Day 4 · Thursday

Objective: I can trace where my breakfast comes from and show it on a map.

Standards: D2.Geo.7.3-5, D2.Geo.11.3-5

Materials: Four breakfast items with labels, such as cereal, milk, a banana and orange juice, U.S. map and world map, 4 pieces of string or yarn, about 12 inches each, 4 sticky notes, Tape, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 10. Ask: "Name two of the five Great Lakes." (Any two of Huron, Ontario, Michigan, Erie, Superior.) Then ask the big question: "How many places helped make your breakfast?" Write down your child's guess.

2. Mini-Lesson · 10–15 min

   Say: "Each item on your plate took a trip. Today you are a detective who traces those trips." Model one item, a wheat cereal. Point to Kansas and North Dakota on the U.S. map. Say: "Wheat grows on the Great Plains, in states like these. A mill grinds the wheat into flour." "A factory bakes the flour into cereal. Trucks carry the boxes to a warehouse, then to our store." Write the steps: farm, mill, factory, warehouse, store, home. Now teach label reading. Say: "Product of or Grown in tells where a food grew." "Packed in or Distributed by tells where it was boxed, or where the company office is." "If the label does not say where it grew, we write a question mark." Ask: "A juice carton says Distributed by a company in New Jersey. Did the oranges grow there?" (We cannot tell. Write a question mark.) Ask: "A banana sticker says Guatemala. What does that tell us?" (The banana grew in Guatemala.) If stuck, say: "Find the words Product of or Grown in first."

3. Activity / Source Work · 15–20 min

   Breakfast detective. 1) Your child reads the label on each of the four items. 2) Write each item's name on a sticky note. Stick it where the item grew or was made. Use the U.S. map or the world map. 3) Tape a piece of yarn from each note to your town. 4) Rank the trips from shortest to longest. Compare yarn lengths only on the same map. Items from another continent traveled farthest. 5) Ask: "Which item traveled the farthest? What is your evidence?" (Sample: "The sticker says Guatemala, and the yarn is longest.") Ask: "Which U.S. region sent the most items?" 6) Count the different places. Compare the count with the guess from the warm-up. Expect three or more places for most breakfasts. Your results will differ from other families' results. Look for the pattern: fresh milk and eggs often make short trips, and fruit often travels far.

4. Notebook Entry · 10 min

   Your child makes a Breakfast Journey chart with four columns. Item, Where it came from, How it probably traveled, Region or country. Sample row: "Banana, Guatemala, truck then ship then truck, another country." Then finish the frame: "My breakfast connects me to ___ places."

5. Exit Ticket · 5 min

   Read the questions aloud. Your child uses the chart and the map. Praise answers that point to a label as evidence.

Homework: Your child reads the labels on two dinner foods tonight and adds them to the Breakfast Journey chart. Look for a place copied from each label.

Objective: I can solve two-step party problems in the Party Planner Challenge.

Standards: 3.OA.A.3, 3.OA.D.8, 3.OA.A.4

Materials: 30 counters (dried beans, coins or buttons), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 12. Read: "28 stickers go 4 to a page. How many pages?" (7) Then try ×8 and ÷8 facts with no clock. Ask 3 × 8, 6 × 8, 40 ÷ 8 and 56 ÷ 8 (24, 48, 5, 7).

2. Mini-Lesson · 10–15 min

   Say: "Party Planner, part 2, is shopping. Many shopping questions take two steps." Read: "6 tables each get 4 cups. Cups come in packs of 8. How many packs do we buy?" Ask: "What must we know first?" (How many cups we need.) Write Step 1: 6 × 4 = 24. Say: "We need 24 cups." Ask: "What do we find next?" (How many packs of 8 make 24.) Write Step 2: 8 × ? = 24. Ask: "What is the unknown?" (3) Say: "So we buy 3 packs of cups." Say: "Check it. 3 packs of 8 is 24 cups, and we need 24." Say: "Reread the question. Did we answer it?" (Yes. It asked for packs.) Now your child does more. Read: "Each of 6 tables gets 3 balloons. 5 more balloons go by the door. How many balloons?" Your child writes both steps. (6 × 3 = 18; 18 + 5 = 23 balloons)

3. Guided Practice · 10–15 min

   Your child writes Step 1 and Step 2 on separate lines. Before each one, ask: "What must we know first?" 1) 4 tables each get 9 napkins. Napkins come in packs of 6. How many packs? (4 × 9 = 36; 36 ÷ 6 = 6 packs) 2) Each of 5 tables gets 4 cupcakes. 3 extra are baked. How many cupcakes? (5 × 4 = 20; 20 + 3 = 23) 3) We need 40 forks. Forks come in packs of 8. 2 packs are at home. How many more packs? (40 ÷ 8 = 5; 5 − 2 = 3 packs). If stuck, say: "What must we know before we can answer? Find that number first."

4. Independent Practice · 15–20 min

   Your child solves each one and shows both steps for the stories. 1) 8 × ? = 48 (6). 2) 7 × 8 (56). 3) 72 ÷ 8 (9). 4) Draw 3 packs of 8 juice boxes as circles with dots. How many juice boxes? (24) 5) 24 guests each get 1 party hat. Hats come in bags of 6. 1 bag is at home. How many more bags? (24 ÷ 6 = 4; 4 − 1 = 3 bags) 6) 7 tables each get 2 candles. 6 more candles go on the cake. How many candles? (7 × 2 = 14; 14 + 6 = 20) 7) 5 packs hold 6 plates each. 24 guests each take one plate. How many plates are left? (5 × 6 = 30; 30 − 24 = 6) 8) 9 tables each get 3 flowers. Flowers come in bunches of 9. How many bunches? (9 × 3 = 27; 27 ÷ 9 = 3 bunches). Last, your child rereads each story question and circles the number that answers it.

5. Exit Ticket · 5 min

   Read each question aloud; your child shows both steps for questions 1 and 2.

Fact fluency: ×8 and ÷8 facts

Homework: Solve this party problem and show both steps. 3 tables each get 8 spoons. Spoons come in packs of 6. How many packs? Answer: 3 × 8 = 24; 24 ÷ 6 = 4 packs.

Objective: I can share my published book, and as a listener I can retell what I heard and ask good questions.

Standards: SL.3.4, SL.3.2, SL.3.3, W.3.4, L.3.2.B

Materials: Picture book booklet from Day 3, Colored pencils or markers, Stapler or yarn for binding, A chair for the Author's Chair, An envelope, Pencil, Notebook

1. Warm-Up · 5 min

   Flex week, enrichment day 2. Word study, about 3 minutes. Ask each question aloud. "If you replay a song, what do you do?" (Play it again.) "A puppy that will disobey does what?" (It does not do what it is told.) "If you distrust a wobbly ladder, how do you feel about it?" (You are not sure it is safe.) Then your child uses unlock in a sentence. Spaced review from Week 13. Ask: "Fix this: The children is ready." (The children are ready.)

2. Mini-Lesson · 10–15 min

   Say: "Today you become a published author and sit in the Author's Chair. A speaker has three jobs: read clearly, keep a steady pace and show each picture." Read one page of the booklet two ways. First read it fast and flat. Then read it at a steady pace with expression. Ask: "Which was easier to understand? Why?" (The second. I could hear every word and the feeling.) Say: "A listener has jobs too. Look at the speaker. Listen so you can retell. Afterward, recount the story in three sentences: beginning, problem, ending. Then ask one question that starts with How, Why or What." Give a sample question: "Why did you show rain in that picture?" Last, teach the envelope. Write this sample in the notebook, with a new line at each slash: Ms. Ana Reyes / 12 Birch Lane / Madison, Wisconsin 53703. Say: "The name goes on the top line. The house number and street go in the middle. The city, state and ZIP code go on the bottom line. A comma goes between the city and the state."

3. Guided Practice · 10–15 min

   1) Your child makes the title page with a correctly capitalized title and the word "by" with their name. (Check the first, last and important words.) 2) Bind the book with staples or yarn. Any coloring left can wait until after the sharing. 3) Your child practices reading the book once, pausing to show each picture. 4) Your child addresses the envelope to a relative with a pencil, using the sample. It can carry an invitation to a second reading. Ask: "Where is the comma?" (Between the city and the state.) If stuck, say: "Point to the city. Point to the state. The comma sits between them."

4. Independent Practice · 15–20 min

   Hold the Author's Chair with at least one listener. 1) Your child sits in the chair and reads the book. 2) Each listener recounts it in three sentences and asks one How, Why or What question. Your child answers with a detail. 3) Switch roles. Read this story aloud once. "The Scarecrow's Hat": Every morning, crows ate the corn in Wes's garden. Wes built a scarecrow from a broom and an old coat. The crows landed right on its arms. They were not scared at all. Wes thought hard. Then he tied three pie tins to the scarecrow's hat. When the wind blew, the tins flashed and clanged. The crows flew off with angry squawks. That night, Wes counted every ear of corn. Not one was missing. 4) Your child recounts it and asks you one question. (Sample: Crows eat the corn in Wes's garden. His scarecrow does not scare them. He adds noisy pie tins, and the crows leave. Question: "Why did the tins scare the crows?")

5. Exit Ticket · 5 min

   Ask the three questions aloud. For the second, your child writes the city and state in the notebook.

Homework: Read the published book to someone who missed the Author's Chair. Ask them one question about it. Look for: a steady pace and each picture shown.

Practice page · Week 14, Day 4

English Language Arts

I can read aloud with expression, retell what I hear and write an address.

Show answers

Look: Writing an address

1. Line 1: the person's name.
2. Line 2: the house number and street.
3. Line 3: the city, a comma, then the state and ZIP code: Tulsa, Oklahoma 74103

Rosie on the Roof

Rosie the hen was stuck on the barn roof. "Help!" she clucked. Farmer Ida climbed a wobbly ladder. Up, up, up she went. Just as Ida reached out, Rosie flapped her wings and fluttered down to the ground all by herself. Ida stared. "Well," she said, "you could have told me you could do that!"

Read the story aloud three times, then answer.

1. 1.

   Which line should you read in a loud, worried voice?
2. 2.

   Retell the story in 3 sentences: beginning, problem, ending.
3. 3.

   Write a How, Why or What question you could ask the writer.
4. 4.

   Name two jobs of a speaker in the Author's Chair.

Add the missing comma to each address line, then build the word.

1. 5.

   Austin Texas 78701
2. 6.

   Portland Maine 04101
3. 7.

   re + play = ____

Challenge: Address an envelope to someone in your family.

Materials: an envelope

Objective: I can run a fair test to find out which habitat conditions pill bugs choose.

Standards: 3-LS4-3, 3-5-ETS1-3

Materials: Shallow tray, shoebox lid or baking pan, 2 paper towels of the same kind and a little water, 6 to 10 pill bugs, gently collected from under a log, stone or leaf pile, If no pill bugs can be found: a small cup of isopods from a pet store (keep these in their container afterward; never release them outdoors), or use the sample counts in the investigation, Spoon, Timer, Science notebook and pencil, Soap for handwashing

1. Day 69 — Flex Challenge: Pill Bug Habitat Choice — Wonder Warm-Up · 5 min

   Spaced review from Week 10. Ask: "Is a pill bug living, once living or never alive? How do you know?" (Living. It eats, grows and has young.) Then tell where the pill bugs were found. Ask: "What was that place like: wet or dry, light or dark?" (Usually damp and dark.) Big question: "Do pill bugs choose damp places?"

2. Mini-Lesson · 10–15 min

   Say: "Pill bugs are not insects. They are isopods, relatives of crabs and shrimp. They breathe with gill-like parts that must stay moist." Say: "Our question: do pill bugs choose a damp place or a dry place?" Say: "Remember the fair-test rule. Change only one thing. Keep everything else the same." Hold up the two paper towels. Ask: "Which one thing will we change?" (Damp or dry.) "What must stay the same?" (The tray, the kind of towel, the light, the starting spot.) "What will we count?" (The pill bugs on each side.) Say the care rules: "Move them with the spoon. Never squeeze. They go home today." Ask: "Why keep the light the same on both sides?" (So we know damp or dry caused the choice.) If stuck, say: "If two things differ, which one did the pill bugs choose? We could not tell."

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

   Damp or Dry Fair Test. Safety: handle pill bugs gently, and wash hands with soap afterward. 1) Wet one towel and squeeze it out. Lay it on half the tray. Lay the dry towel on the other half. 2) Your child writes a prediction. 3) Spoon all the pill bugs onto the middle line. Start the timer. 4) Every 2 minutes for 10 minutes, your child counts the pill bugs on each side. Table: Time | Damp side | Dry side, with rows for 2, 4, 6, 8 and 10 minutes. 5) Return the pill bugs to their log or leaf pile. Pet-store isopods go back in their cup. Expect more on the damp side by the end. Some may curl up or wander. If not, say: "Real results vary. Look for the pattern." No animals at all? Set up the tray anyway. Then use these made-up sample counts for 8 pill bugs, which show the usual pattern. Damp side: 3, 5, 6, 7, 7. Dry side: 5, 3, 2, 1, 1. Ask: "What might have changed our results?" (Uneven light, or pill bugs that did not move.)

4. Science Notebook Entry · 10 min

   In the notebook, your child records the question, the prediction, the table and a drawing of the tray. Then they finish: "Most pill bugs chose the ___ side. I think this is because ___." Sample: "Most pill bugs chose the damp side. I think this is because their breathing parts must stay moist."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three questions aloud, and your child uses the data table for question 1. Praise answers that name the two things Sam changed.

Homework: With an adult, lift a stone or log outdoors, then put it back gently. List the living things you find. Note whether the ground was damp or dry.