lesson 7 homework 4.5 4th grade

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Genre Worksheets

Become a member, literary genre.

The study of genre is not an exact science. Some texts may belong in more than one genre. For example: Romeo and Juliet is a drama, a tragedy, and an Elizabethan play. The idea of genre is open to discussion and there is good reason to discuss genre. Understanding genre will help you know what to expect from a text based on its genre; it will also help you notice when an author is playing with your expectations . Wouldn't you like to be in on the joke? First, you must learn some basics:

Main Genres and Subgenres

Some consider these to be the main genres of writing: fiction, nonfiction, poetry, drama, and folklore. Every piece of writing can fall into one of these categories. Each main genre has a group of subgenres . Each subgenre has as set of characteristics that you must learn in order to identify them. This list does not contain all of the possible subgenres, but it should give you a pretty thorough overview.

• Historical Fiction : based on a person or event from history.
• Science Fiction : dealing with aliens, the distant future, or advanced technology.
• Fantasy : containing monsters, magic, or other supernatural elements.
• Realistic Fiction : a story that could have happened, but didn't.
• Informational Writing : provides information on a topic.
• Persuasive Writing : attempts to influence the reader.
• Autobiography : the story of one's life told by oneself.
• Biography : the story of one's life told by another.
• Comedy : has a happy ending.
• Tragedy : ends in death and sadness.
• Poetry : writing that is concerned with the beauty of language
• Fairy Tale : a story with magic, monsters, and/or talking animals (like fiction / fantasy, but part of the oral tradition).
• Fable : a very short story that has a moral or life lesson; usually has talking animals as main characters.
• Myth : has gods or goddesses and often accounts for how something came to be.
• Legend : an exaggerated story about something that may have been real at one time.
• Tall Tale : stories set in the Wild West; the main character's strengths, skills, or size have been exaggerated and the tone is funny.

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Genre Common Core State Standards

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Great question. The genre of religious texts is highly debatable. I’m not going to enter that debate. I will tell you, however, that both parables and fables teach lessons with short, succinct stories. The difference is that fables generally involve talking, anthropomorphized animals and parables usually do not. Also, the moral of a fable is clearly stated at the end. Parables usually ask readers to infer the message.

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Types of Nouns Grades 4-5-6 Parts of Speech, Writing Skills, ELA no-prep

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Description

These 7 worksheets cover types of nouns for students in Grades 4-5-6. Includes Common, Proper, Plural (including Irregular Plural), Concrete, Abstract and Possessive Nouns, great for both classroom and homeschool, and useful for sub plans.

Explanations and examples are included on these easy-to-use worksheets.

The set includes the following:

• Worksheet #1: Common Nouns and Proper Nouns (students correct capitalization in given sentences);
• Worksheet #2: Making Nouns Plural (students use the rules chart to correctly spell the plural forms of given words);
• Worksheet #3: Spelling Plural Nouns (students choose the correct spelling from two given to fill in blanks in sentences);
• Worksheet #4: Spelling Plural Nouns (students write the plural form of a given word to fill in blanks in sentences);
• Worksheet #5: Irregular Plural Nouns (students use the chart of 20 irregular plurals to fill in blanks in a given chart);
• Worksheet #6: Concrete Nouns and Abstract Nouns (students categorize a list of words into either concrete or abstract nouns, and add some of their own to finish the lists;
• Worksheet #7: Possessive Nouns (students rewrite phrases using a possessive noun)

These worksheets can be used for introduction, and also for review and reinforcement. They work well as in-class and take-home work. Also useful for sub plans, and a great choice for homeschool.

Answer keys are included for quick and easy grading.

Designed for students in Grades 4, 5 and 6.

This resource is formatted for use with Google Drive. The content is not editable, but there are text boxes for students to write their answers, and they can draw lines using Scribble . (Text boxes are colored a light gray. They can be seen in the thumbnail pictures but they are not shown in the preview.)

This resource is also available in PDF format: Types of Nouns - Using Them / Making them Plural - 7 worksheets - Grades 4-5-6

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Eureka Math Grade 4 Module 5 Lesson 28 Answer Key

Engage ny eureka math 4th grade module 5 lesson 28 answer key, eureka math grade 4 module 5 lesson 28 problem set answer key.

Question 1. The chart to the right shows the distance fourth graders in Ms. Smith’s class were able to run before stopping for a rest. Create a line plot to display the data in the table.

Answer: Joe : 2(1/2) = 5/2.

Explanation: In the above-given question, given that, 2(1/2). 2 x 2 = 4. 4 +1 = 5. 5/2 = 2.5. 2(1/2) = 2.5.

Answer: Arianna : 1(3/4) = 7/4.

Explanation: In the above-given question, given that, 1(3/4). 1 x 4 = 4. 4 +3 = 7. 7/4 = 1.75. 1(3/4) = 1.75.

Answer: Bobbi : 2(1/8) = 17/8.

Explanation: In the above-given question, given that, 2(1/8). 8 x 2 = 16. 16 +1 = 17. 17/8 = 2.125. 2(1/8) = 2.125.

Answer: Morgan : 1(5/8) = 13/8.

Explanation: In the above-given question, given that, 1(5/8). 1 x 8 = 8. 8 +5 = 13. 13/8 = 1.625. 1(5/8) = 1.625.

Answer: Jack : 2(5/8) = 21/8.

Explanation: In the above-given question, given that, 2(5/8). 8 x 2 = 16. 16 +5 = 21. 21/8 = 2.6. 2(5/8) = 2.6.

Answer: Saisha : 2(1/4) = 7/4.

Explanation: In the above-given question, given that, 2(1/4). 2 x 4 = 8. 8 + 1 = 9. 9/4 = 2.25. 2(1/4) = 2.25.

Answer: Tyler : 2(2/4) = 10/4.

Explanation: In the above-given question, given that, 2(2/4). 2 x 4 = 8. 8 +2 = 10. 10/4 = 2.5. 2(2/4) = 2.5.

Answer: Jenny : (5/8).

Explanation: In the above-given question, given that, 5/8. 5/8 = 0.625.

Answer: Anson : 2(2/8) = 18/8.

Explanation: In the above-given question, given that, 2(2/8). 8 x 2 = 16. 16 +2 = 18. 18/8 = 2.25. 2(2/8) = 2.25.

Answer: Chandra : 2(4/8) = 20/8.

Question 2. Solve each problem. a. Who ran a mile farther than Jenny?

Answer: Morgan ran a mile farther than Jenny = 1.625.

Explanation: In the above-given question, given that, 5/8. 5/8 = 0.625. 0.625 + 1. 1.625. so morgan ran a mile more than jenny.

b. Who ran a mile less than Jack?

Answer: Morgan ran a mile less than Jack.

Explanation: In the above-given question, given that, Jack: 2(5/8). 16 + 5/8. 21/8 = 2.6. 2.6 – 1.6 = 1.6. so morgan ran a mile less than jack.

c. Two students ran exactly 2\(\frac{1}{4}\) miles. Identify the students. How many quarter miles did each student run?

Answer: Joe and Saisha exactly ran exactly.

Explanation: In the above-given question, given that, 2(1/4). 4 x 2 = 8. 8 + 1/4 = 9/4. 9/4 = 2.25. Joe = 2.25. Saisha = 2.25.

d. What is the difference, in miles, between the longest and shortest distance run?

Answer: The difference in miles between the longest and shortest distance run = 1.875 miles.

Explanation: In the above-given question, given that, The longest distance run is Joe and Chandra. the shortest distance run is Jenny. Joe and Chandra = 2.5. Jenny = 0.625. 2.5 – 0.625 = 1.875 miles.

e. Compare the distances run by Arianna and Morgan using >, <, or =.

Answer: Arianna > Morgan.

Explanation: In the above-given question, given that, the distances run by Arianna and Morgan is Arianna = 1.75 miles. Morgan = 1.625. 1.75 > 1.625. Arianna is greater than Morgan.

f. Ms. Smith ran twice as far as Jenny. How far did Ms. Smith run? Write her distance as a mixed number.

Answer: Ms. smith ran as far as Jenny = 1.25 miles.

Explanation: In the above-given question, given that, Ms. Smith ran twice as far as Jenny. Jenny run = 0.625. smith = 1.25 miles. 0.625 + 0.625 = 1.25.

g. Mr. Reynolds ran 1\(\frac{3}{10}\) miles. Use >, <, or = to compare the distance Mr. Reynolds ran to the distance that Ms. Smith ran. Who ran farther?

Answer: Mr. Reynold > Ms. Smith.

Explanation: In the above-given question, given that, Mr. Reynolds ran 1(3/10) miles. 1(3/10) = 10 x 1. 10 x 1 = 10. 10 + 3/10. 13/10 = 1.3. 1.3 > 1.25.

Question 3. Using the information in the table and on the line plot, develop and write a question similar to those above. Solve, and then ask your partner to solve. Did you solve in the same way? Did you get the same answer?

Answer: Yes, I get the same answer.

Explanation: In the above-given question, given that, my partner also draws the same. so we both solved in the same way. so I get the same answer.

Eureka Math Grade 4 Module 5 Lesson 28 Exit Ticket Answer Key

Mr. O’Neil asked his students to record the length of time they read over the weekend. The times are listed in the table.

Question 1. At the bottom of the page, make a line plot of the data. Answer: Robin: 1/2 = 0.5.

Explanation: In the above-given question, given that, Robin = 1/2. 1/2 = 0.5.

Answer: Bill: 1.

Explanation: In the above-given question, given that, Bill read over the weekend. 1.

Answer: Katrina: 3/4.

Explanation: In the above-given question, given that, Katrina read over the weekend. 3/4 = 0.75.

Answer: Kelly: 1(3/4).

Explanation: In the above-given question, given that, Kelly read over the weekend. 1(3/4) = 4 x 1. 4 + 3/4 = 7/4. 7/4 = 1.75.

Answer: Mary: 1(1/2).

Explanation: In the above-given question, given that, Mary read over the weekend. 1(1/2) = 2 x 1. 2 + 1/2 = 3/2. 3/2 = 1.5.

Answer: Gail: 2(1/4).

Explanation: In the above-given question, given that, Mary read over the weekend. 2(1/4) = 2 x 4. 8 + 1/4 = 9/4. 9/4 = 2.25.

Answer: Scott: 1(3/4).

Explanation: In the above-given question, given that, Mary read over the weekend. 1(3/4) = 4 x 1. 4 + 3/4 = 7/4. 7/4 = 1.75.

Answer: Ben: 2(2/4).

Explanation: In the above-given question, given that, Mary read over the weekend. 2(2/4) = 2 x 4. 8 + 2/4 = 10/4. 10/4 = 2.5.

Question 2. One of the students read \(\frac{3}{4}\) hour on Friday, \(\frac{3}{4}\) hour on Saturday, and \(\frac{3}{4}\) hour on Sunday. How many hours did that student read over the weekend? Name that student.

Answer: Katrina, Scott, and Kelly.

Explanation: In the above-given question, given that, Katrina read 3/4 hours on Friday. 3/4 = 0.75. Kelly read 3/4 hours on Saturday. Scott read 3/4 hours on Sunday.

Eureka Math Grade 4 Module 5 Lesson 28 Homework Answer Key

Question 1. A group of students measured the lengths of their shoes. The measurements are shown in the table. Make a line plot to display the data.

Answer: Collin: 8(1/2).

Explanation: In the above-given question, given that, The length of the Collin shoes. 8(1/2) = 2 x 8. 16 + 1/2. 17/2 = 8.5.

Answer: Dickon: 7(3/4).

Explanation: In the above-given question, given that, The length of the Dickon shoes. 7(3/4) = 7 x 4. 28 + 3/4. 31/4 = 7.75.

Answer: Ben: 7(1/2).

Explanation: In the above-given question, given that, The length of the Ben shoes. 7(1/2) = 2 x 7. 14 + 1/2. 15/2 = 7.5.

Answer: Martha: 7(3/4).

Explanation: In the above-given question, given that, The length of the Martha shoes. 7(3/4) = 7 x 4. 28 + 3/4. 31/4 = 7.75.

Answer: Lilias: 8.

Explanation: In the above-given question, given that, The length of the Lilias shoes. 8.

Answer: Susan: 8(1/2).

Explanation: In the above-given question, given that, The length of the Susan shoes. 8(1/2) = 2 x 8. 16 + 1/2. 17/2 = 8.5.

Answer: Frances: 7(3/4).

Explanation: In the above-given question, given that, The length of the Frances shoes. 7(3/4) = 7 x 4. 28 + 3/4. 31/4 = 7.75.

Answer: Mary: 8(3/4).

Question 2. Solve each problem. a. Who has a shoe length 1 inch longer than Dickon’s?

Answer: The shoe length 1-inch longer than Dickon’s is Mary.

Explanation: In the above-given question, given that, The shoe length of Mary = 8(3/4). 8 x 4 = 32. 32 + 3/4 = 35/4. 35/4 = 8.75. 8.75 – 1 = 7.75.

b. Who has a shoe length 1 inch shorter than Susan’s?

Answer: The shoe length 1-inch is shorter than Susan’s is Ben.

Explanation: In the above-given question, given that, The shoe length of Ben = 7(1/2). 7 x 2 = 14. 14 + 1/2 = 15/2. 15/2 = 7.5. 7.5 + 1 = 8.5.

c. How many quarter inches long is Martha’s shoe length?

Answer: The length of Martha’s Shoe length = 7 quarter inches.

Explanation: In the above-given question, given that, The length of Martha’s Shoe = 7(3/4). 1 quarter-inch = 3/4. 7(3/4) = 7 quarter inches.

d. What is the difference, in inches, between Lilias’s and Martha’s shoe lengths?

Answer: The difference in inches between the Lilias’s and Martha’s shoe lengths = 0.25 inches.

Explanation: In the above-given question, given that, Lilias’s shoe length = 8. Martha’s shoe length = 7.75. 8 – 7.75 = 0.25 inches.

e. Compare the shoe length of Ben and Frances using >, <, or =.

Answer: France > Ben.

Explanation: In the above-given question, given that, Shoe length of Ben = 7.5. Shoe length of France = 7.75. 7.7 > 7.5. so Ben is greater than France.

f. How many students had shoes that measured less than 8 inches?

Answer: The students who measured less than 8 inches = 4.

Explanation: In the above-given question, given that, The students who measured less than 8 inches is 4. they are Dickon = 7.75. Ben = 7.5. Martha = 7.75. Frances = 7.75.

g. How many students measured the length of their shoes?

Answer: The number of students measured the length of their shoes = 8.

Explanation: In the above-given question, given that, the 8 students measured their shoes. the students are Collin, Dickon, Ben, Martha, Lilias, Susan, Frances, and Mary.

h. Mr. Jones’s shoe length was \(\frac{25}{2}\) inches. Use >, <, or = to compare the length of Mr. Jones’s shoe to the length of the longest student shoe length. Who had the longer shoe?

Answer: Mary < Mr. Jones’s.

Explanation: In the above-given question, given that, Mr. Jone’s shoe length was 25/2 inches. 25/2 = 12.5. Mary shoe length = 8.75. 8.75 < 12.5.

Question 3. Using the information in the table and on the line plot, write a question you could solve by using the line plot. Solve.

Answer: The length of the shoe length increases.

Explanation: In the above-given question, given that, The length of the shoe increases. the length increases by 0.5 in.

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