Grade 3: whole number computation

Math makes me laugh

Lesson has been adapted from Mathology - To access all of these resources in both English and French, login to your Mathology account

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Content

Big Ideas:


  1. Quantities and numbers can be added and subtracted to determine how many or how much

  2. Comparing and Ordering Quantities (Multitude or Magnitude)

  3. Each successive number is one more than the previous number (i.e., hierarchical inclusion)



Expectations:

  • B1. Number Sense: demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life

  • • Whole Numbers: B1.1 read, represent, compose, and decompose whole numbers up to and including 1000, using a variety of tools and strategies, and describe various ways they are used in everyday life

  • • Whole Numbers: B1.2 compare and order whole numbers up to and including 1000, in various contexts

  • • Whole Numbers: B1.3 round whole numbers to the nearest ten or hundred, in various contexts

  • • Whole Numbers: B1.4 count to 1000, including by 50s, 100s, and 200s, using a variety of tools and strategies

  • • Whole Numbers: B1.5 use place value when describing and representing multi‐digit numbers in a variety of ways, including with base ten materials

  • B2. Operations: use knowledge of numbers and operations to solve mathematical problems encountered in everyday life

  • • Mental Math: B2.3 use mental math strategies, including estimation, to add and subtract whole numbers that add up to no more than 1000, and explain the strategies used

  • • Addition and Subtraction: B2.4 demonstrate an understanding of algorithms for adding and subtracting whole numbers by making connections to and describing the way other tools and strategies are used to add and subtract

  • • Addition and Subtraction: B2.5 represent and solve problems involving the addition and subtraction of whole numbers that add up to no more than 1000, using various tools and algorithms

Learning Goals

Students will...

  • estimate sums and differences

  • compare and order numbers and quantities to 1000

  • determine how many more/less one number/quantity is compared to another

  • use personal and mental strategies to find sums and differences





Success Criteria

I can…

Add and Subtract to 1000

  • Estimate sums and differences

  • Model and symbolize addition and subtraction

  • Develop mental and personal addition and subtraction strategies


Estimate, Compare, and Order Numbers to 1000

  • Estimate and compare quantities to 1000

  • Order three or more quantities

  • Estimate and find out how many more/less one quantity is compared to another



Materials

  • Access to “Mathology” website- every educator from K-3 has access. Contact Erica Doucet, Kerry Crocker or Haley Brooks if you require your login credentials.

Pedagogy

Number Talk Resources

Fosnot “Minilessons for Early Addition and Subtraction” / “Mini Lessons for Extending Addition and Subtraction”

Minds On

To access the digital book login to “Matholgy”. If you require your login credentials, contact Erica Doucet, Kerry Crocker or Haley Brooks.

Whether you are working with a large group, a small group, or an individual child, the first step is to simply enjoy the story.

To introduce Math Makes Me Laugh, read the title and discuss the cover. You might ask:

  • Have you ever found numbers funny? Have you ever laughed when you are working on your math?

  • Have you ever found some numbers more interesting than others?

  • Do you know any number jokes you can tell the class

Tell children this is a story about a child who enjoys thinking about numbers and using them to make estimates. Discuss the difference between an estimate and an accurate count and/or calculation. Stress that an estimate is a thoughtful guess, and that being close rather than “right” is the intention. Encourage children to share times when they have made an estimate and/or thought about important numbers (e.g., age, allowance, address, birthdate). Ask

  • How can we use numbers to tell about our classroom? (e.g., number of children, room number, length and width of the room) Our school? (e.g., address, phone number, number of classrooms or windows)

As you share this story, encourage children to

  • follow the narrator’s estimates and thinking, offering their own ideas as to how many and how much

  • share how their lives compare to the narrator’s (e.g., what numbers they think of, how many pages they have read)

  • think of questions to ask the narrator throughout her day


Action!

Students will complete the “how many steps” task.



Consolidation Ideas


As a class, discuss student findings and strategies from the “How many steps” task. What were the furthest distances? Shortest distances? Have students share the strategies that they used to both estimate and calculate the distances.



Independent Task / Assessment Opportunities

Have students complete the “Solve the Problem” assignment

Have students play the “Close to 1000 Game” using the number cards.

SEL Student Self-Assessment FRENCH / ENGLISH SEL Teacher Rubric

Technology