1. 3 rd Grade Parent Night Mrs. Evins- reading/language arts Ms. Hawkins-math/science Ms. Spates-reading/language arts Mrs. McVay- math/science

2. Agenda Principal comments Superintendent comments Reading/Language arts: ◦Gateway ◦Classwork ◦Homework Math: ◦EngageNY ◦Envision ◦State testing Parent questions

3. GATEWAY Testing Preparation for Testing Practice Assessments Review, Review, Review

4. Reading Street Series Small Group Exercise Reading “Friendly Feud” ◦Spinoff of Family Feud Lexia/ Dibles Supplementals Daily Review AR Testing Homework Quick Checks Progress Performance

5. Language Arts Types of Writing Informative Narrative Explanatory Opinion

6. Donovan’s Word Jar Chapter book Supporting stories ◦Max’s Words ◦Noah Webster & His Words

7. Math EngageNY ◦Homework every night ◦Daily review ◦Hands on ◦Supplemented with Envision (successnet) ◦Accelerated Math ◦Math AR for classwork grade (3 books every 9 weeks)

8. Lesson Objective: Model the relationship between multiplication and division. We will model related facts with multiplication and division. Lesson 17 3.OA.5 3.OA.7 3.OA.1 3.OA.2 3.OA.3 3.OA.4 3.OA.6

9.  Mrs. Peacock bought 4 packs of yogurt. She had exactly enough to give each of her 24 students 1 yogurt cup.  How many yogurt cups are there in 1 pack? Read, Draw, Write Let’s do this together. Read the Problem, What do we know? What is the question? What do we know? What is the question? I know the total is 24. I know there are 4 groups. The unknown is the size of the groups. Let’s draw a tape diagram.

10. The number bond represents the division sentence you wrote to solve the application problem. Turn and tell your partner how it shows 24 ÷ 4. 24 ???? Concept development

11. When you are dividing, the quotient can be either the size of the group, or the number of groups. Be sure you know what you are solving for. You can use multiplication to help you solve division problems. How do the multiplication and division sentences relate in each example we solved? ___ × 4 = 24 24 ÷ 4 = 6 I thought of the division sentence like a multiplication sentence with an unknown factor and skip-counted by four until I reached the total.

12. Tell your partner your strategy for solving each equation. Sally said, “To solve the division I will add units of 4 to the tape diagram until I get to 20.” John said, “That is just skip- counting by fours. Skip-counting is a way to solve the multiplication too.” The strategies are the same for both equations because you can use one to solve the other. Solve both equations now. Problem 2 20 ÷ 4 = __ __ x 4 = 20 8121620 A classroom has tables that seat a total of 20 students. 4 students are seated at each table. How many tables are in the classroom? 5 5

13. Science Weekly Passage ◦Supports fluency development ◦Reinforces reading skills (cause/effect, sequence, compare/contrast) ◦Weekly Quiz