Jan16
Happy Belated New Year! The students and I talked about making New Year’s resolutions when we returned from the winter break last week. I wanted to share with you their resolutions for the new year. Discuss with your child how best your child can achieve his/her goals!
Jan15
In Math, we will be having our end-of-unit Patterning Test on Thursday of this week. To review for the test, the students can do the following:
- Complete the following online quizzes at Nelson Math 3 (click here): Chapter One – Lesson 1: Repeating Shape Patterns; Lesson 2: Exploring Patterns, Lesson 3: Patterns in 100 Chart; and Lesson 4: Patterns in T-Charts.
- Complete the Patterning 1 Mission in Knowledgehook if they have not done so already.
- Complete the questions under Patterns in Math 3 Under the Sea
As you can see, there are many ways the students can review for this test! We have also been spending some time this week in Math class reviewing for the test.
Our focus in math will next switch to 3-D geometry and 3-D measurement. Students will compare, describe, identify and measure 3D objects and space. They will examine the relationships among prisms, pyramids, cylinders, and cones and their attributes. Later on, we will look at the concept of measurement involvingmass(the amount of matter in an object) andcapacity(the amount a container will hold).
In addition to our weekly Math work, here are some other related activities you and your child may like to try at home over the next little while (these are optional!):
- Your child can look around the house for examples of prism and pyramid shapes (for example, tissue boxes, milk cartons, cookie containers, and so on). They can name the shape and count the number of faces, edges, and vertices. They can also practise drawing the net (the flattened shape) that would make that 3-D shape.
- You and your child can play Name that Shape, where they either give or receive clues as to the shape and try to guess the name.
- Your child can find various containers of different masses in grams (g) or kilograms (kg). They can estimate the mass of each, and then check the mass of the container.
- Your child can also estimate the capacity of various containers. They can compare the sizes and units of measure in millilitres (mL) or litres (L).
- Show your child some recipes, and discuss the measurements that are listed. Encourage your child to measure the ingredients.
Also, look for a new assigned mission in Knowledgehook on Geometric and Spatial Reasoning – coming soon!
Jan11
If your child is currently in grade 3, you have the choice of having your child continue in the English program or join the Middle French Immersion (MFI) program in grade 4. Both programs are excellent and follow the same curriculum, but the MFI program has more French instruction. Students in both programs receive French instruction. Students do not need to be approved for admission into the MFI program, and it is entirely a parent’s decision. If you have questions about the MFI program, please reach out to your child’s grade 3 teacher. The information session is voluntary and parents do not need to sign up. Please join us in the library on Tue., Jan. 30th from 6:30pm-7:30pm for the MFI Info Session!
We will be sending home a paper form on January 18th for you to fill in with your choice and return to your child’s homeroom teacher by February 9th.
Jan10
Next Wed (Jan. 17th), the students will have a test on ourStrong and Stable Structures unit. Students should take the time to complete and review their notes in their Science duotangs (duotangs will be sent home this weekend). We will also take some time to review in class before the test next Wed. Please make sure the duotangs come back next week as they will be handed in for marking on Wed.
Your child can prepare for the science test by reviewing their duotang pages and answering/discussing the questions below:
Understand the meaning of the following words:structure, strength, stability, and load.
Name variousnatural structuresandman-made structures.
- Understand the difference betweentension,compression,torsion, andbending.
In class, we did an experiment withcardboard tubes of different heights. What did we learn about thestability of tall objectsby doing this experiment?
In class, we tried to build towers out of 50 cue cards. What weretwo thingsthat the winning group did well with their tower design to make it sotallandstable?
In class, we did an experiment where we attempted toincrease the stabilityof a regular cardboard tube. What did we learn about stability by doing this experiment? (How can you increase the stability of tall objects?).
In class, we did an experiment with toothpicks and gumdrops. What did you learn aboutstrengthfrom that experiment? How can youreinforce, or make structures stronger? What arestrutsandties? What force does each deal with?
Whatproperties of material do you need to consider when building the following: a) a car tire; b) a backpack; c) a roof for a house in Kanata, and d) a baseball bat.
How can a structure be made strong and stable? Use words like load, struts, ties, cross-bracing, layers, pillars, posts, support beams, balanced, materials, tension, compression, torsion, large base/foundation, etc. in your answer.
In addition….here’s a great link to help differentiate between struts and ties, aside from what we have already done in class:
https://prezi.com/juftog3u3m9f/grade-3-science-ties-struts-and-structures/
Jan10
It has been an exciting time in grade three as the students in my class and Ms. Lewis’ class worked collaboratively in groups of 4-5 to design and build a stable structure that measured 60 cm in height, consisted of three levels, and which could sustain the load of as many math textbooks as possible. Together, the students in each group came up with a name for their group’s design and construction company, designed a company logo, and made blueprints of and modifications to their plans. All groups were provided with the same type and amount of materials to work with (large cardboard squares cut from pizza boxes, masking tape, and paper towel tubes). It was amazing to watch these young minds at work, literally thinking outside of the (pizza) box!
Our student construction teams tested the strength and stability of their structures on Tuesday and Wed. of this week. During the test period, the students first presented their team logo, then highlighted where they thought their structure was strong and reinforced… and then where they thought their structure would fail (the failure location(s)). Each team also predicted how many textbooks they thought their structure would hold before collapsing. The height of the structure was measured before testing (again, each structure had to be exactly 60 cm tall). Finally, the load was added…and the fun began!
Congratulations to Build Better and its group members: David, Marwah, Kayson, and Ziyi! Their structure tied the all-time grade 3 record of supporting a load of 22 textbooks before collapsing!
