (page 58) 1. 130 2. 390 3. 170 4. 230 5. 810 6. 100 7. 170 8. 440 9. 510 10. 990

Past, Present, or Future? (page 54)

Missing Numbers (page 59)

1. will cook; future

1. 3

2. shops; present; or will shop; future

2. 9

3. will bake; future

3. 100

4. pick; present

4. 12

5. smells; present; or smelled; past

5. 7

6. added; past

6. 25

7. mix; present

7. 42

8. will clean; future; or cleaned; past

8. 3 9. 7 10. 9 11. 30 12. 6 13. Check that the response proves the answer for the selected equation.

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APPENDIX B

Answer Key (cont.) Multiply It! (page 60)

Fables (page 65)

1. 30 × 2 = 60 pennies

1. The farmer broke up the fight between the eagle and the snake.

2. 10 × 3 = 30 posters

2. The eagle prevented the man from drinking the poisoned water.

3. 50 × 4 = 200 4. 10 × 5 = 50

3. A

5. 40 × 4 = 160 cards 6. 30 × 3 = 90

Innovation (page 66)

7. 40 × 6 = 240

Awesome Analogies (page 61) 1. child

Check that the story uses a new setting, illustrations, etc. and that the pages are compiled into a book.

What Can You Make? (page 67)

2. any fruit is acceptable 3. light

Check that drawings incorporate the provided shapes and that a title is included.

4. puppy 5. flower

The Biggest Sum Card Game (page 62)

Number Patterns (page 68) 1. Three cars have 12 wheels.

Check that each sum has been added correctly. Number of Cars

Week 6 Playing with Words (page 64) Part 1: Prefix re dis un in re

Root Word read like happy adequate start

Meaning read again not like not happy not adequate start again

Part 2: 1. video 2. totally 3. awesome 4. board Challenge: Check that the sentence uses more than one word from the Word Bank. Possible answer: The video game that my family loves best is totally awesome.

© Shell Education

1 2 3 2. Six stools have 18 legs.

Number of Wheels 4 8 12

Number of Stools 1 2 3 4 5

Number of Legs 3 6 9 12 15

6

18

3. 300 seconds are in 5 minutes. Number of Number of Minutes Seconds 1 60 2 120 3 180 4 240 5 300 4. Multiplication is used to solve the problems.

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APPENDIX B

Answer Key (cont.) Sorting Shapes (page 69) 1.

2.

3.

4.

Out of This World (page 76) Check that the template is completed and that the fictional narrative includes details from the template.

Frame This! (page 77) 5.

6.

As Much As What? Solving Word Problems (page 70)

1. 3 × 7 = 21 books 2. 8 × 6 = 48 coins

Check that each frame has a title and that drawings are complete.

Will It or Won’t It? (page 78) 1. The probability scale shows the chance of something happening. 2. Check that events are in a likely order of probability.

3. 24 ÷ 6 = 4 trees 4. 360 ÷ 36 = 10 times longer

How Did That Happen? (page 71) Example answers: Two friends are snowboarding side by side. When they come to a tree, they each go around the tree. Or, a one‑legged person goes down the slope once. He or she repeats the same path a second time, going parallel to the tracks.

The Strongest Paper Chain (page 72) Check that each chain does not use tape, glue, etc.

Week 7

Collecting Box Coupons (page 79) 1. 15 2. 7 3. Dorothy from Room 9; 90 coupons 4. 50 CDs

Perimeter and Area (page 80) 1. perimeter 9 + 9 + 11 + 11 = 40 ft.; area; 9 × 11 = 99 ft. Solution: Mr. Johnson’s room has an area of 99 square feet and a perimeter of 40 feet. 2.

20 ft. 4 ft.

4 × 20 = 80 ft.

Complete Sentences (page 74)

Solution: The garden is 20 feet long.

1. fragment

3.

12 ft.

2. fragment 3. complete sentence

10 ft.

4. complete sentence 5. complete sentence 6. fragment 7. fragment

12 × 10 = 120 Solution: The width of the room is 10 feet.


Another Fable Message (page 75) 1. The town mouse liked living on the edge and the country mouse was more simple. 2. B

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APPENDIX B

Answer Key (cont.) Connect the Dots (page 81)

Comparing Quantities: Showing What Multiplication Means (page 89) 1. Possible answers: 27 is the same as 3 × 9; 27 is the same as 3 times 9; 3 × 9 is the same as 27; 27 is the same as 3 sets of 9. 2. Possible answers: 30 is the same as 5 × 6; 30 is the same as 5 times 6; 5 × 6 is the same as 30; 30 is the same as 5 sets of 6.

Food Drive (page 90) First One to 100! (page 82)

1. Check that the picture matches the equation. Equation: (6 x 7) + 24 = ________

Check that addition has been done correctly.

Solution: They brought 66 cans.

Week 8 Commas and Quotation Marks (page 84) 1. “Poor, miserable bug,” said the ant rudely. 2. “How sad your life is,” it said. 3. “Look at me now, Ant,” said the butterfly.

2. Check that the picture matches the equation. Equation: (22 + 28) ÷ 5 = ________; 50 ÷ 5 = ________ Solution: They filled 10 boxes. Check that the answer includes adding the total number of jugs and then dividing by the number of jogs each box can hold.

4. It said, “Without wings you cannot fly.”

Finding Patterns (page 91)

Ordering Story Events (page 85)

1. She eats apples because it has two syllables, just like all the other foods she eats.

Check that events from the chosen story are in the correct order.

Pet Research (page 86) Check that response references reliable sources and includes information about food, toys, etc.

2. She likes Michelle Pfeiffer because her last name starts with a “P.” 3. She would live in Salt Lake City because it is part of the Southwestern United States.

Tower of Pennies (page 92) Check that the winning tower doesn’t fall over.

Decorate a Cake! (page 87)

Week 9

Check that the cake is decorated appropriately for the chosen recipient.

Word Parts (page 94) Part A

Choose the Steps! (page 88) 1. 6 × 4 = 24 2. 24 × 1 = 24 3. 12 × 5 = 60 4. 10 × 3 = 30 5. 80 × 2 = 160 6. 48 × 1 = 48 7. 20 × 1 = 20 8. 12 × 9 = 108

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1. sal-u- ta-tion; salutation 2. in-for-mal; informal 3. be-tween; between 4. in-tro-duce; introduce 5. mo-ments; moments Part B 1. salutation 2. information 3. introduction 4. limitation

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APPENDIX B

Answer Key (cont.) Events That Build (page 95)

Word Problems (page 100)

Check that events from the chosen book lead to the climax of the story.

1. ×; 20 × 5 = 100 servings 2. ÷; 500 ÷ 10 = 50 coins 3. ÷; 60 ÷ 10 = 6 hens 4. ÷; 32 ÷ 4 = 8 paper clips

I’m the Expert! (page 96)

5. ×; 9 × 4 = 36 people

Check that response includes step-by-step instructions about how to do the chosen activity.

Do You Know the Answer? (page 101)

Jack Gets a New Face (page 97)

1. The bus driver’s eye color is the eye color of the child doing the problem.

Check that the new face doesn’t use any triangles.

Make Four (page 98)

2. The farmer has 6 children: 5 girls and 1 boy. 3. The numbers are listed in alphabetical order. eight, five, four, … 4. Remove the letters B, C, D, E, F, G to get the word Mississippi

Examples include: 1. 9, 7, 63

Word Sentences (page 102)

9 × 7 = 63

7 × 9 = 63

63 ÷ 9 = 7

63 ÷ 7 = 9

2. 3, 6, 18 3 × 6 = 18

6 × 3 = 18

18 ÷ 3 = 6

18 ÷ 6 = 3

Check that sentences use each letter of the word on the card.

3. 5, 2, 10 5 × 2 = 10

2 × 5 = 10

10 ÷ 2 = 5

10 ÷ 5 = 2

4. 7, 4, 28 7 × 4 = 28

4 × 7 = 28

28 ÷ 4 = 7

28 ÷ 7 = 4

5. 9, 4, 36 9 × 4 = 36

4 × 9 = 36

36 ÷ 4 = 9

36 ÷ 9 = 4

6. 6, 4, 24 6 × 4 = 24

4 × 6 = 24

24 ÷ 6 = 4

24 ÷ 4 = 6

Challenge: Check that the word problem uses one of the selected sets of numbers.

Candy Store (page 99) 1. Example estimates include: Candy Kisses: 400; Jawbreakers: 700; Bubblegum: 300; Lollipops: 400; Jellybeans: 100 2. A. 50; B. 50

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Appendix c

Parent Handbook Dear Pare nts or Guardians, learning stan dards? Teac hers used Have you ever won dered why states have d on what content was inclu ded in to dete rmin e what they wou ld cove r base wou ld educators put publ ishe rs in thei r textbooks. That seems crazy! Why h? Luckily, we’ve moved past charge of dete rmin ing what they shou ld teac professionals create stan dards. that time period into one whe re educational stud ents shou ld know and be These stan dards direct teac hers on what nt, it’s your job to make sure you able to do at each grad e leve l. As a pare can help your child be read y unde rstand the stan dards! That way, you for school. help you better unde rstand both the The following pages are a quick guid e to There are also sugg estions for stan dards and how they are bein g taug ht. child at hom e. ways you can help as you work with your Here ’s to successful kids! Sincerel y, The Shel l Education Staff

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Appendix c

College and Career Readiness Standards Today’s college and career readiness standards, including the Common Core State Standards and other national standards, have created more consistency among states in how they teach math and English language arts. In the past, state departments of education had their own standards for each grade level. The problem was, what was taught at a specific grade in one state may have been taught at a different grade in another state. This made it difficult when students moved from state to state. Today, many states have adopted new standards. This means that for the first time, there is better consistency in what is being taught at each grade level across the states, with the ultimate goal of getting students ready to be successful in college and in their careers.

Standards Features The overall goal for the standards is to better prepare students for life. Today’s standards use several key features: ◆ They describe what students should know and be able to do at each grade level. ◆ They are rigorous. ◆ They require higher-level thinking. ◆ They are aimed at making sure students are prepared for college and/or their future careers. ◆ They require students to explain and justify answers.

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Appendix c

Mathematical Standards There are several ways that today’s mathematics standards have shifted to improve upon previous standards. The following are some of the shifts that have been made.

Focus Instead of covering a lot of topics lightly, today’s standards focus on a few key areas at much deeper levels. Only focusing on a few concepts each year allows students more time to understand the grade-level concepts. How Can You Help? Provide paper or manipulatives (such as beans or pieces of cereal) as your child is working so that he or she can show his or her answer. Have your child explain his or her thinking or the way he or she got the answer.

What Can You Say? Is there another way you can show the answer?

What did you do to solve the problem? What were you thinking as you solved the problem?

Coherence The standards covered for each grade are more closely connected to each other. In addition, each grade’s standards are more closely connected to the previous grade and the following grade. How Can You Help? Help your child to make connections to other concepts he or she has learned. Ask your child to circle words that may help him or her make connections to previously learned concepts.

What Can You Say? What else have you learned that could help you understand this concept? What words in the directions (or in the word problem) help you know how to solve the problem?

Fluency The standards drive students to perform mathematical computations with speed and accuracy. This is done through memorization and repetition. Students need to know the most efficient way to solve problems, too! How Can You Help? Help your child identify patterns that will work for increasing speed and accuracy. Encourage the most efficient way to solve problems.

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What Can You Say? What numbers do you know that can help you solve this problem? Can you get the same answer in a different way? Is there an easier way to solve the problem?

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appendix c

Mathematical Standards

(cont.)

Deep Understanding Students must develop a very good understanding of mathematical concepts. A deep understanding of mathematical concepts ensures that students know the how and the why behind what they are doing. How Can You Help? Encourage your child to make a model of the answer. Have your child explain the steps he or she uses to solve problems.

What Can You Say? How do you know your answer is correct? Can you show your answer in a different way? Can you teach me to solve the problem?

Application Today’s standards call for more rigor. Students need to have strong conceptual understandings, be able to use math fluently, and apply the right math skills in different situations. How Can You Help? What Can You Say? Encourage your child to use multiple Can you explain your answer in a different way? methods for solving and showing his or her answers. Have your child circle words or numbers What words gave you clues about how to solve that provide information on how to this problem? solve the problem.

Dual Intensity Students need to develop good understandings of mathematical concepts and then practice those concepts. How Can You Help? Provide practice on concepts or basic facts your child is having trouble with. Have your child identify where his or her breakdown in understanding is when solving a problem.

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What Can You Say? What did you have difficulty with? How can you practice that? Where can you find the help you need?

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appendix c

Language Arts Standards The following charts describe the key shifts in language arts standards and some great ways that you can help your child achieve with them.

Balancing Informational and Literary Texts Students should read and have books read aloud to them that represent a variety of texts and have a balance of informational and literary texts. How Can You Help? Find topics your child is interested in and then find both fiction and nonfiction books on the topic. Encourage your child to know features of informational and literary texts.

What Can You Say? Since you like dinosaurs, let’s find a story about dinosaurs and an informational book that tells facts about dinosaurs! How do you know this book is informational? What features does this literary book have?

Knowledge in the Disciplines Once students reach sixth grade, they are expected to gain information directly through content-area texts rather than have the information told to them. Younger students can read nonfiction texts to prepare for this transition in the middle grades. How Can You Help? Talk about science and social studies topics with your child in everyday conversations so that your child learns about related words and concepts. Provide a variety of experiences for your child so that he or she can use them when reading about a topic. It makes the topic easier to understand.

What Can You Say? I heard on the news that there will be a lunar eclipse tonight. Let’s watch it together so that we can see the shadow of Earth come between the moon and the sun. Let’s go have fun exploring the tide pools! What do you think we will see there? (ask before) What did you see at the tide pools? (ask after)

Staircase of Complexity Students should read grade-appropriate complex texts. They may not understand the content right away, but with support and time, they will eventually comprehend what they’re reading. How Can You Help? Know your child’s reading level. Help your child find books that are at the high end of your child’s reading level. Read books to your child that are above his or her reading level. It exposes him or her to more complex vocabulary, sentences, and ideas. © Shell Education

What Can You Say? I found these three books for you to read. Which one interests you? Which book would you like me to read to you?

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appendix c

Language Arts Standards

(cont.)

Text-Based Answers Students should be able to answer questions and defend their positions using evidence from texts. This evidence can include illustrations and other graphics. How Can You Help? Ask your child to explain his or her answer using evidence from a book. Ask your child to look for evidence about something you notice in a book.

What Can You Say? How do you know that? How else do you know ______? What evidence is there that ______?

Writing from Sources Students should easily reference the texts they are reading as they write about them. How Can You Help?

What Can You Say?

Have your child underline in the text the Where is the evidence in the text? How can answers to questions he or she is answering you include that in your written response? through writing. Provide sentence frames to help your child On page ______, the author says ______. reference the text.

Academic Vocabulary Academic vocabulary is a student’s ability to recognize, understand, and use more sophisticated words in both reading and writing. Having a strong vocabulary allows students to access more complex texts. How Can You Help? Model using precise vocabulary.

What Can You Say? I noticed you used the word ______. Could you have used a stronger word? Provide a wide variety of experiences We are going to get the oil changed in the for your child to learn new words. These car. I want you to see if you can find the experiences don’t have to cost money. They mechanic in his overalls. can be simple, everyday activities!

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