Curriculum Updates

MATH
We will continue with geometry next week.  The students will receive their study guides.  It is very difficult to post, but the basics are here!  We will test the following Tuesday/Wednesday.

Grade 3 Study Guide: State Unit 5

On Geometry

Problem 1 MCC3.G.1

Use the table below to classify the following shapes: rectangle, trapezoid, rhombus, and parallelogram.  Draw each shape, and then tell how many sides, angles, and pairs of parallel sides.

Shape	Rectangle	Trapezoid	Rhombus	Parallelogram	Square
Draw a picture of the shape
How many sides?
How many right angles?
How many obtuse angles?
How many acute angles?
How many pairs of parallel sides?

Problem 2 MCC3.G.1

Draw a quadrilateral has no sets of parallel lines.

Problem 3 MCC3.G.2

Shelley, Christy, and Mark all had poster boards.  Listed below are the different ways the students used divided up their boards. 

Shelley: Divided hers into 4 equal parts and colored one part

Christy :  Divided hers into 3 equal parts and colored one part

Mark :  Divided hers into 6 equal parts and colored one part

On the rectangles below, accurately show the amounts that each child colored and then name the area of the colored part of each rectangle.

Shelley_____

Christy_____

Mark _____

Problem 4 MCC3.G.2

Show how you can divide the following shapes into different area parts.

   Fourths                                Sixths                                       Thirds                                      Halves

 

Problem 5 MCC3.G.1

Look at the figure below. 

 

                                                               

 Using what you know about shapes, describe the figure.

______________________________________________________

­______________________________________________________

______________________________________________________

Problems 6 MCC3.G.1

Label the angles in the figures below as right, acute, or obtuse. The arrows show you which angles need to be labeled.  Then write the name of each figure on the line provided. 

. 

a.                                                                                             b.

                                                                                                                   

Problem 7 MCC3.G.1

Circle all the quadrilaterals.

 

Problem 8 MCC3.G.1

Which figure has all of the characteristics of a rhombus and all of the characteristics of a rectangle?___________________________________

What type of polygon is a trapezoid?  ___________________________________

Problem9 MCC3.G.1

.  Draw the following combinations of figures:

a.  A rectangle on the bottom, a trapezoid in the middle, and a triangle on top:

b.  A Circle on top, a triangle below the circle, a parallelogram beneath the triangle and a rectangle beneath that.

Problem 10 MCC3.G.1

What type of polygon is a square? ____________________________

           

           

Problem11MCC3.MD.3

Bob created a picture in art class using the shapes that he was learning about in school. He used triangles, quadrilaterals, pentagons (5 sides), and hexagons (six sides). Create a pictograph to show how many of each shape he used. 

 

                        

Choose a symbol and create a key so that each symbol equals 2 shapes.

_____________________________________________________________________

Key:

Problem 12 MCC3. G2

Draw in lines to show equal parts on each figure.

a.

 

b.

c.  

Grade 3 Study Guide: State Unit 5

Advanced Geometry

Problem 1 MCC3.G.1

Use the table below to classify the following shapes: rectangle, trapezoid, rhombus, and parallelogram.  Draw each shape, and then tell how many sides, angles, and pairs of parallel sides.

Shape	Rectangle	Trapezoid	Rhombus	Parallelogram	Square
Draw a picture of the shape
How many sides?
How many right angles?
How many obtuse angles?
How many acute angles?
How many pairs of parallel sides?

Problem 2 MCC3.G.1

Draw a quadrilateral that is not a rectangle, trapezoid, rhombus, or parallelogram in the box.

Problem 3 MCC3.G.2

Shelley, Christy, and Mark all had poster boards.  Listed below are the different ways the students used divided up their boards. 

Shelley: Divided hers into 4 equal parts and colored one part

Christy :  Divided hers into 3 equal parts and colored one part

Mark :  Divided hers into 6 equal parts and colored one part

On the rectangles below, accurately show the amounts that each child colored and then name the area of the colored part of each rectangle.

Shelley_____

Christy_____

Mark _____

Problem 4 MCC3.G.2

Show how you can divide the following shapes into different area parts.

   Fourths                                Sixths                                       Thirds                                      Halves

 

Problem 5 MCC3.G.1

Look at the figure below. 

 

                                                               

 Using what you know about shapes, describe the figure.

______________________________________________________

­______________________________________________________

______________________________________________________

Problems 6 MCC3.G.1

Label the angles in the figures below as right, acute, or obtuse. The arrows show you which angles need to be labeled.  Then write the name of each figure on the line provided. 

. 

a.                                                                                             b.

                                                                                                                   

Problem 7 MCC4.G3

Look at the figure below and draw all of the lines of symmetry that the figure has.

 

Explain how you know the figure has line symmetry. _____________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Problem 8 MCC4.G3

Look at the some of the letters of the alphabet below. Some of the letters are symmetrical and others are not. Cross out the letters that do not have a line of symmetry and draw the line of symmetry for the ones that do.

Problem10 MCC3.G.1

Circle all the quadrilaterals.

 

Problem 10  MCC3.G.1

What other shape must be a rhombus?  ___________

Problem 11 MCC3.G.1

Which figure has all of the characteristics of a rhombus and all of the characteristics of a rectangle?___________________________________

Problem 12 MCC3.G.1

.  Draw the following combinations of figures:

a.  A rectangle on the bottom, a trapezoid in the middle, and a triangle on top:

b.  A Circle on top, a triangle below the circle, a parallelogram beneath the triangle and a rectangle beneath that.

Problem 13 MCC3.G.1

What type of polygon is a square? ____________________________

           

           

Problem 14 MCC4.G3

Draw all the possible lines of symmetry  on a this square.  How many lines of symmetry are there?

 

Problem 15 MCC4.G3

Draw a line of symmetry for each figure.

 

Problem 16 MCC3.MD.3

Bob created a picture in art class using the shapes that he was learning about in school. He used triangles, quadrilaterals, pentagons (5 sides), and hexagons (six sides). Create a pictograph to show how many of each shape he used. 

 

                        

Choose a symbol and create a key so that each symbol equals 2 shapes.

_____________________________________________________________________

Key:

 

ELA
Spelling Words Week of 1/14

-Please encourage your child to try something new on the Spelling Contract. Business letter?  Poetry?  Try to make a prezi?  Make it exciting.  Please continue to practice in cursive - all tests are in cursive and will be counted off if not written properly.  (Cursive is still a third grade standard - see this article from November:  http://www.usatoday.com/story/news/nation/2012/11/24/california-cursive-penmanship-technology/1724263/)  

Spelling Words                 

boiled

annoyed

choices

poison

employer

joining

spoiled

voices

destroyed

pointing

avoided

enjoying

employee

voyage

appointed

poisonous

foil

loyal

noisy

disappointed

We will continue reading Mr. Popper's Penguins with a focus on related non-fiction articles in Guided Reading.  

We will revise and type our animal research projects while learning our new genre, personal narrative.  

Science
Today we experimented using a large bucket of ice and water and crisco to compare swimming with and without blubber in the water.  The crisco acted as an adaptation to keep the children's hands warm in the very cold ice water.  They loved it and were very clearly able to see how some of our favorite animals swim in the arctic without freezing.  I forgot to snap a picture.  Sorry!

We will test adaptations next Tuesday!  The study guide was posted on Thursday.  It is a simple, two page test.  The students will complete a performance task, creating an adaptation pop-up book as well.  We will begin Georgia's habitats on Monday.  Please study each habitat each night.  We will have mini-books that will come and go from school - please make sure to return them.