Day 2 · Tuesday

Objective: I can identify the founders of my community and explain where they came from and why.

Standards: D2.His.3.3-5, D2.His.9.3-5, D3.1.3-5, D3.2.3-5, D2.His.17.3-5

Materials: Notebook, Local history source from Day 1, 3 index cards, Map that shows where the founders came from (U.S. or world map), Pencil

1. Day 37 — Who Founded Our Community? — Big Question Warm-Up · 5 min

   Review from Day 1. Ask: "What is our compelling question?" (Why is our community here, and whose land was it first?) Then ask today's question: "Who is our town named after? How could we check?" Write down your child's guess.

2. Mini-Lesson · 10–15 min

   Say: "Founders are the people who started a town. It may be one person, a group of families, a company or a railroad. Founders were not the first people here." Say: "Town names come from founders, from places people left, or from Native languages. New Hampshire is named for Hampshire in England. Chicago comes from a Miami-Illinois word for a wild onion that grew there." Say: "A town history page or library book is a secondary source. It was written later by someone who was not there. Its author has a main point about what happened." Read this practice page aloud. It is about a made-up town: "Harlow Springs began in 1871. Three families from Vermont stopped at a clear spring beside the wagon road. They built a sawmill and sold boards to travelers. Harlow Springs is the friendliest town in the valley." Ask: "What is the author's main point?" (The town began when families settled at the spring and built a sawmill.) "Which sentence is an opinion?" (The friendliest town. No one can prove it.) "How could we check the 1871 fact?" (Look in a second source.) "Who does this page leave out?" (The Native nation whose homeland it is.) If stuck, say: "A fact can be checked. An opinion is what someone thinks."

3. Activity / Source Work · 15–20 min

   Now use your own source. 1) Find one to three founders. 2) Your child makes a card for each: Name, Came from, Why they came, Source. 3) On the map, trace with a finger from the founders' old home to your town. Draw that arrow in the notebook. 4) Find what your town's name means or whom it honors. 5) Do a fact-or-opinion check. Your child copies one fact and one opinion from the source and labels them F and O. Opinions often use words such as best, beautiful or proud. If you find none, say: "This page sticks to facts." 6) Ask: "How could we check the fact?" (In a second source, such as the historical society.) 7) If you have a second source, compare the founders it names. Sources may disagree; write both answers. Look for: each card has all four parts.

4. Notebook Entry · 10 min

   Your child lists the founders. Then finish these frames: "Our town is named after ____. The name means ____. The author's main point about how our town began is ____." Sample main point: "Families came here for the river and the farmland." Look for one sentence that sums up the source, not a list of small facts.

5. Wrap-Up & Exit Ticket · 5 min

   Read the exit questions aloud. Praise the words "our source says."

Homework: Ask a family member where they think our town's name comes from. Then tell what your source says. Look for: your child names the source.

Practice page · Week 8, Day 2

Social Studies

I can name my community's founders and where they came from.

Show answers

How Towns Get Names

Town names come from many places. Some honor a founder, like Houston, Texas, named for Sam Houston. Some come from a place the founders left, like New Bern, North Carolina, named for Bern in Switzerland. Some come from Native words. Milwaukee comes from a word that may mean "gathering place by the water." Sources do not always agree, so check two.

Fill in a card for each founder you find.

Founder's name	Where they came from	Why they came

1. 1.

   Founder:
2. 2.

   Where they came from:
3. 3.

   Why they came:

Answer each question.

1. 4.

   New Bern is named for a place in which country?
2. 5.

   Houston, Texas, is named for:

   ○ a person○ a river○ a Native word
3. 6.

   Our town is named after ____.
4. 7.

   Why should you check two sources?

Challenge: Draw an arrow on a map from where the founders came from to our town.

Materials: local history source · map

Objective: I can double the ×4 fact to find my ×8 facts.

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

Materials: Grid paper, Crayons (two colors), 24 counters (dried beans, coins or buttons), for extra support, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 7. Ask 4 × 6, 4 × 7 and 4 × 9 (24, 28, 36). Then count by 8s to 80 together while you write each number. (8, 16, 24, 32, 40, 48, 56, 64, 72, 80) Keep the list in view all lesson.

2. Mini-Lesson · 10–15 min

   Say: "You know your ×4 facts. Today they give you the ×8 facts." Say: "Eight is double 4. So 8 groups is 4 groups and 4 more groups." Write 8 × 6. On grid paper, outline 8 rows of 6 squares. Draw a thick line under row 4. Your child colors the top half red and the bottom half blue. Ask: "What fact does each half show?" (4 × 6 = 24) Say: "The whole array is two 24s. Double 24." Show the doubling: "Double 20 is 40. Double 4 is 8." Write 40 + 8 = 48. Say: "So 8 × 6 = 48." Now your child does more. Write 8 × 7. Ask: "What is the ×4 fact? What is its double?" (4 × 7 = 28; double 28 is 56) Say: "You can also start at 7 and double three times." Write 7, 14, 28, 56. Ask: "Why three doubles?" (That makes 2 sevens, then 4 sevens, then 8 sevens.)

3. Guided Practice · 10–15 min

   Your child writes the ×4 fact, then its double. 1) 8 × 3 (12 doubled is 24). 2) 8 × 9 (36 doubled is 72). Ask: "How did you double 36?" (30 doubled is 60, 6 doubled is 12, and 60 + 12 = 72.) 3) 8 × 4 (16 doubled is 32). 4) Write 5 × 8. Say: "Turn the array. 5 rows of 8 has the same total as 8 rows of 5." (20 doubled is 40) If stuck, say: "Cover the bottom half. What ×4 fact do you see? The whole array is two of those."

4. Independent Practice · 15–20 min

   For problems 1 to 5, your child writes the ×4 fact and its double. 1) 8 × 2 (8 doubled is 16). 2) 8 × 10 (40 doubled is 80). 3) 8 × 5 (20 doubled is 40). 4) 6 × 8, turned to 8 × 6 (48). 5) 9 × 8, turned to 8 × 9 (72). 6) Your child outlines 8 rows of 3 and draws a line under row 4. Then your child labels each half and the whole (12, 12 and 24). 7) A spider has 8 legs. How many legs do 4 spiders have? (32) 8) 8 trays hold 7 muffins each. How many muffins in all? (56) Check each product against the count-by-8s list.

5. Exit Ticket · 5 min

   Cover the count-by-8s list. Read each question aloud; your child answers on paper and may draw.

Fact fluency: ×8 facts

Homework: Your child writes the ×4 fact and its double for 8 × 6 and 8 × 9. Answers: 24 doubled is 48; 36 doubled is 72.

Objective: I can support my opinion with at least two good reasons.

Standards: W.3.1.A, W.3.1.B

Materials: Your child's opinion sentence from Day 1, The 'Game Night' mentor paragraph (Day 1), 4 slips of paper, Reader's notebook, Pencil

1. Warm-Up · 5 min

   Word study, dividing words. Write muffin, basket, pupil and fever. Your child writes v under each vowel and c under the consonants between the vowels. Then your child draws the dividing line and reads each word. (muf|fin, bas|ket, pu|pil, fe|ver) Spaced review from Week 7. Say: "A dam blocks the stream, so a pond forms." Ask: "Which part is the cause?" (A dam blocks the stream.)

2. Mini-Lesson · 10–15 min

   Say: "An opinion needs at least two reasons. A reason tells why." Open "Game Night" from Day 1 and point to these two lines. '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.' Think aloud: "I test each reason. Does it tell why families should have a game night? Yes, both do. Are the two reasons different from each other? Yes." Point to the two cousin sentences. Say: "This is an example. It backs up the second reason by showing one person who became a good sport." Then show a weak reason. Write: Game night is good because it is great. Say: "This only repeats the opinion. It gives no new idea, so I cross it out."

3. Guided Practice · 10–15 min

   Write this opinion: Our school should start a chess club. Write these on the four slips. A) Chess teaches you to think ahead. B) A chess club would be a good thing to have. C) Kids could make friends from other grades. D) My chessboard is made of wood. 1) Your child tests each slip by asking, "Does this tell why?" 2) Your child sorts the slips into "tells why" and "does not." (A and C tell why. B only repeats the opinion. D is off the topic.) 3) Ask: "Which reason is stronger? Why?" (Answers vary. Look for a because.) 4) Now use your child's Day 1 opinion. Together, list three reasons and test each one. Cross out any that repeat. If stuck, say: "What makes it good? Who does it help?"

4. Independent Practice · 15–20 min

   1) Your child copies the Day 1 opinion sentence into the notebook. 2) Under it, your child writes the two strongest reasons as complete sentences. 3) Your child adds one example or detail that backs up one reason. Model: "I believe every kid should grow a plant. Growing a plant teaches you to care for something every day. It lets you watch how living things change. My bean plant grew two new leaves last week." Checklist: two reasons; each one tells why; the reasons are different; the example fits a reason. Save this page for Day 3.

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers the first two aloud and uses today's page for the third.

Homework: Your child tells a family member the opinion and both reasons, then asks which reason was more convincing. Look for: reasons said in complete sentences.

Objective: I can plan a fair test with one changed variable, things kept the same and a results table.

Standards: 3-PS2-1

Materials: Science notebook and pencil, Toy car, 3 same-size books and a ramp board (or the materials for your child's question), Tape measure, Masking tape, Ruler

1. Day 37 — Plan a Fair Test — Wonder Warm-Up · 5 min

   Spaced review from Week 6. Ask: "In our pendulum fair test, what did we change? What stayed the same?" (We changed the string length. The weight and the size of the pull stayed the same.) Then ask: "How can we be sure the ramp height, and nothing else, changes how far the car rolls?"

2. Mini-Lesson · 10–15 min

   Say: "A fair-test plan lists six things. They are what we change, what we keep the same and what we measure. Then come the number of trials, the steps and an empty table." Model with the ramp question. Change: the ramp height, with 1, 2 and 3 books. Keep the same: the car, the board, the start line, the floor and letting go without a push. Measure: distance from the bottom of the ramp to the front of the car, in inches. Trials: 3 at each height. Now show an unfair test. Let the car go from 1 book. Then use 2 books and give it a shove. Ask: "Was that fair?" (No. Two things changed, the height and the push.) Ask: "Which one thing do we change on purpose?" (The ramp height.) "Why do we run 3 trials?" (One odd result will not fool us.) If stuck, say: "If this changed too, could we tell what made the difference?"

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

   1) In the notebook, your child writes the six things for their own question. 2) Use the ruler to draw the empty table: Height | Trial 1 | Trial 2 | Trial 3 | Middle. Add one row for each setup. 3) Set up. Put masking tape across the top of the ramp as the start line. Put tape on the floor at the bottom of the ramp as the zero line. Lay the tape measure along the path. 4) Do one practice trial. Do not record it. Look for steps that are unclear. Sample fix: the car hit a wall, so turn the ramp toward a longer stretch of floor. Your child rewrites any unclear step. Keep the rolling path clear so no one steps on the car.

4. Science Notebook Entry · 10 min

   Your child makes a plan page with these headings: Question, Prediction, Change, Keep the Same, Measure, Trials, Steps, Table. Sample steps: "1. Stack 1 book under the board. 2. Hold the car at the start line. 3. Let go. 4. Measure to the front of the car. 5. Write the number." Check that every "keep the same" item is listed.

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud; your child answers on paper. Praise a "keep the same" list with three or more items.

Homework: Your child sets out the materials so tomorrow's test can start right away. Look for: tape marking the start line and the zero line.