Math in 3rd Grade
Our math block consists of three different parts. Each part is slightly different depending on where your child is and the skills that they need to work on.
Number Talk
During number talk, all students will come up to the front and sit on the floor, they will be able to then see the board and will be close to classmates in order to discuss answers and the strategy that they used to get their answer. Number talk always consists of three different problems that build on top of each other. Many times students will be able to use their knowledge from the first question to help them answer the second and third question. The purpose of number talk is to help students explore different strategies using mental math and be able to explain their thinking orally. Another purpose is for students to learn to listen to their peers and learn directly from each others thinking.
Math Stations
Math stations is our most differentiated time during math. Each child will be working on a specific skill that they need to be successful in math. Most of the time students will work on a few stations that work specifically on that skill for a week or two and then will move onto new stations to focus on a different skill. The purpose of math stations is for students to fill in any gaps they may have in their number sense and learn new concepts that will help them during number talk and our Everyday Math block. Since each child is working on different stations depending on their skill level, this is a very independent time in the classroom. Students enjoy math stations because it gives them a sense of independence and allows them to succeed at a very fast rate.
Everyday Math
Everyday math is a spiraling curriculum. This means that each unit will focus on multiple skills, instead of one direct skill. You will see a lot of the same skills throughout the year so that students have multiple opportunities to learn and master those skills. This block is normally one hour long and consists of oral math facts, a daily math message which leads into the main instruction, a tie to real life experiences, and then some additional experience on previously learned skills.
Number Talk
During number talk, all students will come up to the front and sit on the floor, they will be able to then see the board and will be close to classmates in order to discuss answers and the strategy that they used to get their answer. Number talk always consists of three different problems that build on top of each other. Many times students will be able to use their knowledge from the first question to help them answer the second and third question. The purpose of number talk is to help students explore different strategies using mental math and be able to explain their thinking orally. Another purpose is for students to learn to listen to their peers and learn directly from each others thinking.
Math Stations
Math stations is our most differentiated time during math. Each child will be working on a specific skill that they need to be successful in math. Most of the time students will work on a few stations that work specifically on that skill for a week or two and then will move onto new stations to focus on a different skill. The purpose of math stations is for students to fill in any gaps they may have in their number sense and learn new concepts that will help them during number talk and our Everyday Math block. Since each child is working on different stations depending on their skill level, this is a very independent time in the classroom. Students enjoy math stations because it gives them a sense of independence and allows them to succeed at a very fast rate.
Everyday Math
Everyday math is a spiraling curriculum. This means that each unit will focus on multiple skills, instead of one direct skill. You will see a lot of the same skills throughout the year so that students have multiple opportunities to learn and master those skills. This block is normally one hour long and consists of oral math facts, a daily math message which leads into the main instruction, a tie to real life experiences, and then some additional experience on previously learned skills.