Day 1 · Monday

Objective: I can name reasons people move from one place to another.

Standards: D2.Geo.7.3-5, D2.His.14.3-5, D2.Geo.9.3-5

Materials: Notebook, 5 index cards, U.S. map, Crayons, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 10. Ask: "Which mountains are in the West, the Rockies or the Appalachians?" (The Rockies.) Then ask the big question: "Why might a family today move to a new town?" List your child's ideas.

2. Mini-Lesson · 10–15 min

   Say: "People move for many reasons. A pull reason draws people toward a new place. A push reason makes it hard to stay." Name some pulls: a new job, family nearby, a school, a warmer climate. Name some pushes: a flood, a fire, no work. Read aloud: "Maya's mom got a job at a hospital in Denver. The family moved from Ohio to be near the job and Maya's grandpa." Ask: "What two reasons did Maya's family have?" (A job and family.) "Are those pushes or pulls?" (Pulls.) Ask: "A river floods a family's house, and they leave. Push or pull?" (Push.) If stuck, say: "Does it chase people away, or invite them in?"

3. Activity / Source Work · 15–20 min

   Source work. Read this aloud: "In the 1930s, a long drought hit the Great Plains. Farmers had plowed up the grass that held the soil in place. The bare soil dried to dust. Strong winds blew it into huge dark storms. People called this time and place the Dust Bowl. Crops died, and many families lost their farms. Hundreds of thousands of people left. Many drove west to California to look for work picking crops." 1) Your child finds the Great Plains and California on the map and traces the trip west. 2) Ask: "What happened to the land? Which words tell you?" (A drought came. Bare soil blew away.) 3) Ask: "What happened to the farms people left?" (They stood empty.) 4) Ask: "What changed in California?" (Many new people arrived. Jobs and homes were hard to find.) The text does not answer steps 3 and 4, so think them through together. 5) Write five cards. Your child labels each push or pull and names the reason. "Leo's family moved to a warmer state." (Pull, climate.) "Aisha moved near her cousins." (Pull, family.) "Mr. Kim moved for a new job." (Pull, job.) "A flood ruined Sofia's home." (Push, safety.) "Jamal moved to attend a music school." (Pull, school.)

4. Notebook Entry · 10 min

   Your child writes the title "Why People Move" and lists four reasons with an example for each. Then draw a small U.S. map with crayons. Add a dust cloud over the Great Plains and an arrow west. Label it "The Dust Bowl, 1930s." Finish the frame: "The Dust Bowl was a push because ___." Look for: dust storms ruined the farms, so families had to leave.

5. Exit Ticket · 5 min

   Read the three questions aloud. Your child answers in the notebook. Praise answers that give a reason with "because."

Homework: Your child asks an older relative or neighbor where they grew up and whether they ever moved. Write one sentence about the answer. Look for a place and a reason.

Objective: I can switch the order of factors and get the same product (commutative property).

Standards: 3.OA.B.5

Materials: 30 counters (dried beans, coins or buttons), Sheet of plain paper, Grid paper, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 12. Ask 18 ÷ 3 and 40 ÷ 8 (6, 5). Write 6 × ? = 54. Your child finds the unknown (9). Then your child says the ×4 facts in order, with no clock. For a slow fact, double the ×2 fact. Sample: 4 × 7 is 14 doubled, which is 28.

2. Mini-Lesson · 10–15 min

   Say: "You have turned arrays before. Today that idea gets a name." On the plain paper, your child builds 3 rows of 4 beans. Ask: "How many rows? How many in each?" (3; 4) Write 3 × 4 = 12. Turn the paper a quarter turn. Ask: "How many rows now? How many in each?" (4; 3) Write 4 × 3 = 12. Ask: "Did any beans come or go?" (No.) Say: "So 3 × 4 = 4 × 3. Both are 12." Say: "Switching the order of the factors keeps the product the same. This is the commutative property." Say: "Commutative sounds like commute. The factors trade places." Say: "It saves work. If you know 6 × 7 = 42, you also know 7 × 6 = 42." Ask: "Does switching work for division?" Say: "12 cookies shared by 3 friends is 4 each." Say: "But 3 cookies cannot give 12 friends 4 each. So switching does not work for division." Now your child does more. Your child builds 2 rows of 5, turns it and writes both equations. (2 × 5 = 10 and 5 × 2 = 10)

3. Guided Practice · 10–15 min

   Your child says "commutative property" each time the factors trade places. 1) Your child outlines 3 rows of 8 on grid paper and turns it. Your child writes both equations (3 × 8 = 24 and 8 × 3 = 24). 2) Write 4 × 7 = 7 × ?. Your child finds the unknown, then the product (4; product 28). 3) Write 9 × 2. Ask: "Which fact that you know helps?" (2 × 9 = 18, a double) 4) Ask: "Is 15 ÷ 3 the same as 3 ÷ 15?" (No. 15 ÷ 3 = 5. Sharing 3 things among 15 does not give 5 each.) If stuck, say: "Build the array with beans. Turn the paper. Count the rows again."

4. Independent Practice · 15–20 min

   For problems 1 to 3, your child finds the unknown and the product. 1) 6 × 9 = ? × 6 (9; product 54). 2) ? × 2 = 2 × 9 (9; product 18). 3) 8 × 5 = 5 × ? (8; product 40). 4) If 7 × 8 = 56, what is 8 × 7? (56) 5) Draw arrays for 5 × 6 and 6 × 5 on grid paper. Count each one. (30 each) 6) Write the switched fact for 10 × 3. Solve both. (3 × 10 = 30; both are 30) 7) One tray has 2 rows of 9 muffins. Another tray has 9 rows of 2. Which tray holds more? (Neither. Both hold 18.) 8) Sam has 7 bags of 3 limes. Eva has 3 bags of 7 limes. Who has more? (Neither. Both have 21 limes, but the bags look different.) Last, ask: "Which fact today did you know from its partner?"

5. Exit Ticket · 5 min

   Put the beans away. Read each question aloud; your child answers on paper.

Fact fluency: ×4 facts

Homework: Your child writes 5 switched pairs from the ×4 facts with their products. Sample: 4 × 8 = 32 and 8 × 4 = 32.

Objective: I can tell the difference between revising and editing and do both to my writing.

Standards: W.3.5, SL.3.1.B, L.3.1.H, L.3.1.I

Materials: Narrative from Week 12, Two colored pencils, Sticky notes, Notebook, Pencil

1. Warm-Up · 5 min

   Word study, about 3 minutes. Say: "A prefix is a word part added to the front of a word. It changes the meaning. Un- means not or the opposite. Re- means again. Dis- means not or the opposite of." Write unlock, unhappy, redo, reread, dislike and disagree in the notebook. Your child reads each word, circles the prefix and sorts it under un-, re- or dis-. Ask: "Which prefix means again?" (Re-, as in redo and reread.) Spaced review from Week 12. Ask: "Name the five parts of a story arc." (Opening, rising action, climax, falling action, ending.)

2. Mini-Lesson · 10–15 min

   Say: "Revising means big changes. We add, cut, move or change ideas and words. Editing means small fixes: spelling, capitals, punctuation and grammar. Writers revise first and edit last." Write this student sample. "The Sled Hill": Last winter me and my cousin went to the sled hill. The snow was fun. We ate crackers. i sat on the sled. My cousin pushed. Then the sled hit a bump, and I flew into a snowbank! Think aloud. Say: "First I revise. 'We ate crackers' does not help the story, so I cut it. 'The snow was fun' is dull. I change it to 'The snow squeaked under our boots.'" Mark those changes in one color. Say: "Two short sentences sound choppy. I join them with a comma and the word and: 'I sat on the sled, and my cousin pushed.' That is a compound sentence." Say: "Now I edit." In the other color, capitalize the word I. Change "me and my cousin" to "my cousin and I". Ask: "Which color shows the big changes?" (The revising color.)

3. Guided Practice · 10–15 min

   Hold a short writing conference. Agree on two talk rules first: listen without interrupting, and begin with "I noticed" or "I wonder". 1) Your child reads the Week 12 narrative aloud. Give one glow, something that works. (Sample: "I noticed your ending solves the problem.") 2) Give one grow as a question. (Sample: "I wonder what the room looked like.") Your child writes it on a sticky note and sticks it at that spot. 3) Switch roles with "The Sled Hill". Your child gives you a glow and a grow. (Listen for "I noticed" or "I wonder" and a detail from the paragraph.) 4) Say: "Join these with when: The sled tipped. I grabbed the rope." (When the sled tipped, I grabbed the rope.) Say: "That is a complex sentence." If stuck, say: "Say both short sentences. Now say them in one breath with the joining word."

4. Independent Practice · 15–20 min

   Your child revises and edits the Week 12 narrative with a pencil and both colors. 1) Read it aloud once. 2) In the first color, make at least 2 revisions: add a detail, cut a sentence or change a dull word. Use the sticky note. 3) Join two short sentences into one compound or complex sentence. Use and, but, so, because or when. 4) In the second color, make at least 3 edits, or every one you can find. Look for three things. The revising color changes ideas or words, not spelling. The joined sentence has a joining word. A comma comes before and, but or so.

5. Exit Ticket · 5 min

   Ask the three questions aloud. Your child answers the first two by speaking and reads the joined sentence from the draft.

Homework: Read the revised narrative aloud to someone at home. Ask where they wanted to know more and mark that spot. Look for: one mark to use tomorrow.

Objective: I can explain how living in a group helps some animals survive.

Standards: 3-LS2-1

Materials: 12 index cards: 6 with animal names (wolves, honeybees, geese, fish, dolphins, elephants) and 6 with group words (pack, colony, flock, school, pod, herd), 10 blocks, 1 stuffed animal or puppet (the predator), 3 more stuffed animals (the herd), Science notebook and pencil

1. Day 61 — Why Animals Live in Groups — Wonder Warm-Up · 5 min

   Spaced review from Week 12. Ask: "What might happen in a food web if all the rabbits disappear?" (Foxes and hawks have less food. The plants they ate may spread.) Then the wonder. Say: "Wolves hunt in packs. Bees live in colonies. Why might living together help an animal stay alive?" Write down two guesses to check later.

2. Mini-Lesson · 10–15 min

   Say: "Some animals live in groups. The group helps its members survive." Raise one finger for each benefit. Say: "One, protection. More eyes and ears notice danger sooner. Two, food. Wolves together can catch prey bigger than one wolf. Three, care of young. Older wolves help feed the pups. Four, warmth. Emperor penguins huddle close in freezing wind." Say: "Geese fly in a V. Each goose gets a lift from the air moved by the wings ahead. Flying takes less energy, and they take turns leading." Ask: "Which benefit do penguins get from a huddle?" (Warmth.) "Why can a pack catch a moose when one wolf cannot?" (They chase and surround it together.) If stuck, say: "Picture one deer eating with its head down. Who watches for danger? Now picture ten deer."

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

   Group Match and Many Eyes Test. 1) Your child pairs each animal card with its group word. (Wolves, pack. Honeybees, colony. Geese, flock. Fish, school. Dolphins, pod. Elephants, herd.) 2) Alone. Your child sits facing a wall and stacks the 10 blocks one at a time. Start 10 steps behind with the predator. Take one quiet step for each block stacked. Your child may glance back but must keep building. When they spot the predator, record the steps left. 3) With a lookout. Set the 3 stuffed animals beside your child as a herd that eats. Your child is the lookout and only watches, turning to look every way. Sneak up again. 4) Do each test twice. Change only one thing: alone or with a lookout. Keep the same start and steps. Table: Test | Try 1 steps left | Try 2 steps left. Expect more steps left with a lookout. If not, say: "Real results vary. Look for the pattern." Ask: "Why did the lookout help?" (One animal watches while the others eat.)

4. Science Notebook Entry · 10 min

   In the notebook, your child draws a chart with 3 columns: Animal, Group word, Main benefit. They fill 6 rows. Accept any benefit your child can explain. Then they finish: "Alone, the predator got ___ steps away. With a lookout, it was ___ steps away. Groups help because ___." Sample: "Groups help because someone can watch while the others eat."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three questions aloud, then check the warm-up guesses together. Praise answers that tell how the group helps an animal stay alive.

Homework: Watch birds, ants or squirrels for 10 minutes, outdoors or through a window. Write what you saw and one way a group might help. Look for a named benefit, such as more eyes.