Ms. Damschroder's 3rd Grade
Week of March 2, 2015
Oops!
What do I do at home?
Read EVERY night. Find a good book and READ, READ, READ!! You should read for at least 15-20 minutes every day. Make sure you are not reading something that is too easy or too hard. If you need books, let Ms. Damschroder know.
Practice memorizing multiplication and division math facts. if you need flash cards, let Ms. Damschroder know. Students--you must memorize all basic multiplication and division facts before the end of the year. Timed multiplication tests are in full swing!
Practice Fractions!
The standards are here:
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
CCSS.MATH.CONTENT.3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
CCSS.MATH.CONTENT.3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Reminder about Lift-Off
Scholastic News
Upcoming Dates
March 3rd--State Math Test Part 1(Performance Based Assessment)
March 4th--State Math Test Part 2 (Performance Based Assessment)
March 6th--Unit 8 Math Test over fractions