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Week 18 — full print packet

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Quarter 2 · Weeks 10–18

Week 18 Lesson Packet

Building Meaning: Division, Narratives, Ecosystems & Regions

Day 1 · Monday

Social Studies

Objective: I can review U.S. geography and the five regions.

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

Builds on: Needs Week 10 (landforms and water) and Week 11 (the five regions). One-minute check: your child names the five regions. (Northeast, Southeast, Midwest, Southwest, West.)

Warm-Up (5 min) — Spaced review from Week 10. Ask: "Which mountains are older, lower and rounder: the Rockies or the Appalachians?" (The Appalachians.) Then ask the big question: "Why do places in one region look and feel alike?"
Mini-Lesson (10–15 min) — Say: "This week we review Quarter 2. Today is geography and regions." Say: "A region is a group of states that share land, climate and ways of life." Say: "Climate changes from region to region for three reasons. They are how far north a place is, how high it is, and how near the ocean it is." Show it on the blank map. Touch northern Alaska, then Florida. Say: "Far north is colder. Farther south is warmer." Now quiz with the map. Your child points and answers. "Which region has the Pacific coast, Alaska and Hawaii?" (The West.) "Which region has deep soil and huge corn and wheat farms?" (The Midwest.) "Which Great Lake lies entirely inside the U.S.?" (Lake Michigan.) "Name two states in the Northeast." (Sample: New York and Maine.) "Why is northern Alaska colder than Florida?" (It is much farther north.) If stuck, say: "Find the Mississippi River. Is the place east or west of it? Is it north or south?"
Activity / Source Work (15–20 min) — Map and clue game. 1) Your child colors and labels the five regions from memory. Then check with the Week 11 chart. 2) Your child writes two states inside each region. 3) Your child draws the Rockies as points, the Appalachians as low bumps and the Mississippi River as a blue line. 4) Write one clue on each card: Everglades, Chicago, cactus deserts, Seattle, maple syrup, Atlanta, Kansas wheat fields, Houston, Boston, Hawaii. 5) Read each card. Your child names the region and points to it. Keep a tally in the notebook: Clue | Region named | Right or not yet. Answers: Southeast, Midwest, Southwest, West, Northeast, Southeast, Midwest, Southwest, Northeast, West. Ask for evidence: "What on your map tells you that?" Expect 8 or more right. Scores vary. Look for a pattern in the misses, then replay those cards.
Notebook Entry (10 min) — Your child writes one sentence for each region: "The ___ is known for ___ and produces ___." Sample: "The Midwest is known for flat farmland and produces corn." Other samples: Northeast, big Atlantic cities, maple syrup. Southeast, warm beaches and swamps, oranges. Southwest, deserts and mesas, cattle. West, high mountains and the Pacific coast, apples.
Exit Ticket (5 min) — Put the map away. Read each exit question aloud. Praise answers that give a reason from the land or climate.

Watch for: Confusing the Southeast with the Southwest.

Try: Use the Week 14 rule. Say: "South plus East is the warm Atlantic side. South plus West is the dry land near Mexico." Your child traces each.

Exit ticket:

Which region touches Mexico and is mostly hot and dry?
Name two states in the Midwest.
Why is the climate of Maine so different from the climate of Florida?

Answers: 1) The Southwest. 2) Answers vary. Look for any two, such as Illinois, Iowa, Ohio, Michigan, Kansas or Minnesota. 3) Answers vary. Look for: Maine is much farther north, so it is colder and has snowy winters.

Mathematics

Objective: I can use a strategy to multiply quickly with all the facts from ×2 to ×10.

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

Builds on: Review of the fact strategies from Weeks 6 to 8 and the strategy list from Week 9 Day 4. One-minute check: ask 4 × 6 and its strategy (24; double-double: 12, then 24).

Warm-Up (5 min) — Spaced review from Week 13 Day 4. Ask 8 × 0, 1 × 9, 0 ÷ 5 and 7 ÷ 1 (0, 9, 0, 7). Then practice ×6 to ×9 facts with no clock. Ask 6 × 4, 7 × 3, 8 × 5 and 9 × 2 (24, 21, 40, 18). Your child tells the strategy for one. Any strategy that works is fine.
Mini-Lesson (10–15 min) — Say: "Speed comes from choosing a strategy, not from guessing. Let us match each hard table to its strategy." Write the list together and keep it in view. For ×6: the ×5 fact plus one more group. For ×7: 5 groups and 2 groups. For ×8: double the ×4 fact. For ×9: 10 groups minus one group. Say: "These came from Week 7 Day 3 and Week 8 Days 1 to 3." Ask: "Which strategy uses subtraction?" (The one for ×9.) Write 8 × 7. Say: "8 groups. I double the ×4 fact." Write 4 × 7 = 28, then 28 + 28 = 56. Say: "So 8 × 7 = 56." Sketch 8 rows of 7 dots with a line under row 4. Say: "8 groups is 4 groups and 4 more groups. That is why the double works." Write 9 × 6. Say: "9 groups. I use 10 groups minus one group." Write 10 × 6 = 60, then 60 − 6 = 54. Say: "So 9 × 6 = 54." Ask: "Why do I take away 6?" (10 groups is one group too many.) Ask: "Which easier tables use doubles?" (×2 and ×4. Also ×3: a double plus one more group.) Say: "For ×5 and ×10 we count by 5s or by tens. And we can always switch the factors." Now your child does more. Write 7 × 8. Ask: "Which strategy fits? Show the steps." (5 × 8 = 40; 2 × 8 = 16; 40 + 16 = 56) Ask: "Why does it match 8 × 7?" (Switching the factors keeps the product.)
Guided Practice (10–15 min) — Write each fact. Your child names the strategy first, then writes the steps and says the product in a sentence. 1) 6 × 7 (5 × 7 = 35; 35 + 7 = 42). 2) 8 × 4 (4 × 4 = 16; 16 + 16 = 32). 3) 9 × 9 (10 × 9 = 90; 90 − 9 = 81). 4) 7 × 7 (5 × 7 = 35; 2 × 7 = 14; 35 + 14 = 49). If stuck, say: "Look at the first factor. Which strategy goes with that many groups?"
Independent Practice (15–20 min) — Your child writes each fact from problems 1 to 6 on a card. The product and the strategy steps go on the back. 1) 6 × 6 (36). 2) 8 × 8 (64). 3) 9 × 4 (36). 4) 7 × 4 (28). 5) 9 × 8 (72). 6) 6 × 5 (30). 7) Your child outlines 8 rows of 6 on grid paper and draws a line under row 4. Then your child writes the double. (4 × 6 = 24; 24 + 24 = 48) 8) Solve two word problems and add a card for each. Nine teams have 7 players each. How many players are there in all? (63) Six cartons hold 9 eggs each. How many eggs are there in all? (54) Last, your child sorts the 8 cards into "know it" and "still building." Use no clock. A fact is known when the product comes without counting. Praise the strategy, not the speed. Keep the cards for Day 5.
Exit Ticket (5 min) — Cover the strategy list. Read each question aloud; your child answers on paper.

Watch for: Guessing a nearby product instead of using a strategy, such as 48 for 7 × 7.

Try: Slow down. Your child whispers the strategy before writing any product. For 7 × 7: "5 groups and 2 groups, 35 + 14."

Exit ticket:

What is 8 × 3? Show the strategy steps.
What is 9 × 3? Show the strategy steps.
Which fact is still building for you? Which strategy will you use for it?

Answers: 1) 24; 4 × 3 = 12, and 12 + 12 = 24 2) 27; 10 × 3 = 30, and 30 − 3 = 27 3) Answers vary. Look for: a named fact and a strategy that fits its first factor.

English Language Arts

Objective: I can review narrative writing by mapping a story I hear and writing one of my own.

Standards: W.3.3, W.3.3.C, W.3.3.D, SL.3.2, RL.3.5

Builds on: Needs the story arc from Week 12 Day 1 and the narrative checklist from Week 12 Day 4. One-minute check: ask, "Which part of a story is the turning point, where the problem is answered?" (The climax.)

Warm-Up (5 min) — Word study, 3 minutes: Unit 3 review. Write unlock, dislike, preheat, thankful, spotless, quickly. Your child sorts them into a prefix column and a suffix column. Then your child tells what each word part means. (un-: not or undo; dis-: not; pre-: before; -ful: full of; -less: without; -ly: in a certain way.) Spaced review from Week 12. Ask: "Name the five parts of a story arc." (Opening, rising action, climax, falling action, ending.)
Mini-Lesson (15 min) — Say: "This week we review Quarter 2. Today is narrative writing. A strong story has an opening, a problem that matters, rising action, a climax and an ending. The ending solves the problem. Writers add time-order words, sense details and dialogue." Read this story aloud. Your child only listens. "Nico's Window Garden" Nico planted basil seeds in an old egg carton on his windowsill. Every morning he checked them, but for a whole week nothing happened. "Maybe they're broken," he sighed. His neighbor, Mrs. Lin, leaned out of her window. "Seeds need patience, and maybe a little more water," she said. Nico watered them carefully. Three days later, he spotted tiny green loops poking through the soil. "Mrs. Lin! They're alive!" he shouted. That afternoon, he made her a thank-you card shaped like a leaf. Model the first two boxes of the story map. Say: "Characters: Nico and Mrs. Lin. Setting: Nico's windowsill, beside Mrs. Lin's window." Write them in.
Guided Practice (10 min) — 1) Your child retells the story in 4 or 5 sentences from listening only. Listen for the problem and the ending. 2) Ask: "What is the problem?" (The seeds are not sprouting.) Write it on the map. 3) Ask: "What is the climax?" (Nico spots the green sprouts.) Mark it with a star. 4) Ask: "How does the story end?" (He thanks Mrs. Lin with a leaf-shaped card.) 5) Read the story once more. Your child raises a hand for each time-order phrase. (Every morning, for a whole week, three days later, that afternoon.) If stuck, say: "What did Nico want? What moment gave it to him?"
Independent Practice (20 min) — Your child writes a new short narrative of 8 to 10 sentences. Ideas: something lost and found, a plan that went wrong, or a surprise in the kitchen. 1) Plan for 3 minutes on a fresh story map. 2) Start with this frame if needed: "One ___, ___ was ___ when ___." 3) Write the story from opening to ending. 4) Tick this checklist. A clear problem and an ending that fixes it. At least 3 time-order words. At least 3 sense details. At least 2 lines of dialogue with quotation marks. Look for: one small moment, events in order, and a climax your child can point to. Save the story for tomorrow.
Exit Ticket (5 min) — Read each question aloud. Reread Nico's story first if your child asks.

Watch for: Calling every event "rising action" and not finding the climax.

Try: Ask, "At what moment is the problem answered?" Your child marks that sentence with a star.

Exit ticket:

What job does Mrs. Lin's line of dialogue do in the story?
Name one sense detail from "Nico's Window Garden" and the sense it uses.
Point to the climax of your own story. What happens there?

Answers: 1) It gives the advice that helps solve the problem: seeds need patience and more water. 2) Any one: "tiny green loops poking through the soil" (sight); "he shouted" or "he sighed" (hearing). 3) Answers vary. Look for: the moment the problem is answered, not the first or last event.

Science

Objective: I can review and explain ecosystems, habitats and adaptations with examples.

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

Builds on: Needs the notebook pages from Weeks 10, 11 and 14. One-minute check: ask "Is storing nuts something a squirrel HAS or something it DOES?" (Does. It is a behavioral adaptation.)

Day 86 — Q2 Review: Ecosystems, Habitats and Adaptations — Wonder Warm-Up (5 min) — Spaced review from Weeks 10 and 11. Your child gives a meaning and an example for three words, with no rush. Ecosystem (the living and nonliving things in one place and how they affect each other; a pond). Habitat (the place where a living thing gets what it needs; a desert). Adaptation (a feature or behavior that helps a living thing survive; thick fur). Check the bean cup and water it if dry. Then the wonder. Ask: "Which Quarter 2 idea could you teach to a younger child today?"
Mini-Lesson (10–15 min) — Say: "Today we check six skills." 1) Living, once living or never alive. Ask: "What is a cardboard box?" (Once living. Cardboard is made from trees.) 2) Food roles. Ask: "Name the role of a fern, a ladybug and bread mold." (Producer, consumer, decomposer.) 3) Habitat needs. Ask: "What four things does a habitat provide?" (Food, water, shelter and space.) 4) World habitats. Ask: "Which habitat is warm and very wet all year, with tall trees?" (Rainforest.) 5) HAS or DOES. Ask: "An owl has large eyes. A monarch butterfly flies south for winter. Which is physical and which is behavioral?" (Eyes are physical. Flying south is behavioral.) 6) Camouflage and variation. Ask: "Brown rabbits and white rabbits live on brown ground. Which does a hawk spot more easily?" (The white ones. Brown rabbits blend in, so more of them survive.) If stuck, say: "Find the page for that week. Read me one line from it."
Investigation / Hands-On (15–20 min) — Review Card Game. 1) Make 12 cards together, two for each skill. Write a question on the front and the answer on the back. Use these six, and your child writes six more from the notebook. "Name a decomposer." (Mushroom, mold or bacteria.) "Is a river rock living, once living or never alive?" (Never alive.) "Which habitat has frozen ground and no tall trees?" (Tundra.) "Thick fur: has or does?" (Has. It is physical.) "Name one need a nest meets for a bird." (Shelter.) "Why is a green caterpillar hard to see on a leaf?" (Camouflage. It blends in.) 2) Your child answers each card. Right answers go in a Got It pile. Missed cards go in a Practice pile. 3) Reteach each Practice card from its notebook page, then try those cards again. 4) Record the result in a table with three columns: Skill, Got It, Practice. Expect 10 or more cards in Got It by the end.
Science Notebook Entry (10 min) — Your child writes a one-page summary with a heading for each of the six skills and one example under each. They use this frame for adaptations. "The ___ lives in the ___ and has ___ that helps it ___." Sample: "The camel lives in the desert and has wide feet that help it walk on sand."
Wrap-Up & Exit Ticket (5 min) — Ask the three exit questions aloud; your child answers with no notebook. Praise examples that are different from the cards. Save the Practice pile for tomorrow's warm-up.

Watch for: Mixing up habitat, the place where something lives, with adaptation, a feature that helps it live there.

Try: Use the frame "The ___ lives in the ___ and has ___ that helps it ___." The second blank is always the habitat.

Exit ticket:

A pond has cattails, a turtle, mud and sunlight. Which are living, and which are nonliving?
A snowshoe hare has wide furry feet. It also freezes still when a fox comes near. Which is physical, and which is behavioral?
Name a habitat and one animal that survives well there. Give one reason.

Answers: 1) Living: cattails and turtle. Nonliving: mud and sunlight. 2) The wide furry feet are physical. Freezing still is behavioral. 3) Answers vary. Look for: a correct pair with a reason, such as tundra and caribou, because thick fur keeps it warm.

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Day 2 · Tuesday

Social Studies

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

Builds on: Needs Week 12, where your child studied Native nations in five regions. One-minute check: "What are the Three Sisters?" (Corn, beans and squash.)

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?"
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?"
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.
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."
Exit Ticket (5 min) — Read each exit question aloud. Your child answers in the notebook. Praise every present-tense sentence about today.

Watch for: Speaking of Native nations only in the past, or as one group with the same homes and foods.

Try: Point to each row. Ask: "What is different here? Why?" Then ask: "What is true for this nation today?"

Exit ticket:

Which region is the homeland of the Tlingit and the Haida: the Plains or the Northwest Coast?
Salmon was a main food on the Northwest Coast. What does that tell you about the land and water there?
Is it fair to say, "All Native nations lived in tipis"? Explain.

Answers: 1) The Northwest Coast. 2) Answers vary. Look for: the region has an ocean coast and rivers full of fish. 3) No. Nations are different. Look for one other home, such as a longhouse, pueblo or plank house.

Mathematics

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

Builds on: Review of Week 10 Day 4 (fact families) and Week 12 Day 4 (unknown numbers). One-minute check: ask "If 5 × 8 = 40, what is 40 ÷ 8?" (5)

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.
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)
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?"
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.
Exit Ticket (5 min) — Put the cards away. Read each question aloud; your child answers on paper.

Watch for: Writing a division fact with a small number first, such as 8 ÷ 56.

Try: Your child points to the top of the triangle. Say: "That number is the total. It always comes first in division."

Exit ticket:

Write the fact family for 4, 8 and 32.
What is 42 ÷ 7?
n ÷ 5 = 7. What is n?

Answers: 1) 4 × 8 = 32, 8 × 4 = 32, 32 ÷ 4 = 8, 32 ÷ 8 = 4 2) 6 3) 35

English Language Arts

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

Builds on: Needs Week 13 Days 1 to 4, revising and editing, and the dialogue rules from Week 14 Day 1. One-minute check: ask, "Which comes first, revising or editing?" (Revising.)

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)
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."
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."
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.
Exit Ticket (5 min) — Write the first two items for your child to fix on paper. Ask the third aloud.

Watch for: Skipping revision and fixing only spelling.

Try: Ask for 2 marks in the revising color before the editing color comes out.

Exit ticket:

Fix: the ducks swims in a row
Add the missing marks: Watch out shouted Leo
You swapped "big" for "enormous" in your story. Is that revising or editing? Tell why.

Answers: 1) The ducks swim in a row. 2) "Watch out!" shouted Leo. ("Watch out," shouted Leo. is also correct.) 3) Revising. It changes a word choice to make the writing better; it does not fix a mistake.

Science

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

Builds on: Needs the notebook pages from Weeks 12, 13 and 15. One-minute check: ask "Which way does the arrow point between a leaf and a caterpillar?" (From the leaf to the caterpillar.)

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.)
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?"
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.
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."
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.

Watch for: Saying a butterfly has five stages by counting "caterpillar" and "larva" as two different stages.

Try: Show that larva and caterpillar are two names for the same stage. A butterfly has exactly four stages.

Exit ticket:

Write a 3-link food chain for a pond and draw the arrows.
How is a froglet different from a tadpole?
Geese fly in a V shape and take turns in the lead. How does the group help each goose?

Answers: 1) Answers vary. Look for: a producer first and arrows toward the eater, such as algae → tadpole → heron. 2) A froglet has legs and lungs, and its tail is shrinking. A tadpole has gills and a tail and starts with no legs. 3) Each goose saves energy by riding the air stirred up by the bird ahead. Sharing the lead lets tired birds rest.

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Day 3 · Wednesday

Social Studies

Objective: I can review movement, trade, culture and immigration.

Standards: D2.Geo.7.3-5, D2.Geo.11.3-5, D2.His.14.3-5

Builds on: Needs Week 13 (movement and trade), Week 15 (culture) and Week 16 (immigration). One-minute check: "What does immigration mean?" (Moving to a new country to live there.)

Warm-Up (5 min) — Spaced review from Week 13. Ask: "Which kind of transportation carries huge loads across oceans?" (A ship.) Then ask: "Name one thing in our home that came from another country. How did it get here?"
Mini-Lesson (10–15 min) — Say: "Today we review how people, goods and ideas move." Say: "Goods move by trade. People move for jobs, school, family, climate or safety. When people move, they bring languages, foods and music. Those become part of life here." Sort to show it. Write one name on each card: bananas, wheat, lobster, a family from Syria, a student from Brazil, a grandmother from Ireland. Your child sorts them into two piles, Goods and People. (Goods: bananas, wheat, lobster. People: the other three.) Say: "Moving also causes change. After 1869, railroads reached many farm towns. Farmers could then sell wheat to far-off cities. So those towns grew." Ask: "What changed travel in 1869?" (The first railroad across the country.) "What is a refugee?" (A person who had to leave their home country because it was not safe.) "Why were many Chinese immigrants held so long at Angel Island?" (A law from 1882 kept most people from China out.) If stuck, say: "Is it a thing or a person? Things are traded. People move."
Activity / Source Work (15–20 min) — Three journeys. 1) Your child tapes yarn on the world map for each journey. Journey A: bananas from Ecuador to your state. Journey B: Rosa, the girl from the Week 16 story, from Italy to New York. Journey C: pizza from Italy to New York. 2) Your child fills a chart: What moved | From and to | How | Why. 3) For each journey, your child says the what, the how and the why aloud. Ask for evidence: "Which notebook page tells you that?" Expect: Bananas, Ecuador to your state, truck then ship then truck, trade. Ecuador's warm climate grows them. Rosa, Italy to New York, ship, to join family. Pizza, Italy to New York, carried by Italian immigrants, culture moves with people. 4) Ask: "Which journey moved goods? People? Ideas?" (A, B, C.) If your child's wording differs, look for a what, a how and a why.
Notebook Entry (10 min) — Your child writes: "Two reasons people immigrate are ___ and ___. Two cultural contributions are ___ and ___. One way goods travel is ___." Sample: "Jobs and safety. Pizza from Italy and tacos from Mexico. Goods travel by ship."
Exit Ticket (5 min) — Read each exit question aloud. Your child answers in the notebook. Praise answers that give a cause and an effect.

Watch for: Mixing up trade, where goods move, with immigration, where people move.

Try: Sort the six cards into Goods and People again. Your child says "traded" or "moved" for each card.

Exit ticket:

Oranges ride a truck from Florida to Maine. Is that trade or immigration? Tell why.
A new railroad reaches a small farm town. Name one way the town might change.
Tell about one journey from today: what moved, how it moved and why.

Answers: 1) Trade. Goods moved, not people, and they stayed in one country. 2) Answers vary. Look for: farmers sell to far-off cities, more people come, or new stores open. 3) Answers vary. Look for: a what, a how and a why that match one of the three journeys.

Mathematics

Objective: I can name the commutative, associative and distributive properties and use them to solve facts.

Standards: 3.OA.B.5

Builds on: Review of Week 13 Days 1 to 4 and the property card from Week 13 Day 5. One-minute check: ask "6 × 3 is the same as 3 times what?" (6)

Warm-Up (5 min) — Spaced review from Week 16 Day 2. Ask: "Is 7 × 5 even or odd? How do you know?" (Odd, 35; both factors are odd.) Then practice ×7 and ×8 facts with no clock. Ask 7 × 4, 7 × 6, 8 × 3 and 8 × 8 (28, 42, 24, 64).
Mini-Lesson (10–15 min) — Set out the property card. If it is lost, write the three names on paper. Say: "Each property has a name and a job. Ask: did I switch, group or break apart?" Outline 3 rows of 6 and 6 rows of 3 on grid paper. Ask: "What do you notice?" (Both have 18 squares.) Say: "Switch is commutative, from Week 13 Day 1. 3 × 6 and 6 × 3 are both 18." Write 2 × 3 × 5. Say: "Group is associative, from Week 13 Day 2. I may multiply any pair first." Write 2 × 3 = 6, then 6 × 5 = 30. Write 2 × 5 = 10, then 10 × 3 = 30. Say: "Same product. The second way is easier." Outline 9 rows of 7. Color 5 rows in one color and 4 rows in the other. Say: "Break apart is distributive, from Week 13 Day 3." Write 5 × 7 = 35 and 4 × 7 = 28. Ask: "Did any squares get lost?" (No. The two parts make the whole array.) Write 35 + 28 = 63. Say: "So 9 × 7 = 63." Say: "Two rules from Week 13 Day 4 help too. Any number times 1 is that number. Any number times 0 is 0." Now your child does more. Write 4 × 2 × 5 and 8 × 6. Your child solves each and names the property. The first is associative. (2 × 5 = 10; 10 × 4 = 40) The second is distributive. (5 × 6 = 30; 3 × 6 = 18; 30 + 18 = 48)
Guided Practice (10–15 min) — Your child solves each one, names the property, and points to it on the card. 1) 5 × 9 is the same as 9 × ? (5; commutative) 2) Find 5 × 5 × 2 the easy way. (5 × 2 = 10; 10 × 5 = 50; associative) 3) Break apart 6 × 6 on grid paper with two colors. (5 × 6 = 30; 1 × 6 = 6; 30 + 6 = 36; distributive) 4) 4 × 1 and 6 × 0 (4 and 0; the rules for 1 and 0, from Week 13 Day 4) If stuck, say: "Did you switch, group or break apart? Find that word on the card."
Independent Practice (15–20 min) — Your child solves each one and writes the property name. 1) 6 × 9 is the same as 9 × ? (6; commutative) 2) Find 5 × 7 × 2 the easy way. (5 × 2 = 10; 10 × 7 = 70; associative) 3) Break apart 8 × 8 on grid paper with two colors. (5 × 8 = 40; 3 × 8 = 24; 40 + 24 = 64; distributive) 4) Break apart 9 × 9. (5 × 9 = 45; 4 × 9 = 36; 45 + 36 = 81; distributive) 5) 1 × 6 and 5 × 0 (6 and 0; the rules for 1 and 0) 6) Which property turns 3 × 5 × 2 into 3 × 10? (associative; the product is 30) 7) A tray has 7 rows of 4 muffins. Split it into 5 rows and 2 rows. How many muffins? (5 × 4 = 20; 2 × 4 = 8; 20 + 8 = 28; distributive) 8) Mia has 2 boxes. Each box holds 5 bags of 8 marbles. How many marbles? (2 × 5 = 10; 10 × 8 = 80; associative)
Exit Ticket (5 min) — Read each question aloud. Your child answers on paper and may look at the property card.

Watch for: Calling the break-apart property commutative because both use multiplication.

Try: Ask: "Did you switch, group or break apart?" Switch is commutative, group is associative and break apart is distributive.

Exit ticket:

Name the property: 8 × 3 is the same as 3 × 8.
Break 8 × 4 into two easier facts and solve. Name the property.
Solve 2 × 6 × 5 the easy way. Name the property.

Answers: 1) Commutative property 2) Sample: 5 × 4 = 20 and 3 × 4 = 12; 20 + 12 = 32. Distributive property. 3) 60 (2 × 5 = 10; 10 × 6 = 60). Associative property.

English Language Arts

Objective: I can review poetry terms and compare two texts in a discussion and a paragraph.

Standards: RL.3.4, RL.3.5, RL.3.9, SL.3.1.A, SL.3.1.C

Builds on: Needs the poetry words from Week 15 and comparing with a Venn diagram from Week 16 Day 1. One-minute check: say, "Sky, tree, high, bee." Ask: "What is the rhyme scheme?" (ABAB)

Warm-Up (5 min) — Word study, 3 minutes. Dictate: "Dad will unlock the door and quickly preheat the oven." Your child writes it, then checks it against your copy. Look for the prefixes un- and pre- and the suffix -ly. Spaced review from Week 17. Ask: "What is a source?" (Where a fact comes from, such as a book.)
Mini-Lesson (15 min) — Say: "Today we review poetry and comparing." Review the poetry words. A line is one row of words. A stanza is a group of lines. A rhyme scheme uses letters to show which lines rhyme. Rhythm is the pattern of strong beats. Imagery is words that paint a picture for the senses. Nonliteral language does not mean exactly what it says. Read Poem 1 aloud twice. Tap the beats the first time. "Rain on the Roof" The rain taps softly on my roof, Like tiny horses, hoof by hoof. It sings me songs till I'm asleep, And fills the puddles, wide and deep. Think aloud: "Roof and hoof rhyme, so they are A and A. Asleep and deep are B and B. The scheme is AABB. It has four lines and one stanza. Rain cannot sing. 'It sings me songs' is nonliteral. It means the sound is gentle." Ask: "Which senses does this poem use?" (Hearing and sight.)
Guided Practice (10 min) — Your child reads Poem 2 aloud. "After the Storm" The clouds drift off, a flock of gray, The sun peeks through a crack, The dripping trees all seem to say, "Come out! The blue is back!" 1) Ask: "What is the rhyme scheme?" (ABAB. Gray and say rhyme; crack and back rhyme.) 2) Ask: "The clouds are called 'a flock of gray.' What does that really mean?" (The clouds move away together like a group of gray animals.) 3) Fill in the Venn diagram together. Both: rain, four lines, one stanza, rhyme, nonliteral language. Only Poem 1: AABB, night, a sleepy mood. Only Poem 2: ABAB, day, a cheerful mood. 4) Discuss: "Which poem has stronger images?" First, each of you marks one line as evidence. Take turns. Use the starters "I agree because..." and "I disagree because..." If stuck, say: "Point to the last word in each line. Which ones sound alike?"
Independent Practice (20 min) — Your child writes a paragraph of 5 to 7 sentences that compares the two poems. Use these frames if needed: "Both poems ___. In 'Rain on the Roof,' ___. In 'After the Storm,' ___. One difference is ___. I like ___ better because ___." Tick this checklist. It names each poem. It gives two details from each poem. It tells how the poems are alike and how they differ, with both and but. It ends with a closing sentence. Sample opening: "Both poems are about rain, but they feel different." Look for: details that are matched to the right poem.
Exit Ticket (5 min) — Read each question aloud. Your child looks at both poems and may tap the table.

Watch for: Describing each poem by itself and never comparing them.

Try: Ask for the words both and but in the paragraph. Your child circles them when done.

Exit ticket:

Tap the line "The sun peeks through a crack." How many strong beats does it have?
Is the line "The sun peeks through a crack" literal or nonliteral? Explain what the poet means.
Name one way the two poems are different.

Answers: 1) 3 (SUN, THROUGH, CRACK). 2) Nonliteral. Sunlight shines through a gap in the clouds; the sun cannot really peek. 3) Answers vary. Look for: AABB and ABAB; night and day; a sleepy mood and a cheerful mood. Also fine: mostly sounds in one, mostly sights in the other.

Science

Objective: I can show what I know about Quarter 2 science on a written knowledge check.

Standards: 3-LS1-1, 3-LS2-1, 3-LS4-2, 3-LS4-3, 3-LS4-4

Builds on: Needs the two review days this week. One-minute check: ask "Name the three food roles in an ecosystem." (Producer, consumer and decomposer.)

Day 88 — Q2 Science Knowledge Check — Wonder Warm-Up (5 min) — Spaced review from Week 13. Ask: "Name two animal group names, like a pack of wolves." (Any two: colony of bees, flock of birds, school of fish, pod of dolphins, herd of elephants.) Then a calm start. Your child takes three slow breaths. On the scrap paper they write three science words they feel sure about. Now the wonder. Say: "You have learned a lot since Week 10. Today you get to see how much."
Mini-Lesson (10–15 min) — Say: "Today you take the Quarter 2 Review for science. It is a snapshot, not a grade." Find it on the Assessments page. It has four sections and samples Weeks 10 to 17. Allow 20 to 30 minutes, and do not rush your child. You may read every question, table and choice aloud as often as asked. Please do not explain science words or give hints. Teach four tips. Listen to each question twice. Sketch for food chains and life cycles. Use "because" when a question asks why. Skip a hard question and come back to it. Practice the tips on one item in the notebook. Say: "Draw a 3-link food chain for a meadow. Start with a producer." You draw clover, rabbit, hawk with arrows and labels. Ask: "What did I include that earns credit?" (A producer first, arrows toward the eater, and labels.) Ask: "A question asks why. Which word helps?" (Because.) Ask: "What do you do with a hard question?" (Skip it and come back.) If your child gets stuck during the review, say only: "Take a breath. Listen again. Draw what you know."
Investigation / Hands-On (15–20 min) — Take the Quarter 2 Review. 1) Set a quiet table with the printout, pencil and scrap paper. 2) Your child works alone. Read aloud whenever asked. Short breaks between sections are fine. 3) When finished, your child rereads every answer once. 4) Score it together, using the notes under each section. Give partial credit where the notes say so. The total is out of 32 points. 5) Record the result in a table with three columns: Section, Points earned, Topic to revisit. Circle any section with missed questions. Those topics are the focus for Days 4 and 5. If your child needs more time, use the notebook time too. Then do the reflection aloud. Expect some sections to be stronger than others. That is normal and useful to know.
Science Notebook Entry (10 min) — Your child writes a reflection with three frames. "My strongest Quarter 2 topic is ___. The topic I want to review again is ___. To review it I will ___." Sample: "My strongest topic is life cycles. The topic I want to review again is food webs. To review it I will redraw my Week 12 web."
Wrap-Up & Exit Ticket (5 min) — Ask the three exit questions aloud. Praise steady effort, sketches and every use of "because," not the score.

Watch for: Skipping the drawing on food chain and life cycle questions, or leaving out arrows and stage labels.

Try: Before starting, sketch one quick chain together on scrap paper. Remind your child that arrows and labels count.

Exit ticket:

Which section was your strongest? Name one answer you are proud of.
Which question was hardest? Say or write its correct answer in full.
Which two notebook pages will you reread before Day 5?

Answers: 1) Answers vary. Look for: a named section matched to a correct answer on the review. 2) Answers vary. Look for: the correct answer to a missed question, given in a full sentence. 3) Answers vary. Look for: two pages that match the circled sections, such as the food web page.

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Day 4 · Thursday

Social Studies

Objective: I can complete a study guide that covers all of Quarter 2.

Standards: D2.Geo.10.3-5, D2.His.2.3-5, D2.His.14.3-5, D2.Geo.11.3-5

Builds on: Needs Weeks 10 to 17. One-minute check: your child names any three Quarter 2 topics. (Regions, Native nations, movement and trade, culture, immigration, the state project.)

Warm-Up (5 min) — Spaced review from Week 10. Ask: "What does climate mean?" (The usual weather of a place over many years.) Then ask: "Which Quarter 2 topic feels strongest to you? Which feels hardest?" Your child writes both at the top of the study guide.
Mini-Lesson (10–15 min) — Say: "Today has two jobs: a short study guide, then the Quarter Review." Model one item from four topics. Say each question, think aloud and answer. "Which region is called America's Breadbasket?" (The Midwest.) "What is adobe?" (Sun-dried mud brick.) "What does multilingual mean?" (Speaking more than two languages.) "Is a state's capital always its biggest city?" (No.) Say: "Answer every item. If you are not sure, guess, then highlight it." Now your child does the 7-item study guide on the Day 4 practice page. Allow about 8 minutes. Check it together. For each highlighted or missed item, your child finds the notebook page where it was taught. Ask: "Can you explain the right answer in your own words?" (Look for a reason, not a copied answer.) If stuck, say: "Which week taught this? Open to that page."
Activity / Source Work (15–20 min) — Quarter Review. 1) Open the Quarter 2 Review for social studies on the Assessments page. 2) Put maps and globes away. Scrap paper is fine. 3) Allow 20 to 30 minutes. It is not timed. 4) You may read every item aloud. Your child may answer out loud while you write. 5) Do not teach, hint or correct during the review. 6) Your child may look back at the review's chart at any time. Ask your child to point to the chart row used as evidence. 7) Afterward, score it with the scoring notes and find the level. If a section earns less than half its points, revisit the weeks listed for it. The review may run into notebook time. That is fine. This is a snapshot of the quarter, not a grade.
Notebook Entry (10 min) — Your child lists two facts to reread tonight: "I will reread ___ on my Week ___ page." Sample: "I will reread the five regions on my Week 11 page." If the review ran long, do this entry tonight.
Exit Ticket (5 min) — Read each exit question aloud. Your child answers in the notebook. Praise honest highlighting and steady effort.

Watch for: Skipping items that feel hard instead of marking them.

Try: Ask for a guess and a highlight on every item. Afterward, reteach only the highlighted ones from the notebook.

Exit ticket:

Which study guide topic was strongest for you? Why?
Which topic will you review tonight, and which week's notebook pages cover it?
Write one fact you relearned today.

Answers: 1) Answers vary. Look for: one named topic with a reason. 2) Answers vary. Look for: one named topic and a matching week, such as Native nations and Week 12. 3) Answers vary. Look for: an accurate Quarter 2 fact.

Mathematics

Objective: I can practice every Quarter 2 skill to get ready for the unit test.

Standards: 3.OA.A.3, 3.OA.A.4, 3.OA.B.5, 3.OA.C.7, 3.OA.D.8, 3.OA.D.9, 3.NBT.A.3

Builds on: Needs every Quarter 2 skill from Weeks 10 to 17. One-minute check: write 3 × 40. Your child says the tens sentence (3 × 4 tens = 12 tens = 120).

Warm-Up (5 min) — Spaced review from Week 15 Day 4. Read aloud: Sam added 298 + 405 and got 603. Your child rounds to the nearest hundred to check. (300 + 400 = 700, so 603 is too low; 298 + 405 = 703.) Then practice ×9 and ÷9 facts with no clock. Ask 9 × 4, 9 × 7, 27 ÷ 9 and 81 ÷ 9 (36, 63, 3, 9).
Mini-Lesson (10–15 min) — Say: "Tomorrow brings the Week 18 check and the Unit 3 test. Today we practice one of every kind." Write the kinds as a list. Facts, unknowns, properties, order of operations, patterns, multiples of 10 and two-step problems. Ask: "Which kind feels easy? Which kind feels hard?" Work the three newest kinds aloud. First, an in-out table from Week 16 Day 4. Write IN 2, 6, 9 and OUT 10, 30, 45. Say: "I test a rule on every row. 2 × 5 = 10, 6 × 5 = 30 and 9 × 5 = 45. The rule is ×5." Say: "Even and odd, from Week 16 Day 2. A product is even when at least one factor is even." Next, a multiple of 10 from Week 16 Day 3. Write 5 × 70. Say: "70 is 7 tens. 5 × 7 tens = 35 tens = 350. So 5 × 70 = 350." Last, the order of operations from Week 15 Day 3. Write 3 + 4 × 6. Say: "Multiply first. 4 × 6 = 24. Then 3 + 24 = 27. So the answer is 27." Now your child does more. Write 6 × 30, then 20 − 2 × 7. Your child solves both aloud. (6 × 3 tens = 18 tens = 180; 2 × 7 = 14, then 20 − 14 = 6)
Guided Practice (10–15 min) — Your child highlights the two kinds on the list that feel least sure. Then work these together, and your child names each kind. 1) Unknown: n ÷ 4 = 7 (n = 28). 2) Even or odd: 8 × 7? (even, 56; one factor is even) 3) Properties: break apart 9 × 4. (5 × 4 = 20; 4 × 4 = 16; 20 + 16 = 36) 4) Two-step: 4 boxes hold 7 crayons each. 6 crayons are lost. How many are left? (4 × 7 = 28; 28 − 6 = 22) If stuck, say: "Which kind is it? Which week taught it? What did we do first there?"
Independent Practice (15–20 min) — This is the Quarter 2 practice set. Your child works alone, shows the steps, and checks each division answer by multiplying. 1) 6 × 8 and 54 ÷ 9 (48 and 6). 2) Solve 5 × n = 45 (n = 9). 3) Solve 40 ÷ k = 8 (k = 5). 4) Find 2 × 7 × 5 the easy way. (2 × 5 = 10; 10 × 7 = 70) 5) 9 × 30 and 7 × 80 (270 and 560; 27 tens and 56 tens). 6) Draw an in-out table with IN 3, 5, 8 and OUT 21, 35, 56. What is the rule? (×7) 7) 4 + 6 × 5 and (4 + 6) × 5 (34 and 50). 8) Solve two word problems. 5 rows hold 8 plants each. 15 more plants arrive. How many plants are there now? (5 × 8 = 40; 40 + 15 = 55) 30 cookies and 6 more go equally into 4 bags. How many in each bag? (30 + 6 = 36; 36 ÷ 4 = 9) Mark the page together. Your child fixes each miss and tells what went wrong. List any kind to review tonight.
Exit Ticket (5 min) — Read each question aloud. Your child answers on paper with no help.

Watch for: Forgetting the second step of a two-step problem near the end of a long set.

Try: Your child underlines the question before solving. At the end, ask: "Does your number answer that question?"

Exit ticket:

What is 8 × 30? Say the tens sentence.
n ÷ 3 = 9. What is n?
3 boxes hold 8 crayons each. 5 crayons are lost. How many are left?

Answers: 1) 240; 8 × 3 tens = 24 tens 2) 27 3) 19 crayons (3 × 8 = 24; 24 − 5 = 19)

English Language Arts

Objective: I can review the research steps and write a short report in my own words.

Standards: W.3.7, W.3.8, W.3.2.A, W.3.2.B, W.3.2.C, W.3.2.D, RI.3.4, L.3.6, L.3.4.D

Builds on: Needs the note cards and outline from Week 17 Day 5. One-minute check: ask, "How is a note different from a copied sentence?" (A note is short and in my own words.)

Warm-Up (5 min) — Word study, 3 minutes. Your child says the word that fits. "Please ___ the oven before we bake." (preheat) "The rain fell ___ all night." (nonstop) "I ___ wet socks." (dislike) "Dad washed the window until it was ___." (spotless) Spaced review from Week 15. Ask: "What is imagery?" (Words that paint a picture for the senses.)
Mini-Lesson (15 min) — Say: "Today we review research and write a short report." Walk the path aloud: question, source, note, category, outline, report. Say: "Each category becomes one paragraph. The heading turns into a topic sentence. The notes turn into detail sentences. A closing sentence wraps it up." Show these Food notes: eats mosquitoes and flies; catches bugs in the air; legs make a basket. Read the model paragraph made from them. "What Dragonflies Eat" Dragonflies are skilled hunters. They eat mosquitoes, flies and other small insects. A dragonfly also catches its prey, the animals it hunts, while flying. It holds its legs like a basket and scoops bugs out of the air. Because dragonflies eat so many mosquitoes, people are glad to see them near ponds. These fast fliers are helpful hunters. Think aloud: "The heading Food became the topic sentence. Each note grew into a sentence in new words. The writer explains the science word prey right after a comma."
Guided Practice (10 min) — 1) Ask: "Which linking words join the ideas in the model?" (Also, and, because.) 2) Ask: "Which sentence is the closing sentence?" (These fast fliers are helpful hunters.) 3) Fix a copied note. The book says, "Dragonflies can fly backward and hover in one place." Your child uses Read, Cover, Write. (Sample note: flies backward, hovers.) 4) Your child picks one category from the outline. Write its topic sentence together. If stuck, say: "Read your heading and its notes. What is the big idea? Say it in one sentence."
Independent Practice (20 min) — Your child writes a short report of two paragraphs, one for each of two categories. 1) Write the main question as a title. 2) For each paragraph, write a topic sentence, 2 or 3 facts from the notes and a closing sentence. 3) Explain at least one science word for the reader. Check its meaning in a glossary or dictionary. 4) Join ideas with a linking word in each paragraph: also, another, and, more or but. 5) List the titles of the sources at the bottom. Tick this checklist. Two topic sentences. Facts in my own words. One science word explained. Sources listed. Look for: no sentence that matches a source book word for word.
Exit Ticket (5 min) — Read each question aloud. Your child answers from the finished report.

Watch for: Listing facts with no topic sentence, so the paragraph has no main idea.

Try: Your child turns the heading into a sentence. "Food" becomes "Dragonflies are skilled hunters."

Exit ticket:

Which comes first in research: writing the outline or sorting notes into categories?
Read the topic sentence of your first paragraph. What is that whole paragraph about?
Name one science word in your report and tell what it means.

Answers: 1) Sorting notes into categories. The outline is built from the categories. 2) Answers vary. Look for: one big idea that every fact in the paragraph fits. 3) Answers vary. Look for: a topic word with a correct, child-friendly meaning.

Science

Objective: I can design an ecosystem with food chains and use it to predict what happens when it changes.

Standards: 3-LS4-3, 3-LS4-4

Builds on: Needs the Week 17 model checklist and predictions with "because." One-minute check: ask "No rain falls on a meadow for a month. Predict one effect and say because." (Sample: plants wilt because they need water.)

New words:

performance task – a job that lets you show what you know by making something

Day 89 — Q2 Performance Task: Design an Ecosystem — Wonder Warm-Up (5 min) — Spaced review from Week 17. Ask: "What must every ecosystem model include?" (Producers, consumers, decomposers and nonliving parts such as light, water, air and soil.) Then the wonder. Ask: "If you could design any real kind of ecosystem on paper, which would you choose?"
Mini-Lesson (10–15 min) — Say: "Today is a performance task. You design an ecosystem and use it to predict changes." Write the seven-item checklist on the index card and read it together. 1) Choose a real ecosystem type, such as a pond, forest or desert. 2) Draw and label 1 producer, 2 consumers and 1 decomposer. 3) Include 3 nonliving parts. 4) Draw 2 food chains with arrows, starting at the sun. 5) Label one adaptation for one animal. 6) Predict 3 changes, each with "because." 7) Give one solution and a claim about how well it works. Model a pond in the notebook. Write: sun, algae, tadpole, heron, with arrows. Say: "If the algae die, the tadpoles have less food, because tadpoles eat mostly algae." Say: "Problem: trash washes into the pond. Solution: a cleanup day and a bin by the path. My claim: it helps a lot at low cost, but people must repeat it." Ask: "Which checklist item needs arrows?" (Item 4.) Ask: "What makes a claim about a solution strong?" (It tells how well the solution works and gives a reason.) Ask: "May I draw a dragon?" (No. Use real living things from that ecosystem.) If stuck, say: "Pick the place you know best. Name one plant there. Start with that."
Investigation / Hands-On (15–20 min) — Complete the Task. Your child works alone; help with reading and spelling only. 1) They choose the ecosystem and sketch lightly in pencil on the large paper. 2) They draw and label the living and nonliving parts. 3) They add the food chain arrows and one adaptation label. 4) On the back, they write three predictions and one solution with its claim. 5) They tick each checklist item, then add color. 6) Score together in a table with two columns: Item, Points. Give 2 points for complete and correct, 1 for partly there and 0 for missing. The total is 14 points. Expect the decomposer and the solution claim to be the most common gaps. If one is missing, your child adds it now in pencil.
Science Notebook Entry (10 min) — Your child writes a short task report: the ecosystem, both food chains, the three predictions, the solution and the score. They finish this frame. "The part I did best was ___. The part I would improve is ___." Sample: "The part I did best was my food chains. The part I would improve is my claim about the solution."
Wrap-Up & Exit Ticket (5 min) — Ask the three exit questions aloud; your child points to the design. Name one checklist item done well and one to improve. Praise reasons more than drawing skill.

Watch for: Spending the time on a beautiful picture and leaving out the arrows, predictions or solution.

Try: Your child ticks the checklist after each step. Color and decoration wait until all seven items are ticked.

Exit ticket:

Trace one food chain on your design with a finger. Name each link in order.
Name the decomposer in your design and tell what it does.
Say your solution and one reason it would help.

Answers: 1) Answers vary. Look for: sun, then a producer, then consumers, with every arrow pointing to the eater. 2) Answers vary. Look for: a mushroom, mold or bacteria that breaks down dead things and returns nutrients to the soil. 3) Answers vary. Look for: a solution that fits the change, with a reason that names the living things it helps.

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Day 5 · Friday

Social Studies

Objective: I can show what I learned about movement, culture, immigration and state research on the Unit 3 test.

Standards: D2.Geo.10.3-5, D2.His.2.3-5, D2.Geo.7.3-5, D2.Geo.11.3-5, D2.His.14.3-5

Builds on: Needs Weeks 13 to 17 and yesterday's study guide. One-minute check: "What two things make a strong claim answer?" (A claim and evidence.)

Warm-Up (5 min) — Spaced review from Week 15. Ask: "Which language is spoken most in the U.S.? Which is second?" (English. Spanish.) Then your child takes a slow breath and looks over the highlighted study guide items for two minutes.
Mini-Lesson (10–15 min) — Say: "Today you take the Unit 3 test. It covers Weeks 13 to 18: movement and trade, culture, immigration and researching a state." Say: "The test has three source boxes. A source box is a short timeline, letter or map. You may look back at it as often as you like." Practice with a tiny made-up source. Read it aloud: "Ben's family moved to Ohio in 1950. His dad found work in a tire factory. His mom missed the hills of home." Ask: "Was the move good for Ben's family? Make a claim and give two pieces of evidence." (Either claim can be right. Sample: "It was partly good. His dad found work, but his mom missed home.") Say: "A strong answer has a claim, then evidence from the source." Ask: "Where does the evidence come from?" (The source box.) "May you look back at the box?" (Yes, any time.) If stuck, say: "Put your finger on the sentence that proves it."
Activity / Source Work (15–20 min) — Unit test. 1) Find the Unit 3 test on the Assessments page. 2) Lay out the U.S. map. It helps with the state map items. 3) Allow 30 to 35 minutes. The test will use today's notebook time too. 4) You may read every item and source box aloud. Your child may answer out loud while you write. 5) You may split the test over two days. Give Sections 1 and 2 today and Sections 3 and 4 tomorrow. 6) Score it with the scoring notes and find the level. If a section earns less than half its points, revisit the weeks listed for it. Scores vary. Look for evidence taken from the source boxes. Talk through missed items with the study guide.
Notebook Entry (10 min) — If time is left, your child writes: "Two things I learned best this quarter are ___ and ___. One question for Quarter 3 is ___." If the test used this time, do the entry as homework. Sample: "I learned best about immigration and regions. How do leaders get chosen?"
Exit Ticket (5 min) — Ask the three exit questions aloud. Give the stored Week 18 check later today or tomorrow morning. It has 8 items and takes about 15 minutes. 6 or more right: start Quarter 3. 4 or 5 right: redo Day 4's study guide pages. 3 or fewer right: reteach Day 2's chart, then Day 1's map. Praise your child for looking back at sources.

Watch for: Answering source-box questions from memory instead of rereading the box.

Try: Before the test, practice the habit with Ben's story. Say: "Put your finger on the sentence that proves it."

Exit ticket:

Which section of the test felt strongest? Why?
How did a source box help you answer one question today?
Give one example of how people moving changed life in the U.S.

Answers: 1) Answers vary. Look for: one named section with a reason. 2) Answers vary. Look for: your child went back to the letter, timeline or map to find evidence. 3) Answers vary. Look for: an accurate example, such as immigrants bringing new foods or railroad workers linking East and West.

Mathematics

Objective: I can show what I learned in Unit 3 and Quarter 2 on the unit test.

Standards: 3.OA.A.3, 3.OA.A.4, 3.OA.B.5, 3.OA.C.7, 3.OA.D.8, 3.OA.D.9, 3.NBT.A.3

Builds on: Needs everything from Weeks 13 to 18. One-minute check: ask 7 × 8 and its strategy (56; 5 groups and 2 groups, 40 + 16).

Warm-Up (5 min) — Today has two parts: the Week 18 check, then the Unit 3 test. Plan about 80 minutes with a break, or use two days. The Quarter 2 Review is a separate paper on the Assessments page and takes 20 to 30 minutes. It is suggested for Day 1, but any day this week works, apart from the check and the test. Spaced review from Week 16 Day 1. Your child counts by 9s to 90. Ask: "After 9, what do the two digits of each number add up to?" (9) No fact drill today. Your child reads two still-building cards calmly and says each strategy.
Mini-Lesson (10–15 min) — Spend 10 minutes on a calm routine called One of Each. Say: "The test has many kinds of problems. We try one of each first." Model the first kind. Write 6 × 8 and break it apart: 5 × 8 = 40 and 1 × 8 = 8. Write 40 + 8 = 48. Say: "So 6 × 8 = 48. That is the distributive property." Now your child does one of each. Unknown: n × 8 = 40 (n = 5). Order of operations: 2 + 6 × 3 (20; multiply first, 6 × 3 = 18). Multiples of 10: 6 × 40 (240; 6 × 4 tens = 24 tens). In-out table: rule ×4, IN 8 (OUT 32). Two-step: 5 bags of 4 apples, 3 eaten (5 × 4 = 20; 20 − 3 = 17). Say: "On the test, find the first step. Multiply or divide before you add or subtract. Round to check."
Guided Practice (10–15 min) — Give the stored Week 18 check now. It is the Quarter 2 review check, with 8 items. Find it with the Week 18 lessons, like every weekly check. Allow about 15 minutes, with no clock running. Score it with the answer key. 6 or more right: take a 10-minute break, then give the test. 4 or 5 right: reteach the missed kind first. Then give the test later today or tomorrow. Use Week 18 Day 1 for facts and Day 2 for fact families and unknowns. Use Day 3 for properties and Day 4 for the other kinds. 3 or fewer right: reteach Days 2 and 3, and give the test on another day. If stuck, say: "Skip it for now. Come back and name the strategy."
Independent Practice (15–20 min) — Give the Unit 3 test from the Assessments page. It has four parts and 47 points. Allow 30 to 40 minutes, so this block runs longer than usual. The test has no time limit. Take a short break between parts if your child is tired. Read the directions for each part aloud. Your child may use grid paper, two crayons, counters and the property card. Put the multiplication chart away. Do not teach or hint. If your child is stuck, say: "Do your best, then we can move on." Score it with the answer key and find the level at the end. Then choose a route by part. Part 1, properties: revisit Week 13 Days 1 to 4 and Week 18 Day 3. Part 2, two-step problems and unknowns: revisit Week 15 Days 1 to 4. Part 3, patterns and multiples of 10: revisit Week 16 Days 1 to 4. Part 4, mixed facts and word problems: revisit Week 17 Days 1 to 3 and Week 18 Days 1 and 2.
Exit Ticket (5 min) — Ask these three questions after the test, on whichever day it is given. Your child answers aloud or on paper. Then go over any missed test items together.

Watch for: Answering the first step of a two-step problem and stopping there.

Try: Before the test, your child circles the final question in one practice problem. Then your child answers it in a full sentence.

Exit ticket:

What is 8 × 4? Tell your strategy.
Which part of the test felt strongest?
Which Quarter 2 skill will you keep practicing in Quarter 3?

Answers: 1) 32; double the ×4 fact: 4 × 4 = 16, and 16 + 16 = 32 2) Answers vary. Look for: a named part, such as properties. 3) Answers vary. Look for: a named skill and a plan.

English Language Arts

Objective: I can show what I learned in Quarter 2 and Unit 3: revising, poetry, comparing texts and research.

Standards: W.3.3, W.3.5, RL.3.4, RL.3.5, RL.3.9, RI.3.9, W.3.7, W.3.8, L.3.2.C

Builds on: Needs the review lessons from Days 1 to 4. One-minute check: ask, "What is the difference between revising and editing?" (Revising makes ideas and words better. Editing fixes mistakes.)

Warm-Up (5 min) — Word study, 3 minutes: an untimed spelling check. Say each word in a short sentence: unlock, dislike, preheat, misplace, nonstop, thankful. Challenge word: disconnect. Your child checks each word against the list and rewrites any missed word once. Spaced review from Week 16. Ask: "Two writers describe the same park. Why might their words be so different?" (They have different points of view.)
Review (10 min) — Give the stored Week 18 English Language Arts Check now as the review. It has 8 items and its own short story. Your child works alone for about 10 minutes. Allow up to 15 if needed and shorten the Reflection. You may read the directions aloud. Do not rehearse the items first. Score it with the answer key after today's lesson, then choose a route. 7 or more right: your child is ready for Quarter 3. 5 or 6 right: redo the Day 2 practice page. Then edit one paragraph from the writing folder. 4 or fewer right: reteach the Day 1 lesson with a story map. Then rebuild this week's prefix and suffix words from Days 1 and 2. Say: "You know these skills. Read every item twice before you answer."
Unit Test (about 50 min) — The Unit 3 test is on the Assessments page. The whole test takes about 50 to 60 minutes and is best split over two sittings. Today is sitting one: the two stories and the poem. Plan sitting two for tomorrow or another day this week. If today runs long, give only the check and start the test tomorrow. It covers revising and editing, word study, and research with a short paragraph. Say: "This test shows what you learned in Weeks 13 to 18. Work alone and do your best." You may read the directions and questions aloud. Your child reads the stories, the poem and the source cards alone. Do not spell words, fix punctuation or give hints. Score each section with the answer key. The key names the lessons to revisit for each section.
Reflection (10 min) — Your child looks through the Quarter 2 writing folder, then writes 3 or 4 sentences. Offer these frames: "The skill I improved most is ___. One example is ___. I am proudest of ___ because ___. In Quarter 3, I want to ___." Sample: "The skill I improved most is dialogue. One example is my garden story. I am proudest of my research report because I used my own words. In Quarter 3, I want to write longer endings." Then your child chooses one piece from the folder to share with the family. Look for: a named skill, a real example from the folder, and a goal your child can reach.
Exit Ticket (5 min) — Close the quarter. Your child answers aloud and points to pieces in the folder.

Watch for: Fixing capitals in an editing item but missing the verb agreement or the dialogue marks.

Try: Before sitting two, remind your child to read each editing item three times, hunting for one kind of mistake each time.

Exit ticket:

Which Quarter 2 skill improved most for you? Show an example from your folder.
Which piece of writing are you proudest of, and why?
What is one goal for Quarter 3?

Answers: 1) Answers vary. Look for: a named skill with an example from the folder. 2) Answers vary. Look for: one piece and a reason. 3) Answers vary. Look for: a goal that is clear and small enough to reach.

Science

Objective: I can reflect on my Quarter 2 learning, record my bean's progress and show what I know on the Unit 3 test.

Standards: 3-LS1-1, 3-LS2-1, 3-LS4-3, 3-LS4-4

Builds on: Needs the Bean Log started in Week 15 and this week's review. One-minute check: ask "What did the dry bean need before it could sprout?" (Water and warmth.)

New words:

long-term observation – watching and recording the same thing many times over weeks or months

Day 90 — Q2 Reflection, Bean Update and Unit 3 Test — Wonder Warm-Up (5 min) — Spaced review from Week 14. Ask: "In a fair test, how many things do we change?" (One.) Then look at the bean plant beside its first drawing. Ask: "How has it changed since planting day?" Now the wonder. Ask: "What has your bean shown you that one single day could not?"
Mini-Lesson (10–15 min) — Say: "Real scientists keep long-term observations, because some changes take weeks." Your child reads the Bean Log entries aloud in order. Ask: "What changed between the first entry and today?" (Sample: a sprout appeared, then leaves, and the stem grew taller.) If the bean never sprouted, say: "Seeds sometimes fail when soil is too cold or too wet. That is a real result. We can plant another." Then preview the Unit 3 test. Find it on the Assessments page. It has four sections: animal groups, life cycles, habitats and ecosystem models. Allow 35 to 40 minutes. You may read everything aloud, but do not explain science words or give hints. Practice one item that is not on the test. Ask: "Why do emperor penguins huddle together in winter?" (To stay warm. They share body heat and take turns in the middle.) Ask: "What do you do when a question asks for a drawing?" (Draw it, label it and add arrows.)
Investigation / Hands-On (30 min) — Bean Update, then Unit 3 Test. 1) Your child measures the bean plant from the soil to its tip with the ruler. They write the height in centimeters, as in Week 15. 2) They count the leaves and draw the plant in the Bean Log. Add a row to the log table: Date, Height, Leaves. 3) Your child takes the Unit 3 test alone, with pencil and crayons. Read questions aloud when asked. 4) They reread every answer before finishing. Score the test afterward with its own key. This block fits the bean update and about two test sections. Do the other two later today or next school day. Bean heights differ with light and warmth. Say: "Real results vary. Look for the pattern of growth."
Science Notebook Entry (10 min) — Your child writes a Quarter 2 reflection with four frames. "My favorite topic was ___ because ___." "I grew most in ___." "I still wonder ___." "My goal for Quarter 3 science is ___." Then they label the bean's stage and predict the next one. (Seedling or young plant now; flowers come later.) Sample: "My favorite topic was the study square because I found real pill bugs."
Wrap-Up & Exit Ticket (5 min) — Ask the three exit questions aloud and celebrate finishing Quarter 2. Then give the Week 18 Science Check, which has 7 items, now or after a break. Allow about 10 minutes. With 6 or more right, your child writes a short Quarter 2 guide for a younger child. With 4 or 5 right, redo the Day 2 page and make 4 new review cards. With 3 or fewer right, reteach Day 1 by playing the card game with real objects and pictures.

Watch for: Expecting flowers or bean pods already and feeling the experiment "failed."

Try: Explain that bean plants usually need several more weeks to flower. Show the next stages on the Week 15 life cycle drawing.

Exit ticket:

How tall is your bean plant today, and how many leaves does it have?
What did your Bean Log show that a single look at the plant could not?
What is one goal for Quarter 3 science?

Answers: 1) Answers vary. Look for: a height and a leaf count that match today's Bean Log row. 2) It showed change over time: the plant sprouted, grew taller and added leaves. 3) Answers vary. Look for: a specific, doable goal, such as "use because in every prediction."

Print Day 5 practice pages →

Worksheets

math — Day 86 — Q2 Skills Check
math — Day 87 — Q2 Targeted Practice
math — Day 88 — Q2 Mixed Practice
math — Day 89 — Q2 Computation Practice
math — Day 90 — Q2 Word Problem Practice

Assessments

math — Unit Assessment 8 — Two-Step Word Problems & Patterns