Math is all around us!

    Math News 

    April, May, and June News

    Math - April, May, and June News

    The third graders have been very busy mathematicians.  We continue to practice and learn strategies for the four operations of addition, subtraction, multiplication, and division.  The children understand that there is only one correct answer, but there are a variety of strategies to get to the correct answer.  In both whole group and small groups, the children work together solving math problems and sharing the strategies they used with one another.

    The children are reminded to find the patterns in numbers and use what they know about smaller numbers to help them with larger numbers.  For example, if you know 12 + 7 = 19, then 120 + 70 = 190 and 1,200 + 700 = 1,900. If you know 17 - 6 = 11, then 170 - 60 = 110, and 1,700 - 600 = 1,100.  We continue to focus on the importance of place value.

    In addition, the third graders are learning more about multiplication and division.  They continue to connect both operations to skip counting and are reminded about fact families.  For example, if you know 4 x 6 = 24, then you know that 24/4 = 6. We will continue to practice and review the multiplication and division facts throughout the remainder of the school year.  It would be very helpful for the children to practice the facts, or use different taught strategies to help them solve multiplication and division problems. They are also incorporating these facts to help them with the larger multiplication and division equations.  For example, 9 x 5 = 45 can help one better solve the equation 9 x 50 = 450 and 36/6 = 6 can help one better solve the equation 360/6 = 6.

    The children are also solving a variety of word problems.  They are identifying the key words and phrases to help them best understand what the word problem is asking them to do and how to best solve it.  Also, the children are also learning about area and perimeter and making connections to multiplication and addition.

    We are reviewing telling time on an analog clock and interpreting problems about elapsed time.  For example, if something begin at 10:30am and ends at 11:45 pm how much time has passed? It would be so helpful to continue to point out analog clocks and elapsed time moving forward, as so many of the children see digital time much more often.  

    The mathematicians have also been learning more about fractions including fractional parts to a whole, equivalent fractions, and fractional size comparisons.

    The third graders also prepared for the New York State math test.  Similar to the ELA test preparation, the children are learning test taking tips and strategies to help with become a successful test taker.  The children continue to learn how to shift their thinking from one mathematical concept to another.

    The children also learned about fractions and the metric system.


    January, February, and March Update


    The mathematicians are learning more about addition, subtraction, and the number system.  They are building upon their understanding of place-value and the number system to 1,000.  The children are learning and practicing a variety of strategies to help them add and subtract more efficiently and accurately.  The students are deepening their understanding of place-value concepts by learning more about the structure of the number system.  This includes the relationship among the digits of a number and what happens when multiples of 10 and 100 are added to or subtracted from a number.

    As mathematicians, the children are learning how to identify the hundreds digit as representing how many 100s are in the number, the tens digit as representing how many 10s, and the ones digit as representing how many 1s.  By identifying the place value of each digit, the children are able to apply learned strategies to help them better answer addition and subtraction problems.  They are building upon their computational fluency while also identifying the key words/phrases found in word problems to help them decide how to move forward and solve correctly.

    Although the primary focus of this unit was on place value, addition, and subtraction, the children also continued to practice the multiplication facts and connect them to division.  Please continue to review the multiplication facts and division with your child, as this will greatly support the math work moving forward this school year.  

    The children also recently completed a geometry unit.  This unit focused on polygons, especially triangles and quadrilaterals.  They also learned more about angles, area, and perimeter.

    As a reminder, there are a variety of student accounts (IXL, Dreambox, and XtraMath), that can continue to support the fluency of addition, subtraction, multiplication and division facts. You can find all of these online resources through Panthers Link.


    Math - November/December News

    The students are currently focusing on addition and subtraction strategies.  They are learning a variety of strategies to solve equations and word problems.

    The children continue to focus on the rapid recall of facts through XtraMath.  They relate these facts to help them with larger number calculations. 

    If you know 5 + 9 = 14, then you know 50 + 90 = 140, 500 + 900 = 1,400 and so on. 

    The children are reminded to use this information to help them solve larger number equations.

    The students continue to practice the multiplication facts and division facts.  They complete a multiplication assessment at the end of each week.  Please continue to encourage your child to practice the facts.  

    We continue to focus on the patterns with multiplication.  The children are reminded about the products of numbers using the following:

    odd x odd = odd

    even x odd = even

    odd x even = even

    even x even = even

    The students are encouraged to continue to practice the multiplication facts.  This will greatly support their math work moving forward for the next six months of school.


    Math - September/October News

    Concord Road is using the K-4 Investigations math program this school year.  This incorporates the eight different mathematical practices:

    1.     Model with mathematics.
    2.     Use appropriate tools strategically.
    3.     Look for and make use of structure.
    4.     Look for and express regularity in repeated reasoning.
    5.     Attend to precision.
    6.     Construct variable arguments and critique the reasoning of others.
    7.     Reason abstractly and quantitatively.
    8.     Make sense of problems and persevere in solving them.

    We are currently in our first math unit: Understanding Equal Groups.  The third graders are currently learning about multiplication.  They are learning about the relationship between multiplication and repeated addition and skip counting.  The mathematicians are interpreting word problems and using a variety of strategies to solve math equations.  

    We are also building upon second grade concepts with a review of place value, addition, and subtraction.  We continue to observe that math is all around us! We are always looking for math in our daily lives and connecting it to the real world.

    The children are also learning that mathematicians use a variety of different strategies to get to the same answer.  There are many different ways to solve a problem. The children are sharing their different strategies with one another and discussing the similarities and differences between them.

    The children complete XtraMath most days.  This helps with the fluency of math facts.  Right now they are focusing on the fluency of addition and subtraction facts.  This helps build the rapid recall of facts. As mathematicians they will soon connect their knowledge and understanding of basic facts to help them solve more complex equations.  For example, if mathematicians know 1 + 7 = 8, then 10 + 70 = 80, 100 + 700 = 800, 1,000 + 7,000 = 8,000 and so on.  Mathematicians can also use this information to help them with subtraction.  For example, mathematicians know that 8 - 7 = 1, then 80 - 70 = 10, 800 - 700 = 100, and 8,000 - 7,000 = 1,000. Please continue to point out these mathematical relationships to your children.

    The mathematicians are also getting ready to learn about arrays. An array is an equal arrangement to group items.  The children will be connecting arrays to their multiplication work. For example, there are many ways to represent the multiplication equation with a product of 24 by 1 x 24, 24 x 1, 2 x 12, 12 x 2, 3 x 8, 8 x 3, 4 x 6, and 6 x 4. The mathematicians will begin to connect the dimensions of array cards to area.

    Finally, the children will soon begin to learn about the relationship between multiplication, division, and fact families.  They will read the language in word problems to determine if they are being asked to multiply or divide.  They will be encouraged to learn the multiplication facts soon as well.