My name is Shields Wilson Templeton,

I am the leader of Templetonia grade three here at Rockvale Elementary school.

I have taught 6th grade for 10 years and 5th grade for 12 year and 3rd grade for 1 year.

I have my Masters and EDS degree in Education

I have five children

- Charlie Bull dog
- Oakley Bull dog
- Houdini Cat
- Guinness Cat
- Simba Cat

It is my goal to make sure everyone who comes into my room is better and feels better about themselves when they leave.

Grade 3 Third Quarter Targets

Unit 9

1. Connect the associative property of addition to the associative property of multiplication. Note the need to regroup to create friendlier numbers to compute.

2. Understand that multiplying by a multiple of ten is creating ‘n’ groups of tens (i.e., 7 X 80=7 groups of 8 tens)

3. Recognize that a multiple of ten may be decomposed into its factors in order to create friendlier numbers to compute (i.e., 7 X 80= 7 x (8 X 10)= (7 X 8) X 10= 56 X 10=560 OR 56 groups of 10)NOTE: students may see the pattern of adding a zero but our focus is on the why

4. Make sense of one and two step contextual problem by explaining how to solve without using numbers

5. Make sense of one and two step contextual problem by modeling how to solve using words in the pictorial and abstract representations

6. Solve one and two step contextual problems connecting models to equations.

7. Explore patterns in computation and explain using properties

8. Understand the components of bar and pictographs and explain how the information is displayed

9. Create a bar and pictograph and explain the scale that was chosen

10. Use graphs to solve one and two step one problems involving more or less

Unit 10

1. Connect the area model with and without grid lines (sides labeled) to a multiplication equation

2. Understand that a rectangle can be decomposed into smaller rectangles and the area of the new, smaller rectangles combine to find the total area

3. Decompose a rectangle with grid lines into two smaller, friendly rectangles labeling the new rectangles with the multiplication equation and partial product

4. Decompose a rectangle without grid lines into two smaller, friendly rectangles labeling the new rectangles with the multiplication equation and partial product

5. Explain the reasoning behind decomposing rectangles into smaller problems (to create friendlier numbers to compute using know

6. Analyze decompositions of rectangles and explain the reasoning behind the decomposition (i.e. show a 9X6 decomposed into 9x5+9x1 and/or (5X5)+(4x6))

7. I can decompose factors into friendly numbers and use the distributive property to find a product. 13 x 5= (10 + 3) x 5 (without a model)

8. Combine rectangles to create rectilinear shapes (with and without grid lines) and find the area of those shapes

9. Decompose a rectilinear shape into two friendly shapes with and without grid lines in a variety of ways and record the multiplication equations represented by the new rectangles

10. Determine the area of a rectilinear shape with sides labeled (no grid lines) by decomposing

Unit 11

**NOTE: some of these targets might take two days like #1 (line and area may need separating)

1. Understand that when fractions are equivalent, they cover the same area or distance on a number line

2. Understand that in order for fractions to be equivalent, the wholes must be the same

3. Explain that fractional pieces from the same size wholes may be different shapes as long as the area covered is the same (i.e., different ways to show fourths in the same whole)

4. Understand that whole numbers can be expressed as fractions when the number of pieces is equivalent to the size of the piece

5. Understand that whole numbers can be expressed as ‘n’ pieces that are one whole piece in size written 3/1

6. Generate simple equivalent fractions by partitioning models (area and linear)

7. Examine fraction models to determine equivalency

8. Examine the components of a line plot to determine their function

9. Create a line plot from given measurement data

10. Generate measurement data and display in a line plot

Unit 12

1. Understand when the numerators of a fraction are the same, the same quantity of pieces is represented and when the denominators are the same, the size of the pieces are the same

2. Compare fractions with same denominator or same numerator using an area model by stating the one that covers more of the whole is the largest

3. Compare fractions with the same denominator or same numerator using a linear model by stating the one with the farther distance on the line is larger

4. Understand that the larger the denominator the smaller the piece because it has been partitioned more times.

5. Understand that when comparing fractions, the wholes must be the same

6. Compare fractions using symbols (without models) that have the same denominators but different numerators: Understand that the one with the larger numerator is the larger fractional quantity since it takes up more area or distance on the line

7. Compare fractions using symbols (without models) that have the same numerators: Understand that the one with the larger denominator is a smaller piece so it covers less area or distance on the line

8. Solve contextual problems involving fraction comparisons

Science Learning targets to begin this 3rd nine weeks.

1. Most water on Earth is found in oceans, which limits its immediate use by organisms living on land.

2. The remaining pool of fresh water is located mainly with glaciers or underground.

3. A very small amount of fresh water is found in lakes, streams, or wetland areas.

4. The water cycle is a cycle of processes by which water circulates between the earth's oceans, atmosphere, and land by means of evaporation (heat from the Sun causes water on Earth to turn from liquid into gas and rise into the sky), condensation (as water vapor (gas) in the clouds cools down it becomes water again), precipitation (water falls from the sky in the form of rain, snow, hail, or sleet), and transpiration (plants lose water which is absorbed into the atmosphere).

5. Temperature affects evaporation and condensation; surface area affects rates of evaporation.

6. As water flows across the surface of the Earth towards oceans, it creates features on the surface of the Earth.

2. The remaining pool of fresh water is located mainly with glaciers or underground.

3. A very small amount of fresh water is found in lakes, streams, or wetland areas.

4. The water cycle is a cycle of processes by which water circulates between the earth's oceans, atmosphere, and land by means of evaporation (heat from the Sun causes water on Earth to turn from liquid into gas and rise into the sky), condensation (as water vapor (gas) in the clouds cools down it becomes water again), precipitation (water falls from the sky in the form of rain, snow, hail, or sleet), and transpiration (plants lose water which is absorbed into the atmosphere).

5. Temperature affects evaporation and condensation; surface area affects rates of evaporation.

6. As water flows across the surface of the Earth towards oceans, it creates features on the surface of the Earth.