Day 3 · Wednesday

Objective: I can plan a pretend lemonade stand and figure out its costs, income and profit.

Standards: D2.Eco.7.3-5, D2.Eco.3.3-5, D2.Eco.1.3-5

Materials: 25 play $1 bills (or paper slips marked $1), 1 large sheet of paper, Markers, 2 index cards (what-if cards), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 25. Ask: "Name the three kinds of resources producers use." (Natural, human and capital resources.) Then ask the big question: "What would you need to run a lemonade stand?" Sort your child's list. Natural: water and lemons. Human: the seller and the sign maker. Capital: the pitcher, the table and the cooler.

2. Mini-Lesson · 10–15 min

   Say: "A business pays costs to make its product. Money from selling is its income. Profit is the money left after paying the costs." Model with bills. Say: "Lemons cost $4, sugar $3 and cups $2. 4 + 3 + 2 = 9. Costs are $9." Say: "The stand sells 20 cups at $1 each. Income is $20." Count out 20 bills. Move 9 into a costs pile. Say: "20 − 9 = 11. Profit is $11." Say: "Now a rainy day. The stand sells only 7 cups. Income is $7, but costs were $9. 9 − 7 = 2. The stand has a loss of $2." Say: "Profit is a signal. A good profit tells the seller to open again or make more. A loss tells the seller to change something." Ask: "Costs are $6 and income is $10. What is the profit?" ($4.) Ask: "After a loss, what might a seller change?" (The price, the supplies, the day or the place.) Ask: "Is all the money in the cash box profit?" (No. Costs must be paid first.) If stuck, say: "Put the cost money in its own pile first. Count what is left."

3. Activity / Source Work · 15–20 min

   Lemonade stand challenge. The stand is pretend. 1) Your child names the stand and writes the name on the large sheet of paper with markers. Write the price list below it: lemons $5, sugar $2, cups $3. Your child adds the costs. ($10.) 2) Your child picks a price, $1 or $2 a cup, and predicts how many cups will sell. 3) Draw a chart with four columns: Day | Cups sold | Income | Profit or loss. Costs stay $10 every day. 4) Write the two what-if cards. "It rains. You sell 5 cups." "A hot day. You sell 25 cups." Row 1 is the prediction. Rows 2 and 3 are the cards. 5) Your child works out each row. Check the $1 rows with the bills. At $1 a cup, rain brings a $5 loss and the hot day brings a $15 profit. At $2 a cup, rain brings $0 and the hot day brings a $40 profit. Say: "A higher price may mean fewer buyers." 6) Ask for evidence from the chart: "Which day earned the most? What would you change after the rainy day?" (Sample: sell only on sunny days.) Prediction rows differ. Look for income minus costs in every row.

4. Notebook Entry · 10 min

   In the notebook, your child splits the profit. "My profit is $___. I will put $___ in Save, $___ in Spend and $___ in Give." The three amounts must add up to the profit. Sample: "With a profit of $15, I will put $6 in Save, $7 in Spend and $2 in Give."

5. Exit Ticket · 5 min

   Your child solves the questions on paper. Praise putting the costs aside before naming the profit.

Homework: With an adult, your child prices the real ingredients for one batch of lemonade or another snack. Add up the cost. Look for each price written and a correct total.

Objective: I can design a floor plan for a dream bedroom and find areas and perimeters.

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

Materials: 2 sheets of grid paper (1 square stands for 1 foot), Ruler, Colored pencils, Scissors, Glue stick or tape, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 29 Day 4. A shape is made of a 5 by 2 rectangle and a 3 by 3 square. Your child finds its area (10 + 9 = 19 square units). Then practice ×9 facts with no clock. Ask 9 × 3, 9 × 6 and 9 × 8 (27, 54, 72). Say: "Today you are a designer. Every measurement must be right."

2. Mini-Lesson · 10–15 min

   Say: "A floor plan shows a room from above. Each square is 1 foot." With a ruler, your child outlines a room 10 squares long and 8 squares tall. Ask: "How much floor is there?" Write 10 × 8 = 80. Say: "The floor area is 80 square feet." Ask: "How much baseboard trim goes around the walls?" Write 10 + 8 + 10 + 8 = 36. Say: "So the room needs 36 feet of trim." Give the rule: each piece of furniture is a rectangle drawn to size, and no pieces may overlap. On the second sheet, draw a bed 3 squares by 7 squares. Write 3 × 7 = 21. Say: "So the bed covers 21 square feet." Color it, cut it out and lay it in the room. Now your child does more. Your child draws, cuts out and places a desk 2 by 4 and a rug 4 by 5. (2 × 4 = 8 square feet; 4 × 5 = 20 square feet)

3. Guided Practice · 10–15 min

   Keep the three pieces loose so they can move. 1) Find the floor the three pieces cover. (21 + 8 + 20 = 49 square feet) 2) Find the open floor. Write 80 − 49 = f. (f = 31 square feet) 3) Check the rule. Does any piece overlap another or cross a wall? (No. Move pieces until none do.) 4) The rug gets fringe all the way around. How many feet of fringe is that? (4 + 5 + 4 + 5 = 18 feet) If stuck, say: "Is it covering or going around? Covering is area. Going around is perimeter."

4. Independent Practice · 15–20 min

   Your child finishes the design and labels each piece with its area. 1) Add a chair 2 by 2. What area does it cover? (2 × 2 = 4 square feet) 2) Add a bookshelf 1 by 5. (1 × 5 = 5 square feet) 3) Find the new covered floor. (49 + 4 + 5 = 58 square feet) 4) Find the new open floor. (80 − 58 = 22 square feet) 5) Find the perimeter of the bed. (3 + 7 + 3 + 7 = 20 feet) 6) Draw a closet 4 squares by 2 squares outside one wall, touching the room. Find the area of the room and closet together. (80 + 8 = 88 square feet) 7) The door is 3 feet wide and needs no trim. How much trim does the room need now? (36 − 3 = 33 feet) 8) Carpet squares come 10 in a box. Each one covers 1 square foot. How many boxes cover the 80 square feet? (80 ÷ 10 = 8 boxes) Last, glue the pieces down. Your child writes a design report with four numbers. (area 80, trim 36, covered 58, open 22)

5. Exit Ticket · 5 min

   Read each question aloud; your child may sketch on grid paper but starts a new room, not today's plan.

Fact fluency: ×9 facts

Homework: Your child measures one real piece of furniture to the nearest foot and adds it to the plan. Sample: a dresser 2 feet by 4 feet covers 8 square feet. Then the open floor is 22 − 8 = 14 square feet.

Objective: I can explain how pictures add to a story by making an illustrated fable (enrich day).

Standards: RL.3.7, RL.3.2, SL.3.1, SL.3.1.B, SL.3.1.D, L.3.1.C

Materials: One large sheet of paper folded into four panels, Crayons or colored pencils, Reader's notebook, Pencil

1. Warm-Up · 5 min

   Word study (about 3 minutes). Dictate this sentence: "Does your friend laugh a lot?" Your child writes it in the notebook. Check it together, one word at a time. Your child fixes any word and underlines the tricky parts in does, friend and laugh. Spaced review from Week 9. Ask: "What is the plural of mouse?" (Mice.)

2. Mini-Lesson · 10–15 min

   Say: "Today is an enrich day. You will turn a fable into a four-panel picture book." Read aloud this retelling of a traditional fable, "The Lion and the Mouse": A lion lay asleep in the tall grass. A little mouse ran across his nose and woke him. The lion slapped down a huge paw and caught her by the tail. "Please let me go," squeaked the mouse. "One day I may help you." The lion laughed so hard that his mane shook. How could a mouse help a lion? Still, he lifted his paw, and the mouse dashed away. Weeks later, the lion walked into a hunter's net. The more he pulled, the tighter the ropes held him. He roared until the trees trembled. The mouse heard him and came running. She chewed through one rope, then another, until the net fell open. "You laughed at me once," she said, "but no friend is too small to help." Say: "Pictures can show more than the words say. They can show a feeling, the mood or a detail of the setting." Think aloud: "The words say the lion caught her by the tail. I will draw a huge paw and a tiny, shaking mouse. My picture adds her fear." Next, say: "A moral often names an idea you cannot see or touch, such as kindness or courage. Those words are abstract nouns, from Week 5." Ask: "Which abstract noun fits what the mouse showed?" (Courage, kindness or friendship.)

3. Guided Practice · 10–15 min

   Talk about the fable. Take turns and listen without interrupting. Use the stem "I think ___ because in the story ___." 1) Ask: "Why did the lion laugh?" (He thought a tiny mouse could never help a lion.) 2) Ask: "How does the lion feel in the net? Which words tell you?" (Scared and helpless. He pulled, and he roared until the trees trembled.) 3) Ask: "What colors and lines would show that feeling?" (Dark colors and tangled lines.) 4) Plan the four panels in the notebook: caught, set loose, trapped, rescued. Beside each, your child writes one feeling or mood word and one drawing choice. Your child then finishes: "At first I thought ___, but now I think ___ because ___." If stuck, say: "Close your eyes and picture it. Is it bright or dark? Who looks big, and who looks small?"

4. Independent Practice · 15–20 min

   Your child makes the picture book. 1) Draw the four panels. 2) Under each, write one sentence of the story in your own words. 3) Beside each, write an Artist's Note with this frame: "My picture shows ___ by ___." Sample: "My picture shows the mouse is brave by making her tiny beside the huge net." 4) Write the moral in your own words and use one abstract noun. Sample: "Kindness comes back to you." Look for: each note names a feeling, mood or detail, and does more than retell the event.

5. Exit Ticket · 5 min

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

Homework: Show your illustrated fable to a family member. Explain what one picture adds to the words. Then read your own book for 15 minutes.

Practice page · Week 32, Day 3

English Language Arts

I can explain how pictures add to a fable and name its moral.

Show answers

The Crow and the Snail

A proud crow laughed at a slow snail. 'You will never get anywhere,' the crow cawed. The next day, a strong wind blew the crow's nest off a branch. The crow could not find a safe place to rebuild. The snail had been watching quietly. 'Follow me,' it said, and it led the crow, inch by inch, to a hidden, quiet tree. The crow bowed its head. 'I was wrong to laugh at you.'

Plan pictures for the fable above.

1. 1.

   Panel 1: How could you draw the crow to show it is proud?
2. 2.

   Panel 2: What colors would show the windy, scary moment?
3. 3.

   What can a picture show that the words may not?
4. 4.

   Write the moral in your own words.

Circle the abstract noun, then write the tricky word.

1. 5.

   Circle the abstract noun: The snail showed kindness at the end.

2. 6.

   Circle the abstract noun: The snail's patience helped the crow.

3. 7.

   The crow wanted to fly ____ (one more time).

Challenge: Write an Artist's Note for one panel: 'I drew ____ so readers can see ____.'

Objective: I can measure and graph the variation in a group of seeds of the same kind.

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

Materials: 20 dry lima beans or other large dry beans from one bag, Ruler marked in centimeters and millimeters, 1 sheet of plain paper for the line plot, Bean cups and Bean Log from Week 31, Science notebook and pencil

1. Flex Day 3 — Deepen: Seed Variation Study — Wonder Warm-Up · 5 min

   Bean check: record both cups in the Bean Log. Spaced review from Week 30. Ask: "What is a species?" (A group of living things of the same kind.) Then the wonder. Ask: "Will 20 beans from one bag all be the same length?" Your child writes a prediction.

2. Mini-Lesson · 10–15 min

   Say: "Scientists measure many individuals to see how much one kind varies. A line plot shows how many individuals have each size." Show the ruler. Say: "Between 1 and 2 there is a longer middle mark. That mark is 1 1/2 centimeters." Your child finds the mark for 2 1/2. Model one bean. Lay it longways with one end on the 0 mark. Say: "The other end is nearest this mark, so I read that number." Say the length aloud. Draw a number line on the plain paper. Mark it 1, 1 1/2, 2, 2 1/2 and 3. Put an X above your bean's length. Ask: "Where does every measurement start?" (At the 0 mark, not at the ruler's edge.) Ask: "A bean ends between 2 and 2 1/2, but closer to 2 1/2. What do I write?" (2 1/2 centimeters.) Ask: "What does a tall stack of Xs mean?" (Many beans have that length.) If stuck, say: "Put your finger on 0. Slide the bean to touch it. Which mark is nearest the other end?"

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

   Seed Variation Challenge. Safety: dry beans are not for eating raw. Keep them away from toddlers. 1) Your child measures each of the 20 beans to the nearest half centimeter. They write each length in a list. 2) They extend the number line so it runs from the shortest length to the longest. 3) They draw one X for each bean above its length. 4) They count the Xs. There must be 20. 5) They find the shortest and longest lengths. They count the half-centimeter jumps between them. Two jumps make 1 centimeter. 6) Ask: "Which length has the most beans?" Nothing is changed on purpose today. Keep the ruler and the way of measuring the same. Expect most beans to stack at one or two lengths, with a few shorter or longer. Real results vary. Look for the pattern. If every X lands on one mark, hold two beans side by side to see small differences. Say: "Some differences are inherited. Some come from each bean's environment as it grew. Length alone cannot tell us which."

4. Science Notebook Entry · 10 min

   Your child copies the line plot into the notebook. Then they finish three frames. "Most beans were ___ centimeters long." "The shortest was ___ centimeters and the longest was ___ centimeters." "This shows ___." Sample: "Most beans were 2 centimeters long. The shortest was 1 1/2 centimeters and the longest was 2 1/2 centimeters. This shows that beans of one kind vary."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud; your child may sketch the acorn plot to answer. Praise careful reading of the Xs.

Homework: Measure 10 leaves from one plant, or 10 seeds of one kind, in centimeters. List the shortest, the longest and the difference. Look for: every measurement starts at 0.