Qu'est-ce qu'on peut faire à la maison en mathématiques?

Bonjour!

During the month of November our focus in math will be on patterning, as part of our Patterning and Algebra strand. We will be concentrating on classifying and describing attributes of objects (e.g., colour, shape, size, position, thickness, number of sides, design). We will also be learning how to identify, create, continue and describe repeating patterns (with 2 and 3 changing attributes) as well as growing and shrinking patterns. Finally, we will be using patterns to help us solve problems. We will have many opportunities to use our knowledge in a variety of ways and we will use appropriate math vocabulary to describe what we discover.

During this unit we will be learning the following overall expectation:

v  describe, extend, and create a variety of numeric patterns and geometric patterns.

Le vocabulaire:

Here is a list of important words that we will be using during our unit on patterning. Please encourage your child to use these words when completing homework and when communicating his/her knowledge of patterning with you.

une suite – a pattern

une suite répétitive – a repeating pattern

les attributs – attributes                          

une suite croissante– a growing pattern

couleur - colour                                       

l’épaisseur (mince/épais) – thickness

une partie répétitive– the core of the pattern, the part of the pattern that repeats itself

la taille (grand/moyen/petit)- size             

la forme - shape                   

les jetons – game pieces to be used as markers

la position (droite, à l’envers, en haut, en bas, vers la droite, vers la gauche)

une modèle – a drawn model of the pattern

compter par intervalles – skip counting

le règle de la suite – the pattern rule that explains what repeated changes are made to the pattern      

What activities could you do at home to support your child?

ü  Have your child help you with your laundry. Make a game out of sorting socks as you lay them out in a pattern and ask your child to find the sock that comes next.

ü  Practice sorting all kinds of objects (toys, buttons, etc.) according to their attributes & using the correct name for the attribute. For example, by separating the red trucks from the blue ones, the attribute used to sort is colour.

ü  Make a beaded necklace with your child and make sure that the necklace they make follows a simple pattern that they have to repeat over and over again.

ü  List chores on a calendar. Rewrite their chores in the same order on the same day of the week. Become “forgetful” now and then and ask your child to remind you what comes next.

ü  Ask your child to help you set the table. As you set the table, forget to put a piece of silverware here and a plate there. Ask your child what is missing and have them help you to fill in the missing pieces.

ü  Have some fun with music. Ask your child to dance with you. Make up a dance that requires you both to do three simple steps that you repeat in the same order over and over again.

ü  Play the pattern train! Cut out the shapes from the attached sheets and store them in a plastic baggy. To play the pattern train, the first person can start with any shape and lay it down on the table. The next person must place a shape underneath the first one; however their shape must change by only 1 attribute. (You might want to have your child colour in the shapes to have another attribute).

Have fun with math!

The Grade 3 Teachers

September - Number Sense and Numeration

                                            

Ce qu'on fait en mathématiques...

                                                                    September 2016

Bonjour!

Our current focus in math has been on numbers (as part of our number sense unit). We have been concentrating on representing, ordering and counting numbers using different tools and manipulatives. Your child will build on their knowledge from previous years and he/she will be working with numbers from 0 to 1000. Your child will be counting forwards to 1000 by 1, 2, 5, 10, 25 and 100 and backwards from 100 by 1, 2, 5 and 10.  They will also be estimating, rounding, representing and decomposing numbers according to their place value (i.e., 423 = 4 hundreds 2 tens and 3 ones).  They will have many opportunities to use their knowledge in a variety of ways, and we will use appropriate math vocabulary to describe what we discover.   

During this unit we will be learning the following overall expectation:

·         read, represent, compare, and order whole numbers to 1000

·         demonstrate an understanding of magnitude by counting forward and backwards by various numbers and from various starting points

Le vocabulaire!

Here is a list of important words that we will be using during our unit on number sense.  Please encourage your child to use these words when communicating his/her knowledge of numbers with you.

droite numérique – number line                   quantité – quantity (amount)

le plus -  the most                                      le moins -  the least

plus grand que -  bigger than                      plus petit que – smaller than

grille de cent – 100’s chart           colonnes, - columns

rangées - rows                             les nombres – numbers        les chiffres - digits

les suites - patterns                   arrondir - round                  efficace – efficient

compter par bonds/compter par intervalles – skip counting forwards

compter à rebours – skip counting backwards

les nombres ordinaux – ordinal numbers (1st, 2^nd etc.)

What activities could you do at home to support your child?

ü  Go on a search for numbers wherever you are.  You can look at houses, signs, cars, windows, etc.  Have your child represent various forms of these numbers (number, words, pictures, place value)

ü  Practice counting forwards and backwards by 1, 2, 5 and 10 on the 100s chart.  Discuss with your child patterns they notice on the chart (i.e., each row increases by 10 and each column increases by 1).

ü  Have your child fill in the blank number lines provided and then practice counting forwards and backwards by 2, 5 and 10.  Keep in mind that number lines do not always have to start at 1.  They could start from various points (ex. 20, 21, 22 …)

ü  While you’re making dinner ask your child to count the number of beans or how many forks are in the drawer.  They can practice by counting by jumps of 2, 5 of 10.  Ask them if there is a more efficient way of counting and why.

ü  Have your child order numbers or tell you which is bigger and which is smaller.

Have fun with math!

The Grade 3 Teachers