Day 1 · Monday

Objective: I can review the year's economics and money ideas and explain each key term.

Standards: D2.Eco.1.3-5, D2.Eco.3.3-5, D2.Eco.4.3-5, D2.Eco.9.3-5

Materials: 16 index cards (or paper slips), Sorting mat (1 sheet of paper folded into 4 boxes labeled Goods, Services, Producers, Money Words), Play money or coins (at least 14 ones), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 24. Ask: "What is the difference between a need and a want?" (A need is something people must have to live and be safe. A want is nice to have.) Then ask the big question: "Which money idea from this year will you use most as a grown-up?"

2. Mini-Lesson · 10–15 min

   Say: "Today we review a year of economics. I will name the week where each idea was first taught." Read each line aloud. Your child answers. "Week 24, opportunity cost. You pick swimming over a bike ride. What do you give up?" (The bike ride. It is the opportunity cost.) "Week 25, producers and consumers. You buy bread. Who is the consumer?" (I am. The baker is a producer.) "Week 25, interest. What is it?" (A little extra money a bank pays to savers.) "Week 26, scarcity. Why can a town not buy everything it wants?" (Its money is limited, so it must choose.) "Week 26, supply and demand. A farm stand has heaps of corn and few buyers. What often happens to the price?" (It often goes down.) "Week 28, interdependence. Name two workers you depend on for breakfast." (Sample: a farmer and a truck driver.) "Week 30, banks. What do we call taking money out of a bank?" (A withdrawal.) Now use play money for the three-jar plan from Weeks 25 and 31. Say: "Mia has $14. She saves $6 and gives $2." Your child counts out 14 ones and moves the two piles away. Ask: "How much can she spend?" ($6. 14 - 6 = 8, and 8 - 2 = 6.) If stuck, say: "Which notebook week taught this? Open to that page and read the first line."

3. Activity / Source Work · 15–20 min

   Card sort. 1) Write one word or phrase on each index card. Goods: bread, a bike, a pencil, a coat. Services: a haircut, a piano lesson, a dentist checkup, mail delivery. Producers: a farmer, a baker, a carpenter, a teacher. Money words: income, deposit, interest, budget. 2) Shuffle the cards. Your child sorts all 16 onto the mat. 3) Your child explains three choices aloud. Ask: "Why is a piano lesson a service?" (Someone does work for you. You cannot put it on a shelf.) 4) Your child picks up each producer card and says what that worker makes or does. (The farmer, baker and carpenter make goods. The teacher gives a service.) 5) Keep a tally in the notebook: Group | Right on the first try. 6) Your child sorts any missed cards again. Expect 13 or more right the first time. Scores vary. Look for a pattern in the misses, then reread that week's notebook page.

4. Notebook Entry · 10 min

   Your child writes one sentence for each of five terms: opportunity cost, interdependence, income, interest and budget. Frame: "___ means ___. For example, ___." Sample: "Income means money a person earns. For example, my aunt earns income by fixing cars."

5. Exit Ticket · 5 min

   Your child answers the exit questions in writing. Praise answers that give an example.

Homework: Your child gives a family member one example for each box on the mat. Look for a correct example of a service.

Objective: I can round, add, subtract, multiply and divide to review place value and operations.

Standards: 3.NBT.A.1, 3.NBT.A.2, 3.NBT.A.3, 3.OA.C.7, 3.OA.D.8

Materials: Grid paper, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 35 Day 3. A graph shows 70 red leaves and 45 yellow leaves. How many fewer yellow leaves? (70 − 45 = 25) Then practice ×7 and ×8 facts with no clock. Ask 7 × 6, 7 × 9, 8 × 4 and 8 × 6 (42, 63, 32, 48). Your child names the strategy for one.

2. Mini-Lesson · 10–15 min

   Say: "This week we review the whole year. Today is place value and the four operations." Rounding came in Week 1 Days 4 and 5. Draw a line from 400 to 500 and mark 450. Ask: "Is 438 before or past halfway?" (Before, so 438 rounds to 400.) Ask: "What does 450 round to?" (500. Halfway numbers round up.) To the nearest 10, 438 sits between 430 and 440. It is past 435, so 438 rounds to 440. Subtracting across a zero came in Week 3 Day 4. Write 602 − 375 in columns on grid paper. Draw 6 squares and 2 dots. Say: "No tens. Trade 1 hundred for 10 tens. Then trade 1 ten for 10 ones." Now there are 5 hundreds, 9 tens and 12 ones. Subtract: 12 − 5 = 7, then 9 − 7 = 2, then 5 − 3 = 2. Say: "So 602 − 375 = 227." Check by adding: 227 + 375 = 602. Multiples of 10 came in Week 16 Day 3. Write 4 × 70. Say: "70 is 7 tens. 4 × 7 tens = 28 tens = 280. So 4 × 70 = 280." Division uses fact families from Week 10 Day 4. Write 72 ÷ 8. Ask: "8 times what number is 72?" (9, because 8 × 9 = 72) Now your child does more. Round 765 to the nearest 10 and the nearest 100 (770, 800). Solve 801 − 256 and 5 × 30. (545; 5 × 3 tens = 15 tens = 150)

3. Guided Practice · 10–15 min

   Your child names the week for each kind, then solves and checks. 1) Adding with regrouping, Week 2 Days 3 and 4: 357 + 286 (643). Check: 643 − 286 = 357. 2) Subtracting across zeros, Week 3 Day 4: 500 − 164 (336). Check: 336 + 164 = 500. 3) Division facts, Week 11 Day 3: 63 ÷ 7 (9). Check: 7 × 9 = 63. 4) Two-step problems, Week 5 Day 5 and Week 15 Day 1. Zara plants 4 rows of 9 seeds, then 8 more seeds. How many seeds is that? (4 × 9 = 36; 36 + 8 = 44) If stuck, say: "Which week taught this? What did we do first there? Draw squares, sticks and dots."

4. Independent Practice · 15–20 min

   Your child works alone and shows the steps. 1) Round 584 to the nearest 10 and the nearest 100 (580, 600). 2) Round 245 to the nearest 10 and the nearest 100 (250, 200). 3) 467 + 285 (752). 4) Draw squares, sticks and dots for 403 − 157. Show both trades (246). 5) 9 × 40 and 3 × 80 (360 and 240; 36 tens and 24 tens). 6) 48 ÷ 6 and 81 ÷ 9 (8 and 9). 7) A shop sold 436 red apples and 289 green apples. Estimate the total to the nearest 100, as in Week 2 Day 2. Then find the exact total. (400 + 300 = 700; 725) 8) Ben bakes 5 trays of 8 muffins and sells 26. How many are left? (5 × 8 = 40; 40 − 26 = 14) Mark the page together. For each miss, name the week to revisit. Weeks 1 to 3 cover rounding, adding and subtracting. Weeks 6 to 11 cover the facts. Week 15 covers two-step problems.

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers on paper with no help.

Fact fluency: ×7 and ×8 facts

Homework: Your child solves five review problems. Round 648 to the nearest 10 (650). 546 + 378 (924). 900 − 465 (435). 5 × 70 (350). 54 ÷ 6 (9).

Objective: I can write an opinion piece with a clear opinion, reasons, linking words and a conclusion.

Standards: W.3.1, W.3.1.A, W.3.1.B, W.3.1.C, W.3.1.D, SL.3.1

Materials: Writer's notebook, Opinion organizer drawn in the notebook (an opinion box, three reason boxes and a conclusion box), Paper for a linking-word list, Pencil

1. Warm-Up · 5 min

   Word study, about 3 minutes. Say: "This week we review spelling patterns from the whole year." Write enjoy, crawl, city, wagon, cried and careful. Your child reads each word and names its pattern. (enjoy: oy. crawl: aw. city: soft c. wagon: schwa ending -on. cried: y changes to i. careful: suffix -ful.) Spaced review from Week 8. Ask: "Fact or opinion: 'Blanket forts are the best rainy-day fun.' How do you know?" (Opinion. Someone could disagree.)

2. Mini-Lesson · 10–15 min

   Say: "Today we review opinion writing. You learned each part in Week 8. Day 1 was the opinion sentence, and Day 2 was reasons. Day 3 was linking words, and Day 4 was the conclusion. In Weeks 19 to 21 you stretched it into an essay." Write a linking-word list on paper: because, since, for example, also, another reason, in addition, therefore. Read this paragraph aloud, "Screens Off at Dinner": I believe families should turn off screens at dinner. One reason is that people talk more when no one is looking at a phone. For example, my dad told us a funny story about his first job last night. Another reason is that food tastes better when you pay attention to it. Since dinner lasts only about thirty minutes, the shows can wait. Therefore, every family should make dinner a screen-off time. Think aloud. Say: "The opinion is the first sentence. The first reason is that people talk more. The story about Dad is an example that backs it up. I hear the linking words one reason and for example." Ask: "What is the second reason?" (Food tastes better when you pay attention to it.) "Which sentence is the conclusion? How do you know?" (The last one. It says the opinion again in new words.)

3. Guided Practice · 10–15 min

   Plan an opinion piece together on this question: "Should kids choose their own bedtime on weekends?" Your child draws the organizer. 1) Your child picks a side and writes the opinion sentence in the top box. 2) Your child writes one reason in each reason box and adds an example to each. Ask: "Does this reason tell why, or does it just repeat the opinion?" 3) Your child picks a linking word from the list for each reason. 4) Your child writes a conclusion that restates the opinion in new words. Listen for a plan like this. Opinion: Kids should choose their weekend bedtime. Reasons: there is no school in the morning; kids learn to make choices; there is time to finish a good book. Conclusion: That is why weekend bedtimes should be a kid's choice. If stuck, say: "Finish this: 'I think ___ because ___.' The part after because is your first reason."

4. Independent Practice · 15–20 min

   Your child writes an opinion piece in the notebook on a topic they choose. Ideas: the best season, or whether kids should have a weekly chore. 1) Draw a new organizer and fill it in. 2) Write one full paragraph of 7 to 9 sentences. 3) Circle each linking word. Checklist: an opinion sentence comes first. There are three different reasons, and at least two have an example. At least three different linking words are circled. The conclusion restates the opinion in new words. Look for a reason sentence such as: "Another reason is that fall has the best weather for bike rides."

5. Exit Ticket · 5 min

   Ask the three questions aloud. Your child keeps the new paragraph and "Screens Off at Dinner" open. Plan for this week: give the Quarter 4 Review on Day 2, in its own sitting. Day 5 has the weekly check and the first sitting of the Unit 6 test. The second test sitting comes on the day after.

Homework: Read your opinion piece to a family member. They give one reason for the other side. Write one sentence that answers it (10 minutes).

Practice page · Week 36, Day 1

English Language Arts

I can write an opinion piece with reasons, linking words and a conclusion.

Show answers

Kids Should Help Cook Dinner

I think kids should help cook dinner. First, cooking teaches useful skills. For example, I learned to measure rice. Also, helping makes dinner faster for the family. In addition, kids are more likely to try new foods they made themselves. Therefore, every family should invite kids into the kitchen.

Use the opinion piece above.

1. 1.

   Underline the opinion sentence.

2. 2.

   Write one reason the writer gives.
3. 3.

   Circle four linking words.

4. 4.

   Restate the opinion in new words for a conclusion.
5. 5.

   Name four things a strong opinion piece needs.

Sort each word: vowel team, soft c or g, or schwa ending.

1. 6.

   cloud
2. 7.

   giant
3. 8.

   animal

Challenge: Write your own opinion sentence and one reason with because.

Objective: I can explain forces, balanced and unbalanced forces, and magnets.

Standards: 3-PS2-1, 3-PS2-2, 3-PS2-3, 3-PS2-4

Materials: 2 bar magnets or disc magnets with the poles marked N and S, Steel paper clip, a coin, a plastic spoon and a ball of aluminum foil, Toy car, Bath towel, Science notebook pages from Weeks 1 to 9, and a pencil

1. Day 176 — Review: Forces, Motion and Magnets (Q1) — Wonder Warm-Up · 5 min

   Spaced review from Week 3. Ask: "Why is a box harder to slide on carpet than on a smooth floor?" (Carpet is rougher, so there is more friction.) Then your child flips through the Quarter 1 pages and describes one favorite investigation. Now the wonder. Ask: "Which Quarter 1 idea do you use every day without noticing?"

2. Mini-Lesson · 10–15 min

   Say: "This week we look back at the whole year. Today is Quarter 1." Review five ideas. Your child finds the notebook page for each one. Week 1: a force is a push or a pull. A force can start, stop, speed up, slow or turn a thing. Week 2: balanced forces are equally strong and point opposite ways, so motion does not change. Unbalanced forces change motion. Show it. Each of you pushes one end of the toy car with one finger, equally hard. It stays still. Then you push harder, and it moves. Week 3: friction pushes against sliding, and rough surfaces usually make more. Week 4: magnets attract iron and steel without touching. Opposite poles attract, and like poles repel. Static electricity also pulls and pushes without touching. In Week 7 your child used that idea to design a latch. Week 6: a motion pattern repeats, so we can predict what comes next. Ask: "A book rests on a table. Are the forces balanced?" (Yes. Gravity pulls down and the table pushes up.) "The car speeds up. Balanced or unbalanced?" (Unbalanced.) "Is every metal magnetic?" (No. Aluminum is not.) If stuck, say: "Find that week's page. Read me one line."

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

   Four-Station Review. 1) Pushes, Week 1. Your child pushes the car gently, then harder, from the same spot. Ask what changed. (It went faster and farther.) 2) Arrows, Week 2. They draw a tug-of-war with two equal arrows, then one with a longer arrow. They label each balanced or unbalanced. 3) Friction, Week 3. They give the car the same gentle push on bare floor and on the towel. 4) Magnets, Week 4. They predict, then test the clip, coin, spoon and foil ball. They sort them into Attracted and Not attracted. Then they push like poles together to feel them repel. Record in a table with three columns: Station, What happened, Force idea. Expect the car to stop sooner on the towel. Expect only the steel clip to be attracted. United States coins are not, but some other coins contain steel. Say: "Real results vary. Test, do not guess." Safety: keep magnets away from mouths, phones and bank cards.

4. Science Notebook Entry · 10 min

   Your child makes a one-page Quarter 1 review. It has the meaning of force, the two arrow drawings, and a magnet sketch labeled N and S. They add one sentence about a magnet at work. Sample: "A magnet strip holds the fridge door shut."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud; your child answers with the notebook closed. Praise every answer that names the force.

Homework: Teach a family member one Quarter 1 idea with the toy car or a magnet. Look for: the force named and a "because."