third grade - wichita usd 259...about nature: birds migrate. but far fewer people know this fact:...

THIRD GRADE

Weeks of:

APRIL 27TH & MAY 4TH WICHITA PUBLIC SCHOOLS

To Students, Parents and Guardians:

Week 7 and 8 Packets will be mailed out the week of May 11th.

2nd, 3rd and 4th Grades

Your child should spend up to 60 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as:

Using a deck of cards

build a house or structure. How many stories high is

your building?

Ask to help cook part of dinner.

Write a note to someone you appreciate in your

house. State three reasons why you appreciate

them. Leave the note for them to find.

How many cups are in your kitchen? How many

plates? Which do you have more of?

How many more?

Mindful Minute: Find a relaxing place to sit and

set a timer for one minute. Close your eyes and take

slow deep breaths focusing only on your

breathing. Repeat two more times.

Go on a walk outside. How many living things

can you see?

Plan and perform a play.

Read a book to someone in your house.

*All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision.

For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage,

contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school.

The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540

WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE

316-973-4443 MARCH 30 – MAY 21, 2020

MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY

For Multilingual Education Services (MES) support,

please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese).

The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities.

3/19/2020 Journeys 2017: Close Readers SE, Grade 3

https://www-k6.thinkcentral.com/content/hsp/reading/journeys2017/na/gr3/close_readers_9780544867338_/index.html 1/4

Background An electromagnet is a piece of metal that becomes magnetic when an electric current is passed through it. Electromagnets are in many items we use every day, as you’ll find out in this text.

Setting a Purpose Read the text to learn about how electromagnets help you.

Electromagnets and You

1 Read As you read, look for text evidence.

• Circle the title of this text.

• Underline the name of the device in the photo.

Ding-dong! Pressing a doorbell turns an electromagnet on. The magnet makes a striker or arm move. It hits a bell, and the doorbell rings.

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

• Im

age

Cred

its:©

Thom

as M

icha

el C

orco

ran/

Phot

oEdi

t

116

Copyright © 2017 by Houghton Mifflin Harcourt Publishing Company



2 Read As you read, look for text evidence. Underline words that tell how an electromagnet makes a blow dryer work.

Did you know that electromagnets help you dry your hair? Any machine with an electric motor uses an electromagnet to turn working parts on and off. So a blow dryer, vacuumcleaner, refrigerator, washing machine, and radio all have electromagnets.

vacuum cleaner:

3 Reread and Discuss Reread the page. Why do you need electromagnets when you press the OFF button on a machine? Cite text evidence in your discussion.

SHORT RESPONSE Cite Text Evidence How are all machines named on this page the same?

Cite details from the text in your response.

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

• Im

age

Cred

its:©

Astra

Pro

duct

ion/

Pict

ure

Pres

s/Ge

tty Im

ages

117




4 Read As you read, look for text evidence. Circle the word that names the machine in the photo.

Electromagnets even help you have fun!A computer uses electromagnets, too.

Electromagnets help store information on the computer’s hard drive so you can find it later. hard drive:

5 Reread Reread the page and look back at the previous page. What do electromagnets do in computers that they don’t do in blow dryers? Cite text evidence in your response.

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

• Im

age

Cred

its:©

Stew

art C

ohen

/Car

dina

l/Cor

bis

118





• Circle the name of the item shown in the photo.

• Underline words that tell what happens when electricity creates a magnetic field.

Music pumps out of a stereo’s speakers because of electromagnets. Inside, the cone has a coil attached to it. Around that is a magnet. Electricity creates a magnetic field. This vibrates, or shakes, the coil. The cone moves, too. That’s what makes the sound you hear.

magnetic field:

7 Reread and Discuss Reread the page. What parts inside a stereo speaker are needed to make sound? Cite text evidence in your discussion.

SHORT RESPONSE Cite Text Evidence How would your life be different without electromagnets?

Cite text evidence from this page and the rest of the text in your response.

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

• Im

age

Cred

its:©

Mat

thia

s Ku

lka/

Corb

is/G

etty

Imag

es

119


ILLUSTRATION CREDIT: George Uhlrich

PHOTOGRAPHY CREDITS: Cover © Mark Conlin/SeaPics.com. 8–9 © VICTORIA MC CORMICK/Animals Animals-Earth Scenes. 12 © Chris Huss/SeaPics.com. 13 © Mark Conlin/SeaPics.com. 14 © Tim Watts.

Copyright © by Houghton Mifflin Harcourt Publishing Company

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage and retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Requests for permission to make copies of any part of the work should be addressed to Houghton Mifflin Harcourt School Publishers, Attn: Permissions, 6277 Sea Harbor Drive, Orlando, Florida 32887-6777.

Printed in China

ISBN-13: 978-0-547-01858-4ISBN-10: 0-547-01858-4

1 2 3 4 5 6 7 8 0940 18 17 16 15 14 13 12 11

If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

by Rufus Albermarle

�

Table of ContentsIntroduction 3

Why Do Fish Migrate? 4

Where Do Fish Migrate? 6

From Fresh to Salt Water (or Vice Versa) 10

How Do Fish Know Where They’re Going? 1�

3

IntroductionHave you seen flocks of birds flying south

in late autumn, or north in the spring? In some places, it’s a key sign of seasonal change, like falling leaves or budding branches.

Even people who don’t know a squirrel from a hedgehog usually know this one basic fact about nature: birds migrate. But far fewer people know this fact: fish migrate, too. Hardly anyone notices, since fish travel through the water, not the air. But they migrate all the same.

Only some kinds of fish (and only some kinds of birds) migrate. Others are happy to just stay put while the migrators set out on journeys of seemingly impossible distances, against seemingly impossible odds. What makes them do it?

4

Why Do Fish Migrate?Like birds, fish migrate for one reason above

all. It’s an important one: survival.Many fish migrate to places where they can

find plenty of food. Plankton, or tiny plants and animals that float in salt water and fresh water, is a favorite food for many fish. Plankton is plentiful in different places at different times of the year. So fish may travel long distances to find it. They may also feed on smaller fish that eat plankton.

Why do fish migrate?

I’d like to know. It’s a lot

of work.

5

Fish also migrate to find the best places to breed, or lay their eggs. Many fish parents pick breeding areas that are far away from where they normally live and eat. Why? Young fish may eat different foods from that of their parents. So the parents lay their eggs where their babies can find the food they need to grow. Parent fish also may lay their eggs far from home so they don’t end up eating their own babies. (Accidents happen.)

But not all migrating fish seem to be looking for food, or better breeding grounds. Scientists aren’t sure why some species migrate. Maybe they just want a change of scenery!

This looks like a great place to have our babies!

Babies. Mmm. Delicious!

�

Where Do Fish Migrate?Migrating fish head to many different

destinations. But they can be divided into three main groups.

The first group of migrating fish is called oceanodromous (oh shu NOD reh mes). Oceanos is the Greek word for ocean. These fish migrate in salt water only. Most migrating fish fall into this category.

Another group of migrating fish is called potamodromous (paw ta MOD reh mes). Potamos is the Greek word for river. These fish migrate in fresh water only.

A third group is called diadromous (dye AD reh mes). Dia is the Greek word for between. These fish migrate between fresh water, such as a lake, and salt water, such as the ocean. They may live in fresh water and migrate to salt water when it’s time to breed, or they may do the opposite, and live in salt water and migrate to fresh water.

7

potamodromous fish

I’m a tuna. I migrate in

salt water only.

diadromous fish

oceanodromous fish

We salmon go both ways. We migrate between fresh

water and salt water.

They call me a “brown trout”. I

migrate in fresh water only.

8

The most famous diadromous fish are salmon. (If you’d heard of fish migration at all, it’s probably because of salmon.) Salmon are born in fresh-water streams. Then they migrate down the streams to the ocean. They live in salt water for a few years and then return upstream to breed.

Migrating is hard work for

a salmon!

9

The salmon’s journey upstream is dramatic. It may take several months. Salmon sometimes leap into the air, over thunderous waterfalls and rapids, to avoid strong currents that would carry them back to the sea.

10

From Fresh Water to Salt Water (or Vice Versa)

Some migrating fish also have special features that help them adjust to traveling between fresh and salt water.

Fish that live in fresh water have salty fluid in their bodies. When they swim, they absorb fresh water through their skin. Then they expel, or get rid of, some of this water so that they don’t become waterlogged, or bloated with water. These fish have to keep a mix of salty and unsalty fluid in their bodies. Without the right amount of each, the fish will die.

No, thanks. Just a nice big tank of fresh water, please.

11

When fresh-water fish travel to salt water, things change. Salt water contains much more salt than a fish’s body can handle. A fresh-water fish drinks seawater to keep from drying out. But then it expels all the extra salt back into the sea. So the fish still keeps the right balance of salty and unsalty fluids in its body.

Only a few types of fish, including salmon and some kinds of trout and herring, can survive in both fresh water and salt water.

Fresh Water to Salt Water

fresh-waterfish

ocean(salt water)

river(fresh water)

12

How Do Fish Know Where They’re Going?Like birds, migrating fish travel enormous

distances without maps, compasses, or signs. How do they do it?

Some fish find their way through the underwater landscape by using their sense of smell. That’s how salmon move between the ocean and fresh water. Some salmon travel thousands of miles to reach the streams where they breed. Each salmon remembers the scent of the stream in which it hatched. When the adult salmon migrates back through the ocean toward the stream, the scent of that stream gets stronger.

Ahh. The sweet smell of

fresh water!

13

But not all fish can use smell to migrate. Some migrating fish are guided by changes in water temperature. If the water gets too chilly, for example, they may know they’ve veered off their course.

We tuna migrate north and south every year.

We follow the changes in the ocean temperature.

14

In other cases, scientists just don’t know how fish navigate when they migrate. Eels are one such case. Some eels travel nearly 4,000 miles to their breeding grounds! Nothing gets in their way. They even wiggle out of the water and over solid surfaces such as dams or pipes if they have to. But no one’s figured out exactly how they know which way to go. The odds against them seem pretty frightening.

But eels don’t think this way. Like all migrating fish, they just keep swimming!

Nothing gets in the way of

eel migration!

15

RespondingTARGET SKILL Compare and Contrast

Copy the chart below. Complete the chart by writing one detail about what each fish does that the other does not.

Text to World What if suddenly there were no more fish? Write a paragraph describing what the world would be like. What would be the same? What would be different?

Write About It

? Both types ? of fish migrate.

Oceanodromous Both Potamodromous

16

accidentschillydramaticfrighteninglandscape

migrateplentysolidsurvivalthunderous

TARGET VOCABULARY

TARGET SKILL Compare and Contrast Tell how details or ideas are alike and different.

TARGET STRATEGY Visualize As you read, use selection details to picture what is happening.

GENRE Informational text gives factual information about a topic.



Background Karate is a form of self-defense, or a way to protect yourself. It’s also a sport. As you get better at karate, you earn belts of different colors. This text includes information about karate and a journal entry by someone who practices karate.

Setting a Purpose Read the text to find out what happens when a girl tries to win her blue belt in karate.

My Blue Belt Day!


Underline the words that tell what the word karate means.

Karate is an ancient Asian form of self-defense. It uses no weapons. In fact, karate in Japanese means “empty hand.” In karate, a person uses kicks, punches, blocks, and hand chops to stop an attacker.

ancient: ©

Hou

ghto

n M

ifflin

Har

cour

t Pub

lishi

ng C

ompa

ny

120





• Circle the words that tell which students wear white belts in karate.

• Underline the words that tell how students get their next belt.

Belt colors show how much karate students have learned. Beginners wear white belts. A student must pass a test to achieve each next belt. The kicks and other moves get harder and more complicated with each level of belt. The highest level is the black belt, the sign of the master.

complicated:

master:

There are different schools of karate. Most follow this order of belts.

3 Reread and Discuss Reread the page. Why do students wear different belts in karate? Cite text evidence in your discussion.

SHORT RESPONSE Cite Text Evidence What do students need to learn and do if they want to move

to the next belt level? Cite details from the text in your response.

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

121





• Circle the date when the journal entry was written.

• Underline colorful language the writer uses to describe how she felt before her karate test.

May 3

Why was I so scared this morning? My stomach was doing flips. You’d think I was facing a cougar instead of a karate test! I didn’t feel scared six months ago. That’s when I took my test to earn my green belt. I knew the green belt forms and performed all the kicks and blocks and punches just right. This morning, though, I didn’t feel ready for the blue-belt test. I guess I was unsure about my roundhouse kick. The front kick, side kick, and roundhouse kick all need to be perfect to earn the blue belt.

forms:

blocks:

roundhouse kick:

5 Reread Reread the page. How can you tell that this text is a journal entry? Cite text evidence in your response.

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

122




6 Read As you read, look for text evidence. Underline words that tell what advice the girl’s instructor gives her.

Just before my test, though, my instructor helped me. Sensei Scott said I just needed to focus. He said, “Don’t think about earning your blue belt. Just think about each move as you do it.”

It worked. I snapped my leg into a front kick. I whipped it out into a side kick. Then I shouted “Yiah!” and swung my right leg around for a perfect roundhouse kick.

sensei:

Now I think that in six months I will be trading my blue belt for purple!

7 Reread and Discuss Reread the page. What can you conclude about the writer’s karate test based on the last sentence of her journal entry? Cite text evidence in your discussion.

SHORT RESPONSE Cite Text Evidence What details and language does the writer use that help you

understand what she is like and how she feels? Cite text evidence in your response.

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

123


Copyright © by Houghton Mifflin Harcourt Publishing Company

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage and retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Requests for permission to make copies of any part of the work should be addressed to Houghton Mifflin Harcourt School Publishers, Attn: Permissions, 6277 Sea Harbor Drive, Orlando, Florida 32887-6777.

Printed in China

ISBN-13: 978-0-547-01860-7ISBN-10: 0-547-01860-6

1 2 3 4 5 6 7 8 0940 18 17 16 15 14 13 12 11

If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

by Minnie Timentiillustrated by Elizabeth Allen

�

Lowell and his family had just moved to Plattsville. On the first day in his new home, Lowell looked for his stuffed bear. “I can’t find Ursus,” he said to his parents.

“Aren’t you a little old to have a teddy bear?” asked Dad.

Lowell knew that his father didn’t like the bear, but Ursus had been Lowell’s best buddy for years. Ursus brought Lowell good luck.

“Don’t worry. He’ll turn up,” said Mom. “We still have a lot of boxes to unpack. He’s probably in one of them.”

3

Nobody knew that Ursus was still in the

moving van. The little bear had fallen out of a box

and was hidden under a thick pad. Now the van

was rumbling down the highway.

The next day, the van made a new trip. Ursus

lay beside the furniture and boxes that had been

loaded all around him. Then, when the unloading

was nearly done, a mover picked up the little bear.

“He must have fallen out,” the mover said as

he shoved Ursus into a large, round box. The box

was brought indoors and placed in a closet.�

Weeks later, a woman opened the box and took out a hat. She put the hat on her head and looked at herself in a mirror. She stared at the little bear sitting on the brim of the hat. A smile spread across her face.

5

She read the bear’s nametag and said, “I don’t

know how you managed to get here, Ursus. But

you have inspired me!”

The woman was Toppsburg’s most famous—

and most talented—clothing designer, Jewelann

Darling. She was currently planning her new line

of children’s clothes.

“I needed an idea. Now I have one!” she said.

Then she began sketching.

Jewelann Darling drew a jacket that looked

like a teddy bear’s body. Its hood was a teddy

bear’s head. She drew teddy bear buttons and

teddy bear slippers. As she worked, she talked to

Ursus, showing him her sketches.

“I have the loveliest idea for a teddy bear scarf,

with a real teddy bear attached,” she told him.

“It’s such a pleasure having you to inspire me!”

6

Jewelann Darling went shopping for fabrics.

She wanted them to feel as soft as a teddy bear.

So she took Ursus with her. But on the trip back,

Ursus fell out of a shopping bag. He tumbled

onto the street.

Jewelann Darling didn’t notice that Ursus was

gone until she got home.

“What a shame!” she said with sincere feeling.

“I’ll miss our conversations.”

�

By that time, someone else had picked up Ursus. Casey Throckleton was a pitcher for the Toppsburg Teddybears baseball team. He knew that being a good pitcher depended on hard work and luck. He always worked hard. What he needed was luck.

So when Casey Throckleton saw a stuffed bear lying in the street, he stopped. He picked it up. “Hey, little Urs,” he said, reading the torn nametag. “This must be my lucky day.”

�

That night, just before the game, Casey Throckleton turned his lucky necklace backwards. He checked to make sure he was wearing his lucky socks inside out. He tapped Ursus on the head three times. Then he jogged out to the field.

�

Casey threw his first pitch. Strike! His second. Strike! His third. Strike! Casey Throckleton pitched the whole game. Nobody on the other team even got a hit! In one game, Casey became the star of the Toppsburg Teddybears!

As the team cheered and celebrated, Casey Throckleton said to himself, “That Urs is a good-luck bear!” But when he looked for Ursus in the dugout, the little bear was gone.

Fans of the Toppsburg Teddybears always tossed stuffed bears onto the field when the team won. When this exciting game ended, there were plenty of bears for the cleanup crew to gather, including the one in the dugout. The crew sent the bears to a thrift shop that sold them and donated the money to people who needed help.

10

Ursus sat among the other stuffed bears at the Good Neighbor Thrift Shop for a long time. Finally, a man picked him up. Holding the bear in one hand, the man waved Ursus back and forth rapidly. He read the torn nametag. “Ur will do just fine,” he said as he paid the clerk.

11

The man was Byron Leezling, a photographer

who took pictures of pets. Days later, Leezling

was trying to take a photo of a pretty poodle

named Chichi.

“Look at the bear, Chichi!” Leezling called to

the poodle as he waved Ursus in the air. Chichi

seemed interested. “That’s right, just look at the

bear... Work with me, Chichi... Watch the teddy

bear... Very good!” Leezling said as he snapped

one picture after another. Then he placed Ursus

on the ground.

12

WHOOOOSH! Just then, an eagle swooped

down. Leezling gave a shout of terror. Chichi

barked wildly. The eagle snatched Ursus in

its claws. Leezling watched open-mouthed

as the eagle carried the bear into the air and

disappeared.

When Leezling caught his breath, he said, “I

guess the bird thought the bear was a real animal.

So long, little Ur!”

13

The eagle landed on a high branch. It quickly discovered that Ursus was not something to eat. When the eagle flew off, Ursus fell onto a grassy field.

Ursus stayed hidden in the tall grass. It rained, then snowed, then rained again. One evening, a cat found him. The cat, a very large tabby, managed to carry the bear in its mouth. It brought Ursus through an open window into a basement. It dropped Ursus behind a washing machine and ran off to look for mice.

14

The next day, a woman was putting some

clothes in the washing machine. “Well, look

what’s here!” she said.

The woman called upstairs. “Lowell, look!

I found Ursus.”

Lowell bolted down the stairs.

“I thought you got rid of that bear,” said

his father.

The surprise reunion made Lowell wonder.

“He’s been down here all alone for a year?” he

asked his parents.

Mom shrugged. “I guess so,” she said. “Poor

bear. He looks like something the cat dragged in.”

“Hey, Ursus,” said Lowell. “Welcome to your

new home.”

15

RespondingTARGET SKILL Sequence of Events

What are the stops Ursus makes on his journey? Copy the chart. Write the stops in the order they happened. Add more boxes if you need to.

EventA mover puts Ursus in a hat box.

Event?

Event?

Text to Text Think of another character you know who has to find the way home. Write a paragraph describing how the character gets back home.

Write About It

16

conversationscurrentlyinspiredloadedloveliest

managedpleasurereunionsincereterror

TARGET VOCABULARY

TARGET SKILL Sequence of Events Tell the time order in which events happen.

TARGET STRATEGY Analyze/Evaluate Think about what you read. Then form an opinion about it.

GENRE A fantasy is a story that could not happen in real life.

Weekly Supports for Diverse Learners

ELA K‐5

General Accommodations:

Break assignments into chunks of learning. Tackle a little at a time.

Clarify or reword directions for understanding.

Highlight directions.

Provide a dictionary to assist with spelling or have the child sound out the words.

Provide a quiet place to work without distractions.

Provide extra time to finish assignments.

Read or assist your child in reading text such as passages, questions, and answer choices. Read the text to your child a couple of times then read the text with your child. Read to your child stopping for them to read words they can independently. Allow your child to answer comprehension questions in many different ways such as orally, drawing

a picture or acting out the story showing understanding. Read the same text multiple times throughout the week. Scribe written responses for your child.

Work with your child one on one.

Provide fewer answer options for multiple choice questions (e.g., 3 answer options instead of

4).

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz

*Use this alphabet chart to assist with letter recall and recognition when students are required to write

written responses.

*Grades K‐5 can use the below sight word dictionary provided to assist with word recall and recognition

when students are required to write written responses.

Journeys Kindergarten High Frequency Words

Aa Bb Dd for he is Mm Oo over see that to was Yy a be day from help Jj make of Pp she the too we you

all but do Gg her just me off play show their Uu went your

and by down give here Ll my on put so them up what

are Cc Ee go how like Nn one Ss some then Vv when

ask came every good Ii little new only said soon there very where

ate come Ff Hh I look now our saw Tt they Ww will

away could find have into out say take this walk with

Journeys First Grade High Frequency Words

Aa bird covers few he long off Ss teacher warm above blue cried field head look old said their was

about both Dd find hear loudly once school there wash

across boy different first heard loved one second these watch

after bring do five help Mm only seven they water

again begins does fly her make open shall think were

all bird done follow here many or she those what

almost blue don’t food high maybe our should thought where

along both door for hold me out show three who

always boy down four house minute over sing today why

and bring draw friend how more own small together window

animal brothers Ee friendship Ii most Pp soil too with

around brown earth full Idea mother paper some took work

away buy eat funny into my party sometimes toward world

Bb by eight Gg Kk myself people soon try would

baby Cc enough give kind Nn pictures sorry two write

ball call even goes know near play starts Uu Yy be car every good Ll never please stories under years

bear carry everyone great large new pull story until yellow

beautiful caught eyes green laugh night pushed studied use you

because city Ff ground learning noise put sure Vv young

been cold fall grow light nothing Rr surprised very your

before come family Hh listen now read Tt Ww

began could far happy little Oo ready take walk

begins country father have live of right talk want

Journeys Second Grade High Frequency Words

Aa behind didn’t floor hello loved Pp should talk water above being different flower help Mm paper sing tall what’s

across better doing follow high maybe part sky teacher while

afraid bird door food hold might party slowly though why

against book Ee found horse mind people someone thought window

ago boy earth friends house money pictures something through without

air brothers else from hundred morning places sometimes told woman

almost Cc enough front Ii most pushed sorry tomorrow won’t

alone called even Gg I’ll mother Rr sound took words

along car ever girl I’ve more ready started toward world

also care every gone idea move really starts town write

animals cheer everyone great Kk Nn remember stood turned Yy another children everything ground kept near river store Uu years anything city eye Hh knew never room stories until young

Bb comes Ff happened Ll next Ss story Vv

baby coming falling happy large night says studied voice

ball cried family hard learn nothing school sure Ww

bear Dd father head learning Oo second surprised walked

began dark few hear leaves other she Tt warm

begins dear field heard lived outside sheep table watch

Solve and Sort: It’s All in a Day

Object of the game:

Be the player to earn the most points by correctly solving and sorting word problems.

Math: Solve word problems involving addition and subtraction of time intervals in

minutes.

Materials:

Numbered Solving Cards (Note: the number does not match the sorting order)

Scissors to cut apart Numbered Solving Cards

Pencil or other Writing Tool

Directions:

Number of Players 2 or 4 (In teams of 2)

If solving the problems is challenging, consider using an open numberline with tick

marks to count the elapsed time.

Round 1 Round 2

1. Players will solve their set of word

problems.

2. When both players have finished,

check answers against the answer

key.

3. Award each player 1 point per

correct answer and record totals

here:

Player 1:

Player 2:

1. Players will cut apart and order

their Numbered Solving set in order

from happening earliest in the day

to latest in the day.

2. When both players have finished,

check answers against the answer

key.

3. Award each player 1 point per

correct answer and record totals

here:Player 1:

Player 2:

The winner is the player with the most total points.

Amy Hayes

3rd Grade looks Perfect!

Numbered Solving Cards - Set 1 for Player 1

Gracie the Cat starts meowing loudly for her breakfast at 5:09 in the morning. It takes her

owner 25 minutes to wake up and pour her breakfast into her bowl. What time does Gracie

eat? Include a.m. or p.m. with your answer.

Time: ___________________________

1

Gracie gets bored with laying in the sun and decides to do one of her favorite activities,

shredding paper. She shreds the pages of her owner’s favorite book for 16 minutes. If she

finishes shredding at 3:25, what time did she start? Include a.m. or p.m. with your answer.

Time: ___________________________

2

For dinner, Gracie eats at the same time as her owner. If her owner starts making dinner at

5:50 p.m. and takes 30 minutes, what time will Gracie eat dinner? Include a.m. or p.m. with

your answer.

Time: ___________________________

3

At 9:02 in the morning, Gracie decides to play. She plays for 3 minutes with her stuffed mouse,

8 minutes with her string, and 4 minutes with her ball. What time did Gracie stop playing?

Include a.m. or p.m. with your answer.

Time: ___________________________

4

5. Gracie finally goes to bed at 10:55 p.m. after trying to find the right sleeping spot. First, she

slept for 18 minutes on a shoe. Then, she slept 45 minutes curled up in a basket before finally

moving to her favorite blanket. What time did Gracie start trying to find a spot to sleep?


Time: ___________________________

5

6. Gracie returns home after playing with the neighbor’s cat at 11:45, right before lunch. If the

cats played for 22 minutes, what time did they start? Include a.m. or p.m. with your answer.

Time: ___________________________

6

Numbered Solving Cards - Set 2 for Player 2

Gracie the Cat starts meowing loudly for her breakfast at 5:09 in the morning. It takes her

owner 25 minutes to wake up and pour her breakfast into her bowl. What time does Gracie

eat? Include a.m. or p.m. with your answer.

Time: ___________________________

1

Gracie gets bored with laying in the sun and decides to do one of her favorite activities,

shredding paper. She shreds the pages of her owner’s favorite book for 16 minutes. If she

finishes shredding at 3:25, what time did she start? Include a.m. or p.m. with your answer.

Time: ___________________________

2

For dinner, Gracie eats at the same time as her owner. If her owner starts making dinner at

5:50 p.m. and takes 30 minutes, what time will Gracie eat dinner? Include a.m. or p.m. with

your answer.

Time: ___________________________

3

At 9:02 in the morning, Gracie decides to play. She plays for 3 minutes with her stuffed mouse,

8 minutes with her string, and 4 minutes with her ball. What time did Gracie stop playing?


Time: ___________________________

4

5. Gracie finally goes to bed at 10:55 p.m. after trying to find the right sleeping spot. First, she

slept for 18 minutes on a shoe. Then, she slept 45 minutes curled up in a basket before finally

moving to her favorite blanket. What time did Gracie start trying to find a spot to sleep?


Time: ___________________________

5

6. Gracie returns home after playing with the neighbor’s cat at 11:45, right before lunch. If the

cats played for 22 minutes, what time did they start? Include a.m. or p.m. with your answer.

Time: ___________________________

6

Lesson 1 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM 3 2

1. How long does it take you to snap your fingers10 times?

It takes ___________________________ to snap 10 times.

It takes ___________________________ to write every whole number from 0 to 25.

4. How long does it take you to write a phone number youknow fifteen times? Record below.

2. How long does it take to write every whole numberfrom 0 to 25?

3. How long does it take you to write the names10 animals? Record them below.

It takes ___________________________ to name 10 animals.

It takes ___________________________ to write the phone number fifteen times.

Lesson 1: Explore time as a continuous measurement using a stopwatch. 18

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

© 2015 Great Minds. eureka-math.orgG3-M2-TE-1.3.0-06.2015

You will need either a cell phone stopwatch or wall clock/wrist watch with a second hand. You can either do this page by yourself or have someone start and stop the stopwatch for you.

http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US




5.

Work with someone in your house. Use a cell phone stopwatch or second hand on a watch or wall clock to measure the time for each of the following activities.

Activity Time

Write your full name.

______________ seconds

Do 20 jumping jacks.

Whisper count by twos from 0 to 30.

Draw 8 squares.

Skip-count out loud by fours from 24 to 0.

Say the names of your teachers from

Kindergarten to Grade 3.

6. Have a family member write down five relatively quick activities (similar to the ones above). Have him/her time you asyou do these activities. You write the time.

Activiity Time

Lesson 1: Explore time as a continuous measurement using a stopwatch. 19







1. Follow the directions to label the number line below.

a. Ingrid gets ready for school between 7:00 a.m. and 8:00 a.m. Label the first and last tick marks as7:00 a.m. and 8:00 a.m.

b. Each interval represents 5 minutes. Count by fives starting at 0, or 7:00 a.m. Label each 5-minuteinterval below the number line up to 8:00 a.m.

c. Ingrid starts getting dressed at 7:10 a.m. Plot a point on the number line to represent this time.Above the point, write D.

d. Ingrid starts eating breakfast at 7:35 a.m. Plot a point on the number line to represent this time.Above the point, write E.

e. Ingrid starts brushing her teeth at 7:40 a.m. Plot a point on the number line to represent this time.Above the point, write T.

f. Ingrid starts packing her lunch at 7:45 a.m. Plot a point on the number line to represent this time.Above the point, write L.

g. Ingrid starts waiting for the bus at 7:55 a.m. Plot a point on the number line to represent this time.Above the point, write W.

Lesson 2: Relate skip-counting by fives on the clock and telling time to a continuous measurement model, the number line. 30







2. Label every 5 minutes below the number line shown. Draw a line from each clock to the point on thenumber line which shows its time. Not all of the clocks have matching points.

3. Noah uses a number line to locate 5:45 p.m. Each interval is 5 minutes. The number line shows the hourfrom 5 p.m. to 6 p.m. Label the number line below to show his work.

4. Tanner tells his little brother that 11:25 p.m. comes after 11:20 a.m. Do you agree with Tanner?Why or why not?

0

5:00 p.m. 60

6:00 p.m.

8:35 5:15 5:40

12 11 10

9

8

7 6

5

4

3

2

1 12 11 10

9

8

7 6

5

4

3

2

1 12 11 10

9

8

7 6

5

4

3

2

1

5:00 p.m. 6:00 p.m.

60 0







Lesson 2 Exit Ticket NYS COMMON CORE MATHEMATICS CURRICULUM 3 2

Pretend the number line below shows your morning routine. It begins at 10:00 a.m. Use the number line to

answer the following questions.

a. What time does breakfast begin?

b. What time do you you start your school work?

c. What time do you take your brain break?

d. How many minutes is it between eating breakfast and taking a brain break?

10:00 a.m. 11:00 a.m.

0 5 10 15 20 25 30 35 40 45 50 55 60

Start eating breakfast Work on school work at home Take a brain break




e.

Start school work again

How long is your brain break?

f. Of all the activities above, which one takes you the longest? Prove how you know.

1.

2. The clock shows what time Rebecca finishes her homework. What time does Rebecca finish herhomework?

Rebecca finishes her homework at _______________.

12 1 2

3

4

5 6 7 8

9

10 11




Lesson 2 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 3 2

3. Follow the directions to label the number line below.

a. The basketball team practices between 4:00 p.m. and 5:00 p.m. Label the first and last tick marks as4:00 p.m. and 5:00 p.m.

b. Each interval represents 5 minutes. Count by fives starting at 0, or 4:00 p.m. Label each 5-minuteinterval below the number line up to 5:00 p.m.

c. The team warms up at 4:05 p.m. Plot a point on the number line to represent this time. Above thepoint, write W.

d. The team shoots free throws at 4:15 p.m. Plot a point on the number line to represent this time.Above the point, write F.

e. The team plays a practice game at 4:25 p.m. Plot a point on the number line to represent this time.Above the point, write G.

f. The team has a water break at 4:50 p.m. Plot a point on the number line to represent this time.Above the point, write B.

g. The team reviews their plays at 4:55 p.m. Plot a point on the number line to represent this time.Above the point, write P.








Draw number lines for each of the problems below. Write tick marks to help you solve the problems.

1. Cole starts reading at 6:23 p.m. He stops at 6:49 p.m. How many minutes does Cole read?

Cole reads for __________ minutes.

2. Natalie finishes piano practice at 2:45 p.m. after practicing for 37 minutes. What time did Natalie’spractice start?

Natalie’s practice started at __________ p.m.

3. Genevieve works on her scrapbook from 11:27 a.m. to 11:58 a.m. How many minutes does she work onher scrapbook?

Genevieve works on her scrapbook for __________ minutes.

4. Nate finishes his homework at 4:47 p.m. after working on it for 38 minutes. What time did Nate start hishomework?

Nate started his homework at __________ p.m.

5. Andrea goes fishing at 9:03 a.m. She fishes for 49 minutes. What time is Andrea done fishing?

Andrea is done fishing at __________ a.m.

Lesson 4: Solve word problems involving time intervals within 1 hour by counting backward and forward using the number line and clock. 54







6. Dion walks to school. The clocks below show when he leaves his house and when he arrives at school.How many minutes does it take Dion to walk to school?

7. Sydney cleans her room for 45 minutes. She starts at 11:13 a.m. What time does Sydney finish cleaningher room?

8. The third-grade chorus performs a musical for the school. The musical lasts 42 minutes. It ends at1:59 p.m. What time did the musical start?

Dion leaves his house: Dion arrives at school:

12 1 2

3

4

5 6 7 8

9

10 11 12 1

2

3

4

5 6 7 8

9

10 11

Lesson 4: Solve word problems involving time intervals within 1 hour by counting backward and forward using the number line and clock. 55






12 123

4567

8910

11 12 123

4567

8910

11 12 123

4567

8910

11

12 123

4567

8910

11 12 123

4567

8910

11 12 123

4567

8910

11

12 123

4567

8910

11 12 123

4567

8910

11 12 123

4567

8910

11

12 123

4567

8910

11 12 123

4567

8910

11 12 123

4567

8910

11

Roll and Round

Math: Round three digit numbers to the nearest ten(s)

Materials: 3 dice (if dice are not available, cut up a piece of scrap paper into several pieces and

write the digits 1-6 on them); 2 different counters (small handful per player—colored chips,

paper clips, buttons, etc.); game board

Rules: play fair, try your best, be a good sport

Directions:

1. Roll the three dice. Decide which three-digit number to create with the dice.

For example: Roll Player can make 253, 523, 352, etc.

2. The player rounds this number to the nearest ten/tens and states this number aloud.

For example: “235 rounds up to 240.”

3. If the rounded number is available on the board, the player puts one of his/her

markers on that number. If the opponent’s marker is already on that number,

the player cannot bump him/her off. He/She just looses that turn.

4. The first person to get 4 in a row (row, column or diagonal) wins the game.

If this game is challenging, consider using number lines (either horizontal, vertical or “ “ ones -

whichever number line style makes the most sense to the child).

V

110 120 130 140 150

160 170 210 220 230

240 250 260 270 If you roll three of the

same digit, you

automatically get to put

your marker on this spot!

310 320 330 340 350

360 If you roll three of the

same digit, you


your marker on this spot! 370 410 420

430 440 450 460 470

510 520 530 540 550

560 570 610 620 630

640 650 660 If you roll three of the

same digit, you


your marker on this spot! 670

Roll and Round Game Board

1. 21 ≈ 23. 79 ≈

2. 31 ≈ 24. 89 ≈

3. 41 ≈ 25. 99 ≈

4. 81 ≈ 26. 109 ≈

5. 59 ≈ 27. 119 ≈

6. 49 ≈ 28. 149 ≈

7. 39 ≈ 29. 311 ≈

8. 19 ≈ 30. 596 ≈

9. 35 ≈ 31. 519 ≈

10. 34 ≈ 32. 619 ≈

11. 56 ≈ 33. 625 ≈

12. 54 ≈ 34. 639 ≈

13. 77 ≈ 35. 697 ≈

14. 73 ≈ 36. 969 ≈

15. 68 ≈ 37. 279 ≈

16. 62 ≈ 38. 989 ≈

17. 25 ≈ 39. 995 ≈

18. 35 ≈ 40. 109 ≈

19. 45 ≈ 41. 1,119 ≈

20. 75 ≈ 42. 3,227 ≈

21. 81 ≈ 43. 5,487 ≈

22. 15 ≈ 44. 7,885 ≈ 212

This is the student side.This sheet is NOT meant to be filled out with a pencil. It is meant to be practiced with a partner at home. One person will be the student (this side), while the other will be the teacher (the other side). The paper is to be held up between the two partners. The goal is to have the student provide an answer orally (accurately, relatively quickly and be able to explain a strategy). These are not computation problems so the student does not need to read the number aloud. Instead, he/she would round the number to the nearest ten in his/her head and say that number. For example: #24 would be "90". Every 4-5 problems, it is the job of the teacher stop and ask the student what strategy he/she used to solve it. For example, #24 S: "90" T: “Tell me how to round to the nearest ten when it is a two-digit number like 89.” S: “When it is two-digit number like 89, you look at the number in the ones column. 9 is in ones column. It is greater than 5. That means I need to round up to the next benchmark or 'tens' which would be 90." - or - "89 is in between two benchmark numbers: 80 and 90. Numbers greater than 85...and 89 is greater than 85... would round up to 90." T: “That makes sense—great strategy—let’s move on to number 25.”Starting at #26, the numbers have three or four digits. Larger numbers sometimes confuse students. Help your child by reminding him/her of the focus: tens. Give your child some numbers on scrap paper that have a different number of digits, but the two digits in the ones and the tens place value columns are the same. For example, have your child write 72, 272, 1,972, 4,072, etc. Does he/she notice anything about these numbers? How would he/she round all these numbers to the nearest tens? Now that he/she rounded them, what does he/she notice?

Goal: Rounding to the nearest ten/tens.




1. 21 ≈ 23. 79 ≈

2. 31 ≈ 24. 89 ≈

3. 41 ≈ 25. 99 ≈

4. 81 ≈ 26. 109 ≈

5. 59 ≈ 27. 119 ≈

6. 49 ≈ 28. 149 ≈

7. 39 ≈ 29. 311 ≈

8. 19 ≈ 30. 596 ≈

9. 35 ≈ 31. 519 ≈

10. 34 ≈ 32. 619 ≈

11. 56 ≈ 33. 625 ≈

12. 54 ≈ 34. 639 ≈

13. 77 ≈ 35. 697 ≈

14. 73 ≈ 36. 969 ≈

15. 68 ≈ 37. 279 ≈

16. 62 ≈ 38. 989 ≈

17. 25 ≈ 39. 995 ≈

18. 35 ≈ 40. 109 ≈

19. 45 ≈ 41. 1,119 ≈

20. 75 ≈ 42. 3,227 ≈

21. 81 ≈ 43. 5,487 ≈

22. 15 ≈ 44. 7,885 ≈

20

30

40

80

60

50

40

20

40

30

60

50

80

70

70

60

30

40

50

80

80

20

80

90

100

110

120

150

310

600

520

620

630

640

700

970

280

990

1,000

110

1,120

3,230

5,490

7,890

This is the teacher side.Just a reminder, be sure to stop every 4 or 5 problems and ask your child a strategy to use to round to the nearest tens - especially on problems 26 - 44.

It is okay for your child to make mistakes! If he/she does, make sure he/she reapeats the goal: rounding to the nearest tens. Have him/her repeat a strategy he/she used on a problem that he/she got correct earilier. Does the strategy also work on the problem he/she just got wrong? If this page is very difficult for your child, he/she may not be ready for it. That is okay! Have him/her practice rounding numbers using number lines (see attachment) and/or have your son/daughter create his/her own open number lines and practice putting numbers on there to round. Come back to this partner practice page once he/she has a deeper understanding. Thanks for helping at home :).

Goal: Rounding to the nearest ten/tens.




Rounding to the Nearest Tens

We sometimes call numbers that have a zero in the ones place a friendly number or a benchmark number (i.e. 50, 100, 250, etc.).

Numbers that have a zero in the ones place value column and are less than 100 are helpful to know when rounding two digit

numbers to the closest ten/tens (i.e. 0, 10, 20, 30, etc.).

Each of these number lines have a number on them. Write the benchmark numbers (“tens”) that come before and after the number.

1. The number 6 is on the number line. The student wrote 0 and 10. 2.

3. 4.

5. 6.

Numbers with 0 in the ones place are already rounded to the nearest tens. Numbers with 1, 2, 3, and 4 in the ones place value column

should be rounded down to the benchmark number (“tens”) that comes before it. Numbers with 5, 6, 7, 8, and 9 in the ones column

should be rounded up to the benchmark number (“tens”) that comes after it.

A. Write the given number on the number line.

B. Write the benchmark or “tens number” that come before and after the given number.

C. Circle the benchmark or “tens number” that the given number would be rounded to. Draw an arrow, as well.

7. 8.

9. 10.

11. 12.

6 10 0 43

68 25

94 71

75

80

9

34

42 3

70

The student placed 75 on the number line. Then wrote the two

benchmark numbers/”tens”: 70 and 80. Next the student circled 80 and

drew an arrow pointing towards 80.

75

98

Number lines can take many shapes and forms. These are vertical number lines.



C. Circle the benchmark or “tens number” that the given number would be rounded to. Draw an arrow, as well.

13. 14. 15. 16. 24

24

20

30 78 81 7

When rounding three-digit numbers to the nearest tens, the focus still remains on the ones and tens.

Each of these number lines have a number on them. Write the benchmark numbers (“tens”) that come before and after the number

and underline the digits in the ones and tens place.

17. 18.

19. 20.

21. 22.

Choose your own three-digit numbers.

23. 24.

365 370 360 147

608 254

316 471



C. Circle the benchmark or “tens number” that the given number would be rounded to and draw an arrow, as well.

25. 26. 27. 28.

124

124

120

130

398 993 565

Choose three-digit numbers to add to the number line. Write the benchmark numbers (“tens”) that come before and after the number

and underline the digits in the ones and tens place. Circle the benchmark number that the number will be rounded to and draw an

arrow, as well.

29. 30.

31. 32.

33. 34.

35. 36.

865 870 860

When it comes to problem solving, rounding helps us to make estimates (reasonable guesses) before we calculate actual or precise

answers.

For example:

18 + 31 = _______

18 would round up to 20

31 would round down to 30

20 + 30 = 50 A reasonable estimate for 18 + 31 would be 50.

37. 34 + 58 = _____

30 would round ___________ to ________

58 would round ___________ to ________

_____ + _____ = _______ A reasonable estimate for 34 + 58 would be _______.

38. 92 - 47 = _____

92 would round ___________ to ________

47 would round ___________ to ________

_____ - _____ = _______ A reasonable estimate for 92 - 47 would be _______.

39. 56 - 13 = _____

_____ would round ________ to ________

_____ would round ________ to ________

_____ + _____ = _______ A reasonable estimate for 56 - 13 would be _____.

40. 88 + 9 = _____

_____ would round ________ to ________

_____ would round ________ to ________

_____ + _____ = _______ A reasonable estimate for 88 + 9 would be _____.

Think of your own:

41. _____ + _____ = _____

_____ would round ________ to ________

_____ would round ________ to ________

_____ + _____ = _______ A reasonable estimate for _____ + _____ would be _____.

42. _____ - _____ = _____

_____ would round ________ to ________

_____ would round ________ to ________

_____ - _____ = _______ A reasonable estimate for _____ - _____ would be _____.

78 - 42 = _____

78 would round up to 80

42 would round down to 40

80 - 40 = 40 A reasonable estimate for 78—42 would be 40.

Name Date

1. Cathy collects the following information about her dogs, Stella and Oliver.

Use the information in the charts to answer the questions below.

a. Estimate the total weight of Stella and Oliver (round to the nearest tens).

b. What is the actual total weight of Stella and Oliver?

c. Estimate the total amount of time Cathy spends giving her dogs a bath (round to the nearest tens).

d. What is the actual total time Cathy spends giving her dogs a bath?

e. Explain how estimating helps you check the reasonableness of your answers.

Stella

Time Spent Getting a Bath

Weight

36 minutes 32 kg

Oliver

Time Spent Getting a Bath

Weight

25 minutes 7 kg

Lesson 17: Estimate sums by rounding and apply to solve measurement word problems. 217


Lesson 17 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 3 2





Vertical Number Lines

10

Some examples:

5

0

55

60

65

50

45

15

0

10

2

0

30

4

0

50

6

0

70

8

0

90

1

00

10

0

11

0

12

0

13

0

14

0

15

0

16

0

17

0

18

0

19

0

20

0

20

0

21

0

22

0

23

0

24

0

25

0

26

0

27

0

28

0

29

0

30

0

30

0

31

0

32

0

33

0

34

0

35

0

36

0

37

0

38

0

39

0

40

0

40

0

41

0

42

0

43

0

44

0

45

0

46

0

47

0

48

0

49

0

50

0

50

0

51

0

52

0

53

0

54

0

55

0

56

0

57

0

58

0

59

0

60

0

60

0

61

0

62

0

63

0

64

0

65

0

66

0

67

0

68

0

69

0

70

0

70

0

71

0

72

0

73

0

74

0

75

0

76

0

77

0

78

0

79

0

80

0

80

0

81

0

82

0

83

0

84

0

85

0

86

0

87

0

88

0

89

0

90

0

90

0

91

0

92

0

93

0

94

0

95

0

96

0

97

0

98

0

99

0

1,0

00

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

third grade - wichita usd 259...about nature: birds migrate. but far fewer people know this fact:...

Documents