3rd grade instructional packet june 1, 2020
TRANSCRIPT
Attention Students and Families This packet is designed to be used only if there is not consistent access to technology to complete work online. If a student can interact with Google Classroom, this packet does not take the place of those assignments and it is not a requirement to be
completed in addition to Google Classroom work assigned by teachers.
3rd Grade
Instructional Packet
June 1, 2020
English Teachers can tell you the pages that your child should complete each week. Your child should complete only the pages that they can. These packets will not be collected. Please contact your child’s teacher if you have questions or would like help. Spanish Los maestros pueden decirle las páginas que su hijo debe completar cada semana. Su hijo solo debe completar las páginas que pueda. Estos paquetes no serán recolectados. Comuníquese con el maestro de su hijo si tiene preguntas o desea ayuda. Russian Учителя могут рассказать вам страницы, которые ваш ребенок должен заполнять каждую неделю. Ваш ребенок должен заполнять только те страницы, которые он может. Эти пакеты не будут собраны. Пожалуйста, свяжитесь с учителем вашего ребенка, если у вас есть вопросы или вы хотели бы помочь. Vietnamese Giáo viên có thể cho bạn biết các trang mà con bạn nên hoàn thành mỗi tuần. Con bạn chỉ nên hoàn thành những trang mà chúng có thể. Những gói này sẽ không được thu thập. Vui lòng liên hệ với giáo viên dạy con của bạn nếu bạn có thắc mắc hoặc muốn được giúp đỡ. Arabic
یمكن للمعلمین إخبارك بالصفحات التي یجب أن یكملها طفلك كل أسبوع. یجب أن یكمل طفلك الصفحات التي یمكنهها فقط. لن یتم جمع هذه الحزم. یرجى الاتصال بمعلم طفلك إذا كانت لدیك أسئلة أو ترید المساعدة.
Ukranian Вчителі можуть розповісти вам сторінки, які ваша дитина повинна завершувати щотижня. Ваша дитина повинна заповнити лише ті сторінки, які вона може. Ці пакети не збиратимуться. Якщо у вас є питання або хочете допомогти, зв’яжіться зі вчителем вашої дитини. Chinese 老师可以告诉您您的孩子每周应完成的页面。您的孩子应该只填写他们能完成的页面。这些数据包将不会被收集。如有疑问或需要帮助，请与您孩子的老师联系。 Romanian Profesorii îți pot spune paginile pe care copilul tău ar trebui să le completeze în fiecare săptămână. Copilul tău ar trebui să completeze doar paginile pe care le poate. Aceste pachete nu vor fi colectate. Vă rugăm să contactați profesorul copilului dvs. dacă aveți întrebări sau doriți ajutor.
Somali Macallimiintu waxay kuu sheegi karaan boggaga ay tahay inuu ilmahaagu dhammaystiro toddobaad kasta. Ilmahaagu waa inuu dhammaystiro oo keliya bogagga ay awoodaan. Xirmooyinkan lama ururin doono. Fadlan la xiriir macallinka cunuggaaga haddii aad wax su'aalo ah qabtid ama aad jeclaan lahayd caawimaad. Hmong Cov kws qhia tuaj yeem tuaj yeem qhia koj cov nplooj ntawv uas koj tus menyuam yuav tsum ua tiav txhua lub lim tiam. Koj tus menyuam yuav tsum tau ua kom tiav cov nplooj ntawv uas lawv muaj peev xwm ua tau. Cov pob no yuav tsis sau. Thov hu rau koj tus menyuam tus xibfwb yog tias koj muaj lus nug lossis xav tau kev pab. Nepali �श�कह�ले तपा�लाई प�ृठह� बताउन स�छन ्जनु तपा�को ब�चाले ��येक ह�तामा पूरा गनु�पद�छ। तपा�को ब�चाले उनीह�ले गन� स�ने प�ृठह� मा� पूण� गनु� पछ�। यी �याकेटह� स be◌्कलन ग�रने छैन। कृपया तपा�को ब�चाको �श�कलाई स�पक� गनु�होस ्य�द तपा�सँग ��नह� छन ्वा म�दत चाहनुहु�छ भने। Burmese သင��က�လ�ကအပတ�တ��င���ဖည��စ�က�သင��သည��စ�မ�က����မ���က��ဆရ�မ���က��ပ��ပ���င�သည�။ သင�၏က�လ�သည�သ�တ�� �တတ����င��သ�စ�မ�က����မ���က��သ��ဖည��စ�က�သင��သည�။ ဒ� packets �တ�က��စ��ဆ�င��မ��မဟ�တ�ပ�ဘ�� သင��တ�င��မ�ခ�န��မ���ရ��ပ�ကသ�� �မဟ�တ�အက�အည�လ��ပ�ကသင��က�လ�၏ဆရ�က��ဆက�သ�ယ�ပ�။ Amharic ልጅዎ በየሳምንቱ መሙላት ያለባቸውን ገጾች መምህራን ሊነግሩዎት ይችላሉ። ልጅዎ መቻል የሚችሏቸውን ገጾች ብቻ መሙላት አለበት ፡፡ እነዚህ ፓኬጆች አይሰበሰቡም ፡፡ እባክዎ ጥያቄዎች ካሉዎት ወይም እገዛ ከፈለጉ የልጅዎን መምህር ያነጋግሩ።
3rd Word Work 6/1 - 6/5 Learning Focus: Unit 30 Suffixes & Unit 31 Comparative suffixes
Suffix - a letter or group of letters added to the end of a base word Base Word - the smallest part of a word (ex: dirty - dirt = base word, y = suffix) Comparative Suffix - letters added to a base word that compare things (ex: fast er , fast est ) Suffixes used in Unit 30 - y = cloud y , ly = brave ly, ily = hungr ily Comparative Suffixes used in Unit 31 - er = faster, est = fastest
Monday
1. Word Study Poster Suffixes - Read through the words on the poster.
2. Take Home Activity (Unit 30 -BLM 6) - Write the words in the correct column.
3. Reading Passage (Unit 25 -BLM 9) - Rockville City News . Highlight, underline, or circle words with the -y, -ly, or -ily ending.
Tuesday 1. Reading Passage (BLM 9) - Rockville City News . Read the passage from yesterday.
2. Unit 30 Quick Check - Complete this paper to check your understanding!
Wednesday
1. Word Study Poster Comparative Suffixes -er, -est - Read through the words on the poster.
2. Take Home Activity (Unit 31 -BLM 6) - Write the word in the correct column based on its spelling pattern.
3. Reading Passage (Unit 31 -BLM 9) - Taking a Vacation . Highlight, underline, or circle words with the -er or -est ending.
Thursday
1. Spelling Peer Check (BLM 11) - Have someone pick 9 words from the word sorts you used this week to give you a spelling check.
2. Reading Passage (BLM 9) - Taking a Vacation . Read the passage from yesterday. Friday
1. Unit 31 Quick Check - Complete this paper to check your understanding!
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1Start
Wor
dSTU
DYV
OCA
BULA
RYUN
IT 30
Suff
ixes
-y,
-ly
, -ily
Suff
ixes
add
ed t
o ba
se w
ords
cha
nge
the
mea
ning
an
d pa
rt o
f sp
eech
of
the
base
wor
d.
The
suff
ix -
y ad
ded
to a
nou
n ch
ange
s
it t
o an
adj
ecti
ve.
di
rt
+ y
= di
rty
(n
oun)
(a
dj.)
Th
e di
rt m
ade
our s
hoes
dir
ty.
no
ise
– e
+ y
= no
isy
(n
oun)
(a
dj.)
The
nois
e fro
m th
e la
wn
mow
er m
ade
our
afte
rnoo
n no
isy.
The
suff
ix -
ly a
dded
to
an a
djec
tive
ch
ange
s it
to
an a
dver
b.
br
ave
+ ly
=
brav
ely
(a
dj.)
(a
dv.)
The
brav
e kn
ight
foug
ht b
rave
ly a
gain
st
the
enem
y.
The
suff
ix -
ily a
dded
to
an a
djec
tive
ch
ange
s it
to
an a
dver
b.
hu
ngry
– y
+ i
ly
= hu
ngri
ly
(a
dj.)
(a
dver
b)
The
hung
ry d
og h
ungr
ily d
evou
red
all t
he fo
od.
The
suff
ix -
ily a
dded
to
a no
un c
hang
es
it t
o an
adv
erb.
no
ise
– e
+ ily
= n
oisi
ly
(nou
n)
(
adve
rb)
Th
e ca
r chu
gged
noi
sily
dow
n th
e ro
ad.
Word Study & Vocabulary 1: Unit 30: Suffixes -y, -ly, -ily ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Pattern SortParent Directions: Have your child write each word from the word bank under the heading with the correct suffix. Then have your child choose a word from each column and write a sentence for each one.
Word Bank
loudly angrily snowy misty lazily
cozily closely squirmy finally summery
quietly luckily choppy quickly smoothly
-y -ly -ily
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
Take-Home Activity (BLM 6)
Kit 1_U30_BLM.indd 7 6/9/10 2:20:08 PM
Word Study & Vocabulary 1: Unit 30: Suffixes -y, -ly, -ily ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
A Strange Weekend in RockvilleBy Juan Smith and Amber Williams,
News Writers
The town of Rockville has had a lot
of unusual weather this year. However,
last weekend’s weather may have been
the strangest of all.
“Clearly, it was the wildest weather
Rockville has ever had,” said Mayor Kiki
Smith. “There is no question about that.”
Saturday started out sunny and
warm, a pleasant morning in June. About
10 a.m., the air turned chilly and foggy.
“In fifteen minutes, the temperature on
Main Street dropped from 73 to 28,”
said Elmer Pickle, owner of the hardware
store.
By noon, twelve inches of snow had
fallen. Police Chief Isabel Garcia said, “We
were busily calling for tow trucks to help
the cars stuck on the highway, when,
bingo, the snow stopped and the heat
wave started.”
Archie Jones, who is in charge of
the town school buses, said, “The snow
melted so quickly that I was sure school
would be able to start on time on
Monday. Was I ever wrong!”
Lily Sanchez described what
happened next. “My cat Otis and I were
on the sofa quietly reading a book.
Suddenly, thunder shook the walls. Hail
pounded loudly on the roof. Then the
power went out. It has been out ever
since. I haven’t been able to heat up any
milk for Otis,” she added, unhappily.
Sam Li, president of the Rockville
Power Company, said that, even though
the terrible weather has ended, hundreds
of homes are still without power. “We
fixed many problems easily. Others
will take longer. We will not rest until
everyone has power again.”
Mayor Smith has invited weather
experts from around the country to visit
Rockville. “There must be someone who
can explain what happened,” she said.
Until then, last weekend’s weather
will remain a mystery.
Reading Passage (BLM 9)
ROCKV I LLE CIT Y NEWS
Kit 1_U30_BLM.indd 10 6/9/10 2:20:09 PM
Word Study & Vocabulary 1: Unit 30: Suffixes -y, -ly, -ily ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date _______________________________________
Unit 30 Quick-Check: Suffixes -y, -ly, -ily
Answer QuestionsDirections: Look at each base word and then write the suffix -y, -ly, or -ily to make a new word with a suffix.
1. wind + ______ = __________________
2. bad + ______ = __________________
3. ready + ______ = __________________
4. smooth + ______ = __________________
ApplyDirections: In the space below, list one word with the suffix -y, one word with the suffix -ly, and one word with the suffix -ily.
_______________________ _______________________ _______________________
Directions: Using the words from the word bank, complete the following sort by writing the words in the appropriate category.
-y -ly -ily Word Bank unluckily, thirsty, clearly, stormy, hastily, suddenly, bravely, lazily
Think and Write about Suffixes -y, -ly, -ilyDirections: In the space below, explain how understanding suffixes -y, -ly, and -ily helps you as a reader, speller, and writer.
_____________________________________________________________________________
Kit 1_U30_TG.indd 8 6/9/10 2:21:29 PM
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1Start
Wor
dSTU
DYV
OCA
BULA
RYUN
IT 31
Com
para
tive
s an
d Su
perl
ativ
es
-er
and
-est
Co
mpa
ring
Tw
o Th
ings
: Use
-er
My
note
book
is t
hick
er th
an y
our
note
book
.
Sum
mer
is h
otte
r th
an a
utum
n.
The
mou
se tu
rned
out
to b
e br
aver
th
an th
e lio
n.
Thin
gs: U
se -
est
Her
not
eboo
k is
the
thic
kest
not
eboo
k in
the
room
.
Augu
st is
usu
ally
the
hott
est
mon
th o
f th
e ye
ar.
The
brav
est
peop
le a
re n
ot a
lway
s th
e st
rong
est
or th
e bi
gges
t.
Spel
ling
Com
para
tive
sha
rsh
har
sher
, har
shes
t
(end
s w
ith c
onso
nant
dig
raph
=
no c
hang
e)
wea
k w
eake
r, w
eake
st
(vow
el d
igra
ph =
no
chan
ge)
slim
s
limm
er, s
limm
est
(c
lose
d sy
llabl
e, fi
nal c
onso
nant
=
doub
le th
e co
nson
ant)
wid
e w
ider
, wid
est
(f
inal
sile
nt e
, dro
p e
befo
re
addi
ng -
er, -
est)
earl
y e
arlie
r, ea
rlie
st
(end
s w
ith -
y, c
hang
e y
to i
befo
re
addi
ng -
er, -
est)
Word Study & Vocabulary 1: Unit 31: Comparative suffixes -er, -est ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Spelling PatternsParent Directions: Have your child read each word in the word bank and then write it in the correct box according to its spelling pattern.
Word Bank
weaker cheaper cooler bigger
slimmer crazier dirtier bravest
tallest silliest busiest harshest
strangest saddest emptiest
No Change Drop the Final e
Double the Consonant Change y to i
Take-Home Activity (BLM 6)
Kit 1_Unit 31_BLM.indd 7 6/9/10 2:26:32 PM
Word Study & Vocabulary 1: Unit 31: Comparative suffixes -er, -est ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Taking a VacationImagine that you could go anywhere you wanted on a trip. Where
would you choose to go? Perhaps you would choose the warmest place
you could find because you want to spend a lot of time in the water.
Maybe you would choose a cooler place because you want to hike. And, if
you want to go skiing or skating, you might decide on a colder place.
Would you like to visit a city that’s busy and full of life, or a quieter
place where you can just relax? Some places are easier to get to than
other places, making travel time quick. However, there are some interesting
places that are very remote, like a jungle or high mountain top. These
places may be tougher to get to, but the trip is worth the trouble. These
remote places tend to be the quietest of all, but not necessarily the places
where you can just take it easy. You may spend a lot of time climbing high
cliff faces or hiking in hot temperatures through dense vegetation.
After a day of hiking, swimming, skiing, or whatever activity you’ve
chosen, you might feel that there’s nothing like relaxing in a hotel with the
fanciest spa ever. But you might be one of many who think the best way
to relax is outdoors under the night sky, next to a trickling stream, with the
breeze softly blowing through the leaves of the trees. Not only can this be
a wonderful experience, it’s definitely cheaper than a fancy hotel!
Reading Passage (BLM 9)
Kit 1_Unit 31_BLM.indd 10 6/9/10 2:26:33 PM
Word Study & Vocabulary 1: Unit 31: Comparative suffixes -er, -est ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
First Try
1.
2.
3.
4.
5.
6.
7.
8.
9.
Spelling Peer CheckDirections: Work with a partner. Follow the directions from your teacher to use this BLM to write your spelling words.
Second Try (if needed)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Correct Spelling
1.
2.
3.
4.
5.
6.
7.
8.
9.
Spelling Peer Check (BLM 11)
Kit 1_Unit 31_BLM.indd 12 6/9/10 2:26:34 PM
Word Study & Vocabulary 1: Unit 31: Comparative suffixes -er, -est ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date _______________________________________
Unit 31 Quick-Check: Comparative Suffixes -er, -est
Answer Questions Directions: Read the questions and choose the best answer.
1 Which spelling would you use to add a comparative ending to the word slim? slimier slimer slimmer
2. Which spelling would you use to add a comparative ending to the word funny? funier funnier funnyer
3. Circle the word you would use to tell how one tree looks compared to three other trees? greener greenest
4. Circle the word you would use to tell how an elephant sounds compared to a mouse, a rabbit, and a cat. louder loudest
ApplyDirections: In the space below, list three to five words you know that are comparative words with -er or -est.
____________ ____________ ____________ ____________ ____________
Directions: Using the words from the word bank, complete the following sort. Write each word in the appropriate category.
Adjective Comparative Adjective Superlative Adjective Word Bank quick, bright, ripest, brighter, silliest, quicker, bravest, brightest, quickest, ripe, silly, braver, sillier, brave, riper
Think and Write about Comparative Suffixes -er, -estDirections: In the space below, explain how understanding the comparative and superlative suffixes -er and -est helps you as a reader, speller, and writer.
_____________________________________________________________________________
Kit 1_Unit 31_TG.indd 8 6/9/10 2:41:50 PM
Unit30–AnswerKey
Unit31–AnswerKey
Ever
ythi
ng a
per
son
does
on
a co
mpu
ter,
from
pl
ayin
g ga
mes
to s
olvi
ng m
ath
prob
lem
s, h
as b
een
crea
ted
by s
omeo
ne e
lse.
Wri
ting
the
inst
ruct
ions
th
at te
ll a
com
pute
r w
hat t
o do
is c
alle
d coding
.
Som
e ex
pert
s se
e co
ding
as
a ne
w b
uild
ing
bloc
k
of le
arni
ng. T
hey
thin
k it
is ju
st a
s im
port
ant t
o le
arn
to
cod
e as
it is
to le
arn
read
ing
and
mat
h. O
ther
s
thin
k th
at s
choo
ls s
houl
d st
ick
to te
achi
ng th
ose
basi
cs.
Cod
ing,
how
ever
, can
hel
p st
uden
ts p
ract
ice
thei
r m
ath
skill
s. It
giv
es th
em a
han
ds-o
n w
ay to
lear
n th
at m
any
stud
ents
enj
oy.
Cod
ers
also
lear
n to
sol
ve p
robl
ems
with
a te
am.
They
lear
n to
not
giv
e up
, eve
n w
hen
som
ethi
ng is
har
d to
do.
The
se s
kills
bet
ter
prep
are
stud
ents
for
care
ers
in
sci
ence
, tec
hnol
ogy,
eng
inee
ring
, and
mat
h (S
TEM
).
In th
e fu
ture
, the
re w
ill b
e m
ore
jobs
in th
ese
area
s.
Cod
ing
can
brin
g ou
t a s
tude
nt’s
crea
tive
side
, too
. Th
roug
h co
ding
, stu
dent
s ge
t to
build
som
ethi
ng o
n th
eir
own
and
then
see
the
fini
shed
pro
duct
. Whe
n
kids
und
erst
and
codi
ng, i
t can
eve
n he
lp th
em b
ecom
e be
tter
use
rs o
f all
the
tech
nolo
gy in
thei
r liv
es.
To te
ach
codi
ng, s
choo
ls n
eed
to d
o a
few
thin
gs.
Firs
t, th
ey n
eed
to h
ave
teac
hers
who
kno
w h
ow to
cod
e or
are
will
ing
to le
arn.
Tea
cher
s an
d st
uden
ts c
an e
ven
lear
n to
geth
er. S
choo
ls a
lso
need
to s
tart
cod
ing
club
s
or c
lass
es. S
ome
scho
ols
may
als
o ne
ed to
spe
nd m
oney
fo
r m
ore
com
pute
rs.
Lear
ning
to c
ode
help
s st
uden
ts a
nd c
an h
elp
th
em fi
nd b
ette
r jo
bs in
the
futu
re. M
ore
scho
ols
sh
ould
teac
h st
uden
ts to
cod
e.
Opp
ortu
nitie
s to
Lea
rn C
ompu
ter
Scie
nce
in
U.S
. Ele
men
tary
Sch
ools
in 2
016
Num
ber
of
Cla
sses
and
C
lubs
Perc
ent
of S
choo
ls
Co
mpu
ter
scie
nce
clas
ses
058%
140%
1–2
35%
3–5
4%
5+1%
Co
mpu
ter
scie
nce
cl
ubs
and
a
fter
-sch
ool
acti
viti
es
055%
1–2
40%
3–5
3%
5+1%
Prin
cipal
s in
elem
enta
ry sc
hool
s rep
orte
d on
com
pute
r scie
nce
class
es in
thei
r sch
ools.
Credits: Page 1 (top): © alvarez/E+/Getty Images; pages 1 (bottom), 2 (both): © Maxim Basinski/123RF
Source: Google Inc. & Gallup Inc. (2016). Trends in the State of Computer Science in U.S. K-12 Schools.
Co
din
g Is
Co
ol
© L
earn
ing
A–Z
All
righ
ts r
eser
ved.
ww
w.re
adin
ga-z
.com
12
Read the article “Coding is Cool.” Think about your opinion. Do you agree or disagree with the author? Should students be required to learn code in school? Write an essay supporting your opinion using information from the article. Follow the chart below to help you organize your essay.
Paragraph 1 Introduce your topic and state your opinion.
In my opinion ____________. It is my belief that ________. I strongly believe that _____. Let me tell you three reasons why.
Paragraph 2 Support your opinion with a reason. Use sequencing/ organizing words.
First, ________________. The first reason is ______.
Paragraph 3 Support your opinion with another reason. Use sequencing/ organizing words.
Next, ____________. Also, ___________. In addition, _____________. Additionally, __________________. Another reason is ________.
Paragraph 4 Support your opinion with another reason. Use sequencing/ organizing words.
Finally, ______________. Last, _________________.
Paragraph 5 Write a conclusion. Restate your opinion from paragraph 1.
In conclusion,___________. That is why _____________. Now you know why I think _______________. Those are the three reasons why I think _____________. What do you think?
_____________________________________________________________________
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_____________________________________________________________________
Mor
e t
han
13,
000
kin
ds
of
fis
h li
ve
inth
e o
cean
. So
me
of
th
em h
ave
am
azin
gta
len
ts t
hat
hel
p t
hem
su
rviv
e.
It's
no
won
der
wh
ere
th
e c
olor
ful
lion
fish
get
s it
s n
ame!
Lio
nfi
sh u
se t
hei
rd
ead
ly,
pois
onou
s s
pin
es t
o k
eep
aw
aypr
edat
ors.
If a
pre
dat
or s
wim
s t
oo c
lose
to
a li
onfi
sh,
then
th
e li
onfi
sh w
ill
fac
e t
he
atta
cker
in a
hea
d-d
own
pos
itio
n w
hic
hb
rin
gs it
s s
pin
es f
orw
ard
.T
he
pu
ffer
fis
h a
lso
has
spi
nes
. It
can
blo
w it
self
up
like
a b
allo
on,
mak
ing
its
shar
p s
pin
es s
tick
ou
t. T
his
act
ion
cau
ses
pred
ator
s, s
uch
as
sh
arks
, to
sta
y a
way
.La
nte
rn f
ish
spa
rkle
wit
h t
iny
ligh
ts.
Th
is a
bil
ity
hel
ps t
hem
fin
d f
ood
or
con
fuse
pre
y.
An
imal
s t
hat
liv
e in
th
ed
eep
oce
an a
re m
ore
like
ly t
o u
se t
his
tric
k o
f n
atu
re b
ecau
se t
he
dee
p o
cean
isso
dar
k.
www.readinga-z.com
© L
earn
ing
A–Z
All
righ
ts r
eser
ved.
Comprehension
Nam
e
Caus
e an
d Ef
fect
• Se
t 3
Writ
e an
d Sh
are
Prac
tice
Pass
age
A B
ette
r R
unni
ng S
hoe
In th
e pa
st, r
unni
ng s
hoes
did
n’t p
rote
ct r
unne
rs’
feet
ver
y w
ell.
So s
hoe
com
pani
es w
orke
d to
sol
ve
the
prob
lem
. The
y go
t an
idea
from
a s
urpr
isin
g pl
ace.
Th
eir
idea
cam
e fr
om th
e A
pollo
spa
ce p
rogr
am.
Inve
ntor
s m
ade
a ne
w k
ind
of s
pace
boo
ts fo
r
the
Apo
llo a
stro
naut
s. T
hese
ast
rona
uts
wer
e go
ing
to
wal
k on
the
Moo
n. B
ut th
e M
oon
has
a bu
mpy
su
rfac
e. A
stro
naut
s co
uld
twis
t the
ir a
nkle
s or
fall.
So
inve
ntor
s ad
ded
air
pock
ets
to th
e bo
ots.
The
air
po
cket
s w
ere
like
padd
ing.
The
boo
ts p
rote
cted
th
e as
tron
auts
on
the
Moo
n.
Shoe
com
pani
es h
eard
abo
ut th
e sp
ace
boot
s. T
hey
deci
ded
to u
se th
e ne
w id
ea fo
r ru
nnin
g sh
oes.
Tod
ay,
runn
ing
shoe
s pr
otec
t run
ners
’ fee
t and
ank
les
bett
er.
As
a re
sult,
run
ners
are
less
like
ly to
get
hur
t. Th
is
spac
e in
vent
ion
solv
ed a
pro
blem
for
peop
le o
n Ea
rth!
Instructions: R
ead
this
sent
ence
: Mar
ie g
ot a
new
dog
. With
a p
artn
er,
brai
nsto
rm th
ree
diffe
rent
cau
se-a
nd-e
ffect
cha
ins t
hat c
ould
resu
lt fro
m
this
even
t. Th
en c
hoos
e on
e ch
ain
and
writ
e a
one-
para
grap
h st
ory.
Rem
embe
r to
use
clue
wor
ds in
you
r sto
ry.
Cau
seEf
fect
/Cau
seEf
fect
Su
mm
er C
amp
Tal
ent
Sh
ow
Last
sum
mer
my
frie
nd C
anda
ce a
nd I
wen
t to
a p
erfo
rmin
g ar
ts c
amp
for
kids
who
wan
t to
lear
n ac
ting
, si
ngin
g, a
nd d
anci
ng.
We
got
to t
ake
two
clas
ses
over
tw
o w
eeks
.
The
cate
gori
es in
clud
ed s
ingi
ng,
danc
ing,
the
ater
, an
d ci
rcus
act
s, li
ke c
low
ning
and
swin
ging
on
the
trap
eze.
At
the
end
of t
he c
amp,
we
put
on a
tal
ent
show
for
our
fam
ilies
.
Cand
ace
and
I are
pre
tty
clum
sy,
so w
e de
cide
d no
t to
tak
e an
y da
nce
clas
ses.
We
took
the
clo
wn
clas
s in
stea
d. In
it,
we
lear
ned
to r
ide
a un
icyc
le w
hile
wea
ring
wig
s,
fake
gla
sses
, an
d hu
ge s
hoes
. W
e al
so le
arne
d ho
w t
o ju
ggle
fou
r pi
eces
of
frui
t an
d
vege
tabl
es a
ll at
onc
e!
Bein
g a
clow
n is
muc
h ha
rder
tha
n it
look
s.
I als
o to
ok a
jaz
z si
ngin
g cl
ass.
The
re w
ere
ten
boys
and
ten
gir
ls in
tha
t cl
ass,
so
it
was
eve
nly
bala
nced
. Fi
rst,
we
lear
ned
how
to
read
mus
ic.
Then
, w
e lis
tene
d to
jaz
z
mus
ic f
rom
the
193
0s a
nd 1
940s
. O
ld j
azz
is v
ery
diff
eren
t fr
om t
he m
usic
we
liste
n to
toda
y, b
ut I
like
it a
lot!
We
chos
e th
ree
song
s to
sin
g fo
r th
e ta
lent
sho
w a
nd p
ract
iced
hard
, ev
ery
day.
Cand
ace
sign
ed u
p fo
r a
clas
s ab
out
cost
umes
and
sta
ge d
esig
n. C
anda
ce is
ver
y
crea
tive
so
she
wan
ted
to w
ork
behi
nd t
he s
cene
s. S
he le
arne
d ho
w t
o m
ake
fanc
y
clot
hing
and
sce
nery
for
the
cam
p pl
ay.
The
play
was
abo
ut a
pri
nces
s w
ho s
ecre
tly
drea
med
of
beco
min
g a
mov
ie a
ctre
ss.
It w
as a
dra
ma
and
a co
med
y at
the
sam
e ti
me.
(Can
dace
cal
led
it a
“dr
amad
y.”)
Anyw
ay,
the
tale
nt s
how
was
a h
uge
succ
ess.
We
wer
e ve
ry s
ad w
hen
the
tim
e ca
me
to le
ave
cam
p. W
e’re
alr
eady
thi
nkin
g ab
out
wha
t to
do
next
sum
mer
!
5 Fi
nger
Re
tell
The
n,
Nex
t,
Thi
s is
abou
t
Last,
03 Firs
t,
The
title
of t
his t
ext i
s
© Learning A–Z Todos los derechos reservados. www.readinga-z.com
Pasaje estándarNIVEL
Nombre Conteo de palabras: 216
TT
El mejor transporte del mundo
Página 1 de 2
El mejor transporte del mundo
La bicicleta es un transporte limpio de dos ruedas impulsada por la energía humana. Hay decenas de tipos de bicicletas. Cada año surgen nuevas ideas para mejorar los diseños ya existentes y hacerlos más accesibles, divertidos y seguros para todo el mundo.
En 1817, un inventor alemán creó la “máquina andante”, hecha de madera con dos ruedas pero sin pedales. En 1839, un inventor escocés le puso pedales. Alrededor de 1860, un inventor francés inventó mejores pedales. En 1885, un inventor inglés ideó la bicicleta de seguridad, con el asiento bajo entre las ruedas. En 1887, otro inventor escocés diseñó una mejor llanta inflable. Con cada inventor la bicicleta se cambiaba y funcionaba mejor.
En la era dorada de la bicicleta, antes que las fábricas comenzaran a hacer automóviles a principios de 1900, ya todo el mundo andaba en bicicleta. Las usaban para ir al trabajo, para ir a las tiendas y para la recreación. Con el invento del automóvil, bajó el uso de la bicicleta.
© Learning A–Z Todos los derechos reservados. www.readinga-z.com
Pasaje estándarNIVEL
Nombre Conteo de palabras: 216
TT
El mejor transporte del mundo
Página 2 de 2
Sin embargo, la bicicleta ya estaba aquí para quedarse. Mujeres, hombres, niños, gente con discapacidades, atletas, trabajadores y aficionados de todos tipos pueden usar bicicletas especialmente diseñadas a sus necesidades. En todas partes del mundo hay gente que prefiere transportarse en bicicleta porque es una opción muy económica y saludable.
© Learning A–Z Todos los derechos reservados. www.readinga-z.com
Evaluación rápida del Pasaje estándarNIVEL
Instrucciones: Lee cada pregunta cuidadosamente y elige la mejor respuesta.
Nombre Fecha
La Evaluación rápida continúa en la página siguiente
TT
El mejor transporte del mundo
1. ¿Por qué el autor dice que la bicicleta es un “transporte limpio”?
A porque cuando se anda en bicicleta se respira mejor
B porque si mantienes tu bicicleta limpia, no te mancharás los pantalones
C porque las bicicletas de carreras se ven siempre muy limpias
D porque una bicicleta se mueve con la energía humana en vez de gasolina
2. ¿Cuál es el propósito del autor para este pasaje?
A dar una introducción a la historia de la bicicleta
B describir cómo los autos son el mejor transporte del mundo
C explicar que el ciclismo puede ser peligroso
D convencer al lector de que las bicicletas de madera son las más ligeras
3. ¿Qué ocurrió primero?
A Se crearon bicicletas hechas de distintos materiales.
B Se creó la llanta inflable.
C Se inventó la “máquina andante”.
D Un herrero escocés puso pedales a la bicicleta.
4. ¿Cuál de las siguientes oraciones es una opinión?
A Un inventor alemán creó la “máquina andante”.
B Hay muchos tipos de bicicletas.
C La bicicleta es el transporte más divertido que existe.
D La bicicleta se inventó antes del automóvil.
© Learning A–Z Todos los derechos reservados. www.readinga-z.com
Evaluación rápida del Pasaje estándarNIVEL
Instrucciones: Lee cada pregunta cuidadosamente y elige la mejor respuesta.
Nombre Fecha
TT
El mejor transporte del mundo
5. Lee la oración: Las usaban para ir al trabajo, para ir a la tienda y para la recreación. ¿Qué significa recreación?
A un destino especial para gente que tiene bicicletas
B una ocupación profesional
C una actividad divertida para disfrutar y relajarse
D trabajo duro
© Learning A–Z Todos los derechos reservados. www.readinga-z.com
NIVEL
Respuestas para la Evaluación rápida del Pasaje estándar
TT
Analyze Character
Author’s Point of View
Author’s Purpose
Cause and Effect
Classify Information
Compare and Contrast
Context Clues
Draw Conclusions
Elements of a Biography
Fact or Opinion
Identify Genre
Main Idea and Details
Make Inferences
Phonological Awareness
Phonics
Problem and Solution
Reality/Fantasy
Recall
Sequence Events
Story Elements
Vocabulary
=
=
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=
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Análisis del personaje
Punto de vista del autor
Propósito del autor
Causa y efecto
Clasificar información
Comparar y contrastar
Pistas dentro del contexto
Sacar conclusiones
Elementos de una biografía
Hecho u opinión
Identificar el género
Idea principal y detalles
Hacer inferencias
Conocimiento fonológico
Fonética
Problema y solución
Realidad/Fantasía
Recordar
Secuencia de eventos
Elementos de la historia
Vocabulario
1. ¿Por qué el autor dice que la bicicleta es un “transporte limpio”?
D porque una bicicleta se mueve con la energía humana en vez de gasolina (Hacer inferencias / Sacar conclusiones)
2. ¿Cuál es el propósito del autor para este pasaje?
A dar una introducción a la historia de la bicicleta (Propósito del autor)
3. ¿Qué ocurrió primero?
C Se inventó la “máquina andante”. (Secuencia de eventos)
4. ¿Cuál de las siguientes oraciones es una opinión?
C La bicicleta es el transporte más divertido que existe. (Hecho u opinión)
5. Lee la oración: Las usaban para ir al trabajo, para ir a la tienda y para la recreación. ¿Qué significa recreación?
C una actividad divertida para disfrutar y relajarse (Vocabulario)
Análisis del personaje
Punto de vista del autor
Propósito del autor
Causa y efecto
Clasificar información
Comparar y contrastar
Pistas dentro del contexto
Sacar conclusiones
Elementos de una biografía
Hecho u opinión
Identificar el género
Idea principal y detalles
Hacer inferencias
Conocimiento fonológico
Fonética
Problema y solución
Realidad/Fantasía
Recordar
Secuencia de eventos
Elementos de la historia
Vocabulario
El mejor transporte del mundo
Weathering and Erosion
Weathering and Erosionby Rachelle Kreisman
Nature is always changing. Those changes are called natural events. Some natural events happen quickly. Think of a fire that starts when lightning strikes a tree. Other events occur slowly, such as when rocks are worn down over hundreds of years. This happens because of weathering and erosion.
Weathering is what happens when a part of a rock is loosened. Parts of rocks are usually loosened by nature. Erosion (ih-ROH-jzun) happens after weathering. It is the process of moving water, moving ice, or wind carrying away a part of a rock.
Moving water can cause weathering and erosion. Have you ever seen waves crash against rocks on the shore? The water can chip off small pieces of rock and carry them away. As more waves hit the rocks, more ReadWorks.org · © 2014 ReadWorks®, Inc. All rights reserved.
Weathering and Erosion
pieces are chipped off and carried away. Because of this, the rocks get smaller and smaller over time.
Moving ice can cause weathering and erosion. Some mountains have solid sheets of ice near the top. During warmer weather, a bit of ice melts. Then the sheet of ice may move slowly down the mountain. As the solid ice moves, it scrapes rocks, breaking off pieces. Then the pieces are taken away by the moving ice.
Wind also causes weathering and erosion. Wind can blow sand and dirt. It can carry the dirt far away. In some places, strong wind will push sand against rocks. Over a long period of time, the wind wears down those rocks.
ReadWorks.org · © 2014 ReadWorks®, Inc. All rights reserved.
Title: Natural Events, Weathering and Erosion 1. Read the article
2. Answer the questions
According to the text, what is weathering? ______________________________________________ ______________________________________________ What is erosion? _____________________________________________ _____________________________________________ Moving water can CAUSE _____________ and ____________________. One EFFECT of this process is _____________________________________________.
for the last question!
Explain the process of what happens when ice melts First Next Then Finally
___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
RRLEVEL
Benchmark Passage
© Learning A–Z All rights reserved. www.readinga-z.com
Name
The Rhino Road Stop
A police officer waved us over to the side of the road in Assam, India. Was Grandfather driving too fast? He was eager to show me the farm where our family has grown tea for generations. It was my first visit to my parents’ home country.
“I must ask for your patience while we close the road,” the police officer said. “It borders a national park where rhinos live. A baby rhino has fallen into a trench not far from here, and the mother is in the woods, as angry as a hurricane.”
When the rescue crew arrived, we helped unload their gear. In the distance, we heard the mother’s angry snorts. The veterinarians said that the calf was about two months old, and they carefully lifted her out of the trench. As we watched her trot into the woods toward her mother, I felt proud to have played a small part in her rescue.
Word Count: 155
The Rhino Road Stop
© Learning A–Z All rights reserved. www.readinga-z.com
LEVEL
Instructions: Read each question carefully and choose the best answer.
Name Date
Benchmark Passage Quick Check
RR
1 . Enter title.
2. Turn on correct Level layer.
3. Copy questions from Quick Checks (QR)
manuscript (MS).
4. Click on QC body text.
5. Using a GREP search*, replace the space
after questions with a tab. (CQ-Number-
Space to Tab)
6. Using a GREP search, replace the period
and space before answers with a tab.
(CQ-Letter-Period Space to Tab)
7. Select entire question and answers, then
right click on the paragraph style and
select “Apply “CQ Question K-Z ” Then Next
Style.
8. Select all 9 characters of word-on-lines
and style with the character syle “Write-on Line”
9. Copy and paste the text from Page 1 to
Page 2.
10. Delete all incorrect answers.
11 . Using Find & Replace, replace the astrisk at
the end of the answers with an En Space.
12. Copy and paste the skill tag from the
Answer.
13. Style answer with “CQ Answer Key
Choices”
14. Go back to Page 1 and delete the skill tags
and astrisks.
*GREP searches can be found on Vol 03 >
Learning A-Z > Admin > LAZ Production
Resources > GREP Resources > GREP
Library
The Rhino Road Stop
1. What happened first in the story?
A the rescue crew arrived
B the narrator felt proud
C the veterinarians said the calf was two months old
D Grandfather pulled over to the side of the roaduade
2. Where was Grandfather taking the narrator?
A to a national park
B to a tea farm
C to the woods
D to India
3. The rhino mother was angry because she did not like .
A the police officer waving
B the sound of Grandfather’s car
C being separated from her baby
D living in the national park
4. The narrator played a part in the rhino’s rescue by helping .
A lift up the rhino
B wave cars to the side of the road
C calm the angry rhino mother
D unload the rescue crew’s gear
5. What does the word trench mean?
A a wild storm
B a narrow platform
C a long ditch
D a small bush
© Learning A–Z All rights reserved. www.readinga-z.com
LEVEL
Benchmark Passage Quick Check Answer Sheet
RR
< Align text box to guideAnalyze Character
Author’s Point of View
Author’s Purpose
Cause and Effect
Classify Information
Compare and Contrast
Context Clues
Draw Conclusions
Elements of a Biography
Fact or Opinion
Identify Genre
Main Idea and Details
Make Inferences
Phonological Awareness
Phonics
Problem and Solution
Reality/Fantasy
Recall
Sequence Events
Story Elements
Vocabulary
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Análisis del personaje
Punto de vista del autor
Propósito del autor
Causa y efecto
Clasificar información
Comparar y contrastar
Pistas dentro del contexto
Sacar conclusiones
Elementos de una biografía
Hecho u opinión
Identificar el género
Idea principal y detalles
Hacer inferencias
Conocimiento fonológico
Fonética
Problema y solución
Realidad/Fantasía
Recordar
Secuencia de eventos
Elementos de la historia
Vocabulario
The Rhino Road Stop
1. What happened first in the story?
D Grandfather pulled over to the side of the road Sequence Events
2. Where was Grandfather taking the narrator?
B to a tea farm Story Elements
3. The rhino mother was angry because she did not like .
C being separated from her baby Make Inferences / Draw Conclusions
4. The narrator played a part in the rhino’s rescue by helping .
D unload the rescue crew’s gear Cause and Effect
5. What does the word trench mean?
C a long ditch Vocabulary
Do you think kids your age should have smartphones? Think about your opinion. Why do you think having a smartphone is a good or a bad idea? Write a paragraph supporting your opinion. Follow the chart below to help you organize your paragraph.
Topic In my opinion____________________. I strongly believe _________________. Let me tell you three reasons why.
Reason one First, __________________________. The first reason is __________________.
Reason two Next, _________________________. Another reason is _________________.
Reason three Finally, ______________________. Last, ____________________.
Conclusion In conclusion, ___________________. That is why _______________________.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
PrairieDogs
Prairie dogs are small mammals in the rodent
family /plant/animal. Squirrels, mice, beavers, gerbils,
chipmunks, and gophers are some of their cousins. They are all
fish/paper/rodents , too. Rodents have two upper and two
lower city/teeth/house that never stop growing. Rodents chew
a lot/never/much , which helps to keep those teeth short.
Prairie dogs are sometimes called ground squirrels. They
look like tree squirrels, without the fluffy/blue/book tails,
and they build their homes mud/underground/sticks . Prairie
dogs are the size of lions/markers/rabbits , with tan or
golden-colored backs and white bellies. There are five kinds
of prairie dogs/rabbits/lions . The best known is the
Black-tailed. Black-tailed prairie dogs live in “towns,” big
groups of up to ones/hundreds/inches of animals.
2’s Multiplication Practice FACTS STRATEGY
2 Double It! 2 x 6 ↠ 6 + 6 = 12
2 x 0 = 2 x 6 = 4 x 2 = 2 x 1 = 3 x 2 = 2 x 9 = 2 x 2 = 7 x 2 = 1 x 2 = 2 x 3 = 2 x 11 = 2 x 5 = 2 x 4 = 2 x 2 = 10 x 2 = 2 x 5 = 8 x 2 = 2 x 11 = 2 x 6 = 2 x 1 = 2 x 3 = 2 x 7 = 5 x 2 = 6 x 2 = 2 x 8 = 2 x 4 = 7 x 2 = 2 x 9 = 12 x 2 = 2 x 8 = 2 x 10 = 9 x 2 = 11 x 2 =
3’s Multiplication Practice FACTS STRATEGY
3 Double It and Add a Group! 3 x 7 ↠ 7 + 7 = 14 ↠ 14 + 7 = 21
3 x 0 = 3 x 11 = 3 x 12 = 3 x 1 = 5 x 3 = 0 x 3 = 3 x 2 = 1 x 3 = 4 x 3 = 3 x 3 = 3 x 3 = 11 x 3 = 3 x 4 = 3 x 8 = 6 x 3 = 3 x 5 = 12 x 3 = 3 x 7 = 3 x 6 = 2 x 3 = 3 x 9 = 3 x 7 = 10 x 3 = 0 x 3 = 3 x 8 = 5 x 3 = 1 x 3 = 3 x 9 = 3 x 6 = 3 x 4 = 3 x 10 = 8 x 3 = 3 x 12 =
4’s Multiplication Practice FACTS STRATEGY
4 Double, Double! 4 x 8 ↠ 8 + 8 = 16 ↠ 16 + 16 = 32
4 x 0 = 4 x 11 = 4 x 12 = 4 x 1 = 3 x 4 = 0 x 4 = 4 x 2 = 2 x 4 = 4 x 9 = 4 x 3 = 5 x 4 = 11 x 4 = 4 x 4 = 4 x 7 = 6 x 4 = 4 x 5 = 12 x 4 = 10 x 4 = 4 x 6 = 11 x 4 = 4 x 6 = 4 x 7 = 8 x 4 = 4 x 4 = 4 x 8 = 10 x 4 = 1 x 4 = 4 x 9 = 4 x 5 = 9 x 4 = 4 x 10 = 2 x 4 = 3 x 4 =
5’s Multiplication Practice FACTS STRATEGY
5 Count by 5’s That Many Times! 5 x 7 ↠ 5, 10, 15, 20, 25, 30, 35
5 x 0 = 5 x 5 = 5 x 2 = 5 x 1 = 3 x 5 = 5 x 9 = 5 x 2 = 7 x 5 = 1 x 5 = 5 x 3 = 11 x 5 = 5 x 8 = 5 x 4 = 2 x 5 = 12 x 5 = 5 x 5 = 8 x 5 = 5 x 10 = 5 x 6 = 5 x 1 = 3 x 5 = 5 x 7 = 5 x 6 = 7 x 5 = 5 x 8 = 4 x 5 = 5 x 9 = 5 x 9 = 12 x 5 = 5 x 8 = 5 x 10 = 9 x 5 = 11 x 5 =
6’s Multiplication Practice FACTS STRATEGY
6 Multiply by 5 and Add a Group! 6 x 6 ↠ 5, 10, 15, 20, 25, 30 ↠ 30 + 6 = 36
6 x 0 = 6 x 11 = 6 x 12 = 6 x 1 = 2 x 6 = 11 x 6 = 6 x 2 = 3 x 6 = 6 x 9 = 6 x 3 = 4 x 6 = 12 x 4 = 6 x 4 = 5 x 6 = 6 x 10 = 6 x 5 = 7 x 6 = 6 x 1 = 6 x 6 = 11 x 6 = 5 x 6 = 6 x 7 = 2 x 6 = 6 x 0 = 6 x 8 = 12 x 6 = 3 x 6 = 6 x 9 = 10 x 6 = 9 x 6 = 6 x 10 = 6 x 1 = 6 x 7 =
7’s Multiplication Practice FACTS STRATEGY
7 Multiply by 5 and Add a Double! 7 x 4 ↠ 5, 10, 15, 20 ↠ 20 + 8 = 28
7 x 0 = 7 x 11 = 7 x 12 = 7 x 1 = 9 x 7 = 2 x 7 = 7 x 2 = 5 x 7 = 7 x 0 = 7 x 3 = 12 x 7 = 7 x 7 = 7 x 4 = 3 x 7 = 7 x 10 = 7 x 5 = 7 x 4 = 6 x 7 = 7 x 6 = 8 x 7 = 11 x 7 = 7 x 7 = 7 x 3 = 7 x 10 = 7 x 8 = 9 x 7 = 5 x 7 = 7 x 9 = 7 x 7 = 2 x 7 = 7 x 10 = 7 x 5 = 11 x 7 =
8’s Multiplication Practice FACTS STRATEGY
8 Double, Double, Double! 8 x 4 ↠ 4 + 4 = 8 8 + 8= 16 16 + 16= 32
8 x 0 = 8 x 0 = 8 x 3 = 8 x 1 = 2 x 8 = 8 x 9 = 8 x 2 = 10 x 8 = 4 x 8 = 8 x 3 = 8 x 8 = 5 x 8 = 8 x 4 = 1 x 8 = 12 x 8 = 8 x 5 = 4 x 8 = 8 x 8 = 8 x 6 = 8 x 3 = 1 x 8 = 8 x 7 = 8 x 6 = 7 x 8 = 8 x 8 = 11 x 8 = 2 x 8 = 8 x 9 = 8 x 5 = 8 x 10 = 8 x 10 = 2 x 8 = 0 x 8 =
9’s Multiplication Practice FACTS STRATEGY
9 Multiply by 10 and Subtract a Group! 9 x 6 ↠ 10 x 6 = 60 ↠ 60 - 6 = 54
9 x 0 = 4 x 9 = 9 x 0 = 9 x 1 = 7 x 9 = 11 x 9 = 9 x 2 = 9 x 12 = 9 x 1 = 9 x 3 = 3 x 9 = 5 x 9 = 9 x 4 = 9 x 8 = 9 x 9 = 9 x 5 = 2 x 9 = 9 x 6 = 9 x 6 = 9 x 1 = 4 x 9 = 9 x 7 = 9 x 5 = 7 x 9 = 9 x 8 = 2 x 9 = 11 x 9 = 9 x 9 = 9 x 12 = 9 x 9 = 9 x 10 = 8 x 9 = 0 x 9 =
10’s Multiplication Practice FACTS STRATEGY
10 Count by 10’s or Just Add a Zero! 10 x 4 ↠ 10, 20, 30, 40
10 x 0 = 10 x 0 = 10 x 3 = 10 x 1 = 2 x 10 = 10 x 9 = 10 x 2 = 10 x 10 = 4 x 10 = 10 x 3 = 8 x 10 = 5 x 10 = 10 x 4 = 1 x 10 = 12 x 10 = 10 x 5 = 4 x 10 = 10 x 8 = 10 x 6 = 10 x 3 = 1 x 10 = 10 x 7 = 10 x 6 = 7 x 10 = 10 x 8 = 11 x 10 = 2 x 10 = 10 x 9 = 10 x 5 = 10 x 10 = 10 x 10 = 2 x 10 = 0 x 10 =
11’s Multiplication Practice FACTS STRATEGY
11 Multiply by 10 and Add a Group! 11 x 6 ↠ 10 x 6 = 60 ↠ 60 + 6 = 66
11 x 0 = 11 x 11 = 11 x 12 = 11 x 1 = 9 x 11 = 2 x 11 = 11 x 2 = 11 x 5 = 1 x 11 = 11 x 3 = 0 x 11 = 12 x 11 = 11 x 4 = 7 x 11 = 11 x 3 = 11 x 5 = 11 x 10 = 0 x 11 = 11 x 6 = 8 x 11 = 4 x 11 = 11 x 7 = 11 x 2 = 11 x 11 = 11 x 8 = 11 x 6 = 3 x 11 = 11 x 9 = 11 x 9 = 12 x 11 = 11 x 10 = 5 x 11 = 1 x 11 =
12’s Multiplication Practice FACTS STRATEGY
12 Multiply by 10 and Add a Double! 12 x 6 ↠ 10 x 6 = 60 ↠ 60 + 12 =72
12 x 0 = 12 x 11 = 12 x 12 = 12 x 1 = 2 x 12 = 12 x 11 = 12 x 2 = 3 x 12 = 9 x 12 = 12 x 3 = 4 x 12 = 12 x 12 = 12 x 4 = 5 x 12 = 10 x 12 = 12 x 5 = 12 x 7 = 1 x 12 = 12 x 6 = 5 x 12 = 2 x 12 = 12 x 7 = 12 x 0 = 3 x 12 = 12 x 8 = 12 x 10 = 9 x 12 = 12 x 9 = 12 x 1 = 12 x 7 = 12 x 10 = 3 x 12 = 6 x 12 =
Problem 1
2-Step Story Problem: Name:__________ Date: ______
DIRECTIONS : 1) Read the problem below. 2) Solve the problem by using words, drawing
pictures or writing equations. 3) SHOW AND LABEL ALL OF YOUR WORK . 4) Then CHECK YOUR WORK by solving it again.
MS RS CR RE A
PROBLEM: Alex has 70 toy dinosaurs in his toy box at home. He took 6 of his favorites and set them aside, and then decided to give the rest to 8 of his friends so that each friend got the same amount. How many toy dinosaurs did each friend get?
My First Way to Solve:
Operation 1: + − × ÷ Operation 2: + − × ÷
My First Answer:
My Second Way to Solve (double check):
My Second Answer:
(do your answers match?)
Problem 2
2-Step Story Problem: Name:__________ Date: ______
DIRECTIONS : 1) Read the problem below. 2) Solve the problem by using words, drawing
pictures or writing equations. 3) SHOW AND LABEL ALL OF YOUR WORK . 4) Then CHECK YOUR WORK by solving it again.
MS RS CR RE A
PROBLEM: Devon was playing a video game where he scores seven points for each treasure he finds. If he found two treasures on the first level and six on the second, what would his score be?
My First Way to Solve:
Operation 1: + − × ÷ Operation 2: + − × ÷
My First Answer:
My Second Way to Solve (double check):
My Second Answer:
(do your answers match?)
Multiplication FACTS STRATEGY
0 Zero Property: The product of any number and 0 is 0. 6 x 0 = 0
1 It’s Just that Number! 1 x 5 = 5
2 Double It! 2 x 6 ↠ 6 + 6 = 12
3 Double It and Add a Group! 3 x 7 ↠ 7 + 7 = 14 ↠ 14 + 7 = 21
4 Double, Double! 4 x 8 ↠ 8 + 8 = 16 ↠ 16 + 16 = 32
5 Count by 5’s That Many Times! 5 x 7 ↠ 5, 10, 15, 20, 25, 30, 35
6 Multiply by 5 and Add a Group! 6 x 6 ↠ 5, 10, 15, 20, 25, 30 ↠ 30 + 6 = 36
7 Multiply by 5 and Add a Double! 7 x 4 ↠ 5, 10, 15, 20 ↠ 20 + 8 = 28
8 Double, Double, Double! 8 x 6 ↠ 6 + 6 = 12 ↠ 12 + 12 = 24 ↠ 24 + 24 = 48
9 Multiply by 10 and Subtract a Group! 9 x 6 ↠ 10 x 6 = 60 ↠ 60 - 6 = 54
10 Count by 10’s or Just Add a Zero! 10 x 4 ↠ 10, 20, 30, 40
11 Multiply by 10 and Add a Group! 11 x 6 ↠ 10 x 6 = 60 ↠ 60 + 6 = 66
12 Multiply by 10 and Add a Double! 12 x 6 ↠ 10 x 6 = 60 ↠ 60 + 12 =72
How to Make your own Kazoo
*Get permission before gathering materials for this homemade instrument*
Cardboard tube (either from an old toilet paper roll or a paper towel tube
cut in half)
Tissue Paper or Crystal Paper
Rubber Band
Scissors
Hole Punch
Pretty paper, stickers, paint, etc… to decorate the outside of the cardboard
tube (optional)
Take pretty paper, stickers or paint and decorate the cardboard tube. Note
that if you are using paint, you will need to let it dry before going to the
next step.
Cut a piece of tissue paper (preferably square) and place it on one end of
the roll.
Attach it with the rubber band. Cut off the excess tissue paper with
scissors.
With the hole punch, make a hole in the cardboard tube. If you don’t have
a hole punch, have a parent use the scissors to make a small hole in the
side of the cardboard tube.
Your instrument is ready!
Place your mouth over the open end of the tube and hum into the tube.
You now have a kazoo!
Materials:
Directions:
1.
2.
3.
4.
5.
6.
Instruments of the Orchestra These instruments belong to the Brass Family. Trace each word.
Now draw a line from each instrument to its name.
French Horn Trombone Tuba Trumpet Cornet
Instruments of the Orchestra Find and circle the Brass instruments in the puzzle.
cornet
flu elhorn
rench horn
mellophone
trombone
trumpet
tuba
Instruments of the Orchestra These instruments belong to the Woodwind Family. Trace each word.
Now draw a line from each instrument to its name.
flute saxophone harmonica bassoon clarinet
Instruments of the Orchestra Find and circle the Woodwind instruments in the puzzle.
bagpipes
bassoon
clarinet
flute
harmonica
oboe
saxophone
Cutoutthecardsbelow
andm
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yourow
ndancebyarra
nging
thecardsinarandom
orderandmoving
aroundtheroomliketheanimalson
cardsw
hilelistening
tomusic.Float,erupt,sway,drip,freeze,tw
ist,stretch
,etc!Havefun.
Createyourow
nweathermovem
entcardsbydrawing
thesam
eweatherelem
entintwo
boxes,
cutthemoutandthenaddthemtothegam
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cardsw
hilelisteningtom
usic.Listentom
usicthatisfast,
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uiet.H
owdo
esthem
usicchangeyourweather-likemovem
ents?
Havefun!
Ball Bouncing
Bonfire Crackling
Car Driving
Frog Ribbeting
Grill Sizzling
Hose Watering
Hummingbird
Buzzing
Ice Cream Truck
Singing
Lawnmower
Whirring
Leaves Rustling
Owl Whooing
People Laughing
Stick Cracking
Thunder Rumbling
Treb
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lef f
lash
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out
the
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Summer Rhythms Answer Key
Directions: Write the words from the word bank in the box with the matching rhythm.
q q
! Baseball
! Flip Flops
! Ocean
! Picnic
! Summer
! Swimsuit
q n
! Campfire
! Sand Bucket
! Sandcastle
! Sunglasses
n q
! Barbecue
! Lemonade
! Popsicle
! Summer Trip
! Swimming Pool
n n
! Eating Ice Cream
! Playing Outside
! Sunny Weather
! Swimming Lessons
! Watermelon
Word Bank
Barbecue
Baseball
Campfire
Eating Ice Cream
Flip Flops
Lemonade
Ocean
Picnic
Playing Outside
Popsicle
Sand Bucket
Sand Castle
Summer
Summer Trip
Sunglasses
Sunny Weather
Swimming Lessons
Swimming Pool
Swimsuit
Watermelon