Fill the Dome

Dear Osgood Families,

Can you believe it is already November?! Starting on Tuesday, November 13th, Osgood Elementary will be running a food drive to “Fill the Nest” in order to help Fill the Dome! Fill the Nest will help the youth-led food drive held in Fargo called Fill the Dome. This year, we have decided to put our own Osgood twist on it!  

            Throughout November, your child is encouraged to bring canned goods, non-perishables and hygiene products to their classroom. Then, when all donations are collected, we will bring them to the “Nest” to see how full we can make it! All food and hygiene items will be donated to local families in the FM area.

            Fill the Nest will also be a competition between the classrooms! The classroom that collects the most items will earn a special popcorn party! J

We would love your family’s participation in this school-wide event!

Thank you,

Osgood Teachers and Staff 

Unit 3 in Math

UPCOMING EVENTS:

NO SCHOOL for all students

November 12 - Veteran's Day (books orders are due)

November 21, 22, 23 and 26 - Thanksgiving

Hello Parents,
We just wrapped up unit 2 in math and are now moving on to unit 3. I sent the home link and unit letter home with students yesterday. Please practice forward and backward counting with the cards I sent home today. Start off with the first page and gradually move up to the harder skip counting over the next few months. The goal is for students to be able to fluently skip count forward and backwards. Thank you!


Grade 3 Unit 3: Operations

ND Math Standards • 3. OA.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. o Interpret multiplication in terms of equal groups by drawing arrays or equal groups and writing number models that fit their drawings. • 3. OA.5 Apply properties of operations as strategies to multiply and divide. Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known. (Commutative property of multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30. (Associative property of multiplication.) Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 and 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56 (Distributive property.) o Use the turn-around rule (commutative property) as a strategy to solve problems involving products of one-digit numbers and 1, 2, 5, and 10. • 3. OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. o Demonstrate automaticity with all products of one-digit numbers and 1, 2, 5, and 10 and recognize the relationship between multiplication and division. • 3. OA.8 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 compensation and estimation strategies including rounding. o Assess the reasonableness of answers using estimation, including rounding. 3. NBT.2 Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. o Add using partial sums or other strategies, and subtract within 1,000 using counting-up, expand-and-trade, or other strategies. 3. MD.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. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. o Represent a data set with several categories on a given scaled bar graph and use the information presented in the graph to solve one-step “how many more” and “how many less” problems.