Dear Parents,
This week we will be finishing up our Heat unit and our exploration of insulators and conductors and begin creating our environmentally friendly homes. The students will work on the Chapter 4 Review tomorrow and our Heat test will be on Friday, April 28th.
In Writing, we are continuing to revise our fairy tales by changing something about the characters, plot, setting, or point of view. We had some great sharing last week as we worked on adapting well-known fairy tales after reading some examples. In Reading, we will be completing our iReady Diagnostics over the next two weeks. In your child's signed papers tomorrow I have included your child's progress graphs in both reading and math for STAR and iReady. Please let me know if you have any questions!
In Math, our 3.2 students will continue learning about measuring using grams/kilograms and liters/milliliters. Our 4.1 students will continue delving deeper fractions will word problems.
On Friday, we will have our class picture make ups so it is a free dress day!!
3.2 Math
MGSE3.MD.1 Tell and write time to the nearest minute and measure elapsed time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram, drawing a pictorial representation on a clock face, etc. MGSE3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. 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, whe
4.1 Math
ESSENTIAL QUESTIONS
● What is a fraction and how can it be represented? ● How can equivalent fractions be identified? ● In what ways can we model equivalent fractions? ● How can identifying factors and multiples of denominators help to identify equivalent fractions? ● What are benchmark fractions? ● How are benchmark fractions helpful when comparing fractions? ● How can we use fair sharing to determine equivalent fractions? ● How do we know fractional parts are equivalent? ● What happens to the value of a fraction when the numerator and denominator are multiplied or divided by the same number? ● How are equivalent fractions related? ● How can you compare and order fractions? ● How do I compare fractions with unlike denominators? ● How do you know fractions are equivalent? ● What can you do to decide whether your answer is reasonable? • How do we locate fractions on a number line?
Thanks for your support!!
Jenny M-G
Sunday, April 23, 2017
Monday, April 10, 2017
Update for 4/10
Dear Parents,
This week we will be getting into our Heat unit with our exploration of insulators and conductors. We will intersperse this unit with continued research on creating our environmentally friendly homes. These two units fit nicely together so we will continue our research in our Science classes over the next month as we head toward building our environmentally friendly houses.
In Writing, we have the Milestones this Thursday and its constructed responses in our sights as we continue to improve our craft and follow the RACES model (Restate the question, Answer the question, Cite your evidence, Give examples, Summarize) for informational and opinion writing. We also will be reviewing writing endings for narrative pieces. We had some great sharing today as we worked on writing an ending to a story - several kiddos stayed with the mood and style of writing in "Fox" and wrote amazing endings!! In Reading, we are circling back to some of the areas we need to continue to strengthen, such as Finding Main Idea, Author's Purpose, and Vocabulary Acquisition and Using Prefixes, Suffixes, and Root Words to Determine Meaning.
In Math, our 3.2 students will continue learning about Time and all of our students will be reviewing 3rd grade math concepts in our Tiger Time classes so we are as ready as possible for the math portion of the Milestones next week. Our 4.1 students will continue delving deeper into Equivalent Fractions.
3.2 Math
MGSE3.MD.1 Tell and write time to the nearest minute and measure elapsed time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram, drawing a pictorial representation on a clock face, etc. MGSE3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. 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, whe
4.1 Math
ESSENTIAL QUESTIONS
● What is a fraction and how can it be represented? ● How can equivalent fractions be identified? ● In what ways can we model equivalent fractions? ● How can identifying factors and multiples of denominators help to identify equivalent fractions? ● What are benchmark fractions? ● How are benchmark fractions helpful when comparing fractions? ● How can we use fair sharing to determine equivalent fractions? ● How do we know fractional parts are equivalent? ● What happens to the value of a fraction when the numerator and denominator are multiplied or divided by the same number? ● How are equivalent fractions related? ● How can you compare and order fractions? ● How do I compare fractions with unlike denominators? ● How do you know fractions are equivalent? ● What can you do to decide whether your answer is reasonable? • How do we locate fractions on a number line?
Thanks for your support!!
Jenny M-G
I hope everyone had a fantastic Spring Break! This Friday we will have our field trip to Tellus and we can have ONE parent chaperone on the bus per homeroom so please let me know if you'd like to ride with us. If you would like to drive up separately and buy a ticket , that's wonderful too!
This week we will be getting into our Heat unit with our exploration of insulators and conductors. We will intersperse this unit with continued research on creating our environmentally friendly homes. These two units fit nicely together so we will continue our research in our Science classes over the next month as we head toward building our environmentally friendly houses.
In Writing, we have the Milestones this Thursday and its constructed responses in our sights as we continue to improve our craft and follow the RACES model (Restate the question, Answer the question, Cite your evidence, Give examples, Summarize) for informational and opinion writing. We also will be reviewing writing endings for narrative pieces. We had some great sharing today as we worked on writing an ending to a story - several kiddos stayed with the mood and style of writing in "Fox" and wrote amazing endings!! In Reading, we are circling back to some of the areas we need to continue to strengthen, such as Finding Main Idea, Author's Purpose, and Vocabulary Acquisition and Using Prefixes, Suffixes, and Root Words to Determine Meaning.
In Math, our 3.2 students will continue learning about Time and all of our students will be reviewing 3rd grade math concepts in our Tiger Time classes so we are as ready as possible for the math portion of the Milestones next week. Our 4.1 students will continue delving deeper into Equivalent Fractions.
3.2 Math
MGSE3.MD.1 Tell and write time to the nearest minute and measure elapsed time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram, drawing a pictorial representation on a clock face, etc. MGSE3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. 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, whe
4.1 Math
ESSENTIAL QUESTIONS
● What is a fraction and how can it be represented? ● How can equivalent fractions be identified? ● In what ways can we model equivalent fractions? ● How can identifying factors and multiples of denominators help to identify equivalent fractions? ● What are benchmark fractions? ● How are benchmark fractions helpful when comparing fractions? ● How can we use fair sharing to determine equivalent fractions? ● How do we know fractional parts are equivalent? ● What happens to the value of a fraction when the numerator and denominator are multiplied or divided by the same number? ● How are equivalent fractions related? ● How can you compare and order fractions? ● How do I compare fractions with unlike denominators? ● How do you know fractions are equivalent? ● What can you do to decide whether your answer is reasonable? • How do we locate fractions on a number line?
Thanks for your support!!
Jenny M-G
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