Unit 1

Rounding, Addition, and Subtraction of Algorithms of Numbers to 1000

Unit Summary
Students will use multiple operations to solve word problems
Students build on their understanding of the structure of the place value system, start to use rounding as a way to estimate quantities, and develop
fluency with addition and subtraction. Students focus on the precision of their calculations and use them to solve real-world problems.

Learning target I can solve word problems involving addition and subtraction within 1000 in all situations with unknowns in all positions using place
of unit value understanding, addition and subtraction methods/strategies developed in grade two

Essential understandings Overarching essential questions

Rounding is a process for finding the multiple of 10, 100, etc. closest to a • How does understanding place value (numbers, ways of
given number. representing numbers, relationships among numbers) help you round
whole numbers

Place value, properties of operations and the relationship between addition • How does understanding place value and properties of operations
and subtraction can be used in fluently adding and subtracting numbers and their relationships to one another (addition and subtraction)
within 1,000. help you solve problems involving addition and subtraction?

There is more than one way to estimate a sum, difference, product or • How to compute addition and subtraction fluently and make
quotient. Rounding is a one strategy for estimating. reasonable estimates using the understanding of place value, and
properties of and relationship between addition and subtraction.

Summative 1.Mary read 342 pages in July and 231 pages in August. She was only required to read 399 pages during her
Assessment summer reading challenge. How many more pages did Mary read beyond the challenge requirements? Solve.
Describe what Then assess the reasonableness of your answer.
students will do
and produce to 2. Mrs. Ingall is going to a hockey game. She has $139 in her pocket and wants to take out more cash to be
develop evidence able to pay for everything at the game. She will have to pay $268 for the tickets, $18 for a cab ride to the
that will be game, and $55 for food and drinks while she’s there. Approximately how much money should Mrs. Ingall take
evaluated using the
out of the bank to cover her costs?
scoring criteria

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 Evidence of student learning
Criteria for assessment
Concept use patterns in counting sequences of whole numbers on a number line, mental math strategies based on patterns (making ten,
fact families, doubles), and the structure of place value to solve problems.
Place Value in
addition and look for shortcut methods such as rounding up and then adjusting the answer to compensate for the rounding.
subtraction continually check their work by asking themselves, “Does this make sense?”

Problem solving / use the concept of rounding and place value understanding to solve addition and subtraction word problems.
modeling use concrete manipulatives, pictorial representations, and/or mental mathematics to conceptualize and solve a problem.

represent problem situations in multiple ways using numbers, words (mathematical language), objects, and math drawings.
use models to represent both equations and story problems and can explain their thinking.
evaluate their results in the context of the situation and reflect on whether the results make sense.

use a number line and/or the hundreds chart to visualize the placement of numbers and
find the halfway point when rounding, and place-value blocks to solve problems.

Communicate investigating patterns on the hundreds charts they construct arguments to explain why the pattern makes sense.
reasoning listen to others’ explanations, decide if they make sense and ask appropriate questions.

communicate clearly, using grade-level-appropriate-appropriate vocabulary accurately and precise explanations and reasoning to
explain their processes and solutions.

consider if their answers are reasonable and check their work to ensure the accuracy of the solution.

Prior Knowledge At end of Grade 2, Students should be able to

• Explain that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.
(2.NBT.1)
• Count within 1000 by ones, fives, tens, and hundreds. (2.NBT.2)
• Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (2.NBT.3)
• Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, recording the
results of
comparisons with the symbols >, =, and < and orally with the words “is greater than,” “is equal to,” and “is
less (2.NBT.4)

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 • Fluently add and subtract within 100, using strategies based on place value, properties of operations, and/or
the relationship between addition and subtraction. (2.NBT.5)
• Use a variety of strategies (concrete models, drawings) to add up to four two-digit numbers. (2.NBT.6)
• Add and subtract within 1000 using concrete models or drawings and strategies based on place value,
properties of
operations, and/or the relationship between addition and subtraction; relate the strategy to a written
method. (2.NBT.7)
• Explain that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens
and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (2.NBT.7)
• Mentally add and subtract 10 or 100 to a given number between 100 and 900. (2.NBT.8)
• Explain why (manipulatives, drawings) addition and subtraction strategies work, using place value and the
properties of operations. (2.NBT.9)
Note: Prior to this unit. a strong understanding of place value is essential for the development of number sense and
the subsequent work that involves rounding numbers.

• Can students use and draw place value blocks (base ten blocks) representing numbers in:
• Standard form (e.g., 637), Expanded form (e.g., 600 + 30 + 7),
• Base-ten numerals in standard form (e.g., 6 hundreds, 3 tens, and 7 ones), o Number names in word form
(e.g., six hundred thirty-seven), Equivalent representations (e.g., 500 + 130 + 7; 600 + 20 + 17; 30 + 600 +
7)

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 Progression of learning
See Prior Knowledge I can solve word problems
use strategies and involving addition and
identify arithmetic subtraction within 1000 in all
algorithms based on place
patterns in the
solve problems value, properties of situations with unknowns in all
addition table and
use place value to involving three- digit operations, and/or the positions using place value
explain them using
round numbers to numbers using relationship between
properties of understanding, addition and
use place value to the nearest 10, then estimation to check addition and subtraction
to solve problems.
operations. subtraction methods/strategies
read and represent 100 on the number for reasonableness of
line
developed in grade two
3-digit numbers in my answer
various ways.
I can represent a two- I can describe
I can use a number I can estimate numbers step word problem with patterns in
I can use and draw to near benchmark, addition charts.
line, plot decade models (number lines,
place value blocks friendly, or compatible
numbers to identify tape diagrams), pictures,
(base ten blocks) numbers (i.e. 124 can I can explain
the halfway point and equations (two
representing numbers be estimated to 125). patterns when
between two equations can be used in
in: adjusting addends
possible answers on place of an equation
o Standard form I can explain how
a number line with two operations). I can explain that
o Base-ten numerals rounding and estimating
in standard form I can round to the are similar and a factor can be
I can write an equation
o Number names in nearest 10 different. decomposed and
using a letter for the
word form the partial
unknown number.
o Expanded form I can round to the I can estimate sums products can be
o Equivalent nearest 100 and differences before I can determine if a put back together.
representations calculating to solution to a two-step
determine I can explain
problem is reasonable.
reasonableness of patterns in
I can use a number How can we use addition
answers.
line as a tool to place value to
support my round numbers on I can represent addition How can models be used
understanding of the number line to and subtraction with to solve problems involving How does
place value. the nearest 10? To base ten models and addition and subtraction in understanding
the nearest number lines. all situations and with patterns and
I can use a number hundred? unknowns in all positions? properties of
I can find the
line or a hundred- operations help
difference of two
number chart as you solve problems
numbers by counting up
tools to support my involving addition
3.NBT.1 or by counting back.
understanding of and subtraction?
place value.
3.OA.8
What mental strategies
can be used to add and 3.OA.9
How can you use subtract numbers
place value reasonably quickly and
understanding to accurately?
represent numbers?

3.NBT.2
3.NBT.1

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Learning Intention use place value to read and represent 3-digit numbers in various ways.
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Standard 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

Common Formative 7. Mr. Silver and Mrs. Ingall found some more base ten blocks around their classrooms. Now Mr. Silver has 1 hundreds, 5 tens,
Assessment and 2 ones. Mrs. Ingall has 6 tens, 3 hundreds, and 8 ones. What’s the largest number they could represent with their base ten
blocks now? Show or explain how you know.

Learning Intention use place value to round numbers to the nearest 10, then 100 on the number line
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Standard 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
Common Formative 1. Write 3 numbers that round to 500.
Assessment
2. Sheila says that her number of 58 could round to 60 and 100. Is she correct? Use what you know about rounding to explain
her reasoning.

3. What are 2 numbers, when added, their sum would round to 200?

4. You multiply 2 numbers and the product is almost 30. What 2 numbers could you have multiplied?

5. What value do you think the dot on the number line represents? (Show number line 100-10,000 and 1,000-5,000 with a dot
marked for a number) Note: may need graphic, see Good Questions p. 47.

6. A number is rounded by tens to 120. What is the largest value the number can be? What is the smallest value the number can
be?

7. When rounding to the nearest ten:

1. What is the smallest whole number that will round to 50? __________
2. What is the largest whole number that will round to 50? __________
3. How many different whole numbers will round to 50? __________
When rounding to the nearest hundred:
1. What is the smallest whole number that will round to 500? __________
2. What is the largest whole number that will round to 500? __________

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 3. How many different whole numbers will round to 500? __________
Learning Intention solve problems involving three-digit numbers using estimation to check for reasonableness of my answer
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Standard 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations,
and/or the relationship between addition and subtraction.

Common Formative 1. Karen solved an equation and found a sum of 152. (Teacher can change sum to be aligned with the expectation of the quarter.)
Assessment What 2 addends could she have added? Karen created a subtraction sentence with a difference of 276, what could be the
subtrahend and minuend?

2. When adding two numbers, what do you notice about the relationship between the addends as one of the addends increases?

3. Sam adds 2 numbers together that equal 64. Adam says that he can make 64 as a difference between 2 numbers. What could
Sam and Adam’s numbers be? (Numbers can be made to fit students needs as well as more challenging by quarter.)

4. Solve 348 + 292 = using as many different strategies as you can. Solve 712 - 285 = using as many different strategies as you
can.

5. Use the digits 2, 5, 0, 9, 6, and 7 to make two 3-digit numbers with the greatest sum. Now use the digits to make two 3-digit
numbers resulting in the smallest difference.

6. Create an addition sentence involving two 3-digit numbers whose sum is greater than 1,000 but less than 2,500.

7. List 10 equations this picture might be describing.

8. Mary read 342 pages in July and 231 pages in August. She was only required to read 399 pages during her summer reading
challenge. How many more pages did Mary read beyond the challenge requirements? Solve. Then assess the reasonableness of
your answer.
Learning Intention use strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and
4 subtraction to solve problems.
Standard 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing
for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including
rounding.

Common Formative 1. About how many days have you been in school? Tell how you estimated and what mathematical operations you used.
Assessment
2. Ben has two cats. Each cat eats one can of wet cat food per day. Cat food is sold with 24 cans in a case. Ben wants to
buy enough cat food for two weeks. If he buys one case is this enough cat food? Explain your answer.

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 3. The answer is 42. What is the question?
4. There are 61 third-grade students in Amy’s school. 19 of the them are in the library. How many are left in their
classrooms? If each classroom holds about 20 students, how many classrooms are likely being used?

5. Andrea had some markers. When she puts them in groups of 3, there was 1 left over. When she put them in groups of 4,
there were 3 left over. If she had fewer than 20 markers, how many could she have had?

Learning Intention identify arithmetic patterns in the addition table and explain them using properties of operations.
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Standard 3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using
properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be
decomposed into two equal addends.

Common Formative 1. What patterns do you notice on an addition table?

Assessment 2. What patterns do you notice on a multiplication table?
3. Describe the relationship between multiplying by 2 and multiplying by 4.
4. John says that when you multiply any number by an an even number, you will always get an even product. Explain why John is
or is not correct.
5. Malik said when you multiply two odd numbers, the product is always odd. He used 3 x 7 and 7 x 7 to support his statement.
Is he correct?
6. Below is a table showing addition of numbers from 1 through 5.

• In each column and each row of the table, even and odd numbers

alternate. Explain why.

• Explain why the diagonal, from top left to bottom right, contains the even

numbers 2,4,6,8, and 10.

• Explain why all numbers in the other diagonal, from bottom left to top

right, are 6's.

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Resources Tools for NC Teachers

Match Fish Tank Unit 1 Place Value Rounding Addition and Subtraction

Georgia Unit 1 Place Value

SCUSD Unit 1 Place Value and Problem Solving

Utah Curriculum Resources

Reflection