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Grade 5 long multiplication
Quiz by S Palmer
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Grade 5 - Long Quiz No. 1Grade 5 - Long Quiz No. 2 (2nd Qtr)Grade 5 - 4th Qtr. Long Quiz No. 2Grade 5 - 4th Qtr. Long Quiz No. 1Got it ✅ I’ll create 4 simple sections of assignments based on these two pages (1.1 What is a network? and 1.2 Network connections). Total marks = 25. Suitable for Oxford International Primary Computing Grade 5. --- Assignment – Computer Networks Grade 5 – Total Marks: 25 --- Section A: Choose the Correct Answer (6 marks) Circle the correct option. Each question = 2 marks. 1. A group of computers connected together is called a: a) Website b) Network c) Software 2. Which type of network connects computers inside a school? a) LAN b) WAN c) Wi-Fi 3. To use a network safely, you need: a) A strong password b) A printer c) A hotspot --- Section B: Fill in the Blanks (6 marks) Each correct answer = 2 marks. 1. We can use a network to share files and ________. 2. A wireless connection is also called ________. 3. Network ________ help devices work together. --- Section C: Short Answer Questions (7 marks) 1. Write two advantages of using a network. (2 marks) 2. What is the difference between a wired connection and a wireless connection? (2 marks) 3. Write one rule to keep your password safe. (1 mark) 4. Create a strong password example using numbers and symbols. (2 marks) --- Section D: Activity / Problem Solving (6 marks) 1. Web Valley School has 60 network connections. Each cable is 50 meters long. How many meters of cable are used in total? (2 marks) 2. Convert your answer into kilometers. (2 marks) 3. Why is it important to hide or lock network equipment? (2 marks) --- ✅ Total = 25 marks --- Would you like me to also make a teacher’s marking guide with answers and mark distribution?Alexa and Brittany were best friends. They’d known each other since Brittany moved next door in 2nd grade. They hung out almost every day after school… when they were getting along, that is. They were very different people. Alexa did great with her school work, read a lot of books, and took ballet classes. Brittany, on the other hand, would rather play soccer, chat with other kids at school, and rarely sat still for long enough to finish reading a chapter of a book. Often, Alexa and Brittany would play together at the park across the street. They’d play on the equipment, play tag with a group of neighborhood kids, or play soccer. If it was raining outside, they’d go in one of their houses to make crafts, play video games, or do their nails. Some days they could spend hours together without a single problem, but other days they just could not agree on what to do. “Come on, let’s play on the equipment. We’ve played soccer for the last three days!” Alexa said. “They just cut the grass, I love playing soccer when the grass is nice and short. I don’t want to play on the equipment,” Brittany replied. “We always do what you want to do Brittany, it’s my turn to choose.” Alexa was getting frustrated. “Fine, go play on the equipment by yourself, I’m playing soccer, ” Brittany shouted. Grade 5 Reading Comprehension Worksheet Reading and Math for K-5 © www.k5learning.com Alexa left. She was fuming. When she got home, she realized she still had Brittany’s notebook. Well, I’m not giving it back today. I’m too mad at her. Alexa thought. The next day at school, their teacher asked for their notebooks. Brittany didn’t have hers, and asked Mrs. Stone if she could bring it in tomorrow instead. Mrs. Stone let us have one late assignment a month, but Brittany had already used hers. Brittany looked upset, and walked quietly back to her desk. Alexa was having an internal conflict. She knew she should tell Mrs. Stone that she had the notebook, but she was still mad at Brittany for not compromising with her at the park yesterday. When it was time for lunch, Alexa hung back to talk with Mrs. Stone. “Mrs. Stone, I have Brittany’s notebook. I should have said something earlier, but Alexa and I had a problem yesterday, and I’m still mad at her. Would you be able to help us solve our problem?” Alexa asked. “Thank you for being honest, Alexa. I’m sure Brittany will appreciate that you gave me her notebook when you could have made her get another late mark instead. I’m glad you asked for help solving the problem. It’s really hard to solve a problem by yourself when you’re still feeling upset, so this is a good solution.” At recess, Mrs. Stone sat and talked with the girls. They each revealed that they get frustrated with the other person a lot because they don’t always want to do the same things, but they real ized that they never really solved their problem. One of them just always went home. Mrs. Stone helped them realize that maybe they didn’t have to play together every day to be best friends. They decided to just play together a couple times a week, and take turns picking the activity. Alexa and Brittany were hopeful that this would solve a lot of the arguments they’d been having lately!3rd Grade Unit 3, Week 5- THE LONG ROAD TO OREGONGRADE 4 Module 6 Lesson 3. Interpret Remainders This PowerPoint file contains instructional aids for teachers who have purchased Into Math. It is intended to be projected to students and used in conjunction with the Student Edition and manipulatives as needed. These slides can be used to move the conversation forward in the classroom, but they should not serve as a replacement for student-centered, collaborative conversations in which students have the space they need to find an entry point, construct meaning, and build understanding. About the Slide Presentation Presenter View: Use the Presenter view to see notes while presenting. Customization: Add or delete content or notes to get the best learning experience for your classroom. 1 Problem of the Day. Which equations can be used to solve the following problem? Rita makes 40 bracelets and gives an equal number to 8 friends, including Veronica. Veronica gives 2 of the bracelets that she received to her sister. How many bracelets does Veronica have left? A. 40 – 8 = 32 32 ÷ 2 = 16 B. 40 ÷ 8 = 5 5 + 2 = 7 C. 8 + 2 = 10 40 ÷ 10 = 4 D. 40 ÷ 8 = 5 5 – 2 = 3 2 I Can. I Can solve a division problem and interpret the remainder in the context of the problem. 3 Spark Your Learning. Aiden is building solar toy cars in his science club. The cars collect and use energy from the sun for power. Aiden buys 18 wheels. Each car needs 4 wheels. How many cars can Aiden build? Show your thinking. 4 Turn and Talk. What is the remainder in this problem? What does the remainder mean? Professional Development note: Use the Professional Learning Cards to provide language routines that may help students access the meaning of the problem. 5 Build Understanding • Task 1 ACTIVITY. There are 57 students going to the science museum. Each van can take 5 students. How many vans are needed to take all the students? Use a visual model to show how the students are divided into groups of 5. 6 Turn and Talk. How can you use the whole-number quotient and remainder to answer these questions? How many vans will be full? How many students will ride in the van that is not full? Professional Development note: Use the Professional Learning Cards to provide language routines that may help students access the meaning of the problem. 7 Step It Out • Task 2 ACTIVITY.. Amanda has 73 inches of wire for a science experiment. She needs to cut all the wire into 8 identical pieces. How many inches long will each piece be? 8 Turn and Talk. Why is this problem a good situation to write the remainder as a fraction? Professional Development note: Use the Professional Learning Cards to provide language routines that may help students access the meaning of the problem. 9 Check Understanding. 1. Maya needs 44 batteries for smoke alarms. The batteries come in packs of 6. How many packs does Maya need to buy? For 44 ÷ 6, the whole-number quotient is ____ and the remainder is ____. Maya needs to buy ____ packs. Circle how you interpreted the remainder to solve the problem. 10 I Can Scale. 4 I can explain how to solve a division problem and interpret the remainder in the context of the problem. 3 I can solve a division problem and interpret the remainder in the context of the problem. 2 I can solve a division problem and identify the whole-number quotient and the remainder. 1 I can solve a division problem with a remainder. 11 Exit Ticket. Mr. Jenkins’ class is giving speeches during a 46-minute class. Each student will be able to talk for 4 minutes. How many students can give speeches? Justify your answer.