3Rd Grade Mathematics Quarter 4

3rd Grade Mathematics Quarter 4

Dear Parents:

The objectives listed below will be used to lead your child to mastery of the concepts covered in the 4th Nine Weeks Unit of study.

Data

· Gather and organize information into charts, tables and/or bar graphs

· Construct and interpret line plot graphs, pictographs, Venn diagrams and bar graphs using varied scaled increments (1,2,5, and 10)

· Create and interpret simple tables and graphs

Extended Multiplication

· Arrays to show the distributive property

· Model and compute partial products of 2-digit or 3-digit numbers by a 1-digit number

· Show effects on a number when multiplying by 10

· Mental math

· Estimation strategies (reasonableness)

· Problem solving using multiplication

Extending Division

· Divide a 2- and 3-digit number by a 1-digit divisor with and without remainders

· Understand the relationship between division and multiplication and division and subtraction

· Recognize division as equal shares and repeated subtraction

· Mental math

· Problem Solving in which division may apply

· Understand the use of remainders

Representing Numbers

· Understand the relative sizes of digits in place value notation (10 times, 100 times,

1/10 of a single digit whole number) and ways to represent them including word

name, standard form, and expanded form

Time

· Determine elapsed time of a full, half, and quarter-hour

Here are some suggestions as to what you can do at home to help your child:

Look for graphs and tables in the newspaper – read them together and talk about what they are telling us.

Patterns can help when multiplying 2-digit and 3-digit numbers. For example:

4 x 9 = 36

4 x 90 = 360

4 x 900 = 3600

Think of similar problems to stump each other.

Estimate the answers of multiplication problems before they are worked. See how close you can get. Try the same with division problems. Make up mental math problems estimating how many cookies each person in the family will get from a package of 100 cookies or other situations in daily life.

Describe an everyday situation in which someone may need to multiply dollars and cents. (Sample answer: Determining the amount of money a person would earn for working a certain number of hours at a certain hourly wage.)

Remove the face cards and the 10’s cards from a deck of cards.

Partner 1: Draw two number cards to form a two digit number (a 4 and a 6 = 46 or 64). Multiply number by 4.

Partner 2: Round the number and then multiply by 4. Compare products. How close was the estimated answer to the actual number? Tell why.

Games

Hurray Array!

Materials: Paper and pencil

Step 1 Decide on a problem – for example 3 x (4 x 5) = __ (the associative property).

Step 2 Draw the problem in arrays

ΟΟΟΟΟ ΟΟΟΟΟ ΟΟΟΟΟ 3 groups of 4x5 =

ΟΟΟΟΟ ΟΟΟΟΟ ΟΟΟΟΟ

Step 3 Find the answer by counting by ones, fives, fours.

Why can’t you find the answer counting by 3’s?

Step 4 Try another problem.

Leftovers

Materials: Pair of dice, 15 counters (Cheerios, pennies, beans etc.), paper cup to hold

the counters, small paper plates.

Step 1 First player rolls dice. This determines how many plates to lay out. The

player divides the total number of tiles in the cup into equal shares on the plates. He or she gets to keep all the leftover counters for that round. Both players write a mathematical sentence to represent the division; for example, 15 ÷ 4 = 3 R3 or 15 ÷3 = 5 R0 (R = remainder).

Step 2 Return the tiles on the plates to the cup. The second person roles the

die, takes the correct number of plates, and divides up the tiles. Both players record again.

Step 3 Continue playing until no tiles are left. The winner is the player with the

most leftovers. (If the number of plates exceeds the number of counters (i.e. there are four plates but only two counters) it is impossible to put an equal number on each plate so the mathematical sentence is written as 2 ÷ 4 = 0 R2.

Pennies and Dimes

Materials: A random (30 – 35) number of pennies

Step 1 Explain you would like to turn the pennies into dimes. Count the total

number of pennies and estimate how many dimes for which you could trade. Write a number sentence: 34 ÷ 10= 3 R4.

Step 2 Try with several numbers of pennies – rounding to a “friendly ten’” is a

very useful strategy.

Sincerely,