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Page 1
MATH TO BUILD ON
INTRODUCTION & CHAPTERS 1 & 2
Vocabulary
• Use definitions to determine word meaning: What does the word
geometry mean in this book? Let’s look for clues for the meaning of
this word on page 2. (the branch of mathematics that studies shapes)
Find It! Level 1 Comprehension
• Identify facts and details: Where are ancient and modern pyramidshaped buildings found? (around the world, page 4)
• Identify facts and details: What is the largest stone structure in the
world? (the Great Pyramid at Giza in Egypt, page 6)
Look Closer! Level 2 Comprehension
LEVEL 40/R
leveled the
ground
• Identify sequence of events: What steps did builders take to build the
Great Pyramid? Use a flowchart for help in answering this question.
(Builders leveled the ground. Then they laid out the base. Next they
put solid stones in place. Finally they set white stones to create
smooth sides. page 6)
• Identify sequence of events: How did workers build the Great Wall in
the desert? (They built a mold out of wood; Into the mold they
poured gravel or sand. Then they laid willow sticks, pressed the
mixture, and let it dry. page 9)
M
laid out
the base
M
put solid stones
in place
M
created
smooth sides
Prove It! Level 3 Comprehension
• Identify main idea: What are pages 6 and 7 mainly about? (Answer:
the Great Pyramid at Giza and how it was built; Clues/Evidence:
Work began 4,600 years ago. Builders leveled the ground, laid out a
base, put solid stones in place, and covered the sides with bright,
white stones. No one knows how the workers moved 2,300,000
blocks to build the pyramids.)
• Make inferences: You can infer that work on the Great Wall was . . .
(Answer: dangerous; Clues/Evidence: Many soldiers, workmen, and
convicts died during the building of the wall. page 11)
Take It Apart! Level 4 Comprehension
• Evaluate author’s purpose: The author probably included the information
in the Introduction to . . . (tell that the book is about mathematics and
building, pages 2–3)
• Analyze text structure and organization: The author presents the
information about building the Great Pyramid at Giza in . . . (chronological order or the order of events)
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Page 2
CHAPTERS 3 & 4
Vocabulary
• Use descriptions to determine word meaning: What does the word
solving mean in this book? Let’s look for clues for the meaning of this
word on page 15. (like putting puzzle pieces together, figured out)
Find It! Level 1 Comprehension
• Identify facts and details: When did work begin on the Santa Maria
del Fiore? (1296, page 12)
• Identify facts and details: How many years did it take to build the Taj
Mahal? (22 years, page 16)
Look Closer! Level 2 Comprehension
CAUSE:
large ribs built in
hollow space
M
EFFECT:
supported the
domes
• Identify cause and effect: How did the two-dome design help support
the dome of the Florence Cathedral? Use a cause-and-effect chart for
help in answering this question. (Large ribs were built in the hollow
space between the domes. These ribs supported the domes. page 13)
• Identify cause and effect: Both sides of the Taj Mahal look the same
because the building is . . . (symmetrical, page 17)
Prove It! Level 3 Comprehension
• Make inferences: From the information about Brunelleschi on page 15
you can infer that he was . . . (Answer: clever; Clues/Evidence: He had
a natural ability for problem solving. He figured out the perfect
placement of brick and stone for the dome. He designed the workers
area to protect them from falling stone. He designed machines that
lifted brick and stone.)
• Identify main idea: What is the first paragraph on page 16 mainly
about? (Answer: why the Taj Mahal was built; Clues/Evidence: The
Shah was heartbroken over the death of his wife; he wanted to build
a beautiful tomb for her. He wanted it to be “paradise on Earth.”)
Take It Apart! Level 4 Comprehension
• Analyze text structure and organization: Chapter 3 poses a problem
and a solution. Find this in the text. (Problem: No one knew how to
build the huge dome for the top of the Florence Cathedral. Solution:
building the dome without supports and building two thin, light
domes, pages 12–13)
• Analyze text structure and organization: The author uses descriptive
details to tell what the Taj Mahal looks like. Find examples of this in
the text. (“glows pink in the light of the rising Sun,” “milky white,”
“golden,” page 19)
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Page 3
CHAPTERS 5, 6 & CONCLUSION
Vocabulary
• Use descriptions to determine word meaning: What does the word
skeleton mean in this book? Let’s find clues for the meaning of this
word on page 25. (steel beams and columns, supported the building’s
weight)
Find It! Level 1 Comprehension
• Identify facts and details: How many years did it take to build the
White House? (eight years, page 21)
• Identify facts and details: When was the world’s first skyscraper built?
(in 1885, page 24)
Look Closer! Level 2 Comprehension
• Identify steps in a process: How has the White House changed over
the last 200 years? (In 1902, the West Wing with the Oval Office and
the Cabinet room was completed. In 1942, the East Wing was added.
page 23)
• Compare and contrast: How are early skyscrapers and today’s
skyscrapers different? How are they alike? Use a Venn diagram for
help in answering this question. (They are both tall buildings. Early
skyscrapers have skeleton support. Today’s skyscrapers have an inner
core. page 24)
Prove It! Level 3 Comprehension
• Identify main idea: What are pages 20 and 21 mainly about? (Answer:
how the White House was designed; Clues/Evidence: Washington
wanted a house with “size, form, and elegance,” so a design contest
was held. James Hoban won. The design was changed many times.
The final version included many ideas.)
• Identify main idea: What is the main idea of the second paragraph on
page 23? (Answer: the White House today is different from the original; Clues/Evidence: It has been expanded and restored several
times. The West Wing was added in 1902. The East Wing was
completed in l942. There are 132 rooms today.)
Take It Apart! Level 4 Comprehension
• Analyze text structure and organization: How does the author organize the information about changes to the White House? (chronological order, page 23)
• Evaluate author’s purpose: The author probably included the
Conclusion and the photographs on pages 28 and 29 to . . . (show that
amazing buildings can be found all over the world)
Early
Today
Both
skeleton
support
tall
buildings
inner core
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Page 4
TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the
unfamiliar word. Can you find a synonym, a
definition, text clues, or picture clues?
Find It! Level 1
Comprehension
The answers are right in the text. Reread to locate
facts and details to answer the questions.
Look Closer! Level 2
Comprehension
The answers are in the text, but you may need to look
in more than one place to find them.
Prove It! Level 3
Comprehension
You’ll have to be a detective. You won’t find the exact
answers to these questions, but you will find clues and
evidence to support your inferences and conclusions.
Take It Apart! Level 4
Comprehension
As you reread, ask yourself, “How did the author
organize the information? Why did she/he write
the book?”
Navigators Grade 4 Set B
Copyright © 2004 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only.
Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.