3RD GRADE

Mathematics in Third Grade

Mathematics in grade three builds on what the child has already learned; experience in using math is a process of continuous growth.

Although third graders are introduced to new, more complex forms of math, the study of mathematics remains more concrete than
abstract -- most numbers stand for something that the children can see.

Children are helped to understand that mathematics is something logical, not merely a random collection of facts, and that
numbers are linked together by relationships that can be grasped.

Third graders use math in the course of working with science, cooking, health, social studies, reading, and writing. They are able to read numbers into the thousands, both as numerals and as words. The idea of zero will become clearer, and children will use it in their computations.

Third graders learn the position of 100s and 1,000s; they gain greater understanding of fractions such as 1/4, 3/4, 1/3, 2/3, and 1/10 and their relationship to wholes; they estimate more confidently; they conduct precise measurements in inches, feet, yards, ounces, and pounds; and they use graphs to represent numerical comparisons.

They add columns of three or four numbers with regrouping, subtract numbers in the thousands, have good recall of addition and
subtraction through the number 20, begin using division, learn liquid capacities and measurements, and begin using Fahrenheit and Celsius scales on a thermometer.

Children become increasingly aware of the patterns of mathematics, including the relationships among addition, subtraction, and multiplication. They also do more computations in the form of word or story problems.

5th GRADE
Mathematics in the Fifth Grade

In the fifth grade, mathematics continues to be something that is used, something children see as extending far beyond school.

While children are expected to do basic computational functions such as adding, subtracting, dividing, and multiplying, in the best classrooms math consists of much more than worksheets filled with problems or drills on number facts.

Children understand when to add and subtract, to use a calculator, to estimate, and to arrange information on a graph;begin to have an understanding of probability and how to
judge it;learn to see how relationships among numbers, patterns, or events can be made more understandable with mathematical formulations; establish models for problem solving.

Much of this learning is embedded in the computer programs that your child uses at school.Teachers spend a good deal of time helping the children develop mental models -- that is, teaching the children how to visualize problems and solutions.

They will also ask the children to develop personal theories by thinking about different ways to solve mathematical problems.

Because math cannot be completely understood at this age, when it stands apart from all other subjects, math will continue to be used in social studies, science, and language arts work.

Children are also encouraged to think out ways to solve problems. The emphasis is less on finding the correct answer than on showing that there are multiple ways of approaching the problem.

4th GRADE

Mathematics in Fourth Grade

In the fourth grade, mathematics continues to be something that is used, something children see as extending far beyond school.

While children are expected to do basic computational functions such as adding,
subtracting, dividing, and multiplying, in the best classrooms math consists of much more than worksheets filled with problems or drills on number facts.

Children learn when to add and subtract,
use a calculator, estimate, and arrange information on a graph.  They will begin to have an understanding of probability and how to judge it.  Children learn how relationships among numbers, patterns, or events.  Theycan be made more understandable with mathematical formulations and establish models for problem solving.

4th graders should begin to develop mental models by teaching children how to
visualize problems and solutions, develop personal theories by
thinking about different ways to
solve mathematical problems.

You should expect to see your fourth grade child become a much better estimator than he or she was before. Further, your child will be able to see patterns in numbers more easily -- they will note in a sequence of 1, 2, 4, 8 that subsequent numbers will be 16, 32, 64 -- and will have some beginning understanding of probabilities: how likely is it that when flipping a coin, heads will come out 2 times more than tails, etc.

The child should also be able to measure things with precision and to manage
fractions fairly well -- although, because of their use of calculators, children are
increasingly familiar with decimals.
.
The goal of mathematics in the fourth grade is to help children maintain a good sense of what numbers mean and to make
them feel that math is as commonplace and accessible as any other subject in school.

6th GRADE

Mathematics in Sixth Grade

In the sixth grade, mathematics continues to be something that is used, something children see as extending far beyond school; unless this is the case, math loses its power to engage the children's interest.

While teachers expect children to be reasonably
adept with computational skills such as multiplication and division, they are more concerned with whether children understand
when to add and subtract, to use a calculator, to estimate, and to arrange information on a graph. Sixth grade students typically
begin to have an understanding of probability, are able to note relationships among numbers, patterns, or events, and are comfortable with various models for problem solving.

Teachers spend a good deal of time helping the children develop mental models -- that is, teaching the children how to visualize
problems and solutions. They will also continue to ask the children to develop personal theories by thinking about different ways to
solve mathematical problems.

Because children of this age cannot fully understand math if it stands on its own, apart from all other subjects, math will continue to be used in social studies, science, and language arts work.

Teachers will provide children with many
different problem-solving strategies. You will probably not see a great difference between the math your child studied in the fifth grade and the math he or she studies in the sixth grade. But you will notice more elements of geometry (especially in the study of shapes) and of algebra (in problems such as 3x + 6 = 15).

Math Skill-Builders for
Grades 7-8

High school preparation is the name of the game in seventh and eighth grades. Solid fundamentals are the key to success as your child embarks upon lessons in algebra, geometry, and more.