fifth grade - usd259...fifth grade week of: march 30th wichita public schools 5th, 6th, 7th and 8th...

FIFTH GRADE

Week of:

MARCH 30TH WICHITA PUBLIC SCHOOLS

5th, 6th, 7th and 8th Grades

Your child should spend up to 90 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as:

Write questions and interview a friend or

family member.

Plan a dream vacation. Where would you

go and what would you do there?

Learn to play a new card game.

Read a book outside in the sunshine.

Make a healthy snack or meal and share with

your family.

Learn and/or create some new dance moves

from YouTube or TikTok.

Explore the website code.org

Reach out to one of your teachers to say

hello.

*All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision.

For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage or contact

their child’s IEP manager. Contact the IEP manager by emailing them directly or by contacting the school. The Specialized Instruction and Supports webpage can be accessed by clicking HERE or

by navigating in a web browser to https://www.usd259.org/Page/17540

WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE

316-973-4000 MARCH 30 – MAY 21, 2020

MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY

For Multilingual Education Services (MES) support,

please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese).

The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities.

Dear Parent/Guardian,

Wichita Public Schools is committed to the safety of our students. The following information has

been complied should there be a need for students to access resources from home. Please use the

information below as a guide to accessing our online curricular resources.

Step 1 — access https://portal.usd259.net

Step 2 — enter login information

Step 3 — Choose the Dreambox or Lexia icon

Kindergarten - 5th Grade

Family Information for Remote Learning

If you are using an iPad, please see the additional page for iPad use and directions. Sincerely, Wichita Public Schools

Your child’s password is his/

her birthdate— two digits for

the month, two digits for the

day. (i.e. January 25 would be

0125)

Your child’s login is his/her six

digit student ID. If your child

does not have this memorized,

you can get it from your child’s

teacher or ParentVUE.

Choose the desired icon to access content!

Lexia Core 5 is an online

reading program. All

you need is access to the

internet.

DreamBox Learning is an

online math program. All

you need is access to the

internet.

Lexia Core5 Reading iPad Family Letter https://portal.usd259.net

For INITIAL SET UP & UPDATING:

1. On your iPad, tap the App Store icon to open the App Store.

2. Type "Lexia Core5 Reading" into the Search field, then tap the Search icon or Done. The store will display the Lexia Core5 Reading app icon.

3. If this is the first time you have downloaded the app, tap Get (app is free). If you are updating the app, tap Update. The app will download or update.

4. To use on an Android* tablet, download the free Lexia Core5 Reading app from the App Store or the Google Play store.

*Android support is limited to these devices: Samsung Galaxy Tab S2, Google Pixel C, and Google Nexus 7” (2012 and 2013) and

10”. The app will not work on other devices, including Kindle.

For your CHILD TO ACCESS LEXIA CORE5 READING, follow these directions:

Whether at school or at home, all students must access Lexia Core5 Reading through our portal. Follow these directions:

2. Your child will login with his/her six digit

student ID number.

If your child does not have his/her student ID memorized, you can get it from his/her teacher or ParentVUE.

3. Your child then enters his/her password which his/her birthdate—two digits for the month, two digits for the day.

For example: January 25 would be 0125.

5. This will redirect you to the Lexia Core5 app. This screen will appear and there will be a 5-10 second delay to which it will automatically log the student into Lexia. They can begin working.

Please see the other side for more important information.

4. The portal page now displays picture icons for your child. Choose Lexia Core5.

1. Open a browser and enter:

https://portal.usd259.net

To SET UP AUTOMATIC UPDATES, follow these directions: 1. Select Settings on the iPad's home screen.

2. Select iTunes & App Store from the list on the left.

3. Tap the switch for Updates to enable automatic updates for all of your apps. The switch will be colored green when automatic updates is active.

Lexia® Core5® Reading, is a fun computer-based program that has helped millions of students. The activities in Core5 support and build on our classroom curriculum and focus on developing reading skills in six areas: phonological awareness, phonics, structural analysis, fluency, vocabulary, and comprehension.

It is important that your child works without any help while using Core5. All of the work your child does at home is recorded and reported to school. This way, teachers can see when help is needed and provide additional instruction at school.

Tips for home usage:

Your child begins Core5 at a starting point that fits his or her needs and works in online activities throughout the week.

Online activities include direct instruction and feedback as your child learns new skills.

Progress and performance in the program is reported so teachers can provide help when needed.

Paper-and-pencil activities are also used for practice and may be done in school or brought home.

Achievement certificates may be sent home to celebrate success and to show progress in the program.

DreamBox Learning iPad Family Letter https://portal.usd259.net

For REMOVING EXISTING APP, follow these directions:

DreamBox Learning no longer uses two apps to run the full K-8 program. If you haven't yet, please remove the BLUE DreamBox app.

1. From the iPad home screen, tap and hold the blue DreamBox Math icon until it begins to shake and a small X appears in the top-left corner of the app.

2. Tap the X to delete the app.

For INITIAL SET UP & UPDATING, follow these directions:

1. On your iPad, tap the App Store icon to open the App Store.

2. Type "dreambox math" into the Search field, then tap the Search icon or Done. The store will display the DreamBox Math app icon.

3. If this is the first time you have downloaded the app, tap Get (app is free). If you are updating the app, tap Update. The app will download or update.

For your CHILD TO ACCESS DREAMBOX LEARNING, follow these directions:

Whether at school or at home, all students must access DreamBox Learning through our portal. Follow these directions:

2. Your child will login with his/her six digit

student ID number.

If your child does not have his/her student ID memorized, you can get it from his/her teacher or ParentVUE.

3. Your child then enters his/her password which is his/her birthdate—two digits for the month, two digits for the day.

For example: January 25 would be 0125.

5. You will then be redirected to the app. Choose the app and enjoy the lessons!

Please see the other side for more important information.

4. The portal page now displays picture icons for your child. Choose DreamBox Learning.

1. Open a browser and enter:

https://portal.usd259.net

To SET UP AUTOMATIC UPDATES, follow these directions:

DreamBox Learning is always striving to make your child’s math experiences even better through new app updates. For added convenience, DreamBox Learning recommends you set up automatic updates for our DreamBox Math app.

1. Select Settings on the iPad's home screen.

2. Select iTunes & App Store from the list on the left.

3. Tap the switch for Updates to enable automatic updates for all of your apps. The switch will be colored green when automatic updates is active.

Wichita Public Schools has purchased DreamBox Learning, an online, Intelligent Adaptive Learning ™ program that helps all students achieve more efficient math proficiency. Your child can access DreamBox Learning from any computer, 24 hours a day, 7 days a week by accessing ***At home usage, you must use the https:// portion of the web address - https://portal.usd259.net

Tips for home usage:

For best results, allow for at least 15 to 20 minute sessions.

Encourage completion of every lesson that is started. Mistakes are OK. Your child should not shy away from incorrect answers as the program will find the right lesson to build understanding in mathematics.

Your child should use the tools on the screen. Please do not provide your child with paper/pencil or a calculator. The program is specifically designed to develop thinking and mental math skills.

We know it can be difficult, but please resist the urge to help with answers so your child doesn’t move ahead faster than he or she is ready. DreamBox will adjust and support your child with additional directions, tips, direct instruction and change the lesson for them, if needed.

If you have any questions, please contact DreamBox Client Care by calling them at 877-451-7845 (weekdays 5 a.m. to 5 p.m., Pacific Time), or email [email protected] or your child’s teacher.

3/23/2020 Journeys 2017: Close Readers SE, Grade 5

https://www-k6.thinkcentral.com/content/hsp/reading/journeys2017/na/gr5/close_readers_9780544867352_/index.html 1/4

Background Cowboy poet N. Howard Thorp (1867–1940), better known as “Jack Thorp,” was well acquainted with the cowboys and other residents of the Southwest. For over twenty years he collected their poems and songs. In 1908 he published them in a book called Songs of the Cowboys. Whenever possible, he acknowledged the authors, but often they were unknown.

Setting a Purpose Read the texts to see, hear, and feel what the cowboys of long ago experienced and appreciated.

Rhyme on the Range

Poetry

1 Read As you read, collect and cite text evidence.

• Underline words and phrases in the poem that describe sounds.

• Circle words and phrases that create a visual image in the reader’s mind.

Cowboy poetry flourished in the 1800s when ranches and farms dominated the American West. These poems, which were sometimes sung, cover subjects like the sprawling landscape, hostile weather, and the loneliness of cowboy life.

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Copyright © 2017 by Houghton Mifflin Harcourt Publishing Company



The Cowboy’s Life Poet unknown, from Songs of the Cowboys

The bawl of a steer To a cowboy’s ear Is music of sweetest strain; And the yelping notes Of the gray coyotes To him are a glad refrain.

bawl:

For a kingly crown In the noisy town His saddle he wouldn’t change; No life so free As the life we see Way out on the Yaso range. range:

The winds may blow And the thunder growl Or the breeze may safely moan; A cowboy’s life Is a royal life, His saddle his kingly throne.

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2 Reread Reread “The Cowboy’s Life.” What kind of sensory details does the poet focus on more—sights or sounds? Cite text details to support your answer.

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• Underline details that describe what the speaker sees and experiences on the range.

• Circle what the speaker does not experience on the range.

Home on the Range by Brewster Higley

Oh, give me a home where the Buffalo roam Where the Deer and the Antelope play;

Where never is heard a discouraging word,

And the sky is not clouded all day.

discouraging:

Home, home on the Range Where the Deer and the Antelope play,

Where never is heard a discouraging word,

And the sky is not clouded all day.

I love the wild flowers in this bright land of ours, I love the wild curlew’s shrill scream;

The bluffs and white rocks, and antelope flocks curlew:

That graze on the mountains so green.

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4 Reread Reread “Home on the Range.” Consider the images in the poem, especially those the poet chose to repeat. What mood, or feeling, do these create? Use details from the poem to explain your response.

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• Underline words and phrases that appeal to the reader’s senses.

• Circle what the cowboy often thinks about at night.

The Cowboy’s Meditation Poet unknown, from Songs of the Cowboys

At midnight, when the cattle are sleeping, On my saddle I pillow my head, And up at the heavens lie peeping From out of my cold grassy bed;— Often and often I wondered, At night when lying alone, If every bright star up yonder Is a big peopled world like our own.

yonder: 5

6 Reread and Discuss Reread lines 1–4. Based on text details, what time of day is it? What is the speaker experiencing? What might he also be hearing?

SHORT RESPONSE Cite Text Evidence Based on these poems, what might you conclude about how

cowboys lived and why they liked it? Cite text evidence to support your response.

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PHOTOGRAPHY CREDITS: Cover © Fabrice Coffrini/epa/CORBIS. Title page © Michael Ochs Archives/CORBIS. 2 © Fabrice Coffrini/epa/CORBIS. 4 © Bettmann/CORBIS. 5 © Walter Sanders/Time & Life Pictures/Getty Images. 8 © Michael Ochs Archives/CORBIS. 10 (l) © Hulton Archive/Getty Images. (r) © Agence France Presse/Getty Images. 11 © Paulo Whitaker/Reuters/CORBIS. 12 © Chris Graythen/Getty Images. 14 © Michael Ochs Archives/Getty Images. 18 © Steve Crise/CORBIS.

Copyright © by Houghton Mifflin Harcourt Publishing Company

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage and retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Requests for permission to make copies of any part of the work should be addressed to Houghton Mifflin Harcourt School Publishers, Attn: Permissions, 6277 Sea Harbor Drive, Orlando, Florida 32887-6777.

Printed in China

ISBN-13: 978-0-547-01772-3ISBN-10: 0-547-01772-3

1 2 3 4 5 6 7 8 0940 18 17 16 15 14 13 12 11

If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

B. B. KingB. B. King

by Eryn Kline Rosenbaum

2

B. B. King began singing when he was four years old. When he was eighty-one, he received a Presidential Medal of Freedom for his long career as a great musician. B. B. King sang the blues, and he sang them well.

What are the blues? Feeling sad is sometimes called feeling blue. In the early history of the United States, most African Americans lived in slavery. They developed a style of singing and playing that helped them express their deepest emotions. They called it “the blues,” and they made it into a distinctively American, soulful style of music. During his long and brilliant career, B. B. King brought this music to people all over the world. He became a legend: The King of the Blues.

B. B. King is one of the greatest blues musicians in the world.

3

Growing Up in MississippiThe man who became B. B. King was born Riley B.

King, near Indianola, Mississippi, in 1925. Young Riley had a hard childhood. When he was about four, his parents separated. Riley lived mostly with his grandmother on large cotton farms called plantations. He worked the fields with the adults, plowing, planting, and picking cotton. He had two favorite activities. The first was going to school, when he could get away from working. The second was listening to music and singing in church.

When Riley was nine, his mother died. A few years later, his grandmother died, too. Riley stayed in the little house that he and his grandmother had shared. He made his own living, as if he were an adult.

When Riley’s father learned that his son was living alone, he brought Riley to live with him. Riley came to love his father’s family, but he was homesick. He returned to Kilmichael, where he had lived with his grandmother, after just a few months. Later, he moved closer to Indianola.

5_017723_LR4_3OL_BBKing.indd 35_017723_LR4_3OL_BBKing.indd 3 10/29/07 5:39:21 PM10/29/07 5:39:21 PM

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Making MusicSince the time he was a small boy, Riley had been

fascinated by music. He loved listening to people sing-ing—“shouting” the blues, as they called it —while they worked in the fields. He loved visiting his Aunt Mima, who owned a phonograph player and about fifty records. He also loved the gospel music of his church.

After church on Sundays, the pastor of his church, Reverend Archie Fair, sometimes ate dinner with Riley and his relatives. Reverend Fair would bring his guitar and leave it on a bed in another room during dinner.

In the early part of the 1900s, many African American people worked as sharecroppers. Sharecroppers worked on land that belonged to a farmer in exchange for a place to live and a portion of the crops.


5

When the reverend wasn’t looking, Riley would pick up the guitar and try to play it. One day, the reverend caught him. Reverend Fair immediately recognized Riley’s passion for music and taught him three simple chords, or groups of notes. These chords formed the basis of many of the songs that B. B. King would later write.

Like a Kid in a Candy StoreRiley bought his first guitar when he was about

fifteen. He practiced as much as he could when he wasn’t working, and played for dimes on the street corners of Indianola. He joined a small group called “The Famous St. John Gospel Singers,” but they weren’t famous at all. Riley tried to talk them into moving to Memphis, Tennessee, where there were more opportunities for musicians.

Beale Street in Memphis, Tennessee, in the 1950s


6

In the 1940s, Memphis was one place where they might have a shot at fame. But the other members of the group didn’t want to leave Indianola.

Riley got married and settled down to a life of farm-ing. He learned to drive a tractor, which brought him better pay and made his work easier, but he still dreamed of moving to Memphis and making his living by playing the music he loved.

One day, Riley accidentally crashed his boss’s tractor. He was too ashamed and afraid to face his boss, so he decided to leave town. He didn’t even wait to collect pay for a whole week of work. With only $2.50 in his pocket, he hitchhiked to Memphis. Later, he said that the first time he heard the musicians playing up and down Beale Street, he felt “like a kid in a candy store.”

Beale StreetBeale Street was the main street in Memphis where all

the African American blues and jazz musicians gathered to play. It was a paradise for a young musician like Riley. He stayed for a while in Memphis, soaking up as much music as he could. He learned a lot from watching and playing with other musicians.


7

Still, he didn’t become famous. After a few uneventful months, he decided that playing on Beale Street wasn’t the formula for success he had hoped it would be. He also missed his wife and felt guilty about leaving her—and about the damaged tractor. He returned to Indianola.

Riley paid the farmer back for the tractor repairs and returned to working on the plantation. He couldn’t forget his dream of becoming a famous blues singer, though. He and his wife moved to Memphis the next year, ready to try again. This time, he would have better luck. His great talent would soon be recognized.

On the AirAt that time, most radio stations didn’t play much

African American music. One station, WDIA, decided to attract more listeners by playing blues and jazz. Riley B. King got a job at that station, singing and advertising a medicine called “Pepticon.” He also got a job playing at a restaurant. People who heard him playing on the radio went to see him play live at the restaurant. He drew large audiences, and his musical career truly began to take off.

8

From Beale Street Blues Boy to B. B.

The people at the WDIA radio station wanted to give Riley B. King a new, catchier name. They called him Beale Street Blues Boy, because he got his start on Beale Street. That was a mouthful. After a while, they shortened it to Blues Boy King, but even that was too long. He became Bee Bee King and, finally, B. B. King. That name stuck.

B. B. had a great radio voice. Although he had a slight stutter, when he spoke on the radio, the stutter was hardly noticeable. He would slow down and speak simply and directly to his listeners. People liked his manner. They would write to him, asking him to play their favorite songs, and he became a popular disc jockey at the station.


9

Rising Fame By 1950, B. B. King had his own radio show. He

played a wide variety of music, but he never played record-ings of his own music. He felt that playing his own music on his show would be like bragging.

One of B. B.’s favorite songs was “Three O’Clock Blues,” by Lowell Fulson. B. B. King was one of the few disc jockeys playing it at that time. He played it over and over again. Fulson was moved by how much B. B. admired

the song, so he agreed to let B. B. record a new version. “Three O’Clock Blues” made B. B. King a

national star. For five weeks in 1952, B. B. King’s recording of the song was the best-selling

blues record in the country. Suddenly, every-one wanted to hear B. B. King play. He started touring, traveling all around the country to play concerts.

B. B. King, 1948


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B. B. King’s growing career required a lot of work. He kept recording new hits and touring. As he became more successful, he hired other musicians to back him up and tour with him. He even bought a bus so that he and his band could travel more easily. He worked hard, playing concerts night after night in different towns. Out of the 366 days in the year 1956, there were only 24 nights when he didn’t play!

Jazz and Blues in the 1940s and 1950sB. B. King’s music came from a rich blues and jazz background. Here are a few of the great artists whom B. B. King admired:

Blind Lemon JeffersonBenny GoodmanLeadbellyLonnie Johnson

Charlie ChristianT-Bone WalkerDjango ReinhardtMuddy Waters

Benny Goodman

Django Reinhardt

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You Don’t Have to Be Sad to Sing the Blues

When you listen to B. B. King playing and singing the blues, you can hear the depths of his emotions. In concerts, you can see his face wrinkle up and his eyes squeeze shut. Sometimes he wails the song at the top of his voice. Sometimes he moans the notes. But even when he is sing-ing the most heartbreaking songs, you can hear a joyful love of music in his voice. He is totally passionate about playing the blues.

B. B. King has said that his wife used to call him “Ol’ Lemon Face” because of the way his face wrinkles up when he plays.


12

LucilleWhen B. B. plays, he switches back and forth between

singing and making his guitar sing. He thinks of his guitar as a woman with a beautiful voice. The guitar even has a name—Lucille. Lucille got her name one night when B. B. King ran out of a burning building. Suddenly, he realized that his guitar was still in the building. He ran back inside and grabbed his guitar, barely making it out alive. Later, he discovered that the fire had started when two men knocked over a kerosene heater. They had had a conflict about a woman named Lucille. After that, B. B. named all of his guitars Lucille so he would remember to take good care of them.

B. B. King often poses for photographs with Lucille.


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More than once, B. B. had a guitar stolen from him. One time when this happened, he didn’t have money for a new one. He needed a guitar to play his concerts. Although he knew it was wrong, he sneaked into a church and borrowed the pastor’s guitar. After the concert, on his way back to the church to return the guitar, he was involved in a car accident. Amazingly, the guitar and everyone in the car escaped unharmed. B. B. returned the guitar and left some money inside it.

Reaching EveryoneIn the 1960s, B. B. King’s music was played in

African American households throughout the country. Still, it bothered B. B. that his audience was mostly limited to African Americans. He wanted his music to reach everyone.

What B. B. King didn’t realize at first was that there were already a lot of musicians, not only African Americans, who had been deeply influenced by his songs. Among these fans were British groups such as the Rolling Stones.

14

These musicians were B. B. King’s key to reaching a wider audience. One of them, Paul Butterfield, started a successful blues band. When people asked the band’s lead guitarist, Mike Bloomfield, how he learned to play the blues, he replied, “by copying B. B.’s licks.” When they asked, “B. B. who?” Bloomfield would say, “The real mon-ster… B. B. King.” This made the band’s audiences want to find out more about this B. B. King, and when they did, they liked what they heard.

The destruction of the wall between blues singers and the wider musical audience came during this time of change. On February 26, 1967, B. B. King played at the Fillmore Auditorium in San Francisco to a crowd made up of all kinds of people. When he came on stage, they gave him a standing ovation that brought tears to his eyes. Then, in 1969, B. B. recorded a song that made him a national celebrity. It was called “The Thrill Is Gone.”

In 1969, B. B. King plays with rock ‘n’ roll musicians in New York City’s Central Park.

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A Likable GuyPeople like B. B. King not only because of his music,

but also because of his personality. In his autobiography, he wrote, “If I’m working with you and I sense you’re feeling a little insecure, I try to make you feel great.”

From the time he was young, he has had mature insights into people’s emotional responses. Before his mother died, she told him to always be kind to people, and that people would love him if he showed them love. B. B. has always lived by these words. If someone was mean to him, his “revenge was to change a bad feeling into a good one.” One person said about him that “if we had pictures instead of words in the dictionary, under the word ‘gracious’ would have to be B. B. King.”

Little Kids Rock When B. B. King was a child, music meant everything to him. To help other children add music to their lives, B. B. became a member of a program called Little Kids Rock. Little Kids Rock gives instruments and music instruction to schools without their own music programs.

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Controlling DiabetesLater in his life, B. B. King learned that he had diabetes. With this disease, your body has difficulty handling the sugar from the foods you eat. Your blood sugar levels don’t stay stable, and this can cause serious health problems. Fortunately, diabetes can be controlled. B. B. did many things to manage his diabetes, such as watching his diet, leading a healthier lifestyle, and testing his blood sugar regularly.

Testing blood sugar usually involves pricking a finger to get a small blood sample. B. B. was afraid that if he pricked his fingers, he wouldn’t be able to play his guitar as well. So he found a type of blood sugar test that he could use on his arm instead of on his fingers.


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Honoring B. B. KingB. B. King is widely celebrated as the King of the

Blues. There are many publications about him. Fans yearn to own autographed “Lucille edition” copies of his guitar. Here are just a few of the awards he has earned:

★ B. B. King was one of the first musicians inducted into the Rock and Roll Hall of Fame.

★ B. B. King has won more than a dozen Grammy Awards, including a special Grammy Lifetime Achievement Award.

★ In 2006, President George W. Bush awarded B. B. King the Presidential Medal of Freedom, the highest award given by the American government to a civilian.

Mississippi’s OwnMississippi is proud to be B. B. King’s home state. Every year, Indianola holds a B. B. King Homecoming Festival. Indianola also has a museum dedicated to him, and several streets in the state are named after him and his guitar.

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Long-Lasting Musical InfluenceTo most musicians, the sound of B. B. King’s guitar is

instantly recognizable. He has a style all his own. B. B. is also a role model when it comes to being a great performer. There are dozens of famous musicians who credit B. B. King with inspiring and influencing their careers.

After a concert, Elvis Presley was heard telling B. B. King, “Thanks, man, for the early lessons you gave me.”

Eric Clapton has said about B. B. King, “I think he taps into something that is universal.” He has also said that he doesn’t think there is a better blues guitarist in the world than B. B. King.

Bonnie Raitt says about B. B. King’s singing and playing, “I can’t separate his soul as a guitar player from his soul as a singer, because they both got me at the same time.…”

When John Lennon of the Beatles was once asked what he’d like to be able to do, he said, “play guitar like B. B. King.”


Fact Opinion

? B. B. had a great radio voice.

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RespondingTARGET SKILL Fact and Opinion Think about

the facts and opinions the author gives about

B. B. King. Then copy the chart below. Add

complete facts and more opinions from the

biography to complete the chart.

Write About It

Text to Self B. B. King loves to play and sing the

blues. Think of an activity you enjoy. Write a few

paragraphs that tell a story showing how much you

enjoy the activity.

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TARGET SKILL Fact and Opinion Decide whether an

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TARGET STRATEGY Analyze/Evaluate Think carefully

about the text and form an opinion about it.

GENRE Biography tells about events in a person’s life,

written by another person.

TARGET VOCABULARY


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: R

ecog

nize

that

in a

mult

i-di

git n

umbe

r, a

digi

t in

one

place

repr

esen

ts 1

0 ti

mes

as m

uch

as it

re

pres

ents

in th

e pla

ce to

its r

ight a

nd 1

/10

of w

hat i

t rep

rese

nts i

n th

e pla

ce to

its l

eft.

Mat

eria

ls: g

ame

boar

d, g

ame

piece

(any

smal

l item

) per

per

son,

gam

e ca

rds (

cut o

ut fi

rst),

1 d

ie (I

f you

don

’t ha

ve d

ice, c

ut u

p pie

ces o

f scr

ap p

aper

and

writ

e th

e di

gits 1—

6 on

them

.

Reu

se th

em o

ver a

nd o

ver a

s you

pla

y.)

Obj

ect o

f the

gam

e: b

e th

e fir

st pla

yer t

o re

ach

the

finish

line

Dire

ction

s:

1.

Mak

e su

re th

e ca

rds a

re fa

cing

up (q

uesti

on si

de u

p).

If th

ere

is a

mon

ster o

n th

e ca

rd, t

hat

is th

e fr

ont s

ide

or q

uesti

on si

de o

f the

car

d.

2.

Dra

w a

card

. R

ead

it al

oud

to y

our p

artn

er.

Ans

wer i

t. If

you

nee

d sc

rap

pape

r to

solve

it,

feel

free

to g

et so

me.

You

r par

tner

can

che

ck y

our a

nswe

r (se

e ba

cksid

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car

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For

card

s tha

t req

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ral e

xpla

natio

n, h

ave

your

par

tner

com

pare

you

r res

pons

e to

the

back

of t

he c

ard.

(If

your

ans

wer i

s app

ropr

iate

, but

doe

sn’t

mat

ch e

xact

ly, th

at is

oka

y. It

co

unts!

) 3

. If

you

answ

er th

e qu

estio

n co

rrec

tly, r

oll th

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e an

d m

ove

that

num

ber o

f spa

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If y

ou d

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t ans

wer i

t cor

rect

ly, st

ay w

here

you

are

.

4.

Two

peop

le ca

n sh

are

the

sam

e sp

ot o

n th

e bo

ard.

5

. Yo

u m

ay h

ave

to sh

uffle

and

reus

e th

e qu

estio

n/m

onste

r car

ds.

Alaska has a land area of about 1,700,000 sq. km. Florida has a

land area about that size. What is the land area of Florida?

Canada has a population that is about as large as the United States.

If Canada’s population is about 32 million, about how many people

live in the U.S.?

Point to and name the place value columns. Sara spends one-tenth of her allowance

on snacks. If she spends $2.50 on snacks, how much is her allowance?

A toy chair is one-tenth the size of a full sized chair. If the full sized chair is 92 cm high, what is the height of the

toy chair?

What number is ten times the value of 0.45?

What number is one-tenth the value of 0.45?

This is the front of

the card. If you draw

me, flip me over!

This is the front of the card.

If you draw me,

flip me over!

This is the front of the

card. If you draw me,

flip me over!

This is the front of the

card. If you draw me,

flip me over!

This means that the U.S. has a larger population. Its population is 10 times

as large. The U.S. has 32,000,000 x 10 = 320,000,000 people.

Alaska: 1,700,000 sq. km

Florida: one-tenth that size so

divide by 10

Florida’s land area: 170,000 sq. km

Sara’s allowance is $25.00.

Ten times the value of 0.45 = 4.5

One-tenth the value of 0.45 = 0.045 The toy chair is 9.2 cm high.

Move forward 1 space. Move back 1 space.

Move forward 1 space. Move back 1 space.

193,400

30.454

4,540

1,934,000

19,340,000

1 thousand ÷ 1 ten = .4 x 10 =

2.56 x 10 =

2.56 x 100 =

732 ÷ 10 = 732 ÷ 100 =

732 ÷ 1,000 =

Explain whether or not this is correct. Explain whether or not this is correct.

Explain whether or not this is correct.

1 hundred thousand ÷ 10 =

1 ten thousand ÷ 1 ten =

72.81

Explain how these three problems are related and how the factors impact the products.

.4 x 10 = 4 1 thousand ÷ 1 ten =

1 hundred

This is incorrect because it shows 7.281 x 10 and not 7.281 x 100. When you multiply by 100, you have to bundle twice (two place value

columns) so it should be 728. 1.

This is correct because it is 10 times larger, so it had to be bundled for the next unit.

If you just look at the ones and the tenths, 4 .5 x 10 is 40 wholes and .5 x 10 is 50 tenths

which is the same as 5 wholes. Together the wholes are 45.

This is correct. Two whole = 20 tenths, 20 divided by 10 is 2, so 20 tenths divided

by 10 is 2 tenths, moving the 2 from the ones to the tenths place.

1 hundred thousand ÷ 10 = 1 ten thousand

1 ten thousand ÷ 1 ten =

1 thousand

2.56 x 10 = 25.6 2.56 x 100 = 256

732 ÷ 10 = 73.2 732 ÷ 100 = 7.32

732 ÷ 1,000 = .732

540,000

5,400

. 87

87

The second factor (5, 50 & 500) is ten times greater in each problem. That means each product will also be ten times greater for each problem.

Lesson 1: Reason concretely and pictorially using place value understanding to relate adjacent base ten units from millions to thousandths. 25

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

1. 12 × 10 = 23. 34 × 10 =

2. 14 × 10 = 24. 134 × 10 =

3. 15 × 10 = 25. 234 × 10 =

4. 17 × 10 = 26. 334 × 10 =

5. 81 × 10 = 27. 834 × 10 =

6. 10 × 81 = 28. 10 × 834 =

7. 21 × 10 = 29. 45 × 10 =

8. 22 × 10 = 30. 145 × 10 =

9. 23 × 10 = 31. 245 × 10 =

10. 29 × 10 = 32. 345 × 10 =

11. 92 × 10 = 33. 945 × 10 =

12. 10 × 92 = 34. 56 × 10 =

13. 18 × 10 = 35. 456 × 10 =

14. 19 × 10 = 36. 556 × 10 =

15. 20 × 10 = 37. 950 × 10 =

16. 30 × 10 = 38. 10 × 950 =

17. 40 × 10 = 39. 16 × 10 =

18. 80 × 10 = 40. 10 × 60 =

19. 10 × 80 = 41. 493 × 10 =

20. 10 × 5= 42. 10 × 84 =

21. 10 × 50= 43. 96 × 10 =

22. 10 × 500 = 44. 10 × 580 =

© 2015 Great Minds. eureka-math.orgG5-M1-TE-1.3.0-06.2015

Goals: Multiplying by 10

This sheet is NOT meant to be filled out with a pencil. It is meant to be practiced with a partner at home. One person will be the teacher (the other side of this sheet), while the other will be the student (this side of the sheet). The paper is to be held up between the two partners. The goal is to have the student provide an answers orally. The student should read the problem aloud: "Twelve multiplied by ten equals one hundred twenty." If the student makes an error, the teacher is to stop him/her and have him/her try again (coaching him/her if needed). About every 4 - 5 problems, it is the job of the teacher to stop and ask the student what strategy he/she used or could use to solve the problem(s) or how a group of problems relate to each other. See the other side for ideas on how to do this.

Keep this sheet and use it over and over. To mix things up every once and awhile, allow your child to be the teacher and you be the student. Thanks for supporting this learning!

http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US



26

This is the teacher side of the sheet.

120

140

170

150

810

810

220

210

340

1,340

230

290

920

920

180

190

200

300

50

400

800

800

5,000

500

2,340

2,450

3,340

8,340

8,340

450

1,450

3,450

560

9,450

4,560

5,560

9,500

9,500

160

600

4,930

5,800

840

960

1. 12 × 10 =

2. 14 × 10 =

3. 15 × 10 =

4. 17 × 10 =

5. 81 × 10 =

6. 10 × 81 =

7. 21 × 10 =

8. 22 × 10 =

9. 23 × 10 =

10. 29 × 10 =

11. 92 × 10 =

12. 10 × 92 =

13. 18 × 10 =

14. 19 × 10 =

15. 20 × 10 =

16. 30 × 10 =

17. 40 × 10 =

18. 80 × 10 =

19. 10 × 80 =

20. 10 × 5=

21. 10 × 50=

22. 10 × 500 =

23. 34 × 10 =

24. 134 × 10 =

25. 234 × 10 =

26. 334 × 10 =

27. 834 × 10 =

28. 10 × 834 =

29. 45 × 10 =

30. 145 × 10 =

31. 245 × 10 =

32. 345 × 10 =

33. 945 × 10 =

34. 56 × 10 =

35. 456 × 10 =

36. 556 × 10 =

37. 950 × 10 =

38. 10 × 950 =

39. 16 × 10 =

40. 10 × 60 =

41. 493 × 10 =

42. 10 × 84 =

43. 96 × 10 =

44. 10 × 580 =

As the teacher, it is your role to ask your child how some of the problems related to each other.

In the case of this particular sheet, all the problems are being multiplied by ten, so a student might be tempted to only say that or say, "You just add a zero on to the end of the other number to get your answer." Students are expected to have a deeper understanding than those responses. :) Therefore, a conversation could sound like this: #s 20, 21 and 22: T: Explain to me how each of these answers relate to one another. S: "The second factor (5, 50 and 500) is ten times greater in each problem. That means the product (answer) also has to be ten times greater in each problem." T: That makes sense - great strategy or explanation - okay go on to number 23."

Here are some other possible problem combinations you could ask and possible explanations you might hear from your child:

T: #s 5 and 6; 18 and 19; 37 and 38: S: It has to be the same product (answer), because you can change the factors (numbers being multiplied) around and it doesn't change the product (answer). (This is the Commutative Property).

T: #s 1, 2, 3 and 4: S: All of them are being multiplied by ten. The difference between the other factors is 2 (12 to 14), 1 (14 to 15), and 2 (15 to 17). That means the products (answers) have to increase in a similar way, but in multiples of ten: 20 (120 to 140), 10 (140 to 150) and 20 (150 to 170).

If your child makes an error, that is okay! W

e grow mathem

atically when we process through our mistakes. Give your child another chance and coach him

/her if needed. Once he/she arrives at the correct answer and/or explanation, back up three problem

s then start again. This will force your son/daughter to go over the one he/she just m

issed once more. Thanks for supporting your child! ;o)






Lesson 1 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM 5 1

1. Use the place value chart and arrows to show how the value of the each digit changes. The first one hasbeen done for you.

a. 3.452 × 10 = 34.52

3 4 5 2

3 4 5 2

b. 3.452 × 100 = _________

c. 3.452 × 1,000 = ________

d. Explain how and why the value of the 5 changed in (a), (b), and (c).








2. Use the place value chart and arrows to show how the value of each digit changes. The first one has beendone for you.

a. 345 ÷ 10 = 34.5

3 4 5

3 4 5

b. 345 ÷ 100 = ____________

c. 345 ÷ 1,000 = _____________

d. Explain how and why the value of the 4 changed in the quotients in (a), (b), and (c).








3. A manufacturer made 7,234 boxes of coffee stirrers. Each box contains 1,000 stirrers. How many stirrersdid they make? Explain your thinking by drawing a model with labels (can be a place value chart), andwriting an equation with a box for the unknown.

4. A student used his place value chart to show a number. After the teacher instructed him to multiply hisnumber by 10, the chart showed 3,200.4. Draw a picture of what the place value chart looked like at first.

Explain how you decided what to draw on your place value chart. Be sure to include your reasoning about how the value of each digit was affected by the multiplication. Use words, pictures, or numbers.

5. A microscope has a setting that magnifies an object so that it appears 100 times as large when viewedthrough the eyepiece. If a tiny insect is 0.095 cm long, how long will the insect appear in centimetersthrough the microscope? Explain how you know.







Lesson 1 Exit Ticket NYS COMMON CORE MATHEMATICS CURRICULUM 5 1

6. Use the place value chart and arrows to show how the value of each digit changes.

a. 6.671 × 100 = ____________

b. 684 ÷ 1,000 = ____________


7. Use words, numbers, and your place value chart knowledge to explain why each digit in 8.88 has adifferent value. Be sure to use “ten times as large” and“one-tenth as large” in your explanation.




fifth grade - usd259...fifth grade week of: march 30th wichita public schools 5th, 6th, 7th and 8th...

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