Picta Dicta Latin Grammar 3 Sample

L AT IN G R A M M A R

Volume Secondary Level

LATIN GRAMMAR

Volume 3 Student Workbook

Reuben Jansen and Tim Griffith

Illustrations by Will Griffith

Picta Dicta LLC | Moscow, Idaho

© 2023 Picta Dicta LLC

Published by Picta Dicta LLC

811 Harold St.

Moscow, ID 83843 | www.pictadicta.com

Latin Grammar (vol. 3): Student Workbook

Reuben Jansen and Tim Griffith

Illustrations by Will Griffith

Cover and interior design by Abbie Adkerson

Printed in the United States of America

ISBN 978-1-953012-20-3

Version 1.0.1

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopy, recording, or otherwise, without prior permission of the author, except as provided by USA copyright law.

Instructions

General

Picta Dicta Latin Grammar 3 is a course designed for students learning the basics of Latin at the secondary level or beyond. Although it is titled 3, students with no prior experience of Latin may use it as their first Latin course. Students who have completed Picta Dicta Latin Primer 1 & 2 will be well prepared for this course and will find the first 10 lessons mostly review.

This workbook is one component of the Picta Dicta Latin Grammar 3 course, which includes access to the Picta Dicta Latin Grammar 3 web application, the Picta Dicta Latin Grammar 3 Teacher Guide, and Picta Dicta Latin Grammar 3 Quiz Pack

There are two major sections in this workbook: 1) Lesson Articles, Exercises, and Readings (pages 3–213), and 2) Reference Notes and Charts (pages 214–250). For each lesson, students should read grammar articles and complete exercises after learning the equivalent material through the introduction and exercises in the web application (either from a teacher in-class or individually).

At the end of each lesson, students should read the Latin readings in multiple passes. First, he should read one sentence in Latin aloud. Second, he should translate that sentence into English aloud. If he cannot translate the sentence, find the subject first and translate it, then do the same for the verb, and finally do the same for the rest of the sentence. Once he has worked through an entire paragraph, he should read it again aloud in Latin showing meaning with his voice. But this time he should try not to translate it into English at all. Instead, he should visualize what he is reading. This may take a couple tries. When he is finished, he should answer the following grammar questions about the words in bold. The line number will indicate where to find the word in the reading.

The web application has a built-in search function that allows students to look up words they have forgotten or cannot remember.

Students should use a pencil and write in neat print (not cursive) when writing Latin answers in this book. In general, we recommend against writing English translations over words in the readings at all. However, writing grammatical notes such as “subject”, “object”, “ablative”, etc. can be very helpful.

For Teachers

Introduce each lesson’s material using the Picta Dicta Latin Grammar 3 web application (using the classroom campaign) and the Picta Dicta Latin Grammar 3 Teacher Guide. The exercises in the app are best used in a classroom setting on a projector in front of class. Students should reply to prompts in the exercises aloud or on personal whiteboards.

There is a key for both the Latin Grammar 3 Workbook Exercises and Quiz Pack in the Picta Dicta Latin Grammar 3 Teacher Guide, as well as interpretation helps for all of the readings. In the appendix for the Teacher Guide, there are also in-class lessons that a teacher can use to teach students how to use Latin around the classroom.

For teachers who prefer to use Latin only in the classroom with little or no translation, the course materials are designed to allow for this. Students are only exposed to English translations of a few examples in the grammar articles in the workbook.

For Homeschoolers

Have your child begin each lesson on the Picta Dicta Latin Grammar 3 web application. The Picta Dicta Latin Grammar 3 Teacher Guide provides a summary of each lesson, as well as some additional tips useful to homeschooling families.

Then have your child read the grammar articles and complete the exercises in the lesson. The grammar is explained through numerous illustrated examples and videos on the application as well as separate articles in the workbook, so a secondary-level student should be able to proceed through the material independently.

For the readings, we recommend that parents ensure that their child is completing the readings in multiple passes as specified above. Even a parent who has no experience in Latin should ask the student to summarize the story For places where the child struggles with understanding the readings, the Teaching Guide provides helps.

1ST & 2ND DECLENSION

Latin nouns are divided into five groups called declensions. The first declension includes almost all nouns that end in -a. Of the words you have learned: ūva, puella, mēnsa, and aqua are in the first declension.

The second declension includes almost all nouns that end in -us, -r, or -um. Of the words you have learned so far: cāseus, puer, mālum, and pōculum are in the second declension.

Why does it matter what declension a word is in? Nouns in the same declension change their endings in a similar pattern. So, you must know what declension a noun is in to determine how it changes its endings.

Declension Ending Examples

1st -a ūva, puella, mēnsa, aqua

2nd -us, -r, -um cāseus, puer, mālum, pōculum

PENSUM A

Identify the declension of each noun.

1. puella _______________

2. mēnsa _______________

3. cāseus _______________

4. mālum _______________

THE NOMINATIVE CASE

5. aqua _______________

6. pōculum _______________

7. ūva _______________

8. puer _________________

Latin nouns have different forms called cases. Depending on how a noun is used in a sentence, it will take different forms. For example, the word ūva has the following forms: ūva, ūvam, ūvae, and ūvā. The first case (or form) of a noun you learn is called the nominative case. Ūva is in the nominative case, and it is the first form you will see when learning a new Latin word.

In a sentence, the nominative case of a noun is used when a noun is acting as the grammatical subject of the sentence. Remember that the grammatical subject of a sentence is the noun that the verb is primarily about. It is also the form of a noun used after the word ecce in Latin, which means something like "behold!" For example:

Ecce ūva! (“Behold, a grape!)

Ecce cāseus! (“Behold, a cheese!”)

Ecce pōculum! (“Behold, a cup!”)

NOMINATIVE, SINGULAR

All of the words you have learned so far (ūva, cāseus, pōculum, puer, mālum, and puella) are not only in the nominative case, but also in a singular form. (Remember that singular in grammar means referring to only one.) When you learn a new noun, you will almost always learn the nominative, singular form of that noun.

1st-declension nouns end in -a in the nominative, singular. 2nd-declension nouns end in -us, -r, or -um in the nominative, singular.

NOMINATIVE, PLURAL

1st-declension nouns can be formed in the plural as well. (Remember that plural in grammar means referring to more than one.) To know how a word changes to plural, you must pay attention to the word’s declension.

1st-declension nouns change from -a to -ae in the nominative, plural. 2nd-declension nouns that end in -us or -r in the singular change to -ī in the plural. And 2nd-declension nouns that end in -um change to -a in the plural.

Declension Singular Ending Examples

1st -a (e.g., ūva, puella) -ae (e.g., ūvae, puellae)

2nd (-us, -r) -us, -r (e.g., cāseus, puer) -ī (e.g., cāseī, puerī)

2nd (-um) -um (e.g., pōculum, mālum) -a (e.g., pōcula, māla)

PENSUM B

Identify the number of these nominative nouns and write “singular” or “plural” in the blank.

1. mēnsa _____________________________

2. puerī _____________________________

3. pōcula _____________________________

4. mālum _____________________________

THE ABLATIVE CASE

5. puellae _____________________________

6. cāseus _____________________________

7. aqua _____________________________

8. ūvae _____________________________

The ablative case is another form of noun used where the noun is giving certain kinds of information, but it is easiest at first to notice the ablative after certain Latin prepositions. The preposition in along with a noun in the ablative case answers the question where something is. For example,

Ecce pōculum in mensā.

Ecce puella in aquā.

Ecce cāseus in mensā

Ecce aqua in pōculō.

Ecce cāseus in pōculō.

Ecce mālum in pōculō

In all these examples, the noun after the preposition in is in the ablative, singular. Again, to know how the noun changes to the ablative, you must know the declension the noun is in.

1st-declension nouns change from -a to -ā in the ablative, singular. (The mark above the vowel -ā is called a macron and shows that the vowel is pronounced a little longer and slower than normal.)

...in aquā...

...in mēnsā

2nd-declension nouns change from -us, -r, or -um to -ō in the ablative, singular.

...in pōculō

...in cāseō

Case 1st Declension 2nd Declension

Nominative -a -us, -r, -um

Ablative (after in) -ā -ō

PENSUM C

Identify which case the noun is in and write “nominative” or “ablative” in the blank.

1. aqua _____________________________

2. mēnsā _____________________________

3. cāseō _____________________________

4. puerō _____________________________

EST AND SUNT

5. puella _____________________________

6. pōculō _____________________________

7. mālum _____________________________

8. ūvā _____________________________

Verbs in Latin will be singular or plural to match whether the grammatical subject is singular or plural. This also happens in English, so this should seem natural. For example:

The apple is on the table.

The apples are on the tables.

In Latin, est is the singular version of the "being" verb. But sunt is the plural version. So, if the grammatical subject of the sentence is singular, the verb should be singular too—est. For example:

Pōculum in mēnsā est.

Puella in aquā est

Cāseus in mensā est.

But if the grammatical subject of the sentence is plural, the verb should be plural too—sunt. For example:

Pocula in mensā sunt.

Puellae in aquā sunt.

Caseī in mēnsā sunt.

PENSUM D

Fill in the blanks with the proper ending or word.

1. Ūv______ in mēnsā est.

2. Pōcul______ in mēnsā sunt.

3. Puella in aquā ______.

4. Māl______ in aquā est.

Singular Plural est (“is”) sunt (“are”)

5. Māl______ in aquā sunt.

6. Ūvae in mēnsa ______.

7. Puell______ in aquā sunt.

8. Puer in aquā ______.

PENSUM E

9. Cāse______ in mēnsā est.

10. Puer______ in aquā sunt.

11. Pōcul______ in mēnsa est.

12. Cāseī in aquā ______.

Create your own sentences using words from the table. Make sure that you use appropriate endings (i.e., use nominative singular endings with the verb est and nominative plural endings with the verb sunt; use the ablative ending after the preposition in).

Subject Location Verb

ūva mēnsa est puella aqua sunt puer cāseus mālum pōculum

1. _______________ in _______________ _______________ . (subject, location, verb)

2. _______________ in _______________ _______________ . (subject, location, verb)

3. _______________ in _______________ _______________ . (subject, location, verb)

4. In _______________ , _______________ _______________ . (subject, location, verb)

5. In _______________ , _______________ _______________ . (subject, location, verb)

PENSUM F

Review the following words. Make sure that you remember what they mean. If you do not know or remember a word, look it up in the lexicon in the app or the back of the workbook. If you need to, write an English translation beside the Latin word.

mēnsa cāseus ūva mālum

PENSUM G

pōculum aqua puer est

sunt in quid -ne

Quid est in mēnsā? Estne cāseus in mēnsā? Cāseus in mēnsā est. Suntne ūvae in mēnsā? Ūvae in mēnsā sunt. Mālum quoque in mensā est. Estne pōculum in mēnsā? In mēnsā est pōculum, et aqua in pōculō. Quid est in mēnsā? In mēnsā sunt ūvae, cāseus, mālum, et pōculum, sed in mēnsā est puer quoque.

quoque iam nōn

Iam quid in mēnsā est? Iam puer in mēnsā est, sed ūvae, cāseus, et mālum in mēnsā nōn sunt. Estne pōculum in mensā? Est, sed nōn est aqua in pōculō.

1. What case is mēnsā [1], and why?

2. What case is Cāseus [2], and why?

3. What case and number is ūvae [1], and why?

4. What number is sunt [2], and why?

5. What case is pōculum [2], and why?

6. What case is pōculō [3], and why?

7. What case is puer [4], and why?

8. What number is est [5], and why?

THE ACCUSATIVE CASE

The accusative case is the form of a noun when it is used as a direct object. (Remember that a direct object is the noun upon which a subject is performing the verb.) In English, the direct object is usually placed immediately after the verb. For example:

The man sees the table.

The man sees the eagle

In Latin, the accusative case shows that the noun is acting as a direct object, and the order does not matter at all. To understand how a noun becomes accusative, you must first understand what declension the noun is in.

1st-declension nouns change from -a to -am in the accusative, singular. For example:

Vir mēnsam videt.

Vir aquilam videt.

2nd-declension nouns change from -us,-r, or -um to -um in the accusative, singular. For example:

Vir saccum videt.

Vir cāseum videt.

Vir mālum videt.

Vir pōculum videt.

Notice that 2nd-declension nouns ending in -um are not any different in the accusative case. This can make it challenging to know whether an -um word is nominative or accusative. The only way to know is to see from the context what the sentence actually needs: a subject or a direct object. For example:

Vir mālum videt.

Vir pōculum videt.

Here mālum and pōculum must be in the accusative case because the sentences they are in already have a clear subject: vir. It may seem that word order would help, but word order in Latin can be completely mixed up.

Mālum vir videt.

Pōculum vir videt.

In these examples, the sentences would mean the exact same things as above. You still know that mālum and pōculum are in the accusative case because vir is the subject (in the nominative case).

Identify the case of the word and write “nominative” or “accusative” in the blank.

3. cunīculum

4. servus

5. vir

ACCUSATIVE PLURAL

6. ūvam

7. cāseum _____________________________

8. aqua

There is both a singular and plural form of the accusative case, which you must learn by declension. 1st-declension nouns change from -a to -ās in the accusative, plural. For example:

Vir mēnsās videt.

Vir gallīnās videt.

Nominative (subject) -a -ae

Accusative (direct object) -am -ās

PENSUM B

Identify the case and number of the word and fill in the first blank with “nominative” or “accusative,” and the second blank with “singular” or “plural.”

1. mēnsae _____________ _____________

2. nautam _____________ _____________

3. puella _____________ _____________

4. aquilam _____________ _____________

5. mēnsās _____________ _____________

6. ūvae _____________ _____________

7. nauta _____________ _____________

8. puellam _____________ _____________

2nd-declension nouns ending in -us or -r change to -ōs in the accusative, plural. For example:

Vir saccōs videt.

Vir cāseōs videt.

Nominative (subject) -us, -r -ī

Accusative (direct object) -um -ōs

PENSUM C

Identify the case and number of the word and fill in the first blank with “nominative” or “accusative,” and the second blank with “singular” or “plural.”

1. puerī _____________ _____________

2. ursōs

3. Rōmānum

4. cunīculōs

Case Singular Plural

Case Singular Plural

2nd-declension nouns ending in -um change to -a in the accusative, plural. For example:

Vir māla videt.

Vir pōcula videt.

Notice that the accusative, plural endings for -um nouns are the same as they are in the nominative, plural.

Case Singular Plural

Nominative (subject) -um -a

Accusative (direct object) -um -a

PENSUM D

Identify the case and number of the bolded word and fill in the first blank with “nominative” or “accusative,” and the second blank with “singular” or “plural.” Remember that 2nd-declension words which end in -um look the same in the nominative and accusative cases, so you will have to use context to determine whether the highlighted word is a subject or a direct object. (Hint: if there is another word in the sentence that is clearly in the nominative case, then the 2nd-declension noun ending in -um must be in the accusative case.)

1. Vir pōcula videt. _____________ _____________

2. Pōcula in mēnsā sunt. _____________ _____________

3. Mālum in aquā est. _____________ _____________

4. Mālum servus videt. _____________ _____________

5. Pōculum in aquā est. _____________ _____________

6. Rōmānus māla videt. _____________ _____________

SINGULAR AND PLURAL VERBS

Latin Verbs will be either singular or plural to match the grammatical subject. You have already seen that est is a singular form of a verb and sunt is a plural form. Other verbs in Latin are much easier to predict whether they are singular or plural.

The singular form of most Latin verbs adds -it to the verb stem. (A verb stem is the part of the verb that does not change with endings.) In the following examples the dash divides the verb stem from the ending just so you can see it. For example:

Vir pōculum sūm-it.

The plural form of most Latin verbs add -(u)nt to the verb stem. For example:

Virī pōcula sūm-unt

However, any verb that has a verb stem ending in -a, -e, -(i), or -i will just add -t (dropping the i in the ending) to make it sound better. For example:

Vir vide-t

Vir fuga-t.

Vir percut(i)-t.

The best way to think of it, is that a singular verb adds -(i)t to the verb stem: the i drops out if it does not sound good.

The plural form of most Latin verbs adds the -unt to the verb stem. For example:

Virī percut(i)-unt

However, any verb that has a verb stem ending in -a or -e will just add -nt (dropping the u in the ending) to make it sound better. This is why the u in -(u)nt is put in parentheses—it shows that it drops out of the ending if it does not sound good. For example:

Virī vide-nt.

Virī fuga-nt

The best way to think of it is that a plural verb adds -(u)nt to the verb stem: the u drops out if it does not sound good.

fuga-t fuga-nt

-e vide-t vide-nt (consonant) sūm-it sūm-unt

-(i) percut(i)-t percut(i)-unt

-i veni-t veni-unt

PENSUM E

Identify whether the subject of the sentence is singular or plural and place the proper ending on the verb so that the verb matches the subject in number.

1. Vir cunīculum fuga-______

2. Rōmānī virōs fuga-______

3. Rōmānus virum percut(i)- ______

4. Servus mālum vide-______

PENSUM F

5. Puellae veni-______

6. Puerī pōcula sum-______

7. Aquilae cunīculōs vide-______

8. Virī cunīculōs percut(i)- ______

Fill in the blank with the correct nominative or accusative ending.

1. Puella naut videt. (singular)

2. Puell nautās vident.

3. Ursus Rōmān fugat. (singular)

4. Cunīculī aquil vident. (plural)

5. Vir pōcula habent.

6. Servī māl percutiunt. (plural)

7. Aquilae cunīcul vident. (plural)

8. Vir pōcul habet. (singular)

PENSUM G

9. Cunicul in silvā sunt.

10. Urs in silvā est.

11. Ursus cunīcul fugat. (singular)

12. Servus ūv percutit. (plural)

13. Vir māl habet. (singular)

Create your own sentences using words from the table. Make sure that you pay special attention to the endings of nouns and verbs. Subjects must be in the nominative case, objects must be in the accusative case, locations must be in the ablative case, and verbs must match the subject in number

Subject

Object Verb Location

servus puella vide- aqua ursus nauta fuga- mēnsa aquila cunīculus habe- silva nauta puer percut(i)pōculum mālum veniest/sunt

1. _______________ _______________ _______________ . (subject, object, verb)

2. _______________ _______________ _______________ . (subject, object, verb)

3. _______________ _______________ _______________ . (object, subject, verb)

4. _______________ _______________ _______________ . (object, subject, verb)

5. _______________ in _______________ _______________ . (subject, location, verb)

6. In _______________ , _______________ _______________ . (location, subject, verb)

7. In ___________ , ____________ ____________ ___________. (location, subject, object, verb)

PENSUM H

Vir mēnsam in silvā habet. Habetne vir ūvās in mēnsā? Nōn. Vir ūvās nōn habet. Habetne vir cāseum in mēnsā? Nōn habet cāseum. Habetne vir mālum in mēnsā? Nōn. Neque ūvās, neque cāseum, neque mālum habet vir in mēnsā.

Tantum baculum est in mēnsā.

Iam cunīculus quoque in silvā est, et vir cunīculum videt. Vir cunīculum videt,

sed cunīculus virum nōn videt. Vir baculum sūmit et cūniculum percutit. Iam vir habet cunīculum.

Cunīculus est in mēnsā, sed iam ursus quoque in silvā est. Vir videt ursum, et ursus virum videt. Ursus virum fugat sed virum nōn percutit. Iam ursus in silvā est, sed in silvā nōn est vir!

Ursus cunīculum in mēnsā videt, et iam cunīculum ursus habet.

Quid habet vir in mēnsā? Neque ūvās, neque cāseum, neque mālum, neque cunīculum vir habet.

1. What case and number is mēnsam [1], and why?

2. What case and number is ūvās [1], and why?

3. What number is habet [2], and why?

4. What case and number is cāseum [2], and why?

5. What case and number is mēnsā [3], and why?

6. What case and number is mālum [3], and why?

7. What number is est [4], and why?

8. What case and number is cunīculus [5], and why?

9. What case and number is virum [6], and why?

10. What is the subject of percutit [6], and why?

11. What case and number is silvā [8], and why?

12. What is the subject of percutit [9], and why?

13. What case and number is cunīculum [10], and why?

14. Why are ūvās, cāseum, mālum, and cunīculum [12–13] all in the accusative case?

18. Ecce mōnstrum. Ecce mālum __________ mōnstrī

19. Ecce pōcula. Vir aquam __________ pōculīs dat.

20. Ecce stabulum. Asinus in __________ stabulō est.

PENSUM H

1st Ecce 2nd Ecce Possessive

nauta tuba is, ea, id rēgīna corōna hic, haec, hoc puer sonus ille, illa, illud lupus nāvis mōnstrum arcus

The noun introduced by ecce should also appear along with the demonstrative hic or ille as the possessive in the following sentence.

1. Ecce _______________ . Ecce _______________ _______________ ______________ . (1st ecce, 2nd ecce, possessive)

2. Ecce _______________ . Ecce _______________ _______________ ______________ . (1st ecce, 2nd ecce, possessive)

3. Ecce _______________ . Ecce _______________ _______________ ______________ . (1st ecce, 2nd ecce, possessive)

4. Ecce _______________ . Ecce _______________ _______________ ______________ . (1st ecce, 2nd ecce, possessive)

5. Ecce _______________ . Ecce _______________ _______________ ______________ . (1st ecce, 2nd ecce, possessive)

PENSUM I

Nēmō hostium Egbertī in turre manet (praeter magum). Iam rēx iānuam tacitē aperiēns tōtum cubiculum magī potest vidēre. Librī sunt ubīque in cubiculō, et senex quoque. Egbertus tergum senis vidēre potest. Eī sunt pallium ātrum et petasus acūtissimus. Ante eum est maximus cācabus super ignem. Aqua huius cācabī bullit magnō cum sonō.

Egbertus animō sēcum dīcit, “Hic est Volturnus, magus pessimus. Dēbeō eum necāre…”

Egbertum nōn vidēns magus rānam in manibus tenet ante cācabum aquae

bullientis. Volturnus loquitur et rānam manū palpat. “Bona parva rāna. In cācabum is. Aqua bona est. Nōn dēbēs rūrsus ē cācabō salīre.”

Rāna (crōciēns): “co-AX”

Volturnus parvā vōce rīdet et rūrsus dīcit, “Optima rāna.” Volturnus tum rānam in bullientem aquam iacit. Sed rāna statim ē cācabō salit in sōlum et rapidē salīre incipit ad iānuam. Volturnus rānam sequitur īrātus manūs extendēns, tum oculōs ā rānā in solō saliente vertit ad Ebgertum in iānuā stantem.

Volturnus: “Ah…Ō rēx Egberte,...er… tē expectō. In cubiculō meō stās, ergō nōn tantum servōs meōs fugās sed etiam canēs meōs.. Ergō bonus hostis es.

Immō, optimus. Sed tū tantum vir es, sed ego magus, et nēmō mē necāre potest!”

Postquam haec dīcit, oculī viridēs Volturnī īrātissimī lūcēre incipiunt. Is baculum tollit et magicā gemmā suā contrā rēgem pugnāre incipit. Lūx viridis ē gemmā volat mortem ferēns, sed rēx ē viā lūcīs salit. Lūx nōn Egbertum sed iānuam graviter percutit. Iānua in centum partēs frangitur et dē scālīs cadit magnō cum sonō et pulvere. Volturnus clāmāns rūrsus et rūrsus lūcēs ad

Egbertum mittit dum rēx ā lūcibus currit. Nōn Egbertum, sed sellās, mēnsam, et multōs librōs lūcēs illīus gemmae percutiunt. Iam pāginae librōrum et pulvis per cubiculum ubīque volant. Egbertus adhūc currit. Tum in pāginā librī lābitur.

Volturnus rīdet et ad Egbertum ambulat in solō iacentem. “Hahahae! Iam victor sum.” Volturnus gemmam ante faciem Egbertī pōnit et parvā vōce fascināre incipit, “Dormī, ō crasse rēx!” Sed antequam lūx ē gemmā venit, Egbertus gladium prope sē iacentem sūmit, ante faciem pōnit, et oculōs claudit. Lūx gemmae viridis in rēgem volat, sed tum ē gladiō salit et in corpus Volturnī revenit.

Magnā lūce magus ad solum iacitur. Iam Volturnus in solō iacet moriēns, sed

nōn plōrat. Immō, parvā vōce rīdet. Rēx mīrāns ad pedēs surgit et ad magum it.

Volturnus (parvā vōce dīcēns) “Quamquam mē vincis, rēgnum tuum servāre

nōn potes. Sī haec gemma nōn frangitur, nēmō excitārī potest, et hanc gemmam

nūllō īnstrūmentō frangere potes!”

1ST–2 ND DECLENSION NOUNS

A-Nouns (F/M) — Ūva

SINGULAR PLURAL

NOM ūva ūvae

ACC ūvam ūvās

GEN ūvae ūvārum

DAT ūvae ūvīs

ABL ūvā ūvīs

US-Nouns (M/F) — Cāseus

SINGULAR PLURAL

NOM cāseus cāseī

ACC cāseum cāseōs

GEN cāseī cāseōrum

DAT cāseō cāseīs

ABL cāseō cāseīs

UM-Nouns (N) — Pōculum

SINGULAR PLURAL

NOM pōculum pōcula

ACC pōculum pōcula

GEN pōculī pōculōrum

DAT pōculō pōculīs

ABL pōculō pōculīs

3RD-DECLENSION NOUNS

Canis

SINGULAR PLURAL

NOM canis canēs

ACC canem canēs

GEN canis canum

DAT canī canibus

ABL canē canibus

Dux

SINGULAR PLURAL

NOM dux ducēs

ACC ducem ducēs

GEN ducis ducum

DAT ducī ducibus

ABL duce ducibus

Corpus

SINGULAR PLURAL

NOM corpus corpora

ACC corpus corpora

GEN corporis corporum

DAT corporī corporibus

ABL corpore corporibus