Day 1 · Monday

Objective: I can find out when my community was founded and what was here before.

Standards: D2.His.1.3-5, D1.1.3-5, D1.4.3-5, D1.5.3-5

Materials: Notebook, One local history source, found before the lesson (library local-history book, town history page, or a call to the historical society), 1 index card, Long paper strip for a timeline (cut a sheet the long way and tape the halves end to end), Tape or glue, Pencil, Calculator

1. Day 36 — When Was Our Community Founded? — Big Question Warm-Up · 5 min

   Spaced review from Week 7. Ask: "Two nations write down promises to each other. What is that paper called?" (a treaty) Then ask the big question: "How old is our town? Is it older than your grandparents? Is it older than the United States, which began in 1776?"

2. Mini-Lesson · 10–15 min

   At the top of a notebook page, your child writes: "Why is our community here, and whose land was it first?" Say: "This is our compelling question. It is big, and people may answer it in different ways. That makes it worth investigating and sharing with others." Under it, write four supporting questions. When was it founded? Who founded it, and who lived here before? What land or water helped it start? How has it changed? Say: "Each day this week answers one small question. Together they answer the big one." Say: "Founded means officially started as a town. It does not mean the first people came then. Native nations lived here long before, and they are living nations today." Say: "Good places to look are the library's local-history shelf, the town history page and the historical society. People tell a town's start in different ways, so we will use more than one source." Ask: "Which is our compelling question?" (Why is our community here, and whose land was it first?) "How do supporting questions help?" (Each small answer helps answer the big one.) "Does founded mean the first people arrived?" (No.) If stuck, say: "The big question sits on top. The helper questions sit under it."

3. Activity / Source Work · 15–20 min

   Find the founding year and build a timeline. If you live outside a town, use the nearest one. 1) Tape the strip flat. Open your source together. Find the founding year and the town's first name. 2) Your child fills a founding card: Town, Founded, First name, Source. 3) On the strip, draw one long line. At the far left write the Native nation's name and "lives here." Draw an arrow under the whole line to today. 4) Mark three more points in order: the founding year, 1776 and today. A town founded in 1720 goes left of 1776. A town founded in 1850 goes right. 5) Find the town's age together: this year minus the founding year. Use the calculator. 6) Ask: "Is our town older or younger than the United States? What on the timeline is your evidence?" Your source may give two dates, such as first settled and made a town. Write both and say: "Sources can differ. We record both and where each came from."

4. Notebook Entry · 10 min

   Tape the founding card into the notebook. Your child finishes this frame: "Before ____ was founded, the ____ people lived here. Today their nation ____." Sample: "Before our town was founded in 1803, the ____ people lived here. Today their nation has its government in ____."

5. Wrap-Up & Exit Ticket · 5 min

   Read the exit questions aloud. Praise your child for naming the source, not just the year.

Homework: Tell a family member our town's founding year and first name. Ask them to guess if it is older than the United States. Look for: the year and a reason.

Objective: I can break 7 into 5 and 2 to find my ×7 facts.

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

Materials: Grid paper, Crayons (two colors), 21 counters (dried beans, coins or buttons), for extra support, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 7. Ask 6 × 4, 6 × 7 and 9 × 6 (24, 42, 54). Then count by 7s to 70 together while you write each number. (7, 14, 21, 28, 35, 42, 49, 56, 63, 70) Keep the list in view all lesson.

2. Mini-Lesson · 10–15 min

   Say: "You know your ×5 facts and your ×2 facts. Today they help you with ×7." Say: "Seven is 5 and 2. So 7 groups is 5 groups and 2 more groups." Write 7 × 6. On grid paper, outline 7 rows of 6 squares. Your child colors the top 5 rows red and the bottom 2 rows blue. Ask: "Did coloring change how many squares there are?" (No.) "What fact does the red part show?" (5 × 6 = 30) "What fact does the blue part show?" (2 × 6 = 12) Say: "Add the two parts." Write 30 + 12 = 42. Say: "So 7 × 6 = 42. We broke the 7 apart. Nothing was added or lost." Now your child does more. Write 7 × 8. Your child outlines 7 rows of 8 and colors 5 rows and 2 rows. Ask: "What are the two parts? What is the total?" (5 × 8 = 40 and 2 × 8 = 16; 40 + 16 = 56)

3. Guided Practice · 10–15 min

   Your child writes the ×5 part, the ×2 part and the sum. Draw the array only if needed. Ask after each one: "Which part is 5 groups? Which part is 2 groups?" 1) 7 × 4 (20 + 8 = 28). 2) 7 × 9 (45 + 18 = 63). 3) 7 × 3 (15 + 6 = 21). 4) Write 6 × 7. Say: "Turn the array. 6 rows of 7 has the same total as 7 rows of 6." (42) If stuck, say: "Cover the bottom 2 rows. What ×5 fact do you see? Now uncover them. What ×2 fact is left?"

4. Independent Practice · 15–20 min

   For problems 1 to 5, your child writes the two parts and the sum. 1) 7 × 2 (10 + 4 = 14). 2) 7 × 5 (25 + 10 = 35). 3) 7 × 10 (50 + 20 = 70). 4) 3 × 7, turned to 7 × 3 (21). 5) 9 × 7, turned to 7 × 9 (63). 6) Your child outlines 7 rows of 4 and colors 5 rows and 2 rows. Then your child labels each part with its fact (5 × 4 = 20 and 2 × 4 = 8). 7) A week has 7 days. How many days are in 8 weeks? (56) 8) 7 shelves hold 6 books each. How many books in all? (42) Check each product against the count-by-7s list.

5. Exit Ticket · 5 min

   Cover the count-by-7s list. Read each question aloud; your child answers on paper and may draw.

Fact fluency: ×7 facts

Homework: Your child shows the 5 and 2 parts for 7 × 6 and 7 × 9. Answers: 30 + 12 = 42; 45 + 18 = 63.

Objective: I can state a clear opinion and talk about opinions respectfully.

Standards: W.3.1, W.3.1.A, SL.3.1, SL.3.1.B, SL.3.1.C, L.3.5.C

Materials: The 'Game Night' mentor paragraph (in the lesson), printed or copied onto paper, Reader's notebook, Pencil, Highlighter

1. Warm-Up · 5 min

   Word study, dividing words. Write rabbit and begin. Say: "Two consonants between two vowels? Divide between them: rab|bit. The first vowel is short. One consonant between two vowels? Try dividing before it: be|gin. The first vowel is long." Your child sorts basket, picnic, helmet, fever, tulip and moment into two groups. (bas|ket, pic|nic, hel|met; fe|ver, tu|lip, mo|ment) Spaced review from Week 7. Ask: "What do we call the sentence that states a paragraph's main idea?" (The topic sentence.)

2. Mini-Lesson · 10–15 min

   Say: "A fact can be checked. An opinion is what a person thinks or believes, and people can disagree with it." Ask: "Recess is 20 minutes long. Recess is fun. Which one can you check with a clock?" (The first. The second is an opinion.) Read aloud. Title: Game Night. 'I think every family should have a game night. First, playing games together is a fun way to talk and laugh after a busy week. Another reason is that games teach you to take turns and be a good sport. For example, my cousin used to quit when he lost at checkers. Now he shakes hands and asks for a rematch. For these reasons, game night deserves a spot on every family's calendar.' Highlight the first sentence. Say: "This is the opinion sentence. It names the topic, game night, and tells what the writer thinks." Write: I wonder, I suspect, I think, I believe, I know. Say: "These words show how sure we are. 'I wonder' is not sure. 'I know' is certain, so save it for facts."

3. Guided Practice · 10–15 min

   1) Ask: "Which fits an opinion better, 'I believe' or 'I know'? Why?" (I believe. An opinion cannot be proven.) 2) Hold a short talk on this question: "Should kids choose their own bedtime on weekends?" Rules: listen to the end, stay on the topic, and start with "I agree because" or "I disagree because." Each of you states an opinion and answers the other. 3) Ask: "What was my opinion? What reason did I give?" (Your child restates your point before adding more.) 4) Together, list five topics, such as the best season or a family rule. Write one clear opinion sentence for one topic. If stuck, say: "Start with 'I think.' Name the topic. Say what you believe about it."

4. Independent Practice · 15–20 min

   1) Your child picks a topic they care about. 2) Your child writes one clear opinion sentence. (Sample: I believe every kid should grow a plant.) 3) Your child writes two more sentences about the topic and labels each fact or opinion. (Sample: Bean seeds can sprout in about a week. Fact. Sunflowers are the prettiest flowers. Opinion.) 4) Your child circles the words that show how sure they are. Checklist: the sentence names the topic; someone could disagree with it; it starts with I think or I believe. Save the opinion sentence for Day 2.

5. Exit Ticket · 5 min

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

Homework: Your child asks a family member for their opinion on the same topic and writes both opinions. Look for: two complete sentences that name the topic.

Objective: I can write a testable question about forces or magnets and make a prediction.

Standards: 3-PS2-1, 3-PS2-2

Materials: Science notebook (Weeks 1 to 7), Toy car, 3 books of the same size and a board or large hardcover book for a ramp, 1 magnet and 10 steel paper clips, 4 sticky notes or paper slips, Tape measure or ruler, and pencil

1. Day 36 — Choose a Testable Question — Wonder Warm-Up · 5 min

   Spaced review from Week 7. Ask: "What is the difference between a criterion and a constraint?" (A criterion is what a design must do. A constraint is a limit.) Then your child flips through the notebook and puts one sticky note on the page that made them most curious. Ask: "What do you still wonder about it?"

2. Mini-Lesson · 10–15 min

   Say: "Scientists ask testable questions. You answer a testable question by doing a test and measuring or counting." Show one. Ask: "How many paper clips can this magnet lift in a chain?" Hang clips from the magnet one at a time and count. Say: "We answered it with a test and a number." Then ask: "Are magnets cool?" Say: "No test can answer that. It is an opinion." Now your child judges three questions. "Which surface is the prettiest?" (Not testable. It is an opinion.) "Does a higher ramp make a toy car roll farther?" (Testable. Measure the distance.) "Do two magnets lift more clips than one?" (Testable. Count the clips.) Say: "A good question names what you change and what you measure." If stuck, say: "What could you count or measure to answer it?"

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

   1) Your child writes 3 questions about forces or magnets on sticky notes. Starters: "Does a ___ make ___ go farther?" "Which ___ holds the most ___?" 2) Draw a chart: Question | Can I measure it? | Do I have the materials? | Can I finish in two days? Your child writes yes or no for each question. 3) Circle the question with three yeses. 4) Try-out, about 2 minutes. Do one rough trial to see that the test works. For the ramp, prop the board on 1 book and let the car roll. Look for: does it roll off and stop before a wall? Can you measure it with the tape measure? If the try-out fails, say: "Good to know now. Change the setup or pick another question." Keep the rolling path clear of feet. The running example this week is: "Does a higher ramp make a toy car roll farther?"

4. Science Notebook Entry · 10 min

   Your child writes the question, then: "I will change ___. I will measure ___ in ___. I predict ___ because ___." Sample: "I will change the ramp height. I will measure distance in inches. I predict the car rolls farther from a higher ramp because it will be going faster at the bottom."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud; your child answers on paper. Praise questions that name something to measure.

Homework: Your child shows the question and prediction to a family member and writes down that person's prediction too. Look for: both predictions written before any testing.