Math 3 Updates
3rd graders are continuing exploration of fractions and finishing rough drafts of their timelines. A good reminder when discussing timelines at home- Timelines are number lines. When creating a timeline start with a ruler and create equal "tick" marks using the ruler (for example, on the one inch marks). Choose the best increments for your tick marks- 2, 5, or 10. Plot your years in these increments. Lastly, plot your important dates on the timeline.
For more practice: create a timeline at home showcasing their life from birth to now. Use increments of every 2 years- For example, 2010, 2012, 2014, 2016, 2018.
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Third graders revisit equivalent fractions for review and we begin our Trimester 2 project. Learners are making a timeline of their interviewees. We will practice finding the correct increments for the timeline based on the number of years their interviewee has been alive. Most learners use increments of 2, 5 or 10. We will be working on this rough draft in order to perfect our final draft for expo night. Hope to see you!
www.bbc.co.uk/bitesize/ks2/maths/number/equivalent_fractions/read/1/ Learners compare fractions by using numberlines. We practice making equations true by using fractions and the symbols "greater than," "less than," and "equal to." Learners will take their fraction assessment this week.
Learners continue learning about and exploring fractions. We will be working on comparing fractions using models and numberlines.
Third graders continue to practice plotting fractions on number lines. We have introduced "stacking" number lines" in order to compare numbers. They can continue practicing math facts at home.
www.youtube.com/watch?v=SZaXtOHNh6s Learners explore equivalent fractions with fraction strips and models. We are focusing on plotting fractions on a numberline. Numberlines always range from 0-1. Learners skills are building as we talk about fractions. Specifically we are using academic language like numerator, denominator, equivalent, and defining fractions as "parts of a whole." Learners are learning how to draw "stacking" fraction numberlines to compare values of fractions. For example, 1/4 < 1/2. Lastly, learners will be exposed to comparing fractions with different numerators and denominators. An example of "stacking" numberlines to compare fractions is below. We "stack" (put one line above the other) the numberlines to be able to visually see which fraction is greater.
WELCOME BACK! This week learners are thrust into the world of fractions. We are working on building a solid foundation for fractions. We will work to understand that fractions are a part of a whole. We will explore this by coloring shapes and working with numberlines. Learners have also been exposed to the vocabulary numerator and denominator.
Video: Fractions into Equal Parts Learners take their division assessment and division performance task. We begin exploration of fractions.
Third graders work to understand remainders. We are also practicing finding the missing factor and reinforcing the relationship between multiplication and division.
The Remainder of One- Read Aloud- www.youtube.com/watch?v=Ubm16pTOUhk This week we will be learning about and practicing division. We learn about division as the opposite of multiplication. We've already been reading books about division and this week we will really be working to break apart large numbers into groups (modeling division).
*You can help at home by giving your learner dry cereal or other edible or non-edible manipulatives. Ask your learner to count out a specific number within 100 and then ask them to divide the group into equal groups. They can also write equations to support what they see. For example, ask them to count out 45 Cheerios. Ask them to divide them into 5 equal groups. You can do this by drawing circles on a sheet of paper. Next, ask your learner to sort the Cheerios. Have them write the supporting math equations. 5 X 9 = 45. 45 divided by 5 equals 9. |
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May 2018
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