Day 5 · Friday

Objective: I can use scarcity, supply, demand and trade ideas in a market simulation.

Standards: D2.Eco.4.3-5, D2.Eco.7.3-5, D2.Eco.1.3-5

Materials: 10 play dollars for each buyer, 14 index cards (goods cards), 3 sticky notes for price tags, 2 toy animals as extra buyers, if only two people play, Stored Week 26 check and its answer key, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 25. Ask: "Name the three jars in a money plan." (Save, Spend and Share.) Then ask the big question: "You have $10 and three things you want. Which comes first? Why?"

2. Mini-Lesson · 10–15 min

   Say: "Today we run a market." Write the goods cards: 6 stickers, 6 bookmarks and only 2 slime cups. Lay them out. Write $2 on each sticky note and tag each kind of good. Say: "Sellers want a profit. Buyers want good value. Each buyer has $10, so no one can buy everything." Give the rules. Sellers may change prices between rounds. Buyers may say no to a price. Everyone speaks politely. With only two people, each toy animal is a buyer with $10, and you shop for it. Say: "Watch what happens to a popular item when it runs low." Ask: "Which good is scarce before we start?" (Slime. There are only 2.) "Three buyers each want slime. Can all of them get one?" (No.) "What might the seller do to the slime price in round 2?" (Raise it.) If stuck, say: "Count the cards. Count the buyers who want one."

3. Activity / Source Work · 15–20 min

   Market rounds. 1) Round 1. Every good costs $2. Buyers shop until they stop or run out of money. 2) Your child fills a chart: Good | Round 1 price | Number sold | Round 2 price | Number sold. 3) Put the cards and money back. Swap roles. 4) Round 2. The seller may change prices, such as slime to $4 and bookmarks to $1. Buyers shop again. 5) Your child finishes the chart and counts the money left. Ask: "Why did the seller change that price? Use the words supply and demand." (Sample: slime supply was low and demand was high.) "What did you want but not buy?" (That is the opportunity cost.) Slime usually sells out first. Real results vary. Look for the pattern: a good that many buyers want and few sellers have gets a higher price. If slime did not sell, ask which good did and why.

4. Notebook Entry · 10 min

   Keep this to 5 minutes today so the check fits. In the notebook, your child completes: "I bought ___. I spent $__ and had $__ left. The price of ___ changed because ___." Sample: "I bought one slime and two stickers. I spent $8 and had $2 left. The price of slime changed because many buyers wanted it and there were only two."

5. Exit Ticket · 5 min

   Ask the three exit questions aloud. Then give the stored Week 26 check. It has 7 items and takes about 15 minutes. Score it with the answer key. 6 or more right: move on to Week 27. 4 or 5 right: redo Day 2's chart with three new scenarios. 3 or fewer right: reteach Day 2 with a mini market that has few of one item. Praise reasons that use supply and demand. If time is short, give the check later today.

Homework: Your child tells a family member one thing the market showed about prices. Look for a reason that uses supply or demand.

Objective: I can show what I know about mass and liquid volume.

Standards: 3.MD.A.2

Materials: Stored Week 26 check and its answer key, 3 index cards. Write one unit on each: grams, kilograms, liters., Full 1-liter bottle of water and the word cards from Day 2 (for the game and reteaching), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 25 Day 1. Ask: "The hour hand is between 5 and 6. The minute hand is 3 marks past the 2. What time is it?" (5:13) Then practice ×7 and ×8 facts with no timer. Ask 7 × 6, 7 × 8 and 8 × 8 (42, 56, 64).

2. Mini-Lesson · 10–15 min

   Play Unit Choice for 10 minutes. Lay out the 3 unit cards. Say: "I name a thing. You pick the best unit card and tell why." Model one turn. Say: "A bag of dog food. Am I measuring how heavy, or how much liquid?" (How heavy.) Say: "It is heavier than many water bottles. So the best unit is kilograms." Now your child takes every turn. Name four things first: a car (kilograms), a grape (grams), a wading pool (liters), a button (grams). Then name four more: a feather (grams), a bucket of paint (liters), a bowling ball (kilograms), pond water (liters). Ask each turn: "How heavy, or how much liquid? A small amount or a large amount?" Then your child names 3 things for you and checks your cards. Last, hold up the full bottle. Ask: "Does a mug hold more than 1 liter or less? A bucket?" (Less; more.)

3. Guided Practice · 10–15 min

   Do three check-style problems together. Your child draws a bar model for each. 1) A block of cheese is 750 grams. Lena cuts off 200 grams. How many grams are left? (750 − 200 = 550 grams) 2) A gardener shares 32 liters of water equally among 4 trees. How many liters does each tree get? (32 ÷ 4 = 8 liters) 3) A goat is 27 kilograms. A lamb is 9 kilograms. How many more kilograms is the goat? (27 − 9 = 18 kilograms) If stuck, say: "What is the unit? Are we joining, taking away, making equal groups or sharing?"

4. Independent Practice · 15–20 min

   Give the stored Week 26 check now. Find it with the Week 26 lessons. It has 7 items. Allow about 15 minutes, with no time limit. Your child may draw bar models. Score it with the answer key. Then choose a route by the result. 6 or 7 right: move on to Week 27. 4 or 5 right: find the kind of item missed. For items 1 and 2, grams or kilograms, redo the Day 2 card sort. For items 3 and 4, liters, redo problem 1 in Day 3 Guided Practice with a mug and the bottle. For items 5, 6 and 7, word problems, redo Day 4 Guided Practice with bar models. 3 or fewer right: reteach the Day 2 and Day 4 Mini-Lessons before Week 27. Your child holds the full bottle and sorts real objects into grams or kilograms.

5. Exit Ticket · 5 min

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

Fact fluency: ×7 and ×8 facts

Homework: Your child plays Unit Choice with a family member for 8 turns. Sample: a paper clip, grams; a full bucket, liters.

Objective: I can tell literal from nonliteral language and explain what nonliteral phrases really mean on the weekly check.

Standards: L.3.5.A, RL.3.4, SL.3.2

Materials: Stored Week 26 weekly check (8 items) and its answer key, Drawing paper, Crayons or markers, Writer's notebook (Day 4 paragraph), Poem "Storm at Night" (reopen the Day 3 lesson), Pencil

1. Warm-Up · 5 min

   Word study: spelling check, not timed. Say each word, then say it in a short sentence: picture, nature, future, mixture, furniture, adventure. Challenge word: temperature. Correct together. Your child writes any missed word again and underlines -ture. Spaced review from Week 20. Ask: "What does fixable mean?" (It can be fixed.)

2. Mini-Lesson · 10–15 min

   Say: "Today you show what you know about literal and nonliteral language. Every answer has two parts." Write: "This is literal." and "This is nonliteral. It really means ___." Practice with new sentences. Read each one and ask both parts. "The playground was an anthill at recess." (Nonliteral. It was crowded and busy.) "The alarm clock screamed at six." (Nonliteral. It rang very loudly.) "The alarm clock rang at six." (Literal.) "Keep your eyes peeled for the bus." (Nonliteral. Watch carefully.) Think aloud on the last one: "Nobody peels eyes. The bus is my clue. It means watch closely." Then ask: "Which sense does 'the smoky campfire' use?" (smell)

3. Guided Practice · 10–15 min

   1) Read your child's Day 4 paragraph aloud. Your child listens with eyes closed. 2) Your child names the nonliteral phrases heard and tells what each really means. 3) Switch. Your child reads one stanza of "Storm at Night" aloud with expression. You name a nonliteral phrase and give a wrong meaning on purpose. Your child corrects you. (Sample: you say "The rain is playing a real drum." Your child says, "No. The rain taps hard on the roof.") 4) Ask: "Which phrase this week painted the clearest picture for you? Why?" If stuck, say: "Listen for something that could not really happen. That phrase is nonliteral."

4. Independent Practice · 15–20 min

   Give the stored Week 26 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 27. For a stretch, your child writes a short poem with nonliteral phrases and reads it aloud. 4 or 5 right: redo the Day 1 practice page. Then your child sorts ten new sentence cards as literal or nonliteral. 3 or fewer right: reteach Day 1 and Day 2 with fold-over drawings. Draw the literal picture on one side and the real meaning on the other. If time allows, your child draws a favorite phrase two ways: literal and real.

5. Exit Ticket · 5 min

   Read each question aloud after the check. Your child answers with both parts.

Homework: Your child reads for 15 minutes. Then your child writes one nonliteral phrase from the book with its real meaning. Look for a phrase copied correctly from the book.

Objective: I can explain adaptations of animals, plants and people to their climates.

Standards: 3-LS4-3, 3-ESS2-2, 3-ESS3-1

Materials: Week 26 Science Check (7 items) and its answer key, Adaptation charts from Days 1 and 2, 4 index cards, 1 sheet of blank paper, Crayons, Science notebook and pencil

1. Day 130 — Week 26 Review and Weekly Check — Wonder Warm-Up · 5 min

   Spaced review from Week 25. Ask: "Which cloud type is thin and wispy and made of ice?" (Cirrus.) Then play a match game. Write one adaptation on each index card: long thin ears, thick leaves that store water, thin waxy needles, long thick wool. Your child names the living thing and its climate. (Jackrabbit, desert. Aloe, desert. Pine, cold winters. Musk ox, polar.)

2. Mini-Lesson · 10–15 min

   Say: "Today we check four skills." 1) Animals. Ask: "A caribou grows a thicker coat each fall. How does that help?" (It holds in body heat through the winter.) Ask: "A desert lizard rests under a rock at midday. Why?" (It stays cooler and loses less water.) 2) Plants. Ask: "Why does a waxy skin help a desert plant?" (Wax slows water from escaping.) 3) People. Ask: "Name two designs for a town with long heat waves." (Sample: shade trees and thick walls.) 4) Arguing from evidence. Model it. Say: "Claim: a pine survives well in a snowy climate. Evidence: its thin, waxy needles lose little water. Reasoning: so it does not dry out while the ground is frozen." Ask: "A moss needs damp shade. How well would it survive in a hot desert? Give your evidence." (Not at all. It would dry out in the sun.) If stuck, say: "Open your chart. Find the row. Read the How it helps box."

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

   Adaptation Poster. 1) Your child chooses one climate: arid, polar, tropical or temperate. 2) They divide the blank paper into three parts: Animal, Plant, People. 3) In each part, they draw and label in crayon one adaptation or design that fits that climate. 4) Under each drawing, they write one sentence about how it helps. 5) On the back, they name one living thing from another climate that would not survive there, with a reason. 6) Check the poster together in a table with three columns: Part, Fits the climate?, Reason given? Expect the People part to slip most often. A design must answer the weather, not just look nice. Posters differ from child to child. Look for the pattern in every part: feature, climate, reason.

4. Science Notebook Entry · 10 min

   Your child writes a reflection in the notebook with two frames. "The most surprising adaptation I learned is ___ because ___. One design that helps people in my climate is ___." Sample: "The most surprising adaptation is the jackrabbit's ears because ears can cool a body."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Then give the Week 26 Science Check, which has 7 items. Allow about 10 minutes, later today if time is short. Score it with the key. With 6 or more right, your child invents an animal for a climate and labels three adaptations. With 4 or 5 right, redo the Day 2 plant page. Then find one real plant and name a part that helps it. With 3 or fewer right, reteach Day 1: repeat the glove test and talk about fur, fat and big ears.

Homework: Explain your Adaptation Poster to a family member. Look for: a how-it-helps reason for all three parts.