Second Grade Continuous Learning June 2020

Second Grade Continuous Learning June 2020

Draw a picture of your favorite summer spot. This could include a park, playground, water slide, or vacation spot. Include as many details as you can.

NAME: _____________________

Dear Families:

This packet includes daily math and literacy activities that your student can complete offline from home.

Many of the activities will be review activities to serve as extra practice while some skills may be new to

your student. Please feel free to help your student review any pages that may be challenging.

Daily Activities:

● Reading : Every day, your student should be reading whether that be with you or independently.

Included in this packet are several texts for your student to read. The same book or text can be

read multiple times throughout the month. Students who are able can complete a reading log

capturing what they read each day.

● Writing: Blank pages are included in the packet for your student to create their own stories.

This is the perfect time to foster their creativity and imagination. Students should practice

writing fiction and non-fiction texts.

● Math: There are several math worksheets included in the packet. Once your student has

completed the worksheets, have them write their own problems for a family member to

complete. Your student can check the work to make sure all the answers are correct.

○ Math facts are also a very important aspect of your student’s math life that should be

reviewed and practiced throughout the summer. Expectations for math facts are as

follows:

■ Grade 1: Mastery of addition and subtraction facts up to 10

■ Grade 2: Mastery of addition and subtraction facts up to 20

■ Grade 3-5: Maintain mastery of addition and subtraction facts up to 20

Mastery of all multiplication and division facts up to 10

Keep learning fun and remember that each student works at their own pace. If your student gets

restless or frustrated, take a brain break and revisit the activity later. Use this opportunity of working at

home to develop independence, perseverance, problem-solving skills, and creativity. The most

important thing is for your student to enjoy learning!

LIT

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Han

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act

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Take

a g

ood

book

out

side

an

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nd a

coo

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went

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Re

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tell

som

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abo

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he b

ook.

W

hat

happ

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M

ake

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sha

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M

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Play

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info

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w.le

xiaC

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or

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Haw

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build

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i,

a, c

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Read

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Wha

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Mak

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thi

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Yo

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list

into

st

orie

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me

you

want

!

Pick

a t

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’d li

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Te

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W

hat

were

the

bes

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rts?

R

emem

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to

rea

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very

day

! H

ave

fun

th

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mer

! W

e w

ill l

oo

k fo

rwar

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o s

eein

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u n

ext

sch

oo

l yea

r…

http://www.lexiacore5.com/

http://www.myon.com/

Reading aloud models fluent reading for your child; develops your child’s understanding of text

structures, features, and genres; builds vocabulary and comprehension skills; and fosters a love of

reading. Use the information on these pages to create a read-aloud routine for you and your child

at home. The steps that follow work for both fiction and informational (or nonfiction) story books.

The steps and the comprehension questions provided are appropriate for children in kindergarten

through second grade.

Read-aloud routine and comprehension questions adapted from The Superkids Reading Program continued…

Read-Aloud Routine for Story Books

Follow these steps when reading aloud:

1. Introduce the book to your child. Point

out the title, author, and illustrator. If

you’ve read other books by the author or

illustrator, remind your child about these

books. Talk about what kind of book it

is—a fiction, or make-believe, book that is

like real life; a fairy tale; an informational

book about real people and events; a poem;

or a play. Then discuss the title and cover

illustrations and ask your child what he

or she thinks the book will be about. Talk

about any prior knowledge or experiences

related to the book’s topic.

2. Read with expression and appropriate

pacing. Use your voice to convey

characters’ emotions. Slow down when

giving complex information. Give your

child time to study pictures and think

about what he or she is hearing.

3. Pause occasionally to discuss the text and

pictures. Check that your child understands

who is speaking and what is happening in a

story or the main ideas and key details of an

informational text. Have your child make

or confirm predictions and help your child

understand vocabulary important to the

text. Give opportunities for your child to

ask questions, too. If your child has trouble

answering questions, think aloud and explain

how you would figure out the answer, for

example, by rereading, looking at pictures, or

thinking about what makes sense.

4. Discuss the book after you’ve read it.

Help your child make connections between

different parts of the book. Also help your

child make connections between the book

and his or her own experiences, other books,

and the world around you. See the next

page for questions you can ask for fiction

and informational (or nonfiction) texts.

Comprehension QuestionsChoose any of these questions in blue to help your child understand and evaluate

a book you read aloud. Modify the wording to include specific details from the

book and ask your child to explain his or her thinking.

Fiction booksSummarize/Retell

What important events happened in the story?

Show pictures to prompt recall.

Recognize plot structure

What problem(s) did the character have? How did the

problem(s) get solved?

Tell about the story’s beginning, middle, and end.

Determine cause and effect

Describe an event from the story. Then ask:

Why did this happen?

Develop vocabulary

Reread a sentence with an interesting vocabulary

word or idiom. Then ask: What does this mean?

If needed, give a child-friendly explanation and help

your child use the word or phrase in another context.

Understand characters/Draw conclusions

Who is this story about? How did this character feel at

the beginning of the story? Why? How did she feel at the

end of the story? What happened that made her feelings

change? What do you think about how the character

acted? What lesson(s) about life does the story teach?

Connect text to self, the world, and other texts

Have you ever felt like this character or had something

similar happen to you? Explain.

Are the characters in this story like any real people you

know? Where does this story take place? Do you know

any places like that?

Do the characters or events in this story remind you of

another story? Explain.

Give and support opinions

Did you like the book? Why or why not? Tell about a

favorite part. If you were the author, how might you

change the story? Why?

Informational (or nonfiction) booksIdentify main idea and retell key details

What was this book all about?

What important information did you learn from this book?

Review headings and pictures to help your child

with recall.

Understand pictures, diagrams, and text features

What does this picture (or diagram) show? What

more did you learn from the text? Where can you find

information about _______?

Sequence steps in a process

What does this book explain how to do or make?

What happens first? Next? After that? Last?

Compare and contrast

Identify two or more people, events, or objects.

Then ask: How are these alike? How are they different?

Determine cause and effect

Tell about an event that happened. Why did it happen?

Why did someone do this action?

Develop vocabulary

Identify a concept word from the book. Then ask:

What can you tell me about this word? If needed, give a

child-friendly explanation of it and help your child

use it in sentences.

Understand an author’s reasons

Restate an opinion or a point the author makes.

Then ask: Why does the author think this? What reasons

does the author give to explain his thinking?

Connect text to self, the world, and other texts

Do you know anything else about the information in this

book? What else would you like to know? Does this book

remind you of any other books you know? Explain.

Give and support opinions

Did you like the book? Why or why not? What did you

find interesting? If you were the author, how might you

change the book? Why?

888.378.9258 | zaner-bloser.com R1689A 03.20

© Zaner-Bloser, Inc. May be duplicated for classroom and at-home use.

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ateo

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ey w

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ste

pfa

ther

had

tw

in s

on

s.

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eo w

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app

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o h

ave

new

bro

ther

s, b

ut

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rim

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nd

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apo,

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e sp

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ean

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d

gre

edy.

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ey d

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ike

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eo.

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eo a

sked

if

they

wa

nte

d

to p

lay

bas

ebal

l.

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wo

uld

nev

er p

lay

bas

ebal

l

wit

h a

ru

nt

lik

e y

ou

,” P

rim

o s

aid

.

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ual

ly, w

e’ll

nev

er p

lay

wit

h y

ou

at

all!

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ded

Gu

apo

.

Cin

dere

llo

• L

evel L

6Th

ey m

ade

Mat

eo d

o a

ll t

he

cho

res.

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ok

at

him

wo

rk w

hil

e w

e p

lay,

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said

Gu

apo

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st l

ike

Cin

der

ella

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dd

ed P

rim

o.

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no

w,”

Gu

apo

cri

ed, “

let’

s ca

ll

him

Cin

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ello

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th

e tw

ins

teas

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d b

ull

ied

Mat

eo.

7

On

e d

ay, e

xcit

ing

new

s sp

read

thro

ug

h t

ow

n. T

he

coac

h o

f th

e

nat

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ittl

e L

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m w

as

com

ing

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e w

as h

old

ing

try

ou

ts,

loo

kin

g f

or

the

mo

st t

alen

ted

pla

yer

s.

Cin

dere

llo

• L

evel L

8Mat

eo w

as t

hri

lled

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mo

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gh

ed a

t h

im, “

Yo

u

can

’t t

ry o

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u d

on

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ven

hav

e

a u

nif

orm

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her

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ase

tell

him

it

wo

uld

be

sill

y,”

said

Gu

apo

.

Th

eir

fath

er a

gre

ed, a

nd

he

forb

ade

Mat

eo f

rom

try

ing

ou

t.

9

Lat

er, h

e w

as w

atch

ing

th

e o

ther

bo

ys

pra

ctic

e w

hen

he

hea

rd

som

eon

e ca

llin

g h

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am

e.

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as t

he

lad

y f

rom

th

e ta

co c

art.

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w d

o y

ou

kn

ow

my

na

me?

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eo a

sked

.

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ause

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m y

ou

r fa

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go

dm

oth

er!”

sh

e a

nsw

ered

.

Cin

dere

llo

• L

evel L

10“Wh

at’s

wro

ng

?” s

he

ask

ed.

“I’m

no

t al

low

ed t

o p

lay,

an

d I

do

n’t

hav

e a

un

ifo

rm,”

he

said

.

Sh

e w

aved

her

mag

ic s

pat

ula

. In

an

inst

an

t M

ateo

was

tra

nsf

orm

ed

.

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eo l

oo

ked

do

wn

to

see

he

was

dre

ssed

in

a f

an

cy n

ew u

nif

orm

.

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w n

o o

ne

wil

l re

cog

niz

e y

ou

,”

the

fair

y g

od

mo

ther

sai

d, “

bu

t

yo

u m

ust

go

ho

me

the

min

ute

try

ou

ts e

nd

.”

11

Mat

eo w

ent

to t

he

try

ou

t

in h

is n

ew u

nif

orm

.

Th

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ach

to

ld M

ateo

to

try

pit

chin

g, a

nd

he

go

t ev

ery

bo

y o

ut.

“Wh

at a

pit

cher

!” t

he

coac

h c

ried

.

Cin

dere

llo

• L

evel L

12Fo

r th

e tr

yo

uts

lat

er t

hat

day

,

the

bo

ys

pla

yed

a g

am

e. M

ateo

wo

n

the

ga

me,

an

d e

ver

yo

ne

was

hap

py

an

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l. W

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su

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cher

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eir

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m c

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Lit

tle

Lea

gu

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d S

erie

s!

13

Th

e m

inu

te t

he

ga

me

end

ed, M

ateo

trie

d t

o l

eav

e, b

ut

bo

ys

an

d f

an

s

cro

wd

ed a

rou

nd

him

.

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eo l

ost

on

e sh

oe,

bu

t h

e g

ot

free

an

d r

an

ho

me.

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th

e w

ay, t

he

rest

of

his

un

ifo

rm c

ha

ng

ed b

ack

to

his

rag

ged

y o

ld c

loth

es.

Cin

dere

llo

• L

evel L

14Th

e n

ext

day

, th

e co

ach

wen

t th

rou

gh

the

tow

n. H

e h

ad e

ver

y b

oy

try

on

the

sho

e.

Fin

ally

, th

e co

ach

arr

ived

at

Mat

eo’s

ho

use

. Th

e tw

ins

alm

ost

kn

ock

ed

each

oth

er o

ver

in

a r

ush

to

try

on

th

e sh

oe.

No

mat

ter

ho

w h

ard

the

bo

ys

wri

gg

led

th

eir

toes

an

d

pu

shed

, it

was

sti

ll t

oo

sm

all.

Th

en, t

he

coac

h s

po

tted

Mat

eo.

15

“Co

me

her

e, m

y b

oy,

an

d t

ry

on

th

is s

ho

e,”

the

coac

h s

aid

.

Th

e tw

ins

gu

ffaw

ed

, bu

t w

hen

th

e

sho

e sl

ipp

ed o

n p

erfe

ctly

, th

ey b

oth

gas

ped

, “C

ind

erel

lo!”

Mat

eo l

oo

ked

at

the

twin

s a

nd

sai

d,

“My

na

me

is M

ateo

.”

“Mat

eo w

ill

be

ou

r ca

pta

in, a

nd

he

wil

l le

ad u

s to

vic

tory

!” t

he

coac

h

an

no

un

ced

.

Turn

ing

to

th

e b

roth

ers,

th

e co

ach

add

ed, “

An

d y

ou

tw

o w

ill

be

ou

r

tow

el b

oy

s!”

Cin

dere

llo

• L

evel L

16

Glo

ssa

ry

cho

res

(n.)

sm

all

job

s o

r ta

sks

that

mu

st b

e d

on

e re

gu

larl

y

(p. 6

)

gu

ffaw

ed

(v.)

la

ug

hed

su

dd

enly

an

d l

ou

dly

(p

. 15)

pit

cher

(n.)

th

e b

aseb

all

or

soft

ba

ll

pla

yer

wh

o t

hro

ws

the

ba

ll t

hat

th

e b

atte

r tr

ies

to h

it (

p. 3

)

spat

ula

(n

.)

a lo

ng

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nd

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kit

chen

too

l w

ith

a w

ide,

fla

t

surf

ace

that

is

use

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mix

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read

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lift

th

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(p. 1

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tra

nsf

orm

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ch

an

ged

in

fo

rm

(v.)

o

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pea

ran

ce (

p. 1

0)

try

ou

ts (

n.)

ev

ents

wh

ere

acti

vit

ies

are

use

d t

o t

est

ho

w

go

od

peo

ple

are

in

ath

leti

cs o

r p

erfo

rmin

g

(p. 7

)

Writ

ten

by A

lyse

Sw

eene

yIl

lust

rate

d by

Dav

id C

ockc

roft

Gold

ilock

s and

th

e Th

ree

Bear

s

Gol

dilo

cks

and

the

Thre

e Be

ars

Leve

l L L

evel

ed B

ook

© L

earn

ing

A–Z

Writ

ten

by A

lyse

Sw

eene

yIl

lust

rate

d by

Dav

id C

ockc

roft

All

right

s re

serv

ed.

ww

w.re

adin

ga-z

.com

Cor

rela

tion

LEV

EL L

K 18 20

Foun

tas

& P

inne

llRe

adin

g Re

cove

ryD

RAw

ww

.read

inga

-z.c

om

34

On

ce u

po

n a

tim

e, t

her

e li

ved

a y

ou

ng

ster

nam

ed G

old

ilo

cks.

On

e d

ay, s

he

wen

t fo

r a

wal

k i

n

the

wo

od

s.

Sh

e ca

me

up

on

a h

ou

se a

nd

kn

ock

ed o

n t

he

do

or.

No

on

e an

swer

ed, s

o s

he

wal

ked

in

.

Th

ree

bo

wls

of

po

rrid

ge

sat

on

th

e

tab

le. T

he

yu

mm

y-s

mel

lin

g f

oo

d

mad

e h

er h

un

gry

.

Fir

st s

he

tast

ed t

he

po

rrid

ge

fro

m

the

big

-siz

ed b

ow

l.“Y

ow

!” s

he

yel

ped

. “T

his

po

rrid

ge

is t

oo

ho

t.”

Th

en s

he

tast

ed t

he

po

rrid

ge

fro

m

the

mid

-siz

ed b

ow

l. “

Ble

ck!”

sh

e

gro

aned

. “T

his

po

rrid

ge

is t

oo

co

ld.”

Nex

t, s

he

tast

ed t

he

smal

l-si

zed

bo

wl

of

po

rrid

ge

and

sai

d, “

Mm

mm

.

Th

is p

orr

idg

e is

just

rig

ht.

”

Sh

e g

ob

ble

d i

t al

l.

Go

ldilo

cks

an

d t

he T

hre

e B

ears

• L

evel L

56A

fter

eat

ing

th

e p

orr

idg

e,

Go

ldil

ock

s w

alk

ed i

nto

th

e li

vin

g

roo

m. S

he

saw

th

ree

chai

rs a

nd

dec

ided

to

sit

fo

r a

bit

.

Fir

st s

he

sat

in t

he

big

-siz

ed c

hai

r.

“ Hm

ph

!” s

he

said

. “T

his

ch

air

is

too

big

.”

T

hen

, sh

e sa

t in

th

e m

id-s

ized

ch

air.

“Th

is c

hai

r is

sti

ll t

oo

big

,” s

he

said

.

Nex

t, s

he

sat

in t

he

smal

l-si

zed

chai

r an

d s

igh

ed a

hap

py

sig

h.

“Th

is c

hai

r is

just

rig

ht.

“

Bu

t se

con

ds

late

r—

—C

rack

! T

he

chai

r b

rok

e!

“Oh

wel

l,”

she

yaw

ned

.

Go

ldilo

cks

an

d t

he T

hre

e B

ears

• L

evel L

78A

sle

epy

Go

ldil

ock

s cl

imb

ed t

he

stai

rs l

oo

kin

g f

or

a b

ed. S

he

lay

do

wn

on

th

e b

ig-s

ized

bed

. Bu

t it

was

to

o h

ard

.

So

sh

e la

y d

ow

n o

n t

he

mid

-siz

ed

bed

. Bu

t it

was

to

o s

oft

.

Th

en s

he

lay

do

wn

on

th

e sm

all-

size

d b

ed, a

nd

it

was

just

rig

ht.

“Zzz

zz.”

Go

ldilo

cks

an

d t

he T

hre

e B

ears

• L

evel L

910

Wh

ile

Go

ldil

ock

s sl

ept,

th

e o

wn

ers

of

the

ho

use

ret

urn

ed f

rom

th

eir

wal

k. T

he

thre

e b

ears

did

no

t li

ke

wh

at t

hey

saw

.

“ So

meo

ne’

s b

een

eat

ing

my

po

rrid

ge,

” g

row

led

Big

Pap

a B

ear.

“ So

meo

ne’

s b

een

eat

ing

my

po

rrid

ge,

” si

gh

ed M

ama

Bea

r.

“ So

meo

ne’

s b

een

eat

ing

my

po

rrid

ge,

” cr

ied

Wee

Bab

y B

ear.

“An

d i

t’s

all

go

ne!

”

Nex

t, t

he

hu

ng

ry b

ears

saw

th

eir

chai

rs.

“ So

meo

ne’

s b

een

sit

tin

g i

n m

y

chai

r,”

gro

wle

d B

ig P

apa

Bea

r.

“ So

meo

ne’

s b

een

sit

tin

g i

n m

y

chai

r,”

sig

hed

Mam

a B

ear.

“ So

meo

ne’

s b

een

sit

tin

g i

n m

y

chai

r,”

crie

d W

ee B

aby

Bea

r. “

An

d

it’s

bro

ken

!”

Go

ldilo

cks

an

d t

he T

hre

e B

ears

• L

evel L

1112

Th

en t

he

hu

ng

ry, a

ng

ry b

ears

mar

ched

up

stai

rs.

“ So

meo

ne’

s b

een

sle

epin

g i

n m

y b

ed,”

gro

wle

d B

ig P

apa

Bea

r.

“ So

meo

ne’

s b

een

sle

epin

g i

n m

y b

ed,”

sig

hed

Mam

a B

ear.

“ So

meo

ne’

s b

een

sle

epin

g i

n m

y b

ed,”

crie

d W

ee B

aby

Bea

r. “

An

d s

he’

s st

ill

ther

e!”

“Kee

p i

t d

ow

n!”

wh

ined

Go

ldil

ock

s.

Wh

en s

he

saw

th

ree

hu

ng

ry, a

ng

ry

bea

rs s

tari

ng

at

her

, sh

e ju

mp

ed o

ut

of

bed

.

“ Hel

p!”

sh

e sc

ream

ed, r

un

nin

g a

ll

the

way

ho

me.

Go

ldil

ock

s n

ever

ag

ain

wen

t to

th

e

ho

me

of

the

thre

e b

ears

.

Go

ldilo

cks

an

d t

he T

hre

e B

ears

• L

evel L

ww

w.r

eadin

ga-z

.com

Gold

ilock

s and

the

Oth

er T

hree

Bea

rsLe

vel L

Lev

eled

Book

© L

earn

ing A

–ZRe

told

by

Aly

se S

wee

ney

Illus

trate

d b

y Ste

phe

n M

arc

hesi

All

right

s re

serv

ed.

ww

w.r

eadin

ga-z

.com

Cor

rela

tion

LEV

EL L

K 18

20

Foun

tas

& P

inne

ll

Readin

g R

ecove

ry

DRA

Gold

ilock

s and

the

Othe

r Th

ree

Bear

s

Ret

old

by

Aly

se S

wee

ney

Illus

trate

d b

y Ste

phe

n M

arc

hesi

Gol

dilo

cks

and

the

Oth

er T

hree

Bea

rs •

Lev

el L

3

4

On

ce u

po

n a

tim

e, t

her

e li

ved

a y

ou

ng

ster

nam

ed G

old

ilo

cks.

On

e d

ay, s

he

wen

t fo

r a

wal

k

in t

he

wo

od

s.

Sh

e ca

me

up

on

a h

ou

se a

nd

kn

ock

ed o

n t

he

do

or.

No

on

e an

swer

ed, s

o s

he

wal

ked

in

.

Th

ree

bo

wls

of

po

rrid

ge

sat

on

th

e

tab

le. T

he

yu

mm

y-s

mel

lin

g f

oo

d

mad

e h

er h

un

gry

.

Fir

st s

he

tast

ed t

he

po

rrid

ge

fro

m

the

big

-siz

ed b

ow

l.“Y

ow

!” s

he

yel

ped

. “T

his

po

rrid

ge

is t

oo

ho

t.”

Th

en s

he

tast

ed t

he

po

rrid

ge

fro

m

the

mid

-siz

ed b

ow

l. “

Ble

ck!”

sh

e

gro

aned

. “T

his

po

rrid

ge

is t

oo

co

ld.”

Nex

t, s

he

tast

ed t

he

smal

l-si

zed

bo

wl

of

po

rrid

ge

and

sai

d, “

Mm

mm

.

Th

is p

orr

idg

e is

just

rig

ht.

”

Sh

e g

ob

ble

d i

t al

l.

Gol

dilo

cks

and

the

Oth

er T

hree

Bea

rs •

Lev

el L

5

6“ Aft

er e

atin

g t

he

po

rrid

ge,

Go

ldil

ock

s

wal

ked

in

to t

he

liv

ing

ro

om

. Sh

e

saw

th

ree

chai

rs a

nd

dec

ided

to

sit

for

a b

it.

“Fir

st s

he

sat

in t

he

big

-siz

ed c

hai

r.

“ Hm

ph

!” s

he

said

. “T

his

ch

air

is

too

big

.”

“Th

en, s

he

sat

in t

he

mid

-siz

ed c

hai

r.

“Th

is c

hai

r is

sti

ll t

oo

big

,” s

he

said

.

“ Nex

t, s

he

sat

in t

he

smal

l-si

zed

ch

air

and

sig

hed

a h

app

y s

igh

.

“Th

is c

hai

r is

just

rig

ht.

“

“ Bu

t se

con

ds

late

r—

“ —C

rack

! T

he

chai

r b

rok

e!

“Oh

wel

l,”

she

yaw

ned

.

Gol

dilo

cks

and

the

Oth

er T

hree

Bea

rs •

Lev

el L

7

8

“ A s

leep

y G

old

ilo

cks

clim

bed

th

e

stai

rs l

oo

kin

g f

or

a b

ed. S

he

lay

do

wn

on

th

e b

ig-s

ized

bed

. Bu

t it

was

to

o h

ard

.

“ So

sh

e la

y d

ow

n o

n t

he

mid

-siz

ed

bed

. Bu

t it

was

to

o s

oft

.

“ Th

en s

he

lay

do

wn

on

th

e sm

all-

size

d b

ed, a

nd

it

was

just

rig

ht.

“Zzz

zz.”

Gol

dilo

cks

and

the

Oth

er T

hree

Bea

rs •

Lev

el L

9

10

“ Wh

ile

Go

ldil

ock

s sl

ept,

th

e o

wn

ers

of

the

ho

use

ret

urn

ed f

rom

th

eir

wal

k. T

he

thre

e B

ears

did

no

t li

ke

wh

at t

hey

saw

.

“ So

meo

ne’

s b

een

eat

ing

my

po

rrid

ge,

” g

row

led

Big

Pap

a B

ear.

“ So

meo

ne’

s b

een

eat

ing

my

po

rrid

ge,

” si

gh

ed M

ama

Bea

r.

“ So

meo

ne’

s b

een

eat

ing

my

po

rrid

ge,

” cr

ied

Wee

Bab

y B

ear.

“An

d i

t’s

all

go

ne!

”

“ Nex

t, t

he

hu

ng

ry B

ears

saw

th

eir

chai

rs.

“ So

meo

ne’

s b

een

sit

tin

g i

n m

y c

hai

r,”

gro

wle

d B

ig P

apa

Bea

r.

“ So

meo

ne’

s b

een

sit

tin

g i

n m

y c

hai

r,”

sig

hed

Mam

a B

ear.

“ So

meo

ne’

s b

een

sit

tin

g i

n m

y c

hai

r,”

crie

d W

ee B

aby

Bea

r. “

An

d i

t’s

bro

ken

!”

Gol

dilo

cks

and

the

Oth

er T

hree

Bea

rs •

Lev

el L

11

12

“ Th

en t

he

hu

ng

ry, a

ng

ry B

ears

mar

ched

up

stai

rs.

“ So

meo

ne’

s b

een

sle

epin

g i

n m

y b

ed,”

gro

wle

d B

ig P

apa

Bea

r.

“ So

meo

ne’

s b

een

sle

epin

g i

n m

y b

ed,”

sig

hed

Mam

a B

ear.

“ So

meo

ne’

s b

een

sle

epin

g i

n m

y b

ed,”

crie

d W

ee B

aby

Bea

r. “

An

d s

he’

s st

ill

ther

e!”

“Kee

p i

t d

ow

n!”

wh

ined

Go

ldil

ock

s.

“ Wh

en s

he

saw

th

ree

hu

ng

ry, a

ng

ry

Bea

rs s

tari

ng

at

her

, sh

e ju

mp

ed o

ut

of

bed

.

“ Hel

p!”

sh

e sc

ream

ed, r

un

nin

g a

ll

the

way

ho

me.

“ Go

ldil

ock

s n

ever

ag

ain

wen

t to

th

e

ho

me

of

the

thre

e B

ears

.

Anci

ent

Egypt

Written by Kira Freed

ww

w.r

eadin

ga-z

.com

Anc

ient

Egyp

tLe

vel L

Lev

eled

Book

© L

earn

ing A

–ZW

ritte

n by

Kira F

reed

All

right

s re

serv

ed.

ww

w.r

eadin

ga-z

.com

Phot

o C

redits

:Fr

ont

cove

r, b

ack

cove

r, ti

tle p

age,

pages

5, 8, 10, 12, 13: ©

ArtTo

day;

page

4:

© H

aw

aii

Radke

; page

6: ©

Jup

iterim

ages

Corp

ora

tion;

page

7: pub

lic d

om

ain

, from

G. El

liot S

mith

, C

ata

logue

Gen

eral A

ntiq

uite

s Eg

yptie

nnes

du

Mus

ee d

u C

aire:

The

Roya

l Mum

mie

s (C

airo, 1912)/

Uni

vers

ity o

f C

hica

go L

ibra

ry E

OS

Cor

rela

tion

LEV

EL L

K 18

20

Foun

tas

& P

inne

ll

Readin

g R

ecove

ry

DRA

Cove

r pho

to: O

ne o

f fo

ur s

tatu

es o

f Ra

mse

s II

at A

bu

Sim

bel

, Eg

ypt

Anc

ient

Egy

pt •

Lev

el L

3

4

Tab

le o

f C

on

ten

ts

Intr

od

uct

ion

. . . .

. . . .

. . . .

. . . .

. . .

4

Bel

iefs

. . .

. . . .

. . . .

. . . .

. . . .

. . . .

. 5

Py

ram

ids

. . . .

. . . .

. . . .

. . . .

. . . .

. 8

Co

ncl

usi

on

. . . .

. . . .

. . . .

. . . .

. . .

13

Glo

ssar

y .

. . . .

. . . .

. . . .

. . . .

. . . .

14

Intr

od

uct

ion

Th

ou

san

ds

of

yea

rs a

go

, a

gro

up

of

peo

ple

liv

ed i

n t

he

Afr

ican

co

un

try

of

Eg

yp

t . T

hey

liv

ed o

n t

he

ban

ks

of

the

Nil

e R

iver

. T

hey

wer

e

farm

ers

and

hu

nte

rs .

Th

ey u

sed

the

riv

er f

or

bo

at t

rav

el .

Th

ey w

ere

rule

d b

y a

kin

g c

alle

d a

ph

ara

oh

.

The

Nile

Riv

er b

ring

s w

ate

r to

Egyp

t’s farm

s and

citi

es.

Anc

ient

Egy

pt •

Lev

el L

5

6

Beli

efs

Th

e an

cien

t E

gy

pti

ans

bel

iev

ed

that

aft

er s

om

eon

e d

ied

, h

e o

r sh

e

wen

t to

liv

e in

an

oth

er w

orl

d .

Th

ey

bel

iev

ed t

hat

a p

erso

n’s

nex

t li

fe

wo

uld

be

lik

e th

eir

pre

sen

t li

fe .

Th

ey t

ho

ug

ht

the

dea

d p

erso

n

wo

uld

nee

d t

he

sam

e to

ols

an

d

ob

ject

s in

th

eir

nex

t li

fe .

So

peo

ple

wer

e b

uri

ed w

ith

man

y o

f th

e

thin

gs

that

th

ey o

wn

ed .

An

cien

t E

gy

pti

ans

bel

iev

ed i

n a

su

n

go

d .

Th

ey b

elie

ved

that

th

e k

ing

was

rela

ted

to

th

is

go

d .

Wh

en

the

kin

g d

ied

,

he

was

giv

en

a v

ery

fan

cy

bu

rial

. M

any

rich

es w

ere

bu

ried

wit

h h

im .

Qu

een

s w

ere

also

giv

en f

ancy

bu

rial

s .

Pain

tings

in a

tom

b s

how

sce

nes

of th

e ne

xt life

.

A m

umm

y's

coffi

n w

as

ofte

n pain

ted

to look

like

the

per

son

insi

de.

Anc

ient

Egy

pt •

Lev

el L

7

8

Aft

er a

kin

g d

ied

,

his

bo

dy

wa

s

pre

serv

ed

so

th

at

it w

ou

ld n

ot

rot .

Th

e k

ing

’s b

od

y

was

tre

ated

wit

h

spic

es,

oil

s, a

nd

oth

er t

hin

gs

to

pre

serv

e it

. P

eop

le

bel

iev

ed t

hat

th

is

wo

uld

kee

p h

is

spir

it a

liv

e . T

he

pre

serv

ed b

od

y

was

cal

led

a

mu

mm

y .

Py

ram

ids

Th

e k

ing

was

bu

ried

in

sid

e a

hu

ge

sto

ne

stru

ctu

re c

alle

d a

py

ram

id .

Th

e p

yra

mid

was

sh

aped

to

lo

ok

lik

e th

e S

un

’s r

ay

s sh

inin

g o

n

Ear

th . P

eop

le b

elie

ved

th

at t

he

kin

g

wo

uld

go

to

hea

ven

on

th

e ra

ys

of

the

Su

n .

Mum

my

of Sip

tah

wra

pped

in

cloth

A p

yram

id’s

sha

pe

is lik

e th

e Sun

’s r

ays

shi

ning

on

Earth.

Anc

ient

Egy

pt •

Lev

el L

9

10

Py

ram

ids

too

k m

any

yea

rs t

o b

uil

d .

Wh

en a

kin

g w

as s

till

ali

ve,

peo

ple

beg

an b

uil

din

g h

is p

yra

mid

. T

he

sto

nes

use

d t

o m

ake

the

py

ram

id

wer

e h

ug

e . I

t to

ok

har

d w

ork

to

get

the

sto

nes

ou

t o

f th

e g

rou

nd

. It

to

ok

har

der

wo

rk t

o m

ov

e th

e st

on

es t

o

wh

ere

the

py

ram

id w

ou

ld b

e b

uil

t .

So

me

sto

nes

wer

e m

ov

ed o

n b

oat

s .

Oth

er s

ton

es w

ere

mo

ved

ov

er l

and

usi

ng

big

sle

ds .

Insi

de

the

py

ram

id w

as a

to

mb

.

Th

is w

as a

sp

ecia

l ro

om

wh

ere

the

kin

g’s

bo

dy

was

pla

ced

. M

any

ob

ject

s w

ere

pu

t in

th

e to

mb

. T

her

e

wer

e st

atu

es,

pai

nti

ng

s, a

nd

man

y

go

ld t

hin

gs .

The

Egyp

tians

saile

d h

eavy

sto

nes

dow

n th

e N

ile R

iver

.

Tom

b o

f Kin

g T

utank

ham

un (

Kin

g T

ut)

Anc

ient

Egy

pt •

Lev

el L

11

12

Man

y h

idd

en t

un

nel

s an

d r

oo

ms

wer

e b

uil

t in

sid

e a

py

ram

id .

Th

ey

wer

e b

uil

t to

tri

ck a

ny

on

e w

ho

trie

d t

o s

teal

th

ing

s fr

om

th

e to

mb

.

Gia

nt

sto

nes

wer

e p

ut

in f

ron

t o

f

the

do

orw

ay o

f th

e re

al t

om

b .

Th

ey

wer

e u

sed

to

kee

p o

ut

thie

ves

. S

till

,

alm

ost

ev

ery

kin

g’s

to

mb

has

bee

n

rob

bed

ov

er t

he

yea

rs .

Bu

t th

e

py

ram

ids

stil

l st

and

.

Th

e G

reat

Py

ram

id a

t G

iza

is

a fa

mo

us

py

ram

id .

It w

as b

uil

t

for

Kin

g K

hu

fu .

It h

as m

ore

th

an

two

mil

lio

n b

lock

s o

f st

on

e . O

ther

py

ram

ids

nea

r it

wer

e b

uil

t fo

r th

e

kin

g’s

rel

ativ

es . A

sta

tue

call

ed t

he

Sp

hin

x g

uar

ds

all

of

the

py

ram

ids .

Th

e S

ph

inx

has

th

e fa

ce o

f a

kin

g

and

th

e b

od

y o

f a

lio

n .

Dra

win

g o

f th

e tu

nnel

s and

pass

agew

ays

in

a p

yram

id

The

Sphi

nx

Anc

ient

Egy

pt •

Lev

el L

13

14

Glo

ssary

mu

mm

y (

n.)

a

dea

d b

od

y t

reat

ed

in s

pec

ial

way

s so

that

it

wo

uld

no

t

rot

(p .

7)

ph

ara

oh

(n

.)

wh

at t

he

anci

ent

Eg

yp

tian

s ca

lled

thei

r k

ing

(p

. 4)

pre

serv

ed

(v.)

tr

eate

d i

n a

sp

ecia

l

way

to

pre

ven

t

spo

ilin

g o

r ro

ttin

g

(p .

7)

tom

b (

n.)

a

vau

lt,

cham

ber

,

or

gra

ve

for

a d

ead

per

son

(p

. 10

)

Co

ncl

usi

on

Stu

dy

ing

th

e an

cien

t E

gy

pti

ans

teac

hes

us

a lo

t ab

ou

t li

fe l

on

g a

go

.

We

can

lea

rn a

bo

ut

the

too

ls t

hes

e

peo

ple

use

d a

nd

clo

thes

th

ey w

ore

.

We

can

lea

rn a

bo

ut

the

foo

d t

hey

ate

and

th

e g

od

s th

ey w

ors

hip

ped

.

By

stu

dy

ing

an

cien

t E

gy

pti

ans,

we

kn

ow

th

at t

hey

had

a g

reat

cu

ltu

re .

A s

tatu

e of Ra

mse

s II

at A

bu

Sim

bel

, Eg

ypt

Wri

tte

n by

Bri

an

Rob

ert

s

Big

M

achin

es

Big

Ma

chin

es

Leve

l L L

eve

led

Bo

ok

© L

ea

rnin

g A

–Z

Wri

tte

n by

Bri

an

Rob

ert

s

All

rig

hts

rese

rve

d.

ww

w.r

ea

din

ga

-z.c

om

Pho

to C

red

its:

Fro

nt c

ove

r, p

ag

es

6, 8

, 9, 1

0: H

. M. P

ow

ers

/© L

ea

rnin

gA

-Z; b

ack

co

ver,

pa

ge

11:

© K

im S

tee

le/P

hoto

dis

c/G

ett

y Im

ag

es;

titl

e p

ag

e, p

ag

e 1

2: ©

CTK

/Ala

my;

pa

ge

4:

cour

tesy

of

Lib

rary

of

Co

ngre

ss, P

rint

s &

Pho

tog

rap

hs D

ivis

ion

[LC

-USZ

62-2

9487

]; p

ag

e 5

: © iS

tock

pho

to.c

om

/kze

non;

pa

ge

7: ©

Fla

t Ea

rth

Pho

tog

rap

hy; p

ag

e 1

3:

© D

ono

van

Ree

se/P

hoto

dis

c/G

ett

y Im

ag

es;

pa

ge

14

© D

ed

i57/

Dre

am

stim

e;

pa

ge

15:

co

urte

sy o

f Se

nio

r A

irm

an

De

lia A

. Ca

stillo

/USA

F; p

ag

e 1

6: ©

Re

ed

Kae

stne

r/C

orb

is

ww

w.r

ead

ing

a-z

.co

m

Co

rrel

atio

nLE

VEL

LK 18 20

Foun

tas

& P

inne

ll

Rea

din

g R

eco

very

DRA

34

Table

of Contents

Intr

od

uct

ion

. . . .

. . . .

. . . .

. . . .

. . . .

4

Bu

ild

ing

Tal

l B

uil

din

gs .

. . . .

. . . .

. .7

Bu

ild

ing

Ro

ads

. . . .

. . . .

. . . .

. . . .

.9

Tak

ing

Res

ou

rces

fro

m t

he

Ear

th .

11

Big

Mac

hin

es o

n W

ater

. . . .

. . . .

. .13

Big

Mac

hin

es i

n t

he

Air

. . .

. . . .

. .15

Introductio

n

Wo

rk i

s d

on

e w

hen

so

met

hin

g i

s

mo

ved

fro

m o

ne

pla

ce t

o a

no

ther

.

Mac

hin

es a

re u

sed

to

do

th

e w

ork

.

Th

ey m

ov

e th

ing

s fr

om

on

e p

lace

to a

no

ther

. So

me

thin

gs

are

easy

to m

ov

e . O

ther

th

ing

s ar

e n

ot .

This

is t

he k

ind

of m

achi

ne u

sed

100

year

s ag

o to

mov

e ea

rth.

Th

e m

achi

ne w

as d

rive

n by

ste

am. I

t ha

d a

wat

er t

ank

and

a co

al t

ank.

Th

e co

al w

as u

sed

to h

eat

up t

he w

ater

to

prod

uce

the

stea

m.

Big

Mac

hine

s •

Lev

el L

56

Sm

all

mac

hin

es a

re u

sed

fo

r sm

alle

r

job

s . T

hin

gs

lik

e sh

ov

els

are

sim

ple

mac

hin

es . T

hey

do

no

t h

ave

man

y

mo

vin

g p

arts

.

Big

mac

hin

es a

re u

sed

to

mo

ve

hea

vy

th

ing

s . T

hey

are

use

d t

o b

uil

d

tall

bu

ild

ing

s . T

hey

are

use

d t

o b

uil

d

road

s an

d b

rid

ges

. Th

ey a

re u

sed

to t

ake

reso

urc

es f

rom

th

e ea

rth

.

Self

-lo

ad

ing

scr

ap

er

Big

Mac

hine

s •

Lev

el L

78

Buildin

g Tall Buildin

gs

It t

akes

man

y b

ig m

ach

ines

to

bu

ild

a t

all

bu

ild

ing

. Lar

ge

po

wer

sho

vel

s ca

lled

exca

vato

rs d

ig d

eep

ho

les

in t

he

gro

un

d . S

om

e p

ow

er

sho

vel

s h

ave

hu

ge

bu

cket

s th

at c

an

sco

op

a s

wim

min

g p

oo

l-si

zed

pil

e

of

dir

t in

on

e sc

oo

p . O

ther

s h

ave

clam

lik

e b

uck

ets

that

tak

e b

ig b

ites

ou

t o

f th

e ea

rth

.

Bu

lld

oze

rs a

re m

ach

ines

th

at m

ov

e

the

dir

t ar

ou

nd

. Gia

nt

du

mp

tru

cks

carr

y t

he

dir

t aw

ay . C

on

cret

e tr

uck

s

carr

y c

on

cret

e to

th

e w

ork

sit

e .

Fla

tbed

tru

cks

carr

y s

teel

bea

ms

and

ro

ds

to t

he

wo

rk s

ite .

Lar

ge

cran

es l

ift

stee

l b

eam

s in

to p

lace

.

Th

ey a

lso

car

ry b

uck

ets

of

con

cret

e

to w

ork

ers

hig

h a

bo

ve

gro

un

d .

Do You K

now

?A

bul

ldoz

er c

an m

ove

mor

e

dirt

in f

ifte

en m

inut

es t

han

a

pers

on c

an s

hove

l in

five

day

s.

Exca

vato

rs

Bulld

oze

r

Big

Mac

hine

s •

Lev

el L

910

Buildin

g Roads

It t

akes

man

y k

ind

s o

f la

rge

mac

hin

es t

o b

uil

d a

ro

ad . L

arg

e

scra

per

s ar

e u

sed

to

get

rid

of

tree

s

and

bru

sh . T

hey

als

o a

re u

sed

to

get

rid

of

smal

l h

ills

. Lo

ader

s ar

e

use

d t

o d

ig u

p d

irt

and

ro

cks .

Th

ey p

ut

dir

t an

d r

ock

s in

to g

ian

t

du

mp

tru

cks

that

car

ry i

t aw

ay .

So

me

du

mp

tru

cks

are

so b

ig

that

th

ey c

an c

arry

en

ou

gh

dir

t

to e

qu

al t

he

wei

gh

t o

f tw

enty

elep

han

ts .

Gra

der

s sm

oo

th o

ut

the

road

way

,

and

pav

ers

lay

th

e ro

ad s

urf

ace

on

to t

he

road

way

. A r

oll

er f

oll

ow

ing

beh

ind

th

e p

aver

pre

sses

do

wn

on

th

e n

ew r

oad

su

rfac

e to

mak

e

it s

mo

oth

an

d f

lat .

Fro

nt lo

ad

er

Gra

der

Big

Mac

hine

s •

Lev

el L

1112

Takin

g Resources

from

the Earth

Th

ere

are

man

y r

eso

urc

es w

e

nee

d t

hat

are

bu

ried

dee

p i

nsi

de

the

Ear

th . W

e n

eed

big

mac

hin

es

to g

et r

eso

urc

es o

ut .

Oil

dri

llin

g

rig

s ar

e se

t u

p t

o r

emo

ve

oil

.

Lar

ge

dri

lls

are

use

d t

o g

et c

oal

ou

t

of

min

es . V

ery

lar

ge

exca

vat

ors

dig

up

th

e ea

rth

in

sea

rch

of

reso

urc

es .

Hu

ge

du

mp

tru

cks

then

car

ry t

he

reso

urc

es t

o w

her

e th

ey c

an b

e

use

d t

o m

ake

pro

du

cts .

Oil

rig

Co

al e

xca

vatin

g m

ach

ine

Big

Mac

hine

s •

Lev

el L

1314

Big

M

achin

es on W

ater

Th

ere

are

big

mac

hin

es t

hat

mo

ve

thin

gs

on

th

e w

ater

. Tu

gb

oat

s ar

e

mac

hin

es t

hat

mo

ve

oth

er t

hin

gs

ov

er w

ater

by

pu

llin

g a

nd

pu

shin

g .

Th

ey p

ull

bar

ges

. Th

ey p

ush

an

d

pu

ll l

arg

e sh

ips .

Oce

an l

iner

s ar

e la

rge

ship

s th

at

mo

ve

peo

ple

. Oil

tan

ker

s ar

e h

ug

e

ship

s th

at c

arry

mas

siv

e am

ou

nts

of

oil

. An

d c

on

tain

er s

hip

s ar

e

stac

ked

hig

h w

ith

co

nta

iner

s th

at

carr

y t

hin

gs

fro

m p

lace

to

pla

ce .

Tug

bo

at

Oil

tank

er

Big

Mac

hine

s •

Lev

el L

1516

Big

M

achin

es in

the A

ir

Lar

ge

airp

lan

es c

arry

peo

ple

an

d

carg

o . A

747

is

a g

ian

t p

asse

ng

er

jet

that

can

car

ry 4

00 t

o 4

50 p

eop

le .

Th

e C

-5 i

s a

hu

ge

carg

o p

lan

e .

It i

s al

mo

st a

s lo

ng

as

a fo

otb

all

fiel

d . H

elic

op

ters

are

fly

ing

mac

hin

es t

oo

. Th

e sk

ycr

ane

is

a h

elic

op

ter

that

is

use

d t

o l

ift

hea

vy

ob

ject

s . I

t ca

n l

ift

15,0

00

po

un

ds .

It

is u

sed

to

car

ry t

hin

gs

lik

e b

ull

do

zers

an

d p

ow

er l

ine

tow

ers

into

har

d-t

o-r

each

pla

ces .

Yo

u c

an s

ee t

hat

man

y l

arg

e

mac

hin

es a

re a

t w

ork

mo

vin

g

thin

gs

fro

m p

lace

to

pla

ce . B

ut

pro

bab

ly t

he

mo

st c

om

mo

n i

s th

e

big

rig

. Th

e b

ig r

ig i

s m

ade

of

two

par

ts—

the

trac

tor

and

th

e tr

aile

r .

Big

rig

s ca

rry

go

od

s o

ver

ro

ads

that

win

d a

rou

nd

th

e w

orl

d .

Do You

Know

?M

ost

big

rigs

have

eig

htee

n

whe

els

or m

ore.

Can

you

imag

ine

runn

ing

over

a

bed

of n

ails

?

That

’s a

lot

of

tire

s to

cha

nge!

C-5

tra

nsp

ort

pla

neBi

g r

ig

Big

Mac

hine

s •

Lev

el L

ww

w.r

ead

ing

a-z

.co

m

Wri

tte

n b

y R.

K. B

urr

ice

Bara

ck

Obam

a

Bara

ck O

ba

ma

Leve

l K L

eve

lled

Bo

ok

© L

ea

rnin

g A

–Z

Wri

tte

n b

y R

. K. B

urr

ice

Edite

d b

y Ka

the

rin

e B

urd

ick

an

d R

ach

ea

l Ric

e

All

rig

hts

rese

rve

d.

ww

w.r

ea

din

ga

-z.c

om

Pho

to C

red

its:

Fro

nt c

ove

r, b

ack

co

ver:

© R

EUTE

RS/J

aso

n Re

ed

; titl

e p

ag

e: ©

Pe

te S

ou

za/

Wh

ite H

ou

se/C

orb

is; p

ag

e 3

: © O

ran

ge

Co

unt

y Re

gis

ter/

ZUM

APR

ESS/

Ne

wsc

om

; p

ag

e 4

: Co

urt

esy

of

US

Sen

ate

; pa

ge

s 5

, 6, 7

: © R

EUTE

RS/O

ba

ma

Fo

r A

me

rica

; p

ag

e 8

(m

ain

): ©

OBA

MA

PR

ESS

OFF

ICE/

UPI

/Ne

wsc

om

; pa

ge

s 8,

11

(fla

g b

ack

gro

un

d):

© J

up

iteri

ma

ge

s C

orp

ora

tion;

pa

ge

9: ©

Ch

arl

es

Rex

Arb

og

ast

/A

P Im

ag

es;

pa

ge

10

: © J

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sid

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s tw

o bo

oks

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best

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rs.

15

Th

e N

ew P

resi

den

t

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beg

an

his

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as

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sid

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on

20 J

an

uar

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009

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an

d h

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am

ily

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ved

in

to t

he

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ite

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use

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ber

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09, P

resi

den

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ba

ma

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rize

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r h

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to

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ama

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ssa

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cult

ure

s (n

.)

the

idea

s a

nd

cu

sto

ms

of

dif

fere

nt

gro

up

s o

f

peo

ple

(p

. 7)

elect

ed

(v.)

ch

ose

n b

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eop

le w

ho

vo

ted

(p

. 4)

go

ver

nm

ent

a g

rou

p o

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(n.)

m

ake

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en

forc

e la

ws

for

a co

un

try

(p

. 12)

law

yer

(n.)

a

per

son

wh

ose

job

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to g

ive

peo

ple

ad

vic

e

abo

ut

the

law

or

to

rep

rese

nt

them

in

cou

rt (

p. 1

0)

mess

ag

e (

n.)

id

ea (

p. 1

4)

speech

(n

.)

a ta

lk g

iven

by

som

eon

e to

a g

rou

p

of

peo

ple

(p

. 13)

Bridges in Mathematics nn 9© The Math Learning Center

NAME DATE

Practice Book Use anytime after Bridges, Unit 1, Session 12.

Thinking about 2’s

1 Fill in the missing numbers. Then color in the count-by-twos numbers, starting

with 2 (2, 4, 6, 8, and so on).

1 4 9

12 15 20

24 27

33 36 38

2 Add:

6 + 2 = _____ 2 + 10 = _____ 24 + 2 = _____ 2 + 12 = _____

18 + 2 = _____ 30 + 2 = _____ 14 + 2 = _____ 8 + 2 = _____

3 Subtract:

8 – 2 = _____ 12 – 2 = _____ 16 – 2 = _____ 10 – 2 = _____

28 – 2 = _____ 36 – 2 = _____ 24 – 2 = _____ 40 – 2 = _____

4 Fill in the blanks.

a 9 leaf cutter ants

How many antennae in all?

__________

b 12 butterflies

How many wings in all?

__________

c 7 elephants

How many ears in all?

__________


NAME DATE


Cubes on a Line

1 Write the number to show how many cubes there are in each box below.

ex a b c

Tens Ones Tens Ones Tens Ones Tens Ones

d e f g

Tens Ones Tens Ones Tens Ones Tens Ones

2 Fill in the missing numbers on the number line below.

5 10 250 40 50 70

3 Add:

20 10 30 40 50 15 25

+ 10 + 5 + 8 + 6 + 10 + 5 + 5 ____ ____ ____ ____ ____ ____ ____

3 0


NAME DATE


Number Patterns

1a Fill in the missing numbers on this chart.

1 2 4 5 6 7 8 9 10

11 12 13 15 16 18 19 20

21 23 24 25 27 28 29 30

32 33 34 35 36 37 38 40

41 42 44 45 46 47 49

51 53 54 56 57 58 59 60

62 63 64 65 67 68 70

71 72 74 75 76 78 79

81 82 83 85 86 87 89 90

91 93 94 96 97 98 99 100

b Color all the counting-by-2’s numbers red.

c Color all the counting-by-5’s numbers yellow.

d Color all the counting-by-10’s numbers blue.

2 The numbers in the box are mixed up! Put them in order from least to greatest.

62 51 17 78 40 14

_______, _______, _______, _______, _______, _______

least greatest

© The Math Learning Center48 nn Bridges in Mathematics

NAME DATE


Comparing Numbers to 100

Here are 6 pairs of Unifix cube collections. Count to find out which collection has

more and which collection has fewer cubes. Write numbers and signs to show.

< fewer than = the same as > more than

example 1

2 3

4 5

60 45>


NAME DATE


Comparing Numbers to 300

1 Count to find out which set of base ten pieces in each pair is greater and which

is less. Write numbers and signs to show.

< less than = the same as > greater than

example

______ ______

a

______ ______

b

______ ______

2 Read the numbers in the box. Then write them in order on the lines from

least to greatest.

261 107 67 113 204

___________ ___________ ___________ ___________ ___________least greatest

124 213


NAME DATE


Adding & Subtracting Tens

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

1 Add. Use the Hundreds Grid to help.

50 38 45 66 79 53 26

+ 10 + 10 + 10 + 10 + 10 + 10 + 10 _____ _____ _____ _____ _____ _____ _____

19 21 81 37 40 72 27

+ 10 + 10 + 10 + 10 + 10 + 10 + 10 _____ _____ _____ _____ _____ _____ _____

2 Subtract. Use the Hundreds Grid to help.

75 55 42 99 87 18 21

– 10 – 10 – 10 – 10 – 10 – 10 – 10 _____ _____ _____ _____ _____ _____ _____

47 14 51 39 28 77 94

– 10 – 10 – 10 – 10 – 10 – 10 – 10 _____ _____ _____ _____ _____ _____ _____


NAME DATE


Sharing Stories

1 Rob had 16 shells. He gave half of them to his brother. How many shells does

Rob have now? Show your work.

Rob has ________ shells now.

CHALLENGE

2 Jess had 28 marbles. She gave half of them to Eli. Then Jess gave half of the

marbles she had left to her sister. How many marbles does Jess have now? Show

your work.

Jess has ________ marbles now.


NAME DATE


Pet Shop Equations

1 Draw a line to match each problem with its equation. Then find the answers.

a The pet shop owner had 14 hamsters. She sold

5 of them on Monday and 3 of them on Tuesday.

How many hamsters does she have left?

b There were 12 puppies in the pen. The pet shop

owner sold some of them. Now there are 7 puppies

in the pen. How many puppies did she sell?

c The pet shop owner got 9 rabbits yesterday. A

family came in and bought 2 of them. Then the

shop owner got 8 more rabbits. How many rabbits

does she have now?

d There were 16 fish in the big tank. The shop own-

er moved some of them. Now there are only 9 fish in

the big tank. How many did the shop owner move?

e The shop owner had 6 kittens. Then she got

some more kittens. Now she has 13 kittens. How

many kittens did she get?

CHALLENGE

2 Solve these equations.

2 + 5 – 4 + 8 = ______ 30 – 20 + ______ = 25

8 + 12 + 34 = ______ ______ + 5 = 21

20 + 30 – ______ = 30 – 5 250 + 48 + 2 = ______

90 + 170 + 64 = ______ 14 + 227 – ______ = 227 – 9

123 + 48 – ______ = 123 – 5 350 + 118 + 6 = ______

9 – 2 + 8 = ______

14 – 5 – 3 = ______

6 + ______ = 13

12 – ______ = 7

16 – ______ = 9


NAME DATE


Tell how many hundreds, tens, and ones there are in each number. Use the pic-

tures to help.

example

There are ______ hundreds in 280.

There are ______ tens in 280.

There are ______ ones in 280.

1




2




3




4




Different Ways to Look at the Same Number

2

28

280


NAME DATE


Hundreds, Tens & Ones

1 Tell how many hundreds, tens, and ones there are in each number. Use the

pictures to help.

example




a




b




CHALLENGE

2 Find the number on the right that matches the number on the left. Draw a line

to show.

a 5 hundreds + 2 tens + 9 ones

b 42 tens

c 30 tens + 9 ones

d 3 hundreds + 49 ones

420 ones

52 tens + 9 ones

2 hundreds + 14 tens + 9 ones

1 hundred + 20 tens + 9 ones

2

26

265


NAME DATE


Shopping & the Number Box

1 Erika went to the store. She got a pencil for 15¢ and a tablet for 25¢. She gave

the storekeeper 50¢. How much money did she get back? Show your work.

Erika got __________ back.

CHALLENGE

2 Use the numbers in the box to solve the problems below.

15 24 6 8 3 17 4 20 32 10

a Find 2 numbers whose sum is 40. _____ ______

b Find 2 numbers whose sum is 18. _____ ______

c Find 2 other numbers whose sum is 18. ______ ______

d Find 2 numbers whose difference is 12. _____ ______

e Find 3 numbers that have the largest total _____ ______ _______

f What is the total of those 3 numbers? Show your work.


NAME DATE


Base Ten Addition

Add. Use the pictures of base ten pieces to help.

1

28

+ 10_____

2

26

+ 16_____

3

34

+ 17_____

4

25

+ 26_____

5

16

+ 23_____

6

39

+ 14_____

7

23

+ 18_____

8

27

+ 27_____

9

24

+ 15_____

10

16

+ 16_____


NAME DATE


Base Ten Subtraction

Subtract. Use the pictures of base ten pieces to help.

ex

36

– 17_____

1

28

– 12_____

2

37

– 17_____

3

32

– 15_____

4

27

– 19_____

5

39

– 14_____

6

40

– 25_____

7

22

– 8 ____

8

24

– 12_____

9

30

– 15_____

19


NAME DATE


Place Value Practice

1 Read each number. Then write it in expanded form.

example fifty-six a thirty-two b seventy-five

c eighteen d seventy-four e twenty-eight

f ninety-three g forty-five h sixty-seven

2 Add the numbers.

60 + 8 = ______ 20 + 3 =______ 50 + 9 = ______

70 + 15 = ______ 40 + 17 = ______ 10 + 18 = ______

60 + 14 = ______ 50 + 13 = ______ 50 + 19 = ______

30 60 20 40 80 40 70

+ 19 + 16 + 17 + 14 + 11 +15 + 12 ______ ______ ______ ______ ______ ______ ______

3 Circle the correct answer.

a The 5 in 581 is in the ones place tens place hundreds place

b The 5 in 358 is in the ones place tens place hundreds place

c The 5 in 205 is in the ones place tens place hundreds place

d The 5 in 502 is in the ones place tens place hundreds place

56 = 50 + 6


NAME DATE


Pencil Puppy & Pal

1 Fill in the bubble next to the correct answer to each question.

a The number on Pencil Puppy’s dog tag has a 6 in the tens place. It has a 4 in

the ones place. What is the number on her tag?

46 64 14 67

b The number on Pal’s dog tag has a 7 in the tens place. It has a 3 in the ones

place. What is the number on Pal’s tag?

17 37 30 73

2 Fill in the correct answer.

a Pencil Puppy’s house number has a 3 in the tens place.

It has a 5 in the ones place.

What is Pencil Puppy’s house number? ___________

b Pal’s house number has a 7 in the ones place.

It has a 4 in the tens place.

What is Pal’s house number? ___________

3 Pencil Puppy has 43 pencils in her house. Pal has 29 pencils in his house. How

many pencils do they have in all? Use numbers, pictures, and/or words to solve

the problem and explain your answer.

Pencil Puppy and Pal have _______ pencils in all.


NAME DATE


2-Digit Addition

1 Add. Use the pictures of base ten pieces to help.

a

36

+ 26_____

b

39

+ 14_____

2 When Pencil Puppy does 2-digit addition, she adds the tens first. Next, she adds

the ones. Then she adds the two numbers to get the answer. Try her strategy.

example

+

30 + 20 = _____

7 + 7 = _____

50 + 14 = _____

Tens Ones

3 7

2 7

a

+

40 + 30 = _____

8 + 4 = _____

70 + 12 = _____

Tens Ones

4 8

3 4

b

+

50 + 20 = _____

8 + 8 = _____

70 + 16 = _____

Tens Ones

5 8

2 8

c

+

20 + 60 = _____

5 + 9 = _____

_____ + _____ = _____

Tens Ones

2 5

6 9

d

+

30 + 50 = _____

4 + 9 = _____

_____ + _____ = _____

Tens Ones

3 4

5 9

e

+

40 + 40 = _____

5 + 6 = _____

_____ + _____ = _____

Tens Ones

4 5

4 6

50

14

64


NAME DATE


More Facts Than You Need

Sometimes story problems give you more facts than you need to solve the prob-

lem. In each problem below, cross out the fact you don’t need. Then solve the

problem. Show your work.

1 Akiko has 27 marbles. Sara has 53 marbles. Sam has 24 marbles. How many

marbles do Sara and Sam have in all?

Sara and Sam have _______ marbles in all.

2 Jenny has 12 toy people. She is building a house for them. She used 12 blocks

for the front gate, and 48 blocks for the rest of the house. How many blocks did

Jenny use in all?

Jenny used _______ blocks in all.

3 Juan had 56 crayons. He gave 23 of his crayons to his friend. Juan also gave

his friend 15 marking pens. How many crayons does Juan have left?

Juan has ______ crayons left.

CHALLENGE

4 The Toy Factory made 90 robots on Tuesday. 23 people work at the factory.

They sold 54 of the robots on Wednesday. How many robots did they have left?

The Toy Factory had ______ robots left.


NAME DATE


More 2-Digit Addition


a

28

+ 13_____

b

36

+ 12_____

2 Add the numbers.

70 + 8 = _____ 40 + 7 = _____ 30 + 16 = _____ 20 + 13 = ______

3 Use Pencil Puppy’s strategy for adding 2-digit numbers. Remember,

she adds the tens first. Then she adds the ones. Then she finds the total.

example

+

_____ + _____ = _____

Tens Ones

5 8

2 8

a

+

_____ + _____ = _____

Tens Ones

4 3

3 9

b

+

_____ + _____ = _____

Tens Ones

2 7

4 5

c

+

_____ + _____ = _____

Tens Ones

1 6

2 2

d

+

_____ + _____ = _____

Tens Ones

3 7

5 3

e

+

_____ + _____ = _____

Tens Ones

3 3

5 8

70 16

70 16 86


NAME DATE


More 2-Digit Subtraction

Use DJ’s number line strategy to solve these subtraction problems.

example 64 – 35

35 40 60 64

+5 +20 +4

___________________ so 64 – 35 = ______

1 60 – 32

32 40 60

___________________ so 60 – 32 = ______

2 54 – 27

27 54

___________________ so 54 – 27 = ______

3 71 – 26

26 71

___________________ so 71 – 26 = ______

5 + 20 + 4 = 29 29


NAME DATE


Which Makes the Most Sense?

1 For each problem below, circle the estimate you think is best. On the last two,

explain why you chose the estimate you did. Hint: Make your own pictures to help.

Problem & Picture Estimate Problem & Picture Estimate

a50

60

70

b30

40

50

c 70

80

90

d 50

60

70

Why? Why?

2 For each problem below, circle the estimate you think is best. On the last two,

explain why you chose the estimate you did. Hint: Make your own pictures to help.

Problem & Picture Estimate Problem & Picture Estimate

a15

20

25

b30

40

50

c 25

30

35

d 30

40

50

Why? Why?

35

+ 26____

49

+ 39____

37

+ 24____

24

+ 24____

45

– 29____

50

– 24____

60

– 29____

52

– 18____


NAME DATE


Adding & Subtracting Practice

1 Add.

9 9 10 9 10 9 9

+ 6 + 9 + 7 + 7 + 6 + 10 + 4 _____ _____ _____ _____ _____ _____ _____

9 10 11 8 4 9 2

+ 3 + 7 + 9 + 9 + 10 + 5 + 9 _____ _____ _____ _____ _____ _____ _____

20 40 30 60 30 90 80

+ 9 + 12 + 8 + 15 + 17 + 8 + 14 _____ _____ _____ _____ _____ _____ _____

20 32 58 62 40 70 75

+ 29 + 20 + 30 + 20 + 39 + 23 + 10 _____ _____ _____ _____ _____ _____ _____

2 Subtract.

16 16 13 13 18 18 20

– 10 – 9 – 10 – 9 – 10 – 9 – 10 _____ _____ _____ _____ _____ _____ _____

50 40 30 60 70 90 80

– 10 – 20 – 10 – 40 – 30 – 40 – 60 _____ _____ _____ _____ _____ _____ _____

26 35 78 64 55 38 58

– 10 – 10 – 20 – 30 – 40 – 20 – 20 _____ _____ _____ _____ _____ _____ _____


NAME DATE


2-Digit Addition Practice


a b

2 Add the numbers.

21 + 8 = ______ 42 + 7 = ______ 32 + 16 = ______ 24 + 13 = ______

3 Use Pencil Puppy’s strategy for adding 2-digit numbers. Remember,

she adds the tens first. Then she adds the ones. Then she finds the total.

example

+

_____ + _____ = _____

Tens Ones

3 7

3 4

a

+

_____ + _____ = _____

Tens Ones

3 5

2 8

b

+

_____ + _____ = _____

Tens Ones

6 3

2 8

c

+

_____ + _____ = _____

Tens Ones

4 4

2 9

d

+

_____ + _____ = _____

Tens Ones

4 5

5 2

e

+

_____ + _____ = _____

Tens Ones

2 8

3 9

17

+ 25____

24

+ 36____

60 11

60 11 71


NAME DATE


Lines & Buttons

1a Tami is standing in line. There are 3 children in front of her. There are 8 chil-

dren behind her. How many children are standing in line? Show your work.

b There are _____ children standing in line.

c Which strategy did you use to solve this problem? (Circle one.)

Draw a picture. Make a chart. Write a number sentence. Other

CHALLENGE

2a Frank’s mom gave him 8 buttons. The buttons have 22 holes in all. How

many of the 8 buttons have 4 holes? How many of the 8 buttons have 2 holes?

Show your work.

b _____ of the 8 buttons have 4 holes. _____ of the 8 buttons have 2 holes.


Draw a picture. Make a chart. Write a number sentence. Other


NAME DATE


Cubes & Homework

1a Ebony put 10 cubes into two stacks. One stack has 4 more cubes than the

other stack. How many cubes are in each stack? Show your work.

b There are ______ cubes in one stack and ______ cubes in the other stack.


Draw a picture. Act it out with cubes. Make a list. Other

CHALLENGE

2a Jose has a bag of marbles. There are 8 red marbles in the bag. There are

twice as many green marbles as red marbles. There are 2 fewer blue marbles

than green marbles. There are half as many white marbles as blue marbles. How

many marbles are in the bag? Show your work.

b There are ________ marbles in the bag.


Draw a picture. Act it out with cubes. Make a list. Other


NAME DATE


More Place Value Practice

1 Count by 10’s, either forward or backward, to fill in the missing numbers.

a 10, 20, 30, 40, _____, _____, _____, 80, _____, 100, 110, _____, _____

b 280, 270, 260, _____, _____, 230, _____, _____, 200, _____, _____

c 203, 213, 223, _____, _____, 253, _____, _____, _____, 293, _____

d 567, 557, 547, 537, _____, _____, 507, _____, 487, _____, 467

2 Count by 100’s, either forward or backward, to fill in the missing numbers.

a 100, 200, 300, ________, ________, ________, 700, ________, ________

b 950, 850, 750, ________, ________, ________, 350, ________, ________

c 203, 303, 403, ________, ________, ________, 803, ________, 1003

d 914, 814, 714, ________, ________, 414, ________, ________, ________

3 Add the numbers.

400 + 70 + 2 = ________ 600 + 20 + 8 = ________

800 + 50 + 5 = ________ 100 + 10 + 3 = ________

200 300 700 200 400 100 900

50 80 40 60 40 10 90

+ 9 + 1 + 2 + 0 + 4 + 7 + 9 ______ ______ ______ ______ ______ ______ ______

4 Circle the answer in each of the questions below.

a The 3 in 359 is in the ones place tens place hundreds place

b The 4 in 904 is in the ones place tens place hundreds place

c The 5 in 256 is in the ones place tens place hundreds place


NAME DATE


Homework & 100

1 Jamal is doing his math homework. He just got 24 for an answer. What was the

question? Write down at least 3 different ideas below.

CHALLENGE

2 Write at least 10 different equations for 120. You can use addition, subtraction,

multiplication, or division.


NAME DATE


2-Digit Subtraction Practice

DJ likes to make hops on the number line to solve 2-digit subtraction problems,

like this:

54 – 25

25 30 50 54

+5 +20 +4

___________________ so 54 – 25 = _______

1 Solve each of the subtraction problems below. You can use DJ’s number line

strategy or some other way to solve the problem. Show your work each time.

a 56 – 29

___________________ so 56 – 29 = _______

b 70 – 36

___________________ so 70 – 36 = _______

c 63 – 19

___________________ so 63 – 19 = _______

5 + 20 + 4 = 29 29


NAME DATE


Make Your Own Problems

Fill in the blanks with words that make sense and seem interesting. Solve each

problem. Show your work.

Fill in the blanks. Work Space

1 Kendra has 57 _____________ in her top drawer.

She has 28 ____________ in her bottom drawer.

How many are there in all? _________________

2 Lin spent 39 dollars for a _________________.

He spent 18 dollars for a ___________________.

How much did he spend in all? ______________

3 Akiko had 72 ___________________________.

She gave 26 of them to her friend.

How many does she have left? ______________

4 Mr. Smith baked 48 _____________________.

The dog got 19 of them.

How many are left? _______________________

5 Frank saw 51 __________________________.

24 of them flew away.

How many were left? _____________________


NAME DATE


Solving Equations

1 Fill in the missing numbers.

a 15 = _____ + 7 b 5 + _____ = 13

c 14 – _____ = 8 d 16 – _____ = 7

e 9 + 6 = _____ + 8

f 12 – 5 = 4 + _____ g 13 – 7 = 3 + _____


40 + 50 = _____ 30 + _____ = 60 _____ + 70 = 90

25 + 35 = _____ 25 + _____ = 50 _____ + 40 = 85

80 – 40 = _____ 70 – _____ = 20 _____ – 30 = 30

95 – 40 = _____ 55 – _____ = 35 _____ – 25 = 25

CHALLENGE


250 = _____ + 6 90 + 70 = _____ + 17 140 – 60 = 30 + _____


NAME DATE


Place Value Review

1 Circle the place value of the underlined digit. Then write its value.

Number Place Value Value Number Place Value Value

ex a

238

ones

tens

hundreds

ex b

109

ones

tens

hundreds

a

743

ones

tens

hundreds

b

253

ones

tens

hundreds

c

150

ones

tens

hundreds

d

608

ones

tens

hundreds

2 Write one of these signs on each line to make the sentence true.


ex 456 _____ 546 a 85 _____ 58 b 327 _____ 372 c 106 _____ 610

d 218 _____ 218 e 735 _____ 573 f 204 _____ 240 g 483 _____ 438

3 Fill in the missing digits to make each statement true. There is more than one

right answer for each one.

ex

3___7 < 347

a

235 > ___35

b

307 < ___07

c

135 < 13___

d

4___3 > 463

e

1___9 < 139

f

182 > 1___2

g

514 < 51___

<

2

30 9


NAME DATE


Adding & Subtracting

1 Add the numbers.

80 30 44 50 70 51 60

+ 6 + 43 + 24 + 38 + 7 +17 + 16 ____ ____ ____ ____ ____ ____ ____

370 120 890 360 340 430 125

+ 8 + 6 + 4 + 15 + 50 + 27 + 25 ____ ____ ____ ____ ____ ____ ____

2 Use pictures, numbers, and/or words to add the numbers in each box. Show all

your work.

a 36 + 55 b 129 + 133

3 Subtract the numbers.

86 39 48 56 35 55 50

– 6 – 9 – 7 – 5 – 15 – 25 – 25 ____ ____ ____ ____ ____ ____ ____

4 Use pictures, numbers, and/or words to subtract the numbers in the box. Show

all your work.

51 – 26


NAME DATE


Digits & Number Riddles

1 Tell what digit is in each place.

a 289

____ is in the tens place.

____ is in the ones place.

____ is in the hundreds place.

b 945




c 316




d 405




e 5,687



____ is in the thousands place.


f 4,301




____ is in the thousands place.

CHALLENGE

2 Solve these number riddles.

a I have a 4 in the tens place.

• I have a 1 in the hundreds place.

• The number in my ones place is

more than 6 and less than 9.

• I am an odd number.

What number am I?

b I have a 7 in the hundreds place.

• I have a 0 in the tens place.

• I have a 3 in the thousands place.

• The number in my ones place is less

than 3.

• I am an even number.

What number am I?


NAME DATE


Reading & Writing Numbers

1 Read each number. Then write it in expanded form.

example four hundred fifteen a two hundred eighty-six

b seven hundred fifty-three c six hundred twenty-one

d three hundred forty-seven e nine hundred seventeen

f one hundred sixty g eight hundred four

2 Add the numbers.

500 + 20 + 8 = _______ 200 + 20 + 2 = _______ 100 + 70 + 1 = _______

700 + 10 + 9 = _______ 800 + 40 + 7 = _______ 500 + 3 = _______

200 300 200 400 900 300 400

90 10 20 50 90 40 10

+ 1 + 9 + 6 + 2 + 9 + 1 + 8 _____ _____ _____ _____ _____ _____ _____

3 Circle the number that has the same value as the expanded form.

a 300 + 6

36 336 306 316

b 200 + 10 + 7

207 217 271 721

415 = 400 + 10 + 5


NAME DATE


How Long Is a Shark?

There are many different types of sharks. Some are longer than others. This

chart shows how long some of the different sharks are. Use it to help answer the

questions below.

Shark Lengths

Shark Name Average Length (in centimeters)*

White Shark 204 centimeters

Bignose Shark 174 centimeters

Night Shark 154 centimeters

Bigeye Thresher Shark 312 centimeters

Tiger Shark 247 centimeters

Thresher Shark 373 centimeters

1 Which shark on the chart is the longest? _______________________________

2 Which shark on the chart is the shortest? _______________________________

3 Write one of these symbols on each blank to make the sentence true.


a Length of a Tiger Shark _______ Length of a White Shark

b Length of a Bignose Shark _______ Length of a Tiger Shark

4 Put the lengths of the sharks in order from least to greatest.

__________, __________, __________, __________, __________, __________

least greatest

5 How much longer is a Thresher Shark than a Tiger Shark? Show your work.

Mark the answer clearly.

* Source: http://na.nefsc.noaa.gov/sharks/


NAME DATE


Addition & Subtraction Practice

1 Add the numbers.

40 20 57 50 75 34 35

+ 3 + 38 + 31 + 16 + 25 + 34 + 35 _____ _____ _____ _____ _____ _____ _____

290 340 562 225 325 325 450

+ 9 + 20 + 35 + 15 + 25 + 26 + 50 _____ _____ _____ _____ _____ _____ _____

2 Use pictures, numbers, and/or words to add the numbers in each box. Show all

your work.

a 47 + 47 b 148 + 122

3 Subtract the numbers.

49 50 67 50 45 30 100

– 9 – 10 – 23 – 25 – 15 – 15 – 75 _____ _____ _____ _____ _____ _____ _____

4 Choose one of the problems in the box. Circle it. Then solve it. Use pictures,

numbers, and/or words to help. Show all your work.

35 – 15 50 – 25 83 – 49 123 – 99


NAME DATE


More Number Patterns

1 Fill in the missing numbers in these skip-counting patterns.

a 15, 25, 35, _____, 55, _____, 75, _____, _____, _____, 115, 125

b 6, 12, 18, _____, _____, 36, _____, _____, _____, 60, 66, _____

c 105, 110, 115, _____, _____, 130, _____, _____, 145, _____, 155

d 13, 113, 213, _____, 413 _____, 613, _____, _____, _____

2 DJ and Hopper are jumping from stone to stone to get across the stream.

There are nine stones in all. There is exactly 1 foot between each stone, and

there are 12 inches in a foot. Finish the table below to see how many inches the

frogs have to jump to get all the way across the stream.

Feet 1 2 3 4 5 6 7 8 9

Inches 12 24 60

CHALLENGE

3 The path from DJ’s house to the stream is 27 feet long. There are 3 feet in a

yard. How many yards is it from DJ’s house to the stream? Show your work.

© Zaner-Bloser, Inc.Practice Master 12

Trace the undercurve stroke at the beginning of these lowercase letters.

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPb e i l j s

Basic Strokes: Undercurve

An undercurve stroke swings up.

Trace the undercurve stroke at the beginning of these uppercase letters.

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPB G L P R BWrite undercurve strokes. Begin at the dot.

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP

MNOPOPOPOPOPOPOPOPOPOPOPq Qq Q

q

Q Q

q

Write undercurve strokes. Begin at the dot.

q q q q q q

q q q q q q

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP q q q q q q

q q q q q q

IJKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLName:

Practice Master 13© Zaner-Bloser, Inc.

Trace the downcurve stroke at the beginning of these lowercase letters.

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPa c d g o q

Basic Strokes: Downcurve

A downcurve stroke dives down.

Trace the downcurve stroke at the beginning of these uppercase letters.

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPA C D E OWrite downcurve strokes. Begin at the dot.


Write downcurve strokes. Begin at the dot.

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP W

w

W W W W W W W W

W W W W W W W W

w w w w w w w w

w w w w w w w w

W

w

MNOPOPOPOPOPOPOPOPOPOPOPw Ww W



Trace the overcurve stroke at the beginning of these lowercase letters.

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPm n v x y z

Basic Strokes: Overcurve

An overcurve stroke bounces up.

Trace the overcurve stroke at the beginning of these uppercase letters.

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPI J QWrite overcurve strokes. Begin at the dot.

Write overcurve strokes. Begin at the dot.


MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP E

w

E E E E E E E E

E E E E E E E E

e e e e e e e e

e e e e e e e e

E

e

MNOPOPOPOPOPOPOPOPOPOPOPe Ee E



Trace the diagonal strokes in these lowercase letters.

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPa d m h y

Basic Strokes: Diagonal

A diagonal stroke slides.

Trace the diagonal strokes in these uppercase letters.

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPB P R U X YWrite diagonal strokes. Begin at the dot.

Write diagonal strokes. Begin at the dot.


MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP R R

r r

: : : : : : : :

: : : : : : : :

; ; ; ; ; ; ; ;

; ; ; ; ; ; ; ;

MNOPOPOPOPOPOPOPOPOPOPOPr Rr R


Practice Master 58 © Zaner-Bloser, Inc.

Cursive Letter and Numeral Formations

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

i

t

u

w

e

l

b

h

f

k

i

t

u

w

e

l

b

h

f

k

1. Undercurve. 2. Slant; undercurve. Lift. 3. Dot.

1. Undercurve. 2. Slant; undercurve. Lift. 3. Slide right.

1. Undercurve. 2. Slant; undercurve. 3. Slant; undercurve.

1. Undercurve. 2. Slant; undercurve. 3. Slant; undercurve. 4. Checkstroke.

1. Undercurve; loop back; slant; undercurve.



2. Checkstroke.

1. Undercurve; loop back; slant. 2. Overcurve; slant; undercurve.

1. Undercurve; loop back; slant; loop forward.

2. Undercurve.

1. Undercurve; loop back; slant. 2. Overcurve; curve forward;

curve under. 3. Slant right; undercurve.

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

r

s

j

p

a

d

g

o

c

q

1. Undercurve. 2. Slant right. 3. Slant; undercurve.

1. Undercurve. 2. Curve down and back. 3. Undercurve.

1. Undercurve. 2. Slant; loop back; overcurve.

Lift. 3. Dot.

1. Undercurve. 2. Slant; loop back; overcurve;

curve back. 3. Undercurve.

1. Downcurve; undercurve. 2. Slant; undercurve.


1. Downcurve; undercurve. 2. Slant; loop back; overcurve.

1. Downcurve; undercurve. 2. Checkstroke.

1. Downcurve; undercurve.

1. Downcurve; undercurve. 2. Slant; loop forward. 3. Undercurve.

‡rµ

·s›

‡j™

‡p›

aµ

dµ

g™

o«

cµ

q


MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

n

m

y

x

v

z

A

O

D

C

E

n

m

y

x

v

z

A

O

D

C

E

1. Overcurve; slant. 2. Overcurve; slant; undercurve.

1. Overcurve; slant. 2. Overcurve; slant. 3. Overcurve; slant; undercurve.

1. Overcurve; slant; undercurve. 2. Slant; loop back; overcurve.

1. Overcurve; slant; undercurve. Lift.

2. Slant.

1. Overcurve; slant; undercurve. 2. Checkstroke.

1. Overcurve; slant. 2. Overcurve; curve down; loop;

overcurve.


1. Downcurve; undercurve; loop; curve right.

1. Downcurve; loop; curve down and up; loop; curve right.

1. Slant. 2. Downcurve; undercurve.

1. Slant. 2. Downcurve; loop; downcurve;

undercurve.

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

N

M

H

K

U

Y

Z

V

W

X

N

M

H

K

U

Y

Z

V

W

X

1. Curve forward; slant. 2. Overcurve; slant; undercurve.

1. Curve forward; slant. 2. Overcurve; slant. 3. Overcurve; slant; undercurve.

1. Curve forward; slant. Lift. 2. Curve back; slant. 3. Retrace; loop; curve right.

1. Curve forward; slant. Lift. 2. Doublecurve. 3. Curve forward and down;

undercurve.

1. Curve forward; slant; undercurve.

2. Slant; undercurve.


2. Slant; loop back; overcurve.

1. Curve forward and down; slant.

2. Overcurve; curve down; loop; overcurve.

1. Curve forward; slant; undercurve; overcurve.


2. Slant; undercurve; overcurve.

1. Curve forward; slant; undercurve. Lift.

2. Slant.

Practice Master 60 © Zaner-Bloser, Inc.

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

I

JQ

T

F

G

S

L

P

R

I

JQ

T

F

G

S

L

P

R

1. Overcurve; curve down and up. 2. Retrace; curve right.

1. Overcurve; slant; loop back; overcurve.

1. Curve back; overcurve; curve down; retrace; curve forward; curve under.

1. Slant.2. Curve forward and right. Lift. 3. Doublecurve; curve up. 4. Retrace; curve right.

1. Slant. 2. Curve forward and right. Lift. 3. Doublecurve; curve up. 4. Retrace; curve right. Lift. 5. Slide right.

1. Undercurve; loop; curve forward. 2. Doublecurve; curve up. 3. Retrace; curve right.

1. Undercurve; loop; curve down and up.

2. Retrace; curve right.

1. Undercurve; loop; curve down; loop; curve under.

1. Undercurve. 2. Slant. 3. Retrace; curve forward and back.

1. Undercurve. 2. Slant. 3. Retrace; curve forward and back. 4. Curve forward; undercurve.

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

MNOPOP

B

1

2

3

4

5

6

7

8

910

B

1

2

3

4

5

6

7

8

910

1. Undercurve. 2. Slant. 3. Retrace; curve forward; loop;

curve forward and back. 4. Retrace; curve right.

1. Slant.

1. Slant. 2. Curve forward; slant. 3. Curve right.

1. Slant. 2. Curve forward and back. 3. Curve forward and back.

1. Slant. 2. Slide right. Lift. 3. Slant.

1. Slant. 2. Curve forward and back. Lift. 3. Slide right.

1. Curve down and forward; loop.

1. Slant. 2. Doublecurve. 3. Slant.

1. Curve back and down; curve back; slant up.

1. Downcurve; undercurve. 2. Slant.

1. Slant. Lift. 2. Downcurve; undercurve.

© Zaner-Bloser, Inc. Practice Master 73

Write the numerals.

mnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP

1 1 1 11 1

2 2 2 22 2

3 3 3 33 3

Cursive Numerals

mnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP

4 4 4 44 4

5 5 5 55 5

mnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP

6 6 6 66 6

7 7 7 7 7 7

8 8 8 88 8

mnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP

9 9 9 99 9

10 10 10 1010 10

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP1 2 3 4 5 6 7 8 9 10

Numeral Models and Formations

Digital Tutor


Cursive Numerals

Fill in the missing numerals on the rulers.

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP1 3 5

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP 2 4 6

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP 8 10 11 12

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP 7 9 11 12

Pract

ice

Mast

er 7

8©

Zane

r-Blo

ser, I

nc.

Letter

Fo

rmatio

ns

1.

Und

ercu

rve;

loop b

ack

;

slant

. 2

. O

verc

urve

; sl

ant

;

under

curv

e.

1.

Und

ercu

rve;

loop b

ack

;

slant

; un

der

curv

e. 2

. C

heck

stro

ke.

EFGHGHGHGH

EFGHGHGHGH

Nam

e:MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP

Uns

cram

ble

the

let

ters

and

write

the

word

on

each

lin

e.

EFGHGHGHGH

hhµ

bbÅ

Word

Box

bul

l

hit

bel

l

web tub

hill

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP





u l

b l

i l

h l

e b

w

l l

b e

t h

i


b t

u

Note

to F

am

ilie

s: I

n ha

ndw

ritin

g,

we

have

bee

n w

ritin

g the

let

ters

b a

nd h

. Use

the

model

s at th

e botto

m o

f th

e page

to r

evie

w the

form

atio

n of

thes

e

lette

rs w

ith y

our

chi

ld.

Then

spen

d a

few

mom

ents

com

ple

ting the

follo

win

g a

ctiv

ity toget

her. F

or

additi

ona

l pra

ctic

e, s

cram

ble

more

word

s th

at co

ntain

b a

nd

h,

and

have

your

chi

ld u

nscr

am

ble

the

m.

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Ho

me

Pra

ctic

e

Pract

ice

Mast

er 8

0©

Zane

r-Blo

ser, I

nc.

Letter

Fo

rmatio

ns

1.

Und

ercu

rve.

2.

Cur

ve d

ow

n and

back

. 3

. U

nder

curv

e.

1.

Und

ercu

rve.

2.

Sla

nt r

ight

. 3

. Sla

nt;

under

curv

e.

Nam


EFGHGHGHGH

r‡rµ

EFGHGHGHGH

s·s›

mnopopopopopopopopopopopopopopopopopopopop


MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP




Note

to F

am

ilie

s: I

n ha

ndw

ritin

g,

we

have

bee

n w

ritin

g the

let

ters

r a

nd s

. Use

the

model

s at th

e botto

m o

f th

e page

to r

evie

w the

form

atio

n of

thes

e

lette

rs w

ith y

our

chi

ld.

Then

spen

d a

few

mom

ents

com

ple

ting the

follo

win

g a

ctiv

ity toget

her. F

or

additi

ona

l pra

ctic

e, h

ave

your

chi

ld w

rite

a lis

t of

more

ite

ms

that

can

be

label

ed h

is o

r her.

boo

tsd

ogs

mil

e

coa

tr

abb

itf

row

n

Label

each

ite

m h

is o

r h

er a

ccord

ing to the

pic

ture

.

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Ho

me

Pra

ctic

e

Pract

ice

Mast

er 8

3©

Zane

r-Blo

ser, I

nc.

Letter

Fo

rmatio

ns

1.

Dow

ncur

ve;

un

der

curv

e. 2

. C

heck

stro

ke.

1.

Dow

ncur

ve;

under

curv

e. 2

. Sla

nt;

loop b

ack

;

ove

rcur

ve.

EFGHGHGHGH

ggEFGHGHGHGH

oo«

Nam


Use

the

let

ters

fro

m the

Let

ter

Box

to c

reate

new

din

osa

ur n

am

es.

W

rite

the

word

s bel

ow

.

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP







Lett

er

Box

j

p

r s

f

k

i e

l

u

w a

d

g

o

Note

to F

am

ilie

s: I

n ha

ndw

ritin

g,

we

have

bee

n w

ritin

g the

let

ters

g a

nd o

. Use

the

model

s at th

e botto

m o

f th

e page

to r

evie

w th

e fo

rmatio

n of

thes

e le

tters

with

your

chi

ld.

Then

spen

d a

few

mom

ents

com

ple

ting the

follo

win

g a

ctiv

ity toget

her. F

or

additi

ona

l pra

ctic

e, h

ave

your

chi

ld m

ake

a lis

t of

item

s th

at

beg

in w

ith g

and

o.

dog

as

au

rus

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Ho

me

Pra

ctic

e

Pract

ice

Mast

er 8

5©

Zane

r-Blo

ser, I

nc.

Letter

Fo

rmatio

ns

1.

Ove

rcur

ve;

slant

. 2

. O

verc

urve

; sl

ant

. 3

. O

verc

urve

; sl

ant

;

under

curv

e.

1.

Ove

rcur

ve;

slant

. 2

. O

verc

urve

; sl

ant

;

under

curv

e.EFGHGHGHGH

n°nµ

EFGHGHGHGHGH

°mµ

m

Nam


Write

a lis

t of

item

s in

your

hom

e th

at beg

in w

ith the

let

ters n

or

m.













Note

to F

am

ilie

s: I

n ha

ndw

ritin

g,

we

have

bee

n w

ritin

g the

let

ters

n a

nd m

. Use

the

model

s at th

e botto

m o

f th

e page

to r

evie

w the

form

atio

n of

thes

e

lette

rs w

ith y

our

chi

ld.

Then

spen

d a

few

mom

ents

com

ple

ting the

follo

win

g a

ctiv

ity toget

her. F

or

additi

ona

l pra

ctic

e, h

ave

your

chi

ld w

rite

a lis

t of ite

ms

that beg

in

with

n o

r m

.

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Ho

me

Pra

ctic

e

Pract

ice

Mast

er 8

7©

Zane

r-Blo

ser, I

nc.

Letter

Fo

rmatio

ns

1.

Ove

rcur

ve;

slant

. 2

. O

verc

urve

; cu

rve

dow

n; loop;

ove

rcur

ve.

1.

Ove

rcur

ve;

slant

;

under

curv

e. 2

. C

heck

stro

ke.

EFGHGHGHGH

v°vÅ

EFGHGHGHGH

z°z™

Note

to F

am

ilie

s: I

n ha

ndw

ritin

g,

we

have

bee

n w

ritin

g the

let

ters

v a

nd z

. Use

the

model

s at th

e botto

m o

f th

e page

to r

evie

w the

form

atio

n of

thes

e

lette

rs w

ith y

our

chi

ld.

Then

spen

d a

few

mom

ents

com

ple

ting the

follo

win

g a

ctiv

ity toget

her. F

or

additi

ona

l pra

ctic

e, a

sk y

our

chi

ld m

ore

que

stio

ns tha

t ha

ve

ans

wer

s beg

inni

ng w

ith the

let

ters

v a

nd z

.

Use

the

word

s fr

om

the

Word

Box

to a

nsw

er the

que

stio

ns b

elow

. Th

en w

rite

a s

ente

nce

usin

g s

om

e of

the

word

s.




A trip to the

zoo is

____

___

fun.

Wha

t ani

mal ha

s st

ripes

?

From

wha

t do m

onk

eys

swin

g?

Whe

re m

ight

you

go o

n a f

ield

trip?


MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP

MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP

Word

Box

zeb

ra

zoo

ver

y

vi

ne

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Nam

e:

Ho

me

Pra

ctic

e

Pract

ice

Mast

er 8

8©

Zane

r-Blo

ser, I

nc.

Letter

Fo

rmatio

ns

1.

Dow

ncur

ve;

under

curv

e;

loop;

curv

e right

.

1.

Dow

ncur

ve;

un

der

curv

e. 2

. Sla

nt;

under

curv

e.

EFGHGHGHGH

AAµ

EFGHGHGHGH

OO

Nam


Write

the

citi

es a

nd s

tate

s th

at are

ind

icate

d o

n th

e m

ap.

mnopopopopopopopopopopopopopopopopopopopopopopopop







MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP

Note

to F

am

ilie

s: I

n ha

ndw

ritin

g,

we

have

bee

n w

ritin

g the

let

ters

A a

nd O

. Use

the

model

s at th

e botto

m o

f th

e page

to r

evie

w the

form

atio

n of

thes

e

lette

rs w

ith y

our

chi

ld.

Then

spen

d a

few

mom

ents

com

ple

ting the

follo

win

g a

ctiv

ity toget

her. F

or

additi

ona

l pra

ctic

e, h

ave

your

chi

ld w

rite

more

lo

catio

ns tha

t beg

in w

ith A

and

O.

1.

2. 3. 4.

Loca

tions

1. A

lba

ny

,

Oreg

on

2. O

at

ma

n,

Ari

zona

3. A

lva

,

Okla

ho

ma

4. A

kro

n,

Ohio

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Ho

me

Pra

ctic

e

Pract

ice

Mast

er 8

9©

Zane

r-Blo

ser, I

nc.

Letter

Fo

rmatio

ns

1.

Sla

nt.

2.

Dow

ncur

ve;

un

der

curv

e.

1.

Dow

ncur

ve;

loop;

cu

rve

dow

n and

up;

lo

op;

curv

e right

.EFGHGHGHGH

DDEFGHGHGHGH

CCµ

Nam


Rew

rite

the

follo

win

g d

oct

ors

’ na

mes

in

curs

ive.




MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP

Note

to F

am

ilie

s: I

n ha

ndw

ritin

g,

we

have

bee

n w

ritin

g the

let

ters

D a

nd C

. Use

the

model

s at th

e botto

m o

f th

e page

to r

evie

w the

form

atio

n of

thes

e

lette

rs w

ith y

our

chi

ld.

Then

spen

d a

few

mom

ents

com

ple

ting the

follo

win

g a

ctiv

ity toget

her. F

or

additi

ona

l pra

ctic

e, h

ave

your

chi

ld w

rite

more

nam

es tha

t beg

in

with

D o

r C

.

Dr. C

rave

n

Dr. C

ore

m

Dr. C

art

er

Dr. C

arm

ean Le

tter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Ho

me

Pra

ctic

e

Pract

ice

Mast

er 9

1©

Zane

r-Blo

ser, I

nc.

Letter

Fo

rmatio

ns

1.

Cur

ve f

orw

ard

;

slant

. Li

ft.

2.

Cur

ve b

ack

; sl

ant

. 3

. Ret

race

; lo

op;

cu

rve

right

.

1.

Cur

ve f

orw

ard

; sl

ant

. 2

. O

verc

urve

; sl

ant

. 3

. O

verc

urve

; sl

ant

;

under

curv

e.

EFGHGHGHGH

MMµ

EFGHGHGHGH

HH[

Nam


Make

a lis

t of

girls

’ na

mes

tha

t beg

in w

ith M

. M

ake

a lis

t of

boys

’ na

mes

tha

t beg

in w

ith H

.













Note

to F

am

ilie

s: I

n ha

ndw

ritin

g,

we

have

bee

n w

ritin

g the

let

ters

M a

nd H

. Use

the

model

s at th

e botto

m o

f th

e page

to r

evie

w the

form

atio

n of

thes

e

lette

rs w

ith y

our

chi

ld.

Then

spen

d a

few

mom

ents

com

ple

ting the

follo

win

g a

ctiv

ity toget

her. F

or

additi

ona

l pra

ctic

e, h

ave

your

chi

ld thi

nk o

f fr

iend

s’ n

am

es tha

t beg

in w

ith M

and

H a

nd p

ract

ice

writin

g the

m.

Gir

ls’

Nam

es

Boys’

Nam

es

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Ho

me

Pra

ctic

e

Pract

ice

Mast

er 9

3©

Zane

r-Blo

ser, I

nc.

Letter

Fo

rmatio

ns

1.

Cur

ve f

orw

ard

and

dow

n; s

lant

. 2

. O

verc

urve

; cu

rve

dow

n; loop;

ove

rcur

ve.

1.

Cur

ve f

orw

ard

;

slant

; un

der

curv

e. 2

. Sla

nt;

loop b

ack

;

ove

rcur

ve.

EFGHGHGHGH

YY±

EFGHGHGHGH

ZZ™

Nam


Note

to F

am

ilie

s: I

n ha

ndw

ritin

g,

we

have

bee

n le

arn

ing the

let

ters

Y a

nd Z

. U

se the

model

s at th

e botto

m o

f th

e page

to r

evie

w the

form

atio

n of

thes

e

lette

rs w

ith y

our

chi

ld.

To r

einf

orc

e th

ese

lette

rs,

spen

d

a f

ew m

om

ents

com

ple

ting the

follo

win

g a

ctiv

ity

toget

her. F

or

additi

ona

l pra

ctic

e, h

ave

your

chi

ld w

rite

a lis

t of

pla

ce n

am

es b

egin

ning

with

Y a

nd Z

.

Make

sig

ns f

or

thes

e ci

ty z

oos.

Use

the

exa

mple

to h

elp y

ou.

Dec

ora

te the

sig

ns.







Yel

low

Y

am

pa

Y

azo

o

Ya

ki

ma

Y

ork

Y

ank

ton

Ya

nkto

n Z

oo Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Ho

me

Pra

ctic

e

Pract

ice

Mast

er 9

4©

Zane

r-Blo

ser, I

nc.

Letter

Fo

rmatio

ns

1.

Cur

ve f

orw

ard

;

slant

; un

der

curv

e. 2

. Sla

nt;

under

curv

e;

ove

rcur

ve.

1.

Cur

ve f

orw

ard

;

slant

; un

der

curv

e;

ove

rcur

ve.

EFGHGHGHGH

VVEFGHGHGHGH

WW

Nam


Note

to F

am

ilie

s: I

n ha

ndw

ritin

g,

we

have

bee

n le

arn

ing the

let

ters

V a

nd W

. U

se the

model

s at th

e botto

m o

f th

e page

to r

evie

w the

form

atio

n of

thes

e

lette

rs w

ith y

our

chi

ld.

To r

einf

orc

e th

ese

lette

rs,

spen

d

a f

ew m

om

ents

com

ple

ting the

follo

win

g a

ctiv

ity

toget

her. F

or

additi

ona

l pra

ctic

e, h

ave

your

chi

ld

look

for

citie

s th

at beg

in w

ith V

or

W a

nd p

ract

ice

writin

g the

m.

Matc

h ea

ch s

tate

’s n

am

e w

ith the

corr

ect nu

mber

on

the

map.

Write

the

sta

tes.

mnopopopopopopopopopopopopopopopopopopopopopopopopopopop




1. 2. 3. 4.

Ver

mo

nt

Wa

sh

ing

ton

Virg

ini

a

Wi

sco

nsi

n

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Ho

me

Pra

ctic

e

Pract

ice

Mast

er 9

6©

Zane

r-Blo

ser, I

nc.

Letter

Fo

rmatio

ns

1.

Cur

ve b

ack

; ove

rcur

ve;

cu

rve

dow

n; r

etra

ce;

curv

e

forw

ard

; cu

rve

under

.

1.

Ove

rcur

ve;

slant

;

loop b

ack

;

ove

rcur

ve.

EFGHGHGHGH

JJ™

EFGHGHGHGH

QQ

Nam


Note

to F

am

ilie

s: I

n ha

ndw

ritin

g,

we

have

bee

n le

arn

ing the

let

ters

J a

nd Q

. U

se the

model

s at th

e botto

m o

f th

e page

to r

evie

w the

form

atio

n of

thes

e

lette

rs w

ith y

our

chi

ld.

To r

einf

orc

e th

ese

lette

rs,

spen

d

a f

ew m

om

ents

com

ple

ting the

follo

win

g a

ctiv

ity

toget

her. F

or

addi ti

ona

l pra

ctic

e, h

ave

your

chi

ld f

ind

more

nam

es tha

t beg

in w

ith J

and

Q a

nd p

ract

ice

writin

g the

m.

Write

the

Kin

g’s

inv

itatio

n lis

t to

th

e ball

in c

ursi

ve.

mnopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopop





MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP

Que

en J

ackie

Que

en J

ulie

Que

en J

osefina

Que

en J

ennifer

Que

en J

ean

Que

en J

anet

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Ho

me

Pra

ctic

e

Pract

ice

Mast

er 9

7©

Zane

r-Blo

ser, I

nc.

Letter

Fo

rmatio

ns

1.

Sla

nt.

2.

Cur

ve f

orw

ard

and

rig

ht.

Lift.

3.

Doub

lecu

rve;

cu

rve

up.

4.

Ret

race

; cu

rve

right

. Li

ft.

5.

Slid

e right

.

1.

Sla

nt.

2.

Cur

ve f

orw

ard

and

rig

ht.

Lift.

3.

Doub

lecu

rve;

cur

ve u

p.

4.

Ret

race

; cu

rve

right

.

EFGHGHGHGH

TTEFGHGHGHGH

FF

Nam


Note

to F

am

ilie

s: I

n ha

ndw

ritin

g,

we

have

bee

n le

arn

ing the

let

ters

T a

nd F

. U

se the

model

s at th

e botto

m o

f th

e page

to r

evie

w the

form

atio

n of

thes

e

lette

rs w

ith y

our

chi

ld.

To r

einf

orc

e th

ese

lette

rs,

spen

d

a f

ew m

om

ents

com

ple

ting the

follo

win

g a

ctiv

ity

toget

her. F

or

additi

ona

l pra

ctic

e, a

sk y

our

chi

ld

more

tru

e or

fals

e que

stio

ns a

nd h

ave

him

or

her

w

rite

the

ans

wer

.

Write

in

curs

ive

whe

ther

the

follo

win

g s

tate

men

ts a

re T

ru

e or F

als

e.






1. T

here a

re 15

mon

ths

in a

yea

r.

2. T

he s

un is

hot.

3. 2

+5=

10

5. T

he c

olors

of the

American

flag

are

red

, white, an

d blue

.

4. Y

ou a

re o

ld e

noug

h to d

rive a

car

.

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Ho

me

Pra

ctic

e

Pract

ice

Mast

er 9

9©

Zane

r-Blo

ser, I

nc.

Letter

Fo

rmatio

ns

1.

Und

ercu

rve.

2.

Sla

nt.

3.

Ret

race

; cu

rve

fo

rward

and

back

.

1.

Und

ercu

rve;

loop;

cu

rve

dow

n; loop;

cu

rve

under

.EFGHGHGHGH

LLEFGHGHGHGH

PP

Nam


Note

to F

am

ilie

s: I

n ha

ndw

ritin

g,

we

have

bee

n le

arn

ing the

let

ters

L a

nd P

. U

se the

model

s at th

e botto

m o

f th

e page

to r

evie

w the

form

atio

n of

thes

e le

tters

with

your

chi

ld.

To r

einf

orc

e th

ese

lette

rs,

spen

d

a f

ew m

om

ents

com

ple

ting the

follo

win

g a

ctiv

ity

toget

her. F

or

additi

ona

l pra

ctic

e, h

ave

your

chi

ld

crea

te m

ore

tea

m n

am

es tha

t beg

in w

ith the

let

ters

L

and

P.

Sel

ect ci

ty n

am

es a

nd m

asc

ots

fro

m the

lis

ts b

elow

to c

reate

new

sports

team

nam

es a

nd w

rite

the

m o

n th

e lin

es.





MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP

Citi

esM

asc

ots

Pa

du

cah

Lak

eP

ort

land

Lind

enLi

ma

Lob

ster

sP

arr

ots

Pa

nth

ers

Lla

ma

sP

and

as

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Letter

Mo

del

and

Fo

rma

tio

n

Dig

ita

l Tu

tor

Ho

me

Pra

ctic

e

CreateYourOwnGame

Game: __________________________________________________________________

Field/Boundaries:

Number of players:____________________ Number of teams:______________________

Goal/Objective of the game (How do you win?)___________________________________

_________________________________________________________________________

Equipment: _______________________________________________________________

Rules: Are there points? Penalties? Out of bounds? Different Positions? Rounds?.....

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Workout#1

• Joginplacefor1minute

• 10RandLlegstretches

• Plankfor20seconds

• 15ScissorJumps

• 10SitUps

• WallSquat25seconds

• 15SkiJumps

• 10ToeTouches

REPEATFOR12MINUTES

30SECONDRESTINBETWEEN

Workout#2

• 40JumpingJacks

• 10RandLarmstretches

• 7Squats

• 15HeelRaises

• 20HighKnees

• 7Lunges

• 15CurlUps

• 20MountainClimbers

REPEATFOR12MINUTES


Workout#3

• 40JumpingJacks

• 30SecondStretch

• 20BackKicks

• 10Squats

• ABCPushUps

• 20ImaginaryJumpRopes

• 7StandingLongJumps

• 10HopsEachFoot

REPEATFOR12MINUTES


Workout#4

• Joginplace1minute

• 30SecondStretch

• 10LeapFrogs

• 10WalkingLunges

• 15SquatKicks

• 25MountainClimbers

• 15Skipsinplace

• 15—YouPick!

REPEATFOR12MINUTES


Body Percussion Boxes Cut apart these boxes and rearrange in any order you like to make your own body percussion rhythm.

1. Perform for someone at home. 2. See how slow and how fast you can go! 3. See if you can perform your body percussion while singing a song.

Pat

Clap

Pat

Clap

Pat

Snap

Pat

Stomp

Clap

Clap

Pat

Clap

Snap

Pat

Clap

Stomp

Buck

et L

ist

Summ

er of Kin

dness

©20

18 D

oing

Goo

d To

geth

er™

Find

sim

ple

tool

s to

gro

w b

ig h

eart

s at

Doi

ngGo

odTo

geth

er.o

rg

Cre

ate

an a

rtfu

l fam

ily m

issi

on

sta

tem

ent.

Dra

w a

nd

wri

te a

bo

ut

you

r su

mm

er in

a f

amily

kin

dn

ess

jou

rnal

.

Pla

nt

a tr

ee. I

mag

ine

wh

ere

you

'll b

e w

hen

it is

fu

lly g

row

n.

Ad

op

t a

foo

d s

hel

f. In

vite

yo

ur

child

to

ch

oo

se a

do

nat

ion

eve

ry

tim

e yo

u s

ho

p.

Fill

you

r n

eigh

bo

rho

od

wit

h c

hee

rfu

l sid

ewal

k ch

alk

dra

win

gs.

Ch

alle

nge

eac

h f

amily

mem

ber

to

co

llect

100

pie

ces

of

tras

h

on

yo

ur

nex

t fa

mily

ou

tin

g.

Giv

e an

aw

ard

to

so

meo

ne

you

ad

mir

e.

Cre

ate

bir

d f

eed

ers

and

pla

ce t

hem

nea

r a

pu

blic

ben

ch.

Ho

st a

lem

on

ade

stan

d f

or

a ca

use

. Se

t u

p a

Mag

ic M

ail S

tati

on

at

ho

me

and

sh

are

artw

ork

an

d

lett

ers

all s

um

mer

lon

g.

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k fl

ow

ers.

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iver

th

em t

o s

om

eon

e w

ho

nee

ds

a sm

ile.

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ate

than

k yo

u c

ard

s fo

r co

mm

un

ity

hel

per

s (m

ail c

arri

ers,

tr

ash

co

llect

ors

, po

lice

off

icer

s, t

each

ers,

co

ach

es, e

tc).

Rea

d a

nd

dis

cuss

a b

oo

k to

geth

er.

Bak

e an

d s

har

e d

og

trea

ts w

ith

a s

hel

ter

or

can

ine

nei

ghb

or.

Off

er t

o h

elp

a n

eigh

bo

r p

ull

wee

ds

and

wat

er p

lan

ts.

Dec

ora

te a

jar

or

bo

x fr

om

th

e re

cycl

ing

bin

an

d d

edic

ate

itto

co

llect

ch

ange

fo

r a

cau

se.

Take

a m

ind

ful n

atu

re h

ike.

Dra

w p

ictu

res

of

all y

ou

no

tice

.

Vis

it a

loca

l nu

rsin

g h

om

e an

d d

eliv

er c

olo

rfu

l car

ds

and

d

raw

ings

to

th

e re

sid

ents

.

Do

ub

le y

ou

r d

inn

er r

ecip

e an

d s

har

e w

ith

par

ents

of

a n

ew b

aby.

Do

nat

e o

utg

row

n b

oo

ks t

o a

Lit

tle

Free

Lib

rary

in y

ou

r ar

ea. O

r

sto

ck it

wit

h k

ind

nes

s-th

emed

bo

oks

.

Shar

e so

me

of

you

r ga

rden

har

vest

wit

h t

he

loca

l fo

od

sh

elf.

Dec

ora

te c

ard

s -

then

pu

t th

em in

bag

s w

ith

a f

ew q

uar

ters

. Tap

e th

em t

o v

end

ing

mac

hin

es a

t a

ho

spit

al.

Dec

ora

te d

esse

rt b

ags

for

Mea

ls o

n W

hee

ls.

Sch

edu

le a

to

ur

of

you

r lo

cal f

ire

stat

ion

an

d b

rin

g tr

eats

to

th

ank

the

fire

fig

hte

rs.

Second Grade Continuous Learning June 2020

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Transcript of Second Grade Continuous Learning June 2020