March 16th - 19th 

Building Confidence in Adding and Subtracting!

This week in grade three, students have been busy becoming confident, flexible mathematicians as we explored adding and subtracting with and without regrouping. Our goal is not just to get the right answer, but to understand how and why math works!

What Students are Learning? Math Learning Outcomes - I Can Statements

• Add and subtract numbers up to 1,000

• Solve problems with and without regrouping

• Use different strategies to explain their thinking

• Build strong number sense and confidence

We are connecting our learning to the Alberta Program of Studies (Mathematics, Grade 3)

• Number Outcome: Students will demonstrate an understanding of addition and subtraction of numbers with answers to 1,000

• Process Skills: Communication, mental mathematics, reasoning, and problem solving

Our Three Math Strategies

Students are practicing three strategies to help them solve problems in ways that make sense to them:

1. Breaking Apart (Decomposing Numbers)

Students break numbers into hundreds, tens, and ones to make them easier to work with.

Example:

346 + 231

→ (300 + 200) + (40 + 30) + (6 + 1)

This strategy helps students see the value of each digit and build strong place value understanding.

2. Stacking (Standard Algorithm)

Students line numbers up in columns and solve step-by-step.

Key focus:

• Place value alignment

• Regrouping (carrying/borrowing) when needed

• Clear, organized work

This strategy helps students develop accuracy and efficiency.

3. Base Ten Models (Concrete Learning)

Students use base ten blocks (hundreds, tens, ones) to physically build and solve problems.

This hands-on strategy helps students:

• Understand regrouping as trading (e.g., 1 ten = 10 ones)

• Visualize numbers in a meaningful way

• Build confidence before moving to abstract methods

Why Use Multiple Strategies?

We encourage students to try different strategies because:

• Every learner thinks differently

• It deepens understanding

• It builds flexibility and confidence

Students are learning that math is not just one way—it’s many ways!

What You Can Do at Home

• Ask your child: “How did you solve that?”

• Encourage them to explain their thinking

• Practice simple addition and subtraction in everyday life (shopping, cooking, games!)

We are so proud of how our students are growing as mathematicians, taking risks, and explaining their thinking with confidence every day!

Keep practicing, keep exploring, and keep believing in your math skills!

March 9th-13th

Playing with Poetry: Discovering Haikus

In our Grade 3 classroom this week, we explored the creative and playful world of poetry. Students discovered that poets carefully choose words to paint pictures, share feelings, and express ideas in unique and imaginative ways.

We focused on a special type of poem called a haiku. A haiku is a short poem with three lines that follows a pattern of 5 syllables, 7 syllables, and 5 syllables. Even though haikus are small, they can create powerful images and feelings using just a few carefully chosen words.

Students experimented with describing nature, emotions, and everyday moments. They practiced listening to the rhythm of words, counting syllables, and thinking about how specific words can make their poems more vivid and expressive.

Our classroom quickly filled with beautiful ideas — quiet snowfall, bright sunshine, playful animals, and peaceful nature scenes. Students enjoyed discovering how much meaning they could share using only a few words. It was wonderful to see their creativity shine as they became young poets! 

Learning Outcomes

English Language Arts (Poetry & Creative Expression):

• I can investigate words or phrases used creatively in poetry to express ideas and feelings.

• I can examine poetic structures, such as haikus, that help organize and communicate ideas creatively.

• I can experiment with writing my own poems, including haikus and limericks.

We are incredibly proud of how our students explored language so thoughtfully and creatively. Through poetry, they are learning that words are powerful tools for imagination, expression, and storytelling.

Possible Questions to Ask Your Child:

• What is a haiku? How is it different from other poems?
  
  

• How do poets choose words carefully in a haiku?
  
  

• Can you share the haiku you wrote this week?
  
  

• What ideas or feelings did you try to express in your poem?
  
  

• Can you think of a moment in nature that would make a good haiku?

 

 March 2nd - 6th

What Did Students Do This Week?

This week our school had a great experience working with Trickster! Students showed their understanding of their Social Studies learning through storytelling and acting.

Working in their class, students used simple props to create shapes and scenes that helped them tell the stories of Alberta. They used their imaginations to come up with creative ideas and worked together to build a short show to present to different audiences.

It was wonderful to see students collaborating, sharing ideas, and bringing their stories to life. They practiced teamwork, creativity, and communication while connecting their learning to performance.

We are very proud of the effort and enthusiasm students showed during this activity!

Curriculum Connections

• I can investigate natural and created features of Alberta. 

• I can examine natural resource use in Alberta. 

Possible Questions to Ask Your Child:

• What was your favourite part of Trickster?

• What learning from Social Studies did you share in Trickster?

 February 23rd - 26th

💗 Pink Shirt Day: Choosing Kindness Every Day 💗

In our Grade 3 classroom, we are learning that kindness is not just a word — it is a powerful, positive choice we make daily, bravely, and intentionally. On Pink Shirt Day, we proudly stood together for kindness and against bullying. We promised to act gently, respectfully, and compassionately toward one another.

Students reflected on the question:

“What does kindness mean to me?”

They shared that kindness means helping others cheerfully, speaking politely, including everyone willingly, forgiving gracefully, and caring for others deeply. They described kindness as being a supportive friend, a welcoming classmate, and a responsible citizen in our classroom community.

Our bulletin board shines beautifully with a background painted in colours that represent kindness. Students carefully and creatively chose soft pinks for love, calm blues for peace, bright yellows for happiness, and gentle purples for empathy. Each colour was blended artistically to symbolize how kindness can spread through our school.

Learning Outcomes

Health & Life Skills (Wellness Choices / Relationship Skills):

-I can demonstrate respectful behaviour, build positive relationships, and develop strategies to respond to bullying in safe and caring ways.

English Language Arts (Oral & Written Expression):

-I can communicate ideas clearly by writing thoughtful reflections using descriptive vocabulary, including strong adjectives and vivid adverbs, to express personal understanding.

Fine Arts (Art):

-I can use colour, shape, and creative expression intentionally to communicate meaning and emotion.

We are incredibly proud of how our students expressed their ideas honestly and creatively. Together, we are building a classroom community that is kind, inclusive, and wonderfully strong — not just on Pink Shirt Day, but every single day. 💕

Possible Questions to Ask Your Child:

• Can you describe what kindness means to you using adjectives and adverbs?

• Using your five senses, what does kindness mean to you?

• How do you show kindness in your school community?

• How is kindness shown to you?

Photos