Builds on: Needs the notebook pages from Weeks 25 to 30. One-minute check: "In a budget, which is money coming in and which is money going out?" (Income comes in. Expenses go out.)
Materials: Unit 5 test from the Assessments page, Week 30 Social Studies Check (7 items) with answer key, Notebook, Pencil, Scrap paper (for sketching the test's maps and for math), Play money (paper slips work)
Warm-Up · 5 min
Spaced review from Week 26. Ask: "Why can a town not have everything it wants?" (Scarcity. Money, land and time are limited.) Then ask two quick ones. "Money you earn?" (Income.) "A plan for your money?" (A budget.) Ask the big question: "Which Unit 5 idea will you use most?"
Mini-Lesson · 10–15 min
Say: "Today you take the Unit 5 test. It covers Weeks 25 to 30." Ask one new question for each big idea. Goods and services. Ask: "Is fixing a flat bike tire a good or a service?" (A service.) Resources. Ask: "A baker knows a recipe by heart. Which kind of resource is that?" (A human resource.) Supply and demand. Ask: "A farm stand has heaps of squash and few buyers. What will likely happen to the price?" (It will go down.) Maps. Ask: "Which map uses colors to show usual weather?" (The climate map.) Money. Ask: "A plan lists save $3, lunch $6 and a toy $4. The income is $12. Does it fit?" (No. The lines add up to 13.) Give three test tips. Say: "Show your math. Name the map your clue came from. Write the dollar sign." If stuck, say: "Let us find that day's notebook page."
Activity / Source Work · 15–20 min
Unit test. 1) Find the Unit 5 test on the Assessments page. It takes 30 to 35 minutes, which is longer than this block. 2) Choose a plan. Split it: give Sections 1 and 2 today and Sections 3 and 4 tomorrow. Or give it all today and use the notebook time too. 3) You may read every item, choice and source box aloud. Your child may answer aloud while you write. 4) Section 3 describes three maps of a made-up state in words. Give scrap paper so your child can sketch them. 5) Sections 2 and 4 have money math. Play money and scrap paper are welcome. 6) Put the notebook away. Do not teach or hint during the test. 7) Score each section with the notes under it, then find the level. If a section earns less than half its points, revisit the weeks it lists. Look for the section that needs more practice, not only the total.
Notebook Entry · 10 min
If the test used this time, do the entry tomorrow. Your child corrects missed items in a different color. Then they finish two frames: "One money habit I will keep is ___. The Unit 5 idea I understand best is ___." Sample: "One money habit I will keep is saving before I buy wants."
Exit Ticket · 5 min
Ask the three exit questions aloud. Give the stored Week 30 check later today or tomorrow: 7 items, about 15 minutes. With 6 or more right, start Week 31. With 4 or 5 right, redo the Day 2 register: start at $10 and make four moves with play money. With 3 or fewer right, reteach Day 3. Sort play money into piles labeled Needs, Save and Wants, and count each pile. Then revisit any other day missed. Praise your child for showing the math.
Watch for: Adding on money items when the problem asks how much is left.
Try: Your child underlines the question words, such as "how much is left" or "in all." Then they act it out with play money.
Exit ticket:
A worker learns to use a faster machine. What happens to her productivity?
A long drought hurts corn farms in the Midwest. How might that affect a family in another region?
Name one money habit from this unit that you will keep. Tell why.
Show answers
It goes up. She can make more in the same amount of time.
Answers vary. Look for: less corn is shipped, so corn or foods made from it could cost more.
Answers vary. Look for a habit such as needs first, saving before wants or writing a budget, with a reason.
Support: Read every test item aloud and write down spoken answers, as the test allows. Split the test over two days.
Extend: After the test, your child tracks real spending for one week in a budget table. They compare it with the plan.
Homework: Your child shows a family member the scored test and explains one fixed item. Look for the fix in a different color.
Practice page · Week 30, Day 5
Social Studies
I can get ready for my Unit 5 test with a mixed review.
Circle the best answer.
1.
A haircut is a ___.
○ good○ service
2.
A farmer who sells eggs is a ___.
○ producer○ consumer
3.
Which map shows where people live?
○ resource map○ population map○ climate map
4.
Few toys and many buyers usually make the price go ___.
○ up○ down
5.
Is a warm coat in a snowy place a need or a want?
○ need○ want
Solve.
6.
Kofi earns $6 each time he helps wash the car. He helps 2 times. How much does he earn?
7.
Name one good your family gets from another country.
Challenge:Which Unit 5 idea do you understand best? Explain it in one sentence.
Mathematics
Objective: I can show what I learned in Unit 5 about time, measurement, area and perimeter on the unit test.
Builds on: Needs Weeks 25 to 30: time, mass, liquid volume, area and perimeter. One-minute check: a rectangle is 4 units long and 2 units wide. Your child finds its perimeter and area (12 units; 8 square units).
Materials: Stored Week 30 check and its answer key, Unit 5 test and its answer key (Assessments page), 6 index cards. Write one task on each. Card 1: Minutes from 8:45 to 9:25? Card 2: Grams or kilograms for a watermelon? Card 3: 9 liters, pour out 4. How much is left? Card 4: Area of an 8 by 5 rectangle? Card 5: Perimeter of a 7 by 2 rectangle? Card 6: Perimeter 24 cm, length 10 cm. Width?, Clock with movable hands, grid paper, square tiles and a ruler (allowed on the test), Scrap paper, Pencil
Warm-Up · 5 min
Spaced review from Week 25 Day 3. Ask: "How many minutes is it from 2:50 to 3:20?" (30 minutes: 10 to reach 3:00, then 20 more.) Today the facts are a spoken review with no clock. Ask 6 × 7, 6 × 8, 7 × 7 and 7 × 9 (42, 48, 49, 63). Then tell the plan: a card game, the Week 30 check, a short break and the Unit 5 test.
Mini-Lesson · 10–15 min
Play Name the Unit for 10 minutes. Mix the 6 cards face down. Say: "Flip a card. Solve it. Say the answer with its unit." Model one turn. Flip card 5. Sketch the rectangle and label four sides. Say: "Perimeter goes around, so I add. 7 + 2 + 7 + 2 = 18. So the perimeter is 18 units, not square units." Now your child takes every turn: flip, sketch on scrap paper, solve, name the unit. A right answer with the right unit wins the card. There is no clock. Answers for cards 1 to 6: 40 minutes; kilograms; 5 liters; 40 square units; 18 units; 2 cm.
Guided Practice · 10–15 min
Give the stored Week 30 check now. It has 7 items. Find it with the Week 30 lessons. Your child works alone for about 15 minutes. Score it with the answer key. Item 1 asks what perimeter means: redo the Day 1 Mini-Lesson. Items 2, 3 and 7 add side lengths: redo Day 3 Guided Practice. Item 4 is an L-shape on grid paper: redo Day 2 Guided Practice. Items 5 and 6 ask for an unknown side: redo Day 4 Guided Practice. Save this route for Week 32. Then take a short break. If stuck, say: "Sketch the shape and label every side."
Independent Practice · 15–20 min
Give the Unit 5 test from the Assessments page. Allow 30 to 40 minutes, with no time limit. If your child is tired after the check, give the test tomorrow. Read each part aloud. Your child may use the clock, scrap paper, grid paper, tiles and the ruler. Remind your child to write a unit on every answer. Do not teach or hint. Score it with the answer key. Then choose a route by part. Time missed: revisit Week 25 Days 1 to 4. Mass and liquid volume missed: revisit Week 26 Days 1 to 4. Area missed: revisit Week 28 Days 1 to 4 and Week 29 Days 1 to 4. Perimeter missed: revisit Week 30 Days 1 to 4.
Exit Ticket · 5 min
After the test, your child answers these three questions. Then go over missed test items together.
Watch for: Mixing up area and perimeter, such as multiplying the sides when a problem asks for the distance around.
Try: Before solving, your child asks: "Am I covering the inside or going around the edge?"
Fact fluency: ×6 and ×7 facts (spoken review)
Exit ticket:
What is the perimeter of a rectangle 8 units long and 2 units wide?
A mat covers 16 square feet. Its edge is 20 feet around. Which number is the perimeter?
Which part of the test felt easiest, and which skill will you practice?
Show answers
20 units
20 feet, because perimeter is the distance around the edge
Answers vary. Look for: one named skill for each part of the question.
Support: Read each item aloud. Give the check today and the test tomorrow if your child tires.
Extend: After the test, your child writes one area problem and one perimeter problem about the same rectangle. Sample: a rug 5 feet long and 4 feet wide has area 20 square feet and perimeter 18 feet.
Homework: No new work after the test. Your child shows a family member area and perimeter on a table top. Sweep a hand over the top for area. Walk a finger around the edge for perimeter.
Practice page · Week 30, Day 5
Mathematics
I can get ready for my Unit 5 test.
Get ready: solve each problem and write the unit.
1.
A movie starts at 2:15 and ends at 3:50. How long is it?
2.
Which unit fits the mass of a bag of flour?
○ grams○ kilograms
3.
Which unit fits the water in a teaspoon?
○ milliliters○ liters
4.
What is the area of a 5 by 8 rectangle?
5.
What is the perimeter of a 3 by 9 rectangle?
6.
A rectangle has perimeter 24 and length 8. What is the width?
Challenge:Which is measured in square units: area or perimeter? Tell how you know.
English Language Arts
Objective: I can show what I learned in Unit 5 about figurative language and writing a research report.
Standards: W.3.2, W.3.7, W.3.8, L.3.5.A, RI.3.4
Builds on: Needs Unit 5, Weeks 25 to 30. That means comparing two texts, literal and nonliteral language, research notes, sources and the report draft. One-minute check: ask, "What do we call words that do not mean exactly what they say?" (Nonliteral language)
Materials: Week 30 weekly check, Unit 5 test from the Assessments page, Pencil, Writer's notebook, Report draft
Warm-Up · 5 min
Word study, Unit 5 review. Give a quick, unhurried spelling check. Say each word, then say it in a short sentence: station, vision, picture, their, write, players'. Challenge word: permission. Correct it together. Your child names the tricky part of each word. Spaced review from Week 26. Ask: "'The classroom was a zoo.' Literal or nonliteral? What does it mean?" (Nonliteral. The room was noisy and wild.)
Review · 10 min
Say: "First, a short check on report writing. It will warm you up for the test." Give the stored Week 30 weekly check as today's review. It has 8 items on the report and this week's spelling. Your child works alone. Read the directions aloud if asked, but give no hints. Score it together with the answer key. Then follow this route. 6 or more right: move on. 4 or 5 right: redo the Day 3 practice page and revisit Day 3 next week. 3 or fewer right: reteach Day 1, then Days 2 to 4, on the Week 32 catch-up days. The check may run a few minutes past this block. If it does, skip the two questions below and let your child say the Reflection aloud. If time is left, review two older skills. Ask: "'Grandpa's hands were sandpaper.' What does it really mean?" (His hands were rough.) Say: "Paraphrase this: A bee stores nectar in a special stomach." (Sample: "A bee carries flower juice in a stomach made just for it.")
Unit Test · about 50 min
The Unit 5 test is on the Assessments page. It covers Weeks 25 to 30. The whole test takes 50 to 60 minutes, so split it over two sittings. Today, your child does the reading section with two texts and the nonliteral language section. Save Language, Word Study, and Research and Report Writing for the next sitting. That can be later today or tomorrow. Say: "Read each text by yourself. You may look back as often as you like. Do your best, and we will fix things later." You may read directions and questions aloud. Do not help with answers or spelling. Score each section with its scoring note. Each section names the weeks and days to reteach.
Reflection · 10 min
Your child writes 3 or 4 sentences in the notebook. 1) Which Unit 5 skill grew the most? Give an example from the notebook. 2) Which part of the report draft are you proudest of? 3) What is one thing to fix next week? Frames: "I got better at ___. One example is ___. I am proudest of ___ because ___. Next week I will fix ___." Then your child reads the proudest part of the draft aloud with expression. Say: "Tell me why you chose that part." Look for: a named skill; a real example; a fix small enough to do in one day.
Exit Ticket · 5 min
Ask the three questions aloud. Your child answers aloud to close the unit.
Watch for: Reading a nonliteral phrase as if it were literal, such as thinking a room really became a zoo.
Try: Ask, "Could this really happen? If not, what is the writer trying to say?"
Exit ticket:
Which Unit 5 skill grew the most for you? Show me an example in your notebook.
Which part of your report draft are you proudest of, and why?
What is one thing you will fix in your report next week?
Show answers
Answers vary. Look for: a named skill and a page that shows it.
Answers vary. Look for: an exact part, such as the hook, and a reason.
Answers vary. Look for: one clear fix your child can finish in a day.
Support: Give a short break between the weekly check and the test. Move the second test sitting to another day.
Extend: After the test, your child writes two nonliteral sentences about the research topic and tells what each really means.
Homework: Show a family member your report draft. Point out the introduction, one body paragraph and the conclusion. Then read your own book for 15 minutes. Look for the right name for each part.
Practice page · Week 30, Day 5
English Language Arts
I can get ready for my unit test by reviewing literal and nonliteral language and report words.
Is it literal (the words mean exactly what they say) or nonliteral? Then write what it really means.
1.
'The sun was a giant lamp in the sky.' Literal or nonliteral?
○ literal○ nonliteral
2.
What does it really mean?
3.
'My brother is as busy as a bee.' What does it mean?
4.
'The cat sat on the mat.' Literal or nonliteral?
○ literal○ nonliteral
Answer the question or fix the sentence.
5.
Name the three jobs of an introduction.
6.
What goes on the last page of a report?
7.
Fix it: Their going to the park.
8.
Fix it: The dogs bone is under the bed. (one dog)
Challenge:Write your own nonliteral sentence about the weather and tell what it really means.
Science
Objective: I can show what I know about weather forecasting, adaptations, traits and variation.
Builds on: Needs the Unit 5 notebook pages from Weeks 25 to 30. One-minute check: ask "Name one inherited trait and one learned behavior." (Sample: a duck's webbed feet; a dog sitting on a signal.)
Materials: Week 30 Science Check (7 items) and its answer key, Unit 5 test printout: Forecasting, Adaptation & Traits (from the Assessments page), Pencil, Ruler, Science notebook
Day 150 — Week 30 Check and Unit 5 Test — Wonder Warm-Up · 5 min
Spaced review from Week 25. Ask: "Which tool measures air pressure?" (A barometer.) Then your child explains variation in one sentence and gives one example from the beak model. Now the wonder. Ask: "Which Unit 5 idea would you most like to teach someone else?"
Mini-Lesson · 10–15 min
Say: "Today you show what you know from Unit 5." Find the Unit 5 test on the Assessments page. It has four sections: seasonal weather and forecasts, living in different climates, inherited traits and the environment, variation and survival. Allow 40 to 45 minutes in all. You may read everything aloud, but do not explain science words or give hints. Warm up with three practice items that are not on the test. First, write a tiny table in the notebook: fall, 9 rainy days; winter, 4 rainy days. Ask: "Which season is rainier, and by how many days?" (Fall, by 5 days.) Second, say: "In a picture graph, one sun stands for 2 sunny days." Ask: "How many suns show 8 sunny days?" (4.) Third, practice the three-part answer from Week 13. Ask: "Which beak had the advantage with rice yesterday? Give a claim, evidence and reasoning." (Sample: "The tweezers. They gathered 9 grains and the spoon gathered 4. Thin tips grip small seeds.") If stuck, say: "Read the question again. Underline what it asks for."
Investigation / Hands-On · 15–20 min
Unit 5 Test. 1) Set out the test, the pencil and the ruler. 2) Your child works alone. Read questions, tables and choices aloud whenever asked. 3) This block fits about two sections. Do the other two sections later today or on the next school day. Breaks between sections are fine. 4) Your child rereads every answer before stopping. 5) Score the test afterward with its own key. The scoring notes after each section tell you which weeks to revisit. Nothing is investigated today, so there is no data table. If your child asks what a word means, say: "Read the sentence again and do your best." If your child feels worried, say that careful thinking matters more than speed.
Science Notebook Entry · 10 min
After the test, your child writes a three-sentence reflection in the notebook. "One Unit 5 idea I know well is ___. One idea I want to keep practicing is ___. One investigation I would like to do again is ___." Sample: "One idea I know well is inherited traits. I want to keep practicing forecasts. I would like to do the beak model again."
Wrap-Up & Exit Ticket · 5 min
Ask the three exit questions aloud and celebrate finishing Unit 5. Then give the Week 30 Science Check, which has 7 items, after a break or on the next school day. Allow about 10 minutes. With 6 or more right, your child measures 8 apples or pea pods and makes a line plot. That is a number line with one X for each. With 4 or 5 right, redo the Day 4 beak page with a new food. With 3 or fewer right, reteach Day 1 by measuring 5 family members' hand lengths.
Watch for: Mixing up an adaptation with a learned behavior.
Try: Ask: "Did the animal inherit it, or did it learn it by practice?" An adaptation is inherited. A learned behavior takes practice or teaching.
Exit ticket:
In one sentence, tell what variation is.
Give one example of a trait that could help an animal survive. Tell where it would help.
Which part of Unit 5 do you want to keep practicing?
Show answers
Differences in traits among living things of the same kind.
Answers vary. Sample: long legs help a hare outrun a fox in open fields; a long beak helps a bird reach insects in bark.
Answers vary. Look for: a named topic, such as forecasts, climates, traits or variation.
Support: Read the test aloud and write your child's spoken answers. Give the test in two sittings and the Week 30 check on another day.
Extend: After the test, your child writes 3 new questions about variation, with an answer key, for a family member to try.
Homework: Tell a family member what variation means and show your beak model results. Look for: the word advantage used correctly.
Practice page · Week 30, Day 5
Science
I can get ready for my unit test on weather, adaptations and traits.
Get ready! Write the word that matches each meaning.
Word bank: adaptation · trait · learned · environment
1.
a trait that helps a living thing survive in its habitat: ____
2.
a feature of a living thing: ____
3.
gained by practice or teaching: ____
4.
everything around a living thing: ____
Answer in a sentence.
5.
Name one adaptation that helps a camel live in a desert.
6.
Name one weather tool and what it measures.
Challenge:Which Unit 5 idea will you look over before the test?