Day 2 · Tuesday

Objective: I can solve money problems with budgets, savings and bank balances.

Standards: D2.Eco.1.3-5, D2.Eco.9.3-5, D2.Eco.10.3-5

Materials: 20 play $1 bills (or paper slips marked $1), 2 sheets of plain paper (a budget page and a register page), Ruler, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 30. Ask: "What do we call the small extra amount a bank pays savers?" (Interest.) Then ask the big question: "Where is money safer and able to grow: in a drawer or in a bank? Why?" (In a bank. It is kept safe, and the bank may add interest.)

2. Mini-Lesson · 10–15 min

   Say: "Today we practice budgets and bank registers with play money." Budget first. Count out $15. Say: "My income is $15. Needs come first: a lunch box for $6. Then I save $5. That leaves wants: a puzzle for $4." Count the bills into three piles. Say: "Check: 6 + 5 + 4 = 15. The plan fits my income." Now the bank. Say: "A bank or credit union keeps savings safe. It lends some of that money to people who need loans. Borrowers pay the bank extra, so the bank can pay savers interest." Say: "The interest rate tells how much the bank pays. With a higher rate, savings grow faster." With the ruler, draw a register with three columns: What happened | Amount | Balance. Say each step while moving bills. "Start with $10. Deposit $6. A deposit adds: 10 + 6 = 16." "Withdraw $4. A withdrawal subtracts: 16 − 4 = 12." "The bank adds $1 of interest: 12 + 1 = 13." Ask: "Which move made the balance smaller?" (The withdrawal.) Ask: "Who added the interest, and why?" (The bank. It pays savers for keeping money there.) Ask: "The balance is $8. You deposit $5. What is the new balance?" ($13.) If stuck, say: "Putting in? Add. Taking out? Subtract. Move the bills to match."

3. Activity / Source Work · 15–20 min

   Money practice stations. Station 1, budget. 1) Label one sheet of paper "Budget" and the other "Register." Write this price list on the budget page: notebook $3, pencil set $4, snack $2, game $7. 2) Your child has $15. The notebook and pencil set are needs. Your child must save at least $3. Your child writes a plan and checks it by adding. (Sample: needs $7, save $3, snack $2, and $3 more to save.) Ask: "Can you buy the game this week?" (No. Only $5 is left after needs and saving.) Station 2, register. 3) On the register page, your child records five rows: start $5, deposit $10, withdraw $3, deposit $4, interest $1. (Balances: 5, 15, 12, 16, 17.) Station 3, compare. 4) A book costs $7 at the library sale and $11 new. Ask: "Which costs less, and by how much?" (The sale book, by $4: 11 − 7 = 4.) 5) Check each station with the bills before moving on. Ask for evidence: "Point to the row where the balance went down." (The withdrawal row.) Budget plans vary. Look for a total of $15 or less.

4. Notebook Entry · 10 min

   Your child writes two money problems with answers. One is about a budget, and one is about a bank balance. Sample: "I had $9 in the bank. I deposited $6. What is my balance? $15."

5. Exit Ticket · 5 min

   Your child solves all three on paper. The play money may stay nearby. Praise saying "add" or "subtract" before writing.

Homework: A family member solves your child's two problems, then writes two new ones. Your child solves them. Look for add or subtract steps written out.

Objective: I can find an unknown side length from the area or the perimeter.

Standards: 3.MD.C.7.b, 3.MD.D.8, 3.OA.A.4

Materials: Grid paper, String tied in a loop 24 inches around, Ruler, 12 square tiles (or 1-inch paper squares), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 15 Day 2. Write 7 × n = 63. Your child finds the unknown (n = 9). Write n × 8 = 40 (n = 5). Then practice ÷6 and ÷9 facts with no clock. Ask 42 ÷ 6, 54 ÷ 6, 45 ÷ 9 and 72 ÷ 9 (7, 9, 5, 8). Say: "Today a letter stands for an unknown side."

2. Mini-Lesson · 10–15 min

   Say: "A side is unknown. First ask: was I given the inside or the distance around?" Start with area. Say: "A rectangle has an area of 48 square units. One side is 6 units." Sketch it and label the unknown side s. Write 6 × s = 48. Ask: "6 times what number is 48?" (8) Say: "So s = 8. The other side is 8 units." Check on grid paper: 6 rows of 8 squares make 48. Now perimeter. Say: "A rectangle has a perimeter of 24 inches. Its length is 7 inches." Write 7 + 7 = 14 for the two long sides. Write 24 − 14 = 10 for what is left. Share it between the two short sides: 10 ÷ 2 = 5. Say: "So the width is 5 inches." Check with the string loop. Bend it into a rectangle 7 inches long and measure a short side with the ruler. Now your child does more. Area 40 and one side 5. (5 × s = 40; s = 8) Perimeter 18 and length 6. (6 + 6 = 12; 18 − 12 = 6; 6 ÷ 2 = 3)

3. Guided Practice · 10–15 min

   Your child names the kind first, area or perimeter, then solves and checks. 1) Area 28 square units, one side 4. (4 × s = 28; s = 7) 2) Perimeter 26, length 8. (8 + 8 = 16; 26 − 16 = 10; 10 ÷ 2 = 5) 3) A square has a perimeter of 32. How long is each side? (32 ÷ 4 = 8) 4) A garden has 36 feet of fence around it. It is 10 feet long. How wide is it? (10 + 10 = 20; 36 − 20 = 16; 16 ÷ 2 = 8. The garden is 8 feet wide.) If stuck, say: "Is the number the inside or the distance around? Inside means a missing factor. Around means subtract, then share."

4. Independent Practice · 15–20 min

   Your child sketches each rectangle, labels the unknown side with a letter, and checks each answer. 1) Area 24, one side 3. (3 × s = 24; s = 8) 2) Area 42, one side 7. (7 × s = 42; s = 6) 3) Area 81, one side 9. (9 × s = 81; s = 9, so it is a square) 4) Perimeter 14, length 4. (4 + 4 = 8; 14 − 8 = 6; 6 ÷ 2 = 3) 5) Perimeter 34, length 10. (10 + 10 = 20; 34 − 20 = 14; 14 ÷ 2 = 7) 6) You draw a rectangle, label one side 7 and write "area 70" inside. Your child finds the other side. (7 × s = 70; s = 10) 7) A poster covers 60 square inches. It is 6 inches wide. How tall is it? (6 × s = 60; s = 10 inches) 8) A dog pen uses 28 feet of fence. It is 8 feet long. How wide is it? (8 + 8 = 16; 28 − 16 = 12; 12 ÷ 2 = 6 feet)

5. Exit Ticket · 5 min

   Read each question aloud; your child sketches each rectangle, solves it on paper and checks the answer.

Fact fluency: ÷6 and ÷9 facts

Homework: Your child solves two problems and checks each. 1) Area 32, one side 8. (8 × s = 32; s = 4) 2) Perimeter 18, length 5. (5 + 5 = 10; 18 − 10 = 8; 8 ÷ 2 = 4)

Objective: I can write a strong body paragraph with linking words and correct subject-verb agreement (catch-up day).

Standards: W.3.2.B, W.3.2.C, L.3.1.A, L.3.1.F, L.3.1.G

Materials: Writer's notebook, Otter note cards from Day 1, Published report, Colored pencil, Pencil

1. Warm-Up · 5 min

   Word study (about 3 minutes). Write thought, brought, taught, friend and does. Your child copies each word and circles the tricky part: ough, ough, augh, ie and oe. Ask: "Which letters spell /aw/ in taught?" (augh) Cover the words. Your child writes all five from memory and checks them. Spaced review from Week 28. Ask: "Which two words make the contraction we've?" (we have)

2. Mini-Lesson · 10–15 min

   Say: "A strong body paragraph has a topic sentence, three or four facts and a closing sentence. Linking words connect the facts." Read aloud this model, "Built for Cold Water": Sea otters are built to hold in heat. For example, their fur is the densest of any animal, with up to a million hairs in one square inch. In addition, they fluff their fur with air, which works like a blanket. As a result, cold water never touches their skin. Otters are ready for the chilly sea. Your child points to the topic sentence and the closing sentence. Then your child finds three linking words. (For example, In addition, As a result.) Next, check agreement. Your child underlines a subject once and its verb twice in colored pencil. Say: "One subject takes a verb with -s: water touches. More than one takes no -s: they fluff." Then teach comparing words. Write dense, denser, densest. Say: "Use -er to compare two things. Use -est to compare three or more. Long words and -ly words use more and most." Write: "The pup swims more slowly than its mother."

3. Guided Practice · 10–15 min

   1) Write a paragraph together called "How Otters Get Energy." Use the food facts from the Day 1 passage and note cards. Your child says the topic sentence. Take turns adding a fact with a linking word. Sample: Sea otters need a lot of food to stay warm. For example, an otter eats about a quarter of its body weight each day. It dives for crabs, clams and sea urchins. As a result, an otter spends much of its day hunting. Food is an otter's fuel. 2) Your child underlines each subject once and each verb twice. Ask: "Do they agree?" (Yes: an otter eats, it dives, an otter spends, food is.) 3) Ask for the right form. "An otter's fur is ___ than a dog's." (thicker) "The otter has the ___ fur of all." (thickest) Use carefully: "The pup dives ___ than its mother." (more carefully) 4) Write: "The hungry otter eats quickly, and it rests." Your child names each word's job. (Otter is a noun that names the animal. The word "it" is a pronoun that stands for otter. Eats and rests are verbs that show action. Hungry is an adjective that describes the otter. Quickly is an adverb that tells how.) If stuck, say: "Ask who or what does the action. Is it one or more than one? Now say the verb with it."

4. Independent Practice · 15–20 min

   Your child picks the weakest body paragraph in the published report and rewrites it in the notebook. Write five to seven sentences. Use this checklist. 1) A clear topic sentence. 2) At least three linking words that fit the meaning. 3) A closing sentence. 4) Every subject and verb agree. Your child underlines them to check. Then read the old and new paragraphs side by side. Your child names what improved.

5. Exit Ticket · 5 min

   Ask the three questions. Your child keeps the new paragraph in view.

Homework: Read your rewritten paragraph to a family member. Ask them to clap once for each linking word they hear. Then read your own book for 15 minutes.

Objective: I can explain the difference between variation that is inherited and changes caused by the environment, and how variation can help survival.

Standards: 3-LS3-2, 3-LS4-2

Materials: Bean cups and Bean Log from Week 31, Ruler marked in centimeters, 2 sheets of newspaper or other printed pages with small type, 5 sheets of plain white paper, Scissors, pencil and a penny to trace, Science notebook

1. Flex Day 2 — Catch-Up: Environment and Variation — Wonder Warm-Up · 5 min

   Bean check: measure the tallest sprout in each cup with the ruler. Your child subtracts to find the difference and records it. Ask: "Is this difference from inheritance or the environment?" (The environment. Both cups hold the same kind of bean.) Spaced review from Week 14. Ask: "What is camouflage?" (Colors or shapes that help a living thing blend in.) Then the wonder. Ask: "Why would a moth's color matter to a hungry bird?"

2. Mini-Lesson · 10–15 min

   Say: "Some differences are inherited, like the different fur colors of guinea pig pups in one litter. Some are caused by the environment, like pale sprouts in the dark." Name three differences. Your child says "inherited" or "environment" for each. Two sister cows, one black and one brown. (Inherited.) Two bean plants, one green in light and one pale under a box. (Environment.) Two dogs from one litter, one thin and one heavy from table scraps. (Environment.) Say: "When individuals differ, some have traits that help in their environment. They are more likely to survive and have offspring." Say: "Light moths and dark moths rest on dark tree bark. Birds spot the light ones more easily." Say: "No moth chooses or changes its color. It hatched that way." Ask: "Which moths are more likely to live long enough to lay eggs?" (The dark ones.) Ask: "What if the bark were pale?" (Then the light moths would have the advantage.) If stuck, say: "Pretend you are the bird. Which moth do you see first?"

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

   Camouflage Hunt. Safety: pick up every paper piece afterward so no pet swallows one. 1) Trace the penny and cut 10 circles from newspaper and 10 from white paper. These are moths with two color variations. 2) Open the second newspaper sheet on the floor. Your child looks away while you scatter all 20 moths on it. 3) Your child is the bird. Count slowly to 10. They pick up moths one at a time with one hand, taking the first moth they see. 4) Count the catch by color and record it. 5) Lay 4 white sheets edge to edge. Repeat the hunt on this white background. Change only the background. Keep the number of moths, the count to 10 and the picker the same. Table: Background | Newspaper moths caught | White moths caught. Expect fewer catches of the moths that match the background. Real results vary. Look for the pattern. Ask: "Which moths survived better on each background? What is your evidence?" (The color with the smaller catch.)

4. Science Notebook Entry · 10 min

   Your child copies the table into the notebook. Then they finish two frames. "On newspaper, the ___ moths had an advantage because ___." "The moths did not change color. The ___ decided which ones were caught." Sample: "On newspaper, the newspaper moths had an advantage because they were hard to see. The background decided which ones were caught."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud; your child answers aloud or in writing. Praise answers that use the hunt numbers as evidence.

Homework: Teach the camouflage hunt to a family member and play one round. Look for: your child explains which moths had the advantage and why.