At-Home Learning Packet

Grade 5

Week 5: April 20 – April 24,

2020
April 20 - 24

Week 5 Monday Tuesday Wednesday Thursday Friday

Focus TEKS:
Narrative Nonfiction Text
5.8B analyze the relationships of and conflicts among the characters;
Realistic Fiction Writing

5.12A compose literary texts such as personal narratives, fiction, and poetry using genre
characteristics and craft

Learning Goal(s): I can analyze characters in a narrative nonfiction text. I can compose a realistic story.
Language Arts
We will be looking at Read Chapters 7-9 Read the narrative Read Chapters 10- Read a book of
Click HERE to get all narrative nonfiction of “Love, Amalia” in nonfiction article “The 12 of “Love, your choice or
the worksheets in one text this week and your HMH Ed. Think Space Rock” from Amalia” in your articles from Day 5
packet analyzing about this example Scholastic. Think HMH Ed. Using the on Scholastic’s
characters. Watch of a realistic story. about the characters Story Map you Website for 20
Students can log in to this video on Look over the rubric as you read. Answer created on minutes. Write a
HMH Ed. by logging narrative nonfiction for a realistic story. the questions about Tuesday, write out whole page
into their portal and to get started. Fill out the Story the characters and the first draft of response to the
clicking on the HMH Now read the article map to organize story that are written your realistic story. reading that
Ed. icon. “Energetic Emily” your own realistic on the sidelines of the Now, practice includes a summary
and answer the story draft. Now, article. Then complete spelling and writing of the text,
How to log into my questions. As you practice spelling and the Character Analysis words from other connection to the
HMH Ed. Reading read, make notes writing words from organizer. Read a languages on page text, and a question
about the character, other languages on book of your choice 234. Independent or wondering you
Emily on the page 233. Then, for 20 minutes. Writing for 20 have about the text.
organizer. Then complete minutes. Consider Then find a non-
read a book of your Independent Writing Checkpoint for writing about the fiction text that has
choice for 20 for 20 minutes. Understanding: How topic you are a related topic to
minutes. Consider writing do you analyze the thinking about. read and add to
about the topic you characters in a text? your response by
Checkpoint for are thinking about. Checkpoint for comparing the two
Understanding: How Understanding: texts.
do you analyze the Checkpoint for What is a realistic
characters in a text? Understanding: story? Checkpoint for
What topic will you Understanding:
write about for your How do you
realistic story? analyze the
 characters in a
text?

Alternate Reading Lesson: Read at least 50 minutes a day, discuss your reading with an adult, write a whole
page response to the reading that includes a summary of the text, connection to the text, and a question or
wondering you have about the text. Then find a non-fiction text that has a related topic to read and add to your
response by comparing the two texts.
 Energetic Emily

Energetic Emily
by ReadWorks

Emily, as usual, had been up since dawn. This morning, she skipped around the kitchen,
laying out forks, knives and napkins for breakfast to help her dad. She pushed the "on" button
on the coffee machine. She pulled the bread and eggs out of the refrigerator. And then she
waited.

Emily's dad was a writer who worked from home. Upstairs, she heard his alarm go off for the
third time. Finally, he plodded downstairs to the kitchen.

"Good morning, sunshine," he said, and smiled his groggy morning smile.

Emily was ready to get cooking. She grabbed two slices of bread. Then, getting a running
start, she ran and slid across the slippery kitchen floor. As she slowed to a halt in front of the
toaster, she deftly double-dunked the slices into their slots.

"Woo!" she yelled, stealing a glance at her dad to see if he'd glimpsed her smooth move. "And
the crowd goes wild!"

Emily's dad smiled and shook his head as he poured his coffee.

"I'm gonna call you 'Energetic Emily,'" he said. "That's your new nickname now."

"Why?" Emily asked.

ReadWorks.org · © 2014 ReadWorks®, Inc. All rights reserved.
 Energetic Emily

"Because you have a lot of energy!" he said. "That's what energetic means."

"Oh."

"Where do you get all of that energy, anyway?" he asked. "Certainly not from me. In fact, I
wish you could give me some of your energy, right in here." He pointed to his steaming coffee
cup.

Emily thought for a moment. "I don't know where I get it. What is energy, anyway?"

"Good question," said her dad. "Let's look up the definition." He pulled out his phone and
typed in the word.

"Energy," he read. "There are a few definitions. There's the physical or mental strength that
allows you to do work." He looked at the forks and knives arranged neatly around the table.
"Check. You've got that. Then, there's natural enthusiasm and effort." He smiled at her again.
"Yep, you've got that, Miss Toaster Olympics Champion." Emily giggled. "And there's the
usable power that comes from heat or electricity." He pointed to the toaster. "Like the kind
that's toasting our bread right now."

Emily paused to take this in. "So are they all the same thing? The energy that powers the
toaster and the energy that powers my amaaazing toaster tricks?"

"I don't think so," said Emily's dad. "But maybe you'd better check with Mrs. Nelson. And
report back to me. I want to know if I can plug you into the wall and power myself up for the
day."

Mrs. Nelson was Emily's fifth-grade teacher. That morning, Emily stopped by her desk on the
way to recess.

"Mrs. Nelson, where do you think my energy comes from?"

Mrs. Nelson looked confused. "Your energy?"

"Yes. My dad wants to know."

Mrs. Nelson threw back her head and whooped with laughter. "Ahhh-hahaha! I bet he does,"
she said. "We'll talk about this later in the year, but I'll give you a hint for now: it comes from
your food."

Later, in the lunchroom, Emily asked Mrs. Jacobs, the lunch-lady, what this meant.

ReadWorks.org · © 2014 ReadWorks®, Inc. All rights reserved.

 Energetic Emily

"Well," said Mrs. Jacobs, "I know that all food has calories, and calories are a way to measure
energy, the same way we use inches to measure length." She shrugged. "But I don't know
how all that energy ends up in our food in the first place. I guess you'd have to ask a farmer!"

As luck would have it, Farmer George came to the park near Emily's house every Thursday
afternoon to sell his tomatoes and apples. And today was Thursday.

Her dad liked Emily's idea of going to interview Farmer George about energy. "You're quite
the investigative journalist, Emily!" he said.

Farmer George was also delighted by Emily's question. "Burning calories of energy is what
keeps us all moving. We couldn't live without them!" he said. "And my plants work hard to
make those calories for you."

"Plants make energy? But how?" Emily asked, growing impatient. "I've been asking people all
day!"

"Why, they use the best things on Earth," Farmer George said. "Sunshine, fresh air and
water."

"But, how?"

"Well, plants are one of nature's energy factories. When the sun hits the leaves of say, a
tomato plant, that tomato plant starts up like a machine. It takes in carbon dioxide from the air
and water from the ground, and mixes them together. The heat from the sun helps to cook
this all up into sugar. And that sugar is then stored in the plant for us to eat. Some plants store
more calories than others, but they can all give you energy in the form of sugar." Farmer
George paused. "There's more to it than this, but that's the simple version. Does that answer
your question?"

Emily thought for a moment. "So, when I eat your tomatoes, I'm eating ... plant-made energy
created by the sun, the air and water?"

"You got it."

Emily turned to her dad.

"So all you have to do to get my energy is to eat your vegetables, Dad!"

Emily's dad laughed. "I wish it were that easy, Emily. But still, I think that's probably very good
advice."

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 Energetic Emily - Comprehension Questions

Name: ___________________________________ Date: _______________

1. Why is Emily's nickname "Energetic Emily"?
A. She gives her dad energy.
B. She has a lot of energy.
C. She is interested in energy.
D. She knows a lot about energy.

2. Emily asks questions throughout the story. What motivates Emily's questions to Mrs.
Nelson, Mrs. Jacobs, and Farmer George?
A. She wants to know what calories are.
B. She wants to know how plants grow.
C. She wants to know where energy comes from.
D. She wants to know where food comes from.

3. The word "energy" has different meanings. What evidence from the passage
supports this conclusion?

A. Emily's dad wishes he could have some of Emily's energy.

B. Emily gets an answer to the question, "Where does energy come from?"
C. Emily's dad tells her to ask her teacher about energy.
D. Emily's dad reads three definitions of energy from the dictionary.

4. How can Emily best be described?

A. curious
B. lazy
C. tired
D. kind

5. What is this passage mostly about?

A. how to make breakfast
B. the purpose of questions
C. energy and where it comes from
D. how food gives us energy

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 Energetic Emily - Comprehension Questions

6. Why does the author have Emily asks so many questions about energy?
A. so that the reader will become confused
B. to tell the reader something they probably know
C. to teach the reader facts about energy
D. to make sure the reader is paying attention

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

Emily asks Mrs. Nelson and Mrs. Jacobs where she gets her energy. _______, she
learns the answer from Farmer George.

A. For example
B. In contrast
C. Currently
D. Finally

8. What are calories?

9. What three things do plants use to make energy?

ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.

 Reading
Name Graphic Organizer
11

Characters
Title

Name Appearance

Traits Behaviors

Voice and Dialogue Thoughts and Emotions

Name Appearance

Traits Behaviors

Voice and Dialogue Thoughts and Emotions

Grade 5 Printable
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
 Name

Organization Ideas & Support Conventions

Score My story is crafted My writing • My sentence structure and word choice

4 with purposeful develops an contribute to the clarity of my story.
narrative structure engaging plot • My writing includes proper grammar, spelling,

Grade 5 • Writer’s Notebook

and moves logically with specific capitalization, and punctuation.
through plot details, including
elements. characters, setting,
and dialogue.

Score My story has a My writing • My sentence structure and word choice mostly
3 narrative structure develops a plot contribute to the clarity of my story.

© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

what is familiar to you and aim for 4s!

and moves through with specific • My writing has a few errors in grammar,
Realistic Story Rubric

most plot elements. details, including spelling, capitalization, or punctuation.

characters and
setting.

11.10
Score My use of narrative My writing does • My sentence structure and word choice may
2 structure may be not develop a weaken the clarity of my story.
weak. My story strong plot and • My writing may have errors in grammar, usage,
uses some contains few capitalization, and spelling that interfere with
elements of plot. details. its effectiveness.

Score My story has little My writing does • My sentence structure and word choice do not
1 narrative structure, not develop a plot contribute to the clarity of my story.
uses no narrative and has very few • My writing has many errors in grammar,
elements, and is details. spelling, capitalization, and punctuation.
hard to follow.
Use this rubric to develop and revise your draft realistic story. Remember to write about
Rubric

Module 11
 Drafting
Name

Story Map
Title

Setting

Characters
Protagonist:
Other Characters:

Conflict

1. Event

2. Event

3. Event

4. Climax

5. Falling Action

Resolution

Grade 5 • Writer’s Notebook 11.11 Module 11

© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
 Decoding
Name

Words from Other Languages

>  Read each sentence and look at the underlined word. Use a print or online dictionary
that shows pronunciations to look up the word. Circle the answer that shows how the
underlined word is pronounced.

1. A buffet is a table from which meals or refreshments are served.

bә-fā bә-fĕt

2. A wallet is a pocket-sized folding case that holds money.

wă-lā wŏl-ĭt

3. Crochet is a form of needlework that uses hooked needles.

krō-shā krō-shĕt

4. A chauffeur drives other people, usually in a fancy car.

chō-fәr shō-fәr

5. A chandelier is a decorative light fixture hung from the ceiling.

chan-dә-lîr shăn-dә-lîr

6. To chasten means to correct or discipline by punishment.

chā-sәn shā-sәn

7. A plague is a highly infectious disease epidemic.

plāg plāg-wā

8. To segue is to transition to another part of a piece of music.

sĕg sĕg-wā

9. An epilogue is a concluding section at the end of a work of literature.

ĕp-ә-lôg ĕp-ә-lôg-wā

Module 11 • Week 2 233 Grade 5

© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
 Decoding
Name

Words from Other Languages

>  Read each sentence and look at the underlined word. Use a print or online dictionary
to look up the word. Circle the answer that shows how the underlined word is
pronounced.

1. Collage is a French word. A collage is a compilation of materials pasted on a surface.

kō-läzh kō-lŏj

2. Armada is a Spanish word. An armada is a fleet of warships.

är-mă-dă är-mä-dә

3. Premiere is a French word. A premiere is the first performance of a play or movie.

prĭ-mî-âr prĭ-mîr

4. Guacamole is a Spanish word. Guacamole is a dip made of mashed avocado.

gwŏk-ә-mō-lē gwŏk-ә-mōl

5. Depot is a French word. A depot is a railroad or bus station.

dē-pō dē-pŏt

6. Tortilla is a Spanish word. A tortilla is a flat disk of bread, usually made of corn or flour.
tôr-tē-yә tôr-tĭl-ә

7. Umbrella is an Italian word. An umbrella provides protection from rain.

ŭm-brĕ-yә ŭm-brĕl-ә

8. Garage is a French word. A garage is an indoor place to keep your car.

gә-räzh gә-rĭj

9. Garbage is not a word taken from another language. Garbage is a synonym of trash.
gәr-bäzh gär-bĭj

Module 11 • Week 2 234 Grade 5

© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
 SPACE
Fiction

The

UP
CLOSE Characters’ Motivation In this story,
a family has to make an important decision.
Think about why they make the choice they do.

1
ROCK What would you do Ô
CONTEXT CLUES
if a rock worth $7 million What do you think
a ghost town is?

landed in your yard?

By Roland Smith | Art by Gary Hanna

W
e live on a farm near the town of Rock Creek. My daddy
was born and raised on the farm. So was his daddy and his
daddy’s daddy.
I guess you could say we’ve been here just about forever,
tryin’ to make a go of it. It’s hard, though. Lots of folks have
given up and moved away, sayin’ Rock Creek would be a ghost town soon.
Daddy laughed at that. “Ghosts make fine enough neighbors,” he said.
AMERICANSPIRIT/DREAMSTIME.COM (FARM); DORN1530/SHUTTERSTOCK.COM (GHOST TOWN)

“All I ever wanted was this farm and a good family. I’m staying put.”
The day the rock fell from outer space, I was feelin’ sorta blue. It was
the Thanksgiving holiday and the truck was busted, so we couldn’t go
nowhere. Mama and Daddy were worried about money. My sister had a
new boyfriend. My twin brother was in our room sleepin’.
I moped into the kitchen and found Mama cleanin’ the cupboards out.
That’s what she always did when we had money troubles. You don’t bother Ô
IDENTIFYING
Mama when she’s cleanin’ the cupboards. I went to my sister’s room. She
A PROBLEM
was on her bed talking on the phone. She told me to git. What does sorta
I wandered outside to the barn to talk to Daddy, but he was talkin’ to blue mean? Why
his truck. You don’t disturb Daddy when he’s talkin’ to his truck. I walked does Karl feel
back outside and called The Dog (that’s his real name). He didn’t come. that way?

2
 Ô
AUTHOR’S CRAFT
See how it was? Just one of those blue wintery days that go on forever.
I walked down to the frozen creek where I found The Dog sittin’ under
How does the an oak tree starin’ up at a tired raccoon. I grabbed his collar and pulled him
author help you away and told him he shouldn’t be chasin’ poor ol’ raccoons.
hear what happens We were standin’ there, The Dog and me, when I heard it.
in the following
Boom! Then whump-whump-whump like a flat tire, but louder. Something
lines?
passed overhead—like a thundercloud moving a million miles an hour.
Bam! Thunk-thunk-thunk.
Next came a deep quiet, like the Earth and everything on it was holdin’
its breath. I looked down at my hand. I still held The Dog’s collar, but The
Dog was no longer in it. He had wiggled loose, and I hadn’t even noticed.

M
y legs were shakin’ so bad I barely made it up the bank. I heard Mama
and Daddy  hollerin’  for me, but I was too tongue-tied to holler back.
Mama was the first to reach me. “What happened?”
I still couldn’t seem to talk. I pointed at the brown gash in the snow that

Ô covered the back field.

Daddy showed up, huffin’ and puffin’. He looked at me. “You OK?”
My sister came along next, shivering, rubber boots up to her bony knees.
“What did you do?”
I was still pointing. Daddy stared at the gash layin’ across the field, then he
started following it. We followed a few steps behind. The gash ended at what
looked like a large black rock, half buried in the frozen dirt.
“Airplane must have broke up,” Daddy said. “Lucky it didn’t hit the house.”
“Lucky it didn’t hit Karl,” Mama said. She and Daddy stared at me with
a  peculiar  look. Suddenly, Daddy picked me up and held me tight like he
hadn’t done since I was a little boy. I didn’t try to wriggle free.
“Space rock,” Brother said. We hadn’t even seen him walk up. He yanked
Write
your own off one of his mittens with his teeth and pulled a magnet out of his pocket.
question about
anything on (Only Brother would have a magnet in his pocket.) He got down on his knees.
these pages! “Don’t touch that,” Mama said.
He ignored her and stuck the magnet on the rock. The magnet stood

Ô
CHARACTER
straight up like a soldier at attention. “Meteorite,” he said.
“A meteor?” Daddy asked in amazement.
“Meteor-ite,” Brother corrected him. “Meteors are what you see streaking
ISTOCK/GETTY IMAGES (DOG); SHUTTERSTOCK.COM (ALL OTHER PHOTOS)

What do these across the sky. When they hit the Earth’s atmosphere, they break up and
details tell you
about Brother?
become meteorites. There was a meteor shower last night. That’s why I was up
so late. I bet I saw a thousand of them.”
We all looked up at the winter sky. Then Brother pointed to the space
rock. “What are you going to do with it?”
“I’ll have to pull it out,” Daddy said. “I hope it don’t break the tractor.”
Brother chuckled. “I don’t think you’re going to have to worry about the
tractor anymore. That meteorite is probably worth a million dollars.”
Daddy stared at Brother like he had lost his mind.

3
P Ô
eople came by every day. Reporters, scientists, people from town.
Sometimes they showed up in the middle of the night. “I know it’s kind of
late,” they’d say. “But we just drove 800 miles to see your meteorite . . . ” CHARACTER
Daddy never complained. He would just smile and take them to the barn, What kind of
people are Mama
where we had put the big rock. And if they seemed hungry, Mama fed them.
and Daddy?
I started writing a poem about our rock from outer space.
There’s a space rock in our barn
that fell to Earth upon our farm.
I didn’t get very far because Daddy couldn’t seem to make up his mind
about what to do with it. We’d find him sittin’ in the barn for hours at a time
just starin’ at the rock all quiet and serious.
It weighed 937 pounds and 4 ounces and pretty much everybody wanted
to buy it. Someone offered Daddy 2 million dollars, then someone else offered
3 million. Then a man in a big black limousine said he’d pay 5 million. Daddy
just smiled. “That’s an awful lot of money, sir, but I think I’ll have to pass.”
Sister and Brother said he was just holdin’ out for a better price. I wasn’t so
sure. I had a feelin’ he had something different on his mind.

W Ô
e did make money selling tiny meteorites. Brother said that when a
meteorite falls, little chunks of rock fly off and scatter all around. He
talked Daddy into buying a couple of metal detectors. We went out FIGURATIVE
every day and roamed the farm, picking up buckets of little stars. LANGUAGE
About three months after the big rock fell, Daddy called us into the barn. Why does Karl call
Sittin’ on the rock was a little white wooden box with a small slit in the top. the meteorites “little
stars”?
Brother picked it up and shook it. “It’s empty. And the lid’s nailed shut.”
“That’s right.” Daddy said. Then he turned to us all. “Let’s go for a walk.”
We traipsed through the crunchy snow to the back field. “If that meteorite
had gone a thousand yards farther,” Daddy said, “it would have landed on the
Johnsons’ place. Two miles north, it would have landed right smack in the
middle of town.” He shook his head sadly. “That could have been real bad.”
He looked at us all in turn. “But that meteorite fell on our land,” he said.
“And now a museum wants to pay us 7 million dollars for it.”
That was too much money for us to wrap our minds around.
“We got two choices,” Daddy said. “We can sell it, or we can keep it.”
“We can’t keep it,” Mama said. “I like meeting new people, but we can’t
have them coming here at all hours of the day and night.”
Daddy smiled at her. “I agree. What I propose, if we decide to keep it, is
to move the meteorite into town. This rock has already brought lots of visitors
to Rock Creek, and they’re still comin’. The mayor said it’s been mighty good
Ô
CHARACTER’S
business for the hotel and all the stores. She said they’ll build a little museum MOTIVATION
around our rock and we can go see it anytime we want.” Why does Daddy
propose to move
“And we would get nothing?” Sister asked. the meteorite
“Rock Creek is broke,” Daddy said. “They can’t afford to pay us.” He into town?
looked at Brother. “How many of those little meteorites have we sold?”

4
 Ô
INFERENCE
“Close to 600,” Brother answered. “We have at least twice that many left.”
Daddy looked back at Sister. “You got yourself a car?”
How did Karl and “Yes, sir.”
his family get a Daddy looked at Mama. “You got yourself some new cupboards?”
car, cupboards, “They’re beauties,” Mama answered.
and a telescope? Daddy looked at Brother. “You got yourself that telescope?”
Brother nodded. Then Daddy looked at me. “And as soon as summer comes
we’re gonna put an addition on the house?”
“A room of my own,” I said.
“We’ve paid down what we owe on the farm,” Daddy went on. “We’ve
saved money for college. My truck is fixed. The point is that the meteorite has
done us a lot of good.” He looked down and kicked at the dirt. Then he looked
up. “I believe that getting what you need out of something is better than getting
all that you can out of something.”
None of us said a word.

Ô
INFERENCE
“But it’s not just up to me,” he said. “The space rock belongs to the whole
family. Here’s what we’re gonna do.” He handed each of us a tiny meteorite and
kept one for himself. “Go to the barn one at a time. If you think we
What might Karl, should keep the space rock in town, put your meteorite in the box. I’ll go last.
Brother, Sister, If there aren’t five meteorites in there, we’ll sell the big rock, no questions asked.”
and Mama be
thinking about Brother went first, then me, Sister, and Mama. Then we sat in the kitchen
right now? waiting. Finally, Daddy came in. He set the box down and pried the lid off, then
without lookin’ he reached inside and pulled out the first meteorite.
“One,” we all said out loud. He reached in again.
“Two . . . three . . . four . . .”
Ô
THEME
Daddy felt around inside the box, pulled his hand out and opened it.
“Five,” he said quietly.
Find a sentence There’s a space rock in our barn
Daddy says on this that fell to Earth upon our farm.
page that means the People came from near and far
same thing as these to see our piece of shooting star.
lines.
In the end we had to free it
because our family didn’t need it.
There’s a space rock in our town—
it stopped the ghosts from coming around.
People come from miles away
to see the rock that will always stay. n

WRITE TO WIN
Imagine you are Karl. Write a letter to the mayor of Rock Creek, telling her
your decision about the space rock and why you made that choice. Send
SHUTTERSTOCK.COM

it to “Rock Contest” by February 1, 2018. Ten winners will each receive a FIND AN
ACTIVITY
CREDITS TK

copy of Cryptid Hunters by Roland Smith. See page 2 for details. ONLINE!

5
 Reading
Name Graphic Organizer
11

Characters
Title

Name Appearance

Traits Behaviors

Voice and Dialogue Thoughts and Emotions

Name Appearance

Traits Behaviors

Voice and Dialogue Thoughts and Emotions

Grade 5 Printable
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
April 20 - 24

Week 5 Monday Tuesday Wednesday Thursday Friday

Focus TEKS: 5.3(E) solve for products of decimals to the hundredths, including situations involving money,
using strategies based on place-value understandings, properties of operations, and the relationship to the
multiplication of whole numbers

Learning Goal(s) I can use a variety of methods, including models, repeated addition, properties of
multiplication, estimation and reasoning to solve for products of decimals to the hundredths place.

Click here to view all printable pages at once.

Mathematics 1. Activity 1 1. Activity 2 1. Activity 3 Students 1. Activity 4 1. Activity 5
Students will Students will will use area models Students will Students will
Math Student review practice to multiply a tenth by examine the review multiplying
Overview Page multiplication of multiplication with a tenth. relationship with decimals with
decimals as decimals using between place a fun “Math Lib”
related to money models and Checkpoint for value and factors. activity.
Click Here and repeated estimation. Understanding #3
addition.. Checkpoint for Checkpoint for
Checkpoint for Understanding #4 Understanding #5
Checkpoint for Understanding #2
Understanding #1
5.3(E) solve for products of decimals to the hundredths, including situations involving
money, using strategies based on place-value understandings, properties of operations,
and the relationship to the multiplication of whole numbers

Dear 5th Grade Student,

This week we will be reviewing multiplication with decimal numbers.

Take a look at the following: What do you notice? What do you know about the answer to the
bottom problem? Should it be greater than or less than the top product?

1 x 12 = 12

0.4 x 12 = ?

Remember that multiplying decimals and whole numbers can also be thought as repeated
addition:

0.4 x 12 means “4 tenths twelve times” or “0.4 + 0.4 + 0.4 + 0.4 …

and so on until we have 12 groups”

Remember we can multipliply a tenth by a tenth and take a “piece of a piece” by using an
area model:

The answer is the overlapped squares = 0.10

Have fun reviewing multiplying with parts of a whole (decimal numbers!)

 5.3 (E)
Day 1 Activity: Multiplication as Repeated Addition

1. Draw a model for the following: $2.45 (two dollars, four dimes, 5 pennies)

2. Now model $2.45 x 3. Think about what this would look like: (3 groups of above)

3. Now solve this using repeated addition: 2.45 + 2.45 + 2.45 =

4. Now solve using multiplication: 2.45 x 3. What do you notice?

 5.3 (E)
Day 1 Check for Understanding

Margee is going to the store. She wants to buy three notebooks. Each notebook costs
$1.29. If she has $5.00, will she have enough (NO tax considered)?

Action Work and Answer

1. Restate the problem in

your own words:

2. Draw and label the

problem:

3. How much will the

notebooks cost in all?
(no tax)

4. Does she have

enough?

5. Could you use

estimation to solve this
problem? How?
 5.3 (E)
Day 2 Activity

1) Kipton has a digital scale. He puts a marshmallow on the scale and it reads 7.2 grams. How
much would you expect 12 marshmallows to weigh? Why?
Picture Estimate Solution

2) Makayla ran 2.3 miles on Monday. She was 4 times as much over the weekend. How much
did she run over the weekend?
Picture Estimate Solution

Grade 5, Lesson 4: Multiplying and Dividing Decimals by Whole Numbers

Unless otherwise noted, ​SFUSD Math Core Curriculum​ is licensed under the ​Creative Commons Attribution 4.0 International License
 5.3(E)
Day 2 Check for Understanding

1.Which answer makes sense for the problem 5.34 multiplied by 4?

21.46 214.6 2.146

Justify your response:

2.Which answer makes sense for the problem 53.4 multiplied by 4?

21.46 214.6 2.146

Justify your response:

3.How can estimation help you multiply with decimals?

 5.3(E)
Day 3 Activity
 5.3(E)
Day 3 Check for Understanding

1. Multiply using the area model on the hundredth grid:

0.3 x 0.8 0.4 x 0.2 0.6 x 0.5

= = =

2. How is each product related to the factors?

3. Why is the answer smaller than the two factors?

4. Explain how to answer 0.7 x 0.3 without using an area model:

 5.3 (E)
Day 4 Activity

1.
Problem Quick Model Solve/Product

13 × 2

1.3 × 2

1.3 × 20

0.13 × 2

0.13 × 20

1.3 × 200

2. What do the products have in common? What patterns do you see? 

 
 
 5.3 (E)
Day 4 Check for Understanding

1.Use what you know about 23 times 14 to solve the following problems:

23 x 14 =

Match the following:

1. 1.4 x 23 A. 3.22
2. 14 x 2.3 B. 0.322
3. 2.3 x 0.14 C. 32.2

How do you know your answers are correct?

2.Kojen says that multiplying decimals is different from multiplying whole numbers
because the answers (products) are not the same. Keanna says multiplying decimals
and multiplying whole numbers is the same because the digits in their product are the
same, just with different decimal placement. Who do you think is right? Justify your
response. (Use the above problems as an example if needed.)
 5.3 (E)
Day 5 Activity

Math Lib
Replace the following blanks to complete your math activity! Have fun!
1.

______________ was a fantastic ______________. They decided to _____________

(Noun-Person) (Noun-thing) (Verb-action)

for _____________ hours each week. What was the total amount of _____________ing
(whole number >1) (same verb-action)

they did after 3.5 weeks?

2.

______________ was a fantastic ______________. They decided to _____________

(Noun-Person) (Noun-thing) (Verb-action)

for _____________ hours each week. What was the total amount of _____________ing
(decimal number) (same verb-action)

they did after 3.5 weeks?

3.
What was the difference in the two problems? Did you notice a difference in your
answers?
 5.3(E)
Day 5 Check for Understanding

Part 1:

A. Will the product be greater or less than  B. Will the product be greater or less than 
each factor? How do you know?    each factor? How do you know? 
   
14.3 × 0.9   56.9 × 2.1   
   
 

Part 2:

1) Draymond Green averaged 5.1 field goal shot attempts per game. Stephen Curry averaged
10.2 field goal shot attempts per game. How many times as many field goal shot attempts per
game did Stephen Curry average as Draymond Green?

‘
2) Luis raised $45.75 for the animal shelter and Anthony raised 3 times as much money as
Luis raised. How much money did Anthony raise?

Grade 5, Lesson 5: Multiplying and Dividing Decimals by Decimals

Unless otherwise noted, ​SFUSD Math Core Curriculum​ is licensed under the ​Creative Commons Attribution 4.0 International License
 Answer Key

Day Answers

1 Activity
1. Answers may vary. Money models showing two dollars and 45 cents.
2. Answers may vary, Three groups of the money model $2.45
3. $7.35
4. 7.35, answer is the same as repeated addition.
Check for understanding
1. Answers will vary.
2. Answers will vary, 3 notebooks labeled $1.29 each. $5 total.
3. $3.87
4. Yes, she has $5.00 and it cost $3.87 total.
5. Yes, Answers vary.

2 Activity
1. P: Answer Varies
E: Answer Varies
S: 86.4
2. P: Answer Varies
E: Answer Varies
S: 9.2
Check for understanding
1. 21.46, 5 x 4 = 20
2. 214.6, 53 x 4 = 212
3. Answers vary.

3 Activity
​All shading varies.​ ​0.3 x 0.7 = 0.21, 21 out of 100 squares
0.4 x 0.6 = 0.24, 24 out of 100 squares
0.6 x 0.3 = 0.18, 18 out of 100 squares
0.7 x 0.7 = 0.49, 49 out of 100 squares
0.9 x 0.8 = 0.72, 72 out of 100 squares
Check for understanding
1. 0.24, 0.08, 0.30
2. Answers vary, products are factors multiplied.
3. Answers vary, but factors are less than a whole
4. Answers vary, 7 x 3 = 21

4 Activity
1.Quick models may vary. 13 x 2 = 26 0.13 x 2 = 0.26
1.3 x 2 = 2.6 0.13 x 20 = 2.6
1.3 x 20 = 26 1.3 x 200 = 260
2.Answers vary.
Check for understanding
1. 23 x 14 = 322, 1=A, 2=C, 3=B
2. Answers vary. Either can be justified. Digits stay the same and get multiplied like whole numbers,
but place value changes.

5 Activity
1. Answers vary. 3.5 x whole number chosen.
2. Answers vary. 3.5 x decimal number chosen.
3. Answers vary. 3.5 was multiplied by a whole number and then a decimal.
Check for understanding
Part 1: A. Less, 0.9 is less than one. Product is 12.87
B. Greater, 2.1 is bigger than one. Product is 111.49
Part 2: 1. 52.02 2. $137.25
April 20 - 24

Week 5 Monday Tuesday Wednesday Thursday Friday

Focus TEKS: 5.9A Observe the way organisms live and survive in their ecosystem by interacting with the living
and non-living elements.

Learning Goal(s): I can…

1. Explain the difference between a population, ecosystem, habitat and biome
2. Identify the different characteristics that make up a biome
Science 3. Tell the different biomes by their descriptions and locate them on a world map
4. Recognize the food web of a biome based on the organisms that live & survive within it

Activity: Activity: Activity: Activity: Activity:

Read ScienceSaurus Plant Structure and Read ScienceSaurus Plant Structure and Read ScienceSaurus
Environments & Function Foldable Environments & Function Foldable Environments &
Ecosystems pp 128-129 Ecosystems pp 128-129 Ecosystems pp 128-129
Part 2: Part 4:
Complete Habitats, Read and match Complete Habitats, Read and match Complete Habitats,
Ecosystems and plant parts with their Ecosystems and Biomes ecosystem names Ecosystems and
Biomes function and with their Biomes
KEY
adaptation. descriptions. Write
KEY Checkpoint for ecosystem KEY
Checkpoint for Checkpoint for Understanding: descriptions and Checkpoint for
Understanding: Understanding: plant adaptations in Understanding:
What do populations,
What are the your foldable.
What do populations, ecosystems and What do populations,
functions of the 4
ecosystems and main parts of a habitats have to do Checkpoint for ecosystems and
habitats have to do plant? with each other? Understanding: habitats have to do
with each other? with each other?
Describe what a
leaf looks like in a
rainforest
compared to a leaf
in the desert.