Sunday, April 30, 2017
Friday, April 28, 2017
Homework for the Week of May 1  5, 2017
Please click on the links below to view the homework as a PDF.
Wednesday, April 26, 2017
Friday, April 14, 2017
Thursday, April 13, 2017
Third Grade Field Trip to Texas Memorial Museum May 17, 2017
Our final field trip of the year, sponsored by our awesome PTA, will be to Texas Memorial Museum Wednesday, May 17, 2017. We will be exploring the museum and visiting many different exhibits which include prehistoric life, evolution, rocks and minerals, and Texas wildlife.
We will be leaving school at 9:15 am. Our tour of the museum will be from 10:0011:30am. We will be eating lunch on site at 11:30am and returning to school by 1:30pm.
Parent chaperones are needed and encouraged! Admission is only $1.00 and you can pay when you arrive at the museum. We’d love to have as many parents as possible!
Please fill out and return the forms below to your child’s teacher as soon as possible.
Saturday, April 8, 2017
Tuesday, April 4, 2017
Current Unit Learning Objectives & Essential Questions
MATH
Students need to work with area models of real base ten blocks and use pictorial representations of those models area models first before any other written strategies are shared. Once students understand those partial products, connections can be made to algorithms including the standard algorithm for recording those partial products.
Computation
Students multiply a twodigit number with a onedigit number using mental math strategies, using partial products and area models, and the commutative, associative, and distributive properties. All of these types of thinking involve students seeing ahead of time how large the solution might be (estimation and knowledge of place value.) Time spent with invented strategies will pay off in students understanding other algorithms. When students work with algorithms, they may progress through a series of ways to record their solutions. The standard algorithm is just a recording strategy that may or may not save time, may or may not produce efficiency or accuracy. The standard algorithm utilizes single digit thinking and has a specific recording style. Students need to see how these models of recording work in order to determine flexibly what the best strategy is for them concerning the numbers used in the problem.
Problem Solving  Multiplying with Larger Numbers
Students solve multiplication problems including multiplicative comparisons with larger numbers. The CGI structures for multiplication will help students to determine what the situation is about. Students will use representations to help them understand the problem type. Students will solve onestep and twostep problems based on objects, pictorial models, arrays, area models, and equal groups, properties of operations, or recall of facts. Problem situations including bringing back up work with categorical data  solving problems that involve using a frequency table, dot plot, pictograph, or bar graph with scaled intervals. Students also use multiplicative comparison expressions to solve problems involving multiplication of a number and a comparative factor.
Representations of Multiplication with Larger Numbers
In working with multiplication problems, students use representations to help them understand what is happening in the situation. These include arrays, strip diagrams, and equations. Students need to use their understandings from the problem situation to develop these models that show those relationships and may help with comprehension.
Multiplication and Division Relationships
Students solve problems where understanding the relationships between multiplication and division help support the multiplicative thinking necessary for these types of problems. STAAR has included solving problems given a contextual situation and having strip diagrams that display the relationship of a dividend with a given number of groups, but the amount in each group is missing as the resulting choices for answers. The strip diagram is similar to the one shown below:
In the above diagram, students use the relationship between multiplication and division when they find a missing factor that involves 18 groups x ___ = 54. Although students do not solve problems like 54 divided by 18 (just a onedigit divisor in grade 3), they can use problem solving and reasoning to figure this out as a multiplication with missing factor situation.
They also represent realworld relationships using number pairs in a table and verbal descriptions. Many of these problems are easier to solve if students used their understandings of the relationship between multiplication and division in figuring out the pattern in the table. Students may be given the verbal description then has to find or create the table of values that would work with that situation. They may also be given a table of values that models a relationship given in a problem situation and then has to make decisions about what can be true about the relationships having to find or create verbal descriptions that match the relationships in the table.
Connecting Big Ideas
Operation Meanings & Relationships  The same number sentence (e.g. 124=8) can be associated with different concrete or realworld situations, AND different number sentences can be associated with the same concrete or realworld situation. (TEKS 3.4K, 3.5BC)
Properties  For a given set of numbers there are relationships that are always true, and these are the rules that govern arithmetic and algebra. (TEKS 3.4G, 3.4K)
Basic Facts & Algorithms  Basic facts and algorithms for operations with rational numbers use notions of equivalence to transform calculations into simpler ones. (TEKS 3.4G)
Variable  Mathematical situations and structures can be translated and represented abstractly using variables, expressions, and equations. (TEKS 3.5B, 3.5D)
Relations & Functions  Mathematical rules (relations) can be used to assign members of one set to members of another set. A special rule (function) assigns each member of one set to a unique member of the other set. (TEKS 3.5E)
Equations & Inequalities 
Rules of arithmetic and algebra can be used together with notions of equivalence to transform equations and inequalities so solutions can be found. (TEKS 3.5B, 3.5D)
Essential Questions:
Variable 
Mathematical situations and structures can be translated and represented abstractly using variables, expressions, and equations. (TEKS 3.5B, 3.5D)
Relations & Functions 
Mathematical rules (relations) can be used to assign members of one set to members of another set. A special rule (function) assigns each member of one set to a unique member of the other set. (TEKS 3.5E)
Equations & Inequalities 
Rules of arithmetic and algebra can be used together with notions of equivalence to transform equations and inequalities so solutions can be found. (TEKS 3.5B, 3.5D)
SCIENCE
Unit 9: Adaptations and Traits
The student is expected to explore how structures and functions of plants and animals allow these organisms to survive in a particular environment. The student is expected to explore the concept that some characteristics of organisms are inherited, such as the number of limbs on an animal or flower color, and recognize that some behaviors are learned in response to living in a certain environment, such as animals using tools to get food.
In second grade, students observed, recorded, and compared how the physical characteristics and behaviors of animals help them meet their basic needs, such as fins help fish move and balance in the water. Also, students observed, recorded, and compared how the physical characteristics of plants helped them meet their basic needs, such as stems carry water throughout the plant. Students also studied how an animal’s basic needs are met by using their physical characteristics and behaviors to help them. For example, a fish uses its fins to help it swim and escape predators.
In third grade, students will focus on how those adaptations are suited to a specific type of environment. Students will extend understandings of how traits and behaviors came about, and the fact that traits are inherited and behaviors are learned.
Essential Questions:
Social studies
Unit 3.5 Communities Over Time in Our World
Students will examine how individuals have influenced communities over time and the characteristics of communities using the concepts of time and chronology.
Essential Questions:
How do communities change over time?
Why is the past important to communities?
Students will examine how individuals have influenced communities over time and the characteristics of communities using the concepts of time and chronology.
Standards

Specifications

History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:
describe how individuals, events, and ideas have changed communities, past and present

DESCRIBE
How have individuals, events, and ideas changed communities, past and present?
Suggested examples:
Individuals
Event
Ideas

History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:
identify individuals, including PierreCharles L'Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape communities

IDENTIFY
Who are individuals that have helped to shape communities?
PierreCharles L'Enfant
Benjamin Banneker
Benjamin Franklin

History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:
describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de OĆ±ate, have contributed to the expansion of existing communities or to the creation of new communities.

DESCRIBE
How have individuals contributed to the expansion of existing communities or to the creation of new communities?
Daniel Boone
Christopher Columbus
The Founding Fathers
Juan de Onate

History. The student understands common characteristics of communities, past and present. The student is expected to:
identify reasons people have formed communities, including a need for security, religious freedom, law, and material wellbeing

IDENTIFY
What are reasons people have formed communities?

History. The student understands common characteristics of communities, past and present. The student is expected to:
identify ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation

IDENTIFY
How have people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation?
Communities in the United States
Government
Education
Communication
Transportation
Recreation

History. The student understands common characteristics of communities, past and present. The student is expected to:
compare ways in which various other communities meet their needs

COMPARE
How do various communities meet their needs?
Compare the categories and examples in 3.2B with communities across the United States and other nations

History. The student understands the concepts of time and chronology. The student is expected to:
use vocabulary related to chronology, including past, present, and future times

USE
Use vocabulary related to chronology
Concept of chronology
Including

History. The student understands the concepts of time and chronology. The student is expected to:
create and interpret timelines

CREATE AND INTERPRET
Create and interpret timelines
Timelines

History. The student understands the concepts of time and chronology. The student is expected to:
apply the terms year, decade, and century to describe historical times

APPLY
Apply terms to describe historical times

Essential Questions:
READING
In preparation for the state reading assessment, students will return to prior genres of study covered in the year to deepen their application of reading skills, strategies, and grow in their targeted areas of need (based on various assessments including: conferring records, small group records, BAS, common assessments, and other anecdotal records). Students will bridge their understanding of supporting their thinking with textual evidence to answering reading assessment items. As students engage with text, response to reading can include both oral and written response to text. Time will be spent teaching third graders necessary test taking strategies so they are well prepared for the test genre.
Essential Questions:
Reading strategies and skills help readers monitor and construct meaning across a variety of genres.
WRITING
Essential Questions:Facts, details, and explanations support the central idea of an essay.
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