If you’re unfamiliar with Mathletics, please allow me to introduce you to this great program. As a teacher, I’ve been using Mathletics for about 5 years or so. Just recently, our school board has made the program available to all students at our schools, at no cost to families.
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 math concepts, and most importantly, makes math FUN! You will have 24 hour access to Mathletics which means that you can work at your 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 and even with students from around the globe!
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”
Students can also earn a coveted spot on the Mathletics Hall of Fame! Ask your child to show you the Hall of Fame at home. It’s pretty neat.
Keep working hard grade 3s!
How many ways can you make $1.00 with Canadian coins? Today we had some great discussion around Canadian currency…how colourful it is, what other forms of payment can someone use? when is cash necessary? what are the bills made of? what images are on our coins? why do we not use pennies? and much more.
Did you know that Canada has 2 mints–one in Winnipeg and one in Ottawa?
- The mint in Winnipeg produces every single Canadian circulation coin— literally billions each year. It was established in 1976.
- The Ottawa facility produces hand-crafted collector and commemorative coins, gold bullion coins, medals and medallions. This is where the master tooling is done to create the dies that strike coin designs for both circulation and commemorative issues.
Click here to learn a little bit more about Canadian money.
Students worked together in their teams to come up with as many ways as possible to make $1.00.
Today as some review of addition, students used ipads to scan 4 different questions and solve using a strategy of their choice. We’ve been learning about various addition strategies including:
- the traditional algorithm
- vertical addition with no regrouping
- using a number line
- break apart by place value
Plenty of practice, coaching each other, and review has been on the menu lately. More recently, we’ve moved onto subtraction strategies.
Stay tuned for some student-led tutorials!
As part of our 2D geometry unit, we’ve been learning about symmetry. We’ve been challenged with determining if various shapes such as a parallelogram, 5-pointed star, square, rectangle, pentagon, have lines of symmetry. If so, how many?
Line symmetry occurs when you can flip or reflect one half of an image onto itself and it fits exactly. We see a lot of symmetry in nature, too! Have a look at these images and see if you can find symmetry within them:
There are different kinds of symmetry, but in grade 3 we look specifically at line symmetry. As students move into older grades, they will look at rotational symmetry, too.
One of the tools we can use to help us check for line symmetry is a Mira. Check out the students below investigating symmetry during independent work.
As we gear up for Christmas, our days are filled with plenty of learning, discussion, and activity. Students talk about their Elf on the Shelf, what their plans are for Christmas, decorating their tree, and get excited as we being to play Christmas music.
Check out our students in action in various subject areas over the past few weeks.
Together with Mrs. Valente’s class, clipboards and pencils poised, we set off to ask each other our survey questions.
Some questions students were asking included:
- What is your favourite type of flower?
- How many minutes of exercise do you get in a day?
- Where in the world would you like to live?
- What destination would you like to visit during March Break?
- What is your favourite country?
We will taking a close look at our data and will be graphing our data using both a bar graph and pictograph.
Have a look at the work the students were involved with today…
Simply put, a Venn Diagram is a tool to help us sort things. A man named John Venn (a logician) invented them a long time ago.
Have a look below at the diagram.
We made some of our own Venn Diagrams using hula hoops and various objects we found around the class. Can you guess how we sorted the following items in the pictures?
Students were then asked to find additional items to place in the Venn Diagram and this is what it looked like after they added new items found in the classroom. You will notice a few items placed outside the Venn Diagram. That is because they don’t belong in any of the categories within the Diagram.
Students have been working in their teams to sort numbers as well. Have a look at the action. Click on individual pictures to enlarge them:
Recently, Mrs. Sullivan created a Venn Diagram with fiction and nonfiction books. She was having trouble with what kind of book to put in the middle (that would have both fiction and nonfiction qualities). Jacob B offered a fantastic suggestion of putting a book in the middle that has fictional characters BUT is based on a real-life situation. So, he grabbed an I Survived book that is based on the story of the Titanic. Thanks for the great thinking, Jacob B!
What kind of items could you sort into a Venn Diagram?
Place value turned into art in our classroom recently. Students have been hard at work creating interesting collages using different sized circles to represent different place values. The bigger the circle, the bigger the place value.
Students learned about scale and how overlapping creates visual depth. We looked at 2 different works of art (seen below) and compared them. How were they similar? What did we see? Which circles appear in the front? Back? Why did the artist put some circles in front of others?
Students represented numbers in the thousands. They used various types of paper such as sandpaper, foil, newspaper, coloured paper, bumpy paper, smooth paper, paper with print, and several students used buttons to represent the ones or units.
Have a look at the process and the final products!
Can you read the numbers that were created?
Representing numbers is our main focus at the moment in Math. Mrs. Sullivan is asking us to show numbers in 4 different ways:
- Draw a picture
- Write the number in words
- Expand the number
- Write it in standard form
We use Base Ten blocks to model numbers. In the pictures below, you can see some of our students playing a game called Race to a Flat.
In Gr.3 we are expected to know up to the THOUSANDS place value but we know that numbers can be much larger, of course. We continue to practice how to read, write, and represent numbers up to this place. It can sometimes be tricky, especially when zeros are involved such as in the number 1045.
At home, students are encouraged to challenge themselves to represent numbers in different ways! Roll a dice 4 times and create a number–expand it, write it in words, draw it.