Third ASPIRE News

February 22, 2026

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 construct an extended response to a passage.
I can infer the theme of a story.
I can write a short 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 describe similarities and differences in the physical environment, including climate, landforms, natural resources, and natural hazards.

THANK YOU!

A big thank-you to our wonderful moms who volunteered their time to share a special presentation about Lunar New Year with our class! Students loved learning about the traditions, symbols, and celebrations, and it was such a meaningful way to connect our learning to real-world cultures. We truly appreciate your time, effort, and willingness to make learning come alive for our students!

Late Assignments due by March 10th!

Just a reminder that any late assignments need to be turned in the Tuesday before the grading period ends, which is Tuesday, March 10th. Late assignments not turned in by that due date will receive a grade of zero.

3rd Grade Perot Field Trip

March 25th, 2026

We will be riding buses that depart from Glenhope at 9:00 am and arrive at the Perot Museum at 9:45am. We will tour the museum in small groups from 10:00am-11:30am. Then we will eat lunch at about 11:30 am. The students will need to bring a disposable sack lunch and drink. We will watch Space: A New Frontier 3D Movie at 12:15. Lastly, we plan to leave the museum at 1:30 pm and will be returning to the school at 2:15 pm.

*Parent Chaperones meet in front of the school at the Picnic Table Area 8:30am for a brief meeting before we depart.

EVENTS

Friday, February 27th

Pep Rally/Gatorville Clubs Day

Gators Got Talent (Talent Show) @ 6-8 pm in Glenhope Cafeteria

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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