Day 3 · Wednesday

Objective: I can describe ways immigrants have added to life in the United States.

Standards: D2.His.14.3-5, D2.Geo.7.3-5

Materials: World map, 8 index cards, 2 or 3 kitchen foods with roots in another country (such as tortillas, a bagel or pasta), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 15. Ask: "Name three parts of culture." (Any three: language, food, music, celebrations, art, clothing, stories, games, beliefs.) Then ask: "Which foods, words or inventions in our home first came from another country?"

2. Mini-Lesson · 10–15 min

   Say: "A contribution is something a person adds that helps others. Immigrants have made many contributions to life in the U.S." Hold up a kitchen food. Say where it came from, such as: "Tortillas came with families from Mexico." Say: "There are three big kinds of contributions. The first is food. Pizza came from Italy, sushi from Japan and curry from India." Say: "The second is inventions and ideas. Alexander Graham Bell was born in Scotland. He is known for inventing the telephone in 1876. Nikola Tesla was born in what is now Croatia. His ideas help send electric power to homes. Elizabeth Blackwell was born in England. In 1849 she became the first woman in the U.S. to earn a medical degree." Say: "Levi Strauss, born in Germany, and Jacob Davis, born in Latvia, made the first riveted blue jeans in 1873." Say: "The third kind is everyday work. Immigrants build homes, grow food, teach, care for patients and run small shops in every town." Ask: "What is a contribution?" (Something a person adds that helps others.) "Who is known for the telephone?" (Bell.) "Name one everyday job that is a contribution." (Answers vary, such as farmer or teacher.) If stuck, say: "What did this person add? Who uses it today?"

3. Activity / Source Work · 15–20 min

   Contribution hunt. 1) Walk through the kitchen and living room for five minutes. Find five things with roots in another country. Look for foods and words. Two words to use: "kindergarten" came with German immigrants, and "patio" comes from Spanish. 2) Your child writes each thing and its country on a card. 3) Your child places each card on that country on the world map. 4) Make three people cards: Bell, Tesla and Blackwell. Your child matches each to its birth country on the map. 5) Your child fills a chart: Thing or person | Country | How we know. Ask for evidence: "How do we know where it came from?" (A package, a family story, or today's lesson.) Expect Bell on Scotland, Tesla on Croatia and Blackwell on England. Other cards vary. Look for a sensible country on each one.

4. Notebook Entry · 10 min

   Your child makes a list with five headings: Food | Invention or idea | Word | Business | Everyday job. Write one example under each. Sample: pizza, telephone, kindergarten, blue jeans, nurse.

5. Exit Ticket · 5 min

   Read each exit question aloud. Your child answers in the notebook. Praise answers that name everyday workers, not only famous people.

Homework: Your child tells a family member three contributions from today and where each came from. Look for a correct country for each.

Objective: I can multiply a one-digit number by a multiple of 10 using place value.

Standards: 3.NBT.A.3, 3.OA.C.7

Materials: Scrap paper for base-ten drawings, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Day 2. Ask: "Is 6 × 5 even or odd?" (Even; 30) Then try ×6 facts with no clock. Ask 6 × 3, 6 × 4, 6 × 7 and 6 × 8 (18, 24, 42, 48). Count by 10s to 100 together, saying "1 ten, 2 tens, 3 tens." Ask: "How many tens make 100?" (10)

2. Mini-Lesson · 10–15 min

   Say: "A multiple of 10 is a number of tens. 60 is 6 tens." Write 4 × 60. Say: "That is 4 groups of 6 tens." On scrap paper, your child draws 4 groups of 6 sticks. Each stick is a ten. Ask: "How many tens in all?" (24 tens) Write 4 × 6 tens = 24 tens. Say: "10 tens make 1 hundred." Your child rings 10 sticks, then 10 more. Ask: "How many hundreds? How many tens are left?" (2 hundreds and 4 tens) Write 24 tens = 240. Say: "So 4 × 60 = 240." Say: "The fact 4 × 6 = 24 helped. But these are 24 tens, not 24 ones." Say: "60 is 10 times as many as 6. So 4 × 60 is 10 times as many as 4 × 6. Each digit shifts one place to the left." Now your child does more. Write 3 × 50. Ask: "How many tens? What number is that?" (3 × 5 tens = 15 tens = 150) Ask: "Why is the answer not 15?" (The 5 means 5 tens, so the product is 15 tens.)

3. Guided Practice · 10–15 min

   Your child says the tens sentence aloud each time. After each one, ask: "Which fact helped? Are these ones or tens?" 1) 5 × 40 (5 × 4 tens = 20 tens = 200). 2) 2 × 70 (2 × 7 tens = 14 tens = 140). 3) 6 × 40 (6 × 4 tens = 24 tens = 240). 4) 9 × 20 (9 × 2 tens = 18 tens = 180). Your child draws 18 sticks and rings 10 to show 1 hundred and 8 tens. Say: "18 tens is more than 10 tens, so the product is more than 100." If stuck, say: "How many tens is the second number? Multiply the tens. Then name that many tens."

4. Independent Practice · 15–20 min

   Your child writes the tens sentence and the product. Stick drawings on scrap paper are fine for any problem. 1) 3 × 40 (12 tens = 120). 2) 8 × 20 (16 tens = 160). 3) 6 × 50 (30 tens = 300). Ask: "How many hundreds is 30 tens?" (3) 4) 9 × 70 (63 tens = 630). 5) 4 × 80 (32 tens = 320). 6) Draw 2 × 60 as 2 groups of 6 sticks. Ring 10 sticks. Write the product (120). 7) Ms. Rivera buys 6 boxes of 30 pencils. How many pencils? (18 tens = 180) 8) A bus seats 40 people. How many people fit on 7 buses? (28 tens = 280) Check problem 7 by counting by 30s: 30, 60, 90, 120, 150, 180. Last, your child reads each product aloud as tens, then as a number.

5. Exit Ticket · 5 min

   Read each question aloud; your child writes the tens sentence for each one. No drawings are needed, but they are allowed.

Fact fluency: ×6 facts

Homework: Solve with the tens sentence: 2 × 40, 5 × 60, 7 × 30, 8 × 50 and 3 × 90. Answers: 80, 300, 210, 400, 270. Your child says each tens sentence aloud to a family member.

Objective: I can tell how two writers feel about the same topic and explain my own point of view.

Standards: RI.3.6, SL.3.1.A, SL.3.1.B, SL.3.1.C, SL.3.1.D, L.3.5.B

Materials: Paper with the two skate park pieces copied or printed (text in the lesson), Two highlighters, Notebook, Pencil

1. Warm-Up · 5 min

   Word study, 3 minutes. Dictate: "A careful, helpful friend is never careless." Your child writes it, then checks it against your copy. Look for one l in -ful and the double s in -less. Ask: "Who do you know who is careful? What do they do that shows it?" Spaced review from Week 15. Ask: "Is 'the kettle sings' literal or nonliteral?" (Nonliteral. A kettle whistles; it cannot really sing.)

2. Mini-Lesson · 10–15 min

   Say: "Point of view is how a person thinks or feels about something. Writers show it with the words they choose. Your own point of view may match one writer, both or neither." Read Piece 1 aloud. Piece 1, "Our New Skate Park," by Ruby, age 9 The new skate park on Elm Street is the best thing that has ever happened to our neighborhood! Kids finally have a safe place to ride instead of the busy sidewalk. On opening day, I saw grandparents cheering and little kids learning to balance. It is loud and exciting, and I go every afternoon. I hope it stays forever. Think aloud: "Ruby writes 'the best thing.' That is a strong, happy choice. She writes 'finally,' so she has waited for this." Highlight best and finally. Write: Ruby likes the park. Clues: best, finally. Ask: "Find one more word that shows how Ruby feels." (Safe, cheering, exciting or hope.)

3. Guided Practice · 10–15 min

   Read Piece 2 aloud. Piece 2, "The Field on Elm Street," by Mr. Okafor, a neighbor I used to walk my dog across the quiet, grassy field on Elm Street every morning. Now that field is covered in concrete. The skate park is noisy until dark, and the birds that nested in the tall grass are gone. I am glad kids have a place to play, but I wish the town had kept part of the field. 1) Your child highlights his feeling words in the second color. (Covered in concrete, noisy, gone, I wish.) 2) Ask: "He says he is glad. Does he fully agree with Ruby?" (No. He misses the quiet field and the birds.) 3) Discuss: "Was building the skate park a good idea?" First, each of you marks one sentence to use as evidence. Take turns. Listen, then answer with "I see your point, and..." or "I disagree because..." Ask one question about what the other person said. 4) Each of you finishes: "At first I thought ___, but now I think ___ because ___." If stuck, say: "Does this word sound glad or sad? Whose word is it?"

4. Independent Practice · 15–20 min

   Your child writes with these four frames. 1) "Ruby feels ___ about the skate park. A clue is ___." 2) "Mr. Okafor feels ___. A clue is ___." 3) "My point of view is ___ because ___." 4) "My view is like Ruby's," "like Mr. Okafor's" or "different from both." Sample for 3: "My point of view is that the town should add a small garden beside the park. Then kids and neighbors would both be happy." Look for: a clue word copied from each piece, and a reason for your child's own view. Then your child reads the sentences aloud to you.

5. Exit Ticket · 5 min

   Read each question aloud. Your child may look back at both pieces.

Homework: Read your own book for 15 to 20 minutes. Then ask a family member how they feel about a change in your neighborhood. Write their point of view in one sentence, and say whether yours is the same.

Objective: I can compare two visits to my study square and describe patterns and changes.

Standards: 3-LS4-3, 3-LS2-1

Materials: Field journal with Visit 1 notes, and pencil, Magnifying glass, Clipboard or hardcover book, Two colored pencils, Watch or phone to tell the time

1. Day 78 — Observation Visit 2: Patterns — Wonder Warm-Up · 5 min

   Spaced review from Week 13. Ask: "Why do some animals live in groups?" (For protection, finding food, caring for young or staying warm.) Your child rereads the Visit 1 page aloud. Then the wonder. Ask: "Will the square look the same today? What might be different?" Your child writes one prediction.

2. Mini-Lesson · 10–15 min

   Say: "Scientists go back to the same place. They look for what stays the same, what changes and what repeats." Write this example in the journal. Visit 1, sunny afternoon: ants 9, slugs 0. Visit 2, rainy morning: ants 3, slugs 4. Ask: "How many fewer ants were there on Visit 2?" (6) Ask: "What is a possible pattern?" (Slugs come out when it is wet.) Ask: "Is that proven?" (No. Two visits give a clue, not a final answer.) Point out that the time of day changed too. Say: "Two things changed, so we cannot tell which one mattered. That is why we keep our visit time the same." Next, use counts as evidence about survival. Say: "Dandelions cover the open part of this yard, so they survive well here. Under the bush they are few and small, so they survive less well. A water lily could not survive here at all, because there is no pond." If stuck, say: "Put a finger on one row. Read both numbers. Which is bigger?"

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

   Visit 2, about 15 minutes. Keep the same square, time of day, visit length and standing spot. Only the day changes. Safety: an adult stays close; wash hands afterward. 1) Write the date, time and weather words. 2) On the clipboard, add a Visit 2 column beside the Visit 1 tallies, in colored pencil. The table now reads: Thing, Visit 1, Visit 2. 3) With the magnifying glass, your child checks for small things. They write 0 for anything not seen and add new finds. 4) Look for animals in groups, such as ants in a line or birds in a flock. Count the members and note what they are doing. 5) Take a photo or sketch from the same standing spot. Expect most plants to match and animal counts to differ. Say: "Real results vary. Look for the pattern." If nothing changed, say: "No change is a real result. We write it down."

4. Science Notebook Entry · 10 min

   Your child makes a Same and Different chart, using one colored pencil for each side. Then they finish three frames. "On both visits I found ___." "I noticed that ___ when ___." "___ survives well here. My evidence is ___." Sample: "On both visits I found clover and ants. I noticed that there were more worms when the soil was wet. Clover survives well here. My evidence is that it covers half the square."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud; your child uses the two tally columns. Praise answers that use numbers from the journal and the words "possible pattern."

Homework: Tell a family member your possible pattern. Write one question you could check on a future visit. Look for: a question that counting or observing can answer.