Because of Winn Dixie- Week 5 ADV
Spelling Words
known
written
laugh
sphere
wreck
writer
wrong
wrap
wrench
knocked
knot
wring
enough
rough
wrinkle
tortoise
dolphin
sea horse
whale
coral
Vocabulary Words
tragedies- very sad event
convinced-to persuade somebody to believe or do something
swollen-become larger than normal
amuse- to make somebody smile or laugh or think that something is funny
complicated-difficult to understand, deal with, or explain
wheeze- to breathe with difficulty, making a hoarse whistling or hissing sound
echoed-the repetition of a sound caused by the reflection of sound waves from a surface
booming- low and loud
Bud, Not Buddy Week 2
Spelling Words
asleep
empty
queen
denial
needed
spelling
displeased
feelings
fleeting
keeping
beneath
agree
elevator
coffee
suggested
method
feature
metal
disease
television
Vocabulary Words
resourceful – able to deal skillfully with new situations
loathsome – causing feelings of disgust
exaggerate – to stretch beyond the truth
festering – rotting or spoiling
meddle – to annoy or to interfere
prodigy – a person having extraordinary talent
compromise – an agreement
insinuate – to suggest or hint
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Math Unit 2 began today! It is a 25 day unit. We will memorize all multiplcation and division facts under 100.
STANDARDS FOR MATHEMATICAL CONTENT
Represent and solve problems involving multiplication and division.
MCC.3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
MCC.3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
MCC.3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
MCC. 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
Represent and interpret data.
MCC.3.MD.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
MCC.3.MD.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Essential Questions:
- How are multiplication and addition alike?
• How are multiplication and addition different?
• How are multiplication and addition related?
• How are multiplication and division related?
• How are subtraction and division related?
• How can I show data using a line plot graph?
• How can multiplication and division be used to solve real world problems?
• How can the same array represent both multiplication and division?
• How can we connect multiplication facts with their array models?
• How can we model division?
• How can we model multiplication?
• How can we practice multiplication facts in a meaningful way that will help us remember them?
• How can we use patterns to solve problems?
• How can we write a mathematical sentence to represent a multiplication model we have made?
• How can we write a mathematical sentence to represent division models we have mad
- How do I decide what increment scale to use for a bar graph?
• How do I decide what symbol to use when constructing a pictograph?
• How do the parts of a division problem relate to each other?
• How do you create a bar graph or table?
• How do you display collected data?
• How do you interpret data in a graph?
• How is the commutative property of multiplication evident in an array model?
• Is there more than one way of multiplying to get the same product?
• Is there more than one way to divide a number to get the same quotient?
• What are strategies for learning multiplication facts?
• What do the parts of a division problem represent?
• What happens to the quotient when the dividend increases or decreases?
• What is the relationship between the divisor and the quotient?
Portion 1 - test end of this week - the foundations of multiplication, story problems, arrays, and repeated addition.
Portion 2: memorizing the facts - daily quizzes, then final test Tuesday, Sept. 25th
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