Science Lab: What a wonderful way to learn about solids, liquids and gases with our parents! Thank you to Mrs. Murzi-Neville, Mrs. Carnegie, Mrs. Armistead, and Mrs. Kakaraddi who guided the students through some science experiments that were very engaging. Ask them about the “dancing raisins” or finding the gems in the mixture of rice and sand. The second graders were fascinated by the fun activities.
Our next science lab on “pushes and pulls” is scheduled for Tuesday, March 15 at 9:30-10:30am. Please volunteer for a memorable activity with your children.
Receive a “Free Six Flags Ticket!” Students can enjoy a fun time in the summer at Six Flags. All is needed is record your reading time by February 26, 2016. The requirement is reading for 6 hours. A form was sent home on Thursday.
Snowflakes & Hotcakes: Buy your raffle tickets for the beautiful theme baskets and send in your form for a free delicious pancake breakfast along with donut holes, fruit, coffee and juice.
On Saturday, February 27, I will be flipping pancakes in the cafeteria. I am looking forward to seeing everyone at our pancake breakfast!
Check out the second grade teacher auction. Create, Dine & View" second grade event will be held on Wednesday, March 23 @ 2:45 - 3:45pm at school. There will be 6 children each can invite a friend that adds up to 12 children. The event includes designing a craft, enjoying pizza and some yummy dessert and a movie at school.
New Prospect International Night: Thursday, March 17th from 5:30PM until 7:30PM
Come learn about all of the various countries represented at our school, watch a talent and fashion show, and enjoy some native treats! http://newprospectes.wix.com/internationalnight
Math:
3.1 Math
Students have been practicing their math skills with arrays, repeated addition, and skip counting for multiplication. They have been using the strategy of equal groups for division. We have been working on distributive and commutative properties of multiplication
This week, we will introduce quarter inch in measurement and graph line plots to answer questions about the data. There will be a quiz on multi-step word problems with multiplication and division on Wednesday, February 24.
Please use quizzes, homework, and blogs to help the students master the skills needed to be successful in third grade.
Example:
Tonya has the problem 9 x 7. She wants to show her brother how to solve this problem an easier way using an array. How could she help him?
9 x 7 = ( ___ x ___) + (___ x ___) =
Answer is: 9 x 7 = (9 x 5 ) + (9 x 2) =
63 = 45 + 18
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
3.2 Math
This week, we will solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or denominators.
The students will 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
They will be able to explain the concept that the larger the denominator, the smaller the size of the piece.
A quiz is scheduled for Wednesday, February 24 on fractions.
MCC3.NF.1 (DOK 2)
Example: Tonya started with a shape that was divided into 8 equal parts. She shaded 5 of the parts blue and the other parts yellow. What fraction of her shape is blue?
Example: Which of the following shows the equivalent fraction of 3/4?
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
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.
A study guide on matter was sent home this week. The students will be reviewing the concepts on solids, liquids, and gases throughout the week. The quiz is scheduled for Thursday, February 25.
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
This week was the end of our opinion unit. Students wrote a final opinion piece to show all they had learned about opinion writing.
Next week we begin our poetry unit. By the end of the poetry unit students are expected to write a poem about, something that matters to them. The poem needs to stay on topic, use one of the endings we learn about in class, use a structure that was introduced in class, share feelings using literary language, and use precise words.
This poetry unit will last until the end of March and I am excited to read the poetry these students write.
Grammar- Next week we will begin learning about adverbs and how to use them in our writing.
Reading
This week we began learning about literary language in preparation to write poetry next week. We learned that authors use literary language to help readers create a picture in their minds and to show them something important in a text. Students have been on the lookout for comparisons (metaphors), words used in different ways, and anything that makes them feel like the author is trying to get their attention.
We will continue to work on this skill next week.
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
Our next science lab on “pushes and pulls” is scheduled for Tuesday, March 15 at 9:30-10:30am. Please volunteer for a memorable activity with your children.
Receive a “Free Six Flags Ticket!” Students can enjoy a fun time in the summer at Six Flags. All is needed is record your reading time by February 26, 2016. The requirement is reading for 6 hours. A form was sent home on Thursday.
Snowflakes & Hotcakes: Buy your raffle tickets for the beautiful theme baskets and send in your form for a free delicious pancake breakfast along with donut holes, fruit, coffee and juice.
On Saturday, February 27, I will be flipping pancakes in the cafeteria. I am looking forward to seeing everyone at our pancake breakfast!
Check out the second grade teacher auction. Create, Dine & View" second grade event will be held on Wednesday, March 23 @ 2:45 - 3:45pm at school. There will be 6 children each can invite a friend that adds up to 12 children. The event includes designing a craft, enjoying pizza and some yummy dessert and a movie at school.
New Prospect International Night: Thursday, March 17th from 5:30PM until 7:30PM
Come learn about all of the various countries represented at our school, watch a talent and fashion show, and enjoy some native treats! http://newprospectes.wix.com/internationalnight
Math:
3.1 Math
Students have been practicing their math skills with arrays, repeated addition, and skip counting for multiplication. They have been using the strategy of equal groups for division. We have been working on distributive and commutative properties of multiplication
This week, we will introduce quarter inch in measurement and graph line plots to answer questions about the data. There will be a quiz on multi-step word problems with multiplication and division on Wednesday, February 24.
Please use quizzes, homework, and blogs to help the students master the skills needed to be successful in third grade.
Example:
Tonya has the problem 9 x 7. She wants to show her brother how to solve this problem an easier way using an array. How could she help him?
9 x 7 = ( ___ x ___) + (___ x ___) =
Answer is: 9 x 7 = (9 x 5 ) + (9 x 2) =
63 = 45 + 18
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
3.2 Math
This week, we will solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or denominators.
The students will 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
They will be able to explain the concept that the larger the denominator, the smaller the size of the piece.
A quiz is scheduled for Wednesday, February 24 on fractions.
MCC3.NF.1 (DOK 2)
Example: Tonya started with a shape that was divided into 8 equal parts. She shaded 5 of the parts blue and the other parts yellow. What fraction of her shape is blue?
- Three-eighths
- Two-eighths
- Four-eighths
- Five-eighths
Example: Which of the following shows the equivalent fraction of 3/4?
- 1/2
- 6/8
- 1/4
- 4/8
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
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.
A study guide on matter was sent home this week. The students will be reviewing the concepts on solids, liquids, and gases throughout the week. The quiz is scheduled for Thursday, February 25.
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
This week was the end of our opinion unit. Students wrote a final opinion piece to show all they had learned about opinion writing.
Next week we begin our poetry unit. By the end of the poetry unit students are expected to write a poem about, something that matters to them. The poem needs to stay on topic, use one of the endings we learn about in class, use a structure that was introduced in class, share feelings using literary language, and use precise words.
This poetry unit will last until the end of March and I am excited to read the poetry these students write.
Grammar- Next week we will begin learning about adverbs and how to use them in our writing.
Reading
This week we began learning about literary language in preparation to write poetry next week. We learned that authors use literary language to help readers create a picture in their minds and to show them something important in a text. Students have been on the lookout for comparisons (metaphors), words used in different ways, and anything that makes them feel like the author is trying to get their attention.
We will continue to work on this skill next week.
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