Parent Activity - Week 1
Title
City Populations
Parent
3rd grade students are taught how to read and represent numbers through the
Information hundred thousands.
Benchmark
Objective
Vocabulary
Duration
Materials
Procedures
MA.3.A.6.1 – Represent, compute, estimate and solve problems using numbers
through hundred thousands.
To use place value to read, write, and compare and order whole numbers through
the thousands.
Standard Form – is a way to write numbers by using digits 0-9, with each digit
having a place value. Ex. 43,925
Expanded Form – is a way to write numbers by showing the sum of the values of the
digits. Ex. 40,000 +3,000 + 900 + 20 + 5
Word Form – is a way to write numbers the way you say them.
15 – 30 minutes
Paper, pencil, reference book or computer for internet access.
Parent or child will find populations for six cities. Child will write the numbers in
expanded and word form. Then compare two populations to see which city has more
people.
Sample
FCAT
Activities
Additional Brain Pop Jr. , iTools, Destination Math
Resources www.math-drills.com
and
Information
Title
Parent Activity – Week 2
Place Value Clothes Line
Parent
3rd grade students were taught to read, write and represent
Information numbers into the hundred thousands.
Benchmark
Objective
Vocabulary
Duration
Materials
Procedures
MA.3.A.6.1 – Represent, compute, estimate and solve problems using
numbers through hundred thousands.
To use place value to read and compare and order whole numbers
through the thousands.
Place Value – The value of each digit in a number, based on the
location of the digit.
15 - 30 minutes
Index cards, marker, yarn/string, paper clips
Parent will write numbers ranging from one thousands to hundred
thousands on index cards. (One number on each card). Make 20
different number cards. Use the yarn/string to make a clothes line.
Then have your child pick about five or six index cards and have
them place the cards on the clothes line by using the paper clips and
order the cards from greatest to least or least to greatest.
Sample
FCAT
Activities
Additional Brain Pop Jr. , iTools, Destination Math
Resources www.math-drills.com
and
Information
Parent Activity – Week 3
Title
Fraction Pizza Pies
Parent
3Rd graders learn how to represent equivalent fractions by using
Information models.
Benchmark
MA.3.A.2.4 – Use models to represent equivalent fractions, including
fractions greater than one, and identify representations of
equivalence.
Objective
To use models to name equivalent fractions.
Vocabulary
Benchmarks- are numbers that are easy to work with. The numbers
Duration
Materials
Procedures
are ½ and 1 are benchmarks that make it easier for you to compare
fractions.
Equivalent Fractions – are two or more fractions that name the same
amount. Ex. ½ = 2/4 or 1/3 = 2/6
30- 45 minutes
Paper plates, pencils, crayons, markers, scissors, construction paper
and glue.
*Before starting the activity, mark the paper plates for cutting. One
into halves, one into third, fourths, sixths and eighths. Make doubles
of each so your child can have a variations of models.*
Before cutting the marked plates, your child will use markers to label
the fraction pieces (1/2, 1/3, ¼, 1/6, 1/8). Then have them decorate
their pizza pie slices. After, have them cut the slices and glue them
on construction paper to show and compare the equivalent fractions.
Ex.
½ = 3/6
Sample
FCAT
Activities
Additional Brain Pop Jr. , iTools, Destination Math
Resources www.math-drills.com, www.khanacademy.com
and
Information
Parent Activity – Week 4
Title
Match Me
Parent
3rd graders learned how to compare and order fractions using
Information benchmark fractions.
Benchmark
Objective
Vocabulary
Duration
Materials
Procedures
MA.3.A.2.3 – Compare and order fractions, including fractions
greater than one, using models and strategies.
To have your child recognize and compare fractions.
Benchmarks – are numbers that are easy to work with. The numbers
are ½ and 1 are benchmarks that make it easier for you to compare
fractions.
Equivalent Fractions – are two or more fractions that name the same
amount.
30 -45 minutes
Index cards, pencils, crayons, markers
You and your child will make two sets of cards using index cards. One
set will have pictures to represent a fraction. The other set will be
the fractions. You should make cards that represent ½, 1/3, ¼, 1/6,
1/8, 2/4, 2/3, 2/6, 3/6, 2/8, 4/8…etc. You want to make enough
cards to represent a variety of equivalent fractions. Once the cards
are made, spread them out on a table facing down and have your child
find a match from a picture card with a fraction card. (Here is an
example of what the cards should look like).
Sample
FCAT
Activities
Additional Brain Pop Jr. , iTools, Destination Math
Resources www.math-drills.com
and
Information
Title
Parent Activity – Week 5
I Declare a Fraction War!
Parent
3rd grade students were taught to compare fractions using models
Information and strategies.
Benchmark
Objective
Vocabulary
Duration
Materials
Procedures
MA.3.A.2.3 – Compare and order fractions including fractions
greater than one, using models and strategies.
To compare fractions
Mixed Number –is a number represented by a whole number and a
fraction. Ex. 4 ½
Greater than (>)- A symbol used to compare two numbers when the
greater number is given first Ex. ½ > ¼
Less than (<) – A symbol used to compare two numbers when the
lesser number is given first. Ex. ¼ < ½
30 minutes
Index cards, markers
Using the index cards write various fractions and mix numbers on
them. One fraction or mixed number on each card. Make between
20 -30 cards. Share the cards; half for you, half for your child.
Then you and your child can play “I Declare War”. The player with
the greater fraction card takes both cards. Winner will be the one
will all the cards.
Sample
FCAT
Activities
Additional Brain Pop Jr. , iTools, Destination Math
Resources www.math-drills.com
and
Information
Parent Activity – Week 6
Title
Group Me
Parent
3rd graders were taught to divide to find the number of equal
Information groups.
Benchmark
Objective
Vocabulary
Duration
Materials
Procedures
MA.3.A.1.1. – Model multiplication and division including problems
presented in context: repeated addition, multiplicative comparison,
array, how many combinations, measurement, and portioning.
To model a division problem to find how many equal parts
Divide – is to separate into equal groups.
Equal Groups – are groups that have the same number of objects.
15 minutes
Small dessert plates, small objects such as pennies, paper clips,
M&M’s, and skittles.
Using the small objects, ask your child to separate the objects into
equal groups. For example, give them 21 pennies and ask them to put
them into groups of three’s. When the task is completed, there
should be seven plates with three pennies on each plate. You can also
have the seven plates displayed and ask your child to divide the 21
pennies equally onto each plate.
Example.
Continue the task using different number of counters to divide into
equal groups.
Sample
FCAT
Activities
Additional Brain Pop Jr. , iTools, Destination Math
Resources www.math-drills.com
and
Information
Parent Activity – Week 7
Title
My Picture Graph
Parent
3rd grade students are taught how to make pictographs using data
Information collected in the classroom or school.
Benchmark
Objective
Vocabulary
MA.3.S.7.1 – Construct and analyze frequency tables, bar graphs,
pictographs, and line plots from data, including data collection
through observations, surveys, and experiments
To make a pictograph using data
Data – is information that is collected about people or things.
Pictograph –is a graph that uses small pictures or symbols to show
information.
Key – The part of a map or graph that explains the symbol.
Duration
Materials
Procedures
30 minutes
Paper, pencil, crayons
First your child needs to collect data. Data can be as simple as
counting how many different color objects are in the kitchen. Once
the data is collected, they will make a pictograph. The list of colors
on one column and circles as symbols to represent the number of the
items in the other column. (See example in the FCAT activity) If
there are a lot items, encourage your child to make the “key” w/the
circle symbol to count by 2’s 5’s or 10’s. Then once the graph is
completed, you can ask questions like; Which color had the most
items and the least number of items? How many items all together?
How many more “red” items are there than “blue” items.?
Sample
FCAT
Activities
Additional Brain Pop Jr. iTools, Destination Math,
Resources www.math-drills.com
and
Information
Title
Parent Activity – Week 8
Picture Perfect Perimeter
Parent
3rd graders were taught how to find, measure and solve problems
Information involving perimeter.
Benchmark
Objective
Vocabulary
Duration
Materials
Procedures
MA.3.G.5.1 – Select appropriate units, strategies and tools to solve
problems involving perimeter.
To find a perimeter of any shape.
Perimeter –is the distance around a shape.
30 minutes
Dot paper, or grid paper, ruler, pencil, crayons.
Using the dot paper (provided below) or grid paper and a ruler, your
child can make a shape or design. They can also color it and make it
creative. Once their design is completed, have them measure the
perimeter of the design. Make sure each unit is counted as the display
shows.
Sample
FCAT
Activities
Additional Brain Pop Jr. , iTools, Destination Math
Resources www.math-drills.com
and
Information
Title
Parent Activity – Week 9
Where Did the Time Go?
Parent
3rd graders are taught how to tell time by the nearest minute and to
Information determine elapsed time.
Benchmark
Objective
Vocabulary
Duration
Materials
Procedures
MA.3.G.5.3 – Tell time to the nearest minute and to the nearest
quarter hour, and determine the amount of time elapsed.
To find how much time has elapsed.
Time Line – shows the sequence or order of events. It can help you
understand the number of hours in a day.
Elapsed Time – is the amount of time that passes from the start of
an activity to the end of the activity.
1 -3 hours
Paper, pencil, watch/clock or phone
Your child can make a journal time log of their morning or day. For
instance they can log in the time they wake up to the time they ate
breakfast and went to camp. The logged time should be exactly to
the minute. Once they finished logging in the time, ask your child
questions like; What time did you wake up? How long did it take you
to eat breakfast? How long did you watch TV or play your video
game? How many more minutes did it take you to eat breakfast than
to brush your teeth? Questions should evoke answers pertaining to
the amount of time that passes from the start of an activity to the
end.
Sample
FCAT
Activities
Additional Brain Pop Jr. , iTools, Destination Math
Resources www.math-drills.com
and
Information