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