Day 1 · Monday

Objective: I can explain how a map and a globe are alike and different.

Standards: D2.Geo.1.3-5, D2.Geo.3.3-5

Materials: Globe (if you have none, hold up a ball for the shape and do the finding steps on the map only), Flat world map (in an atlas or a book), 1 orange or clementine, Marker, Notebook, Pencil

1. Day 11 — Maps and Globes — Big Question Warm-Up · 5 min

   Spaced review from Week 2. Ask: "Name the three community types." (Urban, suburban and rural.) Then set the globe beside the flat map. Ask the big question: "Both show Earth. What is different?"

2. Mini-Lesson · 10–15 min

   Say: "A globe is a round model of Earth. It shows the true shapes and sizes of land and water." Say: "A map is a flat drawing of a place. It is easy to carry and can show a small place up close." Hold up the orange. Draw a simple shape on it with the marker. Peel the orange, keeping the peel in large pieces. Press the peel flat. Ask: "What happened to the peel?" (It tore or left gaps.) Say: "Earth is round too. To make a flat map, mapmakers must stretch some parts. On many maps, places near the poles look too big." Ask: "Which one has Earth's real shape?" (The globe.) Ask: "Which would you take on a hike? Why?" (A map. It folds and shows a small place.) If stuck, say: "Hold the ball. Can you lay it flat without tearing it?"

3. Activity / Source Work · 15–20 min

   1) Your child finds each of these on the globe and then on the map. The seven continents: North America, South America, Europe, Asia, Africa, Australia and Antarctica. The Pacific Ocean and the Atlantic Ocean. The United States. 2) Keep a chart: Place | Found on globe | Found on map. Check each box. 3) Compare Greenland and Africa on the map, then on the globe. On many flat maps they look close in size. On the globe, Africa is about 14 times larger. Maps differ. If yours shows Greenland small, look at Antarctica instead. 4) Fill in a compare chart with four rows: shape, sizes, carrying, detail. Expect: round or flat; true or stretched; hard or easy to carry; whole Earth or one town up close.

4. Notebook Entry · 10 min

   In the notebook, your child draws a globe and a map side by side. Your child writes two facts under each. Then your child finishes: "I would use a map when ____ because ____." Sample: "I would use a map when I walk in a park because it shows the paths."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise answers that explain why, using the orange peel or the globe.

Homework: Find a map or globe at home, in a book, a puzzle or a game. Look for: your child shows a family member your country on it.

Objective: I can subtract 3-digit numbers in my head using place value, counting up and friendly numbers.

Standards: 3.NBT.A.2

Materials: Scrap paper for drawing number lines, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 1. Your child rounds 645 to the nearest 10 (650) and the nearest 100 (600). Then subtract tens aloud. Ask: 90 − 40 (50), 170 − 30 (140), 520 − 20 (500), 380 − 50 (330).

2. Mini-Lesson · 10–15 min

   Say: "Today we subtract in our heads. There are three ways." Write 425 − 213. Say: "Way 1: take away one place at a time." Ask: "What is 213 in hundreds, tens and ones?" (200, 10 and 3) Write 425 − 200 = 225, then 225 − 10 = 215, then 215 − 3 = 212. Say: "The difference is 212." Write 800 − 197. Say: "Way 2: count up. The difference is how far apart the numbers are." Draw a line. Mark 197 at the left end and 800 at the right end. Draw a hop to 200. Ask: "How big is the hop?" (3) Draw a hop to 800. (600) Write 3 + 600 = 603. Say: "So 800 − 197 = 603." Write 500 − 199. Say: "Way 3: use a friendly number. 199 is close to 200." Write 500 − 200 = 300. Ask: "Did I take away too many or too few?" (1 too many) Say: "So I put 1 back." Write 300 + 1 = 301. Say: "So 500 − 199 = 301." Now your child does more. Write 700 − 298. Your child picks a way and tells each step. (Sample: 298 to 300 is 2; 300 to 700 is 400; 402)

3. Guided Practice · 10–15 min

   Your child solves each aloud, the way named. 1) 563 − 240 by places (563 − 200 = 363; 363 − 40 = 323). 2) 900 − 496 by counting up (496 to 500 is 4; 500 to 900 is 400; 404). 3) 400 − 99 with a friendly number (400 − 100 = 300; 300 + 1 = 301). 4) 654 − 302. Ask: "Which way is easiest here? Why?" (By places: 654 − 300 = 354; 354 − 2 = 352.) If stuck, say: "Is the second number close to a hundred? Then count up or use a friendly number."

4. Independent Practice · 15–20 min

   Your child solves in the head and writes only the answer. 1) 280 − 130 (150). 2) 643 − 200 (443). 3) 540 − 320 (220). 4) 500 − 250 (250). 5) 700 − 195 (505). 6) Draw the hops for 600 − 397 (397 to 400 is 3; 400 to 600 is 200; 203). 7) A book has 300 pages. Dana has read 98. How many pages are left? (202) 8) A jar holds 475 beans. Omar takes out 150. How many beans are left? (325) Your child explains one answer aloud, then checks it by counting up.

5. Exit Ticket · 5 min

   Read each question aloud; your child solves in the head and may draw hops for question 2.

Fact fluency: Subtracting tens mentally

Homework: Solve each in your head. Tell a family member how you did it. 370 − 150 (220), 800 − 398 (402), 600 − 99 (501), 745 − 300 (445).

Objective: I can ask questions before, during and after reading, and ask a speaker questions to learn more.

Standards: RL.3.1, SL.3.3

Materials: Reader's notebook, Five sticky notes, Pencil, Your child's own book

1. Warm-Up · 5 min

   Word study, Week 3: r-controlled vowels. Say: "When r comes right after a vowel, it changes the vowel's sound. The letters ar say the sound in farm. The letters or say the sound in corn. The letters er, ir and ur all say the sound in fern." Write farm, start, corn, fern, bird, turn. Your child reads each word and sorts it by sound. (ar: farm, start. or: corn. er sound: fern, bird, turn.) Spaced review from Week 2. Ask: "Is excited about a party a trait or a feeling?" (A feeling. It does not last.)

2. Mini-Lesson · 10–15 min

   Say: "Strong readers wonder. They ask questions before, during and after reading. Asking keeps your mind awake." Write three headings: Before, During, After. Read only the title, "The Note in the Library Book." Think aloud. Say: "Before I read, I wonder who put a note in a book." Write that question under Before. Read the first part aloud. When Marcus opened his library book, a folded note slid onto the floor. It said, "If you find this, look under the big oak by the pond." Marcus showed his sister, Ana. "Who wrote it?" she asked. Stop there. Say: "During reading, I wonder why someone would hide a note in a book." Write that question under During. Say: "Strong questions start with who, what, where, when, why or how."

3. Guided Practice · 10–15 min

   Read the rest of the story aloud. The paper was yellow and soft, as if it were very old. The next morning, the two of them walked to the pond with a small shovel. Under the oak, they dug up a tin box. Inside was a key, but there was no lock. 1) Ask: "What do you wonder now?" Your child writes an After question on a sticky note. (Sample: Where is the lock for this key?) 2) Ask: "Did the story answer my During question?" (No. We still do not know why the note was hidden.) 3) Ask: "Ana asked who wrote the note. Where might a reader find that answer?" (Later in the story, if it goes on.) 4) Now switch to listening. Tell a one-minute true story from your own childhood. Your child asks you two questions about it. (Samples: How old were you? Why did you do that?) Answer each with a new detail. If stuck, say: "Start with why or how. Which part made you curious?"

4. Independent Practice · 15–20 min

   Your child reads their own book for 15 minutes with three sticky notes. 1) Before reading, write a question from the title or chapter title. 2) During reading, stop once and write a question. 3) After reading, write a question the pages did not answer. 4) Copy the best question into the notebook, and write where the answer might be found. Sample: Why did Tam hide the letter? I might find out in the next chapter. Look for: questions that start with who, what, where, when, why or how; no yes-or-no questions.

5. Exit Ticket · 5 min

   Ask the three questions aloud. Question 3 is about the true story you told.

Homework: Read for 15 to 20 minutes. Bring one question about your book to share at breakfast. Look for a question word at the start.

Objective: I can explain what friction is and how it affects moving things.

Standards: 3-PS2-1

Materials: Small hardcover book or wooden block, Ruler, Tape measure, Smooth bare floor, Bath towel, Rug or doormat, A fourth surface, such as a large cutting board (for the extension), Masking tape, Science notebook, Pencil

1. Day 11 — What Is Friction? — Wonder Warm-Up · 5 min

   Spaced review from Week 2. Ask: "A book sits still on a table. Are the forces balanced or unbalanced?" (balanced) Then slide the book across the bare floor and across the rug. Wonder question: "I tried to push the same way both times. What is slowing the book?"

2. Mini-Lesson · 10–15 min

   Say: "A surface is the outside or top of a thing. Friction is a force between two surfaces that touch. It pushes against sliding. So friction slows moving things." Your child rubs both palms together fast for ten seconds. Ask: "What do you feel?" (warmth) Say: "Rubbing made that warmth. That is friction at work." Your child slides one fingertip along the floor, then along the towel. Ask: "Which one grips your finger more?" (the towel, usually) Say: "Rough or bumpy surfaces usually make more friction. Smooth surfaces usually make less. Friction also makes it harder to start a thing sliding." Check: "The book slid and then stopped. What force slowed it?" (friction) "The book slides to the right. Which way does friction push on it?" (to the left, against the motion) If stuck, say: "Which two surfaces are touching? Are they rubbing?"

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

   Question: on which surface does the book slide the shortest distance? 1) Tape a start line on the floor, the towel and the rug. Tape the towel's edges flat. 2) Your child predicts the order from farthest to shortest. 3) Set the book just behind the line. Give it one quick shove with the ruler, and stop the ruler at the line. Practice the shove three times first. 4) Measure from the line to the book's front edge, to the nearest inch. 5) Run 3 trials on each surface. Change only the surface. Keep the same book, shove and start line. Record in a chart with columns Surface, Trial 1, Trial 2 and Trial 3. Expect the longest slides on the bare floor. Your shove will not be exactly the same each time. That is why you run three trials. Real results vary. Look for the pattern.

4. Science Notebook Entry · 10 min

   Your child copies the chart, then finishes this frame. "Friction was greatest on the ___ because the book slid only about ___ inches there." Sample: "Friction was greatest on the rug because the book slid only about 4 inches there." Check that the sentence uses numbers from the chart.

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions. Praise answers that use a measured distance as evidence.

Homework: Your child slides the same spoon with the same gentle push on 3 surfaces at home. They rank the surfaces from least to most friction. Look for: the shortest slide means the most friction.