Math Assessment: September 2018

I will use a combination of formative and summative assessment in 3M. Each student will write a "pre-test" prior to each new unit of study. The "pre-test" scores will tell me how much of the material they already know before instruction. This test is for diagnostic purposes only and will allow me to differentiate instruction to match individual student needs within the classroom. Students who show mastery of the concepts before instruction will work on challenge math activities that will allow the development of advanced math skills. Students participating in the unit will write the same test again at the end of the unit. Please keep in mind that it is the "growth" that occurs between the "pre" and "post" tests that is most important.


  • Mathletics is a software program that supports the Grade 3 Math Curriculum. Students can complete assigned curriculum work as well as compete with students around the world on math facts of varying levels. All students will have their login information inside of their scribbler agenda. It would be fantastic if parents could go on with them to see what great activities they can explore.


  • We use the Math Makes Sense textbook from Pearson Education Canada. Below is the Math outline for the year as suggested by Pearson.


Patterns-Unit 1

3M students will begin the 2014/2015 school year with a unit on Patterns. In this unit the students learn how to identify, extend, create and compare both "increasing" and "decreasing" patterns. They will equate the words "growing" and "shrinking" with the two types of patterns. Students will become proficient in writing pattern rules and will use patterns to solve word problems by the end of the unit. Pattern rules are written in complete sentences. For example: Start with 2 orange squares. Add 4 orange squares each time. Students are encouraged to be as specific as possible when writing pattern rules.

To extend this unit parents can encourage their child to identify patterns in their environment and create patterns of their own verbally or on paper.  Ask your child to spot patterns while driving like two blue cars then three red. There are also many patterns within your own homes like clothing design and furniture fabric patterns. Our Math textbook (Pearson) is SmartBoard compatible and I am enjoying having this tool to provide visual math lessons. Students can bring their textbook home nightly to allow parents to assist them with each lesson.


Number Sense-Unit 2

In Unit 2 we will be studying numbers to 1000. Learning goals include model, compare, and order numbers to 1000; explore the meaning of place value for numbers to 1000, skip count by 3s, 4s, 5s, 10s, 25s, 100s; estimate a quantity using a referent. Parents can help their child by counting to 1000 from various starting points, reviewing the required skip counting from various starting points, practicing addition and subtraction facts and asking them each day what the school lesson was about. As always, the Mathletics program can be of significant assistance to the students as well.


Addition and Subtraction-Unit 3

Knowledge obtained in a previous unit is applied in the next unit. In Unit 3 it would be helpful if the students know their addition and subtraction facts to 20. Applying mental math strategies like doubles (6+6 or 8+8) to figure out other math facts will be explored. Students will learn how to add two and three digit numbers as well as solve addition and subtraction equations and word problems. Parents can assist their child by working on math facts to 20. Playing Store (where you are the shopper and your child is the cashier) would also be helpful. Price some of the items in your home in cents (eg. cup of noodles costs 149 cents and the bagel costs 35 cents). Have your child add the cost of the items you buy. Parents can also roll a number cube. Use the numbers rolled to make two 2-digit numbers. Have your child subtract the lesser number from the greater number. Repeat the activity. This time, roll the number cube 6 times and make two 3-digit numbers.


Measurement-Unit 4

Students will learn how to measure time, length, perimeter and mass. They will use both standard and non-standard units to measure the passage of time. Students will identify activities that can be completed in minutes, hours, days, months and years. 3M students will learn to use a calendar to determine the number of days in a given month. Estimating and measuring length and perimeter in centimeters and meters and mass in grams and kilograms will be the final skills learned. Parents can keep a calendar of family events and activities. Encourage your child to refer to it frequently and add to it as new events are planned. Ask your child to estimate and measure the length, width, height, or perimeter (distance around) of objects around the house. For example, when your child is setting the table, ask for an estimate, then work together to measure the perimeter of the table or placemat. When shopping, have your child identify items sold by mass (g or kg).


Fractions-Unit 5

This unit on Fractions will build upon their real-world experiences of "fair shares" to recognize a fraction as an expression that relates a part and a whole. Students will learn to find fractions of a whole, compare fractions with the same denominators and solve fraction problems. Parents should encourage their child to recognize the use of fractions in daily life (eg. filling a glass half full, measuring ingredients for a recipe or sharing an apple). When you serve your child food, such as a sandwich or an orange, cut it in half (or thirds, or fourths, and so on) and challenge your child to name the fraction for each part. After some are eaten, have your child name the fraction for the parts that are left. Provide your child with opportunities to divide food items into equal parts. Have your child tell the fraction name for each part. Play the game of "fraction concentration". On index cards, write fraction symbols, such as 1/2, 1/3, 1/4, ... 1/12. Prepare a second set of cards, on which you draw pictures to illustrate each fraction. Shuffle the cards and arrange them face down in a grid. To play, take turns turning over two cards. If the fraction picture matches the fraction symbol, the player keeps the cards. If not, the player replaces the cards. Play continues until all the cards have been matched.


Geometry-Unit 6

Geometric shapes are all around us, and mathematics can help your child recognize them. The understanding of geometric form will help your child appreciate geometry found in art, design, architecture, and nature. In this unit, your child will: identify and name various shapes with 3 or more sides; build, represent and describe geometric objects; draw and talk about 2-D shapes and 3-D objects. Parents should encourage your child to look for geometric shapes and objects around the home and neighborhood, and talk about them. Look for geometric shapes in buildings and street signs. For example, a stop sign is the shape of an octagon, and a yield sign is the shape of a triangle. Look around the house for geometric shapes. Talk about the shapes you find. As you do, look closely at the corners and sides of the shapes. Count the corners and sides with your child. Look for 3-D objects around your home, such as a fridge, stove, table legs, and so on. If possible, ask your child to count the number of corners and edges. Talk about how the object's shape is related to its purpose. Look through magazines with your child to find as many different 2-D shapes and 3-D objects as you can find.


Data Analysis-Unit 7

Data analysis relates to the collection, organization, and interpretation of information. In Unit 7 your child will: collect data to find information or solve a problem; organize data using tally marks, charts, lists, and line plots; construct and label line plots and bar graphs; read and interpret charts, line plots, and bar graphs. Parents can ask your child to collect and organize data at home to help make an important decision. For example, he or she could collect and organize data to decide the flavor of birthday cake to bake for the next family birthday. Your child should write a question to ask family members, collect and organize the results, and decide what flavor of birthday cake to bake. With your child, look for examples of bar graphs in newspapers, magazines, or on the internet. Have your child share 3 things that she or he know by looking at the bar graph.


Multiplication and Division-Unit 8

Multiplication and division are basic computational skills that children must eventually master in order to succeed in higher levels of mathematics. The focus of this unit is on developing an understanding of the processes of multiplication and division in order to develop strategies for multiplying and dividing whole numbers up to 5X5. Students will use counters, number lines, and arrays to develop their understanding. In this unit your child will: model multiplication and division up to 5X5; find strategies to multiply and divide up to 5X5; pose and solve story problems involving multiplication and division. Parents can help your child by asking them to look for things that come in groups of 2, 3, 4, and 5. Create problems. For example, bikes have 2 tires. How many tires are on 4 bikes? Use a deck of playing cards, using only the 1s (Aces) to 5s. Shuffle the cards. Flip the first card. This represents the number of groups. Flip the second card. This represents the number of objects in each group. Have your child draw a picture to match the cards, and write the multiplication and division sentence to match the picture (3 X 5 = 15). Continue until all the cards are used up.



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