W ELCOME TO 3 RD G RADE P ARENT AND M ATH N IGHT Mrs. Brown Room 18 Pepper Ridge Elementary

M RS. B ROWN This will be my 4th year of teaching. (I am loving every minute of it!) Please contact me through first and use my class website to gather valuable information.

M ATH As of this year, our math instruction has been aligned to match the National Common Core Standards. As a result of these changes, students throughout the district will be taught the same instructional concepts within the same trimester. Third grade has three Big Ideas that are tied to other instructional concepts. This helps students develop a deeper understanding of math concepts and their interrelationship.

2013 – 14 3 RD G RADE M ATH C ONCEPT M AP – T RIMESTER 1 B IG I DEA – RT4: M ULTIPLICATION AND D IVISION C OMPUTATION Students understand the meanings of multiplication and division of whole numbers through the use of representations, such as equal-sized groups, arrays, area models and number lines for multiplication, and repeated subtraction, partitioning and sharing for division. They use properties of addition and multiplication (identity, zero, commutative, associative & distributive) to multiply whole numbers and apply increasingly sophisticated strategies to solve contextual problems. Through their work with multiple strategies, students relate multiplication and division as inverse operations. By the end of the unit the students should fluently multiply and divide within 100.

C ONNECTIONS TO THE B IG I DEA RT 1&2 : Students extend their understanding of place value to multi-digit numbers in various situations, including understanding how place value relates to addition, subtraction, multiplication, and division. They compose and decompose numbers in multiple ways, such as 3420 = 3420 ones, 3 thousands + 4 hundreds + 2 tens, 342 tens, etc. RT 3 : Students continue to develop their understanding of addition and subtraction of multi-digit whole numbers including building their facility with mental arithmetic (e.g., or ) and by using computational estimation to judge the reasonableness of results. They select and apply appropriate methods to estimate sums and differences or calculate them mentally depending on the context and numbers involved. They apply their understanding of repeated addition and/or subtraction to multiplication and division.

C ONTINUED RT6: Students understand that rectangular arrays can be decomposed into identical rows or into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area to multiplication and justify using multiplication to determine the area of a rectangle. RT 7 : Students continue to develop an understanding of an unknown quantity represented as a symbol such as a box or picture, and solving for that unknown in computation situations including multiplication and division. They continue to develop an understanding of equality around the equal sign (=) and generate equivalent equations in computation situations including multiplication and division. Students continue to develop their understanding of patterns by describing and extending them. Their work with multiplication and division strategies should involve analysis of the patterns that exist within these operations. Students work with various models such as number lines, ratio tables and arrays, and should embed the analysis of the patterns that exist.

B EGINNING M ULTIPLICATION S TRATEGIES Groups Of Arrays Sliced Array Number line Bar Model Ratio Table

T RIMESTER I: M ULTIPLICATION AND D IVISION S TRATEGIES We will focus our 30 minutes together on these strategies!

M ULTIPLICATION IS THE PROCESS OF ADDING GROUPS OF THINGS TOGETHER = 6 We added 2 three times. Multiplication is the process of adding groups of things together.

T HIS MEANS “3 GROUPS OF 2 EQUALS 6 IN ALL ”. x 2 3 6

M ULTIPLICATION AND D IVISION R ATIO T ABLE S TRATEGY - CAN BE USED TO SOLVE ALL TYPES OF MULTIPLICATION AND DIVISION WORD PROBLEMS Imagine the following context: "149 students from Pepper Ridge Elementary School are going to the museum on a field trip. Each van holds 12 students. How man vans need to be reserved for the field trip in order to take all 149 students?" How would you teach children to solve this problem? Is this a division problem? A multiplication problem? Both? How will students deal with the remainder? The beauty of the ratio table is that students may choose to follow their own paths (based on strengths in their own number sense) to complete the computation, regardless of these questions that might otherwise confuse a young student. For example, consider the following solution strategies:

R ATIO T ABLE C ONTINUED Student 1 Student 1 might solve this problem with the idea of repeated addition. Granted, this is not a very efficient strategy, but the ratio table is able to accommodate such a student and help her organize her thinking in a strategic manner. Student 2 Student 2 uses the ratio table in a more nuanced way by building on a known multiplication fact: 12 x 10 = 120. That is, if one van holds 10 students, then 12 vans would hold 120 (10x12) students. The student continues by adding additional vans (up to 13 vans total) to account for all 149 students.

A DVANCED MULTIPLICATION S TRATEGIES

2013 – 14 3 RD G RADE M ATH C ONCEPT M AP – U NIT 2 B IG I DEA – RT 1&2: N UMBER S YSTEMS, R ELATIONSHIPS AND R EPRESENTATIONS Students develop an understanding of fractions to represent part(s) of a whole, part(s) of a set, or distance(s) on a number line. They understand that the size of a fractional part is relative to the size of the whole (unitizing), and they use fractions to represent numbers that are equal to, less than or greater than one. They use models, such as benchmark fractions (halves, thirds, fourths, sixths and eighths) common numerators or denominators, and measurement tools (ruler) to solve problems that involve comparing, ordering and identifying equivalent fractions.

C ONNECTIONS TO THE B IG I DEA RT 5 : Students continue to develop their understanding that measurement systems utilize standardized tools and units to measure attributes of length. Students use rulers, yardsticks and meter sticks as distance models (number lines) in order to solidify their understanding of fractional parts. RT 7: Students continue to develop an understanding of equality around the equal sign (=) and generate equivalent fractions. Students continue to develop their understanding of patterns by describing and extending patterns.

CONTINUED RT 8: Students partition shapes into parts with equal areas and express the area of each part as a unit fraction of the whole. For example, partition a shape into four parts with equal area, and describe the area of each part as ¼ of the area of the shape. RT9: Students continue to develop understanding of data representation and analysis by creating and using picture and bar graphs. They use measurement data to draw a scaled picture graph and a scaled bar graph that represent a data set with several categories. Students solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 animals in an ecosystem.

I MPORTANT IDEAS ABOUT FRACTIONS Partitioning-breaking apart Unitizing-building up Proportional reasoning (relative thinking) Equivalence Fraction size (ordering) Notation- properly understanding the numerator and denominator functions

W HAT IS PARTITIONING ? Partitioning can involve dividing a number of objects into even sized groups (a discrete context), or partitioning one object or shape into same- sized pieces (a continuous context). Partitioning usually begins with a repeated halving (splitting) strategy that enables students to create fractions such as quarters or eighths. The ability to create fractions that involve an odd number of parts, for instance thirds and fifths, develops later and requires practice.

P ARTITIONING - E QUAL SHARING Hierarchy of understanding Simple partitions: halves, quarters, eighths … (halving) evenness/equal-sized parts Partitioning shapes: e.g., squares

Share these shapes evenly amongst … P ARTITIONING – SIMPLE SHAPES 3 people 4 people ?

P ARTITIONING – C HECKING How can you check they’re equal sized? Cut out and overlay Folding/halving Measure slices Find the centre and rule lines out from it

T HE GREAT PIZZA CUT - UP

Jenny and Jeff work for a pizza shop. They have been asked to cut up the pizzas for different size groups. They must make sure that each person in a group gets the same amount of pizza. For each group draw a picture to show how the pizza can be cut up. Can you use a fraction to write how much each person in the group should get? Is there more than one way to cut up the pizzas?

P ART WHOLE FRACTIONS Most students’ first introduction to fractions is as a part-whole comparison. A part-whole fraction compares one or more equal parts of a whole with the total number of equal parts that make up the whole. The bottom number (the denominator) tells you how many equal parts make up the whole. The top number (the numerator) tells you how many of these parts are of interest.

P ART WHOLE : C UISENAIRE RODS Cuisenaire rods can be used to model part whole relationships.

P ART WHOLE : F IND THE WHOLE Given the part find the whole or another part

T HE M ILK B OTTLE Milk bottles filled up and placed around the room Students guess how full each bottle is? They name the amount full with a fraction. Links to students’ own experiences

T HE M ILK B OTTLE

F RACTIONS ON THE N UMBERLINE Number line – placing on a number line with instant formative feedback Partitioning shapes

2013 – 14 3 RD G RADE M ATH C ONCEPT M AP – U NIT 3 B IG I DEA – RT6: D IMENSIONAL M EASUREMENT R ELATIONSHIPS Students recognize area as an attribute of two-dimensional regions. They measure the area of a shape by finding the total number of same- size units of area required to cover the shape without gaps or overlaps, a square with sides of unit length being the standard unit for measuring area. Students understand that rectangular arrays can be decomposed into identical rows or into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area to multiplication, and justify using multiplication to determine the area of a rectangle. Students develop an understanding of perimeter and area as an extension of measuring length and can select appropriate units, strategies and tools to solve problems related to perimeter and area.

C ONNECTIONS TO THE B IG I DEA RT 3 : Students use their understanding of addition and subtraction of whole numbers in order to solve problems involving perimeter of two-dimensional figures and use computational estimation to judge the reasonableness of results. They select and apply appropriate methods to estimate sums and differences or calculate them mentally depending on the context and numbers involved. RT4: Students relate area and array models to demonstrate an understanding of multiplication of whole numbers up to 10 x 10, including contextual situations.

CONTINUED RT 5 : Students continue to develop their understanding that measurement systems utilize standardized tools and metric units to measure attributes of objects. They utilize formal units and tools to measure attributes of liquid volume, weight, and time. In addition, students work on estimating the number of units needed for a particular measurement. The majority of the work on measurement systems can be embedded within Science RT4 which focuses on changes and measures of matter. RT 7 : Students continue to develop an understanding of an unknown quantity represented as a symbol such as a box or picture, and solving for that unknown in situations involving perimeter and area of two dimensional figures. They continue to develop an understanding of equality around the equal sign (=) and generate equivalent equations in situations involving perimeter and area. RT 8: Students describe, analyze, compare and classify two dimensional shapes by their attributes to create definitions of shapes. They recognize area as an attribute of two-dimensional regions.

The distance around the outside of a shape is called the perimeter. Perimeter is always measured in units. 8 cm 6 cm 8 cm 6 cm The perimeter of the shape is = 28cm. First we need to find he length of each side by counting the squares.

What is the perimeter of each of these shapes? 18cm 22cm 26cm

Now find the perimeter of these shapes. They are not drawn to scale. 3cm 5cm 7cm 3cm 4cm 3cm Perimeter = 18cmPerimeter = 22cmPerimeter = 28cm

The area of a shape is the amount of space inside it. Area is always measured in square units. The area of the shape is 18cm 2. To find out how much shape is inside we can count the squares.

The area of a shape is the amount of space inside it. The area of the shape is 18cm 2 Square units-the entire square! To find out how much shape is inside we can count the squares.

Counting each square can take a long time. Does anyone know a quicker way? The area of the shape is 48cm 2. The rectangle is made of 6 rows of 8 squares. To work out the number of squares we times 6 by 8.

Counting each square can take a long time. Does anyone know a quicker way? The area of the shape is 48cm 2. The rectangle is made of 6 rows of 8 squares. To work out the number of squares we times 6 by 8.

Find the area and perimeter of each of these shapes? Your teacher will give you copy of the worksheet. 9cm 5cm 2cm 4cm 5cm 4cm 2cm 11cm 7cm 4cm 3cm 7cm 6cm 11cm 2cm 4cm 5cm 4cm

M EASUREMENT You are making a measurement when you  Check you weight  Read your watch  Take your temperature  Weigh a cantaloupe What kinds of measurements did you make today?

S TANDARDS OF M EASUREMENT When we measure, we use a measuring tool to compare some dimension of an object to a standard.

S OME T OOLS FOR M EASUREMENT

L EARNING C HECK From the previous slide, state the tool (s) you would use to measure A. temperature____________________ B. volume ____________________ ____________________ C. time____________________ D. weight____________________

L EARNING C HECK What are some U.S. units that are used to measure each of the following? A. length B. volume C. weight D. temperature

M ETRIC S YSTEM (SI) Is a decimal system based on 10 Used in most of the world Used by scientists and hospitals

U NITS IN THE M ETRIC S YSTEM length meter m volumeliter L mass gram g temperatureCelsius °C

S TATING A M EASUREMENT In every measurement there is a  Number followed by a  Unit from measuring device

C URRICULUM CONTINUED : The following slides outline all subjects and the curriculum goals for third grade. The focus of tonight is math, however this presentation will be available on my website for your reference.

R EADING Within our reading program we will teach grade level curriculum as well as differentiated material that will expand your child’s reading skills. Areas of emphasis include, but are not limited to: Literal comprehensionPredicting Interpretive comprehensionPersuading VocabularySummarizing FluencyTopic/Main Idea/Details Gathering InformationAnalyzing NonfictionStory Elements Phonics Novel reading Author’s mood and purpose

F LUENCY Idaho Reading Fluency 3 rd Grade Goals Fall77 Winter96 Spring110

S OCIAL S TUDIES S OCIAL S TUDIES HTTP :// WWW. MERIDIANSCHOOLS. ORG /S TAFF /D ISTRICT C URRICULUM /E LEMENTARY S CHOOL /3/S OCIAL %20S TUDIES /F ORMS /A LL I TE MS. ASPX Our Social Studies curriculum is developed around the concept of working together in a community. We will learn about:  Where/Why communities are started  Types of communities  How communities change over time  Community Structure  People in communities  Community leaders/Laws  Goods and services  Supply and Demand  Geography/Landforms/Maps/Directions

S TANDARDS -B ASED R EPORT C ARDS Meridian School District uses a standards-based report cards for elementary schools. Science, Math, Music & PE have been on this format for a few years. Language Arts (Reading, Writing, Spelling) and Social Studies are relatively new reporting topics. It is a rubric scale of 1 through 4. 1 is below basic 2 is basic 3 at grade level 4 above grade level

L ANGUAGE A RTS L ANGUAGE A RTS HTTP :// WWW. MERIDIANSCHOOLS. ORG /S TAFF /D ISTRICT C URRICULUM /E LEMENTARY S CHOOL /3/L ANGUAGE %20A RTS /F ORMS /A LL I TEMS. ASPX The language component of our curriculum covers:  Parts of speech  Sentence structure  Types of sentences  Complete sentences  Capitalization  Punctuation  Grammar  Phonic  Figurative Language  Phonemic awareness  Prefix/Suffix meanings  Multiple Meaning Words  Dictionary Skills

W RITING Your students will have many opportunities throughout the year to practice writing for different purposes. The following are some examples of types of writing students may be doing in third grade. NarrativeJournaling Informative Autobiographies Paragraphs Research papers Descriptive Poetry Note takingEditing Process writingPersuasive/argumentative

S PELLING A spelling pretest will be given at the beginning the year. Based on the pretest, students will be assigned a list. Spelling tests will be given on the last day of the week. Words Their Way is our new spelling program. When studying the words at home, please group them and study the word families and the rules for adding endings onto the base words. Spelling practice will be a part of your child’s homework each night.

S CIENCE S CIENCE HTTP :// WWW. MERIDIANSCHOOLS. ORG /S TAFF /D ISTRICT C URRICULUM /E LEMENTARY S CHOOL /3/S CIENCE /F ORMS /A LL I TEMS. ASPX Four science units will be taught:  Reason for the Seasons  Living Things in their Environment  Force and Motion  States of Matter

I Would love to have your help this year. Please sign up! I couldn’t do it without you!

O THER I MPORTANT I NFORMATION A healthy snack at recess helps a student focus during the day. We have several nut allergies in third grade. Please take this into consideration when sending snacks or providing treats for classroom celebrations. In third grade, students will participate in several district and state tests. These include; IRI, MAP, Universal Screeners, and ISAT.

I N C ONCLUSION Please know that I have an open-door policy. Feel free to ask us questions and let us know if you need help with your child. If we don’t know the answer, we will seek out the information. General philosophy: 3 rd Graders work very hard at school all day. They are learning academics and good study behaviors, including being responsible for themselves. The goal is to hold the child accountable in a Love and Logic approach. I will use methods to motivate them. Your child may make mistakes, forget items, etc. That is a part of learning. It’s okay to make mistakes as long as we learn from them!