Day 2 · Tuesday

Objective: I can explain what banks do and track deposits and withdrawals in a savings account.

Standards: D2.Eco.9.3-5, D2.Eco.10.3-5

Materials: Play money: at least $50 in ones and fives (paper slips work), 9 small paper slips, Notebook, Pencil, A toy or stuffed animal (the borrower)

1. Warm-Up · 5 min

   Spaced review from Week 25. Ask: "What is barter?" (Trading goods directly, without money.) Then ask the big question: "Where do you keep money you will not spend right away?" (Samples: a jar, a drawer, a parent or a bank.)

2. Mini-Lesson · 10–15 min

   Say: "A bank keeps money safe. Putting money in is a deposit. Taking money out is a withdrawal. The money in the account right now is the balance." Show what a bank does with savings. Your child deposits $10 of play money with you. Lend $5 of it to the toy. Say: "This is a loan. The bank lends some of the savers' money to people buying homes or starting businesses." The toy pays back the $5 and $1 more. Say: "The extra $1 is interest. Borrowers pay interest to the bank. The bank pays a smaller amount of interest to savers." Say: "Remember the interest rate from Week 25. It tells how much. Suppose a bank pays $2 each year for every $100 saved. Then $200 earns $4 in a year." Ask: "How much would $300 earn?" ($6.) Say: "Rates differ from bank to bank and change over time. A credit union does the same jobs, and its members own it." Ask: "Jamal deposits $20, then $5 each Saturday for 4 weeks. What is his balance?" ($40, because 20 + 5 + 5 + 5 + 5 = 40.) If stuck, say: "Is money going in or coming out? In means add. Out means subtract."

3. Activity / Source Work · 15–20 min

   Bank Role-Play. You are the teller. Your child is the saver. 1) In the notebook, rule a register with four columns: move, deposit, withdrawal, balance. 2) For each move, your child writes a paper slip and hands it to you with the play money. Then they fill in one row. 3) Make these moves. Start at $0. Deposit $20. Deposit $5. Deposit $5. Withdraw $8 for a book. Deposit $5. 4) Check the last balance together. ($27, because 20 + 5 + 5 - 8 + 5 = 27.) 5) Count the play money in the bank pile. It should match the balance. If not, redo each row together. 6) Swap roles. Start at $12. Deposit $9. Withdraw $6. Deposit $10. Withdraw $7. ($18. The balances are 21, 15, 25 and 18.) 7) Ask: "Could I withdraw $30 now? What is your evidence?" (No. The balance is only $18.)

4. Notebook Entry · 10 min

   Your child writes deposit, withdrawal, balance and interest with a short meaning for each. Then compare two savers. "$50 in a piggy bank for one year stays $50. $50 in a savings account that pays $1 of interest becomes $51." Your child writes which one grows, and why. Sample: "The bank account grows because the bank pays interest."

5. Exit Ticket · 5 min

   Read the exit questions aloud. Your child solves questions 1 and 3 on paper and says question 2. Praise your child for showing each step.

Homework: Your child asks a family member how they keep savings safe, and whether they use a bank or a credit union. Look for one reason your child can retell.

Objective: I can find perimeter by counting unit lengths on grid paper.

Standards: 3.MD.D.8

Materials: Grid paper, Highlighter, Ruler (for straight lines), Pencil

1. Warm-Up · 5 min

   Spaced review from Week 28 Day 3. Draw a rectangle 6 squares long and 3 squares tall. Your child counts rows to find the area: 6, 12, 18 (18 square units). Then practice ×5 facts with no clock. Ask 5 × 4, 5 × 7, 5 × 8 and 5 × 9 (20, 35, 40, 45).

2. Mini-Lesson · 10–15 min

   Say: "On grid paper, one edge of a square is 1 unit long. We call that a unit length. Today we count edges, not squares." With the ruler, draw a rectangle 6 squares long and 2 squares tall. Mark a dot on one corner. Your child highlights the top edge and counts each unit length: 1, 2, 3, 4, 5, 6. Write 6 beside it. Go down the right side (2), along the bottom (6) and up the left side (2). Say: "We are back at the dot, so every side is counted." Write 6 + 2 + 6 + 2 = 16. Say: "So the perimeter is 16 units." Ask: "How many squares are inside?" (12) Say: "The area is 12 square units. The perimeter is 16 units. They measure different things." Now your child does more. Draw a rectangle 5 squares long and 4 squares tall. Your child marks a dot, highlights and counts. (5 + 4 + 5 + 4 = 18 units)

3. Guided Practice · 10–15 min

   Your child draws each shape, marks a dot and numbers every side. 1) A rectangle 8 squares long and 2 squares tall. (8 + 2 + 8 + 2 = 20 units) 2) A square 3 squares long and 3 squares tall. (3 + 3 + 3 + 3 = 12 units) 3) An L-shape. From the dot, draw right 4, up 1, left 2, up 2, left 2 and down 3. Your child adds all six sides. (4 + 1 + 2 + 2 + 2 + 3 = 14 units). If stuck, say: "Touch each little line with your pencil tip. Count lines, not squares. Stop at your dot."

4. Independent Practice · 15–20 min

   Your child draws each shape on grid paper and counts unit lengths. 1) A rectangle 5 squares long and 1 square tall (12 units). 2) A square 4 squares long and 4 squares tall (16 units). 3) A rectangle 7 squares long and 2 squares tall (18 units). 4) A rectangle 9 squares long and 2 squares tall (22 units). 5) No drawing this time. A rectangle is 10 units long and 3 units tall. (10 + 3 + 10 + 3 = 26 units) 6) An L-shape: from a dot, draw right 5, up 2, left 3, up 2, left 2 and down 4. (5 + 2 + 3 + 2 + 2 + 4 = 18 units) 7) A garden plan is 8 squares long and 4 squares tall. Each unit length stands for 1 foot. How many feet of border go around it? (24 feet) 8) A toy robot rolls once around a rectangle 7 tiles long and 3 tiles wide. How many tile edges does it pass? (20)

5. Exit Ticket · 5 min

   Read each question aloud; your child uses grid paper.

Fact fluency: ×5 facts

Homework: On grid paper, your child draws a square 2 squares long and 2 squares tall (8 units). Then your child draws a rectangle 8 squares long and 1 square tall (18 units).

Objective: I can write an introduction with a hook, my topic and my research question.

Standards: W.3.2.A, L.3.3.A

Materials: Writer's notebook, Outline from Day 1, Subtopic notes, Highlighter, Pencil

1. Warm-Up · 5 min

   Word study, Unit 5 review. Write their, too, write, we'll, players'. Your child marks the tricky part of each word. (their: e before i; too: two o's; write: silent w) Ask: "Where is the apostrophe in we'll and in players'?" (we'll: in place of w and i; players': after the s) Ask: "Which too means also?" (t-o-o) Spaced review from Week 29. Ask: "Name two honest ways to use a source's idea." (Quote and cite, or paraphrase and cite.)

2. Mini-Lesson · 10–15 min

   Say: "An introduction has three jobs. It hooks the reader, names the topic, and tells what the report will explain." Read this model aloud. "A Report Introduction. Did you know that one honeybee makes only about one-twelfth of a teaspoon of honey in her whole life? Honeybees are small insects that live and work together in hives. They turn sweet flower nectar into the golden honey we eat. This report will explain how honeybees make honey." Think aloud: "Sentence one makes me say wow. That is the hook. Sentences two and three name and describe the topic. The last sentence tells what the report will explain." Your child highlights each job. Say: "There are three kinds of hooks." Write them with examples. Surprising fact: the model's first sentence. Question: "How can a tiny insect make food that people eat?" Tiny scene: "A bee lands on a clover blossom and dips her tongue deep inside." Say: "Writers also choose exact, strong words." Compare "Bees make honey" with "One teaspoon of honey is the life's work of about twelve bees." Ask: "Which words make the second one stronger?" (teaspoon, life's work, twelve)

3. Guided Practice · 10–15 min

   1) Read aloud: "The hive hums like a tiny factory at sunrise." Ask: "Which kind of hook is it?" (A tiny scene) 2) Your child finds a wow fact in their notes. Together, write it as a surprising-fact hook. 3) Together, write a question hook for the same topic. 4) Your child reads both aloud and picks the one that makes a listener lean in. Ask: "Is your hook true? Which note proves it?" (Your child points to the note.) Then your child swaps one weak word, such as big or nice, for an exact one. If stuck, say: "Which fact made you say wow? Start with that."

4. Independent Practice · 15–20 min

   Your child writes the introduction. It should be 4 or 5 sentences. 1) Write the hook. 2) Write one or two sentences that name and describe the topic. 3) Write a sentence that tells what the report will explain. 4) Trade one weak word for a strong, exact word. Frame: "Did you know ___? ___ are ___. This report will explain ___." Checklist: the hook is true and comes from the notes; the topic is named. The last sentence matches the research question; one strong word is circled. A strong swap looks like "gigantic" for "big."

5. Exit Ticket · 5 min

   Your child reads the introduction aloud with expression. Then ask the three questions.

Homework: Read your introduction to a family member. Ask which sentence hooked them and why. Then read your own book for 15 minutes. Look for a reason in their answer.

Practice page · Week 30, Day 2

English Language Arts

I can write an introduction with a hook, my topic and my research question.

Show answers

An Introduction

What animal can swim across an ocean and still find its way back to the beach where it hatched? A sea turtle can! Sea turtles are reptiles that live in warm oceans all over the world. This report will explain how sea turtles find their way across the ocean.

Use the introduction above.

1. 1.

   Underline the hook.

2. 2.

   What kind of hook is it?

   ○ a question○ a surprising fact○ a tiny scene
3. 3.

   Circle the sentence that tells what the report will explain.

4. 4.

   Write a surprising-fact hook for a report about bees.
5. 5.

   Change the weak word to a strong one: 'A whale is a big animal.'

Circle the right homophone.

1. 6.

   The turtles laid ____ eggs on the beach.

   ○ their○ there○ they're
2. 7.

   I want to see a turtle ____.

   ○ to○ too○ two
3. 8.

   Please ____ your name on the line.

   ○ write○ right

Challenge: Write the first sentence of your own introduction. Which kind of hook did you use?

Objective: I can explain how dogs of one species vary and how people chose traits to create breeds.

Standards: 3-LS3-1, 3-LS4-2

Materials: Pictures of 4 dog breeds (library book, magazine or printed), Science notebook and pencil, Colored pencils, 4 index cards

1. Day 147 — Variation in Dogs — Wonder Warm-Up · 5 min

   Spaced review from Week 3. Ask: "Which force slows a toy car rolling across carpet?" (Friction.) Then show the smallest and the largest dog in your pictures. Now the wonder. Ask: "Are these two the same species or different species? Why do you think so?"

2. Mini-Lesson · 10–15 min

   Say: "All dogs are one species. Dogs of different breeds can have puppies together. They share many traits: four legs, fur, a tail and a keen nose." Say: "Long ago, people began choosing dogs with traits they wanted. They let those dogs become parents." Say: "Traits pass from parents to offspring. So the chosen traits showed up more often in the puppies." Say: "After many, many years, some groups of dogs looked and acted alike. We call these groups breeds." Give an example: people who needed help with sheep chose quick, alert dogs as parents. Now show it. In the notebook, draw 6 quick dogs, 2 with long fur and 4 with short fur. Circle the long-fur dogs as the parents. Ask: "What will many of their puppies likely have?" (Long fur, though we cannot be sure of every puppy.) "Did the dogs choose their own traits?" (No. People chose which dogs became parents.) "Is a breed a new species?" (No. Every breed is still a dog.) If stuck, say: "Traits pass from parents to puppies. So whose traits show up next?"

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

   Breed Compare. 1) Lay out the 4 breed pictures. 2) Your child fills in one index card for each breed. Each card has the same four lines. Size: small, medium or large. Fur: short, long or curly. Ears: upright or floppy. Face: long or short. 3) They lay the cards side by side and circle the traits that vary most. 4) They list 3 traits that all 4 breeds share. 5) They choose one breed and guess the job its traits were chosen for. They give evidence from the picture. Sample: "Long legs and a thin body. Maybe it was chosen for running fast." The four cards are the data table. Nothing is changed in this study. Keep the same four traits on every card. Expect size, fur and ears to vary. Expect four legs, fur, a tail and a nose built for smelling on every dog. Guesses about jobs will differ. Say: "Real results vary. Look for the pattern, and give me a reason from a trait."

4. Science Notebook Entry · 10 min

   Your child draws 2 of the breeds side by side with colored pencils. They label 3 variations and 2 shared traits. Then they finish the frame: "All dogs are one species, but ___." Sample: "All dogs are one species, but people chose different traits, so breeds vary in size, fur and ears."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud. Praise answers that connect chosen parents to the traits of their puppies.

Homework: Read about one dog breed with an adult, or ask someone who owns one. Write 2 traits people chose it for. Look for: traits, not tricks.