Test

4 Choose all the containers that hold no more than 1 liter.
A kitchen sink
B tube of toothpaste
C baby food jar
D bathtub
E paper cup

5 Molly lled a tub for her dog using a 4-liter bucket. She lled the bucket 6 times.
How much water did Molly use to wash her dog?
Show your work.

Answer liters

deleSetelf Check Go back and see what you can check off on the Self Check on page 221.

©Curriculum Associates, LLC Copying is not permitted. 24459Lesson 22 Liquid Volume

Guided Practice Genre: History Article

Read

The Amazing Canal
by Dell Sutcliff

1 The canal is one of the greatest inventions the world has ever known.
A canal is a passage that uses water. It creates a shortcut allowing boats
to travel through a land area. Without the canal, boats would have to
travel around huge areas of land. Some of the oldest canals were built in
Egypt nearly 4,000 years ago.

2 The Panama Canal is one of the most famous modern canals. It was
completed in 1914. The canal stretches 51 miles across the Isthmus of
Panama. It connects the Atlantic and Pacific Oceans. Before the canal
was built, ships had to go around the tip of South America. The canal
made the trip much shorter, faster, and safer.

Routes Between New York
and San Francisco

San ANmoUSetnrartitithecedsa New York City Close Reader Habits
Francisco Atlantic
Ocean Underline key details in
Canal route the article that tell why
PPCaeanrnauamla canals are important. On
5,200 Miles South the map, circle the
Pacific 8,370 Km number of miles for each
Ocean America of the routes from New
York City to San Francisco.
13,000 Miles
Pre-canal route 20,900 Km

24866 Lesson 17  Connecting Words and Pictures in Informational Text ©Curriculum Associates, LLC  Copying is not permitted. 46

Connecting Words and Pictures in Informational Text  Lesson 17

Think Read the title and
labels on a map to
1 According to the map and the text of the passage, what does the understand what
Panama Canal connect? information it shows.
A Atlantic Ocean and Pacific Ocean
B North America and South America
C Egypt and the United States
D New York City and the tip of South America

2 Based on the map and the text, what did you learn about canals?

A After the Panama Canal was built, most people still traveled
around the tip of South America.

B The Panama Canal created a shorter but more dangerous
route.

C Canals help people and goods get from one place to another
more easily.

D Portions of canals stretch across large bodies of water.

Talk HINT Look at the

3 Why are canals such a great invention? Find details in the text and map for details that
map that help you understand this. Talk about your ideas with your support the text.
partner.

Write

4 Short Response  The author says that the canal is one of the greatest
inventions the world has known. Write a paragraph telling why the
author may have said this. Use one detail from the text and one detail
from the map to support your answer. Use the space provided on
page 289 to write your answer.

©Curriculum Associates, LLC  Copying is not permitted. 2487Lesson 17  Connecting Words and Pictures in Informational Text

Guided Practice

Write  Use the space below to write your answer to the question on page 287.

The Amazing Canal

4 Short Response  The author says that the canal is one of the greatest inventions the
world has known. Write a paragraph telling why the author may have said this. Use one
detail from the text and one detail from the map to support your answer.












Check Your Writing

  Did you read the prompt carefully?
  Did you put the prompt in your own words?
  Did you use the best evidence from the text to support your ideas?
  Are your ideas clearly organized?
  Did you write in clear and complete sentences?
  Did you check your spelling and punctuation?

©Curriculum Associates, LLC  Copying is not permitted. 24889Lesson 17  Connecting Words and Pictures in Informational Text

Lesson #31 X.#.#:

LReesaslo-LnifTeitCloennections

Introduction When reading, you can connect the words on the page to your own

life or to the wider world. Connecting words with real-life events can make their meaning
clearer.

• What do you think of when you read the word friendly? You might remember a time
when a friendly classmate smiled at you.

A friendly classmate smiled and said, “Hi.”

• When you think about the word friendly, you might also remember what friendly
people and animals in your town or city have done.

A friendly lady in town gives neighbors vegetables from her garden.

Friendly dogs wag their tails and want to be patted.

Guided Practice   Circle the correct words to complete each sentence. Then work

with a partner to think of more ways to complete each sentence.

HINT To help 1 A helpful person might     .

think of more ways to do chores   break a glass   trip and fall
complete each
sentence, ask your 2 If a person is curious, she might     .
partner questions
like these. go to sleep   read a book   wrap a gift

• When were 3 It would be selfish to     .

you helpful? take all the toys   give presents   help others

• What do you do 4 A student could interrupt a class by     .

when you are
curious about
something?

writing a story   doing math   talking loudly

49 Language Handbook Lesson 31  Real-Life Connections ©Curriculum Associates, LLC  Copying is not permitted. 49

458

Independent Practice Conventions of Standard English
For numbers 1–5, choose the correct answer to each question.

1 How might a patient person act? 4 How might someone cause KKnnoowwlleeddggee ooff LLaanngguuaaggee
A tell a friend to hurry up
B run to be first in line confusion?
C refuse to wait for someone A by solving a problem
D teach a baby something new B by telling the truth
C by giving poor directions
2 What might a stubborn person say? D by speaking clearly
A “I like this new food after all.”
B “I won’t eat that even if it’s good for 5 What is a rude thing to do?
A invite a friend to a party
me.” B talk while others are talking
C “I agree with you about that.” C offer to wash the dishes
D “I’ll stay home because you need my D help a neighbor plant a garden

help.”

3 What might a generous person do? Vocabulary Acquisition and Use
A help a friend with homework
B eat candy without sharing
C disobey his parents
D scare a friend’s dog

©Curriculum Associates, LLC  Copying is not permitted. 45509Language Handbook Lesson 31  Real-Life Connections

Language Handbook Lesson 18 L.3.2b: Use commas in addresses.

Lesson 18 Punctuating Addresses

Introduction What is the name of the street where your school is? What city or town is
it in? What is the name of the state where you live? When you put all of this information
together, you get an address.

When you write an address, place a comma (,) between the name of the street and the city.
Place another comma between the name of the city and the state.

The store is at 300 Craig Street, Durham, North Carolina.

Guided Practice   Rewrite each address. Add commas where they are needed.
Then finish the last sentence by writing your own address.

HINT The name of a 1 18 West Lane Orlando Florida

street can also have the
word Road, Drive, Lane,
or Avenue at the end. 2 2 Griggs Avenue Albany New York
The comma always
comes after those
words.
3 531 Front Street Monroe Wisconsin
51208 Language Handbook


4 1538 Oakwood Drive Canton Ohio



5 49 Jeffrey Road Athens Georgia



6 My address is





©Curriculum Associates, LLC  Copying is not permitted. 51

Independent Practice Language Handbook

For numbers 1–4, pick the choice that correctly punctuates Lesson 18
the address underlined in the sentence.
52209Language Handbook
1 My grandmother lives at 945 Peters Street
Fresno California.
A 945 Peters, Street Fresno, California
B 945 Peters Street, Fresno, California
C 945 Peters Street Fresno, California
D 945 Peters Street, Fresno California

2 I sent the card to 310 Medford Road Concord North Carolina.
A 310 Medford Road, Concord, North Carolina
B 310, Medford Road, Concord, North Carolina
C 310 Medford Road, Concord North, Carolina
D 310 Medford Road Concord, North Carolina

3 The address on the envelope was 18 Arcola Lane Tucson Arizona.
A 18 Arcola, Lane, Tucson, Arizona
B 18 Arcola Lane, Tucson Arizona
C 18 Arcola Lane, Tucson, Arizona
D 18 Arcola Lane Tucson, Arizona

4 Hiro’s family moved to 4 Charles Drive Bristol Rhode Island.
A 4 Charles Drive Bristol, Rhode Island
B 4 Charles Drive, Bristol Rhode Island
C 4, Charles Drive, Bristol, Rhode Island
D 4 Charles Drive, Bristol, Rhode Island

©Curriculum Associates, LLC  Copying is not permitted.

Lesson 23A Introduction 3.M.1
Mass

Use What You Know

In Lesson 22, you learned about measuring liquid volume. You can also
measure mass. Take a look at this problem.

Bristol has a measuring cup, a scale, and a bowl. How can she find out how heavy
the bowl is?

a. Think about measuring the liquid volume of the bowl. Explain how you could
do this.

b. What do you know about the bowl if you know its liquid volume?
c. What tool can Bristol use to find out how heavy the bowl is?
d. Explain how Bristol could find out how heavy the bowl is.

53250 Lesson 23A Mass ©Curriculum Associates, LLC Copying is not permitted. 53

Find Out More

When you describe how heavy something is, you are describing its mass. Two units
used when measuring mass are gram and kilogram.
The mass of a paper clip is about 1 gram.

1 kilogram is the same as 1,000 grams. So, an object with a mass of 1 kilogram is
about as heavy as 1,000 paper clips.
The mass of a wooden baseball bat or a large hardcover book is also about
1 kilogram.

The picture below shows different types of scales you can use to measure mass.

Reflect

1 Elena’s brother says the family dog has a mass of 30 grams. Elena says the dog has
a mass of 30 kilograms. Who do you think is correct? Why do you think so?

©Curriculum Associates, LLC Copying is not permitted. 54251Lesson 23A Mass

Lesson 23A Modeled and Guided Instruction

Learn About Estimating Mass

Read the problem below. Then explore different ways to estimate mass.
Jamie bought a bag of flour at the store. Estimate the mass
of the bag of flour.

Picture It You can use models to help you estimate the mass of an object.

Jamie picked up the two books shown below. Then he picked up the bag of flour.
The books and the bag of flour seemed to have about the same mass.

Model It You can also use a balance scale to help you estimate the mass of

an object.
Jamie put the bag of flour on one side of the balance scale and some 1-kilogram and
10-gram weights on the other side.

You can see that it takes about two 1-kilogram weights and three 10-gram weights to
balance the scale.

55252 Lesson 23A Mass ©Curriculum Associates, LLC Copying is not permitted. 55

Connect It Now you will estimate the mass of the bag of flour to solve the

problem from the previous page.
2 Look at Picture It. Explain why Jamie used books instead of paper clips to help him

estimate the mass of the bag of our.

3 The mass of each book is about 1 kilogram. Estimate the mass of the bag of our.
Explain how you did it.

4 Look at the balance scale in Model It. The two sides of the scale are balanced, so it
shows the actual mass of the bag of our. What is the actual mass of the bag of our?

Is the estimate you made in problem 3 close to the actual mass?

5 Explain how you could estimate the mass of a plastic fork.

Try It Use what you just learned to solve these problems.

6 Would you estimate the mass of a table using grams or kilograms?

7 Would you estimate the mass of a comic book using grams or kilograms?

©Curriculum Associates, LLC Copying is not permitted. 56253Lesson 23A Mass

Introduction

Lesson 21

Connecting Words
and Pictures

Learning Target By looking at the illustrations in a story, you can
learn more about the characters, where the story
takes place, and the feeling the author creates.

Read  Everyone loves stories with pictures. But pictures, or

illustrations, are more than just decoration. Illustrations work with
the words to help you understand how characters look. They
provide details about the setting, or where the story takes place.
They can also show you what’s happening and add to the mood,
or feeling, that the story creates in the reader. For example, the
mood of a story can be frightening, serious, or funny.

Look at the illustration and the text beneath it. What do you
learn from both?

This was no ordinary door. Somehow this door led Mia into the world
of the video game she had just been playing. Its bright colors and smooth
shapes were inviting. Best of all, Jorex seemed to be waiting for her. But
Mia had to wonder: if she went in, would she ever get out?

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Theme: Stories That Amaze Lesson 21

Think  Reread the text and look at the illustration. What details do both

provide that help you understand the characters, the setting, and the
mood? Add what you notice to the chart.

Text Illustration

Details About Characters Mia
the game character

Details About Setting world of the video game

Details That Create Mood

Talk  How would you describe the mood of this story? Which details from

the text and the illustration help create that mood?

Academic Talk 

Use these words to talk about the text.

• mood • setting • illustrations

©Curriculum Associates, LLC  Copying is not permitted. 3538Lesson 21  Connecting Words and Pictures

Modeled and Guided Instruction Genre: Tall Tale

Read

When Pecos Bill Was

by Walt Bisco

1 Right from the day he

was born, Pecos Bill was

not much like other kids.

He had eighteen older

brothers and sisters. When

he was just a baby, he

jumped on a horse and rode

it alongside his family’s covered wagon as they traveled West.

Oh, and Bill also wrestled bears! Bill’s family was sure he

would lead an amazing life.

2 One time, the wagon went over a big bump, and Bill was

launched into the air and far, far away. After he landed on the

soft ground, a mother coyote spotted Bill. She took

Bill back to her den and raised him as one of her own. Close Reader Habits

For a long time, Bill didn’t know he wasn’t a coyote. Underline a sentence in

paragraph 2 that tells

how Bill felt about being

raised by coyotes. Think

about how the illustration

shows more about Bill

and his coyote family.

53594 Lesson 21  Connecting Words and Pictures ©Curriculum Associates, LLC  Copying is not permitted. 59

Connecting Words and Pictures  Lesson 21

Explore How do the text and the illustration work together to tell
about Pecos Bill and the coyotes?

Think The mood of a story is
how it makes you feel.
1 Finish the chart with details from the story and the illustration that Both words and
tell you more about Bill and his coyote family. illustrations can add
to the mood.

Text Illustration

Details About Characters

Details About Setting

Details That Create Mood

Talk HINT In the

2 How does Bill feel about being raised by coyotes? Talk with a partner illustration, how do
about details in the text and the illustration that helped you decide. Bill and the coyotes
seem to feel about
Write  each other?

3 Short Response  How would you describe the mood of the Pecos
Bill story? What details help create that mood? Use the space
provided on page 358 to write your answer.

©Curriculum Associates, LLC  Copying is not permitted. 63505Lesson 21  Connecting Words and Pictures

Guided Practice Genre: Tall Tale

Read

Paul Baundnytahne

1 Paul Bunyan was the tallest, strongest lumberjack who ever lived.
One day his boss told him to chop down the tallest tree in the forest.
The tree was easy to find because it was the only one taller than Paul.

2 Paul swung his ax—thunk! The ax sliced halfway through the tree,
and two tons of sawdust fell at Paul’s feet. “One more swing,” thought
Paul. He swung his ax again at the same place—thunk!—but the tree
didn’t fall.

3 Paul stood back and stared up at the tree, and that was when he
understood the problem. This wasn’t just the tallest tree in the forest;
it was the fastest-growing, as well!

4 Paul returned with his spare ax and swung them both, one with
his left hand, one with his right. Thunk! The blades chopped right
through the trunk and met in the middle. The pine came tumbling to
the ground, causing an earthquake when it fell. Paul Bunyan was tall
and strong, but he was smart, too!

Close Reader Habits

How do the words and
illustration help you
understand why Paul
has trouble cutting down
the tree? Underline
sentences that describe
the problem. Circle the
part of the illustration
that shows what Paul saw
after he swung his ax the
second time.

63516 Lesson 21  Connecting Words and Pictures ©Curriculum Associates, LLC  Copying is not permitted. 61

Connecting Words and Pictures  Lesson 21

Think

1 This question has two parts. Answer Part A. Then answer Part B. If you combine details
from the text with
Part A what you see in an
Why didn’t the tree fall after Paul made his second cut? illustration, you’ll
have a better
A The trunk of the tree was too thick for Paul to chop all the understanding of
way through. what you’re reading.

B The tree was taller than Paul so he couldn’t reach high
enough.

C The tree had huge branches that blocked Paul’s swing.
D The tree grew too quickly for Paul to make a second cut at the

same place.

Part B
How does the illustration support your answer to Part A?

A It shows the first cut is high above the second.

B It shows that the tree is so tall we can’t even see the top.

C It shows that the tree trunk is much wider than those of
other trees.

D It shows that Paul couldn’t get close enough to the tree to
swing his ax.

Talk HINT Use details

2 How does the illustration help you understand the height of both from the text to help
Paul and the tree he is cutting? you decide what
you’d show in the
Write illustration.

3 Short Response  Imagine you want to draw an illustration showing
Paul’s solution to his problem. What would the illustration include?
Use the space provided on page 359 to write your answer.

©Curriculum Associates, LLC  Copying is not permitted. 36527Lesson 21  Connecting Words and Pictures

Modeled and Guided Instruction

Write  Use the space below to write your answer to the question on page 355.

When Pecos Bill Was

3 Short Response  How would you describe the mood of the HINT In the
Pecos Bill story? What details help create that mood?
illustration, how do
Bill and the coyotes
seem to feel about
each other?






Don’t forget to check
your writing.

36538 Lesson 21  Connecting Words and Pictures ©Curriculum Associates, LLC  Copying is not permitted. 63

Guided Practice

Write  Use the space below to write your answer to the question on page 357.

Paul Baundnytahne HINT Use details

3 Short Response  Imagine you want to draw an illustration from the text to help
showing Paul’s solution to his problem. What would the you decide what
illustration include? you’d show in the
illustration.










Check Your Writing

  Did you read the prompt carefully?
  Did you put the prompt in your own words?
  Did you use the best evidence from the text to support your ideas?
  Are your ideas clearly organized?
  Did you write in clear and complete sentences?
  Did you check your spelling and punctuation?

©Curriculum Associates, LLC  Copying is not permitted. 36594Lesson 21  Connecting Words and Pictures

Lesson 23A Modeled and Guided Instruction

Learn About Solving Word Problems About Mass

Read the problem below. Then explore different ways to solve a word problem
about mass.

Nick has an orange that has a mass of 220 grams and an apple that has a mass of
110 grams. What is the mass of the orange and apple together?

Picture It You can use a balance scale to help you solve the problem.

The balance scale below shows the mass of the orange.

The balance scale below shows the mass of the apple.

The balance scale below shows the mass of the orange and apple altogether. The orange
and apple are on one side of the scale, and the weights are on the other side.

65254 Lesson 23A Mass ©Curriculum Associates, LLC Copying is not permitted. 65

Connect It Now you will use an equation to solve the problem from the

previous page.
8 How do you decide which operation to use to solve this problem?

9 Look at the balance scale in Picture It that shows the orange and apple together.
What does the picture show that could help you solve the problem?

10 Write an equation for the problem. What is the mass of the orange and apple
together?

11 Explain how you could estimate to know that your answer makes sense.

12 Explain why the label grams should be part of your answer to this problem.

Try It Use what you just learned to solve these problems. Show your work on

a separate sheet of paper.

13 Je had 40 grams of birdseed. He shared it equally among 4 birds. How many
grams of birdseed did each bird get?

14 Micah’s dog has a mass of 23 kilograms. Nate’s dog has a mass of 8 kilograms.
How much greater is the mass of Micah’s dog than the mass of Nate’s dog?

©Curriculum Associates, LLC Copying is not permitted. 66255Lesson 23A Mass

Mass word problems (ounces, pounds, grams, kilograms)

Grade 3 Word Problems Worksheet

Read and answer each question.

1. There are 26 bags of flour. If each bag is 5 kg, what is the total weight of the flour?

2. Making 3 dozen muffins requires 12 ounces of sugar. How much sugar is needed
for making one dozen muffins?

3. There are two eggs on the counter. The large egg weighs 56 grams and the
small egg weighs 47 grams. How much heavier is the large egg?

4. The wedding cake is 45 ounces and the icing on the cake weighs 12 ounces.
The tray the cake is on weighs 60 ounces. pounds. What is the total weight of
the cake and tray?

5. A box of 12 cookies is 360 grams. What is the weight of 2 cookies?

Online reading & math for K-5 © www.k5learning.com 66A

Introduction

Lesson 15

What Are Poems Made Of?

Learning Target When you understand the parts of a poem, you
can see how each line and stanza builds on what
came before it.

Read  Many poems tell stories. Like stories, they have a speaker

who talks to the reader. They also have a beginning, a middle, and
an end. Poems are made up of lines that are called verses. A group
of verses is called a stanza. The stanzas in a poem work together to
tell a story. Each stanza tells an important part of the poem’s story,
and the stanzas build on each other to present ideas and tell a story.

Read the poem below. Tell who the speaker is. Then think
about the idea in each stanza. How does the second stanza
build on the first stanza?

A Penguin’s Life

1 I’m a bird with little wings,
but they don’t make me fly.
The air above is not for me.
The ocean is my sky.

2  In icy seas I swoop and soar,
a swimmer fast and bold.
You’d swim fast, if you were me—
the water sure is cold!

62742 Lesson 15  What Are Poems Made Of? ©Curriculum Associates, LLC  Copying is not permitted. 67

Theme: Poems That Tell a Story Lesson 15

Think  You’ve learned what verses and stanzas are and how

stanzas make meaning in a poem. How do the stanzas in “A
Penguin’s Life” work together to present an idea about penguins?
Complete the chart to show how the stanzas work together and
what idea they develop.

Idea of Stanza 1 Penguins cannot fly.

Idea of Stanza 2

Idea of Whole Poem

Talk  Reread the last two lines of the poem. How do these lines change

how the poem makes you feel?

Academic Talk 

Use these words to talk about the text.

• stanza • verses • speaker

©Curriculum Associates, LLC  Copying is not permitted. 26483Lesson 15  What Are Poems Made Of?

Modeled and Guided Instruction Genre: Poem

Read

Little Puppy
from the Navajo

1 Little puppy with the black spots,
Come and herd the flock with me.
We will climb the red rocks
And from the top we’ll see
The tall cliffs, the straight cliffs,
Where the eagles live.

2 We’ll see the dark rocks,
The smooth rocks,
That hold the rain to give us
Water, when we eat our bread and meat,
When the sun is high.

Close Reader Habits

Circle things in each
stanza the speaker in the
poem tells about and sees.

26494 Lesson 15  What Are Poems Made Of? ©Curriculum Associates, LLC  Copying is not permitted.

69

What Are Poems Made Of?  Lesson 15

Ex plore How do the two stanzas of “Little Puppy” work together As you read,
to build meaning? summarize each
stanza to help you
Think understand the poem.

1 Finish the chart to figure out what this Navajo poem is saying about
nature.

Idea of Stanza 1 The speaker and dog will
climb the red rocks.

They will see tall, straight
cliffs where eagles live.

Idea of Stanza 2

Idea of Whole Poem

Talk 

2 What do the “dark rocks” make the speaker think about?

Write  HINT How do

3 Short Response  How are the ideas in the first stanza and the the rocks help the
second stanza connected? How does that help you understand speaker and the dog?
what the poem is about? Write your answer in the space provided on
page 248.

©Curriculum Associates, LLC  Copying is not permitted. 27405Lesson 15  What Are Poems Made Of?

Language Handbook Lesson 4 L.3.1b: Explain the function of . . .
adjectives . . . in general and their functions
Lesson 4 Adjectives in particular sentences.

Introduction An adjective is a word that tells something about a noun. When you
write, you can use adjectives to help your readers picture what you are describing.
Some adjectives tell what kind. They describe how something looks, feels, sounds, tastes,
or smells. In the example below, blue describes the noun ocean. Cold describes water.

We swam in the blue ocean. The water was cold.

Other adjectives tell how many there are of something.

We saw three whales. There were many dolphins.

What Kind old, calm, bright, damp, noisy, sour, smoky
How Many three, twelve, forty, many, several, some

Guided Practice   Underline the adjective or adjectives in each sentence. Then draw
an arrow from each adjective to the noun that it tells about.

HINT Sometimes an 1 The Davis family goes to a beautiful beach in July.
2 The dunes at the beach are huge.
adjective comes after 3 Maddy loves to feel the soft sand between her toes.
the noun it describes. 4 She likes to jump in the foamy waves.
When this happens,
other words usually
come between the
noun and adjective.

5 The warm air smells salty from the ocean.

6 Little Chloe digs in the wet sand.

7 Yesterday, she found several shells.

8 Three shells were round.

71180 Language Handbook ©Curriculum Associates, LLC  Copying is not permitted. 71

Independent Practice Language Handbook

For numbers 1–3, choose the word in each Lesson 4
sentence that is an adjective.
In numbers 4 and 5, what does the adjective
in each sentence describe?

1 The cottage they stay in is two blocks from 4 The hot sand burns in the sun.
the ocean. A how the sand looks
A two B how the sand sounds
B cottage C how the sand smells
C stay D how the sand feels
D ocean

2 Father takes the happy children 5 The water is salty.
to the beach. A how the water feels
A to B how the water looks
B happy C how the water tastes
C beach D how the water sounds
D children

3 The children like the smell of the tangy air.
A The
B like
C smell
D tangy

©Curriculum Associates, LLC  Copying is not permitted. 72181Language Handbook

Language Handbook Lesson 27 L.3.4b: Determine the meaning of the new
word formed when a known affix is added
Lesson 27 Prefixes and Suffixes to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless,
heat/preheat).

Introduction Use your knowledge of word parts to figure out what new words mean.

• A prefix is a word part added to the beginning of a word. Adding a prefix changes
the meaning of a base word.

Prefix Meaning Example Meaning
dis- “to not like”
pre- “not” or “opposite of” dislike “to wash before”
un- “not true”
“before” prewash

“not” or “opposite of” untrue

• A suffix is a word part added to the end of a word. Adding a suffix changes the
meaning of a base word.

Suffix Meaning Example Meaning
-able “can be” or “able to” trainable “can be trained”
-ful “full of” or “having” skillful “having skill”
-less “without” useless “without use”

• Some words have both a prefix and a suffix: uncomfortable, disagreeable.

Guided Practice   Write the base word and the prefix or suffix that make up each
underlined word. Then tell a partner what the underlined word means.

HINT A prefix or a 1 Here are some ways to be helpful at home.

suffix can have more helpful =         +        
than one meaning. base word suffix
Think about which
meaning makes sense in 2 Try to be agreeable with your family.
the sentence.
agreeable =         +        
73226 Language Handbook base word suffix

3 Never be dishonest.

dishonest =         +        
prefix base word

4 Try to share, and never be unfair.

unfair =         +        
prefix base word

©Curriculum Associates, LLC  Copying is not permitted. 73

Language Handbook

Lesson 27

Independent Practice

For numbers 1–5, read each sentence. Then choose the
correct meaning of each underlined word.

1 Follow these useful safety tips. 4 Never unbuckle your seatbelt while in
A without use a moving car.
B not used A buckle before
C having use B do the opposite of buckle
D before using C without a buckle
D full of buckles

2 Don’t be careless when you carry 5 You will find these safety tips are easily
something hot. doable.
A without care A able to be done
B full of care B not done
C able to care C having done
D having care D mostly done

3 Let adults preview movies you want
to see.
A not view
B view without you
C mostly view
D view before

©Curriculum Associates, LLC  Copying is not permitted. 74227Language Handbook

Lesson 13 Introduction 3.AT.3
Solve Two-Step Word Problems Using the
Four Operations

Use What You Know

In this lesson, you will apply what you know to two-step word problems with
large numbers. Take a look at this problem.

The Shirt Shack has 438 T-shirts at the end of the day. Then they receive a delivery
of new shirts.

• The shirts come in 4 different colors.
• There are 8 shirts of each color.

How many T-shirts does the store have now?

438 1 8 green
T-shirts 8 gray
8 orange
8 purple

a. How can you find how many T-shirts were in the delivery?

b. How many T-shirts were in the delivery?

c. The store had 438 T-shirts before the delivery. How can you find how many shirts
the store has after the delivery?

d. Write an equation to show how to find the number of T-shirts the store has after
the delivery.

e. How many T-shirts will the store have after the delivery?

17454 Lesson 13 Solve Two-Step Word Problems Using the Four Operations 75©Curriculum Associates, LLC Copying is not permitted.

Find Out More

Think about the problem on the previous page. You need to find how many shirts the
store has after the delivery. Writing an equation could help you. You can use a letter
for the unknown number of shirts.

First, find the number of new shirts in the delivery. There were 4 colors of shirts and
8 shirts in each color. The store received 4 3 8 shirts.

The store already had 438 shirts. Add the number of new shirts to 438 to find the
total number of T-shirts, T.

Old shirts 1 New shirts 5 Total Shirts

438 1 (4 3 8) 5 T

438 1 32 5 T

470 5 T

The Shirt Shack now has 470 T-shirts.

Does this answer seem reasonable? You can use estimation or mental math to check.

• Estimation
438 1 32 5 T
440 1 30 5 T Round each number to the nearest ten.
440 1 30 5 470 Add the rounded numbers.

An estimate should be close to the actual number. Sometimes it will be equal to the
actual number.

• Mental math
438 1 32 5 T
438 1 2 1 30 5 T Rewrite 32 as 2 1 30.
Add 2 and 438.
440 1 30 5 T Add 440 and 30.
440 1 30 5 470

Reflect

1 Look at the equation 438 1 (4 3 8) 5 T above. Explain why there are parentheses
around 4 3 8.

©Curriculum Associates, LLC Copying is not permitted. 17465Lesson 13 Solve Two-Step Word Problems Using the Four Operations

Lesson 13 Modeled and Guided Instruction

Learn About Solving Two-Step Problems

Read the problem below. Then explore different ways to model and solve
two-step word problems.

Third graders at Brown Elementary School are raising money for the
school library.

• The goal is to raise $250.
• They raised $9 each day for 8 days in a row.

How much more money is needed to reach the goal?

Picture It You can use a diagram to show a two-step word problem.

250

99999999 X

Model It Use the diagram above to help write an equation for a two-step

word problem.
The students raised $9 each day for 8 days. So they have already raised 8 3 9 dollars.
They need a total of 250 dollars. They need to raise X more dollars.

The amount already raised plus X should equal 250.
Write this as one equation.

(8 3 9) 1 X 5 250

71746 Lesson 13 Solve Two-Step Word Problems Using the Four Operations ©Curriculum Associates, LLC Copying is not permitted. 77

Connect It Now you will model and solve the equation from the

previous page.

(8 3 9) 1 X 5 250
72 1 X 5 250
X 5 250 2 72
X 5 178

2 What operation is done rst? Why?

3 Describe in words what 250 5 72 1 X means.
4 Why do you subtract 72 from 250 to nd X?

5 What is X and what does it stand for?

6 Explain how you can use addition to check your answer.

Try It Use what you just learned to solve these two-step word problems.

Show your work on a separate sheet of paper.
7 Tim is saving money to buy a pair of hockey skates that cost $289. For the past

6 weeks, he has saved $7 each week. How much money does Tim still need to save?

8 Nima is training for a bike race. During the rst three weeks in April she rode a
total of 176 miles. During the last week in April, she rode 9 miles each day for
7 days. How many miles in all did Nima ride in April?

©Curriculum Associates, LLC Copying is not permitted. 17487Lesson 13 Solve Two-Step Word Problems Using the Four Operations

Guided Practice Genre: Poem

Read

Little by Little
Anonymous

1 “Little by little,” an acorn said,
As it slowly sank in its mossy bed,
“I am improving every day,
Hidden deep in the earth away.”

2 Little by little, each day it grew;
Little by little, it sipped the dew;
Downward it sent out a thread-like root;
Up in the air sprung a tiny shoot.

3 Day after day, and year after year,
Little by little the leaves appear;
And the slender branches spread far and wide,
Till the mighty oak is the forest’s pride.

Close Reader Habits

What is the poem about?
Underline what is
speaking in the first
stanza. Circle what
it becomes in the
last stanza.

72946 Lesson 15  What Are Poems Made Of? ©Curriculum Associates, LLC  Copying is not permitted. 79

What Are Poems Made Of?  Lesson 15

Think As you read, stop and
summarize what is
1 What key idea is presented in the first stanza? happening in each
A The acorn is improving every day. stanza. This will help
B The acorn knows it is very small. you understand
C The acorn knows it has to stay hidden. the story the poem
D The acorn believes it is slowly disappearing. is telling.

2 How does the second stanza build on the first one? HINT How long
A It shows that the acorn remains small.
B It shows how the acorn is improving. does it take the acorn
C It describes the mossy bed where it disappeared. to grow into an oak?
D It explains why the acorn needed to be hidden.

3 Describe how the acorn starts to change in the second stanza.
Use examples from the poem in your answer.







Talk 

4 Which words are repeated in every stanza? What do these words add
to the meaning of the poem?

Write 

5 Short Response  What story does this poem tell the reader? Use
details from each stanza in your answer. Write your answer in the
space provided on page 249.

©Curriculum Associates, LLC  Copying is not permitted. 28407Lesson 15  What Are Poems Made Of?

Modeled and Guided Instruction

Write  Use the space below to write your answer to the question on page 245.

Little Puppy

3 Short Response  How are the ideas in the first stanza and the HINT How do the
second stanza connected? How does that help you understand
what the poem is about? rocks help the
speaker and the dog?












Don’t forget to check
your writing.

28418 Lesson 15  What Are Poems Made Of? ©Curriculum Associates, LLC  Copying is not permitted. 81

Language Handbook Lesson 19 L.3.2c: Use commas and quotation marks
in dialogue.
Lesson 19 Punctuating Dialogue

Introduction When characters in a story talk to each other, this is a dialogue. When
you write a dialogue, use quotation marks (“ ”) before and after each speaker’s words.

Mr. Simons said, “We’re going on a field trip!”
“Hooray!” the class shouted.

When a speaker’s words come last in a sentence, use a comma (,) to separate the speaker’s
words from the rest of the sentence.

Myra asked, “Where are we going?”
Mr. Simons answered, “We are going to the Natural History Museum.”

Guided Practice   Read each sentence. Then rewrite the sentence on the line below,
adding quotation marks and commas where needed.

HINT The end 1 I am so excited about our trip to the museum! Janie said.

punctuation after a
speaker’s words should 2 Carlos asked Do you think it will be boring?
be inside the
quotation marks.
3 Then Justin explained It’s a chance to go someplace new.
Correct: “It’s a dog,
isn’t it?”
4 I think we’ll have a great time! Tanisha added.
Incorrect: “It’s a dog,
isn’t it”?

82210 Language Handbook ©Curriculum Associates, LLC  Copying is not permitted. 82

Independent Practice Language Handbook

For numbers 1–5, choose the sentence in each group that uses Lesson 19
correct punctuation.
83211Language Handbook
1 A “This museum is gigantic”! Anna exclaimed.
B “This museum is gigantic!” Anna exclaimed.
C “This museum is gigantic! Anna exclaimed.”
D This museum is gigantic! “Anna exclaimed.”

2 A Celia said, “Everyone should visit this museum.”
B Celia said “Everyone should visit this museum.”
C Celia said, Everyone should visit this museum.
D “Celia said” Everyone should visit this museum.

3 A Alberto asked. “What is this?”
B Alberto asked, “What is this”?
C Alberto asked “What is this”!
D Alberto asked, “What is this?”

4 A I’ve never seen anything like it! Juanita replied.
B I’ve never seen anything like it! “Juanita replied.”
C “I’ve never seen anything like it!” Juanita replied.
D “I’ve never seen anything like it! Juanita replied.”

5 A Billy announced, “It’s a fossil footprint.”
B Billy announced. “It’s a fossil footprint.”
C Billy announced “It’s a fossil footprint”.
D “Billy announced, “It’s a fossil footprint.

©Curriculum Associates, LLC  Copying is not permitted.

Language Handbook Lesson 28 L.3.4c: Use a known root word as a clue to the
meaning of an unknown word with the same
Lesson 28 Root Words root (e.g., company, companion).

Introduction Have you noticed that some words have the same parts? For example,
the words addition and additional both have the root word add. This tells you that the words
addition and additional are related to each other.

• Words with the same root have similar meanings.
• You can use a word you know to figure out the meaning of an unknown but

related word.

I visited my friend Kate. Her house has a new addition.
Her family built the additional room for guests.

If you know that add means “to put together,” you can figure out that addition means
“something put together with something else,” and additional means “extra” or “added.”

Guided Practice   Read the sentence or sentences beside each number. Find and circle
the word related to the underlined word. Then tell a partner the meaning of each word you
circled.

HINT Think about the 1 Kate’s dog is her companion. He kept us company as we
listened to the radio.
meaning of the word
part that is the same in 2 Suddenly, we heard the announcer make an announcement.
both words. Use the
underlined word to help 3 “Answer a question correctly and you’ll win a ticket to the circus.
you figure out the Let me make a correction. You’ll win two tickets!”
meaning of the word
you circled.

4 Then he asked, “Which inventor made an invention that lets you
talk to someone who is far away?”

5 Kate called in with the answer. “The scientist Alexander Graham
Bell made scientific discoveries and invented the telephone.”

84228 Language Handbook ©Curriculum Associates, LLC  Copying is not permitted. 84

Language Handbook

Lesson 28

Independent Practice

For numbers 1–4, use the underlined word in each
sentence to help you answer each question.

1 Read the sentence below. 3 Read the sentence below.

You can enter the circus tent from My ticket had a number that
Beach Street, but we used the matched one of the numerous seats.
entrance on Bay Road.
What does the word “numerous” mean as
What does the word “entrance” mean as it it is used in the sentence?
is used in the sentence? A lettered
B ordered
A a path C few
D many
B a crosswalk

C a way to get into a place

D a way to leave a place

2 Read the sentence below. 4 Read the sentence below.

The seats in the tent were arranged We watched dogs drive bicycles and
in a circle around a circular stage. a clown ride a unicycle.

What does the word “circular” mean as it is What does the word “unicycle” mean as it
used in the sentence? is used in the sentence?
A strong A a vehicle with one wheel
B round B a wagon pulled by dogs
C long C a clown car
D raised D a small horse

©Curriculum Associates, LLC  Copying is not permitted. 85229Language Handbook

Lesson 13 Modeled and Guided Instruction

Learn About Estimating Solutions to Word Problems

Read the problem below. Then explore different ways to estimate solutions to
two-step word problems.

A zoo names an elephant Tiny.

• On Saturday, Tiny ate 152 pounds of food.
• On Sunday he ate 12 more pounds of food than he did on Saturday.

How many pounds of food did Tiny eat that weekend?

Picture It You can use a table to show the information in a two-step

word problem.

Amount of Food Tiny Ate

Saturday Sunday

152 pounds 152 pounds 1 12 pounds

152 1 152 1 12 5 F

Model It Estimate the solution to the two-step problem.

• You can round each number to the nearest hundred and then add.
152 rounds to 200.
12 rounds to 0.
200 1 200 1 0 5 400

• You can also round each number to the nearest ten and then add.
152 rounds to 150.
12 rounds to 10.
150 1 150 1 10 5 310

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Connect It Now you will model and solve the equation from the

previous page.
152 1 (152 1 12) 5 F
152 1 164 5 F

9 Add the numbers in parentheses. Break the numbers apart to use numbers that
are easy to work with: 150 1 2 1 10 1 2 5

10 What is the next step? Explain and show it.

11 How many pounds of food did Tiny eat that weekend? Compare your answer to
the estimates on the previous page. Are they close?

12 Do you think your answer is reasonable? Explain why.

13 Explain how estimation is useful when solving two-step equations.

Try It Use what you just learned to solve these two-step word problems.

Show your work on a separate sheet of paper.

14 Joan earned $136 last week and $215 this week. She used some of her earnings to
buy a jacket. Joan had $273 left after buying the jacket. How much did she spend
on the jacket?

15 A bookstore had 650 copies of a new book. The rst day, 281 copies were sold.
At the end of the week there were only 43 copies left. How many books were sold
between the rst day and the end of the week?

©Curriculum Associates, LLC Copying is not permitted. Lesson 13 Solve Two-Step Word Problems Using the Four Operations 18479

Ready® Center Activity 3.16 ★★  Recording Sheet dPealrettneer A

Check Reasonableness Partner B

Jin has 220 marbles. She buys 4 packages of 50 marbles each. How Yes
many marbles does Jin have now? No
Answer: 420 marbles
Yes
Pedro has 16 markers. He loses 4 markers. Then his dad buys him 8 No
more. How many markers does Pedro have now?
Answer: 28 markers Yes
No
Chris needs $95 to buy a bike. He has $25. Then he mows 3 lawns for
$15 each. How much more money does he need to buy the bike? Yes
Answer: $55 No

Dani has 5 packages of 80 stickers. Miriam has 72 fewer stickers than Yes
Dani. How many stickers do they have together? No
Answer: 328 stickers
Yes
Marvin has 95 dog treats. He puts away 7 treats for his dog. He puts No
the rest of the treats into 8 bags. How many treats are in each bag?
Answer: 11 treats

Emma bakes 48 muffins. She makes 12 more muffins. Then she gives
away 24 muffins. How many muffins does she have now?
Answer: 36 muffins

Operations and Algebraic Thinking | Level 3 2 88©Curriculum Associates, LLC

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