3rd Grade Part D, Creative, Interactive Elementary Math...Together, We Can Do This!
MEASUREMENT AND DATA for 3rd Graders, Part D. Interactive, creative and challenging math support that will encourage and develop skill and confidence...Conceptual Math producing Efficiency and Accuracy.
Michael Thurman, M.Ed.
Average rating:
5.0
Number of reviews:(218)
What's included
8 live meetings
8 in-class hoursHomework
2-4 hours per week. Necessary homework will be assigned weekly and I will monitor students between classes, and even communicate with them through the program itself while they are working. I will designate mid-weekly class check-ins. Generally speaking, homework that is assigned on a Monday, for example, would not be due until the following Monday. Assignments will be differentiated, and there are always ways to remediate, practice grade level concepts, or move ahead. Assignments will be given for the upcoming week, WHICH SHOULD BE COMPLETED BY THE NEXT CLASS SESSION, are necessary for success in this course. Class will dismiss after clarification of any points that may be needed.Assessment
The student will be assessed by the completion of their assigned online work. Grading is instantaneous and visible by the teacher, as well as by the parents. Missed problems will be explained instantaneously via the program. I can also monitor student work remotely as they work and offer suggestions in real time. This aspect does not require video conferencing. It is done through my digital math platform, a simply awesome feature. That time would be arranged via email and a determined time to watch the student work could be established. There will be no waiting from class to class to see progress. Misconceptions that may result will provide teacher/student dialog in the next class. Again, the classwork will be differentiated. Students who need more time on a concept will receive it. Those who need challenge can move ahead if desired. I will monitor all aspects of success and struggle and parents will be able to see their student's progress as well. Students will be required to strive for an 80% on each learning target that has been taught and then assigned. This demonstrates a baseline of mastery of the concept for the teacher. If desired, students can move beyond 80% as the questions often become more rigorous. A diagnostic aspect of my program will allow me to see areas of strength and weakness and communicate with parents regarding specific points of need or challenge.Grading
includedClass Experience
US Grade 3
This 3rd grade math course will benefit students in homeschooling, public, and private settings when they partner with me, their math specialist, for learning, weekly support and success! No prior knowledge is necessary for this course other than the completion of 3rd grade math, or for those entering the 3rd grade. Students needing remediation, on grade level practice, or above grade level challenge will also benefit from the material that is taught in the these small classes. This course, "Measurement and Data," is a course in my series for 3rd grade math students that covers another of the 6 strands of mathematics required of elementary students. This course will help students continue to build their number sense, skill, confidence and computational efficiency for further math study and mastery. However, the emphasis in this course is on measurement and data collection. Examples of concepts taught are reading analog clocks, figuring elapsed time, organizing data with different types of graphs, area and perimeter, etc. This class will also be offered for private tutoring, if the minimum enrollment is not met. Private tutoring fees would apply. This is Math You Can Do by Michael Thurman. What Will Be Taught Measurement and Data Week 1 3.MD.1 The student will tell and write time to the nearest minute and measure elapsed time intervals in minutes. Solve word problems involving addition and subtraction of time intervals within and across the hour in minutes. Homework: Match clocks and times (3-T.1) Match analog and digital clocks (3-T.2) Read clocks and write times (3-T.3) A.M. or P.M. (3-T.4) Week 2 (Continued from last week) 3.MD.1 The student will tell and write time to the nearest minute and measure elapsed time intervals in minutes. Solve word problems involving addition and subtraction of time intervals within and across the hour in minutes. Homework: Write times (3-T.5) Elapsed time: find the end time (3-T.6) Elapsed time word problems: find the elapsed time (3-T.8) AND 3.MD.2 The student will measure and solve problems involving mass and liquid volume, (3.MD.2.a) measure and estimate masses and liquid volumes of objects using standard units of grams (g), kilograms (kg) and liters (L). Homework: Which metric unit of weight is appropriate? (3-Z.15) AND 3.MD.2.b The student will add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units. Homework: Measurement word problems (3-Z.4) Week 3 The student will understand and apply the statistics process. 3.MD.3 The student will investigate questions involving categorical data. (3.MD.3.a) Identify a statistical question focused on categorical data and gather data; The student will also (3.MD.3.b) Create a scaled pictograph and a scaled bar graph to represent a data set (using technology or by hand); Homework: Create bar graphs (3-U.8) Create pictographs (3-U.13) Week 4 3.MD.3.c The student will make observations from the graph about the question posed, including "how many more" and "how many less" questions. Homework: Interpret bar graphs (3-U.6) Use bar graphs to solve problems (3-U.7) Interpret pictographs (3-U.12) Week 5 3.MD.4 The student will investigate questions involving numerical data., (3.MD.4.a) identify a statistical question focused on numerical data; (3.MD.4.b) generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch, (3.MD.4.c) Show the data by making a dot plot where the horizontal scale is marked off in appropriate units – whole numbers, halves, or quarters. (3.MD.4.d) make observations from the graph about the question posed, including questions about the shape of the data and compare responses. Homework: Measure using an inch ruler (3-Z.3) Create line plots with fractions (3-U.11) Interpret line plots (3-U.9) Week 6 3.MD.5 The student will recognize area as an attribute of plane figures and understand concepts of area measurement, and, (3.MD.6) measure areas by counting unit squares (square cm, square m, square in, square ft. and improvised units). Homework: Find the area of figures made of unit squares (3-DD.6) Select figures with a given area (3-DD.7) Select two figures with the same area (3-DD.8) Find the area of rectangles with missing unit squares (3-DD.15) Week 7 3.MD.7 The student will relate area to the operations of multiplication and addition, and, (3.MD.7.a) Find the area of a rectangle with whole-number side lengths by tiling it and show the area is the same as would be found by multiplying the side lengths. Homework: Create rectangles with a given area (3-DD.12) AND (3.MD.7.b) The student will multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems and represent whole-number products as rectangular areas in mathematical reasoning. Homework: Make arrays to model multiplication (3-E.7) Find the area of rectangles and squares (3-DD.13) Find the area of rectangles: word problems (3-DD.16) AND (3.MD.7.c) The student will use tiling to show in a concrete case the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c., use area models to represent the distributive property in mathematical reasoning, and, (3.MD.7.d) Recognize area as additive, find areas of figures that can be decomposed into non-overlapping rectangles by adding the areas of the non-overlapping parts, applying this technique to solve real world problems. Homework: Find the area of complex figures (3-DD.18) Week 8 Geometric measurement the student will recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. 3.MD.8 The student will solve real world and mathematical problems involving perimeters of polygons, and, (3.MD.8.a) find the perimeter given the side lengths of a polygon. Homework: Perimeter of rectangles (3-DD.1) Perimeter of rectilinear shapes (3-DD.2) Perimeter of polygons (3-DD.3) 3.MD.8.b The student will find an unknown side length, given the perimeter and some lengths. Homework: Perimeter: find the missing side length (3-DD.4) Perimeter: word problems (3-DD.5) 3.MD.8.c The student will draw rectangles with the same perimeter and different areas or with the same area and different perimeters. Homework: Relationship between area and perimeter: find the perimeter (3-DD.22) Relationship between area and perimeter: find the area (3-DD.23)
Learning Goals
Class Structure
All classes will be small, personal and interactive. They will be structured, conversational and student-centered with the following format:
1. Greetings and conversation
2. Fact fluency checks (multiplication facts) will be teacher directed.
3. Computational fluency checks, (computation with all 4 operations) will teacher directed.
Followed by:
4. The weekly Topic selected from the Mathematical Strand, "Measurement and Data" will be introduced and explored. This 8 week course is foundational work, developing understanding of measurement and data collection and organization.
Teaching Style
Teacher discussion with lots of guided practice, along with group discussion, which will include games, video clips and an abundance of interaction and practice on my interactive math website will be utilized. Instruction will be nurturing and supportive. My teaching style is guided by this motto: "Learning takes place over Time. It's all about the Effort!" We will learn to say this together at the beginning and ending of each class. Remember, parents, productive struggle is an important part of learning. It's ok when students do. It's a valuable part of the learning process.
Other Details
Supply List
Paper and pencil is required, of course, and a device to access a student's online subscription (math homework) is needed. Subscriptions for IXL will be PROVIDED BY ME and included when students enroll with no cost to parents. Students will have access to their IXL subscriptions as long as they are enrolled in my classes that are offered and are actively participating in them. There are NO books, worksheets, etc. needed; no paperwork to be kept. Simple, Neat and Mobile! Take your class with you anywhere you want. There will be a cap size of 6 students per class creating an ideal learning environment. There will be continuous, sequential math courses offered by "Creative, Interactive Math...Together, We Can Do This!" 3rd Grade, PARTS A,B,C,D AND E. These courses could easily provide all of the mathematical training needed for families who homeschool, as well as provide help and support in traditional settings.
External Resources
In addition to the Outschool classroom, this class uses:
Joined May, 2020
5.0
218reviews
Teacher expertise and credentials
Kentucky Teaching Certificate in Elementary Education
2 Degrees
Master's Degree in Education from University of Minnesota Minneapolis
Bachelor's Degree in Music or Theatre or Arts from Western Kentucky University
Hi, there! My name is Mr. Thurman and I enjoy teaching math. And, at “Math You Can Do” we’re always cooking up some good “recipes” for a tasty math experience! I was a public and private school educator for 36 years, and have experience teaching 3rd through 6th grade math. I was a principal for 5 years too, but I must say, it is much more fun and rewarding to teach. I have undergraduate degrees in music and in elementary education from Western Kentucky University. As well, I have a master's degree in Educational Leadership from the University of Minnesota in Minneapolis, and a theology degree from Bethany Global University. I am offering math classes for 3rd, 4th, 5th and 6th graders because, for the last 20 years of my career, I have been doing just that, working as a math specialist for intermediate students. We will be using a fun math program which allows me to teach you, and then monitor your work when we're not in class together, enabling me to see just where I can best help you until we meet again. I can even communicate with you while you are working between our online classes. And yes, you can and WILL excel in math!! You might even learn to love it! (Conceptual Math producing Efficiency and Accuracy)
If you had asked me when I was your age, students, if I wanted to be a math teacher when I grew up, I would have said, "NO!" I had to work hard at math when I was young, and, to be quite honest, I don't think some of my teachers really knew how best to teach the subject. Here's the big idea I share with my students: LEARNING TAKES PLACE OVER TIME! It can't be rushed...especially with math. Our class motto will be," Learning takes place over time AND it's all about the effort!"
My wife is a music teacher and we have 3 grown daughters. We played music together as a family for many years and performed 45 concerts in 5 countries in Europe. Now, we have 9 grandchildren, 4 boys and 5 girls. I have been a professional musician for many years now and play french horn in Orchestra Kentucky of Bowling Green and we perform lots of concerts. We have a little Yorkie named Sir James Paul McCartney Thurman. We call him Paul and I don't think he knows he's a dog! 😃Reviews
Live Group Class
$160
for 8 classes1x per week, 8 weeks
60 min
Completed by 6 learners
Live video meetings
Ages: 8-9
3-6 learners per class
