Day 2 · Tuesday

Objective: I can review how Native nations in different regions used their land, and describe them as living nations today.

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

Materials: Fact cards or notebook pages from Week 12, Region chart from Week 11, U.S. map, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 7. Ask: "What is a treaty?" (A written agreement between nations.) Then ask the big question: "How do land and climate shape the way people live?"

2. Mini-Lesson · 10–15 min

   Say: "Today we review Native nations in five regions. We will match nations to regions. We will explain how the land shaped homes and food long ago. We will tell about nations today." Say: "Each nation is different. No single home or food fits every nation." Show a past-and-present pair. Write: "Long ago, Hopi families built pueblos of stone and adobe. Today, Hopi villages are still lived in." Say: "Use past tense for long ago. Use present tense for today." Say: "Today, citizens of these nations live in modern homes. Many nations have their own governments, schools and language programs." Ask: "Why did thick adobe walls suit the desert?" (They stay cool by day and warm at night.) "Why did Northwest Coast nations build with cedar?" (Giant cedar trees grew there.) "Name one Alaska Native people." (Inupiat, Yupik or Unangan.) Say: "People in one region also made different choices. Haudenosaunee families built longhouses. Wampanoag families often built round wigwams." Your child points to each region on the map as you name it. If stuck, say: "What grew or lived on that land? What could people build or eat from it?"

3. Activity / Source Work · 15–20 min

   Chart challenge. The Week 12 cards are today's source. 1) Your child draws a chart with five rows: Eastern Woodlands, Plains, Southwest, Northwest Coast, Alaska. 2) The columns are: Nation | Home long ago | Food | Link to the land | Today. 3) Do one row together: "Haida | cedar plank house | salmon | giant cedar forests | Haida artists carve totem poles today." 4) Your child fills the other rows from the cards. 5) Your child writes a Today fact for at least three rows. Ask for evidence: "Which card tells you that?" Sample rows: Wampanoag, wigwam, corn and fish, forests gave poles and bark. Lakota, tipi, bison, grasslands fed the herds. Hopi, pueblo, corn, stone and adobe were close by. Inupiat, sod house, seal and fish, cold coast. Sample Today facts: "The Lakota run language classes." "The Cherokee Nation has its own government." Rows vary. Look for each nation matched to its own region.

4. Notebook Entry · 10 min

   Your child writes about two nations: "Long ago, ___ families built ___ because ___. Today, the ___ ___." Sample: "Long ago, Tlingit families built plank houses because giant cedars grew nearby. Today, the Tlingit carve totem poles."

5. Exit Ticket · 5 min

   Read each exit question aloud. Your child answers in the notebook. Praise every present-tense sentence about today.

Homework: Your child explains one row of the chart to a family member. Look for a long-ago fact and a today fact.

Objective: I can use fact families to solve division facts and unknown-number equations.

Standards: 3.OA.B.6, 3.OA.C.7, 3.OA.A.4

Materials: 4 paper triangles or index cards. Before the lesson, write one fact family on each. Put the product at the top corner. Families: 3, 8, 24; 4, 9, 36; 7, 8, 56; 7, 7, 49., Sticky note or small scrap of paper, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 15 Day 4. Ask: "Round 387 and 215 to the nearest hundred. About what is the sum?" (400 + 200 = 600) Then practice ÷7, ÷8 and ÷9 facts with no clock. Ask 28 ÷ 7, 24 ÷ 8 and 45 ÷ 9 (4, 3, 5). Your child names the related multiplication fact for one.

2. Mini-Lesson · 10–15 min

   Say: "A fact family is three numbers that make four facts. We built these in Week 10 Day 4." Draw a triangle. Write 72 at the top and 8 and 9 at the bottom corners. Write the family. 8 × 9 = 72, 9 × 8 = 72, 72 ÷ 8 = 9, 72 ÷ 9 = 8. Ask: "Which two facts multiply? Which two divide?" Say: "The top number is the product. In division it always comes first." Say: "Multiplication and division undo each other." Say: "A family also finds an unknown number, as in Week 12 Day 4." Write 7 × n = 63. Cover the n with the sticky note. Say: "7 times what is 63? The family is 7, 9 and 63. So n = 9." Lift the note and check by putting 9 back: 7 × 9 = 63. Write k ÷ 6 = 8. Say: "Here the unknown is the total, the top of the triangle. 6 × 8 = 48. So k = 48." Check: 48 ÷ 6 = 8. Ask: "Where does the unknown sit on the triangle each time?" (A bottom corner first, then the top.) Now your child does more. Write 54 ÷ m = 9. Your child names the family, solves, and checks by putting the number back. (6, 9 and 54; m = 6)

3. Guided Practice · 10–15 min

   Your child names the three numbers in the family before solving, and checks each unknown by putting it back. 1) Write the four facts for 5, 6 and 30. (5 × 6 = 30, 6 × 5 = 30, 30 ÷ 5 = 6, 30 ÷ 6 = 5) 2) Show the 4, 9, 36 card with the 9 covered. Your child names the hidden number and one fact. (9; sample: 36 ÷ 4 = 9) 3) Solve 8 × n = 64 (n = 8). 4) Solve p ÷ 9 = 3 (p = 27). If stuck, say: "Which three numbers are in this family? Is the unknown the top number or a bottom number?"

4. Independent Practice · 15–20 min

   Your child uses the cards for problems 1 to 3. 1) Write the family for 3, 8 and 24. (3 × 8 = 24, 8 × 3 = 24, 24 ÷ 3 = 8, 24 ÷ 8 = 3) 2) Write the family for 7, 8 and 56. (7 × 8 = 56, 8 × 7 = 56, 56 ÷ 7 = 8, 56 ÷ 8 = 7) 3) Write the family for 7, 7 and 49. (7 × 7 = 49 and 49 ÷ 7 = 7; only two facts, because both factors match) 4) 48 ÷ 8 (6). 5) 21 ÷ 7 (3). 6) Solve 9 × n = 81 (n = 9). 7) A class of 35 children sits in rows of 7. How many rows are there? Write the equation and its related fact. (35 ÷ 7 = 5; 7 × 5 = 35) 8) A shelf has 2 equal rows of 9 jars. Write an equation with a letter for the total, then solve. (2 × 9 = j; j = 18) Last, your child reads one family aloud and tells which fact feels quickest.

5. Exit Ticket · 5 min

   Put the cards away. Read each question aloud; your child answers on paper.

Fact fluency: ÷7, ÷8, ÷9 facts

Homework: Your child writes the fact family for 6, 9 and 54. (6 × 9 = 54, 9 × 6 = 54, 54 ÷ 6 = 9, 54 ÷ 9 = 6) Then solve 6 × n = 48 (n = 8).

Objective: I can review revising and editing, including word choice, agreement, capitals and dialogue.

Standards: W.3.5, L.3.1.F, L.3.2, L.3.2.C

Materials: Yesterday's narrative, Paper with the draft "The Red Mitten" copied exactly, errors and all (text in the lesson), Two colored pencils, Notebook, Pencil, Quarter 2 Review for Reading & Writing (Assessments page)

1. Warm-Up · 5 min

   Word study, 3 minutes. Write dislike, preheat, nonstop, thankful, quickly, kindness. Your child underlines each base word and circles the prefix or suffix. Ask: "Which three words have a prefix?" (Dislike, preheat, nonstop.) Spaced review from Week 13. Write "the cat in the garden." Your child writes it as a book title. (The Cat in the Garden)

2. Mini-Lesson · 15 min

   Say: "Revise first. Revising makes the ideas and words better. Remember ARMS: Add, Remove, Move, Substitute. Edit last. Editing fixes capitals, agreement, punctuation and spelling." Show the draft. "The Red Mitten" (a draft with mistakes) my sister and i walks to the pond every saturday. Last week it was cold. I lost my red mitten in the snow. The snow were deep. We looked and looked. I like hot cocoa. then a dog ran up with something red in its mouth. Is this yours asked the owner. Model with sentences 1 and 2. Use one color to revise. Say: "'It was cold' is weak. I substitute stronger words." Write: "Last week our breath made little clouds." Use the other color to edit sentence 1. Say: "A sentence starts with a capital. The word I is always a capital. Saturday is the name of a day. Two people walk, not walks." Write: "My sister and I walk to the pond every Saturday."

3. Guided Practice · 10 min

   Your child holds the pencils. 1) Ask: "Which sentence does not fit the story? What do we do?" (I like hot cocoa. Remove it. That is revising.) 2) Ask: "Fix 'The snow were deep.'" (The snow was deep. Snow is one thing, so use was.) 3) Ask: "What is wrong with the sentence that starts with 'then'?" (It needs a capital T.) 4) Say the three dialogue rules: quotation marks around the spoken words, the end mark inside, a capital first word. Your child fixes the last sentence. ("Is this yours?" asked the owner.) If stuck, say: "Read it aloud slowly. Does it sound right? Now check one kind of mistake at a time."

4. Independent Practice · 20 min

   Your child revises and edits yesterday's narrative. 1) Read it aloud once. 2) Make at least 2 revisions in the first color. Add a detail, remove a sentence, move a part or substitute a stronger word. 3) Fix every edit in the second color. 4) Tick this checklist. Strong, exact words. Time-order words. Subjects and verbs agree. Capitals and end marks. Dialogue follows all three rules. Look for: revision marks that change ideas or words, not only spelling. Also this week, give the Quarter 2 Review for Reading & Writing from the Assessments page. It takes about 30 minutes. Today is the suggested day, in a second sitting, but any day this week is fine.

5. Exit Ticket · 5 min

   Write the first two items for your child to fix on paper. Ask the third aloud.

Homework: Read your own book for 15 to 20 minutes. Then edit one older piece from this quarter for capitals, agreement and dialogue marks. Look for: at least three fixes.

Objective: I can review and explain food chains and webs, life cycles and animal groups with examples.

Standards: 3-LS1-1, 3-LS2-1, 3-LS4-3

Materials: Science notebook from Weeks 12 to 17, Food chain cards from Week 12 Day 1 (Day 56), or 11 new index cards: clover, grasshopper, frog, snake, hawk, acorn, squirrel, bobcat, grass, rabbit, fox, Blank paper folded into 3 boxes, Pencil and crayons

1. Day 87 — Q2 Review: Food Chains, Life Cycles and Groups — Wonder Warm-Up · 5 min

   Spaced review from Weeks 12, 13 and 15. Your child builds a three-link chain with the cards. (Sample: clover, grasshopper, frog.) Ask: "Which stage turns a caterpillar into a butterfly?" (The pupa, also called the chrysalis.) Ask: "Give one reason elephants live in herds." (The adults watch over the young, or the oldest female leads them to water.) Then the wonder. Ask: "How are a food chain, a life cycle and a wolf pack alike?" (Each shows how living things survive.)

2. Mini-Lesson · 10–15 min

   Say: "Today we check six more skills." 1) Chains start with a producer, and arrows point to the eater. Lay three cards as fox, rabbit, grass. Ask: "Fix my chain." (Grass, rabbit, fox.) 2) The sun is the energy source. Ask: "What goes before the grass?" (The sun.) 3) A food web is many joined chains. Ask: "Frogs and robins both eat grasshoppers. A dry summer leaves few grasshoppers. What might happen?" (Both have less food. They may eat other things or move away.) 4) Life cycles. Ask: "What stage comes after the tadpole?" (The froglet. It is a young frog with legs, lungs and a shrinking tail.) Ask: "What four parts does every life cycle share?" (Birth, growth, reproduction and death.) 5) Metamorphosis. Ask: "Does a puppy go through it?" (No. A puppy looks like a small dog and grows slowly.) 6) Groups have benefits and costs. Ask: "Name one of each." (Sample: more lookouts; food must be shared.) If stuck on arrows, say: "Say is eaten by for each arrow. Does it sound right?"

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

   Three-Box Sketch Review. 1) In box 1, your child draws a food chain of four links that starts with the sun. They label the producer and each consumer. 2) In box 2, they draw a frog or butterfly life cycle with four stages and arrows in a circle. They label every stage. 3) In box 3, they draw an animal group and write its group name, one benefit and one cost. 4) Check each box against the notebook. Use a table with three columns: Box, Correct, Fix. Look for arrows toward the eater, stages in order and a true benefit. 5) Your child fixes any error with a different crayon. Expect the most common slips to be a backward arrow or two stages swapped. A fixed error counts as learning, so praise the fix.

4. Science Notebook Entry · 10 min

   Your child adds a Quarter 2 Big Ideas list with one sentence for each topic. Frames: "A food chain shows ___." "A food web shows ___." "Every life cycle has ___." "Some animals live in groups because ___." Sample: "A food chain shows energy moving from the sun to a plant to the animals that eat it."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud; your child draws the answer to the first. Praise arrows that point to the eater. If arrows or stage order are shaky, practice two more in tomorrow's warm-up.

Homework: Write 3 questions about life cycles or food chains, with answers. Quiz a family member. Look for: correct answers written on the back.