Day 2 · Tuesday

Objective: I can use a map key to find out what the symbols on a map mean.

Standards: D2.Geo.1.3-5, D2.Geo.2.3-5

Materials: 2 sheets of plain paper, Colored pencils, including blue and green, Notebook, Pencil

1. Day 12 — Map Symbols and Keys — Big Question Warm-Up · 5 min

   Spaced review from Week 2. Ask: "What do we call the daily trip to work and back?" (A commute.) Then ask the big question: "Why do many maps have a small box of pictures in the corner?"

2. Mini-Lesson · 10–15 min

   Say: "Maps use symbols. A symbol is a small picture or color that stands for a real thing." Say: "The map key, or legend, tells what each symbol means." In the notebook, draw a star, a blue wavy line and a small book. Beside them draw a key box: star = capital city, blue line = river, book = library. Say: "Here is the rule. Read the key first, then read the map." Ask: "What tells you what the star means?" (The key.) Ask: "On this key, what does the book mean?" (A library.) Say: "Blue often shows water and green often shows parks or forests. But symbols can change from map to map." Ask: "Could a star mean something else on another map?" (Yes. Check that map's key.) If stuck, say: "Put your finger on the key. Now find the same picture on the map."

3. Activity / Source Work · 15–20 min

   1) Draw the Fern Park map on plain paper while your child watches. Draw a box for the park. Draw a blue lake in the middle. Draw 3 small squares above the lake. Draw 2 picnic tables left of the lake. Write a P in the bottom left corner. Draw a dashed line from the P to the lake. Draw 5 green trees on the right side. 2) In the top left corner draw the key box. Square = cabin, table = picnic area and P = parking. Dashed line = trail, tree = forest and blue = water. 3) Your child reads the key aloud first. 4) Ask: "How many cabins are there?" (3) "How many picnic areas?" (2) "What does the dashed line mean?" (A trail.) "What is on the right side of the park?" (Forest.) "Where does the trail start and end?" (From parking to the lake.) 5) After each answer ask: "Show me in the key how you know." Save this map for Days 3 and 5.

4. Notebook Entry · 10 min

   On the second sheet, your child draws a pencil map of a bedroom. The key needs four symbols: bed, door, window and shelf. Look for: every symbol in the key is on the map, and every symbol on the map is in the key.

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise your child for checking the key before answering.

Homework: Find a map at home, such as a game board, a store flyer map or a bus map. Look for: your child names three symbols and their meanings. If you find no map, add two symbols to the bedroom map.

Practice page · Week 3, Day 2

Social Studies

I can use a map key to find places on a map.

Show answers

Map of Cedar Lake Park

Map key: a tent means campsite. A fork and spoon means snack stand. A boat means boat dock. A blue patch means water. A green triangle means trees. The park has 3 tents, 1 snack stand and 2 boat docks. Both docks sit on the edge of the blue lake.

Use the key to answer each question.

1. 1.

   What does the boat symbol mean?
2. 2.

   How many campsites are in the park?
3. 3.

   What does the blue patch show?
4. 4.

   Where are the boat docks?
5. 5.

   What should you read first?

   ○ the key○ the title only○ nothing

Draw a map of your kitchen with a key of 4 symbols.

1. 6.

   My kitchen map and key

Challenge: What is another name for a map key?

Materials: a ruler

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

Standards: 3.NBT.A.2

Materials: Grid paper, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 2. Your child solves 425 + 343 in columns (768). Then subtract hundreds aloud. Ask: 700 − 300 (400), 850 − 200 (650), 936 − 500 (436), 610 − 400 (210).

2. Mini-Lesson · 10–15 min

   Say: "Today we subtract in columns. The top number is what we start with." On grid paper, write 798 with 425 under it, one digit in each square. Beside it, draw 798 as 7 squares, 9 sticks and 8 dots. Say: "Squares are hundreds. Sticks are tens. Dots are ones." Say: "Start with the ones." Cross out 5 dots. Ask: "How many ones are left?" (3) Write 3 in the ones column. Cross out 2 sticks. Ask: "How many tens are left?" (7) Write 7 in the tens column. Cross out 4 squares. Ask: "How many hundreds are left?" (3) Write 3. Say: "The difference is 373." Say: "We can check subtraction by adding." Write 373 + 425 = 798. Ask: "Did we get back to the start?" (Yes.) Now your child does more. Your child stacks 586 − 243, draws it, and crosses out each place (343). Then your child checks: 343 + 243 = 586.

3. Guided Practice · 10–15 min

   Your child stacks each problem on grid paper and says each step aloud. 1) 467 − 125 (342). Check together: 342 + 125 = 467. 2) 859 − 316 (543). 3) 675 − 40 (635). Ask: "Where do the 4 and the 0 go?" (The 4 goes under the 7. The 0 goes under the 5.) 4) 398 − 205 (193). Ask: "What is 9 tens take away 0 tens?" (9 tens) If stuck, say: "Read it as start with, take away. Cover every column except the ones. Now subtract."

4. Independent Practice · 15–20 min

   Your child solves in columns and checks each by adding. 1) 567 − 234 (333). 2) 689 − 357 (332). 3) 879 − 425 (454). 4) 768 − 312 (456). 5) 945 − 623 (322). 6) Draw squares, sticks and dots for 356 − 142, then cross out (214). 7) A farm has 487 hens. The farmer sells 135. How many hens are left? (352) 8) Ana's puzzle has 750 pieces. She has placed 420. How many pieces are left to place? (330)

5. Exit Ticket · 5 min

   Your child answers on grid paper with no drawings, then checks question 2 by adding.

Fact fluency: Subtracting hundreds mentally

Homework: Solve 4 problems in columns and check each by adding. 857 − 432 (425), 694 − 271 (423), 978 − 506 (472), 739 − 118 (621).

Objective: I can answer a question using exact words from the text as evidence.

Standards: RL.3.1

Materials: Reader's notebook, Pencil

1. Warm-Up · 5 min

   Word study: mark the r team. Write shark, card, storm, short, hurt, bird. Your child underlines the vowel and r together in each word, then reads it. (ar, ar, or, or, ur, ir) Ask: "Hurt and bird use different letters. Do they share a vowel sound?" (Yes. The letters ur and ir sound the same.) Spaced review from Week 2. Ask: "What does an adverb do?" (It tells how an action happens.)

2. Mini-Lesson · 10–15 min

   Ask: "How could you prove you ate breakfast?" (Show the empty bowl.) Say: "That is evidence. When we answer a question about a text, we point to the exact words that prove it. Those words are text evidence." Write the stem: I know because the text says, "___." Model with a sentence from yesterday's story. Write: The paper was yellow and soft, as if it were very old. Say: "My question is how we know the note was old. Step 1, I look back. Step 2, I put my finger on the proof. Step 3, I answer with the stem." Write: The note was old. I know because the text says, "The paper was yellow and soft." Say: "Now the mystery goes on." Read Part 2 aloud. Marcus and Ana carried the key to the library. Mrs. Bell, the librarian, turned it over in her hand. "This cabinet has been locked for thirty years," she said. She led them to a small wooden cabinet behind her desk. The key fit the tiny brass lock. Inside lay a class photo and a notebook. On the first page, someone had written, "We were the first readers here. Finder, add your name." Ana picked up a pen and signed below twelve faded names.

3. Guided Practice · 10–15 min

   Your child puts a finger on the proof before answering. 1) Ask: "Where did the children take the key?" (To the library. The text says, "Marcus and Ana carried the key to the library.") 2) Ask: "Who is Mrs. Bell?" (The librarian. The text says, "Mrs. Bell, the librarian.") 3) Ask: "How long had the cabinet been locked?" (Thirty years. The text says, "This cabinet has been locked for thirty years.") 4) Ask: "Do the words you chose really prove each answer?" Your child rereads each copied sentence to check. If stuck, say: "Do not answer from memory. Look back, and touch the sentence that tells you."

4. Independent Practice · 15–20 min

   Your child answers in the notebook, using the stem and copying the proof exactly. 1) Where was the cabinet? 2) What was inside the cabinet? 3) How do you know other children signed long ago? Good answers: 1) Behind Mrs. Bell's desk. I know because the text says, "a small wooden cabinet behind her desk." 2) A class photo and a notebook. I know because the text says, "Inside lay a class photo and a notebook." 3) The names were faded. I know because the text says, "twelve faded names." Look for: the stem; quotation marks around copied words; a quote that truly proves the answer.

5. Exit Ticket · 5 min

   Ask the three questions aloud. Your child may look back at Part 2 and gives the evidence for questions 2 and 3.

Homework: Read for 15 to 20 minutes. Answer one question about your book with the stem: I know because the text says, "___."

Objective: I can measure friction by how far a rubber band stretches when I pull an object.

Standards: 3-PS2-1

Materials: Small hardcover book, A second book (to add weight if needed, and for the extension), Thin rubber band, String, about 3 feet, Ruler marked in inches, 4 surfaces: table, bath towel, aluminum foil, and sandpaper or a doormat, Masking tape, Strip of paper (for the support option), Science notebook, Pencil

1. Day 12 — Measuring Friction with a Pull-Meter — Wonder Warm-Up · 5 min

   Spaced review from Week 1. Ask: "You pulled a toy with a rubber band. When did the band stretch more?" (when the pull was stronger) Wonder question: "People slip on ice but not on a rug. Why? Could we measure friction with a number?"

2. Mini-Lesson · 10–15 min

   Say: "Ice is very smooth, and it has a very thin watery layer on top. So ice makes very little friction. A rug is rough, so it makes more." Now build the pull-meter. Tie the string around the book like ribbon on a gift. Loop the rubber band onto the string. Say: "This is a pull-meter. A longer band means a stronger pull." Pull the band slowly until the book slides across the table. Ask: "What happened to the band?" (It stretched.) Say: "Friction holds the book back. More friction needs a stronger pull to keep the book sliding." Point out the start. Say: "Starting takes a bigger pull. We read the ruler only while the book slides." Check: "The band is longer on surface A than on surface B. Which has more friction?" (surface A) "When do we read the ruler?" (while the book slides slowly and steadily) If stuck, say: "Longer band, stronger pull, more friction."

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

   Safety: stretch the band gently and keep it away from faces. Measure in inches, to the nearest half inch. A mark halfway between two numbers is a half inch. 1) Tape the foil and the towel flat on the table. 2) Your child predicts the order from least to most friction. 3) Your child pulls the band so the book slides at a slow, steady speed. 4) You hold the ruler beside the band and read its length to the nearest half inch. 5) Run 2 trials on each surface. Change only the surface. Keep the same book, band and speed. Record in a chart with columns Surface, Trial 1 and Trial 2, in inches. Expect the longest band on the sandpaper or doormat. If two surfaces read the same, add the second book for every surface and retest. Results depend on your materials. Real results vary. Look for the pattern.

4. Science Notebook Entry · 10 min

   Your child ranks the four surfaces from least to most friction below the chart. Frame: "The band was ___ inches on the ___ and ___ inches on the ___. So the ___ had more friction." Sample: "The band was 3 inches on the table and 5 inches on the doormat. So the doormat had more friction."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions. Praise your child for reading the band only while the book was sliding.

Homework: Your child runs the pull test on 2 surfaces at home and reports which needed the stronger pull. Look for "the longer band means more friction."