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B Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Texas Treasures, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in the United States of America 1 2 3 4 5 6 7 8 9 ROV 13 12 11 10 09
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Contents Pacing Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . v ISSUE 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 How to Use Time For Kids . . . . . . . . . . . . . . . . . . vi Compare and Contrast TEKS 4.11 (C) ELAR TEKS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii Context Clues TEKS 3.4 (B) Use Text Features TEKS 3.13 (D) Content Standards . . . . . . . . . . . . . . . . . . . . . . . . . ix A Lifetime of Treasures Model the Skills ISSUE 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Open Liberty! Apply the Skills Main Idea and Details TEKS 3.13 (A) Let’s Celebrate! Tables Prefixes TEKS 3.4 (A) Graphs TEKS 3.15 (B) ISSUE 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 Small Loans Make a Big Difference Make and Confirm Predictions Model the Skills TEKS 3.13 (D) Class Safari Apply the Skills Suffixes TEKS 3.4 (A) Charts TEKS 3.15 (B) Temperatures of Cities in Kenya Charts The Car of the Future? Model the Skills ISSUE 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Wild Rides Apply the Skills Cause and Effect TEKS 3.13 (C) The Family Car Poetry Unknown Words TEKS 3.4 (E) Maps TEKS 3.15 (B) ISSUE 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 Two Maps: One New, One Old Model the Skills Sequence TEKS RC-3 (E) Learning with Laptops Apply the Skills Compound Words TEKS 1.6 (B) Maps TEKS 3.15 (B) All-American Tall Tales Maps Life on the Gulf Model the Skill ISSUE 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Building a Tsunami Warning System Apply the Skill Main Idea and Details TEKS 3.13 (A) Synonyms TEKS 3.4 (C) Instructions for Earth’s Dishwasher Poetry Photos and Captions TEKS 3.13 (D) Sunlight and Shadow Model the Skills ISSUE 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 Great Ball of Fire Apply the Skills Draw Conclusions TEKS 3.13 (B) Context Clues TEKS 3.4 (B) Today Is Very Boring Poetry Graphs TEKS 3.15 (B) Legacy of Dreams Model the Skill A Helping Hand Apply the Skill Top 5 U.S. Foundations Graphs Teacher’s Manual iii
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ISSUE 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 ISSUE 12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111 Main Idea and Details TEKS 3.13 (A) Author’s Purpose TEKS 3.12 Context Clues TEKS 3.4 (C) Context Clues TEKS 3.4 (B) Time Lines TEKS 3.15 (B) Time Lines TEKS 3.15 (B) Abraham Lincoln and Frederick Where No People Had Gone Before Douglass Model the Skill Model the Skill American Indian Nations Apply the Skills Mysterious Mars Apply the Skill Mary Youngblood Time Lines How Spirit Landed Diagrams ISSUE 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81 ISSUE 13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121 Author’s Purpose TEKS 3.12 Cause and Effect TEKS 3.13 (C) Context Clues TEKS 3.4 (B) Context Clues TEKS 3.4 (B) Maps TEKS 3.15 (B) Charts TEKS 3.15 (B) This Flower Stinks Model the Skill Water Troubles Model the Skill Secret at the Heart of a Pyramid Kaboom! Volcanoes Are a Threat Apply the Apply the Skill Skill Eletelephony Poetry No More Water Poetry ISSUE 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91 ISSUE 14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131 Author’s Purpose TEKS 3.12 Sequence TEKS RC-3 (E) Context Clues TEKS 3.4 (B) Context Clues TEKS 3.4 (B) Photos and Captions TEKS 3.13 (D) Maps TEKS 3.15 (B) Teens to the Rescue! Model the Skill Welcome to India Model the Skill Long Live the Emperor! Apply the Skill Faces From the Past Apply the Skill Mighty Monarchs Maps The Inca Empire Maps ISSUE 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 ISSUE 15. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141 Draw Conclusions TEKS 3.13 (B) Cause and Effect TEKS 3.13 (C) Context Clues TEKS 3.4 (B) Homophones TEKS 3.4 (C) Diagrams TEKS 3.15 (B) Diagrams TEKS 3.15 (B) Freedom Fighter Model the Skill Trouble in the Ocean Model the Skill Surf’s Up! Apply the Skill One Giant Squid! Apply the Skill Roller Coaster Poetry How Diamonds Form Diagrams Short-Answer Reading Rubric. . . . . . . . . . . . . .T1 Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T2 iv Time For Kids
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Pacing Suggestions THREE-MONTH PACING SUGGESTION You might wish to use the Time for Kids, Student Edition as test preparation starting from the beginning of the year up to the administration of the TAKS™. Time for Kids, Student Edition Issue Related Teacher’s Edition Lesson Issue 1 Unit 1 Week 1 Issue 2 Unit 1 Week 2 Issue 3 Unit 1 Week 3 Issue 4 Unit 1 Week 4 Issue 5 Unit 1 Week 5 Issue 6 Unit 2 Week 1 Issue 7 Unit 2 Week 2 Issue 8 Unit 2 Week 3 Issue 9 Unit 2 Week 4 Issue 10 Unit 2 Week 5 Issue 11 Unit 3 Week 1 Issue 12 Unit 3 Week 2 Issue 13 Unit 3 Week 3 Issue 14 Unit 3 Week 4 Issue 15 Unit 3 Week 5 SIX-WEEK PACING SUGGESTION You can condense the pace of test preparation by using the Time for Kids, Student Edition during the six weeks prior to the administration of the TAKS™. Time for Kids, Student Edition Issue Week Prior to TAKS™ Issues 1–3 Week 6 Prior to TAKS™ Issues 4–6 Week 5 Prior to TAKS™ Issues 7–9 Week 4 Prior to TAKS™ Issues 10–12 Week 3 Prior to TAKS™ Issues 13–15 Week 2 Prior to TAKS™ Review Week 1 Prior to TAKS™ USING TIME FOR KIDS, STUDENT EDITION THROUGHOUT THE YEAR You might wish to assign one article a week and read the poem or text feature with the second article. Teacher’s Manual v
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How to Use Time for Kids TIME FOR KIDS, STUDENT EDITION Each issue in Time for Kids, Student Edition includes two articles and a text feature, such as a chart or a diagram, or a poem. Each issue relates to a Social Studies or Science Texas Essential Knowledge and Skills (TEKS) Student Expectation. TRANSPARENCIES A transparency is provided at www.macmillanmh.com for the first article in each issue. Use the transparency to model how to answer questions on English Language Arts and Reading (ELAR) TEKS Student Expectations in the format similar to that found on your state test. Questions are provided in Blackline Masters found in the Time for Kids Teacher’s Manual. TEACHER’S MANUAL The Teacher’s Manual contains lessons for each issue of Time for Kids. Article 1: Model the Skills Use the transparency and Blackline Master to model how to answer comprehension, vocabulary, and text feature questions. Article 2: Apply the Skills The Blackline Master for the second article offers students the opportunity to answer questions based on the same ELAR TEKS modeled with the first article. Text Feature or Poetry: Apply the Skills A third Blackline Master is provided for students to review previously taught ELAR TEKS. vi Time For Kids
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COMPREHENSION AND VOCABULARY FOCUS As noted earlier, each issue of Time for Kids relates to a Social Studies or Science TEKS. However, the items in the tests that accompany each issue focus on ELAR TEKS for comprehension, vocabulary, and text features. SHORT-ANSWER PREPARATION The first two tests for each issue of Time for Kids provide opportunities for students to practice responding to short- answer items. Although students are not expected to provide written responses to comprehension questions until the Grade 9 TAKS™ Reading test, these items will help students to begin building the skills and confidence they will need when they are faced with short-answer items in a testing situation. LEVELS OF THINKING Test questions can be broken down into four developmentally sequenced categories, based on the different levels of thinking required to answer them. • A question may have an answer that is stated in the selection. At the most basic level, students can find or locate the answer in the selection. At the next level, the answers are stated in the text but cannot be found in a single sentence. The student must combine, or put together, information from different parts of the selection to find the answer. • A question may have an answer that is not stated in the selection. For a question at the third level of thinking, the student must find clues and text evidence in the selection and connect them to find the inferred or implied answer to the question. A question that addresses the fourth level of thinking requires the student to analyze the selection and make judgments based on text evidence to determine the author’s style or purpose for writing. Teacher’s Manual vii
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ELAR TEKS in Time for Kids TEKS 3.4 Reading/Vocabulary TEKS 3.12 Reading/Comprehension Development of Informational Text/Culture and Students understand new vocabulary and use History it when reading and writing. Students are Students analyze, make inferences and draw expected to: conclusions about the author’s purpose in (A) identify the meaning of common prefixes cultural, historical, and contemporary contexts (e.g., in-, dis-) and suffixes (e.g., -full, -less), and and provide evidence from the text to support know how they change the meaning of roots; their understanding. Students are expected to (B) use context to determine the relevant identify the topic and locate the author’s stated meaning of unfamiliar words or distinguish purposes in writing the text. among multiple meaning words and homographs; TEKS 3.13 Reading/Comprehension of (C) identify and use antonyms, synonyms, Informational Text/Expository Text homographs, and homophones; Students analyze, make inferences and (D) identify and apply playful uses of language draw conclusions about expository text and (e.g., tongue twisters, palindromes, riddles); and provide evidence from text to support their understanding. Students are expected to: (E) alphabetize a series of words to the third letter and use a dictionary or a glossary to (A) identify the details or facts that support the determine the meanings, syllabication, and main idea; pronunciation of unknown words. (B) draw conclusions from the facts presented in text and support those assertions with textual TEKS 3.6 Reading/Comprehension of evidence; Literary Text/Poetry (C) identify explicit cause and effect Students understand, make inferences and relationships among ideas in texts; and draw conclusions about the structure and (D) use text features (e.g., bold print, captions, key elements of poetry and provide evidence from words, italics) to locate information and make and text to support their understanding. Students verify predictions about contents of text. are expected to describe the characteristics of various forms of poetry and how they create TEKS 3.15 Reading/Comprehension of imagery (e.g., narrative poetry, lyrical poetry, Informational Text/Procedural Texts humorous poetry, free verse). Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow and explain a set of written multi-step directions; and (B) locate and use specific information in graphic features of text. viii Time For Kids
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Content Standards Issue Article Social Studies or Science TEKS 1 Small Loans Make a Big Social Studies 3.11(B) Identify examples of actions individuals and groups can Difference take to improve the community. Class Safari 2 Two Maps: One New, Social Studies 3.5(A) Use cardinal and intermediate directions to locate places One Old such as the Amazon River, Himalayan Mountains, and Washington D.C. on Learning with Laptops maps and globes. Social Studies 3.11(C) Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good. 3 Sunlight and Shadow Science 3.11(D) Describe the characteristics of the Sun. Great Ball of Fire 4 A Lifetime of Treasures Social Studies 3.14(B) Explain the significance of selected individual writers Open Liberty! and artists and their stories, poems, statues, paintings, and other examples of cultural heritage to communities around the world. Social Studies 3.1(A) Describe how individuals, events, and ideas have changed communities over time. 5 The Car of the Future? Science 3.11(A) Identify and describe the importance of earth materials Wild Rides including rocks, soil, water, and gases of the atmosphere in the local area and classify them as renewable, nonrenewable, or inexhaustible resources. Science 3.6The student knows that forces cause change. 6 Life on the Gulf Science 3.6(B) Identify that the surface of the Earth can be changed by forces Building a Tsunami such as earthquakes and glaciers. Warning System 7 Legacy of Dreams Social Studies 3.8(D) Identify historic figures, such as Henry Ford, and ordinary A Helping Hand people in the community who have started new businesses. Social Studies 3.11(C) Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good. 8 Abraham Lincoln and Social Studies 3.10(B) Identify historic figures such as Jane Addams, Helen Frederick Douglass Keller, and Harriet Tubman who have exemplified good citizenship. American Indian Social Studies 3.1(A) Describe how individuals, events, and ideas have Nations changed communities over time. 9 This Flower Stinks Science 3.9(A) Observe and identify characteristics among species that allow Secret at the Heart of a each to survive and reproduce. Pyramid Social Studies 3.1(A) Describe how individuals, events, and ideas have changed communities over time. Teacher’s Manual ix
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Content Standards Issue Article Social Studies or Science TEKS 10 Teens to the Rescue! Social Studies 3.10(D) Identify ordinary people who exemplify good Long Live the Emperor! citizenship. Social Studies 3.1(A) Describe how individuals, events, and ideas have changed communities over time. 11 Freedom Fighter Social Studies 3.11(B) Identify examples of actions individuals and groups can Surf’s Up! take to improve the community. Science 3.6The student knows that forces cause change. 12 Where No People Had Science 3.11(C) Identify the planets in our solar system and their position in Gone Before relation to the Sun. Mysterious Mars 13 Water Troubles Science 3.8(C) Describe environmental changes in which some organisms Kaboom! Volcanoes Are would thrive, become ill, or perish. a Threat Science 3.6(B) Identify that the surface of the Earth can be changed by forces such as earthquakes and glaciers. 14 Welcome to India Social Studies 3.1(A) Describe how individuals, events, and ideas have Faces From the Past changed communities over time. 15 Trouble in the Ocean Science 3.8(C) Describe environmental changes in which some organisms One Giant Squid! would thrive, become ill, or perish. Science 3.9(A) Observe and identify characteristics among species that allow each to survive and reproduce. x Time For Kids
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TFK Pages 6–7 Main Idea and Details MODEL THE SKILL Have students open to page 5 of Time for Kids, Student ELAR Student Edition. Look at the cover and read the article titles aloud with Expectations the class. Have students preview the photographs. Tell students, Main Idea and Details We will use these articles to learn how to identify the main idea TEKS 3.13 (A) and details of a reading selection. Identify facts that support the Display Transparency pp. 6–7 of the article “Small Loans main idea. Objective 1 Make a BIG Difference” and distribute Blackline Master 1. Ask students to open to page 6 of Time for Kids. Have students Word Parts: Prefixes look at the title, photographs, and captions before they read TEKS 3.4 (A) the article. Then have students read the article carefully and Know how prefixes change identify any words they do not know. Underline these words on the meaning of roots. the transparency and review them with the class. Then read the Objective 1 following question and answer choices aloud: Graphs TEKS 3.15 (B) 1 What is this article mainly about? Locate and use information in A The Grameen Bank was founded in 1983 in Bangladesh. graphic features. Objective 3 B Muhammad Yunus won the Nobel Peace Prize in 2006. C The Grameen Bank gives small loans to people to start businesses. Materials D A woman in Bangladesh borrowed $120 and later repaid the loan. Transparency From Blackline Master 1 pp. 6–7 Think Aloud This question asks what the article is mainly about. Blackline Masters First, I have to find details and text evidence in different parts 1, 2, 3 of the article. Then I have to figure out what the article speaks mainly about. I can connect the details and facts from the article to determine the correct answer. Tell students that they should think about all of the information they have read in the article and then decide what the whole article is mostly about. Remind students that all of the answer choices may include information from the text, but they must decide which answer best expresses the most important idea overall. Then call on student volunteers to share their answers and explain how they got the correct answer (C). For further practice with the comprehension skill you may wish to have children work together or independently to answer question 2 on Blackline Master 1. Teacher’s Manual 1
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TFK Pages 6–7 Graphs MODEL THE SKILL 3 Look at the graph on page 6. In 1983, what percentage of Tell students that a graph is a text feature that can provide borrowers at Grameen Bank additional details to help support the ideas presented in an were females? article. Graphs are visual representations of information that may A 46% not appear anywhere else in the article. B 86% Then read question 3 aloud. C 96% Think Aloud The question asks what percentage of borrowers D 100% in 1983 were females. I need to look at the graph to find From Blackline Master 1 information about female borrowers in 1983 and combine the details to determine the best answer. Remind students they can use text features such as graphs to help them better understand text and to answer test questions. Point to the graph on Transparency pp. 6–7 and tell students that the graph displays information about the Grameen Bank in 1983 and today. Have students read the labels and information on the graph. Then have them determine which answer choice is correct (A). Prefixes MODEL THE SKILL 4 In the second paragraph on page 6, the word unable Tell students that they may not know the meaning of every means — single word in a text. Point out that many words consist of a base A very able word to which a prefix has been added. Explain that recognizing B one who is able a prefix and thinking about its meaning can help readers determine the definition of certain words. C not able D able again Then read question 4 aloud. From Blackline Master 1 Think Aloud I see the word unable in the article, but the article does not tell me what unable means. I recognize the prefix un- at the beginning of the word. I will connect the meaning of the prefix to the meaning of the base word to help me choose the correct answer. Review some common prefixes and their meanings (for example, un-, dis-, in-, and non- all mean “not” or “the opposite of,” as in unwelcome, disappear, and invisible). Then have student volunteers explain how they determined the correct answer (C). 2 Time For Kids • Issue 1
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TFK Pages 6–7 Short Answer MODEL WRITING A SHORT ANSWER Tell students that short-answer questions will ask them to write answers in complete sentences on the lines provided. Read the following short-answer question aloud: 5 What has Muhammad Yunus done to help poor people change their lives? Explain your answer and support it with evidence from the article. From Blackline Master 1 Think Aloud This question asks what Muhammad Yunus has done to help the poor make their lives better. I will go back to the article to find details about what Yunus has done. Then I can combine these details to write the answer. Work with students to find details from the article to answer the question, and have a volunteer underline these details on the transparency. Write a short answer together. Remind students to use complete sentences in their answers. Possible response:Yunus founded the Grameen Bank to give loans to people for business. He started a company to provide cell phone service in rural areas and another to make solar panels. He started a food company and an eye hospital. See page T1 in the Teacher’s Manual for a short-answer rubric. See page T2 for answers to Blackline Master 1. Teacher’s Manual 3
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Student Name DIRECTIONS Answer these questions about “Small Loans Make a BIG Difference.” 1 What is this article mainly about? 3 Look at the graph on page 6. A The Grameen Bank In 1983, what percentage of was founded in 1983 in borrowers at Grameen Bank were Bangladesh. females? Muhammad Yunus won A 46% B the Nobel Peace Prize in B 86% 2006. 96% C C The Grameen Bank 100% D gives small loans to people to start businesses. D A woman in Bangladesh borrowed $120 and later repaid the loan. 2 The second paragraph on page 7 4 In the second paragraph on page is mostly about — 6, the word unable means — A starting a day-care A very able center very able B B how microcredit loans not able C work D able again C a woman in the United States D buying a cow in Bangladesh © Macmillan/McGraw-Hill Blackline Master 1 Grade 3 4 Time For Kids Small Loans Make a BIG Difference
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Student Name 5 What has Muhammad Yunus done to help poor people change their lives? Explain your answer and support it with evidence from the article. © Macmillan/McGraw-Hill Blackline Master 1 Grade 3 Small Loans Make a BIG Difference Time For Kids 5
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TFK Pages 8–11 Show What You Know APPLY THE SKILLS Tell students that some of the questions they will see on a test will focus on main idea and details, prefixes, and reading a graph. Introduce “Class Safari” by having students open to page 8 of Time for Kids. Point out that some important ideas of an article can be found in the title and illustrations. Have students look at the photos, captions, and headings and then ask, What do you think this article is mainly about? Encourage students to share what they think is the main idea of this article. Have them point to the text and text features in the article to show how they came up with their answers. Remind students to use word parts to help them determine the meaning of some unfamiliar words. Then have students read the article independently. Distribute Blackline Master 2 on pages 7–8 of the Teacher’s Manual. Tell students that they will take a practice test on the article they just read. Share these specific suggestions with students to help them answer test questions: 1. Before you read, look at pictures, captions, and the title to give you an idea of what the article is about. 2. Then read the article and the questions very carefully. Make sure you understand what the questions are asking. 3. Make sure your answers are based on the article, pictures, and text features. You may go back to the article at any time to find the answers you need. 4. For the short-answer question, plan your answer carefully before you write. Make sure you answer every part of the question and use details from the article to support your answer. 5. Be sure to write complete sentences. Have students complete Blackline Master 2. Answers can be found on pages T2–T3 of the Teacher’s Manual. 6 Time For Kids • Issue 1
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Student Name DIRECTIONS Answer these questions about “Class Safari.” 1 Look at the following diagram of information from the article. C.J. Queenan is C.J. and other Every summer C.J.’s a student from students are in teacher takes some Virginia. Kenya on a school of his students on a trip. trip to Kenya. Main Idea Which idea belongs in the bottom box? A C.J. doesn’t usually get up at 5:00 A.M. B The Masai and the students have to move a lot. C C.J. carries a spear to keep the lions away. D A group of students from Virginia visit Kenya. 2 The paragraph on page 10 is 3 Look at the graph on page 9. The mostly about — largest amount of land in Kenya is A the number of tourists used for — who visit Kenya A permanent pastures B C.J.’s experiences B permanent crops in Kenya land that can be used C C starting a club at for farming Langley School forests and woodlands D D buying cows for the Masai © Macmillan/McGraw-Hill Blackline Master 2 Grade 3 Class Safari Time For Kids 7
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Student Name 4 In the first paragraph on page 11, the word discover means — A put together B find; notice C take charge of D hide; cover up 5 What do Mr. Lekuton’s students do in Kenya each year? Explain your answer and support it with details from the article. © Macmillan/McGraw-Hill Blackline Master 2 Grade 3 8 Time For Kids Class Safari
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TFK Page 12 Charts APPLY THE SKILLS Tell students that a chart is a graphic feature that provides ELAR Student factual information. A chart usually focuses on data such Expectations as numbers or percentages. While there might be some informational text to introduce or explain the chart, a chart gives Charts TEKS 3.15 (B) the information in a visual form, organized by categories. Have Locate and use information in students open to “Temperatures of Cities in Kenya” on page 12 in graphic features. Time for Kids. Objective 3 Tell students that charts can be read vertically and horizontally. Point out the heading “City” and explain that this column 1 Look at the chart. The presents a list of cities. Read the names of the cities listed. Then minimum temperature in read the heading at the top of each of the remaining columns. Eldoret is — Make sure that students know the difference between maximum A 49 degrees and minimum temperatures. B 56 degrees Explain to students that the chart can also be read horizontally. C 74 degrees Ask them to find the city of Mombasa on the chart. Have D 95 degrees them move their finger along horizontally to find the height From Blackline Master 3 (or elevation) of the city, and the maximum and minimum temperatures for Mombasa. Distribute Blackline Master 3 on page 10 of the Teacher’s Manual. Read aloud the first question and answer choices. Tell students to look back at the chart to find the answer. Think Aloud I need to remember that there is only one correct answer to each question. I should look at the horizontal and vertical headings on the chart. When I combine the information from the correct column and row, I will find the stated answer. Then I will check each answer choice against the information in the chart to make sure that my answer is correct. After students have determined the correct answer (A), ask a volunteer to show how he or she used the chart to figure out the answer. Have children complete Blackline Master 3. Answers can be found on page T3 of the Teacher’s Manual. Teacher’s Manual 9
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Student Name DIRECTIONS Answer these questions about “Temperatures of Cities in Kenya.” 1 Look at the chart. The minimum 3 Which city in Kenya has the temperature in Eldoret is — highest maximum temperature? A 49 degrees A Lodwar B 56 degrees B Mombasa C 74 degrees C Nairobi D 95 degrees D Mandera 2 Which city in Kenya has a height of about 5,000 feet? A Mombasa B Nairobi C Eldoret D Mandera © Macmillan/McGraw-Hill Blackline Master 3 Grade 3 10 Time For Kids Temperatures of Cities in Kenya
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