Eagle Creek Elementary Th 1216 East 5 Street - Arlington, WA 98223 Office: 360.618.6270 - Fax: 360.618.6275

Eagle Creek Elementary th 1216 East 5 Street - Arlington, WA 98223 Office: 360.618.6270 - Fax: 360.618.6275

5th Grade Learning Menu Information: May 11th – May 21st

Please find the attached Learning Menu for May 11th - May 21st. A few notes about the menu (changes from last menu are bolded):

- This menu includes two-weeks of learning material and supports instruction through May 21st. Please note: Friday, May 22nd and Tuesday, May 26th have been designated “No School Days” to stay within the 180 school day calendar. - Consider working with your child to plan out how they will work through the menu over the two-week period of time. - Students are asked to submit their work to an assignment or two- we would love to see what your children are doing so we can assess their understanding of material and plan next steps. Directions for this are provided on the menu. - The Specialist Menu is grade level specific. Your kids can pick one Specialist area every day or so to work with.

Washington State’s Superintendent’s Office is recommending the following for daily learning times: - Kindergarten/1st Grade: 45 minutes a day - 2nd and 3rd Grade: 60 minutes a day - 4th and 5th Grade: 90 minutes a day

We are taking weekly attendance and our goal is to check in with students at least once a week. Please be sure to connect with your teacher via e-mail, phone, Zoom, Google Classroom, or by submitting assignments.

If you are looking for more learning, consider looking back at previous menus and doing an assignment you may not have gotten to OR check out the many websites listed under “Helpful Websites”.

If you have questions or concerns, please reach out to your child’s teacher. Teacher e- mails are listed at the bottom of each menu and teachers are establishing Office Hours to provide additional supports as needed. Your teacher will communicate the Office Hour information with you via e-mail. Eagle Creek 5th Grade Menu May 11 - May 21 *Remember to read for at least 20 minutes and journal each day! *See fraction multiplication r eference sheet and the links in Helpful Websites for help.

Complete the Play R olling Complete Complete “Multiplying with Fractions My Math My Math Fractions by game. Workbook Workbook Whole Online dice: page 743 pages 749-750 Numbers Using https://www.google. (Ch 10, L. 6) (Ch. 10, L. 7) Math com/search?q=dic Models” e+roller *Don’t forget to *Tu rn in this worksheet. simplify your page to your

Modi- answers. teacher when ﬁcation: For extra you ﬁnish. Complete the Use a practice, try Play the IXL skill M.8 Multiplying multi- Multiplying Play the Bump plication Fractions by Fractions game Game to chart. Complete Fractions with (see gameboard) practice My Math Visual Models multiplying Workbook worksheet For extra mixed numbers pages 729-730 practice, try I XL (Ch. 10, L. 4) For extra skill M.20 For extra practice, try For extra practice, try IXL skill M.19 practice, try IXL skill M.36 & IXL skill M.11 M.37

Read “ Summer Re-read the Re-read the Using a book Can Feel So summer summer you are Long” passage passage and passage and currently and complete complete the complete the reading (or ELA the W ord Work Understand It Comprehension have recently activity on the and activity. finished-use bottom left. Vocabulary one of our CIA Modi- activities. books, if fication: *C onjunctions: needed), Have join phrases or Modification: someone complete the sentences Have someone at at home Character together. home read it to read it to Report Card for Example: for, and, you. Talk about you. Talk one of the main but, or, so, while, the story. about characters. because the story. Modification: Conjunction Have someone at Junction: home read it to https://www.youtub you. Talk about e.com/watch?v=RP the story. oBE-E8VOc

5 Paragraph 5 Paragraph 5 Paragraph 5 Paragraph Essay Essay Essay Essay Some people Continue your Continue your Continue your think summer essay about essay about essay about break should summer break: summer break: summer break: be longer, while others think it Now, write the Now, write the Now, write the should be introduction. body of the conclusion. shorter. Others Remember to essay. Write Remember to might think it use an opening one paragraph tell your 3 ideas should stay sentence that for each of again, and use how it is. Write will “hook” your your 3 a closing an essay reader. Also, ideas/reasons. sentence to stating your include your 3 Include details wrap it all up. opinion on this ideas/reasons.R about each topic. emember to idea, but Then, read your just tell what remember to essay to First, they are, don’t just focus on someone else brainstorm go into detail. the main idea to have them some ideas and of each help you e dit details. You paragraph. (spelling, could even try punctuation, researching etc.) and r evise some more (word choice, information. organization, Then, o rganize etc.). your thoughts. Choose the *S end your best 3 ideas teacher the ﬁnal and jot down copy of your some details to essay. support them. You can use the attached graphic organizers to help choose the one that works the best for you.

Read the Imagine you Read the “W ar Using “C onﬂicts Grow” are a member Begins” article. information article. of the Sons of from the Complete the Liberty during articles, d raw a Complete the “B efore you the Tea Party. historically “B efore you Read” and Create a accurate Read” and “A fter you Read” ﬂyer/poster or picture of one “A fter you Read” activities. a letter of the events activities. convincing that caused the others to join Revolutionary

Continue the you in War. Then, write Optional: timeline ( from protesting the a paragraph Check out the the last Tea Act tax by explaining what menu)- as you throwing the Social Studies you drew and read each of tea in the skills on why it was one the articles add harbor. Be sure IXL-there is a of the causes the important to include category on of the events to the reasons why “The American American timeline. *Keep they should Revolution”. Revolution (W hy your timeline help you. did it make some Sci/SS for the next of the colonists want to be free menu. from Britain’s control?) . Optional: Watch some of Optional: T ake the Liberty’s a virtual ﬁeld Kids episodes trip to the to learn more American about these Revolution events: Museum in https://www.you Philadelphia tube.com/watc using this link: h?v=S7qRZmHL http://www.scho obQ&list=PLHe lastic.com/beyo aIWvdbER3Ic90 ndthebattleﬁel BzhPsH2aJ5KI3 d/ UtmM (This is the museum some of your teachers went to in February!)

Health & Wellness: Believe in Yourself ● Find something you love to do ● Do it everyday ● Use your imagination ● Declare your intentions (write down your goals) ● Set small goals – knock them off – set more goals ● You must become disciplined – it builds confidence ● Out work others around you ● The secret is to enjoy the journey – the highs and lows – be patient ● Never stop reaching for your goals till you get there Please watch these videos: https://youtu.be/3CQusoJSh0E https://youtu.be/HLBDPUdckQs https://youtu.be/IWLZ2b158HI

Library/Tech: Library: After reading a book, ﬁll out the book report that is attached.

Technology: Big exciting news: we are beta-testing a virtual coding program that allows our students to complete coding challenges online. If you are interested in trying this with your student, go to code-beta.makewonder.com. Teacher code is pc8gm. Look under “5th grade” then scroll until you ﬁnd your child’s name. Your child can try to complete puzzles and have some fun exploring this site! If you run into any glitches, please email me (see Ms. Arnold’s email below) and I will forward your comments and questions to the company, since this is a beta test, there may be some! Also, this only works with ChromeBooks and laptops and is not compatible with iPads or phones, yet!

Also, create a Dash & Dot comic strip (see attached comic strips with blank talk bubbles).

Music: SpotLight On Percussion! [Week 6] and Woodwind Instruments [Week 7]. Listen to and Learn about Instruments by clicking on the links. Make a “Music Dynamic Paddle” to practice switching from very quiet (Piano) to very loud (Forte) during a song. Keep Singing and send us a pic or recording, I would L-o-v-e to hear from you! Spotlight on Percussion! Piano/Forte Paddle Project (5/11-15) Spotlight on Instruments - Woodwinds (5/18-22)

PE: Baseball / Softball Skills This week you will be working on your underhand tossing and overhand throwing. Check out the attached posters to see the correct form for tossing and throwing. Equipment: Any ‘soft’ ball that can fit in your hand or a “sock ball” (a couple of socks balled into each other) - use whatever you can find to replicate a ball. We recommend Baseball/Softball skills be practiced outdoors whenever possible. Underhand Toss: Practice tossing to a target on the floor. Your target can be a laundry basket or any “ground area” you designate as your target. See if you can toss accurately into your target 10 times. Overhand Throw: Practice throwing to a target ona wall or even to a partner. See if you can throw accurately to your target 10 times. Extension(s) of the Week: How many times IN A ROW can you accurately throw to your target. Try to beat your last record.

General Wellness: How to lift your spirits! Students can make a list or a poster of 10 to 15 things that: make them happy; they can do by themselves; doesn't require adult assistance; costs any money; or requires a screen. Hang the list or poster in their room. When they are feeling bored, upset or lonely go to their list for ideas to find fun and healthy activities. Examples: Create a 3-D animal out of recycled materials; write a poem or a song; work on a puzzle or make your own if you don't have one; paint your nails; try an experiment you learned about in school; take a dog for a walk, climb a tree... Try something you may have never done before but wanted to try. Have fun with this!!

For more social emotional skills, lessons and helpful stories visit our Google Classroom. Log in to Google, Open Google Classroom, click the “+”; join the class Social Emotional Support During School Closure; enter in the code kyufbxn

Helpful Websites: https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplyin g-fractions-and-whole-numbers/v/concept-whole-fraction-mult (Multiplying Fractions-models of fraction times a whole number) https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplyin g-fractions-and-whole-numbers/v/concept-fraction-whole-number-product( Multiplying Fractions-fraction times a whole number) https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplyin g-fractions/v/visualizing-fraction-products?modal=1( Multiplying Fractions-models of fraction times a fraction) https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplyin g-fractions/v/multiplying-fractions?modal=1( Multiplying Fractions-fraction times a fraction) https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/5th-multiply-fr actions/imp-multiplying-mixed-numbers/v/multiplying-mixed-numbers?modal=1 (Multiplying mixed numbers)

Multiplying Fractions Games: https://www.splashlearn.com/multiplying-fractions-games http://www.math-play.com/soccer-math-multiplying-fractions-game/multiplying-fractions-socc er-game_html5.html http://www.math-play.com/Multiplying-Fractions-Millionaire/Multiplying-Fractions-Millionaire- Game_html5.html

Teacher Emails: [email protected] (Mrs. Evans) [email protected] (Mrs. Husby) [email protected] (Mr. Klein) [email protected] (Mrs. Shalan)

Specialist Emails: Ms. Arnold: j [email protected] (Library/Technology) Ms. Hallanger: [email protected] (Music) Mr. Mclaughlin: t [email protected] (Health and Wellness) Mr. Robison: b [email protected] (PE) Ms. Jablonski: C [email protected] (School Counselor)

2 1 Fraction x Fraction Ex: x 3 4 Step 1 2 1 2 Step 2 2 1 2 Step 3 2 1 x = x = = 3 4 3 4 12 12 6 Multiply the Multiply the Simplify your numerators 2 x 1 = 2 denominators 3 x 4 = 12 answer

4 Fraction x Whole Number Ex: 3 x 3 x 4 = 12 5 Step 1 Step 2 12 2 Step 3 = 2 4 3 4 3 4 12 5 5 Rewrite the 3 x = x Multiply the x = 5 1 5 1 5 5 Simplify your whole number fractions answer as a fraction 1 x 5 = 5

2 1 Step 1 Fraction x Mixed Number Ex: 4 + 3 9 6 38 x 19 =722 Step 3 Rewrite the 2 38 Step 2 722 20 4 = = 13 mixed 9 9 38 19 722 Simplify/ 54 54 Multiply the x = number(s) 9 6 54 convert back as an improper 1 19 fractions 20 10 3 = to a mixed 13 = 13 fraction 6 6 9 x 6 = 54 number 54 27 Multiplying Fractions by Whole Numbers Using Models

EXAMPLE:

Shade Combine in 2/5 five to shade in times. total.

2 1. 4 x = ______3

2. x 3 = ______ 3. 5 x = ______

4. x 5 = ______

2 5. 4 x = ______

6. x 2 = ______

7. 2 x = ______

8. x 5 = ______ Rolling with Fractions To set up each problem: -Roll the die and write this number as the whole number. -Roll the die twice and use those numbers to make a fraction- one as the numerator and one as the denominator. -Multiply the whole number by the fraction and write your answer on the answer line. Be sure to simplify your answer. Whole Number Fraction Answer

______

______Multiplying Fractions by Fractions with Visual Models Example: 2/5 x 3/8

Step 1: Draw a rectangle and make the Step 2: Shade the amount of columns same amount of columns as the as the numerator in the first fraction. denominator in the first fraction. This shows the first fraction: 2/5.

Step 3: On top of the columns, draw as Step 4: Shade in as many rows as the many rows as the number in the numerator of the second fraction. This denominator of the second fraction. shows the second fraction: 3/8.

Step 5: To find your final answer, draw a box around the squares that overlap. This is the numerator of your answer. The denominator is the total number of boxes in the figure.

**You can also use slanted lines to show your shadings if you do not have different colors.**

Answer: 6/40 or 3/20 if simplified

©"2013"Terry’s"Teaching"Tidbits" Name: ______Date: ______Multiplying Fractions by Fractions with Visual Models

Student Practice Page 1

Directions: Shade in the models below to represent fraction multiplication. Write your final answer on the line provided.

1. 4/9 x 1/3 = ______2. 3/7 x 4/5 = ______

3. 1/2 x 5/6 = ______4. 3/4 x 7/9 = ______

5. 3/5 x 1/4 = ______6. 9/10 x 2/3 = ______

©"2013"Terry’s"Teaching"Tidbits" Multiplying Fractions Directions: Take turns rolling one die and moving that many places. When you land on a space, solve the equation shown.

S x d = V x F = H x D = A x A = F x K = x = x = A M D F D x G = A x d = x = x = D L A z O x J = Start x = F x F = C W D x P =

x = O x L = f A x = x = D D Finish F A F x f =

©Jennifer Findley Bump Game directions

Materials: Each player needs about ten markers of one color and one copy of the game board (with optional answer key). Number of Players: 2

Objective: To have the most squares covered by the end of the game

Directions: 1. Roll a pair of dice, and determine the sum of the numbers rolled. 2. Find the number that matches the sum of the numbers you rolled. 3. Answer or solve the task. 4. Find the answer or solution in one of the circles. 5. Place your marker on the circle.

Other Important Information: 1. If another player rolls the same sum as you and gets the answer correct, he or she may “bump” your marker and place his or her marker on the circle. 2. You can protect your circle by rolling the same sum again and placing another marker on top of the existing one. Two markers on the same circle by the same player will protect that player from being bumped.

©2017 Jennifer Findley Multiplying with Mixed Numbers 2 2Q x F = BumpGame 3 2 x 3 = Directions: Solve the equation for the number you rolled. Make sure A that your answer is in simplest form. 4 3 x 1 = 1 S 6 2 2 5 1 7 1 5 2 x 3 C = 3 3 3 2 6 3A x D = 1 1 1 3 4 7 2d x 2 = 4 6 2 5 2 4 8 2 x 2 = D 1 3 1 1 9 1A x O = 1 3 4 4 4 6 2 10 2O x 3 = 1 1 4 5 11 2 x 1 = K 5 3 2 3 2 5 8 ©JenniferFindley 12 2D x A = “Summer Can Feel So Long” Understand It! Answer the following Sophie knew most of her friends were beyond excited about summer vacation. questions after reading:

So many of them had big plans to sleep in every day, catch up on a bunch of TV 1. The word ‘privilege’ in the passage means… series by binge watching all day and night, and just basically laying around. Sophie a. a special gift was excited for summer too, but she was a little worried things around her house b. lazy c. a bad choice would get a bit out of control. Sophie’s family just adopted her little brother from d. busy Africa. His name is James and he is just seven years old. Since James has lived in 2. Sophie’s friends will an orphanage since he was two weeks old, he is still learning to be part of a family. probably _____ all summer. James loves his school, especially knowing that he will wake up every day and have a. be busy school to look forward to. He thrives on his daily school routine. It makes him feel b. feel overwhelmed c. lay around safe and secure to have his day filled with all the things he knows will happen. So d. do homework when the lazy days of summer arrive and he loses that routine, James struggles 3. Having a little brother with learning to relax and just enjoy the freedom that summer days provide. can be… a. a lazy job Sophie knows she will be very busy helping to keep James’ anxiety under control. b. hard word Instead of sleeping in like her friends, Sophie will be up at 6am to help keep James c. really quiet d. not much work busy before breakfast. When all her friends are binge watching TV shows, Sophie 4. What is the most will be playing school, reading stories out loud, and coloring pictures with her little important event? brother. It will be a lot of work. But Sophie loves her new little brother so much. a. watching TV b. sleeping in And to her giving up a quiet, lazy summer to play with her brother doesn’t feel like c. reading stories d. keeping her brother a sacrifice at all. It feels like a privilege. happy in summer

Word Work Color the words in the Vocabulary Copy the 5 bold words passage that match each category below: from the passage. Use context clues and what you know to define each word: red Words with suffixes Words with 2 vowels blue together Words that end with green a vowel

orange Conjunctions

Passage 8 Copyright: Out of This World Literacy (Jen Bengel) Comprehension: Thinking Deeper About Fiction

Name: ______Date: ______

Passage Title: ______Passage Number: ______

Directions: Think deeper about the passage to answer the questions below.

What is your opinion of the story? Why? Who is telling the story? How do you know?

______

How would you have acted in the story? Why? How are you alike and different from the

main character? ______

What big ideas can you infer and use in your How did the characters change over time? own life? ______

Write a report card for your character! Use an A-F grading system to grade one of the characters in your book on each trait. Include a comment for each trait.

Example: Wilbur from Charlotte’s Web Trait Comment Grade Leadership Wilbur has often looked to others for direction, but has B Skills recently shown improvement in his leadership skills. Wilbur is always honest and trustworthy. He is an Honesty A+ excellent example for his classmates.

Name ______Character Report Card

Trait Comment Grade

Kindness

Effort

Teamwork

Leadership Skills Sense of Humor Communication Skills

Attitude

Responsibility

Honesty

5 Paragraph Essay Organizer Introduction: ~include 3 ideas ~topic sentence

Idea 1: Idea 2: Idea 3: ~introduce idea ~introduce idea ~introduce idea ~details ~details ~details ~transitions ~transitions ~transitions

Conclusion: ~restate 3 ideas ~closing thoughts

Opinion Writing: 4-Square

Transition word:!______! Transition word:!______!! ! ! Reason 1:!______!! Reason 2:______!! ______!! ______!! ______!! ______!! ______!! ______!! ! ! Supporting detail(s):!______! Supporting detail(s):!______!! ______!! ______!! ______!! ______!! ______!! ______!! ______!! ______!! ______!! ______! ! Thesis Statement/Opinion:______! ______! ______!

! ______! ! ! ! Transition word:______! Ending transition:!______!! ! ! Reason 3:!______!! Restate opinion:!______!! ______!! ______!! ______!! ______!! ______!! ______!! ______!! ______! ! !! Supporting detail (s):!______!! ______!! ______!! ______!! ______!! ______!! ______! ©!Christina!Lindemann!2015!

Name ______My Book Report

Book title: 3 Characters:

Author:

Week 6 4-5 (5/11-15) Spotlight on ! PERCUSSION Timbre: “The unique quality of sound” of an instrument or voice.

How is Percussion sound produced? By striking, shaking, or scraping. How do you play these instruments? Hint: most percussion is hit or struck to make a sound.

s nare drum m aracas

t impani c ymbals

Musical Expression “Dynamic Conducting Paddle” Project:

(1) P rint out the dynamic markings below, and cut into four squares.

(2) U se a popsicle stick, pencil, or stick as the base. Tape or use a glue stick to stick the letters together, face out on either side of the stick to make a Conductor’s “paddle”. Put about 2 inches of the stick in between the papers (trim as needed).

(3) G et another person (Sibling, Parent, Friend) to sing or play a song you know, or use the composition you created using the rhythm cards from previous weeks activities, while you hold up one side to face them, then flip (rotate) the other side of each paddle. Explain what the letters mean:

f = Loud, p = Quiet, ff = Very Loud, p p = Very Quiet [Practice each one first]

Place one paddle in each hand. Raise one hand to start song (o nly one hand can be up at a time) . “Conduct” the dynamic changes by twisting your wrist back and forth (to show the other side), and raising/ lowering your hands, to get 4 different markings. The musician has to change their volume level to match, but don’t switch too fast! Have fun taking turns “Dynamic Conducting” and “Performing”!

Percussion Artist:

Ernesto Antonio "Tito" Puente was an American musician, songwriter and record producer. He was a native Puerto Rican living in New York City's Spanish Harlem. He is often credited as being the "The King of Latin Music". Listen to him playing on a Jazz Classic “Take Five” below.

Tito Puente

Do you remember these great songs from Music Class? Click on the button, or sing along from memory to your parents and others.

F orte Piano

Forte! Forte! Pi-a—no.

Forte! Forte! Pi -a -a no.

FORTISSIMO! Pianissimo.

Big Crescendo - Forte! Forte!

Pi-a-a-a-no, F ORTE!

Presto Largo From MusicK8.com

Presto, Presto Presto, Presto, Presto! (Repeat)

Really, really really really super mondo fast,

Presto Presto!

Really, really really really super mondo fast,

Presto Presto!

Largo, Largo, Very Slow Largo,

Largo, Largo, Very Slow, Whoah! (ending: Largo, Presto! )

Music – 4th & 5th grade – Week 7 Spotlight on Woodwinds Listening Lesson

Timbre – (pronounced tam ber) The unique quality of sound an instrument (or voice) makes.

Woodwinds – Generally made of wood. Sound is made by blowing (wind). Most use single or double reeds made of cane. The size of the instrument determines how high or low sounds it produces.

The flute is one of the highest pitched instruments in the orchestra. Originally, it was made of wood. Now it is made from silver or gold and it is about 2 feet long. It is played by blowing air across the top of the mouthpiece hole. (This is like blowing across the top of a pop bottle.) It has a light and airy sound. You can change pitch (high and low sounds) by pushing the buttons on the instrument.

*Experiment: Find a Coke bottle and try to create sound by blowing across the top. For even more fun, put water inside and see how the pitch changes. (for fun – not required)

Listen to the flute – from our textbook’s sound bank. Flute - Soundbank

Listen to “Aviary” from Carnival of the Animals by Camille Saint-Saens. Click on this icon – to hear the music. If you are unable to hear the music, go to you-tube and search for this or other flute music. Make sure your parent is present.

The Aviary - Camille Saint-Saens

The clarinet is made of wood or plastic. Sound is made by the vibrating of the reed – which is a piece of cane that is fastened to the mouthpiece. It has a full, open and rich sound. The clarinet has a wide range of high and low notes. There are holes to cover and buttons to push to change the pitch.

Listen to the clarinet – as found in our textbooks. Clarinet Sound Bank Listen to “The Bee” – by Schubert The Bee - Schubert

The saxophone has a single reed plus holes to cover and buttons to push. It has a single reed like the clarinet but the body of a saxophone is made of brass – giving it a bright, rich sound. They come in four sizes: soprano, alto, tenor and baritone sax. The saxophone is usually not part of the orchestra but it usually is a big part of a jazz band.

Listen to B. B’s Blues - Saxophone

B.B's Blues

The oboe is similar to the clarinet in that it has holes to cover and buttons to push to change the pitch of the instrument. The big difference is that the oboe has a double reed which is the mouthpiece. The double reed vibrates when you blow into it. It has a nasal sound – much like when you pinch your nose to sing or talk. It is small – so the pitch is high.

*Experiment : Take a drinking straw and cut a rounded edge on one end and blow into it. This is very much like blowing into a double reed.

Listen to Serenata from Pulcinella by Stravinsky Serenata - Pulcinella by Stravinsky

The bassoon is much like an oboe only much larger. Because it is so much larger, the sound is a lot lower than the oboe. The reed fits on the end of curved metal pipe, called a ‘bocal’.

Listen to Sonata in F minor for bassoon by Telemann Bassoon Sonata - Telemann

Listen to the Quartet (4 instruments). Can you distinguish between the flute, clarinet, oboe and bassoon?

Quartet - Allegro Molto