Day 5 · Friday

Objective: I can show what I know about why people and goods move.

Standards: D2.Geo.7.3-5, D2.Geo.11.3-5, D2.Eco.5.3-5

Materials: Stored Week 13 Social Studies Check and its answer key, Product cards from Day 4, U.S. map, 2 sticky notes, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 12. Ask: "Name one Native nation of the Southwest." (Hopi, Zuni, Acoma, Taos Pueblo or the Navajo Nation.) Then ask the big question: "Can you tell the whole story of one thing that moved?"

2. Mini-Lesson · 10–15 min

   Review with a sort. Label two sticky notes People and Goods. Say each word. Your child points to a note. "A new job." (People.) "A ship." (Goods.) "A drought." (People.) "A truck." (Goods.) "Family nearby." (People.) Next, model a full answer with one product card. Lay the apples card on Washington. Say: "Washington specializes in apples because of its land and climate." Slide the card to Georgia. Say: "Trucks or trains carry the apples. A Georgia store pays for them with money. That is trade." Now your child picks a different card and tells its story the same way. Ask: "Where does it start? Why there? How does it travel? Who pays?" Ask: "Which is earlier on your timeline, the steamboat or the airplane?" (The steamboat.) If stuck, say: "Look back at your timeline and your product chart."

3. Activity / Source Work · 15–20 min

   Give the stored Week 13 Social Studies Check now. It has 8 items and takes about 15 minutes. Do not time it. You may read any item aloud. Then score it with the answer key and choose a route. 6 or more right: your child is ready. Pick one food and draw its whole journey from farm to table. 4 or 5 right: redo the Day 3 page on how goods travel. Then read two more kitchen labels and find each place on a map. 3 or fewer right: reteach Day 4. Play the snack trade game again and talk about why both people gain. If the missed items were about reasons people move, reread the Day 1 Dust Bowl text too. Go over each missed item together. Your child fixes it in a different color.

4. Notebook Entry · 10 min

   Your child finishes two frames. "Something that moved to my home from far away is ___. It probably traveled by ___." "One reason a family might move is ___." Sample: "My bananas came from Ecuador. They probably traveled by truck and ship."

5. Exit Ticket · 5 min

   After the check, read these three questions aloud. Praise full stories that name a place, a reason and a way to travel.

Homework: Your child shows a family member one product card on the map and tells its story. Look for: where it starts, how it travels and who buys it.

Objective: I can name and use the multiplication properties on the Week 13 check.

Standards: 3.OA.B.5

Materials: Stored Week 13 check and its answer key, 1 index card (the property card), 8 paper slips; write one on each: 3 × 8 = 8 × 3, 6 × 5 = 5 × 6, (2 × 5) × 7 = 2 × (5 × 7), (4 × 2) × 3 = 4 × (2 × 3), 8 × 6 = (5 × 6) + (3 × 6), 7 × 4 = (5 × 4) + (2 × 4), 6 × 1 = 6, 0 × 5 = 0, Grid paper, counters, cups and paper plates (for reteaching), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 12. Write ? ÷ 4 = 8 and 7 × ? = 35. Your child finds each unknown (32; 5). Then practice ×6 facts with no clock. Ask 6 × 6, 6 × 8 and 6 × 9 (36, 48, 54). Your child names the strategy used for one of them.

2. Mini-Lesson · 10–15 min

   Make a property card, then play Property Sort for 10 minutes. On the index card, your child writes four lines. Commutative: switch the order. Associative: change the grouping. Distributive: break apart, then add. Rules for 0 and 1: times 0 is 0; times 1 stays the same. Mix the 8 slips face down. Model one turn. Flip 8 × 6 = (5 × 6) + (3 × 6). Say: "The 8 is broken into 5 and 3. That is the distributive property." Check it: 30 + 18 = 48. Now your child takes every turn: flip, name the property, show the equation is true. To show it is true, your child finds the value of each side. Ask each turn: "What changed: the order, the grouping or the size of a factor?" A correct turn wins the slip. There is no clock. The slips are listed in pairs: commutative, associative, distributive, then the rules for 1 and 0.

3. Guided Practice · 10–15 min

   Do three check-style problems together. Your child works on paper and names the property aloud. 1) Solve 5 × 8 × 2 the easy way and name each property used. (Switch to 5 × 2 × 8: commutative. Group the pair: 10 × 8 = 80; associative) 2) Solve 7 × 6 by breaking 7 into 5 + 2. Name the property. (30 + 12 = 42; distributive) 3) Write 8 × 3 = 3 × ?. Your child finds the unknown and names the property. (8; commutative) If stuck, say: "Look at your property card. Which line matches?"

4. Independent Practice · 15–20 min

   Give the stored Week 13 check now. Find it with the Week 13 lessons. Put the slips away. Your child works alone for about 15 minutes. Do not teach or hint during the check. Then score it with the answer key. Choose a route by the result. 6 or more right: move on to Week 14. 4 or 5 right: find the kind of item missed. For switching the order, redo Day 1 Guided Practice. For three factors, redo Day 2 Guided Practice with cups. For break apart, redo Day 3 Guided Practice on grid paper. For 0 and 1, redo Day 4 Guided Practice with plates and counters. 3 or fewer right: reteach the Day 2 and Day 3 Mini-Lessons during the Week 14 catch-up days.

5. Exit Ticket · 5 min

   After the check, your child answers these three questions; then go over any missed check items together.

Fact fluency: ×6 facts

Homework: Your child explains one property to a family member with an example. Sample: 6 × 7 = (5 × 7) + (1 × 7), so 35 + 7 = 42. Then your child tells why it works.

Objective: I can show what I know about revising and editing.

Standards: W.3.5, L.3.1.F, L.3.2

Materials: Stored Week 13 check and its answer key, Pencil, Red pencil, Notebook

1. Warm-Up · 5 min

   Word study, about 3 minutes: a quick spelling check with no clock. Say each word, then say it in a short sentence: unlock, unhappy, reread, retell, dislike, disappear. Add the challenge word unexpected. Your child writes all seven in the notebook. Correct them together. Your child circles each prefix and rewrites any missed word. Spaced review from Week 12. Ask: "What is the climax of a story?" (The biggest, most exciting moment.)

2. Review · 10–15 min

   Review each skill with one sample. Your child answers in the notebook with a pencil. 1) Ask: "Is changing 'ran' to 'sprinted' revising or editing?" (Revising. It is a stronger word.) 2) Say: "Join with but: I wanted to skate. The ice was too thin." (I wanted to skate, but the ice was too thin.) 3) Write: "The women ___ (is / are) on the team." (Are.) 4) Write: "my dog rex was born on thanksgiving". (My dog Rex was born on Thanksgiving.) 5) Write the title "the last cookie in the jar". (The Last Cookie in the Jar) After each one, your child tells which rule they used.

3. Guided Practice · 10 min

   Teach the three-pass edit on a sample. Write "At the Park" in the notebook just like this: last friday my sisters was at the park. one mitten were missing. did they find it Say: "Good editors read three times. Each time they hunt for one kind of error." 1) Pass one, capitals. Your child marks them with the red pencil. (Last, Friday, One, Did.) 2) Pass two, verbs. Ask: "One or more than one?" (My sisters were. One mitten was.) 3) Pass three, end marks. (A question mark after "it".) 4) Your child reads the fixed sample aloud. (Last Friday my sisters were at the park. One mitten was missing. Did they find it?) If stuck, say: "Which pass are we on? Look only for that."

4. Weekly Check · 15 min

   This block is the stored Week 13 English Language Arts Check. It has 8 items. Your child works alone with a pencil. Then score it with the answer key. 7 or more right: move on to Week 14. For more practice, your child joins three pairs of sentences in an old draft. 5 or 6 right: redo the Day 3 practice page. Then play the Day 3 card match with five new subjects. 4 or fewer right: reteach Day 3 before Week 14. Line up toy animals, one and then many, and say the matching verb. Then edit two sentences together with a red pencil.

5. Exit Ticket · 5 min

   Go over the check together first. Then ask the three questions aloud and listen for a clear plan in the last answer.

Homework: With permission, edit a short note or list written by someone at home. Look for: capitals and end marks fixed neatly.

Objective: I can use evidence to argue whether living in a group helps an animal survive.

Standards: 3-LS2-1

Materials: Week 13 Science Check (7 items) and its answer key, 2 index cards, Science notebook from this week, Pencil

1. Day 65 — Week 13 Check: Animal Groups — Wonder Warm-Up · 5 min

   Spaced review from Week 12. Ask: "Which way do food chain arrows point?" (From the food to the eater.) Then a quick recap. Your child names the group word for wolves, bees, fish and elephants. (Pack, colony, school, herd.) Big question: "How do scientists convince others that groups help animals survive?"

2. Mini-Lesson · 10–15 min

   Say: "Scientists argue with three parts. A claim is what I think. Evidence is a fact I learned or saw. Reasoning tells how the evidence supports the claim." Model it. Say: "Claim: living in a herd helps a zebra survive. Evidence: a herd has many eyes watching for lions. Reasoning: one zebra sees the lion and the whole herd runs. So each zebra is safer." Write C, E and R down the side of a page. Reread each sentence. Your child says which letter fits. Ask: "'Penguins huddle in a tight crowd.' Claim or evidence?" (Evidence. It is a fact.) "'Groups help penguins survive.' Claim or evidence?" (Claim.) "What is still missing?" (Reasoning. The huddle keeps each penguin warmer.) If stuck, say: "Which sentence could you check by watching the animal?" Keep this part to 10 minutes today.

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

   Argument Scenarios. Write one scenario on each index card. 1) Card 1: "Twenty muskoxen and one muskox alone each meet a wolf pack." Your child writes a claim about which is safer. 2) They add evidence from this week's notebook. (The herd forms a circle with horns out. A herd has more lookouts.) 3) They add reasoning. (Wolves cannot easily reach the calves or get behind an adult.) 4) Card 2: "A honeybee leaves its colony and tries to live alone." Your child predicts what happens, with evidence and reasoning. (One bee cannot gather food, raise young and guard a hive. It would not live long.) 5) Check each argument together. Tick C, E and R. Your child adds any missing part in another color. Keep this to 15 minutes.

4. Science Notebook Entry · 10 min

   Your child copies their best argument into the notebook on three labeled lines: Claim, Evidence, Reasoning. Sample: "Claim: the herd is safer. Evidence: muskoxen form a circle with horns out. Reasoning: wolves cannot get behind them."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud and praise any answer with evidence. Then give the Week 13 Science Check: 7 items, about 10 minutes, worked alone. Score it with the answer key. 6 or more right: move on to Week 14. 4 or 5 right: redo the Day 4 page, then chart costs and benefits for a new animal. 3 or fewer right: reteach Day 1 with the Many Eyes test, then reread Day 3's mini-lesson.

Homework: Prepare three sentences to share at dinner: "Should a wolf leave its pack?" Look for a claim, one fact and reasoning.