Yellow daffodils are in bloom, days are getting longer, and spring is in the air….remember spring ahead with our clocks by one hour for Daylight Savings Time!
Science Lab Volunteers: Our class will participate in the science lab on Tuesday, March 15 at 9:30-10:30am. They will enjoy many hands-on experiments involving “Pushes and Pulls” with the help of our parents. They will interact with simple machines-lever, wedge, inclined plane, screw, pulley, and wheel and axle. This is a wonderful hands-on opportunity for our students. Thank you again parents for volunteering to help with this great educational event!
St. Patrick’s Day: The second graders will enjoy some fun learning math with shamrocks, graphing with “Lucky Charms” cereal, and playing magic math games on Thursday, March 17. Will the leprechaun come for a visit? Wear your green and smiles!
Spring Field Trip to Chattahoochee Nature Center
On Wednesday, April 20, the second graders will enjoy a field trip to the Chattahoochee Nature Center. They will explore nature at its best.
Permission slips were distributed on Thursday. If you could sign and/or donate $14.00 for the bus trip and ticket to the park, it would be appreciated. Return the form with any money to Mrs. Parson.
New Prospect International Night: Thursday, March 17, 2015 @ 5:30 – 7:30pm
International Night is a time we come together as a school to celebrate each child's uniqueness and diversity. Families are given the opportunity to share their cultures and teach others about where they are from. Many of our students also participate in fashion shows and performances. Additionally, students travel throughout the building and visit different tables representing various countries and collect passport stickers. We are excited for this year's International Night and we hope to see you there!
View the International Night Website to sign up and to view more information:
http://newprospectes.wix.com/internationalnight
Come learn about all of the various countries represented at our school, watch a talent and fashion show, and enjoy some native treats!
Report Cards for the 3rd Quarter: will be distributed on Thursday, March 24. Please sign and return report card envelope. Keep the report card for your reference.
Math 3.1
Students have been practicing their skills in multiplication and division. They are using many strategies that will help support them on their upcoming assessment. The test is scheduled for Tuesday, 22 and Wednesday, March 23. A study guide will be distributed on Monday, March 14 and is due back on Monday, March 21. We will be reviewing the concepts all through this upcoming week. Thank you for your support with your children!
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
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
Math 3.2
Students have been practicing their skills in fractions. They are using many strategies that will help support them on their upcoming assessment. The test is scheduled for Tuesday, 22 and Wednesday, March 23. A study guide will be distributed on Monday, March 14 and is due back on Monday, March 21. We will be reviewing the concepts all through this upcoming week. Thank you for your support with your children!
MCC3.NF.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
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.
Science:
The purpose of this unit is for students to demonstrate how the forces of pushes and pulls can initiate and alter the speed and direction of motion. If something is moving along at a constant speed in a straight line, it will continue to move along at the same speed in the same straight line. It will not, all on its own, speed up, slow down, or change direction. Something else must push or pull on the object to speed it up, slow it down, or change its direction.
Our class will become scientists this week. They will participate in the following activities:
Experiment: Use toy cars to show motion. Two classmates will move the car in different directions and different speeds. What do they observe?
Experiment: Children will roll a toy car down the ramp with sandpaper, foil paper, carpeting. They will measure the distance the car traveled with each item. Discuss what the force of gravity is at work.
S2P3 - Students will demonstrate changes in speed and direction using pushes and pulls.
S2P3.a - Demonstrate how pushing and pulling an object affects the motion of the object.
S2P3.b - Demonstrate the effects of changes of speed on an object.
Reading logs- Starting Monday there will be a change in the expectations for reading logs. The students will still be expected to read 15 minutes each day, but they will also now be asked to write about what they are reading.
If they read the same book all week they can write 3-4 sentences explaining what the book is about. If they read a different book each night they can write a sentence about each book. The new reading log form will have a space for them to do this.
Please be on the lookout for this to come home with the kids on Monday.
RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Writing
Next week our poetry unit continues. We are working on writing poems that convey a strong feeling by telling about a single moment when we experienced that feeling.
We are also learning how to revise our poems by picking just the right words, thinking about the mood we want our poem to convey and using comparisons to help paint a picture in our reader’s head.
At the end of the week the students will turn in a poem for a quiz grade.
The expectations are:
*I wrote about something that matters to me.
*I selected a topic and included it in the beginning of my poem.
*I stayed on topic throughout my poem.
*I used different patterns, stanzas, or white space.
*My structure is obvious to the reader.
*I brought my feelings to life using metaphors, precise words, repetition, sensory details, or emotional words.
*To spell a word, I used what I knew about spelling patterns (tion, er, ly, etc.)
*I spelled all the word wall words correctly and use the word wall to help me figure out how to spell other words.
*I correctly use punctuation when needed.
Grammar
Next week we will use our grammar time to review sentences. While all the students know and can tell me what a sentence is and how to write them correctly I do not seem them using these skills consistently in their writing throughout the day.
We will introduce the idea of a 5 star sentence. 5 things all sentences need to have to be correct. These include:
1- Capital letter- beginning and proper nouns
2- Punctuation
3- Finger spaces between words
4- Sounds match words
5- Makes sense
After these lessons students will be expected to use these skills in a more consistent way throughout the day, as well as whenever they write.
Enjoy your long, beautiful almost spring-like weekend!
Science Lab Volunteers: Our class will participate in the science lab on Tuesday, March 15 at 9:30-10:30am. They will enjoy many hands-on experiments involving “Pushes and Pulls” with the help of our parents. They will interact with simple machines-lever, wedge, inclined plane, screw, pulley, and wheel and axle. This is a wonderful hands-on opportunity for our students. Thank you again parents for volunteering to help with this great educational event!
St. Patrick’s Day: The second graders will enjoy some fun learning math with shamrocks, graphing with “Lucky Charms” cereal, and playing magic math games on Thursday, March 17. Will the leprechaun come for a visit? Wear your green and smiles!
Spring Field Trip to Chattahoochee Nature Center
On Wednesday, April 20, the second graders will enjoy a field trip to the Chattahoochee Nature Center. They will explore nature at its best.
Permission slips were distributed on Thursday. If you could sign and/or donate $14.00 for the bus trip and ticket to the park, it would be appreciated. Return the form with any money to Mrs. Parson.
New Prospect International Night: Thursday, March 17, 2015 @ 5:30 – 7:30pm
International Night is a time we come together as a school to celebrate each child's uniqueness and diversity. Families are given the opportunity to share their cultures and teach others about where they are from. Many of our students also participate in fashion shows and performances. Additionally, students travel throughout the building and visit different tables representing various countries and collect passport stickers. We are excited for this year's International Night and we hope to see you there!
View the International Night Website to sign up and to view more information:
http://newprospectes.wix.com/internationalnight
Come learn about all of the various countries represented at our school, watch a talent and fashion show, and enjoy some native treats!
Report Cards for the 3rd Quarter: will be distributed on Thursday, March 24. Please sign and return report card envelope. Keep the report card for your reference.
Math 3.1
Students have been practicing their skills in multiplication and division. They are using many strategies that will help support them on their upcoming assessment. The test is scheduled for Tuesday, 22 and Wednesday, March 23. A study guide will be distributed on Monday, March 14 and is due back on Monday, March 21. We will be reviewing the concepts all through this upcoming week. Thank you for your support with your children!
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
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
Math 3.2
Students have been practicing their skills in fractions. They are using many strategies that will help support them on their upcoming assessment. The test is scheduled for Tuesday, 22 and Wednesday, March 23. A study guide will be distributed on Monday, March 14 and is due back on Monday, March 21. We will be reviewing the concepts all through this upcoming week. Thank you for your support with your children!
MCC3.NF.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
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.
Science:
The purpose of this unit is for students to demonstrate how the forces of pushes and pulls can initiate and alter the speed and direction of motion. If something is moving along at a constant speed in a straight line, it will continue to move along at the same speed in the same straight line. It will not, all on its own, speed up, slow down, or change direction. Something else must push or pull on the object to speed it up, slow it down, or change its direction.
Our class will become scientists this week. They will participate in the following activities:
Experiment: Use toy cars to show motion. Two classmates will move the car in different directions and different speeds. What do they observe?
Experiment: Children will roll a toy car down the ramp with sandpaper, foil paper, carpeting. They will measure the distance the car traveled with each item. Discuss what the force of gravity is at work.
S2P3 - Students will demonstrate changes in speed and direction using pushes and pulls.
S2P3.a - Demonstrate how pushing and pulling an object affects the motion of the object.
S2P3.b - Demonstrate the effects of changes of speed on an object.
Reading logs- Starting Monday there will be a change in the expectations for reading logs. The students will still be expected to read 15 minutes each day, but they will also now be asked to write about what they are reading.
If they read the same book all week they can write 3-4 sentences explaining what the book is about. If they read a different book each night they can write a sentence about each book. The new reading log form will have a space for them to do this.
Please be on the lookout for this to come home with the kids on Monday.
RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Writing
Next week our poetry unit continues. We are working on writing poems that convey a strong feeling by telling about a single moment when we experienced that feeling.
We are also learning how to revise our poems by picking just the right words, thinking about the mood we want our poem to convey and using comparisons to help paint a picture in our reader’s head.
At the end of the week the students will turn in a poem for a quiz grade.
The expectations are:
*I wrote about something that matters to me.
*I selected a topic and included it in the beginning of my poem.
*I stayed on topic throughout my poem.
*I used different patterns, stanzas, or white space.
*My structure is obvious to the reader.
*I brought my feelings to life using metaphors, precise words, repetition, sensory details, or emotional words.
*To spell a word, I used what I knew about spelling patterns (tion, er, ly, etc.)
*I spelled all the word wall words correctly and use the word wall to help me figure out how to spell other words.
*I correctly use punctuation when needed.
Grammar
Next week we will use our grammar time to review sentences. While all the students know and can tell me what a sentence is and how to write them correctly I do not seem them using these skills consistently in their writing throughout the day.
We will introduce the idea of a 5 star sentence. 5 things all sentences need to have to be correct. These include:
1- Capital letter- beginning and proper nouns
2- Punctuation
3- Finger spaces between words
4- Sounds match words
5- Makes sense
After these lessons students will be expected to use these skills in a more consistent way throughout the day, as well as whenever they write.
Enjoy your long, beautiful almost spring-like weekend!