WEEK 8 – DAY 1 · 5/4/2020 · WEEK 8– DAY 2 (PE Activity Log each day) Worksheet to Complete...
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Hi Families! Attached is a list of academic requirements for our at-home school days. Assignments are expected to be submitted daily (unless otherwise indicated). If your family has an extenuating circumstance regarding work submission, please reach out and let us know so that we can make an alternate plan. Also, please remember that we are available to answer questions and provide academic support via email between the hours of 8:30 AM and 3:30 PM. Please see attached for day by day instructions and worksheets. Links needed include: www.ixl.com, www.youtube.com, www.google.com for work to be submitted via google docs) and Google Earth. All work can be submitted via Google Docs or Google Slides and/or a photograph of the work can be sent to the assigning teacher. Work needs to be submitted daily for attendance purposes. If work cannot be completed on the day that it is assigned (example- your child needs to be at a grandparent's house or you have multiple children using one computer), please contact your child's teacher and let them know when the work will be completed. We must monitor continued progress of student achievement in these unprecedented times. MOT Student Active Lifestyle Activity Log: Complete the log each day by recording the physical activities you took part in, along with the number of minutes you spent on the activity. If you are not active for a day you do not need to record anything on the log. Please print the activity log to complete or record your on chart on a piece of paper. Upon our return to school, please bring these in for Mr. Baynard in order to receive credit.
Transcript of WEEK 8 – DAY 1 · 5/4/2020 · WEEK 8– DAY 2 (PE Activity Log each day) Worksheet to Complete...
Hi Families! Attached is a list of academic requirements for our at-home school days. Assignments are expected to be
submitted daily (unless otherwise indicated). If your family has an extenuating circumstance regarding work submission,
please reach out and let us know so that we can make an alternate plan. Also, please remember that we are available to
answer questions and provide academic support via email between the hours of 8:30 AM and 3:30 PM.
Please see attached for day by day instructions and worksheets. Links needed include: www.ixl.com, www.youtube.com, www.google.com for work to be submitted via google docs) and Google Earth.
All work can be submitted via Google Docs or Google Slides and/or a photograph of the work can be sent to the assigning
teacher. Work needs to be submitted daily for attendance purposes. If work cannot be completed on the day that it is
assigned (example- your child needs to be at a grandparent's house or you have multiple children using one computer),
please contact your child's teacher and let them know when the work will be completed. We must monitor continued
progress of student achievement in these unprecedented times.
MOT Student Active Lifestyle Activity Log: Complete the log each day by recording the physical activities you took part
in, along with the number of minutes you spent on the activity. If you are not active for a day you do not need to record
anything on the log. Please print the activity log to complete or record your on chart on a piece of paper. Upon our return
to school, please bring these in for Mr. Baynard in order to receive credit.
WEEK 8 – DAY 1 (PE Activity Log each day) Worksheet to Complete
Language Arts (ELA) 1) FINISH your I Survived book. No summary needed this week.. 2) Take an AR test on your book. Here are the instructions below.
Follow our school Renaissance Link: https://global-zone08.renaissance-go.com/welcomeportal/1573023 a) Log in with your Username and Password (Example: John Smith – User Name: JSmit Password: JS0) b) Click on the yellow Accelerated Reading link on the upper left of the screen: c) Choose your class or select 4th Grade ELA d) Search for your book: e) Once you find your book, click on Take Quiz
Great job finishing your story. Good luck on your test!
3) Today you will be publishing your work. Watch this video and follow the directions in it. a) Fix any suggestions/corrections that I have made to your Google Doc. b) Remove any red or blue squiggle lines by following the suggestions from the Google Doc. c) Read through it out loud to yourself to make sure it makes sense and you have all the correct words. d) Add an illustration. Either make one yourself and attach it to you doc, or add a picture from the internet.
Make sure your picture matches what you wrote about.
Math Watch the video on Array Division and complete pages 224 (Area Challenges ) and 226 (Quinn’s Quilt). Please note that page 224 says page 1 of 2, but I am not including page 225. The video will help you with not only today’s lesson but throughout the week as well. Please submit work to Mr. Sharp when finished: [email protected]
Video - Array Division Area Challenges Quinn's Quilt
Social Studies/Science 1) Watch video on erosion and weathering erosion and weathering review video 2) Look at the photograph of a pothole in Michigan. Think about the location and weather in Michigan. 3) Complete the worksheet attached regarding how potholes are formed. It is not a google doc please do NOT
type in the worksheet directly. Either print or write your answers are a separate paper please.
pothole photo pothole worksheet
WEEK 8– DAY 2 (PE Activity Log each day) Worksheet to Complete
Language Arts (ELA) 1) Review what “theme” is and common themes in literature using the theme resource. 2) Then choose a theme from the list of common themes for your I Survived book (Although all the books have
a theme of survival do NOT choose survival, look for an alternate theme/message that the author is trying to express). Complete the theme worksheet. Send a picture or scan to Mrs. Parks [email protected]
common themes resource theme worksheet
Math Complete Frankie’s Fairground (pages 119, 120) and submit to Mr. Sharp when completed: [email protected]
Frankie's Fairground
Social Studies/Science 1) Start by watching this Quick Government Review then…
2) Watch The Amazing Apportionment Machine followed by
3) This Apportionment Simulation and finally…
4) The INSTRUCTIONS. (I’m sorry...I tried to put all the videos together into ONE video...but for some reason, my computer told me it couldn’t upload that video because it was OVER 15 minutes long...but it’s not...it’s only TEN MINUTES...WATCH ALL THE VIDEOS...the activity will be easier. ALSO - Answer in complete sentences!)
Apportionment Handout Apportionment Worksheet
WEEK 8 – DAY 3 (PE Activity Log each day) Worksheet to Complete
Language Arts (ELA) Begin working on your plot mountain sequence for your I Survived book. You will work on this today and tomorrow. This needs to be completed tomorrow so do not submit it until it is all done. You will use the plot mountain organizer to complete a storyboard comic strip next week for your I Survived book.
plot mountain example Plot mountain sequence organizer
Math Watch the video on Perimeter and complete pages 230 and 231 (Perimeter Problems). Please submit work to Mr. Sharp when finished: [email protected]
Video - Perimeter Perimeter Problems
Social Studies/Science Read about Glaciers and how they change the earth is this Readworks article. Answer the questions in complete sentences and send a photo or picture to Mrs.Schlee [email protected]
Readworks- How glaciers change the world
WEEK 8 – DAY 4 (PE Activity Log each day) Worksheet to Complete
Language Arts (ELA) Finish working on your plot mountain sequence for your I Survived book. This needs to be completed and sent to Mrs. Parks today. [email protected]
**See link in day 3 for the plot mountain sequence organizer.
**You will use the plot mountain organizer to complete a storyboard comic strip next week for your I Survived book final project. I will be sending an email with your username/password for the storyboard website to complete project.
Math Complete Area and Perimeter Checkpoint (pages T9/ T10). This is like a mini-assessment to see how well you’ve understood the concepts this week. Please submit to Mr. Sharp when completed: [email protected]
Area & Perimeter Checkpoint
Social Studies/Science Today you will tour the West. Much like last week you will follow the directions below. What’s a little tricky is that
there are separate maps for Alaska and Hawaii. You will need BOTH maps to the right and BOTH sets of instructions.
1) Visit the site USA Geography.
2) Look on the left side, go to the blue block labeled “West Region”. If you click it, more options pop up underneath.
3) You are going to make a POLITICAL MAP of the region. These are found under the pop-up when you clicked on the West Region. You can use an atlas or an online map to fill out your map. Send Mrs. Harbeson ([email protected]) a picture of your finished maps...both the continental US map and the Alaska and Hawaii Map. Make sure you include all the items in the instructions for full credit.
4) OPTIONAL: Feel free to explore the other topics that are on the left side in blue - geography, climate, desert habitats, etc.
5) OPTIONAL: Here are some more videos about these states that you can watch:
a) Montana
b) Wyoming (plus this cool one on how a geyser works) c) Colorado
d) Utah
e) Idaho
f) Washington
g) Oregon
h) Nevada
i) California
j) Alaska
k) Hawaii (plus this good one about how volcanoes erupt)
West POLITICAL Map Alaska and Hawaii POLITICAL Map POLITICAL Map INSTRUCTIONS Part 1 POLITICAL Map INSTRUCTIONS Part 2
© The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 4 Student Book 226
Session 1
Quinn’s Quilt
1 Read each problem below. First make an estimate. Then write an equation with a letter standing for the unknown quantity. Finally, solve the problem. Show your work using numbers, labeled sketches, or words.
a Quinn made a quilt. The quilt is 72 inches by 96 inches. What is the area of Quinn’s quilt?
Estimate: __________ Equation: _____________________________
b Quinn made a pillowcase to go with her quilt. The area of the top of the pillowcase is 189 in2 (square inches). One dimension of the pillowcase is 9 inches. What is the other dimension?
Estimate: __________ Equation: _____________________________
2 Solve the following problems. Show your work.
25 × 38 = ____ 600 ÷ 8 = ____
Unit 6 Module 2
NAME | DATE
Name__________________________________
Look at the picture of the pothole in Michigan. Draw a model of a
pothole demonstrating how the road has changed over time.
Include labels
Explain how both weathering and erosion have impacted the road
and why the hole continues to get larger. Give evidence to support
your CLAIM.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
© The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 4 Student Book 224
Session 1
Area Challenges page 1 of 2
1 A certain rectangle has an area of 693 square meters. This rectangle is 7 meters wide. How long is it?
a Make a sketch that shows what you know about the situation.
b Write an equation to represent the problem. _______________________
c Use an array or a ratio table to model and solve the problem. Show all of your work.
2 Use an array or a ratio table to model and solve problems 2a and 2b. Show all of your work.
a A paved bike trail has an area of 7,147 square feet. If the trail is 7 feet wide, how long is the trail?
b 3,521 ÷ 7 = ____
Unit 6 Module 2
NAME | DATE
(continued on next page)
Theme is the central message, idea, lesson, or moral of a story. The theme of a story is usually not stated, and must be inferred.
COMMON THEMES:• acceptance• being yourself
• bravery
• courage
• community
• determination• equality
• family
• freedom
• growing up
• good vs. evil• hard work
• honesty
• hope
• love
• loyalty• kindness
• overcoming obstacles
• perseverance
• responsibility
SENTENCE FRAMES:• A theme from this story is _____________. I know this
because...
• An important message in this story is....
• A lesson that can be learned from this story is...
• I learned a lot about ______________.© Rebecca Rojas @ CreateTeachShare
!
!
!
The message or insight about life the author wants the reader to know. Determine the theme of this book from evidence in the text.
! ! Big Idea ____________________________________!
!
Give evidence of what characters say and do to demonstrate the big idea.
What is important to learn? What is the message of the book?
THEME: ____________________________________________________________________________________
! !
!
THEME
© The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 4 Home Connections 119
Session 2
Frankie’s Fairground page 1 of 2Frankie goes to the county fair every year. This year, she finds a math problem everywhere she goes. Help Frankie solve the problems. First make an estimate. Then write an equation with a letter standing for the unknown quantity. Finally solve the problem. Show your work using numbers, labeled sketches, or words.
1 Frankie buys 24 tickets to use at the fair. Each ticket costs 25 cents. How much money does Frankie spend on tickets?
Estimate: _________ Equation: ___________________________ Answer: _________
2 Frankie goes on the Ferris wheel first. The Ferris wheel stands on a rectangular platform that has an area of 324 yd2 (square yards). One dimension is 9 yards. What is the other dimension?
Estimate: _________ Equation: ___________________________ Answer: _________
Unit 6 Module 2
NAME | DATE
(continued on next page)
© The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 4 Home Connections 120
3 Next, Frankie goes on the Thrill Ride roller coaster. The roller coaster takes up a large rectangular area of the fairground. It is 99 yards on one side and 88 yards on the other side. How much space does the roller coaster take up in square yards?
Estimate: _________ Equation: ___________________________ Answer: _________
4 Write and solve an equation for each of the problems below. Use the table to help.Measurement Equivalents
1 kilometer 1,000 meters 10,000 decimeters 100,000 centimeters
1 meter 10 decimeters 100 centimeters
1 decimeter 10 centimeters
a How many centimeters are in 45 meters?
b How many meters are in 45 kilometers?
c How many meters are in 800 centimeters?
d CHALLENGE How many decimeters are in 40 kilometers?
Session 2
Frankie’s Fairground page 2 of 2
Unit 6 Module 2
NAME | DATE
Apportionment
1. Fill in your state’s name. Then fill in the table below, using population and apportionment data in Activity Item: U.S. Apportionment Data, located on page 3 of your student worksheet.
State name:
YearTotal U.S. Apportionment
PopulationApportionment Population
in My StateNumber of Representatives
in My State
2000 281,424,177
2010 309,183,463
Source: U.S. Census Bureau, 2000 Census, 2010 Census
https://www.census.gov/population/www/cen2000/maps/files/tab01.pdf
https://www.census.gov/population/apportionment/files/Apportionment%20Population%202010.pdf
2. Based on the trend in your chart, do you predict that your state’s population will increase or decrease in 2020? Why?
D-WS-ST-EN-184
Name
2020 CENSUS STUDENT ACTIVITY
2
census.gov/schools
3. Based on your prediction in Question #2, do you think your state’s number of representatives will increase, decrease, or stay the same after the 2020 Census?
4. Based on what you learned today, why is it important to get an accurate count of the population?
Home ExtensionTake your student worksheet home and share it with an adult living in your home. Ask them the following questions:
1. Do they agree with your prediction about the state population increasing or decreasing?
2. How might that change the number of representatives your state has in the U.S. House of Representatives?
D-WS-ST-EN-184
3
census.gov/schools
Activity Item: U.S. Apportionment Data
State2000 Apportionment
Population 2000 Number of Representatives
2010 Apportionment Population
2010 Number of Representatives
Alabama 4,461,130 7 4,802,982 7
Alaska 628,933 1 721,523 1
Arizona 5,140,683 8 6,412,700 9
Arkansas 2,679,733 4 2,926,229 4
California 33,930,798 53 37,341,989 53
Colorado 4,311,882 7 5,044,930 7
Connecticut 3,409,535 5 3,581,628 5
Delaware 785,068 1 900,877 1
Florida 16,028,890 25 18,900,773 27
Georgia 8,206,975 13 9,727,566 14
Hawaii 1,216,642 2 1,366,862 2
Idaho 1,297,274 2 1,573,499 2
Illinois 12,439,042 19 12,864,380 18
Indiana 6,090,782 9 6,501,582 9
Iowa 2,931,923 5 3,053,787 4
Kansas 2,693,824 4 2,863,813 4
Kentucky 4,049,431 6 4,350,606 6
Louisiana 4,480,271 7 4,553,962 6
Maine 1,277,731 2 1,333,074 2
Maryland 5,307,886 8 5,789,929 8
Massachusetts 6,355,568 10 6,559,644 9
Michigan 9,955,829 15 9,911,626 14
Minnesota 4,925,670 8 5,314,879 8
Mississippi 2,852,927 4 2,978,240 4
Missouri 5,606,260 9 6,011,478 8
Montana 905,316 1 994,416 1
Nebraska 1,715,369 3 1,831,825 3
Nevada 2,002,032 3 2,709,432 4
D-WS-ST-EN-184
4
State2000 Apportionment
Population 2000 Number of Representatives
2010 Apportionment Population
2010 Number of Representatives
New Hampshire 1,238,415 2 1,321,445 2
New Jersey 8,424,354 13 8,807,501 12
New Mexico 1,823,821 3 2,067,273 3
New York 19,004,973 29 19,421,055 27
North Carolina 8,067,673 13 9,565,781 13
North Dakota 643,756 1 675,905 1
Ohio 11,374,540 18 11,568,495 16
Oklahoma 3,458,819 5 3,764,882 5
Oregon 3,428,543 5 3,848,606 5
Pennsylvania 12,300,670 19 12,734,905 18
Rhode Island 1,049,662 2 1,055,247 2
South Carolina 4,025,061 6 4,645,975 7
South Dakota 756,874 1 819,761 1
Tennessee 5,700,037 9 6,375,431 9
Texas 20,903,994 32 25,268,418 36
Utah 2,236,714 3 2,770,765 4
Vermont 609,890 1 630,337 1
Virginia 7,100,702 11 8,037,736 11
Washington 5,908,684 9 6,753,369 10
West Virginia 1,813,077 3 1,859,815 3
Wisconsin 5,371,210 8 5,698,230 8
Wyoming 495,304 1 568,300 1
Source: U.S. Census Bureau, 2000 Census, 2010 Census
https://www.census.gov/population/www/cen2000/maps/files/tab01.pdf
https://www.census.gov/population/apportionment/files/Apportionment%20Population%202010.pdf
Activity Item: U.S. Apportionment Data (Cont.)
D-WS-ST-EN-184
census.gov/schools
How Glaciers Change the World
How Glaciers Change the Worldby ReadWorks
Glaciers are large masses of ice that can be found in either the oceans or on land. These
large bodies of frozen water have big effects on the formation of different parts of the world,
especially valleys. Valleys were formed during the Ice Age, a time where many places were
cold and covered with ice. As the Ice Age ended, the glaciers began to melt. As they did, they
left behind unique land formations.
Glaciers are formed from large amounts of snow and ice. Because the Ice Age was a time of
freezing temperatures, glaciers became very common in many parts of the world. They were
especially common in North America and Europe. As these masses of ice grew, they began to
cover large areas of land. Some glaciers came together to form bigger ones, just like different
streams of water join to form bigger rivers. As they slowly moved, these massive glaciers
began to shape the landscape.
Glaciers shape the landscape during a process called erosion. Erosion is the result of the
friction of wind, water, or, in this case, ice against rocks and soil. Glaciers changed many
landscapes, leaving behind waterfalls and moraines, which are very rocky landscapes created
by glacial debris. They created places that had U-shapes, or valleys. Valleys have very steep,
high land ranges with flat land in the middle. They are very common in North America and ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.
How Glaciers Change the World
northern Europe. Yosemite National Park in California is one of the most famous valleys in the
world. Other famous valleys are in Scotland and Austria.
But these landscapes could not be seen until thousands of years ago, when the Ice Age came
to an end and the earth started to naturally warm up. As temperatures began to rise, some of
the glaciers melted, and the U-shaped valleys began to appear. Most of these valleys had
existed before the Ice Age, but they had a V-shape, because they had been created through
erosion by water flowing in rivers. But the glaciers made these valleys wider and sometimes
left behind wider rivers filled with fresh water.
Although the Ice Age ended 10,000 years ago, there are still many glaciers in the world. Most
of them are found in Antarctica and Greenland, but there are glaciers on nearly every
continent. Today many glaciers are either breaking apart or melting. Some scientists say this
could be because of climate change caused by humans. Just as they did thousands of years
ago, glaciers change the landscape of many places. Many geologists are keeping an eye on
these melting glaciers to see how the earth may be affected by them.
ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.
How Glaciers Change the World - Comprehension Questions
Name: ___________________________________ Date: _______________
1. What is a glacier?
A. a large mass of ice found only on land
B. a large mass of ice found only in water
C. a large mass of ice found on land or in water
D. a feature of the Ice Age that no longer exists
2. What does the author describe at the beginning of the passage?
A. how glaciers were formed
B. how erosion shapes landscapes
C. why glaciers began to melt
D. why geologists monitor glaciers
3. Glaciers can have different effects on the landscape. What evidence from the
passage supports this conclusion?
A. Many valleys existed before the Ice Age, but had V-shapes instead of U-shapes.
B. The effects of glaciers could not be seen until the Ice Age ended.
C. A valley is a landscape with steep, high land ranges and flat land in the middle.
D. Valleys and moraines are two examples of glacial landscapes.
4. What can be concluded about the effect of glaciers on valleys during the Ice Age?
A. The glaciers changed the location of the valleys.
B. The glaciers changed the shape of valleys.
C. The glaciers had no effect on the valleys.
D. The glaciers made the valleys smaller.
5. What is this passage mostly about?
A. how the Ice Age created glaciers
B. the process of erosion
C. glaciers and how they change landscapes
D. valleys, waterfalls, and moraines
ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.
How Glaciers Change the World - Comprehension Questions
6. Read the following sentences: "Some glaciers came together to form bigger ones,
just like different streams of water join to form bigger rivers. As they slowly moved,
these massive glaciers began to shape the landscape."
What does the word "massive" mean?
A. very cold
B. very big
C. medium size
D. important
7. Choose the answer that best completes the sentence below.
Melting glaciers can have large effects on the landscape; ________, geologists are
monitoring them closely.
A. moreover
B. currently
C. on the other hand
D. as a result
8. What is erosion?
9. What caused glaciers to begin to melt?
ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.
How Glaciers Change the World - Comprehension Questions
10. Explain how glaciers created U-shaped valleys during the Ice Age.
ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.
© The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 4 Student Book 230
Session 3
Perimeter Problems page 1 of 2Use the perimeter and the known dimension to find the length of the missing dimension for each rectangle below. Show all your work.
1 Rectangle A Perimeter = 72 feet Dimension a = ____ feet Dimension b = 30 feet
feet
30 feet
2 Rectangle B Perimeter = 738 meters Dimension a = 199 meters Dimension b = ____ meters
199 meters
meters
3 Rectangle C Perimeter= 500 miles Dimension a = 125 miles Dimension b = ____ miles
Make your own labeled sketch here.
Unit 6 Module 2
NAME | DATE
(continued on next page)
© The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 4 Student Book 231
4 Rectangle D Perimeter= 129 yards Dimension a = ____ yards Dimension b = 37 yards
Make your own labeled sketch here.
5 CHALLENGE Rectangle E Perimeter= 3,465 meters Dimension a = 952 meters Dimension b = ____ meters
Make your own labeled sketch here.
Session 3
Perimeter Problems page 2 of 2
Unit 6 Module 2
NAME | DATE
Opinion Writing RubricStudent Name: _______________Date: _______Score: /20
Mastered Progressing Not Yet
Opinion Clearly stated an opinion on a topic.
Had an opinion, but it was not clear.
Piece is not an opinion essay.
Lead Wrote a lead that isinteresting and grabs
readers.
Wrote a lead. Report does not include a lead.
Paragraphs Divided the text into paragraphs to showchanges in the topic.
Divided the text into paragraphs, but made
some errors about when to change to a
new paragraph.
Did not use paragraphs.
Reasons The essay included at least three different reasons to
support the opinion.
The essay included one or two different
reasons to support the opinion.
Did not include reasons to support
the opinion.
Examples Included examples to help explain each of the
reasons.
Included examples to help explain some of
the reasons.
Did not use examples.
Transitions Included sufficient transitions.
Included sometransitions.
Did not use transitions.
Word Choice Used plenty of vocabulary words and facts that showthe author is an expert on
the topic.
Used some vocabularywords and facts.
Did not use vocabulary words or
facts.
Ending Wrote an interesting ending that reminded the reader of
the opinion.
Wrote an ending. Report does not include an ending.
Spelling Spelling reflects editing and only has grade-level appropriate errors.
Writing includes some spelling errors that should have been
edited.
Writing has many spelling errors that should have been
edited.
Punctuation Uses correct punctuation. Writing has some punctuation errors.
Writing has many punctuation errors.
Not So Wimpy Teacher
T9 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 4 Teacher Masters
Session 5 class set, plus 1 copy for display
Area & Perimeter Checkpoint page 1 of 2
1 Find the unknown dimension of a rectangle if its area is 216 square miles and one dimension measures 6 miles. Use labeled sketches and equations to model and solve this problem. Show your work. Label your answer with the correct units. Answer: The unknown dimension of the rectangle is _______________.
2 Find the unknown dimension of a rectangle if its perimeter is 254 meters and one dimension measures 6 meters. Use labeled sketches and equations to model and solve this problem. Show your work. Label your answer with the correct units. Answer: The unknown dimension of the rectangle is _______________.
NAME | DATE
Unit 6 Module 2
(continued on next page)
T10 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 4 Teacher Masters
3 Fill in the ratio table to find 260 ÷ 4.
1
4 260 Answer: 260 ÷ 4 = ______
4 Michael is planning to build a path that is 3 feet wide and has an area of 726 square feet. Finish the array sketch below he has started to find the length of the path. Label the answer with the correct units.
100
3 300
Answer: The length of Michael’s path is ___________________.
5 A 6-by-449 rectangle has an area of 2,694 square meters. Which equation is true? N 6 ÷ 449 = 2,694 N 449 ÷ 2,694 = 6 N 2,694 ÷ 6 = 449 N 2,694 × 6 = 449
Session 5 class set, plus 1 copy for display
Area & Perimeter Checkpoint page 2 of 2
Unit 6 Module 2
NAME | DATE
![100 80 60 40 20 0 LOVE DESERVESYOUR DOG’S LIFE˜ LASTING · Week 4 Week 5 Week 6 Week 7 Week 8 [dog’s name] Extremely severe Severe Moderate Mild Very mild Normal dog Day 1 Day](https://static.fdocuments.net/doc/165x107/5f3c13c61a22f676b92a4384/100-80-60-40-20-0-love-deservesyour-dogas-lifeoe-lasting-week-4-week-5-week-6.jpg)
