Mixed Addition & Subtraction Word Problems

Mixed addition & subtraction word problems Grade 3 Math Word Problems Worksheet

Read and answer each question.

Janine owns a catering service company. She was hired to cater for the mayor’s 50th birthday.

1. For the appetizers, she needs to make 750 mini meat pies. She divided her crew into 3 teams. If the first team made 235, and the second made 275, how many pies should the third team make?

2. The next food item she has to prepare is soup. She needs 280 cups of mushroom soup. If the first team made 90 cups in 60 minutes, and the third team made 70 cups in 90 minutes, how any cups should the second team prepare in order to meet the required amount of soup?

3. For the first main dish, they were asked to cook steak. If the third and second team cooked 240 plates of steak, and the first team cooked 75 plates less than what the second and third team made, how many steaks did they cook altogether?

4. For the second main course, they made fish fillets for the 320 people at the party. The first team made 189 pieces, the second team made 131 pieces and the third team made 180 pieces, how many pieces were made altogether?

5. They served a total of 179 adults and 141 children; if 156 of the people they served are male, how many are female?

Online reading & math for K-5 © www.k5learning.com

Answers: 1. First, 235 + 275 = 510; then, 750 – 510 = 240 The third team should make 240 more mini meat pies.

2. First, 90 + 70 = 160; then, 280 – 160 = 120 The second team needs to prepare 120 cups of soup.

3. First, 240 – 75 = 165; then 240 + 165 = 405 They cooked a total of 405 steaks.

4. First, 189 + 131 + 180 = 500 500 pieces were made altogether.

5. First, 179 + 141 = 320; then 320 – 156 =164 They serve 164 females.

Online reading & math for K-5 © www.k5learning.com

Build a 3-digit number from the parts Grade 3 Place Value Worksheet

Example: 836 = 800 + 30 + 6

Write the 3-digit numbers 1. 200 + 50 + 7 2. 800 + 20 + 4

3. 400 + 40 + 9 4. 900 + 80 + 6

5. 700 + 90 + 1 6. 800 + 60 + 8

7. 800 + 8 8. 500 + 5

9. 900 + 40 + 8 10. 500 + 10 + 9

11. 500 + 60 + 3 12. 500 + 20 + 7

13. 400 + 50 14. 900 + 80

15. 500 + 60 + 8 16. 500 + 50 + 4

17. 300 + 40 + 5 18. 100 + 20

Online reading & math for K-5 © www.k5learning.com Build a 3-digit number from the parts Grade 3 Place Value Worksheet

Example: 836 = 800 + 30 + 6

Write the 3-digit numbers 1. 257 200 + 50 + 7 2. 824 800 + 20 + 4

3. 449 400 + 40 + 9 4. 986 900 + 80 + 6

5. 791 700 + 90 + 1 6. 868 800 + 60 + 8

7. 808 800 + 8 8. 505 500 + 5

9. 948 900 + 40 + 8 10. 519 500 + 10 + 9

11. 563 500 + 60 + 3 12. 527 500 + 20 + 7

13. 450 400 + 50 14. 980 900 + 80

15. 568 500 + 60 + 8 16. 554 500 + 50 + 4

17. 345 300 + 40 + 5 18. 120 100 + 20

Online reading & math for K-5 © www.k5learning.com Build a 3-digit number from the parts Grade 3 Place Value Worksheet

Example: 836 = 800 + 30 + 6

Write the 3-digit numbers 1. 700 + 90 + 8 2. 500 + 50 + 6

3. 700 + 10 + 7 4. 200 + 7

5. 900 + 1 6. 600 + 70 + 5

7. 700 + 50 8. 200 + 90 + 5

9. 700 + 7 10. 600 + 10

11. 700 + 10 + 4 12. 400 + 70 + 6

13. 700 + 50 + 4 14. 500 + 30 + 8

15. 300 + 70 + 7 16. 300 + 30 + 1

17. 500 + 60 + 1 18. 500 + 10 + 4

Online reading & math for K-5 © www.k5learning.com Build a 3-digit number from the parts Grade 3 Place Value Worksheet

Example: 836 = 800 + 30 + 6

Write the 3-digit numbers 1. 798 700 + 90 + 8 2. 556 500 + 50 + 6

3. 717 700 + 10 + 7 4. 207 200 + 7

5. 901 900 + 1 6. 675 600 + 70 + 5

7. 750 700 + 50 8. 295 200 + 90 + 5

9. 707 700 + 7 10. 610 600 + 10

11. 714 700 + 10 + 4 12. 476 400 + 70 + 6

13. 754 700 + 50 + 4 14. 538 500 + 30 + 8

15. 377 300 + 70 + 7 16. 331 300 + 30 + 1

17. 561 500 + 60 + 1 18. 514 500 + 10 + 4

Online reading & math for K-5 © www.k5learning.com Adding 2-digit numbers in columns (no regrouping) Grade 3 Addition Worksheet

Find the sum. 1. 14 2. 30 3. 33 4. 45 + 73 + 6 + 16 + 10

5. 76 6. 18 7. 80 8. 11 + 0 + 70 + 19 + 45

9. 8 10. 63 11. 24 12. 30 + 10 + 31 + 64 + 65

13. 4 14. 32 15. 21 16. 71 + 94 + 35 + 23 + 27

17. 11 18. 15 19. 75 20. 70 + 13 + 84 + 12 + 7

Online reading & math for K-5 © www.k5learning.com Adding 2-digit numbers in columns (no regrouping) Grade 3 Addition Worksheet

Find the sum. 1. 14 2. 30 3. 33 4. 45 + 73 + 6 + 16 + 10 87 36 49 55

5. 76 6. 18 7. 80 8. 11 + 0 + 70 + 19 + 45 76 88 99 56

9. 8 10. 63 11. 24 12. 30 + 10 + 31 + 64 + 65 18 94 88 95

13. 4 14. 32 15. 21 16. 71 + 94 + 35 + 23 + 27 98 67 44 98

17. 11 18. 15 19. 75 20. 70 + 13 + 84 + 12 + 7 24 99 87 77

Online reading & math for K-5 © www.k5learning.com Adding 2-digit numbers in columns (no regrouping) Grade 3 Addition Worksheet

Find the sum. 1. 23 2. 51 3. 43 4. 35 + 25 + 43 + 42 + 13

5. 56 6. 28 7. 68 8. 40 + 32 + 60 + 20 + 54

9. 15 10. 85 11. 4 12. 72 + 53 + 13 + 40 + 14

13. 5 14. 19 15. 80 16. 3 + 40 + 20 + 13 + 21

17. 79 18. 45 19. 28 20. 17 + 0 + 13 + 41 + 31

Online reading & math for K-5 © www.k5learning.com Adding 2-digit numbers in columns (no regrouping) Grade 3 Addition Worksheet

Find the sum. 1. 23 2. 51 3. 43 4. 35 + 25 + 43 + 42 + 13 48 94 85 48

5. 56 6. 28 7. 68 8. 40 + 32 + 60 + 20 + 54 88 88 88 94

9. 15 10. 85 11. 4 12. 72 + 53 + 13 + 40 + 14 68 98 44 86

13. 5 14. 19 15. 80 16. 3 + 40 + 20 + 13 + 21 45 39 93 24

17. 79 18. 45 19. 28 20. 17 + 0 + 13 + 41 + 31 79 58 69 48

Online reading & math for K-5 © www.k5learning.com Adding 2-digit numbers in columns (with regrouping) Grade 3 Addition Worksheet

Find the sum. 1. 22 2. 5 3. 14 4. 78 + 90 + 89 + 73 + 17

5. 56 6. 40 7. 3 8. 79 + 92 + 32 + 23 + 5

9. 19 10. 29 11. 39 12. 39 + 4 + 40 + 13 + 64

13. 65 14. 86 15. 95 16. 88 + 96 + 43 + 98 + 12

17. 74 18. 77 19. 82 20. 14 + 25 + 86 + 54 + 23

Online reading & math for K-5 © www.k5learning.com Adding 2-digit numbers in columns (with regrouping) Grade 3 Addition Worksheet

Find the sum. 1. 22 2. 5 3. 14 4. 78 + 90 + 89 + 73 + 17 112 94 87 95

5. 56 6. 40 7. 3 8. 79 + 92 + 32 + 23 + 5 148 72 26 84

9. 19 10. 29 11. 39 12. 39 + 4 + 40 + 13 + 64 23 69 52 103

13. 65 14. 86 15. 95 16. 88 + 96 + 43 + 98 + 12 161 129 193 100

17. 74 18. 77 19. 82 20. 14 + 25 + 86 + 54 + 23 99 163 136 37

Online reading & math for K-5 © www.k5learning.com Adding 2-digit numbers in columns (with regrouping) Grade 3 Addition Worksheet

Find the sum. 1. 34 2. 43 3. 54 4. 22 + 62 + 22 + 85 + 46

5. 56 6. 34 7. 30 8. 36 + 68 + 42 + 96 + 30

9. 11 10. 20 11. 63 12. 79 + 83 + 34 + 86 + 8

13. 52 14. 14 15. 54 16. 37 + 81 + 83 + 61 + 38

17. 39 18. 82 19. 92 20. 4 + 80 + 25 + 98 + 19

Online reading & math for K-5 © www.k5learning.com Adding 2-digit numbers in columns (with regrouping) Grade 3 Addition Worksheet

Find the sum. 1. 34 2. 43 3. 54 4. 22 + 62 + 22 + 85 + 46 96 65 139 68

5. 56 6. 34 7. 30 8. 36 + 68 + 42 + 96 + 30 124 76 126 66

9. 11 10. 20 11. 63 12. 79 + 83 + 34 + 86 + 8 94 54 149 87

13. 52 14. 14 15. 54 16. 37 + 81 + 83 + 61 + 38 133 97 115 75

17. 39 18. 82 19. 92 20. 4 + 80 + 25 + 98 + 19 119 107 190 23

Online reading & math for K-5 © www.k5learning.com Adding 2-digit numbers in columns (with regrouping) Grade 3 Addition Worksheet

Find the sum. 1. 9 2. 22 3. 60 4. 35 + 12 + 76 + 79 + 92

5. 70 6. 97 7. 94 8. 81 + 45 + 88 + 66 + 47

9. 81 10. 69 11. 71 12. 91 + 35 + 73 + 37 + 94

13. 32 14. 4 15. 15 16. 37 + 94 + 49 + 12 + 12

17. 80 18. 26 19. 64 20. 48 + 3 + 52 + 4 + 72

Online reading & math for K-5 © www.k5learning.com Adding 2-digit numbers in columns (with regrouping) Grade 3 Addition Worksheet

Find the sum. 1. 9 2. 22 3. 60 4. 35 + 12 + 76 + 79 + 92 21 98 139 127

5. 70 6. 97 7. 94 8. 81 + 45 + 88 + 66 + 47 115 185 160 128

9. 81 10. 69 11. 71 12. 91 + 35 + 73 + 37 + 94 116 142 108 185

13. 32 14. 4 15. 15 16. 37 + 94 + 49 + 12 + 12 126 53 27 49

17. 80 18. 26 19. 64 20. 48 + 3 + 52 + 4 + 72 83 78 68 120

Online reading & math for K-5 © www.k5learning.com Adding 2-digit numbers in columns (with regrouping) Grade 3 Addition Worksheet

Find the sum. 1. 47 2. 15 3. 63 4. 43 + 21 + 9 + 49 + 72

5. 98 6. 43 7. 30 8. 47 + 36 + 58 + 30 + 71

9. 21 10. 45 11. 76 12. 78 + 27 + 64 + 85 + 59

13. 10 14. 8 15. 41 16. 82 + 86 + 92 + 30 + 78

17. 86 18. 27 19. 24 20. 32 + 95 + 51 + 82 + 82

Online reading & math for K-5 © www.k5learning.com Adding 2-digit numbers in columns (with regrouping) Grade 3 Addition Worksheet

Find the sum. 1. 47 2. 15 3. 63 4. 43 + 21 + 9 + 49 + 72 68 24 112 115

5. 98 6. 43 7. 30 8. 47 + 36 + 58 + 30 + 71 134 101 60 118

9. 21 10. 45 11. 76 12. 78 + 27 + 64 + 85 + 59 48 109 161 137

13. 10 14. 8 15. 41 16. 82 + 86 + 92 + 30 + 78 96 100 71 160

17. 86 18. 27 19. 24 20. 32 + 95 + 51 + 82 + 82 181 78 106 114

Online reading & math for K-5 © www.k5learning.com Adding 3-digit numbers in columns (with regrouping) Grade 3 Addition Worksheet

Find the sum. 1. 62 2. 384 3. 983 4. 210 + 566 + 860 + 447 + 40

5. 998 6. 89 7. 832 8. 413 + 658 + 678 + 550 + 23

9. 995 10. 256 11. 71 12. 478 + 818 + 44 + 471 + 595

13. 69 14. 420 15. 708 16. 254 + 945 + 951 + 511 + 432

17. 648 18. 702 19. 115 20. 701 + 686 + 847 + 453 + 89

Online reading & math for K-5 © www.k5learning.com Adding 3-digit numbers in columns (with regrouping) Grade 3 Addition Worksheet

Find the sum. 1. 62 2. 384 3. 983 4. 210 + 566 + 860 + 447 + 40 628 1,244 1,430 250

5. 998 6. 89 7. 832 8. 413 + 658 + 678 + 550 + 23 1,656 767 1,382 436

9. 995 10. 256 11. 71 12. 478 + 818 + 44 + 471 + 595 1,813 300 542 1,073

13. 69 14. 420 15. 708 16. 254 + 945 + 951 + 511 + 432 1,014 1,371 1,219 686

17. 648 18. 702 19. 115 20. 701 + 686 + 847 + 453 + 89 1,334 1,549 568 790

Online reading & math for K-5 © www.k5learning.com Adding 3-digit numbers in columns (with regrouping) Grade 3 Addition Worksheet

Find the sum. 1. 409 2. 736 3. 54 4. 695 + 14 + 606 + 718 + 787

5. 446 6. 758 7. 659 8. 61 + 113 + 326 + 664 + 173

9. 340 10. 969 11. 772 12. 558 + 849 + 211 + 391 + 650

13. 195 14. 419 15. 248 16. 458 + 913 + 569 + 840 + 984

17. 60 18. 629 19. 522 20. 435 + 526 + 15 + 724 + 686

Online reading & math for K-5 © www.k5learning.com Adding 3-digit numbers in columns (with regrouping) Grade 3 Addition Worksheet

Find the sum. 1. 409 2. 736 3. 54 4. 695 + 14 + 606 + 718 + 787 423 1,342 772 1,482

5. 446 6. 758 7. 659 8. 61 + 113 + 326 + 664 + 173 559 1,084 1,323 234

9. 340 10. 969 11. 772 12. 558 + 849 + 211 + 391 + 650 1,189 1,180 1,163 1,208

13. 195 14. 419 15. 248 16. 458 + 913 + 569 + 840 + 984 1,108 988 1,088 1,442

17. 60 18. 629 19. 522 20. 435 + 526 + 15 + 724 + 686 586 644 1,246 1,121

Online reading & math for K-5 © www.k5learning.com Counting money - pennies, nickels, dimes & quarter Grade 3 Counting Money Worksheet

Add the coins. 1. =

2. =

3. =

4. =

5. =

6. =

7. =

Online reading & math for K-5 © www.k5learning.com Counting money - pennies, nickels, dimes & quarter Grade 3 Counting Money Worksheet

Add the coins. 1. = $0.73

2. = $0.67

3. = $0.99

4. = $0.68

5. = $1.30

6. = $0.80

7. = $1.16

Online reading & math for K-5 © www.k5learning.com

Estimating time to the nearest quarter hour

Grade 3 Time Worksheet Estimate the time on each clock to the nearest quarter hour.

1. ______6. ______

2. ______7. ______

3. ______8. ______

4. ______9. ______

5. ______10. ______

Online reading & math for K-5 © www.k5learning.com

Answers 1. 4:30 2. 1:00 3. 2:15 4. 8:00 5. 9:45 6. 5:45 7. 4:00 8. 12:00 9. 3:15 10. 5:15

Online reading & math for K-5 © www.k5learning.com

Multiplication sentences and arrays Grade 3 Multiplication Worksheet Write a multiplication equation to find the number of shapes.

x = x =

Reading and Math for K-5 © www.k5learning.com Multiplication sentences and arrays Grade 3 Multiplication Worksheet Write a multiplication equation to find the number of shapes.

2 x 3 = 6 or; 3 x 3 = 9 3 x 2 = 6

2 x 5 = 10 or; 4 x 2 = 8 or; 5 x 2 = 10 2 x 4 = 8

3 x 4 = 12 or; 2 x 2 = 4 4 x 3 = 12

Reading and Math for K-5 © www.k5learning.com Multiplication sentences and arrays Grade 3 Multiplication Worksheet Write a multiplication equation to find the number of shapes.

x = x =

Reading and Math for K-5 © www.k5learning.com Multiplication sentences and arrays Grade 3 Multiplication Worksheet Write a multiplication equation to find the number of shapes.

4 x 3 = 12 or; 3 x 5 = 15 or; 3 x 4 = 12 5 x 3 = 15

2 x 4 = 8 or; 4 x 6 = 24 or; 4 x 2 = 8 6 x 4 = 24

2 x 3 = 6 or; 4 x 5 = 20 or; 3 x 2 = 6 5 x 4 = 20 Reading and Math for K-5 © www.k5learning.com Multiplication Tables - 2 & 3 Grade 3 Multiplication Worksheet

Find the product. 1. 1 × 2 = 2. 7 × 2 = 3. 11 × 2 =

4. 6 × 3 = 5. 11 × 3 = 6. 3 × 2 =

7. 5 × 3 = 8. 6 × 2 = 9. 9 × 2 =

10. 12 × 2 = 11. 7 × 3 = 12. 10 × 3 =

13. 3 × 3 = 14. 8 × 2 = 15. 12 × 3 =

16. 4 × 3 = 17. 10 × 2 = 18. 8 × 3 =

19. 9 × 3 = 20. 2 × 2 = 21. 5 × 2 =

22. 2 × 3 = 23. 4 × 2 = 24. 1 × 3 =

25. 2 × 3 = 26. 11 × 3 = 27. 3 × 3 =

Online reading & math for K-5 © www.k5learning.com Multiplication Tables - 2 & 3 Grade 3 Multiplication Worksheet

Find the product. 1. 1 × 2 = 2 2. 7 × 2 = 14 3. 11 × 2 = 22

4. 6 × 3 = 18 5. 11 × 3 = 33 6. 3 × 2 = 6

7. 5 × 3 = 15 8. 6 × 2 = 12 9. 9 × 2 = 18

10. 12 × 2 = 24 11. 7 × 3 = 21 12. 10 × 3 = 30

13. 3 × 3 = 9 14. 8 × 2 = 16 15. 12 × 3 = 36

16. 4 × 3 = 12 17. 10 × 2 = 20 18. 8 × 3 = 24

19. 9 × 3 = 27 20. 2 × 2 = 4 21. 5 × 2 = 10

22. 2 × 3 = 6 23. 4 × 2 = 8 24. 1 × 3 = 3

25. 2 × 3 = 6 26. 11 × 3 = 33 27. 3 × 3 = 9

Online reading & math for K-5 © www.k5learning.com Multiplication Tables - 2 to 10 practice Grade 3 Multiplication Worksheet

Find the missing number. 1. 5 × = 15 2. 9 × 6 = 3. 10 × = 70

4. 9 × 9 = 5. 8 × = 48 6. 3 × = 15

7. 8 × = 24 8. × 8 = 64 9. 7 × = 56

10. 10 × 5 = 11. × 8 = 32 12. 10 × = 90

13. × 8 = 80 14. × 6 = 42 15. 3 × = 24

16. 3 × = 30 17. 8 × 7 = 18. 6 × 3 =

19. 9 × = 45 20. 3 × = 21 21. × 10 = 60

22. 3 × = 9 23. 2 × 2 = 24. × 9 = 36

25. 3 × 9 = 26. 7 × 5 = 27. 8 × = 40

Online reading & math for K-5 © www.k5learning.com Multiplication Tables - 2 to 10 practice Grade 3 Multiplication Worksheet

Find the missing number. 1. 5 × 3 = 15 2. 9 × 6 = 54 3. 10 × 7 = 70

4. 9 × 9 = 81 5. 8 × 6 = 48 6. 3 × 5 = 15

7. 8 × 3 = 24 8. 8 × 8 = 64 9. 7 × 8 = 56

10. 10 × 5 = 50 11. 4 × 8 = 32 12. 10 × 9 = 90

13. 10 × 8 = 80 14. 7 × 6 = 42 15. 3 × 8 = 24

16. 3 × 10 = 30 17. 8 × 7 = 56 18. 6 × 3 = 18

19. 9 × 5 = 45 20. 3 × 7 = 21 21. 6 × 10 = 60

22. 3 × 3 = 9 23. 2 × 2 = 4 24. 4 × 9 = 36

25. 3 × 9 = 27 26. 7 × 5 = 35 27. 8 × 5 = 40

Online reading & math for K-5 © www.k5learning.com Multiplication Tables - 2 to 10 practice Grade 3 Multiplication Worksheet

Find the missing number. 1. 5 × = 15 2. 9 × 6 = 3. 10 × = 70

4. 9 × 9 = 5. 8 × = 48 6. 3 × = 15

7. 8 × = 24 8. × 8 = 64 9. 7 × = 56

10. 10 × 5 = 11. × 8 = 32 12. 10 × = 90

13. × 8 = 80 14. × 6 = 42 15. 3 × = 24

16. 3 × = 30 17. 8 × 7 = 18. 6 × 3 =

19. 9 × = 45 20. 3 × = 21 21. × 10 = 60

22. 3 × = 9 23. 2 × 2 = 24. × 9 = 36

25. 3 × 9 = 26. 7 × 5 = 27. 8 × = 40

Online reading & math for K-5 © www.k5learning.com Multiplication Tables - 2 to 10 practice Grade 3 Multiplication Worksheet

Find the missing number. 1. 5 × 3 = 15 2. 9 × 6 = 54 3. 10 × 7 = 70

4. 9 × 9 = 81 5. 8 × 6 = 48 6. 3 × 5 = 15

7. 8 × 3 = 24 8. 8 × 8 = 64 9. 7 × 8 = 56

10. 10 × 5 = 50 11. 4 × 8 = 32 12. 10 × 9 = 90

13. 10 × 8 = 80 14. 7 × 6 = 42 15. 3 × 8 = 24

16. 3 × 10 = 30 17. 8 × 7 = 56 18. 6 × 3 = 18

19. 9 × 5 = 45 20. 3 × 7 = 21 21. 6 × 10 = 60

22. 3 × 3 = 9 23. 2 × 2 = 4 24. 4 × 9 = 36

25. 3 × 9 = 27 26. 7 × 5 = 35 27. 8 × 5 = 40

Online reading & math for K-5 © www.k5learning.com Multiplication Tables - 3 & 9 Grade 3 Multiplication Worksheet

Find the product. 1. 3 × 9 = 2. 9 × 9 = 3. 3 × 6 =

4. 9 × 12 = 5. 9 × 4 = 6. 3 × 8 =

7. 3 × 7 = 8. 9 × 5 = 9. 3 × 10 =

10. 3 × 11 = 11. 9 × 1 = 12. 9 × 11 =

13. 3 × 4 = 14. 9 × 2 = 15. 9 × 7 =

16. 3 × 1 = 17. 9 × 6 = 18. 9 × 8 =

19. 3 × 3 = 20. 3 × 12 = 21. 3 × 5 =

22. 9 × 3 = 23. 9 × 10 = 24. 3 × 2 =

25. 3 × 9 = 26. 3 × 10 = 27. 9 × 4 =

Online reading & math for K-5 © www.k5learning.com Multiplication Tables - 3 & 9 Grade 3 Multiplication Worksheet

Find the product. 1. 3 × 9 = 27 2. 9 × 9 = 81 3. 3 × 6 = 18

4. 9 × 12 = 108 5. 9 × 4 = 36 6. 3 × 8 = 24

7. 3 × 7 = 21 8. 9 × 5 = 45 9. 3 × 10 = 30

10. 3 × 11 = 33 11. 9 × 1 = 9 12. 9 × 11 = 99

13. 3 × 4 = 12 14. 9 × 2 = 18 15. 9 × 7 = 63

16. 3 × 1 = 3 17. 9 × 6 = 54 18. 9 × 8 = 72

19. 3 × 3 = 9 20. 3 × 12 = 36 21. 3 × 5 = 15

22. 9 × 3 = 27 23. 9 × 10 = 90 24. 3 × 2 = 6

25. 3 × 9 = 27 26. 3 × 10 = 30 27. 9 × 4 = 36

Online reading & math for K-5 © www.k5learning.com Multiplication Tables - 4 & 6 Grade 3 Multiplication Worksheet

Find the product. 1. 4 × 7 = 2. 6 × 9 = 3. 4 × 8 =

4. 4 × 6 = 5. 6 × 2 = 6. 6 × 6 =

7. 4 × 4 = 8. 4 × 11 = 9. 4 × 2 =

10. 6 × 7 = 11. 6 × 5 = 12. 4 × 5 =

13. 6 × 12 = 14. 6 × 4 = 15. 6 × 8 =

16. 6 × 1 = 17. 4 × 9 = 18. 6 × 10 =

19. 4 × 12 = 20. 6 × 3 = 21. 4 × 10 =

22. 4 × 1 = 23. 4 × 3 = 24. 6 × 11 =

25. 4 × 5 = 26. 6 × 3 = 27. 6 × 5 =

Online reading & math for K-5 © www.k5learning.com Multiplication Tables - 4 & 6 Grade 3 Multiplication Worksheet

Find the product. 1. 4 × 7 = 28 2. 6 × 9 = 54 3. 4 × 8 = 32

4. 4 × 6 = 24 5. 6 × 2 = 12 6. 6 × 6 = 36

7. 4 × 4 = 16 8. 4 × 11 = 44 9. 4 × 2 = 8

10. 6 × 7 = 42 11. 6 × 5 = 30 12. 4 × 5 = 20

13. 6 × 12 = 72 14. 6 × 4 = 24 15. 6 × 8 = 48

16. 6 × 1 = 6 17. 4 × 9 = 36 18. 6 × 10 = 60

19. 4 × 12 = 48 20. 6 × 3 = 18 21. 4 × 10 = 40

22. 4 × 1 = 4 23. 4 × 3 = 12 24. 6 × 11 = 66

25. 4 × 5 = 20 26. 6 × 3 = 18 27. 6 × 5 = 30

Online reading & math for K-5 © www.k5learning.com Multiplication Tables - 5 & 10 Grade 3 Multiplication Worksheet

Find the product. 1. 5 × 2 = 2. 5 × 8 = 3. 10 × 5 =

4. 10 × 7 = 5. 5 × 6 = 6. 10 × 4 =

7. 5 × 10 = 8. 10 × 2 = 9. 10 × 12 =

10. 5 × 4 = 11. 10 × 9 = 12. 5 × 11 =

13. 10 × 3 = 14. 10 × 11 = 15. 5 × 12 =

16. 10 × 1 = 17. 5 × 1 = 18. 5 × 5 =

19. 10 × 6 = 20. 10 × 10 = 21. 5 × 9 =

22. 5 × 7 = 23. 10 × 8 = 24. 5 × 3 =

25. 5 × 3 = 26. 10 × 3 = 27. 5 × 9 =

Online reading & math for K-5 © www.k5learning.com Multiplication Tables - 5 & 10 Grade 3 Multiplication Worksheet

Find the product. 1. 5 × 2 = 10 2. 5 × 8 = 40 3. 10 × 5 = 50

4. 10 × 7 = 70 5. 5 × 6 = 30 6. 10 × 4 = 40

7. 5 × 10 = 50 8. 10 × 2 = 20 9. 10 × 12 = 120

10. 5 × 4 = 20 11. 10 × 9 = 90 12. 5 × 11 = 55

13. 10 × 3 = 30 14. 10 × 11 = 110 15. 5 × 12 = 60

16. 10 × 1 = 10 17. 5 × 1 = 5 18. 5 × 5 = 25

19. 10 × 6 = 60 20. 10 × 10 = 100 21. 5 × 9 = 45

22. 5 × 7 = 35 23. 10 × 8 = 80 24. 5 × 3 = 15

25. 5 × 3 = 15 26. 10 × 3 = 30 27. 5 × 9 = 45

Online reading & math for K-5 © www.k5learning.com Multiplication Tables - 5 & 10 Grade 3 Multiplication Worksheet

Find the product. 1. 5 × 2 = 2. 5 × 8 = 3. 10 × 5 =

4. 10 × 7 = 5. 5 × 6 = 6. 10 × 4 =

7. 5 × 10 = 8. 10 × 2 = 9. 10 × 12 =

10. 5 × 4 = 11. 10 × 9 = 12. 5 × 11 =

13. 10 × 3 = 14. 10 × 11 = 15. 5 × 12 =

16. 10 × 1 = 17. 5 × 1 = 18. 5 × 5 =

19. 10 × 6 = 20. 10 × 10 = 21. 5 × 9 =

22. 5 × 7 = 23. 10 × 8 = 24. 5 × 3 =

25. 5 × 3 = 26. 10 × 3 = 27. 5 × 9 =

Online reading & math for K-5 © www.k5learning.com Multiplication Tables - 5 & 10 Grade 3 Multiplication Worksheet

Find the product. 1. 5 × 2 = 10 2. 5 × 8 = 40 3. 10 × 5 = 50

4. 10 × 7 = 70 5. 5 × 6 = 30 6. 10 × 4 = 40

7. 5 × 10 = 50 8. 10 × 2 = 20 9. 10 × 12 = 120

10. 5 × 4 = 20 11. 10 × 9 = 90 12. 5 × 11 = 55

13. 10 × 3 = 30 14. 10 × 11 = 110 15. 5 × 12 = 60

16. 10 × 1 = 10 17. 5 × 1 = 5 18. 5 × 5 = 25

19. 10 × 6 = 60 20. 10 × 10 = 100 21. 5 × 9 = 45

22. 5 × 7 = 35 23. 10 × 8 = 80 24. 5 × 3 = 15

25. 5 × 3 = 15 26. 10 × 3 = 30 27. 5 × 9 = 45

Online reading & math for K-5 © www.k5learning.com Multiplication Tables - 7 & 8 Grade 3 Multiplication Worksheet

Find the product. 1. 8 × 7 = 2. 7 × 11 = 3. 8 × 11 =

4. 8 × 10 = 5. 8 × 3 = 6. 8 × 1 =

7. 7 × 7 = 8. 8 × 5 = 9. 7 × 8 =

10. 7 × 2 = 11. 8 × 12 = 12. 7 × 5 =

13. 7 × 10 = 14. 7 × 12 = 15. 8 × 6 =

16. 8 × 2 = 17. 8 × 4 = 18. 8 × 9 =

19. 8 × 8 = 20. 7 × 3 = 21. 7 × 1 =

22. 7 × 4 = 23. 7 × 6 = 24. 7 × 9 =

25. 8 × 7 = 26. 8 × 5 = 27. 8 × 8 =

Online reading & math for K-5 © www.k5learning.com Multiplication Tables - 7 & 8 Grade 3 Multiplication Worksheet

Find the product. 1. 8 × 7 = 56 2. 7 × 11 = 77 3. 8 × 11 = 88

4. 8 × 10 = 80 5. 8 × 3 = 24 6. 8 × 1 = 8

7. 7 × 7 = 49 8. 8 × 5 = 40 9. 7 × 8 = 56

10. 7 × 2 = 14 11. 8 × 12 = 96 12. 7 × 5 = 35

13. 7 × 10 = 70 14. 7 × 12 = 84 15. 8 × 6 = 48

16. 8 × 2 = 16 17. 8 × 4 = 32 18. 8 × 9 = 72

19. 8 × 8 = 64 20. 7 × 3 = 21 21. 7 × 1 = 7

22. 7 × 4 = 28 23. 7 × 6 = 42 24. 7 × 9 = 63

25. 8 × 7 = 56 26. 8 × 5 = 40 27. 8 × 8 = 64

Online reading & math for K-5 © www.k5learning.com Multiply by drawing an array Grade 3 Multiplication Worksheet For each multiplication equation, draw a table of boxes and solve the equation. 3 x 2 = __ 5 x 2 = __

4 x 3 = __ 2 x 5 = __

Reading and Math for K-5 © www.k5learning.com Multiply by drawing an array Grade 3 Multiplication Worksheet For each multiplication equation, draw a table of boxes and solve the equation. 3 x 2 = 6 5 x 2 = 10

4 x 3 = 12 2 x 5 = 10

6 x 5 = __ 3 x 6 = __

6 x 5 = 30 3 x 6 = 18

Reading and Math for K-5 © www.k5learning.com Subtracting 3-digit numbers, with regrouping Grade 3 Subtraction Worksheet

Find the difference. 1. 90 2. 419 3. 625 - 82 - 12 - 174

4. 664 5. 559 6. 915 - 63 - 416 - 40

7. 669 8. 461 9. 615 - 583 - 330 - 374

10. 910 11. 882 12. 756 - 74 - 57 - 510

Online reading & math for K-5 © www.k5learning.com Subtracting 3-digit numbers, with regrouping Grade 3 Subtraction Worksheet

Find the difference. 1. 90 2. 419 3. 625 - 82 - 12 - 174 8 407 451

4. 664 5. 559 6. 915 - 63 - 416 - 40 601 143 875

7. 669 8. 461 9. 615 - 583 - 330 - 374 86 131 241

10. 910 11. 882 12. 756 - 74 - 57 - 510 836 825 246

Online reading & math for K-5 © www.k5learning.com Subtracting 3-digit numbers, with regrouping Grade 3 Subtraction Worksheet

Find the difference. 1. 569 2. 873 3. 601 - 369 - 771 - 543

4. 595 5. 362 6. 844 - 483 - 204 - 225

7. 529 8. 263 9. 91 - 355 - 148 - 7

10. 722 11. 683 12. 23 - 44 - 108 - 8

Online reading & math for K-5 © www.k5learning.com Subtracting 3-digit numbers, with regrouping Grade 3 Subtraction Worksheet

Find the difference. 1. 569 2. 873 3. 601 - 369 - 771 - 543 200 102 58

4. 595 5. 362 6. 844 - 483 - 204 - 225 112 158 619

7. 529 8. 263 9. 91 - 355 - 148 - 7 174 115 84

10. 722 11. 683 12. 23 - 44 - 108 - 8 678 575 15

Online reading & math for K-5 © www.k5learning.com Subtracting 3-digit numbers, with regrouping Grade 3 Subtraction Worksheet

Find the difference. 1. 386 2. 347 3. 450 - 132 - 245 - 212

4. 54 5. 261 6. 566 - 2 - 119 - 454

7. 509 8. 500 9. 360 - 338 - 327 - 244

10. 689 11. 38 12. 494 - 73 - 4 - 371

Online reading & math for K-5 © www.k5learning.com Subtracting 3-digit numbers, with regrouping Grade 3 Subtraction Worksheet

Find the difference. 1. 386 2. 347 3. 450 - 132 - 245 - 212 254 102 238

4. 54 5. 261 6. 566 - 2 - 119 - 454 52 142 112

7. 509 8. 500 9. 360 - 338 - 327 - 244 171 173 116

10. 689 11. 38 12. 494 - 73 - 4 - 371 616 34 123

Online reading & math for K-5 © www.k5learning.com Telling time - 5 minute intervals Grade 3 Time Worksheet

Write the time below each clock.

1. 2. 3.

4. 5. 6.

7. 8. 9.

Online reading & math for K-5 © www.k5learning.com Telling time - 5 minute intervals Grade 3 Time Worksheet

Write the time below each clock.

1. 2. 3.

12:15 10:35 3:55

4. 5. 6.

9:20 3:40 1:15

7. 8. 9.

11:25 4:25 4:45

Online reading & math for K-5 © www.k5learning.com Telling time - 5 minute intervals (draw the clock) Grade 3 Time Worksheet

Draw the time shown on each clock.

1. 2. 3.

2:05 9:20 4:00

4. 5. 6.

3:25 11:00 3:55

7. 8. 9.

8:00 2:55 2:50

Online reading & math for K-5 © www.k5learning.com Telling time - 5 minute intervals (draw the clock) Grade 3 Time Worksheet

Draw the time shown on each clock.

1. 2. 3.

2:05 9:20 4:00

4. 5. 6.

3:25 11:00 3:55

7. 8. 9.

8:00 2:55 2:50

Online reading & math for K-5 © www.k5learning.com

Grade 3 Reading Comprehension Worksheet

Read the short story. Then answer each question.

Amusement Park Problem The smell of popcorn was in the air. I could hear kids laughing and screaming. People were everywhere! The breeze felt warm on my skin. It was a perfect day at the amusement park. My family and I wandered around the park, getting snacks and going on rides. I loved almost all types of rides! I loved to go fast and to spin around, to go down hills and to get splashed. The only rides I didn’t like were rides that turn you upside-down. My little brother, Ben, didn’t like those either, but my older sister, Laura, loved them. When we finally were near a ride that went upside-down, she started asking me to go with her. I told her I don’t like those rides, but she kept asking. Then she started whining because she didn’t want to go alone. I was feeling sympathy for her, so I started thinking that maybe I should go with her, even though I really don’t like to go upside-down. I looked to my parents for help.

“Matt, you are allowed to stand up for yourself. If something makes you feel really uncomfortable, you can tell people ‘no.’ It’s OK to tell Laura that you love her, but that you can’t go with her because going upside- down makes you uncomfortable. Be strong but kind when you tell her, so that she knows you’re serious,” Mom said. “I don’t want to make Laura mad or sad, though,” I replied to Mom, “and I don’t want her to think I’m being mean.”

“There’s a difference between being aggressive and being assertive. You’re not saying ‘no’ to be mean to Laura or to hurt her feelings, you’re just listening to your own feelings to make sure you stay safe. It’s fine to tell her no for this,” Mom answered. “The same goes for Laura. If you ask her to arm wrestle and she doesn’t feel comfortable, she’s allowed to say ‘no,’ too. We are all allowed to stand up for ourselves to make sure we stay safe. Does that make sense?”

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Grade 3 Reading Comprehension Worksheet

“Yes, thanks Mom,” I said. I told Laura that I love her and like to do things with her, but that I wasn’t comfortable going on upside-down rides today because they scare me. She was sad, but went on the ride by herself and was really happy when it was over. We had a great rest of the day at the amusement park!

Reading and Math for K-5 © www.k5learning.com

Grade 3 Reading Comprehension Worksheet

Questions:

1. Recount the story in your own words.

______

2. What lesson did Matt learn?

______

3. What is the difference between being aggressive and being assertive? ______

______

4. Where in the short story did you find the answer? ______

______

5. What does “wandered” mean in the 2nd paragraph? How do you know?

______

______6. How might Matt have felt if he agreed to go on the ride with Laura? Why?

______

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Grade 3 Reading Comprehension Worksheet

Answers:

1. Recount the story in your own words. Answers will vary.

2. What lesson did Matt learn? Matt learned that it is fine to tell his sister that he does not want to go on the ride. It is fine for him to listen to his own feelings to make sure he stays safe.

3. What is the difference between being aggressive and being assertive? The difference is aggressive is a forceful way to achieve one’s goal, which usually ends up in a fight or argument. Assertive means to be confident in one self. When you want people to listen to your point of view, it is good to be assertive.

4. Where in the short story did you find the answer? From the mom’s response: “There’s a difference between being aggressive and being assertive. You’re not saying ‘no’ to be mean to Laura or to hurt her feelings, you’re just listening to your own feelings to make sure you stay safe. It’s fine to tell her no for this,” Mom answered.

5. What does “wandered” mean in the 2nd paragraph? How do you know? Wander means moving around without having any specific purpose or direction. The family moved around getting snacks and going on various rides. They did not go to a specific place to snack or on a specific ride.

6. How might Matt have felt if he agreed to go on the ride with Laura? Why? Answers will vary. Acceptable answers are: He would have felt scared, nervous, uncomfortable or not well.

Reading and Math for K-5 © www.k5learning.com

Grade 3 Reading Comprehension Worksheet

Read the short story. Then answer each question.

Landforms There are many different types of landforms. Landforms are natural features on the planet’s surface. You probably know about some of them already! Mountains are very tall landforms. They can be pointed or rounded, and some are even volcanic! When there are many mountains together, it is called a mountain range. Some mountains are formed from lava, while other mountains are formed when the plates under the earth’s surface crash together and push up the land. Either way mountains are formed, it takes many, many years.

Valleys are the spaces between mountains. Some valleys are V-shaped, and some are U-shaped. Many people live in valleys, because they have a comfortable temperature, are protected, and may have rivers flowing through them.

Plateaus are like mountains, but instead of pointed or rounded tops, they are flat on top. They usually form when magma rises, but doesn’t break through the surface. The land rises instead.

Plains are large, flat areas of land. Since flat land is easy to build on, many cities are on plains. Many plants can grow on plains, as well. Some plains are by oceans, and are called ocean plains. Plains that are by rivers are called river plains, and are especially good for growing crops. Islands are areas of land surrounded by water on all sides. They can be formed by underwater volcanoes. The lava builds up over time and eventually breaks the surface of the ocean.

Deserts are another type of landform. They are large areas of land that do not receive a lot of rainfall. They can be very hot during the day, and very cold at night. It is difficult for many plants and animals to live in deserts. What kind of landform would you like to live on?

Reading and Math for K-5 © www.k5learning.com

Grade 3 Reading Comprehension Worksheet

Questions:

1. What is a landform? Highlight the sentence that has the answer. ______

______

2. Which landform does not receive a lot of rainfall? ______

______

3. Write two facts about plains.

______

4. What do you wonder about landforms after reading the short story?

______

Reading and Math for K-5 © www.k5learning.com

Grade 3 Reading Comprehension Worksheet

Answers:

1. What is a landform? Highlight the sentence that has the answer. Landforms are natural features on the planet’s surface.

2. Which landform does not receive a lot of rainfall? The desert does not receive a lot of rainfall.

3. Write two facts about plains. Plains are large, flat areas, where many plants grow and it’s easy to build on.

4. What do you wonder about landforms after reading the short story? Answer will vary.

Reading and Math for K-5 © www.k5learning.com

Grade 3 Reading Comprehension Worksheet

Read the short story. Then answer each question.

The Life Cycle When you plant a seed, does it stay a seed forever? No! Plants and animals grow and change throughout their lives.

Many plants begin as seeds. As the seed gets what it needs (water, sunlight, and nutrients from the soil), it begins to grow. The seed turns into a little sprout. It keeps growing until it is a full-grown plant. Then the plant makes new seeds, so that new plants can grow even after the plant grows old and dies. Those seeds will then go through their growth process. Because seeds go through this process over and over again, it is called a life cycle. Animals also have life cycles. A frog begins as an egg. When the egg hatches, it turns into a tadpole. The tadpoles grow legs and arms, and eventually grow into adult frogs. The adult frogs lay eggs, so that new frogs can live even after the frog grows old and dies.

A dog’s life cycle is a little different than a frog’s, because a dog does not start out as an egg. It is born from its mother’s belly. The puppy keeps growing and is eventually an adult dog. Then the adult dog might have puppies to continue the life cycle!

Insects like caterpillars go through life cycles, too. Caterpillars begin as eggs. When they hatch, they are larva. The caterpillar becomes a pupa, and inside of the pupa it turns into an adult. The adult is not a caterpillar; it is a butterfly! Then the butterfly lays eggs, so that new caterpillars and butterflies can live even after the butterfly grows old and dies.

Plants and animals don’t stay the same throughout their lives, they grow and change through their life cycle.

Reading and Math for K-5 © www.k5learning.com

Grade 3 Reading Comprehension Worksheet

Questions:

1. What is the short story mostly about? ______

2. What is a life cycle? Do all life cycles have things in common?

______

3. What is the main topic of the second paragraph?

______

4. Do you know about the life cycle of any other plants or animals? ______

5. Describe it. If not, how could you learn about different life cycles?

______

6. Draw pictures of one of the life cycles described in the short story.

Reading and Math for K-5 © www.k5learning.com

Grade 3 Reading Comprehension Worksheet

Answers:

1. What is the passage mostly about? The passage is about how plants and animals grow and change throughout their lives.

2. What is a life cycle? Do all life cycles have things in common? A life cycle the series of stages through which a living thing passes from the beginning of its life until its death. Yes, all life cycles are things in common.

3. What is the main topic of the second paragraph? The main topic of the second paragraph is the life cycle of a plant.

4. Do you know about the life cycle of any other plants or animals? Answers will vary.

5. Describe it. If not, how could you learn about different life cycles? Answers will vary.

6. Draw pictures of one of the life cycles described in the passage. Review student drawing.

Reading and Math for K-5 © www.k5learning.com

Cause and effect

Reading Comprehension Worksheet

Practice A parent or tutor should read along with the student, helping as needed.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Cause and effect are about how one thing can cause something else to happen.

The cause is why something happened.

The effect is what happened.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Here is a story about why birds build their nests differently. Think about cause and effect as you read.

The Magpie’s Nest Of all the birds in the air, the magpie builds the very best nest. Long ago, all the birds came to Magpie and asked her to teach them how to build nests. So Magpie got them all together and began to show them how to do it. First, she took some mud and patted it into the shape of a pancake. “Ah ha!” said Thrush, and away she flew. So Thrush still builds her nest out of mud. Then Magpie arranged some twigs around in the mud. “Well of course,” said Owl, and away she flew. Owls have never made better nests than that. Magpie turned the edges of the pancake up into a bowl shape, and put more twigs around the outside. “What a good idea!” said Sparrow, and Sparrow makes messy nests to this day. And so it went on. Each bird took away some knowledge of how to build nests, but none of them waited to the end. Finally, only silly Turtle-dove was left, and she hadn’t been paying any attention all along. She had just been sitting there saying her silly cry. “Take two, take two-o-o-o. Take two, take two-o-o.” Magpie was adding the last twig to her lovely nest. “Take two, take two-o-o” cried Turtle-dove. Magpie looked at Turtle-dove. “One’s enough,” she said. But the Turtle-dove kept on saying, “Take two, take two-o-o.” Then Magpie got angry. “One’s enough, I tell you.” Still Turtle-dove repeated, “Take two, take two-o-o. Take two, take two-o-o.” At last, Magpie got even angrier. No one but silly Turtle-dove was left to see her lovely nest that she had worked so long to build. She flew away to find some worms, and refused to show the birds how to build a nest again. And that is why different birds build their nests differently.

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In this story, what is the effect of each cause? Circle your answer.

cause effect

Long ago, all the birds asked 1. Magpie makes the very best nest. Magpie to teach them how to build What happened because Magpie nests.

makes the very best nest? Magpie did not want to teach the other birds how to build nests.

cause effect

2. Thrush watched Magpie pat Thrush still makes her nest out of some mud into a pancake shape, mud. and flew away.

What happened because Thrush Thrush still doesn’t know how to flew away after watching Magpie build a nest. shape the mud?

cause effect

3. Sparrow flew away before Sparrow still makes messy nests.

Magpie’s nest was finished. What happened because Sparrow came back and said she Sparrow flew away before was sorry. Magpie’s nest was finished?

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

4. Here is a cause: Each bird took away some knowledge of how to build nests, but none of them except silly Turtle-dove waited until the end. What was the effect?

5. Here is a cause: No one but silly Turtle-dove was left to see the lovely nest that Magpie had worked so hard to build. What was the effect?

Online reading & math for K-5 © www.k5learning.com

Answer Key

1. Long ago, all the birds asked Magpie to teach them how to build nests.

2. Thrush still makes her nest out of mud.

3. Sparrow still makes messy nests.

4. Accept any reasonable response, such as, none of the birds learned to build a nest as nice as Magpie’s.

5. Accept any reasonable response, such as, Magpie got angry, and refused to show the birds how to build a nest again.

Online reading & math for K-5 © www.k5learning.com

Cause and effect

Reading Comprehension Worksheet

Practice A parent or tutor should read along with the student, helping as needed.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Cause and effect are about how one thing can cause something else to happen.

The cause is why something happened.

The effect is what happened.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Here is a story about Camel and Pig. Think about cause and effect as you read.

The Camel and the Pig Camel walked along the street, thinking aloud, “There’s nothing like being tall! Look how tall I am!” Pig, hearing Camel’s bragging, said, “There’s nothing like being short! Look how short I am!” Camel was very offended by these words. “Why, I can prove to you that it is far better to be tall. If I fail to prove this, I shall give up my hump.” “And if I fail to prove that it is better to be short, I shall give up my curly tail,” said Pig. “Agreed!” said Camel. “Agreed!” said Pig. They came to a garden, surrounded by a low wall, with no gate. Camel stood outside the garden, reaching over the wall with his long neck to have a nice breakfast of the tender plants inside. He turned to Pig, who could not even see over the wall to get a look at all the good things in the garden. “Now, would you rather be tall or short?” Camel said to Pig. Pig did not reply. Next they came to another garden, surrounded by a high wall, with a small covered gate on one end. Pig went through the gate, and feasted on the vegetables. When he came out, he laughed at Camel, who had had to stay outside because he was too tall to enter the garden through the small gate. “Now, would you rather be tall or short? Pig said to Camel. Camel did not reply. Then they thought the matter over and came to the conclusion that Camel should keep his hump and Pig should keep his curly tail. For, as Pig observed, “Tall is good when tall is needed; of short, the same is true.”

Online reading & math for K-5 © www.k5learning.com

Circle the most likely cause of each of these things that happened.

effect cause

Camel bragged that it is better to be 1. Pig said it is better to be short. tall. Why did Pig say that it is better to be short? Camel bragged about his hump.

effect cause

2. Pig couldn’t eat the food in the Pig was too short to reach over the garden with the low wall. wall.

Why couldn’t Pig eat the food in the garden with the low wall? Pig was proud of his curly tail.

effect cause

Pig bragged that it is better to be 3. Camel couldn’t eat the food in the short. garden with the high wall. Why couldn’t Camel eat the food in the garden with the high wall? Camel was too tall to get through the low gate.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

4. Here is an effect: Camel and Pig decided that Camel could keep his hump, and Pig could keep his curly tail. What might have been the cause?

Online reading & math for K-5 © www.k5learning.com

Answer Key

1. Camel bragged that it is better to be tall.

2. Pig was too short to reach over the wall.

3. Camel was too tall to get through the low gate.

4. Accept any reasonable response, such as, they found that sometimes it is better to be tall, and sometimes it is better to be short.

Online reading & math for K-5 © www.k5learning.com

Compare and contrast

Reading Comprehension Worksheet

Practice A parent or tutor should read along with the student, helping as needed.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

When we compare two things, we tell how they are alike.

When we contrast two things, we tell how they are different.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Here are two stories. As you read, think about how the stories are alike, and how they are different.

Fox and Bear Fox saw the field being planted with corn. He went to visit Bear, and suggested that they share the field. Fox said he would have the tops of the crop, and Bear would have the roots. When the crop was grown, Bear did not like having only the roots of the corn plants. But it was what they had agreed. The next year, Fox saw the field being planted with turnips. He went to visit Bear. He said that, to be fair, this year Bear would have the tops of the crop, and Fox would have the roots. When the crops were grown, Bear was unhappy again. He had only the bitter tops, while bear had the nice sweet turnips. But it was what they had agreed. However, Bear never agreed to share the field with Fox again.

Camel and Pig Camel said being tall was best, and Pig said being short was best. Camel said if he was wrong, he would give up his hump. Pig said if he was wrong, he would give up his curly tail. They came to a garden inside a low wall. Camel reached his long neck over the wall and ate his fill. Pig could not even see over the wall. Then they came to a garden inside a high wall, with a covered gate. Pig went through the gate and ate his fill. Camel was too tall to go through the gate. They thought about all this, and decided that Camel would keep his hump, and Pig would keep his curly tail, because, as Pig said, “Tall is good when tall is needed; of short, the same is true.”

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Some of these details are true of just one of the two stories. Some are true of both stories. Some are not true of either story. Read each detail, and select the best answer.

1. The characters are animals. A. “Fox and Bear” only C. Both stories B. “Camel and Pig” only D. Neither story

2. Someone learns a lesson. A. “Fox and Bear” only C. Both stories B. “Camel and Pig” only D. Neither story

3. One character is smarter than another. A. “Fox and Bear” only C. Both stories B. “Camel and Pig” only D. Neither story

4. The characters disagree about something in the beginning. A. “Fox and Bear” only C. Both stories B. “Camel and Pig” only D. Neither story

5. The characters agree about something in the beginning. A. “Fox and Bear” only C. Both stories B. “Camel and Pig” only D. Neither story

6. The setting is indoors. A. “Fox and Bear” only C. Both stories B. “Camel and Pig” only D. Neither story

7. One character tricks another. A. “Fox and Bear” only C. Both stories B. “Camel and Pig” only D. Neither story

8. The characters never agree about anything. A. “Fox and Bear” only C. Both stories B. “Camel and Pig” only D. Neither story

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

9. What is one other detail that is alike or different in the two stories?

Online reading & math for K-5 © www.k5learning.com

Answer Key

1. C

2. C

3. A

4. B

5. A

6. C

7. A

8. D

9. Accept any reasonable response.

Online reading & math for K-5 © www.k5learning.com

Fact and opinion

Reading Comprehension Worksheet

Practice A parent or tutor should read along with the student, helping as needed.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

If something is true, or it really happened, it is a fact.

If something is what someone thinks or believes, it is an opinion.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

As you read this story, think about what parts are fact and what parts are opinion.

It was almost Halloween, and Maria still hadn’t thought of a costume. Her sister Louisa was going as a hot dog, and Maria thought that was the best idea ever. Louisa always took Maria trick-or-treating, and they always had costumes that went together. But this year, Louisa had been too busy with her friends to help Maria with a costume. Maria didn’t know what to do. Maria was looking in some magazines for costume ideas when her mom asked her to go with her to the grocery store. At the store, in the Halloween candy aisle, Maria saw a tall, pointed red hat that gave her a great idea. The hat only cost two dollars, so Maria’s mom bought it for her. Maria skipped all the way to the car. She had a costume! She was going to be…KETCHUP!

Circle the word “fact” if it is true or it really happened in the story. Circle the word “opinion” if it is what someone thinks or believes.

1. Maria thought Louisa’s costume was great. fact opinion

2. Louisa’s costume was a hot dog. fact opinion

3. Louisa had been too busy to help Maria. fact opinion

4. Maria was happy about her costume idea. fact opinion

5. The red hat cost two dollars. fact opinion

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As you read this story, think about what parts are fact and what parts are opinion.

Jack lives in a small town in Australia. The closest big city is an hour’s drive away. Jack looks forward to going to the city because when they drive through the countryside they almost always see kangaroos. Sometimes they even see a baby kangaroo riding in its mother’s pouch. Jack knows all about kangaroos. A baby is called a joey, a mother is called a doe, and a father is called a boomer. A group of kangaroos is called a mob. Once, Jack saw a kangaroo jump about three times its height. It was an amazing sight! He knows that when kangaroos are hopping along at high speed, they can go as fast as 40 miles per hour. Jack also knows that even though kangaroos are fun to look at, you wouldn’t want to try to pet one. If a kangaroo thinks it is in danger, it just might lean back on its big tail and kick you with its back feet.

Circle the word “fact” if it is true or it really happened in the story. Circle the word “opinion” if it is what someone thinks or believes.

6. Jack lives an hour’s drive away from the city. fact opinion

7. Jack likes when his family drives to the city. fact opinion

8. Baby kangaroos are called joeys. fact opinion

9. Jack was amazed at the sight of a kangaroo fact opinion jumping almost three times its height.

10. Jack knows that kangaroos can be fact opinion dangerous.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

11. What is one other fact from the story about Jack?

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Answer Key

1. opinion

2. fact

3. fact

4. opinion

5. fact

6. fact

7. opinion

8. fact

9. opinion

10. fact

11. Accept any reasonable response.

Online reading & math for K-5 © www.k5learning.com

Main idea and summarizing

Reading Comprehension Worksheet

Practice A parent or tutor should read along with the student, helping as needed. . ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

The main idea of a paragraph is what the whole paragraph is mostly about.

The details are small pieces of information that make the paragraph more interesting.

A summary includes the main idea of each of the paragraphs in a story. It does not include the details of the paragraphs.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

As you read this story, look for the main idea of each paragraph. These can be put together to make a summary of the whole story.

Anthony’s teacher, Mr. Rivera, gave the class a different kind of homework assignment. The assignment was to watch the weather report on television every night for a week. Mr. Rivera told the students some things to listen for as they watched each night’s report. He also gave them a worksheet to fill out while they watched. Mr. Rivera said to look at the large weather map that they would see behind the weather reporter. He told them that they might see a large blue line or a large red line on the map. There might be both a blue line and a red line. He said that a blue line is a high pressure area that usually brings dry weather. A red line is a low pressure area that usually brings wet weather. When blue and red lines meet, there usually is stormy weather on the way. On the worksheet there was a box to fill in with the expected high temperature for the next day. There were other boxes to check if it was expected to rain, or to be cloudy, or to be windy. Anthony watched the weather report and filled in the worksheet each night. He noticed that the next day was usually a lot like the report said it would be. One day’s weather map showed a blue line right next to a red line, and the next day there was a rainstorm. Anthony decided that he liked this kind of homework assignment.

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1. What is the main idea of the first paragraph? A. Anthony’s teacher is Mr. Rivera. B. Anthony’s homework was to watch the weather report for a week. C. Anthony likes to watch the weather report on television.

2. What is the main idea of the second paragraph? A. Mr. Rivera told the students what to watch for on the weather report. B. Mr. Rivera said the blue lines usually brings dry weather. C. Mr. Rivera said to look at the weather map behind the reporter.

3. What is the main idea of the third paragraph? A. The worksheet had a box to fill in with the expected high temperature for the next day. B. The worksheet had a box to check if it was going to rain. C. Mr. Rivera gave the students a worksheet to fill in.

4. What is the main idea of the fourth paragraph? A. Anthony liked the homework assignment. B. One day after Anthony watched the report there was a rainstorm. C. Anthony noticed that the weather report was usually right.

5. Write the number 1 through 4 in the boxes beside the events to show the sequence of what happened, from first to last. 1-4?

Mr. Rivera told the students what to watch for on the weather report.

Anthony’s homework was to watch the weather report.

Mr. Rivera gave the students a worksheet to fill in.

Anthony noticed that the weather report was usually right.

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6. What would be a good title for this whole story?

Online reading & math for K-5 © www.k5learning.com

Answer Key

1. B

2. A

3. C

4. C

5. 2, 1, 3, 4

6. Accept any reasonable response, such as “A Different Kind of Homework Assignment.”

Online reading & math for K-5 © www.k5learning.com

Supporting details

Reading Comprehension Worksheet

Practice A parent or tutor should read along with the student, helping as needed.

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The main idea of a story is what the whole story is mostly about.

The details are small pieces of information that make the story more interesting.

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As you read this story, think about what the whole story is mostly about.

The Crab and His Mother A Mother Crab was watching her son play on the beach. Like all crabs, the Young Crab walked along sideways. He walked along to the left, then he walked along to the right. The Mother Crab saw the lobsters on the other side of the beach. The lobsters were all walking straight forward. The Mother Crab said to her son, “Why do you walk sideways like that, my son? It would be much better to walk straight forward.” The Young Crab said to his mother, “That is true, dear mother. Show me how to walk straight, and I will follow your example.” The Mother Crab tried and tried, but she could not walk straight forward. She finally gave up trying, when she saw how foolish she had been to find fault with her son.

1. What is this whole story mostly about?

A. We learn best by example. B. The lobsters walked straight forward. C. The Young Crab learned to walk straight forward.

Online reading & math for K-5 © www.k5learning.com

2. Which of these is a small piece of information from the story that makes the story more interesting?

A. The Mother Crab walked up and down the beach, looking for her son. B. The Young Crab walked along to the left, then he walked along to the right. C. The Young Crab sat by his mother, watching the lobsters walking around on the beach.

3. Which of these is a small piece of information from the story that makes the story more interesting?

A. The Mother Crab laughed when she saw her son walking sideways. B. The Mother Crab told the lobsters that it would be better if they walked sideways. C. The Mother Crab told her son that it would be better to walk straight forward.

4. Which of these is a small piece of information from the story that makes the story more interesting?

A. The Mother Crab showed the Young Crab how to walk straight forward. B. The Mother Crab tried and tried, but she could not walk straight forward. C. The Mother Crab asked the lobsters to show the Young Crab how to walk straight forward.

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5. What is another small piece of information from the story that makes the story more interesting?

6. How do the details in this story make the story more interesting?

Answer Key

1. A

2. B

3. C

4. B

5. Accept any reasonable response, such as, the Mother Crab finally gave up trying to walk straight forward.

6. Accept any reasonable response, such as, it is interesting to picture the Young Crab walking around sideways as he plays on the beach.

Prediction

Reading Comprehension Worksheet

Practice A parent or tutor should read along with the student, helping as needed.

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Making a prediction is guessing what happened next.

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Granny Fox Gives Reddy a Scare By Thornton W. Burgess

Reddy Fox lived with Granny Fox in the Green Meadows. Granny Fox was the wisest, slyest fox in all the countryside, and she thought it was time that Reddy started to learn some things that every fox should know. So she taught him how to steal Farmer John’s chickens without waking Bowser the Hound. And she taught him all kinds of ways to fool a dog. Today Granny Fox was taking Reddy through the Green Forest. Reddy had never been that far from home, and he wondered where they were going. They came to a railroad track, and trotted along on it for a while until they came to a long bridge. At the edge of the bridge, Reddy looked down at the river far below. It made him feel dizzy. When he looked up, Granny Fox was running lightly across the bridge.

1. Use what has happened in the story so far to guess what will happen next. Circle the letter of the prediction you choose.

A. Reddy takes a deep breath, and runs after Granny Fox. B. Reddy is too afraid to go across the bridge. C. Reddy falls through the bridge, and into the river.

“Come across,” Granny Fox called to Reddy. But Reddy was afraid. He was afraid to put one food on that long bridge. He was afraid he would fall through it and into the water below. Granny Fox ran back to him. She sat down beside him. “Shame on you,” she said. “What are you afraid of? Just don’t look down. Come on. Just follow me.” But Reddy couldn’t do it. He just sat there beside Granny and let out a little whimper. Suddenly, Granny Fox sprang to her feet, as if in great fright. “Bowser the Hound, Reddy! Come, Reddy, come!” And she started across the bridge as fast as she could go.

2. Use what has happened in the story so far to guess what will happen next. Circle the letter of the prediction you choose.

A. Reddy is still too afraid, so Granny comes back and carries him across.

B. Reddy runs away from the bridge, and hides in the forest. C. Reddy doesn’t stop to think, he just runs across the bridge.

Reddy didn’t stop to look. He didn’t stop to think. His one idea was to get away from Bowser the Hound. “Wait, Granny! Wait!” he cried, and started after her as fast as he could run. Before he knew it, he was on the other side. He looked around to see where Bowser the Hound might be, but he was nowhere to be seen. Could he have fallen off the bridge?

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3. Use what has happened in the story so far to see if you can guess the ending. Write your prediction here.

Ask your parent or tutor to use the Answer Key to read the ending of the story.

Answer Key

1. B

2. C

3. Here is the ending of the story:

“Where is Bowser the Hound?” cried Reddy. “Why, he is home in Farmer Brown’s yard,” replied Granny Fox. Reddy stared at her for a minute. Then he began to understand. Granny Fox had simply scared him into running across the bridge. He felt silly, very silly indeed. “Now we’ll run back again, said Granny Fox. And this time Reddy did.

Sequencing

Reading Comprehension Worksheet

Practice A parent or tutor should read along with the student, helping as needed.

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Sequencing is putting things in order, from first to last.

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Here are some examples. Write the number 1 in the box beside what happened first. Write the number 2 in the box beside what happens second. Write the number 3 in the box beside what happens third. Write the number 4 in the box beside what happens last.

1. What happened first, second, third, and fourth? 1-4?

The birds wanted Magpie to teach them how to build a nest.

None of the birds stayed the whole time, and Magpie was angry.

Next, Magpie added some twigs to the nest.

Magpie made a mud pancake.

2. What happened first, second, third, and fourth? 1-4?

Hans traded his gold coins for a horse.

Hans took his bag of gold coins and set out to visit his mother.

Hans traded his goose for an ordinary stone.

Hans traded his horse for a cow, and his cow for a goose.

3. What happened first, second, third, and fourth? 1-4?

Camel reached over low wall, and Pig went through a low gate.

Next, Pig heard Camel, and said that being short is best.

First, Camel said that being tall is best.

Camel and Pig decided that both tall and short can be best.

4. What happened first, second, third, and fourth? 1-4?

Bear decided never to share the field with Fox again.

The next year, Fox had the turnips and Bear had only the tops.

The first year, Fox had the corn and Bear had only the roots.

Fox and Bear decided to share the crops in the field.

5. What happened first, second, third, and fourth? 1-4?

Finally, the Mother Crab saw that she had been foolish to tell her son to walk straight.

Then the Mother Crab tried and tried, but she could not walk straight forward.

The Mother Crab told her son that he should walk straight forward.

So the Young Crab asked his mother to show him how to walk straight forward.

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6. What clues can you use to understand the sequence of events in a story?

Answer Key

1. 1, 4, 3, 2

2. 2, 1, 4, 3

3. 3, 2, 1, 4

4. 4, 3, 2, 1

5. 4, 1, 3, 2

6. Accept any reasonable response, such as, look for words like “first,” “next,” “then,” and “finally.”

Sequencing

Reading Comprehension Worksheet

Practice A parent or tutor should read along with the student, helping as needed.

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Sequencing is putting things in order, from first to last.

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Read the story, paying attention to the sequence of events, from first to last.

A Costume for Maria Halloween was only three days away, and Maria still hadn’t thought of a costume! She had to have a costume, or it wouldn’t be any fun to go trick-or-treating. Her big sister Louisa had her own costume all planned. She was going to be a hot dog. Louisa was going to wear her tan pants and an old tan sweatshirt. A red swimming-pool noodle was going to be the wiener, and Louisa had painted a squiggly yellow line down one side of the noodle to look like mustard. She was going to wear a red beanie cap and her red bed-slippers. Maria wished she had thought of that. Louisa always took Maria with her to go trick-or-treating, and they always made costumes that went together. One year they were different colored marshmallows. Another year they were bumblebees. What was Maria supposed to do—try to figure out how to make a hamburger costume? Louisa usually helped Maria with her costume, but this year she had been too busy with her friends. Maria asked her own friends at school what they were going to be, but that just made matters worse. They all had great ideas. Maria looked in magazines for ideas, but the costumes she liked all looked like they would be hard to make.

Maria’s mom came upstairs and asked if Maria wanted to go with her to the grocery store. Maria sighed and put down the magazines. They weren’t any help, anyway. At the store, Maria went up and down the aisles with her mom until they came to the section selling things for Halloween. And there it was—the answer to her problem. It was just a tall, pointed red hat, but it gave her the perfect idea. It was only two dollars, so her mom agreed to buy it. When Maria got home, she rushed up to her room and dug through her drawers until she found her red winter tights, red shorts, and a long-sleeved red sweater. She tried them on, and added the pointed red hat. She took out a piece of paper and a red marker, and wrote in big letters, “KETCHUP.” Hot dogs and ketchup! What goes together better than that?

1. Write the numbers 1 through 6 in the boxes beside the events to show the sequence of what happened, from first to last. 1-6?

Maria went to the grocery store with her mom.

Maria looked in magazines to try to find ideas for a costume.

Maria asked her friends at school what they were going to be.

Maria’s mom bought her the pointed red hat.

Maria wished she had thought of a hot dog costume.

Maria tried on her new costume.

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2. What are two things that might happen next in this story?

Answer Key

1. 4, 3, 2, 5, 1, 6

2. Accept any reasonable response.

Story elements

Reading Comprehension Worksheet

Practice A parent or tutor should read along with the student, helping as needed.

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Stories have a beginning, a middle, and an ending.

The beginning of a story tells you who the story is mostly about, and where the story mostly takes place. The characters are who the story is mostly about. The setting is where the story mostly takes place.

The middle of a story tells you the things that happen in the story. The events are the things that happen in the story. The plot is all of the events in the story. The plot usually includes some kind of problem.

The ending of a story tells how the problem is solved. The problem solution is how the problem is solved.

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Think about these story elements as you listen to this story.

The Golden Fish Keeps a Promise By L. M. Gask

Upon a certain island in the middle of the sea lived a fisherman and his wife. They were so poor they often went without bread when the fishing did not go well. One day when the man had been fishing for many hours without any luck, he hooked a small golden fish with eyes as bright as diamonds. “Let me go, kind fisherman,” the little creature cried. “I would not even make a single mouthful for your dinner.” The man was so moved by the beauty of the golden fish that he let him go. Before he swam away, the fish promised that he would come back if the fisherman ever needed help.

The fisherman laughed, for he could not think how a little fish could help him, other than providing a bit of food. He went home and told his wife about his adventure. “What!” she cried. “You let him go? We have not a scrap of food in the house, and I suppose that now we must starve.” The fisherman’s wife continued to fuss at him until, finally, he decided to go and put the little fish to the test. He hurried down to the seashore, and stood at the edge of the waves. “Golden Fish, Golden Fish! Come and help me, please,” he called. The last word was not out of his mouth when the little fish popped its head up out of the water. “You see I have kept my promise,” said the fish. “How can I help you, my friend?” And when the fisherman made his request, the fish simply said, “Don’t worry about that. There will be plenty of food when you get home.” And strangely enough, when the fisherman arrived home, there was a basket of bread on the table, and cheese and fruit as well.

Now let’s think about the story elements.

1. Characters: Who is this story mostly about?

A. a little golden fish B. a fisherman, his wife, and a little golden fish C. a fisherman’s wife and a little golden fish

2. Setting: Where does this story mostly take place?

A. in a small cabin B. on a beach C. on an island

3. Problem: What problem does one or more of the story characters have?

A. The fisherman and his wife do not have much food to eat. B. The fisherman does not want to let the golden fish go free. C. The golden fish does not keep his promise to help the fisherman.

4. Event 1: Which event happens first in this story?

A. The fisherman’s wife fusses at him for letting the fish go free. B. The fisherman catches a small golden fish. C. The fisherman calls for the golden fish to come and help him.

5. Event 2: Which event happens second in this story?

A. The fisherman’s wife fusses at him for letting the fish go free. B. The fisherman catches a small golden fish. C. The fisherman calls for the golden fish to come and help him.

6. Event 3: Which event happens third in this story?

A. The fisherman’s wife fusses at him for letting the fish go free. B. The fisherman catches a small golden fish. C. The fisherman calls for the golden fish to come and help him.

7. Problem Solution: How is one of the characters’ problem solved?

A. The fisherman catches the golden fish again. B. The fisherman asks the golden fish for help, and food appears on the table. C. The fisherman’s wife asks the golden fish for help.

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8. How does thinking about story elements help you to understand the story better?

Answer Key

1. B

2. C

3. A

4. B

5. A

6. C

7. B

8. Accept any reasonable answers. For example, paying attention to the setting, the characters, the problem, and the events in the story can help you picture what is happening. This helps you understand and remember what is most important in the story.

Author’s purpose

Reading Comprehension Worksheet

Practice A parent or tutor should read along with the student, helping as needed.

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An author’s purpose is the reason for writing something.

Sometimes the purpose is to give us information. Sometimes the purpose is to teach us something. Sometimes the purpose is to make us laugh.

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Here are some story summaries. Think about the author’s purpose for writing each one.

Granny Fox wanted Reddy Fox to learn to run across the railroad bridge, but Reddy was scared. So Granny Fox cried out that she heard Bowser the Hound coming toward them. Reddy was even more scared of Bowser the Hound, so he followed Granny across the bridge. But Bowser had not been there at all. Granny had tricked Reddy Fox into running across the bridge!

1. What is the author’s purpose for writing this story? A. to give us information B. to teach us something C. to make us laugh

A fisherman caught a little golden fish. He took pity on the little fish, and let him go. In return, the fish promised that he would come back if the fisherman ever needed help. The fisherman’s wife was angry that he had let the fish go, because they had no other food. She told him to go ask the fish for food. So the fisherman went back to the seashore and called to the golden fish. He told the fish that they had no food, and when he got home there was food on the table.

2. What is the author’s purpose for writing this story?

A. to give us information B. to teach us something C. to make us laugh

African elephants are some of the smartest animals in the world. They form close friendships with each other and with humans. They communicate with each other, help each other, and play with each other. They feel both happiness and sorrow. They cry when they are sad. If a friend is sad, an elephant will offer gentle touches with its trunk as comfort. If there is danger, elephants warn each other by stamping their feet on the ground. Other elephants can feel the ground movement with their feet even if they are twenty miles away.

3. What is the author’s purpose for writing this story?

A. to give us information B. to teach us something C. to make us laugh

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4. What is another example of a story written to give us information?

5. What is another example of a story written to teach us something?

6. What is another example of a story written to make us laugh?

Answer Key

1. C

2. B

3. A

4-6 Accept any reasonable responses.

Online reading & math for K-5 © www.k5learning.com Objective Concepts (gravity, climate, solar system, hydrogen, helium, elements, ultraviolet rays, cluster, galaxy, Milky Way Galaxy); Sight words (surface, core, dangerous, causes, amount, glowing, tiny, twinkling)

Vocabulary

surface amount

core glowing

dangerous tiny

causes twinkling

The Sun and the Stars By: Sue Peterson

Scientists know many things about the Sun. They know how old it is. The Sun is more than 4½ billion years old. That would be too many candles to put on a birthday cake!

They also know the Sun’s size. The Sun may seem small, but that is because it is so far away. It is about 93 million miles (150 million kilometers) away from the

Earth. The Sun is so large that the diameter of the Sun is

The Sun is made up of gases: 75% hydrogen and 25% helium. Hydrogen is the simplest and lightest of all of the known elements. When you combine hydrogen with oxygen, you get water. You probably know what helium is. It is the gas that can be put into balloons to make them stay in the air and float.

Scientists also know the temperature of the Sun. The surface of the Sun is about 10,000 degrees Fahrenheit

(5,600 degrees Celsius). That might sound hot, but the

Sun’s core is even hotter. The core is the central region where the temperature reaches about 27 million degrees

Fahrenheit (15 million Celsius).

The Sun is the center of our Solar System. Besides the

Sun, the Solar

System is made up of the planets,

The Earth and other planets revolve around the Sun.

The Sun is very important. Without it, there would be only darkness and our planet would be very cold and be without liquid water. Our planet would also be without people, animals, and plants because these things need sunlight and water to live.

The Sun also gives out dangerous ultraviolet light which causes sunburn and may cause cancer. That is why you need to be careful of the Sun and wear sunscreen and clothing to protect yourself from its rays.

Scientists have learned many things about the Sun.

They study the Sun using special tools or instruments such as telescopes. One thing they do is to look at the amount of light from the Sun and the effect of the Sun’s light on the

Earth’s climate.

The Sun is actually a star. It is the closest star to the

Earth. Scientists also study other stars, huge balls of

glowing gas in the sky. There are over 200 billion stars in

smaller than the Earth. They all look tiny because they are

so far away from the Earth. This distance is measured in

light-years, not in miles or kilometers. (One light-year is

equal to the distance that light travels in one year. This is

about six trillion miles or ten trillion kilometers!)

Stars look like they are twinkling because when we see them, we are looking at them through thick layers of turbulent (moving) air in the Earth’s atmosphere. That is why the words are written in the song: Twinkle, Twinkle,

Little Star.

Stars have lifetimes of billions of years. They are held together by their own gravity. Over half of the stars in the sky are in groups of two. They orbit around the same center point and across from each other. There are also larger groups of stars called clusters. These clusters of stars make up galaxies. Our

Solar System is located in the Milky Way Galaxy.

Language Work

A. Fill in the blank and spell.

surface s __ __ f a c ______

core c __ __ e ______

causes c __ __ s e s ______

amount a m __ __ n t ______

tiny t __ n ______

B. Use each word in a sentence. Underline the word used.

dangerous ______

______.

glowing ______

______.

twinkling ______

______.

1. gravity a. the kind of weather a place has

2. climate b. the Sun and everything that revolves around it

3. solar system c. a force which tries to pull two objects toward each other

4. hydrogen d. the central region

5. helium e. the simplest and lightest of known elements

6. elements f. an element in air that can be used to inflate balloons

7. core g. a number of things together

8. ultraviolet rays h. simple substances from what things are made

9. cluster i. light from the Sun that can harm

Multiple-Choice Questions (Put an X in front of the correct answer.)

1. What is one comparison the author makes about the size of the Sun? a. There is darkness without the Sun. b. The diameter of the Sun is 109 times the Earth’s diameter. c. Scientists study the Sun with special tools. d. The Sun is 93 millions miles away.

2. What is the main idea of this text? a. The Sun and stars are fun to look at. b. The Sun and stars are far away. c. The Sun and stars are larger than you think. d. The Sun and stars are described so you can learn more about them.

© Sue Peterson 2012 www.k5learning.com 3. What does the text say about the size of stars? a. They are all the same size. b. They are all small and you can see them twinkle. c. Some stars are larger than the Sun and others are smaller than the Earth. d. They are all smaller than the Sun.

Definitions (Write the meaning of each word as it is used in the text.)

1. surface

2. glowing

3. twinkling

Extended Response (Answer in complete sentences.)

1. Why do you think the author included a section on the Sun and another section on stars in the same text?

______

______.

______

______.

3. Why does the Sun look so small, but it is really large?

______

______.

The Sun and the Stars Matching 1(c); 2(a); 3(b); 4(e); 5(f); 6(h); 7(d); 8(i); 9(g) Multiple-Choice Questions 1. b 2. d 3. c Extended Response (Accept reasonable answers.) 1. They have similar features and they are both part of the solar system. They are both in the sky. And the Sun is a star. 2. Free expression 3. The sun is very far away. (Various facts are listed in the text about the size, etc.)

Objective Concepts (comet, Quaker, telescope, astronomy, knowledge, homophones-metal/medal, prefix “dis”- disagreed, “ly”-truly, contribution of women in science); Sight words (served, trace, realized, demanded, disagreed, refused, quote, truly)

Vocabulary

served disagreed

trace refused

realized quote

demanded truly

Miss Mitchell’s Comet By: Sue Peterson

Maria Mitchell was born in 1818 in Massachusetts. She was raised as a Quaker. The Quaker religion values education equally for boys and girls. So although many other young girls could not attend school at this time, the Quaker families sent their daughters to school.

In fact, Maria’s father was her first principal. When Maria was 11, her father built his own school and she was a student in this school. Maria also served as a teaching assistant. A teaching assistant is someone who is a teacher’s helper.

Because Maria showed an early interest in the stars, Mr. Mitchell taught Maria about the telescope and astronomy. Astronomy is the study of the universe beyond the earth which includes stars, planets, comets, and galaxies.

In 1847, Maria discovered a comet by using her own telescope. The King of Denmark had offered gold medal prizes to anyone who discovered a comet with a telescope. She won one of these prizes for her comet discovery and this made her name very well-known throughout the world. She became the first professional female astronomer in the United States.

Maria was the first woman elected to the American Academy of Arts and Sciences and also to the American Association for the Advancement of Science. Later in her career, she worked for the U.S. Nautical Almanac Office to trace how the planet Venus yearly orbited.

Maria became professor of astronomy at Vassar College in 1865 and was named Director of the observatory there. Maria soon realized that she was paid much less Early years of Vassar College as a woman professor. She demanded that the college pay her just as much as the men professors. Guess what? After asking for more money, she eventually received the same pay as the men professors.

Vassar College today

She helped start the American Association for the Advancement of Women and served as its president for three years. She was also one of the first women to be elected to the American Philosophical Society.

Maria died in 1889 at the age of 70. The Maria Mitchell Observatory in Nantucket, Massachusetts, is named in her honor. She was given many honors after her death. She is listed in the National Women’s Hall of Fame, and both a World War II liberty ship, and the crater “Mitchell” on the Moon are named after her.

Maria Mitchell is well-known for her quote, “We have a hunger of the mind. We ask for all of the knowledge around us and the more we get, the more we desire.” She truly loved learning and she truly was a great astronomer.

A WWII liberty ship named in Miss Mitchell’s honor The crater “Mitchell”

Multiple-Choice Questions (put an X in front of the correct answer)

1. The advantage of being a Quaker in 1818 helped Maria Mitchell ______. a. learn to sew b. babysit children c. work in a factory d. attend school

2. Maria’s father was instrumental in helping Maria develop an interest in science. He taught her how to use a telescope and all about ______. a. social studies b. math c. English d. astronomy

3. Maria discovered a _____ and was awarded a gold medal prize from the King of Denmark. a. meteor b. star c. cloud d. comet

Definitions (Write the meaning of each word as it is used in the text.)

1. trace

2. realized

3. truly

Extended Response (Answer in complete sentences.)

1. What it the main idea of this text? Why was the text written?

______

______.

2. What are some important “firsts” that Maria Mitchell is credited with? ______

______

______.

© Sue Peterson 2012 6 3. Maria is known for speaking up for what she believed in and taking action. Several instances were explained in the story. Summarize what she felt about equal pay for women. In addition, explain her viewpoint on slavery. What action did she take? ______

______

______.

Mitchell’s Comet

Miss Mitchell’s Comet Multiple-Choice Questions 1. d 2. d 3. d Extended Response 1. The text was written to share about Maria Mitchell’s life and what she contributed to the world of astronomy. 2. Accept any reasonable answer to include some of these firsts: She was the first woman to join the American Academy of Arts and Sciences as well as the American Association for the Advancement of Science. She was one of the first women to be elected to the American Philosophical Society. 3. Accept any reasonable answer but the student must mention that Maria felt women should get paid the same as men for the same job. She also did not agree with slavery. She would not wear any cotton clothing in honor of the slaves as usually this type of clothing was made with the cotton that the slaves picked from the fields.

This story is an excerpt from a levelled reading workbook available at store.k5learning.com/reading-comprehension