Third Grade Mathematics Learning Goals for 3rd 9-­‐Weeks Skills students should demonstrate by the end of the 3rd 9-­‐weeks of school: Unit 9: Algebraic Reasoning-­‐ All Operations • Learning Goal: Student will understand that real-­‐world problem situations may require multiple steps/strategies and properties of operations to determine the one-­‐ and two-­‐step solutions. How parents can help:  You and your student can have fun creating word problems with the items you own at home such as: DVDs, dry goods, perishable foods, toys, games, clothing, towels, utensils, etc.  For example-­‐ At our house, we have two types of DVD movies-­‐ Children’s and Comedies-­‐ totaling eighty-­‐three movies. If forty-­‐five of them are children’s movies, how many DVDs are Comedies?  That is just one example of how you and your student can create a real-­‐
world problem at home.  You and your student can also use the Internet to reinforce one-­‐ and two-­‐
step problems. o http://www.mathplayground.com/wp_1A.html o http://www.mathplayground.com/wpdatabase/wpindex.html • Learning Goal: Student will know that pictorial models and equations can be used to represent one-­‐ and two-­‐step problems. How parents can help:  You and your student can use items from the previous learning goal to help give your student a pictorial model to solve problems you two create together.  You and your student can also draw pictures to create a visual as well.  You can also use number lines and strip diagrams to help solve the problems.  Create equations that go along with the models to help your student make the connections needed to understand the word problems.  For example, 2 eggs x 5 chickens = 10 eggs  Using a dry erase marker on a wipe-­‐away surface is another way to make it fun.  You and your student can use the Internet to create pictorial models for one-­‐ and two-­‐step problems. o http://www.mathcats.com/storyproblems.html o http://www.mathplayground.com/algebraic_reasoning.html o https://web.archive.org/web/20130208013906/http://www.ber
ghuis.co.nz/abiator/maths/sa/saindex.html • Learning Goal: Student will understand that an area of a rectangle can be determined using the number of rows within the rectangle times the number of square units in each row (whole number side lengths). How parents can help: Third Grade Mathematics Learning Goals for 3rd 9-­‐Weeks  You and your student can use a roll of toilet paper to determine area of different size rectangles.  Start out by using smaller rectangles completely filled in so that your student can understand the concept.  Once comfortable, just use toilet paper for the number of pieces in a row and the number of rows (making the outline of just one length and one width).  Make it a game against each other to see how many rectangles you can create with the correct area calculated.  You and your student can also use a stamper, stamp pad, and paper to create rectangles to calculate the area too.  You and your student can use the Internet to find the area of rectangles. o http://www.pbslearningmedia.org/resource/fe72b848-­‐75d6-­‐
4e92-­‐bdd6-­‐5c2d1a4e20d3/fe72b848-­‐75d6-­‐4e92-­‐bdd6-­‐
5c2d1a4e20d3/ o http://www.sheppardsoftware.com/mathgames/geometry/shape
shoot/AreaShapesShoot.htm • Learning Goal: Student will understand strategies to include mental math, partial products, and properties of operations, and algorithms, including the standard algorithm, can be used to multiply numbers (multiplication of two-­‐digit by one-­‐digit whole numbers). How parents can help:  You and your student can play spiral multiplication and division game with a deck of cards. Use the deck of cards to make a spiral game board starting from the center. Place a single card so that they are connected in a spiral layout. Place your game pieces at the start (center). Player 1 rolls the die. Player 1 multiplies/divides the number on the die by the card the game piece is on. If they are correct, they move the number of spaces the die shows. If they are incorrect, they do not get to move. Take turns and repeat until someone reaches the end (last card on the outside of the spiral).  You and your student can use the Internet to reinforce the relationships between multiplication and division. o http://www.ezschool.com/Games/Math/MultiplyDivide/FactFam
ily2.html o http://www.mad4maths.com/3_x_multiplication_table_math_gam
e/ o http://www.bbc.co.uk/bitesize/ks1/maths/division/play/popup.
shtml • Learning Goal: Student will understand that strategies and properties of operations can be used to determine an unknown when the unknown is in any position in a multiplication or division equation (multiplication and division of whole numbers). Third Grade Mathematics Learning Goals for 3rd 9-­‐Weeks How parents can help:  You and your student can practice multiplying and dividing with playing cards.  You and your student can play Tic-­‐Tac-­‐Toe. You will need nine sheets of white and/or notebook paper. You will write a big tic-­‐tac-­‐toe grid on all nine sheets of paper that fills up the entire sheet. You will then write unsolved multiplication/division equations, products, or the quotients in all sections of the tic-­‐tac-­‐toe grids to have a total of nine equations/answers on each sheet of paper. You and your child will then take turns answering equations trying to answer three in a row correct.  Once a player wins on one sheet, that player keeps that sheet. This will continue on with the rest of the sheets until one player wins three sheets in a row.  You can always use a wipe-­‐off surface and play with one Tic-­‐Tac-­‐Toe sheet if you prefer.  You and your student can use the Internet to reinforce how the “unknown” can be determined in multiplication and division problems. o http://www.multiplication.com/games/play/sketchs-­‐world o http://www.multiplication.com/games/game-­‐categories/Action-­‐
Games • Learning Goal: Student will use strategies based on place value, properties of operations, and the relationship between addition and subtraction can be used to solve addition and subtraction problems (sums and differences of whole numbers within 1,000). How parents can help:  You and your student can use strategies of “regrouping” (aka. borrowing) at home to reinforce the steps to add or subtract. (e.g., add up to four two-­‐
digit numbers; subtract two-­‐digit numbers)  Allowing your student to hear from you can be the extra teaching that your student needs.  You and your student can use the Internet and apps to reinforce the regrouping in addition and subtraction problems. o http://www.math-­‐play.com/two-­‐digit-­‐addition-­‐game%20-­‐with-­‐
regrouping/two-­‐digit-­‐addition-­‐game-­‐with-­‐regrouping.html o http://www.sheppardsoftware.com/mathgames/fruitshoot/fruits
hoot_addition.htm o A Math Regrouping App: Addition and Subtractions HD, by Hetal Shah • Learning Goal: Student will know that solving problems involving addition and subtraction fluently requires the efficient and accurate use of strategies and methods. How parents can help: Third Grade Mathematics Learning Goals for 3rd 9-­‐Weeks  You and your student can continue to practice basic math facts so that when adding and subtracting two and three-­‐digit numbers does not require extended time, but the application of knowing them and solving the problem.  Spend 20 minutes each day with your student until they know their facts with fluidity.  You and your student can use the Internet and apps to reinforce the math facts. o http://www.coolmath-­‐games.com/0-­‐math-­‐lines/ o http://www.sheppardsoftware.com/mathgames/fruitshoot/fruits
hoot_addition.htm o Math Vs. Zombies, by TapToLearn Software o Math Monstors-­‐Bingo, by TapToLearn Software • Learning Goal: Student will know that when adding or subtracting two non-­‐zero whole numbers, the sums will always be larger than each of the addends and the difference will always be smaller than the minuend (sums/differences of whole numbers within 1,000). How parents can help:  You and your student can practice using numbers other than zero to add or subtract together to find sums and differences.  You can create a Math Bingo sheet with answers.  Then, you can call out the problems for your student to answer. This will give your student practice everyday.  You and your student can use the Internet to reinforce adding/subtracting non-­‐zero numbers. o http://coolmath-­‐games.com/0-­‐brainie/index.html o http://www.topmarks.co.uk/maths-­‐games/hit-­‐the-­‐button o http://resources.oswego.org/games/Ghostblasters3/ghostsub3.ht
ml • Learning Goal: Student will understand how data can be collected, sorted, and organized. How parents can help:  You and your student can use dry goods from your cupboard or toys from a toy box to organize and sort.  You and your student can create a table/chart of the goods and create questions to ask about the table.  You and your student can use the Internet to reinforce how to collect, sort, and organize data. o http://www.brainpopjr.com/math/data/tallychartsandbargraphs
/picturemaker/ o http://www.topmarks.co.uk/maths-­‐games/5-­‐7-­‐years/data-­‐
handling o http://www.kidsmathgamesonline.com/numbers/mathdata.html Third Grade Mathematics Learning Goals for 3rd 9-­‐Weeks Learning Goal: Student will know that different data representations can be used to represent the same data set. How parents can help:  You and your student can use the table/graph from the previous lesson and create a pictograph or plot diagram using the same amount of goods organized and sorted.  You can also create a chart on Word or Excel to represent the same data.  You and your student can use the Internet to reinforce data representation. o http://www.topmarks.co.uk/maths-­‐games/5-­‐7-­‐years/data-­‐
handling o http://cstl.syr.edu/fipse/TabBar/Compare/COMPARE.HTM o http://www.shodor.org/interactivate/activities/BarGraph/ o http://www.mhschool.com/math/mathtoolchest/mtc_online/ o Math Tool Chest allows you to create graphs • Learning Goal: Student will understand graphs and tables can be created to summarize and emphasize various aspects of data. How parents can help:  You and your student can describe the table by making a list of the observations and draw conclusions about the table.  You and your student can then summarize your data into a 3 to 5 sentence paragraph of your findings.  You can also look for graphs and charts in magazines and newspapers and summarize your findings too.  You and your student can use the Internet to summarize data from tables and graphs. o http://www.topmarks.co.uk/maths-­‐games/5-­‐7-­‐years/data-­‐
handling o http://cstl.syr.edu/fipse/TabBar/Compare/COMPARE.HTM o http://www.shodor.org/interactivate/activities/BarGraph/ o http://www.mhschool.com/math/mathtoolchest/mtc_online/ o Math Tool Chest allows you to create graphs • Learning Goal: Student will understand that categorical data represented in a frequency table, dot plot, pictograph, or bar graph can be used to solve problems. How parents can help:  You and your student can practice graphing your favorites such as: holidays, foods, candy, desserts, toys, television shows, etc.  Use your whole family to get everyone involved in the voting.  Use markers, crayons, paper, and scissors to create the different graphs.  You and your student can use the Internet to reinforce categorical data. •
Third Grade Mathematics Learning Goals for 3rd 9-­‐Weeks o http://www.topmarks.co.uk/maths-­‐games/5-­‐7-­‐years/data-­‐
handling o http://www.kidsmathgamesonline.com/numbers/mathdata.html o http://www.brainpopjr.com/math/data/tallychartsandbargraphs
/picturemaker/ o http://pbskids.org/cyberchase/math-­‐games/bugs-­‐in-­‐the-­‐system/ Unit 10-­‐ Two-­‐ and Three-­‐Dimensional Figures • Learning Goal: Student will understand that two-­‐ and three-­‐dimensional figures are defined and classified by their attributes, which can be described using formal geometric language like attributes. How parents can help:  You and your student can create Two-­‐ and Three-­‐Dimensional shapes with toothpicks and apples or gumdrops and pretzels.  As you create them, have your student name them.  You could also do this outside with sticks or use craft sticks and color-­‐
code them based on the types of figures they create.  You and your student can use the Internet for these two types of figures. o http://www.math-­‐play.com/Geometry-­‐Math-­‐Games.html o http://www.sheppardsoftware.com/mathgames/earlymath/shap
es_shoot.htm o http://www.mathsisfun.com/geometry/ • Learning Goal: Student will know that rhombuses, parallelograms, trapezoids, rectangles, and squares are subcategories of quadrilaterals How parents can help:  You and your student can create a memory game to play together-­‐ one card contains the figure and the other contains the attributes.  You and your student can also make flash cards with the figure drawn on one side and the attributes on the other.  You and your student can use the Internet to reinforce subcategories of quadrilaterals. o http://www.sheppardsoftware.com/mathgames/geometry/shape
shoot/QuadShapesShoot.htm o http://teams.lacoe.edu/documentation/classrooms/amy/geometr
y/6-­‐8/activities/quad_quest/quad_quest.html o http://www.xpmath.com/forums/arcade.php?do=play&gameid=8
4 • Learning Goal: Student will understand that two-­‐dimensional figures can be decomposed into parts with equal areas and can be described as a unit fraction of the whole when the areas of each part are equal. How parents can help: Third Grade Mathematics Learning Goals for 3rd 9-­‐Weeks  You and your student can practice making different kinds of 2D figures on paper. You can separate them into equal parts labeling each part with the correct unit fraction.  You can also cut pictures out of magazines and separate them into equal parts, too.  You and your student can use the Internet to reinforce fractions. o http://www.sheppardsoftware.com/mathgames/earlymath/fracti
ons_shoot.htm o http://www.sheppardsoftware.com/mathgames/fractions/fracTu
t1.htm Unit 11: Fractions-­‐ Equivalency and Comparisons • Learning Goal: Student will understand that equivalent fractions can be represented in various ways and describe the same amount of a same size whole using different sized fractional parts (fractions with denominators of 2, 3, 4, 6, and 8). How parents can help:  You and your student can use four different colored strips of paper that are 8 ½” X 2”. You can use white paper and just color each strip a different color.  Label each strip and cut as specified below: o 1/1 or 1 whole; (0) cuts o ½; (1) cut (in half) o ¼; (3) cuts (in fourths) o ⅛; (7) cuts (in eighths)  You and your student can practice using unit fractions to name other fractions that are equivalent to the same size.  This will allow your student to see how that are similar and different according the fraction.  You and your student can use the Internet and videos to reinforce equivalent fractions. o http://www.sheppardsoftware.com/mathgames/fractions/memo
ry_equivalent1.htm o http://www.mathplayground.com/Triplets/Triplets.html o http://www.abcya.com/equivalent_fractions_bingo.htm o http://pbskids.org/cyberchase/math-­‐games/melvins-­‐make-­‐
match/ • Learning Goal: Student will know that fractions with the same numerators or the same denominators can be compared and the comparison justified using a variety of methods (fractions with denominators of 2, 3, 4, 6, and 8). How parents can help:  You and your student can compare sets of fractions. Third Grade Mathematics Learning Goals for 3rd 9-­‐Weeks  This will allow your student to see how a larger number in the numerator creates a larger fraction and a larger number in the denominator creates a smaller fraction.  Have your student fill out a strip diagram for each fraction to give him/her a visual representation.  Example: 4/7 < 5/7 or 4 X 1/7 < 5 X 1/7; ¾ > 3/9 or 3 X ¼ > 3 X 3/9  You and your student can use the Internet to reinforce what fractions symbolize. o http://www.sheppardsoftware.com/mathgames/earlymath/fracti
ons_shoot.htm o http://www.sheppardsoftware.com/mathgames/fractions/fracTu
t1.htm