Your Partner in Common Core Success pennsylvania • Back-to-School 2012 • Grades 1–12

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Table of Contents Mathematics

Grades

Page

Common Core Coach™ new! ............................................... 3–8. . . . . . . . 4 Crosswalk Coach™ for the Common Core State Standards new! ........................... 3–8. . . . . . 12 Buckle Down® to the Common Core State Standards new! ........................... 3–8. . . . . . 14 Common Core Clinics new! .................................................. 1–8. . . . . . 16 Readiness for Common Core new! ....................................... 3–8. . . . . . 18 Strategies for Success: Math Problem Solving new! ......................................... 3–8. . . . . . 20 PSSA Coach™..................................................................... 1–11. . . . . . 22 PSSA Progress Coach™.......................................................... 3–8. . . . . . 23 PSSA Coach Jumpstart™ 2 Practice Test Booklets.................. 3–8. . . . . . 24 PSSA Coach Jumpstart™ Practice Test Booklets............ 3–8 & 11. . . . . . 25 PSSA Workout........................................................................ 3–8. . . . . . 26 PSSA SkillBridge.................................................................... 3–8. . . . . . 27 Ladders to Success®2 on the Pennsylvania Standards .......... 3–8. . . . . . 28 Ladders to Success® on the PSSA......................................... 3–8. . . . . . 29 Pennsylvania ADP End-of-Course Coach,™ Algebra II................HS. . . . . . 30 Ladders to Success® on the PSSA, Algebra..............................HS. . . . . . 31 Ladders to Success® on the PSSA, Geometry...........................HS. . . . . . 31 Streamline to Proficiency: Algebra I & Geometry.......................HS. . . . . . 32 Write Math!...Open-Ended Questions..................................... 3–8. . . . . . 33 Quickstart Math..................................................................... 1–8. . . . . . 33 Number Pals.......................................................................... K–3. . . . . . 33 English Language Arts

Grades

Page

Common Core Coach™ new! ............................................... 3–8. . . . . . 34 Crosswalk Coach™ for the Common Core State Standards new! ........................... 3–8. . . . . . 42 Buckle Down® to the Common Core State Standards new! ........................... 3–8. . . . . . 44 Common Core Clinics new! .................................................. 1–8. . . . . . 46 Readiness for Common Core new! ....................................... 3–8. . . . . . 48 Best Practices in Reading new! ............................................ 1–8. . . . . . 50 PSSA Coach™..................................................................... 1–11. . . . . . 52 PSSA Progress Coach™.......................................................... 3–8. . . . . . 53 PSSA Coach Jumpstart™ 2 Practice Test Booklets.................. 3–8. . . . . . 54 PSSA Coach Jumpstart™ Practice Test Booklets............ 3–8 & 11. . . . . . 55 PSSA Workout........................................................................ 3–8. . . . . . 56 PSSA SkillBridge.....................................................................3-8. . . . . . 57 Ladders to Success®2 on the Pennsylvania Standards........... 3–8. . . . . . 58 Ladders to Success® on the PSSA......................................... 3–8. . . . . . 59 PSSA Coach™, Writing.................................................. 5, 8 & 11. . . . . . 60 Ladders to Success® on the PSSA, Reading.............................HS. . . . . . 61 Ladders to Success® on the PSSA, Writing...............................HS. . . . . . 61 Write It Out…Open-Ended Questions...................................... 3–8. . . . . . 62 Open-Ended Questions Coach™........................................... 3–10. . . . . . 63 Comprehension Strategies Kit.............................................. 1–5+. . . . . . 64 Countdown Coach.................................................................. 3–8. . . . . . 64 Comprehension Matters......................................................... 3–8. . . . . . 65 Reading Options for Achievement........................................... K–8. . . . . . 65

Science

Grades

Page

PSSA Coach™.............................................................. 4, 8 & 11. . . . . . 66 Ladders to Success® on the Pennsylvania Standards............. 3–8. . . . . . 67 Comprehensive Science Assessment.......................................2-8. . . . . . 67

Implement the Standards with Confidence! This comprehensive instructional anchor is the total Common Core package. pp. 4 & 34

Get precisely the tools you need to achieve

Common Core success!

We take pride in arming you and your students for complete CCSS preparedness.

Triumph Learning—publisher of Coach, Buckle Down, and Options—has decades of experience translating the objectives of academic standards into focused lessons that lead to real understanding. We are an endorsing partner of the Common Core State Standards initiative, and dedicated to your successful implementation of the standards.

Target Key CCSS Skills!

Get Prepared! Readiness for Common Core differentiates instruction with digital lessons, both on- and below-level. pp. 18 & 48

Flexible Clinics pinpoint every required standard. pp. 16 & 46

Ensure a Smooth Transition! Depend on Coach and Buckle Down to bridge your curriculum to the CCSS. pp. 12 & 42

ALL-NEW

Literacy Programs!

See insert.

MATHEMATICS

Common Core Coach™ Grades 3 – 8 100% Aligned

STUDENT BOOK

1499

from $

to the Common Core State Standards

It’s all right here— instructional lessons, robust lesson practice, domain reviews, and performance tasks.

NEW SERIES! Common Core Coach has been built from the ground up to mirror the Common Core State Standards. Fully informed and comprehensive, it will serve perfectly as your instructional base. Common Core Coach offers complete instruction in all Common Core State Standards for each grade, 3 through 8, and can comfortably function as your main instructional vehicle throughout the school year.

The total CCSS package. Built from the ground up.

At the same time, Common Core Coach is by design totally flexible, and you may opt instead to use it in partnership with your core text, relying on Common Core Coach to add depth, understanding, and practice at different stages of instruction. In whichever approach suits you, Common Core Coach is ready to help you and your students succeed!

Use this instructional anchor with confidence to launch the Common Core State Standards in your classroom! Common Core Coach delivers: • Exactly the tools you need so that your students can master Common Core concepts and skills and apply them in solving problems • Expert weaving of the Standards for Mathematical Practice throughout the curriculum, ensuring the development of mathematical proficiency in your students The connections between Content Standards and Practice Standards are absolutely essential to support broad mathematical understanding in your students—and they are embedded throughout Common Core Coach.

4

ORDERING INFORMATION Common Core Coach Student Text, Math Grade

Item #

3

TAL-T114NA

4

TAL-T115NA

5

TAL-T116NA

6

TAL-T117NA

7

TAL-T118NA

8

TAL-T119NA

Price*

99 14 21+ copies

$

ea.

11–20.... $17.49 ea. 10..........$19.99 ea.

*Note: Minimum order: 10 copies per title. Price discounts apply only to

multiple copies of the same title and grade, and not to the total number of items ordered.

Phone: 800-338-6519 • Fax: 866-805-5723 • www.triumphlearning.com/PA

Student Texts are organized for maximum clarity and effectiveness. Grade 3

Grade 4

Grade Grade33Head OA Represent and solve problems involving multiplication and division. Understand properties of multiplication and the relationship between multiplication and division. Multiply and divide within 100. Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Five domains have been identified by the CCSS for each grade. Common Core Coach provides a set of lessons for each of these five domains, with each lesson aligning to one or more Common Core State Standards. Together, lessons cover all the domain’s standards.

Grade 5

Domain Progressions are displayed for each domain, giving students a clear visual roadmap of how new content builds upon content from previous grade levels and domains, and connects to future domains. They’ll see just where they are in the continuum.

Domain 2 Number and Operations in Base Ten

Grade Grade55Head OA Write and interpret numerical expressions. Grade Grade44Head NBT Generalize place value understanding for multidigit whole numbers. Use place value understanding and properties of operations to perform multi-digit arithmetic.

Lesson 6

Extending Place Value . . . . . . . . . . . . . . . . . . . . . . . . . 40

Lesson 7

Reading, Writing, and Comparing Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Lesson 8

Rounding Whole Numbers . . . . . . . . . . . . . . . . . . . . . 52

Lesson 9

Adding and Subtracting Whole Numbers . . . . . . 58

Lesson 10

Multiplying Whole Numbers . . . . . . . . . . . . . . . . . 64

Lesson 11

Dividing with One-Digit Divisors . . . . . . . . . . . . . . 72

Domain 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Duplicating any part of this book is prohibited by law.

Understand the place value system. Perform operations with multi-digit whole numbers and with decimals to hundredths.

Duplicating any part of this book is prohibited by law.

Grade Grade55Head NBT

Grade 3 NBT Use place value understanding and properties of operations to perform multi-digit arithmetic.

38

39

Common Core Coach helps you make critical connections—between topics within a single grade level and across two or more grade levels, and between content and practice standards.

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Lessons flow logically, building on prior knowledge from the domain previously covered, or from another earlier domain whose content links to the current domain. Each lesson is between 4 and 8 pages in length. O

N

Connect

LE

SS

1X1

Dividing with One-Digit Divisors

Divide . 492 4 4

Use place value models to help divide greater numbers . Divide 492 4 4 means dividing 492 into 4 groups . UNDERSTAND

1

Concept Lessons begin 1 with an underlying concept Divide the 4 hundreds by 4 . Put 1 hundred in each of the 4 groups . that connects directly to the skill or skills taught in that lesson.

Divide the 4 hundreds by 4 . 1 4 492 24 0

3 2 Divide the 9 tens by 4 . Put 2 tens in each of the 4 groups . Left over: 1 ten .

There is 1 hundred in each group .

ny part of this book is prohibited by law.

Count each group . Each group has 1 hundred, 2 tens, and 3 ones or 123 .

5

ny part of this book is prohibited by law.

4

Left over: 1 ten 5 10 ones Add the 2 ones . 1 ten 1 2 ones 5 12 ones Divide the 12 ones by 4 . Put 3 ones in each of the 4 groups .

Bring down the 9 tens . Divide the 9 tens by 4 . 12 4 492 24 09 2 8 1

Bring down the 2 ones . There are 12 ones . 12 4 492 24 09 2 8 12

3

2

4

▸ 492 4 4 5 123

There is 1 ten left .

Divide the 12 ones by 4 . 1 23 4 492 24 09 2 8 12 21 2 0

The quotient has 1 hundred, 2 tens, 3 ones, or 123 . 1 23 4 492

There are 2 tens in each group .

There are 3 ones in each group .

CU S S DIS

Explain how you would use place value to place the first digit in the quotient of 672 4 3 . What is the quotient?

N LE SS O

9

Problem Solving

EXAMPLE A

READ

1

Terrell volunteers at a food bank one day . There are 2,846 meals to give away to needy families . Each family is allowed 4 meals . How many families will receive meals?

Adding and Subtracting Whole Numbers Skill Lessons start directly with a skill and apply it in many variations.

Add . 35,748 1 17,026

Set up the problem vertically . Line up the digits with the same place values .

How many meals will be left over?

3 5 , 7 48

PLAN

1 1 7 , 02 6

2

Write an equation to represent the problem . Let n 5 the number of families 2,846 4 4 5 n

1

SOLVE

3 5 , 7 48

3

3 5 , 7 48 1 1 7 , 02 6

7 R 2 4 2 8 4 6 2 2 8 0 4 2 6 2 4

74

1

. So

1 1 7 , 02 6

5

DIS

1

1

Explain why you regrouped the ones and the thousands in this example .

▸ 35,748 1 17,026 5 52,774

families will receive meals . meals will be left over . meals left over .

Lesson 11: Dividing with One-Digit Divisors

58

Domain 2: Number and Operations in Base Ten

77 CC12_MTH_G4_SE_PDF Round.indd 58

CC12_MTH_G4_SE_PDF Round.indd 77

Practice Fill in the numbers in the boxes to complete the addition. 1.

2.

1

3.

2 5, 7 8 6 1 1 2, 6 6 2

8, 4

1

8

Glossary

4.

5 10

5.

7 1,4 6 0 2 4 3, 1 3 5 8,3 5

1

1 3, 2 4 4 9 5, 3 6 2 , 0

Two pages6.of practice—aligned 9 to the standard(s) in the 3 10 6covered 2 10 4 0 7, 0 3 0 instruction—follow each lesson and 2 5 7, 6 2 9 9, help to develop essential proficiency. Can you Practice items range in difficulty and subtract 7 tens fromquestion 4 tens? type, and build skill in the important procedures of mathematics.

9 6, 5 4 8 2 6, 3 7 8 ,1 HI NT

Add or subtract. Check your answer. 7.

1 9 , 2 26

8.

6 7 , 1 89

9.

1 2 8 , 94 0

3 1 , 8 64 1 2 7 , 59 2

10.

7 7 , 1 38

11.

2 2 9 , 05 5

of this Duplicating any part

book is prohibited

by law.

1 3 5 , 42 8

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dd 230

1

Fill in the numbers in the boxes to complete the subtraction.

Math Tool: Multiplication Table

SE_PDF Round.in

6 4 ,0 5 5 7 ,9 2 8 ,9

REMEMBER Regroup when the sum of the digits is greater than 9.

e digits r with one or mor decimal a numbe n 21 decimal point Lesso to the right of the e riod separating th decimal point a pe Lesson 21 l cima a de hs in ones from the tent gles g an surin mea degree (°) a unit for

asure ngle that has a me acute angle an a n 32 of less than 90° Lesso ute e ac thre ngle with acute triangle a tria angles Lesson 33 o d the total when tw Lesson 29 add (addition) to fin joined Lesson 3 ottom number in a or more groups are denominator the b l parts Lesson 3 ded ls how many equa e ad r to b fraction, which tel addend a numbe n 12 Lesso up in the whole or gro s formed when angle a figure that i nswer in a subtraction ne point called a difference the a two rays meet at o , 32 ns 29 problem Lesson 3 Lesso vertex , , 5, 6 , 3, 4 side merals 0, 1, 2 squares having a digit any of the nu area the number of ver t can completely co 7, 8, and 9 Lesson 6 length of 1 unit tha or aps no g with ne figure er to be divided the inside of a pla dividend the numb 0 1 2 3 overlaps Lesson 27 4 6 7 Lesson 2 5 8 9 10 11 12 qual ent of objects in e gem rran an a y 0 to find the number arra 0 0 0 0 divi 0 sion0(divide) h Lesson 4 0 0 umber in rows and columns 0 eac0 0 ual groups or the n 0 0 of eq n 2 a me1tric u0nit for 1 2 3 grou 4 p Lesso 5 centimeter (cm) 6 5 7 ter 8 time d 12 9 cen 10iden11 100 which the div er by measuring length; 2 umb the n sor 0 2 4 6 divi 8 1 meter Lesson 24 10d Lesso 12 n 214 16 18 is divide 20 22 24 a sional shape with th an 0 one3 circle a two-dimen 3 mber sentence wi 6 -degree 9 atio 12 equ 360 15 n a nu 18 21 24 27 ining onta 30 33 36 curved side c n Lesson 1 l sig equa 0 angles Lesson 29 4 4 8 12 16 20 24 tions two or more e 36 lue equivalent frac28 32 e va 40 44 48 ph that uses a circl sam circle graph a gra 5 how ions that name the 0 ions 5 to s10 aped sect 15 20fract25 erators and divided into pie-sh 30 rent 35 num 40 45 50 55 60 but have diffe n 29 Lesso le who n 12 parts of a 6 denominators Lesso 0 6 12 at le a whole number th 18 24 30 36 42 48 r tha ivisib66 60 mbe 54t is d composite number r pair Lesson 4 even number a nu r 8 72 7facto0 7 rs have 0, 2, 4, 6, o has more than one 14 21 28 by 2 n numbe . Eve42 35 49 . Lesso 56 n 563 70 77 ing asur r me nit fo lace 84 ary u in the ones p cup (c) a custom8 8 n 2316 24 32 1 pin0t Lesso writing a 40 48 56 a wa capacity; 2 cups 5 64 y of 72 80e va88 expanded form lues 96 the t of th men sum 9 of0measure ber that shows the 9 18 27 36 num customary system 45 54 n 7 81 Lesso72 easure used in the 90 99 108 of each digit 63 system of units of m 10 n 23 0 10 20 30 40 United States Lesso 50 60 70 80 90 100 110 120 11 0 11 22 33 44 55 66 77 88 99 110 121 132 12 0 12 24 36 48 60 72 84 96 230 108 120 132 144

Interactive questions follow examples and ask students to discuss a topic, model a situation, try to solve a problem on their own, or check their work—all practices emphasized by the CCSS.

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With Common Core Coach, content and practices connect as students work to make sense of problems, persevere in solving them, and develop expertise.

CC12_MTH_G4_

CU S S

3 5 , 7 48 1 1 7 , 02 6 5 2,7 7 4

families will receive meals . There will be

Mathematical terms highlighted throughout the student text when first introduced are defined in a Glossary, with a lesson reference. Content-specific Math Tools are supplied for individual lessons.

77 4

Add the thousands . Regroup . Add the ten thousands .

62

Duplicating any part of this book is prohibited by law.

The remainder is

▸

Add the hundreds . 3 5 , 7 48

remainder This matches the dividend, so the answer is correct . . So

4

Domain 2: Number and Operations in Base Ten

9 0 , 0 00 2 6 2 , 85 3

12.

5 0 , 1 88 2 7 , 25 9

Duplicating any part of this book is prohibited by law.

Duplicating any part of this book is prohibited by law.

Problem-Solving Lessons apply skills to real-world problem situations. Students will use a four-step problemCHECK solving process—Read, Plan, Solve, Check—to7 1approach 1 quotient 3 4 divisor any mathematical problem. 2844 The quotient, n, is

4 1

Divide each place from left to right .

2 2846

1 1 7 , 02 6

Add the tens .

Set up the problem and divide .

1

Add the ones . Regroup 14 ones as 1 ten 4 ones .

N AI M O D

2

Review

Saturday Super Sale

Write the number in expanded form. Then write the number name. 1.

Thousands Hundreds

Ones

Tens

Ones

Hundreds

Tens

Ones

1

2

8

5

Tens

Ones

Hundreds

Tens

Ones

7

3

4

0

6

Everything On Sale!

expanded form

Save $$$$$$$

number name 2.

Thousands Hundreds

Saturday only 9:00 a.m. – 5:00 p.m.

Ones

On Saturday, two stores are having a sale on cameras, cell phones, and computers .

expanded form number name

To get the sale price at Ed’s Electronics, divide the regular price by 3 and then add $50 .

Round the number to each place.

To get the sale price at Technology Time, divide the regular price by 2 and then subtract $10 .

4. 852,917

nearest ten

nearest hundred

nearest hundred

nearest thousand

nearest thousand

nearest ten thousand

61,506

6. 5,142

Thousands

Ones

6 6

1 1

3 5

8 0

5,138

Thousands

Hundreds Tens Ones Hundreds Tens Ones 9 6

80

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Duplicating any part of this book is prohibited by law.

Compare. Write , , or 5 . 5. 61,389

Ones

Hundreds Tens Ones Hundreds Tens Ones 5

1

4

2

Item camera cell phone computer

Duplicating any part of this book is prohibited by law.

3. 8,162

The lessons of5 each1 domain 3 8 culminate in a Domain Review— three pages of questions covering all the standards taught in that domain. You’ll find multiple-choice, shortresponse, and extended-response questions—all excellent practice tests for the domain assessments.

Regular Price $246 $102 $1,050

Richard wants to buy a camera, a cell phone, and a computer on Saturday . He wants to get them all at the same store . Which store should he go to?

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Engaging Performance Tasks complement instruction with nonDomainskills. 2 Review 83 routine application of domain Activities may be completed over days, and often ask for collaborative work to arrive at solutions.

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Common Core Coach Assessments Grades 3 – 8

New Series! A balance of tasks develops the expertise required by the CCSS. Summative Assessment 1.

What is 7,777 in word form?

4.

Shalita drew the angle below.

A. seven thousand, seven hundred seventy 40 0 14

30 150

20 160

0 10 180 170

5.

160 20

40 0 14

30 0 15

20 160

13 50 0

150 30

170 10

0 10 180 170

12 0 60

B. 78° C. I 102° D. 103°of the other part What is the measure angle I?

the length of a paper Nancy measured 48 7 clip as __ inch . Fred measured the

CC12_MTH_G4_NAA_1R.indd

5 __

paper clip as 8 inch . What is the difference in the measurements?

A.

60°

B.

70°

C.

90°

D. 130°

4.

Which represents the description below? 6 more than 12 divided by 3 A. (12 4 3) 1 6 B. (12 2 3) 1 6 C. (12 1 3) 1 6 D. (12 3 3) 1 6

Grade

Item #

3

TAL-T114NAA

4

TAL-T115NAA

5

TAL-T116NAA

6

TAL-T117NAA

7

TAL-T118NAA

8

TAL-T119NAA

180 0

70°

D. 9 inches 48

1

110 70

A. 77°

C. 8 inches

inches D. 1__ 2

100 80

of The measure of angle I is 130° . A part 70° . angle I measures How many 1° angles make up Shalita’s angle?

B. 7 inches

3 inch C. __ 8

90 90

of

Price*

0 40

3.

A. 6 inches

1 inch B. __ 4

80 100

and Algebraic Thinking

2 C. __ 3

1 inch A. __ 8

70 60 110 120 50 0 13

14

3 __

Common Core Coach Assessment Workbook, Math

What is the measure of this angle?

45

B. 15ent • Operations Domain Assessm

8

180 0

15 D. __ 17

2.

170 10

D. 173

3 Which fraction is equivalent to ___ ?

Five Domain Assessments cover all domain standards and include openended items. Multiple-choice items on the Summative Assessment range in difficulty and help you evaluate student understanding of the CCSS at their grade level.

13 50 0

C. 83

10 B. __ 17

4

120 60

How many 1° angles make up Shalita’s angle?

11 C. __ 17

D. __ A wooden board is 556 inches long before it is cut into short equal pieces . That is 7 times as long as each short piece . How long is each short piece?

110 70

B. 7

3 A. __ 17

1.

100 80

A. 5

4

7 __ __ 17 17

1 A. __ 15

90 90

160 20

D. seven thousand, seven hundred seventy-seven

3.

80 100

150 30

C. seven thousand, seven hundred

2.

70 60 110 120 50 130

140 40

B. seven thousand, seventy-seven

Six comprehensive assessments are each aligned to the CCSS for Mathematics and the Standards for Mathematical Practice. And each assessment item has been designed at a specific Webb’s Depth of Knowledge Level, from level 1 through level 3. Rubrics and sample student work to aid in evaluations are included with a separate Answer Key.

Go On

2/15/12 3:53 PM

99 4 21+ copies

$

ea.

11–20.... $5.49 ea. 10...........$5.99 ea.

*Note: Minimum order: 10 copies per title. Price discounts apply only to multiple copies of the same title and grade, and not to the total number of items ordered.

Digital assessments are also available.

MATHEMATICS

Common Core Coach Teacher’s Manual Grades 3 – 8 TEACHER’S MANUAL

2999

$

Comprehensive Common Core lessons. Straightforward support. NEW SERIES! With so much talk about the standards, and understandable worry over new CCSS assessments to come, less attention has been paid to the nuts and bolts of Common Core instruction. That’s where Common Core Coach steps in. With Common Core Coach, your students will focus on and learn the most important content completely. You’ll be armed with precisely the tool you need to help kids grasp the coherence in math—to see it as a logically progressing discipline—and to promote the sense-making that fuels mastery. Common Core State Standards Correlation Chart

Substantive changes are required of teachers, too, to meet these new standards. Let Common Core Coach lighten that burden—with support every step of the way!

Common Core State Standard

Common Core Coach Lesson(s)

Grade 4

Use the four operations with whole

Domain: Operations and Algebraic

Thinking

numbers to solve problems. Interpret a multiplication equation as a comparison, e .g ., interpret 35 5 5 3 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 . Represent verbal statements of multiplicative comparison s as multiplication equations . Multiply or divide to solve word problems involving multiplicati ve comparison, e .g ., by 4 .OA .2 using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicati Common Core ve comparison from additive comparison . . . . . . . . . 4 State Standards Solve . multistep word problems posed with whole Operations and Algebraic Thinking numbers and having whole-number answers using the6 four4.OA.1 operations, including problems in . . . . . . . . . . . . . which remainders must be 4 .OA .3 . . . . interpreted . Represent these problems using Interpreting Multiplication Equations equations with a letter standing for the unknown quantity . Assess the reasonable Make ness of answers using mental computatio Using Multiplication and Division to and estimation .strategies n 4.OA.2 including rounding . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Comparisons . . . . . Gain familiarity with factors and multiples. 4.OA.3 4 .OA .1

1

Contents Domain 1 Lesson 1 Lesson 2

HIGHLIGHTS

Lesson 3 Lesson 4

2

3

. . . . . . . . . . . . . . . 14 Multi-Step Problems . . . . . . . . . . . Find all factor pairs for a whole number in the range 1 –100 . Recognize that . . . 20 4.OA.4 . . . . . . .is . .a .multiple a whole Multiples . . . number of each of its factors . Determine Understanding Factors and 4 .OA .4 the range 1 –100 is a multiple

whether a given whole number in

of a given one-digit number . Determine andwhole number whether a given Identifying and Generating Number in the range 4.OA.51 –100 is prime or composite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Shape Patterns . . . . . . Generate and analyze patterns. . . . . . . . . . . . . . . . . . . 34 . . . . . . . . . . . . . . . . . . . . . . Domain 1 Review Generate a number or

Lesson 5

• Clear Learning Objectives for every lesson ns in Base Ten Domain 2 Number and Operatio • Total lesson alignment to Common Core State Standards • Lesson Progression Charts showing how lessons and standards relate across grades • Pre-lesson activities introduce new concepts and skills or focus on necessary prerequisite skills ns–Fractions Domain 3 Number and Operatio • Additional practice pages aligned to fluency standards • Common Errors section anticipates likely student Every Common Core Coach mistakes and suggests ways to help lesson aligns to one or more Common Core State Standard. • Math vocabulary aggregated, with definitions • Required Materials List by lesson, as needed—including reference to Math Tools in student texts • Answer Keys

4

shape pattern that follows a given rule . Identify apparent features of the pattern that were not explicit in the rule itself . For example, . . . . . .38 given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear 4.NBT.1 to alternate between odd and even numbers. Explain will continue to alternate in this way.

4 .OA .5

5

. . . . . . . . . . . . . . 40 . . . .informally Extending Place Value . . . . . . . . . . why the numbers

Lesson 6

Whole Domain: Number and Operation Reading, Writing, and Comparing s in Base Ten . . . . . . . . . . . . . . . . . . . 46 4.NBT.2 . . . . . . . . . .place Numbers . . . . . . . . . .Generalize value understanding for multi-digit whole numbers. . . . . . . . . . . . . . . . . . . 52 4.NBT.3 Rounding Whole Numbers . . . . . . Recognize that in a multi-digit whole Lesson 8 number, a digit in one place represents ten times 4 .NBT .1g Whole 4.NBT.4 . 58 . . . . . in what it represents Numbers the place Subtractin to its and 700 right . Adding For example, recognize that ____ Lesson 9 applying concepts of place value and 70 5 10 by division. . . . . . . . . . . . . . . . . 64 4.NBT.5 Multiplying Whole Numbers . . . Read Lesson 10 and write multi-digit whole numbers using base-ten numerals, number 4.NBT.6 72 . . . . . 4 .NBT .2 . . . . . . . names, . . . . expanded form . Compare two Dividing with One-Digit Divisors and multi-digit numbers based on meanings Lesson 11 of the digits in each place, using , 5, and symbols to record the results of comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 s . Domain 2 Review . . . . . . . . . . . .4 .NBT .3

Lesson 7

Lesson 16

Lesson 17

Lesson 18

Lesson 19

4.NF.3.b

4.NF.3.c

Fractions by to Multiply CC12_MTH_G4_ Models TM_PDF Using Round.indd 12 . . . . . . . . . . . . . . 124 Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . 130 Multiplying Fractions by Whole Numbers

Solving Problems Lesson

2

8

Unit Fractions . . . . 106

. . . . . . . . . . . 112 Adding and Subtracting Mixed Numbers 12 and Adding and Subtracting Fractions . . . . . . . . . . . . . . 118 Mixed Numbers . . . . . . . . . . . . . . .

Understanding Fractions as Sums of

Lesson 15

Fluency Lesson

4.NF.3.d

4.NF.4.a, 4.NF.4.b 4.NF.4.c

Performance Task

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8

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Duplicating any part of this book is

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Use place value understanding to round multi-digit whole numbers to any place . Use place value understanding . . . .84 . . . .and properties of operations to perform multi-digit arithmetic. 4 .NBT .4 4.NF.1 Fluently . . . 86 multi-digit . . .subtract add and Fractions Equivalent of ding whole numbers using the standard Understan Extending algorithm . Multiply . . . 92 of 4.NF.2 up to four digits by a one-digit whole . . . . . .number . . . . . . .a . whole . . . . . . . . . . .two number, and multiply Comparing Fractions .4 .NBT .5 two-digit numbers, using strategies based on place value and the properties 4.NF.3.a of operations . 100 explain . . . . and Illustrate g Fractions the calculation by using equations, Understanding Adding and Subtractin rectangular arrays, and/or area models .

Lesson 12

CC12_MTH_G4_SE_FM_PDF Round.indd

The CCSS Correlations Chart clearly displays each standard and related lessons by domain.

15/05/12 2:55 PM

Grade 3

Grade 4

Grade 5

Grade 5 Lesson 19

Grade 3 Lesson 2

Dividing with Unit Fractions and Whole Numbers

Representing Division 3.OA.2

Lesson Progressions help you focus Grade 5 Lesson 12 Dividing Decimals on key connections. They instruction 5.NBT.7 open each domain in Common Core Coach, and offer a visual progression of lesson content across grades, Grade 5 Lesson 21 pre- and post-requisite including both Converting Units of Measure lessons for each domain. to Solve Problems

5.NF.7.a, 5.NF.7.b

Grade 3 Lesson 5 Grade 5 Lesson 1

Relating Multiplication and Division

Grade 4 Lesson 11

3.OA.4, 3.OA.6

Dividing with One-Digit Divisors

Grade 3 Lesson 7

5.OA.1

Dividing Whole Numbers 5.NBT.6

4.NBT.6

Multiplying and Dividing Whole Numbers [fluency]

Evaluating Numerical Expressions

Grade 5 Lesson 9

Grade 4 Lesson 10

3.OA.7

Multiplying Whole Numbers

5.MD.1

4.NBT.5

Grade 3 Lesson 12

Grade 5 Lesson 8

Using Place Value to Multiply by Multiples of 10

Grade 5 Lesson 24

Multiplying Whole Numbers Using the Standard Algorithm [fluency]

3.NBT.3

Finding Volume of Rectangular Prisms 5.MD.5.a, 5.MD.5.b

5.NBT.5

Grade 3 Lesson 11 Grade 5 Lesson 11

Using Place Value to Add and Subtract Whole Numbers [fluency]

Grade 4 Lesson 9

Multiplying Decimals Grade 5 Lesson 10

5.NBT.7

Adding and Subtracting Whole Numbers [fluency]

3.NBT.2

Adding and Subtracting Decimals

4.NBT.4

Grade 5 Lesson 4 Two pages packed with Multiplying guidance are provided for every student lesson. You’ll have and Dividing by Powers of Ten Grade 4 Lesson 6 full support in working through instruction with students—important points to make, Extending Place Value Grade 5 Lesson 5 relevant information to share, advice to offer, and common errors to anticipate. Using Place Value to Read 5.NBT.7

5.NBT.1, 5.NBT.2

4.NBT.1

Grade 4 Lesson 7

Grade 3 Lesson 10

and Write Decimals

Reading, Writing, and Comparing Whole Numbers

3.NBT.1

4.NBT.2

LE SS O N

Using Place Value to Round Whole Numbers

11

5.NBT.3.a

Grade 5 Lesson 6

Examples

Comparing Decimals

Grade 4 Lesson 8 Dividing with One-Digit Divisors5.NBT.3.b 4.NBT.3

Learning Objectives • Students will understand the algorithm for long division and

how it relates to place value, the properties of operations, and the relationship between multiplication and division . • Students will divide up to four-digit dividends by one-digit divisors, with and without remainders .

Materials • Math Tool: Place-Value Models • Fluency Practice, page A8 • Fluency Practice, page A9

Before the Lesson Distribute copies of Math Tool: Place-Value Models. Provide students with an opportunity to use placevalue models to understand and demonstrate the division process with a small dividend . Give a two-digit dividend by one-digit divisor problem, such as 84 4 3 . Guide students through the division of each place . Start by separating the tens models into three equal groups . Then regroup the

example also introduces the inclusion of a 0 in the quotient . Step 4 in the example shows that 1 is not enough to divide by 3 . So a 0 is needed in the quotient . CHECK MP1 To reinforce the relationship between multiplication and division, have students use the multiplication problem provided to check their work . 4,215; The product matches the dividend, so the answer is correct .

remaining tens models into ones, combining with the ones models to divide into three equal groups . Emphasize that each group, or the quotient, has two tens and eight ones .have students show this process using paper and pencil, so they can connect the concrete models to the algorithm .

This example includes a remainder in the quotient . It also differs from the previous example by demonstrating that a quotient can begin in the hundreds place . CHECK MP1 Again, have students use multiplication to check their work . Emphasize that multiplication alone cannot fully check to see if the quotient is correct . Ensure that students are adding the remainder to the product before checking to see if their answer is correct . EXAMPLE C

You might want to use Fluency Practice pages A8 and A9 to help students review division facts .

Connect

The use of place-value models can help students understand equal shares in division . Students can visualize that each group has the same amount, reinforcing the idea of dividing into equal groups . The place-value models also support the place-value strategy in division . To establish this understanding, demonstrate how 492 can be split into four equal groups and how this process is the ____ same as dividing 492 by 4, or 4492 . To help develop conceptual understanding, begin by dividing the greatest place, the 4 hundreds . Each group has the same number of hundreds 2 1 hundred . The next step is dividing the next greatest place, the 9 tens . Each of the four groups has 2 tens . After dividing the tens models, students can see that there are 1 ten and 2 ones left . In order to divide 1 ten and 2 ones into four equal groups, students will need to regroup 1 ten and 2 ones as

12 ones . Each of the four groups has 3 ones . The quotient is shown in each equal group . To connect the concept to procedural understanding, follow the steps of the algorithm for long division to divide 492 by 4 . Emphasize that this division uses the same place-value concepts used previously to split up the quantity into four equal groups . DISCUSS MP1 MP3 Discuss with students how they might use place value to determine the digit in ____ the ones place for the quotient 3672 . Encourage students to use the phrase equal groups in their explanations . Ask questions to elicit the connection between place value and the algorithm for long division . Answers may vary . Possible answer: There are enough hundreds to divide, so divide the hundreds by 3 . 672 4 3 5 224

471

CHECK

The quotient, n, is 711 . So, 711 families will receive meals . The remainder is 2 . So, 2 meals will be left over . 711 families will receive meals . There will be 2 meals left over .

Practice As students are working, pay special attention to problems 15 and 16, which provide an opportunity for students to model division with arrays . For answers, see pages 99 and 100.

Common Errors Students may begin the division process from the ones place or the least place value of the dividend . Remind them that it is important to begin with the greatest place . Students may align digits incorrectly during each step of the division process . Students can use lined paper, set vertically, to help them align each place value or column . In a division problem with 0 in the quotient, students may not write a 0 in the quotient and divide as usual . Remind them that if there’s not enough to divide by the divisor, they need to first write a 0 in the quotient . Then bring down the next digit to have enough to continue dividing .

3 5 The Standards for Mathematical 2, 3 5 5 1 2 This matches the dividend, so the Practice connected to content is correct . 2 , 3 are 5 7 answer throughout Common Core Coach— aligned to instructional activities, practice questions, and assessment items—as required by the CCSS. Duplicating any part of this book is prohibited by law.

Understand

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Common Core State Standard

4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends CC12_MTH_G4_TM_PDF Round.indd 29 and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Duplicating any part of this book is prohibited by law.

CC12_MTH_G4_TM_PDF Round.indd 28

Solving

41

40

CC12_MTH_G4_TM_PDF Round.indd 40

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Grade 5 Lesson 7Problem

EXAMPLE A In this example, studentsRounding use division Food Bank DecimalsThe Using to solve a real-world problem . Emphasize Students may have difficulty understanding how Placethat Value students must use the quotient to answer the to write an equation to represent the problem . 5.NBT.4 question posed in the problem . Encourage students to re-read the problem, circling words that indicate the problem can be DISCUSS MP2 MP6 Ask questions to elicit a solved with discussion with students on the meaning of the 29 division . letter n in this example . Encourage students to use SOLVE 71 1R2 the terms variable or unknown in their descriptions . 42846 The letter n stands for the number of cards in 22 8 15/05/12 2:55 PM each pile . 04 2 4 EXAMPLE B This example extends the division 06 process to a four-digit dividend . Be sure to point 2 4 out that the process is the same, it is simply 2 extended beyond the hundreds place . This

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Meet the demands of Common Core with this must-have resource! New Common Core Series! As new and more rigorous student expectations for achievement are introduced across your state, Crosswalk Coach has you covered. Crosswalk Coach aligns highly focused math lessons with the Common Core State Standards for easy lesson planning. Each lesson targets a single skill, promoting achievement through instruction and practice, and making it easy for you to assess mastery of discrete skills.

HIGHLIGHTS • Familiar Coach approach • Targeted lessons on every Common Core skill • Coached Examples strengthen comprehension • Math problems reflect the rigor of the CCSS • “Math Tools” section includes place-value charts, grid paper, fraction strips, numberlines, and more • Practice questions on critical content

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Lesson Practice answer. Choose the correct

Barry’s 1. Each Thanksgiving in ile road race. hometown, there is a 5-m in 5 miles? How many feet are there 4,400 feet 8,800 feet

C. 17,600 feet D. 26,400 feet the same 2. Which does not show capacity as the others? A. 96 fluid ounces B. 18 cups

Aligned to the CCSS to allow for maximum flexibility in addressing areas of need.

Duplicating any part of

A. 68 inches B. 76 inches

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Common Co re State St andards Co rrelation Ch art . . . . . . Domain 1 . . . . . . . . . Operations . . . . . . . . . and Algebr . . . . . . . . . Domain 1: aic Thinking . . . . . 6 Diagnostic . . . . . . . . Assessment 11 Le for Lesson sson 1 W Units Com mary Custo mo ert s n 1– rite Conv Cor 5 . . . . . . . e and Interpret Lesson 25: Sta 12 te Sta Ex Lesson 2 ndards pressions . Order of Op . . . . . . . . . . . . 14 5-O erations . . Lesson 3 . . . . . . . . . A.2 Evaluate Ex . . . . . . . . . pr . es . sio 19 ns with Grou Lesson 4 5-OA.1 ping Symb Patterns . ols . . 24 . . . . . . . . . Lesson 5 5-OA.1 . . . . . . . . . Graph Patte . . . . . . . . . . rns . . . 29 . . . . . . . . . Domain 1: 5-OA.3 . . . . . . . . . Cumulative . . . . . . . 35 Assessment 5-OA.3 for Lesson s 1–5 . . . . . Do nds pou m 12 ain . hs . 41 2 Numbe 4. Mike’s cat weig r and Oper ces is that? ations in Ba Domain 2: Diagnostic se Ten . . . 9 ounces. How many oun Assessment . . . . 43 Lesson 6 for Lessons 6– Multiply Who 16 . . . . . . le Numbers A. 129 ounces 44 Lesson 7 . . . . . . . . . Divide Who . . . . . . . . . le Numbers 46 5-NBT.5 ces Le oun 153 ss . . . . . . . . . . B. on 8 Quoti . . . . . . . . . ents as Equa . 53 5-NBT. tions . . . . Lesson 9 6 . . . . . . . . . Read and W C. 183 ounces . . . . . . 59 rite Decimals Lesson 10 5-NBT.6 . . . . . . . . . Co mp . . . . . . . . . are Decimals D. 201 ounces 64 5-NBT.1, . . . . . . . . . Lesson 11 5-NBT.3.a . . . . . . . . . Round Decim . . . . . 71 als . . . . . . Lesson 12 5-NBT.3.b . . . . . . . . . Multiply an . . . . . . . . . d test? Di . grea vid 76 the e is Lesson 13 by Powers 5-NBT.4 of Ten . . . Add Decim 5. Which of these lengths . . . . . 81 als . . . . . . Lesson 14 5-NBT.1, 5-N . . . . . . . . . BT.2 Subtract De . . . . . . . . . . cim . A. 3 yards . als 88 . . . . . . . . . Lesson 15 5-NBT.7 . . . . . . . . . Multiply De . . cim . . es . als inch 96 . . . . . . . . . Lesson 16 5-NBT.7 B. 6 feet 10 . . . . . . . . . Divide Decim . . . . . 104 als . . . . . . Domain 2: 5-NBT.7 . . . . . . . . . Cumulative C. 8 feet . . . . . . . . . Assessment 111 5-NBT. for Lesson 7 s 6–16 . . . . Domain 3 D. 100 inches . 118 Number–F ractions . Domain 3: . . . . . . . . . . . . Diagnostic . . . . . . . . Assessment 121 for Lesson ht limit of Lesson 17 Equivalent s 17–24 . . 6. An elevator has a weig Fractions . . . 122 Le . ss . e . . . . . . . . . on 18 Impr insid le peop 3 are re . The . op n. . . er Fractions 1 to . . . . . 124 and Mixed 5-NF.1 weighs Lesson 19 Add Fr Numbers . the elevator. Each person actions . . . . . . . 131 . . . . . . . . . 5-NF.1 more Lesson 20 Subt . . . . . . . . . 150 pounds. How many ract Fractio . . . . . 138 ns . . . . . . ? on 21 Less y hold 5-NF.1, 5-NF.2 . . . . . . . . . Understandin pounds can the elevator safel . . . . . . . 14 g Multiplicati 6 5-NF.1, 5-N Lesson 22 on F.2 of Fr Mu ac ltiply Fractio tions . . . . 450 pounds 153 5-NF.5. ns . . . . . . . A. a, 5-NF.5.b . . . . . . . . . . . . . . . . 15 8

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d 187

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187

Getting the Idea To find the sum of fractions that 10/12/10 9:22 PM have like denom The denominator inators, add the remains the sam numerators. e. Write the sum in simplest form.

Example 1 5 ___ 9 ___ 12 1 12 5

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1 12

1 12

1 12

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1 12

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12

Convert the imp roper fraction to a mixed number 14 . ___ 12 ___ 2 ___ 2 5 1___ 12 5 12 1 12

12

Examples show students, step-by-step, how to approach a problem.

Write the mixed number in simple st form. 2 ___ 2 4___ ___ 2 5 __1 12 5

12 4 2 2 __1 So 1___ 12 5 16 . 5 ___ 9 ___ 1 __ 1 5 1 12 12 6

6

To add fractions with unlike denom inators, you will for one or both frac need to find equ tions, so that the ivalent fractions y have a commo a common denom n denominator. On inator is to find the e way to find product of the den ominators of the fractions. 138

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Comprehensive Lessons—Fully Correlated to the CCSS! New Common Core Series! The Common Core State Standards are coming your way, and it’s a great time to start introducing your students to these new skills and concepts. Buckle Down has just what you need to stay in step with the significant changes in our educational system. The new Buckle Down to the Common Core State Standards will ensure that every classroom is current, focused, and on track with the CCSS Initiative! Lessons introduce key skills and use examples to walk students through the math concepts, step by step. You’ll get both targeted review and extensive practice on open-ended questions.

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CCSS: 8.F

.2

Lesson 21

: Comparing

Example

Functions

Function C

is represen ted by the fol lowing desc The value of ription. y is equal to the product of x and 2 plu Function D s 4. is represen ted by the fol lowing grap h.

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ORDERING INFORMATION

B.

Buckle Down to the Common Core State Standards, Math Item # TAL-USR2058W1

4

TAL-USR2060W1

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6

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7

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8

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C.

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Duplicating

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Price discounts apply only to multiple copies of the same title and grade, and not to the total number of items ordered.

prohibited

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by law.

3

10/02/11 8:24 PM

ctice Test

PM 2:51PM /10 2:51 18/10 18/10/10

Gantec

Grade

2 x1

2

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Develop strategic math skills with an easy-to-understand 12 1222 introduction to a concept followed by detailed examples.

2/c 2/c

x

Example problems help students build their own problem-solving skills.

33

4/c 4/c

8 9 10

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5

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4

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4

4

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210

12

24

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0

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2. Functio n M is following de represented by the scription. The value of y is equa l to 1 less than x. Function N is represen ted by the following gr aph. y 10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10

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Which stat ement corr ectly compa the proper res ties of func tions M an d N? A. Functio n M has a greater rate change and of a greater yintercept than functio n N. B. Functio n M has a greater rate change and of a smaller yintercept than functio n N. C. Functio n N has a gr eater rate change and of a greater yintercept than functio n M. D. Functio n N has a gr eater rate change and of a smaller yintercept than functio n M.

Each unit ends with a Practice Test that evaluates student progress and proficiency.

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Built Around the Common Core State Standards and 100% Aligned! Grade 1 sample pages shown.

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Lesson 1 Compare and Order Lengths

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1 MD 1

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Lesson 3 Tell Time

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1G1

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Duplicating any part of this book is prohibited by law.

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3 474NA_Math_G1_1R.indd 3

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MATHEMATICS

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20 Write an Equation Lesson

Decide What to Do You know that there are 5 different types of birds on the spinner. You also know that 3 of them are owls.

MATH FOCUS: Surface Area and Volume

Ask What do I need to do?

Learn

●

Read the Problem Carl is making a display to advertise the next band concert. He is going to paint information about the date and time on one of two old drums the band director has. Drum A has an 8-inch diameter and is 8 inches tall. Drum B has a 6-inch diameter and is 10 inches tall. Carl wants to use the drum with the greater surface area. Which drum is that?

●

I need to find the probability of a compound event. Landing on an owl the first time and landing on an owl the second time are independent events. I can Make an Organized List to find all of the possible outcomes.

Use Your Ideas Step 1

Reread Use your own words to describe the problem. What is Carl doing? Making a display for the next band concert

●

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●

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●

Step 2 Step 3

Search for Information Record Draw a diagram for each drum. Drum Drum A A

Drum Drum B B 6 in. diameter diameter = = _____ _____ in.

Unit 5

Using Geometry and Measurement

times is

OT115_Mth_G7_SE_1R.indd 162

GT,

WT,

TW,

TG,

TT,

BW,

BG, HG

WB, WH GB, TB

Use letters to represent the different birds.

GH TH

,

BT

,

BB

,

BH

,

HT

,

HB

,

HH

Find the favorable outcomes. Circle the choices in Step 1 that have 2 owls. 9 How many of the possible results have 2 owls?

9 ___ 25

.

Review Your Work Check that your list includes all possible choices without repeats.

Learn: A word problem is introduced in clear, simple language with a step-bystep process of how to break it down for solving.

Check that your diagram represents the information you marked.

162

GG,

The probability that the spinner lands on an owl both

10 in. height height = = _____ _____ in.

8 in. height height = = _____ _____ in.

WG,

GW,

25 How many possible results are there in all? 9 number of favorable outcomes P(2 owls) = ______ 25 total number of possible outcomes

Read the problem again. Then mark information you will need.

8 in. diameter diameter = = _____ _____ in.

WW,

HW,

What question do you need to answer? Which drum has the greater surface area

●

Mark the Text

Make a list of all of the possible results of the 2 spins. W = white owl, G = gray owl, T = tan owl, B = bald eagle, H = hawk

Describe

How does making an organized list help?

Sample Answer: An organized list helps me keep track of all of the possible outcomes and find the favorable ones.

10/25/10 9:02 PM OT113_Mth_G5_SE_2R.indd 163

163

11/3/10 4:35 PM

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MATHEMATICS

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MATHEMATICS

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MATHEMATICS

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MATHEMATICS

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Skills Practice & Review from Your Favorite Resource! Due to the popularity and effectiveness of our original Ladders math series, we have created Ladders2—with enhanced features to reach students below grade level. You’ll guide struggling students up to skill mastery with three levels per lesson that promote PSSA success! This student-friendly series contains leveled lessons that focus on 10 key fundamental skills crucial to math success. Each lesson provides explicit, systematic instruction on basic skills and concepts. What’s new about Ladders2?

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MATHEMATICS

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Highlights • Scaffolded lessons focus on 10 core skills • Lots of structured practice and support ensure student mastery for the PSSA • Skill Scorecard allows teachers to keep track of students’ progress • Comprehensive, diagnostic “Check Your Understanding” Pretest at the beginning of the book • Practice questions at the end of each section reinforce skills • Correlated to the PSSA Assessment Anchors • Easy-reference glossary strengthens math vocabulary

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MATHEMATICS

Key Reinforcement Levels K – H • Grades K – 8

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Write Math! Levels C–H | Grades 3–8 Write Math! delivers an effective plan for answering challenging open-ended questions on high-stakes tests. • Small-group activities that allow students to collaborate and share different thinking processes and approaches to problem solving • Rubrics that include instruction on how students can use them to peer-assess and self-assess their solutions • Chapters that are dedicated to each NCTM Standard

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Levels K–C A–H || Grades Grades K–3 1–8 Levels Targetingstudents’ critical math skills atthrough each Develop math skills grade level, QuickStart Math is literacy-based instruction. With aNumber transparency-based program Pals, your young learners will designed connect a to actively engage students in learning. math concept to a high-interest story. • Clearly marked objectives help • Aligned to the NCTM Curriculum identify goals in each activity Focal Points • Models and manipulatives develop • Full-color, high-interest fiction and understanding nonfiction passages • Reusable sections on each • Vibrant illustrations and studenttransparency friendly exercises engage students • Transparencies come in a FREE heavy duty 3-ring zipper portfolio with handle for easy use and storage • Teacher’s Guide with Answer Key

Levels K–C | Grades K–3 Develop students’ math skills through literacy-based instruction. With Number Pals, your young learners will connect a math concept to a high-interest story. • Aligned to the NCTM Curriculum Focal Points • Full-color, high-interest fiction and nonfiction passages • Vibrant illustrations and studentfriendly exercises engage students • A "checkup" at the end of each unit • Teacher's Guide includes math and reading reproducibles and provides lots of instructional strategies

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ELA

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Reading and writing lessons that are genre-specific and differentiated enable learners to meet the rigors of the CCSS. Common Core Coach delivers: • Clear lessons to help your students master achievements emphasized by the CCSS, including expectations for reading, writing, speaking, listening, and language conventions • Anchor standards set the instructional path toward College and Career Readiness (CCR) Grade-specific CCSS define cumulative progression and end-ofyear requirements; CCR anchor standards define cross-disciplinary literacy expectations that students must meet if they are to find success in college or workforce training programs.

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Reading lessons

Lesson

Reading

4

Historical nonfiction

Common Core Coach instructs in close reading of complex text—a central guiding principle of the standards.

Look at this

photograph of President Franklin Roosevelt addressing the nation in the 1930s. What do you think the president told the people about how he and the government would help them through hard economic times?

The first part of every reading lesson is whole group and teacher-led. EssEntial QuEstion How does historical nonfiction help us understand the world today?

The lesson purpose 69 is set with an openended question about the genre focus. Lesson 4 • Reading Historical Nonfiction

CC12_ELA_G4_SE_L04.indd 69

4/11/12 11:15 AM

Skills are instructed in the context of reading passages, importantly directing students to read and interact with text carefully and intensively.

With Common Core Coach, nothing is taught in isolation. You’ll cover clusters of skills that make sense together—always in the context of reading passages and writing samples.

Comprehension Check

Look back at “This Time Was Different” and “President Roosevelt’s steps Fireside Chat.” What did people learn from the Dust Bowl? What again? did they take to prevent such a devastating drought from happening the How did each of these steps help? Use this information to complete chart below.

Listen and Learn Consider

Steps

In what ways is historical nonfiction especially valuable when it is told by firsthand witnesses or by participants in an event?

1. Farmers planted lines of trees next to their fields.

Do accounts told by people who took part in an event always give us the clearest picture of that event? FIRSTHAND ACCOUNT President Roosevelt says, “I have been on a journey,” and describes what he saw. That means that this text is a firsthand account by someone who participated in the historical events described. How does that make this account different from “This Time Was Different”?

2. Government programs helped build reservoirs.

President Roosevelt’s

Fireside Chat 1

During the hard economic times of the 1930s, President Franklin D. Roosevelt often spoke to the nation through informal radio addresses, known as “fireside chats.” The following is part of his fireside chat given in September of 1936, in the middle of the Dust Bowl era.

Listen and Learn

Vocabulary 3.

I have been on a journey. . . . I went primarily to see at first hand conditions in the drought states; to see how effectively Federal and local authorities are taking care of pressing problems of relief and also how they are to work together to defend the people of this country against the effects of future droughts.

MAIN IDEA The main idea of this section is that the president saw great hardship in the areas he visited. What details or facts support the main idea?

4.

I saw drought devastation in nine states. I talked with families who had lost their wheat crop, lost their corn crop, lost their livestock, lost the water in their well, lost their garden and come through to the end of the summer without one dollar of cash resources, facing a winter without feed or food—facing a planting season without seed to put in the ground. 5

Use the word map below to help you define and use one of the highlighted vocabulary words from the Share and Learn reading or another word your teacher assigns you.

perilous

module

lunar

gravitational

atmosphere

unbearable

Synonyms

Antonyms

My word

That was the extreme case, but there are thousands and thousands of families on western farms who share the same difficulties.

In this lesson, the whole class will read and analyze the topic just completed President Roosevelt often gave fireside chats to help presented now as a firsthand people account— understand the problems that the country comparing treatments and faced addressing a in the 1930s. CCSS requirement to make connections Lesson 4 • Reading Historical Nonfiction or oral between text74versions and visual presentations of text. CC12_ELA_G4_SE_L04.indd 74

After reading these two selections, the class works together to complete a Comprehension Graphic Organizer How the Steps Helped wind theVocabulary blocka and Word Map before The trees helped and prevent erosion. moving on to peer group work.

78 Lesson 4 • Reading Historical Nonfiction

Definition CC12_ELA_G4_SE_L04.indd 78

4/11/12 11:15 AM

Other forms

4/11/12 11:15 AM

My sentence

Share and Learn Consider

Leveled reading selections are reproducible—included with Common Core Coach Teacher’s Manual. Passages are also available online.

Critical thinking questions guide peer group discussion and interaction with the text.

What does this article have in common with the earlier passages?

In what ways is Commander Jim Lovell’s outlook similar to President Roosevelt’s outlook?

Jim Lovell: Stranded in Space 1

HISTORICAL NONFICTION Is this passage a firsthand or secondhand account? How can you tell?

3 . . . 2 . . . 1 . . . Blast off! A young teenager named Jim Lovell set off a rocket that bolted 80 feet into the air, staggered, exploded—and then crashed. The launch of Lovell’s first rocket, which he had built with help from his friends and chemistry teacher, was a breathtaking and beautiful failure. But that didn’t stop him from hoping to fly a real rocket one day. Lovell pursued his dream at the U.S. Naval Academy, where he was a test pilot. One of his jobs was to land his jet on an aircraft carrier runway at night. It was a perilous task that required a cool head and nerves of steel.

ASK AND ANSWER QUESTIONS What question can you ask and answer about this section to make sure you understand its main idea?

Share and Learn

Anchor Standard Discussion Questions Discuss the following questions with your peer group. Then record your answers in the space provided. 1. What can you infer about how Jim Lovell felt when his crew failed to land on the moon? Support your answer with details from the text “Jim Lovell: Stranded in Space.”

Share and Learn

Comprehension Check landed on the moon, which had been their original

Courtesy of NASA

Courtesy of NASA

1. The crew of Apollo 13 never In 1962, NASA selected the young thought of as heroes after returning to Earth? goal. Why do you think they were 2. One theme that runs through “President Roosevelt’s Fireside Chat” is that test pilot for its astronaut program. people need to maintain hope to see their problems through. How does Roosevelt support his message that farmers need to have hope? Do you Lovell was going to do what he had think he is successful in delivering the message? Support your answers with always dreamed of doing—fly rockets. evidence from the text. Lovell spent hundreds of hours in space the explosion had on two of the early Gemini missions in 2. In what ways would the Apollo 13 crisis have been different if How would happened on the lunar module instead of the command module? the mid-1960s. Then, in 1968, he was a Jim Lovell and the thechallenges that the astronauts faced have been more or less serious? crew of the Odyssey pilot and navigator on the Apollo 8 mission. For the first time ever, humans took off and headed for the moon on left Earth’s orbit and journeyed to the April 11, 1970. moon. However, the Apollo 8 mission days with was to enter the moon’s orbit, not to land on the moon’s 3. After the accident, Jim Lovell and his crew went more than three stayed little food, water, or sleep. During this time, why do you think they surface. As Neil Armstrong’s backup, Lovell would have to hopeful that they would make it home? watch on television as astronauts from the Apollo 11 mission Lesson 4 • Reading Historical Nonfiction walked on the moon in 1969. Lovell hoped that he would walk on the moon on his next mission, Apollo 13.

In peer groups, students read and analyze a new text together, applying the same 80 Lesson 4 • Reading Historical Nonfiction strategies and skills learned in the preceding “whole group,” teacher-led selections.

85

CC12_ELA_G4_SE_L04.indd 85

4/11/12 11:16 AM

Read On Your Own

Students individually check their comprehension of the selection they have read with their peer groups, continuing their move toward independence.

Read another historical nonfiction text, “A Meeting of Minds,” what you learned in this lesson and check ApplyAM independently. 4/11/12 11:15 your understanding.

CC12_ELA_G4_SE_L04.indd 80

Each reading lesson includes one independent selection written at three different levels—approaching, on, and above level. Students now practice independently the same skills they learned and applied in the previous sections of the lesson.

86 Lesson 4 • Reading Historical Nonfiction

CC12_ELA_G4_SE_L04.indd 86

Writing lessons

4/11/12 11:16 AM

Common Core Coach alternates between reading and writing lessons throughout each grade, with speaking and listening—necessary prerequisites of reading and writing—woven throughout.

As with reading lessons, each writing lesson opens with a vivid photograph and targeted open-ended question.

What’s a Personal Narrative?

Lesson

Perhaps you enjoy hiking, but you once got lost in the woods. Or you like to cook, but the scrambled eggs you made on your mom’s birthday burned to a crisp. Maybe you love basketball but are afraid you’ll never be tall enough to be a good player. Or maybe you like to play chess and are having a hard time starting a chess club. All of these experiences could be written about as personal narratives.

Writing

5

Personal narratives

In a personal narrative, you describe a personal experience and share what you learned or describe how you changed as a result of an experience. Or, you can simply tell about something funny that happened to you. A personal narrative is organized like a fictional narrative, with a beginning, middle, and end.

Beginning Introduce the event, the people involved, and the setting. Include details that will make readers want to read more.

If you like an activity, like swimming, you’ll probably get better at it, right? But what happens if the activity is difficult? Would you give up? Would you try harder? Think about an activity that you especially like. It might be a sport, a craft, or a game. Why do you like it? Do you want to get better at doing it? Have you ever been discouraged or felt like giving up? How did you keep going? How could you share your experience with others? One way would be to write a personal narrative.

Middle Describe events as they happen, from beginning to end. Build suspense and interest with engaging dialogue and vivid description.

Ending Complete the narrative by summarizing what you learned from the experience.

EssEntial QuEstion Let’s look at a personal narrative.

88 Lesson 5 • Writing Personal Narratives

CC12_ELA_G4_SE_L05.indd 88

The whole class is led in an analysis of a Mentor Text – an exemplary model of the writing format that is the focus of the lesson. 4/11/12 2:30 PM

Why do people enjoy reading personal narratives?

WritingPersonal a Personal Narrative 87 87 Lesson 5 • Writing Narratives

CC12_ELA_G4_SE_L05.indd 87

4/11/12 2:30 PM

Writing lessons include whole-group instruction and independent process writing, and each provides: • Template and guidelines for conducting peer reviews • Mini lessons on grammar, mechanics, and word choice and usage • Suggestions for ways to publish finished pieces digitally

Writing Process

Now that you have read and analyzed a personal narrative, you are going to create your own by following these steps of the writing process.

1. Get Ready: Brainstorm

List several activities you might want to write about. Choose your favorite for your narrative.

2. Organize

Use a graphic organizer to organize events and details and to plan your narrative.

3. Draft

Try It!

Now Now itit is is time time to to begin begin the the first first draft draft of of your your personal personal narrative. narrative. Remember, Remember, your your draft draft does does not not have have to to be be perfect! perfect! This This is is the the time time to to use use your your notes, notes, get get your your experience experience down down in in some some sort sort of of organized organized way, way, and and have have fun. fun. You You will will have have time time to to revise revise your your writing writing later. later. Start Start by by drafting drafting your your narrative narrative on on aa computer computer or or on on aa separate separate sheet sheet of of paper. paper. Tell Tell about about your your favorite favorite activity activity and and why why you you like like it. it.

Work with a partner to evaluate and improve your draft.

6. EditYou Check work A good beginning gets your reader’s attention. can your begin withcarefully for spelling, punctuation, and grammar errors. a question, a quotation, or an interesting or funny detail. 7. Publish

Create a final version of your personal narrative.

Be sure to state your favorite activity in the opening paragraphs.

Writing Assignment

Use a transitional word or phrase to introduce each event.

first, first,next, next,then, then,while, while,later, later,during, during,last, last, meanwhile, meanwhile,afterwards, afterwards,consequently, consequently,finally finally

In this lesson, you will write your own personal narrative. As you create this narrative, remember the elements of the mentor text that were most effective.

Organize events in the order in which they happened. Read the following assignment.

on onthe thefirst firstday, day,in inthe thebeginning, beginning,after afteraawhile, while,the the next nextstep, step,aafew fewdays dayslater, later,five fiveminutes minuteswent wentby, by, last lastweek, week,later lateron, on,one oneafternoon afternoon(or (ormorning, morning, evening), evening),once oncein inaawhile, while,at atthe thesame sametime, time,as asaa result, result,at atthe theend end

Include lively details and dialogue that showThink howof you feel about a favorite activity. Choose something that you have fun doing, your favorite activity. have worked really hard at, or are really proud of. Why is that activity important to you? Did you ever make a mistake or feel discouraged while doing Did something really funny ever happen while you were doing the At the end, summarize what you learned from theit? experience. What have you learned from that activity? What would you like to Try to write an ending that your readers will activity? remember.

The The author author of of the the mentor mentor text text uses uses transitional transitional words words and and phrases phrases to to begin begin her her second, second, third, third, and and fifth fifth paragraphs. paragraphs.

say about that activity to an audience?

Tips for Writing Your First Draft TRANSITIONAL TRANSITIONAL PHRASES PHRASES Read Read this this section section of of the the mentor mentor text. text. Circle the Circle the transitional transitional phrase phrase that that introduces introduces the the event. event. Underline Underline the the other other transitional transitional phrases phrases in in the the paragraph. paragraph.

Create the first draft of your personal narrative.

4. Peer Review

Transitional Transitional words words and and phrases phrases help help writing writing flow flow smoothly. smoothly. They They also also help help readers readers understand understand how how events events are are connected. connected. Here Here are are some some common common transitional transitional words words and and phrases phrases that that help help to to link link events events in in aa time time sequence. sequence.

Transitional Transitionalphrases phrases

3. Draft

On a computer or a separate sheet of paper, write the draft of your personal narrative. Remember to use transitional words and phrases to show the order of events. Use this drafting checklist to help you you write. 5. as Revise Use suggestions from your peer review to revise your personal narrative.

Writer’s Writer’s Craft: Craft: Using Using Transitional Transitional Words Words and and Phrases Phrases

Transitional Transitionalwords words

Write Your First Draft

Write three to six paragraphs describing the activity and your experience doing it. Get your readers interested by sharing what you know!

• Talk with a classmate about your topic. Explain what you like about your Lesson 5 •questions. Writing Personal Narratives favorite activity. Encourage the classmate92to ask you This is a great warm-up to get you started!

AAcouple coupleof ofmonths monthswent wentby, by,and andgradually graduallymy my strokes got strokes gotfaster fasterand andsmoother. smoother.As AsIIimproved, improved,IIbegan beganto to look lookforward forwardto topractice. practice.Last LastMarch, March,the thecoach coachannounced announced that thatour ourteam teamwould wouldcompete competeagainst againstone oneof ofthe thebest best teams teamsin inthe thecity. city.She Shechose chosethe theten tenbest bestswimmers swimmersfor for the thecompetition. competition.IIwas wasone oneof ofthem! them!The Thecompetition competitionwas was exciting. exciting.Our Ourteam teamdidn’t didn’twin, win,but butIIswam swammy mypersonal personal best. best.At Atthe theend endof ofthe theyear, year,IIgot gotan anaward awardfor forthe themost most improved swimmer! improved swimmer!

The lesson continues through the writing process, alternating instruction and “doing” as students proceed with their own writing projects in manageable steps.

CC12_ELA_G4_SE_L05.indd • Write down key phrases and ideas before you 92begin writing.

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• In a personal narrative, your feelings are especially important, so think about why you chose your topic. Fill in these details when you revise and edit later.

98 98 Lesson Lesson55 •• Writing WritingPersonal PersonalNarratives Narratives

Draft 99

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Common Core Coach Assessments Grades 3 – 8

New Series! A balance of questions measures essential knowledge and skills. Five comprehensive assessments are each aligned to the Common Core State Standards. They cover both reading and writing skills and strategies, and contain a mix of multiple choice, open-ended, and essay questions.

Part 2: Language Arts This passage contains mistakes. Read the passage and answer the questions that follow.

The Vet Visit

Four Benchmark Assessments monitor progress and help direct extra support. The Summative Assessment gauges year-end proficiency in required skills and strategies.

Does your fictional narrative 20 Benchmark Assessment 1 introduce a narrator and/or characters?

that follow one another clearly? set up a situation clearly and have events help readers follow the sequence of events? use transitional words and phrases to setting? use details and/or dialogue to show the details? use vivid and exact words, phrases, and use a style and vocabulary that make have an interesting conclusion?

sense for the audience and purpose? ?

punctuation have good spelling, capitalization, and follow the rules for good grammar?

Duplicating

write your response. Use the following pages to plan and

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Duplicating any part of this book

(1) Ginger barks at me. (2) Then she barks at my mom. (3) She seems to be saying, “Who are these animals? (4) Where are we, and why are we in this strange place?” (5) I want to tell Ginger that we’re here at the vet because she has been limping, and we don’t know why. (6) She’s even held up her leg and tried to walk on three legs. (7) We want Dr. Ramirez to check out the leg. (8) Mother and I look around the waiting room, there are all kinds of animals here. (9) I see a sleeping cat in a cage. (10) A lizard lays quietly in a box in a boy’s lap. (11) The funniest animal here is the duck standing beside a woman. (12) I am surprised to see that it is wearing a red leash and collar! (13) Dr. Ramirez leads us into the examination room. (14) Ginger barks in excitement, and Dr. Ramirez smiles. (15) She says, “What a nice bark you have!” (16) Mother frowns, but I find the doctor’s remark amusing. (17) People usually complain about it! (18) Ginger’s bark that is deep and loud. (19) The doctor whispers in Ginger’s ear, and the dog sits obediently for her. (20) Then, even before Dr. Ramirez can ask to see it, Ginger offers her paw to the doctor. (21) “Is this the paw that is giving you so much trouble?” she asks Ginger. (22) Ginger is usually shy and won’t talk around strangers, so I answer for her. (23) “Yes, that is the one that hurts,” I tell the doctor. (24) Dr. Ramirez turns to me. (25) She asks, “So when did she begin to limp?” (26) “Yesterday afternoon,” I say. (27) Then I add, “I think. (28) I always walk Ginger first thing in the morning. (29) I took her for a thirty-minute walk yesterday morning, too.” (30) Dr. Ramirez has more questions. (31) She asks, “Where do you walk? (32) 3: Writing Part Do you walk her in the park or on a sidewalk?” (33) I explain that I walk Ginger on the city’s sidewalks for ten blocks and back. Prompt (34) Dr. Ramirez Narrative reaches for Fictional a small metal tool that looks like a pair of tweezers. (35) She holds Ginger’s foot firmly. (36) Then pulls out something small and sharp. (37) “She stepped on a piece of glass,” the different Ramirez about(38) explains. to learn a way Ginger wags her tail. to before isDr. never been nuzzles you have place the doctor’s to aShe Going(39) neck with her nose. a Write about yourself. learn“You’re welcome!” Dr. Ramirez says. It is also a way to (40) ways people look at and live their lives. never or characters who go to a place they have fictional narrative telling about a character your far. What does this place look like to or near be could place The before. been to what meet there? What do they do there, and character or characters? Whom do they challenges do they face? your best writing. Use the checklist below to help you do

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ELA

Common Core Coach Teacher’s Manual Grades 3 – 8 TEACHER’S MANUAL

2999

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Contextualized Common Core instruction that works for your students and for you. NEW SERIES! Common Core Coach Teacher’s Manual provides all the support you need to deliver the high-level learning experience demanded by the CCSS. Guidance in directing students’ attention to various aspects of the text is full and rich, with a range of possible responses supplied for open-ended questions that probe text meaning. Think-Alouds model a thoughtful reading process, and thorough Word Analysis is included for each lesson.

The CCSS place priority on close reading of texts and analytical writing about texts. Common Core Coach provides just these opportunities—with ample lesson support.

You’ll find helpful rules for peer group discussion, with the student roles of facilitator, note-taker, word watcher, and presenter clearly defined. Suggestions are provided for managing peer group discussion— all easily adapted for your own classroom—as well as useful guidance on conducting effective teacherstudent conferences about work in progress. Plus, you’ll get reproducible note sheets for group recordkeeping. As with whole class work, Common Core Coach includes fully explained sample answers to peer group discussion questions. Each lesson contains fully-developed Vocabulary and Comprehension Checks, and a Vocabulary Preview for the lesson to come.

HIGHLIGHTS • Robust support for every lesson • Total lesson alignment to Common Core State Standards • Reduced Student Edition pages for ease of use • Modeling and Read-Alouds to support instruction • Guidelines for Peer Group work

38

• Rubrics for grading open-ended questions & essays • Collaborative Speaking and Listening Projects for every Reading Lesson, with rubrics for content and presentation • CCSS Correlations Chart matches each standard to the lesson(s) in which it is addressed

Phone: 800-338-6519 • Fax: 866-805-5723 • www.triumphlearning.com/PA

For ease of use, all wholegroup instruction pages from the student text are reproduced in full.

Think Aloud scripts model key reading strategies; students can identify the passage examples that illustrate them.

Speaking and Listening Project Communicate/Collaborate Peer Group

Share and Learn

Jim Lovell: Stranded in Space

Overview

Student Edition pages 80–85

Students will listen to or watch a video of a speech and analyze it in regard to its accuracy, facts, purpose, and overall effectiveness

Now have students break into groups and read the Share and Learn passage together

Technology note: The class will need access to a television with a DVD player or a computer with Internet access and a projector, or an audio player

Peer Group Learning Checklist

Time required: One or two days of class time: one class period for listening and discussion, and an optional final listening and discussion the following day, in which students spend some time analyzing their own critical processes

For general information about setting up cooperative learning groups, see pages x–xiii in the Introduction Before class … ✔ Decide how you will group students For this passage, heterogeneous groups of three to five students are recommended

During class …

✔ As groups read, review, and write, circulate around the room Check that students are answering their assigned questions and that group members are being respectful in discussions Use questions such as the ones provided in the sidebars on the Student Edition pages to check for understanding

✔ Review the directions with the class before assigning students to groups ✔ Assign students to groups Assign specific questions to individual students Allow thirty minutes for the group to read, review, and discuss the passage and to write their responses to the sidebar questions Have students present answers to their assigned questions If students disagree

Analyzing a Speech

Common Core State Standards SL.4.2, SL.4.3

Materials needed: A video or an audio presentation of a short speech that will be meaningful to students without the need for much background information Some suggestions are an excerpt from one of the current president’s yearly back-to-school speeches or from a speech made by a well-known historical figure, like President John F Kennedy or Martin Luther King, Jr

with answers or want to add to answers, remind them to do so in a respectful manner and to be supportive of one another

21st Century Student Outcomes Listen effectively to decipher meaning, including knowledge, values, attitudes, and intentions Know how to judge the effectiveness of media

Possible answers to the questions are below

Use communication for a range of purposes (e g , to inform, instruct, motivate, and persuade) Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts Evaluate information critically and competently

Page 80, ASk AND ANSWer QueStiONS—What had Lovell always dreamed of doing? [flying rockets]; What did Lovell hope to do on the Apollo 13 mission? [walk on the moon] Page 81, cAuSe AND eFFect—Circled sentence: An oxygen tank had exploded, leaving a gaping hole in the side of the service module Underlined sentences: Suddenly they heard a loud bang, and the spacecraft shuddered A high-pitched alarm sounded in the command module Warning lights flashed on the spacecraft’s control panels

The dials said there was not enough battery power to run the lights, heat, and electronic equipment

2 Frontload the clip with background information so the students know what to listen for

Page 82, MAke cONNectiONS—Mission Control needed to figure out how to get the astronauts back home by determining how much fuel and oxygen was left in the module Underlined words: First, The next These words indicate that the astronauts and Mission Control will work together to take steps in logical order to solve the problem

The Learning Checklist provides guidance for managing 68 • Lesson 4: Reading Historical peer Nonfiction group discussion.

Speaking and Listening Projects help students Post a list of questions that students should try to answer as they listen to the speech Some suggestions are range of theinteractive bulleted below Revise the questions to adapt them to theexercise particular speech youa have selected Go over questions before students listen to or view the speech so they will be prepared to mentally ask the questions as they listen oral communication and • What are the facts of the speech? interpersonal skills—essential • How does the speaker support his or her main points? CCSS competencies.

1 Select an excerpt from a speech that is meaningful to students The excerpt should be no longer than five to seven minutes, and students must either listen to or watch the speech, not read it

Page 81, cOMPAre AND cONtrASt—Lovell and his crew most likely felt calm in paragraph 4 because up to that point, the mission had gone smoothly In paragraph 6, the crew most likely felt tense and scared because an oxygen tank had exploded

3

Duplicating any part of this book is prohibited by law.

Page 80, HiStOricAl NONFictiON—This is a secondhand account The passage is about Jim Lovell, but he did not write it I know this because the writer uses Lovell’s name and the pronoun he If Lovell had written about his own experiences, he would have used the pronoun I

Procedure

Duplicating any part of this book is prohibited by law.

Sample answers

72 • Lesson 4: Speaking and Listening Project

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Common Core Coach Teacher’s Manual, ELA Grade

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ELA

Common Core Coach—Online Assessments and Leveled Reading Passages, Grades 3 – 8 Promote mastery of the CCSS with the webbased assessments in this student-friendly program. Bring your Common Core practice to life as you build confidence and familiarity with the new standards! Here are digital-format assessments, filled with multiple-choice, short-response, and essay questions, all aligned to the Common Core— four Benchmark Assessments and a Summative Assessment. These online tests duplicate those in the Common Core Coach Assessments print workbooks. There is one Benchmark Assessment— 30 questions in length, composed of a mixture of multiple choice, short response, and essay—for each of the four sections of the Student Edition. Standards in each of these Benchmark Assessments range across strands.

A Summative Assessment covers standards across the strands. Questions are in multiple-choice, short-response, and essay format.

40

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Comprehensive reporting has you covered. Automated reports—available by student, class, teacher, and standard—make it easy to evaluate understanding. Report data are readily used to monitor class and student progress. When warranted, alerts appear on the teacher dashboard to highlight those students who have fallen behind. Automated data help you check comprehension on each assessment by class, as well as identify common misconceptions in student answers.

Analysis of both Benchmark Assessments and the Summative Assessment • Results by Student • Student Review by Item • Student Proficiency by Class • Student Progress by Standard • Class Summary • Item Analysis by Class • Class Proficiency by Teacher • Class Progress by Teacher • Student Assignments by Standard

Individualize student learning with leveled reading passages online. Three leveled reading passages are provided for each reading lesson: approaching, on, and above level. This choice of passage comprises the final independent reading section of the student reading lesson. Webbased assignment of readings streamlines the ability to differentiate according to the proficiency of individual students. These digital readings are also available in reproducible print booklets with purchase of the Teacher’s Manual and Student Editions.

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ELA

Crosswalk Coach™ for the Common Core State Standards, Grades 3 – 8 STUDENT BOOK

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Free!

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Transition to the Common Core with this essential resource! New Common Core Series! Crosswalk Coach has you covered as new and more rigorous expectations for student achievement are introduced across your state. Crosswalk Coach aligns highly focused ELA lessons with the Common Core State Standards for easy curriculum planning. Each lesson targets a single skill, promoting achievement through instruction and practice, and making it easy for you to assess mastery of discrete skills.

HIGHLIGHTS • Familiar Coach approach • Organized with a focused lesson on each and every skill • Coached Examples strengthen comprehension • Reading passages reflect the rigor of the CCSS • “Mechanics Toolbox” highlights grammar, punctuation, and more • Assessments throughout track progress for skill-byskill benchmarking

• A summative assessment measures overall performance • A glossary reinforces key vocabulary • Expanded, enhanced Teacher’s Guide with an explanation of key process skills, an instructional overview, minilessons, and reproducibles

FREE Correlation Chart! • Clearly identifies how current state standards are embedded in the new Common Core • Pinpoints alignment and gaps so you know what to focus on Available at www.triumphlearning.com/CCCorrelations

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100% Aligned to the Common Core State Standards!

Table of C ontents

Frequently Asked Ques tions abou Common Co t the Comm re State St on Core St andards Co ate Standa rrelation Ch rds . . . . . . art . . . . . . . . . . . . . . . es Chapter 1 Stori of Kinds rent Diffe . . . . . . . . . . . . . . . . 3 8: Lesson Literature . . . . . . . . . . . . . . . . . . . . Chapter 1: . . . . . . . . . . . . . . . . . . Diagnostic . . . . . . . 6 . . . As . . se . . ss . . . 11 ment for Le Lesson 1 ssons 1–10 Ask and An Common Cor . . . . . . . 14 swer Ques Lesson 2 State Standa e tions . . . . . rds Characters . . . . . . . . . . ns. stio . . . . 20 RL.3.1, . que . . . . . . . . . . Lesson 3 RL. . Answer the following 3.10, RF.3.4.a, . . . . . . . . . . . Point of Vie ent Serp c d here . Feat . w . the . s . . 26 RL.3.3, . . . . . . . . . 3. How doe RL.3.10, RF.3.4. . . . . . . . . . ple of a, c . . . . . . . . . Lesson 4 1. This story is an exam 32 RL.3.6, RL. feel about humans? Setting . . . 3.10 , RI.3.6, . . . . . . . . . Lesson 5 RF.3.4.a, c . . . . . . . . . Plot . . . . . . . . . . . . . . A. a myth. A. He likes ants more . . . . . . . . . . . . 38 RL. Lesson 6 . . . . . . . . . 3.9, RL.3.10, RF.3.4.a, c Lit . ans. . era . . . . . . . . . . l and Nonli than hum B. a folk tale. 44 RL.3.9, RL. teral Langua 3.10, RF.3.4.a, ge . . . . . . c . . . . . . . 50 . Le them ss help on to ts 7 RL.3.4, RL.3.10 B. He wan Different Kin C. a fairy tale. , ds of Litera Lesson 8 RF.3.4.a, c; L.3. ture . . . . . . 5.a Different Kin them e . . mov . to . ts . . wan . . . . . 56 RL. ds of Stories C. He D. a fable. 3.5, RL.3.10, . . . . . . . . . RF.3.4.a, c . . . . . . . . . Lesson 9 rocks. 62 RL.3.2, RL. Illustrations D. He likes giving them 3.9, RL.3.10, an d Ma Lesson 10 ps . . . . . . . RF.3.4.a, c . . Compare an . . . . . . . . . figure out the . . . 70 RL. d Contrast Chapter 1: 2. What clue helps you 3.7, RL.3.10, Literature . Cumulative RF.3.4.a, c . . . . . . . . . Assessment . . 76 RL.3.9, g could be kind of story? for Lesson RL.3.10, RF.3.4. 4. Which of the followin s 1–10 . . . . a, c Chapter 2 . . . 84 Information a theme in the story? al Texts . . A. the setting Chapter 2: . . . . . . . . . Diagnostic . . . . race . As . the . se s . . . . . 91 ssment for Lesson 11 Lessons 11 A. Slow and steady win Ask and An B. the happy ending –17 . . . . . . swer Ques Lesson 12 92 tions . . . . . Main Idea an . . . . . . . . . re you leap. befo hes k teac Loo it n B. lesso . . . 98 RI.3 d the Supporting C. Lesson 13 .1, RI.3.10, RF. Details . . . 3.4.a, c Text Organiz . it. . eat . . you . re . ation . . . . . 104 RI.3.2, C. Cook corn befo . . . . . . . . . RI.3.10, RF.3.4. D. the way it explains . . . . . . . . . a, c Lesson 14 . 110 RI.3.3, Co to RI.3 mm natural events .8, RI.3.10, on Features D. Sharing can lead Lesson 15 of Informatio RF.3.4.a, c na Re l Te ad xts . . . . 11 ing in the Su good things. 6 RI.3.5, RI.3 bject Areas .10, RF.3.4.a, . . . . . . . . . c . . . . . 122 Lesson 16 RI.3.4, RI.3.10, Illustrations, Photos, an Lesson 17 RF. 3.4. d a, Ma c; L.3.6 ps . . . . . . Compare an . . . . . . 128 RI.3 d Contrast e? Chapter 2: .7, RI.3.10, RF. Informationa you understand the them 3.4.a, c Cumulative l Texts . . . Assessment 134 RI.3.9, 5. How do the ants help RI.3.10, RF.3.4. for Lesson a, c s 11 Chapter 3 –17 . . . . . 14 2 Writing . . . . . . . . . . . Chapter 3: . . . . . . . . . Diagnostic . . . . . . . . . Assessment . . 149 Lesson 18 for Lesson Write an Op s 18–22 . . inion Piece . . . 150 Lesson 19 . . . . . . . . . Write an Inf . . . . . . . . . . ormational 156 W.3.1, Lesson 20 Piece . . . . . W.3.4, W.3.10 Write a Narra . . . . . . . . . . 162 W.3 tive . . . . . . .2, W.3.4, W.3 . . . . . . . . . .10 . . . . . . . . . 168 W.3.3, any par t of

Duplicating any part of

this book is

prohibited by

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Aligned to the CCSS to allow for maximum flexibility in addressing areas of need.

Duplicating

W.3.4, W.3.10

4

this book is prohibited

CC_ELA_G3

_SE_FM_Sa

mple.indd

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Crucial practice questions develop strong readers and provide key reinforcement.

Lesson 7: Differen

t Kinds of Literature

4

Coached Example

69

Read the passa ge

01/10/10

12:49 PM

and answer the questions.

“Chapter 2: Pebbles

Is

Stuck!” Hassan stared up at the tree and frown ed. His new kitten had been stuck up , Pebbles, in that old oak tree in front of his hou seemed like hours. se for what “Come on down, Peb bles!” cried Hassan. “You can do it!” Pebbles just looked down at him with her eyes wide open. terrified to be up in She was that tree! How did she even get up her e?

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B. poem C. stanza D. story HIN T

This passage is writt en in sentences and paragraphs..

2.

What is this section called? A. an act B. a chapter C. a sta

nza “Coached Example” D. a scene passages are followed by ies have chapters, HIN T Stor questions with hintsdramto walk as have acts and scenes, and poem s have stan students through a skill.zas.

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Buckle Down® to the Common Core State Standards, Grades 3 – 8 STUDENT BOOK

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Comprehensive Lessons—Fully Correlated to the CCSS! New Common Core Series! Start integrating the Common Core State Standards into your curriculum now! Buckle Down has just what you need to stay in step with the most significant educational development in recent years. Our new series, Buckle Down to the Common Core State Standards, will ensure that every classroom is current, focused, and on track with the CCSS Initiative! Lessons introduce key skills and use examples to walk students through the ELA concepts, step by step. You’ll get both targeted review and extensive practice on open-ended questions. And a “Mechanics Toolbox” highlights grammar, punctuation, and more.

HigHligHts • Lessons present related concepts together so that key skills support each other • Emphasis on writing and open-ended questions—as required by the CCSS • High-interest reading selections and teaching methods that reflect the rigor of the CCSS • A speaking-and-listening section • Grades 6–8 include a cross-curricular lesson that applies reading skills to social studies, science, and technical subjects as mandated by the CCSS • Includes an enhanced Teacher’s Guide with answer key and an instructional overview 44

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CCSs: L.3.1a

, L.3.1f

1f

CCSs: L.3.1a, L.3.

ge Unit 3 – Langua

ces Strong Senten ng di il Bu : 19 Lesson don’t put the blocks

g blocks. If you or structure. connecting buildin a strong building Words are a lot like rt. You won’t have apa y’ll also fall fall y’ll the tly, ether correctly, the tog rds together correc wo put ’t build strong words. If you don together, you will rds wo It’s the same with r you ting careful in put apart. But if you are what sentences. pened and who or something that hap a subject tells readers about sentence has both ng stro a A strong sentence t tha ans action. That me the verb is the was involved in the does the action, and together so ject is who or what se kinds of words the and a verb. The sub put to how n g blocks. ’ll lear you ldin bui on, of less de this ma In ng castle action. k together like a stro stic ces ten sen r that you ct and a verb. st have a subje lete sentence mu mp co A a sentence, and the 1: in TIP what does the action t. subject is who or noun in the subjec pro As you know, the or n nou a ays There is alw verb is the action. of words ds kin nt ere w how these diff sentences, which sho Read the following connect.

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Subject-V erb Agreem ent The subject tells who or what a senten does. Some ce is about. subjects are The verb tel singular. Ot ls what the su her subjects Examples: bject are plural. The sun shin es. The dogs ba rk. The sun is a singular subje ct. There is ju There is mor st one sun. Th e than one do e dogs is a plu g. The verbs ral subject. shines and ba A subject an rk tell what ea d verb need ch subject do to match in es. number, or ag Examples: ree. Franklin runs up the hill. (c orrect) The little bo y run to catch up with his big sister. (in The plural ve correct) rb, run, does not agree wi The correct th the singu sentence is: lar subject, Th e little boy. The little bo y runs to catch up with his big sister. PronounAntecede nt Ag reement A pronoun is a word that takes the plac that a pronou e of a noun. n replaces. An antecede nt is the word Example: The ducklin gs followed their mothe plopped into r in a line alo the lake after ng the shore. her. Then they In the second sentence, the words they an is the plural d her are pron noun ducklin gs. The antec ouns. The an tecedent of th t of her is the Aeden Mechanics Toolbox Pronouns an ey singular noun d anteceden moth ts need to ag pronoun ne ree. If the an strategies for er. provides eds to show tecedent is m more than on neither, the ore than one, e. If the antec pronoun als the edwriting. o needs to be effective ent is male, female, or male, female Examples: , or neither. Geoff read an other chapter of the myster Jessica and St y before he we acey walked to the park. nt to bed. (c She had a pi The singular cnic there. (in orrect) pronoun, Sh correct) e, does not ag is more than ree with the one. It need antecedent. s a plural pr Jes on sic oun. The co a and Stacey Jessica and St rrect senten acey walked ce is: to the park. They had a pi cnic there.

8 PM 10/20/2010 3:35:5

ext.indd 202

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Mechanic

Buckle Down to the Common Core State Standards, ELA Grade

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3

TAL-USR2042W1

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part of this

book is pro

*Note: Minimum order: 11 copies per title.

Duplicating any

203

Mechanic

1CCUS03RD01_T

Free

Tulips are my favorite flowe rs.

In the followi ng sentence s, circle the Example: Th verb that matc e bird in that hes the subj maple tree (is ect. / are) a blue 1. Mother Go jay. ose and Grim m comic strip s ( make / m akes ) me fal l over laughin 2. All of my g. cousins, exce pt Cecil, ( ha s / have ) da rk, black hair. 3. Pineappl es and kiwi fruit ( is / ar e ) both delic ious with ch ocolate ice cr 4. The bum eam. pers on that car ( is / are ) muddy.

d 203

In keeping with the familiar Buckle Down 202lessons begin format, with an easy-to-read explanation of a concept, followed by Tips for scaffolded support.

Teacher’s Guide with every 20 or more copies

Practice Activities provide The bugs jum a simple and p.effective way for students to apply skills on their own.

Directions:

by law.

pronoun

noun

The onions make my eyes wa ter.

Practice A ctivity 1

oak tree.

prohibited

. It flew into the big through the window

this book is

bee

Andy threw a Fris

Plural The onion m akes my eyes wa ter.

bited by law.

subject

verb

Singular

any part of

subject

Lesson 19 : Building Strong Sent en

ces TIP 2: Mak e subjects and verbs Verbs must m atch. match their subjects. A sin thing, such as gular subjec puppy, girl, or t means ther plant. It take singular verb e is only one s a singular s end in s. verb, such as grows. Most A plural subj ect is more th an one thing, subject take s a plural ve such as pupp rb, such as gr ies, girls, or plants. A plur ow. Look at the al following ex amples.

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Targets Foundational Skills, Reading, Writing, and Language! Grade 2 sample pages shown.

Promotes higher levels of achievement!

Lesson 2 Words with Long Vowels

Table of Contents

Get the Idea A long vowel sound can sound like the letter that makes it Long vowels can be a, e, i, o, u, and sometimes y Sometimes a word with a long vowel sound ends with a silent e

Common Core State Standards

Lesson 1

Words with Short Vowels

4

RF.2.3.a; RF.2.4.a–c

Lesson 2

Words with Long Vowels

10

RF.2.3.a; RF.2.4.a–c

Lesson 3

Words with Vowel Teams

16

RF.2.3.b; RF.2.4.a–c

Lesson 4

Words with Two Syllables

22

RF.2.3.c; RF.2.4.a–c

Lesson 5

Irregular Word Sounds

28

RF.2.3.e; RF.2.4.a–c

Lesson 6

Prefixes

34

RF.2.3.d; RF.2.4.a–c; L.2.4.b

Lesson 7

Suffixes

40

RF.2.3.d; RF.2.4.a–c; L.2.4.c

Lesson 8

Words with Silent Letters

46

RF.2.3.f; RF.2.4.a–c; L.2.2.d, e

The TOC clearly displays which Common Glossary Core State Standards each lesson covers.

a

pl a te

o

b o ne

56

Circle the words with long vowel sounds

Th ink Ab ou t It nd ★ A syllable needs a vowel sou Color one

next to the word for eac

gate hose

h syllable

sack chop

shine mule

10 462NA_ELA_G2_1R.indd 10

3 462NA_ELA_G2_1R.indd 3

remote

this book Duplicating any part of

by law.

13/06/11 5:42 PM

this book is prohibited

462NA_ELA_G2_1R.indd

Duplicating any part of

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HIGHLIGHTS

beaver

honey “Think About onsections offer reminders bacIt” of key topics to reinforce skills before independent practice exercises.

“Get the Idea” sections introduce and define the topic.

13/06/11 5:42 PM

is prohibited by law.

peanut

clover

drill thumb

Duplicating any part of this book is prohibited by law.

Fun and Games

Duplicating any part of this book is prohibited by law.

52

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a million blacksmiths Jenny thought that Niagara Falls sounded like that much noise? Students answer “Think cause could t Wha s. shoe horse hammering away on out. find About” questions to begin l Read on and you’l thinking critically about the About the Topic topic before they read.

Think

Think About Genre

Read the introduction to “Thunder t of Water” again. Then think abou things “Journey of Wonder.” Write two that you know about Niagara Falls.

Historical fiction includes facts from ns, the past, but the characters, actio places, or events may be made up. n That is why it is fiction. Nonfictio places, real le, peop real t abou only tells real actions, and real events. Nonfiction can look different, too. An article may be divided into parts e that have titles, or headings. Thes is headings tell you what each part le, about. Look at the nonfiction artic “Thunder of Water.” Then answer

1.

2.

Preview and Predict

of You looked at the article, “Thunder expect to Water.” Write one thingMAyou KE CON NECTIONS learn. Authors try to con

Thunder of Water

What else does the author compare Niagar a Falls to?

Questions with every selection provide many opportunities for critical thinking.

ndd 53

OT127_BP_CSB_047-060_FNL.i

12/1/11 10:32 AM

Describe a lake or river you have seen.

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Niagara Falls as ada seen from Can

fresh water (FRESH WA -tur) water that is not salty

gallons (GAL-uns) a liqu

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BEST PRACTICES

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N

The author uses the of bathtubs to explainidea much water spills ove how r Niagara Falls. 53

a million bathtub s full of water. Line up all those bathtubs, and the y would reach from New York to Florida. Now thi nk about all that water falling at once over a tal l, wide cliff. That’s how much water spills over Niagara Falls every secon d. It adds up to about 37 million gallons of water pe r minute. No oth er waterfall on Earth has so much water flowing ov er it! Niagara Falls is ab out 180 feet hig h. That’s about as tall as a building with 16 floors. In the world, 50 waterfal ls are higher. On ly one other waterfall is wider. That is Victoria Fa lls in Africa. Look at the map on page 55. These Great Lakes hold much of the world’s fre sh water. The water passes throu gh Lake Erie, and then moves into the Niagara River—and over Niagara Falls.

P bl h

or a 3. Do you see: a graph? a chart? map?

d

The Greatest Fl ow on Earth Think about

nect new information with what you might know.

©O

? 2. How many photographs are there

© Options Publishing . No copying perm itted.

permitted. © Options Publishing. No copying

g

y g

these questions: ? 1. How many headings are there

MA KE CO NN ECT ION S UN DE RSTAN D GE NR E QU EST ION

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Free!

Teacher’s Guide with every 20 or more copies

Master Pennsylvania’s 15 Most Challenging Skills! Get effective intervention solutions for struggling readers with scaffolded support from SkillBridge! You’ll zero in on the 15 reading skills that students find most challenging on the PSSA. SkillBridge is unique in its solid research foundation—all skills covered have been determined by extensively analyzing state test results. With a focus on skills acquisition and a scaffolded pedagogical approach, students move from guided practice to independent work, and gain confidence as they build grade-level comprehension!

Highlights • Build a Bridge sidebars expand on lesson content and enhance understanding, while providing immediate practice opportunities for students to apply what they’ve learned • Make Connections sections reinforce the skill-related theme of the lesson with Pennsylvania references • Fiction, nonfiction, and poetry reading passages throughout • Word banks identify key words highlighted in the text • Illustrations support instruction

ORDERING INFORMATION Pennsylvania SkillBridge Reading Item #

3

TAL-PAB2042W1

4

TAL-PAB2044W1

5

TAL-PAB2046W1

$

6

TAL-PAB2048W1

7

TAL-PAB2050W1

11+ copies

8

TAL-PAB2052W1

Free

Teacher’s Guide with every 20 or more copies

Price*

Grade

499

ea.

*Note: Minimum order: 11 copies per title. Price discounts apply only to multiple copies of the same title and grade, and not to the total number of items ordered.

Your Educational Sales Consultants: ann king & len keller | team@triumphlearning.com

57

ELA

Ladders to Success2 on the Pennsylvania Standards, Level C – H • Grades 3 – 8 STUDENT BOOK

4

from $

99

Free!

Teacher’s Guide with every 20 or more copies

Skills Practice & Review from Your Favorite Resource! Due to the popularity and effectiveness of our original Ladders reading series, we have created Ladders2—with enhanced features to reach students below grade level. You’ll guide struggling readers up to skill mastery with three levels per lesson that promote PSSA success! This student-friendly series contains leveled lessons that focus on 10 key fundamental skills crucial to reading success. Each lesson provides explicit, systematic instruction on basic skills and concepts. What’s New about Ladders2?

Correlated to the Common Core State Standards!

• Brand-new content with fresh practice questions and review • Correlated to the PSSA and Common Core State Standards • Special E-News section that will captivate students with stories from around the world • Enhanced graphics and a clear design layout

Highlights • 10 lessons contain 14 pages of targeted practice and instruction per skill • Seven important reading strategies are introduced with ample opportunities to apply them • Developed specifically for basic and below-basic students who struggle with on-grade work and need a boost to get up to grade level • Lower reading levels remove the barrier to learning the skills • A one-page Pretest in each lesson measures student abilities; a two-page Posttest assesses student proficiency • “Word Power” section introduces new words and word groups

58

ORDERING INFORMATION Ladders to Success2, Reading Level/Grade

Item #

C/3

TAL-314PA

D/4

TAL-315PA

E/5

TAL-316PA

F/6

TAL-317PA

G/7

TAL-318PA

H/8

TAL-319PA

Free

Teacher’s Guide with every 20 or more copies

Price*

499

$

ea.

21+ copies 11–20..... $7.99 ea. 5–10......$9.99 ea.

*Note: Minimum order: 5 copies per title.

Phone: 800-338-6519 • Fax: 866-805-5723 • www.triumphlearning.com/PA

ELA

Ladders to Success on the PSSA Level C – H • Grades 3 – 8 STUDENT BOOK

4

from $

99

Free!

Teacher’s Guide with every 20 or more copies

Below-Level Students Can Master Skills Essential to PSSA Success! A classroom favorite, Ladders caters specifically to the needs of students who are performing below grade level. These high-interest workbooks are designed to help struggling students master 10 fundamental, gradeappropriate reading skills—skills that are essential to success both in the curriculum and on the PSSA. Importantly, this series reflects our collaboration with Pennsylvania educators, who helped us identify and incorporate essential program features. Readability leveled by Lexile®.

Correlated to the Common Core State Standards!

Highlights • Ten 14-page scaffolded lessons in every book—one lesson on each core skill • Gradual progression of readability—from 1.5 grades below level to on level—so there is no barrier to learning the skills • Lots of structured practice and support to ensure student mastery for the PSSA • Skill Scorecard allows students to keep track of their progress • Developed specifically for basic and below-basic students who struggle with on-grade work and need a boost to get up to grade level • Diagnostic Quiz and Posttest on each skill to assess student proficiency • Correlated to Pennsylvania’s Assessment Anchors and to PSSA Assessment Anchors Reading Coach

ORDERING INFORMATION Ladders to Success, Reading Level/Grade C/3

TAL-124PA

D/4

TAL-125PA

E/5

TAL-126PA

F/6

TAL-127PA

G/7

TAL-128PA

H/8

TAL-129PA

Free

Price*

Item #

Teacher’s Guide with every 20 or more copies

$

499

ea.

21+ copies 11–20..... $7.99 ea. 5–10......$9.99 ea.

*Note: Minimum order: 5 copies per title.

For a list of the skills, go to www.triumphlearning.com/LadderSkills

Your Educational Sales Consultants: ann king & len keller | team@triumphlearning.com

59

ELA

PSSA Coach, Writing Grades 5, 8 & 11 STUDENT BOOK

9

from $

99

Free!

Teacher’s Guide with every 20 or more copies

All in One! Diagnose, Instruct, Practice & Assess Our PSSA Writing Coach thoroughly prepares Pennsylvania students for the challenging PSSA writing assessment. Instruction aligns with the five Domains—Focus, Content Development, Organization, Conventions, and Style—that students must master to achieve a high score. There is extensive coverage of each of the three grade-appropriate modes assessed on the PSSA— Narrative (Grade 5), Informational, and Persuasive. A section on Conventions teaches the mechanics of good writing, helping students succeed on the multiple-choice portion of the exam. At the end of each chapter, students have the chance to score writing samples using PSSA scoring guidelines. Pretest and Posttest are included along with a Writing Handbook, a Conventions Handbook, a compilation of spelling rules, and a list of commonly misspelled words.

Highlights • Fully aligned to Pennsylvania’s Writing Standards and Domains • Covers all five Domains—Focus, Content Development, Organization, Conventions, and Style—and all three grade-appropriate PSSA modes: Narrative, Informational, and Persuasive • Two FREE full-length Practice Tests, matched to the PSSA exam in content, format, and style • Teacher’s Guide includes sample responses for writing prompts • Item-specific Scoring Guidelines for Practice Tests in the Teacher’s Guide

60

ORDERING INFORMATION PSSA Coach, Writing Price*

Grade

Item #

5

TAL-110PA

8

TAL-111PA

21+ copies

TAL-112PA

11–20..... $13.99 ea. 5–10......$15.99 ea.

11

Free

Teacher’s Guide with every 20 or more copies

999

$

ea.

*Note: Minimum order: 5 copies per title.

Phone: 800-338-6519 • Fax: 866-805-5723 • www.triumphlearning.com/PA

ELA

Ladders to Success on the PSSA High School STUDENT BOOK

4

from $

99

Free!

Teacher’s Guide with every 20 or more copies

The Ideal Program for Struggling High School Students! Boost at-risk students up to grade level and help them achieve success on the PSSA! Our Ladders books cater specifically to the needs of students who are performing below proficiency level. Your students will master fundamental skills essential to success both in the curriculum and on the PSSA. Each 10-page lesson focuses on one skill and is divided into three scaffolded mini-lessons (steps) that gradually guide students up the learning ladder. Plus, you’ll find graphic organizers and multiplechoice, short-answer, and extended-response questions throughout! Everything you need! • Developed specifically for struggling students and those who need a boost to get up to grade level • Ladders Reading contains 14 lessons on author’s purpose, context clues, compare and contrast, and more • Ladders Writing contains 12 lessons on punctuation; sentence structure; persuasive, informational, and narrative writing; and more

Highlights • Lots of structured practice and support to ensure student mastery for the PSSA • Reporting Scorecard allows students to keep track of their progress • Comprehensive, Diagnostic Test at the beginning of the book • Independent lesson reviews throughout • Correlated to the Pennsylvania Assessment Anchors

ORDERING INFORMATION Ladders to Success, Reading & Writing Grade/Subject

Item #

High School/Reading

TAL-217PA

High School/Writing

TAL-221PA

Price*

499

$

ea.

21+ copies

Free

Teacher’s Guide with every 20 or more copies

11–20..... $7.99 ea. 5–10......$9.99 ea.

*Note: Minimum order: 5 copies per title.

Your Educational Sales Consultants: ann king & len keller | team@triumphlearning.com

61

ELA Write It Out: Mastering Short and Extended Responses to Open-Ended Questions, Levels C–H • Grades 3–8 STUDENT BOOK

7

from $

99

Free!

Teacher’s Guide with every 20 or more copies

Transform your students into confident and skillful writers! This effective series provides key writing strategies and boosts test scores. Intensive instruction focuses on specific techniques that will serve students in all of their writing efforts, especially in responding to open-ended questions. Support your classroom with: • Content that emphasizes revision when constructing a response • Examples of good and poor writing that clearly illustrate what students should aspire to, and what they should avoid • Coverage that includes reading, analysis of questions, and the process of writing successful responses to open-ended items

HigHligHts • Lessons with varied types of open-ended questions • Step-by-step, guided support for composing complete and high-scoring answers • Strategies for writing answers that range from a few sentences to long, multi-paragraph essays • “Tools & Tips” section in each unit with useful writing hints • “Score Builder” in every unit helps students analyze and improve their own writing

ORDERING INFORMATION Write It Out Level/Grade

Item #

C/3

TAL-125NA

D/4

TAL-126NA

E/5

TAL-127NA

F/6

TAL-128NA

G/7

TAL-129NA

H/8

TAL-130NA

Free

Teacher’s Guide with every 20 or more copies

62

Price*

99 7 21+ copies

$

ea.

11–20..... $8.99 ea. 5–10......$10.99 ea.

*Note: Minimum order: 5 copies per title.

Phone: 800-338-6519 • Fax: 866-805-5723 • www.triumphlearning.com/PA

ELA

Open-Ended Questions Coach Levels C –J • Grades 3 – 10 STUDENT BOOK

7

from $

99

Free!

Teacher’s Guide with every 20 or more copies

Read, Think, Write, Assess, Improve This easy-to-master, five-step approach —Read, Think, Write, Assess, Improve —teaches your students to tackle open-ended questions strategically, boosting their ability and their confidence. In fact, students will find they can apply these steps to any question type, making them better overall test takers! Support your classroom with: • Step-by-step instruction that demonstrates how to best answer questions requiring information, explanations, descriptions, summaries, or comparisons • Practice exercises that contain short- and longresponse items, allowing students to utilize their writing skills • Easy-to-read text that helps students at all levels master the strategy-based responses • Engaging content that promotes comprehension and closely matches the format of statestandardized tests

HIGHLIGHTS HigHligHts

• Compelling reading selections in a variety of genres • Lessons with varied types of open-ended questions • Helpful summaries of each lesson’s main points and skills • Step-by-step, guided support for composing complete • and Sample essay in answers each lesson and sample tests both high-scoring include rubrics for self-assessment • Strategies for writing answers that range from a few sentences to long, multi-paragraph essays • “Tools & Tips” section in each unit with useful writing hints • “Score Builder” in every unit helps students analyze and improve their own writing

ORDERING INFORMATION Open-Ended Questions Coach, ELA Level/Grade

Item #

C/3

TAL-56NA

D/4

TAL-57NA

E/5

TAL-58NA

F/6

TAL-59NA

G/7

TAL-60NA

H/8

TAL-61NA

I/9

TAL-62NA

J/10

TAL-104NA

Free

Teacher’s Guide with every 20 or more copies

Price*

99 7 21+ copies

$

ea.

11–20.... $8.99 ea. 5–10.....$10.99 ea.

*Note: Minimum order: 5 copies per title.

Your Educational Sales Consultants: ann king & len keller | team@triumphlearning.com

63

ELA

Classroom Resources Levels A – H • Grades 1 – 8

FICTION and NONFICTION!

Comprehension Strategies Kit Grades 1–5+ Use it for just 20–25 minutes a day to increase understanding of the six key comprehension strategies necessary to boost student achievement: monitor and clarify, make connections, visualize, ask questions, infer and predict, and summarize. Each kit includes: • 1 portable box—fiction or nonfiction • 18 fiction or nonfiction Modeling Transparencies • 12 copies of wipe-off fiction or nonfiction Interactive Practice Cards for each of the 6 strategies (72 total) • 18 four-page fiction or nonfiction leveled reading selections (6 copies each, 108 total) • 12 black erasable markers • 158-page Teacher’s Guide and a Resource CD-ROM

The Countdown Coach Levels C–H | Grades 3–8 Count down to the reading test with this effective resource. With scaffolded instruction, engaging passages, and intensive extra practice in required reading skills, every learner in your class will improve comprehension. Countdown teaches students twelve key reading strategies. Each reading selection gives students a chance to apply these strategies with fifteen multiple-choice questions and an open-ended question. • Develops higher-order reading and thinking skills • Provides students with hints and key reinforcement • Increases familiarity and reduces test anxiety

Comprehension Strategies Kit, Reading READING LEVELS: Choose the range of readabilities to match the needs of your students. Kit Level Readability

Fiction 1-Box Kit Item #

Nonfiction 1-Box Kit Item #

Fiction + Nonfiction 2-Box Kit Item #

Kit A 1.0–3.0

TAL-32661.1

TAL-32662.1

TAL-32828.1

Kit B 1.0–4.0

TAL-32740.1

TAL-32741.1

Kit 1 2.0–5.0

TAL-30237.1

TAL-30231.1

Kit 2 2.5–6.0

TAL-30238.1

Kit 3 3.5–7.0

TAL-30239.1

349

$

64

99 Fiction Kit or

The Countdown Coach, Reading Grade

Item #

C/3

TAL-25PK

TAL-32829.1

D/4

TAL-26PK

TAL-30243.1

E/5

TAL-27PK

TAL-30232.1

TAL-30244.1

F/6

TAL-28PK

TAL-30233.1

TAL-30245.1

G/7

TAL-29PK

H/8

TAL-30PK

Nonfiction Kit

679

$

99 Fiction Kit +

Nonfiction Kit

*Sold in 30–booklet packs per level/grade. Includes FREE Teacher’s Guide.

Phone: 800-338-6519 • Fax: 866-805-5723 • www.triumphlearning.com/PA

Price*

4999

$

ea.

ELA

Supplemental Tools Levels K – H • Grades K – 8

Reading Options for Achievement

Comprehension Matters Levels C–H | Grades 3–8 Give students the tools to build understanding and excel on standardized reading tests with practice in key comprehension skills. Perfect for use in the classroom or for academic intervention, summer school, ELL, test preparation, and Title I programs!

Grades K–8 Teach comprehension and vocabulary skills with high-interest articles and stories! Each level is organized thematically with an emphasis on nonfiction reading selections. Identical thematic topics continue across each grade level, allowing instruction to be individualized within one class. Every lesson focuses on just two skills to provide intensive instruction, practice and application.

Motivate kids with high-interest content.

Comprehension Matters Single-Level Set Level/Grade

Item #

C/3

TAL-2880.0

D/4

TAL-2881.0

E/5

TAL-2882.0

F/6

TAL-2883.0

G/7

TAL-2884.0

H/8

TAL-2885.0

Price

12499

$

ea.

Each set includes: 5 copies of each skill-specific workbook & 1 Teacher’s Guide. Total Number of Student Books: 25

TAL-2876.0

D/4, E/5, F/6

TAL-2877.0

E/5, F/6, G/7

TAL-2878.0

F/6, G/7, H/8

TAL-2879.0

Teacher’s Guide #

ea.

K/P

TAL-1300.1

TAL-1301.0

Each set includes: 5 copies of each skill-specific workbook for three levels & 1 Teacher’s Guide for each level. Total Number of Student Books: 75

A/1

TAL-1302.1

TAL-1303.0

B/2

TAL-1304.1

TAL-1305.0

11+ copies

C/3

TAL-1306.1

TAL-1307.0

5–10.....$11.99 ea.

D/4

TAL-1308.1

TAL-1309.0

E/5

TAL-1310.1

TAL-1311.0

Teacher’s Guide for Grades K–1 $7.99

30499

$

Complete-Level Set

E/5 F/6

17999

$

G/7 H/8

TAL-2875.0

Reading Options for Achievement Item #

C/3 D/4

• Finding Main Idea • Understanding Sequence • Figurative Language • Making Predictions • Understanding Author’s Purpose And more!

Grade

Multi-Level Set C/3, D/4, E/5

Skills include:

ea.

Each set includes: 1 copy of each skill-specific workbook for levels C –H (Grades 3 –8) & 1 Teacher’s Guide for each level.Total Number of Student Books: 30

F/6

TAL-1312.1

TAL-1313.0

G/7

TAL-1314.1

TAL-1315.0

H/8

TAL-1316.1

TAL-1317.0

Price*

799

$

ea.

FREE Answer Key for Grades 2–8

*Note: Minimum order: 5 copies per title. Price discounts apply only to

multiple copies of the same title and grade, and not to the total number of items ordered.

Your Educational Sales Consultants: ann king & len keller | team@triumphlearning.com

65

SCIENCE

PSSA Coach Assessment Anchors Grades 4, 8 & 11 STUDENT BOOK

9

from $

99

Free!

Teacher’s Guide with every 20 or more copies

All in One! Diagnose, Instruct, Practice & Assess Give your students a solid foundation in assessed science skills with Coach—and get complete preparation for the PSSA. Fully aligned to the Pennsylvania Assessment Anchors, Coach has everything you need! • Chapters cover grade-appropriate subjects such as: the nature of science, organisms and the environment, matter, energy, force and motion, Earth and space, biological sciences, and more! • Coach provides clear instruction to help students learn key information and develop higher-order thinking skills • Each lesson includes a discussion question and review questions; Chapter Reviews mimic the state test • Lots of multiple-choice and extended-response questions give students crucial practice • Authentic Practice Tests help students gain familiarity with the PSSA • Invaluable tips and strategies throughout build student confidence before test day

Highlights • FREE full-length, fully aligned Pretest and Posttest, modeled after the PSSA • Engaging art and graphic organizers to complement the lessons • “Did You Know?” sections with high-interest facts • Highlighted key words and a glossary to reinforce vocabulary used on the actual PSSA • Teacher’s Guide with answer key, Progress Analysis Charts, Correlation Chart, bubble sheets for students, and rubrics

66

ORDERING INFORMATION PSSA Coach Assessment Anchors, Science Price*

Grade

Item #

4

TAL-163PA

8

TAL-167PA

21+ copies

TAL-170PA

11–20..... $13.99 ea. 5–10......$15.99 ea.

11

Free

Teacher’s Guide with every 20 or more copies

999

$

ea.

*Note: Minimum order: 5 copies per title.

Phone: 800-338-6519 • Fax: 866-805-5723 • www.triumphlearning.com/PA

SCIENCE

Comprehensive Support Levels B – H • Grades 2 – 8

Comprehensive Science Assessment

Ladders to Success, Science Levels C–H | Grades 3–8 You can strengthen science knowledge with our Ladders to Success science books! Like our best-selling reading and mathematics series, Ladders Science caters specifically to the needs of students who are performing below grade level. Each book covers 10 grade-appropriate topics: inquiry, energy, matter, forces and motion, Earth cycles, understanding living things, adaptations, and more. Topics are divided into three scaffolded lessons that gradually guide students up to on-level proficiency. • Lots of structured practice and support to ensure student mastery for the state test • Science Scorecard allows teachers to diagnose areas where students need instruction • Developed specifically for struggling students and those who need a boost to get up to grade level

Grades 2–8 With Comprehensive Science Assessment, you’ll get easy-to-follow interactive science lessons and practice questions that focus on key concepts. • Two full-length science assessments diagnose instructional needs • Science vocabulary, multiple-choice and short-response questions throughout • Concept maps, diagrams, charts, and graphs enhance student understanding

Comprehensive Science Assessment

Ladders to Success, Science Level/Grade C/3

TAL -286NA

D/4

TAL -287NA

E/5

TAL -288NA

F/6

TAL -289NA

G/7

TAL -290NA

H/8

TAL -291NA

Free

Teacher’s Guide with every 20 or more copies

Grade

Item #

2

TAL-1942.1

99 4 21+ copies

3

TAL-1944.1

4

TAL-1946.1

5

TAL-1948.1

11–20..... $7.99 ea. 5–10.....$9.99 ea.

6

TAL-1950.1

7

TAL-1952.1

8

TAL-1954.1

Item #

Price*

$

ea.

*Note: Minimum order: 5 copies per title. Price discounts

apply only to multiple copies of the same title and grade, and not to the total number of items ordered.

Free

Teacher’s Guide with every 20 or more copies

Price*

999

$

ea.

21+ copies 5–10....$14.99 ea.

*Note: Minimum order: 5 copies per

title. Price discounts apply only to multiple copies of the same title and grade, and not to the total number of items ordered.

Your Educational Sales Consultants: ann king & len keller | team@triumphlearning.com

67

1 Distribution Center Circle, Suite 200 Littleton, MA 01460-4270

Get total Common Core coverage! ALL-NEW pp. 4 & 34

Common Core Coach —it’s the instructional anchor you’ve been searching for. MATH & ELA Grades 3–8

Digitally-delivered Leveled Reading and Online Assessments

ORDER TODAY!

Your Educational Sales Consultants:

Phone: 800-338-6519 Fax: 866-805-5723 Triumph Learning, P.O. Box 1270, Littleton, MA 01460-4270

ann king & len keller

www.triumphlearning.com/PA For more complete ordering information, please see Order Form inside.

team@triumphlearning.com