In our 2D Geometry unit, we’ve recently been identifying 4 types of angles:
acute (less than 90 degrees)
obtuse (more than 90 degrees)
right (equal to 90 degrees)
straight (exactly 180 degrees)
We decided to go on a scavenger hunt around our classroom to find examples of each type of angle. Students then worked together to made a pic collage to show their findings. We had a lot of fun! Have a peek.
What kind of angles can you find around your house?
Data is all around us! We use data to learn about what to wear to school in the morning, we use it to learn from our mistakes, we use data to tell us how long it will take us to get somewhere. Data informs us and it can be very helpful in our lives.
Recently, we wanted to conduct our own surveys based on a question each of us individually made up. We were not allowed to ask ‘yes/no’ questions and needed to provide around 4-5 possible answers. Students also needed to push themselves to think of a question they truly wanted to know the answer to.
We were asking our question to all of the grade 3s at our school.
Some questions included:
How do you typically get to school?
How long do you usually spend on homework each night?
What is your favourite sport?
What time do you usually go to bed?
What is your favourite type of unusual pet?
Check out the students asking each other their questions and recording their tallies! Next, we will graph the data in 2 different ways and share our results. What kind of conclusions can we make, if any?
What is a question you would want to know the answer to if you were to ask a Grade 3 student?
There’s never a dull moment in our class! We’ve been so engaged in all aspects of our day–French, Math, Science and more. We enjoy working in different teams, sharing our strengths and gifts, nibbling on treats, learning about all sorts of things. Check us out!
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?
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.
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 1000 points in one week, they earn a Bronze certificate.
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.
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.