Write informative/explanatory texts to examine a topic and convey ideas and
ELAGSE4RI1: Refer to details and examples in a
text when explaining what the text says explicitly and when drawing inferences
from the text.
S4E3. Obtain, evaluate, and communicate
information to demonstrate the water cycle.
Learning Target: The student will support is answers with evidence from the text, make inferences from the text he has read, and explain the importance of water to all earth’s living organisms.
Log onto ReadWorks.org
grade class code: MLKE2W
Find YOUR name and click. Passwords are
DO NOT CHANGE PASSWORDS.
DO NOT LOGIN AS OTHER STUDENTS.
Read article, answer questions.
Remember with short responses our RACE
- Restate the question.
- Answer in complete sentences.
- Cite evidence.
- Explain how your evidence
answers the question.
Standard: MGSE4.NF.3 Understand a fraction with a
numerator >1 as a sum of unit fractions.
a. Understand addition and subtraction of
fractions as joining and separating parts referring to the same whole.
b. Decompose a fraction into a sum of fractions
with the same denominator in more than one way, recording each decomposition by
an equation. Justify decompositions, e.g., by using a visual fraction model.
Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 +
8/8 + 1/8.
c. Add and subtract mixed numbers with like
denominators, e.g., by replacing each mixed number with an equivalent fraction,
and/or by using properties of operations and the relationship between addition
Learning Target: Students will determine
the least common multiple of two denominators, create equivalent fractions with
a common denominator, add fractions with unlike denominators, an subtract
fractions with unlike denominators.
Students will long into Renaissance Learning
using the link below.
Students have been assigned practice to complete
If students need a refresher please watch the
video below by Kahn Academy on adding fractions with unlike denominators.
Standard: The Reading activity
addressed the Science standard.
Learning Target: See
Standard: SS4H3 EXPLAIN the Westward Expansion in
c. DESCRIBE territorial expansion with emphasis
on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions
of Texas (the Alamo and independence), Oregon (Oregon Trail), and California
(Gold Rush and the development of mining towns).
Learning Target: Students
will understand that Lewis and Clark sent important information back to President
Thomas Jefferson. Most importantly of all, they discovered that there was not a
single water pathway from the Atlantic Ocean to the Pacific Ocean.
Please watch the following Video on Lewis and
Clark. When complete please answer the following questions:
1. Who were Lewis and Clark?
2. What did President Jefferson send them to
3. Why was the journey of Lewis and Clark so
important to the United States?
Follow this link to view the video. Remember if this link doesn’t work, use the link on Launchpad.
6: Values physical activity for health,
enjoyment, challenge, self-expression, and/or social interaction.
will display the enjoyment of the activity as it is related to skill
mastery. Further, they will demonstrate the ability to participate in a
variety of activities.
will apply their favorite exercises to create their own Tabata workout.
Students will access the Tabata time through the internet at
workouts consist of 20 seconds of full-on exercise, followed by 10 seconds of
rest, repeated 8 times. This adds up to 4 minutes of high intensity,
effective exercises that will give you amazing results.
a stopwatch or an online Tabata timer (www.tabata.com) to perform the following
you finish, create your own Tabata exercise routine using your own favorite
fast moving exercises.
completing both Tabata exercise routines, please be able to answer the
following questions when returning to class.
you enjoy the Tabata exercises? Explain why or why not.
parts of your body to you think Tabata exercise?