Fifth Grade Remote Learning Plan Week 3 - April 6-10

The focus of the week! Monday April 6

Tuesday April 7

Wednesday April 8

Biography

This week as you select your activities, you will notice that biographies are featured in several subjects.

Try this resource for more information on Biography

https://www.brainpop.com/

Username: Sycamore427 Password: Spartans427

(click on English, then select Writing and finally click on Biography to continue to explore this genre OR explore other topics you are interested in- This is a great resource!)

Reading

Read a fiction book of your choice (20 min). This book can be an on-line book (example: EPIC), a book you have at home, or a book you have brought home from school. Write or tell someone at home about what you think will happen later in the story (or after the end). What evidence do you have? Why do you think these things will happen?

Reading

Read the attached biography of George Washington. Write down five new facts that you learned about him. Then share those facts with someone in your household. George Washington Biography

OR Find a biography that you own, or find a biography of a person you’re interested in learning about from a safe search engine, such as KidRex. Read the biography of this person, and write down five new facts you learned about them. Then share those facts with someone in your household.

Reading

Read the attached biography of Sally Ride. Write down five new facts that you learned about her. Then share those facts with someone in your household. Sally Ride Biography

OR Read a book of your choice for 20 minutes and stop-and-jot different words or phrases that show the point of view the story is being told with.

Writing

In the next two weeks you’re going

to write or type a biography about a

person you know, and can talk to, in

real life. Today think about who you

Writing

Continue to work on your biography

today using the questions from

yesterday to interview (in person- for

family, by phone, or by video call) the

Writing

Today's writing will be completed

during the math extended response.

know that is inspirational or you’d

like to know more about. Make up a

list of 10 interview questions. Think

about what you want to know about

this person and why.

OR

You are given an exceptional camera.

Everything you take a picture of

becomes yours, but you can only take

three pictures. Write or type a story

about the photos you take.

person you want to know more

about. Be sure to take good notes

about what they had to say.

Math

Create a bar graph showing the numbers of a specific item in your house. Example - Types of shoes in your house. Colors of shirts in your closet. Categories of snack foods in your cupboards. Tips: Graph could be created on paper or you can come up with a different plan. Google Sheets has graphing options that can be fun to learn. You can also create a physical graph on the floor and take a picture of the graph.

Math

Play a card game from the card game list (click here or see below) or any other game you make up. These games can be played on your own too, try to beat your high score for each game!

Math

Draw a model to prove your answer: Joe’s chair shop makes 3 legged stools and 4 legged stools. At the end of one day they looked at the materials that they used. They used 63 legs and they produced 19 total stools. How many of the stools were 3 legged and how many were 4 legged? After solving, please write 4 or 5 sentences explaining your problem solving techniques.

Social Studies

Watch Liberty’s Kids: “The Man

Social Studies

Take a virtual tour through the home

Social Studies

Using Kiddle, research our country’s

Wouldn’t Be King” (here). Answer this question: Was George Washington the correct choice as our nation’s first president? Why/Why not?

OR

Read the article George Washington (1732-1799) (below) about George Washington and answer the question: Was George Washington the correct choice as our nation’s first president? Why/Why not?

of George Washington here. Answer these questions: How did the president afford this mansion? Did the president have any children? What surprised you most about his farm?

OR

Using the Washington biography you read yesterday, choose and answer three questions from the “Questions to Think About” section.

first president and find three new facts about him. Then, share these with a family member to see if they knew!

OR

Using just paper and pencil and your memory, sketch a portrait of George Washington. Then, add in more color and detail. See how accurate you can be. Look at the picture below after finishing.

Science

Mystery Doug will be live on Tuesday for a 20 minute show. Tune in at 12:00 pm. Mystery Doug is LIVE!! Watch this Mystery Doug episode to learn about migration patterns. In your own words, answer the following question using complete sentences: Why do animals come back after going to warm places in the winter?

OR

Read the article below to learn about different birds’ migration patterns. Then answer the following questions using complete sentences:

Science

Watch Mystery Doug Live at 12:00, or watch the video after 12:00: https://mysteryscience.com/live

OR

Make a list of things that you are curious about. What would you ask Doug?

Science

Today you are going to create your own mnemonic device to help remember the order of the planets! This sentence will help you remember the planets in order, starting closest to the sun: My Very Educated Mother Just Served Us Nachos. Just think of a word that starts with the first letter of each planet: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. On a blank sheet of paper, come up with your own mnemonic device and illustrate it. Don’t forget, you can share your finished work with your teacher!

● Do all birds fly south in the winter?

● Why do birds migrate? ● What types of seeds do birds

like to eat?

Art Let’s head out doors!

You can choose to:

1) Make three small

observational drawings of

three different objects you

find in your yard

2) Use materials you gather

outside to create a design or

pattern with. An artist that

works in this way is Andy

Goldsworthy.

Physical Education (Do All ↓)

● 20 - Jumping Jacks or Power

Jacks

● 15 - Superman Push-ups

● 30 sec - Plank

● 6 - Side Stretches; 3 per side

● 30 sec - Sit and Reach - each

leg

● 2 min - Invisible Jump Rope

OR

● Mr. Lucca’s Video https://drive.google.com/open?id=1aYWCd16EUIe-WmxJA0HHnQFjxePETeU0

Music

This week we are going to start learning about Blues music. The Blues is a musical genre that was started in the south by African Americans. They are a blend of ballads and work songs. Blues music is typically slow and often expresses feelings of sadness. The lyrics (words) often tell a story of a personal problem. Each verse is typically in an AAB pattern. The first phrase and second phrase repeat followed by a third phrase.

If you have access to the internet, listen to CJam Blues.

https://safeYouTube.net/w/3ol4

Over the next few weeks, you will be creating a blues book. For your first page, describe the form of the blues of the recording. How many sections did you hear? Do they repeat? Your music teachers would love to hear from you so send your responses to Ms Crawl at icrawl@syc427.org , Mrs. Miller at lmiller@syc427.org , or Mrs. Mertens at kmertens@syc427.org

Social/ Emotional Learning You are really nervous about a test coming up tomorrow. Make a list of things you can do to calm down and feel better.

Social/ Emotional Learning Think about one skill you know you could improve. Name at least 3 steps you can take to help you improve that skill.

Social/ Emotional Learning List all the words you can think of that relate to "responsibility"

Sally Ride

Sally Ride Source: NASA

● Occupation: Astronaut ● Born: May 26, 1951 in Encino, California ● Died: July 23, 2012 in La Jolla, California ● Best known for: First American woman in space

Biography: Where did Sally Ride grow up? Sally Kristen Ride was born on May 26, 1951 in Encino, California. Her father, Dale, was a political science professor and her mother volunteered as a counselor at a prison for women. She had one sibling, a sister named Karen. Growing up Sally was a bright student who loved science and math. She also was an athlete and enjoyed playing tennis. She became one of the top ranked tennis players in the country. Tennis and College When Sally first graduated high school, she thought she might want to become a professional tennis player. However, after practicing all day, every day, for months, she realized a life of playing tennis wasn't for her. She enrolled at Stanford University in California. Sally did well at Stanford. She first earned bachelor's degrees in physics and English. Then she earned a masters and a Ph.D. in physics, doing research in astrophysics. Becoming an Astronaut

In 1977 Sally responded to a newspaper ad that NASA was looking for astronauts. Over 8,000 people applied, but only 25 people were hired. Sally was one of them. Sally went to the Johnson Space Center in Houston, Texas to train to become an astronaut. She had to go through all sorts of physical tests including weightlessness training, parachute jumping, and water training such as scuba and treading water in a heavy flight suit. She also had to become an expert in space travel and all the controls within the Space Shuttle. Sally's first assignments didn't involve going into outer space. She served as capsule communicator on the ground control team for the second and third Space Shuttle flights. She also worked on the development of the Space Shuttle's robotic arm that is used to deploy satellites. First Woman in Space In 1979 Sally became qualified to be an astronaut on the Space Shuttle. She was selected to be on the STS-7 mission aboard the Space Shuttle Challenger. On June 18, 1983 Dr. Sally Ride made history as the first American woman in space. She worked as the mission specialist. The other members of the crew were the commander, Captain Robert L. Crippen, the pilot, Captain Frederick H. Hauck, and two other mission specialists, Colonel John M. Fabian and Dr. Norman E. Thagard. The flight lasted 147 hours and set down successfully. Sally said it was the most fun she'd ever had. Sally went into space again in 1984 on the 13th Space Shuttle flight mission STS 41-G. This time there were seven crew members, the most ever on a shuttle mission. It lasted 197 hours and was Sally's second flight on the Space Shuttle Challenger.

Astronaut Sally Ride in space

Source: NASA Both missions were a success. They deployed satellites, ran scientific experiments, and helped NASA to continue to learn more about space and space flight.

Sally was scheduled for a third mission when the unthinkable happened. The Space Shuttle Challenger exploded on take-off and all the crew members were killed. Sally's mission was cancelled. She was assigned to President Ronald Reagan's commission to investigate the accident. Later Work Sally's days as an astronaut were over, but she continued to work for NASA. She worked on strategic planning for a while and then became director of the Office of Exploration for NASA. After leaving NASA, Sally worked at Stanford University, the California Space Institute, and even started her own company called Sally Ride Science. Sally died on July 23, 2012 after fighting a battle with pancreatic cancer. Interesting Facts about Sally Ride

● She was married for a time to fellow NASA astronaut Steven Hawley. ● She was inducted into the National Women's Hall of Fame and the Astronaut Hall of Fame. ● Sally wrote a number of science books for children including Mission Planet Earth and

Exploring our Solar System. ● She was the only person to serve on both committees that investigated the Space Shuttle

accidents of the Challenger and the Columbia. ● There are two elementary schools in the United States named after Sally.

George Washington was the First President of the United States. Served as President: 1789-1797 Vice President: John Adams Party: Federalist Age at inauguration: 57 Born: February 22, 1732 in Westmoreland County, Virginia Died: December 14, 1799 in Mount Vernon, Virginia Married: Martha Dandridge Washington Children: none (2 stepchildren) Nickname: Father of His Country Biography: What is George Washington most known for? One of the most popular Presidents of the United States, George Washington is known for leading the Continental Army in victory over the British in the American Revolution. He also was the first President of the United States and helped to define what the role of the president would be going forward.

Crossing the Delaware River by Emanuel Leutze Growing Up George grew up in Colonial Virginia. His father, a landowner and planter, died when George was just 11 years old. Fortunately, George had an older brother named

Lawrence who took good care of him. Lawrence helped to raise George and taught him how to be a gentleman. Lawrence made sure that he was educated in the basic subjects like reading and math. When George turned 16 he went to work as a surveyor, where he took measurements of new lands, mapping them out in detail. A few years later George became a leader with the Virginia militia and became involved in the start of the French and Indian War. At one point during the war, he narrowly escaped death when his horse was shot out from under him. Before the Revolution After the French and Indian War George settled down and married the widow Martha Dandridge Custis. He took over the estate of Mount Vernon after his brother Lawrence died and raised Martha's two children from her former marriage. George and Martha never had kids of their own. George became a large landowner and was elected to the Virginia legislature. Soon George and his fellow landowners became upset with unfair treatment by their British rulers. They began to argue and fight for their rights. When the British refused they decided to go to war.

Mount Vernon was where George and Martha Washington lived

for several years. It was located in Virginia on the Potomac River.

The American Revolution and Leading the Army George was one of Virginia's delegates at the First and Second Continental Congress. This was a group of representatives from each colony who decided to fight the British together. In May of 1775 they appointed Washington as general of the Continental Army. General Washington did not have an easy task. He had a ragtag army of colonial farmers to fight trained British soldiers. However, he managed to hold the army together even during tough times and losing battles. Over the course of six years George led the army to victory over the British. His victories include the famous crossing of the Delaware River on Christmas and the final victory at Yorktown, Virginia. The British Army surrendered in Yorktown on October 17, 1781. Washington's Presidency The two terms that Washington served as president were peaceful times. During this time, George established many roles and traditions of the President of the United States that still stand today. He helped build and guide the formation of the actual US Government from the words of the Constitution. He formed the first presidential cabinet which included his friends Thomas Jefferson (Secretary of State) and Alexander Hamilton (Secretary of the Treasury). George stepped down from the presidency after 8 years, or two terms. He felt it was important that the president not become powerful or rule too long, like a king. Since then only one president, Franklin D. Roosevelt, has served more than two terms.

The Washington Monument in Washington, D.C.

How did he die? Just a few years after leaving the office of president, Washington caught a bad cold. He was soon very sick with a throat infection and died on December 14, 1799. Fun Facts about George Washington

● He was the only president unanimously elected. Meaning all of the state representatives voted for him.

● He never served as president in Washington D.C., the capital that was named for him. In his first year the capital was in New York City, then moved to Philadelphia, Pennsylvania.

● He was six feet tall, which was very tall for the 1700s. ● The story of George Washington chopping down his father's cherry tree is

considered fiction and likely never happened. ● George Washington did not have wooden teeth, but did wear dentures made

from ivory. ● Washington gave freedom to his slaves in his will.

EUREKAMATH™CARD GAMES

© 2017, GREAT MINDS®For more resources, visit» Eureka.support

Math is everywhere. It’s in everything we do, whether we’re estimating the money we’ll make this summer or the number of stars in the sky. That’s why Eureka Math™ teaches students to experience math, to understand it conceptually and in application. We feel it’s best to teach students math the way they use it in the real world. Our Eureka Math card games are intended to help build fluency in math in a fun and engaging way.

Here you will find the rules and instructions for a wide range of mathematics skills games using our Eureka Math deck or any standard deck of playing cards. We have assembled 12 games for skill levels from Grades K–12, all with an educational math twist.

For a great counting and numeric table game, try One More, One Fewer. For a game to help students develop efficient addition and subtraction strategies, check out Make Ten. To build fluency with the order of operations, try Hit the Target. And for all kinds of math exercises, look at the many number battle games.

Purchase our exclusive Eureka Math playing cards from our manipulatives partner, Didax.

For more resources, visit» Eureka.support © 2017, GREAT MINDS®

ONE MORE, ONE FEWER

2 Players | Grades K+

Sometimes called Speed, this game helps develop fluency in counting forward and backward. Instead of taking turns, students try to play their cards as quickly as possible, building math fluency as they play.

PREPARING TO PLAY

▪ Shuffle a full deck of cards. Place two cards facedown next to each other in the playing area, with at least a card’s width between them. Each card should be within equal reach of the two players.

▪ The suits are not important; only the numbers matter.

▪ Divide the remaining cards equally between the two players. Players pick five cards from their own pile to hold in their hand and leave the rest of their cards in one pile facedown in front of them.

▪ To begin, each player turns over one of the two cards in the playing area, so that both cards are faceup. These cards establish the two “playing piles.”

PLAYING THE GAME

▪ At any time, either player can play a card from his hand on either of the two playing piles in the center. The value of the played card must be either one more or one fewer than the value of the card on top of the pile. For example, if the top cards are a king and an 8, only an ace or a queen can be played on the king, and only a 7 or a 9 can be played on the 8.

▪ An ace is treated as both greater than a king and less than a 2, so it can be played on either of those cards.

▪ A player can only play from the five cards in his hand. Each time he plays a card from his hand, he replaces it with the top card in his pile.

▪ A player can lay down only one card at a time. For example, if a 3 is on top of a playing pile and a player holds two 2’s and a 3, she must lay the cards down individually—one 2, the 3, then the other 2—not as a stack of three cards.

▪ If no one can play, players have two ways to reset the game. Both players can take the top card from their pile and place it faceup on one of the two playing piles, or they can each pick up a playing pile, stack it neatly, place it facedown on the side of the playing area, and draw a card from it to put on the playing piles. They can use this draw pile any time the game stalls.

WINNING THE GAME The first player to play all the cards in his pile wins.

For more resources, visit» Eureka.support © 2017, GREAT MINDS®

MAKE TEN

2 Players | Grades K+

This game works on students’ fluency with identifying number compositions that make 10.

PREPARING TO PLAY

▪ Remove the 10’s, jacks, queens, and kings from the deck, and shuffle the remaining cards (aces through 9’s).

▪ The suits are not important; only the numbers matter.

▪ Lay 10 cards faceup in a single row, without overlapping them.

PLAYING THE GAME

▪ Players search the row of cards for a pair that combine to make 10. When a player finds such a pair, she says, “I made 10!”

▪ Play pauses while the player pulls the two cards she found, allows the other player to confirm that she has indeed made 10, and places the two cards in front of her.

▪ Two new cards are dealt, and play resumes.

▪ Play continues until all the cards have been dealt and all combinations that make 10 have been found.

WINNING THE GAME The player who finds the most pairs that make 10 wins.

For more resources, visit» Eureka.support © 2017, GREAT MINDS®

BASIC NUMBER BATTLE

2 Players | Grades K+

This is the classic card game commonly called War. The game develops student fluency in comparing two numbers.

PREPARING TO PLAY

▪ Shuffle a full deck of cards.

▪ Unnumbered card values are as follows: ace = 1, jack = 11, queen = 12, king = 13. The suits are not important; only the numbers matter.

▪ Decide how long the game will last and set a timer. Alternatively, play can continue until one player surrenders or until one player holds all the cards.

▪ Divide the cards evenly between the players. Each player keeps his cards in a single pile, facedown.

PLAYING THE GAME

▪ Each player picks a card off the top of his pile and places it faceup in the middle of the playing area. The player with the card of the greatest value takes both the cards played and places them at the bottom of his pile.

▪ If both cards played have the same value, a battle ensues: Each player places three cards facedown in the playing area, followed by a fourth card faceup. The player whose new faceup card has the greatest value collects all the cards in the playing area, placing them at the bottom of his pile.

WINNING THE GAME The player with the most cards at the end of the designated time wins.

For more resources, visit» Eureka.support © 2017, GREAT MINDS®

PLACE VALUE NUMBER BATTLE

2 Players | Grades 2+

This variation of Basic Number Battle reinforces understanding of place value, as it calls on students to form the largest number possible with the cards they have played.

PREPARING TO PLAY

▪ Remove the 10’s, jacks, queens, and kings from the deck, and shuffle the remaining cards (aces through 9’s).

▪ The ace holds a value of 1. The suits are not important; only the numbers matter.

▪ Decide whether to play the game in the tens, hundreds, or thousands.

▪ Decide how long the game will last and set a timer. Alternatively, play can continue until one player surrenders or until one player holds all the cards.

▪ Divide the cards equally between the players. Each player keeps her cards in a single pile, facedown.

PLAYING THE GAME

▪ Each player picks the designated number of cards off the top of her pile—three cards if playing in the tens, three for hundreds, four for thousands—and places them faceup in the middle of the playing area.

▪ Each player arranges her cards in place value order to form a number with the greatest value possible. For example, if the game is in hundreds and a player has a 2, a 3, and a 9, she should form 932. (Optionally, provide each student with a sheet of paper that illustrates place value locations—ones, tens, etc.—to help her arrange her cards.) When players finish arranging their cards and say “ready,” the player who formed the number with the greatest value takes all the cards played and places them at the bottom of her pile.

▪ If players create numbers with the same value, a battle ensues: Each player places three cards facedown in the playing area, followed by a new set of cards faceup, and works to arrange the new faceup cards to form a number with the greatest possible value. The player whose new number has the greatest value collects all the cards in the playing area, placing them at the bottom of her pile.

WINNING THE GAME The player with the most cards at the end of the designated time wins.

For more resources, visit» Eureka.support © 2017, GREAT MINDS®

ADDITION NUMBER BATTLE

2 Players | Grades 2+

This variation of Basic Number Battle reinforces addition skills.

PREPARING TO PLAY

▪ Shuffle a full deck of cards.

▪ Unnumbered card values are as follows: ace = 1, jack = 11, queen = 12, king = 13. The suits are not important; only the numbers matter.

▪ Decide how long the game will last and set a timer. Alternatively, play can continue until one player surrenders or until one player holds all the cards.

▪ Divide the cards equally between the players. Each player keeps his cards in a single pile, facedown.

▪ Optionally, give each student scratch paper and a pencil.

PLAYING THE GAME

▪ Each player picks two cards off the top of his pile and places them faceup in the middle of the playing area.

▪ Each player adds the values of his cards to compute their total value and states that number. Each player then checks the other’s sum. The player whose cards form the greatest sum takes all the cards played and places them at the bottom of his pile.

▪ If both players’ cards have the same sum, a battle ensues: Each player places three cards facedown in the playing area, followed by a new pair of cards faceup, and adds the values of his two new faceup cards to find their sum. The player whose new cards form the greatest sum collects all the cards in the playing area, placing them at the bottom of his pile.

WINNING THE GAME The player with the most cards at the end of the designated time wins.

For more resources, visit» Eureka.support © 2017, GREAT MINDS®

MULTIPLICATION NUMBER BATTLE

2 Players | Grades 3+

This variation of Basic Number Battle reinforces multiplication skills.

PREPARING TO PLAY

▪ Shuffle a full deck of cards. (For simpler math, remove the highest value cards.)

▪ Unnumbered card values are as follows: ace = 1, jack = 11, queen = 12, king = 13. The suits are not important; only the numbers matter.

▪ Decide how long the game will last and set a timer. Alternatively, play can continue until one player surrenders or until one player holds all the cards.

▪ Divide the cards evenly between the players. Each player keeps her cards in a single pile, facedown.

▪ Optionally, give each student scratch paper and a pencil.

PLAYING THE GAME

▪ Each player picks two cards from the top of her pile and places them faceup in the middle of the playing area.

▪ Each player multiplies the values of her cards to compute a product and states that number. Each player then checks the other’s multiplication. The player whose cards form the greatest product takes all the cards played and places them at the bottom of her pile.

▪ If both players’ cards have the same product, a battle ensues: Each player places three cards facedown in the playing area, followed by a new pair of cards faceup, and multiplies the values of her two new faceup cards to find their product. The player whose new cards form the greatest product collects all the cards in the playing area, placing them at the bottom of her pile.

WINNING THE GAME The player with the most cards at the end of the designated time wins.

For more resources, visit» Eureka.support © 2017, GREAT MINDS®

FRACTION NUMBER BATTLE— FRACTIONS LESS THAN 1

2 Players | Grades 4+

This variation of Basic Number Battle builds student fluency in comparison of fractions less than 1.

PREPARING TO PLAY

▪ Shuffle the deck. (For simpler math, first remove the highest value cards.)

▪ Unnumbered card values are as follows: ace = 1, jack = 11, queen = 12, king = 13. The suits are not important; only the numbers matter.

▪ Decide how long the game will last and set a timer. Alternatively, play can continue until one player surrenders or until one player holds all the cards.

▪ Divide the cards evenly between the players. Each player keeps his cards in a single pile, facedown.

▪ Give each student scratch paper and a pencil.

PLAYING THE GAME

▪ Each player picks two cards off the top of his pile and places them faceup in the middle of the playing area.

▪ Each player arranges his cards as a fraction, using the smaller of the two cards as the numerator and the larger as the denominator. Each player calls out the value of his fraction. The player whose fraction has the greatest value takes all the cards played and places them at the bottom of his pile.

▪ If both players’ fractions are of equal value, a battle ensues: Each player places three cards facedown in the playing area, followed by a new pair of cards faceup, forming a new fraction with the cards. The player whose new fraction has the greatest value collects all the cards in the playing area, placing them at the bottom of his pile.

WINNING THE GAME The player with the most cards at the end of the designated time wins.

For more resources, visit» Eureka.support © 2017, GREAT MINDS®

FRACTION NUMBER BATTLE— FRACTIONS GREATER THAN 1

2 Players | Grades 4+

This is a variation of Basic Number Battle that builds student fluency in comparison of fractions greater than 1.

PREPARING TO PLAY

▪ Shuffle the deck. (For simpler math, first remove the highest value cards.)

▪ Unnumbered card values are as follows: ace = 1, jack = 11, queen = 12, king = 13. The suits are not important; only the numbers matter.

▪ Decide how long the game will last and set a timer. Alternatively, play can continue until one player surrenders or until one player holds all the cards.

▪ Divide the cards evenly between the players. Each player keeps his cards in a single pile, facedown.

▪ Give each student scratch paper and a pencil.

PLAYING THE GAME

▪ Each player picks two cards off the top of her pile and places them faceup in the middle of the playing area.

▪ Each player arranges her cards as a fraction. This time, players may use either card as the numerator; the goal is to form a fraction with the greatest possible value. The player whose fraction has the greatest value takes all the cards played and places them at the bottom of her pile.

▪ If both players’ fractions are of equal value, a battle ensues: Each player places three cards facedown in the playing area, followed by a new pair of cards faceup, and arranges the two new cards to form a fraction of the greatest possible value. The player whose new fraction has the greatest value collects all the cards in the playing area, placing them at the bottom of her pile.

WINNING THE GAME The player with the most cards at the end of the designated time wins.

For more resources, visit» Eureka.support © 2017, GREAT MINDS®

INTEGER ADDITION NUMBER BATTLE

2 Players | Grades 7+

This variation of Basic Number Battle builds student fluency in comparison of fractions greater than 1.

PREPARING TO PLAY

▪ Shuffle a full deck of cards.

▪ Unnumbered card values are as follows: ace = 1, jack = 11, queen = 12, king = 13. Green suits (if using Eureka Math cards; red if using a regular deck) represent negative integers, and black suits represent positive integers.

▪ Decide how long the game will last and set a timer. Alternatively, play can continue until one player surrenders or until one player holds all the cards.

▪ Divide the cards evenly between the players. Each player keeps his cards in a single pile, facedown.

▪ Optionally, give each student scratch paper and a pencil.

PLAYING THE GAME

▪ Each player picks two cards off the top of his pile and places them faceup in the middle of the playing area.

▪ Each player adds the values of his cards to compute their total value and states that number. Each player then checks the other’s sum. The player whose cards form the greatest sum takes all the cards played and places them at the bottom of his pile.

▪ If both players’ cards have the same sum, a battle ensues: Each player places three cards facedown in the playing area, followed by a new pair of cards faceup, and adds the values of his two new faceup cards to find their sum. The player whose new cards form the greatest sum collects all the cards in the playing area, placing them at the bottom of his pile.

WINNING THE GAME The player with the most cards at the end of the designated time wins.

For more resources, visit» Eureka.support © 2017, GREAT MINDS®

INTEGER MULTIPLICATION NUMBER BATTLE

2 Players | Grades 7+

This variation of Multiplication Number Battle reinforces multiplication with integers.

PREPARING TO PLAY

▪ Shuffle a full deck of cards.

▪ Unnumbered card values are as follows: ace = 1, jack = 11, queen = 12, king = 13. Green suits (if using Eureka Math cards; red if using a regular deck) represent negative integers, and black suits represent positive integers.

▪ Decide how long the game will last and set a timer. Alternatively, play can continue until one player surrenders or until one player holds all the cards.

▪ Divide the cards evenly between the players. Each player keeps her cards in a single pile, facedown.

▪ Optionally, give each student scratch paper and a pencil.

PLAYING THE GAME

▪ Each player picks two cards off the top of her pile and places them faceup in the middle of the playing area for all to see.

▪ Each player multiplies the values of her cards to compute a product and states that number. Each player then checks the other’s multiplication. The player whose cards form the greatest product takes all the cards played and places them at the bottom of her pile.

▪ If both players’ cards have the same product, a battle ensues: Each player places three cards facedown in the playing area, followed by a new pair of cards faceup, and multiplies the values of her two new faceup cards to find their product. The player whose new cards form the greatest product collects all the cards in the playing area, placing them at the bottom of her pile.

WINNING THE GAME The player with the most cards at the end of the designated time wins.

For more resources, visit» Eureka.support © 2017, GREAT MINDS®

OPERATIONS NUMBER BATTLE

2 Players | Grades 8+

This variation of Number Battle builds student fluency in operations with rational numbers, including exponentiation and mathematical reasoning, revealing the relative impact of each operation on positive and negative operands.

PREPARING TO PLAY

▪ Shuffle a full deck of cards.

▪ Unnumbered card values are as follows: ace = 1, jack = 11, queen = 12, king = 13. Green suits (if using Eureka Math cards; red if using a regular deck) represent negative integers, and black suits represent positive integers.

▪ Decide how long the game will last and set a timer. Alternatively, play can continue until one player surrenders or until one player holds all the cards.

▪ Divide the cards evenly between the players. Each player keeps his cards in a single pile, facedown.

▪ Consider keeping a calculator nearby for comparisons involving exponentiation with high card values.

PLAYING THE GAME

▪ Each player picks two cards off the top of his pile and places them faceup in the middle of the playing area for all to see.

▪ Each player chooses any operation to use with his two cards—addition, subtraction, multiplication, division, or exponentiation—and computes the resulting value, aiming for the greatest possible value.

▪ If the two players have created expressions with equal value, a battle ensues: Each player places four (or five) new cards to form a new expression of the greatest possible value. The player whose new expression has the greatest value collects all the cards in the playing area, placing them at the bottom of his own pile.

WINNING THE GAME The player with the most cards at the end of the designated time wins.

For more resources, visit» Eureka.support © 2017, GREAT MINDS®

HIT THE TARGET

2–4 Players | Grades 4+

This game builds students’ fluency with the four basic operations and the order of operations. The game also exercises their mathematical reasoning skills.

PREPARING TO PLAY

▪ Shuffle a full deck of cards.

▪ Unnumbered card values are as follows: ace = 1, jack = 11, queen = 12, king = 13. The suits are not important; only the numbers matter.

▪ Select a player to be the first dealer.

▪ Provide the group with a means of timing the game’s rounds at 2 minutes each.

▪ Provide each student with a piece of paper and a pencil to write her expressions and tally her score.

▪ Decide how the game will end—after a designated number of rounds or after a designated amount of time.

PLAYING THE GAME

▪ The dealer selects and announces a target number between 1 and 30, lays out five cards faceup, and sets the timer for 2 minutes.

▪ Using those five cards, each player works to form expressions that equal the target number, writing each expression down and calling it out as it is found. The more cards a player uses in her expression, the more points she earns: 1 card = 1 point, 2 cards = 2 points, etc. Once a player has used an expression, other players cannot use it in the same round.

▪ At the end of the round, players tally their scores for that round. The player with the highest score from the round is the dealer for the next round, choosing the new target number, dealing the next five cards, and setting the timer.

WINNING THE GAME At the end of the game, players tally their scores from each round. The player with the highest total score wins.

Wonder of the Day #144

Do All Birds Fly South In the Winter?

Listen 28 Comments

Have You Ever Wondered...

Do all birds fly south in the winter?

Why do birds migrate?

What types of seeds do birds like to eat?

— SCIENCE Life Science

hile many people think most, if not all, fly south in the , all you have to do istake a look around to see that many of our friends stick around through even thecoldest months. Whether a type of bird south for the winter depends mainlyon one thing: what type of food it eats.

W birds winterfeathered

particular flies

In areas that have cold winters, some common bird foods, such as and , maynot be available year-round. Birds that eat those foods must fly south to find food to .Other birds that eat or that live under tree often hang around, since theycan continue to find food all winter long.

nectar insectssurvive

seeds bugs bark

While some birds migrate at certain times of the year, scientists believe birdswon't fly south without , the reason being lack of food. As long asfood remains available, some birds will delay or won't leave at all.

instinctivelyspecific environmental cues

migration

In fact, some experts believe the widespread use of bird feeders may allow some species ofbirds to stop migrating and become year-round residents.

The National Bird-Feeding Society sponsors National Bird-Feeding Month every February. WhyFebruary? It's one of the most difficult months in the United States for birds to .wild survive

Throughout February, the society encourages people to provide food, water, and shelter tohelp birds .wild survive

No matter where you live, there are always birds that you can feed. Many families havelearned that backyard bird-feeding can become a fun, educational, and inexpensive .hobby

Adults find watching birds to be relaxing and peaceful. Kids enjoy learning about differenttypes of birds and what they eat.

Feeding birds in the backyard can be as as mounting a basic feeder outside awindow and filling it with birdseed mix. Common birdseed blends usually contain a mixtureof nine major seed types: black-oil , cracked corn, hearts, thistle, striped

, red milo, safflower, white proso millet, and whole peanuts.

wild simple

sunflower sunflowersunflower

Of course, as you learn more about the birds in your area, you can always add additionalfeeders and experiment with different types of seed to try to attract new birds to your yard.

More than 55 million adults in the United States feed birds around their home, which makesbird-feeding the second most popular in the country after gardening.hobby

Give it a try and you'll soon learn that bird-feeding isn't just for the birds. Your family alsobenefits by bringing nature's most beautiful sights and sounds to your backyard.

Wonder Contributors

We’d like to thank:

for contributing questions about today’sWonder topic!Himansi

Keep WONDERing with us!

Wonder Words (18)

APPETITE, MIGRATION, FORAGE,NECTAR, BARK, INSTINCTIVELY,CUES, WILD, BUGS, SEEDS,HOBBY, SIMPLE, INSECTS,SURVIVE, SPECIFIC, PARTICULAR,SUNFLOWER, ENVIRONMENTAL

Wonder What's Next?

*Yawn* Please bear with us as we take a short nap before tomorrow’s Wonder of the Day.

Try It Out

http://wonderopolis.org/wonder/do-all-birds-fly-south-in-the-winter

© National Center for Families Learning (NCFL)

Are you ready to feed some birds? Be sure to check out the following activities with a friend or

family member:

Bird feeding doesn't have to be an expensive hobby. From finches to falcons, our finefeathered friends favor food in feeders to foraging for themselves. Check out the followinglinks to explore some fun, inexpensive ideas to create your own backyard bird feeders: +

+ +

PaperCup Bird Feeder Craft (https://funfamilycrafts.com/paper-cup-bird-feeder/) How to Make a Cereal BirdFeeder (https://happyhooligans.ca/cheerio-bird-feeders/) Plastic Jug Bird Feeder Craft(http://www.greatstems.com/2013/05/wildlife-projects-for-kids-milk-jug-bird-feeders.html)

If you want a little more guidance, jump online to watch a video to learn how to make a birdfeeder out of a ! Isn't it cool to be able totake part of a tree and recycle it into a feeder that will please the birds in your backyard?

pine cone (https://www.youtube.com/watch?v=P9BFnTQR-L8)

If you really want to do your feathered friends a favor, provide a source of water they can useto drink and bathe in. You can purchase a bird bath at a local home store. Alternatively, youcan make your own athome. Have fun being crafty!

DIY Birdbath (http://www.birdsandblooms.com/backyard-projects/diy-bird-bath/)

Wonder Sources

http://tuftsjournal.tufts.edu/2008/03/professor/01/

http://www.backyardnature.net/birdmgrt.htm