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February 15, 2026
February 15, 2026
Perot Field Trip
Perot Field Trip
We are excited to announce 3rd grade will be going to the Perot Museum for our Field Trip this year on Wednesday, March 25th. Save the date if you are interested in being a chaperone. Permission slips went home as well as chaperone information on Friday in their folders.
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 fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines.
I can determine the corresponding fractions 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.
I can solve problems involving partitioning an objects or a set of objects among two or more recipients.
Science
I can describe patterns, cycles, systems, and relationships within environments.
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
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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