5th grade - campussuite-storage.s3.amazonaws.com · urricuu ocites rit rrvd. 13 learnin trget 134...

REMOTE LEARNING WORK PACKET

5TH GRADEAlso available in PDF form (to print at home) on our website at

www.afyabaltimore.org/updates

March 16, 2020

Dear families,

As we begin the first week of school closure due to COVID-19, we know our students, parents, and guardians have had their routines disrupted, many plans cancelled— including events that our students were really looking forward to and deserved— and are feeling the stress of this very serious situation. In our schools, as you know, we teach children to live healthy, balanced lives; what we call The Afya Way. In times like this, it’s especially important to take care of our social/emotional and physical health, in addition to our intellectual health and having our kids complete work packets.

We care about our students and their families, we want to do right by our kids through these challenging times, and we strive— as we always do— for balance. ABI, along with staff from The Belair-Edison School and Tunbridge, have created grade-level learning pack-ets (five days of work) that align well to what our students have been doing in the classroom. These packets are a small way to stay connected to the learning that will keep students on the path they’ve been working so hard on and to their classroom community.

Packets from Pre-K to 8th grade level are available:• In PDF form (to print at home) on our website at www.afyabaltimore.org/updates• In hard copy form to pickup at our three school buildings on Wednesday 3/18 and Thursday 3/19 from 9am-3pm

ABI Schools Packet Goals: Our goal for the activities we’ve put together in these packets is to provide opportunities for our students to both keep engaged in relevant grade level work and keep their intellectual muscles sharp. Students of all ages thrive on routine. We encourage families to use this resource as a tool to give students consistent experiences reading, writing, counting, and problem-solving.

afyabaltimore.org | 410.736.8980

facebook.com/afyabaltimore

twitter.com/abi_schools

linkedin.com/company/afya-baltimore-inc

REMOTE LEARNING WORK PACKET

ABI Schools Packet Grading: We will follow guidance provided by the school system with respect to grading: the work will be considered voluntary instructional activity for students, not graded work.

City Schools Packet: The district has also created a grade- level packet. This packet may not align exactly with what our students are doing in the classroom, but families are welcome to download and print this packet from the district website at www.baltimorecityschools.org/health-updates.

Please check the ABI website and school social media pages during this extended break for suggestions on how to take care of yourself and your student intellectually, socially/emotionally, and physically.

Thank you and please reach out to us with any questions.

Will McKenna Diya Slayton Tiffany Halsey Sheila AdamsExecutive Director Principal, Elementary Principal, Middle PrincipalAfya Baltimore Inc. The Belair-Edison School The Belair-Edison School Tunbridge [email protected] [email protected] [email protected] [email protected]

Fifth Grade Spring Calendar Remember to read for pleasure every day!

❏ Choose three days to complete a Reading Log response.

Day 1

ELA : Finding the Theme of a Poem/ Darkness in the Desert ❏ Complete pages on Finding the Theme of a Poem (pp 13-14)

❏ Read the poem “Darkness in the Desert” and complete activities that follow.

❏ First read: Read Darkness in the Desert from beginning to end for enjoyment.

❏ Second Read: read the poem again and annotate/mark-up the poem. (Circle descriptive words, lines or words that repeat.) ❏ Complete the graphic organizer, found at the end of the poem. Look for new

words and write the gist of each paragraph. Identify the theme at the bottom.

❏ Discussion: Find someone to talk to about the poem. Share your favorite line or stanza and explain why.

Math : Work on your packet Physical Activity: Count how many of each exercise you can do in 60 seconds

● Jumping Jacks ● Toe Touches ● Windmills

Day 2

ELA ❏ Fluency Practice

❏ Read “Darkness in the Desert” aloud at least two times, smoothly and with expression.

❏ Call a friend or family member and read the poem to him or her.

❏ Grammar and Mechanics ❏ Complete Prepositions and Prepositional Phrases pages in your packet (pp.

21-22). ❏ Find a sentence in a magazine, book, or newspaper that uses a preposition. Write

the sentence on the lines below. Circle the preposition.

_____________________________________________________________________________________________ _____________________________________________________________________________________________ Math: Work on your packet.

Day 3

ELA : Finding the Theme of a Poem/ Summer Night

❏ First read: Read “Summer Night” from beginning to end for enjoyment.

❏ Second Read: Read the poem again and annotate/mark-up the poem. (Circle descriptive words, lines or words that repeat.) ❏ Complete the graphic organizer, found at the end of the poem. Look for new

words and write the gist of each paragraph. Identify the theme at the bottom.

❏ Discussion : Find someone to talk to about the poem. Share your favorite line or stanza and explain why. Share your favorite summer night memories.

Math : Work on your packet

Physical Activity: Create an indoor obstacle course in your house or take chalk and make a course outside.

Day 4

ELA ❏ Fluency Practice

❏ Read “Summer Night” aloud at least two times, smoothly and with expression. ❏ Call a friend or family member and read the poem to him or her.

❏ Vocabulary ❏ Complete using Context Clues pages in your packet (pp. 21-22)

Math : work on your packet

Physical Activity : Turn on the music and have a dance party.

Day 5

ELA: Extended response about two poems ❏ Reread the two poems about darkness: Darkness in the Desert and Summer Night.

❏ Review your organizers and notes about the theme of each poem.

❏ Respond to the writing prompt. ❏ Answer the question. ❏ Use evidence. ❏ Explain your thinking ❏ Use complete sentences.

Math: work on your packet

Physical Activity : Eat a healthy snack.

Independent Reading!

Independent Reading is an important part of how we grow into strong readers. Students

in ABI Schools read regularly in their language arts and humanities classrooms. While at home,

we encourage students to keep their reading and thinking muscles strong by reading 30

minutes daily at home. The following page includes three reading log journals to be completed.

What to do:

❏ Pick out something you want to read- picture books, chapter books, news articles, poems.

There are a lot of great resources online that we’ll be sending your way, too!

❏ Find a quiet place to read without TV and other distractions. Reading can be a great

family activity- it may be fun to pick a book you all may enjoy.

❏ Talk about what you read- What’s happening in your story?What did you like? What did

you dislike? What might happen next? How is the character in your story changing?

Find time each day to read! Think about what books, magazines, or online articles may

interest you. Try to read for 30 minutes each day. Complete at least reading logs. ❏ Choose a response prompt to share your thinking.

Response Prompts ● I couldn’t believe when…. ● I wonder why…. ● What I think might happen next is…

● I can relate to… ● I hope that… ● In the beginning, my character

was… now he/she is...I

Reading Log!

Day 1

Title Pages

Reading Response:

Day 2

Title Pages

Reading Response:

Day 3

Title Pages

Reading Response:

© 2020 Curriculum Associates, LLC. All rights reserved. 13

Learning Target

134 Lesson 8 Finding the Theme of a Poem ©Curriculum Associates, LLC Copying is not permitted.

Introduction

Lesson 8Finding the Theme of a Poem

Read Poems can express feelings and ideas on many topics.The speaker in a poem reflects on a topic by saying what he or she thinks and feels about it. You can use these reflections and other details in a poem to figure out that poem’s message, or theme.

Identify the theme of this comic strip by studying what the characters say and do. Also think about how the comic strip ends.

Studying how a poet reflects upon a topic and the details she includes will help you identify the theme of a poem.

I’m stressed about my homework!

Wow...

Ssssh...

Here, let me show you what I do when

I’m stressed.

Thanks, buddy— I needed that.

What, you just...


©Curriculum Associates, LLC Copying is not permitted. 135Lesson 8 Finding the Theme of a Poem

Theme: Night Poetry

Think What have you learned so far about using details to identify atheme? Complete the chart below, filling it out with details from the comic strip.

What Do the Characters Say?

What Do the Characters Do?

How Does the Comic Strip End? What Is the Theme?

Night can ease the worries of the day.


Modeled and Guided Instruction


Read Genre: Lyric Poem

Darkness in the Desertby Morena Sommers

For desert animals, the dayIs not a time for work or play. There’s little shade; the world is dry.The clouds are absent from the sky.

5 Things sizzle in the searing heat, The burning sands hurt creatures’ feet— And so when it turns light they creep Beneath the ground to fall asleep.

But late in the day the sky grows dim.10 The sun drops past the canyon rim.

The stars peek through, and very soonThe night replaces afternoon.

Inside their dens the creatures stir— They like the cooler temperature.15 By ones and twos, by fives and tens The animals creep from their dens.

On mountain, prairie, plain, and hill,The night is when the world is still.In deserts, though, the times reverse:

20 The dark is good, the light is worse. The daytime is the time to rest. For desert creatures, night is best.

The desert fox, the mouse, the hare, At night they scamper here and there.25 Their claws scratch softly in the sand.

Their faint calls echo through the land. From dusk to dawn, all through the night They feed and play till morning light.

When you reread the poem, circle words and phrases that tell the topic of the poem. Then underline details that show the speaker’s reflections on the topic.

Close Reader Habits

“Darkness in the Desert” Graphic Organizer

Directions: 1. Read the text one time for overall understanding. 2. Reread each stanza for the gist. Write the gist statement for each stanza in the graphic organizer below. 3. Identify the unfamiliar vocabulary in the text. Use context clues to determine the meaning of the

unfamiliar word and write the definitions in the graphic organizer below. 4. Identify the overall theme of the poem. Write the theme in your own words at the bottom of the graphic

organizer.

Stanza Gist Unfamiliar Vocabulary Definitions

1

Sizzle Beneath

2

Dim Rim

3

Reverse

4

Scamper Faint

What is the theme of the poem? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________


440 ©Curriculum Associates, LLC Copying is not permitted.

Lesson TitleLesson # X.#.#:

Language Handbook Lesson 2 Prepositions and Prepositional Phrases

Prepositions and Prepositional Phrases

Lesson 2

A preposition is a word that shows how other words in a sentence are related. Words such as about, by, in, of, on, to, and under are prepositions.

• A prepositional phrase begins with a preposition and ends with a noun or a pronoun.The noun or pronoun is called the object of the preposition.

preposition object preposition object

The Emperor penguins [of] [Antarctica] spend winter [on] the open [ice.]• A preposition tells about the relationship between the object of the preposition and

another word in the sentence. Look at these sentences.

Emperor penguins swim under the ice when they hunt.

I recently saw a movie about these amazing penguins.

• In the first sentence, the preposition under tells about the relationship between ice andthe verb swim. In the second sentence, the preposition about tells about the relationshipbetween penguins and the noun movie.

• A prepositional phrase sometimes tells how, when, where, or what kind. In the sentencesyou just read, the prepositional phrase under the ice tells where the penguins swim. Theprepositional phrase about these amazing penguins tells what kind of movie it was.

Introduction

1 Emperor penguins breed in the winter.

2 Female Emperor penguins lay eggs on the ice.

3 Males watch the eggs while the females travel to the sea.

4 The warmth of the males’ feathers protects the eggs.

5 The females return and provide food for the little chicks.

Underline the prepositional phrase in each sentence and circle the preposition. Then draw an arrow from the object of the preposition to the word it relates to.

Guided Practice

HINT Mostprepositional phrases come after the noun or verb they describe.

Example: I read a book about Emperor penguins.

© 2020 Curriculum Associates, LLC. All rights reserved. 22©Curriculum Associates, LLC Copying is not permitted. 441

Kn

owled

ge o

f Lang

uag

eV

ocab

ulary A

cqu

isition

and

Use

Kn

owled

ge o

f Lang

uag

eC

onven

tion

s of Stan

dard

Eng

lish

Independent Practice

Language Handbook Lesson 2 Prepositions and Prepositional Phrases

For numbers 1–3, choose the prepositional phrase in each sentence.

1 Emperor penguins can be found on only one continent.

A found on only one continent

B can be found

C only one continent

D on only one continent

2 Antarctica’s winter begins in late March.

A winter begins

B begins in

C in late March

D begins in late March

3 There are 17 types of penguins, and the Emperor penguin is the largest.

A of penguins

B and the Emperor penguin

C is the largest

D are 17 types of

For numbers 4 and 5, answer the question.

4 Read this sentence.

Most animals move to a warmer place each winter, but Emperor penguins do not.

What is the purpose of the underlined preposition?

A to describe when animals move

B to connect warmer with animals

C to connect two phrases about winter

D to show a relationship between move and place

5 Read this sentence.

The feathers of the penguin keep out cold air and water.

What is the purpose of the underlined preposition?

A to connect feathers with cold

B to show a relationship between feathers and penguin

C to tell what a penguin’s feathers do

D to show a relationship between penguin and cold




Read

by Bianca Cappeletta

1 The city is full of streetlights, stoplights, floodlights making it hard to see the stars But Ben and Louie are out this summer night at ten pm in front of their apartment building, peering up at the sky anyway. 5 Ben asks if that’s the constellation Orion hovering over there just

above that billboard Louie shrugs because he doesn’t know for sure He asks how many light-years to the edge of the universe and what’s beyond the edge when you get there10 if you could get there (which you probably can’t, but if you could) Ben says he doesn’t know for sure either It’s a vast place, the universe, but what’s beyond it must be vaster still And they know they should go inside and get ready for bed

but it’s too wonderful out here below the faint glow of the stars15 and they just can’t

Genre: Lyric Poem

WORDS TO KNOWAs you read, look inside, around, and beyond these words to figure out what they mean.• hovering• vaster

SUMMER NIGHT

“Summer Night” Graphic Organizer

Directions: 1. Read the text one time for overall understanding. 2. Reread each stanza for the gist. Write the gist statement for each stanza in the graphic organizer below. 3. Identify the unfamiliar vocabulary in the text. Use context clues to determine the meaning of the

unfamiliar word and write the definitions in the graphic organizer below. 4. Identify the overall theme of the poem. Write the theme in your own words at the bottom of the graphic

organizer.

Lines Gist Unfamiliar Vocabulary Definitions

Lines 1-4

Floodlights Peering

Lines 5-9

Constellation Billboard Universal

Lines 10-15

Vast Faint

What is the theme of the poem? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________


466 ©Curriculum Associates, LLC Copying is not permitted.

Lesson TitleLesson # X.#.#:

Language Handbook Lesson 15 Using Context Clues

Using Context CluesLesson 15

You can use context clues to figure out the meaning of an unfamiliar word. The chart below gives examples of different types of context clues.

Type of Clue Example

Definition Superfoods, or natural foods that may prevent disease, have become popular.

Cause/EffectSome superfoods, such as blueberries and red beans, contain antioxidants. These can help remove harmful substances from the human body.

ComparisonSome experts look dubiously on claims about superfoods, but other experts believe strongly that these foods can improve health.

Context clues can also help you figure out words with more than one meaning. For example, the table below has two sentences with the word source. What does source mean in each sentence? You can use the underlined context clues to figure out which meaning of source is being used.

Sentence Context Clues Definition

Choosing high-sugar drinks can be a source of health problems.

A problem has a cause. Therefore, the source of a problem is its cause.

the cause of something

The website MyPlate.gov is a source for facts about food choices.

A website can have information such as facts. Therefore, a source is something that gives information.

something that gives information

The sentences before and after the sentence with an unfamiliar word can also hold context clues.

Introduction

Some fads are fleeting, but more than a few people feel that

superfoods are here to stay. The idea of superfoods isn’t new, but the

amount of empirical information we have about them is. Scientific

observations and tests offer some evidence that certain foods can

help people stay healthy. Nobody claims that these foods are

a panacea—nothing can guarantee perfect health or cure every

disease—but they can be part of a sensible diet.

Determine the meanings of fleeting, empirical, and panacea. Then underline the words or phrases that helped you determine their meaning.

Guided Practice

HINT The phrasesas a result of, because of, and thanks to all signal cause-and-effect relationships. Words such as but, too, also, and as well as all indicate comparisons.

Section 2 Activities

© 2020 Curriculum Associates, LLC. All rights reserved. 33©Curriculum Associates, LLC Copying is not permitted. 467


Kn

owled

ge o

f Lang

uag

eC

onven

tion

s of Stan

dard

Eng

lishV

ocab

ulary A

cqu

isition

and

Use

Kn

owled

ge o

f Lang

uag

e

Language Handbook Lesson 15 Using Context Clues

For numbers 1 and 2, read the paragraph. Then answer the questions.

For centuries, people in coastal areas of China and Japan have harvested a superfood found in marine environments. Recent studies show that eating seaweed protects against infection. It also might reduce the risk of serious diseases and extend peoples’ life spans. If true, these would be important benefits.

1 What does the word marine mean in this paragraph?

A very nutritious

B dark blue in color

C having to do with the ocean

D member of the armed forces

2 Which two words from the paragraph help you understand the meaning of marine?

A “China” and “Japan”

B “coastal” and “seaweed”

C “centuries” and “people”

D “superfood” and “studies”

For numbers 3 and 4, read the paragraph. Then answer the questions.

Closer to home, you can find superfoods right in your garden or local store. Think “crisp and crunchy.” Cabbage, broccoli, cauliflower, and kale detoxify harmful substances. As a result, they may help to prevent some forms of cancer. These veggies also are low in calories and have lots of vitamins A, C, and K.

3 What does the word detoxify mean in this paragraph?

A to move in a wide circle

B to chew food slowly

C to make a difficult decision

D to remove bad effects

4 Which two words from the paragraph help you understand the meaning of detoxify?

A “crisp” and “crunchy”

B “prevent” and “cancer”

C “veggies” and “substances”

D “calories” and “vitamins”

Extended Response

You have read the poems “Darkness in the Desert” and “Summer Nights.” Review the theme of each poem. What important role does darkness play in each poem? Be sure to include evidence from the text to support your response. ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

© 2020 Curriculum Associates, LLC. All rights reserved. 4©Curriculum Associates, LLC Copying is permitted for classroom use.

Name:

Fluency and Skills Practice

1 The decimal grid in each model represents 1 whole. Shade each model to show the decimal number below the model.

0.5 0.05

Complete the comparison statements.

0.05 is of 0.5. 0.5 is times the value of 0.05.

Complete the equations.

0.5 4 5 0.05 0.05 3 5 0.5

2 Draw a number line from 0 to 2. Then draw and label points at 2 and 0.2.

Use the number line to explain why 2 is 10 times the value of 0.2.

Complete the equations to show the relationship between 2 and 0.2.

0.2 3 5 2

2 4 5 0.2

3 Which type of model do you like best? Explain why.

Understanding of Place Value


Name:


Understanding Powers of 10

1 6 4 10

2 0.6 4 10

3 6 4 102

4 0.6 4 102

5 6 4 103

6 60 4 103

7 0.3 3 10

8 0.3 3 102

9 0.3 3 103

10 0.03 3 102

11 0.003 3 102

12 0.03 3 103

13 72 4 10

14 0.72 3 102

15 7,200 4 103

16 20 4 102

17 0.9 3 103

18 0.001 3 102

19 54 4 10

20 150 4 103

21 0.46 3 103

22 What strategies did you use to solve the problems? Explain.

Multiply or divide.


Name:


1 0.2

3 0.002

5 0.012

7 1.002

9 90.04

11 500.2

13 700.06

2 0.02

4 0.12

6 0.102

8 9.4

10 0.94

12 8.008

14 6.335

What is the word form of each decimal?

Reading a Decimal in Word Form

15 3,000.001

16 What strategies did you use to help you read the decimals? Explain.


Name:


1 one and six tenths

3 6 3 1 1 5 3 1 __ 10

5 2 3 10 1 7 3 1 __ 10 1 3 3 1 ___ 100

7 five hundred twelve thousandths

9 2 3 1 1 4 3 1 ___ 100

11 7 3 100 1 2 3 10 1 3 3 1 1 6 3 1 __ 10

2 eight and eleven hundredths

4 thirteen and thirteen thousandths

6 4 3 1 1 1 3 1 ___ 100 1 9 3 1 _____ 1,000

8 8 3 100 1 2 3 1 __ 10 1 8 3 1 _____ 1,000

10 forty-two and forty-one hundredths

12 twelve and sixty-eight thousandths

What decimal represents each number?

Writing a Decimal in Standard Form

13 3 3 1,000 1 6 3 100 1 3 3 10 1 7 3 1 __ 10 1 2 3 1 ___ 100 1 8 3 1 _____ 1,000

14 nine hundred fifty-six and four hundred twenty-seven thousandths

15 How was writing decimals for numbers in word form different from numbers in expanded form?


Name:


Comparing Decimals

1 0.02 0.002 2 0.05 0.5 3 0.74 0.84

4 0.74 0.084 5 1.2 1.25 6 5.130 5.13

7 3.201 3.099 8 0.159 1.590 9 8.269 8.268

10 4.60 4.060 11 302.026 300.226 12 0.237 0.223

13 3.033 3.303 14 9.074 9.47 15 6.129 6.19

16 567.45 564.75 17 78.967 78.957 18 5.346 5.4

19 12.112 12.121 20 26.2 26.200 21 100.32 100.232


Write the symbol ,, 5, or . in each comparison statement.


Name:


Rounding Decimals

1 0.32

2 3.87

3 0.709

4 12.75

5 12.745

6 645.059

Round each decimal to the nearest hundredth.

7 1.079

8 0.854

9 0.709

10 12.745

11 645.059

12 50.501

Round each decimal to the nearest whole number.

13 1.47

14 12.5

15 200.051

16 Write two different decimals that are the same value when rounded to the nearest tenth. Explain why the rounded values are the same.

17 Round 1.299 to the nearest tenth and to the nearest hundredth. Explain why the rounded values are equivalent.

Round each decimal to the nearest tenth.


Name:



Estimate. Circle all the problems with products between 3,000 and 9,000. Then find the exact products of only the problems you circled.

Multiplying Multi-Digit Whole Numbers

1 132 3 34

4 308 3 12

7 400 3 29

10 216 3 12

13 317 3 14

2 247 3 15

5 158 3 41

8 254 3 17

11 323 3 18

14 385 3 31

3 145 3 23

6 364 3 32

9 187 3 42

12 194 3 26

15 285 3 27


Name:


The answers are mixed up at the bottom of the page. Cross out the answers as you complete the problems.

Multiplying with the Standard Algorithm

Answers

20,736

18,972

22,750

17,400

18,445

29,250

27,365

26,820

55,407

47,500

67,980

42,328

55,872

56,316

58,008

1 580 3 30

4 1,085 3 17

7 2,105 3 13

10 648 3 32

13 2,417 3 24

2 3,104 3 18

5 1,236 3 55

8 1,788 3 15

11 2,409 3 23

14 650 3 35

3 1,482 3 38

6 1,625 3 18

9 2,500 3 19

12 306 3 62

15 962 3 44


Name:


Using Estimation and Area Models to Divide

Division Problems Student Answers

516 4 12 4843

Check: 12 3 48 5 576

837 4 31 27

351 4 13 57

918 4 54 22

896 4 32 23

1,482 4 78 14

1,012 4 11 82

1,344 4 56 24

1 Explain how you could know that the answers to two of the problems are incorrect without multiplying.

Check each answer by multiplying the divisor by the quotient. If the answer is incorrect, cross out the answer and write the correct answer.


Name:


Using Area Models and Partial Quotients to Divide

1 540 4 12

2 798 4 38

3 429 4 11

4 931 4 19

5 925 4 25

6 390 4 15

7 1,071 4 51

8 1,326 4 13

9 1,856 4 32

10 2,952 4 72

11 1,869 4 89

12 1,798 4 29

13 Select a problem you did not circle. Describe two different ways you could use estimation to tell the quotient is not greater than 30.

Estimate. Circle all the problems that will have quotients greater than 30. Then find the exact quotients of only the problems you circled.


Name:


Multiplying a Decimal by a Whole Number

1 3 3 0.2

4 4 3 0.08

7 6 3 0.07

10 21 3 0.05

13 9 3 3.25

16 16 3 6.4

2 3 3 0.03

5 4 3 1.1

8 6 3 1.1

11 21 3 1.05

14 5 3 0.87

17 7 3 6.89

3 3 3 0.23

6 4 3 1.18

9 6 3 1.17

12 21 3 2.05

15 11 3 3.68

18 32 3 5.12

Multiply.

19 How did you know where to put the decimal point in problem 6?


Name:


Multiplying Decimals Less Than 1

1 0.5 3 3

4 6 3 0.2

7 0.8 3 0.1

10 0.4 3 0.02

13 0.3 3 0.4

16 0.01 3 0.5

2 0.5 3 0.3

5 0.6 3 0.2

8 0.8 3 0.2

11 0.4 3 0.04

14 0.6 3 0.4

17 0.05 3 0.5

3 0.5 3 0.03

6 0.06 3 0.2

9 0.8 3 0.3

12 0.4 3 0.12

15 0.6 3 0.8

18 0.25 3 0.5

Multiply.

19 Describe a pattern you noticed when you were completing the problem set.


Name:


Multiplying with Decimals Greater Than 1

1 0.3 3 1.2

4 0.3 3 12.1

7 7. 1 3 5.1

10 9.2 3 5.24

13 4.2 3 3.21

2 1.2 3 0.4

5 4.4 3 1.1

8 6.6 3 0.02

11 1.2 3 1.24

14 4.25 3 8.5

3 1.2 3 1.1

6 0.02 3 1.8

9 2.4 3 4.8

12 8.4 3 6.2

15 1.9 3 2.78

The answers are mixed up at the bottom of the page. Cross out the answers as you complete the problems.

Answers

0.132

4.84

36.125

1.32

0.48

0.036

13.482

52.08

0.36

1.488

11.52

3.63

48.208

5.282

36.21


Name:


Dividing a Decimal by a Whole Number

Division Problems Student Answers

0.88 4 11 0.80.08

Product: 11 3 0.8 5 8.8

5.6 4 8 0.07

7.2 4 9 0.8

25.35 4 5 5.7

21.7 4 7 3.1

14.4 4 12 0.12

96.16 4 8 12.2

60.18 4 2 30.9

1 Can an answer be incorrect even if it looks reasonable? Explain.

Multiply to check if the student’s answer is reasonable. If not, cross out the answer and write the correct quotient.


Name:


Dividing by Hundredths

1 1 4 0.25

4 6.5 4 0.25

7 1.8 4 0.09

10 2.25 4 0.75

13 36.36 4 0.06

2 4 4 0.25

5 1.8 4 9

8 225 4 75

11 0.36 4 0.06

14 9 4 2.25

3 3.75 4 0.25

6 1.8 4 0.9

9 22.5 4 7.5

12 6.36 4 0.06

15 13.5 4 2.25

Divide.

16 Describe a pattern you noticed when you were completing the problem set.

5th grade - campussuite-storage.s3.amazonaws.com · urricuu ocites rit rrvd. 13 learnin trget 134...

Documents