Day 4 · Thursday

Objective: I can name the five Great Lakes and describe how climate is different in different parts of the U.S.

Standards: D2.Geo.2.3-5, D2.Geo.10.3-5

Materials: U.S. map, 10 sticky notes, Notebook, Pencil and colored pencils

1. Warm-Up · 5 min

   Spaced review from Week 4. Ask: "Is the water in most lakes salty or fresh?" (Fresh.) Then say: "Some lakes are so wide that you cannot see across them. How many Great Lakes can you name?" Write down any your child knows.

2. Mini-Lesson · 10–15 min

   Point to the Great Lakes. Say: "The Great Lakes are five huge freshwater lakes on our northern border." Teach the memory word HOMES: Huron, Ontario, Michigan, Erie, Superior. Say: "Lake Superior is the largest and deepest. Four lakes are shared with Canada. Only Lake Michigan lies entirely inside the United States." Say: "Together they hold about one fifth of the fresh water on Earth's surface." Now teach climate. Say: "Places far to the north are usually colder. Places beside an ocean are often milder. Deserts get very little rain." Ask: "What does the S in HOMES stand for?" (Superior.) "Why is northern Alaska colder than Florida?" (It is much farther north.) "Is a rainy afternoon weather or climate?" (Weather.) If stuck, say: "Say HOMES slowly. Each letter starts a lake's name."

3. Activity / Source Work · 15–20 min

   Lakes and climates. 1) Write H, O, M, E and S on five sticky notes. Your child puts each on its lake and says the full name. From west to east they are Superior, Michigan, Huron, Erie, Ontario. 2) Read this data table aloud. Usual January afternoon temperature: Miami, Florida, 76 degrees. Phoenix, Arizona, 68. San Diego, California, 66. Portland, Maine, 32. Utqiagvik, in northern Alaska, below 0. Rain in a year: Phoenix about 7 inches, Miami more than 60 inches. 3) Your child copies the table, then writes each city on a sticky note and places it on the map. 4) Ask: "Which place is coldest? What do you notice about where it is?" (Utqiagvik. It is farthest north.) 5) Ask: "Phoenix and Miami are both warm in January. What evidence shows their climates differ?" (Phoenix gets about 7 inches of rain. Miami gets more than 60.) 6) Your child says two climate words for each place, such as hot and dry.

4. Notebook Entry · 10 min

   Your child sketches the five lakes and labels them. Then write three sentences with this frame: "___ is ___ and ___ because ___." Sample answers: "Northern Alaska is very cold and snowy because it is far north." "Phoenix is hot and dry because it is in a desert." Look for a reason in every sentence.

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers in the notebook. Praise answers that explain with the word because.

Homework: Your child teaches HOMES to a family member and points to each lake from west to east. Look for all five names.

Objective: I can use a multiplication fact to find a division fact in the same fact family.

Standards: 3.OA.B.6, 3.OA.C.7

Materials: 30 counters (dried beans, coins or buttons), 8 paper triangles (cut from scrap paper or index cards), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 3. Your child solves 700 − 348 (352). Then practice ×7 facts with no clock. Ask 7 × 3, 7 × 6 and 7 × 8 (21, 42, 56). Your child tells how one answer was found.

2. Mini-Lesson · 10–15 min

   Say: "Today we see how multiplication and division fit together." Build an array of 4 rows of 6 beans. Ask: "How many rows? How many in each row? How many in all?" (4; 6; 24) Write 4 × 6 = 24 and 6 × 4 = 24. Say: "Now start with all 24 beans. They sit in 4 equal rows." Ask: "How many are in each row?" (6) Write 24 ÷ 4 = 6. Say: "Or put 6 in each row." Ask: "How many rows?" (4) Write 24 ÷ 6 = 4. Say: "Four facts from three numbers. This is a fact family." On a paper triangle, write 24 at the top corner. Write 4 and 6 at the bottom corners. Say: "Multiplying joins equal groups. Dividing splits them apart again. They undo each other, so we call them inverse operations." Next, use it to divide. Write 36 ÷ 9 = ?. Say: "I ask: 9 times what is 36?" Write 9 × ? = 36. Ask: "Which fact fits?" (9 × 4 = 36) Say: "So 36 ÷ 9 = 4." Now your child does more. Write 35 ÷ 5 = ?. Ask: "5 times what is 35?" (7) Your child writes 5 × 7 = 35, then 35 ÷ 5 = 7.

3. Guided Practice · 10–15 min

   1) Your child makes a triangle for 7, 8 and 56 and writes all four facts. (7 × 8 = 56, 8 × 7 = 56, 56 ÷ 7 = 8, 56 ÷ 8 = 7) 2) Cover one bottom corner with a finger. Ask: "What number is hiding? Which fact finds it?" (Sample: 8, because 56 ÷ 7 = 8.) 3) Write 27 ÷ 3 = ?. Your child writes the multiplication question and solves. (3 × ? = 27; 9) 4) Write 6 × 6 = 36. Ask: "How many facts are in this family?" (Two: 6 × 6 = 36 and 36 ÷ 6 = 6.) If stuck, say: "Point to the total. It is the product. It also comes first when you divide."

4. Independent Practice · 15–20 min

   For problems 1 to 4, your child makes a triangle and writes all four facts. 1) 5, 6 and 30. (5 × 6 = 30, 6 × 5 = 30, 30 ÷ 5 = 6, 30 ÷ 6 = 5) 2) 4, 7 and 28. (4 × 7 = 28, 7 × 4 = 28, 28 ÷ 4 = 7, 28 ÷ 7 = 4) 3) 4, 8 and 32. (4 × 8 = 32, 8 × 4 = 32, 32 ÷ 4 = 8, 32 ÷ 8 = 4) 4) 2, 9 and 18. (2 × 9 = 18, 9 × 2 = 18, 18 ÷ 2 = 9, 18 ÷ 9 = 2.) For problems 5 and 6, your child writes the multiplication question, then solves. 5) 40 ÷ 8 = ? (8 × ? = 40; 5) 6) 81 ÷ 9 = ? (9 × ? = 81; 9) 7) 48 muffins sit in rows of 6. How many rows are there? (48 ÷ 6 = 8, because 8 × 6 = 48) 8) Nine friends share 54 marbles equally. How many marbles does each friend get? (54 ÷ 9 = 6, because 9 × 6 = 54) Last, your child reads one family aloud. Ask: "Which two facts undo each other?" (Sample: 4 × 7 = 28 and 28 ÷ 7 = 4.)

5. Exit Ticket · 5 min

   Turn the triangles face down. Read each question aloud; your child answers on paper.

Fact fluency: ×7 facts

Homework: Your child makes two more triangles and writes all four facts for each. Use 3, 6 and 18, then 2, 7 and 14. Answers: 3 × 6 = 18, 6 × 3 = 18, 18 ÷ 3 = 6, 18 ÷ 6 = 3. Then 2 × 7 = 14, 7 × 2 = 14, 14 ÷ 2 = 7, 14 ÷ 7 = 2.

Objective: I can use time-order words to show the order of events.

Standards: W.3.3.C, RI.3.3, L.3.1.D, L.3.1.E, L.3.2.E

Materials: Writer's notebook with yesterday's opening, Nine index cards, Pencil

1. Warm-Up · 5 min

   Word study, about 3 minutes. Give a clue. Your child says and spells the word. "Took hold of fast." (grabbed) "Moving through water." (swimming) "Resting on a chair." (sitting) "Put both arms around." (hugged) Spaced review from Week 8. Ask: "Name two linking words for an opinion paragraph." (Any two: because, also, for example, another reason.)

2. Mini-Lesson · 10–15 min

   Say: "Time-order words tell when things happen. In Week 1 you called some of them sequence words." List them in the notebook: first, next, then, after that, later, soon, before, while, suddenly, finally. Read aloud "How to Make Juice Pops": First, pour fruit juice into small paper cups. Leave a little space at the top because juice takes up more room when it freezes. Next, cover each cup with foil. After that, poke a craft stick through the foil so the stick stands up straight. Then set the cups in the freezer for about five hours. Finally, peel away the paper cup and enjoy your juice pop. Ask: "Which words tell the order?" (First, Next, After that, Then, Finally) Ask: "Why do you leave space at the top?" (Juice takes up more room when it freezes.) Ask: "Which word signals that reason?" (because) Say: "A story that already happened uses the past tense." Write: I walk (present). I walked (past). I will walk (future). Say: "Most verbs add -ed. Some double first, like stop and stopped. Irregular verbs change instead." Write: run, ran; go, went; see, saw; take, took; find, found. Your child reads each pair, then says one sentence three ways. (Sample: I see a hawk. I saw a hawk. I will see a hawk.)

3. Guided Practice · 10–15 min

   1) Write the five juice-pop steps on index cards with no time-order words. Shuffle them. Your child puts them in order and names one clue. (pour, cover, poke, freeze, peel; foil must be on before the stick goes in) 2) Your child retells the steps in the past tense with time-order words. (First, I poured. Next, I covered. After that, I poked. Then I set. Finally, I peeled.) Point out that set stays set. 3) Write four events from your child's small moment on new cards. Add a time-order word to each together. 4) Your child says each verb on those cards in the past tense. If stuck, say: "Start with yesterday. Yesterday I ___."

4. Independent Practice · 15–20 min

   Your child keeps drafting after the starred opening. 1) Write the middle events in order, 5 to 7 sentences. 2) Use at least four different time-order words and underline each one. 3) Keep every verb in the past tense. 4) Read only the underlined words aloud. They should tell the order. Model: First, I climbed onto the bike seat. Then Dad let go. Suddenly, the front wheel wobbled. Checklist: events in order, four different time-order words, past-tense verbs, and -ed words checked with the doubling rule.

5. Exit Ticket · 5 min

   Ask the three questions. Your child uses the draft for question 2.

Homework: Read your own book for 15 minutes. Then write the steps for making a snack, using four different time-order words. Look for: steps in an order that works.

Practice page · Week 10, Day 4

English Language Arts

I can use time-order words and write verbs in the past tense.

Show answers

Look: Past, present and future

1. Present (now): I walk. Past (already happened): I walked. Future (later): I will walk.
2. Most verbs add -ed. Double after one short vowel and one consonant: hop, hopped.
3. Some verbs change instead: run, ran; find, found; see, saw; take, took.

How to Fold a Paper Boat

First, fold a sheet of paper in half from top to bottom. Next, fold the two top corners down so they meet in the middle. Then fold up the bottom strips on both sides. After that, open the shape from the bottom and press it flat into a diamond. Fold both bottom points up to the top, and open it into a diamond again. Finally, gently pull the top points apart, so your boat stands up. Now it is ready to float in the bathtub!

Use the how-to above.

1. 1.

   Underline the five time-order words.

2. 2.

   What step comes right after you fold the top corners down?
3. 3.

   Put these in order with 1, 2, 3: (a) Then we cooked them. (b) Finally, we ate. (c) First, we washed the beans.

Write each verb in the past tense.

1. 4.

   run → ____
2. 5.

   find → ____
3. 6.

   drop → ____
4. 7.

   take → ____
5. 8.

   Which tense is 'We will swim'?

   ○ past○ present○ future

Challenge: Write one sentence about yesterday with a time-order word and a past-tense verb that doubles its last letter.

Objective: I can explain how plants, animals and decomposers depend on each other in an ecosystem.

Standards: 3-LS4-3

Materials: Ball of yarn or string, 8 index cards: Sun, Grass, Clover, Grasshopper, Rabbit, Frog, Fox, Mushroom, Tape, Sheet of paper, Science notebook, Pencil

1. Day 49 — Depending on Each Other — Wonder Warm-Up · 5 min

   Spaced review from Week 6. Ask: "A ball bounces lower each time. What do you predict for the next bounce?" (Lower again. The pattern continues.) Then ask: "If all the bees left a garden, what might happen to the squash and apples?" (Less pollen gets carried, so fewer fruits and seeds grow.)

2. Mini-Lesson · 10–15 min

   Say: "Living things depend on each other for food, shelter and help." Say: "Plants give animals food and shelter. Some animals help plants by carrying pollen or spreading seeds. Decomposers put nutrients back in the soil for plants." Draw a loop on paper as you talk: oak tree, acorns, squirrel, buried acorns, new oak trees. Say: "The oak feeds the squirrel. The squirrel buries acorns and forgets some. Those grow into new oaks." Ask: "How does the oak help the squirrel?" (It gives food and a home.) Ask: "How does the squirrel help the oak?" (It plants its seeds.) Ask: "Name another way an animal helps a plant." (It carries pollen.) If stuck, say: "Pick one animal. What does it eat? Where does it hide? It depends on those things."

3. Investigation / Hands-On · 15–20 min

   Web of Life Yarn Game. 1) Tape the 8 cards in a circle on a table. 2) Tape the yarn end to Sun. Run it to Grass and say: "Grass needs the sun to make food." Tape it down there. 3) Keep going. Your child says a "needs" sentence at each stop. Go from Grass to Grasshopper, then Frog, then Mushroom, then Clover. Go on to Rabbit, then Fox, then Mushroom again, then back to Grass. For the Mushroom stops say: "Mushrooms break down dead things. Nutrients go back to the plants." 4) Lift the Grasshopper card. Ask: "Which yarn moves? Who is affected first?" (The frog. It eats grasshoppers.) Ask: "Who else?" (The grass may get eaten less.) Look for at least two living things named. Any answer with a real link counts.

4. Science Notebook Entry · 10 min

   Your child sketches 2 "depends on" chains from the game, with arrows. Under each they finish the frame: "If the ___ disappeared, then the ___ would ___ because ___." Look for: "If the clover disappeared, then the rabbit would have less food because it eats clover."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three questions aloud. Praise answers that use "because" and name a real link.

Homework: Pick one creature near home, such as a squirrel, pigeon or ant. Write 3 things it depends on. Look for at least one nonliving thing, such as water.