Day 5 · Friday

Objective: I can sort and describe urban, suburban, and rural communities.

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

Materials: Stored Week 2 Social Studies Check and its answer key, The 6 community pictures from Day 1, Notebook, Pencil

1. Day 10 — Week 2 Check: Community Types — Big Question Warm-Up · 5 min

   Spaced review from Week 1. Ask: "Which community need does a clinic meet?" (Health.) Then play a lightning round. You say a clue and your child says the type. "Subway." (Urban.) "Barn." (Rural.) "Driveways and garages." (Suburban.) "Tractor." (Rural.) "Skyscraper." (Urban.) Ask the big question: "How do the three types need each other?"

2. Mini-Lesson · 10–15 min

   Review the week's ideas. Say: "Urban means a city. Suburban means near a city. Rural means countryside." Your child names one feature of each. Then read a clue story. Say: "Eli's house sits among wheat fields. His school bus ride takes 40 minutes." Ask: "Which type? Give two clues." (Rural. Fields and a long ride.) Say: "Now you make one." Your child tells a two-clue story and you guess the type. Ask: "Which type sits between the city and the countryside?" (Suburban.) Ask: "Which type has subways and skyscrapers?" (Urban.) If stuck, say: "How close are the homes? What is the land used for?"

3. Activity / Source Work · 15–20 min

   1) Mix the six pictures. Your child sorts them again and says two clues for each. 2) In the notebook, draw three boxes in a row: RURAL, SUBURBAN, URBAN. 3) Ask: "What do rural places send to the others?" (Food and wood.) Your child draws arrows from RURAL and labels them. 4) Ask: "What do cities offer?" (Many jobs, big hospitals, museums and goods from factories and ships.) Draw and label arrows from URBAN. 5) Ask: "Who travels from suburbs to the city each day?" (Workers on a commute.) Draw that arrow. 6) Ask: "What would happen to a city if farms stopped sending food?" (Stores would run out.) Look for arrows going both ways. The types depend on each other.

4. Notebook Entry · 10 min

   Keep this entry to about 5 minutes so the check fits. In the notebook, your child finishes in pencil: "I would choose to live in a ____ community because ____ and ____." Look for two reasons that use real features.

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Then give the stored Week 2 check: 7 items, about 15 minutes, not timed. Score it with the key. If your child is tired, give the check later the same day. 6 or more right: go on to Week 3. 4 or 5 right: redo the Day 1 chart, then play the clue game from today's warm-up. 3 or fewer right: reteach Day 1 by sorting the pictures into three piles and naming one clue for each. Praise answers that give two clues.

Homework: Explain the three community types to a family member. Look for: one real example place for each type.

Objective: I can solve addition word problems within 1,000 and check with an estimate.

Standards: 3.NBT.A.2

Materials: Stored Week 2 check and its answer key, Grid paper, Highlighter or colored pencil, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 1. Your child rounds 734 to the nearest 100 (700) and compares 465 _ 456 (>). Then add three numbers aloud. Try 20 + 30 + 40 (90) and 5 + 8 + 5 (18). Then try 30 + 60 + 10 (100). Ask: "Which two did you add first? Why?" (Sample: 5 + 5 = 10, then add 8.)

2. Mini-Lesson · 10–15 min

   Say: "A word problem is a small story. We find out what the story asks." Read aloud: Amara's school collected 256 cans on Monday and 378 cans on Tuesday. How many cans in all? Your child highlights the two numbers. Ask: "What do we need to find?" (All the cans.) "Are the two parts put together?" (Yes.) Draw a long bar and split it into two parts. Write 256 and 378 inside. Write ? above the bar for the total. Say: "Two parts make the total, so we add." Estimate: 260 + 380 = 640. Your child solves on grid paper (256 + 378 = 634). Ask: "Is 634 close to 640?" (Yes.) Say: "Answer with the label: 634 cans." Now your child does more. Read: The library has 345 picture books and 287 chapter books. How many books altogether? Your child draws the bar, estimates and solves. (350 + 290 = 640; 345 + 287 = 632 books)

3. Guided Practice · 10–15 min

   Your child draws a bar, estimates, solves and says the answer with its label. 1) Diego read 128 pages last week and 96 pages this week. How many pages in all? (130 + 100 = 230; 128 + 96 = 224 pages) 2) A farm stand sold 415 apples and 199 pears. How many pieces of fruit? (420 + 200 = 620; 415 + 199 = 614 pieces) Ask: "Which Day 1 way fits here?" (199 is close to 200.) 3) Three classes collected 156, 248 and 123 bottle caps. What is the total? (156 + 248 + 123 = 527 caps) Ask: "How many parts does this bar need?" (3) If stuck, say: "Tell me the story in your own words. What are the parts? What are we finding?"

4. Independent Practice · 15–20 min

   Give the stored Week 2 check now. Your child works alone for about 15 minutes. Score it with the answer key. Choose a route by the result. 6 or more right: start Week 3. 4 or 5 right: find the kind of item missed. For adding in the head, redo Day 1 Guided Practice. For lining up columns, redo Day 2 Guided Practice. For regrouping, redo Day 3 or Day 4 Guided Practice with drawings. For word problems, redo today's Guided Practice with bars. 3 or fewer right: reteach the Day 3 and Day 4 Mini-Lessons before starting Week 3.

5. Exit Ticket · 5 min

   After the check, your child answers these three questions; then go over any missed check items together.

Fact fluency: Adding three numbers mentally

Homework: Write and solve one addition word problem using counts from home, with a sum under 1,000. Sample: 125 red blocks and 240 blue blocks; 125 + 240 = 365 blocks.

Objective: I can show what I know about character traits, inferring and character change.

Standards: RL.3.3, RL.3.1

Materials: Week 2 English Language Arts Check (find it with the Week 2 lessons), Trait word cards from Day 1, Reader's notebook, Pencil, Your child's own book

1. Warm-Up · 5 min

   Word study: spelling check, not timed. Say each word in a short sentence, and your child writes it: rain, stay, sleep, dream, coat, snow. Challenge word: explain. Correct together. For any miss, your child underlines the vowel team and rewrites the word. Spaced review from Week 1. Ask: "A chapter book has chapters. What are the parts of a play and of a poem called?" (Scenes and stanzas.)

2. Mini-Lesson · 10–15 min

   Say: "Today you show what you know about characters. First we warm up with a new story." Spread out the trait cards. Read "The New Goalie" aloud. Mateo never wanted to be the goalie. "I always miss," he grumbled, kicking the grass. On Monday, his sister Elena set up two buckets in the yard as a goal. She rolled the ball slowly, then faster. Mateo dove again and again until his knees were green. On Saturday, he blocked the hardest shot of the game. "Put me in goal next week," he told the coach proudly. Think aloud. Say: "I look for clues to a trait. Elena set up a goal and rolled ball after ball. That shows she is patient." Hold up the patient card. Say: "A trait needs proof. Elena is patient because the text says she rolled the ball slowly, then faster."

3. Guided Practice · 10–15 min

   1) Ask: "What trait does Mateo show in the yard? Give the proof." (Brave or hardworking. He dove again and again until his knees were green.) 2) Ask: "How does Mateo change? Use the change frame." (At the beginning, he did not want to be goalie. Then he practiced with Elena. By the end, he asked to play in goal.) 3) Ask: "Which word tells how Elena rolled the ball at first? What kind of word is it?" (slowly; an adverb) 4) Ask: "Hardest compares more than two shots. Which word would compare just two?" (harder) If stuck, say: "Put your finger on what Mateo does. What kind of person acts that way?"

4. Independent Practice · 15–20 min

   Give the Week 2 English Language Arts Check. It has its own short story and 8 questions. Your child works alone for about 15 minutes. Score it with the answer key. 6 or more right: your child is ready for Week 3. 4 or 5 right: redo the Day 2 practice page, then act out traits for each other to infer. 3 or fewer right: reteach Day 2, inferring traits, with the trait cards. Afterward, your child reads their own book and adds one trait and its proof to the notebook.

5. Exit Ticket · 5 min

   Ask the three questions about "The New Goalie." Your child answers aloud in full sentences and may look back.

Homework: Read for 15 to 20 minutes. Write one trait for a character and copy a sentence from the book that proves it.

Objective: I can show what I know about balanced and unbalanced forces.

Standards: 3-PS2-1

Materials: Stored Week 2 Science Check and its answer key, Toy car with 2 strings taped on, 3 paper arrows: the long and short ones from Day 2, plus 1 more short one, 6 blocks or small boxes, Pencil, Science notebook

1. Day 10 — Week 2 Check: Balanced and Unbalanced — Wonder Warm-Up · 5 min

   Spaced review from Week 1. Ask: "Which way does gravity pull?" (down, toward Earth) Hold up the two equal arrows pointing opposite ways. Ask: "Balanced or unbalanced?" (balanced) Swap one for the longer arrow and ask again. (unbalanced) Wonder question: "Can a tower that stands perfectly still have forces on it?"

2. Mini-Lesson · 10–15 min

   Keep this review to 10 minutes and the Investigation to 15, so the check fits at the end. Say: "Let's put the week together." First idea: you each pull one string on the car equally. Ask: "What happens, and why?" (Nothing. The forces are balanced.) Second idea: your child pulls harder. Ask: "Which way did it go?" (toward the stronger pull) Third idea: ask, "What is our test question?" (Is the motion changing?) Check: "A kite hangs still in a tree." (balanced) "A wagon starts to roll downhill." (unbalanced) "A marble rolls straight at one steady speed." (balanced) If stuck, say: "Tell me what the object is doing. Now tell me if that is changing."

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

   Keep this to 15 minutes. 1) Your child builds a tower of 5 blocks that stands still. Ask: "What forces act on the top block?" (Gravity pulls down. The block below pushes up.) 2) Your child pushes the top block from the side with one finger, very gently at first. 3) Your child pushes a little harder, bit by bit, until the block slides. Ask: "What made the forces unbalanced?" (The push became stronger than the rubbing that held the block.) 4) Rebuild and repeat with the sixth block on top. Record in a chart with columns Try, What I Did, What Happened, and Balanced or Unbalanced. Expect the block to hold at first, then slide. Real results vary. Look for the pattern.

4. Science Notebook Entry · 10 min

   Frames: "Balanced forces ___. Unbalanced forces ___." Your child adds one example of each from this week. Sample: "Balanced forces cancel, so motion does not change. Unbalanced forces change motion. The car stayed still with equal pennies. It rolled when one cup had more."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions first. Then give the stored Week 2 Science Check: 7 items, about 10 minutes. Your child works alone. You may read items aloud. Score it with the answer key. 6 or more right: start Week 3. 4 or 5 right: redo the Day 4 card sort with new cards and the test question. 3 or fewer right: reteach the Day 1 Mini-Lesson with the two-string car. Pull equally, then unequally. Then repeat Day 2. Praise answers that name a change in motion.

Homework: Your child tells a family member one balanced example and one unbalanced example from this week. Look for the words "changing" or "not changing."