Grade 3 Mathematics, Quarter 1, Unit 1.

Addition and Subtraction to 1,000

Overview
Number of Instructional Days: Content to Be Learned
Develop place value understanding through rounding to tens and hundreds. Begin to develop fluency (accuracy, efficiency, flexibility) with addition and subtraction within 1,000. Identify arithmetic patterns in an addition table such as how a sum increases in a row or in a column. Solve single-step word problems involving addition and subtraction using and explaining a variety of strategies.

11

(1 day = 45-60 minutes)

Mathematical Practices to Be Integrated

1. Make sense of problems and persevere in solving them. Explain the meaning of a problem. Look for ways to solve a problem. Use concrete objects or pictures. Try different approaches and revise as necessary. Check work and thinking. 3. Construct viable arguments and critique the reasoning of others. Justify conclusions, communicate them to others, and respond to the arguments of others Distinguish correct logic or reasoning from that which is flawed. 4. Model with mathematics Apply the mathematics they know to solve problems arising in everyday life Reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 6. Attend to precision. Use precise language orally and in writing to communicate mathematical strategies and reasoning. Calculate accurately and efficiently.

Essential Questions
Why is the use of estimation and/or rounding important in determining if your answer is reasonable? How can you solve a three-digit plus a twodigit addition problem in two different ways? What number patterns do you notice in the addition table? Why do these patterns make mathematical sense? Given a one-step word problem, what equation could represent it?

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Written Curriculum
Common Core State Standards for Mathe matical Content Number and Operations in Base Ten
4

3.NBT

Use place value understanding and properties of operations to perform multi-digit arithmetic. 4
A range of algorithms may be used.

3.NBT.1 3.NBT.2

Use place value understanding to round whole numbers to the nearest 10 or 100. Fluently (add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Operations and Algebraic Thinking

Solve problems involving the four operations, and identify and explain patterns in arithmetic. 3.OA.9

3.OA

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 3
3

3.OA.8

This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).

Common Core Standards for Mathe matical Practice

1 Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand t he approaches of others to solving complex problems and identify correspondences between different approaches.

Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and if there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Clarifying the Standards Prior Learning Students have been adding and subtracting within 100 fluently, and within 1,000 using models, place value, the properties of operations, and/or the relationship between addition and subtraction. Students solved two-step word problems with an unknown in any position, and used symbols to represent unknown quantities. Students solved addition and subtraction problems involving all problem types referenced in CCSS glossary table 1 (p. 88). When problem solving in second grade, students explained the meaning of a
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

problem and used objects or pictures to help them conceptualize and solve problems and checked their thinking by asking themselves, Does this make sense? Current Learning In this unit, students add and subtract within 1,000 using place value, properties of operations, and/or the relationship between addition and subtraction. Fluency will be ongoing and assessed in unit 3.2. Students round numbers to the nearest 10 and 100, estimate, and use mental math to identify the reasonableness of solutions to one-step problems. Students solve one-step word problems using addition and subtraction, and continue to solve problems involving all problem types (see table 1, CCSS glossary p. 88). Later in the year, students solve two-step problems using all four operations with and without parentheses and use a letter to represent the unknown quantity. When solving problems, students listen to the strategies of others and try different approaches. They often use another method to check their answers. As students develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and in their own reasoning. Future Learning In grade 4, students will generalize their understanding of addition and subtraction to whole numbers up to 1,000,000. By the end of grade 4, students will fluently add and subtract using the standard algorithm.

Additional Findings
As stated in Progressions for the Common Core State Standards in Mathematics, K 5 Numbers and Operations in Base 10, At grade 3, the major focus is multiplication, so students work with addition and subtraction is limited to maintenance of fluency within 1,000 for some students and building fluency to within 1,000 for others (p. 11).

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014