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Second Grade Continuous Learning June 2020
Draw a picture of your favorite summer spot. This could include a park, playground, water slide, or vacation spot. Include as many details as you can.
NAME: _____________________
Dear Families:
This packet includes daily math and literacy activities that your student can complete offline from home.
Many of the activities will be review activities to serve as extra practice while some skills may be new to
your student. Please feel free to help your student review any pages that may be challenging.
Daily Activities:
● Reading : Every day, your student should be reading whether that be with you or independently.
Included in this packet are several texts for your student to read. The same book or text can be
read multiple times throughout the month. Students who are able can complete a reading log
capturing what they read each day.
● Writing: Blank pages are included in the packet for your student to create their own stories.
This is the perfect time to foster their creativity and imagination. Students should practice
writing fiction and non-fiction texts.
● Math: There are several math worksheets included in the packet. Once your student has
completed the worksheets, have them write their own problems for a family member to
complete. Your student can check the work to make sure all the answers are correct.
○ Math facts are also a very important aspect of your student’s math life that should be
reviewed and practiced throughout the summer. Expectations for math facts are as
follows:
■ Grade 1: Mastery of addition and subtraction facts up to 10
■ Grade 2: Mastery of addition and subtraction facts up to 20
■ Grade 3-5: Maintain mastery of addition and subtraction facts up to 20
Mastery of all multiplication and division facts up to 10
Keep learning fun and remember that each student works at their own pace. If your student gets
restless or frustrated, take a brain break and revisit the activity later. Use this opportunity of working at
home to develop independence, perseverance, problem-solving skills, and creativity. The most
important thing is for your student to enjoy learning!
LIT
ER
AC
Y M
EN
U
Mak
e a
list
of e
very
thin
g yo
u wo
uld
like
to d
o th
is s
umm
er.
Han
g it
on
the
refr
iger
ator
and
ch
eck
off
each
act
ivit
y yo
u do
.
Take
a g
ood
book
out
side
an
d fi
nd a
coo
l pla
ce t
o re
ad f
or t
went
y m
inut
es.
Re
ad a
sto
ry a
nd t
hen
tell
som
eone
abo
ut t
he b
ook.
W
hat
happ
ens
firs
t, n
ext,
last
?
M
ake
two
book
mar
ks:
one
to k
eep
and
on
e to
sha
re w
ith
so
meo
ne s
peci
al.
Cut
word
s ou
t of
a
news
pape
r or
mag
azin
e an
d us
e th
em t
o bu
ild
a s
tory
.
Dec
orat
e a
writ
ing
fold
er.
Ke
ep a
ll yo
ur s
umm
er w
riti
ng
insi
de.
M
ake
a lis
t or
pic
ture
s of
al
l the
peo
ple,
thi
ngs
yo
u lik
e to
wri
te a
bout
.
Mak
e so
me
lem
onad
e.
Wri
te d
own
the
step
s yo
u to
ok
to m
ake
it.
H
ow m
any
word
s ca
n yo
u bu
ild
from
“lem
onad
e”?
M
ake
a lis
t.
M
ake
your
own
boo
k an
d re
ad it
to
a fa
mily
m
embe
r.
Mak
e a
men
u fo
r di
nner
.
Hel
p an
adu
lt c
ook
the
food
s.
Go t
o th
e lib
rary
and
ch
eck
out
new
book
s!
Wri
te a
lett
er t
o so
meo
ne s
peci
al a
nd m
ail i
t!
Play
a g
uess
ing
gam
e! C
an y
ou
give
clu
es t
hat
will
help
som
eone
el
se g
uess
whi
ch o
bjec
t
you
are
desc
ribi
ng?
U
se y
our
scho
ol lo
gin
info
rmat
ion
to g
et o
n ww
w.le
xiaC
ore5
.com
or
www.
myO
n.co
m.
Haw
man
y wo
rds
can
you
build
wi
th t
hese
lett
ers:
i,
a, c
, f, g
, m, n
, p, r
, s?
Read
a b
ook
to
som
eone
you
nger
.
Take
a w
alk
or a
bik
e ri
de.
M
ake
a lis
t of
eve
ryth
ing
you
see
while
out
side
.
Sort
the
list
into
cat
egor
ies.
Read
a n
on-f
icti
on b
ook.
Te
ll so
meo
ne t
hree
thi
ngs
yo
u le
arne
d fr
om t
he b
ook.
W
hat
ques
tion
s do
you
hav
e?
Mak
e a
list
of a
ll th
e bo
oks
you
will
read
th
is s
umm
er.
H
ow m
any
will
it b
e?
Conv
ince
a p
aren
t to
tak
e yo
u sw
imm
ing.
Wha
t ar
e th
e re
ason
s yo
u sh
ould
go?
Wri
te d
own
all t
he w
ords
yo
u kn
ow h
ow t
o sp
ell.
H
ow m
any
is it
?
Mak
e a
list
of t
he f
un t
hing
s yo
u wa
nt t
o do
thi
s su
mm
er.
Yo
u ca
n tu
rn y
our
list
into
st
orie
s an
y ti
me
you
want
!
Pick
a t
opic
you
’d li
ke t
o kn
ow
mor
e ab
out.
Hav
e an
adu
lt h
elp
you
rese
arch
it.
W
hat
did
you
lear
n?
Te
ll so
meo
ne a
bout
yo
ur s
umm
er.
W
hat
were
the
bes
t pa
rts?
R
emem
ber
to
rea
d e
very
day
! H
ave
fun
th
is s
um
mer
! W
e w
ill l
oo
k fo
rwar
d t
o s
eein
g yo
u n
ext
sch
oo
l yea
r…
Reading aloud models fluent reading for your child; develops your child’s understanding of text
structures, features, and genres; builds vocabulary and comprehension skills; and fosters a love of
reading. Use the information on these pages to create a read-aloud routine for you and your child
at home. The steps that follow work for both fiction and informational (or nonfiction) story books.
The steps and the comprehension questions provided are appropriate for children in kindergarten
through second grade.
Read-aloud routine and comprehension questions adapted from The Superkids Reading Program continued…
Read-Aloud Routine for Story Books
Follow these steps when reading aloud:
1. Introduce the book to your child. Point
out the title, author, and illustrator. If
you’ve read other books by the author or
illustrator, remind your child about these
books. Talk about what kind of book it
is—a fiction, or make-believe, book that is
like real life; a fairy tale; an informational
book about real people and events; a poem;
or a play. Then discuss the title and cover
illustrations and ask your child what he
or she thinks the book will be about. Talk
about any prior knowledge or experiences
related to the book’s topic.
2. Read with expression and appropriate
pacing. Use your voice to convey
characters’ emotions. Slow down when
giving complex information. Give your
child time to study pictures and think
about what he or she is hearing.
3. Pause occasionally to discuss the text and
pictures. Check that your child understands
who is speaking and what is happening in a
story or the main ideas and key details of an
informational text. Have your child make
or confirm predictions and help your child
understand vocabulary important to the
text. Give opportunities for your child to
ask questions, too. If your child has trouble
answering questions, think aloud and explain
how you would figure out the answer, for
example, by rereading, looking at pictures, or
thinking about what makes sense.
4. Discuss the book after you’ve read it.
Help your child make connections between
different parts of the book. Also help your
child make connections between the book
and his or her own experiences, other books,
and the world around you. See the next
page for questions you can ask for fiction
and informational (or nonfiction) texts.
Comprehension QuestionsChoose any of these questions in blue to help your child understand and evaluate
a book you read aloud. Modify the wording to include specific details from the
book and ask your child to explain his or her thinking.
Fiction booksSummarize/Retell
What important events happened in the story?
Show pictures to prompt recall.
Recognize plot structure
What problem(s) did the character have? How did the
problem(s) get solved?
Tell about the story’s beginning, middle, and end.
Determine cause and effect
Describe an event from the story. Then ask:
Why did this happen?
Develop vocabulary
Reread a sentence with an interesting vocabulary
word or idiom. Then ask: What does this mean?
If needed, give a child-friendly explanation and help
your child use the word or phrase in another context.
Understand characters/Draw conclusions
Who is this story about? How did this character feel at
the beginning of the story? Why? How did she feel at the
end of the story? What happened that made her feelings
change? What do you think about how the character
acted? What lesson(s) about life does the story teach?
Connect text to self, the world, and other texts
Have you ever felt like this character or had something
similar happen to you? Explain.
Are the characters in this story like any real people you
know? Where does this story take place? Do you know
any places like that?
Do the characters or events in this story remind you of
another story? Explain.
Give and support opinions
Did you like the book? Why or why not? Tell about a
favorite part. If you were the author, how might you
change the story? Why?
Informational (or nonfiction) booksIdentify main idea and retell key details
What was this book all about?
What important information did you learn from this book?
Review headings and pictures to help your child
with recall.
Understand pictures, diagrams, and text features
What does this picture (or diagram) show? What
more did you learn from the text? Where can you find
information about _______?
Sequence steps in a process
What does this book explain how to do or make?
What happens first? Next? After that? Last?
Compare and contrast
Identify two or more people, events, or objects.
Then ask: How are these alike? How are they different?
Determine cause and effect
Tell about an event that happened. Why did it happen?
Why did someone do this action?
Develop vocabulary
Identify a concept word from the book. Then ask:
What can you tell me about this word? If needed, give a
child-friendly explanation of it and help your child
use it in sentences.
Understand an author’s reasons
Restate an opinion or a point the author makes.
Then ask: Why does the author think this? What reasons
does the author give to explain his thinking?
Connect text to self, the world, and other texts
Do you know anything else about the information in this
book? What else would you like to know? Does this book
remind you of any other books you know? Explain.
Give and support opinions
Did you like the book? Why or why not? What did you
find interesting? If you were the author, how might you
change the book? Why?
888.378.9258 | zaner-bloser.com R1689A 03.20
© Zaner-Bloser, Inc. May be duplicated for classroom and at-home use.
ww
w.r
ead
ing
a-z
.co
m
Wri
tte
n b
y Ev
an
Russ
ell
Illu
stra
ted
by
Ale
x Lo
pez
Cinderello
Ho
w is
th
is s
tory
the
sa
me
as
the
fair
y ta
le C
ind
ere
lla?
Ho
w is
it
diff
ere
nt?F
ocu
s Q
uest
ion
Cin
de
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Leve
l L L
eve
led
Bo
ok
© L
ea
rnin
g A
–Z
Wri
tte
n b
y Ev
an
Russ
ell
Illu
stra
ted
by
Ale
x Lo
pe
z
All
rig
hts
rese
rve
d.
ww
w.r
ea
din
ga
-z.c
om
cho
res
gu
ffa
we
d p
itche
r
spa
tula
tr
ans
form
ed
tryo
uts
Co
rre
latio
nLE
VEL
LK 18 20
Fou
nta
s &
Pin
nell
Rea
din
g R
eco
very
DRA
Wo
rds
to K
no
w
3
Th
ere
was
on
ce a
yo
un
g b
oy
na
med
Mat
eo w
ho
dre
am
ed o
f b
eco
min
g a
gre
at b
aseb
all
pla
yer
. He
liv
ed w
ith
his
mo
ther
an
d f
ath
er i
n a
sm
all
tow
n. H
is f
ath
er t
aug
ht
Mat
eo t
o
pla
y b
aseb
all.
Mat
eo h
op
ed t
o b
e a
star
pit
cher
on
e d
ay.
Cin
dere
llo
• L
evel L
4On
e d
ay, M
ateo
’s f
ath
er d
ied
.
His
dea
th l
eft
Mat
eo a
nd
his
mo
ther
ver
y s
ad a
nd
alo
ne.
Lat
er o
n, M
ateo
’s m
oth
er m
arri
ed
a ri
ch m
an
. Th
ey w
ere
ov
erjo
yed
!
5
Mat
eo’s
ste
pfa
ther
had
tw
in s
on
s.
Mat
eo w
as h
app
y t
o h
ave
new
bro
ther
s, b
ut
the
twin
s, P
rim
o a
nd
Gu
apo,
wer
e sp
oil
ed, m
ean
, an
d
gre
edy.
Th
ey d
idn
’t l
ike
Mat
eo.
Mat
eo a
sked
if
they
wa
nte
d
to p
lay
bas
ebal
l.
“We
wo
uld
nev
er p
lay
bas
ebal
l
wit
h a
ru
nt
lik
e y
ou
,” P
rim
o s
aid
.
“Act
ual
ly, w
e’ll
nev
er p
lay
wit
h y
ou
at
all!
” ad
ded
Gu
apo
.
Cin
dere
llo
• L
evel L
6Th
ey m
ade
Mat
eo d
o a
ll t
he
cho
res.
“Lo
ok
at
him
wo
rk w
hil
e w
e p
lay,
”
said
Gu
apo
.
“Ju
st l
ike
Cin
der
ella
,” a
dd
ed P
rim
o.
“I k
no
w,”
Gu
apo
cri
ed, “
let’
s ca
ll
him
Cin
der
ello
!”
So
th
e tw
ins
teas
ed
an
d b
ull
ied
Mat
eo.
7
On
e d
ay, e
xcit
ing
new
s sp
read
thro
ug
h t
ow
n. T
he
coac
h o
f th
e
nat
ion
al L
ittl
e L
eag
ue
tea
m w
as
com
ing
! H
e w
as h
old
ing
try
ou
ts,
loo
kin
g f
or
the
mo
st t
alen
ted
pla
yer
s.
Cin
dere
llo
• L
evel L
8Mat
eo w
as t
hri
lled
.
Pri
mo
lau
gh
ed a
t h
im, “
Yo
u
can
’t t
ry o
ut.
Yo
u d
on
’t e
ven
hav
e
a u
nif
orm
!”
“Fat
her
, ple
ase
tell
him
it
wo
uld
be
sill
y,”
said
Gu
apo
.
Th
eir
fath
er a
gre
ed, a
nd
he
forb
ade
Mat
eo f
rom
try
ing
ou
t.
9
Lat
er, h
e w
as w
atch
ing
th
e o
ther
bo
ys
pra
ctic
e w
hen
he
hea
rd
som
eon
e ca
llin
g h
is n
am
e.
It w
as t
he
lad
y f
rom
th
e ta
co c
art.
“Ho
w d
o y
ou
kn
ow
my
na
me?
”
Mat
eo a
sked
.
“Bec
ause
I a
m y
ou
r fa
iry
go
dm
oth
er!”
sh
e a
nsw
ered
.
Cin
dere
llo
• L
evel L
10“Wh
at’s
wro
ng
?” s
he
ask
ed.
“I’m
no
t al
low
ed t
o p
lay,
an
d I
do
n’t
hav
e a
un
ifo
rm,”
he
said
.
Sh
e w
aved
her
mag
ic s
pat
ula
. In
an
inst
an
t M
ateo
was
tra
nsf
orm
ed
.
Mat
eo l
oo
ked
do
wn
to
see
he
was
dre
ssed
in
a f
an
cy n
ew u
nif
orm
.
“No
w n
o o
ne
wil
l re
cog
niz
e y
ou
,”
the
fair
y g
od
mo
ther
sai
d, “
bu
t
yo
u m
ust
go
ho
me
the
min
ute
try
ou
ts e
nd
.”
11
Mat
eo w
ent
to t
he
try
ou
t
in h
is n
ew u
nif
orm
.
Th
e co
ach
to
ld M
ateo
to
try
pit
chin
g, a
nd
he
go
t ev
ery
bo
y o
ut.
“Wh
at a
pit
cher
!” t
he
coac
h c
ried
.
Cin
dere
llo
• L
evel L
12Fo
r th
e tr
yo
uts
lat
er t
hat
day
,
the
bo
ys
pla
yed
a g
am
e. M
ateo
wo
n
the
ga
me,
an
d e
ver
yo
ne
was
hap
py
an
d h
op
efu
l. W
ith
su
ch a
go
od
pit
cher
, th
eir
tea
m c
ou
ld w
in t
he
Lit
tle
Lea
gu
e W
orl
d S
erie
s!
13
Th
e m
inu
te t
he
ga
me
end
ed, M
ateo
trie
d t
o l
eav
e, b
ut
bo
ys
an
d f
an
s
cro
wd
ed a
rou
nd
him
.
Mat
eo l
ost
on
e sh
oe,
bu
t h
e g
ot
free
an
d r
an
ho
me.
On
th
e w
ay, t
he
rest
of
his
un
ifo
rm c
ha
ng
ed b
ack
to
his
rag
ged
y o
ld c
loth
es.
Cin
dere
llo
• L
evel L
14Th
e n
ext
day
, th
e co
ach
wen
t th
rou
gh
the
tow
n. H
e h
ad e
ver
y b
oy
try
on
the
sho
e.
Fin
ally
, th
e co
ach
arr
ived
at
Mat
eo’s
ho
use
. Th
e tw
ins
alm
ost
kn
ock
ed
each
oth
er o
ver
in
a r
ush
to
try
on
th
e sh
oe.
No
mat
ter
ho
w h
ard
the
bo
ys
wri
gg
led
th
eir
toes
an
d
pu
shed
, it
was
sti
ll t
oo
sm
all.
Th
en, t
he
coac
h s
po
tted
Mat
eo.
15
“Co
me
her
e, m
y b
oy,
an
d t
ry
on
th
is s
ho
e,”
the
coac
h s
aid
.
Th
e tw
ins
gu
ffaw
ed
, bu
t w
hen
th
e
sho
e sl
ipp
ed o
n p
erfe
ctly
, th
ey b
oth
gas
ped
, “C
ind
erel
lo!”
Mat
eo l
oo
ked
at
the
twin
s a
nd
sai
d,
“My
na
me
is M
ateo
.”
“Mat
eo w
ill
be
ou
r ca
pta
in, a
nd
he
wil
l le
ad u
s to
vic
tory
!” t
he
coac
h
an
no
un
ced
.
Turn
ing
to
th
e b
roth
ers,
th
e co
ach
add
ed, “
An
d y
ou
tw
o w
ill
be
ou
r
tow
el b
oy
s!”
Cin
dere
llo
• L
evel L
16
Glo
ssa
ry
cho
res
(n.)
sm
all
job
s o
r ta
sks
that
mu
st b
e d
on
e re
gu
larl
y
(p. 6
)
gu
ffaw
ed
(v.)
la
ug
hed
su
dd
enly
an
d l
ou
dly
(p
. 15)
pit
cher
(n.)
th
e b
aseb
all
or
soft
ba
ll
pla
yer
wh
o t
hro
ws
the
ba
ll t
hat
th
e b
atte
r tr
ies
to h
it (
p. 3
)
spat
ula
(n
.)
a lo
ng
-ha
nd
led
kit
chen
too
l w
ith
a w
ide,
fla
t
surf
ace
that
is
use
d t
o
mix
, sp
read
, or
lift
th
ing
s
(p. 1
0)
tra
nsf
orm
ed
ch
an
ged
in
fo
rm
(v.)
o
r ap
pea
ran
ce (
p. 1
0)
try
ou
ts (
n.)
ev
ents
wh
ere
acti
vit
ies
are
use
d t
o t
est
ho
w
go
od
peo
ple
are
in
ath
leti
cs o
r p
erfo
rmin
g
(p. 7
)
Writ
ten
by A
lyse
Sw
eene
yIl
lust
rate
d by
Dav
id C
ockc
roft
Gold
ilock
s and
th
e Th
ree
Bear
s
Gol
dilo
cks
and
the
Thre
e Be
ars
Leve
l L L
evel
ed B
ook
© L
earn
ing
A–Z
Writ
ten
by A
lyse
Sw
eene
yIl
lust
rate
d by
Dav
id C
ockc
roft
All
right
s re
serv
ed.
ww
w.re
adin
ga-z
.com
Cor
rela
tion
LEV
EL L
K 18 20
Foun
tas
& P
inne
llRe
adin
g Re
cove
ryD
RAw
ww
.read
inga
-z.c
om
34
On
ce u
po
n a
tim
e, t
her
e li
ved
a y
ou
ng
ster
nam
ed G
old
ilo
cks.
On
e d
ay, s
he
wen
t fo
r a
wal
k i
n
the
wo
od
s.
Sh
e ca
me
up
on
a h
ou
se a
nd
kn
ock
ed o
n t
he
do
or.
No
on
e an
swer
ed, s
o s
he
wal
ked
in
.
Th
ree
bo
wls
of
po
rrid
ge
sat
on
th
e
tab
le. T
he
yu
mm
y-s
mel
lin
g f
oo
d
mad
e h
er h
un
gry
.
Fir
st s
he
tast
ed t
he
po
rrid
ge
fro
m
the
big
-siz
ed b
ow
l.“Y
ow
!” s
he
yel
ped
. “T
his
po
rrid
ge
is t
oo
ho
t.”
Th
en s
he
tast
ed t
he
po
rrid
ge
fro
m
the
mid
-siz
ed b
ow
l. “
Ble
ck!”
sh
e
gro
aned
. “T
his
po
rrid
ge
is t
oo
co
ld.”
Nex
t, s
he
tast
ed t
he
smal
l-si
zed
bo
wl
of
po
rrid
ge
and
sai
d, “
Mm
mm
.
Th
is p
orr
idg
e is
just
rig
ht.
”
Sh
e g
ob
ble
d i
t al
l.
Go
ldilo
cks
an
d t
he T
hre
e B
ears
• L
evel L
56A
fter
eat
ing
th
e p
orr
idg
e,
Go
ldil
ock
s w
alk
ed i
nto
th
e li
vin
g
roo
m. S
he
saw
th
ree
chai
rs a
nd
dec
ided
to
sit
fo
r a
bit
.
Fir
st s
he
sat
in t
he
big
-siz
ed c
hai
r.
“ Hm
ph
!” s
he
said
. “T
his
ch
air
is
too
big
.”
T
hen
, sh
e sa
t in
th
e m
id-s
ized
ch
air.
“Th
is c
hai
r is
sti
ll t
oo
big
,” s
he
said
.
Nex
t, s
he
sat
in t
he
smal
l-si
zed
chai
r an
d s
igh
ed a
hap
py
sig
h.
“Th
is c
hai
r is
just
rig
ht.
“
Bu
t se
con
ds
late
r—
—C
rack
! T
he
chai
r b
rok
e!
“Oh
wel
l,”
she
yaw
ned
.
Go
ldilo
cks
an
d t
he T
hre
e B
ears
• L
evel L
78A
sle
epy
Go
ldil
ock
s cl
imb
ed t
he
stai
rs l
oo
kin
g f
or
a b
ed. S
he
lay
do
wn
on
th
e b
ig-s
ized
bed
. Bu
t it
was
to
o h
ard
.
So
sh
e la
y d
ow
n o
n t
he
mid
-siz
ed
bed
. Bu
t it
was
to
o s
oft
.
Th
en s
he
lay
do
wn
on
th
e sm
all-
size
d b
ed, a
nd
it
was
just
rig
ht.
“Zzz
zz.”
Go
ldilo
cks
an
d t
he T
hre
e B
ears
• L
evel L
910
Wh
ile
Go
ldil
ock
s sl
ept,
th
e o
wn
ers
of
the
ho
use
ret
urn
ed f
rom
th
eir
wal
k. T
he
thre
e b
ears
did
no
t li
ke
wh
at t
hey
saw
.
“ So
meo
ne’
s b
een
eat
ing
my
po
rrid
ge,
” g
row
led
Big
Pap
a B
ear.
“ So
meo
ne’
s b
een
eat
ing
my
po
rrid
ge,
” si
gh
ed M
ama
Bea
r.
“ So
meo
ne’
s b
een
eat
ing
my
po
rrid
ge,
” cr
ied
Wee
Bab
y B
ear.
“An
d i
t’s
all
go
ne!
”
Nex
t, t
he
hu
ng
ry b
ears
saw
th
eir
chai
rs.
“ So
meo
ne’
s b
een
sit
tin
g i
n m
y
chai
r,”
gro
wle
d B
ig P
apa
Bea
r.
“ So
meo
ne’
s b
een
sit
tin
g i
n m
y
chai
r,”
sig
hed
Mam
a B
ear.
“ So
meo
ne’
s b
een
sit
tin
g i
n m
y
chai
r,”
crie
d W
ee B
aby
Bea
r. “
An
d
it’s
bro
ken
!”
Go
ldilo
cks
an
d t
he T
hre
e B
ears
• L
evel L
1112
Th
en t
he
hu
ng
ry, a
ng
ry b
ears
mar
ched
up
stai
rs.
“ So
meo
ne’
s b
een
sle
epin
g i
n m
y b
ed,”
gro
wle
d B
ig P
apa
Bea
r.
“ So
meo
ne’
s b
een
sle
epin
g i
n m
y b
ed,”
sig
hed
Mam
a B
ear.
“ So
meo
ne’
s b
een
sle
epin
g i
n m
y b
ed,”
crie
d W
ee B
aby
Bea
r. “
An
d s
he’
s st
ill
ther
e!”
“Kee
p i
t d
ow
n!”
wh
ined
Go
ldil
ock
s.
Wh
en s
he
saw
th
ree
hu
ng
ry, a
ng
ry
bea
rs s
tari
ng
at
her
, sh
e ju
mp
ed o
ut
of
bed
.
“ Hel
p!”
sh
e sc
ream
ed, r
un
nin
g a
ll
the
way
ho
me.
Go
ldil
ock
s n
ever
ag
ain
wen
t to
th
e
ho
me
of
the
thre
e b
ears
.
Go
ldilo
cks
an
d t
he T
hre
e B
ears
• L
evel L
ww
w.r
eadin
ga-z
.com
Gold
ilock
s and
the
Oth
er T
hree
Bea
rsLe
vel L
Lev
eled
Book
© L
earn
ing A
–ZRe
told
by
Aly
se S
wee
ney
Illus
trate
d b
y Ste
phe
n M
arc
hesi
All
right
s re
serv
ed.
ww
w.r
eadin
ga-z
.com
Cor
rela
tion
LEV
EL L
K 18
20
Foun
tas
& P
inne
ll
Readin
g R
ecove
ry
DRA
Gold
ilock
s and
the
Othe
r Th
ree
Bear
s
Ret
old
by
Aly
se S
wee
ney
Illus
trate
d b
y Ste
phe
n M
arc
hesi
Gol
dilo
cks
and
the
Oth
er T
hree
Bea
rs •
Lev
el L
3
4
On
ce u
po
n a
tim
e, t
her
e li
ved
a y
ou
ng
ster
nam
ed G
old
ilo
cks.
On
e d
ay, s
he
wen
t fo
r a
wal
k
in t
he
wo
od
s.
Sh
e ca
me
up
on
a h
ou
se a
nd
kn
ock
ed o
n t
he
do
or.
No
on
e an
swer
ed, s
o s
he
wal
ked
in
.
Th
ree
bo
wls
of
po
rrid
ge
sat
on
th
e
tab
le. T
he
yu
mm
y-s
mel
lin
g f
oo
d
mad
e h
er h
un
gry
.
Fir
st s
he
tast
ed t
he
po
rrid
ge
fro
m
the
big
-siz
ed b
ow
l.“Y
ow
!” s
he
yel
ped
. “T
his
po
rrid
ge
is t
oo
ho
t.”
Th
en s
he
tast
ed t
he
po
rrid
ge
fro
m
the
mid
-siz
ed b
ow
l. “
Ble
ck!”
sh
e
gro
aned
. “T
his
po
rrid
ge
is t
oo
co
ld.”
Nex
t, s
he
tast
ed t
he
smal
l-si
zed
bo
wl
of
po
rrid
ge
and
sai
d, “
Mm
mm
.
Th
is p
orr
idg
e is
just
rig
ht.
”
Sh
e g
ob
ble
d i
t al
l.
Gol
dilo
cks
and
the
Oth
er T
hree
Bea
rs •
Lev
el L
5
6“ Aft
er e
atin
g t
he
po
rrid
ge,
Go
ldil
ock
s
wal
ked
in
to t
he
liv
ing
ro
om
. Sh
e
saw
th
ree
chai
rs a
nd
dec
ided
to
sit
for
a b
it.
“Fir
st s
he
sat
in t
he
big
-siz
ed c
hai
r.
“ Hm
ph
!” s
he
said
. “T
his
ch
air
is
too
big
.”
“Th
en, s
he
sat
in t
he
mid
-siz
ed c
hai
r.
“Th
is c
hai
r is
sti
ll t
oo
big
,” s
he
said
.
“ Nex
t, s
he
sat
in t
he
smal
l-si
zed
ch
air
and
sig
hed
a h
app
y s
igh
.
“Th
is c
hai
r is
just
rig
ht.
“
“ Bu
t se
con
ds
late
r—
“ —C
rack
! T
he
chai
r b
rok
e!
“Oh
wel
l,”
she
yaw
ned
.
Gol
dilo
cks
and
the
Oth
er T
hree
Bea
rs •
Lev
el L
7
8
“ A s
leep
y G
old
ilo
cks
clim
bed
th
e
stai
rs l
oo
kin
g f
or
a b
ed. S
he
lay
do
wn
on
th
e b
ig-s
ized
bed
. Bu
t it
was
to
o h
ard
.
“ So
sh
e la
y d
ow
n o
n t
he
mid
-siz
ed
bed
. Bu
t it
was
to
o s
oft
.
“ Th
en s
he
lay
do
wn
on
th
e sm
all-
size
d b
ed, a
nd
it
was
just
rig
ht.
“Zzz
zz.”
Gol
dilo
cks
and
the
Oth
er T
hree
Bea
rs •
Lev
el L
9
10
“ Wh
ile
Go
ldil
ock
s sl
ept,
th
e o
wn
ers
of
the
ho
use
ret
urn
ed f
rom
th
eir
wal
k. T
he
thre
e B
ears
did
no
t li
ke
wh
at t
hey
saw
.
“ So
meo
ne’
s b
een
eat
ing
my
po
rrid
ge,
” g
row
led
Big
Pap
a B
ear.
“ So
meo
ne’
s b
een
eat
ing
my
po
rrid
ge,
” si
gh
ed M
ama
Bea
r.
“ So
meo
ne’
s b
een
eat
ing
my
po
rrid
ge,
” cr
ied
Wee
Bab
y B
ear.
“An
d i
t’s
all
go
ne!
”
“ Nex
t, t
he
hu
ng
ry B
ears
saw
th
eir
chai
rs.
“ So
meo
ne’
s b
een
sit
tin
g i
n m
y c
hai
r,”
gro
wle
d B
ig P
apa
Bea
r.
“ So
meo
ne’
s b
een
sit
tin
g i
n m
y c
hai
r,”
sig
hed
Mam
a B
ear.
“ So
meo
ne’
s b
een
sit
tin
g i
n m
y c
hai
r,”
crie
d W
ee B
aby
Bea
r. “
An
d i
t’s
bro
ken
!”
Gol
dilo
cks
and
the
Oth
er T
hree
Bea
rs •
Lev
el L
11
12
“ Th
en t
he
hu
ng
ry, a
ng
ry B
ears
mar
ched
up
stai
rs.
“ So
meo
ne’
s b
een
sle
epin
g i
n m
y b
ed,”
gro
wle
d B
ig P
apa
Bea
r.
“ So
meo
ne’
s b
een
sle
epin
g i
n m
y b
ed,”
sig
hed
Mam
a B
ear.
“ So
meo
ne’
s b
een
sle
epin
g i
n m
y b
ed,”
crie
d W
ee B
aby
Bea
r. “
An
d s
he’
s st
ill
ther
e!”
“Kee
p i
t d
ow
n!”
wh
ined
Go
ldil
ock
s.
“ Wh
en s
he
saw
th
ree
hu
ng
ry, a
ng
ry
Bea
rs s
tari
ng
at
her
, sh
e ju
mp
ed o
ut
of
bed
.
“ Hel
p!”
sh
e sc
ream
ed, r
un
nin
g a
ll
the
way
ho
me.
“ Go
ldil
ock
s n
ever
ag
ain
wen
t to
th
e
ho
me
of
the
thre
e B
ears
.
Anci
ent
Egypt
Written by Kira Freed
ww
w.r
eadin
ga-z
.com
Anc
ient
Egyp
tLe
vel L
Lev
eled
Book
© L
earn
ing A
–ZW
ritte
n by
Kira F
reed
All
right
s re
serv
ed.
ww
w.r
eadin
ga-z
.com
Phot
o C
redits
:Fr
ont
cove
r, b
ack
cove
r, ti
tle p
age,
pages
5, 8, 10, 12, 13: ©
ArtTo
day;
page
4:
© H
aw
aii
Radke
; page
6: ©
Jup
iterim
ages
Corp
ora
tion;
page
7: pub
lic d
om
ain
, from
G. El
liot S
mith
, C
ata
logue
Gen
eral A
ntiq
uite
s Eg
yptie
nnes
du
Mus
ee d
u C
aire:
The
Roya
l Mum
mie
s (C
airo, 1912)/
Uni
vers
ity o
f C
hica
go L
ibra
ry E
OS
Cor
rela
tion
LEV
EL L
K 18
20
Foun
tas
& P
inne
ll
Readin
g R
ecove
ry
DRA
Cove
r pho
to: O
ne o
f fo
ur s
tatu
es o
f Ra
mse
s II
at A
bu
Sim
bel
, Eg
ypt
Anc
ient
Egy
pt •
Lev
el L
3
4
Tab
le o
f C
on
ten
ts
Intr
od
uct
ion
. . . .
. . . .
. . . .
. . . .
. . .
4
Bel
iefs
. . .
. . . .
. . . .
. . . .
. . . .
. . . .
. 5
Py
ram
ids
. . . .
. . . .
. . . .
. . . .
. . . .
. 8
Co
ncl
usi
on
. . . .
. . . .
. . . .
. . . .
. . .
13
Glo
ssar
y .
. . . .
. . . .
. . . .
. . . .
. . . .
14
Intr
od
uct
ion
Th
ou
san
ds
of
yea
rs a
go
, a
gro
up
of
peo
ple
liv
ed i
n t
he
Afr
ican
co
un
try
of
Eg
yp
t . T
hey
liv
ed o
n t
he
ban
ks
of
the
Nil
e R
iver
. T
hey
wer
e
farm
ers
and
hu
nte
rs .
Th
ey u
sed
the
riv
er f
or
bo
at t
rav
el .
Th
ey w
ere
rule
d b
y a
kin
g c
alle
d a
ph
ara
oh
.
The
Nile
Riv
er b
ring
s w
ate
r to
Egyp
t’s farm
s and
citi
es.
Anc
ient
Egy
pt •
Lev
el L
5
6
Beli
efs
Th
e an
cien
t E
gy
pti
ans
bel
iev
ed
that
aft
er s
om
eon
e d
ied
, h
e o
r sh
e
wen
t to
liv
e in
an
oth
er w
orl
d .
Th
ey
bel
iev
ed t
hat
a p
erso
n’s
nex
t li
fe
wo
uld
be
lik
e th
eir
pre
sen
t li
fe .
Th
ey t
ho
ug
ht
the
dea
d p
erso
n
wo
uld
nee
d t
he
sam
e to
ols
an
d
ob
ject
s in
th
eir
nex
t li
fe .
So
peo
ple
wer
e b
uri
ed w
ith
man
y o
f th
e
thin
gs
that
th
ey o
wn
ed .
An
cien
t E
gy
pti
ans
bel
iev
ed i
n a
su
n
go
d .
Th
ey b
elie
ved
that
th
e k
ing
was
rela
ted
to
th
is
go
d .
Wh
en
the
kin
g d
ied
,
he
was
giv
en
a v
ery
fan
cy
bu
rial
. M
any
rich
es w
ere
bu
ried
wit
h h
im .
Qu
een
s w
ere
also
giv
en f
ancy
bu
rial
s .
Pain
tings
in a
tom
b s
how
sce
nes
of th
e ne
xt life
.
A m
umm
y's
coffi
n w
as
ofte
n pain
ted
to look
like
the
per
son
insi
de.
Anc
ient
Egy
pt •
Lev
el L
7
8
Aft
er a
kin
g d
ied
,
his
bo
dy
wa
s
pre
serv
ed
so
th
at
it w
ou
ld n
ot
rot .
Th
e k
ing
’s b
od
y
was
tre
ated
wit
h
spic
es,
oil
s, a
nd
oth
er t
hin
gs
to
pre
serv
e it
. P
eop
le
bel
iev
ed t
hat
th
is
wo
uld
kee
p h
is
spir
it a
liv
e . T
he
pre
serv
ed b
od
y
was
cal
led
a
mu
mm
y .
Py
ram
ids
Th
e k
ing
was
bu
ried
in
sid
e a
hu
ge
sto
ne
stru
ctu
re c
alle
d a
py
ram
id .
Th
e p
yra
mid
was
sh
aped
to
lo
ok
lik
e th
e S
un
’s r
ay
s sh
inin
g o
n
Ear
th . P
eop
le b
elie
ved
th
at t
he
kin
g
wo
uld
go
to
hea
ven
on
th
e ra
ys
of
the
Su
n .
Mum
my
of Sip
tah
wra
pped
in
cloth
A p
yram
id’s
sha
pe
is lik
e th
e Sun
’s r
ays
shi
ning
on
Earth.
Anc
ient
Egy
pt •
Lev
el L
9
10
Py
ram
ids
too
k m
any
yea
rs t
o b
uil
d .
Wh
en a
kin
g w
as s
till
ali
ve,
peo
ple
beg
an b
uil
din
g h
is p
yra
mid
. T
he
sto
nes
use
d t
o m
ake
the
py
ram
id
wer
e h
ug
e . I
t to
ok
har
d w
ork
to
get
the
sto
nes
ou
t o
f th
e g
rou
nd
. It
to
ok
har
der
wo
rk t
o m
ov
e th
e st
on
es t
o
wh
ere
the
py
ram
id w
ou
ld b
e b
uil
t .
So
me
sto
nes
wer
e m
ov
ed o
n b
oat
s .
Oth
er s
ton
es w
ere
mo
ved
ov
er l
and
usi
ng
big
sle
ds .
Insi
de
the
py
ram
id w
as a
to
mb
.
Th
is w
as a
sp
ecia
l ro
om
wh
ere
the
kin
g’s
bo
dy
was
pla
ced
. M
any
ob
ject
s w
ere
pu
t in
th
e to
mb
. T
her
e
wer
e st
atu
es,
pai
nti
ng
s, a
nd
man
y
go
ld t
hin
gs .
The
Egyp
tians
saile
d h
eavy
sto
nes
dow
n th
e N
ile R
iver
.
Tom
b o
f Kin
g T
utank
ham
un (
Kin
g T
ut)
Anc
ient
Egy
pt •
Lev
el L
11
12
Man
y h
idd
en t
un
nel
s an
d r
oo
ms
wer
e b
uil
t in
sid
e a
py
ram
id .
Th
ey
wer
e b
uil
t to
tri
ck a
ny
on
e w
ho
trie
d t
o s
teal
th
ing
s fr
om
th
e to
mb
.
Gia
nt
sto
nes
wer
e p
ut
in f
ron
t o
f
the
do
orw
ay o
f th
e re
al t
om
b .
Th
ey
wer
e u
sed
to
kee
p o
ut
thie
ves
. S
till
,
alm
ost
ev
ery
kin
g’s
to
mb
has
bee
n
rob
bed
ov
er t
he
yea
rs .
Bu
t th
e
py
ram
ids
stil
l st
and
.
Th
e G
reat
Py
ram
id a
t G
iza
is
a fa
mo
us
py
ram
id .
It w
as b
uil
t
for
Kin
g K
hu
fu .
It h
as m
ore
th
an
two
mil
lio
n b
lock
s o
f st
on
e . O
ther
py
ram
ids
nea
r it
wer
e b
uil
t fo
r th
e
kin
g’s
rel
ativ
es . A
sta
tue
call
ed t
he
Sp
hin
x g
uar
ds
all
of
the
py
ram
ids .
Th
e S
ph
inx
has
th
e fa
ce o
f a
kin
g
and
th
e b
od
y o
f a
lio
n .
Dra
win
g o
f th
e tu
nnel
s and
pass
agew
ays
in
a p
yram
id
The
Sphi
nx
Anc
ient
Egy
pt •
Lev
el L
13
14
Glo
ssary
mu
mm
y (
n.)
a
dea
d b
od
y t
reat
ed
in s
pec
ial
way
s so
that
it
wo
uld
no
t
rot
(p .
7)
ph
ara
oh
(n
.)
wh
at t
he
anci
ent
Eg
yp
tian
s ca
lled
thei
r k
ing
(p
. 4)
pre
serv
ed
(v.)
tr
eate
d i
n a
sp
ecia
l
way
to
pre
ven
t
spo
ilin
g o
r ro
ttin
g
(p .
7)
tom
b (
n.)
a
vau
lt,
cham
ber
,
or
gra
ve
for
a d
ead
per
son
(p
. 10
)
Co
ncl
usi
on
Stu
dy
ing
th
e an
cien
t E
gy
pti
ans
teac
hes
us
a lo
t ab
ou
t li
fe l
on
g a
go
.
We
can
lea
rn a
bo
ut
the
too
ls t
hes
e
peo
ple
use
d a
nd
clo
thes
th
ey w
ore
.
We
can
lea
rn a
bo
ut
the
foo
d t
hey
ate
and
th
e g
od
s th
ey w
ors
hip
ped
.
By
stu
dy
ing
an
cien
t E
gy
pti
ans,
we
kn
ow
th
at t
hey
had
a g
reat
cu
ltu
re .
A s
tatu
e of Ra
mse
s II
at A
bu
Sim
bel
, Eg
ypt
Wri
tte
n by
Bri
an
Rob
ert
s
Big
M
achin
es
Big
Ma
chin
es
Leve
l L L
eve
led
Bo
ok
© L
ea
rnin
g A
–Z
Wri
tte
n by
Bri
an
Rob
ert
s
All
rig
hts
rese
rve
d.
ww
w.r
ea
din
ga
-z.c
om
Pho
to C
red
its:
Fro
nt c
ove
r, p
ag
es
6, 8
, 9, 1
0: H
. M. P
ow
ers
/© L
ea
rnin
gA
-Z; b
ack
co
ver,
pa
ge
11:
© K
im S
tee
le/P
hoto
dis
c/G
ett
y Im
ag
es;
titl
e p
ag
e, p
ag
e 1
2: ©
CTK
/Ala
my;
pa
ge
4:
cour
tesy
of
Lib
rary
of
Co
ngre
ss, P
rint
s &
Pho
tog
rap
hs D
ivis
ion
[LC
-USZ
62-2
9487
]; p
ag
e 5
: © iS
tock
pho
to.c
om
/kze
non;
pa
ge
7: ©
Fla
t Ea
rth
Pho
tog
rap
hy; p
ag
e 1
3:
© D
ono
van
Ree
se/P
hoto
dis
c/G
ett
y Im
ag
es;
pa
ge
14
© D
ed
i57/
Dre
am
stim
e;
pa
ge
15:
co
urte
sy o
f Se
nio
r A
irm
an
De
lia A
. Ca
stillo
/USA
F; p
ag
e 1
6: ©
Re
ed
Kae
stne
r/C
orb
is
ww
w.r
ead
ing
a-z
.co
m
Co
rrel
atio
nLE
VEL
LK 18 20
Foun
tas
& P
inne
ll
Rea
din
g R
eco
very
DRA
34
Table
of Contents
Intr
od
uct
ion
. . . .
. . . .
. . . .
. . . .
. . . .
4
Bu
ild
ing
Tal
l B
uil
din
gs .
. . . .
. . . .
. .7
Bu
ild
ing
Ro
ads
. . . .
. . . .
. . . .
. . . .
.9
Tak
ing
Res
ou
rces
fro
m t
he
Ear
th .
11
Big
Mac
hin
es o
n W
ater
. . . .
. . . .
. .13
Big
Mac
hin
es i
n t
he
Air
. . .
. . . .
. .15
Introductio
n
Wo
rk i
s d
on
e w
hen
so
met
hin
g i
s
mo
ved
fro
m o
ne
pla
ce t
o a
no
ther
.
Mac
hin
es a
re u
sed
to
do
th
e w
ork
.
Th
ey m
ov
e th
ing
s fr
om
on
e p
lace
to a
no
ther
. So
me
thin
gs
are
easy
to m
ov
e . O
ther
th
ing
s ar
e n
ot .
This
is t
he k
ind
of m
achi
ne u
sed
100
year
s ag
o to
mov
e ea
rth.
Th
e m
achi
ne w
as d
rive
n by
ste
am. I
t ha
d a
wat
er t
ank
and
a co
al t
ank.
Th
e co
al w
as u
sed
to h
eat
up t
he w
ater
to
prod
uce
the
stea
m.
Big
Mac
hine
s •
Lev
el L
56
Sm
all
mac
hin
es a
re u
sed
fo
r sm
alle
r
job
s . T
hin
gs
lik
e sh
ov
els
are
sim
ple
mac
hin
es . T
hey
do
no
t h
ave
man
y
mo
vin
g p
arts
.
Big
mac
hin
es a
re u
sed
to
mo
ve
hea
vy
th
ing
s . T
hey
are
use
d t
o b
uil
d
tall
bu
ild
ing
s . T
hey
are
use
d t
o b
uil
d
road
s an
d b
rid
ges
. Th
ey a
re u
sed
to t
ake
reso
urc
es f
rom
th
e ea
rth
.
Self
-lo
ad
ing
scr
ap
er
Big
Mac
hine
s •
Lev
el L
78
Buildin
g Tall Buildin
gs
It t
akes
man
y b
ig m
ach
ines
to
bu
ild
a t
all
bu
ild
ing
. Lar
ge
po
wer
sho
vel
s ca
lled
exca
vato
rs d
ig d
eep
ho
les
in t
he
gro
un
d . S
om
e p
ow
er
sho
vel
s h
ave
hu
ge
bu
cket
s th
at c
an
sco
op
a s
wim
min
g p
oo
l-si
zed
pil
e
of
dir
t in
on
e sc
oo
p . O
ther
s h
ave
clam
lik
e b
uck
ets
that
tak
e b
ig b
ites
ou
t o
f th
e ea
rth
.
Bu
lld
oze
rs a
re m
ach
ines
th
at m
ov
e
the
dir
t ar
ou
nd
. Gia
nt
du
mp
tru
cks
carr
y t
he
dir
t aw
ay . C
on
cret
e tr
uck
s
carr
y c
on
cret
e to
th
e w
ork
sit
e .
Fla
tbed
tru
cks
carr
y s
teel
bea
ms
and
ro
ds
to t
he
wo
rk s
ite .
Lar
ge
cran
es l
ift
stee
l b
eam
s in
to p
lace
.
Th
ey a
lso
car
ry b
uck
ets
of
con
cret
e
to w
ork
ers
hig
h a
bo
ve
gro
un
d .
Do You K
now
?A
bul
ldoz
er c
an m
ove
mor
e
dirt
in f
ifte
en m
inut
es t
han
a
pers
on c
an s
hove
l in
five
day
s.
Exca
vato
rs
Bulld
oze
r
Big
Mac
hine
s •
Lev
el L
910
Buildin
g Roads
It t
akes
man
y k
ind
s o
f la
rge
mac
hin
es t
o b
uil
d a
ro
ad . L
arg
e
scra
per
s ar
e u
sed
to
get
rid
of
tree
s
and
bru
sh . T
hey
als
o a
re u
sed
to
get
rid
of
smal
l h
ills
. Lo
ader
s ar
e
use
d t
o d
ig u
p d
irt
and
ro
cks .
Th
ey p
ut
dir
t an
d r
ock
s in
to g
ian
t
du
mp
tru
cks
that
car
ry i
t aw
ay .
So
me
du
mp
tru
cks
are
so b
ig
that
th
ey c
an c
arry
en
ou
gh
dir
t
to e
qu
al t
he
wei
gh
t o
f tw
enty
elep
han
ts .
Gra
der
s sm
oo
th o
ut
the
road
way
,
and
pav
ers
lay
th
e ro
ad s
urf
ace
on
to t
he
road
way
. A r
oll
er f
oll
ow
ing
beh
ind
th
e p
aver
pre
sses
do
wn
on
th
e n
ew r
oad
su
rfac
e to
mak
e
it s
mo
oth
an
d f
lat .
Fro
nt lo
ad
er
Gra
der
Big
Mac
hine
s •
Lev
el L
1112
Takin
g Resources
from
the Earth
Th
ere
are
man
y r
eso
urc
es w
e
nee
d t
hat
are
bu
ried
dee
p i
nsi
de
the
Ear
th . W
e n
eed
big
mac
hin
es
to g
et r
eso
urc
es o
ut .
Oil
dri
llin
g
rig
s ar
e se
t u
p t
o r
emo
ve
oil
.
Lar
ge
dri
lls
are
use
d t
o g
et c
oal
ou
t
of
min
es . V
ery
lar
ge
exca
vat
ors
dig
up
th
e ea
rth
in
sea
rch
of
reso
urc
es .
Hu
ge
du
mp
tru
cks
then
car
ry t
he
reso
urc
es t
o w
her
e th
ey c
an b
e
use
d t
o m
ake
pro
du
cts .
Oil
rig
Co
al e
xca
vatin
g m
ach
ine
Big
Mac
hine
s •
Lev
el L
1314
Big
M
achin
es on W
ater
Th
ere
are
big
mac
hin
es t
hat
mo
ve
thin
gs
on
th
e w
ater
. Tu
gb
oat
s ar
e
mac
hin
es t
hat
mo
ve
oth
er t
hin
gs
ov
er w
ater
by
pu
llin
g a
nd
pu
shin
g .
Th
ey p
ull
bar
ges
. Th
ey p
ush
an
d
pu
ll l
arg
e sh
ips .
Oce
an l
iner
s ar
e la
rge
ship
s th
at
mo
ve
peo
ple
. Oil
tan
ker
s ar
e h
ug
e
ship
s th
at c
arry
mas
siv
e am
ou
nts
of
oil
. An
d c
on
tain
er s
hip
s ar
e
stac
ked
hig
h w
ith
co
nta
iner
s th
at
carr
y t
hin
gs
fro
m p
lace
to
pla
ce .
Tug
bo
at
Oil
tank
er
Big
Mac
hine
s •
Lev
el L
1516
Big
M
achin
es in
the A
ir
Lar
ge
airp
lan
es c
arry
peo
ple
an
d
carg
o . A
747
is
a g
ian
t p
asse
ng
er
jet
that
can
car
ry 4
00 t
o 4
50 p
eop
le .
Th
e C
-5 i
s a
hu
ge
carg
o p
lan
e .
It i
s al
mo
st a
s lo
ng
as
a fo
otb
all
fiel
d . H
elic
op
ters
are
fly
ing
mac
hin
es t
oo
. Th
e sk
ycr
ane
is
a h
elic
op
ter
that
is
use
d t
o l
ift
hea
vy
ob
ject
s . I
t ca
n l
ift
15,0
00
po
un
ds .
It
is u
sed
to
car
ry t
hin
gs
lik
e b
ull
do
zers
an
d p
ow
er l
ine
tow
ers
into
har
d-t
o-r
each
pla
ces .
Yo
u c
an s
ee t
hat
man
y l
arg
e
mac
hin
es a
re a
t w
ork
mo
vin
g
thin
gs
fro
m p
lace
to
pla
ce . B
ut
pro
bab
ly t
he
mo
st c
om
mo
n i
s th
e
big
rig
. Th
e b
ig r
ig i
s m
ade
of
two
par
ts—
the
trac
tor
and
th
e tr
aile
r .
Big
rig
s ca
rry
go
od
s o
ver
ro
ads
that
win
d a
rou
nd
th
e w
orl
d .
Do You
Know
?M
ost
big
rigs
have
eig
htee
n
whe
els
or m
ore.
Can
you
imag
ine
runn
ing
over
a
bed
of n
ails
?
That
’s a
lot
of
tire
s to
cha
nge!
C-5
tra
nsp
ort
pla
neBi
g r
ig
Big
Mac
hine
s •
Lev
el L
ww
w.r
ead
ing
a-z
.co
m
Wri
tte
n b
y R.
K. B
urr
ice
Bara
ck
Obam
a
Bara
ck O
ba
ma
Leve
l K L
eve
lled
Bo
ok
© L
ea
rnin
g A
–Z
Wri
tte
n b
y R
. K. B
urr
ice
Edite
d b
y Ka
the
rin
e B
urd
ick
an
d R
ach
ea
l Ric
e
All
rig
hts
rese
rve
d.
ww
w.r
ea
din
ga
-z.c
om
Pho
to C
red
its:
Fro
nt c
ove
r, b
ack
co
ver:
© R
EUTE
RS/J
aso
n Re
ed
; titl
e p
ag
e: ©
Pe
te S
ou
za/
Wh
ite H
ou
se/C
orb
is; p
ag
e 3
: © O
ran
ge
Co
unt
y Re
gis
ter/
ZUM
APR
ESS/
Ne
wsc
om
; p
ag
e 4
: Co
urt
esy
of
US
Sen
ate
; pa
ge
s 5
, 6, 7
: © R
EUTE
RS/O
ba
ma
Fo
r A
me
rica
; p
ag
e 8
(m
ain
): ©
OBA
MA
PR
ESS
OFF
ICE/
UPI
/Ne
wsc
om
; pa
ge
s 8,
11
(fla
g b
ack
gro
un
d):
© J
up
iteri
ma
ge
s C
orp
ora
tion;
pa
ge
9: ©
Ch
arl
es
Rex
Arb
og
ast
/A
P Im
ag
es;
pa
ge
10
: © J
oe
Wri
nn/
Ha
rva
rd U
niv
ers
ity/
Co
rbis
His
tori
cal/G
ett
y Im
ag
es;
pa
ge
11
(ma
in):
© R
EUTE
RS/J
oh
n G
ress
; pa
ge
12:
© N
am
Y. H
uh/
AP
Ima
ge
s; p
ag
e 1
3: ©
REU
TERS
/Ric
k W
ilkin
g; p
ag
e 1
4: ©
Jim
Co
le/A
P Im
ag
es;
p
ag
e 1
5: ©
REU
TERS
/Sh
an
no
n St
ap
leto
n
3
Tab
le o
f C
on
ten
ts
A B
ig J
ob
..
....
....
....
....
...
4
Gro
win
g U
p .
....
....
....
....
.. 5
Fin
din
g H
is W
ay .
....
....
....
.. 8
In G
ov
ern
men
t .
....
....
....
.. 1
2
Th
e N
ew P
resi
den
t ..
....
....
.. 1
5
Glo
ssar
y .
....
....
....
....
....
16
Youn
g B
arry
in s
econ
dary
sch
ool
Bar
ack
Ob
ama
• L
evel
K4
A B
ig J
ob
Did
yo
u e
ver
th
ink
ab
ou
t b
ein
g
pre
sid
ent
of
a co
un
try
? D
o y
ou
wo
nd
er w
hy
so
meo
ne
wo
uld
wa
nt
such
a b
ig jo
b?
Bar
ack
Ob
am
a w
as e
lect
ed
pre
sid
ent
of
the
Un
ited
Sta
tes
in N
ov
emb
er 2
008
.
5
Gro
win
g U
p
Bar
ack
was
bo
rn i
n 1
961
in H
awai
i.
Peo
ple
cal
led
him
Bar
ry w
hen
he
was
yo
un
g.
His
mo
ther
was
a w
hit
e w
om
an
fro
m
the
Un
ited
Sta
tes.
His
fat
her
was
a b
lack
ma
n f
rom
an
Afr
ica
n c
ou
ntr
y.
Bar
ack
as a
boy
wit
h hi
s m
othe
r, A
nn
Bar
ack
Ob
ama
• L
evel
K6B
arry
’s f
ath
er m
ov
ed a
way
to
Afr
ica
wh
en B
arry
was
ver
y y
ou
ng
.
Lat
er, h
is m
oth
er m
arri
ed a
ma
n
fro
m a
co
un
try
in
Asi
a. B
arry
’s
fam
ily
mo
ved
to
th
at c
ou
ntr
y. M
an
y
peo
ple
th
ere
wer
e v
ery
po
or.
Bar
ack
as a
boy
wit
h hi
s fa
ther
, Bar
ack
Sr
7
Bar
ry m
ov
ed b
ack
to
Haw
aii
at a
ge
ten
. He
liv
ed w
ith
his
gra
nd
par
ents
un
til
he
fin
ish
ed s
eco
nd
ary
sch
oo
l.
Bar
ry l
ived
in
ma
ny
ho
mes
an
d
ma
ny
cu
ltu
res.
He
did
no
t k
no
w
wh
ere
he
bel
on
ged
in
th
e w
orl
d.
Bar
ry a
nd h
is g
rand
pare
nts
Bar
ack
grew
up
in
Indo
nesi
a an
d H
awai
i.
PA
CIF
IC
OC
EA
N
Bar
ack’
s da
d
was
fro
m
Keny
a.
AT
LA
NT
IC
OC
EA
N
Bar
ack’
s m
um
was
fro
m
Kan
sas.
Barr
y’s
Beg
inni
ngs
Bar
ack
Ob
ama
• L
evel
K8
Fin
din
g H
is W
ay
Bar
ry l
eft
Haw
aii
in 1
979.
He
mo
ved
away
to
go
to
an
oth
er s
cho
ol.
He
star
ted
to
use
his
Afr
ica
n n
am
e,
Bar
ack
. He
star
ted
to
see
th
at h
e w
as
Afr
ica
n A
mer
ica
n a
nd
wh
ite.
He
did
no
t h
ave
to c
ho
ose
bet
wee
n
the
two
.
Bar
ack
at u
nive
rsit
y in
New
Yor
k
Do
Yo
u K
no
w?
Bar
ack’
s A
fric
an n
ame
mea
ns “
bles
sed”
.
9
Bar
ack
wa
nte
d t
o h
elp
po
or
peo
ple
hav
e b
ette
r li
ves
.
He
mo
ved
to
Ch
icag
o. H
e h
elp
ed
peo
ple
lea
rn a
bo
ut
new
job
s.
Bu
t h
e w
an
ted
to
hel
p e
ven
mo
re.
Bar
ack
help
ed p
eopl
e in
thi
s C
hica
go n
eigh
bour
hood
.
Bar
ack
Ob
ama
• L
evel
K10B
arac
k w
an
ted
to
bec
om
e a
law
yer.
He
wa
nte
d t
o h
elp
ch
an
ge
law
s.
He
mo
ved
to
Bo
sto
n a
nd
stu
die
d l
aw.
Bar
ack
at H
arva
rd L
aw S
choo
l
11
Aft
er B
arac
k b
eca
me
a la
wy
er, h
e
mo
ved
bac
k t
o C
hic
ago
.
He
hel
ped
ch
an
ge
law
s to
mak
e li
fe
bet
ter
for
po
or
peo
ple
.
Do
Yo
u K
no
w?
Bar
ack
met
a la
wye
r na
med
Mic
helle
Rob
inso
n w
hen
he m
oved
bac
k to
Chi
cago
.
They
mar
ried
the
nex
t ye
ar. T
hey
have
tw
o da
ught
ers,
Mal
ia (
mah
-LEE
-uh)
and
Sas
ha.
Bar
ack
Mal
ia
Mic
helle
Sash
a
Bar
ack
Ob
ama
• L
evel
K12
In G
ov
ern
men
t
Bar
ack
wa
nte
d t
o h
elp
ev
en m
ore
.
He
bec
am
e p
art
of
the
go
vern
men
t
of
his
sta
te. L
ater
, he
bec
am
e p
art
of
the
go
ver
nm
ent
in W
ash
ing
ton
.
Bar
ack
cam
paig
ned
for
US
Sena
te in
20
04
. His
fam
ily c
ampa
igne
d
wit
h hi
m.
13
Bar
ack
mad
e a
big
sp
eech
in
20
04.
He
saw
way
s to
hel
p t
he
Un
ited
Sta
tes
be
a b
ette
r n
atio
n. H
e as
ked
all
Am
eric
an
s to
wo
rk t
og
eth
er.
He
spo
ke
abo
ut
pea
cefu
l w
ays
to
solv
e p
rob
lem
s.
Bar
ack
givi
ng a
n im
port
ant
spee
ch
Bar
ack
Ob
ama
• L
evel
K14M
an
y p
eop
le l
iked
Bar
ack
’s s
pee
ch.
Th
ey l
iked
his
mess
ag
e o
f h
op
e a
nd
pea
ce. T
hey
lik
ed h
is c
lear
th
ink
ing
.
Th
ey w
an
ted
Bar
ack
to
be
pre
sid
ent.
Aft
er f
ou
r y
ears
of
har
d w
ork
,
Bar
ack
was
ele
cted
pre
sid
ent.
Bar
ack’
s tw
o bo
oks
are
best
selle
rs.
15
Th
e N
ew P
resi
den
t
Bar
ack
beg
an
his
job
as
pre
sid
ent
on
20 J
an
uar
y 2
009
. He
an
d h
is f
am
ily
mo
ved
in
to t
he
Wh
ite
Ho
use
.
In O
cto
ber
20
09, P
resi
den
t O
ba
ma
wo
n t
he
No
bel
Pea
ce P
rize
. He
rece
ived
th
e aw
ard
fo
r h
elp
ing
to
mak
e th
e w
orl
d a
bet
ter
an
d m
ore
pea
cefu
l p
lace
.
Bar
ack
spok
e to
a b
ig c
row
d af
ter
he w
as e
lect
ed p
resi
dent
.
Bar
ack
Ob
ama
• L
evel
K16
Glo
ssa
ry
cult
ure
s (n
.)
the
idea
s a
nd
cu
sto
ms
of
dif
fere
nt
gro
up
s o
f
peo
ple
(p
. 7)
elect
ed
(v.)
ch
ose
n b
y p
eop
le w
ho
vo
ted
(p
. 4)
go
ver
nm
ent
a g
rou
p o
f p
eop
le w
ho
(n.)
m
ake
and
en
forc
e la
ws
for
a co
un
try
(p
. 12)
law
yer
(n.)
a
per
son
wh
ose
job
is
to g
ive
peo
ple
ad
vic
e
abo
ut
the
law
or
to
rep
rese
nt
them
in
cou
rt (
p. 1
0)
mess
ag
e (
n.)
id
ea (
p. 1
4)
speech
(n
.)
a ta
lk g
iven
by
som
eon
e to
a g
rou
p
of
peo
ple
(p
. 13)
Bridges in Mathematics nn 9© The Math Learning Center
NAME DATE
Practice Book Use anytime after Bridges, Unit 1, Session 12.
Thinking about 2’s
1 Fill in the missing numbers. Then color in the count-by-twos numbers, starting
with 2 (2, 4, 6, 8, and so on).
1 4 9
12 15 20
24 27
33 36 38
2 Add:
6 + 2 = _____ 2 + 10 = _____ 24 + 2 = _____ 2 + 12 = _____
18 + 2 = _____ 30 + 2 = _____ 14 + 2 = _____ 8 + 2 = _____
3 Subtract:
8 – 2 = _____ 12 – 2 = _____ 16 – 2 = _____ 10 – 2 = _____
28 – 2 = _____ 36 – 2 = _____ 24 – 2 = _____ 40 – 2 = _____
4 Fill in the blanks.
a 9 leaf cutter ants
How many antennae in all?
__________
b 12 butterflies
How many wings in all?
__________
c 7 elephants
How many ears in all?
__________
Bridges in Mathematics nn 29© The Math Learning Center
NAME DATE
Practice Book Use anytime after Bridges, Unit 2, Session 10.
Cubes on a Line
1 Write the number to show how many cubes there are in each box below.
ex a b c
Tens Ones Tens Ones Tens Ones Tens Ones
d e f g
Tens Ones Tens Ones Tens Ones Tens Ones
2 Fill in the missing numbers on the number line below.
5 10 250 40 50 70
3 Add:
20 10 30 40 50 15 25
+ 10 + 5 + 8 + 6 + 10 + 5 + 5 ____ ____ ____ ____ ____ ____ ____
3 0
Bridges in Mathematics nn 43© The Math Learning Center
NAME DATE
Practice Book Use anytime after Bridges, Unit 3, Session 12.
Number Patterns
1a Fill in the missing numbers on this chart.
1 2 4 5 6 7 8 9 10
11 12 13 15 16 18 19 20
21 23 24 25 27 28 29 30
32 33 34 35 36 37 38 40
41 42 44 45 46 47 49
51 53 54 56 57 58 59 60
62 63 64 65 67 68 70
71 72 74 75 76 78 79
81 82 83 85 86 87 89 90
91 93 94 96 97 98 99 100
b Color all the counting-by-2’s numbers red.
c Color all the counting-by-5’s numbers yellow.
d Color all the counting-by-10’s numbers blue.
2 The numbers in the box are mixed up! Put them in order from least to greatest.
62 51 17 78 40 14
_______, _______, _______, _______, _______, _______
least greatest
© The Math Learning Center48 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 3, Session 12.
Comparing Numbers to 100
Here are 6 pairs of Unifix cube collections. Count to find out which collection has
more and which collection has fewer cubes. Write numbers and signs to show.
< fewer than = the same as > more than
example 1
2 3
4 5
60 45>
© The Math Learning Center72 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 4, Session 12.
Comparing Numbers to 300
1 Count to find out which set of base ten pieces in each pair is greater and which
is less. Write numbers and signs to show.
< less than = the same as > greater than
example
______ ______
a
______ ______
b
______ ______
2 Read the numbers in the box. Then write them in order on the lines from
least to greatest.
261 107 67 113 204
___________ ___________ ___________ ___________ ___________least greatest
124 213
Bridges in Mathematics nn 81© The Math Learning Center
NAME DATE
Practice Book Use anytime after Bridges, Unit 4, Session 25.
Adding & Subtracting Tens
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
1 Add. Use the Hundreds Grid to help.
50 38 45 66 79 53 26
+ 10 + 10 + 10 + 10 + 10 + 10 + 10 _____ _____ _____ _____ _____ _____ _____
19 21 81 37 40 72 27
+ 10 + 10 + 10 + 10 + 10 + 10 + 10 _____ _____ _____ _____ _____ _____ _____
2 Subtract. Use the Hundreds Grid to help.
75 55 42 99 87 18 21
– 10 – 10 – 10 – 10 – 10 – 10 – 10 _____ _____ _____ _____ _____ _____ _____
47 14 51 39 28 77 94
– 10 – 10 – 10 – 10 – 10 – 10 – 10 _____ _____ _____ _____ _____ _____ _____
© The Math Learning Center84 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 4, Session 25.
Sharing Stories
1 Rob had 16 shells. He gave half of them to his brother. How many shells does
Rob have now? Show your work.
Rob has ________ shells now.
CHALLENGE
2 Jess had 28 marbles. She gave half of them to Eli. Then Jess gave half of the
marbles she had left to her sister. How many marbles does Jess have now? Show
your work.
Jess has ________ marbles now.
© The Math Learning Center86 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 5, Session 17.
Pet Shop Equations
1 Draw a line to match each problem with its equation. Then find the answers.
a The pet shop owner had 14 hamsters. She sold
5 of them on Monday and 3 of them on Tuesday.
How many hamsters does she have left?
b There were 12 puppies in the pen. The pet shop
owner sold some of them. Now there are 7 puppies
in the pen. How many puppies did she sell?
c The pet shop owner got 9 rabbits yesterday. A
family came in and bought 2 of them. Then the
shop owner got 8 more rabbits. How many rabbits
does she have now?
d There were 16 fish in the big tank. The shop own-
er moved some of them. Now there are only 9 fish in
the big tank. How many did the shop owner move?
e The shop owner had 6 kittens. Then she got
some more kittens. Now she has 13 kittens. How
many kittens did she get?
CHALLENGE
2 Solve these equations.
2 + 5 – 4 + 8 = ______ 30 – 20 + ______ = 25
8 + 12 + 34 = ______ ______ + 5 = 21
20 + 30 – ______ = 30 – 5 250 + 48 + 2 = ______
90 + 170 + 64 = ______ 14 + 227 – ______ = 227 – 9
123 + 48 – ______ = 123 – 5 350 + 118 + 6 = ______
9 – 2 + 8 = ______
14 – 5 – 3 = ______
6 + ______ = 13
12 – ______ = 7
16 – ______ = 9
© The Math Learning Center90 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 5, Session 17.
Tell how many hundreds, tens, and ones there are in each number. Use the pic-
tures to help.
example
There are ______ hundreds in 280.
There are ______ tens in 280.
There are ______ ones in 280.
1
There are ______ hundreds in 310.
There are ______ tens in 310.
There are ______ ones in 310.
2
There are ______ hundreds in 350.
There are ______ tens in 350.
There are ______ ones in 350.
3
There are ______ hundreds in 230.
There are ______ tens in 230.
There are ______ ones in 230.
4
There are ______ hundreds in 290.
There are ______ tens in 290.
There are ______ ones in 290.
Different Ways to Look at the Same Number
2
28
280
© The Math Learning Center92 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 5, Session 17.
Hundreds, Tens & Ones
1 Tell how many hundreds, tens, and ones there are in each number. Use the
pictures to help.
example
There are ______ hundreds in 265.
There are ______ tens in 265.
There are ______ ones in 265.
a
There are ______ hundreds in 247.
There are ______ tens in 247.
There are ______ ones in 247.
b
There are ______ hundreds in 318.
There are ______ tens in 318.
There are ______ ones in 318.
CHALLENGE
2 Find the number on the right that matches the number on the left. Draw a line
to show.
a 5 hundreds + 2 tens + 9 ones
b 42 tens
c 30 tens + 9 ones
d 3 hundreds + 49 ones
420 ones
52 tens + 9 ones
2 hundreds + 14 tens + 9 ones
1 hundred + 20 tens + 9 ones
2
26
265
Bridges in Mathematics nn 93© The Math Learning Center
NAME DATE
Practice Book Use anytime after Bridges, Unit 5, Session 17.
Shopping & the Number Box
1 Erika went to the store. She got a pencil for 15¢ and a tablet for 25¢. She gave
the storekeeper 50¢. How much money did she get back? Show your work.
Erika got __________ back.
CHALLENGE
2 Use the numbers in the box to solve the problems below.
15 24 6 8 3 17 4 20 32 10
a Find 2 numbers whose sum is 40. _____ ______
b Find 2 numbers whose sum is 18. _____ ______
c Find 2 other numbers whose sum is 18. ______ ______
d Find 2 numbers whose difference is 12. _____ ______
e Find 3 numbers that have the largest total _____ ______ _______
f What is the total of those 3 numbers? Show your work.
© The Math Learning Center94 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 5, Session 17.
Base Ten Addition
Add. Use the pictures of base ten pieces to help.
1
28
+ 10_____
2
26
+ 16_____
3
34
+ 17_____
4
25
+ 26_____
5
16
+ 23_____
6
39
+ 14_____
7
23
+ 18_____
8
27
+ 27_____
9
24
+ 15_____
10
16
+ 16_____
© The Math Learning Center96 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 5, Session 17.
Base Ten Subtraction
Subtract. Use the pictures of base ten pieces to help.
ex
36
– 17_____
1
28
– 12_____
2
37
– 17_____
3
32
– 15_____
4
27
– 19_____
5
39
– 14_____
6
40
– 25_____
7
22
– 8 ____
8
24
– 12_____
9
30
– 15_____
19
© The Math Learning Center100 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 5, Session 35.
Place Value Practice
1 Read each number. Then write it in expanded form.
example fifty-six a thirty-two b seventy-five
c eighteen d seventy-four e twenty-eight
f ninety-three g forty-five h sixty-seven
2 Add the numbers.
60 + 8 = ______ 20 + 3 =______ 50 + 9 = ______
70 + 15 = ______ 40 + 17 = ______ 10 + 18 = ______
60 + 14 = ______ 50 + 13 = ______ 50 + 19 = ______
30 60 20 40 80 40 70
+ 19 + 16 + 17 + 14 + 11 +15 + 12 ______ ______ ______ ______ ______ ______ ______
3 Circle the correct answer.
a The 5 in 581 is in the ones place tens place hundreds place
b The 5 in 358 is in the ones place tens place hundreds place
c The 5 in 205 is in the ones place tens place hundreds place
d The 5 in 502 is in the ones place tens place hundreds place
56 = 50 + 6
Bridges in Mathematics nn 101© The Math Learning Center
NAME DATE
Practice Book Use anytime after Bridges, Unit 5, Session 35.
Pencil Puppy & Pal
1 Fill in the bubble next to the correct answer to each question.
a The number on Pencil Puppy’s dog tag has a 6 in the tens place. It has a 4 in
the ones place. What is the number on her tag?
46 64 14 67
b The number on Pal’s dog tag has a 7 in the tens place. It has a 3 in the ones
place. What is the number on Pal’s tag?
17 37 30 73
2 Fill in the correct answer.
a Pencil Puppy’s house number has a 3 in the tens place.
It has a 5 in the ones place.
What is Pencil Puppy’s house number? ___________
b Pal’s house number has a 7 in the ones place.
It has a 4 in the tens place.
What is Pal’s house number? ___________
3 Pencil Puppy has 43 pencils in her house. Pal has 29 pencils in his house. How
many pencils do they have in all? Use numbers, pictures, and/or words to solve
the problem and explain your answer.
Pencil Puppy and Pal have _______ pencils in all.
© The Math Learning Center102 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 5, Session 35.
2-Digit Addition
1 Add. Use the pictures of base ten pieces to help.
a
36
+ 26_____
b
39
+ 14_____
2 When Pencil Puppy does 2-digit addition, she adds the tens first. Next, she adds
the ones. Then she adds the two numbers to get the answer. Try her strategy.
example
+
30 + 20 = _____
7 + 7 = _____
50 + 14 = _____
Tens Ones
3 7
2 7
a
+
40 + 30 = _____
8 + 4 = _____
70 + 12 = _____
Tens Ones
4 8
3 4
b
+
50 + 20 = _____
8 + 8 = _____
70 + 16 = _____
Tens Ones
5 8
2 8
c
+
20 + 60 = _____
5 + 9 = _____
_____ + _____ = _____
Tens Ones
2 5
6 9
d
+
30 + 50 = _____
4 + 9 = _____
_____ + _____ = _____
Tens Ones
3 4
5 9
e
+
40 + 40 = _____
5 + 6 = _____
_____ + _____ = _____
Tens Ones
4 5
4 6
50
14
64
Bridges in Mathematics nn 103© The Math Learning Center
NAME DATE
Practice Book Use anytime after Bridges, Unit 5, Session 35.
More Facts Than You Need
Sometimes story problems give you more facts than you need to solve the prob-
lem. In each problem below, cross out the fact you don’t need. Then solve the
problem. Show your work.
1 Akiko has 27 marbles. Sara has 53 marbles. Sam has 24 marbles. How many
marbles do Sara and Sam have in all?
Sara and Sam have _______ marbles in all.
2 Jenny has 12 toy people. She is building a house for them. She used 12 blocks
for the front gate, and 48 blocks for the rest of the house. How many blocks did
Jenny use in all?
Jenny used _______ blocks in all.
3 Juan had 56 crayons. He gave 23 of his crayons to his friend. Juan also gave
his friend 15 marking pens. How many crayons does Juan have left?
Juan has ______ crayons left.
CHALLENGE
4 The Toy Factory made 90 robots on Tuesday. 23 people work at the factory.
They sold 54 of the robots on Wednesday. How many robots did they have left?
The Toy Factory had ______ robots left.
© The Math Learning Center108 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 5, Session 35.
More 2-Digit Addition
1 Add. Use the pictures of base ten pieces to help.
a
28
+ 13_____
b
36
+ 12_____
2 Add the numbers.
70 + 8 = _____ 40 + 7 = _____ 30 + 16 = _____ 20 + 13 = ______
3 Use Pencil Puppy’s strategy for adding 2-digit numbers. Remember,
she adds the tens first. Then she adds the ones. Then she finds the total.
example
+
_____ + _____ = _____
Tens Ones
5 8
2 8
a
+
_____ + _____ = _____
Tens Ones
4 3
3 9
b
+
_____ + _____ = _____
Tens Ones
2 7
4 5
c
+
_____ + _____ = _____
Tens Ones
1 6
2 2
d
+
_____ + _____ = _____
Tens Ones
3 7
5 3
e
+
_____ + _____ = _____
Tens Ones
3 3
5 8
70 16
70 16 86
Bridges in Mathematics nn 109© The Math Learning Center
NAME DATE
Practice Book Use anytime after Bridges, Unit 5, Session 35.
More 2-Digit Subtraction
Use DJ’s number line strategy to solve these subtraction problems.
example 64 – 35
35 40 60 64
+5 +20 +4
___________________ so 64 – 35 = ______
1 60 – 32
32 40 60
___________________ so 60 – 32 = ______
2 54 – 27
27 54
___________________ so 54 – 27 = ______
3 71 – 26
26 71
___________________ so 71 – 26 = ______
5 + 20 + 4 = 29 29
© The Math Learning Center110 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 6, Session 13.
Which Makes the Most Sense?
1 For each problem below, circle the estimate you think is best. On the last two,
explain why you chose the estimate you did. Hint: Make your own pictures to help.
Problem & Picture Estimate Problem & Picture Estimate
a50
60
70
b30
40
50
c 70
80
90
d 50
60
70
Why? Why?
2 For each problem below, circle the estimate you think is best. On the last two,
explain why you chose the estimate you did. Hint: Make your own pictures to help.
Problem & Picture Estimate Problem & Picture Estimate
a15
20
25
b30
40
50
c 25
30
35
d 30
40
50
Why? Why?
35
+ 26____
49
+ 39____
37
+ 24____
24
+ 24____
45
– 29____
50
– 24____
60
– 29____
52
– 18____
© The Math Learning Center112 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 6, Session 13.
Adding & Subtracting Practice
1 Add.
9 9 10 9 10 9 9
+ 6 + 9 + 7 + 7 + 6 + 10 + 4 _____ _____ _____ _____ _____ _____ _____
9 10 11 8 4 9 2
+ 3 + 7 + 9 + 9 + 10 + 5 + 9 _____ _____ _____ _____ _____ _____ _____
20 40 30 60 30 90 80
+ 9 + 12 + 8 + 15 + 17 + 8 + 14 _____ _____ _____ _____ _____ _____ _____
20 32 58 62 40 70 75
+ 29 + 20 + 30 + 20 + 39 + 23 + 10 _____ _____ _____ _____ _____ _____ _____
2 Subtract.
16 16 13 13 18 18 20
– 10 – 9 – 10 – 9 – 10 – 9 – 10 _____ _____ _____ _____ _____ _____ _____
50 40 30 60 70 90 80
– 10 – 20 – 10 – 40 – 30 – 40 – 60 _____ _____ _____ _____ _____ _____ _____
26 35 78 64 55 38 58
– 10 – 10 – 20 – 30 – 40 – 20 – 20 _____ _____ _____ _____ _____ _____ _____
© The Math Learning Center114 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 6, Session 13.
2-Digit Addition Practice
1 Add. Use the pictures of base ten pieces to help.
a b
2 Add the numbers.
21 + 8 = ______ 42 + 7 = ______ 32 + 16 = ______ 24 + 13 = ______
3 Use Pencil Puppy’s strategy for adding 2-digit numbers. Remember,
she adds the tens first. Then she adds the ones. Then she finds the total.
example
+
_____ + _____ = _____
Tens Ones
3 7
3 4
a
+
_____ + _____ = _____
Tens Ones
3 5
2 8
b
+
_____ + _____ = _____
Tens Ones
6 3
2 8
c
+
_____ + _____ = _____
Tens Ones
4 4
2 9
d
+
_____ + _____ = _____
Tens Ones
4 5
5 2
e
+
_____ + _____ = _____
Tens Ones
2 8
3 9
17
+ 25____
24
+ 36____
60 11
60 11 71
Bridges in Mathematics nn 115© The Math Learning Center
NAME DATE
Practice Book Use anytime after Bridges, Unit 6, Session 13.
Lines & Buttons
1a Tami is standing in line. There are 3 children in front of her. There are 8 chil-
dren behind her. How many children are standing in line? Show your work.
b There are _____ children standing in line.
c Which strategy did you use to solve this problem? (Circle one.)
Draw a picture. Make a chart. Write a number sentence. Other
CHALLENGE
2a Frank’s mom gave him 8 buttons. The buttons have 22 holes in all. How
many of the 8 buttons have 4 holes? How many of the 8 buttons have 2 holes?
Show your work.
b _____ of the 8 buttons have 4 holes. _____ of the 8 buttons have 2 holes.
c Which strategy did you use to solve this problem? (Circle one.)
Draw a picture. Make a chart. Write a number sentence. Other
Bridges in Mathematics nn 117© The Math Learning Center
NAME DATE
Practice Book Use anytime after Bridges, Unit 6, Session 13.
Cubes & Homework
1a Ebony put 10 cubes into two stacks. One stack has 4 more cubes than the
other stack. How many cubes are in each stack? Show your work.
b There are ______ cubes in one stack and ______ cubes in the other stack.
c Which strategy did you use to solve this problem? (Circle one.)
Draw a picture. Act it out with cubes. Make a list. Other
CHALLENGE
2a Jose has a bag of marbles. There are 8 red marbles in the bag. There are
twice as many green marbles as red marbles. There are 2 fewer blue marbles
than green marbles. There are half as many white marbles as blue marbles. How
many marbles are in the bag? Show your work.
b There are ________ marbles in the bag.
c Which strategy did you use to solve this problem? (Circle one.)
Draw a picture. Act it out with cubes. Make a list. Other
© The Math Learning Center118 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 6, Session 13.
More Place Value Practice
1 Count by 10’s, either forward or backward, to fill in the missing numbers.
a 10, 20, 30, 40, _____, _____, _____, 80, _____, 100, 110, _____, _____
b 280, 270, 260, _____, _____, 230, _____, _____, 200, _____, _____
c 203, 213, 223, _____, _____, 253, _____, _____, _____, 293, _____
d 567, 557, 547, 537, _____, _____, 507, _____, 487, _____, 467
2 Count by 100’s, either forward or backward, to fill in the missing numbers.
a 100, 200, 300, ________, ________, ________, 700, ________, ________
b 950, 850, 750, ________, ________, ________, 350, ________, ________
c 203, 303, 403, ________, ________, ________, 803, ________, 1003
d 914, 814, 714, ________, ________, 414, ________, ________, ________
3 Add the numbers.
400 + 70 + 2 = ________ 600 + 20 + 8 = ________
800 + 50 + 5 = ________ 100 + 10 + 3 = ________
200 300 700 200 400 100 900
50 80 40 60 40 10 90
+ 9 + 1 + 2 + 0 + 4 + 7 + 9 ______ ______ ______ ______ ______ ______ ______
4 Circle the answer in each of the questions below.
a The 3 in 359 is in the ones place tens place hundreds place
b The 4 in 904 is in the ones place tens place hundreds place
c The 5 in 256 is in the ones place tens place hundreds place
Bridges in Mathematics nn 119© The Math Learning Center
NAME DATE
Practice Book Use anytime after Bridges, Unit 6, Session 13.
Homework & 100
1 Jamal is doing his math homework. He just got 24 for an answer. What was the
question? Write down at least 3 different ideas below.
CHALLENGE
2 Write at least 10 different equations for 120. You can use addition, subtraction,
multiplication, or division.
© The Math Learning Center120 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 6, Session 13.
2-Digit Subtraction Practice
DJ likes to make hops on the number line to solve 2-digit subtraction problems,
like this:
54 – 25
25 30 50 54
+5 +20 +4
___________________ so 54 – 25 = _______
1 Solve each of the subtraction problems below. You can use DJ’s number line
strategy or some other way to solve the problem. Show your work each time.
a 56 – 29
___________________ so 56 – 29 = _______
b 70 – 36
___________________ so 70 – 36 = _______
c 63 – 19
___________________ so 63 – 19 = _______
5 + 20 + 4 = 29 29
Bridges in Mathematics nn 121© The Math Learning Center
NAME DATE
Practice Book Use anytime after Bridges, Unit 6, Session 13.
Make Your Own Problems
Fill in the blanks with words that make sense and seem interesting. Solve each
problem. Show your work.
Fill in the blanks. Work Space
1 Kendra has 57 _____________ in her top drawer.
She has 28 ____________ in her bottom drawer.
How many are there in all? _________________
2 Lin spent 39 dollars for a _________________.
He spent 18 dollars for a ___________________.
How much did he spend in all? ______________
3 Akiko had 72 ___________________________.
She gave 26 of them to her friend.
How many does she have left? ______________
4 Mr. Smith baked 48 _____________________.
The dog got 19 of them.
How many are left? _______________________
5 Frank saw 51 __________________________.
24 of them flew away.
How many were left? _____________________
© The Math Learning Center122 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 7, Session 14.
Solving Equations
1 Fill in the missing numbers.
a 15 = _____ + 7 b 5 + _____ = 13
c 14 – _____ = 8 d 16 – _____ = 7
e 9 + 6 = _____ + 8
f 12 – 5 = 4 + _____ g 13 – 7 = 3 + _____
2 Fill in the missing numbers.
40 + 50 = _____ 30 + _____ = 60 _____ + 70 = 90
25 + 35 = _____ 25 + _____ = 50 _____ + 40 = 85
80 – 40 = _____ 70 – _____ = 20 _____ – 30 = 30
95 – 40 = _____ 55 – _____ = 35 _____ – 25 = 25
CHALLENGE
3 Fill in the missing numbers.
250 = _____ + 6 90 + 70 = _____ + 17 140 – 60 = 30 + _____
© The Math Learning Center128 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 7, Session 14.
Place Value Review
1 Circle the place value of the underlined digit. Then write its value.
Number Place Value Value Number Place Value Value
ex a
238
ones
tens
hundreds
ex b
109
ones
tens
hundreds
a
743
ones
tens
hundreds
b
253
ones
tens
hundreds
c
150
ones
tens
hundreds
d
608
ones
tens
hundreds
2 Write one of these signs on each line to make the sentence true.
< less than = the same as > greater than
ex 456 _____ 546 a 85 _____ 58 b 327 _____ 372 c 106 _____ 610
d 218 _____ 218 e 735 _____ 573 f 204 _____ 240 g 483 _____ 438
3 Fill in the missing digits to make each statement true. There is more than one
right answer for each one.
ex
3___7 < 347
a
235 > ___35
b
307 < ___07
c
135 < 13___
d
4___3 > 463
e
1___9 < 139
f
182 > 1___2
g
514 < 51___
<
2
30 9
© The Math Learning Center130 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 7, Session 14.
Adding & Subtracting
1 Add the numbers.
80 30 44 50 70 51 60
+ 6 + 43 + 24 + 38 + 7 +17 + 16 ____ ____ ____ ____ ____ ____ ____
370 120 890 360 340 430 125
+ 8 + 6 + 4 + 15 + 50 + 27 + 25 ____ ____ ____ ____ ____ ____ ____
2 Use pictures, numbers, and/or words to add the numbers in each box. Show all
your work.
a 36 + 55 b 129 + 133
3 Subtract the numbers.
86 39 48 56 35 55 50
– 6 – 9 – 7 – 5 – 15 – 25 – 25 ____ ____ ____ ____ ____ ____ ____
4 Use pictures, numbers, and/or words to subtract the numbers in the box. Show
all your work.
51 – 26
© The Math Learning Center134 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 7, Session 25.
Digits & Number Riddles
1 Tell what digit is in each place.
a 289
____ is in the tens place.
____ is in the ones place.
____ is in the hundreds place.
b 945
____ is in the ones place.
____ is in the hundreds place.
____ is in the tens place.
c 316
____ is in the tens place.
____ is in the hundreds place.
____ is in the ones place.
d 405
____ is in the ones place.
____ is in the tens place.
____ is in the hundreds place.
e 5,687
____ is in the tens place.
____ is in the ones place.
____ is in the thousands place.
____ is in the hundreds place.
f 4,301
____ is in the ones place.
____ is in the hundreds place.
____ is in the tens place.
____ is in the thousands place.
CHALLENGE
2 Solve these number riddles.
a I have a 4 in the tens place.
• I have a 1 in the hundreds place.
• The number in my ones place is
more than 6 and less than 9.
• I am an odd number.
What number am I?
b I have a 7 in the hundreds place.
• I have a 0 in the tens place.
• I have a 3 in the thousands place.
• The number in my ones place is less
than 3.
• I am an even number.
What number am I?
© The Math Learning Center140 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 7, Session 25.
Reading & Writing Numbers
1 Read each number. Then write it in expanded form.
example four hundred fifteen a two hundred eighty-six
b seven hundred fifty-three c six hundred twenty-one
d three hundred forty-seven e nine hundred seventeen
f one hundred sixty g eight hundred four
2 Add the numbers.
500 + 20 + 8 = _______ 200 + 20 + 2 = _______ 100 + 70 + 1 = _______
700 + 10 + 9 = _______ 800 + 40 + 7 = _______ 500 + 3 = _______
200 300 200 400 900 300 400
90 10 20 50 90 40 10
+ 1 + 9 + 6 + 2 + 9 + 1 + 8 _____ _____ _____ _____ _____ _____ _____
3 Circle the number that has the same value as the expanded form.
a 300 + 6
36 336 306 316
b 200 + 10 + 7
207 217 271 721
415 = 400 + 10 + 5
Bridges in Mathematics nn 141© The Math Learning Center
NAME DATE
Practice Book Use anytime after Bridges, Unit 7, Session 25.
How Long Is a Shark?
There are many different types of sharks. Some are longer than others. This
chart shows how long some of the different sharks are. Use it to help answer the
questions below.
Shark Lengths
Shark Name Average Length (in centimeters)*
White Shark 204 centimeters
Bignose Shark 174 centimeters
Night Shark 154 centimeters
Bigeye Thresher Shark 312 centimeters
Tiger Shark 247 centimeters
Thresher Shark 373 centimeters
1 Which shark on the chart is the longest? _______________________________
2 Which shark on the chart is the shortest? _______________________________
3 Write one of these symbols on each blank to make the sentence true.
< less than = the same as > greater than
a Length of a Tiger Shark _______ Length of a White Shark
b Length of a Bignose Shark _______ Length of a Tiger Shark
4 Put the lengths of the sharks in order from least to greatest.
__________, __________, __________, __________, __________, __________
least greatest
5 How much longer is a Thresher Shark than a Tiger Shark? Show your work.
Mark the answer clearly.
* Source: http://na.nefsc.noaa.gov/sharks/
© The Math Learning Center142 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 7, Session 25.
Addition & Subtraction Practice
1 Add the numbers.
40 20 57 50 75 34 35
+ 3 + 38 + 31 + 16 + 25 + 34 + 35 _____ _____ _____ _____ _____ _____ _____
290 340 562 225 325 325 450
+ 9 + 20 + 35 + 15 + 25 + 26 + 50 _____ _____ _____ _____ _____ _____ _____
2 Use pictures, numbers, and/or words to add the numbers in each box. Show all
your work.
a 47 + 47 b 148 + 122
3 Subtract the numbers.
49 50 67 50 45 30 100
– 9 – 10 – 23 – 25 – 15 – 15 – 75 _____ _____ _____ _____ _____ _____ _____
4 Choose one of the problems in the box. Circle it. Then solve it. Use pictures,
numbers, and/or words to help. Show all your work.
35 – 15 50 – 25 83 – 49 123 – 99
© The Math Learning Center144 nn Bridges in Mathematics
NAME DATE
Practice Book Use anytime after Bridges, Unit 7, Session 25.
More Number Patterns
1 Fill in the missing numbers in these skip-counting patterns.
a 15, 25, 35, _____, 55, _____, 75, _____, _____, _____, 115, 125
b 6, 12, 18, _____, _____, 36, _____, _____, _____, 60, 66, _____
c 105, 110, 115, _____, _____, 130, _____, _____, 145, _____, 155
d 13, 113, 213, _____, 413 _____, 613, _____, _____, _____
2 DJ and Hopper are jumping from stone to stone to get across the stream.
There are nine stones in all. There is exactly 1 foot between each stone, and
there are 12 inches in a foot. Finish the table below to see how many inches the
frogs have to jump to get all the way across the stream.
Feet 1 2 3 4 5 6 7 8 9
Inches 12 24 60
CHALLENGE
3 The path from DJ’s house to the stream is 27 feet long. There are 3 feet in a
yard. How many yards is it from DJ’s house to the stream? Show your work.
© Zaner-Bloser, Inc.Practice Master 12
Trace the undercurve stroke at the beginning of these lowercase letters.
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPb e i l j s
Basic Strokes: Undercurve
An undercurve stroke swings up.
Trace the undercurve stroke at the beginning of these uppercase letters.
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPB G L P R BWrite undercurve strokes. Begin at the dot.
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPq Qq Q
q
Q Q
q
Write undercurve strokes. Begin at the dot.
q q q q q q
q q q q q q
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP q q q q q q
q q q q q q
IJKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLName:
Practice Master 13© Zaner-Bloser, Inc.
Trace the downcurve stroke at the beginning of these lowercase letters.
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPa c d g o q
Basic Strokes: Downcurve
A downcurve stroke dives down.
Trace the downcurve stroke at the beginning of these uppercase letters.
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPA C D E OWrite downcurve strokes. Begin at the dot.
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Write downcurve strokes. Begin at the dot.
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP W
w
W W W W W W W W
W W W W W W W W
w w w w w w w w
w w w w w w w w
W
w
MNOPOPOPOPOPOPOPOPOPOPOPw Ww W
IJKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLName:
© Zaner-Bloser, Inc.Practice Master 14
Trace the overcurve stroke at the beginning of these lowercase letters.
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPm n v x y z
Basic Strokes: Overcurve
An overcurve stroke bounces up.
Trace the overcurve stroke at the beginning of these uppercase letters.
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPI J QWrite overcurve strokes. Begin at the dot.
Write overcurve strokes. Begin at the dot.
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP E
w
E E E E E E E E
E E E E E E E E
e e e e e e e e
e e e e e e e e
E
e
MNOPOPOPOPOPOPOPOPOPOPOPe Ee E
IJKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLName:
Practice Master 15© Zaner-Bloser, Inc.
Trace the diagonal strokes in these lowercase letters.
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPa d m h y
Basic Strokes: Diagonal
A diagonal stroke slides.
Trace the diagonal strokes in these uppercase letters.
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPB P R U X YWrite diagonal strokes. Begin at the dot.
Write diagonal strokes. Begin at the dot.
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP R R
r r
: : : : : : : :
: : : : : : : :
; ; ; ; ; ; ; ;
; ; ; ; ; ; ; ;
MNOPOPOPOPOPOPOPOPOPOPOPr Rr R
IJKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLKLName:
Practice Master 58 © Zaner-Bloser, Inc.
Cursive Letter and Numeral Formations
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
i
t
u
w
e
l
b
h
f
k
i
t
u
w
e
l
b
h
f
k
1. Undercurve. 2. Slant; undercurve. Lift. 3. Dot.
1. Undercurve. 2. Slant; undercurve. Lift. 3. Slide right.
1. Undercurve. 2. Slant; undercurve. 3. Slant; undercurve.
1. Undercurve. 2. Slant; undercurve. 3. Slant; undercurve. 4. Checkstroke.
1. Undercurve; loop back; slant; undercurve.
1. Undercurve; loop back; slant; undercurve.
1. Undercurve; loop back; slant; undercurve.
2. Checkstroke.
1. Undercurve; loop back; slant. 2. Overcurve; slant; undercurve.
1. Undercurve; loop back; slant; loop forward.
2. Undercurve.
1. Undercurve; loop back; slant. 2. Overcurve; curve forward;
curve under. 3. Slant right; undercurve.
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
r
s
j
p
a
d
g
o
c
q
1. Undercurve. 2. Slant right. 3. Slant; undercurve.
1. Undercurve. 2. Curve down and back. 3. Undercurve.
1. Undercurve. 2. Slant; loop back; overcurve.
Lift. 3. Dot.
1. Undercurve. 2. Slant; loop back; overcurve;
curve back. 3. Undercurve.
1. Downcurve; undercurve. 2. Slant; undercurve.
1. Downcurve; undercurve. 2. Slant; undercurve.
1. Downcurve; undercurve. 2. Slant; loop back; overcurve.
1. Downcurve; undercurve. 2. Checkstroke.
1. Downcurve; undercurve.
1. Downcurve; undercurve. 2. Slant; loop forward. 3. Undercurve.
‡rµ
·s›
‡j™
‡p›
aµ
dµ
g™
o«
cµ
q
Practice Master 59© Zaner-Bloser, Inc.
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
n
m
y
x
v
z
A
O
D
C
E
n
m
y
x
v
z
A
O
D
C
E
1. Overcurve; slant. 2. Overcurve; slant; undercurve.
1. Overcurve; slant. 2. Overcurve; slant. 3. Overcurve; slant; undercurve.
1. Overcurve; slant; undercurve. 2. Slant; loop back; overcurve.
1. Overcurve; slant; undercurve. Lift.
2. Slant.
1. Overcurve; slant; undercurve. 2. Checkstroke.
1. Overcurve; slant. 2. Overcurve; curve down; loop;
overcurve.
1. Downcurve; undercurve. 2. Slant; undercurve.
1. Downcurve; undercurve; loop; curve right.
1. Downcurve; loop; curve down and up; loop; curve right.
1. Slant. 2. Downcurve; undercurve.
1. Slant. 2. Downcurve; loop; downcurve;
undercurve.
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
N
M
H
K
U
Y
Z
V
W
X
N
M
H
K
U
Y
Z
V
W
X
1. Curve forward; slant. 2. Overcurve; slant; undercurve.
1. Curve forward; slant. 2. Overcurve; slant. 3. Overcurve; slant; undercurve.
1. Curve forward; slant. Lift. 2. Curve back; slant. 3. Retrace; loop; curve right.
1. Curve forward; slant. Lift. 2. Doublecurve. 3. Curve forward and down;
undercurve.
1. Curve forward; slant; undercurve.
2. Slant; undercurve.
1. Curve forward; slant; undercurve.
2. Slant; loop back; overcurve.
1. Curve forward and down; slant.
2. Overcurve; curve down; loop; overcurve.
1. Curve forward; slant; undercurve; overcurve.
1. Curve forward; slant; undercurve.
2. Slant; undercurve; overcurve.
1. Curve forward; slant; undercurve. Lift.
2. Slant.
Practice Master 60 © Zaner-Bloser, Inc.
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
I
JQ
T
F
G
S
L
P
R
I
JQ
T
F
G
S
L
P
R
1. Overcurve; curve down and up. 2. Retrace; curve right.
1. Overcurve; slant; loop back; overcurve.
1. Curve back; overcurve; curve down; retrace; curve forward; curve under.
1. Slant.2. Curve forward and right. Lift. 3. Doublecurve; curve up. 4. Retrace; curve right.
1. Slant. 2. Curve forward and right. Lift. 3. Doublecurve; curve up. 4. Retrace; curve right. Lift. 5. Slide right.
1. Undercurve; loop; curve forward. 2. Doublecurve; curve up. 3. Retrace; curve right.
1. Undercurve; loop; curve down and up.
2. Retrace; curve right.
1. Undercurve; loop; curve down; loop; curve under.
1. Undercurve. 2. Slant. 3. Retrace; curve forward and back.
1. Undercurve. 2. Slant. 3. Retrace; curve forward and back. 4. Curve forward; undercurve.
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
MNOPOP
B
1
2
3
4
5
6
7
8
910
B
1
2
3
4
5
6
7
8
910
1. Undercurve. 2. Slant. 3. Retrace; curve forward; loop;
curve forward and back. 4. Retrace; curve right.
1. Slant.
1. Slant. 2. Curve forward; slant. 3. Curve right.
1. Slant. 2. Curve forward and back. 3. Curve forward and back.
1. Slant. 2. Slide right. Lift. 3. Slant.
1. Slant. 2. Curve forward and back. Lift. 3. Slide right.
1. Curve down and forward; loop.
1. Slant. 2. Doublecurve. 3. Slant.
1. Curve back and down; curve back; slant up.
1. Downcurve; undercurve. 2. Slant.
1. Slant. Lift. 2. Downcurve; undercurve.
© Zaner-Bloser, Inc. Practice Master 73
Write the numerals.
mnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
1 1 1 11 1
2 2 2 22 2
3 3 3 33 3
Cursive Numerals
mnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
4 4 4 44 4
5 5 5 55 5
mnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
6 6 6 66 6
7 7 7 7 7 7
8 8 8 88 8
mnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopmnopopopopopopopopopopopopopopopopopopMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
9 9 9 99 9
10 10 10 1010 10
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP1 2 3 4 5 6 7 8 9 10
Numeral Models and Formations
Digital Tutor
© Zaner-Bloser, Inc.Practice Master 74
Cursive Numerals
Fill in the missing numerals on the rulers.
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP1 3 5
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP 2 4 6
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP 8 10 11 12
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP 7 9 11 12
Pract
ice
Mast
er 7
8©
Zane
r-Blo
ser, I
nc.
Letter
Fo
rmatio
ns
1.
Und
ercu
rve;
loop b
ack
;
slant
. 2
. O
verc
urve
; sl
ant
;
under
curv
e.
1.
Und
ercu
rve;
loop b
ack
;
slant
; un
der
curv
e. 2
. C
heck
stro
ke.
EFGHGHGHGH
EFGHGHGHGH
Nam
e:MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Uns
cram
ble
the
let
ters
and
write
the
word
on
each
lin
e.
EFGHGHGHGH
hhµ
bbÅ
Word
Box
bul
l
hit
bel
l
web tub
hill
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
u l
b l
i l
h l
e b
w
l l
b e
t h
i
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
b t
u
Note
to F
am
ilie
s: I
n ha
ndw
ritin
g,
we
have
bee
n w
ritin
g the
let
ters
b a
nd h
. Use
the
model
s at th
e botto
m o
f th
e page
to r
evie
w the
form
atio
n of
thes
e
lette
rs w
ith y
our
chi
ld.
Then
spen
d a
few
mom
ents
com
ple
ting the
follo
win
g a
ctiv
ity toget
her. F
or
additi
ona
l pra
ctic
e, s
cram
ble
more
word
s th
at co
ntain
b a
nd
h,
and
have
your
chi
ld u
nscr
am
ble
the
m.
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Ho
me
Pra
ctic
e
Pract
ice
Mast
er 8
0©
Zane
r-Blo
ser, I
nc.
Letter
Fo
rmatio
ns
1.
Und
ercu
rve.
2.
Cur
ve d
ow
n and
back
. 3
. U
nder
curv
e.
1.
Und
ercu
rve.
2.
Sla
nt r
ight
. 3
. Sla
nt;
under
curv
e.
Nam
e:MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
EFGHGHGHGH
r‡rµ
EFGHGHGHGH
s·s›
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Note
to F
am
ilie
s: I
n ha
ndw
ritin
g,
we
have
bee
n w
ritin
g the
let
ters
r a
nd s
. Use
the
model
s at th
e botto
m o
f th
e page
to r
evie
w the
form
atio
n of
thes
e
lette
rs w
ith y
our
chi
ld.
Then
spen
d a
few
mom
ents
com
ple
ting the
follo
win
g a
ctiv
ity toget
her. F
or
additi
ona
l pra
ctic
e, h
ave
your
chi
ld w
rite
a lis
t of
more
ite
ms
that
can
be
label
ed h
is o
r her.
boo
tsd
ogs
mil
e
coa
tr
abb
itf
row
n
Label
each
ite
m h
is o
r h
er a
ccord
ing to the
pic
ture
.
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Ho
me
Pra
ctic
e
Pract
ice
Mast
er 8
3©
Zane
r-Blo
ser, I
nc.
Letter
Fo
rmatio
ns
1.
Dow
ncur
ve;
un
der
curv
e. 2
. C
heck
stro
ke.
1.
Dow
ncur
ve;
under
curv
e. 2
. Sla
nt;
loop b
ack
;
ove
rcur
ve.
EFGHGHGHGH
ggEFGHGHGHGH
oo«
Nam
e:MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Use
the
let
ters
fro
m the
Let
ter
Box
to c
reate
new
din
osa
ur n
am
es.
W
rite
the
word
s bel
ow
.
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Lett
er
Box
j
p
r s
f
k
i e
l
u
w a
d
g
o
Note
to F
am
ilie
s: I
n ha
ndw
ritin
g,
we
have
bee
n w
ritin
g the
let
ters
g a
nd o
. Use
the
model
s at th
e botto
m o
f th
e page
to r
evie
w th
e fo
rmatio
n of
thes
e le
tters
with
your
chi
ld.
Then
spen
d a
few
mom
ents
com
ple
ting the
follo
win
g a
ctiv
ity toget
her. F
or
additi
ona
l pra
ctic
e, h
ave
your
chi
ld m
ake
a lis
t of
item
s th
at
beg
in w
ith g
and
o.
dog
as
au
rus
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Ho
me
Pra
ctic
e
Pract
ice
Mast
er 8
5©
Zane
r-Blo
ser, I
nc.
Letter
Fo
rmatio
ns
1.
Ove
rcur
ve;
slant
. 2
. O
verc
urve
; sl
ant
. 3
. O
verc
urve
; sl
ant
;
under
curv
e.
1.
Ove
rcur
ve;
slant
. 2
. O
verc
urve
; sl
ant
;
under
curv
e.EFGHGHGHGH
n°nµ
EFGHGHGHGHGH
°mµ
m
Nam
e:MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Write
a lis
t of
item
s in
your
hom
e th
at beg
in w
ith the
let
ters n
or
m.
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Note
to F
am
ilie
s: I
n ha
ndw
ritin
g,
we
have
bee
n w
ritin
g the
let
ters
n a
nd m
. Use
the
model
s at th
e botto
m o
f th
e page
to r
evie
w the
form
atio
n of
thes
e
lette
rs w
ith y
our
chi
ld.
Then
spen
d a
few
mom
ents
com
ple
ting the
follo
win
g a
ctiv
ity toget
her. F
or
additi
ona
l pra
ctic
e, h
ave
your
chi
ld w
rite
a lis
t of ite
ms
that beg
in
with
n o
r m
.
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Ho
me
Pra
ctic
e
Pract
ice
Mast
er 8
7©
Zane
r-Blo
ser, I
nc.
Letter
Fo
rmatio
ns
1.
Ove
rcur
ve;
slant
. 2
. O
verc
urve
; cu
rve
dow
n; loop;
ove
rcur
ve.
1.
Ove
rcur
ve;
slant
;
under
curv
e. 2
. C
heck
stro
ke.
EFGHGHGHGH
v°vÅ
EFGHGHGHGH
z°z™
Note
to F
am
ilie
s: I
n ha
ndw
ritin
g,
we
have
bee
n w
ritin
g the
let
ters
v a
nd z
. Use
the
model
s at th
e botto
m o
f th
e page
to r
evie
w the
form
atio
n of
thes
e
lette
rs w
ith y
our
chi
ld.
Then
spen
d a
few
mom
ents
com
ple
ting the
follo
win
g a
ctiv
ity toget
her. F
or
additi
ona
l pra
ctic
e, a
sk y
our
chi
ld m
ore
que
stio
ns tha
t ha
ve
ans
wer
s beg
inni
ng w
ith the
let
ters
v a
nd z
.
Use
the
word
s fr
om
the
Word
Box
to a
nsw
er the
que
stio
ns b
elow
. Th
en w
rite
a s
ente
nce
usin
g s
om
e of
the
word
s.
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
A trip to the
zoo is
____
___
fun.
Wha
t ani
mal ha
s st
ripes
?
From
wha
t do m
onk
eys
swin
g?
Whe
re m
ight
you
go o
n a f
ield
trip?
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPMNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Word
Box
zeb
ra
zoo
ver
y
vi
ne
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Nam
e:
Ho
me
Pra
ctic
e
Pract
ice
Mast
er 8
8©
Zane
r-Blo
ser, I
nc.
Letter
Fo
rmatio
ns
1.
Dow
ncur
ve;
under
curv
e;
loop;
curv
e right
.
1.
Dow
ncur
ve;
un
der
curv
e. 2
. Sla
nt;
under
curv
e.
EFGHGHGHGH
AAµ
EFGHGHGHGH
OO
Nam
e:MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Write
the
citi
es a
nd s
tate
s th
at are
ind
icate
d o
n th
e m
ap.
mnopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopop
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Note
to F
am
ilie
s: I
n ha
ndw
ritin
g,
we
have
bee
n w
ritin
g the
let
ters
A a
nd O
. Use
the
model
s at th
e botto
m o
f th
e page
to r
evie
w the
form
atio
n of
thes
e
lette
rs w
ith y
our
chi
ld.
Then
spen
d a
few
mom
ents
com
ple
ting the
follo
win
g a
ctiv
ity toget
her. F
or
additi
ona
l pra
ctic
e, h
ave
your
chi
ld w
rite
more
lo
catio
ns tha
t beg
in w
ith A
and
O.
1.
2. 3. 4.
Loca
tions
1. A
lba
ny
,
Oreg
on
2. O
at
ma
n,
Ari
zona
3. A
lva
,
Okla
ho
ma
4. A
kro
n,
Ohio
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Ho
me
Pra
ctic
e
Pract
ice
Mast
er 8
9©
Zane
r-Blo
ser, I
nc.
Letter
Fo
rmatio
ns
1.
Sla
nt.
2.
Dow
ncur
ve;
un
der
curv
e.
1.
Dow
ncur
ve;
loop;
cu
rve
dow
n and
up;
lo
op;
curv
e right
.EFGHGHGHGH
DDEFGHGHGHGH
CCµ
Nam
e:MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Rew
rite
the
follo
win
g d
oct
ors
’ na
mes
in
curs
ive.
mnopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopop
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Note
to F
am
ilie
s: I
n ha
ndw
ritin
g,
we
have
bee
n w
ritin
g the
let
ters
D a
nd C
. Use
the
model
s at th
e botto
m o
f th
e page
to r
evie
w the
form
atio
n of
thes
e
lette
rs w
ith y
our
chi
ld.
Then
spen
d a
few
mom
ents
com
ple
ting the
follo
win
g a
ctiv
ity toget
her. F
or
additi
ona
l pra
ctic
e, h
ave
your
chi
ld w
rite
more
nam
es tha
t beg
in
with
D o
r C
.
Dr. C
rave
n
Dr. C
ore
m
Dr. C
art
er
Dr. C
arm
ean Le
tter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Ho
me
Pra
ctic
e
Pract
ice
Mast
er 9
1©
Zane
r-Blo
ser, I
nc.
Letter
Fo
rmatio
ns
1.
Cur
ve f
orw
ard
;
slant
. Li
ft.
2.
Cur
ve b
ack
; sl
ant
. 3
. Ret
race
; lo
op;
cu
rve
right
.
1.
Cur
ve f
orw
ard
; sl
ant
. 2
. O
verc
urve
; sl
ant
. 3
. O
verc
urve
; sl
ant
;
under
curv
e.
EFGHGHGHGH
MMµ
EFGHGHGHGH
HH[
Nam
e:MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Make
a lis
t of
girls
’ na
mes
tha
t beg
in w
ith M
. M
ake
a lis
t of
boys
’ na
mes
tha
t beg
in w
ith H
.
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopop
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Note
to F
am
ilie
s: I
n ha
ndw
ritin
g,
we
have
bee
n w
ritin
g the
let
ters
M a
nd H
. Use
the
model
s at th
e botto
m o
f th
e page
to r
evie
w the
form
atio
n of
thes
e
lette
rs w
ith y
our
chi
ld.
Then
spen
d a
few
mom
ents
com
ple
ting the
follo
win
g a
ctiv
ity toget
her. F
or
additi
ona
l pra
ctic
e, h
ave
your
chi
ld thi
nk o
f fr
iend
s’ n
am
es tha
t beg
in w
ith M
and
H a
nd p
ract
ice
writin
g the
m.
Gir
ls’
Nam
es
Boys’
Nam
es
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Ho
me
Pra
ctic
e
Pract
ice
Mast
er 9
3©
Zane
r-Blo
ser, I
nc.
Letter
Fo
rmatio
ns
1.
Cur
ve f
orw
ard
and
dow
n; s
lant
. 2
. O
verc
urve
; cu
rve
dow
n; loop;
ove
rcur
ve.
1.
Cur
ve f
orw
ard
;
slant
; un
der
curv
e. 2
. Sla
nt;
loop b
ack
;
ove
rcur
ve.
EFGHGHGHGH
YY±
EFGHGHGHGH
ZZ™
Nam
e:MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Note
to F
am
ilie
s: I
n ha
ndw
ritin
g,
we
have
bee
n le
arn
ing the
let
ters
Y a
nd Z
. U
se the
model
s at th
e botto
m o
f th
e page
to r
evie
w the
form
atio
n of
thes
e
lette
rs w
ith y
our
chi
ld.
To r
einf
orc
e th
ese
lette
rs,
spen
d
a f
ew m
om
ents
com
ple
ting the
follo
win
g a
ctiv
ity
toget
her. F
or
additi
ona
l pra
ctic
e, h
ave
your
chi
ld w
rite
a lis
t of
pla
ce n
am
es b
egin
ning
with
Y a
nd Z
.
Make
sig
ns f
or
thes
e ci
ty z
oos.
Use
the
exa
mple
to h
elp y
ou.
Dec
ora
te the
sig
ns.
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Yel
low
Y
am
pa
Y
azo
o
Ya
ki
ma
Y
ork
Y
ank
ton
Ya
nkto
n Z
oo Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Ho
me
Pra
ctic
e
Pract
ice
Mast
er 9
4©
Zane
r-Blo
ser, I
nc.
Letter
Fo
rmatio
ns
1.
Cur
ve f
orw
ard
;
slant
; un
der
curv
e. 2
. Sla
nt;
under
curv
e;
ove
rcur
ve.
1.
Cur
ve f
orw
ard
;
slant
; un
der
curv
e;
ove
rcur
ve.
EFGHGHGHGH
VVEFGHGHGHGH
WW
Nam
e:MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Note
to F
am
ilie
s: I
n ha
ndw
ritin
g,
we
have
bee
n le
arn
ing the
let
ters
V a
nd W
. U
se the
model
s at th
e botto
m o
f th
e page
to r
evie
w the
form
atio
n of
thes
e
lette
rs w
ith y
our
chi
ld.
To r
einf
orc
e th
ese
lette
rs,
spen
d
a f
ew m
om
ents
com
ple
ting the
follo
win
g a
ctiv
ity
toget
her. F
or
additi
ona
l pra
ctic
e, h
ave
your
chi
ld
look
for
citie
s th
at beg
in w
ith V
or
W a
nd p
ract
ice
writin
g the
m.
Matc
h ea
ch s
tate
’s n
am
e w
ith the
corr
ect nu
mber
on
the
map.
Write
the
sta
tes.
mnopopopopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopopopopop
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
1. 2. 3. 4.
Ver
mo
nt
Wa
sh
ing
ton
Virg
ini
a
Wi
sco
nsi
n
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Ho
me
Pra
ctic
e
Pract
ice
Mast
er 9
6©
Zane
r-Blo
ser, I
nc.
Letter
Fo
rmatio
ns
1.
Cur
ve b
ack
; ove
rcur
ve;
cu
rve
dow
n; r
etra
ce;
curv
e
forw
ard
; cu
rve
under
.
1.
Ove
rcur
ve;
slant
;
loop b
ack
;
ove
rcur
ve.
EFGHGHGHGH
JJ™
EFGHGHGHGH
Nam
e:MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Note
to F
am
ilie
s: I
n ha
ndw
ritin
g,
we
have
bee
n le
arn
ing the
let
ters
J a
nd Q
. U
se the
model
s at th
e botto
m o
f th
e page
to r
evie
w the
form
atio
n of
thes
e
lette
rs w
ith y
our
chi
ld.
To r
einf
orc
e th
ese
lette
rs,
spen
d
a f
ew m
om
ents
com
ple
ting the
follo
win
g a
ctiv
ity
toget
her. F
or
addi ti
ona
l pra
ctic
e, h
ave
your
chi
ld f
ind
more
nam
es tha
t beg
in w
ith J
and
Q a
nd p
ract
ice
writin
g the
m.
Write
the
Kin
g’s
inv
itatio
n lis
t to
th
e ball
in c
ursi
ve.
mnopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopop
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Que
en J
ackie
Que
en J
ulie
Que
en J
osefina
Que
en J
ennifer
Que
en J
ean
Que
en J
anet
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Ho
me
Pra
ctic
e
Pract
ice
Mast
er 9
7©
Zane
r-Blo
ser, I
nc.
Letter
Fo
rmatio
ns
1.
Sla
nt.
2.
Cur
ve f
orw
ard
and
rig
ht.
Lift.
3.
Doub
lecu
rve;
cu
rve
up.
4.
Ret
race
; cu
rve
right
. Li
ft.
5.
Slid
e right
.
1.
Sla
nt.
2.
Cur
ve f
orw
ard
and
rig
ht.
Lift.
3.
Doub
lecu
rve;
cur
ve u
p.
4.
Ret
race
; cu
rve
right
.
EFGHGHGHGH
TTEFGHGHGHGH
FF
Nam
e:MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Note
to F
am
ilie
s: I
n ha
ndw
ritin
g,
we
have
bee
n le
arn
ing the
let
ters
T a
nd F
. U
se the
model
s at th
e botto
m o
f th
e page
to r
evie
w the
form
atio
n of
thes
e
lette
rs w
ith y
our
chi
ld.
To r
einf
orc
e th
ese
lette
rs,
spen
d
a f
ew m
om
ents
com
ple
ting the
follo
win
g a
ctiv
ity
toget
her. F
or
additi
ona
l pra
ctic
e, a
sk y
our
chi
ld
more
tru
e or
fals
e que
stio
ns a
nd h
ave
him
or
her
w
rite
the
ans
wer
.
Write
in
curs
ive
whe
ther
the
follo
win
g s
tate
men
ts a
re T
ru
e or F
als
e.
mnopopopopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopopopopop
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
1. T
here a
re 15
mon
ths
in a
yea
r.
2. T
he s
un is
hot.
3. 2
+5=
10
5. T
he c
olors
of the
American
flag
are
red
, white, an
d blue
.
4. Y
ou a
re o
ld e
noug
h to d
rive a
car
.
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Ho
me
Pra
ctic
e
Pract
ice
Mast
er 9
9©
Zane
r-Blo
ser, I
nc.
Letter
Fo
rmatio
ns
1.
Und
ercu
rve.
2.
Sla
nt.
3.
Ret
race
; cu
rve
fo
rward
and
back
.
1.
Und
ercu
rve;
loop;
cu
rve
dow
n; loop;
cu
rve
under
.EFGHGHGHGH
LLEFGHGHGHGH
PP
Nam
e:MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Note
to F
am
ilie
s: I
n ha
ndw
ritin
g,
we
have
bee
n le
arn
ing the
let
ters
L a
nd P
. U
se the
model
s at th
e botto
m o
f th
e page
to r
evie
w the
form
atio
n of
thes
e le
tters
with
your
chi
ld.
To r
einf
orc
e th
ese
lette
rs,
spen
d
a f
ew m
om
ents
com
ple
ting the
follo
win
g a
ctiv
ity
toget
her. F
or
additi
ona
l pra
ctic
e, h
ave
your
chi
ld
crea
te m
ore
tea
m n
am
es tha
t beg
in w
ith the
let
ters
L
and
P.
Sel
ect ci
ty n
am
es a
nd m
asc
ots
fro
m the
lis
ts b
elow
to c
reate
new
sports
team
nam
es a
nd w
rite
the
m o
n th
e lin
es.
mnopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopop
mnopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopopop
MNOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOPOP
Citi
esM
asc
ots
Pa
du
cah
Lak
eP
ort
land
Lind
enLi
ma
Lob
ster
sP
arr
ots
Pa
nth
ers
Lla
ma
sP
and
as
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Letter
Mo
del
and
Fo
rma
tio
n
Dig
ita
l Tu
tor
Ho
me
Pra
ctic
e
CreateYourOwnGame
Game: __________________________________________________________________
Field/Boundaries:
Number of players:____________________ Number of teams:______________________
Goal/Objective of the game (How do you win?)___________________________________
_________________________________________________________________________
Equipment: _______________________________________________________________
Rules: Are there points? Penalties? Out of bounds? Different Positions? Rounds?.....
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Workout#1
• Joginplacefor1minute
• 10RandLlegstretches
• Plankfor20seconds
• 15ScissorJumps
• 10SitUps
• WallSquat25seconds
• 15SkiJumps
• 10ToeTouches
REPEATFOR12MINUTES
30SECONDRESTINBETWEEN
Workout#2
• 40JumpingJacks
• 10RandLarmstretches
• 7Squats
• 15HeelRaises
• 20HighKnees
• 7Lunges
• 15CurlUps
• 20MountainClimbers
REPEATFOR12MINUTES
30SECONDRESTINBETWEEN
Workout#3
• 40JumpingJacks
• 30SecondStretch
• 20BackKicks
• 10Squats
• ABCPushUps
• 20ImaginaryJumpRopes
• 7StandingLongJumps
• 10HopsEachFoot
REPEATFOR12MINUTES
30SECONDRESTINBETWEEN
Workout#4
• Joginplace1minute
• 30SecondStretch
• 10LeapFrogs
• 10WalkingLunges
• 15SquatKicks
• 25MountainClimbers
• 15Skipsinplace
• 15—YouPick!
REPEATFOR12MINUTES
30SECONDRESTINBETWEEN
Body Percussion Boxes Cut apart these boxes and rearrange in any order you like to make your own body percussion rhythm.
1. Perform for someone at home. 2. See how slow and how fast you can go! 3. See if you can perform your body percussion while singing a song.
Pat
Clap
Pat
Clap
Pat
Snap
Pat
Stomp
Clap
Clap
Pat
Clap
Snap
Pat
Clap
Stomp
Buck
et L
ist
Summ
er of Kin
dness
©20
18 D
oing
Goo
d To
geth
er™
Find
sim
ple
tool
s to
gro
w b
ig h
eart
s at
Doi
ngGo
odTo
geth
er.o
rg
Cre
ate
an a
rtfu
l fam
ily m
issi
on
sta
tem
ent.
Dra
w a
nd
wri
te a
bo
ut
you
r su
mm
er in
a f
amily
kin
dn
ess
jou
rnal
.
Pla
nt
a tr
ee. I
mag
ine
wh
ere
you
'll b
e w
hen
it is
fu
lly g
row
n.
Ad
op
t a
foo
d s
hel
f. In
vite
yo
ur
child
to
ch
oo
se a
do
nat
ion
eve
ry
tim
e yo
u s
ho
p.
Fill
you
r n
eigh
bo
rho
od
wit
h c
hee
rfu
l sid
ewal
k ch
alk
dra
win
gs.
Ch
alle
nge
eac
h f
amily
mem
ber
to
co
llect
100
pie
ces
of
tras
h
on
yo
ur
nex
t fa
mily
ou
tin
g.
Giv
e an
aw
ard
to
so
meo
ne
you
ad
mir
e.
Cre
ate
bir
d f
eed
ers
and
pla
ce t
hem
nea
r a
pu
blic
ben
ch.
Ho
st a
lem
on
ade
stan
d f
or
a ca
use
. Se
t u
p a
Mag
ic M
ail S
tati
on
at
ho
me
and
sh
are
artw
ork
an
d
lett
ers
all s
um
mer
lon
g.
Pic
k fl
ow
ers.
Del
iver
th
em t
o s
om
eon
e w
ho
nee
ds
a sm
ile.
Cre
ate
than
k yo
u c
ard
s fo
r co
mm
un
ity
hel
per
s (m
ail c
arri
ers,
tr
ash
co
llect
ors
, po
lice
off
icer
s, t
each
ers,
co
ach
es, e
tc).
Rea
d a
nd
dis
cuss
a b
oo
k to
geth
er.
Bak
e an
d s
har
e d
og
trea
ts w
ith
a s
hel
ter
or
can
ine
nei
ghb
or.
Off
er t
o h
elp
a n
eigh
bo
r p
ull
wee
ds
and
wat
er p
lan
ts.
Dec
ora
te a
jar
or
bo
x fr
om
th
e re
cycl
ing
bin
an
d d
edic
ate
itto
co
llect
ch
ange
fo
r a
cau
se.
Take
a m
ind
ful n
atu
re h
ike.
Dra
w p
ictu
res
of
all y
ou
no
tice
.
Vis
it a
loca
l nu
rsin
g h
om
e an
d d
eliv
er c
olo
rfu
l car
ds
and
d
raw
ings
to
th
e re
sid
ents
.
Do
ub
le y
ou
r d
inn
er r
ecip
e an
d s
har
e w
ith
par
ents
of
a n
ew b
aby.
Do
nat
e o
utg
row
n b
oo
ks t
o a
Lit
tle
Free
Lib
rary
in y
ou
r ar
ea. O
r
sto
ck it
wit
h k
ind
nes
s-th
emed
bo
oks
.
Shar
e so
me
of
you
r ga
rden
har
vest
wit
h t
he
loca
l fo
od
sh
elf.
Dec
ora
te c
ard
s -
then
pu
t th
em in
bag
s w
ith
a f
ew q
uar
ters
. Tap
e th
em t
o v
end
ing
mac
hin
es a
t a
ho
spit
al.
Dec
ora
te d
esse
rt b
ags
for
Mea
ls o
n W
hee
ls.
Sch
edu
le a
to
ur
of
you
r lo
cal f
ire
stat
ion
an
d b
rin
g tr
eats
to
th
ank
the
fire
fig
hte
rs.
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