Number of Learners in Class: 3 - 10
Length of Class: 30 minutes
Type of Class: 12 weeks
Welcome to Math Grade 3 - our full-year program consists of three separate terms and two options for live weekly meetings.
Option 1: One live online meeting per week and includes curriculum. Each term is billed individually based on the number of weeks and will require individual enrolment.
Option 2: We also offer a second live weekly option for families wishing for additional math support. This option provides a second live online meeting weekly. This second meeting with the instructor helps ensure learners have ample time to practice and master concepts and allows for more in-depth exploration of material and testing (testing is optional to all families but only available with the second live meeting option). These secondary days must also be enrolled each term separately.
COURSE OBJECTIVES:
The main goals of mathematics education are to prepare students to:
- Use mathematics confidently to solve problems
- Communicate and reason mathematically
- Commit themselves to lifelong learning
This live online, instructor-led math class will help your learner thrive in mathematics this year. The course includes all curricula (meets or exceeds all provincial curricular standards). Learners will attend live online instruction and be given homework completely throughout the week. The course will include marked assignments, projects, and an end-of-term written summary to assist in documenting learner understanding—families wishing to have learners complete testing will need to also enrol in the twice-weekly option.
NOTE:
No classes on statutory holidays or Easter Monday (Oct 10th, Nov 11th, Apr 7th, Apr 10 and May 22nd).
No classes during winter break Dec 19th - 30th, 2022
No classes during spring break Mar 13 - 24th, 2023
Number concepts:
· counting:
— skip-counting by any number from any starting point, increasing and decreasing (i.e., forward and backward)
— Skip-counting is related to multiplication.
— investigating place-value-based counting patterns (e.g., counting by 10s, 100s; bridging over a century; noticing the role of zero as a placeholder 698, 699, 700, 701; noticing the predictability of our number system)
· Numbers to 1000 can be arranged and recognized:
— comparing and ordering numbers
— estimating large quantities
· place value:
— 100s, 10s, and 1s
— understanding the relationship between digit places and their values, to 1000 (e.g., the digit 4 in 342 has the value of 40 or 4 tens)
— understanding the importance of 0 as a placeholder (e.g., in the number 408, the zero indicates that there are 0 tens)
Addition and subtraction:
· using flexible computation strategies involving taking apart (e.g., decomposing using friendly numbers and compensating) and combining numbers
in a variety of ways, regrouping
· estimating sums and differences of all operations to 1000
· using addition and subtraction in real-life contexts and problem-based situations
· whole-class number talks
Computational fluency:
· adding and subtracting numbers to 20
· demonstrating fluency with maths strategies for addition and subtraction (e.g., decomposing, making and bridging 10, related doubles, and commutative property)
· Addition and subtraction are related.
· At the end of Grade 3, most students should be able to recall addition facts to 20.
Multiplication and division:
· understanding concepts of multiplication (e.g., groups of, arrays, repeated addition)
· understanding concepts of division (e.g., sharing, grouping, repeated subtraction)
· Multiplication and division are related.
· Provide opportunities for concrete and pictorial representations of multiplication.
· Use games to develop opportunities for authentic practice of multiplication computations.
· looking for patterns in numbers, such as in a hundred chart, to further develop an understanding of multiplication computation
· Connect multiplication to skip-counting.
· Connect multiplication to division and repeated addition.
Financial literacy:
· counting mixed combinations of coins and bills up to $100:
— totalling up a set of coins and bills
— using different combinations of coins and bills to make the same amount
· understanding that payments can be made in flexible ways (e.g., cash, cheques, credit, electronic transactions, goods and services)
· understanding that there are different ways of earning money to reach a financial goal (e.g., recycling, holding bake sales, selling items, walking a neighbour’s dog)
Times are in (GMT-08:00) Pacific Time (US & Canada)