Hello Lincoln Families,
If you haven't signed up for a conference, please click this link: Student-Led Conferences.
Please encourage your child to complete their nightly reading for at least 20 minutes. We will continue to practice this routine through September. In addition, students are learning how to write a summary "gist" of who and what is most important from what they read. This will include the title, author, main idea, theme, capitals, and punctuation. This is an essential standard on the report card for 4th grade and a very important one! :) This can be done in school and at home on the front of the bookmark, depending on when the student finishes the book. By the end of the school year, most students will have mastered this standard because of all the practice. That's why doing the "home reading" along with in-school reading is imperative. Starting the week of September 29th, if the reading is not completed, along with the summary, the time will need to be made up during the lunch recess (20 minutes). Students can also earn yards for staying consistent with their nightly reading. Thank you for being so supportive!
NWEA math will be on Wednesday, September 17th (which is a late-start) at 10:00. Please try to have your student in school on those days. Thank you for your help.
Have a fantastic week!
Important Dates
Late Starts: Every Wednesday in September
Picture Day: (retakes 10/15)
Count Day: 10/1
Laps for Lincoln: 10/3
Student-led Conferences Dates: 10/8, 10/9, 10/16, 10/17
Snacks in the Classroom
Be sure to add the party dates to your calendar!
Fall Party--October 31
Winter Party--December 19
Kindness Party--February 13
In the Classroom:
Please ask your child what they are learning in our classroom!
Reading: Letter to Families: Unit 1 Poetry; Unit 1 Performance Task
Math: We took the Unit 1 assessment on Friday and will begin Unit 2: Unit 2 Narrative video
In this unit, students extend their prior understanding of equivalent fractions and the comparison of fractions.
In grade 3, students partitioned shapes into parts with equal area and expressed the area of each part as a unit fraction. They learned that any unit fraction results from a whole partitioned into equal parts. They used unit fractions to build non-unit fractions, including fractions greater than 1, and represent them on fraction strips and tape diagrams. The denominators of these fractions were limited to 2, 3, 4, 6, and 8. Students also worked with fractions on a number line, establishing the idea of fractions as numbers and equivalent fractions as the same point on the number line. Here, students follow a similar progression of representations. They use fraction strips, tape diagrams, and number lines to make sense of the size of fractions, generate equivalent fractions, and compare and order fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
Students generalize that a fraction is equivalent to fraction because each unit fraction is being broken into times as many equal parts, making the size of the part times as small and the number of parts in the whole times as many. For example, we can see that it is equivalent to because when each fifth is partitioned into 2 parts, there are 6 shaded parts, twice as many as before, and the size of each part is half as small, or.
(Scroll down for more information in the classroom)
(Click Link)
Weekly Specials Schedule
Lunch: 11:30-11:55 Lunch Recess: 11:55-12:20
A.M. Recess: 10:00-10:15 every day
P.M. Recess: 2:20-3:05 every day
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