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Welcome to 3 rd Grade Math Morning

Welcome to 3 rd Grade Math Morning. 3 rd Grade Teachers: Mrs. Errico Mrs. Sher Ms. Browdy Ms. Tabacchi Ms. Stewart. Let’s take a look at multiplication. Strategies for Multiplication To solve 6 x 7 : Repeated addition, e.g. 7 + 7 + 7 + 7 + 7 + 7 = 42

penelope-clemons
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Welcome to 3 rd Grade Math Morning

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  1. Welcome to 3rd Grade Math Morning 3rd Grade Teachers: Mrs. Errico Mrs. Sher Ms. Browdy Ms. Tabacchi Ms. Stewart

  2. Let’s take a look at multiplication Strategies for Multiplication To solve 6 x 7: • Repeated addition, e.g. 7 + 7 + 7 + 7 + 7 + 7 = 42 • Skip counting, e.g. 7, 14, 21, 28, 35, 42 • Using facts I know, e.g. “I know 5 x 7 = 35, but because the question is asking 6 groups of 7, then 35 and 7 more is 42” • Doubling e.g. 3 x 7 = 21 3 x 7 = 21…..so 6 x 7 = 42

  3. Ways to help your child learn multiplication facts: • Flash cards (these can be practiced on the way to school, in the car, on the bus, etc.) • Write out the facts while saying them aloud (also write out the reverse fact, e.g. 4 x 7 = 28, 7 x 4 = 28). The child must do each fact many times… not just once. • Mad minutes (please note that if your child is not improving with this method, you may want to switch to another method) • Multiplication war – split a deck of cards, each player turns over 2 cards, the player with the higher product wins all 4 cards. Play continues until one person holds all the cards (Ace = 1; Jack = 11; Queen = 12; King = 0). • Modifications: This game can be modified to your child’s level. Example - first play only with numbers 1-5. Add other numbers as your child becomes more proficient. • Multiplication tic-tac-toe (directions attached)

  4. Multiplication Tic-Tac-Toe • 2 3 4 5 6 7 8 9 • Don’t forget to record your equations!

  5. Fact Table • These are all the facts the children need to know. • If you think about it, they learn the 0’s, 1’s, 5’s, and 10’s very quickly.

  6. Fact TableThen the students learn the 2’s, 4’s and 8’s facts.

  7. Then the students learn the 3’s, 6’s and 9’s. .

  8. The facts that are left to study are the 7’s, 11’s and 12 X 12 .

  9. How to Solve Story Problems • Read the entire problem (aloud to yourself in a whisper voice.) If needed, read two times through. • Underline the key informationyou need to answer the question. • In your own words, restate what the problem is asking you to do. (Visualizing the problem) • Plan how you will solve the problem and answer the questions such as: will I use (+, -, х, ÷)? Do I need to put numbers together or take them away? Am I putting equal groups together or am I sharing? • Solve the problem and SHOW YOUR WORK!! • Double check your work by asking: “Does my answer make sense?” Thensolve using another strategy. • Make sure your answer is clearly shown by circling it. If must also have a LABEL. (for example: If the question involves money, it needs a $, a decimal point, etc. If it involves time (including elapsed time), it needs an o’clock, minutes, hours, if it involves discovering a number of something, it needs a label i.e. butterflies, stickers, flowers, etc.)

  10. Third Grade Do-Anytime Activities! • Take turns making up story problems to solve using addition, subtraction, • multiplication or division. Share solution strategies. • Practice addition, subtraction and multiplication facts. • Practice extending facts. For example, 6+7 = 13, 60+70 = 130, 600+700 = 1300. • Provide your child with missing factors for multiplication practice. For example, “6 times what number is 24?” • Skip count by certain intervals, e.g. 7, 14, 21, … • Say a 3 or 4-digit number. Then have your child actually identify the value of the digit • in each place. For example, in the number 4,638, the value of the 4 is 4000; the value • of the 6 is 600; the value of the 3 is 30; and the value of the 8 is 8 ones, or 8. • Say (or write) a 3 or 4-digit number. Then have your child add/subtract 10, 100, or • even 1,000 from that number. They should do this without using pen/paper. • Gather a handful of coins with a value less than $2. Have your child calculate the total value.

  11. Ask the time throughout the day. Make sure your child can tell • the time on both an analog and digital clock. • Gather different measuring tools (e.g. ruler, tape measure, cup, gallon container, scale). Discuss what you can measure with each and when relevant, compare which tool is best for each measurement. • Read a recipe and discuss the fractions listed. For example, “How many ¼ cups of sugar would we need to get 1 cup of sugar?” • Help your child find fractions in everyday life. • Compare two fractions and ask which is larger. For example ask, “Which would give you more of a pizza, 1/8 or ¼ ?” • Begin a shapes museum, a collection of 2 and 3 dimensional shapes. • Search for geometric figures with your child, and then name them and talk about their characteristics. For example, a stop sign is an octagon, which has 8 sides and 8 angles. A brick is a rectangular prism, in which all faces are rectangles.  

  12. THANK YOU for coming! • Thank you for joining us! If you have any • questions that weren’t addressed at this • meeting, please feel free to send a note in with • your child and his/her classroom teacher will • get back to you.

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