TAFT CITY SCHOOL DISTRICT 4th Grade Packet #3

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TAFT CITY SCHOOL DISTRICT

4th Grade Packet #3

Dear Parents,

This packet includes student assignments involving all curriculum areas. You can assist your child by providing them with a quiet time every day to complete their assignments. Daily independent reading is included and is just as important as completing the pages in this packet.

NOTE: The physical education activities may be replaced with other vigorous exercises. The important thing is to make sure your child is participating in daily activities that promote good health.

Dear Students,

These activities were chosen so that you can continue learning while you are away from school. We look forward to seeing you back at school soon. ____________________________________________________________ Queridos padres,

Este paquete incluye tareas que involucran todas las areas del plan de estudios. Puede ayudar a su hijo proporcionandole un momento de tranquilidad todos los dfas para completar sus tareas diarias. Lectura independiente esta incluida y es tan importante como completar las paginas de este paquete.

NOTA: Las actividades de educacion fisica pueden reemplazarse con otro ejercicio riguroso. Lo importante es asegurarse de que su hijo participe en las actividades diarias que promueven la buena salud.

Queridos estudiantes,

Estas actividades fueron elegidas para que puedas continuar aprendiendo mientras estas fuera de la escuela. Esperamos verte pronto en la escuela.

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Week 1: Activity Tracker

Semana 1: Marcador de Actividad Date/Fecha: ________________

Student Name: ____________________________

Nombre del Estudiante

School/Escuela: _____________ Grade/Grado: ______

❏ Reading/Lectura

❏ Writing/Escritura

❏ Math/Matemáticas

❏ Movement/PE / Movimiento/Educación Física

❏ Art Project/Proyecto de Arte

❏ I read for ____ minutes. / Leí por ___ minutos.

(K- 2º: 15 minutos; 3º-5º: 20 minutos; 6º -8º: 30 minutos)

❏ Reading/Lectura

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Student Name: ____________________________

❏ Reading/Lectura

Student Signature: ______________________________ Date/Fecha: ___________________ Firma del Estudiante

Parent Signature: _______________________________ Date/Fecha: ___________________ Firma del Padre

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Student Name: ____________________________

❏ Reading/Lectura

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BCSD DLP.1 Grade 4

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Day 1 Reading

Read for 20 Minutes. Use a book of your own or an article from the end of this packet.

The Oregon Trail pp. 22–23

Read aloud the first four paragraphs of the selection together

• Ask your child to look for clues that help explain the word’s meaning. Then take turns using the adjective in the sentence.

Day 1 Writing

Day 1 Math

*Complete the following math pages:

-Cut fraction strips for use throughout the unit -Explaining Fraction Equivalence with Pictures

-Independent Practice -Math Fluency

Writing Prompt: Create a diary entry of your own about your life.

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BCSD DLP.1 Grade 4

Día 1 Lectura

Leer por 20 minutos. Use un libro propio o un artículo del final de este paquete. The Oregon Trail pp. 22–23

Lea en voz alta los primeros cuatro párrafos de la selección juntos

• Pídale a su hijo que busque pistas que ayuden a explicar el significado de la palabra. Luego, turne usando el adjetivo en la oración.

Día 1 Escritura

Día 1 Matemáticas

* Complete las siguientes páginas de matemáticas:

-Corta tiras de fracciones para usar en toda la unidad

-Explicando de la equivalencia de fracciones con imágenes -Práctica independiente

-Fluencia de matemática

Mensaje de escritura: Crea una entrada en tu diario sobre tu vida.

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Day 1 Math

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Day 1 Math Task

E

xplaining Fraction Equivalence with Pictures

a.

The rectangle below has length 1. What fraction does the shaded

part represent?

b.

The rectangle below has the same length as the rectangle above.

What fraction does the shaded part represent?

c.

Use the pictures to explain why the two fractions represented

above are equivalent.

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BCSD DLP.1 Grade 4

Day 1 Math Fluency

Draw a picture.

Solve and show work.

Use any strategy.

Find two more

Equivalent fractions.

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Day 2

Reading

The Oregon Trail pp. 23-26

Ask your child to read paragraph 5 through page 26 aloud. Stop and talk about the quotes from Narcissa Whitman.

aloud.

• Together, locate words the author uses to introduce what Whitman says. (described, writes, recounts)

Day 2

Writing

Day 2

Math

-Fractions and Rectangles -Finding Equivalent Fractions -Math Fluency

Writing Prompt: Describe what you would do if you were in a covered wagon on the Oregon Trail?

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BCSD DLP.1 Grade 4

Día 2 Lectura

Leer por 20 minutos. Use un libro propio o un artículo del final de este paquete.

Pídale a su hijo que lea el párrafo 5 a la página 26 en voz alta. Pare y hable sobre las citas de Narcissa Whitman. en voz alta.

• Juntos, ubiquen las palabras que usa el autor para presentar lo que dice Whitman. (described, writes, recounts)

Día 2 Escritura

Día 2 Matemáticas

-Fracciones y rectángulos

-Encontrar fracciones equivalentes -Fluencia de matemática

Mensaje de escritura:

Describe lo que harías si estuvieras en un vagón cubierto en el The Oregon Trail.

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Day 2

Math Task

Task: Fractions and Rectangles

a.

What fraction of the rectangle below is shaded?

b.

Laura said that ¼ of the rectangle is shaded. Do you think she is

correct? Explain why or why not by using pictures.

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BCSD DLP.1 Grade 4

Day 2

Math

Finding equivalent fractions.

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Day 2

Math Fluency

Draw a picture.

Solve and show work.

Use any strategy.

Write a story.

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Day 3 Reading

The Oregon Trail pp. 27

Have your student read aloud page 27

• Discuss whether your family would have been willing to make such a trip and why.

Day 3 Writing

Day 3 Math

-Cut out fraction cards for the benchmark game -Benchmark Game

-Independent Practice -Math Fluency

Writing Prompt: Write about how your family would handle life on the Oregon Trail?

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BCSD DLP.1 Grade 4

Día 3 Lectura

The Oregon Trail pp. 27

Haga que su estudiante lea en voz alta la página 27

• Discuta si su familia hubiera estado dispuesta a hacer ese viaje y por qué.

Día 3 Escritura

Día 3 Matemáticas

-Corte tarjetas de fracciones para el juego de referencia -Juego de referencia

-Práctica independiente -Fluencia de matemática Mensaje de escritura:

¿Escribir sobre cómo su familia manejaría la vida en el The Oregon Trail?

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BCSD DLP.1 Grade 4 This page is intentionally left blank.

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Day 3 Math Task

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Day 3 Math Task

Fraction cards for using benchmark game

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Day 3 Math Task

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Day 3 Math Task

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Day 3 Math Task

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Day 3 Math Task

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Day 3 Math

Task: Comparing Fractions Using Benchmarks Game

This activity is designed for pairs of students. It uses a set of cards

and a fraction mat which are supplied as an attached resource, after

the commentary . The goal is to place each fraction in the appropriate

category on the mat. Instructions for the activity are as follows:

a.

Students follow these steps with the fraction cards:

i.

Each student in the pair select a card.

ii.

Student 1 places his/her card within the appropriate

category on the mat and gives an explanation for the

placement.

iii.

Student 2 either agrees or disagrees with the placement.

iv.

If the partners disagree, they discuss until reaching a

consensus.

v.

If the partners agree, Student 2 places his/her card and

repeat steps 1 through 4 with this card.

b.

After 5 rounds, each pair record observations about what

methods they used to categorize the fractions.

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Day 3 Math

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Day 3 Math Fluency

Draw a picture.

Solve and show work.

Use any strategy.

Use a

benchmark fraction.

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Day 4 Reading

Read the last two pages of the selection together, alternating paragraphs • Together summarize the information learned.

Day 4 Writing

Day 4 Math

Writing Prompt: How would you feel if you did not have any technology? Describe how you will fill your time.

Grammar/Spelling: Homophones

-Using Benchmarks to Compare Fractions -Independent Practice

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BCSD DLP.1 Grade 4

Día 4 Lectura

Lea las dos últimas páginas de la selección juntos, alternando párrafos • Juntos resuman la información aprendida.

Día 4 Escritura

Día 4 Matemáticas

-Usando el juego de referencia compare las fracciones -Practica independiente

-Fluencia de matemática

Mensaje de escritura:

¿Cómo te sentirías si no tuvieras ninguna tecnología? Describe cómo llenarás tu tiempo.

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Day 4 Math

Task: Using Benchmarks to Compare Fractions

Melissa gives her classmates the following explanation for why .

I can compare both

Since are unit fractions and fifths are smaller than fourths, I know that

I also know that one-fourth is the same as two-eighths, so .

Therefore,

a. Explain each step in Melissa’s reasoning. Is she correct?

b. Use Melissa’s strategy to compare , this time comparing both fractions to ½.

c. Use Melissa’s strategy to compare . Explain which fraction you chose for comparison and why.

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BCSD DLP.1 Grade 4

Day 4 Math Fluency

Draw a picture.

Solve and show work.

Use any strategy.

Write a story.

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Day 5 Reading

Oregon Trail Diary pp. 30

Invite your child to read aloud the selection. • Draw an illustration to support Sally’s diary entry.

Day 5 Writing

Day 5 Math

Writing Prompt: Write a poem about the Oregon Trail.

- Writing a Mixed Number as an Equivalent Fraction - Independent Practice

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BCSD DLP.1 Grade 4

Día 5 Lectura

Oregon Trail Diary pp. 30

Invite a su hijo a leer en voz alta la selección.

• Dibuje una ilustración para apoyar la entrada del diario de Sally.

Día 5 Escritura

Día 5 Matemáticas

-Escribir un número mixto como una fracción equivalente - Práctica independiente

- Fluidez de matemática

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Day 5 Math Task

Task: Writing a Mixed Number as an Equivalent Fraction

Ben wrote a mixed number as the fraction Here is his

work:

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Day 5 Math

Independent Practice

Write a mixed number and a fraction for each of the shaded model.

Draw models to write each mixed number as a fraction.

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Day 5 Math Fluency

Draw a picture.

Solve and show work.

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Materials: Pencil, paper , colored pencils or crayons and watercolors (if available)

Instructions: This week you will be using water colors or colored pencils/ crayons to design

different flowers based off of Georgia O’keeffe.

Read about Georgia O’keeffe Flowers. When you are done reading get a piece of paper and

sketch some flowers. Use a pencil. Draw several different flowers.

Day 4 Art

Examine a flower: Go outside in your yard and find a flower. Take time to really examine The petals and the blending of the colors. Grab a piece of paper and practice sketching flowers.

Day 3 Art

Drawing the object: Take a

clean sheet of paper and sketch a large flower

Watercolor, color: It’s time to color your flower. Decide the color of your flower and start

coloring using watercolors or crayons.

Remember to use an assortment of colors and blend the colors. Flowers are not all one color all the time.

Day 5 Art

Display your artwork: Present your masterpiece to your family. Explain your steps in

Day 1 Art

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BCSD DLP.1 Grade 4

Día 1 Arte

Materiales:Lápiz, papel, lápices de colores o crayones y acuarelas (si están disponibles). Instructiones: Esta semana usarás acuarelas o lápices de colores / crayones para diseñar

diferentes flores basadas en Georgia O’keeffe.

Lea sobre Georgia O’keeffe Flowers. Cuando termines de leer, toma un pedazo de papel y

dibuja algunas flores. Usa un lápiz. Dibuja varias flores diferentes.

Día 2 Arte

Día 4 Arte

Día 3 Arte

Examina una flor: salga a su jardín y encuentre una flor. Tómese el tiempo para examinar realmente los pétalos y la combinación de los colores. Agarra un trozo de papel y practica dibujar flores..

Acuarela, color: es hora de colorear tu flor. Decide el

color de tu flor y comienza a colorear con acuarelas o crayones. Recuerde usar una variedad de colores y mezclar los colores. Las flores no son todas de un solo color todo el tiempo.

Día 5 Arte

Exhibe su obra de arte: presenta tu obra

maestra a tu familia. Explica tus pasos en tu proceso para crearlo y encuentra un lugar en la casa para exhibir.

Dibujar el objeto: toma una hoja de

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Georgia O’Keeffe (1887-1986)

era una artista

estadounidense nacida en Wisconsin. Ella es mejor conocida por sus grandes pinturas de flores, rocas, conchas, huesos de animales y paisajes. Transformó objetos pequeños y ordinarios de la naturaleza en pinturas abstractas a gran escala llenas de hermosos colores. Ella es una de las pocas mujeres artistas que ha logrado tal importancia histórica en el arte. Ella era una de 7 hijos y su madre hizo que ella y sus hermanas asistieran a clases de arte. Luego fue a la escuela de arte y se convirtió en maestra de arte de la escuela primaria. Después, se mudó a Nueva York y comenzó a exhibir su trabajo regularmente. Se casó con un famoso fotógrafo, Alfred Stieglitz, a fines de la década de 1920. O'Keeffe viajó a Nuevo México y decidió mudarse allí. Ella

comenzó a pintar huesos y paisajes. Vivió en Nuevo México

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BCSD DLP.1 Grade 4

Practice Sketching Flowers

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Day 6 Reading

Earthquakes pp. 4-5

Read aloud the first two pages of the selection together, alternating paragraphs. • Discuss the following two questions: What causes an earthquake? What are some effects of earthquakes?

Day 6 Writing

Day 6 Math

Writing Prompt: Free Write. Write about anything that is on your mind.

Grammar/Spelling: Progressive Verb Tenses

- Comparing Sums of Unit Fractions - Hands On

- Try It

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BCSD DLP.1 Grade 4

Día 6 Lectura

Leer en voz alta las dos primeras páginas de la selección juntos, alternando párrafos.

• Discuta las siguientes dos preguntas: ¿Qué causa un terremoto? ¿Cuáles son algunos de los efectos de los terremotos?

Día 6 Escritura

Día 6 Matemáticas

- Comparación de sumas de fracciones de unidad - Las manos en

- Intentalo

Mensaje de escritura: Escritura libre. Escribe sobre cualquier cosa que tengas en mente.

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Day 6 Math

Task: Comparing Sums of Unit Fractions

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Day 6 Math

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Day 6 Math

Draw a picture.

Solve and show work.

Use any strategy.

Write a story.

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Day 7 Reading

Review the information presented in the selection’s graphics and captions. Discuss what extra details about earthquakes you learned from the reading.

Day 7 Writing

Day 7 Math

Writing Prompt: Write about something you learned about Earthquakes that you didn’t know about.

Grammar/Spelling: Punctuate Dialogue

- Cynthia’s Perfect Punch - Independent Practice - Math fluency

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Día 7 Lectura

Revise la información presentada en los gráficos y subtítulos de la selección. Discuta qué detalles adicionales sobre terremotos aprendió de la lectura.

Día 7 Escritura

Día 7 Matemáticas

- Cynthia’s Perfect Punch - Práctica independiente - Fluidez de matemática

Mensaje de escritura: Escribe sobre algo que aprendiste sobre los terremotos que no sabías.

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Day 7 Math Task

Task: Cynthia's Perfect Punch

Cynthia is making her famous "Perfect Punch" for a party.

After looking through the recipe, Cynthia knows that she

needs to mix gallons of fruit juice concentrate with

gallons of sparkling water.

a.

Just as she is about to get started she realizes that she

only has one 10-gallon container to use for mixing. Will

this container be big enough to hold all the ingredients?

Explain.

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Day 7 Math

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Day 7 Math Fluency

Draw a picture.

Solve and show work.

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Day 8 Reading

The San Francisco Earthquake, 1906: An Eyewitness Account pp. 6-9

Read aloud the selection together, alternating paragraphs. Together, find the narrator’s three references to human life. Discuss why she included these statements.

Day 8 Writing

Day 8 Math

Writing Prompt: Describe a time where you had to solve a problem. Describe what happens and how you found a solution.

Grammar/Spelling: Negative Prefixes de-, un-, in-, im-,

dis-*Complete the following math pages:

- Peaches

- Independent Practice - Math fluency

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BCSD DLP.1 Grade 4

Día 8 Lectura

The San Francisco Earthquake, 1906: An Eyewitness Account pp. 6-9

Leer en voz alta la selección juntos, alternando párrafos.

Juntos, encuentren las tres referencias del narrador a la vida humana. Discuta por qué ella incluyó estas declaraciones.

Día 8 Escritura

Día 8 Matemáticas

- melocotones

- Práctica independiente - Fluidez de matemática

Mensaje de escritura: Describe un momento en el que tuviste que resolver un problema. Describe qué sucede y cómo encontraste una solución.

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Day 8 Math Task

Task: Peaches

Alfredo picked pounds of peaches from the tree in his

backyard. He gave pounds to his neighbor

Madeleine. How many pounds of peaches does Alfredo

have left?

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BCSD DLP.1 Grade 4

Day 8 Math

Independent Practice

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Day 8 Math Fluency

Draw a picture.

Solve and show work.

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The San Francisco Earthquake, 1906: An Eyewitness Account pp. 6–9

Review the events the narrator and her family and neighbors endured during the earthquake.

•Then do the activity she suggests in paragraph 9 and discuss how it makes you feel.

Day 9 Reading

Day 9 Writing

Day 9 Math

Writing Prompt: How did the activity above make you feel?

Grammar/Spelling: Negative Prefixes de-, un-, in-, im-,

dis-*Complete the following math pages:

- Plastic Building Blocks - Hands On

- Try It

- Practice It - Math fluency

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BCSD DLP.1 Grade 4

Día 9 Lectura

The San Francisco Earthquake, 1906: An Eyewitness Account pp. 6–9

Revise los eventos que sufrió la narradora y su familia y vecinos durante el terremoto.

• Luego haga la actividad que sugiere en el párrafo 9 y discuta cómo le hace sentir.

Día 9 Escritura

Día 9 Matemáticas

- Bloques de construcción de plástico - Las manos en

- Intentalo - Practícalo

Mensaje de escritura: ¿Cómo te hizo sentir la actividad anterior?

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Day 9 Math Task

Task: Plastic Building Blocks

Dennis and Cody are building a castle out of plastic building

blocks. They will need 2 ½ buckets of blocks for the castle

they have in mind. Dennis used to have two full buckets of

blocks but lost some and now has 1 ¾ buckets. Cody used to

have two full buckets of blocks too, but now has 1 ¼ buckets.

If Dennis and Cody combine their buckets of blocks, will they

have enough to build their castle?

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Day 9 Math

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Day 9 Math

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Day 9 Math Fluency

Draw a picture.

Solve and show work.

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Tsunami! pp. 10

Invite your child to read aloud the selection.

• Ask your child to compare the words destruction and destructive in meaning and part of speech.

Day 10 Writing

Day 10 Reading

Day 10 Math

Writing Prompt: Write a story about an earthquake or a Tsunami. Make sure to describe your characters and plot.

- Kenji’s Dog - Example 2

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BCSD DLP.1 Grade 4

Día 10 Lectura

Tsunami! pp. 10

Invite a su hijo a leer en voz alta la selección.

• Pídale a su hijo que compare las palabras destrucción y destructivo en el significado y parte del discurso.

Día 10 Escritura

Día 10 Matemáticas

- El perro de Kenji - Ejemplo 2

- Práctica independiente - Fluidez de matemática

Mensaje de escritura: Escribe una historia sobre un terremoto o un tsunami. Asegúrate de describir tus personajes y la trama.

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Day 10 Math Task

Task: Kenji’s Dog

Kenji’s dog ate of dog treats on Monday. His dog ate

of the treats on Tuesday. What fraction more of the box of the

treats did his dog eat on Monday than on Tuesday?

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Day 10 Math

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Day 10 Math Fluency

Draw a picture.

Solve and show work.

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Materials: Pencil, paper, colored pencils or crayons and watercolors (if available) Instructions: This week you will be using water colors or colored pencils/ crayons to design a portrait of yourself.

Read about Frida Kahlo.

Day 9 Art

Drawing the portrait: Start sketching a portrait of yourself. You may also choose to include an animal.

Day 8 Art

Continue drawing the portrait: Continue your sketch, adding additional details and background.

Color the portrait: Using colored pencils, crayons, or watercolors, add color to your portrait and background.

Day 10 Art

Reflect: Using the 3-2-1 document,

Day 6 Art

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BCSD DLP.1 Grade 4 Materiales: Lápiz, papel, lápices de colores o crayones y acuarelas (si están disponibles).

Instrucciones: Esta semana usarás acuarelas o lápices de colores / crayones para diseñar un retrato de ti mismo.

Lee sobre Frida Kahlo.

Día 9 Arte

Dibujar el retrato: comienza dibujando un

retrato de ti mismo. También puedes optar por incluir un animal.

Día 8 Arte

Continúa dibujando el retrato: continúa con tu retrato , agregando detalles adicionales y fondo,

Colorea el retrato: con lápices de colores, crayones o acuarelas, agrega color a tu retrato y fondo.

Día 10 Arte

Reflexiona: Usando el documento

3-2-1, reflexiona sobre los últimos diez días de obras de arte.

Día 6 Arte

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Frida Kahlo biography for Kids

Frida Kahlo de Rivera was a Mexican artist best known for her self-portraits. Her paintings are strongly influenced by Mexican folk culture, and use lots of bright colors and dramatic symbolism.

Frida’s Childhood

Frida Kahlo grew up in a house called La Casa Azul with her parents and six sisters. That house is now the Frida Kahlo museum. As a child, Frida Loved to draw. At age 6, she caught a disease called polio which damaged her right leg.

Why did Kahlo become a painter?

Initially studying medicine, Kahlo changed her career path following a serious bus accident. As part of her recovery, Kahlo underwent thirty-five operations but she kept painting. Her mother had a special easel made for her so she could paint in bed, and her father lenth her his box of oil paints and some brushes.

What did she paint?

Frida often painted portraits of herself. She wanted to show people about her suffering, her inability to have children, and also the people in her life. She created one hundred and forty three paintings, and of these, fifty-five are self-portraits.

“I paint my own reality. The only I know is that I paint because I need to, and I paint whatever passes through my head without any other consideration.” -Frida Kahlo

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BCSD DLP.1 Grade 4

Frida’s Painting Style

Frida was proud of her Mexican heritage. She was inspired by traditional Mexican art which is wonderfully colorful, bright, patterned, symbolic art. It is full of feathers, flowers, dancing, music, and texture. She often featured animals in her self-portraits, such as monkeys, parrots, a hairless dog, and a deer. The ‘Self Portrait with a Money’(1938) shows Frida standing in front of trees and leaves wearing a traditional Mexican blouse and necklace, along with an elaborate hairstyle that also reflects her heritage.

Frida’s Influence and Legacy

Frida’s work has inspired artists to reveal their emotions, inner-turmoil,

fantasies, and view-points, no matter how extreme. She is also viewed as the people’s painter because she endured a great struggle and she fought

through it. Frida was a strong woman who overcame her predicament and did what she was best at, despite severe pain and hardship. Today, people visit her home in Mexico to see where her great art was created and to appreciate what a single person can accomplish against all the odds.

Lottie Visits Frida’s House!

In March 2017, Lottie founder Ian Harkin visited frida’s home in Mexico and accompanied by Lottie, took these rather awesome photos!

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Day 11 Reading

Day 11 Writing

Day 11 Math

- Doubling Numerators and Denominators - Check my Progress

- Math fluency

Writing Prompt: Write a letter to a classmate and describe what you know about volcanoes.

Grammar/Spelling: Interrogative Pronouns and Relative Pronouns

Volcanoes pp. 12–14

•Read aloud the first three pages of the selection together, alternating paragraphs.

•Discuss what you learn about Mount Vesuvius from the map, photos, and diagrams.

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BCSD DLP.1 Grade 4

Día 11 Lectura

• Lea en voz alta las primeras tres páginas de la selección juntos, alternando párrafos.

• Discuta lo que aprendió sobre el Monte Vesuvius en el mapa, las fotos y los diagramas.

Día 11 Escritura

Día 11 Matemáticas

Complete las siguientes páginas de matemáticas:

- Duplicar numeradores y denominadores - Verifica mi progreso

- Fluidez matemática

Mensaje de escritura: Escriba una carta a un compañero de clase y describa lo que sabe sobre los volcanes.

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Day 11 Math Task

Doubling Numerators and Denominators

a. How does the value of a fraction change if you double its numerator? Explain your answer.

b. How does the value of a fraction change if you double its denominator? Explain your answer.

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BCSD DLP.1 Grade 4

Day 11 Math

Check my Progress

1. Circle the pair of like fractions.

Explain how you knew which pair of fractions to circle.

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

Write each fraction as a sum of unit fractions. Then write an equation to decompose the fraction into a different way.

2.

⅘

3.

⅜

Find each sum.

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Day 11 Math Fluency

Draw a picture.

Solve and show work.

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Day 12 Reading

•Read aloud the next two pages of the selection together, alternating paragraphs.

•Write the words extinct, dormant, and active on slips of paper.

•Hold up one of the words and ask your child to use it in a sentence about a volcano.

Day 12 Writing

Day 12 Math

- Comparing two different pizzas - Problem Solving

Writing Prompt: Create a story using some of the vocabulary words above.

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BCSD DLP.1 Grade 4

Día 12 Lectura

Leer por 20 minutos. Use un libro propio o un artículo del final de este paquete

Volcanes pp. 15–16

•Lea en voz alta las dos páginas siguientes de la selección juntas, alternando párrafos.

•Escribir las palabras extinct, dormant, y active en trozos de papel.

•Levante una de las palabras y pídale a su hijo que la use en una oración sobre un volcán.

Día 12 Escritura

Día 12 Matemáticas

- Comparando dos pizzas diferentes - Resolución de problemas

- Practica independiente - Fluidez matemática

Mensaje de escritura: Crea una historia usando algunas de las palabras de vocabulario anteriores.

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Day 12 Math Task

Comparing two different pizzas

Jessica and some friends have ordered two pizzas. One is a medium sized pizza while the other is a large.

Jessica eats two slices of the medium sized pizza. Has Jessica eaten of the two pizzas? Explain your reasoning, and draw a picture to illustrate your

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BCSD DLP.1 Grade 4

Day 12 Math

Problem Solving:

Example: Vincent decided to give away all of his marble collection. He gave some of the marbles to Sam. He gave of the marbles to Jenny, and he gave of the marbles to Molly. What fraction of the marbles did Vincent give to Sam?

Solution: The whole marble collection represents one whole or . After giving ⅛ + ⅛ to Jenny and ⅛ + ⅛ + ⅛ to Molly, we are left with ⅜ .

1. Noah spent some of his allowance on Monday. He spent ⅙ of his allowance on Tuesday and of it on Friday. Noah has none of his allowance money left. What fraction of his allowance did he spend on Monday?

2. Madison made a fruit salad. She used 3 ¼ cups of strawberries and 2 ¼ cups of blueberries. How many cups of berries did Madison use altogether?

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Day 12 Math

Independent Practice: Find each sum:

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BCSD DLP.1 Grade 4

Day 12 Math Fluency

Draw a picture.

Solve and show work.

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Day 13 Reading

•Read the section called “Famous Eruptions” together, alternating paragraphs. •Together, find an informational book or web site to learn more about the volcano that most interests your child.

Day 13 Writing

Day 13 Math

- Making 22 seventeenths in different ways - Subtracting MIxed Numbers

- Math fluency

Writing Prompt: Write a diary entry about you being in a place where a volcano has erupted.

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BCSD DLP.1 Grade 4

Día 13 Lectura

•Lea la sección llamada “Famous Eruptions” juntos, alternando paragrafos.

•Juntos, busquen un libro informativo o un sitio web para aprender más sobre el volcán que más le interesa a su hijo.

Día 13 Escritura

Día 13 Matemáticas

- Haciendo 22 décimo séptimos de diferentes maneras - Restando números mixtos

- Fluidez matemática

Mensaje de escritura: Escriba una entrada en el diario sobre usted en un lugar donde un volcán ha entrado en erupción.

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Day 13 Math Task

Making 22 Seventeenths in Different Ways

Which of the following sums are equal to ?

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BCSD DLP.1 Grade 4

Day 13 Math

You can use equivalent fractions to subtract mixed numbers.

Example: Olivia had 4 ¾ boxes of games. She gave 1 ¼ of the boxes to her brother. How many boxes of games does she have left?

We need to find 4 ¾ - 1 ¼ . There are two ways to get this.

One way: 4 - 1 = 3 and ¾ - ¼ = → so the answer is 3 .

Another way:

Find each difference.

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Day 13 Math Fluency

Draw a picture.

Solve and show work.

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Day 14 Reading

Volcanoes p. 19

•Ask your child to read aloud the last page of the selection.

•Point out the word devastating in paragraph 15, and ask your child to find clues that support the word’s meaning.

•Then take turns using the adjective in sentences.

Day 14 Writing

Day 14 Math

- Running Miles

Writing Prompt: Write a letter to a classmate that you miss telling them what you have been doing at home.

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BCSD DLP.1 Grade 4

Día 14 Lectura

Volcanoes p. 19

•Pídale a su hijo que lea en voz alta la última página de la selección.

•Señale la palabra devastating en el párrafo 15 y pídale a su hijo que encuentre pistas que respalden el significado de la palabra.

•Luego, se turnan para usar el adjetivo en las oraciones.

Día 14 Escritura

Día 14 Matemáticas

- Corriendo Millas

- Practica independiente - Fluidez matemática

Mensaje de escritura: Escribe una carta a un compañero de clase que echas de menos diciéndole lo que has estado haciendo en casa.