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    Quarter 1Week 6MondayDay 26 of 180

    Week 6, Monday: Compare two three-digit numbers · Identify who is telling The Three Little Pigs

    Day 26 · 3 lessons · 140 min

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    Math

    Students will compare two three-digit numbers by looking at the hundreds digit first and use the symbols >, <, and = (2.NBT.A.4).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. 13 − 4 = ? Facts to 20
    2. Write 763 in expanded form. Week 5
    3. How many hundreds are in 400? Week 3

    Standards Addressed

    2.NBT.A.42.NBT.A.1

    Activities

    10 min

    Warm-Up

    Write 358 on the board from last week's forms. Student writes it in expanded form (300 + 50 + 8). Then ask, 'Which is bigger, 358 or 400? How do you know without counting?'

    papermarker
    15 min

    Mini-Lesson

    Build 245 and 512 side by side with bags, bundles, and beans. Ask, 'Which pile has more hundreds?' Introduce the symbols: write 245 < 512 and read it 'two hundred forty-five is less than five hundred twelve.' Explain that the open side faces the bigger number, like a hungry mouth. Repeat with 630 and 470 (630 > 470) and with 318 and 318 (=).

    100-bean bags or paper flatsbundles of 10 craft sticksdried beanspapermarker
    15 min

    Practice

    Student builds and compares 6 pairs, writing the symbol each time: 421 and 397, 150 and 610, 805 and 805, 299 and 301, 760 and 670, 500 and 499. For each, student says which digit decided it.

    100-bean bags or paper flatsbundles of 10 craft sticksdried beanspaperpencil
    5 min

    Wrap-Up

    Ask, 'Why is 301 bigger than 299 even though 299 has bigger digits?' Student explains that the hundreds digit matters most.

    Materials Needed

    papermarker100-bean bags or paper flatsbundles of 10 craft sticksdried beanspencil

    Related Resources

    Math Worksheets (Weeks 5-8)Math Answer Key (Weeks 1-8)Unit 1 test (end of unit)

    English Language Arts

    Identify who is telling The Three Little Pigs and describe the pigs' point of view about the wolf (RL.2.6).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. What does 'unhappy' mean? Week 5
    2. Clap the syllables in 'sunset'. Week 3
    3. Choose one: The dog (wag / wags) its tail. Grammar and spelling

    Standards Addressed

    RL.2.6RL.2.1RL.2.3+2 more

    Activities

    15 min

    Read-Aloud

    Say: 'Last week we read pictures closely. This week we ask who is telling the story, because that changes everything.' Read The Three Little Pigs (James Marshall's version or another traditional retelling). Ask after each house: 'What does the wolf say? What does the pig say? Who do we feel sorry for?'

    The Three Little Pigs (traditional version, such as James Marshall's)
    10 min

    Mini-Lesson

    Teach point of view: the person telling the story chooses what we see. Start a T-chart labeled The pigs' side / The wolf's side. Fill in the pigs' side: the wolf is big and bad, he wants to eat us, we are smart to build with bricks.

    Chart paperMarkers
    15 min

    Guided Reading

    Your child rereads the wolf's and pigs' lines from the brick-house scene in two different voices: a deep growly wolf and a squeaky pig. Then ask, 'How does the pig feel about the wolf? What words show it?'

    The Three Little Pigs (traditional version, such as James Marshall's)
    15 min

    Writing Workshop

    Plan a two-character point of view piece about one event: the wolf arrives at the brick house. Fold a paper in half, label one side Pig and one side Wolf, and jot what each character sees, wants, and feels in that moment.

    Writing folderPaper folded in halfPencil
    10 min

    Phonics

    Fluency warm-up with a cumulative vowel-team review. Read this list three times, each time faster and smoother: rain, sleep, boat, snow, play, leaf, coat, tree, mail, glow, beach, yellow. Time the third read and celebrate the improvement.

    Index cardsMarkerA timer or phone

    Materials Needed

    The Three Little Pigs (traditional version, such as James Marshall's)Chart paperMarkersWriting folderPaper folded in halfPencilIndex cardsA timer or phone

    Related Resources

    ELA Worksheets (Weeks 5-8)ELA Answer Key (Weeks 1-8)Unit 1 test (end of unit)

    Science

    Students will show that a set of small pieces can be taken apart and built into a new object and review how properties describe matter (2-PS1-3, 2-PS1-1).

    Standards Addressed

    2-PS1-32-PS1-1

    Activities

    5 min

    Science Question of the Week

    Ask, 'Can the same pieces make different things?' Remind your child that last week they picked materials for a job. Show a small pile of 20 building blocks (LEGO, wooden blocks or interlocking cubes) and ask, 'How many different things could these become?' Write the words pieces, take apart and build on an index card.

    20 min

    Investigation: Same Pieces, New Object

    Give your child exactly 20 blocks. Build a tower, count the blocks, and draw it. Take it fully apart and build a bridge with the same 20 blocks, then a house, then an animal, drawing and counting each time. Ask after each, 'Did we add any pieces? Did we lose any?' Support: build two objects and count together. Stretch: build one object that uses every block flat on the table and one that stands tall, then compare which is sturdier.

    20 building blocks or interlocking cubespaper and pencil
    5 min

    Wrap-Up

    Ask, 'What stayed the same each time? What changed?' Guide your child to the sentence 'The pieces stayed the same, but the object changed.'

    Materials Needed

    20 building blocks or interlocking cubesindex cardpaper and pencil

    Related Resources

    Science Worksheets (Weeks 5-8)Science Answer Key (Weeks 5-8)Unit 1 test (end of unit)

    Today's Practice

    One page for your child for each lesson. Answers are for grown-ups.

    Math practice · Week 6 · Monday

    I can compare numbers by looking at the hundreds first.

    Look: 382 and 516

    1. Look at the hundreds: 3 hundreds and 5 hundreds.
    2. 3 hundreds is less, so 382 < 516.
    3. The open side of the sign faces the bigger number.

    Write >, < or =.

    1. 563 ____ 391><=
    2. 208 ____ 802><=
    3. 447 ____ 447><=
    4. 399 ____ 401><=
    5. 850 ____ 580><=
    6. 600 ____ 599><=

    Explain.

    1. Why is 401 bigger than 399?
    How did it go? Great Okay Tricky

    ELA practice · Week 6 · Monday

    I can tell how the pigs feel about the wolf. I can read smoothly.

    Look: how the mouse feels about the cat

    1. Read: The mouse saw the cat. It shook and ran into a hole.
    2. What does the mouse do? It shakes and hides.
    3. So the mouse feels scared of the cat.

    Think about The Three Little Pigs.

    1. How do the pigs feel about the wolf?
    2. Which house did the wolf not blow down?
    3. The wolf comes to the brick house. Write what the pig sees, wants and feels.

    Read the words 3 times, faster and smoother each time. Make a check after each read.

    1. wait green road slow day seat soap bee tail grow teach pillow
    How did it go? Great Okay Tricky

    Science practice · Week 6 · Monday

    I can build new things from the same pieces.

    Use the same 20 blocks each time. Take it all apart before you build the next one. Draw each thing on the back.

    What I builtHow many blocks?
    1. Did you add or lose any blocks?
    2. What changed each time?

    Finish the sentence.

    • pieces
    • object
    1. The ____ stayed the same, but the ____ changed.

    You need: 20 building blocks

    How did it go? Great Okay Tricky