acute triangle A triangle with three 10 acute angles line segment A part of a line that includes two points, called endpoints, Dear Family, and all the points between them obtuse triangle A triangle with one Throughout the next few weeks, our math class will obtuse angle be studying two-dimensional figures. The students will ray A part of a line, with one use definitions to identify and describe characteristics endpoint, that is straight and of these figures. continues in one direction You can expect to see homework that includes right triangle A triangle with one right angle and two acute angles identifying types of triangles and quadrilaterals. Here is a sample of how your child will be taught to classify a triangle by its angles.
Classify a triangle by the sizes of its angles.
Classify triangle KLM. Angle sizes Angles are classified by the STEP 1 STEP 2 size of the opening between Determine how many Determine the correct the rays. A right angle forms a angles are acute. classification. square corner. An acute angle is less than a right angle. An obtuse angle is greater than /K is __acute_. A triangle with _ 3 _ acute angles is a right angle and less than a /L is __acute_. straight angle. ___acute _. To classify angles in a figure, /M is __acute_. use the corner of an index card as a right angle and compare. Activity
Help your child commit most of the classifications of triangles and quadrilaterals to memory. Together, you can make a series of flash cards with the classifications on one side of the card and definitions and/or sketches of examples on the other side of the card. © Houghton Mifflin © HarcourtCompany Houghton Mifflin Publishing
Chapter 10 P187 Lesson 10.1 Name Lines, Rays, and Angles Essential Question How can you identify and draw points, lines, line segments, rays, and angles?
Everyday things can model geometric figures. For example, the period at the end of this sentence models a point. A solid painted stripe in the middle of a straight road models a line.
Term and Defi nition Draw It Read It Write It Example
A point is an exact location in point A point A space.
‹__› A line is a straight path of points line BC BC __ that continues without end in ‹ › line CB CB both directions.
___ A line segment is part of a line line segment DE DE between two endpoints. ___ line segment ED ED
__› A ray is a part of a line that has ray FG FG one endpoint and continues without end in one direction.
___ Draw and label JK .
____ MATHEMATICAL PRACTICES Explain how lines, ___ line segments, and rays are Is there another way to name JK ? Explain. related. © Houghton Mifflin © HarcourtCompany Houghton Mifflin Publishing
Chapter 10 381 Angles
Term and Defi nition Draw It Read It Write It Example An angle is formed by two rays angle PQR /PQR or line segments that have the angle RQP /RQP same endpoint. The shared endpoint is called the vertex. angle Q /Q
You can name an angle by the vertex. When you name an angle using 3 points, the vertex is always the point in the middle. Angles are classified by the size of the opening between the rays.
A right angle forms A straight angle forms An acute angle An obtuse angle is a square corner. a line. is less than a right greater than a right angle. angle and less than a straight angle.
Classify an angle. Materials n paper To classify an angle, you can compare it to a right angle. Make a right angle by using a sheet of paper. Fold the paper twice evenly to model a right angle. Use the right angle to classify the angles below. Write acute, obtuse, right, or straight.
a. b. c. d.
© Houghton Mifflin © HarcourtCompany Houghton Mifflin Publishing
382 Name
Share and ShowN ___ 1. Draw and label AB in the space at the right. ___ AB is a ____ .
Draw and label an example of the figure. ‹___› 2. XY 3. obtuse /K 4. right /CDE
Use Figure M for 5 and 6. 5. Name a line segment. 6. Name a right angle.
On Your OwnN Draw and label an example of the figure. ___› 7. PQ 8. acute /RST 9. straight /WXZ
Use Figure F for 10–15. 10. Name a ray. 11. Name an obtuse angle.
12. Name a line. 13. Name a line segment. 14. Name a right angle. 15. Name an acute angle. © Houghton Mifflin © HarcourtCompany Houghton Mifflin Publishing
MATHEMATICAL PRACTICES Model Reason Make Sense Problem Solving
Use the picture of the bridge for 16 and 17.
16. Classify /A. 17. Which angle appears to be obtuse?
18. How many different angles are in Figure X? List them.
19. What’s the Error? Vanessa drew the angle at the right and named it /TRS. Explain why Vanessa’s name for the angle is incorrect. Write a correct name for the angle.
20. Test Prep Which of the following terms best describes the figure at the right?
A ray C line B line segment D angle
Constellations Astronomers study the stars and other objects in space. Cepheus is a constellation of stars named after an ancient mythological Greek king. Cepheus is visible in the northern sky all year long.
Trace the constellation. Then answer the questions. 21. How many line segments are shown in this drawing of Cepheus?
22. How many points are shown in this drawing of Cepheus?
23. Which angles appear to be right angles?
24. Which angle is an acute angle? © Houghton Mifflin © HarcourtCompany Houghton Mifflin Publishing
FOR MORE PRACTICE: 384 Standards Practice Book, pp. P189–190 Lesson 10.1 Name Lines, Rays, and Angles COMMON CORE STANDARD MACC.4.G.1.1 Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Draw and label an example of the figure. 1. obtuse /ABC Think: An obtuse angle is greater than A a right angle. The middle letter, B, names the vertex of the angle.
B C
___› ___ 2. GH 3. acute /JKL 4. BC
Use the figure for 5–8.
5. Name a line segment. 6. Name a right angle.
7. Name an obtuse angle. 8. Name a ray.
Use the figure at the right for 9–11.
9. Classify /AFD.
10. Classify /CFE. 11. Name two acute angles.
© Houghton Mifflin © HarcourtCompany Houghton Mifflin Publishing
Chapter 10 P189 Lesson Check (MACC.4.G.1.1) 1. The hands of a clock show the time 12:25. 2. Which of the following name two different figures? 12 ______11 1 A AB and BA 10 2 ‹_› ‹_› 9 3 B AB and BA 8 4 _› _› 7 6 5 C AB and BA D /ABC and /CBA Which best describes the angle between the hands of the clock?
A acute C obtuse B right D straight
Spiral Review (MACC.4.NF.2.3c, MACC.4.NF.3.6, MACC.4.NF.3.7, MACC.4.MD.1.2) 3. Jan’s pencil is 8.5 cm long. Ted’s pencil 4. Kayla buys a shirt for $8.19. She pays is longer. Which could be the length of with a $10 bill. How much change should Ted’s pencil? (Lesson 9.7) she receive? (Lesson 9.5) A 0.09 cm A $1.81 B 0.8 cm B $1.89 C 8.4 cm C $2.19 D 9.0 cm D $2.81
9 1 2 5. Sasha donated ____ of her class’s entire 6. Jose jumped 8 __ feet. This was 2 __ feet 100 3 3 can collection for the food drive. Which farther than Lila jumped. How far did Lila ____9 decimal is equivalent to ? (Lesson 9.2) jump? (Lesson 7.8) 100 1 A 5 __ feet A 9 3 2 B 0.99 B 5 __ feet 3 C 0.9 1 C 6 __ feet 3 D 0.09 D 11 feet © Houghton Mifflin © HarcourtCompany Houghton Mifflin Publishing
P190 Lesson 10.2 Name Classify Triangles Essential Question How can you classify triangles by the size of their angles?
A triangle is a polygon with three sides and three angles. You can name a triangle by the vertices of its angles. Triangle Possible Names nABC nACB nBCA nBAC When you see “nABC,” nCAB nCBA say “triangle ABC.”
An angle of a triangle can be right, acute, or obtuse.
Identify right, acute, and obtuse angles in triangles. Materials n color pencils
Use the Triangle Color Guide to color the triangles below. Triangle Color Guide RED one right angle BLUE one obtuse angle ORANGE three acute angles
MATHEMATICAL PRACTICES Can a triangle have more than one obtuse angle? Explain. Try This!
a. Name the triangle with one right angle. _ b. Name the triangle with one obtuse angle. _
c. Name the triangle with three acute angles. _ © Houghton Mifflin © HarcourtCompany Houghton Mifflin Publishing
Chapter 10 385 An acute triangle is a triangle with An obtuse triangle is a triangle with A right triangle is a triangle with one three acute angles. one obtuse angle. right angle.
Acute Triangle Obtuse Triangle Right Triangle
Use a Venn diagram to classify triangles. Write the names of the triangles in the Venn diagram.
MATHEMATICAL PRACTICES Explain why the three circles in this Venn diagram do not overlap. © Houghton Mifflin © HarcourtCompany Houghton Mifflin Publishing
386 Name
Share and Show N 1. Name the triangle. Tell whether each angle is acute, right, or obtuse. A name for the triangle is __ . /F is __ .
/G is __ .
/H is __ .
Classify each triangle. Write acute, right, or obtuse. 3. 4.
______
On Your OwnN Classify each triangle. Write acute, right, or obtuse. 5. 6.
______
8. Cross out the figure that does not belong. Explain. © Houghton Mifflin © HarcourtCompany Houghton Mifflin Publishing
MATHEMATICAL PRACTICES Model Reason Make Sense Problem Solving
Use the Venn diagram for 9–10. 9. Which triangles do NOT have an obtuse angle? Explain. DEF
SPN 10. How many triangles have at least two acute angles? ABC GHP Explain. JKL
VXE WZR
11. Use square MNPQ shown at the right. Draw a line segment from point M to point P. Name and classify the triangles formed by the line segment.
Describe how Figures A and B, shown at the right, are alike and how they are different. Identify the figures in as many ways as possible.
13. Test Prep How many acute angles are in an obtuse triangle?
A 0 B 1 C 2 D 3 © Houghton Mifflin © HarcourtCompany Houghton Mifflin Publishing
FOR MORE PRACTICE: 388 Lesson 10.2 Name Classify Triangles COMMON CORE STANDARD MACC.4.G.1.2 Draw and identify lines and angles and classify shapes by properties of their lines and angles. Classify each triangle. Write acute, right, or obtuse. 1. Think: Angles A and C are both acute. Angle B is obtuse.
obtuse
2. 3. 4.
5. Use figure ABCD below. Draw a line 6. Use figure ABCD below. Draw a line segment from point B to point D. Name segment from point A to point C. Name and classify the triangles formed. and classify the triangles formed.
AB AB
DC DC © Houghton Mifflin © HarcourtCompany Houghton Mifflin Publishing
Chapter 10 P191 Lesson Check (MACC.4.G.1.2) 1. Stephen drew this triangle. How many 2. Joan was asked to draw a right triangle. obtuse angles does the triangle have? How many right angles are in a right triangle? A 0 B 1 C 2 D 3 A 0 C 2 B 1 D 3
Spiral Review (MACC.4.OA.2.4, MACC.4.NBT.2.5, MACC.4.NF.3.5, MACC.4.G.1.1) 1 8 3. Oliver drew the figure below to show light 4. Armon added ___ and ____ . Which is the 10 100 traveling from the sun to Earth. Name the correct sum? (Lesson 9.6) figure he drew. (Lesson 10.1) 18 A ___ 10 9 B ___ 10 9 C ____ 100 18 A segment SE C line SE D ____ 100 B ray SE D ray ES
5. Sam counted out loud by 6s. Jorge 6. A basketball team averaged 105 points counted out loud by 8s. What are the per game. How many points did the team first three numbers both students said? score in 6 games? (Lesson 2.10) (Lesson 5.4) A 605 points A 8, 16, 24 B 630 points B 14, 28, 42 C 900 points C 24, 48, 72 D 6,030 points D 48, 96, 144 © Houghton Mifflin © HarcourtCompany Houghton Mifflin Publishing
P192
Monday Day 1
Answer the question to review content Bell Ringer: from earlier this year.
Which of these is the best way to identify a mineral?
A. measure the mass of the mineral with a pan balance
B. brush the mineral across a streak tile to check its streak color
C. use a graduated cylinder to find the volume of the mineral
D. run water over the mineral to observe any sediments being carried away
Probe: Use your prior knowledge to answer the question for this scenario.
Three friends are looking at a blackberry plant covered with flowers. They wonder what will happen to the blackberry plant when the flowers are gone.
Carla: I think the plant will die after the flowers fall o!. Greg: I think the blackberry fruit will start growing where the flowers are now. Sam: I think new flowers will sprout quickly to replace those flowers.
Who do you agree with the most? Explain why you agree. Plant Structures and Functions Activity: Label the structures of the flowering plant below, and give a brief description of the functions of those structures.
Exit Slip: Draw a line from the flowering plant structure to a function of the structure
Flower absorbs water and nutrients from the soil
Fruit the center of reproduction for a flowering plant
Stem where the plant makes food
Leaf contains the seed of a flowering plant
Root is the transportation system of a plant Tuesday Day 2
Answer the question to review content Bell Ringer: from earlier this year.
Cassandra is rubbing a rock on the sidewalk. The rock gets smaller, and dust is formed. Which type of change is happening?
A. a change of state
B. physical weathering
C. a new substance being formed
D. e rosion
Close read and annotate the following passage, Reading Passage: and then answer the related questions.
A flowering plant has been pollinated when pollen from the stamen (male part of the flower) is moved to the pistol (female part of the flower) by animals, wind or water. The pollen moves down the pistil into the ovary. Fertilization occurs when the male pollen and female ovary combine to make an egg which turns into a seed. The ovary then develops into a fruit, which protects the seed. Seed dispersal (spreading out of seeds) occurs in di!erent ways. Some fruits appeal to animals which eat the fruit and then spread the seeds in their droppings as they move about. Some seeds have hooks that catch on to animal fur, and fall o! as the animal moves around. Some animals find acorns and then bury them in the ground near their home as a store for winter. Many times these acorns are forgotten and germinate to grow into oak trees. Some plants use the wind to blow and spread their seeds. Other plants’ seeds drop into the water where they are carried to a suitable spot to germinate. Seed dispersal is important because the seeds move away from the adult flowering plant to an area where they will receive the proper amount of space, light, water and nutrients to grow and be successful. The seeds will then grow into an adult flowering plant which is able to reproduce.
Reading Passage Questions:
How is a flowering plant pollinated?
How does fertilization occur?
What is seed dispersal?
What are three ways a seed can be dispersed?
Why is seed dispersal important? Wednesday Day 3
Answer the question to review content Bell Ringer: from earlier this year.
Uri tests a material and determines that it is a mineral. Which of these observations supports his conclusion?
A. the material was heavy
B. the material was a solid
C. the material was made of crystals
D. the material was found underground
Hook Picture: Use your prior knowledge to answer the question about this picture.
Explain the process which is occuring in the picture above. Flowering Plant Life Cycle Activity: Cut out the terms and pictures. Match each term to a picture. Using the matched terms and pictures create a life cycle for the flowering plant. Use arrows to show the direction. These can be placed in a circle on a table or pasted on to a large piece of paper.
Seedling Germination
Adult Flowering Plant Seed Dispersal
Fertilization Pollination
Seed Give a brief description of what is occuring in each stage of the flowering plant life cycle Thursday Day 4
Answer the question to review content Bell Ringer: from earlier this year.
Observe the picture and then answer the question.
Which energy source does this device use to create electrical energy?
A. oil
B. water
C. heat
D. wind
Close read and annotate the following passage, Reading Passage: and then answer the related questions. Although most plants reproduce with flowers there are two main groups of non-flowering plants. Conifers or cone bearing plants use cones to protect their seeds to complete reproduction. The adult conifer plant produces two di!erent cones. The smaller cone is the male that opens to release pollen, which is moved by the wind. The larger cone is the female which opens to allow the pollen from the male cone to enter and find its way to the ovary found inside. Fertilization occurs and seeds are produced. The seeds fall to the ground and are dispersed to where they are able to germinate and grow into an adult conifer plant. Sporing plants are the other group of non-flowering plants. They are unable to produce seeds, and instead make spores to reproduce. The more common types of plants which spore are mosses and ferns. Spores are tiny single celled organisms much like seeds. These plants produce huge numbers of spores on the bottom of their leaves. The spores are dispersed by the wind. This wind will disperse them to an area where they will be able to find the space, water, Sunlight and nutrients to germinate and grow into adult plants.
Reading Passage Questions:
What are two types of non-flowering plants?
Explain the two cones of a conifer
How do conifers reproduce?
How are spores dispersed?
How do sporing plants reproduce?
Compare and contrast how conifers and sporing plants reproduce using a Venn Diagram Friday Day 5
Answer the question to review content Bell Ringer: from earlier this year.
Some of Earth’s resources are renewable, and some are nonrenewable. Which of these explains the di!erence between the two types of resources?
A. Renewable resources do not harm the Earth, and nonrenewable resources do.
B. Renewable resources are expensive to use, while nonrenewable resources cost less
C. Renewable resources will not run out, but nonrenewable resources will be used up in time
D. Renewable resources are found above Earth’s surface, and nonrenewable resources are found underground
Hook Picture: Use your prior knowledge to answer the question about this picture.
How are these two animals born?
What do these two animals look like when they are young? Animal (Vertebrate) Life Cycle Activity: Cut out the life cycle pictures of the four animals and the three provided Venn Diagrams. Examine each animals’ life cycle and annotate important information. Using the Venn Diagrams, compare and contrast the animals’ life cycles. Compare at least three of the animals’ life cycles.
Exit Slip: Compare and contrast deer and alligator life cycles in this Venn Diagram.
/2 /2020
I a
A CA EE
WHAT DO ARTISTS CREATE?
A
Ga D
F D C D
1 Name ______Teacher______Directions: Draw an example of each of what each art career may create in the correct box.
Illustrator Architect An artist who plans and An artist that creates artwork Game Designer designs buildings. for books and magazines. An artist who designs a variety of games.
Art Careers
What do artist create? Furniture Designer An artist who designs furniture.
Clothing Designer Art Teacher Animator An artist who designs clothing. An artist that teaches art. An artist that designs animated images for film, television, and games.
©www.HaveFunTeaching.com
Dance Page 1
Name: ______Teacher: ______
Directions: Match the dance items below.
TUTU
COSTUMES
TAP SHOES
JAZZ SHOES
POINTE SHOES
Dance Page 2
Name: ______Teacher: ______
Directions: Circle the dancers pictured below.
Dance Page 3
Dance Page 4
Name: ______Teacher: ______
Directions: Make a dance that is 8 counts long. Draw your dance steps in each of the boxes below.
Dance Page 5
4. 7 1. Ma . A C ontinue chinlin dd leftmouth. k e f old lines. S e tart . A dd lips. t op p r ofil e . Draw aCubism Portrait 2. 5. 8. C A C ontinue d dd p omple r ofile t e withnecklines. o e wn th y e andb r ough lips. r o w . 3. D 6. D and fill inwithlots of brightcolors. 9. Traceheavily withblackpastel, r r a a w chin. w leftchinlineand e y e .
© www.artprojectsforkids.org Foc On: No e Val e N me ______Musi rhythms re written s notes A note is the num er of e ts sound is held out se your knowledge of note v lues to show the p th the Monster should t ke to get to s hool E h ox on the m p equ ls one e t of sound
START
Cheerio the Monster st rted their d y y gr ing their kp k nd going up one h lf note hen they went to the right for whole note nd then down three qu rter notes Cheerio met up t friends house nd st rted going right for h lf note Cheerio nd their friend pl yed hops ot h going up the ro d nd moved up two sets of eighth notes he ell w s going to ring soon they h d to move f st hey r n up one whole note Without time to sp re the friends turned left nd took dotted h lf note to the next ro d Looking oth w ys they moved down one qu rter note ust in time for the first s hool ell the friends went to the left for set of sixteenth notes How m ny e ts did Cheerios dventure to s hool t ke ______
emem er e h ox on the m p equ ls one e t of sound
START
Cre te your own p th for Cheerio using the note nd rest v lues elow e d your rhythm p th to friend or f mily mem er
Set of Sixteenth Notes ne e t otted H lf Note hree e ts
Set of Eighth Notes ne e t
u rter Note ne e t u rter est ne e t
H lf Note wo e ts H lf est wo e ts
Whole Note Four e ts Whole est Four e ts F c O : Te N me ______Tempo is the element of musi th t h nges the speed of the musi Tod y you re going to experiment with three different tempos
To pl y this g me you will need the help of timer set to se onds or f mily mem er who n ount to ten for you In e h h llenge your go l is to t p ll of the ir les from left to right with ste dy e t Try not to get to the l st dot efore the ountdown is over Keep trying until you nd the timer end perfe tly together
/
/
/
efle tion How m ny ir les do you think you would need to tou h for Presto Very F st tempo Whi h tempo w s the most diffi ult to end t se onds C n you think of ny songs th t m t h these tempos
H ve your p rent or gu rdi n sign elow s proof th t you ompleted the h llenge
P rent Sign ture
Theatre Page 1
Theatre Page 2
Theatre Page 3
Name: ______Teacher: ______
Directions: Design your favorite mask.
Theatre Page 4
Name: ______Teacher: ______
Directions: Design your favorite super hero costume.
Theatre Page 5
_ _
_ _ I N S T R U C T I O N S D A A C T I V I T I E S D A A C T I V I T I E S D A A C T I V I T I E S D A A C T I V I T I E S D A A C T I V I T I E S _ _ e _ _
_ _ ___ Play a fast song and ___ Put a quarter, dime, nickel, ____ Jump side to side over ___ Do the following for 30 _____ W_Faotrc 1h0 c sheicldornedns s e TaVc hfo,r m _ _ 1. Work with a famil
_ _ seconds each: elbow planks, a dance to the music. and penny or write 25, 10, 5 an object or line for 1 minute 5 minutes. Every time you
_ _ pretend to: n
_ _ member to complete straight. Go again but jump squat jumps, standing push hear the words the and r _ _ ___ Review an 8 count beat and 1 cent on four different • Sit in a chair _ _ e front to back. Repeat each ups, and mountain climbers. and , do a jumping jack. _ _ by stomping your foot 8 pieces of paper in a cup. h these activities in a safe • Ride a horse
_ _ Repeat 2 times. c jump twice. ___ Pick two different words _ _ times rhythmically four ___ Pick two coins pieces of e • Walk like a bear a _ _ location ___ Balance as you walk heel and watch for 5 more e _ _ paper out of the cup and add ___ Practice hopping on your m times in a row. t • Lift a truck
_ _ to toe in various lines minutes; do squat jumps. a _ _ 2. Check off each activit ___ Create a Super Hero the totals to determine how right foot, left foot and _ _ straight, squiggly, crooked, • Play drums n m
___ Tidy Up! Put 10 items on _ _ jumping on both feet. t o many of each of the following _ _ ou complete on this Dance to an 8 count beat curved, etc. . for 2 minutes. • Ask a family member to o n
_ _ one side of the room. Carry
r ___ Ask a family member to
_ _ to perform star jumps, jog in ___ Ask a family member to e song. Pick 4 different Super create 2 more activities s _ _ paper and answer the one item at a time across d s _ _ Hero movements to include place with high knees, help you count: help you count: for you to do. u a _ _ the room on your belly l t _ _ reflection questions for in your dance. Practice the 4 burpees, scissor jumps, Number of times in a row stand on your left leg and ______Crabby Clean Up! S _ C _ while walking like a crab.
you can hop on your right count as high as you can each da movements for 8 beats windmills and ask a family ThPeunt r5e tuoryns toon t ohnee f isrsidt esi dofe foot. before losing your balance; each. member to add 2 more oft thhee r roooomm. Cbya rdryo ionnge toy N 3. Return this paper and stand on your right leg and ___ Ask your family member movements. Repeat all 2 Number of times in a row count as high as you can inacth aw toirmmes a kceroesps ytohuer r loeogms the answers to the to add 2 movements. times. you can hop on your left foot. storanig yhotu arn bde lplyla wceh iyleour
O before losing your balance. ___ Remove the quarter. Pick • Number of times in a row I reflection questions to ___ Play music and dance! ___ Hold each of the hawnadlsk ionng t lhikee g ar ocuranbd, walk Repeat the 6 movements two coins pieces of paper out you can jump up and down hafonrdws ainrdto a pnuds bha ucpkward. T our ph sical education following poses for 10 throughout the entire song. of the cup and multiply the in place. seconds: poBsritiniogn t ahned t owyasl kb ayocku rt olegs
A teacher ___ Teach your dance to numbers to determine how ___ Work with a family Balance with your feet and upw; hreeprea yto .u started.
E family members and invite many of each of the activities member to create a hands on the ground and _____ W_Aasdk uap f aam pialyp emr eomr ber
C 4. At the beginning of them to dance with you. above to perform. Repeat. hopscotch pattern. Play your lift up one leg; switch feet mtaok pe la ys opcakr abcahllu. Stee.t P uupt a
D each lesson complete a and lift the other leg; put clean garbage can or ___ Reflection: ___ Ask family members to game. small, soft objects such U M R E F L E C T I O N S both feet down and lift bucket. Ask a family Mindful Minute For H d fee af e a ici a e play Limbo. Have 2 people ___ Reflection: as socks or tissues on a A i a h ica ac i i e j ? hold a broom stick. Take turns How many times were one hand; switch hands member to play
D bed sheet or large towel seconds clear our going under the stick arching you able to hop on your and lift the other hand; lift Trashketball with you. an opposite hand and foot; and lift up and down to E mind and onl focus on backwards. Lower the stick left foot, right foot and D A 4 A C T I V I T I E S Make up your own rules to switch and lift the other shsohoatk aen tdh esc oobreje pcotsin otfsf..
G after each successful pass. jump on both feet? our breathing If our hand and foot; and create Repeat L
___ Reflection ___Reflection Describe your hopscotch ___Ref ec i : H did eg , a 2 more poses. Describe ways to mind starts to wander What are some lifestyle pattern. a d g fee he e e fi i hed? A ___ Reflection: H appreciate good good bring our attention changes you can make to What kind of balancing physical performance of C increase your physical challenges did you I back to our breathing others. activity after school? experience? S 5. Complete a minute
Y warm up b using M R E F L E C T I O N S exercises that ou have
H O done in class F P 6. At the end of each lesson perform slow stretches to cool down
Name:
Don’t Eat Me! Lesson 97 PairedDon’t with Tarantula Eat Defense—AdvancedMe! Written by Daniel Rietz Illustrated by Jim Madsen Lexile®: 8 0L, 248 words
Not all animals eat plants. Some of them eat other animals. So most animals have developed ways to protect themselves. Some animals run, some hide, Run catch and eat them. Hide turns white in the winter, so it can hide in the snow. Fight and kill other animals.
Don’t Eat Me—Advanced Copyright © Imagine Learning, Inc. Page 1 of 1
Don’t Eat Me (advanced) Copyright © Imagine Learning, Inc. Reading Lessons: Leveled Books Name:
Don’t Eat Me! Lesson 97 PairedDon’t with Tarantula Eat Defense—AdvancedMe! Written by Daniel Rietz Illustrated by Jim Madsen Lexile®: 8 0L, 248 words
Not all animals eat plants. Some of them eat other animals. So most animals have developed ways to protect themselves. Some animals run, some hide, Run catch and eat them. Hide turns white in the winter, so it can hide in the snow. Fight and kill other animals.
Don’t Eat Me—AdvancedACCURACY: # of reading errors:Copyright ______© Imagine (Indep.Learning, Inc. = 0–5, Instr. = 6–12, Frust. = 13+)Page 1 of 1 SPEED: To calculate: 14880 ÷ ______(Reading time in seconds) = ______WPM
Don’t Eat Me (advanced) Copyright © Imagine Learning, Inc. Reading Lessons: Leveled Books Name:
Don’t Eat Me! Lesson 97 Paired with Tarantula Defense—Advanced
Discover Story Vocabulary develop, protect Glossary Words developed, escape, camouflage, attack Suffix ous (humorous)
Question Type Question
Vocabulary Read this sentence from the article: “So most animals have developed ways to protect themselves.” What does “developed” mean?
a. grew smaller b. stayed safe c. became better
Main Idea According to the article, what words belong in the empty boxes below?
a. hide, fight, run b. hide, fly, eat c. escape, fight, swim
Inferential An animal that can change the color of its skin is probably going to keep safe by ______.
a. biting b. hiding c. running
Comprehension Questions: Don’t Eat Me! (Advanced) 83 Copyright © Imagine Learning, Inc. Copyright © Imagine Learning, Inc. Reading Lessons: Leveled Books Name:
Don’t Eat Me! Lesson 97 Paired with Tarantula Defense—Advanced
Discover Story Vocabulary develop, protect Glossary Words developed, escape, camouflage, attack Suffix ous (humorous)
Question Type Question
Vocabulary Read this sentence from the article: “So most animals have developed ways to protect themselves.” What does “developed” mean?
a. grew smaller b. stayed safe c. became better
Main Idea According to the article, what words belong in the empty boxes below?
a. hide, fight, run b. hide, fly, eat c. escape, fight, swim
Inferential An animal that can change the color of its skin is probably going to keep safe by ______.
a. biting b. hiding c. running
Comprehension Questions: Don’t Eat Me! (Advanced) 84 Copyright © Imagine Learning, Inc. Copyright © Imagine Learning, Inc. Reading Lessons: Leveled Books Name:
Think about the article Don’t Eat Me! Write about your favorite animal. Describe the animal. Why do you defense is the same or different from those in the article. OR Explain in detail three ways animals defend themselves. Include details and examples.
attack speed protect defense tools for example unlike
Response Journal: Don’t Eat Me (Advanced) Copyright © Imagine Learning, Inc. Reading Lessons: Leveled Books