Homework samples

Homework October

Math due on Friday
Please do your work on a separate sheet of paper.

1. use the vocabulary: quotient, dividend, divisor

Label:
24 _____4= 6

2. find the quotient

16_____4=
Use a strategy

3. Max had 45 chocolate bars. He distribute an equal amount of chocolate bars into 9 cups. How many chocolate bars did he distribute into each cup?

Key words:
Equation:
Show work:

4. find the quotient
32____8=
Use a strategy

5. find the product
4×5=
Use a strategy

6. find the quotient
20____5=
Use a strategy

7. Mia baked 126 cupcakes. She gave 6 cupcakes to each friend. How many friends went to her party?

Key words:
Equation:
Show work:

8. Sam wants to share her 88 cookies equally with her eleven friends. How many cookies will each friend will get?

Key words:
Equation:
Show work:

9. use a strategy to find the product
16×2=
3×5=
4×7=
8×8=

 

10. practice:

785-159=
967-248=
1765+1345=
876+987=

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Warm-Up

Max has 24 chocolates. He wants to share an equal amount with some friends. Each friend got 4 chocolates each. How many friends does he have?
Equation:

Groups:

Array:

Bar Model:

Repeated Subtraction:

Multiplication Facts:

 

 

 

 

 

 

 

 

 

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Homework 10/16-10/9

  • For this week we have a choice board for math and ELA.
  • For ELA- read a book everyday for this week. Answer some of the questions from the choice board.
  • For math- read the instructions.
  • Solve the problems and show work in a separate sheet of paper.
  • All work needs to be neat.
  • Complete sentences.
  • Due-Friday.

Back to School

Welcome-back-to-school-clip-art-clipartfest-3.jpeg (1152×874)

Hello Everyone!!!

I know it has been a while since I have not written something new. I promise that this academic year I will be more proactive on my blog. Well I had one month of vacation and during this month off I was doing a lot of thinking as well as researching for new ideas on setting up my classroom. I think I have some ideas in mind which later this week I will be posting in my blog.

Also, during this month of relaxation I did some shopping!!! for the class. I went to Dollar Tree, 99, Walmart, Barnes and Noble and Target. I bought some bins, white board, map, learning flashcards, caddies and more. I will also be posting pictures of the items I bought later this week.

I also did some research and based on the group of students I will be getting this year they benefit from learning tasks. I was looking at some on line and they were either expensive for my budget or they did not aligned with my state standards, therefore, I did not had any other choice but to make my own. I made some but I am still working on crating the rest, which I think this will be an on going project for the rest of the school year.

I hope you are enjoying your vacation and see you later.

Reading Passages:

click here

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Resources For Parents

  Here are some resources for parents:

Reading strategies at home: 

http://resources.clee.utk.edu/print/SIG%20Reading%20Strategies.pdf  

http://www.scholastic.com/parents/resources/article/developing-reading-skills/reading-comprehension-and-decoding-strategies      

http://www.slipperyrock.k12.pa.us/Downloads/Tips_for_Parents.pdf 

https://reports05.nwea.org/nwea/help/DRS_Inst_Strat.pdf    

Writing strategies:

https://www.superduperinc.com/handouts/pdf/148_Improving%20Writing%20Skills.pdf  

http://www.cabrillo.k12.ca.us/faralloneview/files/Parents_Support_Reading_Writing.pdf  

 

Science Handout

Getting to Know My Scientist

(This sheet will be used when they present tomorrow.) Due- August 30, 2016

 

  1. The scientist I researched   was__________________________.

 

  1. What did your scientist do to become famous:

 

  1.   How did your scientist make an impact with his or her invention:

 

  1. What did you learn about your scientist? 

 

The Empty Page

MY INTRODUCTION

Common Core in America today for most teachers is like the empty page of this blog’s background. With this state led initiative we, (teachers, administrators, principals, and our students),  have embarked upon a journey where the end result is one that should put America on a competitive footing when compared to other countries quality of education.  However, this journey we are all embarking on is constructed upon many facets of professional teaching practices that when first viewed looks to be very daunting for all concerned. As a third grade teacher in a inner city school who is starting to use common core for the first time, I know how frustrating the shift can be.

THE SHIFT TO COMMON CORE

Hello, my name is Winter and this is my first blog ever! I hope to convey both my excitement and my experiences as an inner city Elementary Private Catholic School Teacher with all the changes and challenges we are faced with along with giving some ideas to those who are struggling to see how to make the shift into Common Core.  So lets get down to it shall we! Last month, I attended a Catapult Learning seminar focused on Common Core and while there I had the opportunity to communicate with other third grade teachers. I realized that the majority of the teachers did not have the concept of aligning the third grade curriculum to Common Core. The teachers were discussing that they also work in a inner city school and there is no money to get textbooks that align to the new Common Core curriculum nor is there very many teaching material that is align to Common Core because of the shortage in school dollars especially within the private sector. After working in the inner city schools I have learned that we need to be creative and open to new ideas. In addition, we also need to network with other teachers and share ideas and again I hope this blog become a way for us teachers to begin doing that.

GRAPHIC ORGANIZERS

One idea that I would love to share with you today is how to implement graphic organizers during note taking that students can keep in their interactive notebooks. Last year I used Venn-Diagrams, KWL Charts, Mind Maps, Mind Dumps, Time Lines, Spider Webs, Bubble Maps, Think Abouts, Making Movies/Sequence Frames, Predict-a-Plot, On-Target Predictions, Story Maps, Story Building Blocks, Character Sketch, Setting,Events, and Character Actions, Clueing in to Context Clues, Problem Path, Writing a Picture, Cause and Effect, Puzzling, What’s the Message, and Vocabulary Word Map. The cool thing with graphic organizers is that you can be creative and adapt it to the needs of your students. In addition, you can use graphic organizers across your curriculum. Oh, and don’t forget to have fun! The students can use different color pens and draw symbols or pictures that relate to the topic of study in their graphic organizers.

MIND DUMPS

I used Mind Dumps as an assessment at the middle of my unit, but you can also use them at the beginning of the unit. Mind Dumps will provide you what your students know or the information that they have retained from previous lessons. Mind Dumps allow students to write everything they know or have learned about a specific topic. The great thing about Mind Dumps is that students can also add new information or modify their thoughts. Mind Dumps help students to correct their misconceptions on the topic of study. I used Mind Dumps for all the subjects. The students would write the topic of study in the middle of the paper and around the topic they would write all the information they learned. Then they shared their ideas with a partner and if they liked their partner’s ideas they could record it on their paper.In addition, the students would write the learning target and the standard on top of the paper. The neat thing of having students do graphic organizers is that allow students to keep them in their interactive notebook and reference it during quizzes, homework, or classroom assignments. We are preparing our students to become independent lifelong learners. Keep reading for more ideas to implement in your classroom.

Here are some Resources on Graphic Organizers: Click the Pictures below:

Next Generation State Standard

Project-

This year our school is implementing the Next Generation State Standards. We are teaching science across the curriculum.

Standards:

3-LS1 From Molecules to Organisms: Structures and Processes
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth,
growth, reproduction, and death.
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
building and revising simple models and using models to
represent events and design solutions.
Develop models to describe phenomena. (3-LS1-1)
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Common Core State Standards Connections:
ELA/Literacy –
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how
key events occur). (3-LS1-1)
SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or
enhance certain facts or details. (3-LS1-1)

Production and Distribution of Writing:

CCSS.ELA-LITERACY.W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.3.7
Conduct short research projects that build knowledge about a topic.
CCSS.ELA-LITERACY.W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories

PROJECT

Directions: Research two trees (answer and write all the questions in a sheet)

  1. Research one tree from California and another tree from another state.
  2. Research the trees and use the graphic organizer to write facts.
  3. What patterns did you see?
  4. Why do you think the Californian tree you chose is different from the tree you chose from another state.
  5. What does phenology mean?
  6. How does a tree change throughout the year?
  7. Why does the tree change through the year?
  8. How do you identify a tree species?
  9. How is this tree used (economically,
    ecosystem service?)
  10. How can you identify how old is the tree?
  11. How old is the tree?
  12. How tall is the tree?
  13. Vegetation – what types, quantity, invasive species, etc.
  14. Animals – species, status, diversity, etc.
  15. Water – sources, locations, currents, etc.
  16. Human impacts – settlements/activities
  17. Draw a map of the trees you chose
  18. Do a diorama of the trees you choose and label everything that is in your diorama.
  19. Do poem
  20. Do- the sketch and label your ecosystem.