Day 3 · Wednesday

Objective: I can make a spending plan that meets needs first and stays within a budget.

Standards: D2.Eco.1.3-5, D2.Eco.2.3-5

Materials: 20 play $1 bills (or 20 paper slips marked $1), 6 index cards for price cards, Notebook, Pencil, Marker

1. Warm-Up · 5 min

   Spaced review from Week 22. Ask: "Seven people vote. Is 4 votes a majority?" (Yes. 4 is more than half of 7.) Then ask: "You have $5. How would you use it?" Listen for spending or saving. Say: "Today you make a plan before you spend."

2. Mini-Lesson · 10–15 min

   Say: "A budget is a plan for how to use money. A smart budget pays for needs first, then wants. It saves some if it can." Work an example with the play bills. Say: "Elena has $15. Soap costs $2, oatmeal costs $5 and beans cost $3." Your child counts out 15 bills, then pays 2, 5 and 3. Say: "Her needs cost $10. She has $5 left for wants or saving." Ask: "Can Elena buy a $7 toy now?" (No. She has only $5 left.) Say: "An incentive is something that pushes people to act." Say: "A reward or a sale is a positive incentive. It makes you want to do something." Say: "A fee or a fine is a negative incentive. It makes you want to avoid something." Say: "'Buy one, get one half off' pushes shoppers to buy two. A late fee pushes people to pay a bill on time." Ask: "A parking ticket costs $30. Is that a positive or a negative incentive?" (Negative. It pushes drivers to park where it is allowed.) Ask: "A sign says 'Sale ends today.' What does it push you to do?" (Buy today.) If stuck, say: "Ask: Does it give me something, or take something away?"

3. Activity / Source Work · 15–20 min

   Shopping trip. 1) Your child makes six price cards with the marker. Three are rice $3, carrots $2 and eggs $3. Three are puzzle $8, comic book $6 and sticker pack $2. 2) Give your child $20 in play bills. Keep the $20 and the prices the same all through. 3) Shuffle. Your child sorts the cards into needs and wants. 4) Pay for the needs first. Rice, carrots and eggs cost $8. That leaves $12. 5) Ask: "Can you buy the puzzle and the comic book?" (No. They cost $14, and $14 is more than $12.) 6) Your child chooses wants, saving or both. Record it in a notebook chart with three columns: Item, Need or want, Price. Under it write Total spent and Saved. Sample: the puzzle and the stickers cost $10 more. The total is $18, and $2 is saved. 7) Add an incentive. Say: "The shop says stickers are $1 today only." Ask: "Does the sale change your plan? Should it?" Plans vary. Look for needs paid first, a total of $20 or less, and one thing your child chose to leave out.

4. Notebook Entry · 10 min

   Your child writes the plan: needs bought, wants bought, total spent and money saved. Then finish: "I chose ___ instead of ___ because ___." Sample: "Needs: rice, carrots, eggs, $8. Want: puzzle, $8. Total: $16. Saved: $4. I chose the puzzle instead of the comic book."

5. Exit Ticket · 5 min

   Read the three questions aloud. Your child may use the play bills. Praise a plan that pays for needs before wants.

Homework: With a family member, your child looks at a receipt or a shopping list. Find one need and one want. Then name one incentive you have seen, such as a sale sign. Look for: all three named correctly.

Objective: I can measure lengths to the nearest half inch.

Standards: 3.MD.B.4

Materials: Inch ruler with half-inch marks, 2 sheets of printer paper (8 1/2 by 11 inches), 5 small objects: crayon, eraser, key, spoon and paper clip, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 20 Day 3. Ask: "On a 0 to 2 line in halves, where is 3/2?" (1 jump past 1) Say: "A ruler is a number line." Then practice ÷8 facts with no clock. Ask 16 ÷ 8, 40 ÷ 8, 56 ÷ 8 and 72 ÷ 8 (2, 5, 7, 9).

2. Mini-Lesson · 10–15 min

   Show the ruler. Say: "Each inch is split into 2 equal parts. The mark halfway between two inch marks is the half-inch mark." Point and count together: 1/2, 1, 1 1/2, 2, 2 1/2, 3. Say: "1 1/2 means 1 whole inch and 1/2 inch more." Find the 0 mark. Say: "It may not be at the very edge." Lay the short edge of a sheet of paper along the ruler. Line up one corner with 0. Ask: "Where does the edge end?" (halfway between 8 and 9) Say: "That is 8 whole inches and 1/2 inch more. So the short edge is 8 1/2 inches long." Write 8 1/2 inches. Say: "If an end falls between two marks, pick the closer mark. That is the nearest half inch." Now your child does more. Your child measures the long edge of the paper. Ask: "Which mark is closest?" (11 inches)

3. Guided Practice · 10–15 min

   Make a table in the notebook with two columns: object and length. 1) Your child measures the crayon to the nearest half inch and records it. 2) Your child measures the paper clip and records it. 3) Your child measures the eraser and records it. (Answers vary for 1 to 3. Remeasure each one yourself; your readings should match.) 4) Ask: "A ribbon ends halfway between 9 and 10. How long is it?" (9 1/2 inches) If stuck, say: "Put one end on 0. Slide your finger to the other end. Which mark is closest?"

4. Independent Practice · 15–20 min

   Your child keeps recording in the table. 1) Measure the key to the nearest half inch. 2) Measure the spoon. 3) Measure your pencil. (Answers vary for 1 to 3. Remeasure two of them yourself.) 4) Fold a sheet of paper in half, short edge to short edge. Measure the shorter side of the folded paper (5 1/2 inches). 5) Draw a line 2 1/2 inches long. 6) Draw a line 6 inches long. (Check 5 and 6 with the ruler.) 7) A toy car ends halfway between 1 and 2. How long is it? (1 1/2 inches) 8) A straw ends between 7 and 7 1/2, but closer to 7 1/2. How long is it to the nearest half inch? (7 1/2 inches)

5. Exit Ticket · 5 min

   Your child keeps the ruler. Read each question aloud; your child answers on paper.

Fact fluency: ÷8 facts

Homework: Measure 5 things at home to the nearest half inch, such as a fork, a sock and a toothbrush. Record each length. Sample: fork, 7 inches.

Objective: I can tell who is telling a story and explain how my own point of view is different from the narrator's or a character's.

Standards: RL.3.6, L.3.1.A, L.3.1.F

Materials: Reader's notebook, Two colored pencils, A chapter book from your child's shelf, Pencil

1. Warm-Up · 5 min

   Word study: dictation. Say this sentence twice while your child writes it: "It was so windy that I ran down the sidewalk faster." Check it together. Your child names the parts of three words (wind + y, side + walk, fast + er). Spaced review from Week 20. Say: "Opinion: Kids should ride bikes." Ask: "Reason or evidence: Biking is good exercise?" (A reason. It tells why.)

2. Mini-Lesson · 10–15 min

   Say two sentences: "I tripped over the cat." "She tripped over the cat." Ask: "Who is telling each one?" (The person it happened to; someone watching.) Say: "The narrator is the voice telling the story. A narrator inside the story uses I, me and my. A narrator outside the story uses names and he, she or they. Those pronouns stand in for nouns, and each must match its noun." Read A aloud. "At the Aquarium": A. I pressed my nose to the aquarium glass. A shark slid past, so close I could count its tiny teeth. My brother squeaked and grabbed my sleeve. I think sharks are the best animals in the whole building. Think aloud: "I see I and my outside any quotation marks. The narrator is the child at the aquarium. The narrator's view is that sharks are the best. My own view can be different. I like the sea otters more." Write the frame in the notebook: The narrator thinks ___. I think ___ because ___.

3. Guided Practice · 10–15 min

   Read B together. B. Nadia pressed her nose to the aquarium glass. A shark slid past, and she gasped and grinned. Her little brother Sami squeaked and tugged her sleeve. "I want to see the turtles!" he said. 1) Your child points to and reads the pronouns outside the quotation marks. (her, she, Her, her, he) 2) Ask: "Who tells B?" (Someone outside the story. Clues: Nadia's name, she and her.) 3) Ask: "Sami says 'I.' Is Sami the narrator?" (No. His I is inside quotation marks.) 4) Ask: "How does Nadia feel about the shark? How does Sami feel? How do you feel?" (Nadia is thrilled: she gasped and grinned. Sami is scared: he squeaked. Your child's own view varies.) If stuck, say: "Cover the talking with your finger. Read only what is left."

4. Independent Practice · 15–20 min

   1) Your child reads one page of the chapter book. 2) Write who tells it: a character inside the story or someone outside. Give one pronoun clue from outside the dialogue. 3) Write: "The main character thinks ___. I think ___ because ___." Use one colored pencil for the character's view and the other for your own. 4) Rewrite passage B as Nadia would tell it. It begins, "I pressed my nose." 5) Check each pronoun against its noun. Sample: "I pressed my nose to the aquarium glass. A shark slid past, and I gasped and grinned. My little brother Sami squeaked and tugged my sleeve." Look for every her and she about Nadia changed. Look for he kept for Sami.

5. Exit Ticket · 5 min

   Read each question aloud. Your child writes the answers with passage B in view.

Homework: Read a story with a family member for 15 minutes. Tell one place where your view differs from a character's, and why. Look for the character's view said first.

Objective: I can build a prototype by following my plan and solving problems along the way.

Standards: 3-5-ETS1-2, 3-ESS2-1

Materials: Parts from the plan (wind vane: 1 drinking straw, thin cardboard such as a cereal box, 1 straight pin, 1 pencil with an eraser, 1 cup of sand or pebbles), 1 paper plate and a marker, Scissors and tape, Ruler, Science notebook and pencil

1. Day 118 — Build the Prototype — Wonder Warm-Up · 5 min

   Spaced review from Day 2. Ask: "Why does a wind vane need a tail bigger than its point?" (The big tail catches more wind and gets pushed away.) Then ask: "Will your instrument work on the first try? What will you do if it does not?" (Change one thing and try again.)

2. Mini-Lesson · 10–15 min

   Say: "Today you build your prototype. It does not need to be perfect. Tomorrow we test it." Model how to follow a plan. Say: "Read one step. Do it. Check it. Then go on." Show the trickiest wind vane step. Lay the straw across one finger and slide it until it rests level. Say: "This is the balance point. The pin goes here so the arrow does not tip." Ask: "What happens if the pin sits far from the balance point?" (One end droops, and the arrow may not turn.) Teach the fix-it routine. Say: "Stop. Find the cause. Change one thing. Write it down." Ask: "The arrow will not spin. What might be the cause?" (Sample: the pin is too tight.) "What one change could you try?" (Sample: wiggle the pin to widen the hole.) If stuck, say: "Which part is rubbing or stuck? Look closely there." Safety: an adult pushes the pin and does any cutting with sharp scissors. Keep the pin's point inside the eraser.

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

   Build Time. Other instruments follow their own plan steps. Wind vane steps: 1) Measure with the ruler. Cut a cardboard point about 2 inches long and a tail about 3 inches square. 2) Cut a 1-inch slit in each end of the straw. Slide in the point and the tail, both standing straight up and down. Tape them. 3) Find the balance point with the point and tail on. Mark it. 4) An adult pushes the pin down through the mark into the top of the eraser. Wiggle it until the straw spins loosely. 5) Stand the pencil in the cup of sand. 6) With the marker, write N, E, S and W around the plate. Set the cup in the middle. 7) Indoor check: blow gently from one side. Look for the point swinging to face you. 8) Your child checks off each plan step and writes any problem and its fix. Many prototypes need a fix or two. Say: "Real results vary. A problem tells us what to fix."

4. Science Notebook Entry · 10 min

   Your child draws the finished prototype with labels. Frames: "One thing that worked was ___. One problem was ___. I fixed it by ___." Sample: "One thing that worked was the big tail. One problem was the straw tipped down. I fixed it by moving the pin."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud; your child answers on paper. Praise honest notes about problems and fixes.

Homework: Your child shows the prototype to a family member and explains how it works. Look for the reason the arrow points into the wind.