Day 3 · Wednesday

Objective: I can describe what life is like in a suburban community and compare it to a city.

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

Materials: The 2 suburb pictures from Day 1, 1 sheet of plain paper, Markers, Notebook, Pencil

1. Day 8 — Suburban Communities — Big Question Warm-Up · 5 min

   Spaced review from Week 1. Ask: "Name two community helpers and the need each one meets." (Any two correct pairs, such as nurse and health.) Then ask the big question: "Why do some families live near a city but not in it?"

2. Mini-Lesson · 10–15 min

   Say: "A suburb is a community near a city." Draw a big dot in the notebook for the city. Draw a ring of small dots around it. Say: "These are suburbs." Draw lines from the small dots to the big dot. Say: "Roads and trains link suburbs to the city. Suburbs grew when trains and cars let people live farther from work." Say: "Suburbs have houses with yards, quiet streets, schools, parks and shopping centers." Say: "A commute is the trip to work and back. Some people commute to the city. Many others work in the suburb." Ask: "Where do you find a suburb?" (Near a city.) Ask: "What is a commute?" (The trip to work and back.) Ask: "Does everyone in a suburb work in the city?" (No. Many work at schools, stores and offices nearby.) If stuck, say: "Point to the ring of dots. What is in the middle?"

3. Activity / Source Work · 15–20 min

   1) In the notebook, draw two big circles that overlap. Label them URBAN and SUBURBAN. Label the middle BOTH. 2) Read these words one at a time: subway, skyscraper, crowded sidewalks, backyard, driveway, quiet street, schools, stores, parks, jobs. 3) Your child writes each word in a part and says why. Expect subway, skyscraper and crowded sidewalks under URBAN. Expect backyard, driveway and quiet street under SUBURBAN. Expect schools, stores, parks and jobs under BOTH. 4) Your child adds one new word to each part. 5) On the plain paper, your child draws a suburban street in marker with four labels. Real places mix. Some suburbs have apartments and buses. Sort by what is most common.

4. Notebook Entry · 10 min

   Your child finishes three frames. "One pro of a suburb is ____." "One con of a suburb is ____." "A suburb is different from a city because ____." Sample: "One pro is more space to play. One con is that you often need a car."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise answers that compare the two places instead of describing only one.

Homework: Tell a family member whether you live in a suburb. Look for: one feature that proves it, or the correct type with one clue.

Objective: I can add 3-digit numbers when I need to regroup ones into a ten.

Standards: 3.NBT.A.2

Materials: Grid paper (one digit per square), 30 counters (dried beans, coins or buttons), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 1. Your child writes 740 in word form and expanded form (seven hundred forty; 740 = 700 + 40). Then add 9 by making 10. Lay out 9 beans and 6 beans. Move 1 bean over to the 9 pile. Say: "Now we have 10 and 5." Ask: "So what is 9 + 6?" (15) Your child does 9 + 4 (13) and 9 + 7 (16) the same way.

2. Mini-Lesson · 10–15 min

   Say: "Sometimes the ones make 10 or more. Then we trade 10 ones for 1 ten." Write 256 above 137 on grid paper. Estimate first: 300 + 100 = 400. Draw both numbers with squares, sticks and dots. Ask: "What is 6 + 7?" (13) Say: "13 ones is too many for one place." Circle 10 dots and draw 1 new stick. Say: "I regroup. 13 ones is 1 ten and 3 ones." Write 3 under the ones. Write a small 1 above the tens column. Ask: "How many tens now?" (5 + 3 + 1 = 9) Write 9 under the tens. Ask: "How many hundreds?" (2 + 1 = 3) Write 3. Say: "256 + 137 = 393." Ask: "Is 393 close to 400?" (Yes.) Now your child does more. Write 348 + 226. Your child draws, trades and says each step. (8 + 6 = 14; write 4, regroup 1 ten. Then 4 + 2 + 1 = 7 and 3 + 2 = 5. So 348 + 226 = 574)

3. Guided Practice · 10–15 min

   Your child solves on grid paper and draws the trade for problem 1. 1) 357 + 219 (7 + 9 = 16; write 6, regroup 1 ten; 576). 2) 425 + 348 (5 + 8 = 13; 773). 3) 164 + 123 (4 + 3 = 7; 287). Ask: "Why was there no trade?" (7 ones is fewer than 10.) 4) 519 + 263 (9 + 3 = 12; 782). If stuck, say: "Add the ones. Is it 10 or more? Circle 10 dots and draw a new stick."

4. Independent Practice · 15–20 min

   Your child solves on grid paper and circles each small regrouped 1. 1) 268 + 114 (382). 2) 436 + 347 (783). 3) 507 + 288 (795). 4) 145 + 39 (184). 5) 612 + 243 (855). Ask: "Did you regroup?" (No. 2 + 3 = 5, which is fewer than 10.) 6) You draw 1 square, 2 sticks and 8 dots, then 2 squares, 4 sticks and 5 dots. Your child solves it (128 + 245 = 373). 7) A store sold 218 red apples and 146 green apples. How many apples in all? (218 + 146 = 364) 8) Omar walked 327 steps to the park and 458 steps home. How many steps in all? (327 + 458 = 785) Your child checks each sum with an estimate.

5. Exit Ticket · 5 min

   Your child answers on grid paper and shows the small regrouped 1.

Fact fluency: Adding 9 by making 10

Homework: Solve 4 problems: 146 + 238 (384), 409 + 386 (795), 527 + 145 (672), 318 + 274 (592). Circle the regrouped 1 each time.

Objective: I can describe how a character changes from the beginning to the end of a story.

Standards: RL.3.3, RF.3.4.B

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

1. Warm-Up · 5 min

   Word study: dictation. Say this sentence twice: "We stay on the beach and dream of a boat." Your child writes it. Check stay, beach, dream and boat together. Ask: "Why is it ay in stay, not ai?" (The long a sound comes at the end of the word.) Spaced review from Week 1. Ask: "What is the past tense of build?" (built)

2. Mini-Lesson · 10–15 min

   Say: "Characters can change during a story. We look at how a character feels or acts at the start and at the end. Then we ask what caused the change." Read "Priya's Recital" aloud. Priya hid behind the curtain on the night of the piano recital. Her hands were cold, and she whispered, "I can't." Her teacher, Mr. Okafor, knelt beside her. "Play it the way you play it for your cat at home," he said. Priya pictured her cat curled on the rug. She took a breath, walked out, sat down and played. When the clapping started, she grinned and asked, "Can I play again next year?" Think aloud. Say: "At the beginning, Priya hides, and her hands are cold. She whispers that she can't. She is scared." Say: "By the end, she grins and asks to play again. She is confident." Say: "Something in the middle caused that change." Write the change frame: At the beginning, ___. Then ___ happened. By the end, ___.

3. Guided Practice · 10–15 min

   1) Your child fills in the frame aloud. (At the beginning, Priya was scared to play. Then Mr. Okafor told her to play as she does for her cat. By the end, she was proud and confident.) 2) Ask: "Why did Priya change?" (Her teacher's advice helped her.) 3) Your child writes the before clue on one sticky note and the after clue on the other. (Before: she hid behind the curtain. After: she grinned and asked to play again.) 4) Ask: "Scared is a feeling. What trait does Priya show by walking out anyway?" (Brave.) If stuck, say: "How did she feel or act at the start? How about the end? Are the two words different?"

4. Independent Practice · 15–20 min

   1) Your child reads their own book for 10 minutes. 2) Your child writes the change frame for one character, with the event that caused the change. A character from a finished book works too. 3) Your child reads "Priya's Recital" aloud twice. The second time, use a small, scared voice for "I can't" and an excited voice for the last line. Sample frame: At the beginning, Tam was lonely. Then Rui asked her to join the book club. By the end, she felt at home. Look for: a before and after that differ; a real event in the middle; a voice that changes with Priya's feelings.

5. Exit Ticket · 5 min

   Ask the three questions aloud. For question 3, your child reads the change frame from the notebook first.

Homework: Read for 15 to 20 minutes. Then tell a family member about a time you changed from nervous to brave. Use the change frame.

Objective: I can predict and test when forces on an object are balanced or unbalanced.

Standards: 3-PS2-1

Materials: Toy car, Table, 2 paper cups, String: 2 pieces about 3 feet long and 2 short pieces for cup handles, About 30 pennies, Tape, Science notebook, Pencil

1. Day 8 — Tabletop Tug-of-War — Wonder Warm-Up · 5 min

   Spaced review from Week 1. Drop a penny and ask: "What pulled the penny down?" (gravity) Wonder question: "When does a tug-of-war rope stay still? Could pennies play tug-of-war for us?"

2. Mini-Lesson · 10–15 min

   Set up first. Tape a short string across the top of each cup as a handle. Tape a long string to each end of the car. Say: "Today pennies do the pulling. Each cup will hang off one edge of the table. Gravity pulls the cup down. The string turns that into a sideways pull on the car." Tie one cup to one string and hang it over the edge. Your child holds the car still. Put 5 pennies in the cup, then 10. Ask: "When did the cup pull harder on your hand?" (with 10 pennies) Say: "More pennies means a stronger pull." Check: "Both cups hold the same number of pennies. Balanced or unbalanced?" (balanced) "The left cup holds more pennies. Which way should the car go?" (left) If stuck, say: "Count the pennies on each side. Which side pulls harder?"

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

   Safety: keep feet clear of the cups, and keep pennies away from small children. 1) Set the car in the middle of the table. Run the strings over opposite edges. Tie a cup to each. 2) Round 1: put 8 pennies in each cup. Your child predicts, then lets go of the car. 3) Round 2: add pennies to one cup, one at a time, until the car rolls. Catch the car at the edge. Count the extra pennies. 4) Round 3: go back to 8 and 8. Lift one cup until its string goes slack, and catch the car again. Change only the pennies. Keep the same car, strings and table. Record in a chart with columns Round, Pennies Left, Pennies Right, Prediction, What Happened, and Balanced or Unbalanced. Expect no motion in Round 1. In Round 3, expect the car to roll toward the hanging cup. Round 2 may need several extra pennies. Say: "Rubbing at the table edges and in the wheels holds the car back." Real results vary. Look for the pattern.

4. Science Notebook Entry · 10 min

   Your child finishes the chart, then writes two sentences. Frames: "With equal pennies the car ___ because ___. With more pennies on one side the car ___ because ___." Sample: "With equal pennies the car stayed still because the pulls were balanced. With more pennies on one side the car rolled that way because that pull was stronger."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions. Your child may point to chart rows as proof. Praise answers that use the penny counts as evidence.

Homework: Your child explains balanced and unbalanced forces to a family member using today's penny results. Look for "equal pennies, no motion" and "more pennies, the car rolls that way."