Activity Sheet- Digraph th - Studyladder Interactive Learning Games - Free Printable

This worksheet is designed to help young learners practice blending sounds and recognizing the “th” digraph in words, as well as connecting visual representations (base-10 blocks) with numbers and sentences.

Let’s solve it step by step.

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## 🧩 SECTION 1: “th” Words

The top section shows the digraph “th” and a picture of a thermometer. The goal is to fill in the blanks for common “th” words.

Given:

- this ___ three ___
- they ___ thing ___
- these ___ think ___
- that ___ thin ___

These are likely meant to be completed with the number of letters or syllables, or perhaps how many times “th” appears — but looking at the context and the rest of the worksheet, it’s more likely that students are meant to trace or write the word again in the blank, reinforcing spelling.

However, since the blanks are placed *after* the word, and there’s no instruction like “write the word again,” it’s possible this is a fill-in-the-blank for missing letters — but all the words are complete.

Another possibility: This might be a matching exercise where students draw lines from the word to its picture or meaning — but there are no pictures here except “thermometer.”

➡️ Most logical interpretation: Since this is a phonics worksheet focused on “th”, and each word contains “th”, the blanks may simply be for students to trace or rewrite the word to practice handwriting and reinforce the “th” sound.

But since we can’t trace digitally, and the worksheet doesn’t specify, let’s assume the blanks are for writing the same word again to reinforce learning.

✔ So, we fill in:

- this → this
- three → three
- they → they
- thing → thing
- these → these
- think → think
- that → that
- thin → thin

*(Note: In some versions of this worksheet, the blanks are meant for counting how many “th” sounds appear — but in all these words, “th” appears only once. So that wouldn’t make sense either.)*

Given the ambiguity, and the fact that the rest of the worksheet uses base-10 blocks to represent numbers, we’ll move to the next section which is clearer.

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## 🧮 SECTION 2: Base-10 Blocks & Numbers

This section has 4 boxes with images and base-10 blocks below them.

Box 1: Girl giving thumbs up → blocks show 1 ten + 3 ones = 13

Box 2: Two people → blocks show 1 ten + 5 ones = 15

Box 3: Two calculators with arrow down → blocks show 1 ten + 4 ones = 14

Box 4: Number “3” → blocks show 3 ones = 3

✔ So we write the numbers:

- Box 1: 13
- Box 2: 15
- Box 3: 14
- Box 4: 3

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## ✍️ SECTION 3: Read then Draw

Now we use those numbers to complete sentences.

> “___ are my shoes.”

We need a number that makes sense with “shoes”. Shoes usually come in pairs — so 2? But our numbers are 13, 15, 14, 3.

Looking back — the blocks under each image correspond to the sentence below? Not necessarily.

Actually, the instructions say: “Read then draw.” — meaning you read the sentence, then draw the correct number of objects using base-10 blocks.

But the blanks are already filled with base-10 block drawings — so we must write the number that the blocks represent.

Let’s look:

Sentence 1:

[blocks showing 1 ten + 3 ones] are my shoes.
→ That’s 13.
So: 13 are my shoes. (Unusual, but possible — maybe she has 13 shoes? Or it’s just for practice.)

Sentence 2:

I have [blocks showing 1 ten + 5 ones] dogs.
→ That’s 15.
So: I have 15 dogs.

Sentence 3:

[blocks showing 1 ten + 4 ones] is my red hat.
→ That’s 14.
So: 14 is my red hat. (Grammatically odd — should be “are” if plural, but “hat” is singular. Maybe typo? Or perhaps it’s “14” as in item #14? Unlikely.)

Wait — this doesn’t make grammatical sense. “14 is my red hat” — 14 what? It should be “This is my red hat” or “One is my red hat”.

But looking at the blocks — the third one has 1 ten + 4 ones = 14, but the sentence says “is my red hat” — singular.

Perhaps the blocks are meant to represent the number of items, and the student is to write the number.

Alternatively — maybe the blocks are not for the number, but for the word “th” — but that doesn’t fit.

Let’s re-express the whole thing logically.

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## ✔ FINAL ANSWER (Best Interpretation):

Given the structure and typical kindergarten/first-grade worksheets:

Section 1: “th” Words

Students are likely meant to trace or write the word again in the blank. So:

- this → this
- three → three
- they → they
- thing → thing
- these → these
- think → think
- that → that
- thin → thin

Section 2: Match image to number via blocks

- Thumbs up → 13
- Two people → 15
- Calculators → 14
- Number 3 → 3

Section 3: Write the number represented by the blocks in each sentence

- 13 are my shoes.
- I have 15 dogs.
- 14 is my red hat. *(Note: Grammatically incorrect — should be “14 hats” or “one hat”. Possibly an error in worksheet design.)*

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## 🖍️ If “Draw” means to draw the objects:

- For “___ are my shoes” — draw 13 shoes? Unlikely.
- Better to assume: Write the number that the blocks represent.

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## ✔ Final Completed Worksheet:

Top Section (th words):

- this → this
- three → three
- they → they
- thing → thing
- these → these
- think → think
- that → that
- thin → thin

Middle Section (Images to Numbers):

- Thumbs up → 13
- Two people → 15
- Calculators → 14
- Number 3 → 3

Bottom Section (Sentences):

- 13 are my shoes.
- I have 15 dogs.
- 14 is my red hat. *(Accept as is, though grammatically awkward)*

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## 💡 Teaching Note:
This worksheet combines phonics (“th” sounds) with place value (base-10 blocks) and sentence writing. It’s great for cross-curricular reinforcement, though the last sentence has a grammatical issue — teachers may want to adjust it to “This is my red hat” or “14 hats are mine” for clarity.

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✔ Final Answer Summary:

- Fill blanks in “th” section with the same word.
- Numbers for images: 13, 15, 14, 3.
- Sentences: 13 are my shoes. I have 15 dogs. 14 is my red hat.

Let me know if you’d like a printable version or adjustments!