Linear Measurement

Today we started out measuring distance with "giant steps." Teams of children measured how many "giant steps" it took to get from one end of the hallway to the other. As we organized our data on a line plot, we realized that although we were measuring the same amount of space, our numbers were very different. Through this experience and reading the story "How Big is a Foot?" we began to understand the importance of standard measurement.

Today we practiced measuring things to the nearest inch. Tomorrow we will expand our knowledge to the nearest 1/2 inch and 1/4 inch. It's important to remember to line the measuring tool up carefully with the edge of what you're measuring. We will also practice identifying those small lines that indicate fractions of an inch. As our unit continues we will investigate and practice with other units of measure.

The more experience with measurement that children get at school and at home, the better. Encourage your child to estimate and measure distances. Typical questions that might come up at home include these:

How far is it across our kitchen table - and can we really reach that far?
How many children can sit comfortably on our couch? How many adults?
Will that extra bookcase really fit in the kids' bedroom?

These are good questions, and they're also very practical ones! Measurement questions come up a lot in our home lives, and it's exciting for children to be involved with real-world issues.

Here's how you can help during this unit:

Listen to your child's strategies for measuring.

Involve your child in your own measurement activities - hobbies like sewing or carpentry are a natural for this.

Work together on the measurement activities your child brings home.

Happy measuring!

Making Change

Have you ever been frustrated when a cashier is unable to quickly make change at the convenience store? (Without the help of the computer, of course. :o) Your children will never be that cashier, because they are beginning to master the lost art of making change. They have learned to count up from the cost of an item.

For example, imagine a third grader purchases a notebook that costs $3.26 and they pay using a $5 bill. Third grade mathematicians learned to count up from $3.26 with 4pennies making it $3.30. Next, they take 2 dimes to make $3.50. After that, they take 2 quarters to make $4.00. Finally they take a $1 bill to make $5.00.

Challenge your child to make change for you at the store. You can even make your own store at home!

Extra Help

I will be holding extra help sessions on Wednesday morning and Thursday afternoon. This week we will review multiplying larger numbers! Please let me know if your child will be attending.

Spelling Words and Timed Quiz

The children will have spelling words this week, but they will not be chosen until tomorrow. They should begin studying tomorrow night.

In addition, the children are just getting back their timed quizzes from last Thursday. Therefore, there was no timed quiz today. There will be one on Thursday, April 15.

Thanks for your support! :o)Melanie

Schoolhouse Today!

We had a great time traveling back to 1850.

Here are some things the time travelers noticed:

*a wood stove
*the desks were longer and shared with other people
*each desk included the bench for the row in front
*kids in 1850 had lunch and recess time
*the schoolhouse was smaller than our regular classroom
*we didn't use pencils
*the teacher was a lot stricter
*a lot of different ages were in one classroom
*the boys sat on one side of the room. The girls sat on the other
*the ink pens were difficult to use
*a large bell made by Paul Revere was on the ground in front of the school house.

Here are some things the time travelers wondered:

*were the McGuffey readers the actual books students in 1850 used?
*Why did kids only have 1 book to read?
*Why were people so formal and proper?
*Did schools in 1850 have more than 19 students?
*How long has the old wagon been sitting in front of the schoolhouse?
*Where did kids get balls to play with?
*Did older boys in Needham actually play the "smoke prank?"
*Who was in the photographs in the schoolhouse?
*Why did the teacher keep an apple on her desk?

Ask your child about his/her experience today! Be sure to ask for details! :o)

Reminder - Schoolhouse Visit Tomorrow!

I am looking forward to our trip to the schoolhouse tomorrow! Please remember to send your child to school wearing 1850s clothes and carrying an 1850s lunch. Thanks so much for your support! :o)Melanie

Techsploration

Thanks to the PTC for bringing back Techsploration! Third grade scientists got an exciting glimpse into our upcoming unit on electricity. Ask your child the following:

What is electricity? (Hint: The flow of ______________.)

What do you need for electricity to flow? (Hint: It's shaped like a circle, and it must
be "closed" or "complete.")

How do we measure electricity?

What do we create when we pass a magnet through a coil of wire? (Hint: Remember George:o)

Please remind your children that they are encouraged to experiment with electricity using small batteries, however they may only do so with adult permission. In addition, they should NEVER use plugs or wall sockets to experiment. This is very dangerous!!!!!

Schoolhouse Identities

It was an exciting day in 221! Our community members from 2010 found out their new identities from 1850. When we visit the schoolhouse next week, the students will pretend to be one of the actual students from a school in Needham in the 1850s.

2010 students researched their 1850 identities. They learned who their parents were, their siblings and cousins. Some of them were able to find photographs of the houses they lived in, and many found where their houses were on an old map from 1876.

Thanks so much to Mrs. Martell for her incredible knowledge and assistant with technology!

Ask your child to tell you their "new" name. Check out this site and ask your 2010 student to show you more!

Multiplying Larger Numbers

This morning we jumped backwards to review multiplication. We learned how to multiply digits by 1 digits with regrouping. We didn't use the standard algorithm that you are probably accustomed to however. It relies heavily on children's knowledge of place value. That's why I like it! :o)

For example, when multiplying 16 x 8:

First, multiply 10 x 8. Write the product under the multiplication problem.

16
x 8
80

Next multiply 6 x 8. Write that product under the first product.

16
x 8

80
48

Add the two products together.

16
x 8

80
48
128

Sorry, I can't figure out how to do underline on this. Hope it's not too confusing... :o)

Extra Help

I will be holding extra help sessions on Wednesday morning and Thursday afternoon. This week we will continue to dig into fractions! Please let me know if your child will be attending.

Help!

I am looking for a volunteer (or two) to make the copybooks we need for our schoolhouse visit on Monday. I have all the materials, it should only take an hour or two to put them together. This is a project that can be done at home on your own time.

Please let me know if you can help out with this! :o)