NAME: ______Dear Families

Fifth Grade Continuous Learning June 2020

Draw a picture of your favorite summer spot. This could include a park, playground, water slide, or vacation spot. Include as many details as you can.

NAME: ______Dear Families:

This packet includes daily math and literacy activities that your student can complete offline from home. Many of the activities will be review activities to serve as extra practice while some skills may be new to your student. Please feel free to help your student review any pages that may be challenging.

Daily Activities: Reading: Every day, your student should be reading whether that be with you or independently. ● Included in this packet are several texts for your student to read. The same book or text can be read multiple times throughout the month. Students who are able can complete a reading log capturing what they read each day.

Writing: Blank pages are included in the packet for your student to create their own stories. ● This is the perfect time to foster their creativity and imagination. Students should practice writing fiction and non-fiction texts.

Math: There are several math worksheets included in the packet. Once your student has ● completed the worksheets, have them write their own problems for a family member to complete. Your student can check the work to make sure all the answers are correct. ○ Math facts are also a very important aspect of your student’s math life that should be reviewed and practiced throughout the summer. Expectations for math facts are as follows: Grade 1: Mastery of addition and subtraction facts up to 10 ■ Grade 2: Mastery of addition and subtraction facts up to 20 ■ Grade 3-5: Maintain mastery of addition and subtraction facts up to 20 ■ Mastery of all multiplication and division facts up to 10

Keep learning fun and remember that each student works at their own pace. If your student gets restless or frustrated, take a brain break and revisit the activity later. Use this opportunity of working at home to develop independence, perseverance, problem-solving skills, and creativity. The most important thing is for your student to enjoy learning!

LITERACY MENU

How many words can you Make a list of everything you make with these letters: Make a list of all the books you Take a good book outside and would like to do this summer. Go to the library and a, a, e, b, f, k, r, s, t? read this summer. find a cool place to read for Hang it on the refrigerator and check out new books! Write down the words. How many will it be? twenty minutes. check off each activity you do. Can you sort them in any way?

Create a word search with Use your school login Decorate a writing folder. Cut words out of a newspaper or summer words: swim, information to get on How many words can you make Keep the stories you write this a magazine and use them to build read, summer, bike, www.lexiaCore5.com or from “vacation”? summer inside! a story! family, friends, sunny, www.myOn.com. warm, pool, music

How many words can you make Put your favorite TV show Check out the articles on with these letters: on mute and turn on the Read a book and then Write a letter to a family timeforkids.com. a, e, e, d, g, n, r, r, s? ‘closed caption’ feature so watch the movie. member and send it in the mail. Recommend an article Write down the words. you can read the show Are they the same? Different? to a friend. Can you sort them in any way? instead of listen to it!

Use what you know about Interview an older family Take a walk or a bike ride. Record yourself reading a book, persuading someone to convince member about what it Make a list of everything you story, poem, or article. Read a book your parent to take you was like when they were see while outside. How is your fluency? to someone special. somewhere fun. Be sure to your age. What categories can you make How is your expression? state your opinion and give What is the same? with the things on your list? Now, read and record it again! reasons with supporting details. What is different? Then sort the words.

Make a menu for a Spell as many words as you can Check out National What would you like your summer cook-out and then Read a nonfiction text. with these letters: a, f, e, i, c, r, Geographic Kids online to next teacher to know ask an adult to help you shop What did you learn k, c, e, r, s. Think of words that learn interesting info, about you? Write a letter and cook for it. about the topic? end in –ick, -are, and –ack. How watch videos, and play and take it on the first Could you make invitations for What do you still want to know? many words can you make? Can games! day. guests, too? you sort them?

Remember to read everyday! Have fun this summer! We will look forward to seeing you next school year …

Name: Class:

Inside Out By Francisco Jiménez 1997

Francisco Jiménez is a Mexican-American writer and professor in Santa Clara, California. His stories are influenced by his experiences working in a migrant labor camp as a child. Skill Focus: In this lesson, you’ll practice analyzing how an author develops a narrator’s point of view. This means determining what the narrator thinks or believes and examining how the author uses actions, dialogue, and thoughts to develop this point of view. As you read, take notes on the narrator’s point of view about fitting in.

[1] “I remember being hit on the wrists with a twelve- inch ruler because I did not follow directions in class,” Roberto answered in a mildly angry tone when I asked him about his first year of school. “But how could I?” he continued, “the teacher gave them in English.”

“So what did you do?” I asked, rubbing my wrists.

“I always guessed what the teacher wanted me to do. And when she did not use the ruler on me, I knew I had guessed right,” he responded. “Some of the kids made fun of me when I tried to say something in English and got it wrong,” he went on. “I had to repeat first grade.”

I wish I had not asked him, but he was the only one in the family, including Papá and Mamá, who "Untitled" by Nathan Dumlao is licensed under CC0 had attended school. I walked away. I did not speak or understand English either, and I already felt anxious. Besides, I was excited about going to school for the first time that following Monday. It was late January and we had just returned,a week before, from Corcoran1 where my family picked cotton. We settled in “Tent City,” a labor camp owned by Sheehey Strawberry Farms located about ten miles east of Santa Maria.2

[5] On our first day of school, Roberto and I got up early. I dressed in a pair of overalls, which I hated because they had suspenders, and a flannel checkered shirt, which Mamá had bought at the Goodwill store. As I put on my cap, Roberto reminded me that it was bad manners to wear a hat indoors. I thought of leaving it at home so that I would not make the mistake of forgetting to take it offin class, but I decided to wear it. Papá always wore a cap and I did not feel completely dressed for school without it.

On our way out to catch the school bus, Roberto and I said goodbye to Mamá. Papá had already left to look for work, either topping carrots or thinning lettuce.3 Mamá stayed home to take care of Trampita, and to rest because she was expecting another baby.

1. city in Central California 2. city on the Central Coast of California 1 When the school bus arrived, Roberto and I climbed in and sat together. I took the window seat and, on the way, watched endless rows of lettuce and cauliflower whiz by. The furrows4 that came up to the two lane road looked like giant legs running alongside us. The bus made several stops to pick up kids and, with each stop, the noise inside got louder. Some kids were yelling at the top of their lungs. I did not know what they were saying. I was getting a headache. Roberto had his eyes closed and was frowning. I did not disturb him. I figured he was getting a headache too.

By the time we got to Main Street School, the bus was packed. The bus driver parked in front of the red brick building and opened the door. We all poured out. Roberto, who had attended the school the year before, accompanied5 me to the main office where we met the principal, Mr. Sims, a tall, redheaded man with bushy eyebrows and hairy hands. He patiently listened to Roberto who, using the little English he knew, managed to enroll me in the first grade.

Mr. Sims walked me to my classroom. I liked it as soon as I saw it because, unlike our tent, it had wooden floors, electric lights, and heat. It felt cozy. He introduced me to my teacher, Miss Scalapino, who smiled, repeating my name, “Francisco.” It was the only word I understood the whole time she and the principal talked. They repeated it each time they glanced6 at me. After he left, she showed me to my desk, which was at the end of the row of desks closest to the windows. There were no other kids in the room yet.

[10] I sat at my desk and ran my hand over its wooden top. It was full of scratches and dark, almost black, ink spots. I opened the top and inside were a book, a box of crayons, a yellow ruler, a thick pencil, a pair of scissors. To my left, under the windows, was a dark wooden counter the length of the room. On top of it, right next to my desk, was a caterpillar in a large jar. It looked just like the ones I had seen in the fields. It was yellowish green with black bands and it moved very slowly, without making any sound.

I was about to put my hand in the jar to touch the caterpillar when the bell rang. All the kids lined up outside the classroom door and then walked in quietly and took their seats. Some of them looked at me and giggled. Embarrassed and nervous, I looked at the caterpillar in the jar. I did this every time someone looked at me.

Miss Scalapino started speaking to the class and I did not understand a word she was saying. The more she spoke, the more anxious I became. By the end of the day, I was very tired of hearing Miss Scalapino talk because the sounds made no sense to me. I thought that perhaps by paying close attention, I would begin to understand, but I did not. I only got a headache, and that night, when I went to bed, I heard her voice in my head.

For days l got headaches from trying to listen, until I learned a way out. When my head began to hurt, I let my mind wander. Sometimes I imagined myself flying out of the classroom and over the fields where Papá worked and landing next to him and surprising him. But when I daydreamed, I continued to look at the teacher and pretend I was paying attention because Papá told me it was disrespectful not to pay attention, especially to grownups.

3. the process of removing smaller plants to make room for the other plants to grow bigger 4. Furrow (noun): a deep row or line between plants in a field 5. Accompany (verb): to go with someone 6. Glance (verb): to look at someone and look away quickly 2 It was easier when Miss Scalapino read to the class from a book with illustrations because I made up my own stories, in Spanish, based on the pictures. She held the book with both hands above her head and walked around the classroom to make sure everyone got a chance to see the pictures, most of which were of animals. I enjoyed looking at them and making up stories, but I wished I understood what she was reading.

[15] In time I learned some of my classmates’ names. The one I heard the most and therefore learned first was “Curtis.” Curtis was the biggest, strongest, and most popular kid in the class. Everyone wanted to be his friend and to play with him. He was always chosen captain when the kids formed teams. Since I was the smallest kid in the class and did not know English, I was chosen last.

I preferred7 to hang around Arthur, one of the boys who knew a little Spanish. During recess, he and I played on the swings and I pretended to be a Mexican movie star, like Jorge Negrete or Pedro Infante, riding a horse and singing the corridos8 we often heard on the car radio. I sang them to Arthur as we swung back and forth, going as high as we could.

But when I spoke to Arthur in Spanish and Miss Scalapino heard me, she said “NO!” with body and soul. Her head turned left and right a hundred times a second and her index finger moved fromside to side as fast as a windshield wiper on a rainy day. “English, English,” she repeated. Arthur avoided me whenever she was around.

Often during recess I stayed with the caterpillar. Sometimes it was hard to spot him because he blended in with the green leaves and twigs. Every day I brought him leaves from the pepper and cypress trees that grew on the playground.

Just in front of the caterpillar, lying on top of the cabinet, was a picture book of caterpillars and butterflies. I went through it, page by page, studying all the pictures and running my fingers lightly over the caterpillars and the bright wings of the butterflies and the many patterns on them. I knew caterpillars turned into butterflies because Roberto had told me, but I wanted to know more. I was sure information was in the words written underneath each picture in large black letters. I tried to figure them out by looking at the pictures. I did this so many times that I could close myeyes and see the words, but I could not understand what they meant.

[20] My favorite time in school was when we did art, which was every afternoon, after the teacher had read to us. Since I did not understand Miss Scalapino when she explained the art lessons, she let me do whatever I wanted. I drew all kinds of animals but mostly birds and butterflies. I sketched them in pencil and then colored them using every color in my crayon box. Miss Scalapino even tacked one of my drawings up on the board for everyone to see. After a couple of weeks it disappeared and I did not know how to ask where it had gone.

One cold Thursday morning, during recess, I was the only kid on the playground without a jacket. Mr. Sims must have noticed I was shivering because that afternoon, after school, he took me to his office and pulled out a green jacket from a large cardboard box that was full of used clothes and toys. He handed it to me and gestured for me to try it on. It smelled like graham crackers. I put it on, but it was too big, so he rolled up the sleeves about two inches to make it fit. I took it home and showedit off to my parents. They smiled. I liked it because it was green and it hid my suspenders.

7. Prefer (verb): to like one choice better than all the other choices 8. Mexican narrative folk song 3 The next day I was on the playground wearing my new jacket and waiting for the first bell to ring when I saw Curtis coming at me like an angry bull. Aiming his head directly at me, and pulling his arms straight back with his hands clenched, he stomped up to me and started yelling. I did not understand him, but I knew it had something to do with the jacket because he began to pull on it, trying to take it off me. Next thing I knew he and I were on the ground wrestling. Kids circled around us. I could hear them yelling Curtis’s name and something else. I knew I had no chance, but I stubbornly held on to my jacket. He pulled on one of the sleeves so hard that it ripped at the shoulder. He pulled on the right pocket and it ripped. Then Miss Scalapino’s face appeared above. She pushed Curtis off of meand grabbed me by the back of the collar and picked me up off the ground. It took all the owerp I had not to cry.

On the way to the classroom Arthur told me that Curtis claimed the jacket was his, that he had lost it at the beginning of the year. He also said that the teacher told Curtis and me that we were being punished. We had to sit on the bench during recess for the rest of the week. I did not see the jacket again. Curtis got it but I never saw him wear it.

For the rest of the day, I could not even pretend I was paying attention to Miss Scalapino, I was so embarrassed. I laid my head on top of my desk and closed my eyes. I kept thinking about what had happened that morning. I wanted to fall asleep and wake up to find it was only a ream.d The teacher called my name but I did not answer. I heard her walk up to me. I did not know what to expect. She gently shook me by the shoulders. Again, I did not respond. Miss Scalapino must have thought I was asleep because she left me alone, even when it was time for recess and everyone left the room.

[25] Once the room was quiet, I slowly opened my eyes. I had had them closed for so long that the sunlight coming through the windows blinded me. I rubbed my eyes with the back of my hands and then looked to my left at the jar. I looked for the caterpillar but could not see it. Thinking it might be hidden, I put my hand in the jar and lightly stirred the leaves. To my surprise, the caterpillar had spun itself into a cocoon9 and had attached itself to a small twig. It looked like a tiny, cotton bulb, just like Roberto had said it would. I gently stroked it with my index finger, picturing it asleep and peaceful.

At the end of the school day, Miss Scalapino gave me a note to take home to my parents. Papá and Mamá did not know how to read, but they did not have to. As soon as they saw my swollen upper lip and the scratches on my left cheek, they knew what the note said. When I told them what happened, they were very upset but relieved10 that I did not disrespect the teacher.

For the next several days, going to school and facing Miss Scalapino was harder than ever. However, I slowly began to get over what happened that Friday. Once I got used to the routine in school and I picked up some English words, I felt more comfortable in class.

On Wednesday, May 23, a few days before the end of the school year, Miss Scalapino took me by surprise. After we were all sitting down and she had taken roll, she called for everyone’s attention. I did not understand what she said, but I heard her say my name as she held up a blue ribbon. She then picked up my drawing of the butterfly that had disappeared weeks before and held itup for everyone to see. She walked up to me and handed me the drawing and the silk blue ribbon that had a number one printed on it in gold. I knew then I had received first prize for my drawing. I was so proud I felt like bursting out of my skin. My classmates, including Curtis, stretched their necks to see the ribbon.

9. Cocoon (noun): a protective home for when a caterpillar changes into a butterfly 10. Relieved (adjective): to feel happy because you are no longer worried 4 That afternoon, during our free period, I went over to check on the caterpillar. I turned the jar around, trying to see the cocoon. It was beginning to crack open. I excitedly cried out, “Look, look,” pointing to it. The whole class, like a swarm of bees, rushed over to the counter. Miss Scalapino took the jar and placed it on top of a desk in the middle of the classroom so everyone could see it. For the next several minutes we all stood there watching the butterfly emerge11 from its cocoon, in slow motion.

[30] At the end of the day, just before the last bell, Miss Scalapino picked up the jar and took the class outside to the playground. She placed the jar on the ground and we all circled around her. I had a hard time seeing over the other kids, so Miss Scalapino called me, and motioned for me to open the jar. I broke through the circle, knelt on the ground, and unscrewed the top. Like magic, the butterflyflew into the air, fluttering12 its wings up and down.

After school I waited in line for my bus in front of the playground. I proudly carried the blue ribbon in my right hand and the drawing in the other. Arthur and Curtis came up and stood behind me to wait for their bus. Curtis motioned for me to show him the drawing again. I held it up so he could see it.

“He really likes it, Francisco,” Arthur said to me in Spanish.

“¿Cómo se dice ‘es tuyo’ en inglés?” I asked.

“It’s yours,” answered Arthur.

[35] “It’s yours,” I repeated, handing the drawing to Curtis.

11. Emerge (verb): to appear 12. Flutter (verb): to move back and forth very fast 5 Text-Dependent Questions

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

1. How do paragraphs 11-13 develop Francisco’s point of view about attending a new school? A. He feels confident. B. He feels comfortable. C. He feels hungry. D. He feels exhausted.

2. Which piece of evidence best reveals Francisco’s frustration with his new school? A. “They repeated it each time they glanced at me.” (Paragraph 9) B. “By the end of the day, I was very tired of hearing Miss Scalapino talk because the sounds made no sense to me.” (Paragraph 12) C. “It was easier when Miss Scalapino read to the class from a book with illustrations” (Paragraph 14) D. “Her head turned left and right a hundred times a second and her index finger moved from side to side as fast as a windshield wiper” (Paragraph 17)

3. How does paragraph 20 develop Francisco’s point of view about fitting in? A. He sees art class as another place where he does not fit in or belong. B. He sees art class as an opportunity to participate and belong at school. C. He sees art class as a waste of time because he would rather be reading than painting. D. He sees art class as an easy part of his day because he knows so much about caterpillars.

4. How does paragraph 27 develop Francisco’s point of view about fitting in? A. It illustrates how Francisco’s point of view is beginning to change. B. It explains why other characters support Francisco’s point of view. C. It reveals how other characters disagree with Francisco’s point of view. D. It shows that Francisco’s point of view is the same as it was at the beginning of the story.

5. How is Francisco similar to the caterpillar? A. He does not want to learn new things. B. He enjoys interacting with the new people at his school. C. He would rather be out in the field with his Papá. D. He has to go through a change to experience a new part of life.

6 6. How does Francisco’s point of view about fitting in at school change over the course of the text? How does the author develop his point of view?

7 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. Francisco feels different and left out because he cannot communicate with his teacher or classmates. Do you think you would feel more lonely if you were by yourself all day or if you were surrounded by people speaking a language you do not understand? Why?

2. In the story, Arthur is one of the few classmates described as trying to talk to Francisco and make him feel welcome. Why do you think other students were content to ignore or be rude to Francisco? Do you think they felt like they were ignoring him or being rude? Why are people sometimes comfortable ignoring or being rude to people who are different from them?

3. Francisco is faced with the challenge of learning something new. Describe a time when you struggled to learn something. What was the most difficult part about learning something new? How did you feel while you were learning? How did you feel when you had mastered this new skill or area of knowledge?

8 Name: Class:

The Rose That Grew from Concrete By Tupac Shakur 1999

Tupac Shakur (1971-1996) was an African American rapper, actor, poet, and activist. Shakur continues to be considered an influential rapper today and has been inducted into the Rock and Roll Hall of Fame. As you read, take notes on how the speaker feels about the rose.

[1] Did you hear about the rose that grew from a crack in the concrete? Proving nature’s laws wrong it learned to walk without having feet. [5] Funny it seems, but by keeping its dreams, it learned to breathe fresh air. Long live the rose that grew from concrete when no one else ever cared.

"rose" by georgereyes is licensed under CC BY 2.0

1 Text-Dependent Questions

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

1. PART A: Which of the following identifies a main theme of the text? A. All living things need support from others in order to grow. B. We must learn and grow from our failures. C. People can overcome difficulties and succeed. D. Nature can overcome problems better than people.

2. PART B: Which detail from the poem best supports the answer to Part A? A. “Did you hear about the rose that grew” (Lines 1) B. “learned to walk without having feet.” (Line 4) C. “Long live the rose that grew from concrete” (Line 7) D. “when no one else ever cared.” (Line 8)

3. How does the speaker's point of view influence how the rose is described? A. Curious about the rose, the speaker asks several questions about it. B. Believing that the rose is not real, the speaker exaggerates its qualities. C. Feeling pity for the rose, the speaker lists all of the hardships it has faced. D. Impressed by the rose, the speaker explains what makes it so admirable.

4. What does the phrase “the rose that grew from concrete” mean figuratively as used in this poem?

2 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 context of the poem, how does an individual rise above hardship? Have you ever felt like a “rose that grew from concrete,” as described by Tupac Shakur? If so, what was the difficult situation that you faced, and how did you rise above it? If not, who is someone seel you might describe as a “rose that grew from concrete”? What makes them similar to this rose?

2. In the context of the poem, can we take full control over our own fate? Do you think it is necessary to get support from others, or can we succeed in difficult situations on our own, without others’ help?

3. Why do you think dreams are important for the rose’s survival? What dreams do you have for your own future? Are these dreams important to you? Why or why not?

Name: Class:

Ataka A Young Desert Girl By Victor Englebert 2016

Victor Englebert has written for Highlights. In this informational text, Englebert describes Ataka’s experiences living in the Sahara Desert with her family. As you read, take notes on what challenges the desert presents Ataka and her family.

The Day Begins

[1] In Africa’s Sahara, a soft light shines on the leather tents of three Tuareg brothers. Twelve baby camels tethered to short wooden stakes are resting with open eyes. As the sky pales in the east, they start moaning, craving milk.

The January dawn air is cold. In one tent, nine- year-old Ataka is wrapped tightly in her blanket. But she wakes up and follows her grandmother and aunt Maunem outside to pray. As Muslims, they pray five times a day, first before sunrise "Ataka sits outside her tent where she lives with her father, and last after sunset. grandmother, and aunt. Her other aunts, uncles, and cousins live in nearby tents." by Victor Englebert is used with permission. Ataka’s mother died when Ataka was a baby. Her father, Bukush, raised her — much of the time on camelback. They share their tent with his mother and unmarried sister.

But Bukush is not here today. Neither are his two brothers, Amud and Taleb. Days before, Bukush rode his camel south to the town of In Gall in Niger, 100 miles away. There he will buy millet, a cereal that the Tuareg soak in camel milk and eat twice a day. His brothers are tending the family’s camels that are grazing1 in distant pastures — no more than scattered blades of grass and small, thorny acacia trees.

[5] Unlike many Muslim women, Tuareg women do not cover their faces. It is the men who wear a tagelmust, or veil, wrapped around their heads and faces, leaving only their eyes visible. Sometimes the veil is made of an indigo-dyed fabric from northern Nigeria. The dye on this expensive material, also used for robes, tends to come off on the skin, earning the Tuareg the name “The Blue People.”

The sun rises as Uncle Amud drives in the she-camels. Quickly, Ataka’s younger cousins, Adambo and Mohammed, help Amud tie them up, and everyone helps to milk them. After the baby camels have nursed, the family sits around a fire to drink their breakfast of milk.

1. to eat grass in a field 1 While Amud rests from a sleepless night, Adambo and Mohammed drive the she-camels back to a closer pasture.

Ataka moves to an upturned wooden mortar2 outside her tent and quietly spins wool. Later, she and Lalla, her nine-year-old cousin, collect dry camel dung to fuel the family’s fire. Wood isscarce 3 in the desert. Another cousin, fourteen-year-old Raisha, pounds millet nearby. Ataka’s aunts are busy with other tasks.

Sandstorms in the Desert

At noon, the intense heat trims the horizon with mirages4 that look like puddles and ponds. There is hardly any shade outside the tents.

[10] Adambo and Mohammed ride back to camp for a lunch of millet porridge. Nomads5 rarely eat meat. They save their animals to sell or barter6 for millet, clothes, and other necessities.

Within minutes, a great wind sweeps over the desert. The horizon disappears as the earth and sky come together. A sky-high yellow wall of sand moves rapidly toward the encampment. Soon it will be hard to see. Ataka and her family calmly move inside and pull blankets over their heads and bodies. Sand quickly gets into their eyes, noses, and ears.

After sunset — and the sandstorm — and after the last milking, millet porridge, and two prayers, Uncle Amud saddles up. Under a clear sky, he herds the milk camels back to the distant pasture for the night.

Moving Camp

One day, Uncle Taleb returns with the family’s main herd of 47 camels. His daughter Raisha immediately serves him water and lights a fire to cook millet for him while he plays withthe children. For several days, he had nothing to drink and eat but milk.

“The camels ran out of pasture,” Taleb declares. “We’ll move camp tomorrow.”

[15] Next day, the Tuareg break camp. They load their pack camels and donkeys. And they ride their saddled camels without looking back. Ataka and her family move every three or four weeks.

Once they are settled again, some of the women and children ride the donkeys to a distant well. They fill their goatskin bags with water to last a few days. Ataka and her family also go to thewell to water their herds. They never settle near a well. Instead they camp a couple of hours’ walk away to protect their privacy.

At last Bukush returns, and Ataka gives him a warm welcome. He brought her a silver bracelet.

2. a deep bowl used for things to be crushed or ground in 3. Scarce (adjective): very small in amount or number 4. an illusion that usually occurs in the desert 5. a member of a people who have no permanent home 6. Barter (verb): to trade goods and services without using money 2 That evening, the family stays up late, drinking tea around the fire, laughing, singing, and playing. In an ancient game of hot potatoes, they throw each other glowing red embers from the fire, catching them with bare hands before quickly passing them on. They challenge each other with riddles. And Ataka laughs, her eyes glowing with love for a father who is now home.

3 Text-Dependent Questions

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

1. PART A: Which sentence describes the main idea of the text? A. Living in the desert negatively impacts Ataka and her family’s quality of life. B. Moving often makes it hard for Ataka to consider any place home. C. Ataka has an unusual way of life, but she is happy with it. D. Ataka wishes to move out of the desert, because of the dangers it presents.

2. PART B: Which detail from the text best supports the answer to Part A? A. “Ataka’s mother died when Ataka was a baby. Her father, Bukush, raised her — much of the time on camelback.” (Paragraph 3) B. “Ataka and her family calmly move inside and pull blankets over their heads and bodies. Sand quickly gets into their eyes, noses, and ears.” (Paragraph 11) C. “Next day, the Tuareg break camp. They load their pack camels and donkeys. And they ride their saddled camels without looking back. Ataka and her family move every three or four weeks.” (Paragraph 15) D. “In an ancient game of hot potatoes, they throw each other glowing red embers from the fire, catching them with bare hands before quickly passing them on. They challenge each other with riddles. And Ataka laughs, her eyes glowing with love for a father who is now home.” (Paragraph 18)

3. PART A: Which statement best describes the relationship between Ataka and her father? A. Ataka looks forward to when her father comes home because they are very close. B. Ataka and her father are distant because he has to leave for work often. C. Ataka is not as close with her father as she is with the rest of her family. D. Ataka looks forward to her father’s visit because he brings her presents.

4. PART B: Which detail from the text best supports the answer to Part A? A. “Ataka’s mother died when Ataka was a baby. Her father, Bukush, raised her — much of the time on camelback.” (Paragraph 3) B. “The January dawn air is cold. In one tent, nine-year-old Ataka is wrapped tightly in her blanket. But she wakes up and follows her grandmother and aunt Maunem outside to pray.” (Paragraph 2) C. “But Bukush is not here today. Neither are his two brothers, Amud and Taleb. Days before, Bukush rode his camel south to the town of In Gall in Niger, 100 miles away.” (Paragraph 4) D. “They challenge each other with riddles. And Ataka laughs, her eyes glowing with love for a father who is now home.” (Paragraph 18)

4 5. How does the section “Sandstorms in the Desert” contribute to the text (Paragraphs 9-12)?

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 text, Ataka’s family is busy and constantly on the move. How do they take the time to appreciate each other and enjoy one another’s company? What do you and your family do when you get together?

2. How do you think Ataka’s lifestyle in the desert contributes to her identity? Do you think the environment you grow up in has a significant effect on who you are? Why or why not?

6 Name: Class:

Teacher Tamer By Avi 1994

Edward Irving Wortis, best known by his pen name Avi, is an American author of young adult and children’s literature. In this short story, a boy plans to get revenge on a teacher who he thinks has been unfair to him. As you read, take notes on Mrs. Wessex's character.

[1] The whole fifth grade was engaged in silent reading. The students were reading their books while Mrs. Wessex, the teacher, sat at her desk in the front of the room, reading hers. Her book was a huge one titled Crime and Punishment. Fifteen minutes into the period, a large spitball landed on the middle of the page Mrs. Wessex was reading. She gasped — audibly.

As the class looked up, the teacher peered down at the page to see what had landed. When she lifted her face, it was the color of chalk. "female student and teacher" by Engineering at Cambridge is licensed under CC BY-SA 2.0 An uneasy murmur fluttered through the room.

Life in the fifth grade was never good when Mrs. Wessex was angry. Lately, her anger seemed to erupt daily. A tall, big-boned woman with large hands, she had graying, curly hair and wrinkles on her face. That day she was wearing a baggy blue dress that was also wrinkled.

[5] “Nasty,” was the way one student described her. No one disagreed.

She contemplated the class like a surgeon deciding where to cut. “Gregory Martinez!” she called. “Come here this instant!”

A hush fell upon the class as Gregory reluctantly slid out of his chair, then slumped to the front of the class, hands deep in his baggy pockets.

Gregory was short for his eleven years, and heavyset. His complexion was dark, his hair black, his eyes intense and at the moment full of worry. Though he had been in the school only a few months, everyone at Kennedy Middle School knew he was a brain. When Mrs. Wessex asked a question, it was always Gregory who had his hand up. More often than not he had the right answer, too.

Though Gregory liked being smart, his intelligence set him off from the other kids. He wantedto be liked, but they thought of him as different. Lately, however, things had begun to change.

1 [10] During the past two weeks Mrs. Wessex had accused Gregory of various acts of misbehavior. She had gone so far as to punish him four times. Though getting into trouble improved Gregory’s class standing, he kept insisting he was innocent. As far as he was concerned, Mrs. Wessex was picking on him. He wished he knew why.

Halfway to the teacher’s desk, he said, “I didn’t do it.” Mrs. Wessex stopped him in his tracks with a hard glare. “Didn’t do what?” she demanded.

Instantly aware he had made a tactical1 mistake by saying anything before he was accused, he replied, “I was just reading.”

“Come over here!” the teacher insisted. She pointed to a spot on the floor near her desk.

Gregory drew closer. Mrs. Wessex’s desk was always neat. Its uncluttered state was taken by her slovenly2 students as a rebuke.3

[15] “Hands out of your pockets!” she snapped.

Gregory ripped his hands out, bringing a shower of small coins that scattered upon the floor. Aburst of laughter erupted from thirty-six kids.

Trying desperately to keep from grinning, Gregory bent over to gather up the coins.

“Do that later!” Mrs. Wessex shouted. She had become angrier.

The classroom stilled instantly. Gregory felt his grin evaporate.4 As he tried to control his growing anxiety, he stared at his feet.

[20] “Do you see that?” the teacher demanded. She pointed right at her book. “Look”

Gregory lifted his face. The spitball — surrounded by an expanding circle of moisture — lay upon the page. Not only did Gregory recognize the spitball for what it was, he knew that Ryan Jurgensen had shot it. Ryan, who occupied the desk right next to him, combined class bully, wisea-- and dummy in one skinny body topped with short-cropped blond hair. He was also school spitball artist, carrying a bundle of tissues and a bunch of large plastic straws in his pockets the way other kids carried pencils and erasers.

“Do you see that?” the teacher demanded of Gregory again.

“Yes, Mrs. Wessex.”

“What is it?”

[25] Gregory’s dark face turned darker. “A — a spitball.”

1. relating to a plan of action meant to achieve a certain goal 2. messy and dirty 3. Rebuke (verb): to express strong disapproval or criticism 4. Evaporate (verb): to disappear 2 “Disgusting!” Mrs. Wessex informed him.

“I didn’t do it,” Gregory repeated with an intense sense of his own innocence.

“Young man, I believe you did!”

“I didn’t!” Gregory protested.

[30] “Then, who did?” she asked.

Gregory made a half turn toward the class. Though he could sense other kids suppressing5 laughter at his plight,6 he felt they were on his side.

As for Ryan, not only did Gregory observe his barely stifled grin, he noted the bully’s right fist balled up, a blatant7 threat that it Gregory dared to name him as culprit,8 the fist would be put to use.

“Gregory!” Mrs. Wessex said, “l asked you a question. If you didn’t do this disgusting thing, who did?”

“I don’t know,” he replied, struggling to contain his sense of indignation. She had no right to blame him. “Mrs. Wessex,” he suddenly blurted out, “how come you’re always blaming me?”

[35] The class gasped.

For a moment — but only a moment — Mrs. Wessex’s face softened. Then she glared at him. “Gregory,” she ordered, “go stand with your face in the shame corner for fifteen minutes.”

“But l didn’t do anything!” Gregory protested anew.

On appeal, Mrs. Wessex said, ‘“Twenty minutes.”

A giggle erupted from somewhere in the class.

[40] “Quiet!” Mrs. Wessex cried.

Gregory, knowing that it would be useless to argue, shoved his hands back into his pockets and headed for the corner. Halfway there he stopped. “Mrs. Wessex, what about my money?”

“You may pick it up, then stand in the corner.” This, from Mrs. Wessex, was a measure of kindness.

Hearing the suppressed snickers of his classmates, Gregory picked up the coins.

When he finally got into the shame corner, he was hot, upset, and angry. Mrs. Wessex was so unfair, he kept thinking. Staring into the corner, he vowed that this time he would have revenge.

5. Suppress (verb): to hold back 6. an unpleasant situation 7. Blatant (adjective): done openly 8. Culprit (noun): a person who is responsible for a crime 3 [45] During recess a bunch of kids gathered around him. “How come she picks on you?” Susan asked.

“I don’t know,” Gregory said, pleased that someone had noticed. “But l’m going to get back at her.”

“Yeah, sure you will,” Ryan teased. “Smartest kid in class does something wicked to the teacher. Sure. Right.”

Gregory looked at the circle of faces. His classmates were really paying attention to him. At the moment he felt they really liked him. If only he could do something to keep their positive feelings. “l am going to do something,” he insisted.

“Everybody hear that?” Ryan crowed.9 “Gregory’s going to get revenge on Wessex.”

[50] “Man,” said Dori, “you do that you’ll be the hero of the whole class.”

Hero of the whole class. The words filled Gregory with excitement. He looked at Dori and smiled. Here was his opportunity. He would have his revenge and become a hero, too.

Two blocks from the Kennedy Memorial Middle School, tucked between Jack’s Skate & Snow Boards and Robert’s Famous Bar-Bee-Q-Ribs, stood Mrs. Barman’s candy store. You could buy any piece of candy for five cents. During most of the day, the candy store had modest10 sales. Between the hours of three and four-thirty, it was packed with kids.

The display case contained fifty-two white plastic trays of candy, from Black Crows to clear jellybeans to white peppermints — and all colors and flavors in between.

Behind the display case stood Mrs. Barman. She was a small old woman, whose marshmallow-colored face, arms, and torso seemed to be all there was of her. If she had a lower body, no one had ever seen it.

[55] Kids asked for candy by pointing and saying “one” or “two.” Mrs. Barman counted out the candy pieces and put them in a small white paper sack. “Fifteen cents,” she’d say. The price was all she normally spoke.

It was to Mrs. Barman’s that Gregory went after school. When it was his turn, the old lady gave him an inquiring look. “I want to speak to Tiny,” Gregory announced.

Tiny was Mrs. Barman’s son. If he was asked the proper way, he would sell you fireworks. Selling fireworks was illegal.

“Tiny!” Mrs. Barman shouted. “Kidtaseeya.”

Gregory waited nervously, He had never spoken to Tiny before, and he was only remembering what some kid told him to do. He hoped he’d ask the right way. One of the things the kid had told him was, “You got to ask right, or Tiny won’t sell you nothing.”

9. to utter in a loud cry 10. Modest (adjective): limited in size or amount 4 [60] Tiny, big as a grizzly bear, lumbered out of the backroom. He had a large, glistening bald head, an incredibly thick neck, and a belly so huge it was on the verge of splitting the plaid shirt he always wore. No one had ever seen him smile.

The kids had all kinds of stories about Tiny. Some said he had played professional football. Others said his size was due to the fact that he ate nothing but his mother’s candy. Then there were those who claimed Mrs. Barman lost her bottom half because Tiny had blown it away with his fireworks.

“Yawanme, kid?” Tiny said to Gregory. His voice was low, rumbling.

“Crackers,” Gregory said, hoping he had remembered the password correctly.

Tiny looked hard at Gregory, then glanced around to make sure no fire marshal was lurking amongthe clamorous11 crowd of children.

[65] “Follow me,” he growled.

Gregory followed Tiny down a narrow, dark passageway into a small room whose walls were covered with metal drawers. A low-wattage bulb dangled from flimsy ceiling wires.

Gregory looked about. It was all so creepy he began to wish he hadn’t come.

“Whadayawan?” Tiny asked.

Gregory, fist clenched, said, “A stink bomb and a smoke bomb.”

[70] Tiny studied Gregory anew. “Whacha goin’ta do wit’em? “

After a moment, Gregory said, “Put them in my teacher’s house.”

Tiny’s face unfolded into a smile. “I hate teachas,” he said. The smile vanished. “Seventy-fivecent each,” he said.

Gregory laboriously12 counted out the quarters, nickels, dimes, and pennies into Tiny’s huge hands.

“An’ twenty-five cent,” Tiny added. “Fa-da guvament tax.”

[75] Gregory handed over the surcharge.

The large man opened two metal drawers and extracted two small tubes, each as thick as his thumbs. Frizzy gray fuses protruded from their ends. One tube was black and bore a label that read SUPER SKUNK. The other tube was a bright orange color and was called CLOUD OF DARKNESS.

“Okay, kid,” Tiny said, “where’dya get tha stuff?”

Gregory struggled to recall the proper reply. “Some kid,” he said.

11. Clamor (noun): loud and confusing noise 12. Laborious (adjective): requiring a lot of time and effort 5 “Don’cha forget,” Tiny said. Turning Gregory around with his big hands, he pushed him out of the room. But not before he whispered, “Go getcha teacha.”

[80] Gregory left the candy store at a trot and went right to a gas station down the block. It sold cookies, chips, and soda. He went in and made a show of looking at the offerings. When no one waslooking, he grabbed a book of complimentary13 matches from the counter and raced back to school.

At four-thirty Mrs. Wessex stepped out of the school. In each hand she had a cloth shopping bag loaded with books and papers. One bag bore the faded words, If You Can Read This Thank a Teacher.

Gregory, crouched behind a parked car across the street, was waiting and watching for her.

He found it easy to follow her. Not only was Mrs. Wessex a large woman, she was wearing a bright blue coat. Though Gregory knew — without knowing how he knew — that she lived in that neighborhood, he didn’t know where. But then, he still didn’t know his way around the area very well. In any case, she walked slowly. To Gregory it appeared she had no interest other than in the pavement before her.

When she went into a small grocery store, Gregory hid behind a garbage can. Emerging, she carried a paper bag stuffed with goods. Every now and then she paused and clumsily shifted her oad.l She was having trouble balancing all her belongings.

[85] Gregory, clutching his stink and smoke bombs in his pocket, followed at a safe distance. At one point he thought she might be turning to look. He quickly ducked behind some passing people. When the teacher continued on without looking back, so did Gregory. He was becoming excited.

One block from the grocery store, Mrs. Wessex made a right turn onto Pearl Street, an old street bordered by large oak trees. The early spring leaves were bright green. Pearl Street ran through a dilapidated neighborhood of small wooden houses. Gregory had never been on the street before. Potholes marred the pavement. Many of the houses, if not quite in a state of decay,14 were in need of new paint and carpentry. Porches sagged. Paint peeled. Here and there a cracked window winked at the world.

After walking another six blocks, Mrs. Wessex turned onto a cement pathway that led to one of the single-story frame houses. It was in a row of similar houses. All had small porches. The house Mrs. Wessex entered was set back from the street by a small, sparse lawn and was covered with dull white aluminum siding. Two cracked cement steps led up to the front porch. Beyond the porch was a faded yellow door.

Upon reaching the porch, Mrs. Wessex set down her two shopping bags, shifted the paper bag, and entered the house. In moments she returned, gathered up the shopping bags, then went back inside again. This time she shut the door firmly behind her.

Gregory, standing behind a lamppost, had watched her intently. Only when Mrs. Wessex had gone in did he appraise15 the house. The building’s rundown appearance was not what he had expected. He was not sure why, but he had assumed his teacher was rich. The apartment house he lived in was in better condition.

13. given free of charge 14. Decay (noun): the state or process of rotting or falling apart 15. to judge the value or quality of something 6 [90] And now that he’d actually arrived at Mrs. Wessex’s house, Gregory began to feel uneasy. What if she had kids? What if there was a Mr. Wessex? What if he got caught? Worst of all, what if he did nothing, and the kids at school got on his case? Instead of being a hero, he’d be more of a nerd than ever. He wished he’d not been so public about proclaiming16 his revenge. He remembered Ryan’s taunt,17 Dori’s promise. He squeezed the smoke and stink bombs in his pocket, then touched the book of matches. He had to go on.

Mrs. Wessex’s house was no more than five feet from the homes to the right and left. In the alleyway between her house and the one on the right was a jungle of bushes. As far as Gregory could tell, that side of the house had no windows. Then he saw what appeared to be a window low to the ground. Partly open, it was built into the building’s foundation. Gregory guessed it led into the basement.

After making sure no one was watching him, Gregory darted across the street and into the tangle of greenery. Once there he threaded his way through the foliage to the low window and squatted down. To his surprise, Mrs. Wessex’s house was propped up by cement block pillars. Between the pillars was siding. There was no basement. What he had thought was a window was nothing more than a sheet of wood, which covered a gap in the siding.

Gregory touched the board. It fell over with a loud thump. Fearful of discovery, he darted a look over his shoulder. No one was coming.

Feeling safe again, he peered through the gaping hole into a crawlspace.

[95] Next door someone stepped out onto the porch, slamming the front door. Fearful of discovery, Gregory dove into the crawlspace beneath Mrs. Wessex’s house. There he lay, face down on the dirt, breathing hard. His courage was evaporating.

When no further sounds came from next door, Gregory lifted his head and looked about. It was gloomy there with a strong, clammy stench that almost made him throw up. Fumbling, Gregory drew out his pack of matches and lit one. The area from the ground to the house was no more than three feet in height. It was littered with junk: bottles, cans, clumps of matted newspapers, an old mattress, even a broken birdcage. Overhead ran crisscrossing pipes and wires. So unlike Mrs. Wessex’s desk!

Even as Gregory looked about he heard footsteps above his head. Automatically, he ducked. The match went out.

Gregory listened intently. He heard the sound of muffled voices, but who was speaking, or whatwas being said, he couldn’t tell.

The footsteps retreated. The voices drifted away.

[100] He lifted his head. The more he looked around the more perfect the crawlspace seemed as a place to set off the bombs. All he had to do was find the right location so that stink and smoke would get into the house. His courage returned. He touched the bombs and grinned.

16. Proclaim (verb): to announce publicly 17. Taunt (noun): a mean or insulting remark often used to challenge someone or hurt their feelings 7 Lit match in hand, he explored the area by crawling around. It took three more matches to discover something promising. A trap door. At least it was a square over his head with hinges on one side and a metal latch opposite.

Gregory worked his way beneath the door, then lit another match and examined the latch. It was a metal shot bolt. He yanked at it. Not only did it pull free, the door dropped down, smacking him hard on his head. Gregory saw stars.

When he recovered, he looked about. Three shoes had fallen to the ground. After pushing them aside, he crawled directly under the now open space. Another lit match allowed him to look up.

At first it seemed as if he were gazing up into a bundle of rags.

[105] The match went out.

Gregory drew himself up on his knees, then slowly lifted his head until it was poking up through the opening. He was inside the house. The area was quite dark save for one side where, along the floor, ran a strip of light. Gregory guessed he was seeing room light seeping under a door. That made him realize where he was: in a clothes closet. Better and better.

He decided to take a chance and light one more match. The flame revealed clothing hung from wire and plastic hangers on two sides of the closet. Against another wall — all in a heap — lay shoes and slippers. On the fourth wall was a door: There was also a plastic basket heaped with rumpled clothing. High above was shelving holding a variety of boxes. In the ceiling was an unlit bulb.

Hearing nothing, Gregory pulled himself up until he was standing in the dark closet. Reaching into his pocket, he pulled out the stink and smoke bombs. He made up his mind to light them, jerk the door open, heave the bombs in, then make his escape. He’d even be able to watch what happened from out front.

He took out the matches.

[110] Suddenly, he heard a voice from beyond the closet. “ … tell you how exhausted I am. I have to lie down.”

It was Mrs. Wessex.

“You’re always complaining,” said another voice. To Gregory’s ears it sounded like an older woman, but he could not be sure.

“l’m not complaining,” Mrs. Wessex said.

Gregory’s first impulse was to dive back down the hole and make his escape. His second impulsewas to stay and listen. He was in his teacher’s closet! Listening to her private stuff. Irresistible.18 He leaned forward and put his ear to the door.

18. Irresistible (adjective): too tempting to resist 8 [115] “My dear,” said the voice of the older woman, “l just wish you wouldn’t come home from that school so tired every day.”

“Ma, it is exhausting, that’s all. I just need to lie down.”

“Well, you could be thankful you have a good job. Lots of people don’t have one.”

Suddenly the closet doorknob rattled. Panicked, Gregory flung himself to one side. The door opened. The closet seemed to explode with light. The blue dress Mrs. Wessex had worn that day came flying through the open door and fell in a heap on the floor. It was followed by a pinkbra. The door slammed shut.

Gregory looked at the clothes and nearly fainted. What was he doing there! He had done a terrible thing. He’d be arrested. Put in jail! He lowered his feet into the trap door.

[120] “Ma … ,” the voice continued from beyond.

“Madge, try to remember they’re just children. And you do get vacations?”

“Ma, I’ve been teaching for fifteen years. I have thirty-six kids in my class. I get lousy pay. Each year the kids get worse and worse. Ruder and ruder. They don’t want to learn. All they can talk about is sports, movies and TV. They can’t even sit still. They hate me.”

“Sometimes I think you should have stayed married to Benny. You could have had your own kids.”

“Do you know what happened today?”

[125] “Benny wasn’t such a bad man, Madge. Yeah, he drank a little. But really, not much. And when he was transferred — ”

“Ma, listen to me! Today, I was sitting there reading. It was reading time. Someone shot a spitball right on my book.”

“A what?”

“A spitball.”

“That’s dreadful. 19Can’t your principal do something?”

[130] “Ma, you don’t understand.”

“Madge, I’m trying to understand?”

“You don’t understand!” cried Mrs. Wessex. “I knew who did it. Ryan Jurgensen. The class clown. But he thrives20 on being the center of attention. So instead, I called up this boy ... Gregory ...

19. Dreadful (adjective): extremely bad or serious 20. Thrive (verb): to grow or develop successfully 9 “Why him?”

“Because Gregory is the smartest one in the class. It makes the other kids resent21 him. But I keep thinking if I pick on him enough the other kids will accept him. Can you grasp that? I’m afraid that if the kids turn against him, he’ll want to deny his intelligence. I want to keep him smart. That’s what it comes to. I’m picking on him so he’ll stay smart and amount to something. It’s crazy.”

[135] “But you know what, Ma? At the same time I resent Gregory. Because he’s so young and could do so much and I can’t do anything anymore.”

“What did he do when you blamed him?”

“Gregory? He made fun of me.”

“How?”

“He dumped his money — coins — on the floor.”

[140] “Please, Madge, I wish you wouldn’t cry.”

“Ma, do you know what it is like to have a room full of kids who hate you, despise you, have no respect for you? I hate teaching. I used to be good. I can’t stand it anymore.”

“You’ve had a bad day, that’s all. Or maybe you should think about getting another position.”

“Sure. And if I can’t get one, what are we supposed to live on? Your social security?”

“Go to sleep, honey. You’re tired. You’ll feel better when you’re rested.”

[145] There was silence.

In the closet, Gregory, who had heard it all, pressed a hand to his heart to keep it from beating so wildly.

He listened and thought he detected the sounds of someone outside the closet. Was it Mrs. Wessex on her bed? He kept listening. After a while, he began to hear snores. Mrs. Wessex’s snores! He started to laugh, but the laugh faded. He thought of what he had heard, and all he could feel was a heaviness in his heart.

Quietly, he lowered himself the rest of the way through the trap door. Once in the crawlspace, he looked around for the shoes that had fallen down. He put them back into the closet with care, then shut the trap door and latched it. When he made his way out from under the house, he ran all the way home, dumping the firecrackers in a garbage can. The next morning Gregory was waiting at the school before they let the early arrivals into the building. He was glad none of the kids from his class were there.

21. Resent (verb): to feel bitter towards someone or something 10 As soon as the doors were unlocked, he raced down the hallway toward his classroom. He reached it. Mts. Wessex was alone in the room. She was at her desk, working on papers.

[150] Gregory edged into the room.

After a moment Mrs. Wessex looked up. She began to smile, caught herself, and frowned. “Yes, Gregory,” she said, rather severely. “The bell hasn’t rung. What do you want?”

In spite of himself, Gregory blushed. “It was about yesterday.”

“Yes ... ?” said Mrs. Wessex. There was pain in her eyes.

Gregory wanted to put his arms around her and give her a hug. Instead he said, “I just wanted to say … you’re the best teacher in ... the ... the whole world.”

[155] A startled look came to Mrs. Wessex’s face. For a moment Gregory thought she was going to cry. “Why do you say that?” she asked.

“I just think so.” He looked down at his feet.

“Oh ...” she said, very softly. “Thank you.”

On the playground, his classmates gathered around.

“Did you get your revenge?” Ryan taunted.

[160] “Yeah,” Gregory replied.

“Cool. What did you do? “

“Never mind what. Just see the way she acts.”

Gregory was right. It was almost a month before Mrs. Wessex became angry again. But not before Ryan had given him a new name: “Teacher Tamer.”

“Teacher Tamer” by Avi. Copyright ©1994 by Avi. From his book WHAT DO FISH HAVE TO DO WITH ANYTHING? AND OTHER STORIES (Candlewick Press). Used by permission of Brandt & Hochman Literary Agents, Inc. Any Copying or distribution of this text is expressly forbidden. All rights reserved.

11 Text-Dependent Questions

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

1. PART A: Which of the following describes the main theme of the short story? A. Kind words and consideration may seem simple, but they can go a long way. B. Responding to anger with hateful actions never solves problems. C. Adults and kids tend to have similar problems, despite their differences. D. Children should not let peers pressure them into doing something they don't want to.

2. PART B: Which detail from the story best supports the answer to Part A? A. “Mrs. Wessex was so unfair, he kept thinking. Staring into the corner, he vowed that this time he would have revenge.” (Paragraph 44) B. “He wished he'd not been so public about proclaiming his revenge. He remembered Ryan's taunt, Dori's promise.” (Paragraph 90) C. “‘But you know what, Ma? At the same time I resent Gregory. Because he's so young and could do so much and I can't do anything anymore.’” (Paragraph 135) D. “Gregory wanted to put his arms around her and give her a hug. Instead he said, 'I just wanted to say ... you're the best teacher in ... the ... the whole world.” (Paragraph 154)

3. PART A: How is Gregory influenced by his classmates? A. Gregory feels pressured to prove himself to his classmates by getting revenge on Mrs. Wessex. B. Gregory wants to uphold his reputation with his classmates for being a troublemaker by getting revenge on Mrs. Wessex. C. Gregory is afraid that if he doesn't get revenge on Mrs. Wessex, his classmates will continue to bully him. D. Gregory feels like he owes it to his classmates to get revenge on Mrs. Wessex because of how mean she's been lately.

4. PART B: Which quote from the text best supports the answer to Part A? A. “‘Yeah, sure you will,’ Ryan teased. ‘Smartest kid in class does something wicked to the teacher. Sure. Right.’” (Paragraph 47) B. “Worst of all, what if he did nothing, and the kids at school got on his case? Instead of being a hero, he'd be more of a nerd than ever.” (Paragraph 90) C. “The next morning Gregory was waiting at the school before they let the early arrivals into the building. He was glad none of the kids from his class were there.” (Paragraph 148) D. “It was almost a month before Mrs. Wessex became angry again. But not before Ryan had given him a new name: ‘Teacher Tamer.’” (Paragraph 163)

5. What does it mean when Gregory feels “a heaviness in his heart” (Paragraph 147)? A. He feels sad after hearing about Mrs. Wessex’s troubles. B. He feels proud for sneaking in Mrs. Wessex’s house. C. He is embarrassed for discovering that Mrs. Wessex snores. D. He is terrified of being discovered by Mrs. Wessex or her mother.

12 6. Reread paragraphs 115-122. What do they reveal about Mrs. Wessex? A. Mrs. Wessex is extremely bothered by how her students treat her. B. Mrs. Wessex never wanted to be a teacher, which is why she always appears angry. C. Mrs. Wessex truly loves her students, despite coming off as harsh to them. D. Mrs. Wessex is easily upset at school because of the stress of caring for her mother.

7. How does Ryan giving Gregory the name "Teacher Tamer" contribute to the conclusion of the story?

13 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, Gregory wants to get revenge on his teacher. Do you think he has good reason to want revenge? Why or why not? Have you ever wanted revenge on someone? Why or why not? Did you go through with your plan for revenge, or did something change your mind?

2. In the story, Gregory wants to be seen as heroic by his classmates. How does he become a hero by being kind to Mrs. Wessex, rather than seeking revenge? Describe a time that you were a hero through your kind actions.

3. Gregory decides against throwing firecrackers into Mrs. Wessex's house. Why does he decide that this is the right thing to do? What would you have done if you were in Gregory's position? Do you agree with what he did?

14 Practice Book Use anytime after Bridges, Unit 1, Session 21. NAME DATE Order of Operations

The order of operations tells you how to do calculations when there is more than one kind of operation.

Order of Operations Example 20 – 12 ÷ (3 + 1) 1. Anything inside parentheses 20 – 12 ÷ (3 + 1) = 20 – 12 ÷ 4 2. Multiplication and division from left to right 20 – 12 ÷ 4 = 20 – 3 3. Addition and subtraction from left to right 20 – 3 = 17

1 Use the order of operations above to complete each equation. a (9 + 3) × (16 ÷ 8) ÷ 4 b (365 + 35) ÷ 5 + 3

c 36 ÷ 6 + 4 × (27 ÷ 9) d (26 – 18) × 5 ÷ 10 + 10

2 Insert parentheses to make each equation true. a 2 × 18 – 5 + 15 ÷ 5 = 32 b 34 – 20 ÷ 4 + 3 = 2

c 14 = 50 – 42 ÷ 3 + 4 × 6 d 21 = 7 + 16 – 8 ÷ 2 + 2 × 25 ÷ 5

CHALLENGE

3 Using at least two operations, write an expression that is the same whether you do the calculations from left to right or using the correct order of operations.

If you are adding or multiplying, you can change the order of the numbers or the way they are grouped to make the calculations easier. The three properties below can make mental math easier.

Commutative Property Associative Property Distributive Property Changing the order of two Changing the way you group You can break a number numbers or numerical three numbers or numerical apart, multiply each part expressions when you add expressions when you add or separately, and then add the or multiply does not change multiply does not change the products. You will still get the the answer. answer. same answer.

5 + 2 = 2 + 5 (38 × 4) × 25 = 38 × (4 × 25) 6 × 13 = 6 × (10 + 3) 5 × 2 = 2 × 5 = 38 × 100 = 6 × 10 + 6 × 3 = 3,800 = 60 + 18 = 78

1 For each problem below: • Write it a different way so it’s easier to solve in your head. • Solve it and write the answer. • Circle C if you switched the order of the numbers. • Circle A if you grouped the numbers in a different way. • Circle D if you broke the number apart and multiplied one part at a time. • You may need to circle more than one property.

Problem Rewrite Answer Property

ex (70 + 469) + 30 (70 + 30) + 469 569 C A D

a (69 + 45) + 55 C A D

b 4 × 32 C A D

c 4 × (16 × 25) C A D

d (250 + 86) + 50 C A D

12   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 2, Session 10. NAME DATE Multiplication Estimate & Check

1 Think about rounding to estimate the answers to the problems below. Then rewrite each problem vertically and solve it using the partial products method. Check your answer against your estimate to make sure that it is reasonable.

Problem ex 63 × 21 a 42 × 37 b 73 × 26 Estimate 60 x 20 = 1,200 Solution 63

× ____ 21 20 x 60 = 1,200 20 x 3 = 60 1 x 60 = 60 1 x 3 = ____+ 3 1,323

Problem c 33 × 19 d 84 × 38 e 56 × 44 Estimate Solution

CHALLENGE

2 Circle the two numbers whose product is 1,274 26 34 49 61

24   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 2, Session 10. NAME DATE Using the Standard Multiplication Algorithm

1 Solve these multiplication problems.

80 80 90 90 100 100 × ____ 30 × ____ 40 × ____ 30 × ____ 40 × ____ 30 × ____ 40

2 Solve these multiplication problems using the standard algorithm. Use the answers above to help make sure your answers are reasonable.

ex 1 a 2 84 79 _____ × 36 _____ × 26

1 504 + ______2,520 3,024 b c 86 92 _____ × 32 _____ × 37

d e 82 98 _____ × 43 _____ × 29

1 There was a soccer tournament at the local park last summer. There were 16 teams in the tournament. There were 18 players on 10 of the teams and 17 players on the rest of the teams. How many soccer players were participating in the tournament in all? Show all your work.

2 Beth and her brother went to the arcade. It cost 75¢ to play 3 games. They played 21 games in all. How much money did they spend?

26   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 2, Session 10. NAME DATE Metric Conversions

Knowing how to multiply and divide by 10, 100, and 1,000 can help you make conversions between units in the metric system. 1 Metric Units of Length/Distance

a Complete the following sentences. b Use the information in part a to complete the equivalencies below.

There are ______1,000 millimeters in 1 meter. ______10 millimeters = 1 centimeter There are ______centimeters in 1 meter. ______centimeters = 1 kilometer There are ______meters in 1 kilometer. ______millimeters = 1 kilometer

2 Metric Units of Volume/Capacity

a Complete the following sentences. b Use the information in part a to complete the equivalencies below.

There are ______1,000 milliliters in 1 liter. ______3,000 milliliters = 3 liters There are ______centiliters in 1 liter. ______centiliters = 4 liters There are ______liters in 1 kiloliter. ______liters = 7 kiloliters

3 Metric Units of Mass

a Complete the following sentences. b Use the information in part a to complete the equivalencies below.

There are ______1,000 milligrams in 1 gram. ______2,500 milligrams = 2.5 grams There are ______centigrams in 1 gram. ______centigrams = 4.5 grams There are ______grams in 1 kilogram. ______grams = 3.5 kilograms

CHALLENGE

4 Complete the following conversions. a ______millimeters = 1 kilometer b ______millimeters = 4.5 kilometers

1 Carla is putting apples in bags to sell at her market. She has 139 apples altogether. If she wants to have the fewest possible apples left over when she is done, should she put them in bags of 4 or 5? Show all your work.

2 Jorge volunteers at the animal shelter every Saturday. His neighbor Mrs. John- son volunteers at the animal shelter every other day. Mrs. Johnson was at the animal shelter on the first day of this month, which was a Wednesday. How many times this month will Jorge and Mrs. Johnson be at the animal shelter on the very same day? Hint: You could sketch a calendar to help solve the problem.

36   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 3, Session 12. NAME DATE Classifying Quadrilaterals

A quadrilateral is any polygon that has 4 sides. There are many kinds of quadrilaterals, including:

Trapezoid: a quadrilateral with exactly 1 pair Rectangle: a quadrilateral with 2 pairs of par- of parallel sides allel sides and 4 right angles

Rhombus: a quadrilateral with 4 sides that are Square: a quadrilateral with 4 right angles and all the same length 4 sides that are all the same length

Parallelogram: a quadrilateral with 2 pairs of parallel sides

1 Look carefully at the figures below. Decide how many right angles, pairs of congruent sides, and pairs of parallel sides each has. Then circle the word or words that say what kind of figure it is. You might circle more than one word for some figures.

Right Pairs of Pairs of Circle the word(s) that Figure Angles? Congruent Sides? Parallel Sides? describe(s) the figure. a trapezoid rectangle rhombus square parallelogram b trapezoid rectangle rhombus square parallelogram c trapezoid rectangle rhombus square parallelogram

1 A spider spun a web shaped like this on our screen door. What area (in square units) did the web cover? Show all your work.

2 This is a map of the park near Sam's house. Any place that is not a path, the pond, or the forest is covered in grass. If each square represents 9 square yards, what area of the park is covered in grass? Show all your work. path

path

pond path

forest

46   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 4, Session 10. NAME DATE More Division Story Problems

1 A group of migrating geese travels at about 40 miles per hour. About how many hours of flying will it take them to go 320 miles? Show all your work.

2 Ellie is reading a book that is 257 pages long. If she reads 30 pages every day, how many days will it take her to read the whole book? Show all your work.

3 Paulo made some candies that he is going to sell at the market. He is putting 20 candies in a bag. If he has 187 candies altogether, how many bags can he fill? Show all your work.

CHALLENGE

4 A group of robins took 78 days to fly 3,000 miles. On average, about how many miles did the robins fly each day? Explain why your estimate is reasonable.

64   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 4, Session 10. NAME DATE Divisibility Rules

It's easy to tell if a small number like 12 is divisible by another number. With bigger numbers, like 435, it can be harder to tell. You already know how to tell if a number is divisible by 2, 5, or 10. There are also rules that can help you tell if any number is divisible by 3, 6, or 9.

Rule Example A number is divisible by 3 if the sum of its 957 is divisible by 3 because digits is divisible by 3. 9 + 5 + 7 = 21 and 21 is divisible by 3. (21 ÷ 3 = 7) A number is divisible by 6 if it is divisible by 786 is divisible by 6 because 3 (see above) and it is divisible by 2 (has a 7 + 8 + 6 = 21 and 21 is divisible by 3. 0, 2, 4 6, or 8 in the ones place). (21 ÷ 3 = 7) 786 also ends in 6, which means it is even (divisible by 2). A number is divisible by 9 if the sum of its 837 is divisible by 9 because digits is divisible by 9. 8 + 3 + 7 = 18 and 18 is divisible by 9.

1 Use the chart below to help you figure out if the numbers are divisible by 3, 6, or 9. In the last column, you don't have to list all the factors of the number. Just list any other numbers you know for sure that the number is divisible by.

Divisible Divisible Divisible Number Sum of the Digits by 3? by 6? by 9? It's also divisible by ex 495 4 + 9 + 5 = 18 yes no yes 5 a 987 b 540 c 762 d 747 e 570 f 645 g 792

1 Color in the strips to show the fractions named below. Each strip represents 1 whole.

1 3 ex 4 a 8 1 3 b 2 c 4

2 Color in the strips to show the improper fractions named below. Then write the fraction as a mixed number. Each strip represents 1 whole.

7 3 ex 4 1 4 12 a 8 3 b 2 9 c 8

3 Explain how you can tell whether a fraction is greater than 1 just by looking at the numerator and denominator. A fraction is greater than 1 if:

CHALLENGE

4 A certain fraction is greater than 2. The denominator is 8. What must be true about the numerator? Explain you answer. ? The numerator must be greater than ______because: 8

Write as many names as you can for the fractions shown on the geoboards. Each geoboard represents 1 whole. Then use >, <, or = to compare the fraction shown to the other fraction named.

Fraction Fraction Names Comparison ex

1 2 4 4 1 4 8 16 16 2

5 8

1 2

3 4

1 1 2

1 Color in the geoboards to show the fractions below. Each geoboard represents 1 whole.

1 1 3 a 2 b 4 c 8

10 6 d 8 e 4

2 Use the pictures above and the empty geoboards below to help complete each comparison below using <, >, or =.

1 3 6 1 3 3 ex 2 8 a 4 1 2 b 8 4

10 1 6 6 3 1 c 8 1 2 d 8 4 e 8 4

CHALLENGE

3 Fill in the missing numerators and denominators to make each comparison true. a  > 4 b 1 = 6 c 16 <  9 2 4  32 8

1 Show the fractions on the strips. Then add them and report the sum.

First Second Add Them Sum 2 3 ex 4 4 1 1 4

3 3 a 4 4

3 1 b 8 2

5 3 c 8 4

1 7 d 2 8

1 2 If you are adding two fractions that are both greater than 2 , what must be true about the sum? The sum must be:

1 3 If you are adding two fractions that are both less than 2 , what must be true about the sum? The sum must be:

76   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 4, Session 23. NAME DATE Egg Carton Fractions

1 Show the fractions on the egg cartons. Each carton represents 1 whole.

1 3 a 2 b 4

2 9 c 1 3 d 6

2 Add the fractions below. If the sum is greater than 1, write it as a mixed number.

5 1 a 6 + 2 =

2 3 b 3 + 6 =

13 3 c 12 + 4 =

3 Use a <, >, or = sign to complete each number sentence. 6 11 11 7 1 3 a 10 + 10 1 b 10 + 6 2 c 12 + 14 1

1 1 Marsha walked 1 2 miles to school yesterday morning. After school, she walked 3 4 of a mile to her aunt's house. How many miles did she walk altogether yesterday? Show all your work.

2 Francisco and his mom got some fruit at the fruit stand yesterday. They 1 7 1 bought 2 2 pounds of peaches, 8 of a pound of raspberries, and 1 4 pounds of apri- cots. How many pounds of fruit did they buy altogether? Show all your work.

78   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 4, Session 23. NAME DATE More Fraction Story Problems

1 3 1 Yesterday Carson threw away 1 3 pounds of paper packaging. He threw away 4 of a pound of plastic packaging. Altogether, how many pounds of packaging did Carson throw away yesterday? Show all your work.

3 1 2 Carmen ran 1 8 miles yesterday. Her sister Lola ran 2 4 miles yesterday. How much farther did Lola run than Carmen? Show all your work.

80   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 5, Session 11. NAME DATE Multiplication & Division Review

1 Complete the following multiplication tables. a × 2 9 6 5 7 204030 60 120 b × 2 9 6 5 7 204030 40 80

2 Complete the following division table. ÷ 1,200 900 60 210 1,500 1,800 270 2,400 30 40

3 Solve these multiplication problems using the standard algorithm.

1 2 84 58 451 256 _____ × 36 _____ × 27 _____ × 32 _____ × 33

1 504 ______+ 2,520 3,024

177 305 573 837 _____ × 49 _____ × 64 _____ × 26 _____ × 86

1 Circle the two numbers whose product is shown. Hint: Use estimation to help.

Circle the two numbers that Product multiply to make the product. Use this space for work if you need to. ex 1,196 Estimates: 12 23 52 83 12 x 83 (800) 12 x 23 (200) 52 x 83 (4000) 23 x 52 (1000) a 714 14 22 42 51 b 1,008 14 24 42 58 c 2,211 21 33 51 67 d 2,730 15 42 65 82

2 Use multiplication and division to find the secret athp through each maze. The start- ing and ending points are marked for you. You can only move one space up, down, over, or diagonally each time. Write four equations to explain the path through the maze. ex a endstartb end start 20 60 3 4 40 160 14 540 9

end 3 9 180 10 80 2 7 60 3

start 36 4 20 10 100 50 2 90 180

36 ÷ 4 = 9 9 x 20 = 180 180 ÷ 3 = 60 60 ÷ 20 = 3

1 Color in the geoboards to show the fractions below. Each geoboard represents 1 whole.

1 1 3 a 2 b 4 c 4

1 2 5 d 8 e 8 f 8

1 3 9 g 16 h 16 i 16

2 Use the pictures above to help complete each comparison below using <, >, or =.

1 5 1 2 3 5 ex 2 8 a 4 8 b 4 8

3 1 1 9 5 9 c 16 4 d 2 16 e 8 16

3 Use what you know about fractions to help complete each comparison below using <, >, or =.

1 9 1 3 9 1 a 2 12 b 4 24 c 18 2

84   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 5, Session 11. NAME DATE Time Problems

1 Ms. Wilson wants to spend 15 minutes conferencing with each student in her class about their writing assignment. She has 30 minutes before school starts, 30 minutes after school ends, and one 45-minute study hall during the day. If she meets with students during all of those times, how many days will it take her to meet with her 30 students? Show all your work.

2 Rhonda spends half an hour watching TV each weeknight and 2 hours each day on the weekends. How much time does she spend watching TV each week? Show all your work.

3 Frank is supposed to practice his violin for at least 6 hours a week. He played for 30 minutes on Monday, for an hour on Wednesday and on Friday, and for 45 minutes on Thursday. He didn't play at all on Tuesday. How much does he need to practice this weekend to make it at least 6 hours of practicing this week? Show all your work.

86   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 5, Session 11. NAME DATE Which Bag of Candy?

1 Whitney's 9 cousins are coming to visit and she wants to make them each a little gift bag. She wants to put an equal number of little candies in each bag, eat 3 candies herself, and have none leftover. Which bag of candies should she buy? Show all your work. Hint: Can you remember a divisibility rule to help?

Number of Candies Candy per Bag Lemon Sours 147 Strawberry Kisses 216 Pineapple Sweets 193

2 How many candies will each cousin get? Show all your work.

90   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 5, Session 19. NAME DATE The Homework Survey

A group of teachers polled 30 middle-school and 30 high-school students to see how much time they were spending on homework each night. 1 How many middle-school students Time Spent on Homework Each Night said they spent 1 hour on homework middle- 15 school each night? 14 students 13 high-school 12 students 11 2 How many high-school students 10 said they spent two and a half hours 9 on homework each night? 8 7 6

Number of Students 5 4 3 How many high-school students 3 said they spent 1 and a half hours on 2 homework each night? 1

1 1 1 2 1 1 2 2 2 2 Hours 4 Overall, who spends more time on homework each night, middle-school or high- school students? Explain your answer using information from the graph above.

CHALLENGE

5 Is it easier to estimate how much time any middle-school student spends on homework each night or to estimate how much time any high-school student spends on homework each night? Explain your answer using information from the graph above.

1 Write two fractions that are equal to the fraction shown. ex a 3 = 1 and 3 = 6 9 = and 9 = 9 3 9 18 15 15 b c 4 = and 4 = 15 = and 15 = 6 6 18 18

2 Circle the fractions that are equal to the fraction shown. Use the space at right as a work space to do calculations if needed.

Fraction Circle the fractions that are equal to the other fraction. ex 1 4 3 2 7 5 2 8 5 4 14 6 a 4 1 2 8 6 12 12 3 10 24 14 36 b 3 6 6 9 15 30 4 7 8 12 20 40 c 3 6 5 1 1 9 15 30 17 3 5 45

3 If you are given one fraction, what can you do to write other fractions that are equal to that fraction?

1 Each bar below is divided into 12 equal pieces. Show each fraction on a fraction bar. ex a 1 2 3 3 b c 1 3 4 4 d e 1 5 2 6

2 Rewrite each pair of fractions so that they have the same denominator. Then use the fraction bar pictures to show their sum. Write an equation to show both fractions and their sum.

Fractions to Add Rewrite with Common Denominator Picture and Equation ex 2 1 2 + 1 = 4 + 3 3 + 2 3 2 6 6 4 3 7 1 6 + 6 = 6 or 1 6 a 2 3 2 3 3 + 4 3 + 4 = +

b 1 5 1 5 3 + 6 3 + 6 = +

c 7 3 7 3 12 + 4 12 + 4 = +

1 Rewrite each pair of fractions so they have the same denominator. Then use the fraction bar pictures to show their difference. Write an equation to show both fractions and their difference.

Fractions Rewrite with Common Denominator Picture and Equation ex 4 1 4 – 1 = 8 3 3 – 2 3 2 6 - 6 8 3 5 6 – 6 = 6 a 3 2 3 2 4 – 3 4 – 3 = +

b 5 1 5 1 6 – 3 6 – 3 = +

c 15 3 15 3 12 – 4 12 – 4 = +

CHALLENGE

2 Add each pair of numbers. 4 7 7 13 a 12 + 15 = b 46312 + 12936 =

1 Rewrite each improper fraction as a mixed number. ex 16 = 4 a 12 = b 15 = c 17 = d 14 = 12 1 12 8 6 8 3

2 Rewrite each mixed number as an improper fraction. ex 1 2 = 10 a 1 5 = b 2 5 = c 3 1 = d 4 2 = 8 8 12 6 4 3

3 Rewrite each pair of fractions so that they have the same denominator. Then find the difference. Sometimes, you will need to find the least common multiple. Sometimes you might be able to reduce each fraction to its simplest form to find a common denominator.

ex a ex b 5 7 8 8 8 – 12 6 – 12

15 14 1 4 2 2 24 - 24 = 24 3 - 3 = 3

a b 7 4 15 3 4 – 8 12 – 8

c d 3 1 5 3 2 8 – 1 3 3 8 – 1 4

110   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 6, Session 19. NAME DATE Adding & Subtracting Decimals

1 Complete the following addition problems.

1 1 3.034 4.067 1.437 7.63 4.803 ______+ 1.886 + ______3.290 ______+ 1.042 +4.592 ______+ 1.420 4.920

2.45 + 1.469 = ______3.043 + 1.588 = ______

2 Complete the following subtraction problems. 9 2 1 1 3.046 2.405 3.437 5.26 4.513 ______– 1.273 –______0.512 ______– 2.106 – _____ 3.40 ______– 1.382 1.773

5.604 – 3.025 = ______6.045 – 2.039 = ______

3 Circle the pairs of numbers whose sums are greater than 2.

1.26 + 0.773 1.255 + 0.094 1.53 + 0.458 1.502 + 0.6

114   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 6, Session 19. NAME DATE Fraction Estimate & Check

Before you solve each problem, look carefully at the fractions and write what you know about the sum or difference. Then find the exact sum or difference. Show all your work. If your answer is greater than 1, write it as a mixed number, not an improper fraction.

What You Know Exact Sum Problem Before You Start Show your work. or Difference ex 8 + 9 The sum is more 3 12 32 + 9 = 41 and 41 = 5 5 than 3. 12 12 12 12 3 12 3 12

1 4 8 6 + 12

2 12 3 8 + 4

3 3 8 8 + 12

4 10 9 8 – 12

5 5 3 6 – 4

118   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 6, Session 19. NAME DATE Lauren’s Puppy

1a Lauren’s puppy wasn’t feeling well so she took him to the vet. The puppy 3 9 weighed 4 4 pounds. The vet said she would like the puppy to gain at least 16 of a pound by the time they came back for his checkup. When they returned for the 3 puppy’s checkup, he had gained 4 of a pound. How much more weight did the puppy gain than he needed to? Show all your work.

3 b How much did the puppy weigh after he had gained 4 of a pound? Show all your work.

2 Lauren was happy that her puppy was gaining weight, so she told her friend Andre how much the puppy weighed now. Andre had a tiny chihuahua puppy, and he said, “Wow, your puppy is a pound and a half heavier than mine!” How much does Andre’s puppy weigh? Show all your work.

1 Rachel and her cousin Dimitri went to the store together. Rachel bought a magazine for $2.89 and a bottle of juice for $1.35. Dimitri bought a sandwich for $3.16 and a cup of fruit salad for $1.15. Who spent more money, Dimitri or Rachel? Exact- ly how much more money did he or she spend than the other? Show all your work.

2 When they got to the register, Rachel said, “Oh no, I only have 4 dollars. Can I borrow the rest of the money I need from you, Dimitri?” If Dimitri paid for his food with a $5 bill, could he give Rachel the money she needed from the change he got?

120   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 7, Session 8. NAME DATE Order of Operations Review

The order of operations tells you how to do calculations when there is more than one kind of operation.

Order of Operations Example 20 – 12 ÷ (3 + 1) 1. Anything inside parentheses 20 – 12 ÷ (3 + 1) = 20 – 12 ÷ 4 2. Multiplication and division from left to right 20 – 12 ÷ 4 = 20 –3 3. Addition and subtraction from left to right 20 – 3 = 17

1 Use the order of operations above to complete each equation. Show all your work. a ______= 463 – 180 ÷ (3 × (2 + 3)) b (249 – 192) ÷ 3 × 14 = ______

c ______= 36 + 14 × (182 – 164) ÷ 12 d (9 ÷ 3 + 213) – 72 ÷ 4 = ______

2 Insert parentheses to make each equation true. Show all your work. a 3 × 9 + 18 + 36 ÷ 9 = 33 b 2 = 140 ÷ 2 + 12 – 4 × 2

If you are adding or multiplying, you can change the order of the numbers or the way they are grouped to make the calculations easier. The three properties below can make mental math easier.

Commutative Property Associative Property Distributive Property Changing the order of two Changing the way you group You can break a number numbers or numerical three numbers or numerical apart, multiply each part expressions when you add expressions when you add separately, and then add the or multiply does not change or multiply does not change products. You will still get the answer. the answer. the same answer.

5 + 2 = 2 + 5 (38 × 4) × 25 = 38 × (4 × 25) 6 × 13 = 6 × (10 + 3) 5 × 2 = 2 × 5 = 38 × 100 = 6 × 10 + 6 × 3 = 3,800 = 60 + 18 = 78

1 For each problem below: • Write it a different way so it is easier to solve in your head. • Solve it and write the answer. • Circle C if you switched the order of the numbers. • Circle A if you grouped the numbers in a different way. • Circle D if you broke the number apart and multiplied one part at a time. • You may need to circle more than one property.

Problem Rewrite Answer Property ex (70 + 469) + 30 (70 + 30) + 469 569 C A D

a 12 × 23 C A D

b (50 × 73) × 2 C A D

c 15 + (135 + 86) C A D

d 35 × 8 C A D

e 25 × (4 × 329) C A D

f (34 × 50) × 20 C A D

122   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime during Bridges, Unit 8. NAME DATE Fraction Addition & Subtraction Review

1 Find the sum or the difference for each pair of fractions.

5 2 1 6 a 6 – 5 = b 3 + 7 =

5 7 2 Annie ran 8 of a mile. Her sister Mabel ran 10 of a mile. Who ran farther and by exactly how much? Show all of your work.

3 4 3 Juan and his mom hiked 8 of a mile this morning and 5 of a mile this afternoon. How much did they hike today? Show all of your work.

1 Fill in the missing fraction or mixed number in each equation.

3 1 6 4 ex 1 4 + ______4 = 2 a 1 = 10 + ______b 2 = 112 + ______

7 10 6 c 3 = ______+ 1 8 d 2 = 12 + ______e 2 8 + ______= 4

2 Calvin and his family were going on a walk. They wanted to walk to the park, then go to the ice cream parlor, and finally walk home. The map below shows their path and the distances between each stop. How many kilometers will they walk in all? Show all your work. 1 ice cream 12 km parlor park

7 8 km 3 1 4 km

home

134   Bridges in Mathematics © The Math Learning Center Practice Book Use anytime during Bridges, Unit 8. NAME DATE Fraction Addition & Subtraction Story Problems

1 Find the sum or the difference for each pair of numbers.

5 4 7 4 a 14 + 5 = b 9 – 7 =

2 George and his dad made some snack mix for their camping trip. To make it, 3 2 they used 2 cups of mini pretzels, 4 cup of peanuts, and 3 cup of chocolate chips. How many cups of snack mix did they end up with? Show all of your work.

7 2 3 Lisa drank 16 of a bottle of water during the soccer game. Julianne drank 3 of a water bottle that was the same size as Lisa’s. Who drank more water and by exactly how much?

1 Fill in the missing digit so that each sum is greater than 1. In some cases, there will be more than one correct answer. ex 0.106 + 0.___029 a 0.512 + 0.4___6 b 0.920 + 0.___98 c 0.386 + 0.61___

2 Complete the following addition problems.

1 1 3.034 2.006 3.080 24.38 7.608 ______+ 1.886 ______+ 7.989 ______+ 14.513 + _____ 5.9 +______2.600 4.920

3.27 + 5.049 = ______4.438 + 1.96 = ______

3 Complete the following subtraction problems.

3.046 3.675 4.438 10.17 13.154 2 9 1 1 ______– 1.273 – ______0.947 ______– 2.210 – _____ 8.99 ______– 8.083 1.773

9.056 – 5.27 = ______27.003 – 26.09 = ______

Create Your Own Game

Game: ______

Field/Boundaries:

Number of players:______Number of teams:______

Goal/Objective of the game (How do you win?)______

______

Equipment: ______

Rules: Are there points? Penalties? Out of bounds? Different Positions? Rounds?.....

______

Workout #1 Workout #2

• Jog in place for 1 minute • 40 Jumping Jacks • 10 R and L leg stretches • 10 R and L arm stretches • Plank for 20 seconds • 7 Squats • 15 Scissor Jumps • 15 Heel Raises • 10 Sit Ups • 20 High Knees • Wall Squat 25 seconds • 7 Lunges • 15 Ski Jumps • 15 Curl Ups • 10 Toe Touches • 20 Mountain Climbers

REPEAT FOR 12 MINUTES REPEAT FOR 12 MINUTES 30 SECOND REST IN BETWEEN 30 SECOND REST IN BETWEEN

Workout #3 Workout #4

• 40 Jumping Jacks • Jog in place 1 minute • 30 Second Stretch • 30 Second Stretch • 20 Back Kicks • 10 Leap Frogs • 10 Squats • 10 Walking Lunges • ABC Push Ups • 15 Squat Kicks • 20 Imaginary Jump Ropes • 25 Mountain Climbers • 7 Standing Long Jumps • 15 Skips in place • 10 Hops Each Foot • 15—You Pick!

REPEAT FOR 12 MINUTES REPEAT FOR 12 MINUTES 30 SECOND REST IN BETWEEN 30 SECOND REST IN BETWEEN

The History of

Hip Hop platinum

Directions: Read the passage below and answer the questions that follow.

It is said that hip hop music was born at a birthday party in the Bronx, NY. This popular genre of music started out as party music in the 1970s. It was played by local DJs in the city neighborhoods.

DJs put different pieces of music together. They did this to make new sounds. Then, rapping was added. Rapping is a way of talking over the music with words that rhyme. DJs arranged the beats so that rappers could find a rhythm. Then, the rappers would speak in time with the beat. Rappers often wrote lyrics, or the words of a song, about their own lives.

At first, hip hop served as a response to disco. Disco was a dance music craze in the 1970s. Disco was all about wealth and status. Hip hop emphasized reality and community. Hip hop music and culture became helpful to musicians and listeners. It was a way for them to deal with the difficult things about city life.

Hip hop quickly became an artistic outlet for African Americans. It was a new way to tell stories. From there, hip hop evolved from just a type of music to an entire lifestyle.

Hip hop is an art form that continues to evolve and impact communities today. New artists and new sounds are brought into the genre. The new styles continue to become popular. Hip hop is a genre that is heard and enjoyed all over the world.

1. How are hip hop and disco related?

2. Why do you think hip hop is an important music genre for African Americans?

3. What are two things that make hip hop unique?

4. What is one notable fact about how hip hop music was created?

5. In your own words, write a definition for rapping.

FindFind worksheets, worksheets, games, games, lessonslessons && moremore atat education.com/resources education.com/resources © 2007 -- 20182020 Education.com Education.com Name Date Jazz Greats: Charlie Parker

Charlie Parker is one of the best-known names in saxophone jazz. He is considered by many to be the greatest jazz saxophonist in history. Parker was born in 1920 in Kansas City, Missouri. He began playing the saxophone at the age of 11. He said once in an interview that, during his early career, he practiced 15 hours a day for three or four years. In 1939, he moved to New York. At ﬁrst, he supported himself as a dishwasher, making $9 a week. Then, in 1942, Parker met Dizzy Gillespie, a jazz trumpeter. The two would later become a famous duo. Parker played with a talented group of young musicians, such as Gillespie and Thelonious Monk, in Harlem after-hours clubs. In 1939, he hit upon a new method of playing, one that would lead him to become one of the creators of bebop, a new form of jazz. Some classic jazz musicians rejected the new sound, but others embraced it, playing jam sessions with the young beboppers and learning their ways. Parker was a great innovator and created many new musical techniques. A fusion of jazz and classical music that Bird worked on with the string section of a chamber orchestra resulted in the album Charlie Parker with Strings, which was so popular, he recorded a second, longer album of the same name. Parker also created a unique version of the 12-bar blues that he used in his song “Blues for Alice.” Many of Parker’s innovations are still used by jazz musicians today.

Directions: Answer the questions below. Use text evidence to support your answers.

1. What is the main idea of Jazz Greats: Charlie Parker? Write it in your own words.

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2. Choose a quote from the text that supports the following statement, and record it on the lines below.

Charlie Parker worked hard during his early career.

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3. Why did Charlie Parker create a second album named Charlie Parker with Strings?

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4. Describe what the author means when the text says, “Some classic jazz musicians rejected the new sound, but others embraced it...”

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5. What was the result of Charlie Parker’s experience playing with a talented group of young musicians in Harlem after-hours clubs?

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6. One of Charlie Parker’s nicknames is Bird. Why do you think this nickname was chosen for him?

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7. What evidence in the passage shows that Parker was inﬂuential in jazz music? Include two pieces of evidence.

a. ______

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b. ______

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Find worksheets, games, lessons & more at education.com/resources © 2007 - 2020 Education.com Summer of Kindness Bucket List Keep a family kindness journal to record your adventures this Host a kindness activity summer. Visit SciStarter.com and be a citizen scientist. Run or walk for a cause you care about. Commit a day to mindfully making eye contact, smiling, and Read and discuss a chapter book together, book club style. saying hello to everyone you meet (cashiers, servers, etc)

Plant a row for the hungry. Take a mindful nature hike. Keep a journal of all you notice.

Set up a backyard scavenger hunt, water balloon fight, or Paint rocks with words of encouragement or cheerful faces other fun for older siblings of a new baby. and leave them for strangers to discover. Fill your neighborhood with inspiring sidewalk chalk quotes. Volunteer to cook a meal at a shelter.

Volunteer for a clean-up effort at a park in your community. Share a talent at the local nursing home (play piano, share flowers from your garden, read a book or poem, etc.)

Buy an extra set of school supplies to donate in your community. Interview an elderly friend or relative. Collect crayons and color books and stash them in waiting rooms Host a car wash or garage sale for a cause. around town (like the dentist office, DMV, school office etc.)

Share a thank you note with a favorite former teacher. Collect art and craft supplies for children with severe illnesses. Host a neighborhood party, featuring a card-writing campaign (for seniors, kids in the hospital, etc). Offer to mow the lawn for a neighbor in need.

Bring small treasures for younger siblings to play with during a sporting event. (i.e. frisbees to a soccer game). Visit a pet shelter and read stories to the animals.