Day 4 · Thursday

Objective: I can use a map scale and a ruler to find the real distance between places.

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

Materials: Ruler marked in inches, 1 sheet of plain paper, String, about 12 inches, Notebook, Pencil

1. Day 14 — Map Scale and Distance — Big Question Warm-Up · 5 min

   Spaced review from Week 2. Ask: "Give one reason many cities grew beside water." (Ships and boats brought goods and people.) Then draw two dots on paper. Ask the big question: "These are two towns. How could we find out how far apart they really are?"

2. Mini-Lesson · 10–15 min

   Say: "A map is much smaller than the real place. A map scale tells how much real distance a length on the map stands for." On the plain paper, draw a line 1 inch long. Label it "1 inch = 10 miles." Draw two dots 3 inches apart. Name them Pine Lake and Oak Town. Say: "Put the zero of the ruler on Pine Lake." Measure together. Say: "It is 3 inches. Each inch stands for 10 miles. Count by tens: 10, 20, 30. The towns are 30 miles apart." Ask: "What does 1 inch stand for on this map?" (10 miles.) Ask: "Why do we start at zero?" (So the measure is right.) Ask: "Are the towns 3 miles apart or 30?" (30 miles.) If stuck, say: "Hop your finger along the ruler one inch at a time. Say ten more for each hop."

3. Activity / Source Work · 15–20 min

   1) Turn the paper over and copy the scale line. Draw four dots for towns: Ashby, Bridgeport, Cedar Falls and Dover. The towns need not sit in one line. Make Ashby to Bridgeport 2 inches. Make Bridgeport to Cedar Falls 5 inches. Make Cedar Falls to Dover 6 inches. 2) Your child measures each pair from zero and counts by tens for the real miles. Keep the scale the same and change only the pair of towns. 3) Fill in a chart: From | To | Map inches | Real miles. Expect 20, 50 and 60 miles. 4) Draw a curvy road from Dover back to Ashby, shorter than the string. Your child lays the string along the road, pinches the end and measures the string. Round to the nearest inch. 5) Ask: "Which trip is longest? How do you know?" Measures can differ by a little. If one is off by an inch, measure again from zero.

4. Notebook Entry · 10 min

   Your child copies three rows of the distance chart into the notebook. Then your child finishes: "A map scale tells ____. On our map, 1 inch stands for ____." Sample: "A map scale tells how far apart real places are. On our map, 1 inch stands for 10 miles."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise every answer that includes the word miles.

Homework: Your child adds two new towns to today's map and finds the real distance. Look for: the zero lined up and the answer said in miles.

Objective: I can subtract with more than one regrouping, including across zeros.

Standards: 3.NBT.A.2

Materials: Grid paper, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Day 3. Your child solves 562 − 138 (424). Then make 100. Say a number; your child says its partner to 100. Use 70 (30), 45 (55), 63 (37), 28 (72).

2. Mini-Lesson · 10–15 min

   Write 342 − 157 in columns. Draw 3 squares, 4 sticks and 2 dots. Ask: "Enough ones to take away 7?" (No.) Trade 1 stick for 10 dots. Now there are 3 tens and 12 ones. Cross out the 4, write 3, and make the 2 a 12. Write 12 − 7 = 5. Ask: "Enough tens to take away 5?" (No. Only 3.) Say: "Trade 1 hundred for 10 tens." Cross out 1 square and draw 10 sticks. Now there are 2 hundreds and 13 tens. Cross out the 3 hundreds and write 2. Make the 3 tens 13. Write 13 − 5 = 8, then 2 − 1 = 1. Say: "The difference is 185. We regrouped twice." Check by adding: 185 + 157 = 342. Next, write 500 − 137. Draw 5 squares. Say: "There are no tens to trade. Go to the hundreds first." Cross out 1 square and draw 10 sticks. Cross out 1 stick and draw 10 dots. Ask: "What do we have now?" (4 hundreds, 9 tens, 10 ones) Ask: "Is it still 500?" (Yes.) Write 400 + 90 + 10 = 500. Write 4, 9 and 10 above the digits of 500. Subtract: 10 − 7 = 3, then 9 − 3 = 6, then 4 − 1 = 3. Say: "The difference is 363." Check by adding: 363 + 137 = 500. Now your child does more. Your child solves 600 − 248. (5 hundreds, 9 tens, 10 ones; 352)

3. Guided Practice · 10–15 min

   Your child writes the new digits above each column. 1) 623 − 258 (two trades; 365). 2) 700 − 318 (6 hundreds, 9 tens, 10 ones; 382). 3) 803 − 569 (7 hundreds, 9 tens, 13 ones; 234). Ask: "Where did the tens come from?" (From 1 hundred.) 4) 406 − 132 (one trade: 3 hundreds, 10 tens; 274). If stuck, say: "No tens? Trade 1 hundred for 10 tens first. Then trade 1 ten for 10 ones."

4. Independent Practice · 15–20 min

   Your child solves in columns and checks every answer by adding. 1) 500 − 247 (253). 2) 900 − 532 (368). 3) 803 − 256 (547). 4) 605 − 178 (427). 5) 627 − 359 (268). 6) Draw squares, sticks and dots for 400 − 165. Show both trades (235). 7) A school has 600 students. 275 ride the bus. How many do not ride the bus? (325) 8) Mei saved 302 pennies and spent 145. How many pennies are left? (157)

5. Exit Ticket · 5 min

   Your child answers on grid paper with no drawings and checks question 1 by adding.

Fact fluency: Making 100 (pairs that add to 100)

Homework: Solve 4 problems and check each by adding. 400 − 156 (244), 802 − 347 (455), 600 − 389 (211), 703 − 425 (278).

Objective: I can compare the lessons and events of two fables.

Standards: RL.3.2, SL.3.1, SL.3.1.B, SL.3.1.C

Materials: Reader's notebook, Pencil, Ruler for a 3-column chart

1. Warm-Up · 5 min

   Word study: meaning. Say: "Fork has two meanings." Ask: "What are they?" (A tool for eating, and a place where a road or path splits.) Ask: "Which word means the opposite of stop?" (start) "Which word means not tall or not long?" (short) Your child uses turn in a spoken sentence. Spaced review from Week 2. Ask: "Finish it: Of all three bowls, this one is the ___. Use small." (smallest)

2. Mini-Lesson · 10–15 min

   Say: "Readers compare two stories the way detectives compare clues from two places. Today we compare what happens and what each story teaches." Both of today's fables are traditional ones from Aesop. Read "The Lion and the Mouse" aloud. A mouse ran across a sleeping lion's paw. The lion woke and caught her. "Please let me go," squeaked the mouse. "Someday I will help you." The lion laughed at the idea, but he lifted his paw. Weeks later, hunters trapped the lion in a rope net. He roared with all his might. The mouse heard him, hurried over and chewed the ropes until he could step out. Then read "The Dove and the Ant" aloud. An ant slipped into a stream and could not climb out. A dove in a tree above saw her struggle and dropped a leaf into the water. The ant climbed on and floated to the bank. Soon after, a hunter crept under the tree and lifted his net toward the dove. The ant bit his foot hard. He yelped, the dove heard, and she flew safely away. With the ruler, draw a chart with three columns: Question, Lion and Mouse, Dove and Ant. Think aloud on row 1. Write: Who is in trouble first? Say: "In the first fable, the lion catches the mouse. In the second, the ant falls into a stream." Write mouse and ant. Say: "I notice that both are small animals in danger."

3. Guided Practice · 10–15 min

   Hold a short discussion. Rules: take turns, look at the speaker, and connect ideas with That's like ___. 1) Row 2. Ask: "Who helps first, and how?" (The lion lets the mouse go. The dove drops a leaf.) 2) Row 3. Ask: "What does the small animal do later to return the help?" (The mouse chews the net. The ant bites the hunter's foot.) 3) Give an idea of your own, such as "The lion did not expect any help back." Your child responds to it before adding a new idea. (Sample: That's like the dove. She just helped.) If stuck, say: "Tell me what happened to the small animal. Then tell me what the small animal did later."

4. Independent Practice · 15–20 min

   1) Your child adds a last row, What is the lesson?, and fills it in for both fables. 2) Your child writes two sentences: Both fables teach ___. They are different because ___. 3) Your child stars the detail in each fable that best shows the lesson. Sample: Both fables teach that a kindness is often repaid, even by someone small. They are different because one helper chews a net and the other bites a foot. Look for: one shared lesson; a real difference in characters or events; full sentences.

5. Exit Ticket · 5 min

   Ask the three questions aloud. Your child may look back at both fables and the chart.

Homework: Read for 15 to 20 minutes. Then tell both fables to a family member from memory and say the lesson they share.

Objective: I can plan and run a fair test about friction and use my results to answer a question.

Standards: 3-PS2-1

Materials: Toy car, 3 books (1 hardcover for the ramp, 2 to stack), 4 surfaces at least 3 feet long: bare floor, bath towel, aluminum foil and a rug, Masking tape, Tape measure, Science notebook, Pencil

1. Day 14 — Friction Investigation Project — Wonder Warm-Up · 5 min

   Spaced review from Week 2. Ask: "One penny cup pulled harder than the other. What did the car do, and why?" (It rolled toward the stronger pull. The forces were unbalanced.) Wonder question: "How do scientists make sure a test can be trusted?"

2. Mini-Lesson · 10–15 min

   Say: "An investigation has five parts. The question is what we want to find out. The prediction is our careful guess. The procedure is the steps. The results are what we measure. The conclusion answers the question with the results." Say: "A fair test changes only one thing." Give today's question: "On which surface does the car roll the shortest distance?" Your child writes a prediction. Next, write 12, 15 and 13 on paper. Say: "Three trials show whether one result was a fluke. Put them in order: 12, 13, 15. The middle number, 13, stands for all three." Check: "Which one thing will we change today?" (the surface) "What is the middle number of 20, 9 and 14?" (14) If stuck, say: "Write the numbers from smallest to biggest. Point to the one in the middle."

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

   Clear the floor first. 1) Build the Day 3 ramp and tape a start line near the top. 2) Tape the foil, the towel and the rug edges flat. 3) Your child reads the "keep the same" list aloud: same car, same ramp height, same start line, no push. 4) Your child releases the car onto the first surface. Measure from the bottom of the ramp to the front of the car, to the nearest inch. 5) Run 3 trials on each of the 4 surfaces. 6) Your child circles the middle number for each surface. Record in a chart with columns Surface, Trial 1, Trial 2, Trial 3 and Middle. Expect the shortest rolls on the towel or the rug. If the car rolls past a surface's end, use one book under the ramp for all surfaces. Real results vary. Look for the pattern.

4. Science Notebook Entry · 10 min

   Your child writes a lab entry with these headings: Question, Prediction, Materials, Procedure, Results and Conclusion. The Procedure is 3 or 4 numbered steps. The Results are the chart. Materials is only a list. The other five headings are the five parts. Conclusion frame: "The car rolled ___ inches on the ___ and ___ inches on the ___. So the ___ had the most friction." Sample: "The car rolled 14 inches on the towel and 52 inches on the floor. So the towel had the most friction."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions. Your child reads the conclusion aloud for the third one. Praise a conclusion that uses measured numbers.

Homework: Your child shows the results chart to a family member and explains the conclusion. Look for: what was changed, what stayed the same, and the numbers.