CCGPS Math Instructional Unit

Third Grade Unit 1 Place value: ddition and ubtraction

Suggested Pacing:

PortionsofthisinstructionalunitwereadaptedfromtheArizonaAcademicContentStandards,Ohio ModelCurriculumforMathematicsandNorthCarolinaCommonCoreMathematicsUnpackedContent.

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Standards
Studentsareexpectedto: 1.Makesenseofproblemsandpersevereinsolvingthem. Inthirdgrade,studentsknowthatdoingmathematicsinvolvessolvingproblemsanddiscussing howtheysolvedthem.Studentsexplaintothemselvesthemeaningofaproblemandlookfor waystosolveit.Thirdgradersmayuseconcreteobjectsorpicturestohelpthemconceptualize andsolveproblems.Theymaychecktheirthinkingbyaskingthemselves,Doesthismake sense?Theylistentothestrategiesofothersandwilltrydifferentapproaches.Theyoftenwill useanothermethodtochecktheiranswers. 2.Reasonabstractlyandquantitatively. Thirdgradersshouldrecognizethatanumberrepresentsaspecificquantity.Theyconnectthe quantitytowrittensymbolsandcreatealogicalrepresentationoftheproblemathand, consideringboththeappropriateunitsinvolvedandthemeaningofquantities. 3.Constructviableargumentsandcritiquethereasoningofothers. Inthirdgrade,studentsmayconstructargumentsusingconcretereferents,suchasobjects, pictures,anddrawings.Theyrefinetheirmathematicalcommunicationskillsastheyparticipate inmathematicaldiscussionsinvolvingquestionslikeHowdidyougetthat?andWhyisthat true?Theyexplaintheirthinkingtoothersandrespondtoothersthinking. 4.Modelwithmathematics. Studentsexperimentwithrepresentingproblemsituationsinmultiplewaysincludingnumbers, words(mathematicallanguage),drawingpictures,usingobjects,actingout,makingachart,list, orgraph,creatingequations,etc.Studentsneedopportunitiestoconnectthedifferent representationsandexplaintheconnections.Theyshouldbeabletouseallofthese representationsasneeded.Thirdgradersshouldevaluatetheirresultsinthecontextofthe situationandreflectonwhethertheresultsmakesense. 5.Useappropriatetoolsstrategically. Thirdgradersconsidertheavailabletools(includingestimation)whensolvingamathematical problemanddecidewhencertaintoolsmightbehelpful.Forinstance,theymayusegraph papertofindallthepossiblerectanglesthathaveagivenperimeter.Theycompilethe possibilitiesintoanorganizedlistoratable,anddeterminewhethertheyhaveallthepossible rectangles

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6.Attendtoprecision. Asthirdgradersdeveloptheirmathematicalcommunicationskills,theytrytouseclearand preciselanguageintheirdiscussionswithothersandintheirownreasoning.Theyarecareful aboutspecifyingunitsofmeasureandstatethemeaningofthesymbolstheychoose.For instance,whenfiguringouttheareaofarectangletheyrecordtheiranswersinsquareunits. 7.Lookforandmakeuseofstructure. Inthirdgrade,studentslookcloselytodiscoverapatternorstructure.Forinstance,students usepropertiesofoperationsasstrategiestomultiplyanddivide(commutativeanddistributive properties). 8.Lookforandexpressregularityinrepeatedreasoning. Studentsinthirdgradeshouldnoticerepetitiveactionsincomputationandlookformore shortcutmethods.Forexample,studentsmayusethedistributivepropertyasastrategyfor usingproductstheyknowtosolveproductsthattheydontknow.Forexample,ifstudentsare askedtofindtheproductof7x8,theymightdecompose7into5and2andthenmultiply5x8 and2x8toarriveat40+16or56.Inaddition,thirdgraderscontinuallyevaluatetheirworkby askingthemselves,Doesthismakesense? Useplacevalueunderstandingandpropertiesofoperationstoperformmultidigitarithmetic. MCC3.NBT.1Useplacevalueunderstandingtoroundwholenumberstothenearest10or100. MCC3.1.NBT.2Fluentlyaddandsubtractwithin1000usingstrategiesandalgorithmsbasedon placevalue,propertiesofoperations,and/ortherelationshipbetweenadditionand subtraction. Solveproblemsinvolvingthefouroperations,andidentifyandexplainpatternsinarithmetic. MCC3.OA.8Solvetwostepwordproblemsusingthefouroperations.Representthese problemsusingequationswithaletterstandingfortheunknownquantity.Assessthe reasonablenessofanswersusingmentalcomputationandestimationstrategiesincluding rounding. MCC3.OA.9(onlyadditiontableinUnit1)Identifyarithmeticpatterns(includingpatternsin theadditiontableormultiplicationtable),andexplainthemusingpropertiesofoperations.For example,observethat4timesanumberisalwayseven,andexplainwhy4timesanumbercan bedecomposedintotwoequaladdends.

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Overview
Thisunitworkstodevelopideasaboutthemeaningofoperationswithwholenumbers,the growthofcomputationalfluency,andthestructureofplacevalueandthebasetennumber system.Studentswillexpandtheirunderstandingtofocusonadditionandsubtraction,within 1,000,usingstrategies(includingrounding)andalgorithmsthatarebasedonplacevalue, propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction.Students willusethesestrategiestosolve1and2stepproblems.

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EvidenceofLearning
WhatStudentsShouldKnow: MCC3.NBT.1

Estimatingnumbersisaskingquestionslike,Whattensare32betweenandwhichone isitcloserto? Onewaytoestimateisroundinguptoanearbynumberwhenanumberhasa5ormore androundingdowntoanearbynumberifanumberis4orless. Estimationisusedwhenyoudontneedanexactanswer. Estimationcanbeusedtoassessthereasonablenessofsolutions.

MCC3.1.NBT.2

Placevalueisabasetensystemofgroupingsetsoftennotatedbycorrectplacementof digits. Placevalueincreasesfromtherighttotheleft. Placevaluenames(startingfromtheright)=ones,tens,hundreds,thousands. Eachplacevaluecanbecategorizedasaset.Theonesplacearesingleunits;thetens placearegroupsoftens;hundredsplacearegroupsofhundredsetc. Makingatenisamentalmathstrategywhichgroupsnumbersinsetsoften. Adding9isamentalmathstrategywhichisthinkof9asatenandsubtract1. GiveandTakestrategyallowsyoutotakefromonenumberandgivethesameamount toanothernumbertomakeiteasiertoadd. Groupingcompatiblenumbersmakesaddingeasy.Ex.Combiningdoubles;makingaten etc. Countingonisamentalmathstrategywherestudentscountonfromthelarger numbers. Subtracting9isamentalmathstrategywhichyousubtracttenandthenaddonone. Countingbackonthenumberlineisastrategyforsubtractionwhereyoustartatthe largernumberandcountbackwards. Countingupisamentalmathstrategyforsubtractionwhereyouusethenumberline andbeginatthesmallernumberandcountuptothelargernumber. Subtractingeasynumbershelpstosubtractmorequickly.15018;firstsubtractthe10, andthensubtractthe8. Thecommutativeproperty(order)foradditionstatesthattheorderoftheaddends doesnotchangethesum.a+b=b+a Theidentitypropertyofadditionstatesthatanyaddendpluszeroequalstheaddend. 4+0=4 Theassociativepropertyofadditionstatesthatthesumstaysthesamewhenthe groupingofaddendsischanged.(3+4)+2=9or3+(4+2)=9 Thecommutativeandassociativepropertiesdonotapplytosubtraction.

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Anytimezeroissubtractedfromanumberthedifferenceisthenumber. Additionandsubtractionareinverseoperations.

MCC3.0A9

Additionandsubtractioncanbeusedtosolveproblems. Otherstrategiessuchasmakingalist,drawingapicture,usingamodel,usinganumber line,etc.canalsobeusedtosolveadditionandsubtractionwordproblems. Addingtwoevennumbersortwooddnumbersalwaysresultsinanevensum. Addinganevennumberandanoddnumberalwaysresultsinanoddsum.

WhatStudentsShouldBeAbleToDo: MCC3.NBT.1 Useplacevalueunderstandingtoroundnumberstothenearest10or100 Identifywhenestimationisusefulandwhenanexactnumberisneeded Estimatetherelativesizeofanumberandwaystorepresentthem Useanumberlinetovisualizetheplacementofthenumberand/oraskquestionssuch as:Whattensare32betweenandwhichoneisitcloserto?

MCC3.1.NBT.2 Addandsubtractwithin1000 Achievefluencywithstrategiesandalgorithmsthatarebasedonplacevalue,properties ofoperations,and/ortherelationshipbetweenadditionandsubtraction Performinverseoperationsforadditionandsubtraction Comparenumbersbasedonplacevalueandthebaseten Addandsubtractnumbersusingtheproperties Identifythepropertiesofadditionandsubtraction Createmodelsofthepropertiesofadditionandsubtraction Checkcomputationusinginverseproperties

MCC3.0A9

Usementalmathstrategiestoquicklysolveadditionandsubtractionproblems Useestimationtosolveadditionandsubtractionproblems Addandsubtractwholenumbersinthecontextofaproblemsolvingsituation Choosetheappropriateoperation(addition/subtraction)whensolvingwordproblems

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SuggestedEssentialQuestions
Essentialquestionswillbecreatedbytheteacherandpostedwitheverylesson.Thefollowing areafewexemplaressentialquestionsthatmaybeutilizedbytheteacher. MCC3.NBT.1 Howdoestheplacementofadigitchangethevalueofanumber? Explainhowtoroundanumbertothenearest10or100? Whenisitappropriatetoroundnumbers?

MCC3.1.NBT.2 Howareadditionandsubtractionrelated? WhatstrategycanIusetoaddmentally? WhatstrategycanIusetosubtractmentally? HowcanIuseplacevaluetoaddnumbers? HowcanIuseplacevaluetosubtractnumbers?

MCC3.OA.8 Howdoyouknowwhentouseadditionorsubtractiontosolveaproblem? Whendoyouuseadditionorsubtractionineverydaylife?

MCC3.OA.9 Whatpatternsdoyouseeinanadditiontable?

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Vocabulary
ElementaryStudentsalmostneverlearnnewwordseffectivelyfromdefinitions.Virtuallyallof theirvocabularyisacquiredfromuseincontext.Childrenbuildtheirownworkingdefinition basedontheirinitialexperiencesandcontinuetoworkwithideasbeforetheydevelopaformal definition.Vocabularylessonsmightincludebuildinganillustratedwordwall,findingnon examplesoftheword,explainingthewordtoanotherstudent,usingmanipulativestoshow understandingoftheconcept. Add Addends BaseTen Difference Digits Equation Estimate EvenNumbers FactFamily Inverse MentalMath OddNumbers Operations PlaceValue Rounding Sum Associative(grouping)PropertyofAddition Commutative(order)PropertyofAddition Identity(zero)PropertyofAddition

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SuggestedStrategiesforTeachingandLearning
CommonCoreGeorgia PerformanceStandard MCC3.NBT.1Useplace valueunderstandingto roundwholenumbersto thenearest10or100. Misconception Theuseoftermslikeroundupandrounddown confusesmanystudents.Forexample,thenumber37would roundto40ortheysayitroundsup.Thedigitinthetens placeischangedfrom3to4(roundsup).This misconceptioniswhatcausestheproblemwhenappliedto roundingdown.Thenumber32shouldberounded(down) to30,butusingthelogicmentionedforroundingup,some studentsmaylookatthedigitinthetensplaceandtakeit tothepreviousnumber,resultingintheincorrectvalueof 20.Toremedythismisconception,studentsneedtousea numberlinetovisualizetheplacementofthenumber and/oraskquestionssuchas:Whattensare32between andwhichoneisitcloserto?Developingthe understandingofwhattheanswerchoicesarebefore roundingcanalleviatemanymisconceptionsandconfusions relatedtorounding. Ifstudentshavedifficultyroundingtothenearesthundred, havethemdrawalineundertheroundingplaceanda squarearoundthedigittotherightofthisplace. Makesurestudentsunderstandinghowtoroundinthe contextofawordproblem.Forexample:Ms.Henryneeds tobuycupsforaschoolparty.Cupscomeinpacksof10and shehas243students.Howmanypacksdoessheneedto buy?Inthisstory,studentswillneedtoroundto250in ordertohaveenoughcupsforallthestudents. Studentsshouldroundtheaddendstogetanestimated sum.Theyshouldnotaddtheaddendsandthenroundthe sum.Thesameholdstrueforsubtraction. Ifstudentscannotuseplacevaluepatternstofindsumsand differencesmentally,havethemuseplacevalueblocksor pointtothenumbersona1,000schartastheyaddor subtract.

MCC3.NBT.2Fluentlyadd andsubtractwithin1000 usingstrategiesand algorithmsbasedonplace value,propertiesof operations,and/orthe relationshipbetween additionandsubtraction.

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Useplacevalueunderstandingandpropertiesofoperationstoperformmultidigitarithmetic. MCC3.NBT.1Useplacevalueunderstandingtoroundwholenumberstothenearest10or 100. 3.MP.2Reasonabstractlyandquantitatively. 3.MP.4Modelwithmathematics. AdditionalLessons: TheIslandHop TheGreatRoundUp FieldDayFun IHaveaStory,YouHaveaStory ChildrensLiterature: MoirasBirthday,byRobertMunsch:Moirawantstohaveabirthdaypartyandinviteallofthe childrenintheschool.And,withoutherparents'knowledgeorconsent,shedoes.Whatfollows providesreaderswithahumorouslookatestimationandproblemsolving.ISBN:0920303838 HandsonStandards: NumberandOperationsLesson4:EstimatingtheSumorDifference Studentswillbegintounderstandthatsometimesasituationcallsforanestimate ratherthanexactanswer.Estimatesarehelpfulwhendealingwithverylarge numbers.(Note:Usethislessontomodelhowtoroundnumbersinthecontextofa wordproblem.Explainthatestimatesarehelpfulwhendealingwithverylarge numbersorwhenanexactanswerisnotneeded.) ScottForesman,Volume1 Lesson12NumbersintheHundreds,p.6(Note:Standardexpandedandwrittenforms arenotpartofthethirdgradestandard.Thislessoncouldbeusedasareviewof determiningthevaluesofdigitsinagivenplace.) Lesson13PlaceValuePatterns,p.8(Note:Thislessoncanbeusedtoactivate studentspriorknowledgeofusingplacevaluetowritenumbersindifferentbut equivalentforms.) Lesson110RoundingNumbers,p.28 Lesson27EstimatingSums,p.86(Note:Compatiblenumbersandfrontend estimationisnotapartofthisstandard.)

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Lesson211EstimatingDifferences,p.98

MCC3.1.NBT.2Fluentlyaddandsubtractwithin1000usingstrategiesandalgorithmsbased onplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionand subtraction. 3.MP.2Reasonabstractlyandquantitatively. 3.MP.4Modelwithmathematics. 3.MP.5Useappropriatetoolsstrategically. AdditionalLessons Shake,Rattle,andRoll HappytoEatHealthy MentalMathematics Perfect500! Take1,000 ThePowerofProperties TakeDown ChildrensLiterature DealingwithAddition,LynetteLong:AuthorLynetteLongwalkskidsthroughadeckof cards.Thensheinvitesthemtoputcardsingroups,matchpairs,andaddcardstogether indifferentcombinationstomakethenumberten.Allthatisgoodmathpractice,butin thiscaseit'salsosettingthestageforanewcardgamethatLonghascreated:Dealing withAddition.ISBN:9780881062700 Alexander,WhoUsedtobeRichLastSunday,byJudithViorst:PoorAlexander.His grandparentsgavehimonedollarwhentheycametovisit,andnowhehasnothingto showforitbutadeckofcardswithtwocardsmissing,aoneeyedbear,amelted candle,andbustokens. Alsomaybeusedwhenteachingsubtraction.ISBN:9780689711992 HandsonStandards NumbersandOperationsLesson3:AddingandSubtracting Studentswilllearnthefundamentalsofaddingandsubtractingnumbersupto fourdigitswithandwithoutregrouping. AlgebraLesson7:AssociativePropertyofAddition

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Studentswillfindthattheassociativepropertyofadditionallowsthemtoadd compatiblenumbersmoreeasilybyregroupingasaseriesofaddendswhen findingthesum. NumbersandOperationsLesson5:CommutativePropertyofAddition Studentsmaymistakenlythinkthattheycanusethecommutativepropertyto switchanytwonumbersinanadditionproblem.Reaffirmthatonlytheaddends canshiftplaceswithoutchangingtheproblem. AlgebraLesson11:AdditionandSubtraction Studentswilladdressequationsthathaveanunknownnumberandlearnto workbackwardsbyusingtheinverseoperationtosolveforthemissingnumber.

NLVM Thefollowingactivitiescanbeusedtoreinforcetheskillsinthisunit.Foradetailedexplanation onhowtousetheactivities,pleaseclickontheinstructionsbuttonatthetoprightofthepage. NumbersandOperations(Grades35) BaseBlocksAddition BaseBlocksSubtraction SuperSource PlaceIt Inthisgamefortwotofourplayers,childreneachrollnumbercubesandthenmakea2 digitnumberfromthedigitsrolled.Theyrepresentthatnumberwithunitsandlongsin anefforttobetheonewhoaccumulatesblockswiththetotalvalueclosestto100.In thisactivity,childrenhavetheopportunityto: domentalcomputation developstrategicthinkingskills ChooseaPlace Inthisgamefortwotofourplayers,childrenrepresenteachrollofanumbercubewith unitsorlongsinanefforttocollectBaseTenBlockswithatotalvalueof100.Inthis activity,childrenhavetheopportunityto: understandingofplacevalue useaddition developstrategicdevelop thinkingskills CleartheMat Inthisgameforteamsoftwo,childrenrollanumbercubetodeterminethevalueofthe BaseTenBlockstoremovefromtheirplacevaluemats.Theylookforastrategyfor beingthefirstteamtoremovealltheblocksfromtheirmat.Inthisactivity,children havetheopportunityto:

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useestimationskills usesubtraction developstrategicthinkingskills 1,000MoreorLess Childrenmodela3digitstartingnumberwithBaseTenBlocks.Theyrollnumbercubes tohelpthemdetermineanother3digitnumberthat,whenaddedtothestarting number,willresultinasumthatiscloseto1,000.Inthisactivity,childrenhavethe opportunityto: findmissingaddends developstrategiesforadding3digitnumbers uselogicalreasoning buildmentalmathskills

RecommendedsectionsofTeachingStudentCenteredMathematicsGrades35 Chapter2:NumberandOperationSense:Thischapterincludesactivitiesthatallow studentstoview,estimate,andcomparenumbersinavarietyofways.Thebookalso includesrealworldcontextproblemstohelpwiththeunderstandingofplacevalue.The suggestedactivitiesincludetheuseofhundredsandthousandscharts.Thereareseveral otheractivitiesthatassistwithnumbersenseandusingthepropertiesofadditionand subtractiontocompute. Chapter3:HelpingChildrenMasterTheBasicFacts:Thischapterassistsstudentswith developingastrongunderstandingofnumberrelationshipsofoperations,efficient strategiesforfactretrievalthroughpractice,anddrillsintheuseandselectionofthose strategiesoncetheyhavebeendeveloped.Therearealsoseveralactivitiesthatallow studentstoapplytheskillsandsolveadditionandsubtractionproblems. Chapter4:StrategiesForWholeNumberComputation:Thischapterprovidesflexible methodsofcomputationinvolvingtakingapartandcombiningnumbersinavarietyof ways.Italsodiscusseswaytoallowstudentstouseinventedstrategiesforadditionand subtraction. ScottForesman,Volume1 Lesson21PropertiesofAddition,p.66(Note:Reviewpropertiesofadditionwith studentsandexplainthattherearerelationshipsforwholenumbersandadditionthat alwaysholdtrue;thesehelpsimplifycalculations.) Lesson22RelatingAdditionandSubtraction,p.70(Note:Usethislessonasareviewof factfamiliesandwhyadditionandsubtractionareinverseoperations;youcanuse additiontosolvesubtractionproblems.) Lesson25MentalMath:BreakApartNumbers,p.80

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Lesson26MentalMath:Using10stoAdd,p.82 Lesson29MentalMath:UsingTenstoSubtract,p.94 Lesson210MentalMath:CountingontoSubtract,p.96 Lesson31AddingTwoDigitNumbers,p.126 Lesson32ModelsforAddingThreeDigitNumbers,p.128 Lesson36Regrouping,p.146 Lesson37SubtractingTwoDigitNumbers,p.148 Lesson38ModelsforSubtractingThreeDigitNumbers,p.150 Lesson39SubtractingThreeDigitNumbers,p.152 Lesson310SubtractingAcrossZero,p.156

Solveproblemsinvolvingthefouroperations,andidentifyandexplainpatternsinarithmetic. MCC3.OA.8Solvetwostepwordproblemsusingthefouroperations.Representthese problemsusingequationswithaletterstandingfortheunknownquantity.Assessthe reasonablenessofanswersusingmentalcomputationandestimationstrategiesincluding rounding. 3.MP.1Makesenseofproblemsandpersevereinsolvingthem. 3.MP.3Constructviableargumentsandcritiquethereasoningofothers. 3.MP.6Attendtoprecision AdditionalLessons ArmadilloStories HookedonSolutions ChildrensLiterature TheFiveHundredHatsofBartholomewCubbins,byDr.Seuss:Weknowfromthetitle thattherearegoingtobe500hats.NeitherBartholomewnortheKingareawareof that.Thisinsiderinformationletsusviewtheactiondifferentlyandwebegincounting almostimmediately.Becausenoteveryhatfrom1to500isvisibletous,weareforced tocountaroundthegapstomakethebookmakesense.Fillinginmissinginformation seemslikemathtome.ISBN:0825436184 WeighingtheElephantbyTingxingYeandSuzaneLanglois:Estimationandproblem solvingcanbeapproachedthroughthisbook.Thevillagersmustuseboththoseskillsto accomplishtheseeminglyimpossibletaskoffiguringoutanelephant'sexactweight withoutaccesstoalargescale.ISBN:9781550375268

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ScottForesman,Volume1 Lesson111PlanandSolve,p.32(Note:Usethislessontoactivatestudentsprior knowledgeofdeterminingwhatquestionstheyshouldaskwhentheyaretryingtoread andunderstandawordproblem.) Lesson28OverestimatesandUnderestimates,p.90 Lesson212WritingtoExplain,p.102 Lesson35DrawaPicture,p.140(Note:Tobeusedwhensolvingproblems.) Lesson311ExactAnswerorEstimate,p.160(Note:Thislessoncanbeusedtoillustrate addingandsubtractingexactorestimatedresultstosolveproblemsinrealworld contexts.) Lesson313ChooseaComputationMethod,p.166 Lesson315ProblemSolvingApplications,p.170(Note:Usethereteaching,practice, enrichment,andproblemsolvingexercisesasareviewofkeyconcepts,skillsand strategiesdiscussedinthisunit.) MCC3.OA.9(onlyadditiontableinUnit1)Identifyarithmeticpatterns(includingpatternsin theadditiontableormultiplicationtable),andexplainthemusingpropertiesofoperations. Forexample,observethat4timesanumberisalwayseven,andexplainwhy4timesa numbercanbedecomposedintotwoequaladdends. 3.MP.7Lookforandmakeuseofstructure. 3.MP.8Lookforandexpressregularityinrepeatedreasoning. AdditionalLessons SkipCountingPatterns TakeTheEasyWayOut Exemplars PennyaDay ABrokenGumballMachine BuildingTowers NLVM Thefollowingactivitiescanbeusedtoreinforcetheskillsinthisunit.Foradetailedexplanation onhowtousetheactivities,pleaseclickontheinstructionsbuttonatthetoprightofthepage.

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NumbersandOperations(Grades35) HundredsChart

ScottForesman,Volume1 Lesson19NumberPatterns,p.24 Lesson23FindaRule,p.72

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