| April 7, 2008
We will begin work on Unit 8 "Fractions" this week. This unit has two
primary objectives: to review the uses of fractions and fraction notation,
and to help children develop a solid understanding of EQUIVALENT fractions-a
key element in comparing fractions, and, later, in calculating with
fractions. The aproach to equivalent fraction in third grade is informal and
includes many hands-on activities.
Lesson Objective
8.1 Naming Parts with Fractions
8.2 Exploring Fractions, Re-Forming Squares, and Combinations
8.3 Number-line Posters for Fractions
8.4 Equivalent Fractions
8.5 Comparing Fractions
8.6 Fractions Greater Than One
8.7 Fraction in Number Stories
8.8 Review and Assessment
Please continue to review addition, subtraction, multiplication, and division
facts with your child. Thank you.
March 17
We will begin to work in our new math journal this week. We will be working
in Unit 7. This unit continues a systematic skills development of
multiplication and division. It also extends to products of factors that are
multiples of 10, 100, and 1,000. These skills, useful in their own right,
are important prerequisites for the intelligent use of estimation and
caluclators, and for the development of multiplication and division
algorithm. Unit 7 also included practice on the use of parentheses in number
models.
Lesson Objective
7.1 PATTERNS IN PRODUCTS
7.2 MULTIPLICATION FACTS SURVEY
7.3 FACT POWER
7.4 NUMBER MODELS WITH PARENTHESES
7.5 SCORING IN BASKETBALL: AN APPLICATION
7.6 EXTENDED FACTS: MULTIPLICATION AND DIVISION
7.7 ESTIMATING COSTS
7.8 EXTENDED FACTS: PRODUCTS OF TENS
7.9 EXPLORATIONS-EXPLORING RATIOS AND GEOMETRIC FIGURES
7.10 UNIT 7 REVIEW AND ASSESSMENT
PLEASE ENCOURAGE YOUR CHILD TO PRACTICE THEIR MULTIPLICATION FACTS OFTEN.
THANK YOU.
Week of February 4, 2008
We will begin Unit 6-GEOMETRY on Monday, February 4, 2008. The following is
the list of lessons and their objectives.
Lesson Objective
6.1 Investigating Line Segments, Rays, and Lines
6.2 Parallel and intersecting line segments, rays, and lines
6.3 Angles and turns
6.4 Triangles
6.5 Quadrangles
6.6 Polygons
6.7 Drawing Angles
6.8 Measuring Angles
6.9 Symmetry
6.10 Exploring Congruence, counting, and decimals
6.11 Polyhedrons, Part 1 to review 3-dimensional shapes; and
and to identify bases of pyramids
and prisms
6.12 Polyhedrons, Part 2 to explore the characteristics of
prisms
6.13 Unit 6 Review and assessment
Please continue to review the basic facts of addition, subtraction, and
multiplication with your children on a regular basis. It would also benefit
your child if you gave them large numbers, up to the millions, and practice
reading them. Don't forget to practice the decimals in the tenths,
hundredths, and thousandths values.
Thank you for your continued help and support.
We are currently working on the multiplication facts of 0, 1, 2, 5, and 10.
We will begin learning the 11s, 3s, and 4s during the week of December 10th.
Please encourage your child to review their facts daily using the flash cards
we have made in class. It would also be helpful if you quiz them orally on
the math facts at random times. For example, when my children were learning
the "times tables" I would quiz them while driving to the next activity.
Thank you for your help, your child will reap the benefit of your efforts.
Please take the time to review your math facts. Thank you.
On October 29, we will begin work on Unit 3 in the Everyday Math series.
Lesson Objective
3.1 A "CLASS SHOE" UNIT OF LENGTH
To explore the need for standard units of measure
3.2 MEASURING WITH A RULER:
To choose the appropriate measuring tool and unit for a
situation; and to read a ruler to the nearest inch,
1/2 inch/ and 1/4 inch
3.3 STANDARD LINEAR MEASURES
To review U.S. customary and metric units of length;
and toestimate and measure lengths to the nearest 1/4 inch
and nearest centimeter
3.4 PERIMETER
To review polygons; to measure sides of polygons and find
perimeters; and to draw shapes with a given perimeter
3.5 EXPLORATIONS: EXPLORING PERIMETER AND AREA
To make rectancgles with given perimeters; to relate tiling
to area; and to constract using given lengths and then
to find the perimeter
3.6 AREA
To develop the concept of area and use of square units; to
measure by using 1-foot and 1-yard squares; and to find
areas by counting squares
3.7 NUMBER MODELS FOR AREA
To develop the concept of area as measuring with identical
squares; and to use number models to model calculating the
area of rectangles
3.8 DIAMETER AND CIRCUMFERENCE
To measure diameters and circumferences of circular
objects; and to develop the "about 3 times" rule relating
the circumference and diameter of any circle
3.9 UNIT 3 REVIEW AND ASSESSMENT
To review and assess children's progress on the material
covered in Unit 3.
WE ARE WORKING IN UNIT TWO. THE FOLLOWING ARE THE LESSONS AND OBJECTIVES:
LESSON OBJECTIVE
2.1 TO REVIEW FACT FAMILY AND NUMBER FAMILIES; AND TO REVIEW THE
RELATIONSHIP BETWEEN ADDITION AND SUBTRACTION
2.2 TO REVEIW WAYS IN WHICH BASIC ADDITION AND SUBTRACTION FACTS
ARE USED TO SOLVE PROBLEMS HAVING LARGER NUMBERS
2.3 TO REVIEW AND SOLVE "WHAT'S MY RULE?" PROBLEMS
2.4 TO USE PARTS-AND-TOTAL DIAGRAMS TO HELP SOLVE PARTS-AND-TOTAL
NUMBER STORIES (WORD PROBLEMS)
2.5 TO USE CHANGE DIAGRAMS TO HELP SOLVE PARTS-AND-TOTAL NUMBER
STORIES
2.6 TO USE COMPARISON DIAGRAMS TO HELP SOLVE COMPARISONS NUMBER
STORIES
2.7 TO REVIEW THE PARTIAL-SUMS ALGORITHM FOR ADDING 2-DIGIT
NUMBERS; AND TO EXTEND THE ALGORITHM TO 3-DIGIT NUMBERS
2.8 TO REVIEW THE TRADE-FIRST ALGORITHM FOR SUBTRACTING 2-DIGIT
NUMBERS; AND TO EXTEND THE ALGORITHM TO 3-DIGIT NUMBERS
2.9 TO REVIEW ADDITION NUMBER STORIES INVOLVING THREE OR MORE
ADDENDS
2.10 REVIEW AND UNIT ASSESSMENT
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