Ms. Howie's and Ms. Cosentino's Grade 3 Class: February 2013

February brings us to our second term where we are working very hard especially in Math and Language.

Money, money, money

In Math, students are finding money a challenge. Students do not use coins as much as in the past so it can be unfamiliar. The unit on money brings many skills that are very useful into play. For example, students need to count by 2's, 5's, 10's, and 25's which are basic number skills. So even if they will grow up to use "plastic" cards to buy things, the ability to manipulate the numbers is very important. Students are asked to use money amounts up to $10 in Grade 3.

#1 They are given questions that ask them to count a variety of coins.
#2 They will be working on questions where they need to count the coins and then put them into the fewest possible coins and bills.
# 3 They will need to find change.
#4 They will need to add and subtract money amounts up to $10

The anchor chart that our class developed by doing problems had these strategies on it:

Organize the money by putting all of the pennies together, the dimes, etc... (Charissa)
Now group the money. (Quarters can be grouped into dollars, 2 dimes and a nickel as a quarter etc.... )
Finally you can count the money by starting with the biggest ones: $5, then $2, then $1 etc... (Abby)

How can you help your child? If they are really unfamiliar with coins they need to be able to identify what value the coins have. They also need to know how many of a certain coin make $1. They need to know how to make a quarter with 2 dimes and a nickel, or 2 nickels make a dime etc....

If your child knows these basic concepts they can begin to count, trade and make change with amounts up to $1, then $2 and finally $10.

It can be more fun if it becomes a game. Have a jar of money to use. "Charge" your child for supper, for TV privileges or toys. They need to count the right amount from the jar. Then add the step of using the fewest coins ( you don't want 6 dimes for example when 2 quarters and a dime is easier). Then when they are ready, play games where you "buy" something and they need to give you change. (Ryan, Emma, Victoria,Wyatt F, Maya are already doing this at home)

Sorry to go on and on about money but it is a huge jump from Grade 2 skills to Grade 3 and most students are finding it tricky.

Geometry 2D Shapes

As we finish money we will begin geometry using 2D shapes. We will learn about 4 sided shapes (quadrilaterals such as the square, rectangle, rhombus, trapezoid and parallelogram) and then move onto the triangle, pentagon (5 sides) hexagon (6 sides) and octagon (8 sides). In order to describe and identify the attributes of the shapes students will learn about equal sides, pairs of equal sides, parallel lines, right angles, angles larger or smaller than right angles, and vertices. And before you ask: Yes they need to use the Math terms I have used. Lots of information for Grade 3 minds! Isabella and Antonio made a LOST poster to describe a rectangle.

Questioning

In Language we will finish up "questioning". A good reader is constantly asking questions as they read and this helps them go deeper into the meaning of what they are reading. We have started learning about thin and thick questions. Some questions can be answered right "in the text". For thick questions, a reader needs to think, and analyze or read between the lines to come up with a good answer. We ask questions before we read, during our reading and after we have finished reading. As we read a text, some of our questions are answered. Some are not answered and may lead us to further inquiry! You can help your child by asking them to develop questions and answers as they read. Prompt them to give deeper answers with enough detail. Noah and Emily D made "in your head" questions (thick questions) on their book about Space Diving.

Persuasive Writing

In writing we will begin to write persuasive texts, especially persuasive letters. A persuasive text begins by telling what it is that the writer wants. Then it goes onto give strong, convincing reasons and details to persuade the reader. The conclusion re-states what the author wants. Matthew wants to persuade his parents to get him some new toys. Noah wants to persuade his parents to take him to Boston to watch a hockey game. They are Sens fans so this ain't gonna happen!!

I have a voice.

How do I use my voice?

In Religion and classroom behaviour we are working on using our voice the way Jesus would. We have had some really good discussions about this in our past 2 class meetings. As you can see this topic ties in with anti-bullying or being respectful and kind with each other.

How do we feel when we hear swearing, gossip, name calling, interrupting, potty talk? "Not good," said Antonio. "I don't like it. " Georgia said "It makes us feel bad." Wyatt G said gossip can make you mad and want to get revenge. Madison said that when people are telling secrets near me, I think they are talking about me.

Why do students do it? To belong to the group, to be cool, to express anger. Brock said its hard when you hear bad language from others, Emily M said some people do it to be cool.

How are we as a class going to help our classmates use their voice respectfully? Our next meeting ....

We also explore the voice of Jesus in the parables and miracle stories.

We used the parables to learn about synthesis: the deeper meaning of a text, the real meaning, the "under story" as James Dillon said.

Pictures of what we have been doing lately....

Indoor recess: We built a stable gate and put blocks around the whole perimeter of the 4 mats. And the mats have an area of 4 large squares! Abby and Charissa made this.