Addition with Regrouping Puzzles Set 1ayers.mfcsd.k12.oh.us/UserFiles/Servers/Server_3683864/File/Coron… · Name: _____ Addition with Regrouping Puzzles Set 1 Directions: Solve

Name: _____________________________

Addition with Regrouping Puzzles Set 1Directions: Solve each problem. Write the sum on each puzzle.

across

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A D E F

I J K N O

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A B C F

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35246+

42871+

62155+

61112+

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71820+

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© Annie Moffatt @ The Moffatt Girls 2019Week 3: Day 3

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Unit 6 • Week 5Weekly Test

Name

Directions: Read the following passage. Use information from the passage to answer the questions.

Atlantis: The Legend of a Lost Cityadapted and retold by Christina Balit

First there was Chaos. From Chaos sprang Earth and Heaven.

From them came the race of Titans; two of them, Cronus and Rhea, seized power and ruled over all. Their son Zeus overthrew them. Then he and his brothers divided up the world: to Zeus went the heavens, to Hades, the realms of the dead, while the seas and oceans went to mighty Poseidon, who promised to guard the waters with care.

Floating on one of Poseidon’s emerald seas was a small rocky island. Few visited its shores and no one bothered to give it a name. . . .

In the center of the island there stood a mountain, and at the foot of the mountain lived a man called Evenor and his wife, Leucippe. They lived happily together, . . . and brought up their daughter Cleito to honor all creatures.

Poseidon grew curious. How could they be content with so little? He took on human form and crouched unseen behind a rock to find out. . . .

Seeing Cleito in all her beauty, Poseidon’s heart grew tender, and one day he stepped out from behind the rock to talk to her. Day after day he came and slowly she began to return his love. Finally she agreed to become his bride. . . .

Poseidon used powers beyond human imagining to transform the isle into a paradise. . . .

It was a happy time for Poseidon and Cleito, and over the years Cleito gave birth to five pairs of twin sons. Their firstborn son they named Atlas. In the summer of his twentieth year he was crowned high king, and they named the island Atlantis in his honor. . . .

Grade 3 • Unit 6 • Week 5 349

RDG14_ANC03_SE_BALWKT_U6W5.indd Page 349 11/13/13 12:51 PM user /129/PE01592/RDG14_BAL_BNCHMRK_TSTS_10PK/NA/TE/Weekly_Test_SE/G3/032880097X/Layou ...

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To ensure peace in his new island city, Poseidon set down laws in stone on a pillar of the temple. Chief among them was the commandment that no person should take up arms against another—with a terrible curse on anyone who disobeyed. . . . The people of Atlantis became wise, gentle, and great-spirited. They were sober and kind, as the Creator had always wanted them to be. Above all, they lived in peace. . . .

Many years passed, and Poseidon lay sleeping at the bottom of the ocean. The people of Atlantis began to change. . . . Gradually they lost the gift of goodness and became infected with ambition and power. Greed filled the citizens’ hearts. The streets of Atlantis, once safe, became dangerous, as people began to steal, cheat, and lie.

One day Zeus, god of gods, who ruled according to the law of the Creator, looked down from the heavens above. . . . He roared out his anger.

The sound of his fury woke Poseidon. Rising to the surface of the waves, the sea-god looked out over his once-perfect kingdom—and wept.

Now he had no choice: he must carry out his terrible curse.

Raising his trident, he stirred the seas into a wave that rose so high, it lashed the heavens. . . . Gathering its full force, the wave crashed upon the land, while burning rain and ashes blistered down from above.

In a single day and night, Atlantis was swallowed up by the sea. . . .

The people of Atlantis did not die. They continued to exist beneath the waves, but they never spoke or quarreled or fought again. As year followed year they paid a terrible penance, learning to live without gold or possessions in the cold depths. In time, they became little more than creatures of the water.

To this day, Atlantis has never been found. Some people believe that it is still there, under the sea, waiting to be discovered. . . .

350 Grade 3 • Unit 6 • Week 5


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Name

Text-Based Comprehension

Directions: Read the questions below and choose the best answer.

1. How did the island of Atlantis get its name?

A. The people of the island worked together to think of a name.

B. Poseidon and Cleito used the name of their oldest child.

C. Zeus chose his favorite brother’s name and changed it slightly.

D. The island was named after the sea in which it was found.

2. Which text detail best supports how the island of Atlantis got its name?

A. “Floating on one of Poseidon’s emerald seas was a small rocky island. Few visited its shores”

B. “Their firstborn son they named Atlas. . . . they named the island Atlantis in his honor.”

C. “Their son Zeus overthrew them. Then he and his brothers divided up the world”

D. “The people of Atlantis became wise, gentle, and great-spirited. . . . Above all, they lived in peace.”

Literature 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Common Core State StandardS



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Literature 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.


3. Why did Poseidon create laws for the people of Atlantis to follow?

A. He wanted to discover whether the people could obey directions.

B. He wanted control and a way to direct every part of the people’s lives.

C. He wanted to make sure that the people got along with one another.

D. He wanted Zeus to see that he could rule the people fairly and wisely.

4. Which text detail best supports the inference that Poseidon did not want to destroy Atlantis?

A. “He roared out his anger.”

B. “Now he had no choice”

C. “they lived in peace”

D. “he stirred the seas”

352 Grade 3 • Unit 6 • Week 5


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Name

Literature 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.


5. Part A

Reread this paragraph from the passage. Which statement is a generalization you can make about the people of Atlantis after the island was destroyed?

“The people of Atlantis did not die. They continued to exist

beneath the waves, but they never spoke or quarreled or fought

again. As year followed year they paid a terrible penance, learning

to live without gold or possessions in the cold depths. In time, they

became little more than creatures of the water.”

A. The people soon got along with several kinds of fish.

B. Many people spent their time being sad and crying.

C. Most people understood why Poseidon punished them.

D. The people did not ever argue or become violent again.

Part B

Underline the text detail in the paragraph above that best supports the answer to Part A.



Name

Read the selection. Then answer the questions that follow.

Turn the page.

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Fresh Reads Unit 6 Week 5 OL 177

Write a Letter!

Barry raced into his grandfather’s room, shouting, “Grandpa, I just heard the

town is going to knock down the skate park! It’s not fair!”

“Hmm,” murmured Grandpa. “Maybe you should do something about it.”

“What can I do?” asked Barry.

“I’ll tell you a story that’ll give you your answer.”

“Okay,” said Barry.

“When I was a boy, a little younger than you, I had a favorite book that was

called The Little Red Lighthouse and the Great Gray Bridge, written by Hildegard

H. Swift in 1942. In the book, the little red lighthouse was afraid it would be torn

down when the great gray bridge with a big light on top was constructed nearby.

Lighthouses shine a light to help ships pass safely. The little red lighthouse didn’t

think it would be useful anymore since the big bridge had a light. When I found

out it was a real, historic lighthouse, on the Hudson River, that New York City was

planning to tear down, my mother helped me compose a letter to the mayor about

my feelings. I was not the only one; many letters streamed into the mayor’s office,

and finally, the city decided to save the lighthouse because so many people cared

about it.”

“So, you are saying I should write a letter to the mayor?” asked Barry.

“It can’t hurt,” said Grandpa. “Maybe one day we could visit that little red

lighthouse,” Grandpa chuckled. “It’s still standing.”

“Cool!” said Barry. “But we’ll go after I write my letter.”

Atlantis

Answer the questions below.

3

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178 Fresh Reads Unit 6 Week 5 OL

1 Which of the following is a general statement?

p The little red lighthouse was afraid it would be torn down.

p Lighthouses shine a light to help ships pass safely.

p Barry raced into his grandfather’s room, shouting.

p Many letters quickly streamed into the city mayor’s office.

2 Which sentence states something about Grandpa in general?

p He wrote a letter about the red lighthouse.

p He told Barry a story about a gray bridge.

p He wants Barry to write some more letters.

p He can have strong feelings about things.

3 What can you say about all letters written to a mayor?

p People write them to save all the historical places.

p Adults write them because they like ships and bridges.

p Everyone writes them for very good reasons.

p People write them because they care about something.

4 Which of these is a general statement about the little red lighthouse?

p It is important to many people.

p It was torn down years ago.

p It is smaller than the gray bridge.

p It was in Grandpa’s favorite book.

5 What do you think is the big idea in this story?

Questions 1–4: Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Question 5: Literature 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Common Core State Standards

176 Weekly Test 30Unit6Week5

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8 WhenMarisadealtcardstoplayGoFish,eachplayergotsevencards.

p dear

p deliver

p deal

p deaf

9 Thesaleswomantoldustohaveapleasantday.

p please

p peasant

p pheasant

p playful

10 Tonyhastheabilitytoclimbtrees.

p ambition

p able

p awareness

p arm strength

11 Theredsignalmeansstop.

p series

p sing

p light

p sign

12 Ofallthetreesfoundinnature,Sylvia’sfavoriteisthemaple.

p natural

p nighttime

p forest

p narrate

WORDANALYSIS

DirectionsFindthewordthatisrelatedtotheunderlinedword.Fillinthecirclenexttotheanswer.

COMPREHENSIONTheDisastrousParty

The day of her party had finally arrived, and Beatrice was excited. The guests would be

arriving any minute. She went around the house, double-checking all her preparations for

the big event. In the kitchen she set out what she thought was everyone’s favorite snack:

water and carrot sticks.

The living room she’d decorated with pictures of tigers and other things to entertain

her guests. Big pieces of paper and crayons were set out on the coffee table. Beatrice

was thinking that a Drawing Contest would be enjoyable for everyone. She’d figured

that everyone loved peanuts, so she’d put bowls of peanuts on every table.


Questions 8–12: CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words.

jennifer.olson

Cross-Out

jennifer.olson

Cross-Out

jennifer.olson

Cross-Out

Weekly Test 30 Unit 6 Week 5 177

Name Atlantis3

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Thedoorbellrangatexactlysixo’clock,andtheguestsbegantofilein.FirstBeatrice

tookthemintothekitchenforrefreshments.

“That’sit?”Benaskedwithafrown.“Carrotsticks?”

Beatricetriedtosmile.Sheledherguestsintothelivingroom.

“Peanuts!I’mallergictopeanuts,”Marlasaidasshescannedtheroom.“IfIeatpeanuts,

Igetreallysick.”

“I’msorry,”Beatricesaidandtriedtochangethesubject.“I’veplannedareallyfun

thing.ADrawingContest!”

“Nofair!”exclaimedJose.“Ihaveabrokenarm.Ican’tbepartofaDrawingContest.”

“Don’tworry,”Beatricesaidandtooktheguestsintotheden.“Irentedanexciting

movieabouttigers.”

“Tigers!”saidTania,“Tigersareboring!”

“Where’syourphone?”Joseasked.“I’mgoingtocallmymomandseeifshe’llpickmeupearly.”

Beatricesighedandthrewherselfontothesofa.Shecouldseethatherpartywasa

disaster.Shehadthoughtherfriendswouldlikeeverythingsheliked.

“I’mgoingtocallmymomtoo,”Marlasaid.

“Wait!”Beatricesaid.“Youallaremyfriends.I’mgladyoucametomyparty,andIwantyou

haveagoodtime.IonlythoughtaboutmyselfwhenIplannedthisparty,andIshouldhavebeen

thinkingofeveryone.Wecanstillhavefunifwefigureitouttogether.Whatdoyouguyswanttodo?”

DirectionsChoose the item that best answers each question about the selection you just read. Fill in the circle next to the answer.

13 What generalization does Beatrice make in paragraph 1?

p Everyonelikeswaterandcarrotsticks. p Everyonewillbeontimefortheparty.

p Thepartywillbeahugesuccess.

p Preparationsmustbedouble-checked.

14 What generalization does Beatrice make in paragraph 2?

p Paperandcrayonsbelongonthecoffee table.

p Noonelikespeanuts.

p EveryonewillenjoyaDrawingContest.

p Picturesoftigersmakegooddecorations.


Questions 13–14: CCSS Literature 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

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15 Whatfactinparagraph4letsyougeneralizethatBendoesnotlikecarrotsticks?

p Hewantstogohomeearly.

p HewinstheDrawingContest.

p Heeatsthemtooquickly.

p Hefrownswhenheseesthem.

16 WhatgeneralizationcanyoumakeaboutBeatrice’sfriends?

p Theyarenotverypolite.

p TheyloveDrawingContests.

p Theyenjoywatchingmovies.

p Theylikecheeseburgers.

17 WhatgeneralizationcanyoumakeaboutJoseinparagraph8?

p HeiscontenttowatchtheothershavetheDrawingContest.

p Hedoesnotwanttheotherstodoanythinghecan’talsodo.

p Heissoclumsyhealwayshasabrokenarm.

p HepreferswatchingmoviestohavingDrawingContests.

18 Whatconclusioncanyoudrawfromparagraph11?

p JoseistiredoffightingwithMarla.

p Joseisexcitedtowatchthemovieabouttigers.

p Josehasgottensickfromthepeanuts.

p Joseisnothavingagoodtimeattheparty.

19 Bytheendofthestory,Beatricehasrealizedthat

p sheshouldnothaveinvitedMarlaandJose.

p sheshouldhavehadapoolparty.

p sheshouldhavethoughtofwhatherfriendslike.

p sheshouldnothavethrownherselfontothesofa.

20 Whatisthethemeofthisstory?

p Thebestwaytohavefunistoincludeeveryone.

p Manydifferentkindsofmoviesmakeagoodparty.

p Thebestwaytoplanapartyistothinkofyourself.

p Manydifferenttypesoffoodmakeagoodparty.

178 Weekly Test 30Unit6Week5


Questions 15–17, 19: CCSS Literature 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Question 18: CCSS Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Question 20: CCSS Literature 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

16 ÷ 2 = 8 16 ÷ 2 = 8 2 ÷ 2 = 1 12 ÷ 2 = 6

2 ÷ 2 = 1 2 ÷ 2 = 1 12 ÷ 2 = 6 16 ÷ 2 = 8

20 ÷ 2 = 10 6 ÷ 2 = 3 6 ÷ 2 = 3 20 ÷ 2 = 10

10 ÷ 2 = 5 12 ÷ 2 = 6 20 ÷ 2 = 10 2 ÷ 2 = 1

14 ÷ 2 = 7 14 ÷ 2 = 7 16 ÷ 2 = 8 14 ÷ 2 = 7

18 ÷ 2 = 9 8 ÷ 2 = 4 8 ÷ 2 = 4 6 ÷ 2 = 3

8 ÷ 2 = 4 18 ÷ 2 = 9 14 ÷ 2 = 7 12 ÷ 2 = 6

6 ÷ 2 = 3 20 ÷ 2 = 10 10 ÷ 2 = 5 14 ÷ 2 = 7

12 ÷ 2 = 6 6 ÷ 2 = 3 4 ÷ 2 = 2 18 ÷ 2 = 9

4 ÷ 2 = 2 2 ÷ 2 = 1 18 ÷ 2 = 9 16 ÷ 2 = 8

16 ÷ 2 = 8 10 ÷ 2 = 5 6 ÷ 2 = 3 4 ÷ 2 = 2

10 ÷ 2 = 5 12 ÷ 2 = 6 8 ÷ 2 = 4 10 ÷ 2 = 5

12 ÷ 2 = 6 14 ÷ 2 = 7 20 ÷ 2 = 10 20 ÷ 2 = 10

4 ÷ 2 = 2 4 ÷ 2 = 2 12 ÷ 2 = 6 2 ÷ 2 = 1

20 ÷ 2 = 10 16 ÷ 2 = 8 14 ÷ 2 = 7 8 ÷ 2 = 4

6 ÷ 2 = 3 4 ÷ 2 = 2 2 ÷ 2 = 1 2 ÷ 2 = 1

2 ÷ 2 = 1 10 ÷ 2 = 5 10 ÷ 2 = 5 12 ÷ 2 = 6

18 ÷ 2 = 9 20 ÷ 2 = 10 4 ÷ 2 = 2 14 ÷ 2 = 7

8 ÷ 2 = 4 8 ÷ 2 = 4 18 ÷ 2 = 9 18 ÷ 2 = 9

14 ÷ 2 = 7 18 ÷ 2 = 9 16 ÷ 2 = 8 10 ÷ 2 = 5

4 ÷ 2 = 2 6 ÷ 2 = 3 10 ÷ 2 = 5 16 ÷ 2 = 8

8 ÷ 2 = 4 16 ÷ 2 = 8 6 ÷ 2 = 3 6 ÷ 2 = 3

18 ÷ 2 = 9 12 ÷ 2 = 6 4 ÷ 2 = 2 8 ÷ 2 = 4

20 ÷ 2 = 10 2 ÷ 2 = 1 8 ÷ 2 = 4 20 ÷ 2 = 10

10 ÷ 2 = 5 14 ÷ 2 = 7 18 ÷ 2 = 9 4 ÷ 2 = 2

Fill in the blanks for each problem.

Division Drills (2s)

Math www.CommonCoreSheets.com

Name:

4

16 ÷ 2 = 8 8 ÷ 2 = 4 16 ÷ 2 = 8 10 ÷ 2 = 5

20 ÷ 2 = 10 10 ÷ 2 = 5 20 ÷ 2 = 10 16 ÷ 2 = 8

6 ÷ 2 = 3 2 ÷ 2 = 1 4 ÷ 2 = 2 20 ÷ 2 = 10

18 ÷ 2 = 9 4 ÷ 2 = 2 18 ÷ 2 = 9 2 ÷ 2 = 1

4 ÷ 2 = 2 20 ÷ 2 = 10 8 ÷ 2 = 4 18 ÷ 2 = 9

2 ÷ 2 = 1 14 ÷ 2 = 7 14 ÷ 2 = 7 12 ÷ 2 = 6

14 ÷ 2 = 7 16 ÷ 2 = 8 6 ÷ 2 = 3 6 ÷ 2 = 3

10 ÷ 2 = 5 12 ÷ 2 = 6 10 ÷ 2 = 5 10 ÷ 2 = 5

8 ÷ 2 = 4 18 ÷ 2 = 9 12 ÷ 2 = 6 2 ÷ 2 = 1

12 ÷ 2 = 6 20 ÷ 2 = 10 2 ÷ 2 = 1 4 ÷ 2 = 2

18 ÷ 2 = 9 4 ÷ 2 = 2 16 ÷ 2 = 8 14 ÷ 2 = 7

6 ÷ 2 = 3 8 ÷ 2 = 4 18 ÷ 2 = 9 18 ÷ 2 = 9

12 ÷ 2 = 6 2 ÷ 2 = 1 12 ÷ 2 = 6 16 ÷ 2 = 8

2 ÷ 2 = 1 6 ÷ 2 = 3 6 ÷ 2 = 3 8 ÷ 2 = 4

14 ÷ 2 = 7 10 ÷ 2 = 5 10 ÷ 2 = 5 20 ÷ 2 = 10

4 ÷ 2 = 2 12 ÷ 2 = 6 20 ÷ 2 = 10 10 ÷ 2 = 5

16 ÷ 2 = 8 4 ÷ 2 = 2 2 ÷ 2 = 1 12 ÷ 2 = 6

10 ÷ 2 = 5 8 ÷ 2 = 4 8 ÷ 2 = 4 16 ÷ 2 = 8

8 ÷ 2 = 4 14 ÷ 2 = 7 14 ÷ 2 = 7 2 ÷ 2 = 1

20 ÷ 2 = 10 20 ÷ 2 = 10 4 ÷ 2 = 2 20 ÷ 2 = 10

18 ÷ 2 = 9 2 ÷ 2 = 1 8 ÷ 2 = 4 4 ÷ 2 = 2

16 ÷ 2 = 8 16 ÷ 2 = 8 4 ÷ 2 = 2 18 ÷ 2 = 9

6 ÷ 2 = 3 10 ÷ 2 = 5 14 ÷ 2 = 7 6 ÷ 2 = 3

14 ÷ 2 = 7 6 ÷ 2 = 3 12 ÷ 2 = 6 8 ÷ 2 = 4

12 ÷ 2 = 6 18 ÷ 2 = 9 6 ÷ 2 = 3 14 ÷ 2 = 7

Fill in the blanks for each problem.

Division Drills (2s)

Math www.CommonCoreSheets.com

Name:

7

Number and Operations in Base Ten

X_STANDARDS_NA, X_STANDARDS_NA

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Lesson 5

Draw and Analyze Line Plots

Practice

Use the line plot above to answer Exercises 1–3.

1. How many days were there 2 birds at the bird feeder?

2. How many days were there 3 or fewer birds at the feeder?

3. How many days were there 3 or more birds at the feeder?

Homework Helper `

Jori recorded the number of birds she saw at the bird feeder each day for 5 days. She displayed the data in a line plot. What is one conclusion you can make from this line plot?

One conclusion that can be mad e is that there were 3 birds at the feeder, on 2 of the days.

Need help? connectED.mcgraw-hill.com

Day 1

Day 2

Day 3

Day 4

Day 5

TallyDay

Number of Birds Seen Each Day

1 2 3 54

Number of Birds Seen Each Day

Program: GMH CCM Component: SEPDF Pass

Vendor: Quad Graphics Grade: 3

Lesson 5 My Homework�719

Measurement and Data

3.MD.4

eHelp

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Vocabulary Check

7. What is a line plot?

Problem Solving

6. 4 Model Math Mrs. Sebring’s class made a tally chart of the number of hours they spent on homework last week. Display the set of data in the line plot.

For Exercises 4 and 5, refer to the line plot that shows the number of states each student has visited.

4. How many states have the most number of students visited?

5. How many students have visited three states?

1 2 3 4 5 ormore

How Many States Have You Visited?

Test Practice 8. Refer to the line plot in Exercise 6. What is the difference

between the least number of hours spent on homework and the most number of hours spent on homework?

A 1 hour B 3 hours C 8 hours D 11 hours

8

9

10

11

TallyTime (h)

Weekly Time Spent on Homework Weekly Time Spent on Homework (h)

Program: GMH CCM Component: SEPDF Pass

Vendor: Quad Graphics Grade: 3

720�Need more practice? Download Extra Practice at connectED.mcgraw-hill.com

Vocab

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Multiplication DrillsSolve each problem.

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414

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616

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86

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428

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94

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101

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35

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84

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107

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188

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818

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199

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313

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103

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106

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56

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108

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85

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155

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27

Multiplication DrillsSolve each problem.

9

Name Date

Lesson 5 Reteach Draw and Analyze Line Plots

Like a vertical bar graph, a line plot shows information vertically.

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•

•

The base of the line plot is a number line.

Unlike a bar graph, a line plot does not have a vertical scale.

Above each number, we plot an X to represent how often something happens.

Let us make a line plot together. We will plot the number of hops on a pogo stick by grade 3 students.

1. Make a number line along the bottom of the page including all the values of the data.

2. Give the line plot a title.

3. Put one X for each student above the number of hops made.

4. Take a look at your line plot. You may not have an X above each number. Should you? Explain.

90 Grade 3 • Chapter 12 Represent and Interpret Data

Pogo Stick Hops 10 13 13 10 12 16 11 14 10 14 16 16 12 14 10 16 14 11

Documents

Addition with Regrouping Puzzles Set 1ayers.mfcsd.k12.oh.us/UserFiles/Servers/Server_3683864/File/Coron… · Name: _____ Addition with Regrouping Puzzles Set 1 Directions: Solve