Data Management Unit Test: Study Guide

Grade 3: Data Management Study Guide

Test Date: Jan 29 2016 (Friday)

Students should have an understanding of the following concepts:

• Read data which has been organized in different ways (i.e. pictographs, bar graphs, tally charts, circle graph)
• Pose and answer questions regarding data (i.e. which choice is the most common? How many students were surveyed altogether?)
• Interpret results by comparing and using full sentences

(i.e. There are 2 less students who like the colour blue than the colour red. There        are 4 more students whose favourite food is pizza than pasta.)

• Identify the mode (the value that shows up most often in a set of data)?

• Create a bar graph and a pictograph
• Choose an appropriate scale for a bar graph (i.e. if the data is: 5, 10, 30, 45, 23…the scale most appropriate to use would be counting by 5.)

*Remember:

* A pictograph has a key (showing the symbol), but a bar graph does not because it has a scale (the numbers on the side).

* A bar graph must have: a title, a labelled horizontal axis, a labelled vertical axis and an appropriate scale!

*Some important vocabulary that students can use to communicate their thinking:

  More than, Less than, Most common/most popular, Altogether

How First Nations Helped Early Settlers

Students did a great job creating a poster about "How First Nations helped Early Settlers".

Math: Measurement Unit Test Study Guide

Grade 3 Time and Temperature Study Guide

Test Date: Thursday, January 14th

Students should have an understanding of the following concepts:

- determine the relationship between days, weeks, and months on a calendar (i.e. if today is May 7th, it will be June 7th in one month)

- telling time on an analogue clock

- showing time on a blank analogue clock

- relating time on an analogue clock and digital clock

- using phrases such as, "quarter after or past", "quarter to", and "half past"

- elapsed time (i.e. if my soccer game starts at 5:00 pm and ends at 6:15 pm, how much time has elapsed?)

- identify benchmarks for temperature (i.e. water boils at 100 degrees C, water freezes at 0 degrees C, room temperature is approximately 21 degrees C)

- describe how changes in temperature affect everyday experiences (i.e. if it -20 degrees outside I should wear...)

- reading and recording temperature from a thermometer (i.e. we begin at zero and either read it going up or down)

- Problem solving questions

Newsletter: January

I hope everyone had a great winter break! I would like to update you with what we've been working in our class. 

1. Literacy: 

   a) Writing- Procedural writing: We've been working on Procedural writing. We did a Gingerbread house activity as a formative task, and we were having so much fun building the  Gingerbread house (pictures are available in our Google classroom). The students had to include an introductory sentence, transitional words such as, First, Next, After that, Then, Last, and a closing sentence in their writing. Based on the feedback that I provide them with this activity, they are going to work on a summative task. 

Example work

b) Reading / Oral: Students successfully finished the "I wonder" presentation, and our next assignment is a "Book in a  Bag"presentation. The assignment sheet went home on Monday, and students will need to have this done by next week to present their book. They will have an opportunity to share what they read through different artifacts. (I will be only marking their work based on their oral presentation. The rubric for this assignment is attached on the assignment sheet.)  

c) Media Literacy: In our guided reading group, students picked their favourite product and started to create a poster about the product using "Pic Collage" app on the iPads. 

2. Math:

Before the break, we finished Number Sense unit and most of them did an amazing job on the final unit test! As a next unit, we started Measurement unit. Students are working on how to read a calendar, time (elapsed time), and temperature. This is a short unit, and after few more lessons, we are going to move on to Data Management unit. 

3. Social Studies:

Students are working on their final culminating task in the Heritage and Identity unit on Google classroom. We are going to finish this up this week, and students will build an artifact that they picked in the class. They can bring materials of their choice to build a model. After this unit, we are going to start a new science unit (Structure unit). 

If you have any questions about what we are working on, please do not hesitate to let me know.

Thank you,

Field trip to the Legoland Discovery Centre

On Wednesday, January 27, 2016 Ms. Kwak’s and Ms. Lozzi's class will be visiting the LEGOLAND Discovery Centre. This field trip relates to our Science unit on Understanding Structures and Mechanisms and our Language unit. At the LEGOLAND Discovery Centre, students will be participating in several activities (i.e., building and testing a model, exploring different stations such as, Lego factory tour, 4D cinema, Star Wars model display, LEGO Construction site and etc.) and a workshop called, What a Great Experience: creating story from the scene, and building a model of their choice.

We will be departing Pleasantville P.S. at 9:30 a.m. and returning by 3:00 p.m. The cost of this trip is $21.00 per student, which includes a full day program at the LEGOLAND Discovery Centre ($14.00), and bus fees ($7.00).

Students are required to bring a lunch (nut free). Please do not send any money with your child. Students must wear socks to participate in the activities. If you would like to volunteer, please indicate your interest below. Volunteers will be chosen on a first come first serve basis.

We kindly ask that you return this permission slip no later than Monday, January 11, 2016.

Thank you,

Ms. Kwak & Ms. Lozzi

*You can visit this website for more information 

https://www.legolanddiscoverycentre.ca/toronto/