Upcoming important dates:

February 14th – Valentine’s day party at 1pm

February 16th – 19th – School holiday

February 23rd – 3rd grade parent lunch

February 28th – Early release at 11:30am

 

TEKS: MATH

3.3H – (R)- Compare two fractions having the same numerator or denominator in problems by reasoning about their size and justifying the conclusion using symbols, words, objects, and pictorial models.

3.3F – (R)- represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines

3.3G – (S)- explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same-size whole for an area model

 

STUDENT-FRIENDLY LEARNING OBJECTIVES

I can compare two fractions with the same numerator or denominator and justify my conclusion, using symbols.

I can compare two fractions with the same numerator or denominator and justify my conclusion, using words.

I can compare two fractions with the same numerator or denominator and justify my conclusion, using objects.

I can compare two fractions with the same numerator or denominator and justify my conclusion, using models.

I can represent fractions with objects, models, and number lines.

I can explain why two fractions are equivalent.

 

TEKS: SCIENCE

3.8B (S) –  describe and illustrate the Sun as a star composed of gases that provides light and thermal energy;

3.8C (R) – construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions; and

3.8D (S – 5th grade) –  identify the planets in Earth’s solar system and their position in relation to the Sun.

 

STUDENT-FRIENDLY LEARNING OBJECTIVES

I can describe the Sun as a star composed of gases that provides light and thermal energy.

I can illustrate the Sun as a star composed of gases that provides light and thermal energy.

I can construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions.

I can identify the planets in our solar system.

I can identify the planets in their position in relation to the Sun.

Upcoming Dates: 

• February 14th- Valentines Party
• February 16th- No School
• February 19- School Holiday
• February 28th- Early Release

TEKS: MATH

3.3H – (R)- Compare two fractions having the same numerator or denominator in problems by reasoning about their size and justifying the conclusion using symbols, words, objects, and pictorial models.
3.3F – (R)- represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines
3.3G – (S)- explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model

STUDENT FRIENDLY LEARNING OBJECTIVES
I can compare two fractions with the same numerator or denominator and justify my conclusion, using symbols.
I can compare two fractions with the same numerator or denominator and justify my conclusion, using words.
I can compare two fractions with the same numerator or denominator and justify my conclusion, using objects.
I can compare two fractions with the same numerator or denominator and justify my conclusion, using models.
I can represent fractions with objects, models, and number lines.
I can explain why two fractions are equivalent.

 

Homework: Math homework will be sent home Friday and due back the following Thursday.

Mad Minute: We are continuing to study our multiplication facts. Please study those facts with your students.

Upcoming Dates: 

• January 31st- Early Release
• February 14th- Valentines Party
• February 16th- No School
• February 19- School Holiday
• February 28th- Early Release

TEKS: MATH
3.3H – (R)- Compare two fractions having the same numerator or denominator in problems by reasoning about their size and justifying the conclusion using symbols, words, objects, and pictorial models.
3.3F – (R)- represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines
3.3G – (S)- explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model

 

STUDENT FRIENDLY LEARNING OBJECTIVES
I can compare two fractions with the same numerator or denominator and justify my conclusion, using symbols.
I can compare two fractions with the same numerator or denominator and justify my conclusion, using words.
I can compare two fractions with the same numerator or denominator and justify my conclusion, using objects.
I can compare two fractions with the same numerator or denominator and justify my conclusion, using models.
I can represent fractions with objects, models, and number lines.
I can explain why two fractions are equivalent.

 

Homework: Math homework will be sent home Friday and due back the following Thursday.

Mad Minute: We are continuing to study our multiplication facts. Please study those facts with your students.

TEKS: MATH

3.3 B – (S)- determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line
3.3D – (S)- compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b
3.7A- (S) represent fractions as halves, fourths, and eights as distances from 0 on a number line.
3.3 A – (S) represent fractions greater than zero and less than or equal to one with denominators 2,3,4,6,8 using concrete objects and pictorial models, including strip-diagrams and number lines.

 

STUDENT-FRIENDLY LEARNING OBJECTIVES

I can name fractions as points on a number line.
I can represent fractions as distances on a number line.
I can represent fractions, using concrete objects.
I can represent fractions, using strip diagrams.
I can represent fractions, using number lines.
I can compose and decompose a fraction.

 

Homework: Math homework will be sent home Friday and due back the following Thursday.

Mad Minute: We are continuing to study our multiplication facts. Please study those facts with your students.

Important Dates

• December 20th: Class Parties
• December 21st-Jan. 5th: Christmas Break

TEKS: MATH

3.5 E (R)- Represent real-world relationships using number pairs in a table and verbal descriptions

 

STUDENT-FRIENDLY LEARNING OBJECTIVES

I can use a table to show relationships between pairs of numbers.

 

Homework: Math homework will be sent home Friday and due back the following Thursday.

Mad Minute: We are continuing to study our multiplication facts. Please study those facts with your students.

Important Dates

• November 7th- Field Trip
• November 9th- Big Kahuna Delivery
• November 20th- 24th- Thanksgiving Break

TEKS: MATH

3.4G (S)- Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties.

3.4I (R)- determine if a number is even or odd using divisibility rules

 

STUDENT-FRIENDLY LEARNING OBJECTIVES

I can use mental math to multiply a two-digit number by a one-digit number.

I can use partial products to multiply a two-digit number by a one-digit number.

I can use the commutative property to multiply a two-digit number by a one-digit number.

I can use the associative property to multiply a two-digit number by a one-digit number.

I can use the distributive property to multiply a two-digit number by a one-digit number.

I can use the standard algorithm to multiply a two-digit number by a one-digit number.

 

Homework: Math homework will be sent home Friday and due back the following Thursday.

Mad Minute: We are continuing to study our multiplication facts. Please study those facts with your students.

Important Dates

• Monday, Oct. 16 – Student Holiday
• Oct. 16-20 – Book Fair
• Oct. 23 – 27 is Red Ribbon Week
• – Monday: Wear Red
• – Tuesday: Cozy Pjs
• – Wednesday: Hat Day
• – Thursday: Athletic Gear
• – Friday: Roughneck Gear
• Oct. 27 – 3rd Grade Music Play “Its A Hit” at 9:30 a.m. Parents are welcome to check out their students after the play is over!

TEKS: MATH

3.5B (R)- Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations

3.4K (R)- solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall facts

 

STUDENT-FRIENDLY LEARNING OBJECTIVES

I can use objects to solve multiplication and division problems.

I can use the properties of operations to solve multiplication and division problems.

I can recall facts to solve multiplication and division problems.

I can use arrays to represent and solve multiplication and division problems.

I can use strip diagrams to represent multiplication and division problems.

I can use equations to represent multiplication and division problems.

 

Homework: Math homework will be sent home Friday and due back the following Thursday.

Mad Minute: We are continuing to study our multiplication facts. Please study those facts with your students.

Important Dates

• Monday, Oct. 16 – Student Holiday
• Oct. 16-20 – Book Fair
• Oct. 23 – 27 is Red Ribbon Week
• – Monday: Wear Red
• – Tuesday: Cozy Pjs
• – Wednesday: Hat Day
• – Thursday: Athletic Gear
• – Friday: Roughneck Gear
• Oct. 27 – 3rd Grade Music Play “Its A Hit” at 9:30 a.m. Parents are welcome to check out their students after the play is over!

TEKS: MATH

3.5B (R)- Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations

3.4K (R)- solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall facts

 

STUDENT-FRIENDLY LEARNING OBJECTIVES

I can use objects to solve multiplication and division problems.

I can use the properties of operations to solve multiplication and division problems.

I can recall facts to solve multiplication and division problems.

I can use arrays to represent and solve multiplication and division problems.

I can use strip diagrams to represent multiplication and division problems.

I can use equations to represent multiplication and division problems.

 

Homework: Math homework will be sent home Friday, Oct. 20, and due Oct. 26

Mad Minute: We are continuing to study our multiplication facts. Please study those facts with your students.

Important Dates

• End of First 9 Weeks, Oct 13th
• Student Holiday, Oct 16th
• Book Fair, Week of Oct 16-20th
• Family Reading Night, Oct 17th
• Red Ribbon Week, Oct 23-27th
• Early Release 11:30, Oct 25th

 

Math Learning Goals:

3.4D (S)- Determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10.

3.4E (S)- Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting

3.4F (S)- Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division fact

3.5C (S)-Describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24

 

STUDENT-FRIENDLY LEARNING OBJECTIVES:

I can use arrays to determine a total number of objects.

I can use repeated addition to represent multiplication.

I can use arrays to represent multiplication.

I can use area models to represent multiplication.

I can use a number line to represent multiplication.

I can use skip counting to represent multiplication.

I can describe multiplication as a comparison.

I recall facts to multiply up to 10 by 10 with automaticity.

I recall the corresponding division facts.

 

Science Learning Goals:

3.6A (R) – Explore different forms of energy, including mechanical, light, sound, and thermal in everyday life;

3.4A (P) – Collect, record, and analyze information using tools, including cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, magnets, collecting nets, notebooks, and Sun, Earth, and Moon system models; timing devices; and materials to support observation of habitats of organisms such as terrariums and aquariums.

 

STUDENT-FRIENDLY LEARNING OBJECTIVES:

I can explore mechanical, light, sound and thermal (heat) energy in my life.

I can use appropriate tools to collect, record and analyze.

Important Dates:

October 13th – Last day of the nine weeks

October 16th – Student Holiday/Teacher Professional Development

Math Learning Goals:

3.4D (S)- Determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10.
3.4E (S)- Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting

3.4F (S)- Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division fact

3.5C (S)-Describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24

STUDENT-FRIENDLY LEARNING OBJECTIVES

I can use arrays to determine a total number of objects.

I can use repeated addition to represent multiplication.

I can use arrays to represent multiplication.

I can use area models to represent multiplication.

I can use a number line to represent multiplication.

I can use skip counting to represent multiplication.

I can describe multiplication as a comparison.

I recall facts to multiply up to 10 by 10 with automaticity.

I recall the corresponding division facts.

Science Learning Goals:

3.5D (R) – explore and recognize that a mixture is created when two materials are combined such as gravel and sand or metal and plastic paper clips.

3.4A (P) – collect, record, and analyze information using tools, including cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, magnets, collecting nets, notebooks, and Sun, Earth, and Moon system models; timing devices; and materials to support observation of habitats of organisms such as terrariums and aquariums.

STUDENT-FRIENDLY LEARNING OBJECTIVES

I can recognize that mixtures are formed when two or more materials are combined.

I can observe that properties of materials may stay the same even when materials are mixed together.

I can separate mixtures based on the properties of the individual materials.