Division

As you may know, Chapter 6 has immersed third grade mathematicians in the world of patterns. Today we stepped out of this world briefly to review the concept of division. (Tomorrow we'll jump back into patterns by looking at "machines" that split things into equal groups.)

I don't yet expect that children have memorized their division facts. However, it is important that they understand the concept of division. When mathematicians divide, they are splitting a larger number into  groups of equal size. For example, if I have 24 pieces of candy. I can divide them into 3 equal groups (to share with friends) and there will be 8 pieces of candy in each group.

Part of understanding the concept of division, is understanding its relationship to multiplication. Division is the opposite of multiplication similar to subtraction being the opposite of addition. We can write fact families with multiplication and division. (See below.)

Some children came to class very comfortable with the concept of division. They took a challenge that you might enjoy sharing at home. They had a variety of numbers from which to choose. Their challenge was to find relationships between the numbers using multiplication and division. For example, the numbers might be:

2
25
100
30
1000
4
40
5

The children would choose numbers from the collection that they could use to make a multiplication or division sentence - 25 x 4 = 100.

Try it at home with your third grade mathematician! :o)

New Challenge

Each Sunday I plan to post a new "trivia" challenge. The challenge will include a list of clues listed from most general to most specific. The object is to investigate each clue using resource books and/or the internet and to combine the information to arrive at the correct solution to the puzzle. Each child can work independently or together with family members to complete the research.

The challenges help enhance logical thinking, deductive reasong and problem solving abilities. Mostly I hope you have fun learning together! Good luck! I will post the answers on Friday.

Challenge #1

Subject Area: Nature

*It lives in select boggy areas in North and South Carolina but is endangered and today grows mostly in greenhouses.

*Its leaves have short, stiff hairs called "triggers" or "sensitive hairs."

*It secretes digestive juices to dissolve the soft inner part of what it catches; leftover parts are blown or washed away when it re-opens after five to twelve days.

*When anything touches the hairs enough to bend them, two lobes or leaves snap shut and trap whatever is inside.

*It is a carnivorous, insect-eating plant that also gathers nutrients from gases in the air and the soil.

Museum of Science

Thanks so much to Laura's mom, Erica's mom, Jonathan's mom,and Jasmin's dad for accompanying us on our field trip Friday! We couldn't have done it without them. The kids had a blast and learned so much!

Ask your children about the Lightning Show, the dinosaur exhibit, or the "scientific" playground. I challenged them to tell you at least one thing that they learned.

Rocks and Minerals

Third grade scientists took a small journey into the world of rocks and minerals. Although, we did not study rocks and minerals as a full unit, I do expect the kids to have some basic understandings.

1. There are three different types of rocks - sedimentary, igneous and metamorphic.

2. Each type of rock was formed in a different way, and has unique characteristics.

3. There are many different kinds of minerals.

4. Each type of mineral has unique characteristics.

5. Rocks and minerals are different. Rocks are formed of many different materials. Minerals are made of one thing - just the mineral. Minerals are often found in rocks.

Ask your child about rocks and minerals today!

Flylady

I belong to a website/group called Flylady. I read this essay today in an email and think it's very important for all parents and families to remember. You can check out flylady at flylady.net.

Here's the essay:

The purpose of a good evening routine is to get everyone calm and settled enough to get to sleep at a decent hour. When children do not get enough sleep, their school work and school behavior suffers. Sometimes children who haven't gotten enough sleep act tired and groggy, but just as often they act wild and inattentive. School-age children need 9-10 hours of sleep every night to be healthy and mentally alert. That means if your child gets up at 7 a.m., he has to be in bed by 9 p.m. And many parents do not get enough sleep either! You cannot be healthy and take care of your family if you are exhausted.

Two things have to happen before a family can have a good evening routine. First, the homework routine has to be in place. When evenings are spent in a battle over homework, no one can be calm and settled. Second, there has to be a family policy about outside commitments. If every afternoon and evening is a constant round of activities, there is no time for homework, family dinner, and an evening routine. I suggest that you limit everyone in the family to one or two outside activities at a time. Otherwise our lives get as cluttered as our homes!

Here are some suggested steps for a good evening routine.

1.Everyone gets home from work, sports practice and after-school care around 5:30. While Mom or Dad gets dinner going, the kids work on homework.
2.After dinner, everyone has some time to finish homework, play, talk, read, or watch TV. Do not allow children to get overstimulated with wild play, violent video games, or scary TV shows. Keep it calm and easy. Most elementary school children are supposed to read to a parent every night, and now is a good time to do that.
3.Start the bedtime routine about an hour before bedtime. Have it written down and posted for each child. Each child is responsible for their own routine. Here is an example for an elementary school child:
a.Collect homework and school supplies, get parents to sign whatever needs to be signed, get everything in the backpack, put the backpack by the door.
b.Choose clothes for the next day and lay them out.
c.Get in the tub for a bath, or wash face and hands if it's not a bath night.
d.Brush teeth.
e.Get in pajamas.
f.Get in bed for some quiet time with Mom or Dad. You have to do exactly the same thing at the same time every night. If you do, then your child's body will be trained to fall asleep at the end of the bedtime routine.

Middle and high school kids still need a routine, although it will be different and they have to be part of establishing it. Preparing for the morning is still appropriate, as is some quiet time reading in bed before going to sleep.

Once the children are in bed, it's time to wind down yourself and get ready for a good night's sleep.

Hope you find it helpful! :o)

Spelling City

Bad news. (Well, the kids might think it is good news...) Spelling City is not currently working. It's stating that I have not renewed my membership. I actually have renewed the membership, and the district has paid the invoice. Clearly, something needs to be worked out. I will let you know when the site is up and running again.

Thanks for your patience! 

Suffixes

This morning we enjoyed reading "Happy Endings: A Story About Suffixes" by Robin Pulver. In this funny tale, we learned that suffixes are word endings. For example, -ing (as in learning), -ness (as in happiness), -ly (as in happily), and -less (as in careless) are all suffixes.

One idea that was less clear to third grade word solvers is that suffixes only come at the end of base words. We will dig deeper into base words during the week. This helps us understand why -y is not a suffix in the word "donkey," but it is a suffix in the word "tasty." 

Ask your child to share one word they know that has a suffix! You can even go on a "suffix hunt" in the newspaper or a magazine!

Regrouping

This week we have reviewed addition and subtraction with regrouping. Earlier in the year we added and subtracted with two digits, but this week we worked with three digit numbers. 

As you are working with your children, remember that math instruction has changed since we were in elementary school. You probably know regrouping as carrying. 
"5 + 9 = 14. Put down the 4, carry the 1..." Children can still solve addition problems this way. The only thing different for that method, is that we call it regrouping. They don't carry the one, they regroup the 10 (or the hundred).

There are two major challenges with regrouping. First, it's important that children have lined up the numbers properly. The digits in the hundreds place, tens place and ones place need to be lined up. It's not accurate to combine 3 from the ones place with 4 from the tens place. Also, children tend to forget that the little 1 they are "regrouping" is really a ten. It's important for them to remember that so they can develop a sense of the numbers.

We also learned a new strategy for adding. It's called the partial sums method. Many of the kids aren't big fans of it, but it reenforces each mathematician's number sense. Here's how it works:

   439

+ 398

  700
  120
    17
  837

For this method, the mathematician actually starts with the hundreds column. Below the problem you show the sum of each column. As you can see, 400 + 300= 700. When all of the columns have been added, you add all of the sums. 

We also practiced subtraction with regrouping. Unfortunately, there is not a partial sums method to subtraction. Therefore, we focused on the traditional algorithm. When subtracting, children typically encounter two problems. Sometimes, they try what I call the "flip trick." For example, in the following problem: 

   523

-  394

You probably know to start with the "ones place." That's the column on the far right. Mathematicians look at that and realize they can't take 4 away from 3. Some third graders try the "flip trick" and take the 3 away from the 4 instead. Mathematically, of course, this doesn't work. 

The other problem many students encounter is forgetting to use regrouping. In the above example, they regroup from a ten to the ones column. This should make 13 ones and 1 ten. However, kids often forget to record this work, and therefore subtract inaccurately. 

Subtraction with regrouping can be tricky, but I know all our students can do it!

As always, don't hesitate to contact me with any questions, comments or concerns. 

Homework Changes

Please note the following changes in homework due to the short week:

1. There is no math packet. The next one will be assigned Friday.

2. There is no Weekly Math. The next one will be assigned Friday.

3. Xtra Math should be done 2 times this week.

4. The children were assigned an Editing Challenge this week. They should read the paragraph carefully and correct errors they find in punctuation, capitalization and spelling. They should check their work several times before passing it in. There are approximately 24 errors in the paragraph.