Day 3 · Wednesday

Objective: I can explain how early settlements grew into towns and how that changed life for Native nations nearby.

Standards: D2.His.4.3-5, D2.Geo.8.3-5, D2.His.14.3-5

Materials: Notebook, Paper strip for a flow chart (cut a sheet the long way and tape the two halves end to end), Tape, Markers, U.S. map, Pencil

1. Day 33 — How Settlements Grew — Big Question Warm-Up · 5 min

   Spaced review from Week 3. Say: "A map scale says 1 inch = 10 miles. Two towns are 2 inches apart. How far is that?" (20 miles) Then ask the big question: "How do a few houses in a field become a town?" Take two ideas.

2. Mini-Lesson · 10–15 min

   Find Plymouth, Massachusetts, on the map. Say: "A settlement is a small new place where settlers build homes. Settlements grew in four ways." Hold up one finger for each. Say: "One is building. People built homes, fields, mills and docks." Say: "Two is government. People chose leaders and made rules. In 1620 the Plymouth men signed the Mayflower Compact. They promised to make fair laws together and obey them. Women and the Wampanoag had no say in it." Say: "Three is trade. Settlers traded with other settlements, with Europe and with Native nations. Native hunters traded furs for metal tools and cloth." Say: "Four is more people. Families grew and new ships came." Now teach the effect. Say: "More people wanted more land. So Native nations lost farm fields and hunting grounds. Growth helped settlers and often hurt Native communities." Ask: "Which of the four is the Mayflower Compact?" (government) "Furs for metal tools is which one?" (trade) "What did Native nations lose as towns grew?" (fields, hunting grounds, land) If stuck, say: "Count on your fingers: building, government, trade, more people."

3. Activity / Source Work · 15–20 min

   Make a cause-and-effect flow chart. This chain is an example, not one real town. 1) Tape the strip flat. Your child draws four boxes on it with markers, with an arrow between each. 2) Write one sentence in each box, in order. Box 1: Settlers build a mill by the river. Box 2: Farmers bring grain to the mill. Box 3: More families move nearby. Box 4: Settlers want more land, and Native nations lose fields and hunting grounds. 3) At each arrow your child says a "so" sentence. Sample: "They built a mill, so farmers came." 4) Under each box, write two short notes: Who gained? Who lost? Expect settlers to gain at every box. Expect Native nations to lose land and food at Box 4. Your child may add that trade gave both sides useful goods. That is true too. 5) Ask: "Which box is the cause of Box 4?" (Box 3. More families needed more land.) Look for: each arrow shows a real cause and its effect.

4. Notebook Entry · 10 min

   In the notebook, your child writes the four ways settlements grew. Then finish these frames: "Growth helped ____ because ____. Growth hurt ____ because ____." Sample: "Growth helped settlers because they got homes, mills and trade. Growth hurt Native nations because they lost fields and hunting grounds."

5. Wrap-Up & Exit Ticket · 5 min

   Read the exit questions aloud; your child may look at the flow chart. Praise every answer that uses "so" or "because."

Homework: Tell a family member the four ways settlements grew, counting on your fingers. Add one effect on Native nations. Look for: all four ways, plus lost land.

Objective: I can use ×3 facts or ×5 facts to find my ×6 facts.

Standards: 3.OA.C.7, 3.OA.B.5

Materials: Grid paper, Crayons in 2 colors, 10 index cards or paper slips, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 2. Your child solves 365 + 278 (643). Then ask 4 × 6 (24) and 4 × 9 (36). Count by 6s to 60 together.

2. Mini-Lesson · 10–15 min

   Say: "Today we build ×6 facts from facts we know." Write 6 × 7. Color 6 rows of 7 on grid paper. Use one color for the top 5 rows and another for the last row. Ask: "What is the big part?" (5 rows of 7.) Write 5 × 7 = 35. Ask: "What is left?" (1 row of 7.) Write 35 + 7 = 42, then 6 × 7 = 42. Say: "6 groups is 5 groups and one more group. I know my ×5 facts, so I start there." Next, say: "Here is a second way. 6 is double 3." Draw a dark line under row 3. Ask: "What is each half?" (3 rows of 7.) Write 3 × 7 = 21, then 21 + 21 = 42. Say: "Both ways break apart the same array. Both give 42. Pick the way you like." Now your child does more. Your child colors 6 rows of 8 and solves it both ways. Your child writes 5 × 8 = 40 and 40 + 8 = 48. Then your child writes 3 × 8 = 24 and 24 + 24 = 48.

3. Guided Practice · 10–15 min

   Your child names the strategy, then writes the steps. 1) 6 × 4 with the ×5 fact (5 × 4 = 20; 20 + 4 = 24). 2) 6 × 9 with the ×3 fact (3 × 9 = 27; 27 + 27 = 54). 3) 6 × 6 (5 × 6 = 30; 30 + 6 = 36). 4) Say: "For 6 × 9, Sam wrote 45 + 6. What went wrong?" (He added 6. One more group is 9, so 45 + 9 = 54.) If stuck, say: "Cover the last row. What are 5 rows? Now add the row you covered."

4. Independent Practice · 15–20 min

   Your child writes the steps and the product. 1) 6 × 2 (10 + 2 = 12). 2) 6 × 3 (15 + 3 = 18). 3) 6 × 5 (25 + 5 = 30). 4) 6 × 10 (50 + 10 = 60). 5) 9 × 6 (54). 6) Your child shows 6 × 4 as double a ×3 fact. (3 × 4 = 12; 12 + 12 = 24) 7) There are 6 tables with 6 chairs at each table. How many chairs? (6 × 6 = 36) 8) An insect has 6 legs. How many legs are on 7 insects? (7 × 6 = 42) Last, your child makes fact cards for the ×6 facts. Sort them into "know it" and "still building" piles. Use no timer.

5. Exit Ticket · 5 min

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

Fact fluency: ×6 facts

Homework: Use the ×6 fact cards for 10 minutes with no timer. Write the strategy steps for your two hardest ×6 facts. Sample: 6 × 8, 40 and 8 more, 48.

Objective: I can sort supporting details into facts, examples and reasons and use those words correctly.

Standards: RI.3.2, L.3.6, W.3.2.A, W.3.2.B, W.3.2.C, W.3.2.D, W.3.8

Materials: The 'Paper Wasps' paragraph (in the lesson), printed or copied onto paper, Reader's notebook, Three colored pencils (blue, green, orange), 3 index cards, Pencil, Your child's own nonfiction book (homework)

1. Warm-Up · 5 min

   Word study, open syllables. Dictate: "The student drew a tiger on paper." Your child writes it, and you check it together word by word. Ask: "Where does the first syllable end in student, tiger and paper?" (stu|dent, ti|ger, pa|per) Spaced review from Week 2. Ask: "What do we call a word that tells what a character is like inside?" (A trait.)

2. Mini-Lesson · 10–15 min

   Say: "Details do different jobs. Today we name three jobs." Write each word on an index card with its meaning. Fact: something true that you can check, as in Week 6. Example: one case that shows an idea. Reason: a detail that tells why. Read aloud. Title: Paper Wasps. 'Paper wasps are skilled builders. They scrape tiny bits of wood from fences and dead trees. They chew the wood into a wet paste that dries into gray paper. A nest has many small rooms called cells, and the cells have jobs. For example, a new cell holds one egg. Wasps often hang the nest under a roof edge because the roof keeps rain off the paper.' Think aloud: "The main idea is that paper wasps are skilled builders. 'They scrape tiny bits of wood from fences' is a fact. I could check it in a book. 'A new cell holds one egg' is an example. It shows one job a cell can have. 'Because the roof keeps rain off the paper' is a reason. It tells why they build there." Underline the three details in blue, green and orange.

3. Guided Practice · 10–15 min

   Your child labels each detail fact, example or reason and tells how they know. 1) "Sea otters eat about one quarter of their body weight each day." (Fact. You can check it.) 2) "Weaverbirds are one kind of animal builder." (Example. It is one case.) 3) "Weaverbird nests hang from thin branches so snakes cannot reach the eggs." (Reason. It tells why.) 4) Draw a notes chart with three columns: Fact, Example, Reason. Your child jots one short note about paper wasps in each column. (Sample: chew wood into paste; a cell for one egg; a roof keeps rain off.) If stuck, say: "Does it tell why? Then it is a reason. Does it show one case? Then it is an example."

4. Independent Practice · 15–20 min

   Your child writes an informational paragraph of 4 or 5 sentences about paper wasps, using the notes chart. Plan: 1) A topic sentence that names the animal and the main idea. 2) Three details from the chart, joined with linking words such as also, another or but. Linking words connect ideas. 3) A closing sentence. Model: "Sea otters stay warm in cold water. They have very thick fur. They also groom for hours to fluff it. Another trick is eating a lot. That is how otters beat the cold." Checklist: a topic sentence; three details that fit it; at least two linking words; a closing sentence. Last, your child labels one detail in the paragraph: fact, example or reason.

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers the first two aloud and uses the finished paragraph for the third.

Homework: Read a nonfiction book for 15 minutes. Your child copies one fact, one example and one reason and labels each. Look for: the reason tells why.

Objective: I can build a prototype of my magnet latch by following my plan.

Standards: 3-PS2-4, 3-5-ETS1-2

Materials: Shoebox cabinet, 2 magnets, Steel washers, steel bottle caps or paper clips (the ones in the plan), 1 steel paper clip (for the demonstration), Thin cardboard, such as a cereal box, Masking tape and child-safe scissors, Notebook with the plan page, and pencil

1. Day 33 — Build the Magnet Latch — Wonder Warm-Up · 5 min

   Spaced review from Week 4. Ask: "Which will a magnet attract: a steel paper clip, a plastic spoon or aluminum foil?" (Only the steel paper clip.) Then ask: "Will your latch work the first time? What will you do if it does not?" (Change one thing and try again.)

2. Mini-Lesson · 10–15 min

   Say: "Today is step three: build. A prototype is the first working model. It does not have to be perfect. We build it so we can test it." Show why the gap matters. Lift a paper clip with a magnet. Then fold a cardboard scrap into 4 layers. Hold it between the magnet and the clip. Ask: "What changed?" (The pull is weaker, or the clip drops.) Say: "Keep the magnet and the steel close. Thick layers between them weaken the pull." Ask: "What is a prototype for?" (To test the idea and find what to fix.) "Where should the tape go on the magnet?" (On its edges, in a thin strip, not thick across its face.) "What do you do if a step does not work?" (Change one thing and write it down.) If stuck, say: "Shut the door. Where does the magnet land? Put the steel right there." Safety: small magnets are dangerous if swallowed. Keep them away from little children, phones and bank cards. An adult does any cutting with sharp tools.

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

   Allow about 20 minutes. 1) Your child gathers only the allowed materials and the shoebox cabinet. 2) Cut a cardboard tab about 1 inch by 2 inches. Tape half of it to the outside of the door's loose edge. The other half overlaps the box wall. 3) Your child follows the plan and checks off each step. 4) Tape the magnet under the tab with one thin strip. 5) Shut the door, mark where the magnet lands, and tape the steel part on the mark. 6) Quick check: shut the door and turn the box door-side down. Look for: does the door stay shut? 7) If it opens, your child makes one change and writes it down. Many latches hold on the first try, and many do not. Common fixes: line the parts up, use less tape, or stiffen a floppy tab. Say: "Real results vary. A problem tells us what to fix."

4. Science Notebook Entry · 10 min

   Your child sketches the prototype as it was really built, with labels. Then: "One thing that worked was ___. One problem I had was ___. I changed ___." Sample: "One thing that worked was the tab. One problem was the washer sat too low. I moved it up."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud; your child answers on paper. Praise honest notes about what went wrong.

Homework: Your child shows the prototype to a family member and explains how it works. Look for: the word "attracts," as in "The magnet attracts the steel washer."