Grade 3 Back to School Night Insert School Name This slide show is best shown in presenter view. Insert Grade Teachers’ Names

Family & Community Information on Canvas Insert directions to your teacher Canvas page here- the grade level parent pages are to be linked to each teacher page Family and community resources are now located in the same place for all different content areas by grade level. So when you want to know what your 3rd grader will be learning and how to help them in reading, math, social studies, etc. you will only need to navigate from one page. https://hcpss.instructure.com/courses/34429#

Canvas: Overview Philosophy of the Elementary Mathematics Office Videos to support parents We will be briefly walking you through the math pages available for parents. The overview page outlines the philosophy of the elementary mathematics program in Howard County and has a few videos that can be useful to parents.

Canvas: What Your Child Will Learn Possible Teacher Dialogue: This page can be found under the what your child will learn tab on the Canvas Parent Pages. https://hcpss.instructure.com/courses/34429/pages/grade-3-star-mathematics-what-your-child-will-learn The table shows the specific standards for each major concept area. The table also outlines during which quarter a concept will most likely be introduced. Some concepts will be introduced during one quarter and then built upon as the year goes on. There is also a link at the top of this page to take parents to above grade level content.

Major Math Concepts for Third Grade Whole Numbers Multiplication and Division Fractions Measurement and Data Geometry Possible Teacher Dialogue Whole Numbers: Includes rounding whole numbers to the nearest 10 or 100, adding and subtracting within 1000, solving one and two-step word problems and using operational properties to explain addition and multiplication patterns Multiplication and Division: Each quarter multiplication sets of multiplication and division facts will be introduced and students will be taught efficient mental strategies. Quarter one will begin students learning to fluently multiply and divide by 2, 5, and 10. This concept also includes multiplying one-digit whole numbers by multiples of 10, solving word problems using multiplication and division, determining the unknown number in multiplication and division equations and understanding basic number properties as they apply to multiplication and division Fractions: Includes understanding unit fractions (1/b), representing factions on a number line, identifying and generating equivalent fractions and comparing fractions Measurement and Data: Includes writing and telling time to the nearest minute using analog and digital clocks, solving word problems with the addition and subtraction of time, understanding the concepts of area and perimeter, creating and interpreting picture and bar graphs as well as measuring length to the nearest ¼ inch Geometry: Includes understanding the attributes of different shapes and how these attributes can be used to group shapes into different categories and partitioning shapes to create equal areas

Computational Fluency Review the slide and what computational fluency means. Points to focus on: Flexibility allows students to apply concepts in a wide range of problem solving situations Strategies for computational fluency build often starting with conceptual models and manipulatives Computational fluency is more than just quick basic facts recall, it extends to multi-digit computation strategies and flexibility with numbers This information about computational fluency comes directly from the Family and Community Resources pages in Canvas. There are also specific examples of different computational strategies that can be found on this page. https://hcpss.instructure.com/courses/34429/pages/grade-3-computational-fluency

Canvas: How To Support Your Child Each resource page includes: Vocabulary Suggested activities Online activities Links to independent practice sheets Possible Teacher Dialogue Within the “How to support your child tab” you can select a concept area to find additional resources (listed above). Each topic area contains the four resources that are listed above.

Vocabulary Possible Teacher Dialogue: For each topic area there is a list of relevant vocabulary that will be used during instruction. https://hcpss.instructure.com/courses/34429/pages/grade-3-star-mathematics-star-whole-numbers?module_item_id=453896

Activities Possible Teacher Dialogue: For each topic area there is a list of teacher created activities that you can do with your child at home. These offer hands-on ways to practice skills taught at school. https://hcpss.instructure.com/courses/34429/pages/grade-3-star-mathematics-star-whole-numbers?module_item_id=453896

Online Activities Possible Teacher Dialogue: For each topic area there is a selection of online games to support the skills that your child is learning in school. https://hcpss.instructure.com/courses/34429/pages/grade-3-star-mathematics-star-whole-numbers?module_item_id=453896

Independent Practice Possible Teacher Dialogue: For each topic area there are links to options for paper-pencil practice that can be completed at home. https://hcpss.instructure.com/courses/34429/pages/grade-3-star-mathematics-star-whole-numbers?module_item_id=453896

Canvas: Additional Resources Teaching and Learning Mathematics Assessments HCPSS Resources Possible Teacher Dialogue: Briefly mention the resources available on the Canvas page. Mention the type of testing that occurs in 1st grade – MAP testing in the fall, winter and spring. If there are question about the Online homework assistance tool: It is an additional resource that HCPSS and the Howard County Library System offers. It can be accessed through the Canvas: Parent and Family, Additional Resources page. You will need your Howard county library card to gain access.

What Does Math Look Like Everyday? 75 minutes daily Begins with a high-quality number routine Standards based instruction: high quality tasks, variety of representations, purposeful questions, and student discourse Closure everyday Possible Teacher Dialogue: The math block is typically 75 minutes long. Classes are structured to being with a number routine, followed by high quality math instruction and then finished with a short closure activity to end class. There are three models for which math instruction may be delivered. The instructional model used depends on concepts being taught and the needs of the class. Teachers may choose to use different instructional models day to day.

Stations for differentiated learning tasks Rotation Model A • 75 min Number Sense Routine Opening routine aligned to number/computation concepts taught throughout the year (15 min) Teacher Group (A and B) Instructional Focus (25 min for each group) Stations for differentiated learning tasks (25 min for each group) Independent Group (A) Teacher Group (B) Class debrief. Includes opportunity for journaling, class discussion, and possible assessment (10 min) Daily Closure

Rotation Model B • 75 min Number Sense Routine Opening routine aligned to number/computation concepts taught throughout the year (15 min) Teacher Group (A) Co-Teacher or Independent Group (B) Station rotations for differentiated learning tasks (25 min for each group) Co-Teacher or Independent Group (A) Teacher Group (B) Teacher is indicated by color. Class debrief. Includes opportunity for journaling, class discussion, and possible assessment (10 min) Daily Closure

Collaborative Model • 75 min Opening routine aligned to number/computation concepts taught throughout the year (15 min) Number Sense Routine Intentional math task to apply content through cooperative / collaborative learning. Individual students can work with teachers for focused support as needed. (50 minutes) Daily Closure Opportunity to debrief. Includes opportunity for journaling, class discussion, and possible assessment (10 min)

Balanced Instruction Mathematics instruction in Howard County is a balance between conceptual understanding , procedural fluency and application of the mathematical concepts/skills.

Differentiated Instruction Set instructional outcomes that are challenging and rigorous for all students Select tasks with multiple entry points Intentional selection of daily structure of math block based on student needs Encourage students to use varied strategies to make sense of task using their own reasoning Flexible groupings These represent key ideas of differentiation that are outlined in the Mathematics Exemplary Elementary Program Document.

Homework Insert team/school policy on HW Specific homework policies/philosophies are school/administration/grade based and should be articulated to parents. Math office recommends that the Common Core review sheets developed by HCPSS, available on Canvas be used no more than twice a week. Other homework should reflect what is currently being taught in math class so that families will be aware of current unit of study.