# Camp Packard: 3rd Grade News

## Math in the classroom...Geometry, Time, Measurement and more...

Geometry has been a lot of fun for our students to learn about. Geometry is everywhere. Have your child show you the 2D and 3D shapes all around your home :)

Elapsed time is a hard concept for students to understand. Having your child figure out the time you need to leave the house in order to arrive on time to an appointment, a softball game, or a birthday party for instance will help them see the real world connection with importance of time.

Fractions continue as part of our Measurement unit. Reading a ruler correctly, rounding to the nearest half or quarter inch is a skill we are working on. One way I have worked with fractions at home with my boys is measuring with our measuring cup as we bake. Showing them equivalent fractions, and adding and subtracting fractions, has helped them see that fractions don't have to be so scary to use. :)

Data and Graphing is one of my favorites topics in Math. We actually have been looking at different graphs and how to collect data all year long. Graphing our reading minutes, graphing ourselves (standing in lines), creating line plots with teachers' pictures on our floor, etc. Learning how to read and create a graph can be difficult, but knowing to always refer to the "key" of the graph is the most important part in reading the data correctly.

We are working on making students tune into the inferences we make as readers and the clues that are helping us make those connections as we read. Here is a list I found that can help with making inferences at home. I hope you find them interesting and useful :)

Things Parents Can Do:

• In a non-judgmental way regularly ask the child what they think about things and what reasoning did they use to come to that conclusion.
• Explain that we make inferences all day long, not just when were reading. Encourage a conversation about this. For instance, what does he learn from a person‟s facial expression? How does he know that?
• Make your own thinking processes more apparent to the child. (Teachers call this a think- aloud). For example, you notice that the sky is turning dark, explain to the child that this means that it is probably going to rain.

• Play guessing games like “Twenty Questions.”

• Ask the child higher order thinking questions like “Where are do birds go when it rains?” “What would have happened if the South had won the Civil War?” Ask the child to explain his reasoning. Ask follow up questions to model how thinking evolves over time.

• Ask the child to figure out unknown words using context clues and ask her to explain how she figured out what the word meant.

• Let your child express his own conclusions and have him describe his thinking. Let him decide whether he has come to the best conclusion or not.
• Have the child make predictions at places in the book that are the “cause” of an effect. Again, have the child describe her thinking.
• Help the child think about the bigger picture by discussing the title or significant events in a story. Guide the child to realize that thinking changes over time as more is learned.