Here are some useful websites to support student learning of mathematical concepts.
Is a strategy for ADDITION that students are very familiar with in my class.
Watch the video linked to the image above for an explanation of what it means.
This strategy helps to build future mental math strategies for students.
Grade 2:
students are first introduced to this strategy for addition up to 100. They should have lots of practice with two-digit addition that requires them to "carry" or regroup numbers. (ex. 46+39)
Grade 3:
students should begin to use this strategy for mental math equations up to 100. (46+39)
students should also have lots of practice with written equations up to 1000. (ex. 465+389)
The worksheet on the right hand side is one students are familiar with. They can create their own equations. I encourage them to not just add repeated numbers (ex. 333+333) but rather to create problems that are challenging for themselves.
This is a good math warm-up activity for students.
Grade 2 Video Example
While this is a good example, I've started to expect students to make fewer jumps to solve the equations more efficiently than shown here.
At this time, they should be capable of jumping all the ones in a chunk together, then the tens together, then the ones.
For the example shown (67-18) on the number line it would be 2+40+7=49
Grade 3 Video Example
While the whole video is good review of number concepts, I recommend skipping ahead to 4 minutes and 48 seconds for an overview of the strategy I would like students to use below.
I prefer that students jump forward by "thinking addition" to "find the difference" when subtracting. This will be an easier mental math strategy long-term.
When we are subtracting, we can refer to this as "finding the difference" between to numbers (or finding what is in the middle of the two numbers).
To solve an equation, I can use an open number line (an open number line is a number line without predetermined spaces between numbers).
I place the smaller number at the start.
Then, I place the larger number at the end.
Now I need to "find the difference". I need to find what is in between those two numbers.
It is easier for students (particularly when using mental math) to add, or "think forward" in their heads, rather than trying to jump backward.
Watch the video linked to each image above for an explanation of what this strategy looks like.
This is another worksheet where students can create their own equations.
Encourage them to create equations with regrouping (or borrowing) required.
Grade 2 students should subtract numbers up to 100, and grade 3 students up to 1000.
(Grade 2 example: 72-35)
(Grade 3 example: 721-398)
Measurement with Non-standard Units
(Required video for Grade 2 and 3-Monday, April 6)
What is a CM?
(Required video for grade 3-Monday, April 6)
How to measure in CM
(Required video for grade 3-Monday, April 6)
What is perimeter?
(Required video for grade 2 and 3-Wednesday, April 8)
Explanation of the assignment for both grade 2 and 3 students.
Continuation of first video for both grade 2 and 3 students.
Now, let's do some multiplying to figure out how many squares are in each of the arrays in your zoo! (Grade 3)
Time is made up of a variety of different units (seconds, minutes, hours, days, weeks, months, years...)
This song explains how each of the units work.
You only need to watch the video up to the 2 minute and 38 second mark (after this she explains an activity that you aren't doing-so you don't need to watch the rest)
Cut the times from the bottom of each page and glue them under the clock (if you don't have scissors and glue at home, just write the time in the proper space!)
This video explains how to use the "hour hand" and "minute hand" of the clock to tell time to 5 minutes.
The number the hour hand has gone by is the current hour.
Skip count by 5 using the big numbers to determine how many minutes have gone by.
Practice writing the proper time below each clock
on the two pages in this activity.
If you need a review of telling time to the nearest 5 minutes, re-watch yesterday's video.
Or, watch this song as a fun review of what we've learned this week.
Complete this second page to reinforce what you
have learned about telling time to 5 minutes!
Monday
Monday
Tuesday
Tuesday
Wednesday
Wednesday
Thursday
Monday
Monday
Tuesday
Tuesday
Thanks to Mrs. Jill Cook for creating a multiplication practice game and sharing it with me. This is a fun way for grade 3 students to engage in some extra multiplication practice, thanks Jill!
I can't link the assignment here because it is copyrighted, HOWEVER I have sent it out to my students in the Week At A Glance. Please check there.
I can't link the assignment here because it is copyrighted, HOWEVER I have sent it out to my students in the Week At A Glance. Please check there.
I realize these strategies may not be familiar for parents.
We've practiced them lots in class. The videos above should be a review for students, not anything new.
It is worth practicing these strategies for addition and subtraction with your child in order to improve their mental math strategies.
Please as always, feel free to email me with questions you may have.