SCUSD Common Core Mathematics Lesson Planning Guide

Unit Title: Place Value and Multi-Digit Arithmetic
Lesson: 7 Putting It All Together With Addition and Subtraction / Approx. time:
1-2 Days
45 minutes / CCSS-M Standards: 3.NBT.2
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.
A.  Focus and Coherence
Students will know…
·  Addition and subtraction are inverse operations
·  Properties of addition and subtraction:
a.  Commutative property of addition
b.  Associative property of addition
c.  Identity property
·  Repeated grouping by 10 makes a new unit
·  Various strategies for adding and subtracting, including drawing pictures, manipulating materials, using number lines, using tape diagrams, and using the algorithms.
Students will be able to…
·  Fluently add and subtract within 1000
·  Choose an appropriate strategy for adding and subtracting based on the context of the problem.
Student prior knowledge:
·  Addition and subtraction are inverse operations
·  Properties of addition and subtraction:
d.  Commutative property of addition
e.  Associative property of addition
f.  Identity property
·  Repeated grouping by 10 makes a new unit
·  The algorithms for adding and subtracting numbers within 1000
Which math concepts will this lesson lead to?
·  Multiplication of one-digit numbers with multiples of 10 can be represented as groups of tens / B. Evidence of Math Practices
What will students produce when they are making sense, persevering, attending to precision and/or modeling, in relation to the focus of the lesson?
SMP 1
Students will draw pictures, use manipulatives, use number lines, use tape diagrams and algorithms for adding and subtracting.
SMP 6
Students will label a number line correctly.
SMP 4
The tools that students will use for solving real world problems with additions and subtraction are drawing pictures, manipulatives, number lines, tape diagrams and algorithms.
Essential Questions
1)  Why is there only one digit allowed in each place of a multi-digit number?
2)  How do you select an appropriate interval for a number line?
3)  How is subtraction related to addition?
4)  When might you solve problems involving addition and subtraction using number line, drawing pictures, tape diagram, or algorithms?
5)  Why would it be helpful to use number line, drawing pictures, tape diagram, or algorithms to solve addition and subtraction problems?
Formative Assessments
Journal Entry: Vocabulary Check
Choose the correct word(s) to complete each sentence.
1.  The answer to a subtraction problem is called the ______.
2.  Two operations that can undo each other, as in addition and subtraction, are called ______.
3.  The answer to an addition problem is called the ______.
4.  ______tell you which operations to group in a number sentence.
5.  The ______of Addition states when you add zero to any number, the sum is that number.
6.  The ______of Addition states that you can change the order of the addends and still get the same sum.
7.  The ______of Addition states that the grouping of addends does not change the sum.
Anticipated Student Preconceptions/Misconceptions
1.  Using each property will result in different answers to the same problem.
2.  Students may not understand or know the meaning of parenthesis.
Materials/Resources
Ruler, white board, pencil, paper, Vocabulary cards, Workbook Page 24
C. Rigor: fluency, deep understanding, application and dual intensity
What are the learning experiences that provide for rigor? What are the learning experiences that provide for evidence of the Math Practices? (Detailed Lesson Plan)
Warm Up
Find each missing number using a number line. Identify the property. (whole class)
1)  240 + 679 = + 240
2)  (13 + 24) + 6 = + (24+6)
Lesson
Distribute and discuss vocabulary cards:
1)  Associative Property of Addition
2)  Commutative Property of Addition
3)  Identity Property of Addition
4)  Parentheses
5)  Sum
6)  Difference
7)  Inverse Operation
How would you solve these problems? Use a different strategy to solve each one. You may use manipulatives, algorithms, a number line, or a tape diagram. You may also draw pictures.
We Do:
1)  Find each missing number. Identify the property shown.
2+ (7 + _) = (2+7)+ 3
_+4= 4+7
6+_=6
You Do:
2)  There were 25 words on last week’s spelling list. This week’s list has 19 words. How many words is this in all?
3)  There are 7 people on the bus. Can they sit in pairs? At the next stop, 5 more people get on. How many pairs are there now?
4)  There are 37 stores on the first floor of a 2-floor mall. The second floor has 29 stores. How many stores are at this mall?
5)  Kenji bought a box of 85 straws of 3 different colors. He found that 53 straws are blue or green. Kenji thinks that about 30 straws are pink. Is Kenji correct? How do you know?
Closure
Discuss with a partner why you chose your strategy to solve each problem.
Whole group discussion and share.
Suggested Homework/Independent Practice
Assign Page 24 from Homework Practice Workbook.

Grade: 3Unit: Place Value and Multi-Digit Arithmetic Lesson 7, Pg.1