Wednesday How do we add and subtract through the thousands place? Third Grade 1 hour I.

. Section I - Identifying Standards and Objectives a. PA Academic Standards i. Mathematics 1. 2.1.3.A - Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money 2. 2.1.3.F Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations. 3. 2.2.3.A Develop fluency in the basic facts for the four operations 4. 2.2.3.B Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money 5. 2.4.3.A Use models and number facts to draw conclusions and explain reasons for conclusions 6. 2.4.3.B interpret statements made with precise language of logic 7. 2.5.3.A Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts 8. 2.6.3.D Analyze data shown in tables, charts, diagrams, and graphs; compare the data from two categories displayed in a graph and compare representations of a set of data in different graphs. 9. 2.8.3.A Use the concept of equality and concrete objects to demonstrate understanding of communicative, associative, and identity properties 10. 2.8.3.B Use concrete objects and trial and error to solve number sequences 11. 2.8.3.E Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations 12. 2.1.3.F Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations. 13. 2.2.3.A Develop fluency in the basic facts for the four operations 14. 2.2.3.B Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money 15. 2.5.3.A Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts

b. Enduring Understandings i. We need to regroup in addition when two digits add up to more than ten because we need to respect place values. When two ones digits add up to eleven for example, we record the 1 that is in the ones place, but we need to move the 1 in the tens place to the next column to be added up with the rest of the numbers in the tens place. ii. One way to work out the solution to a problem is to use the guess and check strategy. This involves making a judgment about the information that is given and comparing it to the standards or rules given in order to check to see if it is true. The first step in using the guess and check method is to identify the helpful information in the problem. Then develop a plan, solve, and look back to check your answer. iii. We need to regroup in addition when two digits add up to more than ten because we need to respect place values. When two ones digits add up to eleven for example, we record the 1 that is in the ones place, but we need to move the 1 in the tens place to the next column to be added up with the rest of the numbers in the tens place. We can keep track of the places we are adding using column addition. iv. Some properties of addition are the commutative property, which shows us that the order of addends does not change the sum of the addition problem, the zero property, which shows that the sum of any number and zero is the number, and the associative property, which shows that the way addends are grouped does not affect the sum. These properties help simplify problems and make mental math easier. v. Estimation is helpful because it can simplify a math problem or help you make a guess. It can also be a way of checking to make sure your answer is reasonable. vi. We round by first underlining the digit that is in the place we are rounding to. Then we look at the digit to the right of this number. If it is more than 4, we round up. If it is less than 5, we round down. vii. We regroup when we have 10 or more because that is too many to record in the ones place. In subtraction, we regroup when we have too few to subtract from. By regrouping 1 ten, we can add 10 ones to the ones already there and have enough to subtract from. When the next number to borrow from is a 0, we borrow from the next number and give the tens to the zero. Then we can borrow from the zero (now ten) and move on with our subtraction. viii. When solving a word problem, we first need to understand and identify what we are being asked to do. It is important to identify all necessary information and highlight the question or questions being asked. Next, plan out how to solve the problem by writing a number sentence or drawing a picture. Then we may solve the problem. Last, we need to look back at the question and the information given and make sure our answer makes sense by checking it. Explain your process in words so that others will understand your thinking.

ix. The rules for subtraction are different than those for addition. They are inverse properties, however. When we subtract, we are finding the difference between two numbers. We still compute the ones column first and then the tens column. A number minus zero is the number and a number minus itself is zero. x. Estimation is helpful because it can simplify a math problem or help you make a guess. It can also be a way of checking to make sure your answer is reasonable. xi. We round by first underlining the digit that is in the place we are rounding to. Then we look at the digit to the right of this number. If it is more than 4, we round up. If it is less than 5, we round down. xii. Fact families are related facts using the same numbers. They are useful because they help us recognize relationships between various numbers and solve problems easier. c. Essential Questions i. Why do we need to regroup and how does it work? ii. What is the benefit of estimating? iii. How do we round? iv. What are some strategies we can use to problem solve? v. Why do we need to regroup and how does it work? vi. What are the properties of addition and how do we use them? vii. Why do we regroup in subtraction and how do we do it? viii. How do we go about solving a complex word problem? ix. How do we subtract and what are some rules to follow when subtracting? x. What are fact families and how are they helpful? d. Knowledge and Skills i. Students will know 1. How to work independently and in a group 2. The concept of place value 3. The inverse relationship between addition and subtraction 4. The value of zero 5. The problem solving process 6. The properties of addition 7. Why estimation is important 8. The concept of place value 9. Their addition facts 0-10 10. How to identify helpful information in a problem and how to use this information 11. How to check their answers with the information given ii. Students will be able to 1. Participate in group discussions 2. Identify fact families 3. Regroup 4. Borrow across zeros 5. Explain their thought process in words 6. Use mental math to solve problems

7. Round to any place value up to the thousands place 8. Pull out important information from a word problem in order to solve it 9. Regroup when adding up to three-digit numbers 10. Try multiple times to solve a problem without giving up II. Section II Identifying Assessment a. Pre-Assessment i. N/A b. Formative Assessment i. Addition and Subtraction Game c. Summative Assessment i. N/A d. Adaptations for Students with Special Needs i. Students who work faster will be able to move through the game at their own pace and will be able to help those who may work slower. ii. Students who work slower will be partnered up with someone who will be able to help them if they get stuck. They will be able to move through the game at their own pace. The answers will be reviewed at the end of the game to ensure that students understood the concepts. iii. Student with ODD will be partnered with someone who will be able to help him if he gets stuck. His TSS will be here to help him stay focused. The game should help to keep his attention and the answers will be reviewed at the end to be sure he understood the concepts. Section III Identifying Lesson Activities a. Materials i. 20 questions ii. Lined paper iii. Clipboards b. Procedures i. Tape a question to each students desk. At the end of each question it will say move to ____s desk so students will have a clear path to follow. ii. Each student will be given a blank sheet of paper and a clipboard. They will be expected to number their papers and show the work for each question. iii. Students will first complete the question on their desk, and then move to the next persons desk as their question instructs them. iv. Once completed, we will review the answers v. Review any questions students may have about addition or subtraction.

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