DOCSLIB.ORG

Grade 5 Instructional Packet 2

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Grade 5 Instructional Packet 2 Grade 5 Instructional Packet 2 Dear Parents & Guardians, We hope this instructional packet finds you and your family healthy! In this packet, you will find grade level materials to complete over the next two weeks. The packet covers concepts in ELA, Math, Science, Social Studies, PE, Art, and Music. To keep your child engaged in learning, we hope that you take advantage of this resource. We encourage your child to do their very best and acknowledge their progress by signing the “Student Evidence of Involvement Statement” at the bottom of this page. Overview of assignments (check off as completed) - Week 3 Assignments ✔ Week 4 Assignments ✔ Reading Log Reading Log ELA- Read “Black Blizzard” + Comprehension ELA- Read “The Amazing History of Dogs” + Questions Comprehension Questions Grammar- Conjunction, Preposition, Grammar- Perfect Verbs Interjections (3 worksheets ) Writing- Facebook prompt Writing- Animal writing prompt Math - Subtracting Decimals 2-7 Math - Dividing a Decimal by a Decimal 7-6 Math - Making Line Plots 14-3 Math - Order of Operations 8-2 Math - Measurement Data 14-4 Math - Evaluating Expressions 8-4 SS- “American Revolution” SS- “Conceived of Compromises: Creating Article and quiz the U.S. Constitution” Article and quiz SS- “Colonization and Revolutionary War: SS- “Our System of Checks and Balances” Introduction to the Revolutionary War” Article Article and quiz and quiz Completed Three Items from the Science Completed Three Items from the Science Choice Board Choice Board When your child has completed and signed the assignment sheet, please use your phone to take a picture and then email it to your child’s teacher or have your child sign into their Google Classroom account to respond to the post entitled ”Weekly Evidence of Involvement”. --------------------------------------------------------------------------------------------------------------------------- Student Evidence of Involvement Statement I have completed this Grade 5 instructional packet. ___________________________________ (Student Signature) DISTANCE LEARNING READING LOG During the week, students are encouraged to read a minimum of 20 minutes per day. The book can be any book of interest; however, we do prefer that students are picking books at their reading level. Students should fill out the chart throughout the week to show their reading goals. Date Book Title Minutes Read Did you meet your reading goal? YES ALMOST NO What is something that you are doing well as a reader? What is something that you could do to improve as a reader? Would you recommend this book (s) to a friend? Why or Why not? Week 1 Answer Keys ANSWER KEY> What Do Fish Have to Do with Anything? 1. PART A: Which of the following describes a theme of the short story? A 2. PART B: Which detail from the text best supports the answer to Part A? B 3. PART A: Which of the following describes the main difference in how Willie and his mother treat the beggar? A 4. PART B: Which TWO quotes from the text best support the answer to Part A? D, F 5. What does the description of the man as “some spat-out piece of chewing gum on the pavement” from paragraph 6 suggest about the man? A 6. “My name isn’t Willie. It’s William” (Paragraph 239). What does the quoted sentence contribute to the overall structure of the story? C 7. How does the information about the fish in the cave becoming blind contribute to the development of the short story’s theme? Answers will vary; students should discuss how the information about the blind fish acts as a metaphor for the characters in the story who ignore the man begging for money. For instance, Willie first brings up the fish to his mother after he questions her further about why he can’t look at the man. Willie tells his mother “Fish who live in caves have no eyes” (Paragraph 112). Willie’s mother not only refuses to physically look at the man begging, but also refuses to acknowledge his suffering. It is through her refusal to see the man, in all sense of the word, that she becomes blind to his suffering. While she can acknowledge that the man is unhappy, she has no interest in finding out why he is unhappy or alleviating his unhappiness. The darkness that Willie’s mother lives in is the darkness of her own ignorance and indifference. Additionally, students should discuss how the man immediately believes Willie when he tells the man “‘In school my teacher said there are fish who live in caves and the caves are so dark the fish don’t have eyes’” (Paragraph 152). The man tells Willie that he believes him because “You got eyes. You see. You ain’t no fish” (Paragraph 161). This section emphasizes Willie’s ability to see another person for who they truly are, including their suffering. He has not been blinded by the dark or indifference. Finally, students can discuss the conclusion of the story when Willie tells his mother “‘No, you can’t [see]. You’re a fish. You live in a cave,” in response to his mother’s claims that the man was bothering people (Paragraph 236). This shows that Willie’s mother is unable to truly see or feel for people who are suffering. Name Reteaching 3-8 Multiplying Greater Numbers Find 128 ϫ 23. Estimate: 100 ϫ 20 ϭ 2,000 Step 1 Step 2 Step 3 Multiply by the Multiply by the Add the ones. Regroup tens. Regroup products. as needed. as needed. 2 1 128 128 128 ϫ 23 ϫ 3 ϫ 20 1 384 384 2,560 ϩ 2,560 2,944 Because the answer is close to the estimate, the answer is reasonable. Find the product. Estimate to check if your answer is reasonable. Problem Multiply by the Ones Multiply by the Tens Add the Products 7 1 1 1. 282 282 282 2,538 ϫ 19 ϫ 9 ϫ 10 ؉ 2,820 2,538 2,538 2,820 5,358 ϩ2,820 5,358 2. 538 ϫ 46 24,748 3. Is 2,750 a reasonable answer for 917 ϫ 33? Explain. No; if you round 917 to 900 and 33 to ,the product is 900 ؋ 30 or 27,000 ,30 so 2,750 is not reasonable. R 3•8 Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 5 Name Practice 3-8 Multiplying Greater Numbers Find each product. Estimate to check that your answer is reasonable. 1. 556 2. 234 3. 395 4. 483 ϫ 34 ϫ 75 ϫ 76 ϫ 57 18,904 17,550 30,020 27,531 5. 628 6. 154 7. 643 8. 536 ϫ 33 ϫ 35 ϫ 49 ϫ 94 20,724 5,390 31,507 50,384 9. In a class of 24 students, 13 students sold over 150 raffle tickets each, and the rest of the class sold about 60 raffle tickets each. The class goal was to sell 2,000 tickets. Did they reach their goal? Explain. 1,950 ؍ Sample answer: Yes; 13 ؋ 150 and the rest of the class sold more than 50, so they went over their goal of 2,000. 10. Player A’s longest home run distance is 484 ft. If Player A hits 45 home runs at his longest distance, what would the total distance be? 21,780 feet 11. Player B’s longest home run distance is 500 ft. There are 5,280 ft in 1 mi. How many home runs would Player B need to hit at his longest distance for the total to be greater than 1 mi? 11 home runs 12. Which equation shows how you can find the number of minutes in one year? A 60 ϫ 24 ϫ 365 B 60 ϫ 60 ϫ 24 C 60 ϫ 365 D 60 ϫ 60 ϫ 365 13. Write a real-world problem where you would have to multiply 120 and 75. Check students’ work. P 3•8 Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 5 Name Reteaching 12-5 Volume Volume is a measure of the space inside a solid figure. It is measured in cubic units. A cubic unit is the volume of a cube that has edges that are each 1 unit. How to find the volume of a rectangular prism Counting unit cubes: Using a formula: You know the length ℓ, the width w, and the height h. Calculate the volume, V, using the formula 3 cm V = ℓ × w × h. 4 cm 2 cm (Xb ] Count the cubes in each layer: 8 cubes. l )Xb Multiply by the number of layers. 'Xb 8 cubes × 3 = 24 cubes V = 4 cm × 2 cm × 3 cm The volume of each cube is 1 cm3. V = 24 cm3 The volume of the prism is 24 cm3. Find the volume of each rectangular prism using a formula. 1. 'b &b )b 8 m3 2. '%[i &'[i '([i 5,520 ft3 R 12•5 Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 5 Name Practice 12-5 Volume Find the volume of each rectangular prism. 3 1. base area 56 in2, height 6 in. 336 in 3 2. base area 32 cm2, height 12 cm 384 cm 3 3. base area 42 m2, height 8 m 336 m 4. 5 yd 5. 8 cm 10 cm 2 cm 5 yd 5 yd 3 3 125 yd 160 cm 6. What is the volume of the cereal box? 7. What is the volume of this solid? 3 312 in A 3.2 m3 C 320 m3 3 3 (^c# B 32 m D 3,200 m &(^c# &%b )b -^c# -b 8.
Load more

Recommended publications
  • A Case Study of Samuel Adams and Thomas Hutchinson
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Supervised Undergraduate Student Research Chancellor’s Honors Program Projects and Creative Work Spring 5-2007 Reputation in Revolutionary America: A Case Study of Samuel Adams and Thomas Hutchinson Elizabeth Claire Anderson University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_chanhonoproj Recommended Citation Anderson, Elizabeth Claire, "Reputation in Revolutionary America: A Case Study of Samuel Adams and Thomas Hutchinson" (2007). Chancellor’s Honors Program Projects. https://trace.tennessee.edu/utk_chanhonoproj/1040 This is brought to you for free and open access by the Supervised Undergraduate Student Research and Creative Work at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Chancellor’s Honors Program Projects by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. Elizabeth Claire Anderson Bachelor of Arts 9lepu.tation in ~ Unwtica: a ~e studq- oj Samuel a.dartt;., and g fuun.a:, !JtulcIiUu,on 9JetIi~on !lWWuj ~ g~i6, Sp~ 2007 In July 1774, having left British America after serving terms as Lieutenant- Governor and Governor of Massachusetts, Thomas Hutchinson met with King George III. During the conversation they discussed the treatment Hutchinson received in America: K. In such abuse, Mf H., as you met with, I suppose there must have been personal malevolence as well as party rage? H. It has been my good fortune, Sir, to escape any charge against me in my private character. The attacks have been upon my publick conduct, and for such things as my duty to your Majesty required me to do, and which you have been pleased to approve of.
    [Show full text]
  • Banners in Heraldic Art
    Banners in heraldic art Magnus Backrnark Abstract The banner is very useful to heraldic art. It is a carrier of charges and colours, just like its coun­ terpart the shield. But where the shield can be seen as crude, heavy, flat and robust - its purpose being taking hits- the banner is brilliant, swift, full of I ife and motion. Its purpose is spiritual. It is lifted above anyone's head, above dust and confusion, for inspiration and guiding. Something of this character, I will with this article try to show by examples that the heraldic artist, if lucky, can translate in his or her work. First, we could though take a quick glance at the historical development of banners. The term banner approves, as we shall see, to a specific kind of flag, but in a wide sense of the word a banner is any ensign made of a peace of cloth, carried on a staff and with symbolic value to its owner(s). The profound nature of this innovation, which seem to be of oriental origin, makes it the mother of all kinds of flags. The etymologi­ cal root of the word banner is the French word banniere, derived from latin bandaria, bandum, which has German extraction, related to gothic bandwa, bandw6, 'sign'. 1 The birth of heraldry in the l2 h century Western world was preceded by centuries of use of early forms of banners, called gonfanons. From Bysantium to Normandy, everywhere in the Christian world, these ensigns usually were small rectangular lance­ flags with tai Is (Fig.
    [Show full text]
  • Heraldry: Where Art and Family History Meet Part II: Marshalling and Cadency by Richard A
    Heraldry: Where Art and Family History Meet Part II: Marshalling and Cadency by Richard A. McFarlane, J.D., Ph.D. Heraldry: Where Art and Family History Meet 1 Part II: Marshalling and Cadency © Richard A. McFarlane (2015) Marshalling is — 1 Marshalling is the combining of multiple coats of arms into one achievement to show decent from multiple armigerous families, marriage between two armigerous families, or holding an office. Marshalling is accomplished in one of three ways: dimidiation, impalement, and 1 Image: The arms of Edward William Fitzalan-Howard, 18th Duke of Norfolk. Blazon: Quarterly: 1st, Gules a Bend between six Cross Crosslets fitchée Argent, on the bend (as an Honourable Augmentation) an Escutcheon Or charged with a Demi-Lion rampant pierced through the mouth by an Arrow within a Double Tressure flory counter-flory of the first (Howard); 2nd, Gules three Lions passant guardant in pale Or in chief a Label of three points Argent (Plantagenet of Norfolk); 3rd, Checky Or and Azure (Warren); 4th, Gules a Lion rampant Or (Fitzalan); behind the shield two gold batons in saltire, enamelled at the ends Sable (as Earl Marshal). Crests: 1st, issuant from a Ducal Coronet Or a Pair of Wings Gules each charged with a Bend between six Cross Crosslets fitchée Argent (Howard); 2nd, on a Chapeau Gules turned up Ermine a Lion statant guardant with tail extended Or ducally gorged Argent (Plantagenet of Norfolk); 3rd, on a Mount Vert a Horse passant Argent holding in his mouth a Slip of Oak Vert fructed proper (Fitzalan) Supporters: Dexter: a Lion Argent; Sinister: a Horse Argent holding in his mouth a Slip of Oak Vert fructed proper.
    [Show full text]
  • Heraldry in Ireland
    Heraldry in Ireland Celebrating 75 years of the Office of the Chief Herald at the NLI Sir John Ainsworth Shield Vert, a chevron between three battle-axes argent Crest A falcon rising proper, beaked, legged and belled gules Motto Surgo et resurgam Did you know? Sir John Ainsworth was the NLI's Surveyor of Records in Private Keeping in the 1940s and 1950s. Roderick More OFerrall Shield Quarterly: 1st, Vert, a lion rampant or (for O Ferrall); 2nd, Vert a lion rampant in chief three estoiles or (for O More); 3rd, Argent, upon a mount vert two lions rampant combatant gules supporting the trunk of an oak tree entwined with a serpent descending proper, (for O Reilly); 4th, Azure, a bend cotised or between six escallops argent (for Cruise) Crest On a ducal coronet or a greyhound springing sable; A dexter hand lying fess-ways proper cuffed or holding a sword in pale hilted of the second pierced through three gory heads of the first Motto Cú re bu; Spes mea Deus Did you know? This four designs on the shield represent four families. Heiress Leticia More of Balyna, county Kildare married Richard Ferrall in 1751. Their grandson Charles Edward More O'Ferrall married Susan O'Reilly in 1849. Susan was the daughter of Dominic O'Reilly of Kildangan Castle, county Kildare who had married heiress Susanna Cruise in 1818. Dublin Stock Exchange Shield Quarterly: 1st, Sable, a tower or; 2nd, Vert, three swords points upwards two and one proper pommelled and hilted or; 3rd, Vert, three anchors erect two and one argent; 4th, Chequy, sable and argent, on a chief argent an escroll proper, inscribed thereon the words Geo.
    [Show full text]
  • Quartering, Disciplining, and Supplying the Army at Morristown
    537/ / ^ ? ? ? QUARTERING, DISCIPLINING ,AND SUPPLYING THE ARMY AT MORRISTOWN, 1T79-1780 FEBRUARY 23, 1970 1VDRR 5 Cop, 2 1 1 ’ QUARTERING, DISCIPLINING, AND SUPPLYING THE ARMY FEBRUARY 23, 1970 U.S. DEPARTMENT OE THE INTERIOR national park service WASHINGTON, D.C. TABLE OF CONTENTS Page INTRODUCTION .................................................... i I. CIRCUMSTANCES LEADING TO THE MORRISTOWN ENCAMPMENT 1779-1780 .............................................. 1 II. QUARTERING OF THE ARMY AT MORRISTOWN,1779-1780 ......... 7 1. PREPARATION OF THE C A M P ............................. 7 2. COMPOSITION AND STRENGTH OF THE ARMY AT MORRISTOWN . 9 III. DAILY LIFE AT THE ENCAMPMENT............................... 32 1. HISTORICAL BACKGROUND OF THE ARMY OF THE EIGHTEENTH CENTURY.............................................. 32 2. ORGANIZATION OF THE CONTINENTAL A R M Y ................... 36 3. HEADQUARTERS: FORD MA NS IO N......................... 38 4. CONSTRUCTION OF THE C A M P ............................... 40 5. LIFE AT THE WINTER QUARTERS......................... 48 6. SOCIAL ACTIVITIES AT THE MORRISTOWN ENCAMPMENT .... 64 7. A MILITARY ENCOUNTER WITH THE E N E M Y ................ 84 IV. DISCIPLINE OF THE TROOPS AT MORRISTOWN.................... 95 1. NATURE OF MILITARY DISCIPLINE ....................... 95 2. LAXITY IN DISCIPLINE IN THE CONTINENTAL AR M Y ............ 99 3. OFFENSES COMMITTED DURING THE ENCAMPMENT ........... 102 V. SUPPLY OF THE ARMY AT MORRISTOWN.......................... 136 1. SUPPLY CONDITIONS PRIOR TO THE MORRISTOWN
    [Show full text]
  • Introduction to Scottish Heraldry Viscount Dunrossil Chairman, Society of Scottish Armigers
    Introduction to Scottish Heraldry Viscount Dunrossil Chairman, Society of Scottish Armigers Saturday, January 26, 13 Why should we care? • 1. Illustrated, colorful history • 2. As Scots at Games etc. we use it all the time, on clan badges, cofee mugs, jewelry etc. Might as well get it right and know what we’re doing. • 3. Part of everyday life even for non- Scots, of what many men in particular care most about Saturday, January 26, 13 Sports rivalries Saturday, January 26, 13 Saturday, January 26, 13 Arms of City of Manchester Saturday, January 26, 13 Elements of heraldry in sports • Shield, design e.g. Dallas Cowboys’ Star • Color: crimson tide, burnt orange, maize and blue • Supporters in livery! • Motto, slogan: Roll Tide, Superbia in Proelio Saturday, January 26, 13 Historical origins • Knights in battle, craving distinction, honor, in classic “shame culture” • Jousting competition: need for recognition. • Role of heralds evolving from messengers to introductions to keepers of logs and registers to arbiters and granters of arms. Saturday, January 26, 13 The Lord Lyon King of Arms • England has three (Garter, Clarenceaux and Norroy and Ulster), Scotland just one King of Arms, one ultimate authority • Unlike English Kings of Arms, who need permission from Earl Marshall, Lyon can grant arms himself • Keeps Public Register of All Arms and Bearings in Scotland • Junior ofcer of State. Judge with own court and right to rule on all matters relating to Scottish heraldry, impose fines, imprison etc. Saturday, January 26, 13 Arms of Lyon Sellar
    [Show full text]
  • Giraffes Cant Dance Kindle
    GIRAFFES CANT DANCE PDF, EPUB, EBOOK Giles Andreae,Guy Parker-Rees,Billy Dee Williams | none | 01 Oct 2008 | Scholastic US | 9780545097383 | English | New York, NY, United States Giraffes Cant Dance PDF Book Handprint crafts are my favorite crafts by far! Read this back in college and remember that my students loved it. Arca rated it it was amazing. About Privacy Cookies Contact us. A great lesson for young kids who, they say, begin quite early to draw lines between Us and Them, between Like and Different. When he attempts to join in the dancing at the Jungle Dance, the other animals make fun of him and Gerald feels he is useless. By: Mark Warner. You may also like:. Download our today! All the animals come to see and claim that Gerald is one of the best dancers they have ever seen. Read more By continuing to use this website, you agree to their use. Individual students who might benefit from reading 1 pt I think all students would benefit from reading this book. It has excellent rhythm and alliteration. Lines and paragraphs break automatically. Each year, the Jungle Dance is held. May 24, KatLynne rated it really liked it Shelves: childrens-books , reads. Until he happens upon a cricket who shows him another point of view: "Excuse me! It's time to perform! At the annual Great Jungle Dance, the event Gerald had been dreading, he finds himself being jeered at by waltzing warhogs and cha-cha-ing chimps. As a result Gerald often gets teased by the other animals and after a rather embarrassing and critical moment at the Jungle Dance, Gerald is laughed out of town.
    [Show full text]
  • Civics Practice Test with Answers
    MJ Civics End-of-Course Practice Exam The correct answer for each multiple choice question is in red. SS.7.C.1.1 1. The statements below are from the Declaration of Independence. Source: Public Domain Which statement reflects the Enlightenment ideas of natural law as expressed by Locke? A. A B. B C. C D. D Founding fathers like Thomas Jefferson were influenced by many Enlightenment ideals. These ideas were incorporated in important founding documents like the Declaration of Independence. The statement, “All men…are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness” reflects the Enlightenment ideals as expressed by John Locke. Locke wrote at length about natural law and natural rights. His writings argued that all people are born with natural rights to life, liberty and property. He believed these rights were independent of any government or social laws. 1 SS.7.C.1.2 2. What did many American colonists use Thomas Paine's Common Sense to justify? A. Acts of sabotage against British merchants B. Declaring independence from Britain C. Joining the army instead of the militia D. Supporting the British monarchy The pamphlet Common Sense was written by Thomas Paine in 1776. It blamed King George III for the problems in American Colonies. It also challenged the authority of the British government and monarchy. Thomas Paine argued that the colonists should declare their independence from Britain. The pamphlet Common Sense emphasized the right to and benefits of self-government. It was widely read and encouraged support for independence from colonial rule among many colonists.
    [Show full text]
  • Heraldry for Beginners
    The Heraldry Society Educational Charity No: 241456 HERALDRY Beasts, Banners & Badges FOR BEGINNERS Heraldry is a noble science and a fascinating hobby – but essentially it is FUN! J. P. Brooke-Little, Richmond Herald, 1970 www.theheraldrysociety.com The Chairman and Council of the Heraldry Society are indebted to all those who have made this publication possible October 2016 About Us he Heraldry Society was founded in 1947 by John P. Brooke-Little, CVO, KStJ, FSA, FSH, the Tthen Bluemantle Pursuivant of Arms and ultimately, in 1995, Clarenceux King of Arms. In 1956 the Society was incorporated under the Companies Act (1948). By Letters Patent dated 10th August 1957 the Society was granted Armorial Bearings. e Society is both a registered non-prot making company and an educational charity. Our aims The To promote and encourage the study and knowledge of, and to foster and extend interest in, the Heraldry Society science of heraldry, armory, chivalry, precedence, ceremonial, genealogy, family history and all kindred subjects and disciplines. Our activities include Seasonal monthly meetings and lectures Organising a bookstall at all our meetings Publishing a popular newsletter, The Heraldry Gazette, and a more scholarly journal, The Coat of Arms In alternate years, oering a residential Congress with speakers and conducted visits Building and maintaining a heraldry archive Hosting an informative website Supporting regional Societies’ initiatives Our Membership Is inclusive and open to all A prior knowledge of heraldry is not a prerequisite to membership, John Brooke-Little nor is it necessary for members to possess their own arms. e Chairman and Council of the Heraldry Society The Society gratefully acknowledges the owners and holders of copyright in the graphics and images included in this publication which may be reproduced solely for educational purposes.
    [Show full text]
  • The Use of Heraldry in Genealogical Research John P
    The Use of Heraldry in Genealogical Research John P. DuLong 11 October 2018 Topics • What is heraldry? • How heraldry can help solve genealogical problems. • Misuse of heraldry and “folk heraldry.” • Examples of heraldry evidence from my own research in Ireland, England, Scotland, France, Italy, and Belgium. • If time permits, then I will address registering arms and grants of arms. What is Heraldry? • Heraldry has come to mean the system of arms involving the use of particular devices centered on a shield that has become hereditary symbols passed down through a family, normally through the eldest son. • In some countries it is tied to social stratification and is a mark of nobility, in other countries heraldry is also used by non-nobles. • Although there are some general rules of heraldry that apply everywhere, some heraldry practices do vary from country to country. • In America, where many of our founding fathers used armorial bearings, it is more equalitarian and does not imply nobility. • For genealogists, heraldry is a tool that can be used to solve genealogical problems and to provide background for our research. General Rules of Heraldry • We will not be reviewing the rules of heraldry in detail here or the technical terms involved in heraldry. • See the handout for some of the technical terms and for a bibliography of works regarding heraldry. • There is one rule that I would like to very clear: It is bad form, and in some countries illegal, to use the arms of others without a right to them though inheritance. Use of Heraldry in Genealogy • Heraldry is not just something of esthetic interest, but of practical value when doing genealogy on bourgeois, gentry, and noble ancestors in Europe.
    [Show full text]
  • Wild Pigs Faqs
    Frequently Asked Questions-Wild Pigs (2016) Billy Higginbotham Professor and Extension Wildlife and Fisheries Specialist Texas A&M AgriLife Extension Service 903-834-6191 [email protected] 1- How many they average per litter and how often they can breed in a year? The average is probably about 5 to 6 pigs per litter. Sows probably average one litter per year. Are more litters per year and larger litter sizes possible? Absolutely yes! However, I am using long-term averages, not what can occur under ideal conditions –which usually unsustainable over the long haul. Young females do not typically have their first litter until they are 13+ months of age, even though they can be sexually mature at 6 to 8 months of age or even earlier in some cases. 2- What is the average lifespan of a wild pig? Mortality rates vary greatly-impacting the very young and the very old primarily. Predation is not a big issue once they reach about 10 to 15 pounds. Hunting can be a significant mortality factor in some regions but generally is not enough to offset population growth. Depending on a variety of these factors, plus disease, vehicle collisions etc., average lifespan is probably between 4 and 8 years of age. 3- How large can they become? Weights depend on genetic background and food availability. Generally, males can reach larger weights than females but this is not a hard and fast rule. Average weights vary between 75 and 250 pounds. A 300 pound wild pig is a large pig!. The unusually large weights of 500 pounds + occasionally reported in the media are very rare.
    [Show full text]
  • Animal Welfare and Production Challenges Associated with Pasture Pig Systems: a Review
    Review Animal Welfare and Production Challenges Associated with Pasture Pig Systems: A Review Silvana Pietrosemoli 1,2,* and Clara Tang 3 1 Department of Animal Science, College of Agriculture and Life Sciences, North Carolina State University; Raleigh, NC 27695‐7621, USA; [email protected] 2 Departamento de Producción Agraria, Escuela Técnica Superior de Ingeniería Agronómica, Alimentaria y de Biosistemas, Universidad Politécnica de Madrid; 28040 Madrid, Spain 3 Department of Plant and Microbial Biology, College of Agriculture and Life Sciences, North Carolina State University; Raleigh, NC 27695‐7612, USA; [email protected] * Correspondence: [email protected] Received: 30 April 2020; Accepted: 8 June 2020; Published: 11 June 2020 Abstract: A review of published literature was conducted to identify pasture pig production system features that pose risks to animal welfare, and to develop recommendations aimed at improving the wellbeing of the animals managed in those systems. Pasture pig production systems present specific challenges to animal welfare that are inherent to the nature of these systems where producers have little room to make improvements. However, these systems present other challenges that could be reduced with a carefully designed system, by adopting appropriate management strategies and by avoiding management practices that are likely to negatively affect animal wellbeing. In pasture pig production systems, exposure to extreme temperatures, potential contact with wildlife and pathogens (especially parasites), vulnerability to predators, risk of malnutrition, pre‐weaning piglet mortality, complexity of processes for monitoring and treating sick animals, and for cleaning and disinfection of facilities and equipment are among the main threats to animal welfare. Keywords: pasture pig systems; threats; animal welfare; pasture‐based pig systems; pig production; alternative pig production; 1.
    [Show full text]