Bar Graphs & Frequency Tables (Tally Charts) • Activity 4: Watch “Tally Charts and Bar Graphs.” • Activity 5: Create a Tally Chart and Bar Graph

1 3 Week 3 2

3 3

Grade 3 - MATH Objectives  Students will summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals.  Students will solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.

Note: Activities are not intended to be graded. This work is to support understanding of the subject area.

Instructions For Student Work Pages Pictographs • Activity 1: Watch “Pictographs” • Activity 2: Create a pictograph. • Activity 3: Complete the pictograph worksheet.

Bar Graphs & Frequency Tables (Tally Charts) • Activity 4: Watch “Tally Charts and Bar Graphs.” • Activity 5: Create a tally chart and bar graph. • Activity 6: Complete the bar graph worksheet.

Dot Plots (Line Plots) • Activity 7: Watch “Line Plots” • Activity 8: Watch “Make a Line Plot.” • Activity 9: Complete the line plots worksheet.

Instructions For Parents- Answer keys are located at the end of the math section on the document.

Read through the directions with your child and support them as needed.

• Activity 3:Pictograph worksheet (answer key) • Activity 6: Create a tally chart and bar graph (answer key) • Activity 7: Bar Graph worksheet (answer key) • Activity 11: Line Plot worksheet (answer key)

Additional Resources • If you need help understanding scaled intervals, use this worksheet. • Go on a Hike- Pictographs 4 Pictographs 5 Scan the QR code to watch the pictograph video.

Name: Date: Name: Date:

Worksheet 2 Making Picture Graphs Each stands for 5 units. Draw to show the number of units. 1. Count the animals in the picture. Example Then complete the tally chart.

stand for 15 units. 1 stands for 5 units. 15 ÷ 5 = 3 Draw 3 .

2. stand for 10 units.

3. stand for 40 units. Animal Tally Number of Animals Each stands for 3 units. 5 Draw to show the number of units. duck

4. stand for 9 units. turtle

dragonÅ y 5. stand for 12 units. © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. see is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish

6. stand for 21 units. Å amingo Reteach 2B 131 132 Chapter 17 Lesson 2 8

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7. Mrs. Stanton bought some fruits. 8. Use your answers on page 133. Count the number of fruits she bought. Show the number of fruits by coloring the in the Then complete the tally chart. picture graph.

Fruits Bought

Fruit Tally Number of Fruits

4 Orange Orange Apple Peach Pear

Key: Each stands for 2 fruits.

Apple

1 stands for 2 fruits. There are 4 oranges. 4 ÷ 2 = 2 Peach Color 2 . © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. see is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish

Pear

Reteach 2B 133 134 Chapter 17 Lesson 2 9

Name: Date: Name: Date:

9. The pictures show the favorite sport of each child in the 10. Use your answers on page 135 to complete the picture graph. second grade class. Then give the picture graph a title. Count the number of children who like each sport. Then complete the tally chart. Title:

Baseball

Basketball

Soccer Item Tally Number of Children

Baseball Tennis Key: Each stands for 3 children.

Basketball

Soccer © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. see is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish Tennis

Reteach 2B 135 136 Chapter 17 Lesson 2 10

Name: Date: Name: Date:

Worksheet 3 Real-World Problems: The picture graph shows the number of books Joel read in four months.

Picture Graphs Number of Books Read Use the picture graphs to answer the questions.

The picture graph shows the number of stamps Ä ve children have.

Stamp Collection of Five Children

January February March April

Key: Each stands for 4 books.

Andrew Jenny Candice Lenard Sandy 5. Joel read 12 books in February. Key: Each stands for 3 stamps. How many should be on the graph for February?

1. How many stamps does Andrew have?

2. Which two children have the same number of stamps? 6. Joel read 20 books in April. and How many more should be on the graph for April?

3. How many more stamps does Jenny have than Lenard?

7. What is the total number of books that Joel read in

4. How many stamps do they have in all? February and April? © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. see is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish

Reteach 2B 137 138 Chapter 17 Lesson 3 11

Name: Date: Name: Date:

Use the picture graph to Ä ll in the blanks. Doris asks some friends what color they like best. The tally chart shows the results. The picture graph shows the number of ideas from Ä ve classes during the School Innovation Week. 12. Use the tally chart to complete the picture graph.

Ideas for School Innovation Week Color Tally

Class A Blue

Green Class B Red

Class C Orange

Class D Title:

Class E

Key: Each stands for 2 ideas. Blue Green Red Orange Key: Each stands for 3 friends. 8. Class B had more ideas than Class D.

9. Class and Class had more than 8 ideas. 13. Of the children who like green best, 4 are girls.

10. Class and Class both had ideas. How many boys like green? © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. see is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish 11. For Class C, 4 of the ideas are from the girls and ______14. 12 boys chose blue or orange. ideas are from the boys. How many girls chose blue or orange?

Reteach 2B 139 140 Chapter 17 Lesson 3 12 Bar Graphs & Frequency Tables (Tally Charts) 13 Scan the QR code to watch the Bar Graphs & Tally Charts video

Name: Date: Name: Date:

Complete the graph. Bar Graphs 13 Example

Worksheet 1 Making Bar Graphs with Scales Kind of Coin Penny Nickel Dime Quarter Study the picture graph. Then complete. Number of Coins 12 8 10 16

Example 1. represents 3 bottles represents 4 batteries 17 16 bottles Vertical bar 16 batteries 14 graph 12

8 Complete. 6 Number of Coins Number of Example 4 6 2 ited. Copying is permitted; seeited.page ii.is Copying permitted; 4 ii. page see permitted; is Copying ited. 0 2 represents 2 apples Penny Nickel Dime Quarter Kind of Coin 2.

Reteach 3B 67 68 Chapter 13 Lesson 13.1 15

Name: Date: Name: Date:

3. Kind of Food for Lunch Pizza Pasta Salad Sandwich Complete the table. Number of People 12 8 16 20 Example Count the number of times the vowels appear. 22 a a a a a a a a a 20 e e e e e e e e e e e e e e e i i i i i i i i i i i i 18 o o o o o o o o o o o o o o oo o o u u u u u u u u u u u u u u u 16

Vowel a e i o u 14 Number of Times 12 Vowel Appears 9 15 12 18 15

10 Use the table to complete the bar graph.

8 21 Number of People Number of 6 18

4 15 2 12

0 9 Pasta ited. Copying is permitted; seeited.page ii.is Copying permitted; ited. Copying is permitted; seeited.page ii.is Copying permitted; 6 Kind of Food for Lunch 3 Number of Times Vowel Appears Vowel Times of Number 0 a e i o u Vowel

This bar graph uses a scale o f 3 . I t s t a r t s with 0 and skips in threes. The greatest number on the scale is 21 because the © 2009 Marshall Cavendish International (Singapore)Private Lim © 2009 Marshall Cavendish International (Singapore)Private Lim graph needs to include all the data.

Reteach 3B 69 70 Chapter 13 Lesson 13.1 16

Name: Date: Name: Date:

4. Count the number of insects. Use the data given to complete the bar graph. Then complete the table. 6. Ali sells 90 sacks of rice. Bonita sells 60 more sacks of rice than Ali. Charlie sells 30 more sacks of rice than Bonita.

200 180 160 140

120 100 Kind of Insect Butterﬂy Bee Dragonﬂy Grasshopper 80 Number of Rice Sacks of Insects 60

40 5. Use the table in Exercise 4 to complete the bar graph. 20 0 30 Ali Bonita Charlie ited. Copying is permitted; seeited.page ii.is Copying permitted; Name seeited.page ii.is Copying permitted;

Number Insects of 5

Reteach 3B 71 72 Chapter 13 Lesson 13.1 17

Name: Date: Name: Date:

Worksheet 2 Reading and Interpreting Bar Graphs Use the bar graph on the previous page to answer questions 1 through 8. The bar graph shows the number of people who went to the circus in a week. 1. How many people went to the circus on Monday?

180 170 2. How many people went to the circus on Friday? 160 150

140 3. On which day did 100 people go to the circus? 130 120 4. On which day did 160 people go to the circus?

110 100

90 5. On which day did the least number of people go to the circus? 80

Number of People Number of 70 6. On which day did the greatest number of people go to the circus? ited. Copying is permitted; see page ii. page see permitted; is Copying ited. ited. Copying is permitted; seeited.page ii.is Copying permitted; 60 50 40 7. How many more people went to the circus on Friday than on Wednesday? 30 20

10 8. How many fewer people went to the circus on Monday than on Thursday? © 2009 Marshall Cavendish International (Singapore)Private Lim © 2009 Marshall Cavendish International (Singapore)Private Lim 0 Monday Tuesday Wednesday Thursday Friday Day of the Week

Reteach 3B 73 74 Chapter 13 Lesson 13.2 18

Name: Date: Name: Date:

The bar graph shows the number of coins co llected by Cheryl. Ken’s uncle has a fruit orchard.

There are 45 orange trees. There are twice as many apple trees as orangetrees. 50c There are 45 more mango trees than apple trees. There are 30 fewer guava trees than mango trees. 25c 16. Use the data to help Ken complete the bar graph. 10c 150 Kind of Coin Kind of Coin 125

5c 100 75 0 20 40 60 80 100120140160180200 Number of Coins 50 Number of Trees Number of 25 Use the bar graph to answer questions 9 through 15. 0 Apple Guava Mango Orange 9. Cheryl collected dimes. • Nickel – 5¢ coin Kind of Tree • Dime – 10¢ coin 10. She collected 50¢ coins. • Quarter – 25¢ coin Use the bar graph to answer questions 17 through 21. • Half dollar – 50¢ coin ited. Copying is permitted; see page ii. page see permitted; is Copying ited. ited. Copying is permitted; see page ii. page see permitted; is Copying ited.

11. She collected 50 . 17. How many apple trees are there?

12. The coin she collected the least of is the 18. How many guava trees are there? . 19. The greatest number of trees are trees. 13. The coin she collected the most of is the 20. The least number of trees are trees. . © 2009 Marshall Cavendish International (Singapore)Private Lim © 2009 Marshall Cavendish International (Singapore)Private Lim 21. How many more orange trees must be planted so that the number of 14. She collected fewer nickels than quarters. orange trees and the number of guava trees are the same? 15. She has twice as many as .

Reteach 3B 75 76 Chapter 13 Lesson 13.2 19 Andy took a survey about favorite colors. He found that 7 people like blue, 4 people like red, and 2 people like yellow. Show Andy’s data in a tally chart (frequency table) and a bar graph. Use a scaled interval of 2 on your bar graph. 20 Dot Plots (Line Plots) 21 Scan the QR code to watch the Line Plots video. 22 Scan the QR code to watch the Make a Line Plot video. 23

Name: Date: Name: Date:

Worksheet 3 Line Plots The tally chart shows the number of books read by some students in February. Complete the tally chart. Then use the data in the tally chart to make a line plot. Complete the tally chart. Example 1. Number of Number of The tally chart shows the number of points scored by some Tally students in a math quiz. Books Read Students

3 4 Number of Points

Number of Number of 4 Tally Points Students

5 7 8

6 8 5

9 4 Use the data in the tally chart to complete the line plot.

10 5 2.

俹䢢俹䢢 ited. Copying is permitted; seeited.page ii.is Copying permitted; ited. Copying is permitted; seeited.page ii.is Copying permitted; 俹䢢俹䢢俹䢢俹䢢俹䢢俹䢢䢢俹俹䢢俹䢢俹䢢俹俹䢢䢢 Line Plot 3 4 5 6 俹䢢俹䢢俹俹䢢䢢 Number of Books Read 俹䢢俹䢢俹䢢俹䢢俹䢢俹䢢俹俹䢢䢢 © 2009 Marshall Cavendish International (Singapore)Private Lim © 2009 Marshall Cavendish International (Singapore)Private Lim 7 8 9 10 Number of Points Each ᅞstands for 1 student.

Reteach 3B 77 78 Chapter 13 Lesson 13.3 24

Name: Date: Name: Date:

Use the data in the line plot to answer the questions. Andy counted the erasers in different boxes.

3. What does each ᅞon the line plot stand for? Use the data in the line plot to answer the questions. 4. How many students read 4 books in February? 䢢俹䢢 students 俹䢢䢢俹䢢俹䢢俹䢢 5. How many students read more than 4 books in February? 俹䢢俹䢢俹䢢䢢俹俹䢢俹䢢俹䢢俹䢢俹䢢䢢俹 students 䢢 10 11 12 13 14 15 6. What is the greatest number of books read by any student in February? Erasers per Box

books 8. What does each ᅞon the line plot stand for?

7. How many students were surveyed? 9. How many boxes contain 13 erasers? boxes

students

10. What is the most common number of erasers per box?

erasers

11. How many boxes were counted? ited. Copying is permitted; seeited.page ii.is Copying permitted; ited. Copying is permitted; seeited.page ii.is Copying permitted; boxes © 2009 Marshall Cavendish International (Singapore)Private Lim © 2009 Marshall Cavendish International (Singapore)Private Lim

Reteach 3B 79 80 Chapter 13 Lesson 13.3 25 Answer Keys 26

Name: Date: Name: Date: APT H ER C Each stands for 2 units. 17 Picture Graphs Count and Ä ll in the blanks. Example

Worksheet 1 Reading Picture Graphs stands for units. There are 4 . 1 stands for 2 units. with Scales 4 × 2 = 8 Fill in the blanks. Use the picture graph to help you.

Our Pets

5. stands for units.

6. stands for units.

Each stands for 5 units. Count and Ä ll in the blanks. Rabbit Dog Cat Gerbil Each stands for 1 animal. 7. stands for units. Multiply by 5 to Ä nd the answer. 1. There are types of pets. 8. stands for units.

2. There are dogs. 9. stands for units.

3. There are more rabbits than gerbils. © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. see is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish 4. There are pets in all.

Reteach 2B 125 126 Chapter 17 Lesson 1 27

Name: Date: Name: Date:

The picture graph shows the number of items sold at a bookshop Fill in the blanks. on a Monday. Use the picture graph on page 127 to help you. Items Sold at a Bookshop 10. How many pairs of scissors were sold? 11. How many erasers and rulers were sold in all?

Count the for the erasers and rulers. Then multiply to Ä nd the answer.

Pencil Eraser Ruler Scissors Key: Each stands for 3 items.

symbol The picture graph shows the number of each kind of tableware The key shows what each in Mr. Martin’s kitchen cabinet. symbol stands for. Mr. Martin’s Tableware

Fill in the blanks. Use the picture graph to help you. Plate Example How many pencils were sold? There are 5 . Bowl 1 stands for 3 items. 5 × 3 = 15 Glass © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. see is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish Cup Key: Each stands for 4 items.

Reteach 2B 127 128 Chapter 17 Lesson 1 28

Name: Date: Name: Date:

Fill in the blanks. Fill in the blanks. Use the picture graph on page 128 to help you. Use the picture graph on page 129 to help you. 12. There are glasses. 17. students swim after school.

KPH 13. The number of CPXMT is the same as the number of 18. The number of students who is the same as the DVQT . number of students who TLBUF .

QMBUFT 14. The number of is the most. 19. The number of students who EBODF is the least.

15. There are fewer cups than plates. 20. There are fewer students who jog than swim.

16. Mr. Martin buys 8 more glasses. 21. 8 boys swim after school. He should draw more on the graph. How many girls swim after school?

The students in the second grade class have different 22. 3 students decide to skate rather than swim. after-school activities on Tuesday. How many students skate now? The picture graph shows the number of students in each activity.

After-School Activities of the Second Grade Class

jogging swimming skating dancing © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. see is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish Key: Each stands for 3 students.

Reteach 2B 129 130 Chapter 17 Lesson 1 29

Name: Date: Name: Date:

Worksheet 2 Making Picture Graphs Each stands for 5 units. Draw to show the number of units. 1. Count the animals in the picture. Example Then complete the tally chart.

stand for 15 units. 1 stands for 5 units. 15 ÷ 5 = 3 Draw 3 .

2. OO stand for 10 units.

3. OOOOOOOO stand for 40 units. Animal Tally Number of Animals Each stands for 3 units. 5 Draw to show the number of units. duck

4. UUU stand for 9 units. turtle

dragonÅ y 5. UUUU stand for 12 units. © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. see is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish

6. UUUUU stand for 21 units. UU Å amingo

Reteach 2B 131 132 Chapter 17 Lesson 2 30

Name: Date: Name: Date:

Fruits Bought

Fruit Tally Number of Fruits

4 Orange Orange Apple Peach Pear

кл Key: Each stands for 2 fruits.

Apple

1 stands for 2 fruits. с There are 4 oranges. 4 ÷ 2 = 2 Peach Color 2 . © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. see is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish

п Pear

Reteach 2B 133 134 Chapter 17 Lesson 2 31

Name: Date: Name: Date:

Baseball

Basketball

Soccer Item Tally Number of Children

ко Baseball Tennis Key: Each stands for 3 children. кл Basketball

т Soccer

п © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. see is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish Tennis

Reteach 2B 135 136 Chapter 17 Lesson 2 32

Name: Date: Name: Date:

Worksheet 3 Real-World Problems: The picture graph shows the number of books Joel read in four months.

Picture Graphs Number of Books Read Use the picture graphs to answer the questions.

The picture graph shows the number of stamps Ä ve children have.

Stamp Collection of Five Children

January February March April

Key: Each stands for 4 books.

Andrew Jenny Candice Lenard Sandy 5. Joel read 12 books in February. Key: Each stands for 3 stamps. How many should be on the graph for February? кс м 1. How many stamps does Andrew have?

2. Which two children have the same number of stamps? 6. Joel read 20 books in April. ΕϋϔχϘϊ and Μχϔϊϟ How many more should be on the graph for April?

3. How many more stamps does Jenny have than Lenard? м п 7. What is the total number of books that Joel read in но мл 4. How many stamps do they have in all? February and April? © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. see is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish

Reteach 2B 137 138 Chapter 17 Lesson 3 33

Name: Date: Name: Date:

Ideas for School Innovation Week Color Tally

Class A Blue

Green Class B Red

Class C Orange

Class D Title:

Class E

Key: Each stands for 2 ideas. Blue Green Red Orange кн Key: Each stands for 3 friends. 8. Class B had more ideas than Class D.

9. Class ΋ and Class Ό had more than 8 ideas. 13. Of the children who like green best, 4 are girls.

Ί Ύс л 10. Class and Class both had ideas. How many boys like green? © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. see is permitted; Copying Limited. Private (Singapore) International © 2009 Marshall Cavendish п 11. For Class C, 4 of the ideas are from the girls and ______14. 12 boys chose blue or orange. ideas are from the boys. т How many girls chose blue or orange?

Reteach 2B 139 140 Chapter 17 Lesson 3 34 Andy took a survey about favorite colors. He found that 7 people like blue, 4 people like red, and 2 people like yellow. Show Andy’s data in a tally chart (frequency table) and a bar graph. Use a scaled interval of 2 on your bar graph.

Frequency Table

Favorite Colors

Blue 7

Red 4

Yellow 2

Bar Graph

Name: Date: Name: Date:

Complete thegraph.

Bar Graphs 13 Example

Worksheet1 Making Bar Graphs with Scales Kind of Coin Penny Nickel Dime Quarter Study the picture graph. Then complete. Numberof Coins 12 8 10 16

Example 1. represents 3 bottles represents 4 batteries 17

16 bottles batteries 14 Verticalbar 16 graph

10 8 Complete. 6

Coins Number of Example 4

6 2 ited. Copying is permitted; see page ii. page see permitted; is Copying ited. 4 seeited.page ii.is Copying permitted; 0 2 represents 2apples Penny Nickel Dime Quarter

Kindof Coin

Reteach 3B 67 68 Chapter 13 Lesson 13.1 36

Name: Date: Name: Date:

3. Kind of Food for Lunch Pizza Pasta Salad Sandwich Complete thetable.

Number of People 12 8 16 20 Example

Count the number of times the vowels appear. 22 a a a a a a a a a 20 e e e e e e e e e e e e e e e i i i i i i i i i i i i 18 o o o o o o o o o o o o o o o o o o u u u u u u u u u u u u u u u 16

Vowel a e i o u 14 Number of Times 12 Vowel Appears 9 15 12 18 15

10 Use the table to complete the bargraph. 8 21 Number of People Number of 6 18

4 15 2 12

0 9 Pasta

Salad Sandwich Pizza 6 seeited.page ii.is Copying permitted; ited. Copying is permitted; see page ii. page see permitted; is Copying ited. Kind of Food for Lunch 3 Number of Times Vowel Appears Vowel Times of Number 0 a e i o u Vowel

Thisbargraphusesascale of3.Itstarts with 0 and skips in threes. The greatest number on thescale is 21 because the © 2009 Marshall Cavendish International (Singapore)Private Lim © 2009 Marshall Cavendish International (Singapore)Private Lim graph needs to include all the data.

Reteach 3B 69 70 Chapter 13 Lesson 13.1 37

Name: Date: Name: Date:

4. Countthe number of insects. Use the data given to complete the bar graph. Then complete the table.

6. Ali sells 90 sacks of rice. Bonita sells 60 more sacks of rice than Ali. Charlie sells30 moresacks of rice than Bonita.

200 180 160 140

120

100 Kind of Insect Butterﬂy Bee Dragonﬂy Grasshopper 80 Number of Sacks of Rice 10 Insects 25 15 5 60

5. Use the table in Exercise 4 to complete the bar graph. 20

0 30 Ali Bonita Charlie ited. Copying is permitted; seeited.page ii.is Copying permitted; Name seeited.page ii.is Copying permitted;

25 20

15 10

Number Insects of 5

Reteach 3B 71 72 Chapter 13 Lesson 13.1 38

Name: Date: Name: Date:

Worksheet2 Reading and Interpreting Bar Graphs Use the bar graph on the previous page to answer questions 1 through8. The bar graph shows the number of people who went to the circus in a week. 1. How many people went to the circus on Monday?

180 85

170 2. How many people went to the circus on Friday? 160 175

150 140 3. On which day did 100 people go to the circus? 130 Tuesday

120 4. On which day did 160 people go to the circus?

110 Thursday

100

90 5. On which day did the least number of people go to the circus? 80 Monday

Number of People Number of 70 6. On which day did the greatest number of people go to the circus? ited. Copying is permitted; seeited.page ii.is Copying permitted; ited. Copying is permitted; seeited.page ii.is Copying permitted; 60 Friday 50 7. How many more people went to the circus on Friday than on 40 Wednesday? 30 50

20 8. How many fewer people went to the circus on Monday than on Thursday?

Reteach 3B 73 74 Chapter 13 Lesson 13.2 39

Name: Date: Name: Date:

The bar graph shows the number of coins co llected by Cheryl. Ken’s uncle has a fruit orchard.

There are 45 orange trees. There are twice as many apple trees as orange trees. 50c There are 45 more mango trees than apple trees. There are 30 fewer guava trees than mango trees. 25c 16. Use the data to help Ken complete the bar graph.

10c 150 Kind of Coin Kind of Coin 125

5c 100 75 0 20 40 60 80 100120140160180200 Number of Coins 50

ofTrees Number 25 Use the bar graph to answer questions 9 through 15.

0 Apple Guava Mango Orange 130 9. Cheryl collected dimes. • Nickel – 5¢ coin Kind ofTree • Dime – 10¢ coin 10. She collected 100 50¢ coins. • Quarter – 25¢ coin Use the bar graph to answer questions 17 through 21. • Half dollar – 50¢ coin ited. Copying is permitted; see page ii. page see permitted; is Copying ited. ited. Copying is permitted; seeited.page ii.is Copying permitted; 90 11. She collected 50 nickels . 17. How many apple trees are there?

12. The coin she collected the least of is the 18. How many guava trees are there? 105 nickel . 19. The greatest number of trees are mango trees. 13. The coin she collected the most of is the orange quarter 20. The least number of trees are trees. . © 2009 Marshall Cavendish International (Singapore)Private Lim © 2009 Marshall Cavendish International (Singapore)Private Lim 21. How many more orange trees must be planted so that the 14. She collected 130 fewer nickels than quarters. number of orange trees and the number of guava trees are the

15. She has twice as many half dollars as nickels . same? 60

Reteach 3B 75 76 Chapter 13 Lesson 13.2 40

Name: Date: Name: Date:

9 4 Use the data in the tally chart to complete the line plot.

10 5 2. 俹䢢俹䢢俹䢢

俹䢢俹䢢俹䢢俹䢢 ited. Copying is permitted; seeited.page ii.is Copying permitted; ited. Copying is permitted; seeited.page ii.is Copying permitted; 俹䢢俹䢢俹䢢俹䢢俹䢢俹䢢俹䢢俹䢢俹䢢俹䢢俹䢢俹䢢䢢俹俹䢢俹䢢俹䢢俹䢢俹俹䢢俹俹䢢 Line Plot 3 4 5 6 俹俹䢢俹俹䢢 Number of Books Read 俹俹䢢俹俹䢢俹俹䢢俹俹䢢 © 2009 Marshall Cavendish International (Singapore)Private Lim © 2009 Marshall Cavendish International (Singapore)Private Lim 7 8 9 10 Number of Points Each ᅞstands for 1 student.

Reteach 3B 77 78 Chapter 13 Lesson 13.3 41

Name: Date: Name: Date:

Use the data in the line plot to answer the questions. Andy counted the erasers in different boxes.

3. What does each ᅞon the line plot stand for? VWXGHQW Use the data in the line plot to answer the questions. 4. How many students read 4 books in February? 俹䢢 students 俹䢢俹䢢俹䢢俹䢢 5. How many students read more than 4 books in February? 俹䢢俹䢢俹䢢䢢俹俹俹䢢俹俹俹䢢俹 students 10 11 12 13 14 15 6. What is the greatest number of books read by any student in February? Erasers per Box ER[ books 8. What does each ᅞon the line plot stand for? 7. How many students were surveyed? 9. How many boxes contain 13 erasers? boxes students 10. What is the most common number of erasers per box?

erasers

Reteach 3B 79 80 Chapter 13 Lesson 13.3 42 Additional Resources 43

Name: Date: Name: Date: APT H ER C Each stands for 2 units. 17 Picture Graphs Count and Ä ll in the blanks. Example

Worksheet 1 Reading Picture Graphs stands for units. There are 4 . 1 stands for 2 units. with Scales 4 × 2 = 8 Fill in the blanks. Use the picture graph to help you.

Our Pets

5. stands for units.

6. stands for units.

2. There are dogs. 9. stands for units.

Reteach 2B 125 126 Chapter 17 Lesson 1 44

Name: Date: Name: Date:

11. How many erasers and rulers were sold in all?

Count the for the erasers and rulers. Then multiply to Ä nd the answer.

Pencil Eraser Ruler Scissors Key: Each stands for 3 items.

symbol The picture graph shows the number of each kind of tableware The key shows what each in Mr. Martin’s kitchen cabinet. symbol stands for. Mr. Martin’s Tableware

Reteach 2B 127 128 Chapter 17 Lesson 1 45

Name: Date: Name: Date:

Fill in the blanks. Fill in the blanks. Use the picture graph on page 128 to help you. Use the picture graph on page 129 to help you.

12. There are glasses. 17. students swim after school.

13. The number of is the same as the number of 18. The number of students who is the same as the . number of students who .

14. The number of is the most. 19. The number of students who is the least.

15. There are fewer cups than plates. 20. There are fewer students who jog than swim.

16. Mr. Martin buys 8 more glasses. 21. 8 boys swim after school. He should draw more on the graph. How many girls swim after school?

After-School Activities of the Second Grade Class

Reteach 2B 129 130 Chapter 17 Lesson 1 46 Plan a hike or walk with your parent.

Before your trip, make predictions about what interesting things you might see and create a tally chart to organize the possibilities. Bring the tally chart along on your walk and record what you see.

After, analyze the data together. How many birds did you see? How many dogs? How many more squirrels did you see than people? What did you see the most of? The least?

Turn the tally chart information into a pictograph and share it with the rest of the family. Try to create a pictograph with a scaled interval. 47

Third Grade Science

Week 3

Grade 3 - Science Objectives • Students will explore life cycles of plants and animals through literacy. • Students will extend their knowledge of life cycles through literacy. • Students will demonstrate their understanding of the life cycles of plants and animals.

Note: Tasks are not intended to be graded. This work is to support understanding of the subject area.

For Parents • Have students read and watch the online videos. Ask them what they learned afterwards. • Have students tell you what a life cycle is. • Have students describe the life cycle of a plant. • Have students describe the life cycle of a beetle, a butterfly, and a fish.

For Students • Read the, “STEMscopedia,” and complete the, “Before,” in “Linking Literacy.” During reading, complete the “During” page. When you are finished reading, complete the, “After Reading” page. o Reading: English STEMScopedia Spanish STEMScopedia o Student work: . Before reading: English Linking Literacy Spanish Linking Literacy . During reading: English Linking Literacy Spanish Linking Literacy . After reading: English Linking Literacy Spanish Linking Literacy • Watch video and write down what you learn. • Watch the slide show and write down what you learn about animal life cycles. • Watch the video and write down what you learn about plant life cycles. • Read this passage and explain the life cycle of a plant.

Additional Resources • StudyJams - Plants with seeds • BBC - The Life cycle of animals

Life Cycles 49

Manny is at his family reunion. First he catches up with his grandparents. People always tell him how much he looks like his grandfather, but Manny doesn’t agree. His grandfather is so much taller, and his face has lots of wrinkles. His grandfather has also lost most of his gray hair. Manny got a haircut last month, and already his hair is getting long again.

Next, Manny spent some time playing with his cousin Lucia. Lucia is only one year old, but she has tons of energy. She crawls everywhere, and when she tries to stand she falls right back down. She doesn’t seem hurt. She just laughs and tries again. Manny would love to know what Lucia is thinking, but she can’t talk yet.

Finally, Manny spotted his uncle and aunt. He was amazed by the size of his aunt’s belly. She said she’s pregnant with twins. Imagine having two babies inside you! Manny felt tired just thinking about it.

Why are Manny’s relatives so different? How different will Manny be when he is his uncle’s or his grandfather’s age? What does all this have to do with life cycles?

What are the different stages of the life cycle of living things? A life cycle includes all the stages of life, from birth to death. A stage is just one step in this process. Manny saw people in different stages of life at his family reunion. He has already lived through some of these stages. Let’s learn more about this.

1 Life Cycles 50

Everyday Life: Our Life Cycle A baby is growing in Aunt Kate’s tummy. Manny also started his life in his mother’s tummy. When he was born, Manny was a baby. He became a toddler like Lucia a year or so after that. Manny has grown taller as he’s gotten older. In less than 10 years, he will be a teenager. He will finish growing tall and develop stronger bones and muscles, as he becomes an adult.

After many years, he will have wrinkles and gray hair like his grandfather. Eventually, he will die. These stages make up the life cycle of a human being. Although the changes Manny sees happen gradually over time, we notice the differences between the stages of his family member’s lives.

All living creatures—not only humans—have life cycles. Plants, animals, and even insects have life cycles. Plants start as seeds. When a seed is planted in good soil with water, it grows into a seedling. Over time, the seedling grows into a plant. Some plants produce flowers or fruits, which contain seeds. When the plant dies, the seeds can be planted to grow new plants.

Take a look at the following photographs of a tomato plant’s life cycle. Can you name each stage?

How can we learn about the life cycles of different plants and animals? Scientists observe how plants and animals change over time. Each living thing has physical traits that make it unique and different from others. (A trait is a characteristic or property of something, such as height, weight, and skin or fur color.) The same kinds of living things have similar traits.

For example, look at the tomato plants above. As a baby tomato plant starts to grow, it looks like a small version of an adult tomato plant. Even though the seedling on the left is small, it has similar leaves, color, and shape as the adult plant in the center. All tomato plants have traits like these at each state of their life cycles.

2 Life Cycles 51

Many animals have babies that are just like small versions of themselves. How are the mothers and their babies alike in these photos? How are they different?

Not all animal babies look like their parents. Frogs are examples of animals that change a lot from birth to adulthood. Follow the pictures below, starting in the top-left corner.

A mother frog lays eggs on a branch over water. This mass of jelly-like eggs is called frog spawn. Baby frogs, or tadpoles, hatch from these eggs. Like fish, tadpoles breathe water through gills. They have a long tail, but no arms or legs.

This adult free frog now has lungs and As the tadpole grows, skin covers its breathes air. She cannot survive in water. gills. Tiny legs and arms sprout. Its tail She will find a tree branch near water to becomes shorter and eventually lay eggs. Then the tadpoles can slide into disappears. It is time for the frog to water when they are born. climb out of the water and breathe air.

3 Life Cycles 52

You can catch your own tadpoles and watch them grow.

1. Find a plastic tub or a fish tank, a plastic cup or container, and a bucket. 2. Collect rocks or gravel to place on the bottom of your tub. 3. Place a large rock or two in the tub. 4. Visit a pond, small lake, or anywhere with standing water. Take an adult with you. 5. Look around the edges of the pond for tadpoles. 6. Scoop up some pond water in the bucket. 7. Scoop up the tadpoles with the cup and put them in the bucket. Try not to touch the tadpoles. The bacteria from your hands could harm them. 8. Fill the tub about three inches high with pond water. You can also use distilled or spring water. If you use tap water, let it sit about a day before putting in the tadpoles. This will allow the chlorine in the water to evaporate. 9. Make sure some of the rocks are above the water’s surface. The tadpoles will need a place to go once they become froglets. 10. Place a couple of plants in the tub. 11. Include some moss and algae from the pond. 12. Let the habitat sit for a day or two. Allow everything in it to settle. 13. Gently scoop the tadpoles from the bucket. 14. Gently release them into the habitat. 15. Feed them a little lettuce every three days. You can tear the lettuce into little pieces. Freeze it overnight. Then allow it to thaw before placing a pinch of it inside the tadpole container. 16. Remove a third of the water every week and replace it with pond water or clean distilled water. 17. Watch the tadpoles turn into froglets. 18. Feed them meat as they start moving out of the water. You can feed them bloodworms or small crickets from a pet store. 19. Place a lid with vents on the tub as the frogs start coming out of the water. Otherwise, they will hop out of the tub!

4 Life Cycles 53

How can we learn about the life cycles of insects? Some insects look like smaller adults when they are young. This smaller form is called a nymph. Grasshoppers are insects that are born from eggs and then become nymphs. A nymph becomes an adult grasshopper as it grows bigger.

Most insects, however, change completely from birth to adulthood. They have four definite stages in their life cycles: •Egg: the stage before birth •Larva: the young, wormlike stage •Pupa: the inactive, changing stage •Adult: the fully grown stage

Most insects with this kind of life cycle have wings as adults. Butterflies are good examples of insects with this kind of life cycle.

The Monarch butterfly hatches from an egg as a caterpillar. A caterpillar is the butterfly’s larva stage. It eats and eats to get bigger and stronger. Then it forms a chrysalis, which is like a hanging sleeping bag. Inside its chrysalis, the butterfly goes through its pupa stage. It changes into a butterfly. Once the butterfly breaks free, it rests and starts to fly. It lays eggs and eventually dies.

5 Life Cycles 54

What Do You Know? Identify each stage of the following life cycle. Then, search the Internet for photographs of each stage. Color the pictures based on your photographs.

6 Life Cycles 55

Into the Wild Next time you take your child to an area with wild animals—for example, a zoo, forest, butterfly house, or park—take that opportunity to focus on the life cycles of animals. Ask your child to identify or describe the life cycle stage for each animal, plant, or insect you see. Then ask your child to name the next life cycle stage for each of these creatures. Point out the other people looking at the animals and ask your child for the life cycle stages of these people. Allow students to come up with creative responses, and encourage them to identify the stages based on their own prior knowledge and to support their ideas with logical evidence.

Make sure you take time to visit the nursery or the insect house if you are going to the zoo. Children love young animals, and they are perfect examples of the beginning of a life cycle. This approach will give your kids an opportunity to reinforce their learning in a fun way.

Here are some questions to discuss with your child: •How are the life stages you have observed different from one another? •Why do we name the different stages of a life cycle? •Why do we compare life cycles of different animals, plants, and insects? •How many stages of a life cycle can you identify in your family?

7 56 CICLOS DE VIDA 3.10C reflexiona Manny está en una reunión familiar. Primero habla de las últimas novedades con sus abuelos. La gente siempre le dice lo mucho que se parece a su abuelo, pero Manny no está de acuerdo con eso. Su abuelo es mucho más alto, y su rostro está lleno de arrugas. Su abuelo también ha perdido casi todo su cabello canoso. Manny se cortó el cabello el mes pasado y ya le está creciendo otra vez.

Más tarde, Manny juega un rato con su prima Lucía. Lucía solo tiene un año, pero tiene mucha energía. Gatea por todos lados y cuando intenta pararse, se vuelve a caer. Parece que no le duele. Ella se ríe y lo intenta de nuevo. A Manny le encantaría saber lo que piensa Lucía, pero todavía no sabe hablar.

Por último, Manny encuentra a su tío y a su tía. Está asombrado por el tamaño de la barriga de su tía. Ella dice que está embarazada de mellizos. ¡Imagina tener dos bebés dentro ti! Manny se siente cansado de solo pensarlo.

¿Por qué los parientes de Manny son tan diferentes? ¿Qué tan diferente será Manny cuando tenga la edad de su tío o de su abuelo? ¿Qué tiene que ver todo esto con los ciclos de vida?

¿Cuáles son las diferentes etapas del ciclo de vida de los seres vivos? El ciclo de vida incluye todas las etapas de la vida, desde el nacimiento hasta la muerte. Una etapa es solo un paso en este proceso. Manny vio a muchas personas en diferentes etapas de la vida en la reunión familiar. Él ya atravesó algunas de esas etapas. Aprendamos más acerca de esto.

Vida diaria: Nuestro ciclo de vida Un bebé crece en el vientre de la tía Kate. Manny también comenzó su vida en el vientre de su mamá. Cuando nació, Manny era un bebé. Se convirtió en un niño pequeño, como Lucía, al año de su nacimiento aproximadamente. A medida que creció, Manny se hizo más alto. En menos de 10 años, será un adolescente. Terminará de crecer y, a medida que se convierta en adulto, desarrollará huesos y músculos más fuertes. Después de varios años, tendrá arrugas y canas como su abuelo. Finalmente, morirá.

Estas son las etapas que forman el ciclo de vida del ser humano. Aunque los cambios que observa Manny ocurren de manera gradual con el transcurso del tiempo, nosotros notamos las diferencias entre las etapas de la vida de sus familiares.

Todas las criaturas vivas, no solo los seres humanos, tienen ciclos de vida. Las plantas, los animales e incluso los insectos tienen ciclos de vida. Las plantas comienzan como semillas. Cuando se planta una semilla en tierra fértil y se le proporciona agua, se transforma en una planta de semillero. Con el tiempo, esta planta de semillero se convierte en una planta. Algunas plantas producen flores o frutos, que contienen semillas. Cuando las plantas mueren, las semillas se pueden plantar para que crezcan plantas nuevas.

¿qué piensas? Observa las siguientes fotografías del ciclo de vida de una planta de tomate. ¿Puedes identificar cada etapa?

¿Cómo podemos aprender acerca de los ciclos de vida de diferentes plantas y animales? Los científicos observan cómo las plantas y los animales cambian con el tiempo. Cada ser vivo tiene características físicas que lo hacen único y diferente de los demás. (Una característica es una cualidad o propiedad de algo, como la altura, el peso y el color de piel o pelaje). Los mismos tipos de seres vivos tienen características similares.

Por ejemplo, observa las plantas de tomate en las imágenes. En cuanto una pequeña planta de tomate comienza a crecer, parece una versión pequeña de una planta de tomate adulta. Aunque la planta de semillero de la izquierda es pequeña, tiene hojas, color y forma similares a la planta adulta del centro. Todas las plantas de tomate tienen características como estas en cada etapa de su ciclo de vida.

Muchos animales tienen crías que son pequeñas versiones de ellos mismos. ¿En qué se parecen las madres y sus bebés de estas fotos? ¿En qué se diferencian?

¡ojo! No todos los animales bebés se parecen a sus padres. Las ranas son ejemplos de animales que cambian mucho desde su nacimiento hasta la etapa adulta. Sigue las imágenes a continuación, comenzando desde la esquina superior izquierda.

Una rana madre pone huevos en una rama sobre el agua. Esta masa de huevos gelatinosos se llama huevos de rana. Las ranas bebés, o renacuajos, salen de estos huevos. Al igual que el pez, los renacuajos respiran agua a través de branquias. Tienen una cola larga, pero no tienen brazos ni patas.

Esta rana adulta libre ahora A medida que el renacuajo tiene pulmones y respira aire. crece, la piel cubre las No puede sobrevivir en el agua. branquias. Le crecen pequeñas Buscará la rama de un árbol patas. Su cola se vuelve más cerca del agua para poner corta y finalmente desaparece. huevos. De esta manera, los Es el momento en que la rana renacuajos se podrán deslizar sale del agua y respira aire. hasta el agua cuando nazcan.

inténtalo Puedes atrapar tus propios renacuajos y verlos crecer. 1. Busca una tina de plástico pequeña o una pecera, un vaso o un recipiente de plástico y un cubo. 2. Junta rocas o grava para colocar en el fondo de la tina. 3. Coloca una o dos rocas grandes en la tina. 4. Visita un estanque, una laguna pequeña o algún otro lugar con agua estancada. Pídele a una persona adulta que te acompañe. 5. Busca renacuajos cerca de los bordes del estanque. 6. Coloca un poco de agua del estanque en el cubo. 7. Saca los renacuajos con el vaso y colócalos en el cubo. Trata de no tocar los renacuajos. Las bacterias de tus manos podrían dañarlos. 8. Llena la tina con agua del estanque hasta una altura de tres pulgadas. También puedes usar agua destilada o de manantial. Si usas agua de la llave, deja que se asiente durante un día antes de poner en ella los renacuajos. Esto permitirá que se evapore el cloro del agua. 9. Asegúrate de que algunas rocas estén por encima de la superficie del agua. Los renacuajos necesitarán un lugar a donde ir una vez que se conviertan en ranas jóvenes. 10. Coloca un par de plantas en la tina. 11. Pon musgo y algas del estanque. 12. Deja asentar el hábitat durante un día o dos. Deja que todo se asiente. 13. Cuidadosamente, saca los renacuajos del cubo. 14. Suéltalos con cuidado en el hábitat. 15. Aliméntalos con un poco de lechuga cada tres días. Puedes romper la lechuga en pequeños trozos. Congélala durante la noche. Luego, déjala descongelar antes de poner una pizca de ella dentro del recipiente con renacuajos. 16. Retira un tercio del agua cada semana y reemplázala con agua del estanque o agua destilada limpia. 17. Observa cómo los renacuajos se convierten en ranas jóvenes. 18. Aliméntalas con carne a medida que comienzan a salir del agua. Puedes alimentarlas con gusanos o grillos pequeños que puedes conseguir en una tienda de mascotas. 19. Coloca una tapa con orificios de ventilación sobre la tina cuando las ranas comiencen a salir del agua. De lo contrario, ¡saldrán saltando de la tina!

¿Cómo podemos aprender acerca del ciclo de vida de los insectos? Algunos insectos se parecen a adultos más pequeños cuando son jóvenes. Esta forma más pequeña se llama ninfa. Los saltamontes son insectos que nacen de huevos y luego se convierten en ninfas. Una ninfa se convierte en un saltamontes adulto a medida que crece.

Sin embargo, la mayoría de los insectos cambia completamente desde el nacimiento hasta la etapa adulta. Tienen cuatro etapas definidas en su ciclo de vida: • Huevo: la etapa previa al nacimiento • Larva: la etapa joven, con forma de gusano • Pupa: la etapa inactiva de cambio • Adulto: la etapa de crecimiento completo

La mayoría de los insectos con este tipo de ciclo de vida tienen alas cuando son adultos. Las mariposas son un buen ejemplo de insectos con este tipo de ciclo de vida.

La mariposa monarca sale del huevo como una oruga. Una oruga es la etapa de larva de la mariposa. Come continuamente para crecer y volverse más fuerte. Luego, forma una pupa, que es como una bolsa de dormir colgante. Dentro de la bolsa o capullo, la mariposa atraviesa la etapa de pupa. Se convierte en mariposa. Una vez que la mariposa se libera, reposa y comienza a volar. Pone huevos y finalmente muere.

¿Qué tanto sabes? Identifica cada etapa del siguiente ciclo de vida. Luego, busca en Internet fotografías de cada etapa. Colorea las imágenes según tus fotografías.

En la naturaleza La próxima vez que lleve a su niño a un Estas son algunas preguntas sobre las que área con animales silvestres, por ejemplo puede discutir con su niño: un zoológico, un bosque, un mariposario • ¿En qué se diferencian las etapas de o un parque, aproveche la oportunidad vida que observaste? para enfocarse en el ciclo de vida de los animales. Pida a su niño que identifique o • ¿Por qué identificamos las diferentes describa la etapa del ciclo de vida de cada etapas de un ciclo de vida? animal, planta o insecto que vea. Luego, • ¿Por qué comparamos los ciclos de pídale que identifique la siguiente etapa vida de diferentes animales, plantas e del ciclo de vida de cada una de estas insectos? criaturas. Señale a las personas que están • ¿Cuántas etapas de un ciclo de vida observando a los animales y pídale a su puedes identificar en tu familia? niño que identifique las etapas del ciclo de vida de estas personas. Permita que los estudiantes sugieran respuestas creativas y anímelos a identificar las etapas basándose en sus propios conocimientos previos y pídales que apoye sus ideas con evidencia lógica.

Asegúrese de dedicar un momento para visitar el criadero o el insectario si van al zoológico. A los niños les encantan los animales jóvenes y son ejemplos perfectos del inicio de un ciclo de vida. Este enfoque brindará a sus niños la oportunidad de reforzar su aprendizaje de una manera divertida.

Draw and Explain

Draw and label your picture.

Explain your picture below. ______

1 Life Cycles Pre-Reading Activity 64

Dibujar y explicar

Dibuja y escribe el nombre de tu imagen.

Explica tu dibujo a continuación. ______

1 Life Cycles During-Reading Activity 65

Nuts and Bolts

After reading the text, write down the important ideas (the nuts and bolts). Next, create a summary using all the important ideas.

Nuts and Bolts Ideas:

______

Summary: (Using your own words.)

______

1 Life Cycles During-Reading Activity 66

Nociones básicas

Después de leer el texto, escribe las ideas importantes (las nociones básicas). Luego, haz un resumen con todas las ideas importantes.

Nociones básicas:

______

Resumen: (Usa tus propias palabras).

______

1 Life Cycles Post-Reading Activity 67

Illustrating Steps

Use the information in the text to draw and describe the steps to show the procedure or process.

Step 1: Step 2:

Step 3: Step 4:

1 Life Cycles Post-Reading Activity 68

Ilustrar pasos

Usa la información del texto para dibujar y describir los pasos que muestren el procedimiento y el proceso.

Paso 1: Paso 2:

Paso 3: Paso 4:

1 69 The Life Cycle of Plants The Life Cycle of

Plants

Have you ever walked in a forest under tall oak trees and wondered just how they got there?

An oak tree, like most plants, starts from a seed. The seed of an oak tree is an acorn. When an acorn lands in a place where the conditions are right, it will germinate, or begin to grow. Perhaps you have seen an acorn that looked like it was attached to the ground by a stalk. That acorn had germinated.

For a seed, good conditions for germinating and growing require water and warmth. As an acorn soaks up water, it becomes larger and eventually splits. A root begins to grow down into the soil. The root will begin to take in water and nutrients. The new oak tree will need the water and nutrients to grow. After the root has started to grow, a stem will emerge from the seed. It will grow up out of the soil. Soon after, leaves will begin to grow on the stem.

All of this growth requires energy. Where does an acorn get the energy to grow roots, stems, and leaves? Acorns, like all seeds, have food stored inside of them. The acorn uses this food as energy so the first roots, stems, and leaves can grow. This stored food eventually runs out. However, as soon as the new oak tree has leaves, it can begin to make its own food for energy. Plants use light, water, and air to make food in a process called photosynthesis. The oak tree will carry out photosynthesis in its leaves. This will give it energy to grow bigger and taller. The roots of the tree will continue to take in water and nutrients as well.

When the oak tree is a mature plant, it will make acorns. Acorns, like all seeds, form A mature oak tree produces acorns. in the flowers of plants. They form when male reproductive cells join egg cells, or female reproductive cells. When the acorns have formed, they will fall to the ground. Wind, water, or animals may spread them to new places. If the acorns end up in an area with good growing conditions, they may sprout. The life cycles of the new oak trees will begin.

The life cycle of an oak tree is similar to the life cycles of most other plants. A seed germinates and grows into a new plant. The plant grows larger over time. When it is mature, the plant produces seeds. The life cycle begins again when these seeds germinate.

Week 3 72

Grade 3 - LANGUAGE ARTS Objectives

● Students will read books independently. Read daily for at least 30 minutes to maintain stamina. ● Families will enjoy a Family Theater Time using a Reader’s Theater script. ● Students will generate poems on familiar topics and start a journal for other writing fun. ● Students will study prefixes in word sorts and review spelling patterns in a Making Big Words activity.

Note: Tasks are not intended to be graded. This work is to support understanding of the subject area.

For Parents

● Students read just-right books to continue practicing familiar reading strategies. Students can record thoughts on Post-it notes or paper. They can use the jot assessment to reflect on their types of jots. ● Enjoy some family time by performing a Family Time Theater activity together in the Resources below. ● Have students read articles about topics of interest. They can take notes on their reading using boxes and bullets. ● Have students follow the word study plan.They also have a Making Big Words activity to review spelling patterns. A Parent Guide for the Making Big Words game is included. ● Students can continue to write poems, but also help them start a journal if they haven’t already done this. They can call it a journal or a writer’s notebook. Just make it a place for them to play around with all types of writing.

For Students

● Read daily for at least 30 minutes and complete your reading log . Use the jot assessment to reflect on your jots and set goals. ● Included is a reader’s theater for your family to prepare and have fun together. Let’s call it Family Theater Time! Enjoy these read alouds , too. ● While reading nonfiction on a topic that interests you, take notes using boxes and bullets. ● Continue to write poems on familiar topics, objects in your house, friends, family, animals, but also begin to keep a journal . Use the journal ideas in the Resources section to help you with this. ● Review words using the word study plan . Use the Making Big Words to review prefixes and spelling patterns.

Resources

● Nonfiction Anchor Chart ● Online Articles for Reading Nonfiction ● Reader’s Theater for Family Theater TIme and Family Theater Ideas ● Suggested Books for Students to Listen Online ● Reading Log and Jot Assessment ● Poetry Support ● Journal Ideas ● Word Study Plan and Making Big Words and Parent Guide

< Week’s Overview by SUBJECT

Animal73 Ears: Adaptations for Hearing

Big Ears

The fennec fox is the smallest member of the fox family, but it has the biggest ears. It lives in the hot desert and usually hunts at night, when it is cooler. In the dark, the fox relies on its super sharp hearing to find beetles and crickets crawling across the sand.

African elephants have the biggest ears on Earth— and some of the best. They can hear low, rumbly sounds from miles away. But an elephant’s ears aren’t just good for hearing. The elephant waves its large, thin ears to cool the blood inside them. The cooled blood A rabbit’s large ears travels to the rest catch even the most of the elephant’s quiet sounds. The body to help cool little rabbit doesn’t it down too. need to turn its head. It turns its long ears to find out where the sound is coming from. Then it quickly hops in the opposite direction. by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only. Texts ©2007 by Heinemann and Carus Publishing from Toolkit 18 74

Underwater Ears

Large, floppy ears could freeze in icy water. That’s why a polar bear has small ears covered with thick fur. When a polar bear goes swimming, it closes its ears so water won’t trickle in.

A fish doesn’t need an outer ear to collect sounds. Sound vibrations easily pass right through the fish’s body and are picked up inside its head.

You can tell sea lions from seals by their ears. Sea lions have little flaps for ears. Seals just have tiny ear holes that close when they dive. Both seals and sea lions have excellent hearing in and out of the water.

Adapted from an article by Melissa Stewart by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only. Texts ©2007 by Heinemann and Carus Publishing from Toolkit 19 75 Animal Helpers

Pets are Rescue Dogs important to Rescue dogs use their sense of many people. smell to track missing people in Millions of the woods, or ﬁ nd them under families have snow in an avalanche or under pet dogs and rubble after an earthquake. cats. Some On September 11, 2001, when families have the World Trade Center towers other kinds collapsed, rescue dogs helped of pets, like hamsters, lizards, search for survivors. bunnies, and birds, too. But some animals do more Guide Dogs than just keep us company and Guide dogs are special helper make us laugh. We call these dogs that help blind people walk animals service animals and safely on busy sidewalks and they do work that helps people know when cars are stopped who are lost or injured. Service so they can cross streets. They animals also help people who let deaf people know that the have disabilities. These animals phone is ringing or someone is help people with special learning at the door. Dogs can be taught needs or people who can’t see or to bring things to people in hear. Just like some kids have a wheelchairs or pick things up teacher’s aide who helps them in that they drop on the ﬂ oor. Dogs the classroom, some people have train for a long time to become animals that help them in the guide dogs. community. by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only. Texts ©2007 by Heinemann and Carus Publishing from Toolkit 40 76

Therapy Horses Riding horses also helps people Mini Horses with disabilities feel healthy. Some deaf or blind people are The motion of the horses helps starting to use small horses as people feel calm and helps their guide animals. These horses are bodies move better. Stables that the size of a Golden Retriever have special horses have opened dog. They are very steady on in many communities. People their feet and can see very well who have special learning needs in the dark. And they don’t get or who use a wheelchair can go tired very easily. to these stables to ride a very Mini guide horses wear calm horse. A trainer leads the harnesses like guide dogs. This horse while helpers stand on helps the horse lead the person each side of them to make sure in the right direction safely. Like they don’t fall off. guide dogs, mini horses can go Training animals to help everywhere their people go—in people takes time and patience. stores and restaurants, on buses But service animals seem to love and planes. And the best part is their work and people appreciate that they often live a long time— their help! as much as 35 years! by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only. Texts ©2007 by Heinemann and Carus Publishing from Toolkit 41 Penguins77 in Motion

Penguins live only in the southern gymnast. Put a penguin in the water hemisphere, in places like Antarctica and let the action begin! and the Galapagos Islands. They are They zip around the icy Antarctic birds but they cannot fly. But that waters like torpedoes with tuxedos on. doesn’t mean they don’t get around! The little wing flaps and the webbing between their toes help move them through the water at high speeds. Penguins have been clocked as fast as 27 miles per hour.

Bird that Can’t Fly Penguins are birds, but they look very different from the birds in your backyard. And we know they can’t fly like the birds that come to your bird feeder. But why are they still called Waddling On Land birds? Like all birds, penguins have To walk, penguins waddle across light, air-filled bones and a beak with the ice, bobbing left and right, inching no teeth. Penguins have feathers and their way forward. Their webbed feet must comb them with their beaks. And loop out to the side with each step. they lay eggs like all birds do. They use the little flaps on their sides Maybe penguins can’t fly through to help steady themselves. They can the air like a robin or an eagle but they go a little faster if they flop down on sure can fly when they are under water! their bellies and slide along the ice and snow.

Zipping Through the Water Penguins look clumsy on land but it’s a different story when they are in the water. When swimming they have more amazing moves than an Olympic by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only. Texts ©2007 by Heinemann and Carus Publishing from Toolkit 13 78 lithering Snakes

When you walk, your feet push against the ground. A fi sh’s fi ns push against the water. A bird’s wings push against the air. Pushing against something helps animals move forward. A snake doesn’t have fi ns or wings or feet to move from place to place. How does it push its body forward?

The Banded Sea Snake A banded sea snake wriggles and pushes through the water.

The Mexican King Snake A Mexican king snake curves its long, ﬂ exible body back and forth, pushing against grass and rocks to slither along the ground. by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only. Texts ©2007 by Heinemann and Carus Publishing from Toolkit 22 The79 Carpet Python Most snakes have special scales on their bellies called scutes. These scutes help them grip the ground. A carpet python is too big and heavy to wriggle. But it crawls forward slowly by using its belly muscles to push its scutes against the ground.

The Sidewinding Adder The sidewinding adder lives in the desert. Its scutes have a hard time getting a grip on the loose sand. To move, the adder arches its back and throws its body in the direction it wants to go. Then it ﬂ icks its head in the same direction. Finally it pulls its tail along, over and over, in a sideways, looping motion.

The Arizona Mountain King Snake To climb a tree, an Arizona mountain king snake moves its body like an accordion. The scutes near its tail hold on tight while the snake lifts its head higher up the trunk. Then the scutes near its head grip the bark while the snake pulls up the rest of its body.

Snakes can wriggle, slither, crawl, swim, and climb with the help of their scutes.

Adapted from an article by Melissa Stewart

Jot Assessment

Retell Grow Ideas about Tallies ______Characters Tallies______

Make a Prediction Other Tallies ______Tallies ______

What do you do well as a reader?

What work will you try next as a reader?

May be photocopied for classroom use. © 2015 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study for Teaching Reading (Heinemann: Portsmouth, NH). 81

The True Story of the Three Little Pigs

By JON SCIESZKA

CHARACTERS: (9) Narrator 1 Narrator 2 Narrator 3 Narrator 4 Narrator 5 Narrator 6 Pig 2 Pig 3 Wolf ______Wolf: Everybody knows the story of the Three Little Pigs. Or at least they think they do. But I'll let you in on a little secret. Nobody knows the real story, because nobody has ever heard my side of the story. I'm the Wolf. Alexander T. Wolf. You can call me A 1.

Narrator 1: No one knows just how this whole Big Bad Wolf thing got started, but it's all wrong.

Narrator 2: Maybe it's because wolves eat cute little animals like bunnies and sheep and pigs. That's just the way they are. If cheeseburgers were cute, folks would probably think people were Big and Bad, too.

Narrator 1: But the whole Big Bad thing is all wrong.

Narrator 2: The real story is about a sneeze and a cup of sugar.

Narrator 3:Way back in Once Upon a Time time, our friend, the wolf, was making a birthday cake for his dear granny.

Narrator 4: He had a terrible sneezing cold.

Narrator 5: He had ran out of sugar.

Narrator 6: So he walked down the street to ask his neighbor for a cup of sugar.

Narrator 1: Now this neighbor was a pig.

Narrator 2: And he wasn't too bright, either.

Narrator 3: He had built his whole house out of straw.

Narrator 4: Can you believe it? Who in his right mind would build a house of straw?

1 82

Narrator 5: So of course the minute the wolf knocked on the door, it fell right in and he didn't want to just walk into someone else's house.

Narrator 6: So he called.

Wolf: Little Pig, ...Little Pig, are you in?

Narrator 1: No answer .

Narrator 2: He was just about to go home without the cup of sugar for his dear old granny's birthday cake.

Narrator 3: That's when his nose started to itch.

Narrator 4: He felt a sneeze coming on.

Narrators: 1-2-3-4-5-6 (TOGETHER) Well, he huffed. And he snuffed.

Narrator 1: And he sneezed a great sneeze.

Narrator 2: And you know what? That whole darn straw house fell down. And right in the middle of the pile of straw was the First Little Pig-dead as a doornail.

Narrator 3: He had been home the whole time.

Narrator 4: It seemed like a shame to leave a perfectly good ham dinner lying there in the straw. So the wolf ate it up.

Narrator 5: Think of it as a big cheeseburger just lying there.

Narrator 6: He was feeling a little better. But he still didn't have his cup of sugar.

Narrator 1: So he went to the next neighbor's house.

Narrator 2: This neighbor was the First Little Pig's brother. He was a little smarter, but not much. He had built his house of sticks.

Narrator 3: He rang the bell on the stick house.

Narrator 4: Nobody answered.

Narrator 5: He called...

Wolf: Mr. Pig, ...Mr. Pig, are you in?

Narrator 6: He yelled back:

2 83

2ND Pig: Go away wolf. You can't come in. I'm shaving the hairs on my chinny chin chin.

Narrator 1: He had grabbed the doorknob when he felt another sneeze coming on.

Narrators: 1-2-3-4-5-6: He huffed. And he snuffed.

Narrator 2: And he tried to cover his mouth, but he sneezed a great sneeze.

Narrator 3: And you're not going to believe it, but this guy's house fell down just like his brother's.

Narrator 4: When the dust cleared, there was the second Little Pig -- dead as a doornail.

Wolfs honor!

Narrator 5: Now you know food will spoil if you leave it out in the open.

Narrator 6: So the wolf did the only thing there was to do. He had dinner again.

Narrator 1: Think of it as a second helping.

Narrator 2: He was getting awfully full. But his cold was feeling a little better.

Narrator 3: And he still didn't have that cup of sugar for his dear old granny's birthday cake.

Narrator 4: So the wolf went to the next house. This guy was the First and Second Little Pigs' brother.

Narrator 5: He must have been the brains of the family. He had built his house of bricks.

Narrator 6: The wolf knocked on the brick house. No answer.

Wolf: Mr. Pig,. ..Mr. Pig, are you in?

Narrator 1: And do you know what that rude little porker answered?

3RD Pig: Get out of here, Wolf. Don't bother me again. Talk about impolite!

Narrator 3: He probably had a whole sack full of sugar.

3 84

Narrator 4: And he wouldn't give the wolf even one little cup for his dear, sweet old granny's birthday cake.

Narrator 5: What a pig!

Narrator 6: The wolf was just about to go home and maybe make a nice birthday card instead of a cake, when he felt his cold coming on.

Narrators: 1-2-3-4-5-6: He huffed. And he snuffed. And he sneezed once again.

Narrator 1: Then the Third Little Pig yelled:

3RD Pig: And your old granny can sit on a pin!

Narrator 2: The wolf was usually a pretty calm fellow. But when he heard somebody talk about his dear, sweet old granny like that, he went a little crazy.

Narrator 3: When the cops drove up, of course he was trying to break down this Pig's door. And the whole time the wolf was huffing and puffing and sneezing and making a real scene.

Narrator 4: The rest, as they say, is history .

Narrator 5: The news reporters found out about the two pigs he had for dinner.

Narrator 6: They figured a sick guy going to borrow a cup of sugar didn't sound very exciting.

Narrator 3: So they jazzed up the story with all that "huff and puff" and "blow your house down" stuff.

Narrator 4: And they made him the Big Bad Wolf.

Narrator 5: That's it.

Narrator 6: The real story .

Wolf: I WAS FRAMED!

Narrators: 1-2-3-4-5-6: But maybe you could loan him a cup of sugar.

4 85

Family Time Theater

Reader’s Theater is an opportunity for family bonding while working on fluency. There are many things families can do together with these scripts while helping children build confidence in their reading skills.

Tips: ● Read the scripts and divvy up the parts. Any script can be rewritten to have more narrators or parts can be shared. ● Support younger students reading their parts. They need to continue to use good reading strategies. These scripts do not have picture support, so talk about the meaning of the story as you read it. FOr younger children, you might even read aloud the whole script and have the same discussion you would have as a read aloud. Then, make it into a script. ● Let children select a part, but you might even rotate parts after a few readings. ● You do not have to print scripts, you can read directly from the computer. But, if you want to print, to save paper and ink you can share one script, just pass it around. ● Remind readers to use their comprehension strategies to ● Remember...Practice, practice, practice! ● Have a special performance. You can always facetime family members and friends.

WHen you finish with your performance, extend the experience. ● Kids can create masks of the characters to work on visualization. ● Kids can create a response, either written or drawing, to the script. ● Kids can draw their favorite scene, or part if there is only one scene. ● Kids can create a comic drawing of the script. 86

Read poems Write Poems Collection of Poems See Anchor Chart Below: See Anchor Chart Below:

● Students can write poems on lined paper, blank paper, paper folded and cut in half vertically or horizontally, etc. 87

Journal Writing to record your Historical Moments and your big thoughts

This is a great time to record your experiences as a student. Each day, take a little time to journal different small moments. These might be things you’d like to share with your family, somethings you might want to share with your class, and somethings you might just want to write down for yourself. In a few years or in many years, you will look back at this journal and remember how well you handled the moment!

Create a Journal

use an old journal and Find a spot, tab Make a Journal with a cereal box Make a journal with paper the page and make a cover sheet and paper

If you can’t find an old journal, then just put together some paper with a paper clip or staple. As you read through your entries, fold over pages that are just for you. Select at least one to share with someone in your home, at least once a week.

Journal Entry ideas: ● Small moment stories of daily events ● Fairy tales where you are the hero/heroine ● Lists of things you can do around your house ● Fantasy stories where you go on the adventure ● Family stories - ask your family to share some ● Draw yourself as a superhero stories of other big events and what your ● Draw your family dancing together, at a BBq, family did during them at a fiesta ● Lists of what you want to talk to your friends ● Write recipes about if you can call them or chat through ● Make comic strips resources ● Things you discover on family walks ● Letters to friends, family members, teachers ● Develop games that you can play with your ● Write poems, songs, raps siblings, by yourself, or with your friends over facetime or the phone

Parent Journal Support:

● Encourage children to journal daily. Kids Can write anything that they want. ● Sometimes, they will want to share their journal, other times they want it to be private. They can always foldover pages that are considered private. ● Make your own journal and have a weekly share time as a family. You could also buddy journal and leave notes back and forth.

Helping kids orally rehearse journal entries ● How will your (story/letter/entry/essay/poem) go? ● How might you start? ● Tell me about other parts? ● What will go next? ● What will be the most important part? ● How might you end it? ● What do you think is going to be tricky? ● Who will be your audience? ● Why don’t you say it out loud before writing it down? I’m excited to listen!

Remember that this is their journal. If they want to draw in it, then let them. If they want to make lists, let them list. If they are always doing the same thing, then offer them an idea. Sometimes, a little encouragement to try something else, might look like giving them a quote or an idea. It might sound like, “what if we had goldilocks sneak into our house one day…hmmm...how would that story go?”

Have fun! 89

3rd Grade Word Study Daily Plan Week 3

Word Study Day 1: Word Study Day 2: Word Study Day 3: Word Study Day 4: Sort these words. Sort the words again. Sort the words again, Sort the words. As you sort, talk this time use the Select 2-3 words about the meaning of prefixes to help you from each category to each of the words find other words with write a sentence that using the prefix to these prefixes in your shows you know help you out. reading. These words what the words are found in all of mean. your subjects.

90 Making Big Words Game Card

Directions: These letters make a big word. What other words can you make with these letters?

Vowels: Consonants: a, a, e, i d, s, p, p, r

3 Letter Words 4 Letter Words 5 or More Letter Words

What is the BIG WORD? ______What does the word mean? ______What patterns did you use to make these words? ______91

Making Big Words Game Directions for Parents

This is a game for students to play. It helps them see patterns in words. It helps them build on word parts to understand how these word parts fit together to make a larger word. The larger word uses all of the letters.

Make this activity a game for the family. Team up and keep score. In school, kids get extra points for extra long words. The first to make the big word gets a bonus.

● If your child is having a hard time making words just looking at the letters, have them write the letters on small pieces of paper and use these letters as manipulatives.

● After making the big words, have students look at the smaller words and notice any patterns. ○ For instance, “I noticed that I could add the letter s to some of the words.” ● After they have found all the words they can, encourage them by giving hints such as, “What would happen if you added replaced the letter s with the letter p in the word said?”

Example Answer Key (But, your family might find even more!)

92 Lectoescritura 3er Grado

3ra semana 93

Grade 3 - LECTOESCRITURA Objetivos

● Estudiantes leerán libros independientemente diariamente por lo menos 30 minutos para mantener la resistencia y practicar estrategias de lectura. ● Estudiantes escribirán poemas sobre temas conocidos y comenzarán un diario para su escritura de pasatiempo. ● Estudiantes volverán a repasar los prefijos comunes en un estudio de palabras.

Nota: Las tareas no serán calificadas. Este trabajo es para apoyar la comprensión del área temática.

Para padres

● Estudiantes leerán libros apropiados y usarán estrategias de lectura. Podrán anotar sus ideas en notas adhesivas o en papel. Cuando terminen de leer un libro, ellos pueden usar la evaluación de notas breves para clasificarlas de acuerdo a su categoría. ● Estudiantes leerán artículos sobre temas de interés. Ellos podrán tomar notas sobre la lectura en forma de cajas y puntos. ● Estudiantes seguirán el plan de estudio de palabras o la actividad - prefijos comunes. ● Estudiantes continuarán escribiendo poemas, ayude con el comienzo de un diario o cuaderno de escritura. Recuerde que el diario o cuaderno de escritura es un lugar para escribir cualquier tipo de escritura.

Para estudiantes

● Lee diariamente por lo menos 30 minutos y llena tu registro de lectura. Cuando termines de leer, usa la evaluación de notas breves para clasificarlas de acuerdo a su categoría. ● Mientras lees artículos de no ficción sobre temas de interés. Toma notas sobre la lectura en forma de cajas y puntos. ● Continúa escribiendo poemas sobre temas, tales como objetos en tu casa, amigos, familiares o animales. Comienza un diario o cuaderno de escritura. ● Repasa prefijos comunes al ver el video - Prefijos y hacer la actividad - prefijos comunes o el plan de estudio de palabras . Recursos

● Al leer textos no ficción ● Artículos no ficción - en línea ● Lecturas en Voz alta ● Registro de lectura y notas breves ● Apoyo de poesía ● Ideas para crear tu propio diario ● Video - Prefijos (YouTube)

< Week’s Overview by SUBJECT

94 tes Serpien es Deslizant

Cuando caminas, tus pies empujan hacia el suelo. Las aletas de un pez empujan el agua. Las alas de un ave empujan contra el aire. Empujarse contra algo ayuda a los animales a moverse hacia delante. Las serpientes no tienen aletas ni alas, ni pies para moverse de un lugar a otro. ¿Cómo pueden empujar su cuerpo hacia delante?

La Serpiente de Mar Rayada La serpiente de mar rayada se retuerce y se empuja a través del agua.

La Serpiente Real Mexicana La serpiente real mexicana, curva su largo y ﬂ exible cuerpo adelante y hacia atrás, empujando contra hierba y rocas para deslizarse por el suelo. by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only. Texts ©2007 by Heinemann and Carus Publishing from Toolkit 22 Pitón95 Alfombra La mayoría de las serpientes tienen escamas especiales en su vientre llamadas conchas. Estas conchas las ayudan a sujetarse del suelo. La pitón alfombra es muy grande y pesada para retorcerse. Pero se mueve lentamente hacia delante al usar los músculos de la barriga para empujar las conchas contra el suelo.

Víbora Bufadora La víbora bufadora vive en el desierto. Sus escamas tienen mucha diﬁ cultad para agarrarse de la arena suelta. Para moverse, la víbora arquea su espalda y lanza su cuerpo en la dirección que se quiera mover. Entonces tuerce la cabeza en la misma dirección. Finalmente hala la cola al compás, una y otra vez, en un movimiento hacia los lados y ondulante.

La Serpiente Real Montañera de Arizona Para subir a un árbol, la serpiente real montañera de Arizona, mueve su cuerpo como un acordeón. Las escamas especiales cerca de la cola se agarran fuertes mientras la serpiente levanta su cabeza lo más alto que puede en el tronco del árbol. Entonces las escamas cerca de la cabeza se apoyan de la corteza y así la serpiente avanza el resto del cuerpo. Serpientes pueden retorcerse, deslizarse, gatear, nadar y escalar con la ayuda de sus escamas especializadas o conchas.

Adaptado por un artículo de Melissa Stewart

Toolkit Texts by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only. Texts ©2007 by Heinemann and Carus Publishing from Toolkit Arte por Leigh Cox 23 Orejas96 de Animales: Adaptaciones Para Audiencia

Orejas Grande

El zorro fennec es el más pequeño miembro de este familia de animales, pero tiene las orejas más grandes. Vive en el desierto caliente y generalmente caza de noche, cuando es más frío. En la oscuridad el zorro confía en su muy agudo audición para encontrar escarabajos y grillos arrastrándose por la arena.

Los elefantes africanos tienen las orejas más grandes y mejores en la tierra. Ellos pueden oír sonidos muy bajos y muy altos a millas de distancia. Los oídos de los elefantes no solo son buenos para oír. Los elefantes ondean sus grandes y finas Las largas orejas de orejas para enfriar los conejos pueden la sangre que captar los sonidos está dentro de más tenues. El ellas. La sangre pequeño conejo no ya enfriada necesita voltear su circula por el cabeza. El conejo resto del cuerpo voltea sus grandes del elefante, orejas para encontrar para mantenerlo de donde viene el fresco. sonido. Entonces, rápidamente salta en

la dirección opuesta. by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only. Texts ©2007 by Heinemann and Carus Publishing from Toolkit 18 97

Orejas submarinas

Orejas grandes y blandas se congelarían rápidamente en aguas muy frías. Es por eso que los osos polares tienen sus oídos cubiertos con un fuerte pelambre. Cuando el oso polar va nadando, cierra sus oídos y así el agua no le pueda entrar.

El pez no necesita un oído externo para recoger sonidos. Las vibraciones sonoras pasan fácilmente por el cuerpo del pez y son recogidas dentro de su cabeza.

Tú puedes diferenciar el león marino de las focas por sus orejas. Los leones marinos tienen unas pequeñas tapas por orejas. Las focas solo tienen unos hoyos pequeñitos por orejas que se cierran cuando ellos se sumergen. Ambos leones marinos y las focas tienen una excelente audición, tanto fuera como dentro del agua.

Adaptado por un artículo de Melissa Stewart. Toolkit Texts by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only. Texts ©2007 by Heinemann and Carus Publishing from Toolkit 19 Animales98 Ayudadores

Los animales Perros de Rescate domésticos son Estos perros usan el sentido importantes del olfato para rastrear personas para mucha perdidas en el bosque o encontrarlos gente. Millones debajo de la nieve en una avalancha de familias o entre los escombros después de un tienen perros y terremoto. El día 11 de Septiembre gatos como del 2001, cuando las torres de acompañantes. Centro Mundial de Comercio se Otras familias desplomaron, perros de rescate tienen otro tipo ayudaron a buscar por de animales sobrevivientes. domésticos, como Perros de Guía hámsteres, lagartos, conejitos Los perros guías son servidores y aves también. especiales que ayudan personas Pero algunos animales hacen más ciegas a caminar con seguridad en que ser acompañantes y hacernos las aceras congestionadas ellos reír. A esos animales los llamamos: saben cuando los carros se han Animales de Servicio y ellos se detenido y así pueden cruzar las dedican a trabajar en la ayuda de calles. Ellos también ayudan a las personas que están perdidas o personas sordas a saber cuando el heridos. Los animales de servicio teléfono está sonando o si alguien también ayudan a individuos está tocando a la puerta. Los perros minusválidos. Estos ayudan a la pueden ser adiestrados para traer gente que sufre de necesidades objetos a personas en silla de ruedas especiales de aprendizaje y otros que o recoger cosas que se les hayan no pueden oír o ver. Así como caído al piso. algunos niños tienen un maestro Los perros toman un largo tiempo especial quien les ayuda en el salón de entrenamiento para llegar a ser de clases, algunas personas tienen perros guías. animales que les ayudan en la comunidad. by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only. Texts ©2007 by Heinemann from Toolkit 40 99

Caballos Terapéuticos Montar a caballo también puede Mini Caballos ayudar a personas deshabilitadas Algunas personas ciegas o sordas a sentirse más saludable. El están comenzando a utilizar movimiento de los caballos ayuda caballos pequeños como animales a las personas a sentirse calmadas guías. Estos animales son del y les ayuda a moverse mejor. tamaño de un perro labrador Establos con caballos especiales han dorado. Son muy estables cuando abierto en muchas comunidades. están parados y pueden mirar muy Personas con necesidades especiales bien en la oscuridad. Y no se cansan de aprendizaje o las que usan sillas con facilidad. de rueda pueden ir a estos establos Estos mini caballos llevan un para montar en caballos muy arnés al igual que los perros guías. calmados. Un entrenador maneja el Esto ayuda al caballo a guiar a caballo mientras algunos ayudantes la persona en la dirección correcta se mantienen en los lados para y con seguridad. Como los perros asegurarse de que no se vayan guías los mini caballos pueden a caer. ir adondequiera que sus dueños Entrenar animales para ayudar vayan—en tiendas y restaurantes, a personas toma mucho tiempo autobuses y aviones. Y lo mejor es y paciencia. Pero los animales de que muchas veces pueden vivir servicio parecen amar su trabajo hasta 35 años! y las personas aprecian su ayuda! by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only. Texts ©2007 by Heinemann from Toolkit 41 Pingüinos100 en movimiento Los pingüinos solo viven en el hemisferio Ellos corretean por las heladas aguas sur, en lugares como Antártica y las Islas de la Antártica, como torpedos con trajes Galápagos. Aunque son aves no pueden de gala. Sus pequeñas alas baten y la red volar. Pero eso no significa que no que une los dedos de sus patas los ayuda puedan trasladarse de un sitio a otro! a moverse en el agua a altas velocidades. Algunos pingüinos han sido vistos tan rápido como 27 millas por hora.

Aves que no Pueden Volar Los pingüinos son aves, pero lucen muy diferentes a las aves que frecuentan tu patio. Y sabemos que no pueden volar como las aves que llegan a comer en tu alimentador para pajaritos. Pero, ¿Por qué se consideran aves? Como todas las aves, los pingüinos tienen sus huesos muy livianos y llenos de aire y Meciéndose en la Tierra un pico sin dientes. Los pingüinos tienen Para caminar, los pingüinos se mecen plumas que deben peinar con su pico a encima del hielo, balanceándose a y además ponen huevos como hacen izquierda y derecha, avanzando pulgada todas las aves. a pulgada. Sus patas preparadas para Talvez los pingüinos no puedan nadar, giran hacia los lados con cada volar en el aire como las águilas pero paso. Ellos usan pequeñas aletas en ciertamente vuelan cuando están bajo los lados para mantener el equilibrio. el agua. Cuando quieren ir más rápido, ellos se tiran de barriga para deslizarse en el hielo y la nieve.

Volando en el Agua Los pingüinos pueden lucir torpes sobre la tierra, pero es una historia diferente cuando están en el agua. Cuando nadan tienen movimientos más admirables que los de un gimnasta olímpico. Pon un pingüino en el agua y

Toolkit Texts by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only. Texts ©2007 by Heinemann and Carus Publishing from Toolkit deja que la acción comience! 13 101 Evaluación de notas breves

Volver a contar Cultivando ideas Conteo Conteo sobre los

personajes ______

Hacer una Otro Conteo Conteo predicción

______

¿Qué haces bien como lector?

¿Qué trabajo intentarás la próxima vez como lector?

102

Ejemplo de una nota breve de ficción. El estudiante confirmó una predicción con una marca de verficación (palomita).

103 Lee poemas Escribe poemas Colección de poemas Usa la gráfica interactiva: Usa la gráfica interactiva:

Puedes escribir poemas en hojas de papel a tu gusto. 104

Diarios para registrar tus momentos históricos Este es un buen momento para anotar tus experiencias (pequeñas, breves o memorables) como estudiante durante este tiempo diferente. Estos podrán ser momentos que te gustaría compartir en el futuro con tu familia, tu clase o algunas cosas que tal vez quieras recordar. ¡En unos años, verás tu diario y recordarás esta época que viviste!

Crea un diario

Usa un diario viejo

Encuentra un lugar, etiqueta la página y crea una portada Si no puedes encontrar un diario o cuaderno usado, simplemente grapa hojas de papel. A medida que leas tus escrituras, dobla las páginas que son solo para ti. Selecciona una para compartir con alguien en tu hogar, al menos una vez por semana.

105

Ideas de escritura:

 Pequeñas historias de  Cuentos de hadas donde eres momentos o eventos diarios el héroe o heroína  Listas de cosas que puedes  Cuentos de fantasía donde te hacer en casa vas en una aventura  Historias de tu familia:  Dibújate como un(a)  pídele a un familiar superhéroe que comparta una  Dibuja a tu familia bailando historia sobre un juntos en una reunión familiar evento o etapa difícil o fiesta de su vida y lo que  Recetas hizo para sobresalir.  Tiras cómicas  Listas de temas de lo que  Descubrimientos durante un hablarías con tus amigos al paseo verlos  Desarrolla juegos que puedas  Cartas para tus amigos, jugar con alguien más o solo, familiares o maestros también los que puedas jugar  Poemas, canciones o rap con tus amigos, ya sea por teléfono o por FaceTime.

106

Apoyo para padres:

 Anime a su hijo diariamente. Ellos pueden escribir sobre lo que quieran.  A veces, su hijo querrá compartir su diario, otras veces querrá que sea privado. Doblará las páginas que considera privadas.  Haga su propio diario y tenga un tiempo para compartir semanalmente como familia.

Ayudando a los estudiantes a ensayar oralmente sus escrituras

 ¿Cómo irá tu (historia, cuento, carta, entrada, ensayo o poema)?  ¿Cómo podría comenzar?  Cuéntame sobre otras partes...  ¿Qué pasará después?  ¿Cuál es la parte más importante?  ¿Cómo podría terminar?  ¿Qué crees que será complicado?  ¿Quién será tu audiencia?  ¿Por qué no lo dices en voz alta antes de escribirlo? ¡Estoy emocionado(a) de escucharte! Recuerde que este es un diario. Si su hijo quiere dibujar en él, déjelo. Si quiere hacer listas, déjelo hacer una lista. Si siempre está escribiendo lo mismo, ofrézcale ideas. A veces, con un poco de apoyo para intentar otras cosas, puede ser todo lo que necesitan para intentar. Alguna idea podría ser, "¿qué pasaría si viniera Ricitos de Oro a nuestra casa un día ... hmmm ... cómo sería ese cuento?"

¡Qué se diviertan!

107

3er grado – Estudio de palabras

Estudio de Estudio de Estudio de palabras 3: Estudio de palabras 1: palabras 2: Clasifica las palabras palabras 4: Clasifica estas Clasifica las nuevamente, esta vez Selecciona de 2 a palabras. palabras de usa los prefijos para 3 palabras de nuevo. Mientras ayudarte a encontrar cada categoría clasificas, habla otras palabras con estos para escribir una sobre el prefijos en tu lectura. oración que significado de Estas palabras se muestre que cada una de las encuentran en todas las sabes lo que palabras usando el materias. significan las prefijo para palabras. ayudarte.

Prefijos- pre- y pos- 108

~------r------, ' :' : presentimiento posguerra ' '~------' ------1' ' ' ' ' preocupado l previsto l ' ' '~ ------'~ ------~' ' ' ' l' pospuesto l' posoperatorio }------' ------7--' ------~' ' ' posdata l' posfecha l' ~------~------' ------{' ' ' pretemporada ' posventa :' ' ' }---' ------~--' ------~' ' ' posposici6n ' prefijo ' 'r ------,-' ------,' : I I ' ' prejuicio posnatal ' ' ' '~------,------o ------,I ' ' ' posmoderno l posfijo l ' ' ' ' ' , predeterminado l prefabricado l ' ' ' 'L------~----' ------J'

I ClI Grvpo 1: PrefijoS' pre- y po S'- CI) Prefijo> pre- y pos- 109

pre- pos- ,~ - preescolar posponer

J f l I #• f I J I• Gn.1po 1: Prefijo~ pre- y po~- G) 1. Es-cribe la definici6n de cada prefijo. 2. fs-cribe110 dos- ejemplos- de palabraS' qve conten9an ere prefijo y S'VS' s-i9nificados-. 3. Haz vn dibvjo para ilvs-trar cada palabra.

pre-: ______pos-: ______Palabra: ______Palabra: ______

Definici6n: ------Definici6n: ______

Palabra: ______Palabra: ______

Definici6n: ______Definici6n: ------

@ Grv po 1: Pre fij o 5 pre - y po5- Prefijos- pre- y pos- 111

I ClI Grvpo 1: PrefijoS' pre- y po S'- CI) Prefijo> pre- y pos- 112

pre- pos- ,~ - preescolar posponer

J f l I #• f I J I• Gn.1po 1: Prefijo~ pre- y po~- G) 1. Es-cribe la definici6n de cada prefijo. 2. fs-cribe113 dos- ejemplos- de palabraS' qve conten9an ere prefijo y S'VS' s-i9nificados-. 3. Haz vn dibvjo para ilvs-trar cada palabra.

pre-: ______pos-: ______Palabra: ______Palabra: ______

Definici6n: ------Definici6n: ______

Palabra: ______Palabra: ______

Definici6n: ______Definici6n: ------

@ Grv po 1: Pre fij o 5 pre - y po5- 114 Third Grade Social Studies

Week 3 115

Grade 3 - Social Studies Objectives

● The student will learn to identify the names of the 50 U.S. states and state capitals.

Note: Tasks are not intended to be graded. This work is to support understanding of the subject area.

For Parents

● Quiz students on the 50 states and their capitals. Over time, they will be able to do this more quickly -- and more correctly. It is also a skill that should be reviewed in the weeks to come. ● Use the QR Code to access the regions maps.

For Students

Day 1: Wes tern Region ● Use the key map to identify the states and capitals in the West Region. ○ Use the QR code to access the key map. ● Label the region maps with the state name and its capital, color the states if you want ● Make a set of flashcards to help you learn the capital that goes with each state. Cut a piece of paper into 6 pieces. On one side write the state name and the capital on the other side. Use these flash cards just like you would multiplication flash cards. Day 2: South Region ● Use the key map to identify the states and their capitals in the South Region. ● Label the region maps with the state name and its capital, color the states. ● Create flash cards of the South Region. Day 3: Midwest Region ● Use the key map to identify the states and their capitals in the Midwest Region. ● Label the region maps with the state name and its capital, color the states. ● Create flashcards of the Midwest Region. Day 4: Northeast Region ● Use the key map to identify the states and their capitals in the Northeast Region. ● Label the region maps with the state name and its capital, color the states. ● Create flashcards of the Northeast Region. Day 5: Major Rivers and Mountain Ranges ● Use the blank US map to test yourself and see how many state names and capitals you can label on your own. ● Use your region maps to complete the US map. ● Use these links to find and label the major rivers and mountain ranges in the US on your map. Before you can label the rivers and mountains, you will need to draw them on your map. Resources U.S. Capital Map Quia State Capital State Capitals State Capital Place the States Quiz Games Games

< Week’s Overview by SUBJECT 116 US: Midwest Region

E W

0km 150 300

0mi 150 300 117

US: Northeast Region

E W

0km 100 200

0mi 100 200 118 South US Region

E W

0km 150 300

0mi 150 300 119

US: Western Region

N W E

0km 125 250

mi 0 125 250

0km 200 400 km 0 150 mi 0 200 400 I 0mi 150