Day 2 · Tuesday

Objective: I can review rights, responsibilities and voting.

Standards: D2.Civ.2.3-5, D2.Civ.3.3-5

Materials: 1 sheet of paper for a T-chart, 8 index cards, Ballot from Week 22 (or a slip of paper), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 21. Ask: "How many amendments are in the Bill of Rights? What do they protect?" (Ten. They protect people's rights.) Then say the five First Amendment freedoms together with RAPPS: religion, assembly, press, petition, speech. Ask: "Which matters more to a community, rights or responsibilities?" (Both. Listen for a reason.)

2. Mini-Lesson · 10–15 min

   Say: "Today we review three skills." Skill 1. Say: "A citizen is a member of a country. Most U.S. citizens are citizens by birth. Others become citizens through naturalization." Skill 2. Say: "A right is a freedom the law protects. A responsibility is something you should do for the community." "Rights have limits. Freedom of speech does not allow threats." Skill 3. Say: "U.S. citizens who are 18 or older may vote. Almost every state asks them to register first. Each voter gets one vote." Fold the ballot in half. Say: "A ballot is secret. Folding hides my choice, so no one can pressure me." "People vote at three levels: local, state and national." "A democracy works only when people take part and respect the result." Ask: "What is a jury?" (Citizens who listen to a trial and decide.) "Name a state office people vote for." (Governor or state legislator.) "Does freedom of speech let someone threaten a neighbor?" (No. Rights have limits.) If stuck, say: "Does the law protect it for you? It is a right. Should you do it for others? It is a responsibility."

3. Activity / Source Work · 15–20 min

   Sort and judge. 1) Write eight scene cards. A reporter writes about a crowded bus route. Neighbors sign a request for a stop sign. A family prays at the place of worship it chooses. A girl gives a speech about recycling. A teen picks up litter at the park. A shop owner pays taxes. A family obeys the leash law. A woman votes for mayor. 2) On the paper, draw a T-chart: Rights | Responsibilities. Your child sorts the cards. Voting goes on the middle line, because it is both. Expect four rights, three responsibilities and one on the line. 3) Your child names the freedom for each right. (Press, petition, religion, speech.) 4) Fair or not fair? A club lets its oldest members vote twice. (Not fair. Each person gets one vote.) Only people who agree with the mayor may vote. (Not fair. Every adult citizen may vote.) The side that lost thanks the voters and accepts the count. (Fair.) 5) Ask: "Ben is 16. Can he vote for governor?" (Not yet.) Look for all eight cards sorted. Fix any with the two questions from the lesson.

4. Notebook Entry · 10 min

   Your child completes: "Voting matters because ___. One way I can take part now is ___." Sample: "Voting matters because voters choose leaders and laws. One way I can take part now is learning about my town and speaking up kindly."

5. Exit Ticket · 5 min

   Read each exit question aloud. Your child answers in the notebook. Praise answers that give a reason.

Homework: Your child asks a family member why voting matters and writes the answer in one sentence. Look for a reason, not only "it is important."

Objective: I can review equivalent fractions and comparing fractions.

Standards: 3.NF.A.3.A, 3.NF.A.3.B, 3.NF.A.3.C, 3.NF.A.3.D

Materials: Fraction wall from Week 21 Day 1. If it is lost, cut 6 paper strips 24 cm long and mark them with a centimeter ruler: one whole, halves at 12 cm, thirds every 8 cm, fourths every 6 cm, sixths every 4 cm, eighths every 3 cm., Grid paper, Crayons, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 25 Day 2. Ask: "How many minutes is it from 3:10 to 3:42?" (30 + 2 = 32 minutes) Then practice ÷6 facts with no timer. Ask 24 ÷ 6, 42 ÷ 6 and 54 ÷ 6 (4, 7, 9).

2. Mini-Lesson · 10–15 min

   Say: "Equivalent fractions name the same amount. We first saw this in Week 20 Day 4 and Week 21 Day 1." Set out the fraction wall. Ask: "1/2 equals how many eighths?" Slide a finger down from the end of 1/2. It lines up with the end of 4 eighths. Say: "So 1/2 = 4/8. One amount has two names." On grid paper, outline 2 rows of 4 squares and shade one whole row. Say: "From Week 21 Day 2: an area model shows it too. 4 of the 8 squares are shaded, and that is 1 of the 2 rows." Say: "Now we compare. Both fractions must be parts of the same-size whole." Point to 5/8 and 7/8 on the eighths strip. Say: "From Week 22 Day 1: the same denominator means same-size pieces. More pieces is greater. So 7/8 > 5/8." Point to 3/4 and 3/8. Say: "From Week 22 Day 2: the same numerator means the same number of pieces. Fourths are bigger than eighths. So 3/4 > 3/8." Say: "From Week 21 Day 4: 8/4 is 2 wholes, and 4 wholes is 4/1." Now your child does more. Your child finds 2/3 = ?/6 on the wall (4). Then your child compares 1/2 and 1/8. (1/2 > 1/8)

3. Guided Practice · 10–15 min

   Your child uses the wall or grid paper and tells which idea fits. 1) Find a fraction on the wall equal to 1/3. (2/6) 2) On grid paper, outline 2 rows of 4 squares. Shade one column. Name the shaded part two ways. (2/8 = 1/4) 3) Compare 3/6 and 5/6. (3/6 < 5/6; same denominator) 4) Compare 5/6 and 5/8. (5/6 > 5/8; same numerator, and sixths are bigger.) If stuck, say: "Is the top number the same, or the bottom number? Same bottom: count pieces. Same top: which pieces are bigger?"

4. Independent Practice · 15–20 min

   Your child checks each answer on the fraction wall. 1) 1/2 = ?/4 (2) 2) 4/6 = ?/3 (2) 3) 6 = ?/1 (6) 4) 4/2 = ? (2; four halves make 2 wholes) 5) Compare 1/4 and 3/4. (1/4 < 3/4) 6) Compare 3/6 and 3/8. (3/6 > 3/8) 7) Ana eats 2/6 of a granola bar. Ben eats 4/6 of a bar the same size. Who eats more? (Ben; 4/6 > 2/6) 8) Two strings are the same length. The red one is cut into thirds and the blue one into eighths. Which is longer, one red piece or one blue piece? (One red piece; 1/3 > 1/8)

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers on paper and may use the fraction wall.

Fact fluency: ÷6 facts

Homework: Your child writes 4 comparisons: two with the same denominator and two with the same numerator. Your child draws strips for one. Sample: 1/6 < 5/6 and 2/4 > 2/8.

Objective: I can review inference, point of view and how illustrations help tell a story.

Standards: RL.3.1, RL.3.6, RL.3.3, RL.3.7

Materials: Reader's notebook, Drawing paper, Colored pencils, Pencil, Ruler, Quarter 3 Review for Reading & Writing (Assessments page), if you give it today

1. Warm-Up · 5 min

   Word study: tricky parts. Write hear, here, write, right, know, no. Say: "You hear with your ear. Here is a place, like there and where. Write and know each start with a silent letter." Your child underlines ear in hear, the w in write and the k in know. Ask: "Which letter is silent in write? In know?" (w; k) Spaced review from Week 7. Ask: "What do we call the sentences that tell more about a main idea?" (supporting details, also called key details)

2. Mini-Lesson · 10–15 min

   Say: "Today we review inference and point of view. An inference is a text clue plus what I already know." Use the ruler to draw three columns: Text clue | What I know | My inference. Read the story aloud. "The Best Hiding Spot": I counted to twenty and opened my eyes. Right away I saw two green sneakers under the living room curtain. The curtain shook with giggles. Nico is only four, and this was his first game of hide-and-seek. "Hmm, where could he be?" I said loudly. I looked under the table. I checked behind the couch twice. At last Nico jumped out. "You never found me!" he shouted. I threw up my hands and gasped. "You are too good at this," I said. Think aloud: "Clue: sneakers under the curtain and giggles. I know feet stick out when little kids hide. My inference: the narrator knew where Nico was right away." Fill in one row.

3. Guided Practice · 10–15 min

   1) Ask: "Who is telling this story? How do you know?" (the older child who is the seeker; the words I and my) 2) Ask: "Why does the narrator look under the table?" (to pretend, so Nico can enjoy the game) Add this row to the chart. 3) Ask: "How does Nico feel when he jumps out? Which clue shows it?" (proud and excited; he shouted) 4) Ask: "If you drew the sneakers under the shaking curtain, what would the picture add?" (It shows the joke: the reader sees what Nico thinks is hidden.) If stuck, say: "Point to the words that are your clue. What do you already know about that?"

4. Independent Practice · 15–20 min

   The Quarter 3 Review for Reading & Writing is on the Assessments page. Today is the suggested day, but any day this week is fine. It takes about 30 minutes, so it replaces this block and may run a little over. If you save it for another day, your child answers these in the notebook. 1) What kind of person is the narrator? Give evidence. 2) Would you have pretended too? Tell how your view is like or unlike the narrator's. 3) Retell the game as Nico in 4 or 5 sentences. Use only what Nico could see and know. 4) Draw one picture for Nico's version. Look for: a trait such as kind or patient with proof, and a retelling that starts with "I hid."

5. Exit Ticket · 5 min

   Read each question aloud. Your child may look back at the story and the retelling.

Homework: Your child retells a funny family moment from another person's point of view to a family member (10 minutes). Look for only what that person could see and know.

Objective: I can review severe weather safety and the engineering steps I used.

Standards: 3-ESS3-1, 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3

Materials: Safety poster from Week 21, Weather instrument from Week 24, 6 index cards, Science notebook with the Week 24 design pages, and pencil

1. Day 132 — Q3 Review: Severe Weather and Engineering — Wonder Warm-Up · 5 min

   Spaced review from Week 22. Ask: "Name one hot desert and one cold desert." (The Sahara is hot. The Gobi is cold.) Then the wonder. Say: "You are at the park, and you hear thunder." Ask: "What do you do, and how long do you wait?" (Go indoors at once. Stay in until 30 minutes after the last thunder.)

2. Mini-Lesson · 10–15 min

   Say: "Today we check four skills." 1) Watch or warning. Ask: "A winter storm watch comes on the radio. Later a flood warning comes. Which one means act now?" (The flood warning. A watch means be ready.) 2) Safety steps. Ask: "Floodwater covers the street ahead. What is the rule?" (Turn around, don't drown.) Ask: "Why do hurricanes weaken over land?" (They get their energy from warm ocean water.) 3) Engineering. Open the Week 24 design pages. Ask: "What is the difference between a criterion and a constraint?" (A criterion is what the design must do. A constraint is a limit.) Ask: "In which step did you write your criteria and constraints?" (The first step, defining the problem.) 4) Designs that lower harm. Say: "In wildfire country, people clear a wide strip of bare ground around homes." Ask: "Make a claim. How does the strip help?" (Fire has nothing to burn there, so it slows or stops.) If stuck, say: "Look at your safety poster. Find that hazard. Read the step aloud."

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

   Hazard Card Sort and Instrument Demo. 1) Write one hazard on each index card: thunderstorm, tornado, hurricane, flood, blizzard, wildfire. 2) Your child draws a card, then names one safety step and one design that lowers harm. Record the answers in a table with three columns: Hazard, Safety step, Design. Samples follow. Thunderstorm: go indoors; lightning rod. Tornado: lowest inside room; storm shelter. Hurricane: leave if officials say so; storm shutters. Flood: move to higher ground; sandbag walls. Blizzard: stay indoors; insulated homes. Wildfire: leave when told; a cleared strip around homes. 3) Your child takes one reading with the Week 24 instrument. They explain one improvement they made and why they changed only one thing. 4) They choose one design from the table and make a claim with a reason. Sample: "Storm shutters are a good design because they stop flying objects from breaking windows." Accept other correct answers. Look for a safety step that truly fits the hazard.

4. Science Notebook Entry · 10 min

   Your child writes review notes for Weeks 21 and 24. First comes a hazard chart for the three hazards most likely where you live: Hazard, Warning signs, Safety step. Then come four lines about the instrument. "The problem was ___. One criterion was ___. One constraint was ___. I improved ___." Sample: "The problem was measuring wind direction. One criterion was that it turns easily."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud; the safety poster may stay in view. Praise safety steps that fit the hazard.

Homework: Practice your family's safety plan once more, and update the poster if anything changed. Look for: everyone can point to the safe place.