GRADE 3 MATHEMATICS-Unit 5
Dear Parents,
Here is what your child is learning in Grade 3, Unit 5 along with some
specific
ways you can help. Look for additional newsletters for upcoming units.
WAYS
PARENTS CAN HELP
• While cooking with your
child, use measuring cups to
explore equivalent fractions.
For example, explore how
many one-fourth cups equal
one-half cup.
NUMBER RELATIONSHIPS AND COMPUTATION
Students need to:
•
Multiply and divide multi-digit numbers by one-digit numbers.
•
Identify equivalent fractions using models and pictures.
•
Solve problems involving money through $100.00.
Examples:
1. Compute.
135
× 4
• When measuring with an
inch ruler, name equivalent
fractions for the marks
between the inch marks. For
example, 12 inch is the same
2. Look at the figures.
Write 2 equivalent fractions that
are represented by the shaded parts.
_______ = ________
Sample response: 540
Sample response:
2
4
=
as
1
2
$36 + $4 = $40
ALGEBRA, PATTERNS, AND FUNCTIONS
• Use the language of
probability to describe events
that are more likely, less
likely, or equally likely to
happen. Encourage your
child to give reasons for
his/her thinking.
Students need to:
• Locate whole numbers and fractions with denominators of 2, 3, and 4 on a number line.
• Solve problems involving numeric equations or inequalities.
Examples:
1. Locate and label the fraction
0
1
2
Sample Response:
Point is located approximately 14 of the way between 1 and 2 on the number line.
2. Write a number in the box to make a true number sentence. 14 − 4 =
Sample response: 5
,
inch.
• Encourage your child to
calculate money amounts.
For example, your child can
calculate the amount of
money that can be saved
using newspaper coupons or
the amount of change for a
given purchase.
3. Martin had $40.00.
Martin spent $35.92 at the store.
a. How much money does Martin have now?_____
b. Use words, numbers, or pictures to explain your thinking.
Sample responses:
a. $4.08
b. $35.92 + $0.08 = $36
1
1 on the number line.
4
2
4
• Discuss how symbols are
used to represent
relationships among
quantities. For example,
discuss the relationships in
the number sentences below
to determine the missing
numbers.
× 2
PROBABILITY
Students need to:
• List possible outcomes for an event and describe the likelihood of an event.
Examples:
1. Look at the spinner.
a. On which section is the spinner MORE LIKELY to land?
b. Use what you know about probability to explain your thinking.
Use numbers, pictures, and/or words to explain.
Sample responses:
a.
b. The spinner has four equal size regions. Three sections on the spinner are
one section is . Most of the spinner is , so it is more likely to land on
2 + 3 = .÷ 3
Answer: , =15
2×6 < 3+ ,
and
.
Answer:
, = any number greater
than 9
For additional activities, visit
www.ed.gov/pubs/parents/Math