May 26, 2016 th​
Dear Rising 5​
Grade Parents, It is hard to believe that summer is here! We have enjoyed working with you and getting th​
to know your child so much over the past year. In order to begin 5​
grade on a successful note, we feel it is important that the skills learned in the fourth grade be reinforced over the summer. Summer is mostly about relaxing, enjoying the sun and water, and spending time with family and friends. Make this your priority, but also set aside some time to keep those skills honed so everyone is ready when we see you back in August! Math: ★ Practice the basic addition, subtraction, multiplication, and division facts. ​
Each student will be assessed in August for basic fact fluency. ★ Complete the math Step­Up packet. This review of math concepts is provided with our math curriculum and designed to compliment your student’s review of his/her math facts. The intent of this summer extension is to support your student and cement his/her understanding of these mathematical concepts. Our recommendation would be to have your student to work on the Step­Up and practice math facts weekly over the summer. Your student will turn in the Step­Up to his/her homeroom teacher on the first day of school in August. Reading: ★ Read every day to keep your skills sharp. ★ Required Summer Reading Book List­ see the attached list for reading requirements. Writing: ★ Keep a summer journal. ★ Practice with some of the pages in the Shurley Workbook. The workbook has writing outlines and grammar skills that were previously taught. History: ★ Learn states and their capitals. A fun way to do this is to play the License Tag Game. While traveling, look for out­of­state license tags. Ask your child the capital for each tag. Sincerely, Your Fourth Grade Teachers Grade 5 Supply List 2016­2017 Please bring all of your supplies to “Meet Your Teacher Day.” If you are ordering pre­packaged materials through the school, they will be in your classroom on “Meet Your Teacher Day.” General Supplies: ● 3 packages of wide­ruled notebook paper ● 1 pencil pouch (large enough to hold a few highlighters, checking pens, pencils, and colored pencils) ● 1 package of red checking pens ● 1 package of black or blue erasable pens ● 3 boxes of No. 2 pencils, sharpened (approximately 36 pencils total) ● 4 highlighters (multicolor) ● 3 glue sticks ● 1 pack of 24 colored pencils ● 1 plastic accordion 7 pocket folder, Size: 13 3/4" x 10 3/4" x 1 1/4" http://www.fivestardirect.us/fivestar/browse/product/7­Pocket+Expanding+File/35170 ● 2 packs of sticky notes ● 1 pair of earbuds or small earphones in a ziploc bag with name on outside of the bag ● 1 medium size pair of school scissors ( not Kindergarten size, but not full adult size, please. ) ● 1 box of tissues ● 1 roll of paper towels ● 2 containers of Clorox or Lysol wipes ● 1 box of sandwich­sized baggies Language Arts: ● 1 pack of black dry erase markers ● 1 pack of 4 x 6 index cards (100 count total needed) ● 10 ​
– 2 pocket, 3 prong ​
plastic ​
folders ​
without​
your name written on them (labels will be provided). (​
solid colors only please​
) ● 3 composition books (wide ruled) Social Studies: ● 3 ­ 2 pocket, 3 prong ​
plastic​
folders ​
without​
your name written on them (labels will be provided). ​
(solid colors only please) Math: ● 1 composition book ● 4 ­ 2 pocket, 3 prong folders without your name written on them. (solid colors) ● 1 pack of multicolored gel pens (4 count) Science: ● 1 two­pocket plastic folder, solid color ● 2 composition books ● 3 (100 count) packages 4 x 6 index cards, lined one side ● Girls: 1 container of wet wipes ● Boys: 1 box of gallon size baggies Kingdom Theatre: ● 5­subject spiral notebook (200 page) ­ Reused each year through 6th grade Spanish: ● 1 pocket folder with fasteners Art: ● 1 container of wet wipes for hands Resources: ● 1 roll of paper towels ● 1 package Expo markers (4 count) ● 1 whiteboard eraser Thank you, Your Fifth Grade Teachers SAN JOSE EPISCOPAL DAY SCHOOL 2016-2017
SCHOOL SUPPLY ONLINE ORDERING INFORMATION
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May 26, 2016 Dear Parents, Can you believe summer is here! We hope that you all have lots of fun and make some great memories. You will also need to review and reinforce math concepts learned this year. All students entering grades 2 to 6 will need to complete summer math work. This work should be completed independently by each student. Students who are entering grades 2 to 6 are receiving this letter attached to the required summer math work. These same documents will be available on our website, ​
sjeds.org​
, this summer. If you are looking for additional opportunities for your student to practice a variety of skills over the summer, recommended online resources include: ● Khan Academy ● Ten Marks Students should turn in the required work to the his or her homeroom teacher on the first day of school. If you have any questions, please feel free to contact the office by phone (904­733­0352). A note from Mrs. Hillgert: I am very proud of the hard work that each 4th grade student invested in math this year. We have reviewed many concepts and introduced new concepts such as long division and fractions. The Step­Up Practice is required, but I have included the Reteaching on the back side of the page because it includes a lesson review. Summer is mostly about relaxing, enjoying the sun and water, and spending time with family and friends. Make this your priority, but also set aside some time to keep those skills honed so everyone is ready when we see you back in August! Sincerely, Mrs. Hillgert Step-Up 1
Name
Practice
Arrays and Multiplying by
10 and 100
Find each product.
1. 4 ⫻ 10 ⫽
2. 2 ⫻ 100 ⫽
3. 2 ⫻ 10 ⫽
4. 6 ⫻ 10 ⫽
5. 3 ⫻ 100 ⫽
6. 4 ⫻ 100 ⫽
7. Reason What whole number could you use to complete
⫻ 100 ⫽ 00 so that 00 is greater than 500 but less
than 700?
8. Mr. Mitchell does 100 sit-ups every morning. How many
sit-ups will he do in 9 days?
A 90
B 100
C 109
D 900
9. Jackie has 10 groups of pennies with 3 pennies in each
group. Carlos has 5 groups of pennies with 100 pennies in
each group. Who has more pennies? Explain how you know.
Step-Up
P•1
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Step-Up 2
Name
Practice
Breaking Apart Arrays
Use the array to find the partial products and the product.
Complete the calculation.
1.
2.
14
4
12
5
⫹
3.
17
4
⫹
25
3
4.
⫹
21
4
5.
⫹
⫹
6. 4 ⫻ 17 ⫽
7. 5 ⫻ 24 ⫽
8. 3 ⫻ 18 ⫽
9. 5 ⫻ 29 ⫽
10. 23 ⫻ 3 ⫽
11. 21 ⫻ 6 ⫽
12. Clyde planted 4 rows of tomato seeds. Each row has
12 seeds. How many tomato seeds did Clyde plant?
13. Find 7 ⫻ 22.
A 54
B 144
C 152
D 154
14. Write a description of an array of stickers using the product
of 3 ⫻ 15.
Step-Up
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Step-Up 3
Name
Using an Expanded Algorithm
Reteaching
You can use arrays of place-value blocks to multiply.
Find the product for 4 14.
What You Show
4 10 40
What You Write
14
X4
16 4 X 4 ones
+40 4 X 1 ten
56
4 4 16
40 16 56
Draw an array for each problem to find the partial products and
the product. Complete the calculation.
1.
3.
5.
16
4
2.
17
6
4.
22
5
6.
21
6
13
2
14
3
7. Reason What two simpler problems can you use to find 7 38?
(Hint: Think about the tens and ones.)
Step-Up
R•3
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Step-Up 3
Name
Practice
Using an Expanded Algorithm
Use the array to find the partial products. Add the partial products
to find the product.
1.
3.
42
6
2.
21
4
4.
37
7
35
4
5. 8 14 6. 5 52 7. 8 42 8. 7 26 9. 4 62 10. 9 76 11. Rodney can type 62 words per minute. How many words
can Rodney type in 5 minutes?
12. Find 8 34.
A 172
B 262
C 272
D 372
13. Explain how you can use an array to find partial products and the
product for 6 36.
Step-Up
P•3
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Step-Up 4
Name
Practice
Multiplying 2-Digit by
1-Digit Numbers
Find each product. Decide if your answer is reasonable.
1.
2.
1 8
4
7
4.
49
7
3.
2 4
7
5 1
4
0
6
5.
6.
48
5
7.
53
9
8. 81 6 9. 89 8 10. 77 8 11. 94 5 29
6
12. Reason Kendra says that 6 65 390. Estimate to check
Kendra’s answer. Is she right? Explain.
13. A large truck uses about 18 gallons of fuel in
1 hour of work. How many gallons of fuel are
needed for 7 hours of work?
14. Which of the following is a reasonable estimate for 8 62?
A 48
B 480
C 540
D 660
15. Tyrone has 6 times as many marbles as his sister Pam. Pam
has 34 marbles. Louis has 202 marbles. Who has more
marbles, Tyrone or Louis? Explain how you found your answer.
Step-Up
P•4
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Step-Up 4
Name
Reteaching
Multiplying 2-Digit by
1-Digit Numbers
Here is how to multiply a 2-digit number by a 1-digit number
using paper and pencil.
Find 3 24.
What You Think
What You Write
1
Step 1
24
x 3
2
Multiply the ones.
Regroup if necessary.
3 4 12 ones
Regroup 12 ones as 1 ten 2 ones.
1
Step 2
24
x 3
72
Multiply the tens.
Add any extra tens.
3 2 tens 6 tens
6 tens 1 ten 7 tens
Is your answer reasonable?
Exact:
3 24 72
Round 24 to 20.
Estimate: 3 20 60
Since 72 is close to 60, the answer is reasonable.
Find each product. Decide if your answer is reasonable.
1.
5.
33
⫻ 3
2.
62
8
6.
⫻
17
⫻ 5
3.
36
6
7.
⫻
24
⫻ 7
4.
88
5
8.
⫻
48
⫻ 6
⫻
52
9
9. Estimation Use estimation to decide which has
the greater product: 813 ⫻ 5 or 907 ⫻ 4.
Step-Up
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Step-Up 5
Name
Practice
Using Models to Divide
Find how many are in each group and how many are left over.
1. 72 CDs in 5 organizers
2. 54 stickers on 9 rolls
3. 62 plants in 7 rows
4. 98 chairs for 6 tables
In 5 through 8, use the model to complete each division sentence.
5. 23 7.
R3
R2
6.
7
8.
R
9. Corey has 90 marbles. He decides to share them with his
6 friends so they can play a game. Which of the following
models shows Corey sharing his marbles?
A
C
B
D
10. At Mr. Avery’s farm there are 47 cows. There are 3 people who
milk the cows each day. Does each person milk the same number
of cows? Use a model to help you.
Step-Up
P•5
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Step-Up 5
Name
Reteaching
Using Models to Divide
You can use models to help you solve division problems.
The models below can help you find 59 ⫼ 4.
Find 59 ⫼ 4.
Estimate 60 ⫼ 4 ⫽ 15.
First divide
the tens.
1
___
4 ) 59
⫺4
Now, change the
tens into ones.
4 tens
1
___
4 ) 59
⫺4
19
Next, divide
the ones.
14
___
4 ) 59
⫺4
19
⫺16
4 tens
19 ones
Write the
remainder.
14 R3
___
4 ) 59
⫺4
19
⫺16
4 tens
19 ones
3
There is one tens block
in each of 4 groups.
1 tens block and 9 ones
blocks are equal to 19 ones
blocks.
3
Each of the 4 groups has
1 tens block and 4 ones
blocks.
4 tens
19 ones
remainder
There are 3 ones blocks left.
59 4 14 R3
Use the models below to help you fill in the boxes.
1. 67 ⫼
3.
⫽
⫼6⫽
2. 85 ⫼ 4 ⫽
R2
4. 97 ⫼
R5
Step-Up
R•5
R
⫽
R
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 3
Step-Up 6
Name
Practice
Dividing 2-Digit by
1-Digit Numbers
In 1 through 3, complete each division problem.
1.
2.
2
3 81
1
5 68
3.
R3
4 76
⫺
9
8
1
⫺
0
3
0
For 4 through 11, find each quotient. Check your answers.
___
8. 6) 96
___
___
5. 5) 68
___
6. 4) 92
___
7. 3) 63
___
9. 7) 86
___
10. 2) 92
Mrs. Allen is planning to provide snacks
for 72 fifth graders when they go on a field
trip to the aquarium. Each student will receive
1 of each snack. Using the bar graph to the right,
how many packages of each snack does
Mrs. Allen need?
12. fruit cups
11. 8) 95
Snacks per
Package
___
4. 2) 89
12
10
8
6
4
2
0
Field Trip Snacks
Applesauce Fruit cup
Snacks
13. applesauce
14. Reason Which is the remainder of 37 ⫼ 4?
A 1
B 2
C 3
D 4
15. Explain how to find the number of left over pencils if Paula wants to
give 25 pencils to 6 people.
Step-Up
P•6
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Step-Up 6
Name
Reteaching
Dividing 2-Digit by
1-Digit Numbers
Find 92 6.
Step 1:
To decide where to
place the first digit in the
quotient, compare the
first digit of the dividend
with the divisor.
___
6 ) 92
9 > 6, so the first digit
in the quotient will go in
the tens place.
Step 2:
Divide the tens. Use
multiplication facts and
compatible numbers.
Step 3:
Divide the ones. Use
multiplication facts and
compatible numbers.
Step 4:
Check by multiplying
and then adding the
remainder.
Think: 6 × ? = 6
Think: 6 × ? is about 32
6 × 15 = 90
Multiply. 6 × 1 = 6
Write 1 in the tens
place of the quotient.
Multiply. 6 × 5 = 30
Write 5 in the ones
place of the quotient.
90 + 2 = 92
1
___
)
6 92
6
32
1 5 R2
___
)
6 92
6
32
3 0
2
Subtract. 9 − 6 = 3
Compare. 3 6
Bring down the ones.
Subtract. 32 − 30 = 2
Compare. 2 < 6
There are no more
digits to bring down, so
2 is the remainder.
In 1 and 2 complete each division problem.
1.
1
6 8
2.
4
3
2 7
2
4
0
0
Find each quotient. Check your answers.
___
3. 4) 86
___
4. 5) 91
Step-Up
___
5. 3) 76
R•6
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Step-Up 7
Name
Practice
Factors
For 1 through 12, find all the factors of each number.
1. 28
2. 19
3. 8
4. 37
5. 25
6. 11
7. 36
8. 73
9. 15
10. 17
11. 7
12. 21
13. Tina buys 36 party favors to give out at a picnic.
Which number will NOT let her divide the party
favors evenly among the guests?
A 4
B 6
C 8
D 9
14. Mrs. Quinn wants to arrange her students’ artwork in an array
on the wall. If Mrs. Quinn has 21 pictures to hang, describe
the arrays she can make.
15. Mrs. Barry has 27 watches on display at her store.
Mr. Barry says that she can make only 1 row with all
27 watches. Is Mr. Barry right? Explain.
Step-Up
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Step-Up 7
Name
Reteaching
Factors
When multiplying two numbers, you know that both numbers are
factors of the product.
Example 1
Example 2
Find the factors of 24.
Find the factors of 16.
Factors
1
2
3
4
6
8
12
24
Product
1
2
4
8
16
24 24
12 24
8 24
6 24
4 24
3 24
2 24
1 24
16 16
8 16
4 16
2 16
1 16
Factors of 16:
1, 2, 4, 8, and 16
Factors of 24:
1, 2, 3, 4, 6, 8, 12, and 24
List all the factors of each number. Use counters to help.
1. 16
2. 21
3. 13
4. 25
5. 3
6. 18
7. Reason Look at 2 7 and 3 6. Are these numbers all
factors of 18? Explain your answer.
Step-Up
R•7
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Step-Up 8
Name
Reteaching
Modeling Addition
of Fractions
Eight friends want to see a movie. Four of them want to see a
comedy. Two want to see an action movie and two want to see
a science-fiction movie. What fraction of the group wants to see
either a comedy or a science-fiction movie?
You can use a model to add fractions.
Look at the circle. It is divided into eighths, because there are
eight people in the group. Each person represents _18 of the group.
Four people want to see a comedy. Shade in four of the sections
to represent _48. Two people want to see a science-fiction movie.
Shade in two more sections to represent _28. Count the number of
shaded sections. There are six. So, _68 of the group wants to see
either a comedy or a science fiction movie.
6
4 + __
2 = __
__
8
8
8
Write the sum in simplest form.
6÷2
3
____
= __
8÷2
4
Find each sum. Simplify, if possible.
3 + __
1
1. __
5
5
4 + __
2
2. __
3
3
3. __
+ __
2 + __
1
4. __
2
2 + __
5. __
5
5
6
4 + ___
6. ___
5
3
7. __
+ __
4
1
8. ___
+ ___
3
1
9. __
+ __
3
6
10. ___
+ ___
2 + __
1 + __
2
11. __
6
8
10
6
8
10
6
10
6
6
8
10
10
6
8
4
10
4
4
1 + ___
3
12. ___
+ ___
6
12
12
12
13. Reason We can express time as a fraction of
an hour. For example, 15 minutes is _14 hour. 30 minutes
is _12 hour. What fraction of an hour is 45 minutes?
Step-Up
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Step-Up 8
Name
Practice
Modeling Addition
of Fractions
Find each sum. Simplify if possible. You may use fraction strips.
2 + __
1
1. __
4
1 + __
1
2. __
5
5
3
8
3. ___
+ ___
2
2 + __
4. __
1 + __
1
5. __
2
3 + __
6. __
3
4
7. __
+ __
4
1
8. ___
+ ___
1 + __
4
9. __
4
6
8
6
8
2
10
12
2
8
10
6
12
8
6
10. Model A rectangular garden is divided into 8 equal parts. Draw a picture that
shows _38 + _38 = _68, or _34 .
1
mile more than the previous day.
11. Each day, Steven walked __
12
1
__
The first day he walked 12, the second day he walked
3
2
__
mile, the third day he walked __
mile. On which day
12
12
did the sum of his walks total at least 1 complete mile?
12. Find the missing value in the equation.
2
2 + ___
? = __
1
___
+ ___
12
12
12
2
A 1
B 2
C 3
D 4
13. There are five people sitting around the dinner table.
2
of a pie on their plate. How much pie
Each person has __
10
is left? Explain.
Step-Up
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Step-Up 9
Name
Practice
Modeling Subtraction
of Fractions
Use fraction strips to subtract. Simplify if possible.
9 − ___
5
1. ___
8 − ___
6
2. ___
2 − __
2
3. __
5 − __
2
4. __
6 − __
5
5. __
4
10 − ___
6. ___
7 − __
4
7. __
8
2
7 − __
8. __
4 − __
3
9. __
3 − __
1
10. __
12
2
6
8
4
12
12
2
6
6
6
10
8
5
4
10
8
5
9 − ___
2
12. ___
3 − __
2
11. __
5
12
5
12
12
8
13
13. Find ___
− n if n = ___
.
16
16
14. Model Harriet has _45 tank of gas left in her car.
If she needs _25 tank to go to her friend’s house and another
_1 tank to get back home, does she have enough gas?
5
Draw a diagram and explain your answer.
9
6
yard of fabric. She used __
for a pillow. How
15. Alicia had __
12
12
much fabric does she have left? Explain how you found your
answer.
Step-Up
P•9
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Step-Up 9
Name
Reteaching
Modeling Subtraction
of Fractions
Karla made a pizza and cut it into 10 slices. She ate four slices.
What fraction of the pizza is left?
You can use a model to subtract fractions.
Karla’s pizza is divided into 10 slices. One way to show
10 = 1 whole pizza. Karla ate four slices of the pizza.
this is __
10
Cross out four of the slices. Count the number of slices left.
6 of the pizza left.
There are 6 slices or __
10
10
6
4 = ___
___
− ___
10
10
10
Write the answer in simplest form, if possible.
6÷2
3
______
= __
5
10 ÷ 2
Use fraction strips or models to subtract. Simplify if possible.
4
1=
1. __
− __
5
5
3
8 − ___
2. ___
=
4
3=
3. __
− __
6
2
4. ___
− ___
=
10
3
2
5. __
− __
=
11 − ___
9 =
6. ___
6
3=
7. __
− __
8 − __
6=
8. __
15
7
9. ___
− ___
=
7
9 − ___
10. ___
=
9
7 =
11. ___
− ___
10
6
12
10
6
6
6
8
12
10
12
8
10
4
16
10
4
12
16
10
7
12. ___
− ___
=
12
12
13. Find n.
2 = __
2
n − __
6
6
Step-Up
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Step-Up 10
Name
Practice
Fractions and Decimals
Write a fraction and a decimal to show how much is shaded.
1.
2.
3.
Draw a model that shows each decimal.
4. 0.78
5. 0.16
6. 0.3
Write each fraction as a decimal.
165
7. _____
1,000
17
8. ____
100
9.
1
____
100
4
10. ___
10
Write each decimal as a fraction.
11. 0.03
12.
0.036
13. 0.5
14. 0.78
15. In the decimal models, how many strips equal 10 small squares?
A 7
B 1
C 70
D 10
19
as
16. Explain the steps you would take to write ___
100
a decimal.
Step-Up P•10
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Step-Up 10
Name
Reteaching
Fractions and Decimals
Fractions with a denominator of 10, 100, or 1,000 can be written
as a decimal. Tenths, hundredths, and thousandths are written as
digits to the right of the decimal point.
2
.
The shaded part is __
10
Write it as a decimal: 0.2
Word form: two tenths
13
The shaded part is ___
.
100
Write it as a decimal: 0.13
Word form: thirteen hundredths
Write a fraction and a decimal to tell how much is shaded.
1.
2.
3. How are the two shaded grids alike?
How are they different?
Write each fraction as a decimal.
9
4. ____
100
275
5. _____
1,000
3
6. ___
9
7. ___
10. 0.40
11. 0.76
10
10
Write each decimal as a fraction.
8. 0.148
9. 0.07
Step-Up R•10
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 3
San Jose Episcopal Summer Reading
Rising 5th graders please pick three books to read from the list below . With two of
the books you read, your teachers have a variety of projects for you to choose from to
extend your comprehension. Please see attached for the list and the instructions. These projects need to be completed during the summer. You may either submit the projects to your teacher before the first week of school, or bring a hard copy
with you the first week of school. For the third book you chose, you will be completing
an in-class assignment during the first week of school. If choosing a book in a series,
please make other selections outside of that series.
Flora and Ulysses by Kate DiCamillo
The Whipping Boy by Sid Fleischman
My Side of the Mountain by Jean Craighead George
Thunder from the Sea by Joan Hiatt Harlow
Hoot by Carl Hiaasen
A Turtle in Paradise by Jennifer L. Holm
Prince Caspian by C.S. Lewis
Rules by Cynthia Lord
Comeback Kids (series) by Mike Lupica
The Lightning Thief by Rick Riordan
The Mysterious Benedict Society by Trenton Lee Stewart
Dear America (series) by Various Authors
The Castle in the Attic by Elizabeth Winthrop
Rising 5th
​​Grade
Summer Book Report Ideas
Please pick one of the following for each of the three books.
1. Design a Virtual Movie Poster
Use Glogster ​
http://glogsteredu.edu.glogster.com/​
to design a movie
poster! Include the title, author, key characters, key events, and
pictures that support the story line. Don’t forget a catchy title that
will make others want to read the book. ​
Please use your school
Glogster account, if you cannot remember your login information
(nickname and password) your parent can call the office or email
Mrs. Balek at ​
[email protected]​
to get the information. D
​o not sign
into Glogster using your SJEDS Google account. When you are
finished with your glog, name it with your last name, first initial and
book title (ex: barcenas hoot) and don’t forget to save. We will
present our glogs in class during the first week of school. I can’t
wait to see how creative you are!
2. Create a comic strip summary of your book
Use ​
Comic Creator​
to create a six panel comic strip which
summarizes one of the books. Include key characters, problem and
solution. If you are a talented artist and would rather draw a comic
by hand, you may do so instead of using the online tool. Print your
comic and color it. Just bring it in with you during the first week of
school. Have fun and be creative!
3. Write One More Chapter
Sign on to your SJEDS Google Docs account and write another
chapter of the book you read. How would the story continue?
Would the ending be different? Use the main characters, setting,
and choose a plot twist you feel would be a more exciting or a
“better” ending for the story. You may wish to include an
illustration, either hand drawn or uploaded. (Please make sure to
give credit for any photos you use from the web.) Just share it with
me at ​
[email protected]​
!
4. Create a PowerPoint Presentation
Using PowerPoint, Google Presentation, or Keynote presentation
software, compare and contrast two characters from your book, or
from two of the books on the reading list. Make sure you compare
character traits as well as physical characteristics. Discuss the
characters’ actions, motives, and how they relate to the others in the
book. Include any graphics and transitions you feel would make the
presentation visually interesting. If you choose Google
Presentation, share your project with me at ​
[email protected]​
. If
you choose PowerPoint or Keynote, you may upload the file to
Google Docs or save as a .ppt and bring it to school during the first
week on a flash drive.