Day 2 · Tuesday

Objective: I can fix tricky ideas from Weeks 12 and 13 about Native nations and trade.

Standards: D2.Geo.4.3-5, D2.His.2.3-5, D2.Geo.11.3-5

Materials: Fact cards from Week 12 (in the notebook), Finished Social Studies Checks from Weeks 12 and 13, U.S. map, 5 index cards, Product cards from Week 13 Day 4, 1 sticky note, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 7. Ask: "What is a treaty?" (A written agreement between nations.) Then look over the Week 12 and Week 13 checks. Circle each missed item. Ask the big question: "Which word is stronger for a living nation, was or is?" (Is.)

2. Mini-Lesson · 10–15 min

   Reteach two trouble spots. Trouble spot 1, past and present. Say: "Native nations are living nations." "When we talk about today, we use today words: is, has, live, speak." Write: "The Hopi lived in pueblos." Say: "This is true of long ago, but it stops too soon." Write the fix: "Hopi people built pueblos long ago, and Hopi families live in Hopi villages today." Ask: "Which word shows today, lived or live?" (Live.) Ask: "Fix this: The Lakota were a Plains nation." (The Lakota are a Plains nation today.) Trouble spot 2, why trade happens. Point to Kansas and Florida on the map. Say: "Kansas grows wheat but not oranges. Florida grows oranges but little wheat." "When they trade, both get bread and orange juice." Ask: "Why doesn't Kansas grow oranges?" (Its winters are too cold for orange trees.) If stuck, say: "Add the word today. Does the sentence still sound right?"

3. Activity / Source Work · 15–20 min

   Part 1, sentence fix-up. Write five past-only sentences on cards. Your child rewrites each to tell about today. Your child checks each fix against the Today row of a Week 12 fact card. 1) "The Wampanoag had their own leaders." (The Wampanoag have their own tribal governments today.) 2) "The Navajo lived in the Southwest." (Many Navajo people live in the Navajo Nation today.) 3) "The Tlingit carved totem poles." (Tlingit artists carve totem poles today.) 4) "The Haudenosaunee were six nations." (The Haudenosaunee Confederacy has six nations today.) 5) "Plains nations hunted bison." (Many Plains nations are bringing bison back to their lands.) Ask: "Which fact card backs up your sentence?" Wording will vary. Look for a present-tense verb in every fix. Part 2, trade puzzle. Your child picks two product cards from different regions and explains one trade. Ask: "Who has what? Why there? What does each side gain?" Sample: "Maine has lobster and Georgia has peanuts. Each sells to the other, so both have both."

4. Notebook Entry · 10 min

   Your child writes the right answer for every item missed on the Week 12 and 13 checks. Then write two sentences about Native nations today. Use the frame: "Today, the ___ Nation ___." Sample: "Today, the Navajo Nation has its own government."

5. Exit Ticket · 5 min

   Read the questions aloud. Your child answers in the notebook. Praise every present-tense verb you hear.

Homework: Your child tells a family member one present-day fact about a Native nation from Week 12. Look for a present-tense verb, such as "has" or "live."

Objective: I can catch up on hard facts by breaking them apart and using a missing factor.

Standards: 3.OA.B.5, 3.OA.C.7, 3.OA.A.4

Materials: 4 fact cards (index cards or paper slips): 6 × 7, 7 × 8, 8 × 9, 6 × 9, 4 more fact cards (index cards or paper slips): 42 ÷ 6, 56 ÷ 8, 63 ÷ 7, 54 ÷ 6, Grid paper, Crayons (two colors), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 12. Read: "40 cards are in 5 equal piles. How many are in each pile?" (8) Then lay out the 8 fact cards. Your child answers each one with no clock (42, 56, 72, 54; 7, 7, 9, 9). Sort the cards into two piles: "know it" and "still building." A fact is known when the answer comes without counting. Slow facts are fine today. They show us what to practice.

2. Mini-Lesson · 10–15 min

   Say: "Two tools help with hard facts. The first tool is break apart." Write 8 × 7. Your child outlines 8 rows of 7 on grid paper. Color the first 5 rows one color and the last 3 rows another color. Ask: "Why split 8 into 5 and 3?" (The ×5 facts are easy to find.) Ask: "What is 5 × 7?" (35) "What is 3 × 7?" (21) Your child writes each product inside its part. Write 35 + 21 = 56. Say: "So 8 × 7 = 56. The 5 rows and the 3 rows make all 8 rows, so nothing is lost." Say: "The second tool is a missing factor." Write 63 ÷ 9. Say: "Division asks a multiplication question. 9 times what number is 63?" Write 9 × ? = 63. Ask: "What is the unknown?" (7) Say: "So 63 ÷ 9 = 7. Every hard division fact turns into a multiplication fact this way." Now your child does more. Write 6 × 8 and 48 ÷ 6. Your child breaks 6 into 5 and 1, then writes the missing-factor equation. (40 + 8 = 48; 6 × ? = 48, so 8)

3. Guided Practice · 10–15 min

   Your child names the tool first, then writes the steps. For break apart, your child may outline the array on grid paper. 1) 7 × 6, breaking 7 into 5 and 2 (30 + 12 = 42). 2) 72 ÷ 8 (8 × ? = 72, so 9). 3) 9 × 6, breaking 9 into 5 and 4 (30 + 24 = 54). 4) 49 ÷ 7 (7 × ? = 49, so 7). If stuck, say: "Is it multiplication? Split the rows into 5 and the rest. Is it division? Ask: times what?"

4. Independent Practice · 15–20 min

   Your child shows the steps for each one. 1) 6 × 9 (45 + 9 = 54). 2) 7 × 7 (35 + 14 = 49). 3) 8 × 8 (40 + 24 = 64). 4) 56 ÷ 7 (7 × ? = 56, so 8). 5) 81 ÷ 9 (9 × ? = 81, so 9). 6) Outline 7 rows of 9 on grid paper. Color 5 rows and 2 rows. Write the sum (45 + 18 = 63). 7) A baker fills 9 trays with 8 rolls each. How many rolls? (72) 8) 48 pencils go in boxes of 8. How many boxes? (8 × ? = 48, so 6 boxes) Last, your child tries the "still building" cards again and moves any that now feel easy.

5. Exit Ticket · 5 min

   Read each question aloud; your child writes the steps on paper. There is no clock, and the fact cards stay face down.

Fact fluency: ×6–×9 and ÷6–÷9 facts

Homework: Practice the "still building" cards for 10 minutes with a family member. Say the tool first. Sample: 7 × 8 is 40 + 16, which is 56. Try one division card the same way. Sample: 56 ÷ 8 asks 8 times what number is 56, so 7.

Objective: I can fix subject-verb agreement and build a story problem that grows (catch-up day).

Standards: L.3.1.F, W.3.3.A

Materials: 8 index cards, Notebook, Narrative draft, Pencil

1. Warm-Up · 5 min

   Flex week, catch-up day 2. Word study, about 3 minutes. Write these base words in the notebook: tie, safe, play, fill, honest, trust. Your child adds un-, re- or dis- to build untie, unsafe, replay, refill, dishonest and distrust. They draw a line between each prefix and its base word. Then they say one of the words in a sentence. Spaced review from Week 12. Ask: "Name the three kinds of story problems." (Person against person, person against nature, person against self.)

2. Mini-Lesson · 10–15 min

   Say: "Today we fix two hard skills. First, agreement." Write: "The dog runs. The dogs run." Say: "Think of a seesaw. When the noun has the -s, the verb usually does not. When the noun has no -s, the verb usually does." Write: "Ben and Lily are home." Say: "And makes a plural subject. Swap in they to check: 'They are home.'" Ask: "The bells ring or rings?" (Ring.) "Ava and her dog walk or walks?" (Walk.) Second, story problems. Say: "A problem must matter to the character. It must get harder before it gets better." Read this model aloud. "Milo's Boat": Milo's paper boat drifts away from the edge of the pond. He reaches with a stick, but the stick is too short. Then the wind pushes the boat toward the ducks. Now the paper is getting soggy, and the boat starts to sink. Ask: "How many times does the problem get harder?" (Three times: the stick is too short, the wind pushes the boat, the boat starts to sink.)

3. Guided Practice · 10–15 min

   Make 8 cards. Subjects: the baby, the puppies, Dad and I, my teacher. Verb pairs: naps or nap, is or are, has or have, sings or sing. 1) Your child matches each subject with a verb form and reads the sentence aloud. (Samples: The baby naps. The puppies are. Dad and I have. My teacher sings.) 2) Ask: "Which one word can replace 'Dad and I'?" (We. We are, we have.) 3) Reread the rising action in the narrative together. Your child draws an up arrow beside each sentence that makes the problem harder. (Look for: at least two arrows.) 4) Ask: "Where could it get harder one more time?" (Your child points to a spot.) If stuck, say: "What is the worst thing that could happen next? Write that."

4. Independent Practice · 15–20 min

   1) Your child fixes any agreement errors in the narrative with a pencil. 2) They add 2 sentences to the rising action. The problem must get harder at least twice before the climax. 3) In the new sentences, they underline each subject once and each verb twice. Sample: "The rope slips from my hands. My brothers shout from the bank." Checklist: each new sentence makes the problem worse. Every underlined pair agrees. The new sentences come before the climax.

5. Exit Ticket · 5 min

   Write the first two items in the notebook. Your child circles a verb for each, then says a sentence for the third.

Homework: Write 5 sentences about what people in your family do each day. Look for: every subject and verb agree.

Objective: I can tell physical adaptations from behavioral adaptations and explain why a living thing fits its habitat.

Standards: 3-LS4-3, 3-LS4-2

Materials: 10 paper strips, each with one statement (listed in the investigation), 2 sticky notes labeled HAS and DOES, Week 11 cards (remake on index cards if lost): animals polar bear, clownfish, frog, squirrel; habitats Arctic sea ice, coral reef, pond edge, forest, desert, Science notebook and pencil

1. Day 67 — Flex Catch-Up: Habitats and Adaptations — Wonder Warm-Up · 5 min

   Spaced review from Week 12. Ask: "Where does the energy in every food chain start?" (The sun.) Then the big question. Say: "A polar bear has thick fur. A goose flies south. Which is a body part, and which is an action?" (Fur is a body part. Flying south is an action.)

2. Mini-Lesson · 10–15 min

   Say: "One question sorts every adaptation. Is it something the animal HAS, or something it DOES?" Say: "Things it has are physical adaptations, like webbed feet. Things it does are behavioral adaptations, like hunting at night." Touch your arm and say "has." March in place and say "does." Your child copies. Ask: "A turtle's shell?" (Has, physical.) "A squirrel burying nuts?" (Does, behavioral.) "A hawk's sharp beak?" (Has, physical.) Say: "A living thing survives well where its adaptations match the habitat." Say: "A polar bear's thick fur and fat keep it warm on Arctic ice. In a hot desert, that same fur would make it overheat." Ask: "Would a polar bear survive well in a desert?" (No. It would overheat and find no seals to eat.) If stuck, say: "Could you see it in a photo of a still animal? Then it is a HAS."

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

   Has or Does Sort and Habitat Rescue. 1) Read each strip aloud. Your child places it under HAS or DOES and says why. Strips 1 to 5: thick fur, migrates south, webbed feet, hibernates, long sharp claws. Strips 6 to 10: hunts at night, a porcupine's quills, buries acorns, large ears, plays dead. (HAS: fur, webbed feet, claws, quills, ears. DOES: migrates, hibernates, hunts at night, buries acorns, plays dead.) 2) Habitat Rescue. Lay out the Week 11 cards. Place four animals on wrong habitats. Put the polar bear and the frog on desert. Put the clownfish on forest and the squirrel on coral reef. 3) Your child moves each animal home. (Polar bear, Arctic sea ice. Frog, pond edge. Clownfish, coral reef. Squirrel, forest.) 4) For each one they name a need the wrong place could not meet. Sample: "The desert has no pond for the frog's eggs." Say: "In any habitat, some living things survive well, some less well, and some not at all."

4. Science Notebook Entry · 10 min

   In the notebook, your child writes about one animal: one physical adaptation and one behavioral adaptation. Frames: "The ___ has ___. This helps it ___. The ___ also ___. This helps it ___." Sample: "The Arctic fox has thick fur. This helps it stay warm. The Arctic fox also stores food. This helps it eat in winter."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three questions aloud; if one is missed, ask the HAS or DOES question again. Praise answers that say how the adaptation helps.

Homework: Quiz a family member with 5 HAS or DOES examples of your own. Mark their answers. Look for a correct answer key.