This week in third grade, students not only witnessed the first snow of the season, but were hard at work in all subject areas (as usual)! Learn more about what they've been working on below... For the past week, our focus in math has been on learning and utilizing different tactics in the subtraction of multi-digit numbers. Students reviewed how to use a number line for strategies like removal and finding the difference. We also reviewed the stacking/borrowing method of subtraction. Before solving a problem, third graders have been using their rounding skills to estimate the answer. This helps them determine if their actual answer is correct (depending on whether or not their estimate was close). Late in the week, students practiced borrowing across zeroes (example below). This method was new for some, but by Friday, everyone was well-versed in its practice! Third graders know to use whichever strategy they are most comfortable with when solving problems independently…Our focus is on developing a solid number sense foundation! In reading and writing this week, third graders explored persuasive language encountered in speeches, media, and text and emulated it in their own persuasive writing projects. At the beginning of the week, third graders were divided up by their table groups and given one task: Convince your classmates to vote for you to receive double Terrific Tickets for the day. With such a high-stakes prize up for grabs, groups immediately began collaborating and working to develop their “proposals.” After 15 minutes, groups presented to the class. Individuals then voted for a table group other than their own that should win the prize. Many groups featured similar persuasive strategies, like mentioning their qualifications (hard-workers, collaborative) and using convincing language. Next, we viewed a variety of commercials. Third graders worked to determine whether the adds targeted credibility, logic/facts, or emotions. Students loved watching commercials of the past (particularly from Heinz Ketchup and Doritos). Later in the week, we read the book, The Real Story of the 3 Little Pigs. While reading, students filled out graphic organizers that broke down the persuasive tactics of the text. Students considered opinions they already had, how the speaker was attempting to change their minds, and ultimately if he was successful. Whilst sifting through the persuasive language encountered in everyday life, third graders were tasked with a persuasive project of their own; determining the Thanksgiving menu of their dreams and convincing their parents/family to make it. Many students opted to stay with the traditional (turkey, stuffing, mashed potatoes), while others went a different route (dessert only, prime rib, macaroni and cheese, etc). Look for those projects coming home on Tuesday. Third graders are hard at work finishing their rough drafts and crafting their finals! Business:
Many thanks to all of you that participated in parent-teacher conferences these past couple weeks! Sharing student learning and progress is always a fantastic opportunity for parents, teachers and students to collaborate. Thanks for fitting it into your busy schedules :) This week, third graders took some time to reflect on their answering process. Many students were in need of a reminder on how to accurately and efficiently restate a question in an answer. Third graders consistently asked, "Why do we need to restate the question, anyway?" "What's the point?" That answer is a tricky one, so rather than try to explain, third graders were given a chance to experience it first-hand. Students were each given a number that corresponded to a specific answer and were tasked with determining the original question that went with it. For example, students assigned the #5 had to guess what question someone was asked to elicit the response, "I prefer eggs." In the first set of questions, almost no one was able to determine what the original question had been. However, in the second set, it was fairly easy to figure out the question behind the answer. After all, it had been restated! With this activity, the reasoning behind restating the question finally clicked. Now, third graders will be held more accountable for their answering styles! In math this week, third graders continued their learning on rounding and estimating. When asked why rounding and estimating are important, most students were able to connect with the fact that we often round/estimate while shopping. Whether it be at the grocery store, while browsing the mall, or even buying big-ticket items, we often use these skills to determine what we can and can't buy. We will continue work with this next week. To round out the week (pun intended), third graders were presented with a challenge problem to complete. It stated: You have won a $1,000 cash prize after participating in a radio contest. You decide to take your earnings to the book fair and purchase books for yourself, your friends, and your classroom. You end up with 11 copies of The Book with No Pictures by B.J. Novak ($17.99 each), and 8 sets of the Harry Potter series by J.K. Rowling ($72.00 each). How much money did you spend at the book fair? How much money do you have remaining? See pictures below of third graders working together to solve the problem. They worked hard and had fun! Business:
|
Author
Mrs. Minatta is a third grade teacher at Cottonwood Creek Elementary. See and read all about what third graders are up to throughout the school year! Archives
March 2021
|