Transcript File

Lesson: Unit 3 1.1 Create class thousands chart
SKIP Unit 3 1.2 (ordering numbers)
Unit 3 1.3 Go Collecting Game
Standards:
3.NBT.6
3.NBT.8
3.NBT.2
Objectives:
1. I can read, write, and sequence numbers to 1,000
2. I can estimate the sums of 2 and 3 digit numbers using my knowledge of place value and known combinations.
Teacher Input:
Unit 3, Session 1.3 – Go collecting and estimating 100’s.
The teacher will review that go collecting is like go fish. Review the collections cards. The teacher will go through the rules of how to play go collecting. She will model
how to play and then play a game against the class. The teacher will show students the numbers 145 and 218. She will model how to break the numbers apart to think about
how many 100s would be in the number. Next, the teacher will show 148 and 253 and model thinking about those digits and determining how many 100s there are. Students
will then participate in a math workshop:
Close to 100
Go collecting
Sequencing collections
Discussion:The teacher will pull the class back together to discuss how place value helps you to sequence big numbers.
UNIT 3 – 1.1,
1.3
1,000 CHART
AND GO
COLLECTING
Objective: We will construct 1,000 from groups of
100.
We will read, write, and sequence numbers to 1,000.
We will estimate the sums of 2 and 3-digit numbers
using knowledge of place value and known
combinations.
We will find pairs of numbers that add to 100.
DISCUSSION
⦿
⦿
⦿
⦿
A while back we solved problems about stickers that you
could buy at a store called Sticker Station. We had singles,
strips, and sheets. Remember, we likened these singles,
strips, and sheets to the place value blocks.
Singles = single-unit cubes
Strips = rods
Sheets = flats
With that in mind, how many stickers are on a sheet?
How many are on a strip?
If you were given 1,000 stickers, how many sheets would
they fill? Explain.
DISCUSSION
⦿
⦿
I can use 100 grids to create my own 1,000 chart. This is
what it looks like!
Now you will construct your own 1,000 chart using 100 grids
in your interactive notebook. You’ll need to use a few
pages, but it’ll look like this… (As students create a 1,000
chart in their notebooks, create a class 1,000 chart that can
be posted in the room.)
DISCUSSION
Fill in the chart with a few landmark numbers to make it
easier to locate any number you might need to find.
Example: 150, 250, and so on would be great landmark
numbers.
⦿
⦿
⦿
With those landmark numbers, it is easier to locate and fill
in any number.
Try to fill in these… 378
267
227
ACTIVITY – GO COLLECTING
DIRECTIONS
⦿
⦿
⦿
Deal 5 Collection Cards to each player. Place the remaining deck facedown
on the table.
Each player takes a turn to try to match two Collection Cards that are in the
same category. For example, if you have the Butterfly Collection Card and
the Snake Collection Card, which are both in the Animals category, then you
have a match.
When it is your turn, if you have a pair of cards that match, place them face
up on the table and figure out how many hundreds you have altogether.
Record the number of hundreds on the Go Collecting Recording Sheet (pg. 7
student book). This is your score. (DO NOT ADD… Estimate to determine
how many hundreds the cards make)
⦿
If you do not have a pair when it is your turn, you can ask another players if
they have a card in a category that you have so you can make a pair. If they
do, they must give you the card. Then you can go on to make a pair like
normal. If they do not have a card from the category you named, they will
say, “Go Collecting!”. You must take a card from the deck and try to use
that card to make a pair.
⦿
Each player may make only one pair on a turn. If you have more than one
pair, you have to save it for the next turn.
At the end of your turn, you will discard or draw cards to make sure you
have 5.
⦿
⦿
The player who reaches 20 points first wins.
GO COLLECTING PRACTICE
ROUND
Can you beat the teacher? She’ll be nice to you and model
appropriate estimation strategies so that you don’t get
cheated out of point…. You’ll need all the help you can get!
HOMEWORK
Page 9 of Student Book
Lesson: Unit 3 1.4, 1.5, 1.6 How many 10’s
Class collection of an object to recognize number of 10’s in hundreds
Standards:
3.NBT.6
3.NBT.8
3.NBT.2
Objectives:
1. I can recognize and represent the groups of 10’s in 4 digit numbers.
2. I can find pairs of numbers that add to 100.
3. I can estimate the sums of 2 and 3 digit numbers.
Teacher Input:
The teacher will introduce the concept of the class collection. The class will discuss things they could collect to get to 1,000 things. The class will come up with a list of
things to collect and decide on which object they will discuss. She will give them the guidelines they have to follow.
Activity: Post the problem How many 10’s on page 47. She will tell the students that they can use any strategy or tool they have used this year to solve this problem. The
students will work to solve the problem as a class. The teacher and students will discuss the strategies they used to answer the questions. The teacher will display an array
of strategies on the board as students share. The teacher will explain that students will be participating in Math Workshop.
Workshop:
How many 10’s
Go collecting
Close to 100
Discussion: How many 10’s? The class will discuss strategies for determining how many tens are in a number using place value to help you.
If time…p 12.
UNIT 3 – 1.4, 1.5, 1.6
HOW MANY 100S AND
REPRESENTING HOW
MANY 10S?
Objective: We will find the difference
between 3-digit numbers.
We will recognize and represent the
groups of 10s in 3-digit numbers.
We will estimate the sums of 2 and 3digit numbers using knowledge of place
value and known combinations.
DISCUSSION
⦿
⦿
I’ve decided that we should keep track of how many OWL Feathers
the class has on our class 1,000 Chart.
We’ll want to know how many we have so far, and how many more
we need to reach 1,000. It might also help if we grouped our OWL
Feathers into groups of 10… DON’T DO IT, but tell me, how might
grouping our OWL Feathers into groups of 10 help us know when
we have reached 100? 200? 500?
We know that 10 groups of 10 is 100, so 20 groups must be 200, and
Here is one way so
to think
on. about it….
⦿
Well, we don’t have the time to group our OWL Feathers, but go
ahead and count how many OWL Feathers you have individually,
and we’ll write down and add up the numbers.
⦿
Please estimate: How many 100s do we have?
⦿
How can use Mental Math and solve how many OWL Feathers we
have in all? Who can find that number on the 1,000 chart?
HOW MANY 100S?
⦿ Suppose
that Bridget and Kenji are playing Go
Collecting and make the following pairs:
Bridget’s Cards
317 + 253 =
Kenji’s Cards
371 + 235 =
Bridget claims that they both have the same
amount of 100s because they both have three
100s plus two 100s. Do you agree with her?
Why?
No. Bridget forgot to look at the 10s place.
Here is one way look at it….
Kenji has a 70 and
30 which make another 100.
HOW MANY 10S?
⦿ Figuring
out how many 100s there are in a sum
is too easy. What about finding how many 10s
are in a 3-digit number?
⦿ How
many 10s are there in a 100 flat?
HOW MANY 10S?
⦿ If
there are ten 10s in a 100 flat, how many 10s
are in two 100 flats?
⦿ What
about three 100 flats?
HOW MANY 10S?
⦿I
guess using just flats makes this too easy…
How many 10s are there in 345?! What is left
over?
INDEPENDENT
⦿ Well
I guess you are professionals at this. Try
to complete the problems on pages 10 and 11
in your student book.
LEFT SIDE OF THE INTERACTIVE
NOTEBOOK
⦿ By
now you may have noticed a pattern when
figuring out how many 10s there are in a 3digit number and how many left over singles
there are. On the left side of your notebook,
use complete sentences to explain the pattern
that you notice.
Unit 3 2.2 (Power Point) Combining Collections & 2.3 Capture on the 300 Chart
Materials: Change Cards or Digit Cards for the game Capture 300.
CCSS: 3.NBT.2
Objective:
1. I can estimate the sum of two and three digit numbers using place value and known combinations
2. I can solve addition and subtraction problems with 2 and 3 digit numbers by breaking numbers apart and recombining them.
3. I can represent addition strategies
Teacher Input:
- Hand out student books. Tear out Unit 3 pages 25-27 and 31.
- Display two collecting cards on ppt.
-Have students estimate the sum and determine if the sum is less than or greater than 400.
- Discuss and model solutions
- Display the 300 Chart
- Explain that Capture on the 300 Chart is just like Capture 5.
- Have a student choose 5 cards and use those cards to capture a marker.
- Record the moves in an equation on the board.
- Ask the students to determine whether we ended up greater than or less than our starting number.
- Ask them to explain what that means about the number of spaces we moved with our plus cards, compared with the spaces we moved with our minus cards.
Independent:
- Have students complete the student book pages while you circulate the room and ask higher-level thinking questions (How will you break these numbers apart to make the
problem easier to solve? Can you show me your strategy on the number line?)
- Have students play Capture on the 300 Chart.
Assessment:
- Student workbook pages 25-27
Closing:
Have students share strategies for Capture on the 300 Chart.
TD: Embedded in Power Point.
Homework:
Page 33 of the student book or TD homework.
Combining Collections and Capture
on the 300 Chart
Objectives: We will estimate the sum of 2 and
3-digit numbers using place value and known
combinations.
We will solve addition and subtraction
problems with 2 and 3-digit numbers by
breaking numbers apart and recombining
them.
We will represent addition strategies.
Greater or Less
Than?
Cars Collection
Model Cars
156
239
If these two toy car collections were put together, would the amount of cars be
greater or less than 400? Estimate.
Explain why you think it is greater or less than.
Greater or Less Than
Challenge
Cars Collection
4851
Model Cars
1393
If these two toy car collections were put together, would the amount of cars be
greater or less than 6,000? Estimate.
Explain why you think it is greater or less than.
Capture on the 300
Chart
Let’s pretend that this is a 300 Chart. You are the Yellow Game Piece. Capture a
red marker using these cards: +100, +20, -10, -2, +4.
As you do this, it is important that we write down the equation so we can check
our work!
1 - 100
101 - 200
201 - 300
Great or Less Than
the Starting Number?
Did we end at a number that was greater than or less than our starting number?
What do you think that tells us about the number of spaces we moved with our
plus cards, compared with the spaces we moved with our minus cards?
1 - 100
101 - 200
201 - 300
Independent
1. Complete pages 25-26.
1. Play Capture on the 300 Chart. Be sure to
record your equations on page 31!
Unit 3 3.1 (Power Point) Subtraction Facts
Materials: Subtraction Cards pg. M43-M50
CCSS: 3.NBT.2
Objective(s):
1. I can gain fluency with subtraction facts
2. I can relate addition and subtraction by writing the addition equations to match the subtraction facts.
-I can use a number line to solve subtraction problems
Teacher Input:
-Display the problem on the board using the power point:
6 + __ = 9
9 – 6 = __
9 - __ = 6
-Have students discuss with a partner and solve.
-Explain to students that you can solve subtraction problems using related addition problems and using a number line to count backwards. Show students on the board how
to use a number line to count backwards to solve 9-6 = ___
-Next ask the students to consider the following problems:
6 + 5 = __
11 – 5 = __
And
80 + 20 = __
100 – 80 = __
Discuss how these problems relate to each other and how they help you solve one another. Ask students if there are other problems that these help them solve.
Activity:
-Pass out subtraction cards to the students. Have them work in groups of 3. Have them write the answers on the back of the cards and addition clues on the front of the
cards. Also, have them use a number line counting backwards to solve the subtraction problem on the back of the card. Next, have them pair up with a partner and test each
other on their subtraction facts flash cards. Tell children to sort the flash cards into two piles: subtraction facts I know and subtraction facts I need to learn based on the
ones they get correct and incorrect.
Enrichment: Pass out index cards to students and have students make the numbers larger by adding one zero to each of the numbers and quizzing each other on those. They
can write these problems on the index cards you give them and write the answers on the back just like they did their original subtraction cards. If they master this they can
add two zeros to make the number even larger and then quiz each other.
Assessment: Put a subtraction problem on the board and students must solve it by using a number line to count backwards and also by using a related addition problem.
HW – 3.1 Teacher made TD worksheet or page 47 or 48 from student practice workbook
3.1
Subtraction Facts
Objectives:
- I can gain fluency with subtraction facts
- I can relate addition and subtraction by writing
the addition equations to match the subtraction
facts.
- I can use a number line to solve subtraction
problems
How can addition help me solve
subtraction problems?
9 – 6 = ___
6 + ___ = 9
Solve these problems with a partner and be
ready to discuss the question: How can
addition
problems help me with subtraction?
Another Strategy for
Subtraction
• Using a number line to count backwards
• Example: 9 – 6 = ______
-6
3
-5
4
-4
5
-3
6
-2
7
-1
8
9
Start Here and
count backwards!
More Examples
1. 11 – 5 = ____
• Use a number line to solve
• Addition Sentence: _____________
2. 100 – 80 = ____
• Use a number line to solve
• Addition Sentence: ____________
Left Side:
• Solve the following problems using a number line
and a related addition problem. Set up your
notebook exactly like this:
12 – 4 = _________
74 – 26 = ____________
Strategy 1
Strategy 2
Addition Problem
Number Line
Activity
• You will work in groups of 3 to practice solving subtraction
facts using flash cards.
• First, divide subtraction cards among the 3 of you and solve
them on the back of the card. On the back of each card
must be the answer, an addition problem that helped you
solve, and solve it using a number line.
• When all partners are finished answer flash cards test
each other on the flash cards.
• Once you have gone through all flash cards 2 times, create
new flash cards using index cards by adding one or two
zeros to the numbers.
• For the new index cards you create, write the problem on
the front and then on the back write the answer, an
addition problem that helped you solve it, and solve it using
a number line.
3.2 Distance (Notes & Power Point) Riddles
CCSS: 3.NBT.2
Objective:
1. We will find the difference between 2 and 3-digit numbers and 100.
2. We will use multiples of 100 as a landmark to solve subtraction problems.
Teacher Input:
- Using the PPT, display Riddle 1 (difference between 100 and me is 10).
- Have students solve and explain why there are be two answers to the riddle.
- Draw a number line and students explain how we can show that there are two numbers that are 10 away from 100.
- Repeat with Riddle 2 (Difference between 100 and me is 40).
- Have students look at the number line for Riddle 1 and explain how far away 90 is from 110.
- Write down the equations 90 + 20 = 110 and 110 - 20 = 90.
- Have students come up to the board to show both equations on a number line.
- Have student look at the number line for Riddle 2 and explain the DIFFERENCE between 60 and 140.
- Have the students determine the addition and subtraction equation that represents the difference between 60 and 140.
- If needed, repeat previous steps with Riddle 3 and Riddle 4.
Independent:
- LI: Go over the directions on pages 49 and 50 of the student book.
- LI: Students will complete pages 49 and 50, or they will create their own “Distance from 100” riddles and have a partner solve them.
- TD: On leftside of interactive notebook, students will create their own “Distance from 1,000” riddles and have a partner solve them.
Assessment:
- LI: Student book work, or left side of interactive notebook.
- TD: Left side of interactive notebook.
Closing:
- Select one student riddle or one from the book and have students determine the numbers that are X away from 100 (or 1,000).
- Have the students show the difference between the numbers using an addition and subtraction equation.
Homework:
LI: Page 51 of student book.
TD: TD Worksheet
Distance Riddles
Objectives:
We will find the difference between 2 and 3digit numbers and 100.
We will use multiples of 100 as a landmark to
solve subtraction problems.
Riddle 1
1. The difference between 100 and me is 10. What numbers can I be?
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101 102 103 104 105 106 107 108 109 110
111 112 113 114 115 116 117 118 119 120
Riddle 1 Continued
Why are there two answers to this riddle?
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101 102 103 104 105 106 107 108 109 110
111 112 113 114 115 116 117 118 119 120
Riddle 1 Continued
Can we show why there are two answers using a number line?
100
Riddle 2
1. The difference between 100 and me is 40. What numbers can I be?
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101 102 103 104 105 106 107 108 109 110
111 112 113 114 115 116 117 118 119 120
121 122 123 124 125 126 127 128 129 130
131 132 133 134 135 136 137 138 139 140
Riddle 2 Continued
Can we show the two answers using a number line? (Guided Practice)
100
Riddle 1 Equations
How far away is 90 from 110?
90
100
110
I can represent this difference using two equations: WRITE THIS DOWN IN
YOUR NOTES
90 + 20 = 110
110 – 20 = 90
Riddle 2 Equations
How far away is 60 from 140?
60
100
60 + 80 = 140
Can you represent the difference using
140 – 80(Guided
= 60
two equations?
Practice)
140
Independent
Teacher decides: Either…
1. Do pages 49 and 50 of the student book.
OR
2. Create your own distance riddle on the left side
of your interactive notebook.
3.3 How far from 100
CCSS: 3.NBT.2
Objective:
1. We will find the difference between 2 and 3-digit numbers and 100.
2. We will use the value of each place to make 2 and 3-digit numbers closest to 100.
3. We will use multiples of 100 as a landmark to solve subtraction problems.
Teacher Input:
- Teach the students the game How Far From 100. (See M54 in Investigations Resource book)
- Model playing the game through one round. Write the numbers 1, 6, 2, and 7 on the board. (Have students create a 2-digit number that is closest to 100 using the cards 1,
6, 2, and 7. Have them determine a 3-digit number that is closest to 100.)
- Have students tear out page 52 of the student book (recording sheet for game).
Independent:
- The students will play How Far From 100.
Assessment:
- How Far From 100 recording sheet.
Closing:
- Go back to the numbers written on the board when modeling the game.
- Have students determine the difference between 76 and 126.
- Have students explain their thinking.
Homework:
TD Worksheet or Page 53 of the student book.
TD ENRICH: How far from 1,000 (Draw 5 cards instead 4 and make closest 3 digit and 4 digit number)
Friday 3.4 Travel Problems – Crossing Over 100 (Notes & Power Point)
CCSS: 3.NBT.2
Objective(s):
1. I can solve subtraction problems that involve finding a missing part.
2. I can find the difference between two numbers by either adding or subtracting.
Teacher Input:
-Ask the students if they know what a trip meter is. Explain that it keeps track of the miles traveled as a car is moving, starting at 0 at the beginning of the trip. Make sure
students know that cars have odometers (total distance a vehicle has traveled) and a trip meter (can be reset and track the distance of separate trips)
-Explain to students that they will be reading a story about one family’s family vacation. Read the story entitled, “The Santos Family Vacation.”
-After you read the story draw a number line on the board that starts at zero and ask the students what location in the story is at the zero-mile mark. Explain to students
that this number line is like a map of the Santos family trip. When they started the trip at their home, the trip meter read zero.
-Ask the following questions:
What was the firs stop the family made?
How far had they driven?
What was the next stop they made?
What did the trip meter read then?
How can we show these stops on the number line?
-Draw a number line on the board and complete it while the students are copying it in their notebook.
-After you are done drawing the number line, have students answer Keisha’s question. Share different strategies used by the students as a class.
-Repeat with Edwin’s question and the class question while students are completing their notes.
-Left Side: Create a story problem as a class on the board. Have students write it in their notebook. Create 2 questions for the students to solve independently based on the
story problem you created.
Enrichment: Use 3 and 4 digit numbers in the story problem and make the 2 questions multi-step questions.
Closing: Share 2 different strategies for both of the questions
Assessment: Left Side: 2 story problem questions
Homework: Pg. 55 & 56 of student practice workbook pages.
Unit 3 Lesson 3.4
Travel Problems
Objectives:
1. I can solve subtraction
problems that involve
finding a missing part.
2. I can find the difference
between two numbers by
either adding or
subtracting.
What is a trip meter?
Speedometer vs. Trip Meter
The Santos Family Vacation
•
•
•
•
•
•
Ms. Santos is a third-grade teacher. Last summer she took
her children, Keisha and Edwin, to visit their grandparents.
Ms. Santos set the car’s trip meter at 0 before leaving. After
driving 36 miles the family stopped at the Pinecrest Diner for
lunch.
Ms. Santos didn’t want to stop again, but an hour after leaving
the diner, she noticed that the gas gauge was almost empty.
She pulled into the next gas station. The trip meter read 79
miles.
“Keisha,” said Ms. Santos, “I have a math problem for you.”
Keisha had been waiting for this moment, “Okay, Mom. I’m
ready,” she replied, looking at her brother and trying not to
giggle.
“When we stopped at the diner for lunch, the trip meter
showed that we had traveled 36 miles. Now the number on the
trip meter is 79. How far did we travel from the diner to the
gas station?
Keitha closed her eyes and thought about this question. “I
know! I know that we’ve traveled…” Unfortunately, Keisha’s
answer was drowned out by the sound of a driver starting the
engine of a huge tractor trailer.
The Santos Family Vacation Continued
• Edwin knew that his turn was coming and, sure enough,
Ms. Santos had a question for him as well.
• “Edwin, if we stop again at 100 miles, how much farther
will we have traveled? Remember that we’ve gone 79
miles so far.”
• Edwin thought hard and wrote some numbers in the
notebook he always took with him on his travels.
• “I figured it out, Mom,” said Edwin. “From the gas
station to the 100 mile mark would be…”
• Edwin’s answer was interrupted when the gas station
attendant knocked on the window to collect the money.
• The Santos family set off again. Edwin and Keisha
played license plate games in the back seat, and before
they knew it, they had arrived at their grandparents’
house trip meter read 128 miles.
Santos Family Vacation Number Line
0
Home
36
?
79
?
Directions: Complete the number line and answer the following questions. Write
an equation for each question. Discuss strategies used by students in the
class.
Keisha’s Question: How far did the family travel from the diner to the gas
station?
Santos Family Vacation Number Line
0
Home
36
79
Diner
Gas
Station
Directions: Complete the number line and answer the following questions. Write
an equation for each question. Discuss strategies used by students in the
class.
Edwin’s Question: The Santos Family had driven 79 miles when they stopped at the gas
station. How much farther will they have to drive to reach 100 miles?
Santos Family Vacation Number Line
0
Home
36
Diner
79
Gas
Station
Directions: Complete the number line and answer the following questions. Write
an equation for each question. Discuss strategies used by students in the
class.
Class Question: When the Santos family stopped at the gas station, the trip meter read
79 miles. When they arrived at their grandparents’ house it read 128 miles. How far did
they travel from the gas station to their grandparents’ house?
Left Side
• We will create our own travel story as a
class. As I write it on the board, you must
also write it in your notebook.
• When we finish creating the travel story,
you will independently answer 2 questions
based off of the story. You must: show
your work, write the equation, and use UPS
check.