Update for 11/30

        Dear Parents,

        I hope everyone had a restful, fun break!  I know I really enjoyed catching up with friends and family and getting to sleep in.  :)
This week we are starting our Fossils unit in Science.  Today we discussed what fossils are, why we study them, and what we can learn from them.  Tomorrow I will be bringing in some real plant and animal fossils for the students to explore and discuss.  Please ask your student what kinds of fossils we have been exploring!  The test for this unit is going to be Tuesday, 12/15.

       In Math we are continuing our unit on Area, multiplication and division strategies, graphing, measurement, and word problems.  Our Unit 3 test will be on Monday, 12/14.  The related standards are:

CONTENT STANDARDS
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
MGSE3.OA.8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.1
1

MGSE3.OA.9. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.2 For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Represent and interpret data. MGSE3.MD.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
MGSE3.MD.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Geometric Measurement: understand concepts of area and relate area to multiplication and to addition.
  
MGSE3.MD.5. Recognize area as an attribute of plane figures and understand concepts of area measurement.
a. A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
MGSE3.MD.6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
MGSE3.MD.7. Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
c. Use tiling to show, in a concrete case, that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

     Also, please help your student get fluent in his/her multiplication facts 0-12.  We are continuing to have timed tests and students who pass all their facts will be rewarded abundantly at our ice cream social the last week before the break.  :)  Thank you for all of your support!

Jenny M-G

Update for 11/11

      

     Dear Parents,

     Thanksgiving break is right around the corner, but we are still working hard!  In Science we are finishing up our Minerals, Rocks, and Soils unit and will have our test next Wednesday, 11/18.  This week your students will likely need to bring home their Science book to complete Lesson 4 (the related pages numbers are at the bottom of the handout).  For next weeks' test your student will need to review the vocabulary (mineral, hardness, rock, igneous rock, sedimentary rock, igneous rock, erosion), KWL chart, and notes from Study Jams and "The Magic School Bus Rocks and Rolls" in his/her journal.

      In class today we tried to identify various minerals and rocks based on their color and luster, by comparing them to our pocket informational books, conducting streak tests, and playing Rocks and Minerals bingo.  We had so much fun!  Tomorrow we will be in STEAM lab investigating different soil and their properties.

      In Math we are continuing to solve two-step word problems, In/Out boxes, and creating graphs.  We have now gotten into investigating Area as well.  In IXL the lessons related to Area are V.10, V.11, V.12, and V.13.  On a daily basis your student is also practicing their multiplication facts with the goal that ALL of our students will be fluent in their multiplication facts through their 12's by the end of the year.  It's a lofty goal, but we like to aim high.

      We appreciate all of your support more than you know.  It is an amazingly wonderful thing to see your fabulous kiddos grow and grow and grow!  Thanks for all of your support!

     Jenny M-G 

Estimados padres,

     Descanso de acción de gracias es a la vuelta de la esquina, pero todavía estamos trabajando duro!  En ciencia Estamos terminando nuestra unidad de minerales, rocas y suelos y tendrá nuestra prueba el próximo miércoles, 11/18.  Esta semana los estudiantes probablemente tendrá que llevar a casa su libro de ciencia para completar la lección 4 (son los números de páginas relacionadas en la parte inferior de la hoja informativa).  Para la prueba de la próximas semanas su estudiante necesitará revisar el vocabulario (minerales, dureza, roca, roca ígnea, roca sedimentaria, roca ígnea, erosión), tabla de KWL y notas de estudio mermeladas y "The Magic School Bus rocas y Rolls" en su diario.
      En clase de hoy hemos intentado identificar diferentes basadas en su color y brillo, de compararlos con nuestros libros informativos de bolsillo, realizando pruebas de racha y jugando bingo de rocas y minerales rocas y minerales.  Mañana estaremos en el laboratorio de vapor investigando diferentes y sus propiedades.
      En matemáticas estamos siguiendo resolver problemas de dos pasos, cajas de entrada/salida y creación de gráficos.  Ahora hemos metido investigando área así.  En IXL las lecciones relacionadas con el área son V.10, V.11, V.12 y V.13.  Diariamente el estudiante también está practicando sus tablas de multiplicar con el objetivo que todos nuestros estudiantes será fluidas en su multiplicación a través de sus 12 a finales de año.  Es un objetivo noble, pero nos gusta apuntar alto. 
      Agradecemos a todos su apoyo más que usted sabe.  Es algo increíblemente maravilloso ver sus fabuloso kiddos crecen y crecen y crecen!  Gracias por todo su apoyo!
     Jenny M-G 

Update for 11/02

                                                                                                    November 2, 2015

     Dear Parents,

     Today signed papers and Progress Skills Checklists went home as well as invitations to the Thanksgiving feast coming up soon.  Please go over the signed papers with your student, then sign and return along with the PSC's and report card envelopes.

      We have begun Unit 3 in math and will continue to work on memorizing our multiplication and division facts through 12.  In this unit, students will:

● Understand concepts of area and relate area to multiplication and addition.

● Find the area of a rectangle with whole- number side lengths by tiling it.

● Multiply side lengths to find areas of rectangles with whole-number side lengths in context of solving real world and mathematical problems.

● Construct and analyze area models with the same product.

● Describe and extend numeric patterns.

● Determine addition and multiplication patterns.

● Understand the commutative property’s relationship to area.

● Create arrays and area models to find different ways to decompose a product.

● Use arrays and area models to develop understanding of the distributive property.

● Solve problems involving one and two steps and represent these problems using equations with letters such as “n” or “x” representing the unknown quantity.

● Create and interpret pictographs and bar graphs.

 

     The understanding of and ability to use multiplication and division is the basis for all further mathematics work and its importance cannot be overemphasized. As students move through upper elementary grades and middle school, the foundation laid here will empower them to work with fractions, decimals, and percents.

     Area is a measure of the space inside a region or how much it takes to cover a region. As with other attributes, students must first understand the attribute of area before measuring.

The concept of multiplication can be related to the area of rectangles using arrays. Students need to discover that the length of one dimension of a rectangle tells how many squares are in each row of an array and the length of the other dimension of the rectangle tells how many squares are in each column.

     Using this model, students should be able to create arrays to solve real-life problems involving multiplication and apply this concept with addition, subtraction, and division to solve equations involving two steps or more to find the solution.

 

     In Science, we have finished our Animal Poster presentations and taken our Adaptations test - the students did a fantastic job overall!  Our next unit is Minerals, Rocks, and Soils and the homework this week is for the students to bring in any interesting minerals or rocks they have collected or find this week so we can share them and try to identify them using our scientific criteria and tools!

 

     As always, please let me know if you have any questions or concerns and thank you for all of your support!!

 

Jenny M-G

02 de noviembre 2015

     Queridos padres,

     Hoy firmó papeles y Progreso Habilidades listas de verificación fue a su casa, así como invitaciones a la fiesta de Acción de Gracias va a ser pronto. Por favor revisar los papeles firmados con su hijo, y luego firmar y devolver junto con el PSC y sobres de la tarjeta informe.

      Hemos comenzado Unidad 3 en matemáticas y seguiremos trabajando en la memorización de nuestras tablas de multiplicación y división a 12. En esta unidad, los estudiantes:

● Comprender conceptos de área y se refieren a la zona de la multiplicación y la adición.
● Encontrar el área de un rectángulo con longitudes de los lados número mayoreo por embaldosado ella.
● longitudes de los lados Multiplicar para encontrar áreas de rectángulos con longitudes laterales de números enteros en el contexto de la solución de mundo real y problemas matemáticos.
● Construir y analizar modelos de área con el mismo producto.
● Describir y extender patrones numéricos.
● Determinar los patrones de suma y multiplicación.
● Comprender la relación de la propiedad conmutativa de la zona.
● Crear matrices y modelos de área para encontrar diferentes maneras de descomponer un producto.
● Use matrices y modelos de área para desarrollar la comprensión de la propiedad distributiva.
● Resuelva problemas relacionados con uno y dos pasos y representar estos problemas utilizando ecuaciones con letras como "n" o "x" representa la cantidad desconocida.

● Crear e interpretar pictogramas y diagramas de barras.


     La comprensión y la capacidad de utilizar la multiplicación y la división es la base de todas las matemáticas más trabajo y su importancia no se puede exagerar. Mientras los estudiantes se mueven a través de los grados superiores de primaria y secundaria, las bases establecidas aquí será darles la posibilidad de trabajar con fracciones, decimales y porcentajes.

     Area es una medida del espacio dentro de una región o cuánto se tarda en cubrir una región. Al igual que con otros atributos, los estudiantes deben entender primero el atributo de la zona antes de la medición.
     El concepto de multiplicación puede estar relacionada con el área de rectángulos utilizando arrays. Los estudiantes necesitan descubrir que la longitud de una de las dimensiones de un rectángulo dice cuántas plazas hay en cada fila de una matriz y la longitud de la otra dimensión del rectángulo indica cuántas plazas se encuentran en cada columna.

     Usando este modelo, los estudiantes deben ser capaces de crear matrices para resolver problemas de la vida real de multiplicación y aplicar este concepto con la suma, resta y división para resolver ecuaciones con dos o más pasos para encontrar la solución.

     En ciencias, hemos terminado nuestras presentaciones póster de Animales y tomado nuestra prueba Adaptaciones - los estudiantes hicieron un trabajo fantástico en general! Nuestra siguiente unidad es Minerales, rocas y suelos y la tarea esta semana es para los estudiantes que traigan alguna minerales interesantes o rocas que han recogido o encontrar esta semana para que podamos compartir y tratar de identificarlos utilizando nuestros criterios y herramientas científicas !

    Como siempre, por favor, hágamelo saber si usted tiene alguna pregunta o inquietud y gracias por todo su apoyo !!


 Jenny M-G