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 34 75 76 57 18,904 17,550 30,020 27,531 5. 628 6. 154 7. 643 8. 536 33 35 49 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 24 365 B 60 60 24 C 60 365 D 60 60 365

13. Write a real-world problem where you would have to multiply 120 and 75. Check students’ work.

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. What is the height of a solid with a volume of 120 m3 and base area of 30 m2? 4 m

9. Bradford has an aquarium with a base that is 22 inches × 12 inches and a height that is 15 inches. What is the volume of the aquarium? Would the volume of the aquarium change if it did not have a lid? Explain. 3,960 in3; No; Sample answer: The dimensions remain the same even if one face is missing.

To find the volume of a solid made up of familiar parts, find the volume of each part and add the volumes.

Step 1: To find the volume of the figure at the 1 ft Prism A right, separate the solid into two rectangular prisms. (See the dotted line in the figure.) 5 ft Prism B 7 ft

2 ft 2 ft 4 ft 3 ft

Step 2: Use the formula Volume of Prism A Volume of Prism B V = ᐉ × w × h to find the volume of each prism. V = 1 × 4 × 7 = 28 ft3 V = 2 × 4 × 2 = 16 ft3 Step 3: Add the volumes The volume of the solid is 28 + 16 = 44 ft3. of each prism.

1. Show two ways of dividing the given solid into two rectangular solids.

2. Find the volume of the rectangular solid shown below. Show your work.

&Xb (Xb )Xb -Xb

(Xb

)Xb -Xb ,Xb Sample answer: V = (4 × 8 × 3) + (3 × 8 × 4) = 96 + 96 = 192cm3

1. (^c# 2. '[i '[i (^c# (^c# '[i .^c# ([i &[i (^c# &[i ([i *[i .^c# +^c#

+^c# 3 3 243 in 23 ft

3. (Xb 4. *^c# )^c# )Xb &%Xb ,Xb 'Xb ,^c# *^c#

+Xb &%Xb '^c#

'^c# +^c# &%Xb *^c# 3 3 320 cm 160 in

5. Paul wants to build this model with clay, but he *Xb *Xb does not know how many cubic centimeters of )Xb clay to purchase. How much clay should 'Xb he purchase? *Xb (Xb 3 3 A 235 cm C 405 cm 'Xb (Xb B 335 cm3 D 935 cm3 *Xb .Xb 6. Ashley is stacking two boxes on a shelf. The bottom box measures 6 inches × 5 inches × 5 inches. The top box is a cube with one edge measuring 4 inches. What is the volume of this stack? Explain how you found your answer. 214 in3; Add the volume of each box. 150 + 64 = 214 in3.

1. What was a patriot during the Revolutionary War? d. A person who wanted independence from Great Britain

2. What was the main reason that the colonies wanted their independence from Britain? a. They were being taxed by Britain without representation

3. Who of the following people was NOT a famous patriot? e. King George III

4. What was another name for Loyalist? a. Tory

5. What was a loyalist during the Revolutionary War? c. A person living in the American colonies who wanted to stay a part of Great Britain

6. What famous loyalist was a general in the Continental army before he became a traitor and went over to the British? b. Benedict Arnold

7. True or False: Life for the loyalists was easy during the Revolutionary War. b. FALSE

8. What was another name for the patriots? d. Whigs

9. What American city was known as the Tory capital of America? e. New York City

10. True or False: Most of the loyalists stayed in the United States after the Revolutionary War had ended. b. FALSE

Colonization & Revolutionary War - The Declaration of Independence - Comprehension Questions Answer Key

1. How long did it take Thomas Jefferson to write the Declaration of Independence?

A. It took him seven days. B. It took him two weeks exactly. C. It took him a little more than two weeks. D. It took him a month.

2. What caused representatives to meet at the Second Continental Congress?

A. The battles of Lexington and Concord, Massachusetts B. They wanted to negotiate with the British C. They wanted to write the Declaration of Independence D. The need to clarify the colonists' relationship with England

3. Why does the author most likely say, "the time for negotiating with Britain was over"?

A. The sides would have to fight rather than talk. B. The war for independence was coming to an end. C. The British had run out of time and lost control. D. The Americans no longer wanted to gain independence.

4. Read the following sentences: "The Declaration of Independence clarified the values of the colonists. The war was not just about taxes. It was about freedom."

The word clarified means

A. changed B. made improvements to C. drew pictures of D. made easier to understand

ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved. Colonization & Revolutionary War - The Declaration of Independence - Comprehension Questions Answer Key 5. The passage "The Declaration of Independence" is mostly about

A. famous declarations of independence throughout history and how the United States' was different. B. the Second Continental Congress and the states that were there. C. what led up to the Declaration of Independence being written and what it was about. D. the process of writing the Declaration of Independence and the people who were involved.

6. What did the representatives agree to at the Second Continental Congress?

At the Second Continental Congress the representatives agreed that the colonies should declare independence and the Congress should rule the colonies.

7. Based on the passage, explain why Patrick Henry said, "give me liberty or give me death!"

Answers will vary but should reflect that liberty was extremely important to the revolutionaries and that he was willing to fight for the ideal of liberty.

8. The question below is an incomplete sentence. Choose the answer that best completes the sentence.

The Americans needed to explain their reasons, ______Thomas Jefferson wrote the Declaration of Independence.

A. because B. after C. so D. although

ANSWER KEY> Diary of a Teenage Refugee

1. Which of the following best describes the central idea of the text? A

2. Which statement best describes how the refugee camp is first portrayed in the text? D

3. PART A: What does the term “smuggler” most closely mean as used in paragraph 5? C

4. PART B: Which of the following quotes best supports the answer to Part A? D

5. How does the following quote contribute to the reader’s understanding of Amira? “My most treasured things are my necklaces. I wear them all at the same time, because they have many memories. One was given to me by a boyfriend, but I don’t want my mother to know about that!” (Paragraph 8)

Answers will vary; students should explain how this quote contributes to the reader’s understanding of Amira not just as a refugee but also as a normal teenage girl, one who likes jewelry and values both sentimentality and her own privacy. The inclusion of this excerpt, written by Amira herself, humanizes her further, making her experience more relatable for the reader even with her extraordinary situation. The quote also gives readers insight into Amira’s emotional life; it allows them to connect with her and see themselves as someone who has lost almost everything but still finds happiness in their memories, as well as normalcy and humor in difficult circumstances. Name: ______Key

Complete Subject and Complete Predicate

Every sentence must have a subject and a predicate. Te subject tells what the sentence is about. Te predicate tells something about the subject. A complete subject includes all the descriptions about the subject. A complete predicate includes all the descriptions about the predicate . In each sentence below, underline the complete subject and circle the complete predicate.

Example: Te chocolate cake tasted very good.

1. Te school bus went quickly over the road.

2. Te gentle giant in the yellow hat climbed down the large tree.

3. We often watch cartoons on television.

4. Te blue and white hat belonged to my aunt.

5. Garrett, Amy and Liza walked their dogs yesterday.

6. Te historic building is now a museum.

7. Brandon and Jeﬀ, who are both in my class, are twins.

8. I like fruit salad with strawberries.

9. My sister’s friend Charles, works at the mall.

10. Kate and Celia laughed and played on the swings.

Find What the Adjective Describes

Adjectives are often used to describe a noun. Example: The pretty bird sang. Pretty is an adjective that describes the bird. In each sentence below an adjective is underlined. Circle the noun that is described by the adjective. The pretty bird sang.

1. The little mouse was under the bed.

2. I have a blue pencil.

3. The snow was deep.

4. The red truck ran the red light.

5. Juan didn’t like the movie, but Louisa thought it was funny.

6. The tree in forest was tall and green.

7. When he saw the girl, he thought she was pretty.

8. My dog is little but has a big head.

Find 866 Ϭ 34.

Step 1: Round the divisor to Step 2: Use this fact to begin the Step 3: What basic division the nearest ten. Look at the first quotient. Write it over the tens place. fact is the best estimate of the digit in the divisor and the first 2 next division? Use this fact and digit in the dividend. What basic 34 866 write it over the ones place. division fact is the best estimate Ϫ68 25 R16 of the quotient of these two 186 34 866 numbers? Multiply, 2 ϫ 34 ϭ 68. Ϫ68 34 866 30 866 Subtract and bring down the 186 next digit in the dividend. Ϫ170 8 Ϭ 3 ϭ 2 R2 16 Multiply, 5 ϫ 34 ϭ 170. Subtract. Compare the remainder with the divisor. If the remainder is less than the divisor, write it in the quotient.

Check. 25 ϫ 34 ϭ 850 850 ϩ 16 ϭ 866

Complete. 11 R 8 R3 26 R 35 R7 1. 39 437 2. 24 627 3. 26 917

Divide. Check by multiplying. 4. 13 175 13 R65. 44 508 11 R24

6. April has 95 baseball cards. She wants to organize them on pages that hold 18 cards each. She has 5 pages. Does April have enough pages to organize all her cards? No, she has room for only 90 cards.

1. 14 413 29 R7 2. 29 634 21 R25

21 R33 21 R2 3. 35 768 4. 19 401

5. 45 942 20 R42 6. 26 503 19 R9

7. The school student council sponsored a Switch Day where students were able to switch classes every 20 minutes. The students are in school for 7 hours. If a student switched as often as possible, how many classrooms in all did that student visit? (Hint: There are 60 minutes in 1 hour.) 21 classrooms

8. 456 students participated in Switch Day. The students raised money for charity so that the principal would approve of the day. If the total amount of money raised was $912, and each student brought in the same amount of money, how much did each student raise? $2.00

9. The total dinner bill at a buffet came out to $589 for 31 people. About how much was the buffet cost per person? A $15.00 B $20.00 C $22.00 D $25.00

10. If you have a two-digit divisor and a three-digit dividend, does the quotient always have the same number of digits? Sample answer: No, the quotient can have one or two digits.

Converting Customary Units of Capacity (13-2)

Converting Customary Units of Weight (13-3) Name: ______Practice 13-4, 13-5, 13-6 Converting Metric Units of Length (13-4)

Converting Metric Units of Capacity (13-5)

Converting Metric Units of Mass (13-6) Answer Key Declaration -Week 2

1 Read the introduction [paragraphs 1-4].

Which sentence explains WHY the founding fathers wrote the Declaration of Independence?

(A) The American people lived in colonies before the United States began.

(B) Leaders in the colonies decided to break free from England.

(D) People in the group decided that Jefferson was the best writer.

2 Read the section "Declaration is divided into three parts."

Which paragraph gives information about WHY the leaders wanted to declare independence from Britain?

Paragraph 5: The next part has a list of reasons the colonies thought leaving was right. King George had acted unfairly in North America, it said. He had burned their towns and ruined people's lives.

3 What is the purpose of the section "Celebrated as America's birthday"?

(A) to show that people today do not understand the declaration

(B) to explain that women's rights were not in the declaration

(D) to explain that the ideas in the declaration are important

4 Based on the article, which of the following is TRUE?

(A) Many founding fathers tried to end slavery.

(B) Many of the founding fathers owned slaves.

(D) The declaration was not important to David Walker.

This article is available at 5 reading levels at https://newsela.com. Thomas Jefferson: The Declaration of Independence - Comprehension Questions

Name: Date: 1. What did Thomas Jefferson' Declaration of Independence explain about the 13 colonies? The 13 colonies wanted Independence from Great Britain

2. What three "unalienable rights" are mentioned in the most famous words of the Declaration of Independence? Life, Liberty, and the Pursuit of Happiness

3. The text says that the Declaration is "about the ideals of the United States." What is one ideal of the United States that is reflected in the Declaration of Independence? Support your answer with evidence from the text. Answers may vary

4. What is the main idea of this text? The contributions that Thomas Jefferson made to the United States

Week Three

Name: Class:

Black Blizzard By Maurine V. Eleder 2015

Maurine V. Eleder has written for Highlights. In this short story, Eleder explores the experiences of those who lived through the Dust Bowl, a time period of severe dust storms during the 1930s in parts of Kansas, Oklahoma, Colorado, and neighboring states. As you read, take notes on the effects of the black blizzard.

[1] “Ooooh, Betty. Come quick!” said four-year-old Mary Ann. Paper dolls lay forgotten on the floor as she stared out the window.

Betty felt her stomach muscles tighten as she joined Mary Ann. On the horizon loomed a rolling black cloud. It stretched from the ground into the sky, and it was heading directly toward them.

“It’s another dust storm, Mary Ann,” Betty said, trying to stay calm. How many more would there "We'll never make it to the barn." by James Watling is used with permission. be, she wondered.

For the last four years — since 1932 — Oklahoma and nearby states had endured1 dozens of such storms. Betty knew the routine. “Let’s get some towels from the kitchen,” she said.

[5] The girls went from window to window, closing each and placing a rolled-up towel where the window met the sill. It would keep out some of the windblown dirt, but Betty knew that powdery dust would cover everything — dishes in cupboards and clothes in closets — long after the storm had passed.

“I’m scared,” said Mary Ann.

“I know,” said Betty, “but we’ll be safe if we stay in the house.”

“What about Mommy and Daddy?” Mary Ann asked.

“They’re probably on their way home from the bank. They won’t be able to drive in the storm. I expect they’ll stop at a neighbor’s home.”

[10] The dust cloud hid the sun and brought an eerie2 darkness, even though it was the middle of the afternoon. The wind howled. Tiny particles of soil pelted the window glass.

No wonder they call these storms “black blizzards,” thought Betty. She stared out the window.

“Oh no!” she said suddenly.

1. Endure (verb): to suffer something painful or difficult 2. Eerie (adjective): strange and frightening 1 “What’s wrong?” asked Mary Ann.

“I thought I saw Fancifoot. See there — near the fence,” Betty said. In a momentary lull3 of the wind, she had glimpsed Fancifoot’s white markings.

[15] Betty remembered other dust storms. Sometimes, even though there was no rain, there was thunder and lightning. That would frighten Fancifoot.

Fancifoot was Betty’s colt. She had seen him born. She had named him. She helped carry his hay and clean his stall. Fancifoot would stumble around trying to find shelter. What if he stumbled into the dry creek bed and broke a leg?

Suddenly Betty picked up Mary Ann and set her in the rocker.

“I’m going to get Fancifoot back into the barn,” Betty said. “You stay in this chair and don’t move.”

Mary Ann nodded solemnly.4

[20] Betty jammed on her old straw hat and pulled the brim low over her forehead. She wound a scarf around it so her nose and mouth were covered. In the storeroom near the kitchen, she found her mother’s long clothesline. She wrapped one end around her wrist and tied it in a knot. Then she plunged into the storm.

The wind almost whipped the clothesline from her hand. Sandy grit5 pounded her face. Betty closed her eyes and groped her way to the porch railing. Bracing herself against it, she tied the free end of the clothesline firmly to one of the posts. Bending against the wind, she trudged along the house, then turned left to follow the fence.

The fence ended. No Fancifoot. Betty couldn’t see more than a few yards in the swirling blackness. Then she heard him whinny, and she stumbled toward the sound.

“Fancifoot!” Betty called. Where was he? Again she heard a low whinny. She turned and stepped forward. Now she thought she heard him to her right. She walked backward to keep the grit from hitting her face.

Maybe the wind is playing tricks, she thought. Maybe I didn’t really see or hear him. But then she smacked right into him.

[25] “Fancifoot,” she said with relief, “you’re OK.” She glided her hands over his ears and neck. Quickly, she looped the slack of the clothes-line around his neck.

“We’ll never make the barn,” she said. “I’ve turned around so many times I can’t tell where it is. You’re coming home with me.”

3. Lull (noun): a moment of quiet or lack of activity 4. Solemn (adjective): not cheerful or smiling; serious 5. small, loose particles of sand 2 Hand over hand, Betty guided Fancifoot along the clothesline, back to the end she had fastened to the porch.

“Come on, Fancifoot. Up two steps and we’ll be safe. Come on, boy,” Betty coaxed6 as she pulled him into the house.

“All safe,” Betty gasped to a surprised Mary Ann.

[30] “We’ll put him in the storeroom until the storm is over,” Betty said.

The storm continued to blow as Betty prepared supper. She sliced bread and cheese and found an apple for Fancifoot. Then she lugged Daddy’s chair over to the storeroom.

“Come on, Mary Ann, I’ll read your favorite story, and we can keep an eye on Fancifoot at the same time,” Betty said. Soon Mary Ann was asleep.

Betty noticed that the wind was not as strong as it had been. Then she, too, fell asleep.

Ai-ooga-ai-ooga! Betty sat up, wide awake. Then she heard it again. Ai-ooga!

[35] “What is it?” Mary Ann asked.

“Our car! They’re home!” Betty answered.

They raced to the front door. A hazy rising sun shone on drifts of dirt piled against the house.

“Are you all right?” Mommy and Daddy asked as they hugged and kissed the girls. “We were passing Schuler’s farm when the storm hit, and had to stay there overnight. We were so worried.”

“Thank goodness you’re all right,” said Daddy. He looked uncertainly at Betty. “I noticed the barn door was open. I’m afraid we may find that Fancifoot got out of the barn and —”

[40] He stopped as Mary Ann and Betty giggled.

“He did get out of the barn, but he’s OK. He’s right there,” Betty said, pointing to the storeroom where Fancifoot stood — munching Betty’s old straw hat.

6. Coax (verb): to persuade someone to do something 3 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which statement expresses the main theme of the short story? A. Animals and children should be taken to safety first in an emergency. B. The bond between humans and animals is unbreakable. C. It's easier to respond to emergencies when you don't let fear control you. D. Panicking during a life-threatening situation can lead to more problems.

2. PART B: Which detail from the text best supports the answer to Part A? A. “The dust cloud hid the sun and brought an eerie darkness, even though it was the middle of the afternoon.” (Paragraph 10) B. “Fancifoot was Betty's colt. She had seen him born. She had named him. She helped carry his hay and clean his stall.” (Paragraph 16) C. “She wrapped one end around her wrist and tied it in a knot. Then she plunged into the storm.” (Paragraph 20) D. “‘Come on, Mary Ann, I'll read your favorite story, and we can keep an eye on Fancifoot at the same time’” (Paragraph 32)

3. How do paragraphs 12-14 contribute to the overall structure of the story? A. They introduce an important character in the story, Fancifoot. B. They develop Betty's character by showing how much she cares for animals. C. They introduce the main obstacle in the story, getting Fancifoot to safety. D. They emphasize the dangers that the storm presents.

4. How do Betty and Mary Ann's emotions compare to their parents at the end of the story? A. Betty and Mary Ann are just as worried to see that their parents are safe as their parents are. B. Betty and Mary Ann are light-hearted after surviving the storm, while their parents are nervous to make sure everyone is ok. C. Betty and Mary Ann are shaken after the storm, while their parents are calm, as they knew everyone would be safe. D. Betty and Mary Anne are proud of their actions during the storm, while their parents are surprised that everyone is safe.

4 5. How would you describe Betty's actions during the black blizzard? What does it reveal about Betty?

5 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. In the story, Betty and her sister have to stay in the house during the dust storm. How do you think a dust storm could be dangerous to people caught in it? Describe a time when you have experienced a dangerous or scary storm.

2. During the storm, Betty decides to go get her horse. Do you think her actions were foolish or brave? Why? Describe a time when you helped someone or something in need.

6 Name: ______Conjunctions

• A conjunction joins words or groups of words. and, but, and or are conjunctions. • A sentence that contains two sentences joined by and, but, or or is called a compound sentence. • In a compound sentence, a comma is placed before the conjunction

Directions: Read the sentences below. Underline the conjunction, then put a comma in the correct place.

Inadequate rainfall or prolonged drought is the leading cause of wildfires but these fires can also be caused by campfires or a stray match.

Juanita heard the severe weather report and decided to take a day off of work.

We can eat pasta and meatballs from last night or we can order couple of pizzas.

Mathew’s dad has been struggling to ﬁnd a job but he still is somehow managing all his expenses quite well.

Beverly practices yoga and Pilates to stay in shape.

Alyssa must score f ew goals before the ﬁrst half of the game or this could be the last game for hert eam in this tournament.

Last week, Mia got some lab work done and is now eagerly waiting for the phone call from the doctor.

The books on the couch and the toys scattered on the ﬂoor need to be put away.

Mia and Abby spent almost a month on their trip to Cuba.

Everybody but Jonathan went science camp.

Everyone was enjoying the great food at the party but Rangel chose to ﬁll his plate up with healthier food items.

Do we still have a conference at 9.00 a.m. tomorrow or is t a change in schedule?

• A preposition is a part of speech, just like a noun or a verb.

• A preposition is a word that shows a relationship between a noun (or pronoun) and some other word in the sentence.

• Prepositions usually answer the questions where or when

Examples : Duane walked up the stairs. (where) We ate our dinner before the dessert. (when)

Circle the prepositions in each sentence below.

1. Richard’s paper airplane ﬂew across the backyard.

2. Suzanne rode her bike up the hill.

3. Fred’s classroom is near the science lab.

4. The baby is sleeping peacefully under its warm and cozy blanket.

5. Mr.Kinston left before lunchtime.

6. Robin traveled around China.

7. Taylor practiced playing guitar each day during spring break.

8. Chloe's dog jumped over the fence.

9. Gerald got scared when he saw a big dog running towards him.

10. The library book fell between the desks.

Name: ______Persuasive Writing

Facebook

Do you agree or disagree with the statement below?

No child should have a Facebook account unless he or she is over 13 years old.

State your opinion and use details to support your point of view.

______

Super Teacher Worksheets - www.superteacherworksheets.com Name: ______Page ______

Facebook

______

Super Teacher Worksheets - www.superteacherworksheets.com Name: ______

Facebook

Draw a picture to supplement your persuasive essay.

Super Teacher Worksheets - www.superteacherworksheets.com Name Reteaching 2-7 Subtracting Decimals

Mr. Montoya bought 3.5 lb of ground beef. He used 2.38 lb to make hamburgers. How much ground beef does he have left?

Step 1: Write the numbers, lining up the decimal points. Include the zeros to show place value.

3.50 Ϫ2.38

You can use decimal squares to represent this subtraction problem.

Step 2: Subtract the hundredths. Regroup if you need to.

4 10 3.50 Ϫ2.38 2

Step 3: Subtract the tenths and the ones. Remember to write the decimal point in your answer.

4 10 3.50 Ϫ2.38 1.12

Mr. Montoya has 1.12 lb of ground beef left over.

Subtract.

1. 82.7 2. 43.3 3. 7.28 Ϫ5.59 Ϫ12.82 Ϫ4.928

5. 8.7 0.3 6. 23.3 1.32

7. Kelly subtracted 2.3 from 20 and got 17.7. Explain why this answer is reasonable.

At a local swim meet, the second-place swimmer of the 100-m freestyle had a time of 9.33 sec. The first-place swimmer’s time was 1.32 sec faster than the second-place swimmer. The third- place time was 13.65 sec.

8. What was the time for the first-place swimmer?

9. What was the difference in time between the second- and third-place swimmers?

10. Miami’s annual precipitation in 2000 was 61.05 in. Albany’s was 46.92 in. How much greater was Miami’s precipitation than Albany’s? A 107.97 in. B 54.31 in. C 14.93 in. D 14.13 in.

11. Writing to Explain Explain how to subtract 7.6 from 20.39.

Joshua surveyed his classmates to Then make a table to show the collect data on their shoe sizes. He frequency of the values. found the following information. Shoe Size Tally Frequency _1 _1 _1 7 7 5 6 1 2 2 2 _ 5 2 1 1 1 _ _ _ 82 6 72 52 6 1 1 _ _ 6 72 52 6 1 _ 7 62 686 1 1 1 _ _ _ 72 72 8 72 When you want to organize the data into a line plot, first organize the data. List the shoe sizes from Now draw a line plot. greatest to least. Fill in the missing data below. Shoe Sizes

1 _ 5 2 , 6, , 7, , ,

1 6 1 781 1 5 6 7 8 2 2 2 2

For questions 1–2, draw a line plot.

1. 2.

1 1 1 _1 3 _1 _ _ _ _ 13 2 13 144 132 13 22 524 44 5 1 1 1 1 3 1 _1 _1 ______144 142 142 13 142 24 42 42 542 1 1 _1 _ _ 44 5544 44 _1 _1 _1

44 42 42

1. Which statement best describes 3. Draw a line plot to represent the the heights of the giraffes shown in data in the table. the line plot? Value Tally Frequency Giraffe Heights (in feet) _1 x 5 ||| 3 x x x 4 3 x xxx _ 6 4 || 2 _1 7 |||| 5 15 16 17 18 8 1 _ 7 2 || 2 _1 1 A The shortest giraffe is 16 feet tall. _ 4 8 4 || 2 1 _ B The tallest giraffe is 17 2 feet tall. C Most of the giraffes are 17 feet tall. D There are four giraffes in the data set.

2. Marietta purchased 15 cucumbers 4. Write a frequency chart that to make pickles. The lengths of the matches the data in the line plot. cucumbers in inches are shown in x x the chart. Draw a line plot to show x x the lengths of the cucumbers. x x x x x x 1 1 1 1 x x x xx _ _ _ _ 32 3 34 34 32 3 1 1 1 3 3 _ 3 _ 3 _ 3 __ 3 _ 4 2 4 2 4 1 9 1 8 2 9 2 1 1 1 1 _ _ _ _ 34 32 3 34 34

5. Writing to Explain Write a description of the data in the line plot.

You have learned how to draw line plots. Now you can analyze the data in a line plot. Mrs. Calderwood separated the rock samples in her science classroom using their densities. She made a line plot of the data.

3 Density of Rockx Samples (in g/cm ) x x x x x x x x x x x x x x x x x x x

12341 1 1 1 2 2 2 3 2

For questions 1–4, use the line plot above. 1. Find how many rocks were used in the line plot.

2. Which density occurs most often?

3. What is the difference between the greatest density and the least density?

1 _ 3 4. Monique says that 3 4 g/cm is an outlier. Is she right or wrong? Explain.

R 14•4 Copyright © Pearson Education, Inc., or its afﬁliates. All Rights Reserved. 5 Name Practice 14-4 Measurement Data Arianna counted the different sized bandages in her first aid kit. She made a line plot of the data. Use this line plot to answer the questions. Lengths of Bandages (inches) x x x x x x x x x x x x x x x x

123

1. How many bandages did Arianna 2. What length bandage does Arianna count? have the most of?

3. Write an equation to show the total length of the bandages if they are placed end-to-end.

Madison sorted the earrings in her jewelry box. Lengths of Earring Postsx (inches) The line plot shows the lengths of each post. x x x 4. Write a statement to describe Madison’s jewelry. x x x x x x x x x x x x x x

0 1 1 3 1 5. Why do you think that there are an even number 8 4 8 2 of earring posts?

3 _ 6. Make an educated guess as to why most of the posts are 8 -inch long.

P 14•4 Copyright © Pearson Education, Inc., or its afﬁliates. All Rights Reserved. 5 www.PrintablePaper.net www.PrintablePaper.net American Revolution The American Revolution was a time when the British colonists in America rebelled against the rule of Great Britain. There were many battles fought and the colonies gained their freedom and became the independent country of the United States. The American Revolutionary War lasted from 1775 until 1783.

13 Colonies

Before the American Revolution, there were several British Colonies in the Americas. Not all of them participated in the revolution. There were 13 colonies which ended up rebelling. These were Delaware, Virginia, Pennsylvania, New Jersey, Georgia, Connecticut, Massachusetts, Maryland, North Carolina, South Carolina, New Hampshire, New York, and Rhode Island.

Declaration of Independence by John Trumbull Representation

One of the main reasons that the colonists rebelled against Great Britain is that they felt they were not represented in the British government. The British government was making new laws and taxes on the colonies, but the colonies had no say. They wanted to have some say in the British government if they were going to pay high taxes and have to live by British law.

War

War didn't happen right away. First there were protests and arguments. Then some small skirmishes between the colonists and the local British army. Things just got worse and worse over the course of years until the colonies and Great Britain were at war.

Independence

Each colony had its own local government. In 1774 they each elected officials to represent them at the First Continental Congress. This was the first effort of the colonies to unite and make a single government. In 1776 the Second Continental Congress declared the independence of the United States from Great Britain.

The Destruction of Tea at Boston Harbor by Nathaniel Currier New Government

The new government of the United States was different than the government of the colonist's homeland, Great Britain. They decided that they didn't want to be ruled by a king anymore. They wanted a government that was ruled by the people. The new government would be a democratic government with leaders elected by the people and balances of power to make sure that no one could become king.

Fun Facts about the American Revolution

● The first shot fired in the American Revolution was on April 19, 1775 and is called the "shot heard round the world". ● John Adams was the defense attorney for the British soldiers involved in the Boston Massacre. He would later become a great leader in the Revolution and the 2nd president of the United States. ● George Washington, the first President, only attended school until he was 14 years old. He became Commander of the Virginia Militia when he was just 23. ● The Battle of Bunker Hill was actually fought on Breed's Hill. ● Although the war was between the colonies and Great Britain, other countries got involved as well. The French were a major ally to the colonies and there were French, German, and Spanish soldiers who fought in the war.

American Revolution Quiz Questions on this quiz are based on information from American Revolution .

1) What country did the American colonies rebel against? A. P ortugal B. Spain C. Britain D. France E. Germany

2) How many of the American Colonies were a part of the revolution? A. 7 B. 13 C. 21 D. 32 E. 50

3) What year did the Revolutionary War begin? A. 1775 B. 1776 C. 1780 D. 1812 E. 1941

4) What was the main reason that the American Colonies rebelled and fought for their independence? A. They wanted their own king B. They didn`t like the people of Britain and wanted nothing to do with them C. They felt they had outgrown the British Empire and would do better without them D. They didn`t want to pay taxes without having representation in the government E. They thought it would be cool to have their own ﬂag

5) What was the name of the group that declared the independence of the United States? A. The Washingtonians B. The Whigs C. The Republicans D. The Constitutional Congress E. The Second Continental Congress

6) What year did the United States issue the Declaration of Independence? A. 1775 B. 1776 C. 1783 D. 1786 E. 1790

7) Which of the following states was NOT part of the original 13 colonies? A. Virginia B. Georgia C. New York D. Maryland E. Colorado

8) Which European country became a major ally to the United States during the Revolutionary War? A. Russia B. Italy C. France D. Austria E. Sweden

9) Who was the ﬁrst President of the United States? A. George Washington B. John Adams C. Paul Revere D. Abraham Lincoln E. Thomas Jeﬀerson

10) What type of government did the new country of the United States form? A. Monarchy B. Democracy C. Dictatorship D. Theocracy E. Communist

Colonization and Revolutionary War: Introduction to the Revolutionary War

Colonization and Revolutionary War: Introduction to the Revolutionary War by ReadWorks

As the colonies took root, they grew used to mostly governing themselves.Great Britain decided it wanted more control. It began to force new taxes on the colonists. They wanted to raise money from the goods they were shipping to the colonies. In 1764, the British Parliament passed the Sugar Act to raise the tax on sugar. The next year, the British Parliament passed the Stamp Act. Colonists now had to pay taxes for newspapers, marriage licenses, and all other legal documents.

Many colonists were angered by these taxes. They hadn't agreed to them and felt they were illegal and unfair. Each new tax led to a bigger protest on the part of these colonists. Besides taxes, many colonists were also unhappy about some of the rules the British were forcing on them. In 1765, the British Parliament passed the Quartering Act. The act stated that colonists had to agree to give British troops food and let them stay in their homes. Colonists who were unhappy with how the British were treating them decided to fight back peacefully.

In 1765, the Stamp Act Congress met in New York. The Congress was made up of representatives from many colonies. The representatives agreed to boycott British goods until

ReadWorks.org · © 2012 ReadWorks®, Inc. All rights reserved. Colonization and Revolutionary War: Introduction to the Revolutionary War the Stamp Act was repealed. That same year, the Sons of Liberty, a secret organization of colonists in favor of liberty, was formed.

Tensions grew between the Colonists and the British. In 1770, tensions erupted with the Boston Massacre. British troops thought they were under attack when colonists in Boston started throwing snowballs at them. They panicked. One soldier started firing his gun. Then more soldiers fired into the unarmed crowd. Five colonists were killed and six were injured.

The British government was afraid of losing control over the colonies. They removed all the taxes on imports to try to make the colonists happy. They allowed, however, one tax to remain in place for tea. In 1773, Parliament passed the Tea Act to help get the East India Company out of financial trouble. This act enabled the British trading company to sell tea in America at a low price. Even with a tax on tea, the British company had a price advantage over American tea companies. The colonists were furious. They feared East India's tea would put American tea companies out of business. In Boston, a leader of the resistance named Samuel Adams decided to protest. He spoke to a group of colonists on December 16, 1773 at the Old South Church in Boston. Shortly after he spoke, a large group of men boarded British ships and dumped thousands of pounds of East India's tea into the harbor. Crowds of onlookers gathered to celebrate the rebellious act. They nicknamed the event the Boston Tea Party.

The British responded quickly and harshly. In 1774, they passed several measures known as the Intolerable Acts. They closed the Boston port and made it difficult for the major city to function. Other colonies, especially Maryland, helped Boston survive by sending food and supplies.

All of these events had two main consequences. First, they made the colonists resent Britain. Britain's government seemed far away and out of touch with the colonists' needs. Many colonists began to think about ruling themselves. Second, they helped unite the colonists. The colonists had come to the New World with very different backgrounds and lifestyles. They were sprawled all over the East Coast of this big continent. But Britain's acts gave them a single purpose and a common cause: justice and liberty.

In September 1774, the first meeting of the First Continental Congress took place. Representatives from 12 of the American Colonies met to discuss how they would unite and defend their rights as men. Within months the Revolutionary War would begin. Less than two years later, on July 4, 1776, America would declare its independence.

Name: ______Date: ______1. What was the purpose of the Quartering Act?

A. Colonists had to allow British soldiers to live in their homes. B. The colonists had to pay a tax on all legal documents. C. One out of every four men had to serve in the British army. D. Each colony was divided into four quarters.

2. What was a consequence of the Boston Tea Party?

A. King George III allowed the colonists to declare independence. B. The Stamp Act Congress was held. C. The Sons of Liberty was formed. D. King George III closed Boston's Port.

3. Based on the passage, the main reason that colonists became upset with the British was that

A. The colonists wanted to take over the British government. B. The British made laws that colonists thought were unfair. C. British soldiers were using the Quartering Act too much. D. The colonists were mostly upset about the price of tea.

4. Read the following sentences: "They closed the Boston port and made it difficult for the major city to function. Other colonies, especially Maryland, helped Boston survive by sending food and supplies."

The word function means

A. to work normally B. to start existing C. to hold political rallies D. to obey orders

ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved. Colonization and Revolutionary War: Introduction to the Revolutionary War - Comprehension Questions 5. The primary purpose of this passage is to

A. Convince the reader that the American colonists were overreacting to British actions. B. Compare the American colonies to other colonies in the British Empire C. Illustrate how American politics are different from British politics. D. Explain the events that led American colonists to declare independence from the British.

6. Describe two of the laws mentioned in the passage.

7. Explain how American colonial history would have been different if the British had not passed the Intolerable Acts.

8. The question below is an incomplete sentence. Choose the answer that best completes the sentence.

The British wanted to keep control of the American colonies, ______, their actions were out of touch with the colonists' needs.

A. however B. as a result C. thus D. most importantly

The Amazing History of Dogs

For thousands of years, dogs have been by our sides. But where did it all begin? By Sarah Albee and Lauren Tarshis ISTOCKPHOTO/GETTY IMAGES (BOTTOM MIDDLE, MIDDLE RIGHT); SHUTTERSTOCK.COM (ALL OTHER IMAGES)

STORYWORKS.SCHOLASTIC.COM • SEPTEMBER 2017 15 How the Wolf Became the Dog Life was tough for humans during the Ice Age. A new kind of friend made things better.

years. But scientists are only now starting UP Synthesizing As you read these articles, CLOSE look for how dogs, and their relationships to understand the history of dogs. There are Dania with humans, have changed over time. many mysteries. But one thing is certain: All at her dogs have the same ancestor, the gray wolf. school in LebanonLOOK FOR WORD NERD’S 6 WORDS IN BOLD This does not mean that a fierce wolf suddenly morphed into a yapping e glad you didn’t live on Earth Chihuahua with a pink bow. The change 35,000 years ago. happened slowly. It took thousands of years. That was a time known as Experts speculate that the first dog appeared the Ice Age. Large sheets of ice between 15,000 and 38,000 years ago. covered much of Europe, Asia, At that time, many animals posed a threat Band the Americas. There were no nations yet, to humans. Wolves were among them. But no cities or towns. Many of our early human at some point, a group of humans and a ancestors struggled to survive. They lived in group of wolves teamed up. How did this caves or huts made of animal bones. They happen? hunted reindeer with sharpened stones and One theory: A few wolves crept into sticks. Danger was everywhere. There were human campsites to eat food scraps. They diseases with no cures. There were saber- were less aggressive than other wolves. toothed tigers with 11-inch fangs. There But they still helped protect humans were elephant-like mastodons with long, from other animals. And so the sharp tusks. humans let them stay. The But during this harsh time, gentler wolves ate human food. something beautiful was born: the This helped them live longer friendship between humans and dogs. than other wolves. They gave birth to even gentler babies, which From Wolf to Dog grew up and had gentle babies Dogs have been living with too. After a while, there was a Beloved ancient Egyptian

humans for thousands of hunting dogs were often new, calmer breed of wolf. BRUNO DE FAVERI/SHUTTERSTOCK.COM (WOLF); GRANGER, NYC/THE GRANGER COLLECTION (DOG MUMMY) turned into mummies.

16 STORYWORKS How the Wolf Became the Dog Life was tough for humans during the Ice Age. A new kind of friend made things better.

Hunters, Napkins they’d wipe their greasy hands on dogs. On Centuries went cold nights, people used dogs as foot warmers. by. The wolves In Europe, some kings wouldn’t eat their food living near humans until their dog had tasted it first. That way, continued to they could tell if the food had been poisoned. change. They got Sergeant Stubby was the smaller. Their ears most famous dog soldier A Stronger Bond got floppier. They of World War I. In the Americas, dogs have been helping became friendlier humans for many years. Native peoples used and more eager to dogs as guards and hunting companions. please humans. Over time, a new kind of George Washington planned Revolutionary creature developed: the dog. War battles with his hunting dog Sweetlips Dogs were the first domesticated animals— by his side. In the early 1800s, explorers that is, animals bred and raised to live Lewis and Clark crossed America’s western among us. Today, there are many kinds of wilderness with a big black dog named domesticated animals. There are cows that Seaman. give us milk, chickens that lay eggs, horses Over time, the that we ride, and sheep that provide wool. bond between But dogs were the first. dogs and people Humans began putting dogs to work in has grown very new ways. They trained dogs to hunt, fight, strong. And it all and herd animals. Roman warriors marched began thousands into battle alongside huge war dogs. In of years ago, ancient Egypt, favorite hunting dogs were with a family Balto became a hero for turned into mummies and buried with their of wolves delivering medicine to sick owners. howling across children in Alaska. Dogs helped in other ways too. Before a dangerous, frozen

ERMOLAEV ALEXANDER/SHUTTERSTOCK.COM (PUG); BETTMANN ARCHIVE/GETTY IMAGES (SERGEANT STUBBY, BALTO); ISTOCKPHOTO/GETTY (T ERRIER) people used forks, spoons, and napkins, land. n TURN THE PAGE STORYWORKS.SCHOLASTIC.COMTO • MARCH/APRIL FIND OUT MORE! 2017 11 Informational Text How America Went DOG Crazy Today, dogs are more than pets. They’re members of the family.

ap, yap, yap! then she grabs Scout and kisses Pant, pant, pant. him. Lick, lick, lick. “But he’s so Scout, a little CUUUUUUTE!” brown dog, seems You can almost see Ruby’s Yto be going crazy. He bounces up Scout and Ruby heart melting with love. and down like a furry ball. His And Ruby is not alone. tongue flaps from his mouth as he licks everyone in sight. Too Dirty and Smelly “He’s just excited,” sighs 12-year-old Today, nearly half of all American Ruby. “He’s always excited.” families own a dog. We spend tens of Scout lives with Ruby’s family. He yaps billions of dollars on our dogs each loudly. He slobbers. He leaves puddles on the year. There are vet visits, grooming, gourmet floor. He stains the rug. treats, and more. A 2015 poll found that No one in Ruby’s home ever imagined 38 percent of U.S. dog owners cook special that they would own such a spoiled, badly meals for their dogs. It’s no surprise that behaved little beast. Nor did they imagine 96 percent of owners think of their dogs as that they could love an animal as much as family members. they love Scout. Dogs have been by the sides of humans for

“He’s so annoying,” Ruby moans. But thousands of years. But until recently, dogs ISTOCKPHOTO/GETTY IMAGES (TERRIER); COURTESY OF FAMILY (RUBY)

18 STORYWORKS were mainly valued for the work they cats than dogs in American could do. They chased foxes away from homes. But humans have a chicken coops. They cleared restaurant special connection with dogs. kitchens of rats. They hunted for Scientists are just starting to ducks. They pulled sleds over snow. figure out this connection. When fires broke out in cities, firehouse dogs cleared the A Surprising Discovery way for fire wagons pulled by Studies show that dogs horses. make our lives better. Dog These hard-working owners tend to get more dogs were too dirty and exercise; those daily walks smelly to live indoors. If In the ’50s, the show make them healthier. Dogs Lassie helped turn dogs they got sick or hurt, they into all-American pets. can help kids with autism and healed on their own or they other challenges cope with died. Most vets treated only stress. animals that were seen as valuable New research is helping at that time, like horses and cows. to uncover the scientific reason for our connection to dogs. In 2015, Japanese From Workers to Pets researchers found that when humans and But by the late 1800s, that was changing. dogs look into each other’s eyes, something America was becoming wealthier. More happens inside their bodies. Both the people could afford to feed and care for a human’s and the dog’s brains release a pet. New and powerful soaps scrubbed dogs chemical that makes them feel close. It’s the clean and killed fleas. Companies started same chemical that helps mothers feel close selling dog food, which made feeding a dog to their babies. simpler. Vets opened offices just for treating Another study showed that when pets. In the 1950s, humans point to something, dogs look TV shows like where we’re pointing. This shows that dogs Lassie and The try to understand us. Not even our closest Adventures of animal relative, the chimpanzee, does that Rin Tin Tin naturally. helped turn Today, dogs help humans in many ways. dogs into They lead people who can’t see. They find popular pets. people who are lost. They comfort wounded Americans soldiers. President Franklin D. Roosevelt was rarely seen love other pets But most dogs, like Scout, have just one without his terrier, Fala. too. There main job: to love us. And for most of us, are more that’s enough. n WHAT’S THE CONNECTION? Imagine you are a beloved family dog, and you want your puppies to learn about their FIND AN background. Write a letter to them explaining your species’ history, from your wolf ACTIVITY beginnings to your current life. Use information from both articles in your letter. ONLINE! GABI RONA/CBS PHOTO ARCHIVE/GETTY IMAGES (LASSIE); GRANGER, NYC/THE GRANGER COLLECTION (FALA)

STORYWORKS.SCHOLASTIC.COM • SEPTEMBER 2017 19 Analyzing Two Texts: Synthesizing “The Amazing History of Dogs” Core Skills Workout September 2017 Name: ______Date: ______Putting It All Together

Directions: To synthesize means to combine parts from different sources. Answer the questions below to synthesize information from the article “How the Wolf Became the Dog” (HWBD) and the informational text “How America Went DOG Crazy” (HAWDC). We’ve indicated where you can find each answer.

1. During what time period did the relationship between humans and dogs begin? (HWBD)

2. When did dogs first appear, and where did they come from? (HWBD)

3. Until the late 1800s, what was the main role of dogs? (both texts)

4. How did the role of dogs change during the late 1800s? (H AW D C)

5. How popular are dogs in America today? (H AW D C)

6. What are some of the jobs that dogs perform today? (H AW D C)

7. Why are dogs important to humans? (both texts)

Write Now! Use your answers above to help you respond to the writing prompt at the bottom of page 19.

September 2017 Name: Date: LL

“The Amazing History of Dogs” Quiz Directions: Read the articles “How the Wolf Became the Dog” and “How America Went DOG Crazy” in the September 2017 issue of Storyworks. Then fill in the bubble next to the best answer for each question below.

1. In the first article, what does speculate 4. In the late 1800s, why did dogs become mean in the sentence “Scientists speculate popular pets in America? that the first dog appeared between A People needed working dogs in cities. 15,000 and 38,000 years ago?” B Dogs herded animals on family farms. A threaten C prove C People could afford to care for them. B think D pretend D Dogs became domesticated.

2. What word best describes the wolves that 5. Based on the second article, how does stayed in human campsites? owning a dog affect our lives? A gentle C fierce A It ruins our lives. B scared D nervous B It does not change our lives. C It makes our lives harder. 3. Which line from the article supports the D It improves our lives. answer to question 2? A “Every dog has the same ancestor, the gray 6. Both articles talk about . . . wolf.” A dogs’ importance to people. B “At that time, many animals posed a threat B the ancestor of all dogs. to humans.” C animals of the Ice Age. C “But they still helped protect humans from D annoying pets in America. dangerous predators.” D “These wolves were less aggressive than other wolves.”

Constructed Response Directions: On a separate piece of paper, write your answer to each question in a well-organized response. Make sure you support your answers with information and details from the articles. 7. Based on “How the Wolf Became the Dog,” 8. Do you think that “How America Went name two ways humans put dogs to work. DOG Crazy” is a good title for this article? Explain.

Perfect Verb Tense

ō 6JGRCUVRGTHGEVXGTDVGPUGGZRTGUUGUCPCEVKQPVJCVVQQMRNCEGKPVJGRCUVDGHQTGCPQVJGT CEVKQPQTGXGPVKPVJGRCUV6JKUVGPUGKUHQTOGFD[WUKPIJCFYKVJVJGRCUVRCTVKEKRNGQHVJG XGTD Example: By the time we woke up, mom had prepared the breakfast.

ō 6JGRTGUGPVRGTHGEVXGTDVGPUGGZRTGUUGUCPCEVKQPVJCVJCRRGPGFCVCPKPFGHKPKVGVKOGKPVJG RCUVQTVJCVDGICPKPVJGRCUVCPFEQPVKPWGUKPVJGRTGUGPV6JKUVGPUGKUHQTOGFD[WUKPIJCU QTJCXGYKVJVJGRCUVRCTVKEKRNGQHCXGTD/QUVRCUVRCTVKEKRNGUGPFKPGF Example: Emily’s dad has traveled to many countries. Ricky has won the chess championship.

ō 6JGHWVWTGRGTHGEVXGTDVGPUGGZRTGUUGUCPCEVKQPVJCVYKNNQEEWTKPVJGHWVWTGDGHQTGUQOG QVJGTCEVKQPQTGXGPV6JKUVGPUGKUHQTOGFD[WUKPIYKNNJCXGYKVJVJGRCUVRCTVKEKRNGQHVJG XGTD Example: If I don’t start now, the meeting will have started by the time I reach the ofﬁce.

Directions : Underline the perfect verb tenses in the sentences below. Then write present perfect, past perfect, or future perfect on the lines provided.

1. I have been to Disneyland three times already. ______

2. Kendra had been training hard to participate in a marathon this summer. ______

3. Rico has played the violin in many recitals. ______

4. My grandparents have lived in Plano, TX for more than a decade. ______

5. By the time I reached the theater, the movie had begun. ______

Perfect Verb Tense

Directions : Underline the perfect verb tenses in the sentences below. Then write present perfect, past perfect, or future perfect on the lines provided.

6. I have eaten diﬀerent types of cheesecake. ______

7. By the time we reach the airport, the weather will have improved. ______

8. Erin had ﬁnished his sandwich way before lunch time. ______

9. They will have arrived home by the time mom is ready with dinner. ______

10. My dad has planted tulips in our backyard this spring. ______

11. My grandpa had taken his pill before his morning coﬀee. ______

12. These rose bushes have gown since the last time I saw it. ______

13. Stanley will have received his pay by this Friday. ______

14. I had talked to my neighbors before I called the police. ______

15. Jocelyn will have completed her assignment by the deadline. ______

Continue the Learning Journey

● Imagine you could transform yourself into either a wolf or a dog. Which would you be? Write a paragraph (5 - 7 sentences) explaining your choice and what time period you would like to live in. Find details in the articles, and use your imagination, to describe what your life would be like, what your daily activities might be, and what your relationship with humans would be like.

Extended Opportunity

● Watch the video "Into the World of Military Working Dogs." As you watch, make a list of all the ways dogs help soldiers. Then use your list to write a thank-you note to a military working dog for being such an important helper.

Name Reteaching 7-6 Dividing a Decimal by a Decimal

When you divide by a decimal, you need to rewrite the dividend and the divisor so that you are dividing by a whole number. Find 4.96 Ϭ 0.8. Step 1: Estimate. Use compatible 480 ÷ 80 = 6 numbers. 0.8 3 10 5 8 c Step 2: Make the divisor a whole 0.8 4.96 4.96 3 10 5 49.6 number. Multiply the divisor AND the dividend by the same power of 10. Place the decimal point in the quotient. Step 3: Divide as you would with whole 6.2 c c numbers. Remember that sometimes 8 49.6 8 49.6 you may need to annex zeros to 48 16 complete your division. 16 0 Step 4: Compare the quotient with your Because 6.2 is close to 6, the answer estimate. checks. Find each quotient.

1. 0.02ͤෆ1.5ෆ Estimate: Multiply dividend and divisor by what power of 10? Place the decimal point in the quotient. Divide. How many zeros do you need to annex? Compare the quotient to your estimate. Is the answer reasonable?

2. 0.06ͤෆ0.36ෆළ 3. 0.04ͤෆ9.6ෆ 4. 0.75ͤෆ0.03ෆ

5. Fernando used tenths grids to draw this picture showing 1.6 Ϭ 0.4 ϭ 4. Draw a picture to show 1.8 Ϭ 0.6. Write the quotient.

1. 8.4  0.03  2. 66.15  0.063 

3. 100.5  1.5  4. 860  0.04 

5. 72.8  10.4  6. 14.36  0.04 

7. 2.87  0.1  8. 78.2  0.2 

9. How does multiplying both the dividend and the divisor by a factor of 10 sometimes make a problem easier to solve?

For each item, find Item 1955 Cost 2011 Cost how many times greater Movie admission $0.75 $9.50 the 2011 cost is than Regular popcorn $0.25 $4.25 the 1955 cost. Round Regular drink $0.35 $2.75 your answer to the nearest hundredth. 10. movie admission 11. regular popcorn 12. regular drink

13. Which item has increased the greatest amount of times from its original cost?

14. Divide. Round to the nearest hundredth. 250.6  1.6 A 156 B 156.6 C 156.61 D 156.63

15. Allison and Rhea got different quotients when they Allison Rhea divided 4.80 by 0.12. Whose work is correct? 0.40 40.0 Explain why. ) 4.8012 ) 48012

30422_T03_3-6PR-1

MTH12_ANC5_TRM_P07_06.indd 1 5/1/11 12:20 AM Name Reteaching 8-2 Order of Operations

If you do not use the proper order of operations, you will not get the correct answer. Evaluate 23 2 3 6 (1 5). Step 1. Do the operations inside the Step 2. Evaluate any terms with parentheses. exponents. (1 5) 5 23 8 23 2 3 6 5 8 2 3 6 5 Step 3. Multiply and divide in order Step 4. Add and subtract in order from from left to right. left to right. 8 2 4 and 3 6 18 4 18 22 4 18 5 22 5 17 So, 23 2 3 6 (1 5) 17

Write which operation should be done first. 1. 6 3 2 2. 13 1 4 2

3. 5 (7 2) 1 4. (19 23) (4 5)

For questions 5 through 8, evaluate the expression for x 6 and y 17.

5. 4x 5y 6. 2x (20 y)

7. x 3 y 8. 4y 2 (8x 10)

9. Patty made $34 baby sitting on each of 3 weekends. If she spent $50 on gifts for her family, how much money does she have left?

10. Carlos solved 20 (2 6) 8 4 29. Is this the correct answer?

3. 24 (8 2) 6 4. (15 11) (25 5)

5. 26 4 5 2 6. 15 (7 7) (5 2)

7. (8 4) (7 0) 8. 5 (6 3) 10 (8 3)

9. Which is a true statement, 5 4 1 25 or 3 7 2 17? Explain your answer.

Insert parentheses to make each statement true. 10. 25 5 4 25

11. 7 4 4 2 26

12. 3 5 2 10 6

13. Insert parentheses in the expression 6 10 2 so that: a. the expression equals 32.

b. the expression equals (12 1) 2.

14. Solve (25 7) 2 4 2.

A 18 B 11 C 6 D 5

15. Write two order-of-operation problems. Then trade with a classmate and solve the problems.

Brackets and parentheses are both used to show groupings. Brackets are used to avoid double parentheses: [( instead of ((.

Evaluate expressions according to the order of operations. Evaluate inside parentheses, then 2.32 ϩ [(9 ؋ 0.4) ϩ (3 ؋ 0.8)] ϫ 1.2 .1 evaluate inside brackets. 2.32 ϩ [3.6 ؉ 2.4] ϫ 1.2 2.32 ϩ 6 ϫ 1.2 2. Evaluate terms with exponents. 2.32 ϩ 6 ϫ 1.2 5.29 ϩ 6 ϫ 1.2 Multiply and divide from left to 5.29 ϩ 6 ؋ 1.2 .3 right. 5.29 ϩ 7.2 Add and subtract from left to 5.29 ؉ 7.2 .4 right. 12.49

Evaluate each expression. 1. (4.8 Ϭ 2) ϫ 5 2. 3.6 ϩ (3 ϫ 9.6 Ϫ 4.8)

3. [(6.2 ϫ 8.4) Ϫ 9.28] 4. [7 ϫ (9.6 Ϭ 3)] ϩ 12.4

5. 6 ϫ [(6 ϫ 2.3) ϩ 3.9] 6. 24 Ϭ [(3.35 ϫ 0.8) ϩ 5.32]

7. 9.6 ϩ [(3.1 ϫ 2) Ϫ 2.3] ϩ 42 8. 62 Ϫ 9 Ϭ [(0.24 ϫ 5) ϩ (0.66 ϫ 5)]

9. How would you use estimation to evaluate this expression: 10.2 ϫ [(2 ϫ 3.7) ϩ 8]?

3. 32 2 [(12 2 22) 3 0.6] 4. [(0.2 3 8) 1 (2.5 3 3)] 1 52

5. 42 4 [8.6 2 (8 3 0.2)] 6. 33 1 4.2 3 8 4 0.2

7. 6.8 1 [(0.5 3 7) 1 (3.1 3 3)] 8. 52 2 [(62 2 32.4) 1 (8 4 0.5)] 1 4.5

9. 9 1 [(4.2 2 3.3) 1 (6.4 4 0.8)] 3 3 10. 41 2 32 1 (8 3 2.3) 2 15 1 (2.1 3 4)

11. Keisha bought a new pair of skis for $450. She put $120 down _1 and got a student discount of $45. Her mother gave her 2 of the balance for her birthday. Which of these expressions could be used to find the amount Keisha still owes on the skis?

A 450 2 120 1 45 4 2 C 450 2 (120 2 45) 4 2

B [450 2 (120 2 45) 4 2] D [450 2 (120 1 45)] 4 2

12. (7 3 3.4) 2 [(2.8 3 5) 2 (4.3 3 2)] 1 42. Give the order of operations a student solving this problem would use to evaluate the expression. Solve.

P 8•4 Copyright © Pearson Education, Inc., or its afﬁliates. All Rights Reserved. 5 Conceived of Compromises: Creating the U.S. Constitution By USHistory.org, adapted by Newsela staff on 05.18.17 Word Count 807 Level 570L

The signing of the Constitution at the Constitutional Convention in Philadelphia, Pennsylvania, on September 17, 1787. Photo from Wikimedia

The American Revolution ended in 1783. Before the revolution, America was controlled by the British. After a hard war, Americans were able to send away the British army. Now, leaders of the new United States had to think of a new government.

In 1787, the U.S. was made up of 13 states. All states had to agree on how they wanted to run the country. They came together to write a new law of the land, called the Constitution. This meeting was called the Constitutional Convention.

The Constitutional Convention

Each U.S. state has its own state government. Along with state governments, the country also has one national government.

Before the Constitution, the country already had a set of laws. They were called the Articles of Confederation. These laws gave states more power than the national government. For example, the

This article is available at 5 reading levels at https://newsela.com. national government could ask a state to pay tax money. However, it could not force the states to pay it.

At the Constitutional Convention, leaders of the country talked about giving the government more power. They wrote new laws as a list of articles.

Separation of powers

Article I of the Constitution says that the U.S. government should have a Congress. This is the part of government that makes laws.

Congress is split into two houses. One house is called the Senate. The other is the House of Representatives.

Article II states what powers the U.S. president has.

Article III describes the Supreme Court. This court is made up of expert judges. Together they make sure that the rest of the government follows the Constitution.

Checks and balances

The founders of the United States were careful. They did not want to give the national government too much power.

America's founders built a system with many parts, or branches. Each branch can check the powers of the other branches.

For example, state lawmakers might try to make a law. The president can say no to that law.

Every law also has to respect the Constitution. If it does not, the Supreme Court will not allow it.

Big and small states

Almost every state took part in the Constitutional Convention. The leaders who went were called delegates.

For example, James Madison and George Washington went for the state of Virginia. Washington had fought in the American Revolution. He was a respected army general. Pennsylvania sent Benjamin Franklin. He was a smart and famous inventor.

Madison offered a first plan for the new government. His idea was called the Virginia Plan.

Madison's plan gave the national government more power than the states. It also separated the national government into three parts. One part made laws. Another made sure the laws were followed. A third carried out trials if people broke the law.

This plan is close to what the U.S. has today. Congress is the part that makes laws. The president makes sure the laws are followed. The Supreme Court puts people on trial if they do not respect

This article is available at 5 reading levels at https://newsela.com. the law.

Still, Madison's plan had a problem.

The more people a state had, the more lawmakers it could have in Congress. These states would have more power than other, smaller states.

Smaller states offered their own plan. They proposed the New Jersey Plan, where each state only had one vote in Congress. This way, all states would have equal power.

Constitution through compromise

Finally, the state leaders were able to agree.

The Senate would have two people for each state. Small states and large states would both have the same number of lawmakers.

In the House of Representatives, each state would have a different number of lawmakers. States with more people could have more lawmakers.

Still, there were a few other problems.

States in the South had slavery. A slave is a person who is forced to work for free. Southern states wanted to keep having slaves. States in the North wanted slavery to be against the law.

In the end, the delegates wanted to agree on a Constitution. States with slaves and states without slaves had to come together. So, the delegates let slavery continue.

If a state had more people, it could have more lawmakers in Congress. Slave owners wanted their slaves to be counted. This did not mean slaves could vote. It meant states with slaves could have more power. States without slaves would have less power. So, the delegates decided a new rule. It would take 5 slaves to count as 3 non-slaves.

After years of planning, the new Constitution was signed. A small group of national leaders had created a new government. To this day, the U.S. Constitution is the longest-lasting written constitution in history.

This article is available at 5 reading levels at https://newsela.com. Quiz

1 What is the MAIN reason WHY leaders created a Supreme Court?

(A) to make sure the whole government follows the Constitution

(B) to make sure each state obeys the government's laws

(D) to make sure the president follows the Constitution

2 Which of the following BEST explains WHY there was a Constitutional Convention?

(A) because Americans did not want to be ruled by the British king

(B) because leaders wanted to keep the Articles of Confederation

(D) because states did not think they should have to pay taxes

3 Read the section "The Constitutional Convention."

Which paragraph gives information about a previous set of laws in America?

4 What is the purpose of the section "Big and small states"?

(A) to show how the national government was led by George Washington

(B) to show how different state sizes made it hard for leaders to agree on a plan

(D) to show how larger states wanted more power than smaller states

This article is available at 5 reading levels at https://newsela.com. Our system of checks and balances By Whitehouse.gov and USA.gov, adapted by Newsela staff on 12.07.16 Word Count 443 Level 520L

Scales of Justice. Image by DonkeyHotey, Wikimedia.

The Founding Fathers wrote the U.S. Constitution. They created three branches of government. These three branches can check one another's power. This makes sure that no one person and no branch of government can have too much power.

Legislative Branch

The legislative branch works on creating laws.

This branch is made up of Congress. The Senate and House of Representatives make up Congress. Americans vote for senators and representatives.

Senate — There are two senators for each state. Senators serve for six years at a time.

House of Representatives — There are 435 representatives. They are divided among the 50 states. Representatives are based on the number of people in each state. States with more people have more representatives. A representative serves for two years at a time.

This article is available at 5 reading levels at https://newsela.com. The legislative branch comes up with ideas for laws. These are called bills. They vote on bills. They send the bill to the president if they pass it. The bill becomes a law if the president signs it.

Executive Branch

The executive branch carries out and enforces laws. It includes the president, vice-president and the Cabinet.

American citizens vote for the president and vice- president.

President — The president leads the country. The president serves four years at a time. He or she cannot serve more than two times.

The president either approves bills or says no to them. Saying no to a bill is called vetoing it. Congress has to vote to overturn a veto.

The president can also make deals with other countries. These must be supported by the Senate.

Vice president — The vice president helps the president. The vice president becomes president if the president is unable to serve. He or she serves four years at a time. The vice president also has power in the Senate. He or she decides a tie.

The Cabinet — Cabinet members give advice to the president. The Cabinet members are in charge of 15 different departments. One is the Department of Education. They are picked by the president. Then they must be approved by the Senate.

Judicial Branch

The judicial branch decides what laws mean. It decides how laws can be used. It also decides if laws go against the Constitution.

The judicial branch is made up courts. There are the Supreme Court and other courts.

Supreme Court — The Supreme Court is the highest court in the United States. It is made up of justices. They are picked by the president. Then they must be approved by the Senate. Nine justices serve on the Supreme Court. They usually serve until they die or if they decide to stop working.

This article is available at 5 reading levels at https://newsela.com. Quiz

1 Why are senators and representatives an important part of our government?

(A) They create laws.

(B) They lead the country.

(D) They decide what laws mean.

2 What is the main reason the U.S. government has three branches?

(A) so that each branch can get help from the other branches

(B) so that all of the branches can vote on a new law

(D) to make sure one branch does not become too powerful

3 Look at the chart called "3 Branches of Government."

Based on the chart, which of the following has 435 elected members?

(A) Senate

(B) House of Representatives

(D) Supreme Court

4 Based on the chart "3 Branches of Government," which answer choice lists the three branches?

(A) Congress, Senate, House of Representatives

(B) President, vice president, Cabinet

(D) Judicial, Supreme Court, other federal courts

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