Day 2 · Tuesday

Objective: I can sort and explain community types, landforms, and bodies of water.

Standards: D2.Geo.4.3-5, D2.Geo.5.3-5, D2.Civ.6.3-5

Materials: 24 index cards, 1 marker, Notebook, Pencil

1. Day 22 — Flex: Reteach Geography Words — Big Question Warm-Up · 5 min

   Spaced review from Weeks 1, 2 and 4. Ask: "Name one community need." (Sample: safety.) "Does a stream flow or stay in one place?" (It flows.) "Which is taller, a hill or a mountain?" (A mountain.) Note which words gave trouble. Today's big question: "Can you describe a real place using geography words?"

2. Mini-Lesson · 10–15 min

   Reteach three tricky pairs side by side. For each pair, sketch both in the notebook as you talk. Say: "Suburban and rural. A suburb is near a city, with houses close together. A rural place has lots of land between homes." Say: "Mountain and hill. Both are raised land. A mountain is taller and steeper." Say: "River and lake. A river flows in a long path. A lake stays in one place with land around it." After each pair, your child gives one clue for each word. Ask: "I see a barn and no neighbors for a mile. Suburban or rural?" (Rural.) "The water moves past me toward the sea. River or lake?" (River.) "I can climb it in five minutes. Mountain or hill?" (Hill.) If stuck, say: "Tell me one thing you would see there."

3. Activity / Source Work · 15–20 min

   Make and play Memory. 1) Your child writes these 12 words, one per card. Community, need, helper, urban, suburban, rural, mountain, hill, valley, plain, river, lake. 2) On the other 12 cards, you write these clues with the marker. People who share a place. Something a community must have. A person whose work helps others. A city. Houses near a city. Farms and open land. Very tall, steep land. Low, gentle raised land. Low land between mountains. Wide, flat land. Flowing fresh water. Water with land all around. 3) Mix the cards and lay them face down. 4) Take turns flipping two. Keep a pair if the word matches its clue. The player must say why they match. 5) After the game, your child sorts the word cards into three piles: community words, land words, water words. Expect 6, 4 and 2 cards.

4. Notebook Entry · 10 min

   In the notebook, your child writes three sentences in pencil. Each sentence uses two of the words and tells about a real or made-up place. Sample: "Our rural town sits on a plain." Sample: "A helper drives the bus in our urban community."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud. Praise answers that give a clue or a reason, not only one word.

Homework: Your child plays Memory with a family member and teaches them two words. Look for a clue given in your child's own words.

Objective: I can round numbers and show multiplication with groups and arrays.

Standards: 3.NBT.A.1, 3.OA.A.1, 3.OA.A.3

Materials: 30 counters (dried beans, coins or buttons), Plain paper for drawing number lines, Grid paper, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 1. Your child writes <, > or = between 678 and 687 (<), then between 505 and 550 (<). Then count by 5s to 50 together. Ask: "What comes after 35?" (40)

2. Mini-Lesson · 10–15 min

   Say: "Today we practice two things: rounding, then multiplication pictures." Draw a line from 600 to 700. Mark 650 in the middle. Say: "650 is the halfway point." Your child puts a bean where 649 belongs. Ask: "Is it before or after halfway?" (Before.) Say: "649 is closer to 600, so 649 rounds to 600." Move the bean to 651. Ask: "Now which hundred is closer?" (700) Say: "Find the two hundreds. Find halfway. See which side the number is on." Next, write 4 × 6. Ask: "What does this tell you to build?" (4 groups of 6) Your child builds 4 groups of 6 beans, then slides them into 4 rows of 6. Count by rows: 6, 12, 18, 24. Write 4 × 6 = 24. Say: "Groups or an array, the product is the same." Now your child does more. Your child draws a line from 360 to 370 and rounds 362 to the nearest 10 (360). Then your child builds 3 × 7 both ways and writes 3 × 7 = 21.

3. Guided Practice · 10–15 min

   Your child draws a line for each rounding. 1) Round 362 to the nearest 100 (400). Ask: "Which two hundreds? What is halfway?" (300 and 400; 350) 2) Round 95 to the nearest 10 (100). 3) Round 238 to the nearest 10 (240) and the nearest 100 (200). 4) Your child draws 2 groups of 8, then an array with 2 rows of 8. (2 × 8 = 16) If stuck, say: "Draw the line. Write the two ends. Mark halfway. Which side is your number on?"

4. Independent Practice · 15–20 min

   Your child draws a line for each rounding and a picture for each product. 1) Round 184 to the nearest 10 (180). 2) Round 184 to the nearest 100 (200). 3) Round 527 to the nearest 10 (530) and the nearest 100 (500). 4) Round 865 to the nearest 10 (870) and the nearest 100 (900). 5) Draw 5 groups of 3. Write the sentence (5 × 3 = 15). 6) Color an array for 4 × 4 on grid paper (16). 7) A store has 449 apples. About how many is that, to the nearest 100? (400) 8) A box has 3 rows of 6 crayons. How many crayons? (3 × 6 = 18)

5. Exit Ticket · 5 min

   Put the beans away; your child answers on paper and may draw number lines.

Fact fluency: Skip-counting by 5s

Homework: Round the page counts of two books to the nearest 10 and the nearest 100. Draw an array for 3 × 5 (15). Sample: a book with 128 pages gives 130 and 100.

Objective: I can prove a character trait with evidence from the text.

Standards: RL.3.3, RL.3.1

Materials: One index card, Reader's notebook, Pencil, Your child's own book

1. Warm-Up · 5 min

   Word study, flex review. Write plane, beach, short, bird, puzzle. Your child underlines the letters that spell the vowel sound or the last syllable. (plane: a and silent e. beach: ea. short: or. bird: ir. puzzle: zle, split puz|zle.) Read the words together. Spaced review, Week 3. Ask: "When you copy a character's words, where do the quotation marks go?" (Around the exact words.)

2. Mini-Lesson · 10–15 min

   Say: "Today we play Prove It. I name a trait. You find the exact words that prove it." Read aloud "The Kite in the Maple Tree": [Dev's red kite dipped, spun, and stuck high in the maple tree. His little sister, Lena, stamped her foot. "Just leave it! I want to go home," she groaned. Dev shook the trunk. Nothing happened. He tossed his shoe at the branch and missed. "I am not giving up yet," he said. Mrs. Alvarez leaned over her fence. "Borrow my long rake," she called. Dev hooked the string and pulled the kite down gently. "Thank you," he said. "I will wipe the rake clean and bring it right back."] Think aloud: "My claim is that Dev is determined. Now I hunt for proof. He says, 'I am not giving up yet.' Those words show the trait." Write the stem on the index card: I know ___ is ___ because the text says, "___." Fill it in for Dev while your child watches.

3. Guided Practice · 10–15 min

   Your child says each answer with the stem and points to the line. 1) Say: "Lena is impatient. Prove it." ("Just leave it! I want to go home," she groaned.) 2) Say: "Mrs. Alvarez is helpful. Prove it." ("Borrow my long rake," she called.) 3) Say: "Dev is responsible. Prove it." ("I will wipe the rake clean and bring it right back.") 4) Ask: "What happened because Dev kept trying?" (He was still there when Mrs. Alvarez offered the rake, so he got his kite back.) If stuck, say: "Read only Lena's lines. Which one sounds like someone who cannot wait?"

4. Independent Practice · 15–20 min

   Your child writes three Prove It sentences in the reader's notebook. 1) One about Lena or Mrs. Alvarez, using the stem and an exact quote. 2) Two about a character in their own book, with a quote in each. 3) They reread each quote and ask, "Does this show the trait, or only tell what happened?" Look for: an inside trait, not looks; a quote copied exactly inside quotation marks; a quote that truly shows the trait. Sample: I know Lena is impatient because the text says, "Just leave it! I want to go home."

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers in the notebook with the kite story open.

Homework: Read your own book for 15–20 minutes. Then play one round of Prove It with a family member about a character in it. Look for an exact quote.

Objective: I can test and correct two common mix-ups: "all metals are magnetic" and "smooth means no friction."

Standards: 3-PS2-1, 3-PS2-3

Materials: 1 magnet, 6 metal objects: aluminum foil, coin, metal spoon, house key, steel paper clip, soda-can tab, 2 hardcover books, Rubber band and string (the pull-meter), Ruler with centimeters, A smooth surface, such as a smooth counter or a plastic tray, A towel, Science notebook and pencil

1. Flex Day 2 — Catch-Up: Magnets, Metals and Friction — Wonder Warm-Up · 5 min

   Spaced review from Weeks 3 and 4. Say two claims, and your child answers true or false. "All metals stick to magnets." (False.) "A very smooth floor has no friction at all." (False.) Ask: "How could we test each claim?" Take ideas. Say: "A claim needs evidence. Today we collect some."

2. Mini-Lesson · 10–15 min

   Say: "Evidence is what we observe or measure. Scientists use evidence to check a claim." Write Claim 1: All metals are magnetic. Ask: "What would show this claim is wrong?" (One metal thing that a magnet does not attract.) Say: "Magnets attract iron and steel. Many other metals, like aluminum and copper, are not attracted." Write Claim 2: Smooth means no friction. Build the pull-meter: tie the string around one book and loop the rubber band onto the string. Lay the band beside the ruler without pulling. Ask: "How long is the band at rest?" (Your child reads it in centimeters. They show a small stretch better than inches.) Say: "Suppose the band stretches longer while the book slides. Then a force is pulling back on the book. Which force?" (Friction.) Ask: "What would no friction look like?" (The band would not stretch while the book slides.) If stuck, say: "Evidence is something you saw or measured, not something you think."

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

   Station 1, metals. 1) Draw a chart: Object, Prediction, Attracted? 2) Your child predicts all 6 objects, then tests each with the same magnet. Change only the object. Expect the paper clip to stick. Expect the foil and the can tab not to stick. The spoon, key and coin depend on their metal. Station 2, smooth surfaces. 3) Draw a chart: Surface, Band at rest, Band while sliding (centimeters). 4) Pull the book slowly and steadily across the towel. Read the band's length while the book slides. 5) Repeat on the smooth surface. Change only the surface. Keep the same book, band and slow speed. Expect a longer band on the towel and a shorter one on the smooth surface. Expect both to be longer than at rest. If the stretch is too small to see, set the second book on top. If results differ, say: "Real results vary. Look for the pattern." Ask: "Did the band stretch on the smooth surface? What does that tell you?" (Yes. Friction is still there.)

4. Science Notebook Entry · 10 min

   Your child writes two evidence sentences. "Not all metals are magnetic because ___ did not stick." "Smooth surfaces still have friction because the band stretched from ___ to ___ centimeters." Sample: "Not all metals are magnetic because the foil did not stick. The band stretched from 6 to 8 centimeters."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise every answer that uses something your child saw or measured.

Homework: Test 3 more metal objects at home. Write one evidence sentence for each. Sample: "The pot lid is magnetic because the magnet stuck to it."