Day 4 · Thursday

Objective: I can explain how money makes trading easier and make a save, spend and share plan.

Standards: D2.Eco.5.3-5, D2.Eco.10.3-5

Materials: 3 jars or envelopes labeled Save, Spend, Share, 10 play dollars (or 10 coins that each stand for $1), 4 small objects for a barter game (such as an eraser, a sticker, a toy car and a hair clip), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 24. Ask: "What is a budget?" (A plan for how to use money.) Then ask the big question: "How do people get money? What three things can they do with it?" Accept guesses.

2. Mini-Lesson · 10–15 min

   Say: "Barter means trading goods or services directly, with no money." "Lin grows carrots. She needs her roof fixed. The roofer does not want carrots." "Barter only works when each person wants what the other has." Say: "Money makes trading easier, because almost everyone accepts it. Lin sells carrots to anyone, then pays the roofer." "Money is also easy to carry and easy to count." Say: "People earn money by working. They can spend it, save it or share it." "A bank keeps savings safe. The bank may pay a little extra money, called interest." Lay the 10 play dollars in a row. Say: "Pretend each one is $10, so this is $100. After a year, the bank adds $2. That $2 is interest." "The interest rate tells how much the bank pays in a year for each dollar. Here it is 2 cents for each dollar. A higher rate means more interest." "People who borrow from a bank pay interest to the bank." Ask: "Is swapping a toy for a book barter?" (Yes. No money is used.) "Why do sellers take money?" (They can use it to buy what they want.) "When you save at a bank, who pays the interest?" (The bank pays you.) If stuck, say: "Does the other person want what you have? If not, what could you both use?"

3. Activity / Source Work · 15–20 min

   Part 1, barter game. 1) You hold the eraser and the sticker. Your child holds the toy car and the hair clip. 2) Your child picks one of your objects to want. Say: "I only want a marble." No one has a marble. Ask: "Can you get it by barter?" (No. I have nothing you want.) 3) Give your child the 10 play dollars. Sell the object for $1. Ask: "Why did that work?" (You accept money. You can buy a marble somewhere else.) Give the dollar back. Part 2, three jars. 4) Your child splits the $10 among Save, Spend and Share. Your child fills a chart: Jar | Dollars | Reason. One plan is $3, $5 and $2. Check that the three amounts add to 10. 5) Ask: "If you save $3 every week, how much is saved after 4 weeks?" ($12.) Plans vary. Look for a total of exactly $10 and a reason for each jar.

4. Notebook Entry · 10 min

   Your child completes: "Barter is ___. Lin could not barter with the roofer because ___. My plan is Save $__, Spend $__, Share $__. I am saving for ___." Sample: "Barter is trading without money. Lin could not barter because the roofer did not want carrots. My plan is Save $3, Spend $5, Share $2. I am saving for a kite."

5. Exit Ticket · 5 min

   Read each exit question aloud. Your child answers in the notebook. Praise clear reasons and checked sums.

Homework: Your child puts a few real coins in the three jars from last week with a family member. Then your child names a goal for the Save jar. Look for a goal with a price.

Objective: I can solve word problems about start time, end time and elapsed time.

Standards: 3.MD.A.1

Materials: Analog clock with movable hands and minute marks, Paper for open number lines, Highlighter or crayon, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Day 3. Ask: "How many minutes is it from 3:35 to 4:20?" (25 + 20 = 45 minutes) Then practice ×7 facts with no timer. Ask 7 × 4, 7 × 6 and 7 × 9 (28, 42, 63).

2. Mini-Lesson · 10–15 min

   Say: "Time problems have three parts: the start time, how long, and the end time. If we know two parts, we can find the third." Read aloud: Art class starts at 2:40 and lasts 30 minutes. When does it end? Say: "I know the start and how long. I jump forward." Draw a line from 2:40. Jump 20 minutes to 3:00, then 10 more to 3:10. Say: "So art class ends at 3:10." Read aloud: Practice ends at 5:30 and lasted 45 minutes. When did it start? Say: "I know the end, so I jump backward." Write 5:30 at the right end. Jump back 30 minutes to 5:00, then 15 more to 4:45. Say: "So practice started at 4:45." Check by going forward: 15 + 30 = 45. Now your child does more. Read aloud: A class starts at 7:15 and lasts 50 minutes. When does it end? (8:05; jump 45, then 5 more)

3. Guided Practice · 10–15 min

   Your child highlights the two known parts, then draws the jumps. 1) A lesson starts at 1:35 and lasts 40 minutes. When does it end? (2:15; jump 25, then 15) 2) A game starts at 2:05 and ends at 2:50. How long is it? (45 minutes) 3) Lunch ends at 12:20 and lasted 35 minutes. When did it start? (11:45; back 20, then back 15) 4) Ask: "In the lunch problem, why did you jump backward?" (We knew the end and needed the start.) If stuck, say: "Which two parts do you know: the start, how long, or the end? Draw the arrow forward or backward first."

4. Independent Practice · 15–20 min

   Your child draws a number line for each one and labels the start, how long and the end. 1) Write 4:30. Jump forward 25 minutes. (4:55) 2) Write 10:15. Jump back 20 minutes. (9:55) 3) Lucia starts piano at 3:40 and plays for 35 minutes. When does she stop? (4:15) 4) A movie ends at 8:10 and lasted 55 minutes. When did it start? (7:15) 5) Aiyana bakes bread from 11:25 to 12:05. How long does it bake? (35 + 5 = 40 minutes) 6) Jonah leaves at 7:52 and arrives at 8:19. How long is the trip? (8 + 19 = 27 minutes) 7) A nap starts at 1:10 and lasts 55 minutes. When does it end? (2:05) 8) Priya starts at 6:45. She reads for 20 minutes, then draws for 25 minutes. When does she finish? (20 + 25 = 45 minutes; 6:45 + 45 minutes = 7:30)

5. Exit Ticket · 5 min

   Read each question aloud. Your child draws a number line and tells which part was missing.

Fact fluency: ×7 facts

Homework: Your child writes one time problem from the day and solves it on a number line. Sample: Dinner starts at 6:15 and lasts 30 minutes, so it ends at 6:45.

Objective: I can draw a conclusion using evidence from both texts and discuss it with a partner.

Standards: RI.3.8, RI.3.9, SL.3.1, SL.3.1.B, SL.3.1.C, SL.3.1.D, SL.3.3

Materials: Writer's notebook, Both bee texts from Day 1 (reopen that lesson, or print it), Pencil

1. Warm-Up · 5 min

   Word study: meanings. Write vacation, mansion, lotion and version. Ask: "Which word names a very large house?" (mansion) "Which word names a trip away from home?" (vacation) "Which word names a cream for your skin?" (lotion) Your child uses version in a sentence. (Sample: "I like the movie version of that story.") Spaced review from Week 16. Ask: "What does fearless mean?" (without fear)

2. Mini-Lesson · 10–15 min

   Say: "A conclusion is your answer to a big question. Evidence from both texts holds it up." Write the stem: "Based on both texts, I think ___ because ___ (Text 1) and ___ (Text 2)." Think aloud with the question "Are worker bees hard workers?" Say: "I look for evidence in each text. Text 1 lists their hive jobs. Text 2 shows them going from flower to flower." Write: "Based on both texts, I think worker bees are hard workers because they clean, feed and guard the hive (Text 1) and visit flower after flower (Text 2)." Point to each label. Say: "The labels show where my evidence came from. One text alone is not enough."

3. Guided Practice · 10–15 min

   Hold a talk of about five minutes. Say: "Our rules: one person speaks at a time. Link to what the other person said. Use the texts." 1) Ask: "What would happen to fruit farms with fewer bees?" Start it: "I think there would be fewer apples, because flowers need pollen to make fruit." 2) Your child builds on your idea. (Listen for a link, such as "I agree, and Text 2 says cherries depend on bees too.") 3) Your child asks you one question. (Sample: "Could other insects carry pollen?" Yes, some can. Text 2 says "pollinators like bees.") 4) Name one idea you both agree on. Your child finishes: "After our talk, I added to my idea: ___." If stuck, say: "Start with 'I agree because' or 'I want to add.'"

4. Independent Practice · 15–20 min

   Your child writes a conclusion paragraph of 4 to 6 sentences. The question is "Are bees important to people?" 1) Start with the stem. 2) Give at least one piece of evidence from each text and label it. 3) Add one idea from the talk. 4) End with a closing sentence. Checklist: an answer to the question, evidence from Text 1, evidence from Text 2, labels. Sample opening: "Based on both texts, I think bees are important to people because they make honey (Text 1) and help apples grow (Text 2)."

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers from the paragraph and the talk.

Homework: Your child asks a family member what would happen with fewer bees and writes the answer with one reason (10 minutes). Look for the word because.

Objective: I can use clouds, pressure, wind and temperature data to make a forecast and check it.

Standards: 3-ESS2-1

Materials: Weather log from Weeks 19 to 24 and the Sky Tally from Day 1, Weather instrument from Week 24, or the thermometer from Week 19, Ruler, Crayons, Science notebook and pencil

1. Day 124 — Making Forecasts — Wonder Warm-Up · 5 min

   Spaced review from Week 21. Ask: "What is the safety rule when you hear thunder?" (When thunder roars, go indoors.) Then the wonder. Ask: "What clues would you use to guess tomorrow's weather?"

2. Mini-Lesson · 10–15 min

   Say: "A forecast is a prediction about the coming weather. It is built from data and patterns, not wishes." Name the clues: clouds, pressure going up or down, wind direction, temperature and the weather to the west. Say: "In much of the United States, weather usually moves from west to east." Give a worked example. Say: "This afternoon, puffy clouds are growing into tall towers. The pressure is falling. A cold front lies to the west." Say: "My forecast: thunderstorms this evening, then cooler air tomorrow." Say: "Forecasts give chances. A 60 percent chance of rain means about 6 chances out of 10. Rain is likely, not certain." Then teach the second idea. Say: "Typical means what usually happens. A log of many days shows the typical weather for a season." Ask: "Thin cirrus clouds fill the sky, and the pressure starts to drop. What might you forecast?" (A change. Clouds and rain may come in a day or so.) Ask: "A forecast gives a 20 percent chance of rain. Should you cancel a hike?" (Probably not. Rain is unlikely, but pack a jacket.) If stuck, say: "Name one clue you can see right now. What does that clue usually mean?"

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

   Season Graph and 3-Day Forecast. 1) Your child counts the days in the weather log and Sky Tally by kind: sunny, cloudy, rainy, snowy. They record it in a table with three columns: Kind of day, Tally, Total. With fewer than 10 logged days, use these made-up totals: sunny 9, cloudy 7, rainy 5, snowy 1. 2) They draw a bar graph with the ruler. Kinds of day go along the bottom. The number of days goes up the side, counting by 1s. They add a title and labels, then color each bar with crayons. 3) Ask: "Which kind of day was most common? How many more sunny days than rainy days?" (Sample: sunny; 9 − 5 = 4 more.) Your child writes: "Typical weather this season is ___." 4) Gather today's clues: cloud type, wind and temperature. Use your instrument or thermometer. 5) Your child forecasts the next 3 days: the sky, and warmer, cooler or the same. Each forecast needs one clue. Expect some misses, most often on the third day. Say: "Real results vary. Look for the pattern."

4. Science Notebook Entry · 10 min

   Your child draws a forecast chart in the notebook with four columns: Day, My forecast, Clue I used, What happened. They fill in the first three columns for all 3 days. Sample row: "Tomorrow. Cloudy and cooler. Stratus clouds and a north wind." Fill the last column as each day arrives.

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud, with the graph open. Praise every forecast that comes with a clue.

Homework: Tomorrow, check the weather at the same time of day and fill in What happened for Day 1. Look for: an honest entry, even if the forecast missed.