What a week! On Monday, the second graders enjoyed celebrating Chinese New Year-the Year of the Monkey. The students enjoyed creating their Chinese lanterns and keeping cool with their brightly colored fans. Then, on Wednesday, Mardi Gras was a wonderful event for the children adorned in beads, mask and enjoying a yummy Mardi Gras King Cake. Then on Thursday, we had our author’s celebration, Valentine multiplication math, and we exchanged Valentines. Thank you to our parents that volunteered at the Thursday event-Mrs. Murzi-Neville, Mr. Carnegie, Mrs. Prokash, and to Mrs. Armistead, our room, for coordinating the multiplication activity. Also, all of you that donated items for the fun event!
Math Assessments: I am so proud of all the math students! They all worked hard and the grades show! Way to go!
Science Lab Volumteers:
Our class will participate in the science lab on Tuesday, at 9:30-10:30am February 16. Thank you volunteers, it is so much fun! The students will enjoy many hands-on experiments involving the properties of matter.
3.1 Math
Students will begin to practice their multiplication facts and use them in word problems in the new math unit. They will use strategies such as repeated addition, arrays, and groupings to support their multiplication skills.
IXL: Multiplication Skills
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
Example:
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
Math 3.2
Our new unit will be working with fractions, equivalent fractions, line plots, bar graphs, pictographs, recognize fractions on number lines and compare fractions using >, <, or = to. Some of the concepts we will learn new strategies are:
MCC3.NF.2 - Understand a fraction as a number on the number line; represent fractions on a number line diagram.
MCC3.NF.2.a - Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
MCC3.NF.2.b - Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
MCC3.NF.3 - Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
MCC3.NF.3.a - Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
MCC3.NF.3.b - Recognize and generate simple equivalent fractions, (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
MCC3.NF.3.c - Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
MCC3.NF.3.d - Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
MCC3.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
MCC3.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.
MCC3.NF.1
Example: What is the fraction of the shaded part of the picture below and why?
Answer: If the fraction is 1/4 it would be 1 equal part is shaded and there are 4 equal parts in all.
MCC3.NF.2.a
Example: Jimmy is walking home from the park. The distance he walks is from Point A to point B on the number line. What fraction of the whole distance does he need to walk?
Answer: He will walk 2/5 of the whole distance. Students will count the notches on the number from point A to point B as the numerator. The denominator will be the total notches on the number line from 0 to 1.
This week, our class will be working with fractions, equivalent fractions, line plots, bar graphs, pictographs, recognize fractions on number lines and compare fractions using >, <, or = to.
Science:
Our science unit on “Changes in Matter,” will explore changes in water, heat, and light. We will participate in several experiments in class. We will observe solids, liquids, and gases. What is evaporation and condensation? What is freezing and melting? What is matter? All these questions will be answered as the students participate in hands-on activities. Experiment at home when you cook with your children.
In science this week, the second graders will glue corn kernels to represent molecules for the states of matter-solids, liquids, and gases. The will participate in classroom scavenger hunts looking for solids, liquids, and gases. There will be detectives classifying/sorting the pictures into the proper states of matter charts. We will continue to work as a team to describe the attributes of solids, liquids, and gases and list them on chart paper. There will be more experiments and science activities coming up for this week.
S2P1 - Students will investigate the properties of matter and changes that occur in objects.
S2P1.a - Identify the three common states of matter as solid, liquid, or gas.
S2P1.b - Investigate changes in objects by tearing, dissolving, melting, squeezing, etc.
Writing
The second graders had a great time during our author’s celebration with Ms. Thoss’s class on Thursday. The second graders really enjoyed sharing their award nominations to the first graders.
In the beginning of next week students will do an on-demand assessment for opinion writing. They will have the chance to show what they have learned about opinion writing.
They will be graded according to the rubric we have been using throughout the unit.
Overall
I wrote my opinion or my likes and dislikes and gave reasons for my opinion.
Lead
I wrote a beginning in which I not only gave my opinion, but also set readers up to expect that my writing would try to convince them of it.
Transitions
I connected parts of my piece using words such as also, another, and because.
Ending
I wrote an ending in which I reminded readers of my opinion.
Organization
My piece had different parts; I wrote a lot of lines for each part.
Elaboration
I wrote at least two reasons and wrote at least a few sentences about each one.
Craft
I chose words that would make readers agree with my opinion.
Spelling
To spell a word, I used what I knew about spelling patterns (tion, er, ly, etc.). I spelled all of the word wall words correctly and used the word wall to help me figure out how to spell other
words.
Punctuation
I used quotation marks to show what characters said. When I used words such as can’t and don’t, I put in the apostrophe.
At the end of the week the students will also do a pre-assessment for our upcoming poetry unit.
Grammar- Next week we will continue our work with adjectives.
Standard- L.2.1.e - Use adjectives and adverbs, and choose between them depending on what is to be modified.
Reading
Next week in preparation for our poetry unit in writing we will begin a reading unit on poetry.
Standard- RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Students will have a chance to read and experience different types of poetry. They will look at the different characteristics a poem can have such as, beats, alliteration, rhymes and repeated lines. We will then discuss how these characteristics help us know how to read the poem and understand the meaning of the poem.
Math Assessments: I am so proud of all the math students! They all worked hard and the grades show! Way to go!
Science Lab Volumteers:
Our class will participate in the science lab on Tuesday, at 9:30-10:30am February 16. Thank you volunteers, it is so much fun! The students will enjoy many hands-on experiments involving the properties of matter.
- In Center 1, they will create three different types of mixtures.
- At Center 2, you will learn about a mixture involving a gas, and learn what “buoyancy” means while making raisins dance!
- At Center 3, you will estimate and record weight of matter. You will see the effect of changing shape on weight.
- And at Center 4, you will identify items as a solid, liquid or gas - using senses other than sight!
- What are the 3 common properties of matter? Solid, liquid, & gas. (Matter is anything that takes up space and has mass.)
- What is a solid? A state of matter that always has its own shape.
- What is a liquid? A state of matter that always has the same shapes as its container.
3.1 Math
Students will begin to practice their multiplication facts and use them in word problems in the new math unit. They will use strategies such as repeated addition, arrays, and groupings to support their multiplication skills.
IXL: Multiplication Skills
- begin to understand the concepts of multiplication and division
- learn the basic facts of multiplication and their related division facts
- apply properties of operations (commutative, associative, and distributive) as strategies to multiply and divide
- understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
- fluently multiply and divide within 100, using strategies such as the patterns and relationships between multiplication and division
- understand multiplication and division as inverse operations
- solve problems and explain their processes of solving division problems that can also be represented as unknown factor multiplication 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.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
Example:
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
Math 3.2
Our new unit will be working with fractions, equivalent fractions, line plots, bar graphs, pictographs, recognize fractions on number lines and compare fractions using >, <, or = to. Some of the concepts we will learn new strategies are:
- Develop an understanding of fractions, beginning with unit fractions.
- View fractions in general as being built out of unit fractions, and they use fractions along with visual fraction models to represent parts of a whole.
- Understand that the size of a fractional part is relative to the size of the whole. For example, 1/2 of the paint in a small bucket could be less paint than 1/3 of the paint in a larger bucket, but 1/3 of a ribbon is longer than 1/5 of the same ribbon because when the ribbon is divided into 3 equal parts, the parts are longer than when the ribbon is divided into 5 equal parts. Students are able to use fractions to represent numbers equal to, less than, and greater than one.
- Solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or denominators.
- Recognize that the numerator is the top number (term) of a fraction and that it represents the number of equal-sized parts of a set or whole; recognize that the denominator is the bottom number (term) of a fraction and that it represents the total number of equal-sized parts or the total number of objects of the set
- Explain the concept that the larger the denominator, the smaller the size of the piece
- Compare common fractions with like denominators and tell why one fraction is greater than, less than, or equal to the other
- Represent halves, thirds, fourths, sixths, and eighths using various fraction models.
MCC3.NF.2 - Understand a fraction as a number on the number line; represent fractions on a number line diagram.
MCC3.NF.2.a - Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
MCC3.NF.2.b - Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
MCC3.NF.3 - Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
MCC3.NF.3.a - Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
MCC3.NF.3.b - Recognize and generate simple equivalent fractions, (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
MCC3.NF.3.c - Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
MCC3.NF.3.d - Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
MCC3.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
MCC3.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.
MCC3.NF.1
Example: What is the fraction of the shaded part of the picture below and why?
Answer: If the fraction is 1/4 it would be 1 equal part is shaded and there are 4 equal parts in all.
MCC3.NF.2.a
Example: Jimmy is walking home from the park. The distance he walks is from Point A to point B on the number line. What fraction of the whole distance does he need to walk?
Answer: He will walk 2/5 of the whole distance. Students will count the notches on the number from point A to point B as the numerator. The denominator will be the total notches on the number line from 0 to 1.
This week, our class will be working with fractions, equivalent fractions, line plots, bar graphs, pictographs, recognize fractions on number lines and compare fractions using >, <, or = to.
Science:
Our science unit on “Changes in Matter,” will explore changes in water, heat, and light. We will participate in several experiments in class. We will observe solids, liquids, and gases. What is evaporation and condensation? What is freezing and melting? What is matter? All these questions will be answered as the students participate in hands-on activities. Experiment at home when you cook with your children.
In science this week, the second graders will glue corn kernels to represent molecules for the states of matter-solids, liquids, and gases. The will participate in classroom scavenger hunts looking for solids, liquids, and gases. There will be detectives classifying/sorting the pictures into the proper states of matter charts. We will continue to work as a team to describe the attributes of solids, liquids, and gases and list them on chart paper. There will be more experiments and science activities coming up for this week.
S2P1 - Students will investigate the properties of matter and changes that occur in objects.
S2P1.a - Identify the three common states of matter as solid, liquid, or gas.
S2P1.b - Investigate changes in objects by tearing, dissolving, melting, squeezing, etc.
Writing
The second graders had a great time during our author’s celebration with Ms. Thoss’s class on Thursday. The second graders really enjoyed sharing their award nominations to the first graders.
In the beginning of next week students will do an on-demand assessment for opinion writing. They will have the chance to show what they have learned about opinion writing.
They will be graded according to the rubric we have been using throughout the unit.
Overall
I wrote my opinion or my likes and dislikes and gave reasons for my opinion.
Lead
I wrote a beginning in which I not only gave my opinion, but also set readers up to expect that my writing would try to convince them of it.
Transitions
I connected parts of my piece using words such as also, another, and because.
Ending
I wrote an ending in which I reminded readers of my opinion.
Organization
My piece had different parts; I wrote a lot of lines for each part.
Elaboration
I wrote at least two reasons and wrote at least a few sentences about each one.
Craft
I chose words that would make readers agree with my opinion.
Spelling
To spell a word, I used what I knew about spelling patterns (tion, er, ly, etc.). I spelled all of the word wall words correctly and used the word wall to help me figure out how to spell other
words.
Punctuation
I used quotation marks to show what characters said. When I used words such as can’t and don’t, I put in the apostrophe.
At the end of the week the students will also do a pre-assessment for our upcoming poetry unit.
Grammar- Next week we will continue our work with adjectives.
Standard- L.2.1.e - Use adjectives and adverbs, and choose between them depending on what is to be modified.
Reading
Next week in preparation for our poetry unit in writing we will begin a reading unit on poetry.
Standard- RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Students will have a chance to read and experience different types of poetry. They will look at the different characteristics a poem can have such as, beats, alliteration, rhymes and repeated lines. We will then discuss how these characteristics help us know how to read the poem and understand the meaning of the poem.