In third grade we will use an anchor text for 2 weeks. In the first week, students will use the text to build vocabulary knowledge as well as utilize comprehension strategies to understand the text. Both vocabulary knowledge and understanding of the text will be assessed on the first Friday. The second week will focus on spelling, grammar, and writing skills. Spelling words and grammar will be assessed on the second Friday of our story. In addition, students will explore phonetic patterns each week. Please note that vocabulary words are listed in the graphic below.

**Edmentum**

Third grade’s focus is earning trophies as students navigate their learning path. Students are encouraged to earn 2 trophies in the area of reading. Trophies are earned by completing a Progress Check with 80% or higher. Students know how to check if they met their trophy goal.

Big Ideas Math Chapter 4: Division Facts and Strategies

In this chapter, your student is learning about division facts and strategies.

The lessons address division strategies for numbers 0 to 10. These strategies include using arrays and using the relationship between multiplication and division to solve division equations.
The vocabulary words associated with this chapter are: dividend, divisor, quotient, and fact family. One way you can model division is with money. Counting and dividing spare change is a great place to start when it comes to learning division!

When talking about money with your student, use the following strategies:

• To model division, spread out a large quantity of quarters on a table. Make sure the number of quarters you set out is a multiple of 4. Ask your student to count the number of quarters. Then ask, “How many quarters do you need to make a dollar? How many dollars do these quarters equal?”

• Model other scenarios with different amounts and types of change. Encourage your student to think of division and multiplication equations that relate to these scenarios.

• To model division another way, show your student the change in your wallet. Then tell your student you need a specific amount of money in one type of coin: pennies, nickels, or dimes. Be sure that the amount (in cents) is a multiple of the value of the coin. You can ask questions such as, “How many nickels do I need to make 45 cents?”

• You can model arrays with coins. The arrays can be used to model division questions and help your student solve word problems. By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other opportunities related to money to use division contexts, such as dividing leftover change equally among a group of people.

Have a great time “making change”!

Reflex Math

Please remember that mastery of multiplication and division facts is the goal for the end of third grade. The report card will be marked accordingly. Students should be completing a session of ReflexMath daily. We try to fit it in during the school day, but this is not always possible. Please remind your child after school in case it hasn’t been completed yet for the day. So far, here are the classroom stats:

Kudos to Alex F. And Greyson T. for earning 100% fact fluency on their multiplication/division facts. They have earned their login credentials for Prodigy. Keep up the great work!