Update for 11/9 (3.1)

 

       Our 3.1 class is starting a new mathematics unit about area and perimeter.  During this unit, students solve problems about area (the measure of how much space a figure covers) and perimeter (the length of the boundary of a figure). Students will also solve two-step word problems, identify arithmetic patterns, and multiply by multiples of 10.

 

 

Throughout the unit, students work toward the following goals:

 

Benchmark/Goals	Examples
Identify and find the area of given figures by counting square units or multiplying length times width.	5   What is the area of this figure?
	1 2 3 4 5 6 7 8 9 10   I counted 10 square units.	2   I multiplied 2x5 and got 10 square units.
Find the area of shapes made of all right angles.
Describe and extend a numeric and geometric pattern.	Numeric pattern: 3, 5, 7, 9 Rule = n + 2
Use a symbol to represent an unknown number and find the value of the unknown in a number sentence.	The symbol represents an unknown number. If ▲+ 2 = 5, then ▲= 3, because 3 + 2 = 5. If▲ +▲ = 4 Then ▲= 2

 

 

 

The activities below are related to the mathematics in this unit.  You can use the activities to enrich your child’s mathematical learning experience.

 

 

Measuring Area around the House

Look for opportunities at home to talk with your child about area: the two-dimensional measure of the size of a surface.

 

• If you have square tiles covering a floor or bathroom wall, ask, “How many squares are there?”

 

Ask your child to help you figure out the area of a tabletop or the floor of a room by using different common objects as the unit of measure. For example:

 

• How many sheets of notebook paper would it take to cover the kitchen floor?
• How many index cards would it take to cover a table?

 

Marble Jar Start with 4 objects in a jar (marbles, pennies, paper clips, or some other small objects). Each day add 6 more of the same object. Help your child record how many are in the jar each day. Ask your child how the number of objects in the jar will change over the next few days. Repeat the Marble Jar activity with other numbers; start with 5 marbles, add 9 each day; start with 100 marbles, subtract 6 each day; etc.

 

Making Patterns Making repeating patterns is a great way to learn about them. At home your child may use coins, bottle caps, or buttons to make a repeating pattern. For example, make the following pattern: penny, penny, dime, penny, penny, and dime. Ask your child, “If the pattern continues in the same way, what comes next?” Then have your child make a repeating pattern for you to continue.

 

In our math class, students spend time discussing problems in depth and are asked to share their reasoning and solutions.  It is most important that children accurately and efficiently solve math problems in ways that make sense to them.  At home, encourage your child to continue to practice their multiplication facts and explain his or her math reasoning to you.

 

 

Thank you for supporting your child’s learning.