Spelling: New spelling contract starts on Monday! (See last Friday's post!) Words are already on Spelling City for week 16. Log in : serafinj // Password: spelling // Find a list: 2012 week 16 words
Students will also start using Study Island weekly - they need to take two-four focus skills practice, play games and finally quiz at the end of the week. There are also math assignments for our next unit. We will start sharing Blue Ribbons with the class!
www.studyisland.com
Log in Example: Jennifer Serafin so my username is: Jserafin@mbes (first initial, last name @mbes)
Password: mustang (Please, DO NOT CHANGE THE PASSWORD - this is a school-wide policy!!)
Serafin Advanced and
Accelerated Spelling Words Week 16
weighs
ceiling
field
reindeer
freight
eighteen
neighbor
receive
weird
chief
believe
seize
either
fierce
relief
windshield
pierce
thief
achieve
eighth
Math Unit 4 begins Monday! This is a 14 day unit, we will test on Thursday, December 13.
Unit 4
Operations in Algebraic
Thinking: Patterns in Addition and Multiplication
Solve
problems involving the four operations, and identify and explain patterns in
arithmetic.
MCC.3.OA.8.
Solve
two-step word problems using the four operations. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies
including rounding.
MCC.3.OA.9.
Identify
arithmetic patterns (including patterns in the addition table or multiplication
table), and explain them using properties of operations. For example,
observe that 4 times a number is always even, and explain why 4 times a number
can be decomposed into two equal addends.
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.
Geometric
Measurement: understand concepts of area and relate area to multiplication and
to addition.
MCC.3.MD.5.
Recognize
area as an attribute of plane figures and understand concepts of area
measurement.
a.
A square with side length 1 unit, called “a unit square,” is said to have “one
square unit” of area, and can be used to measure area.
b.
A plane figure which can be covered without gaps or overlaps by n unit squares
is said to have an area of n square units.
MCC.3.MD.6.
Measure
areas by counting unit squares (square cm, square m, square in, square ft, and
improvised units).
MCC.3.MD.7. Relate area to the
operations of multiplication and addition.
a.
Find the area of a rectangle with whole-number side lengths by tiling it, and
show that the area is the same as would be found by multiplying the side
lengths.
b.
Multiply side lengths to find areas of rectangles with whole number side
lengths in the context of solving real world and mathematical problems, and
represent whole-number products as rectangular areas in mathematical reasoning.
c.
Use tiling to show, in a concrete case, that the area of a rectangle with
whole-number side lengths a and b + c is the sum of a × b and
a × c. Use area models to represent the distributive property in
mathematical reasoning.
d.
Recognize area as additive. Find areas of rectilinear figures by decomposing
them into non-overlapping rectangles and adding the areas of the
non-overlapping parts, applying this technique to solve real world problems.
ESSENTIAL
QUESTIONS
• By
using an area model to learn multiplication, how many number patterns of
multiplication are displayed?
•
Can one area measurement of a rectangle produce different dimension measurements?
Of a square?
•
Can the same area measurement produce different size rectangles? (Ex. 24
sq.units can produce a rectangle that is a 3 x 8, 4 x 6, 1 x 24, 2 x 12)
•
Do different dimensions with the same area cover the same amount of space?
(Ex.
Is a 3 x8 the same area as a 1 x 24?)
•
How are multiplication and addition different? How are they the same?
•
How are the same number of tiles with different square unit measurements such
as square feet, inches, cm, and mm significantly different?
•
How can an addition table help you explain the commutative property of
multiplication?
•
How can multiple math operations be used to solve real world problems?
•
How can the same area model represent both multiplication and division?
•
How can we connect multiplication facts with their area models?
•
How can we determine numbers that are missing on a multiplication chart by
knowing multiplication patterns?
•
How can we use patterns to solve problems?
•
How do estimation, multiplication, and division help us solve problems in
everyday life?
•
How do rectangle dimensions impact the area of the rectangle?
•
How does an area model relate to the commutative property of multiplication?
•
How does drawing an area model help us think about different ways to decompose
a number?
•
How does knowing the area of a square or rectangle relate to knowing different
multiplication facts?
•
How does knowing the dimensions of a rectangle relate to multiplication?
•
How does knowing the dimensions of two sides help you determine the perimeter
of the whole plane
·
How
does the order of the digits in a multiplication problem affect the product?
•
How does understanding the distributive property help us multiply large
numbers?
•
How is a pattern related to multiplication?
•
How is the commutative property of multiplication evident in an area model?
•
How is the decomposition of a factor in an equation related to the distributive
property of multiplication?
• Is
there more than one way of multiplying to get the same product?
•
Why are mathematical expressions important in problems involving two or more
math operations?
•
What does it mean to decompose a number?
•
What is area?
•
What is the connection between area models and skip counting?
•
What is the connection between a pictograph and problem solving?
•
What is the relationship between a multiplication chart and an area model?
•
What is the relationship between addition and multiplication?
•
What is the relationship between dimensions and factors?
•
What is the relationship between the product and the sum?
•
What makes an area model a good representation for multiplication?
•
How can what I understand about area help me to understand multiplication and
addition patterns?
•
What patterns of multiplication can we discover by studying a multiplication
chart?
•
What is a pattern?
•
What is the difference between an expression and an equation?
• What
is the relationship between a pictograph and problem solving?
•
What’s the relationship between the picture’s value and patterns found in
multiplication?
•
When solving equations, why must the operations be completed in a certain
order?
•
Why are square units commonly associated with finding area?
•
Why is it important to know the difference in between the square unit
measurements?
•
Why is it important to understand that more than one math operation may be
needed to solve a problem?
On level Study Guide:
Name:
__________________________________________ Test is on:
__________________
Unit 4 Study Guide – On Level
1.
What patterns do you notice on an addition
table? Find at least three patterns.
|
2.
What patterns do you
notice on a multiplication table? Find
at least three patterns.
|
3. Identify what is wrong with the following patterns,
then correct them.
5, 10, 15, 20, 30,
35, 40
___________________________________________________________
3, 6, 9, 12, 13,
16, 19, 22
___________________________________________________________
2, 4, 6, 10, 12,
14, 16, 18 ____________________________________________________________
4. Find the area of the shaded part (Shade in partial
pieces of squares)
5. What is the area of the shaded part? _________________________
6. What is the area? ________________________
7. Which two shapes have an equal area? Draw in
8.
Explain how to find
the area of a shape like this.
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9. Can you (as a third grader!) find the area
of a shape with curves?
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10. How can you use addition and multiplication
to find the area of the shape below?
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11. Write the area of each shape. Then, circle the shapes with equal areas.
12. Area word problems (double the area, half
the length, etc.)
a. Mrs.
Thompson’s living room is 40 square feet.
The den is half the size. What is
the area of the den?
b. Margaret’s carpet is double Paula’s. Paula’s rug is 15 square feet. What is the area of Margaret’s rug?
c. Stephanie’s garden is 10 feet long. The width is half the length. What is the length? _____
What
is the area of the garden? _______
d. David has 87 ninjago legos. Timothy has 73 ninjago legos. They put all of their legos together then
decided to share them equally. How many
will each of them receive? ___________
13. Write a number sentence for each of the
following problems, then solve the problem.
a. I have $50 in my bank account. I spent $23 at Target and $6 at Moe’s. How much do I have left?
Number
sentence:
__________________________________
Answer: _____________________
b. Mrs. Bergen collected $129 for gifts for
her class. She spent $45 on pencils and
erasers. After that, she went to the art
store and bought paint and brushes for $68.
How much does she have left?
Number
sentence:
__________________________________
Answer: _____________________
14. Create a bar graph based on the areas of
our neighbor’s gardens. Don’t forget to
include a title, to label the X and Y axis, and to use an appropriate scale and
interval.
|
Garden
|
Area
|
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Smith’s
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16 sq. feet
|
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Chung’s
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30 sq. feet
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Potling’s
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28 sq. feet
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Mareda’s
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36 sq. feet
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Doden’s
|
24 sq. feet
|
Write two
statements about the data:
______________________________________________________________________________
______________________________________________________________________________
15. Match a line plot with a measurement using
a ruler
1. 
_____________
_____________
2. 
_____________
_____________
3. 
____________
____________
A. X
 |
1
2
3
B.
X |
1
2
3
C.
X |
1
2
3
Advanced Study Guide: (Your Child will receive a printed one on Monday).
Name:
__________________________________________ Test is on:
__________________
Unit 4 Study Guide – ADV
Level
1.
What patterns do you notice on an addition
table? Find at least three patterns.
|
2.
What patterns do you
notice on a multiplication table? Find
at least three patterns.
|
3. Identify what is wrong with the following patterns,
then correct them.
5, 10, 15, 20, 30,
35, 40
___________________________________________________________
3, 6, 9, 12, 13,
16, 19, 22
___________________________________________________________
2, 4, 6, 10, 12,
14, 16, 18 ____________________________________________________________
4. Find the area of the shaded part (Shade in partial
pieces of squares)
5. What is the area of the shaded part? _________________________
6. What is the area? ________________________
7. Which two shapes have an equal area? Draw in
8.
Explain how to find
the area of a shape like this.
|
9. Can you (as a third grader!) find the area
of a shape with curves?
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10. How can you use addition and multiplication
to find the area of the shape below?
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11. Write the area of each shape. Then, circle the shapes with equal areas.
12. Area word problems (double the area, half
the length, etc.)
a. Mrs.
Thompson’s living room is 40 square feet.
The den is half the size. What is
the area of the den?
b. Margaret’s carpet is double Paula’s. Paula’s rug is 15 square feet. What is the area of Margaret’s rug?
c. Stephanie’s garden is 10 feet long. The width is half the length. What is the length? _____
What
is the area of the garden? _______
d. David has 87 ninjago legos. Timothy has 73 ninjago legos. They put all of their legos together then
decided to share them equally. How many
will each of them receive? ___________
13. Write a number sentence for each of the
following problems, then solve the problem.
a. I have $50 in my bank account. I spent $23 at Target and $6 at Moe’s. How much do I have left?
Number
sentence:
__________________________________
Answer: _____________________
b. Mrs. Bergen collected $129 for gifts for
her class. She spent $45 on pencils and
erasers. After that, she went to the art
store and bought paint and brushes for $68.
How much does she have left?
Number
sentence: __________________________________ Answer:
_____________________
14. Create a bar graph based on the areas of
our neighbor’s gardens. Don’t forget to
include a title, to label the X and Y axis, and to use an appropriate scale and
interval.
|
Garden
|
Area
|
|
Smith’s
|
16 sq. feet
|
|
Chung’s
|
30 sq. feet
|
|
Potling’s
|
28 sq. feet
|
|
Mareda’s
|
36 sq. feet
|
|
Doden’s
|
24 sq. feet
|
Write two
statements about the data:
______________________________________________________________________________
______________________________________________________________________________
15. Match a line plot with a measurement using
a ruler
1. _____________
_____________
2. _____________
_____________
3. ____________
____________
A. X
|
1 2
3
B.
X |
1
2
3
C.
X |
1 2
3
16. List all of the dimensions a garden could
be with the area 24 square feet:
17. List all of the dimensions a bedroom could
be with the area 36 square feet:
18. Word problems with patterns:
a. I start at the number 16. I add 4 five times. What number to I end on?
b. I start at the number 13. I skip count by three four times. Where do I end?
c. I start on the number 5. I follow a +4 pattern. Where will I end after 4 moves?
19. Find the missing dimensions
Area: 150 square feet Dimensions: 10 feet X
_______
Area: 240 square feet Dimensions: ______ X 12 feet
Area: 45 square feet Dimensions: 9 feet X
________
Social Studies: We begin Unit 3 - Economics and Franklin Delano Roosevelt on Monday
Part 1: 9 days (Economics) - Test Part 2: 5 days (FDR)
Economics Unit 9 Days
Standards:
SS3E2 The student will explain that governments provide
certain types of goods and services in a market economy, and pay for these
through taxes and will describe services such as schools, libraries, roads,
police/fire protection, and military.
SS3E3 The
student will give examples of interdependence and trade and will explain how
voluntary exchange benefits both parties.
a. Describe the
interdependence of consumers and producers of goods and services.
b. Describe how goods and
services are allocated by price in the marketplace.
c. Explain that some things
are made locally, some elsewhere in the country, and some in other countries.
d. Explain that most
countries create their own currency for use as money.
SS3E4 The
student will describe the costs and benefits of personal spending and saving
choices.
Essential Questions:
Why must people make
decisions about the use of productive resources?
Why do governments provide
goods and services to citizens?
How are consumers and
producers interdependent?
How do decisions about
spending money have both costs and benefits?
How do decisions about
saving money have both costs and benefits?
Study Guide:
Economics
What are goods
and give 2 examples? _________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
What are services
and give 2 examples? _______________________________
______________________________________________________________
Who is a producer?_______________________________________________
_____________________________________________________________
Who is a producer?_______________________________________________
_____________________________________________________________
Who is a consumer?_______________________________________________
______________________________________________________________
______________________________________________________________
How are consumers and producers
related?______________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
What is supply
and demand?________________________________________
______________________________________________________________
scarcity______________________________________________________________________________________________________________________
trade-off______________________________________________________
______________________________________________________________
______________________________________________________________
opportunity
cost_________________________________________________
______________________________________________________________
______________________________________________________________
currency_____________________________________________________________________________________________________________________
budget_______________________________________________________________________________________________________________________
import_________________________________________________________
export_________________________________________________________
international
trade_______________________________________________
______________________________________________________________
______________________________________________________________
natural
resources________________________________________________
______________________________________________________________
______________________________________________________________
capital
resources_________________________________________________
______________________________________________________________
human
resources_________________________________________________
______________________________________________________________
World Democracy and FDR 5 days
Standards
SS3H2 The student will discuss the
life of Franklin D. Roosevelt (New Deal and World War II), who expanded people’s rights and freedoms in
a democracy.
SS3G2 The student will describe the
cultural and geographic systems associated with Franklin Roosevelt.
SS3CG2 The student will discuss the
character of Roosevelt.
Essential Questions
How
did Franklin D. Roosevelt expand the civil rights and freedoms of people in our
country?
How
did Franklin D. Roosevelt show positive character traits such as diligence,
justice, and respect for authority?
How
did geography influence the actions and accomplishments by Franklin D.
Roosevelt?
How
did Franklin D. Roosevelt use productive resources that in her occupation and
her life’s activities?
How
did the actions of the local, state, and federal governments impact Franklin D.
Roosevelt?
How
were Franklin D. Roosevelt’s actions related to the actions of others?
Study Guide:
FDR and
World Democracy Study Guide Test is
________________.
Franklin
Roosevelt was born in ____________________________. He believed in working for the good of others
which is called ________________________ .
FDR got a serious disease called _______________________. He visited __________________________________
many times during his lifetime to help
relieve the pain of this disease.
How many times was FDR elected President of the US
What is an opponent
in an election?________________________________
____________________________________________________________
Our country entered a time called the Great Depression during
his presidency. What was the Great Depression and what year did it
occur? ______________________________________________________________
____________________________________________________________________________________________________________________________
FDR’s economic plan to help the US
Some of the
programs in this plan were:
CCC_________________________________________________________________________________________________________________________
WPA________________________________________________________________________________________________________________________
FDR spoke with the American people on the
___________________. His speeches became
known as ________________________________.
Most of the American people were not aware that FDR was ______________________.
During his presidency, the US
____________________________________________________________.
FDR demonstrated what character trait?
_____________________________
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