Third Grade Curriculum

+ / - Algorithm / Estimation / Compatible Numbers

Section 1

Suggested Number of Days: 4 Days
The suggested number of days includes instruction, practice, and mixed review time. Please review materials in advance to allocate days based on the resources provided.

Topic / Page
Addition
(Suggested part III and IV be taught on the same day) / Part I: Addition using Place Value (Partial Sums)
Guided Practice 1: 2-digit with regrouping
Guided Practice 2: 3-digit with no regrouping
Guided Practice 3: 3 digit with regrouping
Student Pages: Guided Practice 1-3
Guided Practice IMN Strips
Oh, So Many Ways… record sheet
Place Value Chart
Part II: Addition using Properties
IMN Strips: Vortex Warm-Up
Part III: Addition using number line representation
Living Number Lines activity
Living Number Lines Card Sets
Part IV: Addition Algorithm with Two- (regrouping and no regrouping) and Three- Digit Numbers (no regrouping)
Guided Practice 4: 2-digit with regrouping
Guided Practice 5: 3-digit with no regrouping
Part V: Addition Algorithm with Three-Digit Numbers (regrouping)
Guided Practice 6: 3 digit with regrouping
Guided Practice 7: 3-digit with regrouping
Student Pages: Guided Practice 4-7 / 1
2
5
9
11-12
13-15
16
17
18
24
25
25
28-30
31
31
35
40
42
49
51-52

Additional Resources:

MATH_3_A_NUMBER LAB 2014_RES.doc

MATH_3_A_EQUALITY VORTEX 2014_RES.notebook

MATH_3_A_ADD SUBTRACT ALGORITHM MINI 1 2014_RES.doc

MATH_3_A_ADD SUBTRACT ALGORITHM MINI 2 2014_RES.doc

NOTE: **Target Questions** are included for use in conjunction with the Teacher Notes. In the Practice Problems, some are marked with an “*”. It is suggested that you include these problems in your unit. There is also a model window pane problem on some target problems to use as a Guided Practice. Additional problems are also included as needed.

Addition

TEKS: 3.4a The student is expected to solve with fluency one-step and two-step problems involving addition and subtraction within 1,000

using strategies based on place value, properties of operations, and

the relationship between addition and subtraction.

VOCABULARY: sum, add, number sentence, expression, group, ungroup, regroup, algorithm, addend, equation

Teacher Background: The concepts of place value, relationships, and multiple representations are continuously interwoven into the verbage and strategies associated with addition. Using compatible numbers is imbedded in addition, subtraction and estimating solutions.

Student Background: In second grade, students were expected to be proficient in addition with regrouping using 2-digit numbers.

Materials: base ten blocks, base ten mats (8 ½ X 11 provided in notes (Pg. 17), suggested to print on legal paper or create on construction paper), Oh, So Many Ways… record sheet (Pg. 16)copied for each student, virtual manipulatives (Website Pg. 40) Number Lab record sheet and cards (Resource file), masking tape, yarn, IMN Strips

Part I: Addition using Place Value (Partial Sums)

1.  Have students play Number Lab.

Available in resources: MATH_3_A_NUMBER LAB 2014_RES.DOC

*Please note this activity is to allow students to practice representing numbers in multiple different ways and begin allowing them to experience the putting together action with different values WITHOUT solving the algorithm for the process.

2.  Ask: What is something you noticed while playing Number Lab? (answers will vary, guide students to notice that we broke the numbers apart) Why do you think we broke apart numbers, or decomposed, like we did just to put the numbers back together again? (Answers will vary – guide students to notice that we could find the total of each place value, we can then put those together when we need to).

3.  IMN suggestion: Ask students to write/draw on the left side of their IMN, at least 2 things they think about when they hear the word ADDITION.

4.  Have students share their thoughts with their elbow partner and then with the class. Record students’ thoughts on an Anchor Chart labeled Addition. Students may add to/modify/refine what they have put in their IMN during or after the class addition discussion.

Guided Practice 1: Place Value representation of 2-digit by 2-digit addition

*Please note the Guided Practice questions are given as IMN strips. It is suggested that the students glue each guided practice question on a separate page to allow enough space for multiple representations of the addition processes using the Oh, So Many Ways… record sheet in their strategies. Lessons on following days will refer back to these questions and guide students through the creation of differing multiple representations for the addition process (TEKS 3.4A).

Mike and Sam were playing a game. Mike scored 38 points and Sam scored 14 points. How many points did the two kids score together?

(IMN strips found in Teacher Note (Pg. 13)

Begin the “Four-Step Problem Solving” process with the students.

Main Idea: Details / Known:

Strategy: (Attach Oh, So Many Ways… record sheet under windowpane. It will be used as the strategies. Leave room at the bottom for the How/Why.

  1. “Let’s think about what we know! Based on our model drawing, which action will we be doing?” (put together – refer to action posters). “So that would be which math operation?” (Addition). “Today we want to focus on how we can represent addition. We will focus on solving the work at another time. How would we set up our numbers to show addition?” (place one number on top of the other – write in strategies) “Tell me more.”(make sure they are lined up by place value). Record in Algorithm set-up section of record sheet

  1. “Now that we know the numbers, let’s build our numbers with our base-ten blocks.” (Give one place value mat to each pair of students and allow them to build both numbers on the mat, one on top of the other) “How would we represent these base-ten blocks in a picture?” (Draw picture of each number using base-ten models) Record in “Relating to Base-Ten” section of record sheet.

  1. “Now that we can see our base-ten representation, what do we know about the value of the digits of these numbers?” (3 groups of 10 equals 30 and 8 ones equals 8. One group of 10 equals 10 and 4 ones equals 4) “How could we write these numbers to show the value of each digit?” (Expanded form – write 30 + 8, 10 + 4 next to the base-ten pictures) “Why are there plus signs between the numbers in expanded form?” (it shows that when you take the values of each digit and put them together it is equal to the value of the original number such as 30 + 8 = 38)

  1. “Let’s see what we have when we put our place values together. In addition, what place value should we start by looking at?” (ones). I see we have 8 groups of one and 4 groups of one, so how many ones do we have? (12 ones. Write 12 under the ones)

  1. “If we have 3 groups of ten and 1 group of ten, how many groups of ten do we have?” (4 groups of ten) “What is the value of those 4 groups of ten?” (40 - Write 40 under the tens).

  1. Say “We have the sum of 4 groups of ten, or 40, and the sum of 12 groups of one, or 12. Could we easily put these partial sums together? (yes – we could put together 40 and 12) “This strategy is called Partial Sums. We were able to use place value to put together the partial sums of 38 and 14. We will come back to this at a later point and do the algorithm. Remember right now we are only practicing showing different representations of how to add.”

How: Found partial sums of 40 and 12

  1. “The numbers we just used are going to be important to us over the next few examples and we are going to come back to them and add to our Oh, So Many Ways… record sheet.”

Guided Practice 2: Place Value representation of 3-digit by 3-digit addition

Deja has saved $135 in her bank account. This summer she walked the neighbor’s dog and earned another $104. If she put all of that money into her bank account, how much does she have in her account now?

(IMN strips found in Teacher Note (Pg. 14)

Begin the “Four step Problem solving” process with the students.

Main Idea: Details / Known:

Strategy: (Attach Oh, So Many Ways… record sheet under windowpane. It will be used as the strategies. Leave room at the bottom for the How/Why

Strategy:

  1. “Let’s think about what we know! Based on our model drawing, which action will we be doing?” (put together – refer to action posters). “So that would be which math operation?” (Addition). “Remember we are focusing on how we can represent this addition. We will focus on solving the work at another time. How would we set up our numbers to show addition?” (place one on top of the other – Record in “Algorithm Set-Up” section of record sheet)
  1. “Now that we know the numbers, let’s build our numbers with our base-ten blocks.” (Give one place value mat to each pair of students and allow them to build both numbers on the mat one on top of the other)
  1. “How would we represent these base-ten blocks in a picture? (Draw picture of each number using base-ten models and record in “Relating to Base-Ten section of record sheet)
  1. “Now that we can see our base-ten representation, what do we know about the value of each of the digits of these numbers?” (1 group of 100 equals 100 and 3 groups of 10 equals 30 and 5 groups of one equals 5, 1 group of 100 equals 100 and 4 groups of one equals 4) “How could we write these numbers to show the value of each digit?” (Expanded form – write 100 + 30 + 5, 100 + 4 next to the base-ten pictures) “Do we need to write any tens for 104?” (No) “Are there any tens in 104?” (Actually there are. There are ten groups of ten which make a group of 100, but since there are no left over or individual groups of ten left, we do not need to write any)”.
  1. “Where should we start our addition? (ones place ) “I see we have 5 groups of one and 4 groups of one, so how many groups of ones do we have altogether?” (9 ones). Write 9 under the ones
  1. Say, “Now, if we have 3 groups of ten and no groups of ten how many groups of ten do we have altogether?” (3 groups of ten)” What is the value of those 3 groups of ten?” (30 - Write 30 under the tens).
  1. “Let’s see what we have when we put our place values together. If we have 1 group of a hundred and 1 group of a hundred, how many groups of a hundred do we have?” (2 groups of a hundred) “What is the value of those 2 groups of a hundred?” (200-- Write 200 under the hundreds)
  1. “We have the sums of 2 groups of a hundred (or 200), the sum of 3 groups of ten (or 30), and the sum of 9 groups of one (or 9). “Could we use the strategy of partial sums? (yes – we could put together 200, 30 and 9) “We were able to use the place values to put together the partial sums of 135 and 104. We will come back to this at a later point and do the algorithm. Remember right now we are practicing showing different representations of how to add.”

How: Found partial sums of 135 and 104

Guided Practice 3: Place Value representation of 3-digit by 3-digit addition

The 3rd grade boys and girls at Metcalf Elementary had a competition to see how much trash they could pick up on the playground. The boys collected 164 pieces of trash and the girls collected 237 pieces of trash. How many pieces of trash did the boys and girls collect?

IMN strips found in Teacher Note (Pg. 15)

Begin the “Four Step Problem Solving” process with the students.

Main Idea: Details / Known:

Strategy: (Attach Oh, So Many Ways… record sheet under windowpane. It will be used as the strategy section. Leave room at the bottom for the How/Why.

How: Found partial sums of 164 and 237


Guided Practice

1.  Mike and Sam were playing a game. Mike scored 38 points and Sam scored 14 points. How many points did the two kids score together?

2.  Deja has saved $135 in her bank account. This summer she walked the neighbor’s dog and earned another $104. If she put all of that money into her bank account, how much does she have in her account now?

3.  The 3rd grade boys and girls at Metcalf Elementary had a competition to see how much trash they could pick up on the playground. The boys collected 164 pieces of trash and the girls collected 237 pieces of trash. How many pieces of trash did the boys and girls collect together?


IMN Strips: Guided Practice 1 (8 per page)

Mike and Sam were playing a game. Mike scored 38 points and Sam scored 14 points. How many points did the two kids score together?

Mike and Sam were playing a game. Mike scored 38 points and Sam scored 14 points. How many points did the two kids score together?