Leap Year: On Monday, February 29, the students will be celebrating “Leap Year”. The will learn why an extra day is added to the end of February every four years. They will find out that a complete orbit of the earth around the sun takes exactly 365.2422 days to complete. Since our calendar is only 365 days, we have to keep our clocks and calendars in sync by adding one day in February every four years.
Progress Skills Checklists: In Thursday papers this week, you received a Progress Skills Checklist and STAR Reading & Math parent reports. Please review and send the signed envelope back to school. The reports are for your reference.
Parent Workshop: Message from Ms. McLeod-Next Monday we have Tracy McConaghie, an excellent local counselor, is hosting a parent workshop in the media center @ 11am. The topic is "Setting Limits & Avoiding Power Struggles”. A flier came home about this event in Thursday papers this week.
Math:
3.1
This week, we will be practicing our strategies division using equal groups, repeated addition, and arrays.
Students will use manipulatives to help them count accurately. This is a great visual tool for them to use.
Students should be practicing the skills on IXL.
There will be a quiz on Thursday, March 3.
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.[1]
Example:
There are 28 items in the medicine cabinet. The items are placed equally in 4 rows. Which number sentence correctly shows this?
Students can create 4 equal groups. They will equally distribute until they get to 28. There will be 7 items in each group.
MCC3. OA.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers using the inverse relationship of multiplication and division. For example, determine the unknown number that makes the equation true in each of the equations, 8 × ? = 48, 5 = □ ÷ 3, 6 × 6 = ?.
Example:
Compare the two values of b.
32 ÷ b = 8
24 ÷ b = 6
If you used the repeated addition strategy for the first equation, it would be 8 + 8 + 8 + 8 = 32. The value of b is 4.
If you used the repeated addition strategy for the second equation, it would be 6 + 6 + 6 + 6 = 24. The value of b is 4.
Both equations are equal 4 = 4.
3.2
This week, students will practice fraction word problems with models. They will use fraction squares to help support them. We will be reviewing pictographs, line plots, and bar graphs. Students should use IXL to practice additional skills.
There will be a quiz on Thursday, March 3.
MCC3.NF.3.c
Example:
Jenny’s mom baked 9 cookies for Jenny and 2 of her friends. How many cookies did each person get?
Explain equivalence of fractions through reasoning with visual fraction models. Compare fractions by reasoning about their size.
Writing
Students have been learning about using alliterations, similes, metaphors, personification, and rhyming to name a few. They have so many options to be creative when writing their poems. They are really surprising me with the ideas that they are thinking of and how they are using their poet’s eye to look at familiar objects and ideas in new ways. It’s exciting to watch their innovations!
Next week, we will experiment on how to use line breaks along with how to change the sound and rhythm of our poems. Students are applying the techniques that they observed when reading other poetry. Keep up the good work!
The requirements of poem writing something meaningful, staying on topic, and making their topic clear from the beginning of the poem.
Grammar
Next week we will continue to discuss adverbs and how to use them in our writing.
Standard- L.2.1.e - Conventions of Standard English: Use adjectives and adverbs, and choose between them depending on what is to be modified.
Science
Everyone performed so well on the matter quiz! This week, we will begin our next science unit on energy.
Energy makes change; it does things for us. It moves cars along the road and boats over the water. It bakes a cake in the oven and keeps ice frozen in the freezer. It plays our favorite songs on the radio and lights our homes. Energy makes our bodies grow and allows our minds to think. Scientists define energy as the ability to do work.
S2P2 - Students will identify sources of energy and how the energy is used.
S2P2.a - Identify sources of light energy, heat energy, and energy of motion.
S2P2.b - Describe how light, heat, and motion energy are used
Reading
This week ended our two week study of poetry. Students learned about figurative language, metaphors, repetition, rhythm, rhyme, and alliteration. They found it in books and they have been experimenting with it in their own pieces of poetry.
Next week, we will shift our focus to folktales, fables and fairy tales.
These are fun books to read and are a great way to review story structures as well as challenge students to look deeper into their books to find and understand the meaning or the lesson in the story.
Standard: RL.2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson
Progress Skills Checklists: In Thursday papers this week, you received a Progress Skills Checklist and STAR Reading & Math parent reports. Please review and send the signed envelope back to school. The reports are for your reference.
Parent Workshop: Message from Ms. McLeod-Next Monday we have Tracy McConaghie, an excellent local counselor, is hosting a parent workshop in the media center @ 11am. The topic is "Setting Limits & Avoiding Power Struggles”. A flier came home about this event in Thursday papers this week.
Math:
3.1
This week, we will be practicing our strategies division using equal groups, repeated addition, and arrays.
Students will use manipulatives to help them count accurately. This is a great visual tool for them to use.
Students should be practicing the skills on IXL.
There will be a quiz on Thursday, March 3.
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.[1]
Example:
There are 28 items in the medicine cabinet. The items are placed equally in 4 rows. Which number sentence correctly shows this?
- 19 + 19 = 28
- 4 + 4 + 4 + 4 = 12
- 4 x 7 = 28
Students can create 4 equal groups. They will equally distribute until they get to 28. There will be 7 items in each group.
MCC3. OA.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers using the inverse relationship of multiplication and division. For example, determine the unknown number that makes the equation true in each of the equations, 8 × ? = 48, 5 = □ ÷ 3, 6 × 6 = ?.
Example:
Compare the two values of b.
32 ÷ b = 8
24 ÷ b = 6
- The value of b in the first equation is greater.
- The value of b in the second equation is less.
- The value of b is the same in both equations.
If you used the repeated addition strategy for the first equation, it would be 8 + 8 + 8 + 8 = 32. The value of b is 4.
If you used the repeated addition strategy for the second equation, it would be 6 + 6 + 6 + 6 = 24. The value of b is 4.
Both equations are equal 4 = 4.
3.2
This week, students will practice fraction word problems with models. They will use fraction squares to help support them. We will be reviewing pictographs, line plots, and bar graphs. Students should use IXL to practice additional skills.
There will be a quiz on Thursday, March 3.
MCC3.NF.3.c
Example:
Jenny’s mom baked 9 cookies for Jenny and 2 of her friends. How many cookies did each person get?
- 3/9, each person got 3 cookies each.
- 5/9, each person got more than half of the cookie.
- 4/9, each person got between 4 cookies.
Explain equivalence of fractions through reasoning with visual fraction models. Compare fractions by reasoning about their size.
- Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
- Recognize and generate simple equivalent fractions with denominators of 2, 3, 4, 6, and 8, e.g., . Explain why the fractions are equivalent, e.g., by using a visual fraction model.
- Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = (3 wholes is equal to six halves); recognize that = 3; locate and 1 at the same point of a number line diagram.
Writing
Students have been learning about using alliterations, similes, metaphors, personification, and rhyming to name a few. They have so many options to be creative when writing their poems. They are really surprising me with the ideas that they are thinking of and how they are using their poet’s eye to look at familiar objects and ideas in new ways. It’s exciting to watch their innovations!
Next week, we will experiment on how to use line breaks along with how to change the sound and rhythm of our poems. Students are applying the techniques that they observed when reading other poetry. Keep up the good work!
The requirements of poem writing something meaningful, staying on topic, and making their topic clear from the beginning of the poem.
Grammar
Next week we will continue to discuss adverbs and how to use them in our writing.
Standard- L.2.1.e - Conventions of Standard English: Use adjectives and adverbs, and choose between them depending on what is to be modified.
Science
Everyone performed so well on the matter quiz! This week, we will begin our next science unit on energy.
Energy makes change; it does things for us. It moves cars along the road and boats over the water. It bakes a cake in the oven and keeps ice frozen in the freezer. It plays our favorite songs on the radio and lights our homes. Energy makes our bodies grow and allows our minds to think. Scientists define energy as the ability to do work.
S2P2 - Students will identify sources of energy and how the energy is used.
S2P2.a - Identify sources of light energy, heat energy, and energy of motion.
S2P2.b - Describe how light, heat, and motion energy are used
Reading
This week ended our two week study of poetry. Students learned about figurative language, metaphors, repetition, rhythm, rhyme, and alliteration. They found it in books and they have been experimenting with it in their own pieces of poetry.
Next week, we will shift our focus to folktales, fables and fairy tales.
These are fun books to read and are a great way to review story structures as well as challenge students to look deeper into their books to find and understand the meaning or the lesson in the story.
Standard: RL.2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson