## Area and Perimeter!

We are working on finding the area of a figure or a shape, using square units and inches. When we are finding the area we can multiply the parts of the shape and then add on, or we can count the squares that make up the shape or figure. When we are finding the perimeter, we know that we are looking at the outside part of the shape, much like a fence that holds the shape together. When we are finding the perimeter we are adding up all of the sides.

## Measurement and Data

We have begun our measurement and data unit. Throughout this unit we will be focusing on measuring and estimating liquid volumes and masses of objects using standard units of measurement. We will be working on solving word problems as well as knowing when to use a ruler, measuring cup, scale, or a clock when working within different units.

## Telling Time & Elapsed Time!

We have begun our time and elapsed time unit. This is another one that I really enjoy because you can incorporate it throughout your evenings as well! If your child asks you what time it is and you tell them, please encourage them to respond with it is ___ minutes past the hour or it is ___ minutes to ___. When learning elapsed time we are focusing on the time difference between events. If your child gets home at a certain time and you have to run an errand or get to sports at a specific time have them figure out how much time is in between. Or have them figure out how long an errand took you. You can also have them keep track of how long dinner will take, or when it will be ready! If I put the roast in the oven at 3:45 p.m. and it takes 2 1/2 hours when should the roast be done?!

## Fractions!

Throughout our fractions unit we will be working on different ways to represent and label fractions, as well as identifying and comparing fractions. This unit is one of my favorites, because students can really get involved with hands on learning! When you are cutting up a casserole, lasagna, cake, pie, or brownies please encourage your child to tell you the fractions of the whole! If you are in the kitchen cooking or baking get them involved with measuring! Ask them what those measurements mean. Get them thinking about how many parts of the whole they are using, as well as how many more parts they would need to use to make up the whole.

## Addition & Subtraction!

We are moving into addition, subtraction, and rounding to the nearest tens and hundreds. I have included our strategy posters to hopefully help you at home, to see how we are adding and subtracting 2 to 3 digit numbers without regrouping! If you have any questions please do not hesitate to contact me, I am here to help :)

## Operations and Algebraic Thinking

Properties of Multiplication

We have been working through the 4 properties of Multiplication.

__Associative property__- I can use parenthesis and ZOOM in on two numbers to multiply first and then use that product to multiply the third number by. For example; 4x8x2 I can ZOOM in on (4x8) which is 32. I can now take 32x2 to get my product of 64.__Commutative property-__If I know 3x4 = 12 then I know that 4x3 = 12. It doesn't matter which order I multiply the numbers in, as long as the factors are the same.__Distributive property-__I can break apart larger factors to find friendlier numbers to multiply by. For example; 7x8 I can break the 8 into 4's and rewrite the problem as (7x4) + (7x4) = 56 or I can break apart two digit problems such as 63 x 5. I can multiply (60x5) + (3x5) and get a total of 315.__Identity property-__This is one of the easier properties to understand as it is knowing that any number times 1 is that other number. 1x2=2 or 1x1000= 1000. It is also knowing that any number times 0 is 0!## Operations and Algebraic Thinking-Division

Right now we are only working on division in relation to basic facts. The students should be able to recognize that if they are given three numbers 2, 6, and 12 they can make two multiplication and two division sentences. If they come across a problem that says 3x____=12, then they should be able to think 12 divided by 3 equals 4 so the missing number is 4. At this point if students can manipulate numbers in this way they will meet the third grade division standards.

## Operations and Algebraic Thinking

We will begin our year by discussing the meaning of the multiplication sign, learning basic facts for both multiplication and division, and discussing a variety of properties of multiplication.

We will be spending time learning our multiplication facts to build fluency in the students. The sooner the students know their basic facts the easier the concepts will become for them. I would encourage the students to practice these at home as well. Below are a couple links that students may use to play some multiplication math games.

We will be spending time learning our multiplication facts to build fluency in the students. The sooner the students know their basic facts the easier the concepts will become for them. I would encourage the students to practice these at home as well. Below are a couple links that students may use to play some multiplication math games.

## Fact Fluency!

Parents we will be working on our fact fluency throughout the year. Please encourage your child to use their flash cards! I have included them below as well, so that you can print them out as you need :)