Bats
spelling List Fourth
Grade
daunt debtor decent declare decline deflate dehydrate delegate deliberate demonstrate devour dialogue diameter decathlon disappoint
Vocabulary: Prefixes A prefix is a s y l l a b l e a t t h e b e g i n n i n g o f a w o r d t h a t c h a n g e s its m e a n i n g . Directions: A d d a p r e f i x t o t h e b e g i n n i n g o f e a c h w o r d in t h e b o x t o m a k e o w o r d w i t h t h e m e a n i n g g i v e n i n e a c h s e n t e n c e b e l o w . T h e first o n e is d o n e t o r y o u . PREFIX
MEANING t w o or t w i c e to make within wrong n o t or w i t h o u t before again not
grown
write
information
large
cycle
usual
school
sense
1. J i m m y ' s t o o t h u r t b e c a u s e his t o e n a i l w a s ( g r o w i n g w i t h i n ) . _!J13C0Wn
.
2 . If y o u w a n t t o s e e w h a t is i n t h e b a c k g r o u n d , y o u w i l l h a v e t o ( m o k e b i g g e r ) t h e photograph 3 . I d i d n ' t d o a v e r y g o o d j o b o n m y h o m e w o r k , s o I w i l l h o v e t o ( w r i t e it a g a i n ) It
;
4. The n e w s p a p e r article a b o u t t h e e v e n t has s o m e ( w r o n g tacts) 5. I h o p e 1 g e t a ( v e h i c l e w i t h t w o w h e e l s ) tor m y b i r t h d a y . 6. T h e s t o r y h e t o l d w a s c o m p l e t e ( w o r d s w i t h o u t m e a n i n g ) ! 7. D i d y o u g o t o ( s c h o o l t h a t c o m e s b e f o r e k i n d e r g a r t e n ) b e f o r e y o u w e n t t o kindergarten? 8. T h e a b i l i t y t o r e a d w o r d s u p s i d e d o w n is m o s t ( n o t u s u a l )
Grade 4 - Comprehensive Curriculum
© 2001 McGraw-Hill. All Rights Reserved.
Name:
Vocabulary: Prefixes Directions: C i r c l e t h e c o r r e c t w o r d f o r e a c h s e n t e n c e . Y o u will n e e d t o y o u c o m p l e t e this p a g e . reset
t h e directions before
reread
repair
2. S i n c e s h e is a l l e r g i c t o m i l k p r o d u c t s s h e h a s t o use
products,
nondairy
nonsense
nonmetcllic
c o s t u m e h e s e l e c t e d tor t h e H a l l o w e e n porty.
3. T h a t c e r t a i n l y w a s a n untied
unusual
t h e oven before baking t h e brownies.
' 4. T h e d i r e c t i o n s o n t h e b o x s a i d t o preheat
5, " I ' m s o r r y It I
unable
preschool
prevent
•
y o u as t o t h e c o s t o f t h e trip," e x p l a i n e d t h e t r a v e l a g e n t . misdialed
misread
6. Y o u m a y u s e t h e o v e r h e a d p r o j e c t o r t o c l a s s c a n s e e It. enlarge
© 2001 McGraw-Hill. Ail Rights Reserved.
enable
misinformed
:
t h e p i c t u r e so t h e w h o l e endanger
Grade 4 - Comprehensive Curriculum
Vocabulary: Suffixes A suffix is Q s y l l a b l e o t t h e e n d o f o w o r d t h a t c h a n g e s its m e a n i n g . I n m o s t c o s e s , w h e n a d d i n g a suffix t h a t b e g i n s w i t h a v o w e l , d r o p t h e f i n a l e o f t h e r o o t w o r d . F o r e x a m p l e , fame b e c o m e s famous. A l s o , c h a n g e a final y i n t h e r o o t w o r d t o i b e f o r e a d d i n g a n y s u f f i x e x c e p t Ing. F o r e x a m p l e , silly b e c o m e s silliness. DIrecfions: A d d o s u f f i x t o t h e e n d o t e a c h w o r d i n t h e b o x t o m o k e a w o r d w i t h t h e m e a n i n g g i v e n ( i n p a r e n t h e s e s ) I n e a c h s e n t e n c e b e l o w . T h e first o n e is d o n e t o r y o u . SUFFIX
MEANING
ful ity ive less able ness ment or word
full o t quality or d e g r e e h a v e or t e n d t o b e without or lacking able to b e state o t act of person that does something in t h e d i r e c t i o n o f
effect
like
thought
p a y beauty
1. M i k e w a s ( f u l l o f t h a n k s ) f o r a h o t m e a l
thank
back
a c t happy
thonkfu
2. I w a s ( w i t h o u t t h i n k i n g ) t o r f o r g e t t i n g y o u r b i r t h d a y . 3. T h e m o u s e t r a p w e p u t o u t d o e s n ' t s e e m t o b e ( h o v e o n e f f e c t ) . 4. I n s p r i n g , t h e f l o w e r g a r d e n is ( f u l l o f b e a u t y )
!
5. S o l l y is s u c h a ( a b l e t o b e l i k e d ) g i r l ! 6. T i m t e l l o v e r ( I n t h e d i r e c t i o n o t t h e b o c k ) b e c a u s e h e w a s n ' t w a t c h i n g w h e r e h e was going 7. Jill's w e d d i n g d a y w a s o n e o t g r e a t ( t h e s t a t e o t b e i n g h a p p y ) 8. T h e ( p e r s o n w h o p e r f o r m s ) w a s v e r y g o o d I n t h e p l a y . 9. I h a v e t o m a k e a ( a c t o f p a y i n g ) f o r t h e s t e r e o I b o u g h t .
Grade 4 - Comprehensive Curriculum
© 2001 McGraw-Hill. All Rights Reserved-
Vocabulary: Suffixes Directions: R e a d t h e s t o r y , C h o o s e t h e c o r r e c t w o r d f r o m t h e b o x t o c o m p l e t e the sentences. beautiful breakable careless basement
colorful coretul director forward
payment backward agreement firmness
C o l l e e n a n d MarJ c a r r i e d t h e b o x e s d o w n t o t h e
apartment. "Be
w i t h t h o s e , " c a u t i o n e d C o l l e e n ' s m o t h e r . " A l l t h e t h i n g s in t h a t b o x are
" A s s o o n a s t h e t w o girls h e l p e d c a r r y a l l t h e b o x e s f r o m t h e
m o v i n g v a n d o w n t h e stairs,they w o u l d b e a b l e t o g o t o s c h o o l tor t h e p l o y was the
tryouts.That
m a d e w i t h Colleen's m o t h e r earlier t h a t day,
"It w o n ' t d o a n y g o o d t o g e t
w i t h y o u r w o r k . Just k e e p a t it
a n d t h e j o b will b e d o n e quickly," s h e s p o k e w i t h a "It's h a r d t o s e e w h e r e I ' m g o i n g w h e n I h a v e t o w a l k
in her voice. " groaned
M a r j . " C a n w e switch places with the next b o x ? " C o l l e e n a g r e e d t o s w i t c h p l a c e s , b u t t h e y s o o n d i s c o v e r e d t h a t t h e last t w o b o x e s w e r e l i g h t w e i g h t . E a c h girl h a d h e r o w n b o x t o c a r r y , so e a c h o f t h e m g o t t o w a l k l o o k i n g " T h e s e a r e s o l i g h t , " r e m a r k e d M a r j . " W h a t ' s in t h e m ? " "These have the
;
hats Iw a s telling y o u
a b o u t . W e c a n t a k e t h e m t o t h e p l a y t r y o u t s w i t h us," a n s w e r e d C o l l e e n . " ! b e t w e ' l l i m p r e s s the
E v e n If w e d o n ' t g e t p a r t s in t h e p l a y , I b e t o u r h a t s w i l l ! " C o l l e e n ' s m o t h e r h a n d e d e a c h o f t h e girls a 5 - d o l l a r b i l l . " ! r e a l l y a p p r e c i a t e y o u r h e l p . •
Will this b e e n o u g h ? " " T h a n k s , M o m . Y o u b e t ! " C o l l e e n s h o u t e d a s t h e girls r a n d o w n t h e s i d e w a l k .
© 2001 McGraw-Hill. All Rights Reserved,
raSTOH
!
Grade 4 - Comprehensive Curriculum
Reading Skills: Context Clues
W h e n y o u r e a d , y o u m a y c o n f u s e w o r d s t h a t l o o k alike, Y o u c o n tell w h e n y o u r e a d a w o r d i n c o r r e c t l y b e c a u s e It d o e s n ' t m a k e s e n s e . Y o u c a n t e l l f r o m t h e context ( t h e o t h e r w o r d s in t h e s e n t e n c e or t h e s e n t e n c e s b e f o r e o r a f t e r ) w h a t t h e w o r d s h o u l d b e . T h e s e context clues c a n h e l p y o u figure o u t t h e m e a n i n g o f a w o r d b y r e l a t i n g it t o o t h e r w o r d s in t h e s e n t e n c e . Directions; C i r c l e t h e c o r r e c t w o r d f o r e a c h s e n t e n c e b e l o w . U s e t h e c o n t e x t t o h e l p y o u . 1. W e k n e w w e w e r e in t r o u b l e a s s o o n a s w e h e a r d t h e c r a s h . The baseball h a d g o n e (through, thought) the picture window! 2. S h e w a s n o t a b l e t o a n s w e r m y q u e s t i o n b e c a u s e h e r ( m o n t h , m o u t h ) w a s tull o f p i z z a . 3. A s i a is t h e l a r g e s t c o n t i n e n t i n t h e ( w o r l d , w o r d ) .
'
;
4. I ' m n o t s u r e I h e a r d t h e t e a c h e r c o r r e c t l y . D i d h e s a y w h a t I ( t h r o u g h , t h o u g h t ) h e s a i d ? 5. I w a s n o t w i t h t h e m o n v o c a t i o n s o 1 d o n ' t k n o w a ( t h i n k , t h i n g ) a b o u t w h a t h a p p e n e d . 6. M y f a v o r i t e ( m o n t h , m o u t h ) o t t h e y e a r is J u l y b e c a u s e I l o v e f i r e w o r k s a n d p a r a d e s ! 7. Y o u w i l l d o b e t t e r o n y o u r b o o k r e p o r t if y o u ( t h i n k , t h i n g ) a b o u t w h a t y o u a r e g o i n g t o say.
© 2001 McGraw-Hill. All Rights Reserved.
:
-O^fe,
,
Grade 4 - Comprehensive Curriculum
Reading Skills: Context Clues Directions: U s e c o n t e x t c l u e s t o h e l p y o u c h o o s e t h e c o r r e c t w o r d f o r e o c h sentence below. designs
studying
collection
O u r f o u r t h - g r a d e c l a s s will b e
castles tor t h e next tour w e e k s .
Mrs. O s w a l t will b e h e l p i n g w i t h o u r study. S h e p l a n s t o s h a r e h e r o t c a s t i e m o d e l s w i t h t h e class, W e a r e all l o o k i n g f o r w a r d t o o u r m o r n i n g in t h e s a n d a t t h e s c h o o l ' s v o l l e y b a l l c o u r t . W e all g e t t o try o u r o w n
to see
h o w they work, breath
Michelle was very
excited
quietly
t h e other d a y w h e n she c a m e into t h e classroom.
W e all n o t i c e d t h a t s h e h a d t r o u b l e sitting
i n h e r s e a t u n t i l it w a s
h e r t u r n t o s h a r e w i t h us. W h e n h e r t u r n t t n a l l y c a m e , s h e t o o k a d e e p a n d t o l d us t h a t h e r m o m w a s g o i n g t o h a v e a b a b y ! responsibility
chooses
Each week, our teacher ot t h e J o b S q u a d . S o m e helpers h a v e t h e E v e r y o n e ' s f a v o r i t e j o b Is w h e n t h e y g e t t o t a k e another teacher's room.
© 2001 McGraw-Hill. All Rights Reserved.
messages
classroom helpers. They g e t t o b e part of w a t e r i n g t h e plants. t o t h e office or t o -
Grade 4 - Comprehensive Curriculum
Reading Skills: Context Clues Directions: R e a d t h e s t o r y . M a t c h e a c h b o l d w o r d w i t h its d e f i n i t i o n b e l o w . : W h e r e t h e northern shores of North A m e r i c a m e e t t h e Arctic O c e a n , t h e winters a r e v e r y l o n g a n d c o l d . N o p l a n t s o r c r o p s w i l l g r o w t h e r e . This Is t h e l a n d o f t h e Eskimo. E s k i m o s h a v e figured o u t w a y s t o l i v e In t h e s n o w a n d I c e . T h e y s o m e t i m e s l i v e i n igloos, w h i c h a r e m a d e o t s n o w , It is r e a l l y v e r y c o m f o r t a b l e i n s i d e ! A n o i l l a m p p r o v i d e s l i g h t a n d warmth. O f t e n , y o u w i l l find a b i g , f u r r y husky s l e e p i n g in t h e l o n g t u n n e l t h a t l e a d s t o t h e i g l o o . Huskies a r e v e r y i m p o r t a n t t o Eskimos b e c a u s e t h e y pull their sleds a n d h e l p w i t h h u n t i n g . E s k i m o s o r e e x c e l l e n t h u n t e r s . M a n y , m a n y y e a r s a g o t h e y l e a r n e d t o m o k e harpoons a n d spears t o help t h e m hunt their f o o d . E s k i m o s g e t m u c h o f t h e i r f o o d f r o m t h e s e a , e s p e c i a l l y fish, seals a n d w h a l e s . O f t e n , a n E s k i m o w i l l g o o u t i n a kayak t o fish. O n l y o n e E s k i m o tits i n s i d e , a n d h e d r i v e s It w i t h a p a d d l e . T h e w a v e s m a y t u r n t h e k a y a k u p s i d e d o w n , b u t t h e E s k i m o d o e s n o t fall o u t . H e is s o skillful w i t h a p a d d l e t h a t h e q u i c k l y is r i g h t s i d e u p a g a i n . A
is a l a r g e , s t r o n g d o g .
An
Is a m e m b e r o f t h e r a c e o t p e o p l e w h o l i v e o n t h e A r c t i c
coasts ot North A m e r i c a a n d inparts ot G r e e n l a n d , o r e houses m o d e of p a c k e d snow, A
is a o n e - p e r s o n c a n o e m o d e o f a n i m a l s k i n s .
Grade 4 - Comprehensive Curriculum
MM
© 2001 McGraw-Hill. All Rights Reserved-
Reading Skills: Context Clues Directions: In e a c h s e n t e n c e b e l o w , c i r c l e t h e c o r r e c t m e a n i n g f o r t h e n o n s e n s e w o r d . 1. B e c a r e f u l w h e n y o u p u t t h a t p l a t e b a c k o n t h e s h e l f — i t is quibbable. flexible
colorful
breakable
2. W h a t Is y o u r f a v o r i t e k i n d o f tonn, p e a r s o r b a n a n a s ? fruit
salad
purple
3. T h e dlnioy o u t s i d e t h i s m o r n i n g w a s v e r y c h i l l y ; I n e e d e d m y s w e a t e r . tree
vegetable
temperature
4 . T h e w h o l e c l a s s e n j o y e d t h e weat. T h e y w a n t e d t o s e e it a g a i n n e x t F r i d a y , colorful
© 2001
McGraw-Hill. All Rights Reserved.
plant
video
*
Grade 4 - Comprehensive Curriculum
Reading Skills: Main Idea In Paragraphs Directions: R e a d e a c h p a r a g r a p h b e l o w . T h e n c i r c i e t h e s e n t e n c e t h a t tells t h e m a i n i d e a . It l o o k e d a s if o u r c l a s s f i e l d d a y w o u l d h a v e t o b e c a n c e l l e d d u e t o t h e w e a t h e r . W e t r i e d n o t t o s h o w o u r d i s a p p o i n t m e n t , b u t M r . W a d e k n e w t h a t it w a s h a r d t o k e e p o u r m i n d s o n t h e m a t h lesson. W e n o t i c e d t h a t e v e n h e h a d b e e n s n e a k i n g g l a n c e s o u t t h e w i n d o w . All m o r n i n g t h e classroom h o d b e e n buzzing with plans, E a c h t e a m m e tt o p l a n t e a m s t r a t e g i e s t o r w i n n i n g t h e e v e n t s . T h e n , it h a p p e n e d ! C l o u d s b e g a n t o c o v e r t h e s k y , a n d soon t h e t h u n d e r a n d lightning c o n f i r m e d w h a t w e w e r e afraid ot—field d a y w a s c a n c e l l e d . M r . W a d e e x p l a i n e d t h a t w e c o u l d still k e e p o u r s a m e t e a m s . W e c o u l d p u t a l l o f o u r plans into m o t i o n , b u t w e w o u l d h a v e t o g e t busy a n d c o m e u p with s o m e inside g a m e s a n d c o m p e t i t i o n s . I guess t h e d a y w o u l d n o t b e a t o t a l disaster! :: o. M a n y s t o r m s o c c u r i n t h e l a t e a f t e r n o o n .
\
b. O u r class f i e l d d a y h o d t o b e c a n c e l i e d d u e t o t h e w e a t h e r .
;
c . E a c h t e a m c a m e u p w i t h Its o w n s t r a t e g i e s .
;
i : •
Allison a n d E m m a h a d t o w o r k quietly a n d quickly t o g e t M o m ' s birthday c a k e baked before she g o t h o m e from w o r k . E a c h o f t h e girls h a d c e r t a i n j o b s t o d o — A l l i s o n s e t the o v e n temperature a n dg o tt h ecoke pons prepared, w h i l e E m m a g o t o u t all t h e ingredients, A s t h e y stirred a n d m i x e d , t h e t w o girls t a l k e d a b o u t t h e s u r p r i s e p a r t y D a d h o d p l a n n e d for M o m . Even D a ddidn't k n o w that t h e girls w e r e b a k i n g t h i s s p e c i a l c a k e , T h e c a k e w a s delicious, "It s h o w s y o u w h a t t e a m w o r k c a n d o ! " sold t h e girls i n u n i s o n . a . D a d w o r k e d w i t h t h e girls t o b a k e t h e c a k e . b . M o m ' s f a v o r i t e f r o s t i n g is c h o c o l a t e c r e a m . c. Allison a n d E m m a b a k e d a birthday c a k e f o r M o m .
Grade 4 - Comprehensive Curriculum
© 2001 McGraw-Hill. All Rights Reserved.
^fiMEr^MMrwrwrrri^
mi t^j m m m m m m - ^
Main Idea: Busy Beavers Directions: R e a d a b o u t b u s y b e a v e r s , T h e n a n s w e r t h e q u e s t i o n s . H a s a n y o n e e v e r t o l d y o u t h a t y o u a r e a s b u s y a s a b e a v e r ? If t h e y h a v e , t h e n t h e y m e a n t h a t y o u a r e v e r y busy. B e a v e r s s w i m easily in s t r e a m s , p i c k i n g u p r o c k s a n d sticks t o build their d a m s . T h e y g n a w a t trees with their b i g front t e e t h t o c u t t h e m d o w n . Then t h e y use parts o f t h e trees t o build their houses. Beavers a r e clever builders. T h e y k n o w e x a c t l y w h a t t h e y n e e d t o build their b e a v e r dams. They use m u d f r o m t h e s t r e a m t o m a k e their d a m s stay together. They use their toils t o p a t d o w n t h e m u d . Beavers p u t a s n u g r o o m a t t h e t o p o t their d a m s tor their babies, They store their f o o d underwater. Beavers e a t t h e bark from t h e trees t h a t t h e y c u t d o w n ! 1. W h a t Is t h e m a i n i d e a o f t h e first p a r a g r a p h ?
2, W h a t is t h e m a i n i d e a o t t h e s e c o n d p a r a g r a p h ?
3 . W h a t is t h e m a i n i d e a o f t h e t h i r d p a r a g r a p h ?
4. W h a t d o b e a v e r s u s e f o r t h e i r d a m s ? 5. W h a t p a r t s o t t h e i r b o d i e s d o b e a v e r s u s e t o b u i l d t h e i r h o m e s ?
© 2001 McGraw-Hill. All Rights Reserved.
71
Grade 4 - Comprehensive Curriculum
Main Idea: Bats Directions: R e a d a b o u t b a t s . T h e n a n s w e r t h e q u e s t i o n s . B a t s a r e u n u s u a l o n i m o l s . E v e n t h o u g h t h e y fly, t h e y a r e n o t b i r d s . A b a t ' s b o d y is c o v e r e d w i t h fur. Its w i n g s a r e m a d e o t s k i n . B a t s d o n o t h a v e a n y f e a t h e r s . . B a t s a r e t h e o n i y m a m m a l s t h a t fly. A m a m m a l is a n a n i m a l t h a t h a s h a i r a n d f e e d s its b a b i e s w i t h its o w n m i l k . H u m a n s a r e m a m m a l s , t o o . M o t h e r b a t s h o v e o n e o r t w o b a b i e s e a c h s p r i n g . B a b y b a t s h a n g o n t o t h e i r m o t h e r s u n t i l t h e y l e a r n t o fly b y t h e m s e l v e s . Bats c o n b e m a n y different colors. Most a r e b r o w n , but s o m e ore black, o r a n g e , gray or e v e n green. E v e n t h o u g h m a n y p e o p l e d o n o t like b a t s , b a t s d o n ' t u s u a l l y b o t h e r p e o p l e . O n l y v a m p i r e b a t s , w h i c h l i v e I n h o t j u n g l e s , a r e v e r y d a n g e r o u s . B a t s in t h e U n i t e d S t a t e s h e l p p e o p l e . Every y e a r t h e y e a t billions a n d billions o t h a r m f u l insects! S o m e b a t s also e a t fruit or p o l l e n f r o m flowers.
2. W h a t c o v e r s a b a t ' s b o d y ? 3. H o w d o b a t s in t h e U n i t e d S t a t e s h e l p p e o p l e ?
Directions: R e a d t h e c l u e s , F i n d t h e a n s w e r s in t h e s t o r y . Across: 2. V a m p i r e b a t s l i v e in h o t . 4. W h a t d o b a t s e a t ? 5. M o s t b a t s a r e w h a t color? Down: 1. B a t s a r e n o t . 3. W h a t a r e b a t s ' w i n g s m a d e of?
Grade 4 - Comprehensive Curriculum
©2001 McGraw-Hill. All Rights Reserved.
'«
Recognizing Details T h e W i n i d e a o f a p a r a g r a p h o r s t o r y is s u p p o r t e d b y details. D e t a i l s t e l ! t h e w h o , w h a t , w h e n , w h e r e , w h y a n d h o w o t a story or report. Recognizing details c a n h e l p y o u r e m e m b e r what you have read. Directions: R e r e a d " S n o w F u n . " T h e n w r i t e t w o d e t a i l s e n t e n c e s t h a t s u p p o r t t h e m a i n i d e a .
Directions: R e r e a d t h e a r t i c l e o n b e a v e r s . T h e n w r i t e t w o d e t a i l s e n t e n c e s t h a t s u p p o r t t h e main idea.
Directions: R e r e a d t h e a r t i c l e o n b a t s . T h e n w r i t e t w o d e t a i l s e n t e n c e s t h a t s u p p o r t t h e main idea. >
© 2001 McGraw-Hill. All Rights Reserved.
mMXn:
Grade 4 - Comprehensive Curriculum
'mi,
ft
Name;
G' ' T ^ T ^ T ~ T T ' T ' T ~ r ' r T T ~ r " l ^ T ' T ' ? ^
Recognizing Details: Blind Bats Directions: R e a d a b o u t b a t s . T h e n a n s w e r t h e q u e s t i o n s . B a t s s l e e p all d a y b e c a u s e t h e y c a n n o t s e e w e l l in t h e b r i g h t sunlight. T h e y h a n g u p s i d e d o w n in d a r k p l a c e s such a s barns, c a v e s o rh o l l o w trees. As s o o n a s darkness b e g i n s t o t a l i , b a t s w o k e u p . T h e y fly a r o u n d e a s i l y a n d q u i c k l y a t n i g h t . Bats m a k e sounds t h a t h e l p t h e m fly,since t h e y c a n n o t see well. P e o p l e c a n n o t h e a r t h e s e s o u n d s . W h e n b a t s m a k e s o u n d s , t h e s o u n d s hit o b j e c t s in front o f t h e m a n d b o u n c e b o c k a t t h e m , B a t s c a n t e l l If s o m e t h i n g is i n t h e i r w a y b e c a u s e t h e r e is a n e c h o , S o m e p e o p l e s o y t h i s is l i k e o r a d a r s y s t e m ! T h e r e a r e m a n y d i f f e r e n t k i n d s o f b a t s . S o m e b e t s fly a l l n i g h t , w h i l e o t h e r s f l y o n l y i n t h e e v e n i n g or t h e early m o r n i n g . M o s t b a t s e a t m o s q u i t o e s a n d m o t h s , b u t t h e r e a r e s o m e b a t s t h a t will c a t c h fish s w i m m i n g i n w a t e r a n d e a t t h e m . Still o t h e r k i n d s o f b a t s e a t b i r d s o r m i c e . B a t s t h a t l i v e in v e r y h o t a r e a s e a t o n l y s o m e p a r t s o f f l o w e r s , Bafs f h a t live in c o l d a r e a s o f t h e c o u n t r y s o m e t i m e s s l e e p all winter. T h a t m e a n s t h e y h i b e r n a t e . O t h e r b a t s t h a t l i v e I n c o l d a r e a s fly t o w a r m e r p l a c e s for t h e w i n t e r . W e c o i l this m i g r a t i o n . 1. W h o c a n n o t h e a r t h e s o u n d s b a t s m a k e ? 2. W h y d o b a t s s l e e p all d a y ? 3. W h e n d o b a t s e a t ? 4. W h e r e d o b a t s t h a t e a t o n l y parts o f flowers live? 5. W h y d o b a t s m a k e s o u n d s ? 6. W h a t d o e s hibernate m e a n ? 7. W h a t Is t h e m a i n I d e a o f t h i s s e l e c t i o n ?
8. D o y o u t h i n k a b a t w o u l d m o k e a g o o d p e t ? W h y o r w h y n o t ?
Grade 4 - Comprehensive Curriculum
© 2001 McGraw-Hill. All Rights Reserved,
J
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Multiplication Challenge
Name
Solve the following problems. 63
X
51 =
6.
726
X
45 =
2. 43
X
82 =
7. 453
X
34 =
3. 12
X
43 =
8.
123
X
44 =
1.
240
X
67 =
9. 22
5. 382
X
18 =
10. 423
4.
47
11. X
28
632
16. X
12.
84
X
17. X
67 66
194 42
3 8 .
X
X
715 =
X
X
56 53
14.
84 267
19.
50 =
285 X
64
492 X
46
X
549 52
X
18 105
15.
20.
Demonstrate multiplication with various numbers up to a three-digit number multiplied by a two-digit number
What Kind of House ' ei^hs the least?
Name
Solve each division problem. Then write the letter on the line for each answer. The letters will spell out the answer to the riddle.
1
8 ~ 8=
2
48 25
3
9
4
12
5
27
6
24
7
49 8
0
9
56
0
16
A E 6 H I I 0 S
T E
Demonstrate division facts (through divisors of nine)
60
E M C 3 0 1 7 • B a s i c M a t h S k i l l s , G r a d e 4 • ©2003 b y E v a n - M o o r
Core
imn
iiiiilHIII
IIHIIII
Math Test
illil
mil
Name
Fill in the circle next to the correct answer. 1., A n i n f i n i t e s e t o f p o i n t s f o r m i n g a s t r a i g h t l i n e t h a t e x t e n d s in t w o d i r e c t i o n s Is a(an) . ® line ® line s e g m e n t
© ray ® angle
2. A p a r t o f a l i n e t h a t h a s o n e e n d p o i n t a n d e x t e n d s in o n e d i r e c t i o n is a ( a n ) . ® line ® line s e g m e n t
© ray ® angle
3. A p a r t of a l i n e t h a t h a s t w o e n d p o i n t s is a{an) . ® line ® line s e g m e n t
® line ® line s e g m e n t
© ray ® angle
® line ® line s e g m e n t
© ray ® angle
8.
•
9. W h a t Is o n e w a y t h a t a l i n e is t h e s a m e as a ray?
© ray ® angle
4. T w o r a y s t h a t s h a r e a c o m m o n e n d p o i n t form a(an) . ® line ® line s e g m e n t
© ray ® angle
F o r N u m b e r s 1 t h r o u g h 8, n a m e t h e figure.
10. W h a t is o n e d i f f e r e n c e b e t w e e n a l i n e a n d a line s e g m e n t ?
5. ® line ® line s e g m e n t
© ray ® angle
6.
Grade
daunt debtor decent declare decline deflate dehydrate delegate deliberate demonstrate devour dialogue diameter decathlon disappoint
Vocabulary: Prefixes A prefix is a s y l l a b l e a t t h e b e g i n n i n g o f a w o r d t h a t c h a n g e s its m e a n i n g . Directions: A d d a p r e f i x t o t h e b e g i n n i n g o f e a c h w o r d in t h e b o x t o m a k e o w o r d w i t h t h e m e a n i n g g i v e n i n e a c h s e n t e n c e b e l o w . T h e first o n e is d o n e t o r y o u . PREFIX
MEANING t w o or t w i c e to make within wrong n o t or w i t h o u t before again not
grown
write
information
large
cycle
usual
school
sense
1. J i m m y ' s t o o t h u r t b e c a u s e his t o e n a i l w a s ( g r o w i n g w i t h i n ) . _!J13C0Wn
.
2 . If y o u w a n t t o s e e w h a t is i n t h e b a c k g r o u n d , y o u w i l l h a v e t o ( m o k e b i g g e r ) t h e photograph 3 . I d i d n ' t d o a v e r y g o o d j o b o n m y h o m e w o r k , s o I w i l l h o v e t o ( w r i t e it a g a i n ) It
;
4. The n e w s p a p e r article a b o u t t h e e v e n t has s o m e ( w r o n g tacts) 5. I h o p e 1 g e t a ( v e h i c l e w i t h t w o w h e e l s ) tor m y b i r t h d a y . 6. T h e s t o r y h e t o l d w a s c o m p l e t e ( w o r d s w i t h o u t m e a n i n g ) ! 7. D i d y o u g o t o ( s c h o o l t h a t c o m e s b e f o r e k i n d e r g a r t e n ) b e f o r e y o u w e n t t o kindergarten? 8. T h e a b i l i t y t o r e a d w o r d s u p s i d e d o w n is m o s t ( n o t u s u a l )
Grade 4 - Comprehensive Curriculum
© 2001 McGraw-Hill. All Rights Reserved.
Name:
Vocabulary: Prefixes Directions: C i r c l e t h e c o r r e c t w o r d f o r e a c h s e n t e n c e . Y o u will n e e d t o y o u c o m p l e t e this p a g e . reset
t h e directions before
reread
repair
2. S i n c e s h e is a l l e r g i c t o m i l k p r o d u c t s s h e h a s t o use
products,
nondairy
nonsense
nonmetcllic
c o s t u m e h e s e l e c t e d tor t h e H a l l o w e e n porty.
3. T h a t c e r t a i n l y w a s a n untied
unusual
t h e oven before baking t h e brownies.
' 4. T h e d i r e c t i o n s o n t h e b o x s a i d t o preheat
5, " I ' m s o r r y It I
unable
preschool
prevent
•
y o u as t o t h e c o s t o f t h e trip," e x p l a i n e d t h e t r a v e l a g e n t . misdialed
misread
6. Y o u m a y u s e t h e o v e r h e a d p r o j e c t o r t o c l a s s c a n s e e It. enlarge
© 2001 McGraw-Hill. Ail Rights Reserved.
enable
misinformed
:
t h e p i c t u r e so t h e w h o l e endanger
Grade 4 - Comprehensive Curriculum
Vocabulary: Suffixes A suffix is Q s y l l a b l e o t t h e e n d o f o w o r d t h a t c h a n g e s its m e a n i n g . I n m o s t c o s e s , w h e n a d d i n g a suffix t h a t b e g i n s w i t h a v o w e l , d r o p t h e f i n a l e o f t h e r o o t w o r d . F o r e x a m p l e , fame b e c o m e s famous. A l s o , c h a n g e a final y i n t h e r o o t w o r d t o i b e f o r e a d d i n g a n y s u f f i x e x c e p t Ing. F o r e x a m p l e , silly b e c o m e s silliness. DIrecfions: A d d o s u f f i x t o t h e e n d o t e a c h w o r d i n t h e b o x t o m o k e a w o r d w i t h t h e m e a n i n g g i v e n ( i n p a r e n t h e s e s ) I n e a c h s e n t e n c e b e l o w . T h e first o n e is d o n e t o r y o u . SUFFIX
MEANING
ful ity ive less able ness ment or word
full o t quality or d e g r e e h a v e or t e n d t o b e without or lacking able to b e state o t act of person that does something in t h e d i r e c t i o n o f
effect
like
thought
p a y beauty
1. M i k e w a s ( f u l l o f t h a n k s ) f o r a h o t m e a l
thank
back
a c t happy
thonkfu
2. I w a s ( w i t h o u t t h i n k i n g ) t o r f o r g e t t i n g y o u r b i r t h d a y . 3. T h e m o u s e t r a p w e p u t o u t d o e s n ' t s e e m t o b e ( h o v e o n e f f e c t ) . 4. I n s p r i n g , t h e f l o w e r g a r d e n is ( f u l l o f b e a u t y )
!
5. S o l l y is s u c h a ( a b l e t o b e l i k e d ) g i r l ! 6. T i m t e l l o v e r ( I n t h e d i r e c t i o n o t t h e b o c k ) b e c a u s e h e w a s n ' t w a t c h i n g w h e r e h e was going 7. Jill's w e d d i n g d a y w a s o n e o t g r e a t ( t h e s t a t e o t b e i n g h a p p y ) 8. T h e ( p e r s o n w h o p e r f o r m s ) w a s v e r y g o o d I n t h e p l a y . 9. I h a v e t o m a k e a ( a c t o f p a y i n g ) f o r t h e s t e r e o I b o u g h t .
Grade 4 - Comprehensive Curriculum
© 2001 McGraw-Hill. All Rights Reserved-
Vocabulary: Suffixes Directions: R e a d t h e s t o r y , C h o o s e t h e c o r r e c t w o r d f r o m t h e b o x t o c o m p l e t e the sentences. beautiful breakable careless basement
colorful coretul director forward
payment backward agreement firmness
C o l l e e n a n d MarJ c a r r i e d t h e b o x e s d o w n t o t h e
apartment. "Be
w i t h t h o s e , " c a u t i o n e d C o l l e e n ' s m o t h e r . " A l l t h e t h i n g s in t h a t b o x are
" A s s o o n a s t h e t w o girls h e l p e d c a r r y a l l t h e b o x e s f r o m t h e
m o v i n g v a n d o w n t h e stairs,they w o u l d b e a b l e t o g o t o s c h o o l tor t h e p l o y was the
tryouts.That
m a d e w i t h Colleen's m o t h e r earlier t h a t day,
"It w o n ' t d o a n y g o o d t o g e t
w i t h y o u r w o r k . Just k e e p a t it
a n d t h e j o b will b e d o n e quickly," s h e s p o k e w i t h a "It's h a r d t o s e e w h e r e I ' m g o i n g w h e n I h a v e t o w a l k
in her voice. " groaned
M a r j . " C a n w e switch places with the next b o x ? " C o l l e e n a g r e e d t o s w i t c h p l a c e s , b u t t h e y s o o n d i s c o v e r e d t h a t t h e last t w o b o x e s w e r e l i g h t w e i g h t . E a c h girl h a d h e r o w n b o x t o c a r r y , so e a c h o f t h e m g o t t o w a l k l o o k i n g " T h e s e a r e s o l i g h t , " r e m a r k e d M a r j . " W h a t ' s in t h e m ? " "These have the
;
hats Iw a s telling y o u
a b o u t . W e c a n t a k e t h e m t o t h e p l a y t r y o u t s w i t h us," a n s w e r e d C o l l e e n . " ! b e t w e ' l l i m p r e s s the
E v e n If w e d o n ' t g e t p a r t s in t h e p l a y , I b e t o u r h a t s w i l l ! " C o l l e e n ' s m o t h e r h a n d e d e a c h o f t h e girls a 5 - d o l l a r b i l l . " ! r e a l l y a p p r e c i a t e y o u r h e l p . •
Will this b e e n o u g h ? " " T h a n k s , M o m . Y o u b e t ! " C o l l e e n s h o u t e d a s t h e girls r a n d o w n t h e s i d e w a l k .
© 2001 McGraw-Hill. All Rights Reserved,
raSTOH
!
Grade 4 - Comprehensive Curriculum
Reading Skills: Context Clues
W h e n y o u r e a d , y o u m a y c o n f u s e w o r d s t h a t l o o k alike, Y o u c o n tell w h e n y o u r e a d a w o r d i n c o r r e c t l y b e c a u s e It d o e s n ' t m a k e s e n s e . Y o u c a n t e l l f r o m t h e context ( t h e o t h e r w o r d s in t h e s e n t e n c e or t h e s e n t e n c e s b e f o r e o r a f t e r ) w h a t t h e w o r d s h o u l d b e . T h e s e context clues c a n h e l p y o u figure o u t t h e m e a n i n g o f a w o r d b y r e l a t i n g it t o o t h e r w o r d s in t h e s e n t e n c e . Directions; C i r c l e t h e c o r r e c t w o r d f o r e a c h s e n t e n c e b e l o w . U s e t h e c o n t e x t t o h e l p y o u . 1. W e k n e w w e w e r e in t r o u b l e a s s o o n a s w e h e a r d t h e c r a s h . The baseball h a d g o n e (through, thought) the picture window! 2. S h e w a s n o t a b l e t o a n s w e r m y q u e s t i o n b e c a u s e h e r ( m o n t h , m o u t h ) w a s tull o f p i z z a . 3. A s i a is t h e l a r g e s t c o n t i n e n t i n t h e ( w o r l d , w o r d ) .
'
;
4. I ' m n o t s u r e I h e a r d t h e t e a c h e r c o r r e c t l y . D i d h e s a y w h a t I ( t h r o u g h , t h o u g h t ) h e s a i d ? 5. I w a s n o t w i t h t h e m o n v o c a t i o n s o 1 d o n ' t k n o w a ( t h i n k , t h i n g ) a b o u t w h a t h a p p e n e d . 6. M y f a v o r i t e ( m o n t h , m o u t h ) o t t h e y e a r is J u l y b e c a u s e I l o v e f i r e w o r k s a n d p a r a d e s ! 7. Y o u w i l l d o b e t t e r o n y o u r b o o k r e p o r t if y o u ( t h i n k , t h i n g ) a b o u t w h a t y o u a r e g o i n g t o say.
© 2001 McGraw-Hill. All Rights Reserved.
:
-O^fe,
,
Grade 4 - Comprehensive Curriculum
Reading Skills: Context Clues Directions: U s e c o n t e x t c l u e s t o h e l p y o u c h o o s e t h e c o r r e c t w o r d f o r e o c h sentence below. designs
studying
collection
O u r f o u r t h - g r a d e c l a s s will b e
castles tor t h e next tour w e e k s .
Mrs. O s w a l t will b e h e l p i n g w i t h o u r study. S h e p l a n s t o s h a r e h e r o t c a s t i e m o d e l s w i t h t h e class, W e a r e all l o o k i n g f o r w a r d t o o u r m o r n i n g in t h e s a n d a t t h e s c h o o l ' s v o l l e y b a l l c o u r t . W e all g e t t o try o u r o w n
to see
h o w they work, breath
Michelle was very
excited
quietly
t h e other d a y w h e n she c a m e into t h e classroom.
W e all n o t i c e d t h a t s h e h a d t r o u b l e sitting
i n h e r s e a t u n t i l it w a s
h e r t u r n t o s h a r e w i t h us. W h e n h e r t u r n t t n a l l y c a m e , s h e t o o k a d e e p a n d t o l d us t h a t h e r m o m w a s g o i n g t o h a v e a b a b y ! responsibility
chooses
Each week, our teacher ot t h e J o b S q u a d . S o m e helpers h a v e t h e E v e r y o n e ' s f a v o r i t e j o b Is w h e n t h e y g e t t o t a k e another teacher's room.
© 2001 McGraw-Hill. All Rights Reserved.
messages
classroom helpers. They g e t t o b e part of w a t e r i n g t h e plants. t o t h e office or t o -
Grade 4 - Comprehensive Curriculum
Reading Skills: Context Clues Directions: R e a d t h e s t o r y . M a t c h e a c h b o l d w o r d w i t h its d e f i n i t i o n b e l o w . : W h e r e t h e northern shores of North A m e r i c a m e e t t h e Arctic O c e a n , t h e winters a r e v e r y l o n g a n d c o l d . N o p l a n t s o r c r o p s w i l l g r o w t h e r e . This Is t h e l a n d o f t h e Eskimo. E s k i m o s h a v e figured o u t w a y s t o l i v e In t h e s n o w a n d I c e . T h e y s o m e t i m e s l i v e i n igloos, w h i c h a r e m a d e o t s n o w , It is r e a l l y v e r y c o m f o r t a b l e i n s i d e ! A n o i l l a m p p r o v i d e s l i g h t a n d warmth. O f t e n , y o u w i l l find a b i g , f u r r y husky s l e e p i n g in t h e l o n g t u n n e l t h a t l e a d s t o t h e i g l o o . Huskies a r e v e r y i m p o r t a n t t o Eskimos b e c a u s e t h e y pull their sleds a n d h e l p w i t h h u n t i n g . E s k i m o s o r e e x c e l l e n t h u n t e r s . M a n y , m a n y y e a r s a g o t h e y l e a r n e d t o m o k e harpoons a n d spears t o help t h e m hunt their f o o d . E s k i m o s g e t m u c h o f t h e i r f o o d f r o m t h e s e a , e s p e c i a l l y fish, seals a n d w h a l e s . O f t e n , a n E s k i m o w i l l g o o u t i n a kayak t o fish. O n l y o n e E s k i m o tits i n s i d e , a n d h e d r i v e s It w i t h a p a d d l e . T h e w a v e s m a y t u r n t h e k a y a k u p s i d e d o w n , b u t t h e E s k i m o d o e s n o t fall o u t . H e is s o skillful w i t h a p a d d l e t h a t h e q u i c k l y is r i g h t s i d e u p a g a i n . A
is a l a r g e , s t r o n g d o g .
An
Is a m e m b e r o f t h e r a c e o t p e o p l e w h o l i v e o n t h e A r c t i c
coasts ot North A m e r i c a a n d inparts ot G r e e n l a n d , o r e houses m o d e of p a c k e d snow, A
is a o n e - p e r s o n c a n o e m o d e o f a n i m a l s k i n s .
Grade 4 - Comprehensive Curriculum
MM
© 2001 McGraw-Hill. All Rights Reserved-
Reading Skills: Context Clues Directions: In e a c h s e n t e n c e b e l o w , c i r c l e t h e c o r r e c t m e a n i n g f o r t h e n o n s e n s e w o r d . 1. B e c a r e f u l w h e n y o u p u t t h a t p l a t e b a c k o n t h e s h e l f — i t is quibbable. flexible
colorful
breakable
2. W h a t Is y o u r f a v o r i t e k i n d o f tonn, p e a r s o r b a n a n a s ? fruit
salad
purple
3. T h e dlnioy o u t s i d e t h i s m o r n i n g w a s v e r y c h i l l y ; I n e e d e d m y s w e a t e r . tree
vegetable
temperature
4 . T h e w h o l e c l a s s e n j o y e d t h e weat. T h e y w a n t e d t o s e e it a g a i n n e x t F r i d a y , colorful
© 2001
McGraw-Hill. All Rights Reserved.
plant
video
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Grade 4 - Comprehensive Curriculum
Reading Skills: Main Idea In Paragraphs Directions: R e a d e a c h p a r a g r a p h b e l o w . T h e n c i r c i e t h e s e n t e n c e t h a t tells t h e m a i n i d e a . It l o o k e d a s if o u r c l a s s f i e l d d a y w o u l d h a v e t o b e c a n c e l l e d d u e t o t h e w e a t h e r . W e t r i e d n o t t o s h o w o u r d i s a p p o i n t m e n t , b u t M r . W a d e k n e w t h a t it w a s h a r d t o k e e p o u r m i n d s o n t h e m a t h lesson. W e n o t i c e d t h a t e v e n h e h a d b e e n s n e a k i n g g l a n c e s o u t t h e w i n d o w . All m o r n i n g t h e classroom h o d b e e n buzzing with plans, E a c h t e a m m e tt o p l a n t e a m s t r a t e g i e s t o r w i n n i n g t h e e v e n t s . T h e n , it h a p p e n e d ! C l o u d s b e g a n t o c o v e r t h e s k y , a n d soon t h e t h u n d e r a n d lightning c o n f i r m e d w h a t w e w e r e afraid ot—field d a y w a s c a n c e l l e d . M r . W a d e e x p l a i n e d t h a t w e c o u l d still k e e p o u r s a m e t e a m s . W e c o u l d p u t a l l o f o u r plans into m o t i o n , b u t w e w o u l d h a v e t o g e t busy a n d c o m e u p with s o m e inside g a m e s a n d c o m p e t i t i o n s . I guess t h e d a y w o u l d n o t b e a t o t a l disaster! :: o. M a n y s t o r m s o c c u r i n t h e l a t e a f t e r n o o n .
\
b. O u r class f i e l d d a y h o d t o b e c a n c e l i e d d u e t o t h e w e a t h e r .
;
c . E a c h t e a m c a m e u p w i t h Its o w n s t r a t e g i e s .
;
i : •
Allison a n d E m m a h a d t o w o r k quietly a n d quickly t o g e t M o m ' s birthday c a k e baked before she g o t h o m e from w o r k . E a c h o f t h e girls h a d c e r t a i n j o b s t o d o — A l l i s o n s e t the o v e n temperature a n dg o tt h ecoke pons prepared, w h i l e E m m a g o t o u t all t h e ingredients, A s t h e y stirred a n d m i x e d , t h e t w o girls t a l k e d a b o u t t h e s u r p r i s e p a r t y D a d h o d p l a n n e d for M o m . Even D a ddidn't k n o w that t h e girls w e r e b a k i n g t h i s s p e c i a l c a k e , T h e c a k e w a s delicious, "It s h o w s y o u w h a t t e a m w o r k c a n d o ! " sold t h e girls i n u n i s o n . a . D a d w o r k e d w i t h t h e girls t o b a k e t h e c a k e . b . M o m ' s f a v o r i t e f r o s t i n g is c h o c o l a t e c r e a m . c. Allison a n d E m m a b a k e d a birthday c a k e f o r M o m .
Grade 4 - Comprehensive Curriculum
© 2001 McGraw-Hill. All Rights Reserved.
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mi t^j m m m m m m - ^
Main Idea: Busy Beavers Directions: R e a d a b o u t b u s y b e a v e r s , T h e n a n s w e r t h e q u e s t i o n s . H a s a n y o n e e v e r t o l d y o u t h a t y o u a r e a s b u s y a s a b e a v e r ? If t h e y h a v e , t h e n t h e y m e a n t h a t y o u a r e v e r y busy. B e a v e r s s w i m easily in s t r e a m s , p i c k i n g u p r o c k s a n d sticks t o build their d a m s . T h e y g n a w a t trees with their b i g front t e e t h t o c u t t h e m d o w n . Then t h e y use parts o f t h e trees t o build their houses. Beavers a r e clever builders. T h e y k n o w e x a c t l y w h a t t h e y n e e d t o build their b e a v e r dams. They use m u d f r o m t h e s t r e a m t o m a k e their d a m s stay together. They use their toils t o p a t d o w n t h e m u d . Beavers p u t a s n u g r o o m a t t h e t o p o t their d a m s tor their babies, They store their f o o d underwater. Beavers e a t t h e bark from t h e trees t h a t t h e y c u t d o w n ! 1. W h a t Is t h e m a i n i d e a o f t h e first p a r a g r a p h ?
2, W h a t is t h e m a i n i d e a o t t h e s e c o n d p a r a g r a p h ?
3 . W h a t is t h e m a i n i d e a o f t h e t h i r d p a r a g r a p h ?
4. W h a t d o b e a v e r s u s e f o r t h e i r d a m s ? 5. W h a t p a r t s o t t h e i r b o d i e s d o b e a v e r s u s e t o b u i l d t h e i r h o m e s ?
© 2001 McGraw-Hill. All Rights Reserved.
71
Grade 4 - Comprehensive Curriculum
Main Idea: Bats Directions: R e a d a b o u t b a t s . T h e n a n s w e r t h e q u e s t i o n s . B a t s a r e u n u s u a l o n i m o l s . E v e n t h o u g h t h e y fly, t h e y a r e n o t b i r d s . A b a t ' s b o d y is c o v e r e d w i t h fur. Its w i n g s a r e m a d e o t s k i n . B a t s d o n o t h a v e a n y f e a t h e r s . . B a t s a r e t h e o n i y m a m m a l s t h a t fly. A m a m m a l is a n a n i m a l t h a t h a s h a i r a n d f e e d s its b a b i e s w i t h its o w n m i l k . H u m a n s a r e m a m m a l s , t o o . M o t h e r b a t s h o v e o n e o r t w o b a b i e s e a c h s p r i n g . B a b y b a t s h a n g o n t o t h e i r m o t h e r s u n t i l t h e y l e a r n t o fly b y t h e m s e l v e s . Bats c o n b e m a n y different colors. Most a r e b r o w n , but s o m e ore black, o r a n g e , gray or e v e n green. E v e n t h o u g h m a n y p e o p l e d o n o t like b a t s , b a t s d o n ' t u s u a l l y b o t h e r p e o p l e . O n l y v a m p i r e b a t s , w h i c h l i v e I n h o t j u n g l e s , a r e v e r y d a n g e r o u s . B a t s in t h e U n i t e d S t a t e s h e l p p e o p l e . Every y e a r t h e y e a t billions a n d billions o t h a r m f u l insects! S o m e b a t s also e a t fruit or p o l l e n f r o m flowers.
2. W h a t c o v e r s a b a t ' s b o d y ? 3. H o w d o b a t s in t h e U n i t e d S t a t e s h e l p p e o p l e ?
Directions: R e a d t h e c l u e s , F i n d t h e a n s w e r s in t h e s t o r y . Across: 2. V a m p i r e b a t s l i v e in h o t . 4. W h a t d o b a t s e a t ? 5. M o s t b a t s a r e w h a t color? Down: 1. B a t s a r e n o t . 3. W h a t a r e b a t s ' w i n g s m a d e of?
Grade 4 - Comprehensive Curriculum
©2001 McGraw-Hill. All Rights Reserved.
'«
Recognizing Details T h e W i n i d e a o f a p a r a g r a p h o r s t o r y is s u p p o r t e d b y details. D e t a i l s t e l ! t h e w h o , w h a t , w h e n , w h e r e , w h y a n d h o w o t a story or report. Recognizing details c a n h e l p y o u r e m e m b e r what you have read. Directions: R e r e a d " S n o w F u n . " T h e n w r i t e t w o d e t a i l s e n t e n c e s t h a t s u p p o r t t h e m a i n i d e a .
Directions: R e r e a d t h e a r t i c l e o n b e a v e r s . T h e n w r i t e t w o d e t a i l s e n t e n c e s t h a t s u p p o r t t h e main idea.
Directions: R e r e a d t h e a r t i c l e o n b a t s . T h e n w r i t e t w o d e t a i l s e n t e n c e s t h a t s u p p o r t t h e main idea. >
© 2001 McGraw-Hill. All Rights Reserved.
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Grade 4 - Comprehensive Curriculum
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Name;
G' ' T ^ T ^ T ~ T T ' T ' T ~ r ' r T T ~ r " l ^ T ' T ' ? ^
Recognizing Details: Blind Bats Directions: R e a d a b o u t b a t s . T h e n a n s w e r t h e q u e s t i o n s . B a t s s l e e p all d a y b e c a u s e t h e y c a n n o t s e e w e l l in t h e b r i g h t sunlight. T h e y h a n g u p s i d e d o w n in d a r k p l a c e s such a s barns, c a v e s o rh o l l o w trees. As s o o n a s darkness b e g i n s t o t a l i , b a t s w o k e u p . T h e y fly a r o u n d e a s i l y a n d q u i c k l y a t n i g h t . Bats m a k e sounds t h a t h e l p t h e m fly,since t h e y c a n n o t see well. P e o p l e c a n n o t h e a r t h e s e s o u n d s . W h e n b a t s m a k e s o u n d s , t h e s o u n d s hit o b j e c t s in front o f t h e m a n d b o u n c e b o c k a t t h e m , B a t s c a n t e l l If s o m e t h i n g is i n t h e i r w a y b e c a u s e t h e r e is a n e c h o , S o m e p e o p l e s o y t h i s is l i k e o r a d a r s y s t e m ! T h e r e a r e m a n y d i f f e r e n t k i n d s o f b a t s . S o m e b e t s fly a l l n i g h t , w h i l e o t h e r s f l y o n l y i n t h e e v e n i n g or t h e early m o r n i n g . M o s t b a t s e a t m o s q u i t o e s a n d m o t h s , b u t t h e r e a r e s o m e b a t s t h a t will c a t c h fish s w i m m i n g i n w a t e r a n d e a t t h e m . Still o t h e r k i n d s o f b a t s e a t b i r d s o r m i c e . B a t s t h a t l i v e in v e r y h o t a r e a s e a t o n l y s o m e p a r t s o f f l o w e r s , Bafs f h a t live in c o l d a r e a s o f t h e c o u n t r y s o m e t i m e s s l e e p all winter. T h a t m e a n s t h e y h i b e r n a t e . O t h e r b a t s t h a t l i v e I n c o l d a r e a s fly t o w a r m e r p l a c e s for t h e w i n t e r . W e c o i l this m i g r a t i o n . 1. W h o c a n n o t h e a r t h e s o u n d s b a t s m a k e ? 2. W h y d o b a t s s l e e p all d a y ? 3. W h e n d o b a t s e a t ? 4. W h e r e d o b a t s t h a t e a t o n l y parts o f flowers live? 5. W h y d o b a t s m a k e s o u n d s ? 6. W h a t d o e s hibernate m e a n ? 7. W h a t Is t h e m a i n I d e a o f t h i s s e l e c t i o n ?
8. D o y o u t h i n k a b a t w o u l d m o k e a g o o d p e t ? W h y o r w h y n o t ?
Grade 4 - Comprehensive Curriculum
© 2001 McGraw-Hill. All Rights Reserved,
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Multiplication Challenge
Name
Solve the following problems. 63
X
51 =
6.
726
X
45 =
2. 43
X
82 =
7. 453
X
34 =
3. 12
X
43 =
8.
123
X
44 =
1.
240
X
67 =
9. 22
5. 382
X
18 =
10. 423
4.
47
11. X
28
632
16. X
12.
84
X
17. X
67 66
194 42
3 8 .
X
X
715 =
X
X
56 53
14.
84 267
19.
50 =
285 X
64
492 X
46
X
549 52
X
18 105
15.
20.
Demonstrate multiplication with various numbers up to a three-digit number multiplied by a two-digit number
What Kind of House ' ei^hs the least?
Name
Solve each division problem. Then write the letter on the line for each answer. The letters will spell out the answer to the riddle.
1
8 ~ 8=
2
48 25
3
9
4
12
5
27
6
24
7
49 8
0
9
56
0
16
A E 6 H I I 0 S
T E
Demonstrate division facts (through divisors of nine)
60
E M C 3 0 1 7 • B a s i c M a t h S k i l l s , G r a d e 4 • ©2003 b y E v a n - M o o r
Core
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IIHIIII
Math Test
illil
mil
Name
Fill in the circle next to the correct answer. 1., A n i n f i n i t e s e t o f p o i n t s f o r m i n g a s t r a i g h t l i n e t h a t e x t e n d s in t w o d i r e c t i o n s Is a(an) . ® line ® line s e g m e n t
© ray ® angle
2. A p a r t o f a l i n e t h a t h a s o n e e n d p o i n t a n d e x t e n d s in o n e d i r e c t i o n is a ( a n ) . ® line ® line s e g m e n t
© ray ® angle
3. A p a r t of a l i n e t h a t h a s t w o e n d p o i n t s is a{an) . ® line ® line s e g m e n t
® line ® line s e g m e n t
© ray ® angle
® line ® line s e g m e n t
© ray ® angle
8.
•
9. W h a t Is o n e w a y t h a t a l i n e is t h e s a m e as a ray?
© ray ® angle
4. T w o r a y s t h a t s h a r e a c o m m o n e n d p o i n t form a(an) . ® line ® line s e g m e n t
© ray ® angle
F o r N u m b e r s 1 t h r o u g h 8, n a m e t h e figure.
10. W h a t is o n e d i f f e r e n c e b e t w e e n a l i n e a n d a line s e g m e n t ?
5. ® line ® line s e g m e n t
© ray ® angle
6.
