3rd Nine Weeks Fast Facts Guide

Parent Guide to Basic Facts Progression – 3rd Grade

	3rd   9 Weeks
Strategy Focus	Multiplication/Division    Three, Four, Six Addition/Subtraction The expectation is that these facts should already be mastered
Focus- The Big Ideas	·         The order of factors does not change the product. ·         Multiplication and division are inverse(opposite) operations. ·         Multiplying by 3 is tripling a number. ·         Multiplying by 4 is doubling a double. (If 2x2=4, then 4x2=8) ·         Multiplying by 6 is doubling x3 facts (If 3x3=9, then 6x3=18)
Games for Practice	All Lined Up (x3, x4) Spin and Cover (÷4) Capture (x6)

All Lined Up – Materials needed: Gameboard for each player and one spinner (provided by the teacher), pencil and paperclip.             In this strategy game each player has a number line gameboard with 6 empty boxes. Players take turns spinning numbers and multiplying by 3. They then write their product in one of the six empty boxes; however, the numbers must be placed in correct sequence. For example if a player has filled in 3, 9, and 15 in her first three boxes and has 12 for her next product, she cannot play the 12 and loses her turn.  The first player to fill all six boxes wins. For repeated play, students can draw their own number line of boxes!

Variation #1: Play this game using x4 to find your products!

Spin and Cover – Materials needed: Gameboard and spinner (provided by teacher).  Follow the direction printed on the gameboard!

Capture – Materials needed: Spinner and a set of Capture cards (provided by the teacher), pencil and paperclip.  Follow the directions printed on the spinner sheet.

Resource: Mastering the Basic Math Facts in Multiplication and Division

Parent Conference Request for Friday, November 9, 2012

Understanding Emerging, Developing, Proficient, and Mastery Grades

This year your student will be bringing home quick assessments that were completed in class and graded based on their developmental level.  These are typically short assignments (4-5 questions) that have a narrow focus.  They are only given after the skill has been practiced in the classroom.  Let's take a quick look at the four developmental levels and what they mean.

Emerging:  A student with emerging skill is in the beginning of their math journey for this skill.  They have minimal understanding of the concept being taught and require reteaching and additional opportunities to practice.  The number grade assigned for this level is a 65.

Developing:  This student has some knowledge and skill.  There is a clear pattern to their mistakes.  They need coaching to correct misunderstandings and additional practice.  The number grade for this level is 75.

Proficient:  At this level the student is able to demonstrate this skill consistently and accurately.  Mistakes are minor and easily addressed in quick conferences.  The number grade for this level is 85.

Mastery:  This student is able to demonstrate deep understanding of work produced independently.  A student showing mastery is often ready for new challenges to extend their thinking.  The number grade for this level ranges from 95 (writing about mathematical thinking often leaves room for additional information) to 100 (computation, patterns, or skills that have only one correct answer).

If you have any questions or concerns this year about your child's development, please don't hesitate to reach out!

Next up in Math: A 2nd 9 Weeks Overview

Just a quick post to let you know what we'll be working on during the 2nd 9 Weeks (in addition to the fact fluency expectations posted last week).

Multiplication 

o multiply (up to 2-digit by 1-digit) 

o multiplication patterns in a table 

o value of a collection of coins (skip counting)

Fractions

o describe parts of a whole and sets 

o compare

o equivalent

As we explore these concepts in class I will be adding links to our classroom Edmodo page as well as information about how we are teaching these skills in class.  

Have a great weekend!

Next up in Science: A 2nd 9 Weeks Overview

During the next nine weeks, we will be learning about Physical Properties of Matter and Force, Motion & Energy.  Our investigations will kick off on October 22nd with Properties of Matter.

To get your child warmed up, notice how heat changes the states of matter (solid, liquid, gas) in your own life.  Cooking (butter going from a solid to a liquid), drying your hair (water on your hair turns into a gas), drying towels on a line or in a dryer (where did the water go?)...there are opportunities to see what we're learning about everywhere!  Please comment if you and your child discover an exciting new example!

As we learn we will be focusing on the following essential questions to guide our thinking:

What are some physical properties of matter and what tools can we use to identify these properties? (temperature, mass, magnetism, & the ability to sink/float)

How do we use physical properties of matter to classify objects?

What is the difference between weight and mass?

What is matter and what are the 3 common states of matter?

How does heat or lack of heat change the states of matter?

Give an example of a mixture and how could we separate the mixture?

So, while you're enjoying your child's company this week be sure to talk about the Science all around you!

Science Test Wednesday!

It's hard to believe we are already coming to the end of our 1st 9 weeks together.  The kids have spent their Science time learning about lab safety & equipment, body systems and healthy living.  We've built models, performed cool experiments, sung Schoolhouse Rock songs and safety raps, researched on Edmodo and spent lots of time talking about our learning.  We've been busy!  This Wednesday it will be time to show what they've learned!

Here's an overview of what they will be expected to know:

Science Common Assessment Review, 1^st 9 Weeks, 3^rd Grade

System Name	Major Parts	Function
Nervous System	Brain Spinal Cord Nerves	Sends messages from the brain to the body
Skeletal System	Bones Joints Skull Teeth	Provides support and protection.
Digestive	Esophagus Stomach Liver Small Intestine Large Intestine Rectum	Breaks down food to provide the body with energy and nutrients.
Respiratory	Larynx Trachea Lungs Diaphragm	Provides the body with oxygen and expels carbon dioxide.
Circulatory	Heart Veins	Transports oxygen and nutrients throughout the body in the blood.
Muscular	Muscles	Allows movement and flexibility.

1. What do the following measure?

Thermometer: temperature

Triple Beam Balance:  mass

Stopwatch: time

Ruler: length

Graduated Cylinder: volume

2. Are the following items systems?  Why?

Pencil Bag.  Yes, because it has parts (zipper, lining, holes, etc.) that work together to do a job (store pens, pencils, erasers, etc.)

Pen.  Yes, because it has parts (ink, shaft, ballpoint tip, etc.) that work together to make marks

Cotton Ball.  No, it has no parts

Kleenex.  No, it has no parts

Door.  Yes, it has parts (handle, lock, frame, wood, etc.) that work together to close off a room

3. How do the different food groups help your body systems stay healthy?

Grains are full of fiber which gives you energy and helps digest food.

Vegetables are full of vitamins, minerals and fiber, which helps you grow.

Fruits are full of vitamins, minerals and fiber which protect you from disease.

Dairy is full of calcium which helps build strong teeth and bones.

Meat, beans, fish and nuts are full of protein which helps build strong muscles.

4. How do the body systems work together?

Examples:       The brain sends a signal to your heart causing it to beat. 

                        The teeth begin the digestive process by breaking food into smaller parts.

                        Muscles push the food through the digestive system.

                        The lungs provide oxygen to the heart which pumps it to the muscles.

                        The long bones produce blood cells in the marrow.

                        The skull protects the brain.  The ribs protect the heart and lungs.

                       

5. How can you keep your body systems healthy?

Examples:        Wear a helmet to protect your brain when riding a bicycle.

                        Wear a seatbelt when riding in a car.

                        Get enough sleep!

                        Wash your hands regularly to prevent disease.

                        Eat healthy foods, low in fat and high in vitamins and minerals.

                        Monitor calories to maintain a healthy weight.

                        Don’t smoke or take drugs.

                        Exercise.

6. Lab safety practices expected at MRE are:

Examples:        Wait for instructions before handling materials

                        Follow teacher directions

                        Wear goggles for eye protection

                        Waft smells toward your nose

                        Do not taste anything without teacher permission

                        Return materials and clean your station at the end of lab

                        Get teacher help if there is an accident or spill

                        No running in the lab

                        Tie back long hair

                        Push up loose sleeves, tuck in loose clothes

Know Your Facts! KISD Expectations for the Second 9 Weeks of 3rd Grade

Parents, 

If you're like me and like to know what's coming up next, take a look at the KISD expectations for fast facts for the next 9 weeks.  We will be starting multiplication and division facts (x5, x1, and x0) at the end of this month.  The materials mentioned will be coming home as the games are introduced in class.  Feel free to get a jump start (if your student is already comfortable with x2 and x10) by using games via Edmodo!

Happy fact practice, 

Mrs. Foley. 

Parent Guide to Basic Facts Progression – 3rd Grade

	2nd  9 Weeks
Strategy Focus	Multiplication/Division    Five, One, Zero Addition/Subtraction The expectation is that these facts should already be mastered
Focus- The Big Ideas	·         The order of factors does not change the product.        Multiplication and division are inverse(opposite) operations.        Multiplication by 5 is like skip counting by 5.        When multiplying by 1, the product is the same as the other factor.        If either factor is zero, the product will be zero.
Games for Practice	Nickels and Cents (x5)        Divide and Go (÷5)               Spaces (÷5) Zemory (x0, x2, x5)

Nickels and Cents  (Materials needed: deck of cards with face cards removed, notebook paper)

Students will make the connection that multiplying times 5 is the same as counting nickels. Player one will draw a card and multiply by 5 and write that amount of money on the paper. Player two does the same. Play continues as players add their sums of money each round. First player to reach $5 wins.

Divide and Go  (Materials needed: hundreds chart with directions and spinner provided by teachers)

Spaces   (Materials needed: gameboard with directions and spinner provided by teachers)

Zemory – Materials needed: one set of Zemory cards (provided by the teacher)  This game is like the classic game of memory with a zero twist. In this game students match fact cards based on the commutative property.  For example if Jack flips 0 x 4, he looks for the 4 x 0 card to match. If a match is not found, both cards are turned face down and the play continues with Player Two. Players take turns finding sets with matching factors and stating the product. The player with the most sets wins the game. Because  x 0 facts are simple to remember, some previously learned fact cards (x 2, x 5) are included.

Resource: Mastering the Basic Math Facts in Multiplication and Division  

Know your facts! Expectations for the 1st 9 Weeks of 3rd Grade

Parents, 

Below is parent guide for fact fluency expectations throughout KISD in 3rd grade.  In addition to the games listed below (the first two have been taught in class already) be sure to check out Edmodo for additional practice opportunities.  Also, don't forget your smartphone when looking for resources.    Most of us have a highly engaging one in our pockets.  Download a multiplication app and have your student practice in the car or while they wait at a sibling's basketball practice!

Happy fact practice,
Mrs. Foley

Parent Guide to Basic Facts Progression – 3rd Grade

	1st 9 Weeks
Strategy Focus	Multiplication/Division   Two, Ten Addition/Subtraction The expectation is that these facts should already be mastered
Focus- The Big Ideas	·         Multiplication by 2 is the same as doubling. ·         The order of factors does not change the product. ·         Multiplication by 10 is like skip counting by 10. ·         Division by 2 is the same as halving. ·         Multiplication and division are inverse(opposite) operations.
Games for Practice	Rolling for Doubles (x2) Top Tens (x10) Write to Divide (÷10)

Rolling for Doubles  (Materials needed: number cube with 1-6 or a die, notebook paper)

Students roll number cube and multiply the number times 2. Students will then record the number equation on paper. Example: student rolls a 4 and writes 2x4=8. After three rolls the student finds the sum of their doubles products. The player with the greatest sum wins.

Top Tens  (Materials needed: spinner with numbers 1-10, notebook paper)

Students spin the spinner. They will multiply the number they land on times 10. Students will then record the number equation on paper. After three spins the student will find the sum of their products. The player with the greatest sum wins.

Write to Divide  (Materials needed: gameboard with directions provided by teachers, paper clip)

Rounding to the Nearest 10

19 + 44 + 18 + 37=???  With $95.00 in my purse do I have enough money to pay for these groceries?  Decide quick!  It’s almost my turn in the checkout line!  In real life we often have to do calculations quickly in our heads.  It can be tough using numbers like the ones listed.  We need easier numbers.  What are the easiest numbers to add?  Often students will say ones or twos.  

Today in class we discovered 0 is the easiest number to add.  When we want to know about how much something is we can use round numbers (numbers that end in zero) to help us do calculations.  

In third grade we teach students how to round to the nearest 10 by making a number line from _1 - _9 with boxes drawn at either end, _5 in the middle, and an arrow under _5 pointing to the right.  (Your student should be bringing home the one they made in class today.) Put the number line on the ground and have them straddle it with their heads lined up over the _5.  Call out 39.  Find the round numbers on either side of 39 (30 and 40).  Have them put their heads over 39.  Which round number is 39 closer to?  (The weight of their heads should be a physical cue pulling them towards 40).  Practice with other numbers.  Teach that when we have a number like 45 it is right between the round numbers 40 and 50.  The rule is to round up.  

Now, go back to the original 4 numbers in our problem and round them.  Can you quickly tell me if I have enough?  Remember, if we see the word "about" in a math problem we don't need an exact amount. Estimate first, then calculate!

Happy rounding!

Body Systems

We're having loads of fun learning about body systems in Science.  We started by exploring what a system is (anything made of parts that work together to do a job).  The kids studied the parts of a flashlight and the parts of a phone at school then went hunting at home for the systems they live with everyday.  They came back with great ideas.  Some I completely expected (X-Box, PSP, TV, Computer, etc.), but others, like a door (parts: handle, lock, hinge, wood panels  job: keep my little brother out of my room) and a Lazy Boy chair (parts: handle, padding, fabric, headrest, footrest, etc.  job: let you be lazy), were a big surprise.  You've gotta love 3rd graders!

We then turned our attention to the systems in our body (nervous, skeletal, digestive, respiratory and circulatory).  As we study these systems we are trying to answer three essential questions.

1. What are some of the jobs of this system?
2. How can I keep this system healthy?
3. How does this system work with the other systems we are studying?

Today in class we turned a balloon, cooking oil, and a wad of bread into a model of our digestive system.  Ask your student to tell you how this helped them to understand #3!

For more information on the body systems and everything else we're learning, be sure to check out edmodo.com with your child!

Practicing Place Value

Place value understanding supports almost every other skill in math.  We teach it first every year for that reason.  It's a critical skill.

Here's a way you can practice at home.  Draw this place value chart on a large piece of paper:

__________  __________  __________  ,  __________  __________  __________
hundred             ten                   one                   hundred             ten                  one
thousand          thousand         thousand

Ask your child this question: is 6 always worth the same amount?  (It's not, but don't try to convince them of that yet!  Just listen to their thinking.)  Now, grab some post it note and write the number 6 on it.  Put the 6 on the line above the tens place.  What is the value of 6 tens?  Notice, we aren't asking how many tens, we want them to tell us the value, or worth, of 6 tens.  If your child isn't able to tell you the value is 60, draw 6 rods (The kids will know what this is...a rod is a base-10 block that is worth 10.  You draw it like a tally mark.)  Now count by tens to get 60.  Ask again, what is the value of 6 tens?  Now move the post it to the thousands place.  What is the value of the 6 now?  Help them to understand 6 thousands is worth 6,000.  Repeat this process, moving the 6 around to different place values.  Revisit the original question: is 6 always worth the same amount?

Change the post it from a 6 to a different digit and go through the process again reinforcing their understanding that the PLACE a digit is in determines it's VALUE.  Notice that during this process we aren't filling in all of the place values or making numbers yet.  Wait until they have a solid understanding before moving on.

When they're ready, start using whole numbers up to 999,999.  Tell them you want to play a game.  (They love games.  Call it a game and the tension level drops immediately.  It doesn't even matter if the game is kinda lame. :)  Write a number and underline one of the digits.  Have them tell you the value of the underlined digit.  For example:  654,709.  The underlined digit is a 5.  The 5 is in the ten thousands place.  The value of 5 in the ten thousands place is 50,000.  Note for my struggling learners:  If they have trouble figuring out what place value the five is in have them point to each number and say its place value.  Point to the 9 and say, "ones."  Point to the 0 and say "tens."  Point to the 7 and say "hundreds."  And so on until they get to the underlined place value.  Trust me, they can't do that enough.  If they still struggle, make a post it for each digit and physically place it on the place value chart.  Still confused?  Take all the other digits back off the chart leaving the 5 in the ten thousands place.  Connect it back to what they were doing before.  When they get it right let them award themselves a star, a sticker or a point on their paper.  Ready to play?

Have fun!  Be sure to let me know any time you need ideas to help your child this year.  Together we help them do great things!

Introducing Division

Ever wished you knew how your child was being taught so you could speak their language?  Here's a peek inside a recent lesson introducing division and connecting it to what they already know about multiplication...


Today I’m going to teach you that when you split or separate a larger amount like 10 pieces of gum into equal smaller amounts, we call this division.  For example, if I start out with 4 pieces of gum, but have to split it with my sister, how many pieces would we each get?  Think aloud, “Well, I know my sister and I are not getting 4 pieces because there are only 4 pieces. It has to be a smaller amount because I can’t have all of them. The amount we each get also has to be equal because we are sharing.” Draw three circles (one on top representing mom with all the gum) two on bottom representing two kids and deal pieces of gum accordingly.

Mathematicians call this division and we use this symbol to show that a larger amount is being separated into smaller equal amounts.  Show mathematicians represent this situation as a division equation with symbol. 
10 divided by 2 = 5: (Link to multiplication.)  I wonder what would happen if my sister changed her mind and gave the 5 pieces of gum back. How many would I have now? What happened to my amount? Hopefully your student will say it was doubled!!! How can we show that as a number sentence?

 

Consider keeping a math notebook at home to save all the wonderful thinking you and your child do as you explore math together!  Enjoy!

Technology and Fitness in Balance

The technology available today is so exciting!  It's changing the way we learn, the way we connect and expanding our world view.  At MRE our goal is to get our students ready to take their place in a world transformed by technology.  Did you know many of the careers that will be available to them don't even exist today?  Not too long ago I heard about some of the expected positions.  The one that jumped out at me was "Rain Police."  Imagine needing someone who can police the use and movement of rain clouds!  Our kids need to be ready for a world very different than the one we joined as graduates.

This week my third graders took a step toward that future.  In the computer lab they learned to use Edmodo.com.  Edmodo is a social, educational network used by students to share ideas, explore teacher recommended websites, and much more!  Ask your student to show you this exciting online tool at home by logging onto Edmodo.com and typing in their KISD username and password (taped onto the inside binder pocket).  Be sure to use capital letters when typing in their password.  The links are labeled Math, Science or View at Home.  View at Home links are simply things we have already done at school or are enrichment links that I don't want them to spend time on during our limited school day.  All links are available to enjoy at home.  

While on Edmodo students should limit their comments to Math and Science talk.  We've spent a lot of time discussing what this means in class.  We are working on staying in the moment, soaking up all of the learning that is available, and limiting distractions that would rob us of the opportunity to enjoy Math/Science.  Appropriate Edmodo comments should share excitement, connections to concepts, those "a ha!" moments in our learning, or ask questions to help our understanding.  The students have really enjoyed Edmodo and are doing a great job sharing their thinking!

Through Edmodo students can also access a link to The Global Children's Challenge.  This experience will be an excellent opportunity to practice balance between being online and being physically active.  The kids will be joining children in classes around the world who will all be working as teams to increase their physical fitness by collecting steps to unlock locations on a virtual globe.  This is a special opportunity available to Mrs. Foley's classes via Fund for Teachers.  I am so excited about the potential to build community, develop teamwork skills, and enjoy all the benefits of regular exercise.  As a runner (slow, but steady), I've experienced the difference exercise can make in well being.  My hope is for all of us to come to school each day energized, even-tempered and ready to go!  

We will be talking about The Challenge on Monday in morning meeting.  Students will be given pedometers on Tuesday.  (Please don't tell them!  It's a surprise!!)  They will wear the pedometers each day from the time they rise to bedtime.  The pedometers aren't waterproof though, so bath time is a no go!  

Parents, I could use some help with this activity.  There was a limit of 33 pedometers per homeroom.  Unfortunately, we are currently 6 pedometers short of every child having their own.  If you are able to donate a pedometer, please let me know as soon as possible.  I plan to pass out the pedometers on Tuesday, but I would like to have any donated items by Monday night in order to gift wrap them before giving them to the children.  Later donations would still be appreciated, as I can still pass them out to students sharing pedometers.  Thank you so much for any help you can offer!

One last thing, I've started a Twitter account to share classroom hints, reminders, questions to ask your child about their day, and other hopefully helpful stuff.  This is my first year with a classroom blog and Twitter account,@Adventuresin3rd,  but I would expect the Twitter account to have more of the day to day information you might find helpful.  

Have a wonderful evening!  

Getting Ready for the First Day

Parents,

The first day of school is almost here!  As we are busy getting ready for a great year we'd like to ask your help to get off to a great start.  

Before you go to bed (early!) Sunday night consider picking a spot to put all the materials you'll need for Monday morning.  In Mrs. Foley's house there is a big basket by the front door.  Whenever her son, Dane, says he needs something for school it goes in the basket right away.  As we go out of the door we scoop up anything that has made it's way to the basket without worrying if we have forgotten anything.

Also, please send supplies, if that hasn't been done already.  We understand that sometimes there are budget issues, so the three things that are most important to get started are: a 1" binder, zippered pencil bag with 3 holes to put in the binder, and 2 spiral/2 composition notebooks.  Please put your child's name on each item.  We will be setting up our binders and notebooks the first week of school, so those are essential supplies to get us started.  The rest of the supply list can trickle in the second week of school. 

Looking forward to Monday,

Christina Foley
Jennie McClendon

Student Information Form

Welcome to third grade!  I'm so excited to have your child as a part of our class.

Welcome to 3rd Grade!

  Get ready third graders.  We're going to be taking RISKs this year.  Third grade concepts are waiting.  Our goal is total domination!  It's time to play...