This week, we will continue learning about fractions and equal parts as we finish Chapter 15: Identify and Partition Shapes. Students will practice dividing shapes into equal parts and comparing halves, thirds, and fourths. We will also review for our test before taking the Chapter 15 post-test on Thursday. There will be no math lesson on Friday due to our field trip. 

This week's learning targets are: 

• Draw lines to show halves, thirds, and fourths of a shape. Students will learn to tell how many halves, thirds, or fourths make a whole. They will draw lines to divide shapes into equal halves, thirds, or fourths, and name each of the equal shares. Students will also compare the size of halves, thirds, and fourths of the same shape to understand how the number of equal parts affects their size. 

• Draw to show halves, thirds, and fourths in different ways. Students will draw to show halves, thirds, or fourths of a shape, and then draw them in a different way to show that shapes can be divided equally in more than one way. They will compare the equal shares of each shape to see how the size and shape of the parts can vary, even when the number of parts stays the same. 

• Review what we have learned about shapes and equal parts.

Ways to Support Math at Home:

• Divide food into equal parts: Cut sandwiches, pizza, pancakes, or fruit into halves, thirds, or fourths, and talk about the equal shares.
• Draw shapes together: Draw circles, squares, or rectangles and challenge your child to divide them into equal parts in different ways.
• Compare fractions: Ask questions like, “Which is bigger: one half or one fourth?” and encourage your child to explain why.
• Look for fractions in real life: Notice equal parts in everyday objects such as chocolate bars, egg cartons, or folded paper.

• Show a rectangle as equal squares. Students will use square tiles to show rows and columns in a rectangle. Then students will tell how many square tiles cover the rectangle and write an equation to match the rows and columns. 

 

• Identify shapes that show halves, thirds, and fourths. First, students will tell whether a shape shows equal or unequal shares. Then they will tell whether a shape shows halves, thirds, or fourths and explain how they know. 

 

• Draw lines to show halves, thirds, and fourths of a shape. Students will learn to tell how many halves, thirds, or fourths make a whole. They will draw lines to divide shapes into equal halves, thirds, or fourths, and name each of the equal shares. Students will also compare the size of halves, thirds, and fourths of the same shape to understand how the number of equal parts affects their size. 

 

• Draw to show halves, thirds, and fourths in different ways. Students will draw to show halves, thirds, or fourths of a shape, and then draw them in a different way to show that shapes can be divided equally in more than one way. They will compare the equal shares of each shape to see how the size and shape of the parts can vary, even when the number of parts stays the same. 
  

We will begin this week with Chapter 15, “Identify and Partition Shapes.” In this chapter, your child will learn how to describe and identify two- and three-dimensional shapes, using angles, sides, faces, and vertices. Your child will also begin to explore fraction concepts by dividing two dimensional shapes into equal parts: halves, thirds, and fourths.

The vocabulary words for this chapter are:

• Angle
• Edge
• Face
• Vertex
• right angle
• side
• polygon
• rhombus
• quadrilateral
• pentagon
• hexagon
• octagon
• cube
• fourths
• halves
• thirds

Our learning targets this week are:

• Identify and describe two-dimensional shapes. Students will identify the number of sides and vertices, and then name the shape.
• Identify angles of a polygon. Students will identify how many angles and right angles a shape has and then name the shape.
• Draw shapes given a description. Students will identify a shape based on the number of sides, angles, or vertices, identify right angles, and then draw and name the shape.
• Identify, draw, and describe cubes. Students will recognize and draw a cube. Then they will tell the number of faces, edges, and vertices a cube has.
• Show a rectangle as equal squares. Students will use square tiles to show rows and columns in a rectangle. Then students will tell how many square tiles cover the rectangle and write an equation to match the rows and columns.

Ways to Support Math at Home: There are many real-life situations that you can use to talk about shapes and dividing those shapes into equal shares. Use a few of these ideas with your child.

• Ask your child to look around your home for shapes. Ask, “How many sides does the shape have? How many vertices? What is the name of the shape?”
• Give your child a shape (or draw the shape), such as a rectangle. Have him or her decide how the shape can be divided into 4 equal parts. Remind your child that there is more than one way to divide shapes into equal parts.
• Ask your child to find right angles around your home and in various shapes. Ask, “How do you know that is a right angle? (Answer: It is L-shaped.) How many right angles does this shape (or item) have?”
• Have your child find cubes around your home. For example, a game die is a cube. Ask him or her to count the number of faces, edges, and vertices on the cube.
• Model other scenarios, making sure to use terms such as polygon, angle, right angle, side, and vertex.

This week is a bit of a transition as we wrap up our Money and Time unit and begin our final math unit. On Monday, students will continue practicing telling time using a.m. and p.m. On Tuesday, we will review for our test. On Wednesday, we will not have math due to our field trip. On Thursday, students will take the Chapter 14 post-test and the Chapter 15 pre-test.

On Friday, we will begin Chapter 15: Identify and Partition Shapes. In this unit, students will learn how to describe and identify two- and three-dimensional shapes using attributes such as sides, angles, faces, and vertices. Students will also begin exploring early fraction concepts by dividing shapes into equal parts, such as halves, thirds, and fourths.

Vocabulary for the Geometry unit includes:
angle, edge, face, vertex, right angle, side, polygon, rhombus, quadrilateral, pentagon, hexagon, octagon, cube, halves, thirds, fourths

Our learning targets for this week are:

• Describe time using a.m. and p.m. and determine when events happen during the day.
• Review what we have learned about money and time.
• Identify and describe two-dimensional shapes by the number of sides and vertices, and name each shape.

Ways to Support Math at Home:

• Talk about time: Throughout the day, ask your child to tell the time and decide if it is a.m. or p.m.
• Practice real-life time: Connect time to daily routines—ask questions like, “What time do we eat dinner?” or “Is that in the morning or afternoon?”
• Look for shapes around you: Point out shapes in everyday life (signs, windows, boxes). Ask your child to name the shape and describe how many sides and corners it has.
• Build shapes: Use household items (toothpicks, straws, or drawing) to create shapes and talk about their attributes.

This week, we will continue Unit 14: Money and Time. Students will use their understanding of coin values to represent money in different ways, make one dollar, and solve real-world money problems. We will also begin working with dollar bills and finding the total value of groups of bills.

 Our learning targets for this week are:

• Show money amounts in different ways. Students will show a money amount in more than one way using different combinations of coins. They will explain how they know that each group of coins represents the same total amount.

 

• Use coins to make one dollar. Students will identify the value of a penny, nickel, dime, and quarter. They will tell and show how to make one dollar using coins and explain the meaning of the dollar sign ($).

 

• Solve word problems to make change from one dollar. Students will identify the information given in a problem and determine what the question is asking. They will choose an appropriate strategy to solve the problem and explain the strategy they use.

 

• Find the total value of bills. Students will identify the value of each dollar bill and count the value of a group of bills to find the total amount.

 

• Solve money word problems. Students will identify what information is given, identify what the question is asking, choose a strategy to solve and then explain the strategy they used.

 

 

Ways to Support Math at Home:

There are many opportunities in your daily lives in which you can help your student build an understanding of money. 

• Give your student a collection of coins to order from greatest to least value. Ask, “Which coin has the greatest value? What is the value of that coin?”
• Give your student a collection of coins with a total value that is less than one dollar. Ask your student to determine the total value of the coins. Then ask, “How many more cents are needed to make one dollar?”
• Have your student determine the total value of a collection of coins or bills. Then ask questions about how much more money is needed to buy a particular item. For example, if the total value is $16.00, ask, “Do you have enough money to buy a toy that costs $20? How much more money do you need?”
• Look for an item in a store, online, or in an advertisement that costs between $200 and $300 (round the cost to the nearest whole dollar). Using play money or paper and pencil, ask your student to make or draw a group of bills that can be used to purchase the item. Then ask your student to use a different group of bills to make the same amount of money. Repeat this process for different items.

This week, our class will begin a new unit, “Represent and Interpret Data.” In this chapter, students will be learning to organize data. Students will use tally marks, picture graphs, bar graphs, and line plots to show data.

The vocabulary words for this chapter are:

• bar graph
• data
• key
• line plot
• picture graph
• survey

This week’s learning targets are:

• Use a tally chart to organize and understand data. Students will create a tally chart to organize and sort data. They will use the chart to answer questions and better understand the information it shows.

 

• Understand the data shown by a picture graph. Students will use a picture graph to answer questions about the data. They will also explain how a picture graph shows information and how to read it.

 

• Use data to make picture graphs. Students will read and understand the data shown on a tally chart. They will use the tally chart to create a picture graph and will ask and answer questions based on the information it shows.

 

• Understand the data shown by a bar graph. Students will use a bar graph to answer questions about the data. They will also explain how to read and interpret the information shown on a bar graph.

 

• Use data to make bar graphs. Students will read and understand the data on a tally chart. They will use the tally chart to create a bar graph and will ask and answer questions based on the information shown.

 

 

Ways to Support Math at Home: Help your student pick out topics of interest as you guide them through the following activities to practice organizing and interpreting data.

• Have your student choose a survey topic, such as their favorite color. Have your student record family members’ votes for their favorite color. Work together to organize the data. For example, create a bar graph showing the results. Have your student color the bars of the graph to match the favorite color responses.
• Make a survey jar with questions to ask family members. Write each topic on a slip of paper. Place all the papers in the jar and have your student draw one paper each evening. Ask your student to tally the votes and organize the data in a different way each night.
• Have your student make a tally chart, picture graph, bar graph, and line plot to show the same data. Ask, “How are these graphs the same? How are they different? Which graph works best for this data?”
• Choose 5 items of the same type for your student to measure. For example, have them measure 5 pillows in the house. Have your student make a line plot for the data. Then ask questions about the data. “How many pillows are longer than 10 inches? What is the length of the shortest pillow? How much longer is the longest pillow than the shortest pillow?” Repeat the activity with 5 more items.
• Discuss a few child-appropriate stories that cite data. Ask why organizing and interpreting data are important for the situation.

This is a short week of instruction, due to the field trip on March 11, and no school for parent-teacher conferences on March 12 and 13. 

This week, our class will wrap up our measurement unit, “Solve Length Problems.

On Monday, Students will complete a review of Chapter 11 and 12 measurement concepts.

On Tuesday, Students will complete the Chapter 11 and 12 measurement post-tests.

On Wednesday, Students will complete the 3^rd Benchmark Assessment, which assesses their learning of Chapters 8-12. We will end math early this day to eat lunch before leaving for our field trip.

Ways to Support Math at Home: The next time you have your tape measure out, use the following activities with your student.

• Ask your child to select various items around the home to measure. Have your child determine the difference in the lengths. Ask, “How many inches longer is the couch than the chair?”
• Ask your child to measure wood boards when building something. Say, “This board is 48 inches long. I need to cut off 12 inches. How long is the board now?”
• Ask your child to find the total length or height of two or more objects. Say, “What is the total height of the table and the lamp?”
• Have your child determine the length that has been cut from an item. Say, “I have a piece of string that is 93 centimeters long. I’m going to cut some off. Now the string is 67 centimeters long. How much did I cut off?”

Model other scenarios, making sure to use terms such as “estimate,” “appropriate tool,” and “measure.”

Chapter 11: This week, our class will continue our measurement unit called “Measure and Estimate Lengths.” We began our unit by learning about measuring with centimeters and meters. This week, students will learn about the customary units of measurement – inches, feet, and yards.

Our learning targets for this week are:

• Estimate the length of an object in centimeters or meters. They will compare it to another object, decide whether it is longer or shorter, and describe about how long they think it is.

 

• Measure the length of an object in inches. Students will use an inch ruler to measure the length of an object. They will tell how long the object is and explain how to measure accurately using inches.

 

• Use an inch ruler, yard stick, or measuring tape to measure objects in inches, feet, or yards. Students will decide whether an object should be measured in inches, feet, or yards. They will choose the appropriate tool, measure the object, and tell how long it is.

 

• Estimate the length of an object in inches, feet, or yards. They will compare it to another object, decide if it is longer or shorter, and describe about how long they think it is.

 

• Measure the same object using two different measurement units. Students will measure an object using one unit, then measure it again using a different unit. They will compare the two measurements and describe how they are different.
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Ways to Support Math at Home: Here are a few ways to engage with your student.

• Ask your student to select various items around the home to measure. Have your child measure each object in centimeters and then in inches. Talk about why the measurements are different. Ask, “Why does it take more centimeters than inches to measure the same object?”
• Ask your student to measure a larger object or area, such as the length of your car or the length of his or her bed. Ask your child to decide which tool is most appropriate to measure that object. Then ask, “Why is it not a good idea to measure that object with an inch ruler or in centimeters?”
• Have your child practice estimating the lengths of various objects. Ask, “About how long do you think the table is?” Talk about his or her estimates and then measure the object. Then discuss whether the estimates were close or not.

Model other scenarios, making sure to use terms such as “estimate,” “appropriate tool,” and “measure.”

Chapter 11: This week, our class will begin a new unit called “Measure and Estimate Lengths.” In this chapter, your child will learn to measure objects and estimate measurements. He or she will learn to measure in metric units (centimeters and meters) as well as in customary units (inches, feet, yards). He or she will learn which tool is appropriate to measure objects. For example, a yardstick is used to measure a table rather than an inch ruler.

The vocabulary words for this chapter are:

• Centimeter
• Meter
• Estimate
• Foot
• Inch
• yard

 

NOTE: Due to Presidents’ Day on Monday and our 2nd-grade field trip to CSU Spur on Wednesday, we will have a shorter week of lessons.

Our learning targets for this week are:

• We will begin with a unit pre-test on Tuesday.
• Measure the length of an object in centimeters. Students will use a centimeter ruler to measure the length of an object. They will tell how long the object is and explain how to use the ruler correctly to measure in centimeters.
• Measure the length of an object in centimeters or meters. Students will decide whether an object should be measured in centimeters or meters. They will measure the object using the appropriate tool and tell how long it is.

 

Ways to Support Math at Home: Here are a few ways to engage with your student.

• Ask your student to select various items around the home to measure. Have your child measure each object in centimeters and then in inches. Talk about why the measurements are different. Ask, “Why does it take more centimeters than inches to measure the same object?”
• Ask your student to measure a larger object or area, such as the length of your car or the length of his or her bed. Ask your child to decide which tool is most appropriate to measure that object. Then ask, “Why is it not a good idea to measure that object with an inch ruler or in centimeters?”
• Have your child practice estimating the lengths of various objects. Ask, “About how long do you think the table is?” Talk about his or her estimates and then measure the object. Then discuss whether the estimates were close or not.
• Model other scenarios, making sure to use terms such as “estimate,” “appropriate tool,” and “measure.”
  

This week, we will wrap up Chapter 9, “Add Numbers within 1,000.” On Thursday and Friday, students will review the material they have learned and then take the Chapter 9 post-test and the Chapter 10 Pre-Test. Chapter 10 focuses on subtracting 3-digit numbers.

Our learning targets for this week are:

1. Add up to 4 two-digit numbers. Students will find compatible numbers in the ones place and add those first. Then your child will add the other numbers in the ones place. Finally, they will add the ones, tens, and hundreds to find the sum, and regroup, as necessary. Check out this video that explains how to add up to four 2-digit numbers.

 

2. Choose and explain a strategy to use while adding. Students will choose a strategy to add two numbers, solve for the sum, and explain the strategy they used to find the answer.

This week, we will continue Chapter 9, “Add Numbers within 1,000.” In this chapter, your child is learning to add three-digit numbers with sums up to 1,000. The vocabulary phrase for this chapter is compatible numbers.

Our learning targets for this week are:

• Use partial sums to add 3-digit numbers. This video explains how we use partial sums to add 3-digit numbers.
• Use Models to regroup and add 3-digit numbers. Students will use base ten blocks or make sketches to help them solve.
• Add 3-digit numbers. In this lesson, students will explain when regrouping is needed. Then they will show 10 ones regrouped as 1 ten or 10 tens regrouped as 100. This video explains the strategy.

 

Ways to Support Math at Home

• When shopping, ask your student to add the price of 2 or 3 items to determine the total cost. Use whole-dollar amounts only. Ask your student whether a given amount is enough money to buy the items.
• Have your student be the scorekeeper when playing a game as a family. Ask what strategy he or she uses to total each player’s score. Have your student explain the strategy.
• Have your student add to find the total number of pages that he or she reads in a week. Have your student add to find the new total of pages each time he or she reads. Challenge your student to set a goal and read X number of pages that you determine for the week.
• Model other scenarios, making sure to use terms such as “total,” “sum,” ”addend,” “strategy,” and “compatible numbers.”