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Montessori Third Grade Virtual Learning Activities due March 15, 2018

Reading/English Language Arts  

Standard: LAGSE3W3 WRITE narratives to DEVELOP real or imagined experiences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure 

ELAGSE3W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details 

ELAGSE3RI6: Distinguish their own point of view from that of the author of a text. 

ELAGSE3RI2: Determine the main idea of a text; recount the key details and explain how they support the main idea. 

ELAGSE3R4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a given topic quickly and efficiently. 


Learning Target:  The students will complete a Close Read of the Scholastic News article "Be Safe Online" and respond to questions to demonstrate their understanding of the material read and to also demonstrate their ability to find details that support their answers. 


Learning Activity:  First, go to Scholastic New using the following link. Find and read "Be Safe Online" article. Read the article more than one. https://sn3.scholastic.com/home-page-logged-in.html 

Password: bales1 

2. Then, Watch the videos "Digital Decision and Inventing the Internet" 

3. Finally, according to your reading group answer the following questions. 

Directions: Refer to this week’s cover story, “Be Smart Online!” to respond to the questions below. Reread the article to find details that support your answers. Remember to write in complete sentences. 

1. Why do you think the author chose the title “Be Smart Online!”? 

2. Summarize the research study mentioned in the article using your own words. 

3. What does Rina Chughatta mean when she says “You shouldn’t be scared to be online. But you should be smart about it” 


****Assignment is due March 15**** 



Standard:  MGSE3.NF.3   Explain equivalence of fractions through reasoning with visual fraction models.  Compare fractions by reasoning about their size.  

    a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.   

    b. Recognize and generate simple equivalent fractions with denominators of 2, 3, 4, 6, and 8, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual model.   

    c. Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers.  Examples: Express 3 in the form 3 = 6/2 (3 wholes is equal to six halves); recognize that 3/1 = 3; locate 4/4 and 1 at the same point of a number line diagram. 

    d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fracions refer to the same whole.  Record the results of comparisons with the symbols >, =, or < and justify the conclusions, e.g., by using a visual fraction model. 


Learning Target:  The student will be able to explain equivalence of fractions through reasoning with visual models and compare fractions by reasoning about their size. 


Learning Activity:   

1.  First, watch the video on equivalent fractions.   

2.  Next, go to Renaissance Learning using the following link: 

Username: student number (example 9144444) 

Password: birthday (example: 0112 for Januar 2012) 

3.  Go to your Virtual Learning Assignment in Renaissance Learning.  Complete the exercise that is assigned to the Virtual Learning Group.  All exercises must be completed no later than March 15.  


****Assignment is due March 15**** 



The Virtual Learning activity for Mr. Malone's Art Classes will be a drawing tutorial from the "Art for Kids Hub" YouTube channel. 

Students are familiar with these lessons, as we have used these tutorials for our drawing units in the past, and the kids love them! Students may choose any video from the channel they would like to try, follow along, and hand the finished drawings in to Mr. Malone at the end of Virtual Learning II, March 15, 2018

The videos often recommend using Sharpie to draw with, but any drawing instrument may be used (whatever you may have or prefer). Be sure to color them in, and as always, WRITE YOUR NAME ON THE BACK! Good luck, and most importantly, HAVE FUN!

Art for Kids Hub: https://www.youtube.com/user/ArtforKidsHub/videos


Montessori Fourth Grade Virtual Learning Activity due March 5, 2018
These activities are for Montessori fourth grade students only.  If you aren't sure whether this is your assignment, check with your teacher before completing.

Reading/English Language Arts

Standard:  ELAGSE4W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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.

Learning Activity:

Log onto ReadWorks.org


4th grade class code: MLKE2W

Find YOUR name and click.  Passwords are 1234. 



Read article, answer questions. 

Remember with short responses our RACE strategy. 

  • 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 and subtraction.

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.

Learning Activity:

Students will long into Renaissance Learning using the link below.


Students have been assigned practice to complete at home.  

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 Reading.

Learning Activity:

See reading.


Social Studies

Standard:   SS4H3 EXPLAIN the Westward Expansion in America 

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.

Learning Activity:

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 find?

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.



Physical Education

Standard 6:  Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Learning Target:

Students 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.

Students will apply their favorite exercises to create their own Tabata workout.  Students will access the Tabata time through the internet at www.tabata.com.  

Learning Activity:

Tabata 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.

Using a stopwatch or an online Tabata timer (www.tabata.com) to perform the following workout.

After you finish, create your own Tabata exercise routine using your own favorite fast moving exercises.

After completing both Tabata exercise routines, please be able to answer the following questions when returning to class.

1.      Did you enjoy the Tabata exercises?  Explain why or why not.

2.      What parts of your body to you think Tabata exercise?

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