Math - Std2 - Wrapping Up Addition and Subtraction Within 1000 - Teacher's Guide

MATHEMATICS
Wrapping Up
Addition and
Subtraction Within 1,000
Teacher Guide
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Wrapping Up Addition
and Subtraction
Within 1,000
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Section Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Center Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lessons Plans and Student Task Statements:
Section A: Lessons 1–6 Add Within 1,000 . . . . . . . . . . . . . . . . . . . . . . . . 24
Section B: Lessons 7–12 Subtract Within 1,000 . . . . . . . . . . . . . . . . . 74
Section C: Lessons 13–16 Round Within 1,000 . . . . . . . . . . . . . . . . . . 121
Section D: Lessons 17–21 Solve Two-Step Problems . . . . . . . . . . . 155
Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Family Support Materials
Assessments
Cool Downs
n tr ti n Masters
Wrapping Up Addition and Subtraction Within 1,000
Teacher Guide
Core Knowledge Mathematics™
Unit 3: Wrapping Up Addition and Subtraction
within 1,000
At a Glance
Unit 3 is estimated to be completed in 22-23 days including 2 days for assessment.
This unit is divided into four sections including 20 lessons and 1 optional lesson.
• Section A—Add Within 1,000 (Lessons 1-6)

• Section B—Subtract Within 1,000 (Lessons 7-12)
• Section C—Round Within 1,000 (Lessons 13-16)
• Section D—Solve Two-Step Problems (Lessons 17-21)
On pages 7-8 of this Teacher Guide is a chart that identifies the section each lesson belongs in
and the materials needed for each lesson.
This unit uses eight student centers.
• Target Numbers
• Five in a Row: Addition and Subtraction
• Rectangle Rumble
• How Close?
• Number Puzzles: Addition and Subtraction
• Five in a Row: Multiplication
• Capture Squares
• Tic Tac Round
Unit 3
Grade 3, Unit 3
Unit 3: Wrapping Up Addition and Subtraction Within

1,000
Unit Learning Goals
• Students use place value understanding to round whole numbers and add and subtract within 1,000.
They also represent and solve two-step word problems using addition, subtraction, and multiplication
and assess the reasonableness of answers.
In this unit, students work toward the goal of fluently adding and subtracting within 1,000. They use
mental math strategies developed in grade 2 and learn algorithms based on place value.
In grade 2, students added and subtracted within 1,000 using strategies based on place value,
properties of operations, and the relationship between addition and subtraction. When students
combine hundreds, tens, and ones, they use place value understanding. When they decompose
numbers to add or subtract, they rely on the commutative and associative properties. When students
count up to subtract, they use the relationship between addition and subtraction.
To move toward fluency, students learn a few different algorithms that work with any numbers and are
generalizable to larger numbers and decimals. Students work with a variety of algorithms, starting with
those that show expanded form, and moving toward algorithms that are more streamlined and closer
to the standard algorithm.
Students explore various algorithms but are not required to use a specific one. They should, however,
move from strategy-based work of grade 2 to algorithm-based work to set the stage for using the
standard algorithm in grade 4. If students begin the unit with knowledge of the standard algorithm, it is
still important for them to make sense of the place-value basis of the algorithm.
Understanding of place value also comes into play as students round numbers to the nearest multiple
of 10 and 100. Students do not need to know a formal definition of “multiples” until grade 4. At this
point, it is enough to recognize that a multiple of 10 is a number called out when counting by 10, or the
total in a whole-number of tens (such as 8 tens). Likewise, a multiple of 100 is a number called out
when counting by 100, or the total in a whole-number of hundreds (such as 6 hundreds). Students use
rounding to estimate answers to two-step problems and determine if answers are reasonable.
Unit 3 1
Grade 3, Unit 3
Section A: Add Within 1,000
Standards Align ents

uilding n 2. T.A.1, 2. T.A.3, 2. T. .
Addressing 3. T.A.2, 3. A. .
uilding Towards 3. T.A.2
Section Learning Goals

luently add within 1,000 using algorithms based on place value and properties of operations.
Use place value understanding to compose and decompose numbers.
Students begin this section by revisiting the idea of place value, reasoning about different ways to
decompose numbers within 1,000, and using familiar strategies from grade 2 to add and subtract
within 1,000.
rom there, they progress toward more abstract addition strategies, but ones that are still based on
place value. To support this progression toward algorithms, students use base-ten blocks or diagrams,
express numbers in expanded form, and rely on their understanding of properties of operations. or
example, here are three ways to add
Students look for and make use of structure as they relate the compositions of numbers, expressions,
and base-ten blocks or diagrams to find sums and differences ( ).
L Lesson 4, Activity 1, What is an Algorithm
Suggested enters
Target umbers (1 ), Stage 6 Add undreds, Tens, or nes (Addressing)
ive in a ow Addition and Subtraction (1 2), Stage 8 Add within 1,000 with omposing
(Addressing)
ectangle umble (3 ), Stage 2 actors 1 (Supporting)
2 Grade 3
Unit 3 Section B
Grade 3, Unit 3
Section : Subtract Within 1,000

uilding n 2. T. .
uilding Towards 3. T.A.2, 3. A. .

luently subtract within 1,000 using algorithms based on place value, properties of operations,
and the relationship between addition and subtraction.
In this section, students analyze and use subtraction algorithms. They begin by using base-ten blocks
and diagrams to subtract numbers. ecause it is di cult to record regrouping using drawings,
however, they see algorithms as a helpful way to find differences.
As is the case with addition, students first make sense of a subtraction algorithm that uses expanded
form, which allows them to see how the hundreds and tens are decomposed into smaller units.
This non-conventional notation allows students to see the meaning behind the digits used above the
numbers in the standard algorithm.
L Lesson 10, Activity 1, A ew Subtraction Algorithm
Suggested enters
ow lose (1 ), Stage 4 Add to 1,000 (Addressing)
umber uzzles Addition and Subtraction (1 4), Stage Within 1,000 (Addressing)
ive in a ow ultiplication (3 ), Stage 2 actors 1 (Supporting)
Unit 3 Section B 3
Grade 3, Unit 3
Section : ound Within 1,000

uilding n 2. T. .8

ound whole numbers to the nearest multiple of 10 and 100.
In this section, students learn the conventions of rounding whole numbers to the nearest multiple of
10 or 100. This work relies on and reinforces their understanding of place value. umber line diagrams
are used to help students think about the multiple of 10 or 100 to which a given number is closest.
Students learn that when we find the nearest multiple of 10 or 100, we are rounding “to the nearest
ten” or rounding “to the nearest hundred.” They also see that rounding a number to the nearest ten
and nearest hundred can produce the same result.
Students explore how rounding to the nearest ten or hundred can change the estimate of a sum.
This prepares them to use rounding to see if solutions to problems are reasonable in the next section.
L Lesson 13, Activity 2, lose to ultiples of 100
Suggested enters
Target umbers (1 ), Stage Subtract undreds, Tens, or nes (Addressing)
apture Squares (1 3), Stage 6 ultiply with 1 (Supporting)
4 Grade 3
Unit 3 Section D
Grade 3, Unit 3
Section : Sol e o Step roble s

Addressing 3. T.A.1, 3. T.A.2, 3. A. . , 3. A. .8
uilding Towards 3. T.A.1, 3. T.A.2, 3. A. .8, 3. A. .

Assess the reasonableness of answers.
Solve two-step word problems using addition, subtraction, and multiplication.
In this section, students encounter more complex problems, think about the reasonableness of their
answers, and use rounding to make estimates.
Students analyze tape diagrams that could represent the relationships in given situations and write
corresponding equations to represent them. reviously, they worked with diagrams and equations
with a or to represent an unknown. ow, students interpret and write letters to stand for an
unknown number.
inally, students apply what they ve learned about adding and subtracting within 1,000 to solve two-
step word problems that involve multiplication, addition, and subtraction.
L Lesson 1 , Activity 2, Solve and eason
Suggested enters
Tic Tac ound (3 ), Stage 1 earest Ten or undred (Addressing)
hroughout the Unit

In the first part of the unit, the focus of the warm-ups is on the use of place value to support the work
with addition and subtraction. Students use strategies based on place value and properties of
Unit 3 Section D 5
Grade 3, Unit 3
operations to add and subtract within 1,000.
Later in the unit, students come back to multiplication and build on the work of multiplying by 2, , and
10. Students apply properties of operations as strategies to multiply and represent these strategies
using visual representations and expressions. This work prepares students to solve two-step word
problems using addition, subtraction, and multiplication at the end of the unit.
ere is a sampling of the umber Talk warm-ups in the unit.
lesson 3 lesson 8 lesson 12
6 Grade 3
Unit 3 Materials Needed
Grade 3, Unit 3
aterials eeded
L SS GAT
A.1 • ase-ten blocks • ard Sort umbers in Their ifferent orms

(groups of 2)
• umbers in ifferent orms ound Table

(groups of 1)
A.2 • ase-ten blocks • none
A. • none • none
A.6 • none • none
. • ase-ten blocks • none
• Tools for creating a visual

display
.8 • none • iagrams and Algorithms (groups of 2)
. • ase-ten blocks • none
.10 • ase-ten blocks • none
.11 • none • none
.12 • aper clips • Greatest ifference, Smallest ifference (groups

of 2)
• encils
.16 • Index cards • none
Unit 3 Materials Needed 7

Grade 3, Unit 3
.18 • Sticky notes • ard Sort Situations, quations, and iagrams

(groups of 4)
• Tools for creating a visual
display
.20 • none • Info Gap ake Sale (groups of 2)
8 Grade 3
Unit 3 Center: Target Numbers (1–5)
Grade 3, Unit 3
enter: arget u bers 1

Stage : Add undreds, ens, or nes
Lessons
• Grade3.3.A1 (addressing)
• Grade3.3.A (addressing)
Stage arrati e
Students add hundreds, tens, and ones to get as close to 1,000 as possible. Students start by rolling
three number cubes to get a starting number. Then, they take turns rolling the three cubes to create a
number to add. or each number they roll, they choose whether they want it to represent hundreds, tens, or
ones. Students add their hundreds, tens, and ones to the starting number. The sum becomes the first
addend in the next round. The player who gets closest to 1,000 in 6 rounds, without going over, is the
winner.

Addressing 2. T. . , 2. T. .8, 3. T.A.2
aterials to Gather aterials to op

umber cubes Target umbers Stage 6 ecording Sheet (groups
of 1)
Additional n or ation
ach group of 2 needs three number cubes.
Stage : Subtract undreds, ens, or nes

Lessons
• Grade3.3. 13 (addressing)
Unit 3 Center: Target Numbers (1–5) 9

Grade 3, Unit 3
Stage arrati e
Students subtract hundreds, tens, and ones to get as close to 0 as possible. Students start their first
equation with 1,000 and take turns rolling three cubes to get a number to subtract. or each number they
roll, they choose whether they want it to represent hundreds, tens, or ones. Students subtract their
hundreds, tens, and ones from the starting number. The difference becomes the first number in the next
equation. The player who gets closest to 0 in 6 rounds, without going below 0, is the winner.

Addressing 2. T. . , 2. T. .8, 3. T.A.2

umber cubes Target umbers Stage ecording Sheet (groups
of 1)
ach group of 2 needs three number cubes.
Stages used in Grade

Stage 3
Addressing
• Grade2. .
Stage
Addressing
• Grade2.2.
• Grade2.2.
• Grade2. .
Stage
Addressing
• Grade2.2.
• Grade2.2.
• Grade2.3.A
• Grade2. .
Supporting
• Grade2. .
10 Grade 3
Unit 3 Center: Target Numbers (1–5)
Grade 3, Unit 3
Stage
Addressing
• Grade2. .
Supporting
• Grade2.8.A
• Grade2.8.
Stage
Addressing
• Grade2. .
Supporting
• Grade2.8.A
• Grade2.8.
Unit 3 Center: Target Numbers (1–5) 11

Grade 3, Unit 3
enter: i e in a o : Addition and Subtraction 1

Stage : Add ithin 1,000 ith o posing
Lessons
• Grade3.3.A (addressing)
Stage arrati e
artner A chooses two numbers and places a paper clip on each number. They add the numbers and place
a counter on the sum. artner moves one of the paper clips to a different number, adds the numbers, and
places a counter on the sum. Students take turns moving one paper clip, finding the sum, and covering it
with a counter.

Addressing 2. T. .

aper clips, Two-color counters ive in a ow Addition and Subtraction Stage 8
Gameboard (groups of 2)
ach group of 2 needs 2 counters and 2 paper clips.

Stage
Supporting
• Grade2.2.A
12 Grade 3
Unit 3 Center: Five in a Row: Addition and Subtraction (1–2)
Grade 3, Unit 3
Stage
Addressing
• Grade2.2.A
• Grade2.2.
• Grade2. .
Supporting
• Grade2.2.
• Grade2.3.A
• Grade2.4.A
• Grade2. .A
Stage
Addressing
• Grade2. .A
• Grade2. .
• Grade2. .
Supporting
• Grade2.8.A
• Grade2.8.
Stage
Addressing
• Grade2. .
• Grade2. .
Supporting
• Grade2.8.A
• Grade2.8.
Unit 3 Center: Five in a Row: Addition and Subtraction (1–2) 13

Grade 3, Unit 3
enter: ectangle u ble 3

Stage : actors 1
Lessons
• Grade3.3.A2 (supporting)
• Grade3.3.A (supporting)
Stage arrati e
Students generate factors with a number cube and a spinner with the numbers 1 . Students use a
grid.

Addressing 3. . .

olored pencils, crayons, or markers, umber ectangle umble Stage 2 Grid (groups of 2),
cubes, aper clips ectangle umble Stage 2 Spinner (groups of 2)
ach group of students need a paper clip, a number cube, and two different color writing utensils.
14 Grade 3
Unit 3 Center: How Close? (1–5)
Grade 3, Unit 3
enter: o lose 1
Stage : Add to 1,000
Lessons
• Grade3.3. (addressing)
Stage arrati e
efore playing, students remove the cards that show 10 and set them aside.
ach student picks 8 cards and chooses 6 of them to create 2 three-digit numbers. ach student adds the
numbers. The score for the round is the difference between each student s sum and 1,000. Students pick
new cards so that they have 8 cards in their hand and then start the next round. The player with the lowest
score wins.
This center stage is the first time umber ards 0 10 are used in Grade 3, so they are provided as a
Instructional master. Students will continue to use these throughout the year. onsider copying them on
cardstock or laminating them and keeping them organized to be used repeatedly.

Addressing 2. T. . , 3. T.A.2
aterials to op
ow lose Stage 4 ecording Sheet (groups of 1),
umber ards (0-10) (groups of 2)
Unit 3 Center: How Close? (1–5) 15

Grade 3, Unit 3

Stage 1
Addressing
• Grade2.1.A
• Grade2.1.
• Grade2.1.
Stage
Addressing
• Grade2.1.A
• Grade2.1.
• Grade2.1.
Stage 3
Addressing
• Grade2.1.A
• Grade2.1.
• Grade2.1.
Supporting
• Grade2.4.A
• Grade2.4.
• Grade2. .A
• Grade2. .
Stage
Addressing
• Grade2. .
• Grade2. .
Supporting
• Grade2.8.A
• Grade2.8.
16 Grade 3
Unit 3 Center: Number Puzzles: Addition and Subtraction (1–4)
Grade 3, Unit 3
enter: u ber u les: Addition and Subtraction 1

Stage : Within 1,000
Lessons
• Grade3.3. 12 (supporting)
Stage arrati e
Students use the digits 0 to make addition equations true. They work with sums and differences within
1,000.

Addressing 3. T.A.2
aterials to op
umber uzzles Addition and Subtraction Stage
ecording Sheet (groups of 2)
Unit 3 Center: Number Puzzles: Addition and Subtraction (1–4) 17

Grade 3, Unit 3

Stage 1
Addressing
• Grade2.1.A
• Grade2.1.
• Grade2.1.
Supporting
• Grade2.1.A
Stage
Addressing
• Grade2.1.A
• Grade2.1.
• Grade2.1.
• Grade2.3.
Supporting
• Grade2. .A
• Grade2.6.
Stage 3
Addressing
• Grade2.3.
Supporting
• Grade2. .A
• Grade2.6.
18 Grade 3
Unit 3 Center: Number Puzzles: Addition and Subtraction (1–4)
Grade 3, Unit 3
Stage
Addressing
• Grade2.3.
• Grade2.3.
• Grade2.4.
Supporting
• Grade2.4.A
• Grade2. .A
• Grade2.6.
• Grade2. .
• Grade2. .
Unit 3 Center: Number Puzzles: Addition and Subtraction (1–4) 19

Grade 3, Unit 3
enter: i e in a o : ultiplication 3
Stage : actors 1
Lessons
• Grade3.3. (supporting)
Stage arrati e
Students multiply using factors of 1 . artner A chooses two numbers and places a paper clip on each
number. They multiply the numbers and place a counter on the product. artner moves one of the paper
clips to a different number, multiplies the numbers, and places a counter on the product. Students take
turns moving one paper clip, finding the product, and covering it with a counter.

Addressing 3. A. .

aper clips, Two-color counters ive in a ow ultiplication and ivision Stage 2
Gameboard (groups of 2)
ach group of 2 needs 2 two-color counters and 2 paper clips.
20 Grade 3
Unit 3 Center: Capture Squares (1–3)
Grade 3, Unit 3
enter: apture S uares 1 3

Stage : ultipl ith 1
Lessons
Stage arrati e
Students roll a number cube and spin a spinner and find the product of the two numbers they generated.
The spinner has numbers 2 .

Addressing 3. A. .

olored pencils or crayons, umber cubes, aper apture Squares Stage 6 Gameboard (groups of 2),
clips apture Squares Stage 6 Spinner (groups of 2)
ach group of 2 needs one number cube.

Stage 1
Supporting
• Grade2.2.A
Stage
Supporting
• Grade2.2.A
Unit 3 Center: Capture Squares (1–3) 21

Grade 3, Unit 3
Stage 3
Addressing
• Grade2.2.A
• Grade2.2.
• Grade2.2.
Supporting
• Grade2.4.A
• Grade2.6.
Stage
Addressing
• Grade2.2.
• Grade2.2.
Supporting
• Grade2.3.
• Grade2.4.A
• Grade2.6.
22 Grade 3
Unit 3 Center: Tic Tac Round (3–5)
Grade 3, Unit 3
enter: ic ac ound 3
Stage 1: earest en or undred
Lessons
Stage arrati e
Students remove the cards that show 10 before they start. Then they choose three number cards and make
a three-digit number. They spin the spinner to get a place value to round to. Students write their number in
any space on the board, each partner using a different color. The first player to get three in a row wins.

Addressing 3. T.A.1

olored pencils, crayons, or markers, umber Tic Tac ound Stage 1 Gameboard (groups of 2),
cards 0 10, aper clips Tic Tac ound Stage 1 Spinner (groups of 2)
Unit 3 Center: Tic Tac Round (3–5) 23

Grade 3, Unit 3
Section A: Add Within 1,000
Lesson 1: epresent u bers in i erent Wa s

uilding n 2. T.A.1, 2. T.A.3
eacher acing Learning Goals Student acing Learning Goals

epresent numbers to 1,000 in different • Let s represent numbers in different ways.
ways using place value understanding.
Lesson urpose
The purpose of this lesson is for students to represent numbers using base-ten blocks, base-ten
diagrams, expanded form, numerals, and word form.
rior to this grade, students represented numbers within 1,000 using number names, base-ten blocks
and diagrams, and expanded form. They used place value to compose and decompose numbers within
1,000.
In this lesson, students revisit these familiar representations and ways of reasoning about numbers as
they work to build fluency with addition and subtraction within 1,000. The base-ten diagrams and the
expanded form will continue to be used to support students throughout this unit. Give students access
to base-ten blocks, in case requested.
Access or:
Students ith isabilities nglish Learners

ngagement (Activity 1) L 8 (Activity 1)
nstructional outines
Which ne oesn t elong (Warm-up)
24 Grade 3
Unit 3 Lesson 1
Grade 3, Unit 3

ase-ten blocks Activity 1, Activity 2 ard Sort umbers in Their ifferent
orms (groups of 2) Activity 1
umbers in ifferent orms ound Table
(groups of 1) Activity 2
Lesson i eline eacher e ection uestion
Warm-up 10 min Whose ideas were shared in class today ow

can you leverage each of your students ideas to
Activity 1 1 min
support them in being seen and heard in
Activity 2 20 min tomorrow s math class
Lesson Synthesis 10 min
ool-down min
ool do n (to be completed at the end of the lesson) min
Let e ount the Ways

Student acing as State ent

Select all the ways you could represent two hundred fifty-seven.
A. 2
. 2
.
.
.
.
Student esponses
, , and
Unit 3 Lesson 1 25
Grade 3, Unit 3
egin Lesson
War up 10 min
Which ne oesn t elong umbers within 1,000

uilding n 2. T.A.1, 2. T.A.3
This warm-up prompts students to compare numbers represented in different ways. It gives the
teacher an opportunity to hear how students use terminology and talk about characteristics of the
items in comparison to one another. uring the synthesis, ask students to explain the meaning of any
terminology they use, such as place value, hundreds, tens, ones, sum, or base-ten diagram.
Which ne oesn t elong
Student acing as State ent Launch

Which one doesn t belong • Groups of 2
A. . • isplay the image and expressions.
• “ ick one that doesn t belong. e ready to

share why it doesn t belong.”
• 1 minute quiet think time

. .
Acti it
Student esponses
• “ iscuss your thinking with your partner.”
Sample responses
• 2-3 minutes partner discussion
• A is the only one that is not an expression.
• Share and record responses.
• is the only one whose value isn t 3 0.
S nthesis
• is the only one where the tens aren t
together.
• “What do all of these ways of showing
• is the only one that doesn t show addition. numbers have in common ” (The parts of the
number have been separated into hundreds,
tens, and ones.)
• “ emember that e panded or is a specific

way of writing a number as a sum of
hundreds, tens, and ones. It is written as a
26 Grade 3
Grade 3, Unit 3
sum of the value of each digit like in .”
• “ ow would we write 482 in expanded form ”
Acti it 1 1 min
ard Sort umbers in Their ifferent orms

uilding n 2. T.A.3
The purpose of this activity is for students to revisit numbers that are written in different forms.
Students match numbers represented in different forms base-ten numerals, base-ten diagrams,
number names, and expanded form. As they make matches, students use their understanding of
base-ten structure represented in many different ways ( ).
Access or nglish Learners

MLR8 Discussion Supports. Students should take turns finding a match and explaining their
reasoning to their partner. isplay the following sentence frames for all to see “I noticed , so I
matched . . .” ncourage students to challenge each other when they disagree.
Advances: Listening, Speaking
Access or Students ith isabilities

Engagement: Develop Effort and Persistence. hunk this task into more manageable parts. Give
students a subset of the cards to start with and introduce the remaining cards once students have
completed their initial set of matches.
Supports accessibility for: Attention, Visual-Spatial Processing

ase-ten blocks ard Sort umbers in Their ifferent orms
(groups of 2)
e uired reparation
• reate a set of cards from the Instructional master for each group of 2.
Unit 3 Lesson 1 27
Grade 3, Unit 3

our teacher will give you a set of cards that • Groups of 2
show numbers in different forms.
• istribute one set of pre-cut cards to each
group of students.
atch the cards that represent the same
number. ecord your matches here. e ready to • Give students access to base-ten blocks.
explain your reasoning.
Acti it
• “This set of cards includes numbers in

different forms. ind the cards that match.
Work with your partner to explain your
matches.”
• 8 minutes partner work time
S nthesis
• Invite students to share the matches they

made and how they know those cards go
together.
Student esponses • Attend to the language that students use to

describe their matches and numbers in
A, G, and L different forms, giving them opportunities
and to describe the numbers in different forms
and more precisely.
and
I, , and
• ighlight the use of terms like hundreds,
tens, ones, word form, expanded form,
base-ten blocks, and base-ten diagrams.
Sample response I know that and match
because 3 1 has 3 hundreds, tens, and 1 one,
and that s what I see in the base-ten diagram.
Ad ancing Student hin ing

If students don t match base-ten numerals to the other representations, consider asking
• “What does each digit in the number represent ”
• “ ow could we use what each digit represents to match it to another representation ”
28 Grade 3
Grade 3, Unit 3
Acti it 20 min
umbers in ifferent orms ound Table

The purpose of this activity is for students to use place value understanding from grade 2 to
decompose numbers in different ways. In small groups, students start by writing a three-digit
number, and then pass their number to the group member to their right. ach time students
receive the number, they decompose it in a different way. In the synthesis, students look for
connections in the ways their number was decomposed, and in all the recording sheets in their
group. ighlight connections that show that place value can be used to represent a number as
different combinations of hundreds, tens, and ones. This will be helpful later in the unit when
students add and subtract using strategies and algorithms based on place value.

ase-ten blocks umbers in ifferent orms ound Table
(groups of 1)

Groups of 4
our teacher will give you a recording sheet. •
isplay 36
art 1 •
“What are some ways you could
•
1. In ox 1, write a three-digit number. ( ause decompose this number ”
for your teacher s instructions.)
• 30 seconds quiet think time
2. In ox 2, show a way that the number could Share and record responses.
be decomposed. ( ause for teacher
•
Give each student a copy of the
instructions.) • Instructional master.
3. In ox 3, show a way that the number could
be decomposed that s different from ox 2. • “Take a minute and think of a three-digit
number that you will use for this activity.“
( ause for teacher instructions.)
30 seconds quiet think time.
4. In ox 4, show a way that the number could •
“ ow write your number in the first box on
be decomposed that s different from oxes • your sheet.”
2 and 3.
art 2
Unit 3 Lesson 1 29
Grade 3, Unit 3
1. Look at the different ways your number was Acti it

decomposed on your recording sheet. What
connections do you see between them art 1
2. Look at all of the recording sheets for your • “ ass your paper to your right and receive
group. What patterns do you notice in the the paper from your left. The paper has a
ways the numbers are decomposed number in ox 1. In ox 2, show one way
the number you were ust passed can be
Student esponses decomposed.”
Sample responses
• 1-2 minutes independent work time
• “ ass your paper to your right and receive

art 1 the paper from your left. The paper has a
number in ox 1 and one way of
1. 48
decomposing that number in ox 2. In ox
2. 3, show another way the number you were
3. ust passed can be decomposed.”
4. • 1-2 minutes independent work time
art 2 • “ ass your paper to your right and receive

the paper from your left. The paper shows
1. Sample response I can see the 80 in all the two ways of decomposing a number. In
representations. It s the digit 8 in the first ox 4, show another way to decompose
one and the 80 in the second and third that number.”
ones. In the last one it s harder to see
because it s the 0 and the 10 from the 1 . • 1-2 minutes independent work time
2. Sample response All of the representations • “ ass your paper one more time. ou
should have your original number back.”
used hundreds, tens, and ones in some way
to represent the number. • “Talk to your group about which box was
the most di cult for you to fill in. Share
ideas about what helped you most during
this activity.”
• 2-3 minutes group discussion
• Share responses.
art 2
• “Look at what was written to represent

your number. Write down any connections
you notice between the different ways the
number was represented.”
• 3 minutes independent work time
• “ ow, look at the recording sheets of

everyone in your group. What patterns do
you notice in the ways the numbers are
decomposed ”
30 Grade 3
Grade 3, Unit 3
• 2-3 minutes group discussion
S nthesis
• ave groups share the connections they

saw across the sheets.

If students don t generate decompositions based on place value, consider asking
• “ ow did you decompose the number ”
• “ ow could you use base-ten blocks to come up with other ways to decompose the
number ”
Lesson S nthesis 10 min
isplay 2 3
“Today we decomposed numbers in lots of different ways. What are some ways that we could
decompose 2 3 ” ( , , )
isplay
“If you were adding 2 3 and 134, which way of decomposing the numbers do you think would be most
helpful and why ” (I think decomposing them by hundreds, tens, and ones would be most helpful so
you could add hundreds and hundreds, tens and tens, and ones and ones.)
Suggested enters
(Addressing)
o plete ool o n
Unit 3 Lesson 1 31
Grade 3, Unit 3
esponse to Student hin ing

Students do not select all the ways that they can e t a Support
represent two hundred fifty-seven.
efore the warm-up, have students discuss
different ways that 2 can be decomposed
using place value.
32 Grade 3
Unit 3 Lesson 2
Grade 3, Unit 3
Lesson : Addition and Subtraction Situations


Solve addition and subtraction problems • Let s solve problems involving addition and
within 1,000 in a way that makes sense to subtraction.
them.
Lesson urpose
The purpose of this lesson is for students to use addition and subtraction to solve problems within
1,000.
rior to this grade, students used various strategies and representations to solve problems involving
addition and subtraction of multi-digit numbers (first within 100, and then within 1,000).
This lesson enables the teacher to see the strategies and representations that students use, which may
include base-ten blocks or diagrams, number lines, or equations. It also elicits what students know
about using place value to add or subtract (for instance, combining hundreds and hundreds, tens and
tens, and ones and ones). The work here prepares students to learn algorithms for addition and
subtraction, which are also grounded in the same ideas.
Access or:

Action and xpression (Activity 2) L 8 (Activity 2)
ractices (Activity 1), otice and Wonder (Warm-up)
aterials to Gather
ase-ten blocks Activity 1
Unit 3 Lesson 2 33
Grade 3, Unit 3
Warm-up 10 min What strategy did you anticipate today Which

did you not anticipate
Activity 1 2 min
Activity 2 10 min
ool-down min
ow uch Taller

Addressing 3. T.A.2

The Statue of Liberty is 30 feet tall. The rooklyn ridge is 133 feet tall.
ow much taller is the Statue of Liberty than the rooklyn ridge xplain or show your
reasoning.
Student esponses
1 2 feet. Sample response I drew a number line and started at 133. Then I umped to 140 and
60 more to 200. I umped 100 to get to 300. Then, I umped more to get to 30 . inally, I added
up all my umps on the number line. is 1 2.
egin Lesson
War up 10 min
otice and Wonder Two urious Tables
34 Grade 3
Grade 3, Unit 3

Addressing 3. A. .
The purpose of this warm-up is to elicit observations about patterns in addition tables containing sums
of two-digit addends that are multiples of 10. ach table is partially filled out to show certain behaviors
of the sums and highlight some properties of operations. or example, the sums in the first table can
illustrate the commutative property ( and both give 40). The sums in the second table
can help students to intuit the associative property
( , though students are not expected to generate
equations as shown here).
While students may notice and wonder many things about the addition tables, focus the discussion on
the patterns in the tables and possible explanations for them. When students make sense of patterns
in sums and try to explain them in terms of the features of the addends and how they are added, they
look for and make use of structure ( ).
otice and Wonder

What do you notice What do you wonder • Groups of 2
1 2 3
• isplay the tables.
1 40 • “What do you notice What do you wonder ”
2 0 • 1 minute quiet think time

3 40 0 0 80
0 Acti it
80
1 2 3 • 1 minute partner discussion
1 20 60 • Share and record responses.

2 40 60
3 S nthesis
60 80
60 100
• “ ow do you think the tables work ow do
we know what numbers go in the cells ” ( ach
number in the row at the top is added to each
Student esponses number in the first column on the left.)
Students may notice • or each of the following questions, give

students a minute of quiet think time.
• The two tables have the same numbers Illustrate their responses with equations, if
Unit 3 Lesson 2 35
Grade 3, Unit 3
across the top and along the left side. possible.
• All the numbers end with 0 and are tens (or • “In the first table, why are the sums in the
groups of 10). middle row and the middle column the same
set of numbers ” (The same pairs of numbers
• ach table has a question mark.
are added. The first number in the middle
• In the first table
row and in the middle column are 40 because
The sums in the middle row and they are both the sum of 10 and 30, ust
middle column are the same set of added in different orders and
numbers. .)
The sums increase by 10 each time • “In the second table, why are the sums from
from left to right and top to bottom. the lower left corner to the upper right corner
• In the second table all 60 ” ( ach time, the first number being
added goes up by 10 and the second number
The cells that run diagonally are filled
goes down by 10, so the sum stays the same.)
with numbers.
The numbers from the upper left to
lower right go up by 20 each time.
The numbers from the lower left to
upper right are all 60.
There is a 100 in the bottom right
corner.
Students may wonder
• Why do the numbers in the first table go up

by 10 from left to right and top to bottom
• In the first table, why are the two sets of

numbers the same
• In the second table, why does one set of

numbers go up by 20 from top to bottom and
the other set shows the same number
• ow do the tables work What numbers go in

the blank cells
• What numbers do the question marks

represent
Acti it 1 2 min
onuments and alls
36 Grade 3
Grade 3, Unit 3

Addressing 3. T.A.2
The purpose of this activity is for students to solve word problems that involve adding or
subtracting numbers within 1,000, using strategies they are familiar with from earlier grades. The
goal is to elicit and highlight strategies that rely on place value understanding, in preparation for
upcoming work on addition and subtraction algorithms, which also rely on place value.
onitor for the following strategies as students work on the last problem about the iffel Tower
• Starting at 328 and counting on by place to 6 4. This could be represented on a number line
or a series of equations.
• Starting at 6 4 and counting back to 328. This could be represented on a number line or as a
series of equations.
• Subtracting 328 from 6 4 using base-ten blocks, subtracting hundreds from hundreds, tens
from tens, and ones from ones, trading a ten for more ones as needed.
As students interpret quantities in context, reason about ways to represent them, and consider
the solutions in terms of the situation, they practice reasoning quantitatively and abstractly ( 2).
ractices
aterials to Gather
ase-ten blocks

Solve each problem. xplain or show your • Groups of 2
reasoning.
• “We are going to solve some problems that
involve famous places and great heights.”
1. Iguazu alls in South America marks the
border between araguay, razil, and • “Take a couple of minutes to quietly read
Argentina. It is the largest waterfall in the the problems and look at the pictures. e
world. prepared to share what you think the
problems are about and how they are alike
The waterfall has two parts. The water falls or different.”
11 feet in the first part and 131 feet in the
second part. ow far down does the water
• 2 minutes quiet think time
fall altogether • Share responses.
Unit 3 Lesson 2 37
Grade 3, Unit 3
• Give students access to base-ten blocks.
Acti it
• “Work with your partner to solve these

problems.”
2. In Washington, . ., there are many

• - minutes partner work time
monuments that honor important people in • onitor for the strategies used to solve the
iffel Tower problem and identify students
American history.
who use different strategies to share
The Lincoln emorial is feet tall. The during synthesis.
Washington onument is feet tall. • As student work, consider asking
“ ow could you represent the
problem ”
“What does this represent in the
problem ”
ow much taller is “What strategies could you use to
the Washington solve the problem ”
onument than the
Lincoln emorial S nthesis
• Select previously identified students to

share in the sequence shown in the
Student esponses.
3. The iffel Tower in aris, rance, has 6 4
steps that go from the ground to the second
• Ask
“ ow are these strategies the
floor. There are 328 steps from the ground
same ”
to the first floor.
“ ow are these strategies different ”
ow many steps are there from the first
floor to the second floor • If no students mention using place value to
find sums or differences, ask them about it.
38 Grade 3
Grade 3, Unit 3
Student esponses
1. 246 feet. Sample reasoning I added the
hundreds to get 200, the tens to get 40, and
the ones to get 6. Altogether this is 246.
2. 4 6 feet. Sample reasoning
3. 346 steps. Sample reasoning

I started at 328 and added 2 to get to
330, then added 0 to get to 400.
Then, I added 200 to get to 600, 0 to
get to 6 0, and 4 to get to 6 4. Then I
added , which
is 346.
I made 6 4 with base-ten blocks.

efore I took away 328 I noticed I
didn t have enough ones, so I traded
1 ten for 10 ones. Then I subtracted 3
hundreds, 2 tens, and 8 ones. This
left me with 3 hundreds, 4 tens, and
6 ones, which is 346.

If students don t find a solution to the problems, consider asking
• “What is this problem about What can be counted or measured in this situation ”
• “ ow could you represent the problem with base-ten blocks ”
Acti it 10 min
ournal About onnections
Unit 3 Lesson 2 39
Grade 3, Unit 3

Addressing 3. T.A.2
The purpose of this activity is for students to reflect on the strategies they used in the first activity.
This is an opportunity to check in with students about the strategies from grade 2 they are
comfortable using and those they find more challenging.

MLR8 Discussion Supports. Invite students to begin partner interactions by repeating the question,
“What math did you do today that connected to something you did in an earlier grade escribe
something you really understand after today s lesson.”
Advances: onversing

Action and E pression: Develop E pression and ommunication. rovide students with alternatives to
writing on paper students can share their response to the prompt orally, with the option of using
manipulatives, instead of writing it on paper.
Supports accessibility for: ine Motor Skills, Social-Emotional unctioning

espond to one of these ournal prompts • Groups of 2
• What math did you do today that Acti it

connected to something you did in an
earlier grade • “Take some time to respond to one of
these ournal prompts. ou can respond to
• escribe something you really understand
more than one prompt if you have time.”
after today s lesson.
• escribe something that was confusing, • - minutes independent work time

challenging, or that you d like to learn more • “ ow, take a few minutes and share your
about. response with your partner.”
Student esponses
• 2 minutes partner discussion
Answers vary.
S nthesis
• Invite 2-3 students to share their ournal

responses with the class.
40 Grade 3
Grade 3, Unit 3
“Today we used different strategies to solve problems that involve addition and subtraction within
1,000.”
“What is a strategy you like to use for addition or subtraction and why ” (I like to use base-ten blocks to
subtract because it helps me see when I need to trade for more ones.)
“What is a strategy for addition or subtraction that you would like to learn more about ” (I would like to
learn more about the counting up strategy that can be used in subtraction problems.)
Suggested enters
(Addressing)
o plete ool o n

Students do not find the difference in heights. e t a Support
efore the warm-up, invite students to

work in small groups to discuss a correct
response to this cool-down.
Unit 3 Lesson 2 41
Grade 3, Unit 3
Lesson 3: Add our Wa

uilding n 2. T. .
Addressing 3. T.A.2

Add within 1,000 in a way that makes sense • Let s add numbers within 1,000.
to them.
Lesson urpose
The purpose of this lesson is for students to use strategies to add within 1,000.
In this lesson, students review a variety of strategies used to add within 1,000 with an emphasis on
adding hundreds and hundreds, tens and tens, and ones and ones. Students should have access to
base-ten blocks.
Access or:

umber Talk (Warm-up)
aterials to Gather
Warm-up 10 min What strategies are students most comfortable

using to add within 1,000 ow will you leverage
Activity 1 2 min
that student understanding in upcoming lessons
Activity 2 10 min on addition algorithms
42 Grade 3
Unit 3 Lesson 3
Grade 3, Unit 3
ool-down min
Add It Up

Addressing 3. T.A.2

ind the value of . xplain or show your reasoning.
Student esponses
4 . Sample response I added the ones to get 1 , the tens to get 60, and the hundreds to get 400.
Then I added to get 4 .
egin Lesson
War up 10 min
umber Talk undreds, Tens, and nes

uilding n 2. T. .
Addressing 3. T.A.2
The purpose of this umber Talk is to elicit strategies and understandings students have for adding
three-digit numbers. These understandings help students develop fluency and will be helpful later in
this lesson when students are to use strategies based on place value and properties of operations to
add within 1,000.
Unit 3 Lesson 3 43
Grade 3, Unit 3
umber Talk

ind the value of each expression mentally. • isplay one expression.
• • “Give me a signal when you have an answer

and can explain how you got it.”
• • 1 minute quiet think time
•
• Acti it
• ecord answers and strategy.
• eep expressions and work displayed.
• epeat with each expression.
Student esponses S nthesis
• 24 I ust thought about combining the • “ ow did you use place value to find the value
hundreds, tens, and ones. of each sum ” (I added hundreds with
hundreds and tens with tens.)
• 3 2 I saw that there were hundreds, tens,
and ones, but they were ust mixed up. • onsider asking
• 6 2 I saw that there were hundreds. Then, I “Who can restate s reasoning
broke the 12 into a 10 and a 2. Then there in a different way ”
were 6 hundreds, tens, and 2 ones. 6 2 “ id anyone have the same strategy
• 64 I saw there were only ones, but there but would explain it differently ”
were some tens in different places. I added “ id anyone approach the problem in
up the tens from 1 and 130, which made 4 a different way ”
tens. Then I added up the hundreds from 00
“ oes anyone want to add on to s
and 130, which made 6 hundreds. So, there
strategy ”
were 6 hundreds, 4 tens, and ones. 64 .
Acti it 1 2 min
Strategies to Add

Addressing 3. T.A.2
44 Grade 3
Grade 3, Unit 3
The purpose of this activity is for students to add within 1,000 using any strategy that makes
sense to them. The expressions in this activity give students a chance to use different strategies,
such as adding hundreds to hundreds, tens to tens, and ones to ones, reasoning with numbers
close to a hundred, or using a variety of representations. Students who use base-ten blocks or
draw number line diagrams choose appropriate tools strategically ( ).

Engagement: Provide Access by Recruiting nterest. Leverage choice around perceived challenge.
Invite students to select 3 of the 4 expressions to complete. ncourage the completion of the last
two expressions, as they will be the focus of the synthesis.
Supports accessibility for: rgani ation, Attention, Social-emotional skills
aterials to Gather
ase-ten blocks

ind the value of each sum in any way that • Groups of 2
makes sense to you. xplain or show your
reasoning.
• “Take a minute to think about how you

1. could find the value of each sum.”
2. • 1 minute quiet think time
3. • Share responses.
4.
Acti it
Student esponses • “Work with your partner to add these
numbers in any way that makes sense to
1. 42 . Sample responses I used base-ten
you. xplain or show your reasoning.”
blocks to make both numbers, then counted
up the total. • - minutes partner work time
2. 3 3. Sample response I knew that 2 plus 1 • onitor for an expression for which
is 3. I put that with the hundreds from the students use a variety of representations,
first number and got 3 3. such as
3. 3 4. Sample reasoning Using base-ten blocks

rawing a number line
Writing their reasoning in words
Writing equations
4. 603. Sample response I added the • Identify students using different
Unit 3 Lesson 3 45
Grade 3, Unit 3
hundreds to get 00. Then I added the tens representations to share during synthesis.
to get 0 because 30 has a zero in the tens
place. Then, I added the ones to get 13. This S nthesis
made a new ten, which then made a new
hundred. After the new hundred, there were • Select previously identified students to
3 ones and 6 hundreds, which makes 603. display their work side-by-side for all to
see.
• “Which representations show the same

idea or help us find the sum the same
way ” (The base-ten blocks and equations
show adding hundreds to hundreds, tens
to tens, and ones to ones. The number line
and the words both added on the second
number to the first number in parts.)
Acti it 10 min
Two Ways to Add

Addressing 3. T.A.2
The purpose of this activity is for students to see that they can start adding from the largest place-
value unit or from the smallest and still get the same sum. This understanding prepares students
to use the standard algorithm for addition, which calls for starting with the ones.

MLR ree Reads: eep books or devices closed. isplay only the problem stem, without revealing
the question. “We are going to read this problem 3 times.” After the 1st ead “Tell your partner
what this situation is about.” After the 2nd ead “List the quantities. What can be counted or
measured ” eveal the question(s). After the 3rd ead “What strategies can we use to solve this
problem ”
Advances: Reading, Representing
46 Grade 3
Grade 3, Unit 3

Andre found the value of . is work is • Groups of 2
shown.
• “Take a minute to look at lare and Andre s
work. Think about how their work is alike
and how it s different.”
Acti it
lare found the value of . er work is
shown. • “Talk with your partner about what s
different about lare and Andre s work and
what s the same.”
• 3- minutes partner discussion
S nthesis
With your partner, discuss
• Invite students to share their responses.
• What s different about lare and Andre s • onsider asking

work “If you were to describe the steps
• What s the same that Andre took to add and the
steps that lare took to add, what
Student esponses would they be ” (Andre added the
hundreds, added the tens, added
Andre started with the hundreds, but lare the ones, then added up all the
started with the ones. They both used place parts to find the sum. lare added
value, but went in different order. They both the ones, added the tens, added the
added hundreds and hundreds, tens and tens, hundreds, then added up the parts
and ones and ones. They both had to add up to find the sum.)
the hundreds, tens, and ones at the end.
“ ow is it that Andre started with
the hundreds and lare started with
the ones, but they both found the
same sum ” (It doesn t matter the
order that we add the numbers. If
they re the same numbers we ll get
the same sum.)
“Today we added numbers using many different strategies and representations. What is your favorite
Unit 3 Lesson 3 47
Grade 3, Unit 3
representation to use when you add numbers ” (Sample responses I like to use base-ten blocks so I
can see the numbers I am adding. I like to write equations because it shows me how I am adding the
numbers.)
“ oes the way you add numbers or the representation you use change based on the numbers in the
problem ” (Sample responses es, I use mental math when I see that one of the numbers is close to a
hundred. o, I always add hundreds to hundreds, tens to tens, and ones to ones. I always like to draw
a number line.)
“ eep all these strategies in mind as we learn new ways to show our reasoning when adding in the
upcoming lessons.”
Suggested enters
(Addressing)
o plete ool o n

Students make a minor mistake carrying out e t a Support
their strategy.
efore the warm-up, pass back the cool
down and work in small groups to make
corrections.
The work in this lesson builds from addition rior Unit Support
concepts developed in a prior unit.
Grade 2, Unit , Section Add within 1,000
using lace alue Strategies
48 Grade 3
Unit 3 Lesson 4
Grade 3, Unit 3
Lesson : ntroduction to Addition Algorith s

Addressing 3. T.A.2

Add within 1,000. • Let s learn new ways to add.
elate base-ten diagrams to written
algorithms for addition.
Lesson urpose
The purpose of this lesson is for students to use their knowledge of base-ten diagrams to make sense
of two written addition algorithms.
In a previous lesson, students revisited addition within 1,000 using strategies based on place value, and
properties of operations. An algorith is different from a strategy because it is a set of steps that
works every time as long as the steps are carried out correctly. The algorithms introduced in this lesson
draw on the grade 2 work within 1,000 in that they show the addition of ones to ones, tens to tens, and
hundreds to hundreds. Students should have access to base-ten blocks if they choose to use them.
Access or:

ngagement (Activity 2) L (Activity 1)
L 3 larify, ritique, orrect (Activity 2), Which ne oesn t elong (Warm-up)
aterials to Gather
ase-ten blocks Activity 1, Activity 2
Warm-up 10 min In grade 2, students spent significant time

working with place value. ow did students
Activity 1 20 min work with place value prepare them for the
Unit 3 Lesson 4 49
Grade 3, Unit 3
Activity 2 1 min move to using algorithms to add
ool-down min
hoose an Algorithm

Addressing 3. T.A.2

A diagram of the base-ten blocks that represent is shown.
Use an algorithm you learned in today s lesson to find the value of the sum.
Student esponses
63 or . Students can use either algorithm from the lesson.
egin Lesson
War up 10 min
Which ne oesn t elong 24
50 Grade 3
Grade 3, Unit 3

Addressing 3. T.A.2
This warm-up prompts students to compare three expressions and one three-digit number. uring the
synthesis, ask students to explain the meaning of any terminology they use, such as the value of each
expression and ways that place value was used to write the number 24 in different ways.
Which ne oesn t elong

Which one doesn t belong • Groups of 2
A. . 24 • isplay the expressions and number.
• “ ick one that doesn t belong. e ready to

. . share why it doesn t belong.”
Student esponses • 1 minute quiet think time
• A is the only one that doesn t have a 4 in it. Acti it

• is the only one that doesn t have any plus • “ iscuss your thinking with your partner.”
signs and is not a sum of hundreds, tens, and
ones.
• is the only one that is not equal to 24 .

• is the only one that doesn t have a 2 in it. S nthesis
• “ ow did you know that A and were equal

to 24 ” (In A there were 2 hundreds, 4 tens,
and ones, but some of the tens were with
the ones. In there were 2 hundreds, 4 tens,
and ones, but some of the hundreds were
with the tens.)
• onsider stating “Let s find at least one

reason why each one doesn t belong.”
Unit 3 Lesson 4 51
Grade 3, Unit 3
Acti it 1 20 min
What is an Algorithm L Activity

Addressing 3. T.A.2
In this activity, students use their knowledge of base-ten representations and place value to make
sense of two addition algorithms. ne algorithm shows the addends in expanded form. oth
algorithms show the sums of ones, tens, and hundreds separately, but display these partial sums
differently. Students notice that both algorithms show hundreds added to hundreds, tens to tens,
and ones to ones, regardless of order. In the synthesis, introduce the term “algorithm.”

MLR ompare and onnect. Synthesis Invite groups to prepare a visual display that shows the
strategy they used to find the value of the sums. ncourage students to include details that will
help others interpret their thinking. or example, specific language, using different colors,
shading, arrows, labels, notes, diagrams or drawings. Give students time to investigate each
others work. uring the whole-class discussion, ask students, “What did the representations have
in common ”, “ ow were they different ”, “ ow did the total sum show up in each method ”
Advances: Representing, onversing
aterials to Gather
ase-ten blocks

Three students found the value of . • Groups of 2
Their work is shown. xplain how each method
works.
• “In an earlier lesson, we saw many ways to

1. Tyler s drawing find the value of a sum. Take a minute to
look at how these 3 students added
.”
52 Grade 3
Grade 3, Unit 3
2. Lin s method Acti it
• “Work with your partner to explain how

each method works.”
• -10 minutes partner work time.
S nthesis
3. an s method
• or each method, ask a student share their
explanation. As students share, record the
sequence of steps they describe in their
explanation.
• onsider asking
“Who can restate s
reasoning in a different way ”
“ id anyone have a similar idea but
would explain it differently ”
“ id anyone explain the method in a
different way ”
“ oes anyone want to add on
to s explanation ”
Student esponses
• As students add on, edit the steps so the
Sample responses class is in agreement about how each
1. Tyler represented each number he was method works.
adding with base-ten blocks. e kept • “Lin and an used algorith s to solve this
hundreds with hundreds, tens with tens, problem. An algorithm is a set of steps that
and ones with ones. e saw that there were works every time as long as the steps are
hundreds because he was able to make carried out correctly.”
another hundred out of 10 tens. That left
him with 1 ten and 6 ones. So, the answer
• “ ow are Lin and an s algorithms the
same ” (They both add ones to ones, tens
was 16. to tens, and hundreds to hundreds.)
2. Lin wrote each number in expanded form
and stacked them on top of each other.
• “ ow are the algorithms different ” (Lin
writes the number in expanded form, but
Then, she added hundreds with hundreds, an didn t. Lin hasn t added the sums of
tens with tens, and ones with ones. Then, hundreds, tens, and ones, but an has.)
she added up all the parts to get the total.
3. an wrote the numbers stacked on each
• onsider asking
“ an we tell which place Lin started
other so the ones lined up, the tens lined up,
with Why or why not ” (We can t
and the hundreds lined up. e added the
really tell with Lin s method because
ones, then the tens, then the hundreds.
of how the numbers are next to
After he added all the places he adds the
each other. She might have started
digits in each column to get the sum.
with the ones or the hundreds. o
Unit 3 Lesson 4 53
Grade 3, Unit 3
matter which place she starts with

she would get the same sum.)

If students don t explain one of the written algorithms, consider asking
• “What did Lin (or an) do to add the numbers ”
• “ ow is their work related to Tyler s drawing ”
Acti it 1 min
Try an Algorithm

Addressing 3. T.A.2
The purpose of this activity is for students to try the algorithms they saw earlier in the lesson. The
important thing is that they combine hundreds and hundreds, tens and tens, and ones and ones,
which should be a familiar idea from grade 2. The synthesis provides an opportunity to show a
different way of recording newly composed tens and hundreds when compositions are required,
which will be discussed in more detail in subsequent lessons. rovide access to base-ten blocks
for students to use to support their reasoning about the algorithms, in case requested.
Students analyze and improve a given explanation of how to find a sum, filling in details and using
more precise language to explain the calculation more fully ( 3, 6).
This activity uses MLR larify, riti ue, orrect. Advances: reading, riting, representing

Engagement: Develop Effort and Persistence. hunk this task into more manageable parts. heck in
with students to provide feedback and encouragement after each chunk.
Supports accessibility for: rgani ation, Social-Emotional unctioning
54 Grade 3
Grade 3, Unit 3
L 3 larify, ritique, orrect
aterials to Gather
ase-ten blocks

Try using an algorithm to find the value of each • Groups of 2
sum. Show your thinking. rganize it so it can
be followed by others.
• “ ow you are going to have a chance to try

1. the algorithms that Lin and an used in the
last activity. Take a minute to think about
2.
which algorithm you want to use for each
3. problem.”
Student esponses • 1 minute quiet think time
Students can use either algorithm from the Acti it

previous activity.
• “Work with your partner to try an algorithm
1. 06 to find the value of each sum.”
2. 2 • minutes partner work time
3. 2 • onitor for students who use Lin s

algorithm and an s algorithm on the last
problem.
S nthesis

share their work on the last expression.
L 3 lari , riti ue, orrect
• isplay the following partially correct

answer and explanation
Unit 3 Lesson 4 55
Grade 3, Unit 3
I added the ones, the tens, and then

hundreds.
• ead the explanation aloud.
• “What is unclear ”
• 2 minute partner discussion
• “With your partner, work together to write

a revised explanation.”
• isplay and review the following criteria

xplanation for each step
Words such as first, next, then
• 3 minute partner work time
• Select 1 2 groups to share their revised

explanation with the class. ecord
responses as students share. (Sample
explanation irst, I stacked the numbers
vertically. Then, I added the ones to get
and recorded a below the ones place.
ext, I added 0 and 0 and got 120. I
recorded 20 below the and 100 below the
20. I added 600 and 200 to get 800 and
recorded that below the 100. Then I added
and wrote 2 as the answer.)
• “What is the same and different about the

explanations ” ( oth explanations say that
they added the ones, tens, and hundreds,
but the revised explanation gives more
detail about how to record each step.)
• “ ow is this way of recording this work the

same or different from an s method in the
first activity ” ( an would record 120 in the
second row where we record the tens. It
56 Grade 3
Grade 3, Unit 3
was 12 tens, but that s the same as 1

hundred and 2 tens. We could record 100
on one line and 20 on the next line.)
isplay Lin and an s algorithms.
“Today we learned about two different algorithms or two different sets of steps for finding the value of
a sum. ow are the 2 algorithms alike ow are they different ” (Alike They give the same result at the
end. They both involve using place value and stacking the numbers being added. It doesn t matter
which place value unit we add first. ifferent In one algorithm the numbers being added are written in
expanded form.)
Suggested enters
(Addressing)
o plete ool o n

Students find the sum, but do not use an e t a Support
addition algorithm.
uring the launch of the next day s activity,
have students describe the steps used in
the algorithms.
Unit 3 Lesson 4 57
Grade 3, Unit 3
Lesson : Another Addition Algorith


elate written algorithms to each other • Let s learn another algorithm to add.
using place value understanding.
Lesson urpose
The purpose of this lesson is for students to use an addition algorithm that records a single digit for
the sum for each place value position and a 10 or 100 for a newly composed ten or hundred.
In this lesson, students learn an addition algorithm in which a single digit is recorded for the sum of
each place value position. Students relate this algorithm to an algorithm they worked with in the
previous lesson. Students also learn a method for recording a newly composed ten or hundred as a 10
or 100 above the addends. Students recognize that the new algorithm and new method of recording
newly composed tens or hundreds are based on the idea of adding units by place value.
Access or:

otice and Wonder (Warm-up)
Warm-up 10 min Think about times when students were able to

make connections to and build on the ideas of
Activity 1 1 min
their peers during discussions today. What
Activity 2 20 min norms or routines allowed students to engage
with other students ideas
ool-down min
58 Grade 3
Unit 3 Lesson 5
Grade 3, Unit 3
Use an Algorithm for Addition

Addressing 3. T.A.2

Use an algorithm of your choice to find the value of .
Student esponses
4 . Students can use any of the three addition algorithms learned so far.
egin Lesson
War up 10 min
otice and Wonder Another urious Table

Addressing 3. A. .
The purpose of this warm-up is to elicit observations about patterns in sums of two- and three-digit
addends in an addition table. The table is partially filled out to highlight some properties of operations.
or example, the sums in the table can illustrate the commutative property ( and both
give 1 ). The numbers also prompt students to notice patterns in sums of odd and even numbers. or
example, the sum of an odd number and an even one is always odd.
While students may notice and wonder many things about the addition table, focus the discussion on
the patterns in the table and possible explanations for them. When students make sense of patterns in
sums and explain them in terms of the features of the addends and how they are added, they notice
and use regularity in repeated reasoning ( ).
Unit 3 Lesson 5 59
Grade 3, Unit 3
otice and Wonder

8 1 1 1 1 2
• isplay the table.
8 1 1 • “What do you notice What do you wonder ”
1 1 201 • 1 minute quiet think time

1
1 1 1 201 203 Acti it
1 2 201 203
Student esponses

Students may notice
S nthesis
• The same numbers are across the top and
along the left side. • “ ow do you think the table works ” (The
table shows addition. ach number in the row
• very other cell is filled.
at the top is added to each number in the first
• There are two question marks in the table. column on the left.)
• The sums go up by 2 from left to right, top to
• “What numbers would go in the cells with a
bottom, and diagonally from upper left to question mark ” (1 and 201.) “ ow do you
lower right. know ”
• The sums that make a diagonal line from
• or each of the following questions, give
lower left to upper right are the same students a minute of quiet think time.
number. Illustrate their responses with equations, if
• All the sums are odd numbers. possible.
Students may wonder • “Why do the sums go up by 2 from left to right

and top to bottom ” ( ecause of the skipping,
• What numbers go in the cells with a question one number being added goes up by 2, so the
mark sum also goes up by 2.)
• Why do the numbers in the table go up by 2 • “Why do the sums from upper left corner to
from left to right and top to bottom lower right corner increase by 2 ” ( ach of the
two numbers being added go up by 1, so the
• Why are the sums odd numbers
sum goes up by 2.)
• Are there other patterns in the table
• “Why are the sums that make a line from the
lower left corner to the upper right corner the
same number ” ( ach time, the first number
being added goes up by 1 and the second
number goes down by 1, so the sum stays the
same.)
60 Grade 3
Grade 3, Unit 3
• onsider asking “What do you notice about

whether the addends or the sums are even or
odd ” (In each pair of addends, one number is
even and the other number is odd. All the
sums are odd.)
Acti it 1 1 min
A ew Addition Algorithm

Addressing 3. T.A.2
The purpose of this activity is for students to learn an algorithm in which a single digit is recorded
as each place value position is added. Students use an algorithm from a prior lesson to make
sense of the new algorithm. They learn that single digits can be used to represent the sum in each
place value position because of what we know about place value.

Action and E pression: Develop E pression and ommunication. Synthesis Identify connections
between strategies that result in the same outcomes but use differing approaches.
Supports accessibility for: onceptual Processing

ere are two algorithms for adding . • Groups of 2
an s algorithm • isplay the algorithms.
• “ an and lena used two different

algorithms to solve this problem. The steps
they took are labeled in order (point to the
different steps). We saw an s algorithm in
an earlier lesson. Think about how lena s
algorithm works.”
• 2 minutes quiet think time

lena s algorithm
Unit 3 Lesson 5 61
Grade 3, Unit 3
Acti it
• “ ow discuss with your partner how lena s

algorithm is different from an s algorithm.
Also discuss why both algorithms work.”
iscuss with your partner
• - minutes partner discussion
1. ow is lena s algorithm different from
an s algorithm S nthesis
2. Why do both algorithms work
• Invite students to share their analyses of
lena and an s algorithms.
Student esponses
• isplay the algorithms and annotate them
Sample response to illustrate students explanations.
1. There are only 3 steps in lena s algorithm. • onsider asking
Step 4 is already done. lena s algorithm ust “Where do you see the 8, 0, and
uses the digits in each place. Instead of 00, 00 in lena s algorithm ”
we ust see a in the hundreds place. ou “Why does an s algorithm have a
record from right to left, not down. step 4 ”
2. ven though lena s algorithm only shows a • Select other students to share their
single digit as she adds the ones, tens, and thinking on why both algorithms work.
hundreds, the still represents tens or 0
like in an s algorithm. The represents
hundreds or 00 shown in an s algorithm.
The answer is still 8.

If students do not explain how the algorithms are different, consider asking
• “What are the steps for each algorithm ”
• “Why does an s algorithm have an extra step ”
Acti it 20 min
ompose ew Units
62 Grade 3
Grade 3, Unit 3

Addressing 3. T.A.2
The purpose of this activity is for students to consider how the composition of new tens and
hundreds are recorded in the algorithm they saw in the previous activity. Students interpret the
work and thinking of others and discuss the similarities and differences in two different strategies
for finding a sum ( 3). Students see that in lena s algorithm, when the sum of the digits in a
place has more than one digit, a newly composed ten or hundred is recorded as “10” or “100”
above the addends, while the remaining value is recorded as a single digit below the addends.
The synthesis focuses on clarifying how to record newly composed units when adding two
numbers.

MLR8 Discussion Supports. Synthesis Some students may benefit from the opportunity to rehearse
what they will say with a partner before they share with the whole class.
Advances: Speaking

ere are two algorithms for adding . • Groups of 2
an s algorithm • isplay lena s algorithm.
• “What do you notice What do you

wonder ” (Students may notice lena is
adding from right to left. There is a 100 at
the top. She adds ones to ones, tens to
tens, and hundreds to hundreds. Students
may wonder Why is there a 100 at the top
Why does she only record one number in
lena s algorithm each place )
• “The first problem mentions 14 tens.

Where might the 14 tens come from ”
( rom adding 6 tens and 8 tens, or 60 and
1. ow do the algorithms show the 14 tens 80.)
differently
2. Try lena s algorithm to find the value of
each sum.
Unit 3 Lesson 5 63
Grade 3, Unit 3
a. Acti it
b.
• “Work with your partner to answer the first
c. question. Then, pause before moving on to
d. the second set of problems.”

Student esponses
• Invite students to share how 14 tens are
1. In an s algorithm, the 14 tens were recorded differently in the two algorithms.
recorded as 140. In lena s algorithm, we • If no students mention that the 100 at the
record 4 in the tens place that represents 40 top represents 10 of the 14 tens, or 100 of
and 100 is placed at the top of the problem the 140, bring this to their attention.
to show the new hundred.
• “ ow try using lena s algorithm to find the
value of each sum.”
2. a. 26
b. 8 2
• -10 minutes partner work time
c. 2
• onitor for how students record multiple
compositions of tens or hundreds when
d. 01 finding the value of .
S nthesis
• Select students to display their work for

finding the value of .
• “ ow did you decide where to record the

new ten and hundred ” (It made the most
sense to me to stack the hundred on the
ten since the ten was already there.)
• “In this algorithm, we typically stack the

newly composed tens or hundreds in the
order they happen as we add from right to
left, or from the ones place to the tens
place to the hundreds place.”

If students do not record the newly composed tens or hundreds in the second and third
problems, consider asking
• “What new units did you have to compose in this problem ”
• “Where would it make the most sense to you to record the newly composed 10 Where
would it make the most sense to you to record the newly composed 100 ”
64 Grade 3
Grade 3, Unit 3
isplay an expression from the last activity, such as, .
“In this lesson, we have been adding from right to left, starting with the ones place. Let s look at this
expression again. Let s consider what would happen if we started adding from the left with hundreds
place.”
Work with the class to find the sum, setting it up like lena s algorithm, but start by adding the
hundreds.
“What would happen next an we add from left to right ” (If we worked from left to right, we would
have to add the hundreds, then add them again if the tens add up to make a new hundred. It s the
same with the tens. If we added them before the ones, we would have to add the tens again if the sum
of the ones made a new ten.)
Suggested enters
(Addressing)
o plete ool o n

Students find the sum, but do not use one of e t a Support
the algorithms they have learned.
have students recap the important points
of the previous lessons.
Unit 3 Lesson 5 65
Grade 3, Unit 3
Lesson : Use Strategies and Algorith s to Add

Addressing 3. T.A.2

Add within 1,000 using an algorithm or • Let s consider when to use algorithms and
another strategy based on the numbers when to use other strategies to add.
being added.
Lesson urpose
The purpose of this lesson is for students to record newly composed tens and hundreds with a single
digit and to consider when they might use algorithms or other strategies to add.
In previous lessons, students learned how to use an algorithm that records a single digit for the sum in
each place value position, but records 10 or 100 for a newly composed ten or hundred. The purpose of
this lesson is for students to continue to work with algorithms, but see that newly composed tens or
hundreds can be recorded as a single digit at the top of the tens column or hundreds column. Students
also take time to consider when it makes sense to use an algorithm and when it makes sense to use
another strategy, such as those learned in grade 2. Students will consider how thinking about the
numbers in the problem can help them use their knowledge of addition flexibly to add within 1,000.
This lesson has a Student Section Summary.
Access or:

Warm-up 10 min What surprised you most about student

thinking as they learned how to use algorithms
Activity 1 1 min
for adding multi-digit numbers
66 Grade 3
Unit 3 Lesson 6
Grade 3, Unit 3
Activity 2 20 min
ool-down min
Algorithm or Another Strategy

Addressing 3. T.A.2

Would you use an algorithm or another strategy to find the value of
xplain your reasoning.
Student esponses
Answers vary. Sample response Instead of using an algorithm, I would take 1 away from 1 and
add it to the 2 . Then I can find , which is 4 8.
egin Lesson
War up 10 min
umber Talk Little ore, Little Less

Addressing 3. T.A.2
The purpose of this umber Talk is to elicit strategies and understandings students have for adding
within 1,000. These understandings help students develop fluency and will be helpful later in this
lesson when students decide whether to use an algorithm or another strategy to add.
Unit 3 Lesson 6 67
Grade 3, Unit 3
When students notice that a number is close to a multiple of 100 and use this to add, they are looking
for and making use of structure ( ).
umber Talk


•
• Acti it
Student esponses • ecord answers and strategy.

• 4 6 . I added hundreds to 1 6 to
make it 4 6.
• 4 I noticed that it was ust like the first S nthesis

problem, but 1 less, so instead of being 4 6, it
would be 4 . • “What is it that made these numbers easier to
add mentally ” (The first 3 were really close to
• 4 I noticed that it was ust like the first
300 so we were able to add 300 and make
problem, but 3 more, so instead of being 4 6,
it would be 4 . little ad ustments. In the last problem, the
first number was really close to 200 which
• 80 I started by adding 200 to 3 6 because it
made it easy to subtract mentally.)
was easy to add more hundreds to get 6.
Then I added the extra 4, which made 80. • onsider asking
“Who can restate s reasoning
in a different way ”
“ id anyone have the same strategy
but would explain it differently ”
“ id anyone approach the problem in
a different way ”
strategy ”
68 Grade 3
Grade 3, Unit 3
Acti it 1 1 min
ust nes

Addressing 3. T.A.2
The purpose of this activity is for students to compare two methods to record newly composed
tens and hundreds when using the same algorithm. The first method, which students saw in a
previous lesson, records the newly composed tens and hundreds as a 10 or 100 at the top of the
problem. The second method records the newly composed tens and hundreds as a single digit of
1 at the top of the tens and hundreds column. It is important that students understand that an
additional 1 in the tens column represents a newly composed ten and an additional 1 in the
hundreds column represents a newly composed hundred. Students interpret the work and
thinking shown in the different methods, and discuss the similarities and differences ( 3).

MLR8 Discussion Supports. Synthesis evoice student ideas to demonstrate and amplify
mathematical language use. or example, revoice the student statement “because when you add
and 6, that s 13, so you have 1 more” as “because when you add and 6, that s 13, so now we
have three ones and one new ten.”
Advances: Speaking

Two methods of recording the addition of • Groups of 2
are shown.
• “ ere are two methods of recording the
sum of 6 and 286. Take a minute and
ethod 1 ethod 2
think about how the addition is recorded
differently in each example.”
Acti it
• “ iscuss with your partner how the newly

composed ten and hundred were recorded
differently in the two methods.”
1. ow is the newly composed ten and
Unit 3 Lesson 6 69
Grade 3, Unit 3
hundred recorded differently in each • 2-3 minutes partner discussion

method
• Share student responses.
2. Try the second method of recording to add
these numbers
• “ ow work with your partner to try the
second method of recording to find each
sum in the second set of problems.”
a.
b. • - minutes partner work time
c. • onitor for student work where the

second method of recording is used to
d. share during the synthesis.

1. The newly composed ten and hundred are
recorded as 10 and 100 in the first method,
• isplay student work for each problem.
but in the second method the ten is • onsider asking
recorded as a 1 in the tens place and the “Why did we need to put a 1 in the
hundred is recorded as a 1 in the hundreds tens (or hundreds) column ”
place. “What does the 1 in the tens (or
2. a. 81 hundreds) column represent ”
b. 6 4 • ”A newly composed unit can be recorded

with a single digit. What does the single
c. 802
digit represent ” (If it s in the tens place it
d. 10 stands for 10. If it s in the hundreds place it
stands for 100.)
• ” ow does place value help us remember

what the additional ones represent ” (If the
1 is in the tens column, it represents 10. If it
is in the hundreds column it represents
100.)
Acti it 20 min
ow Would ou Add

Addressing 3. T.A.2
70 Grade 3
Grade 3, Unit 3
The purpose of this activity is for students to choose an algorithm or other strategy to add within
1,000. Students should attend to the details of numbers in the problems that could indicate
whether a particular strategy or algorithm is most useful. The important thing is that students
choose an algorithm or strategy that they can use e ciently and accurately for the given problem.

Engagement: Develop Effort and Persistence. heck in and provide each group with feedback that
encourages collaboration and community. or example, check that students are staying on task,
using math vocabulary, and sharing how they solved the problem.
Supports accessibility for: Social-Emotional unctioning

Use a strategy of your choice to find the value of • Groups of 2
each sum. Show your reasoning. rganize it so
it can be followed by others.
• “We ve been learning about addition
algorithms for the last few lessons. ecall
that an algorithm is a set of steps that
1.
works every time as long as the steps are
2. carried out correctly. ut, you know lots of
3. ways to add numbers and lots of
4. representations for showing your work like
base-ten diagrams, number lines, and
.
writing words or equations. If it s not a set
of steps that would work every time, we call
it a strategy.”
• “In this activity, you re going to have an

opportunity to find the value of each of
these sums using an algorithm or other
strategy of your choice.”
Student esponses
Acti it
1. 4 . Sample response I changed 1 to 200
since it was so close to 200. Then, I • “ ind the value of each sum. Later, you ll
found , which is 48. Then, I have a chance to share your work.”
subtracted the 1 added to 1 to get 4 . • -10 minutes independent work time
2. 623. Sample response • Identify students who used the same
strategy to add and those who used
different strategies.
• hoose a few problems for students to

discuss. onsider selecting (the
Unit 3 Lesson 6 71
Grade 3, Unit 3
second expression) and (the last

expression), which lend themselves to be
evaluated with an algorithm and another
strategy, respectively.
• “ ind a partner that added the same way

3. 2 8. Sample response I thought of the 3 you did. iscuss your reasoning.”
with the which made 8. Then I put the • 1-2 minutes partner discussion
8 with the 200 to make 2 8.
• “ ow find a partner who found the sum in
4. 14. Sample response a different way from you. iscuss your
reasoning.”
• epeat the discussion with 1-2 expressions

or as many as time permits.
S nthesis
• Invite 4- students to share a strategy or

. 8 8. Sample response I made the 3 a 400 algorithm that someone they talked to
and the 4 a 00 to make them easier to used.
add. I added 400 and 00 and got 00. Then • “What strategies or algorithms do you want
I subtracted the 2 I added, 1 for 3 and 1 to practice more ”
for 4 . This makes 8 8.
“Today we saw how we can use algorithms and other strategies to add. After hearing what other
students chose to use, what are your thoughts about choosing when to use an algorithm or another
strategy ” (I like to use a strategy when both numbers are close to a hundred. If the numbers aren t
both close to a hundred I ust use an algorithm. If I see a relationship that makes it easy to use a
strategy, then I ll use one, but if not I ll ust use an algorithm.)
Suggested enters
(Addressing)
72 Grade 3
Grade 3, Unit 3
Student Section Su ar
In this section, we learned that an algorith is a set of steps that works every time as long as the steps
are carried out correctly. Then, we learned algorithms to add numbers within 1,000.
We also learned that we can choose to add using a strategy or an algorithm based on the numbers
being added.
o plete ool o n

Students found the correct sum but did not e t a Support
explain their choice of strategy or algorithm.
Launch the lesson by asking students to
recap the important points of the previous
lessons.
Unit 3 Lesson 6 73
Grade 3, Unit 3
Section : Subtract Within 1,000
Lesson : Subtract our Wa

Addressing 3. T.A.2

Subtract within 1,000 in a way that makes • Let s subtract numbers within 1,000.
sense to them.
Lesson urpose
The purpose of this lesson is to activate the strategies students have for subtracting numbers within
1,000.
In grade 2, students subtracted numbers within 1,000 using various strategies based on place value
and the associative and commutative properties of addition. They used base-ten blocks, base-ten
diagrams, equations, and number lines to represent their reasoning.
In this lesson, they review a variety of strategies with an emphasis on subtracting hundreds and
hundreds, tens and tens, and ones and ones. Students should have access to base-ten blocks.
Access or:

epresentation (Activity 1) L 8 (Activity 2)
L ompare and onnect (Activity 1), umber Talk (Warm-up)
aterials to Gather
Tools for creating a visual display Activity 1
74 Grade 3
Unit 3 Lesson 7
Grade 3, Unit 3
Warm-up 10 min What strategies are students most comfortable

using to subtract within 1,000 ow will you
Activity 1 2 min
leverage that student understanding in
Activity 2 10 min upcoming lessons on subtraction algorithms
ool-down min
Subtract within 1,000

Addressing 3. T.A.2

ind the value of . xplain or show your reasoning.
Student esponses
214. Sample response I made 3 2 with base-ten blocks. I had to trade a ten for some more ones.
This gave me 12 ones and 6 tens. Then I subtracted the hundreds to get 200, the tens to get 10,
and the ones to get 4. The blocks I had left showed 214.
egin Lesson
War up 10 min
umber Talk Subtract Two- igit umbers

Addressing 3. T.A.2
Unit 3 Lesson 7 75
Grade 3, Unit 3
The purpose of this umber Talk is to elicit strategies and understandings students have for
subtracting numbers within 1,000. These understandings help students develop fluency and will be
helpful as students relate subtraction algorithms to strategies they have used to subtract within 1,000.
umber Talk


•
• Acti it

• 40 I knew that tens minus 1 ten is 4 tens
and 4 tens is 40.
• 48 I knew that is 40, so this is ust 8 S nthesis

more.
• 238 I counted back by tens 2 8, 248, 238. • “ ow was place value helpful as you
subtracted these numbers ” (When we were
• 234 This is ust like the last one, but I took
subtracting 10, only the tens place changed.
away 4 more.
or the last expression we were able to
subtract the tens, then the ones.)
• onsider asking
“Who can restate s reasoning in a
different way ”
a different way ”
strategy ”
76 Grade 3
Grade 3, Unit 3
Acti it 1 2 min
Strategies to Subtract

Addressing 3. T.A.2
The purpose of this activity is for students to subtract numbers within 1,000 using any strategy
that makes sense to them to find the difference of two numbers within 1,000. The expressions in
this activity give students a chance to use different strategies, such as subtracting hundreds from
hundreds, tens from tens, and ones from ones, or adding up. Students may also use a variety of
representations, which will be the focus of the activity synthesis. Students who choose to use
base-ten blocks or number lines to represent their thinking use tools strategically ( ).
This activity uses MLR ompare and onnect.

Advances: Representing, onversing

Representation: Develop Language and Symbols. Synt esis: Invite students to explain their thinking
orally instead of through a visual display.
Supports accessibility for: Social-Emotional unctioning and ine Motor Skills
L ompare and onnect
aterials to Gather
ase-ten blocks, Tools for creating a visual
display

ind the value of each difference in any way that • Groups of 2
makes sense to you. xplain or show your
reasoning.
• “Take a minute to think about how you

1. could subtract these numbers.”
2. • 1 minute quiet think time
Unit 3 Lesson 7 77
Grade 3, Unit 3
3. • Share responses.
Student esponses Acti it

1. 21 . Sample response. I made 428 with the • “Work with your partner to subtract these
base-ten blocks. Then I took away 2 numbers in any way that makes sense to
hundreds, 1 ten, and 3 ones. The blocks I you. xplain or show your reasoning.”
had left showed 21 .
• minutes partner work time
2. 10 Sample response I subtracted
because 3 8 is so close to 400.
• onitor for an expression for which
students use a variety of representations,
This gave me 10 . I had to give 2 back such as
though because I was only subtracting 3 8,
using base-ten blocks
not 400. This made the answer 10 .
drawing a number line
3. 26 Sample responses
writing their reasoning in words
writing equations
• uring the synthesis, students will create a

visual display that shows how they found
the value of the selected expression.
• Give each group tools for creating a visual

display.
S nthesis
L o pare and onnect
• “ reate a visual display that shows how you

found the value of . ou may want to
include details such as notes, diagrams,
drawings, and so on, to help others
understand your thinking.”
• minutes gallery walk
• “What is the same and what is different

about the ways that groups represented
the subtraction ” (Some groups used
equations. Some groups used base-ten
blocks. They all used the same numbers.
They all got the same answer.)
• isplay one example of 2 3 different

representations side-by-side for all to see.
• “Which representations show the same

idea or help us find the difference the
78 Grade 3
Grade 3, Unit 3
same way ” (The number line and

equations show the same idea of adding
up. The base-ten blocks are different
because they show a ten or a hundred
decomposed into smaller units before
some of the blocks are taken away.)
Acti it 10 min
ase-ten rawings

Addressing 3. T.A.2
The purpose of this activity is for students to make sense of drawings of base-ten blocks. Students
compare two base-ten drawings. The first drawing is the same as what they saw in grade 2, where
the tens block is decomposed into 10 individual ones and moved over to the ones place before
subtracting the ones. In the second drawing, the tens block is moved over and partitioned into 10
parts but not decomposed into individual ones. The subtraction of ones is shown directly on the
ten that was moved over. Students then match base-ten diagrams to subtraction expressions and
subtract to find the value of each expression. This will be helpful in later lessons when students
relate base-ten diagrams to written algorithms.

Advances: Speaking

1. ada and an made drawings to show how • Groups of 2
they used base-ten blocks to find the value
of . Their drawings are shown.
• “Take a minute to look at the drawings of
how ada and an used base-ten blocks to
subtract.”
ada s drawing
Unit 3 Lesson 7 79
Grade 3, Unit 3
• “ iscuss with your partner how ada and

an s drawings are alike and how they are
different.”

an s drawing
Acti it
• “Work together to match each expression

with a diagram that represents it. Then,
ow are their drawings alike ow are they find the value of each expression.”
different
2. ere are three expressions, followed by
three diagrams. Write each expression next S nthesis
to the diagram that represents it. Then, find
the value of the expression.
• Invite students to share the expression that
matches each diagram.
• “What did you have to pay attention to as

you matched each diagram to an
a. expression ” (I had to look for the numbers
that were being subtracted. I had to look
for tens over by the ones and hundreds
over by the tens if there weren t enough
tens or ones.)
b.
c.
Student esponses
1. Sample responses
Alike They both represent
. They both used a ten to
get more ones so they could subtract
ones. oth ended up with 12 ones.
ifferent ada broke a ten into ten
ones. an did too, but he kept them
together like a ten.
80 Grade 3
Grade 3, Unit 3
2. a. , which is 12 .
b. , which is 120.
c. , which is 1.
“Today we subtracted numbers using many different strategies. What is your favorite representation to
use to subtract numbers ” (I like to use base-ten blocks so I can see the numbers I am subtracting. I like
to write equations because it shows me how I am subtracting the numbers.)
“ oes the way you subtract numbers or the representation you use change based on the numbers in
the problem ” ( es, I use mental math when I see that one of the numbers is close to a hundred. o, I
always add up. I always like to use base-ten blocks.)
“ eep all these strategies in mind as we learn new ways to show our reasoning around subtraction in
the upcoming lessons.”
Suggested enters
o plete ool o n

Students make a minor mistake carrying out e t a Support
their strategy.
efore the warm-up, have students work in
groups to discuss a correct response to this
cool-down.
The work in this lesson builds from subtraction rior Unit Support
Grade 2, Unit , Section Subtract within 1,000
using lace alue Strategies
Unit 3 Lesson 7 81
Grade 3, Unit 3
Lesson : Subtraction Algorith s art 1

Addressing 3. T.A.2

elate base-ten diagrams to written • Let s learn a new way to subtract.
algorithms for subtraction.
Lesson urpose
The purpose of this lesson is for students to use their knowledge of base-ten diagrams to make sense
of a written subtraction algorithm.
In previous lessons, students revisited subtraction within 1,000 using strategies based on place value,
properties of operations, and the relationship between addition and subtraction. In this lesson,
students are introduced to a subtraction algorithm that clearly shows the subtraction of ones from
ones, tens from tens, and hundreds from hundreds, and is similar to one of the initial addition
algorithms in a prior lesson. Students should have access to base-ten blocks as needed.
Access or:

ard Sort (Activity 2), umber Talk (Warm-up)
aterials to op
iagrams and Algorithms (groups of 2)
Activity 2
Warm-up 10 min eflect on how comfortable your students are

asking questions of you and of each other. What
Activity 1 1 min
can you do to encourage students to ask
questions
82 Grade 3
Unit 3 Lesson 8
Grade 3, Unit 3
Activity 2 20 min
ool-down min
onnect a iagram and an Algorithm

Addressing 3. T.A.2

xplain how the diagram matches the algorithm.
Student esponses
Sample response I can see that there are 3 hundreds, 8 tens, and 2 ones, but one of the tens has
been moved over to get more ones. In the algorithm, the 80 and 2 are crossed out to show this.
The blocks that are not crossed out show the in the algorithm.
egin Lesson
Unit 3 Lesson 8 83
Grade 3, Unit 3
War up 10 min
umber Talk Subtraction Strategies

Addressing 3. T.A.2
The purpose of this umber Talk is to elicit strategies students have for subtracting within 1,000. These
understandings help students develop fluency and will be helpful later when students choose between
using an algorithm or another strategy to subtract.
umber Talk


•
• Acti it

• 2 I counted up from 8 to 100 and called out
only 2 numbers, so the answer is 2.
• 2 I counted up from to 101 and called out S nthesis

only 2 numbers, so the answer is 2. I saw that
both numbers in the subtraction expression • “ ow did the first couple of expressions help
ust went up by 1 from the first expression, you find the value of later expressions ”
but the difference is still 2. (When I noticed that the numbers had
ad usted a little, it was easy to ad ust the
• 102 This is like the first expression, but I
difference the same way. Sometimes it looked
counted up 2 to get to 100, and it s up 100 to
get to 200, so the difference is 102. like a new problem, but both of the numbers
had gone up the same amount so the
• 106 I counted up 2 to get to 100, then 100 to
difference was the same.)
get to 200, and 4 more to get to 204.
Altogether I counted up 106. It s like the third • onsider asking
expression, but the 200 went up 4 more, so “Who can restate s reasoning in a
the difference would be 4 more, so it s 106. different way ”
84 Grade 3
Grade 3, Unit 3

a different way ”
strategy ”
Acti it 1 1 min
rom rawings to an Algorithm

Addressing 3. T.A.2
The purpose of this activity is for students to use their knowledge of base-ten diagrams and place
value to make sense of a subtraction algorithm. Students notice that in both the base-ten drawing
and the algorithm, the subtraction happens by place. We can find the difference of two numbers
by subtracting ones from ones, tens from tens, and hundreds from hundreds, and adding these
partial differences to find the overall difference.
Students also recall that sometimes a place value unit needs to be decomposed before
subtracting. or example, a ten may first need to be decomposed into 10 ones. This
decomposition can be seen in both the base-ten drawing and in the algorithm. In the synthesis,
students interpret the work and reasoning of others ( 3).

ada and iran found the value of . • Groups of 2
Their work is shown.
• isplay ada s drawing.
ada s drawing • “ ada and iran found the value of

. Take a minute to make sense of
ada s drawing.”
• 1 2 minutes quiet think time
iran s algorithm
Acti it
• “Work with your partner to make sense of
Unit 3 Lesson 8 85
Grade 3, Unit 3
iran s algorithm and complete the

questions about his work.”
• - minutes partner work time
S nthesis
1. xplain how iran s algorithm starts. • Invite students to share their responses.
2. xplain how iran recorded the • “ ow did iran know to rewrite 3 1 ” (If he
decomposition of the ten into more ones. tried to subtract the ones, he would notice
3. inish iran s work. he doesn t have enough, so he needs to
decompose a ten into 10 ones.)
Student esponses • “Why is he allowed to rewrite
as ” ( oth of these add up to
1. Sample response iran wrote the numbers 3 1. They re both showing 3 1 in different
he was subtracting as a sum of hundreds, ways.)
tens, and ones. Then he saw he needed
more ones, so he decomposed a 10 into • “ ow is iran s reasoning like ada s
reasoning ” ( oth of them decomposed the
more ones.
numbers into hundreds, tens, and ones,
2. Sample response iran crossed out the 0 and subtracted the numbers in each place
and wrote 80 above it. Then he crossed out separately. oth of them decomposed a
the 1 and wrote 11 above that because he ten into 10 ones.)
had 10 more ones after he decomposed a
10. • “ ow is their reasoning different ” ( ada
used base-ten drawings to represent the
3. numbers and iran wrote them out in
expanded form.)
• “ ow did you finish iran s work ” (I

subtracted the ones, the tens, and then the
hundreds. I subtracted the hundreds, the
tens, and then the ones.)
• ecord iran s completed algorithm and

keep it posted throughout this lesson and
the following lesson.

If students don t explain the written algorithm, consider asking
• “ ow did each student subtract “
• “ ow could ada s drawing help us understand iran s work “
86 Grade 3
Grade 3, Unit 3
Acti it 20 min
ard Sort iagrams and Algorithms

Addressing 3. T.A.2
The purpose of this activity is for students to analyze the connections between algorithms and
base-ten diagrams that represent subtraction. In particular, students relate how the two
strategies show a hundred decomposed into tens and a ten into ones in order to facilitate
subtraction.
As students work, encourage them to refine their descriptions of what is happening in both the
diagrams and the algorithms using more precise language and mathematical terms ( 6).

MLR8 Discussion Supports. Students should take turns finding a match and explaining their
reasoning to their partner. isplay the following sentence frames for all to see “I noticed , so
I matched . . . .” ncourage students to challenge each other when they disagree.
Advances: Listening, Speaking, Representing

ngagement evelop ffort and ersistence. hunk this task into more manageable parts. Give
students a subset of the cards to start with and introduce remaining cards once students have
Supports accessibility for: rgani ation, Social-Emotional unctioning
ard Sort
aterials to op
iagrams and Algorithms (groups of 2)
e uired reparation
Unit 3 Lesson 8 87
Grade 3, Unit 3

our teacher will give you a set of cards. atch • Groups of 2
each diagram with an algorithm.
group of students.
Acti it
• “This set of cards includes base-ten

diagrams and algorithms that represent
the same subtraction. atch each diagram
to an algorithm. Work with your partner to
explain your choices.”
S nthesis
• Select 2 3 students to share a match they

made and how they know the cards go
together.
• “In the diagrams, why were the hundreds

sometimes moved over into the tens
place ” (This happened when there weren t
Student esponses enough tens to subtract. We used a
hundred to get more tens.)
A and G
and • “ ow was this shown in the algorithm ” (A
and hundred was crossed out and 10 more tens
and were added to the tens place, like in , 20
was crossed out and 120 was written above
Sample response I know that A and G match it.)
because I see the 3 hundreds and 2 crossed out
to show you re subtracting 2 hundreds. I also
see 3, but one of the tens was moved over by
the ones because there weren t enough ones to
subtract 6. That s why there s a 60 and a 13
instead of 0 and 3.
isplay a completed algorithm for addition that uses expanded form and a completed algorithm for
subtraction that uses expanded form, such as
88 Grade 3
Grade 3, Unit 3
“Today we learned an algorithm for subtraction. ow is this algorithm similar to the algorithm we used
for addition ow is it different ” ( oth of the algorithms use expanded form. With both of them, you
have to compose the parts of the number at the end to get the answer. In the addition algorithm,
there s a ten being composed, but in the subtraction algorithm, it s being decomposed to get more
ones. The new ten is recorded below in the addition algorithm, but when you decompose a ten for
subtracting, it s recorded above the numbers.)
Suggested enters
o plete ool o n

Students do not explain the decomposition of a e t a Support
10 into 10 ones.
have students discuss how the diagram
matches the algorithm, specifically how the
decomposition of the ten into 10 ones is
recorded.
Unit 3 Lesson 8 89
Grade 3, Unit 3
Lesson : Subtraction Algorith s art

uilding n 2. T. .
Addressing 3. T.A.2

Analyze and use a subtraction algorithm • Let s learn more about our first subtraction
with the numbers written in expanded algorithm.
form.
Lesson urpose
The purpose of this lesson is for students to subtract within 1,000 using a subtraction algorithm that
records numbers in expanded form.
reviously, students learned to record subtraction using an algorithm in which the numbers are written
in expanded form. They made connections between the structure and steps of the algorithm to those
of base-ten diagrams that represent the same subtraction. In this lesson, students take a closer look at
the algorithm and use it to find differences. They also examine a common error in subtracting
numbers when decomposition of a place value unit is required. When students discuss shown work,
they construct viable arguments and critique the reasoning of others ( 3).
Access or:

True or alse (Warm-up)
aterials to Gather
ase-ten blocks Activity 1, Activity 2
90 Grade 3
Unit 3 Lesson 9
Grade 3, Unit 3
Warm-up 10 min Today students were able to analyze a common

error when subtracting within 1,000 before they
Activity 1 1 min
used an algorithm to subtract. ow did the
Activity 2 20 min analysis of the error affect their work with
subtracting within 1,000
ool-down min
ow id Andre Subtract

Addressing 3. T.A.2
Andre found the value of . is work is shown.
xplain how he subtracted and the value he found for .
Student esponses
Sample response irst, Andre wrote 3 and 2 in expanded form and stacked them. Then, he
subtracted from and got 4. Then, he realized he didn t have enough tens to subtract 0 from
30 so he decomposed a 100 from the 00 into 10 tens to get 130. 130 minus 0 is 80 and 600
minus 200 is 400. is answer is 484.
egin Lesson
Unit 3 Lesson 9 91
Grade 3, Unit 3
War up 10 min
True or alse oes It ommute

uilding n 2. T. .
The purpose of this True or alse is to elicit insights students have about how the commutative
property applies to addition and multiplication, but not subtraction. The reasoning students do here
helps to deepen their understanding of the properties of operations and how they apply to subtracting
within 1,000. It will also be helpful later when students need to recognize the need to decompose
hundreds or tens to get more tens or ones.
True or alse

ecide if each statement is true or false. e • isplay one equation.
prepared to explain your reasoning.
• “Give me a signal when you know whether the
equation is true and can explain how you
• know.”
•
Acti it
Student esponses
• Share and record answers and strategy.
• True. Sample response oth products are 20.
• epeat with each equation.
It doesn t matter if we change the order of the
factors, as the product is the same.
S nthesis
• True. Sample response oth sides of the
equal sign add up to 32 . earranging the • “What is different about the last equation ” (If
numbers being added doesn t change the we switch the order in subtraction, then both
sum. sides of the equal side aren t the same. If we
switch the order when we subtract, we don t
• alse. Sample response We don t have
get the same number.)
enough on the right side to take away 300.
• onsider asking
different way ”
92 Grade 3
Grade 3, Unit 3
reasoning ”
“ an we make any generalizations
based on the statements ”
Acti it 1 1 min
evise Subtraction Work

Addressing 3. T.A.2
The purpose of this activity is for students to examine an error in an algorithm in which a larger
digit is subtracted from a smaller digit in the same place value position. In such a case, it is
common for students to subtract the smaller digit from the larger digit instead, not realizing that
subtraction is not commutative. The given algorithm here shows the numbers in expanded form
to help students see that it is necessary to first decompose a hundred into tens before the 0 can
be subtracted from 20.
When students make sense of and correct Lin s mistake, they construct viable arguments and
critique the reasoning of others ( 3).
aterials to Gather
ase-ten blocks

Lin s work for finding the value of is • Groups of 2
shown.
• isplay the image of Lin s work.
• “ ow let s look at how Lin subtracted 1 6

from 428. Take a minute to examine what
she did.”
1. What error do you see in Lin s work • 1 2 minutes quiet think time
2. What would you tell or show Lin so she can

revise her work
Acti it
• “Work with your partner to describe the
Unit 3 Lesson 9 93
Grade 3, Unit 3
Student esponses mistake and what you would tell or show

Lin so she can revise her work.”
1. She didn t really take 0 away from the 428.
She didn t have enough tens so she ust • minutes partner work time
subtracted instead of , • onitor for students who

which isn t the same thing. use base-ten blocks or an algorithm
2. I would cross out the 400 and write 300 to to make sense of Lin s mistake
show that I decomposed one of the decompose a hundred into 10 tens
hundreds to make more tens. Then I would before subtracting 0 from 20, and
record 120 above the 20 to show that I had showing this process by exchanging
12 tens. Then subtract. base-ten blocks or rewriting 400 as
and combining the 100
with 20
• Identify students who used these strategies

and select them to share during synthesis.
S nthesis
• “ ow would you describe Lin s mistake ”

(She tried to subtract 20 from 0 when
you re subtracting 0 from 20. She needed
to decompose a hundred to get more tens.)

share what they would tell or show Lin so
she can revise her work.
• If no students suggest the following

revision to Lin s work, display the algorithm
and ask students to explain the revision
• “ eep Lin s mistake in mind as we practice

using this subtraction algorithm in the next
activity.”

If students don t mention the error in Lin s work, consider asking
• “What mistake did Lin make when subtracting ”
94 Grade 3
Grade 3, Unit 3
• “ ow could we use base-ten blocks to help Lin revise her work ”
Acti it 20 min
Try the Algorithm

Addressing 3. T.A.2
The purpose of this activity is for students to practice using the subtraction algorithm introduced
in a previous lesson. rovide base-ten blocks for students who choose to use them to support
their reasoning about the algorithm.

MLR8 Discussion Supports: Synthesis efore students share their reasoning, remind them to use
words such as decompose, ones, tens, and hundreds.
Advances: Speaking, Representing

Invite students to select at least 3 of problems to complete.
aterials to Gather
ase-ten blocks

ere is a subtraction algorithm you saw in an • Groups of 2
earlier lesson
• isplay iran s algorithm from the previous
lesson.
• “ ere s a subtraction algorithm you saw in

an earlier lesson. What might be the first
Unit 3 Lesson 9 95
Grade 3, Unit 3
thing you d do if you are to use this

algorithm to find the value of the
subtraction expressions in the activity ”
(Write the numbers in expanded form and
stack them.)
Try using this algorithm to find the value of each • 1 minute quiet think time
difference. Show your reasoning. rganize it so • Share responses.
it can be followed by others.
1.
Acti it
2.
3. • “Take some quiet time to try this algorithm.
heck in with your partner if you have
4.
questions.”
.
• minutes independent work time
Student esponses • If students have questions about the

notation used to record the decomposition
1. 124 or of a hundred or ten into more tens or ones,
2. 233 or consider asking
3. 1 4 or “Is there any place in the problem

where you don t have enough tens
4. 463 or
or ones ”
. 2 , or an algorithm showing
“ ow could you get more tens (or
ones) ”
“ ow could you record a hundred
being decomposed into 10 tens (or
a ten decomposed into 10 ones) ”
S nthesis
• Select students to share their reasoning for

2 3 problems. hoose problems to focus
on based on common questions that came
up. e sure to discuss the last problem,
which requires decompositions of both a
ten and a hundred.
• or the last problem, ask “ ow did you

decide how to record the ten and hundred
that needed to be decomposed ” (I started
subtracting the ones and decomposed a
ten into 10 ones so I had already crossed
off the 30 and written 20. When I
decomposed the hundred into tens, I ust
96 Grade 3
Grade 3, Unit 3
decided to write the 120 on top of the 20

like I wrote the 20 on top of the 30.)
• ecord the completed algorithm, showing

the decompositions of tens and hundreds.
• onsider asking
“Where were there not enough tens
or ones to subtract ”
“What was decomposed and how
was it recorded ”
“ id you notice any places where
you might have made the error we
saw in Lin s work

If students do not record the multiple decompositions in the last problem, consider asking
• “What units did you need to decompose in this problem ”
• “Where would it make the most sense to you to record how you decomposed a hundred into
more tens A ten into more ones ”
isplay student work from a problem in the second activity, such as
“Suppose a classmate says this problem has been changed into a completely different problem
because the 832 has been crossed out. ow would you explain the crossed-out numbers to them ”
(The 832 is still there. It s ust been reorganized as 00 plus 120, which is 820, and then 820 plus 12 is
832. So, it s still 832. It s been grouped differently so we can subtract in every place value.)
Unit 3 Lesson 9 97
Grade 3, Unit 3
Suggested enters
o plete ool o n

Students do not explain the decomposition of a e t a Support
hundred into 10 tens.
Use the warm-up of the next day s lesson
to have students consider when they would
have to decompose a hundred into more
tens.
98 Grade 3
Unit 3 Lesson 10
Grade 3, Unit 3
Lesson 10: Subtraction Algorith s art 3

Addressing 3. T.A.2

elate subtraction algorithms to one • Let s learn another algorithm to subtract.
another using place value understanding.
Subtract numbers within 1,000 using
another algorithm based on place value.
Lesson urpose
The purpose of this lesson is for students to use a subtraction algorithm that records a single digit for
the difference between the numbers in each place value position and a condensed notation for a
decomposed hundred or ten.
In this lesson, students continue to learn how to use algorithms to subtract within 1,000. The new
algorithm in this lesson draws attention to how place value can be used to record less digits in each
place value position. This condensed notation also changes the steps of the algorithm because
students don t write the numbers in expanded form to start or add up the partial differences at the
end.
Access or:

aterials to Gather
ase-ten blocks Warm-up
Unit 3 Lesson 10 99
Grade 3, Unit 3
Warm-up 10 min Who got to do math today in class and how do

you know Identify the norms or routines that
Activity 1 20 min
allowed these students to engage in
Activity 2 1 min mathematics. ow can you ad ust these norms
and routines so all students do math tomorrow
ool-down min
hoose the ethod

Addressing 3. T.A.2

Student esponses
1 2. Students can use either of the subtraction algorithms learned so far.
egin Lesson
War up 10 min
otice and Wonder igits that isappear

Addressing 3. T.A.2
The purpose of this warm-up is to elicit the observation that a hundred that has been decomposed into
more tens can be recorded using a condensed notation, which will be useful later in the lesson when
100 Grade 3
Grade 3, Unit 3
students decompose hundreds and tens to facilitate subtraction. While students may notice and
wonder many things about these numbers, how the decomposition is recorded is the important
discussion point. ase-ten blocks or diagrams can be used during the discussion if students need
additional support in making sense of the condensed notation.
otice and Wonder
aterials to Gather
ase-ten blocks

• isplay the image.
• “What do you notice What do you wonder ”
Students may notice • “ iscuss your thinking with your partner.”
• n the left is 32 written in expanded form. • 1 minute partner discussion

n the right is 32 written the regular way. • Share and record responses.
• arts of the expression on the left are crossed
out. The first two digits in the number on the S nthesis
right are crossed out.
• “ oth the expression in expanded form and
• oth the expression and the number 32 the number show a unit being decomposed
have smaller numbers or digits written above into smaller units. Where do you see this
them. happening in each case ” (The 300 has been
• The expression on the left shows 120 and the turned into 200 in both examples. The 200 is
number on the right shows 12 in the tens shown with 200 in the first example, but ust a
place. 2 in the second example. The 2 tens has been
turned into 12 tens in both examples. The 12
• The expression on the left shows 200 and the
tens is shown as 120 in the first example, but
number on the right shows 2 for the
hundreds. ust a 12 in the tens place in the second
example.)
• oth the expression and the number shows a
hundred decomposed into 10 tens and then
added to the 2 tens that were already there.
Students may wonder
• Why are parts of the expression and the
Unit 3 Lesson 10 101

Grade 3, Unit 3
number crossed out
• What do the little numbers and the little digits

represent
• Why would we write a number like shown on

the right
• ow is this related to what we did yesterday
Acti it 1 20 min
A ew Subtraction Algorithm L Activity

Addressing 3. T.A.2
The purpose of this activity is for students to learn a subtraction algorithm that records the
difference in each place value position as a single digit. The algorithm also records a decomposed
hundred as a single digit in the hundreds place and as two digits in the tens place. Students
carefully analyze and discuss two different ways to subtract, highlighting similarities and
differences and explaining how and why they work ( 6).

Andre and lare found the value of . • Groups of 2
ow they started their work is shown.
• isplay Andre and lare s work.
Andre s algorithm lare s algorithm • “ ow are the two algorithms alike ” (They
are both stacked vertically. They show the
same two numbers, 28 and 2 1. They
both show a hundred decomposed into 10
tens.)
• “ ow are they different ” ( ne pair of

numbers is written in expanded form, but
the other pair is not. In Andre s case, the
1. omplete both algorithms to find the
decomposing of a hundred is recorded as
difference.
400 and 120. In lare s case, it is written as
2. Andre and lare started their subtraction in 4 in the hundreds place and 12 in the tens
different ways. ow did their way of starting place.)
102 Grade 3
Grade 3, Unit 3
affect the steps needed to find the • 1 minute quiet think time
difference
Student esponses • Share and record responses. mphasize

the different ways of recording the
1. and 2 decompositions.
2. Sample responses • “We noticed that this new algorithm uses

fewer digits by not writing out the value of
or Andre s way of getting started, I
each digit. We ust record up to 2 digits in
had to write part of the expanded
each place to tell how many hundreds,
form for each step. or lare s way of
tens, or ones there are.”
getting started, I only recorded one
digit for each place value.
Acti it
or Andre s way of getting started, I
had to add up the parts of the • “Take a few quiet minutes to work on the
number at the end, but for lare s activity. Afterward, discuss your responses
way, the number was already made with your partner.”
from the digits.
• 2 3 minutes partner discussion
S nthesis
• Invite students to share their work for

completing each algorithm.
• “What did you do differently as you

completed each of these problems ” (With
Andre s work I subtracted all the place
values, then I had to add up all the parts of
the difference. With lare s work once I
subtracted the digits in each place value,
the answer was complete.)
Acti it 1 min
Try lare s Algorithm

Addressing 3. T.A.2

Grade 3, Unit 3
The purpose of this activity is for students to practice using the algorithm they learned in the
previous activity, in which the difference in each place value position is recorded with one digit
and the decomposition of a place value unit is recorded using one or two digits.

MLR8 Discussion Supports. isplay sentence frames to support partner discussion “ irst, I
because . . . .”, and “Then, I because . . . .”
Advances: Speaking, Listening

Representation: nternali e ompre ension. Synthesis Invite students to identify which details were
most important needed to solve the problems. isplay the sentence frame “The next time I
subtract using lare s algorithm, I will look for . . . .”
lare used an algorithm to find • Groups of 2

the value of . • “ ow let s try using the algorithm you
learned in the last activity to subtract some
Try using her algorithm to find numbers. ou can use the steps you
the value of each difference. recorded from our last activity or use
lare s work as an example.”
1.
Acti it
2.
3.
• “Share your work and solutions with your
4. partner.”

Student esponses
S nthesis
1. 333
2. 342 • isplay student work on the first
expression.
3. 13
4. 16
• “Where do we see the 1 after the and
the 1 have been crossed out ” (The 8 and
the 11 represents 80 and 11, which is 1.)
104 Grade 3
Grade 3, Unit 3
isplay Andre and lare s work from the first activity.
“ ow did place value allow us to use fewer digits when recording newly decomposed hundreds or
tens ” (We knew what place each digit is in and what value each digit has. We knew the 4 stood for 400,
and the 12 stood for 12 tens or 120.)
Suggested enters
o plete ool o n

Students find the difference, but do not use an e t a Support
algorithm from the lesson.
have students recap the important points
of the previous lessons.

Grade 3, Unit 3
Lesson 11: Anal e Subtraction Algorith s

Addressing 3. T.A.2

Analyze different steps in subtraction • Let s think about subtraction algorithms in
algorithms and reason about when certain more detail.
steps might be more productive.
Lesson urpose
The purpose of this lesson is for students to consider subtraction algorithms in more detail, with a
focus on decomposing as needed and on cases when it is necessary to decompose multiple units to
subtract across zeros.
In a previous lesson, students used a subtraction algorithm in which single digits were used to record
the result of subtraction in any place value position and one or two digits were used to record any
decompositions. They did any necessary decompositions before beginning to subtract. In this lesson,
students make sense of and use an algorithm in which subtraction begins with the ones, decomposing
units as needed as they work from right to left. Students also consider a case in which it is necessary to
decompose a hundred and a ten in order to get more ones because there is a zero in the tens place.
Access or:

Warm-up 10 min ow did your students use their prior

understanding of subtracting with an algorithm
Activity 1 20 min
to solve problems in which they have to
Activity 2 1 min decompose place value units across zeros
106 Grade 3
Unit 3 Lesson 11
Grade 3, Unit 3
ool-down min
Subtraction eflection

Addressing 3. T.A.2

ou ve learned many ways to subtract large numbers, including strategies and algorithms.
1. What is your favorite way to subtract large numbers

2. What s a way that you would like to learn more about and use more
Student esponses
Sample response
1. I like to count back by place value.

2. I am still learning to use an algorithm in which I first write the numbers as a sum of hundreds,
tens, and ones.
egin Lesson
War up 10 min
umber Talk Subtract within 1,000

Addressing 3. T.A.2
The purpose of this umber Talk is to elicit strategies and understandings students have for

Grade 3, Unit 3
subtracting multi-digit numbers. These understandings help students develop fluency and will be
helpful later in a subsequent lesson when students are to use strategies flexibly to subtract within
1,000.
umber Talk


•
• Acti it

• 200 I knew that 4 hundreds subtracted by 2
hundreds is 2 hundreds.
• 2 0 This problem is ust like the first one but S nthesis

there are tens left over. So, is
200, plus 0 is 2 0. • “ ow did place value help as you subtracted
these numbers ” (I subtracted hundreds from
• 24 I subtracted the 2 hundreds first, and
hundreds, tens from tens, and ones from
. Then I subtracted the ones
and is 24 . ones. I was able to think about each place
value position separately, which helped me
• 23 This is ust like the third problem, but I
find the difference.)
had to subtract 10 more, and .
• onsider asking
different way ”
a different way ”
strategy ”
108 Grade 3
Grade 3, Unit 3
Acti it 1 20 min
ompare Two Subtraction Algorithms

Addressing 3. T.A.2
The purpose of this activity is for students to consider two subtraction algorithms. In the first
algorithm, students first look for any place value units where they need to decompose to get
more units, then subtract right to left. In the second algorithm, subtraction occurs right to left,
and units are decomposed as the need arises. Students try each algorithm and consider potential
advantages and disadvantages of each algorithm.
In the synthesis, students carefully analyze and discuss the two algorithms, explaining the
motivation behind them and how they are the same and different ( 3, 6).

MLR8 Discussion Supports.
Synthesis or each idea that is shared, invite students to turn to a partner and restate what they
heard using precise mathematical language.

Engagement: Develop Effort and Persistence. Some students may benefit from feedback that
emphasizes effort, and time on task. or example, check in with students after completing the
problem using the first algorithm.
Supports accessibility for: Attention

1. The first steps of two algorithms are shown. • Groups of 2
Algorithm A, step 1 Algorithm , step 1 • isplay the image.
• “The first steps of two subtraction

algorithms are shown. Take a minute to
think about how they are different.”

Grade 3, Unit 3
ow are the steps different Acti it

2. Use each algorithm to find the value of
.
• “ iscuss how the steps are different in
each algorithm with your partner.”
Student esponses • 2 minutes partner discussion
1. In the first algorithm, the first step is

decomposing one of the hundreds into 10 • “Work with your partner to finish each
algorithm.”
tens. In the second algorithm, the first step
is subtracting the ones. ach algorithm will • 2 3 minutes partner work time
look the same at the end. • “ ow work with your partner to use both
2. 283 algorithms to subtract 41 from 824.”
• minutes partner work time
S nthesis
• Select students to share how they used

both algorithms to find the value of
.
• eep algorithms from the first problem

displayed.
• “ ven though the algorithms may look the

same after a few steps, they started out
differently. Think about advantages and
disadvantages of using each algorithm.”
• “ ow, discuss the advantages and

disadvantages of each algorithm with your
partner.”
• Invite students to share advantages and

disadvantages they come up with. (In
algorithm 1, I look for decompositions first,
so I probably won t mix up the order of
subtracting. In algorithm 1, I could subtract
left to right or right to left. In algorithm 2, I
can start subtracting right away. That
means I don t have to worry about
decomposing until I know I need to do it.)
110 Grade 3
Grade 3, Unit 3
Acti it 1 min
Use an Algorithm

Addressing 3. T.A.2
The purpose of this activity is for students to make sense of an algorithm in which a number with
non-zero digits is subtracted from a number with a zero in the tens place. In the given problem, it
is necessary to decompose a larger unit to have enough ones to subtract. There are no tens to
decompose, however, prompt students to consider whether subtraction is possible, and if so, how
it could be done.
When students make sense of lena s reasoning, they construct viable arguments and critique the
reasoning of others ( 3).

oah wanted to find the value of and • Groups of 2
wrote
• “Take a minute and look over oah s work
and what lena says about it.”
Acti it
lena said that we can t subtract this way
because we would need more ones to subtract • “ ow, work with your partner to complete
the activity.”
ones, but there s a zero in the tens place of
301. • minutes partner work time
1. o you agree with lena s statement

• onitor for a student who shows how the
problem could be completed with
xplain your reasoning.
decomposing a hundred into tens, then
2. Show how you would use an algorithm decomposing a ten into more ones.
(either oah s or another algorithm) to find
the difference between 301 and 16 . S nthesis
Student esponses • Select students to share their responses.
1. Sample response I agree there are no ones

• isplay student work that shows a hundred
decomposed into tens, then a ten

Grade 3, Unit 3
in the tens place, but we can decompose a decomposed into ones (or show the
hundred to make 100 ones. I disagree that example in Student esponses).
we can t use what oah set up.
• “ ow does the work here show that we
could have enough ones to subtract even
2. Sample responses
though there is 0 in the tens place of 301 ”
( rossing out the 3 in the hundreds and
writing 10 in the tens place shows a
hundred decomposed to get tens. rossing
out the 10 and writing a in the tens place
and writing 11 in the ones place shows a
ten decomposed to get ones.)
• “We ve learned different algorithms for subtracting. Which subtraction algorithm is your favorite
and why ” (The expanded form algorithms because we can really see all the parts of the number.
The algorithm where we decompose the units as we go because I don t like to do them all at once.
The algorithms that use 1 digit for each place value because they don t take as long to write.)
Suggested enters
o plete ool o n

Students note ways to subtract that they would e t a Support
like to learn more about.
air students up before the warm-up to
discuss their responses.
112 Grade 3
Unit 3 Lesson 12
Grade 3, Unit 3
Lesson 1 : Subtract Strategicall

uilding Towards 3. A. .

Subtract within 1,000 using algorithms or • Let s consider when to use algorithms and
other strategies based on the numbers in when to use other strategies to subtract.
the problem.
Lesson urpose
The purpose of this lesson is for students to consider when they might use algorithms or other
strategies to subtract.
Students have learned several subtraction algorithms in prior lessons. ow students take time to
consider when it makes sense to use an algorithm and when it makes sense to use another strategy,
such as those learned in grade 2. Students will consider how thinking about the numbers in the
problem can help them use their knowledge of subtraction to flexibly subtract within 1,000.
Access or:

aper clips Activity 2 Greatest ifference, Smallest ifference
encils Activity 2 (groups of 2) Activity 2

Grade 3, Unit 3
Warm-up 10 min eflect on your experience with the umber

Talks in the curriculum. What moves or
Activity 1 20 min
questions have improved the learning for each
Activity 2 1 min of your students during this routine What
improvements would you make next time
ool-down min
An Algorithm or Another Strategy

Addressing 3. T.A.2

ow would you find the value of xplain your reasoning.
Student esponses
Sample response I would use a counting-up strategy because the numbers are both so close to
hundreds that it would be a lot faster to count up than to use an algorithm.
egin Lesson
War up 10 min
umber Talk Threes

Addressing 3. A. .
114 Grade 3
Grade 3, Unit 3
The purpose of this umber Talk is to elicit strategies students have for finding products of single-digit
factors. These reasoning strategies help students develop fluency and will be helpful later in this unit
when students solve two-step word problems.
When students use strategies based on the properties of multiplication to find unknown products, they
look for and make use of structure ( ). Students may reverse the order of the factors to create a
multiplication fact they know. Students may think about “one more group” as they move from the first
expression to the second expression (or the third to the fourth). Also, students may say that they “ ust
know” the product. All of these responses are acceptable because students will be in different stages
as they progress toward fluency.
umber Talk


•
• Acti it

• 12 I counted by 2. I ust knew it.
• 18 I knew it would be one more group of 6
than the first one and 12 plus 6 is 18. I ust S nthesis
knew it.
• 14 I knew it would be one more group of two • “ ow did thinking about products of 2 help
than the first problem. It s 2 groups of , so I you find products of 3 ” (I could think about 2
found , which is 14. groups, then add one more group. I could
think about 2 in each group, then one more in
• 21 It would be one more group of than the
each group.)
last problem. 14 plus is 21. It s 3 more than
, or 3 more than 18, which is 21. • onsider asking
different way ”
a different way ”

Grade 3, Unit 3
strategy ”
Acti it 1 20 min
ow Would ou Subtract

Addressing 3. T.A.2
The purpose of this activity is for students to choose a strategy or algorithm to subtract within
1,000. Students should attend to the details of numbers in the problems that could indicate
whether a particular strategy or algorithm is most useful. The important thing is that students
choose an algorithm or another strategy that they can use e ciently and accurately for the given
problem. As students choose strategies to find the values of each expression, they look for
common structure and observe regularity in repeated reasoning ( , 8).

MLR8 Discussion Supports. isplay sentence frames to support partner discussion “ an you say
more about . . . ” and “Why did you . . . ”
Advances: onversing, Representing

Engagement: Provide Access by Recruiting nterest. evisit math community norms to prepare
students for the activity in which they will be finding partners, sharing problem solving, and
repeating with new partners.
Supports accessibility for: Social-Emotional unctioning

Use a strategy or algorithm of your choice to • “We ve been learning about subtraction
find the value of each difference. Show your algorithms. emember that algorithms are
reasoning. rganize it so it can be followed by ust one way we can solve problems. We
others. can also use other strategies or
representations.”
1.
2.
• “ ow would you describe the difference
between an algorithm and other
116 Grade 3
Grade 3, Unit 3
3. strategies ” (A strategy like adding up might

4. work for the one problem you are solving,
but an algorithm has steps that work for
.
any problem.)
Student esponses • 1 minute partner discussion
1. 122. Sample response

• “ ou re going to have an opportunity to

find the value of each of these differences
using a strategy or algorithm of your
choice.”
Acti it
2. 1 2. Sample response I subtracted 200
from 382 to get 182. Then I added 10 back.
• “Work independently to find the value of
each difference, then you ll have a chance
3. 63 . Sample response to share your work.”
• Identify students who use the same

strategy to subtract and those who use
different ones.
• hoose a few problems for students to

4. 122. Sample response I knew that 2 more discuss. onsider selecting (the
would get me to 480. 20 more is 00. 100 second expression) and (the
more is 600. I had to count up 122 to get to fourth expression), which lend themselves
600. to be evaluated with an algorithm and
. 88. Sample response another strategy, respectively.
• “ ind a partner who subtracted the same

way you did. iscuss your reasoning.”
• “ ow find a partner who subtracted the

problem in a different way from you.
iscuss your reasoning.”
• epeat the discussion with 1-2 expressions

or as many as time permits.
S nthesis
• Invite 4 students share a strategy or

algorithm they saw.
• “What strategies or algorithms do you want

to practice more ”

Grade 3, Unit 3
Acti it 1 min
Greatest ifference, Smallest ifference

Addressing 3. T.A.2
The purpose of this activity is for students to play a game that enables them to practice using
strategies and algorithms to subtract within 1,000. Students decide whether they will try to make
the smallest or greatest difference, then spin a paper clip on a spinner to generate two three-digit
numbers. Students use their choice of strategy or algorithm to subtract the numbers.
When students use place value to create a pair of numbers with a specific type of difference, they
are looking for and making use of structure ( ).

aper clips, encils Greatest ifference, Smallest ifference
(groups of 2)
e uired reparation
• ach group of 2 will need a paper clip.
1. ecide with your

• Groups of 2
partner whether you • Give each group 1 copy of Greatest

will try to make the ifference, Smallest ifference.
greatest difference or • “Take a minute and read the directions to
smallest difference. the game with your partner.”
2. Take turns spinning and • 1 minute partner work time
recording a digit in the
hundreds, tens, or ones
• lay one round of the game against the
class to illustrate how the game should be
place. ontinue until played.
your numbers are
complete. • “Are there any questions about the game ”
3. ind the difference. • Answer any questions students have about

the game.
118 Grade 3
Grade 3, Unit 3
Acti it
4. ompare your values.
. Write a comparison • “ ow, take some time and play the game
using , , or . with your partner.”
6. lay again. • 10 minutes partner work time
S nthesis
• isplay 601 and 3 8
• “If these were the numbers you made, how

would you find the difference and why ”
(Sample responses I would count up
because 3 8 is so close to 400. I would use
an algorithm because I know that if I follow
the steps it would work every time.)
Student esponses
Answers vary.

Grade 3, Unit 3
“Today we used strategies to subtract. ow did you decide when to use an algorithm or another
strategy ” (If the numbers were hard to subtract mentally, I d use an algorithm. If they were close to a
hundred, or if I saw a certain relationship between them that made it easy to work out mentally, then
I d use another strategy.)
Suggested enters
In this section, we learned algorithms to subtract numbers within 1,000. We also learned that we can
choose whether to use an algorithm or another strategy for subtracting based on the numbers.
step 1 step step 3 step
o plete ool o n

Students do not explain how they would e t a Support
subtract.
efore the warm-up, have students recap
the important points of previous lessons.
120 Grade 3
Unit 3 Lesson 13
Grade 3, Unit 3
Section : ound Within 1,000
Lesson 13: ultiples o 100

Addressing 3. T.A.1

ecognize that numbers are often • Let s explore multiples of 100 and how
approximated by their closest multiples of other numbers relate to them.
10 or 100.
Understand the meaning of the nearest
multiple of 100.
Lesson urpose
The purpose of this lesson is for students to reason about the position of numbers relative to their
immediate multiples of 100, using number lines to do so.
In grade 2, students learned to represent whole numbers within 1,000 and make sense of their relative
sizes on a number line. They also used number lines to represent addition and subtraction, and they
often and intuitively relied on multiples of 10 and 100 as benchmarks to reason about sums and
differences. ( or example, to find , they may start at 10 , move to the left to 100, move 10
more to the left to 0 and then move 2 more to land at 88.)
In this lesson, students take a closer look at the relationship between numbers within 1,000 and
multiples of 100. The lesson begins by eliciting students informal ideas about what it means for
numbers to be “close to” multiples of 100. Then, they use number lines to identify the multiples of 100
between which a two- or three-digit number lies and examine their relative distance from the number.
The work with number lines here allows students to reason visually about proximity to multiples of
100, preparing them to reason numerically about nearest multiples of 100 and about the idea of
rounding in upcoming lessons.

Grade 3, Unit 3
Access or:

stimation xploration (Warm-up)
Warm-up 10 min In grade 2, students were introduced to the

number line. What previous understandings are
Activity 1 10 min
students leveraging as they use the number line
Activity 2 2 min to find the nearest multiple of 100
ool-down min
Locate, Label, and ame

Addressing 3. T.A.1

1. Locate and label 18 on the number line on which it belongs.
2. ame the closest multiple of 100 to 18 .
122 Grade 3
Grade 3, Unit 3
Student esponses
1.
2. 200
egin Lesson
War up 10 min
stimation xploration arching and

The purpose of an stimation xploration is to practice the skill of estimating a reasonable answer
based on experience and known information. It gives students a low-stakes opportunity to share a
mathematical claim and the thinking behind it ( 3). Asking yourself “ oes this make sense ” is a
component of making sense of problems ( 1), and making an estimate or a range of reasonable
answers with incomplete information is a part of modeling with mathematics ( 4).
stimation xploration

ow many people are in the marching band • Groups of 2
• “What is an estimate that s too high Too low

About right ”

Grade 3, Unit 3
Acti it
• ecord responses.
• “Which groups on the field did you count as

part of the marching band ” (I counted only
the performers in the band uniforms. I
included everyone on the field.)
S nthesis
ecord an estimate that is • “ otice that many of our estimates are

expressed in terms of tens and hundreds.
oo lo o oo Why might that be Why don t we estimate
that there are about, say, 163 people or 248
people in the picture ” (If we are estimating,
we aren t trying to guess the exact number.
Student esponses Tens and hundreds are easy to think about.)
Sample responses
• “It is often helpful to get a sense of a quantity
(how many, how much, how long, etc.) with
• Too low groups of 10 or groups of 100. umbers like
• About right 140 200 0 and 0 that are groups of 10 can be called
multiples of 10. umbers like 200 or 00 that
• Too high
are groups of 100 can be called multiples of
100. ”
• “When we estimate, we often name the

multiple of 10 or 100 that we think the
number is close to.”
• “ ut how do we decide whether a number is

close to some multiple of 10 or 100 We ll
think more about this question in the next
activity.”
Acti it 1 10 min
About 100 lose to 100

Addressing 3. T.A.1
124 Grade 3
Grade 3, Unit 3
The purpose of this activity is for students to think about what it means for numbers to be close
to multiples of 100. There is no definition given about what “close to” means during the activity, so
students may interpret the term in different ways.

Action and E pression: Develop E pression and ommunication. Synthesis Identify connections
between strategies that result in the same outcomes but use differing approaches.
Supports accessibility for: Memory

1. ere are the numbers of people in different • Groups of 2
parts of a school at noon during a school
day.
• isplay the first problem.
• “Take a minute to look at the numbers of

playground 4 people in different parts of a school during
a school day. What do you notice What do
cafeteria 163
you wonder ” (There aren t many people in
art room 36 the library. There are a lot of people in the
library 13 school. Are there any other places where
classrooms 216 people could be in the school )
gymnasium 10 • 1 minute quiet think time
music room 2 • Share and record responses.
Where in the school would you say that Acti it

there are about 100 people
• “ or each room, decide if there are about
ecord the numbers in the table. e 100 people in the room or not. ecord the
prepared to explain your reasoning. numbers in the table. e prepared to
explain how you decide a number is or is
o 1 no o 1 not about 100.”
2. ow decide if the number of people in each • “ ow, work with your partner to decide if
part of the school is close to 0, close to 100, the number of people in each part of the
or close to 200. school is close to 0, close to 100, or close to
200. If you don t think a number belongs in
If you don t think a number belongs in any
any column, set it aside. e prepared to
column, set it aside. e prepared to explain
explain your reasoning.”
your reasoning.
• 2 3 minutes partner work time

Grade 3, Unit 3
lose o lose o 1 lose o 2

• onitor for students who provide
reasoning for where they would place 36,
2, and 163. Ask them to share during the
synthesis.

1. Sample response
• “ ow did you decide whether a number is
close to 0, 100, or 200 ” (I thought about
o 1 no o 1 whether it was almost that number, like 4
4, 10 163, 36, 13, 216, 2 is almost 100. I decided between the
choices that were there like for 216, it was
2. Sample response
closer to 200 than to 0 or 100.)
lose o lose o 1 lose o 2 • “ ow did you decide if a number doesn t

13 4, 10 216 belong to any of these groups ” (If a
number seemed far away from all the
umbers that don t belong in any column choices, then I set it aside. Like 2 wasn t
36, 2, 163 close to 0 or 100 because it s almost right in
the middle.)
• “What if the table showed closer to 0,

closer to 100, and closer to 200 Would it
change where each number goes Would
you be able to place all the numbers in the
table ” ( es, because I would ust be
choosing the number that s closer than the
other numbers, not saying it s really close
to the number.)
Acti it 2 min
lose to ultiples of 100 L Activity

Addressing 3. T.A.1
The purpose of this activity is for students to locate two- and three-digit numbers on a series of
number lines. The endpoints of each number line are multiples of 100, and the space between
126 Grade 3
Grade 3, Unit 3
them is partitioned into ten equal intervals. As they locate the numbers, students recognize each
tick mark as a multiple of 10. Later in the activity, students use a number line to name the closest
multiple of 100 to a given number. When students choose the correct number line and accurately
place each number on the number line they attend to precision and show an understanding of
place value ( 6, ).

MLR8 Discussion Supports: reate a visual display of the number lines. As students share their
strategies, annotate the display to illustrate connections. or example, as students talk about their
numbers and number lines, write the number below the appropriate tick mark, and draw arrows
to show the closest multiple of 100 they identified.

our teacher will assign a set of numbers to you. • Groups of 4
4 36 10 163 22
• “What do you know about the number
line ” ( ach point on the number line can
24 2 216 11 481 represent a number. ou can add or
18 13 6 83 241 subtract by moving right or left on the
332 1 4 408 2 6 4 number line. It can show distance between
2 20 3 44 3 numbers, like the number 10 is 10 away
from 0.)
1. Work with your group to decide on which
number line each number should go. Then,
locate and label each number on the • Share and record responses.
number line. • “Take a look at the number lines in the first
problem. What do you notice about them
What do you wonder ” (Students may
notice ach number line has two multiples
of 100. There are tick marks between the
numbers. Students may wonder Why don t
the number lines go higher or lower What
numbers do the tick marks represent )

2. Locate and label 364 on the correct number • Share responses.
line.
• isplay the number line
a. ame two multiples of 100 that are

closest to 364.
• “ o you see multiples of 100 in this

Grade 3, Unit 3
b. f the two multiples of 100 you number line ” ( es, 100 and 200)
named, which one is 364 closer to
• “What numbers do you think the unlabeled
3. Write the numbers assigned to you earlier. tick marks represent ” (Tens, groups of 10,
or each number, name the nearest numbers that we get if we count up by 10
multiple of 100. starting from 100, multiples of 10) “Let s
name them ” (100, 110, . . . , 200)
n e
ne es
• Label the first few tick marks.
l le o • “ an you estimate where 113 goes on the

number line ” ( etween the second and
1
third tick marks, but closer to the
second tick mark. r between 110 and 120,
Student esponses but closer to 110.)
1. • Assign one set of numbers (A, , , , or )

to each group of 4.
Acti it
• “Work with your group to decide on which

number line each number should go.
Locate each number on the number line
with a dot, and label it. Then, complete the
2. second problem.”
• minutes small group work time
• After students place 364 on a number line,

a. 300 and 400 pause for a discussion. Ask each group to
b. 400 share one of their numbers and how they
knew on which number line to place it.
3. The numbers in parentheses are the nearest
multiples of 100. • “ n which number line did you place 364 ”
(The number line with 300 and 400.)
4
(100 )
36
(0)
10
(100)
163
(200)
22
(200)
• “ ow did you decide which multiple of 100
was the closest ” ( nce I located 364 on my
24 2 216 11 481 number line I could tell it was closer to 400.
(0) (100) (200) (0) ( 00) I counted the tick marks back to 300 and
18 13 6 83 241 up to 400 and it was less tick marks to get
(200) (100) (100) (100) (200) to 400, so it was closer.)
332 1 4 408 2 6 4
(300) (200) (400) (300) (0)
• “ omplete the last problem on your own.”
2 20 3 44 3 • 2 3 minutes independent work time

(300) (200) (400) (400) (100)
S nthesis
• “ ow can you tell which multiple of 100 a

number is closest to ” (The endpoints of
128 Grade 3
Grade 3, Unit 3
the number lines are multiples of 100.

rom the number line, we can tell whether
a point is closer to one end or the other.
We can tell if a point is in the lower half or
upper half of the number line. We can
count the tick marks to each multiple of
100 to decide which one is closer.)

If students place a number on a number line on which it doesn t belong, such as placing 216 on
the number line that goes from 100 to 200, consider asking
• “Tell me how you decided to place 216 on that number line ”
• “ an you show me where 216 would be on that number line ”
“Today we located and labeled numbers on number lines, and decided which multiple of 100 a given
number would be closest to.”
“Look back at the table from the last activity. What do you notice about the nearest multiples of 100 for
your set of numbers ” (Sometimes the nearest multiple is greater than the numbers, sometimes it is
less. Sometimes the nearest multiple of 100 is 0. Some multiples of 100 are really far away from the
original number. or example, 44 is 4 away from 400. Two numbers that are very different or seem
far apart could have the same nearest multiple of 100. or example, 6 and 13 both have 100 as their
nearest multiple of 100.)
Suggested enters
o plete ool o n

Grade 3, Unit 3

Students place 18 on the correct number line, e t a Support
but don t place it in the correct location.
have students discuss where they would
place 18 on the second number line.
The work in this lesson builds from number line rior Unit Support
Grade 2, Unit 4, Section A The Structure of the
umber Line
130 Grade 3
Unit 3 Lesson 14
Grade 3, Unit 3
Lesson 1 : earest ultiples o 10 and 100

uilding n 2. T. .8
Addressing 3. T.A.1

Identify the closest multiples of 10 and 100 • or a given number, let s find the closest
for numbers within 1,000. multiple of 100 and the closest multiple of
Understand that rounding is a formal way 10.
to say which number a given number is
closer to, and that number is often a
multiple of 10 or 100.
Understand the meaning of “the closest
multiple of 10.”
Lesson urpose
The purpose of this lesson is for students to reason about the position of numbers relative to their
immediate multiples of 10 and 100, using number lines to do so.
In a previous lesson, students reasoned about the nearest multiple of 100 to a given number. In this
lesson, students extend this work to include multiples of 10. The work here prepares students to round
numbers to the nearest ten and hundred in upcoming lessons.
umber lines are still a central representation early in the lesson. Later in the lesson, students begin to
reason numerically and think about how they could find the nearest multiple of 10 or 100 if a number
line is not provided. Students should be encouraged to consider alternative strategies and use what
they know about place value, but can still draw a number line if it is needed. In the lesson synthesis,
students learn that rounding is a formal way to say which number a given number is closer too, and
that number is often a multiple of 10 or 100.
Access or:


Grade 3, Unit 3
stimation xploration (Warm-up)
Warm-up 10 min In this lesson students are encouraged to begin

reasoning numerically about finding the nearest
Activity 1 20 min
multiple of 10 or 100. What evidence did you
Activity 2 1 min see of such reasoning
ool-down min
losest ultiple of 10 and 100

Addressing 3. T.A.1

1. What is the nearest multiple of 100 to 162 Is it 100 or 200 xplain or show your reasoning.
2. What is the nearest multiple of 10 to 162 Is it 160 or 1 0 xplain or show your reasoning.
Student esponses
1. 200. Sample response 1 0 is right in between and 162 is greater, so it s closer to 200 than to
100.
2. 160. Sample response rom 162, it s 8 counts up to get to 1 0, but only 2 counts back to 160,
so 160 is closer than 1 0.
egin Lesson
132 Grade 3
Grade 3, Unit 3
War up 10 min
stimation xploration What umber ould this e

uilding n 2. T. .8
The purpose of this stimation xploration is for students to think about what value a point on the
number line could represent. The only labeled tick marks are hundreds so students need to reason
about what numbers are in between and how far the point is from the labeled numbers.
stimation xploration

What number could the point on the number line • Groups of 2
represent
• “What is an estimate that s too high Too low

About right ”
ecord an estimate that is
oo lo o oo
Acti it
Student esponses • 1 minute partner discussion
Sample responses
• ecord responses.
• Too low S nthesis

• About right 130 140
• onsider asking
• Too high “Is anyone s estimate less than Is
anyone s estimate greater than ”
“ ased on this discussion does anyone
want to revise their estimate ”
• “What would help us be more sure of our

estimate ” ( ore tick marks that are equally
spaced. arks of multiples of 10.)

Grade 3, Unit 3
Acti it 1 20 min
lose to ultiples of 10

Addressing 3. T.A.1
reviously, students identified two multiples of 100 that border a given number, reasoned about
their relative distance from the number, and then named the nearest multiple of 100. The
purpose of this activity is for students to practice naming the nearest multiple of 100 and apply
the same reasoning to identify the nearest multiple of 10. They determine two multiples of 10 that
are closest to a given number (two intermediate tick marks on the number line) and then identify
the multiple of 10 that is closer.

Invite students to select at least 3 of the problems to complete.

1. a. Locate and label each number on a • Groups of 2
number line.
• “Locate and label each number in the table
on the number line. Then, find the nearest
128 2 2 436 8 3 1
multiple of 100. Leave the last column
blank for now.”
Acti it
• “ ow, complete the second problem with

b. The same numbers are listed in the your partner. e prepared to share your
table. ame the multiple of 100 that is reasoning.”
the nearest to each number. (Leave
the last column blank for now.)
• 1 2 minutes partner work time
• “ ow did you decide which multiples of 10

were closest to 128 ” (Sample responses I
134 Grade 3
Grade 3, Unit 3
looked at which multiples of 10 it was in

ne es
between. I looked for a multiple of ten to
n e l le o
the right and a multiple of 10 to the left,
1
these were the closest.)
128
2 2 • ave students label the last column and
record the multiple of 10 that was closest
436
to 128.
8
3 1 • “ omplete the last problem
independently.”
2. Look at the point for 128 on the number • 3 minutes independent work time
line.
S nthesis
a. ame two multiples of 10 that are the
closest to 128. • “ ow do you know which multiple of 10 is
b. Which of the two is the nearest the nearest for each number ” (If we label
multiple of 10 and locate the number on the number line,
we can see which tick mark the point is
3. Label the last column in the table “nearest
closer to. We can see how many numbers
multiple of 10.” Then, name the nearest
to count up or down to get to a multiple of
multiple of 10 for each number. Use the
10. or example, we only count up once to
number lines if you find them helpful.
get from 8 to 0, but we count down
times to get down to 80.)
Student esponses
1.
a.
b. See completed table.

2. a. 120 and 130
b. 130
3. ompleted table
ne es l le ne es
n e
o 1 l le o 1
128 100 130
2 2 300 2 0
436 400 440

Grade 3, Unit 3
ne es l le ne es
n e
o 1 l le o 1
8 100 0
3 1 400 3 0
Acti it 1 min
The earest ultiples

Addressing 3. T.A.1
In this activity, students identify the nearest multiples of 10 and 100 for given three-digit
numbers. They may do so by using the number lines from earlier, but they may also start to
notice a pattern in the relationship between the numbers and the nearest multiples and decide
not to use number lines. The work here prepares students to reason numerically in the next
lesson.
When students notice and describe patterns in the relationship between the numbers and the
nearest multiples of 10 or 100, they look for and express regularity in repeated reasoning ( 8).

MLR ollect and Display: irculate, listen for, and collect the language students use as they make
sense of “close to” and “about.” n a visible display, record words and phrases such as “almost
100, but not exactly,” “only 1 away from 100,” “less than away.” Invite students to borrow
language from the display as needed, and update it throughout the lesson.
Advances: onversing, Reading

1. a. Is 34 closer to 300 or 400 • Groups of 2
b. Is 34 closer to 340 or 3 0 • “Let s find more multiples of 10 and 100
2. a. Is 12 closer to 00 or 800 that are close to some numbers.”
b. Is 12 closer to 10 or 20 • “ otice that no number lines are given. See
136 Grade 3
Grade 3, Unit 3
3. a. Is 68 closer to 00 or 600 if you can still find the nearest multiples of

b. Is 68 closer to 60 or 0 10 and 100 without them. If you need to,
you can still use a number line.”
4. Without locating a given number on a
number line, how did you decide
Acti it
a. the nearest multiple of 100
• “Work with your partner to complete these
b. the nearest multiple of 10 problems.”
. ame the nearest multiple of 100 and the • minutes partner work time
nearest multiple of 10 for
• onitor for students who use the following
a. 324 strategies to highlight
b. 8 eason about the midpoint between

a multiple of 10 or a multiple of 100
Student esponses ( or 0) to determine which
multiple is closer, such as, “ 68 is
1. a. 300 closer to 0 because 6 would be
b. 3 0 the middle point between 60 and
0.”
2. a. 00
Use place value patterns to
b. 10
determine which multiple is closer,
3. a. 600 such as, “Since the 1 in 12 is less
b. 0 than , it tells me that the number is
closest to 00.”
4. a. Sample responses I looked at
whether the number is more than • ause for a brief discussion before
halfway between the lower and the students complete the last problem.
higher multiple of 100. I looked at • Select previously identified students share
whether the two digits are more or the strategies they used to find the nearest
less than 0. I looked at whether the multiple of 100 and the nearest multiple of
digit in the tens place was more or 10.
less than .
• “ ow take a few minutes to complete the
b. Sample responses I looked at last problem.”
whether the number is more than
halfway between the lower and the
• 2 3 minutes independent work time
higher multiple of 10. I looked at

S nthesis
whether the last digit (in the ones
place) is more or less than . • Invite students to share their responses
. a. 300 and 320 and reasoning for the last problem.
b. 100 and 0

Grade 3, Unit 3

If students don t identify the closest multiple of 10 or 100, consider asking
• “What have you tried to find the closest multiple of 10 (or 100) ”
• “ ow could you use a number line to find the closest multiple of 10 (or 100) ”
“Today we found the nearest multiple of 100 and the nearest multiple of 10 to a given number. When
we name another number that is close to a given number, we are rounding the given number. or
example, we can round 68 to 0 or to 600. ften, the numbers we use for rounding are multiples of
10 or 100.”
“If we want to use round to say find the nearest multiple of 10, we can say round to the nearest ten.
We can use round with hundreds too. Instead of saying find the nearest multiple of 100, we can say,
round to the nearest hundred. ”
Suggested enters
o plete ool o n

Students select 100 or 1 0 as the closest e t a Support
multiple of 100 or 10 to 162.
uring the launch on the next day s activity,
display 162 on a number line marked with
multiples of 10 and 100 and have students
discuss the nearest multiple of 10 and 100.
138 Grade 3
Unit 3 Lesson 15
Grade 3, Unit 3
Lesson 1 : ound to the earest en and undred

uilding n 2. T. .8
Addressing 3. T.A.1

ound whole numbers within 1,000 to the • Let s round to the nearest ten and
nearest ten and hundred, using the hundred.
convention of rounding up when the
number is halfway between two multiples
of 10 or 100.
Lesson urpose
The purpose of this lesson is for students to round whole numbers within 1,000 to the nearest ten or
hundred.
efore this lesson, students named multiples of 10 and 100 that are near given numbers and identified
the multiple of 10 or 100 that was closest. They located numbers on a number line and approximated
their distance from ad acent tick marks that indicate tens, or from endpoints that mark hundreds.
ere, students learn that sometimes, when we round to the nearest ten and the nearest hundred, we
round to the same number. Students also learn that when numbers are right in the middle of two
multiples of 10 or 100, the convention is to round up. Students use rounding to estimate the number
of students in a school and see that rounding to the nearest ten and the nearest hundred can give
different estimates for the same situation.
Access or:

horal ount (Warm-up)

Grade 3, Unit 3
Warm-up 10 min ow is your students understanding of place

value contributing to their work rounding to the
Activity 1 20 min
nearest ten and hundred
Activity 2 1 min
ool-down min
ound It Twice

Addressing 3. T.A.1

1. ound 23 to the nearest ten. Show or explain your reasoning.
2. ound 23 to the nearest hundred. Show or explain your reasoning.
Student esponses
1. 240. Sample response 23 is between 230 and 240. It is closer to 240, since it s only 3 away.
2. 200. Sample response 23 is between 200 and 300. It is closer to 200, since it s under 2 0.
egin Lesson
War up 10 min
horal ount Tens and undreds

uilding n 2. T. .8
140 Grade 3
Grade 3, Unit 3
The purpose of this horal ount is for students to practice counting by 10 and 100 and notice
patterns in the count. These understandings help students develop fluency and will help students see
that multiples of 100 are also multiples of 10, and prepare them to round large numbers to the nearest
ten and hundred.
horal ount
Student esponses Launch
• ecord the first count vertically with 10 100 in • “ ount by 10, starting at 0.”
one column and 110 200 in the second
column.
• ecord as students count.
• Stop counting and recording at 200.

• ecord the second count vertically in one
• “ ount by 100, starting at 0.”
column from 100 00.
• ecord as students count.
Sample responses
• Stop counting and recording at 00.
• The tens place goes up by one as you move
down a row in the first count. Acti it
• The hundreds place goes up by one as you
• “What patterns do you see ”
move down a row in the second count.
• There are no ones in any of the numbers in • 1 2 minutes quiet think time
the first count. • ecord responses.
• The first count is all multiples or groups of 10.

S nthesis
• There are no tens or ones in any of the
numbers on the second count. • “Why do 100 and 200 show up in both of
these counts ” ( ou say 100 and 200 when
• The second count is all multiples or groups of
you are counting by tens or hundreds. ou
100.
can think of 100 as 10 tens or 200 as 20 tens.
100 and 200 are multiples of 10 and multiples
of 100.)
Acti it 1 20 min
an the earest Ten and undred be the Same

Grade 3, Unit 3

Addressing 3. T.A.1
The purpose of this activity is for students to round given numbers to the nearest ten and
hundred and see that the result can be the same for some numbers. Students think about what it
means to round a number that is exactly halfway between two tens or two hundreds and are
introduced in the synthesis to the convention that these numbers are rounded up ( 3).

MLR Stronger and learer Eac ime: efore the whole-class discussion, give students time to
meet with 2 3 partners to share and get feedback on their response to “What does round to
when we are rounding to the nearest 10 To the nearest hundred Why does that happen ” Invite
listeners to ask questions, to press for details and to suggest mathematical language. Give
students 2 3 minutes to revise their written explanation based on the feedback they receive.
Advances: riting, Speaking, Listening

Representation: nternali e ompre ension. Synthesis Invite students to identify which details were
most useful to solve the problems. isplay the sentence frame, “The next time I round numbers
to the nearest ten and nearest hundred, I will pay attention to . . . .“

1. ound each number to the nearest ten and • Groups of 2
the nearest hundred. Use number lines if
you find them helpful.
• “Let s round some numbers to the nearest
ten and the nearest hundred. emember
round to the nearest ten (or hundred) is
n e ne es en ne es n e another way of saying find the nearest
18 multiple of 10 (or 100).”
312 Acti it
43
601 • “Work with your partner to complete the
table.”
2. iran and riya are rounding some numbers
and are stuck when trying to round 41 and
0. • onitor for students who notice and

601 round to the same number whether
142 Grade 3
Grade 3, Unit 3
iran said, “41 doesn t have a rounding to the nearest ten or the nearest
nearest multiple of 10, so it can t be hundred.
rounded to the nearest ten.”
riya said, “ 0 doesn t have a share their responses.
nearest multiple of 100, so it can t be
rounded to the nearest hundred.”
• “Why did and 601 round to the same
number when we rounded to the nearest
o you agree with iran and riya xplain ten and the nearest hundred ” (The closest
your reasoning. multiple of 10 was also a multiple of 100.
100 and 600 are multiples of 100, but they
Student esponses are also multiples of 10.)
1. ompleted table • “ omplete the second problem with your

partner. xplain your reasoning.”
n e ne es en ne es n e • 3 minutes partner work time
18 20 0 • onitor for the following in student
100 100 explanations to share in the synthesis
312 310 300 41 is halfway between 410 and
43 440 400 420.
601 600 600
41 is the same distance from 410
2. Sample responses and 420.
I agree that 41 has no nearest 41 has two closest multiples of 10

multiple of 10 and 0 has no 410 and 420.
nearest multiple of 100. I think 0 is halfway between 00 and
they re right that these numbers can t 800.
be rounded. 0 is the same distance from 00
I agree with iran that 41 doesn t and 800.
have one nearest multiple of 10. It 0 has two closest multiples of
has two. I agree with riya that 0 100 00 and 800.
doesn t have one nearest multiple of
100. It has two. I disagree that the S nthesis
numbers can t be rounded. aybe
we can ust choose one of those two • Select previously identified students to
multiples. share their responses.
• “ iran and riya are correct. There isn t one

closest multiple of 10 to 41 because it s
right in the middle of two multiples of 10.
There isn t a closest multiple of 100 to 0
because it s right in the middle of two
multiples of 100.”
• “In cases like this, we round up. or

example, since 41 is halfway between 410
and 420, we would round up to 420 to

Grade 3, Unit 3
round 41 to the nearest ten.”
• “Since 0 is halfway between 00 and 800,

we would round up to 800.”
• ”In both of these situations we could go the

other way, but it is helpful if we all do the
same thing in these situations.”
Acti it 1 min
ound to stimate

Addressing 3. T.A.1
The purpose of this activity is for students to practice rounding to the nearest ten and hundred in
context. Students work with numbers from a previous lesson to estimate the total number of
students in a school. They learn that how you round (to the nearest ten or hundred) can give
different estimates for the same situation.

The table shows the numbers of people in • Groups of 2
different parts of a school at noon during a
school day.
• “Let s revisit the number of students in
different areas in a school. We re going to
use rounding to help Andre and Lin make
Andre and Lin are trying to estimate the number
an estimate of the number of people in the
of people in the whole school. Andre plans to
whole school. Andre plans to round the
round the numbers to the nearest hundred. Lin
numbers to the nearest hundred. Lin plans
plans to round them to the nearest ten.
to round them to the nearest ten.”
1. ake a prediction Whose estimate is going • “ ake a prediction Whose estimate is
to be greater xplain your reasoning. going to be greater e prepared to explain
2. Work with a partner to find Andre and Lin s your reasoning.”
estimates. ecord them in the table. Then • 30 seconds quiet think time
find the totals.
144 Grade 3
Grade 3, Unit 3
Acti it
n es ns
lo on n e
es e es e • “Work with your partner to complete the
ne es ne es table and the last problem.”
n e en
playground 4
cafeteria 163 S nthesis

art room 36
library 13 • Invite students to share their observations
classrooms 216 about the completed table, including
gymnasium 10 whether it matched their predictions.
music
2 • “When we are estimating a total, rounding
room to the nearest ten or the nearest hundred
total can give us different results. If you were
rounding to estimate a total, would you
3. ake two observations about the round to the nearest ten or nearest
completed table. Was your prediction hundred ” (The nearest ten because you
correct get an estimate that s closer to the total.
The nearest hundred because multiples of
Student esponses 100 are easier to work with.)
1. Sample responses • “ eep these ideas in mind as you use

rounding to estimate in future lessons.”
I predict Andre s total will be greater
because his numbers will all be in the
hundreds, even if the numbers are
less than 100.
I predict Lin s total will be greater
because some of Andre s numbers
will be 0.
2. ompleted table
n es ns
es e es e
lo on n e
ne es ne es
n e en
playground 4 100 0
cafeteria 163 200 160
art room 36 0 40
library 13 0 10
classrooms 216 200 220
gymnasium 10 100 110
music
2 100 0
room
total 00 680

Grade 3, Unit 3
3. Sample responses
Andre s estimate is 20 more than
Lin s. y prediction was wrong.
Sometimes there s no difference in
their estimates, but other times they
are different by 10, 20, or 0.
or two numbers, Andre s estimate
made it look like there were 0 people
in those places (art room and library),
while there were actually 36 and 13.
“Today we rounded numbers to the nearest ten and the nearest hundred.”
“What important ideas about rounding did we learn today ” ( ounding to the nearest ten and the
nearest hundred sometimes gives the same number. When a number is right in between two multiples
of 10 or 100, we round up. We can round to estimate. ow we round can change our estimate.)
Suggested enters
o plete ool o n

Students round 23 to 230 or 300 when e t a Support
rounding to the nearest ten and hundred.
uring the launch on the next day s activity,
display 23 on a number line marked with
multiples of 10 and 100 and have students
discuss the nearest multiple of 10 and 100.
146 Grade 3
Unit 3 Lesson 16
Grade 3, Unit 3
Lesson 1 : ound and ound Again


ecognize and generalize patterns in the Let s look for patterns in rounding.
rounding of whole numbers within 1,000.
Lesson urpose
The purpose of this lesson is for students to use their understanding of rounding to consider all the
numbers that round to a given number.
Students deepen their understanding of rounding to go beyond accurately rounding individual

numbers as they think about what numbers round to a given number. Working backward from a
multiple of 10 or 100 allows students to think about the relative distance of numbers and the range of
numbers that round to the given multiple of 10 or 100. Students then use this understanding to write
clues to help their classmates guess a mystery number. What a number rounds to becomes a useful
way to describe a number in this game.
Access or:

aterials to Gather
Index cards Activity 2
Warm-up 10 min What was the best question you asked students
today Why would you consider it the best one

Grade 3, Unit 3
Activity 1 1 min based on what students said or did
Activity 2 20 min
ool-down min
What is lare s ystery umber

Addressing 3. T.A.1

lare says she s thinking of a mystery number and gives these three clues
• The number is even.
• The number rounded to the nearest ten is 2 0.
• The number is between 260 and 280.
What are 2 numbers that could be lare s mystery number
Student esponses
Any 2 of 266, 268, 2 0, 2 2, or 2 4.
egin Lesson
War up 10 min
umber Talk ore Groups, ewer Groups

Addressing 3. A. .
148 Grade 3
Grade 3, Unit 3
The purpose of this umber Talk is to elicit strategies and understandings students have for products
of 4 and 6 as they relate to products of . These understandings help students develop fluency and will
be helpful later when students consider solutions for and solve two-step word problems.
When students use products of to determine products of 4 by thinking of them as one fewer group
or one fewer ob ect in each group, or work from products of to determine products of 6 by thinking
of them as one more group or one more ob ect in each group, they look for and make use of structure
( ).
umber Talk


•
• Acti it

• 3 because I counted by like , 10, 1 , 20,
2 , 30, 3 . I ust knew it.
• 28 because there would be 4 groups of S nthesis

instead of . So, 3 minus would be 28.
• 42 because there would be one more group • “ ow does knowing help you find some
of than in the first problem. So, 3 plus of the other products ” (I can remove a group
would be 42. of to find or add a group of to find
.)
• 32 because there would be one less group of
8 than . So 40 minus 8 would be 32. • onsider asking
different way ”
a different way ”
strategy ”

Grade 3, Unit 3
Acti it 1 1 min
All the umbers

Addressing 3. T.A.1
The purpose of this activity is for students to apply what they learned about rounding in prior
lessons to think about all the numbers that would round to a given number. Students should be
encouraged to use whatever representations make sense to them. Although the number line is
often used to represent rounding, it is also worth sharing other ways that students are
representing or thinking about rounding.

Advances: Speaking

1. What are all the numbers that would round • Groups of 2
to 0 if you re rounding to the nearest ten
ou can use this number line if it helps you.
• “ iego is thinking of a number. When you
round iego s number to the nearest ten,
the answer is 40. What s a number that
could be iego s number What s a number
2. What are all the numbers that would round that could not be iego s number ” (38
to 0 if you re rounding to the nearest ten rounds to 40 so it could be his number. 34
3. What are all the numbers that would round does not round to 40 so it couldn t be his
to 600 if you re rounding to the nearest number.)
hundred
If you finish early, find the numbers that would • Share 3 responses. ighlight the idea
round to 100 and to 00 if you re rounding to that more than one number can round to
the nearest hundred. ompare your lists with a 40 and that some numbers are greater
partner s lists and discuss patterns you see. than 40 and some are less than 40.
150 Grade 3
Grade 3, Unit 3

1. 4 , 46, 4 , 48, 4 , 0, 1, 2, 3, 4 • “Work with your partner on all these
2. 6 , 66, 6 , 68, 6 , 0, 1, 2, 3, 4 problems. e sure to ustify your
reasoning.”
3. umbers from 0 to 64 . 0 is halfway
between 00 and 600, so we round up. All • minutes partner work time
the other numbers are closer to 600 than
any other hundred. S nthesis
• “ ow did you decide what numbers would

round to 40 ” (We looked at all the
numbers that are closer to 40 than 0 or
30.)
• onsider asking
“What does 3 round to ” (40
because it is halfway between 30
and 40)
“What does 4 round to ” ( 0
and 0)
• “Look at your responses for the first 2

problems. What patterns do you see in the
numbers Why is that happening ” (I see
they each start with a in the ones place
below it because it s halfway to the nearest
ten, and the numbers end with a 4 in the
ones place because that is closer than the
next ten.)
• “ ow did you use what you learned from

the first 2 problems to think about the last
problem ” (Instead of thinking about fives,
we thought about fifties. We looked at all
the numbers that are closer to 600 than
00 or 00.)
• onsider asking
“What does 0 round to ” (600
and 600.)
“What does 6 0 round to ” ( 00
and 00.)

Grade 3, Unit 3

If students don t find all the numbers that round to the given number, consider asking
• “ ow did you determine that these numbers would round to ”
• “ ow could you use a number line to find all the numbers that round to ”
Acti it 20 min
What s y ystery umber

Addressing 3. T.A.1
The purpose of this activity is for students to apply what they ve learned about rounding to play a
game in which each student generates a mystery number with three clues. The three clues
describe whether the mystery number is even or odd, what it rounds to, and two numbers that
it s between. It is possible that more than one number can fit the clues provided. In the synthesis,
students reflect on which clues were most helpful for determining the mystery number.

Action and E pression: nternali e E ecutive unctions. heck for understanding by inviting students
to rephrase directions in their own words. eep a display of directions visible throughout the
activity.
Supports accessibility for: Memory, rgani ation
aterials to Gather
Index cards
e uired reparation
• ach student needs an index card.
152 Grade 3
Grade 3, Unit 3
Write down a number between • Groups of 4

100 and 1,000 on your index • “We re going to play a game in which you
card. This is your mystery have to guess a mystery number that
number. someone in your group writes down.”
old your index card in half so • hoose a mystery number and give the
class three clues. lay a round of the game
that no one can see your
with the class and discuss the clues.
mystery number.
onsider using 2 and these clues
Write down 3 clues about your mystery number “ y mystery number is odd.”
by finishing these sentences
“ y mystery number rounds to
1. y mystery number is (odd or even) . 300.”
2. y mystery number rounds to . “ y mystery number is between

2 0 and 2 8.”
3. y mystery number is between and
. • “ ou ll give your group three clues by
finishing three sentences. The first clue
lay What s y umber should tell whether the number is even or
odd. Take a couple minutes to choose a
1. ead the clues for your mystery number. mystery number and write down your
2. Starting with the person on your right, have three clues.”
every member in your team try to guess
your mystery number and explain their
reasoning. Acti it
3. If they haven t guessed the mystery number
by the time the last person shares, reveal • “ ow, you re going to play the game with
the mystery number. your group. veryone will get a chance to
share the clues for their mystery number. If
4. epeat steps 1 through 3 with the next
you have time, you can each create a new
person in the group reading the clues for
mystery number with three new clues.”
their mystery number.
• 12 1 minutes small-group work time
Student esponses
S nthesis
Answers vary.
• “As you played the game, what clues were
the most helpful and why ” ( nowing how
the mystery number would round to the
nearest ten was really helpful because that
really narrowed it down. nowing the
numbers the mystery number was
between was helpful if it was something
like 1 0 and 160, but not if it was between
100 and 200.)

Grade 3, Unit 3
“In the last few lessons we learned about rounding to the nearest ten and hundred. What are some
important things you have found helpful to remember when you are rounding ” (When rounding to the
nearest ten or hundred, we round up if a number is in the middle between two multiples of 10 or 100.
We can write the number on a number line to see the nearby multiples of 10 or 100. We can think
about the nearest ten or hundred.)
Suggested enters
In this section, we learned that rounding is a formal way to decide what number a given number is
closest to. We rounded numbers to the nearest ten and the nearest hundred. We saw that a number
line can help us see the closest multiple of 10 or 100.
o plete ool o n

Students do not accurately identify 2 numbers e t a Support
that could be lare s number.
efore the warm-up, pass back the cool-
down and work in small groups to make
corrections.
154 Grade 3
Unit 3 Lesson 17
Grade 3, Unit 3
Section : Sol e o Step roble s
Lesson 1 : oes t a e Sense

Addressing 3. A. .8

Assess the reasonableness of answers • Let s decide if our answers make sense.
using mental computation and estimation
strategies including rounding.
Solve two-step word problems using
addition and subtraction in a way that
makes sense to them.
Lesson urpose
The purpose of this lesson is for students to use mental computation and estimation strategies such as
rounding to decide if answers to two-step word problems make sense.
reviously, students extended their understanding of addition and subtraction within 1,000 and
learned how to round to the nearest ten and hundred. In this lesson, students work with two-step
word problems and decide if a given answer for a two-step problem is reasonable. Students estimate
answers to two-step problems and determine if each other s solutions make sense after they solve
two-step word problems in a way that makes sense to them.
Access or:

True or alse (Warm-up)

Grade 3, Unit 3
Warm-up 10 min eflect on students assessment. Are they able

to flexibly use different strategies, such as
Activity 1 1 min
considering the answer in context, rounding, or
Activity 2 20 min estimating ow can you leverage their previous
experiences with sense making and rounding to
Lesson Synthesis 10 min help them keep reasonableness in mind
ool-down min
eads in the in

Addressing 3. A. .8

In the bin there are 124 beads. inety-six more beads are dumped in the bin. Then 3 beads are
used to make a bracelet.
Tyler says there are 2 3 beads in the bin now.
xplain why Tyler s statement doesn t make sense.
Student esponses
Sample response Tyler s statement doesn t make sense because if about 100 beads are added to
124 beads, that s about 22 beads. Then, about 0 beads are used to make a bracelet, which
would take the number back down close to 1 beads. Using 0 beads to make a bracelet would
make fewer beads in the bin, not more beads.
egin Lesson
War up 10 min
True or alse Is it Greater
156 Grade 3
Grade 3, Unit 3

The purpose of this True or alse is to elicit strategies students have for estimating. The reasoning
students do here helps to deepen their understanding of how rounding can be used to estimate. It will
also be helpful later when students are to determine a reasonable estimate.
True or alse

ecide if each statement is true or false. e • isplay one statement.
prepared to explain your reasoning.
• “Give me a signal when you know whether the
statement is true and can explain how you
• know.”
•
Acti it
Student esponses
• Share and record answers and strategy.
• True is 200, but we still have to
• epeat with each statement.
add 32 and 1 , so it would be more than 200.
• True is 300. When we add 28 and S nthesis

, it s going to be more than 100, so it would
be more than 400. • “ ow can you explain your answer without
finding the value of both sides ”
• alse is 300. When we add 1 and
1 , it s only about 0, so it wouldn t go over • onsider asking
400. “Who can restate s reasoning in a
different way ”
“ oes anyone want to add on to
s reasoning ”
“ an we make any generalizations
based on the statements ”
• “ or which problems was rounding helpful

or which ones did you not need to round ”
( or the first problem, I didn t need to round
once I knew that the number was over 200.
or the last problem, I rounded to add 1 and
1 ust to see if it would go over 100.)

Grade 3, Unit 3
Acti it 1 1 min
uick stimates

Addressing 3. A. .8
The purpose of this activity is for students to consider what it means for an answer to make
sense. They see that rounding is a useful strategy to estimate the answer to a problem and
determine if an answer makes sense.
The quantities chosen are close to multiples of 100 and 10 to encourage students to round as
they decide if an answer makes sense. The first problem also says that “ riya makes an estimate”
and “about 400 beads.” If students begin computing the exact numbers of beads, remind them of
the situation and that they do not need to solve to determine if the answer makes sense.
As students work, prompt them to explain their strategies for making estimates and relate them
to the idea of rounding ( 3). When students use language such as “about 600 beads” to convey
that they are estimating, they practice communicating with precision ( 6).

1. There are 212 beads in a plastic bag. Then, • Groups of 2
8 of the beads are used to make a
necklace. inally, 308 beads are placed in
• “What does it mean for an answer to make
sense Turn and talk with your partner.”
the bag.
riya makes an estimate that there are • Share responses.
about 400 beads in the bag now. oes
riya s estimate make sense xplain your
• “In math class, we can think about whether
an answer makes sense to us given the
reasoning.
situation and the numbers in the problem.
2. stimate the answer for each of these If the answer seems like it could be correct,
problems. we say it makes sense.”
a. lare has 2 2 beads. She used 2

• “ ou re going to work with some problems
about beads. What are some ways of using
beads to make some bracelets. Then, beads that you know about ” (To make
a friend gave her 203 beads. ow bracelets or necklaces. To decorate hair. To
many beads does lare have now decorate clothing.)
b. an had 8 beads. is sister had 302
158 Grade 3
Grade 3, Unit 3
beads. They combined their beads for • 30 seconds quiet think time
an art pro ect that used 2 0 beads.
ow many beads do they have left
• isplay the problem.
• “Take 30 seconds to think about the first

situation.”
Acti it
Student esponses
• “Work with your partner to consider riya s
1. es. Sample response 212 is close to 200, estimate.”
8 is close to 100 and 308 is close to 300. • 2 3 minutes partner work time
Subtracting 100 from 200 gives 100, and
adding 300 gives 400.
• onsider asking
“It says riya makes an estimate.
2. a. About 3 0 beads. 2 2 is close to 2 0 ow could you decide without
and then 2 is close to 100. Take away solving the problem exactly ”
those beads for the bracelet she made
“ o you have any strategies for
to get to 1 0, and add on the last 200
estimating without solving ”
beads since 203 is close to 200.
b. About 600 beads. an has about 0 • onitor for various student strategies,
particularly a pair that uses rounding to
beads and his sister has about 300, so
determine if the answer makes sense.
in total they have about 8 0. They use
about 2 0, so there are about 600 • Select students to share strategies for
beads left. evaluating riya s answer. e sure to
include a rounding strategy.
• or the rounding strategy, ask

“ ow did this strategy use
rounding an you describe it in
your own words ”
“Why is rounding helpful here ” (I
can change the numbers to be
easier to think about quickly.)
“ id you round to the nearest
multiple of 10 or 100 when you
were deciding if riya s answer
makes sense ”
• onsider asking
“ ow is what and did
similar to (or different from) your
strategy for deciding if riya s
answer makes sense ”

Grade 3, Unit 3
• If no students mention rounding in their

explanation, ask “ ow could you use
rounding to decide if riya s answer makes
sense ”
• “Work with your partner to estimate the

answer for the last two problems.”
S nthesis
• “In general, how can rounding help us

estimate ” (Sample responses ounding
makes the numbers easier to think about
quickly. ounding to the nearest 10 or 100
means dealing only with hundreds, or with
only hundreds and tens, rather than
hundreds, tens, and ones.)
• “When we are deciding whether an answer

makes sense, we are not solving the
problem to get an exact answer. We are
estimating the answer. ounding is a
strategy that can be useful when we
estimate an answer.”
Acti it 20 min
Solve and eason L Activity

Addressing 3. A. .8
The purpose of this activity is for students to solve two-step word problems involving addition and
subtraction. After students solve the problems, they trade answers with a partner to decide if
their answer makes sense.
When students assess the reasonableness of each other s answers and communicate their
assessment, they construct logical arguments and critique the reasoning of others ( 3).
160 Grade 3
Grade 3, Unit 3

MLR8 Discussion Supports: rior to solving the problems, invite students to make sense of the
situations and take turns sharing their understanding with their partner. Listen for and clarify any
questions about the context.
Advances: Reading, Representing

Engagement: Develop Effort and Persistence. ifferentiate the degree of di culty or complexity.
Some students may benefit from starting with a familiar example or one with more accessible
values.
Supports accessibility for: onceptual Processing, Social-Emotional unctioning

1. Solve one of the problems. xplain or show • Groups of 2
your reasoning.
• “ ow you are going to solve for the exact
answer to some problems. As you do so,
a. ada has 326 beads. She gives her
think about how estimating could help you
friend 32 beads. Then, ada uses 84
decide if an answer makes sense.”
beads to make a bracelet for her
cousin. ow many beads does ada
have now
Acti it
b. oah starts an art pro ect on onday • “Work with your partner and decide who
and uses 624 beads. n Tuesday he will solve each problem. Then, work
uses 132 more beads. inally, on independently to solve your problem.”
Wednesday he finishes the pro ect by
using 48 more beads. ow many
beads did oah use on his art pro ect • “ ow, trade work with your partner and
decide whether their answer for the
2. Trade work with a partner. ecide whether problem they solved makes sense.”
your partner s answer for their problem
makes sense. n their paper, explain your • “ ecord your thoughts on your partner s
paper for them to refer back to if they want
reasoning.
to ad ust their answer.”
Student esponses • 3 minutes independent work time
1. a. 210 beads. Sample response I

• “Take turns sharing your thoughts on your
partner s work. Give your partner a chance
subtracted 32 from 326 to get 2 4
to share how they solved their problem.”
because she gives her friend 32 beads.
Then I subtracted 84 because that s • minutes partner work time
how many beads she used to make

Grade 3, Unit 3
a bracelet. This gave me 210. S nthesis

b. 804 beads. Sample response I added
624 and 132 for the beads oah used
• “What was helpful about having someone
look at your work for each problem ” (They
onday and Tuesday. I added
thought my answer made sense, which
hundreds with hundreds, tens to tens,
helped me know that I had answered
and ones to ones to get 6. Then I
correctly. They caught a mistake that I
counted up another 48 beads for the
made that I didn t notice.)
beads he used Wednesday.
is 6. Then I added 8 more to get • “What was helpful about looking at
804. someone else s work for each problem ” (I
was able to see a different strategy that
2. Sample responses our answer makes
they used for the problem. I was able to
sense because would be about
help them catch a mistake they made.)
300, and subtracting about 80 gives about
220 and your answer was 210. our answer
does not make sense because is
00, and the other numbers add up to close
to another 100, which makes about 800.
our answer was a lot less than 800, so I
think there was a mistake somewhere.

If students don t find a solution to the problems, consider asking
• “ ow could you represent the problem ”
“Today we talked about what it means for answers to make sense. ow would you describe what it
means for an answer to make sense to a friend ” (It s close to the actual answer. It makes sense when I
think about the numbers or what s happening in the situation. It s possible.)
“What are some ways you would know that an answer does not make sense Give an example if it is
helpful.” (The size of the number doesn t make sense with the other numbers. The answer gets bigger
when it should get smaller.)
162 Grade 3
Grade 3, Unit 3
Suggested enters
o plete ool o n

Students do not explain why Tyler s statement e t a Support
does not make sense.
Launch the lesson by asking students to
recap the important points of the previous
lessons.

Grade 3, Unit 3
Lesson 1 : iagra s and uations or Word roble s

Addressing 3. A. .8
uilding Towards 3. A. .8

elate diagrams and equations to two-step • Let s connect diagrams and equations to
word problems. situations.
Lesson urpose
The purpose of this lesson is for students to relate diagrams and equations to two-step word
problems.
In grade 2, students interpreted tape diagrams for one- and two-step problems involving addition and
subtraction. arlier this year, they did the same with one-step word problems involving multiplication.
They also learned that a question mark, a blank line, or a box could be used to represent an unknown
quantity in an equation.
In this lesson, students connect tape diagrams and equations with a symbol standing for the unknown
quantity to two-step word problems. The work of this lesson prepares students to write equations with
a letter standing for the unknown quantity and solve two-step problems, using a diagram if it helps
them.
Access or:

ard Sort (Activity 1), otice and Wonder (Warm-up)
Sticky notes Activity 2 ard Sort Situations, quations, and
Tools for creating a visual display Activity 2 iagrams (groups of 4) Activity 1
164 Grade 3
Unit 3 Lesson 118
Grade 3, Unit 3
Warm-up 10 min Students previously used tape diagrams to

represent and solve one-step addition,
Activity 1 1 min
subtraction, and multiplication problems. ow
Activity 2 20 min are they leveraging that knowledge in this
lesson on two-step problems
ool-down min
quation atch

Addressing 3. A. .8

Andre had 4 1 beads. 12 beads were blue. 223 beads were pink. The rest of the beads were
yellow. ow many beads were yellow
Which equation matches this situation xplain your reasoning.
A.
.
.
Student esponses
. Sample response The 12 and 223 were ust part of the total of 4 1, so the missing number
should be one of the numbers that add up to 4 1.
egin Lesson
War up 10 min
otice and Wonder iagrams

Grade 3, Unit 3

uilding Towards 3. A. .8
The purpose of this warm-up is to elicit the idea that diagrams can represent many operations, which
will be useful when students connect diagrams to situations and equations in a later activity. While
students may notice and wonder many things about these images, what operations the diagrams could
represent is the important discussion point.
otice and Wonder

Acti it
Student esponses
Students may notice S nthesis
• The diagrams have a lot of the same • “ ou ve seen the first two types of diagrams
numbers. before, when you represented addition
situations and multiplication situations. We
• The first diagram shows 20 and the others
are going to make sense of the last type of
show four s.
diagram in today s lesson.”
• The total is missing in all the diagrams.
• “What operations do you think could be
• The first diagram shows addition. represented in the last diagram ” (It could be
• The second diagram shows multiplication. multiplication and addition. Like you multiply
4 times and add it to 142.)
Students may wonder
• onsider asking
• What is the total in each diagram “ ould the last diagram represent
addition and multiplication ”
• What operation does the last diagram show
• oes the last diagram show multiplication

and addition
166 Grade 3
Grade 3, Unit 3
Acti it 1 1 min
ard Sort Situations, quations, and iagrams

Addressing 3. A. .8
The purpose of this activity is for students to connect two-step word problems, diagrams, and
equations with a symbol for the unknown quantity. Interpreting and relating given
representations prepare students to use these as tools for reasoning when they solve two-step
word problems.
As students analyze written statements and other representations and make connections among
them, they reason quantitatively and abstractly ( 2).

MLR8 Discussion Supports: Students should take turns finding a match and explaining their
reasoning to their partner. isplay the following sentence frames for all to see “I noticed , so
I matched . . . .” ncourage students to challenge each other when they disagree.
Advances: Listening, Speaking

Engagement: Develop Effort and Persistence. hunk this task into more manageable parts. Give
students a subset of the cards to start with and introduce the remaining cards once students have
Supports accessibility for: Visual-Spatial Processing, Attention
ard Sort
aterials to op
ard Sort Situations, quations, and iagrams
(groups of 4)
e uired reparation

Grade 3, Unit 3

our teacher will give you a set of cards showing • Groups of 4
situations, equations, and diagrams.
group of students.
Sort the cards into groups so that the cards in
each group represent the same situation. e
ready to explain your reasoning.
Acti it
lare had 22 beads. A friend gave her a

• “This set of cards includes situations,
equations, and diagrams. Work with your
pack of 48 beads. Then she used 0 beads
partner to find the cards that belong
to make a necklace. ow many beads does
together because they represent the same
lare have now
situation. e prepared to explain your
decisions.”
• 8 minutes small-group work time
S nthesis
lena has notebooks. ach notebook has
10 paper clips in it. lena also has a box of
• “Were there any cards whose placement
you disagreed on ow did you come to an
22 paper clips. ow many paper clips does
agreement ” (We went back and read the
lena have
situation carefully together.)
• hoose a set of cards that belong together,

such as , , and L, to discuss in detail. Ask,
Andre has 22 crayons. e buys 6 more
“ ow do the equation and diagram
packs and each pack has 10 crayons. ow
represent the situation ”
many crayons does Andre have now
• Attend to the language that students use to
describe their matches and the situations,
equations, and diagrams, giving them
opportunities to describe them more
iego has a collection of 22 baseball cards. precisely.
e gets 3 more cards from a friend, then
buys 2 cards. ow many cards does iego
have now
an has 22 beads. Then he makes 6
bracelets for his friends. ach bracelet has
10 beads. ow many beads does an have
now
168 Grade 3
Grade 3, Unit 3
Student esponses
A and
, , and L
, , and
and G
I and
Sample response I know that , , and L match

because the bar of 22 represents the box of
22 paper clips and the boxes of 10 represent
the paper clips in the notebooks. To know how
many paper clips lena has, we would have to
add all of this up, which is shown in the
equation and in the diagram.
Acti it 20 min
akes Sense to e A Gallery Walk

Addressing 3. A. .8
The purpose of this activity is for students to solve one of the problems from the card sort in the
previous activity and examine their classmates solutions to other problems. Students work in
groups to create a poster of their solution. As students visit the posters, they leave comments
about how they know the solution on the poster makes sense. As students make comments on
the work of others, they critique the reasoning of others ( 3).
aterials to Gather
Sticky notes, Tools for creating a visual
display

1. our teacher will assign a problem to your • Groups of 4
group. Work together to solve your assigned

Grade 3, Unit 3
problem. • Assign each group a situation from the

2. reate a poster of your group s solution. previous activity.
rganize your work so that it can be • Give each group tools for creating a visual
followed by others. display and sticky notes.
3. As you visit other groups posters, consider
how each answer makes sense. Acti it
hoose one poster and make a comment on • “ ow you are going to solve a problem
the solution. Write on your sticky note how from the card sort with your group.”
you know the answer makes sense. • “After you ve solved the problem together,
create a poster that shows your solution
Student esponses strategy.”
1. Situation A 203 beads • 8 10 minutes small-group work time
Situation 2 paper clips

Situation G 28 crayons
S nthesis
Situation I 332 baseball cards
Situation 16 beads
• isplay posters around the room. If more
than one group solved the same problem,
2. o response required. consider grouping their posters together.
3. Sample response I estimated the answer to • Give each student a sticky note.
be about 32 since , so
your answer makes sense.
• “As you visit the posters, leave a comment
on one poster that explains how you know
the answer makes sense.”

If students try to find exact answers to determine if their peers solutions make sense, consider
asking
• “What are some ways that we could determine if the solution makes sense without solving
the problem ”
• “ ow could we use estimating to determine if the solution makes sense ow could we use
rounding ”
isplay a corresponding set of cards that show a diagram, situation, and equation representing the
same situation, such as , and L
170 Grade 3
Grade 3, Unit 3
lena has notebooks. ach notebook has 10

paper clips in it. lena also has a box of 22 paper
clips. ow many paper clips does lena have
“ ow does the diagram or equation help you illustrate or clarify your understanding of the situation ”
(Seeing the parts of the situation in the diagram helps me understand how they go together, what we
know, or what is missing. The equation helps me understand how the quantities in the situation are
related to each other by addition or multiplication.)
Suggested enters
o plete ool o n

Students select an equation that doesn t e t a Support
represent the situation.
have students discuss how the second
equation matches the situation, specifically
what the numbers and the letter represent.

Grade 3, Unit 3
Lesson 1 : Situations and uations

Addressing 3. A. .8

epresent and solve two-step word • Let s represent and solve problems.
problems using equations with a letter
standing for the unknown quantity.
Lesson urpose
The purpose of this lesson is for students to represent and solve two-step word problems.
In this lesson, students are able to apply what they have learned in this section to write equations that
represent two-step word problems using a letter for the unknown quantity. They persevere to solve
two-step word problems, and decide if their answer makes sense ( 1).
Access or:

ngagement (Activity 2) L (Activity 2)
Warm-up 10 min Who has been sharing their ideas in class lately
ake a note of students whose ideas have not
Activity 1 20 min
been featured in class and look for an
Activity 2 1 min opportunity for them to share their thinking in
tomorrow s lesson.
ool-down min
172 Grade 3
Unit 3 Lesson 19
Grade 3, Unit 3
ow any eads

Addressing 3. A. .8

Andre has 1 6 beads. e uses 48 beads to make a craft. Then he gives 30 beads to a friend. ow
many beads does Andre have left
1. Write an equation with a letter for the unknown quantity to represent this situation.
2. Solve the problem. xplain or show your reasoning.
Student esponses
1.
2. 118 beads. Sample response
egin Lesson
War up 10 min
otice and Wonder The Unknown

Addressing 3. A. .8
The purpose of this warm-up is to elicit the idea that letters can be used to represent an unknown
quantity in a tape diagram and an equation, which will be useful when students represent unknown
quantities in word problems later in the lesson. While students may notice and wonder many things

Grade 3, Unit 3
about these images, the fact that a letter can be used to represent an unknown in the same way as a
question mark, line, or box is the important discussion point.
When students articulate what they notice and wonder, they have an opportunity to attend to
precision in the language they use to describe what they see ( 6). They might first propose less
formal or imprecise language, and then restate their observation with more precise language in order
to communicate more clearly.
otice and Wonder

Acti it
Student esponses
Students may notice • 1 minute partner discussion
• The total in both diagrams is 128. • Share and record responses.
• There are 3 parts that have 8. This could be

S nthesis
expressed as .
• There s a question mark in the large section in • “These diagrams show us that we can use a
one diagram, but a letter in the other. letter to represent an unknown quantity ust
like we have used a question mark, line, or
Students may wonder box in previous lessons. We will explore this
idea further during today s lesson.”
• Why does one have a question mark and one
has the letter
• What problem could this diagram represent
Acti it 1 20 min
ai s eads
174 Grade 3
Grade 3, Unit 3

Addressing 3. A. .8
The purpose of this activity is for students to match tape diagrams, equations, and descriptions of
situations and explain the connection to model with mathematics ( 4). The situations share the
same context and numbers. Students consider how different unknown quantities are reflected in
the diagrams, depending on what s happening in the situations.
When students relate the quantities and relationships in situations to the equations and diagrams
that represent them, they reason quantitatively and abstractly ( 2).

art 1 • Groups of 3
atch each diagram with a situation. e ready Acti it

to explain your reasoning.
art 1
• Situation 1 ai had 104 beads. She bought
• “ ach member of your group should pick
two packs of beads and now she has 124
one of the situations to read silently. ake
beads. ow many beads were in each
sense of your situation and be ready to
pack
explain to your group what is happening in
• Situation 2 ai had some beads. She your situation.”
bought 2 more packs of beads and each
pack has 10 beads in it. ow she has 124 • 2 minutes quiet think time
beads. ow many beads did ai have • “Take turns sharing your understanding of
before the situation you chose.”
• Situation 3 ai had 104 beads. She bought • “When each person has shared, work
2 more packs of beads and each pack has together to match each situation to a
10 beads in it. ow many beads does she diagram. e prepared to explain how you
have now know they match.”
A
• minutes small-group work time
• isplay the three diagrams together.
• “Turn and talk with your group. ow are

the diagrams alike ow are they
different ” (Alike They have the same
numbers. They have the same structure
with a long rectangle and 2 smaller parts.
ifferent A different number is missing in
each one. The moves around.)

Grade 3, Unit 3
• 2 3 minutes small-group discussion
• “ ow did you connect the diagrams to the

art 2 situations ” (The location of the unknown
shows what we are missing in the situation.
atch each equation with a letter for the The first diagram matches the situation
unknown quantity to a situation in art 1. where we don t know how many beads ai
starts with. The second diagram matches
1.
the situation where we are missing the
2. total number of beads. In the last diagram,
3. we don t know how many beads are in the
2 packs she bought.)
Student esponses • 2 3 minutes small-group discussion
art 1 • Share responses.
1. , because we can see the 104 beads she art 2

had, that she has 124 altogether, and the
packs that she bought, but not how many • “ ow you are going to match an equation
are in each pack. to each situation from art 1. ach letter in
2. A, because we can see how much she has all the equation represents the unknown
together and the 2 packs of 10, but not how quantity in the situation.”
much she had before. • 3 minutes small-group work time
3. , because we can see she started with 104 • onitor for groups who can articulate
and the two packs as the two parts with 10, connections between each equation and
but you don t know how many she has the corresponding situation. Identify
altogether. students to share during synthesis.
art 2 S nthesis
1. Situation 3
• or each situation, select a previously
2. Situation 1 identified student to share how the
3. Situation 2 matching equation makes sense.
Acti it 1 min
epresent, Solve, xplain

Addressing 3. A. .8
176 Grade 3
Grade 3, Unit 3
reviously, students matched diagrams and equations to situations with an unknown quantity.
ere, they generate such equations, using a letter for the unknown quantity, solve problems, and
explain how they know their answers makes sense. Students should be encouraged to use any
solving strategy they feel comfortable with. If not yet addressed, mention that any letter can be
used for the unknown quantity in their equation.
While this activity is focused on independent practice, encourage students to discuss the problem
with a partner if needed. Though the task asks students to write an equation first, students may
complete the task in any order that makes sense to them.
Students reason abstractly and quantitatively when they write an equation that represents the
situation ( 2). They also practice making sense of a problem and its solution in terms of the
context ( 1).

MLR o- raft uestions: eep books or devices closed. isplay only the problem stem, without
revealing the question, and ask students to write down possible mathematical questions that
could be asked about the situation. Invite students to compare their questions before revealing
the task. Ask, “What do these questions have in common ow are they different ” eveal the
intended questions for this task and invite additional connections.
Advances: Reading, riting

Engagement: Develop Effort and Persistence. ifferentiate the degree of di culty or complexity.
Some students may benefit from starting with a familiar example or one with more accessible
values before working independently on the three parts to the activity.
Supports accessibility for: Social-Emotional unctioning, onceptual Processing
iran is setting up a game • Groups of 2

of mancala. e has a ar of • “Stones are sometimes used to play games.
104 stones. ne of the games that can be played with
stones is mancala. In mancala, stones are
rom the ar, he takes 3 moved from pit to pit and players try to
stones for each of the 6 pits capture the other player s stones. The
on his side of the board. picture shows a game of mancala in
progress.”
ow many stones are in the
ar now • “ ow we re going to solve a problem about
the stones in a game of mancala.”

Grade 3, Unit 3
1. Write an equation to represent the • “What are some ways you will be able to
situation. Use a letter for the unknown determine if your answer makes sense ” (I
quantity. can estimate an answer using rounding. I
2. Solve the problem. xplain or show your can think about the size of the numbers in
reasoning. the problem.)
3. xplain how you know your answer makes • Share and record responses.
sense.
Acti it
Student esponses
• “Take some independent time to work on
1. Sample response this problem. ou can choose to solve the
problem first or write the equation first.”
2. 86 stones
• minutes independent work time
• onitor for different ways students
3. Sample responses write an equation

When iran took the stones from the ar the represent the problem, such as by
amount should have gotten smaller and 86 using a tape diagram
is less than 104.
decide their answer makes sense,
The problem was . If I round both such as thinking about the situation
of these numbers, that s , which is or by rounding
80. y answer was close to 80 so it makes
sense. S nthesis
• Invite students to share the equations they

wrote.
• iscuss differences in equations students

wrote. onsider asking “ wrote
and wrote . ow are those
equations alike and different ” (I used a
different letter for my unknown. I wrote
instead of .)
• ave several students share different

strategies used to solve the problem. Try to
feature a student-drawn tape diagram.
• onsider asking
“ id anyone solve the problem in a
different way ”
“ id anyone use a tape diagram to
solve ”
“ ow did you know if your answer
made sense ”
178 Grade 3
Grade 3, Unit 3

If students don t find a solution to the problem, consider asking
• “ ow could you represent the problem ”
“ uring the last few lessons, we have represented situations with equations that have a symbol or
letter for an unknown quantity. We have also used diagrams to help us solve problems.”
“What do you have to think about to represent and solve problems ” (l can draw a diagram first so that
I can imagine the situation, then I can write the equation more easily. I can write the equation first so I
see how the numbers are related. It helps me to round numbers and think about what the answer
should be close to first.)
Suggested enters
o plete ool o n

Students represent the problem with an e t a Support
equation with a symbol for the unknown instead
of a letter.
have students brainstorm letters that could
be used to replace the symbol based on
what the letter represents.

Grade 3, Unit 3
Lesson 0: ore ractice to epresent and Sol e

Addressing 3. A. . , 3. A. .8

epresent and solve two-step word • Let s represent and solve more problems.
problems.
Lesson urpose
The purpose of this lesson is for students to continue to represent and solve two-step word problems,
including problems in which not all necessary information is given up front.
In this lesson, students continue to solve problems but encounter those that cannot be solved right
away because of missing information. They learn the Information Gap routine, which prompts them to
consider the information that is needed to solve a problem and ways to ask for it.
The first activity introduces students to the routine. In the second activity, students are given more
time to solve two-step word problems as they engage in the routine.
Access or:
Students ith isabilities

epresentation (Activity 2)
L 4 Information Gap (Activity 1, Activity 2), umber Talk (Warm-up)
aterials to op
Info Gap ake Sale (groups of 2) Activity 2
Warm-up 10 min ow did the Information Gap routine support

students in making sense of two-step problems
180 Grade 3
Unit 3 Lesson 20
Grade 3, Unit 3
Activity 1 1 min
Activity 2 20 min
ool-down min
eflection

Addressing 3. A. .8

escribe something you really understand well after today s lesson or describe something that
was confusing or challenging.
Student esponses
Answers vary.
egin Lesson
War up 10 min
umber Talk Two Steps

Addressing 3. A. .
The purpose of this umber Talk is to elicit strategies students have for multiplying single-digit factors
and adding two-digit numbers. The expressions involve two operations. They encourage students to
look for and make use of structure as they use their understanding of equal-size groups and properties
of operations to find products and sums ( ). The reasoning here will be helpful later when students

Grade 3, Unit 3
solve two-step word problems.
umber Talk


•
• Acti it

• 26 Two groups of 3 is 6, and .
• 42 I know that is 2 times or ,
which is 12, and . S nthesis
• 4 I know is twice , so it
is , which is 24. Adding 0 and 24 gives • “ ow did the first two expressions help you
4. find the value of the last two expressions ”
• 123 It s like the one right before it, but you • onsider asking
have to add and 24 instead of 0 and 24. “Who can restate s reasoning in a
Adding 24 to 100 gives 124, so adding 24 to different way ”
gives 123. “ id anyone have the same strategy
a different way ”
strategy ”
Acti it 1 1 min
Info Gap Introduction
182 Grade 3
Grade 3, Unit 3

Addressing 3. A. .8
The purpose of this activity is to introduce students to the structure of the L 4 Information Gap
routine. This routine facilitates meaningful interactions by positioning some students as holders
of information that is needed by other students.
Tell students that first, a demonstration will be conducted with the whole class, in which they are
playing the role of the person with the problem card. xplain to students that it is the ob of the
person with the problem card (in this case, the whole class) to think about what information they
need to answer the question.
or each question that is asked, students are expected to explain what they will do with the
information, by responding to the question, “Why do you need to know (that piece of
information) ” If the problem card person asks for information that is not on the data card
(including the answer ), then the data card person must respond with, “I don t have that
information.” In explaining their answers, students need to be precise in their word choice and
use of language ( 6).
nce the students have enough information to solve the problem, they solve the problem
independently.
The info gap routine requires students to make sense of problems by determining what
information is necessary and then ask for information they need to solve them. This may take
several rounds of discussion if their first requests do not yield the information they need ( 1).
L 4 Information Gap

Grade 3, Unit 3
• Groups of 2
• “The problems in this lesson are about

setting up for a special event at a school.
What s your favorite special event at school
or in your community ”
Acti it
L n or ation Gap
Student esponses
2 chairs. Sample response • isplay the Sample roblem ard.
• ead the problem aloud.
• Listen for and clarify any questions about

the context.
• “Some of the information you need to solve

this problem is missing, and I have it here.
What specific information do you need ”
• “With your partner, decide what

information you need to solve the problem,
and create a list of questions you can ask
to find out.”
• Invite students to share 1 question at a

time.
• ecord each question on a display, and

respond with “Why do you need to know
(restate the information requested) ”
Students should provide a ustification for
how they will use the information before
the information is revealed.
• Answer questions using only information

stated on the Sample ata ard (do not
reveal).
• ecord information that is shared on the

display. Give students time to decide
whether they have enough information to
solve the problem.
• epeat until students decide they have
184 Grade 3
Grade 3, Unit 3
enough information to solve, then ask

students to solve.
• 2 4 minutes independent work time
S nthesis
• Invite 1 2 students to share how they

solved the problem.
• “Which questions helped you find out how

many chairs were in the room ” ( ow many
chairs were in the corner ow many
chairs were in each row ow many rows
were there )
• If there were any questions that the data

card cannot answer, discuss them here.
Acti it 20 min
Info Gap ake Sale

Addressing 3. A. .8
This Info Gap activity gives students an opportunity to determine and request information needed
to solve a two-step problem that involves multiplication.
The Info Gap structure requires students to make sense of problems by determining what
information is necessary, and then to ask for information they need to solve it. This may take
several rounds of discussion if their first requests do not yield the information they need ( 1). It
also allows them to refine the language they use and ask increasingly more precise questions
until they get the information they need ( 6).
ere is an image of the cards for reference

Grade 3, Unit 3

Representation: Access for Perception. egin by giving a physical demonstration of the activity s
procedure to support understanding of the activity and understanding of the context.
Supports accessibility for: Social-Emotional unctioning, Memory
L 4 Information Gap
aterials to op
Info Gap ake Sale (groups of 2)
e uired reparation
reate a set of cards from the Instructional master for each group
•
of 2. eep set 1 separate from set 2.
•
our teacher will give you either a problem card • Groups of 2
or a data card. o not show or read your card to
your partner. L n or ation Gap
• isplay the task statement, which shows a

diagram of the Info Gap structure.
186 Grade 3
Grade 3, Unit 3
• ead the steps of the routine aloud.
• “I will give you either a problem card or a

data card. Silently read your card. o not
read or show your card to your partner.”
• istribute the cards.
• emind students that after the person with

the problem card asks for a piece of
information the person with the data card
should respond with “Why do you need to
know (restate the information requested) ”
ause here so your teacher can review your Acti it

work.
Ask your teacher for a new set of cards and • After students solve the first problem,
repeat the activity, trading roles with your distribute the next set of cards. Students
partner. switch roles and repeat the process with
roblem ard 2 and ata ard 2.
Student esponses
S nthesis
1. 1 3. Sample response
Six groups of 3 is 18 for the brownies, and • “What kinds of questions were the most
that gets added to the 1 she already had. useful to ask ”
2. 160 items. Sample response • Select 1 2 students to share different
If the packs of cookies have 10 cookies strategies used to solve one of the
each, that is 0 cookies. We can take 0 problems. Try to feature a student-drawn
away from 230 to get 160. tape diagram.
• onsider asking
“ id anyone solve the problem in a
different way ”
“ id anyone use a tape diagram ”
“ ow did you know if your answer
made sense ”
“ ow could we represent the
second problem with an equation
with a letter for the unknown
quantity ” ( )

Grade 3, Unit 3
“Today we learned the Information Gap routine. ow did this routine help you make sense of the
problems you solved ” (The routine gave me a chance to focus on what was important in the problem. I
had to think about what I needed to know to solve the problem. I had to think about why some
information was needed to solve the problem. It helped me make sense of what was happening in the
problem.)
Suggested enters
In this section, we used rounding to estimate answers to problems. This helped us decide if our
answers to problems made sense based on the situation and the numbers in the situation.
We also wrote equations with an unknown and used diagrams to solve for the exact answer in
problems.
Situation ai had 104 beads. She bought 2 more packs of beads and each
pack has 10 beads in it. ow many beads does she have now
iagram
quation with an unknown
188 Grade 3
Unit 3 Lesson 21
Grade 3, Unit 3
Lesson 1: lassroo Supplies ptional

Addressing 3. T.A.1, 3. T.A.2
uilding Towards 3. T.A.1, 3. T.A.2

Add and subtract within 1,000 to solve real- • Let s make a wish list for class supplies.
world problems.
ound whole numbers to the nearest ten
or hundred to solve problems.
Lesson urpose
The purpose of this lesson is for students to use their understanding of estimation, rounding, and
addition within 1,000 to solve a problem about a class wish list.
This lesson is optional because it does not address any new mathematical content standards. It does
provide students with an opportunity to apply precursor skills of mathematical modeling.
In this lesson, students put together a wish list of supplies they would like to get for their classroom
given a large collection of choices and their costs. They are given a budget and freedom to decide how
to spend the money. As they make choices, students round the costs before they check the total
amount they are spending. Students then compare their wish list with a partner group. Groups
compare their wish lists and how much they spent in each category.
When students make decisions and choices, adhere to mathematical constraints, interpret a
mathematical answer in context, organize data, make revisions, and report results, they model with
mathematics ( 4).
Access or:


Grade 3, Unit 3
Warm-up 10 min eflect on times you observed students listening

to one another s ideas today in class. What
Activity 1 2 min norms would help each student better attend to
their classmates ideas in future lessons
Activity 2 1 min
egin Lesson
War up 10 min
otice and Wonder School Supplies List

uilding Towards 3. T.A.1, 3. T.A.2
The purpose of this warm-up is to elicit observations about school supplies in different categories and
with varying prices, familiarizing students with the context for upcoming work. While students may
notice and wonder many things, focus the discussion on the large selection and wide range of prices.
otice and Wonder

• isplay the table.

o s l es os l ss l os • “What do you notice What do you wonder ”
box of 2 markers set of 20 books
2 0 • 1 minute quiet think time
box of 100 crayons 8 about history
story book (80 to Acti it
8
choose from)
190 Grade 3
Grade 3, Unit 3

s e l e s os en e n en os • Share and record responses.
carpet for the board games (40
6 1
reading corner to choose from) S nthesis
a class aquarium, interactive
with fish
1
computer games • “If you had to pick one item from this list for
our classroom, what would you pick ”
(math and reading)
• “What is one other thing you would like to get
for our classroom that is not on this list ”
Student esponses • 30 seconds quiet think time
Students may notice • Share and record responses.
• There are different categories.
• This looks like a list of school supplies.
• Some items are much more expensive than

others.
• Some of the things have different options.
Students may wonder
• What kinds of story books are available
• Why are some things much more expensive

than others
• ow much does the whole list cost if we

buy everything on it for our class
• What board games are available
Acti it 1 2 min
ake a Wish List

Addressing 3. T.A.1, 3. T.A.2
The purpose of this activity is for students to make a wish list of items for the classroom with a
1,000 budget. As they make their selections, they keep an estimate of the total by rounding, and
use estimation and addition strategies to remain within the budget. To make their wish list,
students use a supply list that is longer than shown in the warm-up.

Grade 3, Unit 3

Representation: nternali e ompre ension. hunk this task into more manageable parts. Some
students may benefit from adding a third column to the supply lists that they can use to record
rounded costs before they begin selecting items.
Supports accessibility for: rgani ation, onceptual Processing

Imagine our class received 1,000 to spend on • Groups of 2
school supplies from the given list. ow would
you spend the money to benefit our classroom
• “Imagine our class got a donation of 1,000
to spend on anything we d like from the
the most list.”
• “Today you will get to decide how to spend

o s l es os l ss l os 1,000. As you make your choices, estimate
box of 2 markers set of 20 books or round to keep track of your total until
2 0
box of 100 about history you get close to 1,000.”
8
crayons set of books
400
box of 60 pencils about nature Acti it
box of ,000 story book (80
pages of printer 40 choices)
8 • 2 minutes independent work time
paper maps ( choices • 10-12 minutes partner work time

package of 10 world, continent, • onitor for a variety of addition strategies
pads of lined 1 orth America, 4 students use to keep track of their budget.
paper U.S. state, U.S.
box of 0 pieces city)
• onitor for students who
round to the nearest ten
of construction 32
paper round before multiplying or round
after multiplying the quantity
revise their list if they were under or
s e l e s os en e n en os over budget
carpet for the puzzles (30
6 12
reading corner choices) S nthesis
a class aquarium, board games (40
1 0 1
with fish choices) • Invite previously selected students to share
fish food for one interactive why they made revisions to their wish list.
1
month computer games • “Turn and talk ow did you make your
field trip to the (math and choices ” ( ationale can go beyond the cost
3 0
zoo reading) of items, such as students liking a specific
item or stating the need for an item.)
192 Grade 3
Grade 3, Unit 3
1. ake a plan on how to spend the money. • Share responses.

ou may purchase more than one of the
same item. Use estimation or rounding to
• “ id your actual cost go over the 1,000 or
stay under ”
keep track of the total as you make your
selections. • “ id rounding affect whether your actual
costs were over or under 1,000 If so,
2. n your wish list, what is the total cost of how ” ( y rounding made my actual cost
the items in each category stay under because I rounded up a lot
when I estimated the cost. y actual
Supplies uzzles and cost went over because I rounded down a
ooks and games lot.)
maps Special items
3. What was the total cost of all your choices
a. Would you have any money left over

If so, how much
b. id you spend too much money If so,
how much
Student esponses
1. Sample response
stimate
6 boxes of markers
1 package of pads of lined paper 1
6 boxes of crayons
set of nature books 400
10 board games
field trip to the zoo 3 0
2. Sample responses
Supplies 3
ooks and maps 400
uzzles and games 1 0
Special items 3 0
3. Sample responses The total cost for all our
choices was 3.
a. We had left over.
b. We didn t spend too much money.

Grade 3, Unit 3
Acti it 1 min
What s on our List

Addressing 3. T.A.2
In this activity, students present their selections to a partner group. They explain their choices and
compare how much money they plan to spend in each category. They make comparisons using
“how much more” and “how much less” statements.

MLR8 Discussion Supports. Synthesis isplay sentence frames to support whole-class discussion
“ an you say more about . . . ” “Why did you . . . ”

1. Share your wish list with another group. • Groups of 2
Take turns to explain how you made your
choices and listen to the choices of the other
• “ ow, share your wish lists with another
partnership. Take turns sharing what you
group. chose and explain the choices you made.”
2. ompare your spending
• air each group with another group to
share.
ow much more or less did you
choose to spend on each category
than the other group
Acti it
ow much more or less did you • 10-12 minutes small-group work time
spend in total compared to your
partner group
• onitor for “more than” and “less than”
language when students make
comparisons.
Student esponses
1. Sample response irst we picked some
S nthesis
expensive items, the set of nature books
and the field trip. Then, we chose the 10
• Invite groups to share how their strategies
compared to those of their partner groups.
board games. We then knew that we had
spent 00 and had 100 left over. Then we • Invite partner groups to share their
194 Grade 3
Grade 3, Unit 3
chose work supplies to get close to 100. comparisons with the whole class using
2. Sample responses “how much less” and “how much more”
statements.
Group A spent 1 more on supplies
than group .
Group A spent 100 less on library
items than group .
Group A spent 0 more on
entertainment than group .
Group A spent 3 more on special
items.
Group A spent 23 less than group .
“Today, we made decisions to buy helpful and beneficial materials for the class. Unfortunately, there
wasn t enough money to buy everything on the list.”
“What else would you get if we had more money ”
“Which item on the list has the greatest benefit for the class ” (I think the fish would have the most
value because we get to learn about science as we take care of the fish and how to be responsible for a
pet.)
onsider asking, “What are some other things you would buy for the class that are not on the list ”
Suggested enters

CK Math TM
Core Knowledge MATHEMATICS

TM
Family Support
Materials
Family Support Materials
In this unit, students use their understanding of place value to round whole numbers and to
add and subtract within 1,000. They also solve two-step problems.
Section A: Add within 1,000

In this section, students revisit numbers within 1,000 and consider ways to decompose (break
apart) the numbers based on place value (hundreds, tens, and ones). To add and subtract
numbers within 1,000, they start by using diagrams and strategies learned in grade 2. Then,
they make sense of algorithms (steps that work every time, no matter the numbers involved)
that make adding more efficient.
For example, here are three ways to find the value of :
using base-ten blocks or diagrams using expanded form recording partial sums
vertically
Using the standard algorithm for addition is not required until grade 4. Students who already
know the standard algorithm still need to make sense the role of place value in the algorithm to
support their work with decimals and fractions in future grades.
Section B: Subtract within 1,000

In this section, students analyze and use algorithms for subtraction, while continuing to use
base-ten blocks and diagrams to think about subtraction. They notice that it is difficult to use
drawings to show a hundred being decomposed or regrouped into tens (or a ten into ones),
and that an algorithm is helpful.
Students make sense of a subtraction algorithm that uses expanded form to show how
numbers are being regrouped. This non-conventional notation allows students to see the
meaning behind the digits above the numbers in the standard algorithm.
Grade 3 Unit 3
Wrapping Up Addition and Subtraction
Within 1,000
subtracting using expanded form standard subtraction algorithm
s with addition, the standard algorithm for subtraction is not expected until grade 4. The work
here focuses on making sense of the regrouping sometimes required when we subtract.
Section : ound within 1,000

In this section, students learn to round whole numbers to the nearest ten or hundred, using
number line diagrams in their reasoning. For example, they can see that for 4, the nearest
ten (or multiple of 10) is 0, and the nearest hundred (or multiple of 100) is 400.
Section : Sol e wo Step roblems

In this section, students apply their work with addition, subtraction, and multiplication to solve
problems that require two steps, such as:
Mai had 104 beads. She bought two packs of beads and now she has 124 beads.
How many beads were in each pack?
ry it at home
ear the end of the unit, ask your student to find answers to the following problems using an
algorithm of their choice:
•
•
uestions that may be helpful as they work:
• an you explain the steps in your algorithm

• oes your answer make sense ow do you know
• an you round your answer to the nearest multiple of 10 100
Grade 3 Unit 3
Wrapping Up Addition and Subtraction
Within 1,000
CK Math TM

TM
Unit Assessments
Check Your Readiness A, B, C and D
End-of-Unit Assessment
Wrapping Up Addition and Subtraction Within
1,000: Section A Checkpoint
1. Find the value of each sum. Use an algorithm or strategy of your choice.
a.
b.
2. Here is how Han found the value of .
a. What is the meaning of the two 1's above 684 in Han's calculation?
b. Explain why Han's strategy accurately finds the value of 684 + 237.
Grade 3 Unit 3
Section A Checkpoint 1
1,000: Section B Checkpoint
1. Find the value of each difference. Use an algorithm or strategy of your choice.
a.
b.
2. Here is how Elena found the value of .
Explain why Elena's strategy accurately finds the value of .
Grade 3 Unit 3
2 Section B Checkpoint
1,000: Section C Checkpoint
1. a. What is 572 rounded to the nearest ten? What about to the nearest hundred?
b. Is there a number that rounds to 300 to the nearest hundred and 240 to the nearest
ten? Explain or show your reasoning.
2. a. What is the smallest number that rounds to 280 to the nearest ten? Explain or show
your reasoning.
b. What is the largest number that rounds to 280 to the nearest ten? Explain or show
your reasoning.
3. Elena has 372 pennies in her piggy bank. Jada has 119 pennies in her piggy bank. Elena
says that if they put their pennies together they have about 500.
Do you agree with Elena's estimate? Explain or show your reasoning.
Grade 3 Unit 3
Section C Checkpoint 3
1,000: Section D Checkpoint
1. There are 4 tables in the cafeteria with 9 students eating lunch at each table. There are
also 177 students waiting in line for lunch at the cafeteria.
How many students are there in the cafeteria altogether?
a. Write an equation for the situation. Use a "?" for the unknown.
b. Find how many students there are in the cafeteria altogether.
2. Andre has 104 collecting cards. He gets 3 more sets of 8 cards.
a. Explain why the diagram represents the situation.
b. Write an equation that matches the diagram.
c. How many cards does Andre have now?
Grade 3 Unit 3
4 Section D Checkpoint
1,000: End-of-Unit Assessment
1. Select all statements that are true about the numbers in the addition table.
A. There are the same number of odd and even numbers.
B. There are more even numbers than odd numbers.
C. There are more odd numbers than even numbers.
D. The number 7 appears 4 times in the table.
E. The number 15 does not appear in the table.
2. Find the value of each sum. Explain or show your reasoning.
a.
b.
Grade 3 Unit 3
End-of-Unit Assessment 5
. Find the value of each di erence. Explain or show your reasoning.
a.
b.
4. Find the value of each expression.
a.
b.
c.
d.
Grade 3 Unit 3
6 End-of-Unit Assessment
5. Select all true statements.
A. 12 rounded to the nearest ten is 12 .
B. 12 rounded to the nearest hundred is 1 .
C. 4 rounded to the nearest hundred is .
D. 4 rounded to the nearest hundred is .
E. 5 rounded to the nearest hundred is .
. There are colored pencils in a bag. Five students each ta e 7 pencils from the bag. The
number of pencils left in the bag is .
hich e uation represents the situation
A.
B.
C.
D.
Grade 3 Unit 3
End-of-Unit Assessment 7
7. There are seats for 5 students in the auditorium. There are 1 7 students from Clare s
school and 22 students from oah s school at the performance.
a. oah estimates that there will be about 1 empty seats. Do you agree with oah
Explain or show your reasoning.
b. Do you thin there will be more or less than 1 empty seats Explain or show your
reasoning.
c. ow many empty seats will there be Explain or show your reasoning.
Grade 3 Unit 3
8 End-of-Unit Assessment
CK Math TM

TM
Assessment
Answer Keys
Check Your Readiness A, B, C and D
End-of-Unit Assessment
Unit 3 Section A Checkpoint
Grade 3, Unit 3
Assessment Answer Keys

Assess ent: Section A hec point
roblem 1
Goals Assessed
ind the value of each sum. Use an algorithm or strategy of your choice.
a.
b.
Solution
a. 81 . Sample response
b. 421. Sample response
roblem 2
Goals Assessed
Unit 3 Section A Checkpoint 1

Grade 3, Unit 3
ere is how an found the value of .
a. What is the meaning of the two 1 s above 684 in an s calculation

b. xplain why an s strategy accurately finds the value of 684 23 .
Solution
a. The 1 above the 8 is a ten coming from which is a ten and a one. The 1 above the 6 is a
hundred which comes when an adds up the tens in the sum.
b. e adds the ones, tens, and hundreds of the two numbers and the two 1 s help him add
them all up correctly.
2 Grade 3
Unit 3 Section B Checkpoint
Grade 3, Unit 3
Assess ent: Section hec point

roblem 1
Goals Assessed
luently subtract within 1,000 using algorithms based on place value, properties of operations,
ind the value of each difference. Use an algorithm or strategy of your choice.
a.
b.
Solution
a. 1. Sample response
roblem 2
Goals Assessed
luently subtract within 1,000 using algorithms based on place value, properties of operations
Unit 3 Section B Checkpoint 3

Grade 3, Unit 3
ere is how lena found the value of .
xplain why lena s strategy accurately finds the value of .
Solution
lena finds how much she needs to add to 4 8 to get 31. This is the same as the difference
.
4 Grade 3
Unit 3 Section C Checkpoint
Grade 3, Unit 3

roblem 1
Goals Assessed
a. What is 2 rounded to the nearest ten What about to the nearest hundred
b. Is there a number that rounds to 300 to the nearest hundred and 240 to the nearest ten
xplain or show your reasoning.
Solution
a. 0 to the nearest ten and 600 to the nearest hundred.

b. o. A number that rounds to 300 to the nearest hundred is at least 2 0. This means that 2 0
is the smallest the number can be rounded to the nearest ten.
roblem 2
Goals Assessed
a. What is the smallest number that rounds to 280 to the nearest ten xplain or show your
reasoning.
b. What is the largest number that rounds to 280 to the nearest ten xplain or show your
reasoning.
Solution
a. 2 because 2 4 is closer to 2 0 than 280 but 2 is halfway between 2 0 and 280 and we
round it to 280
b. 284 because if I add 1 more then I get 28 which rounds to 2 0
Unit 3 Section C Checkpoint 5

Grade 3, Unit 3
roblem 3
Goals Assessed
Assess the reasonableness of answers.
lena has 3 2 pennies in her piggy bank. ada has 11 pennies in her piggy bank. lena says that if
they put their pennies together they have about 00.
o you agree with lena s estimate xplain or show your reasoning.
Solution
Sample responses
es. lena has almost 400 pennies and ada has a little more than 100 so together that s
about 00.
o. lena is almost 30 pennies short of 400 and ada only has about 20 pennies more than
100. Together they have less than 00 pennies.
6 Grade 3
Unit 3 Section D Checkpoint
Grade 3, Unit 3

roblem 1
Goals Assessed
There are 4 tables in the cafeteria with students eating lunch at each table. There are also
1 students waiting in line for lunch at the cafeteria.
ow many students are there in the cafeteria altogether
a. Write an equation for the situation. Use a for the unknown.

b. ind how many students there are in the cafeteria altogether.
Solution
a.
b. 213. Sample reasoning , , .
roblem 2
Goals Assessed
Andre has 104 collecting cards. e gets 3 more sets of 8 cards.
a. xplain why the diagram represents the situation.
b. Write an equation that matches the diagram.

c. ow many cards does Andre have now
Unit 3 Section D Checkpoint 7

Grade 3, Unit 3
Solution
a. The diagram shows Andre s 104 cards and then 3 groups of 8 cards more.
b.
c. 128, since and .
8 Grade 3
Unit 3 End-of-Unit Assessment
Grade 3, Unit 3
Assess ent: nd o Unit Assess ent

roblem 1

Addressing 3. A. .
arrati e
Students examine statements about the numbers in the addition table. They can look entry by
entry at the table and evaluate each statement this way. This method will take time but will
work with patience. or the problems about even and odd numbers, there are a few important
observations students might make, beyond counting.
There are 2 entries in the table so there cannot be the same number of even and odd
numbers because 2 is odd.
The numbers alternate between even and odd in both the rows and columns so this allows
them to identify large parts of the table with the same number of even and odd numbers
(for example in the addition table for 1 to 4 the number of even and odd numbers are
equal).
The fact that 1 is not in the table should be familiar because the largest number is and the
location of the s along the diagonal will also be familiar, or students can look for them and count
them.
Select all statements that are true about the numbers in the addition table.
A. There are the same number of odd and even numbers.
. There are more even numbers than odd numbers.
. There are more odd numbers than even numbers.
. The number appears 4 times in the table.
Unit 3 End-of-Unit Assessment 9

Grade 3, Unit 3
. The number 1 does not appear in the table.
Solution
, ,
roblem 2

Addressing 3. T.A.2
arrati e
Students find sums with no approach suggested. The first sum can be found by adding each place
value without regrouping while the second sum has regrouping for both ones and tens.
ind the value of each sum. xplain or show your reasoning.
a.
b.
Solution
a. 3 . Sample response Adding the hundreds gives . Adding the tens gives
. Adding the ones gives . Adding hundreds, tens, and ones gives 3 .
b. 804. Sample response Adding the hundreds gives . Adding the tens gives
. Adding the ones gives . utting together tens and ones gives
and then putting together with the hundreds gives .
roblem 3

Addressing 3. T.A.2
arrati e
Students perform subtraction within 1,000 and explain their strategy with equations. The numbers
for the first problem are chosen so that no decomposition is required to perform the operation.
The numbers for the second problem require decomposition of a ten if students subtract by place
10 Grade 3
Grade 3, Unit 3
value. Students have a variety of ways to show their work including representing the numbers in
expanded form or decomposing the numbers by place value to perform subtraction without
writing the numbers out in expanded form. Students may also use equations and add on to find
the difference. This method works well for the second problem.
ind the value of each difference. xplain or show your reasoning.
a.
b.
Solution
a. 221. Sample response
roblem 4

Addressing 3. T.A.2
arrati e
Students find the sums and differences within 1,000 with no reasoning required. This item assesses
fluency. The first difference requires only one decomposition when subtracting by place value. The
last two problems suggest a mental or written compensation strategy. If students use a
compensation strategy but choose the wrong operation to compensate their answer will be off by
2 (236 and 838).
ind the value of each expression.
a.
b.
c.

Grade 3, Unit 3
d.
Solution
a.
b. 0
c. 238
d. 836
roblem

Addressing 3. T.A.1
arrati e
Students round numbers to the nearest ten and hundred. The numbers are not plotted on number
lines though students may sketch number lines as a scaffold. Students may select A if they ust
remove or ignore the ones. This reasoning will also lead to selecting . Students may fail to select
if they first round to the nearest ten, getting 8 0, and then round to the nearest hundred.
Select all true statements.
A. 126 rounded to the nearest ten is 120.
. 126 rounded to the nearest hundred is 100.
Solution
, ,
12 Grade 3
Grade 3, Unit 3
roblem 6

Addressing 3. A. .8
arrati e
Students select equations that represent the solution to a two-step problem. Students may select A
if they do not pay attention to the fact that there are students who each take pencils from the
bag. Students may select if they choose the wrong operation to apply to 8 and the expression
. hoice represents a situation where the pencils are divided into equal groups after
taking away of the pencils so if students select this option then they need more work interpreting
equations in context.
There are 8 colored pencils in a bag. ive students each take pencils from the bag. The number
of pencils left in the bag is .
Which equation represents the situation
A.
Solution
roblem

Addressing 3. A. .8
arrati e
Students estimate a sum and difference and then calculate both. ifferent responses for the first
question are possible and the reasoning behind the agreement or disagreement with the estimate
is the important part of this question. The estimates in the first two questions help check student
work on the two-step third question. If students make a calculation error in this problem and

Grade 3, Unit 3
notice the discrepancy between the answer and the estimate, they have an opportunity to check
and correct their work.
There are seats for 00 students in the auditorium. There are 18 students from lare s school and
22 students from oah s school at the performance.
a. oah estimates that there will be about 100 empty seats. o you agree with oah xplain or
show your reasoning.
b. o you think there will be more or less than 100 empty seats xplain or show your
reasoning.
c. ow many empty seats will there be xplain or show your reasoning.
Solution
a. es or no is an acceptable response depending on the explanation provided. Sample

responses
es, 18 is close to 200 and 22 is close to 200, so that would be 400 students. That
would leave 100 empty seats.
o, 18 is close to 1 0 and 22 is close to 230. Since is a lot more than 400,
there are fewer than 100 seats left.
b. Less, because 22 is 2 more than 200 and 18 is really close to 200.
c. There are 84 empty seats. Sample response
To find , I added on
14 Grade 3
CK Math TM

TM
Lesson
Cool Downs
Lesson 1: Represent Numbers in Different Ways
Cool Down: Let Me Count the Ways
Select all the ways you could represent two hundred fifty-seven.
A. 572
B. 257
C.
D.
E.
F.
Grade 3 Unit 3
Lesson 1
Lesson 2: Addition and Subtraction Situations
Cool Down: How Much Taller?
The Statue of Liberty is 305 feet tall. The Brooklyn Bridge is 133 feet tall.
How much taller is the Statue of Liberty than the Brooklyn Bridge? Explain or show your
reasoning.
Grade 3 Unit 3
Lesson 2
Lesson 3: Add Your Way
Cool Down: Add It Up
Find the value of . Explain or show your reasoning.
Grade 3 Unit 3
Lesson 3
Lesson 4: Introduction to Addition Algorithms
Cool Down: Choose an Algorithm
A diagram of the base-ten blocks that represent is shown.
Use an algorithm you learned in today's lesson to find the value of the sum.
Grade 3 Unit 3
Lesson 4
Lesson 5: Another Addition Algorithm
Cool Down: Use an Algorithm for Addition
Grade 3 Unit 3
Lesson 5
Lesson 6: Use Strategies and Algorithms to Add
Cool Down: Algorithm or Another Strategy?
Would you use an algorithm or another strategy to find the value of ?
Explain your reasoning.
Grade 3 Unit 3
Lesson 6
Lesson 7: Subtract Your Way
Cool Down: Subtract within 1,000
Find the value of . Explain or show your reasoning.
Grade 3 Unit 3
Lesson 7
Lesson 8: Subtraction Algorithms (Part 1)
Cool Down: Connect a Diagram and an Algorithm
Explain how the diagram matches the algorithm.
Grade 3 Unit 3
Lesson 8
Cool Down: How Did Andre Subtract?
Andre found the value of . His work is shown.
Explain how he subtracted and the value he found for .
Grade 3 Unit 3
Lesson 9
Cool Down: Choose the Method
Grade 3 Unit 3
Lesson 10
Lesson 11: Analyze Subtraction Algorithms
Cool Down: Subtraction Reflection
You’ve learned many ways to subtract large numbers, including strategies and algorithms.
1. What is your favorite way to subtract large numbers?
2. What’s a way that you would like to learn more about and use more?
Grade 3 Unit 3
Lesson 11
Lesson 12: Subtract Strategically
Cool Down: An Algorithm or Another Strategy?
How would you find the value of ? Explain your reasoning.
Grade 3 Unit 3
Lesson 12
Lesson 13: Multiples of 100
Cool Down: Locate, Label, and Name
1. Locate and label 185 on the number line on which it belongs.
2. Name the closest multiple of 100 to 185.
Grade 3 Unit 3
Lesson 13
Lesson 14: Nearest Multiples of 10 and 100
Cool Down: Closest Multiple of 10 and 100
1. What is the nearest multiple of 100 to 162? Is it 100 or 200? Explain or show your
reasoning.
2. What is the nearest multiple of 10 to 162? Is it 160 or 170? Explain or show your reasoning.
Grade 3 Unit 3
Lesson 14
Lesson 15: Round to the Nearest Ten and
Hundred
Cool Down: Round It Twice
1. Round 237 to the nearest ten. Show or explain your reasoning.
2. Round 237 to the nearest hundred. Show or explain your reasoning.
Grade 3 Unit 3
Lesson 15
Lesson 16: Round and Round Again
Cool Down: What is Clare’s Mystery Number?
Clare says she’s thinking of a mystery number and gives these three clues:
• The number is even.

• The number rounded to the nearest ten is 270.
• The number is between 260 and 280.
What are 2 numbers that could be Clare's mystery number?
Grade 3 Unit 3
Lesson 16
Lesson 17: Does It Make Sense?
Cool Down: Beads in the Bin
In the bin there are 124 beads. Ninety-six more beads are dumped in the bin. Then 53 beads
are used to make a bracelet.
Tyler says there are 273 beads in the bin now.
Explain why Tyler’s statement doesn’t make sense.
Grade 3 Unit 3
Lesson 17
Lesson 18: Diagrams and Equations for Word
Problems
Cool Down: Equation Match
Andre had 451 beads. 125 beads were blue. 223 beads were pink. The rest of the beads were
yellow. How many beads were yellow?
Which equation matches this situation? Explain your reasoning.
A.
B.
C.
Grade 3 Unit 3
Lesson 18
Lesson 19: Situations and Equations
Cool Down: How Many Beads?
Andre has 196 beads. He uses 48 beads to make a craft. Then he gives 30 beads to a friend.
How many beads does Andre have left?
1. Write an equation with a letter for the unknown quantity to represent this situation.
2. Solve the problem. Explain or show your reasoning.
Grade 3 Unit 3
Lesson 19
Lesson 20: More Practice to Represent and Solve
Cool Down: Reflection
Describe something you really understand well after today’s lesson or describe something that
was confusing or challenging.
Grade 3 Unit 3
Lesson 20
CK Math TM

TM
In truction Masters for Wrapping Up Addition
and Subtraction Within 1,000
students written requires card stock color paper
address title
per copy on? cutting? recommended? recommended?
Activity Greatest Difference, Smallest
2 no no no no
Grade3.3.12.2 Difference
Activity Numbers in Different Forms
1 yes no no no
Grade3.3.1.2 Round Table
Activity
Diagrams and Algorithms 2 no yes no no
Grade3.3.8.2
Activity Card Sort: Numbers in Their
2 no yes no no
Grade3.3.1.1 Different Forms
Activity Card Sort: Situations, Equations,
4 no yes no no
Grade3.3.18.1 and Diagrams
Activity
Info Gap: Bake Sale 2 no yes no no
Grade3.3.20.2
Target Numbers Stage 6
Center 1 yes no no no
Recording Sheet
Five in a Row Addition and
Center 2 no no no no
Subtraction Stage 8 Gameboard
Center Rectangle Rumble Stage 2 Grid 2 yes no no no
Rectangle Rumble Stage 2
Spinner
How Close? Stage 4 Recording
Sheet
Center Number Cards (0-10) 2 no yes yes no
Number u les Addition and
Center Subtraction Stage Recording 2 yes no no no
Sheet
Five in a Row ultiplication and
Division Stage 2 Gameboard
Target Numbers Stage
Recording Sheet
Capture Squares Stage 6
Gameboard
Center Capture Squares Stage 6 Spinner 2 no no no no
Tic Tac Round Stage 1
Gameboard
Center Tic Tac Round Stage 1 Spinner 2 no no no no
Greatest Difference, Smallest Difference
Numbers in Different Forms Round Table
Box 1: Three-digit Number Box 2:
Box 3: Box 4:
Diagrams and Algorithms
Diagrams and Algorithms Diagrams and Algorithms
A E
B F
Diagrams and Algorithms
C G
D H
Card Sort: Numbers in Their Different Forms
Card Sort: Numbers in Their Different Forms Card Sort: Numbers in Their Different Forms Card Sort: Numbers in Their Different Forms
A E I
three hundred twenty-nine
B F J
C G K
one hundred seventy-five
D H L
two hundred ninety-nine
Card Sort: Situations, Equations, and Diagrams
Card Sort: Situations, Equations, and Diagrams Card Sort: Situations, Equations, and Diagrams
A G
Clare had 225 beads. A friend gave her a pack of 48 Andre has 225 crayons. He buys 6 more packs and
beads. Then she used 70 beads to make a necklace. each pack has 10 crayons. How many crayons does
How many beads does Clare have now? Andre have now?
B H
C I
Diego has a collection of 225 baseball cards. He gets
35 more cards from a friend, then buys 72 cards. How
many cards does Diego have now?
Card Sort: Situations, Equations, and Diagrams
D J
Elena has 7 notebooks. Each notebook has 10 Han has 225 beads. Then he makes 6 bracelets for his
paperclips in it. Elena also has a box of 225 paperclips. friends. Each bracelet has 10 beads. How many beads
How many paperclips does Elena have? does Han have now?
E K
F L
Info Gap: Bake Sale
Info Gap: Bake Sale Info Gap: Bake Sale
Problem Card 1 Data Card 1
Clare is helping coordinate the school bake sale. They ● There is $175 in the cash box to start.
already have some money in the cash box. Then, a
● The customer bought 6 brownies.
customer buys some brownies.
● The brownies cost $3 each.
How much money is in the cash box now?
Info Gap: Bake Sale Info Gap: Bake Sale
Problem Card 2 Data Card 2
At the bake sale, there were a lot of items for sale when ● They had 230 items to sell when they started.
they started. Cookies are the most popular purchase. Some
packs of cookies sold right away. ● Seven packs of cookies were sold.
How many items are left to purchase? ● Each pack had 10 cookies in it.
Target Numbers Stage 6 Recording Sheet
Directions:
● Roll 3 number cubes to get a starting number for both partners.
● On your turn:
○ Roll 3 number cubes. For each cube, decide whether it represents hundreds, tens
or ones that you will add to your starting number.
○ Write an equation to represent the sum.
● Take turns until you’ve played 6 rounds.
● Each round, the sum from the previous equation is the starting number in the new
equation.
● The partner to get a sum closest to 1,000 without going over wins.
roll and choose equation
______ hundreds
______ tens
______ ones
______ hundreds
______ tens
______ ones
______ hundreds
______ tens
______ ones
______ hundreds
______ tens
______ ones
______ hundreds
______ tens
______ ones
______ hundreds
______ tens
______ ones
Five in a Row Addition and Subtraction Stage 8 Gameboard
Directions:
● Partner A: Put a paper clip on 2 numbers in the grey rows. Cover the
sum of the 2 numbers with a counter.
● Partner B: Move 1 of the paper clips, add the numbers, and cover the
sum with a counter.
● Take turns. The first partner to cover 5 squares in a row wins.
918 935 335 401 313
446 407 585 929 709
352 613 440 591 754
715 748 630 896 429
346 890 737 307 624
45 67 78 84 39
670 362 851 546 268

Rectangle Rumble Stage 2 Grid
Directions:
● Choose a color for your rectangles different from your partner.
● On your turn:
○ Spin the spinner and roll the number cube.
○ Shade in a rectangular area to represent the product of the two numbers.
● Take turns until the grid can’t fit any more rectangles.
● Each partner adds up their total area, the partner with the greatest total square units
wins.
Rectangle Rumble Stage 2 Spinner
-
How Close? Stage 4 Recording Sheet
Directions:
● Each partner:
○ Take 8 cards.
○ Choose 6 cards to make 2 three-digit numbers.
○ Write an equation to show the sum of the numbers you made.
○ Your score for each round is the difference between your sum and 1,000.
● Take 6 new cards and start the next round.
● At the end of the game, add your score for each round. The player with the lowest
score wins.
How Close? Stage 4 Recording Sheet
Number Cards (0-10)
1 2
3 4
5 6
Number Cards (0-10)
2 3
Number Cards (0-10)
4 5
6
Number Cards (0-10)
1 1
Number Puzzles Addition and Subtraction Stage 5 Recording Sheet
Puzzle 1
Fill in digits to make each equation true.
You may only use each digit (0–9) once.
Puzzle
Puzzle
Puzzle
Five in a Row Multiplication and Division Stage 2 Gameboard
Directions:
● Partner A:
○ Put a paper clip on 2 numbers in the grey rows.
○ Multiply the numbers.
○ Cover the product of the 2 numbers with a counter.
● Partner B:
○ Move 1 of the paper clips, multiply the numbers, and cover the product with a
counter.
● Take turns. The first partner to cover 5 squares in a row wins.
1 2 3 4 5 6
7 8 9 10 12 14
15 16 18 20 21 24
25 27 28 30 32 35
36 40 42 45 48 49
54 56 63 64 72 81
1 2 3 4 5
6 7 8 9
Target Numbers Stage 7 Recording Sheet
Directions:
● On your turn:
○ Start at 1,000. Roll 3 number cubes. For each cube, decide whether the number
you rolled will represent hundreds, tens, or ones. Write an equation to represent
the difference.
● Take turns until you’ve played 6 rounds.
● Each round, the difference from the previous equation is the starting number in the
new equation.
● The partner who gets a difference closest to 0 without going below 0 wins.
roll and choose equation
______ hundreds
______ tens
______ ones
______ hundreds
______ tens
______ ones
______ hundreds
______ tens
______ ones
______ hundreds
______ tens
______ ones
______ hundreds
______ tens
______ ones
______ hundreds
______ tens
______ ones
Capture Squares Stage 6 Gameboard
Directions:
● On your turn:
○ Roll the number cube and spin the spinner. Find the product.
○ Choose a square on the gameboard that shows that number. Draw one line
connecting any 2 dots around the number.
○ If you can’t draw a line, roll and spin again.
○ If you draw a line that finishes a square around a number, shade in that box with
your color.
● Take turns with your partner. The first player to shade in 3 boxes wins.
Capture Squares Stage 6 Spinner
Tic Tac Round Stage 1 Gameboard
Directions:
● Each partner:
○ Pick 3 cards and create a three-digit number.
○ Spin the spinner and round to that place.
○ Record the rounded number in any empty box.
● Take turns. The first player to fill 3 boxes in a row wins.
Tic Tac Round Stage 1 Spinner
redit
8
20 7 20 9
0
0
8
-
8
20 9
0 0
8
20 9
0 0
-
- 0
I u tr tion nd oto redit
8
20 9
0
0
CK Math™
Core Knowledge MATHEMATICS™
CK Math™
A comprehensive program for mathematical skills and concepts
as specified in the Core Knowledge Sequence
(content and skill guidelines for Grades K–8).

units at this level include:
Introducing Multiplication
Area and Multiplication
Relating Multiplication to Division
Fractions as Numbers
Measuring Length, Time, Liquid Volume, and Weight
Two-dimensional Shapes and Perimeter
Putting it All Together
www.coreknowledge.org
Core Knowledge Curriculum Series™

ISBN: 979-8-88970-929-9

Math - Std2 - Wrapping Up Addition and Subtraction Within 1000 - Teacher's Guide

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Math - Std2 - Wrapping Up Addition and Subtraction Within 1000 - Teacher's Guide

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Adaptations and updates to the IM 6–8 Math English

Adaptations and updates to the IM K–8 Math Spanish

This particular work is based on additional work of the Core

With the understanding that:

Copyright © 2023 Core Knowledge Foundation

All Rights Reserved.

Core Knowledge®, Core Knowledge Curriculum Series™,

Unit 3 is estimated to be completed in 22-23 days including 2 days for assessment.

• Section A—Add Within 1,000 (Lessons 1-6)

This unit uses eight student centers.

Unit 3: Wrapping Up Addition and Subtraction Within

Section A: Add Within 1,000

Standards Align ents

Section Learning Goals

L Lesson 4, Activity 1, What is an Algorithm

Section : Subtract Within 1,000

Standards Align ents

Section Learning Goals

L Lesson 10, Activity 1, A ew Subtraction Algorithm

Section : ound Within 1,000

Standards Align ents

Section Learning Goals

L Lesson 13, Activity 2, lose to ultiples of 100

Section : Sol e o Step roble s

Standards Align ents

Section Learning Goals

L Lesson 1 , Activity 2, Solve and eason

hroughout the Unit

operations to add and subtract within 1,000.

ere is a sampling of the umber Talk warm-ups in the unit.

lesson 3 lesson 8 lesson 12

A.1 • ase-ten blocks • ard Sort umbers in Their ifferent orms

• umbers in ifferent orms ound Table

A.2 • ase-ten blocks • none

A.3 • ase-ten blocks • none

A.4 • ase-ten blocks • none

A.6 • none • none

. • ase-ten blocks • none

• Tools for creating a visual

.8 • none • iagrams and Algorithms (groups of 2)

. • ase-ten blocks • none

.10 • ase-ten blocks • none

.11 • none • none

.12 • aper clips • Greatest ifference, Smallest ifference (groups

.13 • none • none

.14 • none • none

.16 • Index cards • none

Unit 3 Materials Needed 7

.18 • Sticky notes • ard Sort Situations, quations, and iagrams

.20 • none • Info Gap ake Sale (groups of 2)

.21 • none • none

enter: arget u bers 1

Standards Align ents

aterials to Gather aterials to op

Stage : Subtract undreds, ens, or nes

Unit 3 Center: Target Numbers (1–5) 9