April 17th21st
Students will continue working with geometry: plane/solid figures and congruence
Students must be familiar with the solid figures shown below. The must be able to identify the faces, number of vertices, and edges of each shape. They will also need to identify objects in their everyday life that are in the shapes of the figures below.
Top row:
Bottom row:
cylinder = 2 circular faces, 0 edges, 0 vertices. Shape can roll.
square pyramid = 5 faces (4 triangular, 1 square), 8 edges, 5 vertices.
cube = 6 square faces, 8 edges, 12 vertices
 rectangular prism = 6 rectangular faces, 8 edges, and 12 vertices.
 sphere = 0 faces, 0 edges, 0 vertices. This shape can roll.
 cone = 1 circular face, 0 edges, 1 vertex.
Bottom row:
cylinder = 2 circular faces, 0 edges, 0 vertices. Shape can roll.
square pyramid = 5 faces (4 triangular, 1 square), 8 edges, 5 vertices.
cube = 6 square faces, 8 edges, 12 vertices
April 10th14th
Students will learn about congruence and points, lines, line segments, angles, and rays
March 27th31st
The math CSA will be given on Tuesday, March 28th  teachers will provide homework to their own classes in order to provide review in specific areas.
March 20th24th
Students will be able to count and calculate both area and perimeter of shapes.
March 13th17th
Students will estimate and use measuring devices to measure mass/weight
Homework will be provided by the classroom teacher this week.
This is a balance scale. Students can find the mass of an object by placing gram stackers on one side and the object on the other. When the sides balance out, are even, students can add up the gram stackers for a total.
grams (g) and kilograms (kg) 
This is a scale. Scales measure how much gravity is pushing down on an object, which is the object's weight.
ounces (oz.) and pounds (lbs.) 
March 6th10th
Students will estimate and use measuring devices to measure liquid volume (cups, pints, quarts, gallons, liters)
This graphic shows the "Big G". The "Big G" is a graphic that students can easily recreate on their papers when thinking of liquid volume.
The letters stand for:
*G = Gallon (the largest unit of measure)
*Q = Quart (four quarts per gallon, which is why there are four Q's in a G)
*P = Pint (8 pints in a gallon, 2 pints in a quart)
*C = Cup (smallest unit of measurement; 2 cups in a pint, 4 cups in a quart, 16 cups in a gallon)
Students need to understand what is a reasonable unit of measure. To do that, they need to understand the size of each unit.
The letters stand for:
*G = Gallon (the largest unit of measure)
*Q = Quart (four quarts per gallon, which is why there are four Q's in a G)
*P = Pint (8 pints in a gallon, 2 pints in a quart)
*C = Cup (smallest unit of measurement; 2 cups in a pint, 4 cups in a quart, 16 cups in a gallon)
Students need to understand what is a reasonable unit of measure. To do that, they need to understand the size of each unit.
February 27thMarch 3rd
Students will be able to measure the the nearest inch and halfinch as well as centimeter and halfcentimeter.
February 20th24th
Students will understand and be able to state the probability of an event occurring.
February 13th17th
100th day of school is Wednesday, February 15th
Students will be able to add and subtract fractions with like denominators.
February 6th10th
Students will be able to name and compare fractions with like and unlike denominators
Students will be able to name mixed fractions and change improper fractions into mixed numbers.
Students will be able to name mixed fractions and change improper fractions into mixed numbers.
*The third quarter begins on Tuesday, January 31st*
January 23rd27th
Students will be able to identify, understand, and model basic fractions (halves, thirds, fourths, sixths, eights, and tenths)
*Math CSA will be given on Friday, January 20th*
January 17th20th
Students will be able to tell time to the minute, give the elapsed time, and read both Celsius and Fahrenheit thermometers.
3rd graders are expected to be able to find the elapsed time (time that has passed) by counting the hours. See below for a few examples:
January 12th
Due to the snow days, classroom teachers will provide homework for Thursday, January 12th
January 3rd  6th
Students will make change from values up to $5.00 by using the counting up strategy.
By counting up, students are able to think of money on a smaller scale. In this image, a student is counting up from $3.77. By adding $0.03 they are then easily able to count by 10's to the next dollar and then by whole dollars to $5.00.
For the final answer, students just count the jumps for a total. This strategy eliminates mistakes that are commonly made when subtracting across zeros. 
Another way to make change is to subtract. One thing that students need to be careful with is when they are subtracting across many zeros like you see in the graphic. This is also the first time our 3rd graders are working with decimals. They need to make sure to line up the decimal point when adding and subtracting.

December 19th21st
No homework this week  See you next year!
Week #6  December 12th16th
Money  Students will count and compare bill/coin collections up to $5.00
Students are expected to be able to count up collections of coins/bills. This can be a very tedious task. Here's how we do it!
We make sure that students know that values of all of the coins, by allowing them time to interact with plastic versions. Once we are sure that they know the values, we teach them to add the values together.
What you can do at home is have your child practice counting out actual coins in front of you. You can also work with them to help understand how the cashier gives change when you are at a store together.
We make sure that students know that values of all of the coins, by allowing them time to interact with plastic versions. Once we are sure that they know the values, we teach them to add the values together.
What you can do at home is have your child practice counting out actual coins in front of you. You can also work with them to help understand how the cashier gives change when you are at a store together.
*Midquarter assessment will be taken on Monday, December 12th during math*
Week #5  December 5th9th
Patterns  Students will understand and extend both geometric and numeric patterns.
Numerical patterns  will be seen in two different ways (see above pictures). Numerical patterns are patterns using numbers.
Geometric patterns  are patterns using shapes (see pictures below)
Geometric patterns  are patterns using shapes (see pictures below)
3, 6, 9, 12, 15, 18 This numeric pattern is an increasing, growing pattern where the next number in the sequence is larger.
The rule is +3 because you have to add 3 to get to the next number.
20, 18, 16, 14, 12, 10 This numeric pattern is a decreasing, growing pattern where the next number in the sequence is smaller.
The rule is 2 because you have to subtract 2 to get to the next number.
The rule is +3 because you have to add 3 to get to the next number.
20, 18, 16, 14, 12, 10 This numeric pattern is a decreasing, growing pattern where the next number in the sequence is smaller.
The rule is 2 because you have to subtract 2 to get to the next number.
In a function table, students must be able to figure out how to get from the input number to the output number and vice versa.
To get from 3 to 11, students must add 8 3 + 8 = 11 To get from 5 to 17, students must add 12 To get from 6 to 20, students must add 14 To get from 7 to ?, students need to have found the pattern, which is 3 + 8, 4 + 10 , 5 + 12, 6 + 14, 7 + 16, 8 + 18, and lastly 9 + 20. This is a growing pattern. 
Week #4  November 28thDecember 2nd
Multiplication  Students will be able to multiply on factor (99 or less) by another factor (5 or less)
My video making app is currently down  please view the YouTube video below on partial products.
Partial Products Method
Week #3  November 21st22nd  No Homework
Weeks #1/2  November 9th18th
Students will learn how to make a multiplication chart

They will learn how to use a number line to multiply (and later divide).

They will learn how to draw multiplication pictures called arrays

Students will learn that multiplication and division are opposites similar to addition and subtractions. A corresponding fact, related fact, or fact family is a set of 4 problems that are related to one another (see image to the right).
Students can use corresponding facts to help them solve problems.
Students can use corresponding facts to help them solve problems.
SECOND QUARTER
Week #6 ~ October 10th14th
3.1b The student will round whole numbers 9,999 or less, to the nearest ten, hundred, and thousand.
Week #3 ~ September 19th23rd
SOL 3.17  Students will collect, organize, and analyze data using line plots
Line plots are similar to bar and picture graphs in the sense that they organize and display data so that it is clear to read.
This line plot shows second grade heights in inches. Each 'X' represents one child. It is very easy to see how many students fall under each height category.
Students are expected to be able to create and answer questions involving line plots.
This line plot shows second grade heights in inches. Each 'X' represents one child. It is very easy to see how many students fall under each height category.
Students are expected to be able to create and answer questions involving line plots.
Week #2 ~ September 12th16th
3.17  Students will collect, organize, and analyze data using surveys and picture graphs
Picture graphs use pictures to display data.
Parts of a picture graph include: title, labels, categories, pictures (data), and a key.
The key tells what each picture is equal to. Picture graphs can count by 1's, 2's, 5's, and 10's in the third grade.
If you see half of a picture, you need to count half of the key.
Parts of a picture graph include: title, labels, categories, pictures (data), and a key.
The key tells what each picture is equal to. Picture graphs can count by 1's, 2's, 5's, and 10's in the third grade.
If you see half of a picture, you need to count half of the key.
Week #1 ~ September 6th9th
SOL 3.17  Students will collect and organize data using surveys and bar graphs.
Bar graphs can be vertical (up and down) or horizontal (sideways)
All bar graphs should include: title, labels, scale (number you're counting by), and bars showing the data
Data  information collected from a survey
All bar graphs should include: title, labels, scale (number you're counting by), and bars showing the data
Data  information collected from a survey