This week, the students enjoyed learning about the moon phases with the Oreo cookie sandwiches. We will be continuing the activity next week. There were lots of smiles and excitement! They created and molded suns, moons, Earths, planets and stars with the colorful clay. What a display of imagination and uniqueness!
Students worked on repeated addition sentences, arrays, rows and columns, geometric shapes and multiplication. We will continue to practice the skills and strategies needed to master the new concepts.
Raz Kids: Students can read a book online https://www.raz-kids.com/main/Search/?searchTerms=login go to Kids Login and type in jparson1 click on students’ name and read, read, read!
The Alpharetta Fire Department Smokehouse will be here on Tuesday. The fireman will demonstrate fire safety and recommend a meeting place at home in case of any fires.
Parent/Teacher Conferences: I have enjoyed talking with you about your children’s progress in second grade. Thank you for your support with them! Please check the second grade blog for your child’s math teacher. http://secondgradenpes.weebly.com
Weather changes: As the Fall season is upon us, we know that temperatures will start to get cooler. With our recess time scheduled in the early afternoon hours, the children will need to wear warmer clothing.
Columbus Day Holiday: Students will enjoy some time off of school on Friday, October 9 and Monday, October 12. Enjoy!
ITBS Testing: In a few weeks from now, the third and fifth grades students will be taking the ITBS test. No visitors will be allowed in the building during the testing week. This includes lunch visitors as well.
2.2 Math
MCC2.G.3 - Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Fraction Word Problem:
Robert ordered 2 large pizzas for dinner. He cuts one pizza into halves and the other into fourths. If you were really hungry, would you want a slice that was one half or one fourth? Why?
Draw 2 circles. Cut 1 circle in two equal parts. Then, cut the circle into 4 equal parts.
A. I would want one-half because the pieces are larger.
B. I would want one-fourth because four is more than two.
C. I would want one-fourth because the pieces are larger.
D. It doesn’t matter because both pieces are the same.
The answer would be A. When cutting a pizza in half, the slice is larger than cutting in fourths.
IXL - Geometry
3.1 Math
MCC3.OA.1 - Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
MCC3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem
MCC3.OA.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
MCC3.NBT.3 - Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations
Example:
Which story problem correctly illustrates 6 x 4 =
A.Jose had 6 muffins and gave 4 away. How many muffins does Jose have left?
B.Jose bought 6 bags of muffins with 4 muffins in each bag. How many muffins does Jose have in all?
C.Jose bought 6 bags of muffins. He shared muffins equally among his 4 friends. How many muffins did each friend receive?
D.Jose bought 4 bags of muffins. He shared the muffins equally among his 4 friends. How many muffins did each friend receive?
The answer is: C 6 + 6 + 6 + 6 – 24 muffins
or 4 + 4 + 4 + 4 + 4 + 4 = 24 muffins
Example: Julie, Liz, Rose, and Beth want to share 20 pieces of candy. They want to share such that each girl gets the same number of pieces of candy. Which statement correctly illustrates this?
A.Each girl should get 4 pieces because five groups of four equal 20 total pieces.
B.Each girl should get 4 pieces because 4 groups of four equal 16 total pieces.
C.Each girl should get 5 pieces because four groups of five equal 20 total pieces.
D.Each girl should get 20 pieces of candy.
Answer: C. 5 + 5 + 5 + 5 = 20 pieces of candy Each girl should receive 5 pieces of candy.
Students will practice multiplication and division skills during the week. They will use arrays, repeated addition, fact families, fact fluency, and skip counting to help them solve problems.
MCC3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
MCC3.OA.4 - Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
MCC3.OA.2 - Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
MCC3.OA.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
MCC3.NBT.3 - Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations
The Smith family has $56 to divide among seven children. If each child gets the same amount of money, how much will each child receive?
A. $6
B. $7
C. $8
D. $9
The correct answer is C. $8. 56 divided by 7 is equal to 8. Make groups of 7 and place 8 items in each.
At the basketball game, Lisa made six free throws. She also made four jump shots. If a free throw is worth 1 point and a jump shot is worth 2 points, how many points did she score in the basketball game?
Answer: A free throw is worth 1 point, Lisa made 6 free throws which equals 1 x 6 = 6. A jump shot is worth 2 points. Lisa made 4 jump shots. 2 x 4 = 8
6 + 8 = 14 points that was scored in the basketball game
Students will practice their multiplication facts and use them in word problems. They will use strategies such as repeated addition, arrays, and groupings to support their multiplication skills.
IXL: Multiplication Skills
Writing
On Monday the students will do their first on demand graded writing assignments. They will be asked to write a small moments story that applies the writing skills we have worked on for the last few weeks. They should choose one small moment to focus on, begin their story with action or setting, bring their story to a close and tell the story over many pages. We have been talking about this assignment all week and the students know to expect it on Monday.
Their writing will also be graded on the grammar skills we have focus on so far. Students are expected to write using complete sentences that make sense, have capital letters and correct punctuation. They will also be asked to use simple and compound sentences in their writing.
After finishing the on demand writing piece we will return to studying the craft of writing by looking at Jane Yolan’s book Owl Moon. We will learn how to set a purpose for our writing as well as study how Jane Yolan writes and try to use some of her techniques in our own writing. The grammar skill for next week is contractions. We will learn common contraction and how to use them correctly in our writing.
Reading
Next week is the final week of our narrative unit in reading. Students will travel through stations that will allow them review the standards we have covered in reading so far. These include asking and answering questions about a story, describing how characters react to events, describing the structure of a story, and understanding the different points of view of characters in a book.
Science
S2E2 - Students will investigate the position of sun and moon to show patterns throughout the year.
S2E2.d - Use observations and charts to record the shape of the moon for a period of time.
Our focus will be on the moon. Students will learn how the moon changes throughout the month. We have some fun hands on activities to help the students understand these phases.
Thank you to everyone who donated supplies for our science unit especially to our room rom, Mrs. Armistead . We had a great time making the sun, moon, and earth with play dough and will continue to build them next week. We will be using our models every day to help visualize how the sun, moon and earth relate to each other.
Students worked on repeated addition sentences, arrays, rows and columns, geometric shapes and multiplication. We will continue to practice the skills and strategies needed to master the new concepts.
Raz Kids: Students can read a book online https://www.raz-kids.com/main/Search/?searchTerms=login go to Kids Login and type in jparson1 click on students’ name and read, read, read!
The Alpharetta Fire Department Smokehouse will be here on Tuesday. The fireman will demonstrate fire safety and recommend a meeting place at home in case of any fires.
Parent/Teacher Conferences: I have enjoyed talking with you about your children’s progress in second grade. Thank you for your support with them! Please check the second grade blog for your child’s math teacher. http://secondgradenpes.weebly.com
Weather changes: As the Fall season is upon us, we know that temperatures will start to get cooler. With our recess time scheduled in the early afternoon hours, the children will need to wear warmer clothing.
Columbus Day Holiday: Students will enjoy some time off of school on Friday, October 9 and Monday, October 12. Enjoy!
ITBS Testing: In a few weeks from now, the third and fifth grades students will be taking the ITBS test. No visitors will be allowed in the building during the testing week. This includes lunch visitors as well.
2.2 Math
MCC2.G.3 - Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Fraction Word Problem:
Robert ordered 2 large pizzas for dinner. He cuts one pizza into halves and the other into fourths. If you were really hungry, would you want a slice that was one half or one fourth? Why?
Draw 2 circles. Cut 1 circle in two equal parts. Then, cut the circle into 4 equal parts.
A. I would want one-half because the pieces are larger.
B. I would want one-fourth because four is more than two.
C. I would want one-fourth because the pieces are larger.
D. It doesn’t matter because both pieces are the same.
The answer would be A. When cutting a pizza in half, the slice is larger than cutting in fourths.
IXL - Geometry
3.1 Math
MCC3.OA.1 - Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
MCC3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem
MCC3.OA.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
MCC3.NBT.3 - Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations
Example:
Which story problem correctly illustrates 6 x 4 =
A.Jose had 6 muffins and gave 4 away. How many muffins does Jose have left?
B.Jose bought 6 bags of muffins with 4 muffins in each bag. How many muffins does Jose have in all?
C.Jose bought 6 bags of muffins. He shared muffins equally among his 4 friends. How many muffins did each friend receive?
D.Jose bought 4 bags of muffins. He shared the muffins equally among his 4 friends. How many muffins did each friend receive?
The answer is: C 6 + 6 + 6 + 6 – 24 muffins
or 4 + 4 + 4 + 4 + 4 + 4 = 24 muffins
Example: Julie, Liz, Rose, and Beth want to share 20 pieces of candy. They want to share such that each girl gets the same number of pieces of candy. Which statement correctly illustrates this?
A.Each girl should get 4 pieces because five groups of four equal 20 total pieces.
B.Each girl should get 4 pieces because 4 groups of four equal 16 total pieces.
C.Each girl should get 5 pieces because four groups of five equal 20 total pieces.
D.Each girl should get 20 pieces of candy.
Answer: C. 5 + 5 + 5 + 5 = 20 pieces of candy Each girl should receive 5 pieces of candy.
Students will practice multiplication and division skills during the week. They will use arrays, repeated addition, fact families, fact fluency, and skip counting to help them solve problems.
MCC3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
MCC3.OA.4 - Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
MCC3.OA.2 - Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
MCC3.OA.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
MCC3.NBT.3 - Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations
The Smith family has $56 to divide among seven children. If each child gets the same amount of money, how much will each child receive?
A. $6
B. $7
C. $8
D. $9
The correct answer is C. $8. 56 divided by 7 is equal to 8. Make groups of 7 and place 8 items in each.
At the basketball game, Lisa made six free throws. She also made four jump shots. If a free throw is worth 1 point and a jump shot is worth 2 points, how many points did she score in the basketball game?
Answer: A free throw is worth 1 point, Lisa made 6 free throws which equals 1 x 6 = 6. A jump shot is worth 2 points. Lisa made 4 jump shots. 2 x 4 = 8
6 + 8 = 14 points that was scored in the basketball game
Students will practice their multiplication facts and use them in word problems. They will use strategies such as repeated addition, arrays, and groupings to support their multiplication skills.
IXL: Multiplication Skills
Writing
On Monday the students will do their first on demand graded writing assignments. They will be asked to write a small moments story that applies the writing skills we have worked on for the last few weeks. They should choose one small moment to focus on, begin their story with action or setting, bring their story to a close and tell the story over many pages. We have been talking about this assignment all week and the students know to expect it on Monday.
Their writing will also be graded on the grammar skills we have focus on so far. Students are expected to write using complete sentences that make sense, have capital letters and correct punctuation. They will also be asked to use simple and compound sentences in their writing.
After finishing the on demand writing piece we will return to studying the craft of writing by looking at Jane Yolan’s book Owl Moon. We will learn how to set a purpose for our writing as well as study how Jane Yolan writes and try to use some of her techniques in our own writing. The grammar skill for next week is contractions. We will learn common contraction and how to use them correctly in our writing.
Reading
Next week is the final week of our narrative unit in reading. Students will travel through stations that will allow them review the standards we have covered in reading so far. These include asking and answering questions about a story, describing how characters react to events, describing the structure of a story, and understanding the different points of view of characters in a book.
Science
S2E2 - Students will investigate the position of sun and moon to show patterns throughout the year.
S2E2.d - Use observations and charts to record the shape of the moon for a period of time.
Our focus will be on the moon. Students will learn how the moon changes throughout the month. We have some fun hands on activities to help the students understand these phases.
Thank you to everyone who donated supplies for our science unit especially to our room rom, Mrs. Armistead . We had a great time making the sun, moon, and earth with play dough and will continue to build them next week. We will be using our models every day to help visualize how the sun, moon and earth relate to each other.