Inlangartk PDF

Kindergarten
Interactive Notebooks
K
CD-104651
Interactive Notebooks: Language Arts

Interactive notebooks are an engaging new way to teach and reinforce effective note
taking in a creative and personalized way. Students are able to take an active role in
their learning as they create fun, interactive notebook pages for each new language
arts topic. Students will learn organization, color-coding, summarizing, and other
useful skills while creating portfolios of individual learning that they will refer back to
all year long. This book will guide you through setting up, creating, and maintaining
interactive notebooks throughout the year. It is an invaluable resource for anyone
who wants to begin using this effective tool for skill retention in the classroom.
Look for these and other great Carson-Dellosa titles to

support standards-based instruction in the classroom.
Interactive Notebooks Applying the Standards Applying the Standards

Math Evidence-Based Evidence-Based
Kindergarten Reading Writing
CD-104645 Kindergarten Kindergarten
CD-104829 CD-104823
• Ideal for organizing

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
Visit needs of individual
learningspotlibrary.com
for FREE activities!
learners
ISBN: 978-1-4838-2467-3
• Includes step-by-step
UPC
EAN
instructions for
each page
PO Box 35665 • Greensboro, NC 27425 USA Printed in the USA
• Great for
CD-104651
carsondellosa.com introducing new

language arts topics
CD-104651CO INB LA K.indd 1 5/4/15 1:20 PM

Uppercase Letters: A-Z
This lesson is designed to introduce one or more letters at a time and can be taught over several days.
The letters can be glued onto several pages of the notebook.
Introduction
Uppercase Letters:
Display or write the uppercase letter A on the board. Introduce
students to the letter’s sound by singing a song or reading a poem
that repeats the sound. Ask students to provide examples of words
that begin with the letter. Demonstrate how to properly write
AA A A
the uppercase letter. Repeat the activity with each letter of the
alphabet.
Creating the Notebook Page

BBBB
Guide students through the following steps to complete the
right-hand page in their notebooks.
1. Add a Table of Contents entry for the Uppercase
C CC C C
Letters: A–Z pages.
2. Cut out the title and glue it to the top of the page.
3. Trace each letter using your finger. Then, trace each letter with a pencil.
4. Cut out each letter and glue it to the left side of the page.
5. Practice writing each letter several times. Then, draw a picture of something that starts with
each letter.
Reflect on Learning
To complete the left-hand page, students should write the letter or letters that were introduced in the
lesson along the left side of the page. Provide students with magazines and newspapers. Have students
find and cut out examples of the letter or letters and glue the examples beside the correct letters.
© Carson-Dellosa • CD-104651
12
CD-104651INTERACTIVE NB LA GK TXT.indd 12 5/11/15 10:58 AM

CD E
F H IJ
K LMNO
Q ST
U VWX Y
Z
Uppercase Letters:
Uppercase Letters: A-Z 13

Lowercase Letters: a - z
This lesson is designed to introduce one or more letters at a time and can be taught over several days.
The letters can be glued onto several pages of the notebook.
Introduction
Lowercase Letters:
Display or write the lowercase letter a on the board. Introduce
students to the letter’s sound by singing a song or reading a poem
that repeats the sound. Ask students to provide examples of words a
that begin with the letter. Demonstrate how to properly write
the lowercase letter. Repeat the activity with each letter of the
alphabet. b bbbb
c cc c c
1. Add a Table of Contents entry for the Lowercase Letters
a–z pages.
3. Trace each letter using your finger. Then, trace each letter with a pencil.
4. Cut out each letter and glue it to the left side of the page.
5. Practice writing each letter several times. Then, draw a picture of an object that begins with
each letter.
Reflect on Learning
To complete the left-hand page, students should write the letter or letters that were introduced in the
lesson along the left side of the page. Provide students with magazines and newspapers. Have students
find and cut out examples of the letter or letters and glue the examples beside the correct letters.
14

a b c d e
f g h i
k l m n o
q r s t
u v w x
z Lowercase Letters:
Lowercase Letters: a-z 15

Matching Uppercase and Lowercase Letters
Introduction
For each letter, review the sound or sounds that the letter makes.
Ask students to read around the classroom and provide examples Matching Uppercase and Lowercase Letters
with words that contain the letter. Write or display the uppercase
letter. Then, write or display the lowercase letter beside it. Aa Bb Cc Dd
I know my uppercase and lowercase letters!

Compare the uppercase letter with the lowercase letter. Encourage
students to find similarities and differences between the letters. Ee Ff Gg Hh Ii
Creating the Notebook Page J K
L M
N O
P Q
R
j n
Guide students through the following steps to complete the k l m p r o q
1. Add a Table of Contents entry for the Matching S T U V W X
Y Z
Uppercase and Lowercase Letters pages.
s v w z y
t u x
3. Cut out the flap book. Cut on the solid lines to create
three flaps. Apply glue to the back of the left section
and attach it to the page.
4. On each flap, draw a line to match each uppercase letter to the correct lowercase letter.
5. Practice writing the uppercase and lowercase letters under each flap.
Reflect on Learning
To complete the left-hand page, students should choose five uppercase letters. Students should use
markers to write them along the left side of the page. Using a different color, they should write the
matching lowercase letters along the right side of the page.
16

Matching Uppercase and Lowercase Letters
I know my uppercase and lowercase letters!
A B C D F G H I
E
b d a c e f h g i
K L M O P Q
J N R
j n p r o q
k l m
T U V X Y Z
S W
s v x w z y
t u
Matching Uppercase and Lowercase Letters 17

Vowel Sounds: Short a
Introduction
Review the short a sound. Write the words cat, hut, rat, sat, and
rip on the board. Say the words aloud. Ask students if they hear
the same vowel sound in each word. Have volunteers come to the Vowel Sounds: Short
board and circle the words that have the short a sound and cross fan
off the words that do not have the short a sound. m ph a t
a m po tepun b
Creating the Notebook Page Short Not

a Short a
1. Add a Table of Contents entry for the Vowel Sounds: Short a Not Short a
Short a pages.
tap bug
2. Cut out the title and glue it to the top of the page. cap hen
3. Cut out the two pockets and apply glue to the gray glue
sections. Flip the pockets over and attach them to the
top half of the page.
4. Label the first pocket Short a. Label the second pocket Not Short a.
5. Cut out the picture cards. Say and write the word for the picture on each card.
6. Sort each card into the correct pocket.
7. Turn to a partner and share how you sorted the cards.
8. Create a T-chart labeled Short a and Not Short a on the bottom of the page. Write or draw at
least two more words on each side of the T-chart.
Reflect on Learning
To complete the left-hand page, have students choose two cards from the Short a pocket. Students
should write several words that rhyme with each card.
18

Vowel Sounds: Short
glue
glue
glue
glue
glue glue
Vowel Sounds: Short a 19

Vowel Sounds: Short e
Students will need a sharpened pencil and a paper clip to complete the spinner activity.
Introduction
Vowel Sounds: Short
Review the short e sound. Read a poem or a short story that
repeats words that have the short e sound. Have students to share
short e words they heard in the poem or story. Write the words on ten
the board. Have volunteers come to the board, say the words, and bed
circle the short e sound in each word.
egg
Creating the Notebook Page hen
Guide students through the following steps to complete the jet

right-hand page in their notebooks. pen
short
1. Add a Table of Contents entry for the Vowel Sounds:
Short e pages.
sled pet
3. Cut out the spinner and glue it to the top left side of the
page. Then, cut out the notepad and glue it beside the spinner.
4. Use a sharpened pencil and a paper clip to spin the spinner. If the spinner lands on a short e
word, write the word on the notepad. Spin until the notepad is filled with four short e words.
5. Cut out the short e flap book. Cut on the solid lines to create two flaps on each side. Apply
glue to the back of the title section and attach it to the bottom of the page.
6. Write a short e word on each flap. Highlight the short e sound.
7. Draw a picture for the word under each flap.
Reflect on Learning
To complete the left-hand page, each student should draw a five-circle bubble map with the middle
circle labeled short e. Students should write or draw one short e word in each of the other circles.
20

Vowel Sounds: Short
short
Vowel Sounds: Short e 21

Grade 1
Interactive Notebooks Grade
1
CD-104652



Grade 1 Reading Writing
CD-104646 Grade 1 Grade 1
CD-104830 CD-104824

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
ISBN: 978-1-4838-2468-0
UPC
EAN
instructions for
each page
• Great for
CD-104652

CD-104652CO INB LA Gr1.indd 1 5/4/15 1:20 PM

Consonants and Vowels
Introduction
Explain that consonants are speech sounds that are not vowels.
They also represent 21 letters of the alphabet that are not vowels.
Review the sounds that each of the consonants make. Explain that
five of the letters in the alphabet create vowel sounds. Review 26
There are ________________ letters in the alphabet.
consonant sounds.
Twenty-one letters make ________________
the letters a, e, i, o, and u. Write a word on the board. Have a vo w el
Five letters make ________________ sounds.
volunteer come to the board and read the word. Then, have him abcdefghijklm
circle the consonant(s) and underline the vowel(s). Repeat the nopqrstuvwxyz
activity several times with different words.
I know my consonants and vowels!

Vowels
1. Add a Table of Contents entry for the Consonants and r s t vw x y
Vowels pages.
3. Cut out the alphabet piece and glue it below the title. Complete the explanation. (There are
26 letters in the alphabet. Twenty-one letters make consonant sounds. Five letters make
vowel sounds.) Next, circle the consonants and underline the vowels in the alphabet.
5. Cut out the flap book. Cut on the solid line to create two flaps. Apply glue to the back of the
top section and attach it to the bottom of the page.
6. Write the vowels and consonants under the correct flaps.
Reflect on Learning
To complete the left-hand page, have students write various words such as weekly spelling words or
sight words. Have students circle the consonants and underline the vowels in each word.
12
CD-104652 INTERACTIVE NB LA G1 TXT.indd 12 5/27/15 9:06 AM

There are ________________ letters in the alphabet.
Twenty-one letters make ________________ sounds.
Five letters make ________________ sounds.
abcdefghijklm
nopqrstuvwxyz
I know my consonants and vowels!
Vowels Consonants
Consonants and Vowels 13

Short Vowel Sounds
This lesson is designed to introduce one or more vowel sounds at a time and can be taught over
several days.
Introduction Short Vowel Sounds

Introduce each short vowel. For each vowel sound, display a
A E
short poem or song with a repeated short vowel sound, such as
“Where is Short A?” (sung to the tune of “Where is Thumbkin?”).
Encourage students to brainstorm a list of words with the short
vowel sound introduced. Write the words on the board as students
O
say them.
pin
Creating the Notebook Page tin

cup
1. Add a Table of Contents entry for the Short Vowel
Sounds pages.
3. Cut out the flaps. Apply glue to the back of the top section of each flap and attach it to the
page.
4. Draw pictures or write words under each flap to represent each short vowel sound.
Reflect on Learning
To complete the left-hand page, have students make a vowel collage. Provide students with magazines
and newspapers. Have students choose a vowel sound and then cut out pictures and words with the
chosen sound. Have students glue the pictures and words in a collage format. Allow time for students to
share their work.
14

Short Vowel Sounds
A E
I
O
U
Short Vowel Sounds 15

Vowel Teams: Long a
Introduction
Vowel Teams: Long
Write the word bat on the board. Write the word bait beside
it. Say the words. Ask students what they notice about the two Word Bank ai
chain clay
words. Explain that the long vowel sound a can be made by drain day
maid lay
combining two vowels. This is called a vowel team because the paint pay
rain play ay
vowels work together to make the long vowel sound. Explain sail tray
wait way
the rhyme “When two vowels go walking, the first one does the
talking.” Write a few more words such as pad/paid and man/main. When two vowels go walking, the f irst one does the talking!
Have students read, then say the words. Have volunteers come to
the board and circle the vowel team in each word.
Creating the Notebook Page la y

tr a y
1. Add a Table of Contents entry for the Vowel Teams: Long a pages.
3. Cut out the word bank and glue it to the top-left side of the page.
4. Cut out the spinner and glue it beside the word bank.
5. Cut out the flap book. Cut on the solid lines to create two flaps. Apply glue to the back of the
top section and attach it to the bottom of the page.
6. Use a sharpened pencil and a paper clip to spin the spinner. Choose a word from the word
bank that matches the vowel team spun. Write it under the correct flap. Highlight the vowel
team in each word.
7. Continue the activity until all of the words from the word bank have been used.
Reflect on Learning
To complete the left-hand page, have students brainstorm more words with the vowel teams ai and
ay. Then, have them write short poems using words from their lists and the word bank. Allow time for
students to share their work.
16

Vowel Teams: Long
Word Bank ai
chain clay
drain day
maid lay
paint pay
rain play ay
sail tray
wait way
When two vowels go walking, the f irst one does the talking!
Vowel Teams: Long a 17

Vowel Teams: Long e
Introduction
Write the word seat on the board. Write the word seed beside
it. Say the words. Ask students what they notice about the two Vowel Teams: Long
words. Explain that the long vowel sound e can be made by
combining two vowels. This is called a vowel team because the
vowels work together to make the long vowel sound. Write a few p e a ch
more words such as heat/heed and scream/screen. Have students
Team
read, then say the words. Have volunteers come to the board and ea
circle the vowel team in each word.
b eam

Team
Guide students through the following steps to complete the ee
1. Add a Table of Contents entry for the Vowel
Teams: Long e pages.
3. Cut out the Team ea flap box. Apply glue to the back of the center box and attach it to the
top-left side of the page.
4. Complete the words on the top of each flap by writing ea in each of the blanks.
5. Write a word with the same vowel team under each flap. Highlight the vowel team in
each word.
6. Repeat steps 3–5 with the Team ee flap box, attaching the back of the center box to the
bottom-right side of the page.
Reflect on Learning
To complete the left-hand page, have students choose six of the words from the right-hand page.
Then, have them write short sentences with each of the words. Have students highlight the vowel team
in each word used.
18

Vowel Teams: Long
p ch
Team
ea
p s t
dr m
Team
ee
b sh p
f t
Vowel Teams: Long e 19

Vowel Teams: Long i
Introduction
Write the words high, lie, and my on the board. Say the words. Ask
students what they notice about the three words. Explain that the Vowel Teams: Long
long vowel sound i can be made by combining two vowels. This
is called a vowel team because the vowels work together to make Team igh Team ie
the long vowel sound. Explain that y can make the long i sound
by itself. Write a few more words such as pie, fly, and light. Have
students read, then say the words. Have volunteers come to the
board and circle the vowel team in each word.
Team y
Guide students through the following steps to complete the fl y sk y
1. Add a Table of Contents entry for the Vowel sh y
Teams: Long i pages.
3. Cut out the flaps. Apply glue to the back of the top section of each flap and attach it to the
page.
4. Cut out the word cards. Write the correct vowel team on each word card. Read the word.
Glue each card under the correct flap.
5. Write a word under each flap with same vowel or vowel team. Highlight the vowel team in
each word.
Reflect on Learning
To complete the left-hand page, have students draw a tic-tac-toe board. With partners, have them take
turns writing long i vowel team words in the spaces. The first student to write three words correctly in a
row or diagonally is the winner. Have each pair play another round in the other partner’s notebook.
20

Vowel Teams: Long
Team ie Team igh
Team y sk l t
t fl
s t p
Vowel Teams: Long i 21

Grade 2
2
CD-104653



CD-104831 CD-104825

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
ISBN: 978-1-4838-2469-7
UPC
EAN
instructions for
each page
• Great for
CD-104653


Long and Short Vowel Sounds
Introduction
Review the definition of a long vowel sound as a vowel that
says its name. Then, review the short vowel sound for each Long and Short
vowel. Provide each student with a self-stick note with a Vowel Sounds
one- or two-syllable word written on it. Have students read their
Vowels and vowel pairs can make short or long sounds. The letters
words and circle the vowel sounds. Draw two large circles on a , _________
that make the vowel sounds are _________
u .
and _________
e , _________
i , _________
o ,
the board and label them short vowels and long vowels. Have
students bring their words to the board and place them into the
path rain
correct circles. As a class, review the words to determine if the
students placed the words in the circles correctly. gr
ow
leaf hose
n
stem
su
fun
Guide students through the following steps to complete the Short Long
right-hand page in their notebooks. Vowel Vowel
1. Add a Table of Contents entry for the Long and Short
Sounds Sounds
Vowel Sounds pages.
3. Cut out the vowels and vowel pairs can make piece and glue it below the title. Complete the
definition of a vowel by filling in the blanks. (The letters that make the vowel sounds are a, e,
i, o, and u.)
4. Cut out the flowerpot pieces and glue them to the bottom of the page.
5. Cut out the flower flaps. Read the word on each flap and decide if it contains a short or a
long vowel sound. Then, apply glue to the back of the top section and attach it above the
correct flowerpot, leaving enough room to draw a stem to connect it to the flowerpot.
6. Under each flap, write another word with the same vowel sound.
Reflect on Learning
To complete the left-hand page, have students draw two large flowers with five petals each. Have
students label the centers of the flowers short and long. Then, have students write words with short and
long vowel sounds in the petals on each flower.
12

Long and Short
Vowel Sounds
Vowels and vowel pairs can make short or long sounds. The letters
that make the vowel sounds are _________ , _________ , _________ , _________ ,
and _________ .
rain stem grow
sun path leaf
Short Long
Vowel Vowel
Sounds Sounds
Long and Short Vowel Sounds 13

R -Controlled Vowels
Introduction
Explain that when the letter r follows a vowel, the vowel sound
changes. The new sound is neither short nor long. It makes one
of the following “bossy r ” sounds: ar, er, ir, or, and ur. Write a few RR-Controlled Vowels
examples of r-controlled words on the board such as barn, firm,
When a vowel is followed by an r, it makes a different sound.

and storm. Explain that the r is bossy and controls how each vowel ar
sound is pronounced. Say the words together. Then, program
construction paper stars with r -controlled vowel words, omitting er
the bossy r sounds. For example, write f m for farm. Provide ir
each student with a star. Then, have them fill in the blanks with an
b ir __
__ d s __
__ h ir __
t
r -controlled vowel sound to form a complete word. Have students
share their words.
or
ur
1. Add a Table of Contents entry for the R-Controlled Vowels pages.
3. Cut out the flap book. Cut on the solid lines to create five flaps. Apply glue to the back of the
left section and attach it to the page.
4. Cut out the picture cards. Write the consonants that would complete the word for the picture
on each card. Read the word. Glue each word under the correct flap.
5. Write another r-controlled vowel word with the same spelling pattern on the back of
each flap.
Reflect on Learning
To complete the left-hand page, have students draw five stars. Then, students should write one
r-controlled vowel word in each star. Have students highlight letters that make the r-controlled vowel
sound in each word.
14

When a vowel is followed by an r, it makes a different sound.
CD-104653 INTERACTIVE NB LA G2 TXT.indd 15

ir
ur
er
ar
or
__ __ ar __ __ or __ __ or __ __ __ ar __ __ ir __
RR-Controlled Vowels
R-Controlled Vowels
__ __ __ er __ __ ir __ __ ur __ __ __ ur __ __ er __
15
6/8/15 9:08 AM
Beginning Consonant Digraphs
Students will need a brass paper fastener to complete this page.
Introduction
Write several ch-, sh-, th-, and wh- beginning consonant digraph Beginning Consonant Digraphs
words on the board. Say the words aloud. Explain that a consonant A beginning consonant diagraph
combines two consonant sounds
at the beginning of a word to
digraph combines two consonant sounds to make a new sound. make a new sound.
Discuss how the consonant digraph produces the new sound at
at
ick
the beginning in these words. Ask students to give more examples
ch e
op ip
of words with beginning consonant digraphs. Write them on the sh
th in
board as the students say them. Have volunteers come to the
y
wh unk
ac
board and underline the beginning consonant digraph in k
en
each word. chop
chick shy whip thick
cheat shop wheat thin
Creating the Notebook Page chip ship why then
chin shin when thy
Guide students through the following steps to complete the chunk shack whack
1. Add a Table of Contents entry for the Beginning
Consonant Digraphs pages.
3. Cut out the definition piece and glue it below the title. Discuss what a beginning consonant
digraph is.
4. Cut out the three circles. Place the digraph circle on top of the ending sounds circle and then
place the smallest circle on the bottom with the gray side down. Push a brass paper fastener
through the dot at the center to connect the circles. (It may be helpful to create the hole
in each piece separately first.) Apply glue to the gray glue section and attach it below the
definition piece. Both circles should spin freely. Do not press the brass paper fastener through
the page.
5. Use the tab to hold and spin the circles to create a word with a beginning digraph sound and
an ending sound. Write the word below the circle. Continue to spin the circles and find new
words with the beginning digraph sounds. Write each word on the bottom of the page.
Reflect on Learning
To complete the left-hand page, have students draw four wheels with four spokes each. Then, students
should write a beginning consonant digraph in the middle of each wheel. Instruct students to write
different words that begin with each digraph on the spokes of the wheels.
16

Beginning Consonant Digraphs
make a new sound.

at the beginning of a word to
combines two consonant sounds
A beginning consonant diagraph
ch
th
sh
wh
ack
in
ip u n k
glue eat en
y
ci k
op
Beginning Consonant Digraphs 17

Ending Consonant Digraphs
Introduction
Write several -ch, -sh, and -th ending consonant digraph words Ending Consonant Digraphs
on the board. Say the words aloud. Explain that a consonant An ending consonant digraph
digraph combines two consonant sounds to make a new sound.

combines two consonant
sounds at the end of a word to
make a new sound.
-th
Discuss how the consonant digraph produces the new sound at
the end in each word. Ask students to give more examples of -sh -ch
words with ending consonant digraphs. Write them on the board
as the students say them. Have volunteers come to the board and Spin, Write, Color
underline the ending consonant digraph in each word. ch

wat _____
ch
ben _____
th
too _____
sh
f is _____
th
ba _____
th
pa _____
sh
bru _____ sh
tra _____ ch
cou _____
bunch
Creating the Notebook Page booth
Guide students through the following steps to complete the mash leash
crash
1. Add a Table of Contents entry for the Ending Consonant
Digraphs pages.
3. Cut out the definition piece and glue it to the left side of the page below the title. Discuss
what an ending consonant digraph is.
4. Cut out the spinner and glue it beside the definition piece.
5. Cut out the flap. Apply glue to the back of the top section and attach it to the bottom of
the page.
6. Use a sharpened pencil and a paper clip to create a spinner. Match each ending digraph
spun to a picture on the flap. Fill in the blank with the ending digraph and color the picture.
Continue spinning until each word on the flap is complete.
7. Brainstorm more words that contain the same ending consonant digraph sounds and write
them under the flap. Highlight the consonant digraph in each word.
Reflect on Learning
To complete the left-hand page, have each student draw a tic-tac-toe board. With partners, students
should take turns writing words with ending consonant digraphs in the boxes. The first student to get
three correct words across, down, or diagonally wins the round. Have students play another round in
their partners’ notebooks.
18

Ending Consonant Digraphs
An ending consonant digraph
combines two consonant
sounds at the end of a word to
make a new sound.
-th
-sh -ch
Spin, Write, Color
wat _____ too _____ ba _____
ben _____ fi _____ pa _____

bru _____ tra _____ cou _____
Ending Consonant Digraphs 19

Syllables
Introduction
Explain that a syllable is a unit of speech with one vowel sound.
Write several one- and two-syllable words on the board. Have
students listen as you identify and clap the number of syllables Syllables
syllables
in each word. Then, have each student say her name aloud and
Words are made up of parts called . Each syllable has a vowel
sound. One way to count syllables is to clap as you say the word.
clap the syllables. Have students clap out other words to hear how
many syllables each word has.
dollar
summer
jump
puppy
whale
school
window
art
twenty
name
one two
Guide students through the following steps to complete the syllable syllables
one two
1. Add a Table of Contents entry for the Syllables pages. friend baby
room popcorn
2. Cut out the title and glue it to the top of the page. door kitten
3. Cut out the definition piece and glue it below the title.
Complete the explanation. (Words are made up of parts
called syllables.)
4. Cut out the two pockets. Apply glue to the back of the left and right sides and the bottom of
each pocket and attach them side by side to the middle of the page.
5. Cut out the pencils. Say the word on each pencil and decide if it contains one or two
syllables. Then, sort the words into the correct pockets.
6. Draw a T-chart below the pockets. Label the sides of the chart one and two. Write three
more one- and two-syllable words in the correct columns.
Reflect on Learning
To complete the left-hand page, have students draw lines to divide their pages into two columns labeled
One Syllable and Two Syllables. Write 10 one- and two-syllable words on the board. Then, have
students write the words in the correct columns.
20

Syllables
Words are made up of parts called . Each syllable has a vowel
sound. One way to count syllables is to clap as you say the word.
one two
syllable syllables
art name
dollar window
jump puppy
school twenty
summer whale
Syllables 21

Grade 3
3
CD-104654



CD-104832 CD-104826

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
ISBN: 978-1-4838-2470-3
UPC
EAN
instructions for
each page
• Great for
CD-104654


Cause and Effect
Introduction
Blow up a balloon. Use a needle to prick the balloon. Explain
the difference between cause and effect to students. Cause is
Cause and Effect
what happened first (pricking the balloon). Effect is the outcome
or what happened next (the balloon burst). Cause Effect
Caution: Before beginning any balloon activity, ask families about possible latex allergies.
The effect is what
Also, remember that uninflated or popped balloons may present a choking hazard. happened
next
________________ .
Creating the Notebook Page Jose and his grandfather

wanted to plant a garden
to attract butterflies. Jose
cause discovered that butterflies
eat a lot when they grow effect
up. Their garden needed

plants that butterflies like
to eat from.

Destini learned that people
are not the only ones who
create beautiful sounds
cause and dance joyfully. Crickets
chirp when looking for
effect
1. Add a Table of Contents entry for the Cause and mates. Scout bees dance
when they find lots of food.
Effect pages. Glaciers have an effect

on the land as they travel.
Because they pick up parts
cause of the land as they move, gla ciers can
2. Cut out the title and glue it to the top of the page. glaciers can carve out
large areas. As they melt,
glaciers leave behind bits
carve ou t large
areas
of earth.
3. Cut out the Cause and Effect flaps. Apply glue to

the back of the top sections and glue them below
the title.
4. Cut out the cause and effect definitions and glue them under the correct flaps. Complete the
sentences. (The cause is what happened first. The effect is what happened next.)
5. Cut out the cause and effect flap book. Cut on the solid lines to create six flaps. Apply glue to
the back of the center section and attach it to the page.
6. Label the arrows on the left cause and the arrows on the right effect.
7. Read each passage. Write the cause under each cause flap and the effect under
each effect flap.
Reflect on Learning
To complete the left-hand page, have students draw at least one two-frame cartoon strip showing cause
and effect. Ask students to label each frame as cause or effect.
Answer Key
1. Cause: Butterflies eat a lot. Effect: The garden needed plants that butterflies like to eat from. 2. Cause: Crickets chirp. Scout bees find
lots of food. Effect: Crickets find mates. Scout bees dance. 3. Cause: Glaciers pick up parts of the land. Glaciers melt. Effect: Glaciers
carve out land. Glaciers leave behind bits of earth.
12

Cause and Effect
Cause Effect
The cause is what
The effect is what

________________ .
________________ .
happened
happened
Jose and his grandfather
wanted to plant a garden
to attract butterflies. Jose
discovered that butterflies
eat a lot when they grow
up. Their garden needed
plants that butterflies like
to eat from.
Destini learned that people

are not the only ones who
create beautiful sounds
and dance joyfully. Crickets
chirp when looking for
mates. Scout bees dance
when they find lots of food.
Glaciers have an effect

on the land as they travel.
Because they pick up parts
of the land as they move,

glaciers can carve out
large areas. As they melt,
glaciers leave behind bits
of earth.
Cause and Effect 13

Author’s Purpose
Introduction
Explain to students that authors have different reasons for writing.
Write Persuade, Inform, and Entertain on the board, one below the
other, to teach the mnemonic “PIE.” Read examples to the class— Author’s
Purpose
an ad to illustrate persuasive writing, a textbook page to illustrate
informative writing, and a short story to illustrate entertainment.
Ask students to offer other examples.
A u t h o r ’s P u r p os e
W hy d i d t h e a u t h o r
w r i te t h i s?
Winnie the Pooh

Creating the Notebook Page -to entertain
ad
rea d er enjoym ent
travel brochure
Enter ta i n
To of fer t h e
anti-bullying
pamphlet
right-hand page in their notebooks. a bo u t so m et h i n g
1. Add a Table of Contents entry for the Author’s Purpose

To tea ch t h e rea d er
Info rm
pages.
3. Cut out the pie. Fold it in half horizontally with the text
on the outside. Cut on the solid line. Unfold and fold it
in half vertically. Cut on the solid line. Be careful not to cut all the way through. The pie will
have four triangular flaps in its center.
4. Apply glue to the back of the outside edge of the pie and attach it to the center of the page.
5. Cut out the word pieces. Discuss the different types of writing. Glue the word pieces under
the correct flaps.
6. Write the name of a favorite book or story under the Author’s Purpose flap and describe its
purpose.
Reflect on Learning
To complete the left-hand page, have each student choose a book, an encyclopedia, a magazine or
newspaper article, or an ad. Ask each student to write the title of his chosen piece, then tell what the
author’s purpose was in writing it. He should cite evidence from the piece to support his opinion.
Answer Key
Persuade: ad, travel brochure, anti-bullying pamphlet; Inform: news article, encyclopedia, science book; Entertain: "The Three Little
Pigs," "Humpty Dumpty," comic book
14

Author’s
Purpose

A
ut
W ho ad
in hy
a e n t di r ’s
rt th me w d
t e fe r j oy rit th P u news article
e e rp
E n o of r en th au o
T e i s? t h s
“The Three
or e
e ad Little Pigs”
r
encyclopedia
r
To
de
“Humpty
co of
n s
Dumpty”
r m rea n g
Pe vinc ome
fo h e t h i
ac s
travel brochure
rs e t thin
te o u t
In h t ome
u a he g
To a b
d e rea
de
r comic book
science book
Author’s Purpose
anti-bullying
pamphlet
15
6/8/15 10:32 AM
Making Inferences
Introduction
Show students a homework assignment that is partially finished
and also torn or dirty. Ask students to act like detectives, and
put the clues together and figure out what happened to the Making Inferences
homework. After students have exhausted possible scenarios,
stamp
explain that they do similar detective work when they read. Clues He
studied.
in the writing help them understand what they are reading.
P r obably
got an I am a narrow,
A- f lexible strip. I protect
Creating the Notebook Page he studied wounds. I stick to

skin but not to cuts.
What am I?
Guide students through the following steps to complete the Sunday Monday I am a ball of hot gas.
Astronomers study
right-hand page in their notebooks. Final

Exam
me. I burn brightly
in the sky.
TODAY! What am I?
1. Add a Table of Contents entry for the Making Inferences

Metal objects cling to
pages. me. I have a north
and a south pole. I
stick to some fridges.
2. Cut out the title and glue it to the top of the page. What am I?
3. Cut out the scene with the boy. Cut it in half on the
solid line.
4. Apply glue to the back of the narrow right and left sections of the first scene and attach both
pieces to the left side of the page below the title so that the edges meet.
5. Repeat steps 3 and 4 with the remaining scene, attaching it below the first scene.
6. Under the left side of each scene, write what each student did the night before the test.
Under the right side of each scene, infer what grade each student probably got on the test.
Explain your reasoning.
7. Cut out the riddle flaps. Apply glue to the back of the left sections and attach them to the
right side of the page.
8. Read each riddle. Underline the clue words and phrases. Write the answer under each flap.
Reflect on Learning
To complete the left-hand page, have students write paragraphs about a fictional character with a
special quality, like extreme intelligence or physical strength. They must describe this characteristic
without naming it. For instance, they could write that someone “is able to lift a car” but cannot say
someone is “strong.” Have them share their descriptions with partners to see if they can infer the
special qualities described.
Answer Key
Scene with boy: He studied. He probably got an A. Scene with girl: She stayed up late playing on the computer. She probably got a
bad grade because she did not study. Riddles: stamp, adhesive bandage, sun, magnet
16

Making Inferences
Sunday Monday Some people collect
me. Without me, you
Final wouldn’t get your
Exam cards in the mail.
TODAY! What am I?
I am a narrow,
f lexible strip. I protect
wounds. I stick to
skin but not to cuts.
What am I?
I am a ball of hot gas.

Astronomers study
Sunday Monday me. I burn brightly
in the sky.
Final What am I?
Exam
TODAY! Metal objects cling to
me. I have a north
and a south pole. I
stick to some fridges.
What am I?
Making Inferences 17

Story Elements
Introduction
Draw a graphic organizer on the board showing four lines coming
out from a circle. Label the circle title. Label the rays Characters,
Problem/Solution, Setting, and Plot. Choose a book students will Story Elements
know and write its title in the circle. After explaining to students
that there are four basic elements to every story, have them Charlie and the
Chocolate Factory
volunteer details from the story for each ray. by Roald Dahl
glue
1. Add a Table of Contents entry for the Story Elements Setting
pages.
Plot
2. Cut out the title and glue it to the top of the page. Problem/Solution
3. Choose a favorite book or read a new one. Write the

title of the book and its author below the title.
4. Cut out the two rectangular pieces. Fold each rectangle on the dashed lines. Fold the first
piece so that the gray glue section is inside the fold. Apply glue to the gray glue section and
place the other folded rectangle on top so that the folds are nested and create a book with
four cascading flaps. Make sure that the inside pages face up so that the edges of both pages
are visible. Glue the back of the flip book to the page below the book title.
5. Cut out the story elements pieces. Glue one at the bottom of each page of the flip book in
the order of Characters, Setting, Plot, and Problem/Solution.
6. Complete each page of the flip book with related details from the chosen book.
Reflect on Learning
To complete the left-hand page, have students refer back to the flip book they made. Each student
should choose one element and substitute different details. Ask them to describe how the story would
change if the author used these details instead.
18

Story Elements
Characters Problem/Solution
Setting Plot
glue
Story Elements 19

Theme
Introduction
Emphasize to students that a theme is the message of a story—
something that can be learned and used as a life lesson. Write
nine common themes on the left side of a T-chart: courage,
Theme
cooperation, loyalty, honesty, compassion, kindness, acceptance, acceptance
honesty
compassion
loyalty
cooperation
responsibility
courage kindness
perseverance
perseverance, and responsibility. As a class, discuss what these

mean. Write the details on the right side of the T-chart. Then, ask In November 1960, Ruby Bridges
students to think of books or movies they have read or seen that courage became the f irst African American
child to go to an all-white school.
She was only in the f irst grade.!
contain any of these themes.

Kind strangers rescued a sick and
hungry dog abandoned in a trash
dump. As Miley healed, she taught
compassion
Frankie, a scared pup, to play.
Creating the Notebook Page Hector found a dollar on the

sidewalk. He wanted to keep it.
honesty Then, he saw a child crying,
“Where is my bus money?” Hector
said, “Here it is!”

The ant
right-hand page in their notebooks. The ant wanted to share the tasty
leaf with his family. It was too big.
So, he chewed it into f ive pieces.
kept trying
This meant f ive trips home, but he and did not
1. Add a Table of Contents entry for the Theme pages.
made it!
give up.
3. Cut out the themes piece and glue it below the title.
4. Discuss each theme and give examples.
5. Cut out the magnifying glasses. Apply glue to the back of the handles and attach them to the
page below the themes piece.
6. Read and discuss each passage. Write the theme illustrated in the passage on the glass flap.
Use the words on the theme piece. Under the glass flap, explain your choice.
Reflect on Learning
To complete the left-hand page, have students write letters to the main characters in books they have
read or movies they have seen. Students should tell the main characters what life lessons they learned
from the books or movies.
20

acceptance compassion cooperation courage kindness
honesty loyalty responsibility perseverance
Theme
The ant wanted to share the tasty
leaf with his family. It was too big
to carry. So, he chewed it into f ive
pieces. This meant f ive trips home,
but he made it !
In November 1960, Ruby Bridges

became the f irst African American
child to go to an all-white school.
She was only in the f irst grade !
Kind strangers rescued a sick and

hungry dog abandoned in a trash
dumpster. As she healed, she
taught Frankie, a scared pup,
to play.
Hector found a dollar on the

sidewalk. He wanted to keep it.

Then, he heard a child crying,
“Where is my bus money?” Hector
said, “Here it is !”
Theme 21

Grade 4
4
CD-104655



CD-104833 CD-104827

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
ISBN: 978-1-4838-2471-0
UPC
EAN
instructions for
each page
• Great for
CD-104655


Thinking Stems for
Reading Comprehension
Introduction
As a class, make a list of things readers do before reading, such as Thinking Stems for
thinking about what they already know about a subject, recalling
s
books they’ve already read by an author, reading the back cover, is i t
I predict… Th rtan… This word
op se means…
s i mc a u
etc. Then, make a list of things readers do after reading, such g Stem
ThinkinI predict… be
*kingThischooses
shows why the
I wonder…
as answering questions, looking for more books in a series, nder… to war.
to go
I wo
comparing it to similar stories, etc. Explain that good readers are I fee
l…
I feel… The main idea
or theme is…
active readers and also do things while reading. ? b
is co
nfusin
This ecause…
g
This is
? confusing
My n is…
ectio
because…
conn
I was right
about…

word
This ans…
me
My portant I was wrong
connection
This ecause… i s…
is im about…
b
idea
main
The theme is…
Guide students through the following steps to complete the or
s right
I wa out…
ab
right-hand page in their notebooks. s wro

I wabout…
ng
a
1. Add a Table of Contents entry for the Thinking Stems for

Reading Comprehension pages.
3. Cut out the thinking stems flap book. Cut on the solid lines to create 10 flaps. Apply glue to
the back of the center section and glue it to the page.
4. Discuss different ways each stem can be completed while reading a text. Write examples
under each flap. It may be helpful to focus on one stem at a time and return to the page as
new thinking stems are taught.
5. Focus on the symbols. Use the symbols to note related thinking stems in a reading journal
while reading a story or informational text. For example, write a question mark and a short
explanation of what is confusing at that moment during reading.
6. Cut out the Thinking Stems bookmark. Glue it to a piece of construction paper for durability.
Keep it in a reading journal or in the current book you are reading to keep the symbols and
thinking stems nearby when working in a reading journal.
Reflect on Learning
To complete the left-hand page, have students use the symbols and thinking stems to complete at least
five thinking stems about a text they have recently read. When appropriate, students should include the
title, author, and page numbers related to the thinking stems.
12

Thinking Stems for
I predict… This word
means…
This is
I wonder… important
because…
I feel… The main idea

or theme is…
This is
? confusing
because…
I was right
about…
My I was wrong
connection i s… about…
Thinking Stems
This is important
This is confusing
connection is…
The main idea

or theme is…
I was wrong
I wonder…
I predict…
I was right
because…
because…
This word
means…
about…
about…
I feel…
My
?
Thinking Stems for Reading Comprehension 13

Author’s Purpose
Introduction
Display a recipe, a comic strip, a poem, and a print advertisement.
Ask students to describe the similarities and differences between
the writing using the five Ws—who, what, when, where, and why. Author’ s Purpose
Guide students to understand that authors have different reasons P ersuade
for why they write. I nform
E ntertain

Persuade Inform Entertain
Clues Clues Clues
1. Add a Table of Contents entry for the Author’s
Purpose pages. “Flavors”
(examples)
“Flavors”
(examples)
“Flavors”
(examples)
advertisement brochure play

2. Cut out the title and glue it to the top of the page. debate encyclopedia poem
editorial news article story
3. Cut out the PIE piece and glue it below the title.
4. Discuss the PIE mnemonic and how it can be used
to remember the three major reasons authors write anything—to persuade, to inform, or to
entertain.
5. Cut out the Persuade, Inform, Entertain, and Clues flaps. Apply glue to the back of each top
section and attach them below the PIE piece so the top section of each Clues flap is covered
by the Persuade, Inform, or Entertain flap.
6. Under each Persuade, Inform, or Entertain flap, record what the author is trying to do. For
example, under Persuade, write The author is trying to convince the audience of their point of
view, or try to get them to do something.
7. Under the Clues flaps, write key words and other clues that identify each type of writing.
8. Cut out the “Flavors” labels. Glue one below each Clues flap.
9. Cut out the example pieces. Sort them below the correct purpose for writing and glue each
one in place.
Reflect on Learning
To complete the left-hand page, have students choose a purpose for writing and write a short piece.
They should use key words and other techniques to clarify the purpose of their writing.
Answer Key
Persuade: advertisement, debate, editorial; Inform: brochure, encyclopedia, news article; Entertain: play, poem, story
14

Author’ s Purpose
P ersuade
advertisement
encyclopedia
news article
brochure
debate
poem
I nform
story
E ntertain
editorial
Persuade Inform Entertain
Clues Clues Clues play

“Flavors” “Flavors” “Flavors”

(examples) (examples) (examples)
Author’s Purpose 15

Making Inferences
Introduction
Before the lesson, scatter clues around that indicate something
happened. For example, food wrappers, crumbs, and a cup left Making Inferences
on the table could signify a snack. Have students determine what
When reading, I can use. . .
happened and identify the clues that helped them figure it out. what I know
what the
text says
Explain that, like detectives, readers use clues to make inferences observations
and
a character's
while reading. experiences
feelings
Creating the Notebook Page Marty didn't lie to

his dad, but he
knows he'll get in
trouble.
Guide students through the following steps to complete the Marty is being very
careful about what
right-hand page in their notebooks. he says.
Not telling the
1. Add a Table of Contents entry for the Making

whole truth can
Marty gave extra still be lying.
information.
I know
Inferences pages.
Marty saw
Shiloh.
Judd and Marty's Marty is afraid of
2. Cut out the title and glue it to the top of the page. text dad asked the
wrong questions.
Judd.
3. Cut out the flap book. Cut on the solid lines to create
three flaps. Apply glue to the back of the top section
and attach it to the page below the title.
4. Discuss how making inferences requires using what the reader already knows combined with
what the text states to make a conclusion, or inference. Under each flap, write examples of
the types of details that can be used. For example, under what I know, write observations and
experiences. Under what the text says, write character actions or descriptions. Under make
inferences, write a character’s feelings.
5. Cut out the six stone flaps and the flag.
6. Make an inference from a recently read story and write it on the flag. On each stone flap,
write a clue that led you to the inference. You may not use all of the stones. Apply glue to the
back of each top section. Attach each flap to the page, creating a pyramid. Glue the flag at
the top.
7. Under each flap, write I know or text to identify the type of clue.
Reflect on Learning
To complete the left-hand page, read the following sentences aloud. Then, have students describe what
they can infer about Ian’s situation.
Ian stepped into the room. It buzzed with noise and activity. His mouth went dry and his
stomach started turning flips. He glanced left and right at the sea of tables. He saw empty seats
here and there, but he didn’t see any familiar faces. He considered turning around, but he was
hungry, and he wouldn’t get another chance to eat until dinner.
16

Making Inferences
When reading, I can use. . .
what the make
what I know
text says inferences
!

Story Elements
Introduction
Remind students of a familiar series of novels based on a familiar
set of characters. Discuss what is similar among the novels (the
characters), and what changes (the setting, events, problems, etc.). Story Elements
Create a list of the differences to return to at the end of the lesson.
Story Elements
g
settin
characters
Creating the Notebook Page problem

plot

tools authors
right-hand page in their notebooks. use when creating
a story
1. Add a Table of Contents entry for the Story
Elements pages.
Story elements for Bridge to Terabithia
2. Cut out the title and glue it to the top of the page. characters
setting Jesse problem plot

3. Cut out the toolbox piece. Cut on the solid line to cut it Leslie
in half. Apply glue to the back of the top section of the
flap and attach it below the title. Glue the bottom half
of the toolbox to the page so it aligns with the top of
the toolbox when the flap is down.
4. Cut out the tools piece. Glue it under the toolbox flap.
5. Complete the definition for story elements (tools authors use when creating a story).
6. Under the flap, label each tool with a story element: characters, plot, problem, and setting.
7. Cut out the Story elements flap book. Cut on the solid lines to create four flaps. Apply glue to
the back of the top section and attach it to the bottom of the page.
8. Write the title of a story you have recently read in the top section of the flap book. Under
each flap, write related details for that story.
9. Return to the list created during the introduction of the lesson. Identify the items that relate
to story elements. For example, events that are different between stories would be part of the
plot. Discuss how sometimes authors keep some elements similar to engage readers of other
books in the series, but change others to keep the stories fresh and interesting.
Reflect on Learning
To complete the left-hand page, have students consider why each of the story elements are necessary.
Students should identify each of the elements for a story they have recently read and describe how the
story would have been different if any of the elements had been missing.
18

Story Elements
Story Elements
authors
use when creating
a
Story elements for
setting characters problem plot

Story Elements 19

Theme
Introduction
Ask students to share with the class about a time they attended a
party that had a theme, visited a theme park, or enjoyed a familiar Theme
theme song. Then, discuss how the word theme ties in all of the
T
things that were shared to come up with a general definition for TBhhee
the word theme. BiIdIGG
ideeaa! !

Guide students through the following steps to complete the good vs. evil
ee
Thr is…
The Pigs
right-hand page in their notebooks. Litt hard work
le
The theme of…

love pays off
1. Add a Table of Contents entry for the Theme pages. growing
up
conquers
all Cinderella is…
common
2. Cut out the title and glue it to the top of the page. themes
Robin Hood is…
3. Cut out the What is the theme? piece and the lightbulb always loyalty to
piece. Fold the What is the theme? piece on the dashed be honest family
line and then open it so that the blank side is faceup.

Fold the tabs on the lightbulb on the dashed lines.
Apply glue to the back of the tabs. Place the lightbulb on top of the What is the theme? piece
so that the tabs meet the left and right edges and the lightbulb touches the top and bottom
edges. Fold the piece closed like a book, pulling the lightbulb out so it folds in half down the
center to create a pop-up book. Apply glue to the gray glue section on the back of the book
and glue it below the title.
4. Cut out the star and glue it to the bottom left of the page.
5. At each point of the star, write a common theme, such as love conquers all, good vs. evil,
growing up, always be honest, and loyalty to family. You may write more themes around the
star as you think of them.
6. Cut out the flap book. Cut on the solid lines to create three flaps. Apply glue to the back of
the left section and attach it to the bottom right of the page.
7. Under each flap, write the theme of each familiar story.
Reflect on Learning
To complete the left-hand page, have students choose one of the common themes brainstormed on the
right-hand side of the page. Then, students should write a short story based on that theme.
20

Theme
theme?
What
is the
idea!
BIG
The
glue
The Three
The theme of…
Little Pigs is…
common Cinderella is…

themes
Robin Hood is…
Theme 21

Grade 5
5
CD-104656



CD-104834 CD-104828

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
ISBN: 978-1-4838-2472-7
UPC
EAN
instructions for
each page
• Great for
CD-104656


Taking Interactive Notes for
Introduction
With partners, have students make lists of things readers do before Interact
ive Note
reading and after reading. Then, allow partners to share their lists Reac
t
s
nde
r… React Interact
I wo
with the class and compile a class list for each scenario. Create MyionIis…predict…
I won
der…
Is the curse real?
n e ct I feel
…
anchor charts for Before Reading and After Reading and display I feel…
c on
I've been to? Th
confusis is
ing…
Texas before.
them around the classroom. This is I was right/
In terac
t
? confusing… or
wrong about…I predict…
My
connec
tion is

…
or I was
wrong right or
abou
t…
Text F
e ature
s
Text vocabulary
vocabu
Guide students through the following steps to complete the word…lary

word
Features import
de ant
important main idea
tail…
right-hand page in their notebooks. wasteland detail or theme

mai
or thnemidea
e...
1. Add a Table of Contents entry for the Taking Interactive

Notes for Reading Comprehension pages.
3. Cut out the React, Interact, and Text Features pieces. Cut on the solid lines to create three
flaps on each piece. Apply glue to the top and left sections of each piece. Attach the React
and Interact pieces to the page below the title. Attach the Text Features piece to the page
below the React and Interact pieces.
4. Look at each symbol and phrase. Discuss how good readers would use them during reading.
Discuss how to use each symbol to begin a quick note in an interactive journal while reading.
Under each flap, write an example from a current story you are reading.
5. Cut out the Interactive Notes bookmark. Glue it to a piece of construction paper for durability
and keep it in the book you are currently reading. Use it as a reference when making notes in
your interactive reading journal.
Reflect on Learning
To complete the left-hand page, have students work together to create a third anchor chart for
During Reading to add to the charts completed during the lesson introduction. Each student should
compile a list in his notebook of things good readers do while reading. Then, have students share their
ideas and create a third anchor chart to display in the classroom.
12

otes
React Interact
I wonder… I predict…
I feel… My
connection is…
This is I was right/
? confusing… or
wrong about…
Text
Features
vocabulary important main idea
word detail or theme
Interactive Notes
connection is…
wrong about…
confusing…
I wonder…
or theme…
I predict…
Text Features
vocabulary
I was right
main idea
important
detail…
I feel…
word...
This is
My
Interact
React
or
Taking Interactive Notes for Reading Comprehension 13

Making, Confirming, and
Modifying Predictions
Introduction
If possible, collect the weather predictions for a few days prior Modifying Predictions
to the lesson. Display the weather predictions for the next few guess
A prediction is an educated ___________________ about what will happen in a text.
before during
days. As a class, discuss how reliable you think they are and why. Making predictions should happen ___________________
after
___________________ reading.
, ___________________ , and
Discuss how they are based on information from satellites, radar,

and meteorological patterns. Then, display the weather predictions Start Here
Make a prediction
from the past few days. Discuss if they were all correct and why and start reading.
or why not. Tell students that making predictions while reading is

like making weather predictions, because readers are constantly Do you have any
gathering new information and changing their predictions (which information that
conf irms your
prediction?
may still turn out to be incorrect).
yes no
Creating the Notebook Page Keep your

prediction and
Revise your
prediction and
continue reading. continue reading.

1. Add a Table of Contents entry for the Making, Confirming, and Modifying Predictions pages.
3. Cut out the A prediction is piece and glue it below the title.
4. Complete the text. (A prediction is an educated guess about what will happen in a text.
Making predictions should happen before, during, and after reading.)
5. Cut out all of the pieces and arrows. Arrange them on the page to create a flow chart. The
Start Here piece should be at the top with an arrow pointing to the Do you have piece below
it. Place two arrows pointing down from that piece with a yes or no piece on top of each.
Finally, place the Keep your prediction and Revise your prediction pieces in a row at the
bottom. Place the return arrows on the left and right sides of the flow chart to connect the
bottom pieces to the top piece. Glue all of the pieces to the page.
6. Start at the top of the flow chart when making predictions. Discuss how the flow chart works
and how readers should always be learning new information and confirming or revising their
predictions based on that information. Even when a text is finished, a reader may predict
what happens next for a character.
Reflect on Learning
To complete the left-hand page, have students follow the flow chart and make and revise predictions for
a short text they are currently reading or a short story from a basal textbook.
14

Modifying Predictions
A prediction is an educated ___________________ about what will happen in a text.
Making predictions should happen ___________________ , ___________________ , and
___________________ reading.
Start Here
Make a prediction
and start reading.
Do you have any

information that
conf irms your
prediction?
Keep your Revise your

prediction and prediction and
continue reading. continue reading.
yes
no
Making, Confirming, and Modifying Predictions 15

Differences in Point of View
Introduction
Write these two sentences on the board: As the flakes slowly
piled up outside the window, the could barely
contain his excitement. "More snow means more shoveling, more
slush, and more traffic," moaned the _______________ . Have
students suggest nouns to fill in the blanks. As a class, discuss
Literature
how they decided on the best noun for each blank and how the
point of view affected each narrator’s view of the same event (a
snowy day).
Library of Congress, LC-USZ62-19234
Creating the Notebook Page Informational Texts
Guide students through the following steps to complete the right

,
right-hand page in their notebooks. allowed
1. Add a Table of Contents entry for the Differences in Fifteenth
Point of View pages.

3. Cut out the image and glue it to the top left of the page.
4. Cut out the Literature flap. Apply glue to the back of the left section and attach it to the right
of the image.
5. Cut out the Informational Texts flap book. Cut on the solid line to create two flaps. Apply glue
to the back of the top section. Attach it to the bottom of the page.
6. Look at the image and discuss the event it shows. Then, read each piece of text. Discuss how
each piece of text discusses the same event from a different point of view. Under each flap,
write how the point of view affects the text. In addition, for the informational texts, add notes
to compare and contrast how the points of view affect the different accounts of the same
topic.
7. On each flap, underline or highlight key words and phrases that show the author’s point
of view.
Reflect on Learning
To complete the left-hand page, have each student write a short paragraph from the point of view of a
common inanimate object such as a pencil or chair.
16

Mr. Adams waited behind the
grandfather with the white beard. He felt
uneasy and shifted from foot to foot. His
kind had never been able to vote before.
Sure, things had changed since President
Literature
Lincoln freed the slaves. But, would the
vote of a former slave count? After years
of not being allowed to choose when to
eat lunch, it was difficult to believe he
could now help choose the president of
the United States. He turned to the soldier
behind him and asked, “Do you really
think my vote will count?”
“Brother, we fought a war for this,” the
soldier said. “Your vote is important. It will
count the same as anyone else’s.”
Library of Congress, LC-USZ62-19234
Informational Texts
How would you feel if you were excluded
from something? If you’re an 18-year old
American, you can vote, no matter your
appearance, your possessions, or your
employment. But for a long time, African
Americans were excluded from voting in US
right elections.
, For a long time in US history, African
allowed Americans were used as slaves and were
thought of as property. They were not allowed
many basic rights, including the right to vote.

Eventually, laws changed and black people were
allowed to vote, as seen on the cover of Harper’s
Fifteenth Weekly
Weekly. However, while laws changed, other laws
or prejudices often made it difficult for black
people to vote.
Differences in Point of View 17

Determining Theme
Introduction
Review theme. Remind students that theme is the central message
of a story, and it isn’t often easily summed up in one word. For Determining Theme
example, loyalty is not a theme, but true friends are loyal could
Theme is
be. Place students in small groups and assign each group a familiar the You can determine the theme of
story such as Cinderella or The Adventures of Robin Hood. Each

a text by asking and answering
questions about the story elements.
idea
group should decide on the theme for their group’s fairy tale. o f a t e x t.
Have groups present the themes they chose and provide several Stanley did
believed he
How ain
How did and m his family were
supporting reasons. this story
make me
the ter
cursed
a ra
ch a n
c
ch ge? but he
feel? Why? learned he could
‘break’ the curse.
Creating the Notebook Page What was What lesson

repeated in did the main
the story? character
Why? learn?

What was How did a
1. Add a Table of Contents entry for the Determining the problem,

and how was
it overcome?
character
react to a
situation?
Theme pages.
3. Cut out the Theme is and the You can determine pieces and glue them below the title.
4. Cut out the question flaps. Apply glue to the back of the left sections and attach them to the
bottom of the page.
5. Discuss what a theme is and how authors leave clues for readers that can help them
understand the theme of a text. Read each question. Under each flap, write an example
answer from a text you have recently read. Write the theme on the underside of the flap.
Reflect on Learning
To complete the left-hand page, display a poem or provide students with copies to glue in their
notebooks. Have students determine the theme. Students should record the theme and several questions
and answers that helped them determine it.
18

How did How did

this story the main

make me
the
character
feel? Why? change? Theme is
o f a tex t.
idea
What was What lesson

repeated in did the main
the story? character
Why? learn?
What was How did a

the problem, character
and how was react to a
a text by asking and answering
Determining Theme
You can determine the theme of
it overcome? situation?
Determining Theme
questions about the story elements.
19
5/27/15 9:16 AM
Elements of Poetry
Introduction
Display several different poems. Have students discuss with
partners the similarities and differences they see between the
poems. Then, as a class, compare and contrast the poems. Elements of Poetry
Creating the Notebook Page There are hundreds of different types of poetry, such as haiku, ballads,
or diamante poems. Some of the major categories are below.
Shaped
Rhyming Free Verse
Hanging
the
hi
g
hi
rough
n
th e
Poetry
th
s
y
k
Poems that rhyme really shine,
g ,
w
in
hit e
Flowing, free,
v
o , silen
m
t. Slowly
They’re fun to read and to say. Making thoughts dance.
The layout of
right-hand page in their notebooks. Check at the end of the line,
To see how the words save the day! the text forms
a shape.
Poetry can be—
Whatever
Mold it, shape it, create it
Capturing the world.
1. Add a Table of Contents entry for the Elements of

Poetry pages.
Rhyme Scheme Figurative Language
2. Cut out the title and glue it to the top of the page. describesBy the Ocean
Rhyme scheme __________________
Poets use figurative language to
appeal to the ______________
______________ senses .
Some types of f igurative
how a poem’s As lines
she walked along the sandy language
__________________ shore similes ,
are ______________
with delight as nature’s wondersmetaphors
she did see , and ______________
3. Cut out the Rhyming, Shaped, Free Verse flap book. Cut
imagery .
letters
rhyme. It uses starfish,
__________________
______________
whitecaps, conch shells, and more.
to show which She
linesknew
rhyme that
andshe would never fly free b
on the solid lines to create three flaps. Apply glue to the like the tissue-paper seagulls above c
repeats
how the rhymeor__________________
swim .
with the dolphins she did love. c
back of the top section and attach it to the page below

the title.
4. Read the flap book and discuss each type of poetry.
Identify how each example poem demonstrates the poetry type. Under the flap, write a short
description to explain how that type of poetry is different from the other types.
5. Cut out the Rhyme Scheme, Figurative Language flap book. Cut on the solid line to create
two flaps. Apply glue to the back of the top section and attach it to the page below the
poetry types flap book.
6. Cut out the poem. Glue it under the Rhyme Scheme, Figurative Language flap book.
7. Complete the definitions for rhyme scheme and figurative language. (Rhyme scheme
describes how a poem’s lines rhyme. It uses letters to show which lines rhyme and how the
rhyme repeats. Poets use figurative language to appeal to the senses. Some types of figurative
language are similes, metaphors, and imagery.)
8. On the poem under the flaps, write the rhyme scheme at the end of the lines of the poem.
Highlight or underline the figurative language used in the poem.
Reflect on Learning
To complete the left-hand page, display a poem. Or, provide students with copies to glue in their
notebooks. Have students identify the type of poem, the rhyme scheme, and any figurative language
used in the poem.
20

Elements of Poetry
There are hundreds of different types of poetry, such as haiku, ballads,
or diamante poems. Some of the major categories are below.
Rhyming Shaped Free Verse

Hanging hig
lm. h Poetry
Poems that rhyme really shine, ca in t
h Flowing, free,
le,
They’re fun to read and to say.
e
e night, pa
Making thoughts dance.
s k y,
Check at the end of the line, Poetry can be—
w h it e
To see how the words save the day! Whatever
h th
le Mold it, shape it, create it
,s
n t.
ug
i
Slo
wly m ving thr
o Capturing the world.
o
Rhyme Scheme Figurative Language

Rhyme scheme __________________ Poets use f igurative language to
how a poem’s __________________ ______________ to the ______________ .
rhyme. It uses __________________ Some types of figurative
to show which lines rhyme and language are ______________ ,
how the rhyme __________________ . ______________ , and ______________ .
By the Ocean
As she walked along the sandy shore
with delight as nature’s wonders she did see
starfish, whitecaps, conch shells, and more.

She knew that she would never fly free
like the tissue-paper seagulls above
or swim with the dolphins she did love.
Elements of Poetry 21

Grade 6
6
CD-104913


Interactive Notebooks The 100+ Series Kelley Wingate Series

Math Reading Comprehension Common Core Edition
Grade 6 Grade 6 Reading Comprehension
CD-104910 CD-104844 and Skills
Grade 6
CD-104624

information and
applying learning
CARSON-DELLOSA
• Perfect for
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instructions for
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PO Box 35665 • Greensboro, NC 27425 USA
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CD-104913

Interacting with Text
Introduction
Before class, bring in or make copies of the backs of several
cereal boxes so that each pair of students will have one. Instruct
students to make a list of things they should think about or do
before, during, and after reading the cereal boxes in order to get I wonder . . .
This word
means . . .
the deepest meaning possible. For example, having them recall
a time they’ve eaten this cereal before or a similar cereal. Then, READ
Rea
d th
e Sig
The main
ns!
This confuses me
ask partners to read the boxes and discuss the text. Point out that
Iw
o
because. . . idea is . . . nder . . .
THE I fe
el .
interacting with text gives readers a deeper understanding of what I pr
edic
..
t..
.
they read. ... it supports the
idea that the king
SIGNS This
b co
cau nfuse. . .
I epredict
se sm
is loyal at heart ... e
My
con
FOR nec
tion
is . .

Iw .
as r
ight
abo
ut .
I wa .
I was s wro I was .
DEEPER ng a
right about . . . wrong boabout
ut . ...
This ..
wor
dm
ean
Guide students through the following steps to complete the The
MEANING main id
ea
is . .
s..
.
My connection Th
I. feel . . .
right-hand page in their notebooks. is . . .
imp is deta
orta il is
nt b
eca
use
...
1. Add a Table of Contents entry for the Interacting with

Text pages.
3. Cut out the READ THE SIGNS arrow piece and glue it to the center of the page below
the title.
4. Cut out the sign flaps. Apply glue to the back of the left or right section of each piece and
attach five flaps to each side of the arrow.
5. Discuss each symbol and phrase and how to use each symbol to interact with the text during
reading. Under each flap, write an example from a current text you are reading.
6. Cut out the Read the Signs! bookmark. Glue it to a piece of construction paper for durability
and keep it in the book you are currently reading. Use it as a reference when making notes in
your interactive reading journal.
Reflect on Learning
To complete the left-hand page, have students elaborate on each of the symbols and thinking stems.
Students should write about when each symbol and thinking stem might be used and why it would be
helpful for readers to use them as they read.
12
CD-104913 INT 6.indd 12 11/12/15 1:57 PM

Interacting with Text
MEANING
DEEPER
SIGNS
READ
FOR
THE
I wonder . . . I feel . . .
I predict . . . This confuses me

because. . .
I was The main

right about . . . idea is . . .
I was This detail is

wrong about . . . important
because . . .
My connection This word

is . . . means . . .
important because . . .
I was wrong about . . .
I was right about . . .
My connection is . . .
This word means . . .
The main idea is . . .

Read the Signs!
This confuses me
I wonder . . .
I predict . . .
because . . .
This detail is
I feel . . .
Interacting with Text 13
CD-104913 INT 6.indd 13 11/12/15 1:57 PM

Citing Text Evidence
Introduction
Tell students that two people just read the same article about why
their town should build a skate park. Then, write the following on
the board: Jack: I agree with the author because our town really
needs a skate park. Chris: I agree with the author because he The statistic
shows that
included a poll showing that 63% of residents feel a skate park Claim Evidence most students
perform better
would have a positive effect on our town. Discuss how all readers later in the
day.
have ideas about what they read. Point out that Jack and Chris
have the same opinion. Have students discuss who would be taken
What led you to that How does the
more seriously in a discussion on this topic and why. idea?

Provide supporting
evidence support your
idea?
evidence from the text. Explain how the quotes
and paraphrases you
I think that . . . You can quote directly mentioned support
from the text: your idea.

In the first paragraph, The author uses the
My opinion is . . . the author writes that, statistic to get the
“On average, beekeep- attention of readers
ers are reporting losses because the numbers
I believe that . . . of more than a third of show that the bee
their hives.” population is really
Or you can declining.
My personal view is . . .

paraphrase: or
The author says that The author is making
the pollination of food a connection between

crops is dependent on the honeybee decline
honeybees. and how our food
supply could be
in trouble.
1. Add a Table of Contents entry for the Citing Text

Evidence pages.
3. Cut out the Claim, Evidence, and Reason flaps. Apply glue to the back of the top section of
each piece and attach them below the title in the following order: Claim, Evidence, Reason.
4. Cut out the What idea . . . , What led you . . . , and How does the evidence . . . flaps. Apply
glue to the back of the top section of each piece and attach them below the correct pennant.
5. Cut out the sentence starter labels. Discuss whether each sentence starter is appropriate for
making a claim, providing evidence, or explaining reasoning. Glue each under the correct
What idea . . . , What led you . . . , or How does the evidence . . . flaps.
6. Under the Claim, Evidence, and Reason flaps, write about a text you are currently reading.
Under Claim, state an idea you have about the text. Under Evidence, cite text evidence to
support your idea. Under Reason, explain your reason.
Reflect on Learning
To complete the left-hand page, have students use the notes they wrote under the Claim, Evidence, and
Reason flaps to write a paragraph that shares their ideas about a text they are reading.
Answer Key
What idea . . . you just read?: I think that, My opinion is, I believe that, My personal view is; What led you . . . idea?: The author explains
that, In the first paragraph, the text states, The author defines, The author describes; How does the evidence . . . idea?: This evidence
shows that, This illustrates that, This statistic highlights that, The author included this to show
14
104913 INT 6.indd 14 11/17/15 11:19 AM

CD-104913 INT 6.indd 15

What idea or opinion What led you to that How does the
do you have about idea? evidence support your
what you just read? idea?
Provide supporting
If you’re answering evidence from the text. Explain how the quotes
Claim
a specific question, and paraphrases you Cla
be sure to restate the You can quote directly mentioned support im
question when you from the text: your idea.
make your claim.
In the first paragraph, The author uses the
Question: the author writes that, statistic to get the
Why did the author “On average, beekeep- attention of readers
Evid
write “Life of a ers are reporting losses because the numbers
enc
Honeybee”? of more than a third of show that the bee e
their hives.” population is really
I think the author declining.
wrote “Life of a Or you can
Honeybee” to make paraphrase: or
people aware that the
honeybee population is The author says that The author is making
in trouble. the pollination of food a connection between
crops is dependent on the honeybee decline
Evidence
honeybees. and how our food

supply may
be in trouble.
I think that . . . In the first paragraph, This statistic highlights

the text states . . . that . . .
The author explains My opinion is . . . The author included

that . . . this to show . . .
This evidence shows The author describes . . . I believe that . . .
Reason
that . . .

This illustrates that . . . My personal view is . . . The author defines . . .
15
Reason
11/12/15 1:57 PM
Author’s Purpose
Introduction
Remind students that the three main reasons authors write are
to persuade, to inform, or to entertain. Present students with the
following excerpts and ask them to determine the author’s purpose
for each. 1) “With more honeybee colonies collapsing each year, I’m an expert on
astronomy. I’d like to
share that knowledge
and write a book
we are at the point where we must make changes before it’s too about constellations.
late.” 2) “In a bee colony, the queen’s only job is to lay eggs.” inform
My passion is
3) “Queen Bee gathered her royal warriors around her and gave
ecology. I think I’ll
write a speech about
why our city should
expand its recycling
services.
the order to attack!” Have students label each excerpt with a Schools should do a
better job of preparing
purpose, and then discuss how they were able to determine the
students for college. I
want to write an
editorial telling my views
about how schools
should improve.
author’s purpose for each excerpt.

I have a great idea
for a story about a
girl who auditions entertain

and gets a role
in a Broadway play.

1. Add a Table of Contents entry for the Author’s Purpose
pages.
3. Cut out the author’s picture and glue it to the bottom of the page.
4. Cut out the idea cloud flaps. Apply glue to the back of the left sections and attach them to
the page above the author’s head.
5. Discuss each of the ideas the author is considering. How are they alike? How are they
different? What does the author want to accomplish with each of her ideas?
6. Cut out the inform, persuade, and entertain labels. Read the ideas on the flaps and glue the
correct author’s purpose label under each flap.
Reflect on Learning
To complete the left-hand page, have students write three different ideas for written pieces that represent
each of the three different purposes for writing.
Answer Key
Persuade: “My passion is ecology …”; “Schools should do a better job …” Inform: “I’ve read everything …”;
I’m an expert on astronomy …” Entertain: “After visiting the shore …”; “I have a great idea for a story …”
16
CD-104913 INT 6.indd 16 11/12/15 1:57 PM

Author’s Purpose
My passion is
ecology. I think I’ll
write a speech about
why our city should
expand its recycling
services.
I’ve read everything

that’s ever been
After visiting the written about Rosa
shore, I feel like Parks. I think I’ll use that
writing a poem to knowledge to write a
describe the evening biography about her.
sunset.
Schools should do a
better job of preparing
I’m an expert on students for college. I
astronomy. I’d like to want to write an
share that knowledge editorial telling my views
and write a book about how schools
about constellations. should improve.
I have a great idea persuade entertain inform

for a story about a

girl who auditions
and gets a role
in a Broadway play.
persuade entertain inform
Author’s Purpose 17
CD-104913 INT 6.indd 17 11/12/15 1:57 PM

Making Inferences
Introduction
Remind students that an inference is information or a detail not
directly stated in a text. Readers can use what they read, along
with what they already know, to make an inference. Write this
sentence on the board: The boy picked up his umbrella and
backpack and opened the door. He looked up at the sky and
then put his umbrella back inside the house. Have partners make 1. What can you infer about Mom?
inferences to answer the questions: Why did the boy look up at 2. What can you infer about the setting?
the sky? Where is the boy going? Have students share their ideas 3. Why does Celia say, “Uh oh,” at the end of the passage?
with the class to see if others made the same inferences.

What did What do
I read? I know?
Creating the Notebook Page 1. Mom is
annoyed with
Celia
2. The story takes
place in a
Guide students through the following steps to complete the grocery store
parking lot.
right-hand page in their notebooks. 3. Because the
keys are locked
in the car.
1. Add a Table of Contents entry for the Making Inferences
pages.
3. Cut out the passage flap. Apply glue to the back of the top section and attach it below
the title.
4. Cut out the questions piece and glue it under the passage flap.
5. Cut out the What did I read? What do I know? What can I infer? flap book. Cut on the solid
lines to create three flaps. Apply glue to the back of the top section and attach it below the
passage flap.
6. Read the passage and discuss the event it describes. Then, read question 1 under the passage
flap. Write notes for question 1 under the flap for What did I read? Then, write notes under
the flap for What do I know? Finally, write your answer to question 1 under the What can I
infer?fl ap.
7. Repeat step 6 for the remaining questions.
Reflect on Learning
To complete the left-hand page, have students write a paragraph that continues the story. Allow time for
students to share their work.
18
CD-104913 INT 6.indd 18 11/12/15 1:57 PM

Making Inferences
“I hope we got everything,” Celia said as she scanned the parking lot for their
car. Mom shot her a look and shifted the heavy grocery bag from one arm to the
other.
“I’m sure we did,” said Mom. “I just wish I’d had a little more notice about making
sandwiches for the class picnic.” She began feeling around inside her purse as they
approached the car.
“I can take the bag, Mom,” Celia said. Mom placed her purse on the hood of the
car and stirred the contents. Then, she searched inside her jacket pocket. Celia tried
the door but it didn’t open. She peered inside the window and saw something shiny
on the seat.
“Uh oh,” she said.
1. What can you infer about Mom?
2. What can you infer about the setting?
3. Why does Celia say, “Uh oh,” at the end of the passage?
What did What do What can

I read? I know? I infer?
CD-104913 INT 6.indd 19 11/12/15 1:57 PM

Comparing and Contrasting Genres
Introduction
Place students in small groups and assign each group a theme
or topic such as loyalty, overcoming adversity, friendship,
responsibility, etc. Have students discuss how texts can have a
similar theme even though they are from different genres. Ask
groups to choose two different genres such as historical fiction and
drama, or poetry and science fiction. Then, have students discuss Fantasy
similarities and differences in the way the topic would be covered

by each.
Genre Realistic
Poetry
Fiction
The
Creating the Notebook Page Giver

right-hand page in their notebooks. It would change
the entire book
Drama
because the
1. Add a Table of Contents entry for the Comparing and giver is about a
time with no war
Contrasting Genres pages. or memories.
3. Cut out the star and glue it to the center of the page.
4. Think of a recently read piece of literature and write its title on the star.
5. Cut out the genre circle flaps. Choose the genre circle flap that matches the piece of literature
you wrote on the star. Apply glue to the back of the top section and attach it to the top point
of the star labeled Genre.
6. Apply glue to the back of the top sections of the remaining genre circle flaps. Attach each
one to the remaining points of the star.
7. Discuss how the piece of literature you wrote on the star might be similar or different if
written in another genre. Write notes under each flap to compare and contrast it with the
original genre.
Reflect on Learning
To complete the left-hand page, have students write in the voice of the author of their chosen piece of
literature, explaining why he or she chose to write in that genre.
20
CD-104913 INT 6.indd 20 11/12/15 1:57 PM

Comparing and
Contrasting Genres
Genre
Realistic
Fiction
Poetry
Historical
Fiction
Fantasy
Drama
Comparing and Contrasting Genres 21
CD-104913 INT 6.indd 21 11/12/15 1:57 PM

Grade 7
7
CD-104914



Math Reading Comprehension Grammar
Grade 7 Grade 7 Grades 7-8
CD-104911 CD-104857 CD-3744

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
instructions for
each page
• Great for
CD-104914

Taking Notes While Close Reading
Introduction
Before class, prepare a short, high-interest passage for students.
Give them time to read the passage one time. Then, ask them to Taking Notes While Close Reading
read it a second time. This time, have students raise one finger
when they reach any point in the passage where they feel they ! This is exciting!
? This is confusing.
should stop and take notes about what they’ve just read. After the
second read-through, discuss reasons why they stopped to raise a
LOL
I can This is funny!
visualize this.
finger. Ask: Did you raise a finger when you came to something
important? . . . when you made a connection to something in the Maria realizes
that Lisa feels I can make
the same about I an inference R E AD
A PE NWITH
text? . . . when you could visualize an event or information? their friendship.
here.
LO L
CI L !
Fu nny
Pa rt
? Confu
sing Pa
rt
*
Favorit
N This is new e Pa rt
!
This is important. Excitin
information. g Pa rt
* Im porta
nt Pa rt
Pred ic
tion
Visu al
ize
I Infere
I made a nce
Guide students through the following steps to complete the C connection

with this.
I made aN
prediction.
C
New In
Con ne
format
ion
ction

1. Add a Table of Contents entry for the Taking Notes
While Close Reading pages.
3. Cut out the 10 pencil flaps. Apply glue to the back of the left section of each flap and attach
it to the page.
4. Look at each symbol and phrase. Discuss how to use each symbol to take notes while close
reading. Under each flap, write an example from a current text you are reading.
5. Cut out the Read with a Pencil! bookmark. Glue it to a piece of construction paper for
durability and keep it in the book you are currently reading. Use it as a reference when
making notes in your interactive reading journal.
Reflect on Learning
To complete the left-hand page, have students write a persuasive paragraph about the importance of
taking notes while reading, giving examples of specific benefits for readers. Have students exchange
notebooks with partners and write a few comments about which examples were most persuasive.
12
CD-104914 INT 7.indd 12 11/17/15 12:37 PM

CD-104914 INT 7.indd 13

READ WITH
Taking Notes While Close Reading A PENCIL!
LOL Funny Part
!
Confusing Part
N
?
C
Favorite Part
! Exciting Part
Important Part
here.
* Prediction
with this.
This is my
I made a
This is new
connection
I can make
information.
Visualize
favorite part.
an inference
This is exciting!
I Inference
N New Information
This is funny! C Connection
I can
visualize this.
I made a
prediction.
This is confusing.
This is important.
Taking Notes While Close Reading

?
* LOL
13
11/17/15 12:37 PM
Tone and Mood
Introduction
Tell students that an author creates tone with word choice. Write
the following sentences on the board: 1) The fans leaped to
their feet and roared as the musician sprinted onto the glittering Tone and Mood
author's
Tone is the _________________________ attitude
_________________________ toward a topic or subject.
choice
Authors can create tone with their _________________________ words
of _________________________ .
stage. 2) A quiet hush descended on the crowd as the musician reader's

Mood is the _________________________ feelings
_________________________ about the author’s words.
stepped into a soft pool of light on the darkened stage. Have

students work with partners to analyze the sentences to determine
how word choice affects the tone of each sentence. Then, ask D MO
Th Co ed ka sed ac or
O
e nn on ble , h ro an
students to demonstrate the mood of each sentence by using facial
f in o , t h e ss o
pu un co him e w
ish r’s ellin ap w th the

sh thin llap self ay
MO
O
worried
lin leg g pe ould e lin r.

e s b him ne
D
wa u s d dr e
s w rne elf an ag
scared
ith d, tha d h
in bu t if e
on
expressions and body language. Point out that mood is how a
sig t h th
ht e e
no
w.
TO
NE
NE TO
NE
writer’s words affect readers.
TO
gli g- ere ar r
NE
ks f la e w e
e k d e hig .
f ir e s san turn g dom
d ing eir
TO
or y, a s ch d to h h
tte w d d
sp eep he
Jim sto ross to a eve
W d a ed mn
re av , th
re en so
d T
ith c in
As ss th hou es lif tin ree
a
be ope the da ing
ro f t fac rty f f
ga d b rkn lig
ac d o ing ibe rn o
n sho arr es ht
wa u en s t
il y L te
lkin lde la ha
cr sm Lad lan
le
g. rs, nd t
D
MO
w
n
O
o w
.
O
MO D

1. Add a Table of Contents entry for the Tone and Mood
pages.
3. Complete the definitions for tone and mood. (Tone is the author’s attitude toward a topic or
subject. Authors can create tone with their choice of words. Mood is the reader’s feelings
about the author’s words.)
4. Cut out the Mood circle and glue it to the middle of the page.
5. Cut out the Tone circle flap book. Cut on the solid lines to create four flaps. Apply glue to the
back of the center section and attach it to the center of the Mood circle. Make sure to align
the flaps with the lines on the Mood circle.
6. Discuss the tone of each passage. Underline the words and phrases that set the tone. Under
each flap, describe the mood of each passage.
Reflect on Learning
To complete the left-hand page, have students rewrite each of the four passages to reflect a different
tone. Then, write a sentence for each explaining how the tone changed the mood.
14
CD-104914 INT 7.indd 14 11/17/15 12:37 PM

11/17/15 12:37 PM
15
Mood is the _________________________ _________________________ about the author’s words.
Authors can create tone with their _________________________ of _________________________ .
Tone is the _________________________ _________________________ toward a topic or subject.
Tone and Mood

D MO
O
MO
O
D
Tone and Mood
un
de d
r r J
r sh sta enc ag
d ing ei
MO
e nd h ge
re av , th ho wa ing ed d
O
tte w d d s t tr lig
gli g- ere ar r p .
th e o The he ees htn
O
ks f la e w e e d . in MO D
or , a ch d to h h re fs c a M g
ew ky ds e hig . ol w wa urvi ave nge ya lit t
f ir e s san turn g dom gr s n ving ma r of trem e
h
As ss th hou es lif tin ree o o
rf o wl m the y be sta ble
ro f t fac rty f f m sh ista n h yin d,
ac d o ing ibe rn o w e k ig e g
l
ow i y L te i th he ing ht, r o wh
cr sm Lad lan NE
TO in. ar th bu nl e
d e t y re
TO
NE
on
NE
TO
TO . , . pu un co him e w NE
ng rs nd t s th lla se ay
h
lki lde la ha i p
Th Co ed nka sed f ac or
l
wa u en s t e n o b
n sho arr es ht f in no n, t le h , he oss no
r a
ga d b rkn lig ish r’s ell ap w th th
be ope the da ing lin leg ing pe oul e lin er.
n
Jim sto oss o a ve e s b him ne d e
w u d dr
ith cr int e a s w rne self an ag
W d a ed emn
a l it d th d
re en so ih n , bu at i he
sp eep he sig t h f th
d T h e e
t no
w.
CD-104914 INT 7.indd 15

Plot Diagram
Introduction
Provide students with a copy of a familiar story, such as a fairy tale
or fable. Have students work in small groups to analyze the events Plot Diagram visualize the _________________
A plot diagram helps readers _________________ events in a story from
in the story. Ask them to use different colors to highlight events beginning to _________________
_________________ end .
that happen in the beginning, middle, and end of the story. Discuss
how the events at the beginning of the story led to a turning point
in the middle. Have students tell how the events led to the story’s The story is at a turning
point. The conflict
reaches a peak.
resolution. Allow time for groups to share their ideas with their
CLIMAX
classmates. The main character
Events now lead to
FAL
the end of the story.
faces conflict. Events
NIO
L
build interest and/
ING
ACT
or suspense.
ACT
ING
IO
RIS
RESOLUTION
N
EXPOSITION
Jessica and her
right-hand page in their notebooks. sister stare into
their empty rooms,
The story ends. The
conclusion reveals the
solution to the conflict.
dreading moving away.
1. Add a Table of Contents entry for the Plot Diagram
pages.
3. Complete the explanation of a plot diagram. (A plot diagram helps readers visualize the
events in a story from beginning to end.)
4. Cut out the Exposition/Rising Action piece and glue it to the middle of the page. You may
choose to create the notebook page sideways for more space. Discuss the five elements of a
plot diagram and what happens at each stage.
5. Cut out the the five element flaps. Apply glue to the back of the narrow section of each flap
and attach it to the page above or below the matching element on the plot diagram.
6. Under each flap, write one to two sentences to describe specific examples of each plot
element in a story you have read recently.
Reflect on Learning
To complete the left-hand page, have students use the sentences they wrote under the flaps of the plot
diagram on the right-hand page to write a summary of the story they have recently read.
16
CD-104914 INT 7.indd 16 11/17/15 12:37 PM

Plot Diagram
A plot diagram helps readers _________________ the _________________ in a story from
_________________ to _________________ .
RESOLUTION
The story ends. The The main character
conclusion reveals the faces conflict. Events
solution to the conflict. build interest and/
or suspense.
I O N
ACT
I N G
L L
FA
CLIMAX
Events now lead to

N the end of the story.
I O
ACT
I N G
RIS
EXPOSITION
The story begins.

The story is at a turning Characters and setting
point. The conflict are introduced.

reaches a peak.
Plot Diagram 17
CD-104914 INT 7.indd 17 11/17/15 12:37 PM

Point of View
Introduction
Provide several pieces of writing that represent first-, second-,
and third-person points of view. Have small groups of students Point of View
highlight the pronouns in each piece of writing. Discuss how the
th
Yo
es
u
e
kn
tips, an
I asked myself if I really thought I could win the
ow yo
early-warning signal go off. What do you do?
You are home alone when you hear the tornado
My travel
but I alw
presence of personal pronouns, such as I, me, my, and mine,
d you
u ne ed
are on some mone
ays com
s have tak me to the mount
to ma ke
indicate a first-person point of view, while pronouns such as he,
your wa
e ho
Does the character Does the author
en me aro
narrate the story address you, the
y to ma is su mmer. Ju
she, him, and her indicate a third-person point of view. Point
using I, me, mine, reader, directly by
myself, we, or us ? using you and your ?
und the
y th
king $10
First Person Second Person
out that the second-person point of view uses the pronouns you
world ,
0 a we follow
ains.
Point of View Point of View
race.
ek.
st
and your but isn’t used very often in writing. Have students tell
the difference between third-person limited and third-person
years ago. James saw her and thought that she looked familiar.
She walked into the room and spotted James, her friend from many
Coach looked over at Larry and
send in his secret weapon. Larry,
with the coach, knew that this would
Rita admired the way the author had created such
setting for his story. She planned to tell him after
omniscient narrators.
what it would be like to win the

Cal couldn’t believe his luck. He
Does the narrator use Does the narrator use
he, she, him, her, he, she, him, her,
they, or them ?

they, or them ?
AND AND
wondered if it was time to

refusing to make eye contact
lottery, and now he knew.
had always wondered
Does the narrator
be his last game.

Does the narrator
know the thoughts of know the thoughts
only one character? of more than one
character?
Third Person
the reading.
Guide students through the following steps to complete the Third Person
an eerie
Limited Omniscient
Point of View Point of View
1. Add a Table of Contents entry for the Point of View
pages.
3. Cut out the pockets. Apply glue to the back of the tabs. Attach the First Person Point of View
pocket and the Second Person Point of View pocket side-by-side below the title. Attach the
two third person pockets side-by-side at the bottom of the page.
4. Discuss the question(s) on each pocket. Tell how the questions can help readers determine
point of view.
5. Cut out the sentence pieces. Read each sentence and underline the pronouns. Use the
pronouns to determine the point of view. Sort the sentences into the correct pockets.
Reflect on Learning
To complete the left-hand page, have students rewrite each of the eight sentences from the right-hand
page using a different point of view.
18
CD-104914 INT 7.indd 18 11/17/15 12:37 PM

I asked myself if I really thought I could win the race.
Does the character

narrate the story You know you need to make some money this summer. Just follow
using I, me, mine, these tips, and you are on your way to making $100 a week.
myself, we, or us ?
First Person She walked into the room and spotted James, her friend from many
Point of View years ago. James saw her and thought that she looked familiar.
Cal couldn’t believe his luck. He had always wondered

what it would be like to win the lottery, and now he knew.
My travels have taken me around the world,

but I always come home to the mountains.
You are home alone when you hear the tornado

Does the author early-warning signal go off. What do you do?
address you, the
reader, directly by
Coach looked over at Larry and wondered if it was time to
using you and your ?
send in his secret weapon. Larry, refusing to make eye
contact with the coach, knew that this would be his last game.
Second Person
Point of View Rita admired the way the author had created such an eerie
setting for his story. She planned to tell him after the reading.
Does the narrator use

he, she, him, her,
they, or them ?
AND
Point of View
Does the narrator use
Does the narrator

Point of View
know the thoughts
Does the narrator
Third Person
of more than one
Omniscient
he, she, him, her,
know the thoughts of

they, or them ?
character?
only one character?

AND
Third Person
Limited
Point of View
Point of View 19
CD-104914 INT 7.indd 19 11/17/15 12:37 PM

Determining Conflict
Introduction
Tell students that the main problem in a story is called the central
conflict. Point out that conflict develops as the story progresses
and is solved at the end. Write the following story titles on the Determining Conflict
board: Maria Takes on Washington, Maria and Meg—Friends No
More, A Tough Choice for Maria, and Maria and the Blizzard.
Have students work with partners to discuss the possible conflict
in each of the stories and then share their ideas with the class. Person vs. Self Person vs. Nature
A struggle between a character


and natural elements beyond
and his/her conscience
his/her control
Four
Types of
Conflict
A struggle between a
A boy's older sister character and a larger group,
always bosses community, or society
Guide students through the following steps to complete the him around.
right-hand page in their notebooks. Two neighbors disagree over a property line.
Person vs. Society
1. Add a Table of Contents entry for the Determining

Conflict pages.
3. Cut out the Four Types of Conflict flap book. Cut on the
solid lines to create four flaps. Apply glue to the back of the middle section and attach it to
the center of the page.
4. Cut out the four conflict labels. Discuss the characteristics of each type of conflict on the flap
book. Glue each conflict label to the correct flap.
5. Cut out the sentence pieces. Discuss the type of conflict in each sentence. Glue it under the
correct flap, leaving space above or below to write an additional sentence.
6. Under each flap, write an additional sentence to represent each type of conflict.
Reflect on Learning
To complete the left-hand page, have students create a visual symbol for each of the four types of
conflict. For example, Person vs. Nature might be symbolized by a person leaning into a wind gust. Ask
students to label each symbol. Then, have students write sentences to describe a story that each conflict
might represent.
Answer Key
Person vs. Self: A young person feels torn between covering up for a friend who is in trouble and getting help for the friend from
an adult. Person vs. Person: Two neighbors disagree over a property line. Person vs. Society: An employee blows the whistle on his
company after discovering they are dumping toxic waste. Person vs. Nature: A man ignores hurricane warnings and evacuation orders
and decides to stay in his home during the storm.
20
CD-104914 INT 7.indd 20 11/17/15 12:37 PM

Determining Conflict
Two neighbors disagree over a property line.
Person vs. Society

Person vs. Nature
Person vs. Person
Person vs. Self

An employee blows the whistle on his company after
discovering the company is dumping toxic waste.
A young person feels torn between covering up for a friend

who is in trouble and getting help for the friend from an adult.
A man ignores hurricane warnings and evacuation

orders and decides to stay in his home during the storm.

and natural elements beyond
and his/her conscience
his/her control
Four
Types of
Conflict
A struggle between a
A struggle between
character and a larger group,
two characters
community, or society
Determining Conflict 21
CD-104914 INT 7.indd 21 11/17/15 12:37 PM

Grade 8
8
CD-104915



Math Reading Comprehension Grammar
Grade 8 Grade 8 Grades 7-8
CD-104912 CD-104858 CD-3744

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
instructions for
each page
• Great for
CD-104915

Inference
Introduction
Show students a variety of pictures and ask questions that are not
directly answered by the content of the photos. Have students
cite specific details that validate their answers. For example, ask Inference
them what season it must be in a picture of people cooking out
in shorts. Then, have them attempt to answer questions in the What is the difference between an
inference and a guess?
same way when there is no way they could know the answers.
For example, ask students to explain the relationship between Sheila dropped her purse He was late for an
and yelled, “I’m home!”
interview.
two people in a picture who are walking together. Have students Then, she dropped to
one knee and waited,
arms open. She loved Apologized and
explain (verbally or in writing) the difference between the first coming home to wagging
tails and excited yips. What
is
hastily sat down
happening opening a portfolio

set of guesses and the second. Use their explanations to define Who or what will greet
here
Sheila?
inference on the board. Ed slept as late as

possible. When he got up,
When her mother asked
about her day, Marta
he slammed his hand said, “I got a good grade
down on the alarm and on my spelling test. Nicole
stomped across the is painting a cool picture

room. in art class, but Mr.
Nichols gave us a ton of
How does Ed feel about problems to practice for
what he has to do today? homework.”
Which subject is Marta’s

least favorite?
1. Add a Table of Contents entry for the Inference pages.
3. Cut out the definition flap. Apply glue to the back of the top section and attach it below
the title.
4. Under the definition flap, explain the difference between an inference and a guess. (Answers
will vary but may include that an inference uses information from the text to make a logical
conclusion.)
5. Cut out the flap book. Cut on the solid lines to create four flaps. Apply glue to the back of the
center section and attach it below the definition flap.
6. Write the answer to the question and two key words or phrases from the text that support
your answer under each flap.
Reflect on Learning
To complete the left-hand page, have students recount situations where they made inferences in real life.
Have students write the story as a narrative first. Then, have them write the clues they used to make the
inference. Finally, have them write the inference.
12
104915 INT 8.indd 12 11/13/15 4:52 PM

Inference
What is the difference between an

inference and a guess?
Sheila dropped her purse Trying not to pant, Andy

and yelled, “I’m home!” took a deep breath. He
Then, she dropped to one apologized and hastily sat
knee and waited, arms down, opening a portfolio
open. She loved coming and setting his briefcase
home to wagging tails and next to his chair.
excited yips. What
is What did Andy do wrong?
Who or what will greet happening
here
Sheila?
Ed slept as late as possible. When her mother asked

When he got up, he about her day, Marta said,
slammed his hand down “I got a good grade on
on the alarm and my spelling test. Nicole is
stomped across the room. painting a cool picture in
art class, but Mr. Nichols
How does Ed feel about gave us a ton of problems
what he has to do today? to practice for homework.”
Which subject is Marta’s

least favorite?
Inference 13
104915 INT 8.indd 13 11/13/15 4:52 PM

Incorrect Inferences
Introduction
Have students listen as you describe a situation they might see
outside a window and ask them to guess what is happening.
Make sure each situation could have multiple right answers. For Incorrect Inferences
example, if the window is wet, someone may have just washed
it, a sprinkler may have sprayed it, or it could have rained. Have Kelly looked out at the wet darkness, waiting for the flash of light
that would temporarily illuminate the trees.
students write or discuss how much evidence they might need to

feel confident that an inference is correct. The active ingredient in Pain-B-Gon is more highly recommended
than the active ingredient in Feel Better.
Creating the Notebook Page Alan is a security guard, not a burglar.

right-hand page in their notebooks. Alan is not a burglar because the text says
he is trying to "think like a criminal."
1. Add a Table of Contents entry for the Incorrect
Inferences pages.
3. Cut out the two flap books. Cut on the solid lines to
create three flaps on each book. Apply glue to the gray glue section of the larger flap book
and place the smaller flap book on top to create a stacked six-flap book. Apply glue to the
back of the left section of the flap book and attach it to the page.
4. Read each top flap. Then, read the flap below it to see an incorrect inference that an
inattentive reader might make. Under the second flap, write a more accurate inference than
the one given on the second flap.
5. Highlight or underline the word(s) on the top flap that reinforce the new inference and prove
the original inference wrong.
6. At the bottom of the page, choose one set of words that you highlighted and write a sentence
to explain the inference.
Reflect on Learning
To complete the left-hand page, have students explain how it would affect a reader’s understanding to
continue the story under the impression that the original inference was correct.
14
104915 INT 8.indd 14 11/13/15 4:52 PM

Incorrect Inferences
Kelly looked out at the wet darkness, waiting for the flash of light
that would temporarily illuminate the trees.
The active ingredient in Pain-B-Gon is more highly recommended

than the active ingredient in Feel Better.
Alan carefully studied the map, memorizing each pathway and

making note of each security measure. He tried to think like a
criminal: how could each safeguard be thwarted?
It is nighttime; Kelly is waiting for someone to turn on a flashlight.
Pain-B-Gon is more highly recommended than other medications

glue
with the same active ingredient.

Alan is a burglar trying to figure out how to steal a heavily

guarded item.
Incorrect Inferences 15
104915 INT 8.indd 15 11/13/15 4:52 PM

Summarizing
Introduction
Have students write a paragraph about a scenario they have all
experienced, such as the first day of school, lunch, or a fun time
with a friend. Point out that students were not able to recount Summarizing
every detail or word from the whole event, forcing them to choose
only the most important parts to retell. Explain that this decision- Who?
What?
Meg, Jo,
making process is called summarizing. Beth, Amy
March
Summaries answer
basic questions.
"Little Women"

Why?
Guide students through the following steps to complete the When?
right-hand page in their notebooks. Where?
1. Add a Table of Contents entry for the Summarizing

pages. Leave out details that are . . .
not easily explained

too specific. not relevant to
or need context
2. Cut out the title and glue it to the top of the page. the main conflict.
to make sense.
3. Cut out the Summaries flap. Apply glue to the back of the top edge and attach it in the center
of the page.
4. Under the flap, write the title of a text you have recently read.
5. Cut out the who, what, when, where, and why flaps. Apply glue to the back of the top
section of each circle and attach them around the Summaries flap. Draw a line from each of
the who, what, when, where, and why flaps to the Summaries flap to create a bubble chart.
6. Under the flaps in the bubble chart, write the relevant details of the text, naming characters
under the who flap, the setting under the where and when flaps, the major conflict under the
what flap, and what motivates the characters or creates the conflict under the why flap.
the top section and attach it to the bottom of the page.
8. Under the flaps in the flap book, record the requested details.
Reflect on Learning
To complete the left-hand page, have students write a short summary of the book they used to complete
the right-hand page. Students should use the details from the bubble chart flaps without including any
details from the flap book to write their summaries.
16
104915 INT 8.indd 16 11/13/15 4:52 PM

Summarizing
Who? What? When?
Where? Why?
Leave out details that are . . .
not easily explained

too specific. not relevant to
or need context
the main conflict.
to make sense.
Summaries answer
basic questions.
Summarizing 17
104915 INT 8.indd 17 11/13/15 4:52 PM

Paraphrasing
Introduction
Define paraphrasing as rephrasing the original thought or text into
one’s own words. Discuss the three R's of paraphrasing: Reword
(replace words and phrases with synonyms when possible), Paraphrasing
Rearrange (rearrange words within sentences to make new k,
io, aw air
Oh ty H s of
m it d n
sentences), and Recheck (the paraphrase should convey the same rs
f ro of K tho tha
rot du the ea
t, b the re o ere h
s
he ne r m vie
e r
Thomas Edison
d h loved to invent. The
an Wrig e on we e w
meaning as the original text). Then, place students into pairs and ville ur lan
Or Wilb airp airpla but n
ul
ne on
s,
electric lightbulb radically
changed everyday life
ssf the n because it took away the
ce ore alloo d
ask a question such as, "What did you do before coming to school st
c f
su Be ir b an
f ir lina. ot a air by
the ro s h d
limitations of the night.
With greater range than
w Ca h a elle candle flame, this
f le rth suc op
this morning?" or "Tell where you would like to go on vacation No avel
tr
pr es.
en
g in
safer alternative
made time
irrelevant in
and why you would like to go there." One partner should answer regard to
productivity.
the question in three or four sentences. The other partner should Louis Pasteur’s method for
preserving beverages
paraphrase the student's answer. Then, have the partners switch was based on heating
them enough to kill most
bacteria. Pasteurization
roles. greatly extended the
window of time for the
safe consumption of
these products. Many
syrups, vinegars, Alexander Graham Bell
invented the telephone,
juices, and other
beverages are which allowed him to
pasteurized.
transmit his voice
remotely.

1. Add a Table of Contents entry for the Paraphrasing pages.
3. Cut out the flaps. Apply glue to the back of the tab on each flap and attach the flaps to the
page in any order, making sure they do not overlap.
4. Read each flap. Then, highlight or underline key words or phrases from the passage.
5. Under each flap, write a sentence that paraphrases the same information and includes the key
words from the flap.
Reflect on Learning
To complete the left-hand page, have students list situations where paraphrasing is more effective than
recounting a story or conversation word for word. For each situation on their lists, have them explain
why paraphrasing would be a more efficient or preferable option.
18
104915 INT 8.indd 18 11/13/15 4:52 PM

Paraphrasing
tha air
,
he etho awk
ier of
n
ne othe of K io,
H
av ds
h
we r m itty
ut were unes m O
o
en prop air lloon plane the rs fr
Thomas Edison
re
he
d
loved to invent. The
ir b the a ne o brot
electric lightbulb radically
,
n
ho fore airp right
no
changed everyday life
Wi and
ch a. B ssf bur W
because it took away the
la
gin elle an s, b
ir
ville
limitations of the night.
db d
Or
u l
With greater range than
y
e
candle flame, this
c
e
ta
ve aro suc
safer alternative
tra th C f irst
l su lin
es.
made time
as
No the
irrelevant in
w
regard to
f le
r
productivity.
Louis Pasteur’s method for

preserving beverages
was based on heating
them enough to kill most Alexander Graham Bell worked
bacteria. Pasteurization for years to create a machine
greatly extended the that could transmit his
window of time for the voice. His invention, the
safe consumption of telephone, revolutionized
these products. Many communication. Before this,
syrups, vinegars, the only way to transmit a

juices, and other message remotely was to use
beverages are Morse Code, which most people
pasteurized. did not understand.
Paraphrasing 19
104915 INT 8.indd 19 11/13/15 4:52 PM

Textual Evidence
Introduction
Choose four sentences from a paragraph and number them 1, 2,
3, and 4. Post a sheet of paper in each corner of the room so that
each corner corresponds with one of the sentences. Have students Textual Evidence
read the paragraph. Then, ask them factual questions that they can
Digita l pictu res prese
events.
Photogra phers get paid for taking profession
answer with one of the four sentences. Rather than answer aloud,
Some people take photographs for a living.

Photog raphers can also
Many people like to take or display pictures of their loved ones.

The quality of a digital picture is determined
Photos can preser ve once-i

Cameras can
Photos used
Many people enjoy taking photogra

students should go to the corner that corresponds with the number
to be record
be simple, one
of the correct sentence. Have a student who went to the correct
rve imag es as a file
be paid for photos docum

ed on film and
n-a-lifetime events or just

corner confirm the answer for the class. Point out to students that
-time-use dev
phs that show unique perspectives.

they are using the author’s words (textual evidence) to show the
on a memory card
then develo
ices or com plex
al pictures at weddings , concerts, and

by how many megapixels the camera has.
answer instead of their own words.
enting historical or newsw

ped from the
fun moments.
.
, exp ensi
film pieces call
ve
Cameras Photography Photos
piec
have can be a can serve
es of equ ipment.
changed profession. many
orthy events .
over time. purposes.
ed
other
1. Add a Table of Contents entry for the Textual Evidence
pages.
3. Cut out the three pockets. Apply glue to the back of the tabs on each pocket and attach the
pockets to the bottom third of the page.
4. Cut out the sentence strips.
5. Read each sentence and sort them into groups that make sense. For each group of strips,
develop a statement that is directly supported by all of the sentences. Write the statement
on one pocket and place the appropriate strips in the pocket. Repeat this step with the other
pockets. No strips should be left over.
Reflect on Learning
To complete the left-hand page, have students write a statement about photography that is not
supported by the sentence strips from the right-hand page. Have students write an explanation of why
the statement is not supported by the textual evidence.
Answer Key
Answers will vary, but potential statements include “photos can serve many purposes,” “photography can be a profession,” and
“cameras have changed over time.” (A potential thesis statement might be, “Photography equipment has changed over time, but the
demand for personal and professional photographs remains.”)
20
104915 INT 8.indd 20 11/13/15 4:52 PM

Textual Evidence
Many people enjoy taking photographs that show unique perspectives.
Some people take photographs for a living.
Photographers get paid for taking professional pictures at weddings, concerts, and other events.
Photographers can also be paid for photos documenting historic or newsworthy events.
Photos used to be recorded on film and then developed from the film pieces called negatives.
Digital pictures preserve images as files on memory cards.
Cameras can be simple, one-time-use devices or complex, expensive pieces of equipment.
The quality of a digital picture is determined by how many megapixels the camera has.
Photos can preserve once-in-a-lifetime events or just fun moments.
Many people like to take or display pictures of their loved ones.
Textual Evidence 21
104915 INT 8.indd 21 11/13/15 4:52 PM

Kindergarten
K
CD-104645
Interactive Notebooks: Math

Interactive notebooks are a fun new way to teach and reinforce effective note taking
for students of all ages. Students are able to personalize learning to fit their own
needs as they create fun, interactive notebook pages for each new math topic.
Students will learn organization, color-coding, summarizing, and other useful
skills while creating portfolios of individual learning that they will refer back to all
year long. This book will guide you through setting up, creating, and maintaining


Language Arts Math STEM
Kindergarten Kindergarten Kindergarten
CD-104651 CD-104845 CD-104846

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
ISBN: 978-1-4838-2461-1
UPC
EAN
instructions for
each page
• Great for
CD-104645

math topics
CD-104645CO INB MATH K.indd 1 5/4/15 1:17 PM

Interactive Notebook Grading Rubric
�� Table of contents is complete.

�� All notebook pages are included.
�� All notebook pages are complete.
4 �� Notebook pages are neat and organized.
�� Information is correct.
�� Pages show personalization, evidence of learning, and original ideas.
�� Table of contents is mostly complete.

�� One notebook page is missing.
�� Notebook pages are mostly complete.
3 �� Notebook pages are mostly neat and organized.
�� Information is mostly correct.
�� Pages show some personalization, evidence of learning, and original ideas.
�� Table of contents is missing a few entries.

�� A few notebook pages are missing.
�� A few notebook pages are incomplete.
2 �� Notebook pages are somewhat messy and unorganized.
�� Information has several errors.
�� Pages show little personalization, evidence of learning, or original ideas.
�� Table of contents is incomplete.

�� Many notebook pages are missing.
�� Many notebook pages are incomplete.
1 �� Notebook pages are too messy and unorganized to use.

�� Information is incorrect.
�� Pages show no personalization, evidence of learning, or original ideas.
11
CD-104645 INTERACTIVE NB MATH GK TXT.indd 11 5/15/15 2:09 PM

Number Words and Sets 0 to 5
Introduction
Read a picture book about counting numbers. Discuss the number
words in the text. Write the number 1 on the board. Write the
number word one below it. Ask students if they think the two
mean the same thing. Have a volunteer come to the board and
draw one object. Explain that a number represents an amount and zero
that these are three ways to express the number 1 or the amount 0
one
of 1. Continue introducing the other numbers 0 to 5 in the same
1
manner. Discuss why the number 0 does not have a set of objects.
2 o
fou4
r
tw
Guide students through the following steps to complete the 3
right-hand page in their notebooks. three
1. Add a Table of Contents entry for the Number Words
and Sets 0 to 5 pages.
3. Cut out the flower piece. Cut on the solid lines to create six petal-shaped flaps. Apply glue to
the back of the center section and attach it to the page.
4. Count the numbers aloud, beginning with zero. Then, trace each number and the
number word.
5. Draw a set of objects under each flap to represent the number.
Reflect on Learning
To complete the left-hand page, have students write each number word and number. Then, have
students trace the number word and number three times each with different colors creating a rainbow
effect.
12

zero
0
five
one
5
1
2 o
f 4
r
tw
o u
3
three
Number Words and Sets 0 to 5 13

Introduction
Read a picture book about counting numbers. Discuss the number
words in the text. Draw six objects on the board. As a class, count
Number Words and Sets 6 to l0
each object. Write the number word six under the objects. Have a
6 seven six
volunteer come to the board and write the number 6. Explain that
I know my numbers 6 to l0!

a number represents an amount and that these are three ways to
express the number 6 or the amount of 6. Continue introducing
the other numbers 7 to 10 in the same manner. Ask students what 7
they notice about the number 10. A possible answer may be that it
has two digits.
Creating the Notebook Page nine

9
right-hand page in their notebooks. 10 ten
1. Add a Table of Contents entry for the Number Words
and Sets 6 to 10 pages.
3. Cut out the flap book. Cut on the solid lines to create five flaps. Apply glue to the back of
the left section and attach it to the page.
4. Count the numbers aloud, beginning with six. Then, trace each number and the
number word.
5. Draw a set of objects under each flap to represent the number.
Reflect on Learning
To complete the left-hand page, have students write each number word and number. Provide students
with magazines and newspapers to find the number or number words six through ten. Have students
glue them to the page next to the corresponding numbers.
14

Number Words and Sets 6 to l0
6 six
I know my numbers 6 to l0!
7 seven
9 nine
10 ten
Number Words and Sets 6 to 10 15

Counting Objects 1 to 5
Introduction
Draw five baskets on the board. Number the baskets 1 to 5 in
random order. Draw an apple in the basket marked 1. Ask students
why only one apple is in the basket. Review how a number Counting Objects l to 5
represents an amount. Have volunteers come to the board and
I can count objects up to 5!
draw the correct number of apples in the remaining baskets.

glue glue glue glue glue

2
4
1. Add a Table of Contents entry for the Counting Objects
1 to 5 pages. 3
5
3. Cut out the chef flap. Apply glue to the back of the top
section and attach it to the page.
4. Cut out the pie cards. Count the number of pies on each card. Match each pie card to the
correct number and glue the card on the gray glue space.
5. Draw a set of objects under each flap. Then, write the correct number to represent each set.
Reflect on Learning
To complete the left-hand page, have students draw five circles or “pizzas.” Students should write a
number 1 to 5 below each pizza. Then, have students draw a corresponding number of toppings on
each pizza. For example, a pizza with the number 5 below it may have five slices of pepperoni drawn
on it. Allow time for students to share their work.
16

Counting Objects l to 5
I can count objects up to 5!
l 2 3 4 5
glue glue glue glue glue

Counting Objects 1 to 5 17

Counting Objects 6 to 10
Introduction
Write the numbers 6 to 10 on separate index cards. Give the cards
to five students or groups of students. Have them collect sets of
Counting Objects 6 to l0
objects to represent their numbers. For example, 6 pencils,
7 pieces of paper, 8 books, 9 markers, or 10 crayons. Have How Many Dots? How Many Flowers?
students bring their objects to the front of the room. As a class,

count the objects aloud to see if the correct numbers were 10 8
collected.
How Many Stars? How Many Hearts?

9 7
How Many Cats?
1. Add a Table of Contents entry for the Counting Objects
6 to 10 pages. 6
3. Cut out the sock flaps. Apply glue to the back of the top
section of each flap and attach it to the page.
4. Count the objects on each sock. Write the number under each flap.
Reflect on Learning
To complete the left-hand page, have students draw five socks. Students should write a number 6 to
10 below each sock. Then, have students draw a corresponding number of dots on each sock. For
example, a sock with the number 6 below it should have six dots drawn on the sock.
18

Counting Objects 6 to l0
How Many Dots? How Many Flowers?
How Many Stars? How Many Hearts?
How Many Cats?

Counting Objects 6 to 10 19

Number Order 1 to 10
Introduction
Display a number line 0 to 10. Ask students what they notice
about the number line. Some possible answers may include that
the number line begins at 0 or that it displays numbers in order. Number Order l to l0
Have 10 volunteers stand at the front of the room. Beginning with
the first student, count the number of students aloud, moving 0
1 2 3 4 5 6 7 8 9 0
from one student to the next as you count. Explain that number
order means a sequence of one number to the next (ascending
Number order means
order). Discuss how numbers can also be sequenced backward in a number se uence.
descending order.
5
Creating the Notebook Page 8
1 2 3 4 5 6 7 8 9 10
right-hand page in their notebooks. 10 9 8 7 6 5 4 3 2 1
1. Add a Table of Contents entry for the Number Order
1 to 10 pages.
3. Cut out the number line. Glue it below the title. Count along the number line and write each
number as you count.
4. Cut out the caterpillar flap. Apply glue to the back of the top section and attach it below the
number line.
5. Complete the number sequence on the caterpillar by writing the correct number in each
blank.
6. Practice writing the numbers 1 to 10 in ascending and descending order under the flap.
Reflect on Learning
To complete the left-hand page, have students draw 10 blocks. Students should draw a dot in the first
block and label it 1, two dots in the second block and label it 2, continuing the process until they have
drawn 10 dots in the last block and labeled it 10. Have students practice counting the dots aloud in
ascending and descending order.
20

Grade 1
1
CD-104646



Grade 1 Grade 1 Grade 1
CD-104652 CD-104847 CD-104852

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
ISBN: 978-1-4838-2462-8
UPC
EAN
instructions for
each page
• Great for
CD-104646

math topics
CD-104646CO INB MATH Gr1.indd 1 5/4/15 1:18 PM

Reading and Writing Numbers
0 l 2 3 4 5
6 7 8 9 l0
l l l2 l3 l4 l5
l6 l7 l8 l9 20
Reading and Writing Numbers 13
CD-104646 INTERACTIVE NB MATH G1 TXT.indd 13 5/29/15 1:52 PM

Using a Hundreds Chart
Each student will need a blank copy of a hundreds chart to complete the left-hand side of the
notebook page.
Introduction
Display a hundreds chart. Ask students to tell you what patterns
number did you

Count forward
Count back l0
What number
spaces. What
they see on the hundreds chart. A possible answer may be that all
Start at 50.
Start at 63.
20 spaces.
land on?
land on?
did you
of the numbers in the last column end in zero. Model examples of
ll9 l 20
20
58 59 60
82 83 84 85 86 87 88 89 90
23 24 25 26 27 28 29 30
40
l 02 l03 l04 l05 l06 l07 l 08 l 09 ll0

63 64 65 66 67 68 69 70
l0
how to use a hundreds chart such as counting forward to add on
42 43 44 45 46 47 48 49
92 93 94 95 96 97 98 99
76 77 78 79
l9
9
to a given number or counting backward to subtract from a given
32 33 34 35 36 37 38
l8
8
Hundreds Chart
ll6 l l7
l7
7
number. Encourage students to use a hundreds chart as a resource
52 53 54 55 56
l6
6
tool for solving math problems.
ll3 ll4 l l5
5
72 73 74
l4
4
l3
3
l l2
l2
5l
6l
3l
4l
7l
lll
ll
l
favorite number.
the last number

you landed on?
Start at 10 and
green. What is
each number
skip count by
Why is it your
tens. Color
Color your
you count
favorite?
1. Add a Table of Contents entry for the Using a Hundreds
Chart pages.
3. Cut out the hundreds chart piece. Cut on the solid lines to create three flaps on each side.
Apply glue to the back of the center section and attach it vertically to the page.
4. Count to fill in the missing numbers on the hundreds chart.
5. Read and complete the activities on each flap. Write the answers for the activities under
the flaps.
Reflect on Learning
To complete the left-hand page, provide each student with a copy of a blank hundreds chart. Have
students fill in the charts. Then, say the following clues and have students color the number for each
clue: One more than 23, one less than 29, ten more than 36, one less than 60, one more than 52, one
less than 65, one more than 67, ten more than 65, ten less than 86, and one less than 78. The correct
answers will create a smiling face on the hundreds chart. Have students glue their hundreds charts onto
their pages.
14

Hundreds Chart
Start at l7. l 3 4 5 6 7 8 9 l0 Start at 63.
Count Count forward
forward 9 20 spaces.
CD-104646 INTERACTIVE NB MATH G1 TXT.indd 15

spaces. What
ll l2 l3 l4 l6 l7 l8 l9 20 What number
number did did you
you land on ? 23 24 25 26 27 28 29 30 land on?
3l 32 33 34 35 36 37 38 40
4l 42 43 44 45 46 47 48 49 Start at 50.
Color your
Count back l0
favorite number. 5l 52 53 54 55 56 58 59 60 spaces. What
Why is it your
number did you
favorite?
6l 63 64 65 66 67 68 69 70 land on?
7l 72 73 74 76 77 78 79
Start at 10 and Close your eyes.
skip count by
82 83 84 85 86 87 88 89 90 Place your
tens. Color finger on the
each number 92 93 94 95 96 97 98 99 hundreds chart.
you count Open your eyes.

green. What is l02 l03 l04 l05 l06 l07 l08 l09 ll0 Write the
the last number number and the

you landed on? l ll ll2 l l3 ll4 ll5 ll6 l l7 ll9 l20 number word.
15
5/29/15 1:52 PM
Tens and Ones
Each student will need between 11 and 19 straws and a rubber band to complete the introduction
activity.
Introduction
Tens and Ones
Ask students to share what they know about tens and ones.
Explain that there are 10 ones in a ten. Ask students to think of
things that come in tens such as fingers and toes. Demonstrate 40 + 9
grouping by tens and adding on ones by bundling straws. tens
ones
Distribute between 11 and 19 straws to each student and have
them count the number of straws. Have students count 10 straws
and bind them with a rubber band. Now, have them count the
straws again. Ask students if they counted differently with and 50 + 5
without the straws bundled and which way was easier. Explain tens
how tens and ones are added together to make two-digit numbers. ones

1. Add a Table of Contents entry for the Tens and Ones pages.
3. Cut out the flaps. Fold them on the dashed lines. Apply glue to the back of the bottom
section of each piece and attach it to the page.
4. On each flap, color the hundredss block with the correct tens and ones. Next, count the tens
and ones to complete the bottom section of the flap. Finally, write the correct number on the
top of each flap (49, 20, 55, 72, 18, 61).
Reflect on Learning
To complete the left-hand page, have each student write a reflection to answer the following prompt:
How does counting and grouping by tens make counting easier? Students should draw pictures or use
words to explain their reasoning.
16

Tens and Ones
40 + 9 20 + 0 50 + 5
tens tens tens
ones ones ones
70 + 2 l0 + 8 60 + l
tens tens tens

ones ones ones
Tens and Ones 17

Two–Digit Place Value
Introduction
Draw a T-chart on the board. Label the left side Tens and the
right side Ones. Write the number 14 in the chart, placing the Two-Digit Place Value
1 in the Tens columns and the 4 in the Ones column. Explain
Has Tens and Ones
that the 1 is written in the tens column because there is 1 ten in Has 5 Ones
the number 14. Explain that the 4 is written in the ones column 30 l6 8 55 75 90
because there are 4 ones in the number 14. Provide examples 20 4 99 7 5 67 33 20
in the chart of single-digit numbers and two-digit numbers with 42 8l 22 25 92 65
no ones. Then, say a number and have a volunteer come to the
board and write it correctly in the T-chart. Repeat the activity as
Has Only Tens
time allows. Has Only Ones
70 30
44
28 90 50 9
8 90 5 60 32 5
Creating the Notebook Page 6 88 43 l2

l9 2 3
1. Add a Table of Contents entry for the Two-Digit Place
Value pages.
3. Cut out the gum ball machine flaps. Apply glue to the back of the top section of each flap
and attach it to the page.
4. Color the gum balls on each flap according to the title. For example, the Has Tens and Ones
flap should have the 16, 42, 22, 81, and 99 gum balls colored.
5. Under each flap, write more numbers that follow the rule on the flap.
Reflect on Learning
To complete the left-hand page, have each student write a reflection to answer the following prompt:
Why is it important to understand place value when working with numbers? Students should draw
pictures or use words to explain their reasoning.
18

Two-Digit Place Value
Has Tens and Ones Has 5 Ones
30 l6 8 55 75 90
20 4 99 7 5 67 33 20
42 8l 22 25 92 65
Has Only Ones Has Only Tens
8 90 5 70 44 30
6 88 43 l2 28 90 50 9
l9 2 3 60 32 5
Two-Digit Place Value 19

Adding and Subtracting Ten
Introduction
Display a hundreds chart. Point out a number on the chart. Have
students observe the numbers directly above and below the
number you are pointing to. Explain that if you move 10 spaces Adding and Subtracting Ten
backward on the hundreds chart, you will subtract 10 from the
number you started with. Explain that if you move 10 spaces 60 Ten
Less 44 Ten
More
forward on the chart, you will add 10 to the number you began
with. Discuss how the tens place increases by one when moving
ahead 10 spaces or decreases by one when moving back 10
spaces. Provide each student with a hundreds chart. Students Ten
Less 2l Ten
More
Ten
Less 73 Ten
More
should practice adding and subtracting 10 from various numbers
on their charts.
Tenre
Creating the Notebook Page Ten
Less 52 Ten
More
Ten
Less 35 Mo

1. Add a Table of Contents entry for the Adding and Subtracting Ten pages.
3. Cut out the heart flaps. Apply glue to the back of the center section of each heart and attach
it to the page.
4. For each flap, look at the number in the center of the heart. Write the number that is 10 more
under the flap on the right. Then, write the number that is 10 less under the flap on the left.
Reflect on Learning
To complete the left-hand page, have students draw four hearts and then write a number in the center
of each one. Have students exchange notebooks with partners and add 10 to and subtract 10 from the
number in each heart. After returning the notebooks, have students use hundred charts to check their
partners' work.
20

Adding and Subtracting Ten
Ten Ten Ten Ten

Less 60 More Less 44 More
Ten Ten Ten Ten

Less 2l More Less 73 More
Ten Ten Ten Ten

Less 52 More Less 35 More
Adding and Subtracting Ten 21

Comparing Numbers
Introduction
Write the numbers 40 and 55 on the board. Ask students to tell
you what they know about the two numbers. Ask which is the Comparing Numbers
greater number. Explain that when comparing numbers, they
should look at the number in the tens place first. The number with
the greater digit in the tens place is the greater number. Then, write Remember to compare the first digit in each
number first. If the tens are the same, then
45 and 48 on the board. Explain that if the tens are the same, then look at the number in the ones place.
they should look at the number in the ones place. Review the less
than, greater than, and equal to symbols. Demonstrate how to use
I know how to compare numbers!

them to compare two numbers. Less Than
Creating the Notebook Page =

Equal To

90 80
right-hand page in their notebooks. 57 37
16 > 11
1. Add a Table of Contents entry for the Comparing
Numbers pages.
3. Cut out the Remember to compare piece and glue it below the title.
the left section and attach it to the page.
5. Complete the number cards by writing >, <, or = to compare the numbers on each card. Cut
out the cards. Sort and glue the cards under the correct flaps.
6. Write one more true number comparison under each flap.
Reflect on Learning
To complete the left-hand page, write two numbers on the board. Have students copy the numbers and
compare them using the correct symbol. Then, have students use pictures and words to expain why the
comparison is true.
22

Grade 2
2
CD-104647



CD-104653 CD-104848 CD-104853

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
ISBN: 978-1-4838-2463-5
UPC
EAN
instructions for
each page
• Great for
CD-104647

math topics

Solving Word Problems
Introduction
Give each student a word problem, such as Last year Juan had
20 fish. Now, Juan has 16 fish. Yesterday, he gave 5 of them to
his cousin. How many fish does Juan have left? Read the problem
Solving Wordwords
Problems
A word problem uses __________________ and
numbers to ask a math question.
__________________
aloud. Ask students to circle all of the numbers in the problem.
Un ead
Have them study the circled numbers and place an X on any
de th
R
rli e p
ur t.
ne r
or
ct ar
pi h
e
th oble
a ac
e
ke m
aw ke
numbers they do not need. Ask students if this is a subtraction or
y alo
Dr ma
wo u
rd d.
s.
addition problem. Have them circle the clues or key words (left).
Dante has 9 action figures
and Jose has 8. How many
action figures do they
Then, have students draw pictures to represent the parts of the have altogether?
C
17 action
irc to
le so
word problem. Finally, have them write number sentences and
th lve
figures
e
nu the
m p
17
be ro
rs ble
solve for the answer.
8=
yo m
u .
ne
9+
ed
Creating the Notebook Page and • altogether • plus • sum
less than • fewer • minus
remain • take away • difference

in all • total • more • added
how many more • left
total • together

1. Add a Table of Contents entry for the Solving Word
Problems pages.
3. Complete the sentence. (A word problem uses words and numbers to ask a math question.)
4. Cut out the word problem strategies flap book. Apply glue to the back of the center square
and attach it below the title so that it is oriented as a square.
5. Cut out the word problem. Glue it to the middle section of the flap book.
6. Read the word problem and follow the strategies on each corner flap. Under each flap, write
the information gained or explain how this strategy helped.
7. Cut out the plus and minus signs and glue them below the flap book. Discuss the key words
on each and how they can be used as clues when solving word problems. Find the key word
in the word problem and highlight it.
8. Use all of the information you gathered about the problem to solve for the answer. Write the
answer in the center of the flap book.
Reflect on Learning
To complete the left-hand page, have students write their own word problems. Have students exchange
notebooks with partners and solve each other’s word problems.
12
CD-104647 INTERACTIVE NB Math G2 TXT.indd 12 6/9/15 7:45 AM

Un ead
Solving Word Problems

de th
R
r
ur t.
lin e p
or
ci t har
e
e
th obl
a ac
e
r
ke m
aw ke
p
y
Dr ma
e
wo lou
r
a
ds .
.
d
A word problem uses __________________ and

__________________ to ask a math question.
C
.
irc to
ce
le so
n
te
th lve
n
e
se
nu the
r
be
m p
be ro
m
nu
rs ble
yo m
a
e
u .
rit
ne
W
ed
less than • fewer • minus
remain • take away • difference
how many more • left
and • altogether • plus • sum Dante has 9 action figures

and Jose has 8. How many
in all • more • added
action figures do they have

total • together altogether?
Solving Word Problems 13

Mental Math
Introduction
Write the problem 18 – 9 on the board. Ask students to solve the
problem in their heads without using paper or fingers. Ask students
who found the correct answer to explain how they solved the
Mental Math
strategies to _______________
Using _______________ solve head
problems in your _______________
problem. Write their strategies on the board. Tell students that

Mental Math Strategies
there are many different strategies to solve math problems.
count on use
or doubles
count back
Creating the Notebook Page make 10 and then

add the rest
8 + 6 8 + 2 = 10
10 + 4 = 14
l8 + 2 l5 - 7
1. Add a Table of Contents entry for the Mental Math
pages. l3 - 8
Solve using mental
l8 + 2
math strategies.
2. Cut out the title and glue it to the top of the page. use doubles l9 - l
3. Complete the definition. (Using strategies to solve

problems in your head)
4. Cut out the Mental Math Strategies flap book. Cut on the solid lines to create three flaps.
Apply glue to the back of the top section and attach it below the title.
5. Discuss the strategy on each flap with a partner. Then, write an explanation of each strategy
in your own words under the flap.
6. Cut out the octangonal flap book. Cut on the solid lines to create six flaps. Apply glue to the
back of the center section and attach it to the bottom of the page.
7. Mentally solve each problem using one of the three strategies and write the answer on the
underside of the flap. Under the flap, write which strategy you used to solve it.
Reflect on Learning
To complete the left-hand page, have students write three addition problems and three subtraction
problems. Have students exchange notebooks with partners and place the notebooks facedown. Set a
timer. Have students quickly flip over their notebooks and use strategies to mentally solve each problem,
one at a time. Have students keep practicing until they can solve the problems in five seconds or less.
14

Mental Math
Using _______________ to _______________ problems in your _______________
l8 + 2
doubles
use
Mental Math Strategies
l5 - 7
l9 - l
Solve using mental
math strategies.
tens
use
l8 + 2
5+6
count back
count on
or
l3 - 8
Mental Math 15

Even and Odd Numbers
Introduction
Give each student a handful of linking cubes. Tell students to
count out 8 cubes and line them up in equal groups of 2. Ask Even and Odd Numbers
them if there are any cubes left over from the set of 8. Write the
Even numbers end with ______ 2 , ______
0 , ______ 6 , or ______
4 , ______ 8 .
number 8 on the board and label it even. Then, ask students to 1 , ______
Odd numbers end with ______ 5 , ______
3 , ______ 9 .
7 , or ______
count out 11 cubes and line them up in equal groups of 2. Ask
them if there are any cubes left over. Write the number 11 on the 2 4 6 8 l0
board and label it odd. Have students count out other numbers on
Even
their own and volunteer whether they are odd or even.
Odd
l 3 5 7 9
Guide students through the following steps to complete the l odd
Ev en an d Even
l2 even Od d Str ee t
right-hand page in their notebooks. 14
16
8 even
20
1. Add a Table of Contents entry for the Even and Odd l5 odd 100
Numbers pages.
3. Cut out the Even numbers end with piece and glue it below the title.
4. Complete the explanation (Even numbers end with 0, 2, 4, 6, or 8. Odd numbers end with
1, 3, 5, 7, or 9.)
5. Cut out the street and glue it below the Even numbers end with piece, leaving enough space
to glue houses above it. Write Even on the top half of the street and Odd on the bottom half.
6. Cut out the houses. Glue them to the correct sides of the street. Add details such as
chimneys, trees, bushes, people, etc., as desired.
7. Cut out the Even and Odd Street flap book. Apply glue to the back of the center section and
attach it to the bottom of the page.
8. In the blank beside each number, write odd or even. Under the left flap, label the space Odd.
Write more odd numbers under the flap. Under the right flap, label the space Even. Write
more even numbers under the flap.
Reflect on Learning
To complete the left-hand page, have each student draw a chart with numbers from 1 to 20. Ask them
to color all of the odd numbers blue and the even numbers yellow. Finally, have each student write a
sentence below the chart that describes the pattern of the odd and even numbers, such as All of the
yellow numbers end in 0, 2, 4, 6, or 8.
16

Even and Odd Numbers
Even numbers end with ______ , ______ , ______ , ______ , or ______ .
Odd numbers end with ______ , ______ , ______ , ______ , or ______ .
5 4 3 2 l
6 7 8 9 l0
l Even and
6
l2 Odd Street 9
8 l7
l5 l0
Even and Odd Numbers 17

Arrays
Introduction
Give each student a handful of linking cubes. Have students make
3 rows of 3 where the rows and columns are equally spaced. Arrays
Tell students that this pattern is called an array. Ask students to rows
equal ______________
objects shown in
An array is a set of ______________
columns .
and ______________
count the cubes. Then, ask students to note that there are 3 rows
of 3. Ask students to add 3 plus 3, and then add 3 more. Discuss
which method was faster and easier. Explain that arrays can make
4 + 4 = 8 5 + 5 + 5 = 15
it easier to solve multiplication and division problems. Repeat this
process up to 5 rows of 5.

5 + 5 = 10 4 + 4 + 4 = 12

right-hand page in their notebooks. 6 + 6 = 12
2 + 2 + 2 + 2 + 2 + 2 = 12
1. Add a Table of Contents entry for the Arrays pages.
3. Complete the definition of an array. (An array is a set of
objects shown in equal rows and columns.)
4. Cut out the four puzzle pieces. Glue the pieces with arrays below the title. Look at each array
and discuss the related addition sentence. Glue the correct puzzle piece below each one.
Complete the number sentences (4 + 4 = 8 and 5 + 5 + 5 = 15).
5. Cut out the apples and pears pieces and glue them below the puzzles. Complete the addition
sentences (5 + 5 = 10 and 4 + 4 + 4 = 12).
6. Cut out the My Array flap. Apply glue to the back of the left section and attach it to the
bottom of the page.
7. Draw an array on top of the flap. Under the flap, write two related addition sentences
(rows + rows and columns + columns). Discuss how no matter which way you add, the
answers are still the same.
Reflect on Learning
To complete the left-hand page, have students make their own arrays with up to 25 linking cubes.
Students should write two related addition sentences to match each array.
18

Arrays
An array is a set of ______________ shown in
equal ______________ and ______________ .
+ = + + =
+ = + + =
My Array
Arrays 19

Patterns
Introduction
Draw a pattern of alternating stars and circles. Ask students to
name the shapes aloud, starting at the left and moving right. Ask
Patterns
if they noticed a part that repeats. Explain that this is called a
Key R O Y G B
pattern. Have a student come to the board and circle the set of
objects that repeat. Ask another student to draw the next object in R Y B
R Y
B
the pattern. Repeat the activity with other patterns. Finally, extend G
G B B
G G
this lesson with patterns that use motions and sound, such as
O Y
Y Y
clapping and tapping. Y O
Creating the Notebook Page The pattern is

square, rectangle,
triangle.

1. Add a Table of Contents entry for the Patterns pages.
3. Cut out the Key flap. Apply glue to the back of the top
section and attach it below the title.
4. Color the beads with the correct colors to complete the key in the top section (red, orange,
yellow, green, and blue). Then, use the key to color the labeled beads of the first strand of
beads. Discuss the pattern and continue it on the unlabeled beads. Repeat the process with
all three strands.
5. Under the flap, draw a string of 9 beads. Color the first 6 beads in a pattern. Exchange
notebooks with partners. Identify the pattern. Then, use crayons to extend the pattern.
6. Cut out the two shape flaps. Apply glue to the back of the left sections and attach them to the
bottom of the page.
7. Identify the pattern on each flap. Then, draw shapes to extend the pattern. Under the flaps,
explain the patterns.
Reflect on Learning
To complete the left-hand page, have students draw several patterns created with objects, shapes, or
colors. Have students exchange notebooks with partners and extend each other’s patterns.
20

Patterns
Key R O Y G B
R Y B
R B
Y
G B
G G B
G
O Y
Y Y O Y
Patterns 21

Grade 3
3
CD-104648



CD-104654 CD-104849 CD-104854

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
ISBN: 978-1-4838-2479-6
UPC
EAN
instructions for
each page
• Great for
CD-104648

math topics

Place Value
Introduction
Review simple place value. Write three digits on the board such
as 4, 8, and 2. Challenge students to use the digits to write the
Place Value
smallest number they can. Then, have students use the same digits
to write the greatest number they can. Have students explain how 6 0 3,7 4 l
they knew the best order to arrange the digits to form the smallest
thousands
thousands
thousands
hundreds
hundred
ones
tens
ten
and greatest numbers.
603, 741
standard form word form
1. Add a Table of Contents entry for the Place Value pages.
expanded form
379598528,
0426l
600,000 + 3,000 + 700 + 40 + 1
3. Cut out the piece with six boxes. Apply glue to the back
of the tabs and attach it below the title, leaving space
above it.
4. Label each box with the place values from ones to hundred thousands. Color the hundreds
period one color and the thousands period a different color.
5. Cut out the pocket. Apply glue to the back of the tabs and attach it to the bottom of the page.
6. Cut out the number and comma pieces. Store them in the pocket created in step 5.
7. Say values such as 7 hundreds, 3 thousands, etc. Place the number cards in the place value
pocket to create a six-digit number with the matching values. Record the number on the page
below the pocket.
8. Cut out the three form flaps. Apply glue to the back of the top sections and attach them to
the bottom of the page.
9. Under each flap, write the correct form of the number written above.
Reflect on Learning
To complete the left-hand page, have students explain how many total hundreds are in the following
numbers: 3,400; 45,000; 1,200; and 67,550. For example, there are 15 hundreds in 1,500.
12
CD-104648 INTERACTIVE NB Math G3 TXT.indd 12 5/29/15 3:31 PM

Place Value
99
00 l l 2 2
667788
334455
, ,
expanded form
standard form
word form
Place Value 13

Rounding Numbers
Introduction
Have students pretend they are planning a festival. Last year,
689 people attended the festival. Ask students how many T-shirts Rounding Numbers
they think need to be ordered. How many hot dogs do they need Rounding a number means f inding a ___________________ number that nearby
to buy? How many drinks? Write the answers on the board and is easier to use. Use a number line to help you decide when to
round up or round down.
discuss the numbers. Were they specific numbers like 689 or more 20 30 34 40
rounded numbers like 700? Why? 20 25 30 35 40

500 550
57l 600
600 650
700
700
0, 1, 2, 3, 4 round down
Guide students through the following steps to complete the 5, 6, 7, 8, 9 round up
9l
Round to the nearest l00.

90 l07

1. Add a Table of Contents entry for the Rounding
Numbers pages. 48 645
2. Cut out the title and glue it to the top of the page. 25 383
3. Cut out the Rounding a number flap. Apply glue to the
back of the top section and attach it below the title.
4. Discuss what it means to round a number. Complete the sentence. (Rounding a number
means finding a nearby number that is easier to use.) Discuss scenarios when it would be
helpful to round numbers.
5. Cut out the 20, 30, 40 number line and glue it under the flap.
6. Cut out the 34 bird. Glue it in the correct place on top of the flap. Lift the flap and draw a dot
where 34 is on the number line. Decide which ten 34 is closest to, 30 or 40. Draw arrows on
the flap and the number line to show which number 34 should round to.
7. Repeat step 3 with the 500, 600, 700 flap and repeat steps 5 and 6 with the 500, 600, 700
number line and the 571 bird.
8. Discuss the rules for rounding numbers. Write the rules on the page below the 500, 600,
700 flap.
9. Cut out the flap books. Cut on the solid lines to create three flaps on each book. Apply glue
to the back of the left sections and attach them to the bottom of the page.
10. Follow the directions on each flap book. Write the rounded number under each flap.
Reflect on Learning
To complete the left-hand page, have students describe how they think they would round a number to
the nearest thousand. Write the number 1,232 on the board. Have students use number lines or other
methods to describe how to round it to the nearest thousand.
14

Rounding Numbers
57l
34
Rounding a number means f inding a ___________________ number that
is easier to use. Use a number line to help you decide when to
round up or round down.
20 30 40
20 25 30 35 40
500 600 700
500 550 600 650 700

9l l07
48 645
25 383
Rounding Numbers 15

Comparing and Ordering Numbers
Introduction
Review place value. Say different values and have students build
the numbers. For example, if you say 4 tens, 2 thousands, 7 ones,
and 9 hundreds, students should write 2,947. Repeat several times.
Then, have students find the numbers in their lists with the greatest Comparing and Ordering Numbers
number of ones, the greatest number of tens, etc. To compare numbers:
greatest place value.
1. Start with the ________________
right
2. Move ________________ until you f ind
5,034
different digits.

________________
5,773
digits
7 ,3 4 5
3. Then, compare using those ________________ .
3,018 3,081
,4 543
3,000 3,050 3,l00
Guide students through the following steps to complete the 3,081 > 3,018
1. Add a Table of Contents entry for the Comparing and =
Ordering Numbers pages. 3,475 3,774
3. Cut out the flap. Apply glue to the back of the top
section and attach it to the top left of the page.
4. Complete the steps on the flap by filling in the blanks. (1. Start with the greatest place value.
2. Move right until you find different digits. 3. Then, compare using those digits.)
5. Cut out the number line and glue it under the flap.
6. Mark the example numbers from the flap on the number line. Write a true comparison
sentence with the numbers (3,081 > 3,018).
7. Cut out the piece with the equal sign. Apply glue to the back of the middle section. Attach it
to the center of the bottom half of the page so that the flaps open up and down.
8. Flip down the top flap and draw a less than symbol (<) on it. Flip up the bottom flap and
draw a greater than symbol (>) on it.
9. Cut out the pocket. Apply glue to the back of the tabs and attach it to the page beside
the To compare numbers piece.
10. Cut out the number cards. Place one card on each side of the symbols piece. Unfold the flaps
to create a true number comparison. Or, choose three or more cards to place in order from
least to greatest or greatest to least. For more practice, write additional numbers on the backs
of the cards. Store the cards in the pocket when not in use.
Reflect on Learning
To complete the left-hand page, have students write all six numbers from the right-hand page in order
from least to greatest. Then, students should add a number that would belong between the two middle
numbers.
16

To compare numbers:
l. Start with the ________________ place value.
CD-104648 INTERACTIVE NB Math G3 TXT.indd 17

5,734
7,345
2. Move ________________ until you find
________________ digits.

7,453
5,034
3,000 3,050 3,l00

3,774
3,475

17
5/29/15 3:31 PM
Adding and Subtracting within 1,000
Introduction
Review regrouping and borrowing. Provide pairs of students with
sets of base ten blocks. Have each pair start with a hundreds
flat. Write the problem 100 – 78 on the board and have students Adding and Subtracting
borrow from the hundreds flat to solve the problem. Next, have within 1,000
students start with four tens rods and six ones cubes. Write the
problem 46 + 39 on the board and have students regroup by
exchanging their ones cubes for a tens rod to solve the problem. 856
+ l7l
Creating the Notebook Page 1,027
Guide students through the following steps to complete the 527 780
– 404 – 639
123 141
1. Add a Table of Contents entry for the Adding and
Subtracting within 1,000 pages.
3. Cut out the base ten blocks key and glue it below the
title.
4. Cut out the trifold pieces. With the blank sides faceup, fold the top and bottom sections on
the dashed lines so that the small pieces overlap the large pieces. Apply glue to the gray glue
sections and attach them to the page.
5. Solve each problem. Write the answer on the small flap. Inside each trifold piece, draw base
ten blocks to show the borrowing or regrouping done in the problem.
Reflect on Learning
To complete the left-hand page, have students choose one of the addition problems and one of
the subtraction problems from the right-hand side of the page. Students should explain or show the
strategies they used to solve each problem.
Answer Key
856 + 171 = 1,027; 438 + 366 = 804; 527 – 404 = 123; 780 – 639 = 141
18

Adding and Subtracting
within 1,000
glue glue glue
856 438 527

+ l7l + 366 – 404
780
– 639
glue
Adding and Subtracting within 1,000 19

Understanding Multiplication
Introduction
Review arrays. Provide students with manipulatives such as
counters or tiles. Write a repeated addition sentence on the board Understanding Multiplication
and have students model and solve it with an array. Then, have repeated ________________
Multiplication is ________________ addition .
students create arrays and share the related addition sentences.

4 _______ 4
3 groups of _______
4 or
Creating the Notebook Page +4
_________ 3 × _______
_______ 4 = _______
12

1. Add a Table of Contents entry for the Understanding Write the multiplication
sentence. Then, solve.
Multiplication pages.
2 x 7 = 14
3. Complete the definition of multiplication. (Multiplication 2x2=4
is repeated addition.)
4. Cut out the balloon piece and glue it below the title.
5. Look at the balloons and discuss different ways to group them evenly. Draw circles around
the rows to create three groups of four. To the right of each row, write the total number
of balloons. Then, write the sum for the addition sentence. Discuss how the grouping and
repeated addition translate into a multiplication sentence. Complete the number sentences
(3 groups of 4, 3 × 4 = 12).
6. Cut out the array flap book. Cut on the solid lines to create six flaps. Apply glue to the back
of the center section and place it below the balloon piece.
7. On each flap, draw circles to show equal groups. Under each flap, write the related
multiplication sentence and solve it.
8. Cut out the pocket. Apply glue to the back of the tabs and attach it to the bottom right of
the page.
9. Cut out the stars. Use the stars to create different arrays. Write a multiplication sentence for
each array on the page and solve it. Store the stars in the pocket when not in use.
Reflect on Learning
To complete the left-hand page, display a non-square array (such as a 4 by 7 array or a 3 by 8 array)
on the board. Have students explain two different ways to solve the array and write the related
multiplication sentence for each way. Students should describe why the two multiplication sentences are
related.
20

Understanding Multiplication
Multiplication is ________________ ________________ .
_______ groups of _______
or
+ _______ × _______ = _______
_________
Write the multiplication

sentence. Then, solve.
Understanding Multiplication 21

Grade 4
4
CD-104649



CD-104655 CD-104850 CD-104855

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
ISBN: 978-1-4838-2465-9
UPC
EAN
instructions for
each page
• Great for
CD-104649

math topics

Place Value
Introduction
Review simple place value with students. Distribute index cards
with ones, tens, and hundreds written on them. For an irregular
number of students, include cards with thousands and commas as
well. Have students find other students to create the hundreds
Place Value
period in the correct order. Then, once students have correctly millions
demonstrated the hundreds period, ask them to write digits on the hundred
millions
ten
millions
millions
back of their index cards to create a number with the value of

4 tens, 7 ones, and 2 hundreds. (Add a thousands value as needed.)
7 7 7, 7 7 7
700,000 70,000 7,000 700 7
1. Add a Table of Contents entry for the Place Value pages.
3. Cut out the two blank rectangular pieces. Apply glue to the gray glue section and lay the right
edge of the smaller piece on top to create a long rectangle with four sections of three.
4. Write the name of each period in the space at the top of each section. Then, write the name
of each place in the rectangle below the period name. Fold the two outer sections in on the
dashed lines. Apply glue to the back of the millions and thousands section and attach the
piece to the page below the title.
5. Cut out the 777,777 piece. Cut on the solid lines to create six flaps. Apply glue to the back of
the top section of the piece. Attach it to the page below the place value piece.
6. On the flap below each 7, write the value of the digit. Then, under each flap, write the value
of each digit expressed as 7 multiplied by a factor of 10.
7. Cut out the two arrows. Glue the arrows to the page below the 777,777 piece to show the
relationship between neighboring place values.
Reflect on Learning
To complete the left-hand page, write five numbers on the board from left to right: 34, 67, 97, 117, and
103. Have students figure out the number needed to add or subtract to the first number to get to the
next number in the sequence. After finding all four numbers, students should write an explanation
describing how place value can help solve for missing addends and subtrahends.
12

Place Value
7 7 7, 7 7 7
glue
Place Value 13

Number Forms
Introduction
Hand one student a piece of paper that says Clap 2 times. Hand
a different student a piece of paper that says Clap two times.
Let each student act out the sentence on his paper. Discuss with
Number Forms
the class why the students did the same thing, even though their Standard
Form 2,649
directions were slightly different. Explain that numbers can be
written in several forms that all mean the same thing. Word two thousand, six
Form hundred forty-nine
Creating the Notebook Page Expanded

409+++
600
2,000
Form
S ta
nd
ard
1. Add a Table of Contents entry for the Number
6,037
Fo
Forms pages.
rm
2. Cut out the title and glue it to the top of the page. Expanded Form
3. Cut out the Standard Form, Word Form, and Expanded

Form rectangles. Fold each piece along the dashed line
near the title. Apply glue to the back of the left side of each rectangle and attach it to the
page under the title.
4. To complete the Expanded Form piece, place the dashed line before the 6 after the comma in
2,000. Press down to flatten. Repeat with the dashed lines before the 4 and the 9, flattening
as you go. The piece should show 2,649 when folded and 2,000 + 600 + 40 + 9 when
unfolded.
5. Write a short explanation of or helpful hint for each form under the flap formed by each
rectangle.
6. Cut out the triangle piece with three flaps. Apply glue to the back of the triangle and attach
it to the page. Write any number on the triangle. Write the different forms for that number
under each corresponding flap. You may choose to have all students write the same number
or allow them to choose their own numbers.
Reflect on Learning
To complete the left-hand page, have students write the three forms for the number 1,700,831 as
you say it aloud. Have students describe in their own words how they chose to handle the “missing”
numbers in the thousands and ten thousands places.
14

Number Forms
Expanded
Standard
Form
Form 2,649
2,000 +
Word two thousand, six
Form hundred forty-nine
600 +
S ta
rm
nd
Fo
ard
rd
Wo
Fo
40 +
rm
Expanded Form
9
Number Forms 15

Introduction
Review the comparison symbols (>, <, and =). Discuss how to
“read” a comparison sentence from left to right. Allow students to
share their memory devices for greater than and less than, such as Comparing and Ordering Numbers
thinking of them as alligator mouths, or drawing dots on the ends
and vertex of the greater than and less than symbols to show To compare numbers:
which side has more or less. 1. Start with the ________________ place value.
Creating the Notebook Page 2. Move ________________ until you find

________________ digits.
Guide students through the following steps to complete the 3. Then, compare using those ________________ .

1. Add a Table of Contents entry for the Comparing and =
Ordering Numbers pages. 83,083 < 88,083
3. Cut out the To compare numbers piece and glue it to
the top left of the page.
4. Complete the steps by filling in the blanks. (1. Start with the greatest place value. 2. Move
right until you find different digits. 3. Then, compare using those digits.)
5. Cut out the piece with the equal sign. Fold the bottom and top flaps over the equal sign.
Apply glue to the back of the middle section. Attach it to the center of the bottom half of the
page so that the flaps open up and down.
6. Flip the top flap down and draw a less than symbol (<) on it. Flip the bottom flap up and
draw a greater than symbol (>) on it.
7. Cut out the pocket. Fold it in half. Apply glue to the back of the tabs. Fold the tabs around the
back to create a pocket. Apply glue to the back of the pocket. Attach it to the page beside the
To compare numbers piece.
8. Cut out the number cards. Place one card on each side of the symbols piece. Unfold the flaps
to create a true number comparison. Or, choose three or more cards to place in order from
least to greatest or greatest to least. For more practice, write additional numbers on the backs
of the cards. Store the cards in the pocket.
Reflect on Learning
To complete the left-hand page, write 304,627 and 340,627 on the board. Have students describe how
the placement of the zero in each number affects the comparison.
16

To compare numbers:
1. Start with the ________________ place value.

88,083
2. Move ________________ until you find
________________ digits.
83,083

17
5/1/15 3:58 PM
Rounding Numbers
Each student will need a brass paper fastener to complete this page.
Introduction
Write on the board how many students are in the entire school. As Rounding Numbers
a class, discuss situations when someone might need to know the
exact number and when someone only needs to know about how
many students there are. 237,941
How
3
to Underline the
digit in the
round up
Creating the Notebook Page Round

place you are
num rline
und your of
rounding to.
238,000
the ber e
e
be d
num k at th
r.
Loo
rig to
ht
2
right-hand page in their notebooks. 628,535
Hint!
1. Add a Table of Contents entry for the Rounding Round
Numbers pages. 499,206 each
number.
3. Cut out the circular shapes. Place the How to Round
piece on top of the circle with step-by-step directions.
Push a brass paper fastener through the center dots of the circles to attach them. It may be
helpful to create the hole in each piece separately first. Apply glue to the back of the How to
Round piece tabs and attach it to the left side of the notebook page below the title. The brass
paper fastener should not go through the page, and the step-by-step circle should spin freely.
4. Walk through the steps. Write an example to the right of the circle to show each step.
5. Cut out the Hint! mini file folder. Fold it in half along the dashed line. Apply glue to the back
of the folder and attach it below the How to Round circle so that the folder opens to the left.
6. Write the numbers 0 to 9 in the roller coaster cars.
7. Cut out the flower piece. Cut on the solid lines to create six flaps. Apply glue to the back of
the hexagon-shaped center and attach it to the right of the Hint! folder.
8. Choose a place value to round to for each petal. Underline the digit. Then, write the rounded
number under the petal.
Reflect on Learning
To complete the left-hand page, have each student write any 6- or 7-digit number. Then, have students
round the numbers to each place value through the hundred thousands or millions. Have students
reflect on what they noticed about each rounded number.
18

de ber.
the your ed
Round
rlin
Loo ber of
m
nu
at to
nu right
the
3
How
n
to
u
m
2
k
It remains the
same if it is
0, l, 2, 3, or 4.
Round up if it is
5, 6, 7, 8, or 9.
rou e you he
pla igit in e the
Change the
nd
c
d rlin
Un
digits to the
i n
de
g t re
right to
o.
zeroes.
a
t
965,047
Rounding Numbers
628,535
number.
Round
each
499,206
Hint!
original
digit
Rounding Numbers 19

Adding and Subtracting Whole Numbers
Introduction
Have students write their birth months and days as numbers. For
example, September 9 would be 99, and May 28 would be 528. Adding and Subtracting Whole Numbers
Then, have students write their four-digit birth years. Students
should add the two numbers. Then, students should subtract them. toge
ther
d if fe re n ce
how
many
more
+ sum
Creating the Notebook Page Add Subtract
in al l

ad d en d – minu s
plus
1. Add a Table of Contents entry for the Adding and 204,302
346,782
813,528
204,302
Subtracting Whole Numbers pages. + 245, 1 1 1 - 265,914
772,018 347,490
772,018
+ 1 5 3,058 - 346,782
3. Cut out the Add and Subtract flaps. Fold along the
dashed lines. Apply glue to the back of the narrow left
and right sections and attach them side by side below
the title.
4. On the top of each flap, write words and symbols related to addition or subtraction, such
as +, plus, addend, sum, etc. Under each flap, write steps in your own words for adding or
subtracting numbers. Refer back to the addition and subtraction problems created during the
introduction as examples.
5. Cut out the four-flap book. Cut on the solid lines to create four flaps. Apply glue to the back
of the center section. Attach it to the bottom of the page.
6. For each flap on the left side, choose two numbers from the center and write them on the top
of the flap in an addition sentence. Solve and write the sum under the flap.
7. For each flap on the right side, choose two numbers from the center and write them on the
top of the flap in a subtraction sentence. Solve and write the difference under the flap.
Reflect on Learning
To complete the left-hand page, have students write large numbers from their lives such as street address
numbers, zip codes, heights, the school’s phone number, etc. Then, students should choose two of the
numbers to add or subtract. Repeat with different pairings of numbers. Students should have at least two
addition and two subtraction sentences.
20

Adding and Subtracting Whole Numbers
Add Subtract
346,782
204,302
347,490
245, l l l
Adding and Subtracting Whole Numbers 21

Grade 5
5
CD-104650



CD-104656 CD-104851 CD-104856

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
ISBN: 978-1-4838-2466-6
UPC
EAN
instructions for
each page
• Great for
CD-104650

math topics

Multiplying and Dividing by Multiples of 10
Introduction
Review place value. Write a six-digit number on the board, with
the same numeral for each digit, such as 333,333. Ask students to
Multiplying and Dividing
give the value of each digit. Then, have students discuss patterns by Multiples of 10
they notice with a partner.
7× 0 = 70
= 700
Creating the Notebook Page 7 × 00
7 × ,000 = 7,000
7 × 0,000 = 70,000
7 × 00,000 = 700,000
right-hand page in their notebooks. 7÷ =7
7÷ 0 = 0.7
1. Add a Table of Contents entry for the Multiplying and 7 ÷ 00 = 0.07
Dividing by Multiples of 10 pages. 7 ÷ ,000 = 0.007
7 ÷ 0,000 = 0.0007
3. Cut out the multiplication rectangle. Fold the right side 52 × ,000 3 ÷ 00 04 × 0,000
in on the dashed line. Apply glue to the back of the

large section and attach it to the page.
4. With the flap folded in, complete each multiplication sentence by writing an equal sign and
the answer on the flap. Look at the patterns in the products. Open the flap and write the
patterns on the underside of the flap.
5. Repeat steps 3 and 4 for the division rectangle.
6. Cut out the three multiplication and division problem pieces. Fold each piece on the dashed
line. Apply glue to the gray glue sections and attach each piece to the bottom of the page.
7. Solve each problem and write the answer under the flap.
Reflect on Learning
To complete the left-hand page, have students develop a rule for multiplying by multiples of 10 and for
dividing by multiples of 10. Students should support their rule by providing several examples.
Answer Key
52,000; 0.31; 1,040,000
12
CD-104650 INTERACTIVE NB MATH G5 TXT.indd 12 5/6/15 10:01 AM

by Multiples of 10
7× 0
7 × 00
7 × ,000
Patterns I
Noticed
7 × 0,000
7 × 00,000
7÷
7÷ 0
7 ÷ 00
Patterns I
Noticed
7 ÷ ,000
7 ÷ 0,000 04 × 0,000
52 × ,000
3 ÷ 00
glue
glue
glue
Multiplying and Dividing by Multiples of 10 13

Exponents
Introduction
Write several long repeated addition sentences on the board,
such as 4 + 4 + 4 + 4 + 4. Have students approach the board and
rewrite each problem in a simpler way. Discuss how multiplication
Exponents
is repeated addition. Then, write a long repeated multiplication
nt
ne
po
sentence on the board, such as 2 × 2 × 2 × 2 × 2 × 2. Explain that
ex
Exponents repeated
are a way to show ____________________
exponents are a simpler way to show repeated multiplication. 5

3
multiplication of a single ___________________
___________________ number .
multiplied
base: the number ____________________
parts
the
base
exponent: how many times the ___________________

multiplied
is ___________________ itself
by ___________________
se
ba
right-hand page in their notebooks. 4×4×4 8×8×8×8
1. Add a Table of Contents entry for the Exponents pages.

2 5
6 3
3. Cut out the definition piece and glue it to the top left
side of the page.
4. Complete the definition. (Exponents are a way to show repeated multiplication of a single
number.)
5. Cut out the 35 piece. Glue it to the right of the definition.
6. Cut out the base and exponent arrows. Discuss the two parts of exponential notation. Glue
the arrows to the 35 piece to label the parts.
7. Return to the definition piece and complete the definitions of base (the number multiplied)
and exponent (how many times the base is multiplied by itself).
8. Cut out the four L-shaped pieces. Place each piece with the text face down and fold in the
blank side. Then, fold down the top flap with the text. Apply glue to the gray glue sections
and attach them to the bottom of the page.
9 To complete each piece, flip up the top flap and write the related exponent or repeated
multiplication sentence on the blank flap. Then, flip out that flap and write the answer on the
bottom rectangle.
Reflect on Learning
To complete the left-hand page, have students solve exponents for several powers of 10, such as 102,
103, 104, etc. Students should then describe patterns they see in powers of 10.
Answer Key
43, 64; 84, 4,096; 2 × 2 × 2 × 2 × 2 × 2, 64; 5 × 5 × 5, 125
14

3
5
glue
glue

8×8×8×8
2
Exponents
6
glue
glue
4×4×4
Exponents are a way to show ____________________

_________________________ of a single ___________________ .
5
base: the number ____________________
exponent
base
the
parts
exponent: how many times the ___________________
Exponents
3 is ___________________ by ___________________
15
5/6/15 10:01 AM
Multiplying Multi-Digit Numbers
Introduction
Review multiplication by writing a 3-digit by 1-digit problem and
a 2-digit by 2-digit problem on the board. Have students solve Multiplying Multi-Digit Numbers
each problem. Discuss strategies used to solve each problem,
emphasizing the traditional algorithm.
Creating the Notebook Page 2,968

22,260
74,200
99,4 2 8
Guide students through the following steps to complete the Step 3
1. Add a Table of Contents entry for the Multiplying Step 4
Multi-Digit Numbers pages.
5,024 × 94 936 × 77
Multiply.
3. Cut out the large rectangle with the four steps and
4 8 × 623 7,227 × 386
example problem. Cut on the solid lines to create four
flaps. Apply glue to the back of the right-hand flap of
the large rectangle and attach it to the top of the page.
4. Under each flap, write a description of the step. (1. Multiply the top number by the ones
place of the bottom number from right to left. 2. Multiply the top number by the tens place
from right to left. Add a zero in the ones place of the answer. 3. Continue multiplying the top
number by each place value, from right to left. 4. Add the numbers to get the final product.)
5. Color each flap a different color. Then, solve the example problem. Color code each step of
the process to match the flaps.
6. Cut out the Multiply piece. Cut along the solid lines to create six flaps. Apply glue to the back
of the rectangular section to attach it to the bottom of the page.
7. Solve each multiplication problem. Write the product under the flap.
Reflect on Learning
To complete the left-hand page, have students create a 3- or 4-digit number from their birth date. For
example, March 3 would be 303, and November 19 would be 1,119. Then, have students record
3 or 4 other students’ numbers. From these numbers, student should create several different
multiplication problems and solve them.
Answer Key
Clockwise from top left: 472,256; 165,672; 52,824; 2,789,622; 260,414; 77,095
16

Multiplying Multi-Digit Numbers
Step l
Step 2
Step 3
Step 4
5,024 × 94 936 × 77
852
Multiply. × 62
4 8 × 623 7,227 × 386
Multiplying Multi-Digit Numbers 17

Dividing Multi-Digit Numbers
This lesson is designed to introduce one or more strategies at a time and can be taught during a period
of days or weeks. If desired, each strategy may be placed on a separate page.
Introduction Dividing Multi-Digit Numbers

Review simple division facts. Have students solve several problems
8 ) 458
with a partner. Then, have students solve one of the same
Partial Quotient Method

5 7 r2
8 ) 458 – 320 40
Standard Equation
40
- 40 138 l0
problems, but with the dividend replaced by a multiple of 10. For 58
– 80 l0
58
+ 7
- 56 57 r2
example, if students previously solved 76 ÷ 4, have them solve 2
– 56 7
2
760 ÷ 4. Then, briefly discuss strategies they used to find the new
quotient.
458 ÷ 8 458 ÷ 8
Creating the Notebook Page 50 + 7 57 50 50 55 5 55
Area Model
458 58 50
Array
8 – 400 – 56 50 555 5 5
22 22 2
58 2 50 50
2222 2
50 r2 50 50
1. Add a Table of Contents entry for the Dividing
Multi-Digit Numbers pages.
3. Cut out each rectangle. Apply glue to the back of the title sections to attach each rectangle to
the page.
4. Work through each example step-by-step to complete the front of each flap. You may choose
to use different colors to show the separate steps of each method. As you work through each
method, write notes and helpful tips under the flap. For example, you may want to add a note
about how to handle a zero in a dividend in the standard equation, or a hint about starting
with multiples of 10 in the Partial Quotient Method.
Reflect on Learning
To complete the left-hand page, have students divide the school’s zip code by the school’s street address
(or vice versa if the street address is larger than the zip code). Then, have students divide the school’s
seven-digit phone number by the school’s area code. They may use any method or methods of their
choosing.
18

Dividing Multi-Digit Numbers
8 ) 458
Partial Quotient Method

8 ) 45 8
Standard Equation
458 ÷ 8 458 ÷ 8
Area Model
Array
8
Dividing Multi-Digit Numbers 19

Reading and Writing Decimals
Introduction
Write a six- or seven-digit number on the board. Ask students to
write the number in word form and expanded form. Then, repeat
with a number written in word form, and a number written in
expanded form, having students rewrite it in the other two forms. Standard
Form
Creating the Notebook Page Word

Form
four and one
hundred twenty-eight
thousandths
Guide students through the following steps to complete the Expanded

++ 40.02
0.008
right-hand page in their notebooks. Form
1. Add a Table of Contents entry for the Reading and Word Form
Writing Decimals pages.
63 .094
rm
Sta
Fo
nd
ed
ar
d
nd
3. Next, cut out the Standard Form, Word Form, and
Fo
pa
rm
Ex
Expanded Form rectangles. Fold each piece on the
dashed line near the title. Apply glue under the title
section of each rectangle and attach it to the page
below the title.
4. To complete the Expanded Form piece, place the dashed line after the 2 right before the 8 in
0.008. Press down to flatten. Repeat with the dashed lines after the 1 and the 4, flattening as
you go. When complete, it should show the number 4.128 when folded, and 4 + 0.1 + 0.02 +
0.008 when unfolded.
5. Write a short explanation of or helpful hint for each form under the flap made by each
rectangle.
6. Finally, cut out the triangle piece with the three flaps. Fold on the dashed lines. Apply glue
to the back of the triangle to attach it to the page. Write any decimal on the triangle. You
may choose to have all students write the same number, or allow them to choose their own
number. Then, write the different forms for that decimal under each corresponding flap.
Reflect on Learning
To complete the left-hand page, have students write the three forms for the number 57.063 as you say
it aloud. Have students write in their own words how they chose to handle the “missing” number in the
tenths place.
20

Standard
Form
4
Word four and one
hundred twenty-eight
Form thousandths
+ 0.02
m o r
F
m
d e
+ 0.008
For
n d
pa
rd
Wo
Ex
Expanded
or m
Form
r d F
Standa
Reading and Writing Decimals 21

Kindergarten
K
CD-104904
Interactive Notebooks: Science

Interactive notebooks are a fun new way to teach and reinforce effective note
taking for students of all ages. Students are able to personalize learning to fit their
own needs as they create fun, interactive notebook pages for each new science
topic. Students will learn organization, color-coding, summarizing, and other useful

Interactive Notebooks Interactive Notebooks Applying the Standards

Kindergarten Kindergarten Kindergarten
CD-104651 CD-104645 CD-104846

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
instructions for
each page
• Great for
CD-104904

science topics
104904 CO K.indd 1 11/5/15 4:12 PM

My Body’s Five Senses
Introduction
Review the basic body parts and discuss each of the five senses.
Ask students to provide examples of how we use certain body
parts for the five senses, such as how we use our ears to hear.
Explain that more than one sense can be used at a time to observe
the world around us. Then, display a flower. Ask students to use
their senses to describe the flower by the way it looks, smells, and see
feels Have a volunteer explain why you would not need to use
smell
your ears or mouth to observe the flower. hear

taste
touch
right-hand page in their notebooks
1 Add a Table of Contents entry for the My Body’s Five
Senses pages
2 Cut out the title and glue it to the top of the page
3 Cut out the body piece and glue it to the page
4 Cut out each sense word and glue it to the matching body part
5. With a partner, discuss the five senses and which body parts you use for each one.
Reflect on Learning
To complete the left-hand page, have students draw five large boxes and label each with one of the five
senses Students should draw a simple object in each box that would require the use of
the matching sense
12
104904 INT K.indd 12 11/5/15 12:58 PM

see taste smell touch hear
My Body’s Five Senses 13
104904 INT K.indd 13 11/5/15 12:58 PM

Hear and Smell
Introduction
Ask students which body parts they use to smell with and to
hear with Pass around an object with a strong smell, such as an
empty cinnamon spice container Have students use their noses Hear and Smell
to smell the container Ask students to describe the smell Then,
ask students to close their eyes and listen quietly for one minute
e
Discuss what sounds were heard during that time
Caution: Before beginning this activity, ask families’ permission and a
I hear with my
inquire about students’ skin or scent sensitivities and/or allergies.
r cupcake
Creating the Notebook Page o
I smell with my
horn
Guide students through the following steps to complete the s
1 Add a Table of Contents entry for the Hear and e
Smell pages
3 Cut out the I hear with my ears flap book. Cut on the solid lines to create four flaps. Apply
glue to the back of the left section and attach it to the left side of the page
4 Repeat step 3 with the I smell with my nose flap book and attach it next to the I hear with my
ears flap book.
5 Cut out the picture cards Look at each picture and decide which sense you would use most
to observe the object. Glue it under the correct flap.
Reflect on Learning
To complete the left-hand page, have students draw lines to divide their pages into two sections In the
first section, each student should draw an ear and label the section hear Have students write or draw
objects that require a sense of hearing to describe In the second section, each student should draw a
nose and label the section smell Students should write or draw objects that require the sense of smell to
describe
14
104904 INT K.indd 14 11/5/15 12:58 PM

Hear and Smell
e n
a o
I smell with my
I hear with my
r s
s e
waterfall horn bird popcorn

cupcake whistle candy trash
Hear and Smell 15
104904 INT K.indd 15 11/5/15 12:58 PM

Touch and Taste
Introduction
Ask students which body parts they use to touch with and to taste
with Place a few items in a paper bag, such as a rock, a feather,
Touch and Taste
a piece of sand paper, etc Have students take turns placing their
hands in the bag and touching one of the items Ask students to
describe how the objects feel and guess what the objects might shoe
be Then, distribute a piece of fruit to each student Have them
use their sense of taste to describe the fruit
a
I touch with my
Caution: Before beginning any food activity, ask families’ n m
permission and inquire about students’ food allergies and religious
or other food restrictions. d o
I taste with my
s u
t
right-hand page in their notebooks apple
1 Add a Table of Contents entry for the Touch and Taste

pages
3 Cut out the I touch with my hands flap book. Cut on the solid lines to create five flaps. Apply
glue to the back of the left section and attach it to the page
4 Repeat step 3 for the I taste with my mouth flap and attach it next to the I touch with my
hands flap book.
5 Cut out the picture cards Look at each picture and decide which sense you would use most
to observe the object. Glue it under the correct flap.
Reflect on Learning
To complete the left-hand page, have students use the picture clues from the right-hand page to write I
can statements such as I can touch a rabbit and I can taste milk
16
104904 INT K.indd 16 11/5/15 12:58 PM

Touch and Taste
h m
a o
I touch with my
n I taste with my u
d t
s h
lollipop blocks rabbit apple sand

shoe milk ball ice cream pretzel
Touch and Taste 17
104904 INT K.indd 17 11/5/15 12:58 PM

Alive vs. Not Alive
Introduction
Draw a T-chart on the board labeled Alive and Not Alive Ask
students what characteristics living objects have that nonliving
objects do not List their ideas on the board Use picture cards of Alive vs. Not Alive
objects that are alive and objects that are not alive Have students
explain the characteristics they observe in the pictures Discuss
Alive
how living things breathe, move, grow, or change and need food
• breathes
and water • moves on its own
• grows or changes
Creating the Notebook Page • needs food or water

Not Alive
1 Add a Table of Contents entry for the Alive vs Not Alive
pages
computer french fries bike
3 Cut out the Alive and Not Alive flaps. Apply glue to the
back of the top section of each and attach them to the page
4. Draw a living object and a nonliving object on top of the corresponding flaps.
5 Cut out the picture cards Look at each picture and decide if it represents a living object or a
nonliving object. Glue it under the correct flap.
Reflect on Learning
To complete the left-hand page, have each student draw a T-chart labeled Alive and Not Alive Provide
students with magazines and newspapers Have students cut out pictures of objects that are alive or not
alive and glue them into the correct columns © Carson-Dellosa • CD-104904
18
104904 INT K.indd 18 11/5/15 12:58 PM

Alive vs. Not Alive
Alive
• breathes
• moves on its own
• grows or changes
• needs food or water
Not Alive
• cannot move by itself

• does not grow or change sunf lower
• does not breathe
• does not need food
computer
butterfly dog french fries bike
Alive vs Not Alive 19
104904 INT K.indd 19 11/5/15 12:58 PM

Plant Needs
Introduction
Read a story or show a video about plants Discuss what plants
need to have in order to grow Ask students whether plants could
Plant Needs
grow without one or all of the necessities such as water, sun, soil,
or air Discuss the importance of clean air and clean water to a
plant’s overall health If possible, have students grow their own
plants from seeds
Creating the Notebook Page air

right-hand page in their notebooks sunlight
1 Add a Table of Contents entry for the Plant Needs

pages
2 Cut out the title and glue it to the top of the page Plants need water, air, soil,
and sunlight to grow.
3 Cut out the What do plants need? shutter fold Flip the
piece over so the blank side is faceup. Fold each flap in
on the dashed lines Flip the piece back over and apply glue to the gray glue section Attach
the shutter fold to the page
4 Cut out the picture cards With a partner, discuss how the objects on the cards help plants to
grow. Glue the pictures under the flaps.
5 Write a sentence to answer the question What do plants need? below the shutter fold
Reflect on Learning
To complete the left-hand page, have students answer this question: Can plants survive without water,
sun, soil, or air? Students should draw pictures to illustrate what they think would happen to plants
without these essential needs being met
20
104904 INT K.indd 20 11/5/15 12:58 PM

Plant Needs
do glue What
need? plants
water soil sunlight air
Plant Needs 21
104904 INT K.indd 21 11/5/15 12:58 PM

Grade 2
2
CD-104906



CD-104653 CD-104647 CD-104853

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
instructions for
each page
• Great for
CD-104906

science topics
104906 CO 2.indd 1 11/5/15 4:15 PM

Living and Nonliving
Introduction
Ask students for examples of things that are living Then, ask what
makes something alive Discuss the characteristics of living things, Living and Nonliving
such as living things breathe, grow, are made of cells, reproduce,
and respond and adapt to their environments Ask for examples of respond and
adapt to their
living and nonliving things environment.
TV log lightning
Living or Nonliving?
wind tree carrot

L mushroom baby
1 Add a Table of Contents entry for the Living and car bee me
Nonliving pages
rock N book
water seaweed cake
3 Cut out the Living things accordion fold Starting with
the Living things section on top, accordion fold on the
dashed lines Apply glue to the back of the last section
and attach it to the right side of the page below the title
4. Cut out the flap books. For each flap book, cut on the solid lines to create three flaps. Apply
glue to the back of each left section Attach them to the page so that the spine of each one is
slightly underneath the other, creating two nine-flap books.
5. Under each flap, write whether the object is living (L) or nonliving (N). It may be helpful to
discuss plants such as mushrooms and carrots, which are living while planted but nonliving in
a grocery store setting where many students may be familiar with them If an object was once
living but is no longer alive, write nonliving (N). Write three more objects on the blank flaps.
Then, write the answers under the flaps.
Reflect on Learning
To complete the left-hand page, have students answer the following question: How do plants and
animals use nonliving things?
Answer Key
Nonliving: car, lightning, log, paper, rock, TV, water, wind; Living: baby, bee, carrot, mushroom, puppy, tree, seaweed
12
104906 INT 2.indd 12 11/4/15 11:31 AM

Living and Nonliving
Living things
TV log lightning
are made
of cells,
wind tree carrot
puppy mushroom baby
breathe,
car bee
reproduce,
grow and
rock paper
adapt to their
respond and
environment.
water seaweed
Living and Nonliving 13
104906 INT 2.indd 13 11/4/15 11:31 AM

Plant and Animal Needs
Introduction
Ask students what they need to survive Have them write their
answers on self-stick notes Draw a T-chart on the board with the
headings Wants and Needs Have students come to the board and
put their responses below the correct category Finally, discuss and
compare plant and animal needs with human needs
water
sunlight
Creating the Notebook Page soil

space
air Animals need . . .
I drink __________________ glasses of
My
1 Add a Table of Contents entry for the Plant and Animal water a day.
Needs
Healthy foods I enjoy are
Needs pages ________________ and ________________ .
My shelter is _______________________ .
2 Cut out the title and glue it to the top of the page It provides me with
_____________________________________ .
3 Cut out the Plants need and Animals need flaps. I breathe in _______________________ .
Apply glue to the back of each top section and attach

them below the title
4. Cut out the 14 word cards. Read each need. Then, glue it under the correct flap. Extra pieces
may be discarded
5 Cut out the I drink piece Fold the left side over the text on the dashed line Apply glue to the
back of the piece and attach it to the bottom of the page
6 On the front, write My Needs and draw a picture of yourself. On the inside of the book, fill in
the blanks with your needs
Reflect on Learning
To complete the left-hand page, have students pretend they are hiking overnight Have them create a list
of what they would pack Have them circle which of those items are needed to survive
Answer Key
Plants Needs: air, soil, space, sunlight, water; Animals Needs: air, food, shelter, space, water
14
104906 INT 2.indd 14 11/4/15 11:31 AM

sunlight
space
water
soil
Plants need . . . Animals need . . .
sunlight
space
water
soil
air air
food food
shelter shelter
I drink __________________ glasses of

water a day.
Healthy foods I enjoy are

________________ and ________________ .
My shelter is _______________________ .
It provides me with
_____________________________________ .
I breathe in _______________________ .
Plant and Animal Needs 15
104906 INT 2.indd 15 11/4/15 11:31 AM

Parts of a Plant
Introduction
Draw a diagram of a simple flower and label its parts on the board
(roots, stem, flower, leaf). Discuss what each part of a plant does Parts of
to keep the plant alive. Then, play a game of “four corners” to a Plant
assess students’ understanding Assign each corner of the room a
part of a plant. Read the definition of each part of a plant and have gives plants support;
students move to the correct corner of the room moves water and
nutrients to other
plant parts
petals help to
flower
attract pollinators,
Creating the Notebook Page who help create
fruit and seeds
absorb water
roots
from the soil and
Guide students through the following steps to complete the draw it up to the
rest
right-hand page in their notebooks takes in carbon

leaf
dioxide and gives
off oxygen; it makes
1 Add a Table of Contents entry for the Parts of a Plant food for plants
pages
roots
3. Cut out the parts-of-a-plant flaps. Assemble them in the
correct order Apply glue to the back of the tabs and
attach them on the left side of the page, creating a flower.
4. Under each flap, write the name of the plant part.
5. Cut out the flap book. Cut on the solid lines to create four flaps. Fold the flaps on the dashed
lines so that the flaps cover the definitions. Apply glue to the back of the right side and attach
it on the right side of the page
6. Read each definition. Write the correct plant part on the front of each flap.
Reflect on Learning
To complete the left-hand page, provide each student with several pictures of plants Have students look
at the pictures and discuss with partners what is the same about the plants (they have leaves, they have
a stem, etc ) and what is different (they have different colored petals, the number of leaves, etc ) Then,
have each student choose one picture to cut out and glue into his notebook He should label the picture
of the plant with the correct parts
16
104906 INT 2.indd 16 11/4/15 11:31 AM

Parts of
a Plant
gives plants support;
moves water and
nutrients to other
plant parts
petals help to
attract pollinators,
who help create
fruit and seeds
absorb water from

the soil and draw
it up to the rest
of the plant
takes in carbon
dioxide and gives
off oxygen; makes
food for plants
Parts of a Plant 17
104906 INT 2.indd 17 11/4/15 11:31 AM

Animal Structures
Introduction
Discuss the different structures of animals, such as feet, fins,
wings, backbones, etc Distribute pictures of various animals Animal Structures
from magazines or printed from the Internet to each student Pair
students together Have them complete Venn diagrams comparing
wings fins whiskers antennae
the structures of their two animals
Who has what?
dog gills a beak a shell
cat
Guide students through the following steps to complete the monkey
1 Add a Table of Contents entry for the Animal Structures
pages
2 Cut out the title and glue it to the top of the page tail
3 Cut out the Who has what? flap book. Cut on the solid My Favorite Animal
lines to create eight flaps. Apply glue to the back of the

middle section and attach it below the title
4. Under each flap, write the name of at least one animal with that particular structure.
5 Cut out the My Favorite Animal picture frame Glue it to the bottom of the page
6 Draw a picture of your favorite animal Label its structures
Reflect on Learning
To complete the left-hand page, have students write a list of parts on plants and animals that are similar
Have them choose one and write a sentence to tell what purpose it serves for each
18
104906 INT 2.indd 18 11/4/15 11:31 AM

Animal Structures
My Favorite Animal
wings fins whiskers antennae
Who has what?

a tail gills a beak a shell
Animal Structures 19
104906 INT 2.indd 19 11/4/15 11:31 AM

The Human Body
Introduction
Have students run in place for 30 seconds Ask them if they can
feel their hearts beating faster Explain that the heart helps to The Human Body
pump blood through the body Have students run again Ask if
they notice they are breathing air in and out Explain that oxygen brain
is being drawn into their lungs, and unneeded carbon dioxide is lungs
skin
being blown out Discuss how the body has many structures that veins/arteries
stomach
help it to function heart
muscles
bones

Guide students through the following steps to complete the veins
brain lungs
and arteries
What’s My Job?
1 Add a Table of Contents entry for The Human Body
pages heart skeleton
protective layer
covering the body
3 Cut out the human body piece and glue it below
the title
4 Cut out the eight body parts labels Glue the labels to the correct place on the human
body piece
5 Cut out the What’s My Job? flap book. Cut on the solid lines to create six flaps. Apply glue to
the back of the middle section and attach it to the bottom of the page
6. Cut out the six definition pieces. Find the correct definition for each body part and glue it
under the correct flap.
Reflect on Learning
To complete the left-hand page, have students choose a body part from the right-hand page and write
a job description from that organ's point of view Students should describe who they are and what jobs
they do in the body
Answer Key
veins and arteries: allow blood to flow to and from the heart and the rest of the body; brain: is your body’s control center; lungs: take
in oxygen and let out carbon dioxide; heart: pumps blood and oxygen throughout the body; skeleton: helps to support the body; skin:
protective layer covering the body
20
104906 INT 2.indd 20 11/4/15 11:31 AM

The Human Body
veins/arteries
stomach
muscles
bones
heart
brain
lungs
skin
take in oxygen allow blood to flow
and let out to and from the
carbon dioxide heart and the rest
of the body
protective layer is your body’s

covering the body control center
pumps blood and

helps to support
oxygen throughout
the body
the body
veins
brain lungs
and arteries
What’s My Job?
heart skeleton skin
The Human Body 21
104906 INT 2.indd 21 11/4/15 11:31 AM

Grade 3
3
CD-104907



CD-104654 CD-104648 CD-104854

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
instructions for
each page
• Great for
CD-104907

science topics
104907 CO 3.indd 1 11/6/15 9:08 AM

Plant Parts
Introduction
Have students name the parts of a plant (flower, leaves, stem,
roots, stamen, pistil, petals, and sepals) Write them on the board Plant Parts
Have a student describe a plant part without naming it and
have the rest of the class guess which plant part the student is
l
l
describing
leaves
______________
take in carbon dioxide
and give off oxygen;
they make food
2 for the plant

3 3
right-hand page in their notebooks 4
1 Add a Table of Contents entry for the Plant Parts pages

5 7
5
2 Cut out the title and glue it to the top of the page 8 6
Flowers
3. Cut out the tall flower flap book. Cut on the solid lines pistil
_____________
made up of the stigma,
style, and ovary; 7 8
to create four flaps. Apply glue to the back of the left receives the pollen; fruit
and seeds form here
section and attach it below the title

4 Cut out the Flowers flap book. Cut on the solid lines to create four flaps. Apply glue to the
back of the flower section and right center section. Attach the flap book to the bottom of
the page
5. Cut out the definition pieces. Read each definition and decide which plant part it describes.
Fill in the blank with the name of the correct plant part
6. Glue each definition under the flap that corresponds to the correct plant part.
Reflect on Learning
To complete the left-hand page, have students use words from the right-hand page to write a paragraph
summarizing how the parts of a plant help it grow
Answer Key
1. flower: where pollination takes place; creates seeds; 2. leaves: take in carbon dioxide and give off oxygen; they make food for the
plant; 3. stem: gives a plant support; allows water and nutrients to get to other plant parts; 4. roots: absorb water and nutrients from the
soil and draw them up to the rest of the plant; 5. stamen: made up of the anther and filament; produces pollen; 6. pistil: made up of the
stigma, style, and ovary; receives the pollen; fruit and seeds form here; 7. petals: help attract pollinators; 8. sepals: protect the flower
before it opens
12
CD-104907 INT 3.indd 12 11/17/15 3:29 PM

11/17/15 3:29 PM
13
______________ ______________ ______________ Plant Parts
Plant Parts
give a plant support; helps attract absorb water and
allows water and pollinators nutrients from the soil
nutrients to get to and draw them up to
other plant parts the rest of the plant
______________ ______________ _____________
take in carbon dioxide made up of the anther made up of the stigma,
Flowers
and give off oxygen; and filament; style, and ovary;
8
they make food produces pollen receives the pollen; fruit
for the plant and seeds form here
7
_____________
protect the flower
6
before it opens
3
4
2
l
7
l
where pollination takes

______________
4
3
place; creates seeds
6
8
5
2
CD-104907 INT 3.indd 13

Plant Adaptations
Introduction
Distribute self-stick notes Have each student write a plant
adaptation on a self-stick note Then, give a scenario such as
“There is a drought” or “a plant wants to be pollinated.” Have
Plant Adaptations
students who have adaptations that help with this hold up their What happens when . . .
notes
the plant’s light the plant is turned
is blocked? upside down?
The plant grows
toward the sun.
It adapts by bending
Creating the Notebook Page around the pot.
Guide students through the following steps to complete the waxy

leaves
right-hand page in their notebooks I help
attract
insects that
thorns
1 Add a Table of Contents entry for the Plant Adaptations How do
will pollinate
flowers.
I help?
pages
smell poison
3 Cut out the What happens when flap book and the
three scenes flap book. Cut on the solid lines to create
three flaps on each. Apply glue to the gray glue section
and place the What happens when flap book on top to create a stacked six flap book.
Apply glue to the back of the top section and attach the stacked flap book below the title.
4. Read the scenario on each flap. Under the flap, complete the scene by drawing the plant
and how it would grow in order to adapt to the situation. Under the scenes flaps, write what
happened and tell why
5. Cut out the flower flap book. Cut on the solid lines to create five flaps. Apply glue to the back
of the center section and attach it to the bottom of the page
6. Under each flap, tell how the adaptation helps the plant.
Reflect on Learning
To complete the left-hand page, have students tell what adaptations different seeds have
Answer Key
First frame: plant should bend around table toward sun; Second frame: plant should grow upward toward sun; Third frame: flowered end
of plant should grow upward toward sun, while the roots should grow downward
14
CD-104907 INT 3.indd 14 11/17/15 3:29 PM

Plant Adaptations
What happens when . . .
the plant’s light the plant is tipped the plant is turned
is blocked? on its side? upside down?
waxy
leaves
petal
thorns color
How do
glue
I help?
smell poison
Plant Adaptations 15
CD-104907 INT 3.indd 15 11/17/15 3:29 PM

Animal Classification
Introduction
Distribute self-stick notes so that each student gets two Have
students write the name of a kind of animal on each self-stick note
Have students work in small groups to sort their animals Allow
mammal fish
groups to discuss their sorting methods Tell students that animals
can be divided into groups based on characteristics Discuss what •
•
give birth to live young
has a backbone salmon
• warm-blooded
characteristics are used to classify animals •
•
has hair
breathes with lungs
• female produces milk
reptile bird
• hatches from an egg • lays eggs
• has a backbone • has a backbone
• cold-blooded • warm-blooded
Guide students through the following steps to complete the •

•
has scales
breathes with lungs
•
•
has feathers
has wings

amphibian insect
1 Add a Table of Contents entry for the Animal
Classification pages. • hatches from an egg
• does not have
a backbone
frog • cold-blooded
2 Cut out the title and glue it to the top of the page • has an exoskeleton
• may have wings
3. Cut out the six flaps. Apply glue to the back of the top
sections and attach them to the page
4 Cut out the six animal names
5 Using the descriptions, decide which group each animal belongs to Glue it under the correct
flap, leaving room for drawing or writing.
6. Under each flap, write or draw a picture of the animal group that is being described:
fish, mammal, reptile, amphibian, bird, or insect. (Note: There are exceptions to some
characteristics for certain species For example, although snakes are reptiles, some give birth
to live young )
Reflect on Learning
To complete the left-hand page, draw a three-circle Venn diagram on the board Have students copy the
diagram and use it to compare and contrast three animal groups
Answer Key
amphibian: frog; bird: chicken; insect: dragonfly; mammal: human; fish: salmon; reptile: turtle
16
CD-104907 INT 3.indd 16 11/17/15 3:29 PM

amphibian bird insect
• a backbone • lays eggs • hatches from an egg

• cold-blooded • has a backbone • does not have
• has skin • warm-blooded a backbone
• has gills for at • has feathers • cold-blooded
least part of its life • has wings • has an exoskeleton
• may have wings
mammal fish reptile
• give birth to live young • hatches from an egg • hatches from an egg
• has a backbone • has a backbone • has a backbone
• warm-blooded • cold-blooded • cold-blooded
• has hair • has scales • has scales
• breathes with lungs • lives in the water • breathes with lungs
• female produces milk • breathes using gills
chicken dragonfly
human salmon
frog turtle
Animal Classification 17
CD-104907 INT 3.indd 17 11/17/15 3:29 PM

Animal Adaptations
Introduction
Have students get into groups of about four and choose an animal
Have them think about and discuss the adaptations that animal has
for finding food, escaping predators, and keeping warm. Students Animal Adaptations
can then share with the rest of the class what they discussed about
Escaping Hunting and
their animals’ adaptions predators capturing prey
Creating the Notebook Page Keeping

predators away
Locating and
eating plants
Guide students through the following steps to complete the blubber Surviving its
environment
right-hand page in their notebooks curls into a ball
1 Add a Table of Contents entry for the Animal blowhole
Adaptations pages blubbe

r fin
3. Cut out the two flap books. Cut on the solid lines to ear
fin
create three flaps on each. Apply glue to the back of the

left section of the flap books and attach them side by
side below the title
4 Cut out the 18 adaptation pieces
5. Read the six flaps. Decide how each adaptation might help an animal fulfill its needs. Glue
each adaptation under the correct flap. Some adaptations may help in more than one way.
You may write the adaptations under any other flaps they help with.
6. Write any other adaptations you think of so that each flap has at least five adaptations.
7. Draw a picture of an animal at the bottom of the page below the flap books. Label each of its
adaptations
Reflect on Learning
To complete the left-hand page, have students create a T-chart listing human adaptations and what they
are useful for
Answer Key
Answers will vary but may include: Escaping predators: quick, fins; Keeping predators away: spines/spikes; Keeping warm: curls into a
ball, blubber; Hunting and capturing prey: quick, poison, sharp teeth; Locating and eating plants: good sense of smell, teeth for grinding
food, can see ultraviolet light; Surviving its environment: sees in the dark, echolocation, fins, digs underground, thick skin, no spine,
blubber
18
CD-104907 INT 3.indd 18 11/17/15 3:29 PM

Animal Adaptations
quick digs underground poison
large ears sharp teeth hooves
curls into a ball good sense of smell spines/spikes
teeth for grinding food stinger can see ultraviolet light
sees in the dark thick skin echolocation
no spine fins blubber
Escaping Hunting and

predators capturing prey
Keeping Locating and

predators away eating plants
Keeping Surviving its

warm environment
Animal Adaptations 19
CD-104907 INT 3.indd 19 11/17/15 3:29 PM

Life Cycles
Each student will need a brass paper fastener to complete this page
Introduction
Have a student tell about the life cycle of a dog (baby, pup, adult) Life Cycles
Ask if all animal life cycles are the same Have students give
examples of any that are different from the dog’s life cycle Ask
how a plant’s life cycle is different from animals’ life cycles
rs
we
it
f ru
f lo
Apple Tree
buds seed
Life Cycle plant
see
tre
pupa
dlin
e
g
baby
Guide students through the following steps to complete the sprout
seed
right-hand page in their notebooks adult
1 Add a Table of Contents entry for the Life Cycles pages Animal egg
Life animal
2 Cut out the title and glue it to the top of the page Cycles
3 Cut out the circle with six words These are the stages
of an apple tree’s life cycle
4 Cut out the Apple Tree Life Cycle piece Push a brass
paper fastener into the center of the Apple Tree Life Cycle piece and into the center of the circle
with six words. It may be helpful to create the holes in each piece first. Apply glue to the back of
the top piece’s tabs and attach it below and to the left of the title The brass paper fastener should
not go through the page, and the piece underneath should spin freely
5 Discuss the stages If desired, draw a picture for each apple tree life cycle stage on the page
6 Cut out the double circle book Fold on the dashed lines to close the book Apply glue to the
back of the Chicken Life Cycle section and attach it to the bottom left of the page
7 Write Animal Life Cycles on the front of the book Label the stages of the Chicken Life Cycle
8. Cut out the flap book. Cut on the solid lines to create eight flaps. Apply glue to the back of
the left section and attach it to the right side of the page
9. Under each flap, write whether the word relates to a plant or an animal’s life cycle.
Reflect on Learning
To complete the left-hand page, have students answer the following questions: What is similar about the
beetle and the chicken life cycles? What is similar about the chicken and the apple tree life cycles?
Answer Key
Chicken Life Cycle: egg, chick, adult (chicken); fruit: plant; pupa: animal; baby: animal; sprout: plant; seed: plant; adult: animal; egg:
animal; larva: animal
20
CD-104907 INT 3.indd 20 11/17/15 3:29 PM

Life Cycles
egg
Darkling Chicken
Beetle Life Life
adult Cycle larva Cycle
pupa
g
d
dlin
see
see
Apple Tree
tree
fruit
Life Cycle
f lo
bu
we
ds
rs
sprout
pupa
baby
larva
adult
seed
fruit
egg
Life Cycles 21
CD-104907 INT 3.indd 21 11/17/15 3:29 PM

Grade 4
4
CD-104908



CD-104655 CD-104649 CD-104855

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
instructions for
each page
• Great for
CD-104908

science topics
104908 CO 4.indd 1 11/5/15 4:16 PM

Flower Parts and Pollination
Introduction
Divide students into small groups to research and present
information on different pollinators such as bees, butterflies, Flower Parts and Pollination
moths, hummingbirds, bats, lizards, and the wind
a
pistil petal
m
ig
st

place where
pollen lands stamen
style anther
Guide students through the following steps to complete the ovary f ilament

1 Add a Table of Contents entry for the Flower Parts and
Pollination pages pollen
3. Cut out one flower and glue it below the title.
4. Cut out all of the flaps except for the pollen flap.
Apply glue to the back of the left sections and attach
the labels to the flower diagram to correctly label the
flower. You may need to place the flaps near some parts
of the flower and draw connecting lines.
5. Under each flap, describe what the flower part does.
6. Cut out the second flower picture and glue it below the first flower. Draw specks of pollen on
all of the anthers in the second picture and the stigma of the first picture.
7 Cut out the pollen flap and glue it to the page.
8. Under the flap, describe how pollen moves from one flower to another.
9. Cut out the bee and use it to reenact pollination beside the pollen on the second flower.
10 Cut out the pocket Apply glue to the back of the tabs and attach it to the bottom corner of
the page. It may overlap the bottom flower piece slightly.
11 Store the bee in the pocket created in step 10
Reflect on Learning
To complete the left-hand page, have students write a short story from the point of view of a grain of
pollen. Make sure that students explain the process of pollination from start to finish.
Answer Key
anther: produces pollen; filament: holds up the anther; ovary: location of ovules, it becomes fruit when it ripens; petal: the colorful part
of the flower; pistil: the female part of the flower; pollen: made in the anther, used to fertilize an egg to make a seed; stamen: the male
part of the flower; stigma: receives the pollen (for example, from an insect or wind); style: holds the stigma
12
104908 INT 4.indd 12 11/13/15 5:41 PM

Flower Parts and Pollination
filament
anther
ovary
style
petal
pistil
stamen
stigma
pollen
Flower Parts and Pollination 13
104908 INT 4.indd 13 11/13/15 5:41 PM

Vertebrates and Invertebrates
Introduction
Distribute pictures of vertebrates and invertebrates to small groups
of students Have them sort them into two groups (vertebrates and Vertebrates and Invertebrates
invertebrates) Discuss the main difference between these two
Almost all animals are in one of two groups.
groups
Creating the Notebook Page have backbones invertebrates
amphibians arachnids
right-hand page in their notebooks birds crustaceans
1 Add a Table of Contents entry for the Vertebrates and f ish echinoderms
Invertebrates pages
mammals butterfly,
grasshopper
reptiles mollusks
3 Cut out the Almost all animals flap book. Cut on the
solid line to create two flaps. Apply glue to the back worms
of the top section and attach it below the title Under

the flaps, write what defines each category (vertebrates
have backbones, invertebrates do not have backbones)
4 Draw a line down the center of the page to divide it in half vertically
5. Cut out the remaining flaps. Apply glue to the back of the left sections and attach them
below the correct category. Under each flap, write several examples of animals that fit in that
category
Reflect on Learning
To complete the left-hand page, write several animals on the board, such as shark, gorilla, bee, crab, and
tarantula Have students write which group and subcategory each animal belongs in and why
Answer Key
Examples will vary
Vertebrates
amphibians: frog, salamander, toad; birds: bluebird, eagle, seagull; fish: puffer fish, sea horse, shark; mammals: elephant, possum, tiger;
reptiles: crocodile, snake, turtle
Invertebrates
arachnids: scorpion, spiders, ticks; crustaceans: crayfish, lobster, pill bug; echinoderms: sea cucumber, sea urchin, starfish;
insects: butterfly, grasshopper, moth; mollusks: clam, octopus, snail; worms: earthworm, leech, tapeworm
14
104908 INT 4.indd 14 11/13/15 5:41 PM

Vertebrates and Invertebrates
Almost all animals are in one of two groups.
vertebrates invertebrates
amphibians insects
arachnids mammals
birds mollusks
crustaceans reptiles
echinoderms worms
fish
Vertebrates and Invertebrates 15
104908 INT 4.indd 15 11/13/15 5:41 PM

Introduction
Give each student an object from the classroom, such as a book,
pencil, lunch box, etc. Review the definition of classification Animal Classification
as an arrangement of objects, ideas, or information into groups Fish Reptiles
• scales
covered in ____________ • scales
covered in ____________
where members have one or more characteristics in common • lay eggs/live birth • lay eggs/live birth
lizard
cold
shark
crocodile
tuna
• _________-blooded • cold
_________-blooded
• gills
breathe with __________ lungs
Then, have students choose broad characteristics that describe
• breathe with __________
• in water
live mainly ____________ • on land
live mainly ____________
• use
other details: __________ • other details: sometimes
__________
fins to move
_____________________ birth live young
their items, such as used for writing, green, square, etc Write six
_____________________
characteristics on the board and try to match each classroom item

to a characteristic Tweak the descriptions as needed Amphibians Mammals
salamander
• smooth skin
covered in ____________ • hair and fur
covered in ____________
• lay eggs/live birth • lay eggs/live birth
dolphin
cold warm
frog
• _________-blooded • _________-blooded
bear
• lungs
breathe with __________ • lungs
breathe with __________
live on land and in water on land

• ___________________ • live mainly ____________
• have
other details: __________ • feed
other details: __________
webbed feet
_____________________ young with milk
_____________________
Guide students through the following steps to complete the Birds

feathers
• covered in ____________
right-hand page in their notebooks •

•
lay eggs/live birth
warm
_________-blooded
• lungs
breathe with __________
1 Add a Table of Contents entry for the Animal

• on land
live mainly ____________
• have
other details: __________
beaks and wings
_____________________
Classification pages.
3. Cut out the five animal classification pockets. Apply glue to the back of the tabs and attach
them to the page
4 Fill in the blanks on each pocket with the correct information For the lay eggs/live birth line,
circle the correct characteristic
5 Cut out the word strips Sort the animals into the correct pockets (Cut up index cards to add
more animals if desired )
Reflect on Learning
To complete the left-hand page, have students create a new animal species They should draw a picture
of their animal, describe its physical and behavioral characteristics, describe its habitat, and create a
name for it. Then, students should explain how their animal would be classified and why.
Answer Key
Fish: covered in scales, lay eggs, cold-blooded, breathe with gills, live mainly in water, another detail may include: there are both
freshwater and saltwater species, (tuna, shark); Reptiles: covered in scales, lay eggs, cold-blooded, breathe with lungs, live mainly on
land, another detail may include: some reptiles, such as snakes, can live on land or in the water, (lizard, crocodile); Amphibians: covered
in smooth, moist skin, lay eggs, cold-blooded, breathe with lungs, live mainly on land, another detail may include: they often have
webbed feet, (frog, salamander); Mammals: covered in hair or fur, live birth, warm-blooded, breathe with lungs, live mainly on land,
another detail may include: mammals feed milk to their young, (dolphin, bear); Birds: covered in feathers, lay eggs, warm-blooded,
breathe with lungs, live mainly in trees, another detail may include: birds have beaks and wings, (flamingo, penguin)
16
104908 INT 4.indd 16 11/13/15 5:41 PM

Fish Reptiles
• covered in ____________ • covered in ____________
• _________-blooded • _________-blooded
• breathe with __________ • breathe with __________
• live mainly ____________ • live mainly ____________
• other details: __________ • other details: __________
_____________________ _____________________
Amphibians Mammals
• covered in ____________ • covered in ____________
• _________-blooded • _________-blooded
• breathe with __________ • breathe with __________
• live __________________ • live mainly ____________
• other details: __________ • other details: __________
_____________________ _____________________
Birds
• covered in ____________
• lay eggs/live birth
salamander
crocodile
f lamingo
penguin
• _________-blooded
dolphin
shark
lizard
bear
tuna
frog
• breathe with __________

• live mainly ____________

• other details: __________
_____________________
Animal Classification 17
104908 INT 4.indd 17 11/13/15 5:41 PM

Getting Energy
Each student will need a brass paper fastener to complete this page
Introduction
Ask students about their favorite restaurants and what they like Getting Energy
to eat there Divide students into small groups to list the people All living things need energy.
and places involved in getting their favorite foods to their plates
Compare and contrast this process to how wild animals get food ,
igs g
ph rass
s, p s
ar on yto , tr
be cco pla ees
ra y
g
fro et e
nk ,
to
rg ls m n n

ne a the ergy
t e nim
ge m a su
n
f r o
glue
get e animals
from energ
y
get
nerg
gra eer,
tigers
s,
plan y
wolve
from
ssho
d
ts
ppe
matter
rs
dead, decaying
get energy from
1 Add a Table of Contents entry for the Getting Energy fungi
pages
vultures,
consumers.
2 Cut out the title and glue it to the top of the page Humans are
omnivores.
3 Below the title, write a statement describing the
relationship between organisms and energy
4 Cut out both circles Place the smallest circle on the bottom with the gray side down Push a
brass paper fastener through the center dots to connect the circles It may be helpful to create
the hole in each piece separately first. Apply glue to the gray glue section of the small circle
and glue the piece below the title The circle should spin freely Do not press the brass paper
fastener through the page
5. Cut out the five flaps. Apply glue to the back of the left sections and attach them in the blank
spaces around the outside of the circle, matching each flap to the correct description in the
center of the circle
6. Under each flap, write whether the organisms are producers, consumers, or decomposers
For the consumers, you may want to specify if they are herbivores, carnivores, or omnivores
7. On the bottom of the page, describe how humans get energy and what category they fit in.
Reflect on Learning
To complete the left-hand page, have students give an example of each term: producer, consumer,
herbivore, carnivore, omnivore, and decomposer
18
104908 INT 4.indd 18 11/13/15 5:41 PM

104908 INT 4.indd 19

gra
phy ss, tre
top e gr d
lank s, ass eer,
ton ho
wolves, pp
er
s
tigers
vultures,
fungi y
nerg
get e animals
from
e
fro
g m
e
t e ani
y
n m
rg als
bears, pigs,
raccoons
matter
Getting Energy
dead, decaying
get energy from
g
fro et e
m ne
su
n
the rgy
s
p lant y
from energ
glue
get
Getting Energy
19
11/13/15 5:41 PM
Food Chains and Webs
Introduction
Discuss how all living things get energy from food Green plants
use energy from the sun to make their food Plants use the food Food Chains and Webs
they make for energy to grow Animals get energy by eating plants
or other animals Give students several strips of construction paper Hint!
In a food chain or a
food web, the direction
Have them write the name of an animal and draw the animal on of the arrow always
shows the direction
the first strip of paper. Then, each student should continue making the energy f lows.
a chain with the paper strips to demonstrate his animal’s food

chain. For example, if students draw a hawk on the first strip, they
may draw a snake on the second strip, a bug on the third strip,
grass on the fourth strip, and a sun on the last strip to complete
the chain Students should hook the chains together in the correct
order to form their food chains

1 Add a Table of Contents entry for the Food Chains and Webs pages
3 Cut out the Hint piece Fold in on the dashed line Apply glue to the back of the top half and
attach it near the top of the page
4. Discuss the energy flow of a food web or chain.
5 Cut out the sun and glue it to the page beside the Hint piece
6 Cut out the plants and animals Choose several of them that would make a complete food
chain Glue them in order and draw arrows between them to show the food chain Then,
continue adding plants and animals to create a food web Draw arrows to show the energy
flow through the web. You may not use all of the pieces.
Reflect on Learning
To complete the left-hand page, have students choose another ecosystem (forest, wetland, tundra, etc )
and make a food chain or food web using some of the plants and animals from that ecosystem Students
should use arrows to indicate the flow of energy.
20
104908 INT 4.indd 20 11/13/15 5:41 PM

Food Chains and Webs
Hint!
In a food chain or a
food web, the direction
of the arrow always
shows the direction that
the energy f lows.
energy
Food Chains and Webs 21
104908 INT 4.indd 21 11/13/15 5:41 PM

Grade 5
5
CD-104909



CD-104656 CD-104650 CD-104856

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
instructions for
each page
• Great for
CD-104909

science topics
104909 CO 5.indd 1 11/5/15 4:17 PM

Ecosystems
Introduction
Before the lesson, write the word ecosystem on the board Use
a self-stick note to cover the letters “eco.” Have students work Ecosystems
in small groups to create definitions of the word system Allow Ecosystem
living
all of the _______________
groups to share their definitions. Then, use them to create a class and nonliving
______________ things
area
in the same _____________
definition and write it on the board below the word. Remove

the self-stick note. Discuss how the prefix changes the definition.
Introduce the idea of an ecosystem the
sun

An ecosystem consists of two types of things:
Guide students through the following steps to complete the l living

things 2 nonliving
things
right-hand page in their notebooks butterf ly air
1 Add a Table of Contents entry for the Ecosystems pages fern rocks
f ish soil
2 Cut out the title and glue it to the top of the page willow water
3 Cut out the accordion piece Fold on the dashed lines,

alternating direction so that the largest section is on top
Apply glue to the back of the smallest section and attach it to the page below the title
4 Write the name of an ecosystem, such as Forest, on the line in the top section Complete the
definition on each flap (Organism: a single plant or animal; Population: more than one of the
same plant or animal; Community: all of the living things in the same area; Ecosystem: all of
the living and nonliving things in the same area) Then, draw a picture to illustrate each term
5. Cut out the sun flap. Apply glue to the back of the top section and attach it below the
accordion fold. Under the flap, describe the importance of the sun to an ecosystem.
6. Draw arrows to the left and right of the sun flap to show the sun’s role in an ecosystem For
example, draw an arrow to a green plant to show photosynthesis at work, or an arrow to a
water source to show the sun’s role in the water cycle
7 Cut out the An ecosystem consists piece and glue it below the sun flap.
8 Discuss the two main parts of an ecosystem and complete the blanks (living things; nonliving
things) Continue the vertical line straight down the page to create a T-chart
9 Cut out the eight labels Glue each label in the correct column on the T-chart
Reflect on Learning
To complete the left-hand page, have students choose an ecosystem and draw a picture of it Students
should include at least five different plants and five different animals. Have students label the living and
nonliving parts of the ecosystem
12
104909 INT 5.indd 12 11/13/15 10:27 AM

Ecosystems
butterf ly
water
willow
rocks
fern
f ish
soil
air
the
sun
A(n) __________
Ecosystem
Organism
a ___________
An ecosystem consists of two types of things:

___________ or
______________
things
Population
more than _________
of the ______________
________ or _________
all of the __________

Community 2
______________ in the
same ______________
things
Ecosystem
all of the _______________
and ______________ things
l
in the same _____________
Ecosystems 13
104909 INT 5.indd 13 11/13/15 10:27 AM

Ecosystems: Oceans and Lakes
Introduction
Divide students into small groups Give each group an ecosystem
(ocean or lake) and one or two major characteristics Have each Ecosystems: Oceans and Lakes
group create a poster illustrating the characteristic(s) of each
ecosystem As a class, review the qualities of oceans and lakes Most lakes contain
freshwater, while
Focus on major characteristics (such as water type, temperature oceans contain

saltwater.
ranges, and surrounding landforms), animal life, and plant life basic characteristics
temperature range
Creating the Notebook Page plant life
animal life

right-hand page in their notebooks ocean lake
studying a studying
1 Add a Table of Contents entry for the Ecosystems: coral reef frogs
Oceans and Lakes pages going

surfing
learning
to ski
2 Cut out the title and glue it to the top of the page long-distance
travel
a calm
swim
3 Cut out the two rectangular pieces on the solid lines

Fold each rectangle on the dashed lines Fold the piece
with the gray glue section so that it is inside the fold Apply glue to the gray glue section and
place the other folded rectangle on top so that the folds are nested and create a book with
four cascading flaps. Make sure that the inside pages are facing up so that the edges of both
pages are visible. Glue the flip book below the title.
4. Cut out the four qualities labels. Glue one label along the bottom edge of each flap (from top
to bottom: basic characteristics, temperature range, plant life, animal life)
5. On the top flap, write a statement to compare an important basic characteristic of a lake with
one of an ocean. On the second flap, write a statement to compare the potential temperature
range of a lake with that of an ocean. On the third flap, write a statement to compare the
plant life in a lake with that of an ocean. On the last flap, write a statement to compare the
animals found in a lake with those in an ocean
6 Draw a T-chart at the bottom of the page Label the sides ocean and lake
7 Cut out the six activity pieces and glue them in the correct columns on the T-chart
Reflect on Learning
To complete the left-hand page, have students explain whether they would rather visit a lake or an
ocean, using facts about each ecosystem to explain their preferences
14
104909 INT 5.indd 14 11/13/15 10:27 AM

Ecosystems: Oceans and Lakes
glue
a calm going
basic characteristics
temperature range
swim surf ing

animal life
plant life
long-distance learning
travel to ski
studying a studying
coral reef frogs
Ecosystems: Oceans and Lakes 15
104909 INT 5.indd 15 11/13/15 10:27 AM

Ecosystems: Forests and Grasslands
Introduction
Have students draw items they associate with the words grassland
and forest Students should include plants and animals in their
drawings. Ask students to share their drawings and confirm correct
answers, explaining incorrect ones For example, a picture of the forests
Grasslands are too dry for a

grasslands likely would not have trees because there is not enough lot of trees. They're covered
with grass and grassy plants
rainfall or nutrients in the soil to support trees, but a zebra or that feed grazing animals like
zebras and bison.
antelope would be correct However, a zebra or antelope would
struggle to navigate a forest environment populated by trees
Forests have many
trees, while
Creating the Notebook Page grasslands are

covered in grass
and very few trees.
basic characteristics
temperature range
plant life
1 Add a Table of Contents entry for the Ecosystems: animal life

Forests and Grasslands pages
top section and attach it below the title. Draw an example of each ecosystem on the flap.
Then, write information about each ecosystem under the appropriate flap.
4 Cut out the two rectangular pieces on the solid lines Fold each rectangle on the dashed
lines Fold the piece with the gray glue section so that it is inside the fold Apply glue to the
gray glue section and place the other folded rectangle on top so that the folds are nested and
create a book with four cascading flaps. Make sure that the inside pages are facing up so that
the edges of both pages are visible. Glue the flip book below the title.
5. Cut out the four labels. Glue one label along the bottom edge of each flap (from top to
bottom: basic characteristic, temperature range, plant life, animal life)
6. On the top flap, write a statement to compare an important basic characteristic of a forest
with one of a grassland. On the second flap, write a statement to compare the potential
temperature range of a forest with that of a grassland. On the third flap, write a statement to
compare the plant life of a forest with that of a grassland. On the last flap, write a statement
to compare the animals found in a forest with those found in a grassland
Reflect on Learning
To complete the left-hand page, have students write a story with a character (person or animal) who
moves from the forest to the grassland (or vice versa) Have students describe how the character must
adapt to the new habitat by overcoming the challenges of the new environment
16
104909 INT 5.indd 16 11/13/15 10:27 AM

glue
forests grasslands
basic characteristics temperature range
plant life animal life
Ecosystems: Forests and Grasslands 17
104909 INT 5.indd 17 11/13/15 10:27 AM

Ecosystems Review
Introduction
Have students create brochures for ecosystems that the class
has previously discussed In addition to illustrating the covers, Ecosystems Review
have students list details about the ecosystem in sections: special
activities, animal life, plant life, and advice on how to dress, pack,
or prepare for a visit similar
animals
Creating the Notebook Page forests

grasslands

similar
right-hand page in their notebooks plants
1 Add a Table of Contents entry for the Ecosystems

Review pages
2 Cut out the title and glue it to the top of the page coldest hottest
tundra forest grassland rain forest
3. Cut out the flaps. Apply glue to the back of the left
sections and attach them to the page
4. Under each flap, write at least two ecosystems that share the quality shown.
5. Cut out the arrow and glue it to the page below the flaps.
6 Cut out the names of the four ecosystems and glue them on the arrow in order, from coldest
to hottest
Reflect on Learning
To complete the left-hand page, have students write which ecosystem their favorite animal lives
in Students should support their opinions with details of how the plants, temperature, and basic
characteristics of that ecosystem support the animal
Answer Key
Similar temperatures: forest and grassland; Similar plants: forest and rainforest; Similar animals: ocean and lake;
coldest to hottest: tundra, forest, grassland, rainforest
18
104909 INT 5.indd 18 11/13/15 10:27 AM

Ecosystems Review
similar similar
temperatures plants
similar
animals
coldest hottest
forest rain forest tundra grassland
Ecosystems Review 19
104909 INT 5.indd 19 11/13/15 10:27 AM

Making Energy
Introduction
Have students list their meals from the past week Have them
name the categories of foods people eat (such as meats, fruits, Making Energy
vegetables, and grains) Ask students what they think plants eat energy
All living things need ______________ to survive.
Discuss how it is possible that life can be sustained by such Different organisms use different kinds of energy.
the sun
different sources of energy Animals
photosynthesis
gen
oxy
Guide students through the following steps to complete the energy fo

r
* animals
sunlight
1 Add a Table of Contents entry for the Making Energy
pages
bon l
Chlorophyll
lorophyl
car ide chconverts
diox
2 Cut out the title and glue it to the top of the page energy from
the sun.
r
ate
3 Cut out the All living things flap book. Cut on the solid w
line to create two flaps. Apply glue to the back of the

top section and attach it to the page below the title
4 Complete the explanation (All living things need energy to survive ) Discuss how plants and
animals differ in how they get their energy. Under each flap, write the main source of energy
for each type of organism
5 Cut out the photosynthesis flap. Apply glue to the back of the left section and attach it
pointing downward from the plants flap.
6. Under the flap, describe the process of photosynthesis and how it relates to plants and
energy
7. Cut out the flower and glue it to the bottom of the page.
8. Cut out the five arrows and the chlorophyll flap.
9. Glue the arrows around the flower to demonstrate the process of photosynthesis. Glue
carbon dioxide and sunlight entering the flower on the left, and water entering from the roots.
Glue oxygen and energy for animals leaving the flower on the right. Apply glue to the back of
the left section of the chlorophyll flap and attach it near the leaf. Under the flap, describe the
role chlorophyll plays in photosynthesis
Reflect on Learning
To complete the left-hand page, have students consider why the balance between plants and animals is
so important What would happen if all of one or the other were gone?
20
104909 INT 5.indd 20 11/13/15 10:27 AM

Making Energy
All living things need ______________ to survive.
Different organisms use different kinds of energy.
Plants Animals
photosynthesis
carbon
dioxide
water
sunlight
oxygen
energy for
* animals
chlorophyll
Making Energy 21
104909 INT 5.indd 21 11/13/15 10:27 AM

Grade 6
6
CD-104910



Language Arts Common Core Edition Common Core Edition
Grade 6 Math Practice Algebra
CD-104913 Grade 6+ Grade 5+
CD-704389 CD-104632

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
instructions for
each page
• Great for
CD-104910

math topics
Multi-Digit Division
Introduction
Write 6)96 and 8)216 on the board. Have students work with
partners to solve each problem. Discuss the various strategies that Multi-Digit Division
were used to solve each problem.
Partial Quotient Standard Step 1
762 Algorithm
Solving Divison Problems

84 64,008
Creating the Notebook Page – 42,000 500
22,008
64,008 84
762
Step 2
84 64,008
– 16,800 200 - 588 Step 3
5,208 520
Guide students through the following steps to complete the – 4,200 50 - 504
Subtract
the
product.
1,008 168
right-hand page in their notebooks. – 1,008 12 - 168
0 Step 5
0
1. Add a Table of Contents entry for the Multi-Digit
37 93
Division pages. 1. 777 21
1. 21 777 2. 13 1,209
- 63 - 117
147 39
2. Cut out the title and glue it to the top of the page. 2. 1,209 13
-147
0
-39
0
Practice
83 182
3. Cut out the Partial Quotient and Area Models flaps. 3. 2,158 26
3. 26 2,158
- 208
4. 21 3,822
- 21
Apply glue to the gray glue section of the Area Models 78
-78
172
-168
flap and place the Partial Quotient flap on top of it so 4. 3,822 21 0 42
-42
that the left flaps align. Apply glue to the back of the left 0
section of the flap book and attach it to the top left side
of the page.
4. On each flap, show step-by-step examples of how to use each strategy for multi-digit division.
Under the Area Models flap, note any helpful information about each strategy.
5. Cut out the Standard Algorithm flap book. Cut on the solid lines to create five flaps. Apply
glue to the back of the left section and attach it the top right side of the page.
6. Under each flap, write a description of the step. (Step 1: Rewrite the problem if necessary.
Step 2: Divide the first part of the dividend by a one-digit number. Step 3: Write the product
under the first part of the dividend. Step 4: Subtract the product. Step 5: Drop down the next
part of the dividend and repeat the process until the quotient is found.)
7. Solve the example problem. If desired, color code the flaps and each step of the process to
match.
8. Cut out the Practice piece and glue it to the bottom left side of the page.
9. Use the standard algorithm to solve each problem on the right side of the page.
Reflect on Learning
To complete the left-hand page, have students use all three strategies to solve 22)7128 and explain
which strategy they prefer and why.
Answer Key:
1. 37; 2. 93; 3. 83; 4. 182
12
CD-104910 INT 6.indd 12 11/16/15 4:45 PM

Standard Step 1
1. 777 21 Algorithm
64,008 84 Step 2
2. 1,209 13
Practice
Step 3
3. 2,158 26
Step 4
4. 3,822 21 Step 5
Partial Quotient Area Models
64,008 84
84 64,008
–
–
glue
– 84
Multi-Digit Division 13
CD-104910 INT 6.indd 13 11/16/15 4:46 PM

Adding and Subtracting Decimals
Introduction
Review adding multi-digit numbers by aligning digits with regard
to place value. Write 234 + 46 on the board in a vertical format Adding and Subtracting
with the first digit of each number aligned. Ask students why an Decimals
addition problem cannot be solved in this way. Have students
Step 1 32.60 + 4.8
work with partners to explain and share ideas with the class. 32.60
+ 4.82
Step 2 37.42
Creating the Notebook Page Step 3 96.5 – 15.23

4 10
96.50
- 15.23
Step 4
Guide students through the following steps to complete the 81.27

.92 3.2
86 4+
1. Add a Table of Contents entry for the Adding and 45
9– 4.9
Subtracting Decimals pages. Add

or
1 – 2.6
640.1
subtract.
5.2 3
2. Cut out the title and glue it to the top of the page. 2.631
– 3.2
89
3. Cut out the rectangular flap book. Cut on the solid lines 73.946 + 293.42
to create four flaps. Apply glue to the back of the right

4. Under each flap, write a description of the step. (1. Line up decimals vertically. 2. Add a zero
to the end (after the decimal) if necessary. 3. Beginning with the lowest place value, add or
subtract from right to left. 4. Bring down the decimal.)
match.
6. Cut out the Add or flap book. Apply glue to the back of the pentagon-shaped center section
and attach it to the bottom of the page.
7. Solve each problem and write the sum or difference under the flap.
Reflect on Learning
To complete the left-hand page, have students create two decimal numbers using the digits from their
birthdays and other common numbers such as a lunch number or phone number. Then, they should use
the numbers they create to model both an addition and subtraction problem using the four steps.
Answer Key
Clockwise from top right: 8.14; 2.631; 367.366; 636.811; 372.08
14
CD-104910 INT 6.indd 14 11/16/15 4:46 PM

Adding and Subtracting 2 3.2
.9
86 4+
9– 4.9
45
Decimals
Add
640.
or
6
subtract.
1 – 2.
1 – 3.
5.2 3
2 89
73.946 + 293.42
Step 1 32.60 + 4.8
Step 2
Step 3 96.5 – 15.23

Step 4
Adding and Subtracting Decimals 15
CD-104910 INT 6.indd 15 11/16/15 4:46 PM

Multiplying and Dividing Decimals
Introduction
Review the standard algorithm for multiplying multi-digit numbers
by writing 35 × 76 on the board. Students should solve the
problem and then explain how they solved it. Then, review the Decimals
parts of a division problem by writing 15 ÷ 3 = 5 on the board.
Students should label the numbers in the problem with dividend, Step 1 Multiplying Decimals
4.6 x 3.75
divisor, and quotient. Step 2
32
43
3.75
x 4.6
Step 3 2250
17.250
Step 4

Dividing Decimals
right-hand page in their notebooks. 32. 75 2. 5 Step 1
32. 75 131
1. Add a Table of Contents entry for the Multiplying and x 100
0000
25 3275
Rewrite the problem using
– 25
Dividing Decimals pages.
0000
3275 77 the new values.
3275.00
2. 5
– 75
25
x 10 – 25
2. Cut out the title and glue it to the top of the page. 00
25 0 Step 3
25.0
3. Cut out the Multiplying Decimals flap book. Cut on the

solid lines to create four flaps. Apply glue to the back of
the right section and attach it below the title.
4. Under each flap, write a description of the step. (1. Line up the last digit of each number
vertically. 2. Use the standard algorithm to multiply the numbers. 3. Count to find the total
number of digits after the decimals in the problem. 4. Count from right to left the same
number of places to add a decimal to the product.)
5. Color each flap a different color. Then, solve the example problem and color code each step
of the process to match the flaps.
3. Cut out the Dividing Decimals flap book. Cut on the solid lines to create three flaps. Apply
glue to the back of the left section and attach it to the bottom of the page.
4. Under each flap, write a description of the step. (1. Multiply both the divisor and dividend by
a power of 10 to remove the decimal from the divisor. 2. Rewrite the problem using the new
values. 3. Find the quotient.)
Reflect on Learning
To complete the left-hand page, have students think of a real-life situation when it would be necessary
to use multiplication or division of decimals. Then, they should explain each situation.
16
CD-104910 INT 6.indd 16 11/16/15 4:46 PM

Decimals
Step 1 Multiplying Decimals
4 . 6 x 3. 75
Step 2
x
Step 3
Step 4
Dividing Decimals
3 2 .7 5 2 . 5 Step 1
3 2 .7 5
x
– Step 2
2 .5
–
x –
Step 3
Multiplying and Dividing Decimals 17
CD-104910 INT 6.indd 17 11/16/15 4:46 PM

Greatest Common Factor and
Least Common Multiple
Introduction Greatest Common Factor and

Review factors and multiples. Explain that factors are numbers that 8
divide evenly into a number. Have students work with partners 15
20
16
to list the factors of 24 (1, 2, 3, 4, 6, 8, 12, 24). Then, explain that
4
6
Definitions
18
to find multiples of a number, they must multiply the number by 21 12
9
14
another number. Have students work with partners to find the first 10
five multiples of 8 (8, 16, 24, 32, 40).

Greatest Least
First Second Common
Number Number Common
Factor Multiple
Creating the Notebook Page 8 4 2 8
20 15 5 60
14 6 2 42
9 12 3 36
1. Add a Table of Contents entry for the Greatest Common
Factor and Least Common Multiple pages.
3. Cut out the rectangle with the definitions. Fold in on the dashed line to create a book. Apply
glue to the back of the book and attach it to the top left the page.
4. Write Definitions on the front of the book. Complete the sentences in the book. (The
Greatest Common Factor is the largest magnitude number that can divide two numbers. The
Least Common Multiple is the smallest quantity that is a multiple of two or more numbers.)
5. Cut out the circles and place the smaller numbered circle on top of the large circle. Place
the gray glue circle on the bottom with the gray side facing out. Push a brass paper fastener
through the center of the circles to attach them. It may be helpful to create a hole in each
piece separately first. Apply glue to the gray glue section. Attach it to the top right of the
page. Do not press the brass paper fastener through the page. Both number circles should
spin freely.
6. Cut out the four-column table and glue it to the bottom of the page.
7. Spin the number circles to create four number combinations. Write them on the table. Then,
find the greatest common factor and least common multiple for each combination.
Reflect on Learning
To complete the left-hand page, find the least common multiple between your age and your grade level.
Then, find the greatest common factor between your age and your math teacher’s room number. Explain
how you found both answers.
18
CD-104910 INT 6.indd 18 11/16/15 4:46 PM

15 8
4
6
20
16
18
21
12
9
14
glue
10
The Common The Common

is the is the
largest number quantity that
that can is a of
two numbers. or more numbers.
Greatest Least
First Second Common
Factor Multiple
Greatest Common Factor and Least Common Multiple 19
CD-104910 INT 6.indd 19 11/16/15 4:46 PM

The Distributive Property
Introduction
Write 8 × (4 +2) on the board. Have students work with partners
to solve the problem using order of operations. Explain that the The Distributive
distributive property can also be used to solve similar problems. Property
What Is It?
Creating the Notebook Page The Distributive Property lets
Examples
you multiply a sum by first
Guide students through the following steps to complete the multiplying the addends and
then adding them together.

1. Add a Table of Contents entry for the The Distributive
Property pages. 1. 2 (4 + 6) = 2(4) + 2(6) 1. 8 + 12 = 20
2. Cut out the title and glue it to the top of the page. 2. (3 + 1) 5 = 5(3) + 5 2. 15 + 5 = 20
3. Cut out the What Is It? mini file folder. Fold it in half on 3. (8 – 6) 3 = 8(3) - 6(3) 3. 24 - 18 = 6
the dashed line. Apply glue to the back and attach it to
the top left side of the page. 4. 4 (7 – 2) = 4(7) - 4(2) 4. 28 - 8 = 20
4. Complete the sentences in the mini file folder. (The

Distributive Property lets you multiply a sum by first
multiplying the addends and then adding them together. The Distributive Property lets you
multiply a difference by first multiplying the parts of the subtraction problem and then
subtracting.)
4. Cut out the accordion fold piece. Starting with the end that says Examples, fold the pieces
back and forth to create an accordion with Examples on top. Apply glue to the back of the
last flap and attach it to the top right side of the page.
5. Show how each of the examples can be rewritten to use the distributive property.
6. Cut out the numbered rectangle and glue it to the left side of the bottom of the page.
7. Rewrite each problem using the distributive property. Then, solve it. Show your work on the
Reflect on Learning
To complete the left-hand page, have students explain why the distributive property is helpful in solving
math problems.
Answer Key
1. 20; 2. 20; 3. 6; 4. 20
20
CD-104910 INT 6.indd 20 11/16/15 4:46 PM

CD-104910 INT 6.indd 21

a (b + c) = a (b – c) = (b + c) a = (b – c) a =
Examples
What Is It?
The Distributive The Property lets
Property you a sum by first
multiplying the addends and
then them together.
The Distributive lets

1. 2 (4 + 6) =
2. (3 + 1) 5 =
4. 4 (7 – 2) =
3. (8 – 6) 3 =
you multiply a by
first the parts of

the subtraction problem and then
subtracting.
21
11/16/15 4:46 PM
Grade 6
6
CD-104910



Grade 6 Math Practice Algebra
CD-704389 CD-104632

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
instructions for
each page
• Great for
CD-104910

math topics
Introduction
Write 6)96 and 8)216 on the board. Have students work with
partners to solve each problem. Discuss the various strategies that Multi-Digit Division
were used to solve each problem.
Partial Quotient Standard Step 1
762 Algorithm

84 64,008
Creating the Notebook Page – 42,000 500
22,008
64,008 84
762
Step 2
84 64,008
– 16,800 200 - 588 Step 3
5,208 520
Guide students through the following steps to complete the – 4,200 50 - 504
Subtract
the
product.
1,008 168
right-hand page in their notebooks. – 1,008 12 - 168
0 Step 5
0
1. Add a Table of Contents entry for the Multi-Digit
37 93
Division pages. 1. 777 21
1. 21 777 2. 13 1,209
- 63 - 117
147 39
2. Cut out the title and glue it to the top of the page. 2. 1,209 13
-147
0
-39
0
Practice
83 182
3. Cut out the Partial Quotient and Area Models flaps. 3. 2,158 26
3. 26 2,158
- 208
4. 21 3,822
- 21
Apply glue to the gray glue section of the Area Models 78
-78
172
-168
flap and place the Partial Quotient flap on top of it so 4. 3,822 21 0 42
-42
that the left flaps align. Apply glue to the back of the left 0
section of the flap book and attach it to the top left side
of the page.
4. On each flap, show step-by-step examples of how to use each strategy for multi-digit division.
Under the Area Models flap, note any helpful information about each strategy.
5. Cut out the Standard Algorithm flap book. Cut on the solid lines to create five flaps. Apply
glue to the back of the left section and attach it the top right side of the page.
6. Under each flap, write a description of the step. (Step 1: Rewrite the problem if necessary.
Step 2: Divide the first part of the dividend by a one-digit number. Step 3: Write the product
under the first part of the dividend. Step 4: Subtract the product. Step 5: Drop down the next
part of the dividend and repeat the process until the quotient is found.)
match.
8. Cut out the Practice piece and glue it to the bottom left side of the page.
9. Use the standard algorithm to solve each problem on the right side of the page.
Reflect on Learning
To complete the left-hand page, have students use all three strategies to solve 22)7128 and explain
which strategy they prefer and why.
Answer Key:
1. 37; 2. 93; 3. 83; 4. 182
12
CD-104910 INT 6.indd 12 11/16/15 4:45 PM

Standard Step 1
1. 777 21 Algorithm
64,008 84 Step 2
2. 1,209 13
Practice
Step 3
3. 2,158 26
Step 4
4. 3,822 21 Step 5
Partial Quotient Area Models
64,008 84
84 64,008
–
–
glue
– 84
Multi-Digit Division 13
CD-104910 INT 6.indd 13 11/16/15 4:46 PM

Adding and Subtracting Decimals
Introduction
Review adding multi-digit numbers by aligning digits with regard
to place value. Write 234 + 46 on the board in a vertical format Adding and Subtracting
with the first digit of each number aligned. Ask students why an Decimals
addition problem cannot be solved in this way. Have students
Step 1 32.60 + 4.8
work with partners to explain and share ideas with the class. 32.60
+ 4.82
Step 2 37.42
Creating the Notebook Page Step 3 96.5 – 15.23

4 10
96.50
- 15.23
Step 4
Guide students through the following steps to complete the 81.27

.92 3.2
86 4+
1. Add a Table of Contents entry for the Adding and 45
9– 4.9
Subtracting Decimals pages. Add

or
1 – 2.6
640.1
subtract.
5.2 3
2. Cut out the title and glue it to the top of the page. 2.631
– 3.2
89
3. Cut out the rectangular flap book. Cut on the solid lines 73.946 + 293.42
to create four flaps. Apply glue to the back of the right

4. Under each flap, write a description of the step. (1. Line up decimals vertically. 2. Add a zero
to the end (after the decimal) if necessary. 3. Beginning with the lowest place value, add or
subtract from right to left. 4. Bring down the decimal.)
match.
6. Cut out the Add or flap book. Apply glue to the back of the pentagon-shaped center section
and attach it to the bottom of the page.
7. Solve each problem and write the sum or difference under the flap.
Reflect on Learning
To complete the left-hand page, have students create two decimal numbers using the digits from their
birthdays and other common numbers such as a lunch number or phone number. Then, they should use
the numbers they create to model both an addition and subtraction problem using the four steps.
Answer Key
Clockwise from top right: 8.14; 2.631; 367.366; 636.811; 372.08
14
CD-104910 INT 6.indd 14 11/16/15 4:46 PM

Adding and Subtracting 2 3.2
.9
86 4+
9– 4.9
45
Decimals
Add
640.
or
6
subtract.
1 – 2.
1 – 3.
5.2 3
2 89
73.946 + 293.42
Step 1 32.60 + 4.8
Step 2
Step 3 96.5 – 15.23

Step 4
Adding and Subtracting Decimals 15
CD-104910 INT 6.indd 15 11/16/15 4:46 PM

Multiplying and Dividing Decimals
Introduction
Review the standard algorithm for multiplying multi-digit numbers
by writing 35 × 76 on the board. Students should solve the
problem and then explain how they solved it. Then, review the Decimals
parts of a division problem by writing 15 ÷ 3 = 5 on the board.
Students should label the numbers in the problem with dividend, Step 1 Multiplying Decimals
4.6 x 3.75
divisor, and quotient. Step 2
32
43
3.75
x 4.6
Step 3 2250
17.250
Step 4

Dividing Decimals
right-hand page in their notebooks. 32. 75 2. 5 Step 1
32. 75 131
1. Add a Table of Contents entry for the Multiplying and x 100
0000
25 3275
Rewrite the problem using
– 25
Dividing Decimals pages.
0000
3275 77 the new values.
3275.00
2. 5
– 75
25
x 10 – 25
25 0 Step 3
25.0
3. Cut out the Multiplying Decimals flap book. Cut on the

4. Under each flap, write a description of the step. (1. Line up the last digit of each number
vertically. 2. Use the standard algorithm to multiply the numbers. 3. Count to find the total
number of digits after the decimals in the problem. 4. Count from right to left the same
number of places to add a decimal to the product.)
3. Cut out the Dividing Decimals flap book. Cut on the solid lines to create three flaps. Apply
glue to the back of the left section and attach it to the bottom of the page.
4. Under each flap, write a description of the step. (1. Multiply both the divisor and dividend by
a power of 10 to remove the decimal from the divisor. 2. Rewrite the problem using the new
values. 3. Find the quotient.)
Reflect on Learning
To complete the left-hand page, have students think of a real-life situation when it would be necessary
to use multiplication or division of decimals. Then, they should explain each situation.
16
CD-104910 INT 6.indd 16 11/16/15 4:46 PM

Decimals
Step 1 Multiplying Decimals
4 . 6 x 3. 75
Step 2
x
Step 3
Step 4
Dividing Decimals
3 2 .7 5 2 . 5 Step 1
3 2 .7 5
x
– Step 2
2 .5
–
x –
Step 3
Multiplying and Dividing Decimals 17
CD-104910 INT 6.indd 17 11/16/15 4:46 PM

Introduction Greatest Common Factor and

Review factors and multiples. Explain that factors are numbers that 8
divide evenly into a number. Have students work with partners 15
20
16
to list the factors of 24 (1, 2, 3, 4, 6, 8, 12, 24). Then, explain that
4
6
Definitions
18
to find multiples of a number, they must multiply the number by 21 12
9
14
another number. Have students work with partners to find the first 10
five multiples of 8 (8, 16, 24, 32, 40).

Greatest Least
First Second Common
Factor Multiple
Creating the Notebook Page 8 4 2 8
20 15 5 60
14 6 2 42
9 12 3 36
1. Add a Table of Contents entry for the Greatest Common
Factor and Least Common Multiple pages.
3. Cut out the rectangle with the definitions. Fold in on the dashed line to create a book. Apply
glue to the back of the book and attach it to the top left the page.
4. Write Definitions on the front of the book. Complete the sentences in the book. (The
Greatest Common Factor is the largest magnitude number that can divide two numbers. The
Least Common Multiple is the smallest quantity that is a multiple of two or more numbers.)
5. Cut out the circles and place the smaller numbered circle on top of the large circle. Place
the gray glue circle on the bottom with the gray side facing out. Push a brass paper fastener
through the center of the circles to attach them. It may be helpful to create a hole in each
piece separately first. Apply glue to the gray glue section. Attach it to the top right of the
page. Do not press the brass paper fastener through the page. Both number circles should
spin freely.
6. Cut out the four-column table and glue it to the bottom of the page.
7. Spin the number circles to create four number combinations. Write them on the table. Then,
find the greatest common factor and least common multiple for each combination.
Reflect on Learning
To complete the left-hand page, find the least common multiple between your age and your grade level.
Then, find the greatest common factor between your age and your math teacher’s room number. Explain
how you found both answers.
18
CD-104910 INT 6.indd 18 11/16/15 4:46 PM

15 8
4
6
20
16
18
21
12
9
14
glue
10
The Common The Common

is the is the
largest number quantity that
that can is a of
two numbers. or more numbers.
Greatest Least
First Second Common
Factor Multiple
Greatest Common Factor and Least Common Multiple 19
CD-104910 INT 6.indd 19 11/16/15 4:46 PM

Introduction
Write 8 × (4 +2) on the board. Have students work with partners
to solve the problem using order of operations. Explain that the The Distributive
distributive property can also be used to solve similar problems. Property
What Is It?
Creating the Notebook Page The Distributive Property lets
Examples
you multiply a sum by first
Guide students through the following steps to complete the multiplying the addends and
then adding them together.

1. Add a Table of Contents entry for the The Distributive
Property pages. 1. 2 (4 + 6) = 2(4) + 2(6) 1. 8 + 12 = 20
2. Cut out the title and glue it to the top of the page. 2. (3 + 1) 5 = 5(3) + 5 2. 15 + 5 = 20
3. Cut out the What Is It? mini file folder. Fold it in half on 3. (8 – 6) 3 = 8(3) - 6(3) 3. 24 - 18 = 6
the dashed line. Apply glue to the back and attach it to
the top left side of the page. 4. 4 (7 – 2) = 4(7) - 4(2) 4. 28 - 8 = 20
4. Complete the sentences in the mini file folder. (The

Distributive Property lets you multiply a sum by first
multiplying the addends and then adding them together. The Distributive Property lets you
multiply a difference by first multiplying the parts of the subtraction problem and then
subtracting.)
4. Cut out the accordion fold piece. Starting with the end that says Examples, fold the pieces
back and forth to create an accordion with Examples on top. Apply glue to the back of the
last flap and attach it to the top right side of the page.
5. Show how each of the examples can be rewritten to use the distributive property.
6. Cut out the numbered rectangle and glue it to the left side of the bottom of the page.
7. Rewrite each problem using the distributive property. Then, solve it. Show your work on the
Reflect on Learning
To complete the left-hand page, have students explain why the distributive property is helpful in solving
math problems.
Answer Key
1. 20; 2. 20; 3. 6; 4. 20
20
CD-104910 INT 6.indd 20 11/16/15 4:46 PM

CD-104910 INT 6.indd 21

a (b + c) = a (b – c) = (b + c) a = (b – c) a =
Examples
What Is It?
The Distributive The Property lets
Property you a sum by first
multiplying the addends and
then them together.
The Distributive lets

1. 2 (4 + 6) =
2. (3 + 1) 5 =
4. 4 (7 – 2) =
3. (8 – 6) 3 =
you multiply a by
first the parts of

the subtraction problem and then
subtracting.
21
11/16/15 4:46 PM
Grade 7
7
CD-104911



Grade 7 Intro to Geometry Algebra
CD-704387 CD-104632

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
instructions for
each page
• Great for
CD-104911

math topics
Integers and Absolute Value
Introduction
Write +3 and −3 on the board. Have students discuss the
relationship between the numbers. Draw a number line on the Integers and
board and have students describe where each number should be Absolute Value
placed. Distribute index cards with other integer pairs. Have each
student find the student with her opposite number. Then, have
the magnitude
them add each pair of integers to the number line. Integer
of a number
based on its
distance
from zero
Guide students through the following steps to complete the –8 –3 3 8
–10 –5 0 5 10

1. Add a Table of Contents entry for the Integers and –4
Absolute Value pages.

4 6 10
–10 –5 0 5 10
3. Cut out the flap book. Cut on the solid line to create
two flaps. Apply glue to the back of the top section and
attach it to the page below the title.
4. Cut out the two definition pieces and complete the definitions. (a positive or negative whole
number; the magnitude of a number based on its distance from zero) Glue each square
under the appropriate flap.
5. Cut out one of the number lines. Fold in on the dashed lines. Apply glue to the back of the
center section and attach it to the page below the flap book, leaving a few lines of space
between.
6. Cut out the four pairs of opposite integers. Glue each integer to the appropriate place on the
number line.
7. Shade each set of opposite values with a different color. Then, draw color-coded arrows from
zero to each value. Discuss how opposite quantities always have a sum of zero.
8. Cut out the remaining number line. Fold in on the dashed lines. Apply glue to the back of the
center section and attach it to the page below the first number line.
9. Cut out the remaining numbers. Glue each absolute value to the correct place on the
number line.
Reflect on Learning
To complete the left-hand page, have students describe two situations in which integers can be used in
real life. Then, have students describe two situations in which absolute value can be used in real life.
12
CD-104911 INT 7.indd 12 11/17/15 2:24 PM

Integers and
20
20
15
Absolute Value
15
10
10
Absolute
Integer Value
5
5
0
the
a
of a
–5
–5
or
based on its
number
from
–10
–10
3 8 15 18 10 –15 –4 8
–15
–15
–3 –8 –15 –18 4 –16 –19 6

–20
–20
Integers and Absolute Value 13
CD-104911 INT 7.indd 13 11/17/15 2:24 PM

Working with Rational Numbers
Introduction
Write 2, 5, 7 , 0.25, 1 2 , and 6.78 on the board. Then, have
8 5
students work with partners to sort them into three categories.
Working with
Have them identify what is similar and different about each group
Rational Numbers written
and share their thinking with the class. Explain that although these A
as a
rational number is a number that can be
fraction
decimals
. Fractions
are all
,
rational
integers , and
numbers.
numbers are written in different forms, they all can be described

as rational numbers. Fraction
to Decimal
Decimal
to Fraction

2
= 0.25 =
1 7
=
8 10

4
= 0.4 =
right-hand page in their notebooks. 1

5
= 0.15 =
1. Add a Table of Contents entry for the Working With Special Cases
Repeating
Some fractions result in a
Rational Numbers pages. decimal that repeats.
1
3 = 0.33333 . . .
Decimals
1 7 3
4 8 5
2. Cut out the title and glue it to the top of the page. 0.25 0.875 0.6
3. Complete the sentences. (A rational number is a

number that can be written as a fraction. Fractions,
integers, and decimals are all rational numbers.)
4. Cut out the shutter fold piece. Cut on the solid lines to create ten flaps. Flip over the piece so
that the blank side is faceup. Fold each flap in on the dashed lines. Flip the piece back over
and apply glue to the gray glue section. Attach the shutter fold to the page below the title.
5. Open the top two flaps and write the steps to convert between number forms. (Fraction to
Decimal: 1. Rewrite as a division problem. 2. Divide. Decimal to Fraction: 1. Rewrite the
digits over the appropriate power of 10. 2. Simplify.) Then, convert the number on each flap
and write the answer under the flap.
6. Cut out the Special Cases folder. Fold in on the dashed line. Apply glue to the back of the
folder and attach it to the bottom left side of the page.
left section and attach it to the bottom right side of the page.
8. Cut out the fraction pieces and glue each one under the correct flap. Then, convert each
fraction to a decimal.
Reflect on Learning
To complete the left-hand page, have students explain why it is helpful to convert between number
forms. Have students explain two real-life situations in which they might use this skill.
Answer Key
2 1 1 1 7 3
Repeating Decimals: , 0.666666; , 0.083333; , 0.166666; Decimals Ending in Zero: , 0.25; , 0.875; , 0.6
3 12 6 4 8 5
14
CD-104911 INT 7.indd 14 11/17/15 2:24 PM

Working with
A
Rational Numbers
number is a number that can be
as a . , , and
are all numbers.
Decimal Fraction
to Fraction to Decimal
1
0.25 = glue =
2
1
0.7 = =
8
3
0.4 = =
4
1
0.15 = =
5
Repeating 2 1
decimal that repeats.
Decimals 3 4
decimal that ends.
Special Cases
7 1
3 = 0.33333 . . .
8 12
1 3
Decimals That End
2 = 0.5
6 5
1
Working with Rational Numbers 15
CD-104911 INT 7.indd 15 11/17/15 2:24 PM

Adding Integers
Introduction
Draw a number line on the board that runs from 0 to 8.
Demonstrate how to use the number line to find the sum of 3 +
5. Draw a number line on the board that runs from 0 to −8. Have Adding Integers
students work with partners to find the sum of −3 + (−5) and Do the numbers have the same sign?
mark their answers on the number line. Allow time for students to
Subtract the numbers
explain their answers to the class. Yes and keep the sign of
the greater number.

4+
4 (–
Guide students through the following steps to complete the 6+ 6)
right-hand page in their notebooks. Find

each
(– 7)
1. Add a Table of Contents entry for the Adding Integers
–4 +
sum.
–3+
pages.
9
3. Cut out the Do the numbers have the same sign? flap
book. Cut on the solid line to create two flaps. Apply
glue to the back of the top section and attach it to the page below the title.
4. Under each flap, write the procedure for adding integers. (Yes: Add the numbers and keep
the sign. No: Subtract the numbers and take the sign of the greater number.)
5. Cut out the pentagon-shaped flap book. Cut on the solid lines to create five flaps. Apply glue
to the back of the center section and attach it to the bottom of the page.
6. Solve each problem and write the answer under the flap.
Reflect on Learning
To complete the left-hand page, have students solve the following problems to illustrate integer addition
using number lines: 5 + (−3); −8 + 2; −2 + (−7).
Answer Key
Clockwise from top left: 10; −2; −10; 3; 5
16
CD-104911 INT 7.indd 16 11/17/15 2:24 PM

Adding Integers
Do the numbers have the same sign?
Yes No
4+
+ 4 (–
6 6)
Find
each
(– 7)
–4 +
sum.
–3+
9
–5 + 8
Adding Integers 17
CD-104911 INT 7.indd 17 11/17/15 2:24 PM

Subtracting Integers
Introduction
Write −3 on the board. Have students work in small groups
to brainstorm different ways they could describe this number.
Answers may include: the negative sign could represent Subtracting Integers
To su btr act integers, use integer additi on and
the additive in ve r se of the subtrah end .
subtraction, as in 5 − 3; the number could be described as 3
places below zero on a number line; and the number could be
4 −l (−6) −3 −l (–2)
described as the opposite, or additive inverse, of 3. Add a line
and change
the sign.
–5 −l (−7)
l 6 −l (−3)
l

–6 – (–5) -6+5
Guide students through the following steps to complete the –3 – 13 -3+(-13)
Solve each problem.

right-hand page in their notebooks. –6 – 9 -6+(-9)
1. Add a Table of Contents entry for the Subtracting 5 – 18 5+(-18)
Integers pages. –1 – (–11) 10
2. Cut out the title and glue it to the top of the page. 32 – 35 32+(-35)
3. Complete the explanation. (To subtract integers,

use integer addition and the additive inverse of the
subtrahend.)
4. Cut out the star. Glue it on the top left side of the page.
5. Cut out the smaller rectangle. Apply glue to the back of it and place it on the top right side of
the page.
6. Discuss the meaning of the hint on the star. (Change the operation to addition by adding a
line to the subtraction symbol and then change the sign of the integer.) Then, use a colored
pen or pencil to change each integer subtraction problem to an addition problem with the
additive inverse of the subtrahend.
7. Cut out the flap book. Cut on the solid lines to create six flaps. Apply glue to the back of the
left section and attach it to the bottom of the page.
8. On each flap, rewrite the problem from the left column as an addition problem with the
additive inverse as the subtrahend. Then, solve the problem under the flap.
Reflect on Learning
To complete the left-hand page, have students explain why the additive inverse has to be used when
subtracting integers.
Answer Key
−6 + 5 = −1; −3 + (−13) = −16; −6 + (−9) = −15; 5 + (−18) = −13; −1 + 11 = 10; 32 + (−35) = −3
18
CD-104911 INT 7.indd 18 11/17/15 2:24 PM

Subtracting Integers
To integers, use integer and
the of the .
4−6 −3 − 2
Add a line
and change
the sign.
–5 − (−7) 6 − (−3)
–6 – (–5)
–3 – 13
Solve each problem.
–6 – 9
5 – 18
–1 – (–11)
32 – 35
Subtracting Integers 19
CD-104911 INT 7.indd 19 11/17/15 2:24 PM

Adding and Subtracting Using
Mathematical Properties
Introduction
Review the associative, commutative, equality, and identity Adding and Subtracting Using
properties. Then, write 4 + 1 + 5 on the board. Have students Mathematical Properties
work with partners to brainstorm different ways to write the
Definition Definition
expression without changing its value.
Commutative
Associative
Operation Operation
Creating the Notebook Page 3 1 4 3 1 4

+ + = + + 6.59 + 7.42 = 7.42 + 6.59
4 2 5 4 2 5

right-hand page in their notebooks. Definition Definition
1. Add a Table of Contents entry for the Adding and
Equality
Identity
Operation Operation
Subtracting Using Mathematical Properties pages.
7 7
2. Cut out the title and glue it to the top of the page. –0= If 37 + 29 = 66, then
8 8 37 + 29 + 84 = 66 + 84
3. Cut out the four flap books. Cut on the solid lines to
create three flaps on each. Apply glue to back of each
left section and attach it to the page.
4. Under the first flap of each flap book, write a definition of the property and indicate which
operations it is used for. (Associative: when three or more numbers are added, the sum is the
same regardless of how the addends are grouped; addition; Commutative: when two or more
numbers are added, the sum is the same regardless of the order of the addends; addition;
Equality: A number can be added or subtracted on both sides to get an equal equation;
addition and subtraction; Identity: the sum or difference of any number and zero is the
original number; addition and subtraction)
5. Cut out the example pieces. Glue each example under the correct flap.
Reflect on Learning
To complete the left-hand page, have students write and label two more examples for each property.
20
CD-104911 INT 7.indd 20 11/17/15 2:24 PM

Adding and Subtracting Using
Mathematical Properties
Associative
Operation Commutative
Operation
Example
Definition
Definition
Example
Equality Identity
Operation
Operation
Definition
Definition
Example
Example
3 1 4 3 1 4 If 37 + 29 = 66, then
+ + = + +
4 2 5 4 2 5 37 + 29 + 84 = 66 + 84
7 7
6.59 + 7.42 = 7.42 + 6.59 –0=
8 8
Adding and Subtracting Using Mathematical Properties 21
CD-104911 INT 7.indd 21 11/17/15 2:24 PM

Grade 8
8
CD-104912



Grade 8 Geometry Algebra
CD-704388 CD-104632

information and
applying learning
CARSON-DELLOSA
• Perfect for
addressing the
learners
instructions for
each page
• Great for
CD-104912

math topics
Real Number System
Introduction
Draw a number line labeled from –5 to 5 on the board. Discuss
the different types of numbers represented (positive, negative, and
zero). Discuss how each type of number is used in a real-world Real Number System
context. Have students give examples of numbers that would fall
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
in between the labeled numbers.
Real Types of Numbers
Numbers • Rational numbers
can be expressed as
Creating the Notebook Page ratios .
• This includes repeating
Rational Irrational and terminating
Integers
glue decimals.
ll • Integers are all of
Guide students through the following steps to complete the Whole
glue
Natural
glue 1.6789 . . . the whole numbers
and their opposites .
right-hand page in their notebooks. • Whole numbers
are natural
1. Add a Table of Contents entry for the Real Number 57, 0 Ã3 numbers and the number
zero .
• Natural
System pages. numbers are
also known as counting
numbers.
• Irrational numbers are
2. Cut out the title and glue it to the top of the page. decimals that never
repeat or
terminate .
3. Cut out the number line and label it from –6 to 6. Glue
it below the title.
4. Cut out the Types of Numbers piece. Glue it below the number line on the right. Complete
the explanations. (Rational numbers can be expressed as ratios. This includes repeating and
terminating decimals. Integers are all of the whole numbers and their opposites. Whole
numbers are natural numbers and the number zero. Natural numbers are also known as
counting numbers. Irrational numbers are decimals that never repeat or terminate.)
5. Cut out the Rational/Irrational piece. Write Real Numbers below the number line on the left.
Glue the Rational/Irrational piece below it. Draw two arrows to show that real numbers are
either rational or irrational.
6. Cut out the Integers, Whole, and Natural pieces. Apply glue to all three gray glue sections.
Stack the pieces to create a stacked flap book (in order: Rational, Integers, Whole, Natural ) .
7. Discuss how if a number is classified as a natural number, it is also considered a whole
8
number, an integer, and a rational number. Use the numbers 57, – 2 , 13 , π, √3, 1.67, 0, –7,
1.6789…. Classify each number by writing it on the appropriate flap(s). Use the number line
to better help you understand the real number system and sort the numbers.
Reflect on Learning
To complete the left-hand page, have students think of one more number that could be added to each
flap. List each number and the flap it would belong on.
Answer Key
8 1
Natural (also whole, integer, rational): 57; Whole (also integer, rational): 0; Integer (also rational): – 2
, –7; Rational: 3
, 1.67;
Irrational: π, √3, 1.6789...
12
CD-104912 INT 8.indd 12 11/18/15 5:04 PM

Real Number System
Rational Irrational Types of Numbers

glue • numbers
can be expressed as
.
• This includes
and
decimals.
• are all of
the numbers
and their .
• numbers
are
Integers
numbers and the number

glue
.
• numbers are
also known as
numbers.
Natural • numbers are
decimals that never
Whole
glue
or
.
Real Number System 13
CD-104912 INT 8.indd 13 11/18/15 5:04 PM

Converting Repeating Decimals
to Fractions
Introduction
Have students convert 0.2 to a fraction. (They should rewrite it Converting Repeating
as 102 and reduce it to 15 .) Then, have students convert 0.22 to a
Decimals to Fractions
22 11
fraction. (They should write 100 and reduce it to 50 .) Ask students to Step 1
0.23
x = 0.23
convert 0.22 to a fraction. Have students share their methods. 100x = 23.23
Step 2
100x - x= 23.23 – .23
Creating the Notebook Page Step 3 99x = 23

x = 23
99
Solve for the variable.

right-hand page in their notebooks. 0.15
1. Add a Table of Contents entry for the Converting Convert to

0.7 0.126
Repeating Decimals to Fractions pages. a fraction.
0.08
3. Cut out the flap book with the four steps. Cut on the
4. Under each flap, write a description of the step. (1. Set the repeating decimal equal to a
variable. 2. Multiply the variable by the appropriate power of 10. 3. Subtract the original
values from each side to remove the repeating decimal. 4. Solve for the variable.)
match.
6. Cut out the Convert to a fraction flap book. Cut on the solid lines to create four flaps. Apply
glue to the back of the center section and attach it to the bottom of the page.
7. Convert each repeating decimal to a fraction. Write the fraction under the flap.
Reflect on Learning
To complete the left-hand page, have the students evaluate the following expressions:
1. 23 + 1.6; 2. 0.18 × 227 ; 3. 0.8 − 49
Answer Key
5 14 8 7 7 2 4
Clockwise from top: ; ; ;
33 111 99 9
; Reflect: 1. 3
; 2. 11
; 3. 9
14
CD-104912 INT 8.indd 14 11/18/15 5:04 PM

Converting Repeating
Decimals to Fractions
0.23
Step 1
Step 2
Step 3
Step 4
0.15
Convert to
0.7 a fraction. 0.126
0.08
Converting Repeating Decimals to Fractions 15
CD-104912 INT 8.indd 15 11/18/15 5:04 PM

Estimating Square Roots
Introduction
Review the definition of a square root. Have students find the
square roots of 25, 81, and 225. Have them discuss with partners
how they got the answers (5, 9, and 15). Have students find the Estimating Square Roots
square roots of 20, 50, and 150 without a calculator. Have students
discuss their answers in small groups. What challenges did they 1. Find the nearest
perfect ________________
________________ squares
to the radicand and take the
square
______< 7 2________________
<roots
______
have? How precise were their answers?

________________
of those perfect squares. The
square <
_______
between
<
root will 7be2 in _______
_______________________________
Estimate
these two numbers.
110
2. Find the
difference
to the nearest
_______________________________
Creating the Notebook Page between72 the

– 64 = _____
radicand and the
lower perfect square. Find the
difference
hundredth.
Estimate
_______________________________
between81 the
– 64
two = _____squares.
perfect
Estimate
Steps toglue
30
Guide students through the following steps to complete the 8 ; _______
0.47
to the nearest
hundredth.
17 ) 8 .00
right-hand page in their notebooks. 17 –68
120
–119 Estimate
1
1. Add a Table of Contents entry for the Estimating Square 4. Combine the whole number
part and the decimal part for an
estimate
_______________________________
19
to the nearest
Roots pages.
of the square root.
_____ + 0._____ = _______ hundredth.
3. Cut out the Steps to Estimate flap book and the
matching example flap book. Cut on the solid lines to
create four flaps on the Steps to Estimate flap book. Apply glue to the gray glue section and
place the Steps to Estimate piece on top to create a stacked eight-flap book. Apply glue to the
back of the left section and attach it to the left side of the page below the title.
4. Complete each of the steps. (1. Find the nearest perfect squares to the radicand and take the
square roots of those perfect squares. The square root will be in between these two whole
numbers. √64 < √72 < √81; 8 < √72 < 9; 2. Find the difference between the radicand and
the lower perfect square. Find the difference between the two perfect squares. 72 – 64 = 8;
81 – 64 = 17; 3. Write the differences as a ratio. Divide to rewrite the fraction as a decimal
to the nearest hundredth. 178 ; 17)8= 0.47; 4. Combine the whole number found in step 1
and the decimal part for an estimate of the square root. 8 + 0.47 = 8.47) Then, complete the
sample problem under the flaps to support the explanation.
5. Cut out the three flaps. Apply glue to the back of the left sections and attach them on the
6. Under each flap, follow the steps from the flap book to estimate the square root.
Reflect on Learning
To complete the left-hand page, have the students solve the following word problem: Teresa has a string
that is √32 inches long. Jesse has a string that is 4·√8 inches long. Jesse thinks that their strings are of
equal length. Is Jesse correct in his thinking? Why or why not? Students should justify their answers.
Answer Key
√19 ≈ 4.3; √30 ≈ 5.45; √110 ≈ 10.48; Reflect: √32 ≈ 5.64; 4·√8 ≈ 4·2.80 ≈ 11.2; Jesse has the longer string.
16
CD-104912 INT 8.indd 16 11/18/15 5:04 PM

11/18/15 5:04 PM
17
1. Find the nearest
________________ ________________
to the nearest
hundredth.
to the radicand and take the
______ <

72 < ______
Estimate
________________ ________________
of those perfect squares. The
19
square root will be in
_______________________________
_______ < 72 < _______
these two numbers.
2. Find the
_______________________________
between the radicand and the
lower perfect square. Find the 72 – 64 = _____
to the nearest
Steps to Estimate
_______________________________
hundredth.
81 – 64 = _____
Estimate
between the two perfect squares.
30
glue
3. Write the differences as a
_______________________________ .
Rewrite the fraction as a 8 ; _______
_______________________________ 17 ) 8
to the nearest hundredth. 17
to the nearest
hundredth.
Estimate
110
4. Combine the whole number
part and the decimal part for an
_______________________________
of the square root.
_____ + 0._____ = _______
CD-104912 INT 8.indd 17

Properties of Integer Exponents
Introduction
Remind students that using exponents is a shorthand way to
write repeated multiplication problems. Have students rewrite
Properties of
23 and 25 as multiplication problems. Tell students that there are Integer Exponents
properties that tell us how to operate with expressions that contain Property
exponents. ×Product
= of 3 2
5 5 =5
5
Powers
am bm 4 4 4
Creating the Notebook Page (4 6) = 4 6

× =
Quotient of 34 = 2
32 3
=
Powers
Power
= of
Quotient ( )
7 6 = 76
10 10
6
1. Add a Table of Contents entry for the Properties of Power

=
Power
of 2 4
(8 ) 8
8
Integer Exponents pages. 0

Zero= Power 9 =1
2. Cut out the title and glue it to the top of the page. -4 = 1
Negative
= Power 3 34
3. Cut out the Property flap book. Cut on the solid lines
to create eight flaps. Fold the flaps over on the dashed
lines so that the text is inside the flap book. Apply glue
to the back of the right section and attach it below the title on the left side of the page.
4. Cut out the property titles. Glue each title on the appropriate flap. (From top: Product of
Powers, Power of Product, Quotient of Powers, Power of Quotient, Power of Power, Zero
Power, Negative Power)
5. Discuss the proof of each property. Then, complete the rule for each property.
(am·an = am+n; (a·b) m = am·b m ; aa = am−n; ( ba ) = ba ; (am) n = am·n; a0 = 1;
m m m
n m
a−m = a1 )
m
6. Give an example of each property on the page to the right of the Proof/Property flap book.
Reflect on Learning
To complete the left-hand page, have students answer the following problems and tell which property
they applied to each:
7
1. 44 ; 2. (73)5; 3. 32,150 0; 4. 82·85; 5. 43 ; 6. 3−4; 7. ( 4·3)5

3 2
Answer Key
32
Reflect: 1. 44, quotient of powers; 2. 715, power of powers; 3. 1, zero power; 4. 87, product of powers; 5. 42
, power of quotient;
1
6. 34
, negative power; 7. 4 ·3 , power of product
5 5
18
CD-104912 INT 8.indd 18 11/18/15 5:04 PM

Properties of
Integer Exponents
Property
23 × 24
= (2 × 2 × 2)(2 × 2 × 2 × 2) × =
Product of = 27
Powers
(2 × 3)3
= (2 × 3)(2 × 3)(2 × 3)
Power of × =
= 2×3×2×3×2×3
Product = 23 × 33
25 2×2×2×2×2
Quotient of 2 3 = 2×2×2
=
Powers = 2×2×1×1×1=2×2
= 22
Power of 2 4 2 2 2 2
Quotient = × × ×
3 3 3 3 3 =
2×2×2×2 24
= =
Power of 3×3×3×3 34
Power (23 )4 = 23 23 23 23
= (2 × 2 × 2)(2 × 2 × 2)(2 × 2 × 2)(2 × 2 × 2) =
12
Zero Power = 2
23
= 2 3–3 = 20
23
= 20= 1 =
Negative Power 2 3
2 2 2
3 = =1 1 1=1
2 2 2 2
23
= 2 3–5 = 2 –2
25
1 =
= 2–2=
3 22
2 2× 2× 2 1× 1× 1 1
= = =
25 2 × 2 × 2 × 2 × 2 2 × 2 2 2
Properties of Integer Exponents 19
CD-104912 INT 8.indd 19 11/18/15 5:04 PM

Square Roots and Cube Roots
Introduction
Write 14 + 20 = 34 on the board. Ask students what they would
do to “undo” this addition problem. Write 3 × 5 = 15. Ask students
Square Roots and
how they would “undo” this problem. Finally, write 6 2 = 36. Have Cube Roots
students record how they would “undo” this problem. Students
will revisit this at the end of this lesson.
Ã9 = 3 Ã4 = 2 Ã1 = 1

3 = 27 3
1 =1
3
Ã27 = 3 Ã1 = 1
3

1. Add a Table of Contents entry for the Square Roots and Square Roots
Integer 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Cube Roots pages. Square 1 4 9 16 25 36 49 64 81 100 121 144 169 196 225 256 289 324 361 400
Root
2. Cut out the title and glue it to the top of the page. Integer 1 2 3
Cube Roots
4 5 6 7 8 9 10
Cube 1 8 27 64 125 216 343 512 729 1,000
3. Cut out the flap book. Fold the flaps in on the dashed Root
lines to cover the text. Apply glue to the back of the

center section and attach it to the page below the title.
4. Write square roots on the top flap and cube roots on the bottom flap. Complete the
definitions inside of the square root flap. (A perfect square is any number that shows the area
of a square. The square root is the side length.) Write the square and square root equation for
each given example. (32 = 9, √9 = 3; 22 = 4, √4 = 2; 12 = 1, √1 = 1)
5. Complete the definitions inside of the cube root flap. (A perfect cube is any number that
shows the volume of a cube. The cube root is the side length). Write the cube and cube root
3 3
equation for each given example. (33 = 27, √27 = 3; 13 = 1, √1 = 1)
6. Below the flap book, create two reference tables. The first table should contain integer square
roots 1−20 and the corresponding perfect squares. The second table should contain integer
cube roots 1−10 and the corresponding perfect cubes.
Reflect on Learning
To complete the left-hand page, have students solve the following equations: x 3 = 64; x 2 = 361
Answer Key
Reflect: x = 4; x = 19
20
CD-104912 INT 8.indd 20 11/18/15 5:21 PM

Square Roots and
Cube Roots
A ______________ ________________ is any
number that shows the area
of a square.
The ______________ ________________ is

the side length.
42 = 16
16 = 4
A ______________ ________________ is any

number that shows the volume
3
of a cube.
The ______________ ________________ is

23 = 8 the side length.
3
8 = 2
Square Roots and Cube Roots 21
CD-104912 INT 8.indd 21 11/18/15 5:04 PM

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