Fun Winter Party!

We had a great time at our winter party today! A big thank you to all the mom volunteers who helped make it such a success. The kids had a blast!

Have a fantastic winter break, everyone!

Class T-Shirt Gifts

Two of our lovely students have been working on a secret project for a couple of weeks. Ali and Alexis have created personalized t-shirts for our entire class!

You can see how excited we are to have these cool shirts! Alexis and Ali had wrapped each one and we all opened up the gifts at the same time--what fun! Each student's name is even on the back of their shirt.

Here are a couple of pictures of our entire class:

We can't wait for the winter party later today!

MATH: Decimal Booklets

Students have been using these place-value booklets to work on decimal skills. Hopefully you've seen this little tool come home.

There are lots of things you can do with it to practice. Here are a few suggestions:

• Counting: Start at a number like 0.1, and practice counting out loud by tenths, as the student flips the numbers in the book. Count by hundredths starting at 0.01, or by thousandths starting at 0.001.
• Counting through transitions: Pay special attention to transitions when counting with decimals, like what happens if you count from 0.7 to 1.4, or from 0.09 to 0.15.
• Dictating decimals: Say a decimal number and have your child make it on the booklet.
• Reading decimals: Make a decimal number and have your child read it aloud properly
• Putting digits in certain places: Ask your child to put a certain number in each place and then read the decimal aloud. Like, put a 0 in the ones place, a 5 in the hundredths place, and a 4 in the tenths place. "0.45"
• More or less: Have your child make a decimal on the booklet. Then give a second number and ask your child which number is greater.

SPELLING for Week of December 15th

This week's patterns:
ew (often at the end of words)
eigh (often followed by 't')
-ture (at the end of longer words)

Here is our list:

1. stew
2. threw
3. grew
4. newt
5. blew

6. sleigh
7. freight
8. eight
9. weight

10. picture
11. adventure
12. capture
13. culture
14. mixture

Watch Out Words
15. guessed
16. guest
17. root
18. route

SPELLING for Week of December 8th

This week's patterns:
au (at the beginning or middle of a word)
aw (at end of word OR followed by a single 'l' or 'n')
oe (at the end of very short words)

Here is our list:

1. fraud
2. launch
3. vault
4. taunt
5. haunt

6. straw
7. crawl
8. yawn
9. jaw
10. drawn

11. toe
12. Joe
13. doe

Watch Out Words
14. some
15. sum
16. weed
17. we'd

18. which
19. thought

SPELLING for Week of December 1st

This week's patterns:
ir (another sound like "er")
soft 'c' (sounds like "s" when followed by e, i, or y)
soft 'g' (sounds like "j" when followed by e, i, or y)

Here is our list:

1. bird
2. swirl
3. third
4. quirk

5. cent
6. spicy
7. racing
8. cell
9. trace

10. huge
11. stage
12. germ
13. gentle
14. gemologist
15. gym

Watch Out Words
16. sun
17. son
18. rays
19. raise

SPELLING: List for Week of November 17th

This week's patterns:
ow (two sounds: like in "cow" and like in "slow")
kn (sounds like 'n,' usually at beginning of word)

Here is our list:

1. flow
2. snowing
3. throw
4. crow

5. owl
6. growl
7. frown
8. chowder
9. flower

10. knot
11. knitting
12. knee
13. knight
14. known

Watch Out Words
15. so
16. sew
17. sow
18. which
19. through


 

MATH: Unit 4's "Last Problem"

On the test review for Unit 4, the last problem (#12), which will be similar to the "Open Response" question on the test, asks students to find the difference between two multiplication problems without doing any multiplication.

That's tricky.

I wanted to show a strategy for how to do this with an array. We used this strategy in an example problem today. So here's a similar problem we'll use for our example:

Mrs. Smith told her class that they could calculate the difference between 11x6 and 11x7 without doing any multiplication. Make sure to include the answer to the problem in your explanation.

Here is what a student might draw/write/record to receive a strong score on this problem:

In the image above, you can see how drawing an array for 11x6, and then adding a row to create 11x7, can show the "difference" between the two problems. The difference is just one row of eleven.

After doing several of these types of problems, students may see a pattern. Like, if I asked what the difference is between 4x13 and 5x13, they might start to see the answer would just be 13, which is right. However, it is still important that students be able to show or explain how to get the difference. And you know how much we like arrays in third grade!

This array strategy certainly isn't the only route to get to a correct answer and explanation, but it is definitely an option for students to use.

SPELLING: List for Week of November 10th

This week's patterns:
ea (two sounds)
ou
Here is our list:

1. leash
2. speak
3. stream
4. breathe
5. wheat

6. head
7. dreamt
8. thread
9. dread
10. sweat

11. proud
12. sprout
13. couch
14. found
15. mound

Watch Out Words
16. crook
17. tooth
18. doctor
19. collar
20. where

MATH: Using Arrays to Represent Division

In Lesson 4-3, we worked hard on using arrays to represent division stories. Here was our learning target:

We worked on two types of division stories: equal sharing (where a number of items are shared equally between a given number of people) and equal grouping (where a number of items are put into a groups of a given amount).

I wanted to show how students worked through these two types of division stories. While these aren't the only strategies that will get to a correct answer, I know sometimes it's helpful to see how your children are practicing in class.

Equal Sharing
Here's an example of an equal sharing number story, and the steps we would go through, along with exactly what we would record:

First we made a "tick mark" to represent how many people we had (or how many groups we would need.)

Then we started distributing our 14 counters by drawing circles (or Xs), in an equal way. (We had to give each person one before we gave any person a second one.) We kept track of how many counters we were giving out.

As we gave out the counters by drawing the circles, we made sure to keep the array organized. We stopped after our 14th circle.

We then drew a line to separate the "leftovers," since we know that each person has to have an equal number. Then we counted how many each person received.

We counted up our leftovers, and recorded our answer: "4 counters each, with 2 remaining."

Equal Grouping
Here's an example of an equal grouping number story, and the steps we would go through, along with exactly what we would record:

This time, we don't know how many groups (or people) we need: that's what we're trying to figure out. But we do know that each person will get 5, so we go ahead and make the first row of 5 in our array:

We continue to make groups of 5, keeping track of how many counters we have given out. We stop after 16.

Then we draw our line horizontally, to show that the 16th counter would be a leftover. Now we can draw the "tick marks" as we count how many people we would have.

We count up our remainder, and can write our answer as: 3 people with 1 counter remaining.

While working on homelink 4-3, encourage your child to record their arrays on the opposite page. Let me know if you have any questions!

Plant Update!

Just since planting last Thursday, look at the progress of our plants!

SPELLING: List for Week of November 3rd

This week's patterns:
oa (in middle of word and says long 'o')
y (says long 'i' at the end of a word)
oo (2 sounds)

Here is our list:

1. throat
2. road
3. soap
4. hoax
5. goal

6. try
7. sly
8. reply
9. supply
10. magnify

11. moon
12. choose
13. smooth
14. stood
15. took
16. wooden

Watch Out Words
17. berry (like the fruit)
18. bury (like when you dig)
19. beet (like you grow)
20. beat (like hit a drum or defeat)

Planting Our Seeds

In science today, we planted seeds that we'll be observing throughout our plant unit. We're using "Wisconsin Fast Plants," which as their name implies, have a fast life cycle. It also means the seeds are really small!

"Wisconsin Fast Plant" Seeds

Here are some photos from our elaborate planting process.

Students are adding fertilizer to their quads.

Filling quads with soil and fertilizer.

Carefully adding two seeds to each cell.

 

The last picture shows our quads sitting in our grow lab, soaking up water from the wicks we added to the bottom of our planting quads. Stay tuned. We hope some exciting things happen within a few days!

Leftover Halloween Candy Collection

As in past years, Cherry Tree will be collecting leftover candy from Halloween to donate to the Wheeler Mission. Boxes will be set up by the office next week for donations. Happy Halloween, everybody!

SPELLING: List for Week of Oct. 27th

This week's patterns:
ay (Rule: at the end of a word)

er (Rule: first choice when you hear "er")
igh (Rule: usually followed by 't')


Here is our list:

1. today
2. stray
3. Saturday
4. clay

5. stern
6. verse
7. verb
8. fern
9. term
10. certain

11. might
12. fright
13. flight
14. brightly
15. night

Watch Out Words
16. heel
17. heal
18. he'll
19. I'll

Red Ribbon Week... Next Week!

Next week is Red Ribbon Week, where "we stand united against drugs and bullying!"

Below are dress-up themes for each day:

Monday, October 27:  WEAR RED to kick off Red Ribbon Week!

Tuesday, October 28:  Sock it to drugs and bullying AND celebrate “Soctober” – WEAR CRAZY SOCKS!

Wednesday, October 29: Follow your dreams – don’t do drugs or bully!  WEAR PAJAMAS!

Thursday, October 30:  Team up against drugs and bullying – WEAR YOUR FAVORITE TEAM SHIRT OR JERSEY!

Friday, October 31: United we stand against drugs and bullying – WEAR CTE SPIRIT GEAR!

SPELLING: List for Week of October 21st

This week's patterns:
ee

ai 
or (*also at the end of longer words after 't')



Here is our list:

1. screen
2. freeze 
3. cheese
4. squeeze

5. waist
6. brain
7. quaint
8. strain
9. frail

10. porch
11. storm
12. proctor
13. actor
14. visitor

Watch Out Words
15. hair
16. hare
17. though
18. through

SPELLING: List for Week of October 13th

This week's patterns:
oi   (Rule: use 'oi' in the middle of a word)

oy  (Rule: use 'oy' at the end of a word)

ar  


Here is our list:

1. joint
2. coil
3. boiled
4. noise
5. soil

6. ploy
7. joyful
8. toys
9. enjoy
10. destroy
11. start
12. dollar
13. starch
14. yardstick
15. March
Watch Out Words
16. rose
17. rows
18. were
19. we're 

2nd Quarter 'Specials' Switch

Our specials schedule is changing, beginning next week.
Everything will just move ahead one day. (So library is now on Tuesdays, for example.)

Click the "Schedules" tab for all the details.

MATH: Measuring with Inches

We have been working hard on measuring with rulers this week. We've focused most of our time on measuring with inches.

Students have gone through a progression, starting with measuring a line to the nearest inch, then measuring a line to the nearest half-inch, and then measuring a line to the nearest quarter-inch, which is clearly the trickiest.

To help identify the quarter-inch "system" (which is tricky because it also involves all the whole-inch marks as well as the half-inch marks), we've been using the analogy of a cricket hopping by quarter-inches. Like this:
Then, when we go to measure a line to the nearest quarter-inch, we first see how many WHOLE inches we've passed, then look closely to the remaining quarter-inches:

We have to decide which quarter-inch mark the line comes closest to, and record the measurement correctly, which also takes some skill.

A relevant discussion we had today was the idea that sometimes your "answer" might change, depending on if you are asked to measure to the nearest whole, half, or quarter inch.

We've also been practicing measurement to the nearest whole centimeter, nearest half-centimeter, and nearest millimeter.

Please take some time at home to do some "real-life" measuring situations with inches and centimeters. Thanks!

Social Studies Review

We are coming up on a Social Studies test this Thursday, covering Chapter 10 and 11. The main topics include the levels of government, public services, and city hall. It seems like there is a lot to know and remember, so we've been making several things in class to help us review.

Below, on the left is a "Levels of Government" matching game. On the right is a flap-book that describes the main responsibilities of the various departments of city hall.

We also made a simple map graphic to show the different types of public services that are common to communities. Then we added a few private services so we could remember the difference.

I also gave all students their log-in information for the TCI Social Studies website. It has our entire textbook and workbook on the site. I asked students to try exploring the site a bit before the test, focusing on Chapter 10 and 11.

You can click the image below to go to the log-in screen, or find the link in the right-hand sidebar as well.

On Wednesday, we'll review a bit more, and we'll explore the website for the city of Carmel, making connections to what we learned through our chapters. Here's the link if you want to get a head start!

http://www.carmel.in.gov/

SPELLING: List for Week of October 6th

This week's patterns:
-tch    (Rule: use '-tch' at the end of short words with a short vowel sound)

-s- /z/  (Rule: 's' makes a /z/ sound when between two vowels)

v-c-e   (Rule: the silent 'e' makes the vowel before it say its name)


Here is our list:

1. stretch
2. twitch
3. scratch
4. blotch
5. snake
6. whale
7. grime
8. drove
9. June
10. careful
11. those
12. refuse
13. suppose
14. wise
15. closed
16. risen
Watch Out Words
17. blue
18. blew
19. where
20. were

Field Trip to the Rock Quarry!

On Wednesday, the third grade took a field trip to the Martin Marietta rock quarry, where limestone is mined and processed. It was AWESOME! This trip will be a great anchor to students when we study rocks and minerals later this year. It was also fascinating to see a natural resource being utilized in such a dramatic way!

Here we are on the bus with our tour guide, Steve!

 The bus drove down, down, down, deep into the quarry.

 

We passed the entrance to the mine. (We couldn't go inside though... not old enough.)

We watched the huge trucks unload their limestone into the crusher.

Here the conveyor belts bring up the crushed rock to the top of the quarry for washing and final processing.

And then the rock gets poured into huge piles, ready for their customers to load and transport.

Though not the main reason for the trip, it was so interesting to hear about the economics end of the operation, too. Did you know that 5 other companies (asphalt and concrete) have an operation on site at the quarry, to help lower transportation costs? Great tie-ins to some of our social studies content!

Our bus driver sure earned his money on this trip!

SPELLING: List for Week of September 29th

**Important Note**
The third grade team is making some adjustments to our spelling list, from this point forward. For the first unit of our Reach for Reading program, we used the program's spelling lists (the first four weeks of spelling). As a grade level, we think some changes, including the specific patterns and the order in which they are focused on, will better meet the needs of our students. 

The spelling patterns that we will be using are based on the Orton Gillingham approach (or "OG"), and follow a specific sequence. We think this change will make more of a difference in students' everyday spelling. Please let me know if you have any questions. Thanks!

This week's patterns:
-ck, -dge, and -ed (sounding like "ed," "d," or "t")


Here is our list:

1. track
2. slick
3. stock
4. fleck
5. struck
6. badge
7. sludge
8. lodge
9. bridge
10. fudge
11. rented
12. planted
13. filled
14. spelled
15. tossed
16. asked
Watch Out Words
17. where
18. were
19. when
20. went

"Walk to School Day" on October 8th

Hey Parents and Students! Check out this message from our Patriots of Wellness team about the upcoming Walk to School Day...

Cherry Tree Families,

Wednesday, October 8^th is International Walk to School Day.  The idea behind Walk to School Day is to have parents, students, faculty and staff walk together with a purpose - to promote health, safety, physical activity and concern for the environment.  We believe that International Walk to School Day will help to bring the Carmel community together to help make walking a safe and enjoyable part of everyone's lives.

We would love to have as many families as possible participate in this special day.  Students and staff will be meeting at the parking lot in front of Costa Azul (13190 Hazel Dell Parkway behind the Hazel Dell Starbucks) at 7:30am.  We will begin walking as a group up Hazel Dell promptly at 7:35.

We hope you can join us!

The CTE Patriots of Wellness