Day 5 · Friday

Objective: I can use a globe, a map key, directions, and a scale to read a map.

Standards: D2.Geo.1.3-5, D2.Geo.2.3-5, D2.Geo.3.3-5

Materials: Stored Week 3 Social Studies Check and its answer key, Fern Park map from Days 2 and 3, Town map with a scale from Day 4, Ruler marked in inches, Notebook, Pencil

1. Day 15 — Week 3 Check: Maps and Globes — Big Question Warm-Up · 5 min

   Spaced review from Week 2. Ask: "Give one clue for a suburban community." (Houses with yards near a city, or driveways and garages.) Then play Map Relay. Your child points to the key, the compass rose and the scale on the two maps. Ask the big question: "What can these three tools tell us?"

2. Mini-Lesson · 10–15 min

   Review the week's four ideas. 1) Ask: "Why does a flat map stretch some places?" (Earth is round, and flattening it stretches parts.) 2) Ask: "What do you read first on any map?" (The key.) 3) Say: "On a map, the school is below the park. What direction is the school from the park?" (South.) 4) Say: "The scale is 1 inch = 10 miles. Two cities are 8 inches apart." Your child counts by tens. (80 miles.) Ask: "80 what?" (Miles.) Say: "Always say the unit." If stuck on directions, say: "Draw a quick compass rose. Which way is down?" If stuck on scale, say: "Hop along the ruler and count ten for each inch."

3. Activity / Source Work · 15–20 min

   Play Map Challenge. 1) Your child draws a playground symbol southeast of the lake on the Fern Park map. Then your child adds it to the key. Look for: it sits to the lower right, and it is in the key. 2) Ask: "Which is farther north, the cabins or the picnic tables?" (The cabins.) 3) Ask: "I walk west from the forest to the picnic tables. What do I pass?" (The lake.) 4) On the town map, your child picks two towns not yet measured as a pair. Your child measures from zero, rounds to the nearest inch and counts by tens. Check the inches yourself. 5) Your child writes two map questions for you. One must need the key and one must need the scale. Answer them and let your child check you.

4. Notebook Entry · 10 min

   Keep this entry to about 5 minutes so the check fits. In the notebook, your child finishes in pencil: "My strongest map skill is ____. The hardest one is ____ because ____."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Then give the stored Week 3 check: 7 items, about 15 minutes, not timed. Score it with the key. If your child is tired, give the check later the same day. 6 or more right: go on to Week 4. 4 or 5 right: redo the Day 4 measuring, then play Direction Walk from Day 3. 3 or fewer right: reteach Day 2 with the Fern Park map. Read the key first, then find 5 symbols. Praise answers that name the unit or the tool.

Homework: Hide a small object at home. Your child draws a treasure map with a key and a compass rose. Look for: three clues that use direction words.

Practice page · Week 3, Day 5

Social Studies

I can get ready by reading a whole map.

Show answers

Map of Pine Valley

Scale: 1 inch = 10 miles. Key: a star in a circle means the state capital. A dot means a town. A blue line means a river. Riverton sits north of the capital. Oakdale sits west of the capital. On the map, Riverton is 3 inches from the capital.

Get ready: use the map facts to answer.

1. 1.

   What does the star in a circle mean?
2. 2.

   What direction is Riverton from the capital?
3. 3.

   What direction is the capital from Oakdale?
4. 4.

   How many real miles is Riverton from the capital?
5. 5.

   What does the blue line show?

Challenge: Draw a tiny treasure map with a key and a compass rose.

Materials: ruler

Objective: I can solve subtraction word problems within 1,000, including compare problems.

Standards: 3.NBT.A.2

Materials: Stored Week 3 check and its answer key, 20 counters (dried beans, coins or buttons), Grid paper, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review. Your child solves 489 + 351 from Week 2 (840) and 700 − 318 from Day 4 (382). Then subtract 9 the smart way. Say: "To take away 9, take away 10, then put 1 back." Try 46 − 9 (37), 83 − 9 (74), 125 − 9 (116).

2. Mini-Lesson · 10–15 min

   Spend about 10 minutes on story pictures. Say: "Subtraction stories come in three kinds: take away, missing part and compare." Lay 7 beans in a row and 4 beans in a row below. Ask: "Which row has more? How many more?" (The top row; 3) Say: "Nothing was taken away. We compared. The difference is 3." Write 7 − 4 = 3. Now read: "Mei has 452 stickers. Kofi has 286. How many more does Mei have?" Draw a long bar for 452. Draw a shorter bar for 286 below it. Mark the gap with ?. Say: "The gap is the difference, so we subtract." Solve in columns on grid paper: 452 − 286 = 166. Check: 166 + 286 = 452. Say: "Mei has 166 more stickers." Now your child does more. Read: "Priya needs 500 points. She has 365. How many more does she need?" Your child draws one bar for 500, marks a part of 365, and solves (135).

3. Guided Practice · 10–15 min

   Your child draws bars, solves, and says the answer in a sentence. 1) A theater has 625 seats. 348 are filled. How many are empty? (277) Estimate check: 630 − 350 = 280. 2) Hana's class has 704 bottle caps. Jamal's class has 458. How many more does Hana's class have? (246) 3) A baker made 400 rolls and sold 263. How many are left? (137) If stuck, say: "Do not hunt for clue words. Tell me the story. What is the whole? What is the part?"

4. Independent Practice · 15–20 min

   Give the stored Week 3 check now. Your child works alone for about 15 minutes, then you score it with the answer key. Choose a route by the result. 6 or more right: move on to Week 4. 4 or 5 right: find the kind of item missed. For subtracting in the head, redo Day 1 Guided Practice. For one trade, redo Day 3 Guided Practice with drawings. For two trades or zeros, redo Day 4 Guided Practice. For word problems, redo today's Guided Practice with bars. 3 or fewer right: reteach the Day 3 and Day 4 Mini-Lessons with drawings before starting Week 4.

5. Exit Ticket · 5 min

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

Fact fluency: Subtracting 9 by subtracting 10 and adding 1

Homework: Solve 2 compare problems. A grandparent is 72 and a parent is 41. How many years older is the grandparent? (31) One book has 320 pages and another has 185. How many more pages? (135)

Objective: I can show what I know about asking questions and using text evidence.

Standards: RL.3.1, RL.3.2

Materials: Week 3 English Language Arts Check (find it with the Week 3 lessons), Reader's notebook, Pencil, Your child's own book

1. Warm-Up · 5 min

   Word study: spelling check, not timed. Say each word in a short sentence, and your child writes it: farm, shark, short, fork, fern, turn. Challenge word: thirsty. Correct together. For any miss, your child underlines the vowel and r, then rewrites the word. Spaced review from Week 1. Ask: "What is the past tense of find?" (found)

2. Mini-Lesson · 10–15 min

   Say: "Today you show what you know about questions and evidence. First we warm up with a new story." Read only the title, "The Blue Paw Prints." Ask: "What do you wonder?" (Sample: Who made the paw prints?) Read the story aloud. On Tuesday morning, blue paw prints crossed the kitchen floor. "Who made this mess?" Mom asked. Leo followed the prints down the hall and into the art room. A jar of washable blue paint lay on its side. The prints led across the rug and under the desk. There sat Pickle the cat, licking one blue paw. "I found the painter," Leo called. Think aloud. Say: "My question is who made the prints. I look back and touch the proof." Write: Pickle the cat made the prints. I know because the text says, "There sat Pickle the cat, licking one blue paw."

3. Guided Practice · 10–15 min

   1) Ask: "Where did the paint come from? Use the stem." (From a spilled jar. I know because the text says, "A jar of washable blue paint lay on its side.") 2) Say: "Leo tracked the prints to the art room." Ask: "Is that a quote or a paraphrase?" (A paraphrase. It uses new words and no quotation marks.) 3) Your child writes Mom's words as a quote that starts with Mom asked. (Mom asked, "Who made this mess?") Check the comma, and check that the question mark is inside. 4) Ask: "What do you still wonder after reading?" (Sample: How did the jar tip over?) If stuck, say: "Look back. Put your finger on the sentence before you answer."

4. Independent Practice · 15–20 min

   Give the Week 3 English Language Arts Check. It has its own short story and 8 questions. Your child works alone for about 15 minutes. Score it with the answer key. 6 or more right: your child is ready for Week 4. 4 or 5 right: redo the Day 3 practice page, then copy two quotes from a favorite book. 3 or fewer right: reteach Day 2, text evidence, before moving on. Afterward, your child reads their own book and writes one sentence with the evidence stem.

5. Exit Ticket · 5 min

   Ask the three questions about "The Blue Paw Prints." Your child answers aloud in full sentences and may look back.

Homework: Read for 15 to 20 minutes. Write one question and one quote from your book. Look for a question word and correct quotation marks.

Objective: I can show what I know about friction and how it affects motion.

Standards: 3-PS2-1

Materials: Stored Week 3 Science Check and its answer key, Toy car, 3 books (1 hardcover for the ramp, 2 to stack), Smooth bare floor, Tape measure, Masking tape, Cardboard strip and a rubber band (for the extension), Pencil, Science notebook

1. Day 15 — Week 3 Check: Friction — Wonder Warm-Up · 5 min

   Spaced review from Week 2. Ask: "Two equal pulls tug a toy car in opposite ways. What happens?" (Nothing. The forces are balanced.) Then your child rubs both palms together. Ask: "What force warmed them?" (friction) Wonder question: "Why do so many things that move have wheels?"

2. Mini-Lesson · 10–15 min

   Keep this review to 10 minutes and the Investigation to 15, so the check fits at the end. Say: "Let's put the week together." First idea: slide a book on the floor. Ask: "What slowed it? Between which two surfaces?" (Friction, between the book and the floor.) Second idea: ask, "Which has more friction on a wood floor, a rubber shoe sole or a wool sock?" (the rubber sole) Third idea: ask, "On the pull-meter, what does a longer band mean?" (a stronger pull, so more friction) Fourth idea: ask, "How many things change in a fair test?" (one) Then tell today's question: "Does a car go farther rolling on its wheels or sliding on its roof?" Your child predicts. If stuck on any idea, say: "Think of our sliding book. Where did it stop soonest? That surface had the most friction."

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

   Keep this to 15 minutes. Clear the floor first. 1) Build the ramp with two stacked books and tape a start line near the top. 2) Your child releases the car on its wheels, with no push. Measure from the bottom of the ramp to the front of the car, in inches. 3) Run 3 trials. 4) Now set the car upside down on the line and let go. Run 3 trials. Change only rolling or sliding. Keep the same car, ramp, start line and floor. Record in a chart with columns Way of Moving, Trial 1, Trial 2 and Trial 3. Expect much longer distances on wheels. If the upside-down car does not move at all, write 0 inches. That is a result too. Real results vary. Look for the pattern.

4. Science Notebook Entry · 10 min

   Your child copies the chart, then finishes two frames. "The car went farther when it ___ because ___. Friction helps when ___ and gets in the way when ___." Sample: "The car went farther when it rolled because rolling has less friction than sliding. Friction helps when brakes stop a bike and gets in the way when I push a heavy box."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions first. Then give the stored Week 3 Science Check: 7 items, about 10 minutes. Your child works alone. You may read items aloud. Score it with the answer key. 6 or more right: start Week 4. 4 or 5 right: redo the Day 2 pull-meter test on 3 new surfaces. 3 or fewer right: reteach the Day 1 Mini-Lesson. Slide a block on a towel and on a table, side by side. Then repeat the Day 3 ramp test. Praise answers that use the word friction correctly.

Homework: Your child finds wheels on 3 things at home and tells a family member why wheels make moving easier. Look for "rolling has less friction than sliding."