5th GRADE WEEKLY SCHEDULE - wesdschools.org...Reading& Writing 4-6 Read the passage “The Canadian...

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***Parents/guardians of special needs students will be contacted by their

child’s special education teacher to provide accommodations and support to

help their child complete these lessons. If you have not yet heard from their

teacher, please reach out to them to request additional guidance.***

5 t h G R A D E W E E K LY S C H E D U L E

DAY SUBJECT PAGE ACTIVITY

DAY 1

Reading& Writing

4-6 Read the passage “The Canadian Beaver.” Answer questions 1-6. Daily grammar warm up

Math 7-8 Spiral Review & Add and Subtract Mixed Numbers

Science 9-14 Science Experiment Choice Board and Around & Around Reading/Response

Art 15-16 Activities that focus on TEXTURE

DAY 2

Reading& Writing

18-19 Reread the passage “The Canadian Beaver.” Answer questions 7-12. Daily grammar warm up

Math 20-21 Spiral Review & Shopping Spree (Add and Subtract Decimals)

Science 22-23 Pendulums, Playground Swings, and Pirate Ships Reading/Response

DAY 3

Reading& Writing

25-27 Read the passage “Bring in the Beavers.” Answer questions 13-18. Daily grammar warm up

Math 28-30 Spiral Review & Volume

Science 31-32 That Falling Feeling Reading/Response

P.E. 33-34 Flexibility

DAY 4

Reading& Writing

36-37 Reread “Bring in the Beavers.” Answer questions 19-24. Daily grammar warm up

Math 38-40 Spiral Review & Finding the Operation

Science 41-42 Things that go Bump Reading/Response

DAY 5

Reading& Writing

44-46 Reread the “The Canadian Beaver” & “Bring in the Beavers”. Answer questions 25-27. Daily grammar warm up

Math 47-48 Spiral Review & Rolling, Rolling, Rolling (Equivalent Fractions)

Science 49-50 King of the Thrill Rides Reading/Response

Music 51-52 Create Rhythms

Reading& Writing

53-56 Modified Reading and Writing questions Days One - Five

Keys 57-58 Answer Keys: Reading & Writing, and Math

W e e k o f A p r i l 3 0

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5th Grade Education Enrichment Resource

Distributed April 30th 2020

Name: ________________________________________

Note to Guardians & Students

This education enrichment resource (packet) is designed by WESD teachers, principals

and district academic facilitators to provide you with 5 days of reading, writing, math,

and science activities and practice. This content should take approximately 90 minutes

a day. It is important to note that these lessons are designed to be completed

independently. We encourage your student to complete each lesson to the best of their

ability. As you do a little bit each day, make notes on questions you may have for your

teacher during their office hours.

***For students needing extra support for Reading and Writing, we have provided

sentence starters, stems, and modified multiple choice at the end of the packet. If

your child is able to answer the questions independently without these modifications,

please encourage them to do so. However, if a student needs additional support, we

wanted to provide this additional resource.**

Reading Math Science

Anne Barsness Sallie Ausmus Thomas Dean

Nicholette Besco Tina Frost Valerie Santi Mason

Karla Herbst Jason McIntosh Kate Studey

Zoe Hyde Emily Moscioni Carly Vardian

Carol Kenyon Gurdeep Singh

Jillian McFarlane Caroline Tobin

Elizabeth Vasey

Pam Wright

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DAY ONE

READING &

WRITING

o Read the passage “The Canadian

Beaver.”

o Answer questions 1-6

o Grammar Warm Up

MATH

o Spiral Review Choice

Choose at least 6 problems

o Add & Subtract Mixed Numbers

SCIENCE

o Science Experiment Choice Board

Choose 3 experiments to complete

this week

o Around and Around Reading &

Response

ART o 3 Activities that focus on

TEXTURE

4

The Canadian Beaver

The town of Tadoussac, in northern Quebec, Canada, lies between mountains and the shoreline. It’s

located just where the Saguenay Fjord runs into the St. Lawrence River. A fjord is a small arm of the

sea in the middle of high rocks or cliffs.

Every year, from the month of May, when the cold has passed, until October, hundreds of thousands of

tourists visit Tadoussac to go whale watching. They pile into kayaks and small motorboats and search for

hours in the hopes of glimpsing a gigantic tail or fin. The waters around the small town are full of them;

baleen whales gather to eat the krill, small shrimplike things that live here in abundance. Tadoussac’s

water conditions make it the perfect meeting place for these enormous animals.

Those visitors who choose to stay on land, however, might meet a different, furrier kind of creature.

Working away in Tadoussac’s forests are Canadian beavers, those broad-tailed rodents with the big

chomping teeth. The beaver is an important part of Canadian culture. It even appears on the face of the

country’s nickels!

The Maison Majorique, a little house with a red roof that is Tadoussac’s only youth hostel, offers free

beaver-watching tours that leave from its reception area every day at 5 p.m. In the late afternoon, the

web-footed animals wake up and begin to work through the night. For more than 20 years, the tours have

been led by the same woodsman, an older man named Coco. With a head of wild white hair and a matching

beard, Coco knows the wetlands around the hostel as though they were his home.

“I prefer the forest to the sea,” he says, explaining why he would rather take tourists into the woods

than bring them out on the water to see the whales. Coco’s beaver-watching tours begin at L'Anse-à-

l'Eau, a quiet lake surrounded by dark green fir trees. Also encircling the lake are five different beaver

homes, each one made of piled logs. The walk all the way around the lake takes about two hours with

stops. Alone, Coco hikes the trail in just 45 minutes.

The path winds its way around fallen trees and every so often comes out at a rocky lookout over the

lake. From there, you are likely to spot a beaver parent or pup—usually just a smudge of brown fuzz and

a wide, scaly tail like the blade of a canoe paddle gliding across the water. Sometimes, if you’re lucky, you

might catch the entire family at work, carrying pieces of wood from the forest to their lakeside lodges.

They swim back and forth, and haul bits of trees that look much too heavy for their small bodies.

5

“You can get within two meters of a beaver if you conduct yourself properly,” Coco says. “Don't walk on

your heels or your toes,” he instructs. “Keep your feet flat on the ground.” The sound of voices has no

effect on the beavers, especially from way up on the path, but the vibrations of the ground easily scare

them off. It’s extremely important to step very lightly.

Normally, Coco doesn’t speak much, but he has answers to any and all beaver-related questions that

participants might pose. Along the trail, he points out abandoned dams and teeth marks in logs. Having

watched the animals for most of his life, he is familiar with almost all of their habits—and there is a lot

to learn. Only a single beaver family, for instance, can live in one territory, and one territory can contain

more than one lake. At the age of two, beavers are expelled from their home by their parents and

forced to find their own habitat. Beavers can stay underwater for as long as 15 minutes. They’re

nocturnal, and they mate for life.

Though beavers are his favorites, Coco doesn’t like to dismiss the massive marine mammals that distract

from Tadoussac’s forests. “The whales bring the people,” he says. He only wishes that the people would

spend some more time away from the sea, exploring the wetlands and the lives of the furry, wood-

gnawing, dam-building critters that have become his friends.

© 2013 ReadWorks®, Inc. All rights reserved.

Reading & Writing: “The Canadian Beaver”

Directions: Read “The Canadian Beaver.” Then answer questions 1-6.

1. What attracts most tourists to the town of Tadoussac?

a. hiking in the woods

b. observing beavers

c. watching whales

d. meeting Coco

2. What does the author mostly describe in the passage?

a. how beavers build their homes in the wetlands

b. the beaver-watching tours Coco leads

c. why the water conditions in Tadoussac are perfect for whale watching

d. the biodiversity of Tadoussac’s forests

3. The author states that “Coco knows the wetlands around the hostel as though they were

his home.” Based on this evidence, what conclusion can be made about Coco?

a. Coco has spent a lot of time in the wetlands.

b. Coco is often alone.

c. Coco must have been born in the wetlands area.

d. Coco prefers spending time by the seaside.

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4. How does Coco feel about the people that visit Tadoussac?

a. Coco wishes that people weren’t interested in whale watching.

b. Coco wishes that people would become more interested in the beavers.

c. Coco wishes that people left him alone in the woods.

d. Coco wishes that people wouldn’t talk so loudly because it scares the beavers.

5. What is this passage mostly about?

a. the beauty of whale watching

b. Tadoussac’s weather conditions and unique wildlife

c. Coco’s love for the wetlands and the beavers that live in it

d. how beavers build their homes

6. According to the article, what animal is an important part of Canadian culture?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Reading & Writing Grammar Warm Up

Select the antonym for the underlined word.

1. Zoe felt feeble after being sick for a week.

a. Weak

b. Healthy

c. Powerful

d. Grouchy

2. Sammy accidentally spilled the milk.

a. Intentionally

b. Quietly

c. Inconsiderately

d. Foolishly

7

MATH: Spiral Review Choice

Directions: Pick at least 6 problems to solve. If you have time, then solve them all

8

MATH: Add & Subtract Mixed Numbers

1. Find the sum or the difference. Make sure your answer is in the simplest form.

a) 13

5 + 1

1

45 b) 2

5

13 - 1

1

2

c) 12

9 + 1

1

3 + 1

3

18 d) 4

1

6 - 1

2

3

e) 8

12 +

1

4 f) 4

1

4 - 2

3

5

2. On an all day hike, Erna and her group

planned to hike a 10 mile long trail. By lunch

time, they hiked 51

2 miles. Then, they

stopped to have a snack at 4PM and had

hiked 31

4 miles since lunch. How many more

miles did they have to hike?

3. Jack is writing an essay that must have 5

pages. On Monday, he wrote 11

2 pages. He

wrote another 2

5 on Tuesday and 1

3

4 pages on

Wednesday. How many pages of the essay

does he have left?

4. What is the value of the expression?

21

8 - 1

15

24 + 2

1

12

SOLUTION:

SOLUTION:

SOLUTION:

ANSWERS:

a) b)

c) d)

e) f)

9

Science Experiment Choice BoardChoose 3 experiments to perform at home.

Inseparable Books

Materials Needed:

2 notebooks

Book & Paper Drop

Materials Needed:

Piece of paper (full sized is best)

Book

Friction Racing

Materials Needed:

Toy car(s)

Book or other flat surface

Books or blocks

Materials with different

textures:

● Towel

● Sandpaper

● Cardboard

The Spinning Penny

Materials Needed:

Balloon

Penny or other coin

Marshmallow Launcher

Materials Needed:

Cup

Balloon

Marshmallow/Crumbled Paper

Paper Roller Coaster

Materials Needed:

Paper

Tape

Marble

Scissors

10

Book & Paper Drop

Steps:

1. Gather your materials.

2. Hold the piece of paper in one hand,

and the book in the other. Predict

which one will hit the ground first if you

drop them.

3. Release the paper and book so that

they fall to the ground. Was your

prediction correct?

4. Now, take the paper and place it on

top of the book. Again, make your

prediction of what will happen.

5. Release the book with the paper on

top of it. What do you observe?

6. Record your observations, analysis,

and conclusion on the reflection page.

Science Experiment DirectionsInseparable Books

Steps:


2. Place the notebooks on a flat surface

with the bindings facing inward.

Make sure the covers completely

overlap with each other.

3. Alternate pages from each notebook,

placing one over the last, continuing

until the notebooks are completely

intertwined.

4. Holding the notebooks just inside the

binding, pull as hard as you can. Go

ahead and have someone else pull

on one of the notebooks while you

pull the other.


and conclusion on the reflection

page.

Friction Racing

Steps:


2. Make a ramp using the books or

blocks to lift one end of a flat, smooth

surface (another book or board).

3. Start with rolling the toy car down the

smooth surface.

4. Place different materials on the ramp

and try rolling the toy car down each of

them. What do you notice? Which one

allows the car to go the fastest?

5. You can also experiment with different

cars. Does the weight of the car make

a difference?



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Science Experiment Directions Cont.The Spinning Penny

Steps:


2. Get an adult’s help with this one!

3. Slip a coin through the mouth of a

balloon. Make sure it goes all the way

in the balloon!

4. Inflate the balloon to a size that you

can hold comfortably. Tie off the

balloon with a knot.

5. Grip the balloon with the knot in the

palm of your hand. Move it in a rapid

circular motion. Observe the path of

the coin as you continue moving the

balloon.

6. Stop spinning and continue observing.

Try with different sized coins or other

round objects for comparison.



Marshmallow Launcher

Steps:


2. Cut the bottom of the cup with scissors.

3. Tie a knot in the opening of the balloon.

Cut off the top of the balloon (a small

part of it), leaving the knot end intact.

4. Stretch the balloon over the top of the

cup.

5. Put the marshmallow or crumbled paper

into the cup opening.

6. Launch the item. Test out using a

different amount of force to launch the item.

Try making you item travel different

distances.

7. Record your observations, analysis, and

conclusion on the reflection page.

Paper Roller Coaster

Steps:


2. Build a roller coaster track using

strips of paper.

3. Your track should include.

a. an initial drop

b. a loop

c. a hill

d. a curve

e. a stopping point

4. Visit https://www.sciencebuddies.org/stem-

activities/paper-roller-coaster#summary for

more specific directions on this

activity. You do not need to follow

their directions, and can create using

other ideas/strategies/materials



12

Science Experiment Reflection

Title of Experiment #1: ____________________________

Observation: What did you see? What happened?

___________________________________________________________________________________

___________________________________________________________________________________

____________

Analyze: Based on what you know, why do you think this happened?

___________________________________________________________________________________

___________________________________________________________________________________

____________

Conclusion: Did the experiment happen the way you thought it would? Why or why not?

___________________________________________________________________________________

___________________________________________________________________________________

____________



___________________________________________________________________________________

___________________________________________________________________________________

____________


___________________________________________________________________________________

___________________________________________________________________________________

____________

Conclusion: Did the experiment happen the way you thought it would? Why or why not?

___________________________________________________________________________________

___________________________________________________________________________________

____________



___________________________________________________________________________________

___________________________________________________________________________________

____________


___________________________________________________________________________________

___________________________________________________________________________________

17

DAY TWO

READING &

WRITING

o Re-read the passage “The

Canadian Beaver.”

o Answer questions 7-12.

o Grammar Warm Up

MATH


Choose at least 6

problems

o Shopping Spree (Add &

Subtract Decimals)

SCIENCE

o Pendulums, Playground

Swings, and Pirate Ships

Reading & Questions

18

Reading & Writing: “The Canadian Beaver” Directions: Read “The Canadian Beaver” again. Then answer questions 7-12.

7. Read the following sentence: “Every year, from the month of May, when the cold has

passed, until October, hundreds of thousands of tourists visit Tadoussac to go whale

watching. They pile into kayaks and small motorboats and search for hours in the hopes of

glimpsing a gigantic tail or fin.” As used in the passage, what does the word “glimpsing”

mean?

a. catching sight of

b. staring at

c. overlooking

d. grabbing hold of

8. Choose the answer that best completes the sentence below. Vibrations on the ground can

scare beavers off, ________ Coco tells people to keep their feet flat on the ground and

to step lightly.

a. moreover

b. specifically

c. although

d. so

9. In the passage, the author states that the beavers have become Coco’s friends. What

evidence from the passage supports this statement?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

10. What makes Coco different from most of the other individuals involved in tourism in

Tadoussac?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

19

11. Using evidence from the text, describe Coco’s personality. Explain why he must love the

wetlands so much.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

12. Some texts are written mainly to describe or explain a topic. Other texts are written

mainly to tell a story. What is the purpose of "The Canadian Beaver"? Support your

answer with information from the text.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________



1. On the subject of insects, Allen is quite knowledgeable.

a. Interested

b. Ignorant

c. Disgusted

d. Bored

2. The Sahara is an immense desert in Africa.

a. Dehydrated

b. Vast

c. Miniscule

d. Sandy

20

MATH: Spiral Review Choice Directions: Pick at least 6 problems to solve. If you have time, then solve them all.

21

MATH: Shopping Spree (Add & Subtract Decimals)

Materials: timer, recording sheet, price tag sheet

Directions; Karla likes to watch a game show called “Shopping Spree.” On the show, each of two contestants is

given a certain amount of money to spend. Then each contestant has 30 seconds to choose from a list of prizes

whose costs are given. The winner is the contestant who comes closest to the amount of money they are given

to spend without going over. Play the game “Shopping Spree” with a classmate using the list of prizes and costs

on the next page.

1. Decide who will be Contestant 1 and who will be Contestant 2.

2. As Contestant 1 chooses price tags, Contestant 2 records the choices. Example: Scooter $5,535.89

3. Then switch places and let Contestant 2 choose while Contestant 1 records.

4. After both contestants have chosen their price tags, add the costs and determine who came the closest

without going over.

5. Remember, you have 30 seconds to make your choices.

24

DAY THREE

READING &

WRITING

o Read the passage “Bring in the

Beavers.”


o Grammar Warm Up

MATH



o Volume

SCIENCE o That Falling Feeling Reading &

Questions

P.E. o Flexibility

25

Bring in the Beavers

It was the fifth straight day of heavy rain in the town of Leith. If it kept on

pouring for much longer, the river would swell with rainwater and flood the town.

All the citizens of Leith would have to flee their homes and find safety on higher

ground. Anna and her parents stayed glued to the television set, nervously

listening to the weather reports.

For now, the weatherman said, the situation was still safe, but helicopters were ready to lift people away

at any moment if the rain did not stop soon. Anna felt her palms grow sweaty as she saw the frightened

expressions on her parents’ faces. Her parents never looked scared. They were used to the rain, since

Leith was located in the rainy country of Scotland, but it had never, ever poured like this before. The

town had cancelled school in case of a sudden emergency, so all Anna could do was try to read her

favorite detective stories and hope for the rain to stop. Luckily, it did. When she awoke the next

morning the skies were sunny and clear. It was a miracle. They had been spared from a terrible natural

disaster.

Everybody in Leith breathed a great sigh of relief, but they knew they had to take action. Nobody

wanted to face this flooding danger again. The day after the downpour stopped, the Mayor of Leith

called a town meeting. Anna went along with her parents to find out more. She really did not want all her

books and toys, and her pet dog Noodles, to get washed away in a flood.

At the meeting, the Mayor presented three experts who had different ideas about solving the problem.

One man suggested they build a concrete dam upstream to block the river’s path. With such a big dam,

the river would never overflow into Leith, even in heavy rain. Another lady suggested building a different

structure, a high stone wall all around Leith to stop floodwater from getting in. The last speaker, a small,

slender man with a heavy Scottish accent, had what seemed to be the craziest idea of all.

“You see,” he said, “if we just bring some beavers back into our landscape, we might be able to kiss our

problem goodbye. About 400 years ago, there were thousands of beavers roaming around the Scottish

countryside. Our ancestors killed most of them off because they enjoyed hunting them for their warm

fur. What our ancestors didn’t realize was that we need to keep beavers alive for our own safety. The

beaver builds dams in the rivers out of sticks, mud, and leaves. These dams are strong enough to stop a

river from flooding in heavy rain. If we bring the beavers back, we can solve our problem by working with

nature.”

After the three experts spoke, the Mayor asked the citizens of the town to think for a week and then

vote for the best plan. Anna’s father said, “That last guy is crazy. He thinks he can solve the flooding

problem with beavers? Really, how silly.”

Anna’s mother looked very thoughtful. “You know, Fred,” she said. “It’s worth a try. What harm can it

do? If workmen build just one concrete dam or a stone wall, it won’t be as useful as several dams built by

the beavers. And besides, beavers are very cute, and they build beautiful dams out of things they find in

the forest. Concrete dams are not nearly as beautiful.”

There was much whispering and discussing all over town until the final vote was cast. Anna secretly

hoped that the beaver plan would win. She had always wanted to see a beaver in real life. Since Leith was

26

in the countryside, and everyone in town loved nature and animals, Anna suspected that the rest of the

town might be on her side. When the vote finally came in, Anna was proven right. They would bring in the

beavers!

Over the next two years, scientists brought beavers in from other parts of Scotland, and set them free

upstream and in the countryside around Leith. Everyone noticed a difference. It rained and rained, but

the river did not even come close to overflowing because of three dams the busy beavers had already

made. For her fourth grade field trip, Anna’s teacher brought her class into the countryside to see the

beavers at work. They watched in awe as the furry creatures hurried back and forth from the dam

carrying twigs and bark in their claws.

Beavers almost seemed like furry, cute little people. Before they left, Anna and her classmates shouted

out a loud “thank you” to their animal friends for saving their town.

© 2013 ReadWorks®, Inc. All rights reserved

Reading & Writing: “Bring in the Beavers” Directions: Read “Bring in the Beavers.” Then answer questions 13-18.

13. What danger are the people of Leith worried about?

a. a fire

b. a flood

c. a tornado

d. an earthquake

14. The river is a problem for the people of Leith because it could overflow and flood their

town. How do they solve this problem?

a. They solve this problem by cancelling school and having helicopters lift people

away.

b. They solve this problem by building a concrete dam upstream.

c. They solve this problem by building a high stone wall around their village.

d. They solve this problem by bringing in beavers to build dams in the river.

15. Anna and her parents are worried about the river flooding their village because of the

rain. What sentence from the passage supports this statement?

a. “Anna and her parents stayed glued to the television set, nervously listening to the

weather reports.”

b. “Anna’s father said, ‘That last guy is crazy.’”

c. “Anna’s mother looked very thoughtful.”

d. “Since Leith was in the countryside, and everyone in town loved nature and animals,

Anna suspected that the rest of the town might be on her side.”

27

16. How can the plan to use beavers to prevent flooding in Leith be described?

a. foolish

b. dangerous

c. impossible

d. successful

17. What is this story mainly about?

a. a girl who watches weather reports on television and reads detective stories during

the rain

b. two parents who are worried about their daughter not being able to attend school

because of the weather

c. the danger that villagers face from a river and what they do about that danger

d. the reason that there are no longer thousands of beavers roaming the British

countryside

18. What animal do the people of Leith decide to bring in to prevent floods?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________



1. Begin by drawing a horizontal line on your paper.

a. Straight

b. Crooked

c. Diagonal

d. Vertical

2. The wildflowers were abundant in the meadow.

a. Plentiful

b. Beautiful

c. Scarce

d. Blooming

28



29

MATH: Volume Anchor Chart

Volume of Complex Rectangular Prisms (two or more)

stairs

B=7x2x2=28

A+B= 30 cubic cm + 28 𝒄𝒎𝟑= 58 𝒄𝒎𝟑

Together total volume = 58 𝒄𝒎𝟑

30

MATH: Volume Activity

Sammy is filling a box with cubes. Use the anchor chart.

How many cubes make the base? 1.________________

What is the height of the box? 2.________________

How many cubes will fill the box? 3. ________________

8.

4. 5. Justin is putting cubes in the rectangular

prism. So far, he has 9 in the container. How

many total will fill the container?

containerontainer?_________________

6. 7.

What is the volume of the prism? _______________

33

P.E.: Flexibility

35

DAY FOUR

READING &

WRITING

o Re-read the passage

“Bring in the Beavers.”


o Grammar Warm Up

MATH


Choose at least 6

problems

o Finding the Operation

SCIENCE o Things that go Bump

Reading & Questions

36

Reading & Writing: “Bring in the Beavers” Directions: Read “Bring in the Beavers” again. Then answer questions 19-24.

19. Read the following sentences: “The beaver builds dams in the rivers out of sticks, and

mud and leaves. These dams are strong enough to stop a river from flooding in heavy

rain.” What does the word dams mean?

a. high stone walls that go all the way around a town

b. structures that hold back the flow of water

c. pools used by beavers to play in and trap fish

d. high levels of water that sometimes cause flooding

20. Choose the answer that best completes the sentence below. Bringing in beavers turns out

to prevent the river from flooding _______ the idea seems crazy to some villagers at

first.

a. although

b. because

c. before

d. especially

21. What is the first idea for preventing the river from flooding that is shared at the

Mayor’s meeting?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

22. What are two reasons that Anna’s mother gives in support of beaver dams over a

concrete dam?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

37

23. Think about the danger of flooding that the people of Leith faced. Would building a

concrete dam have been a better or worse solution to that problem than bringing in

beavers to build dams? Support your answer with evidence from the passage.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

24. Some texts are written mainly to describe or explain a topic. Other texts are written

mainly to tell a story. What is the purpose of "Bring in the Beavers!"? Support your

answer with information from the text.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________



1. The pyramids were built by the ancient Egyptians.

a. Mysterious

b. Modern

c. Powerful

d. Antiquated

2. The moths were attracted by the light of the candle.

a. Repelled

b. Guided

c. Burned

d. Excited

38



39

MATH: Finding the Operation

Directions: Read the problem and decide the operation you will use to solve. Then, solve the

problem.

1. Makayla has a $100.00 to spend at

the store. She spent $45.28 on

groceries. How much money does

Makayla have left?

2. There are 156 students in fifth

grade going on a field trip. If each

bus can hold 46 passengers, how

many buses will they need?

3. Jordan read 3 books this month.

One had 234 pages, one had 149

pages, and the third had 203 pages.

How many pages has he read this

month?

4. The area of a rectangular rug is 40

square feet. If one of its sides

measures 4 feet, what is the length

of the adjacent side?

OPERATION:

SOLVE:

SOLVE:

SOLVE:

OPERATION:

OPERATION:

SOLVE:

OPERATION:

40

5. Jason has 263 dozen golf balls.

How many golf balls does he have?

6. There are 2640 candies in a

candy jar. If the candies are

organized into groups of 30, what is

the size of each group?’

7. Annabelle is buying erasers for

the 5th grade. If she buys 134

erasers at $0.26 each, how much

money does she spend?

8. Eliza’s high school played 978

soccer games this year, 134 of the

games were played at night. She

attended 524 games. How many

soccer games did Eliza miss?

SOLVE:

OPERATION:

SOLVE:

OPERATION:

SOLVE:

OPERATION:

SOLVE:

OPERATION:

43

DAY FIVE

READING &

WRITING

o Re-read “The Canadian Beaver” & “Bring

in the Beavers.”


o Grammar Warm Up

MATH



o Rolling, Rolling, Rolling (Equivalent

Fractions)

SCIENCE o King of the Thrill Rides

Reading & Questions

MUSIC o Create Rhythms

44

Reading & Writing: Compare and Contrast Directions: Read “The Canadian Beaver” and “Bring in the Beavers” again. Then answer questions

25 and 26.

25. What topic do these texts have in common?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

26. Although these texts have a common topic, they have different purposes. Contrast the

purpose of "The Canadian Beaver" with the purpose of "Bring in the Beavers!" Support

your answer with information from both texts.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

27. Writing With the Texts:

Now that you have read both “Bring in the Beavers!” and “The Canadian Beaver” write a

short informational essay about beavers. Be sure to use details from both texts.

Your essay should be 4 paragraphs including:

an introduction paragraph of at least three sentences,

two body paragraphs about beavers

an interesting conclusion.

Don’t forget to include:

Transition words to connect your ideas

Details to support each topic

Capitalization, correct Usage, Punctuation, Spelling (CUPS)

Interesting word choice

46

Space to write your essay

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________



1. Mrs. Larsen always treated her guests courteously.

a. Nicely

b. Timidly

c. Respectfully

d. Rudely

2. We frequently ate ice cream for dessert when I was young.

a. Happily

b. Seldom

c. Often

d. Always

47



48

MATH: Rolling, Rolling, Rolling (Equivalent Fractions)

Materials: Gameboard below, 10 markers/discs of one color per person, and a pair of dice

Directions:

1. Each player needs 10 markers/discs of one color.

2. Players take turns rolling 2 number cubes and making a fraction. The players may

cover an equivalent fraction on the game board.

3. If a player rolls doubles, they may roll again and either cover the equivalent fraction

rolled or remove an opponent’s marker/disc.

4. The first player to get 3 in a row in any direction wins.

53

Reading & Writing Modified Questions

Day One- Modified Directions: Read “The Canadian Beaver.” Then answer questions 1-6.

1. What attracts most tourists to the town of Tadoussac? a. watching whales b. meeting Coco

2. What does the author mostly describe in the passage?

a. how beavers build their homes in the wetlands b. the beaver-watching tours Coco leads

3. The author states that “Coco knows the wetlands around the hostel as though they were his home.”

Based on this evidence, what conclusion can be made about Coco? a. Coco has spent a lot of time in the wetlands. b. Coco prefers spending time by the seaside.

4. How does Coco feel about the people that visit Tadoussac?

a. Coco wishes that people weren’t interested in whale watching. b. Coco wishes that people would become more interested in the beavers.

5. What is this passage mostly about?

a. Coco’s love for the wetlands and the beavers that live in it b. how beavers build their homes

6. According to the article, what animal is an important part of Canadian culture?

The _______________________________ is an important part of Canadian culture because ______________________________________________________________ _________________________________________________________________________

Day Two- Modified Directions: Read “The Canadian Beaver” again. Then answer questions 7-12.

7. Read the following sentence: “Every year, from the month of May, when the cold has passed, until October, hundreds of thousands of tourists visit Tadoussac to go whale watching. They pile into kayaks and small motorboats and search for hours in the hopes of glimpsing a gigantic tail or fin.” As used in the passage, what does the word “glimpsing” mean?

a. catching sight of (seeing for a short time) b. grabbing hold of

8. Choose the answer that best completes the sentence below.

Vibrations on the ground can scare beavers off, ________ Coco tells people to keep their feet flat on the ground and to step lightly.

a. although b. so

54

9. In the passage, the author states that the beavers have become Coco’s friends. What evidence from

the passage supports this statement? I know that beavers have become Coco’s friends because _______________________ _______________________________________________________________________

10. What makes Coco different from the other people who work in Tadoussac?

Coco is different from the other people who work in Tadoussac because __________ ________________________________________________________________________________________________________________________________________________

11. Using evidence from the text, describe Coco’s personality. Explain why he must love the wetlands so much. Coco loves the wetlands so much because __________________________________ ______________________________________________________________________ A character trait for his is __________________________________________________

12. Does this article tell a story, or inform you about a topic? What is the purpose of "The Canadian Beaver"? Support your answer with deetails from the text. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Day Three-Modified Directions: Read “Bring in the Beavers.” Then answer questions 13-18.

13. What danger are the people of Leith worried about? a. a fire b. a flood

14. The river is a problem for the people of Leith because it could overflow and flood their town. How do

they solve this problem?

a. They solve this problem by cancelling school and having helicopters lift people away.

b. They solve this problem by bringing in beavers to build dams in the river.

15. Anna and her parents are worried about the river flooding their village because of the rain. What

sentence from the passage supports this statement?

a. “Anna and her parents stayed glued to the television set, nervously listening to the weather

reports.”

b. “Anna’s mother looked very thoughtful.”

16. How can the plan to use beavers to prevent flooding in Leith be described?

a. impossible

b. successful

55

17. What is this story mainly about?

a. the danger that villagers face from a river and what they do about that danger

b. the reason that there are no longer thousands of beavers roaming the British countryside

18. What animal do the people of Leith decide to bring in to prevent floods? The people of Leith bring in _________________________________________

Day Four- Modified Directions: Read “Bring in the Beavers” again. Then answer questions 19-24.

19. Read the following sentences: “The beaver builds dams in the rivers out of sticks, and mud and leaves.

These dams are strong enough to stop a river from flooding in heavy rain.” What does the word dams

mean?

a. high stone walls that go all the way around a town

b. structures that hold back the flow of water

20. Choose the answer that best completes the sentence below. Bringing in beavers turns out to prevent

the river from flooding, _______ the idea seems crazy to some villagers at first.

a. although

b. because

21. What is the first idea for preventing the river from flooding that is shared at the Mayor’s meeting?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

22. What are two reasons that Anna’s mother gives in support of beaver dams over a concrete dam? 1. ___________________________________________________________________________

_______________________________________________________________ 2. ___________________________________________________________________________

_______________________________________________________________

23. Think about the danger of flooding that the people of Leith faced. Would building a concrete dam have been a better or worse solution to that problem than bringing in beavers to build dams? Support your answer with evidence from the passage. I think building a concrete dam would have been a _________________________ solution because _______________________________________________________________________ ______________________________________________________________________________

24. Some texts are written mainly to describe or explain a topic. Other texts are written mainly to tell a

story. What is the purpose of "Bring in the Beavers!"? Support your answer with information from the

text.

The purpose of this text is ___________________________________________. I know this

because ___________________________________________________________________

______________________________________________________________________________

56

Day Five – Modified

Directions: Read “The Canadian Beaver” and “Bring in the Beavers” again. Then answer questions 25 and 27.

25. What topic do these texts have in common? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

26. Although these texts have a common topic, they have different purposes. Contrast the purpose of

"The Canadian Beaver" with the purpose of "Bring in the Beavers!" Support your answer with information from both texts.

The Canadian Beaver is different from “Bring in the Beavers!” because their purposes are different. The purpose of “The Canadian Beaver” is __________________ ___________________________________________, while the purpose of “Bring in the Beavers!” is _____________________________________________________________.

27. Writing with the Texts: (use diagrams in the packet, under day 5, to write your essay)

Now that you have read both “Bring in the Beavers!” and “The Canadian

Beaver” write a short informational essay about beavers. Be sure to use details

from both texts. Use the outline and essay paper provided earlier in the packet

to help guide your ideas.

Your essay should be 3 paragraphs including:

an introduction paragraph of at least three sentences,

one body paragraphs about beavers

an interesting conclusion.

Don’t forget to include:

Transition words to connect your ideas

Details to support each topic

Capitalization, correct Usage, Punctuation, Spelling (CUPS)

Interesting word choice

57

Reading & Writing Answer Key Grammar Reading & Writing

Day One 1. Powerful 2. Intentionally

Day Two

3. Ignorant 4. Miniscule

Day Three

5. Vertical 6. Scarce

Day Four

7. Modern 8. Repelled

Day Five

9. Rudely 10. Seldom

Day One

1. Watching whales 2. The beaver-watching tours Coco leads

3. Coco has spent a lot of time in the wetlands 4. Coco wishes that people would become more interested in beavers

5. Coco’s love for the wetlands and the beavers that live in it. 6. Answers may vary

Day Two

7. Catching sight of 8. So

9. Answers may vary 10. Answers may vary


Day Three

13. Flood 14. They solve this problem by bringing in beavers to build dams in the

river 15. "Anna and her parents stayed glued to the television set, nervously

listening to the weather reports." 16. Successful

17. The danger that villagers face from a river and what they do about that danger

18. Answers may vary

Day Four

19. Structures that hold back the flow of water

20. Although 21. Answers may vary



Day Five



58

MATH: Answer Key

DAY ONE: Spiral Review 1. 38 coins 2. 10 1/10 cups 3. 16,704 4. 27 5. Trapezoid 6. 0.421<4.21<42.1 7. 5 ½ hrs

8. 1 ⅗ or 1.6 9. 3.75 inches 10. 945.038

DAY ONE: Activity 1. Find the sum or the difference. Make sure your answer is in the simplest form.

a. 2 28/45 b. 23/26 c. 3 13/18 d. 2 1/2 e. 11/12 f. 1 9/10

2. 1 1/4 miles left 3. 1 720 pages 4. 2 7/12

DAY TWO: Spiral Review 1. 3,100 boxes 2. 2x5 or 1x10 3. 12 9/6 or 13 3/6 or 13 ½ 4. 36 mi 5. 0.340<0.67<0.9 6. 10 pictures 7. 24 8. 10 7/12 9. 3.4 10. 26.052

DAY TWO: Activity Answers Vary

DAY THREE: Spiral Review 1. 138 cds 2. 3 2/6 or 3 ⅓ 3. 49,915 4. Answers will vary 5. ⅚ tsp 6. 18 mi 7. The volume is 40 cm cubes, so yes he has

enough. 8. 6,513.563

9. 1/6

DAY THREE: Activity 1. 8 2. 6 cubes 3. 96 cubes 4. 24 cubic centimeters 5. 27 cubes 6. 5 cm 7. 192 cubic inches 8. A 9. D; 58 cubic centimeters

DAY FOUR: Spiral Review 10. $85 11. 10, 12.2 rules +2.2 12. 12,516 13. 4,000 m 14. Trapezoid 15. 2.036<2.1 7.89>7.68 16. 5 3/12 17. 1/14 (square is for a model) 18. 1x12 or 2x6 or 3x4 19. 0.26

DAY FOUR: Activity 1. subtraction $54.72 2. division 4 buses 3. addition 586 pages 4. division 10 feet 5. multiplication 3,156 golf balls 6. division 88 candies 7. multiplication $34.84 8. subtraction 454 games

DAY FIVE: Spiral Review 1. 390 r. 68 2. 9 3. 36,685 4. 3 m and 2 m 5. 17 11/12 6. 11 9/10 7. 2.62 ft 8. 4.05, 4.75 rules +0.7 9. 69.64

DAY FIVE: Activity Answers Vary

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