Notes about Math
Each day in math, we begin by doing activities that help with practicing multiplication facts and division facts. Some of these will be individual activities, some will be games with partners, and some will be math applications using the iPads. One of the important aspects of our math program this year is having students practice their multiplication and division facts independently, as part of homework assignments. It is vital that students practice these facts at home, as fluency in multiplication and division greatly helps students become comfortable and competent in many other aspects of their mathematical education. It is ideal if a student can practice with an older 'homework helper' who knows their facts, as this can help identify misconceptions and misremembered facts.
It should be noted that at Walker, we believe that math facts are best learned and remembered when they are not simply memorized by rote (the memorization drills that many of us remember from our own education). We teach strategies that help students build a strong foundational understanding of their multiplication and division facts. The end goal of these is still for students to know all of their basic multiplication and division facts (multiples 0-10) by memory, but to know them because their facts because they understand what they represent in the context of mathematics, rather than just as a fact free of context. Since these strategies can be applied in many mathematical situations, students are asked to memorize fewer facts than if they are asked to memorize a multiplication table (they learn a few strategies that help them with many different multiplication equations, rather than individually memorizing the entire multiplication table. Listed at the bottom of this page are some rhymes that help with the strategies, as well as examples of how to use the strategies.
Some of the things we will study in math in third grade are:
Multiplication: Students will learn strategies for the facts of multiples 0-10, as well as strategies of how to multiply by multiples of 10 (20, 50, ect.). Students will also learn several ways to represent and solve multiplication problems, including the array model, the equal groups model, and repeated addition.
Division: Students will learn whole digit division (no remainders) up to 100, mostly with single digit divisors. Students will also learn a few different ways to represent division problems.
Geometry: Students will learn some of the properties of triangles, quadrilaterals, hexagons, and octagons. Students will also study area and perimeter, as well as learn about vocabulary words such as parallel, acute, obtuse, angle, and many others.
Place Value: Students will work with solving and representing place value problems up to 1000.
Fractions: Students will learn some different ways to conceptually think about fractions, about how to compare fractions, and will learn several different ways to represent fractions (number lines, equal pieces of a whole, equal parts of a group).
Word problems: Students will learn how to identify important information in word problems, and will have significant opportunities to practice word problems. Students will also be introduced to the order of operations.
Measurement: Students will learn about both the standard and metric systems of measurement, as well as learning how to make comparisons between similar types of units (feet to inches, pounds to ounces, milliliters to liters, etc.).
It should be noted that at Walker, we believe that math facts are best learned and remembered when they are not simply memorized by rote (the memorization drills that many of us remember from our own education). We teach strategies that help students build a strong foundational understanding of their multiplication and division facts. The end goal of these is still for students to know all of their basic multiplication and division facts (multiples 0-10) by memory, but to know them because their facts because they understand what they represent in the context of mathematics, rather than just as a fact free of context. Since these strategies can be applied in many mathematical situations, students are asked to memorize fewer facts than if they are asked to memorize a multiplication table (they learn a few strategies that help them with many different multiplication equations, rather than individually memorizing the entire multiplication table. Listed at the bottom of this page are some rhymes that help with the strategies, as well as examples of how to use the strategies.
Some of the things we will study in math in third grade are:
Multiplication: Students will learn strategies for the facts of multiples 0-10, as well as strategies of how to multiply by multiples of 10 (20, 50, ect.). Students will also learn several ways to represent and solve multiplication problems, including the array model, the equal groups model, and repeated addition.
Division: Students will learn whole digit division (no remainders) up to 100, mostly with single digit divisors. Students will also learn a few different ways to represent division problems.
Geometry: Students will learn some of the properties of triangles, quadrilaterals, hexagons, and octagons. Students will also study area and perimeter, as well as learn about vocabulary words such as parallel, acute, obtuse, angle, and many others.
Place Value: Students will work with solving and representing place value problems up to 1000.
Fractions: Students will learn some different ways to conceptually think about fractions, about how to compare fractions, and will learn several different ways to represent fractions (number lines, equal pieces of a whole, equal parts of a group).
Word problems: Students will learn how to identify important information in word problems, and will have significant opportunities to practice word problems. Students will also be introduced to the order of operations.
Measurement: Students will learn about both the standard and metric systems of measurement, as well as learning how to make comparisons between similar types of units (feet to inches, pounds to ounces, milliliters to liters, etc.).
Greg Tang Multiplication Rhymes
(with explanations and examples of strategies)
Click this link for a printable version of rhymes
Remember when using your strategies to use the order of operations!
(Parentheses, then multiply and divide, then add and subtract)
A group of 1 you want forget, what you see is what you get.
Explanation: Any number multiplied by 1 is that same number
A group of 2, it's no trouble, just make sure you always double.
Explanation: Multiplying by 2 is the same as doubling, or adding a number to itself.
Example of strategy: 2 x 7 is the same as 7 + 7,
A group of 3 is simply done, start with 2 and then add 1.
Explanation: Multiplying by 3 can be accomplished by multiplying a number by 2, and then adding one more group of that number.
Example of strategy: 3 x 8 is the same as 2 x 8 plus 1 x 8 (or 2 x 8 + 8)
A group of 4 is fast to do if you think in groups of 2.
Explanation: Multiplying by 4 can be accomplished by multiplying by 2, and then doubling (or adding your product to itself).
Example of strategy: 4 x 8 is the same as 2 x 8 + 2 x 8.
A group of 5 you’ll find with ease, half of 10 is just a breeze.
(This strategy is not often used by students, as many find it easy to memorize 5s. It can be helpful to some students who find less difficulty halving numbers then memorizing 5s.)
Explanation: Multiplying by 5 is the same as multiplying by ten, and taking half a number.
Example of strategy: 10 x 3 is 30, so 5 x 3 is half of 30, which is 15.
There are 2 rhymes that work for sixes (most students are more comfortable with one, and choose to use it.)
A group of 6 is clear to see, 5 and 1 make sense to me.
Explanation: Multiplying by 6 is the same as multiplying by 5, and adding 1 more group.
Example of strategy: 6 x 7 is the same as 5 x 7 + 1 x 7, or 5 x 7 + 7
-or-
A group of 6 is clear to see, 3 and 3 make sense to me.
Explanation: Multiplying by 6 is the same as multiplying by 3 and then doubling.
Example of strategy: 6 x 7 is the same as 3 x 7 + 3 x 7.
A group of 7 can be quick, 5 and 2 will do the trick.
Explanation: Multiplying by 7 is the same as multiplying by 5 and adding 2 more groups.
Example of strategy: 7 x 9 is the same as 5 x 9 + 2 x 9.
A group of 8 can simply be a group of 5 and a group of 3.
Explanation: Multiplying by 8 is the same as multiplying by 5 and then adding 3 more groups.
Example of strategy: 8 x 4 is the same as 5 x 4 + 3 x 4.
A group of 9 requires tact, start with 10 and then subtract.
Explanation: Multiplying by 9 is the same as multiplying by 10, and then subtracting a group.
Example of strategy: 9 x 6 is the same as 10 x 6 - 6.
Click here to look at great websites for math!
Questions about the week in math?
Email Mr. Claycomb or contact me at (541) - 482 - 1516
Questions about the week in math?
Email Mr. Claycomb or contact me at (541) - 482 - 1516