In our current Patterning unit, students were learning how to create growing patterns today.
After discussing what a growing pattern is and looking at some examples, we put our knowledge to work!
- A growing or increasing pattern increases each sequence by the same amount each time
We love to build things so using either linking cubes or pattern blocks, students built their own growing patterns and then explained how it was growing.
Take a peek at some of the growing patterns the students created in class today! All students chose to grow shapes.
We have recently launched our Patterning Unit in math. Today, to kick things off, we learned what an ATTRIBUTE is and then went on a scavenger hunt around the classroom hunting for patterns. Tomorrow, we will have each team share more about the patterns they discovered and explain the patterns to the class.
- An attribute is the way you describe an object such as its shape, colour, number of sides, size, direction, etc.
Where do you see patterns in the world around you?
Do you see any patterns in nature?
Mathletics is used as part of our math learning in class and is an online math program that helps us practice our math facts, reinforces concepts, and is FUN! Mathletics is available with 24 hour access which means that students can work at their own pace, anywhere, anytime. This online math tool helps us practice computation and improves our math fluency, especially when we use LIVE Mathletics. We love competing with one another!
Parents–If you haven’t already, it is recommended that you spend a little time looking at the program with your child so that you can gain the greatest understanding of how Mathletics will benefit his or her learning.
Take a quick video tour by clicking here!
How do I earn certificates?
A certificate is awarded to a student once they have earned 1000 points in a single week. Only one certificate is awarded each week, to help encourage sustained study by the student. Points are awarded across Mathletics in a number of ways…
- Live Mathletics – students earn one point per correct answer
- Live Mathletics – students earn two points per correct answers on their bonus level (indicated by a gold star next to the level number)
- Mathletics curriculum – 10 points per correct answer within individual activities
- Mathletics curriculum – 20 points per correct answer within a “Test”
If a student earns 5 bronze certificates that earns them 1 Silver certificate.
If a student earns 4 silver certificates, they will earn 1 Gold certificate!
A maximum of 1 certificate can be earned per week. This encourages students to complete a healthy amount of work each week and rewards students for every week they practice.
Points reset each Sunday.
Keep up the great work, Grade 3s!
PROBABILITY is the chance of something happening. Recently, we played the game “4 Corners” where students have to respond to a question such as “What are the chances you will go out for dinner tonight?”. The students had to move to one of the 4 corners in our classroom labeled “Likely” “Unlikely” “Certain” and “Impossible” and be able to justify why they were there.
Playing probability games is a fun way of exploring this notion of “chance”. One recent game involved a little bit of ‘horse play’. Students worked in teams to race across the gameboard by rolling 2 dice. First, they had to choose which horse they were going to be (from horse number 2 up to horse number 12).
Students were only allowed to move their horse (1 space) if they or another team member rolled their horse’s number! Students noticed that horse numbers 6,7,8 always seemed to be winning. How come? Was it luck? Magic?
After a discussion about the chances of rolling each number of a die, students quickly realized that there are more chances of rolling a 6, 7 or 8 which explained why those horses were winning more often! It wasn’t magic, afterall. 🙂
Here is a video explaining how we play Skunk in class. Note: when we roll snake eyes, we play the version where students would lose all points for the current round and PAST rounds too.
Where do YOU see probability around you?
Today students worked collaboratively to hunt for at least 5 different 3D shapes in our classroom. They needed to take pictures of each item and try to label them. After using the app called PicCollage and using our Apple TV, each group presented their ideas to the class.
Check out their amazing work!
What might 3/4 look like? Students were asked to draw pictures or use materials to show 3/4 in as many ways as possible.
Teams of students worked together to brainstorm and then represent their ideas on paper. Have a look at some of their work.
Can you think of other ways to show 3/4? Leave a comment and tell us what your ideas are.
A fraction is a part of a whole. If Mrs. Sullivan chops an apple into 4 equal pieces to share with her friends, each person will be 1/4 of the apple.
As we explore and understand fractions, as part of our warm up, I invite several students to volunteer and stand at the front of the room. I then proceed with a question about fractions.
Today’s question was, “With the students at the front, what am I thinking that shows the fraction 3/4?
There were many great guesses including…
- 3/4 of the students are wearing blue tops.
- 3/4 of the students have long sleeves
While those guesses are true, they weren’t the “rule” I was thinking of.
Can you guess my rule? Look carefully!