Day 4 · Thursday

Objective: I can describe Native nations today, including their governments, communities, and cultures.

Standards: D2.His.10.3-5, D2.His.2.3-5, D2.Civ.6.3-5

Materials: Notebook, Pencil, A U.S. map, 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 29 — Native Nations Today — Big Question Warm-Up · 5 min

   Spaced review from Week 1. Ask: "Name three needs every community has." (Sample: safety, health and learning.) Then ask the day's wonder: "Suppose a friend said Native nations are only in the past. What would you tell your friend?"

2. Mini-Lesson · 10–15 min

   Say: "Native nations are living communities today. In the 2020 census, about 9.7 million people said they are American Indian or Alaska Native." Say: "A reservation is land set aside as a homeland for a Native nation. There the nation has its own government. Not every nation has a reservation." Say: "Many Native people live on reservations. Many others live in cities and towns all over the country." Say: "Native nations meet community needs. They choose leaders, make laws, and run schools, clinics and businesses. They teach their languages." Point to northeastern Arizona and northeastern Oklahoma on the map. Say: "The Navajo Nation has its capital in Window Rock. The Cherokee Nation has its capital in Tahlequah." Ask: "Who governs a reservation?" (The Native nation whose homeland it is.) "Do all Native people live on one?" (No.) If stuck, say: "Think of our town. Who runs its schools and makes its rules?"

3. Activity / Source Work · 15–20 min

   Compare two sources. Read both aloud. Source A, a fact card written for this lesson: "The Cherokee Nation has its government in Tahlequah, Oklahoma. It has more than 450,000 citizens. Citizens vote for a Principal Chief and a Tribal Council. The nation runs health centers, a language school and many businesses." Source B, a made-up letter written for this lesson: "I am a Cherokee Nation citizen, and I live in Tulsa. On Saturdays I take a Cherokee language class. Each year near Labor Day my family goes to the Cherokee National Holiday in Tahlequah. I like the parade best." 1) In the notebook, draw a chart with two columns: Source A and Source B. 2) Your child writes two facts about today under each in pencil. 3) Ask: "What does Source A tell that B does not?" (The number of citizens and how leaders are chosen.) "What does Source B tell that A does not?" (One child's daily life and a yearly gathering.) "Which words in B show Native people live in cities?" ("I live in Tulsa.") 4) Say: "A claim is an answer backed by evidence. My claim: the Cherokee Nation is a living nation today." Ask: "Give two pieces of evidence and name each source." (Sample: citizens vote, Source A; a language class, Source B.) 5) Say: "The United States forced the Cherokee from their Southeast homelands in the 1830s. You will learn more in Week 7."

4. Notebook Entry · 10 min

   Your child makes a fact card titled "The ____ Today" for the Cherokee Nation or the nation in your prep notes. It has three rows: Where its government is, One thing the nation runs, One way it keeps its culture strong.

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud. Praise present-tense facts and answers that name the source.

Homework: Your child tells a family member one fact about a Native nation today, using "is" or "has." Look for a true fact and the nation's name.

Objective: I can choose a strategy to solve mixed ×2, ×5 and ×10 facts.

Standards: 3.OA.C.7

Materials: Fact cards made on Days 1 to 3, Grid paper, Crayons, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 2. Your child solves 427 + 386 (813). Then count by 5s to 50 and by 10s to 100 together. Ask: "Which count reaches 50 faster? Why?" (10s. Each jump is bigger.)

2. Mini-Lesson · 10–15 min

   Say: "Before you answer, look at the factors. Then pick a strategy." Write 2 × 8, 10 × 8 and 5 × 8 in a column. Point to 2 × 8. Ask: "Which strategy fits?" (Doubles. Double 8 is 16.) Write 2 × 8 = 16. Point to 10 × 8. Ask again. (Tens. 8 tens is 80.) Write 10 × 8 = 80. Point to 5 × 8. Ask again. (Half of the ×10 fact. Half of 80 is 40.) Write 5 × 8 = 40. Say: "Three facts about 8 needed three strategies." Next, write 9 × 2. Say: "The 2 comes second here. Turning an array keeps the total, so I can still double 9." Write 9 × 2 = 18. Say: "Look for the 2, the 5 or the 10 in either place." Now your child does more. Write 2 × 4, 10 × 4 and 5 × 4. Your child names each strategy and writes the products (8, 40, 20).

3. Guided Practice · 10–15 min

   Mix the fact cards. Your child names the strategy before the product. 1) 7 × 2 (double 7 is 14). 2) 10 × 6 (6 tens is 60). 3) 5 × 6 (half of 60 is 30). 4) 9 × 5 (count by 5s to 45). If stuck, say: "Which factor is 2, 5 or 10? What does that strategy tell you to do?" Then go through the other cards with no timer. Your child sorts them into "know it" and "still building" piles.

4. Independent Practice · 15–20 min

   Your child writes each product and the first letter of the strategy: D for doubles, T for tens, H for half. 1) 2 × 9 (18; D). 2) 3 × 10 (30; T). 3) 5 × 2 (10; H or D). 4) 8 × 5 (40; H). 5) 10 × 10 (100; T). 6) Your child colors 5 rows of 4 on grid paper and writes the sentence (5 × 4 = 20). 7) Ravi has 6 packs of juice with 5 boxes in each pack. How many boxes? (6 × 5 = 30) 8) Yuki buys 7 bags of 10 apples. How many apples? (7 × 10 = 70) Check each answer with a different strategy or by skip-counting.

5. Exit Ticket · 5 min

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

Fact fluency: ×2, ×5 and ×10 facts

Homework: Flip the fact cards with a family member for 10 minutes, with no timer. Say the strategy, then the product. Write 3 facts that are still building and the strategy for each. Sample: 5 × 8, half of 80, 40.

Objective: I can use a table of contents, glossary and index to find information quickly.

Standards: RI.3.5, RI.3.4, L.3.4.D, L.3.2.G

Materials: A children's dictionary, Your child's own nonfiction book, Plain paper, Reader's notebook, Pencil

1. Warm-Up · 5 min

   Word study, Unit 1 review. Ask: "Which word names a tree with sweet sap?" (maple) "Which word names a solid shape with six square faces?" (cube) Your child uses slide and corn in one sentence each. (Sample: I went down the slide. We ate corn for dinner.) Spaced review, Week 5. Ask: "Is 'Honesty keeps friends close' an event or a message?" (A message. It is a lesson for anyone.)

2. Mini-Lesson · 10–15 min

   Say: "Three book parts help you find things fast. The table of contents is at the front. It lists chapters and their first pages. The glossary is near the back. It is a small dictionary of the book's special words. The index is at the very back. It lists topics in ABC order with page numbers." Show these parts of a book called Life in the Desert, or copy them before the lesson: [Table of Contents. 1 Hot Days, Cold Nights, page 3. 2 Desert Plants, page 8. 3 Desert Animals, page 14. Glossary, page 28. Index, page 30. Glossary. burrow: a hole an animal digs to live in. nocturnal: active at night. Index. cactus, 9–12. coyotes, 16. lizards, 15, 19. owls, 17. rain, 5.] Think aloud: "I want to read about owls. Owl is my key word. I find it in the index: page 17." Then sketch a web page on plain paper. Draw a main text box, a side box labeled Extra Facts, and one underlined word. Say: "The side box is a sidebar. The underlined word is a hyperlink. Clicking it jumps to more information."

3. Guided Practice · 10–15 min

   1) Ask: "The index says cactus, 9–12. What does the dash mean?" (All the pages from 9 through 12.) 2) Ask: "Where would you find what nocturnal means? What does it mean?" (In the glossary. Active at night.) 3) Ask: "Which chapter tells about lizards? How do you know?" (Chapter 3, Desert Animals. Pages 15 and 19 come after page 14.) 4) Open the dictionary. Say: "Guide words sit at the top of each page. One is the page's first word. The other is its last." Write the guide words cabin and camel. Ask: "Would cactus be on this page? Would candle?" (Cactus, yes. It comes between them. Candle, no. It comes after camel.) If stuck, say: "The glossary tells what it means. The index tells where it is."

4. Independent Practice · 15–20 min

   1) Your child looks up apple and maple in the dictionary. They write the guide words for each page and check each spelling. 2) They look up burrow and compare its meaning with the glossary. 3) They answer in the reader's notebook from the Life in the Desert pages: Which chapter starts on page 8? What page tells about rain? Which part gives the meaning of burrow? (Desert Plants. Page 5. The glossary.) 4) In their own nonfiction book, they find the table of contents and look up one topic. Look for: guide words copied from the right page; page numbers checked by turning to them.

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers in full sentences with the desert pages in view.

Homework: Read nonfiction for 15–20 minutes. Find a book at home with an index. Look up two topics and write their page numbers.

Objective: I can use a pattern I observed to predict future motion and check my prediction.

Standards: 3-PS2-2

Materials: Pendulum from Day 1 (string, weight and tape), set at 24 inches, Timer or a clock with a second hand, Yardstick or tape measure, Your child picks one: a ball and masking tape, or a toy car and 3 books for a ramp, Science notebook and pencil

1. Day 29 — Predicting Future Motion — Wonder Warm-Up · 5 min

   Spaced review from Week 5. Ask: "Can a magnet pull a paper clip through a sheet of paper? Why does a thick book stop it?" (Yes. The book adds distance, and the pull gets weaker.) Then hold up the pendulum. Ask: "Can you tell me its count before I start the timer?" Say: "Today you predict first, then check."

2. Mini-Lesson · 10–15 min

   Say: "Once you know a pattern, you can predict what happens next. People predict sunrise times, ocean tides and where a planet will be this way." Model with the pendulum. Count full swings for 30 seconds, three times, and write the counts. Ask: "What do the three counts have in common?" (They are the same, or one apart.) Ask: "What is your prediction for trial 4?" (The same count, give or take one.) Test it. Ask: "Was it close? Why?" (Yes. The pendulum follows a pattern.) Say: "A prediction is not a wild guess. It comes from data." Say: "Some patterns stay the same, like these counts. Others change in a steady way, like bounces getting lower." Ask: "Which kind is a bouncing ball?" (It changes in a steady way.) If stuck, say: "What happened each time so far? So what should happen next?"

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

   1) Your child picks one motion. Car roll: lean one book on two stacked books as a ramp. Let the car go from the top and measure how far it rolls past the ramp. Bounce: tape the yardstick to a wall and measure the first bounce. Use drop heights of 36, 30, 24, 18 and 12 inches. 2) Draw a chart: Trial, Prediction, Result (inches). 3) Run and record trials 1 to 3. 4) Your child writes predictions for trials 4 and 5, with a reason from the data. 5) Run trials 4 and 5 and compare. For the car, change nothing: same car, ramp, start spot and floor, with no push. For the ball, change only the drop height. Expect the car's rolls to be close to each other. Expect bounce heights to step down as the drop height steps down. If a prediction misses, say: "Real results vary. Look for the pattern." Ask: "How did the first three results help you?" (They showed the pattern.)

4. Science Notebook Entry · 10 min

   Under the chart, your child finishes two frames. "My predictions were ___ because the motion follows a pattern of ___." "Next time I would ___." Sample: "My predictions were close because the car rolls about the same distance each time. Next time I would do more trials."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise predictions that point to numbers in the chart.

Homework: Predict one thing from a pattern at home, such as when the mail comes or when it gets dark. Check it tomorrow. Listen for a reason: "because it happened that way before."