Question 3.2:
What is the relationship between place value and
addition and subtraction?
Continue to focus on foundational facts x/÷ 2, 5, 10, 1, 0
Continue to focus on foundational facts x/÷ 2, 5, 10, 1, 0
suggested pacing about 3-4 weeks
Teacher Tips:
Taking a break from the foundational multiplication/division concepts will allow teacher time to further develop those skills with students who need it and make sure students have in place the skills they need to move on to be successful.
Be aware that although 3NBT2 is a computation strategy, word problems should provide context during instruction.
Consider collecting data for graphing and use it to reinforce addition and subtraction skills through questioning.
🌕Students will articulate their reasoning and strategies with precision when using place value understanding and properties of operations to perform multi-digit arithmetic. (3.NBT.1, 3.NBT.2, SMP1, SMP2, SMP6)
I can use place value to estimate and round whole numbers to the nearest 10 and 100. (3.NBT.1)
I can fluently add and subtract within 1,000 based on place value using strategies and algorithms. (3.NBT.2)
I can fluently add and subtract within 1,000 using properties of operations. (3.NBT.2)(Formal terms are not required for student knowledge)
I can fluently add and subtract within 1000 using the relationship between addition and subtraction. (3.NBT.2)
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
Math Vocabulary in Spanish and English
Addend Algorithm Approximate Decade number Difference Estimate Expanded form Midpoint Minuend Open number line
Operations Partial sum Regrouping Round Subtrahend Sum
3rd grade number talk guide printable & 3rd grade number talks
Choose which strategy students need to practice. You may find that they need many, so start with one for a week or so, then move onto another. You are looking for efficient strategies, not mastery of all strategies. Students may find they prefer one strategy over another or change strategies for different problems. The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.
Addition Strategies (Main focus is add/subt strategies)
Use/Bridge Ten decompose
Break apart by place value 2- and 3-digit
Chunking (break apart one number) More multiples of ten
Friendly number one away
Subtraction Strategies
Removal No regrouping
Multiplication Strategies (Begin to practice Multiplication foundational facts before starting Q3)
foundational facts & commutative property math flips x2,5,10 commutative
I can use place value to estimate and round whole numbers to the nearest 10 and 100. (3.NBT.1)
Ready Teacher Toolbox Lesson 1: Use Place Value to Round Numbers -Sessions 1-4
Assessment Tasks 3.NBT.1 Frayer Model Assessment Proficiency Rubrics 3.NBT.1 IAR sample questions 3.NBT.1
Math in Practice 3.NBT.1 Module 5 Math in Practice lesson slides & Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 1 Mystery Number
I can fluently add and subtract within 1,000 based on place value using strategies and algorithms. (3.NBT.2)
I can fluently add and subtract within 1,000 using properties of operations. (3.NBT.2)(Formal terms are not required for student knowledge)
I can fluently add and subtract within 1000 using the relationship between addition and subtraction. (3.NBT.2)
Ready Teacher Toolbox Lesson 2: Add Three-digit Numbers -Sessions 1-4
Lesson 3: SubtractThree-digit Numbers -Sessions 1-5
Assessment Tasks 3.NBT.2 Frayer Model Assessment Proficiency Rubrics 3.NBT.2 IAR sample questions
Math in Practice 3.NBT.2 Module 6,7 Math in Practice lesson slides & Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lessons 2 Addition Grids & Lesson 3 Planning a Trip
“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104
There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed. Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).
Ideas for closure activities
Multiplication/division basic facts Mastering the Basic Facts book:
Foundational facts
Addition & Subtraction within 1000 using strategies *The standard algorithm is a 4th grade standard.
These are activities to give students mixed, spaced practice based on the big ideas for 3rd grade math.
These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice. Please select pages carefully based on your students' needs.
You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response. It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.