Math- Unit - Weebly



Math: Unit 1

|UNIT TITLE: Addition and Subtraction Within 1,000 |Grade: 3 |

|Domain: Operations and Algebraic Thinking (CC.3.OA) |Suggested Pacing |

|Numbers and Operations in Base Ten (CC.3.NBT) | |

| |12 days |

| |9/29/14- 10/15/14 |

|Stage 1 – Desired Result |

|Established Goals/Unit Outcome |

|Highest Level of Understanding: |

|Solve addition and subtraction problems by using the strategy draw a diagram |

|Use the Commutative and Associative Properties of Addition to add more than two addends |

|Average Level of Understanding: |

|Use compatible numbers and rounding to estimate sums and differences |

|Use a variety of strategies to find sums and differences mentally |

|Use a variety of strategies to add and subtract 3 digit numbers |

|Most Essential Level of Understanding: |

|Identify and describe whole-number patterns and solve problems |

|Round 2 and 3 digit numbers to the nearest ten or hundred |

|Common Core Learning Standards: |

| |

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

|Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. |

| |

|CC.3. NBT.1 Use place value understanding and properties of operations to perform multi-digit arithmetic. |

|Use place value understanding to round whole numbers to the nearest 10 0r 100. |

| |

|CC.3.NBT.2 Use place value understanding and properties of operations to perform multi-digit arithmetic. |

|Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. |

| |

|CC.3.OA.8 Solve problems involving the four operations, and identify and explain patterns in arithmetic. |

|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. |

| |

|Mathematical Practices: |

|MP.6-Attend to precision |

|MP.7-Look for and make use of structure |

|Essential Questions: How can you add and subtract whole numbers and decide if an answer is reasonable? |

| |

|How can you use properties to explain patterns on the addition table? (Lesson 1.1; CC.3.OA.9) |

|How can you round numbers? (Lesson 1.2; CC.3.NBT.1) |

|How can you use compatible numbers and rounding to estimate sums? (Lesson 1.3; C.C.3.NBT.1) |

|What mental math strategies can you use to find sums? (Lesson 1.4; C.C.3.NBT.2) |

|How can you add more than two addends? (Lesson 1.5; C.C.3.NBT.2) |

|How can you use the break-apart strategy to add 3-digit numbers? (Lesson 1.6; C.C.3.NBT.2) |

|How can you use place value to add 3-digit numbers? (Lesson 1.7; C.C.3.NBT.2) |

|How can you use compatible numbers and rounding to estimate differences? (Lesson 1.8; C.C.3.NBT.1) |

|What mental math strategies can you use to find differences? (Lesson 1.9; C.C.3.NBT.2) |

|How can you use place value to subtract 3-digit numbers? (Lesson 1.10; C.C.3.NBT.2) |

|How can you use the combine place values strategy to subtract 3-digit numbers? (Lesson 1.11; C.C.3.NBT.2) |

|How can you use the strategy draw a diagram to solve one and two step addition and subtraction problems? (Lesson 1.12; CC.3.OA.8) |

|Content: |Skills: |

|Patterns |use properties to explain patterns to explain patterns on the addition table |

|Place Value |round 2 and 3 digit numbers to the nearest ten or hundred |

|Estimating |use rounding to estimate sums |

|Rounding |count by tens and ones or use a number line to find sums mentally |

|Addition |use the commutative and associative properties of addition to add more than two addends |

|Subtraction |use place value to add 3 digit numbers |

| |use compatible numbers and rounding to estimate differences |

| |use the break apart strategy to add 3 digit numbers |

| |count by tens and ones or use a number line to find differences mentally |

| |use place value to subtract 3 digit numbers |

| |use the combine place values strategy to subtract 3 digit numbers |

| |solve addition and subtraction problems by using the strategy draw a diagram |

|Terms / Vocabulary: |

|Commutative property of addition (Lesson 1.1) |

|Identity property of addition (Lesson 1.1) |

|Pattern (Lesson 1.1) |

|Even (Lesson 1.1) |

|Odd (Lesson 1.1) |

|Round (Lesson 1.2) |

|Compatible numbers (Lesson 1.3) |

|Estimate(Lesson 1.3) |

|Associative property of addition (Lesson 1.5) |

|Regroup (Lesson 1.7) |

| Stage 2 – Assessment Evidence |

|Performance Task: |Other Evidence: |

| | |

| |Diagnostic: Show What You Know pg. 3 |

| | |

| |Formative: Mid-Chapter Checkpoint (Lessons 1.1 to 1.7) pg. 33-34 |

| | |

| |Summative: Chapter 1 Test (pgs. 55-58) |

| Stage 3 – Learning Plan |

|Standard |

|Grab-and-Go Differentiated Center Kits |

|Literacy Connections: Readers |Games: |

|More Acorns! |Auto Addition |

|So Many Seashells! |Picnic Pattern Path |

|Soccer Bash |Time to Subtract |

| |Activities: |

| |Card #1 |

| |Roll to 100! |

| |Block it Out! |

| |Card #3 |

| |What’s the Difference! |

| |Ready! Aim! Subtract! |

| |Card #5 |

| |Super Subtraction |

| |To Add or Subtract? |

| |Mystery Numbers |

|Go Math Intervention Activities (ELLs, RTI, and SWDs): |

|ELLs |RTI |

|Lesson 1.1 |Lesson 1.1 |

|Strategy: Model Language; Auditory/Verbal (Small Group) page 5B |Tier 1: Visual/Auditory (Whole Class/Small Group) page 5B |

|Lesson 1.2 |Tier 2: Visual/Kinesthetic (Small Group) page 5B |

|Strategy: Describe; Verbal/Linguistic (Small Group) page 9B |Lesson 1.2 |

|Lesson 1.3 |Tier 1: Visual (Whole Class/Small |

|Strategy: Model Language; Verbal Linguistic (Small Group) page13B |Group) page 9B |

|Lesson 1.4 |Tier 2: Visual/Kinesthetic (Small Group) page 9B |

|Strategy: Restate; Auditory/Verbal (Small Group) page 17B |Lesson 1.3 |

|Lesson 1.5 |Tier 1: Visual (Whole Class/Small Group) page 13B |

|Strategy: Rephrase; Verbal/Linguistic (Small Group) page 21B |Tier 2: Kinesthetic (Small Group) page 13B |

|Lesson 1.6 |Lesson 1.4 |

|Strategy: Creative Grouping; Verbal Linguistic (Small Group) page 25B |Tier 1: Auditory (Whole Class/Small Group) page 17B |

|Lesson 1.7 |Tier 2: Kinesthetic/Visual (Small Group) page 17B |

|Strategy: Creative Grouping; Verbal/Visual (Small Group) page 29B |Lesson 1.5 |

|Lesson 1.8 |Tier 1: Logical/Mathematical (Whole Class/Small Group) page 21B |

|Strategy: Restate; Auditory (Small Group) page 35B |Tier 2: Kinesthetic/Visual (Small Group) page 21B |

|Lesson 1.9 |Lesson 1.6 |

|Strategy: Rephrase; Auditory/Verbal (Small Group) |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) page 25B |

|Lesson 1.10 |Tier 2: Kinesthetic/Visual (Small Group) page 25B |

|Strategy: Model Language; Visual/Verbal (Small Group) page 43B |Lesson 1.7 |

| |Tier 1: Visual (Whole Class/Small Group) page 29B |

|Lesson 1.11 |Tier 2: Visual/Kinesthetic (Small Group) page 29B |

|Strategy: Creative Grouping; Verbal/Linguistic (Small Group) page 47B |Lesson 1.8 |

| |Tier 1: Visual (Whole Class/Small Group) page 35B |

|Lesson 1.12 |Tier 2: Visual (Small Group) page 35B |

|Strategy: Restate; Verbal/Linguistic (Small Group) page 51B |Lesson 1.9 |

| |Tier 1:Kinesthetic/Visual (Whole Class/Small Group) page 39B |

| |Tier 2: Auditory (Small Group) page 39B |

| | |

| |Lesson 1.10 |

| |Tier 1: Visual (Whole Class/Small Group) page 43B |

| |Tier 2: Visual/Kinesthetic (Small Group) page 43B |

| |Lesson 1.11 |

| |Tier 1:Kinesthetic/Visual (Whole Class/Small Group) page 47B |

| |Tier 2: Visual/Spatial (Small Group) page 47B |

| |Lesson 1.12 |

| |Tier 1: Visual (Whole Class/Small Group) page 51B |

| |Tier 2: Visual/Kinesthetic (Small Group) page 51B |

|SWDs | |

|Additional Strategies: | |

|Provide students opportunity to apply addition facts in real life situations. | |

|Choose a peer to model how to solve addition problems. | |

|Develop a math fact reference sheet for addition for students to use at their desk. | |

|Provide a list of words/phrases which indicate addition. | |

|Apply addition facts to real-life situations. | |

|Provide students with a number line at their desk. | |

|Have students perform timed drills. | |

|Have students manipulate objects by grouping into sets and add sets together. | |

| | |

|Problem Solving: | |

|Provide short and concise one-step word problems. | |

|Make a list of key/clue words to look for that indicate mathematical operations. | |

|Have students restate math word problems in his/her own words. | |

|Have students simulate situations which relate to math word problems. | |

|Provide a checklist to follow to break down each problem into specific steps. | |

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