 ESSENTIAL QUESTION

How can strategies help with addition and subtraction within 1,000? How can scaled bar graphs be used to solve problems? How can I use estimation to determine if my answer is reasonable?

Primary - Math - Grade 3 - Unit 1
Place Value, Addition, Subtraction, and Estimation
A unit of problem solving, equation writing, and recognizing patterns in addition and subtraction. In addition, a unit of rounding numbers to the nearest ten and hundred using mental estimation to see if answers are reasonable. Students will apply their knowledge of addition and subtraction to solve problems involving bar graphs.
OVERVIEW Show All | Hide All | Top

In this unit, students will learn how to round/estimate to the nearest 10 and to the nearest 100. They will also practice using mental estimation to check to see if their answer is reasonable. This is a skill that students should utilize throughout the entire year.

Teachers may need to review place value up to hundreds during the unit.

In this unit, students will explore and identify patterns in addition and subtraction. Students should practice applying these patterns to become more fluent in solving addition and subtraction equations. They will also solve two-step word problems and represent the problem with an equation.

Students will work with numbers up to 1,000, meaning the addends will not exceed 999 but the sums may exceed 1,000.

Teachers may need to review regrouping with 2 and 3 digit numbers in addition and subtraction.

In regards to the term fluent, students are considered fluent if they can quickly work an equation in a reasonable amount of time. At this time, there is not an agreed upon amount of time in which students should be able to work an equation.

This unit will will focus on teaching determing importance thinking strategy to solve word problems related to addition, subtration, estimation and scaled bar graphs.

COMMON CORE STANDARDS Show All | Hide All | Top

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.

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.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one-and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

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.

STUDENT LEARNING TARGETS Show All | Hide All | Top

Priority Learning Targets:

3.NBT.1- I can use place value to round whole numbers to the nearest 10.

I can use place value to round whole numbers to the nearest 100.

3.NBT.2- I can fluently add numbers up to 1,000 using various strategies.

I can fluently subtract numbers up to 1,000 using various strategies.

3.MD.3  I can solve one-step “how many more” problems using information from a scaled bar graph.

I can solve one-step “how many less” problems using information from a scaled bar graph.

3.OA.9-  I can identify and explain the arithmetic patterns in addition.

Supporting Learning Targets:

3.MD.3-  I can solve two-step “how many more” problems using information from a scaled bar graph.

I can solve two-step “how many less” problems using information from a scaled bar graph.

3.OA.8   I can represent addition word problems using equations.

3.OA.8  I can represent subtraction word problems using equations.

3.OA.8-  I can use mental estimation strategies to see if my answer is reasonable.

I can solve two-step word problems using addition.

I can solve two-step word problems using subtraction.

COMMON ASSESSMENTS Show All | Hide All | Top Pre-Assessment (219.95KB) Post Assessment (160.28KB) Revised Post Assessment (78.1KB)
CRITICAL VOCABULARY Show All | Hide All | Top

rounding, estimation, place value (ones, tens, hundreds), equation, patterns, bar graphs, addends, addition, subtraction, difference, sum, property (associative, distributive, commutative, zero), strategy (make a 10, double + 1, double - 1, double facts), missing value, scale, range, bar graphs

LEARNING EXPERIENCES Show All | Hide All | Top
Educator Uploaded Plans (These are educators specific templates with included information and specifics) Unit 1 Sample Lesson Plans (25.89KB) Addition with Regrouping Formative (24KB) Addition Formative (25KB) Subtraction Formative (28KB) Two-Step Word Problems - challenging (28.5KB) Two-Step Word Problems (22.5KB) Common Targets for Unit (12.53KB)
RESOURCES Show All | Hide All | Top
LITERACY STRATEGIES Show All | Hide All | Top

Coming Soon.

THOUGHTFUL EDUCATION TOOLS Show All | Hide All | Top

Boggle, Memory Box, Spider List