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!
Saturday, October 13, 2012
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:
Here's an overview of what they will be expected to know:
Science Common Assessment Review, 1st 9 Weeks, 3rd 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.
|
- What do the following measure?
Thermometer: temperature
Triple Beam Balance: mass
Stopwatch: time
Ruler: length
Graduated Cylinder: volume
- 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
- 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.
- 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.
- 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.
- 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
Monday, October 8, 2012
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
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)
Thursday, October 4, 2012
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!
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!
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