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    Quarter 3Week 25WednesdayDay 123 of 180

    Week 25, Wednesday: Collect a second measurement data set · Recount key ideas from 'Those Shoes' and ask who

    Day 123 · 3 lessons · 140 min

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    Math

    Students will collect a second measurement data set, build a line plot independently, and answer how-many questions about it (2.MD.D.9).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. 7 + 4 = ? Facts to 20
    2. What time is it 10 minutes after 12:45? Week 24
    3. On a number line, start at 50 and jump back 20. Where do you land? Week 22

    Standards Addressed

    2.MD.D.92.MD.A.1

    Activities

    10 min

    Warm-Up

    Show yesterday's line plot and ask three fast questions: 'How many Xs are above 6? How many objects are longer than 7 inches? How many objects did we measure in all?'

    15 min

    Mini-Lesson

    Pose a new question: 'How long are the books on one shelf?' Model measuring the height of one book to the nearest inch and recording it. Remind your child that the number line must start at the smallest measurement and include every whole inch up to the largest.

    15 min

    Practice

    Your child measures 12 books to the nearest inch, records them in a table, and builds a line plot with a title and unit label without help. Support: pre-draw the number line with ticks from 5 to 12 and have them add only the Xs. Stretch: ask them to also measure the books to the nearest centimeter and make a second line plot, then explain why the two plots look different.

    5 min

    Wrap-Up

    Ask, 'How many books are 8 inches or taller?' and have your child show which Xs they counted. Praise stacks that are neat and evenly spaced.

    Materials Needed

    ruler with inches and centimeters12 books from one shelfpaperpencil

    Related Resources

    Math Worksheets (Weeks 25-28)Math Answer Key (Weeks 25-28)

    English Language Arts

    Students will recount key ideas from 'Those Shoes' and ask who, why, and what-if questions about it in a conversation with roles (SL.2.2, SL.2.3, RL.2.3).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. A character shares her lunch with a hungry friend. What does that show about her? Week 24
    2. Fill in: The children cleaned up by ___. Week 22
    3. Put the two words together: sun + flower. Grammar and spelling

    Standards Addressed

    SL.2.2SL.2.3SL.2.1a+3 more

    Activities

    15 min

    Read-Aloud: Those Shoes

    Connect to social studies: 'Yesterday you sorted needs and wants. Jeremy in this book wants something badly.' Read 'Those Shoes' by Maribeth Boelts, stopping when Grandma says there is no room for want, only need, and again when Jeremy squeezes into the too-small thrift store shoes. Ask: 'What does Jeremy need? What does he want? What does he finally choose to do?'

    Those Shoes by Maribeth Boelts
    10 min

    Mini-Lesson: Three Kinds of Questions

    Show three question cards: Who or What questions (What did Jeremy buy?), Why questions (Why did he give the shoes to Antonio?), and What-If questions (What if Grandma had bought the shoes?). Model asking one of each about the book, then your child writes one of each on sticky notes.

    index cardssticky notespencil
    15 min

    Guided Reading: CJ and Jeremy

    Make a T-chart labeled CJ and Jeremy with three rows: What he wants, Who helps him see differently, What he decides. Using Speaker, Listener, and Questioner cards, fill each row together with a page as evidence. End with the Questioner's What-If question and let your child answer in full sentences.

    Those ShoesLast Stop on Market Streetpaperpencilrole cards
    15 min

    Writing Workshop: Drafting the Beginning and Middle

    Post three time words, First, Next, Then, and have your child write the beginning and middle of the recount from the storyboard, using each word once. Model a feeling detail from the book ('my heart thumped' when Jeremy sees the shoes) and ask your child to add one sentence that tells how they felt in the middle of the event.

    writing notebookstoryboard from Tuesdaypencil
    10 min

    Phonics: Vowel Teams oa and ow

    Word list: boat, road, coat, soap, toast, float, snow, grow, slow, show, yellow, window. Sort by team and read each pile in a whisper, then a shout. Warn that 'ow' can also say the sound in 'cow' and 'how', so readers try the long o sound first and switch if the word does not make sense.

    index cardsmarker

    Materials Needed

    Those Shoes by Maribeth BoeltsLast Stop on Market Street by Matt de la Penaindex cardssticky notespaperpencilwriting notebookmarker

    Related Resources

    ELA Worksheets (Weeks 25-28)ELA Answer Key (Weeks 25-28)

    Science

    Students will compare the biodiversity of two different areas and use their data to explain why one area has more kinds of living things (2-LS4-1).

    This week's reading: So Many Kinds of Living Things

    Standards Addressed

    2-LS4-1

    Activities

    5 min

    Review

    Look at Monday's tally page and reread the count. Ask: 'Do you think a sidewalk crack, a pile of leaves, or a flower bed would have more kinds of living things than our grass square? Why?' Write the prediction.

    20 min

    Deeper Investigation: Compare Two Squares

    Mark a second square in a very different spot (paved driveway edge, under a bush, a compost or leaf pile, a shady corner). Survey for 5 minutes exactly as on Monday, drawing and tallying. Then gently lift a rock or a handful of leaves and look underneath for pill bugs, worms, or centipedes, and add those. Wash hands afterward.

    string or hula hoopnotebookpencilmagnifying glass (optional)
    5 min

    Data Discussion

    Make a simple two-bar chart: Square 1 kinds and Square 2 kinds. Ask, 'Which square had more biodiversity? What did that square have that the other did not?' Guide toward shade, moisture, soil, hiding places, and plants that feed insects.

    papercrayons

    Materials Needed

    string or hula hoopnotebookpencilpapercrayonsmagnifying glass (optional)

    Related Resources

    Science Worksheets (Weeks 25-28)Science Answer Key (Weeks 25-28)

    Today's Practice

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

    Math practice · Week 25 · Wednesday

    I can build a line plot by myself and answer how-many questions.

    Look: Make a line plot

    1. Pencils: 5, 6, 6, 7, 6 inches. Draw a number line from 5 to 7.
    2. Put an X for each: 5 gets 1, 6 gets 3, 7 gets 1.
    3. Add a title and the label Inches.

    Jada measured 12 leaves in inches: 3, 4, 4, 5, 3, 6, 4, 5, 4, 6, 5, 4. Make a line plot with a title and a label.

    1. My line plot of leaf lengths (use a number line from 3 to 6)

    Use your line plot to answer.

    1. How many leaves are 4 inches long?
    2. How many leaves are 5 inches or longer?
    3. How many leaves are shorter than 5 inches?
    4. How many leaves did Jada measure in all?
    5. Which length is most common?

    Challenge

    • Why must your number line show 3, 4, 5 and 6, with no numbers skipped?
    How did it go? Great Okay Tricky

    ELA practice · Week 25 · Wednesday

    I can ask who, why and what-if questions and read oa and ow words.

    Look: Three kinds of questions

    1. Who or What: What did the third pig use to build his house?
    2. Why: Why could the wolf not blow it down?
    3. What If: What if the third pig had used straw?

    What kind of question is it? Circle one.

    1. Why did Jeremy give the shoes away?Who or WhatWhyWhat If
    2. What if the shoes had fit Jeremy?Who or WhatWhyWhat If
    3. What did Jeremy want at the start?Who or WhatWhyWhat If
    4. Write your own What If question about Those Shoes.

    Read each word. Write oa or ow.

    1. goat ____
    2. throw ____
    3. loaf ____
    4. Write the start of your true story. Use First and Next.

    Challenge

    • The letters ow say two sounds. Write one word where ow says the sound in cow.
    How did it go? Great Okay Tricky

    Science practice · Week 25 · Wednesday

    I can compare how many kinds of living things live in two places.

    Write your prediction before you look.

    1. I think Square 2 will have (more / fewer) kinds than Square 1 because ...

    Survey Square 2 for 5 minutes. Look under a rock or leaves too. Then fill in both counts.

    Kind of living thingTally
    1. Square 1 had ____ kinds. Square 2 had ____ kinds.
    2. Draw a bar for each square to show how many kinds.
    3. Which square had more biodiversity?
    4. What did that square have that the other did not?

    You need: string or a hula hoop

    How did it go? Great Okay Tricky