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Week 25 — full print packet

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Quarter 3 · Weeks 19–27

Week 25 Lesson Packet

Reasoning: Fractions, Opinion Essays, Weather & Government

Day 1 · Monday

Social Studies

Objective: I can explain what producers are and name the resources they use.

Standards: D2.Eco.3.3-5

Builds on: Needs Week 4 Day 4 (natural resources) and Week 1 Day 4 (human capital, a worker's skills). One-minute check: "Name two natural resources." (Any two, such as water, soil or trees.)

New words:

producer – a person or business that makes goods or provides services
service – work that someone does for other people
human resource – the work, skills and knowledge of people; also called human capital
capital resource – a tool, machine or building that people made and use to produce things

Warm-Up (5 min) — Spaced review from Week 24. Ask: "You have time for one game, checkers or tag. You pick tag. What did you give up?" (Checkers. That is the opportunity cost.) Put the bread on the table. Ask: "Who made this bread? How many people and tools helped?"
Mini-Lesson (10–15 min) — Say: "A producer is a person or business that makes goods or provides services. A service is work done for other people." Say: "Producers use three kinds of resources." Hold up the bread. Say: "Natural resources come from nature. Bread starts with wheat, which needs soil, water and sun." "Human resources are people's work, skills and knowledge. The baker's know-how is a human resource. In Week 1 we called it human capital." "Capital resources are tools, machines and buildings that people made. An oven and a delivery van are capital resources." In the notebook, draw three columns: Natural | Human | Capital. Write wheat, baker's skill and oven under them. Ask: "Is a nurse a producer?" (Yes. A nurse provides a service.) "Is water natural or capital?" (Natural. It comes from nature.) "Which kind is a rolling pin?" (Capital. People made it as a tool.) If stuck, say: "Is it from nature, a person's skill, or a tool people made?"
Activity / Source Work (15–20 min) — Source work: a morning at the bakery. 1) Read this source aloud. "Ana Ruiz unlocks her bakery at five o'clock. She measures flour ground from wheat, then adds water and salt. Her big mixer kneads the dough while the oven heats. Ana shapes forty loaves by hand, a skill her father taught her. At seven, a driver loads the warm loaves into a van and takes them to the grocery store." 2) Your child makes six cards from the source: wheat, water, Ana's skill, the driver's work, mixer, oven. Draw each with colored pencils. 3) Your child sorts the cards under Natural, Human and Capital. Expect these groups. Natural: wheat, water. Human: Ana's skill, the driver's work. Capital: mixer, oven. 4) Ask for evidence: "Which words show that Ana has a skill?" (She shapes loaves by hand, and her father taught her.) "Who are the producers?" (Ana and the driver.) "Which one provides a service?" (The driver. He delivers.) 5) Your child charts three producers near home: Producer | Makes or does | One resource. Sample row: dentist | fixes teeth | drill, capital. Look for a resource that fits its kind.
Notebook Entry (10 min) — Your child writes: "A producer is ___." Then add two new examples to each column of the chart. Sample: "A producer is a person or business that makes goods or provides services." Natural: trees, sunlight. Human: a teacher's knowledge, a builder's skill. Capital: a hammer, a school bus.
Exit Ticket (5 min) — Read each exit question aloud. Your child answers in the notebook without looking back. Praise answers that give a reason for the kind of resource.

Watch for: Sorting anything people made as a human resource, such as calling an oven human.

Try: Say: "Human resources are the people and what they know. If it is a tool or a machine, it is capital."

Exit ticket:

A fisher uses a boat, fish from the sea and her knowledge of the tides. Which one is the capital resource?
Is a plumber who fixes a leaking pipe a producer? Tell why.
An orchard worker picks apples from the trees. Name the natural resource and the human resource.

Answers: 1) The boat. People made it as a tool. 2) Yes. The plumber provides a service. 3) Natural: the apples or the trees. Human: the worker's work and skill.

Mathematics

Objective: I can tell time to the nearest minute.

Standards: 3.MD.A.1

Builds on: Needs Grade 2 clock reading to the nearest 5 minutes and counting by 5s to 60. One-minute check: set the clock to 8:25. Your child reads it (8:25).

New words:

minute mark – one of the small marks around a clock; each one stands for 1 minute

Warm-Up (5 min) — Spaced review from Week 24 Day 4. Ask: "A string ends 1 quarter-inch mark past 6. How long is it?" (6 1/4 inches) Then practice ×5 facts with no timer. Ask 5 × 4, 5 × 7 and 5 × 9 (20, 35, 45). Count by 5s to 60 while your child touches each clock number.
Mini-Lesson (10–15 min) — Say: "The short hand is the hour hand. The long hand is the minute hand." Point to the small marks. Say: "Each number is 5 more minutes. Each small mark is a minute mark, and it stands for 1 minute." Set the clock to 3:22. Ask: "Which number did the minute hand just pass?" (The 4.) Count by 5s to the 4: 5, 10, 15, 20. Then count the small marks by 1s: 21, 22. Say: "The minute hand is 2 marks past the 4, so it shows 22 minutes." Ask: "Which two numbers is the hour hand between?" (3 and 4) Say: "Use the number the hour hand has passed. So the time is 3:22." Now your child does more. Set the clock with the minute hand 3 marks past the 9 and the hour hand close to 8. Your child counts by 5s to the 9, then by 1s. Ask: "Is the hour 7 or 8?" (7. The hour hand has not reached 8, so the time is 7:48.)
Guided Practice (10–15 min) — You set each time. Your child counts aloud, then writes the time. 1) Minute hand 2 marks past the 3, hour hand between 2 and 3 (2:17). 2) Minute hand 1 mark past the 8, hour hand between 9 and 10 (9:41). 3) Minute hand 3 marks past the 11, hour hand almost at 12 (11:58). Ask: "Why is it not 12:58?" (The hour hand has not reached 12.) 4) Your child sets the clock to 6:04 (4 marks past the 12) and tells why the hour is 6. If stuck, say: "Find the number the minute hand just passed. Count by 5s to it. Then count the small marks by 1s."
Independent Practice (15–20 min) — You set the clock for problems 1 to 4. Your child writes each time. 1) Minute hand 1 mark past the 1, hour hand just past 1 (1:06). 2) Minute hand 3 marks past the 6, hour hand between 4 and 5 (4:33). 3) Minute hand 3 marks past the 2, hour hand just past 11 (11:13). 4) Minute hand 3 marks past the 7, hour hand between 12 and 1 (12:38). Now your child sets the clock and tells where the minute hand points. 5) 5:19 (4 marks past the 3). 6) 8:52 (2 marks past the 10; the hour hand is close to 9). 7) Lena looks at the kitchen clock. The hour hand is between 6 and 7. The minute hand is 2 marks past the 5. What time is it? (6:27) 8) Dad looks at his watch. The hour hand is just past 9. The minute hand is 4 marks past the 12. What time is it? (9:04)
Exit Ticket (5 min) — Read each question aloud. Your child answers on paper and may look at the clock.

Watch for: Reading the next hour when the hour hand is close to it, such as reading 11:58 as 12:58.

Try: Ask: "Has the hour hand reached the next number yet?" If not, your child uses the number it has passed.

Exit ticket:

The minute hand is 3 marks past the 8. How many minutes past the hour is it?
The hour hand is between 2 and 3. The minute hand is 1 mark past the 9. What time is it?
The hour hand is almost at 5. The minute hand is 4 marks past the 10. What time is it?

Answers: 1) 43 minutes 2) 2:46 3) 4:54

English Language Arts

Objective: I can tell how two texts about the same topic focus on different parts of it, and I can use new science words.

Standards: RI.3.9, RI.3.4, RI.3.2, RF.3.3.B, RF.3.3.C, L.3.4.C, RF.3.4.A

Builds on: Needs main idea and key details (Week 7) and comparing two articles on one topic (Week 16). One-minute check: ask, "What is a main idea?" (what a text is mostly about)

New words:

focus – the part of a topic that a text teaches the most about

Warm-Up (5 min) — Word study: the endings -tion and -sion. Write action and vision. Say: "The ending -tion says /shun/. The ending -sion often says /zhun/." Your child writes six words on cards: action, station, lotion, vision, division, mansion. Your child reads each word aloud and sorts the cards by ending. Ask: "Which -sion word says /shun/?" (mansion) Spaced review from Week 24. Ask: "A cereal box says, 'Try the crunchiest flakes ever!' What is the author's purpose?" (to persuade)
Mini-Lesson (10–15 min) — Say: "Two texts can share a topic but teach different parts of it. The part a text teaches most about is its focus." Say: "Read to find out what each text mostly teaches about bees." Take turns reading aloud. Text 1, "Inside the Hive": A honeybee hive is a busy home. One queen lays all the eggs, sometimes more than 1,000 in a single day. Worker bees do every other job. Young workers clean the cells and feed the larvae, or baby bees. Older workers guard the door and fly out to gather nectar and pollen. Bees turn nectar into honey and store it in wax cells for winter. In summer, a worker bee lives about six weeks. Text 2, "Bees on the Farm": When a bee visits a flower to drink nectar, pollen sticks to its fuzzy body. The bee flies to the next flower, and some pollen rubs off. This is called pollination. Because the flower gets pollen, it can make seeds and fruit. Apples, blueberries and cherries all depend on pollinators like bees. Some farmers rent hives each spring so that bees will pollinate their orchards. In summer, a worker bee lives about five to six weeks. Think aloud: "Both texts are about honeybees. That is the topic. Text 1 keeps telling about jobs in the hive. So that is its focus." Use the ruler to draw two columns: Text 1 focuses on | Text 2 focuses on. Write "jobs inside the hive" in the first column.
Guided Practice (10–15 min) — 1) Ask: "What does Text 2 keep telling about?" (how bees carry pollen and help plants make fruit) Your child writes it in the second column. 2) Ask: "Which two details fit each focus?" (Text 1: the queen lays eggs; young workers feed larvae. Text 2: pollen rubs off; farmers rent hives.) 3) Your child points to larvae and pollination. Ask: "Which nearby words tell each meaning?" ("or baby bees"; "This is called" points back to pollen moving between flowers.) 4) Write pollen, pollinate, pollinator, pollination. Ask: "Which small word hides in all four?" (pollen) Say: "A word you know can unlock a longer word." Your child reads pol|li|na|tion in syllables. If stuck, say: "If this text had one heading, what would it be? That heading is the focus."
Independent Practice (15–20 min) — Your child works in the notebook. 1) Add two more details under each focus. 2) Write the main idea of each text in one sentence. 3) Write what nectar, larvae, pollen and pollination mean, using the texts. 4) Write a heading that fits each whole text. Look for: main ideas that match each focus. Samples: "Honeybees share the work of the hive." "Bees help flowers make fruit." Meanings should come from the texts. Nectar is a sweet drink in flowers. Pollen is flower dust that sticks to bees.
Exit Ticket (5 min) — Read each question aloud. Your child may look back at both texts and answers in the notebook.

Watch for: Listing facts without saying what each text mostly teaches.

Try: Ask, "What one heading fits this whole text?" Write the heading above the column before adding any facts.

Exit ticket:

Which text would you read to learn who feeds baby bees? Why?
What are "pollinators" in Text 2? Which word you know helps you?
Name one thing Text 1 teaches that Text 2 does not.

Answers: 1) Text 1, because its focus is the jobs inside the hive. 2) Animals, like bees, that move pollen between flowers. The words pollen and pollination help. 3) Any one: the queen lays the eggs; workers clean, feed and guard; honey is stored in wax cells.

Science

Objective: I can identify cirrus, cumulus, stratus and cumulonimbus clouds and tell what weather each often brings.

Standards: 3-ESS2-1

Builds on: Needs the Week 23 Sky Journal sketches of wispy, puffy, flat and tall clouds. One-minute check: ask "Name the five parts of weather." (Temperature, precipitation, wind, clouds and humidity.)

New words:

cirrus – thin, wispy clouds very high in the sky, made of ice
cumulus – puffy white clouds that look like heaps of cotton
stratus – a flat gray layer of cloud that spreads across the sky
cumulonimbus – a giant, tall storm cloud, dark underneath, that brings thunderstorms

Day 121 — Cloud Types — Wonder Warm-Up (5 min) — Spaced review from Week 24. Ask: "Engineers test a design and find a failure point. What do they do next?" (They improve it and test again.) Then look out a window. Ask: "Describe the clouds you see with three words." Now the wonder. Ask: "Can a cloud's shape give a clue about the weather?"
Mini-Lesson (10–15 min) — Say: "Clouds are made of tiny water drops or bits of ice floating in the air." Say: "A cloud's shape gives a clue about the weather, not a promise." Say: "Cirrus clouds are thin, wispy streaks, very high up. They are made of ice. The name means curl of hair." Say: "Cirrus clouds often come in fair weather. Many of them can mean a change in a day or so." Say: "Cumulus clouds are puffy white heaps with flat bottoms. The name means heap. They usually come on fair days." Say: "Stratus clouds make a flat gray layer, like a blanket over the sky. The name means layer. They may bring drizzle." Say: "The tall, dark storm clouds from Week 21 are called cumulonimbus clouds. They are giant towers, dark underneath. Nimbus means rain cloud. They bring thunderstorms." Ask: "Which cloud name means layer?" (Stratus.) Ask: "Which cloud is made of ice and looks like thin hair?" (Cirrus.) Ask: "A puffy cloud grows taller all afternoon and turns dark below. What might be coming?" (A thunderstorm. It is turning into a cumulonimbus cloud.) If stuck, say: "Is it wispy, puffy, flat or tall?"
Investigation / Hands-On (15–20 min) — Cotton Cloud Chart and Sky Tally. 1) Fold the dark paper into four boxes. 2) Your child builds one cloud in each box and glues it down. Cirrus: pull 1 cotton ball into thin wisps near the top. Cumulus: glue 3 whole balls in a heap. Stratus: stretch 2 balls into one flat sheet. Cumulonimbus: stack 5 balls into a tall tower with a wide top. 3) With the white crayon, label each box with the cloud's name and its usual weather. 4) Go outside or to a window. Safety: never look straight at the sun. Match the real sky to the chart. 5) Start a Sky Tally in the notebook. Draw a table with three columns: Date, Cloud type, Weather. Add one row every day this week. Use the same place and time of day. On Day 4 you will count the rows. Real skies are often mixed, and some days are clear. Say: "Real results vary. Pick the closest match, or write clear."
Science Notebook Entry (10 min) — Your child draws and labels all four cloud types, with the usual weather under each. Then give three frames. "Today I saw ___ clouds. They looked ___. They often mean ___." Sample: "Today I saw cumulus clouds. They looked puffy with flat bottoms. They often mean fair weather."
Wrap-Up & Exit Ticket (5 min) — Ask the three exit questions aloud; the cotton chart may stay in view. Praise shape words and the word usually.

Watch for: Thinking every gray or dark cloud is a storm cloud.

Try: Set the flat stratus sheet beside the tall tower on the chart. Say: "Storm clouds are tall. Look at the shape first, then the color."

Exit ticket:

What are clouds made of?
A low, flat gray layer covers the sky all morning. Which cloud type is it, and what might it bring?
Which cloud type did you see today? What shape clue told you?

Answers: 1) Tiny water drops or bits of ice floating in the air. 2) Stratus. It may bring drizzle or light rain. 3) Answers vary. Look for: a type that matches the sky and a shape word, such as wispy, puffy, flat or tall. On a clear day, accept "no clouds."

Print Day 1 practice pages →

Day 2 · Tuesday

Social Studies

Objective: I can explain what consumers are and how they make smart choices.

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

Builds on: Needs Day 1 (producers) and Week 24 Day 3 (incentives). One-minute check: "What is an incentive?" (Something that makes people want to do something, such as a sale price.)

New words:

consumer – a person who buys or uses goods and services

Warm-Up (5 min) — Spaced review from Week 24. Ask: "Is a toothbrush a need or a want? Tell why." (A need. It keeps teeth healthy.) Then ask the big question: "Someone produced your breakfast today. Who used it? What do we call that person?" Accept guesses.
Mini-Lesson (10–15 min) — Say: "A consumer is a person who buys or uses goods and services." "You are a consumer when you eat cereal, ride a bus or borrow a library book. Using counts, even when you do not pay." Say: "Producers and consumers need each other. Producers need buyers. Consumers need people to make things." "One person can be both. A baker produces bread and consumes shoes." Say: "Smart consumers compare three things: price, size and quality. Quality means how good it is and how long it lasts." Set out the two packages. Write $4 on two sticky notes and stick one on each. Ask: "Both cost $4. This one holds more. Which is the better buy?" (The bigger one. You get more for the same money.) Ask: "What if the bigger one goes stale before we finish it?" (Then it is not the better buy for us.) Say: "Sellers use incentives to change what consumers do. A sale rewards you for buying now. A library late fee is a cost that pushes you to return books on time." Ask: "Are you a consumer at a movie theater?" (Yes. You use a service.) "Is a late fee an incentive?" (Yes. It pushes people to be on time.) If stuck, say: "Who makes it? That is the producer. Who uses it? That is the consumer."
Activity / Source Work (15–20 min) — Comparison shopping. 1) Write new prices on the sticky notes. Keep it simple: the same price for two sizes, or two prices for the same size. 2) Your child fills a chart: Item | Price | Size | Quality. For quality, write one thing your child notices, such as a sturdy box. 3) Your child picks the better buy. Say: "Point to the number that proves it." 4) Open the flyer. Your child finds one incentive, such as a sale or a coupon. Ask: "What does the seller want consumers to do?" (Buy now, or buy more.) "Is it a good deal if we do not need it?" (No.) 5) Your child lists five things consumed today and marks each G for good or S for service. Choices vary. Look for a reason based on price, size or quality.
Notebook Entry (10 min) — Your child completes: "A consumer is ___. Producers and consumers need each other because ___. Three smart tips are ___." Sample: "A consumer is a person who buys or uses goods and services. They need each other because producers need buyers and consumers need makers. Compare price, compare size, check quality."
Exit Ticket (5 min) — Read each exit question aloud. Your child answers in the notebook. Praise reasons that mention more than price.

Watch for: Thinking the cheapest item is always the best buy.

Try: Compare a cheap toy that breaks quickly with a sturdier one. Ask: "Which costs less if you must replace the cheap one twice?"

Exit ticket:

Lena borrows a book from the public library and pays nothing. Is she a consumer? Tell why.
Two umbrellas look the same. One costs $6 and breaks in a week. One costs $9 and lasts for years. Which is the better buy? Why?
A store sign says "Buy 2, get 1 more at no cost." What does the store want consumers to do?

Answers: 1) Yes. She uses a good and a service, and using counts. 2) The $9 umbrella. It lasts much longer, so it is better quality for the money. 3) Buy two instead of one. The sign is an incentive to buy more.

Mathematics

Objective: I can find elapsed time within one hour.

Standards: 3.MD.A.1

Builds on: Needs Day 1 clock reading and the Week 2 jumps to a friendly number on a number line. One-minute check: ask "35 and how many more make 60?" (25)

New words:

elapsed time – how much time passes from the start to the end
open number line – a line you draw yourself, with only the numbers you need

Warm-Up (5 min) — Spaced review from Day 1. Ask: "The hour hand is between 2 and 3. The minute hand is 4 marks past the 7. What time is it?" (2:39) Then practice ÷5 facts with no timer. Ask 20 ÷ 5, 35 ÷ 5 and 45 ÷ 5 (4, 7, 9). Then count by 5s to 60 together, because every clock number is 5 more minutes.
Mini-Lesson (10–15 min) — Say: "Elapsed time is how much time passes from the start to the end." Say: "Lunch starts at 12:15 and ends at 12:50. How long is lunch?" Draw a line. Write 12:15 at the left end and 12:50 at the right end. Say: "This is an open number line. I jump to a friendly time first, a time that ends in 0." Draw a jump from 12:15 to 12:20 and write 5 above it. Draw a jump from 12:20 to 12:50 and write 30 above it. Ask: "How do I find the total?" (Add the jumps.) Write 5 + 30 = 35. Say: "So lunch lasts 35 minutes." Check on the clock. Move the minute hand from the 3 to the 10 and count by 5s. Say: "The clock agrees. The hand passed 7 numbers, and 7 × 5 = 35." Say: "The start goes at the left end. The end goes at the right end. The jumps show the minutes between them." Now your child does more. Ask: "How long is it from 2:10 to 2:36?" Your child draws the line and makes two jumps. (20 + 6 = 26 minutes)
Guided Practice (10–15 min) — Your child draws a line for each one and writes the minutes above every jump. Ask after each one: "Which jump landed on a friendly time?" 1) 9:20 to 9:50 (30 minutes; one jump). 2) 1:05 to 1:45 (25 + 15 = 40 minutes; jump to 1:30 first). 3) 7:13 to 7:40 (7 + 20 = 27 minutes; jump to 7:20 first). 4) 3:26 to 3:55 (4 + 20 + 5 = 29 minutes). If stuck, say: "Jump to the next time that ends in 0. Write the minutes above the jump. Then jump again and add."
Independent Practice (15–20 min) — Your child draws an open number line for each one. The start time goes at the left end and the end time at the right end. Your child checks two answers on the clock. 1) 4:05 to 4:30 (25 minutes). 2) 10:20 to 10:55 (35 minutes). 3) 6:35 to 6:50 (15 minutes). 4) 3:00 to 3:48 (48 minutes). 5) 1:18 to 1:51 (2 + 30 + 1 = 33 minutes). 6) 8:07 to 8:44 (3 + 30 + 4 = 37 minutes). 7) Tariq reads from 5:10 to 5:55. How long does he read? (45 minutes) 8) Mei bakes bread from 11:22 to 11:50. How long does it bake? (8 + 20 = 28 minutes)
Exit Ticket (5 min) — Read each question aloud. Your child draws a number line for each and writes the minutes.

Watch for: Counting the marks drawn on the number line instead of adding the minutes in each jump.

Try: Your child writes the minutes above every jump before adding anything.

Exit ticket:

How many minutes is it from 2:15 to 2:45?
How many minutes is it from 11:10 to 11:45?
How many minutes is it from 9:12 to 9:30? Show your jumps.

Answers: 1) 30 minutes 2) 35 minutes 3) 18 minutes (8 minutes to 9:20, then 10 minutes to 9:30)

English Language Arts

Objective: I can compare the details and the order of events in two texts, including cause and effect.

Standards: RI.3.9, RI.3.3, RI.3.1

Builds on: Needs Day 1 (topic and focus of the two bee texts) and cause and effect (Week 7). One-minute check: ask, "What is the focus of each bee text?" (hive jobs; pollination)

Warm-Up (5 min) — Word study: syllables. Write vacation, addition, division and confusion. Your child draws lines between the syllables and circles each ending. (va|ca|tion, ad|di|tion, di|vi|sion, con|fu|sion) Ask: "Which base word hides in division? In confusion?" (divide; confuse) Spaced review from Week 22. Read: "Mia yawned and rubbed her eyes at the table." Ask: "What can you infer?" (She is tired. Yawning and rubbing her eyes are the clues.)
Mini-Lesson (10–15 min) — Your child rereads both bee texts aloud. Say: "Careful readers compare details, such as numbers, names and steps." Use the ruler to draw four columns: Detail | Text 1 | Text 2 | Match? Say: "Each row gets one label: Match, Different, or Only in one text." Think aloud with the first row: "How long does a worker live in summer? Text 1 says about six weeks. Text 2 says about five to six weeks." Write both. Ask: "Could both be true at the same time?" (Yes. Six weeks fits inside five to six weeks.) Write "Mostly match. Text 2 gives a range." Say: "Writers round numbers in different ways. A small gap is not a real disagreement." Next write "Where is honey stored?" Say: "Text 1 says in wax cells. Text 2 never tells about honey. Missing is not the same as different." Write "Only in one text."
Guided Practice (10–15 min) — 1) Add the row "What do bees get from flowers?" Ask: "What does each text say?" (Text 1: nectar and pollen. Text 2: nectar to drink, and pollen sticks to the bee. Match.) 2) Your child lists the pollination steps in Text 2 in the notebook and numbers them. (1 The bee visits a flower. 2 Pollen sticks. 3 It flies to the next flower. 4 Pollen rubs off. 5 The flower can make seeds and fruit.) 3) Your child writes the "because" sentence in the notebook, the cause in one color and the effect in the other. (Cause: the flower gets pollen. Effect: it can make seeds and fruit.) Ask: "Which word signals the cause?" (because) 4) Ask: "In Text 1, why do bees store honey?" (to have food for winter) If stuck, say: "Put one finger on each text. Find the same kind of detail in both."
Independent Practice (15–20 min) — Your child works in the notebook. 1) Add three more rows to the chart and label each one. Ideas: what worker bees do, which fruits need bees, what bees do with nectar. 2) Write the order of a worker's jobs in Text 1 with the words first and later. 3) Write one cause-and-effect sentence about Text 2 using because or so. Look for: each label checked against both texts. Sample for part 2: "First, young workers clean cells and feed larvae. Later, older workers guard the door and gather food." Sample for part 3: "Pollen rubs off on a flower, so the flower can make fruit."
Exit Ticket (5 min) — Read each question aloud. Your child may use the chart and both texts.

Watch for: Marking a detail Different when one text only gives a range or a closer number.

Try: Ask, "Could both be true at the same time?" If yes, your child writes "mostly match" and notes the small gap.

Exit ticket:

Text 1 says a queen lays more than 1,000 eggs a day. Which label fits that detail, and why?
In Text 2, what happens right after pollen sticks to the bee?
Why do some farmers rent hives each spring?

Answers: 1) Only in one text. Text 2 does not tell about eggs. 2) The bee flies to the next flower (and some pollen rubs off). 3) So that bees will pollinate their orchards and the trees can make fruit.

Science

Objective: I can explain that air pushes on everything and that high and low air pressure bring different weather.

Standards: 3-ESS2-1

Builds on: Needs Week 19: wind is moving air. One-minute check: ask "What is wind?" (Moving air.)

New words:

air pressure – the push of air on everything it touches
barometer – a tool that measures air pressure

Day 122 — Air Pressure — Wonder Warm-Up (5 min) — Spaced review from Week 19. Ask: "A wind blows from the north toward the south. What do we name it?" (A north wind. Wind is named for where it comes from.) Then the wonder. Ask: "You cannot see air. Can it push on things?"
Mini-Lesson (10–15 min) — Say: "Air is real stuff. It has weight, and it pushes on everything it touches. That push is called air pressure." Say: "Air pushes from every side, even upward." Show it over the sink. Fill the cup to the very top with water. Lay a card flat on top and press it with your palm. Turn the cup upside down, then slowly take your palm away. The card usually stays on. Say: "The air below the card pushes up harder than the water pushes down." If the card falls, say: "Real results vary. Let's fill the cup fuller and use a dry, flat card." Say: "A barometer is a tool that measures air pressure." Say: "When the pressure is high, the sky is usually clear and calm. When it is low, clouds, wind and rain or snow are more likely." Say: "Falling pressure can mean stormy weather is coming. Rising pressure often means clearing skies." Ask: "Does air push only downward?" (No. It pushes from every side, even up.) Ask: "The pressure has been low all day. What sky would you expect?" (Cloudy, maybe windy, with rain or snow.) If stuck, say: "Think of the card. Air held it up."
Investigation / Hands-On (15–20 min) — Air Pushes, Then Pressure Data. Safety: work over the sink and wipe spills with the towel, so no one slips. 1) Straw test. Refill the cup. Your child dips the straw in and holds a finger over the top. They lift the straw out. 2) They lift the finger. Change only one thing: finger on or finger off. Keep the straw and the depth the same. Watch the water. Record it in a table with two columns: Finger, Water stays? Expect: finger on, yes; finger off, no. Say: "With your finger on top, air pushes up from below and holds the water in." 3) Pressure data. Copy this made-up record for one town into the notebook, in three columns: Day, Pressure, Sky. Day 1, high, sunny. Day 2, low, rain. Day 3, high, sunny. Day 4, low, cloudy. Day 5, high, sunny. Day 6, low, sunny. 4) Ask: "What pattern do you see?" (High days were sunny. Low days were mostly cloudy or rainy.) Ask: "Which day broke the pattern?" (Day 6.) Say: "That is why scientists say usually."
Science Notebook Entry (10 min) — Add today's row to the Sky Tally from Day 1. Then your child finishes four frames. "Air pressure is ___. When the pressure is high, the sky is usually ___. When it is low, ___ is more likely. I know air pushes because ___." Sample: "I know air pushes because it held the card up."
Wrap-Up & Exit Ticket (5 min) — Ask the three exit questions aloud. Praise the words usually and likely.

Watch for: Thinking air is nothing, because we cannot see it.

Try: Repeat the straw test and ask: "What is holding the water in?" Then your child fans the notebook near one cheek to feel air push.

Exit ticket:

A full cup is turned upside down with a card over its top. Why can the card stay on?
What does a barometer measure?
The pressure was low yesterday, and it is rising today. What will the sky most likely do?

Answers: 1) Air pushes up on the card harder than the water pushes down. 2) Air pressure, the push of the air. 3) It will most likely clear. Fair weather is likely, but not certain.

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Day 3 · Wednesday

Social Studies

Objective: I can tell the difference between goods and services and sort examples.

Standards: D2.Eco.3.3-5

Builds on: Needs Week 13 Day 3 (goods) and Day 1 of this week (services). One-minute check: "What are goods?" (Things people grow or make to use or sell.)

Warm-Up (5 min) — Spaced review from Week 13. Ask: "What is a warehouse?" (A big building where goods wait before they go to stores.) Then ask the big question: "A groomer washes your dog. What did you buy? Can you put it in a bag?" Accept guesses.
Mini-Lesson (10–15 min) — Say: "Goods are things you can touch and keep, like apples, socks and books." "Services are work people do for others, like teaching a class or fixing a sink." "People pay for both, because both have value." Teach the bag test. Say: "Can I put it in a bag and take it home? Then it is a good. Did someone do work for me? Then it is a service." Hand your child a pencil. Say: "This is a good." Then wipe the table for your child. Say: "I did work for you. That was a service." Say: "Many businesses give both. A restaurant sells food, which is a good. The server brings it, which is a service." "A service often uses tools. A dentist uses a drill, but you pay for the dentist's work." "Some services are paid for with taxes, like firefighting and trash pickup." Ask: "Is a piano lesson a good or a service?" (A service.) "Is a piano?" (A good.) "A vet sells dog food and gives checkups. Which is which?" (Dog food is a good. A checkup is a service.) If stuck, say: "Can you put it in a bag and take it home?"
Activity / Source Work (15–20 min) — Card sort. 1) Write one item on each card with a marker. Six goods: apple, sweater, scooter, book, pencil, loaf of bread. Six services: piano lesson, taxi ride, fixing a sink, vet checkup, mowing a lawn, teaching a class. Shuffle the cards. 2) Your child sorts the cards into the Goods and Services baskets. Your child says the bag test aloud for at least four cards. 3) Count each basket and write the totals in a chart: Goods | Services. Expect 6 and 6. 4) Tricky round. Name three businesses: a garden shop that plants trees, a pet store that grooms dogs, a computer store that repairs laptops. Your child names the good and the service for each. (Plants and planting. Pet supplies and grooming. Computers and repairs.) 5) Your child names one business near home that gives both. If a card lands in the wrong basket, use the bag test again together.
Notebook Entry (10 min) — Your child draws a T-chart, Goods | Services, with five new examples on each side. Then write one sentence about a business that gives both. Sample: "Goods: milk, socks, crayons, a ball, a lamp. Services: a bus trip, an eye exam, a drum lesson, house painting, babysitting. A bakery sells bread and delivers cakes."
Exit Ticket (5 min) — Read each exit question aloud. Your child answers in the notebook. Praise answers that name the work in a service.

Watch for: Calling a service a good because it uses an object, such as a taxi ride because of the taxi.

Try: Ask: "Did you buy the taxi, or did you pay someone to drive you?"

Exit ticket:

Sort these four into goods and services: a backpack, a dance class, a sandwich, a car wash.
A movie theater sells popcorn and shows a film. Which is the good, and which is the service?
A mail carrier brings letters to your home. Is the carrier giving a good or a service? How do you know?

Answers: 1) Goods: backpack and sandwich. Services: dance class and car wash. 2) The popcorn is the good. Showing the film is the service. 3) A service. The carrier does work for you by delivering.

Mathematics

Objective: I can find elapsed time when it crosses an hour.

Standards: 3.MD.A.1

Builds on: Needs Day 2 jumps on an open number line, and knowing that an hour has 60 minutes. One-minute check: ask "How many minutes is it from 1:40 to 2:00?" (20 minutes)

Warm-Up (5 min) — Spaced review from Day 2. Ask: "How many minutes is it from 6:25 to 6:50?" (25 minutes) Then practice ×9 facts with no timer. Ask 9 × 3, 9 × 6 and 9 × 8 (27, 54, 72).
Mini-Lesson (10–15 min) — Say: "Sometimes the time passes an hour. The minutes start over at each new hour. So we jump to the hour first." Say: "A walk goes from 9:45 to 10:20. How long is it?" Draw an open number line. Write 9:45 at the left end and 10:20 at the right end. Mark 10:00 between them. Say: "The hour is my friendly stop. An hour has 60 minutes, so from 45 up to 60 is 15." Ask: "How many minutes is it from 9:45 to 10:00?" (15) Move the clock hands to show it. Draw that jump and write 15 above it. Ask: "How many minutes is it from 10:00 to 10:20?" (20) Draw that jump and write 20 above it. Write 15 + 20 = 35. Say: "So the walk is 35 minutes long." Ask: "Why did I stop at 10:00?" (The minutes start over there, so both jumps are easy.) Now your child does more. Ask: "How long is it from 4:52 to 5:30?" Your child marks 5:00 on the line and makes two jumps. (8 + 30 = 38 minutes)
Guided Practice (10–15 min) — Your child marks the hour on every line before jumping. Your child writes the minutes above each jump, then adds. 1) 8:50 to 9:30 (10 + 30 = 40 minutes). 2) 11:40 to 12:25 (20 + 25 = 45 minutes). 3) 6:47 to 7:15 (13 + 15 = 28 minutes). 4) 12:35 to 1:10 (25 + 10 = 35 minutes). Say: "After 12 comes 1, so the hour to mark is 1:00." If stuck, say: "Which hour is between the two times? How many minutes to that hour? How many minutes after it?"
Independent Practice (15–20 min) — Your child draws a line for each one, marks the hour and adds the two jumps. Ask now and then: "How many minutes take you up to the hour?" 1) 2:35 to 3:05 (25 + 5 = 30 minutes). 2) 10:25 to 11:05 (35 + 5 = 40 minutes). 3) 1:50 to 2:35 (10 + 35 = 45 minutes). 4) 5:44 to 6:20 (16 + 20 = 36 minutes). 5) 7:38 to 8:09 (22 + 9 = 31 minutes). 6) 3:15 to 3:50. Does this one pass an hour? (No; one jump of 35 minutes.) 7) A show starts at 6:40 and ends at 7:30. How long is the show? (20 + 30 = 50 minutes) 8) Dad walks the dog from 8:54 to 9:21. How long is the walk? (6 + 21 = 27 minutes) Check two answers by moving the clock hands.
Exit Ticket (5 min) — Read each question aloud. Your child draws a number line for the first two and marks the hour.

Watch for: Taking the smaller minutes from the larger ones, so 9:45 to 10:20 becomes 25 minutes.

Try: Your child marks the hour on the line first and always makes two jumps.

Exit ticket:

How many minutes is it from 3:50 to 4:20?
How many minutes is it from 9:35 to 10:15?
Why do we jump to the hour first?

Answers: 1) 30 minutes (10 + 20) 2) 40 minutes (25 + 15) 3) Answers vary. Look for: the minutes start over at the hour, so the hour is an easy place to stop.

English Language Arts

Objective: I can combine information from two texts into one summary using grade-level science words.

Standards: RI.3.9, W.3.2, L.3.6

Builds on: Needs Day 1 and Day 2 (focus and details of both bee texts) and summary writing (Week 7). One-minute check: ask, "Does a summary tell every detail or only the key ones?" (only the key ones)

New words:

combined summary – a short piece that puts the key facts from two texts together

Warm-Up (5 min) — Word study: dictation. Say this sentence twice: "The station was full of motion and confusion." Your child writes it. Check together: a capital letter, a period, and -tion or -sion spelled correctly in three words. Your child fixes any word by writing it again. Spaced review from Week 21. Ask: "Which linking word adds one more reason: also or but?" (also)
Mini-Lesson (10–15 min) — Say: "Mix two paints and you get a new color. Combine two texts and you get a fuller picture." Write the plan for a combined summary in four lines. Line 1: a topic sentence that fits both texts. Line 2: two or three key facts from Text 1. Line 3: two or three key facts from Text 2. Line 4: a wrap-up sentence. Say: "Three rules. Use your own words. Tell a shared fact only once. Leave out opinions." Think aloud: "My topic sentence must fit both texts. Text 1 is about hive jobs. Text 2 is about flowers and fruit." Write: "Honeybees work hard inside their hives and outside on flowers." Then show how to pick a key fact. Say: "I ask, 'Does this fact explain the focus?' The queen laying eggs does. It stays."
Guided Practice (10–15 min) — 1) Your child jots three key facts from Text 1 as short notes. (the queen lays the eggs; workers clean, feed larvae, guard and gather food; bees make and store honey) 2) Your child jots three key facts from Text 2 as short notes. (pollen moves from flower to flower; pollen lets flowers make seeds and fruit; fruit farms depend on bees) 3) Ask: "Which fact do both texts tell?" (how long a worker bee lives) Say: "We tell it once." 4) Write the second sentence together: "Inside the hive, the queen lays eggs while workers clean, feed larvae and guard the door." Ask: "Would 'Honey is the best food' belong here?" (No. It is an opinion.) If stuck, say: "Cover the text. Tell me the two biggest things it taught you."
Independent Practice (15–20 min) — Your child writes the combined summary in 5 to 7 sentences. Offer these frames: "Honeybees ___ and ___. Inside the hive, ___. Workers also ___. Outside, bees ___. This helps ___. In summer, a worker lives ___. Together, ___." A model wrap-up: "Bees keep both their hive and our fruit farms going." Your child underlines each science word used: nectar, pollen, larvae, pollination. Checklist: 1) The topic sentence fits both texts. 2) At least two facts come from each text. 3) No fact is told twice. 4) No opinions.
Exit Ticket (5 min) — Your child reads the summary aloud, then answers the three questions from the summary.

Watch for: Summing up all of Text 1, then adding one fact from Text 2 at the end.

Try: Your child writes a small 1 or 2 beside each fact. Each number must appear at least twice.

Exit ticket:

Read a sentence in your summary that gives a fact from Text 2.
What job does your wrap-up sentence do?
Use "larvae" or "nectar" in a new sentence about bees.

Answers: 1) Answers vary. Look for: a fact about pollen, pollination, fruit or farmers. 2) It ends the summary by pulling both texts together and adds no new fact. 3) Answers vary. Sample: "Young worker bees feed the larvae."

Science

Objective: I can read symbols on a weather map, including H, L, cold fronts and warm fronts.

Standards: 3-ESS2-1

Builds on: Needs Day 2: high pressure usually brings clear skies, and low pressure makes clouds more likely. One-minute check: ask "The pressure is rising. What often happens to the sky?" (It clears.)

New words:

front – the line where a mass of cold air and a mass of warm air meet
cold front – the front edge of colder air that is moving in
warm front – the front edge of warmer air that is moving in

Day 123 — Reading Weather Maps — Wonder Warm-Up (5 min) — Spaced review from Week 20. Ask: "Weather or climate: Autumn here is usually dry and sunny?" (Climate.) Then the wonder. Ask: "A map can show roads and rivers. How could a map show weather?"
Mini-Lesson (10–15 min) — On one sheet of paper, draw a big box for land. Mark W on the left edge and E on the right. Draw three dots in a row: West Town, Middle Town and East Town. Say: "Weather maps use symbols, so one picture can show weather in many places." Write a blue H over East Town. Say: "H marks high pressure." Write a red L in the top left corner. Say: "L marks low pressure." Say: "A front is the line where cold air and warm air meet." Draw a blue line between West Town and Middle Town. Add blue triangles that point east. Say: "This is a cold front. Colder air is moving in. The triangles point the way it moves." Say: "A cold front often brings a short band of showers or storms. Then the air turns cooler and drier." In a corner, draw a red line with half circles. Say: "This is a warm front. It often brings clouds and steady rain, then warmer air." Ask: "Where is the L? What sky is likely near it?" (Top left. Cloudy, maybe rain.) Ask: "Which town will the cold front reach next?" (Middle Town. The triangles point east.) If stuck, say: "Find the color first. Blue is cold, and red is warm." Fronts go a little beyond Grade 3, so keep this light.
Investigation / Hands-On (15–20 min) — Map Reading and Town Data. 1) Your child points to each symbol on the sample map and says its meaning. 2) They tell the likely weather in each town. Record it in a table with three columns: Town, Symbol clue, Likely weather. Expect these. West Town: the cold front has passed, so cooler and drier. Middle Town: the cold front is next, so showers, then cooler. East Town: the H, so clear and calm. Accept other answers that fit the symbols. 3) On the second sheet, your child draws their own map with pencil and markers. It needs three towns, an H, an L, both kinds of front and a key. 4) Town data. Copy these made-up high temperatures for Middle Town: Monday 74°F, Tuesday 76°F, Wednesday 61°F, Thursday 59°F. Ask: "On which day did the cold front pass? What is your evidence?" (Wednesday. The high dropped 15 degrees, and it stayed cool.)
Science Notebook Entry (10 min) — Your child makes a map key in the notebook with four symbols. They are H, L, cold front and warm front. They write a meaning for each. Sample: "Blue line with triangles: cold front, cooler air coming." Add a row to the Sky Tally.
Wrap-Up & Exit Ticket (5 min) — Ask the three exit questions aloud, with your child's map and key open. Praise careful map reading, not memory.

Watch for: Mixing up the colors and shapes of the two fronts.

Try: Teach this line: "Blue and pointy like icicles is cold. Red and round like the sun is warm." Your child draws both fronts again.

Exit ticket:

On a weather map, what does a blue line with triangles show?
A cold front is moving toward your town. What weather might come first, and what comes after?
Look at your own map. Which town would you choose for a picnic tomorrow? Use a symbol as evidence.

Answers: 1) A cold front. Colder air is moving in the way the triangles point. 2) Showers or storms may come first. Then the air turns cooler and drier. 3) Answers vary. Look for: a town near the H, or far from the L and the fronts.

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Day 4 · Thursday

Social Studies

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

Builds on: Needs Week 13 Day 4, where your child swapped crackers and raisins, then used coins. One-minute check: "Why was swapping hard when I did not want raisins?" (You had nothing I wanted.)

New words:

barter – trading goods or services directly, without money
interest – extra money a bank pays people for keeping savings there; borrowers pay interest to the bank
interest rate – how much interest is paid in a year for each dollar

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.
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?"
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.
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."
Exit Ticket (5 min) — Read each exit question aloud. Your child answers in the notebook. Praise clear reasons and checked sums.

Watch for: Thinking saved money is gone or cannot be used later.

Try: Show the Save jar filling up. Say: "This money is waiting for something important to you."

Exit ticket:

Which one is barter: swapping two stickers for a pencil, or paying $1 for a pencil? Tell why.
Bank A pays 1 cent a year for each dollar saved. Bank B pays 3 cents. Which bank has the higher interest rate?
Eli puts $2 in his Save jar every week. How much is in the jar after 5 weeks?

Answers: 1) Swapping stickers for a pencil. No money is used. 2) Bank B. 3) $10 (5 × 2 = 10)

Mathematics

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

Standards: 3.MD.A.1

Builds on: Needs Days 2 and 3: jumps on an open number line, inside an hour and through the hour. One-minute check: ask "How many minutes is it from 7:45 to 8:10?" (25 minutes)

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).
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)
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."
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)
Exit Ticket (5 min) — Read each question aloud. Your child draws a number line and tells which part was missing.

Watch for: Jumping forward when the problem gives the end time and asks for the start.

Try: Ask: "Do we know the start or the end?" Your child draws the arrow before making any jump.

Exit ticket:

Practice ends at 6:20 and lasted 30 minutes. When did it start?
A trip starts at 8:35 and lasts 45 minutes. When does it end?
A game starts at 4:10 and ends at 4:55. How long is it?

Answers: 1) 5:50 2) 9:20 3) 45 minutes

English Language Arts

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

Builds on: Needs the combined summary from Day 3 and conclusions from two texts (Week 16). One-minute check: ask, "Name one fact from each bee text." (Samples: the queen lays eggs; bees pollinate apples.)

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)
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."
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.'"
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)."
Exit Ticket (5 min) — Read each question aloud. Your child answers from the paragraph and the talk.

Watch for: Using evidence from only one text, often the one your child liked more.

Try: Draw two small boxes labeled 1 and 2 in the margin. Your child checks a box when that text is used.

Exit ticket:

What two things must a conclusion from two texts have?
Read the evidence in your paragraph that came from Text 1.
What is one idea you added after our talk?

Answers: 1) An answer to the big question and evidence from both texts. 2) Answers vary. Look for: honey, hive jobs or the queen, labeled Text 1. 3) Answers vary. Look for: an idea linked to the talk, such as fewer bees meaning less fruit.

Science

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

Standards: 3-ESS2-1

Builds on: Needs the Sky Tally from Day 1 and the weather log from Weeks 19 to 24. One-minute check: ask "Which cloud type is a flat gray layer?" (Stratus.)

New words:

forecast – a prediction about the coming weather, made from data and patterns
typical – what usually happens; the usual kind

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?"
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?"
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."
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.
Wrap-Up & Exit Ticket (5 min) — Ask the three exit questions aloud, with the graph open. Praise every forecast that comes with a clue.

Watch for: Forecasting what your child hopes for, such as sunshine on a picnic day.

Try: Before accepting any forecast, ask: "Which clue tells you that?" No clue means it is a wish, not a forecast.

Exit ticket:

A forecast says there is an 80 percent chance of rain. What does that tell you?
Use your bar graph. Which kind of day is typical this season? Give the number of days.
What is your forecast for tomorrow, and which clue did you use?

Answers: 1) Rain is very likely, about 8 chances out of 10, but it is not certain. 2) Answers vary. Look for: the tallest bar and its count. Sample: sunny, 9 days. 3) Answers vary. Look for: a forecast backed by a real clue, such as cloud type or wind.

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Day 5 · Friday

Social Studies

Objective: I can show what I know about producers, consumers, goods and services on the Week 25 check.

Standards: D2.Eco.3.3-5, D2.Eco.5.3-5

Builds on: Needs Days 1 to 4 of this week. One-minute check: "Name the three kinds of resources." (Natural, human and capital.)

Warm-Up (5 min) — Spaced review from Week 24. Ask: "Jo can go skating or fishing on Sunday. She picks fishing. What is her opportunity cost?" (Skating.) Then play a quick sort. You name it, and your child says producer, consumer, good or service. A dentist (producer). A shopper buying milk (consumer). A sweater (good). A piano lesson (service). A taxi driver (producer).
Mini-Lesson (10–15 min) — Say: "Today you show what you know. First we warm up three ideas." Idea 1. Say: "One person can be a producer and a consumer. A vet produces a service by caring for pets. After work, the vet buys groceries and is a consumer." Idea 2. Find the apple card. Say: "An apple grower uses soil and rain, the pickers' skill, and ladders." Ask: "Which is natural? Which is human? Which is capital?" (Soil and rain. The pickers' skill. Ladders.) Idea 3. Say: "Money can be saved, spent or shared. A bank may pay savers interest." Ask: "Who pays interest to a saver?" (The bank.) Then explain the check. Say: "The check has 7 items. Read each question twice. Where you see lines, write a full sentence." Ask: "Can someone be a producer and a consumer on the same day?" (Yes.) If stuck, say: "Who makes it or does it? Who uses it?"
Activity / Source Work (15–20 min) — Job game. 1) Your child picks a pretend job, such as gardener, and says what the job produces. Is it a good or a service? 2) Your child names one natural, one human and one capital resource for the job. 3) Record it in a chart: Job | Produces | Good or service | Natural | Human | Capital. Sample row: gardener | neat lawns | service | soil | gardening skill | mower. 4) Pay your child the 10 play dollars for the work. On the paper, your child writes a mini budget: Save, Spend and Share, with a reason for each. The amounts must add to $10. 5) Your child names two things to buy with the Spend money. Is each a good or a service? 6) Swap. You pick a job. Your child draws three Day 3 cards and quizzes you: "Good or service?" Give one wrong answer on purpose for your child to catch. Jobs vary. Look for resources that fit their kind.
Notebook Entry (10 min) — Keep this to 5 minutes today so the check fits. In the notebook, your child completes: "I am a consumer when ___. I can be a producer when ___." Sample: "I am a consumer when I eat lunch. I can be a producer when I wash the car for my family."
Exit Ticket (5 min) — Ask the three exit questions aloud. Then give the stored Week 25 check. It has 7 items and takes about 15 minutes. Score it with the answer key. 6 or more right: move on to Week 26. 4 or 5 right: redo Day 3's goods and services sort. 3 or fewer right: reteach Day 1 with a play bakery. Praise full sentences. If time is short, give the check later today.

Watch for: Thinking a person is either a producer or a consumer, never both.

Try: Ask: "Does the vet eat food someone else grew? Does the vet buy shoes?"

Exit ticket:

A tailor sews coats for customers and later buys thread at a shop. When is the tailor a producer? When is the tailor a consumer?
Name one capital resource a carpenter uses.
You earn $10. Tell one thing you would do with it, and name the jar it comes from.

Answers: 1) A producer when sewing coats for others. A consumer when buying thread. 2) Answers vary. Look for: a tool or machine, such as a saw, a hammer or a workbench. 3) Answers vary. Look for: a plan that matches the jar, such as buying a book from the Spend jar.

Mathematics

Objective: I can show what I know about telling time and elapsed time.

Standards: 3.MD.A.1

Builds on: Needs everything from Days 1 to 4. One-minute check: set the clock to 9:07. Your child reads it (9:07).

Warm-Up (5 min) — Spaced review from Week 22 Day 2. Ask: "Which is greater, 1/2 or 1/3? Why?" (1/2; halves are bigger pieces than thirds.) Then practice ×5 and ×7 facts with no timer. Ask 5 × 8, 7 × 7 and 7 × 8 (40, 49, 56).
Mini-Lesson (10–15 min) — Play Set, Read, Jump for 10 minutes. Say: "I set a time. You read it. Then you jump on a number line to find a new time." Model one turn. Set the clock to 2:47. Say: "The minute hand is 2 marks past the 9, so it is 2:47." Say: "Now I jump forward 25 minutes." Draw a line from 2:47. Jump 13 minutes to 3:00, then 12 more to 3:12. Write 13 + 12 = 25. Say: "So 25 minutes after 2:47 is 3:12." Now your child takes every turn: read the clock, draw the line, jump and tell the new time. Turn 1: set 4:18 and jump forward 20 minutes (4:38). Turn 2: set 9:53 and jump forward 15 minutes (10:08). Turn 3: set 12:06 and jump forward 40 minutes (12:46). Turn 4: set 7:30 and jump back 45 minutes (6:45). Ask each turn: "Do the minutes pass an hour?"
Guided Practice (10–15 min) — Do four check-style problems together. 1) The hour hand is between 8 and 9. The minute hand is 3 marks past the 5. What time is it? (8:28) 2) How long is it from 2:25 to 3:05? (35 + 5 = 40 minutes) 3) Sam starts homework at 4:40 and works for 35 minutes. When does he finish? (5:15) 4) Recess ended at 10:30 and lasted 25 minutes. When did it start? (10:05) If stuck, say: "Is it a clock to read, a how-long problem, or a start or end to find? Draw the line first."
Independent Practice (15–20 min) — Give the stored Week 25 check now. Find it with the Week 25 lessons. It has 7 items. Allow about 15 minutes, with no time limit. Your child may draw number lines and use the clock. Score it with the answer key. Then choose a route by the result. 6 or 7 right: move on to Week 26. 4 or 5 right: find the kind of item missed. For items 1 and 2, reading the clock, redo Day 1 Guided Practice. For item 3, elapsed time inside one hour, redo Day 2 Guided Practice. For items 4 and 7, elapsed time that passes an hour, redo Day 3 Guided Practice. For items 5 and 6, finding an end or a start, redo Day 4 Guided Practice. 3 or fewer right: reteach the Day 2 and Day 3 Mini-Lessons before Week 26. Tape a long number line on the floor, and your child hops to friendly times.
Exit Ticket (5 min) — After the check, your child answers these three questions; then go over any missed check items together.

Watch for: Forgetting that the minutes start over after 60 when a time passes the hour.

Try: Your child marks the hour on the number line and counts the minutes to it first.

Exit ticket:

What time is 25 minutes after 8:45?
How many minutes is it from 10:35 to 11:10?
Which felt strongest this week: reading the clock, elapsed time or word problems?

Answers: 1) 9:10 2) 35 minutes (25 + 10) 3) Answers vary. Look for: a named skill and a reason.

English Language Arts

Objective: I can compare two texts on the same topic on the weekly check.

Standards: RI.3.9, RI.3.3, RI.3.4

Builds on: Needs Days 1 to 4: focus, comparing details, cause and effect, and conclusions from two texts. One-minute check: ask, "What label fits a detail that only one text tells?" (Only in one text)

Warm-Up (5 min) — Word study: spelling check, not timed. Say each word, then say it in a short sentence: action, station, vacation, vision, division, mansion. Challenge word: permission. Your child writes them in the notebook. Correct together. Your child highlights the ending in any missed word and writes the word again. Spaced review from Week 17. Ask: "Add -ly to quick. What does the new word mean?" (quickly; in a quick way)
Mini-Lesson (10–15 min) — Say: "Today you show what you know about two texts on one topic. First we warm up with a new pair." Your child reads both aloud. Text A, "Built for Pecking": A woodpecker's beak is strong and shaped like a chisel. With it, the bird pecks holes in tree trunks. Stiff tail feathers press against the bark, so the bird stays steady while it works. Its long, sticky tongue reaches deep into a hole to pull out insects. Text B, "A Home for Many": Woodpeckers peck nest holes in dead trees. After the chicks grow up, the family moves out. Because few other animals can dig such holes, bluebirds and squirrels move into the empty ones. Some people leave a dead tree standing so that woodpeckers can use it. Ask: "What topic do both share?" (woodpeckers) "What is the focus of each?" (A: how a woodpecker's body helps it peck. B: how woodpecker holes help other animals.) Ask: "In Text A, what is the effect of the stiff tail feathers?" (The bird stays steady while it works.)
Guided Practice (10–15 min) — 1) Your child closes the notebook and retells each woodpecker text in one or two sentences. 2) Ask: "Which text tells about a woodpecker's tongue? Which label fits that detail?" (Text A. Only in one text.) 3) Your child asks one question about woodpeckers that neither text answers. (Sample: "How long does a woodpecker live?") Together, name where to look. (a library book or an encyclopedia) 4) Your child says one conclusion about woodpeckers with evidence from each text. (Sample: "Woodpeckers are skilled builders. Their beaks work like chisels, and other animals move into their holes.") If stuck, say: "Tell me one thing Text A taught you. Now one thing from Text B."
Independent Practice (15–20 min) — Give the stored Week 25 weekly check now. It has 8 items. Your child works alone for about 15 minutes. You may read directions aloud, but give no hints. Score it with the answer key. Choose a route by the result. 6 or more right: move on to Week 26. For a stretch, your child charts the focus of two library books about one animal. 4 or 5 right: redo the Day 2 practice page. Then your child makes a detail chart for the two woodpecker texts. 3 or fewer right: reteach Day 1. Read two short texts aloud and sort fact cards into a Text 1 pile and a Text 2 pile. For the rest of the block, your child reads their own book.
Exit Ticket (5 min) — Read each question aloud after the check. Your child may look back at the woodpecker texts.

Watch for: Saying two texts disagree when one simply leaves a detail out.

Try: Say, "Missing is not the same as different." Your child marks Different only when both texts mention the detail.

Exit ticket:

Name one detail that is in both woodpecker texts.
In Text B, why do bluebirds and squirrels move into old woodpecker holes?
Tell one science word you learned from the bee texts and what it means.

Answers: 1) Woodpeckers peck holes in trees (Text A: in tree trunks; Text B: nest holes in dead trees). 2) Few other animals can dig such holes, so they use the empty ones. 3) Answers vary. Look for: a word such as larvae (baby bees) or pollination, with a correct meaning.

Science

Objective: I can use cloud types, air pressure and map symbols to explain a forecast.

Standards: 3-ESS2-1

Builds on: Needs the cotton cloud chart, map key, season graph and forecast chart from Days 1 to 4. One-minute check: your child points to each cotton cloud and names it (cirrus, cumulus, stratus, cumulonimbus).

Day 125 — Week 25 Review and Weekly Check — Wonder Warm-Up (5 min) — Spaced review from Week 20. Ask: "Why do scientists use many years of data to describe a climate?" (One year can be odd. Many years show the usual pattern.) Then open the forecast chart from Day 4 and fill in What happened. Ask: "Was your forecast right, partly right or wrong? Which clue helped most?"
Mini-Lesson (10–15 min) — Say: "Today we check four skills." 1) Clouds. Hold up the cotton chart. Ask: "Describe each cloud and its usual weather." (Cirrus: thin and wispy, often fair. Cumulus: puffy heaps, usually fair. Stratus: a flat gray layer, maybe drizzle. Cumulonimbus: tall dark towers, thunderstorms.) 2) Air pressure. Ask: "What did the cup and card show?" (Air pushes on everything, even upward.) Ask: "The pressure is rising. What often happens?" (The sky clears.) 3) Map symbols. Ask: "What do the triangles on a blue line tell you?" (It is a cold front, and they point the way it moves.) 4) Weather data. Say: "Here is the usual snowfall in a made-up town. December 8 inches, January 14 inches, February 10 inches." Ask: "Which month is usually snowiest? How many more inches fall than in December?" (January. 14 − 8 = 6 more inches.) Ask: "Why is a forecast better with data than without?" (Data shows what is typical and what is changing.) If stuck, say: "Open your notebook to that day. Read me one line."
Investigation / Hands-On (15–20 min) — Forecaster Report. 1) Your child plans a weather report about one minute long. They use their own map from Day 3, today's sky and the season graph. 2) The report needs four parts. They are a cloud type, a pressure or front clue, one graph number and tomorrow's forecast. 3) They stand by the map and give the report to the family. 4) A listener ticks a table with two columns: Part, Included. 5) Your child adds any missing part and gives that part again. Expect the number from the graph to be the part most often left out. Forecasts differ from place to place and day to day. Look for a forecast that follows from the clues.
Science Notebook Entry (10 min) — Your child writes a reflection with two frames. "My forecasts were right ___ out of ___ times so far. The most useful clue was ___ because ___." Sample: "My forecasts were right 1 out of 1 times so far. The most useful clue was the clouds because they got thicker before the rain."
Wrap-Up & Exit Ticket (5 min) — Ask the three exit questions aloud. Then give the Week 25 Science Check, which has 8 items. Allow about 10 minutes, later today if time is short. Score it with the key. With 6 or more right, keep the 3-day forecast chart for a week and score how many forecasts came true. With 4 or 5 right, redo the Day 3 map page, then draw the four map symbols from memory. With 3 or fewer right, reteach Day 1: build the cotton clouds again and name the real clouds outside together.

Watch for: Treating a wrong forecast as a failure.

Try: Say that expert forecasts miss too. Ask: "Which clue fooled us?" Checking and asking why is how forecasters improve.

Exit ticket:

Yesterday the sky had thin, wispy streaks. Today it is one flat gray layer. Name both cloud types.
Why do forecasters say likely and usually instead of surely and always?
Give your forecast for tomorrow with one clue and one number from your graph.

Answers: 1) Cirrus, then stratus. 2) Weather follows patterns, but not every time. A forecast gives chances. 3) Answers vary. Look for: a clue, such as cloud type, plus a count of typical days from the graph.

Print Day 5 practice pages →

Worksheets

math — Day 121 — Telling Time to the Minute
math — Day 122 — Elapsed Time Within an Hour
math — Day 123 — Elapsed Time Across an Hour
math — Day 124 — Time Word Problems
math — Day 125 — Time Practice