Teacher Edition Sampler

Grade 3

Reveal the Full Potential

in Every Student

Teacher Edition Sampler 3–5 Reveal Math

 Grade 3

Unit 2:
Use Place Value to Fluently
Add and Subtract within 1,000
 UNIT 2 PLANNER
Use Place Value to Fluently Add and Subtract within 1,000

PACING: 12 days
SOCIAL AND EMOTIONAL
LESSON MATH OBJECTIVE LANGUAGE OBJECTIVE LEARNING OBJECTIVE

Unit Opener Penny Estimation Students use strategies to estimate the number of pennies that will fit in a region.

2-1 Represent 4-Digit Numbers Students represent 4-digit numbers Students describe 4-digit numbers Students identify and discuss
in expanded form, word form, and using place value. the emotions experienced during
standard form using an understanding math learning.
of place value.
2-2 Round Multi-Digit Numbers Students round numbers to the Students will use the superlative Students collaborate with peers
nearest 10 or nearest 100. nearest to explain rounding numbers. to complete a mathematical task.

Math Probe Rounding Numbers Gather data on students’ understandings of rounding to the nearest 10 and nearest 100.
2-3 Estimate Sums and Students use compatible numbers to Students make numerical estimations Students observe the emotions of
Differences estimate a sum or difference. using about. others and practice empathetic
responses when appropriate.
2-4 Use Addition Students apply the properties of Students justify multiple ways to solve Students explain their thinking
Properties to Add addition when adding two or more an addition problem using and the sum for how they completed a
addends. will be the same. mathematical task.
2-5 Addition Patterns Students identify addition patterns and Students read conditional sentences Students discuss how a
use the patterns to help determine with when that express patterns. mathematical rule or routine can
sums of 3-digit numbers and check help develop mathematical skills
their accuracy. and knowledge.
2-6 Use Partial Sums to Add Students use partial sums to add Students use can to explain the steps Students recognize personal
3-digit numbers. of an addition strategy. strengths and areas for growth
through thoughtful self-reflection.
2-7 Decompose to Subtract Students decompose one number in Students compare ways to decompose Students discuss alternative
different ways to subtract. a number using terms such as one way strategies and the value of flexible
and another. mathematical thinking.
2-8 Adjust Numbers Students adjust numbers to help them Students express an opinion with Students exchange ideas with a peer
to Add or Subtract add or subtract. support using language such as I think and reflect on the value of their
and because. similarities and differences.
2-9 Use Addition to Subtract Students use related addition Students describe a bar diagram using Students engage in respectful
equations to find the difference. precise measurements for distance. discourse for approaching a task.
2-10 Fluently Add within 1,000 Students explain different strategies Students use the transitional word Students discuss personal interests
to add 3-digit numbers. then to articulate a strategy with related to mathematics and share
more than one step. these interests with peers.
2-11 Fluently Subtract Students explain different strategies Students use command verbs Students set a focused mathematical
within 1,000 to subtract 3-digit numbers. to explain the steps of a strategy. goal and make a plan for achieving
that goal.
2-12 Solve Two-Step Problems Students write and solve equations to Students describe the amount they Students determine strategies
Involving Addition and represent a two-step problem. need to find in a word problem using for making informed decisions.
Subtraction Students use letters for the unknowns. the verb need.

Unit Review
Fluency Practice
Performance Task
Unit Assessment

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 FOCUS QUESTION:
How can I use strategies to
add and subtract fluently?

LESSON KEY VOCABULARY MATERIALS TO GATHER RIGOR FOCUS

Math Terms Academic Terms

2-1 expanded form determine • base-ten blocks • deck of playing cards Conceptual
standard form represent • blank number cubes • Place-Value Chart Teaching Understanding
word form Resource

2-2 round identify • base-ten blocks • index cards Conceptual

discuss • counters • Number Chart 401–500 Understanding
Teaching Resource

2-3 estimate reason • blank number cubes • Number Cards 0–10 Teaching Procedural Skill &
compatible number comparison Resource Fluency

2-4 addend strategy • base-ten blocks • numbered spinner Procedural Skill &
justify • blank number cubes Fluency

2-5 even number analyze • base-ten blocks Conceptual

odd number identify • blank number cubes Understanding

2-6 decompose strategy • base-ten blocks • paper money ($1 bills, $10 Procedural Skill &
partial sum support • grid paper bills, and $100 bills) Fluency

2-7 decompose strategy • base-ten blocks • Number Cards 0–10 Teaching Procedural Skill &
defend Resource Fluency

2-8 difference adjust • Number Cards 0–10 Teaching Procedural Skill &
sum process Resource Fluency

2-9 bar diagram comparison • base-ten blocks • Number Cards 0–10 Teaching Procedural Skill &
conclude • blank number cubes Resource Fluency
2-10 partial sum justify • blank number cubes Procedural Skill &
process Fluency

2-11 decompose justify • blank number cubes Procedural Skill &

response • transparent spinner Fluency

2-12 bar diagram identify • Problem-Solving Tool Conceptual

unknown process Teaching Resource Understanding,
Application

Unit Planner 31B

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 Unit Overview

Focus
Use Place Value to Fluently Add and Subtract within 1,000
In this unit, students extend their knowledge of place value to 3- and Students will extend their understanding of place value, addition,
4-digit numbers and apply this knowledge to adding and subtracting and subtraction learned in previous grades. These include:
3-digit numbers. Student use place value to form estimates of sums and • Place value: Students represent 3- and 4-digit number using standard
differences by rounding and using compatible numbers. They will extend form, expanded form, and word from.
their understanding of addition properties by discovering the order or • Round multi-digit numbers: Students round multi-digit numbers
grouping of three addends does not change the sum. Students also to the nearest 10 and nearest 100.
identify even and odd addition patterns to help check whether a sum
• Addition: Students use an understanding of addition properties
is accurate.
and strategies to add 3-digit numbers.
Students use their understanding of place value to learn strategies, such
• Subtraction: Students use strategies to subtract 3-digit numbers.
as decomposing and adjusting, and then apply these strategies to help
add and subtract more fluently. They also use their understanding of
addition and subtraction to solve the two-step word problems.

Coherence
What Students Have Learned What Students Are Learning What Students Will Learn
• Place-Value Structure Students learned that • Place-Value Structure Students extend • Place-Value Structure Students will use
digits in each place represent amounts of their understanding of place value through place value to compare multi-digit numbers.
hundreds, tens, and ones. (Grade 2) thousands. (Grade 4)
• Addition Students added within 100 using • Addition Students add within 1,000 using • Addition Students will use the standard
properties of addition and addition strategies. properties of addition and addition strategies. algorithm to add multi-digit numbers.
(Grade 2) • Subtraction Students used strategies to (Grade 4)
• Subtraction Students used strategies to subtract within 1,000. • Subtraction Students will use the standard
subtract within 100. (Grade 2) algorithm to subtract multi-digit numbers.
(Grade 4)

Rigor
Conceptual Understanding Procedural Skill and Fluency Application
Students develop understanding of Student build proficiency with: Students apply their knowledge of
• place-value to thousands; • using compatible numbers to estimate • addition and subtraction to solve
• rounding to the nearest ten and hundred; a sum or difference; two-step word problems.
• identifying even and odd addition patterns; • using properties of addition when adding
• using letters to solve for the unknown. two or more numbers;
• using strategies to add two 3-digit numbers;
• using strategies to subtract
two 3-digit numbers.

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 ETP
Effective Teaching Practices
Support Productive Struggle in Learning Mathematics
Productive struggle is an effective way for students to build understanding If students become too frustrated with their struggles, they may stop
of new mathematical ideas and relationships. Students may struggle trying to understand. There is a fine line between struggling productively
individually or in a group while learning a new concept on their own or and unproductively.
participating in a higher-level thinking problem. Regardless of what they • Students may struggle while solving addition and subtraction word
are struggling with, students need to know they will understand the new problems. It is important to have students be fully engaged in making
concept or discover the answer eventually. Therefore, sometimes small sense of the problem. Have them identify what they know about the
victories, such as discovering a new strategy or understanding one step of problem and what they don’t know. Have them think of tools and
a large problem, will encourage students to continue learning and show representations they could use to aid their thinking.
them they are on the right path. If the struggle becomes unproductive, • Students may struggle with how another student estimated an answer.
students may need appropriate scaffolding such as hands-on materials Encourage the student to explain and justify his or her estimation
and visual representations to aid in their thought process. strategy. For example, the student may explain that he or she chose to
estimate by rounding the addends to the nearest 10. The explanation
may be supported by a number line showing the halfway point and the
nearest 10s.

MPP
Math Practices and Processes
Model with Mathematics
At the elementary level, students are introduced to what it means to model To help students build proficiency with modeling, students need
with mathematics. Modeling a problem situation enables students to find opportunities to interact with different representations Some suggestions
ways to solve the problem. Have students explain how their model for building proficiency include:
represents the problem. When students model the mathematics, they use • Have students use representations, such as base-ten blocks or a
different representations to help them solve problems. Encourage graphic organizer like a place-value chart, to provide students with a
students to compare their models to others, and to connect the different concrete understanding of the value of the digits in a multi-digit
models. For example, have them connect their base-ten block number. Ask them to think about how patterns they see in the
representations to addition equations while solving an addition word representation or organizer can help them understand the place value
problem. Remind students that they can always improve or revise their of digits in greater numbers.
models if their solution doesn’t make sense. • Have students use base-ten blocks to model adding and subtracting
3-digit numbers. This helps them understand the value of the digits in
the numbers.

SEL
Social and Emotional Learning
What Skills Will We Develop? • Self-Regulation – Goal-Setting (Lesson 2-11): Setting goals can help
• Self-Awareness – Identify Feelings and Emotions (Lesson 2-1): motivate students to take initiative and stay focused.
Students who can identify and understand their own feelings and • Responsible Decision-Making – Flexible Thinking (Lesson 2-7):
emotions can better manage the reactions to those emotions. Flexible thinkers can reevaluate a problem and adjust their thinking.
• Self-Awareness – Recognize Strengths (Lesson 2-6): When students • Responsible Decision-Making – Analysis (Lesson 2-12): Students
recognize their own strengths, they may be more willing problem solve. make sense through analysis, which helps make informed decisions.
• Self-Awareness – Identity and Belonging (Lesson 2-10): A strong • Social Awareness – Empathy (Lesson 2-3): Students who can
sense of identity and belonging can help students feel confident. empathize with others are more able to build positive relationships.
• Self-Regulation – Metacognition (Lesson 2-4): Students who think • Social Awareness – Develop Perspective (Lesson 2-9): Developing
about their own thinking can develop deeper understanding of perspective can help students understand different ways of thinking.
themselves as math learners. • Relationship Skills – Engage with Others (Lesson 2-2): Engaging with
• Self-Regulation – Rules and Routines (Lesson 2-5): Understanding establish a sense of belonging in the classroom community.
rules and routines can help students feel more confident. • Relationship Skills – Value Ideas of Others (Lesson 2-8): When students
value others’ ideas, they can build healthy, rewarding relationships.

Unit Overview 31D

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 Unit Overview
LOM
Language of Math
Vocabulary
Students will be using these key terms in this unit: • Estimate* (Lesson 2-3) Students were introduced to this term in Grade 2
• Compatible numbers* (Lesson 2-3) These are numbers that are easier in the context of estimating length. In Grade 3 they estimate sums and
to work and can help estimate a sum or difference. differences when an exact answer is not needed.
• Decompose* (Lessons 2-6, 2-7, 2-11) Students were introduced to this • Round* (Lesson 2–2) Students use the halfway point on number lines to
term in the context of composing and decomposing words in Grade 2. In round numbers to the nearest 10 or nearest 100.
Grade 3 students decompose, or break apart, numbers to make them • Sum (Lesson 2-8) Students were introduced to this term in the context
easier to work with. of addition in Grade 2, but may have forgotten that the answer to an
• Difference (Lesson 2-8) Students were introduced to this term in the addition problem is the sum.
context of subtraction in Grade 2, but may need a reminder that a
difference is the answer to a subtraction problem.

MLD
Math Language Development
A Focus on Listening
Active listening is a tool students must deliberately use to participate in • Encourage students to actively listen to strategies used to add and
meaningful math talk. They must listen to others carefully to have math subtract 3-digit numbers. Make it clear that you expect them to
discussions that enhance comprehension of concepts. By actively comment and to agree or disagree with the rationale behind the
listening, students can combine ideas and strategies from teachers and strategies. This will ensure that they are participatory listeners.
classmates with their own. When students are actively listening, they • Encourage students to rephrase concepts about how to solve two-step
should focus on the vocabulary words and strategies used. Therefore, word problems with addition and subtraction and how to find estimates
make sure to demonstrate proper vocabulary usage and encourage in their own words to clarify their understanding.
students to use new and review vocabulary terms in their explanations.
When students can paraphrase what someone said, can ask clarifying
questions, or can respond to questions, then they are participatory
listeners. When students share their thinking about a topic, it helps
students to process what they heard and demonstrates to teachers what
they understand.

EL
English Language Learner
In this unit, students are provided with a number of scaffolds to support Lesson 2-1 – p lace value
their comprehension of the language used to present and explain using Lesson 2-2 – close to, nearest
place value to fluently add and subtract within 1,000. Because many of Lesson 2-3 – about
the words and phrases used are likely unfamiliar to ELs, students are Lesson 2-4 – switch the order
supported in understanding and using these words. Lesson 2-5 – even, odd
Lesson 2-6 – horizontal, vertical
Lesson 2-7 – difference, different
Lesson 2-8 – adjust
Lesson 2-9 – rewrite
Lesson 2-10 – partial
Lesson 2-11 – unknown
Lesson 2-12 – need

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 Unit Routines

Number Routines
Build Fluency The number routines found at the beginning of each Decompose It
lesson help students build number sense and operational fluency. They Purpose: Build flexibility with numbers.
also help students develop the thinking habits of mind that are important Overview: Students generate multiple ways to decompose numbers and
for proficient doers of math. share their thinking for each decomposition. The teacher records
decompositions and facilitates a discussion of patterns they show.
Find a Pattern, Make a Pattern
Purpose: Build efficiency with recognizing and building patterns. Where Does It Go?
Overview: Students determine the rule(s) for a given pattern, then use the Purpose: Build estimating skills using benchmarks.
rule(s) to create a new pattern. The teacher records students’ new patterns Overview: Students place a target number on number lines with different
and facilitates a discussion to validate the pattern and its rules. endpoints and justify their placement.
Mystery Number Would You Rather?
Purpose: Builds mathematical reasoning and thinking. Purpose: Build flexibility with number sense; enhance decision-making.
Overview: Based on clues that are revealed one at a time, students Overview: Students choose between two options, both of which require
determine the mystery number. With each clue, students propose possible mental computation. Students explain their choice and their rationale.
solutions and eliminate proposed solutions that are no longer viable. The
teacher records students’ possible solutions and eliminations.

Sense-Making Routines
• Notice & Wonder™ (Lessons 2-1, 2-2, 2-3, 2-9) In Lesson 2-1, students • Is It Always True? (Lessons 2-5, 2-11) In Lesson 2-5, students recognize
recognize they can use multi-digit numbers to represent large quantities. the addition pattern that when an even amount is added to an odd
In Lesson 2-2, students explore strategies for determining the number of amount, the total amount is always odd. In Lesson 2-11, students
blocks in a sphere. In Lesson 2-3, students think about estimating to consider whether decomposing a number is the only strategy to solve a
compare and understand that they do not always need to find an exact subtraction problem.
answer. In Lesson 2-9, students identify that part of an entire distance • Notice & Wonder™: How are they the same? How are they
has been traveled. different? (Lessons 2-6, 2-7) In Lesson 2-6, students think about how
• Numberless Word Problem (Lessons 2-4, 2-10, 2-12) In Lesson 2-4, the items are the same despite being shown in a different orientation.
students understand that amounts can be added in any order to find a In Lesson 2-7, students think about how the same whole can be
sum. In Lesson 2-10, students think about the relationship of among decomposed into parts of different sizes.
the numbers in a word problem. In Lesson 2-12, students recognize that • Which Doesn’t Belong? (Lesson 2-8) Students think about how
it may require two or more steps and different operations to solve the digits in the ones place can make it easier of more difficult to
a problem. find the sum.

MLR
Math Language Routines
Mathematical Language Routines used in this unit give teachers a • Lesson 2-4: In order to optimize output, students participate in MLR1:
structured, yet adaptable format for amplifying and developing students’ Stronger and Clearer Each Time.
social and academic language. For more information on the Math • Lessons 2-5, 2-12: In order to maximize linguistic and cognitive meta-
Language Routines, see the Appendix. awareness, students participate in MLR2: Collect and Display.
• Lessons 2-1, 2-11: In order to maximize linguistic and cognitive meta- • Lessons 2-7, 2-10: In order to cultivate conversation, students participate
awareness and cultivate conversation, students participate in MLR8: in MLR7: Co-Craft Problems.
Discussion Supports. • Lesson 2-8: In order to optimize output and cultivate conversation,
• Lessons 2-2, 2-6: In order to optimize output, students participate in students participate in MLR4: Information Gap.
MLR7: Compare and Connect. • Lesson 2-9: In order to support sense-making, students participate in
• Lesson 2-3: In order to cultivate conversation, students participate in MLR6: Three Reads.
MLR3: Correct, Critique, and Clarify.

Unit Routines 31F

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 Readiness Diagnostic
Administer the Readiness Diagnostic to determine your students’
readiness for this unit.

Targeted Intervention
Use Guided Support Intervention lessons available in the
Digital Teacher Center to provide targeted intervention.

Item Analysis
Item DOK Skill Guided Support Standard
Intervention Lesson
1 2 Adjust numbers Mental Math with 2.OA.B.2
to add Sums to 20
2 3 Decompose Take Apart Tens and 2.NBT.B.5
numbers to add Ones to Add
3 1 Write numbers in Expanded Form 2.NBT.A.3
expanded form (101-999)
4 1 Relate addition to Use Related Addition 2.NBT.B.5
subtraction to subtract Facts to Subtract
5 2 Use addition and Total Unknown to 50 2.OA.A.1
subtraction to solve (Join/Take Apart)
one-step problems
6 3 Fluently add Subtract-Take Apart 2.NBT.B.5
and subtract Tens and Ones
using strategies
7 1 Relating addition and Use Related Addition 2.NBT.B.5
subtraction Facts to Subtract
8 2 Use addition and Result Unknown 2.OA.A.1
subtraction to solve within 50 (Take From)
one-step problems
9 2 Compare numbers Compare Whole 2.NBT.B.4
Numbers <1,000
10 2 Relating addition and Use Related Addition 2.NBT.B.5
subtraction equations Facts to Subtract

Assign the digital Readiness Diagnostic to students or

download and print PDFs from the Digital Teacher Center.

Course Diagnostic

Assign

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 Unit Opener

Focus Question
Introduce the Focus Question: How can I use strategies to add and
subtract fluently? Ask students to think about what they know about
addition and subtraction.
• How does place value affect addition and subtraction?
• What addition and subtraction strategies do you already know?
• What do you think you will be doing in the unit?
Remind students that at the end of the unit, they will reflect on
what they learned.

Family Letter
Each letter presents an overview of the math in the unit and home
activities to support student learning.

STEM in Action STEM Career: Pastry Chef

Videos
Students can watch the two STEM videos.
STEM Career: Pastry Chef Saffron talks about the work of a pastry chef.
Saffron Measures Fruit Saffron needs to add up the mass of fruit.

STEM Project Card

Students can complete the STEM Project Card during
their workstation time.
Saffron Measures Fruit
Websketch Exploration
Students can complete the Websketch Exploration
during their workstation time.

Unit Opener 31

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 Unit Opener

Ignite!
Penny Estimation
Students estimate the number of pennies that will fit in various regions.
Their strategies may include repeated addition and rounding.
Materials: 15–20 pennies for each small group

1. Have students refer to Rectangle A.

• How many pennies do you think will fit within Rectangle A without
gaps or overlaps? Explain.
2. Place students into small groups and give each group 15-20 pennies.
Have them try to fit as many pennies as they can within Rectangle A
without gaps or overlaps.
• How many pennies were you able to fit within Rectangle A?
Explain.
Allow students time to share their results so they can see how they
may best fit the pennies within Rectangle A.
3. Now have students consider Rectangles A and B.
• How many pennies could fit within Rectangles A and B all together?
Explain.
4. Now have students consider Rectangle C.
• How many pennies would fit within Rectangle C? Explain.
5. Now have students consider the entire Student Edition page, from
border to border.
• How many pennies do you think would fit onto this entire page?
Explain.
As the various strategies are discussed, write the estimates on the
board. Then have the class choose the estimates they think are best.
Finally, combine pennies from the groups to have students find out
how many pennies actually fit on the page.
Extensions
6. Have students use similar strategies to determine the total value of
coins that fit on the page.
• What is the total value of the pennies that fit on this page? Explain.
• Do you think the page would be worth more if it were covered with
nickels rather than with pennies? Explain.

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 Unit Resources At-A-Glance

Workstations Additional Resources

Reveal Math offers rich and varied resources that teachers can use to differentiate and Use the resources below to provide
enrich students’ instructional experiences with the unit content. The table presents an additional support for this unit.
overview of the resources available for the unit with recommendations for when to use.

Use After Vocabulary

Activity Description
Lesson Use the vocabulary cards to help students learn
Game Station Students build proficiency with using place value the vocabulary in this unit. Encourage students
to fluently add and subtract within 1,000. to write their own definitions of the key terms
• Represent It! 2-1 on the front side of the card.
• Estimate Four in a Row 2-2
• Estimation Bump 2-3
• Property Concentration 2-4
Game Station

• Addition Pattern Bump 2-5 expanded form

• Partial Sums Showdown 2-6
• My Subtraction Strategies 2-7
• Subtracting with Compatible Numbers 2-8
Tic Tac Toe
Foldables
• Addition and Subtraction Concentration Use the unit foldables with Lessons 2-2 and 2-6.
2-9
• Multi-Digit Addition Tic Tac Toe 2-10
• Subtract Across Zeros Bump 2-11 400 - 220 = 180 Use base-ten
blocks to represent
the equations.

• Multi-Step Addition or Subtraction Race 2-12

400 = 220 + 180
Digital Game Asteroid Blast Students practice adding 2-1
Digital Station

multiples of 10.
Spiral Review
Students can complete the Spiral Review
at any point during the unit as either a
Have students complete at least one of the Use It! activities for this unit. paper-and-pencil or digital activity.

STEM Project Card Build a Fire Tower Students use measurements 2-12 Lesson Standard
to plan and build a fire tower model. 2-1 2.OA.A
2-2 2.OA.B
Application Station

2-3 2.NBT.A
Connection Card History of the Railroad Students plan and diagram 2-12 2-4 2.NBT.B
a railway system. They draw railway stations and
2-5 2.MD.A
label the distances between them.
2-6 2.MD.B
2-7 2.OA.A
Real World Card Buy New Playground Equipment Students create 2-11
lists of playground equipment purchases that would 2-8 2.OA.B
stay within a school’s budget. 2-9 2.NBT.A
2-10 2.NBT.B
2-11 2.MD.A
2-12 2.MD.B

Unit Resources At-A-Glance 32A

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 LESSON 2-1
Represent 4-Digit Numbers

Learning Targets Vocabulary

• I can represent 4-digit numbers in different ways. Math Terms Academic Terms
• I can explain how to represent 4-digit numbers in different ways. expanded form determine
standard form represent
word form
Standards Major Supporting Additional

Content
3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
Materials
The materials may be for any part
Math Practices and Processes
of the lesson.
MPP Look for and make use of structure.
• base-ten blocks
MPP Look for and express regularity in repeated reasoning.
• blank number cubes
• deck of playing cards
• Place-Value Chart Teaching Resource

Focus
Content Objective Language Objectives SEL Objective
Number Routine
• Students represent 4-digit • Students describe 4-digit • Students identify and discuss
Find a Pattern,
numbers in expanded form, word numbers using place value. the emotions experienced Make a Pattern 5–7 min
form, and standard form using an • To maximize linguistic and during math learning.
understanding of place value. cognitive meta-awareness, use Build Fluency Students build fluency
MLR8: Discussion Supports. with patterns as they determine a pattern
rule and apply the rule to a new pattern.
Coherence These prompts encourage students to
Previous Now Next talk about their reasoning:
• Students learned that digits • Students extend their • Students use their • How did you determine
in each place represent amounts understanding of place value understanding of place value to
of hundreds, tens, and ones through thousands. round numbers (Unit 2).
the missing numbers?
(Grade 2). • Students use place value to • How did you find the pattern rule?
compare multi-digit numbers
(Grade 4). • How is your new number
sequence similar to the first one?
Rigor How is it different?

Conceptual Understanding Procedural Skill & Fluency Application

• Students understand that • Students build proficiency with • Students apply their
numbers have a predictable and place value through different understanding of place
generalizable structure, which representations. value to solve problems.
extends their understanding of Procedural skill and fluency is Application is not a targeted
place value to 4-digit numbers.
not a targeted element of rigor element of rigor for this standard.
for this standard.

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 Launch 5–7 min Sense-Making Routine

Purpose Students recognize they can use 4-digit numbers to represent

large quantities.

Notice & Wonder™

• What do you notice?
• What do you wonder?

Teaching Tip Have students work in pairs to discuss what they notice
and wonder about the fish. This can help build a collaborative classroom
culture. It also allows for greater participation among students as they
share their thinking with their partners.
ETP
Pose Purposeful Questions
The questions that follow may be asked in any order. They are meant to
help advance students’ understanding of 4-digit numbers and are based
on possible comments and questions that students may make during the
share out.
• How many digits do you think there will be in the number that
represents the total amount of fish? Explain.
• How can you represent the total number of fish in different ways?
• How could you use an understanding of place value to help determine
the total number of fish?

Math is... Mindset

• How does identifying your feelings and emotions help you?
SEL Self-Awareness: Identify Feelings and Emotions
After students participate in the Notice and Wonder™ routine, invite them
to share the emotions they were experiencing. Encourage students to
focus on the feelings they experience when they were successful as well
as when they were not. Their work throughout the lesson with
representing 4-digit numbers may be challenging, and they may feel upset
or frustrated. Remind students that these feelings are neither right nor
wrong, but how we deal with our feelings can affect success with math
work. Sharing and listening can help students build understanding of their
own emotions as well as the emotions of others.

Transition to Explore & Develop

Ask questions that encourage students to think about how they can
represent quantities greater than 3-digit numbers. Encourage students to
discuss different ways they can represent numbers.
ETP
Establish Goals to Focus Learning
• How can you represent numbers that are greater than 999?

Lesson 2-1 • Represent 4-Digit Numbers 33

33A_36C_RM_T3_U2_L01_683915_117950.indd 33 19/05/20 1:39 PM

 Explore & Develop 20 min

1 Pose the Problem

MLR Discussion Supports
Ask the class, What does it mean to represent a number? Lead students in a
brief discussion about the meaning of represent. Encourage students to offer
synonyms. Guide them in activating any background knowledge they have
about representing numbers.
ETP
Pose Purposeful Questions
• How can you use base-ten blocks to represent 138 in the number?
• Think About It: How do you think the base-ten blocks would change
if you needed to represent all four digits in the number?
• Other than base-ten blocks, what are some different ways you learned
to represent numbers in previous grades?

2 Develop the Math

Choose the option that best meets
your instructional goals.

3 Bring It Together
ETP
Elicit and Use Evidence of Student Thinking
• Which place values are used to compose 4-digit numbers?
• How can you represent a 4-digit number in standard form,
expanded form, and word form?

Key Takeaway
• 4-digit numbers are composed of thousands, hundreds, tens, and ones.

Work Together
Students think about the meaning of each form of the number.
Have students discuss how they represented 3-digit numbers
in these forms before asking them to represent the number in
expanded form and word form.

Common Misconception: Students may think that zero needs to be

written for expanded form and word form. Remind them that the zero is
place holder and the value of the digit is zero.
LOM
Language of Math
Students should be comfortable using place-value terms (ones, tens,
hundreds, thousands) to describe 4-digit numbers. Students should
describe various number representations with these terms.

34 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students explore ways to represent 4-digit numbers. Students explore representations of 4-digit numbers. Remind
students that place value identifies the value of a digit, and verify
Materials: blank number cubes, base-ten blocks,
they understand that a 3-digit number has digits in the hundreds,
Place-Value Chart Teaching Resource
tens, and ones places. Then explain that a cube is base-ten block
Directions: Write a 4-digit number on the board. Have students work that has a value of 1,000.
in pairs to discuss the place value of each digit. Guide students to
ETP
understand that 4-digit numbers are composed of thousands, Facilitate Meaningful Discourse
hundreds, tens, and ones. Note the use of the comma. Discuss the • If you know that the value of each cube is 1,000, how can you
meaning of thousands. Then discuss how students might represent determine the amount represented by all the base-ten blocks?
4-digit numbers. Guide students to draw on their previous • Think About It: What is the place value of each digit in 2,138?
knowledge of representing 3-digit numbers using base-ten blocks,
Discuss the value of each digit in the place-value chart, and identify
place-value charts, standard form, expanded form, and word form.
that a comma is used between the values of the thousands place and
Provide pairs with a number cube labled 1–6 and the Place-Value Chart
the hundreds place.
Teaching Resource. One partner will roll a number cube four times and
• Suppose there was a zero in the hundreds place. How would
record the digits in the place-value chart. Have students work together
describe its value?
to represent the number in as many ways as possible. Have base-ten
blocks available. Students should repeat the activity as time allows. Have students discuss which of the different forms is most and
least efficient to use.
ETP Support Productive Struggle
• How can you write your number to show each place value? Math is... Generalizations
• How can you represent your number using base-ten blocks? • How is representing 4-digit numbers the same as representing
• How can you use what you know to read your number 3-digit numbers?
to your partner? Students consider the similarities between representing 3- and
4-digit numbers.
Math is... Generalizations
• How is representing 4-digit numbers the same as representing
3-digit numbers?
Activity Debrief: Have students share examples of the different
ways students represented their 4-digit numbers. Discuss which
base-ten block represents thousands. Activity Cards
Lesson 2–4

Review standard, expanded, and word Kate estimates how much money
she needs to save to buy a car.
Ross estimates the number of tickets
he has for prizes at the arcade.

form with students and how it applies

to 4-digit numbers.
A manager estimates the amount of An interior designer estimates the
flooring a new store needs. amount of fabric for a project.

An engineer estimates the weight Juni estimates the disk space she

Have students revisit the Pose the

limit of an elevator. will use before buying a computer.

Problem question and discuss Copyright © McGraw-Hill Education

Copyright © McGraw-Hill Education

answers. will use before buying a computer. limit of an elevator.

Juni estimates the disk space she An engineer estimates the weight

• What are some ways to represent

Activity Cards

amount of fabric for a project. flooring a new store needs.

this number?
An interior designer estimates the A manager estimates the amount of
1

he has for prizes at the arcade. she needs to save to buy a car.

A PDF of the Teaching Resource is

Ross estimates the number of tickets Kate estimates how much money

Activity Cards

available in the Digital Teacher Center.

Lesson 2–4

EL
English Learner Scaffolds
Entering/Emerging Support students in Developing/Expanding Support students in Bridging/Reaching Support students
verbalizing each place value in a 4-digit number. verbalizing each place value in a 4-digit number. in expressing the place value of a
Write the number 2,138 on the board. Point to the Write the number 2,138 on the board. Point to the 4-digit number. Write various 4-digit
8 and say, This is the ones place. Repeat for each 8 and say, This is the ones place. Repeat for each numbers on the board. Have volunteers
digit. Check understanding by asking yes/no digit in the number. Check understanding by verbalize each place value and read
questions such as, Is this the thousands place? asking questions such as, What place is this? each number in expanded form.

Lesson 2-1 • Represent 4-Digit Numbers 34A

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 Practice & Reflect 10 min

Practice
ETP Build Fluency from Understanding
Common Error: Exercises 5–10 Students may forget to insert
a comma when writing 4-digt numbers. Remind them that a comma
should be inserted between the values of the thousands place and
the hundreds place.

Practice Item Analysis

Item DOK Rigor
1–4 1 Conceptual Understanding
5–10 2 Procedural Skill and Fluency
11–12 3 Application

Reflect
Students complete the Reflect question.
• How does place value help you write a number in word form?
Ask students to share their reflections with their classmates.

Math is... Mindset

• What feelings did you experience today and how did you know?
Students reflect on how they practiced self-awareness.

Learning Targets
Ask students to reflect on the Learning Targets of the lesson.
• I can represent 4-digit numbers in different ways.
• I can explain how to represent 4-digit numbers in different ways.

To review today’s lesson, have students

watch the Math Replay video in their
Digital Student Center.
Assign the On My Own practice to
students from the Digital Teacher Center.

35–36 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

33A_36C_RM_T3_U2_L01_683915_117950.indd 36 19/05/20 1:39 PM

 Assess 10 min

Exit Ticket Formative Assessment

The Exit Ticket assesses students’ understanding of lesson concepts.

Metacognitive Check Reflect on Your Learning allows students to
think about their level of understanding of the lesson content on a
scale of 1 to 4 with 4 being the highest confidence. Assess

Exit Ticket Skill Tracker

Item DOK Skill Standard
1 1 Represent 4-digit numbers 3.NBT.A.1 Assign

2 1 Represent 4-digit numbers 3.NBT.A.1

3 3 Understand place value 3.NBT.A.1

Data Use students’ scores on the Exit Ticket to assign the

differentiated resources available. When students complete
the Exit Ticket in the digital workspace, their responses are
auto-scored.

Exit Ticket Recommendations

If students score Then have students do
3 of 3 Additional Practice or any of the or activities
2 of 3 Take Another Look or any of the activities
1 or fewer of 3 Small Group Intervention or any of the activities
Key for Differentiation
Reinforce Understanding
Build Proficiency
Extend Thinking

Lesson 2-1 • Represent 4-Digit Numbers 36A

33A_36C_RM_T3_U2_L01_683915_117950.indd 1 19/05/20 1:39 PM

 Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

Place-Value Pictures Practice It! Game Station
Remove face cards from a deck of playing cards. Each Represent It!
student chooses 4 cards to make a 4-digit number, which they Students practice representing multi-digit

WORKSTATIONS
SMALL GROUP

represent using base-ten blocks, a place-value chart, and a numbers in different forms.
number line. Discuss with students the similaries and differences
in each representation. Make sure students are correctly dealing
with 0s in a place value position.

Take Another Look Lessons Interactive Additional Practice

Assign the interactive lessons Assign the digital version of
GO ONLINE

GO ONLINE
to reinforce targeted skills. the Student Practice Book.
• Standard Form through 9,999
• Word Form through 9,999
Assign Assign
• Expanded Form through 9,999

Differentiation Resource Book, p. 1 Student Practice Book, pp. 1–2

INDEPENDENT WORK

INDEPENDENT WORK

36B Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

33A_36C_RM_T3_U2_L01_683915_117950.indd 2 19/05/20 1:39 PM

 Extend Thinking
Own It! Digital Station Use It! Application Station
Build Fluency Games Buy New Playground Equipment
Assign the digital game to develop Students create lists of playground

WORKSTATIONS
fluency with adding multiples of 10. equipment purchases that would stay
within a school’s budget. The content
of this card has concepts covered later
Assign
in Lesson 2-11. You may want to assign
this card to students ready to explore
content covered later in this unit.

Spiral Review Websketch Exploration

Assign the digital Spiral Review Assign a websketch exploration to

GO ONLINE
Practice to students or apply skills and extend thinking.
download and print PDFs of
the Spiral Review from the
Digital Teacher Center. Assign Assign

Student Practice Book, pp. 1–2 Differentiation Resource Book, p. 2

INDEPENDENT WORK

Lesson 2-1 • Represent 4-Digit Numbers 36C

33A_36C_RM_T3_U2_L01_683915_117950.indd 3 19/05/20 1:39 PM

 LESSON 2-2
Round Multi-Digit Numbers

Learning Targets Vocabulary

• I can round numbers to the nearest 10 and 100. Math Term Academic Terms
• I can explain how to round numbers to the nearest 10 and 100. round identify
discuss

Standards Major Supporting Additional

Content
Materials
3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100. The materials may be for any part of
the lesson.
Math Practices and Processes
• base-ten blocks
MPP Model with mathematics.
• counters
MPP Look for and express regularity in repeated reasoning.
• index cards
• Number Chart 401–500 Teaching Resource

Focus
Content Objective Language Objectives SEL Objective
Number Routine
• Students round numbers to • Students use the • Students collaborate
Find a Pattern,
the nearest 10 or nearest 100. superlative nearest to with peers to complete Make a Pattern 5–7 min
explain rounding numbers. a mathematical task.
• To optimize output, use MLR7: Build Fluency Students build fluency
Compare and Connect. with patterns as they determine a
pattern rule and use the rule to create
Coherence a new pattern.
Previous Now Next These prompts encourage students
• Students gained an • Students use their • Students use rounded numbers to talk about their reasoning:
understanding of place value of understanding of place to estimate sums and
• How did you determine
3-digit numbers (Grade 2). value to round 3-digit differences (Unit 2).
numbers to the the missing numbers?
• Students round multi-digit
nearest 10 or 100. numbers to any place (Grade 4). • How did you find the pattern rule?
• How is your new number
Rigor sequence similar to the first one?
Conceptual Understanding Procedural Skill & Fluency Application How is it different?
• Students develop an • Students develop proficiency • Students apply their
understanding of rounding using with rounding 3-digit numbers to understanding of rounding
a number line and place value. the nearest 10 or 100. numbers to solve real-world
problems.
Procedural skill and fluency is
not a targeted element of rigor Application is not a targeted
for this standard. element of rigor for this standard.

37A Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

37A_40C_RM_T3_U2_L02_683915_119731.indd 1 19/05/20 12:41 PM

 Launch 5–7 min Sense-Making Routine

Purpose Students explore strategies for determining an estimate

for the number of blocks.

Notice & Wonder™

• What do you notice?
• What do you wonder?

Teaching Tip Have students discuss the image, encouraging all to

participate. After writing student responses on the board, work with them
to identify the questions and statements with a mathematical focus. Circle
these statements to focus the discussion.
ETP
Pose Purposeful Questions
The questions that follow may be asked in any order. They are meant to
help advance students’ understanding of numbers that are close to the
actual amount, and are based on possible comments and questions that
students may make during the share out.
• What math do you see in the image?
• What can you do when you cannot determine an exact amount
or an exact number?
• If you do not need an exact amount or number, can there be more
than one answer? Explain.

Math is... Mindset

• What can you do to work together with your classmates?
SEL Relationship Skills: Engage with Others
As students engage in collaborative discourse around the Notice and
Wonder™ routine, invite them to give constructive or helpful feedback to
their peers. As students engage and discuss what they noticed and
wondered, they are strengthening their relationship skills. Remind
students that active listening and building on the ideas of others can help
them connect with one another and work toward achieving shared goals.

Transition to Explore & Develop

Students should begin to think about how they can replace the value of a
number with a number that is close to the exact number. Ask questions to
help encourage students to discuss strategies for determining a number
that might be close to the actual amount.
ETP
Establish Goals to Focus Learning
• When might it be helpful to use a number that is close
to the exact number?

Lesson 2-2 • Round Multi-Digit Numbers 37

37A_40C_RM_T3_U2_L02_683915_119731.indd 37 19/05/20 12:41 PM

 Explore & Develop 20 min

1 Pose the Problem

ETP
Pose Purposeful Questions
• Is an exact number needed to answer the question? Explain.
• How can you use the exact number of blocks to determine
about how many there are?
• Think About It: How can you use place value to describe
about how blocks are in the sphere?

2 Develop the Math

Choose the option that best meets
your instructional goals.
MLR
Compare and Connect
Pair students and assign each partner one of the approaches
for solving the problem. Have partners explain and compare
the steps for the approach they used. Circulate and listen
as pairs discuss. Review each approach by restating or
repeating steps that you hear students explain.

3 Bring It Together
ETP
Elicit and Use Evidence of Student Thinking
• How can you use the halfway point on a number line
to round a number to the nearest 10 or nearest 100?
• How can you use place value to round a 3-digit number
to the nearest 100?

Key Takeaway
• Rounding a number to the nearest 10 or 100 makes the number easier
to work with when an exact number is not needed.

Work Together
Students consider how and why a number can be rounded to different
numbers. Have students discuss the question in pairs before discussing
the different strategies the students might have used to round to arrive
at different numbers.

Common Misconception: Students may think that when the digit in the
ones place is 5, they should round down. Have students show the number on
a number line. Note that each ten number should have 10 numbers that
round to it so numbers that have a 5 in the ones place must round up.
LOM
Language of Math
Students should understand the word round in math means something
different than everyday usage. Explain that in math, round is a verb that
means to alter a number to the ten or hundred it is closest to, while as a
verb in everyday language it means to go around something.

38 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students explore rounding 3-digit numbers to the nearest 10 Students explore strategies and tools to round 3-digit numbers to the
and the nearest 100. nearest 10 or nearest 100.
Materials: counters, Number Chart 401–500 Teaching Resource ETP
Facilitate Meaningful Discourse
Directions: Provide the Number Chart 401–500. Have students work • Why might it be helpful to work with numbers that are close
in pairs to identify numbers on the chart that might be the easiest to to exact numbers?
work with in an equation. Have students share and provide a rationale • What does it mean to find the halfway point? How can you find
for their choices. Guide students to see that 10 numbers such as 410 the halfway point between two numbers?
and 420 would be easier to work with than numbers such as 407 or • Why is a number line a useful tool for rounding numbers?
418. Have one student toss a counter onto the chart. The student • What rule can you tell your friend about rounding numbers
chooses any number the counter touches. Partners work together to to the nearest 10? Does the same rule apply when rounding
choose and record the closest ten number to the chosen number. to the nearest 100? Explain.
Have students repeat as time allows. • Think About It: Why do you use the tens place
to find the nearest 100?
ETP Support Productive Struggle
• How did you determine which ten number was closest? Ensure students understand to round to the greater 10 or 100
• What rule would you propose to determine the when the digit in the ones place or tens place is 5 by having them
closest ten number? discuss how to round 150 to nearest hundred.
• How would you explain how to round 150
Activity Debrief: Have students share their exact numbers and the to the nearest hundred?
nearest 10. Explain to students that when they find the nearest 10, they
round the number. Have students discuss a rule for rounding based on Math is... Generalizations
the strategies they used. Discuss how this might be useful when a • When is rounding a useful strategy?
number chart is not available. Present a 3-digit number and discuss Students consider situations when rounding is appropriate.
how a number line might be used as a tool. Model the use of the
number line including the halfway point. Ensure students understand
that numbers with a 5 in the ones place round to the greater 10. Extend
the discussion to rounding to the nearest 100. Students should consider
if or how their rounding rule would change. Have them use a number
line for support and to test their strategy.
Lesson 2–4

Math is... Generalizations Activity Cards

Kate estimates how much money Ross estimates the number of tickets
she needs to save to buy a car. he has for prizes at the arcade.

• When is rounding
a useful strategy?
A manager estimates the amount of An interior designer estimates the
flooring a new store needs. amount of fabric for a project.

An engineer estimates the weight Juni estimates the disk space she

Have students revisit the limit of an elevator. will use before buying a computer.

Pose the Problem question Copyright © McGraw-Hill Education

Copyright © McGraw-Hill Education

and discuss answers. will use before buying a computer. limit of an elevator.
Juni estimates the disk space she An engineer estimates the weight

• About how many blocks are

1 Activity Cards

there?
amount of fabric for a project. flooring a new store needs.
An interior designer estimates the A manager estimates the amount of

A PDF of the Teaching Resource

he has for prizes at the arcade. she needs to save to buy a car.
Ross estimates the number of tickets Kate estimates how much money

is available in the Digital Teacher

Activity Cards
Lesson 2–4

Center.

EL
English Learner Scaffolds
Entering/Emerging Guide understanding of the Developing/Expanding Guide understanding of Bridging/Reaching Ask students to
difference between close to and nearest. Point the difference between close to and nearest. explain the difference between close to
out a group of objects near you. These books are Point out a group of objects near you. These and nearest. Encourage them to use
close to me. Then describe the closest one: This books are close to me. That blue book is the objects in the classroom to demonstrate
book is the nearest. I can touch it. Point to nearest. Then rearrange the books, point to the as they explain the difference.
another book. Ask, Is this book nearest? (no) nearest one, and say, Tell me about this book.

Lesson 2-2 • Round Multi-Digit Numbers 38A

37A_40C_RM_T3_U2_L02_683915_119731.indd 1 19/05/20 12:41 PM

 Practice & Reflect 10 min

Practice
ETP Build Fluency from Understanding
Common Error: Exercises 1–6 Students may round to the wrong place
value. Remind students to be aware of the place-values in 2- and 3-digit
numbers. For some students, a quick use of base-ten blocks to represent
the number may be helpful.

Practice Item Analysis

Item DOK Rigor
1–6 1 Procedural Skill and Fluency
7–10 2 Conceptual Understanding
11–12 2 Application

Reflect
Students complete the Reflect question.
• When might you want to round to the nearest 10 instead
of the nearest 100?
Ask students to share their reflections with their classmates.

Math is... Mindset

• How did you work together with your classmates?
Students reflect on how they developed stronger relationship skills.

Learning Targets
Ask students to reflect on the Learning Targets of the lesson.
• I can round numbers to the nearest 10 and 100.
• I can explain how to round numbers to the nearest 10 and 100.

To review today’s lesson, have students

watch the Math Replay video in their
Digital Student Center.
Assign the On My Own practice to
students from the Digital Teacher Center.

39–40 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

37A_40C_RM_T3_U2_L02_683915_119731.indd 40 19/05/20 12:41 PM

 Assess 10 min

Exit Ticket Formative Assessment

The Exit Ticket assesses students’ understanding of lesson concepts.

Metacognitive Check Reflect On Your Understanding allows students to

think about their level of understanding of the lesson content on a scale of
1 to 4 with 4 being the highest confidence. Assess

Exit Ticket Skill Tracker

Item DOK Skill Standard
Assign

1 1 Round multi-digit numbers 3.NBT.A.1

2 1 Round multi-digit numbers 3.NBT.A.1
3 3 Round multi-digit numbers 3.NBT.A.1
4 2 Round multi-digit numbers 3.NBT.A.1

Data Use students’ scores on the Exit Ticket to assign the

differentiated resources available. When students complete the
Exit Ticket in the digital workspace, their responses are auto-scored.

Exit Ticket Recommendations

If students score Then have students do
4 of 4 Additional Practice or any of the or activities
3 of 4 Take Another Look or any of the activities
2 or fewer of 4 Small Group Intervention or any of the activities
Key for Differentiation
Reinforce Understanding
Build Proficiency
Extend Thinking

Lesson 2-2 • Round Multi-Digit Numbers 40A

37A_40C_RM_T3_U2_L02_683915_119731.indd 1 19/05/20 12:41 PM

 Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

Rounding Fun Practice It! Game Station
Distribute 3 index cards to each student. Have each student Estimate Four in a Row
write a rounding statement (to the nearest 10) on each card. Students practice rounding numbers.

WORKSTATIONS
SMALL GROUP

Shuffle the cards and pass each card around the group. Have
students discuss whether the statement is correct. If students
have difficulty, show the number, the rounded number, and the
nearest multiple of 10 on the other side of the number on a
number line or number chart and help students count the number
of spaces between the number and each multiple of 10.

Take Another Look Lessons Interactive Additional Practice

Assign the interactive lessons to Assign the digital version
GO ONLINE

GO ONLINE
reinforce targeted skills. of the Student Practice Book.
• Round 3-Digit Numbers
(Nearest 10)
• Round 3-Digit Numbers Assign Assign

(Nearest 100)

Differentiation Resource Book, p. 3 Student Practice Book, pp. 3–4

INDEPENDENT WORK

INDEPENDENT WORK

40B Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

37A_40C_RM_T3_U2_L02_683915_119731.indd 2 19/05/20 12:41 PM

 Extend Thinking
Own It! Digital Station Use It! Application Station
Build Fluency Games History of the Railroad Students plan
Assign the digital game to develop and diagram a railway system. They

WORKSTATIONS
fluency with adding multiples of 10. draw railway stations and label the
distances between them. The content
of this card has concepts covered later
Assign
in Lesson 2-12. You may want to assign
this card to students ready to explore
content covered later in this unit.

Spiral Review Websketch Exploration

Assign the digital Spiral Review Assign a websketch exploration to

GO ONLINE
Practice to students or apply skills and extend thinking.
download and print PDFs of
the Spiral Review from the
Digital Teacher Center. Assign Assign

Student Practice Book, pp. 3–4 Differentiation Resource Book, p. 4

INDEPENDENT WORK

Lesson 2-2 • Round Multi-Digit Numbers 40C

37A_40C_RM_T3_U2_L02_683915_119731.indd 3 19/05/20 12:41 PM

 Math Probe

Analyze The Probe Formative Assessment

Students are given a number that has been rounded to the nearest 10 or
to the nearest 100. Students must then select all numbers from a list of
numbers that would produce the given number when rounded to the
nearest 10 or to the nearest 100. Students circle their choices and justify
their reasoning.
Targeted Concept Understand rounding concepts and conventions to
identify numbers that would round to a given number when those numbers
are rounded to the nearest 10 or to the nearest 100.

Targeted Misconceptions Students may not understand that

rounding relates to location relative to halfway points on a number line.
They may not understand that multiple numbers can round to the same
number when rounding to a given place.

Authentic Student Work

Below are examples of correct student work and explanations.

Sample A

Sample B

41–42 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

041_42A_RM_T3_U2_MP_683915_121156.indd 42 19/05/20 12:40 PM

 Collect and Assess Student Work
Collect and review student responses to determine possible misconceptions. See examples in If-Then chart.
IF incorrect… THEN the student likely… Sample Misconceptions
1. b, f thinks about rounding as
2. a, f rounding off at the given
place rather than rounding
to the nearest given place.
The student may not apply
the convention that when the
digit to the right of the place
being rounded to is 5 or
greater, you round up.
1. e rounds up or down rather
2. d than to the nearest place.

1. g, h Ignores the digit in the

hundreds place, and considers
only whether 34 (Item 1,
choice g) or 29 (Item 2,
choice h) rounds to 30;

2. e, g rounds down based on

the digit in the ones place
rather than on the digit
in the tens place.
Other incorrect Has difficulty interpreting place
choices value or applies flawed
rounding procedures other
than those describe above.
Many of the above difficulties result in a combination of correct and incorrect responses.
For correct responses, be sure to check for sound reasoning.

Take Action
Choose from the following resources or suggestions: Revisit the Probe After additional instruction, have students review their
• Have students make and walk on a physical number line to build initial answers to the probe. Use these questions for discussion:
understanding that rounding is related to proximity to a value shown • Are there any answers you would like to change? Explain.
on the number line. • Are there any questions that you still have about any
• Use base-ten blocks to build numbers and discuss rounding to the of the items on this probe?
nearest 10 and nearest 100. Have students use base-ten blocks to build
a number that when rounded would be the number you have
represented with the blocks. Metacognitive Check Reflect on Your Learning allows students to think
• Move away from concrete materials and a number line to support about their level of understanding of the lesson content on a scale of 1 to 4
students in reasoning about rounding by visualizing numbers without with 4 being the highest confidence.
physically representing them.

Math Probe 42A

041_42A_RM_T3_U2_MP_683915_121156.indd 1 19/05/20 12:40 PM

 LESSON 2-3
Estimate Sums and Differences

Learning Targets Vocabulary

• I can use compatible numbers to estimate sums and differences. Math Terms Academic Terms
• I can explain how to use compatible numbers to estimate sums and differences. estimate reason
compatible comparison
number
Standards Major Supporting Additional

Content
3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
Materials
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place The materials may be for any part
value, properties of operations, and/or the relationship between addition and subtraction. of the lesson.
• blank number cubes
Math Practices and Processes
• Number Cards 0–10 Teaching Resource
MPP Use appropriate tools strategically.
MPP Look for and make use of structure.

Focus
Content Objective Language Objectives SEL Objective
Number Routine
• Students use compatible • Students make numerical • Students observe the emotions
Mystery Number
numbers to estimate a sum estimations using about. of others when working on 5–7 min
or difference. • To cultivate conversation, collaborative math work, and
use MLR3: Critique, Correct, practice empathetic responses Build Fluency Students build
and Clarify. when appropriate. understanding of place value as they use
clues to determine the value of a number.
Coherence These prompts encourage students to
Previous Now Next talk about their reasoning:
• Students learned how to make a • Students use their knowledge • Students break apart numbers • How did you use the clue to revise
good estimate (Grade 2). of rounding to the nearest 10 to add and subtract 3-digit
your guess?
• Students rounded numbers to and 100 to estimate sums and numbers (Unit 2).
the nearest 10 and 100 (Unit 2). differences. • Students use the standard • Is it possible to determine the value
algorithm to add and subtract of the mystery number without using
multi-digit numbers (Grade 4). all the clues? Explain.
• Do some clues give more
Rigor
information about the mystery
Conceptual Understanding Procedural Skill & Fluency Application number than others?
• Students develop an • Students build proficiency with • Students apply an
understanding of compatible estimating sums and differences. understanding of estimation to
numbers to estimate sums solve real-world problems.
and differences. Application is not a targeted
Conceptual understanding is element of rigor for this standard.
not a targeted element of rigor
for this standard.

43A Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 Launch 5–7 min Sense-Making Routine

Purpose Students think about estimating to compare and understand

that they do not always need to find an exact answer.

Notice & Wonder™

• What could you ask?
• What math do you see in the image?

Teaching Tip Have students work with a partner to create a list of

questions. This can help students see many questions are possible about
the same scenario. Partners should discuss what information is needed to
answer each question and if an exact answer is needed.
ETP
Pose Purposeful Questions
The questions that follow may be asked in any order. They are meant to
help advance students’ understanding of estimation, and are based on
possible comments and questions that students may make during the
share out.
• How might you compare the boy and the giraffe?
• What measurements might you ask about?
• What operations might you use to answer the question?
• What questions can you answer with an exact number? Which ones
can you answer with an answer that is close? Explain.

Math is... Mindset

• How can you recognize and understand how others are feeling?
SEL Social Awareness: Empathy
Establish a classroom culture that welcomes openness and empathy by
encouraging students to share and discuss their emotions. After students
participate in the Notice and Wonder™ routine, invite them to share the
emotions they were experiencing. Encourage students to think about their
own experiences with the emotions being shared. Their work throughout
the lesson with estimating sums and differences may be challenging, and
they may feel emotions such as happy, excited, or frustrated. Sharing and
listening can help students build understanding of their own emotions as
well as empathy for others.

Transition to Explore & Develop

Encourage students to think about whether an exact answer is needed.
Ask students to consider whether they have enough information to provide
an exact answer or an answer that is close. Have students think about
what operations they might use to answer the questions.
ETP
Establish Goals to Focus Learning
• How can you determine an answer that is close when an exact answer
is not needed?

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 Explore & Develop 20 min

1 Pose the Problem

ETP Pose Purposeful Questions
• Think About It: Is an exact answer needed to solve the problem?
How do you know?
• How can you change the numbers in the problem to make them
easier to work with?
• Which operation can be used to solve the problem? Explain.

2 Develop the Math

Choose the option that best meets
your instructional goals.
MLR
Critique, Correct, and Clarify
Write on the board, The number 576 is a compatible number.
Pair students to discuss whether the statement is accurate.
Have students clarify that a compatible number is a
number that is easier to work with. So, 576 is an exact
number while 575 is a compatible number.

3 Bring It Together
ETP
Elicit and Use Evidence of Student Thinking
• How can you use rounding to the nearest 10 or 100 to
estimate a sum?
• How can using compatible numbers help estimate a difference?

Key Takeaway
• Compatible numbers can be used to estimate a sum or difference
when an exact answer is not needed.

Work Together
As students share out their responses, ask them to explain what strategies
they used to estimate how many pounds of food the elephant eats over
two days. Have them explain which strategy provided an estimate closest
to the exact answer.

Common Misconception: Students may think they need to identify an

exact amount to answer the problem. Explain that the question uses the
word about, which signals an exact amount is not needed and they should
estimate to find their answer.
LOM
Language of Math
Students need multiple opportunities to use math vocabulary so that they
become part of their active vocabulary. Ask students questions that
require the use of round, estimate, equation, compatible numbers, sum,
and difference in their responses.

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 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students explore estimating using rounding and compatible numbers. Students explore using compatible numbers to estimate sums
and differences.
Materials: blank number cubes
ETP
Directions: Have students work in pairs to explore estimating using Facilitate Meaningful Discourse
different strategies. Explain that when an exact answer is not needed • How would you decide whether to round the numbers
students can estimate an answer that is close to the exact answer in an equation to the nearest 10 or nearest 100?
using numbers that are easier to work with. Provide each pair a • Think About It: Why is rounding to the nearest 10 closer
number cube labeled 0–5. Have each student roll the cube and to the exact answer than rounding to the nearest 100?
create two 3-digit numbers less than 500 using the digits rolled. • What is another way you can change the numbers in the
Have the pair create an addition and subtraction equation using the equation using compatible numbers to make the problem
numbers. Then the partners work together to rewrite the addition easier to solve?
and subtraction equations in as many different ways as they can with
Have students discuss whether they think the differences
numbers that are easier to work with to estimate the sum and
found by rounding are more exact than the difference found using
difference. Students should note which equations they found easiest
compatible numbers. They should be able to defend their reasoning.
to calculate. Have students compare their estimate to the exact
answer and note which numbers produced an estimate closest to the Math is... Strategy
exact answer. Students repeat the activity as time allows.
• How can estimating a sum or difference help to detect
ETP Support Productive Struggle possible errors?
• What numbers are close to the numbers but are easier to Students consider how estimating sums or differences can help them
work with? check their work.
• What strategies can use to choose easier numbers to work with?
Activity Debrief: Have pairs share an equation and how they rewrote
the equation to make it easier to solve. Students should explain their
strategy and how close their estimate was to the exact answer. Discuss
with students why it might be important to create an estimate that is
close to the exact answer. As students share, note strategies that
include rounding to the nearest 10 and 100. Also note when students
used numbers that were easier to work with that did not follow the
rounding rules. Explain that rounding is only one way to estimate.
Explain that numbers that are easier to work with can be called
compatible numbers.

Math is... Strategy

• How can estimating a sum or difference help to detect
possible errors?
Have students revisit the Pose the Problem question
and discuss answers.
• About how much taller is the giraffe?

EL
English Learner Scaffolds
Entering/Emerging Support understanding of Developing/Expanding Support understanding Bridging/Reaching Have students
the meaning of about. Hold up 6 pencils in your of the meaning of about. Hold up 6 pencils in create a list of words and phrases that
hand. Say, I think I have about 5 pencils. your hand and say, I have 6 pencils. That’s about indicate estimation, such as about,
Demonstrate counting all 6 pencils and say, Yes, I 5 pencils. Then present a group of 4 objects and close to, and approximately. Encourage
have about 5 pencils. Then present a group of 4 ask students about how many objects you have. stuents to explain how the words or
objects and ask, Do I have about 4 objects? (yes) Stress the word about each time you use it. phrases relate to esimtation.

Lesson 2-3 • Estimate Sums and Differences 44A

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 Practice & Reflect 10 min

Practice
ETP Build Fluency from Understanding
Common Error: Exercise 10 Some students may have difficulty
understanding what to do next after determining the compatible or rounded
numbers for the given quantities. Watch for those who add the quantities
instead of using subtraction. To solve this problem, students should identify
the part-whole relationship of the quantities.

Practice Item Analysis

Item DOK Rigor
1–6 2 Procedural Skill and Fluency
7–9 2 Conceptual Understanding
10 2 Application
11–12 3 Application

Reflect
Students complete the Reflect question.
• When might you need to estimate a sum or difference in your life?
Ask students to share their reflections with their classmates.

Math is... Mindset

• How have you worked to understand how others are feeling?
Students reflect on how they practiced social awareness.

Learning Targets
Ask students to reflect on the Learning Targets of the lesson.
• I can use compatible numbers to estimate sums and differences.
• I can explain how to use compatible numbers to estimate sums
and differences.

To review today’s lesson, have students

watch the Math Replay video in their
Digital Student Center.
Assign the On My Own practice to
students from the Digital Teacher Center.

45–46 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 Assess 10 min

Exit Ticket Formative Assessment

The Exit Ticket assesses students’ understanding of lesson concepts.

Metacognitive Check Reflect On Your Understanding allows students

to think about their level of understanding of the lesson content on a scale
of 1 to 4 with 4 being the highest confidence. Assess

Exit Ticket Skill Tracker

Item DOK Skill Standard
Assign
1 1 Use compatible numbers to 3.NBT.A.1
estimate sums
2 1 Use compatible numbers to 3.NBT.A.1
estimate differences
3 2 Round to estimate sums 3.NBT.A.1
4 3 Use compatible numbers to 3.NBT.A.1
estimate differences

Data Use students’ scores on the Exit Ticket to assign the

differentiated resources available. When students complete the
Exit Ticket in the digital workspace, their responses are auto-scored.

Exit Ticket Recommendations

If students score Then have students do
4 of 4 Additional Practice or any of the or activities
3 of 4 Take Another Look or any of the activities
2 or fewer of 4 Small Group Intervention or any of the activities
Key for Differentiation
Reinforce Understanding
Build Proficiency
Extend Thinking

Lesson 2-3 • Estimate Sums and Differences 46A

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 Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

Star It Reasonable! Practice It! Game Station
Work with students in groups of 3. Give students 3 sets of Estimation Bump
number cards from 0–9. One student creates two 3-digit Students practice estimating sums.

WORKSTATIONS
SMALL GROUP

numbers. The other students use either compatible or rounded

numbers to estimate the sum or difference of the two numbers.
Have students discuss whether the estimates are greater than or
less than the actual sum or difference. Encourage students using
compatible numbers to think about how to get sums or
differences ending in 5 or 0. Repeat with new numbers as time
allows.

Take Another Look Lessons Interactive Additional Practice

Assign the interactive lessons to Assign the digital version of the
GO ONLINE

GO ONLINE
reinforce targeted skills. Student Practice Book.
• Round 3-Digit Numbers
(Nearest 10)
• Round 3-Digit Numbers Assign Assign

(Nearest 100)

Differentiation Resource Book, p. 5 Student Practice Book, pp. 5–6

INDEPENDENT WORK

INDEPENDENT WORK

46B Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 Extend Thinking
Own It! Digital Station Use It! Application Station
Build Fluency Games Build a Fire Tower Students design and
Assign the digital game to develop build a model of a tower that could be

WORKSTATIONS
fluency with adding multiples of 10. used by a park ranger to spot fires. The
content of this card has concepts covered
later in Lesson 2−12. You may want to
Assign
assign this card to students ready to
explore content covered later in this unit.

Spiral Review Websketch Exploration

Assign the digital Spiral Review Assign a websketch exploration to

GO ONLINE
Practice to students or apply skills and extend thinking.
download and print PDFs of
the Spiral Review from the
Digital Teacher Center. Assign Assign

Student Practice Book, pp. 5–6 Differentiation Resource Book, p. 6

INDEPENDENT WORK

Lesson 2-3 • Estimate Sums and Differences 46C

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 LESSON 2-4
Use Addition Properties to Add

Learning Targets Vocabulary

• I can apply addition properties as strategies to help add more efficiently. Math Term Academic Terms
• I can explain how to apply addition properties as strategies to help add more efficiently. addend strategy
justify

Standards Major Supporting Additional

Content
Materials
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place The materials may be for any part
value, properties of operations, and/or the relationship between addition and subtraction. of the lesson.
• base-ten blocks
Math Practices and Processes
• blank number cubes
MPP Look for and make use of structure.
• numbered spinner
MPP Look for and express regularity in repeated reasoning.

Focus
Content Objective Language Objectives SEL Objective
Number Routine
• Students apply the properties of • Students justify multiple ways to • Students explain their thinking
Mystery Number
addition when adding two or solve an addition problem using for how they completed a 5–7 min
more addends. and the sum will be the same. mathematical task.
• To optimize output, use in MLR1: Build Fluency Students build
Stronger and Clearer Each Time. understanding of place value as they use
clues to determine the value of a number.
Coherence These prompts encourage students to
Previous Now Next talk about their reasoning:
• Students used place-value • Students explore addition • Students add and subtract • What are the greatest and least
understanding and properties of properties by grouping addends 3-digit numbers using
2-digt numbers?
operations to add and subtract or changing the order of strategies based on place value
(Grade 2). addends to add more efficiently. and properties of operations • What makes a number
(Unit 2). odd or even?
• Students fluently add multi-digit
whole numbers using • What numbers can you rule out?
properties of addition (Grade 4).

Rigor
Conceptual Understanding Procedural Skill & Fluency Application
• Students build their • Students develop proficiency • Students apply their
understanding of addition with addition strategies by using understanding of addition
properties to add multi-digit addition properties to add properties to solve real-world
numbers. multi-digit numbers. problems.
Conceptual understanding is Application is not a targeted
not a targeted element of rigor element of rigor for this standard.
for this standard.

47A Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 Launch 5–7 min Sense-Making Routine

Purpose Students interpret a word problem and consider the numbers

and operation that might might be a part of the word problem.

Numberless Word Problem

• What math do you see in the problem?
• What question could you ask?

Teaching Tip Encourage students to come up with as many possible

questions to match the numberless word problem. This can help students
see many questions are possible about the same scenario.
ETP
Pose Purposeful Questions
The questions that follow may be asked in any order. They are meant
to help advance students’ understanding of word problems, and are
based on possible comments and questions that students may make
during the share out.
• What are you picturing in your mind when you read this scenario?
• What operation might you use to answer your question?
• What do you think “some” means in this situation?
• What information do you need to answer your question?

Math Is... Mindset

• How can you explain your thinking?
SEL Self-Regulation: Metacognition
After students work through the Numberless Word Problem routine, have
them share their reasoning process with a partner. Encourage students
to think about how they made sense of the problem or what caused
confusion. As students move on to work with using addition properties to
add, encourage them to reflect on their work by asking themselves what
was challenging and why.

Transition to Explore & Develop

Students have previously learned about the Commutative Property of
Addition, which states that when two or more numbers are being added,
their order can be changed without affecting the sum. Ask questions to
encourage students to think about how they might add the amounts.
ETP
Establish Goals to Focus Learning
• How might we add 3 or more addends?

Lesson 2-4 • Use Addition Properties to Add 47

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 Explore & Develop 20 min

1 Pose the Problem

ETP
Pose Purposeful Questions
• How can you represent the problem to help find how many
tickets Billy won?
• What are different ways you can add three 2-digt numbers?
• Think About It: How can changing the order of the addends
sometimes make it easier to find a solution?

2 Develop the Math

Choose the option that best meets
your instructional goals.
MLR
Stronger and Clearer Each Time
Have students explain in writing one strategy that can be used
to solve the problem. Have students work individually to write
their explanations, and then have them get in pairs to read
and refine. Encourage partners to question each other,
clarify, and revise as needed.

3 Bring It Together
ETP
Elicit and Use Evidence of Student Thinking
• How can changing the grouping of addends help you add more
efficiently?
• Suppose you needed to solve an addition equation with five addends.
How could you use properties of addition to help you find the sum?

Key Takeaway
• The Commutative and Associative Properties of Addition can make
adding numbers more efficient.

Work Together
Encourage students think about how the properties could simplify Josh’s
strategy for completing the equation. Have students share their ideas in
partners and justify their thinking.

Common Misconception: Students may think that Josh needs to add

the addends to answer the problem. Explain that the equation shows the
Commutative Property of Addition. The addends should be the same on
either side of the equal sign.
LOM
Language of Math
Use the terms Commutative Property of Addition and Associative Property
of Addition so students begin to recognize and understand the meanings
of the properties. Students, however, are not expected to know or define
these terms.

48 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students explore adding three addends by grouping them or Students explore using properties of addition, such as the
changing the order. Commutative Property of Addition and the Associative Property of
Addition, to add two or more addends. Students are expected to
Materials: base-ten blocks, blank number cubes
understand and apply the properties, however, they are not expected
Directions: Place students in pairs. Provide a number cube labeled to know their formal names.
0–5. Students write an addition equation with three 2-digit addends
ETP
by rolling the number cube six times. Have students use their 3 Use and Connect Mathematical Representations
addends to identify the following statements as always, never, or • What do you notice about the addends in the equation?
sometimes true: • When grouping the addends, why might it be easier to
Grouping the addends in a different order does not change the sum. add 27 and 53 first?
Changing the order of the addends does not change the sum. • Think About It: Why does the sum remain the same no matter
how you group the addends?
Students record their work and their reasoning. Challenge students
• How can you use the addends in an equation to determine
to test their ideas by creating an addition equation with three 3-digit
whether you should change the grouping or switch the order?
addends less than 200. Provide base-ten blocks for support as
needed. To help students understand the Commutative Property of
Addition, have students think about the order of the addends in
ETPImplement Tasks That Promote Reasoning terms of place value.
and Problem Solving • Why do you think the order of the addends doesn’t matter?
• How many ways are there to group your addends without • How could you use base-ten blocks and place value to justify
changing the order? Explain. your reasoning?
• What are the different ways you can order the addends?
• Did grouping the addends in a different way change the sum? Math is... Structure
Explain.
• How can grouping the addends help you add more efficiently?
• How do you know your conclusions apply to greater addends?
Students consider how the grouping of the addends can help them
Activity Debrief: Students share their conclusions about the add more efficiently.
statements and justify their thinkning with examples. Discuss
whether their ideas apply to greater numbers. Guide students to
understand that these statements are always true and describe the
Associative and Commutative Properties of Addition. Have students
discuss with their partner how grouping or ordering the addends in
different ways might be helpful when adding.

Math is... Structure

• How can grouping the addends help you add more efficiently?
Have students revisit the Pose the Problem question
and discuss answers.
• How can you find the total number of tickets he won?

EL
English Learner Scaffolds
Entering/Emerging Support understanding of Developing/Expanding Support understanding Bridging/Reaching Help convey the
the meaning of switch the order. Line up 3 items of the meaning of switch the order. Line up and difference between order and grouping.
and display them to students. Say, Now watch me display 3 items. Say, Watch me switch the order. Ask, What is the difference between
switch the order. Then move the items to show a Then turn to a student and say, Can you switch switching the order and grouping?
change in order. Ask, Did I switch the order? Have the order? Have that student change the order, Encourage them to use classroom
students respond with a thumbs up or down. and then ask other students to change the order. objects to help explain the difference.

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 Practice & Reflect 10 min

Practice
ETP Build Fluency from Understanding
Common Error: Exercise 10 Students may know the Associative
Property of Addition but fail to apply it to simplify the addition. Students
may labor to find the sum of the three numbers because they fail to
recognize that it is much easier to add 372 + 228 to make a ten.

Practice Item Analysis

Item DOK Rigor
1–4 1 Procedural Skill and Fluency
5–6 2 Conceptual Understanding
7–10 2 Procedural Skill and Fluency
11 2 Application
12 3 Application

Reflect
Students complete the Reflect question.
• How can changing the order of three addends help you add
more efficiently?
Ask students to share their reflections with their classmates.

Math is... Mindset

• How has explaining your thinking helped you learn?
Students reflect on how they practiced self-regulation.

Learning Targets
Ask students to reflect on the Learning Targets of the lesson.
• I can apply addition properties as strategies to help add
more efficiently.
• I can explain how to apply addition properties as strategies
to help add more efficiently.

To review today’s lesson, have students

watch the Math Replay video in their
Digital Student Center.
Assign the On My Own practice to
students from the Digital Teacher Center.

49–50 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 Assess 10 min

Exit Ticket Formative Assessment

The Exit Ticket assesses students’ understanding of lesson concepts.

Metacognitive Check Reflect on Your Learning allows students to think

about their level of understanding of the lesson content on a scale of 1 to 4
with 4 being the highest confidence. Assess

Exit Ticket Skill Tracker

Item DOK Skill Standard
Assign

1 1 Use Commutative Property of 3.NBT.A.2

Addition to add
2 2 Use Associative Property of 3.NBT.A.2
Addition to add
3 3 Use Commutative Property of 3.NBT.A.2
Addition to add

Data Use students’ scores on the Exit Ticket to assign the

differentiated resources available. When students complete the
Exit Ticket in the digital workspace, their responses are auto-scored.

Exit Ticket Recommendations

If students score Then have students do
3 of 3 Additional Practice or any of the or activities
2 of 3 Take Another Look or any of the activities
1 or fewer of 3 Small Group Intervention or any of the activities
Key for Differentiation
Reinforce Understanding
Build Proficiency
Extend Thinking

Lesson 2-4 • Use Addition Properties to Add 50A

47A_50C_RM_T3_U2_L04_683915_123553.indd 1 19/05/20 12:38 PM

 Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

Spinning Addition Practice It! Game Station
Work with students in pairs as they take turns spinning a Property Concentration
spinner with 1-digit numbers on it. Together, they should spin a Students practice adding numbers

WORKSTATIONS
SMALL GROUP

total of six times to create three 2-digit numbers. The students in different orders.
find the sum of the numbers and present the order of the addition
problem two different ways using base-ten blocks. Make sure
students recognize that the total number of blocks stays the
same. Have students continue spinning and adding new sets
of numbers.

Take Another Look Lesson Interactive Additional Practice

Assign the interactive lesson to Assign the digital version of the
GO ONLINE

GO ONLINE
reinforce targeted skills. Student Practice Book.
• Add 3- and 2-Digit Numbers
(Properties)
Assign Assign

Differentiation Resource Book, p. 7 Student Practice Book, pp. 7–8

INDEPENDENT WORK

INDEPENDENT WORK

50B Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 Extend Thinking
Own It! Digital Station Use It! Application Station
Build Fluency Games Buy New Playground Equipment
Assign the digital game to develop Students create lists of playground

WORKSTATIONS
fluency with adding multiples of 10. equipment purchases that would stay
within a school’s budget. The content
of this card has concepts covered later
Assign
in Lesson 2-11. You may want to assign
this card to students ready to explore
content covered later in this unit.

Spiral Review Websketch Exploration

Assign the digital Spiral Review Assign a websketch exploration to

GO ONLINE
Practice to students or apply skills and extend thinking.
download and print PDFs of
the Spiral Review from the
Digital Teacher Center. Assign Assign

Student Practice Book, pp. 7–8 Differentiation Resource Book, p. 8

INDEPENDENT WORK

Lesson 2-4 • Use Addition Properties to Add 50C

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 LESSON 2-5
Addition Patterns

Learning Targets Vocabulary

• I can use addition patterns to help find a sum. Math Terms Academic Terms
• I can explain how to use addition patterns to help find a sum. even number analyze
odd number identify

Standards Major Supporting Additional

Content
Materials
3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), The materials may be for any part
and explain them using properties of operations. For example, observe that 4 times a number is always of the lesson.
even, and explain why 4 times a number can be decomposed into two equal addends. • base-ten blocks
• blank number cubes
Math Practices and Processes
MPP Look for and express regularity in repeated reasoning.

Focus
Content Objective Language Objectives SEL Objective
Number Routine
• Students identify addition • Students read conditional • Students discuss how a
Mystery Number
patterns and use the patterns sentences with when that mathematical rule or routine 5–7 min
to help determine sums of express patterns. can help develop mathematical
3-digit numbers and check • To maximize linguistic and skills and knowledge. Build Fluency Students build
their accuracy. cognitive meta-awareness, use number sense as they use clues to
MLR2: Collect and Display. find a mystery number.
These prompts encourage students
Coherence
to talk about their reasoning:
Previous Now Next
• How did you use each clue to
• Students identified numbers • Students build an understanding • Students add and subtract
exclude certain numbers?
(1–20) as even or odd and of addition patterns and use the 3-digit numbers using
learned the sum of two even patterns to help determine strategies based on place value • Which clue helped you find a digit in
addends is always even whether a sum is accurate. and properties of operations the ones place? How did it help?
(Grade 2). (Unit 2).
• Students fluently add multi-digit • How did you determine the digit in
whole numbers using the tens place?
properties of addition (Grade 4).

Rigor
Conceptual Understanding Procedural Skill & Fluency Application
• Students strengthen their • Students build proficiency • Students apply their
understanding of addition solving problems by identifying understanding of addition
patterns to solve addition and using addition patterns. patterns to solve real-world
problems efficiently. problems.
Procedural skill and fluency is not a
targeted element of rigor for this Application is not a targeted
standard. element of rigor for this standard.

51A Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 Launch 5–7 min Sense-Making Routine

Purpose Students explore addition patterns related to even

and odd addends.

Is It Always True?
• Is Mena’s statement always true?

Teaching Tip Have students use a Think-Pair-Share before inviting

volunteers to share their thinking about what Mena notices. Encourage
pairs to think of ways they might prove or disprove this statement.
ETP
Pose Purposeful Questions
The questions that follow may be asked in any order. They are meant
to help advance students’ understanding of addition patterns, and are
based on possible comments and questions that students may make
during the share out.
• What is the relationship among the three sets of blocks?
• How can you use the sets of blocks to justify your thinking?
• What do you know about even and odd numbers that can
help you support your thinking?
• How might Mena’s statement apply to other numbers?

Math is... Mindset

• What rules or routines do you follow in math?
SEL Self-Regulation: Rules and Routines
Invite students to discuss the rules or routines they will follow while
working through the Is It Always True? routine. Have students consider
why these rules or routines are useful and how they can help determine
whether what Mena notices is always true. Invite students to think about
other rules and routines that they follow while learning math. As students
work through the lesson, have them consider how following a pattern is
similar to following a rule.

Transition to Explore & Develop

Ask questions that encourage students to notice patterns among even and
odd numbers. Encourage students to represent the model with math and
think about what they already know about even and odd numbers.
ETP
Establish Goals to Focus Learning
• Let’s explore addition patterns with even and odd numbers.

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 Explore & Develop 20 min

1 Pose the Problem

ETP
Pose Purposeful Questions
• What do you know about a sum that is odd?
• Think About It: What can Mena do to test whether the sum
of an even number and an odd number is always odd?
• What representations could you use to analyze the pattern
even + odd = odd?

2 Develop the Math

Choose the option that best meets
your instructional goals.
MLR
Collect and Display
As you discuss the questions, listen and write on the board any
key words that students use such as add, sum, even, and odd.
Display the words for student reference. Add any information
to the display as the lesson progresses and have students
clarify the meaning of each term.

3 Bring It Together
ETP
Elicit and Use Evidence of Student Thinking
• How can you use addition patterns to check whether
a sum is reasonable?
• How can you use an understanding of odd numbers to generalize
about the sum of two odd numbers?

Key Takeaways
• Addition patterns can be helpful when determining a sum or checking
the reasonableness of a sum.
• The sum of two even addends is always even, the sum of two odd
addends is always even, and the sum one even and one odd addend
is always odd.

Work Together
Encourage students to complete the calculation to justify their thinking. It
is important for students to understand that while patterns can help them
justify their answer, they do not necessarily prove their answer is correct.
Common Misconception: Students may think that if their answer
follows the addition patterns, their sum is correct. Explain to students that
although using addition patterns can help, students may need to use other
strategies to ensure their answer is correct.
LOM
Language of Math
Students may need multiple opportunities to understand and remember
the meaning of even number, odd number, equation, and addition
patterns. Ask students questions that require them to use these words in
their responses.

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 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students explore addition patterns of even or odd sums. Students explore addition patterns and understand that when
adding two 3-digt addends, they can use even and odd patterns
Materials: base-ten blocks
to determine the reasonableness of their sums.
Directions: Students will work in pairs to identify the following
ETP
statements as always, never, or sometimes true: Facilitate Meaningful Discourse
When you add two even numbers, the sum is even. • How can knowing that the sum of two even numbers is always
When you add two odd numbers, the sum is even. even help you check your answer?
When you add an even number and an odd number, the sum is even. • Think About It: What statement can be made about adding an
even number and an odd number?
Students can draw or use tools to create examples or
• How can you use the ones digit in your sum to help identify
counterexamples that help them label each statement. Provide
whether you added correctly?
base-ten blocks as an option. Students should record their work and
• Suppose you are adding two 5-digt addends. Do you think you
be prepared to justify their reasoning.
can apply what you know about the sums of even and odd
ETP Support Productive Struggle addends to greater numbers? Explain.
• What representations can you use to explore each statement? To help students relate the sum of an even addend and an odd
• How can you use patterns in 1-digit numbers to determine addend to the Commutative Property of Addition, have them think
patterns with 2- and 3- digit numbers? about the order of the addends.
• What makes sums even? • If you know that the sum of an even number and an odd number
• What makes a number odd? is even, what does that tell you about the sum of an odd number
Activity Debrief: Pairs should share how they labeled each and an even number?
statement and explain their reasoning. Encourage students to
provide examples that support their thinking. After pairs have shared Math is... Generalizations
with the group, they should revise the statements to make them true. • Why is it true that the sum of two odd numbers is always even?
Review the statements as a class. Students consider why the sum of two odd addends is always even.

Math is... Generalizations To help students prove why the sum of two odd addends is always
even, provide students with an opportunity to explore the concept
• Why is it true that the sum of two odd numbers is always even?
with manipulatives or other addends.
Students consider why the sum of two odd addends is always even.
Have students revisit the Pose the Problem question and
discuss answers.
• How can she determine whether the sum of an even number
and an odd number is always odd?

EL
English Learner Scaffolds
Entering/Emerging To review even and odd, Developing/Expanding To review even and odd, Bridging/Reaching Have students
arrange blocks into even and odd groups. Put the arrange blocks into even and odd groups. show and explain why the sum of two
evens together and the odds together. Point to Chorally count each group and write the number. odd addends is always even. Pay
the groups of odd blocks and say, Each group has Check comprehension by asking, for example, attention to the language in their
an odd number of blocks. Count each group and What can you tell me about the number 7? (It is explanations, and encourage them to
write the number. Repeat for the even groups. odd.) Continue with other even and odd numbers. use as many details as possible.

Lesson 2-5 • Addition Patterns 52A

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 Practice & Reflect 10 min

Practice
ETP Build Fluency from Understanding
Common Error: Exercise 12 Students may think they need to add all
3 addends if they do not read the directions carefully. When focusing on this
problem, remind students about the addition patterns they learned in the
lesson, and explain they can use generalizations about the patterns to
support their response.

Practice Item Analysis

Item DOK Rigor
1–6 1 Conceptual Understanding
7–8 2 Procedural Skill and Fluency
9–10 2 Conceptual Understanding
11 2 Application
12 3 Application

Reflect
Students complete the Reflect question.
• How can addition patterns help you justify that a sum is correct?
Ask students to share their reflections with their classmates.

Math is... Mindset

• What rules or routines did you follow today?
Students reflect on how they practiced self-regulation.

Learning Targets
Ask students to reflect on the Learning Targets of the lesson.
• I can use addition patterns to help find a sum.
• I can explain how to use addition patterns to help find a sum.

To review today’s lesson, have students

watch the Math Replay video in their
Digital Student Center.
Assign the On My Own practice to
students from the Digital Teacher Center.

53–54 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

51A_54C_RM_T3_U2_L05_683915_124912.indd 54 19/05/20 12:38 PM

 Assess 10 min

Exit Ticket Formative Assessment

The Exit Ticket assesses students’ understanding of lesson concepts.

Metacognitive Check Reflect on Your Learning allows students to think

about their level of understanding of the lesson content on a scale of 1 to 4
with 4 being the highest confidence. Assess

Exit Ticket Skill Tracker

Item DOK Skill Standard
Assign

1a 2 Use addition patterns to add 3.OA.D.9

3-digit numbers
1b 3 Use addition patterns to add 3.OA.D.9
3-digit numbers
2 1 Use addition patterns to add 3.OA.D.9
3-digit numbers
3 3 Use addition patterns to add 3.OA.D.9
3-digit numbers

Data Use students’ scores on the Exit Ticket to assign the

differentiated resources available. When students complete the
Exit Ticket in the digital workspace, their responses are auto-scored.

Exit Ticket Recommendations

If students score Then have students do
4 of 4 Additional Practice or any of the or activities
3 of 4 Take Another Look or any of the activities
2 or fewer of 4 Small Group Intervention or any of the activities
Key for Differentiation
Reinforce Understanding
Build Proficiency
Extend Thinking

Lesson 2-5 • Addition Patterns 54A

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 Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

Odd or Even? Name It! Practice It! Game Station
Work with students in pairs. The first student rolls a number Addition Pattern Bump
cube (1–6) to create two 2-digit addends. Without adding, the Students identify addition patterns

WORKSTATIONS
SMALL GROUP

other student announces the sum as odd or even. If students that describe equations.
have difficult, go through the steps of identifying each addend
as odd or even, then looking at whether the number types are
the same (even sum) or different (odd sum). Repeats the steps
with new rolls.

Take Another Look Lessons Interactive Additional Practice

Assign the interactive lessons to Assign the digital version of the
GO ONLINE

GO ONLINE
reinforce targeted skills. Student Practice Book
• Addition Table Patterns
• Even and Odd Addition Patterns
Assign Assign

Differentiation Resource Book, p. 9 Student Practice Book, pp. 9–10

INDEPENDENT WORK

INDEPENDENT WORK

54B Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

51A_54C_RM_T3_U2_L05_683915_124912.indd 2 19/05/20 12:38 PM

 Extend Thinking
Own It! Digital Station Use It! Application Station
Build Fluency Games History of the Railroad Students plan
Assign the digital game to develop and diagram a railway system. They

WORKSTATIONS
fluency with adding multiples of 10. draw railway stations and label the
distances between them. The content
of this card has concepts covered later
Assign
in Lesson 2-12. You may want to assign
this card to students ready to explore
content covered later in this unit.

Spiral Review Websketch Exploration

Assign the digital Spiral Review Assign a websketch exploration to

GO ONLINE
Practice to students or apply skills and extend thinking.
download and print PDFs of
the Spiral Review from the
Digital Teacher Center. Assign Assign

Student Practice Book, pp. 9–10 Differentiation Resource Book, p. 10

INDEPENDENT WORK

Lesson 2-5 • Addition Patterns 54C

51A_54C_RM_T3_U2_L05_683915_124912.indd 3 19/05/20 12:38 PM

 LESSON 2-6
Use Partial Sums to Add

Learning Targets Vocabulary

• I can use horizontal and vertical formats to add partial sums. Math Terms Academic Terms
• I can explain how to use horizontal and vertical formats to add partial sums. decompose strategy
partial sum support

Standards Major Supporting Additional

Content
Materials
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place The materials may be for any part
value, properties of operations, and/or the relationship between addition and subtraction. of the lesson.
• base-ten blocks
Math Practices and Processes
• grid paper
MPP Reason abstractly and quantitatively.
• paper money ($1 bills, $10 bills,
and $100 bills)

Focus
Content Objective Language Objectives SEL Objective
• Students use partial sums to add • Students use can to explain the • Students recognize personal
Number Routine
3-digit numbers. steps of an addition strategy. strengths and areas for Decompose It
• To cultivate conversation, use growth through thoughtful
5–7 min
MLR7: Compare and Connect. self-reflection.
Build Fluency Students build number
Coherence sense as they determine different ways
Previous Now Next a number can be written as the sum of
• Students used partial sums to • Students use partial sums • Students add two 3-digit two or more addends.
find the sum of two 2-digit to determine the sum of two numbers by adjusting numbers These prompts encourage students to
numbers (Grade 2). 3-digit numbers. (Unit 2).
talk about their reasoning:
• Students use the standard
algorithm to add multi-digit • What could you add to 50 to get 63?
numbers (Grade 4).
• Are any “break aparts” related?
Do you see any patterns?
Rigor
• How can a pattern help you
Conceptual Understanding Procedural Skill & Fluency Application
find new “break aparts”?
• Students deepen their • Students gain fluency with • Students apply their
understanding of addition as addition as they use partial sums understanding of partial sums • What other number could you
they use partial sums to add to add two 3-digit numbers. to solve real-world problems. start with? How could you check
3-digit numbers. your answer?
Application is not a targeted
Conceptual understanding is element of rigor for this standard.
not a targeted element of rigor
for this standard.

55A Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 Launch 5–7 min Sense-Making Routine

Purpose Students explore similarities and differences between the

displays of two phones.

Notice & Wonder™

• How are they the same?
• How are they different?

Teaching Tip Have students discuss the phone images in pairs, and
then have them share their findings with the class. After writing student
responses on the board, work with them to identify the questions and
statements with a mathematical focus.
ETP
Pose Purposeful Questions
The questions that follow may be asked in any order. They are meant to
help advance students’ understanding that different formats can represent
the same thing, and are based on possible comments and questions that
students may make during the share out.
• What math do you see in the images?
• What do notice about the applications that are shown
on the two phones?
• How does the arrangement of the applications change the total?
Explain.

Math is... Mindset

• What are your strengths in math?
SEL Self-Awareness: Recognize Strengths
Before students begin the Notice & Wonder™ routine, invite them to think
about their personal areas of strength in math. In addition to specific math
skills, students may also acknowledge personal strengths that can help
them with their math learning, such as listening, staying focused, or
explaining. As students work with adding with partial sums throughout the
lesson, model giving positive feedback to help them acknowledge their
personal strengths. Encourage students to recognize and acknowledge the
strengths of their peers.

Transition to Explore & Develop

Encourage students to recognize the vertical and horizontal arrangement
of the applications and the total number. Ask students questions to
encourage them to relate the image to showing work in different ways to
add and arriving at the same sum.
ETP Establish Goals to Focus Learning
• How can you solve an addition equation in different ways?

Lesson 2-6 • Use Partial Sums to Add 55

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 Explore & Develop 20 min

1 Pose the Problem

ETP
Pose Purposeful Questions
• What value does each digit in a 3-digt number represent?
• How can you use place value to break apart each 3-digit addend?
• Think About It: How can breaking apart each addend using place
value make it easier to find the sum?

2 Develop the Math

Choose the option that best meets
your instructional goals.

MLR
Compare and Connect
Pair students and assign each partner one strategy
for solving the problem. Have them look over the
details and explain them to their partner. Ask partners
to discuss which strategy they prefer and why.

3 Bring It Together
ETP
Elicit and Use Evidence of Student Thinking
• How does an understanding of place value relate to solving
an addition equation using partial sums?
• Why do both formats for adding partial sums have
the same final sum?

Key Takeaways
• Finding partial sums and then adding the partial sums
to determine the total is an addition strategy.
• Equations used in the partial-sums strategy can be
written in different ways.

Work Together
Students consider the steps needed to find partial sums and the final sum.
Encourage students to work through the equation using partial sums first
before answering.

Common Misconception: Students may think that the zero in 309 has
a value of 10. Remind them the zero in the tens place is a place holder and
the zero in 309 represent zero tens.
LOM Language of Math
Students need multiple opportunities to use key math terms so they
become part of their active vocabulary. Ask students questions that
require the use of place value, addends, decompose, partials sums,
and sum in their responses.

56 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students explore partial-sums addition with 3-digit addends in Students explore adding two 3-digit addends using the partial-sums
horizontal or vertical formats. strategy in both horizontal and vertical formats. Student will also
estimate the sum and check the accuracy of their estimate.
Materials: base-ten blocks, grid paper
Directions: Present the equation 378 + 546 = . Ask student pairs Have student do a pair-share to determine a reasonable estimate
to share strategies they can use to find the sum. Discuss as a group. for the sum of the addends.
If not mentioned by students, integrate the partial sums strategy into • What estimation strategy did you use?
the discussion. Ask for a volunteer to describe the method. Discuss ETP
Use and Connect Mathematical Representations
what it means to decompose each addend by place value. Have
• How can an understanding of place value and expanded form
students decompose each addends and share. Then have student
help you decompose a 3-digit addend?
pairs use the partial sums strategy to solve. Provide base-ten blocks
• Think About It: What do you notice when you decompose
for support as needed.
the addends by place value?
ETP Support Productive Struggle • When adding partial sums in a vertical format, why is it
• What do you notice when you decompose the addends important to align the partial sums by place value?
by place value? • Would it change the sum if you decompose just one addend
• How could you use base-ten blocks to show how you instead of both addends? Explain.
added the parts? • How reasonable is the calculated sum based on
your estimated sum?
After students have shared, present the addition equation vertically.
Compare the two ways to present the addends as a group. Then ask Math is... Explaining
students to find different ways to show their work when the addends • Why is the sum the same when the addends are
are stacked. Encourage students to find more efficient ways to use the in a row or stacked?
strategy. Provide base-ten blocks and grid paper for support as needed.
Students consider why the sum is the same despite the different
ETP Support Productive Struggle formats of the equation.
• How might stacking the addend help you add?
• How might you organize your work differently
so there are less steps?
Activity Debrief: Pair students with different partners so they have
an opportunity to share their work and discuss. Review students’
work as a group. Work through an example of finding a sum using
partial sums vertically. Ensure students understand the importance of
aligning place values. Have students compare and state which way
they prefer. Then as a group discuss how they can estimate the sum
to check the reasonableness of their answer.

Math is... Explaining

• Why is the sum the same when the addends are
in a row or stacked?
Students consider why the sum is the same despite the different
formats of the equation.

EL
English Learner Scaffolds
Entering/Emerging To clarify the difference Developing/Expanding To clarify the difference Bridging/Reaching Have students offer
between horizontal and vertical, display a straight between horizontal and vertical, display a straight opinions about whether they prefer to use
item and hold it out flat. Say, This is horizontal. item and hold it out flat. Say, This is horizontal. horizontal or vertical addition. Display the
Then turn the item upright and say, This is Then turn the item upright and say, This is following for students offering a differing
vertical. Change the direction of the item multiple vertical. Point to different surfaces and say, Tell opinion. I do not agree with you because . . .
times and ask, Is this horizontal? Is this vertical? me about this surface. (It is horizontal/vertical.)

Lesson 2-6 • Use Partial Sums to Add 56A

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 Practice & Reflect 10 min

Practice
ETP Build Fluency from Understanding
Common Error: Exercises 2–3 When adding the partials sums in a
vertical format, students may calculate incorrectly due to a misalignment of
the partial sums. Ensure students understand that vertically aligning the
partial sums by place value can help them avoid errors.

Practice Item Analysis

Item DOK Rigor
1–4 2 Procedural Skill and Fluency
5–6 2 Conceptual Understanding
7 2 Application
8–9 2 Procedural Skill and Fluency
10 2 Application
11–12 3 Conceptual Understanding

Reflect
Students complete the Reflect question.
• Why is understanding place value important when using the
partial-sums strategy to add?
Ask students to share their reflections with their classmates.

Math is... Mindset

• What strengths did you use today? What can you work on?
Students reflect on how they practiced self-awareness.

Learning Targets
Ask students to reflect on the Learning Targets of the lesson.
• I can use horizontal and vertical formats to add partial sums.
• I can explain how to use horizontal and vertical formats
to add partial sums.

To review today’s lesson, have students

watch the Math Replay video in their
Digital Student Center.
Assign the On My Own practice to
students from the Digital Teacher Center.

57–58 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 Assess 10 min

Exit Ticket Formative Assessment

The Exit Ticket assesses students’ understanding of lesson concepts.

Metacognitive Check Reflect on Your Learning allows students to think

about their level of understanding of the lesson content on a scale of 1 to 4
with 4 being the highest confidence. Assess

Exit Ticket Skill Tracker

Item DOK Skill Standard
Assign
1 1 Use partial sums to add 3.NBT.A.2
2 3 Use partial sums to add 3.NBT.A.2
3 2 Use partial sums to add 3.NBT.A.2

Data Use students’ scores on the Exit Ticket to assign the

differentiated resources available. When students complete the
Exit Ticket in the digital workspace, their responses are auto-scored.

Exit Ticket Recommendations

If students score Then have students do
3 of 3 Additional Practice or any of the or activities
2 of 3 Take Another Look or any of the activities
1 or fewer of 3 Small Group Intervention or any of the activities
Key for Differentiation
Reinforce Understanding
Build Proficiency
Extend Thinking

Lesson 2-6 • Use Partial Sums to Add 58A

55A_58C_RM_T3_U2_L06_683915_126546.indd 1 19/05/20 12:36 PM

 Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

Pay Up! Practice It! Game Station
Prepare in advance several “bills” showing two 3-digit Partial Sums Showdown
numbers. Provide student with five $100 bills, ten $10 bills, and Students practice using

WORKSTATIONS
SMALL GROUP

ten $1 bills. Students use paper money to decompose the partial sums to add.
numbers, add to find each “billed amount,” and record their work.
Make sure students understand that if they have more than 10 $1
or $10 bills they should trade for a $10 or $100 bill. Continue with
new “bills.”

Take Another Look Lesson Interactive Additional Practice

Assign the interactive lesson to Assign the digital version of
GO ONLINE

GO ONLINE
reinforce targeted skills. the Student Practice Book.
• Addition (Partial Sums)

Assign Assign

Differentiation Resource Book, p. 11 Student Practice Book, pp. 11–12

INDEPENDENT WORK

INDEPENDENT WORK

58B Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

55A_58C_RM_T3_U2_L06_683915_126546.indd 2 19/05/20 12:36 PM

 Extend Thinking
Own It! Digital Station Use It! Application Station
Build Fluency Games Build a Fire Tower Students design and
Assign the digital game to develop build a model of a tower that could be

WORKSTATIONS
fluency with adding multiples of 10. used by a park ranger to spot fires. The
content of this card has concepts covered
later in Lesson 2−12. You may want to
Assign
assign this card to students ready to
explore content covered later in this unit.

Spiral Review Websketch Exploration

Assign the digital Spiral Review Assign a websketch exploration to

GO ONLINE
Practice to students or apply skills and extend thinking.
download and print PDFs of
the Spiral Review from the
Digital Teacher Center. Assign Assign

Student Practice Book, pp. 11–12 Differentiation Resource Book, p. 12

INDEPENDENT WORK

Lesson 2-6 • Use Partial Sums to Add 58C

55A_58C_RM_T3_U2_L06_683915_126546.indd 3 19/05/20 12:37 PM

 LESSON 2-7
Decompose to Subtract

Learning Targets Vocabulary

• I can decompose a number in different ways to help subtract. Math Term Academic Terms
• I can explain how to decompose a number in different ways to help subtract. decompose defend
strategy

Standards Major Supporting Additional

Content
Materials
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place The materials may be for any part
value, properties of operations, and/or the relationship between addition and subtraction. of the lesson.
• base-ten blocks
Math Practices and Processes
• Number Cards 0–10 Teaching Resource
MPP Construct viable arguments and critique the reasoning of others.
MPP Reason abstractly and quantitatively.

Focus
Content Objective Language Objectives SEL Objective
Number Routine
• Students decompose one • Students compare ways to • Students discuss alternative
Decompose It 5–7 min
number in different ways to decompose a number using strategies for solving a Build Fluency Students build number
subtract. terms such as one way, another. mathematical problem and the
value of flexible mathematical sense as they determine different ways a
• To cultivate conversation, use
thinking. number can be written as the sum or
MLR5: Co-Craft Problems.
difference of two or more numbers.
Coherence These prompts encourage students to
Previous Now Next talk about their reasoning:

• Students used strategies to • Students learn how decomposing • Students subtract 3-digit • Are any of the “break aparts”
subtract 2-digit numbers a number can help find the numbers by adjusting numbers related? If so, how are they
(Grade 2). difference of two 3-digit (Unit 2). related?
• Students used rounding to numbers. • Students use the standard
• Which “break apart” do you think
estimate differences (Unit 2). algorithm to subtract multi-digit
numbers (Grade 4). would be easiest to work with?
Why?
Rigor • What patterns do you notice in your
Conceptual Understanding Procedural Skill & Fluency Application list of “break aparts”?
• Students deepen their • Students gain fluency with • Students apply their
understanding of subtraction by subtraction as they decompose a understanding of decomposing
decomposing a number to find number to subtract two 3-digit to solve real-world subtraction
the difference. numbers. problems.
Conceptual understanding is not a Application is not a targeted
targeted element of rigor for this element of rigor for this standard.
standard.

59A Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 Launch 5–7 min Sense-Making Routine

Purpose Students think about how the same whole can be decomposed
into parts of different sizes.

Notice & Wonder™

• How are they the same?
• How are they different?

Teaching Tip You may want to have students work in pairs as they
discuss the hexagons. This can help build a collaborative classroom
culture. It also allows for greater participation among students as they
share their thinking with their partners.
ETP
Pose Purposeful Questions
The questions that follow may be asked in any order. They are meant to
help advance students’ understanding that a whole can be decomposed in
different ways and are based on possible comments and questions that
students may make during the share out.
• Even though the hexagons are decomposed in different ways, what
do all the hexagons have in common?
• How can you relate the way the hexagons are broken apart to how
you can decompose a number?
• How can you use an understanding of place value to decompose
a number?

Math is... Mindset

• How can flexible thinking help you understand mathematical rules
or patterns?
SEL Responsible Decision-Making: Flexible Thinking
As students work through the Notice & Wonder™ routine, have them think
about alternative ways to determine how the shapes are alike and
different. Encourage students to use a different strategy to check their
answer. Remind them that thinking flexibly can help them work through
challenging mathematical tasks.

Transition to Explore & Develop

Ask students questions to get them thinking about how they can
decompose a number into smaller parts. Encrouage students to consider
whether there are multiple ways to decompose a number.
ETP Establish Goals to Focus Learning
• How can you decompse one number to make it easier to find the
difference?

Lesson 2-7 • Decompose to Subtract 59

59A_62C_RM_T3_U2_L07_683915_127905.indd 59 19/05/20 12:35 PM

 Explore & Develop 20 min

1 Pose the Problem

ETP
Pose Purposeful Questions
• How are place value and expanded form related?
• How can decomposing a 3-digit number into hundreds, tens, and ones
make it easier to subtract?
• Think About It: Why do you think it’s possible to decompose a
number in different ways to find the difference? Explain.

2 Develop the Math

Choose the option that best meets
your instructional goals.
MLR
Co-Craft Problems
After students have worked through the problem and grasp
the math, have pairs create a new subtraction problem
with 3-digit numbers. Ask pairs to trade problems with
another pair to solve the problem using horizontal or
vertical methods.

3 Bring It Together
ETP
Elicit and Use Evidence of Student Thinking
• How can being able to decompose a number in different ways
make it easier to subtract?

Key Takeaways
• One subtraction strategy is to decompose one number and then
subtract the decomposed parts from the total.
• Numbers can be decomposed in different ways to subtract.

Work Together
Encourage students to use their previous knowledge of decomposing
numbers to find several ways to decompose the number. Have students
discuss with a partner which way they found most efficient.

Common Misconception: Students may think they can only

decompose each place-value amount into a single decomposition. Explain
that they can decompose each place-value amount into smaller parts to
make it easier to subtract, however, each smaller part must be subtracted.
LOM
Language of Math
Students need multiple opportunities to practice the language of
mathematics. Integrate terms such as decompose, difference, and
equation into classroom discussion and routines.

60 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

59A_62C_RM_T3_U2_L07_683915_127905.indd 60 19/05/20 12:35 PM

 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students explore decomposing to help build fluency in subtraction. Students explore decomposing in different ways to subtract two
3-digit numbers. Student will also estimate the difference and check
Materials: base-ten blocks, Number Cards 0–10 Teaching Resource
the accuracy of their estimate.
Directions: Present students with the expression 457 - 337. Ask
students to make a list of strategies they can use to find the difference. Have student do a pair-share to determine a reasonable
Have students share their strategies. Note when a student mentions difference for the two numbers.
decomposing. Explain that students can decompose one number to • What estimation strategy did you use to
make finding the difference easier. Discuss with students which determine your estimate?
number they should choose to decompose and why. Guide students to ETP
Use and Connect Mathematical Representations
understand that subtracting 337 makes finding the difference easier.
• Think About It: Why might you decompose 184 instead of 353?
Work with students to decompose 337 and subtract the parts.
• How does decomposing 184 into 100, 80, and 4 make it easier
Place students in pairs and provide only number cards 0–9. Have to find the difference?
students draw cards to create a subtraction equation with two 3-digit • How is 184 decomposed differently in the two examples?
numbers. Have one partner decompose one number by place value. • Think About It: In the second decomposition of 184,
The other partner should be challenged to decompose the number in why do you think 153 was subtracted from 353 first?
a different way and subtract the parts. Students compare their work
and decide which way they prefer and why. Have students repeat the Math is... Explaining
activity and switch roles as time allows. Encourage students to use a • Why is the difference the same when the number is decomposed
number line or base-ten blocks for support. differently?
ETP Support Productive Struggle Students consider why the difference is the same when the number
• Whch number did you decompose? Why? is decomposed in different ways, and should be able to defend their
• How can you use what you know about compatible numbers to explanation.
help you decide how to decompose? • How does the calculated difference compare to the estimated
• How could you use a number line or base-ten blocks to show difference you made earlier?
how to subtract the parts?
Activity Debrief: Have pairs share how they decomposed to
subtract. Students should note which ways were most efficient and
why. Have students show how to check the reasonableness of one
difference using estimation strategies. Lesson 2–4

Discuss whether the way they

Activity Cards

Kate estimates how much money Ross estimates the number of tickets

decompose the numbers affects the

she needs to save to buy a car. he has for prizes at the arcade.

difference. Students should note that it A manager estimates the amount of

flooring a new store needs.
An interior designer estimates the
amount of fabric for a project.

does not. An engineer estimates the weight

limit of an elevator.
Juni estimates the disk space she
will use before buying a computer.

Math is... Explaining

Copyright © McGraw-Hill Education

Copyright © McGraw-Hill Education

• Why is the difference the will use before buying a computer.

Juni estimates the disk space she
limit of an elevator.
An engineer estimates the weight

same when the number is

Activity Cards

amount of fabric for a project. flooring a new store needs.

decomposed differently?
An interior designer estimates the A manager estimates the amount of
1

he has for prizes at the arcade. she needs to save to buy a car.

A PDF of the Teaching Resource is

Ross estimates the number of tickets Kate estimates how much money

Activity Cards

available in the Digital Teacher Center.

Lesson 2–4

EL
English Learner Scaffolds
Entering/Emerging Ensure students’ Developing/Expanding Ensure students’ Bridging/Reaching Encourage
comprehension of the term difference as it is comprehension of the term difference as it is students to discuss difference versus
used in subtraction (versus different as it is used used in subtraction (versus different as it is used different. Pair students and ask them
to compare). Use gestures and restatements to compare). Use restatements followed by to explain the meanings of each with
followed by questions such as, Is the difference questions such as, What is the same about what examples.
Jen found the same as Samir’s difference? Jen and Samir did? What is different?

Lesson 2-7 • Decompose to Subtract 60A

59A_62C_RM_T3_U2_L07_683915_127905.indd 1 19/05/20 12:35 PM

 Practice & Reflect 10 min

Practice
ETP Build Fluency from Understanding
Common Error: Exercises 1–8 Students may get the wrong solution
because they decompose the number incorrectly. For some students, it may
be necessary to provide base-ten blocks to help visualize and check their
decompositions.

Practice Item Analysis

Item DOK Rigor
1–2 1 Conceptual Understanding
3–4 2 Conceptual Understanding
5–9 2 Procedural Skill and Fluency
10–11 2 Application
12 3 Conceptual Understanding

Reflect
Students complete the Reflect question.
• How do you decide how to decompose one number to subtract?
Ask students to share their reflections with their classmates.

Math is... Mindset

• How did flexible thinking help you understand mathematical rules
or patterns?
Students reflect on how they practiced responsible decision-making.

Learning Targets
Ask students to reflect on the Learning Targets of the lesson.
• I can decompose a number in different ways to help subtract.
• I can explain how to decompose a number in different ways to
help subtract.

To review today’s lesson, have students

watch the Math Replay video in their
Digital Student Center.
Assign the On My Own practice to
students from the Digital Teacher Center.

61–62 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

59A_62C_RM_T3_U2_L07_683915_127905.indd 62 19/05/20 12:35 PM

 Assess 10 min

Exit Ticket Formative Assessment

The Exit Ticket assesses students’ understanding of lesson concepts.

Metacognitive Check Reflect on Your Learning allows students to think

about their level of understanding of the lesson content on a scale of 1 to 4
with 4 being the highest confidence. Assess

Exit Ticket Skill Tracker

Item DOK Skill Standard
Assign
1 2 Decompose one number to subtract 3.NBT.A.2
2 1 Decompose one number to subtract 3.NBT.A.2
3 2 Decompose one number to subtract 3.NBT.A.2

Data Use students’ scores on the Exit Ticket to assign the

differentiated resources available. When students complete the
Exit Ticket in the digital workspace, their responses are auto-scored.

Exit Ticket Recommendations

If students score Then have students do
3 of 3 Additional Practice or any of the or activities
2 of 3 Take Another Look or any of the activities
1 or fewer of 3 Small Group Intervention or any of the activities
Key for Differentiation
Reinforce Understanding
Build Proficiency
Extend Thinking

Lesson 2-7 • Decompose to Subtract 62A

59A_62C_RM_T3_U2_L07_683915_127905.indd 1 19/05/20 12:35 PM

 Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

Find the Difference Practice It! Game Station
Work with students to subtract two 3-digit numbers. Have My Subtraction Strategies
them work in pairs to decompose the numbers to find the Students use a variety of strategies

WORKSTATIONS
SMALL GROUP

solution. Watch for students who incorrectly subtract a digit in the to subtract numbers.
greater number from a digit in the lesser number. Help these
these students to write out the numbers they are subtracting and
subtracting from before they make each calculation. After
students find a difference, have them look for another way to
decompose to solve the problem.

Take Another Look Lesson Interactive Additional Practice

Assign the interactive lesson to Assign the digital version
GO ONLINE

GO ONLINE
reinforce targeted skills. of the Student Practice Book.
• Subtract-Take Apart Tens
and Ones
Assign Assign

Differentiation Resource Book, p. 13 Student Practice Book, pp. 13–14

INDEPENDENT WORK

INDEPENDENT WORK

62B Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

59A_62C_RM_T3_U2_L07_683915_127905.indd 2 19/05/20 12:35 PM

 Extend Thinking
Own It! Digital Station Use It! Application Station
Build Fluency Games Buy New Playground Equipment
Assign the digital game to develop Students create lists of playground

WORKSTATIONS
fluency with adding multiples of 10. equipment purchases that would stay
within a school’s budget. The content
of this card has concepts covered later
Assign
in Lesson 2-11. You may want to assign
this card to students ready to explore
content covered later in this unit.

Spiral Review Websketch Exploration

Assign the digital Spiral Review Assign a websketch exploration to

GO ONLINE
Practice to students or apply skills and extend thinking.
download and print PDFs of
the Spiral Review from the
Digital Teacher Center. Assign Assign

Student Practice Book, pp. 13–14 Differentiation Resource Book, p. 14

INDEPENDENT WORK

Lesson 2-7 • Decompose to Subtract 62C

59A_62C_RM_T3_U2_L07_683915_127905.indd 3 19/05/20 12:35 PM

 LESSON 2-8
Adjust Numbers to Add or Subtract

Learning Targets Vocabulary

• I can adjust numbers to make it easier to add or subtract two 3-digit numbers. Math Terms Academic Terms
• I can explain how to adjust numbers to make it easier to add or subtract two difference adjust
3-digit numbers. sum identify

Standards Major Supporting Additional Materials

Content The materials may be for any part
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place of the lesson.
value, properties of operations, and/or the relationship between addition and subtraction. • Number Cards 0–10
Math Practices and Processes Teaching Resource
MPP Use appropriate tools strategically.
MPP Look for and make use of structure.

Focus
Content Objective Language Objectives SEL Objective
Number Routine
• Students adjust numbers to help • Students express an opinion with • Students exchange ideas for
Decompose It 5–7 min
them add or subtract. support using language such as completing a mathematical task Build Fluency Students build number
I think and because. with a peer and reflect on the
value of their similarities and sense as they determine different ways a
• To optimize output and cultivate
differences. number can be written as the sum or
conversation, ELs will participate
in MLR4: Information Gap. difference of two or more numbers.
These prompts encourage students to
Coherence talk about their reasoning:
Previous Now Next • Which “break aparts” are related?
• Students added and subtracted • Students add or subtract two • Students fluently add and How are they related?
using strategies based on place 3-digit numbers by adjusting subtract within 1,000 (Unit 2).
value (Grade 2). the numbers. • What patterns do you notice?
• Students add and subtract
• Students decomposed numbers multi-digit numbers using the • How can a pattern help you find a
to help add and subtract (Unit 2). standard algorithm (Grade 4). new “break apart” to write?

Rigor
Conceptual Understanding Procedural Skill & Fluency Application
• Students understand that • Students build proficiency with • Students apply their
adjusting numbers can make it addition and subtraction by using understanding of adjusting
easier to add or subtract. the strategy of adjusting numbers to solve real-world
numbers. problems.
Conceptual understanding is
not a targeted element of rigor Application is not a targeted
for this standard. element of rigor for this standard.

63A Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

63A_66C_RM_T3_U2_L08_683915_129638.indd 1 19/05/20 1:40 PM

 Launch 5–7 min Sense-Making Routine

Purpose Students think about how some equations are easier to solve
than others due to the digits in the ones place.

Which Doesn’t Belong?

• Which doesn’t belong?

Teaching Tip Allow students to work in pairs to identify which

expression they think doesn’t belong. Tell each pair to be prepared to
explain their choice before the group discussion begins.
ETP
Pose Purposeful Questions
The questions that follow may be asked in any order. They are meant to
help advance students’ understanding that the digits in the ones place can
impact on how they add, and are based on possible comments and
questions that students may make during the share out.
• Which pair of addends do you think are easiest to add? Explain.
• Which pair of addends do you think are most difficult to add?
Explain.
• How can you find the sum of each?
Math is... Mindset
• How can you show others that you value their ideas?
SEL Relationship Skills: Value Ideas of Others
As students engage in collaborative discourse around the Which Doesn’t
Belong? routine, remind them that valuing the ideas of others is an
important part of being an effective and respectful communicator. Explain
that one way to do this is by listening attentively when others are sharing
their ideas about which expression they think doesn’t belong.

Transition to Explore & Develop

Ask questions to encourage students to think about which digits in
addition and subtraction equations make the equations easier to solve.
ETP Establish Goals to Focus Learning
• Let’s explore how to use strategies to make equations
easier to solve.

Lesson 2-8 • Adjust Numbers to Add or Subtract 63

63A_66C_RM_T3_U2_L08_683915_129638.indd 63 19/05/20 1:40 PM

 Explore & Develop 20 min

1 Pose the Problem

ETP
Pose Purposeful Questions
• How can you decide if more than one step is needed to
solve the problem?
• Which operations might you use to sovle the problem?
• Think About It: Do you think you can change a number in an addition
or subtraction equation to make it easier to solve? Explain.

2 Develop the Math

Choose the option that best meets
your instructional goals.
MLR
Information Gap
While discussing the questions, prompt students to offer
explanations with support. Ask, Why do you think that?
Encourage students to add to each other’s information
and knowledge where appropriate. As needed, restate
any key ideas that students bring up.

3 Bring It Together
ETP
Elicit and Use Evidence of Student Thinking
• How can adjusting the numbers in an addition equation make the
equation easier to solve?
• If you adjust the numbers in a subtraction or addition equation, why
do you need to adjust both numbers?
Key Takeaways
• One addition and subtraction strategy is to adjust the numbers to
numbers that are easier to work with.
• The adjustment must be made to both numbers in the equation.

Work Together
Students analyze and critique Marco’s strategy. It might be beneficial to
have students work through the calculation as it is described in the
problem to determine the error.
Common Misconception: Students may think the numbers in an addition
equation can be adjusted using the same operation. Remind them that the
numbers should be adjusted using addition and subtraction so the sum is the
same for the adjusted equation and the original equation. Some students may
find it helpful to think of the equation in terms of a pan-balance metaphor.

LOM Language of Math

Students have likely heard the word adjust in other contexts. They may be
familiar with adjusting a seat or an article of clothing, but adjusting a
number may be a new concept. Discuss the definition of adjust and how it
applies to working with numbers.

64 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

63A_66C_RM_T3_U2_L08_683915_129638.indd 64 19/05/20 1:40 PM

 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students explore adjusting subtraction and addition equations to Students understand that they can adjust numbers in addition and
help them work more efficiently. subtraction equations to make the equations easier to solve.
Materials: Number Cards 0–10 Teaching Resource ETP
Facilitate Meaningful Discourse
Directions: Students work in pairs. Present the equations 417 + 328 • If you are adjusting addends to help find the sum, why is it
and 417 — 328. Have pairs discuss how they might change the important to adjust both addends?
equations to make them easier to solve and share with the group. • Think About It: Are there other ways to adjust the addends?
Discuss adjusting numbers to numbers that are easier to work with • If you adjusted 109 to 100 in the addition equation instead of 110,
as a strategy. Provide only number cards 0–9 to each pair. The pair how would 224 have to change?
should randomly choose cards to create two 3-digit numbers and • Think About It: Can you adjust by adding the same amount to
write a subtraction and addition equation. Students should attempt both addends? Explain.
to use the adjusting strategy to solve each equation. It is important • Why do you need to adjust both numbers in the subtraction
that students prove that their adjustments resulted in the same sum equation by the same amount?
or difference as the original equation. • Think About It: Are there are ways to adjust the numbers in the
subtraction equation?
ETP Implement Tasks That Promote Reasoning and
Problem Solving To help students understand they can adjust the numbers in
• Why do you think your sum or difference was different? What a subtraction equation by either subtracting or adding the same
needs to be added or subtracted from it to equal the sum or amount to each number, have them think about how they could
difference of the original equation? adjust the subtraction equation by adding the same amount to
• Is there only one way to adjust the numbers? Explain each number.
• Based on the numbers in subtraction equation, do you think it
Math is... Structure makes more sense to add or subtract the same amount to each
• How is adjusting a subtraction equation different from adjusting number? Explain.
an addition equation?
Math is... Structure
Activity Debrief: Have students share both their successful and • How is adjusting a subtraction equation different from adjusting
unsuccessful strategies. Ensure students understand that they need an addition equation?
to subtract from one number and add to the other when adjusting an
Students consider how adjusting for subtraction is different from
addition equation and either add or subtract the same amount to the
adjusting for addition.
numbers in a subtraction equation.
Lesson 2–4

Have students revisit the Pose the Activity Cards

Problem question and discuss

Kate estimates how much money Ross estimates the number of tickets
she needs to save to buy a car. he has for prizes at the arcade.

answers. A manager estimates the amount of

flooring a new store needs.
An interior designer estimates the
amount of fabric for a project.

• How many more Tigers fans than An engineer estimates the weight
limit of an elevator.
Juni estimates the disk space she
will use before buying a computer.

Hawks fans are at the game? Copyright © McGraw-Hill Education

Copyright © McGraw-Hill Education

A PDF of the Teaching Resource is

available in the Digital Teacher Center.
will use before buying a computer. limit of an elevator.
Juni estimates the disk space she An engineer estimates the weight
Activity Cards

amount of fabric for a project. flooring a new store needs.

An interior designer estimates the A manager estimates the amount of
1

he has for prizes at the arcade. she needs to save to buy a car.
Ross estimates the number of tickets Kate estimates how much money

Activity Cards
Lesson 2–4

EL
English Learner Scaffolds
Entering/Emerging Support understanding of Developing/Expanding Support understanding Bridging/Reaching Encourage
adjust. Demonstrate by using your hands to of adjust. Demonstrate by using your hands to students to identify synonyms for
slightly fix your hair. As you do this say, I am slightly fix your hair. As you do this say, I am adjust. Have them write down their
adjusting my hair. Then adjust 3 things in a row, adjusting my hair. Pair students and ask them to ideas first. Then have students list them
such as your hair, sweater, and socks. Ask, Did I come up with a definition for adjust. Provide a together on the board. Examples may
adjust my socks? (yes) Did I adjust my shoes? (no) sentence frame: Adjust means to . include change, make changes to, etc.

Lesson 2-8 • Adjust Numbers to Add or Subtract 64A

63A_66C_RM_T3_U2_L08_683915_129638.indd 1 19/05/20 1:40 PM

 Practice & Reflect 10 min

Practice
ETP Build Fluency from Understanding
Common Error: Exercise 11 Students may only subtract 1 from the
subtrahend (851) to make a 10 and forget they must also subtract 1 from
the minuend (925). Remind students that in a subtraction equation, both
numbers must be adjusted by the same amount.

Practice Item Analysis

Item DOK Rigor
1–6 2 Procedural Skill and Fluency
7 3 Conceptual Understanding
8 2 Conceptual Understanding
9 3 Conceptual Understanding
10–11 3 Application
12 3 Conceptual Understanding

Reflect
Students complete the Reflect question.
• How can adjusting just one number affect the addition or
subtraction equation?
Ask students to share their reflections with their classmates.
Math is... Mindset
• How have you shown others that you value their ideas?
Students reflect on how they developed stronger relationship skills.

Learning Targets
Ask students to reflect on the Learning Targets of the lesson.
• I can adjust numbers to make it easier to add or subtract
two 3-digit numbers.
• I can explain how to adjust numbers to make it easier to add or
subtract two 3-digit numbers.

To review today’s lesson, have students

watch the Math Replay video in their
Digital Student Center.
Assign the On My Own practice to
students from the Digital Teacher Center.

65–66 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

63A_66C_RM_T3_U2_L08_683915_129638.indd 66 19/05/20 1:40 PM

 Assess 10 min

Exit Ticket Formative Assessment

The Exit Ticket assesses students’ understanding of lesson concepts.

Metacognitive Check Reflect on Your Learning allows students to think

about their level of understanding of the lesson content on a scale of 1 to 4
with 4 being the highest confidence. Assess

Exit Ticket Skill Tracker

Item DOK Skill Standard
Assign
1 1 Adjust numbers to add or subtract 3.NBT.A.2
2 3 Adjust numbers to add or subtract 3.NBT.A.2
3 2 Adjust numbers to add or subtract 3.NBT.A.2

Data Use students’ scores on the Exit Ticket to assign the

differentiated resources available. When students complete the
Exit Ticket in the digital workspace, their responses are auto-scored.

Exit Ticket Recommendations

If students score Then have students do
3 of 3 Additional Practice or any of the or activities
2 of 3 Take Another Look or any of the activities
1 or fewer of 3 Small Group Intervention or any of the activities
Key for Differentiation
Reinforce Understanding
Build Proficiency
Extend Thinking

Lesson 2-8 • Adjust Numbers to Add or Subtract 66A

63A_66C_RM_T3_U2_L08_683915_129638.indd 1 19/05/20 1:40 PM

 Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

Which is Most Efficient? Practice It! Game Station
Work with students in pairs. Provide the students with the Subtracting with Compatible Numbers
same subtraction equation involving two-digit numbers, for Tic Tac Toe

WORKSTATIONS
SMALL GROUP

example, 85 – 37 = 48. The students should adjust the numbers Students practice subtracting
to write a different equation with the same difference. Have the compatible numbers.
students compare equations and decide which is most efficient.
Watch for students who adjust one number up and the other
down. Show students on a number line how numbers must be
adjusted in the same direction to stay the same distance apart.
Repeat the activity with a new equation.

Take Another Look Lesson Interactive Additional Practice

Assign the interactive lesson to Assign the digital version of
GO ONLINE

GO ONLINE
reinforce targeted skills. the Student Practice Book.
• Subtract-Take Apart Tens
and Ones
Assign Assign

Differentiation Resource Book, p. 15 Student Practice Book, pp. 15–16

INDEPENDENT WORK

INDEPENDENT WORK

66B Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

63A_66C_RM_T3_U2_L08_683915_129638.indd 2 19/05/20 1:40 PM

 Extend Thinking
Own It! Digital Station Use It! Application Station
Build Fluency Games History of the Railroad Students plan
Assign the digital game to develop and diagram a railway system. They

WORKSTATIONS
fluency with adding multiples of 10. draw railway stations and label the
distances between them. The content
of this card has concepts covered later
Assign
in Lesson 2-12. You may want to assign
this card to students ready to explore
content covered later in this unit.

Spiral Review Websketch Exploration

Assign the digital Spiral Review Assign a websketch exploration to

GO ONLINE
Practice to students or apply skills and extend thinking.
download and print PDFs of
the Spiral Review from the
Digital Teacher Center. Assign Assign

Student Practice Book, pp. 15–16 Differentiation Resource Book, p. 16

INDEPENDENT WORK

Lesson 2-8 • Adjust Numbers to Add or Subtract 66C

63A_66C_RM_T3_U2_L08_683915_129638.indd 3 19/05/20 1:40 PM

 LESSON 2-9
Use Addition to Subtract

Learning Targets Vocabulary

• I can show how addition and subtraction are related. Math Term Academic Terms
• I can explain how addition and subtraction are related. bar diagram comparison
conclude

Standards Major Supporting Additional

Content
Materials
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place The materials may be for any part
value, properties of operations, and/or the relationship between addition and subtraction. of the lesson.
• base-ten blocks
Math Practices and Processes
• blank number cubes
MPP Use appropriate tools strategically.
• Number Cards 0–10 Teaching Resource
MPP Look for and make use of structure.

Focus
Content Objective Language Objectives SEL Objective
Number Routine
• Students use related addition • Students describe a bar diagram • Students engage in respectful
Where Does It Go?
equations to find the difference. using precise measurements for discourse with peers about 5–7 min
distance: miles. various perspectives for
• To support sense-making, approaching a mathematical Build Fluency Students build number
use MLR6: Three Reads. challenge. sense as they determine the location of
the same number of three different
Coherence number lines. Remind students that exact
Previous Now Next placement is not necessary, but numbers
should be placed in the general location
• Students explored the • Students extend their • Students explore the
where they belong.
relationship between addition understanding of the relationship relationship between
and subtraction with 2-digit between addition and multiplication and division These prompts encourage students to
numbers (Grade 2). subtraction to 3-digit numbers. (Unit 3). talk about their reasoning:
• Students explored addition • Students fluently add and
patterns (Unit 2). subtract multi-digit whole • Which placements
numbers using the standard were reasonable?
algorithm (Grade 4).
• How did you determine where
to place the number on each
Rigor number lines?
Conceptual Understanding Procedural Skill & Fluency Application
• How did you use the endpoints
• Students understand that • Students build proficiency • Students apply their of each number line to determine
they can solve a subtraction rewriting a subtraction equation understanding of the
the location of the number?
equation using a related as a related addition equation. relationship between addition
addition equation. and subtraction to solve • What is another way to think
real-world problems. about this?
Conceptual understanding is
not a targeted element of rigor Application is not a targeted
for this standard. element of rigor for this standard.

67A Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

67A_70C_RM_T3_U2_L09_683915_131063.indd 1 19/05/20 11:09 AM

 Launch 5–7 min Sense-Making Routine

Purpose Students consider how math is represented in the image

of the map.

Notice & Wonder™

• What do you notice?
• What do you wonder?

Teaching Tip You may want to have students share with a partner when
they may have seen a map like the one. Pairs could discuss when they
have seen or used maps in their life.
ETP
Pose Purposeful Questions
The questions that follow may be asked in any order. They are meant to
help advance students’ understanding of the details in the map, and are
based on possible comments and questions that students may make
during the share out.
• What do you think the line represents?
• How do you know where the trip starts and ends?
• Why do you think a car is shown on the map?
• What math do you see in this image?

Math is... Mindset

• How can you show that you understand your partner’s ideas?
SEL Social Awareness: Develop Perspective
Encourage students to think about different ways to consider the Notice &
Wonder™ routine. With a partner, have them share different strategies they
can use to identify what the information on the map represents. Invite
students to consider and build off their partner’s ideas.

Transition to Explore & Develop

Ask questions to encorage students to consider the distance the car has
left to drive to complete the route and how they might determine that
distance. Discuss possible operations that could be used to determine
the unknown.
ETP Establish Goals to Focus Learning
• What do we need to know to determine how far the car has left
to drive?

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67A_70C_RM_T3_U2_L09_683915_131063.indd 67 19/05/20 11:09 AM

 Explore & Develop 20 min

1 Pose the Problem

ETP
Pose Purposeful Questions
• In your own words, what is this problem about?
• How does the map show 575 miles?
• What information do we know from reading the problem?

2 Develop the Math

Choose the option that best meets
your instructional goals.
MLR Three Reads
1st Read: Ensure students understand that Adaline and her
family will drive 575 miles total.
2nd Read: Focus students’ attention on how many miles
they driven so far.
3rd Read: Brainstorm ways to find out how many miles they have left to drive.

3 Bring It Together
ETP
Elicit and Use Evidence of Student Thinking
• Why might you want to use addition instead of subtraction to solve?
• What are some strategies you could use to find a missing addend?

Key Takeaway
• Rewriting a subtraction equation as a related addition equation is
another strategy for finding the difference.

Work Together
Students should reflect on the steps needed to use addition to help find
the difference. It may be beneficial to have students describe the steps to
a partner before writing their responses.

Common Misconception: Students may rewrite the equation as

326 + 478 = ?. Encourage students to find the sum and insert it into the
original equation. Then have them complete the subtraction to check their
work. Remind students that 326 added to antoher addend will equal 478.
LOM Language of Math
Students should be comfortable using place-value terms (ones, tens,
hundreds) to describe 3-digit numbers. Students should describe various
number representations with these terms.

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 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students solve a problem using a related addition equation. Students explore the relationship between addition and subtraction,
and understand that a subtraction equation can be rewritten as an
Materials: Number Cards 0–10 Teaching Resource
unknown addend problem.
Directions: Have studends work in pairs. Present the expression
547 — 288. Students should discuss different ways they can model ETP Use and Connect Mathematical Representations
the equation. Then share as a group. If not mentioned, introduce a Discuss the different tools that could be used to represent
bar diagram as a tool. Work with students to represent the the problem.
subtraction expression as a bar diagram. • How does the bar diagram represent the information in
Provide pairs with only number cards 0–9. Have students randomly the problem?
choose number cards to create a subtraction equation with two • What operation would you use to solve this problem? Explain.
3-digit numbers and a symbol for the unknown difference. Have • Think About It: Is there more than one equation that can
studuents represent the equation with a bar diagram. Then challenge represent the problem?
students to write an addition equation that can help them find the Have students work with a partner to discuss the equations used
difference. Students should record their work and find the difference. to represent the information in the bar diagram.
Encourage students to think of ways they can check their work. • How are the numbers in the bar diagram represented by the
Students should repeat the activity as time allows. subtraction and addition equations?
• Why can both a subtraction equation and an addition equation
ETP Support Productive Struggle represent the problem?
• How can the bar diagram you created represent addition? • Do you see a relationship between the subtraction equation
• How can you explain what each number in the subtraction and the addition equation? Explain.
equation means? How can you use this to write an addition
equation? Math is... Choosing Tools
• Can you think of a time when you used addition to check your
• How can using an unknown addend equation be helpful
answer to a subtraction problem? How could this help you?
when you subtract?
Activity Debrief: Have student pairs share a subtraction equation and
Students consider how to use an unknown addend equation
describe how they used an addition equation to help them solve. Ensure
to help subtract.
students undersand that a subtraction equation can be rewritten as an
unknown addend equation. Discuss whether students found this
strategy more useful than other subtraction strategies they know.
Lesson 2–4

Math is... Choosing Tools Activity Cards

Kate estimates how much money Ross estimates the number of tickets

• How can using an unknown

she needs to save to buy a car. he has for prizes at the arcade.

addend equation be helpful when A manager estimates the amount of

flooring a new store needs.
An interior designer estimates the
amount of fabric for a project.

you subtract? An engineer estimates the weight

limit of an elevator.
Juni estimates the disk space she
will use before buying a computer.

Have students revisit the Pose the Copyright © McGraw-Hill Education

Problem question and discuss answers.

Copyright © McGraw-Hill Education

• How can you find how many miles

will use before buying a computer. limit of an elevator.
Juni estimates the disk space she An engineer estimates the weight

they have left to drive?

Activity Cards

amount of fabric for a project. flooring a new store needs.

An interior designer estimates the A manager estimates the amount of

A PDF of the Teaching Resource is

1

he has for prizes at the arcade. she needs to save to buy a car.
Ross estimates the number of tickets Kate estimates how much money

available in the Digital Teacher Center. Activity Cards

Lesson 2–4

EL
English Learner Scaffolds
Entering/Emerging Support understanding of Developing/Expanding Support understanding Bridging/Reaching Support students’
rewrite. Display a word in messy handwriting. of rewrite. Display a word in messy handwriting. understanding of the prefix re-. Ask
Say, with a proud expression, I wrote that. Then Say, with a proud expression, I wrote that. Then students to explain the meaning of the
look at it again, squint your eyes and say, I think I look at it again, squint your eyes and say, I think I word rewrite in their own words. Then
should rewrite that. Rewrite the word with neat should rewrite that. Rewrite the word with neat ask, What do you think re- means? Have
handwriting and ask, Am I rewriting the word? handwriting and ask, What does rewrite mean? students ask questions to clairfy.

Lesson 2-9 • Use Addition to Subtract 68A

67A_70C_RM_T3_U2_L09_683915_131063.indd 1 19/05/20 11:09 AM

 Practice & Reflect 10 min

Practice
ETP Build Fluency from Understanding
Common Error: Exercises 1–3 Students may incorrectly rewrite the
subtraction equations as related addition equations with unknown sums.
Remind students that a subtraction equation should be rewritten as an
unknown addend problem.

Practice Item Analysis

Item DOK Rigor
1–3 1 Procedural Skill and Fluency
4–5 2 Conceptual Understanding
6–9 2 Procedural Skill and Fluency
10–11 2 Application
12 3 Conceptual Understanding

Reflect
Students complete the Reflect question.
• How are addition and subtraction related?
Ask students to share their reflections with their classmates.

Math is... Mindset

• How have you shown that you understand your classmates’ ideas?
Students reflect on how they practiced social awareness.

Learning Targets
Ask students to reflect on the Learning Targets of the lesson.
• I can show how how addition and subtraction are related.
• I can explain how addition and subtraction are related.

To review today’s lesson, have students

watch the Math Replay video in their
Digital Student Center.
Assign the On My Own practice to
students from the Digital Teacher Center.

69–70 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

67A_70C_RM_T3_U2_L09_683915_131063.indd 70 19/05/20 11:09 AM

 Assess 10 min

Exit Ticket Formative Assessment

The Exit Ticket assesses students’ understanding of lesson concepts.

Metacognitive Check Reflect on Your Learning allows students to think

about their level of understanding of the lesson content on a scale of 1 to 4
with 4 being the highest confidence. Assess

Exit Ticket Skill Tracker

Item DOK Skill Standard
Assign
1 1 Use related addition equations 3.NBT.A.2
to subtract
2 2 Use related addition equations 3.NBT.A.2
to subtract
3 2 Use related addition equations 3.NBT.A.2
to subtract

Data Use students’ scores on the Exit Ticket to assign the

differentiated resources available. When students complete the
Exit Ticket in the digital workspace, their responses are auto-scored.

Exit Ticket Recommendations

If students score Then have students do
3 of 3 Additional Practice or any of the or activities
2 of 3 Take Another Look or any of the activities
1 or fewer of 3 Small Group Intervention or any of the activities
Key for Differentiation
Reinforce Understanding
Build Proficiency
Extend Thinking

Lesson 2-9 • Use Addition to Subtract 70A

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 Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

What’s the Related Fact? Practice It! Game Station
Work with students in pairs. Give the students two number Addition and Subtraction Concentration
cubes. Students take turns rolling the cubes to create two 2-digit Students practice identifying related addition

WORKSTATIONS
SMALL GROUP

addends. Students find the sum and write the related subtraction and subtraction expressions.
equations. Have base-ten blocks available to students who need
to model the problems. Make sure students recognize that two
subtraction equations are possible for each pair of distinct
addends. Repeat the activity with new rolls of the cubes.

Take Another Look Lessons Interactive Additional Practice

Assign the interactive lessons to Assign the digital version of the
GO ONLINE

GO ONLINE
reinforce targeted skills. Student Practice Book.
• Use a Related Addition Fact
to Subtract
• Relate Addition and Subtraction Assign Assign

Differentiation Resource Book, p. 17 Student Practice Book, pp. 17–18

INDEPENDENT WORK

INDEPENDENT WORK

70B Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

67A_70C_RM_T3_U2_L09_683915_131063.indd 2 19/05/20 11:09 AM

 Extend Thinking
Own It! Digital Station Use It! Application Station
Build Fluency Games Build a Fire Tower Students design and
Assign the digital game to develop build a model of a tower that could be

WORKSTATIONS
fluency with adding multiples of 10. used by a park ranger to spot fires. The
content of this card has concepts covered
later in Lesson 2-12. You may want to
Assign
assign this card to students ready to
explore content covered later in this unit.

Spiral Review Websketch Exploration

Assign the digital Spiral Review Assign a websketch exploration to

GO ONLINE
Practice to students or apply skills and extend thinking.
download and print PDFs of
the Spiral Review from the
Digital Teacher Center. Assign Assign

Student Practice Book, pp. 17–18 Differentiation Resource Book, p. 18

INDEPENDENT WORK

Lesson 2-9 • Use Addition to Subtract 70C

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 LESSON 2-10
Fluently Add within 1,000

Learning Targets Vocabulary

• I can use different strategies to add 3-digit numbers. Math Term Academic Terms
• I can explain how to use different strategies to add 3-digit numbers. partial sum justify
process

Standards Major Supporting Additional

Content
Materials
3.NBT.A.2 Fluently add and subtract within 1,000 using strategies and algorithms based on place The materials may be for any part
value, properties of operations, and/or the relationship between addition and subtraction. of the lesson.
Math Practices and Processes • blank number cubes
MPP Make sense of problems and persevere in solving them.
MPP Look for and make use of structure.

Focus
Content Objective Language Objectives SEL Objective
Number Routine
• Students explain different • Students use the transitional • Students discover and discuss
Where Does it Go?
strategies to add 3-digit word then to articulate a strategy personal interests related to 5–7 min
numbers. with more than one step. mathematics and share these
• To optimize output, use MLR5: interests with peers. Build Fluency Students build number
Co-Craft Problems. sense as they determine the location of
the same number on three different
Coherence number lines.
Previous Now Next These prompts encourage students to
• Students used addition • Students fluently add 3-digit • Students add two 3-digit talk about their reasoning:
strategies to add 2-digit numbers numbers by using different numbers in two-step word
• What do you notice about each
(Grade 2). addition strategies. problems (Unit 2).
number line?
• Students explored addition • Students fluently add multi-digit
strategies to add 3-digit numbers whole numbers using the • How did you determine where 73
(Unit 2). standard algorithm (Grade 4). goes on each number line?
• Why is 73 not in the same place on
Rigor
each number line?
Conceptual Understanding Procedural Skill & Fluency Application
• Students build upon their • Students build fluency with • Students apply their
understanding of addition 3-digit addition by using different understanding of addition
strategies to decide which addition strategies. strategies to solve real-world
strategy is most efficient. problems.
Conceptual understanding is Application is not a targeted
not a targeted element of rigor element of rigor for this standard.
for this standard.

71A Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 Launch 5–7 min Sense-Making Routine

Purpose Students think about the relationship among the numbers in a

word problem and consider what the question might be.

Numberless Word Problem

• What math do you see in the problem?
• What question could you ask?

Teaching Tip Encourage students to come up with as many questions

as possible about the word problem. This can help students see many
questions are possible about the same scenario. Have students consider
the information that is needed to answer each one.
ETP
Pose Purposeful Questions
The questions that follow may be asked in any order. They are meant to
help advance students’ understanding of the word problem and the
questions that could be asked, and are based on possible comments and
questions that students may make during the share out.
• What information might be missing from the problem?
• What operation might be used to answer the questions? Explain.

Math is... Mindset

• How can my math skills help me with my work today?
SEL Self-Awareness: Identity and Belonging
Give students opportunities to share about themselves to reinforce their
sense of identity and belonging. As students work collaboratively to
complete the Numberless Word Problem routine, invite them to share a
personal skill or interest related to math. Encourage them to think about
how that skill can help them with their work adding 3-digit numbers today.

Transition to Explore & Develop

Encourage students to consider how addition might be used to answer
some of the questions they created. Students should begin to think about
different strategies they have used to add multi-digit numbers. Students
also may start thinking about which strategies they find the most efficient.
ETP Establish Goals to Focus Learning
• If you were asked to add two 3-digit numbers, which strategy would
you use? Explain your thinking.

Lesson 2-10 • Fluently Add within 1,000 71

71A_74C_RM_T3_U2_L10_683915_132861.indd 71 19/05/20 11:10 AM

 Explore & Develop 20 min

1 Pose the Problem

ETP
Pose Purposeful Questions
• How is this problem like other problems you have solved?
• How can you estimate the answer?
• How might you represent the problem?

Math is... Exploring

• How can you decide which information in the problem is useful?
Students make sense of the problem by identifying information that is
needed and information that is extraneous.

2 Develop the Math

Choose the option that best meets
your instructional goals.
MLR
Co-Craft Problems
After students review the strategies, have them work in
pairs to write a new word problem involving addition
and write the solution on a separate piece of paper.
Have each pair pass their word problem to another.
Tell pairs to now solve the new word problem using
each of the strategies. Then have pairs meet up and
explain their work for the other’s word problem.

3 Bring It Together
ETP
Elicit and Use Evidence of Student Thinking
• How can you use your estimate to check your work?
• How can you use strategies to add 3-digit numbers?
• How can you decide which strategy is most efficient for you?
Key Takeaway
• Any of the addition strategies can be used to find a sum.

Work Together
It may be helpful for students to work through the problem using both
strategies. Have students consider whether the sums were the same
when using either strategy.
Common Misconception: Students may think that there is one correct
strategy to use with each problem. Remind students that any addition
strategy can be used. Students should feel free to choose the strategy
they find the most efficient.

LOM Language of Math

Students need multiple opportunities to understand and use the
terms addend and sum. Have volunteers write an addition equation with
multi-digit addends and the sum on the board, and have them point to
each addend and the sum. Then, the class can respond with the terms
and definitions.

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 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students solve an addition problem using different strategies. Students review addition strategies they learned. They also think
about which strategy they find most efficient.
Materials: blank number cubes
ETP
Directions: Students work in pairs. Provide two number cubes, one Use and Connect Mathematical Representations
labeled 0–5 and the other labeled 4–9, to each pair. One partner • Think About It: How did you determine what numbers to use in
rolls both cubes three times to create two 3-digit numbers less than the equation?
500. Students write an addition equation using the numbers. Then • Think About It: How can you adjust the addends in a different
students independently solve the equation using an addition way?
strategy. Students should record their work. Have students compare • What other addition strategies could you use to solve?
their strategy with their partner. Encourage students to use a variety • How might you decide which strategy is most efficient?
of strategies.
Have students identify the different partial sums used to find the total
ETP Support Productive Struggle sum and discuss how the addend 169 is decomposed.
• How can you use partial sums to find the sum? • How is place value used to decompose 169 in different ways?
• How might you adjust the addends to find the sum? Have students adjust an addend in a different way than what’s
• Is there another strategy you could use to solve? Explain. shown to find the sum. Have students share the different ways they
• Which strategy do you think is most efficient? Explain. adjusted the addend and explain why.
Activity Debrief: Have students review their work and make
observations about the strategies they used. Discuss as a group.
• Was there a strategy you used most often?
• How many times did you and your partner use the same
strategy? different strategies?
• Was there are certain type of equation that you always used a
particular strategy to solve?
Compare the strategies as a group and discuss when students chose
to use each and why. Ask questions to encourage students to
recognize that any addition strategy can be used to solve any
addition equation. Students should choose the strategy that works
best for them.
Have students revisit the Pose the Problem question
and discuss answers.
• What strategies can you use to find the total number
of books in the library?

EL
English Learner Scaffolds
Entering/Emerging Support understanding of Developing/Expanding Support understanding Bridging/Reaching Guide students in
the word partial. Draw a pizza on the board with of the word partial. Draw a pizza on the board expressing the difference between
8 slices. Say, This is NOT a partial pizza. Then with 8 slices. Say, This is NOT a partial pizza. partial and total. Give students time to
erase 3 slices. Say, This is a partial pizza. Draw Then erase 3 slices. Say, This is a partial pizza. write their thoughts before sharing.
the 3 slices again and ask, Is this a partial pizza? Draw an extra slice so only 2 are missing and ask, Then have them revise their
Erase some slices and ask, Is this a partial pizza? Is this is a partial pizza? How do you know? explanations as needed.

Lesson 2-10 • Fluently Add within 1,000 72A

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 Practice & Reflect 10 min

Practice
ETP Build Fluency from Understanding
Common Error: Exercises 1–4 If students adjust the addends to help
find the sum, they may incorrectly add the same amount to each addend.
Remind students that to adjust addends, they should subtract from one
addend and add that amount to the other addend.

Practice Item Analysis

Item DOK Rigor
1–4 2 Procedural Skill and Fluency
5 3 Conceptual Understanding
6 2 Conceptual Understanding
7 2 Application
8–9 2 Procedural Skill and Fluency
10–11 2 Application
12 3 Application

Reflect
Students complete the Reflect question.
• How do you decide which addition strategy to use when
solving a problem?
Ask students to share their reflections with their classmates.

Math is... Mindset

• How did your math skills help you with your work today?
Students reflect on how they practiced self-awareness.

Learning Targets
Ask students to reflect on the Learning Targets of the lesson.
• I can use different strategies to add 3-digit numbers.
• I can explain how to use different strategies to add 3-digit numbers.

To review today’s lesson, have students

watch the Math Replay video in their
Digital Student Center.
Assign the On My Own practice to
students from the Digital Teacher Center.

73–74 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

71A_74C_RM_T3_U2_L10_683915_132861.indd 74 19/05/20 11:11 AM

 Assess 10 min

Exit Ticket Formative Assessment

The Exit Ticket assesses students’ understanding of lesson concepts.

Metacognitive Check Reflect on Your Learning allows students to think

about their level of understanding of the lesson content on a scale of 1 to 4
with 4 being the highest confidence. Assess

Exit Ticket Skill Tracker

Item DOK Skill Standard
Assign
1 1 Use and explain different strategies 3.NBT.A.2
to add
2 1 Use and explain different strategies 3.NBT.A.2
to add
3 3 Use and explain different strategies 3.NBT.A.2
to add

Data Use students’ scores on the Exit Ticket to assign the

differentiated resources available. When students complete the
Exit Ticket in the digital workspace, their responses are auto-scored.

Exit Ticket Recommendations

If students score Then have students do
3 of 3 Additional Practice or any of the or activities
2 of 3 Take Another Look or any of the activities
1 or fewer of 3 Small Group Intervention or any of the activities
Key for Differentiation
Reinforce Understanding
Build Proficiency
Extend Thinking

Lesson 2-10 • Fluently Add within 1,000 74A

71A_74C_RM_T3_U2_L10_683915_132861.indd 1 19/05/20 11:11 AM

 Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

How Many Ways? Practice It! Game Station
Prepare 3-digit addition problems, and a 4-column chart with Multi-Digit Addition Tic Tac Toe
these labels: Decompose 1st Addend, Decompose 2nd Addend, Students use various strategies to

WORKSTATIONS
SMALL GROUP

Decompose Both Addends, Adjust Addends. Review a sample add multi-digit numbers.
problem. Present a problem and have students create as many
representations as they are can, sorting them in appropriate
columns. Then have students share their thinking. If students have
difficulty with decomposing numbers, review place value and how
to regroup tens and hundreds as ones and tens.

Take Another Look Lessons Interactive Additional Practice

Assign the interactive lessons to Assign the digital version of the
GO ONLINE

GO ONLINE
reinforce targeted skills. Student Practice Book.
• Add 3- and 2-Digit Numbers
• Add Two 3-Digit Numbers
Assign Assign

Differentiation Resource Book, p. 19 Student Practice Book, pp. 19–20

INDEPENDENT WORK

INDEPENDENT WORK

74B Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

71A_74C_RM_T3_U2_L10_683915_132861.indd 2 19/05/20 11:11 AM

 Extend Thinking
Own It! Digital Station Use It! Application Station
 Build Fluency Games History of the Railroad Students plan
Assign the digital game to develop and diagram a railway system. They

WORKSTATIONS
fluency with adding multiples of 10. draw railway stations and label the
distances between them. The content
of this card has concepts covered later
Assign
in Lesson 2-12. You may want to assign
this card to students ready to explore
content covered later in this unit.

Spiral Review Websketch Exploration

Assign the digital Spiral Review Assign a websketch exploration to

GO ONLINE
Practice to students or apply skills and extend thinking.
download and print PDFs of
the Spiral Review from the
Digital Teacher Center. Assign Assign

Student Practice Book, pp. 19–20 Differentation Resource Book, p. 20

INDEPENDENT WORK

Lesson 2-10 • Fluently Add within 1,000 74C

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 LESSON 2-11
Fluently Subtract within 1,000

Learning Targets Vocabulary

• I can use different strategies to subtract two 3-digit numbers. Math Term Academic Terms
• I can explain how to use different strategies to subtract two 3-digit numbers. decompose justify
response

Standards Major Supporting Additional

Content
Materials
3.NBT.A.2 Fluently add and subtract within 1,000 using strategies and algorithms based on place The materials may be for any part
value, properties of operations, and/or the relationship between addition and subtraction. of the lesson.
• blank number cubes
Math Practices and Processes
• transparent spinners
MPP Make sense of problems and persevere in solving them.
MPP Look for and express regularity in repeated reasoning.

Focus
Content Objective Language Objectives SEL Objective
Number Routine
• Students explain different • Students use command verbs to • Students set a focused
Where Does
strategies to subtract 3-digit explain the steps of a strategy. mathematical goal and make a It Go? 5–7 min
numbers. • To support sense-making, use plan for achieving that goal.
MLR8: Discussion Supports. Build Fluency Student build number
sense as they determine the location of
Coherence the same number on three different
number lines.
Previous Now Next
• Students used different • Students extend their • Students fluently add and These prompts encourage students to
strategies to subtract 2-digit understanding of subtraction subtract multi-digit whole talk about their reasoning:
numbers (Grade 2). strategies to choose the best numbers using the standard
• What do you know about the
• Students used different strategy when subtracting two algorithm (Grade 4).
3-digit numbers. endpoints of the first number line?
strategies to subtract 3-digit
numbers (Unit 2). • What friendly numbers could you use
to estimate the location of 86 on the
Rigor first number line? Explain.
Conceptual Understanding Procedural Skill & Fluency Application • How would you estimate the location
• Students build on their • Students build proficiency in • Students apply their of 86 on the second number line?
understanding of subtraction using different strategies to understanding of subtraction to Will it be closer to 50 or 100?
as they notice patterns and subtract two 3-digit numbers. solve problems in a real-world What other friendly numbers could
compatibility in the numbers context. you use?
they are subtracting. Application is not a targeted
• How would you subdivide the third
Conceptual understanding is element of rigor for this standard.
number line mentally to place the
not a targeted element of rigor
point for 86?
for this standard.
• Will 86 be closer to 70 or 100 on the
number line? Why?

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 Launch 5–7 min Sense-Making Routine

Purpose Students consider whether decomposing a number is the only

strategy to solve a subtraction problem.

Is It Always True?
• Is what Niko says always true?

Teaching Tip Have students work independently to determine whether

there are other ways to solve the problem. Then, have students share their
ideas with a partner. Facilitate a classroom discussion to consider all the
ways the problem can be solved.
ETP
Pose Purposeful Questions
The questions that follow may be asked in any order. They are meant to
help advance students’ understanding of the strategies they can use to
subtract, and are based on possible comments and questions that
students may make during the share out.
• What does it mean to decompose 135?
• How can place value help you subtract 348 – 135?
• Could adjusting numbers help you solve this problem? Explain.

Math is... Mindset

• What goal do you want to accomplish today?
SEL Self-Regulation: Goal-Setting
Before students begin the Is It Always True? routine, invite them to share
or write down one mathematical goal they have for the day. Have students
create a plan for how they will work toward achieving their goal.
Encourage students to focus their goals around subtracting 3-digit
numbers.

Transition to Explore & Develop

Ask questions to encourage students to explore other strategies that
might be used to solve the problem. Students should recognize there are
several other strategies that can be used to subtract 348 – 135.
ETP Establish Goals to Focus Learning
• Let’s explore the strategies that can be used to subtract.

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 Explore & Develop 20 min

1 Pose the Problem

ETP
Pose Purposeful Questions
• What information are we trying to find?
• Is there information in the problem we do not need in order to
find the number of tickets Mateo sold Saturday? Explain.
• Think About It: What numbers are needed to solve the problem?
Math is... Exploring
• How is this problem like other problems you have solved?
Students consider similar problems they have already solved using
subtraction with 3-digit numbers or have provided extraneous information.

2 Develop the Math

Choose the option that best meets
your instructional goals.
MLR Discussion Supports
Prompt students to share any information they already know
from reading the problem. Model thinking with a think-aloud.
As they discuss, encourage students to add to each other’s
nformation and knowledge when appropriate.

3 Bring It Together
ETP
Elicit and Use Evidence of Student Thinking
• Are there situations when you would not decompose a 3-digit
number to subtract? Explain.
• If you change a subtraction equation to an addition equation with an
unknown addend, how do you solve for the unknown addend?
• When you adjust numbers in a subtraction equation, how would you
decide whether to add or subtract an amount from both sides?

Key Takeaway
• Students explain different strategies to subtract 3-digit numbers.

Work Together
Students may find it helpful to use all three strategies to solve the
equation. Then students can decide which strategy they found to be the
most efficient.
Common Error: Students who adjust by adding 2 to 198 may subtract 2
from 542. Remind students that when you adjust numbers in a subtraction
situation, you either add or subtract the same amount from both numbers.
LOM Language of Math
Students have been using the term decompose since Grade 1. Students
should be comfortable using this term when describing strategies they use
to add and subtract 3-digit numbers.

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 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students solve a problem using different strategies. Students identify the numbers and operation needed to solve a
word problem. Then students discuss different strategies they can
Materials: blank number cubes
use to solve the problem, such as decomposing, adjusting, or relating
Directions: Students work in pairs. Provide blank number cubes, addition to subtraction.
one labeled 0–5 and the other labeled 4–9, to each pair. A student
ETP
rolls both cubes three times and creates two 3-digit numbers. The Use and Connect Mathematical Representations
student creates a subtraction equation with the numbers. The • What strategies can you use to find the number of tickets Mateo
student analyzes the equation and states the strategy they will use sold on Saturday?
to solve. Their partner then chooses a different strategy to solve the • Do the numbers in a subtraction equation affect the strategy that
equation. Students should record their work. Have students compare you choose to solve it? Explain.
their strategy with their partner. Students should discuss how the • Think About It: How can you decompose 134 in a different way?
strategies were the same and different. They should also discuss • How do you determine which strategy will work best?
their strategy preferences. Have students switch roles and repeat • Think About It: Why are the numbers in the subtraction equation
as time allows. adjusted by 6?
ETP Support Productive Struggle Have students work with a partner to explore ways to solve for
• How could you use decomposing to solve? Is there only the missing addend in 134 + ? = 543. Ask partnerships to share their
one way to decompose? strategies with the class.
• How can adjusting help you solve? Is there more than
one way to adjust?
• How can addition help you solve?

Activity Debrief: Have students describe how they used

different strategies to solve the problems. Have students note
strategies they preferred and those they do not. Students should
explain their reasoning.
• Describe when you might use one strategy for one situation
and a different strategy for antoher situation.
Have students revisit the Pose the Problem question
and discuss answers.
• What strategies can you use to
find the total number of tickets he sold on Saturday?

EL
English Learner Scaffolds
Entering/Emerging Support understanding of Developing/Expanding Support understanding Bridging/Reaching Encourage
the prefix un- in unknown. Tell students to show of the prefix un- in unknown. Ask, Is it true or students to break apart the term
you a thumbs up for true and a thumbs down for false that something unknown is known? (false) unknown. First ask students to explain
false. Say, If I know something, it is known. Pause Is it true or false that something unknown is not the word’s meaning in their own words.
for a thumbs up. Say, If I know something, it is known? (true) Then ask, What do you think Then ask, What do you think the prefix
unknown. Pause for a thumbs down. un- means in unknown? (not) un- means? (not)

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 Practice & Reflect 10 min

Practice
ETP Build Fluency from Understanding
Common Error: Exercise 7 Students may think they need to add 102 to
Cadence’s points in order to solve the problem. Have students reread the
problem to find the number of points Cadence earned in her recent online
game. Use an open number line to help students see that Cadence scored
102 fewer points in her previous game. Then, ask students which scores to
compare to find how many more points Marco earned.

Practice Item Analysis

Item DOK Rigor
1–4 2 Procedural Skill and Fluency
5 2 Application
6 3 Conceptual Understanding
7 2 Application
8–9 3 Procedural Skill and Fluency
10 3 Application
11 3 Conceptual Understanding
12 3 Application

Reflect
Students complete the Reflect question.
• How do you determine if a strategy is efficient?
Ask students to share their reflections with their classmates.

Math is... Mindset

• How have you worked to accomplish your goal today?
Students reflect on how they practiced self-regulation.
Learning Targets
Ask students to reflect on the Learning Targets of the lesson.
• I can use different strategies to subtract two 3-digit numbers.
• I can explain how to use different strategies to subtract
two 3-digit numbers.

To review today’s lesson, have students

watch the Math Replay video in their
Digital Student Center.
Assign the On My Own practice to
students from the Digital Teacher Center.

77–78 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 Assess 10 min

Exit Ticket Formative Assessment

The Exit Ticket assesses students’ understanding of lesson concepts.

Metacognitive Check Reflect on Your Learning allows students to think

about their level of understanding of the lesson content on a scale of 1 to 4
with 4 being the highest confidence. Assess

Exit Ticket Skill Tracker

Item DOK Skill Standard
Assign
1 1 Use and explain different strategies 3.NBT.A.2
to subtract
2 1 Use and explain different strategies 3.NBT.A.2
to subtract
3 3 Use and explain different strategies 3.NBT.A.2
to subtract

Data Use students’ scores on the Exit Ticket to assign the

differentiated resources available. When students complete the
Exit Ticket in the digital workspace, their responses are auto-scored.

Exit Ticket Recommendations

If students score Then have students do
3 of 3 Additional Practice or any of the or activities
2 of 3 Take Another Look or any of the activities
1 or fewer of 3 Small Group Intervention or any of the activities
Key for Differentiation
Reinforce Understanding
Build Proficiency
Extend Thinking

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 Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

Subtraction Strategy Spin Practice It! Game Station
Create spinners with a subtraction strategy written on each Subtract Across Zeros Bump
section. Provide students with two number cubes. Have each Students use subtraction strategies

WORKSTATIONS
SMALL GROUP

student roll number cubes four times and make a subtraction to solve problems.
equation with two 2-digit numbers. Then spin the spinner to
determine the strategy that students should use. Have students
discuss how they used the strategy to solve their subtraction
problems. Ask students whether the strategy was helpful for their
problem or if they would have preferred a different strategy, and
why. Then spin to find another strategy.

Take Another Look Lessons Interactive Additional Practice

Assign the interactive lessons to Assign the digital version of the
GO ONLINE

GO ONLINE
reinforce targeted skills. Student Practice Book.
• Subtract 3- and 2-Digit Numbers
(No Regrouping)
• Subtract 3- and 2-Digit Numbers Assign Assign

(Regroup)
• Subtract 3-Digit Numbers Across Zeros

Differentiation Resource Book, p. 21 Student Practice Book, pp. 21–22

INDEPENDENT WORK

INDEPENDENT WORK

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 Extend Thinking
Own It! Digital Station Use It! Application Station
Build Fluency Games Buy New Playground Equipment
Assign the digital game to develop Students create lists of playground

WORKSTATIONS
fluency with adding multiples of 10. equipment purchases that would stay
within a school’s budget.
Assign

Spiral Review Websketch Exploration

Assign the digital Spiral Review Assign a websketch exploration to

GO ONLINE
Practice to students or apply skills and extend thinking.
download and print PDFs of
the Spiral Review from the
Digital Teacher Center. Assign Assign

Student Practice Book, pp. 21–22 Differentiation Resource Book, p. 22

INDEPENDENT WORK

Lesson 2-11 • Fluently Subtract within 1,000 78C

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 LESSON 2-12
Solve Two-Step Problems Involving Addition
and Subtraction

Learning Targets Vocabulary

• I can solve problems that have more than one step. Math Terms Academic Terms
• I can explain how to solve problems that have more than one step. bar diagram identify
unknown process

Standards Major Supporting Additional

Content
Materials
3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using The materials may be for any part
equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using of the lesson.
mental computation and estimation strategies including rounding. • Problem-Solving Tool Teaching Resource

Math Practices and Processes

MPP Make sense of problems and persevere in solving them.
MPP Model with mathematics.

Focus
Content Objectives Language Objectives SEL Objective
Number Routine
• Students write and solve • Students describe the amount • Students determine the
Would You Rather?
equations to represent a they need to find in a word strategies and analyses 5–7 min
two-step problem. problem using the verb need. necessary to make informed
• Students use letters for the • To maximize linguistic and decisions when engaging in Build Fluency Students build
unknowns. cognitive meta-awareness, use mathematical practices. number sense as they compare
MLR2: Collect and Display. amounts and sums.
These prompts encourage students to
Coherence
talk about their reasoning:
Previous Now Next
• What strategies did you use
• Students solved word problems • Students apply their • Students use addition and
to find your answer?
involving addition and understanding of adding and subtraction to solve word
subtraction (Grade 2). subtracting 3-digit numbers to problems involving perimeter • How can you compare the
• Students added and subtracted solve two-step problems using (Unit 11). numbers of tickets without
3-digit numbers (Unit 2). addition and subtraction. • Students fluently add and finding exact sums?
subtract multi-digit whole
numbers using the standard
algorithm (Grade 4).

Rigor
Conceptual Understanding Procedural Skill & Fluency Application
• Students use their understanding • Students build proficiency with • Students apply their
of representations to solve word adding and subtracting 3-digit understanding of addition and
problems involving addition and numbers as they solve two-step subtraction to solve real-world
subtraction of 3-digit numbers. problems. problems that involve more
than one step.
Procedural skill and fluency is
not a targeted element of rigor
for this standard.

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 Launch 5–7 min Sense-Making Routine

Purpose Students understand that it may require two or more steps and
different operations to solve a problem.

Numberless Word Problem

• What math do you see in the problem?
• What question could you ask?

Teaching Tip Have students desribe the problem in their own words to
a partner. Students should consider when they have seen similar problems
and what strategies they used to solve.
ETP
Pose Purposeful Questions
The questions that follow may be asked in any order. They are meant to
help advance students’ understanding of two-step word problem, and are
based on possible comments and questions that students may make
during the share out.
• How many steps might this problem have? Explain.
• What operation(s) might you use to solve this problem?
• What information would you need to answer one of the questions?

Math is... Mindset

• What goal do you want to accomplish today?
SEL Self-Regulation: Analysis
As students begin the Numberless Word Problem routine, have them
think about different ways to analyze or describe the problem. As
students analyze the problem, encourage them to think about what is
most useful or helpful to them as they work to understand the information
in the problem.

Transition to Explore & Develop

Encourage students to analyze the situation and describe why each piece
of information might be provided. Ask questions to encourage students to
consider the possibility of using two steps to solve the problem and what
type of operations might be involved.
ETP
Establish Goals to Focus Learning
• Let’s explore how you can solve addition and subtraction word
problems that involve more than one step.

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 Explore & Develop 20 min

1 Pose the Problem

ETP
Pose Purposeful Questions
• What information do we need to find to solve the problem?
• What operations will you use to solve this problem? Explain.
• Think About It: Without solving, do you think Lea needs more
than or fewer than 100 more points to buy a new song? Support
your reasoning.

2 Develop the Math

Choose the option that best meets
your instructional goals.

MLR Collect and Display

As students discuss the questions, listen and write on the
board any relevant expression they come up with such as
more than and fewer than. Display these for student
reference, and use them to help make connections
between student language and math vocabulary. Update
the collection with new understandings as the lesson progresses.

3 Bring It Together
ETP
Elicit and Use Evidence of Student Thinking
• Based on the equations, what does the letter a represent?
• What strategies can you use to find the difference between
the number of points earned and the number of points
needed to buy a new song?

Key Takeaway
• Solving two-step addition and subtraction problems requires making
sense of the problem, representing the problem with an equation, and
then using strategies to solve the equation.

Work Together
Encourage students to restate the problem in their own words to a partner
and describe what they need to find. Have students darw bar diagrams to
help them understand what each step might be.
Common Error: Students may incorrectly interpret the problem as
asking for the total number of books the students collected. Remind them
that this is a two-step problem.
LOM
Language of Math
Students need multiple opportunities to use math terms so they become
part of their active vocabulary. When students are discussing the
representations used in the lesson, encourage them to use bar diagram
and unknown in their descriptions and their reasoning.

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 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students explore strategies for solving a two-step problem. Students understand that two-step word problems can be solved
using an equation to represent each of the steps and a letter can be
Materials: Problem-Solving Tool Teaching Resource
used to represent each unknown.
Directions: Provide each student with the Problem-Solving Tool
ETP
Teaching Resource. Read the Pose the Problem aloud as a group. Pose Purposeful Questions
Have students describe the problem in their own words to a partner. • What are the unknowns in the problem that you need to find?
Students should work independently with the support of the • How could we show one of the unknowns in a representation?
Problem-Solving Tool to solve the Pose the Problem. • Think About It: How could you use a tool to represent the
information in the problem?
ETP Support Productive Struggle
• Are there two things you need to find? Explain. Math is... Modeling
• How can you represent each part of the problem?
• How can you represent the problem in a different way?
• How could you use a bar diagram to represent each
Students consider how a different representation could model the
part of the problem?
information in the problem.
• How can you use a letter to represent the unknown?
• What tools can you use to check your work? To help students understand there could be more than one way
to write equations with unknowns, have several volunteers share
Math is... Modeling their approach to writing equations to represent the bar diagram.
• How can you represent the problem in a different way? • What process could you use to determine the equations that will
represent the bar diagrams?
Activity Debrief: Place students in pairs and have them explain the
strategies they used to solve the problem. Encourage students to use
their Problem-Solving Tool to explain the steps they took to solve,
including how they represented each part of the problem. Then pair
students with a new partner to discuss their strategies.
After students have had time to share, review as a class the
equations that represent each part of the problem and how a letter
can be used to represent the unknown. Discuss how a bar diagram
may be helpful in representing each part of the problem.
A PDF of the Teaching Resource Lesson 2–4
Activity Cards
is avaialable in the Digital Kate estimates how much money
she needs to save to buy a car.
Ross estimates the number of tickets
he has for prizes at the arcade.

Teacher Center.
A manager estimates the amount of An interior designer estimates the
flooring a new store needs. amount of fabric for a project.

An engineer estimates the weight Juni estimates the disk space she
limit of an elevator. will use before buying a computer.

Copyright © McGraw-Hill Education

Copyright © McGraw-Hill Education

will use before buying a computer. limit of an elevator.

Juni estimates the disk space she An engineer estimates the weight
Activity Cards

amount of fabric for a project. flooring a new store needs.

An interior designer estimates the A manager estimates the amount of
1

he has for prizes at the arcade. she needs to save to buy a car.
Ross estimates the number of tickets Kate estimates how much money

Activity Cards
Lesson 2–4

EL
English Learner Scaffolds
Entering/Emerging Support understanding of Developing/Expanding Support understanding Bridging/Reaching Have students
the verb need. Hold up an item and say, I want of the difference between need and has. Hold up explain the difference between have
this. I need 2 dollars to buy it. Then act out an item and say, I need 2 dollars to buy it. Then and need. Use questions or examples to
getting money and make a sad face. Say, I only make a sad face and say, But I only have 1 dollar. prompt students’ understanding as
have 1 dollar. But I need 2 dollars to buy it. Then Confirm understanding by asking, How many needed. Ask students to express
ask, Can I buy it, yes or no? (no) more dollars do I need? (You need one more.) whether they agree with others’ ideas.

Lesson 2-12 • Solve Two-Step Problems Involving Addition and Subtraction 80A

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 Practice & Reflect 10 min

Practice
ETP Build Fluency from Understanding
Common Misconception: Exercise 11 Students may misinterpret
the question and provide the number of boxes, instead of the number
of balloons, left to sell.

Practice Item Analysis

Item DOK Rigor
1–4 1 Conceptual Understanding
5–7 2 Application
8–9 1 Procedural Skill and Fluency
10–11 2 Application
12 3 Application

Reflect
Students complete the Reflect question.
• How can you make sense of a two-step problem?
Ask students to share their reflections with their classmates.

Math is... Mindset

• How have you thought about a problem in a different way?
Students reflect on how they practiced responsible decision-making.

Learning Targets
Ask students to reflect on the Learning Targets of the lesson.
• I can solve problems that have more than one step.
• I can explain how to solve problems that have more than one step.

To review today’s lesson, have students

watch the Math Replay video in their
Digital Student Center.
Assign the On My Own practice to
students from the Digital Teacher Center.

81–82 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

79A_82C_RM_T3_U2_L12_683915_135863.indd 82 19/05/20 11:12 AM

 Assess 10 min

Exit Ticket Formative Assessment

The Exit Ticket assesses students’ understanding of lesson concepts.

Metacognitive Check Reflect on Your Learning allows students to think

about their level of understanding of the lesson content on a scale of 1 to 4
with 4 being the highest confidence. Assess

Exit Ticket Skill Tracker

Item DOK Skill Standard
Assign

1 2 Solve two-step word problems 3.OA.D.8

represented with an equation
with a letter for the unknown
2 2 Solve two-step word problems 3.OA.D.8
represented with an equation
with a letter for the unknown
3 2 Solve two-step word problems 3.OA.D.8
represented with an equation
with a letter for the unknown

Data Use students’ scores on the Exit Ticket to assign the

differentiated resources available. When students complete the
Exit Ticket in the digital workspace, their responses are auto-scored.

Exit Ticket Recommendations

If students score Then have students do
3 of 3 Additional Practice or any of the or activities
2 of 3 Take Another Look or any of the activities
1 or fewer of 3 Small Group Intervention or any of the activities
Key for Differentiation
Reinforce Understanding
Build Proficiency
Extend Thinking

Lesson 2-12 • Solve Two-Step Problems Involving Addition and Subtraction 82A

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 Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

Find the Solution Practice It! Game Station
Work with students in pairs. Provide students with two-step Multi-Step Addition or Subtraction Race
word problems. Have the students work together to solve the Students solve multi-step addition

WORKSTATIONS
SMALL GROUP

problems. Students should check their answers to the problems to and subtraction problems.
make sure they make sense. If students struggle, encourage them
to draw a picture or diagram to show what they know after the
first sentence, then apply that information to determine what they
know after the second sentence, and so on.

Take Another Look Lesson Interactive Additional Practice

Assign the interactive lesson to Assign the digital version of the
GO ONLINE

GO ONLINE
reinforce targeted skills. Student Practice Book.
• Add and Subtract in Word
Problems
Assign Assign

Differentiation Resource Book, p. 23 Student Practice Book, pp. 23–24

INDEPENDENT WORK

INDEPENDENT WORK

82B Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 Extend Thinking
Own It! Digital Station Use It! Application Station
Build Fluency Games Build a Fire Tower Students design and
Assign the digital game to develop build a model of a tower that could be

WORKSTATIONS
fluency with adding multiples of 10. used by a park ranger to spot fires.

Assign

Spiral Review Websketch Exploration

Assign the digital Spiral Review Assign a digital simulation to apply

GO ONLINE
Practice to students or skills and extend thinking.
download and print PDFs of
the Spiral Review from the
Digital Teacher Center. Assign Assign

Student Practice Book, pp. 23–24 Differentiation Resource Book, p. 24

INDEPENDENT WORK

Lesson 2-12 • Solve Two-Step Problems Involving Addition and Subtraction 82C

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 Unit Review
Students can complete the Unit Review to prepare for the
Unit Assessment. Students may complete the Review in
their Interactive eBook in the Digital Student Center.

Vocabulary Review
Item Analysis
Item Lesson
1 2-7
2 2-3
3 2-2
4 2-3
5 2-1

Review
Item Analysis
Item DOK Lesson Standard
6 1 2-1 3.NBT.A.1
7 1 2-2 3.NBT.A.1
8 2 2-4 3.NBT.A.2
9 1 2-4 3.NBT.A.2
10 1 2-3 3.NBT.A.1
3.NBT.A.2
11 1 2-5 3.OA.D.9
12 1 2-5 3.OA.D.9
13 2 2-6 3.NBT.A.2

To review the lessons in this unit, have

students watch the Math Replay video
in their Digital Student Center.
Assign the Unit Review practice to
students from the Digital Teacher Center.

83–84 Unit 2 • Use Place Value to Fluently Add and Subtract within 1,000

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 Item Analysis (continued)
Item DOK Lesson Standard
14 2 2-7 3.NBT.A.2
15 1 2-8 3.NBT.A.2
16 1 2-9 3.NBT.A.2
17 3 2-10 3.NBT.A.2
18 1 2-11 3.NBT.A.2
19 2 2-12 3.OA.D.8

Performance Task
Standards: 3.NBT.A.1, 3.NBT.A.2, 3.OA.D.8, 3.OA.D.9
Rubric (6 points)
Parts A & B (DOK 2) – 2 points
2 POINTS Student’s work reflects proficiency adding and subtracting
two 3-digit numbers. The student’s solutions are both
correct.
1 POINT Student’s work reflects developing proficiency adding and
subtracting two 3-digit numbers. The solution to only one
of the problems is correct.
0 POINTS Student’s work reflects a poor understading of adding and
subtracting two 3-digit numbers. Both solutions for the
problems are incorrect.

Parts C & D (DOK 3)– 2 points for each part

2 POINTS Students work shows proficiency solving a two-step
word problem. The student’s solution is correct.
1 POINT Students work shows developing proficiency of two-step
word problems. The student’s solution is correct.
0 POINTS Student’s work reflects a poor understading of two-step
word problems. The student’s solution is incorrect.

Reflect
The Reflect question provides an opportunity for students to express
their understanding of the unit level focus question.

Unit Review 85–86

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 Fluency Practice
Fluency practice helps students develop procedural fluency, that is,
the “ability to apply procedures accurately, efficiently, and flexibly.”
Because there is no expectation of speed, students should not be
timed when completing the practice activity.
Build Fluency Objective Students use 10 to add and subtract
within 100.
Fluency Progression
Unit Skill Standard
1 Add and Subtract 0, 1, and 2 (Within 100) 2.NBT.B.5
2 Use 10 (Within 100) 2.NBT.B.5
3 Use Partial Sums to Add (Within 100) 2.NBT.B.5
4 Decompose to Subtract (Within 100) 2.NBT.B.5
5 Use Partial Sums to Add (Within 1,000) 3.NBT.A.2
6 Decompose to Subtract (Within 1,000) 3.NBT.A.2
7 Multiply by 2 3.OA.C.7
8 Multiply by 10 3.OA.C.7
9 Multiply by 5 3.OA.C.7
10 Multiply by 4 3.OA.C.7
11 Multiply by 3 3.OA.C.7
12 Multiply by 6 and 7 3.OA.C.7
13 Multiply by 8 and 9 3.OA.C.7

Fluency Expectations
Grade 2
• Add and subtract within 20 by memory.
• Add and subtract within 100.
Grade 3
• Add and subtract within 1,000.
• Multiply and divide within 100.
Grade 4
• Add and subtract within 1,000,000.

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 Performance Task

Number Card Reasoning

Student draw on their understanding of place value to add and subtract.
Use the rubric shown to evaluate students’ work.

Standard 3.NBT.A.1, 3.NBT.A.2

Rubric (10 points)
Part A (DOK−1) – 2 points
2 POINTS Student’s work reflects proficiency with understanding place
value of 3-digit numbers. Student rounds numbers correctly.
1 POINTS Student’s work reflects developing proficiency with place
value of 3-digit numbers and with two correct answers.
0 POINTS Student’s work shows weak proficiency with place value of
3-digit numbers and answers one question correctly.

Part B (DOK−3) – 2 points

2 POINTS Student’s work reflects proficiency with identifying the
greatest sum of two numbers and explains why.
1 POINTS Student’s work reflects developing proficiency by identifying
the greatest sum of two numbers, but does not explain why.
0 POINTS Student’s work shows weak proficiency with identifying the
greatest sum of two numbers and does not explain why.

Part C (DOK−3) – 2 points

2 POINTS Student’s work reflects proficiency with identifying the only
two numbers with the greatest difference and explains why.
1 POINTS Student’s work reflects developing proficiency with
identifying the only two numbers with the greatest difference,
but does not explain why there is only one correct solution.
0 POINTS Student’s work shows weak proficiency with identifying the
two numbers that will have the greatest difference. Does not
explain clearly why there can only be one correct solution.

Part D (DOK−2)– 2 points

2 POINTS Student’s work reflects proficiency by correctly showing two
different ways to add.
1 POINTS Student’s work reflects developing proficiency by showing
one correct way to add or shows two ways to add correctly
but does not show addition correctly.
0 POINTS Student’s work shows weak proficiency with adding,
adds incorrectly, or cannot showing the strategy.

Part E – 2 points
2 POINTS Student’s work reflects proficiency by correctly showing
two ways to subtract.
1 POINTS Student’s work reflects developing proficiency by showing
one correct way to subtract or shows two ways to subtract
but does not subtract correctly.
0 POINTS Student’s work shows weak proficiency with subtraction;
subtracts incorrectly or cannot show the strategy.

Performance Task 88A

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 Unit Assessment
Two forms of the Unit Assessment, Form A and Form B, are available for
either print or digital administration. The items on the two assessments
are parallel items, assessing the same concept and standard. The table
below provides the item analysis for both forms.
Both Unit Assessments are available in the Assessment Resource Book
or as downloadable files from the Digital Teacher Center.

Data When students complete the Unit Assessment in the

Digital Student Center, their responses are auto-scored.

Item Analysis
Item DOK Lesson Guided Support Standard
Intervention Lesson
1 1 2-2 Round 3-Digit Numbers (Nearest 10) 3.NBT.A.1
2 1 2-1 Expanded Form through 9,999 3.NBT.A.1
3 1 2-10 Add Two 3-Digit Numbers 3.NBT.A.2
4 2 2-6 Add 3- and 2-Digit Numbers 3.NBT.A.2
5 1 2-11 Subtract 3- & 2-Digit Number (Regroup) 3.NBT.A.2
6 3 2-3 Round 3-Digit Numbers (Nearest 100) 3.NBT.A.1
7 2 2-9 Use a Related Addition Fact to Subtract 3.NBT.A.2
8 3 2-8 Subtract-Take Apart Tens and Ones 3.NBT.A.2
9 1 2-7 Subtract-Take Apart Tens and Ones 3.NBT.A.2
10 2 2-12 Add and Subtract in Word Problems 3.OA.D.8
11 2 2-4 Add 3- and 2-Digit Numbers 3.NBT.A.2
12 1 2-11 Subtract 3- & 2-Digit Number (Regroup) 3.NBT.A.2
13 1 2-10 Add Two 3-Digit Numbers 3.NBT.A.2
14 1 2-11 Subtract 3-Digit Numbers across Zeros 3.NBT.A.2
15 3 2-5 Even and Odd Addition Patterns 3.OA.D.9
16 2 2-12 Add and Subtract in Word Problems 3.OA.D.8
17 3 2-4 Add 3- and 2-Digit Numbers 3.OA.D.9
18 2 2-2 Round 3-Digit Numbers (Nearest 100) 3.NBT.A.1

Assign the digital Unit Assessment (Form A or B) to students or

download and print PDFs from the Digital Teacher Center.

Unit Assessment Form A

Assign

Unit Assessment Form B

Assign

88B Unit 2 • Use Place Value to Fluently Add and Subtract Within 1,000

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 Form B

Unit Assessment 88C

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Scope

Grade 3
Unit 1: Math Is... Unit 4: Use Patterns to Multiply
• Math Is Mine by 0, 1, 2, 5, and 10
• Math Is Exploring and Thinking • Use Patterns to Multiply by 2
• Math Is In My World • Use Patterns to Multiply by 5
• Math Is Explaining and Sharing • Use Patterns to Multiply by 10
• Math Is Finding Patterns • Use Patterns to Multiply by 1 and 0
• Math Is Ours • Multiply Fluently by 0, 1, 2, 5, and 10
• Solve Problems Involving Equal Groups
Unit 2: Use Place Value to Fluently
• Multiply by 2 and 5
Add and Subtract within 1,000 .
• Represent 4-Digit Numbers Unit 5: Use Properties to Multiply
• Round Multi-Digit Numbers by 3, 4, 6, 7, 8, and 9
• Rounding Numbers • Understand the Distributive Property
• Estimate Sums and Differences • Use Properties to Multiply by 3
• Use Addition Properties to Add • Use Properties to Multiply by 4
• Addition Patterns • Use Properties to Multiply by 6
• Use Partial Sums to Add • Use Properties to Multiply by 8
• Decompose to Subtract • Use Properties to Multiply by 7 and 9
• Adjust Numbers to Add or Subtract • Multiply by 7 and 9
• Use Addition to Subtract • Solve Problems Involving Arrays
• Fluently Add within 1,000 Unit 6: Connect Area and Multiplication
Unit 3: Multiplication and Division • Understand Area
• Understand Equal Groups • Count Unit Squares to Determine Area
• Use Arrays to Multiply • Use Multiplication to Determine Area
• Understand the Commutative Property • Determine the Area of a Composite Figure
• Understand Equal Sharing • Use the Distributive Property to Determine Area
• Understand Equal Grouping • Solve Area Problems
• Relate Multiplication and Division • Expressions for Area
• Find the Unknown Unit 7: Fractions
• Partition Shapes into Equal Parts
• Understand Fractions
• Representing Fractions
• Represent Fractions on a Number Line
• Represent One Whole as a Fraction
• Represent Whole Numbers as Fractions
• Represent a Fraction Greater Than One on
a Number Line
Unit 8: Fraction Equivalence and Comparison Unit 11: Perimeter
• Understand Equivalent Fractions • Understand Perimeter
• Represent Equivalent Fractions • Determine Perimeter of Figures
• Represent Equivalent Fractions on a Number Line • Determine an Unknown Side Length
• Compare Fraction Wholes • Solve Problems Involving Area and Perimeter
• Compare Fractions with the Same Denominator • Expressions for Perimeter and Area [Old Module 5]
• Compare Fractions with the Same Numerator • Solve Problems Involving Measurement
• Compare Fractions
Unit 12: Measurement and Data
• Equivalent Fractions Card Sort
• Measure Liquid Volume
Unit 9: Use Multiplication to Divide • Measure Mass
• Use Multiplication to Solve Division Equations • Estimate Liquid Volume and Mass
• Divide by 2 • Solve Problems Involving Liquid Volume and Mass
• Divide by 5 and 10 • Tell Time to the Nearest Minute
• Old Module 4 probe • Solve Problems Involving Time
• Divide by 1 and 0 • Understand Scaled Picture Graphs
• Divide by 3 and 6 • Understand Scaled Bar Graphs
• Divide by 4 and 8 • Solve Problems Involving Scaled Graphs
• Divide by 9 • Measure to Halves or Fourths of an Inch
• Divide by 7 • Show Measurement Data on a Line Plot
• Multiply and Divide Fluently within 100
Unit 13: Describe and Analyze 2-Dimensional Shapes
Unit 10: Use Properties and Strategies • Describe and Classify Polygons
to Multiply and Divide • Describe Quadrilaterals
• Patterns with Multiples of 10 • Classify Quadrilaterals
• More Multiplication Patterns • Draw Quadrilaterals with Specific Attributes
• Understand the Associative Property
• Multiplication Equations
• Two-Step Problems Involving Multiplication
and Division
• Solve Two-Step Problems
• Explain the Reasonableness of a Solution