3rd grade instructional packet may 4, 2020 · final, every think and write about syllable juncture...
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
May 4, 2020
3rdWordWork5/4-5/8
LearningFocus:Unit12SyllableJunctureVCVandVVCVPatterns
Syllable-asingle,unbrokensound(orbeat)ofaword.Teachersoftenhavestudentsclapoutthesyllablesofaword.Ex:car=1syllable,apple=2syllables,elephant=3syllables
Vowels-a,e,i,o,u(y=vowelwhenitmakestheeorisound)Consonants-lettersthatarenotvowelsVCV=Thewordhasavowelconsonantvowelpattern.Ex:planet,spider,closetV/CV=LongVowel/ConsonantVowelThe“/”showswherethenewsyllablestarts.
Ex:spi/der=spider(longvowelsound-theisaysitsname)VC/V=ShortVowelConsonant/VowelEx:plan/et(shortvowel-asays“ah,”notitsname)VV/CV=VowelVowelConsonantVowelEx:pea/nut,spea/ker,rea/son
Monday1. WordStudyPoster-Readthroughthewordsontheposter.
2. CategoryCards(BLM2)andWordCards(BLM3)-Usethecategorycardschartandthe
wordcardstosortwordsbytheirpattern-V/CV,VC/V,orVV/CV.
3. ReadingPassage(BLM9)-Comets.Highlight,underline,orcirclewordswiththeVCV
pattern.Forexample,inthefirstsentencetherearethewordscometsandplanets.
Tuesday1. TakeHomeActivity(BLM6)-Readthewordsinthewordbank.Writethewordinthe
correctcolumnbasedonit’spattern.
2. ReadingPassage(BLM9)-Comets.ReadthestoryyoufoundVCVwordsinyesterday.
Wednesday1. WordsCards(BLM4)-Readthroughthewordcards.Whichpatterndoyouseeineach
word?*Challenge:SortthewordsintheCategoryCardschartyouusedonMonday.
2. ClassroomActivity(BLM7)-Readeachsentence.Circlethewordthatisdivided
correctlyintosyllables.
Thursday1. TakeHomeActivity(BLM8)-Readeachsentence.Circlethewordthatisdivided
correctlyintosyllables.
2. SpellingPeerCheck(BLM11)-Havesomeonepick9wordsfromthewordcardsyou
usedthisweektogiveyouaspellingcheck.
Friday1. Unit24QuickCheck-Completethispapertocheckyourunderstanding!
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1Start
Wor
dSTU
DYV
OCA
BULA
RYUN
IT 12
V/CV
, VC/
V, a
nd V
V/CV
Sy
llabl
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V/CV
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ound
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/ et
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d
rv
/ er
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sin
Word Study & Vocabulary 1: Unit 12: Syllable juncture in VCV and VVCV patterns ©2010 Benchmark Education Company, LLCCategory Cards (BLM 2)
V/CV VC/V
VV/CV
Kit 1_U12_BLM.indd 3 6/9/10 7:28:29 AM
Word Study & Vocabulary 1: Unit 12: Syllable juncture in VCV and VVCV patterns ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Comets
Comets are small space objects that travel very fast. Like planets, they
orbit around the sun. Some comets take only a few years to finish a complete
orbit. Other comets take much longer, sometimes thousands of years.
Comets are made of ice, gas, dust, and bits of rock and metal. The
center of a comet is a like a ball of dirty snow. As the comet gets near the
sun, the frozen part of it starts to melt. This makes the comet appear to have
a fuzzy tail. The tail is made of ice and dust.
It’s not easy to see comets with the human eye because most of them
are too little. For this reason, it is big news when people can watch a comet
in the night sky. One famous, large comet is called Halley’s Comet. It visits
our solar system every seventy-five years or so. The most recent time it came
close enough to Earth for people to see it was in 1986. Halley’s Comet will
visit again in the year 2061.
Here is a surprising fact about a comet and its tail: when a comet
travels toward the sun, its tail is behind it, but as the comet moves away
again, its tail is in the lead.
Sometimes comets fall into the sun or smash into other planets. In
1994, people who study space were able to watch as the Shoemaker-Levy 9
Comet crashed into the planet Jupiter.
Reading Passage (BLM 9)
Kit 1_U12_BLM.indd 10 6/9/10 7:28:30 AM
Word Study & Vocabulary 1: Unit 12: Syllable juncture in VCV and VVCV patterns ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Which Word?Directions: Read each sentence and then circle the word that is divided correctly into syllables. Write the word on the blank line.
1. The teacher told us to put all of our numbers in the correct _________________.
se/quence sequ/ence
2. We were afraid that the __________________ would flood after the heavy rain.
ri/ver riv/er
3. Jamal asked us what game we wanted to play at __________________.
re/cess rec/ess
4. Did you see that bright __________________ in the sky last night?
co/met com/et
5. Maria didn’t like the book because there was a scary __________________ in it.
crea/ture creat/ure
6. We watched the __________________ soaring round and round above us.
ea/gle eag/le
Classroom Activity (BLM 7)
Kit 1_U12_BLM.indd 8 6/9/10 7:28:30 AM
Word Study & Vocabulary 1: Unit 12: Syllable juncture in VCV and VVCV patterns ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Which Word? Parent Directions: Have your child read each sentence and then circle the word that is divided correctly into syllables. Have him or her write the word on the blank line.
1. My new blue jeans are made of _________________.
de/nim den/im
2. What is your favorite _________________ of the year?
sea/son seas/on
3. Talking when other people are talking is a bad _________________.
ha/bit hab/it
4. My dog learned the hard way that a skunk has a terrible _________________.
o/dor od/or
5. What is the _________________ Tyler doesn’t want to come to the party?
rea/son reas/on
6. I always wear a helmet to _________________ my head when I ride my bike.
pro/tect prot/ect
Take-Home Activity (BLM 8)
Kit 1_U12_BLM.indd 9 6/9/10 7:28:30 AM
Word Study & Vocabulary 1: Unit 12: Syllable juncture in VCV and VVCV patterns ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
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.
First Try
1.
2.
3.
4.
5.
6.
7.
8.
9.
Spelling Peer Check (BLM 11)
Kit 1_U12_BLM.indd 12 6/9/10 7:28:31 AM
Word Study & Vocabulary 1: Unit 12: Syllable juncture in VCV and VVCV patterns ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date _______________________________________
Unit 12 Quick-Check: Syllable Juncture in VCV and VVCV Patterns
Answer QuestionsDirections: Read each word and circle the correct syllable pattern for the word.
1. creature V/CV VC/V VV/CV
2. protect V/CV VC/V VV/CV
3. city V/CV VC/V VV/CV
4. grocery V/CV VC/V VV/CV
ApplyDirections: In the space below, list one word with a V/CV pattern, one word with a VC/V pattern, and one word with a VV/CV pattern.
_______________________ _______________________ _______________________
Directions: Using the words from the word bank, complete the following sort by writing the words in the appropriate category.
V/CV VC/V VV/CV Word Bank raisin, demand, level, saucer, final, every
Think and Write about Syllable Juncture in VCV and VVCV PatternsDirections: In the space below, explain how understanding V/CV, VC/V, and VV/CV syllable patterns helps you as a reader, speller, and writer.
_____________________________________________________________________________
Kit 1_U12_TG.indd 8 6/9/10 7:31:20 AM
For more resources, visit» Eureka.support © 2017, GREAT MINDS®
ADDITION NUMBER BATTLE
2 Players | Grades 2+
This variation of Basic Number Battle reinforces addition skills.
PREPARING TO PLAY
▪ Shuffle a full deck of cards.
▪ Unnumbered card values are as follows: ace = 1, jack = 11, queen = 12, king = 13. The suits are not important; only the numbers matter.
▪ Decide how long the game will last and set a timer. Alternatively, play can continue until one player surrenders or until one player holds all the cards.
▪ Divide the cards equally between the players. Each player keeps his cards in a single pile, facedown.
▪ Optionally, give each student scratch paper and a pencil.
PLAYING THE GAME
▪ Each player picks two cards off the top of his pile and places them faceup in the middle of the playing area.
▪ Each player adds the values of his cards to compute their total value and states that number. Each player then checks the other’s sum. The player whose cards form the greatest sum takes all the cards played and places them at the bottom of his pile.
▪ If both players’ cards have the same sum, a battle ensues: Each player places three cards facedown in the playing area, followed by a new pair of cards faceup, and adds the values of his two new faceup cards to find their sum. The player whose new cards form the greatest sum collects all the cards in the playing area, placing them at the bottom of his pile.
WINNING THE GAME The player with the most cards at the end of the designated time wins.
For more resources, visit» Eureka.support © 2017, GREAT MINDS®
MULTIPLICATION NUMBER BATTLE
2 Players | Grades 3+
This variation of Basic Number Battle reinforces multiplication skills.
PREPARING TO PLAY
▪ Shuffle a full deck of cards. (For simpler math, remove the highest value cards.)
▪ Unnumbered card values are as follows: ace = 1, jack = 11, queen = 12, king = 13. The suits are not important; only the numbers matter.
▪ Decide how long the game will last and set a timer. Alternatively, play can continue until one player surrenders or until one player holds all the cards.
▪ Divide the cards evenly between the players. Each player keeps her cards in a single pile, facedown.
▪ Optionally, give each student scratch paper and a pencil.
PLAYING THE GAME
▪ Each player picks two cards from the top of her pile and places them faceup in the middle of the playing area.
▪ Each player multiplies the values of her cards to compute a product and states that number. Each player then checks the other’s multiplication. The player whose cards form the greatest product takes all the cards played and places them at the bottom of her pile.
▪ If both players’ cards have the same product, a battle ensues: Each player places three cards facedown in the playing area, followed by a new pair of cards faceup, and multiplies the values of her two new faceup cards to find their product. The player whose new cards form the greatest product collects all the cards in the playing area, placing them at the bottom of her pile.
WINNING THE GAME The player with the most cards at the end of the designated time wins.
Para obtener más recursos, visite» es.eureka.support © 2017, GREAT MINDS®
BATALLA DE NÚMEROS DE SUMA
2 jugadores | Grados 2+
Esta variación de la batalla de números básica refuerza las destrezas de suma.
PREPARACIÓN DEL JUEGO
▪ Mezcle una baraja completa de naipes.
▪ Los valores de los naipes sin numerar son los siguientes: as = 1, jota = 11, reina = 12, rey = 13. Los palos no son importantes; solo importan los números.
▪ Decida cuánto tiempo durará el juego y ajuste un cronómetro. De manera alternativa, el juego puede continuar hasta que un jugador se rinda o hasta que un jugador tenga todos los naipes.
▪ Divida los naipes por igual entre los jugadores. Cada jugador mantiene sus naipes en una sola pila, boca abajo.
▪ De manera opcional, entregue a cada estudiante papel borrador y un lápiz.
DESARROLLO DEL JUEGO
▪ Cada jugador elige dos naipes de la parte superior de su pila y los coloca boca arriba en el centro del área de juego.
▪ Cada jugador suma los valores de sus naipes para calcular su valor total y dice el número. Luego, cada jugador comprueba la suma del otro. El jugador cuyos naipes formen la suma mayor toma todos los naipes y los coloca en la parte inferior de su pila.
▪ Si los naipes de ambos jugadores tienen la misma suma, comienza la batalla: Cada jugador coloca tres naipes boca abajo en el área de juego, seguidos por un nuevo par de naipes boca arriba, y suma los valores de sus dos nuevos naipes boca arriba para hallar la suma. El jugador cuyos nuevos naipes formen la suma mayor toma todos los naipes del área de juego, y los coloca en la parte inferior de su pila.
CÓMO SE GANA EL JUEGO El jugador que tenga más naipes al final del tiempo designado gana.
Para obtener más recursos, visite» es.eureka.support © 2017, GREAT MINDS®
BATALLA DE NÚMEROS DE MULTIPLICACIÓN
2 jugadores | Grados 3+
Esta variación de la batalla de números básica refuerza las destrezas de multiplicación.
PREPARACIÓN DEL JUEGO
▪ Mezcle una baraja completa de naipes. (Para matemáticas más simples, retire los naipes de mayor valor).
▪ Los valores de los naipes sin numerar son los siguientes: as = 1, jota = 11, reina = 12, rey = 13. Los palos no son importantes; solo importan los números.
▪ Decida cuánto tiempo durará el juego y ajuste un cronómetro. De manera alternativa, el juego puede continuar hasta que un jugador se rinda o hasta que un jugador tenga todos los naipes.
▪ Divida los naipes por igual entre los jugadores. Cada jugador mantiene sus naipes en una sola pila, boca abajo.
▪ De manera opcional, entregue a cada estudiante papel borrador y un lápiz.
DESARROLLO DEL JUEGO
▪ Cada jugador elige dos naipes de la parte superior de su pila y los coloca boca arriba en el centro del área de juego.
▪ Cada jugador multiplica los valores de sus naipes para calcular el producto y dice el número. Luego, cada jugador comprueba la multiplicación del otro. El jugador cuyos naipes formen el producto mayor toma todos los naipes jugados y los coloca en la parte inferior de su pila.
▪ Si los naipes de ambos jugadores tienen el mismo producto, comienza la batalla: cada jugador coloca tres naipes boca abajo en el área de juego, seguidos por un nuevo par de naipes boca arriba y multiplica los valores de sus dos nuevos naipes boca arriba para hallar el producto. El jugador cuyos nuevos naipes formen el producto mayor toma todos los naipes del área de juego, y los coloca en la parte inferior de su pila.
CÓMO SE GANA EL JUEGO El jugador que tenga más naipes al final del tiempo designado gana.
Lesson 2: Decompose and recompose shapes to compare areas.
Lesson 2 Pattern Sheet 3 4
multiply by 4 (6–10)
Multiply.
A STORY OF UNITS
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
1
G3-M 4-SaFP-1.3 .0 -05.2015
Lesson 8: Find the area of a rectangle through multiplication of the side lengths.
Lesson 8 Pattern Sheet 3 4
multiply by 6 (6–10)
Multiply.
A STORY OF UNITS
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
2
G3-M 4-SaFP-1.3 .0 -05.2015
Lesson 3 Sprint
Multiply with Six
1. 1 × 6 = 23. 10 × 6 =
2. 6 × 1 = 24. 9 × 6 =
3. 2 × 6 = 25. 4 × 6 =
4. 6 × 2 = 26. 8 × 6 =
5. 3 × 6 = 27. 3 × 6 =
6. 6 × 3 = 28. 7 × 6 =
7. 4 × 6 = 29. 6 × 6 =
8. 6 × 4 = 30. 6 × 10 =
9. 5 × 6 = 31. 6 × 5 =
10. 6 × 5 = 32. 6 × 4 =
11. 6 × 6 = 33. 6 × 1 =
12. 7 × 6 = 34. 6 × 9 =
13. 6 × 7 = 35. 6 × 6 =
14. 8 × 6 = 36. 6 × 3 =
15. 6 × 8 = 37. 6 × 2 =
16. 9 × 6 = 38. 6 × 7 =
17. 6 × 9 = 39. 6 × 8 =
18. 10 × 6 = 40. 11 × 6 =
19. 6 × 10 = 41. 6 × 11 =
20. 6 × 3 = 42. 12 × 6 =
21. 1 × 6 = 43. 6 × 12 =
22. 2 × 6 = 44. 13 × 6 =
A Number Correct:
Lesson 3: Specify and partition a whole into equal parts, identifying and counting unit fractions by drawing pictorial area models.
A STORY OF UNITS
1
©2015 Great Minds. eureka-math.orgG3-M 5-SaFP-1.3 .0 -06.2015
Lesson 3 Sprint
Multiply with Six
1. 6 × 1 = 23. 9 × 6 =
2. 1 × 6 = 24. 3 × 6 =
3. 6 × 2 = 25. 8 × 6 =
4. 2 × 6 = 26. 4 × 6 =
5. 6 × 3 = 27. 7 × 6 =
6. 3 × 6 = 28. 5 × 6 =
7. 6 × 4 = 29. 6 × 6 =
8. 4 × 6 = 30. 6 × 5 =
9. 6 × 5 = 31. 6 × 10 =
10. 5 × 6 = 32. 6 × 1 =
11. 6 × 6 = 33. 6 × 6 =
12. 6 × 7 = 34. 6 × 4 =
13. 7 × 6 = 35. 6 × 9 =
14. 6 × 8 = 36. 6 × 2 =
15. 8 × 6 = 37. 6 × 7 =
16. 6 × 9 = 38. 6 × 3 =
17. 9 × 6 = 39. 6 × 8 =
18. 6 × 10 = 40. 11 × 6 =
19. 10 × 6 = 41. 6 × 11 =
20. 1 × 6 = 42. 12 × 6 =
21. 10 × 6 = 43. 6 × 12 =
22. 2 × 6 = 44. 13 × 6 =
B Number Correct:
Improvement:
Lesson 3: Specify and partition a whole into equal parts, identifying and counting unit fractions by drawing pictorial area models.
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2
©2015 Great Minds. eureka-math.orgG3-M 5-SaFP-1.3 .0 -06.2015
KEY CONCEPT OVERVIEW
Additional sample problems with detailed answer steps are found in the Eureka Math Homework Helpers books. Learn more at GreatMinds.org.
(From Lesson 3)SAMPLE PROBLEM
Each shape is one whole. Estimate to divide each into equal parts by using a different fractional unit. Write the name of the fractional unit below the shape.
In Lessons 1 through 4, students learn how to partition a line or shape into equal parts. They create displays of unit fractions (e.g., 1
213
14
, , ) by using items such as paper strips, clay, cups of water, paper circles and rectangles, and yarn.
You can expect to see homework that asks your child to do the following: ▪ Represent unit fractions in multiple ways (e.g., with circles, beakers, paper strips, or
rectangles). ▪ Understand and represent objects that are “cut” into equal parts. ▪ Label the fractional unit on objects based on the number of equal cuts and identify how many
parts are shaded.
G R A D E 3 | M O D U L E 5 | T O P I C A | L E S S O N S 1–4
For more resources, visit » Eureka.support
TERMS
MODELS
HOW YOU CAN HELP AT HOME
▪ Chocolate bars are always fun and motivating for kids! Get a chocolate bar that has 12 sections. Ask your child to break up the chocolate bar and display it in different ways, such as halves, thirds, fourths, or sixths.
▪ Tape a string across a doorway so your child can reach it. Make sure the string is taut and parallel with the floor (not slanted). Using the door frame as the endpoints of the string, ask your child to show where to partition the string with clothespins to create different fractional units such as halves, thirds, fourths, sixths, eighths, or tenths. (Miniature clothespins can be found at hobby stores.) Alternatively, your child can thread O-shaped cereal or beads on the string before you tape the string to the door frame and then slide the beads or cereal into place based on fractional units you suggest.
G R A D E 3 | M O D U L E 5 | T O P I C A | L E S S O N S 1–4
Fractional unit: The number of parts in a whole, written in word form (e.g., halves, thirds, fourths, sixths, eighths).
Unit fractions: Fractions with a numerator of 1. For example, 12 , 13 , and 1
4 are all unit fractions.
Partition: To divide or “cut up” a whole into equal parts.
For more resources, visit» Eureka.support © 2016, GREAT MINDS®
RESUMEN DE CONCEPTOS CLAVE
Puede encontrar ejemplos adicionales de problemas con pasos de respuesta detallados en los libros de Eureka Math Homework Helpers. Obtenga más información en GreatMinds.org.
Cada figura es un entero. Calcula aproximadamente para dividir cada una en partes iguales usando una unidad fraccionaria diferente. Escribe el nombre de la unidad fraccionaria debajo de la figura.
En las Lecciones 1 a la 4, los estudiantes aprenden cómo partir una recta o figura en partes iguales.
Ellos crean arreglos de fracciones unitarias (p. ej., 12
13
14
, , ) usando objetos como tiras de papel, plastilina, vasos de agua, círculos y rectángulos de papel y estambre.
Espere ver tareas que le pidan a su hijo/a que haga lo siguiente: ▪ Representar fracciones unitarias de varias maneras (p. ej., con círculos, vasos de precipitado,
tiras de papel o rectángulos). ▪ Comprender y representar objetos que no estén “cortados” en partes iguales. ▪ Identificar unidades fraccionarias en objetos basándose en el número de cortes iguales e
identificar cuántas partes están sombreadas.
G R A D O 3 | M Ó D U L O 5 | T E M A A | L E C C I O N E S 1–4
MUESTRA DE UN PROBLEMA (Tomado de la Lección 3)
Para obtener más recursos, visite » es.eureka.support
EUREKAMATH™ CONSEJOS PARA PADRES
▪ ¡Las barras de chocolate siempre son divertidas y motivadoras para los niños! Consiga una barra de chocolate que tenga 12 secciones. Pídale a su hijo/a que divida la barra de chocolate y la arregle de diferentes maneras, como en mitades, tercios, cuartos o sextos.
▪ Pegue con cinta adhesiva una cuerda a lo largo de la puerta de manera que su hijo/a pueda alcanzarla. Asegúrese de que la cuerda esté tensa y paralela al piso (no inclinada). Usando el marco de la puerta como los extremos de la cuerda, pídale a su hijo/a que muestre dónde dividir la cuerda con pinzas de ropa para crear unidades fraccionarias diferentes, tales como mitades, tercios, cuartos, sextos, octavos o décimas. (Se pueden encontrar pinzas de ropa miniatura en las tiendas de manualidades). Como alternativa, su hijo/a puede ensartar cereal en forma de O o cuentas en la cuerda antes de que usted la pegue al marco de la puerta y luego deslizar las cuentas o el cereal a una posición según las unidades fraccionarias que usted sugiera.
CÓMO PUEDE AYUDAR EN CASA
VOCABULARIO
REPRESENTACIONES
G R A D O 3 | M Ó D U L O 5 | T E M A A | L E C C I O N E S 1–4
Unidad fraccionaria: el número de partes de un entero, escrito en palabras (p. ej., mitades, tercios, cuartos, sextos, octavos).
Fracciones unitarias: fracciones con 1 como numerador. Por ejemplo: 12 , 13 y 1
4 son fracciones unitarias.
Partir: dividir o “cortar” un entero en partes iguales.
Para obtener más recursos, visite» es.eureka.support © 2017, GREAT MINDS®
Lesson 1 Problem Set
Lesson 1: Specify and partition a whole into equal parts, identifying and counting unit fractions using concrete models.
1 half 1 fourth 1 third
Name Date
1. A beaker is considered full when the liquid reaches the fill line shown near the top. Estimate the amountof water in the beaker by shading the drawing as indicated. The first one is done for you.
2. Juanita cut her string cheese into equal pieces as shown in the rectangles below. In the blanks below,name the fraction of the string cheese represented by the shaded part.
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1
Lesson 1 Problem Set
Lesson 1: Specify and partition a whole into equal parts, identifying and counting unit fractions using concrete models.
3. a. In the space below, draw a small rectangle. Estimate to split it into 2 equal parts. How many lines didyou draw to make 2 equal parts? What is the name of each fractional unit?
b. Draw another small rectangle. Estimate to split it into 3 equal parts. How many lines did you draw tomake 3 equal parts? What is the name of each fractional unit?
c. Draw another small rectangle. Estimate to split it into 4 equal parts. How many lines did you draw tomake 4 equal parts? What is the name of each fractional unit?
4. Each rectangle represents 1 sheet of paper.
a. Estimate to show how you would cut the paper into fractional units as indicated below.
b. What do you notice? How many lines do you think you would draw to make a rectangle with 20equal parts?
5. Rochelle has a strip of wood 12 inches long. She cuts it into pieces that are each 6 inches in length. Whatfraction of the wood is one piece? Use your strip from the lesson to help you. Draw a picture to show thepiece of wood and how Rochelle cut it.
sevenths ninths
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Lesson 1 Homework
Lesson 1: Specify and partition a whole into equal parts, identifying and counting unit fractions using concrete models.
1 half 1 fifth 1 sixth
Name Date
1. A beaker is considered full when the liquid reaches the fill line shown near the top. Estimate the amount of water in the beaker by shading the drawing as indicated. The first one is done for you.
2. Danielle cut her candy bar into equal pieces as shown in the rectangles below. In the blanks below, name
the fraction of candy bar represented by the shaded part.
3. Each circle represents 1 whole pie. Estimate to show how you would cut the pie into fractional units as indicated below.
halves thirds sixths
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Lesson 1 Homework
Lesson 1: Specify and partition a whole into equal parts, identifying and counting unit fractions using concrete models.
4. Each rectangle represents 1 sheet of paper. Estimate to draw lines to show how you would cut the paper into fractional units as indicated below.
5. Each rectangle represents 1 sheet of paper. Estimate to draw lines to show how you would cut the paper into fractional units as indicated below.
6. Yuri has a rope 12 meters long. He cuts it into pieces that are each 2 meters long. What fraction of the rope is one piece? Draw a picture. (You might fold a strip of paper to help you model the problem.)
7. Dawn bought 12 grams of chocolate. She ate half of the chocolate. How many grams of chocolate did she eat?
halves fourths eighths
thirds sixths
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Lesson 1 Exit Ticket
Lesson 1: Specify and partition a whole into equal parts, identifying and counting unit fractions using concrete models.
Name Date
1. Name the fraction that is shaded. 2. Estimate to partition the rectangle into thirds.
3. A plumber has 12 feet of pipe. He cuts it into pieces that are each 3 feet in length. What fraction of the pipe would one piece represent? (Use your strip from the lesson to help you.)
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Lesson 2 Problem Set
3 5
Name Date
1. Circle the strips that are folded to make equal parts.
2.
a. There are _______ equal parts in all. _______ are shaded.
b. There are _______ equal parts in all. _______ are shaded.
c. There are _______ equal parts in all. _______ are shaded.
d. There are _______ equal parts in all. _______ are shaded.
Lesson 2: Specify and partition a whole into equal parts, identifying and counting unit fractions by folding fraction strips.
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Lesson 2 Problem Set
3 5
Use your fraction strips as tools to help you solve the following problems.
3. Noah, Pedro, and Sharon share a whole candy bar fairly. Which of your fraction strips shows how they each get an equal part? Draw the candy bar below. Then, label Sharon’s fraction of the candy bar.
4. To make a garage for his toy truck, Zeno bends a rectangular piece of cardboard in half. He then bends
each half in half again. Which of your fraction strips best matches this story?
a. What fraction of the original cardboard is each part? Draw and label the matching fraction strip below.
b. Zeno bends a different piece of cardboard in thirds. He then bends each third in half again. Which of
your fraction strips best matches this story? Draw and label the matching fraction strip in the space below.
Lesson 2: Specify and partition a whole into equal parts, identifying and counting unit fractions by folding fraction strips.
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Lesson 2 Homework
3 5
Name Date
1. Circle the strips that are cut into equal parts.
2.
a. There are _______ equal parts in all. _______ is shaded.
b. There are _______ equal parts in all. _______ is shaded. c. There are _______ equal parts in all. _______ is shaded. d. There are _______ equal parts in all. _______ are shaded.
Lesson 2: Specify and partition a whole into equal parts, identifying and counting unit fractions by folding fraction strips.
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Lesson 2 Homework
3 5
3. Dylan plans to eat 1 fifth of his candy bar. His 4 friends want him to share the rest equally. Show how Dylan and his friends can each get an equal share of the candy bar.
4. Nasir baked a pie and cut it in fourths. He then cut each piece in half.
a. What fraction of the original pie does each piece represent? b. Nasir ate 1 piece of pie on Tuesday and 2 pieces on Wednesday. What fraction of the original pie was
not eaten?
Lesson 2: Specify and partition a whole into equal parts, identifying and counting unit fractions by folding fraction strips.
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Lesson 2 Exit Ticket
3 5
Name Date
1. Circle the model that correctly shows 1 third shaded.
2.
There are _______ equal parts in all. _______ are shaded.
3. Michael bakes a piece of garlic bread for dinner. He shares it equally with his 3 sisters. Show how Michael and his 3 sisters can each get an equal share of the garlic bread.
Lesson 2: Specify and partition a whole into equal parts, identifying and counting unit fractions by folding fraction strips.
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Lesson 3 Problem Set
Name Date
1. Each shape is a whole divided into equal parts. Name the fractional unit, and then count and tell how many of those units are shaded. The first one is done for you.
2. Circle the shapes that are divided into equal parts. Write a sentence telling what equal parts means.
3. Each shape is 1 whole. Estimate to divide each into 4 equal parts. Name the fractional unit below.
Fractional unit:_________________________
2 fourths are shaded.
Fourths
Lesson 3: Specify and partition a whole into equal parts, identifying and counting unit fractions by drawing pictorial area models.
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Lesson 3 Problem Set
4. Each shape is 1 whole. Divide and shade to show the given fraction.
1 half 1 sixth 1 third
5. Each shape is 1 whole. Estimate to divide each into equal parts (do not draw fourths). Divide each whole using a different fractional unit. Write the name of the fractional unit on the line below the shape.
6. Charlotte wants to equally share a candy bar with 4 friends. Draw Charlotte’s candy bar. Show how she can divide her candy bar so everyone gets an equal share. What fraction of the candy bar does each person receive?
Each person receives _________________________.
Lesson 3: Specify and partition a whole into equal parts, identifying and counting unit fractions by drawing pictorial area models.
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Lesson 3 Homework
2 fourths are shaded.
Name Date
1. Each shape is a whole divided into equal parts. Name the fractional unit, and then count and tell how many of those units are shaded. The first one is done for you.
2. Each shape is 1 whole. Estimate to divide each into equal parts. Divide each whole using a different fractional unit. Write the name of the fractional unit on the line below the shape.
3. Anita uses 1 sheet of paper to make a calendar showing each month of the year. Draw Anita’s calendar. Show how she can divide her calendar so that each month is given the same space. What fraction of the calendar does each month receive?
Each month receives _________________________.
Fourths
Lesson 3: Specify and partition a whole into equal parts, identifying and counting unit fractions by drawing pictorial area models.
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Lesson 3 Exit Ticket
Name Date
1. ______________ sevenths are shaded. 2. Circle the shapes that are divided into equal parts.
3. Steven wants to equally share his pizza with his 3 sisters. What fraction of the pizza does he and each
sister receive?
He and each sister receive _________________________
Lesson 3: Specify and partition a whole into equal parts, identifying and counting unit fractions by drawing pictorial area models.
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Task 1- 3.NBT.A.3
There are 6 tables in Mrs. Potter's art classroom. There are 4 students sitting at each table. Each student has a box of 10 colored pencils. (A) How many colored pencils are at each table? Show your work and an equation. (B) How many colored pencils do Mrs. Potter's students have in total? Show your work and an equation.
Lesson 1 Answer Key 3 5
Lesson 1 Problem Set
1. Answer provided; 1 fourth shaded; 1 third shaded
2. 1 third; 1 sixth; 1 fourth
3. a. Rectangle drawn; 1 line, 1 half
b. Rectangle drawn; 2 lines, 1 third
c. Rectangle drawn; 3 lines, 1 fourth
4. a. Sevenths are shown; ninths are shown
b. Answers will vary; 19 lines
5. 1 half; picture drawn to show 2 halves
Exit Ticket
1. 1 fourth
2. Rectangle partitioned into thirds
3. 1 fourth
Homework
1. Answer provided; 1 fifth shaded; 1 sixth shaded
2. 1 third; 1 fourth; 1 seventh
3. Halves are shown; thirds are shown; sixths are shown
4. Lines drawn to show halves; lines drawn to show fourths; lines drawn to show eighths
5. Lines drawn to show sixths; lines drawn to show thirds
6. 1 sixth; picture drawn to show 6 equal parts
7. 6 grams
Module 5: Fractions as Numbers on the Number Line
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Lesson 2 Answer Key 3 5
Lesson 2 Problem Set
1. First and last strips circled
2. a. 4, 2
b. 6, 5
c. 7, 3
d. 7, 0
3. 1 third; bar drawn and labeled appropriately; 1 third labeled
4. a. 1 fourth; fraction strip drawn and labeled correctly
b. Sixths; fraction strip drawn and labeled correctly
Exit Ticket
1. Second model
2. 10, 7
3. Answers will vary, showing 4 equal parts.
Homework
1. Second and third strips circled
2. a. 2, 1
b. 3, 1
c. 5, 1
d. 14, 7
3. Answers will vary.
4. a. 1 eighth
b. 5 eighths
Module 5: Fractions as Numbers on the Number Line
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Lesson 3 Answer Key 3 5
Lesson 3 Sprint
Side A
1. 6 12. 42 23. 60 34. 54
2. 6 13. 42 24. 54 35. 36
3. 12 14. 48 25. 24 36. 18
4. 12 15. 48 26. 48 37. 12
5. 18 16. 54 27. 18 38. 42
6. 18 17. 54 28. 42 39. 48
7. 24 18. 60 29. 36 40. 66
8. 24 19. 60 30. 60 41. 66
9. 30 20. 18 31. 30 42. 72
10. 30 21. 6 32. 24 43. 72
11. 36 22. 12 33. 6 44. 78
Side B
1. 6 12. 42 23. 54 34. 24
2. 6 13. 42 24. 18 35. 54
3. 12 14. 48 25. 48 36. 12
4. 12 15. 48 26. 24 37. 42
5. 18 16. 54 27. 42 38. 18
6. 18 17. 54 28. 30 39. 48
7. 24 18. 60 29. 36 40. 66
8. 24 19. 60 30. 30 41. 66
9. 30 20. 6 31. 60 42. 72
10. 30 21. 60 32. 6 43. 72
11. 36 22. 12 33. 36 44. 78
Module 5: Fractions as Numbers on the Number Line
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Lesson 3 Answer Key 3 5
Problem Set
1. Eighths; 5 eighths
Thirds; 3 thirds
Halves; 1 half
2. First, third, and fifth shapes circled; sentences will vary.
3. Shapes divided into 4 equal parts; fourths
4. Shapes divided and shaded appropriately
5. Answers will vary.
6. Candy bar drawn and divided into 5 equal parts; 1 fifth
Exit Ticket
1. 4
2. First and third shapes circled
3. 1 fourth
Homework
1. Fifths; 4 fifths
Sixths; 3 sixths
Halves; 0 halves
2. Answers will vary.
3. Calendar drawn and divided into 12 equal parts; 1 twelfth
Module 5: Fractions as Numbers on the Number Line
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Name: _______________ Date: _____________
Category Sort Directions: Highlight the vowels in each word.
pat si tho en
flit no shen flo
ip ut a plu
Next, sort them by the pattern below.
Closed Syllable (cvc, vc) Open Syllable (v, cv, ccv)
Here are some number games:
Hopscotch dice magic squares
Informational Writing Directions: Think of a number game that you know how to play. Explain how to play it and tell why it is a number game. Use the text to support your writing. You may need to answer these questions: How many players can play your game? What supplies do you need to play? Sentence Starters: One example of a number game I know is…… You play this game by… Words to show sequence: First, second, next, then, after that, finally
Words to show action (verbs): jump/jumping, choose/choosing, pick/picking, take/taking, throw/throwing, ask/asking, line up/lining up, stand/standing, pass/passing, play/playing, count/counting Graphic Organizer: Try to include some of these sentence starters in your writing. Then write 3 paragraphs on the lines below.
Introduction: One example of a number game I know is __________. It is a number game because you play this game by _________.
To play this game you will need ___________ and ______________.
First, _________. Second, ________. Next, _________. Then _________. After that, _________. Finally, _______.
Conclusion: Now you know _______________. I hope you ______________.
Write about your game here:
Draw a picture of your game What you need to play the game:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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_.
Which biography did you like better? Clearly state your opinion. Support it with evidence from the texts and what you learned about the genre of biography. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
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Leonardo da Vinci lived in Italy 500 years ago. You may know him as a great painter. But he was an inventor, too. He filled many notebooks with ideas and drawings for machines. These machines worked with water or air. Some of his machines were built in his lifetime. Many would not be built for hundreds of years. Many are things we use every day. Leonardo was the first to invent a parachute. The parachute helps people float safely from a plane to Earth. Leonardo’s was made of stiff linen. It was 36 feet across. Today’s parachutes are made of thinner cloth. They are also much smaller. Leonardo’s parachute was never made. No one knows if it worked. Leonardo also created a fan. It was used to move air, just like fans today. But there was no electricity then. Instead, the fan could be turned by hand or by the force of water. Another of his ideas was a flying ship. Leonardo thought this ship could carry people. It was a small ship with flapping wings. Cranks and screws made the wings move. The wings were supposed to flap like a bat’s wings.
Name Date
Directions: Read the passage. Then use the information from the passage to answer questions 1–5.
Leonardo da Vinci: Master of Invention
Comprehension Strategy Assessment • Grade 3 ©2015 Benchmark Education Company, LLC50
Ongoing Comprehension Strategy Assessment • 7
1. How was Leonardo da Vinci’s parachute different from parachutes today?
A It was much smaller and lighter.
B It was bigger and made of a different cloth.
C It was very brightly colored.
D It had wings that flapped up and down.
2. How were all of Leonardo’s machines alike?
A They all carried people.
B They were all made of cloth.
C They were all modeled after animals.
D They all worked with water or air.
3. How was Leonardo’s fan different from fans used today?
A It used electricity.
B It did not use electricity.
C It was much bigger than fans used today.
D It was much smaller than fans used today.
4. How was Leonardo’s fan similar to fans used today? _____________________________________________________ _____________________________________________________
5. How is an airplane similar to Leonardo’s f lying ship?
_____________________________________________________ _____________________________________________________
Name Date
©2015 Benchmark Education Company, LLC Comprehension Strategy Assessment • Grade 3 51
Do you like to ride your bike? Most people ride bikes in warm weather, but not many ride when it is cold outside. Almost no one rides a bicycle during the snowy winter. One unusual man does ride on snow, and on ice, too. His name is Doug Stoup. Doug rode his bike in Antarctica! No place on Earth has more ice, snow, wind, and extreme cold. Of course, Doug has warm clothes, and he has a special bicycle called an ice bike. Like other bikes, Doug’s ice bike has two wheels, but the tires are different. They are very fat. Thin tires slip on ice. Fat tires may look funny, but they do not slip as much. Most bikes have some plastic parts. In very cold weather, plastic can freeze and break. The ice bike has no plastic at all. Antarctica is not a good place for plastic! In 2003, Doug tested his bike in Antarctica for a week. He rode on ice and snow, and the ice bike worked fine. It did not slip on ice or get stuck in snow. Someday, Doug hopes to ride alone across Antarctica. He wants to go all the way to the South Pole by bike. Do you think an ice bike sounds like fun? Wait—don’t give your old bike away yet! Ice bikes only work well on ice and snow, and they cost about $3,500. But they are no good at all on a warm summer day!
Name Date
Directions: Read the passage. Then use the information from the passage to answer questions 1–5.
A Different Kind of Ride
Comprehension Strategy Assessment • Grade 3 ©2015 Benchmark Education Company, LLC52
Ongoing Comprehension Strategy Assessment • 8
1. How are ice bikes different from most other bikes?
A They only work well on ice and snow.
B They have more wheels.
C They are made of plastic.
D They are fun to slide on.
2. How are fat tires different from thin tires?
A They are better for children’s bikes.
B They break more easily.
C They work better in ice and snow.
D They slip and slide a lot more.
3. Riding an ice bike is most similar to __________.
A swimming
B playing tennis
C driving a race car
D snowshoeing
4. How is Doug Stoup different from most other people who ride bikes?
_____________________________________________________ _____________________________________________________
5. How is Doug Stoup’s bike different from most other bikes? _____________________________________________________ _____________________________________________________
Name Date
©2015 Benchmark Education Company, LLC Comprehension Strategy Assessment • Grade 3 53
Compare and Contrast When you are comparing, you are looking for similarities between two or more things. When you are contrasting, you are looking for
differences between two or more things.
You can use a Venn Diagram to help compare and contrast
characters, settings, and events as you read.
Key Words Compare (Same) Contrast (Different)
● Alike ● The same ● Similarly ● Both ● In common ● Also
● Different ● However ● But ● Differences ● Where as ● While
Read the three texts and then decide which of the nonfiction texts would be the most useful if you were writing a report? Support your opinion with examples from “Mountain Biking,” “Native Americans of the Eastern Woodlands,” and “Comets.” Lea los tres textos y luego decida cuál de los textos de no ficción sería más útil si estuviera escribiendo un informe. Apoye su opinión con ejemplos de “Mountain Biking,” “Native Americans of the Eastern Woodlands,” y “Comets.”
_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________
_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________
If there was a movie about your life right now,which songs would it include?
Title: ________________________________________________ Artist:________________________________________________ Title: ________________________________________________Artist:________________________________________________ Title: ________________________________________________Artist:________________________________________________ Title: ________________________________________________Artist:________________________________________________ Title: ________________________________________________Artist:________________________________________________ Title: ________________________________________________Artist:________________________________________________ Title: ________________________________________________Artist:________________________________________________ Title: ________________________________________________Artist:________________________________________________
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InstrumentsoftheOrchestra TheseinstrumentsbelongtotheStringFamily.Traceeachword.
Nowdrawalinefromeachinstrumenttoitsname.
guitar banjo
cello harp violin
InstrumentsoftheOrchestraFindandcirclethestringinstrumentsinthepuzzle.
Use materials around your home to make a musicalinstrument.If your instrument had a name, what would it be? What materials did you use to make it? How do you play it? What kind of music does it play? Draw a picture of your instrument below!
Directions: Identify the notes on the staff. Use the key as your practice guide for identification.
E
KEY
DCBAGF
Cutoutthecardsbelow
andm
ixthem
up.Laycardsinrow
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cardsandif
thetwo
cardsm
atch,keepthem
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backover.Create
yourow
ndanceby
arrangingthecardsinarandom
orderandperforming
thecardstomusic.
Music Appreciation
Scavenger Hunt
Spring Rhythms
Directions: Write the words from the word bank in the box with the matching rhythm.
q q q n
n q n n
Word Bank
Bees Buzzing
Birds Chirping
Blooming Flowers
Butterfly
Cherry Blossom
Cloudy Weather
Daffodil
Flourishing
Flower Bed
Gardening
Green Grass
Planting Flowers
Plants Sprouting
Rain Boots
Rainbow
Rain Coat
Rainy Weather
Springtime
Sun Shining
Tulips
Draw your favorite part below:
Why was that your favorite part?________________________________________________________________________________________________________________
With the help of your family, choose a movie to watch!
Write about what happened:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Directions: Identify the notes on the staff. Use the key as your practice guide for identification.
D AGBCEB
B FADEGE
F BGEFAC
E
KEY
DCBAGF
ANSWER KEY
Spring Rhythms Answer Key
Directions: Write the words from the word bank in the box with the matching rhythm.
q q
! Green Grass
! Rain Boots
! Rainbow
! Rain Coat
! Springtime
! Tulips
q n
! Bees Buzzing
! Birds Chirping
! Plants Sprouting
! Sun Shining
n q
! Butterfly
! Daffodil
! Flourishing
! Flower Bed
! Gardening
n n
! Blooming Flowers
! Cherry Blossom
! Cloudy Weather
! Planting Flowers
! Rainy Weather
Word Bank
Bees Buzzing
Birds Chirping
Blooming Flowers
Butterfly
Cherry Blossom
Cloudy Weather
Daffodil
Flourishing
Flower Bed
Gardening
Green Grass
Planting Flowers
Plants Sprouting
Rain Boots
Rainbow
Rain Coat
Rainy Weather
Springtime
Sun Shining
Tulips