Day 1 · Monday

Objective: I can explain reasons to save and make a plan to reach a savings goal.

Standards: D2.Eco.1.3-5, D2.Eco.2.3-5

Materials: A jar or cup, 24 coins, beans or buttons, 3 sheets of plain paper (for savings thermometers), Ruler, Crayons, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 30. Ask: "What is a budget?" (A plan for your money before you spend it.) Then ask the big question: "What is something you would love to have but cannot buy today?" Write the answer in the notebook. You will use it later.

2. Mini-Lesson · 10–15 min

   Say: "Saving means setting money aside now so you can use it later." Say: "People save for three main reasons. One is a bigger purchase, like a bike helmet. One is an emergency, like replacing broken glasses. One is a long-term goal, like college someday." Say: "Saving has a cost and a benefit. The cost is waiting and skipping small treats now. The benefit is getting something bigger later." Say: "An incentive nudges a choice. A bank pays savers a little extra, called interest. Interest is an incentive to save." Model a goal. Say: "A soccer ball costs $24. Sam saves $4 a week." Drop 4 coins into the jar for each week. Count aloud: 4, 8, 12, 16, 20, 24. Say: "That took 6 weeks, because 6 × 4 = 24." Ask: "Name one reason people save." (A bigger purchase, an emergency or a long-term goal.) Ask: "What is the cost of saving?" (Waiting, or giving up small things now.) Ask: "Sam saves $6 a week instead. How many weeks for $24?" (4 weeks: 6, 12, 18, 24.) If stuck, say: "Drop the coins in week by week. Stop when you reach the price."

3. Activity / Source Work · 15–20 min

   Goal thermometers. 1) On each sheet of paper, your child draws a tall, thin rectangle with the ruler. This is a savings thermometer. 2) Write one goal above each one. Short-term goal: a yo-yo for $8, saving $2 a week. Medium goal: a board game for $21, saving $3 a week. Longer goal: roller skates for $45, saving $5 a week. 3) Your child marks each thermometer in equal steps, one line for each week. Write the running total beside each line. 4) Your child counts the lines and colors each thermometer up to week 1 with a crayon. 5) Fill in a chart with four columns: Goal | Price | Saved each week | Weeks. (Yo-yo: 4 weeks. Board game: 7 weeks. Roller skates: 9 weeks.) 6) Ask: "What stays the same on one thermometer?" (The amount saved each week.) "What changes?" (The total.) Ask for evidence: "Which goal takes longest? Show me on your chart." (Roller skates, 9 weeks.) Check: the top line on each thermometer equals the price. Say: "A short-term goal takes weeks. A long-term goal takes many months or years."

4. Notebook Entry · 10 min

   Your child writes about the wish from the warm-up. "My savings goal is ___. It costs about $___. I will save $___ a week for ___ weeks." Then: "One emergency a family might save for is ___. Savings help because ___." Sample: "My savings goal is a paint set. It costs about $12. I will save $3 a week for 4 weeks. A family might save for a car repair. Savings help because the money is ready."

5. Exit Ticket · 5 min

   Read each question aloud. Your child may skip-count on paper for question 2. Praise careful counting, week by week.

Homework: Your child writes a real goal and its price on a jar or envelope and adds a first deposit. Look for a price and a weekly amount.

Objective: I can find both the area and the perimeter of a rectangle and tell them apart.

Standards: 3.MD.D.8, 3.MD.C.7.b

Materials: Grid paper, 2 crayons of different colors, 24 square tiles or paper squares, Yarn or string (about 24 inches), Ruler (for homework), Pencil

1. Warm-Up · 5 min

   Spaced review from Week 30 Day 4. Ask: "A rectangle has a perimeter of 18 units and a length of 7 units. How wide is it?" (2 units) Then practice ×7 facts with no clock. Ask 7 × 4, 7 × 6, 7 × 8 and 7 × 9 (28, 42, 56, 63).

2. Mini-Lesson · 10–15 min

   Say: "One rectangle has two measurements. Area covers the inside. Perimeter goes around the edge." On grid paper, draw a rectangle 7 squares long and 3 squares tall. Your child shades the inside with one crayon. Ask: "How many rows of how many squares?" (3 rows of 7) Write 3 × 7 = 21. Say: "So the area is 21 square units." Your child traces the edge with the other crayon. Write 7 + 3 + 7 + 3 = 20. Say: "So the perimeter is 20 units." Say: "For area we multiplied and wrote square units. For perimeter we added and wrote units." Now your child does more. Build 3 rows of 6 tiles and lay yarn around them. Your child finds both measurements. (Area: 3 × 6 = 18 square units. Perimeter: 6 + 3 + 6 + 3 = 18 units.) Ask: "Both numbers are 18. Are area and perimeter the same thing?" (No. One counts squares inside. The other is a length around.)

3. Guided Practice · 10–15 min

   Your child sketches each rectangle, shades the inside and traces the edge. Here 5 by 4 means 5 long and 4 wide. 1) 5 by 4 (area 20; perimeter 18). 2) 6 by 2 (area 12; perimeter 16). 3) A square with 6-unit sides (area 36; perimeter 24). Ask: "Which answers need the word square?" (The areas.) If stuck, say: "Rub the inside. That is area, so multiply. Now walk the edge. That is perimeter, so add."

4. Independent Practice · 15–20 min

   Your child finds both measurements. Write square units for area and units for perimeter. 1) 7 by 2 (area 14; perimeter 18). 2) A square with 3-unit sides (area 9; perimeter 12). 3) 10 by 2 (area 20; perimeter 24). 4) 10 by 6 (area 60; perimeter 32). 5) 10 by 5 (area 50; perimeter 30). 6) On grid paper, draw a rectangle 10 squares long and 3 squares tall. Shade the inside and trace the edge. (area 30; perimeter 26) 7) A rug is 8 feet long and 5 feet wide. How much floor does it cover? How far is it around the edge? (40 square feet; 26 feet) 8) A square game board has 8-inch sides. Find the space it covers and the distance around it. (64 square inches; 32 inches)

5. Exit Ticket · 5 min

   Read each question aloud; your child may sketch.

Fact fluency: ×7 facts

Homework: Your child measures a book to the nearest inch and finds its area and perimeter. Sample: 10 inches long and 8 inches wide gives 80 square inches and 36 inches.

Objective: I can make a labeled picture, diagram or chart that teaches something my words do not.

Standards: W.3.2.A, RI.3.7, RF.3.3.D, L.3.2.E

Materials: Plain white paper, Colored pencils or markers, Ruler, Report draft and notes from Week 30, Writer's notebook, Pencil

1. Warm-Up · 5 min

   Word study (about 3 minutes). Say: "This week's words break the usual spelling rules. Each has a tricky part. We learn that part by heart, so we call them heart words." Write enough, tough, thought, bought, again and because. Your child reads each word and underlines the tricky part. Sort them in the notebook under three headings. gh says /f/: enough, tough. ough says /aw/: thought, bought. Heart words: again, because. Spaced review from Week 28. Ask: "Which question is open: Do bees sting? or How do bees build a comb?" (The second. It needs more than yes or no.)

2. Mini-Lesson · 10–15 min

   Say: "A report visual is a picture that teaches. It follows three rules. It matches the report. It has clear labels. It is neat enough to read." Write four choices. A labeled diagram shows parts. A step diagram or timeline shows steps in order. A map shows where things are. A chart compares numbers. Read aloud this report paragraph, "From Flower to Honey": A forager bee sips sweet nectar from a flower. She carries it home in a pouch called a honey stomach. At the hive, she passes the nectar to a house bee. The house bee spreads it into a six-sided wax cell. Then many bees fan their wings until the nectar dries and thickens. Last, the bees seal the cell with a wax cap. The nectar is now honey. Think aloud: "This paragraph tells steps in order. Steps are easier to see than to read. I will make a step diagram." Draw five boxes in a row with arrows between them. Label them flower, honey stomach, house bee, wax cell and wax cap. Write the title "How Bees Make Honey" above. Write a caption below: "Nectar becomes honey in five steps." Ask: "What do the arrows tell a reader?" (What happens next.)

3. Guided Practice · 10–15 min

   Your child names the best visual and tells why. 1) One paragraph tells where sea otters live. (A map. It shows places.) 2) One paragraph names the parts of a bee's body. (A labeled diagram. It shows parts.) 3) One paragraph tells how long four animals sleep each day. (A chart. It compares numbers.) 4) Now use your child's report. Ask: "Which part would be easier to see than to read?" Your child names the visual type and makes a quick pencil sketch. Check that every label matches a fact in the report. If stuck, say: "Point to the paragraph with the most parts, steps, places or numbers. What kind of picture fits it?"

4. Independent Practice · 15–20 min

   Your child makes the final visual on clean paper. 1) Write a title at the top. 2) Draw the picture and add at least four labels. Use the ruler for label lines. 3) Write a one-sentence caption that tells what the visual teaches. 4) Under the caption, write the source code (S1, S2 or S3) in small print. A good visual matches one paragraph, has labels a reader can read, and uses facts from the notes. To check, cover the report. Your child teaches you two facts using only the visual.

5. Exit Ticket · 5 min

   Read each question aloud. Your child holds the finished visual and answers out loud.

Homework: Show the visual to a family member. Ask them to tell one fact they learned from it. If they cannot, add a label tomorrow. Then read your own book for 15 minutes.

Objective: I can set up a fair test to see how sunlight affects plants of the same kind.

Standards: 3-LS3-2

Materials: 6 dry beans from one bag (pinto, lima or kidney), soaked overnight in water, 2 clear plastic cups of the same size, About 2 cups of potting soil, Tablespoon and a cup of water, Cardboard box that covers one cup completely, Masking tape and marker, Ruler marked in centimeters, Science notebook and pencil

1. Day 151 — Environment Affects Growth — Wonder Warm-Up · 5 min

   Spaced review from Week 30. Ask: "What do we call small differences among living things of one kind?" (Variation.) Then the wonder. Ask: "What would happen to a plant kept in the dark?" Write down your child's answer.

2. Mini-Lesson · 10–15 min

   Say: "An environment is everything around a living thing. It includes light, water, soil, air, warmth and other living things." Say: "Plants of one kind inherit the same kinds of traits. But the environment can change how they grow." Hold up two soaked beans. Say: "These came from one bag. They are the same kind." Ask: "One will grow in light and one in the dark. What is the one thing we change?" (Light.) Say: "A fair test changes only one thing. That one thing is the variable. Everything else stays the same." Ask: "Suppose I also gave one cup more soil. Could we tell what caused a difference?" (No. It could be the light or the soil.) Ask: "Name three things both cups must share." (Any 3: the same kind and number of beans, soil, water, cup size, warmth.) If stuck, say: "Look at our supplies. Which of these should both cups get in equal amounts?"

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

   Sun and Dark Setup. Safety: dry beans are not for eating raw. Wash hands after touching soil. 1) Label one cup Sun and one cup Dark with tape and marker. 2) Fill both cups with soil to one finger-width below the rim. 3) Push 3 soaked beans into each cup, about 2 centimeters deep by the ruler. Place them against the clear side so you can see them. Three beans give a spare if one fails. 4) Spoon 2 tablespoons of water onto each cup. 5) Set both cups side by side in a bright window. Cover the Dark cup with the box. Side by side keeps both about equally warm. 6) Plan to check every 2 days. If the soil feels dry, give each cup 2 tablespoons. Change only the light. Keep the beans, soil, water, cups and place the same. Each check, look for sprouts and note their height, color and stem. Beans often take 5 to 10 days to come up. Real results vary. Look for the pattern.

4. Science Notebook Entry · 10 min

   Start a Bean Log in the notebook. Your child draws both cups and labels two lists. "What I change: light." "What I keep the same: beans, soil, water, cups, place." Under that, they rule a table: Date | Sun cup | Dark cup. They fill in today's date and "planted." Then they finish the frame: "I think the beans in the dark will ___ because ___." Sample: "I think the beans in the dark will not grow because plants need light." Any prediction with a reason is fine.

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud; your child answers aloud or in writing. Praise answers that name light as the only thing changed.

Homework: Tell a family member the plan and your prediction. Look for: your child names light as the one thing changed.