Good afternoon, Grade 3 Fans!
It has been a very busy few weeks in Grade 3! We finished our unit on Pattern and Function, and began a new stand-alone unit on Fractions and Decimals – all while leading Student-Led Conferences and preparing our class business. Photos of the descriptions below will be added later this week.
Thank you to all family members who were able to attend this year’s Student-Led Conferences. These are a wonderful opportunity for students to share their growth and understanding across the curriculum, and to do so in their own way. This year, students planned the entire process themselves. They collaborated to set up the classroom, and choose which activities would best highlight Math, English, and Units of Inquiry. After designing their conferences, students practiced together to build their confidence and make any necessary adjustments. Their hard work paid off, as each child successfully walked their families through their understanding and goals for improvement. Well done, Grade 3 students!
How We Organize Ourselves
For the past six weeks, students have been inquiring into how goods and services are exchanged to meet the needs and wants of the community. They surveyed the school through email and face-to-face questioning, and came to the conclusion that they should sell BIS water bottles, T-shirts, and/or hats with their designs.
Next came the decisions for what artwork should be chosen. After brainstorming and doodling for a little while, the students began to realize that their artwork may not be the best choice for their school spirit products. That “a-ha moment” led to a design contest for the entire school – the student with the best design will get a free product as a reward. We even had the opportunity to present this contest during Earth Day, linking our project to reducing disposable water bottles!
This week, we will choose our winning designs, calculate the budget needed for printing/purchasing, and come to a consensus on a charity to donate our profits. When all of this is finalized, we will make an “official” proposal to the school administration, to ask for a business loan. If approved, we will get to order our own products and sell them to the school community! Only a few more steps to go before we head into our final inquiry of the year. We will update you as we get closer!
For our Pattern and Function summative assessment task, students were asked to create their own number pattern using their multiplication and/or division skills. After creating their rule (e.g., x4, or x3+5), they were then tasked with making an Input-Output Table, a graph, and a pictorial representation of their pattern. We successfully demonstrated our understanding of our pattern and function learning outcomes!
Since completing our Pattern and Function unit, we have begun our new stand-alone unit on Fractions and Decimals – our last Number unit for Grade 3. We started with a series of fractions and decimals activities, to pre-assess different student readiness. Those who are ready for skills such as adding unlike denominators can work on individual puzzles to advance their skills. The rest of the students work with me on the Grade 3 objectives listed below. We have modeled decimals, connected them to fractions, and learned the function of numerators (the top numbers) and denominators (the bottom numbers).
Please find below a list of our Fractions and Decimals objectives. In a few week’s time, we will take our understanding of Fractions and Decimals, and apply them to our Shape and Space unit on the angles of shapes.
|NUMBER: FRACTIONS AND DECIMALS|
|Fractions and decimals are ways of representing whole-part relationships.|
When constructing meaning learners:
|count by quarters halves and thirds, including with mixed numerals|
|locate and represent these fractions on a number line|
|model addition and subtraction of fractions with the same denominators|
|model improper fractions and mixed numbers|
|simplify fractions using manipulatives|
|recognise and model problems involving purchases and the calculation of change.|
|When transferring meaning into symbols learners:|
|convert improper fractions to mixed numbers and vice versa|
|simplify fractions in mental and written form|
|investigate equivalent fractions used in contexts|
|make connections between fractions and decimal notation.|
|solve problems involving purchases and the calculation of change with and without digital technologies.|
|When applying with understanding learners:|
|use decimal fractions in real-life situations|
|add and subtract decimals in real-life situations, including money.|