Day 2 · Tuesday

Objective: I can use smart spending tips to decide whether and where to buy something.

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

Materials: 2 sheets of plain paper (for two store price lists), 5 sticky notes, 20 coins or counters (for the support move), An advertisement from the mail or a food package (for the extension), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 24. Ask: "What is opportunity cost?" (The next-best thing you give up when you make a choice.) Then ask the big question: "A toy that cost $50 is on sale for $25. Should you buy it?" Do not correct the answer yet.

2. Mini-Lesson · 10–15 min

   Say: "Smart spenders stop and think before they buy." Write five tips, one on each sticky note, and say each one. "Tip 1: Ask, is it a need or a want?" "Tip 2: Compare prices." "Tip 3: Wait a day before a big purchase." "Tip 4: Check the quality with an adult." "Tip 5: Never spend money you do not have." Model Tip 2. Say: "A flashlight costs $18 at one store and $15 at another. 18 − 15 = 3. The second store costs $3 less." Say: "On sale, the toy still costs $25. It is a good deal only if you planned to buy it anyway." Say: "An advertisement is a message that tries to get people to buy. Words like 'Hurry, today only!' are an incentive to buy fast." Say: "Some incentives are rewards, like a sale price. Some are costs, like a fee for paying a bill late." Ask: "Which tip helps when an ad says hurry?" (Tip 3, wait a day.) Ask: "A game costs $30. You have $22. Which tip fits?" (Tip 5. You are $8 short, so keep saving.) Ask: "Is a sale always a good deal?" (No. You still spend money.) If stuck, say: "Read the five notes. Which one matches this problem?"

3. Activity / Source Work · 15–20 min

   Spend Detective. 1) Copy these two price lists, one on each sheet of paper. Corner Shop: notebook $3, markers $7, water bottle $11. Main Street Market: notebook $2, markers $9, water bottle $8. 2) Your child fills in a chart with four columns: Item | Corner Shop | Main Street Market | Difference. (Differences: $1, $2 and $3.) 3) Ask for evidence: "Which store costs less for markers? Point to the prices." (Corner Shop, $7.) 4) Ask: "You buy all three at one store. Which store costs less in all?" (Main Street Market: 2 + 9 + 8 = 19. Corner Shop: 3 + 7 + 11 = 21.) 5) Solve the pack problem. A 12-pack of markers costs $6. A 24-pack costs $10. Two 12-packs cost 6 × 2 = 12. The 24-pack costs $2 less for the same number of markers. Ask: "When is the small pack still the smart choice?" (When you need only 12, or have only $6.) 6) Your child writes Buy or Wait for each of the three items. Stick one tip note beside each choice. Look for a reason that uses a tip.

4. Notebook Entry · 10 min

   Your child writes a smart spending checklist: the five tips in their own words. Then use it on one real thing your child wants. "I want ___. It is a ___. I will ___ because ___." Sample: "I want a new game. It is a want. I will wait a day because I may change my mind."

5. Exit Ticket · 5 min

   Read the questions aloud. Your child writes the math for question 2 on paper. Praise any answer that names a tip.

Homework: With a family member, your child compares the price of one grocery item at two stores, or in two sizes. Write both prices. Look for two prices and the difference.

Objective: I can find different rectangles with the same area and compare their perimeters.

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

Materials: 20 square tiles or paper squares, Grid paper, Notebook (draw a table with three columns: Rectangle, Area, Perimeter), Pencil

1. Warm-Up · 5 min

   Spaced review from Week 30 Day 3. Ask: "A rectangle is 12 cm long and 3 cm wide. What is its perimeter?" (30 cm) Then practice ×3 and ×4 facts with no clock. Ask 3 × 6, 3 × 8, 4 × 6 and 4 × 8 (18, 24, 24, 32).

2. Mini-Lesson · 10–15 min

   Say: "Rectangles can cover the same space but have different edges." Give your child 20 tiles. Say: "Use all 20 tiles to make a rectangle." Build 4 rows of 5 together. In the table, write 4 by 5 and area 20. Add the sides: 5 + 4 + 5 + 4 = 18. Write perimeter 18. Say: "Now make 2 rows of 10." Add: 10 + 2 + 10 + 2 = 24. Say: "Now make 1 row of 20." Add: 20 + 1 + 20 + 1 = 42. Ask: "Do 3 rows work?" (No. 20 tiles do not fill 3 equal rows.) Say: "So the area stayed 20 square units. The perimeter changed: 18, 24 and 42." Ask: "Which rectangle has the longest perimeter? Which has the shortest?" (The long thin one; the one closest to a square.) Say: "A 5 by 4 rectangle is a 4 by 5 turned, so we list it once." Now your child does more. Use 16 tiles. Your child builds and records every rectangle. Look for 1 by 16 (perimeter 34), 2 by 8 (perimeter 20) and 4 by 4 (perimeter 16).

3. Guided Practice · 10–15 min

   Your child builds each rectangle, records it in the table and circles the smallest perimeter. 1) Area 18: 1 by 18 (perimeter 38), 2 by 9 (perimeter 22), 3 by 6 (perimeter 18). 2) Area 8: 1 by 8 (perimeter 18), 2 by 4 (perimeter 12). 3) Area 7. Ask: "How many rectangles can 7 tiles make?" (Only 1 by 7, with perimeter 16.) If stuck, say: "Try 1 row, then 2 rows, then 3 rows. Do the tiles fill every row with none left over?"

4. Independent Practice · 15–20 min

   Your child lists every rectangle and each perimeter. Use tiles for areas up to 20. Sketch the larger ones on grid paper. 1) Area 4: 1 by 4 (perimeter 10), 2 by 2 (perimeter 8). 2) Area 21: 1 by 21 (perimeter 44), 3 by 7 (perimeter 20). 3) Area 32: 1 by 32 (perimeter 66), 2 by 16 (perimeter 36), 4 by 8 (perimeter 24). 4) Area 26: 1 by 26 (perimeter 54), 2 by 13 (perimeter 30). 5) Both have an area of 24: 2 by 12 or 4 by 6. Which has the smaller perimeter? (4 by 6, with 20; the other has 28.) 6) On grid paper, draw a 6 by 6 square and a rectangle 18 squares long and 2 squares tall. Find both measurements. (Both areas are 36 square units; the perimeters are 24 and 40 units.) 7) Eli lays 50 carpet squares in 5 rows of 10 or 2 rows of 25. Which mat has the shorter perimeter? (5 by 10, with 30 units; the other has 54.) 8) A play yard must cover 100 square feet. Which needs less rope around it: 10 by 10 or 5 by 20? (10 by 10, with 40 feet; the other needs 50.)

5. Exit Ticket · 5 min

   Read each question aloud; tiles are allowed.

Fact fluency: ×3 and ×4 facts

Homework: Your child finds every rectangle with an area of 9 square units and the perimeter of each. Answers: 1 by 9 (perimeter 20) and 3 by 3 (perimeter 12).

Objective: I can talk about my draft with a partner and revise it to be clearer.

Standards: W.3.5, SL.3.1, SL.3.1.A, SL.3.1.B, SL.3.1.C, SL.3.1.D, L.3.1.H, L.3.1.I

Materials: Report draft, Colored pencil, Writer's notebook, Sticky notes, Pencil

1. Warm-Up · 5 min

   Word study (about 3 minutes). Write laugh, caught, brought, said and people. Your child spells each word aloud and circles the tricky part. It is augh in laugh and caught, and ough in brought. It is ai in said and eo in people. Then cover the words. Your child writes all five from memory and checks them. Spaced review from Week 29. Ask: "What does it mean to paraphrase?" (To say an idea in your own words.)

2. Mini-Lesson · 10–15 min

   Say: "Revising makes the ideas clearer. Editing fixes capitals, punctuation and spelling. Today we revise." Write this checklist in the notebook. 1) My introduction names the topic. 2) Each body paragraph sticks to one subtopic. 3) Choppy sentences are joined. 4) My conclusion sums up. Read aloud this student sample, "Draft: Hive Jobs": A hive has many workers. Worker bees are small. They do most of the jobs. Some workers clean the cells. Others feed the baby bees. Guard bees stand at the door. Guard bees buzz loudly. A wasp comes near. The queen stays inside. She lays eggs all day. My dog is afraid of bees. Every bee has a job. Ask: "How does it sound?" (Choppy.) Say: "Joining words fix that. And, but, or and so are coordinating conjunctions. They join two complete sentences. Put a comma before the joining word. That makes a compound sentence." Write: "Worker bees are small, but they do most of the jobs." Say: "Because, when, after and if are subordinating conjunctions. They join a sentence to a part that cannot stand alone. That makes a complex sentence." Write: "Guard bees buzz loudly when a wasp comes near."

3. Guided Practice · 10–15 min

   Use the sample. 1) Ask: "Join the two cleaning and feeding sentences with and." (Some workers clean the cells, and others feed the baby bees. Compound.) 2) Ask: "Join the two queen sentences with because." (The queen stays inside because she lays eggs all day. Complex.) 3) Ask: "Which sentence does not fit the subtopic?" (My dog is afraid of bees. Cut it.) 4) Hold a revision conference. First, your child puts sticky notes on two places that need help. Your child reads paragraph 1 of the report aloud. You name one thing that works and ask one question. Follow the rules. Listen without interrupting. Speak one at a time. Link ideas with "I agree, and" or "I see it differently because." Your child finishes: "Our talk changed my mind about ___ because ___." If stuck, say: "Read both sentences aloud. Does the second tell when, why or something extra? Pick the joining word that matches."

4. Independent Practice · 15–20 min

   Your child revises the whole report with the checklist and makes at least three changes in colored pencil. 1) Join two choppy pairs. Make one compound and one complex, and label each. 2) Cut or move one sentence that does not fit its subtopic. 3) Check one fact against the notes and fix it if needed. Good revising shows: commas before and, but, or and so; no comma before because or when; every paragraph on one subtopic. After each change, ask: "Is it clearer now? How?"

5. Exit Ticket · 5 min

   Ask the three questions. Your child points to the draft while answering.

Homework: Read your revised first paragraph aloud to a family member. Ask what question they still have. Write the question on a sticky note for tomorrow.

Objective: I can compare plants of the same kind that grew in different environments.

Standards: 3-LS3-2

Materials: Bean cups with the box, and the Bean Log from Day 1, Ruler marked in centimeters, Hand lens or magnifying glass, Plain paper and pencil for a quick sketch, Science notebook

1. Day 152 — Same Plant, Different Environments — Wonder Warm-Up · 5 min

   Spaced review from Week 28. Ask: "What does inherited mean?" (Passed from parents to offspring.) Bean check: lift the box for a quick look. Your child writes the date and "no change yet" in the Bean Log. That is normal on day 2. Then the wonder. Ask: "Can two plants of the same kind look very different?"

2. Mini-Lesson · 10–15 min

   Say: "Plants of one kind can look different when they grow in different environments. The kind of plant does not change. Its size and shape can." On plain paper, sketch a tall, straight pine and a short, bent pine. Say: "A pine on a windy seashore often grows short and bent. The same kind of pine in a sheltered park often grows tall and straight." Your child labels the sketches "windy" and "sheltered." Say: "A dandelion in tall grass often grows long leaves that reach up toward the light. On a mowed lawn it gets light while staying low and flat." Say: "Corn in a dry field often stays shorter than corn that gets steady rain." Ask: "Are the two pines different kinds of tree?" (No. Same kind, different environment.) Ask: "What part of the environment bent the shore pine?" (Wind.) Ask: "Why might the tall-grass dandelion grow longer leaves?" (Tall grass shades it. Longer leaves reach more light.) If stuck, say: "Look at the leaf shape, not the size. Is the shape the same?"

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

   Two-Place Plant Hunt. Safety: an adult checks that the plants are safe to touch. Wash hands afterward. 1) Walk outside. Find one kind of plant, such as grass, clover or dandelion, growing in two different places. Try sunny and shady, or mowed and unmowed. 2) Check that it is the same kind. Compare leaf shapes with the hand lens. 3) In each place, measure 2 plants from the soil to the tallest tip, in centimeters. 4) Compare leaf color and the length of the biggest leaf. 5) Name how the two environments differ. Table: Place | Plant 1 height | Plant 2 height | Leaf color | Environment. Keep the kind of plant and the way you measure the same. Shady or unmowed plants are often taller with bigger leaves. Real results vary. Look for the pattern. Say: "This is a comparison, not a fair test. Light, water and mowing may all differ." No yard? Use these made-up sample numbers. Mowed lawn dandelions: 4 and 6 centimeters. Tall grass dandelions: 18 and 23 centimeters.

4. Science Notebook Entry · 10 min

   Your child copies the table into the notebook. Then they finish two frames. "The plants are the same kind because ___." "They look different because ___." Sample: "The plants are the same kind because the leaves have the same shape. They look different because one place is shady."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud; your child answers aloud or in writing. Praise answers that name a real part of the environment.

Homework: Find 2 plants of one kind in different spots near home. Write 2 differences and the likely reason. Look for: an environment reason, such as shade or water.