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Grade 3 Math: Data Representation Activities

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0% found this document useful (0 votes)

120 views119 pages

Grade 3 Math: Data Representation Activities

Uploaded by

Amani A. Yusef

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

1

3
Week 3
2

3
3

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

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

Instructions For Student Work Pages

Pictographs
• Activity 1: Watch “Pictographs”
• Activity 2: Create a pictograph.
• Activity 3: Complete the pictograph worksheet.

Bar Graphs & Frequency Tables (Tally Charts)

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

Dot Plots (Line Plots)

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

Instructions For Parents- Answer keys are located at the end of the
math section on the document.
Read through the directions with your child and support them as needed.

• Activity 3:Pictograph worksheet (answer key)

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

Additional Resources
• If you need help understanding scaled intervals, use this worksheet.
• Go on a Hike- Pictographs
Pictographs
4
5

Scan the QR code to

watch the
pictograph video.

Name: Date: Name: Date:

Worksheet 2 Making Picture Graphs Each stands for 5 units.

Draw to show the number of units.
1. Count the animals in the picture.
Example
Then complete the tally chart.
stand for 15 units. 1 stands for 5 units.
15 ÷ 5 = 3
Draw 3 .

2. stand for 10 units.

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
3. stand for 40 units.
Animal Tally Number of Animals
Each stands for 3 units.
5 Draw to show the number of units.
duck

4. stand for 9 units.

turtle

dragonÅy 5. stand for 12 units.

6. stand for 21 units.

Åamingo

Reteach 2B 131 132 Chapter 17 Lesson 2

Name: Date: Name: Date:

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

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

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
Fruit Tally Number of Fruits

4
Orange Orange Apple Peach Pear

Key: Each stands for 2 fruits.

Apple

1 stands for 2 fruits.

There are 4 oranges.
4÷2=2
Peach
Color 2 .

Pear

Reteach 2B 133 134 Chapter 17 Lesson 2

Name: Date: Name: Date:

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

Baseball

Basketball

Soccer
Item Tally Number of Children
© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
Baseball Tennis
Key: Each stands for 3 children.

Basketball

Soccer

Tennis

Reteach 2B 135 136 Chapter 17 Lesson 2

Name: Date: Name: Date:

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

Picture Graphs Number of Books Read

Use the picture graphs to answer the questions.

The picture graph shows the number of stamps Äve children have.

Stamp Collection of Five Children

January February March April

Key: Each stands for 4 books.

Andrew Jenny Candice Lenard Sandy 5. Joel read 12 books in February.

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

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
How many should be on the graph for February?

1. How many stamps does Andrew have?

2. Which two children have the same number of stamps? 6. Joel read 20 books in April.

and
How many more should be on the graph for April?

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

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

4. How many stamps do they have in all? February and April?

Reteach 2B 137 138 Chapter 17 Lesson 3

Name: Date: Name: Date:

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

Ideas for School Innovation Week

Color Tally

Class A Blue

Green
Class B
Red
Class C Orange

Class D
Title:
© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.

Key: Each stands for 2 ideas.

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

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

10. Class and Class both had ideas. How many boys like green?

11. For Class C, 4 of the ideas are from the girls and __________ 14. 12 boys chose blue or orange.
ideas are from the boys.
How many girls chose blue or orange?

Reteach 2B 139 140 Chapter 17 Lesson 3

Bar Graphs
&
Frequency Tables (Tally Charts)
13

Scan the QR code to watch

the
Bar Graphs
& Tally Charts video

Name: Date: Name: Date:

Complete the graph.

13 Bar Graphs Example

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

Example 1. represents 3 bottles

represents 4 batteries
17
16
bottles
16 batteries 14 Vertical bar
graph
12

Number of Coins
10

8
Complete.
© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
6
Example 4
6
2
4
represents 2 apples 0
2 Penny Nickel Dime Quarter
Kind of Coin
2.

represents 5 bees

Reteach 3B 67 68 Chapter 13 Lesson 13.1

Name: Date: Name: Date:

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

14
Number of Times
12 Vowel Appears 9 15 12 18 15

10
Use the table to complete the bar graph.
8 21

Number of Times Vowel Appears

6 18
4 15

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

2 12
0 9
Pasta
6
Kind of Food for Lunch
3

0 a e i o u
Vowel

This bar graph uses a scale of 3. It starts

with 0 and skips in threes. The greatest
number on the scale is 21 because the
graph needs to include all the data.

Reteach 3B 69 70 Chapter 13 Lesson 13.1

Name: Date: Name: Date:

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

200

180

160

140

Sacks of Rice
120

100
Kind of Insect Butterfly Bee Dragonfly Grasshopper 80
Number of
Insects 60
© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
40
5. Use the table in Exercise 4 to complete the bar graph. 20
0
30 Ali Bonita Charlie
Name
25
Number of Insects

0
Butter- Bee Dragon- Grass-
fly fly hopper
Kind of Insect

Reteach 3B 71 72 Chapter 13 Lesson 13.1

Name: Date: Name: Date:

Worksheet 2 Reading and Interpreting Bar Graphs Use the bar graph on the previous page to answer questions
1 through 8.
The bar graph shows the number of people who went to
the circus in a week.
1. How many people went to the circus on Monday?
180

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

150

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

130

120
4. On which day did 160 people go to the circus?
110
Number of People

100

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
5. On which day did the least number of people go to the circus?
© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.

70
6. On which day did the greatest number of people go to the circus?
60

40 7. How many more people went to the circus on Friday than on

Wednesday?
30

10 8. How many fewer people went to the circus on Monday than on Thursday?
0
Monday Tuesday Wednesday Thursday Friday
Day of the Week

Reteach 3B 73 74 Chapter 13 Lesson 13.2

Name: Date: Name: Date:

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

There are 45 orange trees.

There are twice as many apple trees as orange trees.
50c There are 45 more mango trees than apple trees.
There are 30 fewer guava trees than mango trees.
Kind of Coin

25c
16. Use the data to help Ken complete the bar graph.
10c 150

125

Number of Trees
5c 100

75
0 20 40 60 80 100120140160180200
Number of Coins 50

25
Use the bar graph to answer questions 9 through 15.
0

Apple Guava Mango Orange

9. Cheryl collected dimes. • Nickel – 5¢ coin Kind of Tree
• Dime – 10¢ coin
10. She collected 50¢ coins. • Quarter – 25¢ coin Use the bar graph to answer questions 17 through 21.
• Half dollar – 50¢ coin
11. She collected 50 . 17. How many apple trees are there?

12. The coin she collected the least of is the 18. How many guava trees are there?
.
19. The greatest number of trees are trees.
13. The coin she collected the most of is the
20. The least number of trees are trees.
.
21. How many more orange trees must be planted so that the number of
14. She collected fewer nickels than quarters.
orange trees and the number of guava trees are the same?
15. She has twice as many as .
Reteach 3B 75 76 Chapter 13 Lesson 13.2
19
Andy took a survey about favorite colors. He found that 7 people like blue, 4 people like
red, and 2 people like yellow. Show Andy’s data in a tally chart (frequency table) and a bar
graph. Use a scaled interval of 2 on your bar graph.
20

Dot Plots (Line Plots)

Scan the QR code to
21

watch the
Line Plots video.
22

Scan the QR code to

watch the
Make a Line Plot
video.
23

Name: Date: Name: Date:

Worksheet 3 Line Plots The tally chart shows the number of books read by some students
in February.
Complete the tally chart.
Then use the data in the tally chart to make a line plot. Complete the tally chart.
Example
1. Number of Number of
The tally chart shows the number of points scored by some Tally
students in a math quiz. Books Read Students
3 4
Number of Points
Number of Number of 4
Tally
Points Students
5
7 8
6
8 5

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

10 5 2.

俹䢢俹䢢
俹䢢俹䢢
俹䢢俹䢢
俹䢢俹䢢俹䢢俹䢢
俹䢢俹䢢俹䢢俹䢢 Line Plot 3 4 5 6
俹䢢俹䢢俹䢢俹䢢 Number of Books Read
俹䢢俹䢢俹䢢俹䢢
俹䢢俹䢢俹䢢俹䢢
7 8 9 10
Number of Points Each ᅞstands for 1 student.

Reteach 3B 77 78 Chapter 13 Lesson 13.3

Name: Date: Name: Date:

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

3. What does each ᅞon the line plot stand for? Use the data in the line plot to answer the questions.
4. How many students read 4 books in February?
俹䢢䢢
students 俹䢢䢢
俹䢢俹䢢俹䢢
5. How many students read more than 4 books in February? 俹䢢俹䢢俹䢢俹䢢
俹䢢俹䢢俹䢢俹䢢俹䢢俹䢢
students 䢢
10 11 12 13 14 15
Erasers per Box
6. What is the greatest number of books read by any student in February?
books 8. What does each ᅞon the line plot stand for?

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

students 10. What is the most common number of erasers per box?
© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.

11. How many boxes were counted?

boxes

Reteach 3B 79 80 Chapter 13 Lesson 13.3

Answer Keys
26

Name: Date: Name: Date:

H A PTE
Each stands for 2 units.
C

17 Picture Graphs Count and Äll in the blanks.

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

Our Pets

5. stands for units.

6. stands for units.

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
Each stands for 5 units.
Count and Äll in the blanks.
Rabbit Dog Cat Gerbil

Each stands for 1 animal. 7. stands for units.

Multiply by 5 to
Änd the answer.
1. There are types of pets. 8. stands for units.

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

3. There are more rabbits than gerbils.

4. There are pets in all.

Reteach 2B 125 126 Chapter 17 Lesson 1

Name: Date: Name: Date:

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

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

Count the for the erasers and rulers.

Then multiply to Änd the answer.

Pencil Eraser Ruler Scissors

Key: Each stands for 3 items.

symbol The picture graph shows the number of each kind of tableware
The key shows what each in Mr. Martin’s kitchen cabinet.
symbol stands for.
© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
Mr. Martin’s Tableware

Fill in the blanks.

Use the picture graph to help you.
Plate
Example
How many pencils were sold?
There are 5 . Bowl
1 stands for 3 items.
5 × 3 = 15
Glass

Cup

Key: Each stands for 4 items.

Reteach 2B 127 128 Chapter 17 Lesson 1

Name: Date: Name: Date:

Fill in the blanks. Fill in the blanks.

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

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

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

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

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

16. Mr. Martin buys 8 more glasses. 21. 8 boys swim after school.
He should draw more on the graph.
How many girls swim after school?
© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
The students in the second grade class have different 22. 3 students decide to skate rather than swim.
after-school activities on Tuesday.
How many students skate now?
The picture graph shows the number of students in each activity.

After-School Activities of the Second Grade Class

jogging
swimming
skating
dancing
Key: Each stands for 3 students.

Reteach 2B 129 130 Chapter 17 Lesson 1

Name: Date: Name: Date:

Worksheet 2 Making Picture Graphs Each stands for 5 units.

Draw to show the number of units.
1. Count the animals in the picture.
Example
Then complete the tally chart.
stand for 15 units. 1 stands for 5 units.
15 ÷ 5 = 3
Draw 3 .

2. OO stand for 10 units.

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
3. OOOOOOOO stand for 40 units.
Animal Tally Number of Animals
Each stands for 3 units.
5 Draw to show the number of units.
duck

4. UUU stand for 9 units.

turtle

dragonÅy 5. UUUU stand for 12 units.

6. UUUUU stand for 21 units.

Åamingo
UU

Reteach 2B 131 132 Chapter 17 Lesson 2

Name: Date: Name: Date:

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

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
Fruit Tally Number of Fruits

4
Orange Orange Apple Peach Pear

кл Key: Each stands for 2 fruits.

Apple

1 stands for 2 fruits.

с There are 4 oranges.
4÷2=2
Peach
Color 2 .

п
Pear

Reteach 2B 133 134 Chapter 17 Lesson 2

Name: Date: Name: Date:

Baseball

Basketball

Soccer
Item Tally Number of Children

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

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
Baseball Tennis
Key: Each stands for 3 children.
кл
Basketball

т
Soccer

Tennis

Reteach 2B 135 136 Chapter 17 Lesson 2

Name: Date: Name: Date:

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

Picture Graphs Number of Books Read

Use the picture graphs to answer the questions.

The picture graph shows the number of stamps Äve children have.

Stamp Collection of Five Children

January February March April

Key: Each stands for 4 books.

Andrew Jenny Candice Lenard Sandy 5. Joel read 12 books in February.

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

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
How many should be on the graph for February?
кс м
1. How many stamps does Andrew have?

2. Which two children have the same number of stamps? 6. Joel read 20 books in April.
ΕϋϔχϘϊ and Μχϔϊϟ
How many more should be on the graph for April?
м
3. How many more stamps does Jenny have than Lenard?
п
7. What is the total number of books that Joel read in
но
4. How many stamps do they have in all? February and April? мл

Reteach 2B 137 138 Chapter 17 Lesson 3

Name: Date: Name: Date:

Ideas for School Innovation Week

Color Tally

Class A Blue

Green
Class B
Red
Class C Orange

Class D
Title:
© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.

Key: Each stands for 2 ideas.

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

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

Ί Ύ с л
10. Class and Class both had ideas. How many boys like green?

п 14. 12 boys chose blue or orange.

11. For Class C, 4 of the ideas are from the girls and __________
ideas are from the boys. т
How many girls chose blue or orange?

Reteach 2B 139 140 Chapter 17 Lesson 3

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

Frequency Table

Favorite Colors

Blue 7

Red 4

Yellow 2

Bar Graph
35

Name: Date: Name: Date:

Complete thegraph.

13 Bar Graphs Example

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

Example 1. represents 3 bottles

represents 4 batteries
17
16
bottles
14 Verticalbar
16 batteries
graph
12

Number of Coins
10

8
Complete.
© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
6
Example 4
6 2
4
2 represents 2apples 0
Penny Nickel Dime Quarter
Kindof Coin
2.
15
10
5 represents 5 bees

Reteach 3B 67 68 Chapter 13 Lesson 13.1

Name: Date: Name: Date:

3. Kind of Food for Lunch Pizza Pasta Salad Sandwich Complete thetable.
Number of People 12 8 16 20 Example
Count the number of times the vowels appear.
22
a a a a a a a a a
20 eeeeeeeeeeeeeee
i i i i i i i i i i i i
18 oooooooooooooooooo
uuuuuuuuuuuuuuu
16
Vowel a e i o u
14
Number of People

Number of Times
12 Vowel Appears 9 15 12 18 15
10
Use the table to complete the bargraph.
8 21

Number of Times Vowel Appears

6 18
4 15

2 12

0 9
Pasta
Salad Sandwich Pizza 6
Kind of Food for Lunch
3

0 a e i o u
Vowel

Thisbargraphusesascale [Link]
with 0 and skips in threes. The greatest
number on thescale is 21 because the
graph needs to include all the data.

Reteach 3B 69 70 Chapter 13 Lesson 13.1

Name: Date: Name: Date:

4. Countthe number of insects. Use the data given to complete the bar graph.
Then complete the table.
6. Ali sells 90 sacks of rice.
Bonita sells 60 more sacks of rice than Ali.
Charlie sells30 moresacks of rice than Bonita.

200

180

160

140

Sacks of Rice
120

100
Kind of Insect Butterfly Bee Dragonfly Grasshopper 80
Number of
10 25 15 5 60
Insects
© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
5. Use the table in Exercise 4 to complete the bar graph. 20
0
30 Ali Bonita Charlie
Name
25
Number of Insects

0
Butter- Bee Dragon- Grass-
fly fly hopper
Kind of Insect

Reteach 3B 71 72 Chapter 13 Lesson 13.1

Name: Date: Name: Date:

Worksheet2 Reading and Interpreting Bar Graphs Use the bar graph on the previous page to answer questions
1 through8.
The bar graph shows the number of people who went to
the circus in a week.
1. How many people went to the circus on Monday?
180 85
170
2. How many people went to the circus on Friday?
160 175
150

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

130 Tuesday
120
4. On which day did 160 people go to the circus?
110 Thursday
Number of People

100

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
90 5. On which day did the least number of people go to the circus?
© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.

80
Monday

70
6. On which day did the greatest number of people go to the circus?
60 Friday
50

40
7. How many more people went to the circus on Friday than on
Wednesday?
30 50
20

10
8. How many fewer people went to the circus on Monday than on Thursday?
75
0
Monday Tuesday Wednesday Thursday Friday
Day of the Week

Reteach 3B 73 74 Chapter 13 Lesson 13.2

Name: Date: Name: Date:

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

There are 45 orange trees.

There are twice as many apple trees as orange trees.
50c There are 45 more mango trees than apple trees.
There are 30 fewer guava trees than mango trees.
Kind of Coin

25c
16. Use the data to help Ken complete the bar graph.
10c 150

125

Number ofTrees
5c 100

75
0 20 40 60 80 100120140160180200
Number of Coins 50

25
Use the bar graph to answer questions 9 through 15.
0

Apple Guava Mango Orange

9. Cheryl collected 130 dimes. • Nickel – 5¢ coin Kind ofTree
• Dime – 10¢ coin
10. She collected 100 50¢ coins. • Quarter – 25¢ coin Use the bar graph to answer questions 17 through 21.
• Half dollar – 50¢ coin
11. She collected 50 nickels . 17. How many apple trees are there? 90

12. The coin she collected the least of is the 18. How many guava trees are there? 105
nickel .
19. The greatest number of trees are mango trees.
13. The coin she collected the most of is the
quarter 20. The least number of trees are orange trees.
.
21. How many more orange trees must be planted so that the
14. She collected 130 fewer nickels than quarters.
number of orange trees and the number of guava trees are the
15. She has twice as many half dollars as nickels . same? 60

Reteach 3B 75 76 Chapter 13 Lesson 13.2

Name: Date: Name: Date:

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

10 5 2. 俹䢢
俹䢢俹䢢
俹䢢俹䢢俹䢢俹䢢
俹䢢俹䢢俹䢢俹䢢俹䢢
俹䢢俹䢢俹䢢俹䢢俹䢢
俹䢢俹䢢俹䢢俹䢢俹䢢俹䢢俹䢢
俹俹䢢俹俹䢢 Line Plot 3 4 5 6
俹俹䢢俹俹䢢 Number of Books Read
俹俹䢢俹俹䢢
俹俹䢢俹俹䢢
7 8 9 10
Number of Points Each ᅞstands for 1 student.

Reteach 3B 77 78 Chapter 13 Lesson 13.3

Name: Date: Name: Date:

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

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

7. How many students were surveyed? 9. How many boxes contain 13 erasers? boxes
students 10. What is the most common number of erasers per box?
© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.

11. How many boxes were counted?

boxes

Reteach 3B 79 80 Chapter 13 Lesson 13.3

Additional Resources
42
43

Name: Date: Name: Date:

H A PTE
Each stands for 2 units.
C

17 Picture Graphs Count and Äll in the blanks.

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

Our Pets

5. stands for units.

6. stands for units.

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
Each stands for 5 units.
Count and Äll in the blanks.
Rabbit Dog Cat Gerbil

Each stands for 1 animal. 7. stands for units.

Multiply by 5 to
Änd the answer.
1. There are types of pets. 8. stands for units.

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

3. There are more rabbits than gerbils.

4. There are pets in all.

Reteach 2B 125 126 Chapter 17 Lesson 1

Name: Date: Name: Date:

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

Count the for the erasers and rulers.

Then multiply to Änd the answer.

Pencil Eraser Ruler Scissors

Key: Each stands for 3 items.

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
Mr. Martin’s Tableware

Fill in the blanks.

Use the picture graph to help you.
Plate
Example
How many pencils were sold?
There are 5 . Bowl
1 stands for 3 items.
5 × 3 = 15
Glass

Cup

Key: Each stands for 4 items.

Reteach 2B 127 128 Chapter 17 Lesson 1

Name: Date: Name: Date:

Fill in the blanks. Fill in the blanks.

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

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

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

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

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

16. Mr. Martin buys 8 more glasses. 21. 8 boys swim after school.
He should draw more on the graph. How many girls swim after school?
© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.

© 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii.
The students in the second grade class have different 22. 3 students decide to skate rather than swim.
after-school activities on Tuesday. How many students skate now?
The picture graph shows the number of students in each activity.

After-School Activities of the Second Grade Class

jogging
swimming
skating
dancing
Key: Each stands for 3 students.

Reteach 2B 129 130 Chapter 17 Lesson 1

46
Plan a hike or walk with your parent.

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

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

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

Third Grade
Science

Week 3
48

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

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

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

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

Additional Resources
• StudyJams - Plants with seeds
• BBC - The Life cycle of animals
49
Life Cycles

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

Next, Manny spent some time playing with his cousin

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

Finally, Manny spotted his uncle and aunt. He was

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

Why are Manny’s relatives so different? How different will

Manny be when he is his uncle’s or his grandfather’s
age? What does all this have to do with life cycles?

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

1
50
Life Cycles

Everyday Life: Our Life Cycle

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

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

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

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

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

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

2
51
Life Cycles

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

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

A mother frog lays eggs on a branch over water. This

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

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

3
52
Life Cycles

You can catch your own tadpoles and watch them grow.

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

4
53
Life Cycles

How can we learn about the life cycles of insects?

Some insects look like smaller adults when they are young. This smaller form is
called a nymph. Grasshoppers are insects that are born from eggs and then
become nymphs. A nymph becomes an adult grasshopper as it grows bigger.

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

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

The Monarch butterfly hatches from an egg as a

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

5
54
Life Cycles

What Do You Know?

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

6
55
Life Cycles

Into the Wild

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

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

Here are some questions to discuss with your child:

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

7
56
CICLOS DE VIDA
3.10C

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

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

Por último, Manny encuentra a su tío y a su tía. Está

asombrado por el tamaño de la barriga de su tía. Ella dice que
está embarazada de mellizos. ¡Imagina tener dos bebés dentro
ti! Manny se siente cansado de solo pensarlo.

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

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

Vida diaria: Nuestro ciclo de vida

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

© 2013-2014 Accelerate Learning - All Rights Reserved

1
CICLOS DE VIDA
57

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

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

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

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

Por ejemplo, observa las plantas de tomate en las imágenes. En

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

Muchos animales tienen crías

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

© 2013-2014 Accelerate Learning - All Rights Reserved

2
58
CICLOS DE VIDA
¡ojo!
No todos los animales bebés se parecen a sus padres. Las ranas son ejemplos de
animales que cambian mucho desde su nacimiento hasta la etapa adulta. Sigue las
imágenes a continuación, comenzando desde la esquina superior izquierda.

Una rana madre pone huevos en una rama

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

Esta rana adulta libre ahora A medida que el renacuajo

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

© 2013-2014 Accelerate Learning - All Rights Reserved

3
CICLOS DE VIDA
59

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

© 2013-2014 Accelerate Learning - All Rights Reserved

4
60
CICLOS DE VIDA
¿Cómo podemos aprender acerca del ciclo de vida de los insectos?
Algunos insectos se parecen a adultos más pequeños cuando son jóvenes. Esta forma
más pequeña se llama ninfa. Los saltamontes son insectos que nacen de huevos y
luego se convierten en ninfas. Una ninfa se convierte en un saltamontes adulto a medida
que crece.

Sin embargo, la mayoría de los insectos cambia completamente

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

La mayoría de los insectos con este tipo de ciclo de vida tienen

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

La mariposa monarca sale del huevo como

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

© 2013-2014 Accelerate Learning - All Rights Reserved

5
CICLOS DE VIDA
61

¿Qué tanto sabes?

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

© 2013-2014 Accelerate Learning - All Rights Reserved

6
62
CICLOS DE VIDA

aprendiendo juntos

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

Asegúrese de dedicar un momento para

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

© 2013-2014 Accelerate Learning - All Rights Reserved

7
Life Cycles
Pre-Reading Activity
63

Draw and Explain

Draw and label your picture.

Explain your picture below.

______________________________________________________________________________
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______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________

1
Life Cycles
Pre-Reading Activity
64

Dibujar y explicar
Dibuja y escribe el nombre de tu imagen.

Explica tu dibujo a continuación.

1
Life Cycles
During-Reading Activity
65

Nuts and Bolts

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

Nuts and Bolts Ideas:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________

Summary: (Using your own words.)

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___________________________________________________________________
___________________________________________________________________

1
Life Cycles
During-Reading Activity
66

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

Nociones básicas:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Resumen: (Usa tus propias palabras).

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1
Life Cycles
Post-Reading Activity
67

Illustrating Steps

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

Step 1: Step 2:

Step 3: Step 4:

1
Life Cycles
Post-Reading Activity
68

Ilustrar pasos

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

Paso 1: Paso 2:

Paso 3: Paso 4:

1
69
The Life Cycle of Plants

The Life Cycle of

Plants

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

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

For a seed, good conditions for germinating and growing require

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

All of this growth requires energy. Where

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

When the oak tree is a mature plant, it will

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

Discovery Education Science © 2007 Discovery Communications, LLC

Page 1 of 2
70
The Life Cycle of Plants

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

Discovery Education Science © 2007 Discovery Communications, LLC

Page 2 of 2
71

Third Grade
Language Arts

Week 3
72

Grade 3 - LANGUAGE ARTS

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

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

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

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

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

< Week’s Overview by SUBJECT

Animal Ears:
73

Adaptations for Hearing

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

The fennec fox is the smallest member

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

African elephants have the biggest ears on Earth—

and some of the best. They can hear low, rumbly
sounds from
miles away. But
an elephant’s ears
aren’t just good
for hearing. The
elephant waves
its large, thin ears
to cool the blood
inside them. The
cooled blood A rabbit’s large ears
travels to the rest catch even the most
of the elephant’s quiet sounds. The
body to help cool little rabbit doesn’t
it down too. need to turn its
head. It turns its
long ears to find out
where the sound is
coming from. Then
it quickly hops in the
opposite direction.

18
74

Underwater Ears

Large, floppy ears could freeze

in icy water. That’s why a polar

bear has small ears covered with
thick fur. When a polar bear
goes swimming, it closes its ears
so water won’t trickle in.

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

You can tell sea lions from seals by

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

Adapted from an article by Melissa Stewart

19
Animal Helpers
75

Pets are Rescue Dogs

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

40
76
©2007 by Heinemann and Carus Publishing from Toolkit Texts by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only.

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

41
77

Penguins in Motion
Penguins live only in the southern gymnast. Put a penguin in the water
hemisphere, in places like Antarctica and let the action begin!
©2007 by Heinemann and Carus Publishing from Toolkit Texts by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only.

and the Galapagos Islands. They are They zip around the icy Antarctic
birds but they cannot fly. But that waters like torpedoes with tuxedos on.
doesn’t mean they don’t get around! The little wing flaps and the webbing
between their toes help move them
through the water at high speeds.
Penguins have been clocked as fast
as 27 miles per hour.

Bird that Can’t Fly

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

Zipping Through the Water

Penguins look clumsy on land but
it’s a different story when they are in
the water. When swimming they have
more amazing moves than an Olympic

13
78

S lithe r i ng
n a ke s

©2007 by Heinemann and Carus Publishing from Toolkit Texts by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only.
When you walk, your feet
push against the ground. A fish’s
fins push against the water. A bird’s wings push against the
air. Pushing against something helps animals move forward.
A snake doesn’t have fins or wings or feet to move from place
to place. How does it push its body forward?

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

The Mexican King Snake

A Mexican king snake curves its long, flexible body back and
forth, pushing against grass and rocks to slither along the ground.

22
The
79 Carpet Python

Most snakes have special scales on their

bellies called scutes. These scutes help them
grip the ground. A carpet python is too big
and heavy to wriggle. But it crawls forward
©2007 by Heinemann and Carus Publishing from Toolkit Texts by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only.

slowly by using its belly muscles to push its

scutes against the ground.

The Sidewinding Adder

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

The Arizona Mountain King Snake

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

Snakes can wriggle, slither, crawl, swim,

and climb with the help of their scutes.
Adapted from an article by Melissa Stewart
Art by Leigh Cox
23
80

Jot Assessment

Retell Grow Ideas about

Tallies __________ Characters Tallies___________

Make a Prediction Other

Tallies ___________ Tallies ___________

What do you do well as a reader?

What work will you try next as a reader?

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

The True Story of the Three Little Pigs

By
JON SCIESZKA

CHARACTERS: (9) Narrator 1 Narrator 2 Narrator 3 Narrator 4

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

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

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

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

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

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

Narrator 4: He had a terrible sneezing cold.

Narrator 5: He had ran out of sugar.

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

Narrator 1: Now this neighbor was a pig.

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

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

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

1
82

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

Narrator 6: So he called.

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

Narrator 1: No answer .

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

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

Narrator 4: He felt a sneeze coming on.
Narrators: 1-2-3-4-5-6 (TOGETHER) Well, he huffed. And he snuffed.

Narrator 1: And he sneezed a great sneeze.

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

Narrator 3: He had been home the whole time.

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

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

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

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

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

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

Narrator 4: Nobody answered.

Narrator 5: He called...

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

Narrator 6: He yelled back:

2
83

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

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

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

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

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

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

Wolfs honor!

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

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

Narrator 1: Think of it as a second helping.

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

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

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

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

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

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

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

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

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

3
84

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

Narrator 5: What a pig!

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

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

Narrator 1: Then the Third Little Pig yelled:

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

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

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

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

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

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

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

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

Narrator 5: That's it.

Narrator 6: The real story .

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

4
85

Family Time Theater

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

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

WHen you finish with your performance, extend the experience.

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

Read poems Write Poems

Collection of Poems See Anchor Chart Below:
See Anchor Chart Below:

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

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

Create a Journal

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

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

Journal Entry ideas:

● Small moment stories of daily events ● Fairy tales where you are the hero/heroine
● Lists of things you can do around your house ● Fantasy stories where you go on the adventure
● Family stories - ask your family to share some ● Draw yourself as a superhero
stories of other big events and what your ● Draw your family dancing together, at a BBq,
family did during them at a fiesta
● Lists of what you want to talk to your friends ● Write recipes
about if you can call them or chat through ● Make comic strips
resources ● Things you discover on family walks
● Letters to friends, family members, teachers ● Develop games that you can play with your
● Write poems, songs, raps siblings, by yourself, or with your friends over
facetime or the phone
88

Parent Journal Support:

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

Helping kids orally rehearse journal entries

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

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

Have fun!
89

3rd Grade Word Study Daily Plan Week 3

Word Study Day 1: Word Study Day 2: Word Study Day 3: Word Study Day 4:
Sort these words. Sort the words again. Sort the words again, Sort the words.
As you sort, talk this time use the Select 2-3 words
about the meaning of prefixes to help you from each category to
each of the words find other words with write a sentence that
using the prefix to these prefixes in your shows you know
help you out. reading. These words what the words
are found in all of mean.
your subjects.
90

Making Big Words Game Card

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

Vowels: Consonants:

a, a, e, i d, s, p, p, r
3 Letter Words 4 Letter Words 5 or More Letter Words

What is the BIG WORD? ____________What does the word mean? __________________
What patterns did you use to make these words?
_____________ __________________ ____________________
_____________________
91

Making Big Words Game Directions for Parents

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

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

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

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

Example Answer Key (But, your family might find even more!)
92

Lectoescritura
3 Grado
er

3 semana
ra
93

Grade 3 - LECTOESCRITURA
Objetivos
● Estudiantes leerán libros independientemente diariamente por lo menos 30 minutos para mantener la
resistencia y practicar estrategias de lectura.
● Estudiantes escribirán poemas sobre temas conocidos y comenzarán un diario para su escritura de
pasatiempo.
● Estudiantes volverán a repasar los prefijos comunes en un estudio de palabras.

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

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

Para estudiantes
● Lee diariamente por lo menos 30 minutos y llena tu registro de lectura. Cuando termines de leer, usa
la evaluación de notas breves para clasificarlas de acuerdo a su categoría.
● Mientras lees artículos de no ficción sobre temas de interés. Toma notas sobre la lectura en forma de
cajas y puntos.
● Continúa escribiendo poemas sobre temas, tales como objetos en tu casa, amigos, familiares o
animales. Comienza un diario o cuaderno de escritura.
● Repasa prefijos comunes al ver el video - Prefijos y hacer la actividad - prefijos comunes o el plan de
estudio de palabras.
Recursos
● Al leer textos no ficción
● Artículos no ficción - en línea
● Lecturas en Voz alta
● Registro de lectura y notas breves
● Apoyo de poesía
● Ideas para crear tu propio diario
● Video - Prefijos (YouTube)

< Week’s Overview by SUBJECT

t es
Se r p ie n e s
s
D e izl a n t

©2007 by Heinemann and Carus Publishing from Toolkit Texts by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only.
Cuando caminas, tus pies
empujan hacia el suelo. Las aletas
de un pez empujan el agua. Las alas de
un ave empujan contra el aire. Empujarse contra algo ayuda a
los animales a moverse hacia delante. Las serpientes no tienen
aletas ni alas, ni pies para moverse de un lugar a otro. ¿Cómo
pueden empujar su cuerpo hacia delante?

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

La Serpiente Real Mexicana

La serpiente real mexicana, curva su largo y flexible cuerpo adelante y
hacia atrás, empujando contra hierba y rocas para deslizarse por el suelo.

22
Pitón
95 Alfombra
La mayoría de las serpientes tienen escamas
especiales en su vientre llamadas conchas.
Estas conchas las ayudan a sujetarse del suelo.
La pitón alfombra es muy grande y pesada para
retorcerse. Pero se mueve lentamente hacia
©2007 by Heinemann and Carus Publishing from Toolkit Texts by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only.

delante al usar los músculos de la barriga para

empujar las conchas contra el suelo.

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

La Serpiente Real Montañera de Arizona

Para subir a un árbol, la serpiente real montañera de
Arizona, mueve su cuerpo como un acordeón. Las
escamas especiales cerca de la cola se agarran fuertes
mientras la serpiente levanta su cabeza lo más alto
que puede en el tronco del árbol. Entonces las
escamas cerca de la cabeza se apoyan de la corteza
y así la serpiente avanza el resto del cuerpo.
Serpientes pueden retorcerse, deslizarse,
gatear, nadar y escalar con la ayuda de
sus escamas especializadas o conchas.
Adaptado por un artículo de Melissa Stewart
Arte por Leigh Cox
23
Orejas de Animales:
96

Adaptaciones Para Audiencia

©2007 by Heinemann and Carus Publishing from Toolkit Texts by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only.
Orejas Grande
El zorro fennec es el más pequeño miembro
de este familia de animales, pero tiene las
orejas más grandes. Vive en el desierto
caliente y generalmente caza de noche,
cuando es más frío. En la oscuridad el zorro
confía en su muy agudo audición para
encontrar escarabajos y grillos arrastrándose
por la arena.

Los elefantes africanos tienen las orejas más grandes

y mejores en la tierra. Ellos pueden oír sonidos muy
bajos y muy
altos a millas de
distancia.
Los oídos de los
elefantes no solo
son buenos para
oír. Los elefantes
ondean sus
grandes y finas Las largas orejas de
orejas para enfriar los conejos pueden
la sangre que captar los sonidos
está dentro de más tenues. El
ellas. La sangre pequeño conejo no
ya enfriada necesita voltear su
circula por el cabeza. El conejo
resto del cuerpo voltea sus grandes
del elefante, orejas para encontrar
para mantenerlo de donde viene el
fresco. sonido. Entonces,
rápidamente salta en
la dirección opuesta.
18
97

Orejas submarinas

Orejas grandes y blandas se

congelarían rápidamente en aguas

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

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

Tú puedes diferenciar el león

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

Adaptado por un artículo de Melissa Stewart.

19
Animales Ayudadores
98

Los animales Perros de Rescate

domésticos son Estos perros usan el sentido
importantes del olfato para rastrear personas
para mucha perdidas en el bosque o encontrarlos
gente. Millones debajo de la nieve en una avalancha
de familias o entre los escombros después de un

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

Caballos Terapéuticos
Montar a caballo también puede
Mini Caballos ayudar a personas deshabilitadas
Algunas personas ciegas o sordas a sentirse más saludable. El
están comenzando a utilizar movimiento de los caballos ayuda
caballos pequeños como animales a las personas a sentirse calmadas
guías. Estos animales son del y les ayuda a moverse mejor.
tamaño de un perro labrador Establos con caballos especiales han
dorado. Son muy estables cuando abierto en muchas comunidades.
están parados y pueden mirar muy Personas con necesidades especiales
bien en la oscuridad. Y no se cansan de aprendizaje o las que usan sillas
con facilidad. de rueda pueden ir a estos establos
Estos mini caballos llevan un para montar en caballos muy
arnés al igual que los perros guías. calmados. Un entrenador maneja el
Esto ayuda al caballo a guiar a caballo mientras algunos ayudantes
la persona en la dirección correcta se mantienen en los lados para
y con seguridad. Como los perros asegurarse de que no se vayan
guías los mini caballos pueden a caer.
ir adondequiera que sus dueños Entrenar animales para ayudar
vayan—en tiendas y restaurantes, a personas toma mucho tiempo
autobuses y aviones. Y lo mejor es y paciencia. Pero los animales de
que muchas veces pueden vivir servicio parecen amar su trabajo
hasta 35 años! y las personas aprecian su ayuda!

41
Pingüinos en movimiento
100

Los pingüinos solo viven en el hemisferio Ellos corretean por las heladas aguas
sur, en lugares como Antártica y las Islas de la Antártica, como torpedos con trajes
Galápagos. Aunque son aves no pueden de gala. Sus pequeñas alas baten y la red
volar. Pero eso no significa que no que une los dedos de sus patas los ayuda
©2007 by Heinemann and Carus Publishing from Toolkit Texts by Stephanie Harvey and Anne Goudvis (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use only.

puedan trasladarse de un sitio a otro! a moverse en el agua a altas velocidades.

Algunos pingüinos han sido vistos tan
rápido como 27 millas por hora.

Aves que no Pueden Volar

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

Volando en el Agua
Los pingüinos pueden lucir torpes
sobre la tierra, pero es una historia
diferente cuando están en el agua.
Cuando nadan tienen movimientos
más admirables que los de un gimnasta
olímpico. Pon un pingüino en el agua y
deja que la acción comience!
13
101

Evaluación de notas breves

Volver a contar Cultivando ideas

Conteo Conteo
sobre los
personajes
_____________ _____________

Hacer una Otro

Conteo Conteo
predicción

_____________ _____________

¿Qué haces bien como lector?

¿Qué trabajo intentarás la próxima vez como lector?

102

Ejemplo de una nota breve de ficción. El

estudiante confirmó una predicción con una
marca de verficación (palomita).
103
Lee poemas Escribe poemas
Colección de poemas Usa la gráfica interactiva:
Usa la gráfica interactiva:

Puedes escribir poemas en hojas de papel a tu gusto.

104

Diarios para registrar tus momentos

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

Crea un diario
Usa un diario viejo

Encuentra un lugar, etiqueta la página y

crea una portada
Si no puedes encontrar un diario o cuaderno usado, simplemente grapa
hojas de papel.
A medida que leas tus escrituras, dobla las páginas que son solo para ti.
Selecciona una para compartir con alguien en tu hogar, al menos una vez
por semana.
105

Ideas de escritura:
 Pequeñas historias de  Cuentos de hadas donde eres
momentos o eventos diarios el héroe o heroína
 Listas de cosas que puedes  Cuentos de fantasía donde te
hacer en casa vas en una aventura
 Historias de tu familia:  Dibújate como un(a)
 pídele a un familiar superhéroe
que comparta una  Dibuja a tu familia bailando
historia sobre un juntos en una reunión familiar
evento o etapa difícil o fiesta
de su vida y lo que  Recetas
hizo para sobresalir.  Tiras cómicas
 Listas de temas de lo que  Descubrimientos durante un
hablarías con tus amigos al paseo
verlos  Desarrolla juegos que puedas
 Cartas para tus amigos, jugar con alguien más o solo,
familiares o maestros también los que puedas jugar
 Poemas, canciones o rap con tus amigos, ya sea por
teléfono o por FaceTime.
106

Apoyo para padres:

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

Ayudando a los estudiantes a ensayar oralmente

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

¡Qué se diviertan!
107

3er grado – Estudio de palabras

Estudio de Estudio de Estudio de palabras 3: Estudio de

palabras 1: palabras 2: Clasifica las palabras palabras 4:
Clasifica estas Clasifica las nuevamente, esta vez Selecciona de 2 a
palabras. palabras de usa los prefijos para 3 palabras de
nuevo. Mientras ayudarte a encontrar cada categoría
clasificas, habla otras palabras con estos para escribir una
sobre el prefijos en tu lectura. oración que
significado de Estas palabras se muestre que
cada una de las encuentran en todas las sabes lo que
palabras usando el materias. significan las
prefijo para palabras.
ayudarte.
108
Prefijos- pre- y pos-

~------------ -- -- -----------------r------------ ----- ---------------,

'' :' posguerra
: presentimiento
''
~- -------- -------- ----- ------- ------'' ------------ -------- ------------1''
'' ' '
' preocupado l previsto l
'' '
'~--- -- -- ------------------- -- -- -- ~-- ----- ---------- ----- -------- --~'
' '' '
l
'
pospuesto l posoperatorio
}--------
' ---- -- ------------ --- ---7--
' ------------------ ------------~'
' '
posdata l' posfecha l'
'
~-- ----- ----- -------- --------- ---~------ --- ------------------ ---- -- {'
'' '
pretemporada posventa :'
' '
' '
}-------- ------------------------~--- -------- ------- ------ ---------~'
'
' ''
posposici6n ''
''
prefijo
'r-- ------ --------- ------- ---- ---- ,-'' --------- ---- -- -------- ------ ---,'
: I I

''
'' prejuicio posnatal
'' 'o '
~-- --- -- -- ---- -- -- -- --------------,-------- ---------- ------ ---- --- --,I
' '' ''
posmoderno l posfijo l
'' ''

'' '' ''

, predeterminado l prefabricado l
'' '' '
L- -- ------ -----------------------~---- ----------- --------------- ---J'

I
I
Cl

Grvpo 1: PrefijoS' pre - y po S'- CI)

Prefijo> pre- y pos-
109

pre- pos-
,~ -
preescolar posponer

J
fl
I
#
•
f

I
J
•
I
Gn.1po 1: Prefijo~ pre - y po~- G)
1. Es-cribe la definici6n de cada prefijo.
110
2. fs-cribe dos- ejemplos- de palabraS' qve conten9an ere prefijo y S'VS'
s-i9nificados-.
3. Haz vn dibvjo para ilvs-trar cada palabra.

pre-: _ pos-:

Palabra: _ _ _ _ _ _ __ Palabra: _ __ _ _ _ __
Definici6n: - - - - - - - - - Definici6n: ________

Palabra: _ _ _ _ _ _ __ Palabra: _ _ __ _ _ __
Definici6n: ____ _ _ _ _ Definici6n: - -- - - - - --

@ Gr v po 1: Pr e fij o 5 pre - y po 5-
111
Prefijos- pre- y pos-

~------------ -- -- -----------------r------------ ----- ---------------,

''
'' prejuicio posnatal
'' 'o '
~-- --- -- -- ---- -- -- -- --------------,-------- ---------- ------ ---- --- --,I
' '' ''
posmoderno l posfijo l
'' ''

'' '' ''

, predeterminado l prefabricado l
'' '' '
L- -- ------ -----------------------~---- ----------- --------------- ---J'

I
I
Cl

Grvpo 1: PrefijoS' pre - y po S'- CI)

Prefijo> pre- y pos-
112

pre- pos-
,~ -
preescolar posponer

J
fl
I
#
•
f

I
J
•
I
Gn.1po 1: Prefijo~ pre - y po~- G)
1. Es-cribe la definici6n de cada prefijo.
113
2. fs-cribe dos- ejemplos- de palabraS' qve conten9an ere prefijo y S'VS'
s-i9nificados-.
3. Haz vn dibvjo para ilvs-trar cada palabra.

pre-: _ pos-:

Palabra: _ _ _ _ _ _ __ Palabra: _ __ _ _ _ __
Definici6n: - - - - - - - - - Definici6n: ________

Palabra: _ _ _ _ _ _ __ Palabra: _ _ __ _ _ __
Definici6n: ____ _ _ _ _ Definici6n: - -- - - - - --

@ Gr v po 1: Pr e fij o 5 pre - y po 5-
114

Third Grade
Social Studies

Week 3
115

Grade 3- Social Studies

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

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

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

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

Resources
U.S. Capital Map Quia State Capital State Capitals State Capital Place the States
Quiz Games Games

< Week’s Overview by SUBJECT

116

US: Midwest Region

E
W

km 0 150 300

mi 0 150 300
117

US: Northeast Region

N
E
W

km 0 100 200

mi 0 100 200
118

South US Region

E
W

km 0 150 300

mi 0 150 300
119

US: Western Region

C
N
W
E

km 0 125 250

mi 0 125 250

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

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Grade 3 Math: Data Representation Activities

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Grade 3 Math: Data Representation Activities

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1

Instructions For Student Work Pages

Bar Graphs & Frequency Tables (Tally Charts)

Dot Plots (Line Plots)

• Activity 3:Pictograph worksheet (answer key)

Scan the QR code to

Name: Date: Name: Date:

Worksheet 2 Making Picture Graphs Each stands for 5 units.

2. stand for 10 units.

4. stand for 9 units.

dragonÅy 5. stand for 12 units.

6. stand for 21 units.

Reteach 2B 131 132 Chapter 17 Lesson 2

Name: Date: Name: Date:

Key: Each stands for 2 fruits.

1 stands for 2 fruits.

Reteach 2B 133 134 Chapter 17 Lesson 2

Name: Date: Name: Date:

Reteach 2B 135 136 Chapter 17 Lesson 2

Name: Date: Name: Date:

Picture Graphs Number of Books Read

Stamp Collection of Five Children

January February March April

Key: Each stands for 4 books.

Andrew Jenny Candice Lenard Sandy 5. Joel read 12 books in February.

1. How many stamps does Andrew have?

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

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

4. How many stamps do they have in all? February and April?

Reteach 2B 137 138 Chapter 17 Lesson 3

Name: Date: Name: Date:

Ideas for School Innovation Week

Key: Each stands for 2 ideas.

Reteach 2B 139 140 Chapter 17 Lesson 3

Scan the QR code to watch

Name: Date: Name: Date:

Complete the graph.

13 Bar Graphs Example

Example 1. represents 3 bottles

Reteach 3B 67 68 Chapter 13 Lesson 13.1

Name: Date: Name: Date:

Number of Times Vowel Appears

This bar graph uses a scale of 3. It starts

Reteach 3B 69 70 Chapter 13 Lesson 13.1

Name: Date: Name: Date:

Reteach 3B 71 72 Chapter 13 Lesson 13.1

Name: Date: Name: Date:

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

40 7. How many more people went to the circus on Friday than on

Reteach 3B 73 74 Chapter 13 Lesson 13.2

Name: Date: Name: Date:

There are 45 orange trees.

Apple Guava Mango Orange

Dot Plots (Line Plots)

Scan the QR code to

Name: Date: Name: Date:

Reteach 3B 77 78 Chapter 13 Lesson 13.3

Name: Date: Name: Date:

11. How many boxes were counted?

Reteach 3B 79 80 Chapter 13 Lesson 13.3

Name: Date: Name: Date:

17 Picture Graphs Count and Äll in the blanks.

6. stands for  units.

Each stands for 1 animal. 7. stands for  units.

3. There are  more rabbits than gerbils.

4. There are  pets in all.

Reteach 2B 125 126 Chapter 17 Lesson 1

Name: Date: Name: Date:

Count the for the erasers and rulers.

Pencil Eraser Ruler Scissors

Fill in the blanks.

Key: Each stands for 4 items.

Reteach 2B 127 128 Chapter 17 Lesson 1

Name: Date: Name: Date:

Fill in the blanks. Fill in the blanks.

After-School Activities of the Second Grade Class

6. stands for units.

Each stands for 1 animal. 7. stands for units.

3. There are more rabbits than gerbils.

4. There are pets in all.

4. UUU stand for 9 units.

6. UUUUU stand for 21 units.