My name is Mrs. Watkins. I am your child's math and science teacher this year. This is my sixth year at John L. Ory, my twenty-fourth year in the parish and my twenty-fifth year teaching. I earned both my Bachelor's and Master's degrees from Southeastern Louisiana University. The majority of my career has been teaching third grade.
3rd Grade Week At-A-Glance
September 3-6
Focus for each subject-
Math- Math-Module 1 Topic D Two Interpretations of Division
Standards for Module 1
2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.
3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.B.5 Apply properties of operations as strategies to multiply and divide.* Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Science- Unit 1Balancing Forces
Standards for the unit.
3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.,
3-PS2-2 Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.,
3- PS2-3, Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets.
Test/Quiz Schedule
Tests and Quizzes
Wednesday-Math Arrays project due, Science Chapter 2 Test.
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Math Arrays Project-due Wednesday, September 4th. Instructions and grading rubric went home today.
If you need to reach Mrs. Watkins for Math or Science class information, please email [email protected] or message over Class Dojo.