5th grade weekly schedule · 2020-04-16 · skirt, and a few t-shirts, a tank top and a sweater. i...

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***For students needing extra support for Reading and Writing, we have provided sentence starters, stems, and modified multiple choice at

the end of the packet. If your child is able to answer the questions independently without these modifications, please encourage them to do

so. However, if a student needs additional support, we wanted to provide this additional resource.**

***Parents/guardians of special needs students will be contacted

by their child’s special education teacher to provide

accommodations and support to help their child complete these

lessons. If you have not yet heard from their teacher, please

reach out to them to request additional guidance.***

5 t h G R A D E W E E K LY S C H E D U L E

DAY SUBJECT PAGE ACTIVITY

DAY 1

Reading& Writing

5-9 Read the passage “She Gets to Go.” Answer questions 1-5. Daily grammar warm up

Math 10-12 Spiral Review & Multiply & Divide Whole Numbers

Science 13-14 Force and Motion Debate Pro/Con Cards

Art 15-18 3 Activities that focus on LINE

DAY 2

Reading& Writing

20-21 Reread the passage “She Gets to Go.” Answer questions 6-10. Daily grammar warm up

Math 22-23 Spiral Review & “High-Roller” Place Value Comparison

Science 24-27 Read “3” Science A-Z Career Files, Compare/Contrast “2” Careers

DAY 3

Reading& Writing

29-33 Read the passage “Thanksgiving in London.” Answer questions 11-15. Daily grammar warm up

Math 34-36 Spiral Review & Rounding Decimals

Science 37-39 Motion in Sports & Weightless Quick Reads and Brain Check Questions

P.E. 40-41 Muscular Strength Exercises

DAY 4

Reading& Writing

43-44 Reread “Thanksgiving in London.” Answer questions 16-20 Daily grammar warm up

Math 45-46 Spiral Review & Multiply Decimals

Science 47-57 Choice Board Activities

DAY 5

Reading& Writing

58-59 Reread the “She Gets to Go” & “Thanksgiving in London”. Answer questions 21-25 & complete the writing prompt. Daily grammar warm up

Math 60-62 Spiral Review & Adding & Subtracting Mixed Numbers

Science 47-57 Choice Board Activities Continued

Music 63 How do we make music at home without instruments?

W e e k o f A p r i l 1 6

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5th Grade

Education Enrichment

Resource

Begin April 16th 2020

Name: _____________

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Note to Guardians & Students

This education enrichment resource (packet) was designed by WESD teachers,

principals and district academic facilitators to provide you with 5 days of reading,

writing, math, and science activities and practice. This content should take

approximately 90 minutes a day. It is important to note that these lessons are

designed to be completed independently. We encourage your student to complete

each lesson to the best of their ability. As you do a little bit each day, make notes

on questions you may have for your teacher during their office hours.

***For students needing extra support for Reading and Writing, we have provided

sentence starters, stems, and modified multiple choice at the end of the packet. If

your child is able to answer the questions independently without these

modifications, please encourage them to do so. However, if a student needs

additional support, we wanted to provide this additional resource.**

***Parents/guardians of special needs students will be contacted by their child’s

special education teacher to provide accommodations and support to help their

child complete these lessons. If you have not yet heard from their teacher, please

reach out to them to request additional guidance.****

Reading Math Science Anne Barsness Sallie Ausmus Thomas Dean

Nicholette Besco Tina Frost Valerie Santi Mason

Karla Herbst Jason McIntosh Kate Studey

Zoe Hyde Emily Moscioni Carly Vardian

Carol Kenyon Gurdeep Singh

Jillian McFarlane Caroline Tobin

Elizabeth Vasey

Pam Wright

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DAY ONE

READING &

WRITING

o Read the passage “She Gets to

Go.”

o Answer questions 1-5.

o Grammar Warm Up

MATH

o Spiral Review Choice

Choose at least 6 problems

o Multiply & Divide Whole Numbers

SCIENCE o Force and Motion Debate Pro/Con

Cards

ART o 3 Activities that focus on Line

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She Gets to Go

“She gets to go? She doesn’t deserve it. She doesn’t even know what it means to go abroad. Not really;

not like me or my friends. She won’t appreciate it; she’s going to complain. Look, she’s whining about it

already, and you only told her about it ten seconds ago. You really want to bring that with you on an

eight-hour plane ride? You really think she’s going to know what she’s seeing on the other side?”

The house shook when I went back upstairs to my bedroom in order to hide from the cries of my sister. I

knew I’d been mean, but I didn’t feel bad about it. I was angry. Nora and Teeny were just as much her

cousins as mine, but Bev didn’t care about anything but playing with toy horses and eating ice cream, and

she could do that in our Midwestern backyard. She didn’t need to go to Spain to goof around with plastic

and junk food.

My middle school only offered three languages. I was taking beginner’s French, and I was suddenly sorry

I hadn’t elected to take Spanish instead. But who could have known at the start of the year that my aunt

would get a job working overseas and take my cousins with her, or that my parents would decide my

mom, sister, and I should visit? I’d seen pictures of the house they lived in, and it was huge and on a hill

that overlooked the city and had a spiral staircase in it. I was jealous. Our house was small and had a

regular staircase. The only hill around was a short one we used for sledding, and it didn’t have any views

of Barcelona.

As much as I envied them, though, I told myself I didn’t want to be them. Nora and Teeny were as spoiled

as they came, and they didn’t seem to treasure anything. They liked shopping and when I talked to them

on the phone after I found out we were going to visit, that’s all they gabbed about. Didn’t they realize

they were in another country? Didn’t they know they could shop for clothes anywhere? Nora was my age

and spoke excitedly about this store and that, and suggested we sneak out one night and go dancing at a

club that her high-school boyfriend had taken her to. I didn’t have a high-school boyfriend or a middle-

school boyfriend but told myself it was okay because at least I could spell, and I knew how to use

commas correctly. I’d read some of Nora’s school papers, and they were awful.

I knew what mattered.

It wasn’t shopping.

Especially not in Barcelona.

We had to drive to a passport agency to get our passports quickly, since the trip was coming up faster than

we thought, and it would take too long to get our documents by mail.

“If this car ride is anything like the plane ride is going to be,” I said, “then you should change your mind

fast.”

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Bev was whining in the back seat about the drive being too long, the bumps in the road being too high,

and the sun through the window being too bright. When we got to the agency, the lines were long and

Bev wiggled and whined about her feet hurting and her stomach rumbling. I stood quietly, took my

passport photo with a serious smile, and told my sister to shut up as we clambered back into the car to

head home. I knew what mattered. A long drive was worth it.

We were going to be traveling over the American holiday, Thanksgiving, and I wished more than

anything that I could be thankful for the company of my best friend on this trip instead of that of my

sister.

“Miriam would appreciate this way more than Bev does, Mom,” I argued. “Bev doesn’t even want to go.”

I was standing in the kitchen a few weeks out from the trip, making a case for changing my sister’s ticket

to my friend’s name. “She’s taking Spanish, too, so she’d be really helpful when we go exploring around

the city.” Mom said no, but at least she was nice about it. I apologized to Miriam a couple times about her

not being able to join us. “Maybe next time. You should get a passport just in case we go there again.”

One week before the trip, I started to set things aside to pack. There was a ledge underneath the windows

in my room, and I’d pushed all of my books and my rock and coin collections out of the way to make

room for the things I’d need in Spain. I had my sneakers and one pair of nice shoes, a pair of jeans, a

skirt, and a few T-shirts, a tank top and a sweater. I also had some empty journals because I’d need to

write down my travel thoughts. I’d need to have them for later, when I’d be writing stories, and would

need characters and scenes and events to draw from. I did not bring anything too fancy. I didn’t want to

go to Nora’s high-school boyfriend’s dance club. I knew what mattered.

It wasn’t dance clubs.

The plane ride was long and actually three plane rides. We had to fly to New York first to catch a flight to

London, and then we’d wait for some hours before a plane departed for Barcelona. The flight to New

York was bumpy, and I cried quietly in my seat. What if we crashed? What if I died at age 14, not an

author, without having seen Europe, having never been kissed? It upset me. Romance, art and travel were

the most important things. My sister cried. She didn’t want to crash, she said, because then she wouldn’t

be able to see her pet hamster again. What do you expect from a 4th grader, I thought, and pinched her

and told her it was going to be okay. I knew what mattered, and it wasn’t hamsters.

We landed just fine in London, and my mom took our hands as we walked through the airport. Everyone

spoke like a fairytale sounds in your head. We found some couches and a food court. Bev ate a Toblerone

and I ate a Twix, and after we’d wiped the chocolate from our hands, we both fell asleep while my mom

read a magazine. She woke us up when we had to hurry to the gate for the last leg of the trip. Butterflies

in my stomach wouldn’t calm down, and I was sorry I’d eaten the Twix bar.

When we got to the house in Barcelona, I was tired. Nora and Teeny were watching TV, and they didn’t

run to meet us at the door. I gave them both half-hearted hugs and went to my guest room to nap. The

window had iron bars on it. I felt like I was in a movie. When I woke up, it was three hours later, and

Nora asked if I wanted to go explore.

“Of course!” I put on sneakers, and Nora put on sandals, and even though it was November, she didn’t

wear a coat; instead, she had on a high-necked sweater and a fitted black jacket like an office worker

wears. She looked pretty in her makeup, and I felt shabby without mine, so I put on some colored lip

gloss—it was all I owned. I thought about my sporty coat and how it didn’t really match with the

situation. “I need something better, something more sleek,” I said out loud. Nora grabbed a leather jacket

from her closet.

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“I don’t really wear this anymore,” she told me, and I put it on. It fit. I looked really different in it, and I

liked it. I felt important.

We took a bus to the city and walked a lot. Nora showed me sculptures and pointed out her school. She

mentioned, but did not drag me to, her favorite clothing store. Instead, we went inside a market where

hundreds of people speaking Spanish hustled from stall to stall, buying bread and cheese and rabbit, and

when we left, gnawing hard rolls, she pointed out a stall that sold horse meat.

Gross, I thought, and cool.

Nora took me to the ocean before we had to go back home. The wind made it colder than the rest of the

city, but we threw our shoes behind us and sprinted for the water. I’m in the Mediterranean! I thought

very loudly in my head. Before our toes turned blue, we left and I filled an empty Fanta bottle with water

from the sea. I’d give it to Miriam. Here, I’d say, I got you the Mediterranean as a souvenir. I knew what

mattered. Miriam would love it.

The next day was Thanksgiving, although no one in Barcelona cared except for us. My mom and my aunt

spent the day in the giant kitchen, cooking turkey and potatoes for an expatriate holiday with my aunt’s

housekeeper, who didn’t speak English. Some people were coming over for dinner that night—other

Americans away from home for the holiday. Nothing in the city was closed, so Nora, my uncle and I went

exploring again. I saw more artwork and some street graffiti, and we ate a small lunch at a café. I was in

Spain on Thanksgiving! This was a situation that seemed to happen only in books. I wrote it down, so I

could put it into one of mine.

That night, I fussed upstairs; disappointed in everything I’d packed for the trip. Bev marched out of the

bedroom she was sharing with Teeny, wearing a jumper with a long-sleeved shirt underneath it. She had

these crazy blonde curls that puffed out of her head like a clown wig, but it looked good, and I was

jealous. My hair was plain brown and didn’t know whether it was curly or straight. Nora watched me try

on my skirt and saw me throw it off in frustration. She gave me one of hers which was a lot shorter than

anything I owned.

“It looks great on you!” she said, and then told me to hurry up because everyone was there, and dinner

was ready and holy cow, was she hungry!

The dining room table was beautiful. Eight other people had joined us, and candles lit their faces in the

dim room and made them all look like good friends. Two older couples, a single older gentleman, and a

mother and father with their teenage son were there. We stood around the table and held hands, said

grace, and dug in. All the adults were here because of work, and the teenage son was going to a school for

American kids abroad. I felt butterflies in my stomach when he talked. I wanted to go to school abroad.

My cousins got to, and they didn’t seem to care how amazing it was. Nora talked about taking me

shopping the next day. You look so good in my clothes, she said, so cute. We need to get you some of

your own.

Dinner wrapped up. Teeny and Bev brought pies from the kitchen. The adults made coffee, and even the

teenage boy drank some. I asked for a cup but could only drink from it a few times, and I had to eat a bite

of pie between each sip. My stomach was still full of butterflies. I thought about how wonderful it would

be to grow up and travel for a living. I thought of how Bev would never want to do that, since she liked

being comfortable too much. I thought about how when I grew up and made my life abroad, I wouldn’t

spend so much time in dance clubs or trying on cute clothes.

I knew what mattered. I did like the clothes, though.

8

The adults began to leave. One couple bid us goodnight, then the other. The single gentleman actually

tipped his hat as he stood in the doorway, and my aunt shook his hand. My mom and Teeny and Bev had

begun to clear some dishes, and Nora and I blew out candles. The mother and father and their teenage son

folded their napkins on the table and began to leave as well.

I guess it’s European, to kiss your hosts on the cheek goodbye. My aunt did so, and so did Nora; I did,

too, when it was my turn at the door. Goodbye to the father, goodbye to the mother, and then the son put

his face against mine. I kissed each cheek as he did mine, I think, but I know I floundered a little bit,

because I wasn’t expecting it. No one in America said goodbye like that—especially not teenagers. It was

novel when these parents did it, but it was very different to me when this boy did it, even though it

wasn’t, and he was just saying goodnight like the rest of them. Nora made fun of me upstairs.

I’d spent the night listening to travel stories and noticing, over pumpkin pie, the little indications that I

was in another country. That’s what that was, I said to myself. In French class, I’d learned that kissing on

the cheek was a common European way of greeting people. I had just experienced culture first hand. I’d

felt my cheeks flush, but it was only from the adventure, from the culture. I knew what mattered. That’s

all that it was.

© 2013 ReadWorks®, Inc. All rights reserved.

READING & WRITING: “She Gets to Go”

Read “She Gets to Go.” Then answer questions 1-5.

1. With whom does the narrator, or the person telling the story, travel to Barcelona?

a. She travels with her best friend, Miriam.

b. She travels with her sister and her mom.

c. She travels with her cousins.

d. She travels by herself.

2. How does the narrator feel about traveling?

a. She is eager to go shopping in another country.

b. She is afraid and does not want to leave home.

c. She is excited to experience a new culture.

d. She is sad that she will not get to see her family.

3. Read these sentences from the text.

As much as I envied them, though, I told myself I didn’t want to be them. Nora and

Teeny were as spoiled as they came, and they didn’t seem to treasure anything.

They liked shopping and when I talked to them on the phone after I found out we

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were going to visit, that’s all they gabbed about. Didn’t they realize they were in

another country? Didn’t they know they could shop for clothes anywhere?

Based on this information, why doesn't the narrator want to be like Nora and

Teeny?

a. They didn’t value the experience of living in another country.

b. They bragged about living in another country too much.

c. They don’t like the narrator.

d. They valued experiences more than they did material things.

4. Based on the story, what matters to the narrator?

a. hanging out with her cousins

b. wearing nice clothes

c. going to dance clubs

d. experiencing different cultures

5. What is the story mainly about?

a. The narrator learns to appreciate her family even when they fight.

b. The narrator finds the importance of experiencing new cultures through

travel.

c. The narrator learns to love fashion and shopping.

d. The narrator finds European culture to be disappointing.

READING & WRITING: Grammar Warm Up

Directions: Circle the correct answer.

1. Find the plural form of the underlined word: I saw four deer in my backyard.

a. deers c. deeries

b. deeres d. correct as is

2. Which pronoun should replace the underlined noun: Jessica has never seen that

movie. Maybe we should go.

a. She c. Her

b. We d. They

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MATH: Spiral Review Choice

Directions: Pick at least 6 problems to solve. If you have time, then solve them all

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MATH: Multiply & Divide Whole Numbers

Directions: Solve the problems in their boxes below.

Question Work Space and Answer 1. The fifth graders at Sunburst

Elementary School made 389

bracelets to sell at the school

carnival. Each bracelet had 15

beads. How many beads did they

use in all?

2. There are 785 students at

Ironwood Elementary School.

The students are split evenly

between 5 teams. How many

students are on each team?

3. There were 1,253 people at a

concert. Each person donated

25 cans of food to attend the

concert. How many cans of food

did they collect in all?

4. Last year, Tolmachoff Farms

shipped 2,789 crates of

pumpkins with 144 pumpkins in

each crate. How many pumpkins

were in all the crates combined?

5. Schneph Farms harvested 1,482

oranges and divided them equally

between 19 containers. How

many oranges were in each

container?

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6. A muffin company made 9,872

muffins last week. They split

them equally between 7 stores.

How many muffins did they give

to each store? How many were

left over?

7. Everyday, the Wildflower Bread

Company bakes 127 pallets of

bread. Each pallet has 212 loaves

of bread on it How many loaves

of bread is that in all?

8. Last summer, Hannah found

1,652 shells at the beach. She

split them evenly between 24

containers and gave the

remainder of the shells to her

sister. How many shells did her

sister get?

9. The garden club bought 2,360

tulips bulbs. They want to split

the bulbs equally into at least 3,

but less than 10, gardens with no

bulbs left over. How many

gardens could they split them

into without having any left

over?

10. The Robotics Club at Washington

Elementary School has 38

members. Each member has 325

pieces to build their robot. Gabe

tried to figure out how many

pieces the school had altogether.

Is he correct? If not, explain

what mistake he made and give

the correct answer.

325

X

38

2,600

+

975

3,575

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SCIENCE: Force and Motion Debate Pro/Con Cards

Purpose

To debate whether sprinters should be

allowed to choose between two ways of

starting a race

Background

Sprints or “dashes” are short running races in

which the runner maintains the top possible

speed for the entire race. The usual lengths

of sprint races are 100, 200, and 400 meters.

Sprinters may also practice 30-meter and 60-

meter sprints as training exercises.

A sprinter tries to accelerate to the fastest

forward velocity in the shortest possible

time. Velocity is the speed of an object while

traveling in a certain direction.

Acceleration is the rate of a change in speed.

Usually it takes about 15 meters for a world-

class sprinter to reach his or her top speed.

After 60–65 meters, a sprinter’s speed will

often decrease because the muscles start to

become fatigued.

Before starting most sprints, the runners get

into a crouched position, placing their feet in

starting blocks. These stationary devices are

attached to the ground, allowing a sprinter to

push backward against both blocks and at the

same time to burst into rapid forward

acceleration at the beginning of a race.

© Learning A–Z All rights reserved.

allowed to choose

Situation

This year’s track meet in Newton, Oregon, is

about to take place. In past years, all the

sprinters were required to use starting blocks

to begin their race. But this year, a new rule

would offer the runners a choice between two

starting methods:

• One choice is to start from a crouching

position and to push against the starting

blocks. This may give a sprinter a faster

push forward at the start of the race.

• The other choice is to take a running

start that begins three steps before

crossing the starting line. This lets the

runner build up some speed before the

stopwatch starts.

Photo: ©

Wavebreakmedia

Ltd/Dreamstime.com

www.sciencea-z.com

http://www.sciencea-z.com/

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DAY TWO

READING &

WRITING

o Re-read the passage “She

Gets to Go.”

o Answer questions 6-10

o Grammar Warm Up

MATH


Choose at least 6

problems

o “High-Roller” Place Value

Comparison

SCIENCE

o Read “3” Science A-Z

Career Files,

Compare/Contrast “2”

Careers

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READING & WRITING: “She Gets to Go”

Reread “She Gets to Go.” Then answer questions 6-10.

6. Read this sentence from the text.

I’d spent the night listening to travel stories and noticing, over pumpkin pie, the

little indications that I was in another country.

As used in the text, what does the word “indications” mean?

a. Benefits

b. Words

c. Disadvantages

d. Signals

7. Chose the answer that best completes the sentence below.

Nora and Teeny love to shop, ___________ the narrator does not think that

shopping matters.

a. But

b. Before

c. Moreover

d. So

8. What did the narrator and Nora do when they explored Barcelona?

9. Explain whether or not people give up all the traditions of their home country when

they live or visit another country. Use evidence from the text to support your

answer.

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10. What does the narrator discover was important about traveling to another country?

Use evidence from the text to support your answer.



1. Choose the adverb that best completes the sentence: The boy ran _____ to his

mother.

a. quick c. quickly

b. quicker d. most quick

2. Fill in the blank with the best adjective: It is a _____ place for them, because

there are not many big animals that live there.

a. more safer c. most safest

b. safe d. safest

22

MATH: Spiral Review Choice Directions: Pick at least 6 problems to solve. If you have time, then solve them all

23

MATH: “High-Roller” Place Value Comparison

Materials:

• 1 die (can be 6-sided, 8-sided, or 10-sided, numbered 0-9)

• Each player needs a recording sheet. Number of Players: 2 or more

Directions:

• The object of each round is to use 4 digits to create the greatest number possible.

• Each player takes a turn rolling the die and deciding where to record the digit on

his/her place value chart.

• Players continue taking 3 more turns so that each player has written 4 digits.

• Once a digit is recorded, it cannot be changed.

• Compare numbers. The player with the greatest number wins the round.

• Play 5 rounds. The player who wins the most rounds wins the game.

Place Value Comparisons

Game 1 Round ones . tenths hundredths Thousandths

1

2

3

4

5

Create your own table to play more rounds.

24

SCIENCE: Career Files

Directions: Read all 3 Science A-Z Career Files. Then, select 2 careers you read about and complete

the compare/contrast page

.

Career Files teach about important jobs in science and how science is used in other jobs. Careers with the STEM symbol focus on Science, Technology, Engineering, or Math

Aeronautics is the science of

flight. The concept for the

first modern airplane was

developed in the late 1700s,

but it wasn’t until 1903 that

the Wright brothers flew the first powered

aircraft. The science of aeronautics has

progressed quite a bit since that first flight!

Aeronautical engineers are responsible for

the design, development, and testing of a variety

of aircraft. These may include helicopters,

passenger planes, and missiles. Aeronautical

engineers design every aspect of the aircraft.

They work with engines, electronic systems,

communication systems, and body design. When

designing the body of an aircraft, engineers think

about aerodynamics—the study of how air

interacts with objects. An aircraft with an

aerodynamic body design creates less friction as it

flies through the air.

Aeronautical engineers working on the

engine of an airplane

Aeronautical engineers must understand many

types of engineering, such as mechanical engineering

and electrical engineering. Most aeronautical

engineers have an area of specialty, such as

helicopters or passenger aircraft. Computer modeling

skills are important, as is an understanding of math

and physics. Aeronautical engineers go to college and

usually go on to earn an advanced degree. Many work

for the military or other governmental agencies, such

as NASA. Others work for private airlines or

universities.

a Wright Model A airplane a modern passenger airplane

Credits: top right: © Juliet Brauner/Alamy; bottom left: © George Rinhart/Corbis/Getty Images; bottom right: © Antony Nettle/Alamy

© Learning A–Z All rights reserved. www.sciencea-z.com


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Career Files teach about important jobs in science and how science is used in other jobs. Careers with the STEM symbol focus on Science, Technology, Engineering, or Math.

Without even knowing it, professional

athletes study force and motion every day!

Isaac Newton’s famous laws describe how

objects move, such as how soccer balls

respond to being kicked or how quickly a

gymnast needs to spin around a bar in order to

hang on to it.

Biomechanics is the study of how force

and motion laws relate to the movement of the

body. Athletes study biomechanics by analyzing

videos of their performance and then using

this information to refine their skills. A

baseball pitcher may want to improve the way

he moves his body to maximize the momentum

behind each pitch of the ball.

Inertia makes it hard to stop a player

who is running with a football.

Credits: left: © REUTERS/Rebecca Cook; right: © Valeria

Cantone/Dreamstime.com

© Learning A–Z All rights reserved.

Professional Athlete

Gymnasts use biomechanics to improve their skills.

Basketball players are trained to understand

pushes and pulls. They push the ball forward, and

gravity pulls it down. Understanding inertia helps a

football player know that a bigger, faster

quarterback who is running with the ball will be

harder to stop.

Swimmers and cyclists work hard to reduce

friction so they can move more quickly. Friction

allows hockey players to stop and start on

slippery ice. Biomechanics is part of the

training that all professional athletes receive.

Many professional athletes attend college. They

know that going pro is not a guarantee, so getting a

good education is at least as important as

practicing their sport.

www.sciencea-z.com


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Force and Motion

Career Files teach about important jobs in science and how science is used in other jobs. Careers with the STEM symbol focus on Science, Technology, Engineering, or Math.

The gravity in outer space is different from

the gravity on Earth. The pull of gravity gets weaker

and weaker as you travel farther and farther from

Earth’s mass. Astronauts who are going on a space

flight receive training in situations with very weak

gravity, called microgravity. But how do you create

microgravity on Earth? Use an airplane!

Reduced-gravity aircraft pilots fly planes that

climb quickly in altitude and then level off for a

moment before diving steeply, followed by another

leveling out. This cycle is called a parabola. When the

plane is at a certain angle and is traveling at a

certain speed, the people inside experience

microgravity, or weightlessness. Pilots usually repeat

the parabolas about 10–15 times on each reduced-

gravity flight.

An astronaut practicing with a piece of

equipment during a weightlessness test flight

Passengers often experience motion

sickness the first few times they fly on a

reduced-gravity aircraft. Practice with

microgravity helps reduce the feelings of

nausea and airsickness. Some reduced-gravity

aircraft pilots-in-training may not be able to

get over this feeling and must be disqualified

from further training.

Credits: both: courtesy of NASA

© Learning A–Z All rights reserved. www.sciencea-z.com

Reduced-gravity aircraft pilots must complete thousands of hours of flight experience. Most have military experience, and all have experience flying many different types of aircraft. A high school diploma is required, and most pilots go to flight school.


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28

DAY THREE

READING &

WRITING

o Read the passage “Thanksgiving in

London.”


o Grammar Warm Up

MATH



o Rounding Decimals

SCIENCE o Motion in Sports & Weightless

Quick Reads and Brain Check

Questions

P.E. o Muscular Strength Exercises

29

Thanksgiving in London

It was almost Thanksgiving, and they didn’t even have turkey on the airplane.

The airplane smelled like a dusty, old car. It was just past sunset, but the lights were already off. This was

meant to help the passengers get used to the time change between America and England. But it just made

Carrie feel sad. Back home, her friends would be getting ready to enjoy a few days off from school. But

Carrie was stuck inside a plane, waiting for a boiled chicken dinner. This was not how she had imagined

her Thanksgiving vacation.

The trouble began that spring. One day, her older brother Brian called. He said he had news. He was

going to “study abroad” during his junior year of college. He was shouting, like she was supposed to be

excited.

“Guess what, Sis?” Brian said. He often forgot that no one over 10 years old likes to be called Sis. “I’m

going to London!”

“Why? Are you going to marry someone in the royal family?” She couldn’t think of a reason to go to

another country, unless it was to marry someone who wore a crown.

“I don’t think Jessica would like it if I got married to some English princess.”

“You’re still dating her?”

“Obviously.”

Obviously. Obviously Brian and Jessica would never break up. They had been going out since high

school, and they had stayed together all through their first two years of college. Jessica had known Carrie

since she was a little kid, so she had never stopped treating Carrie like one. Jessica bought Carrie dolls

and pinched her cheeks. She even looked surprised whenever Carrie did something that showed she was

older than five, like reading a newspaper. Carrie felt bad about disliking her brother’s girlfriend. She felt

especially bad when Mom said Brian and Jessica were probably going to get married sometime soon. But

she couldn’t help it. Jessica was boring. Jessica was unpleasant. And Jessica was never going away.

“So are you and Jessica going to London together?” Carrie asked. “Like on some kind of big, stupid,

romantic vacation?”

“Nope,” said Brian. His voice was suddenly far too serious. “She’s not coming. I’m going alone.”

“I think she’ll be all right without you for a week or two.”

30

“It’s not just a week. It’s the whole semester. From August until New Year’s.”

“Are you nuts?! That’s way too long to leave the country.”

“Nah,” Brian laughed. He wasn’t so serious anymore. “It’ll be cool.”

“Are you crazy? What are you going to watch on TV?”

“They have TV in England.”

“Yeah, weird TV with English accents and who knows what. And I bet they have all kinds of weird candy

and weird soda and… Oh my gosh! Brian, they drive on the wrong side of the road. What is that even

about?”

“I don’t know. You can find out yourself in November.”

“What do you mean?”

“I talked to Mom and Dad this morning. You guys are going to come visit me in London for

Thanksgiving. It’s gonna be awesome!”

Carrie laughed a funny kind of laugh, but she wasn’t happy. She was very sure that this Thanksgiving was

not going to be awesome at all.

On the plane, Carrie picked at her boiled chicken. She thought about an English Thanksgiving dinner, and

it made her feel sick. She had researched English food on the Internet before the trip, and what she found

was really horrible. British people boiled all of their food. They didn’t use enough salt. They ate terrifying

sausages with blood and guts inside. And worst of all, they didn’t know the first thing about dessert. They

didn’t even call it dessert. They called it “pudding.”

“They don’t even know how to make pies!” Carrie told her mother. Her mom was reading a book that she

had bought at the airport bookstore.

“I’m sure they know how to bake a simple pie,” said Mom.

“No. They don’t. They put meat in their pies. Gross meat, like lamb and who knows what.”

“They also make sweet pies.”

“The worst is this thing called stargazy pie.”

“I’ve never heard of that.”

“You’re lucky! It’s a fish pie. Do you hear me? A pie made of fish! They cut a huge, ugly shrimp or

lobster or something in half. Then they stick it on top of the pie with its claws pointing up in the air. So it

looks like it’s breaking through the crust to look at the stars.”

“How original.”

“Sure. Original. That’s what you say when something freaks you out. So don’t pretend this isn’t gross.

And they think it’s great. It’s like a special treat or something.”

31

“Eat your chicken, Carrie. I’m trying to read.”

Carrie poked at her chicken. She wished it were turkey. She imagined a great big Thanksgiving turkey. It

would have crispy skin. The meat would ooze with flavor. There would be brown gravy and cornbread

stuffing and… Oh no. What if they didn’t have cranberry sauce in England? You can’t trust a country that

puts fish in pie to get anything right. Their cranberry sauce is probably just blood and cranberry

seeds, she thought.

Or something even worse.

When Carrie and her parents arrived at Brian’s apartment, her brother did not pick up his phone. He did

not answer his doorbell. Carrie threw rocks at his window, but nothing happened. Finally, someone came

to let them in. But it wasn’t Brian. It was Jessica. And this wasn’t even the worst surprise that London had

for Carrie.

“Hey, little girl!” Jessica squealed. She forced Carrie into a hug. “Welcome to Britsgiving!”

Jessica led Carrie’s dad upstairs, but Carrie hung back. “You didn’t tell me she was going to be here!” she

whispered to her mom.

“We wanted to surprise you. Isn’t it great? Now you have a girl to hang out with while we’re here. Maybe

she can take you shopping!”

Carrie was beyond angry. She seethed. She made her hands into fists. She closed her eyes tightly. She

breathed loudly through her teeth. Since Brian left for college, she had gotten very good at seething.

Brian had always been the best part of her family. He was the part that kept her parents from doing crazy

stuff, like not warning her about horrible girlfriends coming to family events. If their family was an

engine, Brian was the thing that kept the machine running smoothly. He was the lubricant. Without him

there, the family didn’t work quite right. It was falling to pieces. It was going to explode. That is, if Carrie

didn’t explode first.

Carrie marched up the stairs. She dragged her suitcase behind her, wishing she hadn’t brought so many

heavy books.

“Brian’s just in the shower,” shouted Jessica. “He’ll be out in a minute. Let me show you the place!”

Brian’s apartment was awful. It wasn’t even an apartment, really. The place was owned by the school. All

the furniture was cheap and scratched up. The whole place smelled just like the airplane. There were ten

people living in this tiny little place, but none of them were around. The apartment was empty, except for

all the junk on the floor.

Jessica showed Carrie around the apartment. The hallways were dirty. The bedrooms were crowded. The

bathroom was gross. The whole time Jessica giggled and made stupid comments. “Isn’t this fantastic?”

she asked. “I bet you can’t wait to go to college, huh?”

Carrie wanted to cry when she saw the kitchen. It was tiny. It was the size of a coffin. It only had a toaster

oven, a stove with room for only two pots, and a mini-fridge.

“Where are we going to cook?” asked Carrie.

32

“Oh, I don’t know,” said Jessica. “We’ll find a way.”

Carrie spun around. She gave Jessica an angry look. Cooking was the best part of Thanksgiving.

Normally, the whole family would gather in their kitchen. Mom would make stuffing. Dad would fuss

over the turkey. And Brian and Carrie would peel potatoes. But they would never be able to fit all of them

in this tiny kitchen. Good thing this kitchen is the size of a coffin, because Thanksgiving is dead, Carrie

thought.

Carrie wanted to scream. She needed to let out all the anger she had felt since she unwrapped her boiled

chicken dinner on the airplane. She opened her mouth. Suddenly, something grabbed her from behind.

She spun around in the air, her feet out in front of her. She smelled the familiar smell of her brother’s

favorite soap.

“Hey, Sis! Welcome to London!”

Brian set her down, and she hugged him back. He was the same as ever. Thanksgiving was going to be

okay.

READING & WRITING: “Thanksgiving in London”

Read “Thanksgiving in London.” Then answer questions 11-15.

11. Why is Carrie’s family going to London?

a. to tour a different country

b. to visit Carrie’s brother

c. to visit Carrie’s cousins

d. to make Carrie miserable

12. What main problem does Carrie face?

a. She does not want Thanksgiving to be different this year.

b. She does not want Jessica to join them in London.

c. She does not want to visit her brother in London.

d. She does not want her brother to study abroad.

33

13. Carrie is not looking forward to Thanksgiving in London. What evidence from the

story supports this conclusion?

a. “She could think of no reason to go overseas, unless it was to marry someone

whose family members wore crowns.”

b. “Carrie laughed a funny kind of laugh, very sure that this Thanksgiving was

not going to be awesome at all.”

c. “The trouble began that spring, when her older brother announced he was

going to “study abroad” during his junior year of college.”

d. “‘So are you two going to London together?’ Carrie asked. ‘Like on some kind

of big stupid, romantic vacation?’”

14. How does Carrie feel about things that are new to her or different?

a. She doesn’t like them.

b. She finds them interesting.

c. She does not have an opinion.

d. She is excited by them.

15. What is this story mostly about?

a. a girl who does not like Thanksgiving food

b. a trip to London that does not go as planned

c. a boy who studies abroad in London for a semester

d. how Carrie feels about having Thanksgiving in London



1. Find the plural form of the underlined noun: She tried to comfort both baby with

pacifiers.

a. babyies c. babys

b. babies d. Correct as is

2. Fill in the blank with the correct pronoun: Babies like to sleep on _____ tummies.

a. its c. their

b. her d. his

34



**Use the box to model

35

MATH: Rounding Decimals Directions: Use the anchor chart below as a reference when you complete the

activity on the next page.

36

MATH: Rounding Decimals

Directions: Follow the directions for each section.

Round each to the nearest tenth.

1) 2.397________________

2) 6.716________________

3) 6.966_________________

4) 7.62__________________

Round to the nearest hundredth.

5) 2.117________________

6) 6.195________________

7) 6.288_________________

8) 7.9553________________

Round to the nearest whole.

9) 2.39_________________

10) 6.716________________

11) 6.96_________________

12) 27.624________________

13) Using the digits 1-6. Use a digit

no more than once, create a number

that rounds to 7.

_____.____ ____ ____ ____

14) Which of the numbers below,

when rounded to the nearest

hundredth, is 0.05? Circle all that

round to 0.05

0.049

0.057

0.052

0.44

0.55

15) A box of uncooked spaghetti costs

$0.1369 per ounce. How much is that

to the nearest cent?

37

SCIENCE: Motion in Sports & Weightless Quick Reads Directions: Read both Quick Reads and then answer the Brain Check questions.

All sports involve motion. Winning

athletes know how their body and their

equipment move.

To make something start moving,

athletes exert a force—a push or a pull.

Runners push their feet against the

ground to start running. Rowers pull on

oars to move a boat forward.

Athletes must also exert a force to

stop something or to change its speed

and direction. Football players push

against a flying ball to stop it during a

catch. Baseball players use a bat to

change the speed and direction of a ball.

Strong athletes often do well in sports.

They are able to exert more force. Jumping

with greater force helps basketball players

score. Controlling movement is also important

to many sports. It helps skaters and divers do

amazing tricks.

In many sports, athletes make an object start moving. In other sports, athletes change the speed or direction of an object.

Think about some sports

you have played. How have

you used a force to start or change an

object’s motion in a sport?

Experienced athletes have an advantage, too.

They understand that gravity makes things fall

faster and faster, while friction slows things

down. Expert archers know that an arrow falls

as it flies toward a target. So they aim above the

bull’s-eye to hit it.

Experienced snowboarders zigzag downhill.

Greater friction helps them stay in control.

With practice, athletes learn to create motions

that they hope will lead to victory.

Zigzag motion slows

down a snowboarder

for better control.

39

Weightless – Brain Check

Look back at the article, Weightless, and use evidence from the text to answer these questions in complete sentences. Which is the only force acting on someone who feels weightless?

______________________________________________________________

______________________________________________________________

Which force is missing when a person feels weightless?

______________________________________________________________

______________________________________________________________

When might you feel weightless?

______________________________________________________________

______________________________________________________________

Motion in Sports – Brain Check

Look back at the article, Motion in Sports, and use evidence from the text to answer these questions in complete sentences.

Which force does a runner use?

______________________________________________________________

______________________________________________________________

Which forces affect a snowboarder?

_____________________________________________________________

______________________________________________________________

Why do sports require different skills and strengths?

______________________________________________________________

______________________________________________________________

42

DAY FOUR

READING &

WRITING

o Re-read the passage

“Thanksgiving in London.”


o Grammar Warm Up

MATH


Choose at least 6

problems

o Multiply Decimals

SCIENCE o Choice Board Activities

43

READING & WRITING: “Thanksgiving in London”

Reread “Thanksgiving in London.” Then answer questions 16-20.

16. Read the following sentences:

“Carrie seethed. She clenched her fists and screwed up her eyes and breathed

loudly through her teeth. Since Brian left for college, she had gotten very good at

seething.”

In this sentence, what does “seethed” mean?

a. was hungry

b. was angry

c. was sad

d. was tired

17. Choose the answer that best completes the sentence below.

Carrie loves Thanksgiving dinner; _________, she does not like the sound of an

English Thanksgiving.

a. namely

b. especially

c. however

d. finally

18. Why does Carrie think that Thanksgiving is not happening this year?

______________________________________________________________

______________________________________________________________

44

19. How does Carrie describe Brian?

______________________________________________________________

______________________________________________________________

20. What is the most important part of Thanksgiving for Carrie? Support your answer

with information from the story.

______________________________________________________________

______________________________________________________________



1. Choose the adverb that best completes the sentence: The lion watches as the

gazelle leaps _____ across the plain.

a. swiftest c. swift

b. swifter d. swiftly

2. Fill in the blank with the best adjective: The ring tailed lemurs have _____

triangles around their eyes.

a. blacker c. more black

b. blacks d. black

45



46

MATH: Multiply Decimals

Directions: Solve the problems below.

1. Find the product.

8.6 5.23 70.04 352.5 3.297

x 4.9 x 7.8 x 0.46 x 2.36 x 24

2. Ray is a mechanic and gets paid $35.55 per hour. 3. Tessa bought 12 pounds of tomatoes. She

How much does he get paid in a week if we works spent $1.68 on each pound of tomatoes.

for 40 hours a week? How much did Tessa pay to buy 12 pounds

of tomatoes?

Solution:

4. A burger at a restaurant costs $3.80. A 5. Anna bought 3 books at a book fair for

blueberry smoothie cost 1.5 times that of a $13.99 each and 2 magazines for $8.49 each.

burger. How much does the blueberry smoothie How much did she pay for the magazines and

cost? the books?

Solution:

Solution:

Solution:

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57

DAY FIVE

READING &

WRITING

o Re-read “She Gets to Go” &

“Thanksgiving in London.”

o Answer questions 21-25 and

complete the writing prompt.

o Grammar Warm Up

MATH



o Adding & Subtracting Mixed

Numbers

SCIENCE o Choice Board Continued

MUSIC o How do we make music at home

without instruments?

58

READING & WRITING: Compare & Contrast

1. What city does the main character visit in “She Gets to Go”?

The narrator visits __________________________________________________________

2. Summarize the plot of “She Gets to Go.”

First ____________________________________________________________________

_________________________________________________________________________

Then ____________________________________________________________________

_________________________________________________________________________

Next ____________________________________________________________________

_________________________________________________________________________

Finally ___________________________________________________________________

_________________________________________________________________________

3. What city is Carrie visiting in “Thanksgiving in London”?

Carrie is visiting _________________________________________________________.

4. Summarize the plot of “Thanksgiving in London.”

First ____________________________________________________________________

_________________________________________________________________________

Then ____________________________________________________________________

_________________________________________________________________________

Next ____________________________________________________________________

________________________________________________________________________

Finally ___________________________________________________________________

________________________________________________________________________

59

5. Compare the plots of these stories.

“Gets to Go” Same “Thanksgiving in London”

1.

2.

3.

1.

2.

3.

1.

2.

3.

Write one paragraph about how the of the stories plots are the same, using words like (similar, alike,

also, likewise, common) and one paragraph about how they are different, using words likes (different,

however, although, unlike, contrast). Be sure to include a topic sentence and a concluding sentence for

each paragraph and cite the articles for evidence.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________



1. Which proper noun should be capitalized in the sentence? I learned that earth is the only

planet that has humans on it.

a. learned c. earth

b. planet d. humans

2. Which pronoun should replace the underlined noun? Sarah made dinner for the whole family.

a. She c. We

b. Her d. They

60



61

MATH: Adding & Subtracting Mixed Numbers

Directions: Use the anchor chart and link below to support your work on the next page.

https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-add-sub-mix-num-w-

unlike-den/v/adding-subtracting-mixed-numbers-1-ex-2

https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-add-sub-mix-num-w-unlike-den/v/adding-subtracting-mixed-numbers-1-ex-2

https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-add-sub-mix-num-w-unlike-den/v/adding-subtracting-mixed-numbers-1-ex-2

62

MATH: Adding & Subtracting Mixed Numbers

Find the difference.

1. 42

3 - 3

5

6= 2. 6

3

4− 3

5

8= 3. 8

1

6− 5

2

5= 4. 7

4

9− 1

2

3=

5. Max measures and records his height every year. This year, as a fifth grader,

his height is 51

6 feet. He has grown 1

1

4 feet since he was in second grade. What

was Max’s height when he was in second grade?

6. Colin’s mom bought 25

6 cups of grapes and 1

3

4 cups of cherries to make a fruit

salad for a picnic. Find the total amount of fruit that Colin’s mom bought.

7. For the same picnic. Marie bought 91

2 cups of potato salad. A total of 7

7

10 cups

were eaten. How much potato salad was left?

8. Juan wants to bake cookies. He needs 33

4 cups of flour. He measures all the

flour he has and sees he only has 21

3 cups. How much more flour does he need?

64

Modified Questions for Reading & Writing

DAY ONE

Read “She Gets to Go.” Then answer questions 1-5.

6. With whom does the narrator, or the person telling the story, travel to Barcelona?

a. She travels with her sister and her mom.

b. She travels with her cousins.

7. How does the narrator feel about traveling?

a. She is eager to go shopping in another country.

b. She is excited to experience a new culture.

8. Read these sentences from the text, then answer the question.

As much as I envied them, though, I told myself I didn’t want to be them. Nora and Teeny were as spoiled as they

came, and they didn’t seem to treasure anything. They liked shopping and when I talked to them on the phone

after I found out we were going to visit, that’s all they gabbed about. Didn’t they realize they were in another

country? Didn’t they know they could shop for clothes anywhere?

Based on this information, why doesn't the narrator want to be like Nora and Teeny?

a. They didn’t value the experience of living in another country.

b. They bragged about living in another country too much.

9. Based on the story, what matters to the narrator?

a. wearing nice clothes

b. experiencing different cultures

10. What is the story mainly about?

a. The narrator finds the importance of experiencing new cultures through travel.

b. The narrator finds European culture to be disappointing.

DAY TWO

Reread “She Gets to Go.” Then answer questions 6-10.

11. Read this sentence from the text.

I’d spent the night listening to travel stories and noticing, over pumpkin pie, the little indications that I was in

another country.

As used in the text, what does the word “indications” mean?

a. Benefits

b. Signals

65

12. Chose the answer that best completes the sentence below.

Nora and Teeny love to shop, ___________ the narrator does not think that shopping matters.

a. But

b. So

13. What did the narrator and Nora do when they explored Barcelona?

The narrator and Nora _____________________________________________________ when they explored

Barcelona.

14. Explain whether or not people give up all the traditions of their home country when they live or visit another

country. Use evidence from the text to support your answer.

When people travel to another country they (do do not) give up all of their traditions. I know this because in

the text the narrator _________________________________________________________________________

__________________________________________________________________________________________

15. What does the narrator discover was important about traveling to another country? Use evidence from the text

to support your answer.

The author discovers that learning ____________________________________________________ is important

when traveling to another country. The text says _________________________________________________

_________________________________________________________________________________________

DAY THREE

Read “Thanksgiving in London.” Then answer questions 11-15.

16. Why is Carrie’s family going to London? a. to tour a different country b. to visit Carrie’s brother

66

17. What main problem does Carrie face? a. She does not want Thanksgiving to be different this year. b. She does not want Jessica to join them in London.

18. Carrie is not looking forward to Thanksgiving in London. What evidence from the story supports this conclusion? a. “She could think of no reason to go overseas, unless it was to marry someone whose family members

wore crowns.” b. “Carrie laughed a funny kind of laugh, very sure that this Thanksgiving was not going to be awesome at

all.”

19. How does Carrie feel about things that are new to her or different? a. She doesn’t like them. b. She finds them interesting.

20. What is this story mostly about? a. a boy who studies abroad in London for a semester b. how Carrie feels about having Thanksgiving in London

DAY FOUR

Reread “Thanksgiving in London.” Then answer questions 16-20.

21. Read the following sentences:

“Carrie seethed. She clenched her fists and screwed up her eyes and breathed loudly through her teeth. Since Brian left for college, she had gotten very good at seething.”

In this sentence, what does “seethed” mean?

a. was hungry b. was angry

22. Choose the answer that best completes the sentence below.

Carrie loves Thanksgiving dinner; _________, she does not like the sound of an English Thanksgiving.

a. especially b. however

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23. Why does Carrie think that Thanksgiving is not going to happen?

Carrie believes Thanksgiving won’t happen because _______________________________________

_____________________________________________________________________________________

24. How does Carrie describe Brian?

Carried describes Brian as ___________________________________________________________________

_______________________________________________________________________________________________

25. What is the most important part of Thanksgiving for Carrie? Support your answer with information from the

story.

The most important part of Thanksgiving for Carrie is __________________________________________, I

know this because ________________________________________________________________________

DAY FIVE

Reread “She Gets to Go” and “Thanksgiving in London.” Then answer questions 21-25.

26. What city does the main character visit in “She Gets to Go”?

The narrator visits __________________________________________________________

27. Summarize the plot of “She Gets to Go.”

First ________________________________________________________________________________________

___________________________________________________________________________________________

Then ______________________________________________________________________________________

___________________________________________________________________________________________

Next _______________________________________________________________________________________

___________________________________________________________________________________________

Finally ______________________________________________________________________________________

___________________________________________________________________________________________

28. What city is Carrie visiting in “Thanksgiving in London”?

Carrie is visiting ___________________________________________________________.

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29. Summarize the plot of “Thanksgiving in London.”

First ________________________________________________________________________________________

__________________________________________________________________________________________

Then ______________________________________________________________________________________

___________________________________________________________________________________________

Next _______________________________________________________________________________________

___________________________________________________________________________________________

Finally ______________________________________________________________________________________

___________________________________________________________________________________________

30. Compare the plots of these stories.

“Gets to Go” Same “Thanksgiving in London”

1. 2. 3.

1. 2. 3.

1. 2. 3.

Write two or more sentences about how the plots are the same, using words like (similar, alike, also, likewise, common)

and two or more sentences about how they are different, using words like (different from, however, although, unlike,

contrast)

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

_________________________________________________________________________________________________

69

READING ANSWER KEY

Grammar

DAY ONE

Find the plural form of the underlined word: I saw four

deer in my backyard.

1. d. correct as is

2. a. She

DAY TWO

1. c. quickly

2. b. safe

DAY THREE

1. b. babies

2. c. their

DAY FOUR

1. d. swiftly

2. d. black

DAY FIVE

1. b. planet

2. a. She

Reading/Writing

DAY ONE

1. She travels with her sister and her mom.

2. She is excited to experience a new culture.

3. They didn’t value the experience of living in

another country.

4. Experiencing different cultures

5. The narrator finds the importance of

experiencing new cultures through travel.

DAY TWO

6. Signals

7. But

8. Answers may vary

9. Answers may vary

10. Answers may vary

DAY THREE

11. To visit Carrie’s brother

12. She does not want Thanksgiving to be different

this year.

13. “Carrie laughed a funny kind of laugh, very sure

that this Thanksgiving was not going to be

awesome at all.”

14. She doesn’t like them.

15. How Carrie feels about having Thanksgiving in

London

DAY FOUR

16. Was angry

17. However




DAY FIVE

21-25. Answers may vary

70

MATH: Answer Key

DAY ONE: Spiral Review 1. 70

2. 1/6

3. 307 r. 265

4. 51,348

5. 9.2, 11.5 rule +2.3

6. 18.2

7. 4 2/18 or 4 1/9

8. a, b, d

9. 14 and 13.70

10. 30 2/5

DAY ONE: Activity 1. 5,835 beads

2. 157 students

3. 31,325 cans

4. 401,616 pumpkins

5. 78 oranges

6. 1,410 muffins per store with 2 left over

7. 26,924 loaves of bread

8. 20 shells

9.

3 gardens No. There will be 2 bulbs left over

4 gardens 590 bulbs in each garden



7 gardens No. There will be 1 bulb left over




Only 4 gardens can be made with no remainder

DAY TWO: Spiral Review 1. 56,682

2. 7.46

3. 13 2/10 or 13 1/5

4. 295 boxes

5. 23.09 and 23

6. Volume would be 80 cubes, so answers will

vary. 2x4x10; 1x8x10; 2x40x1

7. <

8. 7 11/15

9. 1.44

10. 10,322.322

DAY TWO: Activity

1. Answers will vary

DAY THREE: Spiral

Review

1. 38,870

2. 158

3. 4 8/15

4. 1380 ft.

5. 105.36

6. 4.77, 4.47 rules – 0.3

7. 1/25 of an acre

8. 14 7/24

9. 309

10. 2/30 The rectangle is used to build the

model.

71

DAY THREE: Activity

1. 2.4

2. 6.7

3. 7.0

4. 7.6

5. 2.12

6. 6.20

7. 6.29.

8. 7.96

9. 2

10. 7

11. 7

12. 28

13. 6.5432 any order as long as 6.5 is first.

14. 0.049, 0.052

15. $0.14

DAY FOUR: Spiral

Review

1. 1,557 beads and 10 beads leftover

2. 20,880

3. 11 3/9 or 11 1/3

4. 172.72

5. answers will vary

6. 28 (remember that 10 x ½ = 5)

7. 2x5 or 1x10

8. 0.038<0.2<0.35

9. 1 23/24 cups

10. 3,000; 300; 30; 3; 0.3; 0.03

11. 137 beads

12. 79,075.43

DAY FOUR: Activity

1. 42.14 2. 40.794 3. 32.2184 4. 831.9 5. 79.128 6. $1,422.00 7. $20.16 8. $5.70 9. $58.95

DAY FIVE: Spiral Review

1. 0.66

2. $1,361

3. 4 4/12 or 4 1/3

4. 21,476 calories

5. 0.06<0.098<0.8

6. 38.47

7. 40 cm cubes

8. 1,200.7 and 1,201

9. 53.3

10. 2x3x5

11. 1 ¼ cups

12. 18 1/10 miles

DAY FIVE: Activity

1. 5/6

2. 3 1/8

3. 2 23/30

4. 5 7/9

5. 3 11/12

6. 4 7/12

7. 1 8/10 = 1/ 4/5

8. 1 5/12

5th grade weekly schedule · 2020-04-16 · skirt, and a few t-shirts, a tank top and a sweater. i...

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