Grade 3 Math Unit Planning 2017 to 2018
PS 105
Unit #/ Book(s) /Topic / Unit 3 / Books 3 and 7 / Addition & Subtraction / Approximate Days or Dates / 25Stage 1 - Identify Desired Results
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include specific Common Core standards)
Use place value understanding and properties of operations to perform multi-digit arithmetic.
3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Measurement and Data.
3.MD.2: Measure and estimate liquid volumes and masses of objects using standard units of grams, kilograms, and liters. Add, subtract, multiply or divide to solve one-step word problems involving mass or volume.
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
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 computation and estimation strategies including rounding.
3.OA.9: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Enduring Understandings
What understandings about the big ideas are desired?
What misunderstandings are predictable? / Essential Questions
What are the essential question(s) of this unit?
Are there any potential cross-curricular connections during this unit?
Students will understand that...
● There are many ways to add and subtract and the choice of method can vary based on the particular numbers. For example, one would likely use a different method to add 399 + 403 than 384 + 439.
● Rounding off numbers is a skill useful for estimation.
● Mass (weight), volume, and length are three different ways to measure things.
Related misconceptions… / Essential Question:
What are the most efficient ways to add and subtract three-digit numbers?
Cross-curricular connections…
Knowledge:
What knowledge will student acquire as a result of this unit? / Skills:
What skills will students acquire as a result of this unit?
Students will know...
● Unit specific vocabulary such as addend, difference, equivalent, estimate, sum, volume, mass, gram, kilogram, liter.
● How to interpret measures of liquid volume and mass. / Students will be able to…
● Add three-digit numbers using a variety of strategies.
● Subtract three-digit numbers using a variety of strategies.
● Round off three-digit numbers to the nearest ten or hundred.
● Use rounding off to estimate sums and differences within 1000.
● Estimate and measure liquid volume and mass.
● Solve addition and subtraction problems involving liquid volume and mass.
Stage 2 – Assessment Evidence
Evidence
Through what evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes. / Student Self-Assessment
How will students reflect upon or self-assess their learning?
Pre-Assessment: Book 3 Pearson Realize Assessment (#1, 8, 9, 13, 14)
Book 3
Benchmark 1 - Use knowledge of place value to read, write, and sequence and round numbers up to 1,000
Benchmark 2 - Solve addition problems with 3 digit numbers (up to 400) by using strategies that involve breaking each number aparts by place, or by adding on 1, or by adding on 1 number in parts.
Benchmark 3 - Solve subtraction problems with 2 and 3 digit numbers (up to 300) by using strategies that involve either subtracting 1, number in parts, adding up, or subtracting back
Benchmark 4 - To tell time to the nearest minute
Book 7
Benchmark 1 - Solve addition and subtraction problems involving masses or volumes.
Benchmark 2 - Solve 3-digit addition problems using at least one strategy fluently.
Benchmark 3 - Solve 3-digit subtraction problems fluently.
Benchmark 4 - Estimating and Measuring liquid volume and mass using standard units.
Quiz : Book 3 Quiz 2 (Session 3.4)
Mid-Unit Assessment: Book 7 Quiz 3 (Session 3.5)
Pearson Realize Unit Assessment Questions 1, 4-11, 14, 16, and 20 from the Unit 7 Test
Stage 3 – Learning Plan
# / Content Goal / Lesson Notes/Planned Differentiation / Additional Resources or Math Centers
Unit Notes: / Investigations 3 has two addition and subtraction books in grade 3. Given the heavy emphasis on the major topics of multiplication, division, fractions, and area, we need to limit this unit to about 25 instructional days. Most of this unit will be spent on subtraction, which tends to be considerably more difficult than addition for students to master. Remember that you can use any of the unused pages from these two books throughout the year as additional classwork or homework.
Since we are beginning with multiplication and division this year, we can have students solve multistep problems with all four operations during this unit. Let’s look for opportunities to do this. / Multi-step story problem solving (resources to be provided)
Test Prep Ideas / Problem Set 1: Q 1,2,3
Problem Set 4: Q1,3,5
2015 Released Questions: 8,13,37,50,52
2016 Released Questions: 52
2017 Released Questions: 5,6,13,31,40,52
Fluency Ideas / All Sprints from EngageNY Grade 2 Module 5
Sprints from EngageNY Grade 3 Module 5: 23-28
5
sessions / Book 3—Selected Lessons from First 2 Investigations / Rounding is introduced in only one lesson (2.4) but clearly will need to be practiced during centers in order for students to build proficiency.
Book 3: 1.2/1.3 / Stickers: A Base Ten Model / Do this lesson to review the context of stickers that will be used throughout this unit. Since we are not doing lesson 1.3, you can use SAB pp. 117-118 and also pp. 123-125 today. / TMM: 2.1.9
No centers today.
Book 3:
1.4 / Close to 100 / Close to 100 is a fun game that will give you a good early sense of your students’ ability to add. If the game is too easy for some students, they can play Close to 1000. You can get the game board and instructions from the grade 4 resources. If the game is too hard, they can play Close to 20 (from grade 2 resources). Note that these games are also available as IPad apps. Note that you can have the whole class play at once or have half the class play while the other half works on incomplete SAB pages or the appropriate differentiation pages for Inv. 1. / TMM: 2.2.1
Optional centers today.
Book 3:
2.2 / Sequencing Collection Cards / Do this lesson as suggested, except you won’t have a 1000 chart for reference. You can have everyone do the same activity or have half the class play Close to 100. Note that How Many 10s gets introduced but work on the SAB pages continues the following day(s). / TMM: 2.2.2
Optional centers today.
Book 3:
2.3 / Go Collecting / Do this lesson as suggested. Don’t forget to end the session with the discussion suggested in the TG pp. 87-88. / TMM: 2.2.3
● Go Collecting
● How Many 10s?
● Close to 100
Book 3:
2.4 / Rounding Numbers / Do this lesson as suggested. Don’t forget to end the session with the discussion suggested in the TG pp. 94-96. Allow ten minutes at the end for quiz 1. / TMM: 2.2.4
● Rounding
● Go Collecting
● Close to 100
2 sessions / Book 3—Investigation 3:
Addition / We are not going to teach this investigation as written. Instead spend two days doing centers and using whichever SAB pages from the investigation are most relevant for what your students need. Note that the goal here is addition using breaking apart numbers, so the standard algorithm should not be used (except to check work). Start each day with a number talk. Give Quiz 2 during this investigation. / TMM: 2.2.5 and 2.2.6
3 sessions / Book 3—Investigation 4:
Subtraction / This is a very important investigation, since many students only think about subtraction as takeaway. Students need to know, for example, that 301 – 299 can be solved easily by finding the difference between the numbers (and that it would be far less efficient to take 299 away).
4.1/4.2 / Over and Under 100 / Combine lessons 4.1 and 4.2 into one lesson. If students do not complete the SAB pages, they can complete them during lesson 4.3 the next day. / TMM: 3.4.1
No centers today.
4.3 / How Far From 100? / This game is a bit confusing at first, so be sure you try it out for yourself before teaching it to the children. Do the lesson as suggested, but feel free to change it to How Far From 1000? if you have students who need the extra challenge. / TMM: 3.4.2
● Distance Riddles
● How Far From 100?
● Travel Problems
4.4/4.5 / More Travel Problems / Combine these two lessons into one lesson. / TMM: 3.4.3
● SAB pages
● How Far From 100 (or 1000)?
4 sessions / Book 3—Investigation 5:
Subtraction Stories
5.1/5.2 / Comparison Problems / Combine these two lessons into one lesson. / TMM: 3.4.4
No centers today.
5.3 / Related Problems / Do this lesson as written. / TMM: 3.4.5
● Related Problems
● How Far From 100 (or 1000)?
● More Comparison Problems
5.4 / How Many Are Left? / Do this lesson as written. / TMM: 3.5.1
● How Many Are Left?
● How Far From 100 (or 1000)?
● Incomplete SAB pages
5.5 / Solving Subtraction Problems / Do this lesson as written. / TMM: 3.5.2
No centers today.
4 sessions / Book 7—Investigation 1: How Many Miles?
1.1 / Measuring Liquid Volume / Do this lesson as written. / TMM: 4.1.1
No centers today.
1.2 / Measuring Mass / Do this lesson as written. / TMM: 4.1.2
No centers today.
1.3 / Paper Clip Problems / Do this lesson as suggested. You only really need one box of paper clips to use for the mini-lesson. / TMM: 4.1.3
No centers today.
1.5/1.6 / Related Problems / Skip 1.4 and combine 1.5 and 1.6 to spend a session on related problems. For the mini-lesson, use the discussion on TG p. 51. Then briefly explain the goal for SAB p. 405, which is that they use the first problem in each set to help them with subsequent problems. / TMM: 4.1.4
No centers today. Lots of problem sets. Differentiate as needed.
1 session / Book 7—Investigation 2:
Addition / Just do session 2.5, to cover multiple-addend problems and to assess students to ensure they are solid with addition. / TMM: 6.1.1
5 sessions / Book 7—Investigation 3:
Subtraction / For this last week (5 sessions) of the unit, select the from the discussions suggested in the teacher’s guide that best match what your students need. Differentiate the assignment of SAB pages as well. The goal is that at the end of this week the students are highly skilled at solving a variety of three-digit subtraction (and addition) problems. / TMM: 6.1.2 through 6.1.6
No centers this week.
Unit Assessment / Questions 1, 4-11, 14, 16, and 20 from the Unit 7 Test
Post-Unit Reflection
Considerations / Comments
Required Areas of Study:
Was there alignment between outcomes, performance assessment and learning experiences?
Adaptive Dimension:
Did I make purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students? / For struggling students:
For students who need a challenge:
Suggested Changes:
How would I do the unit differently next time?
Base Ten Exchange (or Race to 1000)
Materials Needed (for each pair playing): Place Value Mat with columns for ones, tens, and hundreds; One six-sided die; Base-ten blocks including (if possible) one thousand block per pair; a key; and a prompt card.
Here is what the key looks like:
Race to 1000Roll / Base Ten Blocks to Take
1 / 1 Hundred
2 / 2 Hundreds
3 / 5 Tens
4 / 6 Tens
5 / 5 Ones
6 / 6 Ones
Here is what the prompt card looks like:
After each turn, answer these questions:
1. Can you make a trade?
2. What is your total?
3. How far are you from 1000?
Directions: The game is best played cooperatively, with pairs of students working together on one mat to try to get to 1000. Taking turns, player 1 rolls the die and uses the key to determine which blocks to place on the mat. Player 2 asks the three questions on the prompt card. If a trade can be made, it is made. For example, students may exchange 10 ones for a ten or 10 tens for a hundred. When they can trade 10 hundreds for a thousand, they have “won.” It is very important that the students make all possible trades and state their total after each roll. The third question, “How far are you from 1000?” is optional for students that can handle this question.