Girls Count: Prepare for Third Grade Math (Summer Session)

Welcome to Girls Count: Prepare for Third Grade Math (Summer Session), a safe space to prepare for third grade math as we practice third grade math skills and build math confidence!

In this empowering virtual space, students will be given the opportunity to practice skills from the common core third grade math curriculum. Students will learn how to tackle word problems, master addition/subtraction math facts and feel like math geniuses! 

Each class will follow the same structure:

*A "math-ffirmation" (positive affirmations around math) (5 minutes)
*Math Fact Fun (tip, tricks, and games) (10 minutes)
*Reviewing skills (including word problems) from the common core third grade math curriculum (20 minutes)
*Dismissal fun. (5 minutes)

SKILLS COVERED IN THE SUMMER SESSION (8 WEEKS):

June 11th: 3.NBT.A.1 and 3.NBT.A.2 Use place value understanding to round whole numbers to the nearest 10 or 100. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

June 13th: 3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

June 18th: 3.OA.A.1 and 3.OA.A.2 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.

June 20th: 3.OA.C.3 and 3.OA.C.4 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

June 25th: 3.OA.B.5 and 3.OA.B.6 Apply properties of operations as strategies to multiply and divide. Understand division as an unknown-factor problem.

June 27th: 3.NBT.A.1 and 3.NBT.A.2 Use place value understanding to round whole numbers to the nearest 10 or 100. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

July 2nd: 3.NBT.A.3 AND 3.OA.C.7 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. 

July 4th: NO CLASS.

July 9th: 3.OA.D.8 and 3.OA.D.9 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

July 11th: 3.NF.A.1 and 3.NF.A.2 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction as a number on the number line; represent fractions on a number line diagram.

July 16th: 3.NF.A.3 and 3.MD.A.1 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

July 18th: 3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

July 23rd: 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

July 25th: 3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.

July 30th: 3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.

August 1st: 3.MD.C.6 and 3.MD.C.7 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). Relate area to the operations of multiplication and addition.

August 6th: 3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area. 

*Students are also welcome to message me with skills they would like to cover.* 

I started my tutoring career in 2008, working for a non-profit that empowered girls in math and science. Since then, I have continued to work with girls as a life coach, Girl Scout troop leader and as the Education Director for a well-known after school tutoring company. I have seen first hand how girls beam when they understand a math concept. My approach involves using positive motivation and affirmations as well as teaching concepts in a fun and approachable way. 

I like to create a safe space for students to feel empowered to grow. I keep the conversation flowing, and I include and engage all students in the group. I model confidence through my teaching style and calm strength. I feel lucky to have the opportunity to work with students and to provide skills that will aid them on their limitless journeys! 

Please note: This class is open to all learners, but will specifically benefit girl students. These skills will also benefit students entering second grade students who need enrichment or students entering fourth grade students that need to revisit skills.