Third ASPIRE News
Third ASPIRE News
Embedded Files
February 15, 2026
February 15, 2026
Thank you!
Thank you to everyone who helped with our class party. The kids had a great time! We couldn't have done it without you!
Perot Field Trip
Perot Field Trip
Field Trip Information Paper (added below for reference) and Student Permission was sent home last week . Please send in the Student Permission Sheet by February 20th. We would love to have as many parent chaperones as would like to go. We need you to sign up and pay by Feb. 20th, so we are able to finalize our counts.
Upcoming Curriculum
Upcoming Curriculum
Reading/Language Arts
I can recognize the characteristics of historical fiction and understand how a time period affects the events that take place in historical fiction stories.
I can identify root words and their meanings.
I can use my background knowledge and text clues to infer meaning.
I can explain how the setting affects the plot.
I can write a response to a literary passage and use evidence from the text to support my thinking.
I can revise and edit a passage.
Math
I can represent, identify, and explain unit fractions (e.g., 1/4 is one part of a whole partitioned into 4 equal parts) using concrete, pictorial, and area models. (3.3A, 3.3C)
I can identify points on a number line between 0 and 1, including representing whole numbers as fractions. (e.g., 4/4=1).
(3.3B, 3.3C)
I can compose and decompose fractions and understand that fraction a/b represents a sum of unit fractions 1/b. (3.3D)
I can represent and explain equivalent fractions using visual models, area models, and number lines (e.g., 1/2=2/4). (3.3F, 3.3G)
I can compare two fractions with the same numerator or denominator (2, 3, 4, 6, 8) using models and number lines. (3.3H)
I can solve word problems involving partitioning objects or sets of objects. (3.3F)
Science
I can describe patterns, cycles, systems, and relationships within environments. (3.12)
I can identify and describe the flow of energy in a food chain and predict how changes in a food chain such as removal of frogs from a pond or bees from a field affect the ecosystem. (3.12B)
I can describe how natural changes to the environment such as flood and droughts cause some organisms to thrive and others to perish or move to new locations. (3.12C)
I can identify fossils as evidence of past living organisms, and environments, including common Texas fossils. (3.12D)
Social Studies
I can I can identify and compare how people in different communities adapt to or modify the physical environment in which they live.
EVENTS
EVENTS
Monday, February 16th
No School for Students - Teacher PD Day
Friday, February 27th
Pep Rally/Gatorville Clubs Day
Friday, March 6th
Fun Run
Thursday, March 12th
Open House
March 16-20th
SPRING BREAK
Wednesday, March 25th
Third Grade Field Trip
MATH CORNER
Fractions
Unit Summary: February 2-March 6
Students decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole.
Students represent and explain fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 as single numbers defined by the relationship between the part (the numerator) and the whole (the denominator). Students use symbolic notation to describe fractions represented using concrete objects, pictorial models (including strip diagrams), and number lines. Students explain the unit fraction as one part of a whole that has been partitioned into equal parts. Unit fractions include denominators of 2, 3, 4, 6, and 8 but are not limited to these values. Additionally, students demonstrate their fractional understanding by determining a corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line. Students also represent the fractions halves, fourths, and eighths as distances from zero on the number line that may include fractions greater than 1.
BIG IDEAS:
Fractional parts are equal shares of a whole or set.
The more fractional parts used to make the whole, the smaller the parts.
Equivalent fractions are ways of describing the same amount by using different-sized fractional parts.
A fraction does not tell us about the size of the whole only the relationship between the part and the whole.
The denominator of a fraction indicates how the whole has been partitioned
The numerator of a fraction tells how many of the fractional parts are under consideration.
A line can be used to represent numbers, their properties and the relationships to each other.
ESSENTIAL QUESTIONS:
How are parts related to the whole?
When would you need to use an equivalent fraction?
How do you determine if an object or set has been divided into equal-sized parts?
How many ways can you model a given fraction?
What fraction names can be given to this model?
How do models represent a given fraction in multiple ways?
What relationships do you notice about the size of the fractional parts and the number of fractional parts in the whole?
What is the relationship between numerators and denominators?
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