Grade 3

Tips for Helping at Home

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Questions to ask:

What is it that you don’t understand (have

the student be specific)?

What about putting things in order?

Could you try it with simpler numbers?

Can you guess and check?

Does this make sense?

What can you do to explain your answer to

show others what you are thinking?

Does your answer seem reasonable?

•

Talk with your child about paths you walk inside

and outside the house. What directions would

you give for the paths?

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Listen to your child’s plans for his or her “face”

design, the final project in the unit. You child can

explain to you how the plan on paper becomes a

computer program.

•

If possible, download the Turtle Paths software.

You will need the password from your student’s

teacher.

http://investigations.scottforesman.com/turtle.html

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Continue computation practice with array cards

and addition fact cards if necessary.

Mathematical Emphasis

Investigation 1—Paths and Length of Paths

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Understanding paths as representations or records

of movement

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Using Geo-Logo commands to construct paths and

describe their properties

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Applying mathematical processes such as addi-

tion, subtraction, estimation, and “undoing” to

paths

Investigation 2—Turns in Paths

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Using degrees to measure turns, especially full,

half, and quarter turns, estimating turn measures

in degrees

•

Describing the properties of triangles

Investigation 3—Paths with the Same Length

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Constructing geometric figures that satisfy given

criteria, using analysis of geometric situations,

arithmetic, and problem-solving strategies

•

Understanding that shapes can be moved in space

without losing their geometric properties

•

Estimating and measuring the perimeters of vari-

ous objects

Websites

http://cms.everett.k12.wa.us/math/Third

Grade

Get the Turtle to the Pond

http://illuminations.nctm.org/LessonDetail.asp

x?ID=L396

Ladybug Mazes

http://standards.nctm.org/document/eexamples

/chap4/4.3/standalone3.htm

2-D Geometry

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Building Strong Concepts

In this unit students are asked to invent their

own definitions. Wouldn’t it be more efficient

to just give them the correct definition? Usu-

ally not, for several reasons.

First, mathematics is not just “knowing” the

definition. Real mathematical activity in-

cludes forming and arguing about defini-

tions.

Second, students do not think with defini-

tions. They use “concept images” - a combi-

nation of all the mental pictures and ideas

they have associated with the concept.

For example, students who see only

“typical” triangles may say that figures are

not triangles if they do not have a horizontal

base or if they are long and skinny.

Clements, D. Investigations in Number, Data, and Space: Turtle

Paths. Dale Seymour Publications, 1998.

Vocabulary

angle—the amount of turning between two

lines meeting at a common point

properties—common feature or characteristic

equilateral triangle—a triangle with 3

equal sides and 3 equal angles.

path—movement without turns

turn—a rotation or change in direction and

creates a corner in the path.

closed path—paths whose starting and ending

points are the same.

shape—figure, form or outline of anything

Glossary

http://www.amathsdictionaryforkids.com/

Game

Materials:

Student Sheet 1

counters

2 dice or number cubes

How to Play:

Choose and label a Finish dot on the student sheet.

Taking turns, a player rolls the two number cubes,

adds the numbers, and moves his or her counter

that many steps.

The player cannot pass another player’s counter.

If the path is blocked, the player needs to look for a

different path.

The player who reaches the Finish dot first wins.

Start