Day 3 · Wednesday

Objective: I can explain how goods travel from where they are made to my home.

Standards: D2.Geo.7.3-5, D2.Geo.11.3-5

Materials: Three kitchen items with labels, such as a banana with a sticker, a can and a box, World map or globe, Notebook, 6 sticky notes, Ruler, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 11. Ask: "Which region is called America's Breadbasket?" (The Midwest.) Then hold up one kitchen item. Ask the big question: "How did this get to our kitchen?"

2. Mini-Lesson · 10–15 min

   Say: "Goods are things people grow or make, like food, clothes and toys. Most goods take a trip to reach us." Teach four ways. Say: "Trucks make short and medium trips and can go door to door." "Trains carry heavy loads, like grain and coal, long distances over land." "Ships carry huge loads across oceans in big metal boxes called containers. Ships are slow but cost less." "Airplanes are fastest but cost the most. They carry light or urgent goods, like medicine." Draw a banana's trip as boxes with arrows. Find Ecuador in South America on the map. Say: "A truck takes bananas from a farm in Ecuador to a port. A ship carries them to a U.S. port." "A truck takes them to a warehouse. Another truck takes them to our store." Ask: "Why not fly bananas here?" (Flying costs too much. A ship carries more for less.) Ask: "A hospital needs medicine tonight. Which way is best?" (An airplane.) If stuck, say: "Is it heavy or light? Is an ocean in the way? Is it a rush?"

3. Activity / Source Work · 15–20 min

   Item journey. 1) Your child reads each label and hunts for "Product of," "Grown in" or "Made in." 2) Make a chart with four columns: Item, Place on label, Ocean to cross, Likely ways to travel. 3) Your child finds each place on the map and fills in one row for each item. 4) Choose one item. Your child draws an arrow on each sticky note and sticks them from that place to your town. Write the way to travel on each arrow. 5) Ask: "What on the label is your evidence?" (The words after "Product of" or "Made in.") Ask: "Why did this item probably use a ship and not a plane?" (It is heavy or cheap, and not a rush.) If a label says only "Distributed by," say: "That names a company office. Write a question mark." Your items will differ from other families' items. Look for the pattern: far-away goods use more than one way to travel.

4. Notebook Entry · 10 min

   Your child draws a journey diagram for one item. Draw a box for each stop: farm or factory, port, warehouse, store, home. Write the way to travel between the boxes. Skip the port if the item was made in the United States. Look for at least four boxes in a sensible order.

5. Exit Ticket · 5 min

   Read the questions aloud. Your child answers in the notebook. Praise each answer that gives a reason.

Homework: Your child reads the labels on three things at home: a food, a piece of clothing and a toy. Write where each was made. Look for a place copied from the label.

Objective: I can break a hard fact into two easier facts and add (distributive property).

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

Materials: Grid paper, Crayons (two colors), Scissors, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Day 2. Your child solves 5 × 2 × 9 by grouping the pair that makes 10 (10 × 9 = 90). Then practice ×7 and ×8 facts with no clock. Ask 7 × 5, 8 × 5 and 8 × 2 (35, 40, 16). Say: "Easy facts like these are today's helpers."

2. Mini-Lesson · 10–15 min

   Say: "You already break apart hard facts. Today we write it as one equation and name it." Write 8 × 7. Your child outlines 8 rows of 7 on grid paper. Your child colors the top 5 rows red and the bottom 3 rows blue. Say: "We broke 8 into 5 + 3." Ask: "Why choose 5?" (The ×5 facts are easy.) Ask: "What fact is the red part?" (5 × 7 = 35) "What fact is the blue part?" (3 × 7 = 21) Write 8 × 7 = (5 × 7) + (3 × 7). Say: "Each pair of parentheses holds one small array." Write 35 + 21 = 56. Say: "So 8 × 7 = 56." Cut the array between the colors, then push the parts back together. Ask: "Was any square lost?" (No.) Say: "Break a factor, multiply each part, then add. This is the distributive property." Say: "Distribute means hand out. The 7 is handed out to both parts." Say: "You may break either factor. Pick a split with facts you know." Now your child does more. Write 6 × 9. Your child breaks 6 into 5 + 1, colors an array and writes the equation. (6 × 9 = (5 × 9) + (1 × 9); 45 + 9 = 54)

3. Guided Practice · 10–15 min

   Your child writes each equation, then the sum. Draw the array only if needed. Ask each time: "Which factor did we break? Which factor went to both parts?" 1) 7 × 9 = (5 × 9) + (2 × 9) (45 + 18 = 63). 2) 9 × 4 = (5 × 4) + (4 × 4) (20 + 16 = 36). 3) Write 6 × 8 = (5 × 8) + (? × 8). Your child finds the unknown and solves (1; 40 + 8 = 48). 4) Ask: "Can 7 × 6 break into 4 rows and 3 rows?" (Yes. 24 + 18 = 42.) If stuck, say: "Cover the bottom rows. What fact do you see? Uncover them. What fact is left? Add the two."

4. Independent Practice · 15–20 min

   For problems 1 to 5, your child writes the break-apart equation, then the sum. 1) 8 × 6 = (5 × 6) + (3 × 6) (30 + 18 = 48). 2) 7 × 4 = (5 × 4) + (2 × 4) (20 + 8 = 28). 3) 9 × 7 with a split your child chooses (sample: 35 + 28 = 63). 4) 7 × 7 with a split your child chooses (sample: 35 + 14 = 49). 5) 8 × 9 = (5 × 9) + (? × 9) (3; 45 + 27 = 72). 6) Outline 6 rows of 7 on grid paper. Color 5 rows and 1 row. Label each part. (5 × 7 = 35 and 1 × 7 = 7; 42) 7) A hall has 8 rows of 8 seats. How many seats? Break it apart. (sample: 40 + 24 = 64 seats) 8) 9 boxes hold 9 pears each. How many pears? (sample: 45 + 36 = 81 pears) Your child checks two answers by breaking the fact a different way.

5. Exit Ticket · 5 min

   Put the scissors away. Read each question aloud; your child answers on paper and may draw.

Fact fluency: ×7, ×8 facts

Homework: Your child breaks apart 7 × 6, 8 × 8 and 9 × 7 and writes each as one equation. Products: 42, 64, 63. Your child tells a family member why one split works.

Objective: I can make subjects and verbs agree in my sentences.

Standards: L.3.1.F, L.3.1.B

Materials: Narrative draft, 9 index cards, Pencil, Notebook

1. Warm-Up · 5 min

   Word study, about 3 minutes. Dictate this sentence: "We will reread the note and unpack the box." Your child writes it in the notebook. Check it together. Ask: "Which two words have a prefix?" (Reread and unpack.) Your child underlines each prefix and fixes any misspelled word. Spaced review from Week 10. Ask: "What is the past tense of run?" (Ran.)

2. Mini-Lesson · 10–15 min

   Say: "The subject is who or what a sentence is about. The verb must agree with the subject. Agree means they match." Write: "The frog jumps. The frogs jump." Say: "One frog is singular. The verb gets the -s: jumps. More than one frog is plural. The noun has the -s, so the verb does not." Add: "With I and you, use the plain verb: I jump, you jump." Write the tricky pairs: is and are, was and were, has and have. Say: "One goes with is, was and has. More than one goes with are, were and have. I and you are special: I am, I have, you are, you have." Write: "Maya and Jun are reading." Say: "When and joins two subjects, the subject is plural." Say: "Some plurals have no -s: children, people, feet, teeth. They still need a plural verb: 'The children are outside.'" Last, say: "A pronoun must match its noun too. 'The boys lost his caps' becomes 'The boys lost their caps.'" Ask: "The dog wag or wags its tail?" (Wags.)

3. Guided Practice · 10–15 min

   With a pencil, write six subjects on cards: my uncle, the puppies, Grandma, the children, Leo and I, the people. Write three verb pairs on cards: walks or walk, is or are, has or have. 1) Your child lays each subject beside a verb card, picks the form and reads it aloud. (The card my uncle takes walks, is, has. So does the card Grandma. The other four cards take walk, are, have.) 2) Write: "The ducks swims in the pond." Your child fixes it. (The ducks swim in the pond.) 3) Write: "Her front teeth is loose." (Her front teeth are loose.) 4) Write: "The puppy chased their tail." (The puppy chased its tail.) If stuck, say: "Is the subject one or more than one? Hold up one finger or two. Now pick the verb."

4. Independent Practice · 15–20 min

   1) Your child reads the draft one sentence at a time. They underline each subject once and each verb twice. They fix any pair that does not agree. 2) They write 4 new sentences in the notebook. One uses is. One uses are. One has two subjects joined by and. One has an irregular plural, such as children, people or feet. Sample: "My sister is tall. The trucks are loud. Dad and I have bikes. The people were quiet." 3) They check each sentence by asking, "One or more than one?" Look for: every underlined pair agrees, and each sentence follows its rule.

5. Exit Ticket · 5 min

   Write the three items in the notebook. Your child writes the answers alone.

Homework: Write 4 sentences about family members using is, are, has and have. Look for: each verb matches one or more than one.

Objective: I can explain how groups help animals hunt and protect themselves.

Standards: 3-LS2-1

Materials: 20 coins of the same kind, such as pennies, 1 coin of a different kind (only for the extension), Small piece of tape, Table with a smooth top, Science notebook and pencil

1. Day 63 — Group Hunting and Defense — Wonder Warm-Up · 5 min

   Spaced review from Week 10. Ask: "What do decomposers do?" (They break down dead things and return nutrients to the soil.) Then the wonder. Say: "Prairie dogs feed with their heads down. How do they notice a hawk in time?" Take one guess.

2. Mini-Lesson · 10–15 min

   Say: "Groups help animals hunt. Groups also help animals defend themselves." Hunting. Say: "Wolves chase and surround a moose. Some hawks hunt as a team: one scares a rabbit out, and another grabs it. Orcas work as a pod to catch fish and seals." Defense. Say: "Muskoxen stand in a circle, horns out, with calves in the middle. Prairie dogs feed near their burrows while some stand tall and watch. A watcher barks an alarm call, and everyone dashes underground. Zebras run close together in a herd. So many look-alike bodies moving at once make it hard to follow one. That is safety in numbers." Draw 8 dots in a ring with 2 small dots inside. Ask: "Which animals does this show?" (Muskoxen guarding calves.) "Orcas circle a school of fish. Hunting or defense?" (Hunting.) "A prairie dog barks and all run. Hunting or defense?" (Defense.) Say: "A group lowers the risk for each animal. It does not remove it." If stuck, say: "Is the group trying to catch food, or trying not to be caught?"

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

   Confuse the Predator. Safety: keep coins away from mouths and from younger children. 1) Stick the tape flat under one coin. This coin is the target. 2) One coin. Show the target, then slide it around the table for a slow count of 5. Your child, the predator, watches and taps it. 3) Five coins. Show the target, then slide all five around with both hands for a count of 5. Your child taps one coin. Flip it to check for tape. 4) Twenty coins. Do the same. 5) Do 3 tries at each size. Change only the number of coins. Keep the same count, table and person sliding. Table: Coins | Try 1 | Try 2 | Try 3 | Hits out of 3. Write hit or miss for each try. Expect fewer hits as the group grows. If not, say: "Real results vary. Look for the pattern." Ask: "How is this like a running herd of zebras?" (Many look-alike animals moving together are hard to follow.)

4. Science Notebook Entry · 10 min

   In the notebook, your child sketches one hunting group and one defense group. Arrows show wolves closing in. A ring shows muskoxen. Then they copy the coin table and finish: "With more coins, the predator ___ because ___." Sample: "With more coins, the predator missed more because it lost track of the target."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three questions aloud, and your child answers in full sentences. Praise answers that say how the group makes catching one animal harder.

Homework: Watch birds or ants for 10 minutes. Note one thing they do together, such as a flock flying up at once. Look for a guess about how it helps them.