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    Standards this week

    Social Studies

    • D2.Civ.6 Describe how communities work to accomplish common tasks and fulfill responsibilities.Day 1, 4, 5
    • D2.Geo.4 Explain how culture influences how people modify and adapt to their environments.Day 1, 5
    • D2.Geo.1 Construct maps and other graphic representations of familiar and unfamiliar places.Day 2, 4, 5
    • D2.Geo.2 Use maps, satellite images, and other models to explain relationships between places.Day 2, 5
    • D2.Geo.3.3-5 Use maps of different scales to describe the locations of cultural and environmental characteristics.Day 2
    • D2.Geo.5.3-5 Explain how the cultural and environmental characteristics of places change over time.Day 2, 4, 5
    • D2.His.1 Create and use a chronological sequence of related events to explain change over time.Day 3
    • D2.His.2 Compare life in specific historical time periods to life today.Day 3, 4, 5
    • D2.His.3.3-5 Generate questions about individuals and groups who have shaped a significant historical change.Day 3, 5
    • D2.His.4.3-5 Explain why individuals and groups during the same historical period differed in their perspectives.Day 3, 5
    • D4.2.3-5 Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.Day 4
    • D4.3.3-5 Day 4

    Mathematics

    • 3.NBT.A.1 Use place value to round whole numbers to the nearest 10 or 100.Day 1, 5
    • 3.NBT.A.2 Fluently add and subtract within 1,000 using strategies and algorithms.Day 1, 2, 5
    • 3.OA.A.1 Interpret products of whole numbers as equal groups.Day 3, 5
    • 3.OA.A.3 Use multiplication and division within 100 to solve word problems.Day 3, 5
    • 3.OA.B.5 Apply the commutative, associative, and distributive properties.Day 3, 4
    • 3.OA.C.7 Fluently multiply and divide within 100; know products of two one-digit numbers.Day 4, 5
    • 3.OA.D.8 Solve two-step word problems using the four operations.Day 5

    English Language Arts

    • RL.3.1 Ask and answer questions referring explicitly to the text as the basis for answers.Day 1, 5
    • RL.3.2 Recount stories and determine the central message, lesson, or moral.Day 1, 2, 5
    • RL.3.3 Describe characters and explain how their actions contribute to the sequence of events.Day 1, 5
    • RL.3.5 Refer to parts of stories, dramas, and poems using terms such as chapter, scene, and stanza.Day 1
    • RL.3.9 Compare and contrast themes, settings, and plots of stories by the same author.Day 2
    • RI.3.2 Determine the main idea of a text and recount key details.Day 3, 5
    • RI.3.3 Describe relationships between events, ideas, or steps using sequence and cause/effect.Day 3
    • RI.3.4 Determine the meaning of general academic and domain-specific words.Day 3
    • RI.3.5 Use text features and search tools to locate information efficiently.Day 3, 5
    • RI.3.7 Use information from illustrations and words to demonstrate understanding.Day 3
    • W.3.1 Write opinion pieces supporting a point of view with reasons.Day 4, 5
    • W.3.1.A Introduce the topic, state an opinion, and create an organizational structure that lists reasons.Day 4
    • W.3.1.B Provide reasons that support the opinion.Day 4
    • W.3.1.C Use linking words and phrases to connect opinion and reasons.Day 4
    • W.3.1.D Provide a concluding statement or section.Day 4
    • W.3.5 With guidance and support, develop and strengthen writing by planning, revising, and editing.Day 4
    • L.3.1.F Ensure subject-verb and pronoun-antecedent agreement.Day 4

    Science

    • 3-PS2-1 Plan investigations of effects of balanced and unbalanced forces on the motion of an object.Day 1, 2, 4, 5
    • 3-PS2-3 Ask questions about cause-and-effect relationships of electric or magnetic interactions.Day 2, 4, 5
    • 3-PS2-2 Make observations to provide evidence that motion can be predicted from a pattern.Day 3, 4, 5
    • 3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets.Day 3, 4, 5
    • 3-5-ETS1-1 Define a simple design problem reflecting a need or want with specified criteria.Day 3, 4, 5
    • 3-5-ETS1-3 Plan and carry out fair tests of competing design solutions.Day 3, 4, 5
    • 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem.Day 4, 5

    See what your state adds or places differently

    Suggested daily schedule
    8:30–8:45 AM15 minMorning Circle / Read-Aloud / Calendar
    8:45–10:00 AM75 minEnglish Language Arts
    10:00–11:00 AM60 minMathematics
    11:00–11:15 AM15 minSnack and Movement Break
    11:15–12:00 PM30–45 minScience (every day)
    12:00–12:45 PM30–45 minSocial Studies (every day)
    12:45–1:30 PM45 minLunch and Choice Time
    1:30–2:15 PM45 minSpecials: PE / Art / Music (rotating)
    2:15–2:45 PM30 minIndependent Reading & Journaling

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    Day 1 · Monday

    Social Studies

    I can explain communities, needs, helpers, and community types.

    D2.Civ.6.3-5D2.Geo.4.3-5

    Builds on: Needs Weeks 1 and 2: what a community is, the six community needs, helpers, and urban, suburban and rural. One-minute check: ask, "What do we call people who live, work or play in the same place and share things?" (a community)

    Materials: Notebook, Large paper for a concept map, Markers, Week 1 and Week 2 notebook pages, Tape, Pencil

    5 min · Day 41 — Q1 Review: Communities and Helpers — Big Question Warm-Up

    Spaced review from Weeks 1 and 2, in four recall questions. Ask: "What is a community?" (People who live, work or play in the same place and share things.) "Name one need every community has." (Any one: safety, health, learning, getting around, food and supplies, gathering.) "Name a helper." (Sample: a nurse.) "Name the three community types." (urban, suburban, rural) Put a dot beside any miss and begin there. Then ask the big question: "What makes our community work?"

    10–15 min · Mini-Lesson

    Today is review. Open the Week 1 and Week 2 notebook pages. Review five skills, one at a time. First, your child tells what a community is. Second, draw five circles, one inside the next. Your child labels them from the inside out: family, neighborhood, town, state, country. Third, your child names the six needs. Fourth, match helpers to needs. Ask: "A librarian helps people with which need?" (learning) "A road crew fixes a bridge. Which need is that?" (getting around) Fifth, sort community types. Say: "Omar sees tall towers, crowded sidewalks and a train under the street." (urban) "Lena's street has houses with yards, and the city is a short drive away." (suburban) "Tess's nearest neighbor is a mile away, past corn fields." (rural) Last, ask about working together: "What gets easier when neighbors work together? What can be hard?" (Sample: a cleanup goes faster, but people must agree on a plan.) If stuck, say: "Find it on your Week 1 or Week 2 page and read it to me."

    15–20 min · Activity / Source Work

    Build a one-page concept map on the large paper with markers. 1) Your child writes COMMUNITY in the middle and circles it. 2) Draw a branch named NEEDS. Add the six needs, with one helper beside each. (Sample: safety, firefighter. Health, nurse. Learning, teacher. Getting around, bus driver. Food and supplies, grocer. Gathering, park worker.) 3) Draw a branch named TYPES. Add urban, suburban and rural, with one clue for each. (Sample: tall buildings; houses with yards near a city; farms and open land.) 4) Draw a branch named MY COMMUNITIES. Add the five circle labels from the mini-lesson. 5) Your child stars the type that fits your own community. Ask: "What two clues are your evidence?" Write them by the star. 6) Check the map together. Look for: every need has a helper that fits, and every type has a true clue. Fix any that do not match.

    10 min · Notebook Entry

    Your child copies the concept map neatly into the notebook, or folds the large page and tapes it in. Circle the hardest branch. Then finish: "The hardest branch was ____ because ____. To remember it, I will ____." Sample: "The hardest branch was types because suburban and rural seem alike. I will ask if a city is close."

    5 min · Wrap-Up & Exit Ticket

    Read the exit questions aloud; the concept map stays closed. Praise answers that give a clue or a reason.

    Watch for: Confusing suburban and rural again, because both have houses and yards.

    Try: Ask, "Is a big city close by? How far apart are the homes?"

    Exit ticket (3 questions)
    1. The only grocery store in a small town closes. Which need is not being met? Who could help meet it?
    2. Give two clues that tell you a place is rural. Give two clues for urban.
    3. Name one good thing and one hard thing about neighbors working together.
    Show answers
    1. Food and supplies. Sample: a new store owner, food pantry volunteers, or town leaders working to bring a store back.
    2. Rural: farms, open land, homes far apart. Urban: tall buildings, crowds, buses or subways.
    3. Answers vary. Look for: work gets done faster or better; people must agree, share and take turns.

    Support: Reread the Week 1 and Week 2 pages first. Then build one branch at a time while you do the writing.

    Extend: Your child adds a fourth branch: one need our community could meet better, and who could work together on it.

    Homework: Quiz a family member on three words from your concept map. Look for: your child gives a clue when an answer is wrong.

    Mathematics

    I can round and add within 1,000 using place value.

    3.NBT.A.13.NBT.A.2

    Builds on: Review of Week 1 rounding and Week 2 adding with regrouping. One-minute check: your child rounds 62 to the nearest 10 and adds 38 + 25 (60; 63).

    Materials: Grid paper, Notebook, Pencil

    5 min · Warm-Up

    Spaced review from Week 8. Ask 7 × 6 and 8 × 7 (42, 56). Your child names the strategy for each. Then your child writes 507 in expanded form (500 + 7).

    10–15 min · Mini-Lesson

    Say: "This week we review the whole quarter. Today is rounding and adding." Say: "Rounding finds the nearest ten or hundred. A number line shows which one is nearer." Write 347. Draw a number line from 340 to 350 and mark 345 in the middle. Ask: "Which two tens is 347 between?" (340 and 350) "Is it before or after halfway?" (After, so it rounds to 350.) Draw a second line from 300 to 400 and mark 350. Ask: "Where is 347 now?" (Before halfway, so it rounds to 300.) Next, write 356 + 278 in columns on grid paper, one digit in each square. Say: "Ones first." 6 + 8 = 14. Write 4 and a small 1 above the tens. Ask: "Why did we write a small 1 above the tens?" (14 ones is 1 ten and 4 ones.) Tens: 5 + 7 + 1 = 13. Write 3 and a small 1 above the hundreds. Hundreds: 3 + 2 + 1 = 6. The sum is 634. Check with an estimate: 400 + 300 = 700, which is close. Now your child does more. Round 682 to the nearest 10 and the nearest 100 (680, 700). Add 247 + 136 (383).

    10–15 min · Guided Practice

    Your child draws a number line for each rounding problem. 1) Round 465 to the nearest 10 and the nearest 100 (470, 500). 2) Round 761 to the nearest 10 and the nearest 100 (760, 800). 3) 518 + 294 (812). 4) 365 + 478 (843). If stuck on rounding, say: "Name the two tens. What number is halfway?" If stuck on adding, say: "Start with the ones. Is the total 10 or more? Then regroup."

    15–20 min · Independent Practice

    1) Round 128 to the nearest 10 and the nearest 100 (130, 100). 2) Round 394 to the nearest 10 and the nearest 100 (390, 400). 3) Round 905 to the nearest 10 and the nearest 100 (910, 900). 4) 609 + 287 (896). 5) 199 + 456 (655). 6) Your child draws 264 + 153 with squares, sticks and dots. Circle 10 sticks to regroup them as a hundred (417). 7) One room has 346 books. Another room has 279 books. How many books in all? (625) 8) A farm picked 584 apples on Monday and 167 on Tuesday. Estimate the total by rounding each number to the nearest 100. Then find the exact total. (600 + 200 = 800; 751)

    5 min · Exit Ticket

    Read each question aloud; your child answers on paper and may draw a number line.

    Watch for: Rounding 395 to 390 or 300 because the answer moves into a new hundred.

    Try: Draw a number line from 390 to 400. Mark 395 at halfway. Say: "Halfway rounds up, so 395 rounds to 400."

    Fact fluency: ×7 and ×8 facts
    Exit ticket (3 questions)
    1. Round 471 to the nearest 100.
    2. Solve 428 + 195.
    3. Round 395 to the nearest 10.
    Show answers
    1. 500
    2. 623
    3. 400

    Support: Round two-digit numbers first, such as 47 and 82 to the nearest 10 (50, 80). Your child draws every sum with squares, sticks and dots.

    Extend: Your child finds two numbers that each round to 500, to the nearest 100, and add to more than 900. Sample: 470 + 480 = 950.

    Homework: Your child adds 238 + 409 in columns, then rounds the sum to the nearest 100. Answer: 647, which rounds to 600.

    English Language Arts

    I can review characters, setting, sequence and central message using a new story.

    RL.3.1RL.3.2RL.3.3RL.3.5

    Builds on: Needs Weeks 1 to 5: story parts, traits with evidence and central message. One-minute check: ask, "What two things does a setting tell?" (Where and when a story happens.)

    Materials: 'The Plain Kite' story (in the lesson), printed or copied onto paper, Reader's notebook, Pencil, Highlighter, A story your child read this quarter

    5 min · Warm-Up

    Word study, plurals. Say: "Plural means more than one. Most nouns just add -s. Add -es after s, x, ch or sh. If a noun ends in a consonant and y, change the y to i and add -es." Your child sorts plants, games, boxes, dishes, puppies and stories by ending. (-s: plants, games; -es: boxes, dishes; -ies: puppies, stories) Spaced review from Week 8. Ask: "Fact or opinion: Kites are more fun than bikes?" (Opinion.)

    10–15 min · Mini-Lesson

    Say: "This week we review the quarter. Today we review characters, setting, sequence and central message." Read aloud. Title: The Plain Kite. 'Nico built a kite from sticks and newspaper for the town kite contest. On the windy morning of the contest, the other kites were shiny and bright. Nico's looked plain. A boy pointed and laughed, but Nico only checked his knots again. When the whistle blew, a strong gust snapped the strings of two shiny kites. Nico's newspaper kite climbed slowly and steadily. Soon it was the last kite still flying. "Plain is fine," Nico said, "as long as it is strong."' Draw four boxes in the notebook: Characters, Setting, Sequence, Message. Think aloud for the first box: "Who is in the story? Nico, a boy who laughs and the other kite fliers. My proof is 'Nico built a kite.'" Write it in the box and highlight the proof.

    10–15 min · Guided Practice

    1) Setting. Ask: "Where does the story happen, and when?" (At the town kite contest on a windy morning.) Your child highlights the words. 2) Sequence. Ask: "What happens first, next and last?" (Nico builds a plain kite. A gust snaps two shiny kites. Nico's kite is the last one flying.) 3) Message. Ask: "What should a reader learn from Nico?" (Being strong or well made matters more than looking fancy.) 4) Ask: "Why does Nico check his knots when the boy laughs?" (He cares more about a strong kite than about looks.) 5) Add a fifth box, Trait. Ask: "What is Nico like inside? Prove it." (Confident or careful. Proof: he "only checked his knots again," or he says, "Plain is fine.") If stuck on the message, say: "Start with 'It is better to ___ than to ___.'"

    15–20 min · Independent Practice

    Your child chooses a story they read this quarter. 1) Draw five boxes: Characters, Setting, Sequence, Message, Trait. 2) Fill each box in a few words. 3) Copy a short quote into the Trait box as proof, with quotation marks. 4) Retell the story to you in order, using the Sequence box. Look for: a setting with both where and when. The message is a lesson, not an event. The trait is backed by the character's own words or actions.

    5 min · Exit Ticket

    Read each question aloud. Your child answers in the notebook and may look back at both stories.

    Watch for: Giving an event, such as "Nico won," as the central message.

    Try: Ask: "What should a reader learn from Nico?" Your child starts the answer with "It is better to ___."

    Exit ticket (3 questions)
    1. In 'The Plain Kite,' how does the windy weather change what happens?
    2. Is 'Nico's kite was the last one flying' an event or the central message? How do you know?
    3. Tell the central message of the story you chose and one detail that shows it.
    Show answers
    1. A strong gust snaps the strings of two shiny kites, and Nico's strong kite keeps flying.
    2. An event. It is something that happens. The message is the lesson a reader learns.
    3. Answers vary. The message should be a lesson, not an event, with a story detail that fits it.

    Support: Your child tells you each box aloud while you write. Your child copies only the quote.

    Extend: Your child writes a paragraph telling how the story would change on a calm day with no wind.

    Homework: Your child rereads a favorite story from this quarter for 15 minutes and tells a family member its central message. Look for: a lesson, not a retelling.

    Science

    I can explain pushes, pulls and balanced and unbalanced forces with examples.

    3-PS2-1

    Builds on: Needs Weeks 1 and 2: pushes, pulls, and balanced and unbalanced forces. One-minute check: your child slides a book away from their body. Ask, "Push or pull?" (Push. It moves away from you.)

    Materials: 8 index cards or paper slips, Paper and scissors, to cut 2 short and 2 long arrows, Toy car with two 12-inch strings taped on, one at the front and one at the back, 1 book, Quarter 1 science notebook and pencil

    5 min · Day 41 — Q1 Review: Forces, Balanced and Unbalanced — Wonder Warm-Up

    Spaced review from Week 1. Ask: "A force is a ___ or a ___." (Push; pull.) Then your child tells you every force word they remember, with no rush. Listen for: push, pull, balanced, unbalanced, friction, attract, repel, pole, static, pattern. Ask: "Can something sit still and still have forces on it?"

    10–15 min · Mini-Lesson

    Say: "A push moves a thing away from you. A pull moves it toward you. Forces can be balanced or unbalanced." Cut 2 short and 2 long paper arrows with the scissors. Lay the book on the table. Say: "Gravity pulls the book down. The table pushes up just as hard. The forces are balanced, so the book's motion does not change." Put two short arrows by the book, one pointing up and one down. Now each of you holds one string on the car. Pull gently and equally. Ask: "The car stays still while we both pull. Balanced or unbalanced?" (Balanced.) Pull harder on your side. Ask: "Which way did it move?" (Toward the stronger pull.) Lay a long arrow on your side and a short one on the other. Say: "Unbalanced forces change motion." Roll the car and tap its side. Ask: "Did its motion change?" (Yes. Its direction changed, so the forces were unbalanced.) If stuck, say: "Is the motion changing? Starting, stopping, speeding up, slowing down or turning means unbalanced."

    15–20 min · Investigation / Hands-On

    1) Write one situation on each card. Cards 1 to 4: a parked bike, a ball being thrown, a cup on a shelf, a car turning a corner. Cards 5 to 8: a hanging lamp, a dog starting to run, a sled slowing in snow, a resting book. 2) Your child sorts the cards into two piles, Balanced and Unbalanced. Look for whether the motion is changing. 3) Your child gives a reason for each card. 4) Your child picks one card from each pile and shows it with the paper arrows. Answers: balanced for the bike, cup, lamp and book. Unbalanced for the ball, car, dog and sled. For the turning car, say: "A change in direction is a change in motion." Chart: Card | Is the motion changing? | Balanced or unbalanced.

    10 min · Science Notebook Entry

    Your child makes a notebook vocabulary page for force, push, pull, balanced and unbalanced. Each word gets a meaning and a small arrow sketch. Sample: "Balanced: forces that are equal and opposite, so motion does not change." Look for two same-size arrows pointing opposite ways.

    5 min · Wrap-Up & Exit Ticket

    Read the three exit questions aloud; your child answers on paper. Praise reasons that say whether the motion is changing.

    Watch for: Calling a turn at steady speed balanced because the speed stays the same.

    Try: Roll the car and tap its side. Say, "It turned. A change in direction is a change in motion, so the forces were unbalanced."

    Exit ticket (3 questions)
    1. An empty swing hangs still. Are the forces on it balanced or unbalanced? How do you know?
    2. A rolling ball curves when a strong wind blows on its side. Balanced or unbalanced? Why?
    3. You push a toy car and it speeds up. What kind of forces are acting on it?
    Show answers
    1. Balanced. Its motion is not changing.
    2. Unbalanced. Its direction changed, and that is a change in motion.
    3. Unbalanced forces. The car's motion is changing.

    Support: Use only 4 cards: the book, the lamp, the thrown ball and the running dog. Act each one out with the toy car or the book.

    Extend: Your child writes 4 trickier cards with answers. Samples: an elevator starting to rise (unbalanced); a kite held steady in the wind (balanced).

    Homework: Your child quizzes a family member on the 5 vocabulary words. Look for: your child can correct a wrong answer and say why.

    Day 2 · Tuesday

    Social Studies

    I can use map skills and describe the landforms, water, climate, and resources of my region.

    D2.Geo.1.3-5D2.Geo.2.3-5D2.Geo.3.3-5D2.Geo.5.3-5

    Builds on: Needs Weeks 3 and 4: map key, compass rose, scale, landforms, bodies of water, climate and natural resources. One-minute check: your child draws a quick compass rose and labels N, E, S and W. (North at the top, east at the right.)

    Materials: Notebook, Blank outline map of your state (trace or sketch the outline from any map onto plain paper), A map of your state to copy from, Ruler, Colored pencils, Tape or glue, Pencil

    5 min · Day 42 — Q1 Review: Maps and Geography — Big Question Warm-Up

    Start with a show-me review from Weeks 3 and 4. Say: "Point north." (Face where the sun rises. North is on your left.) "Name a landform near us." (Sample: a hill.) "Name a body of water near us." (Sample: a creek.) Then ask the big question: "Could a visitor find our town with a map you made?"

    10–15 min · Mini-Lesson

    Today is review. Go through the map and land skills with quick items. First show scale. Draw a line 5 inches long with the ruler, starting at zero. Say: "The scale is 1 inch = 10 miles. How far is this line in real miles?" (50 miles. Count by tens five times.) Then ask: "You face south and turn halfway toward west. Which direction is that?" (southwest) "Why do flat maps stretch some lands?" (Earth is round, and flattening it stretches parts.) "What do we read first, the key or the map?" (the key) "A deep, narrow valley with steep sides is called a ____." (canyon) "Does a river flow or stay in place?" (It flows.) "Rainy this morning: is that weather or climate?" (weather) "Soil, water and trees are all examples of what?" (natural resources) Put a dot in the notebook beside any miss. If stuck, say: "Read the key first. Then find north on the compass rose."

    15–20 min · Activity / Source Work

    Make a map of your state on the outline. 1) Your child draws a compass rose in one corner and labels N, E, S and W. 2) Mark your town with a dot and write its name. 3) Using the state map, add one landform, one body of water and one natural resource. Draw each symbol with a colored pencil. 4) Draw a key box. Put every symbol in it, at least four. 5) Add the scale. If you traced the map at full size, copy its scale bar. If you sketched it, write "sketch, not to scale." 6) Ask two questions that need the map: "What direction is the water from our town?" "Which symbol stands for the natural resource?" Your child answers by pointing to the compass rose and the key. 7) Your child ticks each key symbol and finds it on the map. Look for: every symbol on the map is in the key.

    10 min · Notebook Entry

    Tape the map into the notebook. Your child writes one sentence about your region's climate. Use this frame: "Our region's climate is ____ and ____, so people here ____." Sample: "Our region's climate is cold and snowy in winter, so people here wear heavy coats."

    5 min · Wrap-Up & Exit Ticket

    Read the exit questions aloud; your child uses the new map for the first one. Praise answers that use the key and the compass rose.

    Watch for: Drawing symbols on the map and forgetting to add them to the key.

    Try: Your child ticks each key symbol, then points to where it sits on the map.

    Exit ticket (3 questions)
    1. Look at your map. Which direction would you travel from our town to reach the body of water you drew?
    2. A friend's map has a tree symbol that is not in the key. What is the problem, and how can she fix it?
    3. It snowed today. Winters here are usually snowy. Which sentence tells weather, and which tells climate?
    Show answers
    1. Answers vary. Check the answer against the compass rose on the map.
    2. No one can tell what the tree means. She should add the tree to the key.
    3. The first tells weather. The second tells climate.

    Support: Trace the outline and mark the town for your child. Your child adds one symbol at a time and puts it in the key right away.

    Extend: Your child uses the state map's scale bar and the ruler. Find the distance from your town to the state capital.

    Homework: Show your map to a family member. Explain the key, the compass rose and one symbol. Look for: your child reads the key first.

    Mathematics

    I can subtract within 1,000, including across zeros, and check with addition.

    3.NBT.A.2

    Builds on: Review of Week 3 subtraction with regrouping. One-minute check: your child solves 52 − 27 and checks by adding (25; 25 + 27 = 52).

    Materials: Grid paper, Notebook, Pencil

    5 min · Warm-Up

    Spaced review from Week 8. Ask 9 × 4 and 9 × 7 (36, 63). Your child tells the subtraction used for each (40 − 4; 70 − 7). Then your child solves 276 + 345 in columns (621).

    10–15 min · Mini-Lesson

    Say: "Today we review subtracting, even across zeros." Write 500 − 267. Draw 5 squares for 500. Ask: "Can we take 7 ones from 0 ones?" (No.) "Are there any tens to trade?" (No, there are 0 tens.) Say: "So we go to the hundreds and trade twice." Cross out one square and draw 10 sticks. Cross out one stick and draw 10 dots. Ask: "What do we have now?" (4 hundreds, 9 tens and 10 ones) Say: "It is still 500." Ask: "Why 9 tens and not 10?" (One ten was traded for 10 ones.) In columns, write 4, 9 and 10 above the digits. Ones: 10 − 7 = 3. Tens: 9 − 6 = 3. Hundreds: 4 − 2 = 2. The difference is 233. Say: "Check by adding." Write 233 + 267 = 500. Now your child does more. Write 600 − 348. Your child trades, subtracts and checks. (252; 252 + 348 = 600)

    10–15 min · Guided Practice

    Your child writes each problem in columns on grid paper and checks by adding. 1) 703 − 259 (444). Ask: "Which places needed a trade?" (Only the ones. The tens had 0, so the trade started in the hundreds: 6 hundreds, 9 tens, 13 ones.) 2) 815 − 469 (346). 3) 400 − 163 (237). 4) 572 − 238 (334). If stuck, say: "Can you take the bottom digit from the top digit? If not, trade from the next place to the left."

    15–20 min · Independent Practice

    Your child writes each problem in columns on grid paper, one digit in each square. Draw squares, sticks and dots for any problem that feels hard. 1) 684 − 352 (332). 2) 931 − 576 (355). 3) 702 − 348 (354). 4) 900 − 625 (275). 5) 604 − 395 (209). 6) Your child draws 300 − 124 with squares, sticks and dots and shows each trade (176). 7) Zoe's family drove 512 miles. Ravi's family drove 389 miles. How many more miles did Zoe's family drive? (123) 8) A library has 800 books. 437 are checked out. How many books are left? (363) For problems 7 and 8, your child tells an estimate before solving. (About 500 − 400 = 100; about 800 − 400 = 400) Your child checks every answer by adding.

    5 min · Exit Ticket

    Read each question aloud; your child answers on grid paper with no drawings.

    Watch for: Trading from the hundreds but leaving the 0 tens as 0, or changing it to 10 instead of 9.

    Try: Before subtracting, your child writes the traded number above the problem: 4 hundreds, 9 tens, 10 ones. Check it with the drawing.

    Fact fluency: ×9 facts
    Exit ticket (3 questions)
    1. Solve 800 − 526.
    2. Solve 642 − 375.
    3. How do you check a subtraction answer?
    Show answers
    1. 274
    2. 267
    3. Add the answer to the number you took away. The sum should be the number you started with.

    Support: Start with 100 and 200. Your child draws 200 − 64 with squares, sticks and dots and trades one step at a time (136).

    Extend: Your child writes a subtraction problem with the answer 199 that needs a trade across a zero. Sample: 400 − 201 = 199.

    Homework: Your child solves 803 − 467 and checks by adding. Answer: 336; 336 + 467 = 803.

    English Language Arts

    I can review folktales, fables and myths and their central messages.

    RL.3.2RL.3.9

    Builds on: Needs Week 4: folktales, fables and myths. One-minute check: ask, "Which kind of story is very short and ends with a moral?" (A fable.)

    Materials: 6 index cards or slips of paper, The two Anansi tales (in the lesson), Reader's notebook, Pencil, Quarter 1 Review: Reading & Writing (Assessments page)

    5 min · Warm-Up

    Word study, plurals. Write glass, dish, family, puppy, toy and key. Your child writes each plural and circles what changed. (glasses, dishes, families, puppies, toys, keys) Ask: "Why do toy and key just add -s?" (A vowel comes before the y.) Spaced review from Week 8. Ask: "Name two linking words that add a second reason." (Also, in addition, or another reason.)

    10–15 min · Mini-Lesson

    Your child tells what each story type is from memory. Then say: "A folktale is an old story a people passed down, often with a clever character. A fable is very short, often has talking animals and ends with a moral. A myth explains something in nature, often with gods or goddesses." Write six summary cards. 1) A fox cannot reach some grapes and says they were sour anyway. 2) A god's anger explains thunder. 3) A clever traveler gets a whole village to share its food. 4) A slow tortoise beats a boastful hare in a race. 5) A goddess's sadness brings winter. 6) A trickster spider outsmarts bigger animals in a tale from West Africa. Model card 1: "It is very short, it has an animal and it teaches a lesson. It is a fable."

    10–15 min · Guided Practice

    1) Your child sorts cards 2 to 6 under Folktale, Fable or Myth. (Fable: 1 and 4. Myth: 2 and 5. Folktale: 3 and 6.) 2) For each card, ask: "Which clue told you?" (Sample: Thunder is part of nature, so card 2 is a myth.) 3) Ask: "What lesson does card 4 teach?" (Slow, steady work beats bragging.) If stuck, say: "Check the purpose first. Does it teach a moral, explain nature or pass down a people's tale?"

    15–20 min · Independent Practice

    Say: "Anansi the spider is a trickster in tales told by the Akan people of Ghana." Your child reads both tales. Tale 1: Anansi and the Pot of Wisdom. 'Anansi gathered all the wisdom in the world into a clay pot. He wanted to hide it at the top of a tall tree. He tied the pot to his belly, but it kept bumping the trunk. His young son called, "Tie it on your back!" Anansi saw that a child had wisdom he lacked. Angry, he threw the pot down. It broke, and wisdom scattered to everyone.' Tale 2: Anansi and Turtle. 'Turtle came to dinner at Anansi's house. Each time Turtle reached for food, Anansi sent him to the river to wash. Soon Anansi had eaten everything. Later, Turtle invited Anansi to dinner at the bottom of the river. Anansi filled his jacket pockets with stones to sink. "Please take off your jacket at the table," said Turtle. Anansi did, floated up and missed the meal.' 1) Your child makes a chart with rows Setting, Plot and Lesson for each tale. 2) Your child writes: "Both Anansi tales ___. They are different because ___." Look for: both show Anansi being greedy and losing out; the settings and lessons differ.

    5 min · Exit Ticket

    Read each question aloud; your child may reread the tales. Then plan the Quarter 1 Review for Reading & Writing, on the Assessments page. It takes about 30 minutes. Today is the suggested day: give it in a second sitting, after a break. Any other day this week is fine, and Day 5 has a place for it.

    Watch for: Calling every story with animals a fable.

    Try: Check the purpose first: a short tale with a moral, an explanation of nature, or a tale a people passed down.

    Exit ticket (3 questions)
    1. A story tells how a sky goddess painted the first rainbow. What type of story is it? What is the clue?
    2. In 'Anansi and Turtle,' where does each dinner take place?
    3. What lesson does 'Anansi and the Pot of Wisdom' teach? Give a detail that shows it.
    Show answers
    1. A myth. It explains something in nature, and it has a goddess.
    2. The first dinner is at Anansi's house. The second is at the bottom of the river.
    3. Answers vary. Look for: no one person has all the wisdom. Detail: his young son knew to tie the pot on his back.

    Support: Sort only cards 1, 2, 3 and 5. Read the Anansi tales aloud and fill in the chart together.

    Extend: Your child writes a three-sentence tale of their favorite type with a clear lesson.

    Homework: Your child retells one Anansi tale to a family member and names its lesson. Look for: events in order and a lesson, not just the ending.

    Science

    I can explain friction, magnets and static electricity and sort contact and non-contact forces.

    3-PS2-13-PS2-3

    Builds on: Needs Week 3 (friction) and Week 4 (magnets, static electricity, forces that act without touching). One-minute check: ask, "Does a magnet have to touch a paper clip to pull it?" (No.)

    Materials: 2 magnets, 6 test objects: steel paper clip, steel washer or nail, aluminum foil, coin, plastic lid, wooden pencil, 1 book, a smooth table and a towel or rug, Plastic comb and a few small bits of torn paper, Science notebook and pencil

    5 min · Day 42 — Q1 Review: Friction, Magnets and Static — Wonder Warm-Up

    Spaced review from Week 3. Ask: "Why do shoes grip a dry sidewalk better than ice?" (The dry sidewalk has more friction.) Then do three short demos. Slide the book on the towel and on the table. Bring two magnets together so they push apart. Run the comb through dry hair 10 times and hold it over the paper bits. Your child names the force each time. (Friction, magnetism, static electricity.)

    10–15 min · Mini-Lesson

    Say: "Friction is a force between surfaces that touch. It slows sliding things. Rough surfaces usually have more friction." Say: "Magnets attract iron and steel. Opposite poles attract. Like poles repel." Say: "Rubbing can give a comb or a balloon an electric charge. Then it pulls light things without touching them. That is static electricity." Say: "Friction is a contact force. Magnetism and static electricity are non-contact forces." Now show that a charged comb is not a magnet. Hold a magnet over the paper bits. Nothing happens. Hold the rubbed comb over them. They jump. Ask: "Why does the book stop sooner on the towel?" (The towel has more friction.) "Did the comb touch the paper before it moved?" (No. It is a non-contact force.) "Is the rubbed comb a magnet?" (No. A magnet does not lift paper.) If stuck, say: "Did the two things touch? Touching means contact."

    15–20 min · Investigation / Hands-On

    Three stations, about 5 minutes each. Your child fills in a chart: Station | What I did | What happened | Contact or non-contact. 1) Friction. Keep the same book and try to push the same way. Change only the surface. Do 3 gentle pushes on the table and 3 on the towel. Look for where the book stops sooner. (Usually the towel.) 2) Magnet sort. Your child predicts, then tests the 6 objects and sorts them into Yes and No. Expect yes for the steel clip and washer. Expect no for foil, plastic, wood and most coins. 3) Static. Hold the comb over the paper bits before rubbing, then after 10 strokes through dry hair. Expect the bits to move only after rubbing. Damp air weakens static. Say: "Real results vary. Look for the pattern." Safety: keep small magnets away from little children.

    10 min · Science Notebook Entry

    In the notebook, your child draws a T-chart: Contact Forces | Non-Contact Forces. Write 2 examples from today on each side. Sample: contact: friction on the book, my push on the book. Non-contact: the magnet pulling the clip, the comb pulling the paper bits. Then: "A force can act without touching when ___."

    5 min · Wrap-Up & Exit Ticket

    Read the three exit questions aloud; your child answers on paper. Praise the words "contact" and "non-contact" used correctly.

    Watch for: Saying the rubbed comb "became a magnet."

    Try: Test both on paper bits. The magnet does nothing. The comb lifts them only after rubbing. Say, "Different forces: magnetism and static electricity."

    Exit ticket (3 questions)
    1. A sled slides much farther on ice than on grass. Use the word "friction" to explain why.
    2. Name two objects from today's sort that the magnet did not attract. What were they made of?
    3. You rub a plastic ruler on a wool sleeve. Then a thin thread swings toward it across a gap. Did the ruler touch the thread first? What kind of force is this?
    Show answers
    1. Ice has less friction than grass, so the sled is slowed less.
    2. Answers vary. Look for: two of foil (aluminum), the plastic lid, the pencil (wood) or the coin, with the material named.
    3. No. It is a non-contact force called static electricity.

    Support: Do each station together. Your child says the force name aloud before writing it in the chart.

    Extend: Your child explains each station to a family member, using "contact" and "non-contact," and adds gravity to the T-chart.

    Homework: Your child finds one example each of friction, magnetism and gravity at home. Look for examples such as shoe soles gripping, a fridge magnet, and a dropped sock falling.

    Day 3 · Wednesday

    Social Studies

    I can retell the history of my area in order and give more than one point of view.

    D2.His.1.3-5D2.His.2.3-5D2.His.3.3-5D2.His.4.3-5

    Builds on: Needs Weeks 6 to 8: the Native nation of your area, the Week 7 T-charts and the Week 8 founding card. One-minute check: ask, "When was our town founded?" (The year on the founding card.)

    Materials: Notebook, Long paper strip (cut a sheet the long way and tape the halves end to end), Tape, Markers, This unit's T-charts and founding card, Pencil

    5 min · Day 43 — Q1 Review: Native Nations, Explorers, and Settlers — Big Question Warm-Up

    Ask three review questions from Weeks 6 and 7 before opening any notes. "Who lived here first?" (The Native nation or nations from Week 6, by name.) "Who came next?" (Explorers and settlers from Europe, and enslaved Africans who were forced to come.) "What happened when they met?" (Both cooperation and conflict.) Then ask the big question: "How can one strip of paper tell our area's story fairly?"

    10–15 min · Mini-Lesson

    Today is review. Go through six ideas with one question each. Ask: "Name a nation whose homeland includes our area. Does it live here or nearby today?" (The name from Week 6. Yes, it is a living nation.) "Why did Haudenosaunee builders cover longhouses with bark?" (Their forests gave them bark.) "Name one reason settlers came, and one group forced to come." (Sample: land to farm; enslaved Africans.) "A treaty is a written agreement between whom?" (nations) Now show how to give two points of view. Hold up the Week 7 T-chart. Say: "One event, two views." Model one: "A settler family plows a new field. The settlers say it will feed them. A Native family says it was their planting ground." Then your child tries. Say: "Settlers build a town beside a river. Give two views." (Sample: Settlers have water and a mill. A Native nation loses a place it has always used.) Last, your child reads the founding year from the founding card. If stuck, say: "Say first, next, then, today, and point along the strip."

    15–20 min · Activity / Source Work

    Build a four-step history timeline on the strip. 1) Tape the strip flat. Your child draws a long line with a marker and makes four marks. 2) Step 1, far left: write the Native nation's name and "lives here." Draw an arrow under the whole line to today. 3) Step 2: "Europeans arrive. There is cooperation and conflict." 4) Step 3: "Settlers found our community," with the year. 5) Step 4: "Our community today." 6) Your child adds one fact under each step from the notebook. 7) At Step 2 or 3, add one sentence giving the Native nation's point of view. Use a fact from your Week 6 or Week 7 notes, not a guess. 8) Under Step 3, write what the Native nation was doing or facing in those same years. If your sources do not say, write "find out." 9) Check together. Look for: the events are in order, and Step 1 uses present-tense words such as "lives."

    10 min · Notebook Entry

    Your child copies the timeline into the notebook with one fact at each step. Then write it as four sentences with these frames: "First ____. Next ____. Then ____. Today ____." Sample ending: "Today the nation and our town are both here."

    5 min · Wrap-Up & Exit Ticket

    Read the exit questions aloud; your child may look at the strip. Praise present-tense words about the Native nation.

    Watch for: Putting the town's founding before the Native nation, or ending the nation's story in the past.

    Try: Start at the far left with the nation's name. Draw the arrow to today before adding anything else.

    Exit ticket (3 questions)
    1. Retell our area's history in four sentences. Use first, next, then and today.
    2. Which step on your timeline has an arrow that runs all the way to today? Why?
    3. Pick one event on your timeline. Tell two points of view about it.
    Show answers
    1. Answers vary. Look for: the Native nation first, Europeans arriving, the founding year, and today, in order.
    2. Step 1, the Native nation. It is a living nation today.
    3. Answers vary. Look for: two different views of one event, each with a reason.

    Support: Write the four step labels on the strip yourself. Your child says one fact for each step, then writes it.

    Extend: Make a national strip beside the local one: 1830, Indian Removal Act; 1838 to 1839, Trail of Tears. Ask what was happening in your town then.

    Homework: Retell the four-step timeline to a family member with the words first, next, then and today. Look for: the right order, and "lives here" for the Native nation.

    Mathematics

    I can show multiplication with equal groups and arrays and write two equations for an array.

    3.OA.A.13.OA.A.33.OA.B.5

    Builds on: Review of Week 4 equal groups and arrays. One-minute check: say "3 rows of 5." Your child draws it and writes the multiplication (3 × 5 = 15).

    New words:
    • equation – a number sentence with an equals sign, such as 3 × 5 = 15

    Materials: 30 counters (dried beans, coins or buttons), Sheet of plain paper, Grid paper, Crayons, Notebook, Pencil

    5 min · Warm-Up

    Spaced review from Week 3. Write 700 − 256. Your child solves it (444). Then ask 3 × 7 and 6 × 7, then 3 × 8 and 6 × 8 (21, 42, 24, 48). Ask: "What do you notice?" (Each ×6 product is double the ×3 product.)

    10–15 min · Mini-Lesson

    Say: "Today we review equal groups and arrays." On the plain paper, build 6 rows of 4 beans. Ask: "How many rows? How many in each row?" (6; 4) Write 6 × 4 = 24. Slowly turn the paper a quarter turn. Ask: "How many rows now? How many in each?" (4; 6) Write 4 × 6 = 24. Ask: "Did we add or take away any beans?" (No.) Say: "One array gives two equations. Turning it does not change the total." Now your child does more. Your child outlines 3 rows of 7 on grid paper and colors it. Ask: "What two equations match your array?" (3 × 7 = 21 and 7 × 3 = 21)

    10–15 min · Guided Practice

    1) Your child draws 5 rows of 6. Then your child writes two equations (5 × 6 = 30 and 6 × 5 = 30). 2) Your child draws 2 groups of 8 as circles with dots and writes the equation (2 × 8 = 16). 3) A room has 4 rows of 9 chairs. How many chairs in all? (4 × 9 = 36) If stuck, say: "How many groups or rows? How many in each one? Write the number of groups first."

    15–20 min · Independent Practice

    1) Draw an array for 2 × 9. Write two equations (2 × 9 = 18 and 9 × 2 = 18). 2) Draw an array for 6 × 8. Write two equations (6 × 8 = 48 and 8 × 6 = 48). 3) Draw 3 groups of 6 as circles with dots (3 × 6 = 18). 4) Write 8 + 8 + 8 + 8 + 8 as multiplication (5 × 8 = 40). 5) You draw 4 rows of 4. Ask: "Does turning it give a new equation?" (No. Both are 4 × 4 = 16.) 6) Tariq has 9 packs of 3 cards. How many cards in all? (27) 7) Elena plants 8 rows of 5 seeds. How many seeds in all? (40) 8) Each jump rope is 7 feet long. Four ropes lie end to end. Write 4 × 7 = ? and solve. (28 feet)

    5 min · Exit Ticket

    Put the beans away. Read each question aloud; your child answers on grid paper.

    Watch for: Thinking the turned array has a different total, and counting it again from one.

    Try: Your child builds the array on paper and turns it by hand. Ask: "Did any bean come or go?" Then write both equations.

    Fact fluency: ×3 and ×6 facts
    Exit ticket (3 questions)
    1. Draw an array for 7 × 5. How many in all?
    2. Write two multiplication equations for that array.
    3. Kofi has 3 boxes with 8 markers in each. How many markers in all?
    Show answers
    1. 35 (drawing shows 7 rows of 5)
    2. 7 × 5 = 35 and 5 × 7 = 35
    3. 24

    Support: Build every array with beans before drawing it. Keep to 5 rows or fewer, such as 2 rows of 5 and 3 rows of 4.

    Extend: Give your child 24 beans. Ask for every array that uses all of them with no more than 10 rows or columns. Answers: 3 × 8 = 24, 8 × 3 = 24, 4 × 6 = 24 and 6 × 4 = 24.

    Homework: Find one array at home, such as a muffin pan. Draw it and write two equations. Sample: 3 rows of 4 gives 3 × 4 = 12 and 4 × 3 = 12.

    English Language Arts

    I can review text features, main idea, word meanings and steps in a process.

    RI.3.2RI.3.3RI.3.4RI.3.5RI.3.7

    Builds on: Needs Weeks 6 and 7: text features, main idea and context clues. One-minute check: ask, "Why does a writer put a word in bold?" (It is an important word to learn.)

    Materials: The 'From Seed to Sprout' passage (in the lesson), printed or copied onto paper, A dried bean, A paper towel and a small bag or jar (homework), Reader's notebook, Highlighter, Pencil, Your child's own nonfiction book

    5 min · Warm-Up

    Word study, plurals. Dictate: "The puppies hid their toys in boxes." Your child writes it, and you check it together. Ask: "Which plural changed y to i? Which kept its y? Why?" (Puppies changed. Toys kept its y because a vowel comes before it.) Spaced review from Week 8. Ask: "What is the job of a conclusion?" (It tells the opinion again in different words.)

    10–15 min · Mini-Lesson

    Hold up the dried bean. Say: "This looks lifeless. Let's read what is hiding inside." Read aloud. Title: From Seed to Sprout. 'A seed may look asleep, but it holds a tiny plant inside. When the seed soaks up water, it swells and its coat splits open. This start of growth is called germination. First, a root pushes down into the soil. Next, a shoot grows up toward the light. Finally, the first leaves open, and the young plant begins to make its own food from sunlight.' Caption: 'A bean seed sprouts a root before a shoot.' Say: "In a book, germination would be in bold." Mark the text together. Circle the title, box germination and star the caption. Think aloud: "What is the whole passage about? A seed holds a tiny plant that starts to grow when it gets water. That is the main idea." Your child highlights the sentence that helps most.

    10–15 min · Guided Practice

    1) Ask: "What does germination mean? Which words helped?" (A seed starting to grow. Clues: soaks up water, swells, coat splits open, "start of growth.") 2) Ask: "Which words tell the order of the steps?" (First, next and finally.) Your child numbers the steps in the margin. 3) Draw a four-step diagram together with arrows: seed soaks up water, root grows down, shoot grows up, leaves open. 4) Ask: "What does the caption add?" (It tells what the picture shows: the root comes before the shoot.) 5) Ask: "Why does the seed coat split?" (The seed soaks up water and swells.) If stuck, say: "Reread the sentence before the boxed word. What is happening to the seed?"

    15–20 min · Independent Practice

    Your child uses their own nonfiction book. 1) Find three text features on one page or section. Name each one and tell what it is for. 2) Write the main idea of that page or section in one sentence. 3) List three details that support it. 4) Choose one new word and write its meaning with the clue words that helped. Look for: details that fit the main idea, and a meaning taken from nearby words, not a guess.

    5 min · Exit Ticket

    Read each question aloud. Your child answers in the notebook and may look back at the passage.

    Watch for: Mixing up the order of the steps, since both the root and the shoot grow.

    Try: Point to "First" and "Next." Your child numbers the steps in the margin before answering.

    Exit ticket (3 questions)
    1. Which step comes right after the root pushes down? Which word signals it?
    2. What does 'coat' mean in this passage? Which words helped you?
    3. Name one text feature in 'From Seed to Sprout' and tell what it is for.
    Show answers
    1. A shoot grows up toward the light. The signal word is 'Next.'
    2. The outer covering of a seed. Clue: 'its coat splits open' when the seed swells.
    3. Any one: the title tells the topic; the bold word marks an important word; the caption explains the picture.

    Support: Mark the title, bold word and caption for your child. Your child explains what each one does.

    Extend: Your child writes a one-paragraph summary of the passage with the main idea and every step in order.

    Homework: Wrap the dried bean in a damp paper towel inside the bag or jar. Your child checks it daily and writes what appears first. Look for: the root, usually within a week.

    Science

    I can use motion patterns to predict and describe how I solved a design problem with magnets.

    3-PS2-23-PS2-43-5-ETS1-13-5-ETS1-3

    Builds on: Needs Week 6 (motion patterns) and Week 7 (the magnet latch project). One-minute check: ask, "In a pendulum, what is one full swing?" (Out and back to the start.)

    Materials: Pendulum: string about 24 inches long, a washer or key ring as the weight, tape and a ruler, Timer, Shoebox cabinet with its magnet latch, Science notebook (Weeks 6 and 7), Printed Quarter 1 Review: Science (Assessments page) and pencil

    5 min · Day 43 — Q1 Review: Patterns and Engineering Design — Wonder Warm-Up

    Spaced review from Week 7. Your child names the 5 engineering steps in order. (Define the problem, plan, build, test, improve.) Then ask: "What was one criterion for your latch?" (Sample: it stays shut through 5 gentle shakes.) Ask: "How can a pattern help us tell what happens next?"

    10–15 min · Mini-Lesson

    Say: "A motion pattern is a movement that repeats in a way we can predict." Tape the pendulum to a table edge. Measure 18 inches from the edge to the middle of the weight. Pull the weight a hand's width to the side and let go. Your child counts full swings for 30 seconds while you watch the timer. Do it twice. Expect about 22 each time. Ask: "What do you predict for a third count? Why?" (About the same, because the pattern repeats.) Test it. Say: "A shorter string swings faster. A bouncing ball bounces lower each time." Now hold up the shoebox. Say: "Criteria are what a design must do. Constraints are limits. We test to find failure points, then we improve." Ask: "Was 'at most 2 magnets' a criterion or a constraint?" (A constraint.) "What did you improve after testing?" (Answers vary. Look for one change.) If stuck, say: "Find that page in your notebook and read me one sentence."

    15–20 min · Investigation / Hands-On

    Give the Quarter 1 Review: Science now. It is on the Assessments page and takes 20 to 30 minutes. It may run into notebook time. 1) Put the pendulum, the shoebox and the notebook out of sight. Your child needs only a pencil. 2) Your child works alone. You may read any question, table or answer choice aloud, as often as needed. 3) Do not explain science words or give hints. 4) It is not timed, and breaks between sections are fine. 5) Score it later with the notes under each section. Those notes name the weeks to revisit. If you give the review on another day, use this time differently. Rerun the latch shake test and compare with Week 7.

    10 min · Science Notebook Entry

    Your child finishes the review first. Then they write three sentences: "A pattern I can predict is ___. One criterion for my latch was ___. One constraint was ___." Sample: "A pattern I can predict is a pendulum's swing count. One criterion was that it opens with one finger. One constraint was only 2 magnets." If time is short, your child says the three sentences aloud instead.

    5 min · Wrap-Up & Exit Ticket

    Read the three exit questions aloud; your child answers aloud or on paper. Praise steady effort on the review, not the score.

    Watch for: Describing engineering as only "build it," and skipping defining the problem and testing.

    Try: Your child points to the notebook page for each of the five steps and reads one sentence from it.

    Exit ticket (3 questions)
    1. A rocking chair rocks 12 times in 20 seconds, and then 12 times again. About how many times will it rock in the next 20 seconds? Why can you predict that?
    2. Your latch falls open in the shake test. What is the next engineering step, and what would you do?
    3. New problem: a magnet hook must hold a dish towel on the fridge. Give one criterion and one constraint for it.
    Show answers
    1. About 12. The motion repeats in a pattern, so the next count should be about the same.
    2. Improve. Change one thing, such as moving the steel part closer, and test again.
    3. Answers vary. Look for: a criterion such as "holds the towel without sliding," and a constraint such as "use only 1 magnet."

    Support: Read every review question aloud and give a short break after each section. Your child may say long answers while you write them.

    Extend: After the review, your child shortens the string to 12 inches and predicts more or fewer swings. Then they test it. Expect more, about 27.

    Homework: Your child explains the five engineering steps to a family member, with one example from the latch for each. Look for: all five, in order.

    Day 4 · Thursday

    Social Studies

    I can make a one-page "My Place" project that teaches someone about where I live.

    D2.Civ.6.3-5D2.Geo.1.3-5D2.Geo.5.3-5D2.His.2.3-5D4.2.3-5D4.3.3-5

    Builds on: Needs your notebook pages from Weeks 1 to 8 and yesterday's timeline. One-minute check: ask, "Is our community urban, suburban or rural? Give one clue." (Answers vary. Look for a clue that fits.)

    Materials: Large paper, Colored pencils and markers, Ruler, This quarter's notebook pages, Pencil

    5 min · Day 44 — Q1 Project: My Place One-Pager — Big Question Warm-Up

    Spaced review from Week 8. Ask: "What land or water feature helped our town start?" (The feature on the Why Here chart.) Then ask the big question: "You must teach a friend about where you live on one page. What would you put on it?" List four or five ideas together.

    10–15 min · Mini-Lesson

    Say: "Today you make a My Place one-pager. A good explanation gives facts in order, with examples." Show the layout. With the ruler, draw a title strip across the top of the large paper. Write "My Place: ____." Divide the rest into five boxes, two above and three below. Number them. Tell what goes in each box. Box 1: our community type, with two clues. Box 2: a small map with a key and a compass rose. Box 3: two landforms or bodies of water in our region. Box 4: the Native nation or nations whose homelands include our area, and one fact about the nation today. Box 5: our founding year, one founder, and why the town began here. Model Box 1 aloud: "My community is suburban because the houses have yards and a city is close." Ask: "Which box needs a key?" (Box 2) "Which box must use today words such as lives or runs?" (Box 4) "Where will you find the founding year?" (On the Week 8 founding card.) If stuck, say: "Open the notebook to that week and pick your best fact."

    15–20 min · Activity / Source Work

    Build the one-pager box by box. 1) Your child works in pencil first. 2) For each box, open the notebook page that has the facts. Use Week 2 for Box 1, Week 3 for Box 2 and Week 4 for Box 3. Use Week 6 for Box 4 and Week 8 for Box 5. 3) Your child writes at least one full sentence in every box before using colored pencils or markers. 4) Check each box against the list in a small chart with three columns: Box, Facts needed, Done? 5) Read Box 4 together. Look for present-tense words about the Native nation. 6) Fix anything missing, then color. 7) Your child presents the page to you aloud, box by box. Ask one question about it, such as "How do you know the founding year?" Look for: every box has its facts, and your child can name a source.

    10 min · Notebook Entry

    Your child writes a checklist of the five boxes in the notebook and ticks each finished one. Then finish: "The box I would improve is ____ because ____." Sample: "The box I would improve is Box 2 because my map needs a clearer key."

    5 min · Wrap-Up & Exit Ticket

    Read the exit questions aloud and praise one exact detail on the page. Note: the Assessments page suggests today for the Quarter Review, and any day this week works. This plan gives it tomorrow, so the project has a full block. If you give it today instead, use the Activity and Notebook time. Then build the one-pager in tomorrow's Activity time.

    Watch for: Filling the boxes with drawings only and leaving out the facts.

    Try: Ask for one complete sentence in every box before any coloring begins.

    Exit ticket (3 questions)
    1. Read the sentence in your Native nation box. Which word shows the nation is here today?
    2. Which box was hardest to fill? Which notebook page or source helped you finish it?
    3. What is one question a visitor might ask about your page? How would you answer it?
    Show answers
    1. Answers vary. Look for: a present-tense word such as lives, runs, teaches or has.
    2. Answers vary. Look for: a named box and a named page or source.
    3. Answers vary. Look for: a real question and an answer that uses a fact from the page.

    Support: Write a sentence frame in each box, such as "My community is ____ because ____." Your child fills in the blanks.

    Extend: Your child adds a sixth box: one way my community has changed, with a then-and-now drawing and its source.

    Homework: Present the one-pager to someone outside your household, such as a grandparent, a librarian or a neighbor. Answer one question they ask. Ask what would make it clearer, then fix it.

    Mathematics

    I can choose a fact strategy for any ×2 to ×10 fact and know which tables I still need to practice.

    3.OA.C.73.OA.B.5

    Builds on: Review of the fact strategies from Weeks 6 to 8. One-minute check: your child tells how to find 6 × 7, then solves it. Listen for: 5 groups of 7 and one more group; 35 + 7 = 42.

    Materials: 8 index cards or paper slips, Grid paper, Notebook, Pencil

    5 min · Warm-Up

    Spaced review from Week 1. Your child rounds 649 to the nearest 100 (600). Then ask 6 × 8, 7 × 8 and 8 × 8 (48, 56, 64). Your child tells how one answer was found.

    10–15 min · Mini-Lesson

    Say: "Every table has a strategy. Let us list them." Write the list together and keep it in view. For ×2: doubles. For ×3: a double plus one more group. For ×4: double-double. For ×5: half of the ×10 fact, or count by 5s. For ×6: the ×5 fact plus one more group. For ×7: 5 groups and 2 groups. For ×8: double the ×4 fact. For ×9: 10 groups minus one group. For ×10: tens. Ask: "Which strategies use a double? Which use 5 groups?" (Doubles: ×2, ×3, ×4 and ×8. Five groups: ×6 and ×7.) Write 3 × 8. Say: "3 groups. I use a double plus one more group." Write 2 × 8 = 16, then 16 + 8 = 24. Now your child does more. Write 4 × 9. Ask: "Which strategy fits? Show the steps." (18 doubled is 36, or turn it: 40 − 4 = 36)

    10–15 min · Guided Practice

    Your child names the strategy first, then writes the steps. 1) 6 × 6 (30 + 6 = 36). 2) 9 × 9 (90 − 9 = 81). 3) 7 × 4 (20 + 8 = 28). 4) 8 × 5 (20 doubled is 40). If stuck, say: "Look at the first number. Which strategy goes with that many groups?"

    15–20 min · Independent Practice

    Your child writes each fact from problems 1 to 6 on a card. The answer and strategy go on the back. 1) 7 × 8 (56). 2) 6 × 9 (54). 3) 4 × 6 (24). 4) 8 × 3 (24). 5) 5 × 7 (35). 6) 9 × 3 (27). 7) Your child outlines 6 rows of 7 on grid paper. Then your child colors 5 rows and one row and writes the sum (35 + 7 = 42). 8) Solve two word problems and add a card for each. Six vans carry 6 children each. How many children? (36) A hall has 9 rows of 8 seats. How many seats? (72) Last, your child sorts the 8 cards into "know it" and "still building." Use no clock. A fact is known when the answer comes without counting.

    5 min · Exit Ticket

    Cover the strategy list. Read each question aloud; your child answers on paper.

    Watch for: Guessing a nearby product instead of using a strategy, such as 54 for 7 × 8.

    Try: Slow down. Your child says the strategy aloud before any answer. For 7 × 8: "5 groups and 2 groups, 40 + 16."

    Fact fluency: ×6, ×7 and ×8 facts
    Exit ticket (3 questions)
    1. What is 8 × 6?
    2. What is 7 × 9?
    3. Which two tables are your strongest, and which one still needs work?
    Show answers
    1. 48
    2. 63
    3. Answers vary. Look for: two named tables and one named table to practice.

    Support: Keep the strategy list in view. Start with ×2, ×5 and ×10 facts only. Add one new table when those feel easy.

    Extend: Your child solves 6 × 8 three ways and tells which is clearest. Samples: 40 + 8 = 48; 24 doubled is 48; 30 + 18 = 48.

    Homework: Your child practices the still-building cards for 10 minutes, saying the strategy first. Sample: 7 × 8 is 40 + 16, which is 56.

    English Language Arts

    I can review and revise an opinion paragraph so it has all four parts.

    W.3.1W.3.1.AW.3.1.BW.3.1.CW.3.1.DW.3.5L.3.1.F

    Builds on: Needs Week 8: opinion, reasons, linking words and conclusion. One-minute check: ask, "Name the four parts in order." (Opinion, reasons, linking words, conclusion.)

    New words:
    • agree – in grammar, to match: one dog runs, two dogs run; a pronoun matches its noun too
    • subject – who or what a sentence is about
    • revise – to change your writing to make it better

    Materials: Your child's Week 8 opinion paragraph, The 'Early Mornings' draft (in the lesson), copied onto paper, Four colored pencils (blue, green, orange, red), Reader's notebook, Linking-words chart from Week 8, Pencil

    5 min · Warm-Up

    Word study, plurals. Say: "Some plurals follow no rule. We just learn them." Write child, children; mouse, mice; foot, feet; tooth, teeth; man, men. Your child fills each blank aloud. "Both of my ___ are cold." (feet) "Three ___ carried the couch." (men) "The barn cat chased two ___." (mice) "The ___ lined up for lunch." (children) Spaced review from Week 7. Say: "The seed soaks up water, so it swells." Ask: "Which part is the cause?" (The seed soaks up water.)

    10–15 min · Mini-Lesson

    Say: "To revise is to change your writing to make it better. Let's revise this draft." Read it aloud. Title: Early Mornings. 'I think early mornings is the nicest part of the day. First, the house feel calm before everyone wakes up. Another reason is that mornings are nice because they are nice. For example, my dad makes toast and eggs, and it taste better at sunrise.' Color-code it together. Underline the opinion in blue, the reasons in green and the linking words in orange. (Opinion: sentence 1. Reasons: sentences 2 and 3. Linking words: First, Another reason, For example.) Say: "Red is for the conclusion. Nothing is red, so the conclusion is missing." Then teach agreement. Say: "The subject is who or what a sentence is about. A verb must agree with its subject. One thing: a morning is, the house feels. More than one: mornings are, houses feel." Fix the first sentence together: I think early mornings are the nicest part of the day. Say: "A pronoun must match its noun too. One egg: it. Two eggs: they."

    10–15 min · Guided Practice

    Your child fixes the rest of the draft. 1) Sentence 2 says "the house feel calm." (Feels. The subject is one house.) 2) The reason in sentence 3 only repeats. Your child writes a real reason. (Sample: Another reason is that the birds sing loudest at dawn.) 3) Sentence 4 says "toast and eggs, and it taste." (They taste. Toast and eggs are more than one thing.) 4) Your child writes a conclusion and underlines it in red. (Sample: That is why I get up early, even on Saturdays.) Your child reads the old and new drafts aloud. If stuck, say: "Who or what is doing the action? Is it one, or more than one?"

    15–20 min · Independent Practice

    1) Your child color-codes the Week 8 paragraph with the four pencils and fixes one thing. 2) Your child writes a new opinion paragraph of about 5 sentences, one for each frame, using the linking-words chart. Prompt: "Which kind of story is best: folktale, fable or myth?" Frames: I think ___. First, ___. Another reason is ___. For example, ___. That is why ___. 3) Your child color-codes the new paragraph. Checklist: all four colors appear; each reason tells why; every verb agrees with its subject; each pronoun matches its noun.

    5 min · Exit Ticket

    Read each question aloud. Your child answers the first two aloud and uses the new paragraph for the third.

    Watch for: Leaving out the conclusion, or copying the opening sentence as the conclusion.

    Try: Use the red pencil test. If nothing is red, your child writes a conclusion with a stem from Week 8.

    Exit ticket (3 questions)
    1. Choose the verb: 'Fables (teach / teaches) a lesson.' How do you know?
    2. Fix the pronoun: 'My sister loves that folktale. She reads them every night.'
    3. Read the conclusion of your new paragraph. How is it different from your opinion sentence?
    Show answers
    1. Teach. 'Fables' names more than one, so 'teach' is right.
    2. She reads it every night. 'Folktale' is one thing, so the pronoun is 'it.'
    3. Answers vary. It should give the same idea in different words, often with a stem such as 'That is why.'

    Support: Your child keeps the shape of the Week 8 paragraph and changes only the topic, using the frames.

    Extend: Your child adds a third reason, starts it with a new linking word and gives an example for each reason.

    Homework: Your child reads the new paragraph aloud to a family member and asks which reason was most convincing. Look for: a clear voice and all four parts.

    Science

    I can find my strong and weak spots on a practice set covering all Q1 topics.

    3-PS2-13-PS2-23-PS2-33-PS2-43-5-ETS1-13-5-ETS1-23-5-ETS1-3

    Builds on: Needs all of Quarter 1: forces, friction, magnets, static electricity, patterns and design. One-minute check: ask, "What are the two kinds of force?" (A push and a pull.)

    Materials: Practice set (the 8 items in the Investigation, read aloud or copied onto paper), 1 magnet, 1 steel paper clip and 1 plastic spoon, Toy car and a towel, Paper and pencil, Index cards for word cards

    5 min · Day 44 — Q1 Practice Round — Wonder Warm-Up

    Spaced review from Week 8. Ask: "What makes a question testable?" (You can answer it with a test and by measuring or counting.) Then your child rates each topic 1, 2 or 3, where 3 is strong. The topics are forces, balanced and unbalanced, friction, magnets and static, patterns, and engineering. Ask: "Which topic do you want to get stronger in today?"

    10–15 min · Mini-Lesson

    Say: "Today is practice. There is no grade. A strong science answer has two parts: the answer, then 'because' with a science word." Model it. Ask yourself: "Why does a rolling ball stop on grass?" Give a weak answer: "It just stops." Give a strong one: "It stops because friction from the grass slows it down." Ask: "Which answer is stronger? Why?" (The second. It gives a reason and a science word.) "Make this stronger: 'The clip moved.'" (Sample: "The clip moved because the magnet attracts steel.") Say: "If you guess, draw a star by that item. A star means 'check this one.'" Ask: "What does a star tell us?" (To review that item first.) If stuck, say: "Say your answer. Now add 'because' and finish the sentence."

    15–20 min · Investigation / Hands-On

    Your child answers on paper, then you check together. 1) You open a drawer toward yourself. Push or pull? (Pull.) 2) Two children push a box from opposite sides, equally hard. Does it move? Why? (No. The forces are balanced.) 3) A toy car rolls farther on a bare floor than on a towel. Which has more friction? (The towel.) 4) Will a magnet attract a plastic spoon? (No.) 5) Two magnets push each other apart. What is the word for that? (Repel.) 6) Name one force that works without touching. (Magnetism, static electricity or gravity.) 7) A wind-up toy hops 5 times, turns, hops 5 times, turns. What comes next? (5 hops. The pattern repeats.) 8) Why do engineers test again after a change? (To see if the change helped.) For each missed or starred item, your child tests it with a real object. Samples: touch the magnet to the spoon; roll the car on the towel. Real results vary, so look for the pattern.

    10 min · Science Notebook Entry

    Your child writes: "Tonight I will review ___ and ___." Then they make one word card for each tricky word. The word goes on the front. The meaning and a small sketch go on the back. Sample: "repel" on the front; "push apart" and two magnets with arrows pointing away on the back.

    5 min · Wrap-Up & Exit Ticket

    Read the three exit questions aloud; your child answers on paper. Praise honest stars and every "because."

    Watch for: Guessing on unsure items, then never going back to them.

    Try: Your child stars each guess while working. Afterward, review the starred items first, each one with a real object.

    Exit ticket (3 questions)
    1. Which Quarter 1 topic is your strongest? Give one reason.
    2. Which topic will you review tonight, and which practice item showed you that?
    3. Answer with "because": Why does a magnet not pick up a wooden block?
    Show answers
    1. Answers vary. Look for: a topic named with a reason, such as "magnets, because I got those items right."
    2. Answers vary. Look for: a topic that matches a missed or starred item.
    3. Because magnets attract iron and steel, and wood is not one of those.

    Support: Read each item aloud. Your child may answer by showing with the objects, then say the answer in words.

    Extend: Your child writes 2 new practice questions for their hardest topic, with answers that use "because."

    Homework: Your child reviews the word cards for about 10 minutes with a family member. Look for: the meaning said in their own words.

    Day 5 · Friday

    Social Studies

    I can show what I learned in Quarter 1 about communities, geography, Native nations, and settlers.

    D2.Civ.6.3-5D2.Geo.1.3-5D2.Geo.2.3-5D2.Geo.4.3-5D2.Geo.5.3-5D2.His.2.3-5D2.His.3.3-5D2.His.4.3-5

    Builds on: Needs all of Quarter 1 and this week's review days. One-minute check: your child points to the My Place one-pager and names your community type with one clue. (Answers vary.)

    Materials: Quarter Review: Social Studies, Quarter 1 (Assessments page) and its scoring notes, Stored Week 9 check and its answer key, Pencil, Notebook, My Place one-pager, Scrap paper

    5 min · Day 45 — Quarter 1 Review and Week 9 Check — Big Question Warm-Up

    Say: "Take one slow breath." Spaced review from Week 3: ask, "What does a compass rose show?" (directions on a map) Then your child holds the My Place one-pager and says five things aloud. Name our community type, one map skill and one landform. Name the Native nation or nations of our area and our founding year. Ask the big question: "What do you know about our place now that you did not know before?"

    10–15 min · Mini-Lesson

    Keep this part to 10 minutes. Explain the Quarter Review. Say: "This is not a grade. It shows what stuck and what we should visit again." There are 16 items worth 34 points. There is no time limit. You may read everything aloud. Your child may look back at the map box, the two sources and the chart inside the review. Now show how to answer an open question. Ask: "Why do flat maps stretch some lands?" Say a weak answer: "Round." Say a strong answer: "Flat maps stretch some lands because Earth is round, like a globe." Ask: "What made the second answer stronger?" (It is a full sentence that says because.) Your child tries one: "How is climate different from weather?" (Sample: Climate is the usual weather over many years, but weather is only today.) If stuck, say: "Say because, then give one reason."

    15–20 min · Activity / Source Work

    Give the Quarter Review now, from the Assessments page. It needs 20 to 30 minutes, so it uses this block and the Notebook block. 1) Set out a pencil and scrap paper for sketching the map. 2) Your child works through all four sections. Do not teach, hint or correct. 3) Speak about Native nations in the present tense. 4) If your child tires, stop after section 2 and finish after a break. 5) Afterward, score it with the scoring notes, add the points and find the level. 6) For any section that earns less than half its points, revisit the weeks listed for it. The Assessments page suggests Day 4 for this review, and any day this week works. If you gave it on Day 4, build the My Place one-pager in this block.

    10 min · Notebook Entry

    The review uses most of this time. When it is done, your child says three frames aloud: "My strongest Quarter 1 topic is ____. My hardest topic is ____. My goal for Quarter 2 is ____." Your child writes them in the notebook later today. Sample goal: "I want to learn more about one Native nation near us."

    5 min · Wrap-Up & Exit Ticket

    Read the exit questions aloud; praise honest answers. Then stop for a real break. Give the stored Week 9 check later today, not right after the review. It has 8 items and takes about 10 minutes. Choose a route by the result. 6 or more right: move on, and add a sixth box to the one-pager. 4 or 5 right: redo the Week 9 Day 2 map page. Then your child writes five map and landform questions to quiz a family member. 3 or fewer right: reteach Week 9 Day 3 by rebuilding the timeline on slips of scrap paper.

    Watch for: Rushing the open questions and giving one-word answers.

    Try: Before the review, practice one answer aloud that uses "because" and one example.

    Exit ticket (3 questions)
    1. Name the Native nation or nations whose homelands include our area. Tell one thing the nation does today.
    2. Tell one reason our town is where it is, and one way it has changed.
    3. What is your goal for Quarter 2 social studies? What is one step you will take?
    Show answers
    1. Answers vary. Look for: the correct name and a present-tense fact, such as running a school or language program.
    2. Answers vary. Look for: a geographic reason from Week 8 and one then-and-now change.
    3. Answers vary. Look for: a clear goal and one step, such as reading a library book about maps.

    Support: Read every question aloud. Your child may answer aloud while you write, and may take the review in two sittings.

    Extend: Your child writes three sentences on how their understanding of our community grew this quarter, with one example.

    Homework: Pick one Quarter 1 topic to keep exploring this weekend. Tell a family member why you chose it. Look for: a reason and one question to explore.

    Mathematics

    I can show what I learned in Quarter 1 on the cumulative check.

    3.NBT.A.13.NBT.A.23.OA.A.13.OA.A.33.OA.C.73.OA.D.8

    Builds on: Needs everything from Weeks 1 to 9. One-minute check: ask 9 × 7 (63). Then your child rounds 846 to the nearest 10 (850).

    Materials: Stored Week 9 check and its answer key (this is the Quarter 1 cumulative check), Scrap paper, Notebook, Pencil

    5 min · Warm-Up

    Spaced review from Week 1. Write 607 and 670. Your child writes <, > or = between them (607 < 670). Then ask 9 × 6, 8 × 4 and 7 × 5 (54, 32, 35).

    10–15 min · Mini-Lesson

    Spend 10 minutes on two-step problems. Say: "Some problems need two steps. Answer the first step, then use it." Read aloud: Mei has 425 beads. She buys 180 more. Then she uses 260. How many beads are left? Ask: "What happens first?" (She gets more, so add.) Write 425 + 180 = 605. Ask: "What happens next?" (She uses some, so subtract.) Write 605 − 260 = 345. Say: "A letter can stand for the number we want. Let b be the beads left." Write 425 + 180 − 260 = b, so b = 345. Check with rounding: 400 + 200 − 300 = 300, which is close. Now your child does more. A shop has 7 boxes of 6 pencils. It sells 20 pencils. How many pencils are left? (7 × 6 = 42; 42 − 20 = 22)

    10–15 min · Guided Practice

    Do four check-style problems together. 1) Round 372 to the nearest 10 and the nearest 100 (370, 400). 2) 538 + 294 (832). 3) 900 − 467 (433). 4) A shelf has 5 rows of 7 jars. How many jars? (5 × 7 = 35) If stuck, say: "Read it again. What is the question asking? Which skill fits?"

    15–20 min · Independent Practice

    Give the stored Week 9 check now. It is the Quarter 1 cumulative check. Find it with the Week 9 lessons, like every weekly check. It has 8 items from the whole quarter. Allow about 20 minutes, and more if your child needs it. Then score it with the answer key. Choose a route by the result. 6 or more right: start Quarter 2. For fun, your child writes a five-problem quiz for a family member, with an answer key. 4 or 5 right: match each miss to a review day. For rounding or adding, redo Week 9 Day 1 Guided Practice. For subtracting, redo Week 9 Day 2. For groups and arrays, redo Week 9 Day 3. For facts, redo the Week 9 Day 4 card sort. For two-step problems, redo today's Mini-Lesson with new numbers. 3 or fewer right: teach Week 9 Days 1 to 4 again. Use base-ten drawings for adding and subtracting, and counters for arrays. Then give the check a second time. The Quarter 1 Review is a separate paper on the Assessments page and takes 20 to 30 minutes. It is suggested for Day 1, but any day this week works, apart from this check.

    5 min · Exit Ticket

    After the check, your child answers these three questions; then go over any missed check items together.

    Watch for: Stopping after the first step of a two-step problem and giving that number as the answer.

    Try: Your child underlines the question before starting. At the end, ask: "Does your number answer that question?"

    Fact fluency: ×2 to ×10 facts
    Exit ticket (3 questions)
    1. What is 6 × 8?
    2. Which part of the check felt strongest?
    3. Which skill will you review first next quarter?
    Show answers
    1. 48
    2. Answers vary. Look for: a named part, such as rounding or multiplication facts.
    3. Answers vary. Look for: a named skill and a plan to practice it.

    Support: Read each word problem aloud. Let your child sketch on scrap paper and draw squares, sticks and dots for any item.

    Extend: Your child writes and solves a two-step problem. Sample: 5 bags of 7 marbles, 9 lost; 5 × 7 = 35, then 35 − 9 = 26.

    Homework: Your child redoes two missed check items with a family member and explains each fix. If none were missed, solve 7 × 8 and 900 − 356 (56; 544).

    English Language Arts

    I can show what I learned in Quarter 1 on the Week 9 check and the Quarter 1 Review.

    RL.3.1RL.3.2RL.3.3RI.3.2RI.3.5W.3.1

    Builds on: Needs the whole quarter, reviewed on Days 1 to 4. One-minute check: ask, "What two things does a strong trait answer need?" (A trait word and evidence from the text.)

    Materials: Week 9 English Language Arts Check and its answer key (find it with the Week 9 lessons), Quarter 1 Review: Reading & Writing (Assessments page), if not given on Day 2, Reader's notebook, Pencil, Highlighter

    5 min · Warm-Up

    Word study, plurals. Give a spelling check with no timer. Say each word, then a short sentence: plants, toys, dishes, glasses, stories, families. Challenge word: sandwiches. Correct it together, and your child names the rule for any missed word. Spaced review from Week 3. Ask: "How is a quote different from a paraphrase?" (A quote uses the author's exact words in quotation marks. A paraphrase uses your own words.)

    10 min · Mini-Lesson

    Say: "Today you show what you learned this quarter. Let's warm up with one short tale." Read aloud this traditional fable from Aesop. Title: The Bundle of Sticks. 'A farmer had three children who quarreled all day. One evening he handed them a bundle of sticks tied with string. "Break it," he said. Each child tried and failed. Then he untied the string and gave them the sticks one at a time. Snap, snap, snap! "Alone, you break easily," the farmer said. "Together, you are strong." The next morning the children shared the chores without a single quarrel.' 1) Ask: "Who are the characters, and what is the setting?" (A farmer and his three children. A farm, one evening and the next morning.) 2) Ask: "What trait does the farmer show? Prove it." (Wise. He teaches with sticks and says, "Together, you are strong.") 3) Ask: "What is the central message?" (People are stronger when they work together.) 4) Ask: "Folktale, fable or myth? Why?" (A fable. It is very short and teaches a moral. Not every fable has animals.)

    5–10 min · Guided Practice

    1) Ask: "Where is a paragraph's main idea often found?" (In the topic sentence, which is often first.) 2) Ask: "Name the four parts of an opinion paragraph." (Opinion, reasons, linking words, conclusion.) 3) Skim the directions on the check together. Say: "Highlight your proof in a passage before you answer. On a writing item, tick off each part as you write it." If your child seems nervous, say: "This shows us what to practice next. It is not a grade."

    30–40 min · Independent Practice

    Part 1. Give the Week 9 English Language Arts Check. It has 8 items. Your child works alone for about 15 minutes. Score it with the answer key, then choose a route. 6 or more right: your child is ready for Quarter 2. 4 or 5 right: redo the Day 3 practice page and the Day 3 Guided Practice. 3 or fewer right: reteach Day 1 using the five-box page, then Day 3. Part 2. The Quarter 1 Review for Reading & Writing is on the Assessments page. It takes about 30 minutes. If your child took it on Day 2, go over its results together now. If not, give it after a short break. Today will then run about 15 minutes over. You may also give it on another day. Use its scoring notes to choose which weeks to revisit.

    5 min · Exit Ticket

    After the check, your child answers these three questions aloud or in the notebook. Then go over any missed items together.

    Watch for: Rushing the writing item at the end because the reading took a long time.

    Try: Say before starting, "There is no clock today." If your child tires, give a short break before the writing item.

    Exit ticket (3 questions)
    1. In 'The Bundle of Sticks,' what happens right after each child fails to break the bundle?
    2. Which Quarter 1 skill felt strongest today? Give one example from your work.
    3. Which skill will you practice next, and how will you practice it?
    Show answers
    1. The farmer unties the string and hands out the sticks one at a time. They snap easily.
    2. Answers vary. Your child should name a skill, such as finding the main idea, and give a real example.
    3. Answers vary. Your child should name a skill and give a clear plan. Sample: 'I will add a quote each time I name a trait.'

    Support: Read all directions aloud and allow extra time. Give the check and the Quarter Review on two different days.

    Extend: After the check, your child writes three sentences about how their reading or writing grew this quarter.

    Homework: Your child picks the Quarter 1 skill that felt hardest and practices it for 10 minutes with a book. Look for: your child can name the skill and show one try.

    Science

    I can show what I learned about forces, magnets, patterns and design in Quarter 1.

    3-PS2-13-PS2-23-PS2-33-PS2-43-5-ETS1-13-5-ETS1-23-5-ETS1-3

    Builds on: Needs the Day 4 practice set and word cards. One-minute check: your child reads one word card word and gives its meaning.

    Materials: Stored Week 9 Science Check and its answer key, Pencil, 1 book, 1 magnet and 1 steel paper clip, Objects for your child's 3 favorite demos (such as the toy car and ramp, the pendulum or the shoebox latch), Science notebook

    5 min · Day 45 — Quarter 1 Review and Week 9 Check — Wonder Warm-Up

    Spaced review from Week 8. Ask: "Why do scientists run three trials instead of one?" (One trial could be an odd result.) Then take two slow breaths together. Your child names one Quarter 1 investigation they are proud of. Ask: "What did it show you?"

    10–15 min · Mini-Lesson

    Keep this to 10 minutes and the showcase to 15, so the check fits. Say: "Scientists share what they know in three moves: show it, name it, explain it." Model with the book. Slide the book across the table and let it stop. Say: "Show: I pushed the book and it stopped. Name: friction. Explain: friction slowed the book because the surfaces rubbed." Now your child tries with the magnet and paper clip. Ask: "What did you show?" (The magnet pulled the clip.) "What is the force called?" (Magnetism.) "Explain it with 'because.'" (Sample: "The clip moved because a magnet attracts steel.") "Did the magnet need to touch the clip?" (No. It is a non-contact force.) If stuck, say: "First tell what happened. Then tell me the force word."

    15–20 min · Investigation / Hands-On

    Quarter 1 showcase. 1) Your child picks 3 favorite investigations from the notebook. 2) For each one, set up the objects and do it once. 3) Your child shows it, names the force or idea, and explains with "because." 4) You fill in a chart: Investigation | Force or idea | "Because" sentence. Listen for these ideas. Unbalanced forces change motion. Friction slows sliding and rolling things. Magnets attract iron and steel. Like poles repel. A pattern helps us predict. Engineers test and improve. If a demo goes differently today, say: "Real results vary. What pattern do you still see?" Safety: keep the rolling path clear, and put small magnets away afterward.

    10 min · Science Notebook Entry

    In pencil, your child writes three sentences: "In Quarter 1 I learned ___. I got better at ___. In Quarter 2 I want to investigate ___." Sample: "In Quarter 1 I learned that magnets attract steel. I got better at running fair trials. In Quarter 2 I want to investigate animals."

    5 min · Wrap-Up & Exit Ticket

    Ask the three exit questions and celebrate. Then give the stored Week 9 Science Check: 8 items, about 10 minutes, working alone. Score it with the key. 6 or more right: move on to Quarter 2. 4 or 5 right: redo the Day 4 practice items and test each missed idea with a real object. 3 or fewer right: reteach the Day 1 or Day 2 review lesson, whichever matches the missed items. If the Quarter 1 Review is not done yet, give it on another day.

    Watch for: Giving a one-word answer, such as "friction," with no explanation.

    Try: Hold up one finger for "show," two for "name" and three for "explain." Your child keeps going until all three are done.

    Exit ticket (3 questions)
    1. Which of your three showcase investigations did you explain best? What did it show?
    2. Which Quarter 1 topic was hardest for you, and what will you practice?
    3. What is one science goal you have for Quarter 2?
    Show answers
    1. Answers vary. Look for: an investigation named with its science idea, such as "the pendulum, because the pattern let me predict."
    2. Answers vary. Look for: a named topic and one thing to practice.
    3. Answers vary. Look for: a specific goal, such as "measure more carefully" or "run more trials."

    Support: Read the check aloud and allow extra time. In the showcase, your child does 2 investigations instead of 3.

    Extend: Your child chooses one Quarter 1 topic and writes a new testable question about it. They name what to change and what to measure.

    Homework: Your child shares the science notebook with a family member and picks a favorite page. Look for: your child explains the page, not just shows it.

    Friday Checks & Answer Keys

    Mathematics · Week 9 Mathematics Check

    3.NBT.A.13.NBT.A.23.OA.A.13.OA.A.33.OA.B.53.OA.C.73.OA.D.8

    Goals

    • I can round, add and subtract within 1,000.
    • I can show multiplication with arrays and solve facts.
    • I can solve two-step word problems.

    Answer each question. Show your thinking in the box when there is one.

    1. What is the 3 worth in 734?
    2. Round 455 to the nearest 10.
    3. 386 + 247 = ____
    4. 800 − 573 = ____
    5. Write two equations for an array with 4 rows of 9.
    6. 7 × 7 = ____
    7. 6 × 9 = ____
    8. Nora had 400 stickers. She gave away 150 and then got 75 more. How many stickers does she have?
    Show answer key
    1. 30
    2. 460
    3. 633
    4. 227
    5. 4 × 9 = 36 and 9 × 4 = 36
    6. 49
    7. 54
    8. 325

    What to do next

    Most right
    If 6 or more are right: write a Quarter 1 quiz of five problems for a family member and make the answer key.
    Some right
    If 4–5 are right: redo the Day 2 page, then solve one two-step problem a day using things around the house.
    Few right
    If 3 or fewer are right: reteach Week 9 Days 1 to 4, one each day, then give the check again. Use base-ten drawings for adding and subtracting and counters for arrays.

    English Language Arts · Week 9 English Language Arts Check

    RL.3.1RL.3.2RL.3.3RL.3.5RL.3.9RI.3.2RI.3.3RI.3.4

    Goals

    • I can find a story's message and prove a trait.
    • I can find the main idea and word meanings in nonfiction.
    • I can write an opinion sentence, make verbs agree and spell plurals.

    Part A: Sofia's Sunflowers. Part B: Ladybugs Help Gardens

    Part A: Sofia planted sunflower seeds in May. Every day she watered them, even when her friends called her to play. Her brother laughed, "Nothing is happening!" By July, the sunflowers stood taller than the fence. Sofia gave her brother the first flower. Part B: Ladybugs are a gardener's helpers. They eat tiny insects called aphids that suck juice from plants. One ladybug can eat thousands of aphids in its life.

    Answer each question. Show your thinking in the box when there is one.

    1. Part A: What is the central message?
    2. Part A: What trait does Sofia show? Copy evidence.
    3. Part B: What is the main idea?
      ○ Ladybugs are red.○ Ladybugs help gardens.○ Aphids drink juice.
    4. Part B: What are aphids?
    5. Is Part B fiction or informational?
      ○ fiction○ informational
    6. Write an opinion sentence about gardens with a reason. Use because.
    7. Ladybugs (eat / eats) aphids.
      ○ eat○ eats
    8. Write the plurals: berry, lunch
    Show answer key
    1. Answers vary. Look for: hard work and patience pay off.
    2. Answers vary. Look for: patient or hardworking; "Every day she watered them, even when her friends called her to play."
    3. Ladybugs help gardens.
    4. Tiny insects that suck juice from plants.
    5. informational
    6. Answers vary. Look for: an opinion and a reason joined with because.
    7. eat
    8. berries, lunches

    What to do next

    Most right
    If 6 or more are right: pick a favorite book and write a review with an opinion, two reasons and a conclusion.
    Some right
    If 4–5 are right: redo the Day 3 page, then find the main idea of one page in a nonfiction book.
    Few right
    If 3 or fewer are right: reteach Day 1 (story elements review). Act out the Sofia story with toys and fill the five review boxes together.

    Science · Week 9 Science Check

    3-PS2-13-PS2-33-PS2-23-PS2-43-5-ETS1-13-5-ETS1-33-5-ETS1-2

    Goals

    • I can explain forces, friction and magnets with examples.
    • I can use patterns and design steps to solve problems.

    Answer each question. Show your thinking in the box when there is one.

    1. A cat pulls a toy mouse on a string toward itself. Push or pull?
      ○ push○ pull
    2. A boat is tied to a dock and floats still. Balanced or unbalanced?
      ○ balanced○ unbalanced
    3. Which has the most friction: ice, a rug or a wood floor?
      ○ ice○ a rug○ a wood floor
    4. Two north poles are pushed toward each other. What happens?
    5. Is friction a contact or non-contact force?
      ○ contact○ non-contact
    6. A pendulum made 19, 19 and 19 swings in 30 seconds. Predict the next count.
    7. Name one criterion and one constraint for a magnet latch.
    8. A rubbed balloon pulls tissue bits up without touching them. What force is this?
    Show answer key
    1. pull
    2. balanced
    3. a rug
    4. They repel (push apart).
    5. contact
    6. About 19.
    7. Answers vary. Look for: a criterion such as stays shut; a constraint such as only 2 magnets.
    8. Static electricity.

    What to do next

    Most right
    If 6 or more are right: Pick your favorite Quarter 1 investigation and teach it to someone, with a new question to test.
    Some right
    If 4–5 are right: Redo the Day 4 page, then retest any missed item with a real object, such as a magnet.
    Few right
    If 3 or fewer are right: Reteach the Day 1 or Day 2 review lesson, whichever covers the missed items, using the card sort and stations.

    Social Studies · Week 9 Social Studies Check

    D2.Civ.6.3-5D2.Geo.4.3-5D2.Geo.1.3-5D2.Geo.2.3-5D2.Geo.3.3-5D2.Geo.5.3-5D2.His.1.3-5D2.His.2.3-5

    Goals

    • I can explain communities and read maps.
    • I can describe land, water and resources.
    • I can retell early history from more than one view.

    Answer each question. Show your thinking in the box when there is one.

    1. Grace lives in a house with a yard and takes the train into a nearby city. What type of community?
      ○ urban○ suburban○ rural
    2. Which need does a hospital meet?
      ○ health○ gathering○ learning
    3. The scale is 1 inch = 10 miles. Two parks are 9 inches apart. How many real miles?
    4. What direction is between north and east?
    5. Which is high land with a flat top?
      ○ valley○ plateau○ canyon
    6. What natural resource is a wool hat made from?
    7. Give one reason settlers came and one way their towns changed life for Native nations.
    8. Are Native nations living nations today?
      ○ Yes○ No
    Show answer key
    1. suburban
    2. health
    3. 90 miles
    4. northeast
    5. plateau
    6. sheep's wool
    7. Answers vary. Look for: a reason such as land or religion, and a loss of land, fields or hunting grounds.
    8. Yes

    What to do next

    Most right
    If 6 or more are right: add a sixth box to your My Place one-pager about one way our town helps its neighbors.
    Some right
    If 4–5 are right: redo the Day 2 page, then quiz a family member with 5 map and landform questions you write.
    Few right
    If 3 or fewer are right: reteach Week 9 Day 3 (Native Nations, Explorers and Settlers) by rebuilding the paper-strip timeline with sticky notes.

    Week 9

    Home Connection

    Big ideas

    • Review helps me add, subtract and multiply with confidence.
    • Review helps me remember stories, facts and opinions.
    • Forces, friction and magnets all change how things move.
    • My place has its own land, history and people.

    Mathematics

    Try it (10 min): Make 10 cards with mixed facts from x2 to x10, plus one adding and one subtracting problem within 1,000. Solve them and sort the cards into I know it and Still learning piles.

    Talk about it: Which facts will you practice next?

    English Language Arts

    Try it (10 min): Read a new short story together. Your child names the characters, the setting and the central message, then tells the main idea of one nonfiction page.

    Talk about it: What part of reading feels easiest now, and what still feels hard?

    Science

    Try it (10 min): Go on a forces hunt at home: find one push, one pull, one example of friction and one magnet. Explain each one to a family member.

    Talk about it: Which force surprised you most this quarter?

    Social Studies

    Try it (10 min): Help your child make a one-page My Place poster with a simple map, one landform or body of water, and one fact about your area's history.

    Talk about it: What would you want a visitor to know about where you live?

    This week’s words

    review · central message · main idea · force · region

    Celebrate

    Celebrate three things from Quarter 1: a math skill you mastered, a story you understood, and a science idea you can explain.

    This week's read-aloud

    My Father's Dragon by Ruth Stiles Gannett

    In this review week, an adventure with a map, a clear problem and clever solutions lets your child review story elements and map skills.

    See the five daily prompts →

    Math catch-up · 3.OA.B.5

    Turn the Array

    Turning an array shows that the order of the factors doesn't change the product, which halves the number of facts to learn and gives two equations for every array.

    Builds on: 3.OA.A.1

    Materials: a muffin tin or egg carton · small objects to fill it · grid paper · pencil

    1. Fill a muffin tin with 3 rows of 4. Write 3 × 4 = 12.
    2. Turn the tin a quarter turn. Now there are 4 rows of 3. Nothing was added or taken away, so 4 × 3 = 12 too.
    3. Draw a 6-by-8 array on grid paper. Your child writes both equations: 6 × 8 = 48 and 8 × 6 = 48.
    4. Each day, your child draws one new array, turns the paper and writes both equations.

    Try again

    1. An array has 4 rows of 9. Write two multiplication equations for it.
    2. 7 × 5 = 35. What is 5 × 7?
    3. If you turn an array of 2 rows of 8, how many rows are there now, and how many in each row?

    Reading About Our World · Week 9 · Science

    Motion That Repeats

    Patterns of motion · This week's Science lessons

    A weight on a string swings back and forth as a pendulum, and a ball bounces across the floor with each bounce a little lower than the one before.

    Read it aloud first while your child follows along. Then read it together, and let your child read the parts they can. Talk about the words in the word box.

    Back and Forth

    Tie a weight to the end of a string and let it swing. It moves out, comes back and swings out again. A swinging weight like this is called a pendulum. Its motion is a pattern, because it repeats in the same way again and again. A full swing goes out and comes all the way back.

    Patterns Help Us Predict

    When motion follows a pattern, we can predict what will happen next. If a pendulum swings 20 times in one minute, it will swing about 20 times in the next minute too. Scientists use patterns to predict many things, like when the sun will rise tomorrow.

    What Changes the Swing?

    Scientists can test a pendulum to find out what changes its swing. In a fair test, they change only one thing at a time. When they make the string shorter, the pendulum swings faster. When they make the string longer, it swings more slowly. Adding more weight to the end hardly changes the speed at all.

    Pendulum Clocks

    People have used this pattern to keep time. In 1656, a scientist named Christiaan Huygens built one of the first pendulum clocks. Each swing of the pendulum helped move the clock's hands at a steady pace. Tall grandfather clocks still use pendulums today.

    Bouncing Balls

    A bouncing ball has a pattern too. Drop a ball, and each bounce is a little lower than the one before. Some of the ball's energy turns into sound and heat each time it hits the floor. If you measure the first few bounces, you can predict that the next one will be lower still. A rubber ball bounces higher than a ball of clay, which hardly bounces at all.

    Look for Patterns

    Watch a playground swing, a rocking chair or a dribbled basketball. Count, measure and write down what you see. When you find a pattern, you can use it to make a prediction and then check whether you were right.

    Word box

    • A weight hangs from a string on a frame and swings back and forth.pendulum: a weight that hangs from a string or rod and swings back and forth
    • pattern: something that repeats in a way you can predict
    • predict: to use what you know to tell what will happen next
    • fair test: a test where only one thing is changed and everything else stays the same

    Questions

    1. What happens to a pendulum's swing when the string is made shorter?
    2. What happens to each bounce of a dropped ball?
    3. A ball bounces 30 inches, then 20 inches, then 13 inches. Will the next bounce be higher or lower than 13 inches? Why?
    4. What does the word predict mean in the section Patterns Help Us Predict?

    Week 9 spelling words →

    This week's specials page

    Show What You Can Do

    • Art: Pick your 2 best works for your portfolio.
    • Music: Show a steady beat and clap a rhythm.
    • PE: Show your moves and run for 2 minutes.
    • Health: Pick one healthy habit and track it.

    Try it (PE)

    1. Show a grown-up 3 moves: run, skip and hop.
    2. Run or jog for 2 minutes without stopping. Slow down if you need to.
    3. Walk, stretch and get a drink of water.

    Think about it: The move I got better at is ____.

    See this year's specials plans