Day 2 · Tuesday

Objective: I can describe what life is like in an urban community, including pros and cons.

Standards: D2.Geo.4.3-5, D2.Geo.8.3-5

Materials: A map of the United States (in an atlas, a book or on a placemat), The 2 city pictures from Day 1, 1 sheet of plain paper, Markers, Notebook, Pencil

1. Day 7 — Urban Communities — Big Question Warm-Up · 5 min

   Spaced review from Week 1. Ask: "Which community need does a bus meet?" (Getting around.) Then ask the big question: "Why do millions of people choose to live in cities?"

2. Mini-Lesson · 10–15 min

   Say: "Urban communities have tall buildings, apartments, buses and subways, museums and many kinds of jobs." Say: "People from many places live in cities. They bring their foods, languages and holidays." Open the map. Say: "Many cities began beside water. Ships and boats carried goods for trade." Find New York City. Your child traces a finger from the city out to the Atlantic Ocean. Say: "New York City grew around a harbor." Ask: "What could ships bring to a city?" (Food, goods and people.) Ask: "Name two urban features." (Any two, such as apartments and subways.) Ask: "Are cities only buildings?" (No. Cities have parks too.) If stuck, say: "Look at the city pictures from Day 1. What do you see a lot of?"

3. Activity / Source Work · 15–20 min

   1) On the map, your child finds Chicago and New Orleans and names the water beside each. (Lake Michigan; the Mississippi River.) 2) Read this text aloud. "City Morning. Before sunrise, a ship unloads boxes at the harbor. Trucks carry the boxes to stores across the city. Trains under the street bring thousands of workers downtown. Some work in tall office towers. Others cook, teach, build or care for the sick. At noon, people fill a small park between the buildings. The sidewalks are crowded and loud. An apartment here costs more than a house in many small towns." 3) Ask: "Find two ways people or goods move." (Ship, trucks or trains.) "Find one good thing about city life." (Many jobs, or a park.) "Find one hard thing." (Crowded, loud or costly.) 4) On the plain paper, your child draws a city street in marker with five labels. Include a building, a way to get around and a place to gather.

4. Notebook Entry · 10 min

   In the notebook, draw two columns: Pros | Cons. Your child writes two of each in full sentences. Then your child finishes: "Many cities grew beside water because ____." Sample: "Ships could bring goods to trade."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise answers that use a detail from the text or the map.

Homework: Ask a family member: "Would you like to live in a big city? Why or why not?" Look for: a written answer with one city feature.

Objective: I can add 3-digit numbers in columns when no regrouping is needed.

Standards: 3.NBT.A.2

Materials: Grid paper (one digit per square), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 1. Your child rounds 452 to the nearest 100 (500) and compares 318 _ 381 (<). Then add hundreds aloud: 300 + 400 (700), 200 + 600 (800), 500 + 400 (900).

2. Mini-Lesson · 10–15 min

   Say: "Today we add by stacking the numbers. Each place gets its own column." On grid paper, write 234 above 152. Write H, T and O over the columns. Draw both numbers with squares, sticks and dots. Say: "First we estimate. 234 is about 200. 152 is about 200." Write 200 + 200 = 400. Say: "An estimate tells us about how big the sum should be." Say: "We start with the ones. Tomorrow you will see why." Ask: "What is 4 + 2?" (6) Count the dots to check. Write 6 under the ones. Ask: "What is 3 tens and 5 tens?" (8 tens) Write 8 under the tens. Ask: "What is 2 hundreds and 1 hundred?" (3 hundreds) Write 3 under the hundreds. Say: "234 + 152 = 386." Ask: "Is 386 close to our estimate of 400?" (Yes.) Now your child does more. Write 425 + 343. Your child estimates, then adds the ones, tens and hundreds. (400 + 300 = 700; 425 + 343 = 768)

3. Guided Practice · 10–15 min

   Your child writes each problem on grid paper, estimates, then adds. 1) 312 + 256 (estimate 300 + 300 = 600; sum 568). 2) 524 + 173 (estimate 500 + 200 = 700; sum 697). 3) 405 + 392 (estimate 400 + 400 = 800; sum 797). Ask: "What is 0 tens and 9 tens?" (9 tens) 4) Write 54 + 623 in a line. Ask: "How do we stack these?" (The 5 goes in the tens column and the 4 in the ones column; 54 + 623 = 677.) If stuck, say: "Point to the ones column. Add only those two digits. Now slide over to the tens."

4. Independent Practice · 15–20 min

   Your child estimates first, then solves in columns on grid paper. 1) 631 + 248 (879). 2) 511 + 287 (798). 3) 143 + 432 (575). 4) 720 + 164 (884). 5) 306 + 81 (387). 6) You draw 2 squares, 1 stick and 4 dots, then 3 squares, 6 sticks and 5 dots. Your child writes and solves the problem (214 + 365 = 579). 7) A farm has 235 hens and 142 ducks. How many birds in all? (235 + 142 = 377) 8) Lena has 416 stamps. Her brother has 251 stamps. How many stamps do they have together? (416 + 251 = 667) Your child checks each sum against its estimate.

5. Exit Ticket · 5 min

   Your child answers on grid paper with the drawings put away.

Fact fluency: Adding hundreds mentally

Homework: Solve 4 problems in columns: 213 + 451 (664), 132 + 605 (737), 340 + 226 (566), 702 + 195 (897). Estimate each one first.

Objective: I can figure out a character's trait from what the character says and does.

Standards: RL.3.3, RL.3.1, L.3.1.A

Materials: Reader's notebook, Pencil, Your child's own book

1. Warm-Up · 5 min

   Word study: mark the team. Write paint, stay, sleep, dream, coat, grow. Your child underlines the vowel team in each word and says its sound. (ai, ay, ee, ea, oa, ow) Ask: "Which two teams say long e?" (ee and ea) Spaced review from Week 1. Ask: "What do sequence words show? Name two." (The order of events. Samples: first, next.)

2. Mini-Lesson · 10–15 min

   Say: "Authors rarely write that Owen is calm. They show it. The reader uses clues to figure it out. That is called inferring." Try one from life. Ask: "A friend gives you the last cookie. What trait does that show?" (Generous.) Say: "You inferred it from an action." Read "The Cracked Volcano" aloud. An hour before the science fair, Owen's volcano model fell off the table. The clay cracked into four pieces. His friend Lila gasped, but Owen just grabbed the glue. "It can be a volcano that already erupted," he said. He painted orange lava running down every crack. At the fair, a judge stopped to ask him how real volcanoes break apart. Owen grinned and explained. Draw a chart with two columns. Label them What the character did or said, and What this shows. Think aloud. Say: "The model broke, and Owen just grabbed the glue. He did not cry or yell. That action shows he is calm." Write the clue in column 1 and calm in column 2. Say: "My stem is: Owen is calm because the text says he just grabbed the glue."

3. Guided Practice · 10–15 min

   1) Ask: "Find something Owen said. What does it show?" (He said the model could be a volcano that already erupted. He is creative or clever.) Your child copies the clue into row 2. 2) Ask: "Can you say it with the stem?" (Owen is creative because the text says, "It can be a volcano that already erupted.") 3) Grammar link. Say: "Clue words are often verbs, like grabbed and painted. An adverb tells how a verb happens." Write: Owen calmly grabbed the glue. Ask: "Which word is the adverb? Which verb does it describe?" (calmly; grabbed) 4) Your child adds an adverb to this sentence: He painted orange lava. (Sample: He neatly painted orange lava.) If stuck, say: "Find a sentence where Owen does something. What kind of person acts that way?"

4. Independent Practice · 15–20 min

   Your child reads their own book for 15 minutes, then adds three rows to the chart for one character. 1) Each row has an exact action or the character's exact words. 2) At least one row uses something the character said. 3) Each row ends with a trait word. 4) Under the chart, your child writes one stem sentence: ___ is ___ because the text says ___. Sample row: She shared her lunch with the new girl. This shows she is kind. Look for: a clue and trait that match; a clue from the page, not a guess.

5. Exit Ticket · 5 min

   Ask the three questions aloud. Your child may look back at "The Cracked Volcano" and should answer question 2 with the stem.

Homework: Read a picture book or a chapter for 15 to 20 minutes. Write one trait for a character and the action or words that show it.

Objective: I can explain what unbalanced forces do to an object's motion.

Standards: 3-PS2-1

Materials: Toy car, 2 pieces of string, about 2 feet each, Masking tape, Ruler, Sheet of paper and scissors (for arrows), Science notebook, Pencil

1. Day 7 — Unbalanced Forces — Wonder Warm-Up · 5 min

   Spaced review from Week 1. Ask: "Which sends a ball farther, a gentle push or a strong push?" (a strong push, usually) Wonder question: "Yesterday equal pulls kept the car still. What happens when one pull wins?"

2. Mini-Lesson · 10–15 min

   Cut two paper arrows first, one long and one short. Say: "Forces are unbalanced when they do not cancel. One force is stronger. Then the motion changes." Lay the arrows beside the car. The long arrow points right. The short arrow points left. Say: "A longer arrow means a stronger force." Ask: "Which force is stronger?" (the one pointing right) "Which way will the car go?" (to the right) Say: "A still object starts to move the way the stronger force points." Give a tug-of-war example. "Aisha pulls a rope harder than Mateo. The rope moves toward Aisha." Then push the car from behind with no other push. Say: "One force with nothing to cancel it is unbalanced too." Check: "The long arrow points left and the short arrow points right. Which way?" (left) "Two equal arrows point opposite ways. What happens?" (No change. The forces are balanced.) If stuck, say: "Find the longer arrow. Slide your finger the way it points."

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

   Tape a string to each end of the car. 1) Your child pushes the still car from behind. It starts moving. 2) You each hold a string and pull equally. Mark the car's spot with tape. 3) Your child pulls harder for a count of two. Measure with the ruler how far the car moved. Note which way. 4) Reset the car. You pull harder for a count of two. Measure again. 5) Your child rolls the car, then pushes it from the side with one finger. Keep the same car and table. Change only which force is stronger. Record in a chart with columns Step, Stronger Force, What the Car Did, and Inches Moved. Expect the car to go the way the stronger force points. The distances will differ. Real results vary. Look for the pattern.

4. Science Notebook Entry · 10 min

   Your child draws a tug-of-war with a long arrow on one side and a short arrow on the other. They label the stronger side. Frame: "The rope moves toward ___ because ___." Sample: "The rope moves toward the left team because its pull is stronger. The forces are unbalanced."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions. Your child may draw arrows for the second one. Praise answers that tell which force is stronger and which way the object goes.

Homework: Your child finds 2 examples of unbalanced forces at home and draws arrows for each. Look for a longer arrow on the stronger force.