4th Grade Packet 6/1/20

PACKETS FOR COMING WEEKS:

June 8th: Packets will have some end of year review activities so teachers can do a check in on skills as we end the year and plan for next year. Last week, we used the word “assessment” which may have been misleading. These will just be summary exercises, nothing high-stakes or required since grading will not be completed in the traditional sense this year, and to honor the different ways in which many students and families are able to access learning right now.

June 15th: Packets will feature fun activities such as “field day” PE games.

REPORT CARDS:

Report cards will be available in Family Access/Skyward on June 19th. Visit the continuous learning website ( https://bit.ly/ElemRC619 ) for directions on how to access. Report cards will not show number grades for this trimester, but will have comments from teachers.

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Write the fraction or mixed number and the decimal shown by the model.

Step 1 Count the number of shaded squares in the model and the total number of squares in the whole model.

Number of shaded squares: 53

Total number of squares: 100

Step 2 Write a fraction to represent the part of the model that is shaded.

Number of shaded squares ______________________ Total number of squares

= 53 ____ 100

The fraction shown by the model is 53 ____ 100

.

Step 3 Write the fraction in decimal form.

Think: The fraction shown by the model is 53 ____ 100

.

0.53 names the same amount as 53 ____ 100

.

The decimal shown by the model is 0.53.

The fraction and decimal shown by the model are 53 ____ 100

and 0.53.

Write the fraction or mixed number and the decimal shown by the model.

1.

2.

Relate Hundredths and DecimalsOBJECTIVE Record hundredths as fractions and as decimals.

LESSON 73

Number and Operations–Fractions 145

1

0100

10100

20100

30100

40100

50100

60100

0 0.10 0.20 0.30 0.40 0.50 0.60

4.20 4.30 4.40 4.50 4.60 4.70 4.80

4 4 4 4 4 4 420100

30100

40100

50100

60100

70100

80100

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Write the fraction or mixed number and the decimal shown by the model.

1.

2.

3.

4.

Write the fraction or mixed number as a decimal.

5. 37 ____ 100

6. 8 11 ____ 100

7. 98 ____ 100

8. 25 50 ____ 100

9. 6 ____ 100

Problem Solving

10. There are 100 pennies in a dollar. What fraction of a dollar is 61 pennies? Write it as a fraction, as a decimal, and in word form.

11. Kylee has collected 100 souvenir thimbles from different places she has visited with her family. Twenty of the thimbles are carved from wood. Write the fraction of thimbles that are wooden as a decimal.

77 ____ 100

; 0.77

Think: The whole is divided into one hundred equal parts, so each part is one hundredth.

146 Lesson 73

Relate Hundredths and Decimals

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Write the total money amount. Then write the amount as a fraction and as a decimal in terms of a dollar.

Step 1 Count the value of coins from greatest to least. Write the total money amount.

$ 0.25 $ 0.35 $ 0.40 $ 0.45 $ 0.50

Step 2 Write the total money amount as a fraction of a dollar.

The total money amount is $0.50, which is the same as 50 cents.

Think: There are 100 cents in a dollar.

So, the total amount written as a fraction of a dollar is: 50 cents __________ 100 cents

= 50 ____ 100

Step 3 Write the total money amount as a decimal.

Think: I can write $0.50 as 0.50.

The total money amount is 50 ____ 100

written as a fraction of a dollar, and 0.50 written as a decimal.

Write the total money amount. Then write the amount as a fraction or a mixed number and as a decimal in terms of a dollar.

1. 2.

Relate Fractions, Decimals, and MoneyOBJECTIVE Translate among representations of fractions, decimals, and money.

LESSON 74

Number and Operations–Fractions 147

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Write the total money amount. Then write the amount as a fraction or a mixed number and as a decimal in terms of dollars.

1.

2.

Write as a money amount and as a decimal in terms of dollars.

3. 25 ____ 100

4. 79 ____ 100

5. 31 ____ 100

6. 8 ____ 100

7. 42 ____ 100

Write the money amount as a fraction in terms of dollars.

8. $0.87

9. $0.03

10. $0.66

11. $0.95

12. $1.00

Write the total money amount. Then write the amount as a fraction and as a decimal in terms of dollars.

13. 2 quarters 2 dimes

14. 3 dimes 4 pennies

15. 8 nickels 12 pennies

Problem Solving 16. Kate has 1 dime, 4 nickels, and 8

pennies. Write Kate’s total amount as a fraction in terms of a dollar.

17. Nolan says he has 75 ___ 100 of a dollar. If he only has 3 coins, what are the coins?

$0.18, 18 ____ 100

; 0.18

148 Lesson 74

Relate Fractions, Decimals, and Money

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0.0 0.300.200.10

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Alfie found 0.2 of a dollar and Gemma found 0.23 of a dollar. Which friend found more money?

To compare decimals, you can use a number line.

Step 1 Locate each decimal on a number line.

Step 2 The number farther to the right is greater.

0.23 > 0.2, so found more money.

To compare decimals, you can compare equal-size parts.

Step 1 Write 0.2 as a decimal in hundredths.

0.2 is 2 tenths, which is equivalent to hundredths.

0.2 =

Step 2 Compare.

23 hundredths 20 hundredths.

so 0.23 > 0.2.

So, found more money.

Compare. Write <, >, or =.

1. 0.17 0.13 2. 0.8 0.08 3. 0.36 0.63 4. 0.4 0.40

5. 0.75 0.69 6. 0.3 0.7 7. 0.45 0.37 8. 0.96 0.78

Compare DecimalsOBJECTIVE Compare decimals to hundredths by reasoning about their size.

LESSON 75

Gemma

Gemma

is greater than

20

0.20

Number and Operations–Fractions 149

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0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.9 1.00.8

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Compare. Write <, >, or =.

1. 0.35 0.53 2. 0.6 0.60 3. 0.24 0.31

4. 0.94 0.9 5. 0.3 0.32 6. 0.45 0.28 7. 0.39 0.93

Use the number line to compare. Write true or false.

8. 0.8 > 0.78

9. 0.4 > 0.84

10. 0.7 < 0.70

11. 0.4 > 0.04

Compare. Write true or false.

12. 0.09 > 0.1

13. 0.24 = 0.42

14. 0.17 < 0.32

15. 0.85 > 0.82

Problem Solving 16. Kelly walks 0.7 mile to school.

Mary walks 0.49 mile to school. Write an inequality using <, >, or = to compare the distances they walk to school.

17. Tyrone shades two decimal grids. He shades 0.03 of the squares on one grid blue. He shades 0.3 of another grid red. Which grid has the greater part shaded?

Think: 3 tenths is less than 5 tenths.

So, 0.35 < 0.53

<

150 Lesson 75

Compare Decimals

0 1 2 3 4

5 6 7 8 9

PairsGreatest Decimal Game27Mix cards well and place them face down in an array.

1. 1 Pick any 2 cards.

2. Use the numbers to make a decimal on your game mat.

3. 2 Repeat Steps 1 and 2.

4. Compare the decimals. The player with the greater decimal scores 1 point.

5. Mix the Game Cards, place them face down in an array, and play again.

6. Summarize In this game, what is the greatest possible decimal? What is the least possible decimal?

Start Use Game Cards 0–9.

Each partner makes a game mat like the one below.

Unit 7: Fractions and Decimals Use after Unit 7, Lesson 10.

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Lesson 13

Students read text closely to determine what the text says.

Making a Difference for ImmigrantsPeople have been immigrating to America for hundreds of years. They have come

for adventure, wealth, work opportunities, and to escape persecution. Often that’s what they have found. They also often found themselves in unfamiliar surroundings and among people who didn’t want them here. One inspiring company went out of its way to make life better for immigrants.

In the late nineteenth century, young John Michael Kohler immigrated to the United States from Austria with his family. Kohler grew up and married a woman whose father co-owned a successful business in the steel and iron works industry. Kohler then purchased the business from his father-in-law in 1873, and the Kohler Company was founded. The company soon manufactured bathtubs and bath fixtures near Sheboygan, Wisconsin, and continues to do so today.

Kohler needed a great many workers to make all those bathtubs, sinks, and toilets! Unlike many other companies of that time, which exploited immigrants for labor, the Kohler Company tried to provide a better life for its employees.

Many of Kohler’s workers were Austrian immigrants, just like John Michael Kohler was. The company emphasized worker safety, medical care, and good wages. One of the company’s priorities was to ensure that Kohler employees not only had pleasant working conditions but also decent living conditions. Kohler began transforming the Village of Kohler into one of the first planned communities in the Midwest. The town had many attractive features: green spaces, single and two-family homes, recreational facilities, and a school. Creating a company town helped the Kohler business attract and keep a stable workforce.

The Kohler Company still wanted to do more so it built the American Club, a dormitory for immigrant employees. Housing costs were minimal. Many unmarried Kohler employees stayed there until they saved enough to buy a house and send for their families. Employees took lessons in English, American history, and civics. Immigrant workers got a day off and transportation to the courthouse as a first step toward becoming citizens. Between 1900 and 1930, the Kohler Company helped at least 1,200 immigrant workers become citizens.

Immigrants may have very different reasons for coming here, but most arrive with high hopes. The Kohler Company made a difference in the lives of its immigrant workers who were trying to make a new and better life in a foreign land.

Sleuth Work

Unit 4 • Module B • Lesson 13 • 397

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Lesson 13

Students read text closely to determine what the text says.

Gather Evidence Underline the advantages that the Kohler Company employees had that many other immigrant workers in the United States did not.

Gather Evidence: Extend Your Ideas Circle the event from his past that motivated Kohler to make a better life for his employees.

Ask Questions Write two questions you would ask a historian about conditions for immigrants during this time period.

Ask Questions: Extend Your Ideas Write an additional question about immigrants that is answered in the text. Place brackets around the answer in the text.

Make Your Case What was the best thing John Michael Kohler did for his immigrant workers? Write a detail from the text that reflects your opinion.

Make Your Case: Extend Your Ideas Use additional evidence from the text to support your opinion. Discuss your results with a partner.

Sleuth Work

398 • Unit 4 • Module B • Lesson 13

RGEN16_RWJTG_G5_U4BL13.indd 398 21/04/15 11:49 AM

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Lesson 6

Students apply grade-level phonics and word analysis skills.

Word Analysis

Word FamiliesDIRECTIONS For each word family, identify the base word and write it on the line.

1. marvelous, marveling, marveled

2. breakable, unbroken, breaker

3. reclaim, disclaimer, unclaimed

4. personality, personable, personify

5. astonishing, astonishment, astonished

6. darken, darkly, semidarkness

7. speedy, speeding, speediest

8. watchful, unwatchable, watching

9. useful, misuse, uselessly

10. growth, grower, outgrow

DIRECTIONS Read each base word and its definition. Then write a word that belongs in the same word family.

11. imagine: to picture in one’s mind

12. blend: to thoroughly mix together

13. year: a period of 365 days

14. fragrance: a pleasant odor

15. regret: to feel sorry or disappointed

16. choose: to select

17. take: to get possession of

18. place: an area of space with boundaries

19. little: small in size or amount

20. good: positive

Unit 4 • Module B • Lesson 6 • 377

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Lesson 11

Word Analysis

Students apply grade-level phonics and word analysis skills.

Compound WordsDIRECTIONS Draw a line between the smaller words in each compound word. Then write the smaller words on the line.

1. breathtaking

2. nonetheless

3. faceoff

4. powerboat

5. paperweight

6. afterthought

7. workstation

8. cartwheel

9. sinkhole

10. counterclockwise

DIRECTIONS Each compound word below has a meaning that cannot be determined from the meanings of the smaller words it contains. Using a dictionary or glossary as needed, write a sentence for each word that reveals its meaning.

11. dashboard

12. backlog

13. playbill

14. sidestep

15. brainchild

390 • Unit 4 • Module B • Lesson 11

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