Students are excited to begin our unit on Fractions!! They will investigate fractions as parts of a whole, fair shares, and parts of a set. Students represent fractions using area models and label on number lines. Emphasis is placed on unit fractions (with numerator of 1). Students will use and understand fraction notation, including using fractional names equivalent to one whole. Grade 3 expectations are limited to fractions with denominators of 2, 3, 4, 6, and 8. Shapes are partitioned into parts with equal areas, and students must express the area of each part as a unit fraction of the whole. For example, if a small pizza was partitioned into 4 equal slices, students would describe the area of each equal slice of pizza as 1/4 the area of the pizza. We will review some of the money concepts from previous units, which included using the least amount of coins to pay for an item, and, even more challenging, determining how much money was initially given to pay for an item when you know the cost of the item and the change you receive back from the store. Finally, in this unit we will look at scaled picture and bar graphs as a way to represent a data set with several categories. Please don't hesitate to reach out if you have any questions about our Fraction Unit!!
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In Unit 4, Connecting and Using Multiplication and Division, students will continue to deepen their understanding of multiplication and division. They will apply properties of multiplication and division as well as connect both operations. Students will demonstrate understanding in the context of multiplication and division story problems. Third graders will also apply the commutative, associative, and distributive properties to decompose, regroup, and/or reorder factors to make it easier to multiply two or more factors. Students represent expressions using various objects, pictures, words and symbols in order to develop their understanding of properties. This will show students that they can change the order of numbers to determine that the order of numbers does not make a difference in multiplication (but does make a difference in division). Given three factors, they investigate changing the order of how they multiply the numbers to determine that changing the order does not change the product. They also decompose numbers to build fluency with multiplication. Models will help students build understanding of the various properties.
We will also begin our work with elapsed time. In second grade, students learned to tell time to the nearest five minutes. In third grade, they extend telling time and measure elapsed time both in and out of context using clocks and number lines. Our first unit is all about Understanding Multiplication and Division. In this unit our primary focus is on answering the question, "How do we represent and solve problems involving multiplication and division in every day life?" We use a variety of strategies: showing multiplication and division in arrays, equal groups, and as hops on a number line. Students will use multiplication and division within 100 to solve word problems by using drawings and equations with a letter for the unknown number to represent the problem. Patterns in the addition or multiplication tables will be a focus as well as continued work with place value concepts. Telling and writing time to the nearest minute and using a number line diagram to show increments of time are another area we will work on. Additionally, we will work on interpreting scaled picture and bar graphs that represent a data set with several categories. A parent communication letter and resource guide that outlines many of these concepts and the work we will be doing was shared during Curriculum Night or sent home in a special folder with your child. Some of the tools and strategies we use in the classroom can be found in your child's binder under the "math" tab. As always, thank you so much for your support!
Here is the Resource Sheet to help with Shapes and review area and perimeter concepts.
Students build on their understanding of fractions with equivalence and comparisons and represent fractions using area models and number lines. They will use and understand fraction notation, including using fractional names equivalent to one whole (Example: express 3 in the form 3 = 3/1; locate 4/4 and 1 at the same point of a number line.) Students will also explore fractions greater than one whole. By the end of this unit, students will explain equivalence of fractions and compare fractions by reasoning about their size. We will also return to our work with elapsed time. Our focus will be on measuring and solving time intervals in minutes by representing the problem on a number line. This is a very quick unit that will be completed this month.
Students will investigate fractions as parts of a whole, ”fair shares” and parts of a set. Students represent fractions using area models and number lines. Emphasis is placed on unit fractions (with numerator of 1). Students will use and understand fraction notation, including using fractional names equivalent to one whole. Overarching questions for this unit include:
In Unit 4, Connecting and Using Multiplication and Division, students will continue to deepen their understanding of multiplication and division. They will apply properties of multiplication and division as well as connect both operations. Students will demonstrate understanding in the context of multiplication and division story problems. Third graders will also apply the commutative, associative, and distributive properties to decompose, regroup, and/or reorder factors to make it easier to multiply two or more factors. Students represent expressions using various objects, pictures, words and symbols in order to develop their understanding of properties. This will show students that they can change the order of numbers to determine that the order of numbers does not make a difference in multiplication (but does make a difference in division). Given three factors, they investigate changing the order of how they multiply the numbers to determine that changing the order does not change the product. They also decompose numbers to build fluency with multiplication. Models will help students build understanding of the various properties.
We will also begin our work with elapsed time. In second grade, students learned to tell time to the nearest five minutes. In third grade, they extend telling time and measure elapsed time both in and out of context using clocks and number lines. This week, we will begin our work on Unit 2, Understanding Multiplication and Division. In this unit our primary focus is on answering the question, "How do we represent and solve problems involving multiplication and division in every day life?" We use a variety of strategies: showing multiplication and division in arrays, equal groups, and as hops on a number line. Students will use multiplication and division within 100 to solve word problems by using drawings and equations with a letter for the unknown number to represent the problem. Patterns in the addition or multiplication tables will be a focus as well as continued work with place value concepts. Telling and writing time to the nearest minute and using a number line diagram to show increments of time are another area we will work on. Additionally, we will work on interpreting scaled picture and bar graphs that represent a data set with several categories and solve one-and two-step "how many more: and "how many less" problems using information presented in scaled bar graphs. Students are really excited for this unit! A parent communication letter and resource guide that outlines many of these concepts and the work we will be doing was sent home and can be found in your child's binder under "math tools." As always, thank you so much for your support!
Our math coach, Mrs. Rigatti, created this Parent Reference sheet about rounding. We hope you and your student find it helpful when completing homework or discussing the rounding concepts that have been introduced in Unit 1. Thanks for supporting your child!!! |
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