Day 5 · Friday

Objective: I can show what I know about resource, population and climate maps on the weekly check.

Standards: D2.Geo.2.3-5, D2.Geo.6.3-5, D2.Geo.10.3-5

Materials: Week 29 Social Studies Check (7 items) with answer key, Resource, population and climate maps from this week, 1 sheet of graph paper (plain paper works), Colored pencils, Notebook, Pencil, Highlighter (for the practice route), A sheet of paper to cover a map (for reteaching)

1. Warm-Up · 5 min

   Spaced review from Week 3. Ask: "What does a compass rose show?" (The directions north, south, east and west.) Then play Map Match. Name a job and your child holds up the map for it. "Plan a sawmill near forests." (Resource map.) "Find the biggest cities." (Population map.) "Pack for a trip in January." (Climate map.)

2. Mini-Lesson · 10–15 min

   Lay out the three maps. Skill 1, keys. Ask: "A map shows a small tree. What must you read to know its meaning?" (The key.) Skill 2, population. Ask: "Find a white area on your population map. Give one reason few people live there." (Sample: the Nevada desert is very dry.) Skill 3, climate. Ask: "'Our summers are usually hot and dry.' Is that weather or climate?" (Climate.) "Which color on your map shows the coldest zone?" (The color for northern Alaska.) Skill 4, maps together. Ask: "A company wants to build a paper mill with many workers nearby. Which two maps should it check?" (The resource map for forests and the population map for people.) Say: "A strong answer names the map it came from." If stuck, say: "Read the key first. Then tell me what you see."

3. Activity / Source Work · 15–20 min

   Neighborhood Mini Map. 1) On the graph paper, your child draws your street and two or three streets nearby in pencil. 2) Add a title, such as "My Neighborhood." 3) Add a key with three symbols, such as a house, a tree and a store. Draw each symbol on the map in colored pencil. 4) Add a compass rose. If you are unsure which way is north, check where the sun rises. That side is east. 5) Add one special layer, as this week's maps do. Your child shades darkly where the most people live. Ask: "Why do more people live there?" (Sample: the apartment building holds many families.) 6) Your child touches each key symbol, then finds it on the map. Maps differ. Look for a title, a key that matches the map and a compass rose.

4. Notebook Entry · 10 min

   In the notebook, your child finishes these frames: "The map I read best is the ___ map because ___. The one I want to practice is the ___ map." Sample: "The map I read best is the resource map because the symbols are pictures. The one I want to practice is the climate map."

5. Exit Ticket · 5 min

   Ask the three exit questions aloud. Then give the stored Week 29 check: 7 items, about 15 minutes. To fit it, finish the mini map as homework or give the check later today. Score it with the answer key. With 6 or more right, move on to Week 30. With 4 or 5 right, redo the Day 2 page and highlight the three darkest areas on a population map. With 3 or fewer right, reteach Day 1. Cover a map with paper, read only the key aloud, then uncover it and find each symbol. Revisit any other day missed. Praise your child for naming each map.

Homework: Your child shows the neighborhood map to a family member and explains the key and compass rose. Look for your child pointing to each symbol while explaining.

Objective: I can find area with multiplication and addition on the Week 29 check.

Standards: 3.MD.C.7.b, 3.MD.C.7.c, 3.MD.C.7.d, 3.OA.B.5

Materials: Stored Week 29 check and its answer key, 7 index cards or paper slips. Write one on each: "A 6 by 10 rectangle" (the model card), "A 5 by 8 rectangle", "A 9 by 9 square", "Area 36 square feet, one side 4 feet", "Split 7 rows of 7 into 5 rows and 2 rows", "L: a 6 by 3 part and a 2 by 4 part", "Room: 10 feet by 5 feet and 3 feet by 3 feet", Grid paper, Colored pencils, Paper squares from Week 28 Day 1 (for reteaching), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 25 Day 3. Say: "Practice starts at 3:50 and ends at 4:20. How long is it?" (30 minutes) Then practice ×8 and ×9 facts with no clock. Ask 8 × 5, 8 × 10, 9 × 3 and 9 × 10 (40, 80, 27, 90). For 9 × 8, use 10 groups minus 1 group: 80 − 8 = 72.

2. Mini-Lesson · 10–15 min

   Play Sketch and Solve for 10 minutes. Mix the 6 game cards face down. Keep the model card out. Say: "Pick a card, sketch it, label the sides and solve. Always say the unit." Model a turn with the model card. Sketch a rectangle and label the sides 6 and 10. Write 6 × 10 = 60. Say: "So the area is 60 square units." Now your child takes every turn and may shade the parts with colored pencils. Answers: the 5 by 8 rectangle is 40 square units. The 9 by 9 square is 81 square units. The unknown side is 9 feet, since 4 × 9 = 36. The split gives 35 + 14 = 49 square units. The L is 18 + 8 = 26 square units. The room is 50 + 9 = 59 square feet. Ask each turn: "Is your answer a length or an area?" A correct turn wins the card.

3. Guided Practice · 10–15 min

   Do three check-style problems together. 1) A rectangle is tiled with 5 rows of 10 squares. Your child writes a multiplication sentence and tells why it matches counting. (5 × 10 = 50 square units. The tiles make 5 equal rows of 10.) 2) Split 6 rows of 7 into 5 rows and 1 row. (35 + 7 = 42 square units) 3) A shelf has an area of 21 square feet. One side is 3 feet. How long is the other side? (3 × n = 21; n = 7; 7 feet) If stuck, say: "Sketch it first. Label what you know. Is the unknown an area or a side?"

4. Independent Practice · 15–20 min

   Give the stored Week 29 check now. It has 7 items. Find it with the Week 29 lessons. Your child works alone for about 15 minutes, with no clock running. Your child may sketch on grid paper. Score it with the answer key, then choose a route. 6 or 7 right: move on to Week 30. 4 or 5 right: find the kind of item missed. Items 1 and 2 multiply side lengths; redo Day 1 Guided Practice. Items 3 and 4 are a real-world area and an unknown side; redo Day 2 Guided Practice. Item 5 splits a rectangle; redo Day 3 Guided Practice. Items 6 and 7 are shapes made of rectangles; redo Day 4 Guided Practice. 3 or fewer right: reteach the Day 1 Mini-Lesson with paper squares, then Day 2. Note any weak skill for the Week 32 flex days.

5. Exit Ticket · 5 min

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

Fact fluency: ×8 and ×9 facts

Homework: Practice ×8 and ×9 facts with no clock. For 8 × 4, your child doubles 4 three times: 8, 16, 32. For 9 × 5, your child uses 10 groups minus 1 group: 50 − 5 = 45. Then your child finds the area of a 6 by 10 rug in feet (60 square feet).

Objective: I can show what I know about notes, sources and word meanings.

Standards: W.3.8, RI.3.4, L.3.6

Materials: Week 29 weekly check, Pencil, Colored pencil, Writer's notebook with the Sources page, Three sources

1. Warm-Up · 5 min

   Word study, possessives. Give a quick, unhurried spelling check. Say each word in a phrase that shows the number of owners. Say: "Dog's. One dog's leash." Go on with baby's, friend's, girls', students', farmers'. Challenge word: children's. Correct it together. Your child tells why each apostrophe sits where it does. Spaced review from Week 26. Ask: "'Her smile was sunshine.' What does it really mean?" (Her smile was warm and bright. It made people feel happy.)

2. Mini-Lesson · 10–15 min

   Review the week with new examples about sea otters. 1) Sorting. Say: "One page is Otter fur. Another is Otter food. Where does the note 'eats crabs and clams' go?" (Otter food) 2) Citing. Your child points to one note. Ask: "Which source and page did this come from?" (Your child reads them from the code.) 3) Word meaning. Say: "Otters groom their dense fur for hours. The hairs are packed so tightly that water can't reach the skin." Ask: "What does dense mean? What is the clue?" (Thick. The clue is "packed so tightly.") 4) Paraphrase. Say: "A sea otter floats on its back while it eats." (Sample: "An otter lies face up on the water to have a meal.") 5) Sure words. Ask: "Which is more sure: I suspect or I know?" (I know) Say: "You are ready to show this on your own."

3. Guided Practice · 10–15 min

   Give the stored Week 29 weekly check. It has 8 items. Say: "Show what you know. Use the clue words around a hard word." Your child works alone with a pencil. Read the directions aloud if asked, but give no hints. Score it together with the answer key. Your child fixes each miss in colored pencil and says the right answer aloud. Then follow this route. 6 or more right: move on to Week 30. 4 or 5 right: redo the Day 3 practice page and revisit Day 3. 3 or fewer right: reteach Day 1 by sorting notes again, then Day 3.

4. Independent Practice · 15–20 min

   Your child checks their own notebook to get ready for drafting. 1) Does every note have a source code? Add any that are missing. 2) Does every subtopic page have a big-idea sentence? Write any that are missing. 3) Are copied words inside quotation marks? Fix them or paraphrase. A fixed note looks like "fur traps air (S2, p. 5)." 4) Does each page have at least four notes? If not, read more in the three sources and add notes. Look for: your child finds and fixes at least two things without help. Say: "Next week these pages become your report."

5. Exit Ticket · 5 min

   Ask the three questions aloud. Your child answers aloud to close the week.

Homework: Teach a family member the word synthesize with an example from your project. Then read your own book for 15 minutes. Look for an example that uses two sources.

Objective: I can sort and explain inherited traits, learned behaviors and traits affected by the environment.

Standards: 3-LS3-1, 3-LS3-2

Materials: Week 29 Science Check (7 items) and its answer key, Pencil, Sorting cards from this week, Inherited and Learned sheets from Day 3, plus one new sheet labeled Both Parts, 4 blank index cards and a marker, Science notebook

1. Day 145 — Week 29 Check: Inherited or Learned? — Wonder Warm-Up · 5 min

   Spaced review from Week 13. Ask: "Name one benefit animals get from living in a group." (Sample: safety, help finding food or care for the young.) Then a quick sort aloud, with no rush. Say each one: a turtle's shell (inherited), playing chess (learned), a bee's stinger (inherited), jumping rope (learned). Now the wonder. Ask: "Can one living thing show all three ideas from this week?"

2. Mini-Lesson · 10–15 min

   Say: "This week had three ideas. Inherited traits come from parents. Learned behaviors come from practice, teaching or watching. Some traits have two parts." Lay out the three sheets: Inherited, Learned, Both Parts. Teach the "because" sentence. Say: "Scientists give a reason. A cheetah's spots are inherited because cubs are born with them." Model one more: "Swimming is learned because it takes lessons and practice." Now one animal, three ideas. Say: "A horse inherits its long legs. It learns to carry a rider. Its strong muscles come from its parents and from exercise." Ask: "Which sheet fits a horse's mane?" (Inherited.) "Which sheet fits a horse stopping at the word whoa?" (Learned.) "Which sheet fits how strong a horse's legs become?" (Both Parts. Exercise changes it.) If stuck, say: "Did it come from parents, from practice, or from parents plus the environment?"

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

   Three-Pile Sort and Explain. 1) Lay the three sheets in a row. 2) Your child shuffles the sorting cards and draws 10 without looking. They sort the 10 cards onto the sheets. 3) With the marker, you write 4 new cards. They say: a house finch's red color, a bean plant's height, strong leg muscles, a wind-bent tree. 4) Your child sorts them and names both parts for each. Sample: "The bean plant inherits its kind. Sun and water change its height." 5) They choose 3 cards and write one "because" sentence for each in pencil. Record in a table with two columns: Sheet, Number of cards. Keep the same question for every card. Expect the 4 new cards on Both Parts. The other piles depend on the cards drawn. Say: "Real results vary. Look for the pattern in your reasons."

4. Science Notebook Entry · 10 min

   Your child writes a notebook reflection with three frames. "My strongest idea was ___. My hardest idea was ___. One trait that depends on the environment is ___." Sample: "My strongest idea was learned behaviors. My hardest idea was traits with two parts. One trait that depends on the environment is a plant's height."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud and praise every "because." Then give the Week 29 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 makes 6 new sorting cards from an animal book, one of them partly both. With 4 or 5 right, redo the Day 3 card sort aloud. With 3 or fewer right, reteach Day 2 by teaching a new hand clap.

Homework: Teach a family member how inherited traits differ from learned behaviors. Use 2 examples of each. Look for: a reason with each example.