Day 3 · Wednesday

Objective: I can review economics: needs and wants, producers and consumers, goods and services, and money.

Standards: D2.Eco.1.3-5, D2.Eco.3.3-5, D2.Eco.5.3-5

Materials: 12 index cards, 4 sheets of paper for sorting mats (two colors if you have them), 3 jars or envelopes labeled Save, Spend, Share, 10 play dollars or coins, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 24. Ask: "Is a winter coat a need or a want? Does it depend?" (A need in a cold place. An extra coat is a want.) Then ask: "Which economics word is hardest for you to explain? We will work on it today."

2. Mini-Lesson · 10–15 min

   Say: "Today we review five ideas." Hold up one finger for each. "One. Needs are things we must have. Wants are nice to have. Needs come first." "Two. Producers make goods or provide services. Consumers buy or use them. Producers use natural, human and capital resources." "Three. A good is a thing you can keep. A service is work done for you." "Four. Scarcity means money, time and things are limited. So every choice has an opportunity cost." "Five. Money makes trading easier than barter. A money plan can save, spend and share." After each idea, your child gives one example. Ask: "Name a capital resource a painter uses." (A ladder or a brush.) "Is a teacher a producer? Tell why." (Yes. A teacher provides a service.) "A potter wants bread, but the baker does not want pots. What is the problem with barter here?" (Each person must want what the other has.) "What does scarcity force people to do?" (Choose.) If stuck, say: "Find the word in your notebook. Read its meaning, then say it your own way."

3. Activity / Source Work · 15–20 min

   Double sort. 1) Write twelve cards: water, bread, apples, sweater, doctor visit, roof repair, toy, video game, candy, puzzle, piano lesson, pony ride. 2) Label two mats Needs and Wants. Your child sorts the cards. Ask: "Must I have it to live and be safe?" Expect 6 needs: water, bread, apples, sweater, doctor visit, roof repair. 3) Label the other two mats Goods and Services. Your child sorts the same cards again. Ask: "Can I carry it home and keep it?" Expect 4 services: doctor visit, roof repair, piano lesson, pony ride. The other 8 are goods. 4) Your child records both sorts in a chart: Sort | Group 1 | Group 2, with a count in each box. 5) Money task. Your child splits the 10 play dollars among the three jars and explains each amount. Check that the amounts add to $10. Look for at least 10 of 12 correct in each sort. Accept a different answer with a sensible reason.

4. Notebook Entry · 10 min

   Your child writes these eight words with a short meaning for each: need, want, producer, consumer, good, service, scarcity, opportunity cost. Sample: "Scarcity: not enough for everyone to have all they want. Service: work someone does for others."

5. Exit Ticket · 5 min

   Read each exit question aloud. Your child answers in the notebook. Praise answers that use this unit's words.

Homework: Your child teaches a family member the eight key words. Look for an example given with each word.

Objective: I can review time, measuring to the nearest quarter inch, mass and liquid volume.

Standards: 3.MD.A.1, 3.MD.A.2, 3.MD.B.4

Materials: Analog clock with movable hands and minute marks, Inch ruler with quarter-inch marks, 3 small objects to measure: crayon, fork, key, Paper for open number lines, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 22 Day 1. Ask: "Which is greater, 1/6 or 5/6? Why?" (5/6; the pieces are the same size, and 5 is more than 1.) Then practice ×7 facts with no timer. Ask 7 × 3, 7 × 7 and 7 × 9 (21, 49, 63).

2. Mini-Lesson · 10–15 min

   Say: "Today we review time and measurement. I show one of each kind." First, time to the minute, from Week 25 Day 1. Set the clock to 5:43. Say: "The minute hand is 3 marks past the 8, so it shows 43 minutes. The hour hand has passed 5. So it is 5:43." Next, elapsed time, from Week 25 Day 3. Ask: "How long is it from 7:50 to 8:22?" Draw a line and mark 8:00. Jump 10, then 22. Write 10 + 22 = 32. Say: "So it is 32 minutes." Next, measuring, from Week 24 Day 4. Lay the crayon at the 0 mark of the ruler. Say: "I find the closest quarter-inch mark. If it ends 1 mark past 5, it is 5 1/4 inches." Last, units, from Week 26. Say: "Grams for light things and kilograms for heavy things. Liters for liquid, like the water in a bucket." Now your child does more. Read aloud: A class starts at 1:20 and lasts 45 minutes. When does it end? (2:05; jump 40, then 5 more)

3. Guided Practice · 10–15 min

   Each answer names the lesson where the skill was first taught. 1) How long is it from 9:40 to 10:05? (20 + 5 = 25 minutes; Week 25 Day 3) 2) Your child measures the fork to the nearest quarter inch, points to the mark and names it. (Answers vary; Week 24 Day 4) 3) Ask the unit for each: a bag of potatoes, a paper clip, a wading pool, a watering can. (kilograms, grams, liters, liters; Week 26 Days 2 and 3) 4) 30 kilograms of rice are shared equally into 5 bags. How many kilograms are in each bag? (30 ÷ 5 = 6 kilograms; Week 26 Day 4) If stuck, say: "Which week is this like? Which tool helps: the clock, a number line, the ruler or a bar model?"

4. Independent Practice · 15–20 min

   Your child uses the clock, the ruler and number lines. 1) You set the minute hand 1 mark past the 5 and the hour hand between 11 and 12. (11:26) 2) How long is it from 6:35 to 7:10? (25 + 10 = 35 minutes) 3) A game starts at 11:50 and ends at 12:30. How long is it? (10 + 30 = 40 minutes) 4) A lesson starts at 2:45 and lasts 30 minutes. When does it end? (3:15) 5) A straw ends 2 quarter-inch marks past 1. How long is it? (1 2/4 inches, which is 1 1/2 inches) 6) Your child measures the crayon and the key to the nearest quarter inch. (Answers vary; check each mark.) 7) A farmer fills 4 cans with 8 liters of milk each. How many liters is that? (4 × 8 = 32 liters) 8) A bag of oranges is 650 grams. A bag of plums is 275 grams. How many more grams are the oranges? (650 − 275 = 375 grams)

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers on paper and may draw a number line.

Fact fluency: ×7 facts

Homework: Your child solves two problems and measures one thing. 1) How long is it from 7:40 to 8:25? (20 + 25 = 45 minutes) 2) Dinner starts at 6:30 and lasts 25 minutes. When does it end? (6:55) 3) Measure a fork to the nearest quarter inch. (Answers vary.)

Objective: I can review comparing two texts and discuss which text taught me more.

Standards: RI.3.9, RI.3.3, SL.3.1, SL.3.2

Materials: Reader's notebook, Ruler, Pencil, Highlighter

1. Warm-Up · 5 min

   Word study: dictation. Say this sentence twice: "They're going to write two notes here." Your child writes it. Check each homophone together. (They're means they are. To comes before an action. Write means put words on paper. Two is the number. Here is a place.) Spaced review from Week 13. Ask: "Which verb fits? The frogs (hop, hops) into the pond." (hop, because frogs is plural)

2. Mini-Lesson · 10–15 min

   Say: "Today we review how to compare two texts that share a topic." Your child reads both aloud. Text A, "From Field to Bowl": Popcorn is a special kind of corn. Farmers plant the seeds in spring. All summer the stalks grow tall, and ears of corn form. In fall, farmers wait until the kernels are hard and dry. Next, machines pick the ears and strip off the kernels. Finally, the kernels are cleaned, packed in bags and sent to stores. Text B, "Why Popcorn Pops": Every popcorn kernel has a hard shell with a tiny drop of water inside. When the kernel gets hot, the water turns into steam. Because the shell is so tight, the steam cannot escape, and pressure builds. At last the shell bursts with a pop. The soft inside puffs up and turns white. A kernel that is too dry will not pop. Think aloud: "The shared topic is popcorn. Text A keeps telling steps in order. Its focus is how popcorn gets from a farm to a store." Use the ruler to draw three columns: Text A only | Both | Text B only.

3. Guided Practice · 10–15 min

   1) Ask: "What is the focus of Text B?" (what makes a kernel pop) 2) Your child fills in the chart with two facts in each column. (A only: seeds are planted in spring; machines pick the ears. Both: popcorn comes in kernels; kernels are hard. B only: water turns into steam; the shell bursts.) 3) Ask: "Which words in Text A show time order?" (in spring, all summer, in fall, next, finally) Your child lists them in the notebook. 4) Ask: "In Text B, what causes pressure to build?" (The tight shell traps the steam.) "Which word signals it?" (because) If stuck, say: "Can you find this fact in both texts? If not, it goes on one side."

4. Independent Practice · 15–20 min

   Your child writes a comparison paragraph of 5 or 6 sentences. Frames: "Both texts are about ___. Text A explains ___. For example, ___. Text B explains ___, because ___. Both texts say ___, but only Text ___ tells ___." Checklist: 1) Two details from each text. 2) The words both, but and because. 3) Your child's own words. Your child highlights both, but and because. Then talk for about three minutes: "Which text taught you more, and why?" Your child answers with a reason and retells one key point from the other text. Look for: an answer backed by a detail, not only "I liked it."

5. Exit Ticket · 5 min

   Read each question aloud. Your child may look back at both texts.

Homework: Your child explains to a family member why popcorn pops, using because and so (10 minutes). Look for heat, steam, pressure and the burst, in that order.

Objective: I can review clouds, air pressure, weather maps, forecasts and climate adaptations.

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

Materials: Cotton cloud chart, map key, weather map and season graph from Week 25, Adaptation charts from Week 26, 6 index cards, Science notebook and pencil

1. Day 133 — Q3 Review: Forecasting and Adaptation — Wonder Warm-Up · 5 min

   Spaced review from Week 21. Ask: "Thunder comes 35 seconds after the flash. About how far away is the lightning?" (About 7 miles, because 35 ÷ 5 = 7.) Then your child points to each cloud on the cotton chart and describes it in a few words. Now the wonder. Ask: "Which Quarter 3 skill could you teach to a younger child today?"

2. Mini-Lesson · 10–15 min

   Say: "Today we check five skills." 1) Clouds. Ask: "A cloud is growing tall like a tower, with a dark base. What might come?" (A thunderstorm.) 2) Air pressure. Ask: "The pressure has been rising since morning. What does that often mean?" (Clearing skies.) 3) Weather maps. Open the map key. Ask: "A red line with half circles is moving toward your town. What kind of air is coming?" (Warmer air. It is a warm front.) 4) Typical weather. Say: "Here are the usual windy days in a made-up town. Spring 20, summer 9, fall 12, winter 15." Ask: "Which season is typically windiest? How many more windy days than summer?" (Spring. 20 − 9 = 11 more.) 5) Adaptations. Ask: "How do a jackrabbit's long ears help in the desert?" (Body heat escapes through them.) Ask: "An aloe is planted in a wet, shady rainforest. How well would it survive? Give evidence." (Less well or not at all. Too much water can rot it, and it needs sun.) If stuck, say: "Open the chart for that week. Read me one row."

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

   Forecast and Adaptation Practice. 1) Your child looks at today's sky and at their own weather map from Week 25. They forecast tomorrow's weather with two clues. 2) Make six adaptation cards together. Write the adaptation on the front and the living thing and climate on the back. Use these. Long thin ears: jackrabbit, desert. Thick layer of fat: whale, cold seas. Thick leaves that store water: aloe, desert. Thin waxy needles: pine, cold winters. Leaves wider than a plate: rainforest floor plant, tropical. Wide hooves: caribou, polar. 3) Your child answers each card. Right answers go in a Got It pile, and misses go in a Practice pile. 4) Reteach each Practice card from the Week 26 charts, then try it again. 5) Your child explains one animal and one plant with this frame. "The ___ has ___, which helps it ___ in a ___ climate." Record the piles in a table with three columns: Skill, Got It, Practice. Expect most cards in Got It by the end.

4. Science Notebook Entry · 10 min

   Your child writes review notes for Weeks 25 and 26. They draw the four cloud types with the usual weather under each. Then they list two animal adaptations, two plant adaptations and two human designs. Sample: "Whale: blubber insulates. Pine: waxy needles save water. People: thick walls keep heat out."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud; the season graph may stay open. Note one topic to reread tonight. Tomorrow your child takes the Quarter 3 Review, so print it from the Assessments page.

Homework: Look over your notebook pages for Weeks 25 and 26 with a family member. Look for: one unclear note rewritten in a new color.