Grade 2 learning

Scope

7 subjects, 32 units, 128 lessons and 688 knowledge questions, with worked examples, practice, study guides, unit reviews and subject tests. These materials support independent study and school learning; they are not an accredited school, graduation credit or proof of a complete local school-year program. Grade placement is indicative. Practical, laboratory, writing, speaking, artistic and movement skills need suitable practice and human feedback. Young learners can work with an adult reading directions. No account, identifying information, purchase or external outcome is required. Website answers are temporary. Keep your own files. Existing LifeStarter accounts and longer courses are ages 14+. These LifeStarter materials are authored with AI assistance and review; external references retain their publishers' terms.

Unit map

Build and Read Numbers to One Thousand
Use hundreds, expanded form, comparisons, and skip-counting through 1000.

Before you begin:
- Build two-digit numbers from tens and ones.

1. Exchange Ten Tens for a Hundred — https://thelifestarter.com/academy/grade/2/2-math-exchange-tens-for-hundreds
2. Read Hundreds, Tens, and Ones in Expanded Form — https://thelifestarter.com/academy/grade/2/2-math-read-expanded-hundreds
3. Compare Three-Digit Numbers from the Left — https://thelifestarter.com/academy/grade/2/2-math-compare-three-digit-values
4. Continue a Skip-Count with Its Stated Step — https://thelifestarter.com/academy/grade/2/2-math-skip-count-five-ten-hundred
Study guide — https://thelifestarter.com/academy/grade/2/unit/math-hundreds-through-one-thousand/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/math-hundreds-through-one-thousand/review

Topic references (not certified alignment):
Common Core State Standards, mathematics: 2.NBT.A.1 — Use hundreds, expanded form, comparisons, and skip-counting through 1000.
https://www.thecorestandards.org/Math/Content/2/NBT/
Common Core State Standards, mathematics: 2.NBT.A.2 — Use hundreds, expanded form, comparisons, and skip-counting through 1000.
https://www.thecorestandards.org/Math/Content/2/NBT/
Common Core State Standards, mathematics: 2.NBT.A.3 — Use hundreds, expanded form, comparisons, and skip-counting through 1000.
https://www.thecorestandards.org/Math/Content/2/NBT/
Common Core State Standards, mathematics: 2.NBT.A.4 — Use hundreds, expanded form, comparisons, and skip-counting through 1000.
https://www.thecorestandards.org/Math/Content/2/NBT/

Explain Regrouping and Two-Step Stories
Regroup in addition and subtraction, adjust mental sums, and keep two story changes separate.

Before you begin:
- Add and subtract two-digit amounts with drawings.

1. Add Hundreds with an Exchange — https://thelifestarter.com/academy/grade/2/2-math-add-with-regrouping
2. Rename a Ten Before Subtracting Ones — https://thelifestarter.com/academy/grade/2/2-math-subtract-with-regrouping
3. Adjust a Mental Sum Around a Friendly Ten — https://thelifestarter.com/academy/grade/2/2-math-adjust-a-friendly-number
4. Track Two Different Changes in a Story — https://thelifestarter.com/academy/grade/2/2-math-track-two-additive-changes
Study guide — https://thelifestarter.com/academy/grade/2/unit/math-regrouping-and-two-step-stories/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/math-regrouping-and-two-step-stories/review

Topic references (not certified alignment):
Common Core State Standards, mathematics: 2.NBT.B.5 — Regroup in addition and subtraction, adjust mental sums, and keep two story changes separate.
https://www.thecorestandards.org/Math/Content/2/NBT/
Common Core State Standards, mathematics: 2.NBT.B.7 — Regroup in addition and subtraction, adjust mental sums, and keep two story changes separate.
https://www.thecorestandards.org/Math/Content/2/NBT/
Common Core State Standards, mathematics: 2.NBT.B.9 — Regroup in addition and subtraction, adjust mental sums, and keep two story changes separate.
https://www.thecorestandards.org/Math/Content/2/NBT/

Equal Groups and Changing Totals
Use pairs and equal rows to organize counts and solve a two-step story.

Before you begin:
- Add and subtract small whole numbers.
- Count drawings once and recognize rows that have equal numbers.

1. Count Equal Rows — https://thelifestarter.com/academy/grade/2/2-count-an-array
2. Make Pairs to Test Even or Odd — https://thelifestarter.com/academy/grade/2/g2-pair-to-test-even
3. Split an Array Without Losing Dots — https://thelifestarter.com/academy/grade/2/g2-split-an-array
4. Use Two Steps to Count What Is Left — https://thelifestarter.com/academy/grade/2/g2-count-then-remove
Study guide — https://thelifestarter.com/academy/grade/2/unit/math/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/math/review

Measure Standard Lengths and Number-Line Changes
Read ruler intervals, compare unit sizes, find differences, and model changes on a line.

Before you begin:
- Measure using equal units; subtract within one hundred.

1. Measure When an Object Does Not Start at Zero — https://thelifestarter.com/academy/grade/2/2-math-measure-from-a-nonzero-mark
2. Compare Measurement Counts Using a Known Unit Relation — https://thelifestarter.com/academy/grade/2/2-math-compare-measurement-unit-sizes
3. Find How Much Longer in the Same Unit — https://thelifestarter.com/academy/grade/2/2-math-find-a-length-difference
4. Model Addition and Subtraction as Number-Line Jumps — https://thelifestarter.com/academy/grade/2/2-math-number-line-add-and-subtract
Study guide — https://thelifestarter.com/academy/grade/2/unit/math-standard-length-and-number-lines/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/math-standard-length-and-number-lines/review

Topic references (not certified alignment):
Common Core State Standards, mathematics: 2.MD.A.1 — Read ruler intervals, compare unit sizes, find differences, and model changes on a line.
https://www.thecorestandards.org/Math/Content/2/MD/
Common Core State Standards, mathematics: 2.MD.A.2 — Read ruler intervals, compare unit sizes, find differences, and model changes on a line.
https://www.thecorestandards.org/Math/Content/2/MD/
Common Core State Standards, mathematics: 2.MD.A.4 — Read ruler intervals, compare unit sizes, find differences, and model changes on a line.
https://www.thecorestandards.org/Math/Content/2/MD/
Common Core State Standards, mathematics: 2.MD.B.6 — Read ruler intervals, compare unit sizes, find differences, and model changes on a line.
https://www.thecorestandards.org/Math/Content/2/MD/

Read Five-Minute Times and U.S. Money
Read minute positions, distinguish a.m./p.m., and solve coin and dollar problems.

Before you begin:
- Read hours and half-hours; add within one hundred.

1. Read Five-Minute Positions on a Clock — https://thelifestarter.com/academy/grade/2/2-math-minute-hand-groups-of-five
2. Distinguish Morning and Afternoon Times — https://thelifestarter.com/academy/grade/2/2-math-choose-am-or-pm
3. Add U.S. Coin Values Rather Than Coin Counts — https://thelifestarter.com/academy/grade/2/2-math-count-coin-values
4. Find Change Using Dollar Values — https://thelifestarter.com/academy/grade/2/2-math-dollars-and-change
Study guide — https://thelifestarter.com/academy/grade/2/unit/math-five-minute-time-and-us-money/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/math-five-minute-time-and-us-money/review

Topic references (not certified alignment):
Common Core State Standards, mathematics: 2.MD.C.7 — Read minute positions, distinguish a.m./p.m., and solve coin and dollar problems.
https://www.thecorestandards.org/Math/Content/2/MD/
Common Core State Standards, mathematics: 2.MD.C.8 — Read minute positions, distinguish a.m./p.m., and solve coin and dollar problems.
https://www.thecorestandards.org/Math/Content/2/MD/

Build and Read Whole-Unit Data Displays
Use picture graphs, bar graphs, whole-unit line plots, and category comparisons.

Before you begin:
- Count and compare categories; read whole-number lengths.

1. Read a Picture Graph with a One-Item Key — https://thelifestarter.com/academy/grade/2/2-math-picture-graph-one-object-key
2. Read Bar Height from a Whole-Number Scale — https://thelifestarter.com/academy/grade/2/2-math-read-bar-endpoints
3. Represent Each Measurement on a Line Plot — https://thelifestarter.com/academy/grade/2/2-math-plot-repeated-lengths
4. Combine and Compare Category Records — https://thelifestarter.com/academy/grade/2/2-math-combine-and-compare-graph-data
Study guide — https://thelifestarter.com/academy/grade/2/unit/math-graphs-line-plots-and-data/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/math-graphs-line-plots-and-data/review

Topic references (not certified alignment):
Common Core State Standards, mathematics: 2.MD.D.9 — Use picture graphs, bar graphs, whole-unit line plots, and category comparisons.
https://www.thecorestandards.org/Math/Content/2/MD/
Common Core State Standards, mathematics: 2.MD.D.10 — Use picture graphs, bar graphs, whole-unit line plots, and category comparisons.
https://www.thecorestandards.org/Math/Content/2/MD/

Analyze Shapes and Equal-Area Partitions
Identify polygons, count rectangle tiles, and distinguish equal shares from equal-looking shapes.

Before you begin:
- Name flat shapes and make halves and fourths.

1. Identify Polygons by Sides and Corners — https://thelifestarter.com/academy/grade/2/2-math-name-polygons-by-side-count
2. Count Equal Squares in Rows and Columns — https://thelifestarter.com/academy/grade/2/2-math-count-squares-in-a-rectangle
3. Name Three Equal Shares as Thirds — https://thelifestarter.com/academy/grade/2/2-math-name-thirds-and-rebuild-a-whole
4. Recognize Equal Area in Differently Shaped Shares — https://thelifestarter.com/academy/grade/2/2-math-equal-shares-different-shapes
Study guide — https://thelifestarter.com/academy/grade/2/unit/math-shape-attributes-and-equal-area-parts/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/math-shape-attributes-and-equal-area-parts/review

Topic references (not certified alignment):
Common Core State Standards, mathematics: 2.G.A.1 — Identify polygons, count rectangle tiles, and distinguish equal shares from equal-looking shapes.
https://www.thecorestandards.org/Math/Content/2/G/
Common Core State Standards, mathematics: 2.G.A.2 — Identify polygons, count rectangle tiles, and distinguish equal shares from equal-looking shapes.
https://www.thecorestandards.org/Math/Content/2/G/
Common Core State Standards, mathematics: 2.G.A.3 — Identify polygons, count rectangle tiles, and distinguish equal shares from equal-looking shapes.
https://www.thecorestandards.org/Math/Content/2/G/

Vowel Teams, R-Controlled Sounds and Compounds
Apply distinguish two oo patterns, read an r-controlled vowel, read a diphthong spelling, split a compound word using supplied texts and original responses.

Before you begin:
- Decode common digraphs and final-e words.

1. Distinguish two oo patterns — https://thelifestarter.com/academy/grade/2/2-reading-vowels-and-longer-words-distinguish-two-oo-patterns
2. Read an r-controlled vowel — https://thelifestarter.com/academy/grade/2/2-reading-vowels-and-longer-words-read-an-r-controlled-vowel
3. Read a diphthong spelling — https://thelifestarter.com/academy/grade/2/2-reading-vowels-and-longer-words-read-a-diphthong-spelling
4. Split a compound word — https://thelifestarter.com/academy/grade/2/2-reading-vowels-and-longer-words-split-a-compound-word
Study guide — https://thelifestarter.com/academy/grade/2/unit/reading-vowels-and-longer-words/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/reading-vowels-and-longer-words/review

Topic references (not certified alignment):
Common Core State Standards ELA topic references; not certified alignment: CCSS.ELA-Literacy.RF.2.3 — Vowel Teams, R-Controlled Sounds and Compounds
https://www.thecorestandards.org/ELA-Literacy/RF/2/

Prefixes, Suffixes, Contractions and Smooth Reading
Apply read a prefix meaning, read a suffix meaning, expand a contraction, choose a meaningful phrase pause using supplied texts and original responses.

Before you begin:
- Recognize a base word and read familiar short sentences.

1. Read a prefix meaning — https://thelifestarter.com/academy/grade/2/2-reading-affixes-spelling-and-fluency-read-a-prefix-meaning
2. Read a suffix meaning — https://thelifestarter.com/academy/grade/2/2-reading-affixes-spelling-and-fluency-read-a-suffix-meaning
3. Expand a contraction — https://thelifestarter.com/academy/grade/2/2-reading-affixes-spelling-and-fluency-expand-a-contraction
4. Choose a meaningful phrase pause — https://thelifestarter.com/academy/grade/2/2-reading-affixes-spelling-and-fluency-choose-a-meaningful-phrase-pause
Study guide — https://thelifestarter.com/academy/grade/2/unit/reading-affixes-spelling-and-fluency/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/reading-affixes-spelling-and-fluency/review

Topic references (not certified alignment):
Common Core State Standards ELA topic references; not certified alignment: CCSS.ELA-Literacy.RF.2.3 — Prefixes, Suffixes, Contractions and Smooth Reading
https://www.thecorestandards.org/ELA-Literacy/RF/2/
Common Core State Standards ELA topic references; not certified alignment: CCSS.ELA-Literacy.RF.2.4 — Prefixes, Suffixes, Contractions and Smooth Reading
https://www.thecorestandards.org/ELA-Literacy/RF/2/

Find a topic and build a useful paragraph
Use context and paragraph order to write a focused opinion with a supplied reason.

Before you begin:
- Find a stated detail in a short passage.
- Read or listen to several related sentences; adult support is welcome.

1. Find a Paragraph’s Main Topic — https://thelifestarter.com/academy/grade/2/2-find-a-paragraph-topic
2. Use Nearby Words to Explain a Word — https://thelifestarter.com/academy/grade/2/g2-use-context-for-meaning
3. Keep a Paragraph on One Topic — https://thelifestarter.com/academy/grade/2/g2-order-a-focused-paragraph
4. Say What You Think and Why — https://thelifestarter.com/academy/grade/2/g2-opinion-with-a-reason
Study guide — https://thelifestarter.com/academy/grade/2/unit/reading/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/reading/review

Fables, Poems and Story Perspective
Apply recognize a genre feature, recognize narrator person, notice a setting effect, notice a repeated sound using supplied texts and original responses.

Before you begin:
- Read or hear a short story and identify a named action.

1. Recognize a genre feature — https://thelifestarter.com/academy/grade/2/2-reading-story-genre-and-perspective-recognize-a-genre-feature
2. Recognize narrator person — https://thelifestarter.com/academy/grade/2/2-reading-story-genre-and-perspective-recognize-narrator-person
3. Notice a setting effect — https://thelifestarter.com/academy/grade/2/2-reading-story-genre-and-perspective-notice-a-setting-effect
4. Notice a repeated sound — https://thelifestarter.com/academy/grade/2/2-reading-story-genre-and-perspective-notice-a-repeated-sound
Study guide — https://thelifestarter.com/academy/grade/2/unit/reading-story-genre-and-perspective/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/reading-story-genre-and-perspective/review

Topic references (not certified alignment):
Common Core State Standards ELA topic references; not certified alignment: topic reference — Fables, Poems and Story Perspective
https://www.thecorestandards.org/ELA-Literacy/RL/

Verbs, Descriptions and Joining Ideas
Apply read irregular past verbs, find adjective or adverb work, choose a conjunction relationship, recognize a sentence form using supplied texts and original responses.

Before you begin:
- Distinguish a noun from a verb in a sentence.

1. Read irregular past verbs — https://thelifestarter.com/academy/grade/2/2-reading-grammar-and-time-read-irregular-past-verbs
2. Find adjective or adverb work — https://thelifestarter.com/academy/grade/2/2-reading-grammar-and-time-find-adjective-or-adverb-work
3. Choose a conjunction relationship — https://thelifestarter.com/academy/grade/2/2-reading-grammar-and-time-choose-a-conjunction-relationship
4. Recognize a sentence form — https://thelifestarter.com/academy/grade/2/2-reading-grammar-and-time-recognize-a-sentence-form
Study guide — https://thelifestarter.com/academy/grade/2/unit/reading-grammar-and-time/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/reading-grammar-and-time/review

Topic references (not certified alignment):
Common Core State Standards ELA topic references; not certified alignment: CCSS.ELA-Literacy.L.2.1 — Verbs, Descriptions and Joining Ideas
https://www.thecorestandards.org/ELA-Literacy/L/2/
Common Core State Standards ELA topic references; not certified alignment: CCSS.ELA-Literacy.L.2.2 — Verbs, Descriptions and Joining Ideas
https://www.thecorestandards.org/ELA-Literacy/L/2/

Read Features and Write Useful Information
Apply choose a feature for a task, distinguish text organization, use a definition sentence, choose a procedure opening using supplied texts and original responses.

Before you begin:
- Find a stated detail and write a focused paragraph.

1. Choose a feature for a task — https://thelifestarter.com/academy/grade/2/2-reading-nonfiction-and-useful-explanations-choose-a-feature-for-a-task
2. Distinguish text organization — https://thelifestarter.com/academy/grade/2/2-reading-nonfiction-and-useful-explanations-distinguish-text-organization
3. Use a definition sentence — https://thelifestarter.com/academy/grade/2/2-reading-nonfiction-and-useful-explanations-use-a-definition-sentence
4. Choose a procedure opening — https://thelifestarter.com/academy/grade/2/2-reading-nonfiction-and-useful-explanations-choose-a-procedure-opening
Study guide — https://thelifestarter.com/academy/grade/2/unit/reading-nonfiction-and-useful-explanations/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/reading-nonfiction-and-useful-explanations/review

Topic references (not certified alignment):
Common Core State Standards ELA topic references; not certified alignment: topic reference — Read Features and Write Useful Information
https://www.thecorestandards.org/ELA-Literacy/RI/

Matter Properties and Changes
Use properties and change descriptions to explain familiar materials.

Before you begin:
- Read or listen to supplied scientific descriptions and follow a labeled diagram.
- Use whole-number comparisons and counting.

1. Describe useful material properties — https://thelifestarter.com/academy/grade/2/2-science-matter-properties-and-changes-describe-useful-material-properties
2. Recognize states of matter — https://thelifestarter.com/academy/grade/2/2-science-matter-properties-and-changes-recognize-states-of-matter
3. Describe reversible changes — https://thelifestarter.com/academy/grade/2/2-science-matter-properties-and-changes-describe-reversible-changes
4. Build different objects from parts — https://thelifestarter.com/academy/grade/2/2-science-matter-properties-and-changes-build-different-objects-from-parts
Study guide — https://thelifestarter.com/academy/grade/2/unit/science-matter-properties-and-changes/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/science-matter-properties-and-changes/review

Topic references (not certified alignment):
NGSS topic reference: topic reference — Matter Properties and Changes; original supplementary instruction, not a certified alignment claim.
https://www.nextgenscience.org/sites/default/files/AllTopic.pdf

Pollination, Seeds and Habitats
Connect plant reproduction to movement and habitat variety.

Before you begin:
- Read or listen to supplied scientific descriptions and follow a labeled diagram.
- Use whole-number comparisons and counting.

1. Separate pollination and seed dispersal — https://thelifestarter.com/academy/grade/2/2-science-pollination-seeds-and-habitats-separate-pollination-and-seed-dispersal
2. Compare seed movement structures — https://thelifestarter.com/academy/grade/2/2-science-pollination-seeds-and-habitats-compare-seed-movement-structures
3. Compare habitat kinds — https://thelifestarter.com/academy/grade/2/2-science-pollination-seeds-and-habitats-compare-habitat-kinds
4. Use evidence about habitat needs — https://thelifestarter.com/academy/grade/2/2-science-pollination-seeds-and-habitats-use-evidence-about-habitat-needs
Study guide — https://thelifestarter.com/academy/grade/2/unit/science-pollination-seeds-and-habitats/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/science-pollination-seeds-and-habitats/review

Topic references (not certified alignment):
NGSS topic reference: topic reference — Pollination, Seeds and Habitats; original supplementary instruction, not a certified alignment claim.
https://www.nextgenscience.org/sites/default/files/AllTopic.pdf

Plants and fair comparisons
Read plant records and plan a comparison that supports a careful claim.

Before you begin:
- Read short tables; count and compare numbers up to ten.

1. Read a Fair Plant Test — https://thelifestarter.com/academy/grade/2/2-read-a-fair-plant-test
2. Measure the Recorded Change — https://thelifestarter.com/academy/grade/2/g2-read-plant-growth
3. Look at More Than One Plant — https://thelifestarter.com/academy/grade/2/g2-check-repeated-plants
4. Plan a Test and Bound a Claim — https://thelifestarter.com/academy/grade/2/g2-plan-a-plant-question
Study guide — https://thelifestarter.com/academy/grade/2/unit/science/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/science/review

Land, Water and Surface Change
Distinguish Earth features and fast or slow changes.

Before you begin:
- Read or listen to supplied scientific descriptions and follow a labeled diagram.
- Use whole-number comparisons and counting.

1. Read land and water features — https://thelifestarter.com/academy/grade/2/2-science-land-water-and-surface-change-read-land-and-water-features
2. Distinguish weathering and erosion — https://thelifestarter.com/academy/grade/2/2-science-land-water-and-surface-change-distinguish-weathering-and-erosion
3. Compare fast and slow changes — https://thelifestarter.com/academy/grade/2/2-science-land-water-and-surface-change-compare-fast-and-slow-changes
4. Choose a surface-protection idea — https://thelifestarter.com/academy/grade/2/2-science-land-water-and-surface-change-choose-a-surface-protection-idea
Study guide — https://thelifestarter.com/academy/grade/2/unit/science-land-water-and-surface-change/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/science-land-water-and-surface-change/review

Topic references (not certified alignment):
NGSS topic reference: topic reference — Land, Water and Surface Change; original supplementary instruction, not a certified alignment claim.
https://www.nextgenscience.org/sites/default/files/AllTopic.pdf

Water Changes and Movement
Trace water between places and states using supplied pictures.

Before you begin:
- Read or listen to supplied scientific descriptions and follow a labeled diagram.
- Use whole-number comparisons and counting.

1. Name water-state changes — https://thelifestarter.com/academy/grade/2/2-science-water-states-and-movement-name-water-state-changes
2. Trace water-cycle places — https://thelifestarter.com/academy/grade/2/2-science-water-states-and-movement-trace-water-cycle-places
3. Name water movements — https://thelifestarter.com/academy/grade/2/2-science-water-states-and-movement-name-water-movements
4. Check a water-cycle drawing — https://thelifestarter.com/academy/grade/2/2-science-water-states-and-movement-check-a-water-cycle-drawing
Study guide — https://thelifestarter.com/academy/grade/2/unit/science-water-states-and-movement/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/science-water-states-and-movement/review

Topic references (not certified alignment):
NGSS topic reference: topic reference — Water Changes and Movement; original supplementary instruction, not a certified alignment claim.
https://www.nextgenscience.org/sites/default/files/AllTopic.pdf

Material Design and Comparison
Compare paper model designs against a stated purpose.

Before you begin:
- Read or listen to supplied scientific descriptions and follow a labeled diagram.
- Use whole-number comparisons and counting.

1. Choose evidence-based materials — https://thelifestarter.com/academy/grade/2/2-science-material-design-and-comparison-choose-evidence-based-materials
2. Distinguish criteria and constraints — https://thelifestarter.com/academy/grade/2/2-science-material-design-and-comparison-distinguish-criteria-and-constraints
3. Read repeated model tests — https://thelifestarter.com/academy/grade/2/2-science-material-design-and-comparison-read-repeated-model-tests
4. Improve the failed feature — https://thelifestarter.com/academy/grade/2/2-science-material-design-and-comparison-improve-the-failed-feature
Study guide — https://thelifestarter.com/academy/grade/2/unit/science-material-design-and-comparison/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/science-material-design-and-comparison/review

Topic references (not certified alignment):
NGSS topic reference: topic reference — Material Design and Comparison; original supplementary instruction, not a certified alignment claim.
https://www.nextgenscience.org/sites/default/files/AllTopic.pdf

Government and Helping Our Community
Distinguish levels, public decisions and participation.

Before you begin:
- Name community services; give a because reason.

1. Local State and National Government — https://thelifestarter.com/academy/grade/2/2-social-local-state-and-national-government
2. The Three Federal Branches — https://thelifestarter.com/academy/grade/2/2-social-the-three-federal-branches
3. Public Goods and Community Funding — https://thelifestarter.com/academy/grade/2/2-social-public-goods-and-community-funding
4. Civic Action Without a Purchase — https://thelifestarter.com/academy/grade/2/2-social-civic-action-without-a-purchase
Study guide — https://thelifestarter.com/academy/grade/2/unit/social-governments-and-civic-responsibilities/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/social-governments-and-civic-responsibilities/review

Topic references (not certified alignment):
NCSS C3 Framework: topic reference — Distinguish levels, public decisions and participation.
https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf

What Our Notes Can Tell Us
Use dates, observation scope, and answerable questions to make evidence-based claims.

Before you begin:
- Read short dated sentences with help; compare small whole-number counts.

1. Separate a Source from a Guess — https://thelifestarter.com/academy/grade/2/2-read-a-fictional-source
2. Put Records in Time Order — https://thelifestarter.com/academy/grade/2/g2-order-dated-observations
3. Compare What Two Observers Could See — https://thelifestarter.com/academy/grade/2/g2-compare-viewpoints
4. Ask a Question a Record Can Answer — https://thelifestarter.com/academy/grade/2/g2-ask-answerable-source-questions
Study guide — https://thelifestarter.com/academy/grade/2/unit/social/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/social/review

Continents, Oceans and Places
Locate broad world regions and describe map limits.

Before you begin:
- Distinguish a globe, country and continent.

1. Seven Continents in a Common School Model — https://thelifestarter.com/academy/grade/2/2-social-seven-continents-in-a-common-school-model
2. More Continents and the Oceans — https://thelifestarter.com/academy/grade/2/2-social-more-continents-and-the-oceans
3. Weather Climate and Land Use — https://thelifestarter.com/academy/grade/2/2-social-weather-climate-and-land-use
4. A Boundary Is Not Always a Wall — https://thelifestarter.com/academy/grade/2/2-social-a-boundary-is-not-always-a-wall
Study guide — https://thelifestarter.com/academy/grade/2/unit/social-continents-oceans-and-regions/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/social-continents-oceans-and-regions/review

Topic references (not certified alignment):
NCSS C3 Framework: topic reference — Locate broad world regions and describe map limits.
https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf

Making Things, Trading and Choosing
Explain inputs, exchange and simple trade-offs.

Before you begin:
- Identify a buyer and seller; add and compare small amounts.

1. Resources in Production — https://thelifestarter.com/academy/grade/2/2-social-resources-in-production
2. Specialization and Interdependence — https://thelifestarter.com/academy/grade/2/2-social-specialization-and-interdependence
3. Choosing with a Fixed Budget — https://thelifestarter.com/academy/grade/2/2-social-choosing-with-a-fixed-budget
4. Opportunity Cost Is the Next-Best Choice — https://thelifestarter.com/academy/grade/2/2-social-opportunity-cost-is-the-next-best-choice
Study guide — https://thelifestarter.com/academy/grade/2/unit/social-production-trade-and-opportunity/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/social-production-trade-and-opportunity/review

Topic references (not certified alignment):
NCSS C3 Framework: topic reference — Explain inputs, exchange and simple trade-offs.
https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf

History and Communities Today
Recognize Native continuity, migration and historical evidence.

Before you begin:
- Describe a past event and a present community.

1. Native Nations Are Diverse and Present — https://thelifestarter.com/academy/grade/2/2-social-native-nations-are-diverse-and-present
2. Migration and Settlement — https://thelifestarter.com/academy/grade/2/2-social-migration-and-settlement
3. Objects Buildings and Written Records — https://thelifestarter.com/academy/grade/2/2-social-objects-buildings-and-written-records
4. Revolution Constitution and Civil Rights in Order — https://thelifestarter.com/academy/grade/2/2-social-revolution-constitution-and-civil-rights-in-order
Study guide — https://thelifestarter.com/academy/grade/2/unit/social-real-histories-and-living-communities/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/social-real-histories-and-living-communities/review

Topic references (not certified alignment):
NCSS C3 Framework: topic reference — Recognize Native continuity, migration and historical evidence.
https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf

Connect Devices and Explain Their Reach
Draw a tablet linked to a local printer but no remote connection. Classify printing a stored drawing and opening a new remote message; state what extra information would resolve an unknown file location.

Before you begin:
- Identify device roles and follow a labeled map.

1. Distinguish a Cable Link from a Wireless Link — https://thelifestarter.com/academy/grade/2/2-computing-distinguish-a-cable-link-from-a-wireless-link
2. Separate a Local Network from the Internet — https://thelifestarter.com/academy/grade/2/2-computing-separate-a-local-network-from-the-internet
3. Use a Destination Label — https://thelifestarter.com/academy/grade/2/2-computing-use-a-destination-label
4. Notice What Can Work Offline — https://thelifestarter.com/academy/grade/2/2-computing-notice-what-can-work-offline
Study guide — https://thelifestarter.com/academy/grade/2/unit/computing-connect-devices-and-explain-their-reach/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/computing-connect-devices-and-explain-their-reach/review

Topic references (not certified alignment):
2026 CSTA PK–12 Computer Science Standards: topic reference — Systems & Security
https://csteachers.org/pk12standards/

Repeat, Repair and Decode Patterns
Expand repeat groups, check their scope and translate ordered symbol messages.

Before you begin:
- Count and number up to twelve; follow a short ordered sequence.

1. Expand a Repeating Pattern — https://thelifestarter.com/academy/grade/2/2-expand-a-repeat
2. Count the Whole Repeated Group — https://thelifestarter.com/academy/grade/2/g2-count-repeat-groups
3. Fix What the Repeat Includes — https://thelifestarter.com/academy/grade/2/g2-repair-repeat-scope
4. Use a Small Symbol Code — https://thelifestarter.com/academy/grade/2/g2-decode-a-symbol-message
Study guide — https://thelifestarter.com/academy/grade/2/unit/computing/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/computing/review

Read Small Data Tables Carefully
Build a pretend table with item codes 01,02,03 and counts 4,0,?. Explain which fields can be added and what the unknown prevents you from knowing.

Before you begin:
- Read a short label and count up to ten.

1. Use Rows and Column Labels — https://thelifestarter.com/academy/grade/2/2-computing-use-rows-and-column-labels
2. Distinguish a Number from a Code — https://thelifestarter.com/academy/grade/2/2-computing-distinguish-a-number-from-a-code
3. Keep Missing Values Different from Zero — https://thelifestarter.com/academy/grade/2/2-computing-keep-missing-values-different-from-zero
4. Turn Categories into Counts — https://thelifestarter.com/academy/grade/2/2-computing-turn-categories-into-counts
Study guide — https://thelifestarter.com/academy/grade/2/unit/computing-read-small-data-tables-carefully/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/computing-read-small-data-tables-carefully/review

Topic references (not certified alignment):
2026 CSTA PK–12 Computer Science Standards: topic reference — Data & Analysis
https://csteachers.org/pk12standards/

Make Safe Sharing and Design Decisions
A fictional drawing is allowed only in a group, is stored only on the main device, and has sound-only instructions. Propose one permission-respecting recovery step and one access improvement.

Before you begin:
- Distinguish recorded facts from unknown information.

1. Match Sharing to Permission — https://thelifestarter.com/academy/grade/2/2-computing-match-sharing-to-permission
2. Recognize a Paid Message — https://thelifestarter.com/academy/grade/2/2-computing-recognize-a-paid-message
3. Plan a Separate Backup Copy — https://thelifestarter.com/academy/grade/2/2-computing-plan-a-separate-backup-copy
4. Check a Design against a User Need — https://thelifestarter.com/academy/grade/2/2-computing-check-a-design-against-a-user-need
Study guide — https://thelifestarter.com/academy/grade/2/unit/computing-make-safe-sharing-and-design-decisions/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/computing-make-safe-sharing-and-design-decisions/review

Topic references (not certified alignment):
2026 CSTA PK–12 Computer Science Standards: topic reference — Computing & Society; Human-Centered Design
https://csteachers.org/pk12standards/

Choose Colors, Show Front and Back, and Use Map Symbols
A clear picture can follow constraints without expensive supplies. Use named colors, opposing light-dark values, overlap boundaries and an explicit symbol key to make an original design readable.

Before you begin:
- Describe basic shapes; follow a two-part drawing instruction.

1. Work Within a Named Palette — https://thelifestarter.com/academy/grade/2/2-arts-limited-palette
2. Separate Figure and Background — https://thelifestarter.com/academy/grade/2/2-arts-value-contrast
3. Plan a Foreground Boundary — https://thelifestarter.com/academy/grade/2/2-arts-depth-overlap
4. Give a Symbol an Explicit Meaning — https://thelifestarter.com/academy/grade/2/2-arts-symbol-key
Study guide — https://thelifestarter.com/academy/grade/2/unit/arts-color-depth-signs/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/arts-color-depth-signs/review

Topic references (not certified alignment):
National Core Arts Standards artistic-process topic reference: framework reference — Palette, Contrast, Depth, and Symbol Keys
https://www.nationalartsstandards.org/content/national-core-arts-standards

Group Beats, Hold Sounds, Copy Echoes, and Draw Movements
Group beats, count held sounds and rests, copy an exact echo, and draw hand levels in order.

Before you begin:
- Count and group small totals; read tap and rest labels.

1. Group Equal Beats — https://thelifestarter.com/academy/grade/2/2-arts-grouped-beats
2. Count Held Sounds and Quiet Beats — https://thelifestarter.com/academy/grade/2/2-arts-hold-and-rest
3. Copy an Exact Echo — https://thelifestarter.com/academy/grade/2/2-arts-call-response
4. Draw Starting and Ending Levels — https://thelifestarter.com/academy/grade/2/2-arts-movement-levels
Study guide — https://thelifestarter.com/academy/grade/2/unit/arts-groups-responses/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/arts-groups-responses/review

Topic references (not certified alignment):
National Core Arts Standards artistic-process topic reference: framework reference — Beat Groups, Holds, Echoes, and Movement Levels
https://www.nationalartsstandards.org/content/national-core-arts-standards

Friendship, permission and repair
Choose respectful next steps using specific agreement, conflict and help evidence.

Before you begin:
- Distinguish a safe disagreement from a threat; name a responsible helper.

1. Ask about a specific action — https://thelifestarter.com/academy/grade/2/2-health-ask-about-a-specific-action
2. Repair a small safe disagreement — https://thelifestarter.com/academy/grade/2/2-health-repair-a-small-safe-disagreement
3. Notice bullying evidence without blaming — https://thelifestarter.com/academy/grade/2/2-health-notice-bullying-evidence-without-blaming
4. Build a layered help plan — https://thelifestarter.com/academy/grade/2/2-health-build-a-layered-help-plan
Study guide — https://thelifestarter.com/academy/grade/2/unit/health-friendship-permission-and-repair/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/health-friendship-permission-and-repair/review

Topic references (not certified alignment):
SHAPE America 2024 National Health Education Standards: topic reference — Choose respectful next steps using specific agreement, conflict and help evidence.
https://shapeamerica.org/standards/health/

Sequences and inclusive choices
Revise paper movement plans for order, spacing and equal participation.

Before you begin:
- Follow two-card patterns; identify a drawn obstacle.

1. Combine three action cards — https://thelifestarter.com/academy/grade/2/2-health-combine-three-action-cards
2. Check spacing along a route — https://thelifestarter.com/academy/grade/2/2-health-check-spacing-along-a-route
3. Adapt a game rule fairly — https://thelifestarter.com/academy/grade/2/2-health-adapt-a-game-rule-fairly
4. Use one clear feedback criterion — https://thelifestarter.com/academy/grade/2/2-health-use-one-clear-feedback-criterion
Study guide — https://thelifestarter.com/academy/grade/2/unit/health-movement-order-and-inclusion/guide
Unit review — https://thelifestarter.com/academy/grade/2/unit/health-movement-order-and-inclusion/review

Topic references (not certified alignment):
SHAPE America 2024 National Physical Education Standards: topic reference — Revise paper movement plans for order, spacing and equal participation.
https://shapeamerica.org/standards/pe/

Exchange Ten Tens for a Hundred

Group the supplied tens into sets of ten tens.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: Twelve tens represent 120 ones.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

Base ten builds a new place when ten units of the previous place are collected. Ten ones make one ten and ten tens make one hundred. An exchange preserves the amount while making the model easier to read. More than nine tens can be regrouped.

Group the supplied tens into sets of ten tens. Rename each full set as a hundred, leaving any extra tens separate. Convert the model to a numeral and check its total number of ones.

Label every tens group with its value of ten. A count of tens must be multiplied by ten to name the whole value. Draw bundles of ten tens and mark their exchange for a hundred.

1. Draw bundles of ten tens and mark their exchange for a hundred.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Group the supplied tens into sets of ten tens.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: Twelve tens represent 120 ones. Ten tens form one hundred and two tens remain, so the model is one hundred and two tens. Its numeral is 120. Twelve tens are not twelve ones; every original group was worth ten. Label every tens group with its value of ten. A count of tens must be multiplied by ten to name the whole value. Draw bundles of ten tens and mark their exchange for a hundred.

Helpful tips:
- Label every tens group with its value of ten.
- A count of tens must be multiplied by ten to name the whole value.

Your turn: A model contains 11 tens. How many ones does it represent?
A. 111
B. 109
C. 112
D. 110

My answer and reasoning: ________________________

Extra practice
1. A model contains 12 tens. How many ones does it represent?
A. 119
B. 122
C. 120
D. 121
My answer and reasoning: ________________________
Hints: Label every tens group with its value of ten.; A count of tens must be multiplied by ten to name the whole value.

2. A model contains 13 tens. How many ones does it represent?
A. 132
B. 130
C. 131
D. 129
My answer and reasoning: ________________________
Hints: Label every tens group with its value of ten.; A count of tens must be multiplied by ten to name the whole value.

3. A model contains 14 tens. How many ones does it represent?
A. 140
B. 141
C. 139
D. 142
My answer and reasoning: ________________________
Hints: Label every tens group with its value of ten.; A count of tens must be multiplied by ten to name the whole value.

Extension: Nineteen tens make one hundred and nine tens: 190.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/NBT/

Read Hundreds, Tens, and Ones in Expanded Form

Multiply the hundreds digit by one hundred and the tens digit by ten.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: For 642, six hundreds give 600, four tens give 40, and two ones give 2.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

Expanded form names the value of each digit. A digit in the hundreds place represents that many hundreds, rather than that many ones. A zero means that place contributes no groups, but its position still matters in the numeral.

Multiply the hundreds digit by one hundred and the tens digit by ten. Join those values with the ones. Read the resulting numeral and check that each digit still occupies its intended place.

Keep a place-value chart beside the numeral. Three tens means thirty, not three. Make labeled Hundreds, Tens, and Ones columns.

1. Make labeled Hundreds, Tens, and Ones columns.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Multiply the hundreds digit by one hundred and the tens digit by ten.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: For 642, six hundreds give 600, four tens give 40, and two ones give 2. Expanded form is 600+40+2. Adding these parts gives 642. Reversing the values as 6+400+20 would describe 426 instead. Keep a place-value chart beside the numeral. Three tens means thirty, not three. Make labeled Hundreds, Tens, and Ones columns.

Helpful tips:
- Keep a place-value chart beside the numeral.
- Three tens means thirty, not three.

Your turn: Write the number represented by 2 hundreds, 3 tens, and 7 ones.
A. 236
B. 239
C. 237
D. 238

My answer and reasoning: ________________________

Extra practice
1. Write the number represented by 3 hundreds, 3 tens, and 7 ones.
A. 339
B. 337
C. 338
D. 336
My answer and reasoning: ________________________
Hints: Keep a place-value chart beside the numeral.; Three tens means thirty, not three.

2. Write the number represented by 4 hundreds, 3 tens, and 7 ones.
A. 437
B. 438
C. 436
D. 439
My answer and reasoning: ________________________
Hints: Keep a place-value chart beside the numeral.; Three tens means thirty, not three.

3. Write the number represented by 5 hundreds, 3 tens, and 7 ones.
A. 538
B. 536
C. 539
D. 537
My answer and reasoning: ________________________
Hints: Keep a place-value chart beside the numeral.; Three tens means thirty, not three.

Extension: Write 705 in expanded form. Expected: 700+5; the tens place is zero.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/NBT/

Compare Three-Digit Numbers from the Left

Align both numerals in a place-value chart.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: Compare 472 and 459.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

Hundreds decide first when comparing three-digit numbers. If the hundreds match, compare tens; only when tens also match do ones decide. A large ones digit cannot outweigh a larger hundreds place because the positions represent different-sized units.

Align both numerals in a place-value chart. Find the first unequal digit from the left and compare its place values. Use that result to name the greater number and explain which place decided.

Align matching places before comparing. Do not choose a number only because its ones digit is larger. Underline the first place from the left where the numerals differ.

1. Underline the first place from the left where the numerals differ.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Align both numerals in a place-value chart.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: Compare 472 and 459. Both have four hundreds, but seven tens is greater than five tens, so 472>459. The nine ones in 459 cannot outweigh the two-tens difference. The hundreds tie means the tens comparison is needed. Align matching places before comparing. Do not choose a number only because its ones digit is larger. Underline the first place from the left where the numerals differ.

Helpful tips:
- Align matching places before comparing.
- Do not choose a number only because its ones digit is larger.

Your turn: Which is greater: 421 or 419?
A. 420
B. 421
C. 419
D. They are equal

My answer and reasoning: ________________________

Extra practice
1. Which is greater: 431 or 429?
A. 431
B. 429
C. They are equal
D. 430
My answer and reasoning: ________________________
Hints: Align matching places before comparing.; Do not choose a number only because its ones digit is larger.

2. Which is greater: 441 or 439?
A. 439
B. They are equal
C. 440
D. 441
My answer and reasoning: ________________________
Hints: Align matching places before comparing.; Do not choose a number only because its ones digit is larger.

3. Which is greater: 451 or 449?
A. They are equal
B. 450
C. 451
D. 449
My answer and reasoning: ________________________
Hints: Align matching places before comparing.; Do not choose a number only because its ones digit is larger.

Extension: Compare 608 and 680. Expected: 680 is greater because of its tens place.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/NBT/

Continue a Skip-Count with Its Stated Step

Write the starting amount and the stated step size.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: Start at 285 and count by fives three times: 290,295,300.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

Skip-counting repeatedly adds the same amount. Count by fives, tens, or hundreds according to the stated rule. Crossing a tens or hundreds boundary does not change the step size. Recording each jump prevents a pattern from accidentally switching rules.

Write the starting amount and the stated step size. Add the step once for each requested jump. Check the difference between neighboring terms; it should match the rule every time.

Write the step size beside each arrow. Crossing a place-value boundary does not change the counting rule. Draw three equal-size labeled jumps on a number line.

1. Draw three equal-size labeled jumps on a number line.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Write the starting amount and the stated step size.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: Start at 285 and count by fives three times: 290,295,300. The stopping number is 300. Each jump is five, including the last jump across the hundred boundary. Counting by tens instead would answer a different rule. Write the step size beside each arrow. Crossing a place-value boundary does not change the counting rule. Draw three equal-size labeled jumps on a number line.

Helpful tips:
- Write the step size beside each arrow.
- Crossing a place-value boundary does not change the counting rule.

Your turn: Start at 45 and take three jumps of 5. Where do you stop?
A. 60
B. 61
C. 59
D. 62

My answer and reasoning: ________________________

Extra practice
1. Start at 75 and take three jumps of 10. Where do you stop?
A. 106
B. 104
C. 107
D. 105
My answer and reasoning: ________________________
Hints: Write the step size beside each arrow.; Crossing a place-value boundary does not change the counting rule.

2. Start at 200 and take three jumps of 100. Where do you stop?
A. 499
B. 502
C. 500
D. 501
My answer and reasoning: ________________________
Hints: Write the step size beside each arrow.; Crossing a place-value boundary does not change the counting rule.

3. Start at 185 and take three jumps of 5. Where do you stop?
A. 202
B. 200
C. 201
D. 199
My answer and reasoning: ________________________
Hints: Write the step size beside each arrow.; Crossing a place-value boundary does not change the counting rule.

Extension: Start at 650 and count by hundreds three times. Expected: 750,850,950.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/NBT/

Add Hundreds with an Exchange

Align the supplied place values and add from ones upward.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: For 156+127, ones total thirteen: one ten and three ones.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

Multi-digit addition joins matching units: ones with ones, tens with tens, hundreds with hundreds. When a place has ten or more groups, exchange ten for one group in the next place. Record the exchange so that no value is counted twice.

Align the supplied place values and add from ones upward. Rename ten ones or ten tens when needed. Recombine the final places and estimate using rounded tens to check that the total is reasonable.

Add the exchanged group into its new place. Regrouping preserves value; it does not create an extra amount. Use a place-value chart and show every exchange with an arrow.

1. Use a place-value chart and show every exchange with an arrow.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Align the supplied place values and add from ones upward.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: For 156+127, ones total thirteen: one ten and three ones. Tens then total eight, including the exchanged ten. Hundreds total two. The result is 283. The extra ten came from the thirteen ones, so it must not remain counted in the ones column. Add the exchanged group into its new place. Regrouping preserves value; it does not create an extra amount. Use a place-value chart and show every exchange with an arrow.

Helpful tips:
- Add the exchanged group into its new place.
- Regrouping preserves value; it does not create an extra amount.

Your turn: Add using place-value regrouping: 146+128.
A. 275
B. 273
C. 276
D. 274

My answer and reasoning: ________________________

Extra practice
1. Add using place-value regrouping: 156+129.
A. 284
B. 287
C. 285
D. 286
My answer and reasoning: ________________________
Hints: Add the exchanged group into its new place.; Regrouping preserves value; it does not create an extra amount.

2. Add using place-value regrouping: 166+130.
A. 298
B. 296
C. 297
D. 295
My answer and reasoning: ________________________
Hints: Add the exchanged group into its new place.; Regrouping preserves value; it does not create an extra amount.

3. Add using place-value regrouping: 176+131.
A. 307
B. 308
C. 306
D. 309
My answer and reasoning: ________________________
Hints: Add the exchanged group into its new place.; Regrouping preserves value; it does not create an extra amount.

Extension: Find 278+146. Expected: 424.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/NBT/

Rename a Ten Before Subtracting Ones

Read the needed ones subtraction.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: For 72−38, rename 72 as six tens and twelve ones.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

A subtraction can require more ones than the starting ones place shows. Rename one ten as ten ones before removing anything. The starting amount stays the same. Then subtract matching place units and use addition to check the difference.

Read the needed ones subtraction. If necessary exchange one starting ten for ten ones, reducing the tens count. Remove the ones and tens requested, then check difference plus removed amount equals the start.

After exchanging a ten, reduce the tens count by one. Check subtraction by adding the difference and the removed amount. Show the unchanged start in both its original and regrouped forms.

1. Show the unchanged start in both its original and regrouped forms.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Read the needed ones subtraction.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: For 72−38, rename 72 as six tens and twelve ones. Remove three tens and eight ones to leave three tens and four ones, or 34. Check 34+38=72. Keeping seven tens after the exchange would overstate the answer by ten. After exchanging a ten, reduce the tens count by one. Check subtraction by adding the difference and the removed amount. Show the unchanged start in both its original and regrouped forms.

Helpful tips:
- After exchanging a ten, reduce the tens count by one.
- Check subtraction by adding the difference and the removed amount.

Your turn: Subtract with a regrouping model: 62−27.
A. 34
B. 37
C. 35
D. 36

My answer and reasoning: ________________________

Extra practice
1. Subtract with a regrouping model: 72−28.
A. 46
B. 44
C. 45
D. 43
My answer and reasoning: ________________________
Hints: After exchanging a ten, reduce the tens count by one.; Check subtraction by adding the difference and the removed amount.

2. Subtract with a regrouping model: 82−29.
A. 53
B. 54
C. 52
D. 55
My answer and reasoning: ________________________
Hints: After exchanging a ten, reduce the tens count by one.; Check subtraction by adding the difference and the removed amount.

3. Subtract with a regrouping model: 92−30.
A. 63
B. 61
C. 64
D. 62
My answer and reasoning: ________________________
Hints: After exchanging a ten, reduce the tens count by one.; Check subtraction by adding the difference and the removed amount.

Extension: Find 83−46. Expected: 37; seven tens and thirteen ones before removal.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/NBT/

Adjust a Mental Sum Around a Friendly Ten

Replace the near-ten addend with the next multiple of ten.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: For 47+29, use 47+30=77 and subtract the extra one: 76.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

A nearby multiple of ten can simplify addition. If you temporarily add too much to reach that friendly number, correct the excess afterward. The adjustment must preserve the original sum. This is particularly useful when an addend ends in nine.

Replace the near-ten addend with the next multiple of ten. Add the easy amount, then remove the one extra you introduced. Compare with a direct place-value addition to verify the strategy.

Write the temporary extra amount so you remember to correct it. If you rounded an addend up, correct the sum downward. Write the original addend next to its friendly replacement and mark their difference.

1. Write the original addend next to its friendly replacement and mark their difference.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Replace the near-ten addend with the next multiple of ten.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: For 47+29, use 47+30=77 and subtract the extra one: 76. Twenty-nine is one less than thirty. The correction matters: leaving 77 would answer 47+30, not the supplied problem. Write the temporary extra amount so you remember to correct it. If you rounded an addend up, correct the sum downward. Write the original addend next to its friendly replacement and mark their difference.

Helpful tips:
- Write the temporary extra amount so you remember to correct it.
- If you rounded an addend up, correct the sum downward.

Your turn: Use a friendly ten to calculate 35+29.
A. 66
B. 64
C. 65
D. 63

My answer and reasoning: ________________________

Extra practice
1. Use a friendly ten to calculate 36+29.
A. 65
B. 66
C. 64
D. 67
My answer and reasoning: ________________________
Hints: Write the temporary extra amount so you remember to correct it.; If you rounded an addend up, correct the sum downward.

2. Use a friendly ten to calculate 37+29.
A. 67
B. 65
C. 68
D. 66
My answer and reasoning: ________________________
Hints: Write the temporary extra amount so you remember to correct it.; If you rounded an addend up, correct the sum downward.

3. Use a friendly ten to calculate 38+29.
A. 66
B. 69
C. 67
D. 68
My answer and reasoning: ________________________
Hints: Write the temporary extra amount so you remember to correct it.; If you rounded an addend up, correct the sum downward.

Extension: Find 68+19. Expected: 68+20−1=87.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/NBT/

Track Two Different Changes in a Story

Write the starting amount, add or subtract the first change, then use that result for the second change.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A club has 45 cards, receives 18, and gives away 27.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

A two-step story has an intermediate amount after its first change. Keep the changes in the stated order and label each total. A join may be followed by a removal; doing only one operation leaves the story unfinished. The units should stay the same throughout.

Write the starting amount, add or subtract the first change, then use that result for the second change. Label the intermediate and final amounts. Check by reversing both changes in reverse order.

Write the intermediate total between the two operations. A result after the first change is not the final answer. Draw two arrows between three boxes labeled start, intermediate, and final.

1. Draw two arrows between three boxes labeled start, intermediate, and final.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Write the starting amount, add or subtract the first change, then use that result for the second change.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: A club has 45 cards, receives 18, and gives away 27. After receiving, it has 63; after giving away, 36 remain. Checking 36+27−18=45 returns to the start. The eighteen received cards must be included before calculating the final amount. Write the intermediate total between the two operations. A result after the first change is not the final answer. Draw two arrows between three boxes labeled start, intermediate, and final.

Helpful tips:
- Write the intermediate total between the two operations.
- A result after the first change is not the final answer.

Your turn: A box starts with 40 cards, receives 16, and gives away 23. How many remain?
A. 33
B. 34
C. 32
D. 35

My answer and reasoning: ________________________

Extra practice
1. A box starts with 43 cards, receives 16, and gives away 23. How many remain?
A. 37
B. 35
C. 38
D. 36
My answer and reasoning: ________________________
Hints: Write the intermediate total between the two operations.; A result after the first change is not the final answer.

2. A box starts with 46 cards, receives 16, and gives away 23. How many remain?
A. 38
B. 41
C. 39
D. 40
My answer and reasoning: ________________________
Hints: Write the intermediate total between the two operations.; A result after the first change is not the final answer.

3. A box starts with 49 cards, receives 16, and gives away 23. How many remain?
A. 44
B. 42
C. 43
D. 41
My answer and reasoning: ________________________
Hints: Write the intermediate total between the two operations.; A result after the first change is not the final answer.

Extension: Start with 72, remove 19, then add 24. Expected: 77.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/NBT/

Count Equal Rows

Use repeated addition to count objects arranged in equal rows.
Materials:
Paper and a pencil, or say your answers aloud.

An array has rows and columns. Rows go across. If every row has the same number of objects, you can add the number in each row to find the total.

Three rows with four dots in each row can be counted as 4 + 4 + 4. Check that the rows really are equal before using this shortcut. If one row has an extra dot, the total changes.

1. Draw three rows of four dots each.
2. Write 4 + 4 + 4 and count 12 dots to check.
3. Make a new drawing with two rows of five dots each.
4. Write an addition sentence for that new array.

Worked example: Three rows of four dots give 4 + 4 + 4 = 12. Counting one row as four, then eight, then twelve gives the same total.

Helpful tips:


Your turn: Two equal rows have five dots in each row. How many dots are there altogether?
A. 7 dots
B. 5 dots
C. 12 dots
D. 10 dots

My answer and reasoning: ________________________

Extension: Add a third row of five dots. The new total is 5 + 5 + 5 = 15, five more than before.

Sources:
Common Core: grade 2 arrays and equal groups: https://www.thecorestandards.org/Math/Content/2/OA/

Make Pairs to Test Even or Odd

Decide whether all objects can be grouped into pairs.
Materials:
Paper and pencil, or a trusted adult to read aloud.
Supplied group: fourteen drawn counters.

A pair has exactly two objects. An even number can be put into pairs with no object left over. An odd number leaves one unpaired object. Pairing checks the whole group without needing to remember a list of even numbers.

You can move one object from each pair into a top row and the other into a bottom row. For an even total, these rows have equal numbers. Fourteen makes seven pairs and can be written as two equal groups of seven.

1. Draw fourteen counters and circle each pair.
2. Check that all counters have one partner; count seven pairs.
3. Write 14 = 7 + 7, then try eleven counters and look for a leftover.

Worked example: Fourteen counters form seven pairs with none left over: 14 = 7 + 7. Eleven form five pairs and one leftover: 11 = 5 + 5 + 1, so eleven is odd.

Helpful tips:


Your turn: Sixteen counters are paired with no leftovers. Which equal-addend sentence fits?
A. 16 = 8 + 8
B. 16 = 7 + 9
C. 16 = 16 + 16
D. 16 = 8 + 1

My answer and reasoning: ________________________

Extension: Change the total to seventeen. Eight pairs use sixteen counters and one is left, so seventeen is odd: 17 = 8 + 8 + 1.

Sources:
Common Core: equal groups, arrays, and word problems: https://www.thecorestandards.org/Math/Content/2/OA/

Split an Array Without Losing Dots

Find an array total by adding totals from two smaller arrays.
Materials:
Paper and pencil, or spoken reasoning with an adult.
Supplied array: four rows of five dots; split it after two rows.

A large array can be split into smaller arrays. Each dot must belong to exactly one part: do not skip a row or count it in both parts. The total of the two parts equals the total of the original array.

Four rows of five can be split into two rows and two rows. Each smaller array has 5 + 5 dots. Adding the two smaller totals counts every dot once. A split after the first row also works, but creates unequal-sized parts.

1. Draw four rows of five dots.
2. Draw a line between the second and third rows and count ten dots on each side.
3. Add 10 + 10; then redraw three rows of four and split after the first row.

Worked example: Four rows of five contain (5 + 5) + (5 + 5) = 10 + 10 = 20 dots. Three rows of four can be split as 4 + (4 + 4) = 4 + 8 = 12.

Helpful tips:


Your turn: An array has five rows of three dots. Split it into two rows and three rows. Which totals should you add?
A. 2 + 3
B. 5 + 3
C. 6 + 9
D. 6 + 6

My answer and reasoning: ________________________

Extension: Split the same five-row array into one row and four rows. Add 3 + 12 = 15. The split changed, but every dot is still counted once.

Sources:
Common Core: equal groups, arrays, and word problems: https://www.thecorestandards.org/Math/Content/2/OA/

Use Two Steps to Count What Is Left

Find an array total before subtracting objects that leave.
Materials:
Paper and pencil, or a trusted adult to read the story.
Supplied display: three equal rows of five paper badges; four badges are removed.

Some stories require two calculations. Here we first need the starting number of badges. Equal rows help find that total using repeated addition. Only after finding the whole starting display can we subtract the badges that leave.

A drawing connects the steps. Count or label the starting dots, then cross out only the removed dots. The final answer counts uncrossed dots; it does not count rows. Keep the unit, badges, with the answer to show what was counted.

1. Draw three rows of five badges and write 5 + 5 + 5.
2. Cross out four badges anywhere in the display.
3. Count the uncrossed badges and check by adding the four removed badges back.

Worked example: The display starts with 5 + 5 + 5 = 15 badges. Removing four leaves 15 − 4 = 11. Checking 11 + 4 = 15 rebuilds the original display.

Helpful tips:


Your turn: Four equal rows have three badges each. Five badges are removed. How many remain?
A. 7 badges
B. 12 badges
C. 2 badges
D. 17 badges

My answer and reasoning: ________________________

Extension: Keep the four rows of three, but remove only two badges. There are 12 − 2 = 10 left, three more than when five were removed.

Sources:
Common Core: equal groups, arrays, and word problems: https://www.thecorestandards.org/Math/Content/2/OA/

Measure When an Object Does Not Start at Zero

Locate the stated start and end marks.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A strip starts at 2 cm and ends at 11 cm.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

A ruler gives positions along a scale. If an object begins at a nonzero mark, its endpoint label is not its length. Count the intervals between start and end or subtract the two positions. Always report the supplied length unit.

Locate the stated start and end marks. Subtract start from end and check by counting the equal intervals between them. Explain why the end mark alone includes distance before the object began.

Count spaces between marks, not both endpoint labels. The end label equals length only when the start is zero. Draw a ruler segment and emphasize the two endpoints of the object.

1. Draw a ruler segment and emphasize the two endpoints of the object.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Locate the stated start and end marks.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: A strip starts at 2 cm and ends at 11 cm. Its length is 11−2=9 cm. Nine one-centimeter intervals lie under the strip. The endpoint eleven includes two centimeters before the strip’s start, so it is not the strip’s length. Count spaces between marks, not both endpoint labels. The end label equals length only when the start is zero. Draw a ruler segment and emphasize the two endpoints of the object.

Helpful tips:
- Count spaces between marks, not both endpoint labels.
- The end label equals length only when the start is zero.

Your turn: A strip begins at 2 cm and ends at 12 cm. What is its length in centimeters?
A. 11
B. 9
C. 12
D. 10

My answer and reasoning: ________________________

Extra practice
1. A strip begins at 3 cm and ends at 14 cm. What is its length in centimeters?
A. 10
B. 13
C. 11
D. 12
My answer and reasoning: ________________________
Hints: Count spaces between marks, not both endpoint labels.; The end label equals length only when the start is zero.

2. A strip begins at 4 cm and ends at 16 cm. What is its length in centimeters?
A. 14
B. 12
C. 13
D. 11
My answer and reasoning: ________________________
Hints: Count spaces between marks, not both endpoint labels.; The end label equals length only when the start is zero.

3. A strip begins at 5 cm and ends at 18 cm. What is its length in centimeters?
A. 13
B. 14
C. 12
D. 15
My answer and reasoning: ________________________
Hints: Count spaces between marks, not both endpoint labels.; The end label equals length only when the start is zero.

Extension: Start 5 cm, end 18 cm. Expected: 13 cm.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/MD/

Compare Measurement Counts Using a Known Unit Relation

Use the supplied exact relation between long and short units.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: One long tile equals four short tiles.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

Different units produce different counts for the same length. Use a stated conversion relationship before comparing two measurements. A large count in tiny units may describe the same or a smaller distance than a small count in longer units. Unit names cannot be ignored.

Use the supplied exact relation between long and short units. Convert the long-unit count into short units by multiplying. Compare counts only after both amounts use the same unit.

Convert to one common unit before comparing. A smaller written count may describe a longer unit. Draw one long-unit bar subdivided into its stated number of short units.

1. Draw one long-unit bar subdivided into its stated number of short units.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Use the supplied exact relation between long and short units.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: One long tile equals four short tiles. A ribbon of 6 long tiles spans 24 short tiles. A 20-short-tile ribbon is shorter. Six and twenty alone are not comparable counts because they refer to different unit sizes. Convert to one common unit before comparing. A smaller written count may describe a longer unit. Draw one long-unit bar subdivided into its stated number of short units.

Helpful tips:
- Convert to one common unit before comparing.
- A smaller written count may describe a longer unit.

Your turn: One long unit equals three short units. A strip measures 4 long units. How many short units is that?
A. 11
B. 14
C. 12
D. 13

My answer and reasoning: ________________________

Extra practice
1. One long unit equals three short units. A strip measures 5 long units. How many short units is that?
A. 17
B. 15
C. 16
D. 14
My answer and reasoning: ________________________
Hints: Convert to one common unit before comparing.; A smaller written count may describe a longer unit.

2. One long unit equals three short units. A strip measures 6 long units. How many short units is that?
A. 18
B. 19
C. 17
D. 20
My answer and reasoning: ________________________
Hints: Convert to one common unit before comparing.; A smaller written count may describe a longer unit.

3. One long unit equals three short units. A strip measures 7 long units. How many short units is that?
A. 22
B. 20
C. 23
D. 21
My answer and reasoning: ________________________
Hints: Convert to one common unit before comparing.; A smaller written count may describe a longer unit.

Extension: One long unit equals five short units; seven long units equal 35 short units.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/MD/

Find How Much Longer in the Same Unit

Write both supplied lengths with matching unit labels.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A ribbon is 36 cm and a strip is 24 cm.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

A length comparison asks for the extra distance beyond the shorter object. The two measurements must use the same unit. Align the objects at one end and subtract the shorter length from the longer. Adding would find their combined length instead.

Write both supplied lengths with matching unit labels. Subtract the smaller from the larger and explain the result as how much longer. Add the difference back to the shorter length to check the longer measurement.

Write centimeters beside both inputs and the result. How much longer requests a difference, not a combined length. Draw two aligned length bars and bracket only the extra section.

1. Draw two aligned length bars and bracket only the extra section.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Write both supplied lengths with matching unit labels.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: A ribbon is 36 cm and a strip is 24 cm. The ribbon is 36−24=12 cm longer. A model from the same start has a twelve-centimeter part beyond the shorter strip. Check 24+12=36; the comparison is not their combined sixty-centimeter length. Write centimeters beside both inputs and the result. How much longer requests a difference, not a combined length. Draw two aligned length bars and bracket only the extra section.

Helpful tips:
- Write centimeters beside both inputs and the result.
- How much longer requests a difference, not a combined length.

Your turn: A ribbon is 30 cm and a strip is 17 cm. How much longer is the ribbon, in centimeters?
A. 15
B. 13
C. 14
D. 12

My answer and reasoning: ________________________

Extra practice
1. A ribbon is 32 cm and a strip is 18 cm. How much longer is the ribbon, in centimeters?
A. 14
B. 15
C. 13
D. 16
My answer and reasoning: ________________________
Hints: Write centimeters beside both inputs and the result.; How much longer requests a difference, not a combined length.

2. A ribbon is 34 cm and a strip is 19 cm. How much longer is the ribbon, in centimeters?
A. 16
B. 14
C. 17
D. 15
My answer and reasoning: ________________________
Hints: Write centimeters beside both inputs and the result.; How much longer requests a difference, not a combined length.

3. A ribbon is 36 cm and a strip is 20 cm. How much longer is the ribbon, in centimeters?
A. 15
B. 18
C. 16
D. 17
My answer and reasoning: ________________________
Hints: Write centimeters beside both inputs and the result.; How much longer requests a difference, not a combined length.

Extension: Compare 58 cm and 39 cm. Expected: 19 cm longer.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/MD/

Model Addition and Subtraction as Number-Line Jumps

Mark the supplied start, move in the stated direction by the stated amount, and record the end.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: Start at 28 and subtract 13.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

A number line measures position from zero using equal intervals. Addition moves right and subtraction moves left. Jumps can be split into tens and ones while preserving the total distance. The start label is a position, not a jump itself.

Mark the supplied start, move in the stated direction by the stated amount, and record the end. Split a long move into tens and ones if useful. Check the move by taking the inverse jump back to the start.

Use equal intervals on the line. Subtraction moves left on a usual increasing number line. Draw arrows labeled with their direction and number of intervals.

1. Draw arrows labeled with their direction and number of intervals.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Mark the supplied start, move in the stated direction by the stated amount, and record the end.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: Start at 28 and subtract 13. Move ten left to 18, then three left to 15. The endpoint is 15. A rightward jump of thirteen returns to 28, checking both distance and direction. Moving right initially would model addition instead. Use equal intervals on the line. Subtraction moves left on a usual increasing number line. Draw arrows labeled with their direction and number of intervals.

Helpful tips:
- Use equal intervals on the line.
- Subtraction moves left on a usual increasing number line.

Your turn: Start at 35 on a number line and move left 14. What is the endpoint?
A. 21
B. 22
C. 20
D. 23

My answer and reasoning: ________________________

Extra practice
1. Start at 37 on a number line and move left 14. What is the endpoint?
A. 24
B. 22
C. 25
D. 23
My answer and reasoning: ________________________
Hints: Use equal intervals on the line.; Subtraction moves left on a usual increasing number line.

2. Start at 39 on a number line and move left 14. What is the endpoint?
A. 24
B. 27
C. 25
D. 26
My answer and reasoning: ________________________
Hints: Use equal intervals on the line.; Subtraction moves left on a usual increasing number line.

3. Start at 41 on a number line and move left 14. What is the endpoint?
A. 29
B. 27
C. 28
D. 26
My answer and reasoning: ________________________
Hints: Use equal intervals on the line.; Subtraction moves left on a usual increasing number line.

Extension: Start at 46 and move right 27. Expected endpoint: 73.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/MD/

Read Five-Minute Positions on a Clock

Use the stated hour and minute-hand position.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: The hour hand is between 3 and 4 and the minute hand points to 8.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

The minute hand passes twelve numbered positions in one hour. Each step between neighboring numbers represents five minutes. Multiplying the pointed-to number by five gives the minutes, except twelve marks zero at a new hour. The hour hand still names the hour underway.

Use the stated hour and minute-hand position. Count in fives or multiply the position by five. Write the hour with a two-digit minute field, checking that a half-hour corresponds to position six.

Count dial intervals in fives. Do not read the minute-hand numeral as single minutes. Label clock positions with 5,10,15,...,55 minutes.

1. Label clock positions with 5,10,15,...,55 minutes.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Use the stated hour and minute-hand position.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: The hour hand is between 3 and 4 and the minute hand points to 8. Eight groups of five minutes are forty, so the time is 3:40. The hour has not reached four. The numeral eight on the dial is not eight minutes. Count dial intervals in fives. Do not read the minute-hand numeral as single minutes. Label clock positions with 5,10,15,...,55 minutes.

Helpful tips:
- Count dial intervals in fives.
- Do not read the minute-hand numeral as single minutes.

Your turn: The hour underway is 5. The minute hand points to 1. What is the time?
A. 5:01
B. 6:05
C. 4:05
D. 5:05

My answer and reasoning: ________________________

Extra practice
1. The hour underway is 5. The minute hand points to 2. What is the time?
A. 6:10
B. 4:10
C. 5:10
D. 5:02
My answer and reasoning: ________________________
Hints: Count dial intervals in fives.; Do not read the minute-hand numeral as single minutes.

2. The hour underway is 5. The minute hand points to 3. What is the time?
A. 4:15
B. 5:15
C. 5:03
D. 6:15
My answer and reasoning: ________________________
Hints: Count dial intervals in fives.; Do not read the minute-hand numeral as single minutes.

3. The hour underway is 5. The minute hand points to 4. What is the time?
A. 5:20
B. 5:04
C. 6:20
D. 4:20
My answer and reasoning: ________________________
Hints: Count dial intervals in fives.; Do not read the minute-hand numeral as single minutes.

Extension: Hour underway 8, minute hand at 9. Expected: 8:45.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/MD/

Distinguish Morning and Afternoon Times

Read the supplied everyday context, then pair its clock time with a.m.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A fictional club meets at 3:15 in the afternoon.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

A twelve-hour clock repeats its hour labels twice in a day. The labels a.m. and p.m. distinguish those parts of the day. Morning after midnight is a.m.; afternoon and evening after noon are p.m. Noon is 12 p.m. and midnight is 12 a.m.

Read the supplied everyday context, then pair its clock time with a.m. or p.m. Use the noon and midnight boundary correctly. Explain why the same hour number alone may describe two different times.

Noon is 12 p.m.; midnight is 12 a.m. The hour label repeats, so use the supplied time-of-day context. Make a simple day strip with midnight, morning, noon, afternoon, and evening.

1. Make a simple day strip with midnight, morning, noon, afternoon, and evening.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Read the supplied everyday context, then pair its clock time with a.m.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: A fictional club meets at 3:15 in the afternoon. Write 3:15 p.m. A breakfast at 7:00 in the morning is 7:00 a.m. The letter labels give information absent from the repeated clock number. A noon meeting is 12:00 p.m., not midnight. Noon is 12 p.m.; midnight is 12 a.m. The hour label repeats, so use the supplied time-of-day context. Make a simple day strip with midnight, morning, noon, afternoon, and evening.

Helpful tips:
- Noon is 12 p.m.; midnight is 12 a.m.
- The hour label repeats, so use the supplied time-of-day context.

Your turn: Breakfast in the morning happens at 8:00. Which complete label fits?
A. The clock time changes to 24:00
B. No time label can be used
C. 8:00 a.m.
D. 8:00 p.m.

My answer and reasoning: ________________________

Extra practice
1. Dinner in the evening happens at 6:30. Which complete label fits?
A. No time label can be used
B. 6:30 p.m.
C. 6:30 a.m.
D. The clock time changes to 24:00
My answer and reasoning: ________________________
Hints: Noon is 12 p.m.; midnight is 12 a.m.; The hour label repeats, so use the supplied time-of-day context.

2. A noon meeting happens at 12:00. Which complete label fits?
A. 12:00 p.m.
B. 12:00 a.m.
C. The clock time changes to 24:00
D. No time label can be used
My answer and reasoning: ________________________
Hints: Noon is 12 p.m.; midnight is 12 a.m.; The hour label repeats, so use the supplied time-of-day context.

3. A midnight clock check happens at 12:00. Which complete label fits?
A. 12:00 p.m.
B. The clock time changes to 24:00
C. No time label can be used
D. 12:00 a.m.
My answer and reasoning: ________________________
Hints: Noon is 12 p.m.; midnight is 12 a.m.; The hour label repeats, so use the supplied time-of-day context.

Extension: Label 10:00 at night. Expected: 10:00 p.m.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/MD/

Add U.S. Coin Values Rather Than Coin Counts

Write the supplied quantity of each coin beside its value in cents.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: Three dimes, two nickels, and four pennies have value 30+10+4=44 cents.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

U.S. pennies are worth one cent, nickels five, dimes ten, and quarters twenty-five. Coins have different values, so the number of coins is not the number of cents. Group matching coins, multiply each group count by its coin value, and add the group values.

Write the supplied quantity of each coin beside its value in cents. Find each group’s value and combine them. Use the cents symbol or the word cents so that a result is not confused with dollars.

Write each coin’s cents value before adding. Coin count and cents value are different quantities. Draw labeled coin groups and write a subtotal beside each type.

1. Draw labeled coin groups and write a subtotal beside each type.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Write the supplied quantity of each coin beside its value in cents.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: Three dimes, two nickels, and four pennies have value 30+10+4=44 cents. There are nine coins, but forty-four cents of value. The two nickel group contributes ten cents; counting each nickel as one cent would understate the total. Write each coin’s cents value before adding. Coin count and cents value are different quantities. Draw labeled coin groups and write a subtotal beside each type.

Helpful tips:
- Write each coin’s cents value before adding.
- Coin count and cents value are different quantities.

Your turn: What is the value in cents of one quarter, 1 nickels, and two pennies?
A. 34
B. 32
C. 33
D. 31

My answer and reasoning: ________________________

Extra practice
1. What is the value in cents of one quarter, 2 nickels, and two pennies?
A. 37
B. 38
C. 36
D. 39
My answer and reasoning: ________________________
Hints: Write each coin’s cents value before adding.; Coin count and cents value are different quantities.

2. What is the value in cents of one quarter, 3 nickels, and two pennies?
A. 43
B. 41
C. 44
D. 42
My answer and reasoning: ________________________
Hints: Write each coin’s cents value before adding.; Coin count and cents value are different quantities.

3. What is the value in cents of one quarter, 4 nickels, and two pennies?
A. 46
B. 49
C. 47
D. 48
My answer and reasoning: ________________________
Hints: Write each coin’s cents value before adding.; Coin count and cents value are different quantities.

Extension: Two quarters, three dimes, one nickel, and four pennies total 89 cents.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/MD/

Find Change Using Dollar Values

Add the stated bill values to find the payment.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A fictional item costs $13 and is paid with a $20 bill.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

A dollar is one hundred cents, and dollar bills have their stated face values. Subtract an item’s cost from the supplied payment to find change. Keep both amounts in the same unit. A bill’s size or the number of bills does not determine total value.

Add the stated bill values to find the payment. Subtract the whole-dollar price and state change in dollars. Check that price plus change equals the payment; for cents, convert dollars into hundreds of cents first.

Use dollars with dollars, or cents with cents. Change is the payment minus cost, not their sum. Draw a payment bar split into cost and change.

1. Draw a payment bar split into cost and change.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Add the stated bill values to find the payment.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: A fictional item costs $13 and is paid with a $20 bill. Change is $20−$13=$7. Checking $13+$7=$20 confirms the transaction. The single bill represents twenty dollars, so counting one bill as one dollar would not describe the payment. Use dollars with dollars, or cents with cents. Change is the payment minus cost, not their sum. Draw a payment bar split into cost and change.

Helpful tips:
- Use dollars with dollars, or cents with cents.
- Change is the payment minus cost, not their sum.

Your turn: An item costs $8. It is paid with a $20 bill. How many dollars of change are due?
A. 12
B. 13
C. 11
D. 14

My answer and reasoning: ________________________

Extra practice
1. An item costs $9. It is paid with a $20 bill. How many dollars of change are due?
A. 12
B. 10
C. 13
D. 11
My answer and reasoning: ________________________
Hints: Use dollars with dollars, or cents with cents.; Change is the payment minus cost, not their sum.

2. An item costs $10. It is paid with a $20 bill. How many dollars of change are due?
A. 9
B. 12
C. 10
D. 11
My answer and reasoning: ________________________
Hints: Use dollars with dollars, or cents with cents.; Change is the payment minus cost, not their sum.

3. An item costs $11. It is paid with a $20 bill. How many dollars of change are due?
A. 11
B. 9
C. 10
D. 8
My answer and reasoning: ________________________
Hints: Use dollars with dollars, or cents with cents.; Change is the payment minus cost, not their sum.

Extension: A $17 item is paid with one $20 and one $5 bill. Expected change: $8.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/MD/

Read a Picture Graph with a One-Item Key

Read the key before counting the supplied category’s symbols.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: The key says one star means one vote.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

A picture graph uses repeated symbols to represent a count. Its key tells how many items each symbol stands for. In this lesson every symbol represents one item, so counting symbols gives the category value. Later keys can differ, so still read the key first.

Read the key before counting the supplied category’s symbols. Count only the symbols in the named category and state its item total. Check the count against a tally list using one tally per symbol.

Read what the symbols count as well as their value. Do not assume a symbol is a physical item rather than a recorded response. Draw a key and a row containing the stated number of symbols.

1. Draw a key and a row containing the stated number of symbols.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Read the key before counting the supplied category’s symbols.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: The key says one star means one vote. The bike row has five stars, so it records five votes. Five stars are not five bikes owned unless the graph’s question says that; its stated measured quantity is votes. Read what the symbols count as well as their value. Do not assume a symbol is a physical item rather than a recorded response. Draw a key and a row containing the stated number of symbols.

Helpful tips:
- Read what the symbols count as well as their value.
- Do not assume a symbol is a physical item rather than a recorded response.

Your turn: Key: one square means one vote. A category has 4 squares. How many votes does it show?
A. 5
B. 3
C. 6
D. 4

My answer and reasoning: ________________________

Extra practice
1. Key: one square means one vote. A category has 5 squares. How many votes does it show?
A. 4
B. 7
C. 5
D. 6
My answer and reasoning: ________________________
Hints: Read what the symbols count as well as their value.; Do not assume a symbol is a physical item rather than a recorded response.

2. Key: one square means one vote. A category has 6 squares. How many votes does it show?
A. 8
B. 6
C. 7
D. 5
My answer and reasoning: ________________________
Hints: Read what the symbols count as well as their value.; Do not assume a symbol is a physical item rather than a recorded response.

3. Key: one square means one vote. A category has 7 squares. How many votes does it show?
A. 7
B. 8
C. 6
D. 9
My answer and reasoning: ________________________
Hints: Read what the symbols count as well as their value.; Do not assume a symbol is a physical item rather than a recorded response.

Extension: A one-vote key with seven circles shows 7 votes.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/MD/

Read Bar Height from a Whole-Number Scale

Use the supplied zero-to-count description.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: On a scale labeled 0,1,2,...,10, the reading bar reaches 8.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

A bar graph’s labeled scale connects its length to a count. Start reading at the stated zero baseline and use the tick values. The bar’s width or color does not determine its count. A taller bar shows more only when both bars use the same scale.

Use the supplied zero-to-count description. Read the endpoint value, name the category and count, and compare only bars with the same scale. Redraw the bar with one equal interval for each recorded item.

Follow the bar endpoint across to its scale value. Bar width is not the recorded count. Draw a zero baseline and label each whole-number tick equally.

1. Draw a zero baseline and label each whole-number tick equally.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Use the supplied zero-to-count description.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: On a scale labeled 0,1,2,...,10, the reading bar reaches 8. It shows eight responses. A wide bar reaching 6 still shows six; width is decoration. Both use the same baseline and one-response intervals, so eight exceeds six. Follow the bar endpoint across to its scale value. Bar width is not the recorded count. Draw a zero baseline and label each whole-number tick equally.

Helpful tips:
- Follow the bar endpoint across to its scale value.
- Bar width is not the recorded count.

Your turn: On a zero-based whole-number scale, a category bar ends at 5. What count does it represent?
A. 4
B. 7
C. 5
D. 6

My answer and reasoning: ________________________

Extra practice
1. On a zero-based whole-number scale, a category bar ends at 6. What count does it represent?
A. 8
B. 6
C. 7
D. 5
My answer and reasoning: ________________________
Hints: Follow the bar endpoint across to its scale value.; Bar width is not the recorded count.

2. On a zero-based whole-number scale, a category bar ends at 7. What count does it represent?
A. 7
B. 8
C. 6
D. 9
My answer and reasoning: ________________________
Hints: Follow the bar endpoint across to its scale value.; Bar width is not the recorded count.

3. On a zero-based whole-number scale, a category bar ends at 8. What count does it represent?
A. 9
B. 7
C. 10
D. 8
My answer and reasoning: ________________________
Hints: Follow the bar endpoint across to its scale value.; Bar width is not the recorded count.

Extension: Bars end at 9 and 4 on the same scale. Expected difference: 5 responses.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/MD/

Represent Each Measurement on a Line Plot

Read each supplied whole-unit length and place one mark above its number.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: For lengths 2,3,3,4,4,4 cm, place one mark at 2, two at 3, and three at 4.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

A line plot keeps repeated observations. Place one mark above the number matching each measurement, stacking marks when a value repeats. A stack of three marks is three measurements, not a longer measurement. The horizontal unit records length while the vertical stack records frequency.

Read each supplied whole-unit length and place one mark above its number. Count the complete marks to check that every measurement appears once. Answer how many observations have the requested value by counting its stack.

Place one mark per observation, including repeats. Stack height counts frequency, not measured length. Use an equally spaced whole-number line and stack repeated marks.

1. Use an equally spaced whole-number line and stack repeated marks.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Read each supplied whole-unit length and place one mark above its number.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: For lengths 2,3,3,4,4,4 cm, place one mark at 2, two at 3, and three at 4. Six marks represent six measurements. The tallest stack is at four centimeters, meaning that length occurred three times, not that any object measured twelve centimeters. Place one mark per observation, including repeats. Stack height counts frequency, not measured length. Use an equally spaced whole-number line and stack repeated marks.

Helpful tips:
- Place one mark per observation, including repeats.
- Stack height counts frequency, not measured length.

Your turn: Lengths in cm are [2, 2, 3, 4]. How many measurements equal 2 cm?
A. 4
B. 2
C. 3
D. 1

My answer and reasoning: ________________________

Extra practice
1. Lengths in cm are [3, 4, 4, 4, 5]. How many measurements equal 4 cm?
A. 3
B. 4
C. 2
D. 5
My answer and reasoning: ________________________
Hints: Place one mark per observation, including repeats.; Stack height counts frequency, not measured length.

2. Lengths in cm are [1, 2, 2, 3, 3]. How many measurements equal 3 cm?
A. 3
B. 1
C. 4
D. 2
My answer and reasoning: ________________________
Hints: Place one mark per observation, including repeats.; Stack height counts frequency, not measured length.

3. Lengths in cm are [4, 4, 5, 6, 6, 6]. How many measurements equal 6 cm?
A. 2
B. 5
C. 3
D. 4
My answer and reasoning: ________________________
Hints: Place one mark per observation, including repeats.; Stack height counts frequency, not measured length.

Extension: Plot 6,6,7,8,8 cm. Expected stacks: two at 6, one at 7, two at 8.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/MD/

Combine and Compare Category Records

Use only the stated category counts.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: Votes are swim 9, run 6, cycle 4.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

A category display can support more than one calculation. To combine named categories, add their counts. To compare, subtract smaller from larger. Keep the response group and survey scope explicit; a small supplied sample does not describe everybody outside that record.

Use only the stated category counts. Identify whether the prompt asks for a total or a difference, calculate it, and label the result as responses in this record. Check with matching marks or a joined bar.

A difference and a combined count answer different questions. Do not extend a small fictional record to everybody’s preferences. Copy the labels and counts before choosing the two groups to compare.

1. Copy the labels and counts before choosing the two groups to compare.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Use only the stated category counts.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: Votes are swim 9, run 6, cycle 4. Swim and cycle together have 13 votes. Swim has three more than run. These statements describe the nineteen supplied votes, not a claim about every learner’s favorite sport. A difference and a combined count answer different questions. Do not extend a small fictional record to everybody’s preferences. Copy the labels and counts before choosing the two groups to compare.

Helpful tips:
- A difference and a combined count answer different questions.
- Do not extend a small fictional record to everybody’s preferences.

Your turn: A record has walk 7, bus 4, and bike 3 responses. How many more walk than bus responses are recorded?
A. 3
B. 4
C. 2
D. 5

My answer and reasoning: ________________________

Extra practice
1. A record has walk 8, bus 5, and bike 3 responses. How many more walk than bus responses are recorded?
A. 4
B. 2
C. 5
D. 3
My answer and reasoning: ________________________
Hints: A difference and a combined count answer different questions.; Do not extend a small fictional record to everybody’s preferences.

2. A record has walk 9, bus 6, and bike 3 responses. How many more walk than bus responses are recorded?
A. 2
B. 5
C. 3
D. 4
My answer and reasoning: ________________________
Hints: A difference and a combined count answer different questions.; Do not extend a small fictional record to everybody’s preferences.

3. A record has walk 10, bus 7, and bike 3 responses. How many more walk than bus responses are recorded?
A. 5
B. 3
C. 4
D. 2
My answer and reasoning: ________________________
Hints: A difference and a combined count answer different questions.; Do not extend a small fictional record to everybody’s preferences.

Extension: For red 8, green 5, blue 6 responses, red plus blue is 14 and red minus green is 3.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/MD/

Identify Polygons by Sides and Corners

Trace the supplied boundary and count straight sides, checking that it is closed.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A closed figure with five straight sides is a pentagon.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

A polygon is a closed flat figure built from straight sides. Triangles have three sides, quadrilaterals four, pentagons five, and hexagons six. Turning or stretching a valid example can change its appearance without changing its side count. A curved circle is not a polygon.

Trace the supplied boundary and count straight sides, checking that it is closed. Match the count with a polygon name. Use the same definition regardless of its drawn size or orientation.

Count all sides along one complete trip around the boundary. Equal side lengths are not required for the broad polygon names. Mark each straight side once and count the marks.

1. Mark each straight side once and count the marks.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Trace the supplied boundary and count straight sides, checking that it is closed.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: A closed figure with five straight sides is a pentagon. It does not need all sides equal to have that name. A circle has no straight polygon sides, so it is not a pentagon or another polygon just because it is closed. Count all sides along one complete trip around the boundary. Equal side lengths are not required for the broad polygon names. Mark each straight side once and count the marks.

Helpful tips:
- Count all sides along one complete trip around the boundary.
- Equal side lengths are not required for the broad polygon names.

Your turn: Figure A is closed and flat with 3 straight sides. What category fits?
A. Quadrilateral
B. Pentagon
C. Hexagon
D. Triangle

My answer and reasoning: ________________________

Extra practice
1. Figure B is closed and flat with 4 straight sides. What category fits?
A. Pentagon
B. Hexagon
C. Quadrilateral
D. Triangle
My answer and reasoning: ________________________
Hints: Count all sides along one complete trip around the boundary.; Equal side lengths are not required for the broad polygon names.

2. Figure C is closed and flat with 5 straight sides. What category fits?
A. Hexagon
B. Pentagon
C. Triangle
D. Quadrilateral
My answer and reasoning: ________________________
Hints: Count all sides along one complete trip around the boundary.; Equal side lengths are not required for the broad polygon names.

3. Figure D is closed and flat with 6 straight sides. What category fits?
A. Hexagon
B. Triangle
C. Pentagon
D. Quadrilateral
My answer and reasoning: ________________________
Hints: Count all sides along one complete trip around the boundary.; Equal side lengths are not required for the broad polygon names.

Extension: Draw a five-sided polygon with unequal sides. Expected: it is still a pentagon.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/G/

Count Equal Squares in Rows and Columns

Draw the stated rows and columns of equal squares.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A rectangle has four rows of three equal squares.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

A rectangle can be partitioned into equal squares with no gaps or overlap. Each row contains the same number of tiles when the grid is rectangular. Count all rows or add equal row counts; the outside rectangle is not another tile to include.

Draw the stated rows and columns of equal squares. Count one row, then add that count for every row. Verify that both row and column descriptions locate the same total tile set.

Draw all rows with the same number of columns. Count tiles, not grid intersections or the outside outline. Make a rectangular grid with the stated row and column counts.

1. Make a rectangular grid with the stated row and column counts.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Draw the stated rows and columns of equal squares.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: A rectangle has four rows of three equal squares. Counting 3+3+3+3 gives twelve squares. Counting columns gives four in each of three columns, also twelve. The twelve tiles cover the rectangle; the whole outline does not add a thirteenth tile. Draw all rows with the same number of columns. Count tiles, not grid intersections or the outside outline. Make a rectangular grid with the stated row and column counts.

Helpful tips:
- Draw all rows with the same number of columns.
- Count tiles, not grid intersections or the outside outline.

Your turn: A rectangle has 3 rows with 2 equal squares in each row. How many squares cover it?
A. 5
B. 8
C. 6
D. 7

My answer and reasoning: ________________________

Extra practice
1. A rectangle has 3 rows with 3 equal squares in each row. How many squares cover it?
A. 11
B. 9
C. 10
D. 8
My answer and reasoning: ________________________
Hints: Draw all rows with the same number of columns.; Count tiles, not grid intersections or the outside outline.

2. A rectangle has 3 rows with 4 equal squares in each row. How many squares cover it?
A. 12
B. 13
C. 11
D. 14
My answer and reasoning: ________________________
Hints: Draw all rows with the same number of columns.; Count tiles, not grid intersections or the outside outline.

3. A rectangle has 3 rows with 5 equal squares in each row. How many squares cover it?
A. 16
B. 14
C. 17
D. 15
My answer and reasoning: ________________________
Hints: Draw all rows with the same number of columns.; Count tiles, not grid intersections or the outside outline.

Extension: Four rows of five equal squares contain 20 squares.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/G/

Name Three Equal Shares as Thirds

Use the supplied equal-share description.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A rectangle is partitioned into three equal-width vertical strips.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

Three equal-area shares of one whole are thirds. Every share has one third of that whole, and all three thirds rebuild it. Merely making three pieces is not enough: their areas must be equal. The whole’s size determines the physical size of each share.

Use the supplied equal-share description. Name one share, then count how many such shares rebuild the whole. Draw three equal-width strips to show both the part and the full region.

Confirm equal areas before naming the shares thirds. Three pieces are not automatically three equal shares. Divide one rectangle into three equal-width adjacent strips.

1. Divide one rectangle into three equal-width adjacent strips.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Use the supplied equal-share description.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: A rectangle is partitioned into three equal-width vertical strips. Each is one third, and three thirds form the entire rectangle. A rectangle split into one huge region and two tiny regions has three pieces but not three equal thirds. Confirm equal areas before naming the shares thirds. Three pieces are not automatically three equal shares. Divide one rectangle into three equal-width adjacent strips.

Helpful tips:
- Confirm equal areas before naming the shares thirds.
- Three pieces are not automatically three equal shares.

Your turn: A rectangle is partitioned into three equal-area shares. What fraction of the whole is one share?
A. Three wholes
B. One third
C. One half
D. One fourth

My answer and reasoning: ________________________

Extra practice
1. A paper strip is partitioned into three equal-area shares. What fraction of the whole is one share?
A. One third
B. One half
C. One fourth
D. Three wholes
My answer and reasoning: ________________________
Hints: Confirm equal areas before naming the shares thirds.; Three pieces are not automatically three equal shares.

2. A circular region is partitioned into three equal-area shares. What fraction of the whole is one share?
A. One half
B. One fourth
C. Three wholes
D. One third
My answer and reasoning: ________________________
Hints: Confirm equal areas before naming the shares thirds.; Three pieces are not automatically three equal shares.

3. A square region is partitioned into three equal-area shares. What fraction of the whole is one share?
A. One fourth
B. Three wholes
C. One third
D. One half
My answer and reasoning: ________________________
Hints: Confirm equal areas before naming the shares thirds.; Three pieces are not automatically three equal shares.

Extension: Shade two of three equal strips. Expected: two thirds shaded; one third unshaded.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/G/

Recognize Equal Area in Differently Shaped Shares

Use identical square grids so tile counts can show area.
Materials:
Paper and a pencil; drawing and spoken explanations are welcome. An adult may read directions and options aloud.
Supplied worked-case record: A four-by-four square contains sixteen unit tiles.
All quantities and shape descriptions are supplied in the worked example and questions; no purchase or personal information is needed.

Equal shares need equal area, but their outlines do not always need the same shape. A square cut vertically into halves gives two rectangles; cut diagonally, it gives two triangles. Each construction gives halves because the paired pieces have equal area and cover the original whole.

Use identical square grids so tile counts can show area. Compare stated piece counts and check that the pieces cover one whole with no overlap. Decide equality from covered area, not only the outside appearance.

Use equal tile counts to compare covered area. Different outlines do not automatically mean different amounts of a whole. Draw or label each piece’s count of equal unit tiles.

1. Draw or label each piece’s count of equal unit tiles.
2. Follow the worked example. Point to each number or shape feature and say what it tells you.
3. Use identical square grids so tile counts can show area.
4. Try the question and then the three practice questions. Check your answers and explain any change you make.

Worked example: A four-by-four square contains sixteen unit tiles. One share covers eight tiles as a rectangle; another same-size square can be split along its diagonal into equal triangular halves. Both types of half cover half the whole, despite different boundary shapes. Use equal tile counts to compare covered area. Different outlines do not automatically mean different amounts of a whole. Draw or label each piece’s count of equal unit tiles.

Helpful tips:
- Use equal tile counts to compare covered area.
- Different outlines do not automatically mean different amounts of a whole.

Your turn: A whole has 8 equal tiles. Two pieces cover 4 tiles each without overlap. Are the pieces equal shares even if their outlines differ?
A. Yes, their areas are equal
B. No, outlines must match
C. No, colors must match
D. Only the bigger-looking piece is half

My answer and reasoning: ________________________

Extra practice
1. A whole has 12 equal tiles. Two pieces cover 6 tiles each without overlap. Are the pieces equal shares even if their outlines differ?
A. No, outlines must match
B. No, colors must match
C. Only the bigger-looking piece is half
D. Yes, their areas are equal
My answer and reasoning: ________________________
Hints: Use equal tile counts to compare covered area.; Different outlines do not automatically mean different amounts of a whole.

2. A whole has 16 equal tiles. Two pieces cover 8 tiles each without overlap. Are the pieces equal shares even if their outlines differ?
A. No, colors must match
B. Only the bigger-looking piece is half
C. Yes, their areas are equal
D. No, outlines must match
My answer and reasoning: ________________________
Hints: Use equal tile counts to compare covered area.; Different outlines do not automatically mean different amounts of a whole.

3. A whole has 20 equal tiles. Two pieces cover 10 tiles each without overlap. Are the pieces equal shares even if their outlines differ?
A. Only the bigger-looking piece is half
B. Yes, their areas are equal
C. No, outlines must match
D. No, colors must match
My answer and reasoning: ________________________
Hints: Use equal tile counts to compare covered area.; Different outlines do not automatically mean different amounts of a whole.

Extension: A 12-tile whole has pieces of 4,4,4 tiles with different outlines. Expected: three equal-area thirds.

Sources:
CCSS grade 2 primary mathematics domain: https://www.thecorestandards.org/Math/Content/2/G/

Distinguish two oo patterns

Read the target aloud with an adult if needed. Compare its vowel sound to moon and book, not its spelling alone.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight.
Primary check: oo target: foot. r-word: corn. Glide target: toy. Compound: raincoat.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.

The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together.

Read the target aloud with an adult if needed. Compare its vowel sound to moon and book, not its spelling alone.

Example to read or listen to: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. The answer is moon. The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits moon. The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together. Foot sounds like book, although food sounds like moon.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Read the target aloud with an adult if needed. Compare its vowel sound to moon and book, not its spelling alone.
3. Check the worked solution: moon. The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits moon. The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together. Foot sounds like book, although food sounds like moon.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight.
Solved: moon. The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits moon. The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together. Foot sounds like book, although food sounds like moon. Read the target aloud with an adult if needed. Compare its vowel sound to moon and book, not its spelling alone.

Helpful tips:
- Pool sounds like moon.
- Foot sounds like book, although food sounds like moon.

Your turn: oo target: foot. r-word: corn. Glide target: toy. Compound: raincoat.
Which comparison word has the same oo sound as the target?
A. book
B. neither: no oo spelling
C. the word has no vowel sound
D. moon

My answer and reasoning: ________________________

Extra practice
1. oo target: cat. r-word: fern. Glide target: cloud. Compound: backpack.
Which comparison word has the same oo sound as the target?
A. moon
B. book
C. neither: no oo spelling
D. the word has no vowel sound
My answer and reasoning: ________________________
Hints: Pool sounds like moon.; Foot sounds like book, although food sounds like moon.

2. oo target: wood. r-word: hill. Glide target: cow. Compound: bedroom.
Which comparison word has the same oo sound as the target?
A. moon
B. book
C. neither: no oo spelling
D. the word has no vowel sound
My answer and reasoning: ________________________
Hints: Pool sounds like moon.; Foot sounds like book, although food sounds like moon.

3. oo target: spoon. r-word: storm. Glide target: shout. Compound: raincoat.
Which comparison word has the same oo sound as the target?
A. book
B. neither: no oo spelling
C. the word has no vowel sound
D. moon
My answer and reasoning: ________________________
Hints: Pool sounds like moon.; Foot sounds like book, although food sounds like moon.

Extension: Optional extra practice: Decode this original sentence: In moonlight, I put my raincoat in the car and point at a cloud. Identify oo, the compound moon + light, ar, oi and ou. Write a new sentence contrasting food and foot. Practice this lesson’s skill as you complete the task. Use this idea to check your work: The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together.

Sources:
CCSS ELA Reading: Foundational Skills — 2: https://www.thecorestandards.org/ELA-Literacy/RF/2/
IES: Foundational Skills to Support Reading for Understanding, K–3: https://ies.ed.gov/ncee/wwc/practiceguide/21

Read an r-controlled vowel

Underline the vowel-r part and blend it with surrounding consonants. Read the word in the sentence to confirm meaning.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight.
Primary check: oo target: foot. r-word: corn. Glide target: toy. Compound: raincoat.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.

When a vowel is followed by r, its pronunciation may differ from a plain short or long vowel. Car, corn and fern illustrate three common spellings.

Underline the vowel-r part and blend it with surrounding consonants. Read the word in the sentence to confirm meaning.

Example to read or listen to: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. The answer is ar. The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits ar. When a vowel is followed by r, its pronunciation may differ from a plain short or long vowel. Car, corn and fern illustrate three common spellings. Do not apply final-e thinking to car.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Underline the vowel-r part and blend it with surrounding consonants. Read the word in the sentence to confirm meaning.
3. Check the worked solution: ar. The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits ar. When a vowel is followed by r, its pronunciation may differ from a plain short or long vowel. Car, corn and fern illustrate three common spellings. Do not apply final-e thinking to car.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight.
Solved: ar. The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits ar. When a vowel is followed by r, its pronunciation may differ from a plain short or long vowel. Car, corn and fern illustrate three common spellings. Do not apply final-e thinking to car. Underline the vowel-r part and blend it with surrounding consonants. Read the word in the sentence to confirm meaning.

Helpful tips:
- Keep the vowel and r together.
- Do not apply final-e thinking to car.

Your turn: oo target: foot. r-word: corn. Glide target: toy. Compound: raincoat.
Which spelling is the r-controlled part in the supplied word?
A. ar
B. or
C. er
D. no r-controlled spelling

My answer and reasoning: ________________________

Extra practice
1. oo target: cat. r-word: fern. Glide target: cloud. Compound: backpack.
Which spelling is the r-controlled part in the supplied word?
A. no r-controlled spelling
B. ar
C. or
D. er
My answer and reasoning: ________________________
Hints: Keep the vowel and r together.; Do not apply final-e thinking to car.

2. oo target: wood. r-word: hill. Glide target: cow. Compound: bedroom.
Which spelling is the r-controlled part in the supplied word?
A. or
B. er
C. no r-controlled spelling
D. ar
My answer and reasoning: ________________________
Hints: Keep the vowel and r together.; Do not apply final-e thinking to car.

3. oo target: spoon. r-word: storm. Glide target: shout. Compound: raincoat.
Which spelling is the r-controlled part in the supplied word?
A. or
B. er
C. no r-controlled spelling
D. ar
My answer and reasoning: ________________________
Hints: Keep the vowel and r together.; Do not apply final-e thinking to car.

Extension: Optional extra practice: Decode this original sentence: In moonlight, I put my raincoat in the car and point at a cloud. Identify oo, the compound moon + light, ar, oi and ou. Write a new sentence contrasting food and foot. Practice this lesson’s skill as you complete the task. Use this idea to check your work: When a vowel is followed by r, its pronunciation may differ from a plain short or long vowel. Car, corn and fern illustrate three common spellings.

Sources:
CCSS ELA Reading: Foundational Skills — 2: https://www.thecorestandards.org/ELA-Literacy/RF/2/
IES: Foundational Skills to Support Reading for Understanding, K–3: https://ies.ed.gov/ncee/wwc/practiceguide/21

Read a diphthong spelling

Locate the stated target’s vowel spelling, pronounce the word and identify which letter pair is present.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight.
Primary check: oo target: foot. r-word: corn. Glide target: toy. Compound: raincoat.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.

Some vowel sounds glide from one mouth position to another. Coin, toy, cloud and cow show common diphthong spellings, though English spellings can have exceptions.

Locate the stated target’s vowel spelling, pronounce the word and identify which letter pair is present.

Example to read or listen to: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. The answer is oi. The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits oi. Some vowel sounds glide from one mouth position to another. Coin, toy, cloud and cow show common diphthong spellings, though English spellings can have exceptions. Snow uses ow with a different sound from cow.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Locate the stated target’s vowel spelling, pronounce the word and identify which letter pair is present.
3. Check the worked solution: oi. The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits oi. Some vowel sounds glide from one mouth position to another. Coin, toy, cloud and cow show common diphthong spellings, though English spellings can have exceptions. Snow uses ow with a different sound from cow.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight.
Solved: oi. The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits oi. Some vowel sounds glide from one mouth position to another. Coin, toy, cloud and cow show common diphthong spellings, though English spellings can have exceptions. Snow uses ow with a different sound from cow. Locate the stated target’s vowel spelling, pronounce the word and identify which letter pair is present.

Helpful tips:
- Toy ends in oy.
- Snow uses ow with a different sound from cow.

Your turn: oo target: foot. r-word: corn. Glide target: toy. Compound: raincoat.
Which spelling represents the moving vowel sound in the target?
A. ow
B. oi
C. oy
D. ou

My answer and reasoning: ________________________

Extra practice
1. oo target: cat. r-word: fern. Glide target: cloud. Compound: backpack.
Which spelling represents the moving vowel sound in the target?
A. ou
B. ow
C. oi
D. oy
My answer and reasoning: ________________________
Hints: Toy ends in oy.; Snow uses ow with a different sound from cow.

2. oo target: wood. r-word: hill. Glide target: cow. Compound: bedroom.
Which spelling represents the moving vowel sound in the target?
A. oi
B. oy
C. ou
D. ow
My answer and reasoning: ________________________
Hints: Toy ends in oy.; Snow uses ow with a different sound from cow.

3. oo target: spoon. r-word: storm. Glide target: shout. Compound: raincoat.
Which spelling represents the moving vowel sound in the target?
A. oy
B. ou
C. ow
D. oi
My answer and reasoning: ________________________
Hints: Toy ends in oy.; Snow uses ow with a different sound from cow.

Extension: Optional extra practice: Decode this original sentence: In moonlight, I put my raincoat in the car and point at a cloud. Identify oo, the compound moon + light, ar, oi and ou. Write a new sentence contrasting food and foot. Practice this lesson’s skill as you complete the task. Use this idea to check your work: Some vowel sounds glide from one mouth position to another. Coin, toy, cloud and cow show common diphthong spellings, though English spellings can have exceptions.

Sources:
CCSS ELA Reading: Foundational Skills — 2: https://www.thecorestandards.org/ELA-Literacy/RF/2/
IES: Foundational Skills to Support Reading for Understanding, K–3: https://ies.ed.gov/ncee/wwc/practiceguide/21

Split a compound word

Find two complete familiar words inside the target. Read each and join them into the compound.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight.
Primary check: oo target: foot. r-word: corn. Glide target: toy. Compound: raincoat.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.

A compound joins two existing words into one word. Recognizing the parts helps with decoding and often meaning, though not every long word is a compound.

Find two complete familiar words inside the target. Read each and join them into the compound.

Example to read or listen to: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. The answer is sun + light. The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits sun + light. A compound joins two existing words into one word. Recognizing the parts helps with decoding and often meaning, though not every long word is a compound. A syllable is not automatically a whole word.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Find two complete familiar words inside the target. Read each and join them into the compound.
3. Check the worked solution: sun + light. The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits sun + light. A compound joins two existing words into one word. Recognizing the parts helps with decoding and often meaning, though not every long word is a compound. A syllable is not automatically a whole word.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight.
Solved: sun + light. The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits sun + light. A compound joins two existing words into one word. Recognizing the parts helps with decoding and often meaning, though not every long word is a compound. A syllable is not automatically a whole word. Find two complete familiar words inside the target. Read each and join them into the compound.

Helpful tips:
- Both pieces must be words.
- A syllable is not automatically a whole word.

Your turn: oo target: foot. r-word: corn. Glide target: toy. Compound: raincoat.
Which two smaller words make the supplied compound?
A. back + pack
B. bed + room
C. sun + light
D. rain + coat

My answer and reasoning: ________________________

Extra practice
1. oo target: cat. r-word: fern. Glide target: cloud. Compound: backpack.
Which two smaller words make the supplied compound?
A. rain + coat
B. back + pack
C. bed + room
D. sun + light
My answer and reasoning: ________________________
Hints: Both pieces must be words.; A syllable is not automatically a whole word.

2. oo target: wood. r-word: hill. Glide target: cow. Compound: bedroom.
Which two smaller words make the supplied compound?
A. bed + room
B. sun + light
C. rain + coat
D. back + pack
My answer and reasoning: ________________________
Hints: Both pieces must be words.; A syllable is not automatically a whole word.

3. oo target: spoon. r-word: storm. Glide target: shout. Compound: raincoat.
Which two smaller words make the supplied compound?
A. bed + room
B. sun + light
C. rain + coat
D. back + pack
My answer and reasoning: ________________________
Hints: Both pieces must be words.; A syllable is not automatically a whole word.

Extension: Optional extra practice: Decode this original sentence: In moonlight, I put my raincoat in the car and point at a cloud. Identify oo, the compound moon + light, ar, oi and ou. Write a new sentence contrasting food and foot. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A compound joins two existing words into one word. Recognizing the parts helps with decoding and often meaning, though not every long word is a compound.

Sources:
CCSS ELA Reading: Foundational Skills — 2: https://www.thecorestandards.org/ELA-Literacy/RF/2/
IES: Foundational Skills to Support Reading for Understanding, K–3: https://ies.ed.gov/ncee/wwc/practiceguide/21

Read a prefix meaning

Read the base and prefix separately. Combine their meanings and verify the complete word against the supplied definition.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Prefix word: reread. Suffix word: teacher. Contraction: don’t. Sentence: After lunch, we read.
Primary check: Prefix word: unkind. Suffix word: hopeful. Contraction: I’m. Sentence: We read a book.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.

A prefix comes before a base. In these words, re- means again, un- means not, pre- means before and mis- signals something done wrongly.

Read the base and prefix separately. Combine their meanings and verify the complete word against the supplied definition.

Example to read or listen to: Prefix word: reread. Suffix word: teacher. Contraction: don’t. Sentence: After lunch, we read. The answer is again. The relevant input states: Prefix word: reread. This fits again. A prefix comes before a base. In these words, re- means again, un- means not, pre- means before and mis- signals something done wrongly. A word that begins with similar letters may not contain that prefix.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Read the base and prefix separately. Combine their meanings and verify the complete word against the supplied definition.
3. Check the worked solution: again. The relevant input states: Prefix word: reread. This fits again. A prefix comes before a base. In these words, re- means again, un- means not, pre- means before and mis- signals something done wrongly. A word that begins with similar letters may not contain that prefix.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: Prefix word: reread. Suffix word: teacher. Contraction: don’t. Sentence: After lunch, we read.
Solved: again. The relevant input states: Prefix word: reread. This fits again. A prefix comes before a base. In these words, re- means again, un- means not, pre- means before and mis- signals something done wrongly. A word that begins with similar letters may not contain that prefix. Read the base and prefix separately. Combine their meanings and verify the complete word against the supplied definition.

Helpful tips:
- Unkind means not kind.
- A word that begins with similar letters may not contain that prefix.

Your turn: Prefix word: unkind. Suffix word: hopeful. Contraction: I’m. Sentence: We read a book.
What does the supplied prefix add to its base word?
A. again
B. not
C. before
D. incorrectly

My answer and reasoning: ________________________

Extra practice
1. Prefix word: preheat. Suffix word: fearless. Contraction: we’re. Sentence: Before dinner, we tidy.
What does the supplied prefix add to its base word?
A. incorrectly
B. again
C. not
D. before
My answer and reasoning: ________________________
Hints: Unkind means not kind.; A word that begins with similar letters may not contain that prefix.

2. Prefix word: misread. Suffix word: slowly. Contraction: can’t. Sentence: At sunset, we rest.
What does the supplied prefix add to its base word?
A. not
B. before
C. incorrectly
D. again
My answer and reasoning: ________________________
Hints: Unkind means not kind.; A word that begins with similar letters may not contain that prefix.

3. Prefix word: replay. Suffix word: helpful. Contraction: we’re. Sentence: We replay the game.
What does the supplied prefix add to its base word?
A. again
B. not
C. before
D. incorrectly
My answer and reasoning: ________________________
Hints: Unkind means not kind.; A word that begins with similar letters may not contain that prefix.

Extension: Optional extra practice: Decode and expand: Before lunch, we’re rereading a helpful note. Explain before, we are, read again and full of help. Read the sentence in two meaningful phrases without skipping any words. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A prefix comes before a base. In these words, re- means again, un- means not, pre- means before and mis- signals something done wrongly.

Sources:
CCSS ELA Reading: Foundational Skills — 2: https://www.thecorestandards.org/ELA-Literacy/RF/2/
IES: Foundational Skills to Support Reading for Understanding, K–3: https://ies.ed.gov/ncee/wwc/practiceguide/21

Read a suffix meaning

Locate the ending and state how it changes the base meaning. Read the new word aloud as one complete word.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Prefix word: reread. Suffix word: teacher. Contraction: don’t. Sentence: After lunch, we read.
Primary check: Prefix word: unkind. Suffix word: hopeful. Contraction: I’m. Sentence: We read a book.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.

A suffix follows a base. -er can name a person who does something, -ful means full of, -less means without and -ly often turns an adjective into an adverb.

Locate the ending and state how it changes the base meaning. Read the new word aloud as one complete word.

Example to read or listen to: Prefix word: reread. Suffix word: teacher. Contraction: don’t. Sentence: After lunch, we read. The answer is person who does it. The relevant input states: Suffix word: teacher. This fits person who does it. A suffix follows a base. -er can name a person who does something, -ful means full of, -less means without and -ly often turns an adjective into an adverb. The -er in taller compares; it does not name a person.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Locate the ending and state how it changes the base meaning. Read the new word aloud as one complete word.
3. Check the worked solution: person who does it. The relevant input states: Suffix word: teacher. This fits person who does it. A suffix follows a base. -er can name a person who does something, -ful means full of, -less means without and -ly often turns an adjective into an adverb. The -er in taller compares; it does not name a person.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: Prefix word: reread. Suffix word: teacher. Contraction: don’t. Sentence: After lunch, we read.
Solved: person who does it. The relevant input states: Suffix word: teacher. This fits person who does it. A suffix follows a base. -er can name a person who does something, -ful means full of, -less means without and -ly often turns an adjective into an adverb. The -er in taller compares; it does not name a person. Locate the ending and state how it changes the base meaning. Read the new word aloud as one complete word.

Helpful tips:
- Teacher is a person who teaches.
- The -er in taller compares; it does not name a person.

Your turn: Prefix word: unkind. Suffix word: hopeful. Contraction: I’m. Sentence: We read a book.
What does the supplied suffix add?
A. in that manner
B. person who does it
C. full of
D. without

My answer and reasoning: ________________________

Extra practice
1. Prefix word: preheat. Suffix word: fearless. Contraction: we’re. Sentence: Before dinner, we tidy.
What does the supplied suffix add?
A. without
B. in that manner
C. person who does it
D. full of
My answer and reasoning: ________________________
Hints: Teacher is a person who teaches.; The -er in taller compares; it does not name a person.

2. Prefix word: misread. Suffix word: slowly. Contraction: can’t. Sentence: At sunset, we rest.
What does the supplied suffix add?
A. person who does it
B. full of
C. without
D. in that manner
My answer and reasoning: ________________________
Hints: Teacher is a person who teaches.; The -er in taller compares; it does not name a person.

3. Prefix word: replay. Suffix word: helpful. Contraction: we’re. Sentence: We replay the game.
What does the supplied suffix add?
A. person who does it
B. full of
C. without
D. in that manner
My answer and reasoning: ________________________
Hints: Teacher is a person who teaches.; The -er in taller compares; it does not name a person.

Extension: Optional extra practice: Decode and expand: Before lunch, we’re rereading a helpful note. Explain before, we are, read again and full of help. Read the sentence in two meaningful phrases without skipping any words. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A suffix follows a base. -er can name a person who does something, -ful means full of, -less means without and -ly often turns an adjective into an adverb.

Sources:
CCSS ELA Reading: Foundational Skills — 2: https://www.thecorestandards.org/ELA-Literacy/RF/2/
IES: Foundational Skills to Support Reading for Understanding, K–3: https://ies.ed.gov/ncee/wwc/practiceguide/21

Expand a contraction

Say the contraction, expand it into its two-word or full negative form and compare the spelling.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Prefix word: reread. Suffix word: teacher. Contraction: don’t. Sentence: After lunch, we read.
Primary check: Prefix word: unkind. Suffix word: hopeful. Contraction: I’m. Sentence: We read a book.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.

A contraction shortens one word or combines words with an apostrophe marking omitted letters. Don’t expands to do not, I’m to I am, we’re to we are, and can’t to the single written word cannot. Expand the actual form before deciding its meaning.

Say the contraction, expand it into its two-word or full negative form and compare the spelling.

Example to read or listen to: Prefix word: reread. Suffix word: teacher. Contraction: don’t. Sentence: After lunch, we read. The answer is do not. The relevant input states: Contraction: don’t. This fits do not. A contraction shortens one word or combines words with an apostrophe marking omitted letters. Don’t expands to do not, I’m to I am, we’re to we are, and can’t to the single written word cannot. Expand the actual form before deciding its meaning. Its without an apostrophe is a possessive form.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Say the contraction, expand it into its two-word or full negative form and compare the spelling.
3. Check the worked solution: do not. The relevant input states: Contraction: don’t. This fits do not. A contraction shortens one word or combines words with an apostrophe marking omitted letters. Don’t expands to do not, I’m to I am, we’re to we are, and can’t to the single written word cannot. Expand the actual form before deciding its meaning. Its without an apostrophe is a possessive form.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: Prefix word: reread. Suffix word: teacher. Contraction: don’t. Sentence: After lunch, we read.
Solved: do not. The relevant input states: Contraction: don’t. This fits do not. A contraction shortens one word or combines words with an apostrophe marking omitted letters. Don’t expands to do not, I’m to I am, we’re to we are, and can’t to the single written word cannot. Expand the actual form before deciding its meaning. Its without an apostrophe is a possessive form. Say the contraction, expand it into its two-word or full negative form and compare the spelling.

Helpful tips:
- We’re means we are.
- Its without an apostrophe is a possessive form.

Your turn: Prefix word: unkind. Suffix word: hopeful. Contraction: I’m. Sentence: We read a book.
Which full form makes the supplied contraction?
A. we are
B. cannot
C. do not
D. I am

My answer and reasoning: ________________________

Extra practice
1. Prefix word: preheat. Suffix word: fearless. Contraction: we’re. Sentence: Before dinner, we tidy.
Which full form makes the supplied contraction?
A. I am
B. we are
C. cannot
D. do not
My answer and reasoning: ________________________
Hints: We’re means we are.; Its without an apostrophe is a possessive form.

2. Prefix word: misread. Suffix word: slowly. Contraction: can’t. Sentence: At sunset, we rest.
Which full form makes the supplied contraction?
A. cannot
B. do not
C. I am
D. we are
My answer and reasoning: ________________________
Hints: We’re means we are.; Its without an apostrophe is a possessive form.

3. Prefix word: replay. Suffix word: helpful. Contraction: we’re. Sentence: We replay the game.
Which full form makes the supplied contraction?
A. do not
B. I am
C. we are
D. cannot
My answer and reasoning: ________________________
Hints: We’re means we are.; Its without an apostrophe is a possessive form.

Extension: Optional extra practice: Decode and expand: Before lunch, we’re rereading a helpful note. Explain before, we are, read again and full of help. Read the sentence in two meaningful phrases without skipping any words. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A contraction shortens one word or combines words with an apostrophe marking omitted letters. Don’t expands to do not, I’m to I am, we’re to we are, and can’t to the single written word cannot. Expand the actual form before deciding its meaning.

Sources:
CCSS ELA Reading: Foundational Skills — 2: https://www.thecorestandards.org/ELA-Literacy/RF/2/
IES: Foundational Skills to Support Reading for Understanding, K–3: https://ies.ed.gov/ncee/wwc/practiceguide/21

Choose a meaningful phrase pause

Find the time phrase before the main action. Read that group together, pause briefly and read the main clause.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Prefix word: reread. Suffix word: teacher. Contraction: don’t. Sentence: After lunch, we read.
Primary check: Prefix word: unkind. Suffix word: hopeful. Contraction: I’m. Sentence: We read a book.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.

Fluent reading groups words by meaning. A short pause after an introductory time phrase can help a listener, while chopping between every word disrupts the idea.

Find the time phrase before the main action. Read that group together, pause briefly and read the main clause.

Example to read or listen to: Prefix word: reread. Suffix word: teacher. Contraction: don’t. Sentence: After lunch, we read. The answer is after the introductory time phrase. The relevant input states: Sentence: After lunch, we read. This fits after the introductory time phrase. Fluent reading groups words by meaning. A short pause after an introductory time phrase can help a listener, while chopping between every word disrupts the idea. A pause is not a reason to omit the next word.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Find the time phrase before the main action. Read that group together, pause briefly and read the main clause.
3. Check the worked solution: after the introductory time phrase. The relevant input states: Sentence: After lunch, we read. This fits after the introductory time phrase. Fluent reading groups words by meaning. A short pause after an introductory time phrase can help a listener, while chopping between every word disrupts the idea. A pause is not a reason to omit the next word.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: Prefix word: reread. Suffix word: teacher. Contraction: don’t. Sentence: After lunch, we read.
Solved: after the introductory time phrase. The relevant input states: Sentence: After lunch, we read. This fits after the introductory time phrase. Fluent reading groups words by meaning. A short pause after an introductory time phrase can help a listener, while chopping between every word disrupts the idea. A pause is not a reason to omit the next word. Find the time phrase before the main action. Read that group together, pause briefly and read the main clause.

Helpful tips:
- After lunch is one phrase.
- A pause is not a reason to omit the next word.

Your turn: Prefix word: unkind. Suffix word: hopeful. Contraction: I’m. Sentence: We read a book.
Where should a brief reading pause occur in the supplied sentence?
A. at the end only: no introductory phrase
B. after the first letter
C. between every word
D. after the introductory time phrase

My answer and reasoning: ________________________

Extra practice
1. Prefix word: preheat. Suffix word: fearless. Contraction: we’re. Sentence: Before dinner, we tidy.
Where should a brief reading pause occur in the supplied sentence?
A. after the first letter
B. between every word
C. after the introductory time phrase
D. at the end only: no introductory phrase
My answer and reasoning: ________________________
Hints: After lunch is one phrase.; A pause is not a reason to omit the next word.

2. Prefix word: misread. Suffix word: slowly. Contraction: can’t. Sentence: At sunset, we rest.
Where should a brief reading pause occur in the supplied sentence?
A. between every word
B. after the introductory time phrase
C. at the end only: no introductory phrase
D. after the first letter
My answer and reasoning: ________________________
Hints: After lunch is one phrase.; A pause is not a reason to omit the next word.

3. Prefix word: replay. Suffix word: helpful. Contraction: we’re. Sentence: We replay the game.
Where should a brief reading pause occur in the supplied sentence?
A. after the first letter
B. between every word
C. after the introductory time phrase
D. at the end only: no introductory phrase
My answer and reasoning: ________________________
Hints: After lunch is one phrase.; A pause is not a reason to omit the next word.

Extension: Optional extra practice: Decode and expand: Before lunch, we’re rereading a helpful note. Explain before, we are, read again and full of help. Read the sentence in two meaningful phrases without skipping any words. Practice this lesson’s skill as you complete the task. Use this idea to check your work: Fluent reading groups words by meaning. A short pause after an introductory time phrase can help a listener, while chopping between every word disrupts the idea.

Sources:
CCSS ELA Reading: Foundational Skills — 2: https://www.thecorestandards.org/ELA-Literacy/RF/2/
IES: Foundational Skills to Support Reading for Understanding, K–3: https://ies.ed.gov/ncee/wwc/practiceguide/21

Find a Paragraph’s Main Topic

Choose a topic that fits all the important details in a short paragraph.
Materials:
Paper and a pencil, or say your answers aloud.

A topic is what a text is mostly about. A detail gives one piece of information about the topic. A good topic is broad enough to cover the paragraph, but not so broad that it could describe almost anything.

Read this original paragraph: “Our class made a book corner. We put storybooks on a low shelf. We added two chairs beside the shelf. A small sign asks readers to return each book.” All three details describe making and using the book corner.

1. Read the paragraph once for the whole idea.
2. Name the shelf, chairs, and sign as details.
3. Ask what these details have in common.
4. Write a title that covers more than only one detail.

Worked example: A useful title is “Our Class Book Corner.” “Two Chairs” names only one detail and leaves out the books and sign.

Helpful tips:


Your turn: What is the paragraph mostly about?
A. how to build every kind of chair
B. a class book corner
C. animals that live in a forest
D. the color of all classroom shelves

My answer and reasoning: ________________________

Extension: Read this new text: “We packed a bag for a paper picnic. It held pretend sandwiches, paper cups, and a folded cloth.” Give it the topic “Packing a pretend picnic bag,” and underline the details that support that topic.

Sources:
Common Core: grade 2 informational-text topics: https://www.thecorestandards.org/ELA-Literacy/RI/2/

Use Nearby Words to Explain a Word

Infer one word’s meaning from an explicit context clue.
Materials:
Original passage: “The art box was cluttered: loose paper, pencils, and scraps filled it with no clear places. Alia sorted each item into a small tray. Now the box was tidy.”
Paper and pencil; spoken responses are welcome.

A context clue is a nearby phrase that helps explain a word. Here the words after the colon describe cluttered: items fill the box with no clear places. Try a meaning in the sentence and see whether it fits those details. You can say “messy or not organized” without knowing the word beforehand.

The later word tidy gives another clue through contrast: sorting changes the box. A clue supports a meaning in this passage, not every possible use of a word. If the clues do not help enough, ask an adult for an explanation rather than guessing. After finding the meaning, reread to check that the whole passage still makes sense.

1. Read or listen to the passage once.
2. Point to the words that describe the box before sorting.
3. Replace cluttered with “not organized” and reread.
4. Explain how the trays and the word tidy support your meaning.

Worked example: Cluttered means not organized here. The passage describes loose items with no clear places; sorting them into trays changes that condition.

Helpful tips:


Your turn: What does cluttered mean in this passage?
A. completely empty
B. not organized
C. made of metal
D. locked shut

My answer and reasoning: ________________________

Extension: Change the passage to “The box was empty: it held no paper, pencils, or scraps.” Model: empty means holding nothing, supported by “held no.” The old cluttered meaning does not fit the changed detail.

Sources:
IES: foundational reading skills, K–3: https://ies.ed.gov/ncee/wwc/PracticeGuide/21
IES: early reading comprehension: https://ies.ed.gov/ncee/wwc/PracticeGuide/14

Keep a Paragraph on One Topic

Choose a supporting sentence and place it after a topic sentence.
Materials:
Original paragraph pieces: Topic: “Our class set up a drawing table.” Detail 1: “We placed blank paper in a tray.” Detail 2: “We put pencils in a cup.” Possible ending: “The table is ready for drawing.” Unrelated note: “My cousin has a blue bicycle.”
Paper and pencil; spoken responses are welcome.

A paragraph is a group of sentences that work together. A topic sentence introduces the main subject, and supporting sentences tell more about it. Here the drawing table is the subject; paper and pencils explain how it was set up. Putting the topic first helps a reader understand why the supplies are mentioned.

A true sentence can still be out of place. The cousin’s bicycle might belong in a different paragraph, but it does not explain the drawing table. An ending can bring the details together without starting a new subject. Reread the finished paragraph and ask how each sentence connects to the same topic.

1. Read the five paragraph pieces.
2. Put the drawing-table topic sentence first.
3. Place the paper and pencil details next.
4. Finish with readiness for drawing and set aside the bicycle note.

Worked example: Our class set up a drawing table. We placed blank paper in a tray. We put pencils in a cup. The table is ready for drawing. Each sentence connects to the table, unlike the bicycle note.

Helpful tips:


Your turn: Which sentence belongs as a detail in the drawing-table paragraph?
A. My cousin rides a blue bicycle.
B. The sky looked pink at sunset.
C. We put pencils in a cup.
D. A train passes the park.

My answer and reasoning: ________________________

Extension: Change the topic to “Our class set up a reading shelf” and supply “We placed books in two baskets” and “We added a return sign.” Model paragraph uses the new topic and these two details; the pencil cup is omitted because the new subject is book storage.

Sources:
IES: effective elementary writing: https://ies.ed.gov/ncee/wwc/PracticeGuide/17

Say What You Think and Why

Write an opinion supported by a relevant reason from a supplied choice.
Materials:
Original pretend choice: The class can label its paper bins with either a picture of the paper size or a star. Supplied observation: “A picture of each paper size shows which sheets belong in that bin.” Practice opinion: “I prefer paper-size pictures on the bins.”
Paper and pencil; spoken responses are welcome.

An opinion tells what someone thinks or prefers. A reason tells why that opinion makes sense to that person. For this practice, we can prefer paper-size pictures because the pictures show where different sheets belong. Someone else may prefer stars for another reason, so state a preference rather than calling every other choice wrong.

Connect your opinion and reason with because, then check whether the reason actually relates to labels. “Because a picture shows the paper size” explains the choice. “Because I like oranges” gives a preference about a different subject. A short ending can restate the choice without adding an unsupported promise about what every child will do.

1. Name the two label choices.
2. Say your preferred choice as an opinion.
3. Use the supplied observation to give a related reason.
4. Join the ideas with because and reread for focus.

Worked example: I prefer paper-size pictures because they show which sheets belong in each bin. I would use those pictures. This is a preference with a stated reason, not proof that everyone will agree.

Helpful tips:


Your turn: Which reason directly supports using paper-size pictures as bin labels?
A. Pictures show which sheets belong in each bin.
B. Oranges taste sweet.
C. The classroom has a door.
D. Some stars are far away.

My answer and reasoning: ________________________

Extension: Replace the observation with “A word label names the paper size, and all classmates can read those words.” Model: “I prefer word labels because everyone in this pretend class can read the size name.” The reason changes with the supplied information, rather than keeping the picture claim automatically.

Sources:
IES: effective elementary writing: https://ies.ed.gov/ncee/wwc/PracticeGuide/17

Recognize a genre feature

Use the form and supplied features, not merely the text’s topic, to choose its genre.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear.
Primary check: Form: four short poem lines. Narration sample: We hid from the rain. Sound phrase: seven silver stars.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
Original fable: A fox boasted that its paper boat was fastest. A turtle quietly checked the boat for holes. When water entered the fox’s boat, the turtle offered a dry leaf for a patch. The fox thanked the turtle and stopped boasting. This invented animal tale can support a lesson about careful preparation and accepting help. It does not establish facts about real animal behavior.

A fable often uses animal characters and a lesson. A poem arranges language in lines; a play script identifies speakers and stage action; realistic fiction uses possible invented events.

Use the form and supplied features, not merely the text’s topic, to choose its genre.

Example to read or listen to: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. The answer is fable. The relevant input states: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. This fits fable. A fable often uses animal characters and a lesson. A poem arranges language in lines; a play script identifies speakers and stage action; realistic fiction uses possible invented events. Every animal story is not necessarily a fable.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Use the form and supplied features, not merely the text’s topic, to choose its genre.
3. Check the worked solution: fable. The relevant input states: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. This fits fable. A fable often uses animal characters and a lesson. A poem arranges language in lines; a play script identifies speakers and stage action; realistic fiction uses possible invented events. Every animal story is not necessarily a fable.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear.
Solved: fable. The relevant input states: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. This fits fable. A fable often uses animal characters and a lesson. A poem arranges language in lines; a play script identifies speakers and stage action; realistic fiction uses possible invented events. Every animal story is not necessarily a fable. Use the form and supplied features, not merely the text’s topic, to choose its genre.

Helpful tips:
- Speaker labels signal a script.
- Every animal story is not necessarily a fable.

Your turn: Form: four short poem lines. Narration sample: We hid from the rain. Sound phrase: seven silver stars.
Which text kind is most directly shown?
A. realistic story
B. fable
C. poem
D. play script

My answer and reasoning: ________________________

Extra practice
1. Form: JO: Put on a coat. [Jo shivers.] Narration sample: My coat kept out the cold. Sound phrase: tiny timid turtle.
Which text kind is most directly shown?
A. play script
B. realistic story
C. fable
D. poem
My answer and reasoning: ________________________
Hints: Speaker labels signal a script.; Every animal story is not necessarily a fable.

2. Form: an invented child finds a lost pencil. Narration sample: Ana squeezed through the crowded room. Sound phrase: many muddy marbles.
Which text kind is most directly shown?
A. fable
B. poem
C. play script
D. realistic story
My answer and reasoning: ________________________
Hints: Speaker labels signal a script.; Every animal story is not necessarily a fable.

3. Form: a poem in two stanzas. Narration sample: I looked for a lamp in the darkness. Sound phrase: small sleepy snake.
Which text kind is most directly shown?
A. fable
B. poem
C. play script
D. realistic story
My answer and reasoning: ________________________
Hints: Speaker labels signal a script.; Every animal story is not necessarily a fable.

Extension: Optional extra practice: Write four original poem lines about a rainy bus stop. Include a first-person word, one action caused by the rain and one alliterative phrase. Explain how the line form makes it a poem and how the sound phrase differs from rhyme. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A fable often uses animal characters and a lesson. A poem arranges language in lines; a play script identifies speakers and stage action; realistic fiction uses possible invented events.

Sources:
CCSS ELA Reading: Literature — strand reference: https://www.thecorestandards.org/ELA-Literacy/RL/

Recognize narrator person

Find whether the narrator includes themself. Quote the actual word used rather than a character’s separate speech.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear.
Primary check: Form: four short poem lines. Narration sample: We hid from the rain. Sound phrase: seven silver stars.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
Original fable: A fox boasted that its paper boat was fastest. A turtle quietly checked the boat for holes. When water entered the fox’s boat, the turtle offered a dry leaf for a patch. The fox thanked the turtle and stopped boasting. This invented animal tale can support a lesson about careful preparation and accepting help. It does not establish facts about real animal behavior.

First-person narration uses I, we or my for the teller’s own experience. Third-person narration describes characters using names or pronouns such as she and they.

Find whether the narrator includes themself. Quote the actual word used rather than a character’s separate speech.

Example to read or listen to: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. The answer is I. The relevant input states: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. This fits I. First-person narration uses I, we or my for the teller’s own experience. Third-person narration describes characters using names or pronouns such as she and they. A character saying I does not make the whole narration first person.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Find whether the narrator includes themself. Quote the actual word used rather than a character’s separate speech.
3. Check the worked solution: I. The relevant input states: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. This fits I. First-person narration uses I, we or my for the teller’s own experience. Third-person narration describes characters using names or pronouns such as she and they. A character saying I does not make the whole narration first person.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear.
Solved: I. The relevant input states: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. This fits I. First-person narration uses I, we or my for the teller’s own experience. Third-person narration describes characters using names or pronouns such as she and they. A character saying I does not make the whole narration first person. Find whether the narrator includes themself. Quote the actual word used rather than a character’s separate speech.

Helpful tips:
- Use narration, not dialogue, for this check.
- A character saying I does not make the whole narration first person.

Your turn: Form: four short poem lines. Narration sample: We hid from the rain. Sound phrase: seven silver stars.
Which word signals first-person narration in the narration sample?
A. my
B. no first-person word
C. I
D. we

My answer and reasoning: ________________________

Extra practice
1. Form: JO: Put on a coat. [Jo shivers.] Narration sample: My coat kept out the cold. Sound phrase: tiny timid turtle.
Which word signals first-person narration in the narration sample?
A. we
B. my
C. no first-person word
D. I
My answer and reasoning: ________________________
Hints: Use narration, not dialogue, for this check.; A character saying I does not make the whole narration first person.

2. Form: an invented child finds a lost pencil. Narration sample: Ana squeezed through the crowded room. Sound phrase: many muddy marbles.
Which word signals first-person narration in the narration sample?
A. no first-person word
B. I
C. we
D. my
My answer and reasoning: ________________________
Hints: Use narration, not dialogue, for this check.; A character saying I does not make the whole narration first person.

3. Form: a poem in two stanzas. Narration sample: I looked for a lamp in the darkness. Sound phrase: small sleepy snake.
Which word signals first-person narration in the narration sample?
A. my
B. no first-person word
C. I
D. we
My answer and reasoning: ________________________
Hints: Use narration, not dialogue, for this check.; A character saying I does not make the whole narration first person.

Extension: Optional extra practice: Write four original poem lines about a rainy bus stop. Include a first-person word, one action caused by the rain and one alliterative phrase. Explain how the line form makes it a poem and how the sound phrase differs from rhyme. Practice this lesson’s skill as you complete the task. Use this idea to check your work: First-person narration uses I, we or my for the teller’s own experience. Third-person narration describes characters using names or pronouns such as she and they.

Sources:
CCSS ELA Reading: Literature — strand reference: https://www.thecorestandards.org/ELA-Literacy/RL/

Notice a setting effect

Find the condition in the narration, then connect it to the action the passage actually describes.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear.
Primary check: Form: four short poem lines. Narration sample: We hid from the rain. Sound phrase: seven silver stars.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
Original fable: A fox boasted that its paper boat was fastest. A turtle quietly checked the boat for holes. When water entered the fox’s boat, the turtle offered a dry leaf for a patch. The fox thanked the turtle and stopped boasting. This invented animal tale can support a lesson about careful preparation and accepting help. It does not establish facts about real animal behavior.

A setting can affect what a character needs to do. A dark room may require light; rain may lead to shelter. Use an explicit condition and action relationship.

Find the condition in the narration, then connect it to the action the passage actually describes.

Example to read or listen to: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. The answer is darkness. The relevant input states: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. This fits darkness. A setting can affect what a character needs to do. A dark room may require light; rain may lead to shelter. Use an explicit condition and action relationship. Do not assume an unstated weather condition.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Find the condition in the narration, then connect it to the action the passage actually describes.
3. Check the worked solution: darkness. The relevant input states: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. This fits darkness. A setting can affect what a character needs to do. A dark room may require light; rain may lead to shelter. Use an explicit condition and action relationship. Do not assume an unstated weather condition.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear.
Solved: darkness. The relevant input states: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. This fits darkness. A setting can affect what a character needs to do. A dark room may require light; rain may lead to shelter. Use an explicit condition and action relationship. Do not assume an unstated weather condition. Find the condition in the narration, then connect it to the action the passage actually describes.

Helpful tips:
- Explain condition plus action.
- Do not assume an unstated weather condition.

Your turn: Form: four short poem lines. Narration sample: We hid from the rain. Sound phrase: seven silver stars.
What stated setting condition shapes the character’s action?
A. rain
B. cold
C. crowded space
D. darkness

My answer and reasoning: ________________________

Extra practice
1. Form: JO: Put on a coat. [Jo shivers.] Narration sample: My coat kept out the cold. Sound phrase: tiny timid turtle.
What stated setting condition shapes the character’s action?
A. darkness
B. rain
C. cold
D. crowded space
My answer and reasoning: ________________________
Hints: Explain condition plus action.; Do not assume an unstated weather condition.

2. Form: an invented child finds a lost pencil. Narration sample: Ana squeezed through the crowded room. Sound phrase: many muddy marbles.
What stated setting condition shapes the character’s action?
A. cold
B. crowded space
C. darkness
D. rain
My answer and reasoning: ________________________
Hints: Explain condition plus action.; Do not assume an unstated weather condition.

3. Form: a poem in two stanzas. Narration sample: I looked for a lamp in the darkness. Sound phrase: small sleepy snake.
What stated setting condition shapes the character’s action?
A. rain
B. cold
C. crowded space
D. darkness
My answer and reasoning: ________________________
Hints: Explain condition plus action.; Do not assume an unstated weather condition.

Extension: Optional extra practice: Write four original poem lines about a rainy bus stop. Include a first-person word, one action caused by the rain and one alliterative phrase. Explain how the line form makes it a poem and how the sound phrase differs from rhyme. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A setting can affect what a character needs to do. A dark room may require light; rain may lead to shelter. Use an explicit condition and action relationship.

Sources:
CCSS ELA Reading: Literature — strand reference: https://www.thecorestandards.org/ELA-Literacy/RL/

Notice a repeated sound

Say the phrase aloud and compare the beginnings of its repeated words. Name the sound, not just the first letter.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear.
Primary check: Form: four short poem lines. Narration sample: We hid from the rain. Sound phrase: seven silver stars.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
Original fable: A fox boasted that its paper boat was fastest. A turtle quietly checked the boat for holes. When water entered the fox’s boat, the turtle offered a dry leaf for a patch. The fox thanked the turtle and stopped boasting. This invented animal tale can support a lesson about careful preparation and accepting help. It does not establish facts about real animal behavior.

Alliteration repeats beginning sounds in nearby words. It can make a poem or sentence musical; rhyme instead usually repeats ending vowel and consonant sounds.

Say the phrase aloud and compare the beginnings of its repeated words. Name the sound, not just the first letter.

Example to read or listen to: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. The answer is /b/. The relevant input states: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. This fits /b/. Alliteration repeats beginning sounds in nearby words. It can make a poem or sentence musical; rhyme instead usually repeats ending vowel and consonant sounds. Repeated endings are rhyme rather than alliteration.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Say the phrase aloud and compare the beginnings of its repeated words. Name the sound, not just the first letter.
3. Check the worked solution: /b/. The relevant input states: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. This fits /b/. Alliteration repeats beginning sounds in nearby words. It can make a poem or sentence musical; rhyme instead usually repeats ending vowel and consonant sounds. Repeated endings are rhyme rather than alliteration.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear.
Solved: /b/. The relevant input states: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. This fits /b/. Alliteration repeats beginning sounds in nearby words. It can make a poem or sentence musical; rhyme instead usually repeats ending vowel and consonant sounds. Repeated endings are rhyme rather than alliteration. Say the phrase aloud and compare the beginnings of its repeated words. Name the sound, not just the first letter.

Helpful tips:
- Silent letters do not count as sounds.
- Repeated endings are rhyme rather than alliteration.

Your turn: Form: four short poem lines. Narration sample: We hid from the rain. Sound phrase: seven silver stars.
Which beginning sound is repeated in the supplied phrase?
A. /b/
B. /s/
C. /t/
D. /m/

My answer and reasoning: ________________________

Extra practice
1. Form: JO: Put on a coat. [Jo shivers.] Narration sample: My coat kept out the cold. Sound phrase: tiny timid turtle.
Which beginning sound is repeated in the supplied phrase?
A. /m/
B. /b/
C. /s/
D. /t/
My answer and reasoning: ________________________
Hints: Silent letters do not count as sounds.; Repeated endings are rhyme rather than alliteration.

2. Form: an invented child finds a lost pencil. Narration sample: Ana squeezed through the crowded room. Sound phrase: many muddy marbles.
Which beginning sound is repeated in the supplied phrase?
A. /s/
B. /t/
C. /m/
D. /b/
My answer and reasoning: ________________________
Hints: Silent letters do not count as sounds.; Repeated endings are rhyme rather than alliteration.

3. Form: a poem in two stanzas. Narration sample: I looked for a lamp in the darkness. Sound phrase: small sleepy snake.
Which beginning sound is repeated in the supplied phrase?
A. /s/
B. /t/
C. /m/
D. /b/
My answer and reasoning: ________________________
Hints: Silent letters do not count as sounds.; Repeated endings are rhyme rather than alliteration.

Extension: Optional extra practice: Write four original poem lines about a rainy bus stop. Include a first-person word, one action caused by the rain and one alliterative phrase. Explain how the line form makes it a poem and how the sound phrase differs from rhyme. Practice this lesson’s skill as you complete the task. Use this idea to check your work: Alliteration repeats beginning sounds in nearby words. It can make a poem or sentence musical; rhyme instead usually repeats ending vowel and consonant sounds.

Sources:
CCSS ELA Reading: Literature — strand reference: https://www.thecorestandards.org/ELA-Literacy/RL/

Read irregular past verbs

Locate the stated past verb and match it to its base form. Use the two forms in present and past sentences.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Past verb: went. Highlight: quiet in a quiet room. Join: A and B. Sentence: We went home.
Primary check: Past verb: ate. Highlight: slowly in ate slowly. Join: small but strong. Sentence: Did we eat?
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.

Some past-tense verbs change form instead of adding -ed. Went comes from go, ate from eat, ran from run and took from take.

Locate the stated past verb and match it to its base form. Use the two forms in present and past sentences.

Example to read or listen to: Past verb: went. Highlight: quiet in a quiet room. Join: A and B. Sentence: We went home. The answer is go. The relevant input states: Past verb: went. This fits go. Some past-tense verbs change form instead of adding -ed. Went comes from go, ate from eat, ran from run and took from take. Do not add -ed to an already past form.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Locate the stated past verb and match it to its base form. Use the two forms in present and past sentences.
3. Check the worked solution: go. The relevant input states: Past verb: went. This fits go. Some past-tense verbs change form instead of adding -ed. Went comes from go, ate from eat, ran from run and took from take. Do not add -ed to an already past form.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: Past verb: went. Highlight: quiet in a quiet room. Join: A and B. Sentence: We went home.
Solved: go. The relevant input states: Past verb: went. This fits go. Some past-tense verbs change form instead of adding -ed. Went comes from go, ate from eat, ran from run and took from take. Do not add -ed to an already past form. Locate the stated past verb and match it to its base form. Use the two forms in present and past sentences.

Helpful tips:
- Went is not goed.
- Do not add -ed to an already past form.

Your turn: Past verb: ate. Highlight: slowly in ate slowly. Join: small but strong. Sentence: Did we eat?
Which base action matches the supplied past-tense verb?
A. run
B. take
C. go
D. eat

My answer and reasoning: ________________________

Extra practice
1. Past verb: ran. Highlight: blue in blue shoes. Join: stayed because it rained. Sentence: Please run.
Which base action matches the supplied past-tense verb?
A. eat
B. run
C. take
D. go
My answer and reasoning: ________________________
Hints: Went is not goed.; Do not add -ed to an already past form.

2. Past verb: took. Highlight: carefully in took carefully. Join: tea or water. Sentence: What a surprise!
Which base action matches the supplied past-tense verb?
A. take
B. go
C. eat
D. run
My answer and reasoning: ________________________
Hints: Went is not goed.; Do not add -ed to an already past form.

3. Past verb: ate. Highlight: warm in warm soup. Join: bread and soup. Sentence: Please eat.
Which base action matches the supplied past-tense verb?
A. take
B. go
C. eat
D. run
My answer and reasoning: ________________________
Hints: Went is not goed.; Do not add -ed to an already past form.

Extension: Optional extra practice: Rewrite: Yesterday I go home. Expected: Yesterday I went home. Add an adjective to home or a nearby noun, an adverb describing went, and a because reason. Write a question about the same event with a question mark. Practice this lesson’s skill as you complete the task. Use this idea to check your work: Some past-tense verbs change form instead of adding -ed. Went comes from go, ate from eat, ran from run and took from take.

Sources:
CCSS ELA Language — 2: https://www.thecorestandards.org/ELA-Literacy/L/2/

Find adjective or adverb work

Find the word the highlighted description belongs to. Decide whether it modifies an object or an action.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Past verb: went. Highlight: quiet in a quiet room. Join: A and B. Sentence: We went home.
Primary check: Past verb: ate. Highlight: slowly in ate slowly. Join: small but strong. Sentence: Did we eat?
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.

An adjective describes a noun; an adverb can describe how an action happens. Quiet room uses an adjective, while speak quietly uses an adverb.

Find the word the highlighted description belongs to. Decide whether it modifies an object or an action.

Example to read or listen to: Past verb: went. Highlight: quiet in a quiet room. Join: A and B. Sentence: We went home. The answer is a noun. The relevant input states: Highlight: quiet in a quiet room. This fits a noun. An adjective describes a noun; an adverb can describe how an action happens. Quiet room uses an adjective, while speak quietly uses an adverb. A word ending -ly is often, but not always, an adverb.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Find the word the highlighted description belongs to. Decide whether it modifies an object or an action.
3. Check the worked solution: a noun. The relevant input states: Highlight: quiet in a quiet room. This fits a noun. An adjective describes a noun; an adverb can describe how an action happens. Quiet room uses an adjective, while speak quietly uses an adverb. A word ending -ly is often, but not always, an adverb.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: Past verb: went. Highlight: quiet in a quiet room. Join: A and B. Sentence: We went home.
Solved: a noun. The relevant input states: Highlight: quiet in a quiet room. This fits a noun. An adjective describes a noun; an adverb can describe how an action happens. Quiet room uses an adjective, while speak quietly uses an adverb. A word ending -ly is often, but not always, an adverb. Find the word the highlighted description belongs to. Decide whether it modifies an object or an action.

Helpful tips:
- Slowly answers how an action happens.
- A word ending -ly is often, but not always, an adverb.

Your turn: Past verb: ate. Highlight: slowly in ate slowly. Join: small but strong. Sentence: Did we eat?
What does the highlighted word describe?
A. an action
B. a noun’s possession
C. a question
D. a noun

My answer and reasoning: ________________________

Extra practice
1. Past verb: ran. Highlight: blue in blue shoes. Join: stayed because it rained. Sentence: Please run.
What does the highlighted word describe?
A. a noun’s possession
B. a question
C. a noun
D. an action
My answer and reasoning: ________________________
Hints: Slowly answers how an action happens.; A word ending -ly is often, but not always, an adverb.

2. Past verb: took. Highlight: carefully in took carefully. Join: tea or water. Sentence: What a surprise!
What does the highlighted word describe?
A. a noun
B. an action
C. a noun’s possession
D. a question
My answer and reasoning: ________________________
Hints: Slowly answers how an action happens.; A word ending -ly is often, but not always, an adverb.

3. Past verb: ate. Highlight: warm in warm soup. Join: bread and soup. Sentence: Please eat.
What does the highlighted word describe?
A. an action
B. a noun’s possession
C. a question
D. a noun
My answer and reasoning: ________________________
Hints: Slowly answers how an action happens.; A word ending -ly is often, but not always, an adverb.

Extension: Optional extra practice: Rewrite: Yesterday I go home. Expected: Yesterday I went home. Add an adjective to home or a nearby noun, an adverb describing went, and a because reason. Write a question about the same event with a question mark. Practice this lesson’s skill as you complete the task. Use this idea to check your work: An adjective describes a noun; an adverb can describe how an action happens. Quiet room uses an adjective, while speak quietly uses an adverb.

Sources:
CCSS ELA Language — 2: https://www.thecorestandards.org/ELA-Literacy/L/2/

Choose a conjunction relationship

Find the connector and say what it tells about the two parts. Try restating that relation in your own words.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Past verb: went. Highlight: quiet in a quiet room. Join: A and B. Sentence: We went home.
Primary check: Past verb: ate. Highlight: slowly in ate slowly. Join: small but strong. Sentence: Did we eat?
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.

Conjunctions connect ideas. And adds, but contrasts, because gives a reason and or presents a choice. The relationship depends on the actual connected ideas.

Find the connector and say what it tells about the two parts. Try restating that relation in your own words.

Example to read or listen to: Past verb: went. Highlight: quiet in a quiet room. Join: A and B. Sentence: We went home. The answer is addition with and. The relevant input states: Join: A and B. This fits addition with and. Conjunctions connect ideas. And adds, but contrasts, because gives a reason and or presents a choice. The relationship depends on the actual connected ideas. And does not by itself show cause.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Find the connector and say what it tells about the two parts. Try restating that relation in your own words.
3. Check the worked solution: addition with and. The relevant input states: Join: A and B. This fits addition with and. Conjunctions connect ideas. And adds, but contrasts, because gives a reason and or presents a choice. The relationship depends on the actual connected ideas. And does not by itself show cause.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: Past verb: went. Highlight: quiet in a quiet room. Join: A and B. Sentence: We went home.
Solved: addition with and. The relevant input states: Join: A and B. This fits addition with and. Conjunctions connect ideas. And adds, but contrasts, because gives a reason and or presents a choice. The relationship depends on the actual connected ideas. And does not by itself show cause. Find the connector and say what it tells about the two parts. Try restating that relation in your own words.

Helpful tips:
- Because introduces a reason here.
- And does not by itself show cause.

Your turn: Past verb: ate. Highlight: slowly in ate slowly. Join: small but strong. Sentence: Did we eat?
What relationship does the supplied conjunction show?
A. addition with and
B. contrast with but
C. reason with because
D. choice with or

My answer and reasoning: ________________________

Extra practice
1. Past verb: ran. Highlight: blue in blue shoes. Join: stayed because it rained. Sentence: Please run.
What relationship does the supplied conjunction show?
A. choice with or
B. addition with and
C. contrast with but
D. reason with because
My answer and reasoning: ________________________
Hints: Because introduces a reason here.; And does not by itself show cause.

2. Past verb: took. Highlight: carefully in took carefully. Join: tea or water. Sentence: What a surprise!
What relationship does the supplied conjunction show?
A. contrast with but
B. reason with because
C. choice with or
D. addition with and
My answer and reasoning: ________________________
Hints: Because introduces a reason here.; And does not by itself show cause.

3. Past verb: ate. Highlight: warm in warm soup. Join: bread and soup. Sentence: Please eat.
What relationship does the supplied conjunction show?
A. addition with and
B. contrast with but
C. reason with because
D. choice with or
My answer and reasoning: ________________________
Hints: Because introduces a reason here.; And does not by itself show cause.

Extension: Optional extra practice: Rewrite: Yesterday I go home. Expected: Yesterday I went home. Add an adjective to home or a nearby noun, an adverb describing went, and a because reason. Write a question about the same event with a question mark. Practice this lesson’s skill as you complete the task. Use this idea to check your work: Conjunctions connect ideas. And adds, but contrasts, because gives a reason and or presents a choice. The relationship depends on the actual connected ideas.

Sources:
CCSS ELA Language — 2: https://www.thecorestandards.org/ELA-Literacy/L/2/

Recognize a sentence form

Read the sentence and name its purpose before checking its punctuation. Use a suitable voice.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Past verb: went. Highlight: quiet in a quiet room. Join: A and B. Sentence: We went home.
Primary check: Past verb: ate. Highlight: slowly in ate slowly. Join: small but strong. Sentence: Did we eat?
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.

Statements tell, questions ask, commands request actions and exclamations express strong feeling. Their words and ending marks work together.

Read the sentence and name its purpose before checking its punctuation. Use a suitable voice.

Example to read or listen to: Past verb: went. Highlight: quiet in a quiet room. Join: A and B. Sentence: We went home. The answer is statement. The relevant input states: Sentence: We went home. This fits statement. Statements tell, questions ask, commands request actions and exclamations express strong feeling. Their words and ending marks work together. A question mark is for an actual question.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Read the sentence and name its purpose before checking its punctuation. Use a suitable voice.
3. Check the worked solution: statement. The relevant input states: Sentence: We went home. This fits statement. Statements tell, questions ask, commands request actions and exclamations express strong feeling. Their words and ending marks work together. A question mark is for an actual question.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: Past verb: went. Highlight: quiet in a quiet room. Join: A and B. Sentence: We went home.
Solved: statement. The relevant input states: Sentence: We went home. This fits statement. Statements tell, questions ask, commands request actions and exclamations express strong feeling. Their words and ending marks work together. A question mark is for an actual question. Read the sentence and name its purpose before checking its punctuation. Use a suitable voice.

Helpful tips:
- Please can introduce a command.
- A question mark is for an actual question.

Your turn: Past verb: ate. Highlight: slowly in ate slowly. Join: small but strong. Sentence: Did we eat?
Which sentence type is supplied?
A. exclamation
B. statement
C. question
D. command

My answer and reasoning: ________________________

Extra practice
1. Past verb: ran. Highlight: blue in blue shoes. Join: stayed because it rained. Sentence: Please run.
Which sentence type is supplied?
A. command
B. exclamation
C. statement
D. question
My answer and reasoning: ________________________
Hints: Please can introduce a command.; A question mark is for an actual question.

2. Past verb: took. Highlight: carefully in took carefully. Join: tea or water. Sentence: What a surprise!
Which sentence type is supplied?
A. statement
B. question
C. command
D. exclamation
My answer and reasoning: ________________________
Hints: Please can introduce a command.; A question mark is for an actual question.

3. Past verb: ate. Highlight: warm in warm soup. Join: bread and soup. Sentence: Please eat.
Which sentence type is supplied?
A. question
B. command
C. exclamation
D. statement
My answer and reasoning: ________________________
Hints: Please can introduce a command.; A question mark is for an actual question.

Extension: Optional extra practice: Rewrite: Yesterday I go home. Expected: Yesterday I went home. Add an adjective to home or a nearby noun, an adverb describing went, and a because reason. Write a question about the same event with a question mark. Practice this lesson’s skill as you complete the task. Use this idea to check your work: Statements tell, questions ask, commands request actions and exclamations express strong feeling. Their words and ending marks work together.

Sources:
CCSS ELA Language — 2: https://www.thecorestandards.org/ELA-Literacy/L/2/

Choose a feature for a task

State the reading need and match it to a feature before inventing an answer.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Need: names of plant parts. Signals: first, next, finally. Definition phrase: a type of tool. Procedure begins: gather the paper.
Primary check: Need: meaning of habitat. Signals: both, unlike. Definition phrase: for example, a spoon. Procedure begins: fold the paper.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.

Diagram labels identify parts, glossaries define selected terms, indexes locate topics by page and headings show section topics. Use the feature’s specific job.

State the reading need and match it to a feature before inventing an answer.

Example to read or listen to: Need: names of plant parts. Signals: first, next, finally. Definition phrase: a type of tool. Procedure begins: gather the paper. The answer is diagram labels. The relevant input states: Need: names of plant parts. This fits diagram labels. Diagram labels identify parts, glossaries define selected terms, indexes locate topics by page and headings show section topics. Use the feature’s specific job. A heading names a section; it does not necessarily define a term.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. State the reading need and match it to a feature before inventing an answer.
3. Check the worked solution: diagram labels. The relevant input states: Need: names of plant parts. This fits diagram labels. Diagram labels identify parts, glossaries define selected terms, indexes locate topics by page and headings show section topics. Use the feature’s specific job. A heading names a section; it does not necessarily define a term.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: Need: names of plant parts. Signals: first, next, finally. Definition phrase: a type of tool. Procedure begins: gather the paper.
Solved: diagram labels. The relevant input states: Need: names of plant parts. This fits diagram labels. Diagram labels identify parts, glossaries define selected terms, indexes locate topics by page and headings show section topics. Use the feature’s specific job. A heading names a section; it does not necessarily define a term. State the reading need and match it to a feature before inventing an answer.

Helpful tips:
- An index is often alphabetical.
- A heading names a section; it does not necessarily define a term.

Your turn: Need: meaning of habitat. Signals: both, unlike. Definition phrase: for example, a spoon. Procedure begins: fold the paper.
Which feature would answer the stated reading need?
A. glossary
B. index
C. heading
D. diagram labels

My answer and reasoning: ________________________

Extra practice
1. Need: page for butterflies. Signals: problem, response. Definition phrase: unlike hot. Procedure begins: draw on the paper.
Which feature would answer the stated reading need?
A. diagram labels
B. glossary
C. index
D. heading
My answer and reasoning: ________________________
Hints: An index is often alphabetical.; A heading names a section; it does not necessarily define a term.

2. Need: topic of the next section. Signals: size, color, shape. Definition phrase: beside the pond. Procedure begins: display the paper.
Which feature would answer the stated reading need?
A. index
B. heading
C. diagram labels
D. glossary
My answer and reasoning: ________________________
Hints: An index is often alphabetical.; A heading names a section; it does not necessarily define a term.

3. Need: page for nests. Signals: first, then, last. Definition phrase: a kind of shelter. Procedure begins: fold the paper.
Which feature would answer the stated reading need?
A. heading
B. diagram labels
C. glossary
D. index
My answer and reasoning: ________________________
Hints: An index is often alphabetical.; A heading names a section; it does not necessarily define a term.

Extension: Optional extra practice: Write a short how-to guide for making a paper name card. Supplied process: gather paper, fold it, write a name, display it. Use time words, define name card as a folded paper sign, and draw a labeled diagram of the fold. Practice this lesson’s skill as you complete the task. Use this idea to check your work: Diagram labels identify parts, glossaries define selected terms, indexes locate topics by page and headings show section topics. Use the feature’s specific job.

Sources:
CCSS ELA Reading: Informational Text — strand reference: https://www.thecorestandards.org/ELA-Literacy/RI/

Distinguish text organization

Read the actual relationship among sentences and use the supplied signals to confirm the structure.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Need: names of plant parts. Signals: first, next, finally. Definition phrase: a type of tool. Procedure begins: gather the paper.
Primary check: Need: meaning of habitat. Signals: both, unlike. Definition phrase: for example, a spoon. Procedure begins: fold the paper.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.

Writers can organize information by time, similarities and differences, a problem with a response, or details about one subject. Signal words offer clues, not proof on their own.

Read the actual relationship among sentences and use the supplied signals to confirm the structure.

Example to read or listen to: Need: names of plant parts. Signals: first, next, finally. Definition phrase: a type of tool. Procedure begins: gather the paper. The answer is time order. The relevant input states: Signals: first, next, finally. This fits time order. Writers can organize information by time, similarities and differences, a problem with a response, or details about one subject. Signal words offer clues, not proof on their own. A list of colors is description, not a time sequence.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Read the actual relationship among sentences and use the supplied signals to confirm the structure.
3. Check the worked solution: time order. The relevant input states: Signals: first, next, finally. This fits time order. Writers can organize information by time, similarities and differences, a problem with a response, or details about one subject. Signal words offer clues, not proof on their own. A list of colors is description, not a time sequence.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: Need: names of plant parts. Signals: first, next, finally. Definition phrase: a type of tool. Procedure begins: gather the paper.
Solved: time order. The relevant input states: Signals: first, next, finally. This fits time order. Writers can organize information by time, similarities and differences, a problem with a response, or details about one subject. Signal words offer clues, not proof on their own. A list of colors is description, not a time sequence. Read the actual relationship among sentences and use the supplied signals to confirm the structure.

Helpful tips:
- Unlike signals a contrast.
- A list of colors is description, not a time sequence.

Your turn: Need: meaning of habitat. Signals: both, unlike. Definition phrase: for example, a spoon. Procedure begins: fold the paper.
Which organization is stated by the supplied signal words?
A. time order
B. comparison
C. problem and solution
D. description

My answer and reasoning: ________________________

Extra practice
1. Need: page for butterflies. Signals: problem, response. Definition phrase: unlike hot. Procedure begins: draw on the paper.
Which organization is stated by the supplied signal words?
A. description
B. time order
C. comparison
D. problem and solution
My answer and reasoning: ________________________
Hints: Unlike signals a contrast.; A list of colors is description, not a time sequence.

2. Need: topic of the next section. Signals: size, color, shape. Definition phrase: beside the pond. Procedure begins: display the paper.
Which organization is stated by the supplied signal words?
A. comparison
B. problem and solution
C. description
D. time order
My answer and reasoning: ________________________
Hints: Unlike signals a contrast.; A list of colors is description, not a time sequence.

3. Need: page for nests. Signals: first, then, last. Definition phrase: a kind of shelter. Procedure begins: fold the paper.
Which organization is stated by the supplied signal words?
A. time order
B. comparison
C. problem and solution
D. description
My answer and reasoning: ________________________
Hints: Unlike signals a contrast.; A list of colors is description, not a time sequence.

Extension: Optional extra practice: Write a short how-to guide for making a paper name card. Supplied process: gather paper, fold it, write a name, display it. Use time words, define name card as a folded paper sign, and draw a labeled diagram of the fold. Practice this lesson’s skill as you complete the task. Use this idea to check your work: Writers can organize information by time, similarities and differences, a problem with a response, or details about one subject. Signal words offer clues, not proof on their own.

Sources:
CCSS ELA Reading: Informational Text — strand reference: https://www.thecorestandards.org/ELA-Literacy/RI/

Use a definition sentence

Read what the final phrase adds to the term. Decide whether it classifies, illustrates, contrasts or locates.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Need: names of plant parts. Signals: first, next, finally. Definition phrase: a type of tool. Procedure begins: gather the paper.
Primary check: Need: meaning of habitat. Signals: both, unlike. Definition phrase: for example, a spoon. Procedure begins: fold the paper.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.

A definition can name the larger group a thing belongs to and what makes it distinctive. Examples help illustrate, but one example is not the whole definition.

Read what the final phrase adds to the term. Decide whether it classifies, illustrates, contrasts or locates.

Example to read or listen to: Need: names of plant parts. Signals: first, next, finally. Definition phrase: a type of tool. Procedure begins: gather the paper. The answer is gives a category. The relevant input states: Definition phrase: a type of tool. This fits gives a category. A definition can name the larger group a thing belongs to and what makes it distinctive. Examples help illustrate, but one example is not the whole definition. A place does not replace the meaning of a word.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Read what the final phrase adds to the term. Decide whether it classifies, illustrates, contrasts or locates.
3. Check the worked solution: gives a category. The relevant input states: Definition phrase: a type of tool. This fits gives a category. A definition can name the larger group a thing belongs to and what makes it distinctive. Examples help illustrate, but one example is not the whole definition. A place does not replace the meaning of a word.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: Need: names of plant parts. Signals: first, next, finally. Definition phrase: a type of tool. Procedure begins: gather the paper.
Solved: gives a category. The relevant input states: Definition phrase: a type of tool. This fits gives a category. A definition can name the larger group a thing belongs to and what makes it distinctive. Examples help illustrate, but one example is not the whole definition. A place does not replace the meaning of a word. Read what the final phrase adds to the term. Decide whether it classifies, illustrates, contrasts or locates.

Helpful tips:
- A mammal is a category.
- A place does not replace the meaning of a word.

Your turn: Need: meaning of habitat. Signals: both, unlike. Definition phrase: for example, a spoon. Procedure begins: fold the paper.
What job does the supplied final definition phrase perform?
A. gives a location
B. gives a category
C. gives an example
D. makes a contrast

My answer and reasoning: ________________________

Extra practice
1. Need: page for butterflies. Signals: problem, response. Definition phrase: unlike hot. Procedure begins: draw on the paper.
What job does the supplied final definition phrase perform?
A. makes a contrast
B. gives a location
C. gives a category
D. gives an example
My answer and reasoning: ________________________
Hints: A mammal is a category.; A place does not replace the meaning of a word.

2. Need: topic of the next section. Signals: size, color, shape. Definition phrase: beside the pond. Procedure begins: display the paper.
What job does the supplied final definition phrase perform?
A. gives a category
B. gives an example
C. makes a contrast
D. gives a location
My answer and reasoning: ________________________
Hints: A mammal is a category.; A place does not replace the meaning of a word.

3. Need: page for nests. Signals: first, then, last. Definition phrase: a kind of shelter. Procedure begins: fold the paper.
What job does the supplied final definition phrase perform?
A. gives a location
B. gives a category
C. gives an example
D. makes a contrast
My answer and reasoning: ________________________
Hints: A mammal is a category.; A place does not replace the meaning of a word.

Extension: Optional extra practice: Write a short how-to guide for making a paper name card. Supplied process: gather paper, fold it, write a name, display it. Use time words, define name card as a folded paper sign, and draw a labeled diagram of the fold. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A definition can name the larger group a thing belongs to and what makes it distinctive. Examples help illustrate, but one example is not the whole definition.

Sources:
CCSS ELA Reading: Informational Text — strand reference: https://www.thecorestandards.org/ELA-Literacy/RI/

Choose a procedure opening

Trace the stated order and find its first action. Check that later actions do not need missing materials.
Materials:
Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
Worked case: Need: names of plant parts. Signals: first, next, finally. Definition phrase: a type of tool. Procedure begins: gather the paper.
Primary check: Need: meaning of habitat. Signals: both, unlike. Definition phrase: for example, a spoon. Procedure begins: fold the paper.
An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.

A useful how-to text places prerequisite actions before actions that depend on them. You need the paper before folding or drawing, but the supplied directions control the task.

Trace the stated order and find its first action. Check that later actions do not need missing materials.

Example to read or listen to: Need: names of plant parts. Signals: first, next, finally. Definition phrase: a type of tool. Procedure begins: gather the paper. The answer is gather the paper. The relevant input states: Procedure begins: gather the paper. This fits gather the paper. A useful how-to text places prerequisite actions before actions that depend on them. You need the paper before folding or drawing, but the supplied directions control the task. Do not assume every procedure uses the same order.

1. Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
2. Trace the stated order and find its first action. Check that later actions do not need missing materials.
3. Check the worked solution: gather the paper. The relevant input states: Procedure begins: gather the paper. This fits gather the paper. A useful how-to text places prerequisite actions before actions that depend on them. You need the paper before folding or drawing, but the supplied directions control the task. Do not assume every procedure uses the same order.
4. Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.

Worked example: Need: names of plant parts. Signals: first, next, finally. Definition phrase: a type of tool. Procedure begins: gather the paper.
Solved: gather the paper. The relevant input states: Procedure begins: gather the paper. This fits gather the paper. A useful how-to text places prerequisite actions before actions that depend on them. You need the paper before folding or drawing, but the supplied directions control the task. Do not assume every procedure uses the same order. Trace the stated order and find its first action. Check that later actions do not need missing materials.

Helpful tips:
- First marks an opening action.
- Do not assume every procedure uses the same order.

Your turn: Need: meaning of habitat. Signals: both, unlike. Definition phrase: for example, a spoon. Procedure begins: fold the paper.
Which action should come first under the stated instruction order?
A. draw on the paper
B. display the paper
C. gather the paper
D. fold the paper

My answer and reasoning: ________________________

Extra practice
1. Need: page for butterflies. Signals: problem, response. Definition phrase: unlike hot. Procedure begins: draw on the paper.
Which action should come first under the stated instruction order?
A. fold the paper
B. draw on the paper
C. display the paper
D. gather the paper
My answer and reasoning: ________________________
Hints: First marks an opening action.; Do not assume every procedure uses the same order.

2. Need: topic of the next section. Signals: size, color, shape. Definition phrase: beside the pond. Procedure begins: display the paper.
Which action should come first under the stated instruction order?
A. display the paper
B. gather the paper
C. fold the paper
D. draw on the paper
My answer and reasoning: ________________________
Hints: First marks an opening action.; Do not assume every procedure uses the same order.

3. Need: page for nests. Signals: first, then, last. Definition phrase: a kind of shelter. Procedure begins: fold the paper.
Which action should come first under the stated instruction order?
A. display the paper
B. gather the paper
C. fold the paper
D. draw on the paper
My answer and reasoning: ________________________
Hints: First marks an opening action.; Do not assume every procedure uses the same order.

Extension: Optional extra practice: Write a short how-to guide for making a paper name card. Supplied process: gather paper, fold it, write a name, display it. Use time words, define name card as a folded paper sign, and draw a labeled diagram of the fold. Practice this lesson’s skill as you complete the task. Use this idea to check your work: A useful how-to text places prerequisite actions before actions that depend on them. You need the paper before folding or drawing, but the supplied directions control the task.

Sources:
CCSS ELA Reading: Informational Text — strand reference: https://www.thecorestandards.org/ELA-Literacy/RI/

Describe useful material properties

Describe useful material properties using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: bends without breaking in the supplied test. Reference card B: resists bending in the supplied test.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Cloth bends around a corner.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Board keeps its shape.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Sponge takes in a drop.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Sheet keeps paper dry.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Strip bends and returns.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Pad takes in spilled water.

A property describes a material, while an object also has a shape and purpose. Use printed property tests. Never taste, burn or heat a material for this activity.

Flexible means bends without breaking in the supplied test. Rigid means resists bending in the supplied test. Absorbent means takes in the supplied water. Water resistant means keeps the supplied water outside.

For flexible, look for the clue “bends without breaking in the supplied test.” For rigid, look for “resists bending in the supplied test.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “bends without breaking in the supplied test”; a second states “resists bending in the supplied test.” The first fits flexible and the second fits rigid. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “bends without breaking in the supplied test” to justify flexible; do not sort by the name alone.
- Distinguish rigid (resists bending in the supplied test) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Cloth bends around a corner.
A. absorbent
B. water resistant
C. flexible
D. rigid

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Board keeps its shape.
A. rigid
B. absorbent
C. water resistant
D. flexible
My answer and reasoning: ________________________
Hints: Look for the described feature: resists bending in the supplied test.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Sponge takes in a drop.
A. water resistant
B. flexible
C. rigid
D. absorbent
My answer and reasoning: ________________________
Hints: Look for the described feature: takes in the supplied water.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: Sheet keeps paper dry.
A. absorbent
B. water resistant
C. flexible
D. rigid
My answer and reasoning: ________________________
Hints: Look for the described feature: keeps the supplied water outside.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing flexible and one showing rigid. Expected: the first explicitly shows “bends without breaking in the supplied test”; the second explicitly shows “resists bending in the supplied test.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf

Recognize states of matter

Recognize states of matter using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: keeps its own shape in this record. Reference card B: flows and takes container shape.
Assessment case 1: Which physical state is described? Supplied case: A stone holds its shape.
Assessment case 2: Which physical state is described? Supplied case: Water flows between cups.
Assessment case 3: Which physical state is described? Supplied case: Air fills a balloon’s space.
Assessment case 4: Which composition category says multiple substances are combined? Supplied case: Sand and stones are combined.
Assessment case 5: Which physical state is described? Supplied case: Juice takes the cup’s shape.
Assessment case 6: Which physical state is described? Supplied case: Air occupies a room.

Solids keep a shape under ordinary conditions. Liquids flow and take a container’s shape while keeping volume approximately fixed. Gases spread through available space.

Solid means keeps its own shape in this record. Liquid means flows and takes container shape. Gas means spreads through available space. Mixture means two or more substances together.

For solid, look for the clue “keeps its own shape in this record.” For liquid, look for “flows and takes container shape.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “keeps its own shape in this record”; a second states “flows and takes container shape.” The first fits solid and the second fits liquid. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “keeps its own shape in this record” to justify solid; do not sort by the name alone.
- Distinguish liquid (flows and takes container shape) from a different process occurring in the same situation.

Your turn: Which physical state is described? Supplied case: A stone holds its shape.
A. liquid
B. gas
C. state not specified
D. solid

My answer and reasoning: ________________________

Extra practice
1. Which physical state is described? Supplied case: Water flows between cups.
A. solid
B. liquid
C. gas
D. state not specified
My answer and reasoning: ________________________
Hints: Look for the described feature: flows and takes container shape.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which physical state is described? Supplied case: Air fills a balloon’s space.
A. gas
B. state not specified
C. solid
D. liquid
My answer and reasoning: ________________________
Hints: Look for the described feature: spreads through available space.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which composition category says multiple substances are combined? Supplied case: Sand and stones are combined.
A. liquid
B. gas
C. mixture
D. solid
My answer and reasoning: ________________________
Hints: Look for the described feature: two or more substances together.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing solid and one showing liquid. Expected: the first explicitly shows “keeps its own shape in this record”; the second explicitly shows “flows and takes container shape.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf

Describe reversible changes

Describe reversible changes using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: solid changes to liquid. Reference card B: liquid changes to solid.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Ice becomes liquid water.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Water becomes ice.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Paper becomes strips.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: A supplied record describes iron rusting.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Frozen water warms into liquid.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Liquid water cools into ice.

Melting and freezing change state without changing the substance’s identity. Cutting changes shape. Some changes form new substances and cannot be simply reversed by restoring temperature.

Melting means solid changes to liquid. Freezing means liquid changes to solid. Cutting means material divided into smaller pieces. Chemical change means new substances are produced.

For melting, look for the clue “solid changes to liquid.” For freezing, look for “liquid changes to solid.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “solid changes to liquid”; a second states “liquid changes to solid.” The first fits melting and the second fits freezing. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “solid changes to liquid” to justify melting; do not sort by the name alone.
- Distinguish freezing (liquid changes to solid) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Ice becomes liquid water.
A. melting
B. freezing
C. cutting
D. chemical change

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Water becomes ice.
A. chemical change
B. melting
C. freezing
D. cutting
My answer and reasoning: ________________________
Hints: Look for the described feature: liquid changes to solid.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Paper becomes strips.
A. freezing
B. cutting
C. chemical change
D. melting
My answer and reasoning: ________________________
Hints: Look for the described feature: material divided into smaller pieces.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: A supplied record describes iron rusting.
A. melting
B. freezing
C. cutting
D. chemical change
My answer and reasoning: ________________________
Hints: Look for the described feature: new substances are produced.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing melting and one showing freezing. Expected: the first explicitly shows “solid changes to liquid”; the second explicitly shows “liquid changes to solid.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf

Build different objects from parts

Build different objects from parts using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: one separate building part. Reference card B: parts arranged into a whole.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: One paper rectangle.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Three rectangles arranged as a bridge.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Bridge is intended to span a gap.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Rectangles become a wall afterward.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: A single joining tab.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Wall’s job is divide spaces.

The same components can form different structures. Count what parts are used and describe their arrangement. Shape can change an object’s function without changing the material.

Component means one separate building part. Structure means parts arranged into a whole. Function means what the object is intended to do. Reuse means use the same part in another arrangement.

For component, look for the clue “one separate building part.” For structure, look for “parts arranged into a whole.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “one separate building part”; a second states “parts arranged into a whole.” The first fits component and the second fits structure. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “one separate building part” to justify component; do not sort by the name alone.
- Distinguish structure (parts arranged into a whole) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: One paper rectangle.
A. reuse
B. component
C. structure
D. function

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Three rectangles arranged as a bridge.
A. function
B. reuse
C. component
D. structure
My answer and reasoning: ________________________
Hints: Look for the described feature: parts arranged into a whole.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Bridge is intended to span a gap.
A. component
B. structure
C. function
D. reuse
My answer and reasoning: ________________________
Hints: Look for the described feature: what the object is intended to do.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: Rectangles become a wall afterward.
A. reuse
B. component
C. structure
D. function
My answer and reasoning: ________________________
Hints: Look for the described feature: use the same part in another arrangement.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing component and one showing structure. Expected: the first explicitly shows “one separate building part”; the second explicitly shows “parts arranged into a whole.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf

Separate pollination and seed dispersal

Separate pollination and seed dispersal using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: pollen reaches a suitable flower part. Reference card B: seed moves away from its source.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Bee moves pollen between flowers.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Wind carries a winged seed.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Seed begins sprouting.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Stem becomes taller.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Animal carries a burr containing seeds.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Pollen reaches a flower stigma.

Pollination moves pollen between appropriate flower parts. Seed dispersal moves seeds after they form. These are different steps; a visit by an animal does not guarantee successful reproduction.

Pollination means pollen reaches a suitable flower part. Seed dispersal means seed moves away from its source. Germination means seed begins growing. Growth means an existing plant becomes larger.

For pollination, look for the clue “pollen reaches a suitable flower part.” For seed dispersal, look for “seed moves away from its source.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “pollen reaches a suitable flower part”; a second states “seed moves away from its source.” The first fits pollination and the second fits seed dispersal. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “pollen reaches a suitable flower part” to justify pollination; do not sort by the name alone.
- Distinguish seed dispersal (seed moves away from its source) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Bee moves pollen between flowers.
A. growth
B. pollination
C. seed dispersal
D. germination

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Wind carries a winged seed.
A. germination
B. growth
C. pollination
D. seed dispersal
My answer and reasoning: ________________________
Hints: Look for the described feature: seed moves away from its source.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Seed begins sprouting.
A. pollination
B. seed dispersal
C. germination
D. growth
My answer and reasoning: ________________________
Hints: Look for the described feature: seed begins growing.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: Stem becomes taller.
A. growth
B. pollination
C. seed dispersal
D. germination
My answer and reasoning: ________________________
Hints: Look for the described feature: an existing plant becomes larger.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing pollination and one showing seed dispersal. Expected: the first explicitly shows “pollen reaches a suitable flower part”; the second explicitly shows “seed moves away from its source.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf

Compare seed movement structures

Compare seed movement structures using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: can help wind carry the seed. Reference card B: can attach the seed to animal fur.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Flat wing catches moving air.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Burr attaches to fur.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Animal eats fruit containing seeds.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Seed remains on water surface.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Tiny hook catches a coat.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Winged seed travels with wind.

Seed structures can help movement. Use the supplied function cards; not every seed uses the same method. A model can show movement without putting seeds outdoors.

Wing means can help wind carry the seed. Hook means can attach the seed to animal fur. Fleshy fruit means can encourage animal eating and seed movement. Floating coat means can support movement on water.

For wing, look for the clue “can help wind carry the seed.” For hook, look for “can attach the seed to animal fur.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “can help wind carry the seed”; a second states “can attach the seed to animal fur.” The first fits wing and the second fits hook. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “can help wind carry the seed” to justify wing; do not sort by the name alone.
- Distinguish hook (can attach the seed to animal fur) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Flat wing catches moving air.
A. fleshy fruit
B. floating coat
C. wing
D. hook

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Burr attaches to fur.
A. hook
B. fleshy fruit
C. floating coat
D. wing
My answer and reasoning: ________________________
Hints: Look for the described feature: can attach the seed to animal fur.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Animal eats fruit containing seeds.
A. floating coat
B. wing
C. hook
D. fleshy fruit
My answer and reasoning: ________________________
Hints: Look for the described feature: can encourage animal eating and seed movement.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: Seed remains on water surface.
A. fleshy fruit
B. floating coat
C. wing
D. hook
My answer and reasoning: ________________________
Hints: Look for the described feature: can support movement on water.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing wing and one showing hook. Expected: the first explicitly shows “can help wind carry the seed”; the second explicitly shows “can attach the seed to animal fur.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf

Compare habitat kinds

Compare habitat kinds using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: freshwater habitat in the supplied record. Reference card B: tree-dominated habitat in the supplied record.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Fish live in the listed pond.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Woodpecker uses listed trees.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Grass-eater uses open grasses.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Dry-adapted lizard uses sparse vegetation.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Frogs use freshwater margins.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Bird nests in the woodland.

A habitat provides resources and conditions. Different habitats support different organisms. Count the kinds actually listed, not how many individual animals appear in a picture.

Pond means freshwater habitat in the supplied record. Forest means tree-dominated habitat in the supplied record. Grassland means grass-dominated habitat in the supplied record. Desert means dry habitat in the supplied record.

For pond, look for the clue “freshwater habitat in the supplied record.” For forest, look for “tree-dominated habitat in the supplied record.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “freshwater habitat in the supplied record”; a second states “tree-dominated habitat in the supplied record.” The first fits pond and the second fits forest. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “freshwater habitat in the supplied record” to justify pond; do not sort by the name alone.
- Distinguish forest (tree-dominated habitat in the supplied record) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Fish live in the listed pond.
A. forest
B. grassland
C. desert
D. pond

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Woodpecker uses listed trees.
A. pond
B. forest
C. grassland
D. desert
My answer and reasoning: ________________________
Hints: Look for the described feature: tree-dominated habitat in the supplied record.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Grass-eater uses open grasses.
A. grassland
B. desert
C. pond
D. forest
My answer and reasoning: ________________________
Hints: Look for the described feature: grass-dominated habitat in the supplied record.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: Dry-adapted lizard uses sparse vegetation.
A. forest
B. grassland
C. desert
D. pond
My answer and reasoning: ________________________
Hints: Look for the described feature: dry habitat in the supplied record.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing pond and one showing forest. Expected: the first explicitly shows “freshwater habitat in the supplied record”; the second explicitly shows “tree-dominated habitat in the supplied record.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf

Use evidence about habitat needs

Use evidence about habitat needs using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: meets a stated drinking or aquatic need. Reference card B: meets a stated feeding need.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Animal needs a drinking source.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Animal needs seeds to eat.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Animal needs protected nesting cover.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Plant needs room for roots.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Fish needs aquatic surroundings.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Bird needs listed insects for food.

A need is not the same as an optional preference. Choose a habitat based on the stated organism requirement. These fictional cases simplify real ecosystems and are not animal-care instructions.

Water resource means meets a stated drinking or aquatic need. Food resource means meets a stated feeding need. Cover resource means meets a stated protection need. Space resource means meets a stated movement or growing need.

For water resource, look for the clue “meets a stated drinking or aquatic need.” For food resource, look for “meets a stated feeding need.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “meets a stated drinking or aquatic need”; a second states “meets a stated feeding need.” The first fits water resource and the second fits food resource. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “meets a stated drinking or aquatic need” to justify water resource; do not sort by the name alone.
- Distinguish food resource (meets a stated feeding need) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Animal needs a drinking source.
A. water resource
B. food resource
C. cover resource
D. space resource

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Animal needs seeds to eat.
A. space resource
B. water resource
C. food resource
D. cover resource
My answer and reasoning: ________________________
Hints: Look for the described feature: meets a stated feeding need.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Animal needs protected nesting cover.
A. food resource
B. cover resource
C. space resource
D. water resource
My answer and reasoning: ________________________
Hints: Look for the described feature: meets a stated protection need.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: Plant needs room for roots.
A. water resource
B. food resource
C. cover resource
D. space resource
My answer and reasoning: ________________________
Hints: Look for the described feature: meets a stated movement or growing need.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing water resource and one showing food resource. Expected: the first explicitly shows “meets a stated drinking or aquatic need”; the second explicitly shows “meets a stated feeding need.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf

Read a Fair Plant Test

Identify a comparison that changes one condition while keeping others the same.
Materials:
Paper and a pencil, or say your answers aloud.

A fair comparison changes one condition at a time. If we change both light and water, a result cannot tell us which change mattered. Real plants vary, so repeated tests are stronger evidence than a single pair.

Use these fictional notes, without growing or harming a plant: pots A and B have the same kind of seedling, soil, starting height, light, and test length. A gets the planned water; B gets no water. After one week, A has new leaves and B has wilted. These notes compare water, not light.

1. List what was the same for A and B.
2. Circle the condition that differed: water.
3. Describe the recorded result without inventing numbers.
4. Use the check to plan a separate comparison about light.

Worked example: A and B help test the effect of water because light was the same. They do not separately test the effect of light.

Helpful tips:


Your turn: Which pair would best compare light while changing only that condition?
A. Use the same seedling type, starting size, pot size, soil, water, and test length, but place one pot in light and one in darkness.
B. one pot with more water and more light
C. different seeds, soil, water, and light
D. two pots with the same water, soil, and light

My answer and reasoning: ________________________

Extension: For the proposed light test, also keep seedling type, starting size, pot size, and test length the same. Explain why using several plants in each group would give better evidence.

Sources:
NGSS: grade 2 plants and fair comparisons: https://www.nextgenscience.org/pe/2-ls2-1-ecosystems-interactions-energy-and-dynamics

Measure the Recorded Change

Distinguish starting height, final height, and growth.
Materials:
Use the supplied fictional observations or model. Paper and pencil are optional; spoken answers are welcome. No equipment or real experiment is needed.

Growth in height is a change, so compare a plant’s final height with its own starting height. A taller final plant did not necessarily grow more; it might have started taller. In this activity, subtract starting height from final height. The units are centimetres, written cm, and every number is supplied.

A fictional record gives seedling A: start 4 cm, finish 7 cm; B: start 6 cm, finish 8 cm. Both were observed for one week. A grew 3 cm and B grew 2 cm, even though B finished taller. These notes describe height growth only. They do not give leaf counts or prove why either plant changed.

1. Write start and finish next to each seedling.
2. Find A’s growth with 7 − 4.
3. Find B’s growth with 8 − 6.
4. Compare the growth amounts rather than just the final heights.

Worked example: A: 7 − 4 = 3 cm. B: 8 − 6 = 2 cm. A grew 1 cm more during this recorded week; B’s final height is still 1 cm greater.

Helpful tips:


Your turn: Which plant grew more in the supplied record?
A. B, because it finishes taller
B. Both grew 8 cm
C. Neither grew
D. A, because 3 cm is more than 2 cm

My answer and reasoning: ________________________

Extension: Change B’s final height to 10 cm. B’s growth becomes 10 − 6 = 4 cm, which is 1 cm more than A’s 3 cm.

Sources:
NASA Space Place: investigating scientific questions: https://spaceplace.nasa.gov/science/en/

Look at More Than One Plant

Use repeated observations to see variation within a group.
Materials:
Use the supplied fictional observations or model. Paper and pencil are optional; spoken answers are welcome. No equipment or real experiment is needed.

Plants in the same group can have different results even when a plan keeps their conditions alike. Looking at several plants helps you see that variation. Here we count seedlings with new leaves; a group total does not tell what every individual did. Repetition can strengthen evidence, but it is not a guarantee of the same result everywhere.

Read this fictional comparison, with same seedling type, starting size, soil, light, and one-week length. Planned-water group A1, A2, A3 has new leaves: yes, yes, no. Low-water group B1, B2, B3 has new leaves: no, yes, no. Only the water condition is intentionally different. Count each yes rather than replacing the mixed notes with “all.”

1. Copy three yes/no entries for each water group.
2. Count yes entries: two in planned water, one in low water.
3. Find a no in the planned-water group and a yes in the low-water group.
4. Describe the comparison using counts and this one-week limit.

Worked example: Two of three planned-water seedlings and one of three low-water seedlings had new leaves. The groups differed by one yes result; neither group had identical results for all its plants.

Helpful tips:


Your turn: Which statement correctly describes these notes?
A. All planned-water plants had new leaves.
B. Two planned-water and one low-water seedling had new leaves.
C. No low-water plant had new leaves.
D. Both groups had three yes entries.

My answer and reasoning: ________________________

Extension: Change A3 to yes. Planned water now has three yes entries and low water still has one; the observed difference becomes two seedlings.

Sources:
OpenStax Biology 2e: the science of biology: https://openstax.org/books/biology-2e/pages/1-1-the-science-of-biology

Plan a Test and Bound a Claim

Connect a changed condition, a recorded outcome, and a cautious conclusion.
Materials:
Use the supplied fictional observations or model. Paper and pencil are optional; spoken answers are welcome. No equipment or real experiment is needed.

A question tells you what to compare. For “Does daily light time affect height growth?” change light time, keep other relevant conditions alike, and record height change over the same number of days. Keep water, plant type, starting size, soil, and pot size alike. A plan that also changes water cannot separate their possible effects.

Consider supplied results from such a fictional light comparison: three seedlings under longer light grew 2, 3, and 2 cm; three under shorter light grew 1, 2, and 1 cm. The longer-light group has larger recorded changes overall, but one plant in each group grew 2 cm. These notes support a statement about these groups, not a claim that every plant needs exactly this schedule.

1. State the changed condition and two conditions kept alike.
2. Circle the recorded outcome: height change in cm.
3. Compare the six supplied growth values and find the shared 2 cm value.
4. Write a conclusion that names the observed groups and avoids “every plant.”

Worked example: The longer-light values sum to 7 cm across three plants; the shorter-light values sum to 4 cm. The longer-light group recorded more total growth, with overlap at 2 cm, so repeating the comparison would help check the pattern.

Helpful tips:


Your turn: Which conclusion best fits these notes?
A. Longer light guarantees 3 cm growth for every plant.
B. Changing water was the test question.
C. These longer-light seedlings recorded more total growth; test more plants before generalizing.
D. The record contains no height data.

My answer and reasoning: ________________________

Extension: Replace the longer-light values with 1, 2, and 1 cm. Both groups now total 4 cm. The revised data no longer show a difference in group totals.

Sources:
OpenStax Biology 2e: the science of biology: https://openstax.org/books/biology-2e/pages/1-1-the-science-of-biology

Read land and water features

Read land and water features using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: flowing water channel. Reference card B: water body surrounded by land.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Long flowing channel.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Enclosed inland water body.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: High raised land shape.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Land patch encircled by water.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Water flowing toward a lake.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Raised peak on the map.

Maps represent selected features. A river is flowing surface water; a lake is a body of water surrounded by land. A map’s color key defines how features are drawn.

River means flowing water channel. Lake means water body surrounded by land. Mountain means raised land feature. Island means land surrounded by water.

For river, look for the clue “flowing water channel.” For lake, look for “water body surrounded by land.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “flowing water channel”; a second states “water body surrounded by land.” The first fits river and the second fits lake. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “flowing water channel” to justify river; do not sort by the name alone.
- Distinguish lake (water body surrounded by land) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Long flowing channel.
A. river
B. lake
C. mountain
D. island

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Enclosed inland water body.
A. island
B. river
C. lake
D. mountain
My answer and reasoning: ________________________
Hints: Look for the described feature: water body surrounded by land.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: High raised land shape.
A. lake
B. mountain
C. island
D. river
My answer and reasoning: ________________________
Hints: Look for the described feature: raised land feature.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: Land patch encircled by water.
A. river
B. lake
C. mountain
D. island
My answer and reasoning: ________________________
Hints: Look for the described feature: land surrounded by water.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing river and one showing lake. Expected: the first explicitly shows “flowing water channel”; the second explicitly shows “water body surrounded by land.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
USGS Water Cycle: https://www.usgs.gov/water-science-school/water-cycle

Distinguish weathering and erosion

Distinguish weathering and erosion using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: rock breaks into smaller material. Reference card B: rock or sediment moves.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Rock splits into smaller pieces.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Stream carries sand downstream.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Sand settles where water slows.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Land gradually rises.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Ice breaks a rock crack wider.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Wind moves loose sand.

Weathering breaks down rock. Erosion moves rock or sediment; deposition leaves it in a new place. Several processes can occur in the same landscape.

Weathering means rock breaks into smaller material. Erosion means rock or sediment moves. Deposition means moved sediment settles somewhere. Uplift means land is raised by Earth processes.

For weathering, look for the clue “rock breaks into smaller material.” For erosion, look for “rock or sediment moves.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “rock breaks into smaller material”; a second states “rock or sediment moves.” The first fits weathering and the second fits erosion. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “rock breaks into smaller material” to justify weathering; do not sort by the name alone.
- Distinguish erosion (rock or sediment moves) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Rock splits into smaller pieces.
A. uplift
B. weathering
C. erosion
D. deposition

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Stream carries sand downstream.
A. deposition
B. uplift
C. weathering
D. erosion
My answer and reasoning: ________________________
Hints: Look for the described feature: rock or sediment moves.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Sand settles where water slows.
A. weathering
B. erosion
C. deposition
D. uplift
My answer and reasoning: ________________________
Hints: Look for the described feature: moved sediment settles somewhere.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: Land gradually rises.
A. uplift
B. weathering
C. erosion
D. deposition
My answer and reasoning: ________________________
Hints: Look for the described feature: land is raised by Earth processes.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing weathering and one showing erosion. Expected: the first explicitly shows “rock breaks into smaller material”; the second explicitly shows “rock or sediment moves.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
USGS Water Cycle: https://www.usgs.gov/water-science-school/water-cycle

Compare fast and slow changes

Compare fast and slow changes using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: change described over seconds or minutes. Reference card B: change described over many years.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Slope collapses within a minute.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Shore wears back over decades.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Two matched pictures show the same outline.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Only one undated picture is supplied.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Earthquake shifts ground in seconds.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: River valley deepens over many years.

The timescale matters. Earth changes can occur quickly or accumulate gradually. Use the stated intervals, not a guess from how dramatic a picture looks.

Rapid means change described over seconds or minutes. Gradual means change described over many years. Unchanged means no difference in the supplied records. Unknown means the interval or comparison is missing.

For rapid, look for the clue “change described over seconds or minutes.” For gradual, look for “change described over many years.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “change described over seconds or minutes”; a second states “change described over many years.” The first fits rapid and the second fits gradual. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “change described over seconds or minutes” to justify rapid; do not sort by the name alone.
- Distinguish gradual (change described over many years) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Slope collapses within a minute.
A. unchanged
B. unknown
C. rapid
D. gradual

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Shore wears back over decades.
A. gradual
B. unchanged
C. unknown
D. rapid
My answer and reasoning: ________________________
Hints: Look for the described feature: change described over many years.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Two matched pictures show the same outline.
A. unknown
B. rapid
C. gradual
D. unchanged
My answer and reasoning: ________________________
Hints: Look for the described feature: no difference in the supplied records.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: Only one undated picture is supplied.
A. unchanged
B. unknown
C. rapid
D. gradual
My answer and reasoning: ________________________
Hints: Look for the described feature: the interval or comparison is missing.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing rapid and one showing gradual. Expected: the first explicitly shows “change described over seconds or minutes”; the second explicitly shows “change described over many years.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
USGS Water Cycle: https://www.usgs.gov/water-science-school/water-cycle

Choose a surface-protection idea

Choose a surface-protection idea using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: roots and cover can help retain soil. Reference card B: guides the supplied flowing water.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Need to reduce loose soil loss.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Need to route roof runoff in model.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Need to stop sand crossing a paper boundary.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Need to see whether a revised model helps.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Roots can help hold soil.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Changed design has no test record.

A solution should address the process causing damage. These paper proposals are simplified models. Real flooding or slope hazards require qualified local advice.

Plant cover means roots and cover can help retain soil. Channel means guides the supplied flowing water. Barrier means blocks the specified sediment path. Observe again means collects evidence after a change.

For plant cover, look for the clue “roots and cover can help retain soil.” For channel, look for “guides the supplied flowing water.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “roots and cover can help retain soil”; a second states “guides the supplied flowing water.” The first fits plant cover and the second fits channel. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “roots and cover can help retain soil” to justify plant cover; do not sort by the name alone.
- Distinguish channel (guides the supplied flowing water) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Need to reduce loose soil loss.
A. channel
B. barrier
C. observe again
D. plant cover

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Need to route roof runoff in model.
A. plant cover
B. channel
C. barrier
D. observe again
My answer and reasoning: ________________________
Hints: Look for the described feature: guides the supplied flowing water.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Need to stop sand crossing a paper boundary.
A. barrier
B. observe again
C. plant cover
D. channel
My answer and reasoning: ________________________
Hints: Look for the described feature: blocks the specified sediment path.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: Need to see whether a revised model helps.
A. channel
B. barrier
C. observe again
D. plant cover
My answer and reasoning: ________________________
Hints: Look for the described feature: collects evidence after a change.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing plant cover and one showing channel. Expected: the first explicitly shows “roots and cover can help retain soil”; the second explicitly shows “guides the supplied flowing water.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
USGS Water Cycle: https://www.usgs.gov/water-science-school/water-cycle

Name water-state changes

Name water-state changes using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: ice becomes liquid water. Reference card B: liquid water becomes ice.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Ice cube becomes a puddle.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Puddle becomes ice.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Liquid leaves as invisible vapor.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Vapor forms droplets on a cool surface.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Snow melts into liquid.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Water becomes vapor from a lake.

Water may be solid ice, liquid water or invisible gaseous water vapor. A visible cloud contains tiny droplets or ice, not merely invisible vapor.

Melting means ice becomes liquid water. Freezing means liquid water becomes ice. Evaporation means liquid water becomes water vapor. Condensation means water vapor becomes liquid droplets.

For melting, look for the clue “ice becomes liquid water.” For freezing, look for “liquid water becomes ice.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “ice becomes liquid water”; a second states “liquid water becomes ice.” The first fits melting and the second fits freezing. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “ice becomes liquid water” to justify melting; do not sort by the name alone.
- Distinguish freezing (liquid water becomes ice) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Ice cube becomes a puddle.
A. freezing
B. evaporation
C. condensation
D. melting

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Puddle becomes ice.
A. melting
B. freezing
C. evaporation
D. condensation
My answer and reasoning: ________________________
Hints: Look for the described feature: liquid water becomes ice.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Liquid leaves as invisible vapor.
A. evaporation
B. condensation
C. melting
D. freezing
My answer and reasoning: ________________________
Hints: Look for the described feature: liquid water becomes water vapor.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: Vapor forms droplets on a cool surface.
A. freezing
B. evaporation
C. condensation
D. melting
My answer and reasoning: ________________________
Hints: Look for the described feature: water vapor becomes liquid droplets.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing melting and one showing freezing. Expected: the first explicitly shows “ice becomes liquid water”; the second explicitly shows “liquid water becomes ice.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
USGS Water Cycle: https://www.usgs.gov/water-science-school/water-cycle

Trace water-cycle places

Trace water-cycle places using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: air above Earth containing water. Reference card B: water in rivers lakes or oceans.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Cloud droplets above land.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Water flowing in a river.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Water in saturated underground pores.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Water inside a leaf.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Water vapor in air.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Water in an underground store.

Water moves between stores. Arrows represent a process or movement, not a fixed order that every water molecule must follow. Groundwater is part of the cycle.

Atmosphere means air above Earth containing water. Surface water means water in rivers lakes or oceans. Groundwater means water stored below ground. Organism means water inside a living thing.

For atmosphere, look for the clue “air above Earth containing water.” For surface water, look for “water in rivers lakes or oceans.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “air above Earth containing water”; a second states “water in rivers lakes or oceans.” The first fits atmosphere and the second fits surface water. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “air above Earth containing water” to justify atmosphere; do not sort by the name alone.
- Distinguish surface water (water in rivers lakes or oceans) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Cloud droplets above land.
A. atmosphere
B. surface water
C. groundwater
D. organism

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Water flowing in a river.
A. organism
B. atmosphere
C. surface water
D. groundwater
My answer and reasoning: ________________________
Hints: Look for the described feature: water in rivers lakes or oceans.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Water in saturated underground pores.
A. surface water
B. groundwater
C. organism
D. atmosphere
My answer and reasoning: ________________________
Hints: Look for the described feature: water stored below ground.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: Water inside a leaf.
A. atmosphere
B. surface water
C. groundwater
D. organism
My answer and reasoning: ________________________
Hints: Look for the described feature: water inside a living thing.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing atmosphere and one showing surface water. Expected: the first explicitly shows “air above Earth containing water”; the second explicitly shows “water in rivers lakes or oceans.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
USGS Water Cycle: https://www.usgs.gov/water-science-school/water-cycle

Name water movements

Name water movements using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: water falls from clouds. Reference card B: water flows over land.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Rain reaches the ground.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Rainwater travels downhill on soil.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Water soaks into soil.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Lake water becomes vapor.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Snow falls from a cloud.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Puddle water enters soil pores.

Precipitation delivers water from the atmosphere. Runoff moves over land. Infiltration enters the ground, and evaporation changes liquid into vapor.

Precipitation means water falls from clouds. Runoff means water flows over land. Infiltration means water enters the ground. Evaporation means liquid water becomes vapor.

For precipitation, look for the clue “water falls from clouds.” For runoff, look for “water flows over land.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “water falls from clouds”; a second states “water flows over land.” The first fits precipitation and the second fits runoff. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “water falls from clouds” to justify precipitation; do not sort by the name alone.
- Distinguish runoff (water flows over land) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Rain reaches the ground.
A. evaporation
B. precipitation
C. runoff
D. infiltration

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Rainwater travels downhill on soil.
A. infiltration
B. evaporation
C. precipitation
D. runoff
My answer and reasoning: ________________________
Hints: Look for the described feature: water flows over land.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Water soaks into soil.
A. precipitation
B. runoff
C. infiltration
D. evaporation
My answer and reasoning: ________________________
Hints: Look for the described feature: water enters the ground.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: Lake water becomes vapor.
A. evaporation
B. precipitation
C. runoff
D. infiltration
My answer and reasoning: ________________________
Hints: Look for the described feature: liquid water becomes vapor.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing precipitation and one showing runoff. Expected: the first explicitly shows “water falls from clouds”; the second explicitly shows “water flows over land.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
USGS Water Cycle: https://www.usgs.gov/water-science-school/water-cycle

Check a water-cycle drawing

Check a water-cycle drawing using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: an important water location is omitted. Reference card B: movement is shown without its label.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Groundwater not drawn at all.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Lake-to-air arrow has no process name.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Ice is labeled gas.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: River and runoff arrow are correctly labeled.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Rain arrow has no movement label.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Water vapor is labeled solid.

A model should name its arrows and stores. It can omit details for clarity, but an omitted store still exists. No water disappears merely because it leaves one place.

Missing store means an important water location is omitted. Missing arrow means movement is shown without its label. Wrong state means solid liquid or gas is mislabeled. Clear model means shown stores and movements have matching labels.

For missing store, look for the clue “an important water location is omitted.” For missing arrow, look for “movement is shown without its label.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “an important water location is omitted”; a second states “movement is shown without its label.” The first fits missing store and the second fits missing arrow. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “an important water location is omitted” to justify missing store; do not sort by the name alone.
- Distinguish missing arrow (movement is shown without its label) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Groundwater not drawn at all.
A. wrong state
B. clear model
C. missing store
D. missing arrow

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Lake-to-air arrow has no process name.
A. missing arrow
B. wrong state
C. clear model
D. missing store
My answer and reasoning: ________________________
Hints: Look for the described feature: movement is shown without its label.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Ice is labeled gas.
A. clear model
B. missing store
C. missing arrow
D. wrong state
My answer and reasoning: ________________________
Hints: Look for the described feature: solid liquid or gas is mislabeled.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: River and runoff arrow are correctly labeled.
A. wrong state
B. clear model
C. missing store
D. missing arrow
My answer and reasoning: ________________________
Hints: Look for the described feature: shown stores and movements have matching labels.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing missing store and one showing missing arrow. Expected: the first explicitly shows “an important water location is omitted”; the second explicitly shows “movement is shown without its label.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf
USGS Water Cycle: https://www.usgs.gov/water-science-school/water-cycle

Choose evidence-based materials

Choose evidence-based materials using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: holds the stated load. Reference card B: bends around the stated corner.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Bridge must hold a load.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Wrap must bend around a box.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Pad must soak up a drop.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Window must pass light.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Support must carry a toy.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Viewer must see through a cover.

A material should suit the job. Our test cards provide four properties. Real samples vary; use only the supplied records and keep the reasoning tied to the intended function.

Strong means holds the stated load. Flexible means bends around the stated corner. Absorbent means takes in the stated water. Transparent means allows the stated light through.

For strong, look for the clue “holds the stated load.” For flexible, look for “bends around the stated corner.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “holds the stated load”; a second states “bends around the stated corner.” The first fits strong and the second fits flexible. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “holds the stated load” to justify strong; do not sort by the name alone.
- Distinguish flexible (bends around the stated corner) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Bridge must hold a load.
A. absorbent
B. transparent
C. strong
D. flexible

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Wrap must bend around a box.
A. flexible
B. absorbent
C. transparent
D. strong
My answer and reasoning: ________________________
Hints: Look for the described feature: bends around the stated corner.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Pad must soak up a drop.
A. transparent
B. strong
C. flexible
D. absorbent
My answer and reasoning: ________________________
Hints: Look for the described feature: takes in the stated water.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: Window must pass light.
A. absorbent
B. transparent
C. strong
D. flexible
My answer and reasoning: ________________________
Hints: Look for the described feature: allows the stated light through.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing strong and one showing flexible. Expected: the first explicitly shows “holds the stated load”; the second explicitly shows “bends around the stated corner.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf

Distinguish criteria and constraints

Distinguish criteria and constraints using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: desired performance requirement. Reference card B: limit on supplied pieces.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Keep the toy dry.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Use at most three sheets.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Fit inside a ten-centimeter square.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: Finish the drawing in five minutes.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Support the specified paper load.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Use no more than four tabs.

Criteria describe what success looks like. Constraints limit materials, size or time. A solution must satisfy essential constraints before preferences can decide between it and another.

Criterion means desired performance requirement. Material cap means limit on supplied pieces. Size limit means maximum allowed dimensions. Time limit means maximum allowed preparation time.

For criterion, look for the clue “desired performance requirement.” For material cap, look for “limit on supplied pieces.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “desired performance requirement”; a second states “limit on supplied pieces.” The first fits criterion and the second fits material cap. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “desired performance requirement” to justify criterion; do not sort by the name alone.
- Distinguish material cap (limit on supplied pieces) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Keep the toy dry.
A. material cap
B. size limit
C. time limit
D. criterion

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Use at most three sheets.
A. criterion
B. material cap
C. size limit
D. time limit
My answer and reasoning: ________________________
Hints: Look for the described feature: limit on supplied pieces.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Fit inside a ten-centimeter square.
A. size limit
B. time limit
C. criterion
D. material cap
My answer and reasoning: ________________________
Hints: Look for the described feature: maximum allowed dimensions.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: Finish the drawing in five minutes.
A. material cap
B. size limit
C. time limit
D. criterion
My answer and reasoning: ________________________
Hints: Look for the described feature: maximum allowed preparation time.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing criterion and one showing material cap. Expected: the first explicitly shows “desired performance requirement”; the second explicitly shows “limit on supplied pieces.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf

Read repeated model tests

Read repeated model tests using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: all supplied runs meet the goal. Reference card B: some runs pass and some fail.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Dry dry dry.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Dry wet dry.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Wet wet wet.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: No test pictures.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Goal met in each of two runs.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Goal missed in each run.

Repeated tests reveal whether a result is consistent. A failed run should remain in the record. The supplied tests do not prove performance outside the stated conditions.

Consistent pass means all supplied runs meet the goal. Mixed means some runs pass and some fail. Consistent fail means all supplied runs miss the goal. Missing means no runs supplied.

For consistent pass, look for the clue “all supplied runs meet the goal.” For mixed, look for “some runs pass and some fail.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “all supplied runs meet the goal”; a second states “some runs pass and some fail.” The first fits consistent pass and the second fits mixed. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “all supplied runs meet the goal” to justify consistent pass; do not sort by the name alone.
- Distinguish mixed (some runs pass and some fail) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Dry dry dry.
A. consistent pass
B. mixed
C. consistent fail
D. missing

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Dry wet dry.
A. missing
B. consistent pass
C. mixed
D. consistent fail
My answer and reasoning: ________________________
Hints: Look for the described feature: some runs pass and some fail.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Wet wet wet.
A. mixed
B. consistent fail
C. missing
D. consistent pass
My answer and reasoning: ________________________
Hints: Look for the described feature: all supplied runs miss the goal.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: No test pictures.
A. consistent pass
B. mixed
C. consistent fail
D. missing
My answer and reasoning: ________________________
Hints: Look for the described feature: no runs supplied.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing consistent pass and one showing mixed. Expected: the first explicitly shows “all supplied runs meet the goal”; the second explicitly shows “some runs pass and some fail.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf

Improve the failed feature

Improve the failed feature using supplied evidence and a solved model.
Materials:
For younger learners, an adult may read each direction aloud; pointing, drawing and spoken explanations count as responses.
Paper, drawing space or a browser document.
Reference card A: cover an exposed edge. Reference card B: support a bending span.
Assessment case 1: Which scientific label fits the specifically described step or feature? Supplied case: Roof misses an outside edge.
Assessment case 2: Which scientific label fits the specifically described step or feature? Supplied case: Bridge bends under the load.
Assessment case 3: Which scientific label fits the specifically described step or feature? Supplied case: Water passes through a center hole.
Assessment case 4: Which scientific label fits the specifically described step or feature? Supplied case: New drawing lacks a test.
Assessment case 5: Which scientific label fits the specifically described step or feature? Supplied case: Side toy remains uncovered.
Assessment case 6: Which scientific label fits the specifically described step or feature? Supplied case: Support span folds in test.

Choose a change aimed at the observed failure. Changing everything at once makes it harder to identify the useful change. After revision, compare under matched supplied conditions.

Widen means cover an exposed edge. Reinforce means support a bending span. Close means seal the shown gap. Retest means collect a revised-design result.

For widen, look for the clue “cover an exposed edge.” For reinforce, look for “support a bending span.” More than one process can happen in a real situation. Answer about the one described in this question.

1. Read or listen to the four science words and what each means. Say how the first two differ.
2. Choose two of the short cases. Point to the clue that helps you choose a science word for each one. You may draw or say your answer.
3. Answer each practice question. Say which clue helped you, then check the explanation.
4. Use the extra task to make two examples that show different science words. Draw or say what makes each one fit.

Worked example: Worked reference-card problem: a card states “cover an exposed edge”; a second states “support a bending span.” The first fits widen and the second fits reinforce. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Helpful tips:
- Use the feature “cover an exposed edge” to justify widen; do not sort by the name alone.
- Distinguish reinforce (support a bending span) from a different process occurring in the same situation.

Your turn: Which scientific label fits the specifically described step or feature? Supplied case: Roof misses an outside edge.
A. retest
B. widen
C. reinforce
D. close

My answer and reasoning: ________________________

Extra practice
1. Which scientific label fits the specifically described step or feature? Supplied case: Bridge bends under the load.
A. close
B. retest
C. widen
D. reinforce
My answer and reasoning: ________________________
Hints: Look for the described feature: support a bending span.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

2. Which scientific label fits the specifically described step or feature? Supplied case: Water passes through a center hole.
A. widen
B. reinforce
C. close
D. retest
My answer and reasoning: ________________________
Hints: Look for the described feature: seal the shown gap.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

3. Which scientific label fits the specifically described step or feature? Supplied case: New drawing lacks a test.
A. retest
B. widen
C. reinforce
D. close
My answer and reasoning: ________________________
Hints: Look for the described feature: collect a revised-design result.; Compare the clue with each science word. Use only what the case tells you; do not add a new event.

Extension: Create one new case showing widen and one showing reinforce. Expected: the first explicitly shows “cover an exposed edge”; the second explicitly shows “support a bending span.” Explain the distinction by drawing, speaking or writing. A label without a matching feature is incomplete.

Sources:
NGSS topic arrangement: https://www.nextgenscience.org/sites/default/files/AllTopic.pdf

Local State and National Government

Match the cards using the notes about Local, State, National and Shared.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Local: the stated town or county level. State: the stated state level. National: the countrywide federal level. Shared: more than one stated government level participates.
Original exercise cards: Fictional town council decides a town park schedule. / Fictional state legislature debates a statewide measure. / The U.S. Congress considers a national law. / Fictional state and town jointly fund a project. / A fictional state office publishes a state program plan. / A federal office issues a countrywide report. / A fictional federal and state team coordinates a task. / A fictional county office manages a county notice.

Government institutions make public decisions and provide services at different levels. Local examples concern a town or county; state examples concern one state; national examples concern the country. Shared responsibility can involve more than one level. The fictional responsibilities here are stated for the exercise, not universal legal assignments.

Local: the stated town or county level. State: the stated state level. National: the countrywide federal level. Shared: more than one stated government level participates.

Find the government level named: town or county, state, the whole country, or more than one level together. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.

1. Ask an adult to read the four notes. Find the words Local, State, National, Shared.
2. Find the government level named: town or county, state, the whole country, or more than one level together.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Local and one for State. Explain how their clues differ.

Worked example: Worked example: The card says: “Fictional town council decides a town park schedule.” That matches Local. Local is the stated town or county level. Compare the note for National: National is the countrywide federal level. That is a different clue.

Helpful tips:
- Find the government level named: town or county, state, the whole country, or more than one level together.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.

Your turn: Use the notes and this card. Fictional state legislature debates a statewide measure. Which choice best fits?
A. State
B. National
C. Shared
D. Local

My answer and reasoning: ________________________

Extra practice
1. Use the notes and this card. The U.S. Congress considers a national law. Which choice best fits?
A. National
B. Shared
C. Local
D. State
My answer and reasoning: ________________________
Hints: Find the government level named: town or county, state, the whole country, or more than one level together.; Find the note for National. Check which words in this card match it.

2. Use the notes and this card. Fictional state and town jointly fund a project. Which choice best fits?
A. Shared
B. Local
C. State
D. National
My answer and reasoning: ________________________
Hints: Find the government level named: town or county, state, the whole country, or more than one level together.; Find the note for Shared. Check which words in this card match it.

3. Use the notes and this card. A fictional state office publishes a state program plan. Which choice best fits?
A. Local
B. State
C. National
D. Shared
My answer and reasoning: ________________________
Hints: Find the government level named: town or county, state, the whole country, or more than one level together.; Find the note for State. Check which words in this card match it.

Extension: New card: “A fictional county office manages a county notice.” Match it with a note, then point to or say the words that helped. Check: The card says: “A fictional county office manages a county notice.” That matches Local. Local is the stated town or county level.

Sources:
U.S. Government Publishing Office: branches of government: https://bensguide.gpo.gov/a-what-are-branches

The Three Federal Branches

Match the cards using the notes about Legislative, Executive, Judicial and Check and balance.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Legislative: the branch responsible for making federal laws. Executive: the branch responsible for carrying out federal laws. Judicial: the branch deciding cases under law. Check and balance: one branch using a specified power to limit another.
Original exercise cards: Congress debates and passes a bill. / A federal agency implements a law. / A federal court hears a dispute about a law. / The president vetoes a bill passed by Congress. / The president directs executive administration. / Judges issue a decision in a case. / Congress considers overriding a presidential veto. / Members of Congress propose legislation.

The U.S. Constitution divides the federal government among legislative, executive and judicial branches. Congress makes laws; the executive carries them out; courts interpret laws in cases. Checks and balances let one branch limit another through specified powers. No branch is simply the boss of every other branch.

Legislative: the branch responsible for making federal laws. Executive: the branch responsible for carrying out federal laws. Judicial: the branch deciding cases under law. Check and balance: one branch using a specified power to limit another.

Look at the action: making laws, carrying out laws, deciding a court case or using a power to limit another branch. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.

1. Ask an adult to read the four notes. Find the words Legislative, Executive, Judicial, Check and balance.
2. Look at the action: making laws, carrying out laws, deciding a court case or using a power to limit another branch.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Legislative and one for Executive. Explain how their clues differ.

Worked example: Worked example: The card says: “Congress debates and passes a bill.” That matches Legislative. Legislative is the branch responsible for making federal laws. Compare the note for Judicial: Judicial is the branch deciding cases under law. That is a different clue.

Helpful tips:
- Look at the action: making laws, carrying out laws, deciding a court case or using a power to limit another branch.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.

Your turn: Use the notes and this card. A federal agency implements a law. Which choice best fits?
A. Judicial
B. Check and balance
C. Legislative
D. Executive

My answer and reasoning: ________________________

Extra practice
1. Use the notes and this card. A federal court hears a dispute about a law. Which choice best fits?
A. Check and balance
B. Legislative
C. Executive
D. Judicial
My answer and reasoning: ________________________
Hints: Look at the action: making laws, carrying out laws, deciding a court case or using a power to limit another branch.; Find the note for Judicial. Check which words in this card match it.

2. Use the notes and this card. The president vetoes a bill passed by Congress. Which choice best fits?
A. Legislative
B. Executive
C. Judicial
D. Check and balance
My answer and reasoning: ________________________
Hints: Look at the action: making laws, carrying out laws, deciding a court case or using a power to limit another branch.; Find the note for Check and balance. Check which words in this card match it.

3. Use the notes and this card. The president directs executive administration. Which choice best fits?
A. Executive
B. Judicial
C. Check and balance
D. Legislative
My answer and reasoning: ________________________
Hints: Look at the action: making laws, carrying out laws, deciding a court case or using a power to limit another branch.; Find the note for Executive. Check which words in this card match it.

Extension: New card: “Members of Congress propose legislation.” Match it with a note, then point to or say the words that helped. Check: The card says: “Members of Congress propose legislation.” That matches Legislative. Legislative is the branch responsible for making federal laws.

Sources:
U.S. Government Publishing Office: branches of government: https://bensguide.gpo.gov/a-what-are-branches
National Archives: Constitution of the United States: https://www.archives.gov/milestone-documents/constitution

Public Goods and Community Funding

Match the cards using the notes about Public service, Revenue, Spending and Budget plan.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Public service: a service organized for community needs. Revenue: money coming into the stated budget. Spending: money paid out for the stated purpose. Budget plan: a statement of intended revenue and spending.
Original exercise cards: A fictional town maintains a public walking path. / A fictional town records funds received. / A fictional town pays for path repairs. / A fictional council proposes next year’s allocations. / A fictional government lists incoming fees. / A fictional county pays for library shelves. / A fictional office lists expected receipts and planned costs. / A fictional county operates a public library.

Some services are organized for a community rather than a single customer. Government revenue can come from taxes and other sources. A public budget describes planned revenue and spending. A budget is a plan; evidence of spending is a separate record. These fictional examples do not state actual tax duties.

Public service: a service organized for community needs. Revenue: money coming into the stated budget. Spending: money paid out for the stated purpose. Budget plan: a statement of intended revenue and spending.

Look for a community service, money received, money paid out or a plan for money. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.

1. Ask an adult to read the four notes. Find the words Public service, Revenue, Spending, Budget plan.
2. Look for a community service, money received, money paid out or a plan for money.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Public service and one for Revenue. Explain how their clues differ.

Worked example: Worked example: The card says: “A fictional town maintains a public walking path.” That matches Public service. Public service is a service organized for community needs. Compare the note for Spending: Spending is money paid out for the stated purpose. That is a different clue.

Helpful tips:
- Look for a community service, money received, money paid out or a plan for money.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.

Your turn: Use the notes and this card. A fictional town records funds received. Which choice best fits?
A. Budget plan
B. Public service
C. Revenue
D. Spending

My answer and reasoning: ________________________

Extra practice
1. Use the notes and this card. A fictional town pays for path repairs. Which choice best fits?
A. Public service
B. Revenue
C. Spending
D. Budget plan
My answer and reasoning: ________________________
Hints: Look for a community service, money received, money paid out or a plan for money.; Find the note for Spending. Check which words in this card match it.

2. Use the notes and this card. A fictional council proposes next year’s allocations. Which choice best fits?
A. Revenue
B. Spending
C. Budget plan
D. Public service
My answer and reasoning: ________________________
Hints: Look for a community service, money received, money paid out or a plan for money.; Find the note for Budget plan. Check which words in this card match it.

3. Use the notes and this card. A fictional government lists incoming fees. Which choice best fits?
A. Spending
B. Budget plan
C. Public service
D. Revenue
My answer and reasoning: ________________________
Hints: Look for a community service, money received, money paid out or a plan for money.; Find the note for Revenue. Check which words in this card match it.

Extension: New card: “A fictional county operates a public library.” Match it with a note, then point to or say the words that helped. Check: The card says: “A fictional county operates a public library.” That matches Public service. Public service is a service organized for community needs.

Sources:
Federal Reserve Education: Economic Lowdown: https://www.federalreserveeducation.org/teaching-resources/economics/series/economic-lowdown-video-series

Civic Action Without a Purchase

Match the cards using the notes about Information request, Volunteering, Petition and Public discussion.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Information request: asking for facts needed to understand a public issue. Volunteering: offering time or effort without required payment. Petition: a request presented by one or more people. Public discussion: an organized exchange about a community issue.
Original exercise cards: A fictional learner asks when the park opens. / A fictional group offers to help plant a garden. / A fictional group signs a request for a new crossing. / A fictional meeting lets speakers discuss a park proposal. / A resident offers to assist a community cleanup. / Residents submit a written request for longer library hours. / A community forum considers several service plans. / A resident asks how a proposed schedule would work.

People can help civic life by asking questions, volunteering, petitioning or attending a public discussion. These actions have different purposes. An invitation to a discussion is not proof that everyone’s views were heard. Our fictional tasks can be completed on paper; real participation is optional.

Information request: asking for facts needed to understand a public issue. Volunteering: offering time or effort without required payment. Petition: a request presented by one or more people. Public discussion: an organized exchange about a community issue.

Look for asking for facts, offering help, presenting a request or discussing a community issue. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.

1. Ask an adult to read the four notes. Find the words Information request, Volunteering, Petition, Public discussion.
2. Look for asking for facts, offering help, presenting a request or discussing a community issue.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Information request and one for Volunteering. Explain how their clues differ.

Worked example: Worked example: The card says: “A fictional learner asks when the park opens.” That matches Information request. Information request is asking for facts needed to understand a public issue. Compare the note for Petition: Petition is a request presented by one or more people. That is a different clue.

Helpful tips:
- Look for asking for facts, offering help, presenting a request or discussing a community issue.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.

Your turn: Use the notes and this card. A fictional group offers to help plant a garden. Which choice best fits?
A. Information request
B. Volunteering
C. Petition
D. Public discussion

My answer and reasoning: ________________________

Extra practice
1. Use the notes and this card. A fictional group signs a request for a new crossing. Which choice best fits?
A. Volunteering
B. Petition
C. Public discussion
D. Information request
My answer and reasoning: ________________________
Hints: Look for asking for facts, offering help, presenting a request or discussing a community issue.; Find the note for Petition. Check which words in this card match it.

2. Use the notes and this card. A fictional meeting lets speakers discuss a park proposal. Which choice best fits?
A. Petition
B. Public discussion
C. Information request
D. Volunteering
My answer and reasoning: ________________________
Hints: Look for asking for facts, offering help, presenting a request or discussing a community issue.; Find the note for Public discussion. Check which words in this card match it.

3. Use the notes and this card. A resident offers to assist a community cleanup. Which choice best fits?
A. Public discussion
B. Information request
C. Volunteering
D. Petition
My answer and reasoning: ________________________
Hints: Look for asking for facts, offering help, presenting a request or discussing a community issue.; Find the note for Volunteering. Check which words in this card match it.

Extension: New card: “A resident asks how a proposed schedule would work.” Match it with a note, then point to or say the words that helped. Check: The card says: “A resident asks how a proposed schedule would work.” That matches Information request. Information request is asking for facts needed to understand a public issue.

Sources:
NCSS C3 Framework: disciplinary concepts and inquiry, not a grade-by-grade national syllabus: https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf

Separate a Source from a Guess

Use a fictional dated record to support a narrow claim.
Materials:
Paper and a pencil, or say your answers aloud.

A source is a piece of evidence, such as a letter, photograph, or record. A source can show some things while leaving other questions unanswered. A firsthand note may tell what one person saw; it does not automatically tell what everyone saw.

Here is an invented practice source, not a real historical record: “Town notebook, May 3: I saw three wagons beside the bridge this morning. —Rae.” It records Rae’s observation on one morning. It does not list every wagon in town or describe tomorrow.

1. Read the invented note and find its date.
2. Underline what Rae says they saw.
3. Write one sentence that the note supports.
4. Name one question the note cannot answer.

Worked example: Supported: Rae reported seeing three wagons beside the bridge on May 3. Unsupported: every town resident owned a wagon.

Helpful tips:


Your turn: Which statement is directly supported by the invented notebook entry?
A. There were no other wagons anywhere.
B. The bridge was built on May 3.
C. Rae reported three wagons beside the bridge that morning.
D. All three wagons belonged to Rae.

My answer and reasoning: ________________________

Extension: Add a new invented note: “May 4: I saw one wagon beside the bridge.” The two notes report different observations on different mornings; they do not prove that two wagons were destroyed.

Sources:
Library of Congress: analyzing primary sources: https://www.loc.gov/programs/teachers/getting-started-with-primary-sources/

Put Records in Time Order

Order three complete fictional observations and keep their claims narrow.
Materials:
Original fictional room notebook: April 8, Ada: “I saw a red sign on the door.” April 6, Lee: “I saw a green sign on the door.” April 7, Mo: “I saw two signs on the table.” Dates are in the same month and year; these are original invented practice records.

Dates help us arrange records from earlier to later. A record’s position on this page is not its time order. In one month, day 6 comes before day 7, which comes before day 8. Copy each observation with its date so its words do not attach to the wrong day.

A sequence tells us what people reported at different times, but it can leave events between those times unknown. The red sign was reported on April 8. These notes do not tell us exactly when it was placed or who put it there. We can name the last reported observation without inventing the missing steps.

1. Copy or say the three dates.
2. Arrange them April 6, April 7, April 8.
3. Place each person’s exact observation beside the matching date.
4. Say the last reported door observation and one event whose date remains unknown.

Worked example: “April 6: green sign on door; April 7: two signs on table; April 8: red sign on door. Ada reports the red door sign on April 8. I cannot tell when the red sign was first attached.”

Helpful tips:


Your turn: Which event is reported latest?
A. Lee saw a green door sign.
B. Ada saw a red door sign.
C. Mo saw two table signs.
D. Someone built the room.

My answer and reasoning: ________________________

Extension: Changed record: add April 9, Eli: “I saw no sign on the door at noon.” What becomes the latest door observation? Model reasoning: “Eli reports no door sign at noon on April 9. That does not prove there was no sign earlier that morning.”

Sources:
National Archives: document analysis methods: https://www.archives.gov/education/lessons/worksheets

Compare What Two Observers Could See

Explain why observations from different places may have different scope.
Materials:
Original invented fair records, same Saturday: Jae, at the west gate, writes “I counted four bicycles beside this gate at 10 am.” Ren, at the east gate, writes “I counted two bicycles beside this gate at 10 am.” No other locations or times were counted.

An observer can report only what they could see or measure. Location is part of the evidence. Two people can report different numbers without disagreeing if they looked at different places. Read the where and when along with the number before deciding whether accounts match.

Here Jae and Ren both mention bicycles at 10 am, but their gates are different. We can add four and two to describe the reported bicycles beside those two gates at that moment, assuming the separate gate areas do not overlap. We cannot call that the count of every bicycle at the fair, because other places were not observed.

1. Name the location and time for each observer.
2. Circle or say the two numbers.
3. Explain the location difference in one sentence.
4. State a narrow combined count for the two separate gate areas and name the missing coverage.

Worked example: “Jae reports four at the west gate and Ren two at the east gate, both at 10 am. That is six reported bicycles beside the two gates together, not necessarily six in the whole fair.”

Helpful tips:


Your turn: Why do four and two not automatically contradict each other?
A. One observer must be lying.
B. Bicycles cannot be counted.
C. They counted different gate areas.
D. Both counted all fair bicycles.

My answer and reasoning: ________________________

Extension: Changed note: Ren now says “two at the west gate at 11 am.” Does that automatically disprove Jae? Model reasoning: “No. The location now matches, but the time differs. Bicycles could have moved. I would need records of the same location and time to compare the same count.”

Sources:
National Archives: document analysis methods: https://www.archives.gov/education/lessons/worksheets

Ask a Question a Record Can Answer

Match a question to information supplied by a source.
Materials:
Original invented meeting card: “Room club, May 2. Present: Ana, Bea, Cal. Decision: use the round table for the puzzle. Writer: Bea.” This is the entire card; it does not record a vote or anyone’s feelings.

A useful question asks for information a source actually includes. “Which table did the club decide to use?” matches the card’s decision line. “Who liked the decision?” asks about feelings, which the card does not supply. We can answer one question and keep another open.

When a record names people present, it tells us who the writer recorded as attending. Presence alone does not mean agreement. The card names three attendees and one decision, but gives no individual votes. Say “the card records” when you describe its contents so your answer remains tied to the evidence.

1. Find the date, attendance line, and decision line.
2. Write or say one question about the decision.
3. Answer it with the card’s words.
4. Ask one question about feelings or votes and explain why this card cannot answer it.

Worked example: “What table was chosen? The card records the round table. Did Cal like that choice? The card does not say; being present does not tell me Cal’s feelings or vote.”

Helpful tips:


Your turn: Which question can this card directly answer?
A. Was everyone happy?
B. Who voted against the table?
C. Was the round table bought that day?
D. Which table did the club choose?

My answer and reasoning: ________________________

Extension: Changed card: add “Vote: Ana yes, Bea yes, Cal no.” What new question can it answer? Model reasoning: “Who voted no? Cal, according to the added vote line. The vote still does not tell me why Cal voted no.”

Sources:
National Archives: document analysis methods: https://www.archives.gov/education/lessons/worksheets

Seven Continents in a Common School Model

Match the cards using the notes about Africa, Asia, Europe and South America.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Africa: the continent containing Egypt and Kenya. Asia: the continent containing China and India. Europe: the continent containing France and Poland. South America: the continent containing Brazil and Peru.
Original exercise cards: The continent includes Egypt. / The continent includes China. / The continent includes France. / The continent includes Brazil. / The continent includes India. / The continent includes Poland. / The continent includes Peru. / The continent includes Kenya.

A common U.S. school model names seven continents: Africa, Antarctica, Asia, Europe, North America, South America and Australia. Different traditions group continents differently. A continent is not a country. This lesson compares four of those continents; the next cards teach the others and major oceans.

Africa: the continent containing Egypt and Kenya. Asia: the continent containing China and India. Europe: the continent containing France and Poland. South America: the continent containing Brazil and Peru.

Find the country named on the card in the notes. Read which continent contains it. Ask an adult to read the notes and cards aloud. Point, draw or say your answer. These are word descriptions of pictures and places; no picture or map is supplied or needed.

1. Ask an adult to read the four notes. Find the words Africa, Asia, Europe, South America.
2. Find the country named on the card in the notes. Read which continent contains it.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Africa and one for Asia. Explain how their clues differ.

Worked example: Worked example: Egypt is in Africa, according to the notes. Kenya is another country in Africa. Compare the note for Europe: Europe is the continent containing France and Poland. That is a different clue.

Helpful tips:
- Find the country named on the card in the notes. Read which continent contains it.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.

Your turn: Use the notes and this card. The continent includes China. Which choice best fits?
A. Asia
B. Europe
C. South America
D. Africa

My answer and reasoning: ________________________

Extra practice
1. Use the notes and this card. The continent includes France. Which choice best fits?
A. Europe
B. South America
C. Africa
D. Asia
My answer and reasoning: ________________________
Hints: Find the country named on the card in the notes. Read which continent contains it.; Find the note for Europe. Check which words in this card match it.

2. Use the notes and this card. The continent includes Brazil. Which choice best fits?
A. South America
B. Africa
C. Asia
D. Europe
My answer and reasoning: ________________________
Hints: Find the country named on the card in the notes. Read which continent contains it.; Find the note for South America. Check which words in this card match it.

3. Use the notes and this card. The continent includes India. Which choice best fits?
A. Africa
B. Asia
C. Europe
D. South America
My answer and reasoning: ________________________
Hints: Find the country named on the card in the notes. Read which continent contains it.; Find the note for Asia. Check which words in this card match it.

Extension: New card: “The continent includes Kenya.” Match it with a note, then point to or say the words that helped. Check: Kenya is in Africa, according to the notes. Egypt is another country in Africa.

Sources:
USGS: Exploring Maps: https://www.usgs.gov/educational-resources/exploring-maps

More Continents and the Oceans

Match the cards using the notes about North America, Australia, Antarctica and Pacific Ocean.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: North America: a continent including Canada and Mexico. Australia: a country and continent in the stated model. Antarctica: the continent around the South Pole. Pacific Ocean: a vast ocean between the Americas and Asia/Australia.
Original exercise cards: The continent includes Canada. / The stated continent model names Australia. / A continent surrounds the South Pole. / Ocean water lies between western South America and Asia. / A country also shares this continent’s name. / The southern polar land continent is described. / A ship crosses an ocean from Japan toward western North America. / The continent includes Mexico.

North America includes Canada, the United States and Mexico. Australia can name both a country and a continent in the stated seven-continent model. Antarctica is the southern polar continent. The Pacific is an ocean, not a continent. The five named oceans are Pacific, Atlantic, Indian, Southern and Arctic.

North America: a continent including Canada and Mexico. Australia: a country and continent in the stated model. Antarctica: the continent around the South Pole. Pacific Ocean: a vast ocean between the Americas and Asia/Australia.

Use the place clue: Canada or Mexico, the country-and-continent Australia, the South Pole or the Pacific Ocean. Ask an adult to read the notes and cards aloud. Point, draw or say your answer. These are word descriptions of pictures and places; no picture or map is supplied or needed.

1. Ask an adult to read the four notes. Find the words North America, Australia, Antarctica, Pacific Ocean.
2. Use the place clue: Canada or Mexico, the country-and-continent Australia, the South Pole or the Pacific Ocean.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for North America and one for Australia. Explain how their clues differ.

Worked example: Worked example: The card says: “The continent includes Canada.” That matches North America. North America is a continent including Canada and Mexico. Compare the note for Antarctica: Antarctica is the continent around the South Pole. That is a different clue.

Helpful tips:
- Use the place clue: Canada or Mexico, the country-and-continent Australia, the South Pole or the Pacific Ocean.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.

Your turn: Use the notes and this card. The stated continent model names Australia. Which choice best fits?
A. Antarctica
B. Pacific Ocean
C. North America
D. Australia

My answer and reasoning: ________________________

Extra practice
1. Use the notes and this card. A continent surrounds the South Pole. Which choice best fits?
A. Pacific Ocean
B. North America
C. Australia
D. Antarctica
My answer and reasoning: ________________________
Hints: Use the place clue: Canada or Mexico, the country-and-continent Australia, the South Pole or the Pacific Ocean.; Find the note for Antarctica. Check which words in this card match it.

2. Use the notes and this card. Ocean water lies between western South America and Asia. Which choice best fits?
A. North America
B. Australia
C. Antarctica
D. Pacific Ocean
My answer and reasoning: ________________________
Hints: Use the place clue: Canada or Mexico, the country-and-continent Australia, the South Pole or the Pacific Ocean.; Find the note for Pacific Ocean. Check which words in this card match it.

3. Use the notes and this card. A country also shares this continent’s name. Which choice best fits?
A. Australia
B. Antarctica
C. Pacific Ocean
D. North America
My answer and reasoning: ________________________
Hints: Use the place clue: Canada or Mexico, the country-and-continent Australia, the South Pole or the Pacific Ocean.; Find the note for Australia. Check which words in this card match it.

Extension: New card: “The continent includes Mexico.” Match it with a note, then point to or say the words that helped. Check: The card says: “The continent includes Mexico.” That matches North America. North America is a continent including Canada and Mexico.

Sources:
USGS: Exploring Maps: https://www.usgs.gov/educational-resources/exploring-maps

Weather Climate and Land Use

Match the cards using the notes about Weather, Climate, Land use and Physical feature.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Weather: short-term atmospheric conditions. Climate: long-term patterns of atmospheric conditions. Land use: how people use a stated area. Physical feature: a natural characteristic of the landscape.
Original exercise cards: Fictional record: rain falls this afternoon. / Fictional record: many years have dry summers. / A fictional map marks land used for farming. / A fictional map shows a river valley. / A fictional summary compares average temperatures over decades. / A fictional site is used for housing. / A fictional region contains a mountain range. / A fictional report describes today’s temperature.

Weather describes conditions over a short time; climate describes long-term patterns. Land use describes what people do with land. A physical feature describes the landscape itself. These concepts can interact, but a single rainy day does not establish a place’s climate.

Weather: short-term atmospheric conditions. Climate: long-term patterns of atmospheric conditions. Land use: how people use a stated area. Physical feature: a natural characteristic of the landscape.

Look for a short-time condition, a pattern over many years, how land is used or a natural land feature. Ask an adult to read the notes and cards aloud. Point, draw or say your answer. These are word descriptions of pictures and places; no picture or map is supplied or needed.

1. Ask an adult to read the four notes. Find the words Weather, Climate, Land use, Physical feature.
2. Look for a short-time condition, a pattern over many years, how land is used or a natural land feature.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Weather and one for Climate. Explain how their clues differ.

Worked example: Worked example: The card says: “Fictional record: rain falls this afternoon.” That matches Weather. Weather is short-term atmospheric conditions. Compare the note for Land use: Land use is how people use a stated area. That is a different clue.

Helpful tips:
- Look for a short-time condition, a pattern over many years, how land is used or a natural land feature.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.

Your turn: Use the notes and this card. Fictional record: many years have dry summers. Which choice best fits?
A. Physical feature
B. Weather
C. Climate
D. Land use

My answer and reasoning: ________________________

Extra practice
1. Use the notes and this card. A fictional map marks land used for farming. Which choice best fits?
A. Weather
B. Climate
C. Land use
D. Physical feature
My answer and reasoning: ________________________
Hints: Look for a short-time condition, a pattern over many years, how land is used or a natural land feature.; Find the note for Land use. Check which words in this card match it.

2. Use the notes and this card. A fictional map shows a river valley. Which choice best fits?
A. Climate
B. Land use
C. Physical feature
D. Weather
My answer and reasoning: ________________________
Hints: Look for a short-time condition, a pattern over many years, how land is used or a natural land feature.; Find the note for Physical feature. Check which words in this card match it.

3. Use the notes and this card. A fictional summary compares average temperatures over decades. Which choice best fits?
A. Land use
B. Physical feature
C. Weather
D. Climate
My answer and reasoning: ________________________
Hints: Look for a short-time condition, a pattern over many years, how land is used or a natural land feature.; Find the note for Climate. Check which words in this card match it.

Extension: New card: “A fictional report describes today’s temperature.” Match it with a note, then point to or say the words that helped. Check: The card says: “A fictional report describes today’s temperature.” That matches Weather. Weather is short-term atmospheric conditions.

Sources:
NOAA: Education resource collections: https://www.noaa.gov/education/resource-collections/about
USGS: What Do Maps Show?: https://www.usgs.gov/educational-resources/what-do-maps-show

A Boundary Is Not Always a Wall

Match the cards using the notes about Country boundary, Coastline, Watershed divide and Route.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Country boundary: the mapped political limit between countries. Coastline: the edge where land meets sea. Watershed divide: a boundary separating land draining to different outlets. Route: a line showing a travel connection.
Original exercise cards: A map line separates Canada and the United States. / A map line follows the edge of an island. / A fictional ridge separates two drainage basins. / A fictional dotted line shows a ferry trip. / A map line marks the shore of an ocean. / Rain on opposite sides flows toward different rivers. / A map line connects train stops. / A map line divides two named countries.

A boundary marks a limit on a map or in a rule. A country boundary separates political areas; a coast separates land and sea; a watershed boundary separates drainage areas. A route is a path connecting places, not a boundary just because it is a line. Check the legend’s meaning.

Country boundary: the mapped political limit between countries. Coastline: the edge where land meets sea. Watershed divide: a boundary separating land draining to different outlets. Route: a line showing a travel connection.

Find what the line means: a country limit, the edge of land and sea, a divide between drainage areas or a travel route. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.

1. Ask an adult to read the four notes. Find the words Country boundary, Coastline, Watershed divide, Route.
2. Find what the line means: a country limit, the edge of land and sea, a divide between drainage areas or a travel route.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Country boundary and one for Coastline. Explain how their clues differ.

Worked example: Worked example: The card says: “A map line separates Canada and the United States.” That matches Country boundary. Country boundary is the mapped political limit between countries. Compare the note for Watershed divide: Watershed divide is a boundary separating land draining to different outlets. That is a different clue.

Helpful tips:
- Find what the line means: a country limit, the edge of land and sea, a divide between drainage areas or a travel route.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.

Your turn: Use the notes and this card. A map line follows the edge of an island. Which choice best fits?
A. Country boundary
B. Coastline
C. Watershed divide
D. Route

My answer and reasoning: ________________________

Extra practice
1. Use the notes and this card. A fictional ridge separates two drainage basins. Which choice best fits?
A. Coastline
B. Watershed divide
C. Route
D. Country boundary
My answer and reasoning: ________________________
Hints: Find what the line means: a country limit, the edge of land and sea, a divide between drainage areas or a travel route.; Find the note for Watershed divide. Check which words in this card match it.

2. Use the notes and this card. A fictional dotted line shows a ferry trip. Which choice best fits?
A. Watershed divide
B. Route
C. Country boundary
D. Coastline
My answer and reasoning: ________________________
Hints: Find what the line means: a country limit, the edge of land and sea, a divide between drainage areas or a travel route.; Find the note for Route. Check which words in this card match it.

3. Use the notes and this card. A map line marks the shore of an ocean. Which choice best fits?
A. Route
B. Country boundary
C. Coastline
D. Watershed divide
My answer and reasoning: ________________________
Hints: Find what the line means: a country limit, the edge of land and sea, a divide between drainage areas or a travel route.; Find the note for Coastline. Check which words in this card match it.

Extension: New card: “A map line divides two named countries.” Match it with a note, then point to or say the words that helped. Check: The card says: “A map line divides two named countries.” That matches Country boundary. Country boundary is the mapped political limit between countries.

Sources:
USGS: What Do Maps Show?: https://www.usgs.gov/educational-resources/what-do-maps-show
NOAA: Water cycle and social/environmental issues: https://www.noaa.gov/education/resource-collections/freshwater/water-cycle

Resources in Production

Match the cards using the notes about Natural resource, Human resource, Capital good and Output.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Natural resource: a resource from nature used in production. Human resource: people’s work and skills. Capital good: a produced tool or machine used to make other goods. Output: the good or service produced.
Original exercise cards: A fictional workshop uses timber. / A fictional baker kneads dough. / A fictional bakery uses an oven. / A fictional bakery finishes bread. / A technician maintains a machine. / A workshop uses a drill press. / A workshop completes a repaired table. / A pottery workshop uses clay.

Production uses natural resources, human work and capital goods such as tools or machines. A finished product is an output. Money can pay for inputs, but money itself is not the same as every productive resource. The fictional bakery and workshop examples show the distinction.

Natural resource: a resource from nature used in production. Human resource: people’s work and skills. Capital good: a produced tool or machine used to make other goods. Output: the good or service produced.

Look for material from nature, a person’s work, a tool or machine, or the finished product. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.

1. Ask an adult to read the four notes. Find the words Natural resource, Human resource, Capital good, Output.
2. Look for material from nature, a person’s work, a tool or machine, or the finished product.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Natural resource and one for Human resource. Explain how their clues differ.

Worked example: Worked example: The card says: “A fictional workshop uses timber.” That matches Natural resource. Natural resource is a resource from nature used in production. Compare the note for Capital good: Capital good is a produced tool or machine used to make other goods. That is a different clue.

Helpful tips:
- Look for material from nature, a person’s work, a tool or machine, or the finished product.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.

Your turn: Use the notes and this card. A fictional baker kneads dough. Which choice best fits?
A. Human resource
B. Capital good
C. Output
D. Natural resource

My answer and reasoning: ________________________

Extra practice
1. Use the notes and this card. A fictional bakery uses an oven. Which choice best fits?
A. Capital good
B. Output
C. Natural resource
D. Human resource
My answer and reasoning: ________________________
Hints: Look for material from nature, a person’s work, a tool or machine, or the finished product.; Find the note for Capital good. Check which words in this card match it.

2. Use the notes and this card. A fictional bakery finishes bread. Which choice best fits?
A. Output
B. Natural resource
C. Human resource
D. Capital good
My answer and reasoning: ________________________
Hints: Look for material from nature, a person’s work, a tool or machine, or the finished product.; Find the note for Output. Check which words in this card match it.

3. Use the notes and this card. A technician maintains a machine. Which choice best fits?
A. Natural resource
B. Human resource
C. Capital good
D. Output
My answer and reasoning: ________________________
Hints: Look for material from nature, a person’s work, a tool or machine, or the finished product.; Find the note for Human resource. Check which words in this card match it.

Extension: New card: “A pottery workshop uses clay.” Match it with a note, then point to or say the words that helped. Check: The card says: “A pottery workshop uses clay.” That matches Natural resource. Natural resource is a resource from nature used in production.

Sources:
Federal Reserve Education: Economic Lowdown: https://www.federalreserveeducation.org/teaching-resources/economics/series/economic-lowdown-video-series

Specialization and Interdependence

Match the cards using the notes about Specialization, Interdependence, Exchange and Supply interruption.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Specialization: focusing work on a particular task or product. Interdependence: relying on others for different needed work or products. Exchange: trading goods or services with another participant. Supply interruption: a break in access to an input or product.
Original exercise cards: A fictional worker mainly repairs bicycles. / A fictional baker relies on a miller for flour. / A fictional shop sells bread to customers. / A fictional bakery cannot obtain flour today. / A grower relies on a mechanic to maintain equipment. / Two fictional makers trade agreed products. / A workshop lacks a required replacement part. / A worker mainly grows apples.

Specialization means focusing work on particular tasks or products. People who specialize often depend on others for different goods and services. Trade connects them. A supply interruption can affect more than one worker. Specialization does not mean a person can do only one thing for life.

Specialization: focusing work on a particular task or product. Interdependence: relying on others for different needed work or products. Exchange: trading goods or services with another participant. Supply interruption: a break in access to an input or product.

Look for a worker’s main task, reliance on another worker, a trade or a missing supply. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.

1. Ask an adult to read the four notes. Find the words Specialization, Interdependence, Exchange, Supply interruption.
2. Look for a worker’s main task, reliance on another worker, a trade or a missing supply.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Specialization and one for Interdependence. Explain how their clues differ.

Worked example: Worked example: The card says: “A fictional worker mainly repairs bicycles.” That matches Specialization. Specialization is focusing work on a particular task or product. Compare the note for Exchange: Exchange is trading goods or services with another participant. That is a different clue.

Helpful tips:
- Look for a worker’s main task, reliance on another worker, a trade or a missing supply.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.

Your turn: Use the notes and this card. A fictional baker relies on a miller for flour. Which choice best fits?
A. Exchange
B. Supply interruption
C. Specialization
D. Interdependence

My answer and reasoning: ________________________

Extra practice
1. Use the notes and this card. A fictional shop sells bread to customers. Which choice best fits?
A. Supply interruption
B. Specialization
C. Interdependence
D. Exchange
My answer and reasoning: ________________________
Hints: Look for a worker’s main task, reliance on another worker, a trade or a missing supply.; Find the note for Exchange. Check which words in this card match it.

2. Use the notes and this card. A fictional bakery cannot obtain flour today. Which choice best fits?
A. Specialization
B. Interdependence
C. Exchange
D. Supply interruption
My answer and reasoning: ________________________
Hints: Look for a worker’s main task, reliance on another worker, a trade or a missing supply.; Find the note for Supply interruption. Check which words in this card match it.

3. Use the notes and this card. A grower relies on a mechanic to maintain equipment. Which choice best fits?
A. Interdependence
B. Exchange
C. Supply interruption
D. Specialization
My answer and reasoning: ________________________
Hints: Look for a worker’s main task, reliance on another worker, a trade or a missing supply.; Find the note for Interdependence. Check which words in this card match it.

Extension: New card: “A worker mainly grows apples.” Match it with a note, then point to or say the words that helped. Check: The card says: “A worker mainly grows apples.” That matches Specialization. Specialization is focusing work on a particular task or product.

Sources:
Federal Reserve Education: Economic Lowdown: https://www.federalreserveeducation.org/teaching-resources/economics/series/economic-lowdown-video-series

Choosing with a Fixed Budget

Add the prices, compare the cost with the pretend budget, and find any money left.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Fits with money left: the total cost is strictly below the stated budget. Exceeds the limit: the total cost is greater than the stated budget. Exactly uses the limit: the total cost equals the stated budget. Money remaining: the budget amount left after the stated spending.
Original exercise cards: Fictional budget $8; selected item costs $6. / Fictional budget $7; selected item costs $9. / Fictional budget $9; items cost $4 and $5. / Fictional budget $10; spending $6 leaves $4. What does the $4 represent? / Fictional budget $10; items cost $6 and $5. / Fictional budget $12; items cost $7 and $5. / Fictional budget $15; spending $8 leaves $7. What does the $7 represent? / Fictional budget $10; items cost $4 and $5.

A budget limit means not every possible purchase fits. A cost is the amount used for an item. Affordable means the total fits the stated limit, not that an item is useful or necessary. Money remaining equals the limit minus spending. All amounts here are fictional.

Fits with money left: the total cost is strictly below the stated budget. Exceeds the limit: the total cost is greater than the stated budget. Exactly uses the limit: the total cost equals the stated budget. Money remaining: the budget amount left after the stated spending.

Add the selected costs. Compare the total with the budget. If asked about money left, subtract spending from the budget. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.

1. Ask an adult to read the four notes. Find the words Fits with money left, Exceeds the limit, Exactly uses the limit, Money remaining.
2. Add the selected costs. Compare the total with the budget. If asked about money left, subtract spending from the budget.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Fits with money left and one for Exceeds the limit. Explain how their clues differ.

Worked example: Fictional budget $8; the selected item costs $6. Compare 6 with 8: 6 is strictly smaller, so the choice fits with money left. Subtract spending from the limit: $8 − $6 = $2 remaining. The cost does not exactly use the budget and does not exceed it. This calculation tests the supplied limit; it does not establish whether the item is needed or every purchase is affordable.

Helpful tips:
- Add the selected costs. Compare the total with the budget. If asked about money left, subtract spending from the budget.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.

Your turn: Use the notes and this card. Fictional budget $7; selected item costs $9. Which choice best fits?
A. Money remaining
B. Fits with money left
C. Exceeds the limit
D. Exactly uses the limit

My answer and reasoning: ________________________

Extra practice
1. Use the notes and this card. Fictional budget $9; items cost $4 and $5. Which choice best fits?
A. Fits with money left
B. Exceeds the limit
C. Exactly uses the limit
D. Money remaining
My answer and reasoning: ________________________
Hints: Add the selected costs. Compare the total with the budget. If asked about money left, subtract spending from the budget.; Find the note for Exactly uses the limit. Check which words in this card match it.

2. Use the notes and this card. Fictional budget $10; spending $6 leaves $4. What does the $4 represent? Which choice best fits?
A. Exceeds the limit
B. Exactly uses the limit
C. Money remaining
D. Fits with money left
My answer and reasoning: ________________________
Hints: Add the selected costs. Compare the total with the budget. If asked about money left, subtract spending from the budget.; Find the note for Money remaining. Check which words in this card match it.

3. Use the notes and this card. Fictional budget $10; items cost $6 and $5. Which choice best fits?
A. Exactly uses the limit
B. Money remaining
C. Fits with money left
D. Exceeds the limit
My answer and reasoning: ________________________
Hints: Add the selected costs. Compare the total with the budget. If asked about money left, subtract spending from the budget.; Find the note for Exceeds the limit. Check which words in this card match it.

Extension: New card: “Fictional budget $10; items cost $4 and $5.” Match it with a note, then point to or say the words that helped. Check: The selected cost is $9 (4 + 5 = 9). It is less than the $10 budget. The choice fits with money left: $10 − $9 = $1.

Sources:
Federal Reserve Education: Economic Lowdown: https://www.federalreserveeducation.org/teaching-resources/economics/series/economic-lowdown-video-series

Opportunity Cost Is the Next-Best Choice

Match the cards using the notes about Chosen option, Opportunity cost, Lower-ranked alternative and Resource limit.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Chosen option: the activity actually selected. Opportunity cost: the next-best available alternative forgone. Lower-ranked alternative: a possible option ranked below the next-best one. Resource limit: the constraint preventing all choices from being taken.
Original exercise cards: Fictional ranking: read, draw, sing; the learner selects reading. / Fictional ranking: read, draw, sing; reading is chosen, so drawing is forgone next-best. / Fictional ranking: read, draw, sing; singing is third. / Fictional learner has time for only one activity. / Fictional ranking: walk, swim, cycle; walking is chosen, so swimming is forgone next-best. / Fictional ranking: walk, swim, cycle; cycling is third. / A fictional group has material for only one project. / Fictional ranking: walk, swim, cycle; the learner selects walking.

When a choice prevents another use of limited resources, its opportunity cost is the next-best alternative forgone. It is not every possible alternative added together. A stated preference order helps identify the next-best choice. A monetary cost and an opportunity cost are different concepts.

Chosen option: the activity actually selected. Opportunity cost: the next-best available alternative forgone. Lower-ranked alternative: a possible option ranked below the next-best one. Resource limit: the constraint preventing all choices from being taken.

Find the activity chosen and the next-best choice in the stated order. Keep them separate from a lower choice and the limit. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.

1. Ask an adult to read the four notes. Find the words Chosen option, Opportunity cost, Lower-ranked alternative, Resource limit.
2. Find the activity chosen and the next-best choice in the stated order. Keep them separate from a lower choice and the limit.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Chosen option and one for Opportunity cost. Explain how their clues differ.

Worked example: Worked example: The card says: “Fictional ranking: read, draw, sing; the learner selects reading.” That matches Chosen option. Chosen option is the activity actually selected. Compare the note for Lower-ranked alternative: Lower-ranked alternative is a possible option ranked below the next-best one. That is a different clue.

Helpful tips:
- Find the activity chosen and the next-best choice in the stated order. Keep them separate from a lower choice and the limit.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.

Your turn: Use the notes and this card. Fictional ranking: read, draw, sing; reading is chosen, so drawing is forgone next-best. Which choice best fits?
A. Chosen option
B. Opportunity cost
C. Lower-ranked alternative
D. Resource limit

My answer and reasoning: ________________________

Extra practice
1. Use the notes and this card. Fictional ranking: read, draw, sing; singing is third. Which choice best fits?
A. Opportunity cost
B. Lower-ranked alternative
C. Resource limit
D. Chosen option
My answer and reasoning: ________________________
Hints: Find the activity chosen and the next-best choice in the stated order. Keep them separate from a lower choice and the limit.; Find the note for Lower-ranked alternative. Check which words in this card match it.

2. Use the notes and this card. Fictional learner has time for only one activity. Which choice best fits?
A. Lower-ranked alternative
B. Resource limit
C. Chosen option
D. Opportunity cost
My answer and reasoning: ________________________
Hints: Find the activity chosen and the next-best choice in the stated order. Keep them separate from a lower choice and the limit.; Find the note for Resource limit. Check which words in this card match it.

3. Use the notes and this card. Fictional ranking: walk, swim, cycle; walking is chosen, so swimming is forgone next-best. Which choice best fits?
A. Resource limit
B. Chosen option
C. Opportunity cost
D. Lower-ranked alternative
My answer and reasoning: ________________________
Hints: Find the activity chosen and the next-best choice in the stated order. Keep them separate from a lower choice and the limit.; Find the note for Opportunity cost. Check which words in this card match it.

Extension: New card: “Fictional ranking: walk, swim, cycle; the learner selects walking.” Match it with a note, then point to or say the words that helped. Check: The card says: “Fictional ranking: walk, swim, cycle; the learner selects walking.” That matches Chosen option. Chosen option is the activity actually selected.

Sources:
Federal Reserve Education: Economic Lowdown: https://www.federalreserveeducation.org/teaching-resources/economics/series/economic-lowdown-video-series

Native Nations Are Diverse and Present

Match the cards using the notes about Diversity, Continuity, Change and Stereotype.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Diversity: differences among Native nations and communities. Continuity: Native communities and identities continuing into the present. Change: a community adapting or experiencing developments over time. Stereotype: an unsupported claim treating diverse people as identical.
Original exercise cards: Two named Native nations have different languages. / A Native nation operates institutions today. / A Native artist uses both inherited methods and new materials. / A fictional claim says every Native nation has the same language. / Native families maintain community relationships today. / A Native community develops a new educational project. / A fictional claim says Native people exist only in the past. / Distinct Native communities follow different cultural practices.

Native peoples are not one culture or only a past chapter. Distinct nations have different languages, governments, histories and relationships with places. Native communities live today and have adapted through change. A historical object cannot represent every Native person or explain a whole nation’s present life.

Diversity: differences among Native nations and communities. Continuity: Native communities and identities continuing into the present. Change: a community adapting or experiencing developments over time. Stereotype: an unsupported claim treating diverse people as identical.

Look for differences between Native nations, communities living today, a change over time or a claim wrongly treating everyone alike. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.

1. Ask an adult to read the four notes. Find the words Diversity, Continuity, Change, Stereotype.
2. Look for differences between Native nations, communities living today, a change over time or a claim wrongly treating everyone alike.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Diversity and one for Continuity. Explain how their clues differ.

Worked example: Worked example: The card says: “Two named Native nations have different languages.” That matches Diversity. Diversity is differences among Native nations and communities. Compare the note for Change: Change is a community adapting or experiencing developments over time. That is a different clue.

Helpful tips:
- Look for differences between Native nations, communities living today, a change over time or a claim wrongly treating everyone alike.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.

Your turn: Use the notes and this card. A Native nation operates institutions today. Which choice best fits?
A. Continuity
B. Change
C. Stereotype
D. Diversity

My answer and reasoning: ________________________

Extra practice
1. Use the notes and this card. A Native artist uses both inherited methods and new materials. Which choice best fits?
A. Change
B. Stereotype
C. Diversity
D. Continuity
My answer and reasoning: ________________________
Hints: Look for differences between Native nations, communities living today, a change over time or a claim wrongly treating everyone alike.; Find the note for Change. Check which words in this card match it.

2. Use the notes and this card. A fictional claim says every Native nation has the same language. Which choice best fits?
A. Stereotype
B. Diversity
C. Continuity
D. Change
My answer and reasoning: ________________________
Hints: Look for differences between Native nations, communities living today, a change over time or a claim wrongly treating everyone alike.; Find the note for Stereotype. Check which words in this card match it.

3. Use the notes and this card. Native families maintain community relationships today. Which choice best fits?
A. Diversity
B. Continuity
C. Change
D. Stereotype
My answer and reasoning: ________________________
Hints: Look for differences between Native nations, communities living today, a change over time or a claim wrongly treating everyone alike.; Find the note for Continuity. Check which words in this card match it.

Extension: New card: “Distinct Native communities follow different cultural practices.” Match it with a note, then point to or say the words that helped. Check: The card says: “Distinct Native communities follow different cultural practices.” That matches Diversity. Diversity is differences among Native nations and communities.

Sources:
Smithsonian NMAI: Essential Understandings: https://americanindian.si.edu/nk360/about/essential-understandings

Migration and Settlement

Match the cards using the notes about Migration, Settlement, Push factor and Pull factor.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Migration: movement from one place to another. Settlement: establishing a home or community in a place. Push factor: a stated condition encouraging departure. Pull factor: a stated condition attracting people to a destination.
Original exercise cards: A fictional family moves from one region to another. / A fictional family makes a home after arriving. / A fictional family leaves because repeated flooding damages homes. / A fictional family chooses a destination near relatives. / A group builds a lasting community at its destination. / A fictional worker leaves because local work is unavailable. / A fictional worker chooses a place with available work. / A historical community’s movement between places is described.

Migration means moving from one place to another. Settlement concerns making a home in a place. A push factor makes an original place difficult to remain in; a pull factor makes a destination appealing. Real migrations often have several causes, and not every move is voluntary.

Migration: movement from one place to another. Settlement: establishing a home or community in a place. Push factor: a stated condition encouraging departure. Pull factor: a stated condition attracting people to a destination.

Look for moving, making a home, a reason to leave or a reason to choose the destination. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.

1. Ask an adult to read the four notes. Find the words Migration, Settlement, Push factor, Pull factor.
2. Look for moving, making a home, a reason to leave or a reason to choose the destination.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Migration and one for Settlement. Explain how their clues differ.

Worked example: Worked example: The card says: “A fictional family moves from one region to another.” That matches Migration. Migration is movement from one place to another. Compare the note for Push factor: Push factor is a stated condition encouraging departure. That is a different clue.

Helpful tips:
- Look for moving, making a home, a reason to leave or a reason to choose the destination.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.

Your turn: Use the notes and this card. A fictional family makes a home after arriving. Which choice best fits?
A. Push factor
B. Pull factor
C. Migration
D. Settlement

My answer and reasoning: ________________________

Extra practice
1. Use the notes and this card. A fictional family leaves because repeated flooding damages homes. Which choice best fits?
A. Pull factor
B. Migration
C. Settlement
D. Push factor
My answer and reasoning: ________________________
Hints: Look for moving, making a home, a reason to leave or a reason to choose the destination.; Find the note for Push factor. Check which words in this card match it.

2. Use the notes and this card. A fictional family chooses a destination near relatives. Which choice best fits?
A. Migration
B. Settlement
C. Push factor
D. Pull factor
My answer and reasoning: ________________________
Hints: Look for moving, making a home, a reason to leave or a reason to choose the destination.; Find the note for Pull factor. Check which words in this card match it.

3. Use the notes and this card. A group builds a lasting community at its destination. Which choice best fits?
A. Settlement
B. Push factor
C. Pull factor
D. Migration
My answer and reasoning: ________________________
Hints: Look for moving, making a home, a reason to leave or a reason to choose the destination.; Find the note for Settlement. Check which words in this card match it.

Extension: New card: “A historical community’s movement between places is described.” Match it with a note, then point to or say the words that helped. Check: The card says: “A historical community’s movement between places is described.” That matches Migration. Migration is movement from one place to another.

Sources:
Library of Congress: U.S. History Primary Source Timeline: https://www.loc.gov/classroom-materials/united-states-history-primary-source-timeline/

Objects Buildings and Written Records

Match the cards using the notes about Artifact, Building, Written record and Oral account.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Artifact: a physical object made or used by people. Building: a structure that can be studied for historical use. Written record: a source using written words. Oral account: a spoken account recorded or remembered.
Original exercise cards: A museum preserves a historical cooking pot. / A researcher examines an old schoolhouse. / A historical letter describes a journey. / A recorded interview describes an earlier experience. / A historian studies a surviving factory. / An old ledger lists purchases. / A speaker recounts a community memory. / A collection contains an old hand tool.

Historians use different evidence. An artifact is an object made or used by people. A building can reveal construction and use. A written record uses text, while an oral account is spoken. Every source has a creator and a context; one kind is not automatically complete or unbiased.

Artifact: a physical object made or used by people. Building: a structure that can be studied for historical use. Written record: a source using written words. Oral account: a spoken account recorded or remembered.

Find whether the source is an object, a building, written words or a spoken account. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.

1. Ask an adult to read the four notes. Find the words Artifact, Building, Written record, Oral account.
2. Find whether the source is an object, a building, written words or a spoken account.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Artifact and one for Building. Explain how their clues differ.

Worked example: Worked example: The card says: “A museum preserves a historical cooking pot.” That matches Artifact. Artifact is a physical object made or used by people. Compare the note for Written record: Written record is a source using written words. That is a different clue.

Helpful tips:
- Find whether the source is an object, a building, written words or a spoken account.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.

Your turn: Use the notes and this card. A researcher examines an old schoolhouse. Which choice best fits?
A. Oral account
B. Artifact
C. Building
D. Written record

My answer and reasoning: ________________________

Extra practice
1. Use the notes and this card. A historical letter describes a journey. Which choice best fits?
A. Artifact
B. Building
C. Written record
D. Oral account
My answer and reasoning: ________________________
Hints: Find whether the source is an object, a building, written words or a spoken account.; Find the note for Written record. Check which words in this card match it.

2. Use the notes and this card. A recorded interview describes an earlier experience. Which choice best fits?
A. Building
B. Written record
C. Oral account
D. Artifact
My answer and reasoning: ________________________
Hints: Find whether the source is an object, a building, written words or a spoken account.; Find the note for Oral account. Check which words in this card match it.

3. Use the notes and this card. A historian studies a surviving factory. Which choice best fits?
A. Written record
B. Oral account
C. Artifact
D. Building
My answer and reasoning: ________________________
Hints: Find whether the source is an object, a building, written words or a spoken account.; Find the note for Building. Check which words in this card match it.

Extension: New card: “A collection contains an old hand tool.” Match it with a note, then point to or say the words that helped. Check: The card says: “A collection contains an old hand tool.” That matches Artifact. Artifact is a physical object made or used by people.

Sources:
Library of Congress: U.S. History Primary Source Timeline: https://www.loc.gov/classroom-materials/united-states-history-primary-source-timeline/

Revolution Constitution and Civil Rights in Order

Match the cards using the notes about Declaration in 1776, Constitution in 1787, Thirteenth Amendment in 1865 and Civil Rights Act in 1964.
Materials:
Paper and pencil; drawing or spoken answers are welcome.
Topic notes: Declaration in 1776: the announcement of independence from Britain. Constitution in 1787: the document drafted to establish the federal government’s framework. Thirteenth Amendment in 1865: the amendment abolishing slavery with its stated punishment exception. Civil Rights Act in 1964: legislation addressing discrimination in public places and employment.
Original exercise cards: A card dates the independence announcement to 1776. / A card describes the 1787 constitutional convention document. / A card places constitutional abolition after the Civil War. / A card dates major antidiscrimination legislation to 1964. / A card places the government framework after independence and before abolition. / A card dates the abolition amendment to 1865. / A card places federal civil-rights legislation about a century after abolition. / A card describes a 1776 break with Britain.

Several major U.S. events occurred in a sequence: independence was declared in 1776; the Constitution was drafted in 1787; the Thirteenth Amendment was ratified in 1865; the Civil Rights Act was enacted in 1964. Later protections addressed inequalities that earlier founding documents had not eliminated.

Declaration in 1776: the announcement of independence from Britain. Constitution in 1787: the document drafted to establish the federal government’s framework. Thirteenth Amendment in 1865: the amendment abolishing slavery with its stated punishment exception. Civil Rights Act in 1964: legislation addressing discrimination in public places and employment.

Use the date and action in the card. Match them with the independence declaration, Constitution, abolition amendment or civil-rights law in the notes. Ask an adult to read the notes and cards aloud. Point, draw or say your answer.

1. Ask an adult to read the four notes. Find the words Declaration in 1776, Constitution in 1787, Thirteenth Amendment in 1865, Civil Rights Act in 1964.
2. Use the date and action in the card. Match them with the independence declaration, Constitution, abolition amendment or civil-rights law in the notes.
3. Read the worked answer. Then try the other cards and explain which words helped you choose.
4. Point to, draw or say two different examples: one for Declaration in 1776 and one for Constitution in 1787. Explain how their clues differ.

Worked example: Worked example: The card says: “A card dates the independence announcement to 1776.” That matches Declaration in 1776. Declaration in 1776 is the announcement of independence from Britain. Compare the note for Thirteenth Amendment in 1865: Thirteenth Amendment in 1865 is the amendment abolishing slavery with its stated punishment exception. That is a different clue.

Helpful tips:
- Use the date and action in the card. Match them with the independence declaration, Constitution, abolition amendment or civil-rights law in the notes.
- If you are unsure, ask an adult to read the card again. Match what this card says; do not add a new event or detail.

Your turn: Use the notes and this card. A card describes the 1787 constitutional convention document. Which choice best fits?
A. Declaration in 1776
B. Constitution in 1787
C. Thirteenth Amendment in 1865
D. Civil Rights Act in 1964

My answer and reasoning: ________________________

Extra practice
1. Use the notes and this card. A card places constitutional abolition after the Civil War. Which choice best fits?
A. Constitution in 1787
B. Thirteenth Amendment in 1865
C. Civil Rights Act in 1964
D. Declaration in 1776
My answer and reasoning: ________________________
Hints: Use the date and action in the card. Match them with the independence declaration, Constitution, abolition amendment or civil-rights law in the notes.; Find the note for Thirteenth Amendment in 1865. Check which words in this card match it.

2. Use the notes and this card. A card dates major antidiscrimination legislation to 1964. Which choice best fits?
A. Thirteenth Amendment in 1865
B. Civil Rights Act in 1964
C. Declaration in 1776
D. Constitution in 1787
My answer and reasoning: ________________________
Hints: Use the date and action in the card. Match them with the independence declaration, Constitution, abolition amendment or civil-rights law in the notes.; Find the note for Civil Rights Act in 1964. Check which words in this card match it.

3. Use the notes and this card. A card places the government framework after independence and before abolition. Which choice best fits?
A. Civil Rights Act in 1964
B. Declaration in 1776
C. Constitution in 1787
D. Thirteenth Amendment in 1865
My answer and reasoning: ________________________
Hints: Use the date and action in the card. Match them with the independence declaration, Constitution, abolition amendment or civil-rights law in the notes.; Find the note for Constitution in 1787. Check which words in this card match it.

Extension: New card: “A card describes a 1776 break with Britain.” Match it with a note, then point to or say the words that helped. Check: The card says: “A card describes a 1776 break with Britain.” That matches Declaration in 1776. Declaration in 1776 is the announcement of independence from Britain.

Sources:
National Archives: Declaration of Independence: https://www.archives.gov/milestone-documents/declaration-of-independence
National Archives: Constitution of the United States: https://www.archives.gov/milestone-documents/constitution
National Archives: Thirteenth Amendment: https://www.archives.gov/milestone-documents/13th-amendment
National Archives: Civil Rights Act, 1964: https://www.archives.gov/milestone-documents/civil-rights-act

Distinguish a Cable Link from a Wireless Link

Use the stated path carrying information; do not infer Internet access from the word wireless.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.

Devices can exchange information through a cable or through wireless signals. The connection method is not the same as its purpose. A wireless local link does not automatically reach the Internet, and a paper exchange is not a computer network.

Use the stated path carrying information; do not infer Internet access from the word wireless. A nearby wireless link can exist without Internet service.

Use this supplied case: Computer sends data through a connected wire. Classify the described path. Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.

1. Follow the worked example one step at a time. Say or draw what happens.
2. Use the stated path carrying information; do not infer Internet access from the word wireless.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.

Worked example: Computer sends data through a connected wire. Classify the described path. The supported answer is Cable link. Use the stated path carrying information; do not infer Internet access from the word wireless. A nearby wireless link can exist without Internet service. Devices can exchange information through a cable or through wireless signals.

Helpful tips:
- Use the stated path carrying information; do not infer Internet access from the word wireless.
- A nearby wireless link can exist without Internet service.

Your turn: Tablet sends data using a local radio signal. Classify the described path.
A. No exchange
B. Wireless link
C. Cable link
D. Paper exchange

My answer and reasoning: ________________________

Extra practice
1. Person passes a printed page. Classify the described path.
A. Paper exchange
B. Cable link
C. Wireless link
D. No exchange
My answer and reasoning: ________________________
Hints: Use the stated path carrying information; do not infer Internet access from the word wireless.; A nearby wireless link can exist without Internet service.

2. Two disconnected devices show their own files. Classify the described path.
A. Cable link
B. Wireless link
C. Paper exchange
D. No exchange
My answer and reasoning: ________________________
Hints: Use the stated path carrying information; do not infer Internet access from the word wireless.; A nearby wireless link can exist without Internet service.

3. Printer receives data through its cable. Classify the described path.
A. Paper exchange
B. No exchange
C. Cable link
D. Wireless link
My answer and reasoning: ________________________
Hints: Use the stated path carrying information; do not infer Internet access from the word wireless.; A nearby wireless link can exist without Internet service.

Extension: A wireless local printer works while the Internet line is disconnected. Expected: local wireless data exchange remains possible; new remote requests lack the stated route.

Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
MDN: networks and Internet infrastructure: https://developer.mozilla.org/en-US/docs/Learn_web_development/Howto/Web_mechanics/How_does_the_Internet_work

Separate a Local Network from the Internet

Choose the destination reachable through the connections explicitly drawn in the model.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.

A local network connects nearby devices under a common arrangement. The Internet connects many networks. A local printer may work even when Internet access is unavailable. The supplied map states which connections exist; use those lines rather than assuming every device reaches every service.

Choose the destination reachable through the connections explicitly drawn in the model. A missing Internet connection does not mean every local connection has failed.

Use this supplied case: Tablet wants to send a stored drawing to the local printer. Map: tablet connects to local printer; its Internet line is broken. What is supported? Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.

1. Follow the worked example one step at a time. Say or draw what happens.
2. Choose the destination reachable through the connections explicitly drawn in the model.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.

Worked example: Tablet wants to send a stored drawing to the local printer. Map: tablet connects to local printer; its Internet line is broken. What is supported? The supported answer is Local path works. Choose the destination reachable through the connections explicitly drawn in the model. A missing Internet connection does not mean every local connection has failed.

Helpful tips:
- Choose the destination reachable through the connections explicitly drawn in the model.
- A missing Internet connection does not mean every local connection has failed.

Your turn: Tablet wants a new page from a remote server. Map: tablet connects to local printer; its Internet line is broken. What is supported?
A. Remote path unavailable
B. Local path works
C. No route described
D. Paper does not carry network signals

My answer and reasoning: ________________________

Extra practice
1. A second device is mentioned but has no route on the map. Map: tablet connects to local printer; its Internet line is broken. What is supported?
A. Local path works
B. Remote path unavailable
C. Paper does not carry network signals
D. No route described
My answer and reasoning: ________________________
Hints: Choose the destination reachable through the connections explicitly drawn in the model.; A missing Internet connection does not mean every local connection has failed.

2. A paper sheet is claimed to carry network signals. Map: tablet connects to local printer; its Internet line is broken. What is supported?
A. Remote path unavailable
B. No route described
C. Paper does not carry network signals
D. Local path works
My answer and reasoning: ________________________
Hints: Choose the destination reachable through the connections explicitly drawn in the model.; A missing Internet connection does not mean every local connection has failed.

3. A stored document uses the intact printer connection. Map: tablet connects to local printer; its Internet line is broken. What is supported?
A. Paper does not carry network signals
B. Local path works
C. Remote path unavailable
D. No route described
My answer and reasoning: ________________________
Hints: Choose the destination reachable through the connections explicitly drawn in the model.; A missing Internet connection does not mean every local connection has failed.

Extension: New map: X links to local device Y; no line reaches remote service Z. Expected: X can use the drawn path to Y, while this map supplies no route to Z. Name the actual connection that supports each decision.

Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
MDN: networks and Internet infrastructure: https://developer.mozilla.org/en-US/docs/Learn_web_development/Howto/Web_mechanics/How_does_the_Internet_work

Use a Destination Label

Use the supplied destination table and keep similarly named devices separate.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.

A message needs a destination in a network model. A label identifies where to send it; it does not describe every property of the recipient. Our paper map uses pretend device names rather than real addresses. Match the requested job to the specified destination.

Use the supplied destination table and keep similarly named devices separate. A destination label is not proof that the device is safe or authorized.

Use this supplied case: Request a paper copy. Table: P=printer, S=speaker, D=display, B=backup storage. Choose the label. Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.

1. Follow the worked example one step at a time. Say or draw what happens.
2. Use the supplied destination table and keep similarly named devices separate.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.

Worked example: Request a paper copy. Table: P=printer, S=speaker, D=display, B=backup storage. Choose the label. The supported answer is P. Use the supplied destination table and keep similarly named devices separate. A destination label is not proof that the device is safe or authorized. A message needs a destination in a network model.

Helpful tips:
- Use the supplied destination table and keep similarly named devices separate.
- A destination label is not proof that the device is safe or authorized.

Your turn: Request sound playback. Table: P=printer, S=speaker, D=display, B=backup storage. Choose the label.
A. P
B. D
C. B
D. S

My answer and reasoning: ________________________

Extra practice
1. Request a displayed picture. Table: P=printer, S=speaker, D=display, B=backup storage. Choose the label.
A. S
B. B
C. D
D. P
My answer and reasoning: ________________________
Hints: Use the supplied destination table and keep similarly named devices separate.; A destination label is not proof that the device is safe or authorized.

2. Request a stored backup copy. Table: P=printer, S=speaker, D=display, B=backup storage. Choose the label.
A. D
B. B
C. P
D. S
My answer and reasoning: ________________________
Hints: Use the supplied destination table and keep similarly named devices separate.; A destination label is not proof that the device is safe or authorized.

3. Send the supplied drawing to paper. Table: P=printer, S=speaker, D=display, B=backup storage. Choose the label.
A. P
B. S
C. D
D. B
My answer and reasoning: ________________________
Hints: Use the supplied destination table and keep similarly named devices separate.; A destination label is not proof that the device is safe or authorized.

Extension: New destination table: T=text display, V=voice player. Expected: a request to hear instructions goes to V; a request to see text goes to T.

Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
MDN: networks and Internet infrastructure: https://developer.mozilla.org/en-US/docs/Learn_web_development/Howto/Web_mechanics/How_does_the_Internet_work

Notice What Can Work Offline

Check whether the needed program and information are already available locally.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.

Offline means the stated device has no active network connection. Work using files and software already available on the device may still be possible. New remote information requires a connection unless a usable copy is available. The exercise record tells which resources are local.

Check whether the needed program and information are already available locally. Previously viewing a page does not guarantee an offline copy; the record must say so.

Use this supplied case: Drawing app and saved picture are local. In the supplied offline model, classify the task. Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.

1. Follow the worked example one step at a time. Say or draw what happens.
2. Check whether the needed program and information are already available locally.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.

Worked example: Drawing app and saved picture are local. In the supplied offline model, classify the task. The supported answer is Available locally. Check whether the needed program and information are already available locally. Previously viewing a page does not guarantee an offline copy; the record must say so. The supplied facts, rather than an assumed real-world detail, determine this paper case. Compare the recorded action or value with the stated rule before choosing an answer.

Helpful tips:
- Check whether the needed program and information are already available locally.
- Previously viewing a page does not guarantee an offline copy; the record must say so.

Your turn: Task needs a new message from a remote server. In the supplied offline model, classify the task.
A. Local file absent
B. Not enough information
C. Needs a network
D. Available locally

My answer and reasoning: ________________________

Extra practice
1. Requested local file is missing. In the supplied offline model, classify the task.
A. Not enough information
B. Local file absent
C. Available locally
D. Needs a network
My answer and reasoning: ________________________
Hints: Check whether the needed program and information are already available locally.; Previously viewing a page does not guarantee an offline copy; the record must say so.

2. Record does not say where the file is. In the supplied offline model, classify the task.
A. Not enough information
B. Available locally
C. Needs a network
D. Local file absent
My answer and reasoning: ________________________
Hints: Check whether the needed program and information are already available locally.; Previously viewing a page does not guarantee an offline copy; the record must say so.

3. Stored music and its player are local. In the supplied offline model, classify the task.
A. Needs a network
B. Local file absent
C. Not enough information
D. Available locally
My answer and reasoning: ________________________
Hints: Check whether the needed program and information are already available locally.; Previously viewing a page does not guarantee an offline copy; the record must say so.

Extension: Offline record: local story file present but its required player absent. Expected: the file alone does not establish the task can run; the needed software is missing.

Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
MDN: clients, servers and web resources: https://developer.mozilla.org/en-US/docs/Learn_web_development/Getting_started/Web_standards/How_the_web_works

Expand a Repeating Pattern

Use a repeat instruction to make the same sequence several times.
Materials:
Paper and a pencil, or say your answers aloud.

A repeat instruction tells us to do a group of steps again. The whole group is repeated, in the same order. It is a shorter way to write a long list of instructions.

“Repeat three times: draw a star, then draw a circle” makes star, circle, star, circle, star, circle. One repetition contains two drawings. Three repetitions contain six drawings.

1. Write the group of steps: star, circle.
2. Copy the whole group three times in a line.
3. Number the drawings from one through six.
4. Check the second, fourth, and sixth drawings.

Worked example: Repeating triangle, square twice gives triangle, square, triangle, square. The repeat applies to both shapes, not only to the square.

Helpful tips:


Your turn: Repeat “star, circle” three times. What is the sixth drawing?
A. a star
B. a circle
C. a triangle
D. there is no sixth drawing

My answer and reasoning: ________________________

Extension: Repeat the same two-shape group four times. There are eight drawings, and the eighth is a circle. Write the full sequence to check.

Sources:
CSTA: computing concepts and learning progressions: https://csteachers.org/pk12standards/

Count the Whole Repeated Group

Distinguish repetitions from actions within a repetition.
Materials:
Paper and pencil; an adult may read aloud. No device, account or purchase is needed.

A repeated group can contain more than two instructions. Count how many actions are in one group before finding the total. A repetition is one whole trip through the group, in order. Numbering groups separately from individual actions helps us avoid confusing three groups with three drawings.

Use this rule: repeat two times: draw a circle, draw a square, draw a triangle. One group has three drawings. Copy that entire group twice and draw a small divider between the groups. This produces six drawings, even though the repeat count is only two.

1. Write the group circle, square, triangle.
2. Draw the group twice with a divider between groups.
3. Number all drawings 1 through 6.
4. Compare two repetitions with six individual drawing actions.

Worked example: The expanded sequence is circle, square, triangle | circle, square, triangle. There are 2 groups × 3 drawings = 6 drawings; positions 3 and 6 are triangles.

Helpful tips:


Your turn: Repeat circle, square, triangle three times. How many drawings are there?
A. 3
B. 6
C. 9
D. 12

My answer and reasoning: ________________________

Extension: Change the group to circle, square, triangle, star and repeat it twice. Expected total: 8 drawings. Positions 4 and 8 are stars.

Sources:
CSTA: PK–12 computing concepts and practices: https://csteachers.org/pk12standards/

Fix What the Repeat Includes

Repair a repeat instruction whose group does not match a target pattern.
Materials:
Paper and pencil; an adult may read aloud. No device, account or purchase is needed.

The scope of a repeat is the group of instructions it includes. Words such as repeat can be correct while their grouping is wrong. A paper trace shows whether the repeat applies to one action or several actions. We must compare the entire sequence, not just count its length.

Goal: square, dot, square, dot. Draft: repeat two times: draw a square; after the repeat, draw one dot. The draft makes square, square, dot. Move draw a dot into the repeated group, after draw a square, so that every square is followed by its own dot.

1. Expand the draft exactly into square, square, dot.
2. Compare each position and the total length with the four-action goal.
3. Rewrite the group as draw a square, then draw a dot.
4. Repeat the repaired group twice and verify square, dot, square, dot.

Worked example: Draft output: square, square, dot, length 3. Repaired output: square, dot | square, dot, length 4. Moving the dot into the group changes both order and count.

Helpful tips:


Your turn: Goal: triangle, circle, triangle, circle, triangle, circle. Which instruction matches?
A. Draw three triangles, then one circle
B. Repeat three times: triangle, then circle
C. Repeat two times: triangle, then circle
D. Draw one triangle, then three circles

My answer and reasoning: ________________________

Extension: Keep the repaired square, dot group but repeat three times. Expected sequence: square, dot, square, dot, square, dot; length 6.

Sources:
CSTA: PK–12 computing concepts and practices: https://csteachers.org/pk12standards/

Use a Small Symbol Code

Translate symbols with a supplied code key and preserve their order.
Materials:
Paper and pencil; an adult may read aloud. No device, account or purchase is needed.

A code key gives symbols an agreed meaning. This lesson’s key is A = circle and B = triangle. These letter codes are invented for this exercise; they are not a standard computer text code. Decoding means replacing each code symbol with the shape named in the key.

The message A B B A has four positions. Decode one position at a time, without sorting the letters. A repeated letter still stands for a shape each time it appears. You can check your decoded picture by encoding the shapes back into letters and comparing them with the starting message.

1. Write the two-entry key A = circle, B = triangle.
2. Write message A B B A with a box around each letter.
3. Replace each letter with its shape in the same position.
4. Encode your output back into letters to check all four positions.

Worked example: A B B A decodes to circle, triangle, triangle, circle. Encoding that shape sequence returns A B B A, so both the symbols and their order are preserved.

Helpful tips:


Your turn: Using the same key, what does B A B mean?
A. Circle, triangle, circle
B. Triangle, circle, triangle
C. Triangle, triangle, circle
D. Circle, circle, triangle

My answer and reasoning: ________________________

Extension: Add C = square to the key and decode C A B C. Expected output: square, circle, triangle, square. Encoding it back returns C A B C.

Sources:
CSTA: PK–12 computing concepts and practices: https://csteachers.org/pk12standards/

Use Rows and Column Labels

Locate the named row, then use the requested column label.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.

A table organizes information into rows and columns. A row can represent one item; a column label tells what its values mean. The same number can mean a count, a length or a code. Read both labels before interpreting a cell.

Locate the named row, then use the requested column label. Do not read a nearby cell from a different row or column.

Use this supplied case: Row A, Count column. Table: A has Count 2/Size 5; B has Count 3/Size 6. Which value is requested? Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.

1. Follow the worked example one step at a time. Say or draw what happens.
2. Locate the named row, then use the requested column label.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.

Worked example: Row A, Count column. Table: A has Count 2/Size 5; B has Count 3/Size 6. Which value is requested? The supported answer is 2. Locate the named row, then use the requested column label. Do not read a nearby cell from a different row or column. A table organizes information into rows and columns.

Helpful tips:
- Locate the named row, then use the requested column label.
- Do not read a nearby cell from a different row or column.

Your turn: Row B, Count column. Table: A has Count 2/Size 5; B has Count 3/Size 6. Which value is requested?
A. 6
B. 3
C. 2
D. 5

My answer and reasoning: ________________________

Extra practice
1. Row A, Size column. Table: A has Count 2/Size 5; B has Count 3/Size 6. Which value is requested?
A. 5
B. 2
C. 3
D. 6
My answer and reasoning: ________________________
Hints: Locate the named row, then use the requested column label.; Do not read a nearby cell from a different row or column.

2. Row B, Size column. Table: A has Count 2/Size 5; B has Count 3/Size 6. Which value is requested?
A. 2
B. 3
C. 5
D. 6
My answer and reasoning: ________________________
Hints: Locate the named row, then use the requested column label.; Do not read a nearby cell from a different row or column.

3. Count for item B. Table: A has Count 2/Size 5; B has Count 3/Size 6. Which value is requested?
A. 5
B. 6
C. 3
D. 2
My answer and reasoning: ________________________
Hints: Locate the named row, then use the requested column label.; Do not read a nearby cell from a different row or column.

Extension: New table: row P has Count=7 and Length=2; row Q has Count=4 and Length=9. Expected: P’s count is 7 and Q’s length is 9. State both the row and column before selecting a value.

Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
K–12 CS Framework: systems, data and computing impacts: https://k12cs.org/framework-statements-by-grade-band/

Distinguish a Number from a Code

Use the field’s stated meaning before deciding whether arithmetic is meaningful.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.

Data can use numbers to count or measure, and digits can also be labels. A classroom item code 007 identifies an item; adding item codes does not produce a meaningful total. In this model Count is a quantity and Code is a label. The column meaning controls what operations make sense.

Use the field’s stated meaning before deciding whether arithmetic is meaningful. Digits in a code do not make it a quantity.

Use this supplied case: Count=4 objects. Classify the stated field. Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.

1. Follow the worked example one step at a time. Say or draw what happens.
2. Use the field’s stated meaning before deciding whether arithmetic is meaningful.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.

Worked example: Count=4 objects. Classify the stated field. The supported answer is Quantity. Use the field’s stated meaning before deciding whether arithmetic is meaningful. Digits in a code do not make it a quantity. Data can use numbers to count or measure, and digits can also be labels. The supplied facts, rather than an assumed real-world detail, determine this paper case. Compare the recorded action or value with the stated rule before choosing an answer.

Helpful tips:
- Use the field’s stated meaning before deciding whether arithmetic is meaningful.
- Digits in a code do not make it a quantity.

Your turn: Code=007 item identifier. Classify the stated field.
A. Code label
B. Quantity
C. Word category
D. Missing value

My answer and reasoning: ________________________

Extra practice
1. Type=triangle. Classify the stated field.
A. Quantity
B. Code label
C. Missing value
D. Word category
My answer and reasoning: ________________________
Hints: Use the field’s stated meaning before deciding whether arithmetic is meaningful.; Digits in a code do not make it a quantity.

2. Count field is blank. Classify the stated field.
A. Code label
B. Word category
C. Missing value
D. Quantity
My answer and reasoning: ________________________
Hints: Use the field’s stated meaning before deciding whether arithmetic is meaningful.; Digits in a code do not make it a quantity.

3. Length=8 stated units. Classify the stated field.
A. Missing value
B. Quantity
C. Code label
D. Word category
My answer and reasoning: ________________________
Hints: Use the field’s stated meaning before deciding whether arithmetic is meaningful.; Digits in a code do not make it a quantity.

Extension: Classroom code 009 and count 9 look related. Expected: preserve code 009 as a label; only count 9 is a quantity suitable for this stated arithmetic.

Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
K–12 CS Framework: systems, data and computing impacts: https://k12cs.org/framework-statements-by-grade-band/

Keep Missing Values Different from Zero

Keep recorded zero and unknown separate when you interpret the table.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.

A blank or unknown field does not mean zero. Zero is a recorded quantity; missing means the value was not supplied. Treating missing values as zero changes conclusions. A clear record uses a consistent missing marker and explains it in the key.

Keep recorded zero and unknown separate when you interpret the table. Never fill an unknown answer with zero just to make a table look complete.

Use this supplied case: Count=0. Key: ? means unknown. Interpret the field. Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.

1. Follow the worked example one step at a time. Say or draw what happens.
2. Keep recorded zero and unknown separate when you interpret the table.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.

Worked example: Count=0. Key: ? means unknown. Interpret the field. The supported answer is Recorded zero. Keep recorded zero and unknown separate when you interpret the table. Never fill an unknown answer with zero just to make a table look complete. A blank or unknown field does not mean zero. The supplied facts, rather than an assumed real-world detail, determine this paper case. Compare the recorded action or value with the stated rule before choosing an answer.

Helpful tips:
- Keep recorded zero and unknown separate when you interpret the table.
- Never fill an unknown answer with zero just to make a table look complete.

Your turn: Count=3. Key: ? means unknown. Interpret the field.
A. Recorded zero
B. Unknown
C. Invalid count word
D. Recorded positive count

My answer and reasoning: ________________________

Extra practice
1. Count=?. Key: ? means unknown. Interpret the field.
A. Recorded positive count
B. Invalid count word
C. Unknown
D. Recorded zero
My answer and reasoning: ________________________
Hints: Keep recorded zero and unknown separate when you interpret the table.; Never fill an unknown answer with zero just to make a table look complete.

2. Count=banana where a number is required. Key: ? means unknown. Interpret the field.
A. Unknown
B. Invalid count word
C. Recorded zero
D. Recorded positive count
My answer and reasoning: ________________________
Hints: Keep recorded zero and unknown separate when you interpret the table.; Never fill an unknown answer with zero just to make a table look complete.

3. Count=5. Key: ? means unknown. Interpret the field.
A. Recorded positive count
B. Recorded zero
C. Unknown
D. Invalid count word
My answer and reasoning: ________________________
Hints: Keep recorded zero and unknown separate when you interpret the table.; Never fill an unknown answer with zero just to make a table look complete.

Extension: New field key: blank=unknown. Counts 0 and blank differ:0 is checked empty; blank remains unknown. Do not substitute zero.

Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
K–12 CS Framework: systems, data and computing impacts: https://k12cs.org/framework-statements-by-grade-band/

Turn Categories into Counts

Count one occurrence per row of the requested label and keep unknown labels separate.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.

A categorical table records choices as labels. Counting each label produces a summary. The summary should account for every record and should not include missing choices in a known category. In this exercise each supplied row is one fictional choice, not a real learner’s identity.

Count one occurrence per row of the requested label and keep unknown labels separate. Do not count the category heading as an additional record.

Use this supplied case: Fictional choice summary: circles=2, squares=3, unknown=1. How many circle choices are recorded? Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.

1. Follow the worked example one step at a time. Say or draw what happens.
2. Count one occurrence per row of the requested label and keep unknown labels separate.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.

Worked example: Fictional choice summary: circles=2, squares=3, unknown=1. How many circle choices are recorded? The supported answer is 2 circles. Applying the stated rule gives 2 circles. Count one occurrence per row of the requested label and keep unknown labels separate. Do not count the category heading as an additional record. A categorical table records choices as labels. Calculation: 2 = 2.

Helpful tips:
- Count one occurrence per row of the requested label and keep unknown labels separate.
- Do not count the category heading as an additional record.

Your turn: Fictional choice summary: circles=4, squares=2, unknown=1. How many circle choices are recorded?
A. 3 circles
B. 8 circles
C. 4 circles
D. 5 circles

My answer and reasoning: ________________________

Extra practice
1. Fictional choice summary: circles=3, squares=5, unknown=1. How many circle choices are recorded?
A. 6 circles
B. 3 circles
C. 4 circles
D. 2 circles
My answer and reasoning: ________________________
Hints: Count one occurrence per row of the requested label and keep unknown labels separate.; Do not count the category heading as an additional record.

2. Fictional choice summary: circles=6, squares=1, unknown=1. How many circle choices are recorded?
A. 6 circles
B. 7 circles
C. 5 circles
D. 12 circles
My answer and reasoning: ________________________
Hints: Count one occurrence per row of the requested label and keep unknown labels separate.; Do not count the category heading as an additional record.

3. Fictional choice summary: circles=5, squares=3, unknown=1. How many circle choices are recorded?
A. 6 circles
B. 4 circles
C. 10 circles
D. 5 circles
My answer and reasoning: ________________________
Hints: Count one occurrence per row of the requested label and keep unknown labels separate.; Do not count the category heading as an additional record.

Extension: Pretend record: circles 2, squares 3, unknown 2. Add one known square. Expected: circles 2, squares 4, unknown 2; known subtotal 6.

Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
K–12 CS Framework: systems, data and computing impacts: https://k12cs.org/framework-statements-by-grade-band/

Match Sharing to Permission

Share only the content and audience explicitly permitted by the supplied record.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.

Information may be appropriate for one audience and not another. A maker can allow a work item to be shared with a group while keeping other information private. Check the specific permission and purpose. This lesson uses invented records; no real names, addresses or pictures are requested.

Share only the content and audience explicitly permitted by the supplied record. Permission to share one drawing does not permit sharing every file.

Use this supplied case: Drawing allowed only in class group; proposed class-group share. Choose the sharing conclusion. Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.

1. Follow the worked example one step at a time. Say or draw what happens.
2. Share only the content and audience explicitly permitted by the supplied record.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.

Worked example: Drawing allowed only in class group; proposed class-group share. Choose the sharing conclusion. The supported answer is Allowed with stated group. Share only the content and audience explicitly permitted by the supplied record. Permission to share one drawing does not permit sharing every file. The supplied facts, rather than an assumed real-world detail, determine this paper case. Compare the recorded action or value with the stated rule before choosing an answer.

Helpful tips:
- Share only the content and audience explicitly permitted by the supplied record.
- Permission to share one drawing does not permit sharing every file.

Your turn: Private family photo marked do not share. Choose the sharing conclusion.
A. Allowed publicly
B. Keep private
C. Allowed with stated group
D. Ask because permission is missing

My answer and reasoning: ________________________

Extra practice
1. Draft has no permission note. Choose the sharing conclusion.
A. Ask because permission is missing
B. Allowed with stated group
C. Keep private
D. Allowed publicly
My answer and reasoning: ________________________
Hints: Share only the content and audience explicitly permitted by the supplied record.; Permission to share one drawing does not permit sharing every file.

2. Maker explicitly allows a public fictional poster. Choose the sharing conclusion.
A. Allowed with stated group
B. Keep private
C. Ask because permission is missing
D. Allowed publicly
My answer and reasoning: ________________________
Hints: Share only the content and audience explicitly permitted by the supplied record.; Permission to share one drawing does not permit sharing every file.

3. Class-only drawing proposed for public sharing. Choose the sharing conclusion.
A. Ask because permission is missing
B. Allowed publicly
C. Keep private
D. Allowed with stated group
My answer and reasoning: ________________________
Hints: Share only the content and audience explicitly permitted by the supplied record.; Permission to share one drawing does not permit sharing every file.

Extension: A fictional poster is allowed publicly, but its maker’s private notes are not. Expected: share only the permitted poster, not the separate notes.

Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
NIST: privacy risk management: https://www.nist.gov/privacy-framework

Recognize a Paid Message

Read the stated purpose and evidence; do not treat a sales claim as a verified result.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.

A message may promote a product rather than provide neutral task instructions. A label such as advertisement identifies a promotion; attractive pictures do not prove its claims. Our supplied cards state their purpose. Identify that purpose before deciding whether the message answers the classroom question.

Read the stated purpose and evidence; do not treat a sales claim as a verified result. An advertisement can contain true statements, but its label does not verify every promise.

Use this supplied case: Card says Sponsored: buy this app. Which message type is stated? Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.

1. Follow the worked example one step at a time. Say or draw what happens.
2. Read the stated purpose and evidence; do not treat a sales claim as a verified result.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.

Worked example: Card says Sponsored: buy this app. Which message type is stated? The supported answer is Advertisement. Read the stated purpose and evidence; do not treat a sales claim as a verified result. An advertisement can contain true statements, but its label does not verify every promise. The supplied facts, rather than an assumed real-world detail, determine this paper case. Compare the recorded action or value with the stated rule before choosing an answer.

Helpful tips:
- Read the stated purpose and evidence; do not treat a sales claim as a verified result.
- An advertisement can contain true statements, but its label does not verify every promise.

Your turn: Card says Step 1: draw a square. Which message type is stated?
A. Task instruction
B. Advertisement
C. Recorded observation
D. Personal opinion

My answer and reasoning: ________________________

Extra practice
1. Card says We observed three saved files. Which message type is stated?
A. Advertisement
B. Task instruction
C. Personal opinion
D. Recorded observation
My answer and reasoning: ________________________
Hints: Read the stated purpose and evidence; do not treat a sales claim as a verified result.; An advertisement can contain true statements, but its label does not verify every promise.

2. Card says I like this color. Which message type is stated?
A. Task instruction
B. Recorded observation
C. Personal opinion
D. Advertisement
My answer and reasoning: ________________________
Hints: Read the stated purpose and evidence; do not treat a sales claim as a verified result.; An advertisement can contain true statements, but its label does not verify every promise.

3. Card says Advertisement: special offer. Which message type is stated?
A. Personal opinion
B. Advertisement
C. Task instruction
D. Recorded observation
My answer and reasoning: ________________________
Hints: Read the stated purpose and evidence; do not treat a sales claim as a verified result.; An advertisement can contain true statements, but its label does not verify every promise.

Extension: A sponsored card promises guaranteed scores but supplies no results. Expected: recognize promotion and keep its outcome claim unverified.

Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/

Plan a Separate Backup Copy

Choose a copy stored in a location that survives the stated failure.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.

A backup is an additional usable copy for recovery. If both copies are lost together, the plan may not help. This paper model states which location survives a fictional failure. A backup plan must also keep private work protected; do not share actual files to do the exercise.

Choose a usable copy in a location that survives the stated failure. If none is supplied, the justified outcome is that no surviving usable copy is established. Two names or duplicates on failed storage do not support recovery.

A drawing is saved on a separate protected backup. The main storage is lost but the verified usable backup survives: use that copy for recovery. If the only copy had been on the failed storage, recovery would not be established. An adult may read the fictional cases; no actual files need to be shared.

1. Follow the worked example one step at a time. Say or draw what happens.
2. Choose a copy stored in a location that survives the stated failure.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.

Worked example: A drawing exists on main storage and on a separate protected backup. Main storage fails; the backup location survives and its copy is verified usable. First cross out the failed main copy. The surviving usable backup can supply the drawing. Now compare a different case with two names on the failed main storage and no other copy: neither name supplies surviving data, so recovery is not established. Protect private copies and verify restoration in an isolated check.

Helpful tips:
- Look for an explicitly supplied usable copy that survives the stated failure.
- Do not invent recovery data: an unsaved screen or another name on failed storage does not establish a surviving copy.

Your turn: A drawing exists only on the main storage. That storage is lost; no other saved copy is listed. Based only on this record, what recovery outcome is supported?
A. Recover from the failed main storage
B. Use a usable backup that the record never supplied
C. Assume the missing drawing can be reconstructed exactly
D. No surviving usable copy is established by this record

My answer and reasoning: ________________________

Extra practice
1. The main storage holds two names for the same drawing, with no separate copy. The main storage is lost. Based only on this record, what recovery outcome is supported?
A. Recover from the failed main storage
B. Use a usable backup that the record never supplied
C. No surviving usable copy is established by this record
D. Assume the missing drawing can be reconstructed exactly
My answer and reasoning: ________________________
Hints: Use the explicit input, condition and question aspect.; Reject a choice that adds an unsupported condition or answers a different question.

2. A drawing was never saved and no automatic saving exists in this model. The device loses power. Based only on this record, what recovery outcome is supported?
A. Recover from the failed main storage
B. No surviving usable copy is established by this record
C. Use a usable backup that the record never supplied
D. Assume the missing drawing can be reconstructed exactly
My answer and reasoning: ________________________
Hints: Use the explicit input, condition and question aspect.; Reject a choice that adds an unsupported condition or answers a different question.

3. A separate protected backup contains a verified usable drawing copy. Main storage is lost but this backup survives. Based only on this record, what recovery outcome is supported?
A. Use the surviving verified backup copy
B. Recover the lost main-storage original
C. Recover a file that was never saved
D. Assume an unlisted public copy exists
My answer and reasoning: ________________________
Hints: Use the explicit input, condition and question aspect.; Reject a choice that adds an unsupported condition or answers a different question.

Extension: New failure case: the main drawing is lost and a separate backup file survives, but the supplied restore check says that file cannot be read. Expected: no usable recovery copy is established; surviving storage alone does not establish a usable copy. Do not invent a replacement drawing.

Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
NIST: cybersecurity risk framework: https://www.nist.gov/cyberframework

Check a Design against a User Need

Choose an improvement directly linked to the supplied access need.
Materials:
Paper and pencil; answers may also be spoken or typed.
All cases, labels, numbers and rules are supplied on this page. No real account, private information or purchase is needed.

A design should help a person complete a task. The same control can create different barriers for different users. Our paper test states a need and asks for the matching change. Test the change against the task instead of adding decorations that do not address the barrier.

Choose an improvement directly linked to the supplied access need. A larger picture does not solve a sound-only instruction problem.

Use this supplied case: Instructions exist only as audio and the learner cannot hear them. Which change meets the stated need? Use the details in this example. An adult may read the words aloud. Point, draw or say your answer.

1. Follow the worked example one step at a time. Say or draw what happens.
2. Choose an improvement directly linked to the supplied access need.
3. Say which detail makes the example answer fit. Pick another answer and say why it does not fit.
4. Try the question and practice questions. Read the rule again if your answer does not match the explanation.

Worked example: Instructions exist only as audio and the learner cannot hear them. Which change meets the stated need? The supported answer is Text directions. Choose an improvement directly linked to the supplied access need. A larger picture does not solve a sound-only instruction problem. A design should help a person complete a task.

Helpful tips:
- Choose an improvement directly linked to the supplied access need.
- A larger picture does not solve a sound-only instruction problem.

Your turn: Small picture-only controls need words read aloud. Which change meets the stated need?
A. Keyboard controls
B. Text status
C. Spoken labels
D. Text directions

My answer and reasoning: ________________________

Extra practice
1. Actions require dragging and the learner uses keys. Which change meets the stated need?
A. Text status
B. Keyboard controls
C. Text directions
D. Spoken labels
My answer and reasoning: ________________________
Hints: Choose an improvement directly linked to the supplied access need.; A larger picture does not solve a sound-only instruction problem.

2. Save completion is communicated only by color. Which change meets the stated need?
A. Text status
B. Text directions
C. Spoken labels
D. Keyboard controls
My answer and reasoning: ________________________
Hints: Choose an improvement directly linked to the supplied access need.; A larger picture does not solve a sound-only instruction problem.

3. A silent version of spoken steps is needed. Which change meets the stated need?
A. Spoken labels
B. Keyboard controls
C. Text status
D. Text directions
My answer and reasoning: ________________________
Hints: Choose an improvement directly linked to the supplied access need.; A larger picture does not solve a sound-only instruction problem.

Extension: A task reports success only with sound. Expected: add equivalent text status so hearing is not required; retain the same reported result.

Sources:
CSTA 2026 computing concepts and practices: https://csteachers.org/pk12standards/
MDN: accessible web design: https://developer.mozilla.org/en-US/docs/Learn_web_development/Core/Accessibility

Work Within a Named Palette

A palette is a selected set of colors.
Materials:
Paper and a pencil. Write color names if you do not have coloring supplies.
Read this example: A paper design brief allows only the named colors red and blue; color words may stand for coloring materials. Which plan follows it? Supplied candidates: (A) Add a third color for every shape (B) Ignore the palette because art has no constraints (C) Use only a color not on the list (D) Use red circles and blue background.
Try this question: A paper design brief allows only the named colors blue and yellow; color words may stand for coloring materials. Which plan follows it? Supplied candidates: (A) Add a third color for every shape (B) Ignore the palette because art has no constraints (C) Use blue circles and yellow background (D) Use only a color not on the list.

A palette is a chosen set of colors. For this task, use only the colors named in the directions. You can write color labels instead of coloring the picture.

Reason through the supplied case: The plan uses both allowed color names and no third color. A limited palette is a chosen design constraint, not a rule that other palettes are wrong. Written labels can satisfy this exercise without any purchased supplies.

A brief’s palette is a chosen rule for this task. It is not a universal judgment that other colors are wrong, and no purchase is needed.

1. Read the red-and-blue design directions. Find the two allowed colors.
2. Explain why red circles on a blue background use only the allowed colors.
3. Try the question and all three practice questions before checking their answers.
4. Design a small paper scene using only the labels blue and yellow for every region.
5. Check your work: Every region uses an allowed color label; no third color is introduced.

Worked example: A paper design brief allows only the named colors red and blue; color words may stand for coloring materials. Which plan follows it? Supplied candidates: (A) Add a third color for every shape (B) Ignore the palette because art has no constraints (C) Use only a color not on the list (D) Use red circles and blue background. Model decision: Use red circles and blue background. The plan uses both allowed color names and no third color. A limited palette is a chosen design constraint, not a rule that other palettes are wrong. Written labels can satisfy this exercise without any purchased supplies.

Helpful tips:
- A palette is a selected set of colors.
- A brief’s palette is a chosen rule for this task.

Your turn: A paper design brief allows only the named colors blue and yellow; color words may stand for coloring materials. Which plan follows it?
A. Add a third color for every shape
B. Use only a color not on the list
C. Use blue circles and yellow background
D. Ignore the palette because art has no constraints

My answer and reasoning: ________________________

Extra practice
1. A paper design brief allows only the named colors black and white; color words may stand for coloring materials. Which plan follows it?
A. Add a third color for every shape
B. Use black circles and white background
C. Use only a color not on the list
D. Ignore the palette because art has no constraints
My answer and reasoning: ________________________
Hints: A palette is a selected set of colors.; A brief’s palette is a chosen rule for this task.

2. A paper design brief allows only the named colors green and brown; color words may stand for coloring materials. Which plan follows it?
A. Add a third color for every shape
B. Use only a color not on the list
C. Use green circles and brown background
D. Ignore the palette because art has no constraints
My answer and reasoning: ________________________
Hints: A palette is a selected set of colors.; A brief’s palette is a chosen rule for this task.

3. A paper design brief allows only the named colors purple and gray; color words may stand for coloring materials. Which plan follows it?
A. Add a third color for every shape
B. Use only a color not on the list
C. Ignore the palette because art has no constraints
D. Use purple circles and gray background
My answer and reasoning: ________________________
Hints: A palette is a selected set of colors.; A brief’s palette is a chosen rule for this task.

Extension: Try one more question: A paper design brief allows only the named colors red and gray; color words may stand for coloring materials. Which plan follows it? Supplied candidates: (A) Add a third color for every shape (B) Ignore the palette because art has no constraints (C) Use only a color not on the list (D) Use red circles and gray background. Answer: Use red circles and gray background. The plan uses both allowed color names and no third color. A limited palette is a chosen design constraint, not a rule that other palettes are wrong. Written labels can satisfy this exercise without any purchased supplies. Now make your own work: Design a small paper scene using only the labels blue and yellow for every region. Check your work: Every region uses an allowed color label; no third color is introduced.

Sources:
National Gallery of Art: Elements of Art: https://www.nga.gov/educational-resources/elements-art
Getty Museum: Understanding Formal Analysis: https://www.getty.edu/education/teachers/building_lessons/formal_analysis.html
Getty Museum: Principles of Design: https://www.getty.edu/education/teachers/building_lessons/formal_analysis2.html
National Core Arts Standards: framework and artistic processes: https://www.nationalartsstandards.org/content/national-core-arts-standards

Separate Figure and Background

Value describes how light or dark a region is.
Materials:
Paper and a pencil. Label areas light or dark; coloring supplies are optional.
Read this example: The supplied picture brief assigns black a dark value and requires a value distinction for its main mark. Which plan follows the stated value model? Supplied candidates: (A) Rely only on an unspecified hue difference (B) Remove the mark entirely (C) dark main mark on the same dark background (D) light main mark on the stated dark background.
Try this question: The supplied picture brief assigns pale gray a light value and requires a value distinction for its main mark. Which plan follows the stated value model? Supplied candidates: (A) Rely only on an unspecified hue difference (B) Remove the mark entirely (C) dark main mark on the stated light background (D) light main mark on the same light background.

Value means how light or dark an area is. A light mark on a dark background, or a dark mark on a light background, creates the light-dark difference requested in this task.

Reason through the supplied case: The background is explicitly assigned dark value in this exercise. A light main mark creates the requested light-dark distinction. The assigned value model supports this plan; color names alone do not measure actual displayed contrast or establish full accessibility.

Use the light and dark labels given in this exercise. A color name alone does not measure the actual light-dark difference in a finished sign.

1. Read the black-background directions. Notice that the background is called dark.
2. Explain why a light mark stands apart from the dark background in this plan.
3. Try the question and all three practice questions before checking their answers.
4. Draw two labeled sign plans, one light mark on dark ground and one dark mark on light ground.
5. Check your work: Each plan has opposing stated values and a clearly identified main mark.

Worked example: The supplied picture brief assigns black a dark value and requires a value distinction for its main mark. Which plan follows the stated value model? Supplied candidates: (A) Rely only on an unspecified hue difference (B) Remove the mark entirely (C) dark main mark on the same dark background (D) light main mark on the stated dark background. Model decision: light main mark on the stated dark background. The background is explicitly assigned dark value in this exercise. A light main mark creates the requested light-dark distinction. The assigned value model supports this plan; color names alone do not measure actual displayed contrast or establish full accessibility.

Helpful tips:
- Value describes how light or dark a region is.
- Color names alone do not establish a measured contrast ratio.

Your turn: The supplied picture brief assigns pale gray a light value and requires a value distinction for its main mark. Which plan follows the stated value model?
A. light main mark on the same light background
B. Remove the mark entirely
C. Rely only on an unspecified hue difference
D. dark main mark on the stated light background

My answer and reasoning: ________________________

Extra practice
1. The supplied picture brief assigns deep blue a dark value and requires a value distinction for its main mark. Which plan follows the stated value model?
A. dark main mark on the same dark background
B. Remove the mark entirely
C. light main mark on the stated dark background
D. Rely only on an unspecified hue difference
My answer and reasoning: ________________________
Hints: Value describes how light or dark a region is.; Color names alone do not establish a measured contrast ratio.

2. The supplied picture brief assigns cream a light value and requires a value distinction for its main mark. Which plan follows the stated value model?
A. light main mark on the same light background
B. Remove the mark entirely
C. Rely only on an unspecified hue difference
D. dark main mark on the stated light background
My answer and reasoning: ________________________
Hints: Value describes how light or dark a region is.; Color names alone do not establish a measured contrast ratio.

3. The supplied picture brief assigns charcoal a dark value and requires a value distinction for its main mark. Which plan follows the stated value model?
A. light main mark on the stated dark background
B. dark main mark on the same dark background
C. Remove the mark entirely
D. Rely only on an unspecified hue difference
My answer and reasoning: ________________________
Hints: Value describes how light or dark a region is.; Color names alone do not establish a measured contrast ratio.

Extension: Try one more question: The supplied picture brief assigns very pale yellow a light value and requires a value distinction for its main mark. Which plan follows the stated value model? Supplied candidates: (A) Rely only on an unspecified hue difference (B) Remove the mark entirely (C) dark main mark on the stated light background (D) light main mark on the same light background. Answer: dark main mark on the stated light background. The background is explicitly assigned light value in this exercise. A dark main mark creates the requested light-dark distinction. The assigned value model supports this plan; color names alone do not measure actual displayed contrast or establish full accessibility. Now make your own work: Draw two labeled sign plans, one light mark on dark ground and one dark mark on light ground. Check your work: Each plan has opposing stated values and a clearly identified main mark.

Sources:
National Gallery of Art: Elements of Art: https://www.nga.gov/educational-resources/elements-art
Getty Museum: Understanding Formal Analysis: https://www.getty.edu/education/teachers/building_lessons/formal_analysis.html
Getty Museum: Principles of Design: https://www.getty.edu/education/teachers/building_lessons/formal_analysis2.html
National Core Arts Standards: framework and artistic processes: https://www.nationalartsstandards.org/content/national-core-arts-standards

Plan a Foreground Boundary

A complete foreground boundary can cover a portion of a farther shape.
Materials:
Paper and a pencil for outlines of a leaf and stem. You can also describe where an outline is hidden.
Read this example: A drawing must make leaf appear in front of stem. Which boundary instruction creates that overlap cue? Supplied candidates: (A) Draw both boundaries through each other without interruption (B) Keep leaf outline complete; interrupt stem outline behind it (C) Keep stem outline complete; interrupt leaf (D) Use only a caption and remove both shapes.
Try this question: A drawing must make hand appear in front of cup. Which boundary instruction creates that overlap cue? Supplied candidates: (A) Draw both boundaries through each other without interruption (B) Keep cup outline complete; interrupt hand (C) Keep hand outline complete; interrupt cup outline behind it (D) Use only a caption and remove both shapes.

To show one shape in front, keep its outline visible. Stop the outline of the shape behind it where it is covered. This helps the flat picture show the intended front and back.

Reason through the supplied case: The foreground shape’s complete boundary covers part of the farther boundary. Interrupting stem at that location supplies a depth cue, while reversing the interruption suggests the opposite order.

Drawing every boundary through the same crossing can remove the intended cue. The picture plan supports apparent depth, not actual measurements of the represented objects.

1. Read the leaf-and-stem drawing directions. Find which shape should appear in front.
2. Explain why the leaf outline stays complete while the stem outline stops behind it.
3. Try the question and all three practice questions before checking their answers.
4. Draw a leaf in front of a stem and mark where the stem outline becomes hidden.
5. Check your work: The leaf’s boundary remains readable and the stem is interrupted only behind it.

Worked example: A drawing must make leaf appear in front of stem. Which boundary instruction creates that overlap cue? Supplied candidates: (A) Draw both boundaries through each other without interruption (B) Keep leaf outline complete; interrupt stem outline behind it (C) Keep stem outline complete; interrupt leaf (D) Use only a caption and remove both shapes. Model decision: Keep leaf outline complete; interrupt stem outline behind it. The foreground shape’s complete boundary covers part of the farther boundary. Interrupting stem at that location supplies a depth cue, while reversing the interruption suggests the opposite order.

Helpful tips:
- A complete foreground boundary can cover a portion of a farther shape.
- Drawing every boundary through the same crossing can remove the intended cue.

Your turn: A drawing must make hand appear in front of cup. Which boundary instruction creates that overlap cue?
A. Keep hand outline complete; interrupt cup outline behind it
B. Keep cup outline complete; interrupt hand
C. Draw both boundaries through each other without interruption
D. Use only a caption and remove both shapes

My answer and reasoning: ________________________

Extra practice
1. A drawing must make book appear in front of desk. Which boundary instruction creates that overlap cue?
A. Keep desk outline complete; interrupt book
B. Draw both boundaries through each other without interruption
C. Use only a caption and remove both shapes
D. Keep book outline complete; interrupt desk outline behind it
My answer and reasoning: ________________________
Hints: A complete foreground boundary can cover a portion of a farther shape.; Drawing every boundary through the same crossing can remove the intended cue.

2. A drawing must make boat appear in front of shore. Which boundary instruction creates that overlap cue?
A. Keep boat outline complete; interrupt shore outline behind it
B. Keep shore outline complete; interrupt boat
C. Draw both boundaries through each other without interruption
D. Use only a caption and remove both shapes
My answer and reasoning: ________________________
Hints: A complete foreground boundary can cover a portion of a farther shape.; Drawing every boundary through the same crossing can remove the intended cue.

3. A drawing must make hat appear in front of hair. Which boundary instruction creates that overlap cue?
A. Keep hair outline complete; interrupt hat
B. Keep hat outline complete; interrupt hair outline behind it
C. Draw both boundaries through each other without interruption
D. Use only a caption and remove both shapes
My answer and reasoning: ________________________
Hints: A complete foreground boundary can cover a portion of a farther shape.; Drawing every boundary through the same crossing can remove the intended cue.

Extension: Try one more question: A drawing must make shoe appear in front of path. Which boundary instruction creates that overlap cue? Supplied candidates: (A) Draw both boundaries through each other without interruption (B) Keep path outline complete; interrupt shoe (C) Keep shoe outline complete; interrupt path outline behind it (D) Use only a caption and remove both shapes. Answer: Keep shoe outline complete; interrupt path outline behind it. The foreground shape’s complete boundary covers part of the farther boundary. Interrupting path at that location supplies a depth cue, while reversing the interruption suggests the opposite order. Now make your own work: Draw a leaf in front of a stem and mark where the stem outline becomes hidden. Check your work: The leaf’s boundary remains readable and the stem is interrupted only behind it.

Sources:
National Gallery of Art: Elements of Art: https://www.nga.gov/educational-resources/elements-art
Getty Museum: Understanding Formal Analysis: https://www.getty.edu/education/teachers/building_lessons/formal_analysis.html
Getty Museum: Principles of Design: https://www.getty.edu/education/teachers/building_lessons/formal_analysis2.html
National Core Arts Standards: framework and artistic processes: https://www.nationalartsstandards.org/content/national-core-arts-standards

Give a Symbol an Explicit Meaning

A symbol’s meaning can be chosen by its maker.
Materials:
Paper and a pencil for a small map and its key. You can write or say each symbol’s meaning.
Read this example: An original map key states: star means quiet spot. The picture uses that symbol once. Which label follows the supplied key? Supplied candidates: (A) animal home (B) bus stop (C) quiet spot (D) sports field.
Try this question: An original map key states: circle means water station. The picture uses that symbol once. Which label follows the supplied key? Supplied candidates: (A) animal home (B) bus stop (C) sports field (D) water station.

A symbol’s maker can choose what it means. A map key pairs each symbol with a label so readers do not have to guess. Use the key given for this map.

Reason through the supplied case: The key explicitly connects star with quiet spot, so that label is supported in this particular map. Symbols do not carry one universal meaning everywhere; a clear key helps an audience interpret the maker’s chosen convention.

A symbol does not have the same meaning in every culture, map or artwork. Use the particular key supplied for this task rather than inventing a universal meaning.

1. Read the map key. Find what the star means in this map.
2. Explain why the star is labeled quiet spot in this map.
3. Try the question and all three practice questions before checking their answers.
4. Make a three-symbol map key for water, meeting and quiet spots, then use each symbol once on a small map.
5. Check your work: All three meanings are explicitly paired with distinct symbols, and the map uses them consistently.

Worked example: An original map key states: star means quiet spot. The picture uses that symbol once. Which label follows the supplied key? Supplied candidates: (A) animal home (B) bus stop (C) quiet spot (D) sports field. Model decision: quiet spot. The key explicitly connects star with quiet spot, so that label is supported in this particular map. Symbols do not carry one universal meaning everywhere; a clear key helps an audience interpret the maker’s chosen convention.

Helpful tips:
- A symbol’s meaning can be chosen by its maker.
- A symbol does not have the same meaning in every culture, map or artwork.

Your turn: An original map key states: circle means water station. The picture uses that symbol once. Which label follows the supplied key?
A. animal home
B. water station
C. sports field
D. bus stop

My answer and reasoning: ________________________

Extra practice
1. An original map key states: triangle means meeting place. The picture uses that symbol once. Which label follows the supplied key?
A. meeting place
B. animal home
C. sports field
D. bus stop
My answer and reasoning: ________________________
Hints: A symbol’s meaning can be chosen by its maker.; A symbol does not have the same meaning in every culture, map or artwork.

2. An original map key states: square means supply box. The picture uses that symbol once. Which label follows the supplied key?
A. animal home
B. supply box
C. sports field
D. bus stop
My answer and reasoning: ________________________
Hints: A symbol’s meaning can be chosen by its maker.; A symbol does not have the same meaning in every culture, map or artwork.

3. An original map key states: leaf means garden. The picture uses that symbol once. Which label follows the supplied key?
A. animal home
B. sports field
C. garden
D. bus stop
My answer and reasoning: ________________________
Hints: A symbol’s meaning can be chosen by its maker.; A symbol does not have the same meaning in every culture, map or artwork.

Extension: Try one more question: An original map key states: diamond means help desk. The picture uses that symbol once. Which label follows the supplied key? Supplied candidates: (A) animal home (B) bus stop (C) help desk (D) sports field. Answer: help desk. The key explicitly connects diamond with help desk, so that label is supported in this particular map. Symbols do not carry one universal meaning everywhere; a clear key helps an audience interpret the maker’s chosen convention. Now make your own work: Make a three-symbol map key for water, meeting and quiet spots, then use each symbol once on a small map. Check your work: All three meanings are explicitly paired with distinct symbols, and the map uses them consistently.

Sources:
National Gallery of Art: Elements of Art: https://www.nga.gov/educational-resources/elements-art
Getty Museum: Understanding Formal Analysis: https://www.getty.edu/education/teachers/building_lessons/formal_analysis.html
Getty Museum: Principles of Design: https://www.getty.edu/education/teachers/building_lessons/formal_analysis2.html
National Core Arts Standards: framework and artistic processes: https://www.nationalartsstandards.org/content/national-core-arts-standards

Group Equal Beats

Count groups of equally spaced beats.
Materials:
Paper and a pencil, or typed notes. Draw pulse marks, group them, and label the starts.
Example: A rhythm plan has 4 equal pulses grouped in sets of 2. How many complete groups are present? Choices: (A) 1 group (B) 2 groups (C) 3 groups (D) 4 groups.
Try this: A rhythm plan has 9 equal pulses grouped in sets of 3. How many complete groups are present? Choices: (A) 2 groups (B) 3 groups (C) 4 groups (D) 5 groups.

A beat group has a stated number of equal pulses. Divide the total number of pulses by the group size to count the groups. Keep the spaces between pulses equal when you mark group starts.

Look at the example. The group starts are [1, 3]. Each complete group has 2 pulses; 4/2=2 groups use all 4. Mark group starts more strongly without changing pulse spacing.

Use every pulse in the count. A marked group start is only one pulse in its group.

1. Read the example with four pulses in groups of two. Mark where each group begins.
2. Compare two complete groups with one group. Explain which count uses all four pulses.
3. Try the check question and the three practice questions. Then read the feedback.
4. Draw twelve equal pulse marks, group them in threes and label each group start.
5. Check your work. Four groups use all twelve pulses; each contains exactly three marks.

Worked example: A rhythm plan has 4 equal pulses grouped in sets of 2. How many complete groups are present? Choices: (A) 1 group (B) 2 groups (C) 3 groups (D) 4 groups. Answer: 2 groups. The group starts are [1, 3]. Each complete group has 2 pulses; 4/2=2 groups use all 4. Mark group starts more strongly without changing pulse spacing.

Helpful tips:
- A beat group contains a stated number of equal pulses.
- Use totals that divide evenly in this task.

Your turn: A rhythm plan has 9 equal pulses grouped in sets of 3. How many complete groups are present?
A. 4 groups
B. 2 groups
C. 3 groups
D. 5 groups

My answer and reasoning: ________________________

Extra practice
1. A rhythm plan has 16 equal pulses grouped in sets of 4. How many complete groups are present?
A. 5 groups
B. 4 groups
C. 3 groups
D. 6 groups
My answer and reasoning: ________________________
Hints: A beat group contains a stated number of equal pulses.; Use totals that divide evenly in this task.

2. A rhythm plan has 10 equal pulses grouped in sets of 2. How many complete groups are present?
A. 6 groups
B. 4 groups
C. 5 groups
D. 7 groups
My answer and reasoning: ________________________
Hints: A beat group contains a stated number of equal pulses.; Use totals that divide evenly in this task.

3. A rhythm plan has 6 equal pulses grouped in sets of 3. How many complete groups are present?
A. 3 groups
B. 1 group
C. 4 groups
D. 2 groups
My answer and reasoning: ________________________
Hints: A beat group contains a stated number of equal pulses.; Use totals that divide evenly in this task.

Extension: Try a new example: A rhythm plan has 15 equal pulses grouped in sets of 3. How many complete groups are present? Choices: (A) 4 groups (B) 5 groups (C) 6 groups (D) 7 groups. Answer: 5 groups. The group starts are [1, 4, 7, 10, 13]. Each complete group has 3 pulses; 15/3=5 groups use all 15. Mark group starts more strongly without changing pulse spacing. Make your own: Draw twelve equal pulse marks, group them in threes and label each group start. Check your work: Four groups use all twelve pulses; each contains exactly three marks.

Sources:
Carnegie Hall: Musical Explorers Rhythm Training School: https://www.carnegiehall.org/Education/Programs/Musical-Explorers/Digital/Core-Activities/Rhythm-Training-School
National Core Arts Standards: framework and artistic processes: https://www.nationalartsstandards.org/content/national-core-arts-standards

Count Held Sounds and Quiet Beats

Count the time used by a held sound and a rest.
Materials:
Paper and a pencil, or typed notes. Draw beat positions for held sounds and rests.
Example: A 3-beat phrase begins with a sound held for 1 beat, then a 1-beat rest. How many beats remain? Choices: (A) 0 beats (B) 1 beat (C) 2 beats (D) 3 beats.
Try this: A 4-beat phrase begins with a sound held 2 beats, then a 1-beat rest. How many beats remain? Choices: (A) 0 beats (B) 1 beat (C) 2 beats (D) 3 beats.

A sound can start once and keep going for several beats. A rest also takes time. Add the sound’s hold time and the rest time before finding how many beats remain.

Look at the example. The held sound starts once and lasts 1 pulse; the rest takes one more pulse. Subtract occupied time: 3−1−1=1. Silence is part of the phrase, not missing time.

A quiet beat still counts. Count how long a sound lasts as well as how many times it starts.

1. Look at the three-beat example. Find the time used by the held sound and the rest.
2. Subtract the held beat and quiet beat from three. Explain why one beat remains.
3. Try the check question and the three practice questions. Then read the feedback.
4. Make a six-beat phrase with a two-beat hold, a one-beat rest and three remaining one-beat positions.
5. Check your work. All six positions are accounted for, including the held duration and silent position.

Worked example: A 3-beat phrase begins with a sound held for 1 beat, then a 1-beat rest. How many beats remain? Choices: (A) 0 beats (B) 1 beat (C) 2 beats (D) 3 beats. Answer: 1 beat. The held sound starts once and lasts 1 pulse; the rest takes one more pulse. Subtract occupied time: 3−1−1=1. Silence is part of the phrase, not missing time.

Helpful tips:
- A held sound can begin once but occupy several beats.
- A silent beat remains part of the timing plan.

Your turn: A 4-beat phrase begins with a sound held 2 beats, then a 1-beat rest. How many beats remain?
A. 2 beats
B. 0 beats
C. 3 beats
D. 1 beat

My answer and reasoning: ________________________

Extra practice
1. A 5-beat phrase begins with a sound held for 1 beat, then a 1-beat rest. How many beats remain?
A. 4 beats
B. 2 beats
C. 3 beats
D. 5 beats
My answer and reasoning: ________________________
Hints: A held sound can begin once but occupy several beats.; A silent beat remains part of the timing plan.

2. A 6-beat phrase begins with a sound held 2 beats, then a 1-beat rest. How many beats remain?
A. 4 beats
B. 2 beats
C. 5 beats
D. 3 beats
My answer and reasoning: ________________________
Hints: A held sound can begin once but occupy several beats.; A silent beat remains part of the timing plan.

3. A 7-beat phrase begins with a sound held for 1 beat, then a 1-beat rest. How many beats remain?
A. 5 beats
B. 6 beats
C. 4 beats
D. 7 beats
My answer and reasoning: ________________________
Hints: A held sound can begin once but occupy several beats.; A silent beat remains part of the timing plan.

Extension: Try a new example: A 10-beat phrase begins with a sound held 2 beats, then a 1-beat rest. How many beats remain? Choices: (A) 6 beats (B) 7 beats (C) 8 beats (D) 9 beats. Answer: 7 beats. The held sound occupies 2 pulses even though it has one onset; the rest occupies one more. Subtract occupied time: 10−2−1=7. Silence is part of the phrase, not missing time. Make your own: Make a six-beat phrase with a two-beat hold, a one-beat rest and three remaining one-beat positions. Check your work: All six positions are accounted for, including the held duration and silent position.

Sources:
Carnegie Hall: Musical Explorers Rhythm Training School: https://www.carnegiehall.org/Education/Programs/Musical-Explorers/Digital/Core-Activities/Rhythm-Training-School
National Core Arts Standards: framework and artistic processes: https://www.nationalartsstandards.org/content/national-core-arts-standards

Copy an Exact Echo

Copy a call’s sounds and rests in the same order.
Materials:
Paper and a pencil, or typed notes. Write tap and rest labels to make calls and echoes.
Example: A call is tap → tap → rest. Copy the call as an exact echo. Which response matches? Choices: (A) hold → hold → hold (B) rest → tap → tap → rest (C) tap → tap → rest (D) tap → tap → rest → tap.
Try this: A call is tap → rest → tap. Copy the call as an exact echo. Which response matches? Choices: (A) hold → hold → hold (B) rest → tap → rest → tap (C) tap → rest → tap (D) tap → rest → tap → tap.

A call is a short sound pattern. An exact echo repeats its sounds and rests in the same order, with the same duration labels. Another task might ask for a new pattern, but this task asks for an exact copy.

Look at the example. An exact echo repeats the call’s event order and length, including its rests. Here the required response is tap → tap → rest. This task asks for an exact echo, so keep every event in the same order.

Check every event in order. Adding or changing an event makes a variation instead of an exact echo.

1. Read the example call: tap → tap → rest. Look for the same events in the same order.
2. Compare tap → tap → rest with a choice that adds a tap. Explain which is an exact echo.
3. Try the check question and the three practice questions. Then read the feedback.
4. Write a four-event tap/rest call and place its exact response underneath it.
5. Check your work. Event labels, order and phrase length match exactly between the call and response.

Worked example: A call is tap → tap → rest. Copy the call as an exact echo. Which response matches? Choices: (A) hold → hold → hold (B) rest → tap → tap → rest (C) tap → tap → rest (D) tap → tap → rest → tap. Answer: tap → tap → rest. An exact echo repeats the call’s event order and length, including its rests. Here the required response is tap → tap → rest. This task asks for an exact echo, so keep every event in the same order.

Helpful tips:
- An exact response copies the supplied call’s event order and duration labels, including its silence.
- Follow the particular request.

Your turn: A call is tap → rest → tap. Copy the call as an exact echo. Which response matches?
A. tap → rest → tap
B. tap → rest → tap → tap
C. rest → tap → rest → tap
D. hold → hold → hold

My answer and reasoning: ________________________

Extra practice
1. A call is rest → tap → tap. Copy the call as an exact echo. Which response matches?
A. rest → tap → tap → tap
B. rest → rest → tap → tap
C. hold → hold → hold
D. rest → tap → tap
My answer and reasoning: ________________________
Hints: An exact response copies the supplied call’s event order and duration labels, including its silence.; Follow the particular request.

2. A call is hold → rest. Copy the call as an exact echo. Which response matches?
A. hold → rest
B. hold → rest → tap
C. rest → hold → rest
D. hold → hold
My answer and reasoning: ________________________
Hints: An exact response copies the supplied call’s event order and duration labels, including its silence.; Follow the particular request.

3. A call is rest → hold. Copy the call as an exact echo. Which response matches?
A. rest → hold → tap
B. rest → hold
C. rest → rest → hold
D. hold → hold
My answer and reasoning: ________________________
Hints: An exact response copies the supplied call’s event order and duration labels, including its silence.; Follow the particular request.

Extension: Try a new example: A call is rest → tap → rest. Copy the call as an exact echo. Which response matches? Choices: (A) hold → hold → hold (B) rest → rest → tap → rest (C) rest → tap → rest (D) rest → tap → rest → tap. Answer: rest → tap → rest. An exact echo repeats the call’s event order and length, including its rests. Here the required response is rest → tap → rest. This task asks for an exact echo, so keep every event in the same order. Make your own: Write a four-event tap/rest call and place its exact response underneath it. Check your work: Event labels, order and phrase length match exactly between the call and response.

Sources:
Carnegie Hall: Musical Explorers Rhythm Training School: https://www.carnegiehall.org/Education/Programs/Musical-Explorers/Digital/Core-Activities/Rhythm-Training-School
National Core Arts Standards: framework and artistic processes: https://www.nationalartsstandards.org/content/national-core-arts-standards

Draw Starting and Ending Levels

Draw hand positions at low, middle, or high levels in order.
Materials:
Paper and a pencil, or typed notes. Draw hand positions and order arrows; small, comfortable seated gestures are optional.
Example: A safe paper movement score shows three successive drawn hand levels: low, then middle, then high. Which complete order follows the supplied score? Choices: (A) high → middle → low (B) low → high (C) low → high → middle (D) low → middle → high.
Try this: A safe paper movement score starts at level middle and ends at level low; levels mean drawn hand heights, not jumps. Which score matches? Choices: (A) low → low (B) low → middle (C) middle → low (D) middle → middle.

A movement score is a plan for movement. Here, low, middle, and high mean drawn hand heights. Label the starting and ending heights. Height is different from movement speed or travel direction.

Look at the example. Read the three assigned positions separately: first low, then middle, finally high. The two-mark choice omits the required intermediate level, while swapped or reversed marks change the sequence. Paper drawings satisfy the score without jumping, balancing or large movements.

Use a drawing or a small, comfortable seated hand gesture for each position.

1. Read the example’s three heights: low, middle, then high. Find the choice with all three in order.
2. Compare the three-height plan with low → high. Explain which includes the middle position.
3. Try the check question and the three practice questions. Then read the feedback.
4. Draw a two-part gesture score starting low and ending high, with an arrow showing the intended order.
5. Check your work. The first position is labeled low, the last high, and the order is explicit.

Worked example: A safe paper movement score shows three successive drawn hand levels: low, then middle, then high. Which complete order follows the supplied score? Choices: (A) high → middle → low (B) low → high (C) low → high → middle (D) low → middle → high. Answer: low → middle → high. Read the three assigned positions separately: first low, then middle, finally high. The two-mark choice omits the required intermediate level, while swapped or reversed marks change the sequence. Paper drawings satisfy the score without jumping, balancing or large movements.

Helpful tips:
- A movement score can describe low, middle and high positions using drawn hand heights.
- Use a drawing or comfortable seated gesture.

Your turn: A safe paper movement score starts at level middle and ends at level low; levels mean drawn hand heights, not jumps. Which score matches?
A. low → middle
B. middle → low
C. middle → middle
D. low → low

My answer and reasoning: ________________________

Extra practice
1. A safe paper movement score starts at level high and ends at level middle; levels mean drawn hand heights, not jumps. Which score matches?
A. high → middle
B. middle → high
C. high → high
D. middle → middle
My answer and reasoning: ________________________
Hints: A movement score can describe low, middle and high positions using drawn hand heights.; Use a drawing or comfortable seated gesture.

2. A safe paper movement score starts at level low and ends at level middle; levels mean drawn hand heights, not jumps. Which score matches?
A. middle → low
B. low → middle
C. low → low
D. middle → middle
My answer and reasoning: ________________________
Hints: A movement score can describe low, middle and high positions using drawn hand heights.; Use a drawing or comfortable seated gesture.

3. A safe paper movement score starts at level high and ends at level low; levels mean drawn hand heights, not jumps. Which score matches?
A. low → high
B. high → high
C. high → low
D. low → low
My answer and reasoning: ________________________
Hints: A movement score can describe low, middle and high positions using drawn hand heights.; Use a drawing or comfortable seated gesture.

Extension: Try a new example: A safe paper movement score has three successive drawn hand levels: high, then low, then middle. Which complete order follows it? Choices: (A) high → low → middle (B) high → middle (C) high → middle → low (D) middle → low → high. Answer: high → low → middle. The first, second and final marks must show high, low and middle respectively. A two-mark shortcut omits the required intermediate low event; reversing or swapping events changes the supplied sequence. This is a drawn level plan, not a requirement for jumps or whole-body performance. Make your own: Draw a two-part gesture score starting low and ending high, with an arrow showing the intended order. Check your work: The first position is labeled low, the last high, and the order is explicit.

Sources:
Carnegie Hall: Musical Explorers Rhythm Training School: https://www.carnegiehall.org/Education/Programs/Musical-Explorers/Digital/Core-Activities/Rhythm-Training-School
National Core Arts Standards: framework and artistic processes: https://www.nationalartsstandards.org/content/national-core-arts-standards

Ask about a specific action

Ask about a specific action
Materials:
Paper or a text document; all cases below are original fictional learning inputs.
An adult may read aloud; drawing or spoken answers are valid. No personal health information or physical performance is required.
Sam agrees that Jo may borrow the blue pencil for one activity. Jo then wants the whole pencil case. The original agreement does not cover that new action, so Jo asks separately and waits. If Sam says no, Jo returns to the agreed blue-pencil use or chooses another resource. Friendship does not create permanent permission for belongings.
A friend said yes to borrowing a ruler; now a child wants the notebook. What next?
A friend clearly agrees to one high-five, which has not yet happened. What next?
A friend who lent a book now asks for it back. What next?
A child asks to post a picture and gets no response. What next?
A friend agreed to a wave but not a hug. What next before a hug?
A friend says “Please stop touching my hat” after previously allowing it. What next?

Permission is about a specific action. Agreement to borrow a pencil is not agreement to take a notebook or share a photo. A person can say no or change their mind, and pressure makes an answer less free.

State the request clearly, wait for an answer and use only the action agreed to. If the situation changes, ask again. An unanswered request is not a yes. A friendly alternative can preserve connection without crossing a boundary.

All examples are fictional. You do not need to name real friends or reveal messages. A responsible adult helps when boundaries are repeatedly ignored. The task teaches respectful everyday choices, not laws about consent.

1. Read or listen to the pretend story. Point to the details the question gives you.
2. Name the action the friend agreed to. Ask again before doing a different action, and wait for a clear answer.
3. Check your answer against the example. Say what matches and what you would change.
4. Try the practice questions, then the extra task. Drawing or spoken answers are welcome.

Worked example: Sam agrees that Jo may borrow the blue pencil for one activity. Jo then wants the whole pencil case. The original agreement does not cover that new action, so Jo asks separately and waits. If Sam says no, Jo returns to the agreed blue-pencil use or chooses another resource. Friendship does not create permanent permission for belongings.

Helpful tips:
- A yes to one action does not cover a different action.
- Respect a changed answer; friendship does not remove boundaries.

Your turn: Ask about a specific action: A friend said yes to borrowing a ruler; now a child wants the notebook. What next?
A. Stop or return the item because permission changed.
B. Wait without acting because no answer has been given.
C. Ask separately because this is a new action.
D. Use only the action covered by the clear agreement.

My answer and reasoning: ________________________

Extra practice
1. Ask about a specific action: A friend clearly agrees to one high-five, which has not yet happened. What next?
A. Stop or return the item because permission changed.
B. Wait without acting because no answer has been given.
C. Ask separately because this is a new action.
D. Use only the action covered by the clear agreement.
My answer and reasoning: ________________________
Hints: A yes to one action does not cover a different action.; Respect a changed answer; friendship does not remove boundaries.

2. Ask about a specific action: A friend who lent a book now asks for it back. What next?
A. Stop or return the item because permission changed.
B. Wait without acting because no answer has been given.
C. Ask separately because this is a new action.
D. Use only the action covered by the clear agreement.
My answer and reasoning: ________________________
Hints: A yes to one action does not cover a different action.; Respect a changed answer; friendship does not remove boundaries.

3. Ask about a specific action: A child asks to post a picture and gets no response. What next?
A. Stop or return the item because permission changed.
B. Wait without acting because no answer has been given.
C. Ask separately because this is a new action.
D. Use only the action covered by the clear agreement.
My answer and reasoning: ________________________
Hints: A yes to one action does not cover a different action.; Respect a changed answer; friendship does not remove boundaries.

Extension: Write a response to “You may borrow this game today, but please do not lend it to someone else.” Expected: use it only as agreed and ask separately before any lending; no pressure if the answer is no.

Sources:
SHAPE America 2024 health framework reference: https://shapeamerica.org/standards/health/
CDC safe youth-serving environments: https://www.cdc.gov/child-abuse-neglect/programs/index.html
CDC teen dating violence: https://www.cdc.gov/intimate-partner-violence/about/about-teen-dating-violence.html

Repair a small safe disagreement

Repair a small safe disagreement
Materials:
Paper or a text document; all cases below are original fictional learning inputs.
An adult may read aloud; drawing or spoken answers are valid. No personal health information or physical performance is required.
Two fictional children both want the same puzzle. Each wants a turn and nobody is unsafe. They agree that one uses it for a short turn, then the other. The plan matches the resource problem. Saying “sorry” without changing access would not solve it. If either child threatens the other, stop treating it as a small turn dispute and seek adult help.
Two calm characters want the same board game. Which repair fits?
A character accidentally tears another’s paper. Which repair fits?
A character mistakenly says a classmate took a book, then learns it was on a shelf. Which fits?
One character threatens to hurt another over a toy. Which fits?
A spilled drink accidentally ruins a drawing. Which repair fits?
A wrong rumor about who moved a chair reached three classmates. Which fits?

A safe disagreement is a problem people can discuss without threats or harm. Each person can describe what happened and what they need. Listening means checking the other person’s meaning before proposing a plan.

A repair plan should address the actual problem and be acceptable to both people. Taking turns, replacing a damaged paper or correcting a mistaken statement are different repairs. An apology can accompany a repair but does not erase consequences.

Use pretend classroom cases. Do not mediate threats, repeated intimidation or unsafe situations yourself. Those need adult help. You can complete the lesson with written dialogue, without obtaining anyone else’s forgiveness or response.

1. Read or listen to the pretend story. Point to the details the question gives you.
2. Name what each character needs. Choose a repair both can accept; get adult help if the story becomes unsafe.
3. Check your answer against the example. Say what matches and what you would change.
4. Try the practice questions, then the extra task. Drawing or spoken answers are welcome.

Worked example: Two fictional children both want the same puzzle. Each wants a turn and nobody is unsafe. They agree that one uses it for a short turn, then the other. The plan matches the resource problem. Saying “sorry” without changing access would not solve it. If either child threatens the other, stop treating it as a small turn dispute and seek adult help.

Helpful tips:
- Choose a repair that addresses the actual effect.
- Threats or repeated intimidation need adult support, not child-led mediation.

Your turn: Repair a small safe disagreement: Two calm characters want the same board game. Which repair fits?
A. Correct the mistaken statement to the people who heard it.
B. Seek adult help because threats or repeated harm are present.
C. Agree on fair turns for the shared resource.
D. Repair or replace the accidentally damaged work with adult help as needed.

My answer and reasoning: ________________________

Extra practice
1. Repair a small safe disagreement: A character accidentally tears another’s paper. Which repair fits?
A. Correct the mistaken statement to the people who heard it.
B. Seek adult help because threats or repeated harm are present.
C. Agree on fair turns for the shared resource.
D. Repair or replace the accidentally damaged work with adult help as needed.
My answer and reasoning: ________________________
Hints: Choose a repair that addresses the actual effect.; Threats or repeated intimidation need adult support, not child-led mediation.

2. Repair a small safe disagreement: A character mistakenly says a classmate took a book, then learns it was on a shelf. Which fits?
A. Correct the mistaken statement to the people who heard it.
B. Seek adult help because threats or repeated harm are present.
C. Agree on fair turns for the shared resource.
D. Repair or replace the accidentally damaged work with adult help as needed.
My answer and reasoning: ________________________
Hints: Choose a repair that addresses the actual effect.; Threats or repeated intimidation need adult support, not child-led mediation.

3. Repair a small safe disagreement: One character threatens to hurt another over a toy. Which fits?
A. Correct the mistaken statement to the people who heard it.
B. Seek adult help because threats or repeated harm are present.
C. Agree on fair turns for the shared resource.
D. Repair or replace the accidentally damaged work with adult help as needed.
My answer and reasoning: ________________________
Hints: Choose a repair that addresses the actual effect.; Threats or repeated intimidation need adult support, not child-led mediation.

Extension: Write a three-line dialogue for two calm characters wanting a single paintbrush. Expected: each need named, a mutually acceptable turn plan, and adult help if the scene becomes unsafe.

Sources:
SHAPE America 2024 health framework reference: https://shapeamerica.org/standards/health/
CDC teen dating violence: https://www.cdc.gov/intimate-partner-violence/about/about-teen-dating-violence.html
CDC bullying prevention overview: https://www.cdc.gov/youth-violence/about/about-bullying.html

Notice bullying evidence without blaming

Notice bullying evidence without blaming
Materials:
Paper or a text document; all cases below are original fictional learning inputs.
An adult may read aloud; drawing or spoken answers are valid. No personal health information or physical performance is required.
In a fictional story, a group repeatedly blocks one child’s access to a game while mocking them. The repeated unwanted behavior and group power advantage support a bullying concern. A safe bystander does not join, tells a responsible adult the observed pattern and can invite the targeted child to a safe activity. The target is not responsible for making the aggression stop.
A larger group repeatedly threatens one child and blocks their seat. Which conclusion fits?
One child hits another once; no other facts are known. Which fits?
Two calm equal-power friends disagree over a game rule. Which fits?
A story says only “They did not get along” and gives no actions. Which fits?
A powerful group repeatedly sends threatening messages to one child. Which fits?
A one-time push hurts a child, but the history is unknown. Which fits?

Bullying involves unwanted aggression, a power imbalance and repetition or a strong likelihood of repetition. A single unsafe act still deserves help even when the full bullying definition is not established.

Use observed facts: what happened, whether it repeated and whether one person had more power. Do not decide from popularity or a person’s appearance. Support means staying safe, not joining the aggression and getting responsible adult help.

These are made-up cases. You do not need to reveal names or confront anyone. Adults are responsible for protection and follow-through. A bystander can offer safe support without trying to win a fight or investigate alone.

1. Read or listen to the pretend story. Point to the details the question gives you.
2. Find what happened, whether it repeated, and whether one person or group had more power. Choose safe adult help rather than blaming or confronting.
3. Check your answer against the example. Say what matches and what you would change.
4. Try the practice questions, then the extra task. Drawing or spoken answers are welcome.

Worked example: In a fictional story, a group repeatedly blocks one child’s access to a game while mocking them. The repeated unwanted behavior and group power advantage support a bullying concern. A safe bystander does not join, tells a responsible adult the observed pattern and can invite the targeted child to a safe activity. The target is not responsible for making the aggression stop.

Helpful tips:
- Use repetition and power facts, not popularity labels.
- A harmful act deserves help even when a definition is not fully established.

Your turn: Notice bullying evidence without blaming: A larger group repeatedly threatens one child and blocks their seat. Which conclusion fits?
A. A single unsafe act still needs adult help even without a repeated pattern.
B. A calm equal-power disagreement can use a safe repair plan.
C. Evidence is incomplete; ask an adult for help without inventing a label.
D. Repeated aggression and power imbalance support a bullying concern; tell an adult.

My answer and reasoning: ________________________

Extra practice
1. Notice bullying evidence without blaming: One child hits another once; no other facts are known. Which fits?
A. A single unsafe act still needs adult help even without a repeated pattern.
B. A calm equal-power disagreement can use a safe repair plan.
C. Evidence is incomplete; ask an adult for help without inventing a label.
D. Repeated aggression and power imbalance support a bullying concern; tell an adult.
My answer and reasoning: ________________________
Hints: Use repetition and power facts, not popularity labels.; A harmful act deserves help even when a definition is not fully established.

2. Notice bullying evidence without blaming: Two calm equal-power friends disagree over a game rule. Which fits?
A. A single unsafe act still needs adult help even without a repeated pattern.
B. A calm equal-power disagreement can use a safe repair plan.
C. Evidence is incomplete; ask an adult for help without inventing a label.
D. Repeated aggression and power imbalance support a bullying concern; tell an adult.
My answer and reasoning: ________________________
Hints: Use repetition and power facts, not popularity labels.; A harmful act deserves help even when a definition is not fully established.

3. Notice bullying evidence without blaming: A story says only “They did not get along” and gives no actions. Which fits?
A. A single unsafe act still needs adult help even without a repeated pattern.
B. A calm equal-power disagreement can use a safe repair plan.
C. Evidence is incomplete; ask an adult for help without inventing a label.
D. Repeated aggression and power imbalance support a bullying concern; tell an adult.
My answer and reasoning: ________________________
Hints: Use repetition and power facts, not popularity labels.; A harmful act deserves help even when a definition is not fully established.

Extension: Write an adult-help message for repeated mocking by a group near a locker. Expected: observed action, repeated pattern and location; no blame or instruction to confront the group.

Sources:
SHAPE America 2024 health framework reference: https://shapeamerica.org/standards/health/
CDC bullying prevention overview: https://www.cdc.gov/youth-violence/about/about-bullying.html

Build a layered help plan

Build a layered help plan
Materials:
Paper or a text document; all cases below are original fictional learning inputs.
An adult may read aloud; drawing or spoken answers are valid. No personal health information or physical performance is required.
The fictional school map names a teacher as first safety helper and the office adult as backup. A child reports, “Someone keeps pushing me near the art door.” If the teacher is absent, the child goes to the office adult rather than waiting silently. The map includes what was observed and a backup route; it does not require the child to prove someone’s motive.
A child needs to find extra crayons, with no safety issue. Which route fits?
A child is repeatedly shoved near a doorway; a teacher is available. Which fits?
The assigned teacher is absent when a safety concern occurs. Which fits?
A fictional scene contains immediate life-threatening danger. Which fits?
The first adult dismisses an unresolved safety concern. Which fits?
A child needs help with a harmless worksheet instruction. Which fits?

A help plan has more than one route. A routine question may go to a classroom helper. A safety concern should go to a responsible adult promptly. If the first adult is unavailable or does not address it, another adult can be told.

A clear report separates observation from guessing: “I saw…” rather than “I know why…” Include the place and what help is needed. Do not promise to keep a safety problem secret, and do not investigate danger alone.

Use invented roles instead of real contact details. The finished work is a paper map with primary and backup adults. An outside response is not required to complete the lesson. Immediate danger needs emergency help, with adult support when possible.

1. Read or listen to the pretend story. Point to the details the question gives you.
2. Name the help needed and choose the right helper. Add a backup if that helper is unavailable; keep immediate danger separate.
3. Check your answer against the example. Say what matches and what you would change.
4. Try the practice questions, then the extra task. Drawing or spoken answers are welcome.

Worked example: The fictional school map names a teacher as first safety helper and the office adult as backup. A child reports, “Someone keeps pushing me near the art door.” If the teacher is absent, the child goes to the office adult rather than waiting silently. The map includes what was observed and a backup route; it does not require the child to prove someone’s motive.

Helpful tips:
- One unsuccessful request does not end help-seeking.
- Describe what happened; do not invent motives or promise safety secrets.

Your turn: Build a layered help plan: A child needs to find extra crayons, with no safety issue. Which route fits?
A. Use the backup adult because the first route is unavailable or unhelpful.
B. Seek emergency help now because immediate serious danger is present.
C. Ask the routine helper for a non-safety question.
D. Report the safety concern to the responsible adult promptly.

My answer and reasoning: ________________________

Extra practice
1. Build a layered help plan: A child is repeatedly shoved near a doorway; a teacher is available. Which fits?
A. Use the backup adult because the first route is unavailable or unhelpful.
B. Seek emergency help now because immediate serious danger is present.
C. Ask the routine helper for a non-safety question.
D. Report the safety concern to the responsible adult promptly.
My answer and reasoning: ________________________
Hints: One unsuccessful request does not end help-seeking.; Describe what happened; do not invent motives or promise safety secrets.

2. Build a layered help plan: The assigned teacher is absent when a safety concern occurs. Which fits?
A. Use the backup adult because the first route is unavailable or unhelpful.
B. Seek emergency help now because immediate serious danger is present.
C. Ask the routine helper for a non-safety question.
D. Report the safety concern to the responsible adult promptly.
My answer and reasoning: ________________________
Hints: One unsuccessful request does not end help-seeking.; Describe what happened; do not invent motives or promise safety secrets.

3. Build a layered help plan: A fictional scene contains immediate life-threatening danger. Which fits?
A. Use the backup adult because the first route is unavailable or unhelpful.
B. Seek emergency help now because immediate serious danger is present.
C. Ask the routine helper for a non-safety question.
D. Report the safety concern to the responsible adult promptly.
My answer and reasoning: ________________________
Hints: One unsuccessful request does not end help-seeking.; Describe what happened; do not invent motives or promise safety secrets.

Extension: Draw a help map for a fictional club with a leader and an office adult. Expected: report route, backup if unavailable, and a separate immediate-danger route; omit real personal contact details.

Sources:
SHAPE America 2024 health framework reference: https://shapeamerica.org/standards/health/
NIMH caring for mental health: https://www.nimh.nih.gov/health/topics/caring-for-your-mental-health
CDC safe youth-serving environments: https://www.cdc.gov/child-abuse-neglect/programs/index.html

Combine three action cards

Combine three action cards
Materials:
Paper or a text document; all cases below are original fictional learning inputs.
An adult may read aloud; drawing or spoken answers are valid. No personal health information or physical performance is required.
The supplied sequence is point-wave-rest. Reversing it produces rest-wave-point: the middle wave stays in the middle, while the ends swap. Repeating the original twice produces six action cards, point-wave-rest-point-wave-rest. A diagram with only point-wave-rest-point repeats an incomplete group and does not meet the stated rule. The card total differs from the number of complete repeats. The card total is different from the repeat count.
The instruction asks for the original point-wave-rest group once. Which fits?
The instruction asks to reverse point-wave-rest. Which fits?
The instruction asks for the original group twice. Which fits?
The strip specifies first point and last rest but leaves the middle blank. What fits?
A new rule asks for rest-wave-point after reversing the original. Which fits?
A new rule asks for two complete original groups, not just a fourth card. Which fits?

A three-action sequence has a beginning, middle and end. The cards might show point, wave and rest. An accurate plan keeps the specified order even when different learners draw or describe the actions differently.

Number the cards one, two and three. A reversal swaps the first and last; it does not remove the middle. A repeat copies the whole ordered group. Use start and stop cues around the plan so the model has clear boundaries.

No physical performance is needed. A seated drawing or spoken plan is complete. Optional comfortable actions require adult-approved clear space, and anyone may stop. We judge card order rather than speed, flexibility or body appearance.

1. Read or listen to the pretend story. Point to the details the question gives you.
2. Number the three cards. Draw them in the order requested, copying the whole group for a repeat and keeping START and STOP outside it.
3. Check your answer against the example. Say what matches and what you would change.
4. Try the practice questions, then the extra task. Drawing or spoken answers are welcome.

Worked example: The supplied sequence is point-wave-rest. Reversing it produces rest-wave-point: the middle wave stays in the middle, while the ends swap. Repeating the original twice produces six action cards, point-wave-rest-point-wave-rest. A diagram with only point-wave-rest-point repeats an incomplete group and does not meet the stated rule. The card total differs from the number of complete repeats. The card total is different from the repeat count.

Helpful tips:
- Repeating means copying every card in the group.
- Reverse changes order; it does not remove a card.

Your turn: Combine three action cards: The instruction asks for the original point-wave-rest group once. Which fits?
A. Point-wave-rest is the original ordered group.
B. Rest-wave-point reverses the original group.
C. Point-wave-rest-point-wave-rest repeats the group twice.
D. Clarify the missing middle action before planning.

My answer and reasoning: ________________________

Extra practice
1. Combine three action cards: The instruction asks to reverse point-wave-rest. Which fits?
A. Point-wave-rest is the original ordered group.
B. Rest-wave-point reverses the original group.
C. Point-wave-rest-point-wave-rest repeats the group twice.
D. Clarify the missing middle action before planning.
My answer and reasoning: ________________________
Hints: Repeating means copying every card in the group.; Reverse changes order; it does not remove a card.

2. Combine three action cards: The instruction asks for the original group twice. Which fits?
A. Point-wave-rest is the original ordered group.
B. Rest-wave-point reverses the original group.
C. Point-wave-rest-point-wave-rest repeats the group twice.
D. Clarify the missing middle action before planning.
My answer and reasoning: ________________________
Hints: Repeating means copying every card in the group.; Reverse changes order; it does not remove a card.

3. Combine three action cards: The strip specifies first point and last rest but leaves the middle blank. What fits?
A. Point-wave-rest is the original ordered group.
B. Rest-wave-point reverses the original group.
C. Point-wave-rest-point-wave-rest repeats the group twice.
D. Clarify the missing middle action before planning.
My answer and reasoning: ________________________
Hints: Repeating means copying every card in the group.; Reverse changes order; it does not remove a card.

Extension: Draw wave-point-rest three times. Expected: nine cards in three identical groups, with START and STOP outside them.

Sources:
SHAPE America 2024 physical education framework reference: https://shapeamerica.org/standards/pe/

Check spacing along a route

Check spacing along a route
Materials:
Paper or a text document; all cases below are original fictional learning inputs.
An adult may read aloud; drawing or spoken answers are valid. No personal health information or physical performance is required.
The model has two arrows from a desk to a circle. RouteA crosses a bag; RouteB goes around it within the clear box. ChooseB because the whole route avoids the obstacle. Its extra length is not a defect: the criterion is clear passage, not shortest distance. If neither route were clear, the correct next step would be adult help or a paper-only alternative.
A is clear; B crosses a chair. Which route fits the clear-path criterion?
B is clear; A crosses a bag. Which fits?
Both arrows cross blocked areas. What fits?
Both routes are narrow, but the model does not specify the action’s width. What fits?
A has clear passage from start to finish; B enters a spill area. Which fits?
B avoids both obstacles; A avoids the first but hits the second. Which fits?

A route can be safe at its start and blocked farther along. A paper spacing check traces the full route and the space needed for its planned action. People should not have to accept collisions to participate.

Use the room description to make a simple drawing. Mark obstacles, compare the planned arrow with the clear area and choose a repair. More than one clear route can work, but choose the one that fits the question’s stated constraints. A short route is not automatically the best one.

Complete this with drawing only. Do not move equipment or test a tight gap. A responsible adult checks real environments. Optional seated gestures need comfortable clear space and can be replaced by explaining the route.

1. Read or listen to the pretend story. Point to the details the question gives you.
2. Follow each described arrow from start to finish. Choose or draw a route that avoids every listed obstacle and follows the question’s rule.
3. Check your answer against the example. Say what matches and what you would change.
4. Try the practice questions, then the extra task. Drawing or spoken answers are welcome.

Worked example: The model has two arrows from a desk to a circle. RouteA crosses a bag; RouteB goes around it within the clear box. ChooseB because the whole route avoids the obstacle. Its extra length is not a defect: the criterion is clear passage, not shortest distance. If neither route were clear, the correct next step would be adult help or a paper-only alternative.

Helpful tips:
- Check every segment, not only the first obstacle.
- A thin arrow does not prove every action will fit.

Your turn: Check spacing along a route: A is clear; B crosses a chair. Which route fits the clear-path criterion?
A. Clarify the space requirement because the action width is unspecified.
B. Use routeA because it is the only completely clear drawn route.
C. Use routeB because it is the only completely clear drawn route.
D. Use a paper-only alternative because neither route is clear.

My answer and reasoning: ________________________

Extra practice
1. Check spacing along a route: B is clear; A crosses a bag. Which fits?
A. Clarify the space requirement because the action width is unspecified.
B. Use routeA because it is the only completely clear drawn route.
C. Use routeB because it is the only completely clear drawn route.
D. Use a paper-only alternative because neither route is clear.
My answer and reasoning: ________________________
Hints: Check every segment, not only the first obstacle.; A thin arrow does not prove every action will fit.

2. Check spacing along a route: Both arrows cross blocked areas. What fits?
A. Clarify the space requirement because the action width is unspecified.
B. Use routeA because it is the only completely clear drawn route.
C. Use routeB because it is the only completely clear drawn route.
D. Use a paper-only alternative because neither route is clear.
My answer and reasoning: ________________________
Hints: Check every segment, not only the first obstacle.; A thin arrow does not prove every action will fit.

3. Check spacing along a route: Both routes are narrow, but the model does not specify the action’s width. What fits?
A. Clarify the space requirement because the action width is unspecified.
B. Use routeA because it is the only completely clear drawn route.
C. Use routeB because it is the only completely clear drawn route.
D. Use a paper-only alternative because neither route is clear.
My answer and reasoning: ________________________
Hints: Check every segment, not only the first obstacle.; A thin arrow does not prove every action will fit.

Extension: Draw two obstacles and a third route C that avoids both. Expected: the entire arrow remains in a clear area; note that a real adult must still check a real space.

Sources:
SHAPE America 2024 physical education framework reference: https://shapeamerica.org/standards/pe/
CDC safe youth-serving environments: https://www.cdc.gov/child-abuse-neglect/programs/index.html

Adapt a game rule fairly

Adapt a game rule fairly
Materials:
Paper or a text document; all cases below are original fictional learning inputs.
An adult may read aloud; drawing or spoken answers are valid. No personal health information or physical performance is required.
The goal is recognizing a start-stop pattern, but the cards use only red and green. One fictional participant cannot distinguish them. Adding START/STOP words and different shapes keeps the same pattern goal while removing the color-only barrier. Excluding the participant or changing the goal to “guess colors” would not solve the access problem.
The goal is signal order; a character cannot distinguish the two colors. Which change fits?
The goal is three-card order; a character prefers not to stand. Which fits?
The goal is selecting an aiming direction; the supplied paper target is too small for the chosen challenge. Which fits?
A story gives no access preference, only a disability label. What fits?
A start cue is only blue and a stop cue only purple. Which access change fits a color-vision barrier?
The task checks order, not jumping; a learner chooses drawing. Which fits?

Inclusion means people can take a meaningful part without an unnecessary barrier. The learning goal might be choosing an order, aiming at a paper target or explaining a route. A different method can preserve that goal.

Identify the goal first, then change a rule that blocks access. A seated drawing can demonstrate sequence knowledge. A word-and-shape cue can replace color-only instructions. A wider paper target can preserve an aiming decision while changing its difficulty.

Use fictional participants and ask what access they prefer. Do not assume all people with the same disability need the same change. No real game, equipment or bodily performance is required. Adult support is appropriate for actual activity decisions.

1. Read or listen to the pretend story. Point to the details the question gives you.
2. Name the skill the game is checking. Change the color, standing, or other unnecessary barrier while keeping that skill in the task.
3. Check your answer against the example. Say what matches and what you would change.
4. Try the practice questions, then the extra task. Drawing or spoken answers are welcome.

Worked example: The goal is recognizing a start-stop pattern, but the cards use only red and green. One fictional participant cannot distinguish them. Adding START/STOP words and different shapes keeps the same pattern goal while removing the color-only barrier. Excluding the participant or changing the goal to “guess colors” would not solve the access problem.

Helpful tips:
- Preserve what the task actually teaches while removing a barrier.
- Ask about individual access; labels do not specify every need.

Your turn: Adapt a game rule fairly: The goal is signal order; a character cannot distinguish the two colors. Which change fits?
A. Allow a seated or drawn sequence to preserve the order goal.
B. Offer a larger paper target to adjust aiming difficulty.
C. Ask the participant about preferred access because the need is not specified.
D. Add words and shapes to remove a color-only signal barrier.

My answer and reasoning: ________________________

Extra practice
1. Adapt a game rule fairly: The goal is three-card order; a character prefers not to stand. Which fits?
A. Allow a seated or drawn sequence to preserve the order goal.
B. Offer a larger paper target to adjust aiming difficulty.
C. Ask the participant about preferred access because the need is not specified.
D. Add words and shapes to remove a color-only signal barrier.
My answer and reasoning: ________________________
Hints: Preserve what the task actually teaches while removing a barrier.; Ask about individual access; labels do not specify every need.

2. Adapt a game rule fairly: The goal is selecting an aiming direction; the supplied paper target is too small for the chosen challenge. Which fits?
A. Allow a seated or drawn sequence to preserve the order goal.
B. Offer a larger paper target to adjust aiming difficulty.
C. Ask the participant about preferred access because the need is not specified.
D. Add words and shapes to remove a color-only signal barrier.
My answer and reasoning: ________________________
Hints: Preserve what the task actually teaches while removing a barrier.; Ask about individual access; labels do not specify every need.

3. Adapt a game rule fairly: A story gives no access preference, only a disability label. What fits?
A. Allow a seated or drawn sequence to preserve the order goal.
B. Offer a larger paper target to adjust aiming difficulty.
C. Ask the participant about preferred access because the need is not specified.
D. Add words and shapes to remove a color-only signal barrier.
My answer and reasoning: ________________________
Hints: Preserve what the task actually teaches while removing a barrier.; Ask about individual access; labels do not specify every need.

Extension: Adapt a color-only point-rest game for paper participation. Expected: word/shape cues and drawn sequence, preserving order rather than claiming physical skill mastery.

Sources:
SHAPE America 2024 physical education framework reference: https://shapeamerica.org/standards/pe/
CDC physical activity and disability: https://www.cdc.gov/disability-and-health/conditions/physical-activity.html

Use one clear feedback criterion

Use one clear feedback criterion
Materials:
Paper or a text document; all cases below are original fictional learning inputs.
An adult may read aloud; drawing or spoken answers are valid. No personal health information or physical performance is required.
The fictional plan has correct point-wave-rest order and a STOP word, but its path crosses a chair. The feedback can say, “Order and stop match the plan; redraw the arrow around the chair.” This separates the successful features from the remaining path issue. It does not claim that the whole plan is safe because the order is correct.
The criterion is point before wave; the strip shows wave before point. Which feedback fits?
The criterion is clear passage; the arrow crosses a table. Which fits?
The criterion is non-color signals; only red and green are shown. Which fits?
The criterion is a visible STOP word and the drawing contains it. Which fits?
A route meets order but crosses a chair. Under the path criterion, what fits?
The task requires START/STOP words; it has colors but no words. What fits?

A criterion is a feature used to judge a model. In this task it can be action order, clear path or inclusive cues. Feedback is useful when it names the exact feature and a repair. A general insult provides no evidence.

Check one criterion at a time. Mark the place where the model matches or differs. A plan can meet one criterion while missing another, so do not turn one success into “everything works.” Compare the changed drawing again after repair.

Use only fictional paper plans. No classmates’ bodies, private conditions or physical abilities are evaluated. Draw or explain the fix. A real movement session would need its own safe environment and adult oversight.

1. Read or listen to the pretend story. Point to the details the question gives you.
2. Read the one feature being checked. Compare that feature in the drawing with the rule, and name a matching success or repair.
3. Check your answer against the example. Say what matches and what you would change.
4. Try the practice questions, then the extra task. Drawing or spoken answers are welcome.

Worked example: The fictional plan has correct point-wave-rest order and a STOP word, but its path crosses a chair. The feedback can say, “Order and stop match the plan; redraw the arrow around the chair.” This separates the successful features from the remaining path issue. It does not claim that the whole plan is safe because the order is correct.

Helpful tips:
- One met criterion does not prove every criterion is met.
- Name the exact feature and change; do not insult a person.

Your turn: Use one clear feedback criterion: The criterion is point before wave; the strip shows wave before point. Which feedback fits?
A. Repair access cues; the signal relies only on color.
B. The stated criterion is met; describe the evidence without inventing a defect.
C. Repair order; the action cards violate the specified sequence.
D. Repair the path; the arrow crosses an obstacle.

My answer and reasoning: ________________________

Extra practice
1. Use one clear feedback criterion: The criterion is clear passage; the arrow crosses a table. Which fits?
A. Repair access cues; the signal relies only on color.
B. The stated criterion is met; describe the evidence without inventing a defect.
C. Repair order; the action cards violate the specified sequence.
D. Repair the path; the arrow crosses an obstacle.
My answer and reasoning: ________________________
Hints: One met criterion does not prove every criterion is met.; Name the exact feature and change; do not insult a person.

2. Use one clear feedback criterion: The criterion is non-color signals; only red and green are shown. Which fits?
A. Repair access cues; the signal relies only on color.
B. The stated criterion is met; describe the evidence without inventing a defect.
C. Repair order; the action cards violate the specified sequence.
D. Repair the path; the arrow crosses an obstacle.
My answer and reasoning: ________________________
Hints: One met criterion does not prove every criterion is met.; Name the exact feature and change; do not insult a person.

3. Use one clear feedback criterion: The criterion is a visible STOP word and the drawing contains it. Which fits?
A. Repair access cues; the signal relies only on color.
B. The stated criterion is met; describe the evidence without inventing a defect.
C. Repair order; the action cards violate the specified sequence.
D. Repair the path; the arrow crosses an obstacle.
My answer and reasoning: ________________________
Hints: One met criterion does not prove every criterion is met.; Name the exact feature and change; do not insult a person.

Extension: Write two comments for a model with wrong order and a clear path. Expected: acknowledge the path, specify the order repair and avoid claiming everything passes.

Sources:
SHAPE America 2024 physical education framework reference: https://shapeamerica.org/standards/pe/
SHAPE America 2024 health framework reference: https://shapeamerica.org/standards/health/

Study guides

# Build and Read Numbers to One Thousand study guide
https://thelifestarter.com/academy/grade/2/unit/math-hundreds-through-one-thousand/guide

Key ideas
- Base ten builds a new place when ten units of the previous place are collected.
- Expanded form names the value of each digit.
- Hundreds decide first when comparing three-digit numbers.
- Skip-counting repeatedly adds the same amount.

Vocabulary
hundred: Ten tens or one hundred ones.
expanded form: A sum showing each place’s value.

Watch your reasoning
- A count of tens must be multiplied by ten to name the whole value.
- Three tens means thirty, not three.
- Do not choose a number only because its ones digit is larger.
- Crossing a place-value boundary does not change the counting rule.

Worked review
Twelve tens represent 120 ones. Ten tens form one hundred and two tens remain, so the model is one hundred and two tens. Its numeral is 120. Twelve tens are not twelve ones; every original group was worth ten. Label every tens group with its value of ten. A count of tens must be multiplied by ten to name the whole value. Draw bundles of ten tens and mark their exchange for a hundred.

Practice plan
1. Exchange Ten Tens for a Hundred: Nineteen tens make one hundred and nine tens: 190.
2. Read Hundreds, Tens, and Ones in Expanded Form: Write 705 in expanded form. Expected: 700+5; the tens place is zero.
3. Compare Three-Digit Numbers from the Left: Compare 608 and 680. Expected: 680 is greater because of its tens place.
4. Continue a Skip-Count with Its Stated Step: Start at 650 and count by hundreds three times. Expected: 750,850,950.

# Explain Regrouping and Two-Step Stories study guide
https://thelifestarter.com/academy/grade/2/unit/math-regrouping-and-two-step-stories/guide

Key ideas
- Multi-digit addition joins matching units: ones with ones, tens with tens, hundreds with hundreds.
- A subtraction can require more ones than the starting ones place shows.
- A nearby multiple of ten can simplify addition.
- A two-step story has an intermediate amount after its first change.

Vocabulary
regrouping: Renaming a quantity using different base-ten groups.
intermediate total: The amount after the first step but before the next.

Watch your reasoning
- Regrouping preserves value; it does not create an extra amount.
- Check subtraction by adding the difference and the removed amount.
- If you rounded an addend up, correct the sum downward.
- A result after the first change is not the final answer.

Worked review
For 156+127, ones total thirteen: one ten and three ones. Tens then total eight, including the exchanged ten. Hundreds total two. The result is 283. The extra ten came from the thirteen ones, so it must not remain counted in the ones column. Add the exchanged group into its new place. Regrouping preserves value; it does not create an extra amount. Use a place-value chart and show every exchange with an arrow.

Practice plan
1. Add Hundreds with an Exchange: Find 278+146. Expected: 424.
2. Rename a Ten Before Subtracting Ones: Find 83−46. Expected: 37; seven tens and thirteen ones before removal.
3. Adjust a Mental Sum Around a Friendly Ten: Find 68+19. Expected: 68+20−1=87.
4. Track Two Different Changes in a Story: Start with 72, remove 19, then add 24. Expected: 77.

# Equal Groups and Changing Totals study guide
https://thelifestarter.com/academy/grade/2/unit/math/guide

Key ideas
- Use repeated addition to count objects arranged in equal rows.
- Decide whether all objects can be grouped into pairs.
- Find an array total by adding totals from two smaller arrays.
- Find an array total before subtracting objects that leave.

Vocabulary


Watch your reasoning
- Each row contributes five dots. Adding both rows gives 5 + 5 = 10. Adding the number of rows to the dots per row, 2 + 5, would not count all the dots.
- There are eight objects in each of two equal groups. 8 + 8 = 16; this is an even total. Seven plus nine totals sixteen but does not describe two equal groups.
- Two rows give 3 + 3 = 6 dots. Three rows give 3 + 3 + 3 = 9. Adding 6 + 9 gives all 15 dots.
- First count 3 + 3 + 3 + 3 = 12. Then subtract five: 12 − 5 = 7 badges remain.

Worked review
Count Equal Rows: Three rows of four dots give 4 + 4 + 4 = 12. Counting one row as four, then eight, then twelve gives the same total.

Make Pairs to Test Even or Odd: Fourteen counters form seven pairs with none left over: 14 = 7 + 7. Eleven form five pairs and one leftover: 11 = 5 + 5 + 1, so eleven is odd.

Split an Array Without Losing Dots: Four rows of five contain (5 + 5) + (5 + 5) = 10 + 10 = 20 dots. Three rows of four can be split as 4 + (4 + 4) = 4 + 8 = 12.

Use Two Steps to Count What Is Left: The display starts with 5 + 5 + 5 = 15 badges. Removing four leaves 15 − 4 = 11. Checking 11 + 4 = 15 rebuilds the original display.

Practice plan
1. Try the supplied lesson problems without looking at the answers.
2. Compare your method with the worked examples and explain any correction.
3. Use the new review cases, then complete the transfer task on paper or in your own document.

# Measure Standard Lengths and Number-Line Changes study guide
https://thelifestarter.com/academy/grade/2/unit/math-standard-length-and-number-lines/guide

Key ideas
- A ruler gives positions along a scale.
- Different units produce different counts for the same length.
- A length comparison asks for the extra distance beyond the shorter object.
- A number line measures position from zero using equal intervals.

Vocabulary
centimeter: A standard metric unit of length.
interval: The space between two neighboring marked values.

Watch your reasoning
- The end label equals length only when the start is zero.
- A smaller written count may describe a longer unit.
- How much longer requests a difference, not a combined length.
- Subtraction moves left on a usual increasing number line.

Worked review
A strip starts at 2 cm and ends at 11 cm. Its length is 11−2=9 cm. Nine one-centimeter intervals lie under the strip. The endpoint eleven includes two centimeters before the strip’s start, so it is not the strip’s length. Count spaces between marks, not both endpoint labels. The end label equals length only when the start is zero. Draw a ruler segment and emphasize the two endpoints of the object.

Practice plan
1. Measure When an Object Does Not Start at Zero: Start 5 cm, end 18 cm. Expected: 13 cm.
2. Compare Measurement Counts Using a Known Unit Relation: One long unit equals five short units; seven long units equal 35 short units.
3. Find How Much Longer in the Same Unit: Compare 58 cm and 39 cm. Expected: 19 cm longer.
4. Model Addition and Subtraction as Number-Line Jumps: Start at 46 and move right 27. Expected endpoint: 73.

# Read Five-Minute Times and U.S. Money study guide
https://thelifestarter.com/academy/grade/2/unit/math-five-minute-time-and-us-money/guide

Key ideas
- The minute hand passes twelve numbered positions in one hour.
- A twelve-hour clock repeats its hour labels twice in a day.
- U.S. pennies are worth one cent, nickels five, dimes ten, and quarters twenty-five.
- A dollar is one hundred cents, and dollar bills have their stated face values.

Vocabulary
a.m.: From midnight through the time before noon.
cent: One hundredth of a U.S. dollar.

Watch your reasoning
- Do not read the minute-hand numeral as single minutes.
- The hour label repeats, so use the supplied time-of-day context.
- Coin count and cents value are different quantities.
- Change is the payment minus cost, not their sum.

Worked review
The hour hand is between 3 and 4 and the minute hand points to 8. Eight groups of five minutes are forty, so the time is 3:40. The hour has not reached four. The numeral eight on the dial is not eight minutes. Count dial intervals in fives. Do not read the minute-hand numeral as single minutes. Label clock positions with 5,10,15,...,55 minutes.

Practice plan
1. Read Five-Minute Positions on a Clock: Hour underway 8, minute hand at 9. Expected: 8:45.
2. Distinguish Morning and Afternoon Times: Label 10:00 at night. Expected: 10:00 p.m.
3. Add U.S. Coin Values Rather Than Coin Counts: Two quarters, three dimes, one nickel, and four pennies total 89 cents.
4. Find Change Using Dollar Values: A $17 item is paid with one $20 and one $5 bill. Expected change: $8.

# Build and Read Whole-Unit Data Displays study guide
https://thelifestarter.com/academy/grade/2/unit/math-graphs-line-plots-and-data/guide

Key ideas
- A picture graph uses repeated symbols to represent a count.
- A bar graph’s labeled scale connects its length to a count.
- A line plot keeps repeated observations.
- A category display can support more than one calculation.

Vocabulary
bar graph: A display whose bar length represents a category count.
line plot: A number line with a mark for every observation.

Watch your reasoning
- Do not assume a symbol is a physical item rather than a recorded response.
- Bar width is not the recorded count.
- Stack height counts frequency, not measured length.
- Do not extend a small fictional record to everybody’s preferences.

Worked review
The key says one star means one vote. The bike row has five stars, so it records five votes. Five stars are not five bikes owned unless the graph’s question says that; its stated measured quantity is votes. Read what the symbols count as well as their value. Do not assume a symbol is a physical item rather than a recorded response. Draw a key and a row containing the stated number of symbols.

Practice plan
1. Read a Picture Graph with a One-Item Key: A one-vote key with seven circles shows 7 votes.
2. Read Bar Height from a Whole-Number Scale: Bars end at 9 and 4 on the same scale. Expected difference: 5 responses.
3. Represent Each Measurement on a Line Plot: Plot 6,6,7,8,8 cm. Expected stacks: two at 6, one at 7, two at 8.
4. Combine and Compare Category Records: For red 8, green 5, blue 6 responses, red plus blue is 14 and red minus green is 3.

# Analyze Shapes and Equal-Area Partitions study guide
https://thelifestarter.com/academy/grade/2/unit/math-shape-attributes-and-equal-area-parts/guide

Key ideas
- A polygon is a closed flat figure built from straight sides.
- A rectangle can be partitioned into equal squares with no gaps or overlap.
- Three equal-area shares of one whole are thirds.
- Equal shares need equal area, but their outlines do not always need the same shape.

Vocabulary
quadrilateral: A closed polygon with four straight sides.
third: One of three equal shares of a whole.

Watch your reasoning
- Equal side lengths are not required for the broad polygon names.
- Count tiles, not grid intersections or the outside outline.
- Three pieces are not automatically three equal shares.
- Different outlines do not automatically mean different amounts of a whole.

Worked review
A closed figure with five straight sides is a pentagon. It does not need all sides equal to have that name. A circle has no straight polygon sides, so it is not a pentagon or another polygon just because it is closed. Count all sides along one complete trip around the boundary. Equal side lengths are not required for the broad polygon names. Mark each straight side once and count the marks.

Practice plan
1. Identify Polygons by Sides and Corners: Draw a five-sided polygon with unequal sides. Expected: it is still a pentagon.
2. Count Equal Squares in Rows and Columns: Four rows of five equal squares contain 20 squares.
3. Name Three Equal Shares as Thirds: Shade two of three equal strips. Expected: two thirds shaded; one third unshaded.
4. Recognize Equal Area in Differently Shaped Shares: A 12-tile whole has pieces of 4,4,4 tiles with different outlines. Expected: three equal-area thirds.

# Vowel Teams, R-Controlled Sounds and Compounds study guide
https://thelifestarter.com/academy/grade/2/unit/reading-vowels-and-longer-words/guide

Key ideas
- The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together.
- When a vowel is followed by r, its pronunciation may differ from a plain short or long vowel. Car, corn and fern illustrate three common spellings.
- Some vowel sounds glide from one mouth position to another. Coin, toy, cloud and cow show common diphthong spellings, though English spellings can have exceptions.
- A compound joins two existing words into one word. Recognizing the parts helps with decoding and often meaning, though not every long word is a compound.

Vocabulary
Distinguish two oo patterns: The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together.
Read an r-controlled vowel: When a vowel is followed by r, its pronunciation may differ from a plain short or long vowel. Car, corn and fern illustrate three common spellings.
Read a diphthong spelling: Some vowel sounds glide from one mouth position to another. Coin, toy, cloud and cow show common diphthong spellings, though English spellings can have exceptions.
Split a compound word: A compound joins two existing words into one word. Recognizing the parts helps with decoding and often meaning, though not every long word is a compound.

Watch your reasoning
- Foot sounds like book, although food sounds like moon.
- Do not apply final-e thinking to car.
- Snow uses ow with a different sound from cow.
- A syllable is not automatically a whole word.

Worked review
oo target: pool. r-word: car. Glide target: coin. Compound: sunlight.
Distinguish two oo patterns: The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits moon. The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together. Foot sounds like book, although food sounds like moon.
Read an r-controlled vowel: The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits ar. When a vowel is followed by r, its pronunciation may differ from a plain short or long vowel. Car, corn and fern illustrate three common spellings. Do not apply final-e thinking to car.
Read a diphthong spelling: The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits oi. Some vowel sounds glide from one mouth position to another. Coin, toy, cloud and cow show common diphthong spellings, though English spellings can have exceptions. Snow uses ow with a different sound from cow.
Split a compound word: The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits sun + light. A compound joins two existing words into one word. Recognizing the parts helps with decoding and often meaning, though not every long word is a compound. A syllable is not automatically a whole word.

Practice plan
1. Practice distinguish two oo patterns: Read the target aloud with an adult if needed. Compare its vowel sound to moon and book, not its spelling alone.
2. Practice read an r-controlled vowel: Underline the vowel-r part and blend it with surrounding consonants. Read the word in the sentence to confirm meaning.
3. Practice read a diphthong spelling: Locate the stated target’s vowel spelling, pronounce the word and identify which letter pair is present.
4. Practice split a compound word: Find two complete familiar words inside the target. Read each and join them into the compound.
5. Try the new review before opening its answer. Return to the related lesson if you want more help.

# Prefixes, Suffixes, Contractions and Smooth Reading study guide
https://thelifestarter.com/academy/grade/2/unit/reading-affixes-spelling-and-fluency/guide

Key ideas
- A prefix comes before a base. In these words, re- means again, un- means not, pre- means before and mis- signals something done wrongly.
- A suffix follows a base. -er can name a person who does something, -ful means full of, -less means without and -ly often turns an adjective into an adverb.
- A contraction shortens one word or combines words with an apostrophe marking omitted letters. Don’t expands to do not, I’m to I am, we’re to we are, and can’t to the single written word cannot. Expand the actual form before deciding its meaning.
- Fluent reading groups words by meaning. A short pause after an introductory time phrase can help a listener, while chopping between every word disrupts the idea.

Vocabulary
Read a prefix meaning: A prefix comes before a base. In these words, re- means again, un- means not, pre- means before and mis- signals something done wrongly.
Read a suffix meaning: A suffix follows a base. -er can name a person who does something, -ful means full of, -less means without and -ly often turns an adjective into an adverb.
Expand a contraction: A contraction shortens one word or combines words with an apostrophe marking omitted letters. Don’t expands to do not, I’m to I am, we’re to we are, and can’t to the single written word cannot. Expand the actual form before deciding its meaning.
Choose a meaningful phrase pause: Fluent reading groups words by meaning. A short pause after an introductory time phrase can help a listener, while chopping between every word disrupts the idea.

Watch your reasoning
- A word that begins with similar letters may not contain that prefix.
- The -er in taller compares; it does not name a person.
- Its without an apostrophe is a possessive form.
- A pause is not a reason to omit the next word.

Worked review
Prefix word: reread. Suffix word: teacher. Contraction: don’t. Sentence: After lunch, we read.
Read a prefix meaning: The relevant input states: Prefix word: reread. This fits again. A prefix comes before a base. In these words, re- means again, un- means not, pre- means before and mis- signals something done wrongly. A word that begins with similar letters may not contain that prefix.
Read a suffix meaning: The relevant input states: Suffix word: teacher. This fits person who does it. A suffix follows a base. -er can name a person who does something, -ful means full of, -less means without and -ly often turns an adjective into an adverb. The -er in taller compares; it does not name a person.
Expand a contraction: The relevant input states: Contraction: don’t. This fits do not. A contraction shortens one word or combines words with an apostrophe marking omitted letters. Don’t expands to do not, I’m to I am, we’re to we are, and can’t to the single written word cannot. Expand the actual form before deciding its meaning. Its without an apostrophe is a possessive form.
Choose a meaningful phrase pause: The relevant input states: Sentence: After lunch, we read. This fits after the introductory time phrase. Fluent reading groups words by meaning. A short pause after an introductory time phrase can help a listener, while chopping between every word disrupts the idea. A pause is not a reason to omit the next word.

Practice plan
1. Practice read a prefix meaning: Read the base and prefix separately. Combine their meanings and verify the complete word against the supplied definition.
2. Practice read a suffix meaning: Locate the ending and state how it changes the base meaning. Read the new word aloud as one complete word.
3. Practice expand a contraction: Say the contraction, expand it into its two-word or full negative form and compare the spelling.
4. Practice choose a meaningful phrase pause: Find the time phrase before the main action. Read that group together, pause briefly and read the main clause.
5. Try the new review before opening its answer. Return to the related lesson if you want more help.

# Find a topic and build a useful paragraph study guide
https://thelifestarter.com/academy/grade/2/unit/reading/guide

Key ideas
- Choose a topic that fits all the important details in a short paragraph.
- Infer one word’s meaning from an explicit context clue.
- Choose a supporting sentence and place it after a topic sentence.
- Write an opinion supported by a relevant reason from a supplied choice.

Vocabulary


Watch your reasoning
- The shelf, chairs, and sign all help describe the class book corner. The other choices bring in topics the paragraph does not explain.
- The loose items with no clear places support not organized. The passage neither empties, locks, nor describes the material of the box.
- Pencils are drawing supplies and connect directly to setting up the table. The other sentences introduce unrelated subjects.
- The first reason explains how these labels help identify bin contents. The other details do not explain this label choice.

Worked review
Find a Paragraph’s Main Topic: A useful title is “Our Class Book Corner.” “Two Chairs” names only one detail and leaves out the books and sign.

Use Nearby Words to Explain a Word: Cluttered means not organized here. The passage describes loose items with no clear places; sorting them into trays changes that condition.

Keep a Paragraph on One Topic: Our class set up a drawing table. We placed blank paper in a tray. We put pencils in a cup. The table is ready for drawing. Each sentence connects to the table, unlike the bicycle note.

Say What You Think and Why: I prefer paper-size pictures because they show which sheets belong in each bin. I would use those pictures. This is a preference with a stated reason, not proof that everyone will agree.

Practice plan
1. Try the supplied lesson problems without looking at the answers.
2. Compare your method with the worked examples and explain any correction.
3. Use the new review cases, then complete the transfer task on paper or in your own document.

# Fables, Poems and Story Perspective study guide
https://thelifestarter.com/academy/grade/2/unit/reading-story-genre-and-perspective/guide

Key ideas
- A fable often uses animal characters and a lesson. A poem arranges language in lines; a play script identifies speakers and stage action; realistic fiction uses possible invented events.
- First-person narration uses I, we or my for the teller’s own experience. Third-person narration describes characters using names or pronouns such as she and they.
- A setting can affect what a character needs to do. A dark room may require light; rain may lead to shelter. Use an explicit condition and action relationship.
- Alliteration repeats beginning sounds in nearby words. It can make a poem or sentence musical; rhyme instead usually repeats ending vowel and consonant sounds.

Vocabulary
Recognize a genre feature: A fable often uses animal characters and a lesson. A poem arranges language in lines; a play script identifies speakers and stage action; realistic fiction uses possible invented events.
Recognize narrator person: First-person narration uses I, we or my for the teller’s own experience. Third-person narration describes characters using names or pronouns such as she and they.
Notice a setting effect: A setting can affect what a character needs to do. A dark room may require light; rain may lead to shelter. Use an explicit condition and action relationship.
Notice a repeated sound: Alliteration repeats beginning sounds in nearby words. It can make a poem or sentence musical; rhyme instead usually repeats ending vowel and consonant sounds.

Watch your reasoning
- Every animal story is not necessarily a fable.
- A character saying I does not make the whole narration first person.
- Do not assume an unstated weather condition.
- Repeated endings are rhyme rather than alliteration.

Worked review
Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear.
Recognize a genre feature: The relevant input states: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. This fits fable. A fable often uses animal characters and a lesson. A poem arranges language in lines; a play script identifies speakers and stage action; realistic fiction uses possible invented events. Every animal story is not necessarily a fable.
Recognize narrator person: The relevant input states: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. This fits I. First-person narration uses I, we or my for the teller’s own experience. Third-person narration describes characters using names or pronouns such as she and they. A character saying I does not make the whole narration first person.
Notice a setting effect: The relevant input states: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. This fits darkness. A setting can affect what a character needs to do. A dark room may require light; rain may lead to shelter. Use an explicit condition and action relationship. Do not assume an unstated weather condition.
Notice a repeated sound: The relevant input states: Form: fox and crow learn not to boast, a fable. Narration sample: I lit a candle because it was dark. Sound phrase: big brown bear. This fits /b/. Alliteration repeats beginning sounds in nearby words. It can make a poem or sentence musical; rhyme instead usually repeats ending vowel and consonant sounds. Repeated endings are rhyme rather than alliteration.

Practice plan
1. Practice recognize a genre feature: Use the form and supplied features, not merely the text’s topic, to choose its genre.
2. Practice recognize narrator person: Find whether the narrator includes themself. Quote the actual word used rather than a character’s separate speech.
3. Practice notice a setting effect: Find the condition in the narration, then connect it to the action the passage actually describes.
4. Practice notice a repeated sound: Say the phrase aloud and compare the beginnings of its repeated words. Name the sound, not just the first letter.
5. Try the new review before opening its answer. Return to the related lesson if you want more help.

# Verbs, Descriptions and Joining Ideas study guide
https://thelifestarter.com/academy/grade/2/unit/reading-grammar-and-time/guide

Key ideas
- Some past-tense verbs change form instead of adding -ed. Went comes from go, ate from eat, ran from run and took from take.
- An adjective describes a noun; an adverb can describe how an action happens. Quiet room uses an adjective, while speak quietly uses an adverb.
- Conjunctions connect ideas. And adds, but contrasts, because gives a reason and or presents a choice. The relationship depends on the actual connected ideas.
- Statements tell, questions ask, commands request actions and exclamations express strong feeling. Their words and ending marks work together.

Vocabulary
Read irregular past verbs: Some past-tense verbs change form instead of adding -ed. Went comes from go, ate from eat, ran from run and took from take.
Find adjective or adverb work: An adjective describes a noun; an adverb can describe how an action happens. Quiet room uses an adjective, while speak quietly uses an adverb.
Choose a conjunction relationship: Conjunctions connect ideas. And adds, but contrasts, because gives a reason and or presents a choice. The relationship depends on the actual connected ideas.
Recognize a sentence form: Statements tell, questions ask, commands request actions and exclamations express strong feeling. Their words and ending marks work together.

Watch your reasoning
- Do not add -ed to an already past form.
- A word ending -ly is often, but not always, an adverb.
- And does not by itself show cause.
- A question mark is for an actual question.

Worked review
Past verb: went. Highlight: quiet in a quiet room. Join: A and B. Sentence: We went home.
Read irregular past verbs: The relevant input states: Past verb: went. This fits go. Some past-tense verbs change form instead of adding -ed. Went comes from go, ate from eat, ran from run and took from take. Do not add -ed to an already past form.
Find adjective or adverb work: The relevant input states: Highlight: quiet in a quiet room. This fits a noun. An adjective describes a noun; an adverb can describe how an action happens. Quiet room uses an adjective, while speak quietly uses an adverb. A word ending -ly is often, but not always, an adverb.
Choose a conjunction relationship: The relevant input states: Join: A and B. This fits addition with and. Conjunctions connect ideas. And adds, but contrasts, because gives a reason and or presents a choice. The relationship depends on the actual connected ideas. And does not by itself show cause.
Recognize a sentence form: The relevant input states: Sentence: We went home. This fits statement. Statements tell, questions ask, commands request actions and exclamations express strong feeling. Their words and ending marks work together. A question mark is for an actual question.

Practice plan
1. Practice read irregular past verbs: Locate the stated past verb and match it to its base form. Use the two forms in present and past sentences.
2. Practice find adjective or adverb work: Find the word the highlighted description belongs to. Decide whether it modifies an object or an action.
3. Practice choose a conjunction relationship: Find the connector and say what it tells about the two parts. Try restating that relation in your own words.
4. Practice recognize a sentence form: Read the sentence and name its purpose before checking its punctuation. Use a suitable voice.
5. Try the new review before opening its answer. Return to the related lesson if you want more help.

# Read Features and Write Useful Information study guide
https://thelifestarter.com/academy/grade/2/unit/reading-nonfiction-and-useful-explanations/guide

Key ideas
- Diagram labels identify parts, glossaries define selected terms, indexes locate topics by page and headings show section topics. Use the feature’s specific job.
- Writers can organize information by time, similarities and differences, a problem with a response, or details about one subject. Signal words offer clues, not proof on their own.
- A definition can name the larger group a thing belongs to and what makes it distinctive. Examples help illustrate, but one example is not the whole definition.
- A useful how-to text places prerequisite actions before actions that depend on them. You need the paper before folding or drawing, but the supplied directions control the task.

Vocabulary
Choose a feature for a task: Diagram labels identify parts, glossaries define selected terms, indexes locate topics by page and headings show section topics. Use the feature’s specific job.
Distinguish text organization: Writers can organize information by time, similarities and differences, a problem with a response, or details about one subject. Signal words offer clues, not proof on their own.
Use a definition sentence: A definition can name the larger group a thing belongs to and what makes it distinctive. Examples help illustrate, but one example is not the whole definition.
Choose a procedure opening: A useful how-to text places prerequisite actions before actions that depend on them. You need the paper before folding or drawing, but the supplied directions control the task.

Watch your reasoning
- A heading names a section; it does not necessarily define a term.
- A list of colors is description, not a time sequence.
- A place does not replace the meaning of a word.
- Do not assume every procedure uses the same order.

Worked review
Need: names of plant parts. Signals: first, next, finally. Definition phrase: a type of tool. Procedure begins: gather the paper.
Choose a feature for a task: The relevant input states: Need: names of plant parts. This fits diagram labels. Diagram labels identify parts, glossaries define selected terms, indexes locate topics by page and headings show section topics. Use the feature’s specific job. A heading names a section; it does not necessarily define a term.
Distinguish text organization: The relevant input states: Signals: first, next, finally. This fits time order. Writers can organize information by time, similarities and differences, a problem with a response, or details about one subject. Signal words offer clues, not proof on their own. A list of colors is description, not a time sequence.
Use a definition sentence: The relevant input states: Definition phrase: a type of tool. This fits gives a category. A definition can name the larger group a thing belongs to and what makes it distinctive. Examples help illustrate, but one example is not the whole definition. A place does not replace the meaning of a word.
Choose a procedure opening: The relevant input states: Procedure begins: gather the paper. This fits gather the paper. A useful how-to text places prerequisite actions before actions that depend on them. You need the paper before folding or drawing, but the supplied directions control the task. Do not assume every procedure uses the same order.

Practice plan
1. Practice choose a feature for a task: State the reading need and match it to a feature before inventing an answer.
2. Practice distinguish text organization: Read the actual relationship among sentences and use the supplied signals to confirm the structure.
3. Practice use a definition sentence: Read what the final phrase adds to the term. Decide whether it classifies, illustrates, contrasts or locates.
4. Practice choose a procedure opening: Trace the stated order and find its first action. Check that later actions do not need missing materials.
5. Try the new review before opening its answer. Return to the related lesson if you want more help.

# Matter Properties and Changes study guide
https://thelifestarter.com/academy/grade/2/unit/science-matter-properties-and-changes/guide

Key ideas
- A property describes a material, while an object also has a shape and purpose. Use printed property tests. Never taste, burn or heat a material for this activity.
- Solids keep a shape under ordinary conditions. Liquids flow and take a container’s shape while keeping volume approximately fixed. Gases spread through available space.
- Melting and freezing change state without changing the substance’s identity. Cutting changes shape. Some changes form new substances and cannot be simply reversed by restoring temperature.
- The same components can form different structures. Count what parts are used and describe their arrangement. Shape can change an object’s function without changing the material.

Vocabulary
flexible: bends without breaking in the supplied test
solid: keeps its own shape in this record
melting: solid changes to liquid
component: one separate building part

Watch your reasoning
- Check what flexible and rigid each mean. They describe different clues.
- Check what solid and liquid each mean. They describe different clues.
- Check what melting and freezing each mean. They describe different clues.

Worked review
Worked reference-card problem: a card states “bends without breaking in the supplied test”; a second states “resists bending in the supplied test.” The first fits flexible and the second fits rigid. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Worked reference-card problem: a card states “keeps its own shape in this record”; a second states “flows and takes container shape.” The first fits solid and the second fits liquid. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Worked reference-card problem: a card states “solid changes to liquid”; a second states “liquid changes to solid.” The first fits melting and the second fits freezing. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Worked reference-card problem: a card states “one separate building part”; a second states “parts arranged into a whole.” The first fits component and the second fits structure. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Practice plan
1. Use an example from Describe useful material properties. Say what happens and point to the clue that helps explain it.
2. Complete Recognize states of matter and correct the specific misconception in its feedback.
3. Resolve a changed case from Describe reversible changes, then combine the four ideas in the transfer task.

# Pollination, Seeds and Habitats study guide
https://thelifestarter.com/academy/grade/2/unit/science-pollination-seeds-and-habitats/guide

Key ideas
- Pollination moves pollen between appropriate flower parts. Seed dispersal moves seeds after they form. These are different steps; a visit by an animal does not guarantee successful reproduction.
- Seed structures can help movement. Use the supplied function cards; not every seed uses the same method. A model can show movement without putting seeds outdoors.
- A habitat provides resources and conditions. Different habitats support different organisms. Count the kinds actually listed, not how many individual animals appear in a picture.
- A need is not the same as an optional preference. Choose a habitat based on the stated organism requirement. These fictional cases simplify real ecosystems and are not animal-care instructions.

Vocabulary
pollination: pollen reaches a suitable flower part
wing: can help wind carry the seed
pond: freshwater habitat in the supplied record
water resource: meets a stated drinking or aquatic need

Watch your reasoning
- Check what pollination and seed dispersal each mean. They describe different clues.
- Check what wing and hook each mean. They describe different clues.
- Check what pond and forest each mean. They describe different clues.

Worked review
Worked reference-card problem: a card states “pollen reaches a suitable flower part”; a second states “seed moves away from its source.” The first fits pollination and the second fits seed dispersal. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Worked reference-card problem: a card states “can help wind carry the seed”; a second states “can attach the seed to animal fur.” The first fits wing and the second fits hook. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Worked reference-card problem: a card states “freshwater habitat in the supplied record”; a second states “tree-dominated habitat in the supplied record.” The first fits pond and the second fits forest. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Worked reference-card problem: a card states “meets a stated drinking or aquatic need”; a second states “meets a stated feeding need.” The first fits water resource and the second fits food resource. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Practice plan
1. Use an example from Separate pollination and seed dispersal. Say what happens and point to the clue that helps explain it.
2. Complete Compare seed movement structures and correct the specific misconception in its feedback.
3. Resolve a changed case from Compare habitat kinds, then combine the four ideas in the transfer task.

# Plants and fair comparisons study guide
https://thelifestarter.com/academy/grade/2/unit/science/guide

Key ideas
- Identify a comparison that changes one condition while keeping others the same.
- Distinguish starting height, final height, and growth.
- Use repeated observations to see variation within a group.
- Connect a changed condition, a recorded outcome, and a cautious conclusion.

Vocabulary


Watch your reasoning
- The light condition changes while water and soil stay the same. Changing several conditions would make it harder to explain a result; changing none would not compare light levels.
- Growth is final minus starting height. A’s change is 3 cm and B’s is 2 cm.
- The yes counts are two and one. A3 is no and B2 is yes, so claims about all or none would misread the notes.
- The totals are 7 cm and 4 cm for equal-sized groups. This small supplied comparison does not establish a universal growth rule.

Worked review
Read a Fair Plant Test: A and B help test the effect of water because light was the same. They do not separately test the effect of light.

Measure the Recorded Change: A: 7 − 4 = 3 cm. B: 8 − 6 = 2 cm. A grew 1 cm more during this recorded week; B’s final height is still 1 cm greater.

Look at More Than One Plant: Two of three planned-water seedlings and one of three low-water seedlings had new leaves. The groups differed by one yes result; neither group had identical results for all its plants.

Plan a Test and Bound a Claim: The longer-light values sum to 7 cm across three plants; the shorter-light values sum to 4 cm. The longer-light group recorded more total growth, with overlap at 2 cm, so repeating the comparison would help check the pattern.

Practice plan
1. Try the supplied lesson problems without looking at the answers.
2. Compare your method with the worked examples and explain any correction.
3. Use the new review cases, then complete the transfer task on paper or in your own document.

# Land, Water and Surface Change study guide
https://thelifestarter.com/academy/grade/2/unit/science-land-water-and-surface-change/guide

Key ideas
- Maps represent selected features. A river is flowing surface water; a lake is a body of water surrounded by land. A map’s color key defines how features are drawn.
- Weathering breaks down rock. Erosion moves rock or sediment; deposition leaves it in a new place. Several processes can occur in the same landscape.
- The timescale matters. Earth changes can occur quickly or accumulate gradually. Use the stated intervals, not a guess from how dramatic a picture looks.
- A solution should address the process causing damage. These paper proposals are simplified models. Real flooding or slope hazards require qualified local advice.

Vocabulary
river: flowing water channel
weathering: rock breaks into smaller material
rapid: change described over seconds or minutes
plant cover: roots and cover can help retain soil

Watch your reasoning
- Check what river and lake each mean. They describe different clues.
- Check what weathering and erosion each mean. They describe different clues.
- Check what rapid and gradual each mean. They describe different clues.

Worked review
Worked reference-card problem: a card states “flowing water channel”; a second states “water body surrounded by land.” The first fits river and the second fits lake. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Worked reference-card problem: a card states “rock breaks into smaller material”; a second states “rock or sediment moves.” The first fits weathering and the second fits erosion. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Worked reference-card problem: a card states “change described over seconds or minutes”; a second states “change described over many years.” The first fits rapid and the second fits gradual. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Worked reference-card problem: a card states “roots and cover can help retain soil”; a second states “guides the supplied flowing water.” The first fits plant cover and the second fits channel. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Practice plan
1. Use an example from Read land and water features. Say what happens and point to the clue that helps explain it.
2. Complete Distinguish weathering and erosion and correct the specific misconception in its feedback.
3. Resolve a changed case from Compare fast and slow changes, then combine the four ideas in the transfer task.

# Water Changes and Movement study guide
https://thelifestarter.com/academy/grade/2/unit/science-water-states-and-movement/guide

Key ideas
- Water may be solid ice, liquid water or invisible gaseous water vapor. A visible cloud contains tiny droplets or ice, not merely invisible vapor.
- Water moves between stores. Arrows represent a process or movement, not a fixed order that every water molecule must follow. Groundwater is part of the cycle.
- Precipitation delivers water from the atmosphere. Runoff moves over land. Infiltration enters the ground, and evaporation changes liquid into vapor.
- A model should name its arrows and stores. It can omit details for clarity, but an omitted store still exists. No water disappears merely because it leaves one place.

Vocabulary
melting: ice becomes liquid water
atmosphere: air above Earth containing water
precipitation: water falls from clouds
missing store: an important water location is omitted

Watch your reasoning
- Check what melting and freezing each mean. They describe different clues.
- Check what atmosphere and surface water each mean. They describe different clues.
- Check what precipitation and runoff each mean. They describe different clues.

Worked review
Worked reference-card problem: a card states “ice becomes liquid water”; a second states “liquid water becomes ice.” The first fits melting and the second fits freezing. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Worked reference-card problem: a card states “air above Earth containing water”; a second states “water in rivers lakes or oceans.” The first fits atmosphere and the second fits surface water. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Worked reference-card problem: a card states “water falls from clouds”; a second states “water flows over land.” The first fits precipitation and the second fits runoff. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Worked reference-card problem: a card states “an important water location is omitted”; a second states “movement is shown without its label.” The first fits missing store and the second fits missing arrow. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Practice plan
1. Use an example from Name water-state changes. Say what happens and point to the clue that helps explain it.
2. Complete Trace water-cycle places and correct the specific misconception in its feedback.
3. Resolve a changed case from Name water movements, then combine the four ideas in the transfer task.

# Material Design and Comparison study guide
https://thelifestarter.com/academy/grade/2/unit/science-material-design-and-comparison/guide

Key ideas
- A material should suit the job. Our test cards provide four properties. Real samples vary; use only the supplied records and keep the reasoning tied to the intended function.
- Criteria describe what success looks like. Constraints limit materials, size or time. A solution must satisfy essential constraints before preferences can decide between it and another.
- Repeated tests reveal whether a result is consistent. A failed run should remain in the record. The supplied tests do not prove performance outside the stated conditions.
- Choose a change aimed at the observed failure. Changing everything at once makes it harder to identify the useful change. After revision, compare under matched supplied conditions.

Vocabulary
strong: holds the stated load
criterion: desired performance requirement
consistent pass: all supplied runs meet the goal
widen: cover an exposed edge

Watch your reasoning
- Check what strong and flexible each mean. They describe different clues.
- Check what criterion and material cap each mean. They describe different clues.
- Check what consistent pass and mixed each mean. They describe different clues.

Worked review
Worked reference-card problem: a card states “holds the stated load”; a second states “bends around the stated corner.” The first fits strong and the second fits flexible. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Worked reference-card problem: a card states “desired performance requirement”; a second states “limit on supplied pieces.” The first fits criterion and the second fits material cap. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Worked reference-card problem: a card states “all supplied runs meet the goal”; a second states “some runs pass and some fail.” The first fits consistent pass and the second fits mixed. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Worked reference-card problem: a card states “cover an exposed edge”; a second states “support a bending span.” The first fits widen and the second fits reinforce. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.

Practice plan
1. Use an example from Choose evidence-based materials. Say what happens and point to the clue that helps explain it.
2. Complete Distinguish criteria and constraints and correct the specific misconception in its feedback.
3. Resolve a changed case from Read repeated model tests, then combine the four ideas in the transfer task.

# Government and Helping Our Community study guide
https://thelifestarter.com/academy/grade/2/unit/social-governments-and-civic-responsibilities/guide

Key ideas
- Government institutions make public decisions and provide services at different levels. Local examples concern a town or county; state examples concern one state; national examples concern the country. Shared responsibility can involve more than one level. The fictional responsibilities here are stated for the exercise, not universal legal assignments.
- The U.S. Constitution divides the federal government among legislative, executive and judicial branches. Congress makes laws; the executive carries them out; courts interpret laws in cases. Checks and balances let one branch limit another through specified powers. No branch is simply the boss of every other branch.
- Some services are organized for a community rather than a single customer. Government revenue can come from taxes and other sources. A public budget describes planned revenue and spending. A budget is a plan; evidence of spending is a separate record. These fictional examples do not state actual tax duties.
- People can help civic life by asking questions, volunteering, petitioning or attending a public discussion. These actions have different purposes. An invitation to a discussion is not proof that everyone’s views were heard. Our fictional tasks can be completed on paper; real participation is optional.

Vocabulary
Local: the stated town or county level
State: the stated state level
Legislative: the branch responsible for making federal laws
Executive: the branch responsible for carrying out federal laws
Public service: a service organized for community needs
Revenue: money coming into the stated budget
Information request: asking for facts needed to understand a public issue
Volunteering: offering time or effort without required payment

Watch your reasoning
- Mixing up Local and State. Re-read what each note says before choosing.
- Adding a detail that is not on the card. Point to the words that help explain your answer.

Worked review
Worked example: The card says: “Fictional town council decides a town park schedule.” That matches Local. Local is the stated town or county level. Compare the note for National: National is the countrywide federal level. That is a different clue.

Practice plan
1. Read or listen to the notes in the four lessons. An adult can read aloud.
2. Try each lesson’s main question and three practice questions. Say, draw or write what helped you choose.
3. Use the review cards, then try the changed card in any lesson you want to practice again.
4. Complete the four-box task. Then try the separate subject-test cards.

# What Our Notes Can Tell Us study guide
https://thelifestarter.com/academy/grade/2/unit/social/guide

Key ideas
- Use a fictional dated record to support a narrow claim.
- Order three complete fictional observations and keep their claims narrow.
- Explain why observations from different places may have different scope.
- Match a question to information supplied by a source.

Vocabulary


Watch your reasoning
- The note reports three wagons at that place and time. It gives no ownership information, bridge construction date, or complete town count.
- April 8 is the latest supplied date. Building the room is not reported at all.
- The records concern different locations. Neither claims to count the whole fair.
- The decision line supplies the round table. It has no feelings, votes, or purchase information.

Worked review
Separate a Source from a Guess: Supported: Rae reported seeing three wagons beside the bridge on May 3. Unsupported: every town resident owned a wagon.

Put Records in Time Order: “April 6: green sign on door; April 7: two signs on table; April 8: red sign on door. Ada reports the red door sign on April 8. I cannot tell when the red sign was first attached.”

Compare What Two Observers Could See: “Jae reports four at the west gate and Ren two at the east gate, both at 10 am. That is six reported bicycles beside the two gates together, not necessarily six in the whole fair.”

Ask a Question a Record Can Answer: “What table was chosen? The card records the round table. Did Cal like that choice? The card does not say; being present does not tell me Cal’s feelings or vote.”

Practice plan
1. Try the supplied lesson problems without looking at the answers.
2. Compare your method with the worked examples and explain any correction.
3. Use the new review cases, then complete the transfer task on paper or in your own document.

# Continents, Oceans and Places study guide
https://thelifestarter.com/academy/grade/2/unit/social-continents-oceans-and-regions/guide

Key ideas
- A common U.S. school model names seven continents: Africa, Antarctica, Asia, Europe, North America, South America and Australia. Different traditions group continents differently. A continent is not a country. This lesson compares four of those continents; the next cards teach the others and major oceans.
- North America includes Canada, the United States and Mexico. Australia can name both a country and a continent in the stated seven-continent model. Antarctica is the southern polar continent. The Pacific is an ocean, not a continent. The five named oceans are Pacific, Atlantic, Indian, Southern and Arctic.
- Weather describes conditions over a short time; climate describes long-term patterns. Land use describes what people do with land. A physical feature describes the landscape itself. These concepts can interact, but a single rainy day does not establish a place’s climate.
- A boundary marks a limit on a map or in a rule. A country boundary separates political areas; a coast separates land and sea; a watershed boundary separates drainage areas. A route is a path connecting places, not a boundary just because it is a line. Check the legend’s meaning.

Vocabulary
Africa: the continent containing Egypt and Kenya
Asia: the continent containing China and India
North America: a continent including Canada and Mexico
Australia: a country and continent in the stated model
Weather: short-term atmospheric conditions
Climate: long-term patterns of atmospheric conditions
Country boundary: the mapped political limit between countries
Coastline: the edge where land meets sea

Watch your reasoning
- Mixing up Africa and Asia. Re-read what each note says before choosing.
- Adding a detail that is not on the card. Point to the words that help explain your answer.

Worked review
Worked example: Egypt is in Africa, according to the notes. Kenya is another country in Africa. Compare the note for Europe: Europe is the continent containing France and Poland. That is a different clue.

Practice plan
1. Read or listen to the notes in the four lessons. An adult can read aloud.
2. Try each lesson’s main question and three practice questions. Say, draw or write what helped you choose.
3. Use the review cards, then try the changed card in any lesson you want to practice again.
4. Complete the four-box task. Then try the separate subject-test cards.

# Making Things, Trading and Choosing study guide
https://thelifestarter.com/academy/grade/2/unit/social-production-trade-and-opportunity/guide

Key ideas
- Production uses natural resources, human work and capital goods such as tools or machines. A finished product is an output. Money can pay for inputs, but money itself is not the same as every productive resource. The fictional bakery and workshop examples show the distinction.
- Specialization means focusing work on particular tasks or products. People who specialize often depend on others for different goods and services. Trade connects them. A supply interruption can affect more than one worker. Specialization does not mean a person can do only one thing for life.
- A budget limit means not every possible purchase fits. A cost is the amount used for an item. Affordable means the total fits the stated limit, not that an item is useful or necessary. Money remaining equals the limit minus spending. All amounts here are fictional.
- When a choice prevents another use of limited resources, its opportunity cost is the next-best alternative forgone. It is not every possible alternative added together. A stated preference order helps identify the next-best choice. A monetary cost and an opportunity cost are different concepts.

Vocabulary
Natural resource: a resource from nature used in production
Human resource: people’s work and skills
Specialization: focusing work on a particular task or product
Interdependence: relying on others for different needed work or products
Fits with money left: the total cost is strictly below the stated budget
Exceeds the limit: the total cost is greater than the stated budget
Chosen option: the activity actually selected
Opportunity cost: the next-best available alternative forgone

Watch your reasoning
- Mixing up Natural resource and Human resource. Re-read what each note says before choosing.
- Adding a detail that is not on the card. Point to the words that help explain your answer.

Worked review
Worked example: The card says: “A fictional workshop uses timber.” That matches Natural resource. Natural resource is a resource from nature used in production. Compare the note for Capital good: Capital good is a produced tool or machine used to make other goods. That is a different clue.

Practice plan
1. Read or listen to the notes in the four lessons. An adult can read aloud.
2. Try each lesson’s main question and three practice questions. Say, draw or write what helped you choose.
3. Use the review cards, then try the changed card in any lesson you want to practice again.
4. Complete the four-box task. Then try the separate subject-test cards.

# History and Communities Today study guide
https://thelifestarter.com/academy/grade/2/unit/social-real-histories-and-living-communities/guide

Key ideas
- Native peoples are not one culture or only a past chapter. Distinct nations have different languages, governments, histories and relationships with places. Native communities live today and have adapted through change. A historical object cannot represent every Native person or explain a whole nation’s present life.
- Migration means moving from one place to another. Settlement concerns making a home in a place. A push factor makes an original place difficult to remain in; a pull factor makes a destination appealing. Real migrations often have several causes, and not every move is voluntary.
- Historians use different evidence. An artifact is an object made or used by people. A building can reveal construction and use. A written record uses text, while an oral account is spoken. Every source has a creator and a context; one kind is not automatically complete or unbiased.
- Several major U.S. events occurred in a sequence: independence was declared in 1776; the Constitution was drafted in 1787; the Thirteenth Amendment was ratified in 1865; the Civil Rights Act was enacted in 1964. Later protections addressed inequalities that earlier founding documents had not eliminated.

Vocabulary
Diversity: differences among Native nations and communities
Continuity: Native communities and identities continuing into the present
Migration: movement from one place to another
Settlement: establishing a home or community in a place
Artifact: a physical object made or used by people
Building: a structure that can be studied for historical use
Declaration in 1776: the announcement of independence from Britain
Constitution in 1787: the document drafted to establish the federal government’s framework

Watch your reasoning
- Mixing up Diversity and Continuity. Re-read what each note says before choosing.
- Adding a detail that is not on the card. Point to the words that help explain your answer.

Worked review
Worked example: The card says: “Two named Native nations have different languages.” That matches Diversity. Diversity is differences among Native nations and communities. Compare the note for Change: Change is a community adapting or experiencing developments over time. That is a different clue.

Practice plan
1. Read or listen to the notes in the four lessons. An adult can read aloud.
2. Try each lesson’s main question and three practice questions. Say, draw or write what helped you choose.
3. Use the review cards, then try the changed card in any lesson you want to practice again.
4. Complete the four-box task. Then try the separate subject-test cards.

# Connect Devices and Explain Their Reach study guide
https://thelifestarter.com/academy/grade/2/unit/computing-connect-devices-and-explain-their-reach/guide

Key ideas
- Devices can exchange information through a cable or through wireless signals. The connection method is not the same as its purpose. A wireless local link does not automatically reach the Internet, and a paper exchange is not a computer network.
- A local network connects nearby devices under a common arrangement. The Internet connects many networks. A local printer may work even when Internet access is unavailable. The supplied map states which connections exist; use those lines rather than assuming every device reaches every service.
- A message needs a destination in a network model. A label identifies where to send it; it does not describe every property of the recipient. Our paper map uses pretend device names rather than real addresses. Match the requested job to the specified destination.
- Offline means the stated device has no active network connection. Work using files and software already available on the device may still be possible. New remote information requires a connection unless a usable copy is available. The exercise record tells which resources are local.

Vocabulary
network: Connected computing devices that exchange data.
local: Available in the described nearby system.
offline: Without the stated active network connection.

Watch your reasoning
- A nearby wireless link can exist without Internet service.
- A missing Internet connection does not mean every local connection has failed.
- A destination label is not proof that the device is safe or authorized.
- Previously viewing a page does not guarantee an offline copy; the record must say so.

Worked review
Computer sends data through a connected wire. Classify the described path. The supported answer is Cable link. Use the stated path carrying information; do not infer Internet access from the word wireless. A nearby wireless link can exist without Internet service. Devices can exchange information through a cable or through wireless signals. Drawing app and saved picture are local. In the supplied offline model, classify the task. The supported answer is Available locally. Check whether the needed program and information are already available locally. Previously viewing a page does not guarantee an offline copy; the record must say so. The supplied facts, rather than an assumed real-world detail, determine this paper case. Compare the recorded action or value with the stated rule before choosing an answer.

Practice plan
1. Draw or tell one computing idea from each of the four lessons. Give one example of using each idea.
2. Use the example to explain one mistake to avoid.
3. Try the unit review before opening the explanations.
4. Try the new task on paper or say your answer. Then compare your steps with the example answer.

# Repeat, Repair and Decode Patterns study guide
https://thelifestarter.com/academy/grade/2/unit/computing/guide

Key ideas
- Use a repeat instruction to make the same sequence several times.
- Distinguish repetitions from actions within a repetition.
- Repair a repeat instruction whose group does not match a target pattern.
- Translate symbols with a supplied code key and preserve their order.

Vocabulary


Watch your reasoning
- The sequence has six drawings: star, circle, star, circle, star, circle. Every second drawing is a circle, including the sixth.
- Each of the 3 repetitions includes all 3 drawings, so there are 3 × 3 = 9 drawing actions.
- Repeating the two-action group three times makes all six target actions in order. The other instructions omit or regroup actions.
- B maps to triangle and A maps to circle. Applying the key in order gives triangle, circle, triangle.

Worked review
Expand a Repeating Pattern: Repeating triangle, square twice gives triangle, square, triangle, square. The repeat applies to both shapes, not only to the square.

Count the Whole Repeated Group: The expanded sequence is circle, square, triangle | circle, square, triangle. There are 2 groups × 3 drawings = 6 drawings; positions 3 and 6 are triangles.

Fix What the Repeat Includes: Draft output: square, square, dot, length 3. Repaired output: square, dot | square, dot, length 4. Moving the dot into the group changes both order and count.

Use a Small Symbol Code: A B B A decodes to circle, triangle, triangle, circle. Encoding that shape sequence returns A B B A, so both the symbols and their order are preserved.

Practice plan
1. Try the supplied lesson problems without looking at the answers.
2. Compare your method with the worked examples and explain any correction.
3. Use the new review cases, then complete the transfer task on paper or in your own document.

# Read Small Data Tables Carefully study guide
https://thelifestarter.com/academy/grade/2/unit/computing-read-small-data-tables-carefully/guide

Key ideas
- A table organizes information into rows and columns. A row can represent one item; a column label tells what its values mean. The same number can mean a count, a length or a code. Read both labels before interpreting a cell.
- Data can use numbers to count or measure, and digits can also be labels. A classroom item code 007 identifies an item; adding item codes does not produce a meaningful total. In this model Count is a quantity and Code is a label. The column meaning controls what operations make sense.
- A blank or unknown field does not mean zero. Zero is a recorded quantity; missing means the value was not supplied. Treating missing values as zero changes conclusions. A clear record uses a consistent missing marker and explains it in the key.
- A categorical table records choices as labels. Counting each label produces a summary. The summary should account for every record and should not include missing choices in a known category. In this exercise each supplied row is one fictional choice, not a real learner’s identity.

Vocabulary
row: One item or record in a table.
column: A labeled field repeated across rows.
missing: A value not supplied or known.

Watch your reasoning
- Do not read a nearby cell from a different row or column.
- Digits in a code do not make it a quantity.
- Never fill an unknown answer with zero just to make a table look complete.
- Do not count the category heading as an additional record.

Worked review
Row A, Count column. Table: A has Count 2/Size 5; B has Count 3/Size 6. Which value is requested? The supported answer is 2. Locate the named row, then use the requested column label. Do not read a nearby cell from a different row or column. A table organizes information into rows and columns. Fictional choice summary: circles=2, squares=3, unknown=1. How many circle choices are recorded? The supported answer is 2 circles. Applying the stated rule gives 2 circles. Count one occurrence per row of the requested label and keep unknown labels separate. Do not count the category heading as an additional record. A categorical table records choices as labels. Calculation: 2 = 2.

Practice plan
1. Draw or tell one computing idea from each of the four lessons. Give one example of using each idea.
2. Use the example to explain one mistake to avoid.
3. Try the unit review before opening the explanations.
4. Try the new task on paper or say your answer. Then compare your steps with the example answer.

# Make Safe Sharing and Design Decisions study guide
https://thelifestarter.com/academy/grade/2/unit/computing-make-safe-sharing-and-design-decisions/guide

Key ideas
- Information may be appropriate for one audience and not another. A maker can allow a work item to be shared with a group while keeping other information private. Check the specific permission and purpose. This lesson uses invented records; no real names, addresses or pictures are requested.
- A message may promote a product rather than provide neutral task instructions. A label such as advertisement identifies a promotion; attractive pictures do not prove its claims. Our supplied cards state their purpose. Identify that purpose before deciding whether the message answers the classroom question.
- A backup is an additional usable copy for recovery. If both copies are lost together, the plan may not help. This paper model states which location survives a fictional failure. A backup plan must also keep private work protected; do not share actual files to do the exercise.
- A design should help a person complete a task. The same control can create different barriers for different users. Our paper test states a need and asks for the matching change. Test the change against the task instead of adding decorations that do not address the barrier.

Vocabulary
audience: The people for whom information is intended.
backup: An additional usable copy for recovery.
access need: A requirement for someone to use a task or tool.

Watch your reasoning
- Permission to share one drawing does not permit sharing every file.
- An advertisement can contain true statements, but its label does not verify every promise.
- Do not invent recovery data: an unsaved screen or another name on failed storage does not establish a surviving copy.
- A larger picture does not solve a sound-only instruction problem.

Worked review
Drawing allowed only in class group; proposed class-group share. Choose the sharing conclusion. The supported answer is Allowed with stated group. Share only the content and audience explicitly permitted by the supplied record. Permission to share one drawing does not permit sharing every file. The supplied facts, rather than an assumed real-world detail, determine this paper case. Compare the recorded action or value with the stated rule before choosing an answer. Instructions exist only as audio and the learner cannot hear them. Which change meets the stated need? The supported answer is Text directions. Choose an improvement directly linked to the supplied access need. A larger picture does not solve a sound-only instruction problem. A design should help a person complete a task.

Practice plan
1. Draw or tell one computing idea from each of the four lessons. Give one example of using each idea.
2. Use the example to explain one mistake to avoid.
3. Try the unit review before opening the explanations.
4. Try the new task on paper or say your answer. Then compare your steps with the example answer.

# Choose Colors, Show Front and Back, and Use Map Symbols study guide
https://thelifestarter.com/academy/grade/2/unit/arts-color-depth-signs/guide

Key ideas
- A palette is a selected set of colors. A limited-palette brief constrains choices, and written color labels can show the same design decisions when coloring supplies are unavailable. A brief’s palette is a chosen rule for this task. It is not a universal judgment that other colors are wrong, and no purchase is needed.
- Value describes how light or dark a region is. Opposing figure and background values can distinguish the main mark under a brief that specifically asks for light-dark contrast. Use the light and dark labels given in this exercise. A color name alone does not measure the actual light-dark difference in a finished sign.
- A complete foreground boundary can cover a portion of a farther shape. Interrupting the back outline at the overlap makes the intended front-back relation inspectable. Drawing every boundary through the same crossing can remove the intended cue. The picture plan supports apparent depth, not actual measurements of the represented objects.
- A symbol’s meaning can be chosen by its maker. A supplied key connects each shape with its intended label, preventing viewers from needing to guess an unstated convention. A symbol does not have the same meaning in every culture, map or artwork. Use the particular key supplied for this task rather than inventing a universal meaning.

Vocabulary
palette: The selected colors for a work.
value: How light or dark a region is.
foreground: The nearer pictured layer.
symbol key: An explicit mapping from symbols to meanings.

Watch your reasoning
- A brief’s palette is a chosen rule for this task. It is not a universal judgment that other colors are wrong, and no purchase is needed.
- Use the light and dark labels given in this exercise. A color name alone does not measure the actual light-dark difference in a finished sign.
- Drawing every boundary through the same crossing can remove the intended cue. The picture plan supports apparent depth, not actual measurements of the represented objects.

Worked review
Work Within a Named Palette: A paper design brief allows only the named colors red and blue; color words may stand for coloring materials. Which plan follows it? Supplied candidates: (A) Add a third color for every shape (B) Ignore the palette because art has no constraints (C) Use only a color not on the list (D) Use red circles and blue background. Model reasoning: The plan uses both allowed color names and no third color. A limited palette is a chosen design constraint, not a rule that other palettes are wrong. Written labels can satisfy this exercise without any purchased supplies. Separate Figure and Background: The supplied picture brief assigns black a dark value and requires a value distinction for its main mark. Which plan follows the stated value model? Supplied candidates: (A) Rely only on an unspecified hue difference (B) Remove the mark entirely (C) dark main mark on the same dark background (D) light main mark on the stated dark background. Model reasoning: The background is explicitly assigned dark value in this exercise. A light main mark creates the requested light-dark distinction. The assigned value model supports this plan; color names alone do not measure actual displayed contrast or establish full accessibility. Plan a Foreground Boundary: A drawing must make leaf appear in front of stem. Which boundary instruction creates that overlap cue? Supplied candidates: (A) Draw both boundaries through each other without interruption (B) Keep leaf outline complete; interrupt stem outline behind it (C) Keep stem outline complete; interrupt leaf (D) Use only a caption and remove both shapes. Model reasoning: The foreground shape’s complete boundary covers part of the farther boundary. Interrupting stem at that location supplies a depth cue, while reversing the interruption suggests the opposite order. Give a Symbol an Explicit Meaning: An original map key states: star means quiet spot. The picture uses that symbol once. Which label follows the supplied key? Supplied candidates: (A) animal home (B) bus stop (C) quiet spot (D) sports field. Model reasoning: The key explicitly connects star with quiet spot, so that label is supported in this particular map. Symbols do not carry one universal meaning everywhere; a clear key helps an audience interpret the maker’s chosen convention.

Practice plan
1. Notice the allowed colors, light-dark differences, hidden outlines and each map symbol’s meaning.
2. Answer each lesson question and explain your choice.
3. Complete the drawing or writing tasks and keep one change that improves your work.
4. Try the unit review and test questions before checking their answers.

# Group Beats, Hold Sounds, Copy Echoes, and Draw Movements study guide
https://thelifestarter.com/academy/grade/2/unit/arts-groups-responses/guide

Key ideas
- A beat group has a stated number of equal pulses. Divide the total number of pulses by the group size to count the groups. Keep the spaces between pulses equal when you mark group starts. Use every pulse in the count. A marked group start is only one pulse in its group.
- A sound can start once and keep going for several beats. A rest also takes time. Add the sound’s hold time and the rest time before finding how many beats remain. A quiet beat still counts. Count how long a sound lasts as well as how many times it starts.
- A call is a short sound pattern. An exact echo repeats its sounds and rests in the same order, with the same duration labels. Another task might ask for a new pattern, but this task asks for an exact copy. Check every event in order. Adding or changing an event makes a variation instead of an exact echo.
- A movement score is a plan for movement. Here, low, middle, and high mean drawn hand heights. Label the starting and ending heights. Height is different from movement speed or travel direction. Use a drawing or a small, comfortable seated hand gesture for each position.

Vocabulary
group: A stated set of equal pulses.
hold: One onset sustained for a duration.
echo response: A repeat of the supplied call.
level: A described height position in a movement plan.

Watch your reasoning
- Use every pulse in the count. A marked group start is only one pulse in its group.
- A quiet beat still counts. Count how long a sound lasts as well as how many times it starts.
- Check every event in order. Adding or changing an event makes a variation instead of an exact echo.

Worked review
Group Equal Beats: A rhythm plan has 4 equal pulses grouped in sets of 2. How many complete groups are present? Choices: (A) 1 group (B) 2 groups (C) 3 groups (D) 4 groups. Why: The group starts are [1, 3]. Each complete group has 2 pulses; 4/2=2 groups use all 4. Mark group starts more strongly without changing pulse spacing. Count Held Sounds and Quiet Beats: A 3-beat phrase begins with a sound held for 1 beat, then a 1-beat rest. How many beats remain? Choices: (A) 0 beats (B) 1 beat (C) 2 beats (D) 3 beats. Why: The held sound starts once and lasts 1 pulse; the rest takes one more pulse. Subtract occupied time: 3−1−1=1. Silence is part of the phrase, not missing time. Copy an Exact Echo: A call is tap → tap → rest. Copy the call as an exact echo. Which response matches? Choices: (A) hold → hold → hold (B) rest → tap → tap → rest (C) tap → tap → rest (D) tap → tap → rest → tap. Why: An exact echo repeats the call’s event order and length, including its rests. Here the required response is tap → tap → rest. This task asks for an exact echo, so keep every event in the same order. Draw Starting and Ending Levels: A safe paper movement score shows three successive drawn hand levels: low, then middle, then high. Which complete order follows the supplied score? Choices: (A) high → middle → low (B) low → high (C) low → high → middle (D) low → middle → high. Why: Read the three assigned positions separately: first low, then middle, finally high. The two-mark choice omits the required intermediate level, while swapped or reversed marks change the sequence. Paper drawings satisfy the score without jumping, balancing or large movements.

Practice plan
1. Look closely at each sound plan, drawing, or timeline before answering.
2. Try each check question. Explain the marks, order, or calculation that supports your answer.
3. Make each requested drawing or written plan. Check it and keep one clear improvement.
4. Try the unit review and test. You can complete the tasks with drawings and writing.

# Friendship, permission and repair study guide
https://thelifestarter.com/academy/grade/2/unit/health-friendship-permission-and-repair/guide

Key ideas
- Permission is about a specific action. Agreement to borrow a pencil is not agreement to take a notebook or share a photo. A person can say no or change their mind, and pressure makes an answer less free.
- A safe disagreement is a problem people can discuss without threats or harm. Each person can describe what happened and what they need. Listening means checking the other person’s meaning before proposing a plan.
- Bullying involves unwanted aggression, a power imbalance and repetition or a strong likelihood of repetition. A single unsafe act still deserves help even when the full bullying definition is not established.
- A help plan has more than one route. A routine question may go to a classroom helper. A safety concern should go to a responsible adult promptly. If the first adult is unavailable or does not address it, another adult can be told.

Vocabulary
Specific: A yes to one action does not cover a different action.
Changed mind: Respect a changed answer; friendship does not remove boundaries.
Repair: Choose a repair that addresses the actual effect.
Safety: Threats or repeated intimidation need adult support, not child-led mediation.
Evidence: Use repetition and power facts, not popularity labels.
Help: A harmful act deserves help even when a definition is not fully established.
Backup: One unsuccessful request does not end help-seeking.
Observation: Describe what happened; do not invent motives or promise safety secrets.

Watch your reasoning
- Respect a changed answer; friendship does not remove boundaries.
- Threats or repeated intimidation need adult support, not child-led mediation.
- A harmful act deserves help even when a definition is not fully established.

Worked review
The fictional school map names a teacher as first safety helper and the office adult as backup. A child reports, “Someone keeps pushing me near the art door.” If the teacher is absent, the child goes to the office adult rather than waiting silently. The map includes what was observed and a backup route; it does not require the child to prove someone’s motive.

Practice plan
1. Draw or tell how to use each of the four ideas with the pretend examples.
2. Complete the practice questions before checking each explanation.
3. Use the review to find a step to practice again, then return to that lesson.
4. Try the new paper task. Compare your answer and the rules you followed with the example answer.

# Sequences and inclusive choices study guide
https://thelifestarter.com/academy/grade/2/unit/health-movement-order-and-inclusion/guide

Key ideas
- A three-action sequence has a beginning, middle and end. The cards might show point, wave and rest. An accurate plan keeps the specified order even when different learners draw or describe the actions differently.
- A route can be safe at its start and blocked farther along. A paper spacing check traces the full route and the space needed for its planned action. People should not have to accept collisions to participate.
- Inclusion means people can take a meaningful part without an unnecessary barrier. The learning goal might be choosing an order, aiming at a paper target or explaining a route. A different method can preserve that goal.
- A criterion is a feature used to judge a model. In this task it can be action order, clear path or inclusive cues. Feedback is useful when it names the exact feature and a repair. A general insult provides no evidence.

Vocabulary
Whole group: Repeating means copying every card in the group.
Reverse: Reverse changes order; it does not remove a card.
Full route: Check every segment, not only the first obstacle.
Width: A thin arrow does not prove every action will fit.
Goal: Preserve what the task actually teaches while removing a barrier.
Preference: Ask about individual access; labels do not specify every need.
Separate checks: One met criterion does not prove every criterion is met.
Specific repair: Name the exact feature and change; do not insult a person.

Watch your reasoning
- Reverse changes order; it does not remove a card.
- A thin arrow does not prove every action will fit.
- Ask about individual access; labels do not specify every need.

Worked review
The fictional plan has correct point-wave-rest order and a STOP word, but its path crosses a chair. The feedback can say, “Order and stop match the plan; redraw the arrow around the chair.” This separates the successful features from the remaining path issue. It does not claim that the whole plan is safe because the order is correct.

Practice plan
1. Draw or tell how to use each of the four ideas with the pretend examples.
2. Complete the practice questions before checking each explanation.
3. Use the review to find a step to practice again, then return to that lesson.
4. Try the new paper task. Compare your answer and the rules you followed with the example answer.

Unit reviews

# Build and Read Numbers to One Thousand review

1. A model contains 15 tens. How many ones does it represent?
A. 151
B. 149
C. 152
D. 150
My answer and reasoning: ________________________
Hints: Label every tens group with its value of ten.; A count of tens must be multiplied by ten to name the whole value.

2. Write the number represented by 6 hundreds, 3 tens, and 7 ones.
A. 636
B. 639
C. 637
D. 638
My answer and reasoning: ________________________
Hints: Keep a place-value chart beside the numeral.; Three tens means thirty, not three.

3. Which is greater: 461 or 459?
A. 460
B. 461
C. 459
D. They are equal
My answer and reasoning: ________________________
Hints: Align matching places before comparing.; Do not choose a number only because its ones digit is larger.

4. Start at 340 and take three jumps of 10. Where do you stop?
A. 370
B. 371
C. 369
D. 372
My answer and reasoning: ________________________
Hints: Write the step size beside each arrow.; Crossing a place-value boundary does not change the counting rule.

Transfer task: Write 508 in expanded form and compare it with 580. Explain what each zero holds open.
[ ] Draw or label the numbers or shape features the task gives you.
[ ] Say why each calculation or shape choice follows the ideas in this unit.
[ ] Check that your answer fits the story or drawing in the task.

# Explain Regrouping and Two-Step Stories review

1. Add using place-value regrouping: 186+132.
A. 319
B. 317
C. 320
D. 318
My answer and reasoning: ________________________
Hints: Add the exchanged group into its new place.; Regrouping preserves value; it does not create an extra amount.

2. Subtract with a regrouping model: 102−31.
A. 70
B. 73
C. 71
D. 72
My answer and reasoning: ________________________
Hints: After exchanging a ten, reduce the tens count by one.; Check subtraction by adding the difference and the removed amount.

3. Use a friendly ten to calculate 39+29.
A. 70
B. 68
C. 69
D. 67
My answer and reasoning: ________________________
Hints: Write the temporary extra amount so you remember to correct it.; If you rounded an addend up, correct the sum downward.

4. A box starts with 52 cards, receives 16, and gives away 23. How many remain?
A. 45
B. 46
C. 44
D. 47
My answer and reasoning: ________________________
Hints: Write the intermediate total between the two operations.; A result after the first change is not the final answer.

Transfer task: Find 263−78 using a base-ten model and check the answer.
[ ] Draw or label the numbers or shape features the task gives you.
[ ] Say why each calculation or shape choice follows the ideas in this unit.
[ ] Check that your answer fits the story or drawing in the task.

# Equal Groups and Changing Totals review

1. Four rows have four dots each. How many dots are there?
A. 8
B. 12
C. 16
D. 20
My answer and reasoning: ________________________

2. Nineteen counters are paired. What happens?
A. Ten pairs and none left
B. Nine pairs and one left
C. Nine pairs and none left
D. Nineteen pairs
My answer and reasoning: ________________________

3. Five rows of four dots are split into two rows and three rows. Which sum counts all dots?
A. 2 + 3
B. 4 + 5
C. 8 + 8
D. 8 + 12
My answer and reasoning: ________________________

4. Three rows hold three badges each. Two badges are removed. How many remain?
A. 5
B. 7
C. 9
D. 11
My answer and reasoning: ________________________

Transfer task: Plan a pretend badge display of four rows with four badges in each. Write its total as repeated addition. Split it into one row and three rows and show the two subtotals. Explain whether the total can be paired evenly. Finally remove three badges and find how many remain.
[ ] Draw or describe four equal rows of four and total 16.
[ ] Show split subtotals 4 and 12, with 4 + 12 = 16.
[ ] Describe eight pairs with no leftovers, so 16 is even.
[ ] Subtract three badges to find 13 remaining.

# Measure Standard Lengths and Number-Line Changes review

1. A strip begins at 6 cm and ends at 20 cm. What is its length in centimeters?
A. 15
B. 13
C. 16
D. 14
My answer and reasoning: ________________________
Hints: Count spaces between marks, not both endpoint labels.; The end label equals length only when the start is zero.

2. One long unit equals three short units. A strip measures 8 long units. How many short units is that?
A. 23
B. 26
C. 24
D. 25
My answer and reasoning: ________________________
Hints: Convert to one common unit before comparing.; A smaller written count may describe a longer unit.

3. A ribbon is 38 cm and a strip is 21 cm. How much longer is the ribbon, in centimeters?
A. 19
B. 17
C. 18
D. 16
My answer and reasoning: ________________________
Hints: Write centimeters beside both inputs and the result.; How much longer requests a difference, not a combined length.

4. Start at 43 on a number line and move left 14. What is the endpoint?
A. 29
B. 30
C. 28
D. 31
My answer and reasoning: ________________________
Hints: Use equal intervals on the line.; Subtraction moves left on a usual increasing number line.

Transfer task: A strip begins at 3 cm and ends at 15 cm on a ruler. Show its length and a number-line jump of that length.
[ ] Draw or label the numbers or shape features the task gives you.
[ ] Say why each calculation or shape choice follows the ideas in this unit.
[ ] Check that your answer fits the story or drawing in the task.

# Read Five-Minute Times and U.S. Money review

1. The hour underway is 5. The minute hand points to 5. What is the time?
A. 5:05
B. 6:25
C. 4:25
D. 5:25
My answer and reasoning: ________________________
Hints: Count dial intervals in fives.; Do not read the minute-hand numeral as single minutes.

2. Afternoon practice happens at 4:15. Which complete label fits?
A. The clock time changes to 24:00
B. No time label can be used
C. 4:15 p.m.
D. 4:15 a.m.
My answer and reasoning: ________________________
Hints: Noon is 12 p.m.; midnight is 12 a.m.; The hour label repeats, so use the supplied time-of-day context.

3. What is the value in cents of one quarter, 5 nickels, and two pennies?
A. 54
B. 52
C. 53
D. 51
My answer and reasoning: ________________________
Hints: Write each coin’s cents value before adding.; Coin count and cents value are different quantities.

4. An item costs $12. It is paid with a $20 bill. How many dollars of change are due?
A. 8
B. 9
C. 7
D. 10
My answer and reasoning: ________________________
Hints: Use dollars with dollars, or cents with cents.; Change is the payment minus cost, not their sum.

Transfer task: Two quarters, one dime, and three pennies pay toward an 80-cent item. Find the coins’ value and the shortfall.
[ ] Draw or label the numbers or shape features the task gives you.
[ ] Say why each calculation or shape choice follows the ideas in this unit.
[ ] Check that your answer fits the story or drawing in the task.

# Build and Read Whole-Unit Data Displays review

1. Key: one square means one vote. A category has 8 squares. How many votes does it show?
A. 9
B. 7
C. 10
D. 8
My answer and reasoning: ________________________
Hints: Read what the symbols count as well as their value.; Do not assume a symbol is a physical item rather than a recorded response.

2. On a zero-based whole-number scale, a category bar ends at 9. What count does it represent?
A. 8
B. 11
C. 9
D. 10
My answer and reasoning: ________________________
Hints: Follow the bar endpoint across to its scale value.; Bar width is not the recorded count.

3. Lengths in cm are [5, 5, 5, 5, 6]. How many measurements equal 5 cm?
A. 6
B. 4
C. 5
D. 3
My answer and reasoning: ________________________
Hints: Place one mark per observation, including repeats.; Stack height counts frequency, not measured length.

4. A record has walk 11, bus 8, and bike 3 responses. How many more walk than bus responses are recorded?
A. 3
B. 4
C. 2
D. 5
My answer and reasoning: ________________________
Hints: A difference and a combined count answer different questions.; Do not extend a small fictional record to everybody’s preferences.

Transfer task: Use lengths 3,4,4,5,5,5 cm to make a line plot and identify the most frequent length.
[ ] Draw or label the numbers or shape features the task gives you.
[ ] Say why each calculation or shape choice follows the ideas in this unit.
[ ] Check that your answer fits the story or drawing in the task.

# Analyze Shapes and Equal-Area Partitions review

1. Figure E is closed and flat with 3 straight sides. What category fits?
A. Circle
B. Pentagon
C. Cube
D. Triangle
My answer and reasoning: ________________________
Hints: Count all sides along one complete trip around the boundary.; Equal side lengths are not required for the broad polygon names.

2. A rectangle has 3 rows with 6 equal squares in each row. How many squares cover it?
A. 17
B. 20
C. 18
D. 19
My answer and reasoning: ________________________
Hints: Draw all rows with the same number of columns.; Count tiles, not grid intersections or the outside outline.

3. A drawn card is partitioned into three equal-area shares. What fraction of the whole is one share?
A. Three wholes
B. One third
C. One half
D. One fourth
My answer and reasoning: ________________________
Hints: Confirm equal areas before naming the shares thirds.; Three pieces are not automatically three equal shares.

4. A whole has 24 equal tiles. Two pieces cover 12 tiles each without overlap. Are the pieces equal shares even if their outlines differ?
A. Yes, their areas are equal
B. No, outlines must match
C. No, colors must match
D. Only the bigger-looking piece is half
My answer and reasoning: ________________________
Hints: Use equal tile counts to compare covered area.; Different outlines do not automatically mean different amounts of a whole.

Transfer task: Draw a rectangle as three rows of four equal squares, then divide it into three equal rows.
[ ] Draw or label the numbers or shape features the task gives you.
[ ] Say why each calculation or shape choice follows the ideas in this unit.
[ ] Check that your answer fits the story or drawing in the task.

# Vowel Teams, R-Controlled Sounds and Compounds review

1. oo target: good. r-word: star. Glide target: brown. Compound: backpack.
Which comparison word has the same oo sound as the target?
A. book
B. neither: no oo spelling
C. the word has no vowel sound
D. moon
My answer and reasoning: ________________________
Hints: Pool sounds like moon.; Foot sounds like book, although food sounds like moon.

2. oo target: good. r-word: star. Glide target: brown. Compound: backpack.
Which spelling is the r-controlled part in the supplied word?
A. no r-controlled spelling
B. ar
C. or
D. er
My answer and reasoning: ________________________
Hints: Keep the vowel and r together.; Do not apply final-e thinking to car.

3. oo target: good. r-word: star. Glide target: brown. Compound: backpack.
Which spelling represents the moving vowel sound in the target?
A. oy
B. ou
C. ow
D. oi
My answer and reasoning: ________________________
Hints: Toy ends in oy.; Snow uses ow with a different sound from cow.

4. oo target: good. r-word: star. Glide target: brown. Compound: backpack.
Which two smaller words make the supplied compound?
A. bed + room
B. sun + light
C. rain + coat
D. back + pack
My answer and reasoning: ________________________
Hints: Both pieces must be words.; A syllable is not automatically a whole word.

Transfer task: Make a short complete response demonstrating the four skills in this unit. Decode this original sentence: In moonlight, I put my raincoat in the car and point at a cloud. Identify oo, the compound moon + light, ar, oi and ou. Write a new sentence contrasting food and foot. Longer writing targets in optional extensions can be completed in a later session.
[ ] Read the target aloud with an adult if needed. Compare its vowel sound to moon and book, not its spelling alone.
[ ] Underline the vowel-r part and blend it with surrounding consonants. Read the word in the sentence to confirm meaning.
[ ] Locate the stated target’s vowel spelling, pronounce the word and identify which letter pair is present.
[ ] Find two complete familiar words inside the target. Read each and join them into the compound.

# Prefixes, Suffixes, Contractions and Smooth Reading review

1. Prefix word: unsafe. Suffix word: driver. Contraction: can’t. Sentence: In the morning, we leave.
What does the supplied prefix add to its base word?
A. again
B. not
C. before
D. incorrectly
My answer and reasoning: ________________________
Hints: Unkind means not kind.; A word that begins with similar letters may not contain that prefix.

2. Prefix word: unsafe. Suffix word: driver. Contraction: can’t. Sentence: In the morning, we leave.
What does the supplied suffix add?
A. without
B. in that manner
C. person who does it
D. full of
My answer and reasoning: ________________________
Hints: Teacher is a person who teaches.; The -er in taller compares; it does not name a person.

3. Prefix word: unsafe. Suffix word: driver. Contraction: can’t. Sentence: In the morning, we leave.
Which full form makes the supplied contraction?
A. do not
B. I am
C. we are
D. cannot
My answer and reasoning: ________________________
Hints: We’re means we are.; Its without an apostrophe is a possessive form.

4. Prefix word: unsafe. Suffix word: driver. Contraction: can’t. Sentence: In the morning, we leave.
Where should a brief reading pause occur in the supplied sentence?
A. after the introductory time phrase
B. at the end only: no introductory phrase
C. after the first letter
D. between every word
My answer and reasoning: ________________________
Hints: After lunch is one phrase.; A pause is not a reason to omit the next word.

Transfer task: Make a short complete response demonstrating the four skills in this unit. Decode and expand: Before lunch, we’re rereading a helpful note. Explain before, we are, read again and full of help. Read the sentence in two meaningful phrases without skipping any words. Longer writing targets in optional extensions can be completed in a later session.
[ ] Read the base and prefix separately. Combine their meanings and verify the complete word against the supplied definition.
[ ] Locate the ending and state how it changes the base meaning. Read the new word aloud as one complete word.
[ ] Say the contraction, expand it into its two-word or full negative form and compare the spelling.
[ ] Find the time phrase before the main action. Read that group together, pause briefly and read the main clause.

# Find a topic and build a useful paragraph review

1. “The class made a music corner. Drums sit in a basket. Song cards stand on a shelf. A sign asks players to return the instruments.” What topic fits the whole paragraph?
A. All signs in the world
B. Only one drum
C. A class music corner
D. How shelves are built
My answer and reasoning: ________________________

2. “The hallway was silent: no one spoke, and no footsteps could be heard.” What does silent mean here?
A. very bright
B. without sound
C. crowded
D. outdoors
My answer and reasoning: ________________________

3. Topic: “We made a class message board.” Which detail fits that paragraph?
A. My shoe has a red lace.
B. Birds can have feathers.
C. The moon looks round.
D. We attached paper notes to the board.
My answer and reasoning: ________________________

4. Pretend opinion: “I prefer large print on our board.” Which supplied reason supports it?
A. Large print can be read from farther away in this room.
B. We have six paint colors.
C. My lunch is in a bag.
D. The board was made on Tuesday.
My answer and reasoning: ________________________

Transfer task: Write a focused three- or four-sentence note about this original case: “Our class built a puzzle corner. Pieces go in trays. A picture on each tray shows the finished puzzle. The trays are orderly: every piece has a clear place.” Give the main topic, explain orderly using its clue, and express an opinion about using picture labels with a relevant reason.
[ ] Keep the puzzle corner as the paragraph topic.
[ ] Explain orderly as organized using the clear-place clue.
[ ] Use tray or label details from the case.
[ ] Mark a preference as an opinion and connect a relevant reason.

# Fables, Poems and Story Perspective review

1. Form: a fable with a talking tortoise and a lesson. Narration sample: We took shelter from rain. Sound phrase: more merry music.
Which text kind is most directly shown?
A. play script
B. realistic story
C. fable
D. poem
My answer and reasoning: ________________________
Hints: Speaker labels signal a script.; Every animal story is not necessarily a fable.

2. Form: a fable with a talking tortoise and a lesson. Narration sample: We took shelter from rain. Sound phrase: more merry music.
Which word signals first-person narration in the narration sample?
A. my
B. no first-person word
C. I
D. we
My answer and reasoning: ________________________
Hints: Use narration, not dialogue, for this check.; A character saying I does not make the whole narration first person.

3. Form: a fable with a talking tortoise and a lesson. Narration sample: We took shelter from rain. Sound phrase: more merry music.
What stated setting condition shapes the character’s action?
A. rain
B. cold
C. crowded space
D. darkness
My answer and reasoning: ________________________
Hints: Explain condition plus action.; Do not assume an unstated weather condition.

4. Form: a fable with a talking tortoise and a lesson. Narration sample: We took shelter from rain. Sound phrase: more merry music.
Which beginning sound is repeated in the supplied phrase?
A. /t/
B. /m/
C. /b/
D. /s/
My answer and reasoning: ________________________
Hints: Silent letters do not count as sounds.; Repeated endings are rhyme rather than alliteration.

Transfer task: Make a short complete response demonstrating the four skills in this unit. Write four original poem lines about a rainy bus stop. Include a first-person word, one action caused by the rain and one alliterative phrase. Explain how the line form makes it a poem and how the sound phrase differs from rhyme. Longer writing targets in optional extensions can be completed in a later session.
[ ] Use the form and supplied features, not merely the text’s topic, to choose its genre.
[ ] Find whether the narrator includes themself. Quote the actual word used rather than a character’s separate speech.
[ ] Find the condition in the narration, then connect it to the action the passage actually describes.
[ ] Say the phrase aloud and compare the beginnings of its repeated words. Name the sound, not just the first letter.

# Verbs, Descriptions and Joining Ideas review

1. Past verb: went. Highlight: quickly in went quickly. Join: went home because it was late. Sentence: Is it late?
Which base action matches the supplied past-tense verb?
A. eat
B. run
C. take
D. go
My answer and reasoning: ________________________
Hints: Went is not goed.; Do not add -ed to an already past form.

2. Past verb: went. Highlight: quickly in went quickly. Join: went home because it was late. Sentence: Is it late?
What does the highlighted word describe?
A. an action
B. a noun’s possession
C. a question
D. a noun
My answer and reasoning: ________________________
Hints: Slowly answers how an action happens.; A word ending -ly is often, but not always, an adverb.

3. Past verb: went. Highlight: quickly in went quickly. Join: went home because it was late. Sentence: Is it late?
What relationship does the supplied conjunction show?
A. contrast with but
B. reason with because
C. choice with or
D. addition with and
My answer and reasoning: ________________________
Hints: Because introduces a reason here.; And does not by itself show cause.

4. Past verb: went. Highlight: quickly in went quickly. Join: went home because it was late. Sentence: Is it late?
Which sentence type is supplied?
A. exclamation
B. statement
C. question
D. command
My answer and reasoning: ________________________
Hints: Please can introduce a command.; A question mark is for an actual question.

Transfer task: Make a short complete response demonstrating the four skills in this unit. Rewrite: Yesterday I go home. Expected: Yesterday I went home. Add an adjective to home or a nearby noun, an adverb describing went, and a because reason. Write a question about the same event with a question mark. Longer writing targets in optional extensions can be completed in a later session.
[ ] Locate the stated past verb and match it to its base form. Use the two forms in present and past sentences.
[ ] Find the word the highlighted description belongs to. Decide whether it modifies an object or an action.
[ ] Find the connector and say what it tells about the two parts. Try restating that relation in your own words.
[ ] Read the sentence and name its purpose before checking its punctuation. Use a suitable voice.

# Read Features and Write Useful Information review

1. Need: meaning of nest. Signals: dry ground versus wet ground. Definition phrase: for instance, a robin nest. Procedure begins: gather the paper.
Which feature would answer the stated reading need?
A. glossary
B. index
C. heading
D. diagram labels
My answer and reasoning: ________________________
Hints: An index is often alphabetical.; A heading names a section; it does not necessarily define a term.

2. Need: meaning of nest. Signals: dry ground versus wet ground. Definition phrase: for instance, a robin nest. Procedure begins: gather the paper.
Which organization is stated by the supplied signal words?
A. time order
B. comparison
C. problem and solution
D. description
My answer and reasoning: ________________________
Hints: Unlike signals a contrast.; A list of colors is description, not a time sequence.

3. Need: meaning of nest. Signals: dry ground versus wet ground. Definition phrase: for instance, a robin nest. Procedure begins: gather the paper.
What job does the supplied final definition phrase perform?
A. gives a location
B. gives a category
C. gives an example
D. makes a contrast
My answer and reasoning: ________________________
Hints: A mammal is a category.; A place does not replace the meaning of a word.

4. Need: meaning of nest. Signals: dry ground versus wet ground. Definition phrase: for instance, a robin nest. Procedure begins: gather the paper.
Which action should come first under the stated instruction order?
A. fold the paper
B. draw on the paper
C. display the paper
D. gather the paper
My answer and reasoning: ________________________
Hints: First marks an opening action.; Do not assume every procedure uses the same order.

Transfer task: Make a short complete response demonstrating the four skills in this unit. Write a short how-to guide for making a paper name card. Supplied process: gather paper, fold it, write a name, display it. Use time words, define name card as a folded paper sign, and draw a labeled diagram of the fold. Longer writing targets in optional extensions can be completed in a later session.
[ ] State the reading need and match it to a feature before inventing an answer.
[ ] Read the actual relationship among sentences and use the supplied signals to confirm the structure.
[ ] Read what the final phrase adds to the term. Decide whether it classifies, illustrates, contrasts or locates.
[ ] Trace the stated order and find its first action. Check that later actions do not need missing materials.

# Matter Properties and Changes review

1. Which scientific label fits the specifically described step or feature? Supplied case: Strip bends and returns.
A. flexible
B. rigid
C. absorbent
D. water resistant
My answer and reasoning: ________________________
Hints: Look for the described feature: bends without breaking in the supplied test.; Compare the given mechanism with the other labels; do not infer unmentioned events.

2. Which physical state is described? Supplied case: Juice takes the cup’s shape.
A. solid
B. liquid
C. gas
D. state not specified
My answer and reasoning: ________________________
Hints: Look for the described feature: flows and takes container shape.; Compare the given mechanism with the other labels; do not infer unmentioned events.

3. Which scientific label fits the specifically described step or feature? Supplied case: Frozen water warms into liquid.
A. cutting
B. chemical change
C. melting
D. freezing
My answer and reasoning: ________________________
Hints: Look for the described feature: solid changes to liquid.; Compare the given mechanism with the other labels; do not infer unmentioned events.

4. Which scientific label fits the specifically described step or feature? Supplied case: A single joining tab.
A. structure
B. function
C. reuse
D. component
My answer and reasoning: ________________________
Hints: Look for the described feature: one separate building part.; Compare the given mechanism with the other labels; do not infer unmentioned events.

Transfer task: Draw or write four parts for “Matter Properties and Changes”—one pretend example from each lesson. In each part, show what happened, give your answer, and say which clue helped you. If the question gives numbers, show your working too. Finish with one thing the practice case does not tell us. You may say your answers aloud.
[ ] Choose one pretend example from each of the four lessons.
[ ] Name what each example shows.
[ ] If the example gives numbers, show your calculation and unit. Otherwise, say which clue explains your answer.
[ ] Say that the case details are supplied for practice; they are not your own real-life observations.
[ ] Say one thing the example does not tell us, or one change that could give a different answer.

# Pollination, Seeds and Habitats review

1. Which scientific label fits the specifically described step or feature? Supplied case: Animal carries a burr containing seeds.
A. germination
B. growth
C. pollination
D. seed dispersal
My answer and reasoning: ________________________
Hints: Look for the described feature: seed moves away from its source.; Compare the given mechanism with the other labels; do not infer unmentioned events.

2. Which scientific label fits the specifically described step or feature? Supplied case: Tiny hook catches a coat.
A. hook
B. fleshy fruit
C. floating coat
D. wing
My answer and reasoning: ________________________
Hints: Look for the described feature: can attach the seed to animal fur.; Compare the given mechanism with the other labels; do not infer unmentioned events.

3. Which scientific label fits the specifically described step or feature? Supplied case: Frogs use freshwater margins.
A. desert
B. pond
C. forest
D. grassland
My answer and reasoning: ________________________
Hints: Look for the described feature: freshwater habitat in the supplied record.; Compare the given mechanism with the other labels; do not infer unmentioned events.

4. Which scientific label fits the specifically described step or feature? Supplied case: Fish needs aquatic surroundings.
A. cover resource
B. space resource
C. water resource
D. food resource
My answer and reasoning: ________________________
Hints: Look for the described feature: meets a stated drinking or aquatic need.; Compare the given mechanism with the other labels; do not infer unmentioned events.

Transfer task: Draw or write four parts for “Pollination, Seeds and Habitats”—one pretend example from each lesson. In each part, show what happened, give your answer, and say which clue helped you. If the question gives numbers, show your working too. Finish with one thing the practice case does not tell us. You may say your answers aloud.
[ ] Choose one pretend example from each of the four lessons.
[ ] Name what each example shows.
[ ] If the example gives numbers, show your calculation and unit. Otherwise, say which clue explains your answer.
[ ] Say that the case details are supplied for practice; they are not your own real-life observations.
[ ] Say one thing the example does not tell us, or one change that could give a different answer.

# Plants and fair comparisons review

1. To compare two water amounts, which plan is fairest?
A. Change water and soil.
B. Use different species.
C. Give identical water.
D. Keep type, soil, starting size, light, pot, and time alike; change water.
My answer and reasoning: ________________________

2. A seedling starts at 5 cm and finishes at 9 cm. What is its recorded height growth?
A. 4 cm
B. 9 cm
C. 14 cm
D. 5 cm
My answer and reasoning: ________________________

3. Group X has new-leaf notes yes, no, yes, yes; Y has no, yes, no, yes. What are the yes counts?
A. X 4, Y 0
B. X 3, Y 2
C. X 2, Y 3
D. X 1, Y 2
My answer and reasoning: ________________________

4. A small fair comparison records more growth under condition L than S. Which wording is careful?
A. L always doubles every species.
B. S prevents all growth.
C. These tested plants grew more under L in this record; repeat before making a broad claim.
D. The data prove soil changed.
My answer and reasoning: ________________________

Transfer task: Write a fictional plant-report note. Four same-kind seedlings start at 3 cm. Two with 5 hours of daily light finish at 6 and 5 cm; two with 2 hours finish at 4 and 5 cm. Water, soil, pot size, and one-week length are alike. Identify the comparison, calculate each growth, describe the variation, and propose a stronger next paper plan.
[ ] Name daily light time as the changed condition and height growth as the outcome.
[ ] Calculate growths 3 and 2 cm versus 1 and 2 cm.
[ ] Notice the shared 2 cm growth and avoid an all-plants claim.
[ ] Propose more seedlings per group while keeping the other conditions alike.

# Land, Water and Surface Change review

1. Which scientific label fits the specifically described step or feature? Supplied case: Water flowing toward a lake.
A. mountain
B. island
C. river
D. lake
My answer and reasoning: ________________________
Hints: Look for the described feature: flowing water channel.; Compare the given mechanism with the other labels; do not infer unmentioned events.

2. Which scientific label fits the specifically described step or feature? Supplied case: Ice breaks a rock crack wider.
A. erosion
B. deposition
C. uplift
D. weathering
My answer and reasoning: ________________________
Hints: Look for the described feature: rock breaks into smaller material.; Compare the given mechanism with the other labels; do not infer unmentioned events.

3. Which scientific label fits the specifically described step or feature? Supplied case: Earthquake shifts ground in seconds.
A. rapid
B. gradual
C. unchanged
D. unknown
My answer and reasoning: ________________________
Hints: Look for the described feature: change described over seconds or minutes.; Compare the given mechanism with the other labels; do not infer unmentioned events.

4. Which scientific label fits the specifically described step or feature? Supplied case: Roots can help hold soil.
A. observe again
B. plant cover
C. channel
D. barrier
My answer and reasoning: ________________________
Hints: Look for the described feature: roots and cover can help retain soil.; Compare the given mechanism with the other labels; do not infer unmentioned events.

Transfer task: Draw or write four parts for “Land, Water and Surface Change”—one pretend example from each lesson. In each part, show what happened, give your answer, and say which clue helped you. If the question gives numbers, show your working too. Finish with one thing the practice case does not tell us. You may say your answers aloud.
[ ] Choose one pretend example from each of the four lessons.
[ ] Name what each example shows.
[ ] If the example gives numbers, show your calculation and unit. Otherwise, say which clue explains your answer.
[ ] Say that the case details are supplied for practice; they are not your own real-life observations.
[ ] Say one thing the example does not tell us, or one change that could give a different answer.

# Water Changes and Movement review

1. Which scientific label fits the specifically described step or feature? Supplied case: Snow melts into liquid.
A. condensation
B. melting
C. freezing
D. evaporation
My answer and reasoning: ________________________
Hints: Look for the described feature: ice becomes liquid water.; Compare the given mechanism with the other labels; do not infer unmentioned events.

2. Which scientific label fits the specifically described step or feature? Supplied case: Water vapor in air.
A. groundwater
B. organism
C. atmosphere
D. surface water
My answer and reasoning: ________________________
Hints: Look for the described feature: air above Earth containing water.; Compare the given mechanism with the other labels; do not infer unmentioned events.

3. Which scientific label fits the specifically described step or feature? Supplied case: Snow falls from a cloud.
A. runoff
B. infiltration
C. evaporation
D. precipitation
My answer and reasoning: ________________________
Hints: Look for the described feature: water falls from clouds.; Compare the given mechanism with the other labels; do not infer unmentioned events.

4. Which scientific label fits the specifically described step or feature? Supplied case: Rain arrow has no movement label.
A. missing arrow
B. wrong state
C. clear model
D. missing store
My answer and reasoning: ________________________
Hints: Look for the described feature: movement is shown without its label.; Compare the given mechanism with the other labels; do not infer unmentioned events.

Transfer task: Draw or write four parts for “Water Changes and Movement”—one pretend example from each lesson. In each part, show what happened, give your answer, and say which clue helped you. If the question gives numbers, show your working too. Finish with one thing the practice case does not tell us. You may say your answers aloud.
[ ] Choose one pretend example from each of the four lessons.
[ ] Name what each example shows.
[ ] If the example gives numbers, show your calculation and unit. Otherwise, say which clue explains your answer.
[ ] Say that the case details are supplied for practice; they are not your own real-life observations.
[ ] Say one thing the example does not tell us, or one change that could give a different answer.

# Material Design and Comparison review

1. Which scientific label fits the specifically described step or feature? Supplied case: Support must carry a toy.
A. strong
B. flexible
C. absorbent
D. transparent
My answer and reasoning: ________________________
Hints: Look for the described feature: holds the stated load.; Compare the given mechanism with the other labels; do not infer unmentioned events.

2. Which scientific label fits the specifically described step or feature? Supplied case: Support the specified paper load.
A. time limit
B. criterion
C. material cap
D. size limit
My answer and reasoning: ________________________
Hints: Look for the described feature: desired performance requirement.; Compare the given mechanism with the other labels; do not infer unmentioned events.

3. Which scientific label fits the specifically described step or feature? Supplied case: Goal met in each of two runs.
A. consistent fail
B. missing
C. consistent pass
D. mixed
My answer and reasoning: ________________________
Hints: Look for the described feature: all supplied runs meet the goal.; Compare the given mechanism with the other labels; do not infer unmentioned events.

4. Which scientific label fits the specifically described step or feature? Supplied case: Side toy remains uncovered.
A. reinforce
B. close
C. retest
D. widen
My answer and reasoning: ________________________
Hints: Look for the described feature: cover an exposed edge.; Compare the given mechanism with the other labels; do not infer unmentioned events.

Transfer task: Draw or write four parts for “Material Design and Comparison”—one pretend example from each lesson. In each part, show what happened, give your answer, and say which clue helped you. If the question gives numbers, show your working too. Finish with one thing the practice case does not tell us. You may say your answers aloud.
[ ] Choose one pretend example from each of the four lessons.
[ ] Name what each example shows.
[ ] If the example gives numbers, show your calculation and unit. Otherwise, say which clue explains your answer.
[ ] Say that the case details are supplied for practice; they are not your own real-life observations.
[ ] Say one thing the example does not tell us, or one change that could give a different answer.

# Government and Helping Our Community review

1. Use the notes and this card. A federal office issues a countrywide report. Which choice best fits?
A. National
B. Shared
C. Local
D. State
My answer and reasoning: ________________________
Hints: Find the government level named: town or county, state, the whole country, or more than one level together.; Find the note for National. Check which words in this card match it.

2. Use the notes and this card. Judges issue a decision in a case. Which choice best fits?
A. Check and balance
B. Legislative
C. Executive
D. Judicial
My answer and reasoning: ________________________
Hints: Look at the action: making laws, carrying out laws, deciding a court case or using a power to limit another branch.; Find the note for Judicial. Check which words in this card match it.

3. Use the notes and this card. A fictional county pays for library shelves. Which choice best fits?
A. Public service
B. Revenue
C. Spending
D. Budget plan
My answer and reasoning: ________________________
Hints: Look for a community service, money received, money paid out or a plan for money.; Find the note for Spending. Check which words in this card match it.

4. Use the notes and this card. Residents submit a written request for longer library hours. Which choice best fits?
A. Volunteering
B. Petition
C. Public discussion
D. Information request
My answer and reasoning: ________________________
Hints: Look for asking for facts, offering help, presenting a request or discussing a community issue.; Find the note for Petition. Check which words in this card match it.

Transfer task: Make four small boxes for Government and Helping Our Community, one for each lesson: Local State and National Government; The Three Federal Branches; Public Goods and Community Funding; Civic Action Without a Purchase. In each box, choose one supplied card and explain its match using the notes. Compare two of your cards: what makes their matches different? You may draw or tell an adult your answers; the adult can write them for you. Use the lesson cards; you do not need a purchase, interview, personal record or trip. For the adult helping: keep the fictional examples and historical notes distinct; these short cards do not tell every detail about a person or place.
[ ] Choose one supplied card from each lesson: Local State and National Government; The Three Federal Branches; Public Goods and Community Funding; Civic Action Without a Purchase.
[ ] Use the notes to name each match and explain its clue.
[ ] Compare two cards and say or show how their clues differ.
[ ] Keep the events and details as written; do not make up a quotation or new event.
[ ] With an adult, name one question the cards do not answer.

# What Our Notes Can Tell Us review

1. Original practice note: “July 5: I saw two carts beside the mill at noon. —Teo.” What is supported?
A. Teo owned both carts.
B. Teo reported two carts beside the mill at noon on July 5.
C. The mill opened July 5.
D. There were only two carts in town.
My answer and reasoning: ________________________

2. Same-month invented records: June 4 shelf empty; June 2 one book on shelf; June 3 two books on desk. Which order is earliest to latest?
A. June 4, June 3, June 2.
B. June 3, June 2, June 4.
C. June 2, June 3, June 4.
D. June 2, June 4, June 3.
My answer and reasoning: ________________________

3. At 9 am, Pat counted three chairs in Room A and Lu counted five in Room B. Which conclusion respects scope?
A. They counted different rooms; the numbers need not conflict.
B. One must be wrong.
C. Every building has eight chairs.
D. Room A had five chairs.
My answer and reasoning: ________________________

4. Invented card: “June 1. Chosen activity: drawing. Present: Isa and Ot.” What remains unanswered?
A. Which activity was chosen?
B. Which date is printed?
C. Who is listed as present?
D. Did Ot agree with the decision?
My answer and reasoning: ________________________

Transfer task: All records below are original fiction. June 10, Nori at the north table: “I saw three paper boats at noon.” June 12, club card: “Decision: display paper boats on the shelf. Present: Nori and Val.” June 11, Val at the south table: “I saw two paper boats at noon.” Order the records, compare the two observations, make one supported claim, and name one question left open.
[ ] Order June 10, 11, and 12 correctly.
[ ] Keep the two observation locations separate.
[ ] State a claim with its source and date.
[ ] Name an unanswered question without guessing its answer.

# Continents, Oceans and Places review

1. Use the notes and this card. The continent includes Poland. Which choice best fits?
A. Europe
B. South America
C. Africa
D. Asia
My answer and reasoning: ________________________
Hints: Find the country named on the card in the notes. Read which continent contains it.; Find the note for Europe. Check which words in this card match it.

2. Use the notes and this card. The southern polar land continent is described. Which choice best fits?
A. Pacific Ocean
B. North America
C. Australia
D. Antarctica
My answer and reasoning: ________________________
Hints: Use the place clue: Canada or Mexico, the country-and-continent Australia, the South Pole or the Pacific Ocean.; Find the note for Antarctica. Check which words in this card match it.

3. Use the notes and this card. A fictional site is used for housing. Which choice best fits?
A. Weather
B. Climate
C. Land use
D. Physical feature
My answer and reasoning: ________________________
Hints: Look for a short-time condition, a pattern over many years, how land is used or a natural land feature.; Find the note for Land use. Check which words in this card match it.

4. Use the notes and this card. Rain on opposite sides flows toward different rivers. Which choice best fits?
A. Coastline
B. Watershed divide
C. Route
D. Country boundary
My answer and reasoning: ________________________
Hints: Find what the line means: a country limit, the edge of land and sea, a divide between drainage areas or a travel route.; Find the note for Watershed divide. Check which words in this card match it.

Transfer task: Make four small boxes for Continents, Oceans and Places, one for each lesson: Seven Continents in a Common School Model; More Continents and the Oceans; Weather Climate and Land Use; A Boundary Is Not Always a Wall. In each box, choose one supplied card and explain its match using the notes. Compare two of your cards: what makes their matches different? You may draw or tell an adult your answers; the adult can write them for you. Use the lesson cards; you do not need a purchase, interview, personal record or trip. For the adult helping: keep the fictional examples and historical notes distinct; these short cards do not tell every detail about a person or place.
[ ] Choose one supplied card from each lesson: Seven Continents in a Common School Model; More Continents and the Oceans; Weather Climate and Land Use; A Boundary Is Not Always a Wall.
[ ] Use the notes to name each match and explain its clue.
[ ] Compare two cards and say or show how their clues differ.
[ ] Keep the events and details as written; do not make up a quotation or new event.
[ ] With an adult, name one question the cards do not answer.

# Making Things, Trading and Choosing review

1. Use the notes and this card. A workshop uses a drill press. Which choice best fits?
A. Capital good
B. Output
C. Natural resource
D. Human resource
My answer and reasoning: ________________________
Hints: Look for material from nature, a person’s work, a tool or machine, or the finished product.; Find the note for Capital good. Check which words in this card match it.

2. Use the notes and this card. Two fictional makers trade agreed products. Which choice best fits?
A. Supply interruption
B. Specialization
C. Interdependence
D. Exchange
My answer and reasoning: ________________________
Hints: Look for a worker’s main task, reliance on another worker, a trade or a missing supply.; Find the note for Exchange. Check which words in this card match it.

3. Use the notes and this card. Fictional budget $12; items cost $7 and $5. Which choice best fits?
A. Fits with money left
B. Exceeds the limit
C. Exactly uses the limit
D. Money remaining
My answer and reasoning: ________________________
Hints: Add the selected costs. Compare the total with the budget. If asked about money left, subtract spending from the budget.; Find the note for Exactly uses the limit. Check which words in this card match it.

4. Use the notes and this card. Fictional ranking: walk, swim, cycle; cycling is third. Which choice best fits?
A. Opportunity cost
B. Lower-ranked alternative
C. Resource limit
D. Chosen option
My answer and reasoning: ________________________
Hints: Find the activity chosen and the next-best choice in the stated order. Keep them separate from a lower choice and the limit.; Find the note for Lower-ranked alternative. Check which words in this card match it.

Transfer task: Make four small boxes for Making Things, Trading and Choosing, one for each lesson: Resources in Production; Specialization and Interdependence; Choosing with a Fixed Budget; Opportunity Cost Is the Next-Best Choice. In each box, choose one supplied card and explain its match using the notes. Compare two of your cards: what makes their matches different? You may draw or tell an adult your answers; the adult can write them for you. Use the lesson cards; you do not need a purchase, interview, personal record or trip. For the adult helping: keep the fictional examples and historical notes distinct; these short cards do not tell every detail about a person or place.
[ ] Choose one supplied card from each lesson: Resources in Production; Specialization and Interdependence; Choosing with a Fixed Budget; Opportunity Cost Is the Next-Best Choice.
[ ] Use the notes to name each match and explain its clue.
[ ] Compare two cards and say or show how their clues differ.
[ ] Keep the events and details as written; do not make up a quotation or new event.
[ ] With an adult, name one question the cards do not answer.

# History and Communities Today review

1. Use the notes and this card. A Native community develops a new educational project. Which choice best fits?
A. Change
B. Stereotype
C. Diversity
D. Continuity
My answer and reasoning: ________________________
Hints: Look for differences between Native nations, communities living today, a change over time or a claim wrongly treating everyone alike.; Find the note for Change. Check which words in this card match it.

2. Use the notes and this card. A fictional worker leaves because local work is unavailable. Which choice best fits?
A. Pull factor
B. Migration
C. Settlement
D. Push factor
My answer and reasoning: ________________________
Hints: Look for moving, making a home, a reason to leave or a reason to choose the destination.; Find the note for Push factor. Check which words in this card match it.

3. Use the notes and this card. An old ledger lists purchases. Which choice best fits?
A. Artifact
B. Building
C. Written record
D. Oral account
My answer and reasoning: ________________________
Hints: Find whether the source is an object, a building, written words or a spoken account.; Find the note for Written record. Check which words in this card match it.

4. Use the notes and this card. A card dates the abolition amendment to 1865. Which choice best fits?
A. Constitution in 1787
B. Thirteenth Amendment in 1865
C. Civil Rights Act in 1964
D. Declaration in 1776
My answer and reasoning: ________________________
Hints: Use the date and action in the card. Match them with the independence declaration, Constitution, abolition amendment or civil-rights law in the notes.; Find the note for Thirteenth Amendment in 1865. Check which words in this card match it.

Transfer task: Make four small boxes for History and Communities Today, one for each lesson: Native Nations Are Diverse and Present; Migration and Settlement; Objects Buildings and Written Records; Revolution Constitution and Civil Rights in Order. In each box, choose one supplied card and explain its match using the notes. Compare two of your cards: what makes their matches different? You may draw or tell an adult your answers; the adult can write them for you. Use the lesson cards; you do not need a purchase, interview, personal record or trip. For the adult helping: keep the fictional examples and historical notes distinct; these short cards do not tell every detail about a person or place.
[ ] Choose one supplied card from each lesson: Native Nations Are Diverse and Present; Migration and Settlement; Objects Buildings and Written Records; Revolution Constitution and Civil Rights in Order.
[ ] Use the notes to name each match and explain its clue.
[ ] Compare two cards and say or show how their clues differ.
[ ] Keep the events and details as written; do not make up a quotation or new event.
[ ] With an adult, name one question the cards do not answer.

# Connect Devices and Explain Their Reach review

1. Devices exchange data over a stated local wireless signal. Classify the described path.
A. No exchange
B. Wireless link
C. Cable link
D. Paper exchange
My answer and reasoning: ________________________
Hints: Use the stated path carrying information; do not infer Internet access from the word wireless.; A nearby wireless link can exist without Internet service.

2. A newly requested remote page lacks its Internet path. Map: tablet connects to local printer; its Internet line is broken. What is supported?
A. Remote path unavailable
B. Local path works
C. No route described
D. Paper does not carry network signals
My answer and reasoning: ________________________
Hints: Choose the destination reachable through the connections explicitly drawn in the model.; A missing Internet connection does not mean every local connection has failed.

3. Send the recorded voice to playback. Table: P=printer, S=speaker, D=display, B=backup storage. Choose the label.
A. P
B. D
C. B
D. S
My answer and reasoning: ________________________
Hints: Use the supplied destination table and keep similarly named devices separate.; A destination label is not proof that the device is safe or authorized.

4. Task asks for new remote weather data. In the supplied offline model, classify the task.
A. Local file absent
B. Not enough information
C. Needs a network
D. Available locally
My answer and reasoning: ________________________
Hints: Check whether the needed program and information are already available locally.; Previously viewing a page does not guarantee an offline copy; the record must say so.

Transfer task: Draw a tablet linked to a local printer but no remote connection. Classify printing a stored drawing and opening a new remote message; state what extra information would resolve an unknown file location.
[ ] Use the pretend details in the task and name the rule you followed.
[ ] Show the steps or point to the detail that helped you choose.
[ ] Say one mistake to avoid or one thing this example cannot tell us.
[ ] Check your answer against the task. Change a part if you can show why it needs fixing.

# Repeat, Repair and Decode Patterns review

1. Repeat star, circle twice. What is the third drawing?
A. Circle
B. Star
C. Triangle
D. No third drawing
My answer and reasoning: ________________________

2. Repeat dot, line, square four times. How many actions are there?
A. 4
B. 7
C. 8
D. 12
My answer and reasoning: ________________________

3. Repeat three times: draw a circle. After the repeat, draw a star. What does the draft produce?
A. Circle, circle, circle, star
B. Circle, star, circle, star, circle, star
C. Circle, star
D. Star, star, star, circle
My answer and reasoning: ________________________

4. New key: X = square, Y = star. Decode Y X X.
A. Square, star, star
B. Star, star, square
C. Star, square, square
D. Square, square, star
My answer and reasoning: ________________________

Transfer task: Use key P = dot and Q = square. Create the target dot, square, dot, square, dot, square using a repeat rule, encode it, and repair this draft: repeat three times: dot; after the repeat: square.
[ ] Write the two-action group dot, square and repeat it three times.
[ ] Expand six actions in the correct order.
[ ] Encode the target as P Q P Q P Q.
[ ] Explain why the draft makes only four actions and move square into the group.

# Read Small Data Tables Carefully review

1. Size for item A. Table: A has Count 2/Size 5; B has Count 3/Size 6. Which value is requested?
A. 6
B. 5
C. 2
D. 3
My answer and reasoning: ________________________
Hints: Locate the named row, then use the requested column label.; Do not read a nearby cell from a different row or column.

2. Code=021 item identifier. Classify the stated field.
A. Code label
B. Quantity
C. Word category
D. Missing value
My answer and reasoning: ________________________
Hints: Use the field’s stated meaning before deciding whether arithmetic is meaningful.; Digits in a code do not make it a quantity.

3. Count=? for a new item. Key: ? means unknown. Interpret the field.
A. Recorded zero
B. Recorded positive count
C. Invalid count word
D. Unknown
My answer and reasoning: ________________________
Hints: Keep recorded zero and unknown separate when you interpret the table.; Never fill an unknown answer with zero just to make a table look complete.

4. Fictional choice summary: circles=7, squares=2, unknown=1. How many circle choices are recorded?
A. 6 circles
B. 14 circles
C. 7 circles
D. 8 circles
My answer and reasoning: ________________________
Hints: Count one occurrence per row of the requested label and keep unknown labels separate.; Do not count the category heading as an additional record.

Transfer task: Build a pretend table with item codes 01,02,03 and counts 4,0,?. Explain which fields can be added and what the unknown prevents you from knowing.
[ ] Use the pretend details in the task and name the rule you followed.
[ ] Show the steps or point to the detail that helped you choose.
[ ] Say one mistake to avoid or one thing this example cannot tell us.
[ ] Check your answer against the task. Change a part if you can show why it needs fixing.

# Make Safe Sharing and Design Decisions review

1. Another draft has no permission note. Choose the sharing conclusion.
A. Allowed publicly
B. Ask because permission is missing
C. Allowed with stated group
D. Keep private
My answer and reasoning: ________________________
Hints: Share only the content and audience explicitly permitted by the supplied record.; Permission to share one drawing does not permit sharing every file.

2. Card says Step 2: label the folder. Which message type is stated?
A. Task instruction
B. Advertisement
C. Recorded observation
D. Personal opinion
My answer and reasoning: ________________________
Hints: Read the stated purpose and evidence; do not treat a sales claim as a verified result.; An advertisement can contain true statements, but its label does not verify every promise.

3. An unsaved drawing exists only on screen, with no automatic saving or other copy. Power then ends. Based only on this record, what recovery outcome is supported?
A. Recover from the failed main storage
B. Use a usable backup that the record never supplied
C. Assume the missing drawing can be reconstructed exactly
D. No surviving usable copy is established by this record
My answer and reasoning: ________________________
Hints: Use the explicit input, condition and question aspect.; Reject a choice that adds an unsupported condition or answers a different question.

4. A control needs its action spoken. Which change meets the stated need?
A. Keyboard controls
B. Text status
C. Spoken labels
D. Text directions
My answer and reasoning: ________________________
Hints: Choose an improvement directly linked to the supplied access need.; A larger picture does not solve a sound-only instruction problem.

Transfer task: A fictional drawing is allowed only in a group, is stored only on the main device, and has sound-only instructions. Propose one permission-respecting recovery step and one access improvement.
[ ] Use the pretend details in the task and name the rule you followed.
[ ] Show the steps or point to the detail that helped you choose.
[ ] Say one mistake to avoid or one thing this example cannot tell us.
[ ] Check your answer against the task. Change a part if you can show why it needs fixing.

# Choose Colors, Show Front and Back, and Use Map Symbols review

1. A paper design brief allows only the named colors orange and black; color words may stand for coloring materials. Which plan follows it?
A. Add a third color for every shape
B. Use only a color not on the list
C. Use orange circles and black background
D. Ignore the palette because art has no constraints
My answer and reasoning: ________________________
Hints: A palette is a selected set of colors.; A brief’s palette is a chosen rule for this task.

2. The supplied picture brief assigns white a light value and requires a value distinction for its main mark. Which plan follows the stated value model?
A. light main mark on the same light background
B. Remove the mark entirely
C. Rely only on an unspecified hue difference
D. dark main mark on the stated light background
My answer and reasoning: ________________________
Hints: Value describes how light or dark a region is.; Color names alone do not establish a measured contrast ratio.

3. A drawing must make bird appear in front of branch. Which boundary instruction creates that overlap cue?
A. Keep bird outline complete; interrupt branch outline behind it
B. Keep branch outline complete; interrupt bird
C. Draw both boundaries through each other without interruption
D. Use only a caption and remove both shapes
My answer and reasoning: ________________________
Hints: A complete foreground boundary can cover a portion of a farther shape.; Drawing every boundary through the same crossing can remove the intended cue.

4. An original map key states: wave means river. The picture uses that symbol once. Which label follows the supplied key?
A. animal home
B. river
C. sports field
D. bus stop
My answer and reasoning: ________________________
Hints: A symbol’s meaning can be chosen by its maker.; A symbol does not have the same meaning in every culture, map or artwork.

Transfer task: Complete these four parts. Answer each question, then make a separate drawing or written plan. Check each piece of work with the points given. 1. A paper design brief allows only the named colors red and gray; color words may stand for coloring materials. Which plan follows it? Supplied candidates: (A) Add a third color for every shape (B) Ignore the palette because art has no constraints (C) Use only a color not on the list (D) Use red circles and gray background. For your separate work, design a small paper scene using only the labels blue and yellow for every region. Criteria: Every region uses an allowed color label; no third color is introduced. 2. The supplied picture brief assigns very pale yellow a light value and requires a value distinction for its main mark. Which plan follows the stated value model? Supplied candidates: (A) Rely only on an unspecified hue difference (B) Remove the mark entirely (C) dark main mark on the stated light background (D) light main mark on the same light background. For your separate work, draw two labeled sign plans, one light mark on dark ground and one dark mark on light ground. Criteria: Each plan has opposing stated values and a clearly identified main mark. 3. A drawing must make shoe appear in front of path. Which boundary instruction creates that overlap cue? Supplied candidates: (A) Draw both boundaries through each other without interruption (B) Keep path outline complete; interrupt shoe (C) Keep shoe outline complete; interrupt path outline behind it (D) Use only a caption and remove both shapes. For your separate work, draw a leaf in front of a stem and mark where the stem outline becomes hidden. Criteria: The leaf’s boundary remains readable and the stem is interrupted only behind it. 4. An original map key states: diamond means help desk. The picture uses that symbol once. Which label follows the supplied key? Supplied candidates: (A) animal home (B) bus stop (C) help desk (D) sports field. For your separate work, make a three-symbol map key for water, meeting and quiet spots, then use each symbol once on a small map. Criteria: All three meanings are explicitly paired with distinct symbols, and the map uses them consistently.
[ ] Answer all four questions and explain what in each description helped you choose.
[ ] Make each of the four drawings or written plans.
[ ] Use the checklist for each piece of work, then show one change that improves it.
[ ] Describe your color choices, light-dark labels, overlap and map key.

# Group Beats, Hold Sounds, Copy Echoes, and Draw Movements review

1. A rhythm plan has 12 equal pulses grouped in sets of 4. How many complete groups are present?
A. 4 groups
B. 2 groups
C. 3 groups
D. 5 groups
My answer and reasoning: ________________________
Hints: A beat group contains a stated number of equal pulses.; Use totals that divide evenly in this task.

2. An 8-beat phrase begins with a sound held 2 beats, then a 1-beat rest. How many beats remain?
A. 6 beats
B. 4 beats
C. 7 beats
D. 5 beats
My answer and reasoning: ________________________
Hints: A held sound can begin once but occupy several beats.; A silent beat remains part of the timing plan.

3. A call is tap → tap → tap → rest. Copy the call as an exact echo. Which response matches?
A. tap → tap → tap → rest
B. tap → tap → tap → rest → tap
C. rest → tap → tap → tap → rest
D. hold → hold → hold → hold
My answer and reasoning: ________________________
Hints: An exact response copies the supplied call’s event order and duration labels, including its silence.; Follow the particular request.

4. A safe paper movement score starts at level middle and ends at level high; levels mean drawn hand heights, not jumps. Which score matches?
A. high → middle
B. middle → high
C. middle → middle
D. high → high
My answer and reasoning: ________________________
Hints: A movement score can describe low, middle and high positions using drawn hand heights.; Use a drawing or comfortable seated gesture.

Transfer task: Try these four arts tasks. 1. A rhythm plan has 15 equal pulses grouped in sets of 3. How many complete groups are present? Choices: (A) 4 groups (B) 5 groups (C) 6 groups (D) 7 groups. For a separate task: Draw twelve equal pulse marks, group them in threes and label each group start. Check your work: Four groups use all twelve pulses; each contains exactly three marks. 2. A 10-beat phrase begins with a sound held 2 beats, then a 1-beat rest. How many beats remain? Choices: (A) 6 beats (B) 7 beats (C) 8 beats (D) 9 beats. For a separate task: Make a six-beat phrase with a two-beat hold, a one-beat rest and three remaining one-beat positions. Check your work: All six positions are accounted for, including the held duration and silent position. 3. A call is rest → tap → rest. Copy the call as an exact echo. Which response matches? Choices: (A) hold → hold → hold (B) rest → rest → tap → rest (C) rest → tap → rest (D) rest → tap → rest → tap. For a separate task: Write a four-event tap/rest call and place its exact response underneath it. Check your work: Event labels, order and phrase length match exactly between the call and response. 4. A safe paper movement score has three successive drawn hand levels: high, then low, then middle. Which complete order follows it? Choices: (A) high → low → middle (B) high → middle (C) high → middle → low (D) middle → low → high. For a separate task: Draw a two-part gesture score starting low and ending high, with an arrow showing the intended order. Check your work: The first position is labeled low, the last high, and the order is explicit.
[ ] Answer each new question. Explain the information or calculation you used.
[ ] Include the drawing or written work requested in each part.
[ ] Check your work against the requirements and record one clear improvement.
[ ] Describe the plan you made. If you performed it, describe what you actually tried.

# Friendship, permission and repair review

1. Ask about a specific action: A friend agreed to a wave but not a hug. What next before a hug?
A. Stop or return the item because permission changed.
B. Wait without acting because no answer has been given.
C. Ask separately because this is a new action.
D. Use only the action covered by the clear agreement.
My answer and reasoning: ________________________
Hints: A yes to one action does not cover a different action.; Respect a changed answer; friendship does not remove boundaries.

2. Repair a small safe disagreement: A spilled drink accidentally ruins a drawing. Which repair fits?
A. Seek adult help because threats or repeated harm are present.
B. Agree on fair turns for the shared resource.
C. Repair or replace the accidentally damaged work with adult help as needed.
D. Correct the mistaken statement to the people who heard it.
My answer and reasoning: ________________________
Hints: Choose a repair that addresses the actual effect.; Threats or repeated intimidation need adult support, not child-led mediation.

3. Notice bullying evidence without blaming: A powerful group repeatedly sends threatening messages to one child. Which fits?
A. A single unsafe act still needs adult help even without a repeated pattern.
B. A calm equal-power disagreement can use a safe repair plan.
C. Evidence is incomplete; ask an adult for help without inventing a label.
D. Repeated aggression and power imbalance support a bullying concern; tell an adult.
My answer and reasoning: ________________________
Hints: Use repetition and power facts, not popularity labels.; A harmful act deserves help even when a definition is not fully established.

4. Build a layered help plan: The first adult dismisses an unresolved safety concern. Which fits?
A. Ask the routine helper for a non-safety question.
B. Report the safety concern to the responsible adult promptly.
C. Use the backup adult because the first route is unavailable or unhelpful.
D. Seek emergency help now because immediate serious danger is present.
My answer and reasoning: ________________________
Hints: One unsuccessful request does not end help-seeking.; Describe what happened; do not invent motives or promise safety secrets.

Transfer task: A fictional child is repeatedly mocked by a group; the usual teacher is absent. Write a help map and one safe supportive action.
[ ] Use only the pretend details. Do not share private information about yourself or someone else.
[ ] Use at least two ideas you practiced in this unit.
[ ] Show the order or calculation, or point to the clue that helped you choose.
[ ] Keep the task’s safety rule, help step, or another way to take part.

# Sequences and inclusive choices review

1. Combine three action cards: A new rule asks for rest-wave-point after reversing the original. Which fits?
A. Rest-wave-point reverses the original group.
B. Point-wave-rest-point-wave-rest repeats the group twice.
C. Clarify the missing middle action before planning.
D. Point-wave-rest is the original ordered group.
My answer and reasoning: ________________________
Hints: Repeating means copying every card in the group.; Reverse changes order; it does not remove a card.

2. Check spacing along a route: A has clear passage from start to finish; B enters a spill area. Which fits?
A. Clarify the space requirement because the action width is unspecified.
B. Use routeA because it is the only completely clear drawn route.
C. Use routeB because it is the only completely clear drawn route.
D. Use a paper-only alternative because neither route is clear.
My answer and reasoning: ________________________
Hints: Check every segment, not only the first obstacle.; A thin arrow does not prove every action will fit.

3. Adapt a game rule fairly: A start cue is only blue and a stop cue only purple. Which access change fits a color-vision barrier?
A. Allow a seated or drawn sequence to preserve the order goal.
B. Offer a larger paper target to adjust aiming difficulty.
C. Ask the participant about preferred access because the need is not specified.
D. Add words and shapes to remove a color-only signal barrier.
My answer and reasoning: ________________________
Hints: Preserve what the task actually teaches while removing a barrier.; Ask about individual access; labels do not specify every need.

4. Use one clear feedback criterion: A route meets order but crosses a chair. Under the path criterion, what fits?
A. The stated criterion is met; describe the evidence without inventing a defect.
B. Repair order; the action cards violate the specified sequence.
C. Repair the path; the arrow crosses an obstacle.
D. Repair access cues; the signal relies only on color.
My answer and reasoning: ________________________
Hints: One met criterion does not prove every criterion is met.; Name the exact feature and change; do not insult a person.

Transfer task: A fictional three-card game has correct order but color-only cues and a route crossing a chair. Revise it for paper participation and give evidence for both repairs.
[ ] Use only the pretend details. Do not share private information about yourself or someone else.
[ ] Use at least two ideas you practiced in this unit.
[ ] Show the order or calculation, or point to the clue that helped you choose.
[ ] Keep the task’s safety rule, help step, or another way to take part.

Subject tests

# Math subject test
https://thelifestarter.com/academy/grade/2/subject/math/test

Try these new cases before reading TEST-ANSWER-KEY.md. This is a check of these questions, not a standardized grade, credential or assessment of all subject skills.

1. A model contains 16 tens. How many ones does it represent?
A. 159
B. 162
C. 160
D. 161
My answer and reasoning: ________________________

2. Write the number represented by 7 hundreds, 3 tens, and 7 ones.
A. 739
B. 737
C. 738
D. 736
My answer and reasoning: ________________________

3. Which is greater: 471 or 469?
A. 471
B. 469
C. They are equal
D. 470
My answer and reasoning: ________________________

4. Start at 500 and take three jumps of 100. Where do you stop?
A. 801
B. 799
C. 802
D. 800
My answer and reasoning: ________________________

5. Add using place-value regrouping: 196+133.
A. 328
B. 331
C. 329
D. 330
My answer and reasoning: ________________________

6. Subtract with a regrouping model: 112−32.
A. 82
B. 80
C. 81
D. 79
My answer and reasoning: ________________________

7. Use a friendly ten to calculate 40+29.
A. 69
B. 70
C. 68
D. 71
My answer and reasoning: ________________________

8. A box starts with 55 cards, receives 16, and gives away 23. How many remain?
A. 49
B. 47
C. 50
D. 48
My answer and reasoning: ________________________

9. A strip begins at 7 cm and ends at 22 cm. What is its length in centimeters?
A. 14
B. 17
C. 15
D. 16
My answer and reasoning: ________________________

10. One long unit equals three short units. A strip measures 9 long units. How many short units is that?
A. 29
B. 27
C. 28
D. 26
My answer and reasoning: ________________________

11. A ribbon is 40 cm and a strip is 22 cm. How much longer is the ribbon, in centimeters?
A. 18
B. 19
C. 17
D. 20
My answer and reasoning: ________________________

12. Start at 45 on a number line and move left 14. What is the endpoint?
A. 32
B. 30
C. 33
D. 31
My answer and reasoning: ________________________

13. The hour underway is 5. The minute hand points to 6. What is the time?
A. 6:30
B. 4:30
C. 5:30
D. 5:06
My answer and reasoning: ________________________

14. A morning lesson happens at 9:45. Which complete label fits?
A. No time label can be used
B. 9:45 a.m.
C. 9:45 p.m.
D. The clock time changes to 24:00
My answer and reasoning: ________________________

15. What is the value in cents of one quarter, 6 nickels, and two pennies?
A. 57
B. 58
C. 56
D. 59
My answer and reasoning: ________________________

16. An item costs $13. It is paid with a $20 bill. How many dollars of change are due?
A. 8
B. 6
C. 9
D. 7
My answer and reasoning: ________________________

17. Key: one square means one vote. A category has 9 squares. How many votes does it show?
A. 8
B. 11
C. 9
D. 10
My answer and reasoning: ________________________

18. On a zero-based whole-number scale, a category bar ends at 10. What count does it represent?
A. 12
B. 10
C. 11
D. 9
My answer and reasoning: ________________________

19. Lengths in cm are [2, 3, 3, 4, 4, 4, 4]. How many measurements equal 4 cm?
A. 4
B. 5
C. 3
D. 6
My answer and reasoning: ________________________

20. A record has walk 12, bus 9, and bike 3 responses. How many more walk than bus responses are recorded?
A. 4
B. 2
C. 5
D. 3
My answer and reasoning: ________________________

21. Figure F is closed and flat with 4 straight sides. What category fits?
A. Hexagon
B. Cone
C. Quadrilateral
D. Circle
My answer and reasoning: ________________________

22. A rectangle has 3 rows with 7 equal squares in each row. How many squares cover it?
A. 23
B. 21
C. 22
D. 20
My answer and reasoning: ________________________

23. A fictional garden plan is partitioned into three equal-area shares. What fraction of the whole is one share?
A. One third
B. One half
C. One fourth
D. Three wholes
My answer and reasoning: ________________________

24. A whole has 28 equal tiles. Two pieces cover 14 tiles each without overlap. Are the pieces equal shares even if their outlines differ?
A. No, outlines must match
B. No, colors must match
C. Only the bigger-looking piece is half
D. Yes, their areas are equal
My answer and reasoning: ________________________

# Reading & writing subject test
https://thelifestarter.com/academy/grade/2/subject/reading/test

Try these new cases before reading TEST-ANSWER-KEY.md. This is a check of these questions, not a standardized grade, credential or assessment of all subject skills.

1. oo target: food. r-word: herd. Glide target: point. Compound: sunlight.
Which comparison word has the same oo sound as the target?
A. book
B. neither: no oo spelling
C. the word has no vowel sound
D. moon
My answer and reasoning: ________________________

2. oo target: food. r-word: herd. Glide target: point. Compound: sunlight.
Which spelling is the r-controlled part in the supplied word?
A. er
B. no r-controlled spelling
C. ar
D. or
My answer and reasoning: ________________________

3. oo target: food. r-word: herd. Glide target: point. Compound: sunlight.
Which spelling represents the moving vowel sound in the target?
A. ow
B. oi
C. oy
D. ou
My answer and reasoning: ________________________

4. oo target: food. r-word: herd. Glide target: point. Compound: sunlight.
Which two smaller words make the supplied compound?
A. back + pack
B. bed + room
C. sun + light
D. rain + coat
My answer and reasoning: ________________________

5. Prefix word: preview. Suffix word: quietly. Contraction: I’m. Sentence: Before the play, we whisper.
What does the supplied prefix add to its base word?
A. before
B. incorrectly
C. again
D. not
My answer and reasoning: ________________________

6. Prefix word: preview. Suffix word: quietly. Contraction: I’m. Sentence: Before the play, we whisper.
What does the supplied suffix add?
A. without
B. in that manner
C. person who does it
D. full of
My answer and reasoning: ________________________

7. Prefix word: preview. Suffix word: quietly. Contraction: I’m. Sentence: Before the play, we whisper.
Which full form makes the supplied contraction?
A. cannot
B. do not
C. I am
D. we are
My answer and reasoning: ________________________

8. Prefix word: preview. Suffix word: quietly. Contraction: I’m. Sentence: Before the play, we whisper.
Where should a brief reading pause occur in the supplied sentence?
A. at the end only: no introductory phrase
B. after the first letter
C. between every word
D. after the introductory time phrase
My answer and reasoning: ________________________

9. Form: LEE: This room is crowded. [Lee steps aside.] Narration sample: My chair needed more space. Sound phrase: brave bright bird.
Which text kind is most directly shown?
A. poem
B. play script
C. realistic story
D. fable
My answer and reasoning: ________________________

10. Form: LEE: This room is crowded. [Lee steps aside.] Narration sample: My chair needed more space. Sound phrase: brave bright bird.
Which word signals first-person narration in the narration sample?
A. I
B. we
C. my
D. no first-person word
My answer and reasoning: ________________________

11. Form: LEE: This room is crowded. [Lee steps aside.] Narration sample: My chair needed more space. Sound phrase: brave bright bird.
What stated setting condition shapes the character’s action?
A. darkness
B. rain
C. cold
D. crowded space
My answer and reasoning: ________________________

12. Form: LEE: This room is crowded. [Lee steps aside.] Narration sample: My chair needed more space. Sound phrase: brave bright bird.
Which beginning sound is repeated in the supplied phrase?
A. /b/
B. /s/
C. /t/
D. /m/
My answer and reasoning: ________________________

13. Past verb: took. Highlight: heavy in heavy bag. Join: tired but cheerful. Sentence: We took a bag.
Which base action matches the supplied past-tense verb?
A. eat
B. run
C. take
D. go
My answer and reasoning: ________________________

14. Past verb: took. Highlight: heavy in heavy bag. Join: tired but cheerful. Sentence: We took a bag.
What does the highlighted word describe?
A. an action
B. a noun’s possession
C. a question
D. a noun
My answer and reasoning: ________________________

15. Past verb: took. Highlight: heavy in heavy bag. Join: tired but cheerful. Sentence: We took a bag.
What relationship does the supplied conjunction show?
A. contrast with but
B. reason with because
C. choice with or
D. addition with and
My answer and reasoning: ________________________

16. Past verb: took. Highlight: heavy in heavy bag. Join: tired but cheerful. Sentence: We took a bag.
Which sentence type is supplied?
A. exclamation
B. statement
C. question
D. command
My answer and reasoning: ________________________

17. Need: names of parts in a bicycle drawing. Signals: too dark, install a lamp. Definition phrase: behind the wheel. Procedure begins: draw on the paper.
Which feature would answer the stated reading need?
A. glossary
B. index
C. heading
D. diagram labels
My answer and reasoning: ________________________

18. Need: names of parts in a bicycle drawing. Signals: too dark, install a lamp. Definition phrase: behind the wheel. Procedure begins: draw on the paper.
Which organization is stated by the supplied signal words?
A. problem and solution
B. description
C. time order
D. comparison
My answer and reasoning: ________________________

19. Need: names of parts in a bicycle drawing. Signals: too dark, install a lamp. Definition phrase: behind the wheel. Procedure begins: draw on the paper.
What job does the supplied final definition phrase perform?
A. makes a contrast
B. gives a location
C. gives a category
D. gives an example
My answer and reasoning: ________________________

20. Need: names of parts in a bicycle drawing. Signals: too dark, install a lamp. Definition phrase: behind the wheel. Procedure begins: draw on the paper.
Which action should come first under the stated instruction order?
A. gather the paper
B. fold the paper
C. draw on the paper
D. display the paper
My answer and reasoning: ________________________

# Science subject test
https://thelifestarter.com/academy/grade/2/subject/science/test

Try these new cases before reading TEST-ANSWER-KEY.md. This is a check of these questions, not a standardized grade, credential or assessment of all subject skills.

1. Which scientific label fits the specifically described step or feature? Supplied case: Pad takes in spilled water.
A. flexible
B. rigid
C. absorbent
D. water resistant
My answer and reasoning: ________________________

2. Which physical state is described? Supplied case: Air occupies a room.
A. state not specified
B. solid
C. liquid
D. gas
My answer and reasoning: ________________________

3. Which scientific label fits the specifically described step or feature? Supplied case: Liquid water cools into ice.
A. freezing
B. cutting
C. chemical change
D. melting
My answer and reasoning: ________________________

4. Which scientific label fits the specifically described step or feature? Supplied case: Wall’s job is divide spaces.
A. structure
B. function
C. reuse
D. component
My answer and reasoning: ________________________

5. Which scientific label fits the specifically described step or feature? Supplied case: Pollen reaches a flower stigma.
A. growth
B. pollination
C. seed dispersal
D. germination
My answer and reasoning: ________________________

6. Which scientific label fits the specifically described step or feature? Supplied case: Winged seed travels with wind.
A. fleshy fruit
B. floating coat
C. wing
D. hook
My answer and reasoning: ________________________

7. Which scientific label fits the specifically described step or feature? Supplied case: Bird nests in the woodland.
A. grassland
B. desert
C. pond
D. forest
My answer and reasoning: ________________________

8. Which scientific label fits the specifically described step or feature? Supplied case: Bird needs listed insects for food.
A. food resource
B. cover resource
C. space resource
D. water resource
My answer and reasoning: ________________________

9. Which scientific label fits the specifically described step or feature? Supplied case: Raised peak on the map.
A. mountain
B. island
C. river
D. lake
My answer and reasoning: ________________________

10. Which scientific label fits the specifically described step or feature? Supplied case: Wind moves loose sand.
A. weathering
B. erosion
C. deposition
D. uplift
My answer and reasoning: ________________________

11. Which scientific label fits the specifically described step or feature? Supplied case: River valley deepens over many years.
A. unknown
B. rapid
C. gradual
D. unchanged
My answer and reasoning: ________________________

12. Which scientific label fits the specifically described step or feature? Supplied case: Changed design has no test record.
A. plant cover
B. channel
C. barrier
D. observe again
My answer and reasoning: ________________________

13. Which scientific label fits the specifically described step or feature? Supplied case: Water becomes vapor from a lake.
A. condensation
B. melting
C. freezing
D. evaporation
My answer and reasoning: ________________________

14. Which scientific label fits the specifically described step or feature? Supplied case: Water in an underground store.
A. groundwater
B. organism
C. atmosphere
D. surface water
My answer and reasoning: ________________________

15. Which scientific label fits the specifically described step or feature? Supplied case: Puddle water enters soil pores.
A. runoff
B. infiltration
C. evaporation
D. precipitation
My answer and reasoning: ________________________

16. Which scientific label fits the specifically described step or feature? Supplied case: Water vapor is labeled solid.
A. missing store
B. missing arrow
C. wrong state
D. clear model
My answer and reasoning: ________________________

17. Which scientific label fits the specifically described step or feature? Supplied case: Viewer must see through a cover.
A. flexible
B. absorbent
C. transparent
D. strong
My answer and reasoning: ________________________

18. Which scientific label fits the specifically described step or feature? Supplied case: Use no more than four tabs.
A. size limit
B. time limit
C. criterion
D. material cap
My answer and reasoning: ________________________

19. Which scientific label fits the specifically described step or feature? Supplied case: Goal missed in each run.
A. consistent fail
B. missing
C. consistent pass
D. mixed
My answer and reasoning: ________________________

20. Which scientific label fits the specifically described step or feature? Supplied case: Support span folds in test.
A. widen
B. reinforce
C. close
D. retest
My answer and reasoning: ________________________

# Social studies subject test
https://thelifestarter.com/academy/grade/2/subject/social/test

Try these new cases before reading TEST-ANSWER-KEY.md. This is a check of these questions, not a standardized grade, credential or assessment of all subject skills.

1. Use the notes and this card. A fictional federal and state team coordinates a task. Which choice best fits?
A. Shared
B. Local
C. State
D. National
My answer and reasoning: ________________________

2. Use the notes and this card. Congress considers overriding a presidential veto. Which choice best fits?
A. Legislative
B. Executive
C. Judicial
D. Check and balance
My answer and reasoning: ________________________

3. Use the notes and this card. A fictional office lists expected receipts and planned costs. Which choice best fits?
A. Revenue
B. Spending
C. Budget plan
D. Public service
My answer and reasoning: ________________________

4. Use the notes and this card. A community forum considers several service plans. Which choice best fits?
A. Petition
B. Public discussion
C. Information request
D. Volunteering
My answer and reasoning: ________________________

5. Use the notes and this card. The continent includes Peru. Which choice best fits?
A. South America
B. Africa
C. Asia
D. Europe
My answer and reasoning: ________________________

6. Use the notes and this card. A ship crosses an ocean from Japan toward western North America. Which choice best fits?
A. North America
B. Australia
C. Antarctica
D. Pacific Ocean
My answer and reasoning: ________________________

7. Use the notes and this card. A fictional region contains a mountain range. Which choice best fits?
A. Climate
B. Land use
C. Physical feature
D. Weather
My answer and reasoning: ________________________

8. Use the notes and this card. A map line connects train stops. Which choice best fits?
A. Watershed divide
B. Route
C. Country boundary
D. Coastline
My answer and reasoning: ________________________

9. Use the notes and this card. A workshop completes a repaired table. Which choice best fits?
A. Output
B. Natural resource
C. Human resource
D. Capital good
My answer and reasoning: ________________________

10. Use the notes and this card. A workshop lacks a required replacement part. Which choice best fits?
A. Specialization
B. Interdependence
C. Exchange
D. Supply interruption
My answer and reasoning: ________________________

11. Use the notes and this card. Fictional budget $15; spending $8 leaves $7. What does the $7 represent? Which choice best fits?
A. Exceeds the limit
B. Exactly uses the limit
C. Money remaining
D. Fits with money left
My answer and reasoning: ________________________

12. Use the notes and this card. A fictional group has material for only one project. Which choice best fits?
A. Lower-ranked alternative
B. Resource limit
C. Chosen option
D. Opportunity cost
My answer and reasoning: ________________________

13. Use the notes and this card. A fictional claim says Native people exist only in the past. Which choice best fits?
A. Stereotype
B. Diversity
C. Continuity
D. Change
My answer and reasoning: ________________________

14. Use the notes and this card. A fictional worker chooses a place with available work. Which choice best fits?
A. Migration
B. Settlement
C. Push factor
D. Pull factor
My answer and reasoning: ________________________

15. Use the notes and this card. A speaker recounts a community memory. Which choice best fits?
A. Building
B. Written record
C. Oral account
D. Artifact
My answer and reasoning: ________________________

16. Use the notes and this card. A card places federal civil-rights legislation about a century after abolition. Which choice best fits?
A. Thirteenth Amendment in 1865
B. Civil Rights Act in 1964
C. Declaration in 1776
D. Constitution in 1787
My answer and reasoning: ________________________

# Computing subject test
https://thelifestarter.com/academy/grade/2/subject/computing/test

Try these new cases before reading TEST-ANSWER-KEY.md. This is a check of these questions, not a standardized grade, credential or assessment of all subject skills.

1. An unplugged computer only displays its own stored picture. Classify the described path.
A. No exchange
B. Cable link
C. Wireless link
D. Paper exchange
My answer and reasoning: ________________________

2. The local printer route remains drawn despite the broken Internet line. Map: tablet connects to local printer; its Internet line is broken. What is supported?
A. Remote path unavailable
B. No route described
C. Paper does not carry network signals
D. Local path works
My answer and reasoning: ________________________

3. Store a second saved copy in the backup device. Table: P=printer, S=speaker, D=display, B=backup storage. Choose the label.
A. S
B. D
C. B
D. P
My answer and reasoning: ________________________

4. A saved text and text editor are present locally. In the supplied offline model, classify the task.
A. Not enough information
B. Available locally
C. Needs a network
D. Local file absent
My answer and reasoning: ________________________

5. Size for item B. Table: A has Count 2/Size 5; B has Count 3/Size 6. Which value is requested?
A. 6
B. 2
C. 3
D. 5
My answer and reasoning: ________________________

6. Color=blue category. Classify the stated field.
A. Quantity
B. Code label
C. Missing value
D. Word category
My answer and reasoning: ________________________

7. Count=0 for a checked empty box. Key: ? means unknown. Interpret the field.
A. Unknown
B. Invalid count word
C. Recorded zero
D. Recorded positive count
My answer and reasoning: ________________________

8. Fictional choice summary: circles=8, squares=4, unknown=1. How many circle choices are recorded?
A. 16 circles
B. 8 circles
C. 9 circles
D. 7 circles
My answer and reasoning: ________________________

9. Publicly allowed fictional icon proposed for public use. Choose the sharing conclusion.
A. Allowed publicly
B. Allowed with stated group
C. Keep private
D. Ask because permission is missing
My answer and reasoning: ________________________

10. Card says Checked record: two files exist. Which message type is stated?
A. Advertisement
B. Task instruction
C. Personal opinion
D. Recorded observation
My answer and reasoning: ________________________

11. The only duplicate drawing is also on the main storage. That entire storage fails; no separate copy is listed. Based only on this record, what recovery outcome is supported?
A. Recover from the failed main storage
B. Use a usable backup that the record never supplied
C. No surviving usable copy is established by this record
D. Assume the missing drawing can be reconstructed exactly
My answer and reasoning: ________________________

12. A keyboard user needs an alternative to mouse-only activation. Which change meets the stated need?
A. Text status
B. Keyboard controls
C. Text directions
D. Spoken labels
My answer and reasoning: ________________________

# Arts & music subject test
https://thelifestarter.com/academy/grade/2/subject/arts/test

Try these new cases before reading TEST-ANSWER-KEY.md. This is a check of these questions, not a standardized grade, credential or assessment of all subject skills.

1. A paper design brief allows only the named colors blue and white; color words may stand for coloring materials. Which plan follows it?
A. Add a third color for every shape
B. Use only a color not on the list
C. Ignore the palette because art has no constraints
D. Use blue circles and white background
My answer and reasoning: ________________________

2. The supplied picture brief assigns dark brown a dark value and requires a value distinction for its main mark. Which plan follows the stated value model?
A. light main mark on the stated dark background
B. dark main mark on the same dark background
C. Remove the mark entirely
D. Rely only on an unspecified hue difference
My answer and reasoning: ________________________

3. A drawing must make flower appear in front of fence. Which boundary instruction creates that overlap cue?
A. Keep fence outline complete; interrupt flower
B. Keep flower outline complete; interrupt fence outline behind it
C. Draw both boundaries through each other without interruption
D. Use only a caption and remove both shapes
My answer and reasoning: ________________________

4. An original map key states: crossed lines means closed path. The picture uses that symbol once. Which label follows the supplied key?
A. animal home
B. sports field
C. closed path
D. bus stop
My answer and reasoning: ________________________

5. A rhythm plan has 8 equal pulses grouped in sets of 2. How many complete groups are present?
A. 5 groups
B. 3 groups
C. 6 groups
D. 4 groups
My answer and reasoning: ________________________

6. A 9-beat phrase begins with a sound held for 1 beat, then a 1-beat rest. How many beats remain?
A. 7 beats
B. 8 beats
C. 6 beats
D. 9 beats
My answer and reasoning: ________________________

7. A call is tap → rest → rest. Copy the call as an exact echo. Which response matches?
A. tap → rest → rest → tap
B. tap → rest → rest
C. rest → tap → rest → rest
D. hold → hold → hold
My answer and reasoning: ________________________

8. A safe paper movement score starts at level low and ends at level high; levels mean drawn hand heights, not jumps. Which score matches?
A. high → low
B. low → low
C. low → high
D. high → high
My answer and reasoning: ________________________

# Health & movement subject test
https://thelifestarter.com/academy/grade/2/subject/health/test

Try these new cases before reading TEST-ANSWER-KEY.md. This is a check of these questions, not a standardized grade, credential or assessment of all subject skills.

1. Ask about a specific action: A friend says “Please stop touching my hat” after previously allowing it. What next?
A. Wait without acting because no answer has been given.
B. Ask separately because this is a new action.
C. Use only the action covered by the clear agreement.
D. Stop or return the item because permission changed.
My answer and reasoning: ________________________

2. Repair a small safe disagreement: A wrong rumor about who moved a chair reached three classmates. Which fits?
A. Seek adult help because threats or repeated harm are present.
B. Agree on fair turns for the shared resource.
C. Repair or replace the accidentally damaged work with adult help as needed.
D. Correct the mistaken statement to the people who heard it.
My answer and reasoning: ________________________

3. Notice bullying evidence without blaming: A one-time push hurts a child, but the history is unknown. Which fits?
A. A single unsafe act still needs adult help even without a repeated pattern.
B. A calm equal-power disagreement can use a safe repair plan.
C. Evidence is incomplete; ask an adult for help without inventing a label.
D. Repeated aggression and power imbalance support a bullying concern; tell an adult.
My answer and reasoning: ________________________

4. Build a layered help plan: A child needs help with a harmless worksheet instruction. Which fits?
A. Report the safety concern to the responsible adult promptly.
B. Use the backup adult because the first route is unavailable or unhelpful.
C. Seek emergency help now because immediate serious danger is present.
D. Ask the routine helper for a non-safety question.
My answer and reasoning: ________________________

5. Combine three action cards: A new rule asks for two complete original groups, not just a fourth card. Which fits?
A. Rest-wave-point reverses the original group.
B. Point-wave-rest-point-wave-rest repeats the group twice.
C. Clarify the missing middle action before planning.
D. Point-wave-rest is the original ordered group.
My answer and reasoning: ________________________

6. Check spacing along a route: B avoids both obstacles; A avoids the first but hits the second. Which fits?
A. Clarify the space requirement because the action width is unspecified.
B. Use routeA because it is the only completely clear drawn route.
C. Use routeB because it is the only completely clear drawn route.
D. Use a paper-only alternative because neither route is clear.
My answer and reasoning: ________________________

7. Adapt a game rule fairly: The task checks order, not jumping; a learner chooses drawing. Which fits?
A. Allow a seated or drawn sequence to preserve the order goal.
B. Offer a larger paper target to adjust aiming difficulty.
C. Ask the participant about preferred access because the need is not specified.
D. Add words and shapes to remove a color-only signal barrier.
My answer and reasoning: ________________________

8. Use one clear feedback criterion: The task requires START/STOP words; it has colors but no words. What fits?
A. The stated criterion is met; describe the evidence without inventing a defect.
B. Repair order; the action cards violate the specified sequence.
C. Repair the path; the arrow crosses an obstacle.
D. Repair access cues; the signal relies only on color.
My answer and reasoning: ________________________

Lesson answer key

Exchange Ten Tens for a Hundred
Lesson check: 110
Each ten is ten ones; groups can be exchanged without changing the value. The result is 110.

Extra practice reasoning
1. 120
Each ten is ten ones; groups can be exchanged without changing the value. The result is 120.

2. 130
Each ten is ten ones; groups can be exchanged without changing the value. The result is 130.

3. 140
Each ten is ten ones; groups can be exchanged without changing the value. The result is 140.

Read Hundreds, Tens, and Ones in Expanded Form
Lesson check: 237
Join the place values, not only the digit labels. The result is 237.

Extra practice reasoning
1. 337
Join the place values, not only the digit labels. The result is 337.

2. 437
Join the place values, not only the digit labels. The result is 437.

3. 537
Join the place values, not only the digit labels. The result is 537.

Compare Three-Digit Numbers from the Left
Lesson check: 421
Read from hundreds to tens to ones; the first unequal place determines the order.

Extra practice reasoning
1. 431
Read from hundreds to tens to ones; the first unequal place determines the order.

2. 441
Read from hundreds to tens to ones; the first unequal place determines the order.

3. 451
Read from hundreds to tens to ones; the first unequal place determines the order.

Continue a Skip-Count with Its Stated Step
Lesson check: 60
Use the same step size for all three jumps. The result is 60.

Extra practice reasoning
1. 105
Use the same step size for all three jumps. The result is 105.

2. 500
Use the same step size for all three jumps. The result is 500.

3. 200
Use the same step size for all three jumps. The result is 200.

Add Hundreds with an Exchange
Lesson check: 274
Combine matching places and exchange each full ten in a place. The result is 274.

Extra practice reasoning
1. 285
Combine matching places and exchange each full ten in a place. The result is 285.

2. 296
Combine matching places and exchange each full ten in a place. The result is 296.

3. 307
Combine matching places and exchange each full ten in a place. The result is 307.

Rename a Ten Before Subtracting Ones
Lesson check: 35
Rename a ten as ten ones when needed, then subtract matching places. The result is 35.

Extra practice reasoning
1. 44
Rename a ten as ten ones when needed, then subtract matching places. The result is 44.

2. 53
Rename a ten as ten ones when needed, then subtract matching places. The result is 53.

3. 62
Rename a ten as ten ones when needed, then subtract matching places. The result is 62.

Adjust a Mental Sum Around a Friendly Ten
Lesson check: 64
Add thirty, then remove the extra one. The result is 64.

Extra practice reasoning
1. 65
Add thirty, then remove the extra one. The result is 65.

2. 66
Add thirty, then remove the extra one. The result is 66.

3. 67
Add thirty, then remove the extra one. The result is 67.

Track Two Different Changes in a Story
Lesson check: 33
Track the received amount first, then remove the cards given away. The result is 33.

Extra practice reasoning
1. 36
Track the received amount first, then remove the cards given away. The result is 36.

2. 39
Track the received amount first, then remove the cards given away. The result is 39.

3. 42
Track the received amount first, then remove the cards given away. The result is 42.

Count Equal Rows
Lesson check: 10 dots
Each row contributes five dots. Adding both rows gives 5 + 5 = 10. Adding the number of rows to the dots per row, 2 + 5, would not count all the dots.

Make Pairs to Test Even or Odd
Lesson check: 16 = 8 + 8
There are eight objects in each of two equal groups. 8 + 8 = 16; this is an even total. Seven plus nine totals sixteen but does not describe two equal groups.

Split an Array Without Losing Dots
Lesson check: 6 + 9
Two rows give 3 + 3 = 6 dots. Three rows give 3 + 3 + 3 = 9. Adding 6 + 9 gives all 15 dots.

Use Two Steps to Count What Is Left
Lesson check: 7 badges
First count 3 + 3 + 3 + 3 = 12. Then subtract five: 12 − 5 = 7 badges remain.

Measure When an Object Does Not Start at Zero
Lesson check: 10
Subtract the starting position from the ending position. The result is 10.

Extra practice reasoning
1. 11
Subtract the starting position from the ending position. The result is 11.

2. 12
Subtract the starting position from the ending position. The result is 12.

3. 13
Subtract the starting position from the ending position. The result is 13.

Compare Measurement Counts Using a Known Unit Relation
Lesson check: 12
Use three short units for every long unit. The result is 12.

Extra practice reasoning
1. 15
Use three short units for every long unit. The result is 15.

2. 18
Use three short units for every long unit. The result is 18.

3. 21
Use three short units for every long unit. The result is 21.

Find How Much Longer in the Same Unit
Lesson check: 13
Subtract lengths measured in the same unit. The result is 13.

Extra practice reasoning
1. 14
Subtract lengths measured in the same unit. The result is 14.

2. 15
Subtract lengths measured in the same unit. The result is 15.

3. 16
Subtract lengths measured in the same unit. The result is 16.

Model Addition and Subtraction as Number-Line Jumps
Lesson check: 21
A leftward fourteen-unit jump subtracts fourteen. The result is 21.

Extra practice reasoning
1. 23
A leftward fourteen-unit jump subtracts fourteen. The result is 23.

2. 25
A leftward fourteen-unit jump subtracts fourteen. The result is 25.

3. 27
A leftward fourteen-unit jump subtracts fourteen. The result is 27.

Read Five-Minute Positions on a Clock
Lesson check: 5:05
Each clock-number interval is five minutes; use the hour underway.

Extra practice reasoning
1. 5:10
Each clock-number interval is five minutes; use the hour underway.

2. 5:15
Each clock-number interval is five minutes; use the hour underway.

3. 5:20
Each clock-number interval is five minutes; use the hour underway.

Distinguish Morning and Afternoon Times
Lesson check: 8:00 a.m.
Morning breakfast is before noon.

Extra practice reasoning
1. 6:30 p.m.
Evening is after noon.

2. 12:00 p.m.
Noon is twelve p.m.

3. 12:00 a.m.
Midnight starts the a.m. half of the day.

Add U.S. Coin Values Rather Than Coin Counts
Lesson check: 32
A quarter is 25 cents, each nickel 5, and each penny 1. The result is 32.

Extra practice reasoning
1. 37
A quarter is 25 cents, each nickel 5, and each penny 1. The result is 37.

2. 42
A quarter is 25 cents, each nickel 5, and each penny 1. The result is 42.

3. 47
A quarter is 25 cents, each nickel 5, and each penny 1. The result is 47.

Find Change Using Dollar Values
Lesson check: 12
Subtract the price from the bill’s dollar value. The result is 12.

Extra practice reasoning
1. 11
Subtract the price from the bill’s dollar value. The result is 11.

2. 10
Subtract the price from the bill’s dollar value. The result is 10.

3. 9
Subtract the price from the bill’s dollar value. The result is 9.

Read a Picture Graph with a One-Item Key
Lesson check: 4
With a one-vote key, each symbol represents one vote. The result is 4.

Extra practice reasoning
1. 5
With a one-vote key, each symbol represents one vote. The result is 5.

2. 6
With a one-vote key, each symbol represents one vote. The result is 6.

3. 7
With a one-vote key, each symbol represents one vote. The result is 7.

Read Bar Height from a Whole-Number Scale
Lesson check: 5
The endpoint value on the count scale gives the category total. The result is 5.

Extra practice reasoning
1. 6
The endpoint value on the count scale gives the category total. The result is 6.

2. 7
The endpoint value on the count scale gives the category total. The result is 7.

3. 8
The endpoint value on the count scale gives the category total. The result is 8.

Represent Each Measurement on a Line Plot
Lesson check: 2
Count every occurrence of the requested measurement. The result is 2.

Extra practice reasoning
1. 3
Count every occurrence of the requested measurement. The result is 3.

2. 2
Count every occurrence of the requested measurement. The result is 2.

3. 3
Count every occurrence of the requested measurement. The result is 3.

Combine and Compare Category Records
Lesson check: 3
A comparison uses subtraction, and applies only to this supplied record. The result is 3.

Extra practice reasoning
1. 3
A comparison uses subtraction, and applies only to this supplied record. The result is 3.

2. 3
A comparison uses subtraction, and applies only to this supplied record. The result is 3.

3. 3
A comparison uses subtraction, and applies only to this supplied record. The result is 3.

Identify Polygons by Sides and Corners
Lesson check: Triangle
The polygon name is determined by the stated side count, not its size or color.

Extra practice reasoning
1. Quadrilateral
The polygon name is determined by the stated side count, not its size or color.

2. Pentagon
The polygon name is determined by the stated side count, not its size or color.

3. Hexagon
The polygon name is determined by the stated side count, not its size or color.

Count Equal Squares in Rows and Columns
Lesson check: 6
Count all equal squares across the complete rows. The result is 6.

Extra practice reasoning
1. 9
Count all equal squares across the complete rows. The result is 9.

2. 12
Count all equal squares across the complete rows. The result is 12.

3. 15
Count all equal squares across the complete rows. The result is 15.

Name Three Equal Shares as Thirds
Lesson check: One third
Three equal shares mean each has one third of this same whole.

Extra practice reasoning
1. One third
Three equal shares mean each has one third of this same whole.

2. One third
Three equal shares mean each has one third of this same whole.

3. One third
Three equal shares mean each has one third of this same whole.

Recognize Equal Area in Differently Shaped Shares
Lesson check: Yes, their areas are equal
Each piece covers 4 of the 8 equal tiles, so both have half the area.

Extra practice reasoning
1. Yes, their areas are equal
Each piece covers 6 of the 12 equal tiles, so both have half the area.

2. Yes, their areas are equal
Each piece covers 8 of the 16 equal tiles, so both have half the area.

3. Yes, their areas are equal
Each piece covers 10 of the 20 equal tiles, so both have half the area.

Distinguish two oo patterns
Lesson check: book
The relevant input states: oo target: foot. r-word: corn. Glide target: toy. Compound: raincoat. This fits book. The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together. Foot sounds like book, although food sounds like moon.

Extra practice reasoning
1. neither: no oo spelling
The relevant input states: oo target: cat. r-word: fern. Glide target: cloud. Compound: backpack. This fits neither: no oo spelling. The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together. Foot sounds like book, although food sounds like moon.

2. book
The relevant input states: oo target: wood. r-word: hill. Glide target: cow. Compound: bedroom. This fits book. The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together. Foot sounds like book, although food sounds like moon.

3. moon
The relevant input states: oo target: spoon. r-word: storm. Glide target: shout. Compound: raincoat. This fits moon. The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together. Foot sounds like book, although food sounds like moon.

Read an r-controlled vowel
Lesson check: or
The relevant input states: oo target: foot. r-word: corn. Glide target: toy. Compound: raincoat. This fits or. When a vowel is followed by r, its pronunciation may differ from a plain short or long vowel. Car, corn and fern illustrate three common spellings. Do not apply final-e thinking to car.

Extra practice reasoning
1. er
The relevant input states: oo target: cat. r-word: fern. Glide target: cloud. Compound: backpack. This fits er. When a vowel is followed by r, its pronunciation may differ from a plain short or long vowel. Car, corn and fern illustrate three common spellings. Do not apply final-e thinking to car.

2. no r-controlled spelling
The relevant input states: oo target: wood. r-word: hill. Glide target: cow. Compound: bedroom. This fits no r-controlled spelling. When a vowel is followed by r, its pronunciation may differ from a plain short or long vowel. Car, corn and fern illustrate three common spellings. Do not apply final-e thinking to car.

3. or
The relevant input states: oo target: spoon. r-word: storm. Glide target: shout. Compound: raincoat. This fits or. When a vowel is followed by r, its pronunciation may differ from a plain short or long vowel. Car, corn and fern illustrate three common spellings. Do not apply final-e thinking to car.

Read a diphthong spelling
Lesson check: oy
The relevant input states: oo target: foot. r-word: corn. Glide target: toy. Compound: raincoat. This fits oy. Some vowel sounds glide from one mouth position to another. Coin, toy, cloud and cow show common diphthong spellings, though English spellings can have exceptions. Snow uses ow with a different sound from cow.

Extra practice reasoning
1. ou
The relevant input states: oo target: cat. r-word: fern. Glide target: cloud. Compound: backpack. This fits ou. Some vowel sounds glide from one mouth position to another. Coin, toy, cloud and cow show common diphthong spellings, though English spellings can have exceptions. Snow uses ow with a different sound from cow.

2. ow
The relevant input states: oo target: wood. r-word: hill. Glide target: cow. Compound: bedroom. This fits ow. Some vowel sounds glide from one mouth position to another. Coin, toy, cloud and cow show common diphthong spellings, though English spellings can have exceptions. Snow uses ow with a different sound from cow.

3. ou
The relevant input states: oo target: spoon. r-word: storm. Glide target: shout. Compound: raincoat. This fits ou. Some vowel sounds glide from one mouth position to another. Coin, toy, cloud and cow show common diphthong spellings, though English spellings can have exceptions. Snow uses ow with a different sound from cow.

Split a compound word
Lesson check: rain + coat
The relevant input states: oo target: foot. r-word: corn. Glide target: toy. Compound: raincoat. This fits rain + coat. A compound joins two existing words into one word. Recognizing the parts helps with decoding and often meaning, though not every long word is a compound. A syllable is not automatically a whole word.

Extra practice reasoning
1. back + pack
The relevant input states: oo target: cat. r-word: fern. Glide target: cloud. Compound: backpack. This fits back + pack. A compound joins two existing words into one word. Recognizing the parts helps with decoding and often meaning, though not every long word is a compound. A syllable is not automatically a whole word.

2. bed + room
The relevant input states: oo target: wood. r-word: hill. Glide target: cow. Compound: bedroom. This fits bed + room. A compound joins two existing words into one word. Recognizing the parts helps with decoding and often meaning, though not every long word is a compound. A syllable is not automatically a whole word.

3. rain + coat
The relevant input states: oo target: spoon. r-word: storm. Glide target: shout. Compound: raincoat. This fits rain + coat. A compound joins two existing words into one word. Recognizing the parts helps with decoding and often meaning, though not every long word is a compound. A syllable is not automatically a whole word.

Read a prefix meaning
Lesson check: not
The relevant input states: Prefix word: unkind. This fits not. A prefix comes before a base. In these words, re- means again, un- means not, pre- means before and mis- signals something done wrongly. A word that begins with similar letters may not contain that prefix.

Extra practice reasoning
1. before
The relevant input states: Prefix word: preheat. This fits before. A prefix comes before a base. In these words, re- means again, un- means not, pre- means before and mis- signals something done wrongly. A word that begins with similar letters may not contain that prefix.

2. incorrectly
The relevant input states: Prefix word: misread. This fits incorrectly. A prefix comes before a base. In these words, re- means again, un- means not, pre- means before and mis- signals something done wrongly. A word that begins with similar letters may not contain that prefix.

3. again
The relevant input states: Prefix word: replay. This fits again. A prefix comes before a base. In these words, re- means again, un- means not, pre- means before and mis- signals something done wrongly. A word that begins with similar letters may not contain that prefix.

Read a suffix meaning
Lesson check: full of
The relevant input states: Suffix word: hopeful. This fits full of. A suffix follows a base. -er can name a person who does something, -ful means full of, -less means without and -ly often turns an adjective into an adverb. The -er in taller compares; it does not name a person.

Extra practice reasoning
1. without
The relevant input states: Suffix word: fearless. This fits without. A suffix follows a base. -er can name a person who does something, -ful means full of, -less means without and -ly often turns an adjective into an adverb. The -er in taller compares; it does not name a person.

2. in that manner
The relevant input states: Suffix word: slowly. This fits in that manner. A suffix follows a base. -er can name a person who does something, -ful means full of, -less means without and -ly often turns an adjective into an adverb. The -er in taller compares; it does not name a person.

3. full of
The relevant input states: Suffix word: helpful. This fits full of. A suffix follows a base. -er can name a person who does something, -ful means full of, -less means without and -ly often turns an adjective into an adverb. The -er in taller compares; it does not name a person.

Expand a contraction
Lesson check: I am
The relevant input states: Contraction: I’m. This fits I am. A contraction shortens one word or combines words with an apostrophe marking omitted letters. Don’t expands to do not, I’m to I am, we’re to we are, and can’t to the single written word cannot. Expand the actual form before deciding its meaning. Its without an apostrophe is a possessive form.

Extra practice reasoning
1. we are
The relevant input states: Contraction: we’re. This fits we are. A contraction shortens one word or combines words with an apostrophe marking omitted letters. Don’t expands to do not, I’m to I am, we’re to we are, and can’t to the single written word cannot. Expand the actual form before deciding its meaning. Its without an apostrophe is a possessive form.

2. cannot
The relevant input states: Contraction: can’t. This fits cannot. A contraction shortens one word or combines words with an apostrophe marking omitted letters. Don’t expands to do not, I’m to I am, we’re to we are, and can’t to the single written word cannot. Expand the actual form before deciding its meaning. Its without an apostrophe is a possessive form.

3. we are
The relevant input states: Contraction: we’re. This fits we are. A contraction shortens one word or combines words with an apostrophe marking omitted letters. Don’t expands to do not, I’m to I am, we’re to we are, and can’t to the single written word cannot. Expand the actual form before deciding its meaning. Its without an apostrophe is a possessive form.

Choose a meaningful phrase pause
Lesson check: at the end only: no introductory phrase
The relevant input states: Sentence: We read a book. This fits at the end only: no introductory phrase. Fluent reading groups words by meaning. A short pause after an introductory time phrase can help a listener, while chopping between every word disrupts the idea. A pause is not a reason to omit the next word.

Extra practice reasoning
1. after the introductory time phrase
The relevant input states: Sentence: Before dinner, we tidy. This fits after the introductory time phrase. Fluent reading groups words by meaning. A short pause after an introductory time phrase can help a listener, while chopping between every word disrupts the idea. A pause is not a reason to omit the next word.

2. after the introductory time phrase
The relevant input states: Sentence: At sunset, we rest. This fits after the introductory time phrase. Fluent reading groups words by meaning. A short pause after an introductory time phrase can help a listener, while chopping between every word disrupts the idea. A pause is not a reason to omit the next word.

3. at the end only: no introductory phrase
The relevant input states: Sentence: We replay the game. This fits at the end only: no introductory phrase. Fluent reading groups words by meaning. A short pause after an introductory time phrase can help a listener, while chopping between every word disrupts the idea. A pause is not a reason to omit the next word.

Find a Paragraph’s Main Topic
Lesson check: a class book corner
The shelf, chairs, and sign all help describe the class book corner. The other choices bring in topics the paragraph does not explain.

Use Nearby Words to Explain a Word
Lesson check: not organized
The loose items with no clear places support not organized. The passage neither empties, locks, nor describes the material of the box.

Keep a Paragraph on One Topic
Lesson check: We put pencils in a cup.
Pencils are drawing supplies and connect directly to setting up the table. The other sentences introduce unrelated subjects.

Say What You Think and Why
Lesson check: Pictures show which sheets belong in each bin.
The first reason explains how these labels help identify bin contents. The other details do not explain this label choice.

Recognize a genre feature
Lesson check: poem
The relevant input states: Form: four short poem lines. Narration sample: We hid from the rain. Sound phrase: seven silver stars. This fits poem. A fable often uses animal characters and a lesson. A poem arranges language in lines; a play script identifies speakers and stage action; realistic fiction uses possible invented events. Every animal story is not necessarily a fable.

Extra practice reasoning
1. play script
The relevant input states: Form: JO: Put on a coat. [Jo shivers.] Narration sample: My coat kept out the cold. Sound phrase: tiny timid turtle. This fits play script. A fable often uses animal characters and a lesson. A poem arranges language in lines; a play script identifies speakers and stage action; realistic fiction uses possible invented events. Every animal story is not necessarily a fable.

2. realistic story
The relevant input states: Form: an invented child finds a lost pencil. Narration sample: Ana squeezed through the crowded room. Sound phrase: many muddy marbles. This fits realistic story. A fable often uses animal characters and a lesson. A poem arranges language in lines; a play script identifies speakers and stage action; realistic fiction uses possible invented events. Every animal story is not necessarily a fable.

3. poem
The relevant input states: Form: a poem in two stanzas. Narration sample: I looked for a lamp in the darkness. Sound phrase: small sleepy snake. This fits poem. A fable often uses animal characters and a lesson. A poem arranges language in lines; a play script identifies speakers and stage action; realistic fiction uses possible invented events. Every animal story is not necessarily a fable.

Recognize narrator person
Lesson check: we
The relevant input states: Form: four short poem lines. Narration sample: We hid from the rain. Sound phrase: seven silver stars. This fits we. First-person narration uses I, we or my for the teller’s own experience. Third-person narration describes characters using names or pronouns such as she and they. A character saying I does not make the whole narration first person.

Extra practice reasoning
1. my
The relevant input states: Form: JO: Put on a coat. [Jo shivers.] Narration sample: My coat kept out the cold. Sound phrase: tiny timid turtle. This fits my. First-person narration uses I, we or my for the teller’s own experience. Third-person narration describes characters using names or pronouns such as she and they. A character saying I does not make the whole narration first person.

2. no first-person word
The relevant input states: Form: an invented child finds a lost pencil. Narration sample: Ana squeezed through the crowded room. Sound phrase: many muddy marbles. This fits no first-person word. First-person narration uses I, we or my for the teller’s own experience. Third-person narration describes characters using names or pronouns such as she and they. A character saying I does not make the whole narration first person.

3. I
The relevant input states: Form: a poem in two stanzas. Narration sample: I looked for a lamp in the darkness. Sound phrase: small sleepy snake. This fits I. First-person narration uses I, we or my for the teller’s own experience. Third-person narration describes characters using names or pronouns such as she and they. A character saying I does not make the whole narration first person.

Notice a setting effect
Lesson check: rain
The relevant input states: Form: four short poem lines. Narration sample: We hid from the rain. Sound phrase: seven silver stars. This fits rain. A setting can affect what a character needs to do. A dark room may require light; rain may lead to shelter. Use an explicit condition and action relationship. Do not assume an unstated weather condition.

Extra practice reasoning
1. cold
The relevant input states: Form: JO: Put on a coat. [Jo shivers.] Narration sample: My coat kept out the cold. Sound phrase: tiny timid turtle. This fits cold. A setting can affect what a character needs to do. A dark room may require light; rain may lead to shelter. Use an explicit condition and action relationship. Do not assume an unstated weather condition.

2. crowded space
The relevant input states: Form: an invented child finds a lost pencil. Narration sample: Ana squeezed through the crowded room. Sound phrase: many muddy marbles. This fits crowded space. A setting can affect what a character needs to do. A dark room may require light; rain may lead to shelter. Use an explicit condition and action relationship. Do not assume an unstated weather condition.

3. darkness
The relevant input states: Form: a poem in two stanzas. Narration sample: I looked for a lamp in the darkness. Sound phrase: small sleepy snake. This fits darkness. A setting can affect what a character needs to do. A dark room may require light; rain may lead to shelter. Use an explicit condition and action relationship. Do not assume an unstated weather condition.

Notice a repeated sound
Lesson check: /s/
The relevant input states: Form: four short poem lines. Narration sample: We hid from the rain. Sound phrase: seven silver stars. This fits /s/. Alliteration repeats beginning sounds in nearby words. It can make a poem or sentence musical; rhyme instead usually repeats ending vowel and consonant sounds. Repeated endings are rhyme rather than alliteration.

Extra practice reasoning
1. /t/
The relevant input states: Form: JO: Put on a coat. [Jo shivers.] Narration sample: My coat kept out the cold. Sound phrase: tiny timid turtle. This fits /t/. Alliteration repeats beginning sounds in nearby words. It can make a poem or sentence musical; rhyme instead usually repeats ending vowel and consonant sounds. Repeated endings are rhyme rather than alliteration.

2. /m/
The relevant input states: Form: an invented child finds a lost pencil. Narration sample: Ana squeezed through the crowded room. Sound phrase: many muddy marbles. This fits /m/. Alliteration repeats beginning sounds in nearby words. It can make a poem or sentence musical; rhyme instead usually repeats ending vowel and consonant sounds. Repeated endings are rhyme rather than alliteration.

3. /s/
The relevant input states: Form: a poem in two stanzas. Narration sample: I looked for a lamp in the darkness. Sound phrase: small sleepy snake. This fits /s/. Alliteration repeats beginning sounds in nearby words. It can make a poem or sentence musical; rhyme instead usually repeats ending vowel and consonant sounds. Repeated endings are rhyme rather than alliteration.

Read irregular past verbs
Lesson check: eat
The relevant input states: Past verb: ate. This fits eat. Some past-tense verbs change form instead of adding -ed. Went comes from go, ate from eat, ran from run and took from take. Do not add -ed to an already past form.

Extra practice reasoning
1. run
The relevant input states: Past verb: ran. This fits run. Some past-tense verbs change form instead of adding -ed. Went comes from go, ate from eat, ran from run and took from take. Do not add -ed to an already past form.

2. take
The relevant input states: Past verb: took. This fits take. Some past-tense verbs change form instead of adding -ed. Went comes from go, ate from eat, ran from run and took from take. Do not add -ed to an already past form.

3. eat
The relevant input states: Past verb: ate. This fits eat. Some past-tense verbs change form instead of adding -ed. Went comes from go, ate from eat, ran from run and took from take. Do not add -ed to an already past form.

Find adjective or adverb work
Lesson check: an action
The relevant input states: Highlight: slowly in ate slowly. This fits an action. An adjective describes a noun; an adverb can describe how an action happens. Quiet room uses an adjective, while speak quietly uses an adverb. A word ending -ly is often, but not always, an adverb.

Extra practice reasoning
1. a noun
The relevant input states: Highlight: blue in blue shoes. This fits a noun. An adjective describes a noun; an adverb can describe how an action happens. Quiet room uses an adjective, while speak quietly uses an adverb. A word ending -ly is often, but not always, an adverb.

2. an action
The relevant input states: Highlight: carefully in took carefully. This fits an action. An adjective describes a noun; an adverb can describe how an action happens. Quiet room uses an adjective, while speak quietly uses an adverb. A word ending -ly is often, but not always, an adverb.

3. a noun
The relevant input states: Highlight: warm in warm soup. This fits a noun. An adjective describes a noun; an adverb can describe how an action happens. Quiet room uses an adjective, while speak quietly uses an adverb. A word ending -ly is often, but not always, an adverb.

Choose a conjunction relationship
Lesson check: contrast with but
The relevant input states: Join: small but strong. This fits contrast with but. Conjunctions connect ideas. And adds, but contrasts, because gives a reason and or presents a choice. The relationship depends on the actual connected ideas. And does not by itself show cause.

Extra practice reasoning
1. reason with because
The relevant input states: Join: stayed because it rained. This fits reason with because. Conjunctions connect ideas. And adds, but contrasts, because gives a reason and or presents a choice. The relationship depends on the actual connected ideas. And does not by itself show cause.

2. choice with or
The relevant input states: Join: tea or water. This fits choice with or. Conjunctions connect ideas. And adds, but contrasts, because gives a reason and or presents a choice. The relationship depends on the actual connected ideas. And does not by itself show cause.

3. addition with and
The relevant input states: Join: bread and soup. This fits addition with and. Conjunctions connect ideas. And adds, but contrasts, because gives a reason and or presents a choice. The relationship depends on the actual connected ideas. And does not by itself show cause.

Recognize a sentence form
Lesson check: question
The relevant input states: Sentence: Did we eat?. This fits question. Statements tell, questions ask, commands request actions and exclamations express strong feeling. Their words and ending marks work together. A question mark is for an actual question.

Extra practice reasoning
1. command
The relevant input states: Sentence: Please run. This fits command. Statements tell, questions ask, commands request actions and exclamations express strong feeling. Their words and ending marks work together. A question mark is for an actual question.

2. exclamation
The relevant input states: Sentence: What a surprise!. This fits exclamation. Statements tell, questions ask, commands request actions and exclamations express strong feeling. Their words and ending marks work together. A question mark is for an actual question.

3. command
The relevant input states: Sentence: Please eat. This fits command. Statements tell, questions ask, commands request actions and exclamations express strong feeling. Their words and ending marks work together. A question mark is for an actual question.

Choose a feature for a task
Lesson check: glossary
The relevant input states: Need: meaning of habitat. This fits glossary. Diagram labels identify parts, glossaries define selected terms, indexes locate topics by page and headings show section topics. Use the feature’s specific job. A heading names a section; it does not necessarily define a term.

Extra practice reasoning
1. index
The relevant input states: Need: page for butterflies. This fits index. Diagram labels identify parts, glossaries define selected terms, indexes locate topics by page and headings show section topics. Use the feature’s specific job. A heading names a section; it does not necessarily define a term.

2. heading
The relevant input states: Need: topic of the next section. This fits heading. Diagram labels identify parts, glossaries define selected terms, indexes locate topics by page and headings show section topics. Use the feature’s specific job. A heading names a section; it does not necessarily define a term.

3. index
The relevant input states: Need: page for nests. This fits index. Diagram labels identify parts, glossaries define selected terms, indexes locate topics by page and headings show section topics. Use the feature’s specific job. A heading names a section; it does not necessarily define a term.

Distinguish text organization
Lesson check: comparison
The relevant input states: Signals: both, unlike. This fits comparison. Writers can organize information by time, similarities and differences, a problem with a response, or details about one subject. Signal words offer clues, not proof on their own. A list of colors is description, not a time sequence.

Extra practice reasoning
1. problem and solution
The relevant input states: Signals: problem, response. This fits problem and solution. Writers can organize information by time, similarities and differences, a problem with a response, or details about one subject. Signal words offer clues, not proof on their own. A list of colors is description, not a time sequence.

2. description
The relevant input states: Signals: size, color, shape. This fits description. Writers can organize information by time, similarities and differences, a problem with a response, or details about one subject. Signal words offer clues, not proof on their own. A list of colors is description, not a time sequence.

3. time order
The relevant input states: Signals: first, then, last. This fits time order. Writers can organize information by time, similarities and differences, a problem with a response, or details about one subject. Signal words offer clues, not proof on their own. A list of colors is description, not a time sequence.

Use a definition sentence
Lesson check: gives an example
The relevant input states: Definition phrase: for example, a spoon. This fits gives an example. A definition can name the larger group a thing belongs to and what makes it distinctive. Examples help illustrate, but one example is not the whole definition. A place does not replace the meaning of a word.

Extra practice reasoning
1. makes a contrast
The relevant input states: Definition phrase: unlike hot. This fits makes a contrast. A definition can name the larger group a thing belongs to and what makes it distinctive. Examples help illustrate, but one example is not the whole definition. A place does not replace the meaning of a word.

2. gives a location
The relevant input states: Definition phrase: beside the pond. This fits gives a location. A definition can name the larger group a thing belongs to and what makes it distinctive. Examples help illustrate, but one example is not the whole definition. A place does not replace the meaning of a word.

3. gives a category
The relevant input states: Definition phrase: a kind of shelter. This fits gives a category. A definition can name the larger group a thing belongs to and what makes it distinctive. Examples help illustrate, but one example is not the whole definition. A place does not replace the meaning of a word.

Choose a procedure opening
Lesson check: fold the paper
The relevant input states: Procedure begins: fold the paper. This fits fold the paper. A useful how-to text places prerequisite actions before actions that depend on them. You need the paper before folding or drawing, but the supplied directions control the task. Do not assume every procedure uses the same order.

Extra practice reasoning
1. draw on the paper
The relevant input states: Procedure begins: draw on the paper. This fits draw on the paper. A useful how-to text places prerequisite actions before actions that depend on them. You need the paper before folding or drawing, but the supplied directions control the task. Do not assume every procedure uses the same order.

2. display the paper
The relevant input states: Procedure begins: display the paper. This fits display the paper. A useful how-to text places prerequisite actions before actions that depend on them. You need the paper before folding or drawing, but the supplied directions control the task. Do not assume every procedure uses the same order.

3. fold the paper
The relevant input states: Procedure begins: fold the paper. This fits fold the paper. A useful how-to text places prerequisite actions before actions that depend on them. You need the paper before folding or drawing, but the supplied directions control the task. Do not assume every procedure uses the same order.

Describe useful material properties
Lesson check: flexible
The answer is flexible. In the notes, it means “bends without breaking in the supplied test.” A property describes a material, while an object also has a shape and purpose. Use printed property tests. Never taste, burn or heat a material for this activity.

Extra practice reasoning
1. rigid
The answer is rigid. In the notes, it means “resists bending in the supplied test.” A property describes a material, while an object also has a shape and purpose. Use printed property tests. Never taste, burn or heat a material for this activity.

2. absorbent
The answer is absorbent. In the notes, it means “takes in the supplied water.” A property describes a material, while an object also has a shape and purpose. Use printed property tests. Never taste, burn or heat a material for this activity.

3. water resistant
The answer is water resistant. In the notes, it means “keeps the supplied water outside.” A property describes a material, while an object also has a shape and purpose. Use printed property tests. Never taste, burn or heat a material for this activity.

Recognize states of matter
Lesson check: solid
The answer is solid. In the notes, it means “keeps its own shape in this record.” Solids keep a shape under ordinary conditions. Liquids flow and take a container’s shape while keeping volume approximately fixed. Gases spread through available space.

Extra practice reasoning
1. liquid
The answer is liquid. In the notes, it means “flows and takes container shape.” Solids keep a shape under ordinary conditions. Liquids flow and take a container’s shape while keeping volume approximately fixed. Gases spread through available space.

2. gas
The answer is gas. In the notes, it means “spreads through available space.” Solids keep a shape under ordinary conditions. Liquids flow and take a container’s shape while keeping volume approximately fixed. Gases spread through available space.

3. mixture
The answer is mixture. In the notes, it means “two or more substances together.” Solids keep a shape under ordinary conditions. Liquids flow and take a container’s shape while keeping volume approximately fixed. Gases spread through available space.

Describe reversible changes
Lesson check: melting
The answer is melting. In the notes, it means “solid changes to liquid.” Melting and freezing change state without changing the substance’s identity. Cutting changes shape. Some changes form new substances and cannot be simply reversed by restoring temperature.

Extra practice reasoning
1. freezing
The answer is freezing. In the notes, it means “liquid changes to solid.” Melting and freezing change state without changing the substance’s identity. Cutting changes shape. Some changes form new substances and cannot be simply reversed by restoring temperature.

2. cutting
The answer is cutting. In the notes, it means “material divided into smaller pieces.” Melting and freezing change state without changing the substance’s identity. Cutting changes shape. Some changes form new substances and cannot be simply reversed by restoring temperature.

3. chemical change
The answer is chemical change. In the notes, it means “new substances are produced.” Melting and freezing change state without changing the substance’s identity. Cutting changes shape. Some changes form new substances and cannot be simply reversed by restoring temperature.

Build different objects from parts
Lesson check: component
The answer is component. In the notes, it means “one separate building part.” The same components can form different structures. Count what parts are used and describe their arrangement. Shape can change an object’s function without changing the material.

Extra practice reasoning
1. structure
The answer is structure. In the notes, it means “parts arranged into a whole.” The same components can form different structures. Count what parts are used and describe their arrangement. Shape can change an object’s function without changing the material.

2. function
The answer is function. In the notes, it means “what the object is intended to do.” The same components can form different structures. Count what parts are used and describe their arrangement. Shape can change an object’s function without changing the material.

3. reuse
The answer is reuse. In the notes, it means “use the same part in another arrangement.” The same components can form different structures. Count what parts are used and describe their arrangement. Shape can change an object’s function without changing the material.

Separate pollination and seed dispersal
Lesson check: pollination
The answer is pollination. In the notes, it means “pollen reaches a suitable flower part.” Pollination moves pollen between appropriate flower parts. Seed dispersal moves seeds after they form. These are different steps; a visit by an animal does not guarantee successful reproduction.

Extra practice reasoning
1. seed dispersal
The answer is seed dispersal. In the notes, it means “seed moves away from its source.” Pollination moves pollen between appropriate flower parts. Seed dispersal moves seeds after they form. These are different steps; a visit by an animal does not guarantee successful reproduction.

2. germination
The answer is germination. In the notes, it means “seed begins growing.” Pollination moves pollen between appropriate flower parts. Seed dispersal moves seeds after they form. These are different steps; a visit by an animal does not guarantee successful reproduction.

3. growth
The answer is growth. In the notes, it means “an existing plant becomes larger.” Pollination moves pollen between appropriate flower parts. Seed dispersal moves seeds after they form. These are different steps; a visit by an animal does not guarantee successful reproduction.

Compare seed movement structures
Lesson check: wing
The answer is wing. In the notes, it means “can help wind carry the seed.” Seed structures can help movement. Use the supplied function cards; not every seed uses the same method. A model can show movement without putting seeds outdoors.

Extra practice reasoning
1. hook
The answer is hook. In the notes, it means “can attach the seed to animal fur.” Seed structures can help movement. Use the supplied function cards; not every seed uses the same method. A model can show movement without putting seeds outdoors.

2. fleshy fruit
The answer is fleshy fruit. In the notes, it means “can encourage animal eating and seed movement.” Seed structures can help movement. Use the supplied function cards; not every seed uses the same method. A model can show movement without putting seeds outdoors.

3. floating coat
The answer is floating coat. In the notes, it means “can support movement on water.” Seed structures can help movement. Use the supplied function cards; not every seed uses the same method. A model can show movement without putting seeds outdoors.

Compare habitat kinds
Lesson check: pond
The answer is pond. In the notes, it means “freshwater habitat in the supplied record.” A habitat provides resources and conditions. Different habitats support different organisms. Count the kinds actually listed, not how many individual animals appear in a picture.

Extra practice reasoning
1. forest
The answer is forest. In the notes, it means “tree-dominated habitat in the supplied record.” A habitat provides resources and conditions. Different habitats support different organisms. Count the kinds actually listed, not how many individual animals appear in a picture.

2. grassland
The answer is grassland. In the notes, it means “grass-dominated habitat in the supplied record.” A habitat provides resources and conditions. Different habitats support different organisms. Count the kinds actually listed, not how many individual animals appear in a picture.

3. desert
The answer is desert. In the notes, it means “dry habitat in the supplied record.” A habitat provides resources and conditions. Different habitats support different organisms. Count the kinds actually listed, not how many individual animals appear in a picture.

Use evidence about habitat needs
Lesson check: water resource
The answer is water resource. In the notes, it means “meets a stated drinking or aquatic need.” A need is not the same as an optional preference. Choose a habitat based on the stated organism requirement. These fictional cases simplify real ecosystems and are not animal-care instructions.

Extra practice reasoning
1. food resource
The answer is food resource. In the notes, it means “meets a stated feeding need.” A need is not the same as an optional preference. Choose a habitat based on the stated organism requirement. These fictional cases simplify real ecosystems and are not animal-care instructions.

2. cover resource
The answer is cover resource. In the notes, it means “meets a stated protection need.” A need is not the same as an optional preference. Choose a habitat based on the stated organism requirement. These fictional cases simplify real ecosystems and are not animal-care instructions.

3. space resource
The answer is space resource. In the notes, it means “meets a stated movement or growing need.” A need is not the same as an optional preference. Choose a habitat based on the stated organism requirement. These fictional cases simplify real ecosystems and are not animal-care instructions.

Read a Fair Plant Test
Lesson check: Use the same seedling type, starting size, pot size, soil, water, and test length, but place one pot in light and one in darkness.
The light condition changes while water and soil stay the same. Changing several conditions would make it harder to explain a result; changing none would not compare light levels.

Measure the Recorded Change
Lesson check: A, because 3 cm is more than 2 cm
Growth is final minus starting height. A’s change is 3 cm and B’s is 2 cm.

Look at More Than One Plant
Lesson check: Two planned-water and one low-water seedling had new leaves.
The yes counts are two and one. A3 is no and B2 is yes, so claims about all or none would misread the notes.

Plan a Test and Bound a Claim
Lesson check: These longer-light seedlings recorded more total growth; test more plants before generalizing.
The totals are 7 cm and 4 cm for equal-sized groups. This small supplied comparison does not establish a universal growth rule.

Read land and water features
Lesson check: river
The answer is river. In the notes, it means “flowing water channel.” Maps represent selected features. A river is flowing surface water; a lake is a body of water surrounded by land. A map’s color key defines how features are drawn.

Extra practice reasoning
1. lake
The answer is lake. In the notes, it means “water body surrounded by land.” Maps represent selected features. A river is flowing surface water; a lake is a body of water surrounded by land. A map’s color key defines how features are drawn.

2. mountain
The answer is mountain. In the notes, it means “raised land feature.” Maps represent selected features. A river is flowing surface water; a lake is a body of water surrounded by land. A map’s color key defines how features are drawn.

3. island
The answer is island. In the notes, it means “land surrounded by water.” Maps represent selected features. A river is flowing surface water; a lake is a body of water surrounded by land. A map’s color key defines how features are drawn.

Distinguish weathering and erosion
Lesson check: weathering
The answer is weathering. In the notes, it means “rock breaks into smaller material.” Weathering breaks down rock. Erosion moves rock or sediment; deposition leaves it in a new place. Several processes can occur in the same landscape.

Extra practice reasoning
1. erosion
The answer is erosion. In the notes, it means “rock or sediment moves.” Weathering breaks down rock. Erosion moves rock or sediment; deposition leaves it in a new place. Several processes can occur in the same landscape.

2. deposition
The answer is deposition. In the notes, it means “moved sediment settles somewhere.” Weathering breaks down rock. Erosion moves rock or sediment; deposition leaves it in a new place. Several processes can occur in the same landscape.

3. uplift
The answer is uplift. In the notes, it means “land is raised by Earth processes.” Weathering breaks down rock. Erosion moves rock or sediment; deposition leaves it in a new place. Several processes can occur in the same landscape.

Compare fast and slow changes
Lesson check: rapid
The answer is rapid. In the notes, it means “change described over seconds or minutes.” The timescale matters. Earth changes can occur quickly or accumulate gradually. Use the stated intervals, not a guess from how dramatic a picture looks.

Extra practice reasoning
1. gradual
The answer is gradual. In the notes, it means “change described over many years.” The timescale matters. Earth changes can occur quickly or accumulate gradually. Use the stated intervals, not a guess from how dramatic a picture looks.

2. unchanged
The answer is unchanged. In the notes, it means “no difference in the supplied records.” The timescale matters. Earth changes can occur quickly or accumulate gradually. Use the stated intervals, not a guess from how dramatic a picture looks.

3. unknown
The answer is unknown. In the notes, it means “the interval or comparison is missing.” The timescale matters. Earth changes can occur quickly or accumulate gradually. Use the stated intervals, not a guess from how dramatic a picture looks.

Choose a surface-protection idea
Lesson check: plant cover
The answer is plant cover. In the notes, it means “roots and cover can help retain soil.” A solution should address the process causing damage. These paper proposals are simplified models. Real flooding or slope hazards require qualified local advice.

Extra practice reasoning
1. channel
The answer is channel. In the notes, it means “guides the supplied flowing water.” A solution should address the process causing damage. These paper proposals are simplified models. Real flooding or slope hazards require qualified local advice.

2. barrier
The answer is barrier. In the notes, it means “blocks the specified sediment path.” A solution should address the process causing damage. These paper proposals are simplified models. Real flooding or slope hazards require qualified local advice.

3. observe again
The answer is observe again. In the notes, it means “collects evidence after a change.” A solution should address the process causing damage. These paper proposals are simplified models. Real flooding or slope hazards require qualified local advice.

Name water-state changes
Lesson check: melting
The answer is melting. In the notes, it means “ice becomes liquid water.” Water may be solid ice, liquid water or invisible gaseous water vapor. A visible cloud contains tiny droplets or ice, not merely invisible vapor.

Extra practice reasoning
1. freezing
The answer is freezing. In the notes, it means “liquid water becomes ice.” Water may be solid ice, liquid water or invisible gaseous water vapor. A visible cloud contains tiny droplets or ice, not merely invisible vapor.

2. evaporation
The answer is evaporation. In the notes, it means “liquid water becomes water vapor.” Water may be solid ice, liquid water or invisible gaseous water vapor. A visible cloud contains tiny droplets or ice, not merely invisible vapor.

3. condensation
The answer is condensation. In the notes, it means “water vapor becomes liquid droplets.” Water may be solid ice, liquid water or invisible gaseous water vapor. A visible cloud contains tiny droplets or ice, not merely invisible vapor.

Trace water-cycle places
Lesson check: atmosphere
The answer is atmosphere. In the notes, it means “air above Earth containing water.” Water moves between stores. Arrows represent a process or movement, not a fixed order that every water molecule must follow. Groundwater is part of the cycle.

Extra practice reasoning
1. surface water
The answer is surface water. In the notes, it means “water in rivers lakes or oceans.” Water moves between stores. Arrows represent a process or movement, not a fixed order that every water molecule must follow. Groundwater is part of the cycle.

2. groundwater
The answer is groundwater. In the notes, it means “water stored below ground.” Water moves between stores. Arrows represent a process or movement, not a fixed order that every water molecule must follow. Groundwater is part of the cycle.

3. organism
The answer is organism. In the notes, it means “water inside a living thing.” Water moves between stores. Arrows represent a process or movement, not a fixed order that every water molecule must follow. Groundwater is part of the cycle.

Name water movements
Lesson check: precipitation
The answer is precipitation. In the notes, it means “water falls from clouds.” Precipitation delivers water from the atmosphere. Runoff moves over land. Infiltration enters the ground, and evaporation changes liquid into vapor.

Extra practice reasoning
1. runoff
The answer is runoff. In the notes, it means “water flows over land.” Precipitation delivers water from the atmosphere. Runoff moves over land. Infiltration enters the ground, and evaporation changes liquid into vapor.

2. infiltration
The answer is infiltration. In the notes, it means “water enters the ground.” Precipitation delivers water from the atmosphere. Runoff moves over land. Infiltration enters the ground, and evaporation changes liquid into vapor.

3. evaporation
The answer is evaporation. In the notes, it means “liquid water becomes vapor.” Precipitation delivers water from the atmosphere. Runoff moves over land. Infiltration enters the ground, and evaporation changes liquid into vapor.

Check a water-cycle drawing
Lesson check: missing store
The answer is missing store. In the notes, it means “an important water location is omitted.” A model should name its arrows and stores. It can omit details for clarity, but an omitted store still exists. No water disappears merely because it leaves one place.

Extra practice reasoning
1. missing arrow
The answer is missing arrow. In the notes, it means “movement is shown without its label.” A model should name its arrows and stores. It can omit details for clarity, but an omitted store still exists. No water disappears merely because it leaves one place.

2. wrong state
The answer is wrong state. In the notes, it means “solid liquid or gas is mislabeled.” A model should name its arrows and stores. It can omit details for clarity, but an omitted store still exists. No water disappears merely because it leaves one place.

3. clear model
The answer is clear model. In the notes, it means “shown stores and movements have matching labels.” A model should name its arrows and stores. It can omit details for clarity, but an omitted store still exists. No water disappears merely because it leaves one place.

Choose evidence-based materials
Lesson check: strong
The answer is strong. In the notes, it means “holds the stated load.” A material should suit the job. Our test cards provide four properties. Real samples vary; use only the supplied records and keep the reasoning tied to the intended function.

Extra practice reasoning
1. flexible
The answer is flexible. In the notes, it means “bends around the stated corner.” A material should suit the job. Our test cards provide four properties. Real samples vary; use only the supplied records and keep the reasoning tied to the intended function.

2. absorbent
The answer is absorbent. In the notes, it means “takes in the stated water.” A material should suit the job. Our test cards provide four properties. Real samples vary; use only the supplied records and keep the reasoning tied to the intended function.

3. transparent
The answer is transparent. In the notes, it means “allows the stated light through.” A material should suit the job. Our test cards provide four properties. Real samples vary; use only the supplied records and keep the reasoning tied to the intended function.

Distinguish criteria and constraints
Lesson check: criterion
The answer is criterion. In the notes, it means “desired performance requirement.” Criteria describe what success looks like. Constraints limit materials, size or time. A solution must satisfy essential constraints before preferences can decide between it and another.

Extra practice reasoning
1. material cap
The answer is material cap. In the notes, it means “limit on supplied pieces.” Criteria describe what success looks like. Constraints limit materials, size or time. A solution must satisfy essential constraints before preferences can decide between it and another.

2. size limit
The answer is size limit. In the notes, it means “maximum allowed dimensions.” Criteria describe what success looks like. Constraints limit materials, size or time. A solution must satisfy essential constraints before preferences can decide between it and another.

3. time limit
The answer is time limit. In the notes, it means “maximum allowed preparation time.” Criteria describe what success looks like. Constraints limit materials, size or time. A solution must satisfy essential constraints before preferences can decide between it and another.

Read repeated model tests
Lesson check: consistent pass
The answer is consistent pass. In the notes, it means “all supplied runs meet the goal.” Repeated tests reveal whether a result is consistent. A failed run should remain in the record. The supplied tests do not prove performance outside the stated conditions.

Extra practice reasoning
1. mixed
The answer is mixed. In the notes, it means “some runs pass and some fail.” Repeated tests reveal whether a result is consistent. A failed run should remain in the record. The supplied tests do not prove performance outside the stated conditions.

2. consistent fail
The answer is consistent fail. In the notes, it means “all supplied runs miss the goal.” Repeated tests reveal whether a result is consistent. A failed run should remain in the record. The supplied tests do not prove performance outside the stated conditions.

3. missing
The answer is missing. In the notes, it means “no runs supplied.” Repeated tests reveal whether a result is consistent. A failed run should remain in the record. The supplied tests do not prove performance outside the stated conditions.

Improve the failed feature
Lesson check: widen
The answer is widen. In the notes, it means “cover an exposed edge.” Choose a change aimed at the observed failure. Changing everything at once makes it harder to identify the useful change. After revision, compare under matched supplied conditions.

Extra practice reasoning
1. reinforce
The answer is reinforce. In the notes, it means “support a bending span.” Choose a change aimed at the observed failure. Changing everything at once makes it harder to identify the useful change. After revision, compare under matched supplied conditions.

2. close
The answer is close. In the notes, it means “seal the shown gap.” Choose a change aimed at the observed failure. Changing everything at once makes it harder to identify the useful change. After revision, compare under matched supplied conditions.

3. retest
The answer is retest. In the notes, it means “collect a revised-design result.” Choose a change aimed at the observed failure. Changing everything at once makes it harder to identify the useful change. After revision, compare under matched supplied conditions.

Local State and National Government
Lesson check: State
The card says: “Fictional state legislature debates a statewide measure.” That matches State. State is the stated state level.

Extra practice reasoning
1. National
The card says: “The U.S. Congress considers a national law.” That matches National. National is the countrywide federal level.

2. Shared
The card says: “Fictional state and town jointly fund a project.” That matches Shared. Shared is more than one stated government level participates.

3. State
The card says: “A fictional state office publishes a state program plan.” That matches State. State is the stated state level.

The Three Federal Branches
Lesson check: Executive
The card says: “A federal agency implements a law.” That matches Executive. Executive is the branch responsible for carrying out federal laws.

Extra practice reasoning
1. Judicial
The card says: “A federal court hears a dispute about a law.” That matches Judicial. Judicial is the branch deciding cases under law.

2. Check and balance
The card says: “The president vetoes a bill passed by Congress.” That matches Check and balance. Check and balance is one branch using a specified power to limit another.

3. Executive
The card says: “The president directs executive administration.” That matches Executive. Executive is the branch responsible for carrying out federal laws.

Public Goods and Community Funding
Lesson check: Revenue
The card says: “A fictional town records funds received.” That matches Revenue. Revenue is money coming into the stated budget.

Extra practice reasoning
1. Spending
The card says: “A fictional town pays for path repairs.” That matches Spending. Spending is money paid out for the stated purpose.

2. Budget plan
The card says: “A fictional council proposes next year’s allocations.” That matches Budget plan. Budget plan is a statement of intended revenue and spending.

3. Revenue
The card says: “A fictional government lists incoming fees.” That matches Revenue. Revenue is money coming into the stated budget.

Civic Action Without a Purchase
Lesson check: Volunteering
The card says: “A fictional group offers to help plant a garden.” That matches Volunteering. Volunteering is offering time or effort without required payment.

Extra practice reasoning
1. Petition
The card says: “A fictional group signs a request for a new crossing.” That matches Petition. Petition is a request presented by one or more people.

2. Public discussion
The card says: “A fictional meeting lets speakers discuss a park proposal.” That matches Public discussion. Public discussion is an organized exchange about a community issue.

3. Volunteering
The card says: “A resident offers to assist a community cleanup.” That matches Volunteering. Volunteering is offering time or effort without required payment.

Separate a Source from a Guess
Lesson check: Rae reported three wagons beside the bridge that morning.
The note reports three wagons at that place and time. It gives no ownership information, bridge construction date, or complete town count.

Put Records in Time Order
Lesson check: Ada saw a red door sign.
April 8 is the latest supplied date. Building the room is not reported at all.

Compare What Two Observers Could See
Lesson check: They counted different gate areas.
The records concern different locations. Neither claims to count the whole fair.

Ask a Question a Record Can Answer
Lesson check: Which table did the club choose?
The decision line supplies the round table. It has no feelings, votes, or purchase information.

Seven Continents in a Common School Model
Lesson check: Asia
China is in Asia, according to the notes. India is another country in Asia.

Extra practice reasoning
1. Europe
France is in Europe, according to the notes. Poland is another country in Europe.

2. South America
Brazil is in South America, according to the notes. Peru is another country in South America.

3. Asia
India is in Asia, according to the notes. China is another country in Asia.

More Continents and the Oceans
Lesson check: Australia
The card says: “The stated continent model names Australia.” That matches Australia. Australia is a country and continent in the stated model.

Extra practice reasoning
1. Antarctica
The card says: “A continent surrounds the South Pole.” That matches Antarctica. Antarctica is the continent around the South Pole.

2. Pacific Ocean
The card says: “Ocean water lies between western South America and Asia.” That matches Pacific Ocean. Pacific Ocean is a vast ocean between the Americas and Asia/Australia.

3. Australia
The card says: “A country also shares this continent’s name.” That matches Australia. Australia is a country and continent in the stated model.

Weather Climate and Land Use
Lesson check: Climate
The card says: “Fictional record: many years have dry summers.” That matches Climate. Climate is long-term patterns of atmospheric conditions.

Extra practice reasoning
1. Land use
The card says: “A fictional map marks land used for farming.” That matches Land use. Land use is how people use a stated area.

2. Physical feature
The card says: “A fictional map shows a river valley.” That matches Physical feature. Physical feature is a natural characteristic of the landscape.

3. Climate
The card says: “A fictional summary compares average temperatures over decades.” That matches Climate. Climate is long-term patterns of atmospheric conditions.

A Boundary Is Not Always a Wall
Lesson check: Coastline
The card says: “A map line follows the edge of an island.” That matches Coastline. Coastline is the edge where land meets sea.

Extra practice reasoning
1. Watershed divide
The card says: “A fictional ridge separates two drainage basins.” That matches Watershed divide. Watershed divide is a boundary separating land draining to different outlets.

2. Route
The card says: “A fictional dotted line shows a ferry trip.” That matches Route. Route is a line showing a travel connection.

3. Coastline
The card says: “A map line marks the shore of an ocean.” That matches Coastline. Coastline is the edge where land meets sea.

Resources in Production
Lesson check: Human resource
The card says: “A fictional baker kneads dough.” That matches Human resource. Human resource is people’s work and skills.

Extra practice reasoning
1. Capital good
The card says: “A fictional bakery uses an oven.” That matches Capital good. Capital good is a produced tool or machine used to make other goods.

2. Output
The card says: “A fictional bakery finishes bread.” That matches Output. Output is the good or service produced.

3. Human resource
The card says: “A technician maintains a machine.” That matches Human resource. Human resource is people’s work and skills.

Specialization and Interdependence
Lesson check: Interdependence
The card says: “A fictional baker relies on a miller for flour.” That matches Interdependence. Interdependence is relying on others for different needed work or products.

Extra practice reasoning
1. Exchange
The card says: “A fictional shop sells bread to customers.” That matches Exchange. Exchange is trading goods or services with another participant.

2. Supply interruption
The card says: “A fictional bakery cannot obtain flour today.” That matches Supply interruption. Supply interruption is a break in access to an input or product.

3. Interdependence
The card says: “A grower relies on a mechanic to maintain equipment.” That matches Interdependence. Interdependence is relying on others for different needed work or products.

Choosing with a Fixed Budget
Lesson check: Exceeds the limit
The selected cost is $9. It is greater than the $7 budget. It exceeds the limit by $2: $9 − $7 = $2.

Extra practice reasoning
1. Exactly uses the limit
The selected cost is $9 (4 + 5 = 9). It is equal to the $9 budget. It exactly uses the limit; no money remains in this example.

2. Money remaining
10 dollars minus 6 dollars spent leaves 4 dollars: $10 − $6 = $4. That amount is money remaining.

3. Exceeds the limit
The selected cost is $11 (6 + 5 = 11). It is greater than the $10 budget. It exceeds the limit by $1: $11 − $10 = $1.

Opportunity Cost Is the Next-Best Choice
Lesson check: Opportunity cost
The card says: “Fictional ranking: read, draw, sing; reading is chosen, so drawing is forgone next-best.” That matches Opportunity cost. Opportunity cost is the next-best available alternative forgone.

Extra practice reasoning
1. Lower-ranked alternative
The card says: “Fictional ranking: read, draw, sing; singing is third.” That matches Lower-ranked alternative. Lower-ranked alternative is a possible option ranked below the next-best one.

2. Resource limit
The card says: “Fictional learner has time for only one activity.” That matches Resource limit. Resource limit is the constraint preventing all choices from being taken.

3. Opportunity cost
The card says: “Fictional ranking: walk, swim, cycle; walking is chosen, so swimming is forgone next-best.” That matches Opportunity cost. Opportunity cost is the next-best available alternative forgone.

Native Nations Are Diverse and Present
Lesson check: Continuity
The card says: “A Native nation operates institutions today.” That matches Continuity. Continuity is Native communities and identities continuing into the present.

Extra practice reasoning
1. Change
The card says: “A Native artist uses both inherited methods and new materials.” That matches Change. Change is a community adapting or experiencing developments over time.

2. Stereotype
The card says: “A fictional claim says every Native nation has the same language.” That matches Stereotype. Stereotype is an unsupported claim treating diverse people as identical.

3. Continuity
The card says: “Native families maintain community relationships today.” That matches Continuity. Continuity is Native communities and identities continuing into the present.

Migration and Settlement
Lesson check: Settlement
The card says: “A fictional family makes a home after arriving.” That matches Settlement. Settlement is establishing a home or community in a place.

Extra practice reasoning
1. Push factor
The card says: “A fictional family leaves because repeated flooding damages homes.” That matches Push factor. Push factor is a stated condition encouraging departure.

2. Pull factor
The card says: “A fictional family chooses a destination near relatives.” That matches Pull factor. Pull factor is a stated condition attracting people to a destination.

3. Settlement
The card says: “A group builds a lasting community at its destination.” That matches Settlement. Settlement is establishing a home or community in a place.

Objects Buildings and Written Records
Lesson check: Building
The card says: “A researcher examines an old schoolhouse.” That matches Building. Building is a structure that can be studied for historical use.

Extra practice reasoning
1. Written record
The card says: “A historical letter describes a journey.” That matches Written record. Written record is a source using written words.

2. Oral account
The card says: “A recorded interview describes an earlier experience.” That matches Oral account. Oral account is a spoken account recorded or remembered.

3. Building
The card says: “A historian studies a surviving factory.” That matches Building. Building is a structure that can be studied for historical use.

Revolution Constitution and Civil Rights in Order
Lesson check: Constitution in 1787
The card says: “A card describes the 1787 constitutional convention document.” That matches Constitution in 1787. Constitution in 1787 is the document drafted to establish the federal government’s framework.

Extra practice reasoning
1. Thirteenth Amendment in 1865
The card says: “A card places constitutional abolition after the Civil War.” That matches Thirteenth Amendment in 1865. Thirteenth Amendment in 1865 is the amendment abolishing slavery with its stated punishment exception.

2. Civil Rights Act in 1964
The card says: “A card dates major antidiscrimination legislation to 1964.” That matches Civil Rights Act in 1964. Civil Rights Act in 1964 is legislation addressing discrimination in public places and employment.

3. Constitution in 1787
The card says: “A card places the government framework after independence and before abolition.” That matches Constitution in 1787. Constitution in 1787 is the document drafted to establish the federal government’s framework.

Distinguish a Cable Link from a Wireless Link
Lesson check: Wireless link
The supplied case states: Tablet sends data using a local radio signal. Classify the described path. Under the stated distinction, this identifies Wireless link. Devices can exchange information through a cable or through wireless signals. The connection method is not the same as its purpose. A wireless local link does not automatically reach the Internet, and a paper exchange is not a computer network. Use the stated path carrying information; do not infer Internet access from the word wireless.

Extra practice reasoning
1. Paper exchange
The supplied case states: Person passes a printed page. Classify the described path. Under the stated distinction, this identifies Paper exchange. Devices can exchange information through a cable or through wireless signals. The connection method is not the same as its purpose. A wireless local link does not automatically reach the Internet, and a paper exchange is not a computer network. Use the stated path carrying information; do not infer Internet access from the word wireless.

2. No exchange
The supplied case states: Two disconnected devices show their own files. Classify the described path. Under the stated distinction, this identifies No exchange. Devices can exchange information through a cable or through wireless signals. The connection method is not the same as its purpose. A wireless local link does not automatically reach the Internet, and a paper exchange is not a computer network. Use the stated path carrying information; do not infer Internet access from the word wireless.

3. Cable link
The supplied case states: Printer receives data through its cable. Classify the described path. Under the stated distinction, this identifies Cable link. Devices can exchange information through a cable or through wireless signals. The connection method is not the same as its purpose. A wireless local link does not automatically reach the Internet, and a paper exchange is not a computer network. Use the stated path carrying information; do not infer Internet access from the word wireless.

Separate a Local Network from the Internet
Lesson check: Remote path unavailable
The supplied case states: Tablet wants a new page from a remote server. Map: tablet connects to local printer; its Internet line is broken. What is supported? Under the stated distinction, this identifies Remote path unavailable. A local network connects nearby devices under a common arrangement. The Internet connects many networks. A local printer may work even when Internet access is unavailable. The supplied map states which connections exist; use those lines rather than assuming every device reaches every service. Choose the destination reachable through the connections explicitly drawn in the model.

Extra practice reasoning
1. No route described
The supplied case states: A second device is mentioned but has no route on the map. Map: tablet connects to local printer; its Internet line is broken. What is supported? Under the stated distinction, this identifies No route described. A local network connects nearby devices under a common arrangement. The Internet connects many networks. A local printer may work even when Internet access is unavailable. The supplied map states which connections exist; use those lines rather than assuming every device reaches every service. Choose the destination reachable through the connections explicitly drawn in the model.

2. Paper does not carry network signals
The supplied case states: A paper sheet is claimed to carry network signals. Map: tablet connects to local printer; its Internet line is broken. What is supported? Under the stated distinction, this identifies Paper does not carry network signals. A local network connects nearby devices under a common arrangement. The Internet connects many networks. A local printer may work even when Internet access is unavailable. The supplied map states which connections exist; use those lines rather than assuming every device reaches every service. Choose the destination reachable through the connections explicitly drawn in the model.

3. Local path works
The supplied case states: A stored document uses the intact printer connection. Map: tablet connects to local printer; its Internet line is broken. What is supported? Under the stated distinction, this identifies Local path works. A local network connects nearby devices under a common arrangement. The Internet connects many networks. A local printer may work even when Internet access is unavailable. The supplied map states which connections exist; use those lines rather than assuming every device reaches every service. Choose the destination reachable through the connections explicitly drawn in the model.

Use a Destination Label
Lesson check: S
The supplied case states: Request sound playback. Table: P=printer, S=speaker, D=display, B=backup storage. Choose the label. Under the stated distinction, this identifies S. A message needs a destination in a network model. A label identifies where to send it; it does not describe every property of the recipient. Our paper map uses pretend device names rather than real addresses. Match the requested job to the specified destination. Use the supplied destination table and keep similarly named devices separate.

Extra practice reasoning
1. D
The supplied case states: Request a displayed picture. Table: P=printer, S=speaker, D=display, B=backup storage. Choose the label. Under the stated distinction, this identifies D. A message needs a destination in a network model. A label identifies where to send it; it does not describe every property of the recipient. Our paper map uses pretend device names rather than real addresses. Match the requested job to the specified destination. Use the supplied destination table and keep similarly named devices separate.

2. B
The supplied case states: Request a stored backup copy. Table: P=printer, S=speaker, D=display, B=backup storage. Choose the label. Under the stated distinction, this identifies B. A message needs a destination in a network model. A label identifies where to send it; it does not describe every property of the recipient. Our paper map uses pretend device names rather than real addresses. Match the requested job to the specified destination. Use the supplied destination table and keep similarly named devices separate.

3. P
The supplied case states: Send the supplied drawing to paper. Table: P=printer, S=speaker, D=display, B=backup storage. Choose the label. Under the stated distinction, this identifies P. A message needs a destination in a network model. A label identifies where to send it; it does not describe every property of the recipient. Our paper map uses pretend device names rather than real addresses. Match the requested job to the specified destination. Use the supplied destination table and keep similarly named devices separate.

Notice What Can Work Offline
Lesson check: Needs a network
The supplied case states: Task needs a new message from a remote server. In the supplied offline model, classify the task. Under the stated distinction, this identifies Needs a network. Offline means the stated device has no active network connection. Work using files and software already available on the device may still be possible. New remote information requires a connection unless a usable copy is available. The exercise record tells which resources are local. Check whether the needed program and information are already available locally.

Extra practice reasoning
1. Local file absent
The supplied case states: Requested local file is missing. In the supplied offline model, classify the task. Under the stated distinction, this identifies Local file absent. Offline means the stated device has no active network connection. Work using files and software already available on the device may still be possible. New remote information requires a connection unless a usable copy is available. The exercise record tells which resources are local. Check whether the needed program and information are already available locally.

2. Not enough information
The supplied case states: Record does not say where the file is. In the supplied offline model, classify the task. Under the stated distinction, this identifies Not enough information. Offline means the stated device has no active network connection. Work using files and software already available on the device may still be possible. New remote information requires a connection unless a usable copy is available. The exercise record tells which resources are local. Check whether the needed program and information are already available locally.

3. Available locally
The supplied case states: Stored music and its player are local. In the supplied offline model, classify the task. Under the stated distinction, this identifies Available locally. Offline means the stated device has no active network connection. Work using files and software already available on the device may still be possible. New remote information requires a connection unless a usable copy is available. The exercise record tells which resources are local. Check whether the needed program and information are already available locally.

Expand a Repeating Pattern
Lesson check: a circle
The sequence has six drawings: star, circle, star, circle, star, circle. Every second drawing is a circle, including the sixth.

Count the Whole Repeated Group
Lesson check: 9
Each of the 3 repetitions includes all 3 drawings, so there are 3 × 3 = 9 drawing actions.

Fix What the Repeat Includes
Lesson check: Repeat three times: triangle, then circle
Repeating the two-action group three times makes all six target actions in order. The other instructions omit or regroup actions.

Use a Small Symbol Code
Lesson check: Triangle, circle, triangle
B maps to triangle and A maps to circle. Applying the key in order gives triangle, circle, triangle.

Use Rows and Column Labels
Lesson check: 3
The supplied case states: Row B, Count column. Table: A has Count 2/Size 5; B has Count 3/Size 6. Which value is requested? Under the stated distinction, this identifies 3. A table organizes information into rows and columns. A row can represent one item; a column label tells what its values mean. The same number can mean a count, a length or a code. Read both labels before interpreting a cell. Locate the named row, then use the requested column label.

Extra practice reasoning
1. 5
The supplied case states: Row A, Size column. Table: A has Count 2/Size 5; B has Count 3/Size 6. Which value is requested? Under the stated distinction, this identifies 5. A table organizes information into rows and columns. A row can represent one item; a column label tells what its values mean. The same number can mean a count, a length or a code. Read both labels before interpreting a cell. Locate the named row, then use the requested column label.

2. 6
The supplied case states: Row B, Size column. Table: A has Count 2/Size 5; B has Count 3/Size 6. Which value is requested? Under the stated distinction, this identifies 6. A table organizes information into rows and columns. A row can represent one item; a column label tells what its values mean. The same number can mean a count, a length or a code. Read both labels before interpreting a cell. Locate the named row, then use the requested column label.

3. 3
The supplied case states: Count for item B. Table: A has Count 2/Size 5; B has Count 3/Size 6. Which value is requested? Under the stated distinction, this identifies 3. A table organizes information into rows and columns. A row can represent one item; a column label tells what its values mean. The same number can mean a count, a length or a code. Read both labels before interpreting a cell. Locate the named row, then use the requested column label.

Distinguish a Number from a Code
Lesson check: Code label
The supplied case states: Code=007 item identifier. Classify the stated field. Under the stated distinction, this identifies Code label. Data can use numbers to count or measure, and digits can also be labels. A classroom item code 007 identifies an item; adding item codes does not produce a meaningful total. In this model Count is a quantity and Code is a label. The column meaning controls what operations make sense. Use the field’s stated meaning before deciding whether arithmetic is meaningful.

Extra practice reasoning
1. Word category
The supplied case states: Type=triangle. Classify the stated field. Under the stated distinction, this identifies Word category. Data can use numbers to count or measure, and digits can also be labels. A classroom item code 007 identifies an item; adding item codes does not produce a meaningful total. In this model Count is a quantity and Code is a label. The column meaning controls what operations make sense. Use the field’s stated meaning before deciding whether arithmetic is meaningful.

2. Missing value
The supplied case states: Count field is blank. Classify the stated field. Under the stated distinction, this identifies Missing value. Data can use numbers to count or measure, and digits can also be labels. A classroom item code 007 identifies an item; adding item codes does not produce a meaningful total. In this model Count is a quantity and Code is a label. The column meaning controls what operations make sense. Use the field’s stated meaning before deciding whether arithmetic is meaningful.

3. Quantity
The supplied case states: Length=8 stated units. Classify the stated field. Under the stated distinction, this identifies Quantity. Data can use numbers to count or measure, and digits can also be labels. A classroom item code 007 identifies an item; adding item codes does not produce a meaningful total. In this model Count is a quantity and Code is a label. The column meaning controls what operations make sense. Use the field’s stated meaning before deciding whether arithmetic is meaningful.

Keep Missing Values Different from Zero
Lesson check: Recorded positive count
The supplied case states: Count=3. Key: ? means unknown. Interpret the field. Under the stated distinction, this identifies Recorded positive count. A blank or unknown field does not mean zero. Zero is a recorded quantity; missing means the value was not supplied. Treating missing values as zero changes conclusions. A clear record uses a consistent missing marker and explains it in the key. Keep recorded zero and unknown separate when you interpret the table.

Extra practice reasoning
1. Unknown
The supplied case states: Count=?. Key: ? means unknown. Interpret the field. Under the stated distinction, this identifies Unknown. A blank or unknown field does not mean zero. Zero is a recorded quantity; missing means the value was not supplied. Treating missing values as zero changes conclusions. A clear record uses a consistent missing marker and explains it in the key. Keep recorded zero and unknown separate when you interpret the table.

2. Invalid count word
The supplied case states: Count=banana where a number is required. Key: ? means unknown. Interpret the field. Under the stated distinction, this identifies Invalid count word. A blank or unknown field does not mean zero. Zero is a recorded quantity; missing means the value was not supplied. Treating missing values as zero changes conclusions. A clear record uses a consistent missing marker and explains it in the key. Keep recorded zero and unknown separate when you interpret the table.

3. Recorded positive count
The supplied case states: Count=5. Key: ? means unknown. Interpret the field. Under the stated distinction, this identifies Recorded positive count. A blank or unknown field does not mean zero. Zero is a recorded quantity; missing means the value was not supplied. Treating missing values as zero changes conclusions. A clear record uses a consistent missing marker and explains it in the key. Keep recorded zero and unknown separate when you interpret the table.

Turn Categories into Counts
Lesson check: 4 circles
Using the supplied inputs: 4 = 4. Count one occurrence per row of the requested label and keep unknown labels separate. Do not count the category heading as an additional record.

Extra practice reasoning
1. 3 circles
Using the supplied inputs: 3 = 3. Count one occurrence per row of the requested label and keep unknown labels separate. Do not count the category heading as an additional record.

2. 6 circles
Using the supplied inputs: 6 = 6. Count one occurrence per row of the requested label and keep unknown labels separate. Do not count the category heading as an additional record.

3. 5 circles
Using the supplied inputs: 5 = 5. Count one occurrence per row of the requested label and keep unknown labels separate. Do not count the category heading as an additional record.

Match Sharing to Permission
Lesson check: Keep private
The supplied case states: Private family photo marked do not share. Choose the sharing conclusion. Under the stated distinction, this identifies Keep private. Information may be appropriate for one audience and not another. A maker can allow a work item to be shared with a group while keeping other information private. Check the specific permission and purpose. This lesson uses invented records; no real names, addresses or pictures are requested. Share only the content and audience explicitly permitted by the supplied record.

Extra practice reasoning
1. Ask because permission is missing
The supplied case states: Draft has no permission note. Choose the sharing conclusion. Under the stated distinction, this identifies Ask because permission is missing. Information may be appropriate for one audience and not another. A maker can allow a work item to be shared with a group while keeping other information private. Check the specific permission and purpose. This lesson uses invented records; no real names, addresses or pictures are requested. Share only the content and audience explicitly permitted by the supplied record.

2. Allowed publicly
The supplied case states: Maker explicitly allows a public fictional poster. Choose the sharing conclusion. Under the stated distinction, this identifies Allowed publicly. Information may be appropriate for one audience and not another. A maker can allow a work item to be shared with a group while keeping other information private. Check the specific permission and purpose. This lesson uses invented records; no real names, addresses or pictures are requested. Share only the content and audience explicitly permitted by the supplied record.

3. Keep private
The supplied case states: Class-only drawing proposed for public sharing. Choose the sharing conclusion. Under the stated distinction, this identifies Keep private. Information may be appropriate for one audience and not another. A maker can allow a work item to be shared with a group while keeping other information private. Check the specific permission and purpose. This lesson uses invented records; no real names, addresses or pictures are requested. Share only the content and audience explicitly permitted by the supplied record.

Recognize a Paid Message
Lesson check: Task instruction
The supplied case states: Card says Step 1: draw a square. Which message type is stated? Under the stated distinction, this identifies Task instruction. A message may promote a product rather than provide neutral task instructions. A label such as advertisement identifies a promotion; attractive pictures do not prove its claims. Our supplied cards state their purpose. Identify that purpose before deciding whether the message answers the classroom question. Read the stated purpose and evidence; do not treat a sales claim as a verified result.

Extra practice reasoning
1. Recorded observation
The supplied case states: Card says We observed three saved files. Which message type is stated? Under the stated distinction, this identifies Recorded observation. A message may promote a product rather than provide neutral task instructions. A label such as advertisement identifies a promotion; attractive pictures do not prove its claims. Our supplied cards state their purpose. Identify that purpose before deciding whether the message answers the classroom question. Read the stated purpose and evidence; do not treat a sales claim as a verified result.

2. Personal opinion
The supplied case states: Card says I like this color. Which message type is stated? Under the stated distinction, this identifies Personal opinion. A message may promote a product rather than provide neutral task instructions. A label such as advertisement identifies a promotion; attractive pictures do not prove its claims. Our supplied cards state their purpose. Identify that purpose before deciding whether the message answers the classroom question. Read the stated purpose and evidence; do not treat a sales claim as a verified result.

3. Advertisement
The supplied case states: Card says Advertisement: special offer. Which message type is stated? Under the stated distinction, this identifies Advertisement. A message may promote a product rather than provide neutral task instructions. A label such as advertisement identifies a promotion; attractive pictures do not prove its claims. Our supplied cards state their purpose. Identify that purpose before deciding whether the message answers the classroom question. Read the stated purpose and evidence; do not treat a sales claim as a verified result.

Plan a Separate Backup Copy
Lesson check: No surviving usable copy is established by this record
The stated record supplies no usable copy that survives. Names or duplicates on failed storage do not survive that failure, and an unsaved screen is not a saved recovery copy. Do not invent an unlisted backup or assume exact reconstruction.

Extra practice reasoning
1. No surviving usable copy is established by this record
The stated record supplies no usable copy that survives. Names or duplicates on failed storage do not survive that failure, and an unsaved screen is not a saved recovery copy. Do not invent an unlisted backup or assume exact reconstruction.

2. No surviving usable copy is established by this record
The stated record supplies no usable copy that survives. Names or duplicates on failed storage do not survive that failure, and an unsaved screen is not a saved recovery copy. Do not invent an unlisted backup or assume exact reconstruction.

3. Use the surviving verified backup copy
The supplied usable backup survives the stated failure, so it can support recovery. A restore check is needed in a real system; a label called backup alone would not establish usability.

Check a Design against a User Need
Lesson check: Spoken labels
The supplied case states: Small picture-only controls need words read aloud. Which change meets the stated need? Under the stated distinction, this identifies Spoken labels. A design should help a person complete a task. The same control can create different barriers for different users. Our paper test states a need and asks for the matching change. Test the change against the task instead of adding decorations that do not address the barrier. Choose an improvement directly linked to the supplied access need.

Extra practice reasoning
1. Keyboard controls
The supplied case states: Actions require dragging and the learner uses keys. Which change meets the stated need? Under the stated distinction, this identifies Keyboard controls. A design should help a person complete a task. The same control can create different barriers for different users. Our paper test states a need and asks for the matching change. Test the change against the task instead of adding decorations that do not address the barrier. Choose an improvement directly linked to the supplied access need.

2. Text status
The supplied case states: Save completion is communicated only by color. Which change meets the stated need? Under the stated distinction, this identifies Text status. A design should help a person complete a task. The same control can create different barriers for different users. Our paper test states a need and asks for the matching change. Test the change against the task instead of adding decorations that do not address the barrier. Choose an improvement directly linked to the supplied access need.

3. Text directions
The supplied case states: A silent version of spoken steps is needed. Which change meets the stated need? Under the stated distinction, this identifies Text directions. A design should help a person complete a task. The same control can create different barriers for different users. Our paper test states a need and asks for the matching change. Test the change against the task instead of adding decorations that do not address the barrier. Choose an improvement directly linked to the supplied access need.

Work Within a Named Palette
Lesson check: Use blue circles and yellow background
The plan uses both allowed color names and no third color. A limited palette is a chosen design constraint, not a rule that other palettes are wrong. Written labels can satisfy this exercise without any purchased supplies.

Extra practice reasoning
1. Use black circles and white background
The plan uses both allowed color names and no third color. A limited palette is a chosen design constraint, not a rule that other palettes are wrong. Written labels can satisfy this exercise without any purchased supplies.

2. Use green circles and brown background
The plan uses both allowed color names and no third color. A limited palette is a chosen design constraint, not a rule that other palettes are wrong. Written labels can satisfy this exercise without any purchased supplies.

3. Use purple circles and gray background
The plan uses both allowed color names and no third color. A limited palette is a chosen design constraint, not a rule that other palettes are wrong. Written labels can satisfy this exercise without any purchased supplies.

Separate Figure and Background
Lesson check: dark main mark on the stated light background
The background is explicitly assigned light value in this exercise. A dark main mark creates the requested light-dark distinction. The assigned value model supports this plan; color names alone do not measure actual displayed contrast or establish full accessibility.

Extra practice reasoning
1. light main mark on the stated dark background
The background is explicitly assigned dark value in this exercise. A light main mark creates the requested light-dark distinction. The assigned value model supports this plan; color names alone do not measure actual displayed contrast or establish full accessibility.

2. dark main mark on the stated light background
The background is explicitly assigned light value in this exercise. A dark main mark creates the requested light-dark distinction. The assigned value model supports this plan; color names alone do not measure actual displayed contrast or establish full accessibility.

3. light main mark on the stated dark background
The background is explicitly assigned dark value in this exercise. A light main mark creates the requested light-dark distinction. The assigned value model supports this plan; color names alone do not measure actual displayed contrast or establish full accessibility.

Plan a Foreground Boundary
Lesson check: Keep hand outline complete; interrupt cup outline behind it
The foreground shape’s complete boundary covers part of the farther boundary. Interrupting cup at that location supplies a depth cue, while reversing the interruption suggests the opposite order.

Extra practice reasoning
1. Keep book outline complete; interrupt desk outline behind it
The foreground shape’s complete boundary covers part of the farther boundary. Interrupting desk at that location supplies a depth cue, while reversing the interruption suggests the opposite order.

2. Keep boat outline complete; interrupt shore outline behind it
The foreground shape’s complete boundary covers part of the farther boundary. Interrupting shore at that location supplies a depth cue, while reversing the interruption suggests the opposite order.

3. Keep hat outline complete; interrupt hair outline behind it
The foreground shape’s complete boundary covers part of the farther boundary. Interrupting hair at that location supplies a depth cue, while reversing the interruption suggests the opposite order.

Give a Symbol an Explicit Meaning
Lesson check: water station
The key explicitly connects circle with water station, so that label is supported in this particular map. Symbols do not carry one universal meaning everywhere; a clear key helps an audience interpret the maker’s chosen convention.

Extra practice reasoning
1. meeting place
The key explicitly connects triangle with meeting place, so that label is supported in this particular map. Symbols do not carry one universal meaning everywhere; a clear key helps an audience interpret the maker’s chosen convention.

2. supply box
The key explicitly connects square with supply box, so that label is supported in this particular map. Symbols do not carry one universal meaning everywhere; a clear key helps an audience interpret the maker’s chosen convention.

3. garden
The key explicitly connects leaf with garden, so that label is supported in this particular map. Symbols do not carry one universal meaning everywhere; a clear key helps an audience interpret the maker’s chosen convention.

Group Equal Beats
Lesson check: 3 groups
The group starts are [1, 4, 7]. Each complete group has 3 pulses; 9/3=3 groups use all 9. Mark group starts more strongly without changing pulse spacing.

Extra practice reasoning
1. 4 groups
The group starts are [1, 5, 9, 13]. Each complete group has 4 pulses; 16/4=4 groups use all 16. Mark group starts more strongly without changing pulse spacing.

2. 5 groups
The group starts are [1, 3, 5, 7, 9]. Each complete group has 2 pulses; 10/2=5 groups use all 10. Mark group starts more strongly without changing pulse spacing.

3. 2 groups
The group starts are [1, 4]. Each complete group has 3 pulses; 6/3=2 groups use all 6. Mark group starts more strongly without changing pulse spacing.

Count Held Sounds and Quiet Beats
Lesson check: 1 beat
The held sound occupies 2 pulses even though it has one onset; the rest occupies one more. Subtract occupied time: 4−2−1=1. Silence is part of the phrase, not missing time.

Extra practice reasoning
1. 3 beats
The held sound starts once and lasts 1 pulse; the rest takes one more pulse. Subtract occupied time: 5−1−1=3. Silence is part of the phrase, not missing time.

2. 3 beats
The held sound occupies 2 pulses even though it has one onset; the rest occupies one more. Subtract occupied time: 6−2−1=3. Silence is part of the phrase, not missing time.

3. 5 beats
The held sound starts once and lasts 1 pulse; the rest takes one more pulse. Subtract occupied time: 7−1−1=5. Silence is part of the phrase, not missing time.

Copy an Exact Echo
Lesson check: tap → rest → tap
An exact echo repeats the call’s event order and length, including its rests. Here the required response is tap → rest → tap. This task asks for an exact echo, so keep every event in the same order.

Extra practice reasoning
1. rest → tap → tap
An exact echo repeats the call’s event order and length, including its rests. Here the required response is rest → tap → tap. This task asks for an exact echo, so keep every event in the same order.

2. hold → rest
An exact echo repeats the call’s event order and length, including its rests. Here the required response is hold → rest. This task asks for an exact echo, so keep every event in the same order.

3. rest → hold
An exact echo repeats the call’s event order and length, including its rests. Here the required response is rest → hold. This task asks for an exact echo, so keep every event in the same order.

Draw Starting and Ending Levels
Lesson check: middle → low
The first mark must show middle and the last low. Height level is distinct from direction or speed. Draw the two positions or use a comfortable small hand movement; standing, jumping and balancing are unnecessary.

Extra practice reasoning
1. high → middle
The first mark must show high and the last middle. Height level is distinct from direction or speed. Draw the two positions or use a comfortable small hand movement; standing, jumping and balancing are unnecessary.

2. low → middle
The first mark must show low and the last middle. Height level is distinct from direction or speed. Draw the two positions or use a comfortable small hand movement; standing, jumping and balancing are unnecessary.

3. high → low
The first mark must show high and the last low. Height level is distinct from direction or speed. Draw the two positions or use a comfortable small hand movement; standing, jumping and balancing are unnecessary.

Ask about a specific action
Lesson check: Ask separately because this is a new action.
The notebook is a new request outside the ruler agreement.

Extra practice reasoning
1. Use only the action covered by the clear agreement.
Only the agreed high-five is covered; no extra touch is implied.

2. Stop or return the item because permission changed.
The lending agreement changed; return the book.

3. Wait without acting because no answer has been given.
No answer is not permission to post.

Repair a small safe disagreement
Lesson check: Agree on fair turns for the shared resource.
Turns address shared access when both can agree safely.

Extra practice reasoning
1. Repair or replace the accidentally damaged work with adult help as needed.
Address the damaged work rather than an unrelated turn schedule.

2. Correct the mistaken statement to the people who heard it.
Correct the false statement where it was spread.

3. Seek adult help because threats or repeated harm are present.
A threat changes the problem to safety; adult help is needed.

Notice bullying evidence without blaming
Lesson check: Repeated aggression and power imbalance support a bullying concern; tell an adult.
The supplied repetition, unwanted aggression and power imbalance support a concern.

Extra practice reasoning
1. A single unsafe act still needs adult help even without a repeated pattern.
One harmful act needs help; repetition is not required to deserve safety.

2. A calm equal-power disagreement can use a safe repair plan.
The supplied safe disagreement can use a repair discussion.

3. Evidence is incomplete; ask an adult for help without inventing a label.
There is insufficient behavior evidence for a label, but help is still available.

Build a layered help plan
Lesson check: Ask the routine helper for a non-safety question.
A routine helper can answer this ordinary resource question.

Extra practice reasoning
1. Report the safety concern to the responsible adult promptly.
Report the observed safety concern promptly.

2. Use the backup adult because the first route is unavailable or unhelpful.
Use the backup responsible adult; do not wait for the absent person.

3. Seek emergency help now because immediate serious danger is present.
Emergency help is needed now rather than routine follow-up.

Combine three action cards
Lesson check: Point-wave-rest is the original ordered group.
All three actions occur in the original order.

Extra practice reasoning
1. Rest-wave-point reverses the original group.
Reversal swaps the ends and preserves the middle.

2. Point-wave-rest-point-wave-rest repeats the group twice.
Two full groups have six cards.

3. Clarify the missing middle action before planning.
The missing middle action needs clarification.

Check spacing along a route
Lesson check: Use routeA because it is the only completely clear drawn route.
OnlyA avoids the obstacle along its whole route.

Extra practice reasoning
1. Use routeB because it is the only completely clear drawn route.
OnlyB is clear; shortness does not excuseA’s collision.

2. Use a paper-only alternative because neither route is clear.
Neither path meets the criterion; stay with a paper alternative.

3. Clarify the space requirement because the action width is unspecified.
A route line alone does not establish enough clearance for the action.

Adapt a game rule fairly
Lesson check: Add words and shapes to remove a color-only signal barrier.
Words and shapes communicate the same signal meaning.

Extra practice reasoning
1. Allow a seated or drawn sequence to preserve the order goal.
A seated or drawn sequence retains the knowledge goal.

2. Offer a larger paper target to adjust aiming difficulty.
A larger target changes difficulty without removing aiming.

3. Ask the participant about preferred access because the need is not specified.
Ask about the individual’s preference rather than assume.

Use one clear feedback criterion
Lesson check: Repair order; the action cards violate the specified sequence.
The error is the specified order.

Extra practice reasoning
1. Repair the path; the arrow crosses an obstacle.
The exact issue is path clearance.

2. Repair access cues; the signal relies only on color.
The signals need words or shapes.

3. The stated criterion is met; describe the evidence without inventing a defect.
The stated feature is present; other features require separate checks.

Review answer key

# Build and Read Numbers to One Thousand review reasoning

1. 150
Each ten is ten ones; groups can be exchanged without changing the value. The result is 150.

2. 637
Join the place values, not only the digit labels. The result is 637.

3. 461
Read from hundreds to tens to ones; the first unequal place determines the order.

4. 370
Use the same step size for all three jumps. The result is 370.

Transfer model: 508=500+8 and 580=500+80. Both have five hundreds; eight tens is greater than zero tens, so 580>508. Zeros preserve the correct positions.
Other responses can meet the criteria when supported by evidence and reasoning.

# Explain Regrouping and Two-Step Stories review reasoning

1. 318
Combine matching places and exchange each full ten in a place. The result is 318.

2. 71
Rename a ten as ten ones when needed, then subtract matching places. The result is 71.

3. 68
Add thirty, then remove the extra one. The result is 68.

4. 45
Track the received amount first, then remove the cards given away. The result is 45.

Transfer model: Rename 263 as two hundreds, five tens, thirteen ones. Subtract seven tens and eight ones by also renaming a hundred: one hundred, fifteen tens, thirteen ones. Result: 185; 185+78=263.
Other responses can meet the criteria when supported by evidence and reasoning.

# Equal Groups and Changing Totals review reasoning

1. 16
4 + 4 + 4 + 4 = 16 dots.

2. Nine pairs and one left
Nine pairs use 18 counters; one remains, so nineteen is odd.

3. 8 + 12
Two rows have eight and three rows have twelve; 8 + 12 = 20.

4. 7
The start is 3 + 3 + 3 = 9. Then 9 − 2 = 7.

Transfer model: 4 + 4 + 4 + 4 = 16 badges. One row has 4 and three rows have 12, so 4 + 12 = 16. Sixteen makes eight pairs without leftovers and is even. After three leave, 16 − 3 = 13 badges remain.
Other responses can meet the criteria when supported by evidence and reasoning.

# Measure Standard Lengths and Number-Line Changes review reasoning

1. 14
Subtract the starting position from the ending position. The result is 14.

2. 24
Use three short units for every long unit. The result is 24.

3. 17
Subtract lengths measured in the same unit. The result is 17.

4. 29
A leftward fourteen-unit jump subtracts fourteen. The result is 29.

Transfer model: The strip length is 15−3=12 cm. A jump from 3 to 15 also covers twelve one-centimeter intervals, not fifteen.
Other responses can meet the criteria when supported by evidence and reasoning.

# Read Five-Minute Times and U.S. Money review reasoning

1. 5:25
Each clock-number interval is five minutes; use the hour underway.

2. 4:15 p.m.
Afternoon is after noon.

3. 52
A quarter is 25 cents, each nickel 5, and each penny 1. The result is 52.

4. 8
Subtract the price from the bill’s dollar value. The result is 8.

Transfer model: The coins total 25+25+10+3=63 cents. The shortfall is 80−63=17 cents. The coin count is six, but six coins do not mean six cents.
Other responses can meet the criteria when supported by evidence and reasoning.

# Build and Read Whole-Unit Data Displays review reasoning

1. 8
With a one-vote key, each symbol represents one vote. The result is 8.

2. 9
The endpoint value on the count scale gives the category total. The result is 9.

3. 4
Count every occurrence of the requested measurement. The result is 4.

4. 3
A comparison uses subtraction, and applies only to this supplied record. The result is 3.

Transfer model: There is one mark at 3, two at 4, and three at 5. Six observations are represented; 5 cm is the most frequent length in this supplied set.
Other responses can meet the criteria when supported by evidence and reasoning.

# Analyze Shapes and Equal-Area Partitions review reasoning

1. Triangle
The polygon name is determined by the stated side count, not its size or color.

2. 18
Count all equal squares across the complete rows. The result is 18.

3. One third
Three equal shares mean each has one third of this same whole.

4. Yes, their areas are equal
Each piece covers 12 of the 24 equal tiles, so both have half the area.

Transfer model: There are twelve tiles. Each row has four tiles and covers one third of the rectangle because the three rows have equal area. The thirds rebuild the whole.
Other responses can meet the criteria when supported by evidence and reasoning.

# Vowel Teams, R-Controlled Sounds and Compounds review reasoning

1. book
The relevant input states: oo target: good. r-word: star. Glide target: brown. Compound: backpack. This fits book. The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together. Foot sounds like book, although food sounds like moon.

2. ar
The relevant input states: oo target: good. r-word: star. Glide target: brown. Compound: backpack. This fits ar. When a vowel is followed by r, its pronunciation may differ from a plain short or long vowel. Car, corn and fern illustrate three common spellings. Do not apply final-e thinking to car.

3. ow
The relevant input states: oo target: good. r-word: star. Glide target: brown. Compound: backpack. This fits ow. Some vowel sounds glide from one mouth position to another. Coin, toy, cloud and cow show common diphthong spellings, though English spellings can have exceptions. Snow uses ow with a different sound from cow.

4. back + pack
The relevant input states: oo target: good. r-word: star. Glide target: brown. Compound: backpack. This fits back + pack. A compound joins two existing words into one word. Recognizing the parts helps with decoding and often meaning, though not every long word is a compound. A syllable is not automatically a whole word.

Transfer model: In moonlight, I put my raincoat in the car and point at a cloud. Moon has the long oo sound; moonlight joins moon and light. Raincoat joins rain and coat. Car contains ar. Point uses oi and cloud uses ou for moving vowel sounds. Food and foot share oo spelling but have different vowel sounds: I carry food on foot.
Other responses can meet the criteria when supported by evidence and reasoning.

# Prefixes, Suffixes, Contractions and Smooth Reading review reasoning

1. not
The relevant input states: Prefix word: unsafe. This fits not. A prefix comes before a base. In these words, re- means again, un- means not, pre- means before and mis- signals something done wrongly. A word that begins with similar letters may not contain that prefix.

2. person who does it
The relevant input states: Suffix word: driver. This fits person who does it. A suffix follows a base. -er can name a person who does something, -ful means full of, -less means without and -ly often turns an adjective into an adverb. The -er in taller compares; it does not name a person.

3. cannot
The relevant input states: Contraction: can’t. This fits cannot. A contraction shortens one word or combines words with an apostrophe marking omitted letters. Don’t expands to do not, I’m to I am, we’re to we are, and can’t to the single written word cannot. Expand the actual form before deciding its meaning. Its without an apostrophe is a possessive form.

4. after the introductory time phrase
The relevant input states: Sentence: In the morning, we leave. This fits after the introductory time phrase. Fluent reading groups words by meaning. A short pause after an introductory time phrase can help a listener, while chopping between every word disrupts the idea. A pause is not a reason to omit the next word.

Transfer model: Before lunch, we’re rereading a helpful note. Before names an earlier time. We’re expands to we are. Rereading combines re-, read and -ing, so the action is reading again and ongoing. Helpful combines help and -ful, meaning full of help. I read Before lunch as the introductory phrase, pause briefly at the comma, then read the rest smoothly without skipping words.
Other responses can meet the criteria when supported by evidence and reasoning.

# Find a topic and build a useful paragraph review reasoning

1. A class music corner
All three details describe the music corner, whereas the other topics are too narrow, too broad, or absent.

2. without sound
No speech and no audible footsteps are explicit clues for without sound.

3. We attached paper notes to the board.
Attaching notes explains making the message board; the other details do not concern it.

4. Large print can be read from farther away in this room.
Reading from farther away is relevant to the print-size choice; the other facts give no reason for that preference.

Transfer model: Our class built a puzzle corner with trays for the pieces. The trays are orderly, meaning organized, because every piece has a clear place. I prefer picture labels because each picture shows the puzzle that belongs in its tray. I would keep those labels. The details and reason all stay on the puzzle-corner topic.
Other responses can meet the criteria when supported by evidence and reasoning.

# Fables, Poems and Story Perspective review reasoning

1. fable
The relevant input states: Form: a fable with a talking tortoise and a lesson. Narration sample: We took shelter from rain. Sound phrase: more merry music. This fits fable. A fable often uses animal characters and a lesson. A poem arranges language in lines; a play script identifies speakers and stage action; realistic fiction uses possible invented events. Every animal story is not necessarily a fable.

2. we
The relevant input states: Form: a fable with a talking tortoise and a lesson. Narration sample: We took shelter from rain. Sound phrase: more merry music. This fits we. First-person narration uses I, we or my for the teller’s own experience. Third-person narration describes characters using names or pronouns such as she and they. A character saying I does not make the whole narration first person.

3. rain
The relevant input states: Form: a fable with a talking tortoise and a lesson. Narration sample: We took shelter from rain. Sound phrase: more merry music. This fits rain. A setting can affect what a character needs to do. A dark room may require light; rain may lead to shelter. Use an explicit condition and action relationship. Do not assume an unstated weather condition.

4. /m/
The relevant input states: Form: a fable with a talking tortoise and a lesson. Narration sample: We took shelter from rain. Sound phrase: more merry music. This fits /m/. Alliteration repeats beginning sounds in nearby words. It can make a poem or sentence musical; rhyme instead usually repeats ending vowel and consonant sounds. Repeated endings are rhyme rather than alliteration.

Transfer model: My four-line poem: I wait beside the rainy gate; / I watch the drops and do not wait / To hear the wet wheels roll and ring; / I step beneath the sheltering wing. I is first person. Rain leads me toward shelter. Wet wheels repeats the beginning /w/ sound, which is alliteration rather than ending rhyme. The four line layout makes this a poem.
Other responses can meet the criteria when supported by evidence and reasoning.

# Verbs, Descriptions and Joining Ideas review reasoning

1. go
The relevant input states: Past verb: went. This fits go. Some past-tense verbs change form instead of adding -ed. Went comes from go, ate from eat, ran from run and took from take. Do not add -ed to an already past form.

2. an action
The relevant input states: Highlight: quickly in went quickly. This fits an action. An adjective describes a noun; an adverb can describe how an action happens. Quiet room uses an adjective, while speak quietly uses an adverb. A word ending -ly is often, but not always, an adverb.

3. reason with because
The relevant input states: Join: went home because it was late. This fits reason with because. Conjunctions connect ideas. And adds, but contrasts, because gives a reason and or presents a choice. The relationship depends on the actual connected ideas. And does not by itself show cause.

4. question
The relevant input states: Sentence: Is it late?. This fits question. Statements tell, questions ask, commands request actions and exclamations express strong feeling. Their words and ending marks work together. A question mark is for an actual question.

Transfer model: Yesterday I went to the quiet home slowly because it rained. Went is the irregular past of go. Quiet describes home, so it is an adjective; slowly describes went, so it is an adverb. Because connects the action to its reason. My question is: Did I go home yesterday? It ends with a question mark. I do not write goed or wented.
Other responses can meet the criteria when supported by evidence and reasoning.

# Read Features and Write Useful Information review reasoning

1. glossary
The relevant input states: Need: meaning of nest. This fits glossary. Diagram labels identify parts, glossaries define selected terms, indexes locate topics by page and headings show section topics. Use the feature’s specific job. A heading names a section; it does not necessarily define a term.

2. comparison
The relevant input states: Signals: dry ground versus wet ground. This fits comparison. Writers can organize information by time, similarities and differences, a problem with a response, or details about one subject. Signal words offer clues, not proof on their own. A list of colors is description, not a time sequence.

3. gives an example
The relevant input states: Definition phrase: for instance, a robin nest. This fits gives an example. A definition can name the larger group a thing belongs to and what makes it distinctive. Examples help illustrate, but one example is not the whole definition. A place does not replace the meaning of a word.

4. gather the paper
The relevant input states: Procedure begins: gather the paper. This fits gather the paper. A useful how-to text places prerequisite actions before actions that depend on them. You need the paper before folding or drawing, but the supplied directions control the task. Do not assume every procedure uses the same order.

Transfer model: Heading: Make a Paper Name Card. First gather paper. Next fold it so it can stand. Then write a name. Finally display it on the table. A name card is a folded paper sign showing a name. My diagram labels the fold and name. The time words show order; the definition gives the category sign and its distinguishing name-display job.
Other responses can meet the criteria when supported by evidence and reasoning.

# Matter Properties and Changes review reasoning

1. flexible
The answer is flexible. In the notes, it means “bends without breaking in the supplied test.” A property describes a material, while an object also has a shape and purpose. Use printed property tests. Never taste, burn or heat a material for this activity.

2. liquid
The answer is liquid. In the notes, it means “flows and takes container shape.” Solids keep a shape under ordinary conditions. Liquids flow and take a container’s shape while keeping volume approximately fixed. Gases spread through available space.

3. melting
The answer is melting. In the notes, it means “solid changes to liquid.” Melting and freezing change state without changing the substance’s identity. Cutting changes shape. Some changes form new substances and cannot be simply reversed by restoring temperature.

4. component
The answer is component. In the notes, it means “one separate building part.” The same components can form different structures. Count what parts are used and describe their arrangement. Shape can change an object’s function without changing the material.

Transfer model: Panel 1: Which scientific label fits the specifically described step or feature? Supplied case: Cloth bends around a corner.
Result: flexible. Reasoning: The answer is flexible. In the notes, it means “bends without breaking in the supplied test.” A property describes a material, while an object also has a shape and purpose. Use printed property tests. Never taste, burn or heat a material for this activity. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

Panel 2: Which physical state is described? Supplied case: A stone holds its shape.
Result: solid. Reasoning: The answer is solid. In the notes, it means “keeps its own shape in this record.” Solids keep a shape under ordinary conditions. Liquids flow and take a container’s shape while keeping volume approximately fixed. Gases spread through available space. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

Panel 3: Which scientific label fits the specifically described step or feature? Supplied case: Ice becomes liquid water.
Result: melting. Reasoning: The answer is melting. In the notes, it means “solid changes to liquid.” Melting and freezing change state without changing the substance’s identity. Cutting changes shape. Some changes form new substances and cannot be simply reversed by restoring temperature. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

Panel 4: Which scientific label fits the specifically described step or feature? Supplied case: One paper rectangle.
Result: component. Reasoning: The answer is component. In the notes, it means “one separate building part.” The same components can form different structures. Count what parts are used and describe their arrangement. Shape can change an object’s function without changing the material. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Other responses can meet the criteria when supported by evidence and reasoning.

# Pollination, Seeds and Habitats review reasoning

1. seed dispersal
The answer is seed dispersal. In the notes, it means “seed moves away from its source.” Pollination moves pollen between appropriate flower parts. Seed dispersal moves seeds after they form. These are different steps; a visit by an animal does not guarantee successful reproduction.

2. hook
The answer is hook. In the notes, it means “can attach the seed to animal fur.” Seed structures can help movement. Use the supplied function cards; not every seed uses the same method. A model can show movement without putting seeds outdoors.

3. pond
The answer is pond. In the notes, it means “freshwater habitat in the supplied record.” A habitat provides resources and conditions. Different habitats support different organisms. Count the kinds actually listed, not how many individual animals appear in a picture.

4. water resource
The answer is water resource. In the notes, it means “meets a stated drinking or aquatic need.” A need is not the same as an optional preference. Choose a habitat based on the stated organism requirement. These fictional cases simplify real ecosystems and are not animal-care instructions.

Transfer model: Panel 1: Which scientific label fits the specifically described step or feature? Supplied case: Bee moves pollen between flowers.
Result: pollination. Reasoning: The answer is pollination. In the notes, it means “pollen reaches a suitable flower part.” Pollination moves pollen between appropriate flower parts. Seed dispersal moves seeds after they form. These are different steps; a visit by an animal does not guarantee successful reproduction. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

Panel 2: Which scientific label fits the specifically described step or feature? Supplied case: Flat wing catches moving air.
Result: wing. Reasoning: The answer is wing. In the notes, it means “can help wind carry the seed.” Seed structures can help movement. Use the supplied function cards; not every seed uses the same method. A model can show movement without putting seeds outdoors. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

Panel 3: Which scientific label fits the specifically described step or feature? Supplied case: Fish live in the listed pond.
Result: pond. Reasoning: The answer is pond. In the notes, it means “freshwater habitat in the supplied record.” A habitat provides resources and conditions. Different habitats support different organisms. Count the kinds actually listed, not how many individual animals appear in a picture. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

Panel 4: Which scientific label fits the specifically described step or feature? Supplied case: Animal needs a drinking source.
Result: water resource. Reasoning: The answer is water resource. In the notes, it means “meets a stated drinking or aquatic need.” A need is not the same as an optional preference. Choose a habitat based on the stated organism requirement. These fictional cases simplify real ecosystems and are not animal-care instructions. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Other responses can meet the criteria when supported by evidence and reasoning.

# Plants and fair comparisons review reasoning

1. Keep type, soil, starting size, light, pot, and time alike; change water.
Only water differs intentionally in the last plan.

2. 4 cm
9 − 5 = 4 cm; final height is not the growth.

3. X 3, Y 2
Counting each yes gives three in X and two in Y.

4. These tested plants grew more under L in this record; repeat before making a broad claim.
The statement stays within the supplied group, outcome, and test length.

Transfer model: The changed condition is daily light time; the outcome is one-week height growth. The 5-hour seedlings grow 3 and 2 cm, and the 2-hour seedlings grow 1 and 2 cm. One in each group grows 2 cm. These two longer-light seedlings have more total growth, but the record is small. A next paper plan uses more same-kind seedlings in each light group and holds water, starting size, soil, pots, and time alike.
Other responses can meet the criteria when supported by evidence and reasoning.

# Land, Water and Surface Change review reasoning

1. river
The answer is river. In the notes, it means “flowing water channel.” Maps represent selected features. A river is flowing surface water; a lake is a body of water surrounded by land. A map’s color key defines how features are drawn.

2. weathering
The answer is weathering. In the notes, it means “rock breaks into smaller material.” Weathering breaks down rock. Erosion moves rock or sediment; deposition leaves it in a new place. Several processes can occur in the same landscape.

3. rapid
The answer is rapid. In the notes, it means “change described over seconds or minutes.” The timescale matters. Earth changes can occur quickly or accumulate gradually. Use the stated intervals, not a guess from how dramatic a picture looks.

4. plant cover
The answer is plant cover. In the notes, it means “roots and cover can help retain soil.” A solution should address the process causing damage. These paper proposals are simplified models. Real flooding or slope hazards require qualified local advice.

Transfer model: Panel 1: Which scientific label fits the specifically described step or feature? Supplied case: Long flowing channel.
Result: river. Reasoning: The answer is river. In the notes, it means “flowing water channel.” Maps represent selected features. A river is flowing surface water; a lake is a body of water surrounded by land. A map’s color key defines how features are drawn. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

Panel 2: Which scientific label fits the specifically described step or feature? Supplied case: Rock splits into smaller pieces.
Result: weathering. Reasoning: The answer is weathering. In the notes, it means “rock breaks into smaller material.” Weathering breaks down rock. Erosion moves rock or sediment; deposition leaves it in a new place. Several processes can occur in the same landscape. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

Panel 3: Which scientific label fits the specifically described step or feature? Supplied case: Slope collapses within a minute.
Result: rapid. Reasoning: The answer is rapid. In the notes, it means “change described over seconds or minutes.” The timescale matters. Earth changes can occur quickly or accumulate gradually. Use the stated intervals, not a guess from how dramatic a picture looks. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

Panel 4: Which scientific label fits the specifically described step or feature? Supplied case: Need to reduce loose soil loss.
Result: plant cover. Reasoning: The answer is plant cover. In the notes, it means “roots and cover can help retain soil.” A solution should address the process causing damage. These paper proposals are simplified models. Real flooding or slope hazards require qualified local advice. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Other responses can meet the criteria when supported by evidence and reasoning.

# Water Changes and Movement review reasoning

1. melting
The answer is melting. In the notes, it means “ice becomes liquid water.” Water may be solid ice, liquid water or invisible gaseous water vapor. A visible cloud contains tiny droplets or ice, not merely invisible vapor.

2. atmosphere
The answer is atmosphere. In the notes, it means “air above Earth containing water.” Water moves between stores. Arrows represent a process or movement, not a fixed order that every water molecule must follow. Groundwater is part of the cycle.

3. precipitation
The answer is precipitation. In the notes, it means “water falls from clouds.” Precipitation delivers water from the atmosphere. Runoff moves over land. Infiltration enters the ground, and evaporation changes liquid into vapor.

4. missing arrow
The answer is missing arrow. In the notes, it means “movement is shown without its label.” A model should name its arrows and stores. It can omit details for clarity, but an omitted store still exists. No water disappears merely because it leaves one place.

Transfer model: Panel 1: Which scientific label fits the specifically described step or feature? Supplied case: Ice cube becomes a puddle.
Result: melting. Reasoning: The answer is melting. In the notes, it means “ice becomes liquid water.” Water may be solid ice, liquid water or invisible gaseous water vapor. A visible cloud contains tiny droplets or ice, not merely invisible vapor. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

Panel 2: Which scientific label fits the specifically described step or feature? Supplied case: Cloud droplets above land.
Result: atmosphere. Reasoning: The answer is atmosphere. In the notes, it means “air above Earth containing water.” Water moves between stores. Arrows represent a process or movement, not a fixed order that every water molecule must follow. Groundwater is part of the cycle. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

Panel 3: Which scientific label fits the specifically described step or feature? Supplied case: Rain reaches the ground.
Result: precipitation. Reasoning: The answer is precipitation. In the notes, it means “water falls from clouds.” Precipitation delivers water from the atmosphere. Runoff moves over land. Infiltration enters the ground, and evaporation changes liquid into vapor. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

Panel 4: Which scientific label fits the specifically described step or feature? Supplied case: Groundwater not drawn at all.
Result: missing store. Reasoning: The answer is missing store. In the notes, it means “an important water location is omitted.” A model should name its arrows and stores. It can omit details for clarity, but an omitted store still exists. No water disappears merely because it leaves one place. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Other responses can meet the criteria when supported by evidence and reasoning.

# Material Design and Comparison review reasoning

1. strong
The answer is strong. In the notes, it means “holds the stated load.” A material should suit the job. Our test cards provide four properties. Real samples vary; use only the supplied records and keep the reasoning tied to the intended function.

2. criterion
The answer is criterion. In the notes, it means “desired performance requirement.” Criteria describe what success looks like. Constraints limit materials, size or time. A solution must satisfy essential constraints before preferences can decide between it and another.

3. consistent pass
The answer is consistent pass. In the notes, it means “all supplied runs meet the goal.” Repeated tests reveal whether a result is consistent. A failed run should remain in the record. The supplied tests do not prove performance outside the stated conditions.

4. widen
The answer is widen. In the notes, it means “cover an exposed edge.” Choose a change aimed at the observed failure. Changing everything at once makes it harder to identify the useful change. After revision, compare under matched supplied conditions.

Transfer model: Panel 1: Which scientific label fits the specifically described step or feature? Supplied case: Bridge must hold a load.
Result: strong. Reasoning: The answer is strong. In the notes, it means “holds the stated load.” A material should suit the job. Our test cards provide four properties. Real samples vary; use only the supplied records and keep the reasoning tied to the intended function. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

Panel 2: Which scientific label fits the specifically described step or feature? Supplied case: Keep the toy dry.
Result: criterion. Reasoning: The answer is criterion. In the notes, it means “desired performance requirement.” Criteria describe what success looks like. Constraints limit materials, size or time. A solution must satisfy essential constraints before preferences can decide between it and another. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

Panel 3: Which scientific label fits the specifically described step or feature? Supplied case: Dry dry dry.
Result: consistent pass. Reasoning: The answer is consistent pass. In the notes, it means “all supplied runs meet the goal.” Repeated tests reveal whether a result is consistent. A failed run should remain in the record. The supplied tests do not prove performance outside the stated conditions. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

Panel 4: Which scientific label fits the specifically described step or feature? Supplied case: Roof misses an outside edge.
Result: widen. Reasoning: The answer is widen. In the notes, it means “cover an exposed edge.” Choose a change aimed at the observed failure. Changing everything at once makes it harder to identify the useful change. After revision, compare under matched supplied conditions. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
Other responses can meet the criteria when supported by evidence and reasoning.

# Government and Helping Our Community review reasoning

1. National
The card says: “A federal office issues a countrywide report.” That matches National. National is the countrywide federal level.

2. Judicial
The card says: “Judges issue a decision in a case.” That matches Judicial. Judicial is the branch deciding cases under law.

3. Spending
The card says: “A fictional county pays for library shelves.” That matches Spending. Spending is money paid out for the stated purpose.

4. Petition
The card says: “Residents submit a written request for longer library hours.” That matches Petition. Petition is a request presented by one or more people.

Transfer model: Local State and National Government: The card says: “Fictional town council decides a town park schedule.” That matches Local. Local is the stated town or county level. Compare: The card says: “Fictional state legislature debates a statewide measure.” That matches State. State is the stated state level. The Three Federal Branches: The card says: “Congress debates and passes a bill.” That matches Legislative. Legislative is the branch responsible for making federal laws. Compare: The card says: “A federal agency implements a law.” That matches Executive. Executive is the branch responsible for carrying out federal laws. Public Goods and Community Funding: The card says: “A fictional town maintains a public walking path.” That matches Public service. Public service is a service organized for community needs. Compare: The card says: “A fictional town records funds received.” That matches Revenue. Revenue is money coming into the stated budget. Civic Action Without a Purchase: The card says: “A fictional learner asks when the park opens.” That matches Information request. Information request is asking for facts needed to understand a public issue. Compare: The card says: “A fictional group offers to help plant a garden.” That matches Volunteering. Volunteering is offering time or effort without required payment. Adult checking note: This model uses the supplied lesson cards and notes. It does not describe every person, community or place. Answering a new question would need a matching source or a new observation.
Other responses can meet the criteria when supported by evidence and reasoning.

# What Our Notes Can Tell Us review reasoning

1. Teo reported two carts beside the mill at noon on July 5.
The note reports an observation at a specific time and place, without ownership or town-wide coverage.

2. June 2, June 3, June 4.
Within the supplied same month, increasing day numbers give June 2, 3, 4.

3. They counted different rooms; the numbers need not conflict.
The different room locations mean the observations concern different sets of chairs.

4. Did Ot agree with the decision?
The card records a choice and attendance but no individual agreement or vote.

Transfer model: June 10 north-table observation comes first, June 11 south-table observation second, and June 12 decision card third. Three and two concern different tables on different days, so they need not disagree. The June 12 card records a decision to display boats on the shelf. It does not say whether Val agreed or whether the display was actually made.
Other responses can meet the criteria when supported by evidence and reasoning.

# Continents, Oceans and Places review reasoning

1. Europe
Poland is in Europe, according to the notes. France is another country in Europe.

2. Antarctica
The card says: “The southern polar land continent is described.” That matches Antarctica. Antarctica is the continent around the South Pole.

3. Land use
The card says: “A fictional site is used for housing.” That matches Land use. Land use is how people use a stated area.

4. Watershed divide
The card says: “Rain on opposite sides flows toward different rivers.” That matches Watershed divide. Watershed divide is a boundary separating land draining to different outlets.

Transfer model: Seven Continents in a Common School Model: Egypt is in Africa, according to the notes. Kenya is another country in Africa. Compare: China is in Asia, according to the notes. India is another country in Asia. More Continents and the Oceans: The card says: “The continent includes Canada.” That matches North America. North America is a continent including Canada and Mexico. Compare: The card says: “The stated continent model names Australia.” That matches Australia. Australia is a country and continent in the stated model. Weather Climate and Land Use: The card says: “Fictional record: rain falls this afternoon.” That matches Weather. Weather is short-term atmospheric conditions. Compare: The card says: “Fictional record: many years have dry summers.” That matches Climate. Climate is long-term patterns of atmospheric conditions. A Boundary Is Not Always a Wall: The card says: “A map line separates Canada and the United States.” That matches Country boundary. Country boundary is the mapped political limit between countries. Compare: The card says: “A map line follows the edge of an island.” That matches Coastline. Coastline is the edge where land meets sea. Adult checking note: This model uses the supplied lesson cards and notes. It does not describe every person, community or place. Answering a new question would need a matching source or a new observation.
Other responses can meet the criteria when supported by evidence and reasoning.

# Making Things, Trading and Choosing review reasoning

1. Capital good
The card says: “A workshop uses a drill press.” That matches Capital good. Capital good is a produced tool or machine used to make other goods.

2. Exchange
The card says: “Two fictional makers trade agreed products.” That matches Exchange. Exchange is trading goods or services with another participant.

3. Exactly uses the limit
The selected cost is $12 (7 + 5 = 12). It is equal to the $12 budget. It exactly uses the limit; no money remains in this example.

4. Lower-ranked alternative
The card says: “Fictional ranking: walk, swim, cycle; cycling is third.” That matches Lower-ranked alternative. Lower-ranked alternative is a possible option ranked below the next-best one.

Transfer model: Resources in Production: The card says: “A fictional workshop uses timber.” That matches Natural resource. Natural resource is a resource from nature used in production. Compare: The card says: “A fictional baker kneads dough.” That matches Human resource. Human resource is people’s work and skills. Specialization and Interdependence: The card says: “A fictional worker mainly repairs bicycles.” That matches Specialization. Specialization is focusing work on a particular task or product. Compare: The card says: “A fictional baker relies on a miller for flour.” That matches Interdependence. Interdependence is relying on others for different needed work or products. Choosing with a Fixed Budget: The selected cost is $6. It is less than the $8 budget. The choice fits with money left: $8 − $6 = $2. Compare: The selected cost is $9. It is greater than the $7 budget. It exceeds the limit by $2: $9 − $7 = $2. Opportunity Cost Is the Next-Best Choice: The card says: “Fictional ranking: read, draw, sing; the learner selects reading.” That matches Chosen option. Chosen option is the activity actually selected. Compare: The card says: “Fictional ranking: read, draw, sing; reading is chosen, so drawing is forgone next-best.” That matches Opportunity cost. Opportunity cost is the next-best available alternative forgone. Adult checking note: This model uses the supplied lesson cards and notes. It does not describe every person, community or place. Answering a new question would need a matching source or a new observation.
Other responses can meet the criteria when supported by evidence and reasoning.

# History and Communities Today review reasoning

1. Change
The card says: “A Native community develops a new educational project.” That matches Change. Change is a community adapting or experiencing developments over time.

2. Push factor
The card says: “A fictional worker leaves because local work is unavailable.” That matches Push factor. Push factor is a stated condition encouraging departure.

3. Written record
The card says: “An old ledger lists purchases.” That matches Written record. Written record is a source using written words.

4. Thirteenth Amendment in 1865
The card says: “A card dates the abolition amendment to 1865.” That matches Thirteenth Amendment in 1865. Thirteenth Amendment in 1865 is the amendment abolishing slavery with its stated punishment exception.

Transfer model: Native Nations Are Diverse and Present: The card says: “Two named Native nations have different languages.” That matches Diversity. Diversity is differences among Native nations and communities. Compare: The card says: “A Native nation operates institutions today.” That matches Continuity. Continuity is Native communities and identities continuing into the present. Migration and Settlement: The card says: “A fictional family moves from one region to another.” That matches Migration. Migration is movement from one place to another. Compare: The card says: “A fictional family makes a home after arriving.” That matches Settlement. Settlement is establishing a home or community in a place. Objects Buildings and Written Records: The card says: “A museum preserves a historical cooking pot.” That matches Artifact. Artifact is a physical object made or used by people. Compare: The card says: “A researcher examines an old schoolhouse.” That matches Building. Building is a structure that can be studied for historical use. Revolution Constitution and Civil Rights in Order: The card says: “A card dates the independence announcement to 1776.” That matches Declaration in 1776. Declaration in 1776 is the announcement of independence from Britain. Compare: The card says: “A card describes the 1787 constitutional convention document.” That matches Constitution in 1787. Constitution in 1787 is the document drafted to establish the federal government’s framework. Adult checking note: This model uses the supplied lesson cards and notes. It does not describe every person, community or place. Answering a new question would need a matching source or a new observation.
Other responses can meet the criteria when supported by evidence and reasoning.

# Connect Devices and Explain Their Reach review reasoning

1. Wireless link
The supplied case states: Devices exchange data over a stated local wireless signal. Classify the described path. Under the stated distinction, this identifies Wireless link. Devices can exchange information through a cable or through wireless signals. The connection method is not the same as its purpose. A wireless local link does not automatically reach the Internet, and a paper exchange is not a computer network. Use the stated path carrying information; do not infer Internet access from the word wireless.

2. Remote path unavailable
The supplied case states: A newly requested remote page lacks its Internet path. Map: tablet connects to local printer; its Internet line is broken. What is supported? Under the stated distinction, this identifies Remote path unavailable. A local network connects nearby devices under a common arrangement. The Internet connects many networks. A local printer may work even when Internet access is unavailable. The supplied map states which connections exist; use those lines rather than assuming every device reaches every service. Choose the destination reachable through the connections explicitly drawn in the model.

3. S
The supplied case states: Send the recorded voice to playback. Table: P=printer, S=speaker, D=display, B=backup storage. Choose the label. Under the stated distinction, this identifies S. A message needs a destination in a network model. A label identifies where to send it; it does not describe every property of the recipient. Our paper map uses pretend device names rather than real addresses. Match the requested job to the specified destination. Use the supplied destination table and keep similarly named devices separate.

4. Needs a network
The supplied case states: Task asks for new remote weather data. In the supplied offline model, classify the task. Under the stated distinction, this identifies Needs a network. Offline means the stated device has no active network connection. Work using files and software already available on the device may still be possible. New remote information requires a connection unless a usable copy is available. The exercise record tells which resources are local. Check whether the needed program and information are already available locally.

Transfer model: The stored drawing can use the supplied local printing path. A new remote message needs a network route. For an unknown file I need to know whether a usable local copy exists. Local and Internet reach are different.
Other responses can meet the criteria when supported by evidence and reasoning.

# Repeat, Repair and Decode Patterns review reasoning

1. Star
The sequence is star, circle, star, circle. The third drawing is a star.

2. 12
There are 3 actions in each of 4 groups: 3 × 4 = 12.

3. Circle, circle, circle, star
Only circle is inside the repeat. The single star happens after all three circles.

4. Star, square, square
Read each position through the key: Y is star, and both X symbols are squares.

Transfer model: Repeat three times: draw a dot, then draw a square. Expansion: dot, square | dot, square | dot, square; 3 × 2 = 6 actions. Code: P Q P Q P Q. The draft expands to dot, dot, dot, square, only four actions. Putting square inside the repeat repairs it.
Other responses can meet the criteria when supported by evidence and reasoning.

# Read Small Data Tables Carefully review reasoning

1. 5
The supplied case states: Size for item A. Table: A has Count 2/Size 5; B has Count 3/Size 6. Which value is requested? Under the stated distinction, this identifies 5. A table organizes information into rows and columns. A row can represent one item; a column label tells what its values mean. The same number can mean a count, a length or a code. Read both labels before interpreting a cell. Locate the named row, then use the requested column label.

2. Code label
The supplied case states: Code=021 item identifier. Classify the stated field. Under the stated distinction, this identifies Code label. Data can use numbers to count or measure, and digits can also be labels. A classroom item code 007 identifies an item; adding item codes does not produce a meaningful total. In this model Count is a quantity and Code is a label. The column meaning controls what operations make sense. Use the field’s stated meaning before deciding whether arithmetic is meaningful.

3. Unknown
The supplied case states: Count=? for a new item. Key: ? means unknown. Interpret the field. Under the stated distinction, this identifies Unknown. A blank or unknown field does not mean zero. Zero is a recorded quantity; missing means the value was not supplied. Treating missing values as zero changes conclusions. A clear record uses a consistent missing marker and explains it in the key. Keep recorded zero and unknown separate when you interpret the table.

4. 7 circles
Using the supplied inputs: 7 = 7. Count one occurrence per row of the requested label and keep unknown labels separate. Do not count the category heading as an additional record.

Transfer model: Item codes label objects and should not be added as quantities. Known counts sum to 4+0=4. The third count is unknown, so 4 is a known subtotal rather than the total count for all three items.
Other responses can meet the criteria when supported by evidence and reasoning.

# Make Safe Sharing and Design Decisions review reasoning

1. Ask because permission is missing
The supplied case states: Another draft has no permission note. Choose the sharing conclusion. Under the stated distinction, this identifies Ask because permission is missing. Information may be appropriate for one audience and not another. A maker can allow a work item to be shared with a group while keeping other information private. Check the specific permission and purpose. This lesson uses invented records; no real names, addresses or pictures are requested. Share only the content and audience explicitly permitted by the supplied record.

2. Task instruction
The supplied case states: Card says Step 2: label the folder. Which message type is stated? Under the stated distinction, this identifies Task instruction. A message may promote a product rather than provide neutral task instructions. A label such as advertisement identifies a promotion; attractive pictures do not prove its claims. Our supplied cards state their purpose. Identify that purpose before deciding whether the message answers the classroom question. Read the stated purpose and evidence; do not treat a sales claim as a verified result.

3. No surviving usable copy is established by this record
The stated record supplies no usable copy that survives. Names or duplicates on failed storage do not survive that failure, and an unsaved screen is not a saved recovery copy. Do not invent an unlisted backup or assume exact reconstruction.

4. Spoken labels
The supplied case states: A control needs its action spoken. Which change meets the stated need? Under the stated distinction, this identifies Spoken labels. A design should help a person complete a task. The same control can create different barriers for different users. Our paper test states a need and asks for the matching change. Test the change against the task instead of adding decorations that do not address the barrier. Choose an improvement directly linked to the supplied access need.

Transfer model: Keep sharing within the permitted group and plan a protected usable copy in a separate backup location. Add equivalent text directions so sound is not required. A backup is not permission for public sharing.
Other responses can meet the criteria when supported by evidence and reasoning.

# Choose Colors, Show Front and Back, and Use Map Symbols review reasoning

1. Use orange circles and black background
The plan uses both allowed color names and no third color. A limited palette is a chosen design constraint, not a rule that other palettes are wrong. Written labels can satisfy this exercise without any purchased supplies.

2. dark main mark on the stated light background
The background is explicitly assigned light value in this exercise. A dark main mark creates the requested light-dark distinction. The assigned value model supports this plan; color names alone do not measure actual displayed contrast or establish full accessibility.

3. Keep bird outline complete; interrupt branch outline behind it
The foreground shape’s complete boundary covers part of the farther boundary. Interrupting branch at that location supplies a depth cue, while reversing the interruption suggests the opposite order.

4. river
The key explicitly connects wave with river, so that label is supported in this particular map. Symbols do not carry one universal meaning everywhere; a clear key helps an audience interpret the maker’s chosen convention.

Transfer model: 1. Use red circles and gray background. The plan uses both allowed color names and no third color. A limited palette is a chosen design constraint, not a rule that other palettes are wrong. Written labels can satisfy this exercise without any purchased supplies. Check the separate work: Every region uses an allowed color label; no third color is introduced. 2. dark main mark on the stated light background. The background is explicitly assigned light value in this exercise. A dark main mark creates the requested light-dark distinction. The assigned value model supports this plan; color names alone do not measure actual displayed contrast or establish full accessibility. Check the separate work: Each plan has opposing stated values and a clearly identified main mark. 3. Keep shoe outline complete; interrupt path outline behind it. The foreground shape’s complete boundary covers part of the farther boundary. Interrupting path at that location supplies a depth cue, while reversing the interruption suggests the opposite order. Check the separate work: The leaf’s boundary remains readable and the stem is interrupted only behind it. 4. help desk. The key explicitly connects diamond with help desk, so that label is supported in this particular map. Symbols do not carry one universal meaning everywhere; a clear key helps an audience interpret the maker’s chosen convention. Check the separate work: All three meanings are explicitly paired with distinct symbols, and the map uses them consistently.
Other responses can meet the criteria when supported by evidence and reasoning.

# Group Beats, Hold Sounds, Copy Echoes, and Draw Movements review reasoning

1. 3 groups
The group starts are [1, 5, 9]. Each complete group has 4 pulses; 12/4=3 groups use all 12. Mark group starts more strongly without changing pulse spacing.

2. 5 beats
The held sound occupies 2 pulses even though it has one onset; the rest occupies one more. Subtract occupied time: 8−2−1=5. Silence is part of the phrase, not missing time.

3. tap → tap → tap → rest
An exact echo repeats the call’s event order and length, including its rests. Here the required response is tap → tap → tap → rest. This task asks for an exact echo, so keep every event in the same order.

4. middle → high
The first mark must show middle and the last high. Height level is distinct from direction or speed. Draw the two positions or use a comfortable small hand movement; standing, jumping and balancing are unnecessary.

Transfer model: 1. 5 groups. The group starts are [1, 4, 7, 10, 13]. Each complete group has 3 pulses; 15/3=5 groups use all 15. Mark group starts more strongly without changing pulse spacing. For the separate drawing or writing task, check this: Four groups use all twelve pulses; each contains exactly three marks. 2. 7 beats. The held sound occupies 2 pulses even though it has one onset; the rest occupies one more. Subtract occupied time: 10−2−1=7. Silence is part of the phrase, not missing time. For the separate drawing or writing task, check this: All six positions are accounted for, including the held duration and silent position. 3. rest → tap → rest. An exact echo repeats the call’s event order and length, including its rests. Here the required response is rest → tap → rest. This task asks for an exact echo, so keep every event in the same order. For the separate drawing or writing task, check this: Event labels, order and phrase length match exactly between the call and response. 4. high → low → middle. The first, second and final marks must show high, low and middle respectively. A two-mark shortcut omits the required intermediate low event; reversing or swapping events changes the supplied sequence. This is a drawn level plan, not a requirement for jumps or whole-body performance. For the separate drawing or writing task, check this: The first position is labeled low, the last high, and the order is explicit.
Other responses can meet the criteria when supported by evidence and reasoning.

# Friendship, permission and repair review reasoning

1. Ask separately because this is a new action.
A hug is a new action and needs a separate request.

2. Repair or replace the accidentally damaged work with adult help as needed.
Help repair or replace the work; an apology alone cannot restore it.

3. Repeated aggression and power imbalance support a bullying concern; tell an adult.
Technology does not remove the pattern or power imbalance.

4. Use the backup adult because the first route is unavailable or unhelpful.
Keep seeking responsible help through a backup route.

Transfer model: The repeated unwanted aggression and group advantage support a bullying concern. Report the observed behavior and location to the backup office adult. Do not join or confront the group. Offer safe companionship to the child without requiring private disclosures. Adults handle protection and follow-up.
Other responses can meet the criteria when supported by evidence and reasoning.

# Sequences and inclusive choices review reasoning

1. Rest-wave-point reverses the original group.
That is the complete reversed order.

2. Use routeA because it is the only completely clear drawn route.
The spill disqualifiesB in the supplied scene.

3. Add words and shapes to remove a color-only signal barrier.
Add non-color meaning cues.

4. Repair the path; the arrow crosses an obstacle.
Order success does not repair the path.

Transfer model: Add START/STOP words and shapes, redraw the whole route around the chair and keep point-wave-rest in order. The paper option preserves sequence knowledge. Evidence is the accessible cues and clear arrow; no physical movement competence is claimed.
Other responses can meet the criteria when supported by evidence and reasoning.

Test answer key

# Math test reasoning

1. 160
Each ten is ten ones; groups can be exchanged without changing the value. The result is 160.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-exchange-tens-for-hundreds

2. 737
Join the place values, not only the digit labels. The result is 737.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-read-expanded-hundreds

3. 471
Read from hundreds to tens to ones; the first unequal place determines the order.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-compare-three-digit-values

4. 800
Use the same step size for all three jumps. The result is 800.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-skip-count-five-ten-hundred

5. 329
Combine matching places and exchange each full ten in a place. The result is 329.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-add-with-regrouping

6. 80
Rename a ten as ten ones when needed, then subtract matching places. The result is 80.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-subtract-with-regrouping

7. 69
Add thirty, then remove the extra one. The result is 69.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-adjust-a-friendly-number

8. 48
Track the received amount first, then remove the cards given away. The result is 48.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-track-two-additive-changes

9. 15
Subtract the starting position from the ending position. The result is 15.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-measure-from-a-nonzero-mark

10. 27
Use three short units for every long unit. The result is 27.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-compare-measurement-unit-sizes

11. 18
Subtract lengths measured in the same unit. The result is 18.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-find-a-length-difference

12. 31
A leftward fourteen-unit jump subtracts fourteen. The result is 31.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-number-line-add-and-subtract

13. 5:30
Each clock-number interval is five minutes; use the hour underway.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-minute-hand-groups-of-five

14. 9:45 a.m.
Morning is before noon.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-choose-am-or-pm

15. 57
A quarter is 25 cents, each nickel 5, and each penny 1. The result is 57.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-count-coin-values

16. 7
Subtract the price from the bill’s dollar value. The result is 7.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-dollars-and-change

17. 9
With a one-vote key, each symbol represents one vote. The result is 9.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-picture-graph-one-object-key

18. 10
The endpoint value on the count scale gives the category total. The result is 10.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-read-bar-endpoints

19. 4
Count every occurrence of the requested measurement. The result is 4.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-plot-repeated-lengths

20. 3
A comparison uses subtraction, and applies only to this supplied record. The result is 3.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-combine-and-compare-graph-data

21. Quadrilateral
The polygon name is determined by the stated side count, not its size or color.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-name-polygons-by-side-count

22. 21
Count all equal squares across the complete rows. The result is 21.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-count-squares-in-a-rectangle

23. One third
Three equal shares mean each has one third of this same whole.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-name-thirds-and-rebuild-a-whole

24. Yes, their areas are equal
Each piece covers 14 of the 28 equal tiles, so both have half the area.
Revisit: https://thelifestarter.com/academy/grade/2/2-math-equal-shares-different-shapes

# Reading & writing test reasoning

1. moon
The relevant input states: oo target: food. r-word: herd. Glide target: point. Compound: sunlight. This fits moon. The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together. Foot sounds like book, although food sounds like moon.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-vowels-and-longer-words-distinguish-two-oo-patterns

2. er
The relevant input states: oo target: food. r-word: herd. Glide target: point. Compound: sunlight. This fits er. When a vowel is followed by r, its pronunciation may differ from a plain short or long vowel. Car, corn and fern illustrate three common spellings. Do not apply final-e thinking to car.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-vowels-and-longer-words-read-an-r-controlled-vowel

3. oi
The relevant input states: oo target: food. r-word: herd. Glide target: point. Compound: sunlight. This fits oi. Some vowel sounds glide from one mouth position to another. Coin, toy, cloud and cow show common diphthong spellings, though English spellings can have exceptions. Snow uses ow with a different sound from cow.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-vowels-and-longer-words-read-a-diphthong-spelling

4. sun + light
The relevant input states: oo target: food. r-word: herd. Glide target: point. Compound: sunlight. This fits sun + light. A compound joins two existing words into one word. Recognizing the parts helps with decoding and often meaning, though not every long word is a compound. A syllable is not automatically a whole word.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-vowels-and-longer-words-split-a-compound-word

5. before
The relevant input states: Prefix word: preview. This fits before. A prefix comes before a base. In these words, re- means again, un- means not, pre- means before and mis- signals something done wrongly. A word that begins with similar letters may not contain that prefix.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-affixes-spelling-and-fluency-read-a-prefix-meaning

6. in that manner
The relevant input states: Suffix word: quietly. This fits in that manner. A suffix follows a base. -er can name a person who does something, -ful means full of, -less means without and -ly often turns an adjective into an adverb. The -er in taller compares; it does not name a person.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-affixes-spelling-and-fluency-read-a-suffix-meaning

7. I am
The relevant input states: Contraction: I’m. This fits I am. A contraction shortens one word or combines words with an apostrophe marking omitted letters. Don’t expands to do not, I’m to I am, we’re to we are, and can’t to the single written word cannot. Expand the actual form before deciding its meaning. Its without an apostrophe is a possessive form.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-affixes-spelling-and-fluency-expand-a-contraction

8. after the introductory time phrase
The relevant input states: Sentence: Before the play, we whisper. This fits after the introductory time phrase. Fluent reading groups words by meaning. A short pause after an introductory time phrase can help a listener, while chopping between every word disrupts the idea. A pause is not a reason to omit the next word.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-affixes-spelling-and-fluency-choose-a-meaningful-phrase-pause

9. play script
The relevant input states: Form: LEE: This room is crowded. [Lee steps aside.] Narration sample: My chair needed more space. Sound phrase: brave bright bird. This fits play script. A fable often uses animal characters and a lesson. A poem arranges language in lines; a play script identifies speakers and stage action; realistic fiction uses possible invented events. Every animal story is not necessarily a fable.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-story-genre-and-perspective-recognize-a-genre-feature

10. my
The relevant input states: Form: LEE: This room is crowded. [Lee steps aside.] Narration sample: My chair needed more space. Sound phrase: brave bright bird. This fits my. First-person narration uses I, we or my for the teller’s own experience. Third-person narration describes characters using names or pronouns such as she and they. A character saying I does not make the whole narration first person.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-story-genre-and-perspective-recognize-narrator-person

11. crowded space
The relevant input states: Form: LEE: This room is crowded. [Lee steps aside.] Narration sample: My chair needed more space. Sound phrase: brave bright bird. This fits crowded space. A setting can affect what a character needs to do. A dark room may require light; rain may lead to shelter. Use an explicit condition and action relationship. Do not assume an unstated weather condition.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-story-genre-and-perspective-notice-a-setting-effect

12. /b/
The relevant input states: Form: LEE: This room is crowded. [Lee steps aside.] Narration sample: My chair needed more space. Sound phrase: brave bright bird. This fits /b/. Alliteration repeats beginning sounds in nearby words. It can make a poem or sentence musical; rhyme instead usually repeats ending vowel and consonant sounds. Repeated endings are rhyme rather than alliteration.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-story-genre-and-perspective-notice-a-repeated-sound

13. take
The relevant input states: Past verb: took. This fits take. Some past-tense verbs change form instead of adding -ed. Went comes from go, ate from eat, ran from run and took from take. Do not add -ed to an already past form.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-grammar-and-time-read-irregular-past-verbs

14. a noun
The relevant input states: Highlight: heavy in heavy bag. This fits a noun. An adjective describes a noun; an adverb can describe how an action happens. Quiet room uses an adjective, while speak quietly uses an adverb. A word ending -ly is often, but not always, an adverb.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-grammar-and-time-find-adjective-or-adverb-work

15. contrast with but
The relevant input states: Join: tired but cheerful. This fits contrast with but. Conjunctions connect ideas. And adds, but contrasts, because gives a reason and or presents a choice. The relationship depends on the actual connected ideas. And does not by itself show cause.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-grammar-and-time-choose-a-conjunction-relationship

16. statement
The relevant input states: Sentence: We took a bag. This fits statement. Statements tell, questions ask, commands request actions and exclamations express strong feeling. Their words and ending marks work together. A question mark is for an actual question.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-grammar-and-time-recognize-a-sentence-form

17. diagram labels
The relevant input states: Need: names of parts in a bicycle drawing. This fits diagram labels. Diagram labels identify parts, glossaries define selected terms, indexes locate topics by page and headings show section topics. Use the feature’s specific job. A heading names a section; it does not necessarily define a term.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-nonfiction-and-useful-explanations-choose-a-feature-for-a-task

18. problem and solution
The relevant input states: Signals: too dark, install a lamp. This fits problem and solution. Writers can organize information by time, similarities and differences, a problem with a response, or details about one subject. Signal words offer clues, not proof on their own. A list of colors is description, not a time sequence.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-nonfiction-and-useful-explanations-distinguish-text-organization

19. gives a location
The relevant input states: Definition phrase: behind the wheel. This fits gives a location. A definition can name the larger group a thing belongs to and what makes it distinctive. Examples help illustrate, but one example is not the whole definition. A place does not replace the meaning of a word.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-nonfiction-and-useful-explanations-use-a-definition-sentence

20. draw on the paper
The relevant input states: Procedure begins: draw on the paper. This fits draw on the paper. A useful how-to text places prerequisite actions before actions that depend on them. You need the paper before folding or drawing, but the supplied directions control the task. Do not assume every procedure uses the same order.
Revisit: https://thelifestarter.com/academy/grade/2/2-reading-nonfiction-and-useful-explanations-choose-a-procedure-opening

# Science test reasoning

1. absorbent
The answer is absorbent. In the notes, it means “takes in the supplied water.” A property describes a material, while an object also has a shape and purpose. Use printed property tests. Never taste, burn or heat a material for this activity.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-matter-properties-and-changes-describe-useful-material-properties

2. gas
The answer is gas. In the notes, it means “spreads through available space.” Solids keep a shape under ordinary conditions. Liquids flow and take a container’s shape while keeping volume approximately fixed. Gases spread through available space.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-matter-properties-and-changes-recognize-states-of-matter

3. freezing
The answer is freezing. In the notes, it means “liquid changes to solid.” Melting and freezing change state without changing the substance’s identity. Cutting changes shape. Some changes form new substances and cannot be simply reversed by restoring temperature.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-matter-properties-and-changes-describe-reversible-changes

4. function
The answer is function. In the notes, it means “what the object is intended to do.” The same components can form different structures. Count what parts are used and describe their arrangement. Shape can change an object’s function without changing the material.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-matter-properties-and-changes-build-different-objects-from-parts

5. pollination
The answer is pollination. In the notes, it means “pollen reaches a suitable flower part.” Pollination moves pollen between appropriate flower parts. Seed dispersal moves seeds after they form. These are different steps; a visit by an animal does not guarantee successful reproduction.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-pollination-seeds-and-habitats-separate-pollination-and-seed-dispersal

6. wing
The answer is wing. In the notes, it means “can help wind carry the seed.” Seed structures can help movement. Use the supplied function cards; not every seed uses the same method. A model can show movement without putting seeds outdoors.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-pollination-seeds-and-habitats-compare-seed-movement-structures

7. forest
The answer is forest. In the notes, it means “tree-dominated habitat in the supplied record.” A habitat provides resources and conditions. Different habitats support different organisms. Count the kinds actually listed, not how many individual animals appear in a picture.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-pollination-seeds-and-habitats-compare-habitat-kinds

8. food resource
The answer is food resource. In the notes, it means “meets a stated feeding need.” A need is not the same as an optional preference. Choose a habitat based on the stated organism requirement. These fictional cases simplify real ecosystems and are not animal-care instructions.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-pollination-seeds-and-habitats-use-evidence-about-habitat-needs

9. mountain
The answer is mountain. In the notes, it means “raised land feature.” Maps represent selected features. A river is flowing surface water; a lake is a body of water surrounded by land. A map’s color key defines how features are drawn.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-land-water-and-surface-change-read-land-and-water-features

10. erosion
The answer is erosion. In the notes, it means “rock or sediment moves.” Weathering breaks down rock. Erosion moves rock or sediment; deposition leaves it in a new place. Several processes can occur in the same landscape.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-land-water-and-surface-change-distinguish-weathering-and-erosion

11. gradual
The answer is gradual. In the notes, it means “change described over many years.” The timescale matters. Earth changes can occur quickly or accumulate gradually. Use the stated intervals, not a guess from how dramatic a picture looks.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-land-water-and-surface-change-compare-fast-and-slow-changes

12. observe again
The answer is observe again. In the notes, it means “collects evidence after a change.” A solution should address the process causing damage. These paper proposals are simplified models. Real flooding or slope hazards require qualified local advice.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-land-water-and-surface-change-choose-a-surface-protection-idea

13. evaporation
The answer is evaporation. In the notes, it means “liquid water becomes water vapor.” Water may be solid ice, liquid water or invisible gaseous water vapor. A visible cloud contains tiny droplets or ice, not merely invisible vapor.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-water-states-and-movement-name-water-state-changes

14. groundwater
The answer is groundwater. In the notes, it means “water stored below ground.” Water moves between stores. Arrows represent a process or movement, not a fixed order that every water molecule must follow. Groundwater is part of the cycle.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-water-states-and-movement-trace-water-cycle-places

15. infiltration
The answer is infiltration. In the notes, it means “water enters the ground.” Precipitation delivers water from the atmosphere. Runoff moves over land. Infiltration enters the ground, and evaporation changes liquid into vapor.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-water-states-and-movement-name-water-movements

16. wrong state
The answer is wrong state. In the notes, it means “solid liquid or gas is mislabeled.” A model should name its arrows and stores. It can omit details for clarity, but an omitted store still exists. No water disappears merely because it leaves one place.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-water-states-and-movement-check-a-water-cycle-drawing

17. transparent
The answer is transparent. In the notes, it means “allows the stated light through.” A material should suit the job. Our test cards provide four properties. Real samples vary; use only the supplied records and keep the reasoning tied to the intended function.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-material-design-and-comparison-choose-evidence-based-materials

18. material cap
The answer is material cap. In the notes, it means “limit on supplied pieces.” Criteria describe what success looks like. Constraints limit materials, size or time. A solution must satisfy essential constraints before preferences can decide between it and another.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-material-design-and-comparison-distinguish-criteria-and-constraints

19. consistent fail
The answer is consistent fail. In the notes, it means “all supplied runs miss the goal.” Repeated tests reveal whether a result is consistent. A failed run should remain in the record. The supplied tests do not prove performance outside the stated conditions.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-material-design-and-comparison-read-repeated-model-tests

20. reinforce
The answer is reinforce. In the notes, it means “support a bending span.” Choose a change aimed at the observed failure. Changing everything at once makes it harder to identify the useful change. After revision, compare under matched supplied conditions.
Revisit: https://thelifestarter.com/academy/grade/2/2-science-material-design-and-comparison-improve-the-failed-feature

# Social studies test reasoning

1. Shared
The card says: “A fictional federal and state team coordinates a task.” That matches Shared. Shared is more than one stated government level participates.
Revisit: https://thelifestarter.com/academy/grade/2/2-social-local-state-and-national-government

2. Check and balance
The card says: “Congress considers overriding a presidential veto.” That matches Check and balance. Check and balance is one branch using a specified power to limit another.
Revisit: https://thelifestarter.com/academy/grade/2/2-social-the-three-federal-branches

3. Budget plan
The card says: “A fictional office lists expected receipts and planned costs.” That matches Budget plan. Budget plan is a statement of intended revenue and spending.
Revisit: https://thelifestarter.com/academy/grade/2/2-social-public-goods-and-community-funding

4. Public discussion
The card says: “A community forum considers several service plans.” That matches Public discussion. Public discussion is an organized exchange about a community issue.
Revisit: https://thelifestarter.com/academy/grade/2/2-social-civic-action-without-a-purchase

5. South America
Peru is in South America, according to the notes. Brazil is another country in South America.
Revisit: https://thelifestarter.com/academy/grade/2/2-social-seven-continents-in-a-common-school-model

6. Pacific Ocean
The card says: “A ship crosses an ocean from Japan toward western North America.” That matches Pacific Ocean. Pacific Ocean is a vast ocean between the Americas and Asia/Australia.
Revisit: https://thelifestarter.com/academy/grade/2/2-social-more-continents-and-the-oceans

7. Physical feature
The card says: “A fictional region contains a mountain range.” That matches Physical feature. Physical feature is a natural characteristic of the landscape.
Revisit: https://thelifestarter.com/academy/grade/2/2-social-weather-climate-and-land-use

8. Route
The card says: “A map line connects train stops.” That matches Route. Route is a line showing a travel connection.
Revisit: https://thelifestarter.com/academy/grade/2/2-social-a-boundary-is-not-always-a-wall

9. Output
The card says: “A workshop completes a repaired table.” That matches Output. Output is the good or service produced.
Revisit: https://thelifestarter.com/academy/grade/2/2-social-resources-in-production

10. Supply interruption
The card says: “A workshop lacks a required replacement part.” That matches Supply interruption. Supply interruption is a break in access to an input or product.
Revisit: https://thelifestarter.com/academy/grade/2/2-social-specialization-and-interdependence

11. Money remaining
15 dollars minus 8 dollars spent leaves 7 dollars: $15 − $8 = $7. That amount is money remaining.
Revisit: https://thelifestarter.com/academy/grade/2/2-social-choosing-with-a-fixed-budget

12. Resource limit
The card says: “A fictional group has material for only one project.” That matches Resource limit. Resource limit is the constraint preventing all choices from being taken.
Revisit: https://thelifestarter.com/academy/grade/2/2-social-opportunity-cost-is-the-next-best-choice

13. Stereotype
The card says: “A fictional claim says Native people exist only in the past.” That matches Stereotype. Stereotype is an unsupported claim treating diverse people as identical.
Revisit: https://thelifestarter.com/academy/grade/2/2-social-native-nations-are-diverse-and-present

14. Pull factor
The card says: “A fictional worker chooses a place with available work.” That matches Pull factor. Pull factor is a stated condition attracting people to a destination.
Revisit: https://thelifestarter.com/academy/grade/2/2-social-migration-and-settlement

15. Oral account
The card says: “A speaker recounts a community memory.” That matches Oral account. Oral account is a spoken account recorded or remembered.
Revisit: https://thelifestarter.com/academy/grade/2/2-social-objects-buildings-and-written-records

16. Civil Rights Act in 1964
The card says: “A card places federal civil-rights legislation about a century after abolition.” That matches Civil Rights Act in 1964. Civil Rights Act in 1964 is legislation addressing discrimination in public places and employment.
Revisit: https://thelifestarter.com/academy/grade/2/2-social-revolution-constitution-and-civil-rights-in-order

# Computing test reasoning

1. No exchange
The supplied case states: An unplugged computer only displays its own stored picture. Classify the described path. Under the stated distinction, this identifies No exchange. Devices can exchange information through a cable or through wireless signals. The connection method is not the same as its purpose. A wireless local link does not automatically reach the Internet, and a paper exchange is not a computer network. Use the stated path carrying information; do not infer Internet access from the word wireless.
Revisit: https://thelifestarter.com/academy/grade/2/2-computing-distinguish-a-cable-link-from-a-wireless-link

2. Local path works
The supplied case states: The local printer route remains drawn despite the broken Internet line. Map: tablet connects to local printer; its Internet line is broken. What is supported? Under the stated distinction, this identifies Local path works. A local network connects nearby devices under a common arrangement. The Internet connects many networks. A local printer may work even when Internet access is unavailable. The supplied map states which connections exist; use those lines rather than assuming every device reaches every service. Choose the destination reachable through the connections explicitly drawn in the model.
Revisit: https://thelifestarter.com/academy/grade/2/2-computing-separate-a-local-network-from-the-internet

3. B
The supplied case states: Store a second saved copy in the backup device. Table: P=printer, S=speaker, D=display, B=backup storage. Choose the label. Under the stated distinction, this identifies B. A message needs a destination in a network model. A label identifies where to send it; it does not describe every property of the recipient. Our paper map uses pretend device names rather than real addresses. Match the requested job to the specified destination. Use the supplied destination table and keep similarly named devices separate.
Revisit: https://thelifestarter.com/academy/grade/2/2-computing-use-a-destination-label

4. Available locally
The supplied case states: A saved text and text editor are present locally. In the supplied offline model, classify the task. Under the stated distinction, this identifies Available locally. Offline means the stated device has no active network connection. Work using files and software already available on the device may still be possible. New remote information requires a connection unless a usable copy is available. The exercise record tells which resources are local. Check whether the needed program and information are already available locally.
Revisit: https://thelifestarter.com/academy/grade/2/2-computing-notice-what-can-work-offline

5. 6
The supplied case states: Size for item B. Table: A has Count 2/Size 5; B has Count 3/Size 6. Which value is requested? Under the stated distinction, this identifies 6. A table organizes information into rows and columns. A row can represent one item; a column label tells what its values mean. The same number can mean a count, a length or a code. Read both labels before interpreting a cell. Locate the named row, then use the requested column label.
Revisit: https://thelifestarter.com/academy/grade/2/2-computing-use-rows-and-column-labels

6. Word category
The supplied case states: Color=blue category. Classify the stated field. Under the stated distinction, this identifies Word category. Data can use numbers to count or measure, and digits can also be labels. A classroom item code 007 identifies an item; adding item codes does not produce a meaningful total. In this model Count is a quantity and Code is a label. The column meaning controls what operations make sense. Use the field’s stated meaning before deciding whether arithmetic is meaningful.
Revisit: https://thelifestarter.com/academy/grade/2/2-computing-distinguish-a-number-from-a-code

7. Recorded zero
The supplied case states: Count=0 for a checked empty box. Key: ? means unknown. Interpret the field. Under the stated distinction, this identifies Recorded zero. A blank or unknown field does not mean zero. Zero is a recorded quantity; missing means the value was not supplied. Treating missing values as zero changes conclusions. A clear record uses a consistent missing marker and explains it in the key. Keep recorded zero and unknown separate when you interpret the table.
Revisit: https://thelifestarter.com/academy/grade/2/2-computing-keep-missing-values-different-from-zero

8. 8 circles
Using the supplied inputs: 8 = 8. Count one occurrence per row of the requested label and keep unknown labels separate. Do not count the category heading as an additional record.
Revisit: https://thelifestarter.com/academy/grade/2/2-computing-turn-categories-into-counts

9. Allowed publicly
The supplied case states: Publicly allowed fictional icon proposed for public use. Choose the sharing conclusion. Under the stated distinction, this identifies Allowed publicly. Information may be appropriate for one audience and not another. A maker can allow a work item to be shared with a group while keeping other information private. Check the specific permission and purpose. This lesson uses invented records; no real names, addresses or pictures are requested. Share only the content and audience explicitly permitted by the supplied record.
Revisit: https://thelifestarter.com/academy/grade/2/2-computing-match-sharing-to-permission

10. Recorded observation
The supplied case states: Card says Checked record: two files exist. Which message type is stated? Under the stated distinction, this identifies Recorded observation. A message may promote a product rather than provide neutral task instructions. A label such as advertisement identifies a promotion; attractive pictures do not prove its claims. Our supplied cards state their purpose. Identify that purpose before deciding whether the message answers the classroom question. Read the stated purpose and evidence; do not treat a sales claim as a verified result.
Revisit: https://thelifestarter.com/academy/grade/2/2-computing-recognize-a-paid-message

11. No surviving usable copy is established by this record
The stated record supplies no usable copy that survives. Names or duplicates on failed storage do not survive that failure, and an unsaved screen is not a saved recovery copy. Do not invent an unlisted backup or assume exact reconstruction.
Revisit: https://thelifestarter.com/academy/grade/2/2-computing-plan-a-separate-backup-copy

12. Keyboard controls
The supplied case states: A keyboard user needs an alternative to mouse-only activation. Which change meets the stated need? Under the stated distinction, this identifies Keyboard controls. A design should help a person complete a task. The same control can create different barriers for different users. Our paper test states a need and asks for the matching change. Test the change against the task instead of adding decorations that do not address the barrier. Choose an improvement directly linked to the supplied access need.
Revisit: https://thelifestarter.com/academy/grade/2/2-computing-check-a-design-against-a-user-need

# Arts & music test reasoning

1. Use blue circles and white background
The plan uses both allowed color names and no third color. A limited palette is a chosen design constraint, not a rule that other palettes are wrong. Written labels can satisfy this exercise without any purchased supplies.
Revisit: https://thelifestarter.com/academy/grade/2/2-arts-limited-palette

2. light main mark on the stated dark background
The background is explicitly assigned dark value in this exercise. A light main mark creates the requested light-dark distinction. The assigned value model supports this plan; color names alone do not measure actual displayed contrast or establish full accessibility.
Revisit: https://thelifestarter.com/academy/grade/2/2-arts-value-contrast

3. Keep flower outline complete; interrupt fence outline behind it
The foreground shape’s complete boundary covers part of the farther boundary. Interrupting fence at that location supplies a depth cue, while reversing the interruption suggests the opposite order.
Revisit: https://thelifestarter.com/academy/grade/2/2-arts-depth-overlap

4. closed path
The key explicitly connects crossed lines with closed path, so that label is supported in this particular map. Symbols do not carry one universal meaning everywhere; a clear key helps an audience interpret the maker’s chosen convention.
Revisit: https://thelifestarter.com/academy/grade/2/2-arts-symbol-key

5. 4 groups
The group starts are [1, 3, 5, 7]. Each complete group has 2 pulses; 8/2=4 groups use all 8. Mark group starts more strongly without changing pulse spacing.
Revisit: https://thelifestarter.com/academy/grade/2/2-arts-grouped-beats

6. 7 beats
The held sound starts once and lasts 1 pulse; the rest takes one more pulse. Subtract occupied time: 9−1−1=7. Silence is part of the phrase, not missing time.
Revisit: https://thelifestarter.com/academy/grade/2/2-arts-hold-and-rest

7. tap → rest → rest
An exact echo repeats the call’s event order and length, including its rests. Here the required response is tap → rest → rest. This task asks for an exact echo, so keep every event in the same order.
Revisit: https://thelifestarter.com/academy/grade/2/2-arts-call-response

8. low → high
The first mark must show low and the last high. Height level is distinct from direction or speed. Draw the two positions or use a comfortable small hand movement; standing, jumping and balancing are unnecessary.
Revisit: https://thelifestarter.com/academy/grade/2/2-arts-movement-levels

# Health & movement test reasoning

1. Stop or return the item because permission changed.
Changed permission means stop now.
Revisit: https://thelifestarter.com/academy/grade/2/2-health-ask-about-a-specific-action

2. Correct the mistaken statement to the people who heard it.
The repair includes correcting the record to those who heard it.
Revisit: https://thelifestarter.com/academy/grade/2/2-health-repair-a-small-safe-disagreement

3. A single unsafe act still needs adult help even without a repeated pattern.
Respond to the harm and seek help without requiring proof of bullying first.
Revisit: https://thelifestarter.com/academy/grade/2/2-health-notice-bullying-evidence-without-blaming

4. Ask the routine helper for a non-safety question.
This is a routine clarification, not an emergency claim.
Revisit: https://thelifestarter.com/academy/grade/2/2-health-build-a-layered-help-plan

5. Point-wave-rest-point-wave-rest repeats the group twice.
Repeat all three actions in order.
Revisit: https://thelifestarter.com/academy/grade/2/2-health-combine-three-action-cards

6. Use routeB because it is the only completely clear drawn route.
Check every segment;B alone satisfies the full-route requirement.
Revisit: https://thelifestarter.com/academy/grade/2/2-health-check-spacing-along-a-route

7. Allow a seated or drawn sequence to preserve the order goal.
Drawing the order is a valid alternative for the actual goal.
Revisit: https://thelifestarter.com/academy/grade/2/2-health-adapt-a-game-rule-fairly

8. Repair access cues; the signal relies only on color.
Add the required accessible cues rather than critique the person.
Revisit: https://thelifestarter.com/academy/grade/2/2-health-use-one-clear-feedback-criterion