Day 1 · Monday

Objective: I can explain that Native nations were the first people in my area and name the nations whose homelands include where I live.

Standards: D2.Geo.3.3-5, D3.1.3-5

Materials: Notebook, Pencil, A U.S. map, Colored pencils, Prep notes on a Native nation of your area: its own name, where its government is and one fact about today. Use the nation's own website or a library book; a librarian can help.

1. Day 26 — Who Lived Here First? — Big Question Warm-Up · 5 min

   Spaced review from Week 3. Ask: "A map has a small anchor picture. Where do you look to learn its meaning?" (The key.) Then ask the day's wonder: "Who lived here long before there were towns, roads and cities? Where are those people now?" Take every idea. Do not correct yet.

2. Mini-Lesson · 10–15 min

   Lay out the U.S. map. Sweep your hand across it. Say: "Long before there was a United States, Native peoples lived on all of this land. They were the first people here." Say: "They are not one group. They are many nations. Each Native nation has its own government, language, history and ways of life." Say some names together slowly. "The Cherokee Nation. The Navajo Nation, whose people call themselves Diné. The Haudenosaunee, a group of six nations. The Lakota. The Ojibwe." Say: "Native nations are not only part of the past. They are living nations today, with leaders, schools and businesses." Say: "The land where a people has lived for a very long time is called its homelands." Ask: "Who were the first people on this land?" (Native peoples.) "Are Native peoples one nation or many?" (Many.) "Do Native nations have governments today?" (Yes.) If your child says "they lived" for today, say: "Try it with 'live' or 'are.' They are here now."

3. Activity / Source Work · 15–20 min

   Source work. Read this source aloud twice. "Native peoples have lived on this land for many thousands of years. They formed many nations. Today the United States government recognizes more than 570 Native nations. Each one governs itself. Some nations still live on part of their homelands. Others were forced to move far away long ago, and they keep ties to their homelands." 1) Ask: "Which words tell you Native nations are here today?" (Sample: "Today," "recognizes" and "governs itself.") 2) Ask: "What happened to some nations long ago? Give the words." ("Others were forced to move far away.") Say: "That was unfair and painful. We will learn more in Week 7." 3) Share your prep notes. Say the nation's own name together. 4) In the notebook, your child makes a fact card in pencil. It has three rows: Name, Where its government is today, One fact about today. 5) On the U.S. map, your child marks your home and the nation's government with colored pencils. Ask: "Is it near us or far? Which direction?" (Answers vary.) Some areas are homelands of several nations. Name each one you found.

4. Notebook Entry · 10 min

   Your child finishes these frames. "The homelands of the ____ include the place where I live. Today the ____ has its government in ____." Sample: "The homelands of the Osage Nation include the place where I live. Today the Osage Nation has its government in Pawhuska, Oklahoma." Your child then sketches a small map showing both places.

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud. Praise the nation's name said correctly and sentences that use "is," "are" or "has."

Homework: Your child tells a family member the name of a Native nation of your area. Your child adds one fact about it today. Look for the present tense.

Practice page · Week 6, Day 1

Social Studies

I can name the Native nations whose homelands include where I live.

Show answers

Living Nations

Native nations were the first people to live across North America, and they still live here today. There are more than 570 federally recognized tribal nations in the United States. Each nation has its own government, language, history and culture. The Muscogee (Creek) Nation has its government in Okmulgee, Oklahoma. The Nez Perce Tribe has its government in Lapwai, Idaho. The Ho-Chunk Nation is based in Wisconsin.

Record what you find on the Native Land map and a nation's own website.

Nation's name	Where its government is today	One fact from its website

1. 1.

   A nation whose homelands include where I live:
2. 2.

   Where its government is today:
3. 3.

   One fact from the nation's own website:

Use the reading to answer.

1. 4.

   Where is the Nez Perce Tribe's government?
2. 5.

   How many federally recognized tribal nations are in the U.S.?
3. 6.

   Do Native nations still exist today?

   ○ Yes○ No

Challenge: Why is a nation's own website the best place to check its name?

Materials: computer or library access (native-land.ca and a nation's website) · U.S. map

Objective: I can use doubles to know my ×2 facts.

Standards: 3.OA.C.7, 3.OA.A.1, 3.OA.D.9

Materials: 20 counters (dried beans, coins or buttons), Plain sheet of paper, 10 index cards or paper slips, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 2. Your child solves 248 + 248 (496). Ask: "What do we call adding a number to itself?" (Doubling.) Then count by 2s to 20 together. Ask: "What comes after 16?" (18)

2. Mini-Lesson · 10–15 min

   Say: "Today we learn the ×2 facts with doubles." Write 2 × 7. Ask: "What does this tell us to build?" (2 groups of 7.) Build 2 rows of 7 beans on the paper. Write 7 + 7 = 14. Say: "2 groups of 7 is 7 and 7. That is double 7." Write 2 × 7 = 14. Turn the paper a quarter turn. Ask: "How many rows now? How many in each row?" (7 rows of 2.) Write 7 × 2 = 14. Say: "Turning never changes the total. So 7 × 2 is double 7 too." Next, write the facts from 2 × 1 to 2 × 10 in a list. Your child says each double and you write the product. Ask: "What do you notice about the products?" (They go up by 2. They are all even.) Say: "A double is two equal groups. So every ×2 product is even." Now your child does more. Your child builds 2 × 6 and writes 6 + 6 = 12 and 2 × 6 = 12. Then your child turns the paper and writes 6 × 2 = 12.

3. Guided Practice · 10–15 min

   Your child says the double first, then the product. Keep the beans close. 1) 2 × 4 (double 4 is 8). 2) 2 × 9 (double 9 is 18). 3) 8 × 2 (double 8 is 16). 4) Ask: "2 × 3 = 6. What is 3 × 2? How do you know?" (6. It is the same array turned.) If stuck, say: "Which factor is not the 2? Add that number to itself."

4. Independent Practice · 15–20 min

   Your child writes the double and the product for each fact. 1) 2 × 5 (5 + 5 = 10). 2) 2 × 8 (8 + 8 = 16). 3) 4 × 2 (8). 4) 3 × 2 (6). 5) 2 × 10 (20). 6) Your child draws 2 rows of 3 dots. Then your child writes two sentences (2 × 3 = 6; 3 × 2 = 6). 7) Mia has 6 pairs of socks. How many socks? (6 × 2 = 12) 8) 2 spiders have 8 legs each. How many legs in all? (2 × 8 = 16) Last, make fact cards. Your child writes each ×2 fact on a card and its product on the back. Sort the cards into "know it" and "still building" piles. Use no timer.

5. Exit Ticket · 5 min

   Put the beans and cards away. Read each question aloud; your child writes the answers.

Fact fluency: ×2 facts

Homework: Use the ×2 fact cards with a family member for 10 minutes, with no timer. Say the double for each card. Sample: "2 × 8 is double 8, so 16." Write down any facts that are still building.

Objective: I can tell the difference between informational text and a story.

Standards: RI.3.10, L.3.6

Materials: Your child's own nonfiction book (animals, weather or any real topic), A storybook from your shelf, Reader's notebook, Pencil

1. Warm-Up · 5 min

   Word study, Unit 1 review of syllable types. Write kite, cube, rain, sleep, farm, apple. Your child sorts them under Silent e, Vowel Team, R-controlled and Consonant-le, then reads them. (Silent e: kite, cube. Vowel team: rain, sleep. R-controlled: farm. Consonant-le: apple.) Spaced review, Week 5. Ask: "Which is an abstract noun, lantern or courage?" (Courage. You cannot see or touch it.)

2. Mini-Lesson · 10–15 min

   Hold up the storybook and the nonfiction book. Say: "Fiction is a made-up story. Informational text, also called nonfiction, gives true facts about the real world." Read aloud this page from a nonfiction book. Say "heading" and "caption" as you reach them. A heading is a small title over one part. A caption tells about a picture. Words in capital letters stand for bold print. [How Honeybees Make Honey. Heading: Gathering Nectar. Worker bees fly from flower to flower. They sip a sweet liquid called NECTAR. One bee may visit dozens of flowers on a single trip. Heading: Back at the Hive. At the hive, the bee passes the nectar to other workers. They fan it with their wings until much of the water dries out. Then they store the thick honey in HONEYCOMB, which is rows of six-sided wax cells. Caption: A worker bee carries yellow pollen on its back legs.] Now read this story opening: [Zuzu the bee was late for the Flower Dance. "Wait for me!" she buzzed, tying her tiny yellow shoes.] Think aloud: "A fact is something true that you can check. The first text teaches facts. Real bees do sip nectar. The second has a bee who talks and wears shoes. That is made up, so it is fiction."

3. Guided Practice · 10–15 min

   Draw a T-chart in the reader's notebook: Informational | Fiction. 1) Ask: "What is each text for?" (Informational text teaches about a topic. Fiction tells a story about characters.) 2) Ask: "What parts did the bee page have that the story did not?" (A title about a topic, headings, bold words and a caption.) 3) Ask: "What does the story have instead?" (A character with a name, talking and a problem.) 4) Your child adds one example from each text. (Sample: "Bees fan nectar with their wings." "Zuzu tied her shoes.") If stuck, say: "Could a scientist check this sentence? If yes, it goes under Informational."

4. Independent Practice · 15–20 min

   1) Your child flips through their own nonfiction book and lists five clues that it is informational. (Such as photos, headings, captions, bold words, a diagram or an index.) 2) They read two pages and write two facts they learned. 3) They write one sentence using the word informational and one using fiction. Look for: clues that are features or facts, not "it has animals"; each new word used correctly. Sample: "My shark book is informational. It teaches real facts about sharks. A story about a talking shark is fiction."

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers in full sentences, aloud or in the notebook.

Homework: Read a nonfiction book or article for 15–20 minutes. Write two facts you learned. Look for facts that could be checked.

Objective: I can observe a pendulum's motion and describe its repeating pattern.

Standards: 3-PS2-2

Materials: String, about 30 inches long, Weight: a metal washer, a key ring or a small bag of coins, Tape, A table or counter edge, Ruler or tape measure, Timer or a clock with a second hand, Science notebook and pencil

1. Day 26 — Repeated Motion Patterns — Wonder Warm-Up · 5 min

   Spaced review from Week 3. Ask: "A swing slows and stops if no one pushes. What slows it?" (Friction where it hangs, and air pushing on it.) Then tie the weight to the string, hold the top and let it swing. Ask: "What do you notice? What will it do next?" Say: "Today we look for motion that repeats."

2. Mini-Lesson · 10–15 min

   Say: "This is a pendulum: a weight that swings from a string." Swing it gently. Say: "It moves the same way again and again. A movement that repeats is a motion pattern." Ask: "After it swings left, what comes next?" (It swings back to the right.) Say: "Because the pattern repeats, we can predict it." Test that. Your child holds a flat hand where the weight should return, without touching it. Ask: "Did it come back to your hand?" (Yes, or almost.) Say: "One full swing is out and back to the start." Count three full swings aloud together, saying each number as the weight returns. Ask: "Is going across once a full swing?" (No. It must come back.) Ask: "Name another motion that repeats." (Sample: a playground swing, a rocking chair, a bouncing ball.) If stuck, say: "Watch one spot. Count only when the weight comes back to that spot."

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

   Safety: keep faces back from the swinging weight. 1) Tape the string firmly to the table top so the weight hangs past the edge. Measure 24 inches from the edge to the middle of the weight. Use a counter if the weight touches the floor. 2) Draw a chart with two columns: Trial, Full swings in 30 seconds. 3) Pull the weight one hand-width to the side. Let go without pushing. 4) You time 30 seconds. Your child counts each return to the start side. 5) After two trials, your child predicts the third count, then tests it. Change nothing between trials. Keep the same string length, weight and one-hand pull. Look for counts that match. Expect about 19 full swings each time, give or take one. If your counts differ more, say: "Real results vary. Check that we counted only the returns." Ask: "Why was your prediction so close?" (The motion follows a pattern.)

4. Science Notebook Entry · 10 min

   Your child sketches the pendulum and draws its path as a dotted arc. Write the three counts. Then finish the frames: "The pattern is ___. I can predict ___." Sample: "The pattern is the same back-and-forth swing, about 19 times in 30 seconds. I can predict the next count."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise the word predict, and any prediction that uses the earlier counts.

Homework: Find 3 repeating motions at home, such as a clock's second hand, a ceiling fan or a rocking chair. Describe each pattern. Look for what repeats and what comes next.