Critical Thinking Sampler eBook

The Critical Thinking Co.

E m p o w e r t h e m i n d !

The Critical Thinking Co.

™

The Critical Thinking Co.

™

The Critical Thinking Co.

E m p o w e r t h e m i n d !

The Critical Thinking Co.

E m p o w e r t h e m i n d !

The Critical Thinking Co.

The Critical Thinking Co.

™

The Critical Thinking Co.

™

The Critical Thinking Co.

E m p o w e r t h e m i n d !

The Critical Thinking Co.

E m p o w e r t h e m i n d !

The Critical Thinking Co.

eBook

Sampler

For more than 50 years, our award-winning products have helped students of all abilities achieve

better grades and higher test scores with highly effective lessons that sharpen the mind as they

teach standards-based reading, writing, mathematics, science, and social studies. Our products

are fun, easy to use, and guaranteed to produce better grades and higher test scores.

We design critical thinking into reading, writing, math, science, and social studies lessons

so students carefully analyze what they are learning. Deeper analysis produces deeper

understanding, which results in better grades and higher test scores. Over time, students who

practice critical thinking learn to apply it throughout their education and life.

The Critical Thinking Co.

™

_{is recommended by Mensa, Learning}

®

_{Magazine, the Well-Trained}

Mind, Dr. Toy, Creative Child Magazine, and is used by Sylvan Learning Centers, Club Z In-Home

Tutoring, leading U.S. public schools, and talented programs in 57 countries throughout the world.

We guarantee better grades and higher test scores–or your money back.

The Critical Thinking Co.

™

_{2015 eBook Sampler}

Table of Contents

PRODUCTS

AGE/GRADE DISCIPLINE

PAGE

Building Thinking Skills® _{Beginning . . . Ages 3-4 . . . Critical Thinking . . . 1-3}

Mathematical Reasoning™ Beginning . . . Age 4 . . . Mathematics . . . 4-5 Dr. DooRiddles A1 . . . PreK-2 . . . Critical Thinking . . . .6 Mathematical Reasoning™ Level A . . . Gr. K . . . Mathematics . . . 7-8 Math Analogies Beginning . . . Gr. K-1 . . . Mathematics . . . 9-10 Thinker Doodles A1 . . . Gr. K-1 . . . Critical Thinking . . . 11-12

Mind Benders® _{Level 2 . . . Gr. 1-2 . . . Reading/Critical Thinking . . . 13-14}

Language Smarts™ Level B . . . Gr. 1 . . . Language Arts . . . 15-16 Complete The Picture Math Book 2 . . . Gr. 2 . . . Mathematics . . . 17-18

Building Thinking Skills® _{Level 1 . . . Gr. 2-3 . . . Critical Thinking . . . 19-20}

Balance Benders™ Beginning. . . Gr. 2-6 . . . Critical Thinking . . . 23-24 Mathematical Reasoning™ Level D . . . Gr. 3 . . . Mathematics . . . 25-26 Language Smarts™ Level D . . . Gr. 3 . . . Language Arts . . . 27-28 Word Roots Beginning . . . Gr. 3-4 . . . Language Arts . . . 28-32 Novel Thinking: Abraham Lincoln . . . Gr. 3-6 . . . Critical Thinking . . . 33-34 Math Analogies Level 2 . . . Gr. 4-5 . . . Mathematics . . . 35-36 Dr. DooRiddles B2 . . . Gr. 4-7 . . . Critical Thinking . . . 37-38 The Basics of Critical Thinking . . . Gr. 4-9 . . . Critical Thinking . . . .39 Pattern Explorer Level 1 . . . Gr. 5-7 . . . Mathematics . . . 40-41 Daily Mind Benders™ - Science . . . Gr. 5-12+ . . . Critical Thinking . . . .42 Balance Benders™ Level 2 . . . Gr. 6-12+ . . . Critical Thinking . . . 43-44

Building Thinking Skills® _{Level 3 Verbal . . . . Gr. 7-12+ . . . Critical Thinking . . . 45-46}

U.S. History Detective® _{. . . Gr. 8-12+ . . . Social Studies . . . 47-50}

Which figure is a circle and blue?

Which figure is a circle or red?

Which figure is a circle and yellow?

Building Thinking Skills® Beginning

Building Thinking Skills® Beginning

Ages 3-4

Z

Draw a line connecting

each triangle without

touching any other shape.

K

V

M

Start

here.

Building Thinking Skills® Beginning

Ages 3-4

Look at each pair of pictures,

there are always two of a kind.

See how they are alike, then you

Mathematical Reasoning™ Beginning 2

Age 4

Cross out animals to make the pictures

match the numerals.

2

3

Mathematical Reasoning™ Beginning 2

Age 4

Donald’s birthday cake

looks like this.

1. How old is Donald?______

2. How old will he be on

his next birthday?______

Today is Maria’s birthday.

Last year her birthday

cake looked like this.

1.

How old was Maria last year? ______

2. How old is she this year?______

Dr. DooRiddles A1

Gr PreK-2

What am I? ...

What am I? ...

What am I? ...

My sound is a quack,

And I start with D;

I can fly or swim,

It is up to me.

I have a large bill,

And I start with G;

I’ve a long, white neck,

And I end with E.

The color of a tree,

And I start with a G;

And if you have a lawn,

Let’s hope it’s colored me.

Mathematical Reasoning™ Level A

Gr. K

Complete each number sentence below by crossing out the

subtracted items on the plate before writing the solution.

4 - 3 = __

2 - 1 = __

5 - 2 = __

5 - 5 = __

Complete each number sentence to

fi nd the sum of fruit on both trees.

=

_{______}

=

_{______}

=

_{______}

=

_{______}

+

+

+

+

2

3

2

4

Mathematical Reasoning™ Level A

Math Analogies Beginning

Gr. K-1

_MATH

Complete Each Math Analogy

:

::

:

: 3 ::

:

Y

: y ::

X

:

:

::

:

57)

60)

59)

58)

Complete Each Math Analogy

:

::

:

: 2 ::

:

:

::

:

circle

:

::

square

:

102)

103)

104)

101)

Math Analogies Beginning

Gr. K-1

Thinker Doodles A1

Gr. K-1

Look at each space creature above, then find its unfinished picture below

. Use a pencil to draw in all the

missing parts.

Circle the creature on the bottom row that has a “w” and an “i.”

Color the creature on the bottom row that you think looks the funniest, using three colors.

2.

1.

Look at each jet above, then find its unfinished picture below

. Use a pencil to draw in all the

missing parts.

Circle the jet on the bottom row that has a “p” in the front.

Color the jet on the bottom row that has a “b” in the back, using three colors.

1.

2.

3.

b

p

d

b

p

d

d

Thinker Doodles A1

Gr. K-1

Mind Benders® Level 2

Gr. 1-2

DIRECTIONS: Fill in the chart using Y for yes or N for no as you solve

the puzzle.

ACTIVITY

Find the age of each cat.

1. The youngest has seven fewer spots on the side

you see than the oldest.

2. The striped cat and the oldest one are just a

year apart.

17

3

11

10

6

Mind Benders® Level 2

Gr. 1-2

DIRECTIONS: Fill in the chart using Y for yes or N for no as you solve

the puzzle.

ACTIVITY

Two girls and two boys played on a basketball team. Find

out how many points each person scored.

1. The curly-haired boy had more than fifteen

points.

2. If Lee had made her last shot, she would have

scored twelve points.

3. Tim scored fewer points than the curly-haired

boy and girl.

25

Language Smarts™ Level B

Gr. 1

Sammie the seal have a show to put on

today. But Sammie ball has a hole in it. It

are lying fl at on the bottom of his pool. His

brother ball is gone. Sammie will have to use

his trainers new bal for the show.

Roberts bike was lost. It was his dads

gift to him. Robert know his dad will be

sad. Kelly is Roberts big sister. Kellys friend

looked around and found his bike. Robert was

• 3 possessive nouns • 2 noun/verb agreement • 1 spelling

• 4 possessive nouns • 1noun/verb agreement • 1 spelling

Circle the 6 errors in each story and write the corrections above each error.

Circle the 16 words that need to be capitalized.

My name is lydia, and my nickname is sis. I was born in china. Now, I

live in the u.s. My dad is phil j. gleason. He is in the national guard. My

mother is dr. joy g. gleason. We read charlotte’s web together.

Capitalize proper names.

a person’s name

John Best

nickname

Dusty

initials

JB

titles

Doctor

abbreviations

Dr.

Capitalize

proper nouns

and

their

abbreviations

.

names of groups

B

oy

S

couts

titles of books

C

inderella

names of places

U

nited

S

tates

abbreviations

U

.

S

.

Language Smarts™ Level B

Complete the Picture Math Book 2

Gr. 2

Red Bird

Randy put some red berries in red bags. He put

10 in each bag. He wants to give 30 of the red

berries to the birds.

How many bags will he need? __________

Complete the Picture Math Book 2

Gr. 2

Complete and color the picture.

Elephant

Edward and Ella went to the zoo. They wanted to buy

some peanuts for Elsie the elephant. Edward had 5

coins. He had 1 dime, 1 nickel, and 3 pennies.

How much money did Edward have? __________

Ella had 6 coins. She said, “I have the same amount of money as you.”

List Ella’s coins. ___________________________________________

Building Thinking Skills® Level 1

Gr. 2-3

C-46

C-47

C-48

TUMBLING—DRAWING

DIRECTIONS: Color the figure to show what it will look like when it tumbles.

Color the figure as it will look when it is turned once to the right.

Color the figure as it will look when it is turned twice to the right.

Color the figure as it will look when turned twice to the left.

Building Thinking Skills® Level 1

Gr. 2-3

OVERLAPPING CLASSES—INTERSECTION

DIRECTIONS: Notice where the shapes are placed in the circles at the top. In the

exercises below, use your pencil to darken the part of the circle's diagram to which

the figure belongs.

D-128

_D-129

D-130

D-131

Building Thinking Skills® Level 1

Gr. 2-3

EXPLAIN THE EXCEPTION

DIRECTIONS: Each group of words contains one member that is an exception to the

class. On the lines under the group, explain how the similar words are alike and how

the exception is different.

EXAMPLE

I-105

I-106

I-107

I-108

explain

listen

talk

tell

Listen is the exception because listening involves

hearing. The other words represent forms of speaking.

reading

recess

spelling

writing

fork

knife

scissors

spoon

chalk

crayons

pencil

ruler

PICTURE ANALOGIES—NAME THE RELATIONSHIP

DIRECTIONS: Read the analogies and decide how the words in each pair are

related. On the lines below each analogy, explain how the words are related.

J-11

J-12

J-13

bill

duck

beak

chicken

pine

tree

daisy

flower

arm

body

branch

tree

Building Thinking Skills® Level 1

Balance Benders™ Beginning

Gr. 2-6

Circle the three answers that will always be true.

Balance

Benders

™

a.

=

b.

=

c.

=

d.

=

e.

=

Circle the three answers that will always be true.

Balance

Benders

™

a.

=

d.

=

b.

=

e.

=

c.

= f.

=

Balance Benders™ Beginning

Mathematical Reasoning™ Level D

Gr. 3

Complete each number sentence, then draw

a line segment to connect each multiplication

sentence with its matching addition sentence.

10x10=100

2 × 5 = ____

4 + 4 + 4 + 4 = ____

3 × 3 = ____

9 + 9= ____

4 × 4 = ____

3 + 3 + 3= ____

7 × 3 = ____

5 + 5= ____

2 × 9 = ____

5 + 5 + 5 + 5 + 5= ____

5 × 5 = ____

7 + 7 + 7= ____

6 × 1 = ____

6 + 6 + 6 + 6= ____

10

10

1. Draw a rectangle with two 4 cm sides and two 2 cm sides.

perimeter = ______ centimeters

3. Draw a rectangle with a perimeter of 10 centimeters.

2. Draw a square with 3 cm sides. Find the perimeter.

perimeter = ______ centimeters

centimeter dots

centimeter dots

centimeter dots

Mathematical Reasoning™ Level D

Language Smarts™ Level D

Gr. 1

Long and Short Vowels

k i t e

i

Language Smarts™ Level D

Word Roots Beginning

Gr. 3-4

Lesson 1–Roots

Prefix

Meaning

peri-

around, surrounding

Plants are not the only things that grow from roots…so do words!

For example, let’s start with the root, scop

e

, meaning look at or examine.

Other roots or word parts can be added to this root to grow new words.

Often, when a word ends with a root, an

e

or a

y

is added at the end, as in the

words

telephone

and

euphony

. This added letter doesn’t change the actual

meaning of the word. It is used to complete the word.

Some roots can stand on their own as a word. An example of this is the root

meter, which means measure. By adding beginnings (prefixes) or endings

(suffixes) to roots, you form different words—with different meanings!

In the words below, we have used the prefix peri- and the roots

micr

o

,

scop

e

,

and

tele

to form words.

Activity A

Draw a line from each word to the picture which shows its meaning.

periscop

e

microscop

e

telescop

e

Root

Meaning

micr

o

*

small

scop

e

look at, view, examine

Word Roots Beginning

Gr. 3-4

Lesson 1–Roots

Activity B

Underline the prefixes and circle the roots in the choice box below.

Then write the correct word at the end of its matching definition.

periscope microscope telescope

1. Attached to a submarine under water,

this sticks up to look for other boats:

2. This helps see things that are far

away, such as a bird high in a tree or

the moon:

3. Even the hairs on a fly’s leg can be

seen closely with this:

Activity C

Some roots can go together to form new words.

ROOT

+

ROOT

+ SUFFIX =

NEW WORD

Example

hydr

o

*

+

phob

+

-ia

= hydrophobia

(water)

+

(fear of)

+

(condition) = (fear of water)

When animals have hydrophobia, better known as rabies, they

have a terrifying fear of water.

acrobat

person who walks on a high wire

star sailor

measure of heat

writing about the earth

Word Roots Beginning

Lesson 2–Pref xes

Word Roots Beginning

Novel Thinking Lesson Guide: In Their Own Words: Abraham Lincoln

Gr. 3-6

B. Context: Read each of the following sentences and name the part of speech (noun,

verb, adverb, or adjective) for each vocabulary word. Then use each underlined

vocabulary word in a new sentence.

1. On Lincoln’s first night as president, an urgent letter awaited his attention.

Part of Speech: __________________________

____________________________________________________________

____________________________________________________________

2. The Confederates learned the fleet was on the way.

Part of Speech: __________________________

____________________________________________________________

____________________________________________________________

3. Shock and anger swept the North after Fort Sumter’s surrender.

Part of Speech: __________________________

____________________________________________________________

____________________________________________________________

4. ... that Union warships would begin stopping all vessels from entering or leaving

Southern ports.

Part of Speech: __________________________

____________________________________________________________

____________________________________________________________

5. The North had greater industrial strength.

Part of Speech: __________________________

____________________________________________________________

____________________________________________________________

6. They called for a major battle that would end the crisis.

7. In the evening, the Lincolns would occasionally attend the theater.

Part of Speech: __________________________

____________________________________________________________

____________________________________________________________

8. More than 13,000 troops were killed or wounded.

Part of Speech: __________________________

____________________________________________________________

____________________________________________________________

C. Events/Sequence: Number the events from Chapter 9 in the order (sequence) they

occurred.

____ a. Union troops met up with Confederate forces at Bull Run.

____ b. Virginia, Arkansas, North Carolina, and Tennessee joined the Confederacy.

____ c. The war was in its second year.

____ d. Lincoln called for 75,000 volunteers for the army.

____ e. Lincoln’s first night as president

____ f. Willie died of a fever.

____ g. Ships were sent to Fort Sumter loaded with supplies.

____ h. Union forces captured New Orleans.

____ i. Confederate guns opened fire on Fort Sumter.

____ j. Northern forces lost 13,000 troops at Shiloh.

____ k. A blockade by Union warships stopped all vessels from entering or leaving

Southern ports.

____ l. The Union army retreated from Richmond.

____ m. A letter arrived from General Robert Anderson.

Novel Thinking Lesson Guide: In Their Own Words: Abraham Lincoln

Math Analogies Level 2

Gr. 4-5

MATH

Complete Each Math Analogy

: 10

cubes

::

:

4, 6, 9,

15, 36, 144

:

composite

numbers

::

2, 3, 5,

_{13, 17, 19}

:

century

:

decade

::

dollar

_($1.00)

:

:

6

acute angles

_::

_:

86)

87)

88)

85)

MATH

Complete Each Math Analogy

Hot Dogs Tacos Pizza

13

29

7

11

25

8

21

Like Tacos

: 57 ::

Hot Dogs Tacos Pizza

13

29

7

11

25

8

21

Like Tacos and Hot Dogs

:

9

7

: 63 ::

8

7

:

1

3

: 20 ::

1

2

:

area of

: 5 ::

area of

:

142)

143)

144)

141)

Math Analogies Level 2

Dr. DooRiddles B2

Gr. 4-7

What am I? ...

What am I? ...

What am I? ...

A skin that is stitched

To make simple clothes;

With seek, I’m a game,

Where am I? Who knows!

From the carton to the glass,

I’m the action you take;

When it’s raining hard,

Stay dry for goodness sake!

What a dog does

For scraps at the table;

To say please, please,

Please, if you are able.

Dr. DooRiddles B2

Gr. 4-7

What am I? ...

What am I? ...

What am I? ...

So many things to ask,

And doing so may cause a spark;

When you need an answer,

Finish the sentence with my mark.

My drops hit the soil,

And plants grow up green;

Or the time of royal rule,

By a king or a queen.

With der, I’m not tough,

Not cruel nor mean;

Alone, I’m not twelve

Or nine, but between!

The Basics of Critical Thinking

Gr. 4-9

The Beetle

Cassie, August, and James found one of the beetles below in their backyard. Use the

evidence in their descriptions to find the beetle they saw.

A

B

C

D

Here is how each of them described the beetle:

Cassie:

1

_{It had orange on all of its legs.}

2

_{It had stripes on the underside of its body.}

August:

3

_{It had stripes.}

4

_{It was pretty big compared to most of the bugs we find in the}

backyard.

James:

5

_{It was almost as wide as it was long.}

6

_{Its orange legs moved slowly as it}

crawled across my hand.

Circle the sentence numbers that support each decision below. Then evaluate all the

evidence to find the beetle Cassie, August, and James saw.

A

This is the

beetle.

1 2 3

4 5 6

This is not

the beetle.

1 2 3

4 5 6

B

This is the

beetle.

1 2 3

4 5 6

This is not

the beetle.

1 2 3

4 5 6

C

This is the

beetle.

1 2 3

4 5 6

This is not

the beetle.

1 2 3

4 5 6

D

This is the

beetle.

1 2 3

4 5 6

This is not

the beetle.

1 2 3

4 5 6

Pattern Explorer Level 1

Gr. 5-7

11   

9. Number Ninja 2

Fill in each empty circle with a number so that the sum of the numbers in any two circles

equals the number between them.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

50

50

50

20

20

10

8

8

4

9 15

10 3

4 5

9

3

6

1

1

14 7

15

4

4

3.4

30

17

13

9. Number Ninja 2

Fill in each empty circle with a number so that the sum of the numbers in any two circles equals

the number between them.

2

3

1

8

5

6

1

8

1

2

1

8

2

3

Pattern Explorer Level 1

Gr. 5-7

21. Pattern Predictor 5 (continued)

The figures below are constructed from unit squares. Stage 1 has 9 unit squares:

8 shaded and 1 unshaded.

6. Complete the table to describe the pattern.

stage 1 2 3 4 5 6 7 8

# of unshaded

unit squares

1

# of shaded

unit squares

8

total # of

unit squares

9

7. How many unshaded unit squares

8. How many shaded unit squares

are there at stage 12?

are there at stage 11?

9. What is the total number of unit

10. At what stage are there 72 shaded

squares at stage 13?

unit squares?

stage 1

stage 2

stage 3

stage 4

21. Pattern Predictor 5 (continued)

The figures below are constructed from unit squares. Stage 1 has 9 unit squares:

8 shaded and 1 unshaded.

6. Complete the table to describe the pattern.

stage 1 2 3 4 5 6 7 8

# of unshaded

unit squares

1

# of shaded

unit squares

8

total # of

unit squares

9

7. How many unshaded unit squares

8. How many shaded unit squares

are there at stage 12?

are there at stage 11?

9. What is the total number of unit

10. At what stage are there 72 shaded

squares at stage 13?

unit squares?

stage 1

stage 2

stage 3

stage 4

21. Pattern Predictor 5 (continued)

The figures below are constructed from unit squares. Stage 1 has 9 unit squares:

8 shaded and 1 unshaded.

6. Complete the table to describe the pattern.

7. How many unshaded unit squares

8. How many shaded unit squares

are there at stage 12?

are there at stage 11?

9. What is the total number of unit

10. At what stage are there 72 shaded

squares at stage 13?

unit squares?

Daily Mind Builders™ Science

Gr. 5-12+

TREES A CROWD?

Read the true story below, then make an inference

based on the evidence in the story.

1

_{The Shelterbelt Project was a program established by the United States in 1934, four}

years into a decade called “The Dust Bowl.”

2

_{By the time this project was merged into}

another government program in 1942, the project had planted 220 million trees on more

than 30,000 farms in North Dakota, South Dakota, Nebraska, Kansas, Oklahoma, and

Texas. Can you infer why all these trees were planted?

Your conclusion: _______________________________________________________

Which sentence has the best evidence to support your conclusion? ______

FIGURE OUT THE ORDER

Using the clues, cross out each wrong answer to match each whale with its length.

FIVE LARGEST NON-TOOTHED WHALES IN LENGTH

100 feet

80 feet

60 feet

55 feet

50 feet

blue

blue

blue

blue

blue

fin

fin

fin

fin

fin

gray

gray

gray

gray

gray

right

right

right

right

right

sei

sei

sei

sei

sei

1. The right whale is 5 feet longer than the sei whale and the gray whale is 5 feet shorter

than the sei whale.

2. The blue whale is twice as long as the shortest of the non-toothed or baleen whales.

100 feet

________________________________

80 feet

________________________________

60 feet

________________________________

55 feet

________________________________

50 feet

________________________________

Balance Benders™ Level 2

Gr. 6-12+

Which answer can replace the question mark?

Balance

Benders

™

Circle the two answers below that will always be true.

1.

=

_2.

₌

3.

₌

4.

₌

a.

b.

c.

d.

?

Balance Benders™ Level 2

Gr. 6-12+

Which answer can replace the question mark?

Balance

Benders

™

a.

b.

c.

d.

?

?

a.

_b.

c.

_d.

Hint: Divide 2nd balance in thirds. for on 3rd balance. Hint: From 1st balance, substitute

18

Building Thinking Skills® Level 3 Verbal

Gr. 7-12+

DEGREE OF MEANING—SUPPLY

On each line, write a word that means

less than and a word that

means

more than the given word.

B-259

B-258

B-261

B-260

B-257

B-256

EXAMPLE:

plump stout huge

LESS IN GIVEN MORE IN

DEGREE WORD DEGREE

wet

angry

flow

willing

request

cry

Building Thinking Skills® Level 3 Verbal

Gr. 7-12+

ANTONYM OR SYNONYM ANALOGIES

—

SELECT MORE THAN ONCE

Study the first two words in each analogy and decide whether

they are ANTONYMS or SYNONYMS. Complete each analogy by

selecting the word from the choice box that is related to the third

word in the same way.

despise : detest :: cherish :

D-39

confess : admit :: forgive :

D-40

approve : decline :: agree :

D-41

question : approve :: doubt :

D-42

resist : oppose :: acknowledge :

D-43

scorn : appreciate :: degrade :

D-44

trust : suspect :: believe :

D-45

CHOICE BOX

accept, pardon, reject, value

exclude : eliminate :: include :

D-46

authorization : permission :: assessment :

D-47

sentence : excuse :: condemn :

D-48

reserve : discard :: retain :

D-49

ideal : perfection :: esteem :

D-50

deny : admit :: refuse :

D-51

store : deposit :: rid :

D-52

appreciation : gratitude :: merit :

U.S. History Detective®

Gr. 8-12+

Lesson 55

Civil War Turning Point: July 1863

A. Gettysburg

1_{General Joseph Hooker, the general Abraham}

Lincoln appointed to lead the Union’s military after General Burnside, did not last long following the Union’s defeat at Fredericksburg in December

1862. 2_{By the spring of 1863, Lincoln again had}

to fi nd a new Union general to lead the Army of the Potomac after Hooker suffered a huge defeat

at Chancellorsville, Virginia. 3_{Robert E. Lee}

and Stonewall Jackson humiliated (crushed) the North despite having half as many soldiers in the

battle. 4_{Unfortunately for the Confederate States}

of America, Jackson was accidentally shot and killed by his own sentries as he returned from the victorious fi eld of battle.

5_{General Lee then decided the South needed}

to take advantage of its momentum. 6_{He marched}

his 75,000 troops out of Virginia and crossed into the northern state of Pennsylvania in June of

1863. 7_{If the South could capture Washington,}

D.C. or Philadelphia, perhaps they could negotiate for independence for the Confederate States of

America. 8_{Heading into Pennsylvania along the}

western hills of the Appalachian Mountains, Lee targeted a small, but critical, transportation junction called Gettysburg.

9_{Lee’s rebel army needed}

supplies. 10_{Gettysburg had}

a shoe factory and Lee was desperate to supply his men with new boots.

11_{As Lee invaded the}

North, Lincoln replaced Hooker with General

George Meade. 12_{With 90,000 men, Meade met}

the Confederate troops at Gettysburg and engaged

in a critical three-day battle. 13_{Luckily for Meade,}

the Union was able to dig in on a high point of land called Cemetery Ridge which gave them an edge

in battle. 14_{On the fi rst day of the fi ght, the Union}

was able to defend attacks at the north end of the

ridge. 15_{On the second day, Lieutenant Joshua}

Chamberlain defended the south end of the ridge

on a hill called Little Round Top. 16_{On the third day,}

Lee sent 15,000 rebel troops under the command

Lesson 55

19_{On July 4}th_{, a defeated Lee retreated south}

back into Virginia and never again tried to invade

the North. 20_{More than one-third (25,000) of his}

army had been lost at Gettysburg. 21_{Seventeen of}

his generals had been killed. 22_{Meade’s army, too,}

had taken a toll. 23_{In fact, between the two armies,}

over 51,000 men had been killed or wounded in

the fi ght. 24_{If Meade had pursued and defeated}

Lee on the 4th_{, the war may have ended that day,}

but Meade, only recently promoted, was cautious

and also reeling from the battle. 25_{Almost one}

quarter of his army suffered casualties. 26_Meade

did not chase Lee’s army and remained on Cemetery Ridge.

Gen. Robert E. Lee

Battle of Gettysburg, Pennsylvania

B. Vicksburg

CHAMBERLAIN

U.S. History Detective®

Gr. 8-12+

Fun Fact Feature

Besides the thousands of Confederate and Union soldiers who died at the Battle of Gettysburg, there were an estimated 3,000 to 5,000 of this kind of animal which died in the three-day fight. Can you name the animal? General Ulysses Grant surrounded the town for

six weeks, preventing supplies from reaching

Vicksburg. 31_{Southern soldiers and citizens there}

nearly starved and were forced to eat mules, shoe

leather, and even rats. 32_{By July 4}th_{, the rebels had}

suffered enough. 33_{The 30,000 surviving soldiers}

surrendered to Grant on the nation’s birthday.

34_{This victory at Vicksburg was critical to}

the North. 35_{Vicksburg was the last remaining}

block to Union control of the entire Mississippi

River. 36_{Union troops and supplies could now be}

transported along the entire length of the river from

Memphis to New Orleans. 37_{In addition, the North}

had driven a wedge through the Confederacy.

38_{Arkansas, Louisiana, and Texas were now cut off}

from the eastern part of the Confederate States

of America. 39_{Together, the Union victories at}

Gettysburg and Vicksburg on July 4, 1863, are considered the turning points of the war in the Union’s favor.

Everett, a former senator and president of Harvard,

spoke for over two hours. 48_{Lincoln followed with}

a two-minute speech of only ten sentences now known as the Gettysburg Address.

49_{Lincoln understood the significance of the}

fact that Gettysburg had been secured on July

4. 50_{He started the address with a reminder that}

87 years earlier the Declaration of Independence

said that “all men are created equal.” 51_The

battle of Gettysburg, he said, was “a new birth

of freedom.” 52_{The Civil War was really a fight}

for human equality. 53_{It was also, Lincoln said,}

a fight to see whether or not people could rule themselves in a democracy.

54_{Lincoln’s speech was so short that many}

people in the audience did not realize he had even

given it. 55_{There was little applause.} 56_Lincoln

thought it a failure, but after the speech was printed in newspapers, people realized how great it was.

57_{Edward Everett himself told the president, “I wish}

that I could flatter myself that I had come as near to the central idea of the occasion in two hours as

you did in two minutes.” 58_{Lincoln’s speech helped}

inspire Union soldiers to continue to fight and to win the war.

C. Gettysburg Address

40_{It took some time to bury the thousands of}

soldiers who had died at Gettysburg. 41_{The old}

burial ground on Cemetery Ridge had to be greatly

expanded. 42_{Many of the soldiers were}

unidentifiable. 43_{Long rows of tombs marked}

“unknown” lined the new graveyard. 44_Local

townspeople wanted the place to be dedicated as a national cemetery and, in the fall of 1863, invited the most popular speaker of the day, Edward

Everett, to give the main speech. 45_{About two}

weeks before the cemetery dedication, organizers also decided to invite President Abraham Lincoln

to the ceremony. 46_{They asked him to give “a few}

appropriate remarks.” 47_{On November 19}th_{, 1863,}

Union troops siege Vicksburg

on the Mississippi River.

U.S. History Detective®

Gr. 8-12+

1. After the Union defeat at Chancellorsville, Virginia, in December, 1862, who did President Lincoln choose as a general to replace Joseph Hooker?

a. Ulysses S. Grant b. George Meade c. Robert E. Lee d. Edward Everett

Which sentence best supports the answer? _____

2. Which important Confederate general was accidentally shot by his own men at the Battle of Chancellorsville?

a. George Pickett

b. Thomas “Stonewall” Jackson c. George Meade

d. Joseph Hooker

Which sentence best supports the answer? _____

3. What was General Robert E. Lee’s strategy after winning the Battle of Chancellorsville? ______________________________________ ______________________________________ 4. What was the major reason the Confederate

States of America was unable to defeat the United States at the Battle of Gettysburg? a. The North had better generals. b. The South had more men in uniform. c. The North had better momentum after the

Battle of Chancellorsville.

d. The North held the high ground at Gettysburg.

Which sentence best supports the answer? _____

5. What could Union forces have done after the Battle of Gettysburg that might have ended the Civil War earlier?

a. chase and defeat the retreating CSA army

b. force the captured Lee to sign a surrender document

c. defeated Pickett’s Charge

d. marched back to defend Washington, D.C.

Which sentence best supports the answer? _____

6. Who was the victorious Union general at the Battle of Vicksburg?

a. Ulysses S. Grant b. George Meade c. Edward Everett d. George Pickett

Which sentence best supports the answer? _____

7. After the Battle of Vicksburg in 1863, what important piece of geography did the Union now control?

a. the Confederate capital b. the Appalachian Mountains c. Chesapeake Bay

d. Mississippi River

Which sentence best supports the answer? _____

8. Who was invited to be the main speaker at the dedication of the Gettysburg National Cemetery?

a. George Meade

b. President Abraham Lincoln c. Edward Everett

d. Ulysses S. Grant

Which sentence best supports the answer? _____

U.S. History Detective®

Gr. 8-12+

Written Response Question

10. Use complete sentences to explain why the battles of Gettysburg and Vicksburg are often referred to as the turning points of the Civil War in favor of the North.

________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

Fun Fact Finale

Besides the thousands of Confederate and Union soldiers who died at the Battle of Gettysburg, there were an estimated 3,000 to 5,000 horses that died in the three-day fight.

9. What was surprising about the text of Lincoln’s Gettysburg Address?

a. It was very short. b. It was extremely long. c. It was never printed.

d. It was never read aloud to the crowd at Gettysburg.

Which sentences best support the answer? _____ _____

Answers

eBook Sampler Answers

Mind Benders

®

_{Level 2}

Page 13

Clue 1 states that the youngest

cat has seven fewer spots than the

oldest cat. The youngest is the cat

with two spots and is three years

old. The oldest cat, with 9 spots, is

eleven years old. Clue 2 states that

the striped cat and the oldest cat are

one year apart, so the striped cat is

ten years old. That means that the

cat with four spots is six years old.

Page 14

Clue 1 states that the curly-haired

boy had more than fi fteen points,

so he had 25. In Clue 2, if Lee had

made her last shot, she would have

scored twelve points, which means

that Lee is one of the two girls.

Since the clue says “if,” that means

she didn’t make her last shot and

only scored 10. Clue 3 states that

Tim scored fewer points than the

curly-haired boy and girl. Since Lee

3

Y 1 N 1 N 1 N 1

6

N 1 Y 2 N 1 N 2

10

N 1 N 2 N 1 Y 2

11

N 1 N 1 Y 1 N 1

10 12 25 15

Y 3 N 3 N 1 N 3 N 3 N 3 N 1 Y 3 N 1 N 1 Y 1 N 1 N 2 Y 3 N 1 N 3

Building Thinking

Skills

®

_Beginning

Answers are not provided in the book.

Page 1

,

,

,

Page 2

Page 3

Mathematical Reasoning

TM

Beginning 2

Answers are not provided in the book.

Page 4

Page 5

1. Donald is 7.

2. Donald will be 8.

1. Maria was 5.

2. Maria is 6.

3. Maria will be 7.

Dr. DooRiddles A1

Page 6

Mathematical Reasoning

TM

Level A

Answers are not provided in the book.

Page 7 Page 8

4 - 3 = 1

7, 6, 4, 6

2 - 1 = 1

5 - 2 = 3

5 - 5 = 0

Math Analogies

: Beginning

Page 9

Page 10

Thinker Doodles A1

Answers are not provided in the book.

Page 11

Page 12

Z

K

V

M

b p p d

Math Analogies Beginning Answers

30) 31)

O

(big O) 32) Page 9 33) 34)

two

35) (big circle) 36) Page 10 37) 38) 39)

two

40) Page 11 41) 43)

3

cats

44)

5

Page 12 45) 46) 47) 48) Page 13 49)

month

50)

1

51)

M

52)

3

Page 14 53) 54) 55)

7¢

Page 15 57) 58)

2

59)

x

(small x) 60) Page 16 61) (smaller circle) 62) 63) 64) 10¢ Page 17 65) 66) 67) 68)

Math Analogies Beginning Answers

Page 18 69) 70)

5

71)

d

72) Page 19 73)

10¢

74)

6

75) 76) Page 20 77)

b

78) 79)

week

80)

rain

Page 21 83)

2

84)

V

Page 22 85) 86)

third

87) 88) Page 23 89) 90)

4:15

91) 92)

third or

last

Page 24 93) 94) Page 25 97) 98)

top

99) 100)

less

Page 26 101) 102)

4

103) 104) Page 27 105) 106) 107)

z

(small z) 108) (any rectangle,

52 © 2015 The Critical Thinking Co.™ • www.CriticalThinking.com • 800-458-4849

eBook Sampler Answers

Language Smarts™

Level D

Page 27

kite, long i, short e; bed, short e; tree, long e; frog, short o; grapes, long a; catch, short a; kitten, short i, short e; truck, short u

Page 28

village, alone, doctor, equal, feelings, property, winner, language, pounds, captain,, entered, material, through, rather, middle, fi gure, within, surface, pretty, thousands, dollars, electric, internet, students

Mathematical Reasoning™

Level D

Page 25

2 x 5 = 5 + 5 = 10; 3 x 3 = 3 + 3 + 3 = 9; 4 x 4 = 4 + 4 + 4 + 4 = 16; 7 x 3 = 7 + 7 + 7 = 21; 2 x 9 = 9 + 9 = 18; 5 x 5 = 5 + 5 + 5 + 5 + 5 = 25; 6 x 1 = 1 + 1 + 1 + 1 + 1 + 1 = 6; 4 x 6 = 6 + 6 + 6 + 6 = 24

Page 26

1. p = 12 cm; 2. p = 12 cm; 3. Drawings will vary.

Language Smarts™

Level B

Page 15

Sammie the seal has a show

to put on today. But Sammie’s

ball has a hole in it. It is lying fl at

on the bottom of his pool. His

brother’s ball is gone. Sammie

will have to use his trainer’s new

ball for the show.

Robert’s bike was lost. It

was his dad’s gift to him. Robert

knows his dad will be sad. Kelly

is Robert’s big sister. Kelly’s

friend looked around and found

his bike. Robert was really glad.

Page 16

My name is Lydia, my

nickname is Sis. I was born in

China. Now, I live in the U.S. My

dad is Phil J. Gleason. He is in

the National Guard. My mother

is Dr. Joy G. Gleason. We read

Charlotte’s Web together.

Complete The Picture

Math

Page 17

Page 18

3 bags

18¢;

3

nickles,

3

pennies

Building Thinking Skills

®

Level 1

Page 19

© 2006 The Critical Thinking Co.• www.CriticalThinking.com • 800-458-4849 85

Building Thinking SkillS® — Book one Figural SequenceS

c-46

c-47

c-48

TUMBLING—DRAWING

DIREcTIONS: Color the figure to show what it will look like when it tumbles.

Color the figure as it will look when it is turned once to the right.

Color the figure as it will look when it is turned twice to the right.

Color the figure as it will look when it is turned twice to the left.

Turned once Turned twice

Turned once Turned twice

© 2006 The Critical Thinking Co.• www.CriticalThinking.com • 800-458-4849 137

Building Thinking SkillS® _{— B}ook one Figural claSSiFicaTionS

OVERLAPPING CLASSES—INTERSECTION

DIRECTIONS: notice where the shapes are placed in the circles at the top. in the

exercises below, use your pencil to darken the part of the circle's diagram to which the figure belongs.

D-128 D-129

D-130 D-131

BLACK SHAPES RECTANGLES

© 2006 The Critical Thinking Co.• www.CriticalThinking.com • 800-458-4849 281 Building Thinking SkillS® _{— Book one}

EXPLAIN THE EXCEPTION

DIRECTIONS���� each group of words contains one member that is an exception to the

class. on the lines under the group, explain how the similar words are alike and how the exception is different.

EXAMPLE I-105 I-106 I-107 I-108

explain listen talk tell

Listen is the exception because listening involves hearing. The other words represent forms of speaking.

reading recess spelling writing fork knife scissors spoon chalk crayons pencil ruler jog run sleep walk

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Answer

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Listen is the exception because listening involves

Sample

Answer

Listen is the exception because listening involves Listen is the exception because listening involves

Sample

Answer

Listen is the exception because listening involves

hearing. The other words represent forms of speaking.

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Answer

hearing. The other words represent forms of speaking. hearing. The other words represent forms of speaking.

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Answer

hearing. The other words represent forms of speaking.

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Answer

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reading

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Answer

reading fork

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Answer

fork knife

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knife

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Answer

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crayons

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crayons

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sleep

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sleep

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Answer

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Answer

Sleep is the exception because the other words are types of exercise or speeds of movement by foot.

Ruler is the exception because the other objects are used for writing or shading.

Scissors is the exception because the other objects are eating utensils.

Recess is the exception because the other words are school subjects.

VerBal ClaSSifiCaTionS

© 2006 The Critical Thinking Co.• www.CriticalThinking.com • 800-458-4849 307 Building Thinking SkillS® _{— B}ook one

PICTURE ANALOGIES—NAME THE RELATIONSHIP

DIRECTIONS���� Read the analogies and decide how the words in each pair are

related. on the lines below each analogy, explain how the words are related.

VeRBal analogieS

J-11

J-12

J-13

bill duck beak chicken

pine tree daisy flower

arm body branch tree

A bill is part of a duck's head just as a beak is part of a chicken's head.

Pine is a kind of tree just as a daisy is a kind of flower.

An arm is a part of a body, and a branch is a part of a tree.

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Answer

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Answer

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beak

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beak chicken

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chicken

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tree

Sample

Answer

tree

A bill is part of a duck's head just as a beak is part of a

Sample

Answer

A bill is part of a duck's head just as a beak is part of a A bill is part of a duck's head just as a beak is part of a

Sample

Answer

A bill is part of a duck's head just as a beak is part of a

Sample

Answer

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Answer

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Answer

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Answer

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Answer

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Answer

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Answer

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Answer

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Answer

arm

Sample

Answer

arm

Pine is a kind of tree just as a daisy is a kind of flower.

Sample

Answer

Pine is a kind of tree just as a daisy is a kind of flower. Pine is a kind of tree just as a daisy is a kind of flower.

Sample

Answer

Pine is a kind of tree just as a daisy is a kind of flower.

Page 1

a. Reversing the pans does not change the balance. (Tip 1) c. Add to each pan. (Tip 3)

e. Double both pans then reverse. (Tips 5 and 1)

Page 2

c. Add to both pans. (Tips 3 and 1) d. Add to both pans then reverse. (Tips 3 and 1) e. Add to both pans then reverse. (Tips 3 and 1)

Page 3

b. Add to both pans. (Tip 3)

e. Add to both pans. (Tip 3)

f. Add



to both pans. (Tip 3)

Page 4

a. Two half squares make one whole square. b. Two half squares make one whole square. d. Two half circles make one whole circle.

Page 5

c. Double both pans, then reverse. (Tips 5 and 1)

d. Both shapes are split in half but the balance does not change.

(Tip 4)

e. Add to both pans so = . (Tip 3) Substitute a half circle for a half square, since = so

= . (Tip 7)

Page 6

c. is heavier than so > .

d. is lighter than so < .

f. Doubling both pans does not change the balance. (Tip 5)

Page 7

c. Double both pans then reverse. (Tips 5 and 1) d. Add



to both pans. (Tip 3)

e. If = , then is heavier than .

Page 8

c. Since = , is less than . (Tip 9)

d. Since = , is less than . (Tip 9)

f. Since < , doubling both sides does not change the balance, so < . (Tip 5)

Page 9

b. Reverse 1st balance, then add both balances together.

(Tip 8)

d. Add both balances together. (Tip 8)

e. Double 2nd balance, then add to 1st balance. (Tips 5 and 8)

Page 10

a. Adding to both pans does not change the balance. (Tip 3)

c. Doubling both pans does not change the balance. (Tip 5) f. Dividing both pans in half does not change the balance.

(Tip 6)

Page 11

b. Remove



from only one pan so > . (Tip 9)

c. Double both pans =



(Tip 5) so >



. (Tip 9)

f. Remove from only one pan so



< . (Tip 9)

Page 12

b. Remove so < . (Tip 9)

c. Remove so < . (Tip 9)

d. Remove so > . (Tip 9)

Page 13

b. Rearrange pans. (Tip 2) Reverse. (Tip 1) e. Remove from both pans. (Tip 4)

f. Add to both side and reverse. (Tip 3)

© 2010 The Critical Thinking Co.™ • www.CriticalThinking.com • 800-458-4849 43

Balance Benders™ _{Beginning – Algebraic Reasoning Solutions}

solutions

Page 1

a. Reversing the pans does not change the balance. (Tip 1) c. Add to each pan. (Tip 3)

e. Double both pans then reverse. (Tips 5 and 1)

Page 2

c. Add to both pans. (Tips 3 and 1) d. Add to both pans then reverse. (Tips 3 and 1) e. Add to both pans then reverse. (Tips 3 and 1)

Page 3

b. Add to both pans. (Tip 3) e. Add to both pans. (Tip 3)

f. Add



to both pans. (Tip 3)

Page 4

a. Two half squares make one whole square. b. Two half squares make one whole square. d. Two half circles make one whole circle.

Page 5

c. Double both pans, then reverse. (Tips 5 and 1)

d. Both shapes are split in half but the balance does not change.

(Tip 4)

e. Add to both pans so = . (Tip 3)

Substitute a half circle for a half square, since = so = . (Tip 7)

Page 6

c. is heavier than so > .

d. is lighter than so < .

f. Doubling both pans does not change the balance. (Tip 5)

Page 7

c. Double both pans then reverse. (Tips 5 and 1) d. Add



to both pans. (Tip 3)

e. If = , then is heavier

Page 8

c. Since = , is less than . (Tip 9) d. Since = , is less than . (Tip 9) f. Since < , doubling both sides does not change the

balance, so < . (Tip 5)

Page 9

b. Reverse 1st balance, then add both balances together.

(Tip 8)

d. Add both balances together. (Tip 8)

e. Double 2nd balance, then add to 1st balance. (Tips 5 and 8)

Page 10

a. Adding to both pans does not change the balance.

(Tip 3)

c. Doubling both pans does not change the balance. (Tip 5) f. Dividing both pans in half does not change the balance.

(Tip 6)

Page 11

b. Remove



from only one pan so > . (Tip 9)

c. Double both pans =



(Tip 5) so >



. (Tip 9)

f. Remove from only one pan so



< . (Tip 9)

Page 12

b. Remove so < . (Tip 9)

c. Remove so < . (Tip 9)

d. Remove so > . (Tip 9)

Page 13

b. Rearrange pans. (Tip 2) Reverse. (Tip 1) e. Remove from both pans. (Tip 4) f. Add to both side and reverse. (Tip 3)

Balance Benders™ _{Beginning – Algebraic Reasoning Solutions}

solutions

Page 24

Balance Benders

TM

Beginning