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Name: _____________________________
Addition with Regrouping Puzzles Set 1Directions: Solve each problem. Write the sum on each puzzle.
Directions: Read the following passage. Use information from the passage to answer the questions.
Atlantis: The Legend of a Lost Cityadapted and retold by Christina Balit
First there was Chaos. From Chaos sprang Earth and Heaven.
From them came the race of Titans; two of them, Cronus and Rhea, seized power and ruled over all. Their son Zeus overthrew them. Then he and his brothers divided up the world: to Zeus went the heavens, to Hades, the realms of the dead, while the seas and oceans went to mighty Poseidon, who promised to guard the waters with care.
Floating on one of Poseidon’s emerald seas was a small rocky island. Few visited its shores and no one bothered to give it a name. . . .
In the center of the island there stood a mountain, and at the foot of the mountain lived a man called Evenor and his wife, Leucippe. They lived happily together, . . . and brought up their daughter Cleito to honor all creatures.
Poseidon grew curious. How could they be content with so little? He took on human form and crouched unseen behind a rock to find out. . . .
Seeing Cleito in all her beauty, Poseidon’s heart grew tender, and one day he stepped out from behind the rock to talk to her. Day after day he came and slowly she began to return his love. Finally she agreed to become his bride. . . .
Poseidon used powers beyond human imagining to transform the isle into a paradise. . . .
It was a happy time for Poseidon and Cleito, and over the years Cleito gave birth to five pairs of twin sons. Their firstborn son they named Atlas. In the summer of his twentieth year he was crowned high king, and they named the island Atlantis in his honor. . . .
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To ensure peace in his new island city, Poseidon set down laws in stone on a pillar of the temple. Chief among them was the commandment that no person should take up arms against another—with a terrible curse on anyone who disobeyed. . . . The people of Atlantis became wise, gentle, and great-spirited. They were sober and kind, as the Creator had always wanted them to be. Above all, they lived in peace. . . .
Many years passed, and Poseidon lay sleeping at the bottom of the ocean. The people of Atlantis began to change. . . . Gradually they lost the gift of goodness and became infected with ambition and power. Greed filled the citizens’ hearts. The streets of Atlantis, once safe, became dangerous, as people began to steal, cheat, and lie.
One day Zeus, god of gods, who ruled according to the law of the Creator, looked down from the heavens above. . . . He roared out his anger.
The sound of his fury woke Poseidon. Rising to the surface of the waves, the sea-god looked out over his once-perfect kingdom—and wept.
Now he had no choice: he must carry out his terrible curse.
Raising his trident, he stirred the seas into a wave that rose so high, it lashed the heavens. . . . Gathering its full force, the wave crashed upon the land, while burning rain and ashes blistered down from above.
In a single day and night, Atlantis was swallowed up by the sea. . . .
The people of Atlantis did not die. They continued to exist beneath the waves, but they never spoke or quarreled or fought again. As year followed year they paid a terrible penance, learning to live without gold or possessions in the cold depths. In time, they became little more than creatures of the water.
To this day, Atlantis has never been found. Some people believe that it is still there, under the sea, waiting to be discovered. . . .
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Directions: Read the questions below and choose the best answer.
1. How did the island of Atlantis get its name?
A. The people of the island worked together to think of a name.
B. Poseidon and Cleito used the name of their oldest child.
C. Zeus chose his favorite brother’s name and changed it slightly.
D. The island was named after the sea in which it was found.
2. Which text detail best supports how the island of Atlantis got its name?
A. “Floating on one of Poseidon’s emerald seas was a small rocky island. Few visited its shores”
B. “Their firstborn son they named Atlas. . . . they named the island Atlantis in his honor.”
C. “Their son Zeus overthrew them. Then he and his brothers divided up the world”
D. “The people of Atlantis became wise, gentle, and great-spirited. . . . Above all, they lived in peace.”
Literature 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Common Core State StandardS
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Literature 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Common Core State StandardS
3. Why did Poseidon create laws for the people of Atlantis to follow?
A. He wanted to discover whether the people could obey directions.
B. He wanted control and a way to direct every part of the people’s lives.
C. He wanted to make sure that the people got along with one another.
D. He wanted Zeus to see that he could rule the people fairly and wisely.
4. Which text detail best supports the inference that Poseidon did not want to destroy Atlantis?
A. “He roared out his anger.”
B. “Now he had no choice”
C. “they lived in peace”
D. “he stirred the seas”
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Literature 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Common Core State StandardS
5. Part A
Reread this paragraph from the passage. Which statement is a generalization you can make about the people of Atlantis after the island was destroyed?
“The people of Atlantis did not die. They continued to exist
beneath the waves, but they never spoke or quarreled or fought
again. As year followed year they paid a terrible penance, learning
to live without gold or possessions in the cold depths. In time, they
became little more than creatures of the water.”
A. The people soon got along with several kinds of fish.
B. Many people spent their time being sad and crying.
C. Most people understood why Poseidon punished them.
D. The people did not ever argue or become violent again.
Part B
Underline the text detail in the paragraph above that best supports the answer to Part A.
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Name
Read the selection. Then answer the questions that follow.
p The little red lighthouse was afraid it would be torn down.
p Lighthouses shine a light to help ships pass safely.
p Barry raced into his grandfather’s room, shouting.
p Many letters quickly streamed into the city mayor’s office.
2 Which sentence states something about Grandpa in general?
p He wrote a letter about the red lighthouse.
p He told Barry a story about a gray bridge.
p He wants Barry to write some more letters.
p He can have strong feelings about things.
3 What can you say about all letters written to a mayor?
p People write them to save all the historical places.
p Adults write them because they like ships and bridges.
p Everyone writes them for very good reasons.
p People write them because they care about something.
4 Which of these is a general statement about the little red lighthouse?
p It is important to many people.
p It was torn down years ago.
p It is smaller than the gray bridge.
p It was in Grandpa’s favorite book.
5 What do you think is the big idea in this story?
Questions 1–4: Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Question 5: Literature 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
DirectionsChoose the item that best answers each question about the selection you just read. Fill in the circle next to the answer.
13 What generalization does Beatrice make in paragraph 1?
p Everyonelikeswaterandcarrotsticks. p Everyonewillbeontimefortheparty.
p Thepartywillbeahugesuccess.
p Preparationsmustbedouble-checked.
14 What generalization does Beatrice make in paragraph 2?
p Paperandcrayonsbelongonthecoffee table.
p Noonelikespeanuts.
p EveryonewillenjoyaDrawingContest.
p Picturesoftigersmakegooddecorations.
Common Core State Standards
Questions 13–14: CCSS Literature 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
p HeiscontenttowatchtheothershavetheDrawingContest.
p Hedoesnotwanttheotherstodoanythinghecan’talsodo.
p Heissoclumsyhealwayshasabrokenarm.
p HepreferswatchingmoviestohavingDrawingContests.
18 Whatconclusioncanyoudrawfromparagraph11?
p JoseistiredoffightingwithMarla.
p Joseisexcitedtowatchthemovieabouttigers.
p Josehasgottensickfromthepeanuts.
p Joseisnothavingagoodtimeattheparty.
19 Bytheendofthestory,Beatricehasrealizedthat
p sheshouldnothaveinvitedMarlaandJose.
p sheshouldhavehadapoolparty.
p sheshouldhavethoughtofwhatherfriendslike.
p sheshouldnothavethrownherselfontothesofa.
20 Whatisthethemeofthisstory?
p Thebestwaytohavefunistoincludeeveryone.
p Manydifferentkindsofmoviesmakeagoodparty.
p Thebestwaytoplanapartyistothinkofyourself.
p Manydifferenttypesoffoodmakeagoodparty.
178 Weekly Test 30Unit6Week5
Common Core State Standards
Questions 15–17, 19: CCSS Literature 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Question 18: CCSS Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Question 20: CCSS Literature 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
1. How many days were there 2 birds at the bird feeder?
2. How many days were there 3 or fewer birds at the feeder?
3. How many days were there 3 or more birds at the feeder?
Homework Helper `
Jori recorded the number of birds she saw at the bird feeder each day for 5 days. She displayed the data in a line plot. What is one conclusion you can make from this line plot?
One conclusion that can be mad e is that there were 3 birds at the feeder, on 2 of the days.
6. 4 Model Math Mrs. Sebring’s class made a tally chart of the number of hours they spent on homework last week. Display the set of data in the line plot.
For Exercises 4 and 5, refer to the line plot that shows the number of states each student has visited.
4. How many states have the most number of students visited?
5. How many students have visited three states?
1 2 3 4 5 ormore
How Many States Have You Visited?
Test Practice 8. Refer to the line plot in Exercise 6. What is the difference
between the least number of hours spent on homework and the most number of hours spent on homework?
A 1 hour B 3 hours C 8 hours D 11 hours
8
9
10
11
TallyTime (h)
Weekly Time Spent on Homework Weekly Time Spent on Homework (h)
Program: GMH CCM Component: SEPDF Pass
Vendor: Quad Graphics Grade: 3
720�Need more practice? Download Extra Practice at connectED.mcgraw-hill.com