Critical Thinking Sampler eBook
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Critical thinking for kids...
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The Critical Thinking Co.™ Empower the mind!
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The Critical Thinking Co.™ 2015 eBook Sampler For more than 50 years, our award-winning products have helped students of all abilities achieve better grades and higher test scores with highly effective lessons that sharpen the mind as they teach standards-based reading, writing, mathematics, science, and social studies. Our products are fun, easy to use, and guaranteed to produce better grades and higher test scores. We design critical thinking into reading, writing, math, science, and social studies lessons so students carefully analyze what they are learning. Deeper analysis produces deeper understanding, which results in better grades and higher test scores. Over time, students who practice critical thinking learn to apply it throughout their education and life. The Critical Thinking Co.™ is recommended by Mensa, Learning® Magazine, the Well-Trained Mind, Dr. Toy, Creative Child Magazine, and is used by Sylvan Learning Centers, Club Z In-Home Tutoring, leading U.S. public schools, and talented programs in 57 countries throughout the world. We guarantee better grades and higher test scores–or your money back.
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Table of Contents PRODUCTS
AGE/GRADE DISCIPLINE
PAGE
Building Thinking Skills® Beginning. . . . . . . . . Ages 3-4. . . . . . . . . . . Critical Thinking. . . . . . . . . . . . . . . . 1-3 Mathematical Reasoning™ Beginning . . . . . . Age 4. . . . . . . . . . . . . . Mathematics . . . . . . . . . . . . . . . . . . 4-5 Dr. DooRiddles A1. . . . . . . . . . . . . . . . . . . . . . PreK-2. . . . . . . . . . . . . Critical Thinking. . . . . . . . . . . . . . . . . 6 Mathematical Reasoning™ Level A. . . . . . . . . Gr. K . . . . . . . . . . . . . . Mathematics . . . . . . . . . . . . . . . . . . 7-8 Math Analogies Beginning. . . . . . . . . . . . . . . . Gr. K-1. . . . . . . . . . . . . Mathematics . . . . . . . . . . . . . . . . . 9-10 Thinker Doodles A1. . . . . . . . . . . . . . . . . . . . . Gr. K-1. . . . . . . . . . . . . Critical Thinking. . . . . . . . . . . . . . 11-12 Mind Benders® Level 2 . . . . . . . . . . . . . . . . . . Gr. 1-2. . . . . . . . . . . . . Reading/Critical Thinking. . . . . . . 13-14 Language Smarts™ Level B. . . . . . . . . . . . . . Gr. 1 . . . . . . . . . . . . . . Language Arts. . . . . . . . . . . . . . . 15-16 Complete The Picture Math Book 2. . . . . . . . . Gr. 2 . . . . . . . . . . . . . . Mathematics . . . . . . . . . . . . . . . . 17-18 Building Thinking Skills® Level 1. . . . . . . . . . . Gr. 2-3. . . . . . . . . . . . . Critical Thinking. . . . . . . . . . . . . . 19-20 Balance Benders™ Beginning. . . . . . . . . . . . Gr. 2-6. . . . . . . . . . . . . Critical Thinking. . . . . . . . . . . . . . 23-24 Mathematical Reasoning™ Level D . . . . . . . . Gr. 3 . . . . . . . . . . . . . . Mathematics . . . . . . . . . . . . . . . . 25-26 Language Smarts™ Level D. . . . . . . . . . . . . . Gr. 3 . . . . . . . . . . . . . . Language Arts. . . . . . . . . . . . . . . 27-28 Word Roots Beginning. . . . . . . . . . . . . . . . . . . Gr. 3-4. . . . . . . . . . . . . Language Arts. . . . . . . . . . . . . . . 28-32 Novel Thinking: Abraham Lincoln. . . . . . . . . . Gr. 3-6. . . . . . . . . . . . . Critical Thinking. . . . . . . . . . . . . . 33-34 Math Analogies Level 2. . . . . . . . . . . . . . . . . . Gr. 4-5. . . . . . . . . . . . . Mathematics . . . . . . . . . . . . . . . . 35-36 Dr. DooRiddles B2. . . . . . . . . . . . . . . . . . . . . . Gr. 4-7. . . . . . . . . . . . . Critical Thinking. . . . . . . . . . . . . . 37-38 The Basics of Critical Thinking . . . . . . . . . . . . Gr. 4-9. . . . . . . . . . . . . Critical Thinking. . . . . . . . . . . . . . . . 39 Pattern Explorer Level 1 . . . . . . . . . . . . . . . . . Gr. 5-7. . . . . . . . . . . . . Mathematics . . . . . . . . . . . . . . . . 40-41 Daily Mind Benders™ - Science. . . . . . . . . . . Gr. 5-12+. . . . . . . . . . . Critical Thinking. . . . . . . . . . . . . . . . 42 Balance Benders™ Level 2. . . . . . . . . . . . . . . Gr. 6-12+. . . . . . . . . . . Critical Thinking. . . . . . . . . . . . . . 43-44 Building Thinking Skills® Level 3 Verbal . . . . . Gr. 7-12+. . . . . . . . . . . Critical Thinking. . . . . . . . . . . . . . 45-46 U.S. History Detective® . . . . . . . . . . . . . . . . . . Gr. 8-12+. . . . . . . . . . . Social Studies. . . . . . . . . . . . . . . 47-50 eBook Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51-55
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Ages 3-4
Building Thinking Skills® Beginning
Which figure is a circle and blue?
Which figure is a circle or red?
Which figure is a circle and yellow?
Which figure is blue or a circle? © 2015 The Critical Thinking Co.™ • www.CriticalThinking.com • 800-458-4849
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Ages 3-4
Building Thinking Skills® Beginning
Start here.
Draw a line connecting each triangle without touching any other shape.
V Z 2
M K
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Ages 3-4
Building Thinking Skills® Beginning
Look at each pair of pictures, there are always two of a kind. See how they are alike, then you will know what to find.
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Age 4
Mathematical Reasoning™ Beginning 2
Cross out animals to make the pictures match the numerals.
4
2
3
4
5 © 2015 The Critical Thinking Co.™ • www.CriticalThinking.com • 800-458-4849
Age 4
Mathematical Reasoning™ Beginning 2
Donald’s birthday cake looks like this.
1.
How old is Donald?______
2.
How old will he be on his next birthday?______
Today is Maria’s birthday. Last year her birthday cake looked like this. 1. How old was Maria last year? ______ 2. How old is she this year?______ 3. How old will she be next year?______
4 5 6 7 8
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Gr PreK-2
Dr. DooRiddles A1
My sound is a quack, And I start with D; I can fly or swim, It is up to me.
What am I? .........................
I have a large bill, And I start with G; I’ve a long, white neck, And I end with E.
What am I? .........................
The color of a tree, And I start with a G; And if you have a lawn, Let’s hope it’s colored me.
What am I? .........................
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Gr. K
Mathematical Reasoning™ Level A
Complete each number sentence below by crossing out the subtracted items on the plate before writing the solution.
4 - 3 = __ 2 - 1 = __ 5 - 2 = __ 5 - 5 = __ © 2015 The Critical Thinking Co.™ • www.CriticalThinking.com • 800-458-4849
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Gr. K
Mathematical Reasoning™ Level A
Complete each number sentence to find the sum of fruit on both trees.
2
= ______
+
+
4
= ______
2 = ______
+
3 + 8
= ______ © 2015 The Critical Thinking Co.™ • www.CriticalThinking.com • 800-458-4849
Gr. K-1
Math Analogies Beginning
Complete Each Math Analogy
TH MA
57)
:
::
:
58)
: 3 ::
:
59)
Y
: y ::
X
:
60)
:
::
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Gr. K-1
Math Analogies Beginning
Complete Each Math Analogy
TH MA
101)
:
::
:
102)
: 2 ::
:
103)
:
::
:
104)
circle
10
:
::
square
:
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Thinker Doodles A1
Gr. K-1
1. Look at each space creature above, then find its unfinished picture below. Use a pencil to draw in all the missing parts.
2. Circle the creature on the bottom row that has a “w” and an “i.”
3. Color the creature on the bottom row that you think looks the funniest, using three colors.
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d d
b
b
3. Color the jet on the bottom row that has a “b” in the back, using three colors.
2. Circle the jet on the bottom row that has a “p” in the front.
d
1. Look at each jet above, then find its unfinished picture below. Use a pencil to draw in all the missing parts.
p
p
Gr. K-1 Thinker Doodles A1
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Gr. 1-2
Mind Benders® Level 2
ACTIVITY 17 DIRECTIONS: Fill in the chart using Y for yes or N for no as you solve the puzzle.
3 6 10 11 Find the age of each cat. 1. The youngest has seven fewer spots on the side you see than the oldest. 2. The striped cat and the oldest one are just a year apart.
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Gr. 1-2
Mind Benders® Level 2
ACTIVITY 25 DIRECTIONS: Fill in the chart using Y for yes or N for no as you solve the puzzle.
10 12 25 15
Two girls and two boys played on a basketball team. Find out how many points each person scored. 1. The curly-haired boy had more than fifteen points. 2. If Lee had made her last shot, she would have scored twelve points. 3. Tim scored fewer points than the curly-haired boy and girl. 14
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Gr. 1
Language Smarts™ Level B
Circle the 6 errors in each story and write the corrections above each error. • 3 possessive nouns • 2 noun/verb agreement • 1 spelling
Sammie the seal have a show to put on today. But Sammie ball has a hole in it. It are lying flat on the bottom of his pool. His brother ball is gone. Sammie will have to use his trainers new bal for the show. • 4 possessive nouns • 1 noun/verb agreement • 1 spelling
Roberts bike was lost. It was his dads gift to him. Robert know his dad will be sad. Kelly is Roberts big sister. Kellys friend looked around and found his bike. Robert was reelly glad. Teacher/Parent: If students struggle to find errors, begin by reminding them of the type of errors they are looking for in the paragraph. If that isn’t sufficient, then point to a sentence and tell them the number of errors in that sentence. Finally, if they are still struggling, tell them the type of errors in the sentence.
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Gr. 1
Language Smarts™ Level B
Capitalize proper names. a person’s name
John Best
nickname
Dusty
initials
JB
titles
Doctor
abbreviations
Dr.
Capitalize proper nouns and their abbreviations. names of groups
Boy Scouts
titles of books
Cinderella
names of places
United States
abbreviations
U.S.
Circle the 16 words that need to be capitalized.
My name is lydia, and my nickname is sis. I was born in china. Now, I
live in the u.s. My dad is phil j. gleason. He is in the national guard. My
mother is dr. joy g. gleason. We read charlotte’s web together.
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Gr. 2
Complete the Picture Math Book 2
Red Bird Randy put some red berries in red bags. He put 10 in each bag. He wants to give 30 of the red berries to the birds. How many bags will he need? __________
Complete and color the picture.
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Gr. 2
Complete the Picture Math Book 2
Elephant Edward and Ella went to the zoo. They wanted to buy some peanuts for Elsie the elephant. Edward had 5 coins. He had 1 dime, 1 nickel, and 3 pennies. How much money did Edward have? __________ Ella had 6 coins. She said, “I have the same amount of money as you.” List Ella’s coins. ___________________________________________
Complete and color the picture.
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Gr. 2-3
Building Thinking Skills® Level 1
TUMBLING—DRAWING DIRECTIONS: Color the figure to show what it will look like when it tumbles. C-46 Color the figure as it will look when it is turned once to the right.
C-47 Color the figure as it will look when it is turned twice to the right.
Turned once
Turned twice
C-48 Color the figure as it will look when turned twice to the left.
Turned twice
Turned once
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Gr. 2-3
Building Thinking Skills® Level 1
OVERLAPPING CLASSES—INTERSECTION DIRECTIONS: Notice where the shapes are placed in the circles at the top. In the exercises below, use your pencil to darken the part of the circle's diagram to which the figure belongs.
BLACK SHAPES
20
RECTANGLES
D-128
D-129
D-130
D-131
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Gr. 2-3
Building Thinking Skills® Level 1
EXPLAIN THE EXCEPTION DIRECTIONS: Each group of words contains one member that is an exception to the class. On the lines under the group, explain how the similar words are alike and how the exception is different. EXAMPLE explain
listen
talk
tell
Listen is the exception because listening involves hearing. The other words represent forms of speaking. I-105
I-106
I-107
I-108
jog
run
sleep
chalk
crayons
pencil
fork
knife
scissors
spoon
reading
recess
spelling
writing
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walk
ruler
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Gr. 2-3
Building Thinking Skills® Level 1
PICTURE ANALOGIES—NAME THE RELATIONSHIP DIRECTIONS: Read the analogies and decide how the words in each pair are related. On the lines below each analogy, explain how the words are related.
J-11
bill
duck
beak
chicken
pine
tree
daisy
flower
arm
body
branch
tree
J-12
J-13
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Gr. 2-6
Balance Benders™ Beginning
Balance Benders™
Circle the three answers that will always be true.
a.
=
b.
=
c.
=
d.
=
e.
=
f.
=
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Gr. 2-6
Balance Benders™ Beginning
Balance Benders™
Circle the three answers that will always be true.
a.
b.
c.
24
=
=
=
d.
=
e.
=
f.
=
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Gr. 3
Mathematical Reasoning™ Level D
Complete each number sentence, then draw a line segment to connect each multiplication sentence with its matching addition sentence.
10
10x1
0=10
0
2 × 5 = ____
4 + 4 + 4 + 4 = ____
3 × 3 = ____
9 + 9= ____
4 × 4 = ____
3 + 3 + 3= ____
7 × 3 = ____
5 + 5= ____
2 × 9 = ____
5 + 5 + 5 + 5 + 5= ____
5 × 5 = ____
7 + 7 + 7= ____
6 × 1 = ____
6 + 6 + 6 + 6= ____
4 × 6 = ____
1 + 1+ 1+ 1 + 1 + 1 = ____
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Gr. 3
Mathematical Reasoning™ Level D
1. Draw a rectangle with two 4 cm sides and two 2 cm sides. perimeter = ______ centimeters centimeter dots
2. Draw a square with 3 cm sides. Find the perimeter. perimeter = ______ centimeters centimeter dots
3. Draw a rectangle with a perimeter of 10 centimeters. centimeter dots
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Gr. 1
Language Smarts™ Level D
Long and Short Vowels
k i t e b e d
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i e
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Gr. 1
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Language Smarts™ Level D
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Gr. 3-4
Prefix peri-
Word Roots Beginning
Lesson 1–Roots Root
Meaning around, surrounding
Meaning
micro* small scope
look at, view, examine
tele*
distance, from afar
Plants are not the only things that grow from roots…so do words! For example, let’s start with the root, scope, meaning look at or examine. Other roots or word parts can be added to this root to grow new words. Often, when a word ends with a root, an e or a y is added at the end, as in the words telephone and euphony. This added letter doesn’t change the actual meaning of the word. It is used to complete the word. Some roots can stand on their own as a word. An example of this is the root meter, which means measure. By adding beginnings (prefixes) or endings (suffixes) to roots, you form different words—with different meanings! In the words below, we have used the prefix peri- and the roots micro, scope, and tele to form words.
Activity A Draw a line from each word to the picture which shows its meaning.
periscope microscope tele scope
*For more information on combining forms, please refer to the Introduction. © 2015 The Critical Thinking Co.™ • www.CriticalThinking.com • 800-458-4849
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Gr. 3-4
Word Roots Beginning
Lesson 1–Roots
Activity B Underline the prefixes and circle the roots in the choice box below. Then write the correct word at the end of its matching definition.
periscope
microscope
telescope
1. Attached to a submarine under water, this sticks up to look for other boats: 2. This helps see things that are far away, such as a bird high in a tree or the moon: 3. Even the hairs on a fly’s leg can be seen closely with this:
Activity C Some roots can go together to form new words.
ROOT
+
ROOT
+
SUFFIX
=
+ +
-ia (condition)
NEW WORD
Example hydro* (water)
+ +
phob (fear of)
= =
hydrophobia (fear of water)
When animals have hydrophobia, better known as rabies, they have a terrifying fear of water. *For more information on combining forms, please refer to the Introduction.
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Gr. 3-4
Word Roots Beginning
acrobat
person who walks on a high wire star sailor measure of heat writing about the earth
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Gr. 3-4
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Word Roots Beginning
Lesson 2–Prefixes
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Gr. 3-6
Novel Thinking Lesson Guide: In Their Own Words: Abraham Lincoln
B. Context: Read each of the following sentences and name the part of speech (noun, verb, adverb, or adjective) for each vocabulary word. Then use each underlined vocabulary word in a new sentence.
1. On Lincoln’s first night as president, an urgent letter awaited his attention.
Part of Speech: __________________________ ____________________________________________________________ ____________________________________________________________
2. The Confederates learned the fleet was on the way.
Part of Speech: __________________________ ____________________________________________________________ ____________________________________________________________
3. Shock and anger swept the North after Fort Sumter’s surrender.
Part of Speech: __________________________ ____________________________________________________________ ____________________________________________________________
4. ... that Union warships would begin stopping all vessels from entering or leaving Southern ports.
Part of Speech: __________________________ ____________________________________________________________ ____________________________________________________________
5. The North had greater industrial strength.
Part of Speech: __________________________ ____________________________________________________________ ____________________________________________________________
6. They called for a major battle that would end the crisis.
Part of Speech: __________________________ ____________________________________________________________ ____________________________________________________________ © 2015 The Critical Thinking Co.™ • www.CriticalThinking.com • 800-458-4849
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Gr. 3-6
Novel Thinking Lesson Guide: In Their Own Words: Abraham Lincoln
7. In the evening, the Lincolns would occasionally attend the theater.
Part of Speech: __________________________ ____________________________________________________________ ____________________________________________________________
8. More than 13,000 troops were killed or wounded.
Part of Speech: __________________________ ____________________________________________________________ ____________________________________________________________ C. Events/Sequence: Number the events from Chapter 9 in the order (sequence) they occurred. ��� a. Union troops met up with Confederate forces at Bull Run. ��� b. Virginia, Arkansas, North Carolina, and Tennessee joined the Confederacy. ��� c. The war was in its second year. ��� d. Lincoln called for 75,000 volunteers for the army. ��� e. Lincoln’s first night as president ��� f. Willie died of a fever. ��� g. Ships were sent to Fort Sumter loaded with supplies. ��� h. Union forces captured New Orleans. ��� i. Confederate guns opened fire on Fort Sumter. ��� j. Northern forces lost 13,000 troops at Shiloh. ��� k. A blockade by Union warships stopped all vessels from entering or leaving Southern ports. ��� l. The Union army retreated from Richmond. ��� m. A letter arrived from General Robert Anderson.
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Gr. 4-5
Math Analogies Level 2 MAT
H
Complete Each Math Analogy
85)
: 10 cubes ::
:
86)
4, 6, 9, : 15, 36, 144
composite numbers
:: 2, 3, 5,
:
13, 17, 19
87)
century
:
decade
::
dollar ($1.00)
:
88) angles : 6noacute :: right angles
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:
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Gr. 4-5
Math Analogies Level 2
Complete Each Math Analogy
141)
Like Tacos
Tacos
8
11
29
21
H
Like Tacos and Hot Dogs
7
13
MAT
Hot Dogs
: 57 ::
7
13 Tacos
8
29
25
25
Pizza
Pizza
11 21
Hot Dogs
:
142)
9
7 : 63 :: 8
7 :
143)
1 : 20 :: 1 : 2 3 144) area of
36
: 5 ::
area of
:
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Gr. 4-7
Dr. DooRiddles B2
A skin that is stitched To make simple clothes; With seek, I’m a game, Where am I? Who knows! What am I? ...........................
From the carton to the glass, I’m the action you take; When it’s raining hard, Stay dry for goodness sake! What am I? ...........................
What a dog does For scraps at the table; To say please, please, Please, if you are able. What am I? ...........................
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Gr. 4-7
Dr. DooRiddles B2
So many things to ask, And doing so may cause a spark; When you need an answer, Finish the sentence with my mark. What am I? ...........................
My drops hit the soil, And plants grow up green; Or the time of royal rule, By a king or a queen. What am I? ...........................
With der, I’m not tough, Not cruel nor mean; Alone, I’m not twelve Or nine, but between! What am I? ...........................
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Gr. 4-9
The Basics of Critical Thinking The Beetle
Cassie, August, and James found one of the beetles below in their backyard. Use the evidence in their descriptions to find the beetle they saw. A
B
C
D
Here is how each of them described the beetle: Cassie:
1
It had orange on all of its legs. 2It had stripes on the underside of its body.
August: 3It had stripes. 4It was pretty big compared to most of the bugs we find in the backyard. James:
It was almost as wide as it was long. 6Its orange legs moved slowly as it crawled across my hand.
5
Circle the sentence numbers that support each decision below. Then evaluate all the evidence to find the beetle Cassie, August, and James saw. A
B
C
D
This is the beetle.
This is the beetle.
This is the beetle.
This is the beetle.
1
2
3
1
2
3
1
2
3
1
2
3
4
5
6
4
5
6
4
5
6
4
5
6
This is not the beetle.
This is not the beetle.
This is not the beetle.
This is not the beetle. 1
2
3
1
2
3
1
2
3
1
2
3
4
5
6
4
5
6
4
5
6
4
5
6
Based on the evidence, which beetle did Cassie, August, and James see?
A
B
Which sentence had the most important evidence that led to your decision?
1
2
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C 3
D 4
5
6 39
Gr. 5-7
Pattern Explorer Level 1
9. Number Number Ninja Ninja 22
Fill in in each each empty empty circle circle with with aa number number so that the the sum sum of of the the numbers numbers in in any any two two circles circles equals Fill equals the number the number betweenbetween them. them. 1.
2.
50
50
3.
50
6.
4
15 10
1
9.
14
7
3.4
11.
1 8
1 8 1 8
4
4
15
2 3 10.
6
3 9
8.
1
40
5
3
7.
4 8
5.
9
8
10
4.
20
20
12.
13
30
17
2 3
1 2 5 6
11
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Gr. 5-7
Pattern Explorer Level 1
21. Pattern Predictor 5 (continued) 21.21. Pattern Predictor 5 (continued) Pattern Predictor 5 (continued)
The figures below are constructed from unit squares. Stage 1 has 9 unit squares: TheThe figures below are constructed fromfrom unit unit squares. Stage 1 has 9 unit squares: figures below are constructed squares. Stage 1 has 9 unit squares: 8 shaded and 1 unshaded. 8 shaded and and 1 unshaded. 8 shaded 1 unshaded.
stage 1 stage 1
stage 2 stage 2
stage 3 stage 3
stage 4 stage 4
6. Complete the table to describe the pattern. 6. Complete the table to describe the pattern. 6. Complete the table to describe the pattern. stage 1 2 3 stage 1 2 3 # of unshaded 1 # of unshaded unit squares 1 unit # ofsquares shaded 8 #unit of shaded squares 8 unittotal squares # of 9 totalsquares # of unit 9 unit squares
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26 26
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41
Gr. 5-12+
Daily Mind Builders™ Science
TREES A CROWD? Read the true story below, then make an inference based on the evidence in the story. 1 The Shelterbelt Project was a program established by the United States in 1934, four years into a decade called “The Dust Bowl.” 2By the time this project was merged into another government program in 1942, the project had planted 220 million trees on more than 30,000 farms in North Dakota, South Dakota, Nebraska, Kansas, Oklahoma, and Texas. Can you infer why all these trees were planted? Your conclusion: _______________________________________________________ Which sentence has the best evidence to support your conclusion? ______
FIGURE OUT THE ORDER Using the clues, cross out each wrong answer to match each whale with its length. FIVE LARGEST NON-TOOTHED WHALES IN LENGTH 100 feet blue fin gray right sei
80 feet blue fin gray right sei
60 feet blue fin gray right sei
55 feet blue fin gray right sei
50 feet blue fin gray right sei
1. The right whale is 5 feet longer than the sei whale and the gray whale is 5 feet shorter than the sei whale. 2. The blue whale is twice as long as the shortest of the non-toothed or baleen whales.
42
100 feet
________________________________
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Gr. 6-12+
Balance Benders™ Level 2
Balance Benders™ Which answer can replace the question mark?
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43
Gr. 6-12+
Balance Benders™ Level 2
Balance Benders™ Which answer can replace the question mark?
18
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Gr. 7-12+
Building Thinking Skills® Level 3 Verbal
DEGREE OF MEANING—SUPPLY On each line, write a word that means less than and a word that means more than the given word.
EXAMPLE:
LESS IN DEGREE
GIVEN WORD
MORE IN DEGREE
plump
stout
huge
B-256
wet
B-257
angry
B-258
flow
B-259
willing
B-260
request
B-261
cry
B-262
scared
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45
Gr. 7-12+
Building Thinking Skills® Level 3 Verbal
ANTONYM OR SYNONYM ANALOGIES— SELECT MORE THAN ONCE Study the first two words in each analogy and decide whether they are ANTONYMS or SYNONYMS. Complete each analogy by selecting the word from the choice box that is related to the third word in the same way. CHOICE BOX accept, pardon, reject, value
D-39 despise : detest :: cherish : D-40 confess : admit :: forgive : D-41 approve : decline :: agree : D-42 question : approve :: doubt : D-43 resist : oppose :: acknowledge : D-44 scorn : appreciate :: degrade : D-45 trust : suspect :: believe : D-46 exclude : eliminate :: include : D-47 authorization : permission :: assessment : D-48 sentence : excuse :: condemn : D-49 reserve : discard :: retain : D-50 ideal : perfection :: esteem : D-51 deny : admit :: refuse : D-52 store : deposit :: rid : D-53 appreciation : gratitude :: merit : D-54 choose : select :: decline : 46
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Gr. 8-12+
U.S. History Detective® Lesson 55
Civil War Turning Point: July 1863 A. Gettysburg 1 General Joseph Hooker, the general Abraham Lincoln appointed to lead the Union’s military after General Burnside, did not last long following the Union’s defeat at Fredericksburg in December 1862. 2By the spring of 1863, Lincoln again had to find a new Union general to lead the Army of the Potomac after Hooker suffered a huge defeat at Chancellorsville, Virginia. 3Robert E. Lee and Stonewall Jackson humiliated (crushed) the North despite having half as many soldiers in the battle. 4Unfortunately for the Confederate States of America, Jackson was accidentally shot and killed by his own sentries as he returned from the victorious field of battle. 5 General Lee then decided the South needed to take advantage of its momentum. 6He marched his 75,000 troops out of Virginia and crossed into the northern state of Pennsylvania in June of 1863. 7If the South could capture Washington, D.C. or Philadelphia, perhaps they could negotiate for independence for the Confederate States of America. 8Heading into Pennsylvania along the western hills of the Appalachian Mountains, Lee targeted a small, but critical, transportation junction called Gettysburg. 9 Lee’s rebel army needed supplies. 10Gettysburg had a shoe factory and Lee was desperate to supply his men with new boots. Gen. Robert E. Lee 11 As Lee invaded the North, Lincoln replaced Hooker with General George Meade. 12With 90,000 men, Meade met the Confederate troops at Gettysburg and engaged in a critical three-day battle. 13Luckily for Meade, the Union was able to dig in on a high point of land called Cemetery Ridge which gave them an edge in battle. 14On the first day of the fight, the Union was able to defend attacks at the north end of the ridge. 15On the second day, Lieutenant Joshua Chamberlain defended the south end of the ridge on a hill called Little Round Top. 16On the third day, Lee sent 15,000 rebel troops under the command of General George Pickett right at the center of the Union defenses. 17Pickett’s Charge was a disaster for the South. 18Union troops killed, wounded, or captured over half of the rebels who charged up to attack Cemetery Ridge.
On July 4th, a defeated Lee retreated south back into Virginia and never again tried to invade the North. 20More than one-third (25,000) of his army had been lost at Gettysburg. 21Seventeen of his generals had been killed. 22Meade’s army, too, had taken a toll. 23In fact, between the two armies, over 51,000 men had been killed or wounded in the fight. 24If Meade had pursued and defeated Lee on the 4th, the war may have ended that day, but Meade, only recently promoted, was cautious and also reeling from the battle. 25Almost one quarter of his army suffered casualties. 26Meade did not chase Lee’s army and remained on Cemetery Ridge. 19
Battle of Gettysburg, Pennsylvania
CHAMBERLAIN
Union Troops
Confederate Troops
B. Vicksburg 27 Just as Lee was retreating from Gettysburg, the South lost another crucial battle on the Mississippi River. 28Vicksburg, Mississippi, was a town on a high bluff overlooking the river. 29 Southern artillery placed on the bluffs controlled all water traffic below. 30In May of 1863, Union
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47
Gr. 8-12+
U.S. History Detective®
General Ulysses Grant surrounded the town for six weeks, preventing supplies from reaching Vicksburg. 31Southern soldiers and citizens there nearly starved and were forced to eat mules, shoe leather, and even rats. 32By July 4th, the rebels had suffered enough. 33The 30,000 surviving soldiers surrendered to Grant on the nation’s birthday. 34This victory at Vicksburg was critical to the North. 35Vicksburg was the last remaining block to Union control of the entire Mississippi River. 36Union troops and supplies could now be transported along the entire length of the river from Memphis to New Orleans. 37In addition, the North had driven a wedge through the Confederacy. 38 Arkansas, Louisiana, and Texas were now cut off from the eastern part of the Confederate States of America. 39Together, the Union victories at Gettysburg and Vicksburg on July 4, 1863, are considered the turning points of the war in the Union’s favor.
Everett, a former senator and president of Harvard, spoke for over two hours. 48Lincoln followed with a two-minute speech of only ten sentences now known as the Gettysburg Address. 49Lincoln understood the significance of the fact that Gettysburg had been secured on July 4. 50He started the address with a reminder that 87 years earlier the Declaration of Independence said that “all men are created equal.” 51The battle of Gettysburg, he said, was “a new birth of freedom.” 52The Civil War was really a fight for human equality. 53It was also, Lincoln said, a fight to see whether or not people could rule themselves in a democracy. 54Lincoln’s speech was so short that many people in the audience did not realize he had even given it. 55There was little applause. 56Lincoln thought it a failure, but after the speech was printed in newspapers, people realized how great it was. 57 Edward Everett himself told the president, “I wish that I could flatter myself that I had come as near to the central idea of the occasion in two hours as you did in two minutes.” 58Lincoln’s speech helped inspire Union soldiers to continue to fight and to win the war.
Union troops siege Vicksburg on the Mississippi River. C. Gettysburg Address 40It took some time to bury the thousands of soldiers who had died at Gettysburg. 41The old burial ground on Cemetery Ridge had to be greatly expanded. 42Many of the soldiers were unidentifiable. 43Long rows of tombs marked “unknown” lined the new graveyard. 44Local townspeople wanted the place to be dedicated as a national cemetery and, in the fall of 1863, invited the most popular speaker of the day, Edward Everett, to give the main speech. 45About two weeks before the cemetery dedication, organizers also decided to invite President Abraham Lincoln to the ceremony. 46They asked him to give “a few appropriate remarks.” 47On November 19th, 1863,
48
A Draft of Lincoln’s Gettysburg Address
Fun Fact Feature Besides the thousands of Confederate and Union soldiers who died at the Battle of Gettysburg, there were an estimated 3,000 to 5,000 of this kind of animal which died in the three-day fight. Can you name the animal?
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Gr. 8-12+
U.S. History Detective®
1. After the Union defeat at Chancellorsville, Virginia, in December, 1862, who did President Lincoln choose as a general to replace Joseph Hooker? a. Ulysses S. Grant b. George Meade c. Robert E. Lee d. Edward Everett
Which sentence best supports the answer? _____
2. Which important Confederate general was accidentally shot by his own men at the Battle of Chancellorsville? a. George Pickett b. Thomas “Stonewall” Jackson c. George Meade d. Joseph Hooker
Which sentence best supports the answer? _____
3. What was General Robert E. Lee’s strategy after winning the Battle of Chancellorsville? ______________________________________ ______________________________________ 4. What was the major reason the Confederate States of America was unable to defeat the United States at the Battle of Gettysburg? a. The North had better generals. b. The South had more men in uniform. c. The North had better momentum after the Battle of Chancellorsville. d. The North held the high ground at Gettysburg.
Which sentence best supports the answer? _____
5. What could Union forces have done after the Battle of Gettysburg that might have ended the Civil War earlier? a. chase and defeat the retreating CSA army b. force the captured Lee to sign a surrender document c. defeated Pickett’s Charge d. marched back to defend Washington, D.C.
Which sentence best supports the answer? _____
6. Who was the victorious Union general at the Battle of Vicksburg? a. Ulysses S. Grant b. George Meade c. Edward Everett d. George Pickett
Which sentence best supports the answer? _____
7. After the Battle of Vicksburg in 1863, what important piece of geography did the Union now control? a. the Confederate capital b. the Appalachian Mountains c. Chesapeake Bay d. Mississippi River
Which sentence best supports the answer? _____
8. Who was invited to be the main speaker at the dedication of the Gettysburg National Cemetery? a. George Meade b. President Abraham Lincoln c. Edward Everett d. Ulysses S. Grant
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Which sentence best supports the answer? _____
49
Gr. 8-12+
U.S. History Detective®
9. What was surprising about the text of Lincoln’s Gettysburg Address? a. It was very short. b. It was extremely long. c. It was never printed. d. It was never read aloud to the crowd at Gettysburg.
Which sentences best support the answer? _____ _____
Written Response Question 10. Use complete sentences to explain why the battles of Gettysburg and Vicksburg are often referred to as the turning points of the Civil War in favor of the North. ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
Fun Fact Finale Besides the thousands of Confederate and Union soldiers who died at the Battle of Gettysburg, there were an estimated 3,000 to 5,000 horses that died in the three-day fight.
50
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eBook Sampler
Answers
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© 2009 The Critical Thinking Co.™ • www.CriticalThinking.com • 800-458-4849
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41 2/11/2009 12:09:03 PM
2/11/2009 12:09:03 PM
51
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Language Smarts™ Level B
CLASSES—INTERSECTION Page OVERLAPPING 1
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137
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© 2006 The Critical Thinking Co.• www.CriticalThinking.com • 800-458-4849
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eBook Sampler
Answers
Pattern Explorer Level 1
9. Number Ninja 2 (p. 11)
Page 40
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10. Function Finder 2 (p. 12) 6. output is 25 1. stage 1 2 3 42. input 5 is 5 6 7 8 # of unshaded If you input 11, the output is 1 Twice the number 4 9 16 25input36 49plus 3 64equals unit squares 13, which means twice the input number 2 x 11 +#3of=shaded 22 + 3 = 25. 8 equals 10. the input 12 16 20 24 So 28 32number 36 is 5. To unit squares confirm: 2 x 5 + 3 = 10 + 3 = 13. total # of 16 25 36 49 64 81 100 9 unit squares 3d. Rule: 3c. Rule: 3a. Rule: 3b. Rule: 6 8x8 by of 7 the stagemultiply multiply byof2unshaded The number unit squares the square numberby (e.g., multiply by 5 equals multiply andincreases then addby 104 for then add 3 at 8 and then add 8). 1 The and thenofadd 2 =and 64 for stage number shaded unitand squares starts each new stage number (12 for stage 2, 16 for stage 3, 20 for stage 4, and so on). The in out out out of unit squares in equals out the square ofin2 more total in number than the stage number (e.g., 0 10 0 3 0 1 0 2 10 x 10 = 100 for stage 8). 1 3 7 2 12 2 6 13 3 17 3 21 6 32 7. 10 144 unshaded unit squares 4 13 27 8 42 The 20 number is the square 6 41 of unshaded unit 20 squares 102 10 25 51 25 127 25 69 32 162 8. 34 48 shaded unit squares 30 63 127 40 202
1 16 10 2 22 17 3 28 24 5 40 31 of45the stage number: x 12 = 144. 8 1258 15 100 73 20 130 178 50 310 213
The number of shaded unit squares equals 36 at stage 8 and increases by 4 with each stage number: 40 at stage 9, 44 at stage 10, 48 at stage 11. 9. 225 unit squares
The total number of unit squares is the square of 2 more than the stage number: 15 x 15 = 225 for stage 13. 10. stage 17 The number of shaded unit squares equals 48 at stage 11, and increases by 4 with each stage number: 52 at stage 12, 56 at stage 13, and so on up to 72 at stage 17.
22. Equality Explorer 5 (p. 27) 54
1. cloud = 25, triangle = 6, square = 11
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Removing a square from each side of the third balance leaves a cloud balanced with 25. So a cloud is worth 25. Replacing the cloud with 25 in the first balance implies that 25 +
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Daily Mind Benders Page 42
The trees were meant to reduce the wind velocity and prevent soil from being carried away. Best evidence sentence(s): 1 100 feet blue 80 feet fin 50 feet gray 60 feet right 55 feet sei EXPLANATION: Clue # 1 tells you the right whale must be 60, as that number is the only one that is 5 longer; the sei whale must be 55; and the gray whale must be 50, as the only numbers that work with the clue. Clue # 2 tells you the blue whale must be 100, as that is the only number that is twice as large as another number in the chart; and that means the fin whale must be 80 feet, as it is the only number left.
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Answers
Building Thinking Skills® Level 3 Verbal Page 45
B-256 damp, moist or soggy, soaked, drenched B-257 annoyed, peeved, dissatisfied or furious, outraged, enraged B-259 trickle, seep or flood, inundate, cascade, deluge B-259 reluctant, resistant or eager, enthusiastic B-260 suggest, hint or demand, insist B-261 whimper, moan, complain or wail, bellow, scream B-262 anxious, concerned or horrified, terrified
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value pardon reject accept accept value reject accept value pardon reject value accept reject value reject
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U.S. History Detective® Page 47-50
1. b, sentence 11 2. b, sentence 4 3. to cross into the North and try to capture Washington, D.C. or Philadelphia 4. d, sentence 13 5. a, sentence 24 6. a, sentence 33 7. d, sentence 35 8. c, sentence 44 9. a, sentences 48, 54 10. Key points: The Battle of Gettysburg stopped Lee’s invasion of the North. It also inflicted great damage to the South as 1/3 of Lee’s men were killed in battle. Lincoln’s eventual Gettysburg Address stirred Northerners to continue fighting for their cause. At Vicksburg, Grant captured over 30,000 CSA soldiers. Most importantly, the victory gave the North complete control of the Mississippi River. This allowed the North to ship supplies the length of the river. It also divided Arkansas, Texas, and Louisiana from the rest of the Confederacy
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