Ilovepdf Merged

Master Words List
Grade
2
5
1
Spelling
Words
Week 1 Week 3 Week 5
Sight words, suffix -ant, and Sight words, suffix -able, and Sight words, suffix -able, and
academic vocabulary academic vocabulary academic vocabulary
1. comic 1. constant 1. beetle
2. ostrich 2. Africa 2. jewelry
3. Connecticut 3. killed 3. avenue
4. insult 4. melody 4. climb
5. grumble 5. bottom 5. wrote
6. gallop 6. Florida 6. Minnesota
7. hurry 7. secret 7. continue
8. distinct 8. tumble 8. launch
9. contestant 9. afterwards 9. active
10. defendant 10. cathedral 10. passive
11. assistant 11. desirable 11. sprint
12. brilliant 12. excitable 12. allowable
13. compliant 13. breakable 13. suitable
14. extravagant 14. notable 14. distinguishable
15. ignorant 15. tolerable 15. preferable
16. consonant 16. questionable 16. debatable
17. applicant 17. hundredth 17. matter
18. migration 18. thousandth 18. gaseous
19. route 19. tenth 19. solidify
20. trace 20. millionth 20. petroleum

Sight words, suffix -ent, and Sight words, suffix -ible, and Sight words, number-related, and
1. ashamed 1. surprise 1. January
2. indeed 2. French 2. England
3. Tennessee 3. hesitate 3. design
4. someone 4. tenant 4. bruise
5. sweater 5. exactly 5. awkward
6. mansion 6. remain 6. picnic
7. instant 7. beige 7. bicycle
8. wonder 8. breathe 8. triple
9. smile 9. succeed 9. trilogy
10. irritate 10. horrible 10. trinity
11. plunge 11. tangible 11. duplicate
12. absent 12. gullible 12. quadruple
13. excellent 13. possible 13. unicycle
14. reverent 14. permissible 14. duplex
15. impatient 15. comprehensible 15. uniform
16. stringent 16. invisible 16. quartet
17. hydrogen 17. specific 17. quadrant
18. molecule 18. function 18. octave
19. dioxide 19. ancient 19. rhythm
20. element 20. cliff 20. cadence
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Master Words List
Grade
2
5
1
Spelling
Words
Sight words, “shun” words, and Sight words, altered sound, and Sight words, altered sound, and
1. February 1. June 1. suppose
2. discard 2. Massachusetts 2. August
3. valley 3. single 3. coast
4. freight 4. novel 4. noodle
5. canter 5. horizon 5. period
6. vocabulary 6. eagle 6. autumn
7. aware 7. recent 7. lizard
8. trouble 8. ancestor 8. ambulance
9. situation 9. walrus 9. substantial
10. station 10. escape 10. torrential
11. description 11. authenticity 11. essential
12. prescription 12. criticize 12. impartial
13. subscription 13. ethnicity 13. influential
14. fashion 14. publicity 14. palatial
15. introduction 15. elasticity 15. residential
16. dedication 16. voyage 16. turtle
17. divisible 17. persecution 17. tortoise
18. factor 18. pilgrim 18. mustard
19. composite 19. compact 19. symbol
20. greatest 20. agreement 20. brace

Sight words, “shun” words, and Sight words, altered sound, and Sight words, homographs, and
1. April 1. July 1. September
2. coward 2. gopher 2. conceive
3. breakfast 3. practice 3. insurance
4. remarkable 4. archery 4. spaghetti
5. application 5. straight 5. strange
6. vanish 6. comet 6. caught
7. saucer 7. statement 7. agility
8. Hawaii 8. secretary 8. hyena
9. politician 9. galaxy 9. flavor
10. information 10. universe 10. captain
11. recession 11. commercial 11. advocate
12. concession 12. financial 12. alternate
13. deception 13. racial 13. articulate
14. production 14. sacrificial 14. graduate
15. reduction 15. circumstantial 15. attribute
16. domination 16. process 16. frequent
17. loyal 17. rely 17. thorough
18. renewable 18. exchange 18. transfer
19. vertical 19. oxygen 19. bacteria
20. panel 20. respiratory 20. virus
Master Words List
Grade
2
5
1
Spelling
Words
Sight words, homographs, and Sight words, plural changes, and Sight words, double w/-ing, and
1. direct 1. supply 1. California
2. October 2. December 2. scowl
3. pharmacy 3. reindeer 3. cougar
4. scissors 4. insect 4. encounter
5. skunk 5. internal 5. soldiers
6. increase 6. external 6. exodus
7. convict 7. doctor 7. silent
8. finance 8. provide 8. running
9. wound 9. wolf 9. knitting
10. business 10. wolves 10. stopping
11. separate 11. fungus 11. forgetting
12. approximate 12. fungi 12. expelling
13. estimate 13. hippopotamus 13. rubbing
14. associate 14. hippopotami 14. equipping
15. certificate 15. octopus 15. regretting
16. colony 16. octopi 16. winning
17. spherical 17. elf 17. slamming
18. projection 18. elves 18. inherit
19. navigation 19. connection 19. gene
20. cartographer 20. interstate 20. chromosome

Sight words, plural changes, and Sight words, double w/-ed, and Sight words, polysyllabic -ing, and
1. calico 1. thus 1. Antarctica
2. November 2. Louisiana 2. headache
3. library 3. ignore 3. enjoy
4. hospital 4. chapter 4. conflict
5. restaurant 5. mall 5. indicate
6. clinic 6. volunteer 6. throughout
7. student 7. modern 7. expect
8. human 8. compound 8. exhausting
9. shelf 9. grinned 9. frustrating
10. shelves 10. plugged 10. interesting
11. alumnus 11. admitted 11. appearing
12. alumni 12. controlled 12. complaining
13. cactus 13. permitted 13. explaining
14. cacti 14. referred 14. developing
15. nucleus 15. inferred 15. benefiting
16. nuclei 16. settlement 16. evaluating
17. stomach 17. porcupine 17. investigating
18. esophagus 18. notation 18. protein
19. digestive 19. exponent 19. carbohydrates
20. intestine 20. standard 20. calories
Master Words List
Grade
2
5
1
Spelling
Words
Sight words, polysyllabic -ing, and Sight words, polysyllabic w/suffix, and Sight words, prefix com-, and
1. sense 1. solstice 1. Italy
2. Canada 2. entered 2. cruel
3. substitute 3. Egypt 3. Delaware
4. famous 4. laughter 4. needle
5. giant 5. incidentally 5. sandwich
6. colonel 6. whisper 6. magenta
7. improving 7. chief 7. particular
8. upsetting 8. entrance 8. competition
9. exciting 9. expensive 9. communication
10. branches 10. tentative 10. comparison
11. editing 11. measuring 11. compensate
12. entering 12. tolerating 12. companion
13. exiting 13. nautical 13. committee
14. limiting 14. replacing 14. commission
15. suffering 15. forbidding 15. completely
16. threatening 16. inquiry 16. atmosphere
17. speculating 17. eventually 17. troposphere
18. property 18. accompany 18. stratosphere
19. representation 19. abacus 19. mesosphere
20. suffrage 20. technique 20. thermosphere

Sight words, polysyllabic w/suffix, and Sight words, prefix ad-, and Sight words, prefix coll-, and
1. Mexico 1. Spain 1. Brazil
2. delight 2. visual 2. salmon
3. burglar 3. thunder 3. spectacle
4. museum 4. antelope 4. industry
5. leopard 5. freeze 5. conscience
6. consequently 6. major 6. casual
7. cloudiness 7. Virginia 7. sausage
8. considerable 8. trophy 8. rivalry
9. suggested 9. necessary 9. realize
10. perishable 10. solemn 10. quarrel
11. corresponding 11. adhesive 11. collate
12. regrettable 12. addict 12. collapse
13. pronouncing 13. adhere 13. collide
14. beginning 14. adjacent 14. colleague
15. committing 15. adjourn 15. collision
16. powerful 16. admission 16. soprano
17. concentration 17. adjustment 17. tenor
18. adaptation 18. advertisement 18. alto
19. generation 19. exploration 19. baritone
20. webbed 20. conquest 20. bass
Master Words List
Grade
2
5
1
Spelling
Words
Sight words, prefix dis-, and Sight words, prefix ob-, and Sight words, suffix -ology, and
1. company 1. Colorado 1. Venus
2. radio 2. repeated 2. formation
3. Missouri 3. column 3. merciless
4. genuine 4. western 4. afraid
5. capital 5. internet 5. article
6. otherwise 6. turquoise 6. adverb
7. tangerine 7. delivery 7. adjective
8. appreciate 8. gauge 8. conjunction
9. prompt 9. various 9. participle
10. southern 10. obsolete 10. preposition
11. disadvantage 11. oblong 11. biology
12. dissatisfied 12. obstruct 12. archaeology
13. dislike 13. obligation 13. dermatology
14. disappoint 14. obnoxious 14. pathology
15. disapprove 15. obsessed 15. mythology
16. dissolve 16. obvious 16. terminology
17. disengage 17. misconception 17. zoology
18. disposal 18. environment 18. saturated
19. Greek 19. solution 19. coordinate
20. axiom 20. logic 20. geometry

Sight words, prefix in-, and Sight words, prefix sub-, and Sight words, suffix -ology, and
1. Germany 1. opposite 1. Jupiter
2. lavender 2. Mercury 2. similar
3. printed 3. media 3. daisy
4. wouldn’t 4. terrier 4. convention
5. ahead 5. plentiful 5. victory
6. terrified 6. servant 6. stretched
7. velvet 7. apostrophe 7. experience
8. level 8. comma 8. serious
9. noisily 9. exclamation 9. allow
10. incredible 10. trout 10. chronology
11. inaccurate 11. subdivision 11. anthropology
12. inefficient 12. subheading 12. sociology
13. ineffective 13. submarine 13. psychology
14. insecure 14. submission 14. theology
15. inadequate 15. submerge 15. methodology
16. indefinite 16. subscribe 16. criminology
17. ineligible 17. subordinate 17. performance
18. inequality 18. forecast 18. rehearse
19. taxes 19. blizzard 19. renaissance
20. income 20. meteorology 20. playwright
Master Words List
Grade
2
5
1
Spelling
Words
Sight words, Greek root aero, and Sight words, Greek root anti, and Sight words, Greek roots audi/astro,
academic vocabulary academic vocabulary and academic vocabulary
1. pleasant 1. Neptune 1. auction
2. Washington 2. apology 2. Pennsylvania
3. China 3. Wisconsin 3. feline
4. Saturn 4. details 4. auditory
5. cluster 5. entire 5. audition
6. orchard 6. explanation 6. audit
7. imply 7. substances 7. audio
8. northern 8. refrigerator 8. audible
9. create 9. dozen 9. auditor
10. compulsory 10. conditions 10. auditorium
11. aeronautics 11. antibiotic 11. astronaut
12. aerobics 12. antiseptic 12. astrophysics
13. aerodynamic 13. antifreeze 13. astronomical
14. aerosol 14. antidote 14. astrology
15. aerospace 15. antisocial 15. approach
16. furthermore 16. antibody 16. concept
17. according 17. sustained 17. complaint
18. dimensional 18. hurricane 18. declaration
19. quadrangle 19. typhoon 19. revolution
20. category 20. cyclone 20. delegate

Sight words, Greek root ambi, and Sight words, Greek root ann/enn, and Sight words, Greek roots graph/fract,
academic vocabulary academic vocabulary and academic vocabulary
1. difficult 1. Mississippi 1. Illinois
2. Uranus 2. track 2. yeast
3. melon 3. arrive 3. notify
4. fantastic 4. locate 4. biography
5. unusual 5. register 5. graphic
6. apparently 6. prejudice 6. autograph
7. plaster 7. heritage 7. autobiography
8. equinox 8. effect 8. choreography
9. evening 9. underline 9. graphite
10. ridiculous 10. fortress 10. fracture
11. ambidextrous 11. annual 11. infraction
12. ambivalent 12. anniversary 12. refraction
13. ambient 13. centennial 13. improvement
14. ambiguity 14. millennium 14. equine
15. ambition 15. perennial 15. pelican
16. require 16. mandatory 16. engage
17. occupation 17. canine 17. animation
18. apprentice 18. volume 18. motion
19. instruction 19. capacity 19. studio
20. journeyman 20. container 20. cartoon
Grade 5
Grammar
PRACTICE BOOK
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Unit 1 • Challenges
Contents
School Contests Sentence Types. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Miss Alaineus Commands and Exclamations . . . . . . . . . . . . . . . . . . . . . . 2
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Test: Sentence Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Review: Sentence Types. . . . . . . . . . . . . . . . . . . . . . . . . . . 6
American Legends Subjects and Predicates . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Davy Crockett Saves Compound Subjects and Predicates . . . . . . . . . . . . . . . . . 8
the World Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Test: Subjects and Predicates . . . . . . . . . . . . . . . . . . . . . 11
Review: Subjects and Predicates. . . . . . . . . . . . . . . . . . . 12
Trees for Life Sentence Combining. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Time For Kids: Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Forests of the World Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Test: Sentence Combining . . . . . . . . . . . . . . . . . . . . . . . . 17
Review: Sentence Combining . . . . . . . . . . . . . . . . . . . . . 18
Exploring Space More Sentence Combining . . . . . . . . . . . . . . . . . . . . . . . . 19

Ultimate Field Trip 5: Complex Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Blasting Off to Space Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Academy Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Test: More Sentence Combining . . . . . . . . . . . . . . . . . . . 23
Review: More Sentence Combining. . . . . . . . . . . . . . . . . 24
Rescue Dogs Run-on Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Pipiolo and the Correcting Run-on Sentences . . . . . . . . . . . . . . . . . . . . . 26
Roof Dogs Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Test: Run-on Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . 29
© Macmillan /McGraw-Hill
Review: Run-on Sentences . . . . . . . . . . . . . . . . . . . . . . .30
Unit 1 Review: Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31, 32
iii
Unit 2 • Discoveries
People Helping Animals Common and Proper Nouns. . . . . . . . . . . . . . . . . . . . . . .33

Shiloh Using Proper Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Test: Common and Proper Nouns . . . . . . . . . . . . . . . . . . 37
Review: Common and Proper Nouns. . . . . . . . . . . . . . . .38
Slithery Snakes! Singular and Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . 39

Rattlers! Making Special Forms of Plural Nouns . . . . . . . . . . . . . .40
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Test: Singular and Plural Nouns . . . . . . . . . . . . . . . . . . . . 43
Review: Singular and Plural Nouns . . . . . . . . . . . . . . . . . 44
Remembering the Past More Plural Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Time For Kids: More Plural Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Maya Lin: Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Architect of Memory Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Test: Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Review: Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
The Caribbean Islands Singular Possessive Nouns . . . . . . . . . . . . . . . . . . . . . . . 51

The Night of San Juan Singular and Plural Possessive Nouns . . . . . . . . . . . . . . 52
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Test: Possessive Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Review: Possessive Nouns . . . . . . . . . . . . . . . . . . . . . . . 56
Cowboys and Cowgirls Plurals and Possessives . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Black Cowboy Wild Plurals and Possessives . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Horses Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Test: Plurals and Possessives . . . . . . . . . . . . . . . . . . . . . 61
Review: Plurals and Possessives. . . . . . . . . . . . . . . . . . . 62
Unit 2 Review: Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63, 64
iv
Unit 3 • Turning Points
The American Action Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Revolution Action Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Sleds on Boston Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Common Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Test: Action Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Review: Action Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
The Right to Vote Present Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

When Esther Morris Past Tense and Future Tense . . . . . . . . . . . . . . . . . . . . . . 72
Headed West Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Test: Verb Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Review: Verb Tenses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Protecting the Main and Helping Verbs . . . . . . . . . . . . . . . . . . . . . . . . . .77

Environment More Helping Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Time For Kids: Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Beyond the Horizon Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80
Test: Main and Helping Verbs. . . . . . . . . . . . . . . . . . . . . . 81
Review: Contractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Desert Habitats Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

My Great-Grandmother’s Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Gourd Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Test: Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Review: Linking Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . .88
Into the Future Irregular Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Zathura Irregular Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Test: Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Review: Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Unit 3 Review: Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95, 96
v
Unit 4 • Experiences
Civil Rights Pronouns and Antecedents . . . . . . . . . . . . . . . . . . . . . . . 97

Goin’ Someplace Special Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Test: Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Review: Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Animal Defenses Subject and Object Pronouns. . . . . . . . . . . . . . . . . . . . . 103

Carlos and the Skunk Subject and Object Pronouns. . . . . . . . . . . . . . . . . . . . . 104
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Test: Subject and Object Pronouns . . . . . . . . . . . . . . . . 107
Review: Subject and Object Pronouns. . . . . . . . . . . . . . 108
Democracy Pronoun-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . 109

Time For Kids: The Verbs Have and Be . . . . . . . . . . . . . . . . . . . . . . . . . 110
Getting Out the Vote Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Test: Pronoun-Verb Agreement . . . . . . . . . . . . . . . . . . . 113
Review: Pronoun-Verb Agreement . . . . . . . . . . . . . . . . . 114
Extreme Weather Possessive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Hurricanes Ways to Use Possessive Pronouns . . . . . . . . . . . . . . . . 116
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Test: Possessive Pronouns. . . . . . . . . . . . . . . . . . . . . . . 119
Review: Possessive Pronouns and Hyphens . . . . . . . . 120
Trickster Tales Pronouns and Homophones. . . . . . . . . . . . . . . . . . . . . . 121

The Catch of the Day: Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
A Trickster Play Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Test: Pronouns and Homophones . . . . . . . . . . . . . . . . . 125
Review: Possessive Pronouns . . . . . . . . . . . . . . . . . . . . 126
Unit 4 Review: Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127, 128
vi
Unit 5 • Achievements
North Pole, South Pole Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Spirit of Endurance Demonstrative Adjectives . . . . . . . . . . . . . . . . . . . . . . . . 130
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Test: Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Review: Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Fantastic Foods The Articles A, An, and The . . . . . . . . . . . . . . . . . . . . . . 135

Weslandia Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Test: Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Review: Articles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Learning from Nature Adjectives That Compare . . . . . . . . . . . . . . . . . . . . . . . . 141

Time For Kids: More Adjectives That Compare . . . . . . . . . . . . . . . . . . . 142
A Historic Journey Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Test: Adjectives That Compare . . . . . . . . . . . . . . . . . . . 145
Review: Adjectives That Compare . . . . . . . . . . . . . . . . . 146
Talking in Codes Comparing with More and Most . . . . . . . . . . . . . . . . . . . 147

The Unbreakable Code Comparing with More and Most . . . . . . . . . . . . . . . . . . . 148
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Test: Comparing with More and Most. . . . . . . . . . . . . . . 151
Review: Comparing with More and Most . . . . . . . . . . . . 152
Whales Comparing with Good . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

The Gri Gri Tree Comparing with Bad . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Test: Comparing with Good and Bad . . . . . . . . . . . . . . . 157
Review: Comparing with Good and Bad . . . . . . . . . . . . 158
Unit 5 Review: Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159, 160
vii
Unit 6 • Great Ideas
Fairy Tales Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161

The Golden Mare, the Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Firebird, and the Magic Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Ring Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Test: Adverbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Review: Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Camping Out Adverbs That Compare. . . . . . . . . . . . . . . . . . . . . . . . . . 167

Skunk Scout Adverbs That Compare. . . . . . . . . . . . . . . . . . . . . . . . . . 168
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Test: Adverbs That Compare . . . . . . . . . . . . . . . . . . . . . 171
Review: Adverbs That Compare. . . . . . . . . . . . . . . . . . . 172
Improving Lives Negatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

Time For Kids: Negatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
A Dream Comes True Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Test: Negatives and Double Negatives . . . . . . . . . . . . . 177
Review: Negatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Balloon Flight Prepositions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

Up in the Air: Prepositional Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
The Story of Balloon Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Flight Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Test: Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Review: Commas and Prepositional Phrases . . . . . . . . 184
Scientists at Work Sentence Combining. . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

Hidden Worlds Sentence Combining. . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Test: Sentence Combining and Punctuation Marks . . . 189
Review: Sentence Combining . . . . . . . . . . . . . . . . . . . . 190
Unit 6 Review: Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191, 192
viii
Grammar
Name Sentence Types
• A sentence is a group of words that express a complete thought.

• A sentence fragment is a group of words that does not
express a complete thought.
• Every sentence begins with a capital letter and ends with a
punctuation mark.
• A statement is a sentence that tells something. It ends with a
period.
• A question is a sentence that asks something. It ends with a
question mark.
Read each group of words. Place a period on the line at the end if it
is a sentence. If it is a sentence fragment, write an F on the line.
1. Sage missed vocabulary day because she had a cold
2. Finished defining the vocabulary words
3. Sage liked to make up her own definitions
Place a period on the line at the end of the sentence if it is a statement.
Place a question mark at the end of the sentence if it is a question.
4. Is “Musical Performance” the theme for this week
5. She was looking forward to the Tenth Annual Vocabulary Parade
6. Starr went to the end of the line after she spelled the word correctly
Rewrite these sentences. Be sure to use the correct end mark.
7. Sage turned red when she heard everyone laughing
8. do you have a collection of unrelated objects

© Macmillan/McGraw-Hill
9. Mrs. Page asked the students to spell and define the words
10. why were they laughing
At Home: Write two statements and two questions about

Sage’s story. Miss Alaineus • Grade 5/Unit 1 1
Grammar
Commands and
Name Exclamations
• A command tells someone to do something. It ends with a period.

• An exclamation expresses strong feeling. It ends with an
exclamation mark.
Read each sentence. Decide if each sentence is a command or an

exclamation, and write your choice on the line. Then rewrite the
sentences with the correct end marks.
1. Please tell me what the vocabulary words are for this week
2. Write each word five times
3. Be sure to include each word’s definition
4. Oh my, she hung up the phone with a crash
5. Line up by the board for the Vocabulary Parade
6. How sad for Sage to feel so devastated © Macmillan/McGraw-Hill
7. Wow, that’s an amazing gold trophy that Sage won
8. Oh no, Mr. Bell’s suit is all soggy
At Home: Write a story about a task that seems impossible.

2 Miss Alaineus • Grade 5/Unit 1 Include two commands and two exclamations.
Grammar
Name Mechanics
• Every sentence begins with a capital letter.

• A statement ends with a period.
• A question ends with a question mark.
• A command ends with a period.
• An exclamation ends with an exclamation mark.
Read each sentence. On the line, place a period if the sentence

is a statement or command, an exclamation mark if it is an
exclamation, or a question mark if it is a question. Circle any
letters that should be capitals.
1. Write the vocabulary words on a sheet of paper
2. Forest is a boy in Sage’s class
3. Oh no, Starr, you’re late for baseball practice
4. her head felt as though it were stuffed with cotton
5. Have you seen her gigantic red dictionary
6. what does Miss Alaineus have to do with categories
7. Go get some of that long Italian bread and two sticks of butter
8. She was so excited to see Miss Alaineus
9. miss alaineus is not on the spaghetti box
10. Sage’s mother had a great idea
Rewrite each statement or command below as a question.

11. We have many vocabulary words this week.
12. Please pass me that eraser.
13. We will see Miss Alaineus tomorrow.
At Home: Choose a television program that you enjoy and

write one statement, one question, and one command about it. Miss Alaineus • Grade 5/Unit 1 3
Grammar
Name Proofreading
• Begin every sentence with a capital letter.

• Place a period at the end of a statement.
• Place a question mark at the end of a question.
• Place a period at the end of a command.
• Place an exclamation point at the end of an exclamation.
Rewrite the paragraph below. Use the correct capitalization and

punctuation marks.
I like spelling? it’s my favorite subject! Each week, our teacher gives
us twenty spelling words? I always write the words in my notebook! the
boy who sits next to me sneezed? How sick I became. I could not be at
school the day our teacher gave us the spelling words? I called my friend
to get the words for the week? I feel confident that I will get all the words
right on the test! this is going to be easy? i hope i’m not sick the day of
the spelling test!
At Home: Write a dialogue between Sage and Starr using at

4 Miss Alaineus • Grade 5/Unit 1 least one of each type of sentence.
Grammar
Test:
Name Sentence Types
Read each sentence. Write whether it is a statement, a question, a

command, or an exclamation. Then rewrite the sentence so that its
end mark and capitalization are correct.
1. Why did Sage miss Vocabulary Day
2. call Starr and ask her for the words
3. Sage was propped up in bed with a box of tissues
4. How hard it is to study while you’re blowing your

nose
5. do you have a spork in your miscellaneous drawer
6. have you ever seen a fossil
7. Oh, I love your Vocabulary Parade costume
8. did you see the look on Mr. Bell’s face

9. Ask Mrs. Page when the next parade is scheduled
10. what will your costume be
Miss Alaineus • Grade 5/Unit 1 5

Grammar
Review:
Name Sentence Types
• A sentence is a group of words that expresses a complete

thought. A sentence fragment is a group of words that does
not express a complete thought.
• Every sentence begins with a capital letter and ends with a
punctuation mark.
• A statement is a sentence that tells something. It ends with a
period.
• A question is a sentence that asks something. It ends with a
question mark.
• A command tells someone to do something. It ends with a
period.
• An exclamation expresses strong feeling. It ends with an
exclamation mark.
Read each group of words. Add words to make each group a

statement, a question, a command, or an exclamation. State which
you have made. Use the correct capitalization and end mark.
1. nervous at the spelling contest.
2. some students spell
3. what did our teacher
4. I can’t believe I
5. please say
6. won the contest
6 Miss Alaineus • Grade 5/Unit 1

Grammar
Subjects and
Name Predicates
The subject of a sentence tells who or what the sentence is about. The
predicate of a sentence tells what the subject does or is.
• The complete subject includes all of the words in the subject.

It tells exactly who or what the sentence is about.
• The simple subject is the main word in the complete subject.
• The complete predicate includes all of the words in the
predicate.
• The simple predicate is the main word in the complete
predicate.
Read each sentence. Circle the simple subject, and underline the
complete subject.
1. A brave man lived in the mountains.
2. Davy’s pet bear danced in the forest.
3. The big, bad comet hurtled toward America.
4. Davy Crockett’s red-hot enemy was discombobulated.
5. The beautiful Sally Sugartree married Davy.
Read each sentence. Circle the simple predicate, and underline the
complete predicate.
6. The President received piles of letters.
7. Davy learned all the latest dances.
8. Sally climbed a 50-foot hickory tree.

9. Halley’s Comet howled when it saw Davy.
10. The people elected Davy to Congress when he returned home.
At Home: Write four sentences about the story, and circle

Davy Crockett Saves the World
the simple subjects and simple predicates. 7
Grade 5/Unit 1
Grammar
Compound Subjects
Name and Predicates
• A compound subject contains two or more simple subjects

that have the same predicate.
• A compound predicate contains two or more simple
predicates that have the same subject.
• You can combine two sentences by joining two subjects or two
predicates with and or or.
Read each sentence. Write S on the line if the sentence has a

compound subject. Write P on the line if the sentence has a
compound predicate.
1. Davy and Death Hug danced in the forest.
2. Davy combed his hair with a rake and shaved his beard with an ax.
3. The President and Davy posed for pictures.
4. Davy climbed to the top of Eagle Eye Peak and waited for the comet.
Rewrite each set of sentences as one sentence. Combine the

compound subject or compound predicate in each pair with
and or or.
5. Davy jumped over the comet’s shoulder. Davy planted his teeth around its
neck.
6. Sally Sugartree was happy to see Davy return. The community was happy to
see Davy return.
At Home: Make up pairs of sentences that can be combined

8 using and or or in the subject or predicate.
Grade 5/Unit 1
Grammar
Name Mechanics
• Use commas to separate three or more words in a series.

• Commas separate subjects, predicates, and adjectives in a series.
• Do not use a comma after the last word in a series.
Correct each sentence. Add commas where they are needed.

1. Davy needed a comb a rake and an ax.
2. The biggest scariest meanest ball of fire was called Halley’s Comet.
3. Davy grabbed Halley’s Comet spun it around and hurled it back into space.
4. He could drink the water from lakes rivers and oceans.
5. Sally Sugartree was friendly pretty and smart.
6. Davy’s pet bear was so fast that rocks trees cows and snakes flew out from
beneath its feet.
7. Every river tree and lake could be seen from the top of Eagle Eye Peak.
8. Halley’s Comet shot out sparks lightning and thunder.
At Home: Write five sentences that each include a series of

three or more words. Use commas correctly. 9
Grade 5/Unit 1
Grammar
Name Proofreading
• Be sure that every sentence begins with a capital letter and

ends with the correct punctuation mark.
• Use commas to separate three or more words or phrases in a
series.
• When combining subjects and predicates, use the words and or or.
Rewrite the passage, combining sentences and adding commas

where needed. Use correct capitalization and punctuation.
davy Crockett was a frontiersman. He chopped wood hunted wild animals
and ran a powder mill. Every morning he got up early to see the sunrise. He
got up early to eat breakfast.
one day, Sally Sugartree asked Davy to dance. Davy wouldn’t dance
because his boots were too big. He wouldn’t dance because he would step on
her toes. sally then asked Davy to sing. His voice was so strong that it made
the trees sway the clouds move and the animals scatter. Sally liked Davy’s
voice so much that she decided to marry him.
At Home: Write your own folk tale about a strong hero, and
10 include compound subjects and compound predicates.
Grade 5/Unit 1
Grammar
Test: Subject
Name and Predicate
Circle the letter for each correct answer.

1. Which of the following groups of words is a complete sentence?
a. Davy’s ax and rake.
b. Was elected to Congress after saving the world.
c. Davy could drink the Mississippi River dry.
d. Very strong and brave.
2. Which of the following groups of words is a sentence fragment?
a. The pretty girl was Sally Sugartree.
b. The President’s law that Halley’s Comet couldn’t crash into Earth.
c. Death Hug liked to dance.
d. Davy was fast.
3. In which sentence is the simple subject underlined?
a. Davy enjoyed spending time in the forest.
b. Sally danced better than anyone.
c. Davy hurled Halley’s Comet back into space.
d. The President thanked him for his help.
Follow each direction below.

4. Underline the simple subject of this sentence.
Davy saved the United States from trouble.
5. Underline the complete subject of this sentence.
Sally Sugartree and Davy Crockett got married after the parade.
6. Underline the complete predicate in this sentence. Circle the simple
predicate.
Davy wears a coonskin cap on his head.

11
Grade 5/Unit 1
Grammar
Review: Subjects
Name and Predicates
• The complete subject includes all of the words in the subject.

• The simple subject is the main word in the complete subject.
• The complete predicate includes all of the words in the
predicate.
• The simple predicate is the main word in the complete
predicate.
Read the following paragraphs. In each sentence, underline the

complete subject once and the complete predicate twice. Circle the
simple predicate.
The real Davy Crockett was an American frontiersman. He enjoyed the
outdoors and hunted wild animals. Davy and his wife owned a gristmill
and a powder mill. Davy won an election to Congress in 1832. He lost his
reelection to Congress in 1836 and decided to help Texas in its fight against
Mexico. He died while defending the Alamo against Mexican troops.
Davy Crockett achieved many things in his life. Stories about Davy are
still told today. He is a hero to many people because of his bravery and
strength.
Correct the sentence fragments by adding a subject or predicate.
Rewrite the complete sentence.
1. was a frontiersman who enjoyed the outdoors
2. Davy Crockett and his wife
3. remember him because he valued the American frontier

12
Grade 5/Unit 1
Grammar
Name Sentence Combining
• Two related sentences can be joined with a comma and and,

but, or or.
• A sentence that contains two sentences joined by and, but, or
or is called a compound sentence.
Read each pair of sentences. Rewrite them as a single sentence,

using and, but, or or along with a comma.
1. Pakenham went searching for trees. He wrote a book about them.
2. General Sherman is the name of a person. It is also the name of a giant

sequoia.
3. Would you like to visit a coniferous forest biome? Would you like to see a
deciduous forest?
4. The fallen leaves enrich the soil. They allow all kinds of plant life to grow.
5. Oak, beech, ash, and maple trees are typical of a deciduous forest. Many
types of insects and animals live in that habitat.
At Home: Write pairs of sentences and ask a helper to

combine them by using a comma and a conjunction. Forests of the World • Grade 5/Unit 1 13
Grammar
Name Conjunctions
• A conjunction joins words or groups of words. And, but, and

or are conjunctions.
• A sentence that contains two sentences joined by and, but, or
or is called a compound sentence.
• In a compound sentence, a comma is placed before the
conjunction.
Read each sentence below. Underline the conjunction, and put a

comma in the correct place.
1. Limited rainfall or lengthy drought can cause wildfires but these fires can
also be caused by campfires or a stray match.
2. Helicopters can drop chemicals to slow flames and firefighters can set up
fire lines.
3. Tiny bonsai trees may look like young plants but they are full grown.
4. Many areas in the world are covered with trees but the Arctic tundra is
treeless.
5. Moisture is absorbed and then it evaporates and falls as rain.
Read each sentence below. If it is a compound sentence, write C

on the line. If it is not a compound sentence, leave the line blank.
6. There are no leaves to decompose and make the ground suitable for
growth.
7. Some plants will not thrive in a coniferous forest, but some animals
do well in this biome.
8. North America, Europe, and eastern Asia all have deciduous
forests.
At Home: Write six compound sentences joined by and or

14 Forests of the World • Grade 5/Unit 1 but with a comma before each conjunction.
Grammar
Name Mechanics
• Use a comma before and, but, or or when you join two

sentences to form a compound sentence.
• When you form a compound sentence, do not begin the second
part with a capital letter.
Read each group of words. Then write them as correct sentences

on the lines. Be sure to use capital letters and commas in the
correct places.
1. trees produce oxygen and they reduce the effects of carbon dioxide.
2. Trees should be planted in certain areas or the soil could be carried away
by wind and water.
3. a stone wall might be an effective way to cut down noise but a row of trees
is usually more attractive
4. arbor Day was successful in 1872 but it was even more successful in 2002.
5. trees are considered to be among nature’s hardest workers and this is true
in any climate.
6. Could you identify the trees in your neighborhood by yourself or would you
need some help?
At Home: Write four sentences about the story, and

underline the complete subjects. Forests of the World • Grade 5/Unit 1 15
Grammar
Name Proofreading
• Use commas to separate three or more words in a series.

• Two related sentences can be joined with a comma and and,
but, or or.
Read the passage below. Circle mistakes in capitalization and

punctuation. Then rewrite the passage.
Almost half of the world’s rain forests are in Brazil but many are
found in Asia Africa South america Central America and on many Pacific
Islands. the vegetation in a rain forest is thick and this means that a great
deal of moisture is absorbed into the atmosphere. The moisture eventually
evaporates. The moisture falls back to Earth as rain. Amazingly, tropical rain
forests receive 70 inches of rain a year?
A rain forest has three layers. the canopy is the tallest. The understory
is in the middle. The forest floor is on the bottom. The forest floor is very
dense. It is covered with ferns and mosses.
At Home: Read a magazine article about rain forests. Find

16 Forests of the World • Grade 5/Unit 1 the conjunctions and compound sentences.
Grammar
Test: Sentence
Name Combining
Circle the letter for each correct answer.

1. Which of the following sentences has a conjunction?
a. What are the five most common trees in the United States?
b. I like black cherry trees.
c. We planted a black cherry tree, and it is doing very well.
2. Which of the following sentences uses a comma correctly?
a. Tiny bonsai trees are from Japan and they can be less than a foot tall.
b. Tiny bonsai trees are from Japan, and they can be less than a foot tall.
c. Tiny bonsai trees are from Japan and they, can be, less than a foot tall.
3. Which of the following sentences is a compound sentence?
a. Trees absorb carbon dioxide and keep it from harming the environment.
b. Trees absorb carbon dioxide, and keep it from harming the environment.
c. Trees absorb carbon dioxide, and this absorption keeps the carbon
dioxide from harming the environment.
4. Which of the following compound sentences uses a conjunction correctly?
a. Deciduous trees lose their leaves, in the natural decaying enriches the
soil.
b. Deciduous trees lose their leaves, or the natural decaying enriches the
soil.
c. Deciduous trees lose their leaves, and the natural decaying enriches
the soil.
5. In the space below, draw a picture of the type of forest you like best. Under
the picture, write a compound sentence that explains why you like this type
of forest.
Forests of the World • Grade 5/Unit 1 17

Grammar
Review: Sentence
Name Combining
Read the paragraph. Underline each compound sentence, and

circle the conjunctions.
Thomas Pakenham has a very interesting job. He searches for fascinating

trees. He takes many pictures of the trees, and he writes about their
interesting “personalities.” Some of the trees are small, but some of the trees
are quite large. The Montezuma cypress, for example, is 190 feet around. Mr.
Pakenham hopes that his pictures will remind us not to take trees for granted.
Write a paragraph about the types of trees that are found in your
neighborhood. Are there small trees or large trees or no trees
at all? In what ways do they affect the climate where you live?
Are there any trees that cut down noise? Use five compound
sentences joined by and, but, or or in your paragraph. Be sure to
use correct capitalization and punctuation.
18 Forests of the World • Grade 5/Unit 1

Grammar
More Sentence
Name Combining
• The conjunctions and, but, and or are used to form compound

sentences.
• Some conjunctions tell where, when, why, how, or under what
conditions. These conjunctions include after, although, as,
because, before, if, since, so that, until, when, whether, and
while.
Combine each pair of sentences, using the conjunction in

parentheses.
1. Some tasted space food. Others wore spacesuits. (and)
2. Gum and drinks are not allowed. They can create disasters in the dirt-free
zone. (because)
3. The students were told to remove their jewelry. They would not be injured.
(so that)
4. The trainer would hold onto the chair. The last student had a turn. (until)
5. He volunteered to sit in the gravity chair. He realized how hard it was to

move around. (before)
At Home: Write two simple sentences about what you would

like to do at space camp. Use a conjunction to combine the The Ultimate Field Trip 19
Grade 5/Unit 1
sentences.
Grammar
Name Complex Sentences
A sentence that contains two related ideas joined by a conjunction other

than and, but, or or is called a complex sentence. These conjunctions
include after, although, as, because, before, if, since, so that, until, when,
whether, and while. The conjunction can appear at the beginning of the
sentence or in the middle of the sentence.
• If the complex sentence begins with the conjunction, then a

comma should follow the last word in that part of the sentence.
• Sometimes the comma is unnecessary if the conjunction
appears in the middle of the sentence.
From each pair of conjunctions in parentheses, choose the

conjunction that combines the sentences into a single sentence
that makes sense. Write the new sentence, using a comma if
necessary.
1. The Hubble Telescope must be powerful. It can spot a firefly ten thousand
miles away. (because/although)
2. I was feeling brave. I saw how fast the multi-axis trainer was spinning. (so
that/before)
3. Bethany held on to the 5DF Chair. The kids practiced moving along the
wall. (while/because)
4. The moon does not have an atmosphere. There is no wind to blow the
prints away. (until/since)
At Home: Look in a newspaper or magazine to find

20 The Ultimate Field Trip examples of the conjunctions listed above.
Grade 5/Unit 1
Grammar
Name Mechanics
• Begin the greeting and the closing of a letter with capital letters.
• Use a comma after the greeting in a friendly letter and the
closing in all letters.
• Use a comma between the names of a city and a state.
• Use a comma to separate the day and year in a date.
Correct the following letter.

July 1 2007
dear mom and dad
Thank you for letting me go to the Space Academy. I’m having so much
fun. We’ve eaten space food and tried on spacesuits. Today we used a special
chair that helped us move around. Tomorrow we’re going to get into a
machine that will spin us around. Please write back to the address below.
your son
Kyle
P.O. Box 345
Huntsville Alabama
At Home: Write a letter to a friend explaining what you did

today. Use correct punctuation. The Ultimate Field Trip 21
Grade 5/Unit 1
Grammar
Name Proofreading
• If a complex sentence begins with a conjunction, then a

• Sometimes a comma is necessary if the conjunction appears in
the middle of the sentence.
• Begin the greeting and the closing of a letter with capital letters.
• Use a comma after the greeting in a friendly letter and the
closing in all letters.
• Use a comma between the names of a city and a state.
• Use a comma to separate the day and the year in a date.
Read the diary entry below. Correct errors in capitalization and

punctuation. Use commas where needed.
February 18 2008
dear diary:
you’ll never believe what I did today. I got to use a gravity chair. Before I sat
down I made sure to watch the person in front of me so I would know what to do. I
was scared at first but the team leaders made me relax and have fun. I can’t wait to
try it again tomorrow.
your friend
Lindsay
At Home: Write a friendly letter to a distant relative you have

22 The Ultimate Field Trip not seen in awhile.
Grade 5/Unit 1
Grammar
Test:
Name More Sentence
Combining
A. Circle the letters of the sentences that best combine the sentence pairs below.
1. Pay attention to the leader. You do not hurt yourself while training.
a. Pay attention to the leader so that you do not hurt yourself while training.
b. Pay attention to the leader unless you do not hurt yourself while training.
c. Pay attention to the leader while you do not hurt yourself while training.
2. They practiced for a long time. The environment was so different from that
of Earth.
a. They practiced for a long time before the environment was so different
from that of Earth.
b. They practiced for a long time because the environment was so different
from that of Earth.
c. They practiced for a long time, while the environment was so different
from that of Earth.
3. They got ready for the MAT. The students removed everything from their
pockets.
a. Until they got ready for the MAT, the students removed everything from
their pockets.
b. They got ready for the MAT since the students removed everything from
their pockets.
c. Before they got ready for the MAT, the students removed everything
from their pockets.
4. Their time wasn’t very good. The students did build the cube.
a. Because their time wasn’t very good, the students did build the cube.
b. Their time wasn’t very good if the students did build the cube.
c. Although their time wasn’t very good, the students did build the cube.
B. Circle the letter of the conjunction that best completes each
complex sentence.
5. ___________ the students arrived at the camp, they tried on spacesuits.
a. When
b. Although
c. Whether
6. He did do the bunny hop, ___________ it was difficult at first.
a. when
b. although
c. whether
The Ultimate Field Trip 23

Grade 5/Unit 1
Grammar
Review:
Name More Sentence
Combining
• A sentence that contains two related ideas joined by a

conjunction other than and, but, or or is called a complex
sentence.
• Some conjunctions tell where, when, why, how or under what
conditions. These conjunctions include after, although, as,
because, before, if, since, so that, until, when, whether, and
while.
• If a complex sentence begins with the conjunction, then a
• Sometimes a comma is necessary if the conjunction appears in
the middle of the sentence.
List the conjunctions that you have learned this week. Then choose
a conjunction and match it with one of the following sentences. Use
that conjunction to combine the sentence with a sentence of your
own. (If the conjunction doesn’t seem to make sense, match it with
another sentence.) Write the new sentence on the line. Add a comma
to your sentence if one is needed.
1. The training center is a dirt-free zone.
2. They learned how to eat in space.
3. The other teams jumped high enough to dunk a basketball.

4. He landed on his back and couldn’t get up.
24 The Ultimate Field Trip

Grade 5/Unit 1
Grammar
Name Run-On Sentences
• A run-on sentence joins together two or more sentences that

should be written separately.
• You can correct run-on sentences by separating the complete
ideas into separate sentences or by rewriting run-on sentences
as compound sentences.
Correct the following run-on sentences.

1. San Pablo Etla is on the edge of a valley Lupe’s father built their house on
the mountainside.
2. Lupe found Pipiolo asleep inside an old shoe she saw greatness when he
opened his eyes.
3. The roof dogs guarded the roofs they would bark furiously down at Lupe
and Pipiolo.
4. Pipiolo slipped into a cornfield Lupe followed him.
5. Pipiolo barked all the dogs jumped down onto the pile of oranges in the
truck.
6. Lupe took a walk over to the village of Viquera it was a longer route to her
school.
At Home: Proofread a recent writing assignment, looking for

and correcting run-on sentences. Pipiolo and the Roof Dogs 25
Grade 5/Unit 1
Grammar
Correcting Run-On
Name Sentences
You can correct a run-on sentence in several ways.
• Correct a run-on sentence by separating its complete

thoughts into separate sentences.
• Correct a run-on sentence by rewriting it as a compound sentence.
Correct the run-on sentences below either by separating them as

two sentences or by rewriting them as a compound sentence.
1. Lupe lived in San Pablo Etla the village is in southern Mexico.
2. The roof dogs would run to the edge of their roofs they would bark furiously
at Lupe and Pipiolo.
3. The dogs didn’t frighten Lupe she knew they were the ones who were
frightened.
4. Pipiolo was lucky Lupe didn’t have a flat roof Papa would have put him up
there.
5. Lupe gave each roof dog a tuft of grass she saved the piece with a flower
for Chulita.
6. Lupe continued to dig up grass Pipiolo slept in the shade.
At Home: Write about your experiences with dogs or other

26 Pipiolo and the Roof Dogs animals, using one long run-on sentence. Then correct the
Grade 5/Unit 1
sentence.
Grammar
Name Mechanics

should be written separately. You can correct a run-on sentence
by separating the two complete ideas into two sentences. You
can also rewrite a run-on sentence as a compound sentence.
• A sentence fragment is a group of words that does not contain
a complete thought. A fragment may be missing a subject, a
verb, or both. You can correct a fragment by adding the missing
part of speech.
Correct the run-on sentences below by writing separate sentences

or compound sentences.
1. Pipiolo was a perky puppy he loved to run in the mountains.
2. The village of San Pablo Etla is very small it is on the edge of a wide valley
in southern Mexico.
3. The roof dogs smelled the aromas of freedom they missed the smell of
freshly dug earth.
Correct the sentence fragments below by adding a subject, a verb,

or both. Write the new sentences on the lines provided.
4. Commanded the roof dogs to escape.
5. Was the only dog left on the truck.
6. The big truck.
At Home: Write a journal entry about dogs. Proofread a

partner’s paper for capitalization and punctuation. Pipiolo and the Roof Dogs 27
Grade 5/Unit 1
Grammar
Name Proofreading

should be written separately.
• A run-on sentence can be broken into two separate sentences
or rewritten as a compound or complex sentence.
• Remember to add a comma before and, but, or or when
changing a run-on sentence into a compound sentence. Also, use
commas to separate three or more words or phrases in a series.
Proofread the following paragraph. Rewrite it correctly on the lines

provided.
Pipiolo and Chulita went on many adventures together they traveled
over mountains across prairies and through forests. Wherever they went,
they helped more roof dogs escape to freedom they even made a few friends
along the way.
one day, they came across the village of Viquera there were many dogs
trapped on the flat, concrete roofs. Pipiolo came up with a plan to set them
all free Chulita told the dogs about the plan. Because they were so excited
they barked loudly all day long.
At Home: Write another story about Pipiolo, checking your

28 Pipiolo and the Roof Dogs story for run-on sentences.
Grade 5/Unit 1
Grammar
Test: Run-On
Name Sentences
Correct the run-on sentences below. To do so, you may write

two shorter sentences, or you may add a conjunction to create a
compound sentence.
1. The people of San Pablo Etla had roof dogs the dogs protected their
homes from trespassers.
2. Lupe’s cousin Inocencia thought that the roof dogs’ escape was a miracle
everyone else was upset about it.
3. Pipiolo barked loudly all of the dogs understood his message.
4. Lupe found Pipiolo when he was just a puppy he was so small he fit inside
a shoe.
5. The Tienda Soliz had the only television in town its only channel showed
old American westerns.
6. John Wayne jumped onto a wagon full of hay that is what gave Pipiolo the
idea to free the roof dogs.
Pipiolo and the Roof Dogs 29

Grade 5/Unit 1
Grammar
Review: Run-On
Name Sentences
Read each run-on sentence below. Circle the letter of the sentence
that shows the best way to correct the run-on sentence.
1. The roof dogs of the village were happy Pipiolo showed them how to escape.
a. The roof dogs of the village were happy after Pipiolo showed them how
to escape.
b. The roof dogs of the village were happy and Pipiolo showed them how to
escape.
c. The roof dogs of the village were happy, Pipiolo showed them how to
escape.
2. Because Lupe felt sorry for the roof dogs she wanted them to smell real
earth.
a. Because Lupe felt sorry for the roof dogs and she wanted them to smell
real earth.
b. Because Lupe felt sorry for the roof dogs, she wanted them to smell real
earth.
c. Because Lupe felt sorry for the roof dogs, so she wanted them to smell
real earth.
3. Using her school ruler, Lupe dug up the grass she gave Chulita a piece
with a flower.
a. Using her school ruler, Lupe dug up the grass although she gave Chulita
a piece with a flower.
b. Using her school ruler, Lupe dug up the grass because she gave Chulita
a piece with a flower.
c. Using her school ruler, Lupe dug up the grass. She gave Chulita a piece
with a flower.
4. Pipiolo is a smart dog Lupe must have been surprised by what he could do.
a. Pipiolo is a smart dog if Lupe must have been surprised by what he
could do.
b. Pipiolo is a smart dog. Lupe must have been surprised by what he could
do.
c. Pipiolo is a smart dog when Lupe must have been surprised by what he
could do.
30 Pipiolo and the Roof Dogs

Grade 5/Unit 1
Grammar
Name Sentences
Read each passage and look at the underlined phrase. Could it be

written a better way? If so, fill in the letter of the best choice below.
on Tuesday Sage called her friend Starr Sage needed Starr to tell her the
(1)
spelling words. Starr gave Sage most of the words, but then her mother called.
Starr had to leave quickly and Sage did not get the spelling of the last word.
this was frustrating Sage would have to learn the final word on her own.
(2)
1. 훽 On Tuesday Sage called her friend Starr?
훾 on Tuesday Sage called her friend Starr!
훿 On Tuesday Sage called her friend Starr.
 No mistake.
2.  This was frustrating
 this was frustrating!
 This was frustrating!
 No mistake.
Davy Crockett and Death Hug the bear were in the forest. Death Hug teaching
(3)
Davy to dance. Practiced for two weeks. At last Davy knew all the dances that
(4)
Death Hug knew. He was ready to ask Sally Sugartree to dance with him at a
party.
3. 훽 Death Hug taught Davy to dance.
훾 Death Hug teaching Davy to dance always.
훿 Death Hug often teaching Davy to dance
 No mistake.
4.  Practiced every day for two weeks.
 Davy and Death Hug practiced for two weeks.
 Practiced dancing for two weeks.
 No mistake.
Unit 1 Review • Grade 5/Unit 1 31

Grammar
Name Sentences
At the Space Academy, the students used machines that simulated conditions in
space. They learned how to walk on the moon. They learned to work without
(5)
gravity. These machines were the same ones that real astronauts used. The real
astronauts trained for years before they went to space. The students had only a
week to try the machines. (6)
5. 훽 They learned how to walk on the moon and, to work without gravity.
훾 They learned how to walk on the moon, and they learned to work without
gravity.
훿 They learned how to walk on the moon, work without gravity.
 No mistake.
6.  The real astronauts trained for years before they went to space but, the
students had only a week to try the machines.
 The real astronauts trained for years before they went to space, but the
 The real astronauts trained for years before they went to space and the
 No mistake.
One night I stepped into the yard. I saw Pipiolo going into the cornfield. The night was
(7)
dark and the dog’s shadow was very faint. I knew I could follow I could see him or
(8)
not. I could hear him sniffing at everything he passed. All I had to do was follow the
sniffing sounds.
7. 훽 One night I stepped into the yard that I saw Pipiolo going into the cornfield.
훾 One night I stepped into the yard, I saw Pipiolo going into the cornfield.
훿 One night I stepped into the yard, and I saw Pipiolo going into the cornfield.
 No mistake.
8.  I knew I could follow whether I could see him or not.
 I knew I could follow as if I could see him or not.
 I knew I could follow, I could see him or not.
 No mistake.
32 Unit 1 Review • Grade 5/Unit 1

Grammar
Common and
Name Proper Nouns
• A noun names a person, place, or thing.

• A common noun names any person, place, or thing.
• A proper noun names a particular person, place, or thing.
• A proper noun begins with a capital letter.
Underline each common noun in the list. Circle each proper noun.
Some of the words are not nouns.
Becky Shiloh town money him
trouble family bathroom father cobbler
he skin an argue Judd Travers
dog Murphy Sunday head porch
because leg minute town Marty Preston
Complete each sentence by using two of the nouns from the list
above.
1. There may be ahead for .
2. He has taken in a runaway that belongs
to .
3. Marty’s likes very much.
4. Marty’s takes the ticks out of Shiloh’s

5. Marty wants to earn by working in .
At Home: Divide a sheet of paper into two columns:

“Common Nouns” and “Proper Nouns.” Choose nouns from Shiloh • Grade 5/Unit 2 33
a page in Shiloh and write them in the correct columns.
Grammar
Name Using Proper Nouns

• Some proper nouns contain more than one word.
• Days of the week, months of the year, and holidays are proper
nouns.
• A person’s title is a proper noun.
Read each sentence. Then write it correctly on the line.

1. This story takes place in the state of west virginia.
2. marty hopes that dad will go to see judd travers.
3. marty thinks that he can earn money by delivering papers on fridays.
4. If marty finds work in town, he can pay doc murphy.
5. marty looks for work in friendly, west virginia.
6. dara lynn brushes shiloh with an old hairbrush.
7. Even david howard had something to say about the dog.
8. marty asks mr. wallace about delivering newspapers.

9. Marty’s father’s name is ray preston.
10. By sunday, marty must bring the dog back to mr. travers.
At Home: List the days of the week and the months of the
34 Shiloh • Grade 5/Unit 2 year. Using these nouns, write 10 sentences.
Grammar
Name Mechanics
• A proper noun always begins with a capital letter.

• When a proper noun contains more than one word, capitalize
each important word.
• Capitalize the first letter of a common noun only if it is the first
word in a sentence.
Write a proper noun that names an example of each common noun.

1. day of the week
2. month
3. name of a state
4. name of a country
5. name of a holiday
Write the following sentences correctly.

6. marty thinks it’s strange having shiloh in the house.
7. marty could work on thursdays, fridays, and saturdays.
8. He could work in july, and in august, too.
9. marty talks about shiloh with dara lynn and becky.

10. At the grocery store, mr. wallace sees marty looking at the bulletin board.
At Home: Draw a scene from the story and label common

and proper nouns. Then write a one-sentence caption. Shiloh • Grade 5/Unit 2 35
Grammar
Name Proofreading
• Capitalize every proper noun.

• Capitalize important words in proper nouns with more than
one word.
• Capitalize common nouns only when they begin a sentence.
Circle capitalization mistakes. Then rewrite the passage correctly.

marty preston takes home a runaway Dog. It seems to marty as though
the dog has been mistreated by his Owner, judd travers. mr. travers has the
reputation of being mean and nasty.
mr. and mrs. preston, Marty’s Parents, know that their son has grown fond
of the dog, whom he has named shiloh. marty takes the dog to the Animal
Doctor, doc murphy. judd travers is angry when he finds out that the Dog has
been injured. mr. preston says that his son will pay for the Animal Doctor.
At Home: Make up a short story about a stray animal

36 Shiloh • Grade 5/Unit 2 including the day, month, and place of the story.
Grammar
Test: Common and
Name Proper Nouns
In the sentences below, underline each common noun once.

Underline proper nouns twice. Rewrite each sentence correctly.
1. shiloh is a runaway Dog that marty rescues.
2. Marty tells mr. Travers why He brought shiloh to his House.
3. Many People take Their animals to doc murphy.
4. everyone hopes that The Dog will feel better.
5. Mr. wallace has A list of six People for county Carrier.
6. Shiloh leans Away when judd travers reaches out.
7. marty preston lives in friendly, West virginia.

8. Dara lynn brushes Shiloh with an Old Hairbrush.
Shiloh • Grade 5/Unit 2 37

Grammar
Review: Common
Name and Proper Nouns
• A noun names a person, place, or thing.

• A common noun names any person, place, or thing.
Read each sentence. Underline all nouns. Underline proper nouns

twice.
1. When Dad came home, he found Shiloh in the house.
2. While Marty was in the bathroom, Dad let the dog lick the plate.
3. Marty is worried about paying Doc Murphy’s bill.
4. Ma hums to Shiloh as though he were a baby in a cradle.
5. Mr. Wallace runs a grocery in Friendly, West Virginia.
6. Shiloh is a very friendly dog.
7. At first, Marty tries to keep Shiloh a secret.
8. Becky feeds the dog little pieces of toast.
9. Marty and Shiloh become great friends.

10. Shiloh is like a member of the family.
38 Shiloh • Grade 5/Unit 2

Grammar
Singular and
Name Plural Nouns
• A singular noun names one person, place, or thing.

• A plural noun names more than one person, place, or thing.
• Most plural nouns are formed by adding -s or -es.
Write the plural of each noun.

1. color
2. pattern
3. food
4. warning
5. sound
6. head
7. bite
8. section
9. button
10. fang
Rewrite each sentence. Correct the underlined nouns.

11. There are 30 different kind of rattlers.
12. Rattlers can be found in almost all 50 state.
13. Rattlers live in different habitat.

14. Canebrake rattlers live in swamp.
At Home: Write five sentences about rattlers. Include at

least one plural noun in each sentence. Rattlers • Grade 5/Unit 2 39
Grammar
Making Special
Name Forms of
Plural Nouns
• Add -es to form the plural of singular nouns that end in s, sh,
ch, or x.
• To form the plural of nouns ending in a consonant and y,
change the y to i and add -es.
• To form the plural of nouns ending in a vowel and y, add -s.

1. enemy
2. valley
3. moss
4. bush
5. country
6. inch
7. box
8. baby
9. patch
10. family
Read each sentence. On the line provided, write the correct plural
for each underlined word.
11. Squirrels and rabbits make good lunch for rattlers.
12. Rattlers live in deserts and prairies rather than in city .
13. The McCrystals spend many day helping protect
rattlers.
14. Sometimes coyotes and fox eat rattlers.
At Home: Write a short paragraph about rattlesnakes.

40 Rattlers • Grade 5/Unit 2 Include five plurals of nouns that end in y, s, ch, sh, or x.
Grammar
Name Mechanics
• In a friendly letter, the greeting, the closing, and all of the

proper nouns begin with capital letters.
• An abbreviation is the shortened form of a word.
• Most abbreviations end with a period.
• Begin the abbreviation for a proper noun with a capital letter.
Correct the letter. Put capital letters and periods where needed.
12 oak st
beeville, tx 78102
january 14, 2008
dear grandpa,
On february 16, a scientist will talk to our class about rattlesnakes. The
scientist is dr Tom madison. He’s going to show us a film of a rattlesnake
being milked to get its venom! I can’t wait!
love,
luke
At Home: Write a letter about something you learned from

reading “Rattlers!” Include at least two abbreviations. Rattlers • Grade 5/Unit 2 41
Grammar
Name Proofreading

• Most plural nouns are formed by adding -s.
• Add -es to form the plural of singular nouns that end in s, sh,
ch, or x.
• To form the plural of nouns ending in a consonant and y,
change the y to i and add -es.
• To form the plural of nouns ending in a vowel and y, add -s.
Rewrite each sentence. Correct the plural forms.

1. Dad and I walked across wide stretchs of land.
2. We hiked over tall hills and down into rocky ditchies.
3. We listened for the soundes that rattlers make.
4. Any rattlers nearby could feel vibrationes as we walked.
5. The pites on their faces help them feel our body heat.
6. We knew that they would rather strike rabbites than people.
7. People are enemys of rattlers, though, so we were careful.
8. We saw one long snake with diamond-shaped blotchies on its skin.

9. More snakes could have been hidden in the grassies.
10. We heard a hawk’s crys as we walked back to our car.
At Home: Write three sentences that incorrectly use singular

42 Rattlers • Grade 5/Unit 2 nouns instead of plural nouns. Correct your sentences.
Grammar
Test: Singular and
Name Plural Nouns
In each group of words, circle the letter beside the plural noun that
is NOT correct.
1. a. hawks 6. a. searchies
b. rattlers b. wetlands
c. skys c. creatures
d. enemies d. crashes
2. a. targets 7. a. days
b. branchies b. gullys
c. hikers c. mountains
d. discoveries d. seconds
3. a. emergencyes 8. a. snakes
b. births b. edges
c. delays c. rescues
d. reptiles d. foxs
4. a. coyotes 9. a. masses
b. ashes b. splashs
c. medicines c. places
d. decoyes d. temperatures
5. a. scents 10. a. memorys

b. predators b. tracks
c. gulchs c. mammals
d. classes d. diamondbacks
Rattlers • Grade 5/Unit 2 43

Grammar
Review: Singular
Name and Plural Nouns

• In a formal letter, the greeting, the closing, and all of the proper
nouns begin with capital letters.
Rewrite each sentence, correcting any mistakes. Look for incorrect

plurals and abbreviations. Check your work with a partner.
1. There are many different kindes of rattlesnakes.
2. Rattlers live in almost all parts of the Us.
3. Sometimes rattlers warn their enemys before biting them.
4. Rattlesnakes have live babys instead of laying eggs.
5. Rattlers can be different sizes, from 20 to 48 inchies.
6. The american international rattlesnake museum is in albuquerque, new

mex. 87104. © Macmillan/McGraw-Hill
7. The museum is open Mon. through sun almost all year.
8. It is closed on major holidayes, though.
44 Rattlers • Grade 5/Unit 2

Grammar
Name More Plural Nouns
• To form the plural of most nouns ending in f or fe, add -s.

• For other nouns, change the f to v and add -es.

1. thief
2. leaf
3. roof
4. half
5. chief
Read each sentence. On the line provided, write the correct form of
any incorrect plural nouns.
6. Library shelf are filled with books about brave people.
7. They may have acted to improve or to save other people’s life.
8. They often acted to defend strong belief.
9. Women who acted bravely were often wife and mothers.
10. They sometimes sacrificed themself to help others in need.

At Home: Write a paragraph about someone who acted

bravely. Include two plurals of nouns that end in f or fe. Maya Lin • Grade 5/Unit 2 45
Grammar
Name More Plural Nouns
• To form the plural of nouns that end with a vowel and o, add -s.
• To form the plural of nouns that end with a consonant and o,
add -s or -es.
• Some nouns have special forms.
• A few nouns have the same singular and plural forms.

1. radio
2. piano
3. stereo
4. banjo
5. kangaroo
Read each sentence. On the line provided, write the correct form of
any incorrect plural nouns.
6. Learning about the past is like hearing echos from history.
7. Monuments and museums help us remember American heros.
8. Architect Maya Lin designed a civil rights monument that is nine foots
high.
9. Memorials have been built to honor both men and womans.
10. We can learn about brave people by reading books or watching

videoes.
At Home: Find and circle all of the plural nouns in a

46 Maya Lin • Grade 5/Unit 2 newspaper article that end in -s or -es.
Grammar
Name Mechanics

add -s or -es.

1. silo 6. tomato
2. calf 7. sheep
3. mouse 8. goose
4. ox 9. yourself
5. igloo 10. gentleman
Rewrite each sentence. Correct the underlined nouns.

11. The leafs of 700 trees shade the National Museum of the American Indian.
12. More than 150 different specieses of plants are on the museum grounds.
13. One museum show tells about American Indian believes about the universe.
14. A café at the museum serves foods the American Indians cooked, such
as cakes made from mashed potatos.
At Home: Write four sentences that use the correct plural

forms of nouns ending in f, fe, and o. Maya Lin • Grade 5/Unit 2 47
Grammar
Name Proofreading

add -s or -es.
Read the following paragraph. Then rewrite the paragraph,

changing any incorrect plural nouns.
Adults and childs enjoy visiting the National Air and Space Museum.
This museum has the largest collection of aircraftes in the world. It is hard to
believe that persones flew in some of those early planes. They were brave to
risk their lifes.
At Home: Write five sentences that include plural nouns

48 Maya Lin • Grade 5/Unit 2 ending in f, fe, or o.
Grammar
Name Test: Plural Nouns
In each group of words, circle the letter beside the plural noun that
is NOT correct.
1. a. selves 6. a. heroes
b. scarfs b. leafs
c. igloos c. wolves
d. deer d. feet
2. a. people 7. a. stereoes
b. pianos b. themselves
c. knives c. women
d. discoverys d. banjos
3. a. mice 8. a. wives
b. chieves b. videos
c. patios c. tooths
d. gentlemen d. oxen
4. a. roofs 9. a. studioes
b. series b. species
c. childrens c. aircraft
d. radios d. autos
5. a. lifes 10. a. shelves

b. predators b. men
c. yourselves c. calfs
d. tomatoes d. thieves
Maya Lin • Grade 5/Unit 2 49

Grammar
Name Review: Plural Nouns

add -s or -es.
Rewrite each sentence, correcting the plural nouns.

1. Our family took a lot of photoies when we visited Muir Woods.
2. Using a map, we explored the woods by ourselfs.
3. Some of the redwoods we saw were hundreds of foots tall.
4. We saw trouts in Redwood Creek.
5. We saw foxes, but we did not see any wolfs.
6. Many specieses of plants and animals live in the woods.

7. Animals in the woods may be as large as deers or as small as moles.
8. Visitors to Muir Woods should turn off their radioes.
50 Maya Lin • Grade 5/Unit 2

Grammar
Name Possessive Nouns
• A possessive noun is a noun that shows who or what owns or

has something.
• A singular possessive noun is a singular noun that shows
ownership.
• Form a singular possessive noun by adding an apostrophe (’)
and an -s to a singular noun.
Write the possessive form of each noun.

1. sister 6. tree
2. lady 7. port
3. driver 8. night
4. friend 9. moon
5. balcony 10. sea
Rewrite each sentence. Write the correct possessive for each

underlined noun.
11. Amalia idea was a good one.
12. She suggested that they ask José Manuel grandma to let him play.
13. As they planned, the girls bought ice cream from a vendor cart.
14. The sisters watched a vendor fill a woman basket with vegetables.
At Home: Write a short paragraph about a new friend.

Include at least three possessive nouns. The Night of San Juan • Grade 5/Unit 2 51
Grammar
Plural

ownership.
• A plural possessive noun is a plural noun that shows
ownership.
• To form the possessive of a plural noun that ends in s, add an
apostrophe.
• To form the possessive of a plural noun that does not end in s,
add an apostrophe and -s.
Read each sentence. Write the correct possessive noun on the line.
1. José Manuel found the three girls note in the basket.
2. All the houses balconies had beautiful railings.
3. Both doors hinges squeaked.
4. Grandmas frown made them feel a little frightened.
5. Amalia called her sisters names to get their attention.
6. The girls smelled the corn fritters aroma, so they stayed longer.
7. When the girls got home, Mamis face showed that she was upset.
8. The sisters hadn’t asked their mothers permission to invite José Manuel.
9. The childrens trip to the beach was special because José Manuel
joined them.
10. Evelyns wish for José Manuel will come true.
At Home: Describe what it’s like to eat something truly

52 The Night of San Juan • Grade 5/Unit 2 delicious. Include at least five singular or plural possessive
nouns.
Grammar
Name Mechanics
• Most singular nouns do not end in s. To show the possessive

form, add an apostrophe and -s to a singular noun.
apostrophe.
• Do not confuse plural possessive nouns with plural nouns.
Study each underlined noun in these paragraphs. If it is correct,

write Correct on the line with the matching number. If it is not,
write the correct form.
Puerto Rico is a commonwealth of the United States. (1) Puerto
Ricos’ name means “rich port” in Spanish. The (2) islands people
celebrate holidays with (3) festival’s. One of the (4) tradition’s there is
walking backward into the sea at midnight. This is done to bring good
luck during the next year.
The streets of Old San Juan are paved with special bricks. The
(5) brick’s light-absorbing (6) qualities’ are said to make them show
special colors. (7) Tourists’ time is often spent exploring the colorful
(8) shop’s of Old San Juan.
1. 5.
2. 6.
3. 7.
4. 8.
At Home: Choose three nouns from this page and write

a sentence for each noun, using either the plural or the The Night of San Juan • Grade 5/Unit 2 53
possessive.
Grammar
Name Proofreading

has something.
ownership.
and -s to a singular noun.
ownership.
apostrophe.

correcting any mistakes in singular and plural possessive nouns
and plural nouns.
In Old San Juan, three sisters notice that José Manuel never gets to play
outside. The girls’ decide to help him. They hurry through the square and see a
vegetable vendor who can send a note to José Manuel. After reading the note,
José Manuel drop’s a ball. The girls’ return the ball and ask José Manuels
grandma whether he can join their familys trip to the beach that night.
At Home: Write a short story that includes four singular and

54 The Night of San Juan • Grade 5/Unit 2 four plural possessive nouns.
Grammar
Test:
Rewrite each sentence, using the correct form of the possessive nouns.
1. Puerto Ricos mild climate makes it a popular place to visit.
2. The islands capital and largest city is San Juan.
3. The citizens main language is Spanish.
4. In the evenings, tree frogs chirps can be heard.
5. The streets interesting color comes from Spanish stones.
6. Touring Old San Juan on foot is a good idea because of the citys steep
streets.
7. Old San Juans main square has four statues.
8. One of the nations main attractions is a fort called El Morro.
9. From this forts walls, the views of San Juan Bay are amazing.
10. Several museums exhibits tell about the history of San Juan.
The Night of San Juan • Grade 5/Unit 2 55

Grammar
Review:

has something.
ownership.
and -s to a singular noun.
ownership.
apostrophe.
• Do not confuse plural possessive nouns with plural nouns.
Rewrite each sentence below, adding apostrophes to all the

possessive nouns. Be sure that you do not confuse plurals with
possessives.
1. The three sisters note probably confused José Manuel at first.
2. He figured out the notes meaning quickly, though.
3. The three girls visit gave José Manuel hope.
4. Aitzas excuse seemed cowardly.

5. The full moons glow made the night special.
56 The Night of San Juan • Grade 5/Unit 2

Grammar
Plurals and
Name Possessives

• Add -s or -es to most nouns to form the plural. Do not use an
apostrophe.
• A possessive noun shows who or what owns or has
something.
Underline each noun that names more than one person, place, or
thing. (Some sentences contain more than one plural noun.)
1. Bob Lemmons rode to the bluff’s edge and looked down at the other
cowboys.
2. They were just beginning to do their morning chores.
3. Bob’s horse, Warrior, was eager to run across the plains.
4. Bob looked at the ground for tracks and other clues.
5. In the afternoon, he saw the hoofprints of mustangs.
6. Bob got down on his hands and knees to study the tracks.
7. Bob’s knowledge did not come from books.
8. He could study the ground and tell about the animals that had been there.
9. He made the horses accept him as though he were one of them.
10. Bob looked for eight mares, a colt, and a stallion that had passed two
days earlier.
At Home: Brainstorm a list of plural nouns that tell about

what a cowboy’s daily chores might be. Black Cowboy, Wild Horses 57
Grade 5/Unit 2
Grammar
Plurals and
Name Possessives

something.
• Add an apostrophe and -s to a singular noun to make it
possessive.
• Add an apostrophe to make most plural nouns possessive.
Read these paragraphs and study the noun choices in

parentheses. In each case, draw a line under the correct noun
form.
Bob knew that he had to have the (earth’s/earths) smell on him before the
(horses/horses’) would accept him. He couldn’t even build a fire because the
animals could smell the smoke on his clothes from (miles’/miles) away.
At the (dawn’s/dawns) early light, Bob saddled up to search for the herd.
When a storm struck, Warrior reared and pawed at the air with his (hooves’/
hooves). Lightning brightened the sky, and Bob saw the (mustangs’/
mustangs) for the first time.
The storm had washed away the (herds, herd’s) tracks, but Bob knew
where to look for them. He rode to the big river and waited. Finally, the
herd arrived. The lead stallion sniffed the air and looked in (Bobs, Bob’s)
direction. Bob remained perfectly still. When the (horses/horse’s) began to
graze, he knew he had been accepted. If the stallion trusted him, Bob would
have the (mares’/mares) trust, too.
At Home: Write four sentences: two sentences with plural

58 Black Cowboy, Wild Horses nouns and two sentences with possessive nouns.
Grade 5/Unit 2
Grammar
Name Mechanics
• Capitalize the first word, the last word, and all of the important
words in a title.
• Underline or use italics for titles of books, newspapers,
magazines, or movies.
• Put quotation marks around titles of poems, short stories,
songs, articles, and book chapters.
Correct each sentence. Underline titles of books, newspapers,

magazines, and movies. Put quotation marks around titles of any
poems, short stories, songs, articles, and book chapters. Be sure
to capitalize all of the important words in titles.
1. The book black cowboy, wild horses was written by Julius Lester.
2. Bob Lemmons was a real cowboy who is mentioned in another book called
the mustangs.
3. An artist helped him turn his story, the man who was a horse, into a picture
book.
4. Some well-known songs are about cowboys, such as Home on the Range
and Back in the Saddle Again.
5. A friend of mine wrote a poem called riding the open range.
At Home: Write five sentences that include the title of a

book, magazine, short story, poem, movie, or song. Black Cowboy, Wild Horses 59
Grade 5/Unit 2
Grammar
Name Proofreading

apostrophe.
something.
possessive.

correcting mistakes in the formation of singular and plural
possessive nouns and plural nouns.
Cowboy’s spent a lot of time on horseback. Horses’ allowed them to
cover great distances when herding ranchers cattle. The cowboys rode horses
called mustangs. Mustangs were fast and strong, so they made good cow
ponie’s. The mustang’s had to be tamed before anyone could ride them.
At Home: Write a sentence that contains both the

60 Black Cowboy, Wild Horses possessive and plural forms of the same noun.
Grade 5/Unit 2
Grammar
Test:
Name Plurals and
Possessives
A. Read each group of words. Write Plural if the underlined noun

names more than one person, place, or thing. Write Possessive
if the underlined noun shows ownership.
1. the corral’s gate
2. the cowboys at the ranch
3. a stallion’s hooves
4. all the horses’ dark eyes
5. muscles and bones in their bodies
6. the herd’s leader
B. Read each sentence below. On the line, write correctly any word
that needs an apostrophe. If no apostrophes are needed in a
sentence, write None after the sentence.
7. The mustangs began to follow Bob.
8. Bobs horse, Warrior, swerved as they reached the corral.
9. The other horses moved into the fenced area.
10. Warriors whinnies told Bob that his horse longed to run free.
Black Cowboy, Wild Horses 61

Grade 5/Unit 2
Grammar
Review:
Name Plurals and
Possessives

apostrophe.
something.
possessive.
• Capitalize the first word, the last word, and all of the important
words in a title.
• Underline or use italics for titles of books, newspapers,
magazines, or movies.
• Put quotation marks around titles of poems, short stories,
songs, articles, and book chapters.
Read each sentence below, and fill in the blank with a possessive
or plural noun. Underline or add quotation marks to any titles.
Circle any words in a title that should have capital letters.
1. Bob Lemmons was a cowboy whose job was to find a herd

of wild .
2. Julius Lester first told the story of life in a book called
long journey home: stories from black history.
3. Bob Lemmon found the herd by following the
hoofprints on the ground.
4. When Bob heard a rattle and saw a colt fall, he knew

that it was time to challenge the lead stallion.
62 Black Cowboy, Wild Horses

Grade 5/Unit 2
Grammar
Name Nouns
Read the passages below and look at the underlined sections. Is

there a mistake in the underlined section? What type of mistake is
it? Circle the letter of your answer.
Marty had hoped that Shiloh would be better by the time Judd Travers came
to claim him. Unfortunately, Shiloh still wore Dr Murphy’s bandage when
(1)
Judd arrived. Judd told Marty to return Shiloh by sunday or there would be
trouble. (2)
1. A. Capitalization 2. E. Capitalization
B. Punctuation F. Punctuation
C. Spelling G. Spelling
D. No mistake. H. No mistake.
Many people are afraid of rattlesnaks, but these snakes rarely bite people. To
(3)
find out more about rattlesnakes, read the article “rattlers!” by Ellen
Lambeth. (4)
National monuments are an important way for us to honor the lifes of people
(5)
who have helped shape our country’s history. For example, the Civil Rights
Memorial reminds us of the many women and man who died fighting for
equal rights. (6)

Grammar
Name Nouns
Amalia ran after José Manuels red ball as it rolled down the street. She would
(7)
return it to José Manuel and invite him to go to the beach for the Night of San
Juan. She worried that it would be difficult for him to get his grandmother’s
permission. (8)
Bob Lemmons could read the land like a book. If he saw an animals’ paw
(9)
prints on the ground, he could tell which animal had made them and when.
He loved to track mustangs across the plains. A Rodeo’s fences and ropes
were not for Bob. (10)

C. Spelling F. Spelling

Grammar
Name Action Verbs
• A verb is a word that shows what the subject of a sentence

does or is.
• An action verb is a word that expresses action. It tells what a
subject does or did.
Write the action verb on the line following the sentence. If the
sentence does not contain an action verb, leave the line blank.
1. Many Americans opposed King George’s laws.
2. Sam Adams and John Hancock were two famous patriots.
3. Henry’s father sold various items in his shop.
4. General Thomas Gage was the new royal governor.
5. In June of 1774, King George closed the harbor.
6. The harbor’s closing stopped trade.
7. Henry walked by Province House on his way to school.
8. Only King George’s ships sailed out of the harbor.
9. Henry’s father drew the maps.
10. King George’s top general lived in Province House.

At Home: Describe the situation in Boston in 1774. Use

Sleds on Boston Common
action verbs to write your description. 65
Grade 5/ Unit 3
Grammar
Name Action Verbs
• An action verb is a word that tells what happens or happened.

• A verb must agree with its subject. A singular subject takes a
singular verb. A plural subject takes a plural verb.
• Add -s to most verbs in the present tense if the subject is
singular.
• If the subject is plural, the verb must be plural. Do not add -s to
the verb if the subject is a plural noun.
Circle each action verb in these sentences. If the verb does not
agree with the subject, write the correct verb on the line following
the sentence. All sentences should be in the present tense.
1. Rebels fights for independence.
2. The British troops destroys the children’s snow forts.
3. Henry’s father make a sled for Henry.
4. The soldiers break the ice in the pond.
5. Henry’s brothers walks to school with Henry.
6. General Gage help the children.
7. King George punishes the colonists.
8. The children pulls their sleds through the snow.

At Home: Write six present-tense sentences with action

66 verbs, checking for subject-verb agreement.
Grade 5/ Unit 3
Grammar
Name Mechanics

singular.
Think about the story “Sleds on Boston Common.” Then use a

verb from the box to complete each sentence in a way that makes
sense. On the line following each sentence, write whether the
subject of the sentence is singular or plural.
practice listen camps rides brings

ride camp bring studies listens
1. Henry his sled down the hill.
2. General Gage to Henry.
3. The British soldiers on Boston Common.
4. Henry’s sister corn bread and apple jam to the school.
5. The children handwriting at school.

At Home: Write six sentences using action verbs: three

sentences with singular subjects, and three sentences with 67
Grade 5/ Unit 3
plural subjects.
Grammar
Name Proofreading
• Be sure that the verb agrees with the subject.

• Be sure that each sentence begins with a capital letter and
• Use commas to separate three or more words or phrases in a series.
In the passage below, circle verbs that don’t agree with their
subjects. Also, circle mistakes in spelling, capitalization, or
punctuation. Then rewrite the passage, adding commas where
needed.
The sun rest over the still water. Henry, joshua and Nathan sit at the edge
of the pier and gaze out at the empty sea. The only movement in the harbur
is at the far end, where British soldiers are getting a ship ready to sail.
Joshua, the yungest man in the group, reach into his pockets. “I have no
money,” he announces to Henry and nathan.
Nathan looks at Joshua and says “None of us has money,”
Henry run his fingers through his grey hair and says, “we need to get back
to work.” He pauses and looks out at the sea? “We need our harbor back.”
At Home: Write a short passage and ask a helper to correct

68 any mistakes.
Grade 5/ Unit 3
Grammar
Name Test: Action Verbs
A. Write the action verb on the line that follows each sentence.
1. The students walk home for lunch.
2. Henry wears mittens and boots.
3. The soldiers dress in red coats.
4. General Gage’s children live in England.
5. The children play together.
6. Some soldiers work at a fort.
B. Change the verbs so that they agree with the subjects. Keep the
sentences in the present tense.
7. Americans pays taxes to King George.
8. Henry color the maps.
9. Mr. Andrews teach the lessons.
10. British ships sails out to sea.
11. Henry study hard at school.
12. Henry’s friends worries about the harbor.


69
Grade 5/ Unit 3
Grammar
Name Review: Action Verbs
• An action verb is a word that tells what happens or happened.

singular.
Pretend that you live in Boston in the winter of 1774. Write a

passage about your experiences. Keep your passage in the
present tense, and use action verbs in each sentence.

70
Grade 5/ Unit 3
Grammar
Name Present Tense
• A verb in the present tense tells what is happening now.

• To form present-tense singular verbs, add -s to most verbs.
Add -es to verbs that end in s, ss, ch, sh, x, or z.
• If a verb ends with a consonant and y, change the y to i before
adding -es.
Read each sentence. Change the underlined verb in the sentence

to the correct form of the present tense.
1. Esther Morris tryes to change the law.
2. Colonel William Bright agree with Esther.
3. Benjamin Sheeks postpone the discussion until the Fourth of July.
4. Mr. Sheeks wishs he didn’t misbehave in court.
5. Colonel Bright finished his career in Washington, D.C.
6. The professor pile the stones in South Pass City.
7. She rememberes what happened in South Pass City.
8. The Secretary of State announce a change to the Constitution.
9. Time pass before the United States Constitution changes.

10. Wyoming give women the right to vote before any other state.
At Home: Write four sentences, using the verbs try, wish,

announce, and change in the present tense.
When Esther Morris Headed West 71
Grade 5/Unit 3
Grammar
Past Tense and
Name Future Tense
• A verb in the past tense tells about an action that already

happened.
• If a verb ends in e, drop the e before adding -ed.
• If a verb ends in one vowel and one consonant, double the
consonant before adding -ed.
• If a verb ends in a consonant and y, change y to i before adding
-ed.
• A verb in the future tense tells about an action that is going to
happen. To write about the future, use the word will in front of
the verb.
collect change remember invite

pass gain serve vote
Complete each sentence with the past tense of one of the verbs in
the box above.
1. Both men and women in elections.

2. Women in Wyoming the right to vote.
3. She stones to build a memorial.
4. The government the Constitution.
Complete each sentence with the future tense of one of the verbs
in the box above.
5. Much time before the Constitution changes again.

6. Many people Esther Morris forever.

7. The mayor of South Pass City the citizens to a
dedication ceremony.
8. Esther Morris as a judge in South Pass City.
At Home: Choose five verbs, and use them in the present,

72 When Esther Morris Headed West past, and future tenses in sentences.
Grade 5/Unit 3
Grammar
Name Mechanics
• In poetry, a line may not be a complete thought or sentence.

A thought or sentence may “break” into two or more lines.
• If a line of poetry ends with a comma or a period, the reader
should pause. No pause is necessary if a line ends without
punctuation.
• In many poems, each new line begins with a capital letter.
Rewrite the poem. Punctuate it correctly, using commas and periods

where necessary. Be sure to capitalize letters correctly. Next to each line
of the poem, write whether the line is written in the past, present, or future
tense.
The windows, like eyes, will help all people see
you can’t shut all the doors and call people “free”
People break through the glass to take back their rights
And run out of darkness and into the light.
women, like warriors, fought for their Votes,
took back their freedom, and realized their hopes?
All was well once esther morris went west
She had a vision to change the law for the best
At Home: Write an original poem about something you care

about. When Esther Morris Headed West 73
Grade 5/Unit 3
Grammar
Name Proofreading

happened.
happen.
Rewrite the following passage. Change incorrect verbs to the

proper tenses. Correct any errors in capitalization or punctuation.
Esther morris traveled by carriage to South pass city, When she arrived,
she thought, “I will paid a call on Colonel William Bright.” colonel Bright
was busy getting his beard trimmed, so she wait outside of the barber shop.
After some time will pass, Mr. Benjamin Sheeks walked by and asked her
if she thought South Pass City was a pleasant place to visit. Esther say that her
vote was yes to that question. Mr. Sheeks was surprise by her reply. He said
that women were not allowed to vote. Esther will smile, and asked him why he
had asked her the question if he thought she couldn’t have an opinion.
At Home: Write a short story about someone like Esther.

74 When Esther Morris Headed West Choose either present, past, or future tense for the story.
Grade 5/Unit 3
Grammar
Name Test: Verb Tenses
Read each sentence. Change the underlined verb in the the

sentence to a verb in the past tense.
1. Women have the right to vote in Wyoming in 1869.
2. The physician determine that voting was safe for women.
3. The man will refuse to hand over the court docket.
4. Esther Morris challenges the law that prevented women from voting.
Choose the correct name for the tense of the underlined verb in
each sentence. Circle your answer.
5. Mr. Sheeks apologized for his 7. Mr. Sheeks went to Salt Lake
behavior. City.
a. present a. present
b. past b. past
c. future c. future
6. Gold fever will bring more 8. People remember Esther
people to Wyoming. Morris.
a. present a. present
b. past b. past
c. future c. future
When Esther Morris Headed West 75

Grade 5/Unit 3
Grammar
Name Review: Verb Tenses

• To form present-tense singular verbs, add -s to most verbs.
Add -es to verbs that end in s, ss, ch, sh, x, or z.
• If a verb ends with a consonant and y, change the y to i before
adding -es.
happened. Add -ed to most verbs to show past tense.
happen. To write about the future, use the verb will.
Rewrite the sentences. Spell all the verbs correctly.

1. Everybody worryes about their rights.
2. Nobody will forgett the day that Esther Morris came to Wyoming.
3. Mr. Sheeks argueed against allowing women to vote.
4. The professor invitd the inhabitants of South Pass City to the ceremony.
5. Esther Morris tryed very hard to be a fair judge.
6. She singes as she pass by the courthouse.

7. In 1920, all women gaineded the right to vote.
8. Nineteen people will attends the dedication ceremony.
76 When Esther Morris Headed West

Grade 5/Unit 3
Grammar
Main and
Name Helping Verbs
• The main verb in a sentence shows what the subject does or is.
• A helping verb helps the main verb show an action or make a
statement.
• Have, has, and had are helping verbs.
Read the sentences. Underline the helping verb. Circle the main
verb.
1. Scientists have discovered global warming.
2. Acid rain has occurred before.
3. Everyone has become more enlightened on the subject.
4. Fifth graders in Michigan have established Environmental Awareness

Day.
5. Scientists have researched how long our natural resources might last.
6. Recycling glass bottles has saved a lot of electricity.
7. We have begun to see positive results.
8. Animals in the wilderness have suffered from pollution.
9. The standard of living has improved steadily.

10. People had believed that technology was the answer to every problem.
At Home: Write three sentences about the environment

using have, has, and had and verbs ending in -ed. Beyond the Horizon • Grade 5/Unit 3 77
Grammar
Name More Helping Verbs
• Is, are, am, was, and were can be helping verbs.

• Forms of be can be used as helping verbs. Make sure that the
helping verb agrees with the subject. Use is and was with a
singular subject. Use are and were with a plural subject or you.
Use am or was with I.
Choose a form of be as a helping verb in each sentence.

1. The students working to create a safer and more
healthful environment.
2. I trying to recycle all of my cans and bottles.
3. The world risking the danger of global warming.
4. Acid rain harming trees and wild animals.
5. Environmental organizations growing around the

world.
6. The result showing up in improved living standards

worldwide.
7. Years ago, scientists becoming concerned about the

effects of technology.
8. McDougald’s class sending out a message about our

responsibility to protect the wilderness.
9. I doing my part to protect the forests of America.
10. Once more, parks becoming beautiful places to picnic.
At Home: Write a short essay using as many helping verbs

78 Beyond the Horizon • Grade 5/Unit 3 as possible.
Grammar
Name Mechanics
• A contraction is a shortened form of two words.

• A contraction can be made by combining certain verbs with the
word not.
• Sometimes the form of the verb changes when the verb
becomes part of a contraction.
Rewrite each sentence. Write a contraction in place of the underlined words.

1. Many people are not concerned about global warming.
2. Natural resources will not last forever.
3. People cannot continue to throw away recyclables.
4. Do not ignore environmental warnings because they could greatly affect

our future.
5. It is not helpful to try to recycle materials that cannot be recycled.
6. Some people are not educated on the importance of recycling plastic.
7. Have not you considered the long-term effects of technology?

8. You should not create your own paths in Graybeard Wilderness.
At Home: Write a dialogue between a child and a park

ranger, using contractions. Beyond the Horizon • Grade 5/Unit 3 79
Grammar
Name Proofreading
• The main verb in a sentence shows what the subject does or is.
• A helping verb helps the main verb show an action or make a
statement.
Rewite the following passage. Change the helping verbs to match

the subject. Add commas where necessary.
According to many scientists around the world, the environment are
getting worse. Global warming am a serious threat to healthy living. I were
a college student in southern Ohio. I has researched the subject, and I had
come to the conclusion that we need to decrease pollution recycle our cans
and bottles and conserve our natural resources. The time have come to take
more responsibility for our actions.
I have begun an environmental organization called Help Us Breathe. Our
group am working to get more people to take a train or bus to work. We also
was trying to educate people on the importance of recycling.
At Home: Write an advertisement for an environmental

80 Beyond the Horizon • Grade 5/Unit 3 organization, using helping and main verbs.
Grammar
Test:
Name Main and
Helping Verbs
A. Write a main verb and a helping verb to complete each

sentence.
1. Scientists that global warming will cause many

problems.
2. Trees to make paper.
3. I to recycle more bottles, cans, and paper.
4. Technology very far in the past twenty years.
5. Kofi Annan two visions for the future.
B. Write a sentence using each helping verb.
6. (has)
7. (am)
8. (was)
9. (have)
10. (were)
Beyond the Horizon • Grade 5/Unit 3 81

Grammar
Review:
Name Contractions
• A contraction is a shortened form of two words.

• A contraction can be made by combining a verb with the word
not.
• An apostrophe shows that the letter o has been left out.
Proofread the sentences to make sure that all contractions are

spelled correctly. Write the correct spelling in the spaces provided.
1. The environment shouldnt be abused.
2. Dont throw that bottle away.
3. Paper isnent supposed to be wasted.
4. I didnet see any signs of the weather changing.
5. Donnt forget to ask your relatives whether they recycle.
6. The children werent worried about the forest.
7. You are’not supposed to walk off the path.
8. Grandpa wasnt happy with technology.
9. Animals and plants cant live healthily in a polluted environment. © Macmillan/McGraw-Hill
10. I haventt seen the new plan for neighborhood recycling.
82 Beyond the Horizon • Grade 5/Unit 3

Grammar
Name Linking Verbs
• A linking verb does not show action. A linking verb shows a

state of being or states a condition.
• Common linking verbs are am, is, are, was, were, will be,
seem, appear, look, taste, feel, felt.
• A linking verb links the subject to a noun or an adjective.
• Subjects and linking verbs must agree.
Draw one line under the subject of each sentence. Draw two lines
under the linking verb in each sentence.
1. Fatima was the first user of the water pump.

2. The people of the village are excited.
3. The water tasted very good.
4. I am proud of my grandmother.
5. We were amazed by the new invention.
Write the correct form of the linking verb be on the line beside
each sentence.
6. My grandmother always (was, am) strong.

7. The people of the village (was, were) mean to my grandmother.
8. The baobab tree (are, is) a great resource for water.

9. I (is, am) a hard worker.
10. You (are, is) extremely smart.
At Home: Write a short letter to Fatima about the water

pump and the baobab tree, using linking verbs. My Great-Grandmother’s Gourd 83
Grade 5/Unit 3
Grammar
Name Linking Verbs
• A linking verb links the subject of a sentence to a noun or an

adjective in the predicate.
• The noun that follows a linking verb renames or identifies the
subject.
• The adjective that follows a linking verb describes the subject.
Read each sentence. Underline the word that is connected to the

subject by a linking verb.
1. The water pump is broken.

2. My grandmother is worried about the baobab trees.
3. I felt proud of my grandmother’s accomplishment.
4. The village was concerned about the lack of water.
5. People in our village seem very thankful for my grandmother’s generosity.
Complete each sentence with a linking verb. Then underline the

word that names or describes the subject.
6. The desert a dry, hot landscape.

7. I thankful for the baobab trees.
8. All of the villagers fascinated with new technology.
9. I a little nervous when no water spilled from the pump.
10. Water better from the baobab tree.
11. The villagers say that she a mysterious old woman.
12. The desert filled with water someday.
At Home: Develop a word search using ten linking verbs.

84 My Great-Grandmother’s Gourd
Grade 5/Unit 3
Grammar
Name Mechanics
• Use quotation marks to set off a direct quotation from the rest
of a sentence.
• Use a comma before the quotation when the speaker’s name
comes first.
• Use a comma, a question mark, or an exclamation mark to end
the quotation when the speaker’s name comes last.
Add the correct punctuation to each sentence.

1. People always say The desert is no place for the thirsty dog.
2. My grandmother said, It’s important to have more than one means to get
water.
3. “Hurray ” the people cheered.
4. To survive in the desert, one must be sharp as a cactus said my uncle.
5. How long do you plan on using the water pump? asked my neighbor.
Rewrite the following passage. Add the correct punctuation.
Fatima’s grandmother tapped her on the shoulder. “Fatima, would
you please come with me she asked. Fatima agreed and followed her
grandmother outside the village limits.
When they were away from the villagers, Fatima’s grandmother pointed
to the baobab trees and said, “We should use these trees to store our own
water.
At Home: Write a dialogue between friends living in a

desert. My Great-Grandmother’s Gourd 85
Grade 5/Unit 3
Grammar
Name Proofreading
• A linking verb does not show action. A linking verb

shows a state of being or states a condition.
• A linking verb links the subject of a sentence to a noun or
an adjective in the predicate.
• The noun that follows a linking verb renames or identifies
the subject.
Rewrite the passage. Use the correct verb forms.

The time has come for me to make my journey into the desert. I is only
eighteen. But, all children my age am required to make the journey to be
accepted as adult members of the community. The village chief told me that
it were very important to take plenty of water and materials to build a tent.
The mission seem long and hard. I tastes the fresh water from my
canteen, and the sun feel too hot to bear. I travel many days and many nights.
After seven days, I return home with relief. As I arrive back at my
village, the villagers appears so proud of me.
At Home: Write a few paragraphs about a trip that you have

86 My Great-Grandmother’s Gourd taken, using linking verbs.
Grade 5/Unit 3
Grammar
Name Test: Linking Verbs
Choose the linking verb that best completes the sentence. Circle
the letter of the correct answer.
1. Ibrahim’s words 3. Her grandmother
encouraging. wise.
a. is a. is
b. was b. are
c. am c. be
d. were d. appear
2. She proud of 4. She hopes that the villagers
their culture. thankful
someday.
a. am a. are
b. appear b. will be
c. seems c. is
d. were d. appear
Choose the word that the linking verb connects to the subject of
the sentence. Circle the letter of the correct answer.
5. The water tastes very fresh. 7. The baobab tree seems healthy for
a. very its age.
b. water a. age
c. fresh b. for
d. tastes c. tree
d. healthy
6. The cactus is taller than most 8. Fatima is very pleased with the
I’ve seen. water pump.
a. taller a. pump
b. most b. Fatima
c. is c. pleased
d. cactus d. is
My Great-Grandmother’s Gourd 87
Grade 5/Unit 3
Grammar
Name Review: Linking Verbs
• A linking verb links the subject of a sentence to a noun or an

adjective in the predicate.
• The noun that follows a linking verb renames or identifies the
subject.
• The adjective that follows a linking verb describes the subject.
• Use quotation marks to set off a direct quotation from the rest
of a sentence.
• Use a comma before the quotation when the speaker's name
comes first.
Work with a partner. Take turns reading the sentences aloud. The
person who listens should add a linking verb to each sentence.
Then look at the sentences together. Add quotation marks and the
correct punctuation where necessary.
1. My uncle said Desert sandstorms unbearable.
2. The villagers excited when they see the new water

pump said Ibrahim.
3. Why doesn’t anyone remember that baobab trees

important for survival asked my grandmother
4. I always said that a snake happy in the desert.
5. The journey across the desert magnificent exclaimed

Carlos
6. I so satisfied with the work that I did to help my

grandmother prepare the baobab tree said Fatima.
88 My Great-Grandmother’s Gourd
Grade 5/Unit 3
Grammar
Name Irregular Verbs
• An irregular verb is a verb that does not use -d or -ed to form

the past tense.
Rewrite these sentences. Change all of the incorrect verbs to their

correct past tense forms.
1. Danny finded a game in the park.
2. The meteorite maked a huge hole in the ceiling.
3. Walter and Danny goed into outer space.
4. Danny throwed the ball at his brother.
5. A pirate ship flied by the boys’ house.
6. The black hole rised over Walter’s body.
7. The spaceship gived off a faint glow.

8. They runned away from the strange vehicle.
At Home: Write out the present and past tenses of five

irregular verbs. Zathura • Grade 5/Unit 3 89
Grammar

the past tense.
• Some irregular verbs have special endings when used with the
helping verbs have, has, or had.
Change the following verbs so that they can be used with the
helping verb.
1. begin had
2. choose have
3. eat has
4. drink had
5. take have
6. get has
7. speak had
8. grow has
9. fly have
10. know had
At Home: Write a short passage about what the future will

90 Zathura • Grade 5/Unit 3 be like, using irregular verbs.
Grammar
Name Mechanics
• A verb is used to show action or state a condition.

• Use the present tense of a verb if the action or condition is
happening now.
• Use the past tense of a verb to show an action that has been
completed in the past.
• Some verbs do not take -ed to show the past tense. Remember
which verbs are irregular.
• Some irregular verbs take special endings when they are used
with the helping verbs have, has, or had. Remember which
verbs use an irregular form.
Rewrite the following passage. Correct the underlined verbs.

Centuries ago people thinked that their technology was advanced. They
also believe that space travel was impossible. Our ancestors feeled that they
knowed so much.
Now we known that space travel is possible. We have flew on airplanes
and driven in cars. Today’s scientists discovered new things about our world
every day. Today’s medicine fought diseases in many different ways. We are
lucky to live in such an advanced world.
At Home: Find books about technology and notice the verb

tenses and the irregular verbs in the books. Zathura • Grade 5/Unit 3 91
Grammar
Name Proofreading
• Be sure that verbs are in the correct form.

• Be sure that each sentence begins with a capital letter and
Circle verbs that are in the incorrect form. Also, circle mistakes in
capitalization and punctuation. Then rewrite the passage, adding
commas where needed.
Luther and i have always been great friends. We have do fun things together
and have saw many crazy sights. Last Thursday we seen the craziest sight ever,
We were walking down an alley when a space alien jumped out from
behind a pile of tall smelly wet trash.
The space alien was large blue, and plump, He moved toward us. He
leaved slimy sludge on the ground when he walked, and he smelled like a
dirty garbage can. when he got close to us, he standed up tall, stretch his four
arms out and wrapped them around us. He gived us a quick, gentle, loving
squeeze and then went back behind the pile of trash.
At Home: Write a tale about an encounter with a space

92 Zathura • Grade 5/Unit 3 alien, including irregular verbs.
Grammar
Name Test: Irregular Verbs
Write the correct form of the irregular verbs in parentheses. Use

the past tense in each sentence.
1. (write) Authors of the past many books about the

future.
2. (break) Danny his brother’s walkie-talkie.
3. (go) The boys’ parents out for the evening.
4. (fall) The robot had down beside the wall.
5. (see) Danny the game leaning against the tree.
6. (give) The game the boys an interesting evening.
7. (think) Walter that his brother was a pain in the neck.
8. (fight) Danny and Walter with each other too much.
9. (eat) They could not see what the alien had .
10. (feel) Danny as though he was dreaming.
11. (spin) The room slowly around.

12. (get) Walter the game before his brother could grab it.
Zathura • Grade 5/Unit 3 93

Grammar
Review:

the past tense.
• Some irregular verbs have special endings when used with the
helping verbs have, has, or had.
Use at least five of the ten verbs below in a short science fiction
story. Use the past tense form of the verbs.
speak know begin go fly

see throw think fall run
94 Zathura • Grade 5/Unit 3

Grammar
Name Verbs
Read the following sentences. Tell whether the underlined verb

is an action verb, a linking verb, or a helping verb. Then write
whether the verb is written in the present, past, or future tense.
1. The colonists were ready to defend their homes.
2. General Gage will listen closely to the boy’s words.
3. In 1869, the Wyoming legislature voted for women’s rights.
4. Esther Morris demonstrates courage in her actions.
5. My grandmother is working very hard.
6. I am proud to be the first person to use the new water pump.
7. Walter will show Danny the game board and the card.
8. Danny had rolled the dice with excitement.
Read the following sentences. Choose the verb that completes the
sentence correctly. Circle the letter beside your answer.
9. The American Revolution the colonists about courage
and independence.
a. teached
b. will taught
c. taught
d. teaching
10. Many villagers have using the baobab tree to store

water again.
a. beginned
b. began
c. beganned
d. begun

Grammar
Name Verbs
Read the following sentences. Choose the linking verb that completes
the sentence correctly. Circle the letter beside your answer.
11. Esther Morris a great leader and person.
a. were
b. are
c. appear
d. was
12. I ready to roll the dice.
a. am
b. were
c. are
d. appears
Read the following sentences. Choose the action verb that best
completes each sentence. Circle the letter beside your answer.
13. General Gage’s soldiers food over the fire.
a. slept
b. cooked
c. studied
d. played
14. We to the top of the hill in Boston.
a. swam
b. practiced
c. skated
d. climbed
15. The water pump if too many people use it.
a. breaks
b. starts
c. quickens
d. destroys
16. The villagers at my grandmother as she dug around
the baobab tree.
a. passed
b. questioned
c. laughed
d. cried

Grammar
Pronouns and
Name Antecedents
• A pronoun is a word that takes the place of one or more nouns.

• A pronoun may be singular or plural.
• An antecedent is the noun (or nouns) to which a pronoun refers.
On the lines following the sentences, write the antecedents for the
underlined pronouns.
1. ’Tricia Ann was excited because she was going someplace special.
2. “Someplace Special” is important to ’Tricia Ann; it is her favorite spot.
3. Mama Frances said to ’Tricia Ann, “Act like you belong to somebody.”
4. People got on the bus. They were carrying bags of fruits and vegetables.
5. A little boy approached ’Tricia Ann and said that he was six years old.
Read the sentences below. If the underlined pronoun is correct,

write “C.” If the pronoun is incorrect, write the correct pronoun.
6. ’Tricia Ann said that her was ready to go out by herself.
7. When ’Tricia Ann and Mama Frances rode the bus, she had to sit in the
back.
8. At the market, ’Tricia Ann met Mrs. Grannell. We was a friend of Mama
Frances.
9. The bus stopped in the street; it was having engine trouble.
10. Jimmy Lee gave ’Tricia Ann a pretzel, and then they pointed to a sign in
Monroe’s restaurant.
At Home: Retell a favorite story using as many pronouns as

Goin’ Someplace Special
you can. 97
Grade 5/ Unit 4
Grammar
Name Pronouns

• A singular noun takes a singular pronoun. A plural noun takes a
plural pronoun.
• The antecedent of a pronoun is the noun (or nouns) to which a
pronoun refers.
Think about “Goin’ Someplace Special.” Then complete each

sentence by writing the correct pronoun or pronouns.
1. “Hurry up,” said Mama Frances, “before change my mind.”
2. ’Tricia Ann blew her grandmother a kiss, and then rushed
out the door.
3. Mama Frances told ’Tricia Ann, “Those signs can tell
where to sit, but can’t tell what to think.”
4. “ am going to Someplace Special,” thought ’Tricia Ann
as looked out the window.
5. No seats were left in the rear of the bus. had been taken
by the crowd of people who got on at the Farmer’s Market.
6. Mrs. Grannell and ’Tricia Ann don’t like the Jim Crow laws.
think the laws are unfair.
7. Jimmy Lee’s brother works in Monroe’s Restaurant, where
is a cook.
8. ’Tricia Ann bought a soda; helped wash down Jimmy
Lee’s pretzel.
9. When Mr. Willis referred to ’Tricia Ann as an angel,

smiled at and said, “No sir. It’s just .”
10. The hotel manager said to ’Tricia Ann, “What makes
think that can come inside?”
At Home: With a helper, look for ten examples of pronouns

98 in a favorite short story or novel.
Grade 5/ Unit 4
Grammar
Name Mechanics
• Pronouns take the place of nouns.

plural pronoun.
pronoun refers.
Each sentence contains an incorrect pronoun. (There are correct

pronouns in some sentences, too.) Rewrite each sentence so that
all of the pronouns are correct.
1. ’Tricia Ann was excited because we was going someplace special by herself.
2. Jim Crow laws upset ’Tricia Ann; she thinks that it are unfair.
3. When ’Tricia Ann glanced at the seats in the front of the bus, she saw that
them were empty.
4. ’Tricia Ann’s grandfather was a stonemason, and they worked on Peace

Fountain.
5. Jimmy Lee agreed with ’Tricia Ann about Jim Crow laws; you, too, thought
they were unfair.
At Home: Write a dialogue about meeting a famous person.

Include different kinds of pronouns in the dialogue. 99
Grade 5/ Unit 4
Grammar
Name Proofreading

plural pronoun.
pronoun refers.
Circle the pronouns that do not agree with their antecedents. Then
rewrite the paragraph, using the correct pronouns.
I likes “Goin’ Someplace Special” very much. He is a work of
historical fiction. They is set during the time when Jim Crow laws were
in force. It were harsh laws that treated African Americans unfairly. Them
had to sit in the back of buses. Us could not eat at the same restaurants
as white people. The same was true for schools, hotels, swimming pools,
and even drinking fountains. My grandmother says that he remembers
Jim Crow laws. Her says that me wouldn’t have liked living in those
times. We agree with them.
At Home: Write a letter using ten pronouns describing

100 what you might see and whom you might meet in a city like
Grade 5/ Unit 4
’Tricia Ann’s.
Grammar
Name Test: Pronouns
Rewrite each sentence so that the pronouns are correct. Underline

the antecedent of each pronoun.
1. ’Tricia Ann asked Mama Frances, “May me go to Someplace Special today?”
2. When the bus arrived, she came to a jerky stop and hissed.
3. ’Tricia Ann bounded up the stairs, and then her dropped the bus fare in
the collection box.
4. When Mrs. Grannell and ’Tricia Ann spoke, he talked about Jim Crow laws.
5. ’Tricia Ann enjoyed the fountain’s spraying waters even though she made
’Tricia Ann dizzy.
6. On the bench was a sign; we read FOR WHITES ONLY.
7. ’Tricia Ann greeted Jimmy Lee, and you handed the girl a pretzel.
8. ’Tricia Ann pulled her shoulders back; her fixed her thoughts on being in a
place that had no Jim Crow signs.

101
Grade 5/ Unit 4
Grammar
Name Review: Pronouns

plural pronoun.
pronoun refers.
Think about “Goin’ Someplace Special.” Complete each sentence

by writing the correct pronoun. Underline the antecedent of each
pronoun.
1. When ’Tricia Ann came to the Grand Music Palace, a little boy spoke to
.
2. The boy asked ’Tricia Ann whether was coming in.
3. Another girl said, “Colored people can’t come in the front door.
got to go ’round back.”
4. Hickey smiled at ’Tricia Ann and then cried to the other girl, “I want to go
where is going.”
5. Hickey then pulled ’Tricia Ann through the door. was
now open.
6. ’Tricia Ann did not want to go to the matinee because
was on her way to another place.
7. ’Tricia Ann saw a building rising above everything that surrounded
.
8. Both ’Tricia Ann and Mama Frances loved the library;
felt comfortable there.
9. ’Tricia Ann was glad that Mama Frances had allowed

to go the library.

102
Grade 5/ Unit 4
Grammar
Subject and Object
Name Pronouns
• Use a subject pronoun as the subject of a sentence.

• I, you, he, she, it, we, and they are subject pronouns.
• Use an object pronoun after an action verb or after a preposition.
• Me, you, him, her, it, us, and them are object pronouns.
Read each sentence. Write the correct subject or object pronoun

on the line.
1. Carlos and Gloria are friends. have known each other

for a long time.
2. When Gloria and her friend were little, Gloria’s mother propped
on the kitchen table.
3. watched the children as made

tortillas.
4. Now Carlos wanted Gloria to pay attention to .
5. Carlos started showing off for .
6. One evening saw a familiar skunk.
7. The children had named Dos Dedos.
8. Carlos said, “ know just how to catch a skunk.”

9. When Carlos grabbed the skunk’s tail, Dos Dedos sprayed Carlos’s
clothes so badly that Carlos had to take off.
10. At home, left his shoes at the back door.
At Home: Describe an afternoon playing outside with

Carlos and the Skunk
friends, using subject and object pronouns. 103
Grade 5/ Unit 4
Grammar
Subject and Object
Name Pronouns
• Use a subject pronoun as the subject of a sentence.

• Use an object pronoun after an action verb or after a word
such as for, at, of, with, or to.
Correct each sentence by circling the incorrect pronoun and

writing the correct pronoun on the line. Then write whether the
pronoun is a subject or object pronoun.
1. As Carlos and Gloria walked down the road, them saw Dos Dedos.
2. “Me will catch Dos Dedos,” Carlos said.

3. Carlos’s clothes smelled terrible; in fact the smell of they was unbearable.
4. When his mother came into the kitchen, her noticed the smell.
5. Carlos did not want to talk about the smell, so him slipped out the back
door.
6. Carlos picked tomatoes from the garden and squeezed they into the
bathtub.
7. Him scrubbed with a cloth soaked in tomato juice.
8. The next day Carlos went to church; him sat near the back.
9. Carlos was embarrassed by the smell of his shoes; everyone in church

could smell they.
10. At dinner his parents said, “Us think Carlos is unusually quiet.”
At Home: Write a letter telling how your parents reacted to

104 something you did. Use at least five subject and object pronouns.
Grade 5/ Unit 4
Grammar
Name Mechanics
• Subject pronouns are the subjects in a sentence.

• Object pronouns receive the action of a verb or follow a
preposition.
Each sentence contains an incorrect pronoun. (There are correct

pronouns in some sentences, too.) Rewrite each sentence so that
all of the pronouns are correct.
1. Carlos forgot to clean his shoes, so them smelled very bad.
2. Him wore they to church the next day.
3. The priest sneezed as him walked toward the altar.
4. “Papá, me think us should go home now,” whispered Carlos.
5. Carlos didn’t want anyone to know that him was the source of the smell.
6. If him and Gloria walked home together, her would notice the smell of his shoes.
7. Him did hear Gloria calling to he.
8. While them were eating, Carlos’s parents noticed that him was very quiet.
At Home: Write a dialogue between Carlos and his father

going shopping. Use subject and object pronouns. 105
Grade 5/ Unit 4
Grammar
Name Proofreading

preposition.
Circle all of the incorrect subject and object pronouns. Then rewrite the
passage.
Carlos and Gloria were good friends. Them often played together
after them finished their chores and homework. When Carlos and Gloria
were together, they noticed Dos Dedos, a skunk them had named. Carlos
wanted to show off for Gloria, so him tried to catch the skunk by the tail.
The skunk sprayed he, and Carlos was embarrassed. The smell remained
on Carlos’s shoes. When him wore they to church the next day, everyone
noticed the awful smell. Carlos’s father took he shopping for a new pair
of shoes.
At Home: Write a paragraph about an embarrassing

106 incident, including subject and object pronouns.
Grade 5/ Unit 4
Grammar
Test: Subject
Name and Object Pronouns
Circle the letter of the pronoun that correctly completes each sentence.
1. Carlos could not remember how 4. “You know what

long and heard?” said Carlos.
Gloria had been friends. a. her
a. him b. I
b. he c. you
c. us d. me
d. we
5. Carlos’s mother prepared breakfast;
2. lived in the made tortillas,
Española Valley in the mountains fried eggs, and salsa.
of northern New Mexico. a. me
a. They b. he
b. We c. her
c. Her d. she
d. Them 6. “When leave,
3. When Carlos grabbed the skunk, I’ll get my shoes,” Carlos said to his
the animal had a surprise for mother.
. a. him
a. him b. he
b. they c. we
c. her d. us
d. us

107
Grade 5/ Unit 4
Grammar
Review: Subject
Name and Object Pronouns

preposition.
Work with a partner such as a parent or helper. Each partner reads

half of the paragraph aloud. Notice the words that sound incorrect.
Then rewrite the paragraph, correcting all errors.
Carlos wanted to show off for Gloria. Them had been friends for a
long time. However, instead of showing off, him got very embarrassed.
The skunk them called Dos Dedos sprayed all over Carlos’s clothes.
Him had to run away and take they off. Them smelled awful. Then
Carlos forgot to clean his shoes, and them smelled at church the next
day. Carlos’s parents understood what happened. Carlos’s father said,
“You and me should go shopping for a new pair of shoes.”

108
Grade 5/ Unit 4
Grammar
Pronoun-Verb
Name Agreement
• A present-tense verb must agree with its subject pronoun.

• Add -s to most action verbs when their subjects are he, she,
and it.
• Do not add -s to an action verb in the present tense when you
use the pronouns I, we, you, and they.
• The verbs have and be have special forms in the present tense.
Read each sentence. On the lines provided, write the correct form
of each incorrect verb.
1. John Pike walks around Las Vegas as he ask his neighbors to vote.
2. He believe that voting is important.
3. As citizens in a democracy, we agrees.
4. It form the basis of our system of government.
5. A famous musician is giving a concert because she, too, think that voting
is important.
6. She want to encourage all citizens to vote.
7. Political groups are active; they tries to register new voters.
8. Members of these groups go to concerts where they meets young people

who can vote.

9. All United States citizens can vote when they turns eighteen.
10. Does you think that voting is important?
At Home: Interview someone about voting practices. Write

in the present tense. Getting Out the Vote • Grade 5/ Unit 4 109
Grammar
The Verbs Have
Name and Be
• The verbs have and be take special forms in the present tense.
Rewrite each sentence. Correct all errors in pronoun-verb agreement.

1. Our country has two major political parties; they is the Democratic party
and the Republican party.
2. They has animals that represent each party.
3. The Democrats have their animal; it are a donkey.
4. The Republicans have theirs, too; it am an elephant.
5. The donkey is associated with Andrew Jackson; it be a symbol of strong will.
6. Cartoonist Thomas Nast made the symbols famous; they is in his cartoons.
7. Republicans like the elephant, and they has no problem with it.
8. Democrats like their donkey because it are smart and brave.
At Home: Write a paragraph suggesting a different animal

110 Getting Out the Vote • Grade 5/ Unit 4 for a political party. Use have and be in the present tense.
Grammar
Name Mechanics

• An abbreviation begins with a capital letter and ends with a
period.
• Abbreviate titles before names, days of the week, streets, and
most months.
Read the sentences. Fill in each blank with an abbreviation from the list.
Ms. Dr. Mr. Sen. Nov. Tues. D.C. A.M.
1. The capital of the United States is Washington, .

2. We met one of our representatives in the U. S. Senate,
Michael Eberling.
3. He encouraged us to tell our friends and families to vote in the
election.
4. Election Day is always the first of that month.
5. Polls open as early as 7 .
Read the sentences. Write the abbreviation for any word that can
be abbreviated.
6. The president is inaugurated in January.
7. My neighbor, Mister Adams, volunteers on Election Day.
8. He gives voters their ballots at the precinct on Vine Street.
9. Many people volunteer, including Doctor Peterson.

10. Her office is always closed for a few hours in early November.
At Home: Write a letter to a state representative, inviting him

or her to visit your school. Use some abbreviations. Getting Out the Vote • Grade 5/ Unit 4 111
Grammar
Name Proofreading
• The verbs have and be take special forms in the present tense.
Rewrite the passage, using the correct forms of have and be.
Russia are located in both Europe and Asia. It have mountains, plains,
and large forests. Also, it be rich in natural resources such as gold and coal.
Since 1991 Russia have been an independent nation. The president of Russia
be elected by the Russian people. The government in Russia be considered a
democracy.
Before 1991, Russia belonged to a group of countries called the Union
of Soviet Socialist Republics, or U.S.S.R. The U.S.S.R. had a form of
government called communism. In communist countries, the government
have control of most property and businesses.
At Home: Write a paragraph describing your town, using

112 Getting Out the Vote • Grade 5/ Unit 4 four examples of have and be.
Grammar
Test: Pronoun-Verb
Name Agreement
Read the following paragraph. Then rewrite it, correcting any

errors in pronoun-verb agreement.
What do you know about the Great Seal of the United States? You sees it
on the back of a one-dollar bill. It are used on some government documents,
too. At the center of the seal you sees the bald eagle. It are our national bird.
In its beak it hold a banner. In one claw it hold an olive branch, a symbol of
peace. In its other claw it carry arrows to symbolize war. We has a picture of
the Great Seal in our classroom. I believes that it be a symbol of our country.
Getting Out the Vote • Grade 5/ Unit 4 113

Grammar
Review: Pronoun-Verb
Name Agreement
Look at the drawings. Then find the subject pronouns in the

paragraph that do not agree with their verbs. Rewrite the
sentences, using the correct pronoun-verb agreement.
These animals are the symbols of the two major American political
parties. They is the Democratic party donkey and the Republican party
elephant. The Democrats like their donkey. They considers it strong and
brave. Similarly, the Republicans like their elephant. It are strong and brave,
according to the Republicans. I wishes I could choose an animal as a symbol
for myself. I are strong and brave, and I runs fast. What does you think I
should be?
114 Getting Out the Vote • Grade 5/ Unit 4

Grammar
Name Possessive Pronouns
• A possessive pronoun takes the place of a possessive noun.

It shows who or what owns something.
• Some possessive pronouns are used before nouns (my, your,
his, her, its, our, your, their).
• Some possessive pronouns stand alone in a sentence and
function as nouns (mine, yours, his, hers, its, ours, yours, theirs).
Read each sentence. Fill in the missing possessive pronoun.

1. English word hurricane comes from people who lived
in the tropics long ago.
2. The ancient Mayan people called storm god
Hunraken, and an evil Taino god was called Huracan.
3. Possibly name or Hunraken’s is the source of
hurricane.
4. A hurricane is the strongest type of tropical storm;
winds blow at speeds of 74 miles an hour or more.
5. cousin Frances lives in an area that has no
hurricanes; house will not be in danger.
6. If you live in an area that does have hurricanes, keep
emergency supplies handy.
7. We keep in the back of the big closet in
brother’s room.
8. We keep a flashlight, a radio, food, and bottled water in
emergency kit.
9. When my mom heard news of a hurricane watch, she left

office to come home early.
10. The more we learn about hurricanes, the better
chances of coming through them safely.
At Home: Describe preparations for a hurricane. Use at

least three possessive pronouns. Hurricanes • Grade 5/ Unit 4 115
Grammar
Ways to Use
Name Possessive Pronouns
• Some possessive pronouns are used before nouns (my, your,

his, her, its, our, your, their).
• Some possessive pronouns stand alone in a sentence and
function as nouns (mine, yours, his, hers, its, ours, yours, theirs).
Read each sentence. Find the incorrect possessive pronoun and

write it correctly on the line.
1. What kinds of storms do you have in yours town?
2. In my, there are hurricanes.
3. Mine home is located near the coast of North Carolina.
4. Hurricane Fran caused a lot of damage to ours house.
5. During the last hurricane, my sister was frightened when strong winds
broke a window in hers room.
6. Many large trees fell in Phil and Gina’s yard and ruined theirs shed.
7. Three big trees fell on top of the shed, crashing through her roof.
8. However, the roof on ours house was not damaged.
9. We have learned about hurricanes in mine science class.

10. The people in ours neighborhood help one another when hurricanes
hit.
At Home: Write a newspaper account of a hurricane. Use at

116 Hurricanes • Grade 5/ Unit 4 least four examples of possessive pronouns.
Grammar
Name Mechanics
• Use a hyphen to show the division of a word at the end of a

line. Divide the word between syllables.
• Use a hyphen to connect two words to form some compound
words.
Choose the correct way to divide the words in these sentences.

Circle the letter beside the correct answer.
1. a. Hurricanes are huge spinning storms that de-
velop in warm areas around the equator.
b. Hurricanes are huge spinning storms that dev-
elop in warm areas around the equator.
2. a. The peak hurricane months are August and Septe-
mber.
b. The peak hurricane months are August and Sep-
tember.
3. a. Hurricanes begin in the warm, moist atmos-
phere over tropical ocean waters.
b. Hurricanes begin in the warm, moist atm-
osphere over tropical ocean waters.
Each of these sentences contains a compound word. Rewrite the
sentences, adding a hyphen to the compound word.
4. Tropical depressions have steady wind speeds of thirty eight miles per hour
or less.
5. During hurricanes, people living in low lying areas often go to safer places.
6. A battery driven radio is important to have during a severe storm.
At Home: Write five sentences using the following words to

make compound words: self, well, much, fifty, life. Hurricanes • Grade 5/ Unit 4 117
Grammar
Name Proofreading
• A possessive pronoun can take the place of a possessive

noun. It shows who or what has or owns something.
• Some possessive pronouns are used before nouns. Some
possessive pronouns stand alone in a sentence and function
as nouns.
Read the following passage. Circle all of the incorrect possessive

pronouns. Circle all of the incorrect or missing hyphens. Then rewrite
the passage.
In mine hometown, the most dangerous storms are tornadoes. In fact,
a town near my was destroyed twice by tornadoes. Ours cousins live in
that town. Many people lost possessions, and some lost theirs homes.
Ours cousins’ home wasn’t destroyed, although theirs yard was in bad
shape. My cousin said that hers house is more vulnerable to tornadoes
than hers neighbor’s house because hers house is more exposed than his’.
It sits on top of a hill, and its’ big windows face toward the southwest.
I’m glad ours house is in a well protected area and that we have several
battery powered radios for emergencies.
At Home: Write a journal entry that describes a severe

118 Hurricanes • Grade 5/ Unit 4 storm. Use at least five possessive pronouns.
Grammar
Test: Possessive
Name Pronouns
Rewrite each sentence, correcting all pronoun errors.

1. Does yours hometown get hurricanes or tornadoes?
2. Luisa and I live in Florida, and our get many hurricanes.
3. The worst hurricane to hit ours city was Hurricane Andrew in 1992.
4. Luisa’s parents remember Hurricane Andrew and our heavy winds.
5. The roof of my uncle’s garage was damaged, but luckily her car was
untouched.
6. Along Biscayne Bay, near mine house, storm tides reached 17 feet.
7. Luisa says that’s about as high as the two stories in hers house.
8. Weather forecasters can give advance warning of storms so that people

can get theirs emergency equipment ready.
Hurricanes • Grade 5/ Unit 4 119

Grammar
Review: Possessive
Name Pronouns and Hyphens
• A possessive pronoun can take the place of a possessive

noun. It shows who or what owns something.
• Some possessive pronouns are used before nouns. Some
possessive pronouns stand alone in a sentence and function
as nouns.
• Use a hyphen to show the division of a word at the end of a
line. Divide the word between syllables.
• Use a hyphen to connect two words to form some compound
words.
Work with a partner. One partner reads a sentence aloud, and the
other proofreads it. Write any incorrect possessive pronouns or
compound words that need hyphens correctly on the lines.
1. In ours country, hurricanes occur 5. However, fewer than fifty five
in the summer and in the fall. people died as a result of the storm.
2. Our can be quite bad, 6. The local weather forecaster tries

but I don’t know whether to give people early warning so that
other places have they can make our arrangements to
worse hurricanes. leave the area or stay.
3. Hurricanes are given 7. Families should make such

theirs own names. arrangements, and it is important
to know your.
8. Make sure that you have a three

4. Hurricane Andrew caused

much damage to the land day supply of water and food.
and buildings in it’s path.
120 Hurricanes • Grade 5/ Unit 4

Grammar
Pronouns and
Name Homophones
• Homophones are words that sound the same but have

different spellings and meanings.
• Its, their, and your are possessive pronouns.
• It’s, they’re, and you’re are contractions meaning it is, they
are, and you are.
• Do not confuse possessive pronouns with contractions that
sound the same.
Read each sentence. The underlined pronouns and contractions

are used incorrectly. Write the correct usage on the line.
1. Do you think your ready for the story?

2. Clap you’re hands twice.
3. Its a story about a fisher who plays a trick on some people.
4. At first their fooled, but then they trick the fisher.

5. Its’ a bad day for the fisher because he has not caught any fish to sell.
6. He tricks people into leaving they’re wares on the other side of the river.
7. Their afraid of falling into the river because the log bridge is shaky.
8. They’re swimming skills are not very good.

9. “Leave some baskets before you cross; its the only way to do it,” the
fisher tells the basketmaker.
10. The fisher promises to hold the unsteady log in it’s place.
At Home: Write about a time that a trick was played on

someone. Use four pronouns and homophones on this page. Catch of the Day! • Grade 5/ Unit 4 121
Grammar
Name Homophones
• Its, their, and your are possessive pronouns. It’s, they’re,

and you’re are contractions. These possessive pronouns and
contractions are homophones, words that sound the same, but
are spelled differently.
• Contractions always use apostrophes.
Rewrite each sentence. Use possessive pronouns, homophones,

and contractions correctly.
1. The fisher tricks some people on there way to the market.
2. He stands their next to the log bridge and shakes it.
3. There likely to be frightened by the shaky log.
4. They will think that their going to fall into the river.
5. They could lose there merchandise or even drown.
6. “Put some of you’re baskets down before you cross,” the fisher says.
7. He tells the others to leave some of there food before crossing the log.
8. As they go to the market, there easily tricked.

9. However, on they’re way home, they see nothing wrong with the bridge.
10. They decide that there going to trick the fisher.
At Home: Write a poem about a trickster. Use several

122 Catch of the Day! • Grade 5/ Unit 4 examples of there, their, and they’re.
Grammar
Name Mechanics
• Some possessive pronouns and contractions are

homophones. Homophones sound the same, but they are
spelled differently.
• An apostrophe takes the place of letters in a contraction.
• Possessive pronouns do not have apostrophes.
Rewrite each of these sentences. Look for incorrect apostrophe

usage and correct any errors.
1. Your probably wondering what the people did to trick the fisher.
2. The people think that its a good idea to trick the fisher.
3. They meet the next day to make they’re plan.
4. Its’ a simple plan, but everyone thinks it will work well.
5. They put the fish from the next village in there buckets.
6. “Be careful on the bridge, or your sure to fall in,” the people warn the fisher.
7. The fisher doesn’t know that their playing a trick on him.
8. He is not aware of they’re plan.
At Home: Write an interview between the fisher and a

reporter. Use pronouns and contractions on this page. Catch of the Day! • Grade 5/ Unit 4 123
Grammar
Name Proofreading

contractions are homophones.
• The word there means “in that place.” It is a homophone of
they’re and their.
• Do not confuse possessive pronouns with contractions.
Circle all mistakes in the use of possessive pronouns,

homophones, and contractions. Then rewrite the passage.
This play is an original trickster story. It’s main character is a fisher
who is hungry because he can’t catch any fish to eat or to sell. He decides
to trick people into leaving the goods that there bringing to market on
the other side of the river. He does this by pretending that the log bridge
is unsteady and that he will hold it in it’s place. He tells the people that
there in danger if they cross with too much merchandise. So they leave
there goods their on the ground before they cross. Then the fisher crosses
over and picks up the goods right their where the people left them.
At Home: Write a one- or two-paragraph summary of this

124 Catch of the Day! • Grade 5/ Unit 4 play. Use the homophones in this unit.
Grammar
Test: Pronouns and
Name Homophones
Rewrite each sentence, correcting any pronoun and homophone

errors. If there are no errors, write correct on the line.
1. What’s you’re favorite trickster story?
2. There certainly are many to choose from.
3. I like stories in which its the trickster who gets tricked.
4. Their is a lesson for the trickster.
5. Sometimes, however, characters are tricked because of there faults.
6. There not innocent like the characters in “The Catch of the Day.”
7. For example, a fox tricks a crow to get it’s meal.
8. “You’re song is so lovely,” the fox tells the crow, and asks it to sing.
9. As the crow sings, it drops the piece of cheese it had in it’s mouth.
10. The cheese lands right their at the fox’s feet.
Catch of the Day! • Grade 5/ Unit 4 125

Grammar
Review: Possessive
Name Pronouns

contractions are homophones.
• The word there means “in that place.” It is a homophone of
they’re and their.
• Contractions always use apostrophes. Possessive pronouns do
not have apostrophes.
Read the sentences about the picture. Rewrite them, correcting all
pronoun and contraction errors.
1. The fisher is tricking the people into leaving they’re goods.
2. “Leave some of you’re goods on the ground,” he says.
3. Its dangerous to cross a shaky log bridge.
4. Their afraid of losing they’re goods or there lives.

5. So they leave they’re things their.
6. Are you ready to tell you’re story?
126 Catch of the Day! • Grade 5/ Unit 4

Grammar
Name Pronouns
Look at the underlined section in the following passages.Then look

at the answer choices. Circle the letter that best describes how to
correct the underlined section.
’Tricia Ann was going to Someplace Special. They was going by herself.
(1)
’Tricia Ann’s special place was the library. It was a place where she felt
welcome. He was not like many other places, with their Jim Crow signs.
(2)
1. A. Change “They” to “her.” 2. E. Change “He” to “She.”

B. Change “herself” to “themselves.” F. Add a verb.
C. Change “They” to “She.” G. Change “He” to “It.”
D. No mistake. H. No mistake
Carlos often saw a skunk while doing chores after school. Carlos’s sister
warned him not to go near the skunk, but him got too close to it. The skunk
(3)
was afraid of Carlos, so it faced away from him and raised its tail. Then they
shot a smelly spray at him.
(4)
3. A. Change “got” to “gets.” 4. E. Change “they” to “It.”

B. Change “him” to “he.” F. Change “him” to “it.”
C. Change “it” to “him.” G. Change “a” to “an.”
D. No mistake H. No mistake
Unit 4 Review • Grade 5/ Unit 4 127

Grammar
Name Pronouns
Many people who can vote in American elections do not do so. Them give
many excuses for not voting. People say that they are too busy or that they
(5)
are out of town on election day. Many signs and posters are displayed before
elections, so it should be easy for people to remember to vote. Some people
still say that its too difficult to remember to vote.
(6)
5. A. Add “why” after “excuses.” 6. E. Change “say” to “says.”

B. Change “Them” to “Us.” F. Add “why” after “remember.”
C. Change “for” to “about.” G. Change “its” to “it’s.”
D. Change “Them” to “They.” H. No mistake.
The fisher wanted to trick people so that they would give him food. He told
people that the log bridge was dangerous. Their was really no danger; the log
(7)
bridge was very steady. The fisher cheated other people in the village to get
what he wanted. Finally the people caught on, and the basketmaker shook
the log while the fisher was standing on it. The fisher fell off it and tumbled
(8)
into the river.
7. A. Change “was” to “were.” 8. E. Change “it” to “its.”

B. Change “Their” to “There.” F. Change “it” to “they.”
C. Change “no” to “any.” G. Change “into” to “in.”
D. No mistake H. No mistake.
128 Unit 4 Review • Grade 5/ Unit 4

Grammar
Name Adjectives
• An adjective is a word that describes a noun or pronoun.

• An adjective tells what kind or how many.
• An adjective can follow the noun it describes. When it does, a
linking verb connects the noun and the adjective.
Complete each sentence with an adjective from the box.
solid terrifying furious uninhabited fifteen

exhausted dreary desperate vast tattered
1. Shackleton and his crew became after walking for

many miles.
2. men pulled each boat.
3. The sight of an approaching storm filled the men with
dread.
4. After he crossed the mountains, his clothes were dirty and
.
5. They walked safely across the ice.
6. On dark winter days, Elephant Island was a place.
7. Shackleton knew that his crew was to be rescued.
8. The men landed on an island.
9. Fierce, winds shook the Endurance during the storm.
10. The crew crossed sheets of ice that stretched for
miles.
At Home: Write a journal entry describing a day as a

Shackleton crew member. Use at least six adjectives. Spirit of Endurance • Grade 5/ Unit 5 129
Grammar
Demonstrative
Name Adjectives
• A demonstrative adjective tells which one. The words this, that,

these, and those are demonstrative adjectives.
• Demonstrative adjectives come before a noun.
• Use this and that with singular nouns. Use these and those with plural nouns.
• This and these refer to people or things that are nearby. That and
those point to nouns that are far away.
Read each sentence. Then rewrite it, using the correct form of the
demonstrative adjective.
1. The sailors wanted to land on those island.
2. The men asked, “Will these ice ahead crush the boat?”
3. The sailor said, “That seals on the beach are huge.”
4. Do not step on this snow over there.
5. The skipper warned, “This boats are heavy.”
6. The sailor called, “That waves out there are getting bigger!”
7. These is the stormiest ocean in the world.
8. The captain asked them to change that torn sails on the mast.
At Home: Write a poem of five lines about the ocean. Include

130 Spirit of Endurance • Grade 5/ Unit 5 three demonstrative adjectives and circle all the adjectives.
Grammar
Name Mechanics
• A proper adjective is formed from a proper noun.

• A proper adjective begins with a capital letter.
Rewrite each sentence. Add the correct proper adjective for each
underlined proper noun. Use the dictionary for help with spelling.
1. Many of the sailors were england.
2. The Antarctica continent was mostly uninhabited.
3. Some of the men liked France food.
4. Some explorers were britain.
5. Some boats were made from America wood.
6. He took a Chile ship.
7. Many of the men wanted italy food.
8. An Alaska sled dog could be used to transport goods.

9. The men thought that south america fruit would be delicious.
10. The cook ran out of india spices.
At Home: Read several news articles and choose five

proper adjectives from the articles. Spirit of Endurance • Grade 5/ Unit 5 131
Grammar
Name Proofreading
Read the paragraph below. Rewrite it correctly on the lines provided.

Can you picture yourself on a boat during an antarctic storm? The
waves are Huge and toss your boat up and down. Winds furious howl all
around you. Your clothes dry become Soaked as rain pours from the sky.
Those would not be a fun boat ride!
At Home: Write a six-sentence review of an adventure book.

132 Spirit of Endurance • Grade 5/ Unit 5 Include six adjectives and two demonstrative adjectives.
Grammar
Name Test: Adjectives
Add adjectives to the following sentences.
1. Shackleton took men to find help.
2. The ocean current pulled them out to sea.
3. On a day, they sailed away.
4. The whalers brought them food.
5. Shackleton and his crew were very .
6. The weather made sailing difficult.
7. The waves washed over the tiny boat.
8. The sailors became when they saw their

rescuers.
9. The crew could not see through the snow.
10. The sailor asked, “What was that card game we

used to play?”
Spirit of Endurance • Grade 5/ Unit 5 133

Grammar
Name Review: Adjectives
• An adjective is a word that describes a noun and tells what

kind or how many.
• An adjective can come after the noun it describes. When it
does, a linking verb connects the noun and adjective.
• A demonstrative adjective tells which one.
• Use this and that with singular nouns. Use these and those with
plural nouns.
• This and these refer to nouns that are nearby. That and those
refer to nouns that are farther away.
Use the following adjectives to help you write a paragraph about the
crew of the Endurance. Then draw a scene from your paragraph below.
determined frantic rugged miserable

mighty patient grim Antarctic
134 Spirit of Endurance • Grade 5/ Unit 5

Grammar
The Articles A, An,
Name and The
• Articles are special kinds of adjectives.

• The words a, an, and the are articles.
• Use a, an, or the before nouns.
• Use a or an to refer to any person, place, thing, or idea.
• Use the to refer to a specific item or idea, or to nouns that are plural.
Rewrite each sentence, adding the correct article a or an.

1. Wesley jumped over garbage can to escape.
2. When I was in school, I read book about crops.
3. There was garden in his backyard.
4. The piece of fruit did not taste or look like apple.
5. The robe gave Wesley opportunity to have more pockets.
6. Each kid bought bottle of oil for 10 dollars.
7. They played game that used parts of the plant.
8. Wesley created alphabet that had 80 letters.

9. After evening playing his flute, Wesley slept.
10. His parents went on tour of Weslandia.
At Home: Write a short nature poem. Use the articles a, an, and the
correctly. Weslandia • Grade 5/ Unit 5 135
Grammar
Name Articles
• Use a and an with singular nouns.

• Use a if the next word starts with a consonant sound.
• Use an if the next word starts with a vowel sound.
• Use the to refer to a particular person, place, thing, or idea, or
to nouns that are plural.
Write a, an, or the on the line before each noun.

1. plants 6. watch
2. flute 7. hats
3. alphabet 8. sounds
4. fruits 9. wind
5. sport 10. idea
Fix each incorrect article in the following sentences. Rewrite the
sentences correctly.
11. Weslandia is a interesting place.
12. The kids took turns crushing a seeds.
13. Is there an platform up there?
14. Cloth can be made using an loom.
15. Wesley ignored a cereals in his kitchen.

At Home: Write directions for completing a simple task,

136 Weslandia • Grade 5/ Unit 5 such as making a sandwich. Circle each article.
Grammar
Name Mechanics
• A colon (:) is a form of punctuation that means “pay attention to

what follows.”
• Use colons at the beginning of a list.
• In plays and screenplays, a colon follows the name of a character.
The words that follow are the lines that the character says.
• When a character’s words follow a colon, the words are not
placed in quotation marks.
Rewrite each sentence below. Place colons where they are needed.
1. Characters include Wesley, Mother, Father, a neighbor, and children.
2. Mother Wesley is unhappy and has no friends.
3. Father I know. I wish he would cut his hair like the other boys!
4. Wesley I made many different things oil, clothes, flutes, and ink.
5. Neighbor Are those weeds?
Write a dialogue between two characters in the play. Write one part
of the dialogue on each line. Be sure to place colons where they are
needed.
6.
7.
8.
9.
10.
At Home: Look through newspapers or magazines for

colons used in a sentence. Find four examples. Weslandia • Grade 5/ Unit 5 137
Grammar
Name Proofreading
Read the paragraph below. Rewrite the paragraph correctly on the

lines provided.
Dear Diary,
this summer I grew an huge garden. My neighbor thought a plants that
grew in it were Weeds. Well, they were not weeds! Made I the hat with a
leaves. I ate a roots. I had a exciting summer.
At Home: Write a diary entry about your day that includes

138 Weslandia • Grade 5/ Unit 5 several articles used correctly.
Grammar
Name Test: Articles
Rewrite the following sentences, using the correct articles.
1. Wesley didn’t like any of a following foods: pizza, soda, and candy.
2. Growing an garden is a excellent idea.
3. He will pull off an brown leaf.
4. One boy crushed a seeds.
5. Wesley used a petals to tell time.
6. What is an garden?
7. An other kids played games with Wesley.
8. Wesley used to wear an watch.
9. The garden presented a opportunity to invent things.

10. Wesley started school with an smile.
Weslandia • Grade 5/ Unit 5 139

Grammar
Name Review: Articles
Draw a picture of a garden filled with amazing plants. You can draw
a real garden or a pretend garden.
When you are finished drawing your picture, write five sentences
describing it. Use at least one article correctly in each sentence.
140 Weslandia • Grade 5/ Unit 5

Grammar
Adjectives That
Name Compare
• Adjectives describe people, places, or things.

• Add -er to most short adjectives to compare two people, places,
or things.
• Add -est to most short adjectives to compare more than two
people, places, or things.
Think about the comparisons in each sentence. Then rewrite the

sentence with the correct form for each underlined adjective.
1. Samoa is probably warm than Canada.
2. Fire ants are small than a fingernail.
3. He said that Mr. Andrews was the smart teacher he had ever had.
4. Lewis and Clark traveled long than some other explorers.
5. Lewis thought that they were the odd squirrels in the world.
6. The next day, he saw an even tough buffalo.

7. Two hundred years ago, it was hard to cross the country than it is today.
8. Birds can change direction fast than a plane.
At Home: Choose 10 comparative adjectives and use them

in short phrases. Historic Journey • Grade 5/ Unit 5 141
Grammar
More Adjectives
Name That Compare
• For adjectives ending in e, drop the e before adding -er or -est.

• For adjectives ending in a consonant and y, change the y to i
before adding -er or -est.
• For one-syllable adjectives that have a single vowel before the final
consonant, double the final consonant before adding -er or -est.
Read each sentence. Rewrite it with the correct adjective form.

1. One of the healing plants was leafy than the others.
2. Even the tiny insects can teach scientists important things about nature.
3. He felt like the lucky science teacher in the country.
4. E. O. Wilson worked to make our planet healthy than it was.
5. Neither Clark nor Lewis was brave than the other.
6. Lewis and Clark are two of the brave men in history.
7. Keeping a journal is easy for some people than it is for others.

8. The men thought it was hot today than it was yesterday.
At Home: Write a paragraph that compares two plants

142 Historic Journey • Grade 5/ Unit 5 or animals by using adjectives that compare.
Grammar
Name Mechanics

• The name of a day, month, or holiday begins with a capital letter.
• Capitalize the titles of family members when they refer to specific
people.
• Capitalize the titles of people that appear before their names.
Correct each sentence. Rewrite on the line any words that should be
capitalized.
1. paul cox learned about healing plants in Samoa.
2. mr. Andrews teaches at jones Lane Elementary.
3. Gaithersburg, maryland, is home to many “earthkeepers.”
4. Edward osborne Wilson watched fire ants in alabama.
5. The explorers began their trip in may of 1804.
6. He may have said, “Let’s send one back to president Jefferson.”
7. Lewis and clark wanted to reach the pacific Ocean.
8. Many people travel on planes to visit family at thanksgiving.

9. He said that uncle bob knows how to fly a plane.
10. Last tuesday we visited Hudson county.
At Home: Write a journal entry about exploring a new place.

Use at least five nouns that need to be capitalized. Historic Journey • Grade 5/ Unit 5 143
Grammar
Name Proofreading
Read the paragraph below. Rewrite it correctly on the

lines provided.
Welcome to the Columbus history Museum! We have made a few
changes. First, we have a large exhibit about lewis and Clark than we
did before. Now we room have for a map from 1804. It is the old map in
the museum. Also, The lights are bright than before. People say that it is
easiest to read signs now.
At Home: Describe a museum exhibit using natural or

144 Historic Journey • Grade 5/ Unit 5 historical items. Write your own sign for each object. Each
sign should include an adjective.
Grammar
Test: Adjectives
Name That Compare
Read the sentence. Look at the adjective in parentheses. Fill in the

correct form of the adjective on the line to complete the sentence.
1. Paul Cox climbed one of the trees in Samoa. (tall)
2. His family thought Samoa was the island in the South

Pacific. (pretty)
3. Mr. Andrews says it is to learn about nature when you

are outside. (easy)
4. Summer in Alabama is than summer in Ohio. (hot)
5. E. O. Wilson made a discovery at a age than many

other scientists. (young)
6. The journey was than some of the men expected it to

be. (long)
7. The part of the trip was not having a good map. (hard)
8. They thought that prairie dogs were the animals they

had ever seen. (odd)
9. Are these feathers than those feathers? (white)
10. Seagulls are some of the eaters that I’ve ever seen!
(messy)
Historic Journey • Grade 5/ Unit 5 145

Grammar
Review: Adjectives
Name That Compare
• Add -er to most short adjectives to compare two people, places, or things.
• Add -est to most short adjectives to compare more than two people,
places, or things.
• For adjectives ending in e, drop the e before adding -er or -est.
• For adjectives ending in a consonant and y, change the y to i before
adding -er or -est.
• For one-syllable adjectives that have a single vowel before the final
consonant, double the final consonant before adding -er or -est.
Read the postcard carefully. Look for errors in adjectives, spelling,

or capitalization. Then rewrite the postcard correctly.
146 Historic Journey • Grade 5/ Unit 5

Grammar
Comparing with
Name More and Most
• In general, for adjectives of three or more syllables, use more

and most to compare people, places, and things.
• Use more to compare two people, places, or things.
• Use most to compare more than two.
Rewrite the sentences. Correct any adjectives that are used incorrectly.
1. John tried to find the more pleasant place of all to stay.
2. He thought the Navajo language made the mostest amazing code.
3. Grandfather’s home was most beautiful than the school.
4. Hiking was no difficulter than hauling water.
5. The Navajo language was the United States’ more secret weapon.
6. Some soldiers were most experienced than others.

7. This code was most efficient than any other.
8. This is the more interesting story of all.
At Home: Write a note to a friend using more and most to

describe a favorite TV program. Unbreakable Code • Grade 5/ Unit 5 147
Grammar
Comparing with
Name More and Most
• When you use more and most, do not use the ending -er or -est.
Read the paragraphs. Then rewrite each paragraph, correcting any

mistakes. Be sure that more and most are used correctly and that
all adjectives are spelled correctly.
When Grandfather was young, he thought that the clouds were most
beautifulest in the hills. Being outside was always more pleasanter than
being in school. Grandfather was the happier when he could stay outside.
Creating a code is very more difficult, but it is even most difficulter to

break a code. In the past, breaking a code was one of the more crucial skills
of all. Sometimes governments didn’t realize that a code had been broken,
and they continued to send their most secretest messages in that code.
At Home: Develop six sentences that use more and most to

148 Unbreakable Code • Grade 5/ Unit 5 describe an exciting event.
Grammar
Name Mechanics
• Never add -er and more to the same adjective.

• Never add -est and most to the same adjective.
Read the sentences. If the sentence is correct, write correct on the

line. If it is not correct, rewrite the sentence using the correct form of
the adjective.
1. Most importantest was that the Navajo language had no alphabet.
2. This story is the most interestingest that I have ever read.
3. Everyone tries to contribute his or her most sincere efforts in wartime.
4. The most dangerousest time was the day that the enemy shot at Grandfather.
5. It was more fascinatinger to watch the stars than to go to school.
6. John wanted to learn to write more difficult codes.

7. The Navajo language was considered more secreter than other languages.
8. A wild horse feels more comfortabler without a rope around its neck.
At Home: Write a journal entry about what you did today.

Include four sentences that use more and most with an Unbreakable Code • Grade 5/ Unit 5 149
adjective.
Grammar
Name Proofreading
In the following paragraph, identify the errors in the use of more and
most with adjectives. Then rewrite the paragraph, correcting any
mistakes.
Codes have been used for a long time. Codes are a way to make a
message more harder to understand than if the message had been written
in everyday language. Some of the most difficultest codes change the
order of the letters in words. Other codes use an uncommon language. An
example of this type is the Navajo code used during World War II. It was
one of the bestest choices because few people know Navajo. No matter
how hard the Japanese tried, they could not break this code. Navajo code
was one of the most importantest weapons for the United States during
World War II.
At Home: Write a paragraph continuing the story,

150 Unbreakable Code • Grade 5/ Unit 5 “Unbreakable Code.” Use more and most with adjectives
at least twice.
Grammar
Test: Comparing
Name with More and Most
Circle the letter beside the correct form of the adjective.
1. That language was the 5. Her grandmother’s advice was

weapon of all. the of all.
a. most secret a. more wise
b. more secretest b. wisest
c. most secretest c. more wisest
2. The words 6. The island was

stood for letters. than before.
a. more commoner a. more beautiful
b. most commonest b. beautifuler
c. most common c. beautifulest
3. Code talkers fought in the 7. Hundreds of the

battles. messages were passed.
a. most terriblest a. more vitaler
b. most terrible b. most vitalest
c. more terribler c. most vital
4. The canyon was the 8. It was the

place that he had ever been. code ever used.
a. most thrilling a. more brillianter
b. most thrillingest b. most brilliant
c. more thrillinger c. more brilliant
Unbreakable Code • Grade 5/ Unit 5 151

Grammar
Review: Comparing
Name with More and Most
• In general, for adjectives of three or more syllables, use more

and most to compare people, places, and things.
• Use more to compare two people, places, or things.
• Use most to compare more than two.
• Never add -er and more to the same adjective. Never add -est
and most to the same adjective.
Work with a partner. One of you will read the sentence aloud. The other will
proofread. Look for the proper forms of more and most with adjectives. Take
out more and most if they are not needed. Rewrite the sentences correctly.
1. The Navajo code was more complicateder than others.
2. It was the most rapidest way to send messages.
3. These horses are more bigger than most others.
4. The war was the terriblest in history.
5. Going away was the more frightening event of all.
6. It was more difficulter for Grandfather to speak English than Navajo.
7. The hills were the most beautifulest he’d ever seen.

8. John’s grandfather was one of the most adventurousest people in the

world.
152 Unbreakable Code • Grade 5/ Unit 5

Grammar
Name Comparing with Good
• In comparisons, the adjective good has an irregular form.

Better and best are the irregular forms of good.
• Use better to compare two people, places, or things.
• Use best to compare more than two.
Read each sentence. If the form of the adjective is correct, write correct
on the line. If it is wrong, circle it and write the correct form.
1. Ana Rosa imagines that being a writer would be the better job in the world.
2. Mami makes better dulces than batatas fritas.
3. Many tourists think that Sosúa Bay is the bestest part of the República
Dominicana.
4. Some people thought that one plan was best than the other.
5. Mami thought that Ana Rosa’s story was the best story that she had ever heard.
6. Seeing a whale is even gooder than seeing a sea monster.
7. The sea monster went to the bestest underwater fiesta in the ocean.
8. Writing a story was better than putting up a billboard.

9. Mami is the goodest cook in town.
10. Ana Rosa thinks her gri gri tree is the better spot for looking around.
At Home: Write four sentences about a tropical island. Use

the adjectives better and best. The Gri Gri Tree • Grade 5/ Unit 5 153
Grammar
Name Comparing with Bad
• In comparisons, the adjective bad has an irregular form. Worse

and worst are the irregular forms of bad.
• Use worse to compare two people, places, or things.
• Use worst to compare more than two.
Rewrite each sentence, correcting the form of bad where necessary.

1. Winter is the worse time to visit the República Dominicana.
2. Making a fuss about the sea monster would be worst than not telling anybody.
3. Guario thinks that sitting in a gri gri tree is the worser way to spend time.
4. Roberto complained that washing dishes was a worst chore than sweeping.
5. Spring is a worst time than winter for whales to migrate.
6. Spotting the sea monster was not the worse thing that happened that day.
7. Roberto was a worser domino player than Papi.
8. Ana Rosa had a worst time at the gathering than her neighbors.
At Home: Read a book about whales and write a paragraph

154 The Gri Gri Tree • Grade 5/ Unit 5 about the worst environmental threats to whales.
Grammar
Name Mechanics
• In comparisons, the adjectives good and bad have irregular

forms. Better and best are the irregular forms of good. Worse
and worst are the irregular forms of bad.
Read the paragraphs. Circle any errors. Rewrite each paragraph

correctly in the spaces provided.
Ana Rosa knew that her gri gri tree was the bestest perch in all of Sosúa
Bay. She climbed her tree almost every day but thought that sunny days
were gooder than gloomy ones. Ana Rosa had her goodest ideas for stories
when she was in the gri gri tree. She was always in a more better mood after
sitting in her tree.
One day, the worstest storm Ana Rosa had ever seen struck the town. This
was far worst than a gloomy day! For Ana Rosa, the worser part of the storm
was watching the trees through her bedroom window. Ana Rosa hoped that
her gri gri tree would be all right, but she dreaded that her most worst fear
would come true.
At Home: Write about six foods you’ve eaten. Describe

three as good, better, and best and three as bad, worse, and The Gri Gri Tree • Grade 5/ Unit 5 155
worst.
Grammar
Name Proofreading

lines provided.
Once, far beneath the sailboats that float on the sea, lived the most best
swimmer in the ocean. He could swim faster than the fastest dolphin, and
no fish was gooder at diving deep, deep down. This fine swimmer was also
the biggest creature in all the sea, and he scared away the baby fish. The
worstest thing about his size was that the other ocean creatures called him
a sea monster, and no one wanted to be his friend. He thought there was
nothing worser than being so big.
At Home: Write five sentences, using good and bad in

156 The Gri Gri Tree • Grade 5/ Unit 5 comparisons about living in the ocean.
Grammar
Test: Comparing
Name with Good and Bad
A. Circle the letter of the adjective that completes the sentence

correctly.
1. It was the day 4. Tourist season is
of Ana Rosa’s life. than summer.
a. goodest a. worst
b. better b. worse
c. best c. worstest
2. Angela is a 5. Whales are
helper than Roberto. swimmers than penguins.
a. worst a. best
b. better b. gooder
c. best c. better
3. The story would have been 6. The wind was
if Señora Perez in the evening.
had written it. a. worse
a. worse b. most worse
b. more worse c. worser
c. worser
B. Circle the letter of the proper adjective in each sentence.
7. The American tourists enjoyed 9. The gri gri tree is a
seeing the whales in Sosúa Bay. South American plant.
a. Sosúa a. South American
b. American b. gri gri
c. Bay c. plant
8. Humpback whales inhabit 10. The Caribbean islands have
Atlantic waters. tropical climates.
a. whales a. tropical
b. Humpback b. Caribbean
c. Atlantic c. climates
The Gri Gri Tree • Grade 5/ Unit 5 157

Grammar
Review: Comparing
Name with Good and Bad
• Use better to compare two people, places, or things. Use best

to compare more than two.
• Use worse to compare two people, places, or things. Use worst
to compare more than two.
• A proper adjective is formed from a proper noun.
• A proper adjective begins with a capital letter.
Read the letter below. Rewrite it correctly on the lines provided.

Look for forms of the adjectives good and bad. Make sure that all
proper adjectives are capitalized.
Dear Ana Rosa,

How are you? Is your writing getting gooder? I am sure that with practice
you will become one of the most best south american writers. Does Roberto
have a more worse cold than he had last winter? Please tell me when would
be the bestest time for me to visit.
Your brother,
Guario
158 The Gri Gri Tree • Grade 5/ Unit 5

Grammar
Name Adjectives
Read the passage and choose the word or group of words that
belongs in each space. Fill in the circle beside your answer.
On April 24, 1916, Ernest Shackleton took (1) members of his

crew and set sail for South Georgia Island. The men faced strong winds
and bitter temperatures as they struggled to reach their goal. When they
finally got to the island, the (2) sailors realized that they had landed
on the opposite side from the whaling station.
1. 훽 weak 2.  friendly
훾 five  different
훿 uncomfortable  confident
 ridiculous  exhausted
Wesley grew (3) crop of dense, tall plants. It provided shelter not
only for animals and insects, but also for Wesley himself. In fact, Wesley
could sit in the shade of (4) plants and enjoy their splendid fruit. The
fruit was purple and juicy.
3. 훽 an 4.  a
훾 and  the
훿a  an
 or  and
Studying plants and animals is the way that humans learn from nature.
Lewis and Clark were probably exhausted on their expedition, but they
still observed nature. They wrote about (5) mountains and (6)
plains.
5. 훽 brilliant 6.  blank
훾 rugged  delicate
훿 central  peculiar
 chilly  vast

Grammar
Name Adjectives
During the war, the military decided to use the Navajo language because
it would be the (7) code to break. To do this, the military had to
seek out Navajo soldiers. These soldiers underwent (8) training than
many others.
7. 훽 more difficult 8.  most demandingest

훾 most difficult  most demanding
훿 most difficultest  more demanding
 more difficulter  more demandinger
Ana Rosa loved to sit high in her gri gri tree. She thought that it was
the (9) place to daydream and think up stories. Her brother Guario
complained that she was not thinking enough about her future, but Ana
Rosa believed that worrying was (10) than daydreaming.
9. 훽 best 10.  worser

훾 goodest  worse
훿 most best  more worse
 better  badder

Grammar
Name Adverbs
• An adverb is a word that tells more about a verb, an adjective,

or another adverb.
• An adverb can tell how, when, or where an action takes place.
Underline the adverb in each sentence. On the line, write whether

the adverb describes how, when, or where.
1. Alexi walked slowly through the woods.
2. The Golden Mare left early to reach the Lake of the Sun.
3. Angry at the Tsar’s words, Alexi trembled inside.
4. The Golden Mare galloped rapidly through the forest.
5. The Firebird cried softly in its cage.
6. He hunted late into the night.
7. The Tsar treated the Firebird cruelly.
8. The Firebird flew high into the sky.
9. Alexi and Yelena the Fair were happily married.

10. Alexi and the Golden Mare always remained friends.
At Home: Write the first paragraph of a fairy tale. Use

adverbs to tell where, when, and how events take place. The Golden Mare • Grade 5/Unit 6 161
Grammar
Name Adverbs
• An adverb can describe a verb. It can also describe an adjec-

tive or another adverb.
In these sentences, the adverbs describe verbs, adverbs, or adjectives.

Underline each adverb. Some sentences contain more than one adverb.
1. The Golden Mare spoke quietly.
2. Yelena the Fair realized that she would be in danger very soon.
3. The Tsar was terribly angry about Alexi’s success.
4. The Lake of the Sun shone brilliantly in the morning.
5. The Water of Youth began to boil very quickly.
Complete each sentence with an adverb that describes the

underlined word. Choose from the adverbs in the box.
almost very completely finally quite rather too
6. The Tsar acted greedily.
7. They poured water into the iron pot until it was full.
8. The ship moved gracefully across the water.
9. Alexi stayed awake late that night.

10. Alexi and the Golden Mare defeated the Tsar.
At Home: Write a paragraph that describes an adventure.

162 The Golden Mare • Grade 5/Unit 6 Use at least one adverb in each sentence.
Grammar
Name Mechanics
• Good is an adjective and is used to describe nouns.

• Well is an adverb that describes a verb. Well tells how an action
takes place.
• Do not confuse the adjective good with the adverb well.
Read both sentences in each pair. Circle the letter of the sentence
that uses good or well correctly.
1. a. The Golden Mare was a good friend to Alexi.
b. The Golden Mare was a well friend to Alexi.
2. a. Yelena the Fair hid her plan good.
b. Yelena the Fair hid her plan well.
3. a. Alexi ruled good.
b. Alexi ruled well.
4. a. They played a good trick on the Tsar.
b. They played a well trick on the Tsar.
5. a. The Tsar did not treat Alexi well.
b. The Tsar did not treat Alexi good.
Write well or good to complete each sentence correctly. Then

underline the word that good or well describes.
6. Alexi was a ruler to his people.
7. The Tsar thought that if he planned , he could wed
Yelena the Fair.
8. The Tsar would not be a husband.
9. Alexi and the Golden Mare worked together.

10. The Golden Mare promised to serve Alexi .
At Home: Write a poem about The Golden Mare. Use the

descriptive words good and well in your poem. The Golden Mare • Grade 5/Unit 6 163
Grammar
Name Proofreading

lines provided.
The Golden Mare was real old when she met Alexi. Because she was
amazing, she looked quitely healthy and young. The Golden Mare could
gallop quick through the forest as though she were made of wind. Her
hooves hard hit the ground when she ran. Alexi could not believe his well
fortune when he saw this mysterious creature. He rough rubbed his eyes,
expecting the horse to disappear sudden.
At Home: Write a paragraph describing what you would do if

164 The Golden Mare • Grade 5/Unit 6 you were granted one wish. Include four adverbs.
Grammar
Name Test: Adverbs
A. Rewrite each sentence twice. Each time, add an adverb that tells
when, where, or how.
1. The Golden Mare ran.
2. Alexi hunted.
3. Yelena the Fair sailed on the Lake of the Sun.
4. The Tsar gave orders.
5. The Firebird flew.
B. Write well or good to complete each sentence correctly.

6. The Tsar did not rule .
7. The Golden Mare advised Alexi .

8. The crab was a swimmer.
9. The beautiful Firebird flew after it had been set free.
10. Yelena the Fair had a heart.
The Golden Mare • Grade 5/Unit 6 165

Grammar
Name Review: Adverbs
• An adverb is a word that tells more about a verb, an adjective,

or another adverb.
• An adverb can tell how, when, or where an action takes place.
Write good or well to complete the sentences correctly. Underline

the word that good or well describes. Then draw a picture about
the sentences.
1. The Golden Mare ran fast and .
2. Alexi was a rider.
3. Together, Alexi and the Golden Mare made a pair.
4. They served the Tsar .
166 The Golden Mare • Grade 5/Unit 6

Grammar
Name Adverbs That Compare
• An adverb can compare two or more actions.

• Add -er to most short adverbs to compare two actions.
• Add -est to most short adverbs to compare more than two actions.
Read the sentences. Write the correct form of the adverb in parentheses.
1. (hard) Teddy pounded the tent stakes than Bobby did.
2. (near) Of the three, Teddy was the one standing to the

raccoon.
3. (fast) It was Teddy who ran of all.
4. (soon) Bobby wished that he had spoken up than he

did.
5. (high) The mountain rose than any of San Francisco’s

skyscrapers.
6. (hard) Of the three of them, Uncle Curtis laughed .
7. (fast) Teddy walked than Bobby and Uncle Curtis.
8. (soon) The raccoon arrived of all.
9. (late) They arrived at the campsite than Uncle Curtis

expected.
10. (fast) The other campers pitched their tents than Uncle
Curtis did.
At Home: Compare two actions, using the following

adverbs: hard, short, fast. Skunk Scout • Grade 5/ Unit 6 167
Grammar
Name Adverbs That Compare
• Use more or most to form comparisons with adverbs that end in

-ly and with most other adverbs having two or more syllables.
• Use more to compare two actions; use most to compare more
than two.
• When you use more or most, do not use the ending -er or -est.
Read the sentences. Write the correct form of the adverb in parentheses.
1. (hungrily) Of them all, it was Teddy who stared at the hotdogs
.
2. (patiently) Bobby waited than Teddy did.
3. (quietly) Bobby worked of them all.
4. (quickly) Teddy walked than Bobby did.
5. (easily) Uncle Curtis got lost than Teddy did.
Read each sentence. If the adverb is correct, write correct on the line. If
it is not correct, rewrite the sentence with the correct form of the adverb.
6. Uncle Curtis grinned happiliest of all.
7. Bobby learned more quicklier than Teddy.
8. Uncle Curtis ate slowlier than the boys.
9. Teddy treated the map more carefully than Uncle Curtis did.
10. Teddy eats more noisily of all.
At Home: Write descriptions of a character in the story,

168 Skunk Scout • Grade 5/ Unit 6 comparing the character’s actions to other characters.
Grammar
Name Mechanics
• Never add -er and more to the same adverb.

• Never add -est and most to the same adverb.
Read each sentence. If the sentence uses more and most correctly, write
correct. Otherwise, rewrite the sentence correctly using more and most.
1. The ranger spoke most knowledgeably than Uncle Curtis.
2. Teddy unpacked the car more hurriedlier than Bobby did.
3. Uncle Curtis turned more promptlier the third time they neared the exit.
4. Of the three of them, it was Teddy who looked at the raccoon most angrily.
5. The experienced campers found the trail more easilier than Uncle Curtis did.
6. Bobby asked questions most eagerly than Teddy did.

7. It was Teddy who unrolled his sleeping bag most roughliest of all.
8. The raccoon found the marshmallows more quickly than Teddy did.
At Home: Write a short story about a camping trip. Include

at least five adverbs that compare. Skunk Scout • Grade 5/ Unit 6 169
Grammar
Name Proofreading
Read the letter below. Rewrite the letter correctly on the lines
provided.
Dear Mom and Dad,
I know you think that I’m messy, but I clean more carefullier than
Mother Nature does. There are dirt and rocks everywhere in the woods!
Since we’ve been at the campsite, we’ve been eating most poorly than we
do at home. You cook much more expert than Uncle Curtis does. Of all
the campers, it’s the mosquitoes who seem to be eating happiliest. I hope
we come home more sooner rather than late.
Your son,
Teddy
At Home: Suppose that you are on a camping trip. Write a

170 Skunk Scout • Grade 5/ Unit 6 letter that compares camping to being at home.
Grammar
Test: Adverbs
Name That Compare
A. Choose the sentence in each group that is written incorrectly.

Circle the letter of the incorrect sentence.
1. a. Bobby awoke sooner than Teddy did.
b. Bobby awoke most soonest of all.
c. Bobby awoke soonest of all.
2. a. Uncle Curtis looked around more eagerly than Teddy.
b. Uncle Curtis looked around most eagerly of all.
c. Uncle Curtis looked around more eagerlier than Teddy.
3. a. Bobby works more harder than Teddy does.
b. Bobby works hardest of all.
c. Bobby works harder than Teddy does.
4. a. Uncle Curtis eyed the hot dogs more hopefully than Teddy did.
b. It was Uncle Curtis who eyed the hot dogs most hopefully.
c. Uncle Curtis eyed the hot dogs most hopefully than Teddy did.
5. a. Teddy missed home more stronglier than Bobby did.
b. Teddy missed home more strongly than Bobby did.
c. Of the three campers, Teddy was the one who missed home most
strongly.
B. Choose the comparing adverb that best completes the sentence.
Circle the letter of your answer.
6. Teddy looked for the marshmallows than he looked for
firewood.
a. eagerly
b. most eagerly
c. more eagerly
7. Uncle Curtis snored than Bobby.
a. most loudly
b. loudlier
c. more loudly
8. Bobby searched of all.
a. more happily
b. most happily
c. happily
Skunk Scout • Grade 5/ Unit 6 171

Grammar
Review: Adverbs
Name That Compare
• Add -er to most short adverbs to compare two actions. Add -est
to most short adverbs to compare more than two actions.
• Use more or most to form comparisons with adverbs that end in
-ly or most other adverbs with two or more syllables. Use more
to compare two actions; use most to compare more than two.
• Never add -er and more or -est and most to the same adverb.
With a partner, take turns reading these sentences aloud. Listen

for adverb errors. Together, rewrite the sentences correctly.
1. No one plans most carefully than Uncle Curtis.
2. Bobby started to enjoy himself more soon than Teddy did.
3. Of the three, Teddy ran quickliest to the car.
4. Teddy listened more closer to the ranger than Uncle Curtis did.
5. Never had Teddy wanted Spam most desperately than he did that day.
6. Bobby had dressed more warmer than Uncle Curtis had.

7. Teddy would think most clearer after he ate.
8. It was Teddy who reacted more angrily of all.
172 Skunk Scout • Grade 5/ Unit 6

Grammar
Name Negatives
• A negative is a word that means “no,” such as not, never,

nobody, nowhere, and the contraction n’t.
• Do not use two negatives in the same sentence.
• You can fix a sentence with two negatives by removing one
of the negatives.
Correct the sentences by removing one of the negatives.

1. Some children never not exercise.
2. Until now, nobody never learned how to sail.
3. Yesterday she couldn’t give no directions to the taxi driver.
4. Athletes don’t never give up.
5. Hannah couldn’t play on no playgrounds.
6. Nothing nowhere was written in Braille.
7. The girl had never played with no other kids.

8. Matthew never had no fun on the swings.
9. Jennifer never forgets no kind words.
10. She can’t not stop trying.
At Home: Design an inspirational poster that includes a

Dream Comes True
sentence in which one negative is used correctly. 173
Grade 5/ Unit 6
Grammar
Name Negatives
• Correct a sentence with two negatives by changing one nega-

tive word to a positive word.
Negative Positive
no, none any
never ever
nothing anything
nobody anybody
no one anyone
nowhere anywhere
Rewrite each sentence, replacing one of the negative words with a

positive word.
1. The kids never have nothing bad to say about gym class.
2. No one never passes up a chance to learn kickboxing.
3. No person nowhere should be without a new GPS device.
4. What if you couldn’t find nobody to give you directions? © Macmillan/McGraw-Hill
5. None of the athletes say nothing negative.
6. There weren’t no playgrounds where she could play.
At Home: Look in a book or listen to a song for sentences

Dream Comes True
174 that include a correctly used negative.
Grade 5/ Unit 6
Grammar
Name Mechanics
• A negative is a word that means “no,” such as not, never,

nobody, nowhere, and the contraction n’t.
• Do not use two negatives in the same sentence.
• You can fix a sentence with two negatives by removing one
of the negatives.
• You can correct a sentence with two negatives by changing
one negative to a positive word.
Read each group of sentences. Cross out the sentence that is incorrect.
1. Exercising inside is never as much fun as exercising outside.
Exercising inside is not as much fun as exercising outside.
Exercising inside is not never as much fun as exercising outside.
2. None of the kids remain active when they become adults.
No kids never remains active when they become adults.
No kids remain active when they become adults.
3. Carmen never goes nowhere without it.
Carmen never goes anywhere without it.
Carmen doesn’t go anywhere without it.
4. They don’t let anything hold them back.
They don’t let nothing hold them back.
They let nothing hold them back.
Read the sentences. Rewrite each sentence two different ways.

5. She couldn’t never play in the sandbox.
6. The playgrounds didn’t have no signs in Braille.
At Home: Write a story about a time that you or someone

Dream Comes True
else reached a goal. Include negative sentences. 175
Grade 5/ Unit 6
Grammar
Name Proofreading

lines provided.
Thank you, Sara, and good morning, everyone. There aren’t no boring
sports headlines today! First, the Paralympics began last night. None of
the athletes had no trouble showing spirit. The fans, too, never showed
nothing but excitement. During the first basketball game, nobody couldn’t
get no shot past Jennifer Howitt. She didn’t defend the basket with no
fancy moves—she just played well. Her team had never won no games
before last night. They couldn’t not be more proud. The players on the
other team weren’t never sorry that they lost. These Paralympic athletes
are not never sore losers. The positive energy at the game was thrilling!
And now back to you, Sara, for the day’s weather.
At Home: Find a picture and describe what it does not show.

Dream Comes True
176 Use negatives correctly.
Grade 5/ Unit 6
Grammar
Test: Negatives and
Name Double Negatives
If the sentence is correct, write correct on the line. If it is not correct,

rewrite it correctly.
1. The classes aren’t never boring.
2. Why can’t we sail nowhere today?
3. Nobody never stays active.
4. Carmen wouldn’t walk around her neighborhood none.
5. I’ve never eaten no Spanish food.
6. The guide dog didn’t want treats.
7. Isn’t no one going to the playground?
8. Matthew has never said nothing about his wheelchair.
9. No one should never have to wait until high school to go on a swing.

10. Jennifer has not never been lazy.
Dream Comes True

177
Grade 5/ Unit 6
Grammar
Name Review: Negatives
Read the story. Rewrite it on the lines below, and correct any
double negatives.
I had never played in no playgrounds until my fifteenth birthday. I
can’t never describe how happy I was on that day! I got to go on a swing
for the first time! My mom said that nobody nowhere looked happier than
I did on that swing. My friends told me there wasn’t nothing I deserved
more than the freedom to play. I wrote a thank-you card to Matthew
Cavedon for helping our town get a playground that I could use. No one
never wrote such an excited thank-you for such a simple birthday present.
Dream Comes True

178
Grade 5/ Unit 6
Grammar
Name Prepositions
• A preposition comes before a noun or pronoun and relates

that noun or pronoun to another word in the sentence.
• Common prepositions are about, above, across, after, at, be-
hind, down, for, from, in, near, of, on, over, to, and with.
Read each sentence. Underline the prepositions. There may be

more than one preposition in each sentence.
1. The balloon flew above the village.
2. Jean-Pierre Blanchard floated over the English Channel.
3. A duck, a rooster, and a sheep rode in the basket of the balloon.
4. The balloon rose to a height of one hundred feet.
5. They floated in a new direction.
6. Weather balloons give us information about the atmosphere.
7. Buoyancy keeps balloons in the air.
8. Bertrand Piccard stayed in a balloon for 20 days.

9. The balloon dropped gently from the sky.
10. The balloon landed in a forest behind a field.
At Home: Write a paragraph describing what you might see

flying in a hot-air balloon. Circle all prepositions. Up in the Air • Grade 5/ Unit 6 179
Grammar
Name Prepositional Phrases
• A prepositional phrase is a group of words that begins with a

preposition and ends with a noun or pronoun.
• A prepositional phrase makes a connection between two nouns
or pronouns in a sentence.
• The object of a preposition is the noun or pronoun that follows
the preposition.
Underline the preposition in each sentence. Circle the object of the

preposition.
1. Jacques Charles learned about hydrogen.
2. They waved from the balloon.
3. Balloonists cannot be afraid of heights.
4. François Pilâtre De Rozier anchored his balloon with a tether.
5. The first human passenger flew over Paris.
Complete each sentence with a prepositional phrase.
6. The wind was strong that they left.
7. There were 25 members .
8. A duck, a rooster, and a sheep rode .
9. , the balloonists prepared to launch.

10. The balloons were a beautiful sight.
At Home: Rewrite sentences 6 through 10, adding a new

180 Up in the Air • Grade 5/ Unit 6 prepositional phrase to each sentence.
Grammar
Name Mechanics
• A prepositional phrase may come at the beginning of a sentence.

A prepositional phrase that begins a sentence is also called an
introductory phrase.
• If a prepositional phrase that begins a sentence is four or more
words, place a comma after the phrase.
Read the following two paragraphs. Place commas where they are
needed.
In the year 1783 scientific progress met old-fashioned beliefs. On an
otherwise normal day a group of French villagers got quite a surprise.

Down from the sky a strange creature slowly floated. With pitchforks
and other farm tools the villagers struck the creature. Under this furious
attack the creature finally stopped moving.
To the eighteenth-century villagers the object from the sky looked like
a monster. At the time of the monster’s visit very few people had ever
seen a balloon. From his science studies Professor Jacques A. C. Charles

had learned that a newly discovered gas called hydrogen weighed less
than air. When he filled a sack with this gas, the sack floated into the
air. From the heart of Paris Charles had released his balloon and then
watched as it floated away. In their attack the villagers destroyed the first
hydrogen balloon.
At Home: Write a sentence for each of the following

prepositions: about, at, behind, down, for, from, in, of, on, with. Up in the Air • Grade 5/ Unit 6 181
Grammar
Name Proofreading
Read the paragraph below. Rewrite the paragraph correctly on the lines
provided. Be sure to add commas where needed and to remove incorrect
commas. Replace any prepositions that are used incorrectly.
From her balloon perch Cynthia looked at the world laid out beneath
her. As she passed in the balloon the trees reached from her as though to
tickle the balloon basket. The lakes and rivers sparkled and winked on
the sun. The green above the grass looked brighter than Cynthia had ever
thought it could. With a sigh to contentment she wished that she could
stay about her balloon, forever.
At Home: Write a poem about riding in a hot-air balloon. Include at

182 Up in the Air • Grade 5/ Unit 6 least five prepositional phrases.
Grammar
Name Test: Prepositions
Circle the letter of the preposition that fits best in each sentence.
1. Experiments science led to the discovery of hydrogen gas.
a. near
b. in
c. at
2. The villagers the ground looked up at the balloon.
a. on
b. in
c. after
3. all the balloons in the sky, Carl liked the red and yellow
one best.
a. Of
b. To
c. Down
4. Bertrand Piccard flew around the world twenty days.
a. on
b. with
c. in
5. the end of the day, the balloon drifted to the ground.
a. At
b. Across
c. Of
6. A breeze blew the balloons the sky.
a. with
b. after
c. across
7. The first flight in North America was Philadelphia.
a. about
b. near
c. down
8. Many early balloon flights occurred France.
a. on
b. in
c. under
Up in the Air • Grade 5/ Unit 6 183

Grammar
Review: Commas and
Name Prepositional Phrases
• Common prepositions are about, above, across, after, at, be-

hind, down, for, from, in, near, of, on, over, to, and with.
• A prepositional phrase is a group of words that begins with a
preposition and ends with a noun or pronoun.
• If a prepositional phrase that begins a sentence is four or more
words, place a comma after the prepositional phrase.
• The object of a preposition is the noun or pronoun that follows
the preposition.
Work with a partner. One of you will read the sentence aloud, and the
other will proofread. Look for a place in each sentence that needs a
comma. Rewrite the sentences, adding the missing commas.
1. In the early morning the balloonists took flight.
2. Across the entire field balloons were spread out like sheets.
3. Below the green balloon the ground swept by quickly.
4. Of all the early balloonists who was the greatest?
5. After crossing the English Channel they landed in a forest.

184 Up in the Air • Grade 5/ Unit 6

Grammar
• A simple sentence expresses one complete thought.

• If two simple sentences deal with the same subject, they can
be combined into a compound sentence.
• Sometimes you can combine two sentences by joining similar
ideas.
Combine each pair of sentences. Leave out words that repeat or

mean the same thing.
1. Dennis went fishing. His dad went fishing.
2. It was fun looking at creatures. The creatures were tiny.
3. Dennis studied plants. Dennis studied insects.
4. Dennis used microscopes. He used them to help other scientists.
5. He observed nature. He observed it every day.
6. Scientists ask questions. They look for answers.
7. There was a volcano blast. It was in 1980.
8. They saw dead trees. The trees were covered with ash.
9. Frogs returned to the lakes. Fish returned to the lakes.
10. Tell someone that you want to learn. Tell a scientist.
At Home: Write six sentences about an outdoor activity.

Then combine the six sentences to make three sentences. Hidden Worlds • Grade 5/ Unit 6 185
Grammar
• You can combine two sentences that tell about the same noun
by adding an adjective to one of the sentences.
• You can combine two sentences that tell about the same action
by adding an adverb to one sentence.
• You can also combine two sentences that tell about the same
location by adding a prepositional phrase to one sentence.
Read each pair of sentences. Combine them with an adjective, an

adverb, or a prepositional phrase.
1. Dennis walked to a pond. The pond was small.
2. He worked in the lab. It was a science lab.
3. He went to college. The college was in Seattle.
4. Dennis helped others. He helped them happily.
5. The scientists traveled to a camp. It was a mountain camp.
6. Rivers were flooded by mud. They were flooded quickly.
7. The helicopter flew over the blast zone. It flew low.

8. Dennis found living things. He found them in the lakes.
At Home: Interview a friend or family member about an area

186 Hidden Worlds • Grade 5/ Unit 6 of science. Summarize the interview in a short paragraph.
Grammar
Name Mechanics

• Use the correct end mark, such as a period, question mark,
or exclamation point, for each sentence.
• If a prepositional phrase of four or more words starts a sentence,
place a comma after the phrase.
Rewrite the sentences. Add capitalization, end punctuation, and

commas where they are needed.
1. do you want to study science
2. at the science lab there are samples to study
3. he grew up in Iowa
4. dennis went to college and became a scientist
5. near his Hawaii home dennis observes nature
6. dennis dipped bottles into lakes
7. in the blast zone everything was covered with ash
8. helicopters flew over the lakes and streams

9. do you know that there is a volcano near Seattle
10. living things returned to the lake
At Home: Draw a picture of a volcano. Write four sentences

about what can happen after a volcano erupts. Hidden Worlds • Grade 5/ Unit 6 187
Grammar
Name Proofreading
Read the paragraph below. Rewrite the paragraph, combining short

sentences that deal with the same subject and correcting punctuation.
dennis went to school He went to school to become a scientist. scientists
study. They study nature Dennis knew that he would like to be a scientist.
He knew because he liked to study nature. he learned how to dive. He
learned in order to study ocean plants. One day he flew in a helicopter.
He flew in one and collected water samples These samples helped
scientists learn. They helped scientists learn about how living things
survive. do you think science is important Study nature as Dennis did. Go
to school like dennis did. Then you can become a scientist, too
At Home: Look through newspapers and magazines for

188 Hidden Worlds • Grade 5/ Unit 6 sentences that could be combined, and combine them.
Grammar
Test: Sentence
Name Combining and
Punctuation Marks
Combine each pair of sentences. Write the new sentence on the line.
1. Dennis cared for pets. They were the family pets.
2. He went on trips. He went to collect things.
3. There was a college. It was in his home town.
4. She studied plants. They were flowering plants.
5. The boxes are full. The bottles are full.
6. They could see for miles. They could see ash.
Rewrite each sentence. Add punctuation and capitals.

7. scientists explore many different places
8. in only a few weeks living things returned to the lakes
9. what is your favorite thing to do outside

10. to learn more about science talk to a scientist
Hidden Worlds • Grade 5/ Unit 6 189

Grammar
Review: Sentence
Name Combining
Read each sentence pair. Write the correctly combined sentences

on the lines provided.
How to Become a Scientist

1. Learn to observe. Learn to observe nature.
2. Find a topic that you like. Learn about a topic that you like.
3. Ask questions. Ask a scientist.
Read the following paragraph. Rewrite the paragraph with correctly

combined sentences.
When I became a scientist, I went to places. The places were
interesting. I saw beaches. I saw deserts. My microscope became a tool. It
became an important tool. It helped me study. It helped me study shells. I
like being a scientist. I like it because my work helps our planet.
190 Hidden Worlds • Grade 5/ Unit 6

Grammar
Name Adverbs
Read each passage and look at the underlined sentences. Choose the best
way to rewrite each sentence. Fill in the circle beside the correct answer.
Alexi served the Tsar good, but the Tsar was not pleased.
(1)
The Tsar sly planned to win the Golden Mare for himself.
(2)
1. 훽 Alexi served the Tsar gooder, but the Tsar was not pleased.
훾 Alexi served the Tsar well, but the Tsar was not pleased.
훿 Alexi served the Tsar goodly, but the Tsar was not pleased
 No mistake.
2.  The Tsar slily planned to win the Golden Mare for himself.
 The Tsar slyly to win the Golden Mare for himself.
 The Tsar slyly planned to win the Golden Mare for himself.
 No mistake.
Uncle Curtis drove more fast than Teddy and Bobby’s parents. When they arrived,
(3)
Uncle Curtis began unpacking. He was so excited that he moved quickliest of all.
(4)
3. 훽 Uncle Curtis drove fastest than Teddy and Bobby’s parents.
훾 Uncle Curtis drove more faster than Teddy and Bobby’s parents.
훿 Uncle Curtis drove faster than Teddy and Bobby’s parents.
 No mistake.
4.  He was so excited that he moved most quickly of all.
 He was so excited that he moved more quickly of all.
 He was so excited that he moved most quickliest of all.
 No mistake.

Grammar
Name Adverbs
Many of the first ballooning experiments were conducted in France. Professor

(5)
Jacques Charles launched the first hydrogen balloon from Paris. In another
landmark flight De Rozier was the first person to ride in a balloon.
(6)
5. 훽 Many of the first ballooning experiments were conducted on France.
훾 Many over the first ballooning experiments were conducted in France.
훿 Many of the first, ballooning experiments were conducted in France.
 No mistake.
6.  To another landmark flight De Rozier was the first person to ride in a
balloon.
 In another landmark flight, De Rozier was the first person to ride in a
balloon.
 In another landmark flight De Rozier, was the first person to ride in a
balloon.
 No mistake.
Dennis and the other scientists collected samples. They collected water samples.
(7)
They looked at the water samples. They used microscopes to look at the samples.
(8)
7. 훽 Dennis and the other scientists collected samples, they collected water
samples.
훾 Dennis collected water samples. The other scientists collected water
samples.
훿 Dennis and the other scientists collected water samples.
 No mistake.
8.  They used microscopes to look at the water samples.
 They looked at the water samples they used microscopes.
 They used microscopes.

 No mistake.

Skills IX
Exercise Book
Topics:
Percentages
HCF and LCM
Adding fractions and decimals
Dividing decimals by decimals
Dividing fractions by mixed numbers
Comparing decimals and fractions

This workbook is made for grade 5 and 6 students and can be
used as practice material or remedial learning material.
This workbook covers:
- Comparing decimals and fractions (including rounding off to

the nearest hundredth)
- Addition of decimals and fractions
- Division of fractions by fractions
- Division of mixed numbers by mixed numbers
- Division of decimals by decimals
- Highest common factors
- Lowest common multiples
- Percents of numbers and percentages of given numbers
This exercise material is excellent practice material for students

of any ability level. It can be used as remedial learning and
teaching material or as material for those who need to be
challenged more.
Fractions and Decimals
Compare the following fractions and decimals by using >, < or =
1.2 13⁄9 1.5 16⁄11
24⁄12 2.3 33⁄8 3.8
7.5 74⁄7 1.8 14⁄5
44⁄11 4.3 15⁄7 1.6 54⁄11 5.5
1.9 18⁄9 2.2 22⁄7 1.6 14⁄6
15⁄6 1.8 12⁄3 1.7 13⁄9 1.3
8.2 82⁄17 1.4 18⁄20 2.9 21⁄2
43⁄12 1.2 13⁄5 1.7 12⁄13 1.2
1.1 12⁄11 3.4 34⁄9 5.2 51⁄8
43⁄7 4.4 11⁄6 1.2 15⁄6 1.8
Copyright: Math in English Page 1

Fractions and Decimals
Compare the following fractions and decimals by using >, < or =
2.1 23⁄8 1.8 19⁄11
34⁄15 3.2 74⁄9 7.8
3.5 34⁄7 6.8 64⁄5
45⁄16 4.3 15⁄9 1.5 54⁄15 5.5
1.7 13⁄9 2.1 23⁄7 1.6 13⁄6
15⁄11 1.4 12⁄4 1.6 13⁄7 1.3
8.3 82⁄16 1.6 115⁄25 2.8 21⁄2
44⁄15 4.2 13⁄5 1.7 12⁄13 1.5
1.4 15⁄11 3.3 34⁄7 5.1 51⁄11
42⁄7 4.2 11⁄7 1.2 14⁄6 1.6

Adding Fractions and Decimals
Add and express your answer in a decimal (nearest hundredth)
1.2 + 13⁄9 = 5.3 + 13⁄6 =
2.5 + 34⁄7 = 1.7 + 22⁄9 =
6.3 + 21⁄2 = 3.9 + 21⁄3 =
8.4 + 13⁄8 = 5.2 + 32⁄7 = 6.1 + 29⁄10 =
3.3 + 53⁄6 = 1.8 + 23⁄14 = 3.3 + 23⁄6 =
4.6 + 21⁄8 = 3.7 + 13⁄11 = 1.9 + 41⁄7 =
8.2 + 13⁄4 = 2.5 + 22⁄3 = 5.2 + 32⁄14 =
3.1 + 52⁄5 = 2.6 + 53⁄6 = 2.6 + 43⁄9 =
1.9 + 23⁄8 = 3.2 + 13⁄11 = 7.3 + 17⁄21 =
2.2 + 13⁄7 = 1.7 + 74⁄9 = 8.1 + 14⁄15 =
4.8 + 33⁄13 = 5.5 + 12⁄8 = 1.8 + 51⁄9 =

Adding Fractions and Decimals
Add and express your answer in a decimal (nearest hundredth)
1.3 + 14⁄9 = 2.3 + 13⁄7 =
2.7 + 34⁄8 = 1.6 + 22⁄8 =
6.1 + 21⁄3 = 2.9 + 21⁄4 =
8.2 + 13⁄7 = 5.1 + 31⁄7 = 3.1 + 29⁄12 =
6.3 + 23⁄6 = 3.8 + 23⁄12 = 4.3 + 23⁄7 =
1.6 + 21⁄7 = 3.2 + 13⁄32 = 1.5 + 46⁄7 =
4.2 + 12⁄4 = 2.4 + 21⁄3 = 5.1 + 32⁄15 =
6.1 + 22⁄5 = 1.6 + 53⁄6 = 2.3 + 23⁄9 =
1.7 + 21⁄8 = 3.1 + 13⁄13 = 7.1 + 17⁄25 =
3.2 + 13⁄5 = 4.7 + 24⁄7 = 2.1 + 14⁄17 =
4.1 + 33⁄15 = 2.5 + 11⁄8 = 2.8 + 51⁄6 =

Dividing Fractions by Fractions
Divide and express your answers in mixed numbers if possible
1⁄2 ÷ 1⁄3 = 1⁄4 ÷ 2⁄6 =
1⁄4 ÷ 1⁄3 = 1⁄3 ÷ 1⁄8 =
2⁄7 ÷ 1⁄3 = 1⁄2 ÷ 1⁄7 =
1⁄4 ÷ 1⁄5 = 1⁄3 ÷ 2⁄7 = 1⁄4 ÷ 1⁄9 =
1⁄2 ÷ 1⁄11 = 2⁄4 ÷ 4⁄3 = 1⁄3 ÷ 2⁄8 =
1⁄3 ÷ 1⁄10= 1⁄5 ÷ 1⁄9 = 1⁄3 ÷ 2⁄7 =
2⁄3 ÷ 1⁄3 = 3⁄4 ÷ 5⁄3 = 1⁄2 ÷ 4⁄2 =
2⁄7 ÷ 1⁄8 = 1⁄4 ÷ 1⁄4 = 4⁄7 ÷ 1⁄7 =
3⁄2 ÷ 1⁄6 = 1⁄2 ÷ 1⁄8 = 1⁄3 ÷ 1⁄5 =
4⁄9 ÷ 1⁄3 = 6⁄7 ÷ 7⁄6 = 1⁄5 ÷ 1⁄8 =
1⁄3 ÷ 1⁄9 = 5⁄2 ÷ 1⁄3 = 2⁄8 ÷ 1⁄9 =

Dividing Fractions by Fractions
1⁄4 ÷ 1⁄3 = 3⁄4 ÷ 5⁄6 =
2⁄4 ÷ 1⁄3 = 2⁄11 ÷ 1⁄8 =
3⁄11 ÷ 1⁄3 = 1⁄5 ÷ 1⁄7 =
2⁄4 ÷ 1⁄9 = 1⁄3 ÷ 2⁄7 = 1⁄4 ÷ 1⁄9 =
1⁄2 ÷ 1⁄6 = 2⁄4 ÷ 6⁄3 = 1⁄2 ÷ 2⁄8 =
1⁄4 ÷ 1⁄10= 2⁄6 ÷ 1⁄9 = 1⁄3 ÷ 2⁄9 =
2⁄3 ÷ 1⁄9 = 1⁄4 ÷ 8⁄3 = 1⁄3 ÷ 4⁄3 =
3⁄7 ÷ 1⁄6 = 3⁄4 ÷ 3⁄4 = 4⁄6 ÷ 1⁄6 =
3⁄2 ÷ 1⁄4 = 1⁄4 ÷ 1⁄8 = 1⁄2 ÷ 1⁄5 =
2⁄9 ÷ 1⁄4 = 6⁄8 ÷ 7⁄6 = 1⁄4 ÷ 1⁄9 =
3⁄3 ÷ 1⁄9 = 3⁄2 ÷ 1⁄4 = 1⁄8 ÷ 1⁄9 =

Dividing Mixed Numbers
2 1⁄2 ÷ 1 1⁄3 = 4 1⁄3 ÷ 2 1⁄7 =
1 3⁄4 ÷ 1 1⁄3 = 1 1⁄6 ÷ 3 1⁄2 =
2 1⁄3 ÷ 1 4⁄5 = 1 3⁄8 ÷ 2 1⁄4 =
3 1⁄3 ÷ 1 4⁄5 = 2 1⁄4 ÷ 1 1⁄5 = 2 1⁄7 ÷ 7 1⁄2 =
2 1⁄7 ÷ 2 3⁄4 = 1 3⁄5 ÷ 1 3⁄8 = 7 1⁄2 ÷ 3 3⁄4 =
1 1⁄5 ÷ 1 4⁄6 = 1 1⁄2 ÷ 1 1⁄9 = 1 1⁄6 ÷ 1 8⁄9 =
4 1⁄4 ÷ 3 1⁄2 = 4 1⁄5 ÷ 1 3⁄4 = 5 1⁄2 ÷ 1 1⁄3 =
1 3⁄4 ÷ 2 1⁄2 = 8 1⁄2 ÷ 1 2⁄3 = 4 1⁄8 ÷ 2 1⁄3 =
1 5⁄6 ÷ 1 1⁄3 = 6 1⁄2 ÷ 1 1⁄8 = 3 1⁄3 ÷ 2 1⁄7 =
7 1⁄2 ÷ 6 1⁄2 = 4 1⁄3 ÷ 2 1⁄6 = 4 1⁄2 ÷ 9 1⁄4 =

Dividing Mixed Numbers
3 1⁄2 ÷ 2 1⁄3 = 2 1⁄3 ÷ 2 1⁄7 =
2 3⁄5 ÷ 1 1⁄3 = 3 1⁄6 ÷ 3 1⁄2 =
3 1⁄4 ÷ 1 4⁄5 = 2 3⁄8 ÷ 2 1⁄4 =
2 1⁄3 ÷ 1 4⁄6 = 3 1⁄3 ÷ 1 1⁄5 = 4 1⁄7 ÷ 7 1⁄2 =
3 1⁄7 ÷ 3 3⁄5 = 2 3⁄5 ÷ 1 3⁄8 = 6 1⁄2 ÷ 3 1⁄4 =
1 1⁄5 ÷ 1 4⁄7 = 4 1⁄2 ÷ 1 1⁄9 = 1 2⁄6 ÷ 1 2⁄5 =
2 1⁄4 ÷ 1 1⁄2 = 4 1⁄6 ÷ 1 3⁄4 = 5 1⁄2 ÷ 1 1⁄3 =
1 1⁄4 ÷ 3 1⁄2 = 3 1⁄3 ÷ 1 2⁄3 = 4 1⁄8 ÷ 1 1⁄3 =
2 5⁄6 ÷ 1 1⁄3 = 4 1⁄2 ÷ 1 1⁄8 = 2 1⁄3 ÷ 2 1⁄7 =
7 1⁄2 ÷ 6 1⁄2 = 2 1⁄3 ÷ 2 1⁄6 = 3 1⁄2 ÷ 9 1⁄4 =

Dividing Decimals
Divide the following decimal numbers (round off to nearest hundredth)
2.2 ÷ 0.12 = 2.7 ÷ 0.15 =
3.1 ÷ 0.25 = 9.8 ÷ 0.25 =
0.4 ÷ 1.2 = 4.5 ÷ 0.3 =
0.5 ÷ 0.9 = 2.5 ÷ 0.35 = 7.5 ÷ 0.35 =
4.5 ÷ 0.15 = 2.2 ÷ 0.75 = 6.3 ÷ 0.25 =
0.8 ÷ 0.5 = 2.2 ÷ 0.8 = 5.1 ÷ 0.9 =
3.6 ÷ 0.4 = 6.2 ÷ 0.12 = 2.4 ÷ 0.3 =
2.7 ÷ 0.55 = 2.2 ÷ 0.11 = 5.8 ÷ 0.65 =
7.5 ÷ 0.4 = 4.1 ÷ 0.35 = 2.6 ÷ 0.15 =
2.9 ÷ 0.58 = 5.8 ÷ 0.29 = 6.2 ÷ 0.25 =

Dividing Decimals
Divide the following decimal numbers (round off to nearest hundredth)
3.1 ÷ 0.12 = 1.7 ÷ 0.15 =
4.4 ÷ 0.25 = 6.8 ÷ 0.45 =
0.6 ÷ 1.3 = 4.7 ÷ 0.2 =
0.8 ÷ 0.2 = 6.5 ÷ 0.95 = 7.1 ÷ 0.75 =
3.5 ÷ 0.25 = 2.7 ÷ 0.65 = 6.5 ÷ 1.25 =
0.6 ÷ 0.6 = 5.2 ÷ 0.3 = 5.2 ÷ 1.9 =
3.1 ÷ 1.4 = 8.2 ÷ 0.22 = 7.4 ÷ 0.2 =
2.8 ÷ 0.35 = 2.7 ÷ 0.31 = 3.8 ÷ 0.68 =
5.5 ÷ 0.3 = 3.1 ÷ 0.35 = 3.6 ÷ 0.16 =
2.2 ÷ 0.78 = 5.5 ÷ 0.29 = 6.6 ÷ 0.25 =

Ratios
Fill in the blanks, round off to 2 decimal places.
4 : 18 = 5 : 9 : 11 = 3 :
3 : 13 = 4 : 5 : 13 = 3 :
7 : 15 = 2 : 7 : 12 = 3 :
4 : 11 = 6 : 2: 7 = 3: 4 : 15 = 6 :
3: 8 = 4: 6: 7 = 7: 3 : 20 = 5 :
4 : 11 = 9 : 3: 5 = 2: 4 : 10 = 9 :
2 : 13 = 5 : 2 : 17 = 5 : 5 : 12 = 6 :
4: 6 = 5: 4: 3 = 5: 4 : 10 = 5 :
4 : 13 = 8 : 4: 3 = 2: 3: 7 = 2:
2 : 21 = 4 : 9: 8 = 7: 5 : 11 = 6 :

Ratios
Fill in the blanks, round off to 2 decimal places.
4 : 17 = 3 : 9 : 15 = 3 :
2 : 13 = 3 : 5 : 15 = 3 :
6 : 15 = 2 : 7 : 16 = 2 :
5 : 11 = 3 : 3: 7 = 4: 7 : 15 = 6 :
5: 8 = 7: 6: 7 = 8: 7 : 20 = 4 :
4 : 14 = 3 : 3: 9 = 2: 2 : 10 = 6 :
6 : 13 = 4 : 2 : 15 = 5 : 5 : 13 = 7 :
4: 5 = 8: 8: 3 = 2: 4 : 11 = 2 :
3 : 14 = 8 : 4: 7 = 2: 3: 4 = 9:
5 : 21 = 3 : 9: 4 = 7: 2 : 11 = 7 :

Greatest Common Factors
Find the greatest common factors of the following sets of numbers.
12 and 20 = 13 and 65 =
35 and 18 = 12 and 21 =
24 and 96 = 15 and 75 =
12 and 56 = 14 and 77 = 11 and 78 =
12 and 28 = 17 and 68 = 18 and 28 =
19 and 95 = 12 and 23 = 14 and 84 =
12 and 66 = 19 and 48 = 17 and 68 =
14 and 87 = 12 and 26 = 30 and 45 =
21 and 33 = 15 and 95 = 15 and 90 =
16 and 64 = 12 and 30 = 24 and 30 =

Greatest Common Factors
Find the greatest common factors of the following sets of numbers.
14, 16 and 20 =
35, 25 and 15 =
24, 18 and 96 = 24, 18 and 78 =
12, 16 and 56 = 12, 16 and 56 =
16, 24 and 28 = 12, 24 and 28 =
19, 38 and 95 = 18, 36 and 72 =
12, 36 and 60 = 12, 30 and 60 =
14, 21 and 87 = 15, 21 and 81 =
20, 25 and 75 = 21, 25 and 33 =
16, 24 and 64 = 14, 24 and 64 =

Lowest Common Multiple
Find the lowest common multiple of the following sets of numbers.
14 and 20 = 13 and 65 =
24 and 18 = 14 and 21 =
12 and 96 = 15 and 75 =
12 and 56 = 17 and 77 = 12 and 78 =
14 and 28 = 15 and 72 = 7 and 28 =
19 and 95 = 12 and 30 = 14 and 84 =
12 and 64 = 18 and 48 = 17 and 68 =
17 and 68 = 12 and 26 = 30 and 45 =
21 and 33 = 15 and 95 = 15 and 80 =
16 and 64 = 15 and 30 = 24 and 30 =

Lowest Common Multiple
Find the lowest common multiple of the following sets of numbers.
13 and 20 = 13 and 64 =
20 and 18 = 14 and 20 =
14 and 96 = 15 and 70 =
10 and 56 = 17 and 51 = 12 and 75 =
14 and 25 = 15 and 80 = 14 and 26 =
19 and 90 = 12 and 35 = 14 and 74 =
12 and 62 = 18 and 38 = 17 and 64 =
17 and 62 = 12 and 25 = 30 and 40 =
21 and 30 = 15 and 90 = 15 and 85 =
16 and 60 = 12 and 30 = 24 and 34 =

Percents
Find the percentage of the following numbers (round off to the nearest hundredth)
14 out of 210 =
25 out of 110 =
17 out of 250 = 15 out of 260 =
13 out of 200 = 14 out of 270 =
14 out of 200 = 20 out of 310 =
21 out of 150 = 55 out of 105 =
35 out of 180 = 25 out of 240 =
24 out of 340 = 18 out of 380 =
72 out of 200 = 75 out of 500 =
99 out of 250 = 28 out of 420 =
45 out of 130 = 15 out of 210 =
16 out of 410 = 22 out of 230 =

Percents
Find the percentage of the following numbers (round off to the nearest hundredth)
16 out of 200 =
15 out of 100 =
27 out of 200 = 25 out of 280 =
15 out of 280 = 24 out of 250 =
24 out of 260 = 30 out of 210 =
51 out of 160 = 35 out of 205 =
65 out of 160 = 15 out of 270 =
44 out of 370 = 15 out of 380 =
62 out of 220 = 55 out of 550 =
89 out of 250 = 18 out of 410 =
45 out of 345 = 25 out of 260 =
12 out of 324 = 22 out of 240 =

Percents
Calculate the percents of each number (round off to nearest tenth)
14 is 12 % of
25 is 3 % of
35 is 15 % of
20 is 17 % of 25 is 22 % of
18 is 28 % of 90 is 15 % of
15 is 35 % of 16 is 64 % of
21 is 20 % of 13 is 60 % of
45 is 12 % of 36 is 40 % of
88 is 15 % of 82 is 25 % of
75 is 25 % of 67 is 23 % of
22 is 30 % of 72 is 12 % of
98 is 50 % of 12 is 16 % of
32 is 34 % of 18 is 80 % of
24 is 12 % of 26 is 45 % of

Percents
Calculate the percents of each number (round off to nearest tenth)
15 is 18 % of
25 is 6 % of
25 is 35 % of
24 is 17 % of 25 is 60 % of
16 is 26 % of 90 is 35 % of
13 is 30 % of 18 is 62 % of
22 is 25 % of 15 is 60 % of
48 is 22 % of 35 is 40 % of
84 is 15 % of 81 is 20 % of
70 is 25 % of 65 is 23 % of
28 is 30 % of 75 is 12 % of
95 is 50 % of 14 is 16 % of
36 is 32 % of 18 is 86 % of
24 is 18 % of 25 is 26 % of

Fractions and Decimals Fractions and Decimals
Compare the following fractions and decimals by using >, < or = Compare the following fractions and decimals by using >, < or =
1.2 < 13⁄9 1.5 < 16⁄11 2.1 < 23⁄8 1.8 < 19⁄11
24⁄12 > 2.3 33⁄8 < 3.8 34⁄15 > 3.2 74⁄9 < 7.8
7.5 < 74⁄7 1.8 = 14⁄5 3.5 < 34⁄7 6.8 = 64⁄5
44⁄11 > 4.3 15⁄7 > 1.6 54⁄11 < 5.5 45⁄16 > 4.3 15⁄9 > 1.5 54⁄15 < 5.5
1.9 > 18⁄9 2.2 < 22⁄7 1.6 < 14⁄6 1.7 > 13⁄9 2.1 < 23⁄7 1.6 < 13⁄6
15⁄6 > 1.8 12⁄3 < 1.7 13⁄9 > 1.3 15⁄11 > 1.4 12⁄4 < 1.6 13⁄7 > 1.3
8.2 > 82⁄17 1.4 = 18⁄20 2.9 > 21⁄2 8.3 > 82⁄16 1.6 = 115⁄25 2.8 > 21⁄2
43⁄12 > 1.2 13⁄5 < 1.7 12⁄13 < 1.2 44⁄15 > 4.2 13⁄5 < 1.7 12⁄13 < 1.5
1.1 < 12⁄11 3.4 < 34⁄9 5.2 > 51⁄8 1.4 < 15⁄11 3.3 < 34⁄7 5.1 > 51⁄11
43⁄7 > 4.4 11⁄6 < 1.2 15⁄6 > 1.8 42⁄7 > 4.2 11⁄7 < 1.2 14⁄6 > 1.6
Copyright: Math in English Page 1 Copyright: Math in English Page 2
Adding Fractions and Decimals Adding Fractions and Decimals
Add and express your answer in a decimal (nearest hundredth) Add and express your answer in a decimal (nearest hundredth)
1.2 + 13⁄9 = 2.53 5.3 + 13⁄6 = 6.8 1.3 + 14⁄9 = 2.74 2.3 + 13⁄7 = 3.73
2.5 + 34⁄7 = 6.07 1.7 + 22⁄9 = 3.92 2.7 + 34⁄8 = 6.2 1.6 + 22⁄8 = 3.85
6.3 + 21⁄2 = 8.8 3.9 + 21⁄3 = 6.23 6.1 + 21⁄3 = 8.43 2.9 + 21⁄4 = 5.15
8.4 + 13⁄8 = 9.78 5.2 + 32⁄7 = 8.49 6.1 + 29⁄10 = 9 8.2 + 13⁄7 = 9.63 5.1 + 31⁄7 = 8.24 3.1 + 29⁄12 = 5.85
3.3 + 53⁄6 = 8.8 1.8 + 23⁄14 = 4.01 3.3 + 23⁄6 = 5.8 6.3 + 23⁄6 = 8.8 3.8 + 23⁄12 = 4.01 4.3 + 23⁄7 = 6.73
4.6 + 21⁄8 = 6.73 3.7 + 13⁄11 = 4.97 1.9 + 41⁄7 = 6.04 1.6 + 21⁄7 = 3.74 3.2 + 13⁄32 = 4.29 1.5 + 46⁄7 = 6.36
8.2 + 13⁄4 = 9.95 2.5 + 22⁄3 = 5.17 5.2 + 32⁄14 = 8.34 4.2 + 12⁄4 = 5.7 2.4 + 21⁄3 = 4.73 5.1 + 32⁄15 = 8.23
3.1 + 52⁄5 = 8.5 2.6 + 53⁄6 = 8.1 2.6 + 43⁄9 = 6.93 6.1 + 22⁄5 = 8.5 1.6 + 53⁄6 = 7.1 2.3 + 23⁄9 = 4.63
1.9 + 23⁄8 = 4.28 3.2 + 13⁄11 = 4.47 7.3 + 17⁄21 = 8.63 1.7 + 21⁄8 = 3.83 3.1 + 13⁄13 = 4.33 7.1 + 17⁄25 = 8.38
2.2 + 13⁄7 = 3.63 1.7 + 74⁄9 = 9.14 8.1 + 14⁄15 = 9.37 3.2 + 13⁄5 = 4.8 4.7 + 24⁄7 = 7.27 2.1 + 14⁄17 = 3.34
4.8 + 33⁄13 = 8.03 5.5 + 12⁄8 = 6.75 1.8 + 51⁄9 = 6.91 4.1 + 33⁄15 = 7.3 2.5 + 11⁄8 = 3.63 2.8 + 51⁄6 = 7.97

Dividing Fractions by Fractions Dividing Fractions by Fractions
Divide and express your answers in mixed numbers if possible Divide and express your answers in mixed numbers if possible
1⁄2 ÷ 1⁄3 = 1 1⁄2 1⁄4 ÷ 2⁄6 = 3⁄4 1⁄4 ÷ 1⁄3 = 3⁄4 3⁄4 ÷ 5⁄6 = 9⁄10
1⁄4 ÷ 1⁄3 = 3⁄4 1⁄3 ÷ 1⁄8 = 2 2⁄3 2⁄4 ÷ 1⁄3 = 1 1⁄2 2⁄11 ÷ 1⁄8 = 1 5⁄11
2⁄7 ÷ 1⁄3 = 6⁄7 1⁄2 ÷ 1⁄7 = 3 1⁄2 3⁄11 ÷ 1⁄3 = 9⁄11 1⁄5 ÷ 1⁄7 = 1 2⁄5
1⁄4 ÷ 1⁄5 = 1 1⁄4 1⁄3 ÷ 2⁄7 = 1 1⁄6 1⁄4 ÷ 1⁄9 = 2 1⁄4 2⁄4 ÷ 1⁄9 = 4 1⁄2 1⁄3 ÷ 2⁄7 = 1 1⁄6 1⁄4 ÷ 1⁄9 = 2 1⁄4
1⁄2 ÷ 1⁄11 = 5 1⁄2 2⁄4 ÷ 4⁄3 = 3⁄8 1⁄3 ÷ 2⁄8 = 1 1⁄3 1⁄2 ÷ 1⁄6 = 3 2⁄4 ÷ 6⁄3 = 1⁄4 1⁄2 ÷ 2⁄8 = 2
1⁄3 ÷ 1⁄10= 3 1⁄3 1⁄5 ÷ 1⁄9 = 1 4⁄5 1⁄3 ÷ 2⁄7 = 1 1⁄6 1⁄4 ÷ 1⁄10= 2 1⁄2 2⁄6 ÷ 1⁄9 = 3 1⁄3 ÷ 2⁄9 = 1 1⁄2
2⁄3 ÷ 1⁄3 = 2 3⁄4 ÷ 5⁄3 = 9⁄20 1⁄2 ÷ 4⁄2 = 1⁄4 2⁄3 ÷ 1⁄9 = 6 1⁄4 ÷ 8⁄3 = 3⁄32 1⁄3 ÷ 4⁄3 = 1⁄4
2⁄7 ÷ 1⁄8 = 2 2⁄7 1⁄4 ÷ 1⁄4 = 1 4⁄7 ÷ 1⁄7 = 4 3⁄7 ÷ 1⁄6 = 2 4⁄7 3⁄4 ÷ 3⁄4 = 1 4⁄6 ÷ 1⁄6 = 4
3⁄2 ÷ 1⁄6 = 9 1⁄2 ÷ 1⁄8 = 4 1⁄3 ÷ 1⁄5 = 1 2⁄3 3⁄2 ÷ 1⁄4 = 6 1⁄4 ÷ 1⁄8 = 2 1⁄2 ÷ 1⁄5 = 2 1⁄2
4⁄9 ÷ 1⁄3 = 1 1⁄3 6⁄7 ÷ 7⁄6 = 36⁄49 1⁄5 ÷ 1⁄8 = 1 3⁄5 2⁄9 ÷ 1⁄4 = 1 1⁄3 6⁄8 ÷ 7⁄6 = 9⁄14 1⁄4 ÷ 1⁄9 = 2 1⁄4
1⁄3 ÷ 1⁄9 = 3 5⁄2 ÷ 1⁄3 = 7 1⁄2 2⁄8 ÷ 1⁄9 = 2 1⁄4 3⁄3 ÷ 1⁄9 = 3 3⁄2 ÷ 1⁄4 = 6 1⁄8 ÷ 1⁄9 = 1 1⁄8
Dividing Mixed Numbers Dividing Mixed Numbers
Divide and express your answers in mixed numbers if possible Divide and express your answers in mixed numbers if possible
2 1⁄2 ÷ 1 1⁄3 = 1 7⁄8 4 1⁄3 ÷ 2 1⁄7 = 2 1⁄45 3 1⁄2 ÷ 2 1⁄3 = 1 1⁄2 2 1⁄3 ÷ 2 1⁄7 = 1 4⁄45
1 3⁄4 ÷ 1 1⁄3 = 1 5⁄16 1 1⁄6 ÷ 3 1⁄2 = 1⁄3 2 3⁄5 ÷ 1 1⁄3 = 1 19⁄20 3 1⁄6 ÷ 3 1⁄2 = 19⁄21
2 1⁄3 ÷ 1 4⁄5 = 1 8⁄27 1 3⁄8 ÷ 2 1⁄4 = 11⁄18 3 1⁄4 ÷ 1 4⁄5 = 1 29⁄36 2 3⁄8 ÷ 2 1⁄4 = 1 1⁄18
3 1⁄3 ÷ 1 4⁄5 = 1 23⁄27 2 1⁄4 ÷ 1 1⁄5 = 1 21⁄24 2 1⁄7 ÷ 7 1⁄2 = 2⁄7 2 1⁄3 ÷ 1 4⁄6 = 1 2⁄5 3 1⁄3 ÷ 1 1⁄5 = 2 7⁄9 4 1⁄7 ÷ 7 1⁄2 = 58⁄105
2 1⁄7 ÷ 2 3⁄4 = 60⁄77 1 3⁄5 ÷ 1 3⁄8 = 1 9⁄55 7 1⁄2 ÷ 3 3⁄4 = 2 3 1⁄7 ÷ 3 3⁄5 = 55⁄63 2 3⁄5 ÷ 1 3⁄8 = 1 49⁄55 6 1⁄2 ÷ 3 1⁄4 = 2
1 1⁄5 ÷ 1 4⁄6 = 18⁄25 1 1⁄2 ÷ 1 1⁄9 = 1 7⁄20 1 1⁄6 ÷ 1 8⁄9 = 21⁄34 1 1⁄5 ÷ 1 4⁄7 = 42⁄55 4 1⁄2 ÷ 1 1⁄9 = 4 1⁄20 1 2⁄6 ÷ 1 2⁄5 = 20⁄21
4 1⁄4 ÷ 3 1⁄2 = 1 3⁄14 4 1⁄5 ÷ 1 3⁄4 = 2 2⁄5 5 1⁄2 ÷ 1 1⁄3 = 4 1⁄8 2 1⁄4 ÷ 1 1⁄2 = 1 1⁄2 4 1⁄6 ÷ 1 3⁄4 = 2 8⁄21 5 1⁄2 ÷ 1 1⁄3 = 4 1⁄8
1 3⁄4 ÷ 2 1⁄2 = 7⁄10 8 1⁄2 ÷ 1 2⁄3 = 5 1⁄10 4 1⁄8 ÷ 2 1⁄3 = 1 43⁄56 1 1⁄4 ÷ 3 1⁄2 = 5⁄14 3 1⁄3 ÷ 1 2⁄3 = 2 4 1⁄8 ÷ 1 1⁄3 = 3 3⁄32
1 5⁄6 ÷ 1 1⁄3 = 1 3⁄8 6 1⁄2 ÷ 1 1⁄8 = 5 7⁄9 3 1⁄3 ÷ 2 1⁄7 = 1 5⁄9 2 5⁄6 ÷ 1 1⁄3 = 2 1⁄8 4 1⁄2 ÷ 1 1⁄8 = 4 2 1⁄3 ÷ 2 1⁄7 = 1 4⁄45
7 1⁄2 ÷ 6 1⁄2 = 1 2⁄13 4 1⁄3 ÷ 2 1⁄6 = 2 4 1⁄2 ÷ 9 1⁄4 = 18⁄37 7 1⁄2 ÷ 6 1⁄2 = 1 2⁄13 2 1⁄3 ÷ 2 1⁄6 = 1 1⁄13 3 1⁄2 ÷ 9 1⁄4 = 14⁄37

Dividing Decimals Dividing Decimals
Divide the following decimal numbers (round off to nearest hundredth) Divide the following decimal numbers (round off to nearest hundredth)
2.2 ÷ 0.12 = 18.33 2.7 ÷ 0.15 = 18 3.1 ÷ 0.12 = 25.83 1.7 ÷ 0.15 = 11.33
3.1 ÷ 0.25 = 12.4 9.8 ÷ 0.25 = 39.2 4.4 ÷ 0.25 = 18 6.8 ÷ 0.45 = 15.11
0.4 ÷ 1.2 = 0.33 4.5 ÷ 0.3 = 15 0.6 ÷ 1.3 = 0.46 4.7 ÷ 0.2 = 23.5
0.5 ÷ 0.9 = 0.56 2.5 ÷ 0.35 = 7.14 7.5 ÷ 0.35 = 21.43 0.8 ÷ 0.2 = 4 6.5 ÷ 0.95 = 6.84 7.1 ÷ 0.75 = 9.47
4.5 ÷ 0.15 = 30 2.2 ÷ 0.75 = 2.93 6.3 ÷ 0.25 = 25.2 3.5 ÷ 0.25 = 14 2.7 ÷ 0.65 = 4.15 6.5 ÷ 1.25 = 5.2
0.8 ÷ 0.5 = 1.6 2.2 ÷ 0.8 = 2.75 5.1 ÷ 0.9 = 5.67 0.6 ÷ 0.6 = 1 5.2 ÷ 0.3 = 17.33 5.2 ÷ 1.9 = 2.74
3.6 ÷ 0.4 = 9 6.2 ÷ 0.12 = 51.67 2.4 ÷ 0.3 = 8 3.1 ÷ 1.4 = 2.21 8.2 ÷ 0.22 = 37.27 7.4 ÷ 0.2 = 37
2.7 ÷ 0.55 = 4.91 2.2 ÷ 0.11 = 20 5.8 ÷ 0.65 = 8.92 2.8 ÷ 0.35 = 8 2.7 ÷ 0.31 = 8.71 3.8 ÷ 0.68 = 5.59
7.5 ÷ 0.4 = 18.75 4.1 ÷ 0.35 = 11.71 2.6 ÷ 0.15 = 17.33 5.5 ÷ 0.3 = 18.33 3.1 ÷ 0.35 = 8.86 3.6 ÷ 0.16 = 22.5
2.9 ÷ 0.58 = 5 5.8 ÷ 0.29 = 20 6.2 ÷ 0.25 = 24.8 2.2 ÷ 0.78 = 2.82 5.5 ÷ 0.29 = 18.97 6.6 ÷ 0.25 = 26.4
Ratios Ratios
Fill in the blanks, round off to 2 decimal places. Fill in the blanks, round off to 2 decimal places.
4 : 18 = 5 : 22.5 9 : 11 = 3 : 3.67 4 : 17 = 3 : 12.75 9 : 15 = 3 : 5
3 : 13 = 4 : 17.33 5 : 13 = 3 : 7.8 2 : 13 = 3 : 19.5 5 : 15 = 3 : 9
7 : 15 = 2 : 4.29 7 : 12 = 3 : 5.14 6 : 15 = 2 : 5 7 : 16 = 2 : 4.57
4 : 11 = 6 : 16.5 2 : 7 = 3 : 10.5 4 : 15 = 6 : 22.5 5 : 11 = 3 : 6.6 3 : 7 = 4 : 9.33 7 : 15 = 6 : 12.86
3 : 8 = 4 : 10.67 6 : 7 = 7 : 8.17 3 : 20 = 5 : 33.33 5 : 8 = 7 : 11.2 6 : 7 = 8 : 9.33 7 : 20 = 4 : 11.43
4 : 11 = 9 : 24.75 3 : 5 = 2 : 3.33 4 : 10 = 9 : 22.5 4 : 14 = 3 : 10.5 3: 9 = 2: 6 2 : 10 = 6 : 30
2 : 13 = 5 : 32.5 2 : 17 = 5 : 42.5 5 : 12 = 6 : 14.4 6 : 13 = 4 : 8.67 2 : 15 = 5 : 37.5 5 : 13 = 7 : 18.2
4 : 6 = 5 : 7.5 4 : 3 = 5 : 3.75 4 : 10 = 5 : 12.5 4 : 5 = 8 : 10 8 : 3 = 2 : 0.75 4 : 11 = 2 : 5.5
4 : 13 = 8 : 26 4 : 3 = 2 : 1.5 3 : 7 = 2 : 4.67 3 : 14 = 8 : 37.33 4 : 7 = 2 : 3.5 3 : 4 = 9 : 12
2 : 21 = 4 : 42 9 : 8 = 7 : 6.22 5 : 11 = 6 : 13.2 5 : 21 = 3 : 12.6 9 : 4 = 7 : 3.11 2 : 11 = 7 : 3.5

Greatest Common Factors Greatest Common Factors
Find the greatest common factors of the following sets of numbers. Find the greatest common factors of the following sets of numbers.
12 and 20 = 4 13 and 65 = 13 14, 16 and 20 = 2
35 and 18 = 1 12 and 21 = 3 35, 25 and 15 = 5
24 and 96 = 24 15 and 75 = 15 24, 18 and 96 = 6 24, 18 and 78 = 6
12 and 56 = 4 14 and 77 = 7 11 and 78 = 1 12, 16 and 56 = 4 12, 16 and 56 = 4
Lowest Common Multiple Lowest Common Multiple
Find the lowest common multiple of the following sets of numbers. Find the lowest common multiple of the following sets of numbers.
14 and 20 = 140 13 and 65 = 65 13 and 20 = 260 13 and 64 = 832
24 and 18 = 72 14 and 21 = 42 20 and 18 = 180 14 and 20 = 140
12 and 96 = 96 15 and 75 = 75 14 and 96 = 672 15 and 70 = 210
12 and 56 = 168 17 and 77 = 1,309 12 and 78 = 156 10 and 56 = 280 17 and 51 = 51 12 and 75 = 300
14 and 28 = 28 15 and 72 = 360 7 and 28 = 28 14 and 25 = 350 15 and 80 = 240 14 and 26 = 182
19 and 95 = 95 12 and 30 = 60 14 and 84 = 84 19 and 90 = 1,710 12 and 35 = 420 14 and 74 = 518
12 and 64 = 192 18 and 48 = 144 17 and 68 = 68 12 and 62 = 372 18 and 38 = 342 17 and 64 = 1,088
17 and 68 = 68 12 and 26 = 156 30 and 45 = 90 17 and 62 = 1,054 12 and 25 = 300 30 and 40 = 120

Percents Percents
Find the percentage of the following numbers (round off to the nearest hundredth) Find the percentage of the following numbers (round off to the nearest hundredth)
14 out of 210 = 6.67% 16 out of 200 = 8%
25 out of 110 = 22.73% 15 out of 100 = 15%
17 out of 250 = 6.8% 15 out of 260 = 5.77% 27 out of 200 = 13.5% 25 out of 280 = 8.93%
14 out of 200 = 7% 20 out of 310 = 6.45% 24 out of 260 = 9.23% 30 out of 210 = 14.29%
21 out of 150 = 14% 55 out of 105 = 52.38% 51 out of 160 = 31.88% 35 out of 205 = 17.07%
72 out of 200 = 36% 75 out of 500 = 15% 62 out of 220 = 28.18% 55 out of 550 = 10%
Percents Percents
Calculate the percents of each number (round off to nearest tenth) Calculate the percents of each number (round off to nearest tenth)
14 is 12 % of 116.7 15 is 18 % of 83.3
25 is 3 % of 833.3 25 is 6 % of 416.7
35 is 15 % of 233.3 25 is 35 % of 71.4
20 is 17 % of 117.6 25 is 22 % of 113.6 24 is 17 % of 141.2 25 is 60 % of 41.7
18 is 28 % of 64.3 90 is 15 % of 600 16 is 26 % of 61.5 90 is 35 % of 247.1
15 is 35 % of 42.9 16 is 64 % of 25 13 is 30 % of 43.3 18 is 62 % of 29
21 is 20 % of 105 13 is 60 % of 21.7 22 is 25 % of 88 15 is 60 % of 25
45 is 12 % of 375 36 is 40 % of 90 48 is 22 % of 218.2 35 is 40 % of 87.5
88 is 15 % of 586.7 82 is 25 % of 328 84 is 15 % of 560 81 is 20 % of 405
75 is 25 % of 300 67 is 23 % of 291.3 70 is 25 % of 280 65 is 23 % of 282.6
22 is 30 % of 73.3 72 is 12 % of 600 28 is 30 % of 93.3 75 is 12 % of 625
98 is 50 % of 196 12 is 16 % of 75 95 is 50 % of 190 14 is 16 % of 87.5
32 is 34 % of 94.1 18 is 80 % of 22.5 36 is 32 % of 112.5 18 is 86 % of 20.9
24 is 12 % of 200 26 is 45 % of 57.8 24 is 18 % of 133.3 25 is 26 % of 96.2

Workbook
on
Science
(Grade 5)
Produced by 57-75
in partnership with the Ateneo Center for Educational Development
and the Department of Education Divisions of
Bayombong (Nueva Vizcaya), Guimaras, Iligan City (Lanao del Norte), Iloilo City (Iloilo),
Pampanga, San Isidro (Nueva Ecija), Pagbilao (Quezon) and Sual (Pangasinan)
Workbook on Science (Grade 5)
Writers:
Ms. Nenita Gellego (Guimaras)

Ms. Jacinta Abeleda (Sual,Pangasinan)
Reviewers:
Ms. Michelle Jose (Ateneo Loyola Schools)

Ms. Anna Marie Q. Benedicto (Ateneo High School)
In partnership with:
Ateneo Center for Educational Development
Foundation for Worldwide People Power
League of Corporate Foundations
Philippine Business for Education
Philippine Business for Social Progress
SynergeiaFoundation
PREFACE
In April 2008 the 57-75 Movement organized a workbooks development write-shop in order to come up
with an immediate and effective response to the problem of lacking textbooks and instructional materials in public
schools. For two weeks, master teachers from each of the 57-75 pilot sites compiled a series of workbooks on
Science, English, and Mathematics designed for their elementary and high school students.
The write-shop aimed to: (1) identify least mastered skills in a subject area; (2) produce lesson guides that
will help increase the ability of classroom instructors in developing the mastery level of students particularly in
problematic subject areas; and (3) help teachers be creative in developing their own instructional materials based
on resources available to them in their respective schools.
Both the faculty and students of the public school system are expected to gain from this project. Teachers
will not only be aided by the problem-solving and explanations given in the workbooks but will also be helped in
terms of gearing their students towards a unified understanding of the subject matter. This workbook will also
serve as an alternative medium of instruction in the absence of textbooks and other necessary teaching materials
that the le ss fortunate may not be able to afford.
The workbooks development write-shop is also 57-75’s contribution to enhancing the reading
proficiencies in its pilot sites.
57-75, a private sector-led movement created to help address the many problems of Philippine education,
was inspired by one of the many disturbing indicators of the state of Philippine education – the results of the
National Achievement Test, in which grade school pupils scored close to 57.
The reversal of numbers in the campaign name – from 57 to 75 – symbolizes what the movement is trying
to do: turn things around, about radically rethinking the way we look at our education system and the way we
support it. We believe that this kind of rethinking will help turn around the dismal trends in Philippine education,
and eventually change statistics from 57 to 75.
57-75 advocates Focusing on helping students stay in school, enhancing reading proficiencies, and
improving achievement rates in math, science, and English; student and school Performance; and Community
Empowerment and Engagement.
57-75 wishes to acknowledge the Ateneo Center for Educational Development for supervising the
workshop. Much gratitude is also given to the League of Corporate Foundations’ Committee on Education which
funded the workshop through a grant provided by TeaM Energy Foundation, as well as to Jollibee Foundation for
additional logistical support.
57-75 would also like to especially acknowledge the master teachers from the pilot sites – without their
commitment, this workbook would not have been possible. We also extend our appreciation to the reviewers,
editors and encoders of ACED who accommodated this project into their existing workload.
57-75 is also very grateful to the initial pool of corporate donors who have pledged to help in the
reproduction of this workbook: TeaM Energy Foundation, Petron Foundation, Pilmico Corporation, BPI
Foundation, Metrobank Foundation and Insular Life Foundation. Thank you for helping to reverse the education
crisis!
In behalf of the National Task Force –
MARIO A. DERIQUITO
Secretariat: c/o League of Corporate Foundations

Unit 704, Midland Mansions Condominium, 839 Arnaiz Avenue, Makati City 1200, Philippines / Tel: 63.2.970-0230 & 31 / Fax: 63.2.892-9084
taskforce5775@gmail.com / www.57-75.org
WORKBOOK ON GRADE 5 SCIENCE
Title Page
Lesson 1: Identifying the Male and Female Reproductive System and Its Major Parts ………… 1
Lesson 2: Relating the structure of the male/female reproductive system to its function in
reproduction ……………………………………………………………………………….. 5
Lesson 3: Explaining the process of fertilization in humans.…………………………………….... 7
Lesson 4: Describing certain physical changes during puberty ..………………………………… 9
Lesson 5: Relating the menstrual cycle to the ability to reproduce ..………………….…………. 11
Lesson 6: Identifying health habits to keep the reproductive organs healthy. Taking
precautionary/ safety measures to keep the reproductive organs healthy……… 13
Lesson 7: Identifying the parts of the respiratory system …………………………………………. 14
Lesson 8: Constructing a model to demonstrate the mechanism of breathing …………………. 16
Lesson 9: Tracing the path of air and what happens to it in different parts of the
respiratory system ………………………………………………………..………….. 19
Lesson 10: Naming the common ailments affecting the respiratory system ……………..……… 20
Lesson 11: Describing the causes, symptoms, preventions, and treatment of the
respiratory diseases ………………………………….……………..…………………. 22
Lesson 12: Practicing good health habits to keep the respiratory system healthy ……………... 24
Lesson 13: Identifying the parts of the urinary system ……………………………………….……. 25
Lesson 14: Describing how urine is formed and eliminated from the body………………………. 27
Lesson 15: Explaining how other body wastes are removed ……………………………………... 29
Lesson 16: Practicing desirable health habits that help prevent / control common
ailments affecting the urinary system………………………………………………….. 30
Lesson 17: Classifying animals according to the food they eat ………………………………….. 32
Lesson 18: Describe how animals get / eat their food using certain body parts ……………….. 34
Lesson 19: Describe body parts used by animals for getting / eating food.…………………….. 35
Lesson 20: Infers the kind of food an animal eats from the appearance of its mouth parts …… 37
Lesson 21: Name animals that live in places where certain food services are found…………… 39
Title Page
Lesson 22: Describes how animals adapt to their environment for protection, food
gathering effectiveness and survival …………………………………………. 41
Lesson 23: Demonstrate a procedure to show how certain animals adapt to their
environment through camouflage ………………………………………….… 42
Lesson 24: Classify animals into vertebrates and invertebrates …………………………… 43
Lesson 25: Classify vertebrates into mammals, birds, reptiles, and amphibians …………. 45
Lesson 26: Identify characteristic of each group of vertebrates ……………………………. 47
Lesson 27: Classify invertebrates into arthropods, coelenterates, annelids, crustaceans,

echinoderms, insects, arachnids, and mollusk…………………………….…. 49
Lesson 28: Explain the importance of coral reefs ……………………………………………. 51
Lesson 29: Describing coral reefs ……………………………………………..………………. 53
Lesson 30: Identifying the importance of coral reefs ………………………………………… 55
Lesson 31: Predicting what will happen when coral reefs are destroyed ………………….. 56
Lesson 32: Identifying ways of saving the coral reefs ………………………………………. 58
Lesson 33: Explain the process of food making (photosynthesis) in plants.…………..….. 59
Lesson 34: Identifying plant and plant parts used for food, medicine, etc.………………… 61
Lesson 35: Describing the special characteristics of plants which help them adapt to the
environment and reproduce ……………………………………………….…. 63
Lesson 36: Citing examples of plants that can grow in specific environments……………. 65
Lesson 37: Identifying characteristics of certain plants …………………………………….. 67
Lesson 38: Grouping plants according to characteristics.…………………………….…….. 69
Lesson 39: Describe simple physical and chemical changes in materials………………… 71
Lesson 40: Observe that no new material is formed in physical change………………….. 72
Lesson 41: Cites the conditions / factors that bring about changes in materials………….. 74
Lesson 42: Infer that everything in the environment is changing…………………………… 76
Lesson 43: Describing static electricity

Identifying Ways of Producing Static Electricity
Observing the effect of static electricity…………………………………………. 77
Title Page
Lesson 44: Describing an electric circuit

Identifying parts of electric circuit…………………………………………………. 79
Lesson 45: Classifying materials into conductors and insulators…………………………… 81
Lesson 46: Describing how electrical energy is produced……………………………….. 82
Lesson 47: Observing transformation of electrical energy to other forms

Observing that electricity can produce heat and light………………………. 84
Lesson 48: Describing how electromagnet works………………………………………… 85
Lesson 49: Telling the use of electricity in the home and community………………….. 87
Lesson 50: Practicing precautionary measures related to electricity…………………… 88
Lesson 51: Practicing electrical energy conservation measures……………………….. 90
Lesson 52: Identifying the kinds of simple machines…………………………………….. 92
Lesson 53: Describing how each simple machine makes work easier and faster…….. 94
Lesson 54: Identifying activities where simple machines are used……………………… 96
Lesson 55: Identifying simple machines which multiply force / speed………………….. 98
Lesson 56: Practicing precautionary measures in using simple machines…………….. 100
Lesson 57: Observe how rocks differ in color, hardness, texture……………………….. 101
Lesson 58: Identifies igneous, sedimentary and metamorphic rocks……………………… 103
Lesson 59: Differentiate igneous, sedimentary and metamorphic rocks from one another 105
Lesson 60: Identifies the forces that contribute to breaking down of rocks
e.g. plants, water, weather, man and animals………………………………. 106
Lesson 61: Explain how water cycle occurs………………………………………………. 108
Lesson 62: Identifies the processes involved in the water cycle ……………………….. 110
Lesson 63: Relates temperature to the process in water cycle ………………………… 112
Lesson 64: Describes the condition in the environment before, during and after
a typhoon……………………………………………………………………….. 114
Lesson 65: Observing typhoon signals……………………………………………………. 115
Lesson 66: Practice precautionary measures before, during and after a typhoon………… 117
Title Page
Lesson 67: Relates weather condition to planning family and community activities………. 119
Lesson 68: Identifies ways to conserve the environment to lessen the harmful effects
of cyclone / floods…………………………………………………………………… 121
Lesson 69: Identifying the members of the solar system…………………………………….. 123
Lesson 70: Describing some members of the solar system…………………………………. 125
Lesson 71: Illustrating through a diagram hoe the members of the solar system revolve
around the sun as they follow their own orbit……………………………………….. 127
Lesson 72: Describing the orbit of each planet ellipse. Explaining why planets stay in
orbit as they revolve around the sun………………………………………………… 128
Lesson 73: Telling that the sun is also a star. Identifying the parts of the sun.
Describing each part of the sun…………………………………………………… 130
Lesson 74: Telling that sunspots are formed in the photosphere

Identifying the effects of sunspot on earth……………………………………….. 132
Lesson 75: Identifying ways by which solar energy is used by plants, animals and
Humans……………………………………………………………………………… 134
Lesson 76: Explaining why the sun is the main source of energy on earth………………… 135
Lesson 77: Illustrate the relative distances of the planets from the sun……………………. 137
Lesson 78: Identifies the other members of the solar system………………………………. 139
Lesson 79: Relating the relative period of revolution of each planet to their relative
distance from the sun I……………………………………………………………… 141
Lesson 80: Relates the relative period of revolution of each planet to their relative
distances from the sun II……………………………………………………………. 143
Lesson 81: Describe the occurrence of tides………………………………………………… 145
Lesson 82: Explain why there are high tides and low tides about every 12 hours……….. 147
Lesson 83: Observing High Tide and Low Tide……………………………………………… 149
Answer Key………………………………………………………………………………………… 151

Lesson 1: Identifying the Male and Female Reproductive System and
Its Major Parts (Competency I.1.1)
Exercise A
Directions: Name the parts of the male and female reproductive system.
A. Male Reproductive System
C. _______
E. _______
A. _______
D. _______ B. _______
A. _______
1
B. Female Reproductive System
I. ________________
G. ___________
F. _______ H. ____________
J. ___________
2
Lesson 1: Identifying the Male and Female Reproductive System and
Its Major Parts (Competency I.1.1)
Exercise B
Directions: The drawings below show the male and female reproductive systems. Identify the
parts marked with numbers.
A. Male Reproductive System
4. _______
3. _______
2. _______
1. _______
3
B. Female Reproductive System
5. _______________________
7. _______
6. _______
4
Lesson 2: Relating the structure of the male/female reproductive
system to its function in reproduction. (Competency I 1.2)
Exercise A
Directions: Read the statements below. Write Yes if the statement is correct or No if the
statement is incorrect.
____ 1. The ovary produces the egg cells.
____ 2. The sperms are produced in the scrotum
____ 3. The fetus or unborn baby develops in the uterus.
____ 4. The seminal vesicles and the prostate produce white fluids.
____ 5. The matured egg released in the ovary goes to one of the fallopian tubes.
____ 6. In some cases, fertilization occurs and may develop in the vagina.
____ 7. The cervix and vagina expand during childbirth.
____ 8. The epididymis serves as a temporary storage tube and passage for the
transport of matured sperms.
____ 9. The fluids and the sperms form semen.
____ 10. A fetus can develop in the fallopian tube for nine months.
5
Lesson 2: Relating the structure of the male/female reproductive
system to its function in reproduction. (Competency I 1.2)
Exercise B
Directions: Match the parts of the reproductive system in column A with its function in Column
B. Write only the letter of your answer.
A B
_____ 1. Sperm a. Produced in the scrotum.
_____ 2. Eggs b. Where fertilization of the egg cell takes
_____ 3. Uterus place.
_____ 4. Ovary c. Produces the egg cells.
_____ 5. Fallopian Tube d. It can contract or expand when the
_____ 6. Epididymis fetus or unborn baby develops.
_____ 7. Semen e. Fluid produced by the prostate that
_____ 8. Vagina helps sperms to move around.
_____ 9. Reproduction f. Temporary storage tube and a passage
_____ 10. Prostate Gland for the transport of mature sperms.
g. Produces the semen.
h. Produced in the ovary.
i. A passage where menstruation flows
out, also called the birth canal.
j. Happens only when a sperm fertilizes a
female egg cell, that is when life
begins.
6
Lesson 3: Explaining the process of fertilization in humans.
Competency I.1.3
Exercise A
Directions: The paragraph tells how fertilization in humans occurs. Supply the missing
word/words to make the statements correct. Choose from the box below.
embryo uterus implanted

zygote sperm cell unite
fertilized ovum fertilization development
egg cell
A new life begins when a (1)___________ from a male and an (2) ___________ from a female
join together or (3) ___________. This process is called (4) __________. During the process, a (5)
_____________ is formed then a zygote or (6) ___________ develops into an (7) _____________ and it
stays and is (8) _____________ in the (9) ________ to undergo its (10) _______________.
7
Lesson 3: Explaining the process of fertilization in humans.
Competency I.1.3
Exercise B
Directions: Supply the missing word/words to complete the paragraph about the process of
fertilization in humans. Choose your answer from the box.
male reproduction union embryo

sperm cell ovum zygote fallopian tube
chromosomes genetic information uterus
(1) _________ takes place when an (2) __________ or egg cell from a female
unties with a sperm cell from a (3) ___________. Each cell contains 23 (4) ________ that contain (5)
_____________. The sperm meets the ovum in the (6) ____________ of the female and fertilizes it.
From this (7) ___________, the first cell of the new baby called (8) ________________ is formed,
attaching itself to the walls of the (9) ________. The zygote then develops into an
(10)_______________________.
8
Lesson 4: Describing certain physical changes during puberty
Competency I.2.1
Exercise A
Directions: Read the statements below. On the blanks, write 1 if the change during puberty
occurs in boys, 2 if it occurs in girls and 3 if both.
_____ 1. Shoulders become broader.
_____ 2. Hips grow broader.
_____ 3. Hair grows under the arm.
_____ 4. Onset of a bust line
_____ 5. Pubic hair grows.
_____ 6. Tester produce sperms
_____ 7. Menstruation starts.
_____ 8. Height increases.
_____ 9. Height increases faster compared to the other sex.
_____10. Biceps and chest muscles become more defined.
9
Lesson 4: Describing certain physical changes during puberty
Competency I.2.1
Exercise B
Directions: Identify the changes during puberty. Complete the table below.
1. Height increases more quickly compared to 6. Onset of bust line

the other sex
2. Shoulders become broader 7. Pubic hair grows
3. Hips become broader 8. Voice become lower and deeper
4. Hair grows under the arms 9. Testes produce sperm
5. Height increases quickly 10. Menstruation starts
Changes During Puberty
Changes in Boys Changes in Girls Changes in Boys & Girls
10
Lesson 5: Relating the menstrual cycle to the ability to reproduce.
(Competency I.2.2)
Exercise A
Directions: Encircle the letter of the correct answer.
1. An egg matures when a girl reaches puberty. If the egg is not fertilized, it comes out of the body as…
a. ovulation b. menstruation c. puberty d. conception
2. What happens to the matured egg when there is no pregnancy?
a. it dies b. it melts c. it becomes larger d. it is still alive
3. How many eggs in the ovary matures each month?
a. five b. one c. one hundred d. one million
4. An egg cell in the ovary usually matures every ____________.
a. 31 days b. 28 days c. 15 days d. 5 days
5. A woman who has menstruation is already capable of ___________
a. respiration b. immunization c. reproduction
6. A normal menstrual flow usually stops after _______________.
a. 3 – 5 days b. 10-15 days c. 15-20 days d. 25-30 days
7. What happens to the mucus lining of the uterus when an egg dies?
a. it breaks b. it multiplies c. it stretches d. it shrinks
8. When does mucus lining in the uterus develop?
a. When an egg in the ovary matures

b. Each time the menstruation stops
c. Each time the mucus lining breaks
d. Each time the egg dies
9. What occurs during the age of puberty when menstruation begins?
a. an egg matures when a girl reaches puberty

b. The eggs die during puberty
c. The eggs do not mature.
d. The eggs mature before puberty period.
10. Only girls menstruate and boys do not because __________________.

a. girls are not capable of bearing a child
b. boys have two ovaries
c. girls are capable of bearing a child
d. boys have no reproductive organs
11
Lesson 5: Relating the menstrual cycle to the ability to reproduce.
(Competency I.2.2)
Exercise B
Directions: Encircle the letter that gives the best answer.
1. What is the process of discharging the blood from the uterus at regular intervals?
a. menstruation b. evaluation c. ovulation d. puberty
2. How many days does it take for an egg cell to mature?
a. 5 days b. 10 days c. 20 days d. 28 days
3. When the matured egg is not fertilized, ___________ does not happen.
a. menstruation b. ovulation c. pregnancy d. growth
4. A female is capable of ___________ upon the onset of menstruation.
a. respiration b. immunization c. reproduction
5. Every month __________ egg/eggs mature/matures.
a. five b. three c. two d. one
6. After 3-5 days, a normal menstrual flow usually ______________.
a. stops b. continue c. extends d. comes back
7. The mucus lining in the uterus develops for ________________
a. the menstruation to stop c. the blood to flow out

b. the mucus lining to break d. the blood to stop circulating
8. The mucus lining in the uterus breaks when the egg cell ___________.
a. is fertilized c. dies
b. flow out d. the egg cell does not mature
9. When a girl reaches puberty, menstruation occurs because _______.
a. the egg cell matures c. the egg does not mature

b. the egg cell dies d. the egg cell does not develop
10. Boys are not capable of bearing child because they ____________.
a. do not menstruate c. do not have reproductive organs

b. do not eat nutritious food d. do not want to get pregnant
12
Lesson 6: Identifying health habits to keep the reproductive organs
healthy. Taking precautionary / safety measures to keep
the reproductive organs healthy (Competency I.3.1. – 3.2)
Exercise A Exercise B
Directions: Put a check () before the Directions: Write Yes if it is a good habit and
activity that keeps the reproductive organs No if it is not a good habit.
healthy. Put X if it does not.
_____ 1. Changing underwear as often as
_____ 1. Wash your external organs with
needed
mild soap and water everyday.
_____ 2. Avoiding washing the external sex
_____ 2. Change your underwear once a
organs when sleepy
week.
_____ 3. Using soiled underwear
_____ 3. Wear clean underwear and change it
as often as needed.
_____ 4. Ignoring any disorder in the
reproductive organ
_____ 4. Wash your underwear with soap and
water, rinse and dry them well.
_____ 5. Washing external sex organ with
mild soap and water
_____ 5. Borrow the underwear of your
friend.
_____ 6. Not seeing a doctor when an ailment
is felt
_____ 6. Keep your underwear in a clean box
or cabinet after pressing them.
_____ 7. Only asking advice from a friend in
case you feel something wrong with your
_____ 7. Try using different medicines
reproductive organs
prescribed by a friend when you feel something
wrong with your sex organs.
_____ 8. If you feel something wrong with
your sex organ, you must see the doctor.
_____ 8. Ignore any ailment; it will just heal
in time.
_____ 9. Only girls must wash their external
sex organs.
_____ 9. Consult a doctor if you feel that
something is wrong with your sex organs.
_____ 10. Follow the advice of your doctor in
_____ 10. Caring for the external parts is case you have an infection in the
necessary to avoid infection.
reproductive organ
13
Lesson 7: Identifying the parts of the respiratory system.
Competency I. 4.1
Exercise A
Directions: Identify the lettered part of the respiratory system. Label the numbered parts of the
respiratory system properly.
1. ________________
2. ________________
3. ________________
5. ________________
4. ________________
14
Lesson 7: Identifying the parts of the respiratory system.
Competency I. 4.1
Exercise B
Directions: Identify the lettered part of the respiratory system. Label the numbered parts of the
respiratory system properly.
D.___________
_
C.___________
_
E.___________
_
B.___________
A.___________ _
_
15
Lesson 8: Constructing a model to demonstrate the mechanism
of breathing (Competency I 4.2)
Exercise A
Directions: Construct a lung-chest model by following the steps below then answer the
following questions in your notebooks.
What you need:
Transparent plastic jar (11cm x 12 cm) without cover
1 rubber tubing (or plastic tubing) / short piece of water hose
used rubber balloon
2 small rubber balloons (or plastic bag)
rubber bands
scissors
glue
masking tape
2 empty ball pen tubes
What to do:
1. Make an inverted “Y” –shaped tube by inserting the two plastic ballpen tubes into the bigger rubber tubing.
Seal the connections. Also seal the lower end of the rubber tubing. You can use masking tape or glue to
seal them. (See illustration.) This will represent the trachea and the bronchial tubes.
2. To each end of the branching tube, fasten a small rubber balloon or plastic bag. Secure it with rubber band.
Be sure that the bag contains only a very small amount of air inside. This will represent the left and right
lungs.
3. At the bottom end of the jar, bore a hole of the same diameter as the rubber tubing. Place the “Y” tube into
the jar such that the bigger tube is protruding outward through the hole in the jar and the two branches are
inside. This jar will represent the chest cavity.
Secure the tube to the jar with masking tape or glue.
4. Cover the jar with the used balloon. Secure it with the rubber bands. You may also add masking tape to be
sure that the jar is airtight. This will represent the diaphragm.
5. Gently blow into the tube and seal the tube with your finger. What happens to the “lungs”? What happens
to the “diaphragm”?
6. Slowly lift up your finger from the opening of the rubber tubing. What do you feel with your lifted finger?
What happens to the lungs and the diaphragm?
16
Lesson 8: Constructing a model to demonstrate the mechanism
of breathing (Competency I 4.2)
Exercise B
Directions: Construct a model of a respiratory system. Find out what happens when you breathe.
Answer the questions given.
What You Will Need
• 1-liter plastic bottle

• 1 big plastic straw
• 1 small plastic straw
• scissors
• 1 big round balloon
• 2 small round balloons
• 3 rubber bands
• Modeling clay
What You Will Do
1. Cut the plastic bottle into two. Use the upper part of the bottle.
2. Attach a small balloon into each end of the two small plastic drinking straws. Insert the other
ends of these straws into the big plastic straw. Hold them in place using the modeling clay. You
have now made a model of the trachea, bronchi, and the lungs.
3. Put a hole on the cover of the bottle.
Insert the model into the hole.
Hold it in place using the modeling clay.
4. Cut the neck of the big balloon across the
cut part of the bottle. Hold the stretched balloon
in place with a rubber band.
The balloon represents the diaphragm.
Small balloons
17
5. Pull down the stretched balloon.
Observe what happens to the
small balloons inside the bottle.
6. Push up the stretched balloon.
Directions: Answer the questions below.
1. What happened when you pulled down the stretched balloon?
________________________________________________________________
2. What happened when you pushed up the stretched balloon?
________________________________________________________________
18
Lesson 9: Tracing the path of air and what happens to it in
different parts of the respiratory system
(Competency I 4.3)
Directions: Look at the diagram of the respiratory system below. Now trace the path of air as it
enters or leaves the body. Be able to tell what happens to air in the different parts of
the respiratory system.
19
Lesson 10: Naming the common ailments affecting the respiratory
System (Competency I.5.1)
Exercise A
Directions: Find and circle each hidden word in the puzzle that names the common ailments
affecting the circulatory system.
A B C D B R O N D H T S T W P
E F B R O N C H I T I S X M N
G L H I J C O L D S M Y Z A E
S T U V W X Y Z O A B S N B U
I D E N F G H V I J K O L C M
N M O P G Q J R S T M W X O O
O Y Z A B C S U N U S I T B N
S C D E R F A G B H I J K N I
I F G E H K I N E B D E N Z A
T L B M N O P Q C R S T U V W
X J Y E M P H Y S E M A Z A B
T S I N U S I T I S R C D E F
K L I N F L U E N Z A G H I N
20
Lesson 10: Naming the common ailments affecting the respiratory
System (Competency I.5.1)
Exercise B
Directions: Unscramble the word that names the ailments of the circulatory system. Use the
given clues. Write the words on the line provided.
1. S D O L C ______________Most common respiratory disease that affects the upper
respiratory system
2. C L A U N N C G E R __________________ A deadly disease because the lung
cells grow abnormally without
control. It is also caused by
smoking.
3. R O B N C I S T H I ____________________ Inflammation of bronchial tubes.
4. L U I N F A Z E N ________________ An acute infection of the respiratory tract.
5. N I A P E N U M O ________________ Acute inflammation of the lungs.
6. BETURSISCULO _________________ A communicable disease caused by bacteria
called tubercle bacilli.
7. M A P E M H Y E S ______________ Serious disease of the walls of the air sacs.
21
Lesson 11: Describing the causes, symptoms, preventions, and
treatment of the respiratory diseases. (Competency I.5.2)
Exercise A
Directions: Match the ailments of the respiratory system in column A with its description in
column B. Write your answer on the blanks.
____ 1. Lung cancer a. Caused by virus characterized by sneezing and runny nose
____ 2. Pneumonia b. Infection of sinuses due to colds
____ 3. Tuberculosis c. Swelling of the tonsils that is sometimes accompanied by
fever
____ 4. Cold d. Respiratory disorder caused of temporary narrowing of the
bronchi characterized by difficulty of breathing
____ 5. Sinusitis e. An infectious disease of respiratory tract caused by the
influenza virus
____ 6. Throat infection f. Inflammation of the lungs caused by wide variety of
viruses, bacteria and fungi or may occur also with the
inhalation of various dusts and gases
____ 7. Emphysema g. Acute or chronic infectious respiratory disease caused by
bacteria Tubercle Bacilli
____ 8. Tonsillitis h. Also called strep throat caused by streptococcus
____ 9. Influenza or flu i. Disorderly growth of cells in the lungs characterized by
chronic cough, blood in the mucus, chest pains, loss of
weight and poor appetite
____ 10. Asthma j. Serious disease of the walls of the air sacs
22
Lesson 11: Describing the causes, symptoms, preventions, and
treatment of the respiratory diseases. (Competency I.5.2)
Exercise B
Directions: Using a line, match column A with column B. Column A lists some common respiratory
diseases. Column B lists symptoms/causes or prevention/treatment
A B
1. Influenza a. Bacille Calmette-

Guérin (BCG) vaccine
2. Tuberculosis b. Stuffy nose
3. Colds c. Antibiotics and vaccines
4. Asthma d. Bed rest, fluids,

antibiotic
5. Bronchitis e. Diptheria Pertussis

Tetanus (DPT) vaccine
6. Pneumonia f. Allergens
23
Lesson 12: Practicing good health habits to keep the respiratory system
healthy (Competency I.6, 6.1 – 6.2)
Directions: Put a check / before a good Directions: Write Yes if it is a healthy practice
health practice and leave it blank if it’s not. and No if not.
____ 1. Breathe clean fresh air. Avoid heavily ____ 1. Avoid heavily crowded and polluted
polluted places. places.
____ 2. Eat proper foods, have regular exercise ____ 2. Do not smoke.
and enough rest.

____ 3. Take medicines prescribed by doctors
____ 3. Consult the doctor at the first sign of an in case of respiratory infection only when
infection. your ailment is so serious
____ 4. Stay away from people who are ____ 4. Eat healthy food.
infected with colds, bronchitis or tuberculosis.

____ 5. Stay away from people who are
____ 5. Do not smoke. infected with respiratory disease.
____ 6. Smoke once a day only if it could not ____ 6. Consult the doctor at the first sign of
be avoided. infection.
____ 7. Visit the doctor only if the ailments are ____ 7. Have enough rest and exercise.
serious.
____ 8. Take a rest only when you get sick.
____ 8. Drink enough water

____ 9. Drink enough water if you have colds.
____ 9. Cover your nose while on dusty,

polluted place. ____ 10. Do not follow the doctor’s advice.
____ 10. Vaccination of DPT for protection of

children.
24
Lesson 13: Identifying the parts of the urinary system.
Competency I.7.1
Exercise A
Directions: Below is the diagram of the urinary system. Identify the numbered part. Write your
answer on the (blanks) space provided.
The Urinary System
1. _______
2. _______
3. _______
4. _______
25
Lesson 13: Identifying the parts of the urinary system.
Competency I.7.1
Exercise B
Directions: Below is the diagram of the urinary system. Label the parts properly. Use the words in the
box.
kidney ureter urethra bladder
The Urinary System
1. _______
2. _______
3. _______
4. _______
26
Lesson 14: Describing how urine is formed and eliminated from
the body (Competency I.7.2)
Exercise A
Directions: The sentences below will help you describe how urine is formed and eliminated
from the body. Sequence them and write your answer on your paper.
A. When the bladder is full the urethra eliminates the urine when you urinate.
B. Blood passes and filtered through the kidney.
C. Urine from each kidney is collected in the renal pelvis and passes into a hollow tube,
the ureter
D. From the ureter, urine is emptied into the urinary bladder.
Your answer:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________
27
Lesson 14: Describing how urine is formed and eliminated from
the body (Competency I.7.2)
Exercise B
Directions: Describe how urine is formed and eliminated from the body. Complete the
sentences below. Choose your answer from the box.
urethra filtered
kidney urethra
urine eliminates
urinary bladder
Urine passes and (1) ___________ in the (2) __________, (3) _________ from each kidney is
collected in the renal pelvis and passes into a hollow tube, the (4) ________. From the ureter, urine is
emptied into the (5) __________. When the bladder is full the (6) __________ (7) ________________
the urine when you urinate.
28
Lesson 15: Explaining how other body wastes are removed
Competency I.7.3
Exercise A
Directions: Explain how the body wastes are removed in the different organs/body system.
Complete the table below.
Organ / System of How it removes waste from the body

Excretion
1. lung-respiratory
system
2. skin
3. digestive system
Exercise B
Directions: Choose one excretory system or organ from the list below. Explain how it removes
waste from the body. Write your answer on the space below the table.
Body Organ / System Waste it removed

A. Skin Excess water / perspiration
B. lungs or excretory system Carbon dioxide
C. digestive system Solid waste
29
Lesson 16: Practicing desirable health habits that help prevent
control common ailments affecting the urinary
system(Competency I.7.4)
Exercise A
Directions: Look at the pictures below. Which health habits should you practice to help control
/ prevent the common ailments affecting the circulatory system? Put a check on the picture.
30
Lesson 16: Practicing desirable health habits that help prevent
control common ailments affecting the urinary
system(Competency I.7.4)
Exercise B
Directions: There are some ways you can do to keep the circulatory system healthy and help
prevent common ailments. Put a check on the line before the practices that are desirable.
____ 1. Take a bath regularly to eliminate dead cells.
____ 2. See a doctor when you notice irregularities in your urine or urination.
____ 3. Do not hold back urination and bowel movement.
____ 4. Avoid eating salty and fatty foods.
____ 5. Get enough rest, exercise, and fresh air.
____ 6. Drink plenty of water and juice every day to help get rid of toxic materials.
____ 7. Eat plenty of fruits and vegetables.
____ 8. Avoid too much exposure to the sun.
____ 9. Eat proper food in correct amount so that body will not have the excess
nutrients to overwork the body organs.
____ 10. Check your urine. Normal urine is clear. Cloudy urine may indicate some
ailments.
31
Lesson 17: Classifying animals according to the food they eat.
Exercise A
Directions: Classify the following animals in the box according to the food they eat. Write them
in their proper column in the table.
rat fish lion dog elephant
heron frog mouse cow dugong
horse starfish eagle cat
owl carabao snake duck
goat goose rabbit tiger
Herbivores Carnivores Omnivores

(plants only) (meat only) (both plants and meat)
32
Lesson 17: Classifying animals according to the food they eat.
Exercise B
Directions: Classify the following animals according to they type of food they eat. Write Herbivore,
Omnivore, or Carnivore on the blank.
________ 1. monkey _________ 6. pig
________ 2. eagle _________ 7. dog
________ 3. snake _________ 8. owl
________ 4. sheep _________ 9. man
________ 5. horse _________ 10. caterpillar
33
Lesson 18: Describe how animals get / eat their food using certain body
parts (PELC I. 1.2)
Directions: Read the statements below. Directions: Observe your favorite pet or
Write True or False in the blanks. animal and how it gets/eats its food. Draw
your observation on the space below. Write
_____ 1. Carabao and cows have wide teeth for a short explanation of drawing.
chewing and grinding grass.
_____ 2. Horses have pointed teeth to tear the

grass.
_____ 3. Giraffes have long necks to reach the

leaves on trees.
_____ 4. Most carnivores have sharp-pointed

teeth for cutting meat into small pieces.
_____ 5. Lions, tigers, and wolves are

herbivores.
_____ 6. Horses, cows, and carabao are

examples of animals which eat grass and
other plants.
_____ 7. Omnivorous animals do not have

sharp teeth in getting their foods.
_____ 8. Birds use their teeth to get their food.
_____ 9. Elephants are omnivores.
_____ 10. Butterflies have mandibles for

getting their food.
34
Lesson 19: Describe body parts used by animals for getting / eating
food.
Exercise A
1. Describe the teeth of horses and carabao
a. flat teeth b. pointed teeth c. small teeth d. big teeth
2. Meat-eating animals have:
a. sharp strong and pointed teeth b. wide and large mouth

c. canine teeth d. upper and lower jaws
3. What body parts do birds use for getting food?
a. beak b. between the teeth c. canine teeth d. upper teeth
4. How do you describe meat-eating animals?
a. sharp pointed teeth b. sharp-edged upper teeth c. flat teeth
5. How do you describe the parts of the snake used for getting food?
a. forked tongue b. elastic jaws c. flat teeth d. sharp teeth
6. In getting and eating food, grasshoppers use their _______
a. sticky tongues b. mandibles in the mouth

c. sucking mouth parts d. tiny tubes in getting their foods
7. What body parts of butterflies are used for getting food?
a. sucking mouth parts b. tiny tube in mouth parts

c. long sticky tongue d. piercing and sucking mouth parts
8. In getting and eating food, chickens use their ___________
a. sharp beaks b. flat bills c. mandibles d. sucking tube in eating seeds
9. How do omnivores eat?
a. they have sharp and flat teeth b. wide teeth

c. sharp-edged upper teeth d. sharp pointed teeth
10. What body parts do some animals use in eating?
a. proboscis b. mandebtes c. piercing mouth parts d. sticky mouth

35
Lesson 19: Describe body parts used by animals for getting / eating
food.
Exercise B
Directions: Encircle the letter of correct answer.
1. Which of the following animals have flat teeth?
a. pig b. carabaos c. lions d. tiger
2. What do meat-eating animals have in common?
a. wide teeth b. sharp & pointed teeth c. tongue d. jaws
3. What do rabbits have in using for getting their foods?
a. lower teeth b. flat teeth c. two-large teeth d. pointed teeth
4. Which animal has sharp, strong and pointed teeth?
a. rabbits b. tiger c. carabaos d. horses
5. Flesh-eating animals use the following body parts except one.
a. upper jaw over the lower jaw c. fins

b. beak for tearing meat d. fangs
6. Which animals have mandibles in the mouth?
a. mosquitoes b. flies c. bees d. grasshopper
7. Which animal use tiny tubes in mouth parts in getting their foods?
a. bees b. butterflies c. mosquitoes d. termites
8. What body parts of chickens are used for getting/eating foods?
a. sucking tube b. mandibles c. flat bills d. beak
9. Birds use their
a. teeth b. beaks c. nose d. feet in getting and eating their foods
10. Some animals have teeth while some have beaks, still others have tiny tubes. What does this show?
a. animals live in different environment

b. animals differ from sizes
c. animals have different parts for eating
d. animals eat food in order to grow
36
Lesson 20: Infers the kind of food an animal eats from the appearance
of its mouth parts
Exercise A
Directions: Using a line, match the animals in Column A to the mouthparts used for getting and
eating their food in Column B.
1. Dogs, lions a. Tiny tubes for sucking
2. Cows, horses b. Long sticky tongues
3. Bees, flies c. Sharp, strong teeth
4. Birds, ducks d. Flat teeth
5. Frogs, toads e. Strong, hooked beaks
6. Clams f. Sucking & piercing mouth parts
7. Flies, mosquitoes g. Tube called siphon
8. Owls, hawks h. Teeth in both upper & lower
jaws
9 Sheep i. Hard beaks
10. Cats, tiger j. claws
37
Lesson 20: Infers the kind of food an animal eats from the appearance
of its mouth parts
Exercise B
Directions: In the boxes below, draw one animal that has the following appearances.
long and sticky mouth hard beak
sharp and strong teeth
38
Lesson 21: Name animals that live in places where certain food services
are found
Exercise A
Directions: Choose the letter of the correct answer.
1. Where do fishes live?
a. water b. land c. forest d. anywhere
2. What kind of animals lives in the forest?
a. dogs b. monkeys c. camel d. cat
3. An attractive animal that is also found in the mountains is
a. snake b. elephant c. giant panda d. camel
4. The following are examples of animals whose diet includes animals found in bodies of water except
____________.
a. kingfisher b. heron c. chicken d. hawk
5. What animal lives in the rivers and lakes in the forest?
a. baboy damo b. dog c. crocodile d. cat
6. It is one of the biggest animals that lives on land.
a. cow b. horse c. elephant d. carabao
7. What specific kind of animal lives in grassland?
a. goat b. horse c. cattle d. all of the above
8. What insect lives around the lake?
a. grasshopper b. bees c. mosquitoes d. ants
9. What animal stays floating in the surface most of the time?
a. camel b. crocodile c. lizard d. deer
10. An anthill is a place where ______________ live.
a. spiders b. birds c. dogs d. ants
39
Lesson 21: Name animals that live in places where certain food services
are found
Exercise B
Directions: In the boxes below, draw one animal each that lives in the following places.
1. Forest 2. Farm 3. Desert
4. Sea 5. Lake 6. Swamp / Pond
40
Lesson 22: Describes how animals adapt to their environment
for protection, food gathering effectiveness and survival
Directions: Write the body parts used by the Directions: Observe your favorite animal or pet.
following animals for their protection. Find out how it protects itself from harm. Draw
it on the space below and write your
observations under the drawing.
ANIMALS BODY PROTECTION

1. crabs
2. dogs
3. mudfish
4. lions
5. toads and frogs
6. snake
7. skunk
8. carabaos, goats
9. grasshopper
10. mosquitoes
41
Lesson 23: Demonstrate a procedure to show how certain animals
adapt to their environment through camouflage.
Directions: Put a check before the item Directions: Put a check before the item
which demonstrates animal which demonstrates animal
adaptation through change of adaptation through change of
color. color.
_____ 1.A bird is hunting food along shrubs and _____ 1. Mudfish burrow itself in the mud to
grasses so the grasshopper hides itself in the keep itself unseen by its prey
grass by blending its color to the grass.
_____ 2. A bird is hunting food along shrubs
_____ 2. Mudfish burrow itself in the mud to and grasses so the grasshopper hides itself
keep itself unseen by its prey in the grass by blending its color to the
grass.
_____ 3. Rats ran away from the cat to avoid it
_____ 3. Frogs hide itself from the heron by
_____ 4. A chameleon is threatened by a blending its color with the mud.
predator. It perches itself on tree branch.
_____ 4. Rat running away from the cat is to
_____ 5. Rat running away from the cat is to keep itself safe.
keep itself safe.
_____ 5. A chameleon is threatened by a
_____ 6. Frogs hide itself from the heron by predator. It perches itself on tree branch.
blending its color with the mud.
_____ 6. Rats ran away from the cat to avoid it
42
Lesson 24: Classify animals into vertebrates and invertebrates
PELC 4.4.1
Exercise A
Directions: Classify these animals into animals with backbone (vertebrate) or animals without
backbone (invertebrate). Put a check under the proper heading.
Animals With backbone Without backbone

1. fish
2. kangaroo
3. jellyfish
4. penguins
5. flat worms
6. turtle
7. starfish
8. corals
9. snakes
10. roundworms
43
Lesson 24: Classify animals into vertebrates and invertebrates
PELC 4.4.1
Exercise B
Directions: Classify these animals into animals with backbone (vertebrate) or animals without
backbone (invertebrate). Put a check under the proper heading.
Animals Vertebrate Invertebrate

1. kangaroo
2. fish
3. flat worms
4. penguins
5. jellyfish
6. turtle
7. corals
8. starfish
9. snakes
10. roundworms
44
Lesson 25: Classify vertebrates into mammals, birds, reptiles, and
amphibians
Exercise A.
Directions: Classify the following animals. On the blanks, write F, if it is a fish; A, an

amphibian; R, a reptile; B, a bird; or M, a mammal,
1. ostrich ___________
2. snake ___________
3. frog ___________
4. whale __________
5. dolphin __________
6. milkfish __________
7. chicken __________
8. swordfish __________
9. toad __________
10. crocodile _________
45
Lesson 25: Classify vertebrates into mammals, birds, reptiles, and
amphibians
Exercise B
Directions: Identify and classify the following animals. Write F. for fish; A, amphibians; R, a
reptile, B, a bird and M, a mammal.
______________ 1. ____________ 6.
______________ 2. ____________ 7.
______________ 3. ____________ 8.
______________ 4. ____________ 9.
_____________ 5. ____________ 10.
46
Lesson 26: Identify characteristic of each group of vertebrates.
(PELC 4-2-1)
Exercise A
Direction: Fill in blanks with the correct answer. Refer to the words in the box below the
statements.
1. ______________ are warm-blooded animals. Their body temperature does not
change with the environment or surroundings.
2. __________________ are animals with tough, dry skin covered with horny scales.
3. _____________ are warm-blooded animals and breathe through their lungs.
4. _____________ are cold-blooded animals with moist and slippery skin.
5. This is a group of aquatic animals. They live in water all their life. We call this group of vertebrates
as _______________.
mammals
birds
fish
reptiles
amphibians
47
Lesson 26: Identify characteristic of each group of vertebrates.
(PELC 4-2-1)
Exercise B
Directions: Using a line, match each vertebrate in Column A with their characteristics in Column B.
1. fishes A. Feed their young with milk
2. amphibians B. only animals with feathers
3. reptiles C. breathe through their gills
4. birds D. cold blooded animals with scales
and shell coverings
5. mammals E. live in both land and water
48
Lesson 27: Classify invertebrates into arthropods, coelenterates,
annelids, crustaceans, echinoderms, insects, arachnids,
and mollusk
Exercise A
Directions: Classify these animals by writing their names under the proper column
earthworm sponges crab

jellyfish sea cucumber squid
butterfly corals tarantula
Invertebrates
Coelenterates Annelids Crustaceans
Echinoderms Insects Arachnids Mollusks
49
Lesson 27: Classify invertebrates into arthropods, coelenterates,
annelids, crustaceans, echinoderms, insects, arachnids,
and mollusk
Exercise B
Directions: Classify the following invertebrate. Write AR, if it is an arthropods; CO, coelenterates, AN,
annelids; CR, crustaceans; E, echinoderms; I, insects; AA, arachnids and M, mollusk.
__________ 1. Cockroach __________ 6. earthworm
__________ 2. corals __________ 7. snails
__________ 3. lice __________ 8. praying mantis
__________ 4. sea urchins __________ 9. jellyfish
__________ 5. Squid __________ 10. sea cucumber
50
Lesson 28: Explain the importance of coral reefs. (PELC 5.)
Exercise A
Directions: Read the paragraph and fill in the blanks the correct answer.
The coral reef is an underwater ridge or mound built of fragments of coral. It provides natural
habitat to various marine plants and animals. They live in 1.__________________ at the sea bottom.
There are three forms of coral reefs 2.______________________ reef when it is close to shore,
3.________________ reefs are ;located offshore and 4.______________________, a ring shaped reef
found far offshore. Coral reefs support a variety of 5.___________________. They are homes to many
and beautiful fishes. The provide 6.___________________ materials for load building. Many corals are
used making of 7._____________ and 8._____________ 9._________________ use the coral reefs to
study 10.___________________ of organism and their environment
51
Exercise B
Directions: Explain the importance of coral reefs in our life. Write your answer in five sentences.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
52
Lesson 29: Describing coral reefs
Exercise A
Directions: Fill in the blanks with the correct answer.
coral reef barrier reefs calcium carbonate fringing reefs

atolls shell-like unconsolidated sediment
colonies rock-like hermatypic
1. ________________ is an underwater ridge or mound built of fragments of coral
2. Coral reefs live in _______________ at sea bottom.
3. ________________ are located close to shore separated from land only
shallow water.
4. ________________ lie farther offshore, separated from land by lagoons more
than 10 meters deep.
5. ________________ are kind of reefs found far offshore and comprise a ring-
shaped reef.
6. The basic structures of coral reef are ______________ and
7. ______________ materials.
8. _______________ from the corals is deposited as reef framework or as
unconsolidated sediment.
9. ________________ comprise of eroded reef rock, sand and gravel
10. _______________ are corals that build reefs.
53
Exercise B
Directions: Match the words that pertain to coral reefs in column A with the descriptions in
column B.
A B
1. coral reefs a. basic structure
2. colonies b. far offshore
3. fringing reefs c. sea bottom
4. barrier reefs d. underwater ridge
5. atolls e. basic structure
6. shell-like f. corals that build reefs
7. marine biologists g. calcium carbonate
8. rock-like h. deposited corals
9. unconsolidated sediment i. close to shore
10. hermatypic j. farther offshore
k. study ecological relationships of organisms
54
Lesson 30: Identifying the importance of coral reefs
Directions: Read the sentences. Write Yes Directions: Encircle the statements that tell the
if it tells the importance of coral reefs and importance of coral reefs.
No if not.
A. They serve as homes for marine animals.
____ 1. Coral reefs are habitats of animals and
birds. B. They can also be home for domesticated
____ 2. Coral reefs are habitats for marine animals.

animals.
C. They are useful to farmers and factory
____ 3. The marine inhabitants of the reef are a
source of our food and livelihood for workers only.
other people.
D. They become rich fishing grounds because
____ 4. The coral reefs act as wave breakers to
soften the impact of typhoons to they are habitats of a large
coastal areas.
number of marine animals.
____ 5. Since reefs are habitats, hatcheries and
nurseries to a large number of E. They have been found to be very sensitive to
marine animals, they become rich
fishing grounds. environmental changes so it
____ 6. Coral reefs protect the forest animals. provide clues for environmental
____ 7. The reefs provide important clues for studies.

environmental studies. Reefs have been
found to be very sensitive to F. In coastal areas, they act as wave breakers to
environmental changes.
soften the impact of typhoons.
____ 8. Coral reefs grow and develop in other
environments, such as forest and rivers. G. They protect plants in the fields.
____ 9. Coral reefs can produce materials for H. Fishing can destroy coral reefs.
building houses.
I. They are part of the ecological balance.
____ 10. Coral reefs constitute a natural
laboratory where students can study J. They protect and shelter the young fish.
relationships between organisms.
55
Lesson 31: Predicting what will happen when coral reefs are destroyed
Competency 5.4
Exercise A
Directions: The following are ways that cause destruction of coral reefs. Predict the effect in
each case.
Cause Effect
1. Dynamite fishing
2. Muro – ami
3. Using small mesh nets and traps
4. Collecting corals/coral mining
5. Improper disposal of waste
56
Lesson 31: Predicting what will happen when coral reefs are destroyed
Competency 5.4
Exercise B
Directions: Identify the effects for the given causes. Use a line to match the causes in column A with the
effects in column B.
Cause Effect
1. Dynamite fishing a. Harmful chemicals may reach the

lakes bays and seas during the rainy
2. Coral mining days.
3. Industrial development/use of pesticides and b. Corals are taken away and less corals
are left.
fertilizer
c. The coral reefs are broken,
4. Increasing wastes/ improper pulverized and destroyed because the
divers repeatedly stump and drag heavy
garbage disposal materials to drive the
fish.
5. Trawl fishing
d. The blasting kill, crack and destroy
the corals
e. Excessive human wastes and garbage

destroy the coral reefs
57
Lesson 32: Identifying ways of saving the coral reefs.
Directions: Identify the ways of saving Directions: Identify the ways that could
coral reefs from the given sentences below. save coral reefs. Put a check before each
Put a check before the statements. correct statement.
____ 1. Use dynamite fishing. ____ 1. Using poisonous chemicals for fishing
____ 2. Transport live corals to partly damaged ____ 2. The government passes bills on coral
area to hasten the recovery of the damaged reef. preservation and is strict in implementing them.
____ 3. Help in conserving the coral reefs by ____ 3. Maintaining ship engines to avoid oil
information dissemination. spills
____ 4. Join volunteer groups like Bantay- ____ 4. Purchasing coral souvenir for collecting
Dagat.
____ 5. Protecting marine parks and sanctuaries
____ 5. Do not purchase coral souvenirs.
____ 6. Joining in campaign about saving
____ 6. Do not steer boats close to the shore to marine life
avoid hitting coral reefs.
____ 7. Using dynamite fishing
____ 7. Properly maintain ship engine to avoid
oil spill ____ 8. Not practicing muro-ami fishing.
____ 8. Support marine-protected areas such as ____ 9. Helping in the recovery of the damage
marine parks. reef
____ 9. The government should pass bills on ____ 10. Not throwing garbage in rivers, seas,
coral preservation and should be strict in and other bodies of water
implementing them.
___ 10. When you own an aquarium, do not put

coral pieces in your tank.
58
Lesson 33: Explain the process of food making (photosynthesis) in
plants.
Exercise A
Directions: The diagram below shows the process of photosynthesis. Study the diagram. Fill in
the blanks to explain the process of food making (photosynthesis) in plants.
Photosynthesis is the process by which green plants use (1) _____________ from the soil (2)
_______________ from the air, and (3) _________ that absorbs the sun’s (4) ____________ . With this,
(5) _________ and (6) _____________ are produced.
59
Lesson 33: Explain the process of food making (photosynthesis) in
plants.
Exercise B
Directions: Study the illustration showing the process of photosynthesis in plants. Explain the
process. Supply the needed information to complete the paragraph.
How Green Plants Make Food
Green plants make their food. This process is called photosynthesis.
With the help of (a) ________ from the sun, (b) __________, the green coloring in the leaf of the
plants combine with (c) ________ from the soil and (d) ______________ from the air to produce (e)
___________ in the leaf. The air that enters the leaf contains carbon dioxide and oxygen. But the leaf
needs only the carbon dioxide. Thus, (f) ________________ is given off as waste product.
60
Lesson 34: Identifying plant and plant parts used for food,
medicine, etc.
Exercise A
Directions: Identify the ten plants, their parts and their uses. Complete the chart by giving the
necessary information.
Kind of Plant Parts Used Uses

Ex. malunggay leaves Food
1.
2.
3.
4.
5.
6.
7.
8.
10
61
Lesson 34: Identifying plant and plant parts used for food,
medicine, etc.
Exercise B
Directions: The following are common plants. Identify what is/are the uses of each. Put a check on its
proper column.
Kind of Plant Plant Parts Uses

Food Medicine
1. tomato fruit
2. malunggay leaves
3. atis fruit
4. sambong leaves
5. gumamela leaves
6. kangkong leaves
7. kalachuchi bark
8. gabi stalk
9. potato tuber
10. onion bulb
62
Lesson 35: Describing the special characteristics of plants which help
them adapt to the environment and reproduce.
Exercise A
Directions: Describe how the plants adapt to the environment. Fill in the blanks with number of
the corresponding special characteristics of plant/plants. Choose from the box.
1. thorns on stems 5. Needlelike leaves 9. thick stem filled with sap

2. aerial roots 6. big and bright colored petals 10. storage roots
3. prop roots 7. thick woody shells or husks
4. hollow stems 8. stinging hairs and bristles
1. Orchids have _______ which support the climbing stem and absorb moisture from the air.
2. Corns have ________ above the ground that help to support the plant.
3. Roses have _______ ,which they use for defense.
4. Cacti have __________, which enable these plants to live long without water.
5. The water lily and kangkong plants float in water because of their ___________.
6. Coconuts float on water and may reach other places where they grow because they have
_______________.
7. Pine trees have ___________ that can stand cold temperature.
8. Blue thistles have ________ on fruits, leaves and stems that cause itchiness, skin rashes, and blisters
if you touch them.
9. Some flowers have ___________ to attract insects for pollination.
10. Camote and yam have __________ that are adapted to reproduction of new plants.
63
Lesson 35: Describing the special characteristics of plants which help
them adapt to the environment and reproduce.
Exercise B
Directions: Using a line, describe how the following plants in column A adapt to the environment or
reproduce (Column B).
A B
Plant Adaptation to environment / reproduction
1. bougainvillea a. grow aerial roots
2. ampalaya b. strong scent/odor
3. atis c. have thorns to protect themselves
4. camote d. have needlelike leaves
5. ipil-ipil e. have many tiny leaves
6. pine-tree f. wax –like coating of the leaves
7. kataka-taka g. bitter taste
8. orchids h. plenty of seeds
9. amarillo i. reproduce from cuttings of the vines
10. banana j. have leaves that can produce new plants
64
Lesson 36: Citing examples of plants that can grow in specific
environments
Exercise A
Directions: Cite examples of plants that grow in the given environments. Write your answers in
the proper column. Choose from the box.
Bodies of Water Forest Desert Cold Countries
cactus water lily lotus
date palm kangkong tamarind
mangrove pine trees ipil-ipil
orchids
65
Lesson 36: Citing examples of plants that can grow in specific
environments
Exercise B
Directions: Cite the examples of plants that grow in given environments.
A. Bodies of Water
1. _________________________
2. _________________________
B. Forest
1. _________________________
2. _________________________
C. Desert
1. _________________________
2. _________________________
D. Cold Countries
1. _________________________
2. _________________________
E. Seashore
1. _________________________
2. _________________________
F. Tree trunks
1. _________________________
2. _________________________
66
Lesson 37: Identifying characteristics of certain plants.
Exercise A
Directions: Identify the characteristics of the given plants in Column A. Choose your answer
from characteristics given in Column B. Write only the letter of your answer.
A B
____ 1. angiosperms a. make seeds but do not have flower
____ 2. gymnosperms b. flowering plants that produce fruits
____ 3. ferns c. do not have true roots or stems
____ 4. mosses d. have true leaves, stems and roots. The lower
____ 5. algae surface of the leaves contains spores
____ 6. liverworts e. they have vascular tissues that are used to
____ 7. Nonvascular plants transport water and minerals
____ 8. vascular plants f. plants without tissues for transporting water
g. single celled or many celled and reproduce
sexually or asexually
h. moss-like plants found along the banks or
streams.
67
Lesson 37: Identifying characteristics of certain plants.
Exercise B
Directions: Read the characteristics of plants. Identify what plant/s is/are being referred to.
__________ 1. They may be single-celled or many-celled plants. They contain

chlorophyll which gives them their colors.
__________ 2. Plants with vascular tissues, which carry water and food around
the plant.
__________ 3. They lack tissues that transport food and water.
__________ 4. They are plants that grow in wet shady places, barks of trees, or
on rocks.
__________ 5. They are usually found along the banks of streams.
__________ 6. Spore bearing plants, which grow, mostly in the tropics. Their
spores are found in the capsules at the back of their leaves.
__________ 7. They are cone-bearing plants and have uncovered seeds. They do
not bear flowers.
__________ 8. Flowering plants have flowers and seeds. Seeds develop inside
the fruit.
angiosperms
gymnosperms
vascular plants
nonvascular plants
ferns
mosses
liverworts
algae
68
Lesson 38: Grouping plants according to characteristics.
Exercise A
Directions: The following are examples of plants. Classify them according to their common
characteristics.
1. papaya 4. calachuchi 7. seaweeds 10. liverworts

2. ferns 5. mango 8. mosses
3. pine tree 6. horsetails 9. cycad
Angiosperms Spore-bearing Gymnosperms Non-vascular

Plants Plants
69
Lesson 38: Grouping plants according to characteristics.
Exercise B
Directions: Group the plants according to their common characteristics

On the blanks after each item, Write A – for flowering plant bearing seed in fruits
B – for non-flowering with seeds on scales of cones
C – for spore bearing
D – for non-vascular plants
1. atis _____
2. ginkgo _____
3. liverworts _____
4. seaweed _____
5. jackfruit _____
6. mosses _____
7. whisk ferns _____
8. cycad ____
9. horsetails _____
10. mango ____
70
Lesson 39: Describe simple physical and chemical changes in materials
Directions: Read the statement. Write PC if Directions: Describe the kind of change of the
the change described is physical or CC if the following. Write PC for physical change and
change is chemical. CC for chemical change on the blanks after each
item.
____ 1. Water vapor forms droplets.
1. ripening of fruits ___________
____ 2. Rubbing alcohol evaporated fast.
2. burning plastics/rubbers ___________
____ 3. Fresh sampaguita flowers wither after a
3. rusting of iron __________
day.
4. melted margarine __________
____ 4. Milk curdles when vinegar is added to it.
5. ice water taken from the freezer ________
____ 5. A rubber band is stretched
6. sugar, wood and paper turn black when
____ 6. Paper is cut into four equal parts
burned. _________
____ 7. Caramelized sugar tastes bitter
7. milk turns sour after it is left outside the
____ 8. Silvery iron turns reddish-brown after
refrigerator _________
exposure to water and air.
8. boiling water _________
____ 9. Uncooked fresh fish turns dark when
9. melting gelatin _________
placed over fire.
10. “kaingin” _________
____ 10. Wet clothes hang under the sun.
71
Lesson 40: Observe that no new material is formed in physical change.
Exercise A
Directions: On the blank, write True if the statement is correct and False if it is wrong.
______ 1. The physical properties of matter can be determined by observing the object.
______ 2. The melting point and freezing point of a particular object are the same.
______ 3. Matter can exist in a solid, a liquid, or a gas in any temperature and pressure.
______ 4.The boiling point of a substance is the temperature at which liquid changes to gas.
______ 5. Melting is a physical change.
______ 6. By putting a spoonful of sugar into a glass of water, the sugar turns into a liquid.
______ 7. Any change in the state of matter is a physical change.
______ 8. The ability of a material to return to its original shape and size after
it is stretched, twisted or pressed.
______ 9. Freezing is a chemical change.
______ 10. Boiling is a physical change.
72
Lesson 40: Observe that no new material is formed in physical change.
Exercise B
Directions: Check the box if the situation is an example of a physical change.
1. chopping of wood 6. ripening of fruits
2. melting ice cream 7. burning of sugar
3. crumpling of paper 8. boiling water
4. rusting iron 9. water changes to ice
5. melted margarine 10. proper cut into pieces
73
Lesson 41: Cites the conditions / factors that bring about changes in
materials
Exercise A
Directions: Write the condition that can cause changes in materials.
1. burning of paper 6. crumpled papers

2. broken toys 7. water becomes ice when cooled
3. burnt candles 8. rusting of nails
4. melted margarine 9. chewing of food
5. rusted window grills 10. caramelizing sugar
Physical Change Chemical Change
1. _________________________ 1. ___________________________
2. _________________________ 2. ___________________________
3. _________________________ 3. ___________________________
4. _________________________ 4. ___________________________
5. _________________________ 5. ___________________________
74
Lesson 41: Cites the conditions / factors that bring about changes in
materials
Exercise B
Directions: On the blanks, write P if the condition describes a physical change and C if it
describes a chemical change
_________ 1. chopping of wood ___________ 6. slicing of bread
_________ 2. burning wood ___________ 7. burning garbage
_________ 3. melted ice cream ___________ 8. rusting nails
_________ 4. crumpling ___________ 9. melting ice
_________ 5. baking of bread ___________ 10. burning dry leaves
75
Lesson 42: Infer that everything in the environment is changing
Directions: Give five correct answers to the Directions: Give five correct answers to the
question below. question below.
What are some of the causes of the changes in What are some of the good effects of human
our environment? made changes in the physical environment?
1. 1.
_______________________________________ _______________________________________
2. 2.
_______________________________________ _______________________________________
3. 3.
_______________________________________ _______________________________________
4. 4.
_______________________________________ _______________________________________
5. 5.
_______________________________________ _______________________________________
76
Observing the effect of static electricity
Exercise A
Directions: Identify the word or group of words described in each sentence.
_____ 1. Electricity at rest or not moving and is found on the surface of any matter.
_____ 2. It produces static electricity.
_____ 3. This is what becomes of a material when it has static electricity.
_____ 4. It is a Greek word that means standing or staying still.
_____ 5. What do you do with two things in order to produce static electricity?
Directions: Identify which activities produce static electricity. Encircle them.
1. Rubbing the rubber balloon and the hair
2. Rubbing a plastic comb and the hair
3. Briskly rubbing a plastic ruler with wooden clothes
4. The fast movement of the lightning through the air
5. Boiling of water
Directions: Answer the given question.
What is the effect of static electricity?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________
77
Observing the effect of static electricity
Exercise B
Directions: Identify answers to match the description. Choose from the box. Write only the letter of the
correct answer.
A. static electricity C. magnetic E. rubbed

B. static D. rubbing / friction
1. When two unlike things are ________ together, it will produce static electricity.
2. It is electricity at rest found on the surface of any matter.
3. Matter becomes ____________ when it has static electricity.
4. It is an English word, which means standing or staying still.
5. To produce static electricity, two things are __________ together.
Directions: Identify the ways that show how static electricity is produced. Encircle them.
1. Rubbing the rubber balloon on a cloth.

2. Plowing the rice field
3. Cooking rice
4. The heating of lightning as it moves through the air
5. Rubbing a plastic comb on the hair
6. Rubbing the comb on the hair
Directions: Ellen rubbed a comb briskly on a wooden cloth. Then she held the comb over the pencil
shavings. What do you think was Ellen’s observation? Put a check before it.
____ a. Pencil’s shaving stocked to the electricity charged comb because its effect is
temporary magnetism.
____ b. The shavings sparked and caused fire
____ c. The shavings made a loud cracking sound
____ d. The shavings was blown by the wind
78
Identifying parts of electric circuit
Competency V.2 – V.2.1
Exercise A
Directions: Identify what is being described. Choose your answer from the list given and write
your answer on the space provided.
________________ 1. Electricity is flowing on a complete patch of electric current. It is composed

of interconnected electrical components; the source, the conductor and the load.
________________ 2. Electricity that flows in a complete and closed electric unit. Produced when
free electrons flow.
________________ 3. Gives protection in case a short circuit occurs and when the circuit is
overloaded.
________________ 4. Materials through which electricity does not flow.
________________ 5. Materials through which an electric current flow. Metal is a good example of
it.
________________ 6. Supplies the power, maybe a generator or battery or a solar cell
________________ 7. It happens when exposed wires touch each other.
________________ 8. When the knob is switched on the metals touch so electricity flows.
________________ 9. When the knob is switched OFF, electricity does not flow, so the circuit is _____.
complete circuit incomplete circuit source insulators

current electricity switch conductor
circuit fuse short circuit
79
Identifying parts of electric circuit
Competency V.2 – V.2.1
Exercise B
Directions: Identify the word that fits the description below. Choose your answer from the words in the
box.
current electricity switch fuse

complete circuit load conductor
electric circuit insulator short circuit
1. It is an electricity that flows in a complete and closed electric unit, can be carried over a long distance
and can be converted easily. ___________
2. A safety device that controls the flow of large amount of electricity. It gives protection when short
circuit occurs. _______________
3. Happens when exposed wires touch each other, sometimes can cause fire. _______________
4. A material through which electricity can’t flow easily so it is used to ensure that electricity flows
along the right path only and prevents the short circuits. ______________
5. Transport electricity from the source to the load. One example is metal. ____________
6. An interconnected electrical components that form a complete path of electric current.
______________
7. The power supply, it maybe a dry cell battery, generator or solar cell. ______________
8. An output device that works only when there is a flow of electricity. A bulb and a speaker are
examples. ______________
9. When the knob is switched on and the metals in the circuits touched each other so electricity flows
______________
80
Lesson 45: Classifying materials into conductors and insulators
Competency V 2.1.1
Direction: How do you classify the Directions: Write INS for insulators and CON
materials below? Write C for conductor and for conductors
I for insulators.
_____ 1. copper wire ____ 1. a plastic glass
_____ 2. plastic ____ 2. spoon made of metal
_____ 3. iron ____ 3. golden fork
_____ 4. glass ____ 4. wooden ladle
_____ 5. silver ____ 5. rubber
_____ 6. wood ____ 6. plastic spoon
_____ 7. rubber ____ 7. paper plate
_____ 8. aluminum ____ 8. needle
_____ 9. wax ____ 9. coins
_____ 10. gold ____ 10. pencil eraser
81
Lesson 46: Describing how electrical energy is produced
Competency V.4
Exercise A
Directions: Match the sources of electricity with the way it is produced. Write only the letter of
the best answer.
Sources How Electrical Energy is Produced

1. geothermal energy ____ a. electricity is produced from moving water or dynamo
2. generator or dynamo ___ b. through chemical reaction
3. hydroelectric energy ___ c. heat energy from underground produces electricity
4. solar energy ___ d. burning of fuel like crude oil and gasoline
5. fossil fuel ___ e. sunlight falls on certain materials, electrons flow and
6. wind or tidal energy ___ make electricity through solar panels
7. nuclear energy ___ f. through the forces from the wind or tide
8. battery or dry cell ___ g. splitting or combining of atoms that causes electricity
because of its tremendous power
h. uses magnet fixes to a rod that cause the coil to rotate
and produce electricity
Directions: Arrange the following words in sequence to form a concept on how electrical energy
is produced.
IN ELECTRICAL DIFFERENT ENERGY IS WAYS PRODUCED.
______________________________________________________________________
82
Lesson 46: Describing how electrical energy is produced
Competency V.4
Exercise B
Directions: Match the sources of electricity with the way it is produced. Write only the letter of the best
answer.
Sources How electrical energy is produced

A. battery / dry cell 1. electricity is produced from a force coming from
B. nuclear energy moving water
C. generator or dynamo 2. through chemical reaction, electricity is produced
D. geothermal energy 3. burning of fuel such as gasoline and crude oil
E. hydroelectric energy 4. heat from the under ground produces electricity
F. fossil fuel 5. the flow of electrons from sunlight make electricity
G. wind or tidal energy through solar panels or solar cells
H. solar energy 6. through forces from the winds or tide
7. a tremendous energy released during fission or fusion
of atoms which produces electricity
8. convert heat energy from burning fuel or natural
resources to obtain electrical energy.
Directions: Form a concept on how electricity is produced. Fill in the blanks the appropriate
words to complete it.
(1) ____________________ energy is produced in different ways coming from different (2)
________________.
83
Lesson 47: Observing transformation of electrical energy to other
Forms. Observing that electricity can produce heat and
light (Competency V.5 – 5.1)
Directions: Electricity can produce heat and Directions: Identify the transformation of
light and other forms of energy. Write H if electrical energy occurs when you use the
electricity is transformed into heat only, L if following. On the blanks, write whether it is
heat, light or other form.
light only and HL if its heat and light, and
OF if its other forms in the following 1. electric iron _______
situations:
1. using flat iron ______ 2. egg beater
2. cooking in an electric stove ______ 3. fluorescent bulb
3. lighting a bulb for 5 minutes ______ 4. egg beater
4. a running bus of the Light Railway Transit 5. washing machine
(LRT) ______ 6. lamp shade
5. beating an egg using electric egg beater 7. hair blower
______ 8. electric stove
6. lighting a lamp shade ______ 9. electric fan
7. using electric fan _____ 10. bus in the Light Railway Transit (LRT)
8. using the hair blower ______
9. washing clothes in the washing machine
______
10. heating a bun on an oven toaster ______
84
Lesson 48: Describing how electromagnet works
Competency V.6.
Exercise A
Directions: Describe how electromagnets work. Fill in the blanks to describe how
electromagnets work. Choose the words from the box.
An electromagnet is a (1) _______________ which is made by letting (2) ____________ pass
through a (3) ________________ of wire (4) _____________ around an (5) ____________ core. An (6)
_____________ can be made (7) ______________ by using (8) _________________ coils. Each turn of
(9) _____________ adds (10) ______________ to the electromagnet.
electromagnet wound
magnet iron
electricity stronger
coil more
wire force
85
Lesson 48: Describing how electromagnet works
Competency V.6.
Exercise B
Directions: Describe how electromagnets work. Fill in the blanks with the words to complete the
paragraph. Choose your answers from the box.
An (1) _____________ is a temporary (2) _______________. It is produced by (3) ___________
passing through a (4) ______________. An electromagnet can have (5) ____________ force only when
(6) ______________ current is flowing through it. An electromagnet can be made (7) ____________ by
using __________ wire. Each turn of (9) _________ adds (10) _______________ to it.
coils stronger
magnetic force
electricity wire
magnet electric
electromagnet more
86
Lesson 49: Telling the use of electricity in the home and community
Competency V.7
Directions: Put a check (√) if the sentence Directions: Put a check (√) if the sentence tells
tells the use of electricity and an X if it does the use of electricity and an X if it does not.
not.
____ 1. Lighting a dark room with a
____ 1. Using an electric fan when its hot.
fluorescent bulb
____ 2. Cooking rice in the rice cooker.

____ 2. A lighted candle
____ 3. Using buri fan on sunny days.

____ 3. Washing clothes by hand
____ 4. Plowing of the ricefield with a carabao.

____ 4. Using family computer
____ 5. Using the computer in the office.

____ 5. Working on the field during the day
____ 6. Watching television programs at night.

____ 6. Writing during night time
____ 7. Using washing machine to wash

____ 7. Planting vegetables
clothes.
____ 8. Using an overhead projector

____ 8. Playing computer games
____ 9. Watching a movie

____ 9. Making charcoal.
____ 10. Starting buses, cars, jeepneys and the

____ 10. Turning on the aircon on a hot room.
LRT
87
Lesson 50: Practicing precautionary measures related to electricity
Competency V.8
Exercise A
Directions: Draw a if it is a good practice and a if it is not.
____ 1. Don’t touch electrical wires if any part of your body is wet,
____ 2. Wipe the bulb with a dry cloth to clean it.
____ 3. Leave electrical appliances on even when not in use. It’s a waste of time
switching them on again.
____ 4. Let the authorized personnel put up the electrical wirings in your homes.
____ 5. Never touch the plug nor put your fingers into an empty socket.
____ 6. Report to the MERALCO any sign of malfunctioning such as when electric
wires break or fall.
____ 7. Avoid using worn out cods and exposed wires it may cause fire or electrocute
you
____ 8. Turn off electrical appliances when not in use. They can overheat and cause
fire.
____ 9. Use standard not substandard electrical wirings.
____ 10. Do not switch on too many electrical appliances with only one extension cord.
88
Lesson 50: Practicing precautionary measures related to electricity
Competency V.8
Exercise B
Directions: Draw a happy face if the practice is correct and if it is not.
____ 1. It is safe to touch electric wires when you are taking a bath.
____ 2. Use wet cloth to wipe or clean light bulbs.
____ 3. When electric motor are not in use, pull out their plugs.
____ 4. Call only authorized personnel to put up electrical wiring.
____ 5. Put your fingers into an empty socket.
____ 6. Use inexpensive, substandard materials for electrical wiring to lessen
expenses
____ 7. Report to authority any illegal electrical connections. This may cause high
distribution charge.
____ 8. When electric wires break or fall, report it immediately to the MERALCO
____ 9. Do not use worn-out cords. Exposed wires can electrocute you or cause fire.
____ 10. Avoid “octopus” connections. Overloading may cause short circuits and fire.
89
Lesson 51: Practicing electrical energy conservation measures
Competency V.9
Exercise A
Directions: Identify the statements that show conservation of electrical energy. On the blanks,
write Y if it is a statement that shows conservation of electrical energy and N if it does not show
conservation of electrical energy.
_____ 1. Switch off appliances when not in use.
_____ 2. If possible use natural ventilation instead of using electric fan or airconditioner.
_____ 3. If possible, make use of the solar energy. Use natural light during daytime
_____ 4. During fiestas or festive occasions, use bulbs with high wattage so that you can have your party
until morning.
_____ 5. Avoid opening and closing the refrigerator or freezer unnecessarily.
_____ 6. Do not iron your clothes. Ironing clothes is unnecessary and a waste of electricity.
_____ 7. Read in the dim light to conserve electricity.
_____ 8. Agree to watch the same T.V. shows in the same room instead of switching on more TV sets or
electric fans.
_____ 9. Always use electricity in cooking and boiling water. It is the fastest and economical way to
cook.
_____ 10 Check the gaskets of your refrigerator or freezer. A lot of energy is wasted, if the refrigerator is
properly is closed, so open it a little.
90
Lesson 51: Practicing electrical energy conservation measures
Competency V.9
Exercise B
Directions: Identify the statements that show conservation of electrical energy. On the blanks, write T if
it is a statement that shows conservation of electrical energy.
_____1. Switch off the light and appliances when not in use or before leaving the home.
_____2. Turn on air-conditioners when leaving the room to give you a cool feeling once your enter your
room
_____3. Never read during daytime. It’s good to read at night with proper lighting
_____4. Keep the freezer, and refrigerator closed unless necessary
_____5. Open the lights the whole night to keep the ghosts away
_____6. If possible use natural light and ventilation while day working.
_____7. Use bulbs at home such as fluorescent bulbs, that consume less electricity but give off more
light. Frequently dust off bulbs so they can give off more light.
_____8. Buy another TV set for your rooms so you can choose and watch your favorite shows.
_____9. If possible do not use electricity in cooking, Do not leave what you are cooking boiling
unnecessarily
_____10. Close the refrigerator property and check its gaskets. A lot of energy is wasted if the
refrigerator is not properly closed.
91
Lesson 52: Identifying the kinds of simple machines
(Competency V.10.1)
Exercise A
Directions: Identify the kind of simple machine in the lettered pictures.
wedge wheel and axle screw

lever inclined plane pulley
___________ A.
___________ B. ___________ C.
___________ D.
___________ E. ___________ F.
___________ G.
92
(Competency V.10.1)
Exercise B
Directions: Identify the kind of simple machine in each number.
wedge wheel and axle screw

lever inclined plane pulley
_________ 1. _________ 2.
_________ 3. _________ 4.
_________ 5. _________ 6.
93
Lesson 53: Describing how each simple machine makes work easier
and faster (Competency V.10.3)
Exercise A
Directions: The numbered sentence at the right describes how the simple machines make work
easier and faster. Write that number beside the simple machine it describes.
1. It is a rigid bar used to pull, push or lift objects. A heavy load can
A. Lever ____
be moved with little effort.
B. inclined plane ___
2. Used to pull, push or lift objects, so heavy objects can be moved
with little effort. It has a resistance fulcrum and effort.

C. wedges ____
3. It is a force multiplier. A little force on the wheel produces a large
D. wheel and axle ___
force in the axle.
4. It can make a large objects smaller by cutting and splitting it with

E. pulley ___
less force.
F. screw ___
5. It can hold two pieces of wood or other objects like metal together.
6. The teeth have thick bases and sharp edges for cutting food.
G. simple machines ____
7. It can bore holes thick wood or metals.
8. It is used to change direction of a force.
9. When the angle is less, the distance is longer and the effort needed
is also less, so it is easier to move over the longer distance.
10. Make work easier and faster because they help you gain in force or
gain in speed with small effort.
94
(Competency V.10.1)
Exercise B
Directions: Describe how each simple machine makes work easier and faster. Match column A
with column B. Write the letter of your answer.
A B
1. simple machine ____ a. It is a force multiplier; with little force on the wheel it
2. lever ____ can produce a force in the axle.

3. inclined plane ____ b. It can hold two pieces of wood or metal together.
4. wedges ____ c. Used for cutting or splitting things easily with less
5. pulley ____ effort or force.
6. screw ____ d. They are used to make work easier and faster with
7. wheel and axle ____ less effort.
e. It is a rigid bar used to pull, push or lift objects. A
heavy load can be moved with little effort.
f. Used to move things to a higher place with less effort
because its flat surface is raised at one end
g. A grooved wheel or combination of wheel over which
a rope passes. It is used to lift or lower loads or
change the direction of force or effort.
Directions: Fill in the blanks to complete the statement.
(8) _____________ make work (9) ___________ and easier with less (10) ___________
95
Lesson 54: Identifying activities where simple machines are used.
Competency V.10.4
Exercise A
Directions: Which activity in the picture shows the used of simple machine. Put a check if a
simple machine is used.
ACTIVITIES SIMPLE MACHINE USED

1.
2.
3.
4.
5.
96
Lesson 54: Identifying activities where simple machines are used.
Competency V.10.4
Exercise B
Directions: Which activity in the picture shows the used of simple machine. Put a check if a
simple machine is used.
ACTIVITIES SIMPLE MACHINE

USED
A.
B.
C.
D.
E.
97
Lesson 55: Identifying simple machines which multiply force / speed
Competency V.10.5
Exercise A
Directions: Identify the kind of simple machine shown in the picture/drawing that has helped or
will help multiply speed or force.
What simple machine helped in :
1. raising the flag 2. joining 2 pieces of wood
___________ _______________
3. catching fish 4. pushing the ice cream box
____________ _______________
5. cutting pieces of paper
____________
What will be used to multiply force or speed in:
6. to lift a car 7. carrying a pail of water
______________ ______________
8. loading the sacks 9. lifting up a heavy pail

of rice up the truck
______________ ______________
10. connecting the parts of a lamp shade
______________
98
Lesson 55: Identifying simple machines which multiply force / speed
Competency V.10.5
Exercise B
Directions: Using a line, identify the kind of simple machine used or to be used to make work easier and
faster by multiplying force/speed.
A. What machine is used:
1. beating egg faster staircase
2. going up the top of a two-storey building egg beater
3. unloading heavy boxes from the truck scissors
4. cutting pieces of cloth crane
5. joining two pieces of metals screw
B. Which simple machine will multiply the speed/force in order to make work easier/faster?
6. to sharpen a pencil door knob
7. to raise a flag on the pole can opener
8. to open a can of sardines knife
9. to cut a piece of bread sharpener
10. open a door fixed pulley
99
Lesson 56: Practicing precautionary measures in using simple
machines (Competency V.10.6)
Directions: Read the statements below. On Directions: Read the statements below. On the
the blanks, put a check (√) if it is a good blanks, write OK if it’s a good practice and NO
practice and X if it is not. if it is not.
____ 1. Put together all kinds of machine in

____ 1. Put the machines or tools inside the one big box.
cabinets or tool box after use. ____ 2. Keep simple machines in proper
conditions so that they can be used safely.
____ 2. Use simple machines properly.
____ 3. Do not run when holding a sharp or
____ 3. Carry sharp objects on your shoulders. pointed tool.
____ 4. Hold simple machines by their ____ 4. Use simple machines properly
especially sharp and pointed ones.
handles.
____ 5. Place the tools back in their own
____ 5. Carry knives with sharp edge pointing boxes or safe places when you are through
down. using them.

____ 6. Keep sharp edge of a tool away from
____ 6. Keep your finger or any part of your
you when cutting things.
body away from moving wheels and gears. ____ 7. Use only machines or tools which are
____ 7. Leave your tools outside after in good condition to avoid accident.
____ 8. To avoid getting hurt, do not play with
working.
simple machines.
____ 8. Check the condition of your machine ____ 9. Keep simple machines and sharp tools
before using it. out of reach of children.

____ 10. Stay right in the place where big
____ 9. Run fast when carrying pointed
machines are being used for lifting cutting or
objects. transporting heavy objects to see how
____ 10. Don’t leave machines lying around, they work.
especially in passageways, they could cause
accidents.
100
Lesson 57: Observe how rocks differ in color, hardness, texture.
Competency VI.1
Exercise A
Direction: Observe the rocks how they differ in color, hardness, texture. Fill up the chart
properly how rocks differ in color, hardness and texture.
Rocks Hardness Color Texture

1. Igneous
2. Sedimentary
3. Metamorphic
101
Lesson 57: Observe how rocks differ in color, hardness, texture.
Competency VI.1
Exercise B
Direction: Observe the rocks how they differ in color, hardness and texture. Fill up the chart properly
how rocks differ in shape, color, hardness and texture.
Rocks Texture Hardness Color

1. Igneous
2. Sedimentary
3. Metamorphic
102
Lesson 58: Identifies igneous, sedimentary and metamorphic rocks.
Exercise A
Directions: Describe how igneous, sedimentary and metamorphic rocks are formed. Fill up the
table.
Kind of Rock How it is formed
103
Lesson 58: Identifies igneous, sedimentary and metamorphic rocks.
Exercise B
Directions: Using a line, Match the kind of rock in column A with how it is formed in column B
A. B
1. sedimentary a. changed in form from igneous
2. igneous and sedimentary
3. metamorphic b. formed from volcanic
materials
c. brought about by the
formation of layers of
sediment
104
Lesson 59: Differentiate igneous, sedimentary and metamorphic rocks
from one another (Competency V 4.4.3)
Directions: Fill in the blanks. Write Directions: Fill in the blanks. Write
igneous, sedimentary or metamorphic rocks. igneous, sedimentary or metamorphic rocks.
1. Rocks which are brought about by formation

1. _______________ are brought about by
of layer is called _________________.
formation of layer of rocks. 2. Rocks which came from very, very hot and
melted magma below the earth’s crust are

2. ________________ are rocks that were once
_____________ rocks.
sedimentary or igneous.
3. A change in rock forms is called

3. ________________ rocks are formed as
_____________________.
magma coals. 4. When magma cools _________________
rocks are formed.

4. A change in rock forms is called
5. ____________ rocks are formed when
_____________________. igneous rocks weather and it become sediments
that are deposited on the sea beds.

5. ____________ rocks are formed when
igneous rocks weather and it become sediments
that are deposited on the sea beds.
105
Lesson 60: Identifies the forces that contribute to breaking down of
Rocks e.g. plants, water, weather, man and animals
Competency 5.5.1
Exercise A
Directions: Supply data on the chart. Write down situations that involve the following forces
that cause the breaking down of rocks.
Man Plants Weather Elements Animals

Ex. Drilling Ex. Growing of roots Ex. typhoon Ex. stampede
106
Lesson 60: Identifies the forces that contribute to breaking down of
rocks e.g. plants, water, weather, man and animals
Competency 5.5.1
Exercise B
Directions: Supply data on the chart. Write down situations that involve the following forces
that cause the breaking down of rocks.
Man Plants Weather Elements Animals

Ex. Construction Ex. Roots growing Ex. Strong wind and Ex. Stampede
rain
107
Lesson 61: Explain how water cycle occurs
Competency 7
Exercise A
Directions: Study the water cycle below. Fill in the blanks with the correct word from the
answer box to complete the explanation of water cycle. Refer to the words in the box.
The heat of the sun dries up wet surface and changes 1. ________ to 2. ______ which rises to
form 3. __________. This process is called 4. _______________. When water vapor mixes
with cool air in the sky, it condenses. The changing of water vapor to water droplets is called 5.
________________. As more water droplets are formed, these become visible as clouds. When
cloud become to heavy, they fall to the ground as 6 _____________. Rain is common form of 7.
__________, 8 ___________, 9 ________________, and ____________ as forms of
precipitation in cold countries. Water from the different forms of precipitation goes back by
evaporates, condenses and fall to the ground. The process goes on and on.
precipitation evaporation sleet

water condensation hailstone
water vapor rain
clouds snow
108
Lesson 61: Explain how water cycle occurs
Competency 7
Exercise B
Directions: Study the picture. Answer the questions that follow.
1. How does water go into the air?
2. How are clouds formed?
3. Why does it rain?
109
Lesson 62: Identifies the processes involved in the water cycle
Competency 7.7.1
Exercise A

1. What is a water cycle?
a. It is a precipitation c.. It is the water vapor meeting with the cool air in sky.
b. It is evaporation of water d. It is the continuous process of evaporation, condensation and precipitation
2. What is the correct sequence of the processes in the water cycle?
a. evaporation, condensation, precipitation c. condensation, evaporation, precipitation

b. evaporation, precipitation, condensation d. precipitation, condensation, evaporation
3. Which of the following is not a solid form of precipitation?
a. mist b. hail c. sleet d. snow
4. What describes the process in the water cycle which returns water from the
air to the earths surface?
a. liquid water turns into gas c. liquid water falls from back clouds
b. water escapes from plant leaves d. water in the air turns to liquid
5. What happens to water when heated?
a. It evaporates b. It condenses c. It does not change d. It produces wind
6. which best processes are involved in the water cycle?
a. heating and cooling of the air c. heating of water and cooling of water vapor.
b. heating and cooling of the soil d. Cooling of water and then heating it under the sun
7. How does water vapor come out of the air?
a. by heating it b. by cooling it c. by blowing d. by placing under the sun
8. What happens to water when heated?
a. It evaporates b. It condenses c. It changes its color d. It produces wind
9. In the water cycle, water from the earth’s surface evaporates. What is the source of energy
for this process?
a. wind b. heat of the sun c. gravity d. air pressure
10. Here is a drawing of the water cycle. What happens during the encircle stage?
A. evaporation
B. condensation
C. evaporation and condensation
D. evaporation, condensation and precipitation
110
Lesson 62: Identifies the processes involved in the water cycle
Competency 7.7.1
Exercise B
Directions: Fill in the blanks the correct answer to complete the statement. Select from choices
in the box.
1. __________ is the continuous process of evaporation, condensation and precipitation.
2. When water is heated it ______________________.
3. Process where in clouds become heavy and it fall as rain or snow is ______________.
4. When clouds become heavy they fall as ________________.
5. _________ is a form of precipitation which shows water vapor condenses directly into crystals.
6. _______ is the process of changing water vapor or cold air in the sky and back to liquid water.
7. The __________ is the source of energy in the water cycle for the water from the earth’s
surface evaporates.
8-9. ____________ and ____________ are the two processes involved in the water cycle.
10. The atmosphere contains _____________.
water cycle rain heat of the sun

evaporates snow heating, cooling
precipitation condensation
111
Lesson 63: Relates temperature to the process in water cycle
Competency 7.3
Exercise A
Direction: Write T if the statement is true and F if it is false.
___ 1. The different parts of the earth receive different amounts of heat from the sun.
___ 2. The land is cooler at daytime than at night time.
___ 3. When the air moves from land to sea, we experience a sea breeze.
___ 4. Rain is a common form of precipitation in tropical countries like the Philippines.
___ 5. Necessary precautions should be observed during weather disturbance.
112
Lesson 63: Relates temperature to the process in water cycle
Competency 7.3
Exercise B
Directions: Choose the best answer and write the letters on the blank.
___ 1. When water vapor condenses and changes into drops of water, the tiny drops
of water form.
a. clouds b. rain c. water droplets d. none of these
___ 2. What causes water to evaporate?
a. air b. heat c. clouds d. rain
___ 3. Which is a common form of precipitation in tropical countries like the Philippines?
a. snow b. sleet c. hailstones d. rain
___ 4. Water from different forms of precipitation goes back to
a. seas b. lakes c. springs d. all of the above
___ 5. The continuous changing of water to water vapor and back to water is called __.
a. condensation b. evaporation c. precipitation d. none of the above
____ 6. Water undergoes chemical change as it goes through ____
a. evaporation, precipitation, condensation

b. evaporation, condensation, precipitation
c. evaporation, precipitation, condensation
d. Both A and B
____ 7. Much of the purification of water in the water cycle happens during ______
a. evaporation
b. condensation
c. precipitation
d. water is not purified on the water cycle.
113
Lesson 64: Describes the condition in the environment before, during
and after a typhoon (Competency 9.9.4)
Directions: Perform the activity Directions: Perform the activity as a class.

individually.
The Philippines is often visited by
The Philippines is often visited by typhoons. Use your imagination and creativity
typhoons. Use your imagination and creativity to design something which you can use during
to design something which you can use during or after a typhoon. Draw it on a manila paper.
or after a typhoon. Draw it on the space below. Write a few sentences to discuss your purpose
Then, write a few sentences to discuss your for inventing such thing and what your thing can
purpose for inventing such thing and what your do.
thing can do.
114
Lesson 65: Observing typhoon signals
Competency 9.9.5
Exercise A
Directions: Tell what you observe during the following typhoon signals. Write it down below
each item.
1. Typhoon Signal No. 1
2. Public Storm Signal No. 2
115
Lesson 65: Observing typhoon signals
Competency 9.9.5
Exercise A
Directions: Group yourselves into 4 groups. Each group will be assigned to a typhoon signal. Each group
will act out what is observed during their assigned typhoon signal. Write what you see during their
performance.
Typhoon Signal No. 1
Public Storm Signal No. 2
116
Lesson 66: Practice precautionary measures before, during and after a
typhoon. (Competency 9.9.6)
Exercise A
Directions: During a typhoon, it is essential that you stay calm and must know what to do. Read
the sentences below. Which of these things should you do before, during and after a typhoon?
Put a check (√) before each correct sentence.
_____ 1. Stay indoors all the time.
_____ 2. Fly a kite since the winds are strong and it would be more fun.
_____ 3. Store food, flashlight, candles and matches
_____ 4. Wear thick clothes to keep yourself warm.
_____ 5. Strengthen house posts and check roof leaks.
_____ 6. Wade and swim in the flood waters.
_____ 7. Watch out for hanging live wires.
_____ 8. Share food, clothing and medicines to people affected by the typhoon.
_____ 9. Always listen to the latest weather report to know what is happening
_____ 10. Evacuate or go to relocation houses if you are staying in very low areas.
117
Lesson 66: Practice precautionary measures before, during and after a
typhoon. (Competency 9.9.6)
Exercise B
Directions: Identify the practices that show precautionary measures before, during and after a typhoon.
Fill in the chart below.
Before During After
Ex. Store food Ex. Stay at home Ex. Check for broken things
118
Lesson 67: Relates weather condition to planning family and
community activities (Competency 10.1)
Exercise A
Direction: Identify the weather conditions showed by the following pictures. Write sunny or
rainy beside the picture.
Activities Weather Conditions
1.
swimming at the beach
2.
planting rice
3.
Staying at home
4.
picnic at the beach
5.
Reading in the room
119
Lesson 67: Relates weather condition to planning family and
community activities (Competency 10.1)
Exercise B
1. On some days, the air is warm. On the other days, the air is cold. Sometimes the sun shines. Sometimes it rains. What do
you call these changes?
a. rain b. sunshine c. storm d. weather
2. When do you want to know about the weather, what do you observe or look at?
a. the sky b. the plants c. the animals d. soil
3. You see the sky is clear. There are no clouds. There is no rain. What kind of weather is it?
a. fine weather b. stormy weather c. rainy weather cloudy weather]
4. The wind is blowing hard. There is rain. What kind of weather is it?
a. stormy weather b. fine weather. c. sunny weather d. cloudy weather
5. Which symbol below stands for fair weather?
a. b. c.
6. How does bad weather affect the daily life of people?
a. Some people do not go to work

b. Some people go to picnics
c. Some people go to sleep
d. Some people do not eat
7. When should people go swimming?
a. during stormy weather

b. during fine weather
c. during rainy days
d. during windy days
8. What should you wear on sunny days?
a. sweater
b. umbrella
c. hat
d. jacket
9. What should you not wear during rainy day? 10: Why should you not go out, when there is a storm
a. There might be falling objects
a. umbrella b. The sun is bright
b. jacket c. There are many people swimming
c. boots d. There are cars passing by
d. sando
120
Lesson 68: Identifies ways to conserve the environment to lessen the
harmful effects of cyclone / floods. Competency 10.3
Exercise A
Direction: Put a check on the good ways to conserve the environment to lessen harmful effects
of cyclone.
____ 1. Planting trees
____ 2. Starting a bonfire in the forest
____ 3. Cutting all trees in the forest
____ 4. Building and using a composting pit
____ 5. Reuse materials
____ 6. Dispose wastes properly
____ 7. Make bodies of water as dumping ground of wastes
____ 8. Moved into the city and cut trees to build houses
____ 9. Classifying wastes into biodegradable and non-biodegradable
____ 10. Join the program about environmental activities
121
Lesson 68: Identifies ways to conserve the environment to lessen the
harmful effects of cyclone / floods. Competency 10.3
Exercise B
Directions: Put a check if the picture shows ways to conserve the environment to lessen harmful
effects of cyclone.
____ 1. ____ 6.
____ 2. ___ 7.
____ 3. ___ 8.
____ 4.
____ 5.
122
Lesson 69: Identifying the members of the solar system
Competency VII.I.I
Exercise A
Directions: Identify the members of the solar system. Unscramble the words. Write your
answer on the space provided.
1. UNS ________________________
2. TESALTILSE ________________________
3. LAPSTEN ________________________
4. SATERIODS ________________________
5. STEMOC ________________________
6. STEMEOR ________________________
7. MESTEORIET ________________________
Directions: Complete the sentence that tells about the solar system.
The solar (8) _________________ is a group of (9) ________________ bodies revolving around the (10)
______________________.
123
Lesson 69: Identifying the members of the solar system
Competency VII.I.I
Exercise B
Directions: Identify the members of the solar system. Unscramble the letters.
S N R O E S L E
T S
M A
I E T T
U S E
T E L I
1. _________________ 2. ___________________ 3. __________________
P S T
C S E D E
M O
T N I R
E S
L A A S O
T
4. __________________ 5. _________________ 6. ____________________
M E
S
T
O
R E
7. ______________________
Directions: Complete the statement about the solar system.
The solar system is an orderly arrangement of the (8) ___________________ and the (9) ____________
bodies (10) ___________________ it.
124
Lesson 70: Describing some members of the solar system
Competency VII.I.2
Exercise A
Directions: Using a line, match the member of the solar system in column A with its description
in column B.
A B
1. planets a. The nearest star to the earth. It is the center of the solar
2. asteroids system.
3. comets b. Heavenly bodies that revolve around the sun and have no
4. satellites lights of their own.
5. dust rings c. Heavenly bodies that travel around the sun, they look like
6. solar system stars with glowing tails.
d. Small planets made of rocks and metal that shine like
stars and revolve around the sun found between the orbits
of Mars and Jupiter
e. Bodies that rotate in orbits around other bodies of greater
mass
f. Group of celestial bodies revolving around the sun
125
Lesson 70: Describing some members of the solar system
Competency VII.I.2
Exercise B
Directions: Using a line, match the member of the solar system in column A with its description in
column B.
A B
1. planets a. Heavenly bodies that revolve around the sun
and have no lights of their own.

2. asteroids
b. Heavenly bodies that travel around the sun,
3. comets
they look like stars with glowing tails.
4. satellites
c. The nearest star to the earth. It is the center of
5. dust rings the solar system.
d. Small planets made of rocks and metal that

6. solar system
shine like stars and revolve around the sun
found between the orbits of Mars and Jupiter
e. Bodies that rotate in orbits around other
bodies of greater mass
f. Group of celestial bodies revolving around the
sun
126
Lesson 71: Illustrating through a diagram hoe the members of the solar
system revolve around the sun as they follow their own
orbit (Competency VII.I.3)
Directions: On the space below, illustrate the solar system through a diagram showing the sun at
the center and the 8 planets revolving around it following their own orbit.
127
Lesson 72: Describing the orbit of each planet ellipse. Explaining why
planets stay in orbit as they revolve around the sun
Competency VII 1.4 -1.5
Exercise A
Directions: Perform the activity below.
1. Trace the orbit of each planet in the illustration

2. Observe how they are arranged and imagine how they move around
the sun following the path.
3. Answer the following questions below. Refer to the words in the box.
Straight
Orbit
Ellipse
gravity
1. All planets move around the sun following its own path. What do you call this
path?________________________
2. How do the shape of the planets’ look like? Draw the shape.____________
3. The shape of the planets’ orbit is ____________
4. The planet has inertia of motion, however it does move in a __________ line.
5. The sun’s ________ pulls the planet so it swerves around instead of flying of into space
128
Lesson 72: Describing the orbit of each planet ellipse. Explaining why
planets stay in orbit as they revolve around the sun
Competency VII 1.4 -1.5
Exercise B
Directions: Study the illustration of the planets and their orbits. Imagine their movement around the sun.
Answer the questions below. Refer to the words in the box.
orbit
motion
straight
sun’s
ellipse
1. Planets revolve around the following the path called ___________
2. A planet’s orbit is ________________
3. Planets have inertia of ____________, however it does not move in a
4. __________ line
5. The ________ gravity pulls the planets so it swerves around instead of flying into space.
129
Lesson 73: Telling that the sun is also a star. Identifying the parts of
the sun Describing each part of the sun
Competency VII 2.1 -2.2-2.3
Exercise A
Directions: Identify the parts of the sun in the drawing then answer the question below.
1.
2.
3.
4.
5.
What type of heavenly body is the sun? ________________
130
Lesson 73: Telling that the sun is also a star. Identifying the parts of
the sun Describing each part of the sun
Competency VII 2.1 -2.2-2.3
Exercise B
Directions: Identify the parts of the sun in the drawing then answer the question below.
5.
3.
1.
2.
4.
The sun is the center of what system in the universe? _______________
131
Identifying the effects of sunspot on earth
Competency Vii 2.4 – 2.5
Exercise A
Directions: The paragraph below tells about the formation of sunspots. Fill in the blanks with
the correct word to complete the explanation. Choose your answer from the box.
photosphere magnetic
umbra
penumbra
sunspot
A (1) __________ is a dark area formed in (2) ___________ of the sun. It is also
characterized by very strong (3) ____________ fields.
There are 2 regions in the sunspot. The darker area is called (4) __________. The lighter
area is called (5) ____________. These are relatively cooler their surroundings.
132
Identifying the effects of sunspot on earth
Competency Vii 2.4 – 2.5
Exercise B
Directions: The paragraph below tells about the formation of sunspot. Fill in the blanks with the
correct word to complete the explanation. Choose your answer from the box.
A sunspot is a (1) ___________ area formed in the (2) __________ of the sun. It is also
characterized by very strong magnetic fields. There are two regions in the (3) ___________. The (4)
________ is the darker area and the lighter area is called (5) _________. These areas are relatively
cooler than their surroundings.
Sunspot dark
penumbra
Photosphere umbra
133
Lesson 75: Identifying ways by which solar energy is used by plants,
animals and humans (Competency VII.2.6)
Directions: Identify whether solar energy is Directions: Write I if solar energy is used
used by human, write H. Write A when it is by plants, II if used by animals and III when
used by animals and P if used by plants. used by humans.
____ 1. Solar energy is used to produce

____ 1. for drying wet clothes
electricity.
____ 2. to germinate seeds
____ 2. To produce food by photosynthesis.
____ 3. To germinate seeds ____ 3. to grow healthy
____ 4. Sunlight is used for the body to ____ 4. to develop other plant parts fully
produce vitamin D
____ 5. to brighten the study room
____ 5. To disinfect beddings
____ 6. to warm the body
____ 6. To dry the laundry and other wet things
____ 7. Keep themselves warm ____ 7. to disinfect beddings and other
____ 8. To bear fruits materials at home

____ 9. To bloom
____ 8. to bear flowers
____ 10. To brighten the surroundings
____ 9. to work in the office
____ 10. to dry themselves
134
Lesson 76: Explaining why the sun is the main source of energy on
earth (Competency VII.2.7)
Exercise A
Directions: Explain why the sun is the main source of energy on earth. The guide questions will
help you.
1. What does the sun give off?
2. What happens to the light given off by plants?
3. What is photosynthesis?
4. What do you think would happen on earth if there is no sun?
5. Why is the sun the main source of energy on earth?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________
135
Lesson 76: Explaining why the sun is the main source of energy on
earth (Competency VII.2.7)
Exercise B
Directions: Explain why the sun is the main source of energy on earth. The guide questions will help
you.
1. What do you think would happen on earth if there is no sun?
2. What does the sun give off?
3. What is photosynthesis?
4. Why is the sun the main source of energy on earth?
5. What happens to the light given off by plants?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________
136
Lesson 77: Illustrate the relative distances of the planets from the sun.
Competency 3.3.1
Exercise A
Directions: Study the picture of the solar system carefully. Label the planets properly.
Sizes and Distances of Plants

Planet Distance from the Sun (km) Diameter (km)
1. Mercury 58 million 4880
2. Venus 108 million 12100
3. Earth 150 million 12756
4. Mars 228 million 6787
5. Jupiter 778 million 142800
6. Saturn 1427 million 120000
7. Uranus 2870 million 51800
8. Neptune 4497 million 49500
137
Lesson 77: Illustrate the relative distances of the planets from the sun.
Competency 3.3.1
Exercise B
Directions: Match the planets in column A and with their description in column B.
A B
1. Neptune a. nearest planet to the sun
2. Jupiter b. hottest planet
3. Mercury c. 3rd nearest planet to the sun
4. Venus d. fifth planet from the sun and
5. Uranus the largest
6. Earth e. planet with rings
7. Mars f. the coldest and farthest planet
8. Saturn from the sun
g. it is called the red planet
h. 2nd farthest planet
138
Lesson 78: Identifies the other members of the solar system
Competency 4.1
Exercise A
Directions: Study the table below and answer the questions the follow
Planet Distance from the Sun Surface

(km) Temperature
Day Night
Mercury 58 million km 430oC -170oC
Venus 108 million km 470 oC 327 oC
Earth 150 million km 28 oC 26oC
Mars 228 million km -23oC -101oC
Jupiter 778 million km -145oC
Saturn 1427 million km -136oC
Uranus 2869 million km -210oC
Neptune 4498 million km -220oC
1. What is the distance of Mercury from the sun? _______________
2. What is its surface temperature during the day? _____ During the night? ____
3. What is the distance of Earth from the sun? _________________
4. What is its surface temperature? ________________
5. What is the coldest planet? _____________
6. What is the hottest planet? ____________________
7. Does the distance of planets relate to its temperature? _______________
Directions: Complete the statements.
8. The nearer the planet to the sun, the ________ is its temperature
9. The temperature of stars depends on its _________ from the sun.
139
Lesson 78: Identifies the other members of the solar system
Competency 4.1
Exercise B
Directions: Study the table below. Identify the distance of planet from the sun related to its surface
temperature. Answer the questions below.
Planet Distance from the Sun Surface

(km) Temperature
Day Night
Mercury 58 million km 430oC -170oC
Venus 108 million km 470 oC 327 oC
Earth 150 million km 28 oC 26 oC
Mars 228 million km -23oC -101oC
Jupiter 778 million km -145oC
Saturn 1427 million km -136oC
Uranus 2869 million km -210oC
Neptune 4498 million km -220oC
1. What is the nearest planet? _________________________

2. What is its distance in kilometer? _______________________
3. What is its surface temperature during the day? _________ Night? _________
4. What is the farthest planet? ____________________
5. What is its distance from the sun? _____________________
6. What is its surface temperature? ____________________
7. The nearest planet has a _________________ temperature than the farthest planet.
8. Does the distance of the planet affect its temperature? ____________
Directions: Complete the statement.
The nearer the planet to the sun, the (a) ________ the temperature is. This is because when the planet is
very far away from the sun it cannot get (b) _________ sunlight.
140
Lesson 79: Relating the relative period of revolution of each planet to
their relative distance from the sun. I (Competency VII.3.3)
Exercise A
Directions: Study the table below. Identify the distance of planet from the sun related to its
surface temperature. Answer the questions below.
Planet Distance from the Sun Time To Revolve

(km) around the Sun
Mercury 58 million km 88 days
Venus 108 million km 224 days
Earth 150 million km 365 days/ 1 year
Mars 228 million km 687 days
Jupiter 778 million km 12 years
Saturn 1427 million km 29 years
Uranus 2869 million km 84 years
Neptune 4498 million km 165 years
1. What planet has the farthest distance from the sun? ________________
2. How many years does it take the earth to complete its revolution? ___________
3. What planet has the shortest period of revolution around the sun? ____________
4. Does the distance of the planet affect its revolution around the sun? __________
5. Which planets take less than a year to revolve around the sun? ____________
6. What is the distance of mercury from the sun? ______________
The nearer a planet is to the sun, the (7) _____________ it makes a complete turn. The father planet take
a (8) _________ time to make a complete revolution.
141
Lesson 79: Relating the relative period of revolution of each planet to
their relative distance from the sun. I (Competency VII.3.3)
Exercise B
Directions: Study the table and answer the questions below.
Planet Distance from the Sun Time To Revolve

(km) around the Sun
Mercury 58 million km 88 days
Venus 108 million km 224 days
Earth 150 million km 365 days/ 1 year
Mars 228 million km 687 days
Jupiter 778 million km 12 years
Saturn 1427 million km 29 years
Uranus 2869 million km 84 years
Neptune 4498 million km 165 years
1. What is the farthest planet? _____________________

2. What is the nearest planet? _____________________
3. How many days It takes Mercury to revolve around the sun? _______________
4. Which planets take more than one hundred years to revolve around the sun?
____________________
5. Which planets take less than a year to revolve around the sun? ____________________
Planets have (6) _____________ distances from the sun. The nearer the planet is to the sun, the (7)
_____________ it revolves around the sun. Farther planets take a (8) ____________ time to make a
complete turn.
142
Lesson 80: Relates the relative period of revolution of each planet to
their relative distances from the sun. II (Competency 3.3)
Exercise A
Direction: Study the drawing of the solar system and the table. On the space beside each planet,
write each one’s revolution time.
Planet Time To Revolve

around the Sun
Mercury 88 days
Venus 224 days
Earth 365 days
Mars 687 days
Jupiter 12 years
Saturn 29 years
Uranus 84 years
Neptune 165 years
143
Lesson 80: Relates the relative period of revolution of each planet to
their relative distances from the sun. II (Competency 3.3)
Exercise B
Direction: Match the planet in column A and its distinct characteristics in column B.
1. Mercury a. the only planet that has air, water and soil
2. Venus b. the red planet named after the Greek God of War
3. Earth c. the smallest and the fastest planet
4. Mars d. the brightest heavenly body aside from the
5. Jupiter sun and the moon
6. Saturn e. has beautiful rings that surround it
7. Uranus f. largest planet
8. Neptune g. farthest planet
h. 11 dark rings which circle the planet from top
to bottom
i. the hottest planet
144
Lesson 81: Describe the occurrence of tides.
Competency 5.1
Exercise A
Directions: On the blanks, write T if the answer is True or F if the answer is False.
_____ 1. The sun and the moon are the closest neighbors of the earth.
_____ 2. Low tides occur in paces of the earth between the high tides.
_____ 3. As the moon revolves around the earth, the earth also rotates.
_____ 4. Tides occur because the moon pulls the water parts of the earth.
_____ 5. High tides happen on the side of the earths facing the moon and on its
opposite side.
145
Lesson 81: Describe the occurrence of tides.
Competency 5.1
Exercise B
Directions: Fill in the blanks to complete the statement. Choose your answers from the box below.
1. Tide is the regular _________ and ______ of water level in oceans, seas and rivers.
2. The nearest neighbor of earth that affect the movement of water is the ___________.
3. It is _________ on the part of the earth facing the moon.
4. It is _________ on the part of the earth between the high tide zones.
5. As the moon _________ around the earth, the earth also ____________.
6. Another force that causes tides is the earth’s __________________.
moon low tide rise and fall rotates
high tide flow revolves spring tide
Neap tide full moon centrifugal force
146
Lesson 82: Explain why there are high tides and low tides about every
12 hours. (Competency 5.3)
Exercise A
Direction: Fill in the blanks the correct answer to complete the explanation.
As the moon attracts the earth’s water places, the level of water (1)__________ causing
(2)____________ on places facing the moon and its opposite side. (3)_________ tides occur in places of
the earth between the high tides. The earth keeps on (4) __________ so different parts of (5)___________
and (6)___________ get tides. The regular rise and fall of the water level about every (7)________ is
called (8)__________.
oceans seas
rotating 12 hours
Rises high tides tide
Rivers low tides
147
Lesson 82: Explain why there are high tides and low tides about every
12 hours. (Competency 5.3)
Exercise B
Direction: Draw some situations showing the importance of tide. Write a few sentences to explain your
drawings.
148
Lesson 83: Observing High Tide and Low Tide
Exercise A
Direction: Observe situations during high tide and low tide. On the boxes below, draw your
observations. Write 2-3 sentences explaining your drawing.
HIGH TIDE LOW TIDE
149
Lesson 83: Observing High Tide and Low Tide
Exercise B
Directions: Observe situations during high tide and low tide. On the boxes below, draw your
observations. Write 2-3 sentences explaining your drawing.
HIGH TIDE LOW TIDE
150
ANSWER KEY FOR GRADE 5 SCIENCE
trachea, bronchi and bronchiole help
purify the air that reaches the lungs. Each
Lesson 1: Exercise A A. scrotum B. testis bronchioles has tiny air sacs called the
C. penis D. epididymis E. prostate alveoli where the exchange of gases between
F. ovary G. uterus H. cervix the blood and the lungs occur. The blood
I. fallopian tube J. vagina Exercise B takes in oxygen goes to the heart, and is
1. Scrotum 2. Testis 3. Epididymis 4.Penis pumped to the different parts of the body
5. Fallopian tube 6. Ovaries 7. Uterus and the waste and other gases are exhaled.
Lesson 2: Exercise A 1. Yes 2. No 3. Yes 4. Lesson 10: Exercise A
Yes 5. Yes 6. No 7. Yes 8. Yes 9. Yes 10.
No Exercise B 1. A 2. H 3. D 4. C 5. B 6. F
7. E 8. I 9. J 10. G Lesson 3:
1. sperm cell 1. Reproduction
2. egg cell 2. ovum
3. unite 3, male
4. fertilization 4. chromosomes
5. zygote 5. genetic information
6. fertilized ovum 6. fallopian tube
7. embryo 7. union
8. implanted 8. zygote
9. uterus 9. uterus
10. development 10. embryo
Exercise B 1. Colds 2.lung cancer 3.
Lesson 4: Exercise A 1. 1 2. 2 3. 3 4. 2 5. 3 Bronchitis 4. Influenza 5.pneumonia 6.
6. 1 7. 2 8. 1 9. 2 10. 1 Exercise B Changes Tuberculosis 7.emphysema
in Boys: 1,2,8,9 Change in Girls: 3, 5,6, 10 Lesson 11: Exercise A 1. I 2.f 3.g 4.a 5.b
Changes in both: 4,7 6.h 7.j 8.c 9.e 10.d Exercise B 1. D 2.a 3.b
Lesson 5: Exercise A 1. B 2.a 3.b 4.b 5.c 4.f 5.e 6.d Lesson 12: Exercise A Check: 1-
6.a 7.a 8.a 9.a 10.c Exercise B 1. A 2.d 3.c 5,8,9 Exercise B 1. Yes 2.Yes 3.No 4.Yes
4.c 5.d 6.a 7. C 8. C 9.a 10.a Lesson 6: 5.Yes 6.Yes 7.Yes 8.No 9. Yes 10. No
Exercise A Check: 1,3,4,6,9,10 X: 2,5,7, 8 Lesson 13: Exercise A I. kidney II. Ureter
Exercise B Yes: 1, 5, 8 ,10 No: 2,3,4,7,9 III. Bladder IV. Urethra Exercise B 1.
Lesson 7: Exercise A 1. Nasal Passage 2. Kidneys 2. Ureter 3. Bladder 4. urethra
Larynx 3. trachea or wind pipe 4. Lungs 5. Lesson 14: Exercise A In correct sequence:
Brochi Exercise B A. diaphragm B. lungs C. B, C, D, A Exercise B 1. Filtered 2. Kidney
larynx D. nose E. trachea or wind pipe 3. Urine 4. Ureter 5. urinary bladder 6.
Lesson 8: Exercise A & B (Answer will be Urethra 7.eliminates
based on the student’s observation activity) Lesson 15: Exercise A and B 1. Lungs
remove gaseous waste (carbon dioxide)
Lesson 9: Exercise A and B
The body gets air through the nose or through exhaling 2. Skin excretes the wastes
mouth. Then air goes down the pharynx and and water from the blood in the form of
down to the larynx. From the larynx the perspiration or sweat. 3. Digestive System
moist air enters the trachea. The trachea gets rid of solid waste from the large
branches out into two air tubes called intestine to the rectum going out of the
bronchi. The bronchi divide into smaller body. Lesson 16:
tubes called bronchioles. The Exercise A: Check: A,B,C,E Exercise B:
Check all numbers
Lesson 17: Exercise A

Herbivores Carnivores Omnivores
horse eagle eagle
151
goat lion mouse 5. jelly fish /
cow tiger rat 6. turtle /
carabao snake fish 7. corals /
dugong frog rabbit 8. starfish /
elephant cat duck 9. snakes /
starfish dog starfish 10. roundworms /
goose lion Lesson 25: Exercise A 1. B 2.r 3.a 4.m 5.m
heron 6.f 7.b 8.f 9.a 10.r Exercise B 1. F 2. M 3. F
owl 4. A 5. M 6.B 7. A 8. R 9. B 10.F Lesson
Exercise B 1. Omnivore 2.carnivore 26: Exercise A. 1. Mammals 2. Reptiles
3.carnivore 4.herbivore 5.herbivore 3.birds 4. Amphibians 5.fishes Exercise B 1.
6.omnivore 7.carnivore 8.carnivore C 2. E 3. D 4. B 5. A Lesson 27 Exercise
9.onivore 10.herbivore Lesson 18: Exercise A: coelenterates: coral, jellyfish annelids:
A 1. True 2. False 3. True 4. True 5. False 6. earthworm crustaceans: crab echinoderm:
True 7. False 8. False 9. False 10. True sea cucumber insects: butterfly mollusk:
Exercise B squid Exercise B: 1. I 2. CO 3. I 4. E 5.M
(answers may vary) J Lesson 19: Exercise 6.AN 7.CO 9.CO 10.E Lesson 28: Exercise
A. 1. A 2.a 3.a 4.a 5.b 6.b 7.b 8.b 9.d 10.a A 1. Colonies 2.fringing reef 3.barrier reefs
Exercise B 1. A/b 2.b 3.c 4.b 5.d 6.d 7.b 8.c 4.atolls reef 5.marine reef 6.limestone
9.b/d 10.c Lesson 20: Exercise A 1. C 2.d 7.jewelry 8.home ornaments 9.marine
3.a 4.e 5.b 6.g 7.f 8.i 9.h 10.j Lesson 21: biologist 10.ecological relationship Exercise
Exercise A 1. A 2. b/d 3. C 4.c 5.c 6.c 7.d B Coral reefs serve as shelter and source of
8.d 9.b 10.d Exercise B (Answer May Vary) food for fish, thus it helps in the ecological
Lesson 22: Exercise A 1. Claw/shell 2. balance of the sea
canine teeth 3. Swim bladder 4. canine teeth Lesson 29: Exercise A 1. coral reef
5. Color/poison 6. Venom 7. Scent glands 8. 2.colonies 3.fringing reefs 4.barrier reefs
Horn 9. color 10. tongue 5.atolls 6.shell-like 7.rock-like 8.calcium
Exercise B: Answers may vary Lesson 23: carbonate 9.unconsolidated sediment
Exercise A: check: 1,2,4,6 Exercise B: 10.hermatypic Exercise B 1. D 2.c 3.i 4.j 5.b
check: 1,2,3,5 Lesson 24 Exercise A 6.g 7.k 8.e 9.h 10.f Lesson 30 Exercise A 1.
Animals With Without No 2.Yes 3.Yes 4.Yes 5.Yes 6.No 7.Yes
backbone backbone 8.No 9.No 10.Yes
1. fishes / Exercise B Encircle: A, D,E,F,I,J
2. kangaroo / Lesson 31: Exercise A
3. jelly fish / 1. Dynamite fishing: When dynamite
4. penguins / blasts, fishes and corals are
5. flat worms / destroyed.
6. turtle / 2. Muro-ami: When the divers
7. starfish / repeatedly drag and stump heavy
8. corals / materials to confuse and drive the
9. snakes / fish towards the fishing net, coral
10. roundworms / reefs are destroyed.
3. Fish net with small holes: Corals are
destroyed as nets are dragged over
Exercise B the reefs.
Animals Vertebrate Invertebrate 4. Collecting corals: The corals are
1. kangaroo / taken and sold so less and less
2. fishes / corals are left.
3. flat worms /
4. penguins /
152
5. Dumping of wastes in bodies of burnt candles; melted margarine; crumpled
water: Human wastes surely destroy papers Chemical Change: Burning of paper;
coral reefs around the cities. rusted Window grills
Exercise B 1. D 2.b 3.a 4.e 5.c Chewing of food; carmelizing; rusting of
Lesson 32: Exercise A 1. Check: 2-10. nails Exercise B 1. P 2.C 3.P 4.P 5.C 6.P
Exercise B Check: 2,3,5,6,8,9,10 Lesson 7.C 8. C 9.P 10.C Lesson 42 Exercise A &
33: Exercise A 1. Water 2.carbon dioxide 3. B. (answers may vary)
Chlorophyll 4. Light 5. Starch 6.oxygen Lesson 43: Exercise A I. 1. Static 2.
Exercise B 1. Sunlight 2. Chlorophyll Friction 3. Magnetic 4. Static 5. Rub II.
3.water and minerals 4. carbon dioxide 5. Encircle 1-3 III. Magnetic force
Starch 6.oxygen Lesson 34 Exercise A Exercise B 1. E 2.A 3.C 4. B 5.E II.
(Answers may vary) Exercise B 1. Food Encircle: 1, 5, and 6 III. A Lesson 44
2.food, medicine 3.food 4.medicine Exercise A 1. Complete circuit 2. Current 3.
5.medicine 6.food 7.medicine 8.food 9.food Fuse 4. Insulator 5. Conductor 6. Source 7.
10. Food Lesson 35 Exercise A Short circuit 8. Switch 9. Incomplete circuit
1. aerial roots 2. prop roots/aerial 3. thorns Exercise B 1. Current electricity 2. Fuse 3.
on stems 4. thick stem filled with sap 5. Short circuit 4. Insulator 5. Conductor 6.
hollow stems 6. thick woody shells or husks Complete circuit 7. Source 8. Load 9.
7. Needlelike leaves 8. stinging hairs and Switch Lesson 45: Exercise A 1. C 2.I 3. C
bristles 9. big and bright colored petals 10. 4. I 5.C 6.I 7.I 8.C 9.I 10.C Exercise B INS:
storage roots 1,4-7,10 CON: 2,3,8,9 Lesson 46: Exercise
Exercise B 1. C 2.g 3.h 4.i 5.e 6.d 7.j 8.a 9.b A 1.C 2.H 3.A 4.E 5.D 6.F 7.G 8. B 9-10.
10.f Lesson 36: Exercise A. Electrical energy is produced in different
Bodies of Forest Desert Cold ways Exercise B I. A.2 B. 7 C.8 D.4 E 1 F 3
Water countries G. 6 H 5. II. 1. Electrical 2. Source Lesson
Lotus Tamarind Date Pine trees 47: Exercise A 1. H 2. H 3.L 4. OF 5. OF
Water lily Ipil-ipil palm 6.L 7.OF 8.H 9.OF 10.H Exercise B 1. Heat
Kangkong orchids cactus 2. Heat 3. Light 4. Other 5. Other 6.light 7.
mangrove Heat 8. Heat 9. Other 10. Other Lesson 48:
Exercise B (suggested answers: A. 1. Exercise A 1. Magnet 2. Electricity 3. Coil
Hyacinth 2 lotus B 3. ipil-ipil 4. Tamarind 4. Wound 5. Iron 6. Electromagnet 7.
C 5. date palm 6. Cactus D 7. pine tree 8. Stronger 8. More 9. Wire 10. Force Exercise
Mangrove E 9. seaweeds B 1. Electromagnet 2. Magnet 3. Electricity
10. orchids Lesson 37: Exercise A 1. B 2.a 4. Wire 5. Magnetic 6. Electric 7. Stronger
3.d 4.c 5.g 6.h 7.f 8.e Exercise B 1.algae 8. More 9. Wire 10. Force Lesson 49:
2.vascular plants 3.nonvascular plants Exercise A Check: 1,2,5,6,7,8,10 X: 3,4. 9
4.mosses 5.liverworts 6.ferns Exercise B Check: 1,4,8,9,10 X: 2,3,5-7
7.gymnosperms 8.angiosperms Lesson 38: Lesson 50: Exercise A Star: 1,2,4-10 box: 3
Exercise A Angiosperm: 1,4,5 Spore- Exercise B : ☺: 3,4,7-10 1,2,5,6 Lesson
bearing: 2,6,8,10 Gymnosperm: 3,9 Non- 51: Exercise A Y: 1-3,5,8,9 N: 4,6,7,9
vascular: 7,8,10 Exercise B 1. A 2.B 3.D Exercise B T: 1,4,6,7,9,10 F: 2,3,5,8
4.D 5.A 6.C/D 7.C 8.B 9.C 10.A Lesson 39: Lesson 52: Exercise A A. Wedge B. Screw
Exercise A 1. PC 2. PC 3. CC 4.CC 5.PC C. Wedge D. Wedge E. Lever F. Pulley G.
6.PC 7.CC 8.CC 9.CC 10.PC Exercise B 1. Inclined plane Exercise B 1. Lever 2.
CC 2. CC 3. CC 4.PC 5.PC 6. CC 7. CC 8. Wedge 3. Inclined plane 4. Screw 5. Lever
PC 9. CC 10. CC Lesson 40 Exercise A 6. Pulley Lesson 53: Exercise A A. 1 B. 9
1.True 2.True 3.False 4.True 5.True 6.True C. 4 D. 3 E. 2 F. 7,5 G. 10 Exercise B 1. D
7.True 8.True 9. False 10. True Exercise B 2. E 3.F 4.C 5.G 6. B 7. A 8. Simple
Check: 1-3,5,8-10 Lesson 41 Exercise A: machine 9. Faster 10. Effort Lesson 54:
Physical Change: Water become ice when Exercise A: Check all Exercise B: Check
cooled; broken toys; A-D Lesson 55: Exercise A 1. Pulley 2.
153
Screw 3. Pulley 4. Wheel and axle 5. Wedge 6. Asteroids 7. Meteors 8. Sun 9. Celestial
6. Lever 7. Lever/wheel and axle 8. Inclined 10. Revolving Lesson 70: Exercise A 1. A
plane 9. Pulley 10. Screw Exercise B 1. Egg 2.d 3.c 4b 5.e 6.f Exercise B 1. C 2. D 3. B
beater 2. Staircase 3. Crane 4. Scissor 5. 4. A 5. E 6. F Lesson 71:
Screw 6. Sharpener 7.fixed pulley 8. Can
opener 9. Knife 10. Door knob Lesson 56:
Exercise A Check: 1,2,4,5,6,8,10 X: 3,7,9
Exercise B OK: 2-9 NO: 1,10 Lesson 57:
Exercise A & B Igneous: Color: black,
white, gray, like molten lava Hardness: Hard
texture: coarse Sedimentary: gray, black
Hardness: hard Texture: smooth
Metamorphic: varied colors, hard, smooth
Lesson 58: Exercise A: Igneous: formed
from volcanic materials Sedimentary:
brought about by layers of sediment Lesson 72: Exercise A 1. Orbit 2. Ellipse 3.
Metamorphic: changed in form from Ellipse 4. Straight 5. Gravity Exercise B 1.
igneous and/or sedimentary Exercise B: 1. Orbit 2. Ellipse 3. Motion 4. Straight 5.
C 2. B 3. A Lesson 59: Exercise A: 1. Sun’s Lesson 73: Exercise A: 1. Corona 2.
Sedimentary 2. Metamorphic 3. Igneous 4. Chromosphere 3. Photosphere 4. Convection
Metamorphic 5. Sedimentary Exercise B 1. zone 5. Core; The sun is a star. Exercise B:
Sedimentary 2. Igneous 3. Metamorphic 4. 1. Photosphere 2. Convection zone 3.
Igneous 5. Sedimentary Lesson 60: Chromospheres 4. Core 5. Corona ; The sun
Exercise A & B: Answers may vary Lesson is the center of the solar system. Lesson 74
61: Exercise A: 1. Water 2. Water vapor 3. Exercise A 1. sunspot 2. Photosphere 3.
Clouds 4. Evaporation 5. Condensation 6. Magnetic 4. Umbra 5. Penumbra Exercise B
Rain 7. Precipitation 8. Sleet 9. Hailstone 1. Dark 2. Photosphere 3. Sunspot 4. Umbra
10. Snow Exercise B 1. Sun heats up the 5. penumbra Lesson 75: Exercise A 1. H
sea, water evaporates 2. Water droplets are 2.p 3.p 4.h 5.h 6. H 7. H 8.p 9.p 10. H
formed 3. Clouds become heavy thus it Exercise B: I: 2-4,8,10 II: 3,6,10 III:
precipitates. Lesson 62: Exercise A 1. D 1,3,5,3,7,9,10 Lesson 76: Exercise A & B:
2.A 3.A 4.D 5.A 6.C 7. B8.A 9. B 10.A The sun is our main source of light and heat.
Exercise B: 1. Water cycle 2. Evaporates 3. It gives us energy. It helps plants make their
Precipitation 3. Rain 5. Snow 6. own food. Without the sun, there will be no
Condensation 7. Sun 8. Heating 9. Cooling light, heat, energy and most especially, life.
10. Water vapor Lesson 63: Exercise A 1. T Lesson 77: Exercise A: from left to right:
2. F 3. T 4. T 5. T Exercise B 1. B 2.B 3.D Mercury, Venus, Earth, Mars, Jupiter,
4.D 5.D 6.B 7.A Lesson 64: Exercise A & Saturn, Uranus, Neptune Exercise B: 1.f
B activity: answers may vary Lesson 65: 2.d 3.a 4.b 5.h 6.c 7.g 8.e Lesson 78:
Exercise A & B: answers may vary Lesson Exercise A 1. 58 million km 2. 430⁰C,
66: Exercise A: Check: 1,3-5,7-10 Exercise 170⁰C 3. 150 million km 4. 28 ⁰C 5.
B: Answers may vary Lesson 67: Exercise Neptune 6. Venus 7. Yes, they are inversely
A 1. Sunny 2. Sunny 3. Rainy 4. Sunny 5. proportional 8. higher 9. Distance Exercise
Rainy Exercise B 1.d 2. A 3. A 4. A 5.a 6.a B 1. Mercury 2. 58 million km 3. 430⁰C,
7. B 8. C 9. D 10. A Lesson 68: Exercise A 170 ⁰C 4. Neptune 5. -220⁰C 6. Higher 8.
Check: 1,3,4,5,9,10 Exercise B Check: 2, Yes a. higher b. enough Lesson 79 Exercise
4,5,8, Lesson 69: Exercise A 1. Sun 2. A 1. Neptune 2. 1 year 3. Mercury 4. Yes 5.
Satellites 3. Planets 4. Asteroids 5. Comets Closer than the earth 7. 58 million km 7.
5. Meteors 6. Meteorite 8. System 9. Shorter the time 8. Longer Exercise B 1.
Celestial 10. Sun Exercise B 1. Sun 2. Neptune 2. Mercury 3. 88 days 4. Neptune
Meteorites 3. Satellites 4. Comets 5. Planets
154
5. Mercury and Venus 7. Different 8.
Shorter the time 10. Longer Lesson 80
Exercise A from left to right: 88 days, 224
days, 365 days, 687 days, 12 years, 29 years,
84 years, 165 years Exercise B: 1. C 2.I 3.a
4.b 5. F 6.e 7.h 8. G Lesson 81: Exercise A
1. F 2. T 3. T 4. T 5. T Exercise B: rise, fall
2. Moon 3. High tide 4. Low tide 5.
Revolves, rotates 6. Centrifugal force
Lesson 82: Exercise A 1. Rises 2. High
tides 3. Low 4. Rotating 5. Oceans 6. Seas 7.
12 hours 8. Tide Exercise B: Answers may
vary Lesson 83 Exercise A & B: possible
answer: The seashore is smaller during high
tide, larger during low tide.
155
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Week 32 Week 34 Week 36

1VCMJTIFECZ.BDNJMMBO.D(SBX)JMM PG.D(SBX)JMM&EVDBUJPO BEJWJTJPOPG5IF.D(SBX)JMM$PNQBOJFT *OD

American Legends Subjects and Predicates . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Trees for Life Sentence Combining. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Exploring Space More Sentence Combining . . . . . . . . . . . . . . . . . . . . . . . . 19

Rescue Dogs Run-on Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Review: Run-on Sentences . . . . . . . . . . . . . . . . . . . . . . .30

Unit 1 Review: Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31, 32

People Helping Animals Common and Proper Nouns. . . . . . . . . . . . . . . . . . . . . . .33

Slithery Snakes! Singular and Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . 39

Remembering the Past More Plural Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

The Caribbean Islands Singular Possessive Nouns . . . . . . . . . . . . . . . . . . . . . . . 51

Cowboys and Cowgirls Plurals and Possessives . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Review: Plurals and Possessives. . . . . . . . . . . . . . . . . . . 62

Unit 2 Review: Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63, 64

The American Action Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

The Right to Vote Present Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Protecting the Main and Helping Verbs . . . . . . . . . . . . . . . . . . . . . . . . . .77

Desert Habitats Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Into the Future Irregular Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Review: Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Unit 3 Review: Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95, 96

Civil Rights Pronouns and Antecedents . . . . . . . . . . . . . . . . . . . . . . . 97

Animal Defenses Subject and Object Pronouns. . . . . . . . . . . . . . . . . . . . . 103

Democracy Pronoun-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . 109

Extreme Weather Possessive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Trickster Tales Pronouns and Homophones. . . . . . . . . . . . . . . . . . . . . . 121

Review: Possessive Pronouns . . . . . . . . . . . . . . . . . . . . 126

Unit 4 Review: Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127, 128

North Pole, South Pole Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Fantastic Foods The Articles A, An, and The . . . . . . . . . . . . . . . . . . . . . . 135

Learning from Nature Adjectives That Compare . . . . . . . . . . . . . . . . . . . . . . . . 141

Talking in Codes Comparing with More and Most . . . . . . . . . . . . . . . . . . . 147

Whales Comparing with Good . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

Review: Comparing with Good and Bad . . . . . . . . . . . . 158

Unit 5 Review: Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159, 160

Fairy Tales Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161

Camping Out Adverbs That Compare. . . . . . . . . . . . . . . . . . . . . . . . . . 167

Improving Lives Negatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

Balloon Flight Prepositions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

Scientists at Work Sentence Combining. . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

Review: Sentence Combining . . . . . . . . . . . . . . . . . . . . 190

Unit 6 Review: Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191, 192

• A sentence is a group of words that express a complete thought.

8. do you have a collection of unrelated objects

10. why were they laughing

At Home: Write two statements and two questions about

• A command tells someone to do something. It ends with a period.

Read each sentence. Decide if each sentence is a command or an

2. Write each word five times

3. Be sure to include each word’s definition

4. Oh my, she hung up the phone with a crash

5. Line up by the board for the Vocabulary Parade

6. How sad for Sage to feel so devastated © Macmillan/McGraw-Hill

7. Wow, that’s an amazing gold trophy that Sage won

8. Oh no, Mr. Bell’s suit is all soggy

At Home: Write a story about a task that seems impossible.

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