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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 18, 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 5/18 - 5/22 Learning Focus: Unit 25 Hard/Soft C & Unit 26 Hard/Soft G
Hard C: c = /k/ sound. When c is followed by a, o, u = /k/ sound Ex: cat, cub, cost Soft C : c = /s/ sound. When c is followed by e, i, y = /s/ sound Ex: face, city, center Hard G : When g is followed by a, o, u = hard sound. Ex: gas, gut, got Soft G : g = /j/ sound. When g is followed by e, i, y = /j/ sound. Ex: gym, germ, giant *There are exceptions to these rules.
Monday
1. Word Study Poster Hard/Soft C - Read through the words on the poster.
2. Take Home Activity (Unit 25 -BLM 6) - Read the words in the word bank. Write the word in the correct column based on its hard/soft sound.
3. Reading Passage (Unit 25 -BLM 9) - Summer Camp Talent Show . Highlight, underline, or circle words with the hard or soft c. For example, in the first sentence you can underline Candace (hard and soft c), camp (hard c), acting (hard c), and dancing (soft c).
Tuesday 1. Reading Passage (BLM 9) - Summer Camp Talent Show . Read the passage from
yesterday.
2. Unit 25 Quick Check - Complete this paper to check your understanding!
Wednesday 1. Word Study Poster Hard/Soft G - Read through the words on the poster.
2. Take Home Activity (Unit 26 -BLM 6) - Read the words in the word bank. Write the word
in the correct column based on its hard/soft sound.
3. Reading Passage (Unit 26 -BLM 9) - Prairie Dogs . Highlight, underline, or circle words with the hard and soft g. For example, in the first sentences you can underline dogs (hard g), gerbils (soft g), and gophers (hard g)..
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) - Prairie Dogs . Read the passage from yesterday. Friday
1. Unit 26 Quick Check - Complete this paper to check your understanding!
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1Start
Wor
dSTU
DYV
OCA
BULA
RYUN
IT 25
Har
d an
d So
ft c
The
lett
er c
follo
wed
by
a, o
, u =
har
d so
und
capt
ain
cont
est
cust
om
The
lett
er c
fol
low
ed b
y e,
i, y
= s
oft
soun
d ce
nter
dec
ide
cycl
one
Som
e w
ords
hav
e bo
th h
ard
and
soft
c.
conc
ept
circ
us
c
ance
l
Ther
e ar
e di
ffer
ent
spel
lings
for
/s/
. pa
ssag
e
su
rfac
e
fa
ncy
circ
le
Word Study & Vocabulary 1: Unit 25: Hard and soft c ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Sorting for Hard and Soft cParent Directions: Have your child read each word and write it in the box according to whether the word has a soft c sound (as in ceiling) or a hard c sound (as in cat).
Word Bank century office common dancer
contest cough fancy practice
custom decide captain cycle
Hard c Soft c
Take-Home Activity (BLM 6)
Kit 1_U25_BLM.indd 7 6/9/10 1:56:07 PM
Word Study & Vocabulary 1: Unit 25: Hard and soft c ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Summer Camp Talent ShowLast summer my friend Candace and I went to a performing arts
camp for kids who want to learn acting, singing, and dancing. We got to
take two classes over two weeks. The categories included singing, dancing,
theater, and circus acts, like clowning and swinging on the trapeze. At the
end of the camp, we put on a talent show for our families.
Candace and I are pretty clumsy, so we decided not to take any
dance classes. We took the clown class instead. In it, we learned to ride
a unicycle while wearing wigs, fake glasses, and huge shoes. We also
learned how to juggle four pieces of fruit and vegetables all at once!
Being a clown is much harder than it looks.
I also took a jazz singing class. There were ten boys and ten girls in
that class, so it was evenly balanced. First, we learned how to read music.
Then, we listened to jazz music from the 1930s and 1940s. Old jazz is
very different from the music we listen to today, but I like it a lot! We
chose three songs to sing for the talent show and practiced hard, every
day.
Candace signed up for a class about costumes and stage design.
Candace is very creative so she wanted to work behind the scenes. She
learned how to make fancy clothing and scenery for the camp play. The
play was about a princess who secretly dreamed of becoming a movie
actress. It was a drama and a comedy at the same time. (Candace called
it a “dramady.”)
Anyway, the talent show was a huge success. We were very sad
when the time came to leave camp. We’re already thinking about what to
do next summer!
Reading Passage (BLM 9)
Kit 1_U25_BLM.indd 10 6/9/10 1:56:08 PM
Word Study & Vocabulary 1: Unit 25: Hard and soft c ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date _______________________________________
Unit 25 Quick-Check: Hard and Soft c
Answer QuestionsDirections: Circle the word in each question that does NOT have the correct spelling of the /s/ sound. Write the correct spelling of the word on the blank line.
1. actress lettuce senter cereal __________________
2. concert circus center offise __________________
3. recess sentense police decide __________________
4. pensil lesson cancel surface __________________
ApplyDirections: In the space below, list three to five words you know that have the soft c sound.
____________ ____________ ____________ ____________ ____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the appropriate category.
Soft c Hard c Word Bank police, compass, distance, cellar, custom, college, recess, fancy
Think and Write about Hard and Soft cDirections: In the space below, explain how understanding hard and soft c helps you as a reader, speller, and writer.
_____________________________________________________________________________
Kit 1_U25_TG.indd 8 6/9/10 1:58:24 PM
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1Start
Wor
dSTU
DYV
OCA
BULA
RYUN
IT 26
Har
d an
d So
ft g
The
lett
er g
follo
wed
by
a, o
, u =
har
d so
und
gallo
n
gol
den
gul
ly
The
lett
er g
fol
low
ed b
y e,
i, y
= s
oft
soun
d
gerb
il
gi
raff
e
g
ymna
st
The
soft
g s
ound
can
be
at t
he:
begi
nnin
g g
ener
al
mid
dle
urg
ent
end
em
erge
Word Study & Vocabulary 1: Unit 26: Hard and soft g ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Sound SortParent Directions: Have your child write the words from the word bank under the heading for the correct sound of g. Tell your child to look for the one word that fits under both headings.
Word Bank
gossip govern genie garage gentle
knowledge gymnast gallon giraffe gamble
gingerbread gallery manage guilty angel
generate urgent
Hard g Soft g
Take-Home Activity (BLM 6)
Kit 1_U26_BLM.indd 7 6/9/10 2:00:53 PM
Word Study & Vocabulary 1: Unit 26: Hard and soft g ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Prairie Dogs
Prairie dogs are small mammals in the rodent family. Squirrels, mice,
beavers, gerbils, chipmunks, and gophers are some of their cousins. They are
all rodents, too. Rodents have two upper and two lower teeth that never stop
growing. Rodents chew a lot, which helps to keep those teeth short.
Prairie dogs are sometimes called ground squirrels. They look like tree
squirrels, without the fluffy tails, and they build their homes underground.
Prairie dogs are the size of rabbits, with tan or golden-colored backs and white
bellies. There are five kinds of prairie dog. The best known is the black-tailed.
Black-tailed prairie dogs live in “towns,” big groups of up to hundreds
of animals. Each town is made of underground passages that connect rooms
together. Prairie dogs arrange the rooms to use for special purposes. The town
has rooms for sleep, for storage, for babies, and even rooms used as toilets.
Each day, the young pups play while grown-ups work on the tunnels,
watch out for attacks from other animals, and gather food. Prairie dogs eat
mostly vegetable material like grasses, seeds, and roots.
In 1900, 800 million wild prairie dogs lived on the prairies and
grasslands of the American West. Farmers and settlers considered them pests
and got rid of most of them. Now there are only a few million left.
Today, the first place many kids see prairie dogs is at the zoo. Perhaps
they are not as strange or mysterious as other zoo animals, like giraffes
or gorillas. But prairie dogs are fun to watch. They pop in and out of their
tunnels and scurry about. Visitors may even see two prairie dogs touch their
front teeth together. This is a gentle motion. It is how the animals recognize
each other. To humans, however, it often looks like a kiss!
Reading Passage (BLM 9)
Kit 1_U26_BLM.indd 10 6/9/10 2:00:54 PM
Word Study & Vocabulary 1: Unit 26: Hard and soft g ©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_U26_BLM.indd 12 6/9/10 2:00:54 PM
Word Study & Vocabulary 1: Unit 26: Hard and soft g ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date _______________________________________
Unit 26 Quick-Check: Hard and Soft g
Answer QuestionsDirections: Choose the correct word to answer each question.
1. Which word has a hard g sound? gutter danger general
2. Which word has two soft g sounds? gadget gingerbread luggage
3. Which word has a soft g sound at the beginning? gopher image gerbil
4. Which word has a soft g sound in the middle? goalie urgent bandage
ApplyDirections: In the space below, list one word with an initial hard g sound, one word with an initial soft g sound, one word with a middle soft g, and one word with a final soft g.
_________________ _________________ _________________ _________________
Directions: Using the words from the word bank, complete the following sort by writing the words in the appropriate category. Some words might fit under more than one category.
Initial Hard g Initial Soft g Word Bank gadget, guilty, storage, emergency, gently, giraffe, beverage
Middle Soft g Final Soft g
Think and Write about Hard and Soft gDirections: In the space below, explain how understanding hard and soft g sounds helps you as a reader, speller, and writer.
_____________________________________________________________________________
Kit 1_U26_TG.indd 8 6/9/10 2:02:08 PM
Fly
ing
Frog
Flyi
ng D
rago
n Li
zard
Som
e an
imal
s ar
e go
od a
t fly
ing.
Mos
t bir
ds, b
ats,
an
d in
sect
s fly
to m
ove
arou
nd, h
unt f
or fo
od, a
nd
stay
saf
e fr
om o
ther
ani
mal
s. F
lyin
g an
imal
s m
ove
thei
r w
ings
up
and
dow
n to
sta
y in
the
air
for
long
pe
riod
s of
tim
e.
Som
e an
imal
s ca
n’t f
ly, b
ut th
ey d
o th
e ne
xt b
est
thin
g—th
ey g
lide.
Glid
ing
anim
als
incl
ude
som
e
type
s of
frog
s, li
zard
s, s
quir
rels
, fis
h, a
nd e
ven
snak
es.
They
can
’t st
ay in
the
air
for
very
long
, but
they
can
gl
ide
for
shor
t dis
tanc
es.
Glid
ing
anim
als
have
spe
cial
bod
y pa
rts
that
he
lp th
em g
lide.
Fly
ing
squi
rrel
s an
d fly
ing
drag
ons
ha
ve la
rge
flap
s of
ski
n on
the
side
s of
thei
r bo
dies
. Fl
ying
frog
s ha
ve w
ebbe
d sk
in b
etw
een
thei
r to
es.
Thes
e ar
eas
of s
kin
pop
out t
o ca
tch
the
air
as th
ey
leap
from
tree
to tr
ee.
claw
s for
tre
e cli
mbi
ng
long
, bus
hy ta
il
Nor
ther
n Fl
ying
Squ
irrel
flaps
of s
kin
at
side
of n
eck
an
d bo
dy
spre
ad w
ide
fo
r glid
ing
long
tail
help
s liza
rd
bala
nce
whe
n gl
idin
g
Do Y
ou K
now
?
loos
e sk
in sp
read
be
twee
n th
e fro
nt a
nd
back
legs
for g
lidin
g
Scie
ntist
s rec
ently
disc
over
ed a
type
of
Japa
nese
squi
d th
at c
an g
lide,
laun
chin
g its
elf
into
the
air w
ith a
bla
st o
f wat
er fr
om it
s bod
y.
Flyin
g sq
uid
ofte
n gl
ide
in g
roup
s of t
wen
ty o
r mor
e.
Gliding
flaps
of s
kin
betw
een
toes
sp
read
wid
e fo
r glid
ing
© L
earn
ing
A–Z
All
righ
ts r
eser
ved.
ww
w.re
adin
ga-z
.com
12
Flyi
ng A
nim
alCa
n it
fly
up?
Win
gs a
re
mad
e of
. . .
Stee
rs in
air
w
ith .
. .Bo
nes
bird
yes
feat
her-
cove
red
skin
feat
her-
cove
red
tail
hollo
w
bat
yes
skin
win
gsth
in
inse
ctye
s
part
of
skel
eton
that
co
vers
out
side
of b
ody
win
gsno
ne
Glid
ing
Anim
alCa
n it
fly
up?
Win
gs a
re
mad
e of
. . .
Stee
rs in
air
w
ith .
. .Bo
nes
flyin
g sq
uirre
lno
skin
flap
s on
sides
of b
ody
bush
y ta
ilso
lid
flyin
g fro
gno
larg
e w
ebbe
d fe
etfe
etso
lid
flyin
g dr
agon
(li
zard
)no
skin
flap
s on
sides
and
nec
kbo
dyso
lid
flyin
g fis
hno
fins
fins
solid
flyin
g sn
ake
nobo
dy fl
atte
ned
into
a w
ing
shap
e
head
, bod
y, an
d ta
ilso
lid
Flyi
ng F
ish
Phot
o cr
edits
:Pa
ge 1
: © A
ntho
ny P
ierc
e/Sp
ecia
list S
tock
RM
/age
foot
stoc
k; p
age
2 (t
op):
© K
im T
aylo
r/N
PL/M
inde
n Pi
ctur
es;
page
2 (c
ente
r): N
atur
e Pi
ctur
e Li
brar
y/Al
amy
Stoc
k Ph
oto;
pag
e 2
(bot
tom
): ©
Ch’
ien
Lee/
Min
den
Pict
ures
; pa
ge 3
(top
): ©
FLP
A/M
artin
Hal
e/RE
X/Sh
utte
rsto
ck; p
age
3 (b
otto
m):
© C
ede
Prud
ente
/NHP
A/P
hoto
shot
/ N
ewsc
om; p
age
4: ©
The
Nat
ural
Hist
ory
Mus
eum
, Lon
don/
Scie
nce
Sour
ce
Flyi
ng S
nake
Flyi
ng fi
sh a
re fo
und
in w
arm
oce
ans.
The
y sp
eed
up w
hile
sw
imm
ing,
then
leap
hig
h ou
t of t
he w
ater
. La
rge
fins
on
thei
r si
des
catc
h th
e ai
r an
d he
lp th
em
glid
e ov
er th
e w
aves
. Glid
ing
may
be
the
best
way
fo
r fly
ing
fish
to e
scap
e fr
om u
nder
wat
er p
reda
tors
.
Flyi
ng s
nake
s cl
imb
tree
s an
d th
en p
ush
them
selv
es o
ff a
bra
nch.
The
y fla
tten
thei
r bod
y
into
the
shap
e of
a w
ing
to g
lide
safe
ly fr
om tr
ee
to tr
ee. A
part
from
flyi
ng fi
sh, g
lidin
g an
imal
s
are
mos
tly fo
und
in th
ick
fore
sts
and
jung
les.
body
flat
tens
into
a
win
g sh
ape
whe
n gl
idin
g
Flyi
ng A
nim
als V
ersu
s G
lidin
g An
imal
s
Som
e di
nosa
urs c
ould
fly,
but t
hey
wer
en’t
the
ance
stor
s of m
oder
n bi
rds.
Toda
y’s b
irds a
re
desc
ende
d fro
m sm
all d
inos
aurs
such
as
the
micr
orap
tor,
whi
ch c
ould
glid
e bu
t cou
ld n
ot fl
y.
Do Y
ou K
now
?
larg
e fin
s wor
k lik
e w
ings
whe
n in
the
air
www.readinga-z.com
34
© L
earn
ing
A–Z
All
righ
ts r
eser
ved.
Ven
n D
iagr
am
Gal
ileo
Eins
tein
B
oth
Flyi
ng A
nim
als
Glid
ing
Ani
mal
s
Bot
h*C
an fl
y up
*Win
gs a
re m
ade
of fe
athe
r co
vere
d sk
in, s
kin,
or p
art o
f th
e sk
elet
on
*hav
e w
ings
*Can
not
fly
up
*Win
gs a
re m
ade
of s
kin
flaps
, web
bed
feet
, fins
, or
flatte
ned
body
* **
*
* *
Dire
ctio
ns:
Writ
e tw
o m
ore
thin
gs th
at a
re tr
ue a
bout
flyi
ng a
nim
als,
two
mor
e th
ings
th
at a
re tr
ue a
bout
glid
ing
anim
als,
and
two
mor
e th
ings
that
are
true
abo
ut b
oth.
Here is another way to organize the facts from the text. You may use this chart to compare and contrast a flying animal and a gliding animal.
Differences: What do you notice about each animal that makes it different?
Similarities: What is the same about the two animals you chose?
Animal 1
Animal 2
Compare (tell what is the same)
Comparing words:
same similar both Comparing Sentence Frames: ______________ and ______________ are similar because they both _______________________. Both _________ and _____________ are _____________________________. Both __________ and _____________ have ___________________________. Both ___________ and ______________ can _____________________. Use the information from the text and the venn diagram to write three sentences comparing flying animals and gliding animals. Use the lines below to write your sentences.
1. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Contrast (tell what is different)
Contrasting words:
different doesn’t but Contrasting Sentence Frames: _______ and _______ are different because __________________________. ________ is/are ________, but ______________ is/are __________________. ___________ has/have ___________, but ____________ has/have _______________. ___________ can ___________, but ____________ can ______________. Use the information from the text and the venn diagram to write three sentences contrasting flying animals and gliding animals. Use the lines below to write your sentences.
1. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Which type of animal do you like better, flying animals or gliding animals? Use the information from the text and from the venn diagram to write your opinion. Write three paragraphs.
Graphic Organizer: Try to include some of these sentence starters in your writing. Then write 3 paragraphs on the lines below.
Introduction: In my opinion ____________. I like _________ better than ________ because. I think __________.
__________ are interesting because __________. ________ are great because _________. According to the author, __________. In addition, ___________. The author says that _________. For example, ________, but ___________. __________ are not as __________ as ______.
Conclusion: Now you know about _________. I love/like/adore _______. It is clear that __________. As you can see, _________ are better than _________ because _______. Now you know why _________ are better than ___________.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Draw! Now draw your own flying or gliding animal. Label the parts of your animal. Challenge: tell the function of each part. How does each part help the animal survive?
How
Bea
r Lo
st H
is T
ail
An
Iroq
uois
[EER
-uh-
kwoi
] Leg
end
Bear
had
a lo
ng ta
il. O
ne d
ay, F
ox to
ld B
ear
to p
lace
his
tail
in a
hol
e in
the
ice
to c
atch
a
fish
. Bea
r w
aite
d fo
r a
fish
to g
rab
his
tail.
The
n he
fell
asle
ep. T
he n
ext m
orni
ng,
Bear
was
cov
ered
in s
now
. Bea
r’s ta
il ha
d fr
ozen
in th
e ic
e du
ring
the
nigh
t. W
hen
Bear
sto
od u
p, h
is ta
il br
oke
off.
Bear
s st
ill
have
sho
rt ta
ils to
day.
How
Bea
r
Lost
His
Tai
lW
hy S
ea W
ater
Is
Sal
ty
The
Sto
ry o
f Lig
htni
ng a
nd T
hund
er
Thes
e st
orie
s ar
e kn
own
as p
ourq
uoi [
por-K
WAH
] ta
les.
Pou
rquo
i is
a Fr
ench
wor
d th
at m
eans
“w
hy.”
Pe
ople
all
arou
nd th
e w
orld
hav
e to
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Read the tales How Bear Lost His Tail and The Story of Lightning and Thunder . Use this chart to tell what is different and what is the same about each tale. How Bear Lost His Tail The Story of Lightning and Thunder
Characters : Who is in the story?
Characters : Who is in the story?
Setting : Where does the story take place? Setting : Where does the story take place?
What happened in the beginning?
What happened in the beginning?
What is the problem ?
What is the problem ?
How was the problem solved ? In the end…
How was the problem solved ? In the end…
Graphic Organizer: Try to include some of these sentence starters in your writing. Then write 3 paragraphs on the lines below.
Introduction: In my opinion ____________. I like _________ better than ________ because. I think __________.
__________ are interesting because __________. ________ are great because _________. According to the author, __________. In addition, ___________. The author says that _________. For example, ________, but ___________. __________ are not as __________ as ______.
Conclusion: Now you know about _________. I love/like/adore _______. It is clear that __________. As you can see, _________ are better than _________ because _______. Now you know why _________ are better than ___________.
Write your opinion. Which tale do you think is the best? Why? _______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Comprehension Strategy Assessment • Grade 2 ©2015 Benchmark Education Company, LLC38
Ongoing Comprehension Strategy Assessment • 7
Cats and dogs make good pets. They get along well with people and are good with children. You can keep many kinds of cats and dogs in the house, and they are not too messy. Some cats and dogs are not just pets. They work. For example, house cats are good at hunting. They can keep pests away, so many farmers keep cats to catch mice. Some dogs also work on farms. For example, sheepdogs and collies can protect sheep, hens, and other animals. Working dogs have many other jobs. “Seeing eye” dogs help blind people. They take them to work and help them get around. Dogs also help keep people safe by watching houses and guarding stores. Other dogs work on TV and in movies, and some cats do, too.
1. How are cats and dogs the same? A Cats and dogs keep people safe. B Cats and dogs get along with people. C Cats and dogs are good at hunting.
2. What is one way dogs are different from cats?
A Dogs work on farms. B Dogs are good with children. C Some dogs help blind people.
Name Date
Directions: Read the passage. Then use the information from the passage to answer questions 1–2.
Cats and Dogs
Comprehension Strategy Assessment • Grade 1 ©2015 Benchmark Education Company, LLC32
Ongoing Comprehension Strategy Assessment • 5
Jenny likes to find rocks. She finds rocks in many places. She brings the rocks home. Jenny’s sister, Erin, doesn’t like rocks. Erin likes shells. She picks them up on beaches. She buys some shells from stores. Erin thinks shells are pretty. Jenny thinks that rocks are more fun to find. Besides, she can find rocks almost anywhere!
1. How are Jenny and Erin alike? A They both wear the same clothes. B They both collect things. C They both buy things from stores.
2. How are shells different from rocks? A Shells are found only on beaches. B Shells are pretty. C Shells are easy to find.
Name Date
Directions: Read the passage. Then use the information from the passage to answer questions 1–2.
Rocks and Shells
Name ___________________________________ Date ____________ Name ___________________________________ Date ____________
The sundew and the Venus flytrap are unusual plants. They grow in swamps or bogs, which are wet places. These wet places do not supply enough minerals for plants to grow well. So the sundew and Venus flytrap catch insects for food. The insects provide all the minerals these plants need.
Sundew leaves have long tentacles, or “arms.” Each arm has a sticky drop at the end. When an insect lands on a sundew leaf, it sticks. As the insect fights to get away, other arms bend toward the insect to form a trap. Next, the arms produce a special juice that breaks down the insect’s body. When the food from inside the insect is eaten, the arms of the plant open. The wind blows away the part of the insect that cannot be used for food.
The Venus flytrap has two-part traps. Spikes stick out from the inside of each part, or lobe. When an insect lands on a lobe, it may touch a very sensitive trigger. If the insect touches this trigger twice, the lobes of the Venus flytrap instantly shut tight. It takes less than a second for this to occur.
As with the sundew, a special juice in the Venus flytrap breaks down the insect for food. Unlike the sundew, the Venus flytrap does not need the wind to blow away leftover insect parts. This plant crushes the insect body with the spikes inside its traps.
Directions: Read the passage. Then use the information from the passage to answer questions 1–5.
Insects for Dinner
Comprehension Strategy Assessment • Grade 4 ©2015 Benchmark Education Company, LLC50
Ongoing Comprehension Strategy Assessment • 7
Name ___________________________________ Date ____________ Name ___________________________________ Date ____________
1. In what way are the sundew and the Venus flytrap alike?
A Both eat other plants.
B Both live in wet places.
C Both have long arms.
D Both drink special juices.
2. Both the sundew and Venus flytrap catch insects for food because they __________.
A do not have roots
B have to get exercise
C do not take in water
D need minerals to grow
3. Both the sundew and Venus flytrap produce a special juice to __________. A break down the insects’ bodies
B attract insects
C catch insects on their leaves
D absorb minerals
4. How are the sundew and Venus flytrap different in the ways they catch food?
_____________________________________________________ _____________________________________________________
5. What do the sundew and Venus flytrap do differently after they have digested their food?
_____________________________________________________ _____________________________________________________
©2015 Benchmark Education Company, LLC Comprehension Strategy Assessment • Grade 4 51
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 8)SAMPLE PROBLEM
HOW YOU CAN HELP AT HOME
▪ Ask your child to break apart a chocolate bar that has an even number of equal sections and display it in different ways, such as halves, thirds, fourths, and sixths. Ask him to show you different non-unit fractional amounts, such as 2
6, 23
, 34
, 24
, 56 and 34
, 24
, 56
. By adding a second chocolate bar, your child can create fractions larger than one whole, such as 11
653
54
, ,and .
Show a number bond that represents the shaded and unshaded parts in the rectangle shown below. Draw a different visual model that the same number bond could represent.
In the number bond, 58
represents the shaded part in one whole.
The 38
represents the unshaded part.
In Lessons 5 through 9, students continue to work with equal parts of a whole. They use number bonds to learn that any non-unit fraction is created by a series of unit fractions (e.g., 3 fourths is three copies of 1 fourth). Students also receive an introduction to fractions greater than one whole.
You can expect to see homework that asks your child to do the following: ▪ Identify the equal parts in unit form and fraction form in an image. ▪ Partition objects into equal parts and draw number bonds to match the images. ▪ Identify the number of shaded parts as well as the number of unshaded parts.
G R A D E 3 | M O D U L E 5 | T O P I C B | L E S S O N S 5–9
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TERMS
MODELS
HOW YOU CAN HELP AT HOME
▪ Get a package of index cards and work with your child to see how many different “halves” you can cut out of the index cards. Challenge each other to get creative and defend why the images you create are (or are not) halves! Repeat this for other fractional units, such as thirds, fourths, sixths, and eighths.
G R A D E 3 | M O D U L E 5 | T O P I C B | L E S S O N S 5–9
Fraction form: A number written in the form of a fraction, for example, 12
or 198
.
Non-unit fraction: A fraction with a numerator other than 1. For example, 34
, 98
and 26
are all non-unit fractions.
Unit form: A number expressed in terms of its fractional unit. For example, 1 half, 2 thirds, and 4 fifths are all numbers written in unit form.
Number Bond: A model that demonstrates a part–part–whole relationship.
For more resources, visit» Eureka.support © 2016, GREAT MINDS®
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 13)SAMPLE PROBLEM
In Lessons 10 through 13, students reason with and compare unit fractions based on the same whole.
You can expect to see homework that asks your child to do the following: ▪ Compare unit fractions (fractions with a 1 in the numerator) by using fraction strips. ▪ Partition the same objects into different unit fractions and write a true comparison statement. ▪ Complete the drawing of a larger shape that represents one whole, when given the shape of a
unit fraction. ▪ Identify a shaded part in different ways depending on what is defined as one whole. (See Sample
Problem.)
GRADE 3 | MODULE 5 | TOPIC C | LESSONS 10–13
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HOW YOU CAN HELP AT HOME
▪ Play Guess My Fraction Drawing with your child.1. Write the following five unit fractions on index cards, one fraction per card: 1
2, 1
3, 1
4, 1
6,
and 18
. Place the cards facedown in a pile.2. On a second set of five cards, write
the names of the following five objects: a volleyball, a stop sign, a cereal box, a rectangular TV screen, and a computer keyboard. You might also come up with other objects that can easily be divided into fractions. Place the cards facedown in another pile.
3. The first player chooses one card from the fraction pile and one card from the object pile, keeping both cards hidden from the other player(s). The first player then attempts to draw just the unit fraction of that object (e.g.,
14 ). The other player(s) try to guess what the object
is and what fraction is being depicted. (See image above.)4. The player who guesses correctly scores 1 point. The next player repeats Step 3. Continue
taking turns until someone reaches 10 points.Place used cards face up, in separate object and fraction piles, off to the side. When all the cards have been used, shuffle each pile, turn them facedown, and keep playing! There will be new combinations.
▪ Use building blocks or snap block sets. Designate one block to represent a particular unit fraction, and ask your child to build one whole by using other same-sized blocks. For example, show your child a block and say, “This is 1
4 . Let’s build what one whole could look like!” You can make several different representations. (See images at right.) Discuss why your representations are correct.You can also play the game the other way. Build something simple to represent one whole by using several same-sized blocks, and tell your child, “This is one whole. How many equal-sized units did I use? What fraction is each block?” Let your child then build something to represent one whole for you to guess what unit fraction was used.
GRADE 3 | MODULE 5 | TOPIC C | LESSONS 10–13
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RESUMEN DE CONCEPTOS CLAVE
MUESTRA DE UN PROBLEMA (Tomado de la Lección 8)
Muestra un vínculo numérico que represente las partes sombreadas y no sombreadas en el rectángulo que se muestra a continuación. Dibuja un modelo visual diferente que podría representar el mismo vínculo numérico.
En el vínculo numérico, 58
representa la parte sombreada en un entero.
El 38
representa la parte no sombreada.
En las Lecciones 5 a la 9, los estudiantes continúan trabajando con partes iguales de un entero y usan vínculos numéricos para aprender que cualquier fracción no unitaria está creada por una serie de fracciones unitarias (p. ej., 3 cuartos equivale a 3 copias de 1 cuarto). Los estudiantes también reciben una introducción a las fracciones mayores que un entero.
Espere ver tareas que le pidan a su hijo/a que haga lo siguiente: ▪ Identificar las partes iguales en forma de unidad y en forma de fracción en una imagen. ▪ Partir objetos en partes iguales y dibujar vínculos numéricos que se relacionen con las
imágenes. ▪ Identificar el número de partes sombreadas así como el número de partes no sombreadas.
G R A D O 3 | M Ó D U L O 5 | T E M A B | L E C C I O N E S 5–9
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.
Para obtener más recursos, visite » es.eureka.support
EUREKAMATH™ CONSEJOS PARA PADRES
▪ Pídale a su hijo/a que separe una barra de chocolate que tenga un número par de secciones iguales y que la arregle de diferentes maneras como en mitades, tercios, cuartos y sextos. Pídale que le muestre diferentes cantidades fraccionarias no unitarias como 2
6, 23
, 34
, 24
, 56 y 2
6, 23
, 34
, 24
, 56
. Al agregar otra barra de chocolate, su hijo/a puede crear fracciones más grandes que un entero, tales como 116
53
54
, ,y .
▪ Tome un paquete de fichas y trabaje con su hijo/a para ver cuántas “mitades” diferentes pueden recortar de las fichas. ¡Rétense el uno al otro a ser creativos y defiendan por qué las imágenes que crearon son (o no) mitades! Repita esto con otras unidades fraccionarias, tales como tercios, cuartos, sextos y octavos.
CÓMO PUEDE AYUDAR EN CASA
VOCABULARIO
REPRESENTACIONES
G R A D O 3 | M Ó D U L O 5 | T E M A B | L E C C I O N E S 5–9
Forma de fracción: un número escrito en la forma de una fracción, por ejemplo, 12
o 198
.
Fracción no unitaria: una fracción cuyo numerador es diferente de 1. Por ejemplo: 34
, 98
y 26
son fracciones no unitarias.
Forma de unidad: un número expresado en términos de su unidad fraccionaria. Por ejemplo: 1 mitad, 2 tercios y 4 quintos son números escritos en forma de unidad.
Vínculo numérico: una representación que demuestra una relación parte-parte-todo.
Para obtener más recursos, visite» es.eureka.support © 2017, GREAT MINDS®
RESUMEN DE CONCEPTOS CLAVE
MUESTRA DE UN PROBLEMA (Tomado de la Lección 13)
En las Lecciones 10 a la 13, los estudiantes analizan y comparan las fracciones unitarias en función del mismo entero.
Espere ver tareas que le pidan a su hijo/a que haga lo siguiente:
▪ Comparar fracciones unitarias (fracciones con un 1 en el numerador) usando tiras de fracciones.
▪ Partir los mismos objetos en fracciones unitarias diferentes y escribir un enunciado de comparación verdadero.
▪ Completar el dibujo de una figura más grande que representa 1 entero cuando se le da una figura de una fracción unitaria.
▪ Identificar una parte sombreada de diferentes maneras dependiendo de lo que se defina como 1 entero. (Ver Muestra de un problema).
GRADO 3 | MÓDULO 5 | TEMA C | LECCIONES 10–13
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.
Para obtener más recursos, visite » es.eureka.support
EUREKAMATH™ CONSEJOS PARA PADRES
CÓMO PUEDE AYUDAR EN CASA
▪ Juegue con su hijo/a a Adivina mi dibujo de fracción.
1. Escriba las siguientes cinco fracciones unitarias en fichas, una fracción por cada ficha: 12
, 13
, 14
, 16
y 18
. Coloque las fichas boca abajo en una pila.
2. En un segundo grupo de cinco fichas, escriba los nombres de los cinco objetos siguientes: una pelota de vóleibol, una señal de pare, una caja de cereal, una pantalla de TV rectangular y un teclado de computadora. También puede proponer otros objetos que se puedan dividir fácilmente en fracciones. Coloque las fichas boca abajo en otra pila.
3. El primer jugador elige una ficha de la pila de fracciones y una ficha de la pila de objetos, sin mostrárselas a los otros jugadores. Luego, el primer jugador intenta dibujar únicamente la fracción unitaria de ese objeto (p. ej., 1
4). El/Los otro/s jugador/es tratan de adivinar cuál es
el objeto y la fracción que se está representando. (Ver imagen arriba).
4. El jugador que adivine correctamente obtiene 1 punto. El siguiente jugador repite el Paso 3. Continúen turnándose hasta que alguno llegue a 10 puntos. Coloque las fichas que ya se usaron a un lado y boca arriba, en pilas separadas de objetos y fracciones. Cuando todas las fichas se hayan usado, baraje cada pila, voltéelas boca abajo y ¡sigan jugando! Habrá nuevas combinaciones.
▪ Use conjuntos de cubos o bloques para armar. Designe un bloque para que represente una fracción unitaria en particular y pídale a su hijo/a que construya 1 entero usando otros bloques del mismo tamaño. Por ejemplo: muéstrele un bloque a su hijo/a y diga: “Esto es 1
4. ¡Construyamos algo
que pudiera parecer un entero!”. Puede hacer diferentes representaciones. (Ver imagen a la derecha). Discuta por qué sus representaciones son correctas. También puede jugar de la otra manera. Construya algo sencillo que represente 1 entero usando varios bloques del mismo tamaño y dígale a su hijo/a: “Esto representa 1 entero. ¿Cuántas unidades del mismo tamaño utilicé? ¿Qué fracción es cada bloque?”. Luego permítale a su hijo/a construir algo que represente 1 entero para que usted adivine cuál fracción unitaria se utilizó.
GRADO 3 | MÓDULO 5 | TEMA C | LECCIONES 10–13
Para obtener más recursos, visite» es.eureka.support © 2017, GREAT MINDS®
Read the word problem 2 times. Write an equation (numbers) and words to explain your thinking and answer.
scarf knitting 2. Mr. Ray is knitting a scarf. He says that he has completed ⅕ of the total length of the scarf. Use the boxes to write a fraction for each part of the scarf.
a. What fraction has Mr. Ray finished? ________________
b. What fraction does he need to complete? ______________ Equation: Words: (explain how you got your answer) _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
drawer dresser jewelry box Read the word problem 2 times. Draw pictures and write an equation (numbers) and words to explain your thinking and answer.
1. Jennifer hid half of her birthday money in her dresser drawer. The other half she put in her jewelry box. If she hid $8 in the drawer, how much money did she get for her birthday?
Picture (Use the boxes to write a fraction for each part of the birthday money):
Equation: Words (explain how you got your answer): First, I ______________________________________________________. Next, I _____________________________________________________. ___________________________________________________________. Write answer here:_______________________
Lesson 10 Problem Set
Name Date
1. Each fraction strip is 1 whole. All the fraction strips are equal in length. Color 1 fractional unit in each strip. Then, answer the questions below.
2. Circle less than or greater than. Whisper the complete sentence.
a. 12 is less than 14 b.
16 is less than 12
greater than greater than
c. 13 is less than 12 d.
13 is less than 16
greater than greater than
e. 18 is less than 16 f.
18 is less than 14
greater than greater than
g. 12 is less than 18
h. 9 eighths is less than
2 halves greater than greater than
12
14
18
13
16
Lesson 10: Compare unit fractions by reasoning about their size using fraction strips.
A STORY OF UNITS
©2015 Great Minds. eureka-math.orgG3-M 5-SE-1 .3 .1 -11 .20 15
36
Lesson 6 Sprint
Multiply with Seven
1. 1 × 7 = 23. 10 × 7 =
2. 7 × 1 = 24. 9 × 7 =
3. 2 × 7 = 25. 4 × 7 =
4. 7 × 2 = 26. 8 × 7 =
5. 3 × 7 = 27. 7 × 3 =
6. 7 × 3 = 28. 7 × 7 =
7. 4 × 7 = 29. 6 × 7 =
8. 7 × 4 = 30. 7 × 10 =
9. 5 × 7 = 31. 7 × 5 =
10. 7 × 5 = 32. 7 × 6 =
11. 6 × 7 = 33. 7 × 1 =
12. 7 × 6 = 34. 7 × 9 =
13. 7 × 7 = 35. 7 × 4 =
14. 8 × 7 = 36. 7 × 3 =
15. 7 × 8 = 37. 7 × 2 =
16. 9 × 7 = 38. 7 × 7 =
17. 7 × 9 = 39. 7 × 8 =
18. 10 × 7 = 40. 11 × 7 =
19. 7 × 10 = 41. 7 × 11 =
20. 7 × 3 = 42. 12 × 7 =
21. 1 × 7 = 43. 7 × 12 =
22. 2 × 7 = 44. 13 × 7 =
A Number Correct:
Lesson 6: Build non-unit fractions less than one whole from unit fractions.
A STORY OF UNITS
G3-M 5-TE-1.3 .0 -06.2015
67
©2015 Great Minds. eureka-math.org
Lesson 6 Sprint
Multiply with Seven
1. 7 × 1 = 23. 9 × 7 =
2. 1 × 7 = 24. 3 × 7 =
3. 7 × 2 = 25. 8 × 7 =
4. 2 × 7 = 26. 4 × 7 =
5. 7 × 3 = 27. 7 × 7 =
6. 3 × 7 = 28. 5 × 7 =
7. 7 × 4 = 29. 6 × 7 =
8. 4 × 7 = 30. 7 × 5 =
9. 7 × 5 = 31. 7 × 10 =
10. 5 × 7 = 32. 7 × 1 =
11. 7 × 6 = 33. 7 × 6 =
12. 6 × 7 = 34. 7 × 4 =
13. 7 × 7 = 35. 7 × 9 =
14. 7 × 8 = 36. 7 × 2 =
15. 8 × 7 = 37. 7 × 7 =
16. 7 × 9 = 38. 7 × 3 =
17. 9 × 7 = 39. 7 × 8 =
18. 7 × 10 = 40. 11 × 7 =
19. 10 × 7 = 41. 7 × 11 =
20. 1 × 7 = 42. 12 × 7 =
21. 10 × 7 = 43. 7 × 12 =
22. 2 × 7 = 44. 13 × 7 =
B Number Correct:
Improvement:
Lesson 6: Build non-unit fractions less than one whole from unit fractions.
A STORY OF UNITS
G3-M 5-TE-1.3 .0 -06.2015
68
©2015 Great Minds. eureka-math.org
Name Date
1. Complete the number sentence. Estimate to partition each strip equally, write the unit fraction inside each unit, and shade the answer.
Sample:
2 thirds =
a. 3 fourths = b. 3 sevenths = c. 4 fifths = d. 2 sixths =
2. Mr. Stevens bought 8 liters of soda for a party. His guests drank 1 liter.
a. What fraction of the soda did his guests drink?
b. What fraction of the soda was left?
23 𝟏𝟏
𝟑𝟑 𝟏𝟏𝟑𝟑
𝟏𝟏𝟑𝟑
Lesson 6: Build non-unit fractions less than one whole from unit fractions.
Lesson 6 Problem Set A STORY OF UNITS
G3-M 5-TE-1.3 .0 -06.2015
69
©2015 Great Minds. eureka-math.org
3. Fill in the chart.
Total Number of Equal Parts
Total Number of Shaded Equal
Parts Unit Fraction Fraction Shaded
Sample:
4 3 14
34
a.
b.
c.
d.
e.
Lesson 6: Build non-unit fractions less than one whole from unit fractions.
Lesson 6 Problem Set A STORY OF UNITS
G3-M 5-TE-1.3 .0 -06.2015
70
©2015 Great Minds. eureka-math.org
Name Date
1. Complete the number sentence. Estimate to partition the strip equally. Write the unit fraction inside each unit. Shade the answer.
2 fifths =
2. a. What fraction of the circle is shaded?
b. What fraction of the circle is not shaded?
3. Complete the chart.
Total Number of Equal Parts
Total Number of Shaded Equal
Parts Unit Fraction Fraction Shaded
Lesson 6: Build non-unit fractions less than one whole from unit fractions.
Lesson 6 Exit Ticket A STORY OF UNITS
G3-M 5-TE-1.3 .0 -06.2015
71
©2015 Great Minds. eureka-math.org
Name Date
1. Complete the number sentence. Estimate to partition each strip equally, write the unit fraction inside each unit, and shade the answer.
Sample:
3 fourths =
a. 2 thirds =
b. 5 sevenths =
c. 3 fifths =
d. 2 eighths =
2. Mr. Abney bought 6 kilograms of rice. He cooked 1 kilogram of it for dinner.
a. What fraction of the rice did he cook for dinner?
b. What fraction of the rice was left?
34
𝟏𝟏𝟒𝟒
𝟏𝟏𝟒𝟒
𝟏𝟏𝟒𝟒
𝟏𝟏𝟒𝟒
Lesson 6: Build non-unit fractions less than one whole from unit fractions.
Lesson 6 Homework A STORY OF UNITS
G3-M 5-TE-1.3 .0 -06.2015
72
©2015 Great Minds. eureka-math.org
3. Fill in the chart.
Total Number of Equal Parts
Total Number of Shaded
Equal Parts Unit Fraction Fraction
Shaded
Sample:
6
5
16
56
a.
b.
c.
d.
Lesson 6: Build non-unit fractions less than one whole from unit fractions.
Lesson 6 Homework A STORY OF UNITS
G3-M 5-TE-1.3 .0 -06.2015
73
©2015 Great Minds. eureka-math.org
Lesson 6 Answer Key 3 5
Lesson 6 Sprint
Side A
1. 7 12. 42 23. 70 34. 63
2. 7 13. 49 24. 63 35. 28
3. 14 14. 56 25. 28 36. 21
4. 14 15. 56 26. 56 37. 14
5. 21 16. 63 27. 21 38. 49
6. 21 17. 63 28. 49 39. 56
7. 28 18. 70 29. 42 40. 77
8. 28 19. 70 30. 70 41. 77
9. 35 20. 21 31. 35 42. 84
10. 35 21. 7 32. 42 43. 84
11. 42 22. 14 33. 7 44. 91
Side B
1. 7 12. 42 23. 63 34. 28
2. 7 13. 49 24. 21 35. 63
3. 14 14. 56 25. 56 36. 14
4. 14 15. 56 26. 28 37. 49
5. 21 16. 63 27. 49 38. 21
6. 21 17. 63 28. 35 39. 56
7. 28 18. 70 29. 42 40. 77
8. 28 19. 70 30. 35 41. 77
9. 35 20. 7 31. 70 42. 84
10. 35 21. 70 32. 7 43. 84
11. 42 22. 14 33. 42 44. 91
Module 5: Fractions as Numbers on the Number Line
A STORY OF UNITS
G3-M 5-TE-1.3 .0 -06.2015
374
©2015 Great Minds. eureka-math.org
Lesson 6 Answer Key 3 5
Problem Set
1. Each shape partitioned, labeled, and shaded correctly
3. a. 9, 5, 19 , 59
a. 34 b. 7, 3, 17 , 37
b. 37 c. 5, 4, 15 , 45
c. 45 d. 6, 2, 16 , 26
d. 26 e. 8, 8, 18, 88
2. a. 18
b. 78
Exit Ticket
1. 25; fraction strip partitioned, labeled, and shaded correctly
2. a. 18
b. 78
3. 4, 2, 14 , 24
Homework
1. Each shape partitioned, labeled, and shaded correctly
3. a. 4, 3, 14 , 34
a. 23 b. 9, 6, 19 , 69
b. 57 c. 7, 4, 17 , 47
c. 35 d. 6, 3, 16 , 36
d. 28
2. a. 16
b. 56
Module 5: Fractions as Numbers on the Number Line
A STORY OF UNITS
G3-M 5-TE-1.3 .0 -06.2015
375
©2015 Great Minds. eureka-math.org
Fly
ing
Frog
Flyi
ng D
rago
n Li
zard
Som
e an
imal
s ar
e go
od a
t fly
ing.
Mos
t bir
ds, b
ats,
an
d in
sect
s fly
to m
ove
arou
nd, h
unt f
or fo
od, a
nd
stay
saf
e fr
om o
ther
ani
mal
s. F
lyin
g an
imal
s m
ove
thei
r w
ings
up
and
dow
n to
sta
y in
the
air
for
long
pe
riod
s of
tim
e.
Som
e an
imal
s ca
n’t f
ly, b
ut th
ey d
o th
e ne
xt b
est
thin
g—th
ey g
lide.
Glid
ing
anim
als
incl
ude
som
e
type
s of
frog
s, li
zard
s, s
quir
rels
, fis
h, a
nd e
ven
snak
es.
They
can
’t st
ay in
the
air
for
very
long
, but
they
can
gl
ide
for
shor
t dis
tanc
es.
Glid
ing
anim
als
have
spe
cial
bod
y pa
rts
that
he
lp th
em g
lide.
Fly
ing
squi
rrel
s an
d fly
ing
drag
ons
ha
ve la
rge
flap
s of
ski
n on
the
side
s of
thei
r bo
dies
. Fl
ying
frog
s ha
ve w
ebbe
d sk
in b
etw
een
thei
r to
es.
Thes
e ar
eas
of s
kin
pop
out t
o ca
tch
the
air
as th
ey
leap
from
tree
to tr
ee.
claw
s for
tre
e cli
mbi
ng
long
, bus
hy ta
il
Nor
ther
n Fl
ying
Squ
irrel
flaps
of s
kin
at
side
of n
eck
an
d bo
dy
spre
ad w
ide
fo
r glid
ing
long
tail
help
s liza
rd
bala
nce
whe
n gl
idin
g
Do Y
ou K
now
?
loos
e sk
in sp
read
be
twee
n th
e fro
nt a
nd
back
legs
for g
lidin
g
Scie
ntist
s rec
ently
disc
over
ed a
type
of
Japa
nese
squi
d th
at c
an g
lide,
laun
chin
g its
elf
into
the
air w
ith a
bla
st o
f wat
er fr
om it
s bod
y.
Flyin
g sq
uid
ofte
n gl
ide
in g
roup
s of t
wen
ty o
r mor
e.
Gliding
flaps
of s
kin
betw
een
toes
sp
read
wid
e fo
r glid
ing
© L
earn
ing
A–Z
All
righ
ts r
eser
ved.
ww
w.re
adin
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.com
12
Flyi
ng A
nim
alCa
n it
fly
up?
Win
gs a
re
mad
e of
. . .
Stee
rs in
air
w
ith .
. .Bo
nes
bird
yes
feat
her-
cove
red
skin
feat
her-
cove
red
tail
hollo
w
bat
yes
skin
win
gsth
in
inse
ctye
s
part
of
skel
eton
that
co
vers
out
side
of b
ody
win
gsno
ne
Glid
ing
Anim
alCa
n it
fly
up?
Win
gs a
re
mad
e of
. . .
Stee
rs in
air
w
ith .
. .Bo
nes
flyin
g sq
uirre
lno
skin
flap
s on
sides
of b
ody
bush
y ta
ilso
lid
flyin
g fro
gno
larg
e w
ebbe
d fe
etfe
etso
lid
flyin
g dr
agon
(li
zard
)no
skin
flap
s on
sides
and
nec
kbo
dyso
lid
flyin
g fis
hno
fins
fins
solid
flyin
g sn
ake
nobo
dy fl
atte
ned
into
a w
ing
shap
e
head
, bod
y, an
d ta
ilso
lid
Flyi
ng F
ish
Phot
o cr
edits
:Pa
ge 1
: © A
ntho
ny P
ierc
e/Sp
ecia
list S
tock
RM
/age
foot
stoc
k; p
age
2 (t
op):
© K
im T
aylo
r/N
PL/M
inde
n Pi
ctur
es;
page
2 (c
ente
r): N
atur
e Pi
ctur
e Li
brar
y/Al
amy
Stoc
k Ph
oto;
pag
e 2
(bot
tom
): ©
Ch’
ien
Lee/
Min
den
Pict
ures
; pa
ge 3
(top
): ©
FLP
A/M
artin
Hal
e/RE
X/Sh
utte
rsto
ck; p
age
3 (b
otto
m):
© C
ede
Prud
ente
/NHP
A/P
hoto
shot
/ N
ewsc
om; p
age
4: ©
The
Nat
ural
Hist
ory
Mus
eum
, Lon
don/
Scie
nce
Sour
ce
Flyi
ng S
nake
Flyi
ng fi
sh a
re fo
und
in w
arm
oce
ans.
The
y sp
eed
up w
hile
sw
imm
ing,
then
leap
hig
h ou
t of t
he w
ater
. La
rge
fins
on
thei
r si
des
catc
h th
e ai
r an
d he
lp th
em
glid
e ov
er th
e w
aves
. Glid
ing
may
be
the
best
way
fo
r fly
ing
fish
to e
scap
e fr
om u
nder
wat
er p
reda
tors
.
Flyi
ng s
nake
s cl
imb
tree
s an
d th
en p
ush
them
selv
es o
ff a
bra
nch.
The
y fla
tten
thei
r bod
y
into
the
shap
e of
a w
ing
to g
lide
safe
ly fr
om tr
ee
to tr
ee. A
part
from
flyi
ng fi
sh, g
lidin
g an
imal
s
are
mos
tly fo
und
in th
ick
fore
sts
and
jung
les.
body
flat
tens
into
a
win
g sh
ape
whe
n gl
idin
g
Flyi
ng A
nim
als V
ersu
s G
lidin
g An
imal
s
Som
e di
nosa
urs c
ould
fly,
but t
hey
wer
en’t
the
ance
stor
s of m
oder
n bi
rds.
Toda
y’s b
irds a
re
desc
ende
d fro
m sm
all d
inos
aurs
such
as
the
micr
orap
tor,
whi
ch c
ould
glid
e bu
t cou
ld n
ot fl
y.
Do Y
ou K
now
?
larg
e fin
s wor
k lik
e w
ings
whe
n in
the
air
www.readinga-z.com
34
© L
earn
ing
A–Z
All
righ
ts r
eser
ved.
Ven
n D
iagr
am
Gal
ileo
Eins
tein
B
oth
Flyi
ng A
nim
als
Glid
ing
Ani
mal
s
Bot
h*C
an fl
y up
*Win
gs a
re m
ade
of fe
athe
r co
vere
d sk
in, s
kin,
or p
art o
f th
e sk
elet
on
*hav
e w
ings
*Can
not
fly
up
*Win
gs a
re m
ade
of s
kin
flaps
, web
bed
feet
, fins
, or
flatte
ned
body
* **
*
* *
Dire
ctio
ns:
Writ
e tw
o m
ore
thin
gs th
at a
re tr
ue a
bout
flyi
ng a
nim
als,
two
mor
e th
ings
th
at a
re tr
ue a
bout
glid
ing
anim
als,
and
two
mor
e th
ings
that
are
true
abo
ut b
oth.
Here is another way to organize the facts from the text. You may use this chart to compare and contrast a flying animal and a gliding animal.
Differences: What do you notice about each animal that makes it different?
Similarities: What is the same about the two animals you chose?
Animal 1
Animal 2
Compare (tell what is the same)
Comparing words:
same similar both Comparing Sentence Frames: ______________ and ______________ are similar because they both _______________________. Both _________ and _____________ are _____________________________. Both __________ and _____________ have ___________________________. Both ___________ and ______________ can _____________________. Use the information from the text and the venn diagram to write three sentences comparing flying animals and gliding animals. Use the lines below to write your sentences.
1. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Contrast (tell what is different)
Contrasting words:
different doesn’t but Contrasting Sentence Frames: _______ and _______ are different because __________________________. ________ is/are ________, but ______________ is/are __________________. ___________ has/have ___________, but ____________ has/have _______________. ___________ can ___________, but ____________ can ______________. Use the information from the text and the venn diagram to write three sentences contrasting flying animals and gliding animals. Use the lines below to write your sentences.
1. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Which type of animal do you like better, flying animals or gliding animals? Use the information from the text and from the venn diagram to write your opinion. Write three paragraphs.
Graphic Organizer: Try to include some of these sentence starters in your writing. Then write 3 paragraphs on the lines below.
Introduction: In my opinion ____________. I like _________ better than ________ because. I think __________.
__________ are interesting because __________. ________ are great because _________. According to the author, __________. In addition, ___________. The author says that _________. For example, ________, but ___________. __________ are not as __________ as ______.
Conclusion: Now you know about _________. I love/like/adore _______. It is clear that __________. As you can see, _________ are better than _________ because _______. Now you know why _________ are better than ___________.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Draw! Now draw your own flying or gliding animal. Label the parts of your animal. Challenge: tell the function of each part. How does each part help the animal survive?
How
Bea
r Lo
st H
is T
ail
An
Iroq
uois
[EER
-uh-
kwoi
] Leg
end
Bear
had
a lo
ng ta
il. O
ne d
ay, F
ox to
ld B
ear
to p
lace
his
tail
in a
hol
e in
the
ice
to c
atch
a
fish
. Bea
r w
aite
d fo
r a
fish
to g
rab
his
tail.
The
n he
fell
asle
ep. T
he n
ext m
orni
ng,
Bear
was
cov
ered
in s
now
. Bea
r’s ta
il ha
d fr
ozen
in th
e ic
e du
ring
the
nigh
t. W
hen
Bear
sto
od u
p, h
is ta
il br
oke
off.
Bear
s st
ill
have
sho
rt ta
ils to
day.
How
Bea
r
Lost
His
Tai
lW
hy S
ea W
ater
Is
Sal
ty
The
Sto
ry o
f Lig
htni
ng a
nd T
hund
er
Thes
e st
orie
s ar
e kn
own
as p
ourq
uoi [
por-K
WAH
] ta
les.
Pou
rquo
i is
a Fr
ench
wor
d th
at m
eans
“w
hy.”
Pe
ople
all
arou
nd th
e w
orld
hav
e to
ld p
ourq
uoi t
ales
fo
r man
y, m
any
year
s.
Tell
Me
Why
© L
earn
ing
A–Z
All
righ
ts r
eser
ved.
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12
The
Sto
ry o
f Lig
htni
ng
and
Thu
nder
A N
iger
ian
Stor
y
Thun
der
and
Ligh
tnin
g w
ere
shee
p. T
hey
lived
on
Eart
h. S
omet
imes
Lig
htni
ng g
ot
angr
y an
d bu
rned
eve
ryth
ing
arou
nd
him
. The
n T
hund
er, h
is m
othe
r, w
ould
ca
ll ou
t in
a lo
ud v
oice
to s
top
him
. So
on, p
eopl
e co
mpl
aine
d to
the
king
. T
he k
ing
sent
Thu
nder
and
Lig
htni
ng
to li
ve in
the
sky.
Lig
htni
ng s
till
gets
an
gry,
and
Thu
nder
cal
ls o
ut to
sto
p hi
m.
Why
Sea
Wat
er I
s Sa
lty
A G
erm
an T
ale
A g
rand
mot
her
gave
her
gra
ndso
n a
m
ill. I
t wou
ld g
rind
any
thin
g he
ask
ed
for.
He
said
spe
cial
wor
ds to
use
the
mill
. A
shi
p’s
capt
ain
stol
e th
e m
ill. H
e as
ked
it
to g
rind
sal
t, bu
t he
did
not k
now
the
wor
ds to
mak
e it
stop
. The
cap
tain
thre
w
the
mill
into
the
sea.
It s
till
grin
ds s
alt a
t th
e bo
ttom
of t
he s
ea to
day.
© L
earn
ing
A–Z
All
righ
ts r
eser
ved.
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adin
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34
Read the tales How Bear Lost His Tail and The Story of Lightning and Thunder . Use this chart to tell what is different and what is the same about each tale. How Bear Lost His Tail The Story of Lightning and Thunder
Characters : Who is in the story?
Characters : Who is in the story?
Setting : Where does the story take place? Setting : Where does the story take place?
What happened in the beginning?
What happened in the beginning?
What is the problem ?
What is the problem ?
How was the problem solved ? In the end…
How was the problem solved ? In the end…
Graphic Organizer: Try to include some of these sentence starters in your writing. Then write 3 paragraphs on the lines below.
Introduction: In my opinion ____________. I like _________ better than ________ because. I think __________.
__________ are interesting because __________. ________ are great because _________. According to the author, __________. In addition, ___________. The author says that _________. For example, ________, but ___________. __________ are not as __________ as ______.
Conclusion: Now you know about _________. I love/like/adore _______. It is clear that __________. As you can see, _________ are better than _________ because _______. Now you know why _________ are better than ___________.
Write your opinion. Which tale do you think is the best? Why? _______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Comprehension Strategy Assessment • Grade 2 ©2015 Benchmark Education Company, LLC38
Ongoing Comprehension Strategy Assessment • 7
Cats and dogs make good pets. They get along well with people and are good with children. You can keep many kinds of cats and dogs in the house, and they are not too messy. Some cats and dogs are not just pets. They work. For example, house cats are good at hunting. They can keep pests away, so many farmers keep cats to catch mice. Some dogs also work on farms. For example, sheepdogs and collies can protect sheep, hens, and other animals. Working dogs have many other jobs. “Seeing eye” dogs help blind people. They take them to work and help them get around. Dogs also help keep people safe by watching houses and guarding stores. Other dogs work on TV and in movies, and some cats do, too.
1. How are cats and dogs the same? A Cats and dogs keep people safe. B Cats and dogs get along with people. C Cats and dogs are good at hunting.
2. What is one way dogs are different from cats?
A Dogs work on farms. B Dogs are good with children. C Some dogs help blind people.
Name Date
Directions: Read the passage. Then use the information from the passage to answer questions 1–2.
Cats and Dogs
Comprehension Strategy Assessment • Grade 1 ©2015 Benchmark Education Company, LLC32
Ongoing Comprehension Strategy Assessment • 5
Jenny likes to find rocks. She finds rocks in many places. She brings the rocks home. Jenny’s sister, Erin, doesn’t like rocks. Erin likes shells. She picks them up on beaches. She buys some shells from stores. Erin thinks shells are pretty. Jenny thinks that rocks are more fun to find. Besides, she can find rocks almost anywhere!
1. How are Jenny and Erin alike? A They both wear the same clothes. B They both collect things. C They both buy things from stores.
2. How are shells different from rocks? A Shells are found only on beaches. B Shells are pretty. C Shells are easy to find.
Name Date
Directions: Read the passage. Then use the information from the passage to answer questions 1–2.
Rocks and Shells
Name ___________________________________ Date ____________ Name ___________________________________ Date ____________
The sundew and the Venus flytrap are unusual plants. They grow in swamps or bogs, which are wet places. These wet places do not supply enough minerals for plants to grow well. So the sundew and Venus flytrap catch insects for food. The insects provide all the minerals these plants need.
Sundew leaves have long tentacles, or “arms.” Each arm has a sticky drop at the end. When an insect lands on a sundew leaf, it sticks. As the insect fights to get away, other arms bend toward the insect to form a trap. Next, the arms produce a special juice that breaks down the insect’s body. When the food from inside the insect is eaten, the arms of the plant open. The wind blows away the part of the insect that cannot be used for food.
The Venus flytrap has two-part traps. Spikes stick out from the inside of each part, or lobe. When an insect lands on a lobe, it may touch a very sensitive trigger. If the insect touches this trigger twice, the lobes of the Venus flytrap instantly shut tight. It takes less than a second for this to occur.
As with the sundew, a special juice in the Venus flytrap breaks down the insect for food. Unlike the sundew, the Venus flytrap does not need the wind to blow away leftover insect parts. This plant crushes the insect body with the spikes inside its traps.
Directions: Read the passage. Then use the information from the passage to answer questions 1–5.
Insects for Dinner
Comprehension Strategy Assessment • Grade 4 ©2015 Benchmark Education Company, LLC50
Ongoing Comprehension Strategy Assessment • 7
Name ___________________________________ Date ____________ Name ___________________________________ Date ____________
1. In what way are the sundew and the Venus flytrap alike?
A Both eat other plants.
B Both live in wet places.
C Both have long arms.
D Both drink special juices.
2. Both the sundew and Venus flytrap catch insects for food because they __________.
A do not have roots
B have to get exercise
C do not take in water
D need minerals to grow
3. Both the sundew and Venus flytrap produce a special juice to __________. A break down the insects’ bodies
B attract insects
C catch insects on their leaves
D absorb minerals
4. How are the sundew and Venus flytrap different in the ways they catch food?
_____________________________________________________ _____________________________________________________
5. What do the sundew and Venus flytrap do differently after they have digested their food?
_____________________________________________________ _____________________________________________________
©2015 Benchmark Education Company, LLC Comprehension Strategy Assessment • Grade 4 51
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 8)SAMPLE PROBLEM
HOW YOU CAN HELP AT HOME
▪ Ask your child to break apart a chocolate bar that has an even number of equal sections and display it in different ways, such as halves, thirds, fourths, and sixths. Ask him to show you different non-unit fractional amounts, such as 2
6, 23
, 34
, 24
, 56 and 34
, 24
, 56
. By adding a second chocolate bar, your child can create fractions larger than one whole, such as 11
653
54
, ,and .
Show a number bond that represents the shaded and unshaded parts in the rectangle shown below. Draw a different visual model that the same number bond could represent.
In the number bond, 58
represents the shaded part in one whole.
The 38
represents the unshaded part.
In Lessons 5 through 9, students continue to work with equal parts of a whole. They use number bonds to learn that any non-unit fraction is created by a series of unit fractions (e.g., 3 fourths is three copies of 1 fourth). Students also receive an introduction to fractions greater than one whole.
You can expect to see homework that asks your child to do the following: ▪ Identify the equal parts in unit form and fraction form in an image. ▪ Partition objects into equal parts and draw number bonds to match the images. ▪ Identify the number of shaded parts as well as the number of unshaded parts.
G R A D E 3 | M O D U L E 5 | T O P I C B | L E S S O N S 5–9
For more resources, visit » Eureka.support
TERMS
MODELS
HOW YOU CAN HELP AT HOME
▪ Get a package of index cards and work with your child to see how many different “halves” you can cut out of the index cards. Challenge each other to get creative and defend why the images you create are (or are not) halves! Repeat this for other fractional units, such as thirds, fourths, sixths, and eighths.
G R A D E 3 | M O D U L E 5 | T O P I C B | L E S S O N S 5–9
Fraction form: A number written in the form of a fraction, for example, 12
or 198
.
Non-unit fraction: A fraction with a numerator other than 1. For example, 34
, 98
and 26
are all non-unit fractions.
Unit form: A number expressed in terms of its fractional unit. For example, 1 half, 2 thirds, and 4 fifths are all numbers written in unit form.
Number Bond: A model that demonstrates a part–part–whole relationship.
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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 13)SAMPLE PROBLEM
In Lessons 10 through 13, students reason with and compare unit fractions based on the same whole.
You can expect to see homework that asks your child to do the following: ▪ Compare unit fractions (fractions with a 1 in the numerator) by using fraction strips. ▪ Partition the same objects into different unit fractions and write a true comparison statement. ▪ Complete the drawing of a larger shape that represents one whole, when given the shape of a
unit fraction. ▪ Identify a shaded part in different ways depending on what is defined as one whole. (See Sample
Problem.)
GRADE 3 | MODULE 5 | TOPIC C | LESSONS 10–13
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HOW YOU CAN HELP AT HOME
▪ Play Guess My Fraction Drawing with your child.1. Write the following five unit fractions on index cards, one fraction per card: 1
2, 1
3, 1
4, 1
6,
and 18
. Place the cards facedown in a pile.2. On a second set of five cards, write
the names of the following five objects: a volleyball, a stop sign, a cereal box, a rectangular TV screen, and a computer keyboard. You might also come up with other objects that can easily be divided into fractions. Place the cards facedown in another pile.
3. The first player chooses one card from the fraction pile and one card from the object pile, keeping both cards hidden from the other player(s). The first player then attempts to draw just the unit fraction of that object (e.g.,
14 ). The other player(s) try to guess what the object
is and what fraction is being depicted. (See image above.)4. The player who guesses correctly scores 1 point. The next player repeats Step 3. Continue
taking turns until someone reaches 10 points.Place used cards face up, in separate object and fraction piles, off to the side. When all the cards have been used, shuffle each pile, turn them facedown, and keep playing! There will be new combinations.
▪ Use building blocks or snap block sets. Designate one block to represent a particular unit fraction, and ask your child to build one whole by using other same-sized blocks. For example, show your child a block and say, “This is 1
4 . Let’s build what one whole could look like!” You can make several different representations. (See images at right.) Discuss why your representations are correct.You can also play the game the other way. Build something simple to represent one whole by using several same-sized blocks, and tell your child, “This is one whole. How many equal-sized units did I use? What fraction is each block?” Let your child then build something to represent one whole for you to guess what unit fraction was used.
GRADE 3 | MODULE 5 | TOPIC C | LESSONS 10–13
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RESUMEN DE CONCEPTOS CLAVE
MUESTRA DE UN PROBLEMA (Tomado de la Lección 8)
Muestra un vínculo numérico que represente las partes sombreadas y no sombreadas en el rectángulo que se muestra a continuación. Dibuja un modelo visual diferente que podría representar el mismo vínculo numérico.
En el vínculo numérico, 58
representa la parte sombreada en un entero.
El 38
representa la parte no sombreada.
En las Lecciones 5 a la 9, los estudiantes continúan trabajando con partes iguales de un entero y usan vínculos numéricos para aprender que cualquier fracción no unitaria está creada por una serie de fracciones unitarias (p. ej., 3 cuartos equivale a 3 copias de 1 cuarto). Los estudiantes también reciben una introducción a las fracciones mayores que un entero.
Espere ver tareas que le pidan a su hijo/a que haga lo siguiente: ▪ Identificar las partes iguales en forma de unidad y en forma de fracción en una imagen. ▪ Partir objetos en partes iguales y dibujar vínculos numéricos que se relacionen con las
imágenes. ▪ Identificar el número de partes sombreadas así como el número de partes no sombreadas.
G R A D O 3 | M Ó D U L O 5 | T E M A B | L E C C I O N E S 5–9
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.
Para obtener más recursos, visite » es.eureka.support
EUREKAMATH™ CONSEJOS PARA PADRES
▪ Pídale a su hijo/a que separe una barra de chocolate que tenga un número par de secciones iguales y que la arregle de diferentes maneras como en mitades, tercios, cuartos y sextos. Pídale que le muestre diferentes cantidades fraccionarias no unitarias como 2
6, 23
, 34
, 24
, 56 y 2
6, 23
, 34
, 24
, 56
. Al agregar otra barra de chocolate, su hijo/a puede crear fracciones más grandes que un entero, tales como 116
53
54
, ,y .
▪ Tome un paquete de fichas y trabaje con su hijo/a para ver cuántas “mitades” diferentes pueden recortar de las fichas. ¡Rétense el uno al otro a ser creativos y defiendan por qué las imágenes que crearon son (o no) mitades! Repita esto con otras unidades fraccionarias, tales como tercios, cuartos, sextos y octavos.
CÓMO PUEDE AYUDAR EN CASA
VOCABULARIO
REPRESENTACIONES
G R A D O 3 | M Ó D U L O 5 | T E M A B | L E C C I O N E S 5–9
Forma de fracción: un número escrito en la forma de una fracción, por ejemplo, 12
o 198
.
Fracción no unitaria: una fracción cuyo numerador es diferente de 1. Por ejemplo: 34
, 98
y 26
son fracciones no unitarias.
Forma de unidad: un número expresado en términos de su unidad fraccionaria. Por ejemplo: 1 mitad, 2 tercios y 4 quintos son números escritos en forma de unidad.
Vínculo numérico: una representación que demuestra una relación parte-parte-todo.
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RESUMEN DE CONCEPTOS CLAVE
MUESTRA DE UN PROBLEMA (Tomado de la Lección 13)
En las Lecciones 10 a la 13, los estudiantes analizan y comparan las fracciones unitarias en función del mismo entero.
Espere ver tareas que le pidan a su hijo/a que haga lo siguiente:
▪ Comparar fracciones unitarias (fracciones con un 1 en el numerador) usando tiras de fracciones.
▪ Partir los mismos objetos en fracciones unitarias diferentes y escribir un enunciado de comparación verdadero.
▪ Completar el dibujo de una figura más grande que representa 1 entero cuando se le da una figura de una fracción unitaria.
▪ Identificar una parte sombreada de diferentes maneras dependiendo de lo que se defina como 1 entero. (Ver Muestra de un problema).
GRADO 3 | MÓDULO 5 | TEMA C | LECCIONES 10–13
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.
Para obtener más recursos, visite » es.eureka.support
EUREKAMATH™ CONSEJOS PARA PADRES
CÓMO PUEDE AYUDAR EN CASA
▪ Juegue con su hijo/a a Adivina mi dibujo de fracción.
1. Escriba las siguientes cinco fracciones unitarias en fichas, una fracción por cada ficha: 12
, 13
, 14
, 16
y 18
. Coloque las fichas boca abajo en una pila.
2. En un segundo grupo de cinco fichas, escriba los nombres de los cinco objetos siguientes: una pelota de vóleibol, una señal de pare, una caja de cereal, una pantalla de TV rectangular y un teclado de computadora. También puede proponer otros objetos que se puedan dividir fácilmente en fracciones. Coloque las fichas boca abajo en otra pila.
3. El primer jugador elige una ficha de la pila de fracciones y una ficha de la pila de objetos, sin mostrárselas a los otros jugadores. Luego, el primer jugador intenta dibujar únicamente la fracción unitaria de ese objeto (p. ej., 1
4). El/Los otro/s jugador/es tratan de adivinar cuál es
el objeto y la fracción que se está representando. (Ver imagen arriba).
4. El jugador que adivine correctamente obtiene 1 punto. El siguiente jugador repite el Paso 3. Continúen turnándose hasta que alguno llegue a 10 puntos. Coloque las fichas que ya se usaron a un lado y boca arriba, en pilas separadas de objetos y fracciones. Cuando todas las fichas se hayan usado, baraje cada pila, voltéelas boca abajo y ¡sigan jugando! Habrá nuevas combinaciones.
▪ Use conjuntos de cubos o bloques para armar. Designe un bloque para que represente una fracción unitaria en particular y pídale a su hijo/a que construya 1 entero usando otros bloques del mismo tamaño. Por ejemplo: muéstrele un bloque a su hijo/a y diga: “Esto es 1
4. ¡Construyamos algo
que pudiera parecer un entero!”. Puede hacer diferentes representaciones. (Ver imagen a la derecha). Discuta por qué sus representaciones son correctas. También puede jugar de la otra manera. Construya algo sencillo que represente 1 entero usando varios bloques del mismo tamaño y dígale a su hijo/a: “Esto representa 1 entero. ¿Cuántas unidades del mismo tamaño utilicé? ¿Qué fracción es cada bloque?”. Luego permítale a su hijo/a construir algo que represente 1 entero para que usted adivine cuál fracción unitaria se utilizó.
GRADO 3 | MÓDULO 5 | TEMA C | LECCIONES 10–13
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Read the word problem 2 times. Write an equation (numbers) and words to explain your thinking and answer.
scarf knitting 2. Mr. Ray is knitting a scarf. He says that he has completed ⅕ of the total length of the scarf. Use the boxes to write a fraction for each part of the scarf.
a. What fraction has Mr. Ray finished? ________________
b. What fraction does he need to complete? ______________ Equation: Words: (explain how you got your answer) _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
drawer dresser jewelry box Read the word problem 2 times. Draw pictures and write an equation (numbers) and words to explain your thinking and answer.
1. Jennifer hid half of her birthday money in her dresser drawer. The other half she put in her jewelry box. If she hid $8 in the drawer, how much money did she get for her birthday?
Picture (Use the boxes to write a fraction for each part of the birthday money):
Equation: Words (explain how you got your answer): First, I ______________________________________________________. Next, I _____________________________________________________. ___________________________________________________________. Write answer here:_______________________
Lesson 10 Problem Set
Name Date
1. Each fraction strip is 1 whole. All the fraction strips are equal in length. Color 1 fractional unit in each strip. Then, answer the questions below.
2. Circle less than or greater than. Whisper the complete sentence.
a. 12 is less than 14 b.
16 is less than 12
greater than greater than
c. 13 is less than 12 d.
13 is less than 16
greater than greater than
e. 18 is less than 16 f.
18 is less than 14
greater than greater than
g. 12 is less than 18
h. 9 eighths is less than
2 halves greater than greater than
12
14
18
13
16
Lesson 10: Compare unit fractions by reasoning about their size using fraction strips.
A STORY OF UNITS
©2015 Great Minds. eureka-math.orgG3-M 5-SE-1 .3 .1 -11 .20 15
36
Lesson 6 Sprint
Multiply with Seven
1. 1 × 7 = 23. 10 × 7 =
2. 7 × 1 = 24. 9 × 7 =
3. 2 × 7 = 25. 4 × 7 =
4. 7 × 2 = 26. 8 × 7 =
5. 3 × 7 = 27. 7 × 3 =
6. 7 × 3 = 28. 7 × 7 =
7. 4 × 7 = 29. 6 × 7 =
8. 7 × 4 = 30. 7 × 10 =
9. 5 × 7 = 31. 7 × 5 =
10. 7 × 5 = 32. 7 × 6 =
11. 6 × 7 = 33. 7 × 1 =
12. 7 × 6 = 34. 7 × 9 =
13. 7 × 7 = 35. 7 × 4 =
14. 8 × 7 = 36. 7 × 3 =
15. 7 × 8 = 37. 7 × 2 =
16. 9 × 7 = 38. 7 × 7 =
17. 7 × 9 = 39. 7 × 8 =
18. 10 × 7 = 40. 11 × 7 =
19. 7 × 10 = 41. 7 × 11 =
20. 7 × 3 = 42. 12 × 7 =
21. 1 × 7 = 43. 7 × 12 =
22. 2 × 7 = 44. 13 × 7 =
A Number Correct:
Lesson 6: Build non-unit fractions less than one whole from unit fractions.
A STORY OF UNITS
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Lesson 6 Sprint
Multiply with Seven
1. 7 × 1 = 23. 9 × 7 =
2. 1 × 7 = 24. 3 × 7 =
3. 7 × 2 = 25. 8 × 7 =
4. 2 × 7 = 26. 4 × 7 =
5. 7 × 3 = 27. 7 × 7 =
6. 3 × 7 = 28. 5 × 7 =
7. 7 × 4 = 29. 6 × 7 =
8. 4 × 7 = 30. 7 × 5 =
9. 7 × 5 = 31. 7 × 10 =
10. 5 × 7 = 32. 7 × 1 =
11. 7 × 6 = 33. 7 × 6 =
12. 6 × 7 = 34. 7 × 4 =
13. 7 × 7 = 35. 7 × 9 =
14. 7 × 8 = 36. 7 × 2 =
15. 8 × 7 = 37. 7 × 7 =
16. 7 × 9 = 38. 7 × 3 =
17. 9 × 7 = 39. 7 × 8 =
18. 7 × 10 = 40. 11 × 7 =
19. 10 × 7 = 41. 7 × 11 =
20. 1 × 7 = 42. 12 × 7 =
21. 10 × 7 = 43. 7 × 12 =
22. 2 × 7 = 44. 13 × 7 =
B Number Correct:
Improvement:
Lesson 6: Build non-unit fractions less than one whole from unit fractions.
A STORY OF UNITS
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©2015 Great Minds. eureka-math.org
Name Date
1. Complete the number sentence. Estimate to partition each strip equally, write the unit fraction inside each unit, and shade the answer.
Sample:
2 thirds =
a. 3 fourths = b. 3 sevenths = c. 4 fifths = d. 2 sixths =
2. Mr. Stevens bought 8 liters of soda for a party. His guests drank 1 liter.
a. What fraction of the soda did his guests drink?
b. What fraction of the soda was left?
23 𝟏𝟏
𝟑𝟑 𝟏𝟏𝟑𝟑
𝟏𝟏𝟑𝟑
Lesson 6: Build non-unit fractions less than one whole from unit fractions.
Lesson 6 Problem Set A STORY OF UNITS
G3-M 5-TE-1.3 .0 -06.2015
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©2015 Great Minds. eureka-math.org
3. Fill in the chart.
Total Number of Equal Parts
Total Number of Shaded Equal
Parts Unit Fraction Fraction Shaded
Sample:
4 3 14
34
a.
b.
c.
d.
e.
Lesson 6: Build non-unit fractions less than one whole from unit fractions.
Lesson 6 Problem Set A STORY OF UNITS
G3-M 5-TE-1.3 .0 -06.2015
70
©2015 Great Minds. eureka-math.org
Name Date
1. Complete the number sentence. Estimate to partition the strip equally. Write the unit fraction inside each unit. Shade the answer.
2 fifths =
2. a. What fraction of the circle is shaded?
b. What fraction of the circle is not shaded?
3. Complete the chart.
Total Number of Equal Parts
Total Number of Shaded Equal
Parts Unit Fraction Fraction Shaded
Lesson 6: Build non-unit fractions less than one whole from unit fractions.
Lesson 6 Exit Ticket A STORY OF UNITS
G3-M 5-TE-1.3 .0 -06.2015
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©2015 Great Minds. eureka-math.org
Name Date
1. Complete the number sentence. Estimate to partition each strip equally, write the unit fraction inside each unit, and shade the answer.
Sample:
3 fourths =
a. 2 thirds =
b. 5 sevenths =
c. 3 fifths =
d. 2 eighths =
2. Mr. Abney bought 6 kilograms of rice. He cooked 1 kilogram of it for dinner.
a. What fraction of the rice did he cook for dinner?
b. What fraction of the rice was left?
34
𝟏𝟏𝟒𝟒
𝟏𝟏𝟒𝟒
𝟏𝟏𝟒𝟒
𝟏𝟏𝟒𝟒
Lesson 6: Build non-unit fractions less than one whole from unit fractions.
Lesson 6 Homework A STORY OF UNITS
G3-M 5-TE-1.3 .0 -06.2015
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©2015 Great Minds. eureka-math.org
3. Fill in the chart.
Total Number of Equal Parts
Total Number of Shaded
Equal Parts Unit Fraction Fraction
Shaded
Sample:
6
5
16
56
a.
b.
c.
d.
Lesson 6: Build non-unit fractions less than one whole from unit fractions.
Lesson 6 Homework A STORY OF UNITS
G3-M 5-TE-1.3 .0 -06.2015
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©2015 Great Minds. eureka-math.org
Lesson 6 Answer Key 3 5
Lesson 6 Sprint
Side A
1. 7 12. 42 23. 70 34. 63
2. 7 13. 49 24. 63 35. 28
3. 14 14. 56 25. 28 36. 21
4. 14 15. 56 26. 56 37. 14
5. 21 16. 63 27. 21 38. 49
6. 21 17. 63 28. 49 39. 56
7. 28 18. 70 29. 42 40. 77
8. 28 19. 70 30. 70 41. 77
9. 35 20. 21 31. 35 42. 84
10. 35 21. 7 32. 42 43. 84
11. 42 22. 14 33. 7 44. 91
Side B
1. 7 12. 42 23. 63 34. 28
2. 7 13. 49 24. 21 35. 63
3. 14 14. 56 25. 56 36. 14
4. 14 15. 56 26. 28 37. 49
5. 21 16. 63 27. 49 38. 21
6. 21 17. 63 28. 35 39. 56
7. 28 18. 70 29. 42 40. 77
8. 28 19. 70 30. 35 41. 77
9. 35 20. 7 31. 70 42. 84
10. 35 21. 70 32. 7 43. 84
11. 42 22. 14 33. 42 44. 91
Module 5: Fractions as Numbers on the Number Line
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Lesson 6 Answer Key 3 5
Problem Set
1. Each shape partitioned, labeled, and shaded correctly
3. a. 9, 5, 19 , 59
a. 34 b. 7, 3, 17 , 37
b. 37 c. 5, 4, 15 , 45
c. 45 d. 6, 2, 16 , 26
d. 26 e. 8, 8, 18, 88
2. a. 18
b. 78
Exit Ticket
1. 25; fraction strip partitioned, labeled, and shaded correctly
2. a. 18
b. 78
3. 4, 2, 14 , 24
Homework
1. Each shape partitioned, labeled, and shaded correctly
3. a. 4, 3, 14 , 34
a. 23 b. 9, 6, 19 , 69
b. 57 c. 7, 4, 17 , 47
c. 35 d. 6, 3, 16 , 36
d. 28
2. a. 16
b. 56
Module 5: Fractions as Numbers on the Number Line
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InstrumentsoftheOrchestra TheseinstrumentsbelongtothePercussionFamily.Traceeachword.
Nowdrawalinefromeachinstrumenttoitsname.
Triangle Tambourine Drum Cymbals Xylophone
InstrumentsoftheOrchestra
FindandcirclethePercussioninstrumentsinthepuzzle.
bell
chimes cymbals drum
maracas marimba tambourine triangle
vibraphone xylophone
Cutoutthecardsbelow
andm
ixthem
up.Laycardsinrow
s,facedow
n.Turnoveranytwo
cardsandifthetwo
cardsm
atch,keepthem
.Iftheydo
n’tmatch,turnthem
backover.Create
yourow
ndancebyarrangingthecardsinarandom
orderandperformingthecardstom
usic.
Createyourow
nmovem
entcardsbydrawingthesame
poseintw
oboxes,cutthem
outand
thenaddthemtothegam
e.Createyourow
ndancebyarrangingthecardsinarandom
order
andp
erformingthecardstomusic.Trylisteningtod
ifferentstylesofmusicandp
erforming
yourmovem
entstomatchthesoundsyouh
ear.
Look up an instrument from your family heritage or thatyou are just interested in.What is its name? ________________________________________Write about it here:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Draw a picture:
Musical Math
4 + 1 + 1 +.5 =6.5 beats
Note Values
Directions: Write the total number of beats in each math equation. Example:
1 . w+ q+ q+ e=6.5 beats 6. e+h+h+q= ________
2. q+e+h+e= ________ 7. q+e+e+w= ________
3. w+w+h+e= ________ 8. e+w+w+w= ________
4. e+e+q+h= ________ 9. q+q+q+e= ________
5. w+h+h+q= ________ 10. h+h+h+q= ________ BONUS-Create your own musical math equation:
w whole note
4 beats
h half note 2 beats
q quarter note
1 beat
e eighth note
! ! or .5 beats
Musical Math
4 + 1 + 1 +.5 = 6.5 beats
Note Values
Directions: Write the total number of beats in each math equation. Example:
1 . w+q+q+e= 6.5 beats 6. e+h+h+q= 5.5 beats
2. q+e+h+e= 4 beats 7. q+e+e+w= 6 beats
3. w+w+h+e= 10.5 beats 8. e+w+w+w= 12.5 beats
4. e+e+q+h= 4 beats 9. q+q+q+e= 3.5 beats
5. w+h+h+q= 9 beats 10. h+h+h+q= 7 beats BONUS-Create your own musical math equation:
w whole note
4 beats
h half note 2 beats
q quarter note
1 beat
e eighth note
! ! or .5 beats
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