### What They Need To Know

**In math**, students develop an understanding of fractions as numbers. They will learn the concepts behind multiplication and division and apply problem-solving skills and strategies for multiplying and dividing numbers up through 100.

**In English Language Arts**, students will think, talk and write about what they read in a variety of articles, books and other texts. In writing, students will pay more attention to organizing information, developing ideas, and supporting these ideas with facts, details and reasons.

### Math

**Multiplication**

Students understand that 15 tens = 5 tens + 10 tens (or one hundred).

Students use their understanding of place value as a strategy for multiplying one-digit numbers by multiples of ten. This will prepare them to multiply two multi-digit numbers in grade four.

**Fractions**

Students begin to understand that fractions are sometimes the same quantity as a whole number (8⁄4 = 2) and whole numbers can be expressed as fractions (3= 12⁄4).

**Help children learn outside school**

**1.** Play math games with your child. For example: "I'm thinking of two numbers whose product is between 20 and 30. How many pairs can you think of that would satisfy this problem?" Have your child explain the solutions. How does he or she know that all the number pairs have been identified?

**2.** Encourage your child to write or describe numbers in different ways. For example: "What are some different ways to make 1,450?"

1,450 = 1 thousand, 4 hundreds, 5 tens, and 0 ones, or 1,000 + 450, 14 hundreds and 50 ones, 13 hundreds + 15 tens, etc.

**3.** Use everyday objects to help your child explore fractions. For example: Use measuring cups to have students demonstrate how many 1⁄3's are in a whole, how many 1⁄4 cups you need to make 1 1⁄4 cups, or how many times you have to refill a ½ cup measure to make 1½ cups.

**Classroom task: City Farmers**

Principal Giuliani wants to make the entrance of the school look beautiful by adding a fenced garden of roses. He has drafted three different garden plans.

**1a.** If Garden Plan A and Garden Plan B have the same perimeter, what is the unknown side length of Garden Plan B?

_______

**1b.** The principal wants to plant the largest number of flowers while using the least amount of fencing. Which plan should he choose? Justify your response.

_______

**1c.** Which two garden plans have the same area?

_______

**1d.** What is the total area of all three garden plans?

### English

**Reading**

- Recount stories and determine the central message, lesson, or moral, explaining how it is developed in the text.
- Distinguish a point of view from that of the narrator or characters.
- Ask and answer questions by referring directly to parts of the text.
- Use information gained from images or illustrations.

**Writing:**

- Introduce a topic and use facts, definitions, and details to develop points.
- Provide a concluding statement or section.
- Group related information together.
- Use linking words and phrases to connect ideas, such as also, another, and but.

**Classroom Task: Animal Adaptations:**

Write an essay in which you become one of the animals studied – rabbit, camel, polar bear, or chameleon. Describe a day in your life as that animal. For example: "After my tasty meal of worms, I went to go lie down in the shade."

Include at least 3 to 5 examples of how you adapt to your environment to survive.

**Be sure to include the following:**

- Introduction to the animal
- Descriptive details about the animal and its environment
- Facts explaining how you adapt to your environment
- A situation in which you show your animal's reaction
- A clear sequence of events
- Characters – other animals or humans
- Dialogue to show what your animals are thinking and saying
- Temporal words and phrases to signal event order
- Closure or conclusion

**Classroom Task: Investigating Sharks**

**Assignment: Write an opinion on an "informational text."**

Read and discuss "Facts about Sharks" by Susanna Batchelor. Which shark would you study if you were a shark scientist and why?

- Decide which shark you would want to study.
- Find the best shark facts to support your reasons.
- Explain your reasons. Be sure to use facts about hammerhead sharks and whale sharks to explain why you would study the shark you chose and not the other shark.

### Answers

**City Farmers:**

**1a:** 3ft.

**1b:** Plot C because it has the least perimeter, 28 ft, but the largest area, 48 ft.

**1c:** Plots A and B

**1d:** 49 + 39 + 49 = 135 ft.

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