Math on the Moon CTDR
MATH ON THE MOON CHAPTERS 1 & 2 Vocabulary • Use context clues to determine word meaning: What does the word orbit mean in this book? Let’s look for a clue to the meaning of this word on page 4. (revolves around)
Find It! Level 1 Comprehension • Identify facts and details: How many miles away from Earth is the Moon? (more than 238,000, p. 4) • Identify facts and details: After the Moon, what is the next closest object to Earth? (Venus, p. 5)
LEVEL 30/N
Look Closer! Level 2 Comprehension Earth
Moon Both
planet
• Compare and contrast: How are the Moon and Earth different? How are they the same? Use a Venn diagram for help in answering this question. (The Moon is smaller than Earth; the Earth is a planet; they are both circular. p. 6)
smaller circular
Prove It! Level 3 Comprehension • Identify main idea: What is the main idea of Chapter 1? (Answer: People have always wanted to learn about the Moon, and with the advancement of technology, the Moon is no longer a mystery. Clues/Evidence: Scientists launched rockets in the mid-1900s and astronauts have walked on the Moon, so a lot of information about the Moon is now available.) • Identify main idea: What is Chapter 2 mostly about? (Answer: what the Moon looks like from Earth, and how it acts; Clues/Evidence: As the Moon orbits around Earth, we view its different phases; the Moon orbits Earth every 27 1/3 days.)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why did the author include the Circle Math activity on page 7? (to help readers better understand the value of pi.) • Analyze text structure and organization: The author uses a descriptive text structure to help the reader understand what the Moon looks like and how it behaves. Give an example of one of the author’s descriptions of the Moon. (At times the Moon is a big, bright circle. p. 9)
CHAPTER 3 Vocabulary • Use context clues to determine word meaning: What does the word unmanned mean in this book? Let’s look for clues to the meaning of this word on pages 10 and 11. (launched; probes; intended to land on the Moon; later carried three men)
Find It! Level 1 Comprehension collected Moon rocks M
What Aldrin and Armstrong did on the Moon
M
put up an American flag
M
set up scientific experiments
• Identify facts and details: When did the Soviet Union launch a series of unmanned probes? (1950s, p. 10) • Identify facts and details: What did Buzz Aldrin and Neil Armstrong do during their time on the Moon? Use a semantic web for help in answering this question. (collected Moon rocks, set up scientific experiments, put up an American flag, p. 13)
Look Closer! Level 2 Comprehension • Identify cause and effect: What was the purpose of the Apollo missions? (explore and learn more about the Moon; do scientific experiments, pp. 14–15) • Identify cause and effect: Why did the Apollo 13 mission end abruptly? (An oxygen tank ruptured. p. 14)
Prove It! Level 3 Comprehension • Draw conclusions: In what way was Armstrong’s step on the Moon a “giant leap for mankind”? (Answer: It was the first time a human being walked on the Moon. Clues/Evidence: Earlier a probe had made it to the Moon; later Luna missions sent back photos and samples; this was the first time a person was on the Moon; it was a big breakthrough in space exploration. pp. 10–13) • Identify main idea: What is the main idea of Chapter 3? (Answer: Missions to the Moon, such as Apollo 11, enable scientists to study the Moon and share what they learn with the rest of the world. Clues/Evidence: Moon exploration began in the 1950s, with unmanned probes by the Soviet Union, and extended into the 1970s by the U.S. Apollo missions; 60 scientific experiments were performed on the Moon’s surface, and 30,000 photos were taken to provide important information about the Moon and the solar system.)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why did the author include the chart of highlights on page 14? (Answer: to show a brief description of each Apollo mission from October 1968 to December 1972 in a chronological and easy-to-read format) • Evaluate author’s purpose: Why was Chapter 3 called “Moon Mission”? (It tells about the steps that led to the first manned landing on the Moon.)
CHAPTER 4 Vocabulary • Use context clues to determine word meaning: What does the word atmosphere mean in this book? Let’s find clues for the meaning of this word on page 16. (gases that surround some planets)
Find It! Level 1 Comprehension • Identify facts and details: The force that pulls one object toward another object is called… (gravity, p. 19)
Look Closer! Level 2 Comprehension • Identify cause and effect: Why do you need an oxygen tank to visit the Moon? (There is no oxygen on the Moon. p. 16) • Identify cause and effect: Why might you still see Neil Armstrong’s footprints if you were to visit the Moon? Use a cause-and-effect chart for help in answering this question. (He left his footprints there, and since there is no wind or water to blow or wash them away, they may still be there. p. 18)
CAUSE:
CAUSE:
No wind
No water
M
Prove It! Level 3 Comprehension • Make inferences: How do you think meteorites made craters on the Moon? (Answer: Meteorites crashed into the Moon; Clues/Evidence: Meteorites are chunks of rock traveling through space; one that hit the Moon could make a crater. p. 20) • Identify main idea: What is the main idea of Chapter 4? (Answer: what it’s like to be an astronaut walking on the Moon; Clues/Evidence: As you walk you feel lighter, and can jump higher and throw farther.)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why does the author write this chapter in a way that has you imagining that you are the one traveling to the Moon? (to make it more interesting; to put the reader in an astronaut’s shoes) • Analyze text structure and organization: In this chapter the author uses a descriptive text structure. What are some of the descriptive words and phrases she uses to help the reader understand how the Moon looks and feels? (powdery, grayish Moon dust; footprints from many years ago; no wind or water; feel light; jump higher; throw farther) • Evaluate author’s purpose: Why do you think the author called this last chapter “Blast Off”? (because it describes what the astronauts had to do to get to the Moon)
M EFFECT:
Neil Armstrong’s footprints may still be on the Moon.
TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Prove It! Level 3 Comprehension
You’ll have to be a detective. You won’t find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did she/he write the book?”
Navigators Grade 3 Set A Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
Find It! Level 1 Comprehension • Identify facts and details: How many miles away from Earth is the Moon? (more than 238,000, p. 4) • Identify facts and details: After the Moon, what is the next closest object to Earth? (Venus, p. 5)
LEVEL 30/N
Look Closer! Level 2 Comprehension Earth
Moon Both
planet
• Compare and contrast: How are the Moon and Earth different? How are they the same? Use a Venn diagram for help in answering this question. (The Moon is smaller than Earth; the Earth is a planet; they are both circular. p. 6)
smaller circular
Prove It! Level 3 Comprehension • Identify main idea: What is the main idea of Chapter 1? (Answer: People have always wanted to learn about the Moon, and with the advancement of technology, the Moon is no longer a mystery. Clues/Evidence: Scientists launched rockets in the mid-1900s and astronauts have walked on the Moon, so a lot of information about the Moon is now available.) • Identify main idea: What is Chapter 2 mostly about? (Answer: what the Moon looks like from Earth, and how it acts; Clues/Evidence: As the Moon orbits around Earth, we view its different phases; the Moon orbits Earth every 27 1/3 days.)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why did the author include the Circle Math activity on page 7? (to help readers better understand the value of pi.) • Analyze text structure and organization: The author uses a descriptive text structure to help the reader understand what the Moon looks like and how it behaves. Give an example of one of the author’s descriptions of the Moon. (At times the Moon is a big, bright circle. p. 9)
CHAPTER 3 Vocabulary • Use context clues to determine word meaning: What does the word unmanned mean in this book? Let’s look for clues to the meaning of this word on pages 10 and 11. (launched; probes; intended to land on the Moon; later carried three men)
Find It! Level 1 Comprehension collected Moon rocks M
What Aldrin and Armstrong did on the Moon
M
put up an American flag
M
set up scientific experiments
• Identify facts and details: When did the Soviet Union launch a series of unmanned probes? (1950s, p. 10) • Identify facts and details: What did Buzz Aldrin and Neil Armstrong do during their time on the Moon? Use a semantic web for help in answering this question. (collected Moon rocks, set up scientific experiments, put up an American flag, p. 13)
Look Closer! Level 2 Comprehension • Identify cause and effect: What was the purpose of the Apollo missions? (explore and learn more about the Moon; do scientific experiments, pp. 14–15) • Identify cause and effect: Why did the Apollo 13 mission end abruptly? (An oxygen tank ruptured. p. 14)
Prove It! Level 3 Comprehension • Draw conclusions: In what way was Armstrong’s step on the Moon a “giant leap for mankind”? (Answer: It was the first time a human being walked on the Moon. Clues/Evidence: Earlier a probe had made it to the Moon; later Luna missions sent back photos and samples; this was the first time a person was on the Moon; it was a big breakthrough in space exploration. pp. 10–13) • Identify main idea: What is the main idea of Chapter 3? (Answer: Missions to the Moon, such as Apollo 11, enable scientists to study the Moon and share what they learn with the rest of the world. Clues/Evidence: Moon exploration began in the 1950s, with unmanned probes by the Soviet Union, and extended into the 1970s by the U.S. Apollo missions; 60 scientific experiments were performed on the Moon’s surface, and 30,000 photos were taken to provide important information about the Moon and the solar system.)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why did the author include the chart of highlights on page 14? (Answer: to show a brief description of each Apollo mission from October 1968 to December 1972 in a chronological and easy-to-read format) • Evaluate author’s purpose: Why was Chapter 3 called “Moon Mission”? (It tells about the steps that led to the first manned landing on the Moon.)
CHAPTER 4 Vocabulary • Use context clues to determine word meaning: What does the word atmosphere mean in this book? Let’s find clues for the meaning of this word on page 16. (gases that surround some planets)
Find It! Level 1 Comprehension • Identify facts and details: The force that pulls one object toward another object is called… (gravity, p. 19)
Look Closer! Level 2 Comprehension • Identify cause and effect: Why do you need an oxygen tank to visit the Moon? (There is no oxygen on the Moon. p. 16) • Identify cause and effect: Why might you still see Neil Armstrong’s footprints if you were to visit the Moon? Use a cause-and-effect chart for help in answering this question. (He left his footprints there, and since there is no wind or water to blow or wash them away, they may still be there. p. 18)
CAUSE:
CAUSE:
No wind
No water
M
Prove It! Level 3 Comprehension • Make inferences: How do you think meteorites made craters on the Moon? (Answer: Meteorites crashed into the Moon; Clues/Evidence: Meteorites are chunks of rock traveling through space; one that hit the Moon could make a crater. p. 20) • Identify main idea: What is the main idea of Chapter 4? (Answer: what it’s like to be an astronaut walking on the Moon; Clues/Evidence: As you walk you feel lighter, and can jump higher and throw farther.)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why does the author write this chapter in a way that has you imagining that you are the one traveling to the Moon? (to make it more interesting; to put the reader in an astronaut’s shoes) • Analyze text structure and organization: In this chapter the author uses a descriptive text structure. What are some of the descriptive words and phrases she uses to help the reader understand how the Moon looks and feels? (powdery, grayish Moon dust; footprints from many years ago; no wind or water; feel light; jump higher; throw farther) • Evaluate author’s purpose: Why do you think the author called this last chapter “Blast Off”? (because it describes what the astronauts had to do to get to the Moon)
M EFFECT:
Neil Armstrong’s footprints may still be on the Moon.
TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Prove It! Level 3 Comprehension
You’ll have to be a detective. You won’t find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did she/he write the book?”
Navigators Grade 3 Set A Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
