Grade 3

Example

1. Describe tomorrow’s plan but leave out how long the drive is, and see whether they ask a question that would actually fill that gap.
2. After the ranger talk, ask what stood out to them, and listen for a comment that connects to something specific the ranger said, not one that could apply to any talk.

Example

1. Give them instructions that combine two sequences — first the steps to break down the tent, then the steps to load it in the car — and ask them to restate the whole thing before starting on any of it.
2. Ask them to give you instructions for setting up the camp stove and then lighting it, two connected sequences, and follow exactly what they say, including any step they leave out.

Example

1. Ask them to explain to a ranger why you picked today’s trail, and watch whether they keep eye contact and slow down enough that the words stay separate.
2. At the campfire, ask them to tell the story of today’s animal sighting loud enough for the far side of the circle to hear, without losing the thread of what happened.
3. Listen for whether they use complete sentences and the right verb tense while they explain today’s plan, not just whether the volume and pace are right.

Example

1. Set a rule before the family planning talk — only the person holding the flashlight speaks — and watch whether they hold to it even when they disagree with where the plan is headed.
2. At a shared picnic table with another family, agree on how you’ll take turns choosing the music, and watch whether they stick to the agreed order.

Example

1. Ask them to greet the ranger at the entrance station, then five minutes later ask their sibling for the window seat, and listen for whether the same polite tone shows up both times.
2. When a stranger’s dog comes over at a rest stop, ask them to ask the owner’s permission before petting it.

Example

1. Write "eighteen" and "although" and ask them to read each one aloud, sounding out the less common spelling for the long vowel sound in each syllable.
2. Write "canyon" and ask them to divide it into syllables before reading it, then say which syllable gets the stress.
3. Write "swim" and then "swimming" next to it, and ask them to read the second word, noticing what happened in the middle of it.

Example

1. Say "their" and "there" out loud and ask them to spell the one that means belonging to somebody.
2. Say "picnic" and ask them to spell it, breaking it into its two syllables first.
3. Say "muddiest" and ask them to spell it, listening for whether they swap the "y" for an "i" before adding the ending.

Example

1. Write "camp," "canyon," and "cave" on three cards — all starting with "ca" — and ask them to lay them out in alphabetical order using the third letter.
2. Ask them which comes first alphabetically, "deer" or "desert," and how they can tell once the first two letters are the same.

Example

1. Ask them to write a full sentence about today’s hike in the trail-log notebook in cursive, connecting every letter and leaving a clear space between each word.
2. After asking what the best part of the day was, ask them to write their whole answer in cursive instead of print.

Example

1. Open a nature app and ask them to look up a word from the trail sign they don’t know, then tell you what it means.
2. Hand them a print dictionary and ask them to find the syllable breaks for a word like "conservation," then say it out loud syllable by syllable.
3. Ask them to check the pronunciation guide for a word like "arroyo" and say it back to you the way the guide shows.

Example

1. Read two sentences from a park brochure where an unfamiliar word like "watershed" only makes sense once you get to the second sentence, and ask them to explain it using both sentences, not just the one it’s in.
2. Read "the current pulled the raft downstream" and ask what "current" means there, then ask what else the word can mean in "check the current weather report."

Example

1. Write "immerse" and ask what the "im-" is doing there — going into something — then write "inactive" and ask what the "in-" does there instead, meaning "not."
2. Write "disappear" and "nonstop" and ask what the "dis-" and "non-" are doing to "appear" and "stop."
3. Write "preheat" and ask what the "pre-" does to "heat," then write "happiness," "rocky," and "helpful" and ask what "-ness," "-y," and "-ful" add to "happy," "rock," and "help."

Example

1. Ask them for a word that means the opposite of "wet" after a rainy hike, then a word that means about the same thing.
2. After someone says "it’s raining cats and dogs," ask what the phrase actually means, not what it literally says.
3. Say "bear" and "bare" out loud and ask which one means the animal, then write "bat" on a card and ask for two different meanings the same spelling can have, like the animal and the thing you swing.

Example

1. Time one minute of them reading aloud from a book at their level, and count how many words came out right.
2. Read a line in a flat, run-on voice, then ask them to read it back the way the punctuation asks for it — a question rising, an exclamation loud.
3. Hand them a page with a character's line of dialogue on it and ask them to read it so their voice matches whether the sentence is asking, telling, or shouting.

Example

1. Before they start a book they picked themselves, ask them to say why they picked it.
2. Hand them a page you picked out — not one they chose — and ask what they are hoping to get out of it before they start reading.

Example

1. Before they open a book, ask them for one question they already have about it.
2. Stop them mid-chapter and ask what question is on their mind right now.
3. After they close a book, ask what question it never answered.

Example

1. Show them the cover and title and ask them to predict what kind of story it is before they start reading.
2. Partway through, ask what they think happens next, then have them keep reading to check — and if they were wrong, ask what changed their mind.

Example

1. Read a paragraph, close the book, and ask them to describe the picture it makes in their head.

Example

1. After a page about a road trip, ask what in it reminds them of a trip your family has taken.
2. When a character solves a problem the way one in another book did, ask them to notice it out loud.
3. After a book touches on something like a town building a new park, ask how that connects to something happening in the wider world right now.

Example

1. Show them a page where a character is upset but the book never says why, and ask how they can tell — pointing to the exact detail that gave it away.

Example

1. After a page packed with details, ask which one matters most to the story so far, and which ones could disappear without losing anything.

Example

1. After two separate pages mention the same character doing different things, ask what new idea comes from combining what both pages said — an idea neither page said outright.

Example

1. Hand them a book a notch harder than usual, and when a sentence trips them up, hold off — watch whether they go back and reread it or ask a question about it before moving on.
2. When they hit a confusing paragraph, hand over a pencil or a sticky note and ask them to mark the exact spot instead of reading past it.
3. When a confusing page touches on something like tides or wildfires, ask what they already know about it that might explain what is happening, before you fill in the rest.

Example

1. After finishing a book they picked themselves, ask what part of it connects to something in their own life.
2. After a ranger talk or a book you picked out for them, ask the same question — what part of it connects to something in their own life — so the connection isn’t only ever to something they chose.

Example

1. Ask them to write a few sentences about a book that show what it means, not just what happened — enough that someone who has not read it would understand the book from what they wrote.

Example

1. Ask whether a character was scared or brave, then ask them to point to the exact sentence that proves it.

Example

1. Close the book and ask them to tell the story back in order, hitting only the parts that matter.
2. Ask them to explain a paragraph in their own words rather than reading it back, and check that the meaning survived even though the wording changed.

Example

1. While they read, hand over a sticky note and ask them to jot down one thing they want to remember.

Example

1. After a book uses a word like "enormous," ask a question about the story and listen for whether that word turns up in their answer.

Example

1. After a chapter, ask them to pick one specific line or moment — not the whole plot — and explain why it matters to what the book is really about.
2. Point to one sentence on a nonfiction page and ask what would change about the meaning of the whole page if that sentence were missing.

Example

1. After finishing a story, ask them what the book was about in one word — the topic — then ask what bigger lesson the story was actually teaching — the theme — and listen for whether the two answers differ.

Example

1. Ask them to name the main character and one smaller character, then explain how the two are connected and how the smaller one affects what the main one does.

Example

1. After a book, ask them to list the main events in order, name the central conflict, and say exactly how it got resolved by the end.

Example

1. Ask where and when a story took place, then ask how the story would have gone differently if it happened somewhere else — a desert instead of a forest, say.

Example

1. Read a fable and ask what lesson the animals in it are teaching.
2. Read a myth about how something in nature came to be, and ask what real-world thing the story is trying to explain — the thing that makes it a myth rather than just a made-up adventure.
3. Read a legend about a real person or place with extra, exaggerated details added, and ask which parts sound like they could be true and which parts sound made up.

Example

1. Read a poem with an every-other-line rhyme pattern and ask them to mark which lines rhyme with which, using letters like A and B.
2. Show them a poem broken into stanzas and ask what tells them where one stanza ends and the next begins.
3. Find a line where several words start with the same sound and ask them to name the kind of sound trick that is.

Example

1. Read a short play and ask who the characters are, what they say to each other, and where the scene takes place.
2. Show them a play split into Act One and Act Two and ask what changes between the acts — time passing, a new place, different characters on stage.

Example

1. After a page or two about something like beavers, ask what the central idea of those pages is and what evidence backs it up.
2. Ask them to find a timeline, a table, or a bolded word on a nonfiction page and explain what it's there to do.
3. Ask whether a page about a town before and after a flood is organized as cause and effect or as problem and solution, and how they can tell.

Example

1. Read a short argumentative piece — like a letter arguing for a longer recess — and ask them to find the one sentence that states the claim.
2. Read the same piece and ask them to sort two of its sentences into one that is a fact and one that is the writer's opinion.
3. Ask who the piece seems to be written for — a principal, a newspaper reader, a friend — and how they can tell from the way it's written.

Example

1. After trying an e-book or a reading app's version of a story, ask what it had that a paper book does not — sound, animation, buttons to tap.
2. Look at a website page about a place you are visiting and ask what is different about reading it compared to a printed page.

Example

1. After finishing a book, ask whether the author wrote it to tell a story, teach something true, or make someone laugh.
2. Ask what message or point the author seems to want the reader to walk away with, separate from what happened in the plot.

Example

1. Ask why a recipe or an instructions page is written as numbered steps instead of one long paragraph, and how that order helps a reader actually do the thing.
2. Show them a page structured as a side-by-side comparison — two different national parks, say — and ask how organizing it that way helps the author make the point they are making.

Example

1. Point to a word printed in bold or in all capital letters and ask why the author chose to make it stand out.
2. Ask what a map or a diagram in a nonfiction book adds that the words alone do not.

Example

1. Ask them to point to a sentence that makes a picture appear in their head, and to say what it's describing.
2. Find a sentence that compares two things using "like" or "as" — a simile — and ask what two things are being compared and why that comparison fits.
3. Find a word that sounds like the noise it names, such as "buzz" or "crash," and ask what that word adds that a plainer word would not.

Example

1. Read a page written as "I" and ask who is telling the story, then read a page written as "he" or "she" and ask what changed.

Example

1. Read two paragraphs describing the exact same event — one in short, plain sentences, one in long, playful ones — and ask what makes the two sound like they were told by two different people, even though the events match.
2. Read a page where the narrator has a habit of speech, like starting sentences with "Well," and ask what that habit tells them about the kind of person telling the story.

Example

1. Find a sentence that exaggerates on purpose, like "I have told you a million times," and ask what the author really means underneath the exaggeration.
2. Ask them to invent their own exaggeration about something that happened today — a hike, a meal — and explain what it's stretching and why.

Example

1. Before they write about today’s stop, ask them to brainstorm three different ways it could be told — a story, a set of facts, a letter — and pick the one that fits who will read it.
2. Ask them to sketch a quick map of ideas — a circle for the topic with lines out to each detail — before they decide whether the piece is a story or a report.

Example

1. Ask them to draft the campsite story with an opening sentence that sets the scene and a closing sentence that wraps it up, then add one detail that’s specific — not "we saw a bear" but what it was doing.
2. Have them write a paragraph about the visitor-center exhibit that opens by naming the topic and closes by wrapping it up, with one detail no other paragraph in the park could use.

Example

1. After they draft a paragraph about the tide pools, ask them to combine two short, choppy sentences into one.
2. Ask them to cross out one sentence in their draft that doesn’t belong, add one carrying a detail the reader is still missing, then try moving the last sentence to the front and see if it reads better.
3. Read their draft back to them and ask them to swap one plain word for a more exact one — not "big," but how big.

Example

1. Write "the raccoon climb onto the picnic table and the raccoons scatters when a ranger walks up" and ask them to fix "climb" so it agrees with the singular "raccoon" and fix "scatters" so it agrees with the plural "raccoons," then ask them to rewrite the whole sentence in the past tense and say what changes about each verb, then name the word joining the two halves into one sentence.
2. Write "we saw three deers and ranger smith said grand teton was more tall than bear tooth pass on labor day" and ask them to fix the plural of "deer," fix the comparison to "taller," and capitalize the ranger’s title, both place names, and the holiday.
3. Write "the rangers hat blanket and water bottle were on the table and him didnt notice" and ask them to add the apostrophe that shows the hat belongs to the ranger, add commas between the three items, fix the contraction, and fix the pronoun so it reads "he."

Example

1. Ask them to read their finished piece out loud to the family before it goes in the mailbox.
2. Ask them to pick one piece of writing from this week and choose the right reader for it — a note for a grandparent, a report pinned up at the campsite — and get it to them.

Example

1. Ask them to write a few sentences about the morning they saw the elk, in the order it happened, ending on something other than "and then we left."
2. Ask them to write a short poem about the sound the river made, using at least one line that repeats or rhymes.

Example

1. Ask them to write a few sentences about the animal from the visitor-center exhibit that all support one main idea, not just a list of separate facts.
2. Ask them to write the steps for setting up their own tent, in order, with an opening sentence that says what the whole piece is about.

Example

1. Ask them to write a few sentences arguing for their pick of the best campsite we’ve had, with one reason a stranger would find convincing — not just "because I liked it."
2. Ask them to write an opinion piece arguing for staying longer at the last park next time, stating the opinion in the first sentence and backing it with two reasons.

Example

1. Ask them to write a thank-you note to the ranger who ran today’s junior ranger program.
2. Ask them to write a letter to a grandparent about one thing that happened today.

Example

1. At a trailhead sign, ask them to come up with one real question they’re curious about — like why that plant only grows near water.
2. After a ranger talk, ask them to write down two questions they still have.

Example

1. Once they have a question about how beavers build dams, sit with them and decide what to check first, second, and third, then watch whether they actually work through that list in the order they set.
2. Help them turn their question into a short plan — where will they look first: a ranger, a trail sign, or a book back at the RV?

Example

1. Once they have a question about the park’s biggest animal, ask them to name three different places that might have the answer — a trail sign, a ranger, a book — before they start looking.
2. Ask them to pull three facts from the visitor-center exhibit that actually answer their question, not just facts sitting nearby it.

Example

1. At a historic site, ask them whether the original letter in the display case or the sign summarizing it counts as the primary source, and why.
2. Ask them whether a rancher who lived through a flood, telling the story themselves, counts as a different kind of source than a book written about that flood years later.

Example

1. After they gather facts about the park’s biggest animal, ask them to tell you back, in their own words, what they found out — no notes.
2. Ask them to draw or write what the ranger’s answer meant, then check it against what was actually said.

Example

1. Read a sentence from a trail sign word for word, then ask them to say the same fact back in their own words, and ask why copying the sign’s exact words into their report wouldn’t be okay.
2. Show them two write-ups of the same ranger fact — one copied word for word, one put in different words — and ask which one is paraphrasing and which one is copying.

Example

1. After they finish a report on the park’s biggest animal, ask them to make a short list at the end naming every sign, ranger, or book their facts came from.
2. Ask them to add a page to their write-up listing each source they used, one per line.

Example

1. Let them choose how to share what they found out — telling it out loud, writing it up, or making a poster with pictures and words — then have them present it after dinner.
2. Ask them to pick between a spoken report and a written one, then share it with the rest of the family.
3. Before they choose, ask them who will actually see this — a ranger who needs it fast, or a grandparent far away — and whether that changes which mode makes the most sense.

Example

1. A campground charges $32 a night. Ask what four nights comes to, then hand over the receipt and ask whether it matches.
2. Ask how many packs of 8 water bottles it takes to get 40 bottles into the cooler.

Example

1. Give a two-step problem and ask what they would do first, before any arithmetic happens.
2. After an answer, ask why it is reasonable. Listen for a reason rather than a re-check of the steps.

Example

1. Ask for 5 x 60 and watch whether they reach for paper. Reaching for it at this size is the thing worth noticing.
2. Ask which is easier for 47 x 6, mental math or writing it down, and why.

Example

1. Ask them to show 6 x 7 two ways: with a drawing, and with a number sentence.
2. Ask them to explain a division out loud, without pointing at the page.

Example

1. Ask them to keep a tally of something on a drive and turn it into a table at the end.

Example

1. Ask what 6 x 4 has to do with 6 x 40.
2. Ask why knowing 5 x 8 helps with 6 x 8.

Example

1. Ask them to convince you that one third is bigger than one fourth, using the word "parts". Listen for whether the bigger bottom number pulls them the wrong way.

Example

1. Write 34,208 and ask how many ten thousands, thousands, hundreds, tens, and ones it holds, then ask them to write it as 30,000 + 4,000 + 200 + 8.
2. Ask how many hundreds are in 4,300, then how many tens are in the same number.

Example

1. Point at the two 4s in 44,000 and ask what makes the left one worth ten times the other.
2. Ask how many hundreds it takes to make one thousand, then how many thousands make one hundred thousand.

Example

1. Draw a line marked only 7,000 and 8,000, ask them to mark roughly where 7,400 goes, then ask which end it is nearer.
2. Draw a line marked only 400 and 500, ask them to mark 482, then ask which of the two hundreds it is nearer.
3. Do the same with a line marked only 480 and 490, and ask which ten it is nearer.

Example

1. Put 32,050 and 32,500 side by side and ask which is greater, and how they know.
2. Ask them to write the symbol between 8,090 and 8,900 rather than saying the word.
3. Write 9,870, 10,700, and 9,807 on three cards and ask them to lay them out smallest first.

Example

1. Cut one paper strip into thirds and another into sixths, and ask them to shade two thirds on the first and five sixths on the second.
2. Draw a number line from 0 to 1 and ask them to mark one half, then three fourths, then seven eighths.

Example

1. Draw a line from 0 to 1 divided into eighths, mark one point on it, and ask them to name the fraction that sits there.
2. Do it again with the line divided into halves, then thirds, then fourths, then sixths.

Example

1. Fold a sheet into six equal parts, point at one part, and ask what to call it and why the six matters.
2. Ask what the bottom number of one eighth is telling them about the whole.

Example

1. Ask them to write three fourths as a sum of fourths.
2. Break a cracker into sixths, put five pieces on the table, and ask what fraction is there and how many one-sixths it took.

Example

1. Cut one granola bar so three people get equal shares, and ask them to name one share.
2. Draw three sandwiches shared fairly among eight people and ask them to shade what one person gets.

Example

1. Fold one strip into halves, one into fourths, and one into eighths, line all three up, and ask which shaded pieces match.
2. Draw two number lines from 0 to 1, one in thirds and one in sixths, and ask for a point that lands on both.

Example

1. Mark two fourths and one half on the same number line and ask them to say why those are the same number.
2. Shade one fourth of one circle and two eighths of a same-size circle, and ask whether the shaded amount is equal and how they can tell.

Example

1. Ask which is bigger, three eighths or five eighths, and why.
2. Ask which is bigger, two thirds or two eighths, and ask them to write the symbol between them.

Example

1. A sign says 462 miles to the next park. After 175 miles, ask how far is left, then ask again after another 130.
2. Ask for 703 - 268 and listen for whether they can explain the regrouping, not just do it.

Example

1. Before adding 287 and 412, ask them to round each to the nearest 100 and say roughly what to expect.
2. Ask them to round 68 and 34 to the nearest 10 before subtracting, then ask how close the estimate landed.

Example

1. Hand over two dollar bills, three quarters, and four dimes and ask for the total.
2. Empty the change out of the cup holder onto the seat and ask what it comes to.

Example

1. Set out six rows of seven stones and ask how many there are, without counting one at a time.
2. Point at a carton of eggs and ask how many it holds from the rows and columns.

Example

1. Ask them to show 4 x 6 three ways: as repeated addition, as an array, and as equal jumps on a number line.
2. Ask them to skip count by fours up to 24 and say how many jumps it took.

Example

1. Ask 7 x 8 and 6 x 9 in the car with no paper. Listen for an answer in a couple of seconds, not a count.
2. Right after 7 x 8, ask for 56 divided by 8.

Example

1. Ask for 34 x 6, then ask them to do it a second way with partial products.
2. Ask for 48 x 5 and listen for whether they break the 48 apart or go straight to the standard algorithm.

Example

1. Hand over 24 stones, ask them to share the stones fairly among four people, then ask how many each person ended with.
2. Ask how many crackers go on each of six plates if 42 get split evenly.

Example

1. Ask whether 6,318 is even or odd, and which digit they looked at.
2. Read off mile markers on the road and ask them to call each one even or odd.

Example

1. Ask for 63 divided by 9, then ask which multiplication fact they used to get there.
2. Write 8 x ? = 48 and ask them to say the division fact that answers it.

Example

1. Nine campsites hold four tents each. Ask how many tents that is, then how many are still to go up if 30 are already standing.
2. Ask how many packs of six water bottles it takes to fill a cooler that holds 42.

Example

1. Give a two-step story about a drive and ask for the equation before the answer.
2. Ask them to draw the same story on a number line: 340 miles, then 155 more, then how far short of 600.

Example

1. Tell a story about 5 rows of 8 camp chairs and ask them to draw the array and write the equation.
2. Ask them to draw a strip diagram for 48 crackers split among 6 people before they say the answer.

Example

1. Write 4 x 15 and ask them to say it out loud as a comparison, not as a total.
2. Say one tent sleeps 3 people and the group is 5 times that, and ask for the expression.

Example

1. Write 6 x ? = 42 and ask for the missing number, then ask how they found it.
2. Write 56 divided by 7 = ? and ask which multiplication fact gives the answer.

Example

1. Start a table with tents in one column and people in the other, four to a tent, and ask them to fill in the next rows and say the rule in words.

Example

1. Put out a party hat, a soup can, a ball, a wedge-shaped block, a shoebox, and a die. Ask them to sort the pile and name each group: cone, cylinder, sphere, triangular prism, rectangular prism, cube.
2. Draw a triangle, a square, a pentagon, and a hexagon, and ask them to sort those by number of sides and name each one.
3. Ask what makes a cube a rectangular prism as well, using the words faces, edges, and vertices.

Example

1. Draw a rhombus, a parallelogram, a trapezoid, a rectangle, and a square. Ask them to name each and say what makes all five quadrilaterals.
2. Ask them to draw a four-sided figure that is none of those five, and explain why it still counts as a quadrilateral.

Example

1. Draw a rectangle five squares across and four squares down, ask for the area, and listen for a multiplication rather than a count.
2. Ask how many square feet of tarp covers a floor 7 feet by 6 feet, and listen for whether the answer carries a unit.

Example

1. Draw an L-shaped room, ask them to cut it into two rectangles with one line, find the area of each, then the whole.
2. Ask whether the two rectangles overlap anywhere, and why that matters to the total.

Example

1. Cut two identical squares of paper into fourths, one with straight cuts and one with diagonals, and ask whether every piece is still one fourth.
2. Ask them to name one piece as a fraction of the whole square, then ask whether equal shares are always the same shape.

Example

1. Draw a line from 0 to 2 and ask them to mark one half, then three fourths, then seven eighths, measuring from zero each time.
2. Point at five eighths on the line and ask how far that is from zero, not which tick it sits on.

Example

1. Ask them to measure every side of the picnic table and say the distance all the way around.
2. Say a four-sided figure has a perimeter of 30 inches and three sides of 9, 6, and 9 inches, and ask for the fourth side.

Example

1. A fuel stop takes 25 minutes and the next stop takes 40. Ask how long both come to together.
2. A hike is planned for 50 minutes and 15 have gone by. Ask them to show the rest on a clock face and say how many minutes are left.

Example

1. Hold up a water jug and a bag of apples and ask which one you would weigh and which one you would measure by volume.
2. Ask which of the two tells you more about what fits in a cooler, and why.

Example

1. Hand over a measuring cup and ask how many cups of water the camp pot holds.
2. Put a rock on a kitchen scale and ask for the weight with the unit, not just the number.

Example

1. Count four kinds of vehicle at a rest stop, then ask them to put the counts in a frequency table and a dot plot.
2. Ask them to draw a bar graph of the same counts with each square standing for five.

Example

1. Show a pictograph where one symbol stands for 10 and ask how many more there are of one category than another.
2. Off the same graph, ask a two-step question: how many in two categories together, then how many fewer that is than a third.

Example

1. Ask what a ranger does all day and how that work turns into a paycheck.
2. Ask what a person would learn or practice to get paid more for the same hours.

Example

1. Ask why a bottle of water costs more at the park entrance than at the grocery store.
2. Ask what happens to the price of firewood when the campground store is down to three bundles.

Example

1. After a gas-station stop, go down the receipt and ask which things were planned and which were not.
2. Point at the unplanned one and ask what it was good for, and what you gave up to buy it.

Example

1. Ask why a person hands over a card when the thing they want costs more than the cash in their pocket, and who pays the store that day.
2. Ask what a person owes back on a $20 loan, and why it comes to more than $20.

Example

1. Ask for three reasons to leave money in the jar instead of spending it, and whether college is one of them.
2. Ask what saving $5 a week comes to by the end of a month, and what that pile is for.

Example

1. Read out five choices — taking a job, buying a snack, putting money in a jar, borrowing from you, dropping a coin in a donation box — and ask which is income, spending, saving, credit, and charitable giving.
2. Hand over $10 of chore money and ask them to say what part is for spending, what part is for saving, and what part is for giving away.