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    Week 9 — full print packet

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    Quarter 1 · Weeks 1–9

    Week 9 Lesson Packet

    Foundations: Place Value, Stories, Forces & Communities

    Day 1 · Monday

    Social Studies

    Objective: I can explain communities, needs, helpers, and community types.

    Standards: D2.Civ.6.3-5, D2.Geo.4.3-5

    Builds on: Needs Weeks 1 and 2: what a community is, the six community needs, helpers, and urban, suburban and rural. One-minute check: ask, "What do we call people who live, work or play in the same place and share things?" (a community)

    1. Day 41 — Q1 Review: Communities and Helpers — Big Question Warm-Up (5 min) — Spaced review from Weeks 1 and 2, in four recall questions. Ask: "What is a community?" (People who live, work or play in the same place and share things.) "Name one need every community has." (Any one: safety, health, learning, getting around, food and supplies, gathering.) "Name a helper." (Sample: a nurse.) "Name the three community types." (urban, suburban, rural) Put a dot beside any miss and begin there. Then ask the big question: "What makes our community work?"
    2. Mini-Lesson (10–15 min) — Today is review. Open the Week 1 and Week 2 notebook pages. Review five skills, one at a time. First, your child tells what a community is. Second, draw five circles, one inside the next. Your child labels them from the inside out: family, neighborhood, town, state, country. Third, your child names the six needs. Fourth, match helpers to needs. Ask: "A librarian helps people with which need?" (learning) "A road crew fixes a bridge. Which need is that?" (getting around) Fifth, sort community types. Say: "Omar sees tall towers, crowded sidewalks and a train under the street." (urban) "Lena's street has houses with yards, and the city is a short drive away." (suburban) "Tess's nearest neighbor is a mile away, past corn fields." (rural) Last, ask about working together: "What gets easier when neighbors work together? What can be hard?" (Sample: a cleanup goes faster, but people must agree on a plan.) If stuck, say: "Find it on your Week 1 or Week 2 page and read it to me."
    3. Activity / Source Work (15–20 min) — Build a one-page concept map on the large paper with markers. 1) Your child writes COMMUNITY in the middle and circles it. 2) Draw a branch named NEEDS. Add the six needs, with one helper beside each. (Sample: safety, firefighter. Health, nurse. Learning, teacher. Getting around, bus driver. Food and supplies, grocer. Gathering, park worker.) 3) Draw a branch named TYPES. Add urban, suburban and rural, with one clue for each. (Sample: tall buildings; houses with yards near a city; farms and open land.) 4) Draw a branch named MY COMMUNITIES. Add the five circle labels from the mini-lesson. 5) Your child stars the type that fits your own community. Ask: "What two clues are your evidence?" Write them by the star. 6) Check the map together. Look for: every need has a helper that fits, and every type has a true clue. Fix any that do not match.
    4. Notebook Entry (10 min) — Your child copies the concept map neatly into the notebook, or folds the large page and tapes it in. Circle the hardest branch. Then finish: "The hardest branch was ____ because ____. To remember it, I will ____." Sample: "The hardest branch was types because suburban and rural seem alike. I will ask if a city is close."
    5. Wrap-Up & Exit Ticket (5 min) — Read the exit questions aloud; the concept map stays closed. Praise answers that give a clue or a reason.

    Watch for: Confusing suburban and rural again, because both have houses and yards.

    Try: Ask, "Is a big city close by? How far apart are the homes?"

    Exit ticket:
    1. The only grocery store in a small town closes. Which need is not being met? Who could help meet it?
    2. Give two clues that tell you a place is rural. Give two clues for urban.
    3. Name one good thing and one hard thing about neighbors working together.

    Answers: 1) Food and supplies. Sample: a new store owner, food pantry volunteers, or town leaders working to bring a store back. 2) Rural: farms, open land, homes far apart. Urban: tall buildings, crowds, buses or subways. 3) Answers vary. Look for: work gets done faster or better; people must agree, share and take turns.

    Mathematics

    Objective: I can round and add within 1,000 using place value.

    Standards: 3.NBT.A.1, 3.NBT.A.2

    Builds on: Review of Week 1 rounding and Week 2 adding with regrouping. One-minute check: your child rounds 62 to the nearest 10 and adds 38 + 25 (60; 63).

    1. Warm-Up (5 min) — Spaced review from Week 8. Ask 7 × 6 and 8 × 7 (42, 56). Your child names the strategy for each. Then your child writes 507 in expanded form (500 + 7).
    2. Mini-Lesson (10–15 min) — Say: "This week we review the whole quarter. Today is rounding and adding." Say: "Rounding finds the nearest ten or hundred. A number line shows which one is nearer." Write 347. Draw a number line from 340 to 350 and mark 345 in the middle. Ask: "Which two tens is 347 between?" (340 and 350) "Is it before or after halfway?" (After, so it rounds to 350.) Draw a second line from 300 to 400 and mark 350. Ask: "Where is 347 now?" (Before halfway, so it rounds to 300.) Next, write 356 + 278 in columns on grid paper, one digit in each square. Say: "Ones first." 6 + 8 = 14. Write 4 and a small 1 above the tens. Ask: "Why did we write a small 1 above the tens?" (14 ones is 1 ten and 4 ones.) Tens: 5 + 7 + 1 = 13. Write 3 and a small 1 above the hundreds. Hundreds: 3 + 2 + 1 = 6. The sum is 634. Check with an estimate: 400 + 300 = 700, which is close. Now your child does more. Round 682 to the nearest 10 and the nearest 100 (680, 700). Add 247 + 136 (383).
    3. Guided Practice (10–15 min) — Your child draws a number line for each rounding problem. 1) Round 465 to the nearest 10 and the nearest 100 (470, 500). 2) Round 761 to the nearest 10 and the nearest 100 (760, 800). 3) 518 + 294 (812). 4) 365 + 478 (843). If stuck on rounding, say: "Name the two tens. What number is halfway?" If stuck on adding, say: "Start with the ones. Is the total 10 or more? Then regroup."
    4. Independent Practice (15–20 min) — 1) Round 128 to the nearest 10 and the nearest 100 (130, 100). 2) Round 394 to the nearest 10 and the nearest 100 (390, 400). 3) Round 905 to the nearest 10 and the nearest 100 (910, 900). 4) 609 + 287 (896). 5) 199 + 456 (655). 6) Your child draws 264 + 153 with squares, sticks and dots. Circle 10 sticks to regroup them as a hundred (417). 7) One room has 346 books. Another room has 279 books. How many books in all? (625) 8) A farm picked 584 apples on Monday and 167 on Tuesday. Estimate the total by rounding each number to the nearest 100. Then find the exact total. (600 + 200 = 800; 751)
    5. Exit Ticket (5 min) — Read each question aloud; your child answers on paper and may draw a number line.

    Watch for: Rounding 395 to 390 or 300 because the answer moves into a new hundred.

    Try: Draw a number line from 390 to 400. Mark 395 at halfway. Say: "Halfway rounds up, so 395 rounds to 400."

    Exit ticket:
    1. Round 471 to the nearest 100.
    2. Solve 428 + 195.
    3. Round 395 to the nearest 10.

    Answers: 1) 500 2) 623 3) 400

    English Language Arts

    Objective: I can review characters, setting, sequence and central message using a new story.

    Standards: RL.3.1, RL.3.2, RL.3.3, RL.3.5

    Builds on: Needs Weeks 1 to 5: story parts, traits with evidence and central message. One-minute check: ask, "What two things does a setting tell?" (Where and when a story happens.)

    1. Warm-Up (5 min) — Word study, plurals. Say: "Plural means more than one. Most nouns just add -s. Add -es after s, x, ch or sh. If a noun ends in a consonant and y, change the y to i and add -es." Your child sorts plants, games, boxes, dishes, puppies and stories by ending. (-s: plants, games; -es: boxes, dishes; -ies: puppies, stories) Spaced review from Week 8. Ask: "Fact or opinion: Kites are more fun than bikes?" (Opinion.)
    2. Mini-Lesson (10–15 min) — Say: "This week we review the quarter. Today we review characters, setting, sequence and central message." Read aloud. Title: The Plain Kite. 'Nico built a kite from sticks and newspaper for the town kite contest. On the windy morning of the contest, the other kites were shiny and bright. Nico's looked plain. A boy pointed and laughed, but Nico only checked his knots again. When the whistle blew, a strong gust snapped the strings of two shiny kites. Nico's newspaper kite climbed slowly and steadily. Soon it was the last kite still flying. "Plain is fine," Nico said, "as long as it is strong."' Draw four boxes in the notebook: Characters, Setting, Sequence, Message. Think aloud for the first box: "Who is in the story? Nico, a boy who laughs and the other kite fliers. My proof is 'Nico built a kite.'" Write it in the box and highlight the proof.
    3. Guided Practice (10–15 min) — 1) Setting. Ask: "Where does the story happen, and when?" (At the town kite contest on a windy morning.) Your child highlights the words. 2) Sequence. Ask: "What happens first, next and last?" (Nico builds a plain kite. A gust snaps two shiny kites. Nico's kite is the last one flying.) 3) Message. Ask: "What should a reader learn from Nico?" (Being strong or well made matters more than looking fancy.) 4) Ask: "Why does Nico check his knots when the boy laughs?" (He cares more about a strong kite than about looks.) 5) Add a fifth box, Trait. Ask: "What is Nico like inside? Prove it." (Confident or careful. Proof: he "only checked his knots again," or he says, "Plain is fine.") If stuck on the message, say: "Start with 'It is better to ___ than to ___.'"
    4. Independent Practice (15–20 min) — Your child chooses a story they read this quarter. 1) Draw five boxes: Characters, Setting, Sequence, Message, Trait. 2) Fill each box in a few words. 3) Copy a short quote into the Trait box as proof, with quotation marks. 4) Retell the story to you in order, using the Sequence box. Look for: a setting with both where and when. The message is a lesson, not an event. The trait is backed by the character's own words or actions.
    5. Exit Ticket (5 min) — Read each question aloud. Your child answers in the notebook and may look back at both stories.

    Watch for: Giving an event, such as "Nico won," as the central message.

    Try: Ask: "What should a reader learn from Nico?" Your child starts the answer with "It is better to ___."

    Exit ticket:
    1. In 'The Plain Kite,' how does the windy weather change what happens?
    2. Is 'Nico's kite was the last one flying' an event or the central message? How do you know?
    3. Tell the central message of the story you chose and one detail that shows it.

    Answers: 1) A strong gust snaps the strings of two shiny kites, and Nico's strong kite keeps flying. 2) An event. It is something that happens. The message is the lesson a reader learns. 3) Answers vary. The message should be a lesson, not an event, with a story detail that fits it.

    Science

    Objective: I can explain pushes, pulls and balanced and unbalanced forces with examples.

    Standards: 3-PS2-1

    Builds on: Needs Weeks 1 and 2: pushes, pulls, and balanced and unbalanced forces. One-minute check: your child slides a book away from their body. Ask, "Push or pull?" (Push. It moves away from you.)

    1. Day 41 — Q1 Review: Forces, Balanced and Unbalanced — Wonder Warm-Up (5 min) — Spaced review from Week 1. Ask: "A force is a ___ or a ___." (Push; pull.) Then your child tells you every force word they remember, with no rush. Listen for: push, pull, balanced, unbalanced, friction, attract, repel, pole, static, pattern. Ask: "Can something sit still and still have forces on it?"
    2. Mini-Lesson (10–15 min) — Say: "A push moves a thing away from you. A pull moves it toward you. Forces can be balanced or unbalanced." Cut 2 short and 2 long paper arrows with the scissors. Lay the book on the table. Say: "Gravity pulls the book down. The table pushes up just as hard. The forces are balanced, so the book's motion does not change." Put two short arrows by the book, one pointing up and one down. Now each of you holds one string on the car. Pull gently and equally. Ask: "The car stays still while we both pull. Balanced or unbalanced?" (Balanced.) Pull harder on your side. Ask: "Which way did it move?" (Toward the stronger pull.) Lay a long arrow on your side and a short one on the other. Say: "Unbalanced forces change motion." Roll the car and tap its side. Ask: "Did its motion change?" (Yes. Its direction changed, so the forces were unbalanced.) If stuck, say: "Is the motion changing? Starting, stopping, speeding up, slowing down or turning means unbalanced."
    3. Investigation / Hands-On (15–20 min) — 1) Write one situation on each card. Cards 1 to 4: a parked bike, a ball being thrown, a cup on a shelf, a car turning a corner. Cards 5 to 8: a hanging lamp, a dog starting to run, a sled slowing in snow, a resting book. 2) Your child sorts the cards into two piles, Balanced and Unbalanced. Look for whether the motion is changing. 3) Your child gives a reason for each card. 4) Your child picks one card from each pile and shows it with the paper arrows. Answers: balanced for the bike, cup, lamp and book. Unbalanced for the ball, car, dog and sled. For the turning car, say: "A change in direction is a change in motion." Chart: Card | Is the motion changing? | Balanced or unbalanced.
    4. Science Notebook Entry (10 min) — Your child makes a notebook vocabulary page for force, push, pull, balanced and unbalanced. Each word gets a meaning and a small arrow sketch. Sample: "Balanced: forces that are equal and opposite, so motion does not change." Look for two same-size arrows pointing opposite ways.
    5. Wrap-Up & Exit Ticket (5 min) — Read the three exit questions aloud; your child answers on paper. Praise reasons that say whether the motion is changing.

    Watch for: Calling a turn at steady speed balanced because the speed stays the same.

    Try: Roll the car and tap its side. Say, "It turned. A change in direction is a change in motion, so the forces were unbalanced."

    Exit ticket:
    1. An empty swing hangs still. Are the forces on it balanced or unbalanced? How do you know?
    2. A rolling ball curves when a strong wind blows on its side. Balanced or unbalanced? Why?
    3. You push a toy car and it speeds up. What kind of forces are acting on it?

    Answers: 1) Balanced. Its motion is not changing. 2) Unbalanced. Its direction changed, and that is a change in motion. 3) Unbalanced forces. The car's motion is changing.

    Print Day 1 practice pages →

    Day 2 · Tuesday

    Social Studies

    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

    Builds on: Needs Weeks 3 and 4: map key, compass rose, scale, landforms, bodies of water, climate and natural resources. One-minute check: your child draws a quick compass rose and labels N, E, S and W. (North at the top, east at the right.)

    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.

    Watch for: Drawing symbols on the map and forgetting to add them to the key.

    Try: Your child ticks each key symbol, then points to where it sits on the map.

    Exit ticket:
    1. Look at your map. Which direction would you travel from our town to reach the body of water you drew?
    2. A friend's map has a tree symbol that is not in the key. What is the problem, and how can she fix it?
    3. It snowed today. Winters here are usually snowy. Which sentence tells weather, and which tells climate?

    Answers: 1) Answers vary. Check the answer against the compass rose on the map. 2) No one can tell what the tree means. She should add the tree to the key. 3) The first tells weather. The second tells climate.

    Mathematics

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

    Standards: 3.NBT.A.2

    Builds on: Review of Week 3 subtraction with regrouping. One-minute check: your child solves 52 − 27 and checks by adding (25; 25 + 27 = 52).

    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.

    Watch for: Trading from the hundreds but leaving the 0 tens as 0, or changing it to 10 instead of 9.

    Try: Before subtracting, your child writes the traded number above the problem: 4 hundreds, 9 tens, 10 ones. Check it with the drawing.

    Exit ticket:
    1. Solve 800 − 526.
    2. Solve 642 − 375.
    3. How do you check a subtraction answer?

    Answers: 1) 274 2) 267 3) Add the answer to the number you took away. The sum should be the number you started with.

    English Language Arts

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

    Standards: RL.3.2, RL.3.9

    Builds on: Needs Week 4: folktales, fables and myths. One-minute check: ask, "Which kind of story is very short and ends with a moral?" (A fable.)

    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.

    Watch for: Calling every story with animals a fable.

    Try: Check the purpose first: a short tale with a moral, an explanation of nature, or a tale a people passed down.

    Exit ticket:
    1. A story tells how a sky goddess painted the first rainbow. What type of story is it? What is the clue?
    2. In 'Anansi and Turtle,' where does each dinner take place?
    3. What lesson does 'Anansi and the Pot of Wisdom' teach? Give a detail that shows it.

    Answers: 1) A myth. It explains something in nature, and it has a goddess. 2) The first dinner is at Anansi's house. The second is at the bottom of the river. 3) Answers vary. Look for: no one person has all the wisdom. Detail: his young son knew to tie the pot on his back.

    Science

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

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

    Builds on: Needs Week 3 (friction) and Week 4 (magnets, static electricity, forces that act without touching). One-minute check: ask, "Does a magnet have to touch a paper clip to pull it?" (No.)

    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.

    Watch for: Saying the rubbed comb "became a magnet."

    Try: Test both on paper bits. The magnet does nothing. The comb lifts them only after rubbing. Say, "Different forces: magnetism and static electricity."

    Exit ticket:
    1. A sled slides much farther on ice than on grass. Use the word "friction" to explain why.
    2. Name two objects from today's sort that the magnet did not attract. What were they made of?
    3. You rub a plastic ruler on a wool sleeve. Then a thin thread swings toward it across a gap. Did the ruler touch the thread first? What kind of force is this?

    Answers: 1) Ice has less friction than grass, so the sled is slowed less. 2) Answers vary. Look for: two of foil (aluminum), the plastic lid, the pencil (wood) or the coin, with the material named. 3) No. It is a non-contact force called static electricity.

    Print Day 2 practice pages →

    Day 3 · Wednesday

    Social Studies

    Objective: I can retell the history of my area in order and give more than one point of view.

    Standards: D2.His.1.3-5, D2.His.2.3-5, D2.His.3.3-5, D2.His.4.3-5

    Builds on: Needs Weeks 6 to 8: the Native nation of your area, the Week 7 T-charts and the Week 8 founding card. One-minute check: ask, "When was our town founded?" (The year on the founding card.)

    1. Day 43 — Q1 Review: Native Nations, Explorers, and Settlers — Big Question Warm-Up (5 min) — Ask three review questions from Weeks 6 and 7 before opening any notes. "Who lived here first?" (The Native nation or nations from Week 6, by name.) "Who came next?" (Explorers and settlers from Europe, and enslaved Africans who were forced to come.) "What happened when they met?" (Both cooperation and conflict.) Then ask the big question: "How can one strip of paper tell our area's story fairly?"
    2. Mini-Lesson (10–15 min) — Today is review. Go through six ideas with one question each. Ask: "Name a nation whose homeland includes our area. Does it live here or nearby today?" (The name from Week 6. Yes, it is a living nation.) "Why did Haudenosaunee builders cover longhouses with bark?" (Their forests gave them bark.) "Name one reason settlers came, and one group forced to come." (Sample: land to farm; enslaved Africans.) "A treaty is a written agreement between whom?" (nations) Now show how to give two points of view. Hold up the Week 7 T-chart. Say: "One event, two views." Model one: "A settler family plows a new field. The settlers say it will feed them. A Native family says it was their planting ground." Then your child tries. Say: "Settlers build a town beside a river. Give two views." (Sample: Settlers have water and a mill. A Native nation loses a place it has always used.) Last, your child reads the founding year from the founding card. If stuck, say: "Say first, next, then, today, and point along the strip."
    3. Activity / Source Work (15–20 min) — Build a four-step history timeline on the strip. 1) Tape the strip flat. Your child draws a long line with a marker and makes four marks. 2) Step 1, far left: write the Native nation's name and "lives here." Draw an arrow under the whole line to today. 3) Step 2: "Europeans arrive. There is cooperation and conflict." 4) Step 3: "Settlers found our community," with the year. 5) Step 4: "Our community today." 6) Your child adds one fact under each step from the notebook. 7) At Step 2 or 3, add one sentence giving the Native nation's point of view. Use a fact from your Week 6 or Week 7 notes, not a guess. 8) Under Step 3, write what the Native nation was doing or facing in those same years. If your sources do not say, write "find out." 9) Check together. Look for: the events are in order, and Step 1 uses present-tense words such as "lives."
    4. Notebook Entry (10 min) — Your child copies the timeline into the notebook with one fact at each step. Then write it as four sentences with these frames: "First ____. Next ____. Then ____. Today ____." Sample ending: "Today the nation and our town are both here."
    5. Wrap-Up & Exit Ticket (5 min) — Read the exit questions aloud; your child may look at the strip. Praise present-tense words about the Native nation.

    Watch for: Putting the town's founding before the Native nation, or ending the nation's story in the past.

    Try: Start at the far left with the nation's name. Draw the arrow to today before adding anything else.

    Exit ticket:
    1. Retell our area's history in four sentences. Use first, next, then and today.
    2. Which step on your timeline has an arrow that runs all the way to today? Why?
    3. Pick one event on your timeline. Tell two points of view about it.

    Answers: 1) Answers vary. Look for: the Native nation first, Europeans arriving, the founding year, and today, in order. 2) Step 1, the Native nation. It is a living nation today. 3) Answers vary. Look for: two different views of one event, each with a reason.

    Mathematics

    Objective: I can show multiplication with equal groups and arrays and write two equations for an array.

    Standards: 3.OA.A.1, 3.OA.A.3, 3.OA.B.5

    Builds on: Review of Week 4 equal groups and arrays. One-minute check: say "3 rows of 5." Your child draws it and writes the multiplication (3 × 5 = 15).

    New words:
    • equation – a number sentence with an equals sign, such as 3 × 5 = 15
    1. Warm-Up (5 min) — Spaced review from Week 3. Write 700 − 256. Your child solves it (444). Then ask 3 × 7 and 6 × 7, then 3 × 8 and 6 × 8 (21, 42, 24, 48). Ask: "What do you notice?" (Each ×6 product is double the ×3 product.)
    2. Mini-Lesson (10–15 min) — Say: "Today we review equal groups and arrays." On the plain paper, build 6 rows of 4 beans. Ask: "How many rows? How many in each row?" (6; 4) Write 6 × 4 = 24. Slowly turn the paper a quarter turn. Ask: "How many rows now? How many in each?" (4; 6) Write 4 × 6 = 24. Ask: "Did we add or take away any beans?" (No.) Say: "One array gives two equations. Turning it does not change the total." Now your child does more. Your child outlines 3 rows of 7 on grid paper and colors it. Ask: "What two equations match your array?" (3 × 7 = 21 and 7 × 3 = 21)
    3. Guided Practice (10–15 min) — 1) Your child draws 5 rows of 6. Then your child writes two equations (5 × 6 = 30 and 6 × 5 = 30). 2) Your child draws 2 groups of 8 as circles with dots and writes the equation (2 × 8 = 16). 3) A room has 4 rows of 9 chairs. How many chairs in all? (4 × 9 = 36) If stuck, say: "How many groups or rows? How many in each one? Write the number of groups first."
    4. Independent Practice (15–20 min) — 1) Draw an array for 2 × 9. Write two equations (2 × 9 = 18 and 9 × 2 = 18). 2) Draw an array for 6 × 8. Write two equations (6 × 8 = 48 and 8 × 6 = 48). 3) Draw 3 groups of 6 as circles with dots (3 × 6 = 18). 4) Write 8 + 8 + 8 + 8 + 8 as multiplication (5 × 8 = 40). 5) You draw 4 rows of 4. Ask: "Does turning it give a new equation?" (No. Both are 4 × 4 = 16.) 6) Tariq has 9 packs of 3 cards. How many cards in all? (27) 7) Elena plants 8 rows of 5 seeds. How many seeds in all? (40) 8) Each jump rope is 7 feet long. Four ropes lie end to end. Write 4 × 7 = ? and solve. (28 feet)
    5. Exit Ticket (5 min) — Put the beans away. Read each question aloud; your child answers on grid paper.

    Watch for: Thinking the turned array has a different total, and counting it again from one.

    Try: Your child builds the array on paper and turns it by hand. Ask: "Did any bean come or go?" Then write both equations.

    Exit ticket:
    1. Draw an array for 7 × 5. How many in all?
    2. Write two multiplication equations for that array.
    3. Kofi has 3 boxes with 8 markers in each. How many markers in all?

    Answers: 1) 35 (drawing shows 7 rows of 5) 2) 7 × 5 = 35 and 5 × 7 = 35 3) 24

    English Language Arts

    Objective: I can review text features, main idea, word meanings and steps in a process.

    Standards: RI.3.2, RI.3.3, RI.3.4, RI.3.5, RI.3.7

    Builds on: Needs Weeks 6 and 7: text features, main idea and context clues. One-minute check: ask, "Why does a writer put a word in bold?" (It is an important word to learn.)

    1. Warm-Up (5 min) — Word study, plurals. Dictate: "The puppies hid their toys in boxes." Your child writes it, and you check it together. Ask: "Which plural changed y to i? Which kept its y? Why?" (Puppies changed. Toys kept its y because a vowel comes before it.) Spaced review from Week 8. Ask: "What is the job of a conclusion?" (It tells the opinion again in different words.)
    2. Mini-Lesson (10–15 min) — Hold up the dried bean. Say: "This looks lifeless. Let's read what is hiding inside." Read aloud. Title: From Seed to Sprout. 'A seed may look asleep, but it holds a tiny plant inside. When the seed soaks up water, it swells and its coat splits open. This start of growth is called germination. First, a root pushes down into the soil. Next, a shoot grows up toward the light. Finally, the first leaves open, and the young plant begins to make its own food from sunlight.' Caption: 'A bean seed sprouts a root before a shoot.' Say: "In a book, germination would be in bold." Mark the text together. Circle the title, box germination and star the caption. Think aloud: "What is the whole passage about? A seed holds a tiny plant that starts to grow when it gets water. That is the main idea." Your child highlights the sentence that helps most.
    3. Guided Practice (10–15 min) — 1) Ask: "What does germination mean? Which words helped?" (A seed starting to grow. Clues: soaks up water, swells, coat splits open, "start of growth.") 2) Ask: "Which words tell the order of the steps?" (First, next and finally.) Your child numbers the steps in the margin. 3) Draw a four-step diagram together with arrows: seed soaks up water, root grows down, shoot grows up, leaves open. 4) Ask: "What does the caption add?" (It tells what the picture shows: the root comes before the shoot.) 5) Ask: "Why does the seed coat split?" (The seed soaks up water and swells.) If stuck, say: "Reread the sentence before the boxed word. What is happening to the seed?"
    4. Independent Practice (15–20 min) — Your child uses their own nonfiction book. 1) Find three text features on one page or section. Name each one and tell what it is for. 2) Write the main idea of that page or section in one sentence. 3) List three details that support it. 4) Choose one new word and write its meaning with the clue words that helped. Look for: details that fit the main idea, and a meaning taken from nearby words, not a guess.
    5. Exit Ticket (5 min) — Read each question aloud. Your child answers in the notebook and may look back at the passage.

    Watch for: Mixing up the order of the steps, since both the root and the shoot grow.

    Try: Point to "First" and "Next." Your child numbers the steps in the margin before answering.

    Exit ticket:
    1. Which step comes right after the root pushes down? Which word signals it?
    2. What does 'coat' mean in this passage? Which words helped you?
    3. Name one text feature in 'From Seed to Sprout' and tell what it is for.

    Answers: 1) A shoot grows up toward the light. The signal word is 'Next.' 2) The outer covering of a seed. Clue: 'its coat splits open' when the seed swells. 3) Any one: the title tells the topic; the bold word marks an important word; the caption explains the picture.

    Science

    Objective: I can use motion patterns to predict and describe how I solved a design problem with magnets.

    Standards: 3-PS2-2, 3-PS2-4, 3-5-ETS1-1, 3-5-ETS1-3

    Builds on: Needs Week 6 (motion patterns) and Week 7 (the magnet latch project). One-minute check: ask, "In a pendulum, what is one full swing?" (Out and back to the start.)

    1. Day 43 — Q1 Review: Patterns and Engineering Design — Wonder Warm-Up (5 min) — Spaced review from Week 7. Your child names the 5 engineering steps in order. (Define the problem, plan, build, test, improve.) Then ask: "What was one criterion for your latch?" (Sample: it stays shut through 5 gentle shakes.) Ask: "How can a pattern help us tell what happens next?"
    2. Mini-Lesson (10–15 min) — Say: "A motion pattern is a movement that repeats in a way we can predict." Tape the pendulum to a table edge. Measure 18 inches from the edge to the middle of the weight. Pull the weight a hand's width to the side and let go. Your child counts full swings for 30 seconds while you watch the timer. Do it twice. Expect about 22 each time. Ask: "What do you predict for a third count? Why?" (About the same, because the pattern repeats.) Test it. Say: "A shorter string swings faster. A bouncing ball bounces lower each time." Now hold up the shoebox. Say: "Criteria are what a design must do. Constraints are limits. We test to find failure points, then we improve." Ask: "Was 'at most 2 magnets' a criterion or a constraint?" (A constraint.) "What did you improve after testing?" (Answers vary. Look for one change.) If stuck, say: "Find that page in your notebook and read me one sentence."
    3. Investigation / Hands-On (15–20 min) — Give the Quarter 1 Review: Science now. It is on the Assessments page and takes 20 to 30 minutes. It may run into notebook time. 1) Put the pendulum, the shoebox and the notebook out of sight. Your child needs only a pencil. 2) Your child works alone. You may read any question, table or answer choice aloud, as often as needed. 3) Do not explain science words or give hints. 4) It is not timed, and breaks between sections are fine. 5) Score it later with the notes under each section. Those notes name the weeks to revisit. If you give the review on another day, use this time differently. Rerun the latch shake test and compare with Week 7.
    4. Science Notebook Entry (10 min) — Your child finishes the review first. Then they write three sentences: "A pattern I can predict is ___. One criterion for my latch was ___. One constraint was ___." Sample: "A pattern I can predict is a pendulum's swing count. One criterion was that it opens with one finger. One constraint was only 2 magnets." If time is short, your child says the three sentences aloud instead.
    5. Wrap-Up & Exit Ticket (5 min) — Read the three exit questions aloud; your child answers aloud or on paper. Praise steady effort on the review, not the score.

    Watch for: Describing engineering as only "build it," and skipping defining the problem and testing.

    Try: Your child points to the notebook page for each of the five steps and reads one sentence from it.

    Exit ticket:
    1. A rocking chair rocks 12 times in 20 seconds, and then 12 times again. About how many times will it rock in the next 20 seconds? Why can you predict that?
    2. Your latch falls open in the shake test. What is the next engineering step, and what would you do?
    3. New problem: a magnet hook must hold a dish towel on the fridge. Give one criterion and one constraint for it.

    Answers: 1) About 12. The motion repeats in a pattern, so the next count should be about the same. 2) Improve. Change one thing, such as moving the steel part closer, and test again. 3) Answers vary. Look for: a criterion such as "holds the towel without sliding," and a constraint such as "use only 1 magnet."

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    Day 4 · Thursday

    Social Studies

    Objective: I can make a one-page "My Place" project that teaches someone about where I live.

    Standards: D2.Civ.6.3-5, D2.Geo.1.3-5, D2.Geo.5.3-5, D2.His.2.3-5, D4.2.3-5, D4.3.3-5

    Builds on: Needs your notebook pages from Weeks 1 to 8 and yesterday's timeline. One-minute check: ask, "Is our community urban, suburban or rural? Give one clue." (Answers vary. Look for a clue that fits.)

    1. Day 44 — Q1 Project: My Place One-Pager — Big Question Warm-Up (5 min) — Spaced review from Week 8. Ask: "What land or water feature helped our town start?" (The feature on the Why Here chart.) Then ask the big question: "You must teach a friend about where you live on one page. What would you put on it?" List four or five ideas together.
    2. Mini-Lesson (10–15 min) — Say: "Today you make a My Place one-pager. A good explanation gives facts in order, with examples." Show the layout. With the ruler, draw a title strip across the top of the large paper. Write "My Place: ____." Divide the rest into five boxes, two above and three below. Number them. Tell what goes in each box. Box 1: our community type, with two clues. Box 2: a small map with a key and a compass rose. Box 3: two landforms or bodies of water in our region. Box 4: the Native nation or nations whose homelands include our area, and one fact about the nation today. Box 5: our founding year, one founder, and why the town began here. Model Box 1 aloud: "My community is suburban because the houses have yards and a city is close." Ask: "Which box needs a key?" (Box 2) "Which box must use today words such as lives or runs?" (Box 4) "Where will you find the founding year?" (On the Week 8 founding card.) If stuck, say: "Open the notebook to that week and pick your best fact."
    3. Activity / Source Work (15–20 min) — Build the one-pager box by box. 1) Your child works in pencil first. 2) For each box, open the notebook page that has the facts. Use Week 2 for Box 1, Week 3 for Box 2 and Week 4 for Box 3. Use Week 6 for Box 4 and Week 8 for Box 5. 3) Your child writes at least one full sentence in every box before using colored pencils or markers. 4) Check each box against the list in a small chart with three columns: Box, Facts needed, Done? 5) Read Box 4 together. Look for present-tense words about the Native nation. 6) Fix anything missing, then color. 7) Your child presents the page to you aloud, box by box. Ask one question about it, such as "How do you know the founding year?" Look for: every box has its facts, and your child can name a source.
    4. Notebook Entry (10 min) — Your child writes a checklist of the five boxes in the notebook and ticks each finished one. Then finish: "The box I would improve is ____ because ____." Sample: "The box I would improve is Box 2 because my map needs a clearer key."
    5. Wrap-Up & Exit Ticket (5 min) — Read the exit questions aloud and praise one exact detail on the page. Note: the Assessments page suggests today for the Quarter Review, and any day this week works. This plan gives it tomorrow, so the project has a full block. If you give it today instead, use the Activity and Notebook time. Then build the one-pager in tomorrow's Activity time.

    Watch for: Filling the boxes with drawings only and leaving out the facts.

    Try: Ask for one complete sentence in every box before any coloring begins.

    Exit ticket:
    1. Read the sentence in your Native nation box. Which word shows the nation is here today?
    2. Which box was hardest to fill? Which notebook page or source helped you finish it?
    3. What is one question a visitor might ask about your page? How would you answer it?

    Answers: 1) Answers vary. Look for: a present-tense word such as lives, runs, teaches or has. 2) Answers vary. Look for: a named box and a named page or source. 3) Answers vary. Look for: a real question and an answer that uses a fact from the page.

    Mathematics

    Objective: I can choose a fact strategy for any ×2 to ×10 fact and know which tables I still need to practice.

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

    Builds on: Review of the fact strategies from Weeks 6 to 8. One-minute check: your child tells how to find 6 × 7, then solves it. Listen for: 5 groups of 7 and one more group; 35 + 7 = 42.

    1. Warm-Up (5 min) — Spaced review from Week 1. Your child rounds 649 to the nearest 100 (600). Then ask 6 × 8, 7 × 8 and 8 × 8 (48, 56, 64). Your child tells how one answer was found.
    2. Mini-Lesson (10–15 min) — Say: "Every table has a strategy. Let us list them." Write the list together and keep it in view. For ×2: doubles. For ×3: a double plus one more group. For ×4: double-double. For ×5: half of the ×10 fact, or count by 5s. For ×6: the ×5 fact plus one more group. For ×7: 5 groups and 2 groups. For ×8: double the ×4 fact. For ×9: 10 groups minus one group. For ×10: tens. Ask: "Which strategies use a double? Which use 5 groups?" (Doubles: ×2, ×3, ×4 and ×8. Five groups: ×6 and ×7.) Write 3 × 8. Say: "3 groups. I use a double plus one more group." Write 2 × 8 = 16, then 16 + 8 = 24. Now your child does more. Write 4 × 9. Ask: "Which strategy fits? Show the steps." (18 doubled is 36, or turn it: 40 − 4 = 36)
    3. Guided Practice (10–15 min) — Your child names the strategy first, then writes the steps. 1) 6 × 6 (30 + 6 = 36). 2) 9 × 9 (90 − 9 = 81). 3) 7 × 4 (20 + 8 = 28). 4) 8 × 5 (20 doubled is 40). If stuck, say: "Look at the first number. Which strategy goes with that many groups?"
    4. Independent Practice (15–20 min) — Your child writes each fact from problems 1 to 6 on a card. The answer and strategy go on the back. 1) 7 × 8 (56). 2) 6 × 9 (54). 3) 4 × 6 (24). 4) 8 × 3 (24). 5) 5 × 7 (35). 6) 9 × 3 (27). 7) Your child outlines 6 rows of 7 on grid paper. Then your child colors 5 rows and one row and writes the sum (35 + 7 = 42). 8) Solve two word problems and add a card for each. Six vans carry 6 children each. How many children? (36) A hall has 9 rows of 8 seats. How many seats? (72) Last, your child sorts the 8 cards into "know it" and "still building." Use no clock. A fact is known when the answer comes without counting.
    5. Exit Ticket (5 min) — Cover the strategy list. Read each question aloud; your child answers on paper.

    Watch for: Guessing a nearby product instead of using a strategy, such as 54 for 7 × 8.

    Try: Slow down. Your child says the strategy aloud before any answer. For 7 × 8: "5 groups and 2 groups, 40 + 16."

    Exit ticket:
    1. What is 8 × 6?
    2. What is 7 × 9?
    3. Which two tables are your strongest, and which one still needs work?

    Answers: 1) 48 2) 63 3) Answers vary. Look for: two named tables and one named table to practice.

    English Language Arts

    Objective: I can review and revise an opinion paragraph so it has all four parts.

    Standards: W.3.1, W.3.1.A, W.3.1.B, W.3.1.C, W.3.1.D, W.3.5, L.3.1.F

    Builds on: Needs Week 8: opinion, reasons, linking words and conclusion. One-minute check: ask, "Name the four parts in order." (Opinion, reasons, linking words, conclusion.)

    New words:
    • agree – in grammar, to match: one dog runs, two dogs run; a pronoun matches its noun too
    • subject – who or what a sentence is about
    • revise – to change your writing to make it better
    1. Warm-Up (5 min) — Word study, plurals. Say: "Some plurals follow no rule. We just learn them." Write child, children; mouse, mice; foot, feet; tooth, teeth; man, men. Your child fills each blank aloud. "Both of my ___ are cold." (feet) "Three ___ carried the couch." (men) "The barn cat chased two ___." (mice) "The ___ lined up for lunch." (children) Spaced review from Week 7. Say: "The seed soaks up water, so it swells." Ask: "Which part is the cause?" (The seed soaks up water.)
    2. Mini-Lesson (10–15 min) — Say: "To revise is to change your writing to make it better. Let's revise this draft." Read it aloud. Title: Early Mornings. 'I think early mornings is the nicest part of the day. First, the house feel calm before everyone wakes up. Another reason is that mornings are nice because they are nice. For example, my dad makes toast and eggs, and it taste better at sunrise.' Color-code it together. Underline the opinion in blue, the reasons in green and the linking words in orange. (Opinion: sentence 1. Reasons: sentences 2 and 3. Linking words: First, Another reason, For example.) Say: "Red is for the conclusion. Nothing is red, so the conclusion is missing." Then teach agreement. Say: "The subject is who or what a sentence is about. A verb must agree with its subject. One thing: a morning is, the house feels. More than one: mornings are, houses feel." Fix the first sentence together: I think early mornings are the nicest part of the day. Say: "A pronoun must match its noun too. One egg: it. Two eggs: they."
    3. Guided Practice (10–15 min) — Your child fixes the rest of the draft. 1) Sentence 2 says "the house feel calm." (Feels. The subject is one house.) 2) The reason in sentence 3 only repeats. Your child writes a real reason. (Sample: Another reason is that the birds sing loudest at dawn.) 3) Sentence 4 says "toast and eggs, and it taste." (They taste. Toast and eggs are more than one thing.) 4) Your child writes a conclusion and underlines it in red. (Sample: That is why I get up early, even on Saturdays.) Your child reads the old and new drafts aloud. If stuck, say: "Who or what is doing the action? Is it one, or more than one?"
    4. Independent Practice (15–20 min) — 1) Your child color-codes the Week 8 paragraph with the four pencils and fixes one thing. 2) Your child writes a new opinion paragraph of about 5 sentences, one for each frame, using the linking-words chart. Prompt: "Which kind of story is best: folktale, fable or myth?" Frames: I think ___. First, ___. Another reason is ___. For example, ___. That is why ___. 3) Your child color-codes the new paragraph. Checklist: all four colors appear; each reason tells why; every verb agrees with its subject; each pronoun matches its noun.
    5. Exit Ticket (5 min) — Read each question aloud. Your child answers the first two aloud and uses the new paragraph for the third.

    Watch for: Leaving out the conclusion, or copying the opening sentence as the conclusion.

    Try: Use the red pencil test. If nothing is red, your child writes a conclusion with a stem from Week 8.

    Exit ticket:
    1. Choose the verb: 'Fables (teach / teaches) a lesson.' How do you know?
    2. Fix the pronoun: 'My sister loves that folktale. She reads them every night.'
    3. Read the conclusion of your new paragraph. How is it different from your opinion sentence?

    Answers: 1) Teach. 'Fables' names more than one, so 'teach' is right. 2) She reads it every night. 'Folktale' is one thing, so the pronoun is 'it.' 3) Answers vary. It should give the same idea in different words, often with a stem such as 'That is why.'

    Science

    Objective: I can find my strong and weak spots on a practice set covering all Q1 topics.

    Standards: 3-PS2-1, 3-PS2-2, 3-PS2-3, 3-PS2-4, 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3

    Builds on: Needs all of Quarter 1: forces, friction, magnets, static electricity, patterns and design. One-minute check: ask, "What are the two kinds of force?" (A push and a pull.)

    1. Day 44 — Q1 Practice Round — Wonder Warm-Up (5 min) — Spaced review from Week 8. Ask: "What makes a question testable?" (You can answer it with a test and by measuring or counting.) Then your child rates each topic 1, 2 or 3, where 3 is strong. The topics are forces, balanced and unbalanced, friction, magnets and static, patterns, and engineering. Ask: "Which topic do you want to get stronger in today?"
    2. Mini-Lesson (10–15 min) — Say: "Today is practice. There is no grade. A strong science answer has two parts: the answer, then 'because' with a science word." Model it. Ask yourself: "Why does a rolling ball stop on grass?" Give a weak answer: "It just stops." Give a strong one: "It stops because friction from the grass slows it down." Ask: "Which answer is stronger? Why?" (The second. It gives a reason and a science word.) "Make this stronger: 'The clip moved.'" (Sample: "The clip moved because the magnet attracts steel.") Say: "If you guess, draw a star by that item. A star means 'check this one.'" Ask: "What does a star tell us?" (To review that item first.) If stuck, say: "Say your answer. Now add 'because' and finish the sentence."
    3. Investigation / Hands-On (15–20 min) — Your child answers on paper, then you check together. 1) You open a drawer toward yourself. Push or pull? (Pull.) 2) Two children push a box from opposite sides, equally hard. Does it move? Why? (No. The forces are balanced.) 3) A toy car rolls farther on a bare floor than on a towel. Which has more friction? (The towel.) 4) Will a magnet attract a plastic spoon? (No.) 5) Two magnets push each other apart. What is the word for that? (Repel.) 6) Name one force that works without touching. (Magnetism, static electricity or gravity.) 7) A wind-up toy hops 5 times, turns, hops 5 times, turns. What comes next? (5 hops. The pattern repeats.) 8) Why do engineers test again after a change? (To see if the change helped.) For each missed or starred item, your child tests it with a real object. Samples: touch the magnet to the spoon; roll the car on the towel. Real results vary, so look for the pattern.
    4. Science Notebook Entry (10 min) — Your child writes: "Tonight I will review ___ and ___." Then they make one word card for each tricky word. The word goes on the front. The meaning and a small sketch go on the back. Sample: "repel" on the front; "push apart" and two magnets with arrows pointing away on the back.
    5. Wrap-Up & Exit Ticket (5 min) — Read the three exit questions aloud; your child answers on paper. Praise honest stars and every "because."

    Watch for: Guessing on unsure items, then never going back to them.

    Try: Your child stars each guess while working. Afterward, review the starred items first, each one with a real object.

    Exit ticket:
    1. Which Quarter 1 topic is your strongest? Give one reason.
    2. Which topic will you review tonight, and which practice item showed you that?
    3. Answer with "because": Why does a magnet not pick up a wooden block?

    Answers: 1) Answers vary. Look for: a topic named with a reason, such as "magnets, because I got those items right." 2) Answers vary. Look for: a topic that matches a missed or starred item. 3) Because magnets attract iron and steel, and wood is not one of those.

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    Day 5 · Friday

    Social Studies

    Objective: I can show what I learned in Quarter 1 about communities, geography, Native nations, and settlers.

    Standards: D2.Civ.6.3-5, D2.Geo.1.3-5, D2.Geo.2.3-5, D2.Geo.4.3-5, D2.Geo.5.3-5, D2.His.2.3-5, D2.His.3.3-5, D2.His.4.3-5

    Builds on: Needs all of Quarter 1 and this week's review days. One-minute check: your child points to the My Place one-pager and names your community type with one clue. (Answers vary.)

    1. Day 45 — Quarter 1 Review and Week 9 Check — Big Question Warm-Up (5 min) — Say: "Take one slow breath." Spaced review from Week 3: ask, "What does a compass rose show?" (directions on a map) Then your child holds the My Place one-pager and says five things aloud. Name our community type, one map skill and one landform. Name the Native nation or nations of our area and our founding year. Ask the big question: "What do you know about our place now that you did not know before?"
    2. Mini-Lesson (10–15 min) — Keep this part to 10 minutes. Explain the Quarter Review. Say: "This is not a grade. It shows what stuck and what we should visit again." There are 16 items worth 34 points. There is no time limit. You may read everything aloud. Your child may look back at the map box, the two sources and the chart inside the review. Now show how to answer an open question. Ask: "Why do flat maps stretch some lands?" Say a weak answer: "Round." Say a strong answer: "Flat maps stretch some lands because Earth is round, like a globe." Ask: "What made the second answer stronger?" (It is a full sentence that says because.) Your child tries one: "How is climate different from weather?" (Sample: Climate is the usual weather over many years, but weather is only today.) If stuck, say: "Say because, then give one reason."
    3. Activity / Source Work (15–20 min) — Give the Quarter Review now, from the Assessments page. It needs 20 to 30 minutes, so it uses this block and the Notebook block. 1) Set out a pencil and scrap paper for sketching the map. 2) Your child works through all four sections. Do not teach, hint or correct. 3) Speak about Native nations in the present tense. 4) If your child tires, stop after section 2 and finish after a break. 5) Afterward, score it with the scoring notes, add the points and find the level. 6) For any section that earns less than half its points, revisit the weeks listed for it. The Assessments page suggests Day 4 for this review, and any day this week works. If you gave it on Day 4, build the My Place one-pager in this block.
    4. Notebook Entry (10 min) — The review uses most of this time. When it is done, your child says three frames aloud: "My strongest Quarter 1 topic is ____. My hardest topic is ____. My goal for Quarter 2 is ____." Your child writes them in the notebook later today. Sample goal: "I want to learn more about one Native nation near us."
    5. Wrap-Up & Exit Ticket (5 min) — Read the exit questions aloud; praise honest answers. Then stop for a real break. Give the stored Week 9 check later today, not right after the review. It has 8 items and takes about 10 minutes. Choose a route by the result. 6 or more right: move on, and add a sixth box to the one-pager. 4 or 5 right: redo the Week 9 Day 2 map page. Then your child writes five map and landform questions to quiz a family member. 3 or fewer right: reteach Week 9 Day 3 by rebuilding the timeline on slips of scrap paper.

    Watch for: Rushing the open questions and giving one-word answers.

    Try: Before the review, practice one answer aloud that uses "because" and one example.

    Exit ticket:
    1. Name the Native nation or nations whose homelands include our area. Tell one thing the nation does today.
    2. Tell one reason our town is where it is, and one way it has changed.
    3. What is your goal for Quarter 2 social studies? What is one step you will take?

    Answers: 1) Answers vary. Look for: the correct name and a present-tense fact, such as running a school or language program. 2) Answers vary. Look for: a geographic reason from Week 8 and one then-and-now change. 3) Answers vary. Look for: a clear goal and one step, such as reading a library book about maps.

    Mathematics

    Objective: I can show what I learned in Quarter 1 on the cumulative check.

    Standards: 3.NBT.A.1, 3.NBT.A.2, 3.OA.A.1, 3.OA.A.3, 3.OA.C.7, 3.OA.D.8

    Builds on: Needs everything from Weeks 1 to 9. One-minute check: ask 9 × 7 (63). Then your child rounds 846 to the nearest 10 (850).

    1. Warm-Up (5 min) — Spaced review from Week 1. Write 607 and 670. Your child writes <, > or = between them (607 < 670). Then ask 9 × 6, 8 × 4 and 7 × 5 (54, 32, 35).
    2. Mini-Lesson (10–15 min) — Spend 10 minutes on two-step problems. Say: "Some problems need two steps. Answer the first step, then use it." Read aloud: Mei has 425 beads. She buys 180 more. Then she uses 260. How many beads are left? Ask: "What happens first?" (She gets more, so add.) Write 425 + 180 = 605. Ask: "What happens next?" (She uses some, so subtract.) Write 605 − 260 = 345. Say: "A letter can stand for the number we want. Let b be the beads left." Write 425 + 180 − 260 = b, so b = 345. Check with rounding: 400 + 200 − 300 = 300, which is close. Now your child does more. A shop has 7 boxes of 6 pencils. It sells 20 pencils. How many pencils are left? (7 × 6 = 42; 42 − 20 = 22)
    3. Guided Practice (10–15 min) — Do four check-style problems together. 1) Round 372 to the nearest 10 and the nearest 100 (370, 400). 2) 538 + 294 (832). 3) 900 − 467 (433). 4) A shelf has 5 rows of 7 jars. How many jars? (5 × 7 = 35) If stuck, say: "Read it again. What is the question asking? Which skill fits?"
    4. Independent Practice (15–20 min) — Give the stored Week 9 check now. It is the Quarter 1 cumulative check. Find it with the Week 9 lessons, like every weekly check. It has 8 items from the whole quarter. Allow about 20 minutes, and more if your child needs it. Then score it with the answer key. Choose a route by the result. 6 or more right: start Quarter 2. For fun, your child writes a five-problem quiz for a family member, with an answer key. 4 or 5 right: match each miss to a review day. For rounding or adding, redo Week 9 Day 1 Guided Practice. For subtracting, redo Week 9 Day 2. For groups and arrays, redo Week 9 Day 3. For facts, redo the Week 9 Day 4 card sort. For two-step problems, redo today's Mini-Lesson with new numbers. 3 or fewer right: teach Week 9 Days 1 to 4 again. Use base-ten drawings for adding and subtracting, and counters for arrays. Then give the check a second time. The Quarter 1 Review is a separate paper on the Assessments page and takes 20 to 30 minutes. It is suggested for Day 1, but any day this week works, apart from this check.
    5. Exit Ticket (5 min) — After the check, your child answers these three questions; then go over any missed check items together.

    Watch for: Stopping after the first step of a two-step problem and giving that number as the answer.

    Try: Your child underlines the question before starting. At the end, ask: "Does your number answer that question?"

    Exit ticket:
    1. What is 6 × 8?
    2. Which part of the check felt strongest?
    3. Which skill will you review first next quarter?

    Answers: 1) 48 2) Answers vary. Look for: a named part, such as rounding or multiplication facts. 3) Answers vary. Look for: a named skill and a plan to practice it.

    English Language Arts

    Objective: I can show what I learned in Quarter 1 on the Week 9 check and the Quarter 1 Review.

    Standards: RL.3.1, RL.3.2, RL.3.3, RI.3.2, RI.3.5, W.3.1

    Builds on: Needs the whole quarter, reviewed on Days 1 to 4. One-minute check: ask, "What two things does a strong trait answer need?" (A trait word and evidence from the text.)

    1. Warm-Up (5 min) — Word study, plurals. Give a spelling check with no timer. Say each word, then a short sentence: plants, toys, dishes, glasses, stories, families. Challenge word: sandwiches. Correct it together, and your child names the rule for any missed word. Spaced review from Week 3. Ask: "How is a quote different from a paraphrase?" (A quote uses the author's exact words in quotation marks. A paraphrase uses your own words.)
    2. Mini-Lesson (10 min) — Say: "Today you show what you learned this quarter. Let's warm up with one short tale." Read aloud this traditional fable from Aesop. Title: The Bundle of Sticks. 'A farmer had three children who quarreled all day. One evening he handed them a bundle of sticks tied with string. "Break it," he said. Each child tried and failed. Then he untied the string and gave them the sticks one at a time. Snap, snap, snap! "Alone, you break easily," the farmer said. "Together, you are strong." The next morning the children shared the chores without a single quarrel.' 1) Ask: "Who are the characters, and what is the setting?" (A farmer and his three children. A farm, one evening and the next morning.) 2) Ask: "What trait does the farmer show? Prove it." (Wise. He teaches with sticks and says, "Together, you are strong.") 3) Ask: "What is the central message?" (People are stronger when they work together.) 4) Ask: "Folktale, fable or myth? Why?" (A fable. It is very short and teaches a moral. Not every fable has animals.)
    3. Guided Practice (5–10 min) — 1) Ask: "Where is a paragraph's main idea often found?" (In the topic sentence, which is often first.) 2) Ask: "Name the four parts of an opinion paragraph." (Opinion, reasons, linking words, conclusion.) 3) Skim the directions on the check together. Say: "Highlight your proof in a passage before you answer. On a writing item, tick off each part as you write it." If your child seems nervous, say: "This shows us what to practice next. It is not a grade."
    4. Independent Practice (30–40 min) — Part 1. Give the Week 9 English Language Arts Check. It has 8 items. Your child works alone for about 15 minutes. Score it with the answer key, then choose a route. 6 or more right: your child is ready for Quarter 2. 4 or 5 right: redo the Day 3 practice page and the Day 3 Guided Practice. 3 or fewer right: reteach Day 1 using the five-box page, then Day 3. Part 2. The Quarter 1 Review for Reading & Writing is on the Assessments page. It takes about 30 minutes. If your child took it on Day 2, go over its results together now. If not, give it after a short break. Today will then run about 15 minutes over. You may also give it on another day. Use its scoring notes to choose which weeks to revisit.
    5. Exit Ticket (5 min) — After the check, your child answers these three questions aloud or in the notebook. Then go over any missed items together.

    Watch for: Rushing the writing item at the end because the reading took a long time.

    Try: Say before starting, "There is no clock today." If your child tires, give a short break before the writing item.

    Exit ticket:
    1. In 'The Bundle of Sticks,' what happens right after each child fails to break the bundle?
    2. Which Quarter 1 skill felt strongest today? Give one example from your work.
    3. Which skill will you practice next, and how will you practice it?

    Answers: 1) The farmer unties the string and hands out the sticks one at a time. They snap easily. 2) Answers vary. Your child should name a skill, such as finding the main idea, and give a real example. 3) Answers vary. Your child should name a skill and give a clear plan. Sample: 'I will add a quote each time I name a trait.'

    Science

    Objective: I can show what I learned about forces, magnets, patterns and design in Quarter 1.

    Standards: 3-PS2-1, 3-PS2-2, 3-PS2-3, 3-PS2-4, 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3

    Builds on: Needs the Day 4 practice set and word cards. One-minute check: your child reads one word card word and gives its meaning.

    1. Day 45 — Quarter 1 Review and Week 9 Check — Wonder Warm-Up (5 min) — Spaced review from Week 8. Ask: "Why do scientists run three trials instead of one?" (One trial could be an odd result.) Then take two slow breaths together. Your child names one Quarter 1 investigation they are proud of. Ask: "What did it show you?"
    2. Mini-Lesson (10–15 min) — Keep this to 10 minutes and the showcase to 15, so the check fits. Say: "Scientists share what they know in three moves: show it, name it, explain it." Model with the book. Slide the book across the table and let it stop. Say: "Show: I pushed the book and it stopped. Name: friction. Explain: friction slowed the book because the surfaces rubbed." Now your child tries with the magnet and paper clip. Ask: "What did you show?" (The magnet pulled the clip.) "What is the force called?" (Magnetism.) "Explain it with 'because.'" (Sample: "The clip moved because a magnet attracts steel.") "Did the magnet need to touch the clip?" (No. It is a non-contact force.) If stuck, say: "First tell what happened. Then tell me the force word."
    3. Investigation / Hands-On (15–20 min) — Quarter 1 showcase. 1) Your child picks 3 favorite investigations from the notebook. 2) For each one, set up the objects and do it once. 3) Your child shows it, names the force or idea, and explains with "because." 4) You fill in a chart: Investigation | Force or idea | "Because" sentence. Listen for these ideas. Unbalanced forces change motion. Friction slows sliding and rolling things. Magnets attract iron and steel. Like poles repel. A pattern helps us predict. Engineers test and improve. If a demo goes differently today, say: "Real results vary. What pattern do you still see?" Safety: keep the rolling path clear, and put small magnets away afterward.
    4. Science Notebook Entry (10 min) — In pencil, your child writes three sentences: "In Quarter 1 I learned ___. I got better at ___. In Quarter 2 I want to investigate ___." Sample: "In Quarter 1 I learned that magnets attract steel. I got better at running fair trials. In Quarter 2 I want to investigate animals."
    5. Wrap-Up & Exit Ticket (5 min) — Ask the three exit questions and celebrate. Then give the stored Week 9 Science Check: 8 items, about 10 minutes, working alone. Score it with the key. 6 or more right: move on to Quarter 2. 4 or 5 right: redo the Day 4 practice items and test each missed idea with a real object. 3 or fewer right: reteach the Day 1 or Day 2 review lesson, whichever matches the missed items. If the Quarter 1 Review is not done yet, give it on another day.

    Watch for: Giving a one-word answer, such as "friction," with no explanation.

    Try: Hold up one finger for "show," two for "name" and three for "explain." Your child keeps going until all three are done.

    Exit ticket:
    1. Which of your three showcase investigations did you explain best? What did it show?
    2. Which Quarter 1 topic was hardest for you, and what will you practice?
    3. What is one science goal you have for Quarter 2?

    Answers: 1) Answers vary. Look for: an investigation named with its science idea, such as "the pendulum, because the pattern let me predict." 2) Answers vary. Look for: a named topic and one thing to practice. 3) Answers vary. Look for: a specific goal, such as "measure more carefully" or "run more trials."

    Print Day 5 practice pages →

    Worksheets

    • math — Day 41 — Q1 Review — Place Value
    • math — Day 42 — Q1 Review — Addition & Subtraction
    • math — Day 43 — Q1 Review — Multiplication
    • math — Day 44 — Q1 Assessment Practice — Computation
    • math — Day 45 — Q1 Assessment Practice — Word Problems

    Assessments

    • math — Unit Assessment 4 — Multiplication Facts