Unit 3- Travel Stories and Collections

This unit is the first of two units that focus on addition, subtraction, and the number system in Grade 3. Later this year, students will continue to work on developing accurate and efficient strategies for both addition and subtraction. In our math class, students spend time discussing problems in depth and are asked to share their reasoning and solutions. It is important that children accurately and efficiently solve math problems in ways that make sense to them. At home, encourage your child to explain his or her math thinking to you.

Investigations Games Unit 3

Non Investigations Games

Math Words and Ideas

1- Representing Place Value: Hundreds, Tens, and Ones

2- Adding Strategies: Adding by Place

3- Tools to Represent Subtraction Problems

4- Subtraction Strategies: Adding Up and Subtracting Back

5- Ones, Tens, and Hundreds

6- Many Ways to Make 145

7- Ones, Tens, Hundreds, and Thousands

8- Rounding to Tens and Hundreds

9- Addition Strategies: Adding One Number in Parts

10- Tools to Represent Addition Problems

11- Adding and Subtracting Tens and Hundreds

12- Addition Strategies: Changing the Numbers

13- Subtraction Strategies: Subtracting One Number in Parts

14- Subtraction Situations

Activities to Try at Home

Collect 1,000 Together you and your child can collect 1,000 of the same small objects to see what a collection of exactly 1,000 objects (such as pebbles, bread tabs, gallon milk lids, or popsicle sticks) looks like. As you collect the objects, organize them in groups of 10 and groups of 100 to help you keep track of them. Before you begin, estimate how long you think it will take to collect 1,000 objects and how much space you think your objects will take up. As your collection grows, you might adjust your estimates on the basis of how long it has taken so far or how much space several hundred take up.

What Time Is It? In this and other units, students practice telling time during an activity called What Time Is It? Students learn to tell time first to the nearest 5 minutes (5:20) and then to the nearest minute (5:28) on both digital and analog clocks. They also identify intervals of time, such as the starting and ending time of an activity.

You can continue to help your child practice telling time by asking questions, such as the following, as they come up during your everyday activities:

Look at the clock. What time is it now?
We are going to have dinner in 45 minutes. What time will it be then?
many more minutes until Aunt Sara gets here at 5:00?
We left the house at 8:10 and returned at 9:05. How long were we gone?
If you started reading at 5:17 and read for 30 minutes, what time was it when you stopped?