Day 2 · Tuesday

Objective: I can use map skills and describe the landforms, water, climate, and resources of my region.

Standards: D2.Geo.1.3-5, D2.Geo.2.3-5, D2.Geo.3.3-5, D2.Geo.5.3-5

Materials: Notebook, Blank outline map of your state (trace or sketch the outline from any map onto plain paper), A map of your state to copy from, Ruler, Colored pencils, Tape or glue, Pencil

1. Day 42 — Q1 Review: Maps and Geography — Big Question Warm-Up · 5 min

   Start with a show-me review from Weeks 3 and 4. Say: "Point north." (Face where the sun rises. North is on your left.) "Name a landform near us." (Sample: a hill.) "Name a body of water near us." (Sample: a creek.) Then ask the big question: "Could a visitor find our town with a map you made?"

2. Mini-Lesson · 10–15 min

   Today is review. Go through the map and land skills with quick items. First show scale. Draw a line 5 inches long with the ruler, starting at zero. Say: "The scale is 1 inch = 10 miles. How far is this line in real miles?" (50 miles. Count by tens five times.) Then ask: "You face south and turn halfway toward west. Which direction is that?" (southwest) "Why do flat maps stretch some lands?" (Earth is round, and flattening it stretches parts.) "What do we read first, the key or the map?" (the key) "A deep, narrow valley with steep sides is called a ____." (canyon) "Does a river flow or stay in place?" (It flows.) "Rainy this morning: is that weather or climate?" (weather) "Soil, water and trees are all examples of what?" (natural resources) Put a dot in the notebook beside any miss. If stuck, say: "Read the key first. Then find north on the compass rose."

3. Activity / Source Work · 15–20 min

   Make a map of your state on the outline. 1) Your child draws a compass rose in one corner and labels N, E, S and W. 2) Mark your town with a dot and write its name. 3) Using the state map, add one landform, one body of water and one natural resource. Draw each symbol with a colored pencil. 4) Draw a key box. Put every symbol in it, at least four. 5) Add the scale. If you traced the map at full size, copy its scale bar. If you sketched it, write "sketch, not to scale." 6) Ask two questions that need the map: "What direction is the water from our town?" "Which symbol stands for the natural resource?" Your child answers by pointing to the compass rose and the key. 7) Your child ticks each key symbol and finds it on the map. Look for: every symbol on the map is in the key.

4. Notebook Entry · 10 min

   Tape the map into the notebook. Your child writes one sentence about your region's climate. Use this frame: "Our region's climate is ____ and ____, so people here ____." Sample: "Our region's climate is cold and snowy in winter, so people here wear heavy coats."

5. Wrap-Up & Exit Ticket · 5 min

   Read the exit questions aloud; your child uses the new map for the first one. Praise answers that use the key and the compass rose.

Homework: Show your map to a family member. Explain the key, the compass rose and one symbol. Look for: your child reads the key first.

Objective: I can subtract within 1,000, including across zeros, and check with addition.

Standards: 3.NBT.A.2

Materials: Grid paper, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 8. Ask 9 × 4 and 9 × 7 (36, 63). Your child tells the subtraction used for each (40 − 4; 70 − 7). Then your child solves 276 + 345 in columns (621).

2. Mini-Lesson · 10–15 min

   Say: "Today we review subtracting, even across zeros." Write 500 − 267. Draw 5 squares for 500. Ask: "Can we take 7 ones from 0 ones?" (No.) "Are there any tens to trade?" (No, there are 0 tens.) Say: "So we go to the hundreds and trade twice." Cross out one square and draw 10 sticks. Cross out one stick and draw 10 dots. Ask: "What do we have now?" (4 hundreds, 9 tens and 10 ones) Say: "It is still 500." Ask: "Why 9 tens and not 10?" (One ten was traded for 10 ones.) In columns, write 4, 9 and 10 above the digits. Ones: 10 − 7 = 3. Tens: 9 − 6 = 3. Hundreds: 4 − 2 = 2. The difference is 233. Say: "Check by adding." Write 233 + 267 = 500. Now your child does more. Write 600 − 348. Your child trades, subtracts and checks. (252; 252 + 348 = 600)

3. Guided Practice · 10–15 min

   Your child writes each problem in columns on grid paper and checks by adding. 1) 703 − 259 (444). Ask: "Which places needed a trade?" (Only the ones. The tens had 0, so the trade started in the hundreds: 6 hundreds, 9 tens, 13 ones.) 2) 815 − 469 (346). 3) 400 − 163 (237). 4) 572 − 238 (334). If stuck, say: "Can you take the bottom digit from the top digit? If not, trade from the next place to the left."

4. Independent Practice · 15–20 min

   Your child writes each problem in columns on grid paper, one digit in each square. Draw squares, sticks and dots for any problem that feels hard. 1) 684 − 352 (332). 2) 931 − 576 (355). 3) 702 − 348 (354). 4) 900 − 625 (275). 5) 604 − 395 (209). 6) Your child draws 300 − 124 with squares, sticks and dots and shows each trade (176). 7) Zoe's family drove 512 miles. Ravi's family drove 389 miles. How many more miles did Zoe's family drive? (123) 8) A library has 800 books. 437 are checked out. How many books are left? (363) For problems 7 and 8, your child tells an estimate before solving. (About 500 − 400 = 100; about 800 − 400 = 400) Your child checks every answer by adding.

5. Exit Ticket · 5 min

   Read each question aloud; your child answers on grid paper with no drawings.

Fact fluency: ×9 facts

Homework: Your child solves 803 − 467 and checks by adding. Answer: 336; 336 + 467 = 803.

Objective: I can review folktales, fables and myths and their central messages.

Standards: RL.3.2, RL.3.9

Materials: 6 index cards or slips of paper, The two Anansi tales (in the lesson), Reader's notebook, Pencil, Quarter 1 Review: Reading & Writing (Assessments page)

1. Warm-Up · 5 min

   Word study, plurals. Write glass, dish, family, puppy, toy and key. Your child writes each plural and circles what changed. (glasses, dishes, families, puppies, toys, keys) Ask: "Why do toy and key just add -s?" (A vowel comes before the y.) Spaced review from Week 8. Ask: "Name two linking words that add a second reason." (Also, in addition, or another reason.)

2. Mini-Lesson · 10–15 min

   Your child tells what each story type is from memory. Then say: "A folktale is an old story a people passed down, often with a clever character. A fable is very short, often has talking animals and ends with a moral. A myth explains something in nature, often with gods or goddesses." Write six summary cards. 1) A fox cannot reach some grapes and says they were sour anyway. 2) A god's anger explains thunder. 3) A clever traveler gets a whole village to share its food. 4) A slow tortoise beats a boastful hare in a race. 5) A goddess's sadness brings winter. 6) A trickster spider outsmarts bigger animals in a tale from West Africa. Model card 1: "It is very short, it has an animal and it teaches a lesson. It is a fable."

3. Guided Practice · 10–15 min

   1) Your child sorts cards 2 to 6 under Folktale, Fable or Myth. (Fable: 1 and 4. Myth: 2 and 5. Folktale: 3 and 6.) 2) For each card, ask: "Which clue told you?" (Sample: Thunder is part of nature, so card 2 is a myth.) 3) Ask: "What lesson does card 4 teach?" (Slow, steady work beats bragging.) If stuck, say: "Check the purpose first. Does it teach a moral, explain nature or pass down a people's tale?"

4. Independent Practice · 15–20 min

   Say: "Anansi the spider is a trickster in tales told by the Akan people of Ghana." Your child reads both tales. Tale 1: Anansi and the Pot of Wisdom. 'Anansi gathered all the wisdom in the world into a clay pot. He wanted to hide it at the top of a tall tree. He tied the pot to his belly, but it kept bumping the trunk. His young son called, "Tie it on your back!" Anansi saw that a child had wisdom he lacked. Angry, he threw the pot down. It broke, and wisdom scattered to everyone.' Tale 2: Anansi and Turtle. 'Turtle came to dinner at Anansi's house. Each time Turtle reached for food, Anansi sent him to the river to wash. Soon Anansi had eaten everything. Later, Turtle invited Anansi to dinner at the bottom of the river. Anansi filled his jacket pockets with stones to sink. "Please take off your jacket at the table," said Turtle. Anansi did, floated up and missed the meal.' 1) Your child makes a chart with rows Setting, Plot and Lesson for each tale. 2) Your child writes: "Both Anansi tales ___. They are different because ___." Look for: both show Anansi being greedy and losing out; the settings and lessons differ.

5. Exit Ticket · 5 min

   Read each question aloud; your child may reread the tales. Then plan the Quarter 1 Review for Reading & Writing, on the Assessments page. It takes about 30 minutes. Today is the suggested day: give it in a second sitting, after a break. Any other day this week is fine, and Day 5 has a place for it.

Homework: Your child retells one Anansi tale to a family member and names its lesson. Look for: events in order and a lesson, not just the ending.

Objective: I can explain friction, magnets and static electricity and sort contact and non-contact forces.

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

Materials: 2 magnets, 6 test objects: steel paper clip, steel washer or nail, aluminum foil, coin, plastic lid, wooden pencil, 1 book, a smooth table and a towel or rug, Plastic comb and a few small bits of torn paper, Science notebook and pencil

1. Day 42 — Q1 Review: Friction, Magnets and Static — Wonder Warm-Up · 5 min

   Spaced review from Week 3. Ask: "Why do shoes grip a dry sidewalk better than ice?" (The dry sidewalk has more friction.) Then do three short demos. Slide the book on the towel and on the table. Bring two magnets together so they push apart. Run the comb through dry hair 10 times and hold it over the paper bits. Your child names the force each time. (Friction, magnetism, static electricity.)

2. Mini-Lesson · 10–15 min

   Say: "Friction is a force between surfaces that touch. It slows sliding things. Rough surfaces usually have more friction." Say: "Magnets attract iron and steel. Opposite poles attract. Like poles repel." Say: "Rubbing can give a comb or a balloon an electric charge. Then it pulls light things without touching them. That is static electricity." Say: "Friction is a contact force. Magnetism and static electricity are non-contact forces." Now show that a charged comb is not a magnet. Hold a magnet over the paper bits. Nothing happens. Hold the rubbed comb over them. They jump. Ask: "Why does the book stop sooner on the towel?" (The towel has more friction.) "Did the comb touch the paper before it moved?" (No. It is a non-contact force.) "Is the rubbed comb a magnet?" (No. A magnet does not lift paper.) If stuck, say: "Did the two things touch? Touching means contact."

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

   Three stations, about 5 minutes each. Your child fills in a chart: Station | What I did | What happened | Contact or non-contact. 1) Friction. Keep the same book and try to push the same way. Change only the surface. Do 3 gentle pushes on the table and 3 on the towel. Look for where the book stops sooner. (Usually the towel.) 2) Magnet sort. Your child predicts, then tests the 6 objects and sorts them into Yes and No. Expect yes for the steel clip and washer. Expect no for foil, plastic, wood and most coins. 3) Static. Hold the comb over the paper bits before rubbing, then after 10 strokes through dry hair. Expect the bits to move only after rubbing. Damp air weakens static. Say: "Real results vary. Look for the pattern." Safety: keep small magnets away from little children.

4. Science Notebook Entry · 10 min

   In the notebook, your child draws a T-chart: Contact Forces | Non-Contact Forces. Write 2 examples from today on each side. Sample: contact: friction on the book, my push on the book. Non-contact: the magnet pulling the clip, the comb pulling the paper bits. Then: "A force can act without touching when ___."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud; your child answers on paper. Praise the words "contact" and "non-contact" used correctly.

Homework: Your child finds one example each of friction, magnetism and gravity at home. Look for examples such as shoe soles gripping, a fridge magnet, and a dropped sock falling.