3 rd GRADE Distance Learning Packet Week 2
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3rd GRADE
Distance Learning Packet
Week 2
1
Table of Contents ENGLISH LANGUAGE ARTS
ELA Lesson 1………………………………………………………………………… page 2
ELA Lesson 2………………………………………………………………………… page 4
ELA Lesson 3………………………………………………………………………… page 6
ELA Lesson 4………………………………………………………………………… page 8
ELA Lesson 5…………………………………………………………………………… page 10
MATHEMATICS
Math Lesson 1………………………………………………………………………… page 13
Math Lesson 2………………………………………………………………………… page 17
Math Lesson 3………………………………………………………………………… page 21
Math Lesson 4………………………………………………………………………… page 27
Math Lesson 5………………………………………………………………………… page 33
SCIENCE
Science Lesson 1……………………………………………………………………... page 38
Science Lesson 2……………………………………………………………………... page 42
SOCIAL STUDIES
Social Studies Lesson 1……………………………………………………………... page 45
Social Studies Lesson 2……………………………………………………………… page 51
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ENGLISH LANGUAGE ARTS - Week 2 Lesson 1: Verbs and Verb Tenses Learning Objective: Students will be able to identify the three major simple verbs tenses by deciding if a sentence is written in past, present, or future tense. English Language Arts Standard:
• 3.L.1.e: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).
________________________________________________________________________________ Directions: First, review the information on verb tenses. Then, decide if each sentence is written in
past, present or future.
Verb Tenses tell us WHEN an action is taking place!
There are 3 main verb tenses:
Past: An action that already took place. Usually, you add to the end of the verb -ed
Present: An action that is happening right now. We use the base form of the verb and add -s for singular nouns/pronouns
Future An action that is going to happen Add the word will in front of the base of the verb
________________________________________________________________________________ Practice! Decide if each sentence is written in past, present or future tense. 1. They climbed that hill easily. _________past__________________________________________
2. We will travel to Europe next summer. ________________________________________________
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3. They play soccer in the sunshine. ___________________________________________________
4. The children ate their vegetables. ___________________________________________________
5. You will see your best friend next weekend. ___________________________________________
6. She brushes her teeth every night.___________________________________________________
7. The squirrel hid nuts in his nest. _____________________________________________________
8. Bears hibernate in the winter. _______________________________________________________
9. Winter will be long this year. ________________________________________________________
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ENGLISH LANGUAGE ARTS - Week 2 Lesson 2: Pronouns Learning Objective: Students will be able to correctly use pronouns in sentences by replacing nouns with the corresponding pronoun. English Language Arts Standard:
• 3.L.1.a: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
________________________________________________________________________________ Directions: First, review the information on pronouns. Then, replace the underlined noun in each
sentence with a pronoun.
Practice! Replace the underlined noun in each sentence with a pronoun. 1. Elizabeth came downstairs to answer the door. ________________she_____________________
2. Frank gave a hand to his brother, and they fixed the bike together. _________________________
3. Your goldfish looks healthy. _______________________________________________________
4. You and Max visited the museum last week. __________________________________________
5. The books are on the shelf by the window. ____________________________________________
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6. Artie and I will play soccer next summer. ______________________________________________
7. She told her friend the ending of the movie. ____________________________________________
8. Martin thanked his dad before getting out of the car. _____________________________________
9. The teacher looked at you and Janet for the answer. ____________________________________
10. Irene put the plates on the table beside the utensils. ___________________________________
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ENGLISH LANGUAGE ARTS - Week 2 Lesson 3: Compare and Contrast Characters Learning Objective: Students will be able to compare and contrast characters by noticing similarities and differences between details in a passage. English Language Arts Standard:
• 3.RL.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
________________________________________________________________________________ Directions: First, review what it means to compare and contrast. Then, read the passage “Town
Mouse and Country Mouse”. Finally, answer the compare and contrast questions at the end of the
story.
When we compare two things, we tell how they are alike.
When we contrast two things, we tell how they are different.
________________________________________________________________________________ As you read this story, think about how the characters are similar and different.
Town Mouse and Country Mouse There once was a Town Mouse who went on a visit to his cousin in the country. Country
Mouse led a busy life, keeping up with all his chores. But he loved his town cousin and gave him a
hearty welcome. All he had to offer for a meal were bread and cheese that he had carefully collected
from the farmhouse floor, and a jug of water that he brought in each day from the creek down the hill.
It was not a feast, but he offered it freely.
Town Mouse rather turned up his long nose at this country food, and said, "I cannot
understand, Cousin, how you can put up with such poor food as this. But of course, you cannot
expect anything better in the country. Come with me, and I will show you how to live. When you have
been in town a week, you will wonder how you could ever have stood a country life."
And so, the two mice set off for the town and arrived at Town Mouse's home late at night.
"You will want something to eat after our long journey," said the polite Town Mouse, and he
took his friend into the grand dining room. There for the taking, they found what was left of a fine feast
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upon the table, and soon the two mice were eating up jellies and cakes and all sorts of other
wonderful foods.
“It is always like this here,” said Town Mouse. “I don’t have to work for my food at all!”
Suddenly they heard growling and barking.
"What is that?" cried Country Mouse.
"It is only the dogs of the house," answered the other.
"Only!" said Country Mouse. "I do not like that kind of music at my dinner."
Just at that moment the door flew open, and in came two huge black dogs, growling and
snarling. The two mice had to scamper down and run off. They had no time to take any of the
delicious foods with them, and Town Mouse had no food or water nicely stored away in his home.
"Goodbye, Cousin," said Country Mouse.
"What! going so soon?" said the other.
"Yes," said Country Mouse. “I would much rather have bread and cheese in peace than jellies
and cakes in fear!”
Read each detail from the story. Circle which character (or characters) it best describes.
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ENGLISH LANGUAGE ARTS - Week 2 Lesson 4: Comparing Adjectives with “-er” and “-est” Learning Objective: Students will be able to use the correct comparative or superlative adjective form by deciding how many things are being compared in a sentence. English Language Arts Standard:
• 3.L.1.g: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
________________________________________________________________________________ Directions: First, review the information on “-er” and “-est”. Then, choose the correct form of the
adjective to complete each sentence.
Practice! Choose the correct form of the adjective to complete each sentence. 1. Bernadette is the ________________tallest_______________ girl in her class. (tall, taller, tallest)
2. Nathan is ___________________________________________ than Erik. (short, shorter, shortest)
3. Your dog is the _______________________________________ of the bunch. (fast, faster, fastest)
4. The kittens are even ________________________________ than their mother (cute, cuter, cutest)
5. This is the __________________________ race I have ever participated in. (long, longer, longest)
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6. My tree house is ______________________________________ than yours. (big, bigger, biggest)
7. Your sister is the _____________________________ girl in the pageant. (pretty, prettier, prettiest)
8. Mark is the __________________________________ boy in the house. (happy, happier, happiest)
9. You are the __________________________________________ player I know. (fair, fairer, fairest)
10. Your cat is _____________________________________ than mine. (cuddly, cuddlier, cuddliest)
11. Tina’s bedroom is ___________________________________ than Julia’s. (neat, neater, neatest)
12. These oranges are the __________________________ I have ever tasted. (juicy, juicier, juiciest)
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ENGLISH LANGUAGE ARTS - Week 2 Lesson 5: Cause and Effect Learning Objective: Students will be able to identify cause and effect relationships in a passage by noticing details about why things happen and determining what happens as a result. English Language Arts Standard:
• 3.RL.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
________________________________________________________________________________ Directions: First, review the information on cause and effect. Then, read the passage “The Magpie’s
Nest”. Finally, answer the questions that follow.
Cause and effect are about how one thing can cause something else to happen.
The cause is why something happened.
The effect is what happens as a result. ________________________________________________________________________________ Here is a story about why birds build their nests differently. Think about cause and effect as you read.
The Magpie’s Nest Of all the birds in the air, the magpie builds the very best nest. Long ago, all the birds came to
Magpie and asked her to teach them how to build nests. So Magpie got them all together and began
to show them how to do it.
First, she took some mud and patted it into the shape of a pancake. “Ah ha!” said Thrush, and
away she flew. So Thrush still builds her nest out of mud.
Then Magpie arranged some twigs around in the mud. “Well of course,” said Owl, and away
she flew. Owls have never made better nests than that.
Magpie turned the edges of the pancake up into a bowl shape, and put more twigs around the
outside. “What a good idea!” said Sparrow, and Sparrow makes messy nests to this day. And so it
went on.
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Each bird took away some knowledge of how to build nests, but none of them waited to the
end. Finally, only silly Turtle-dove was left, and she hadn’t been paying any attention all along. She
had just been sitting there saying her silly cry. “Take two, take two-o-o-o. Take two, take two-o-o.”
Magpie was adding the last twig to her lovely nest. “Take two, take two-o-o” cried Turtle-dove. Magpie
looked at Turtle-dove. “One’s enough,” she said. But the Turtle-dove kept on saying, “Take two, take
two-o-o.”
Then Magpie got angry. “One’s enough, I tell you.” Still Turtle-dove repeated, “Take two, take
two-o-o. Take two, take two-o-o.” At last, Magpie got even angrier. No one but silly Turtle-dove was
left to see her lovely nest that she had worked so long to build. She flew away to find some worms,
and refused to show the birds how to build a nest again. And that is why different birds build their
nests differently.
Practice! Circle the effect that best matches what happened in the passage.
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4. Here is a cause: Each bird took away some knowledge of how to build nests, but none of them except silly Turtle-dove waited until the end. What was the effect? ________________________________________________________________________________
________________________________________________________________________________
5. Here is a cause: No one but silly Turtle-dove was left to see the lovely nest that Magpie had worked so hard to build. What was the effect? ________________________________________________________________________________
________________________________________________________________________________
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MATHEMATICS - Week 2 Lesson 1: Subtraction Review Learning Objective: The students will be able to subtract two numbers and then use addition to check the answer. Use addition and subtraction fact families to write addition and subtraction facts. Explain how to check subtraction facts. The students will solve the ten lesson practice problems with 80% accuracy. Math Standard:
• 3.NBT.A.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
_______________________________________________________________________________________
Directions: First, review the lesson below on subtraction. Then, complete the “Lesson Practice”
problems.
Vocabulary:
Subtract: to take away a smaller amount away from a larger amount
Example: to take away 2 from 6, subtract: 6 - 2 = 4
When you write a subtraction sentence, write the larger number first.
Difference: the answer to a subtraction problem
Example: 6 - 2 = 4, 4 is the difference
Expression: a number, a letter, or a combination of numbers and letters. Expressions usually
contain one or more operation symbols
Examples: 3, a, 3 + a, 4 x 5, 4n
Equation: a number sentence that states that two expressions are equal. An equation always
includes an equal sign.
Example: 3 + 5 = 8
Fact family: a group of three numbers that can be arranged to form four facts.
Example: The numbers 2, 4, and 6 form an addition and subtraction fact family.
2 + 4 = 6, 4 + 2 = 6, 6 - 2 = 4, 6 - 4 = 2
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Example 1: Write a subtraction sentence. We can write a subtraction sentence vertically (up and down) or horizontally (side to side).
Example 2: Checking subtraction. We can check a subtraction answer by adding the difference to the number subtracted. This is like
doing the problem backwards. The sum of the addition should equal the starting number.
The order of numbers matters in subtraction. The expression 6-2 means “take two away from six.”
This isn’t the same as 2-6 which means “take 6 away from 2.”
Addition and subtraction are opposite operations, so we can use addition to check subtraction and
use subtraction to check addition. When operations are opposite, one operation undoes the other.
Use subtraction to check 6 + 8 =14.
14 - 6 = 8 or 14 - 8 = 6
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Example 3: Write a fact family. The numbers 3, 5, and 8 form and addition and subtraction fact family. Write two addition facts and
two subtraction facts using these three numbers.
We can write a fact family using three numbers because addition and subtraction are related
operations.
● Thinking question: How can write a fact family for 9, 9, and 18? ● Answer: 9 + 9 = 18, 18 - 9 = 9 ● Since 9 + 9 = 18 and 18 - 9 = 9 are doubles facts, we only need to write each fact one time.
Lesson Practice Directions: Subtract. Then check your answer by adding.
a. 6 - 3 = ______ check: _____ + _____ = _____
b. 5 - 2 = ______ check: _____ + _____ = _____
c. 14 - 7 = _____ check: _____ + _____ = _____
d. 12 - 5 = _____ check: _____ + _____ = _____
e. 17 - 9 = _____ check: _____ + _____ = _____
f. 13 - 4 = _____ check: _____ + _____ = _____
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g. Write a fact family using the numbers 4, 7, and 11. Write two addition and two subtraction
facts using these three numbers.
h. Write a fact family using the numbers 5, 11, and 16. Write two addition and two subtraction
facts using these three numbers.
i. Choose three numbers to write a fact family. Write two addition facts and two subtraction facts
using the three numbers you chose.
j. How can you check a subtraction answer? Give an example.
I can check a subtraction answer by __________________. An example is
_______________________.
Challenge Problems
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MATHEMATICS - Week 2 Lesson 2: Subtraction With Regrouping Learning Objective: The students will be able to use the subtraction algorithm to find the sum of two-digit numbers with regrouping. The students will use money manipulatives to subtract numbers that involve regrouping. The students will solve the ten lesson practice problems with 80% accuracy. Math Standard:
• 3.NBT.A.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
_______________________________________________________________________________________
Directions: First, review the lesson below on subtraction with regrouping. Then, complete the
“Lesson Practice” problems.
Lesson Examples Example 1
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● Thinking Skill: Why are 5 tens and 3 ones the same as 4 tens and 13 ones?
● Answer: 5 tens and 3 ones is the same as 50 + 3 = 53. 4 tens and 13 ones is the same as 40
+ 13. 13 is the same as 10 + 3. We can think of 4 tens and 13 ones as 40 + 10 + 3 = 53.
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Example 2 Santino has $56. He spent $29 on repairing his bike. How much money did he have left?
● How much is left means to subtract.
● When we write a subtraction sentence, write the larger number on top. Underneath write the
smaller number. Line up the ones place and the tens place.
● We understand that $56 means 5 tens and 6 ones. We understand that $29 means 2 tens and
9 ones.
● When we subtract, we start with the ones place. If I have 6 ones, I can’t take away 9 ones. I
need to regroup.
● To regroup, I go to tens place. I’m going to trade 5 tens for 10 ones. I take the 10 ones and
add them to the 6 ones I already have. Now I have 4 tens and 16 ones.
5 tens 6 ones → 4 tens 16 ones
● Now I can subtract. Subtract the ones first. 16 ones - 9 ones = 7 ones.
● Now subtract the tens. 4 tens - 2 tens = 2 tens.
● 2 tens and 7 ones = 27
● $56 - $29 = $27
● Thinking Skill: How can I check my answer? ● Answer: We can add to check the answer. Add $27 and $29.
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Lesson Practice Problems
Subtract. Regroup when necessary. Show your work! a. b. c. d. e.
f. g. h. i. j.
Challenge Problems
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MATHEMATICS - Week 2 Lesson 3: Problem Solving Learning Objective: The students will be able to solve addition and subtraction word problems using a five-step approach. They will solve the 10 lesson practice problems with 80% accuracy. Math Standards:
• 3.NBT.A.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
• 3.OA.D.10: When solving problems, assess the reasonableness of answers using mental computation and estimation strategies including rounding.
_______________________________________________________________________________________
Directions: First, review the lesson below on problem solving. Then, complete the “Lesson
Practice” problems.
There are 5 steps we can use to solve word problems.
Step Action
Step 1:Read It What is the problem about?
Step 2: Reread It What is the problem asking?
Step 3: Plan It What is the best way to solve the problem?
Step 4: Solve It What operation should I use? + - x ÷
Step 5: Check It Does my answer make sense? Is my math correct?
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Lesson Examples
Example 1: Christopher has 56 blocks. He buys 8 more blocks. How many blocks does Christopher
have altogether?
● Step 1: Read It: What is the problem about?
○ It’s about Christopher buying blocks.
● Step 2: Reread It: What is the problem asking? ○ It’s asking how many blocks Christopher has altogether.
● Step 3: Plan It: What is the best way to solve this problem? ○ I need to look for keywords that tell me how to solve the problem.
○ The problem says he bought more. That tells me my answer needs to be bigger than
the number he started with.
○ The problem also asks me how many books he has altogether. That tells me to
combine my two numbers.
Step 4: Solve It: What operation should I use? ○ The key word altogether means to add.
○ I need to add 56 and 8.
○ 56 + 8 = 64
○ Write your answer in a sentence. Christopher has 64 books.
● Step 5: Check It: Does my answer make sense? Is my math correct? ○ My answer makes sense. I can estimate my answer. I can round 8 up to 10. 56 + 10 =
66. 66 and 64 are very close.
○ My math is correct. I can use a number line to show that my answer is correct.
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Example 2: There are 71 blocks in a box. Dorothy takes 9 blocks out to build a tower. How many
blocks are left in the box?
● Step 1: Read It: What is the problem about? ○ The problem is about taking blocks out of a box.
● Step 2: Reread It: What is the problem asking? ○ It’s asking how many blocks are left.
● Step 3: Plan It: What is the best way to solve this problem? ○ I need to look for keywords that tell me how to solve the problem.
○ The problem says she took blocks out of the box. That means my answer needs to be
less than the number I started with.
○ The problem asks how many books are left. That means I need to take one number
away from the other number.
● Step 4: Solve It: What operation should I use to solve the problem? ○ The keywords how many left mean subtract.
○ I need to subtract 9 from 71.
○ When I write a subtraction number sentence, I write the larger number first. 71 - 9 = 62
○ Write your answer in a sentence. Dorothy has 62 blocks left.
● Step 5: Check It: Does my answer make sense? Is my math correct? ○ My answer makes sense. I can estimate my answer. I can round 9 up to 10. 71 - 10 =
61. 61 is close to 62.
○ My math is correct. I can use a number line to check.
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Lesson Practice Problems Add or subtract. Show your work.
a. There were 15 students in a race. There were 8 girls in the race. How many boys were in the race?
There were ______ boys in the race.
b. Karl had some toy cars in a box. He gave 3 cars to his little brother. Now there are 15 cars left in
the box. How many cars did Karl have in the box to start with?
Karl had ______ cars to start with.
c. The beaver eats 34 more berries than the raccoon. The beaver eats 53 berries. How many berries
does the raccoon eat?
The raccoon ate _____ berries.
d. There are 24 bugs underneath a rock. When Charlie picks up the rock, 15 of them run away. How
many bugs can Charlie still see?
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Charlie can see _______ bugs.
e. Sam won 41 points in the first round of a game. In the second round, he lost 19 points. In the third
round, he won 51 points. How many points does Sam have after the third round?
Sam has _______ points after the third round.
f. Emma has 40 craft beads. She has 11 more craft beads than her sister Stella. How many craft
beads do they have altogether?
They have ______ craft beads altogether.
g. John read 8 pages of a book yesterday. He read 5 pages today. How many pages did John read in
all?
John read ______ pages.
h. The squirrel has 37 seeds. The squirrel has 22 more seeds than the deer. How many seeds does
the deer have?
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The deer has _____ seeds.
i. April had 58 stamps in her stamp collection. Then, she bought 7 more stamps to add to her
collection. Next, she gave 5 stamps to her friend, Mark. How many stamps does she have left?
April has ______ stamps left.
j. A shoe store had 69 pairs of shoes for sale. Shoppers bought 8 pairs of shoes. How many pairs of
shoes are left for sale?
There are ______ pairs of shoes left.
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MATHEMATICS - Week 2 Lesson 4: Model Multiplication Learning Objective: The students will be able to use models to write a multiplication expression. They will use repeated addition to write multiplication expressions. They will solve the ten lesson practice problems with 80% accuracy. Math Standard:
• 3.OA.A.1: Interpret products of whole numbers as the total number of objects in equal groups (e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each).
_______________________________________________________________________________________
Directions: First, review the lesson below on model multiplication. Then, complete the “Lesson
Practice” problems.
Vocabulary: • Multiplication: the total number of objects when you have equal groups of something
• Models can be used to solve multiplication problems. Models help by showing the number of
groups and number of objects in each group.
Lesson Examples
Example 1: Paige has 4 pencil cases on her desk. There are 8 pencils in each case. How many
pencils does Paige have altogether?
● We can make a model to solve the problem.
● First, we need four pencil cases.
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● Next, we put eight pencils with each pencil case.
● Then we can add the total number of pencils: 8 + 8 + 8 + 8 = 32.
● A faster way is to multiply the number of pencil cases by the number of pencils in each group.
4 x 8 = 32.
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Example 2: Multiplication can be used to represent equal groups. When there are groups of objects
that all contain the same number of objects, the number of groups times the number in each group
will tell the total number of objects.
● Write an expression that matches the model.
● There are 5 groups of pumpkins. Each group has 4 pumpkins.
● I can write a multiplication expression to show the total number of pumpkins.
Number of groups x Number in each group 5 groups of pumpkins x 4 pumpkins in each group
5 x 4 = 20
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Lesson Practice
a. Write a multiplication expression that matches the model.
_____ x _____
b. Write a multiplication expression that is equivalent to the repeated addition problem.
_____ x _____
c. Write a multiplication expression that matches the model.
_____ x _____
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d. Write a multiplication expression that is equivalent to the repeated addition problem.
_____ x _____
e. Write a multiplication expression that matches the model.
_____ x _____
f. Write a repeated addition expression that is equivalent to the multiplication problem. 9 x 5
Answer
_____________________________________________________
g. Write a repeated addition expression that is equivalent to the multiplication problem. 8 x 4
Answer __________________________________________________________
h. Write a multiplication expression that is equivalent to the repeated addition problem.
_____ x _____
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i. Write a multiplication expression that matches the model.
_____ x _____
j. Write a multiplication expression that matches the model.
_____ x _____
Challenge Problems
Solve each multiplication problem.
a. 4 x 7 = _____ c. 8 x 4 = _____ e. 2 x 5 = _____
b. 5 x 5 = _____ d. 9 x 3 = _____ f. 3 x 7 = _____
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MATHEMATICS - Week 2 Lesson 5: Modeling Division Learning Objective: The students will be able to write a division problem for repeated subtraction problems. They write a division problem based on a model. The students will accurately solve 80% of the lesson practice problems. Math Standard:
• 3.OA.A.2: Interpret whole number quotients of whole numbers (e.g., interpret 56 ÷ 8 as the number of objects in each group when 56 objects are partitioned equally into 8 groups, or as a number of groups when 56 objects are partitioned into equal groups of 8 objects each).
_______________________________________________________________________________________
Directions: First, review the lesson below on modeling division. Then, complete the “Lesson
Practice” problems.
Lesson Examples
Example 1: There are several ways to model division. One way is to think of division as repeated subtraction.
● What division problem is the same as 49 -7 -7 -7 -7 -7 -7 -7?
● Seven is subtracted from 49 seven times.
● The division problem is 49 ÷7.
● When you write a division problem horizontally (sideways), the bigger number is first.
Example 2: What division problem is the same as 64 -8 -8 -8 -8 -8 -8 -8 -8?
● Eight is subtracted from 64 eight times.
● The division problem is 64 ÷8.
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Example 3: In division, a whole is split into smaller groups of objects.
Models can be used to solve division problems. Models help show a whole split into groups of objects
or objects split into groups.
This model shows 28 blocks total.
The model is split into groups of 7 objects.
There are 4 groups.
This shows 28 ÷ 7 = 4.
Example 4:
This model shows 28 blocks total.
The model is split into 4 groups.
There are 7 objects in each group.
This shows 28 ÷ 4 = 7.
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Lesson Practice Problems
a. Michael has 16 marbles. He wants to put them into 4 equal groups. How many marbles
should be in each group?
_____ in each group
b. Kris has 18 baseballs in 2 bags. If she put the same number of baseballs in each bag, how
many baseballs does each bag have?
_____ baseballs in each bag
c. Which division problem is equivalent to this repeated subtraction problem?
15 -3 -3 -3 -3 -3?
_____ ÷_____ = _____
d. What repeated subtraction problem is equivalent to this division problem? 28 ÷ 4 = 7
Answer: ______________________________________________
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e. Use the model to find 35 ÷7 = _____
f. Use the model to find 48 ÷6 = _____
g. Use the model to find 36 ÷6 = _____
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h. Barbara has 18 strawberries which she puts in 3 bowls. She puts the same number of strawberries
in each bowl. How many strawberries does each bowl have?
____ strawberries in each bowl
i. Which division problem is equivalent to this repeated subtraction problem?
32 -8 -8 -8 -8?
_____ ÷ _____ = _____
j. What repeated subtraction problem is equivalent to this division problem? 42 ÷ 7 = 6
Answer ________________________________________________
Challenge Problems Divide. 18 ÷ 3 = _____ 36 ÷ 4 = _____ 45 ÷ 9 = _____
36 ÷ 9 = _____ 32 ÷ 4 = _____ 48 ÷ 8 = _____
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SCIENCE - Week 2 Lesson 1: Hazard Identification Learning Objective: Students will be able to apply lab safety rules by identifying hazards and offering solutions. Science “Safety Expectations” Standards:
• Identify hazards. Hazards may be physical, chemical, health, or environmental. • Evaluate the type of risk associated with each hazard. • Instruct students on all procedures and necessary safety precautions in such a way as to
eliminate or reduce the risk associated with each hazard. • Prepare for any emergency that might arise despite all the required safety precautions.
________________________________________________________________________________ Directions:
1. On the provided picture, circle the following things:
a. First Aid Kit
b. Fire extinguisher
c. Safety Shower
d. Fire Blanket
2. There are 8 people in the image (on the next page). On the image analysis page, identify all
of the unsafe behaviors of each person and explain how they can fix their behavior so that they
would be practicing lab safety. Use complete sentences.
3. Some of the people are practicing some correct safety. Identify and color in any correct safety
behavior.
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Harry
Steve
Leah
Carolinee
Anita
Lilith
Frank
Carlos
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Lab Safety Image Analysis
1. Anita
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Lilith
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Frank
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Carlos
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Caroline
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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6. Leah
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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7. Steve
______________________________________________________________________________
______________________________________________________________________________
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8. Harry
______________________________________________________________________________
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SCIENCE - Week 2 Lesson 2: Making Safe Choices Learning Objective: Students will be able to demonstrate lab safety rules by writing what all the characters did wrong instead of practicing proper lab safety. Science “Safety Expectations” Standards:
• Identify hazards. Hazards may be physical, chemical, health, or environmental. • Evaluate the type of risk associated with each hazard. • Instruct students on all procedures and necessary safety precautions in such a way as to
eliminate or reduce the risk associated with each hazard. • Prepare for any emergency that might arise despite all the required safety precautions.
________________________________________________________________________________ Directions:
1. Read the story about SpongeBob, Patrick, and Gary in the lab.
2. Highlight or underline all the safety mistakes that the three characters make.
3. On the provided pages, explain what each character is doing correctly and what they
are doing incorrectly
Worksheet created by T. Trimpe 2003 http://sciencespot.net/
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The Bikini Bottom gang has been learning safety rules during science class. Read the paragraphs below to find the broken safety rules and underline each one. How many can you find? SpongeBob, Patrick, and Gary were thrilled when Mr. Krabbs gave their teacher a chemistry
set! Mr. Krabbs warned them to be careful and reminded them to follow the safety rules they had
learned in science class. The teacher passed out the materials and provided each person with an
experiment book. SpongeBob and Gary flipped through the book and decided to test the properties
of a mystery substance. Since the teacher did not tell them to wear the safety goggles, they left them
on the table. SpongeBob lit the Bunsen burner and then reached across the flame to get a test tube
from Gary. In the process, he knocked over a bottle of the mystery substance and a little bit splashed
on Gary. SpongeBob poured some of the substance into a test tube and began to heat it. When it
started to bubble he looked into the test tube to see what was happening and pointed it towards Gary
so he could see. Gary thought it smelled weird so he took a deep whiff of it. He didn’t think it smelled
poisonous and tasted a little bit of the substance. They were worried about running out of time, so
they left the test tube and materials on the table and moved to a different station to try another
experiment. Patrick didn’t want to waste any time reading the directions, so he put on some safety
goggles and picked a couple different substances. He tested them with vinegar (a weak acid) to see
what would happen even though he didn’t have permission to experiment on his own. He noticed that
one of the substances did not do anything, but the other one fizzed. He also mixed two substances
together to see what would happen, but didn’t notice anything. He saw SpongeBob and Gary heating
something in a test tube and decided to do that test. He ran over to that station and knocked over a
couple bottles that SpongeBob had left open. After cleaning up the spills, he read the directions and
found the materials he needed. The only test tube he could find had a small crack in it, but he decided
to use it anyway. He lit the Bunsen burner and used tongs to hold the test tube over the flame. He
forgot to move his notebook away from the flame and almost caught it on fire. Before they could do
another experiment, the bell rang and they rushed to put everything away. Since they didn’t have
much time, Patrick didn’t clean out his test tube before putting it in the cabinet. SpongeBob noticed
that he had a small cut on his finger, but decided he didn’t have time to tell the teacher about it.
Since they were late, they skipped washing their hands and hurried to the next class.
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In the space below, explain what each character is doing correctly and what they are doing incorrectly.
SpongeBob: ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Gary: ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Patrick: ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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SOCIAL STUDIES - Week 2 Lesson 1: Arizona and the Grand Canyon Learning Objective: Scholars will learn about Arizona and it’s geography by reading “Arizona” and “The Grand Canyon” and answering comprehension questions. Social Studies “Anchor” Standard:
• 3.SP3.1: Develop information about Arizona history, geography, and economics. ________________________________________________________________________________ Directions:
1. Read the “Arizona” passage and answer the comprehension questions that follow.
2. Read the “The Grand Canyon” passage and answer the comprehension questions that follow.
3. When you have finished both reading passages, complete the Arizona0themed work search.
46
47
Using complete sentences, answer each of the questions using the information from the “Arizona” passage.
1. What is the capital of Arizona?
________________________________________________________________________________
________________________________________________________________________________
2. When did Arizona become a state?
________________________________________________________________________________
________________________________________________________________________________
3. What is a desert?
________________________________________________________________________________
________________________________________________________________________________
4. How deep is the Grand Canyon?
________________________________________________________________________________
________________________________________________________________________________
5. Who were the Navajo?
________________________________________________________________________________
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6. Who was Cesar Chavez?
________________________________________________________________________________
________________________________________________________________________________
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49
Using complete sentences, answer each of the questions using the information from the “The Grand Canyon” passage.
1. How many people visit the Grand Canyon every year?
________________________________________________________________________________
________________________________________________________________________________
2. What river runs through the Grand Canyon?
________________________________________________________________________________
________________________________________________________________________________
3. How big is the Grand Canyon? (Hint: 3 measurements)
________________________________________________________________________________
________________________________________________________________________________
4. What is erosion?
________________________________________________________________________________
________________________________________________________________________________
5. What are three animals that live in the Grand Canyon?
________________________________________________________________________________
________________________________________________________________________________
6. What are two plants that live in Grand Canyon?
________________________________________________________________________________
________________________________________________________________________________
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51
SOCIAL STUDIES - Week 2 Lesson 2: Arizona and the Grand Canyon Learning Objective: Scholars will learn about the Arizona and it’s geography by reading “Navajo” and “Cesar Chavez” and answering comprehension questions. Social Studies Standard:
• 3.SP3.1: Develop information about Arizona history, geography, and economics. ________________________________________________________________________________ Directions:
1. Read the “Navajo” passage and answer the comprehension questions that follow.
2. Read the “Cesar Chavez” passage and answer the comprehension questions that follow.
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53
Using complete sentences, answer each of the questions using the information from the “Navajo” passage.
1. Where did the Navajo live?
________________________________________________________________________________
________________________________________________________________________________
2. What are hogans? What did they look like?
________________________________________________________________________________
________________________________________________________________________________
3. What were three crops that the Navajo grew?
________________________________________________________________________________
________________________________________________________________________________
4. Who brought sheep and goats to Arizona?
________________________________________________________________________________
________________________________________________________________________________
5. What two things were the Navajo known for making?
________________________________________________________________________________
________________________________________________________________________________
6. What happened in 1864?
________________________________________________________________________________
________________________________________________________________________________
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55
Using complete sentences, answer each of the questions using the information from the “Cesar Chavez” passage.
1. When was Cesar Chavez born?
________________________________________________________________________________
________________________________________________________________________________
2. What was the Great Depression?
________________________________________________________________________________
________________________________________________________________________________
3. What did Cesar Chavez’s family do when they left the farm?
________________________________________________________________________________
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4. What’s a migrant farmer?
________________________________________________________________________________
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5. What were three things that made working in the field hard?
________________________________________________________________________________
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6. What is a union? ________________________________________________________________________________
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