artesia public schools fifth grade packet · topic 7-11. this will be in your assignments in...

Artesia Public Schools

Fifth Grade Packet Week 5

May 4th-May 8th

Escuelas públicas de Artesia

Paquete de quinto grado

Semana 5

4 de mayo-8 de mayo

APS 5th Grade Math Week 5

Day1 • Math Week 5 Monday

• Online:

• Watch the Visual Learning Video in the math assignments tab for Topic 7-2. This will be in your assignments in Pearson.

• Complete the Homework Buddy: Homework & Practice Topic 7-2 in Pearson

• 5th Grade IXL K.7 (Extra Help)

• Paper:

• If working on the packet complete Topic 7-2 guided practice page 379 and

homework page 381.

Day2 • Math Week 5 Tuesday

• Online:

• Watch the Visual Learning Video in the math assignments tab for Topic 7-5. This will be in your assignments in Pearson.


• 5th Grade Math IXL L.8, L.10 and consider L. 11, 13, 15 (Extra Help)

• Paper:


homework page 399.

Day3 • Math Week 5 Wednesday

• Online: • Watch the Visual Learning Video in the math assignments tab for

Topic 7-11. This will be in your assignments in Pearson.

• Complete the Homework Buddy: Homework & Practice Topic 7-11 in

Pearson

• Paper:


homework page 435.

Day4 • Math Week 5 Thursday


Topic 8-3. This will be in your assignments in Pearson. • 5th Grade Math- IXL M.11-M.13 (Extra Help)


• Paper:


homework page 473.

Day5 • Math Week 5 Friday


Topic 8-5. This will be in your assignments in Pearson.


• Paper:


use the homework page 485 as a reference.

-

30 MINUTES OF MATH ASSIGNMENTS PER DAY

Please contact your child's teacher if you need their username or password for any of the online resources. Do

not hesitate to contact your child's teacher with any questions that may arise during the week.

If you need extra help: https://www.khanacademy.org/cc-fifth-grade-math

Math worksheets will be attached for extra practice if needed

APS 5to Grado

Matemáticas semana 5

Día 1 • Matemáticas Semana 5-lunes

• En Línea:

• Mirar “ Visual Learning Video” in la sección de asignaturas de matemáticas para el Tema 7-2.

Esto estará en las asignaturas de Pearson.

• Completar “Homework Buddy”: Tarea y Practica Tema 7-2 en Pearson.

• 5to Grado IXL K.7 (ayuda extra)

• Papel:

• Si está trabajando en el paquete completar Tema 7-2 de practica guida en la página 379 y la tarea en la página 381.

Día 2 • Matemáticas Semana 5-martes

En Línea:

• Mirar “Visual Learning Video” en las asignaturas de matemáticas para el Tema 7-5. Esto está en

las asignaturas de Pearson.


• 5to grado IXL L.8, L.10 y considera L.11, 13, 15 para (ayuda extra)

• Papel:

• Si está trabajando en el paquete completar el Tema 7-5 de practica guida en la página 397 y la tarea en la página 399.

Día 3 • Matemáticas Semana 5-miércoles

• En Línea: • Mirar “Visual Learning Video” en las asignaturas de matemáticas para el Tema 7-11. Esto está

en las asignaturas de Pearson.


• Papel:


Día 4 • Matemáticas Semana 5-jueves

• En línea: • Mirar “Visual Learning Video” en las asignaturas de matemáticas para el Tema 8-3. Esto está en



• 5to grado IXL M.11-M.13 (ayuda extra)

• Papel:


Día 5 • Matemáticas Semana 5- viernes

• En Línea: • Mirar “Visual Learning Video” en las asignaturas de matemáticas para el Tema 8-5. Esto está en



• Papel

• Si está trabajando en el paquete completar Tema 8-5 de practica guida en la página 483 y la tarea en la página 485 como referencia.

-

30 MINUTOS DE TAREA DE MATEMATICAS POR DIA Por favor de contactar al maestro(a) de su hijo(a) si necesita el nombre del usuario y la contraseña para

cualquier recurso usado en línea. No dude en contactar al maestro(a) de su hijo(a) con cualquier

pregunta que pueda surgir durante la semana.

• Si necesita ayuda extra: https://www.khanacademy.org/cc-fifth-grade-math

Como entrar a Pearson:

• Entre al internet al http://bulldogs.powershcool.com/public/

• Entre el nombre de usuario y contraseña

• Abajo en la izquierda, oprima el icono de Pearson Courses. Esto se abrirá en un nuevo

navegador.

• Seleccione Matemáticas

• Seleccione la asignación.

• Oprima la selección de asignaciones para ese día.

Hoyas de trabajo de matemáticas se a juntaran para practica adicional si

es necesario

https://www.khanacademy.org/cc-fifth-grade-math

http://bulldogs.powershcool.com/public/

APS 5th Grade Reading Week 5

Day 1 Reading -Week 5 Monday

• Readworks.org

• Use the instructions below to log on and find your assignments page.

• Read “A Kid in a Candy Store” & complete the multiple-choice questions – be

sure to go back into the text to check/find your answers • Do not submit the assignment until you have finished Tuesday’s work.

Day 2 Reading - Week 5 Tuesday

• Readworks.org

• Log on to readworks.org and find your assignments page.

• Reread “A Kid in a Candy Store” & complete the extended response (RACE)

questions.

• Submit your assignment when you have finished these questions.

Day 3 Reading – Week 5 Wednesday

• Readworks.org

• Log on to readworks.org and find your assignments page.

• Read “Marathon Kids” and answer the multiple-choice questions – be sure to go

back into the text to check/find your answers • Do not submit the assignment until you have finished Thursday’s work.

Day 4 Reading - Week 5 Thursday

• Readworks.org

• Log on to readworks.org and find your assignments page

• Reread “Marathon Kids” and answer the extended response (RACE) questions.

• Submit your assignment when you have finished these questions.

Day 5 Reading - Week 5 Friday

• Pearsonrealize.com

• Log on to your Pearson Realize account and go to your assignments page.

• Read each of the “Fresh Reads for Fluency and Comprehension” texts and answer the multiple-choice questions (there are 3 assignments total)

30 MINUTES OF READING ASSIGNMENTS PER DAY

Read Aloud Suggestions:

• Read with a parent. You read a page, and then they read a page. Ask each other questions about your

page.

• Read aloud to a younger sibling and explain to them what's happening in the story.

• Read aloud to a pet or stuffed animal.

• Read aloud to an older sibling. Then ask them questions about what you have read to see if they

listened.

• Read and then write down three things you liked about the story.

• Read and then write down three things you learned from the story.

• Read and then write down three questions you have about the story. Look up those questions online.

• Check YouTube using the title of the story for it to be read aloud.

APS 5th Grade Reading and Math

Websites Week 5

How to Get on Pearson Online:

• Go to website https://bulldogs.powerschool.com/public/

• Enter your child's username and password.

• On the bottom left, click on the Pearson Courses icon. This will open up a new browser.

• Select the Reading or Math (depending on what assignment you will be working on).

• Then select assignments.

• Click on assignment needed for each day. The page number is specified in the

assignment. You can discuss the answers verbally with a parent, write them out

on a piece of paper, or print out the assignment.

How to Get on Readworks:

• Go to readworks.org

• Click the button that says “student login”

• Enter your class code (your teacher will provide you with this code)

• Select your name from the list of names.

• Enter your password (your teacher will provide you with this password).

• You will now be on the assignments page.

• Click on the assignment listed on this week’s assignment list (above).

• Your assignment should pop up and you may begin working.

Please contact your child's teacher if you need their username or password for any of the online

resources. Do not hesitate to contact your child's teacher with any questions that may arise during the week.

APS 5to Grado Lectura Semana 5

Día 1 Lectura -Semana 5 - lunes

• Readworks.org

• Use las instrucciones abajo para entrar y buscar sus asignaciones.

• Leer “A Kid in a Candy Store” y complete las preguntas de opción múltiple -- asegúrense de regresar

al texto para buscar/verificar las respuestas. • No envié la tarea hasta que terminé el trabajo del martes.

Día 2 Lectura - Semana 5- martes

• Readworks.org

• Ingrese a readworks.org y busque su asignación en la página.

• Lea de nuevo “A Kid in a Candy Store” y complete las respuestas extendidas de las preguntas usando

la forma de (RACE).

• Envié su tarea cuando haya terminado estas preguntas.

Día 3 Lectura - Semana 5- miércoles

• Readworks.org

• Ingrese a readworks.org y encuentre su asignación en la página.

• Lea “Marathon Kids” y complete las respuestas de opción múltiple- asegúrese de regresar al texto y

buscar/verificar su respuesta. • No envié la tarea hasta que terminé el trabajo del jueves.

Día 4 Lectura - Semana 5- jueves

• Readworks.org

• Ingrese a readworks.org y encuentre su asignación en la página.

• Lea de nuevo “Marathon Kids” y complete las respuestas extendidas de las preguntas usando la forma

de (RACE).

• Envié su tarea cuando haya terminado estas preguntas.

Día 5 Lectura - Semana 5- viernes

• Pearsonrealize.com

• Ingrese a su cuenta de Pearson Realize y encuentre la página de sus tareas.

• Leer cada uno de los textos de “Fresh Reads for Fluency and Comprehension” y complete las preguntas de opción múltiple (hay 3 asignaciones en total).

30 MINUTOS DE LECTURA DE TAREA POR DIA Sugerencia para leer en voz alta:

• Leer con un padre de familia. Tú lees una página y luego ellos leen otra. Hacerse

preguntas de cada página que leyeron.

• Leerle en voz alta a un/una hermano(a) y explicarles que está pasando en el cuento/la

historia.

• Leer en voz alta a una mascota o a un animal de peluche.

• Leer en voz alta a un hermano(a) mayor. Hay les preguntas a ellos de lo que estabas

leyendo a ver si estaban escuchando.

• Leer y luego escribe tres cosas que te gusto del cuento.

• Leer y luego escribe tres cosas que aprendiste del cuento/ la historia.

• Lee y luego escribe tres preguntas que tienes sobre el cuento/la historia.

• Mira en Youtube escribiendo el título del libro a ver si encuentras en cuento para que lo

escuches y te lo lean.

APS 5to Grado Sitios Web de Lectura y

Matemáticas Semana 5

Como entrar a Pearson:

• Entre al internet al http://bulldogs.powershcool.com/public/

• Entre el nombre de usuario y contraseña

• Abajo en la izquierda, oprima el icono de Pearson Courses. Esto se abrirá en un nuevo

navegador.

• Seleccione Lectura o Matemáticas (depende de que trabajo este haciendo)

• Seleccione la asignación.

• Oprima la selección de asignaciones para ese día. El número de la página es especifico a la

asignación. Puede discutir las respuestas verbalmente con tus padres, escribir la respuesta en

una hoja de papel, o imprimir la asignación.

Como entrar a Readworks:

• Vaya a readworks.org

• Seleccione el botón que dice “student login”

• Ingrese el código de la clase (la/el maestra(o) les dará el código)

• Selecciona tu nombre de la lista.

• Ingrese su contraseña (el/la maestro(a) les dará la contraseña)

• Ahora estarán en la página de asignaciones.

• Seleccione la asignatura para la semana que está en la lista (arriba).

Por favor de contactar al maestro(a) de su hijo(a) si necesita el nombre del usuario y la contraseña para

cualquier recurso usado en línea. No dude en contactar al maestro(a) de su hijo(a) con cualquier pregunta

que pueda surgir durante la semana.

http://bulldogs.powershcool.com/public/

*

Do You Understand? Do You Know How?

Another Example

One Way Another Way

Tools AssessmentPractice Buddy

Name

*For another example, see Set B on page 445.

In 4–11, find a common denominator for each pair of fractions. Then write equivalent fractions with the common denominator.

1. In the example on the previous page, how many twelfths are in each 13 section of Tyrone’s rectangle? How many twelfths are in each 14 section of Sally’s rectangle?

In 2 and 3, find a common denominator for each pair of fractions.

Multiply the denominators to find a common denominator: 12 × 6 = 72.

Write equivalent fractions with denominators of 72.

712 = 7 × 6

12 × 6 = 4272

56 = 5 × 12

6 × 12 = 6072

So, 4272 and 60

72 is one way to name 7

12 and 56 with a common denominator.

Think of a number that is a multiple of the other.

You know that 12 is a multiple of 6.

56 = 5 × 2

6 × 2 = 1012

So, 712 and 10

12 is another way to name 7

12 and 56 with a common denominator.

Find a common denominator for 712 and 56. Then rename each fraction

with an equivalent fraction.

2. 38 and 23 3. 1

6 and 43

4. 25 and 16 5. 1

3 and 45 6. 58 and 34 7. 3

10 and 98

8. 37 and 12 9. 5

12 and 35 10. 79 and 23 11. 3

8 and 920

379Topic 7 Lesson 7-2

GamesToolsHelp Practice Buddy

Another Look!

Step 1 Step 2Step 1 Step 2

Digital Resources at PearsonRealize.com

NameHomework & Practice 7-2Find Common Denominators

In 1–9, find a common denominator for each pair of fractions. Then write equivalent fractions with the common denominator.

Rename 410 and 38 using a common

denominator.

Find a common denominator for 410 and 38.

List multiples of the denominators 10 and 8. Then look for a common multiple.

10: 10, 20, 30, 40 8: 8, 16, 24, 32, 40

The number 40 can be used as the common denominator.

Rename 410 and 38 using 40 as the common

denominator.

Multiply the numerator and denominator by the same nonzero number.

410

4 × 410 × 4 = 16

40 38

3 × 58 × 5 = 15

40

So, 1640 and 15

40 is one way to name 4

10 and 38 using a common denominator.

1. 13 and 4913 Multiples of the denominator:

49 Multiples of the denominator:

Common Denominator:

2. 34 and 25 3. 4

7 and 23 4. 12 and 7

11 5. 512 and 35

6. 54 and 11

16 7. 67 and 15 8. 9

15 and 49 9. 56 and 8

21

Rename 13:

Rename 49:

Rename. 1 × □3 × □ = □

□ 4 × □9 × □ = □

□

Remember: A multiple is a product of the number

and any nonzero whole number.


A Kid In A Candy Store

A Kid In A Candy Storeby W.M. Akers

It wasn't the candy he wanted. It was the skateboard. Tommy had been staring at it for weeks, every day on his way home from school, admiring it through the window of the skate shop on Market Street. It was a longboard-a serious skateboard, not meant for tricks or speed, but for long rides down hills, on busy roads, or all the way across town. This was a skateboard that could change Tommy's life forever. No longer would his parents have to pick him up after school, or at the movies or the mall. The longboard would be able to take him home.

It was ocean blue, with chrome wheels and an elaborate drawing of a rocket ship on the underside. Each time he pressed his face against the glass of the skate shop, he felt himself fall into that picture, and his dreams of riding the longboard became mixed up with dreams of interstellar travel. He wasn't just going to the mall. He was going to Mars, to Alpha Centauri, to anywhere in the galaxy he felt like. He was going to conquer the stars.

Or he would have, anyway, if his dad weren't such a cheapskate. There's something about fathers that makes it impossible for them to understand skateboards.

"Dad," Tommy said. "It's the world's finest skateboard. It could change my life forever."ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.


"That's great," said Dad. "I'm all for kids having hobbies. But that's an expensive little toy, and-"

"It's not a toy!" Tommy felt himself about to lose his temper. If he shouted, he knew he would never come close to owning his board. He collected himself. "It's a whole new way of life. When you were my age, what was the thing you wanted more than anything else? The thing you dreamed about? The thing you promised yourself you would get, no matter what?"

"A Black Shadow."

"A what?"

"A Vincent Black Shadow-the world's finest motorcycle. A more beautiful piece of machinery has never been designed."

"So yeah, this board is like the Vincent Black Shadow for the 21st Century. So you see why I have to have it."

"You know what my dad told me when I asked for a Black Shadow?"

"What?"

"Nothing. I didn't ask him, because I knew he'd think it was nothing more than an expensive toy. I went out, got a job, and started saving."

"Man," said Tommy. "I was afraid you'd say something like that."

"Dads are the worst, aren't they?"

***

Tommy walked up and down Market Street looking for someplace to work. The pizzeria wasn't hiring. The coffee shop said he was too young. The comic book store said he didn't have enough experience.

"But how can I get experience," Tommy asked, "if nobody will give me a job?!" The comic book clerk didn't answer. Tommy composed himself, said thank you, and left.

The only store with a "HELP WANTED" sign was the one he had been dreading most: Orson's Confectionaries. The candy store.

Whoever thinks that all kids love candy stores has never been to Orson's. It had been in the town since the dawn of time, and hadn't been updated much since. A dark, winding dungeon of ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.


a store, its shelves were filled with jars of weird, sticky gums and sucking candies so hard they could crack your teeth. Over all of it stood Mr. Orson, a hard-eyed skeleton of a man whose long grey hair and baggy clothes made him look like an out-of-work wizard.

Tommy didn't know how the confectionary stayed in business. He'd never seen a kid go in or out, and he'd never heard anyone talk about buying something there. How could that store turn a profit? And why would a store with no customers need an extra employee? Tommy didn't want to find out, but the skateboard demanded he try. He pushed on the creaky old door, sucked in his breath, and plunged in.

"How may I help you?" said Mr. Orson. He sounded like a snake with a cold.

"I, uh, uh...I-"

"You're looking for sweets?"

"No, well, uh-"

"Some raspberry rope, perhaps?"

"No thank you. Actually, I-"

"A chocolate lover, are we? Perhaps you'd prefer a chunk of Carlsberg Chew? It's the finest dark chocolate made in Germany. It has real hazelnuts inside!"

"That sounds good, but actually-"

"I see," said Mr. Orson, and his eyes went wide. His mouth crinkled up like a dead leaf, and Tommy got the impression that he was either about to scream at him, or sneeze. "I understand completely now."

"Understand what?"

"You are a boy...with a sour tooth." He reached behind him, to the highest shelf on a rickety bookcase, and presented Tommy with a star-shaped, tiny yellow candy. "Try this. A Sunburst Express-a sour candy of my own design."

"Yeah?"

"Free of charge."

Tommy licked his lips. If there was one thing in life he loved more than skateboarding, it was sour candy. The grosser the better, he thought. A candy wasn't any good unless it made you ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.


squeeze your face together, shut your eyes, and want to cry. That's how you knew it was nice and sour.

"It's pretty sour?"

"It will make your tongue turn inside out."

Tommy reached for the candy and popped it into his mouth. At first, he tasted nothing. But then, as he began to chew, it was like an oil tanker had spilled in his throat. His gums were on fire. His tonsils were tap-dancing. And his tongue...his tongue felt like it was about to turn itself inside out!

"Oh my goodness!" he gasped. "This is the best candy I ever tasted."

"Why thank you," said Mr. Orson. "Have a sip of Fizzberry Soda. It will ease the sensation. Now, you're looking for a job?"

"How did you know?"

"I could just tell. Desperate for a new toy, are you?"

"It's not a toy! It's...well, yes. That's right."

"The Sunburst was a test. I don't want anyone working here who doesn't love sour sweets."

"I love 'em more than anything!" Tommy remembered the skateboard. "Well, practically anything."

"Good," said Mr. Orson, as he handed Tommy an apron. "Then you'll be getting your new toy very soon indeed."

ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.

A Kid In A Candy Store - Comprehension Questions

Name: ___________________________________ Date: _______________

1. What does Tommy think could change his life forever?

A. a piece of chocolate

B. a comic book store

C. a skateboard

D. a motorcycle

2. A problem in this story is that Tommy wants a skateboard but does not have the

money to buy one. How does he try to solve this problem?

A. He tries to solve this problem by dreaming about a trip to Mars.

B. He tries to solve this problem by getting a job.

C. He tries to solve this problem by staring through the window of the skate shop.

D. He tries to solve this problem by going to the mall.

3. Tommy stares at the skateboard through the window of the skate shop for weeks.

After his dad refuses to buy the skateboard for him, Tommy gets a job so that he can

buy it himself.

What can be concluded from this information?

A. Tommy is serious about getting the skateboard and will work hard to do it.

B. Tommy is heartbroken and has given up all hope of getting the skateboard.

C. If Tommy does not make enough money at his job to buy the skateboard, he will steal it.

D. Tommy will lose interest in the skateboard a few weeks after starting his job.

4. What do Tommy and his dad have in common?

A. Both Tommy and his dad think raspberry rope is the best candy in the world.

B. As boys, both wanted a skateboard built for long rides on roads and down hills.

C. As boys, both wanted a motorcycle known as a Vincent Black Shadow

D. As boys, both wanted something that their fathers would not buy for them.


A Kid In A Candy Store - Comprehension Questions

5. What is a theme of this story?

A. friendship

B. honesty

C. determination

D. giving up

6. Read the following sentences: "How could that store turn a profit? And why would a

store with no customers need an extra employee? Tommy didn't want to find out, but the

skateboard demanded he try."

What does the phrase "the skateboard demanded he try" mean?

A. Tommy wanted the skateboard so much that he decided to try.

B. The skateboard spoke to Tommy in a dream and told him to try.

C. Tommy has spent so much time thinking about the skateboard that he is starting to imagine things.

D. The skateboard has a recorder and speaker that can play voice messages.

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

Tommy wants a skateboard; _______, he wants a longboard.

A. specifically

B. on the other hand

C. before

D. therefore

8. What kind of candy does Mr. Orson give Tommy to try?

9. Tommy asks how Mr. Orson knew he was looking for a job. What is Mr. Orson's

reply?

10. How could Mr. Orson tell that Tommy was looking for a job? Support your answer

with evidence from the passage.


*Tools AssessmentPractice

Buddy

Name


*For another example, see Set C on page 446.

1. In the example on page 396, how much more paint did Kayla use to paint the bedroom ceiling than the bathroom ceiling?

2. Number Sense Kevin estimated the difference of 9

10 - 48 to be 0. Is his

estimate reasonable? Explain.

For 3–6, find the sum or difference.

In 7–22, find the sum or difference.

3. 115

+ 16

4. 716

- 14

5. 78 - 3

6 6. 78 + (4

8 - 24)

7. 450

+ 35

8. 23

- 712

9. 910

+ 2100

10. 49

+ 14

11. 1715 - 1

3 12. 716 + 3

8 13. 25 + 1

4 14. 17 + 1

2

19. (78 + 1

12) - 12 20. (11

18 - 49) + 1

6 21. 1314 - (1

2 + 27) 22. 1

6 + (1515 - 7

10)

15. 12 - 3

16 16. 78 - 2

3 17. 1112 - 4

6 18. 718 + 5

9



Another Look!

Step 1 Step 2


NameHomework & Practice 7-5Add and Subtract Fractions


Carla wants to make a Veggie Toss using eggplant, green peppers, spring onions, and mushrooms. She already has eggplant at home. How many pounds of the other ingredients does she need in all? Use data from the recipe.

List the amounts of green peppers, spring onions, and mushrooms. Then, find a common denominator and rename each fraction.

(13 + 1

4) + 38 = ( 8

24 + 624) + 9

24

1. 112

+ 79

2. 418

+ 29

3. 13

+ 15

4. 515

+ 35

5. 12 - (1

8 + 18) 6. 3

4 + (14 - 1

6) 7. (12 + 3

20) - 220 8. (2

5 + 15) - 3

10

Veggie Toss Recipe

Eggplant 34 pound (lb)

Green peppers 13 pound (lb)

Spring onions 14 pound (lb)

Mushrooms 38 pound (lb)

9. 54 - 5

8 10. 23 - 2

7 11. 1215 - 1

6 12. 59 - 3

8

Add the renamed fraction amounts.

1424 + 9

24 = 2324

Carla needs 2324 pound of the other

veggies in all.

Use what you know about adding and subtracting fractions to solve problems.



Buddy


Name

*For another example, see Set G on page 448.

1. MP.2 Reasoning In the example on page 432, why do you add before you subtract?

3. 519

- 223

4. 214

+ 823

5. 6 725

- 3 950

6. 435 + 11 2

15 7. 823 - 33

4

8. (723 + 34

5) - 1 415 9. 82

5 - (323 + 23

5)

2. MP.3 Construct Arguments In the example on page 432, does Clarisse have enough fabric left over to make two cushions that each use 21

3 yards of fabric? Explain.


In 6–9, solve. Do the addition in the parentheses first.

In 10–14, find each sum or difference.

In 15–20, solve. Do the operation in the parentheses first.

10. 913

- 416

11. 1214

- 935

12. 635

+ 1 325

13. 349

+ 223

14. 53175

- 3 225

15. (258 + 21

2) - 423 16. (53

4 + 156) - 6 7

12 17. 435 + (81

5 - 7 310)

18. (13 - 1013) + 22

3 19. (212 + 31

4) - 114 20. 2 3

14 + (1547 - 63

4)



Another Look!

Step 1

Step 2

Step 3


NameHomework & Practice 7-11Add and Subtract Mixed Numbers

Remember to rename your answer as an equivalent

mixed number.In 1–9, solve. Do the operation in parentheses first.

A park ranger had 418 cups of birdseed. He

bought 614 more cups of birdseed. Then he

filled the park’s bird feeders, using 212 cups

of birdseed. How much birdseed is left?

You can write an expression to help solve

the problem: (418 + 61

4) - 212

Add the mixed numbers in parentheses first. Find a common denominator.

Subtract 212 from the sum

you found. Find a common denominator.

Find the difference.

418 + 61

4

418 + 62

8 = 1038

1038 - 21

2

1038 - 24

8

9118 - 24

8 = 778

You can’t subtract 48 from 38.

Regroup 1038 as 911

8 .

So, there are 778 cups of birdseed left.

1. (512 + 23

4) - 312 2. 10 5

16 - (514 + 2 9

16) 3. 538 + (63

4 - 418 )

4. 69 + 5

18 + 136 5. 1 4

10 + 1 320 + 11

5

7. (338 - 11

5) + 178 8. 16

7 + (41314 - 31

2) 9. 1058 - (43

4 + 258)

6. (423 + 11

6) - 156

Always perform operations in

parentheses first.


Marathon Kids

Marathon Kids

In Texas, schoolchildren are on the run. They won't stop until they have covered 26.2 miles. That is the distance of a running race called the marathon.

The students are not running the distance all at once. Instead, they are running a quarter mile to a half mile at a time. With six months of effort, they will reach the 26.2-mile goal and receive medals and T-shirts.

It's part of a physical fitness program called Marathon Kids. The program challenges children in kindergarten through grade 5 to run a marathon one step at a time. Studies show that about 30 percent of American children and teens are overweight, or obese. Marathon Kids is designed to get kids in the habit of running at an early age.

At the start of the school year, each runner gets a special kit. It includes a mileage log to keep track of the distance covered. Each kit also includes a nutritional log to fill out. The goal is to eat five fruits and vegetables each day for 26.2 days.

ReadWorks.orgCopyright © 2007 Weekly Reader Corporation. All rights reserved. Used by permission.Weekly Reader is a registered trademark of Weekly Reader Corporation.

Marathon Kids - Main Idea Questions

Name: ___________________________________ Date: _______________

1. The main idea of the passage is that

A. 26.2 is an especially important number for health.

B. a fitness program is trying to help kids become healthier.

C. too many American children are overweight.

D. a marathon doesn't have to be run all on one day.

2. Which of the following details supports the main idea of the passage?

A. The kids will get mileage and nutritional logs to fill out.

B. The kids will run a marathon distance over a 6-month period.

C. Rewards will be medals and T-shirts.

D. All of the above.

3. Why does the passage end with the goal to eat five fruits and vegetables each day for

26.2 days?

A. The length of the marathon is important to remember.

B. Eating healthy food is part of the program.

C. The nutritional log is 26.2 pages long.

D. It takes 26.2 days to get healthier.

4. Which detail does not support the main idea of the article?

A. Kids in the running program don't get good grades.

B. The marathon 26.2 miles is run in short segments.

C. Marathon winners get medals.

D. Runners in this program are in grades K through 5.

5. What are some benefits of this program other than medals and T-shirts?



Buddy


Name

*For another example, see Set B on page 513.

1. MP.2 Reasoning In the example at the top of the previous page, how can finding 14 of 7 help you find 34 of 7?

3. 38 × 4 = □ × □

□ =□□ = □□□ = □□

□

4. 8 × 56 = □ × □

□ =□□ = □□□ = □□

□

5. 5 × 47 = □ × □

□ =□□ = □□□

2. If Hal spent 23 of an hour reading each day for 7 days, how much time, in all, did he spend reading? Show how you found your answer.

In 3–5, find each product. Write the product as a mixed number.

Leveled Practice In 6–16, find each product. Write the product as a mixed number.

6. 34 × 14 = □ ×□

□ =□□ =□□□ =□□

□

9. 45 × 500 10. 5 × 2

3 11. 17 × 68 12. 9

10 × 25

13. 78 × 320 14. 28 × 7

12 15. 23 × 1,287 16. 900 × 2

9

Remember: You can use division to rename a fraction as a mixed

number.

7. 600 × 23 =

∣ ∣ × □□ =

∣ ∣□ = ∣ ∣ 8. 5

9 × 37 = □ ×□□ =

∣ ∣□ =□□

□



Another Look!

Step 1 Step 2 Step 3


NameHomework & Practice 8-3Multiply Fractions and Whole Numbers

Leveled Practice In 1–16, find each product. Write each product as a mixed number.

Lorena has a 16-inch long scarf, and 23 of its length is red. How many inches long is the red section of the scarf?

Since you are multiplying 16 by a fraction less than 1,

the answer will be less than 16.

Multiply.

23 × 16 = 2 × 16

3 = 323

Rewrite as a mixed number.

323 = 102

3

Answer the question.

The red section of the scarf is 102

3 inches long.

1. 26 × 34 =□× □

□ =□□ =□□□ 2. 9 × 7

10 = □ × □□ =□□ = □ □

□

3. 25 × 32 = □ ×□

□ =□□ =□□□ 4. 1

8 × 400 = □ × ∣ ∣□ =

∣ ∣□ =□

5. 15 × 45 6. 3

11 × 66 7. 45 × 38 8. 3

10 × 12

9. 55 × 25 10. 5

6 × 40 11. 79 × 54 12. 600 × 5

12

13. 23 × 21 14. 500 × 3

5 15. 72 × 58 16. 2

9 × 35



Buddy


Name

*For another example, see Set D on page 514.

1. MP.2 Reasoning Is the product of 36 × 5

4 equal to the product of 34 × 56?

Explain how you know. 3. 2

3 × 12 4. 5

9 of 19

5. 710 × 3

4 6. 13 × 1

4

7. 56 of 37 8. 3

5 × 1112

9. 410 × 2

5 10. 34 × 2

9

2. MP.3 Construct Arguments Why is adding 39 and 69 different from multiplying the two fractions? Explain.

In 11–30, find each product.

11. 910 × 1

2 12. 56 × 1

3 13. 47 of 79 14. 3

4 × 45

15. 23 × 7

8 16. 56 of 11

12 17. 13 of 34 18. 6

7 × 38

19. 25 of 5

12 20. 23 × 4

5 21. 12 × 1

2 22. 12 of 89

23. (16 + 1

6) × 34 24. (3

7 + 27) × 2

3 25. 12 × (1

3 + 13 ) 26. ( 9

10 - 310) × 1

4

27. 23 × (3

5 + 15) 28. (8

9 - 13) × 3

4 29. ( 512 + 1

6) × 56 30. 11

12 × (34 - 1

2)

In 3–10, find each product.



Another Look!

Step 1 Step 2


NameHomework & Practice 8-5Multiply Two Fractions

Leveled Practice In 1–24, find each product.

Find 34 × 23.

Multiply the numerators, and then multiply the denominators.

3 × 24 × 3 = 6

12 = 12

Check that the answer is reasonable.

Since 12 is less than 1, the answer is reasonable.

1. 78 × 2

3 = □ × 2

8 × □ = □24 = □□

3. 45 × 1

8 = □ × 1

5 × □ = □□ = □

□

5. 35 × 3

7 = □ × □□ × □ = □

□

2. 34 × 5

9 = □ × 5

4 × □ = 15

□ = □□

4. 47 × 1

2 = □ × □□ × □ = □

□ = □□

6. 49 × 2

3 = □ × □□ × □ = □

□

7. 1112 × 2

5 8. 23 × 4

5 9. 16 × 2

3 10. 34 of 12

11. 67 × 1

5 12. 23 × 5

9 13. 13 of 3

10 14. 45 of 56

15. 37 × 2

7 16. 12 of 23 17. 4

5 × 23 18. 3

10 × 310

19. (12 + 1

3) × 89 20. (2

3 - 16) × 11

12 21. (35 + 1

4) × 23

22. 78 × (1

3 + 13) 23. (11

12 - 56) × 3

4 24. 13 × ( 9

10 - 35)

You can multiply the numerators and denominators to find

the product.


Kellie Brewer

Kellie Brewer

Kellie Brewer

Name

Read the selection. Then answer the questions that follow.

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Fresh Reads Unit 6 Week 5 A 179

Atalanta’s Big Race

In Greek mythology, there are many stories about the heroine Atalanta, who was

said to have sailed with the Argonauts and to have participated in the hunt of a great

Calydonian boar. However, the most famous story about Atalanta has to do with

romance and a running race.

Raised by bears and hunters, Atalanta became extremely swift and adept at hunting

and other skills usually ascribed to boys. She could, in fact, outrun and outwrestle

the boys in her land, and because she was not interested in getting married, Atalanta

challenged her many suitors to running races. Knowing she could beat any man, she

declared that she would marry anyone who could beat her in a foot race. Although many

suitors tried to win her hand this way, Atalanta ran faster than all of them, until a man

named Hippomenes came along.

Knowing he could not outrun Atalanta, Hippomenes sought the help of the goddess

of love, Aphrodite. Aphrodite agreed to help the young man, giving him three beautiful

golden apples to use during the race. When the day of the contest arrived, Hippomenes

was ready, and when, as expected, Atalanta surged ahead of him, he threw the first

golden apple in her path.

Distracted by its beauty, Atalanta paused to pick up the apple, and Hippomenes ran

ahead of her. However, Atalanta soon caught up with him, so Hippomenes threw the

second golden apple a little to the side. As she ran off the path, Hippomenes passed her

a second time.

As they neared the finish line, Atalanta caught up and surpassed Hippomenes and

was about to win the race, when the young suitor threw the final golden apple across her

path and into the grass. She could not resist its loveliness, so while she was chasing the

apple, Hippomenes won the race and her hand in marriage. Although Atalanta’s carefree

days were over, the couple was said to have been quite happy, often running together in

the forest.

Sweet Music

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180 Fresh Reads Unit 6 Week 5 A

1 Which of the following occurred first in the story?

A Atalanta paused to pick up an apple from her path.

B Atalanta ran off the path to chase a golden apple.

C Hippomenes threw a golden apple into the grass.

D Hippomenes went to the goddess Aphrodite for help.

2 Which of the following occurred at the same time Atalanta was chasing the third golden apple?

F Hippomenes passed Atalanta a second time.

G Atalanta decided to take another path to the finish line.

H Hippomenes won the race and the right to marry Atalanta.

J Aphrodite gave Hippomenes another apple.

3 Which of the following occurred after Hippomenes threw the first golden apple?

A Atalanta picked it up.

B Atalanta ate the golden apple.

C Atalanta won the race and the right to marry Hippomenes.

D Atalanta stepped on the golden apple.

4 Why did Aphrodite give Hippomenes the golden apples?

5 What event occurred after Hippomenes won the race?

Questions 1–3, 5: Literature 1. Quote accurately from a text when explaining what the text says and when drawing inferences from the text. Question 4: Literature 2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Common Core State Standards

Name


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Fresh Reads Unit 6 Week 5 OL 177

Vladimir the Goldfish

There once was a guy named Chris who had a beloved pet goldfish named Vladimir.

Chris had gotten Vladimir at the local pet store, when Vlad, as Chris called him, was just

a tiny fish, and now Vlad was growing rapidly. Chris was a conscientious pet owner, and

he would thoroughly clean Vladimir’s tank every day using a special vacuum and feed

Vlad twice a day.

Vladimir loved to eat, and his favorite food was lettuce, although he would also

consume the fish food Chris sprinkled in the water. Although Chris stuck to a regular

feeding schedule, giving Vlad only the suggested amount of food, Vlad seemed to get

bigger and bigger and bigger. After a few weeks, Chris noticed that Vlad was almost as

big as the two-foot by two-foot tank, so Chris went out and bought a larger tank for Vlad

to live in.

Although the new tank was five feet long and three feet wide, Vlad soon expanded

in this new home as well, growing to be about four feet long in no time. At this point,

Chris became quite worried, since he realized he would have to build another tank to

accommodate Vlad, who was still eating just lettuce and a few sprinkles of fish food a

day.

Chris and his friend Amy built a special tank for Vlad, and the tank was about half

the size of Chris’s apartment. Amy set up the seaweed plants and rocks in the tank by

climbing into it using a ladder, and after she was done, she and Chris filled the tank with

fresh water. Then they transferred Vlad to his new home, where Vlad splashed happily

about making puddles on the apartment floor. Luckily, however, for Chris, Vlad stopped

growing once he was in the new tank, and Chris was able to concentrate on other

matters.

Sweet Music


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178 Fresh Reads Unit 6 Week 5 OL

1 Which of the following occurred first in the story?

A Chris realized he would have to buy a new tank.

B Amy climbed into the tank to arrange the seaweed and rocks.

C Chris visited the local pet store.

D Vladimir splashed some puddles on the floor.

2 Which of the following occurred right before Chris decided to build a new tank?

F Chris asked Amy to help him with a project.

G Vladimir grew to be about four feet long.

H Amy and Chris filled a tank with fresh water.

J Vladimir stopped getting bigger.

3 When did Vlad move into the tank Chris and Amy built?

A right after Amy and Chris poured water into the tank

B right after Amy placed the seaweed plants and rocks in the tank

C right after Vlad stopped growing

D right after Vlad ate lettuce and sprinkles of fish food

4 Which of the following words best describes Amy?

F tired

G helpful

H talkative

J serious

5 Name two events that occurred after Chris and Amy transfer Vlad to his third tank.

Questions 1–3, 5: Literature 1. Quote accurately from a text when explaining what the text says and when drawing inferences from the text. Question 4: Literature 2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


Name


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Fresh Reads Unit 6 Week 5 SI 175

Cordelia’s Discovery

Cordelia’s mother had asked her to clean up her very messy room. Cordelia didn’t

mind cleaning; she just preferred to do other things, like read poems or collect rocks.

However, she knew her mother was right about her room being a mess, so she made a

plan to get it in order.

First, she picked up all the clothes that were lying about the room and put them

in the laundry basket. Next, she took all the books and put them back on the shelves.

Finally, she decided to put away the toys that were scattered about, and as she was

reaching for a rubber lizard, she noticed something shiny next to it.

“My mica!” she said. It was a rock she thought she had lost. Cordelia’s prize

possession was her rock collection, and the mica had been missing a long time. Looking

around her cleared room, Cordelia saw the perfect place for her rock collection, a small

table, and began arranging all the rocks on it.

Sweet Music


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176 Fresh Reads Unit 6 Week 5 SI

1 Which of the following events occured last?

A Cordelia’s mother asked her to clean her room.

B Cordelia put away all the toys in her room.

C Cordelia put her books back on the shelves.

D Cordelia picked up her clothes and put them in a basket.

2 What clue word helps you know the second thing in Cordelia’s plan to clean up her room?

F then

G finally

H however

J next

3 Which of the following events occurred before Cordelia found her piece of mica?

A She arranged her rock collection on a small table.

B She showed her mother her recently cleaned room.

C She reached for a rubber lizard.

D She saw the perfect place to put her rocks.

4 Why is Cordelia so happy to find the piece of mica?

Questions 1–3: Literature 1. Quote accurately from a text when explaining what the text says and when drawing inferences from the text. Question 4: Literature 2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


Science & Social Studies

Additional Resources

Science

****DO WITH PARENT PERMISSION****

https://billnye.com

- Go to the learn tab and click on home demos

- Choose a science lab or two that you have all the

supplies at home for.

Social Studies:

https://ixl.com

- Under the social studies tab in 5th grade do B 1-3

https://billnye.com/

https://ixl.com/

Week of May 4th – 8th Answer Key

ReadWorks

A Kid in a Candy Store- 1.C 2.B 3.A 4.D 5.C 6.A 7.A 8. At minimum, students should respond that Mr.

Orson gives Tommy a piece of sour candy to try. They may include other details, such as the fact that

Mr. Orson made the candy himself. 9. Students may paraphrase or quote directly from the passage: “I

could just tell. Desperate for a new toy, are you?” 10. Answers may vary, as long as they are supported

by the passage. Students may infer from the fact that Tommy has never seen or heard about kids buying

something at Orson’s Confectionaries that Orson assumes young people who enter the story are

interested in working there. The presence of the “HELP WANTED” sign in the window supports this

conclusion. Students may also argue that Mr. Orson guessed Tommy’s purpose after his stammering

upon being asked about sweets.

Marathon Kids- 1.B 2.D 3.B 4.A 5. Answers will vary but may include that they students will be

getting healthier through eating right and exercise. This will also make them feel better about

themselves.

Fresh Reads

Atalanta’s Big Race- 1.D 2.H 3.A 4. Aphrodite gave Hippomenes the golden apples so that he could win

the race and marry Atalanta.Atalanta and Hippomenes were married.

Vladimir the Goldfish- 1.C 2.G 3.A 4.G 5. Vlad stopped growing, and Vlad splashed some puddles on

the floor.

Cordelia’s Discovery- 1.B 2.J 3.C 4. Cordelia was happy to find the mica that had been missing from her

prized rock collection for so long. She thought it was lost forever.

Week 5 Answer Key

Page 379

1. Tryone’s – 4/12; Sally’s -3/12 2. 24 3. 6 4. 30; 12/30, 5/30 5. 15; 5/15, 12/15 6. 8; 5/8, 6/8

7. 40; 12/40, 45/40 8. 14; 6/14, 7/14 9. 60; 25/60, 36/60 10. 9; 7/9, 6/9 11. 40; 15/40, 18/40

Page 381

1. Multiplies of 3: 3, 6, 9. 12, 18; 6/18; Multiples of 9: 9. 18, 27: 8/18; Common Denominator

18; 1x6/3x6 = 6/18; 4x2/9x2 = 8/18 2. 20; 15/20, 8/20 3. 21; 12/21, 14/21 4. 22; 11/22, 14/22

5. 60; 25/60, 36/60 6. 16; 10/16, 11/16 7. 35; 30/35, 7/35 8. 45; 27/45, 20/45 9. 42; 35/42, 16/42

Page 397

2. No, 9/10 estimates to 1 and 4/8 to ½; 1 – ½ = ½ 3. 7/30 4. 3/16 5. 9/24 or 3/8 6. 7/8

7. 34/50 or 17/25 8. 1/12 9. 92/100 or 23/25 10. 25/36 11. 12/15 or 4/5 12. 13/16 13. 13/20

14. 9/14 15. 5/16 16. 5/24 17. 3/12 or ¼ 18. 17/18 19. 11/24 20. 2/6 or 1/3 21. 2/14 or 1/7

22. 14/30 or 7/15

Page 399

1. 31/36 2. 4/9 3. 8/15 4. 14/15 5. 2/8 or ¼ 6. 5/12 7. 11/20 8. 3/10 9. 5/8 10. 8/21 11. 19/30

12. 13/72

Page 433

3. 2 4/9 4. 10 11/12 5. 3 1/10 6. 15 11/15 7. 4 11/12 8. 9 14/15 9. 2 2/15 10. 5 1/6 11. 2 19/20

12. 7 18/25 13. 7 1/9 14. 2 ¼ 15. 11/24 16. 1 17. 5 ½ 18. 5 1/3 19. 4 ½ 20. 11 1/28

Page 435

1. 4 ¾ 2. 2 ½ 3. 8 4. 2 8/18 or 2 4/9 5. 3 15/20 or 3 ¾ 6. 4 7. 4 2/40 or 4 1/20 8. 3 2/7

9. 3 2/8 or 3 ¼

Page 471

2. 2/3 x 7/1 = 14/3 or 4 2/3 hours 3. (3x4)/8 = 12/8 or 1 4/8 or 1 ½ 4. (8x5)/6 = 40/6 or 6 4/6 or

6 2/3 5. (5x4)/7 = 20/7 or 2 6/7 6. (3x14)/4 = 42/4 or 10 2/4 or 10 ½ 7. (600x2)/3 = 1200/3 or

400 8. (5x37)/9 = 185/9 or 20 5/9 9. 400 10. 3 1/3 11. 12 ¾ 12. 22 ½ 13. 280 14. 16 1/3 15. 858

16. 200

Page 473

1. (26x3)/4 = 78/4 or 19 2/4 or 19 ½ 2. (9x7)/10 = 63/10 or 6 3/10 3. (2x32)/5 = 64/5 or 12 4/5

4. (1x400)/8 = 400/8 or 50 5. 12 6. 18 7. 16 7/8 8. 3 3/5 9. 22 10. 33 1/3 11. 42 12. 250 13. 14

14. 300 15. 45 16. 7 7/9

Page 483

1. 3/6 x 5/4 = 15/24 and ¾ x 5/6 = 15/24 so they are equal 2. Adding fractions, you must have

the same denominator and add the numerators. Multiplying, you multiply both the numerator as

well as the denominator. 3. 1/3 4. 5/81 5. 21/40 6. 1/12 7. 5/14 8. 11/20 9. 4/25 10. 1/6 11. 9/20

12. 5/18 13. 4/9 14. 3/5 15. 7/12 16. 55/72 17. ¼ 18. 9/28 19. 1/6 20. 8/15 21. ¼ 22. 4/9 23. ¼

24. 10/21 25. 1/3 26. 3/20 27. 8/15 28. 5/12 29. 35/72 30. 11/48

Page 485: Please use the top of this page to help with page 483

artesia public schools fifth grade packet · topic 7-11. this will be in your assignments in...

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