Day 4 · Thursday

Objective: I can make a save, spend and give plan and check that it adds up to my income.

Standards: D2.Eco.1.3-5, D2.Civ.6.3-5

Materials: 3 jars, cups or envelopes labeled Save, Spend and Give, 10 play $1 bills (or 10 paper slips marked $1), Ruler, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 30. Ask: "In a budget, can spending and saving add up to more than your income?" (No. You cannot use money you do not have.) Then ask the big question: "If you got $10 this week, how would you split it?" Your child sorts the ten bills into the three jars in any way. Count each jar aloud.

2. Mini-Lesson · 10–15 min

   Say: "A three-jar plan splits money into Save, Spend and Give. The three parts must add up to the whole amount." Model one plan. Move the bills: 4 to Save, 5 to Spend and 1 to Give. Say: "4 + 5 + 1 = 10. Every dollar has a job." Say: "Families choose their own split. There is no one right plan." Say: "Each choice has a benefit and a cost. More in Spend means fun now but a slower savings goal. More in Save means waiting now and reaching the goal sooner." Say: "The Give jar joins your gift with other people's gifts. Together, people can do more." Show four weeks. Say: "Save gets $4 a week, and 4 × 4 = 16. Spend gets 5 × 4 = 20. Give gets 1 × 4 = 4." Say: "Check: 16 + 20 + 4 = 40. Four weeks of $10 is $40. It matches." Ask: "A plan for $10 says Save 3, Spend 5, Give 1. What is wrong?" (It adds to 9. One dollar has no job.) Ask: "With $10, Save gets $2 and Spend gets $7. What does Give get?" ($1.) Ask: "What is the cost of putting $9 in Spend?" (Almost nothing is saved or given.) If stuck, say: "Put the bills in the jars. Count all three jars. Do you get 10?"

3. Activity / Source Work · 15–20 min

   Three-jar plan. 1) Your child chooses a split for $10 a week and tests it with the jars and bills. 2) Draw a table in the notebook with the ruler. Rows: Week 1, Week 2, Week 3, Week 4, Total. Columns: Save | Spend | Give | Week total. 3) Your child fills in every row. The split stays the same each week. 4) Check each row: the three numbers add to 10. 5) Add each column for the Total row. Check: the three totals add to 40. Sample for a split of 3, 5 and 2: totals of 12, 20 and 8, and 12 + 20 + 8 = 40. 6) Ask for evidence from the table: "After which week does Save pass $10?" (Sample: after week 4, with $12.) Ask: "What changes if you move $1 from Spend to Save each week?" (Save grows faster. There is less to spend.) 7) Act out Week 1 once more with the bills. Plans vary. Look for rows that add to 10.

4. Notebook Entry · 10 min

   Your child writes a Spend jar plan. "After 2 weeks my Spend jar has $___. I plan to buy ___, which costs $___. I will have $___ left." Sample: "After 2 weeks my Spend jar has $10. I plan to buy a book, which costs $7. I will have $3 left."

5. Exit Ticket · 5 min

   Your child solves all three on paper with the jars put away. Praise checking by adding the parts.

Homework: Your child sets up three jars or envelopes at home, labeled Save, Spend and Give. Look for a written split that adds up to the weekly amount.

Objective: I can decide whether a word problem needs area or perimeter and solve it.

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

Materials: Plain paper or grid paper, 2 highlighters of different colors, Ruler (for sketches), Pencil

1. Warm-Up · 5 min

   Spaced review from Week 15 Day 1. Read: "Jo has 3 packs of 8 stickers. She gives away 4. How many are left?" (20) Then practice ×8 facts with no clock. Ask 8 × 3, 8 × 6, 8 × 7 and 8 × 9 (24, 48, 56, 72).

2. Mini-Lesson · 10–15 min

   Say: "Before you solve, ask: am I covering the inside or going around the edge?" Say: "Cover words mean area: cover, carpet, tile. Around words mean perimeter: fence, border, frame, edge." Write this story on paper and read it: "A sandbox is 10 feet long and 5 feet wide. Boards go around its edge. How many feet of boards?" Your child highlights around, then sketches the sandbox with the ruler. Say: "Around means perimeter, so add." Write 10 + 5 + 10 + 5 = 30. Say: "So 30 feet of boards are needed." Write and read: "A tarp covers the sandbox. How big is the tarp?" Your child highlights covers in the other color. Say: "Covers means area, so multiply." Write 5 × 10 = 50. Say: "So the tarp is 50 square feet." Now your child does more. Read: "A board is 7 feet long and 2 feet tall. Border paper goes around it. Blue paper covers it." (Border: 18 feet. Blue paper: 14 square feet.)

3. Guided Practice · 10–15 min

   Write each story on paper. Your child highlights the clue word, then sketches and solves. 1) Carpet covers a floor 8 feet long and 7 feet wide. (area; 56 square feet) 2) A light strip goes around a window 6 feet wide and 4 feet tall. (perimeter; 20 feet) 3) Grass seed covers a yard 10 meters long and 6 meters wide. (area; 60 square meters). If stuck, say: "Walk a finger around your sketch, or rub the inside. Which one matches the story?"

4. Independent Practice · 15–20 min

   Your child writes area or perimeter first, then solves. 1) A rug is 10 feet long and 8 feet wide. How much floor does it cover? (area; 80 square feet) 2) Lace goes around a blanket 5 feet long and 4 feet wide. (perimeter; 18 feet) 3) Paper covers a desk 6 feet long and 2 feet wide. (area; 12 square feet) 4) Tape goes around a square mat with 6-foot sides. (perimeter; 24 feet) 5) Sort these words: frame, carpet, fence, tile. (Around: frame and fence. Cover: carpet and tile.) 6) Draw a rectangle 9 squares long and 2 squares tall. Highlight its border, then color its inside. (22 units; 18 square units) 7) Ivy walks twice around a field 30 meters long and 20 meters wide. How far? (One lap is 100 meters; two laps are 200 meters.) 8) A flower bed is 7 feet long and 3 feet wide. Edging comes in pieces 5 feet long. How many pieces go around it? (20 feet; 20 ÷ 5 = 4 pieces)

5. Exit Ticket · 5 min

   Read each story aloud.

Fact fluency: ×8 facts

Homework: Your child writes and solves one area story and one perimeter story about a table. Sample: 4 feet long and 2 feet wide has area 8 square feet and perimeter 12 feet.

Objective: I can publish a neat final copy of my research report with all its parts.

Standards: W.3.6, W.3.2, W.3.4

Materials: Edited draft, Clean lined paper, Computer and printer, if you have them, Final visual, Sources page, Cover paper, Stapler or folder, Pencil

1. Warm-Up · 5 min

   Word study (about 3 minutes). Use four words in meaning. Ask: "Which word means as much as you need?" (enough) "Which word means hard to do or hard to chew?" (tough) "Which word is the past of catch?" (caught) "Which word is the past of buy?" (bought) Your child says one sentence with each word. Spaced review from Week 30. Ask: "What does a conclusion do?" (It sums up what you learned and adds no new facts.)

2. Mini-Lesson · 10–15 min

   Say: "To publish means to get your writing ready for readers. Today you make the final copy." List the six parts on paper: title page, introduction, body paragraphs with headings, conclusion, visual, Sources page. Say: "The visual sits beside the paragraph it matches. The Sources page goes last." Choose a format together: neat handwriting, typed and printed, or a stapled booklet. Show this model title page. It has four centered lines. Line 1: How Sea Otters Stay Warm. Line 2: A Research Report. Line 3: by Maya Lopez. Line 4: May 12. Think aloud: "The title is centered. The first, last and important words have capitals. My name and the date sit below." If your child types, show three moves at the computer. Hold Shift for a capital. Press Enter once for a new line. Save the file with a clear name, such as Otter Report Final. Then teach the copy routine: "Copy one sentence. Check it against the draft. Put a check mark on the draft."

3. Guided Practice · 10–15 min

   1) Your child types or neatly writes the title page: title, the word by, name and date, each on its own line. If typing, sit nearby and help with the keys. 2) Ask: "Which words in your title need capitals?" (The first, last and important words.) 3) Your child copies the first two sentences of the introduction. Check the indent, the spaces between words and each colored-pencil fix. 4) Together, check that each body heading matches the outline. If stuck, say: "Put your finger on the draft sentence. Say it, write it, check it, then mark it."

4. Independent Practice · 15–20 min

   Your child finishes the final copy. 1) Copy or type the rest, one sentence at a time, marking each on the draft. 2) Place the visual beside the paragraph it matches. 3) Type or copy the Sources page and put it last. 4) Add a cover and staple or bind the report. Look for: all six parts, every edit carried over, and neat spacing. Your child writes their initials beside each part on the six-part list.

5. Exit Ticket · 5 min

   Your child holds the published report and answers the three questions.

Homework: Share the published report with a family member. Ask them to write one compliment on a sticky note inside the cover. Then read your own book for 15 minutes.

Objective: I can explain that many traits depend on what is inherited and on the environment together.

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

Materials: Bean cups with the box, and the Bean Log from Day 1, Ruler marked in centimeters, 4 index cards, Science notebook and pencil

1. Day 154 — Inheritance and Environment Together — Wonder Warm-Up · 5 min

   Spaced review from Week 20. Ask: "What is climate?" (The usual weather pattern of a place over many years.) Bean check: measure any sprouts in centimeters and note their color. If nothing is up, write "no sprouts yet." That is normal before day 5. Then the wonder. Ask: "Do traits come from parents, from the environment, or from both?"

2. Mini-Lesson · 10–15 min

   Say: "Inheritance gives a living thing its kinds of traits. The environment can change how those traits grow and show. Many traits are shaped by both." Rule two columns on paper: Inherited part | Environment part. Say: "Both cups hold the same kind of bean. Both inherited bean leaves and bean stems." Say: "Scientists who grow beans in the dark usually see tall, thin, pale yellow sprouts. Sprouts in light are usually shorter, sturdier and green." Say: "A plant needs light to make its green color. In the dark, a sprout uses its stored seed food to grow long. That can help a buried sprout reach light." Write "bean color" on the paper. Fill in both columns together: can make green color; needs light to do it. Ask: "A child's height: what is the inherited part?" (How tall people in the family tend to grow.) Ask: "What is the environment part?" (Food, sleep and health.) If stuck, say: "Ask two questions. What did it get from its parents? What did its surroundings add?"

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

   Both-Matter Cards. 1) Your child writes one trait on each card: bean plant height, bean plant color, a person's height, a dog's weight. 2) On the back they write "Inherited part:" and "Environment part:" and fill in both. (Bean height: grows like a bean plant; light and water. Bean color: can make green; needs light. Person's height: family height; food and sleep. Dog's weight: body size; food and exercise.) 3) Look at the bean cups and the Bean Log. Ask: "Which cards can our bean test give evidence for?" (The two bean cards.) If there are no sprouts yet, set those cards aside to check next week. 4) Name two more traits aloud. Your child says "mostly inherited" or "both." Eye color (mostly inherited). Strong leg muscles (both). Look for both parts on every card and the word light on the bean cards.

4. Science Notebook Entry · 10 min

   Your child adds today's bean data to the Bean Log. Then they copy the four cards into the notebook as a table: Trait | Inherited part | Environment part. They finish the frame: "The beans in both cups are the same kind of plant. The environment may change ___ because ___." Sample: "The environment may change their color because plants need light to turn green."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud; your child answers aloud or in writing. Praise answers that name both an inherited part and an environment part.

Homework: Explain to a family member one trait shaped by both parents and the environment. Look for: your child names both parts.