Day 3 · Wednesday

Objective: I can build the parts of my project: a map, a cost plan and a poster or letter.

Standards: D4.3.3-5, D2.Geo.1.3-5, D2.Eco.1.3-5

Materials: Poster board, or a large sheet of paper folded in three as a display, Markers, Ruler, Graph paper (or plain paper) for the map, Store flyer or price list, Research sheet and outline from Day 2, Lined paper for a letter, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 24. Ask: "What is a budget?" (A plan for how to use money.) Ask: "Why make a plan before spending?" (So the money covers what matters most.) Then ask the big question: "What will people look at first in your project?"

2. Mini-Lesson · 10–15 min

   Say: "Today you build three parts." Part 1 is the map. Say: "A map needs a title, a key and a compass rose. Mark the exact spot for your idea with a star." Part 2 is the cost plan. Say: "A cost plan lists each item, its price and the total." Model one in the notebook for the book-sharing box. Wooden crate $13. Outdoor paint $8. Hinges and latch $5. Add aloud: "13 + 8 = 21. 21 + 5 = 26. The total is $26." Say: "Our budget is $30. 30 - 26 = 4. We have $4 left." Say: "Compare choices too. A ready-made box costs $45. Building one costs $26 but takes a weekend of work." Ask: "Which choice fits a $30 budget?" (Building it.) "What does building cost besides money?" (Time and work.) Part 3 is the main piece. Say: "Make a poster or write a polite letter to the decision-maker. End with a specific ask. It names exactly what you want to happen." Ask: "Is 'Please make the park better' a specific ask?" (No. It does not say what to do.) If stuck, say: "Point to each item as you add. Write the running total beside it."

3. Activity / Source Work · 15–20 min

   Build time. 1) Map: on the graph paper, your child draws the place from above. Add a title, a key with three symbols and a compass rose. Use the ruler for straight streets. Star the spot. 2) Cost plan: your child draws a table with two columns, Item | Price. List each item with a price from the flyer. Round each price to whole dollars. 3) Your child adds the prices and writes the total. Check by adding again in a different order. 4) Your child writes the budget and what is left. If the total is over budget, swap in a cheaper item. 5) Start the poster with markers, or start the letter on lined paper. Letter frame: "Dear ___, I am a third grader. I noticed ___. I propose ___. It would cost about $___. Thank you for considering my idea." An adult reads the letter and adds any return address. 6) Ask for evidence: "Which fact from your research sheet belongs in the letter?" Look for a map with all three parts and a correct total. Plans vary. Look for prices that came from a real source.

4. Notebook Entry · 10 min

   Your child lists each part built today and what it is for. Then your child writes the specific ask in one sentence. Sample: "Map: shows where the box goes. Cost plan: shows it costs $26. Ask: Please allow a book-sharing box beside the playground gate."

5. Exit Ticket · 5 min

   Your child answers the exit questions with the cost plan open. Praise a total that was checked twice.

Homework: Your child looks at home for any missing supplies and adds them to the project. Look for a map with a title, a key and a compass rose.

Objective: I can solve one-step and two-step 'how many more' and 'how many fewer' problems from scaled graphs.

Standards: 3.MD.B.3, 3.OA.D.8

Materials: Minutes Read bar graph from Day 2, Grid paper, Highlighter, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 30 Day 3. Your child finds the perimeter of a rectangle 7 cm by 2 cm (18 cm). Then subtract tens in your head, with no clock. Ask 70 − 30, 90 − 40, 80 − 50 and 60 − 20 (40, 50, 30, 40).

2. Mini-Lesson · 10–15 min

   Set out the Minutes Read graph from Day 2. Your child reads each bar aloud. (Monday 20, Tuesday 35, Wednesday 15, Thursday 40, Friday 25) Say: "To compare, read both bars first. Write the two numbers. Then subtract." Ask: "How many more minutes on Tuesday than on Wednesday?" Highlight the two bars. Write 35 − 15 = 20. Say: "So Tuesday has 20 more minutes. Wednesday has 20 fewer. More and fewer use the same subtraction." Next, a two-step problem. Ask: "How many fewer minutes on Wednesday than on Monday and Thursday together?" Say: "There is a hidden question. How many minutes on Monday and Thursday together?" Write 20 + 40 = 60. Then write 60 − 15 = 45. Say: "So Wednesday has 45 fewer minutes." Now your child does more. Ask: "How many more minutes on Thursday than on Friday?" (40 − 25 = 15) Ask: "How many more minutes on Wednesday and Friday together than on Tuesday?" (15 + 25 = 40; 40 − 35 = 5)

3. Guided Practice · 10–15 min

   On grid paper, draw a picture graph titled Cans Collected. Key: each can picture = 10 cans. Team A: 4 pictures. Team B: 6 pictures. Team C: 3 pictures and half a picture. 1) Your child reads each row. (40, 60, 35) 2) How many fewer cans did Team C collect than Team B? (60 − 35 = 25) 3) How many more cans did Teams A and C collect together than Team B? (40 + 35 = 75; 75 − 60 = 15) 4) The goal is 200 cans. How many more cans do the three teams need? (40 + 60 + 35 = 135; 200 − 135 = 65) If stuck, say: "Read the rows you need first. What is the hidden question? Answer it, then compare."

4. Independent Practice · 15–20 min

   Your child uses both graphs and writes an equation for each step. 1) How many more minutes on Thursday than on Monday? (40 − 20 = 20) 2) How many fewer minutes on Wednesday than on Friday? (25 − 15 = 10) 3) How many minutes in the whole week? (20 + 35 + 15 + 40 + 25 = 135) 4) How many more cans did Team B collect than Team A? (60 − 40 = 20) 5) How many more cans did Teams A and B collect together than Team C? (40 + 60 = 100; 100 − 35 = 65) 6) How many fewer minutes on Friday than on Monday and Wednesday together? (20 + 15 = 35; 35 − 25 = 10) 7) A graph shows 80 sunny days and 45 rainy days. How many fewer rainy days is that? (80 − 45 = 35) 8) A graph shows 30 robins, 15 jays and 25 wrens. How many fewer jays than robins and wrens together? (30 + 25 = 55; 55 − 15 = 40)

5. Exit Ticket · 5 min

   Your child keeps the Minutes Read graph in view and answers on paper. Ask for an equation for each step.

Fact fluency: Subtracting tens mentally

Homework: Use last night's color graph: red 7, blue 10 and green 4. How many more chose blue than green? (10 − 4 = 6) How many fewer chose red than blue and green together? (10 + 4 = 14; 14 − 7 = 7)

Practice page · Week 35, Day 3

Mathematics

I can solve one-step and two-step how many more and how many fewer problems from scaled graphs.

Show answers

Books Sold at the Book Fair

Scale counts by 10s. Monday's bar ends on 50. Tuesday's bar ends halfway between 30 and 40. Wednesday's bar ends on 60. Thursday's bar ends halfway between 40 and 50.

Use the graph above. Read each value first, then solve.

1. 1.

   How many more books were sold on Wednesday than on Tuesday?
2. 2.

   How many fewer books were sold on Thursday than on Monday?
3. 3.

   How many books were sold in all?

Solve each two-step problem. Show both steps.

1. 4.

   How many more books were sold on Wednesday and Thursday together than on Monday and Tuesday together?
2. 5.

   The goal was 250 books. How many more books were needed to reach it?
3. 6.

   Write your own how many more question about the graph and solve it.

Challenge: How many more books would Tuesday need to match Wednesday?

Objective: I can set clear, specific reading and writing goals for fourth grade.

Standards: W.3.10, W.3.4, SL.3.1, L.3.1.D, L.3.1.E

Materials: Writer's notebook, Reflection from Day 2, Colored pencils, One sheet of paper for a goal poster, Pencil

1. Warm-Up · 5 min

   Word study, about 3 minutes. Dictate this sentence: "A camel pulled the wagon through the tunnel." Your child writes it. Check it together: a capital letter, a period, and the endings -el, -on and -el. Spaced review from Week 8. Ask: "Name two linking words that give a reason." (because and since)

2. Mini-Lesson · 10–15 min

   Say: "A good goal is specific, can be checked, and is possible. Specific means exact and clear. You met that word in Week 11." Write two goals: "Spell better" and "Learn five new spelling words each week and test myself on Friday." Ask: "Which goal is stronger? Why?" (The second. It tells what, how often and how to check.) Think aloud to fix a weak goal. Say: "'Get better at reading' is fuzzy. I ask what, how often and how I will check. Now it says: I will read for 20 minutes every night and list each title." Say: "Strong goals come from the 'still hard' part of your reflection." Next, show one verb in three tenses. Past: "Last fall I kept my stories short." Present: "Now I keep a list of strong words." Future: "In fourth grade I will keep a reading log." Say: "Most verbs add -ed for the past. Irregular verbs change: keep, kept; give, gave; begin, began. The future uses will."

3. Guided Practice · 10–15 min

   1) Share one goal you have for yourself. Your child asks you one question about it. 2) Your child shares one goal. Ask: "How will you know you did it?" Listen for something that can be counted or seen. 3) Test this goal together: "Read 100 books this summer." Ask: "Is it possible?" (Probably not.) "How many books could you read in one week?" Your child fixes the goal. (Sample: I will read one chapter book every two weeks.) 4) Your child says one past-tense sentence about this year with an irregular verb. Then they say one future sentence. (Sample: "This year I gave a talk. Next year I will give a longer one.") If stuck, say: "Start with 'I will.' Add what, how often and how you will check."

4. Independent Practice · 15–20 min

   1) Your child writes two reading goals and two writing goals for fourth grade. Each goal is in the future tense and uses this frame: "I will ___ every ___. I will check by ___." 2) Your child writes one past-tense sentence about this year with an irregular verb. 3) Your child makes a small poster with colored pencils. The top goal goes in large letters. Checklist: the goal is specific. It can be checked. It is possible. It starts with "I will." Sample: "I will read one chapter book every two weeks. I will check by listing each title on my poster."

5. Exit Ticket · 5 min

   Ask the three questions aloud. Your child may write the first two answers in the notebook.

Homework: Share your top goal with a family member. Ask them to help you check it once a week this summer (10 minutes).

Objective: I can carry out my fair test, run 3 trials and record my data.

Standards: 3-5-ETS1-3

Materials: Materials from the plan (or the sample test kit from Day 1), Plan and blank data table from Day 2 (Day 172), Tape measure or ruler marked in centimeters, Pencil, Science notebook

1. Day 173 — Conduct the Investigation — Wonder Warm-Up · 5 min

   Spaced review from Week 3. Ask: "A toy car rolls onto a towel and stops sooner than on bare floor. Why?" (The towel is rougher, so there is more friction.) Then your child reads the plan steps aloud and checks that every material is ready. Now the wonder. Ask: "Will your data match your prediction? What if it does not?" (Either way, we learn something.)

2. Mini-Lesson · 10–15 min

   Say: "Today you are the scientist. Follow your steps exactly. Record each result right away. Write down anything surprising." Model one trial with the sample kit. Let the marble go from the 10 mark. Line up the 0 on the tape measure with the start line. Read the number at the cup's rim, to the nearest centimeter. Write it in the Trial 1 box at once. Say the number you read aloud, such as "4 centimeters," and write it at once. If the cup barely moves, add a book or use a lighter cup. Then keep that setup for every trial. Next show a spoiled trial. Let the marble miss the doorway. Say: "That trial went wrong. I write a note and do it again." Ask: "When do you write the number?" (Right away.) "The marble misses the cup. What now?" (Note it and redo that trial.) "May you give the marble a little push on trial 3?" (No. Every trial must start the same way.) If stuck, say: "Read your next step aloud. Do just that step."

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

   Run the Test. 1) Your child sets up exactly as planned. 2) They run the first setup 3 times and record each result in the data table. 3) They do the same for each other setup. 4) An adult may hold things steady, but your child reads the measuring tool. 5) They write 2 observations, such as "The cup turned sideways from the 30 mark." 6) They put the materials away. Change only the one planned thing. Keep everything else the same, and measure in the same unit every time. For the sample, the table has three rows: 10 mark, 20 mark, 30 mark. Expect the cup to slide farther from higher starts. Trials in one row will differ a little. If your results look different, say: "Real results vary. Look for the pattern." Check that every box holds a number and a unit. Safety: pick up marbles right away, and keep them away from small children.

4. Science Notebook Entry · 10 min

   Your child copies the finished data table neatly into the science notebook and writes 3 observations. They circle any result that is very different from the others in its row. Then they finish this frame. "This one may be different because ___." Sample: "This one may be different because the cup hit a bump in the floor."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise honest notes about anything that went wrong.

Homework: Tell a family member what happened in the test and show the data table. Look for: numbers said with their units.