WICHITA FALLS ISD
3rd Grade Math Topic Planner Topic 3: Developing Proficiency: Adding and Subtracting Whole Numbers Lessons 1 – 9 Time Frame: 10 days
Revised TEKS Check‐ Before the Chapter Reteach/review GAP Alerts from last school year. TEKS Students may not have experienced: 2.2A, 2.2B, 2.2C, 2.2D, 2.3B, 2.3C, 2.4A, 2.4C, 2.4D  Compose/decompose numbers to 1,200 as a sum of so many thousands, so many 2.7B hundreds, so many tens, and so many ones using concrete and pictorial models  Use standard, word, and expanded form to represent numbers up to 1,200  Generate a number that is greater than or less than a given whole number up to 1,200.  Use place value to compare and order whole numbers to 1,200 using comparative language, numbers and symbols  Explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part.  Use concrete models to count fractional parts beyond one whole using words, and recognize how many parts it takes to equal one whole.  Recall basic facts to add and subtract within 20 with automaticity.  Solve one‐step and multistep word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms.  Generate and solve problem situations for a given number sentence involving addition and subtraction of whole numbers within 1,000.  Use the understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200. Objectives Skills: The student will be able to… TEKS Readiness: 3.4A, 3.5A  Solve with fluency one‐step problems involving addition within 1,000 using strategies based on place value Supporting: NONE  Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as Process Skills: 3.1A, 3.1B, appropriate 3.1C, 3.1D, 3.1E, 3.1F, 3.1G ELPS: 1A, 2C, 2D, 4D, 2E, 2I, 3C, 4E, 4F Performance Indicators By the end of the lesson the student will be able to…  Lesson 3‐1: solve 3‐digit addition problems using an expanded algorithm.  Lesson 3‐2: add 3‐digit numbers using place value blocks or pictures.  Lesson 3‐3: add 3‐digit numbers using the standard addition algorithm.  Lesson 3‐4: add 3 or more 2‐ and 3‐digit numbers using the standard addition algorithm.  Lesson 3‐5: solve 3‐digit subtraction problems by breaking them into smaller, easier subtraction problems.  Lesson 3‐6: subtract 3‐digit numbers using place value blocks or pictures and record the results using the standard Wichita Falls ISD (2014‐2015) 3M Topic 3 The Mathematical Process Standards must be incorporated into instruction as appropriate throughout the school year. 1 revised 8/7/14
subtraction algorithm.  Lesson 3‐7: subtract 3‐digit numbers using the standard subtraction algorithm.  Lesson 3‐8: use place value blocks and the standard algorithm to subtract a 2‐ or 3‐digit number from a 3‐digit number with one or two zeros.  Lesson 3‐9: solve problems by writing an equation based on a strip diagram that describes the problem. Lesson Information Activities Vocabulary +
 Lone STAAR Rigorous Problem Solving must be consistently used.  Equations – a number sentence that uses an equal sign (=) to show the value to its (Revised TEKS Correlation Charts can be found on the left is the same as the value to its right M:Drive/Elementary/Lone STAAR TEKS Correlations)  Regrouping – when you are regrouping  THINK Framework must be incorporated into your problem numbers, you are naming whole numbers solving strategies: in a different way. T: Talk about the problem  Unknown – a symbol that stands for a H: How can it be solved? number in an equation I: Identify a strategy to solve the problem N: Notice how your strategy helped you solve the problem  Addition Key Words: sum, together, in all, K: Keep thinking about the problem. Does it make sense? Is altogether, and (in between words), there another way to solve it? total, also, plus, joined, combined, more (before the question), spent/spend,  Suggested strategy for problem solving: CUBES: increase, both C: Circle the numbers U: Underline the question  Subtraction Key Words: difference, left, B: Box in key words less, minus, how many more, “er” words E: Eliminate what you DON’T need (taller, shorter, etc), gave, share, change, S: Does your answer make sense? fewer, remains, need to, decrease, lost Suggested Activities: IMPORTANT: Key words cannot be taught in isolation. Actions of the  Introduce Topic using Children’s Literature Suggestions: Addition ‐ operations must also be taught in One is a Snail; Ten is a Crab by April and Jess Sayre; Math for All correlation. Seasons by Greg Tang; Animals On Board by Stuart Murphy; 365 Penguins by Jean‐Luc Fromental; Subtraction – Ten Sly Piranhas: Addition – putting together A Counting Story In Reverse by William Wise; Monster Musical Subtraction – taking away, comparing, Chairs by Stuart Murphy; The Action of Subtraction by Brian finding how much is left, finding how Cleary and Brian Gable; The Hershey’s Kisses Subtraction Book by much more is needed. Jerry Pallotta and Rob Bolster (See Operation Key Words Example)  enVisionMath 2.0 Activities: Math and Science STEM “Forms of Matter” pg 135. Some key words have multiple meanings Math and Science STEM Centers pg 143A and can be used for more than one On‐Level and Advanced Activity Centers pg 149A “Team Work” operation. The students must have full On‐Level and Advanced Activity Centers “Clip and Cover” pg 155A comprehension of the question to  Adding and Subtracting 3‐digits* determine which operation to use.  Video: Subtracting across Zero “Go Next Door” from YouTube  Comedy Clip Subtracting with Regrouping from YouTube  Addition with 3‐digit Numbers  3‐digit Subtraction Dice Game*  Addition and Subtracting Across Zero  Make a plus‐sign‐shaped anchor chart to list Addition Key Words  Make a minus‐sign‐shaped anchor chart to list Subtraction Key Words  Review key words vocabulary. An example would be to have pre‐
made cards with the operations printed on them. As the teacher calls out a key word the student decides what operation to use by Wichita Falls ISD (2014‐2015) 3M Topic 3 The Mathematical Process Standards must be incorporated into instruction as appropriate throughout the school year. 2 revised 8/7/14
holding up the correct card. Begin practice with addition word problems. This requires a lot of guided practice. Repeat with subtraction word problems. Repeat with mixed operations. Repeat with multi‐step problems (addition and subtraction in the same word problem). 
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Additional Information Materials/Resources enVisionMath 2.0 textbook Teacher’s Edition pg 135A‐200 Topic 3 Home/School Connection Letter Study Jams Addition with Regrouping Khan Academy Addition with Regrouping Subtraction with Regrouping Video Customizable Word Problems http://www.math‐aids.com/Word_Problems/ Number Line Resource* Addition Practice pages http://www.math‐aids.com/Addition/ Number Line Worksheets http://www.math‐aids.com/Number_Lines/ DAILY Addition and Subtraction Fact Practice Suggestions: Basic Facts Timed Tests in enVisionMath 2.0, Rocket Math, www.math‐
drills.com, Mad Minute, etc. Multiple Approaches to Addition and Subtraction* Properties of Addition Poster* ”The Flip Flop Rap” Commutative Property of Addition* Addition Scoot Single Digit Addends* Two‐Digit Addition Scoot* Subtraction Scoot Fact Practice* Dinah Zike’s Big Book of Math foldables STAAR Ready Instruction**+ Measuring Up to the TEKS: STAAR Edition** Motivation Math (2014 Edition)** o Units 12, 22 Motivation Math**+ Countdown to the Math STAAR**+ STAAR Fast Focus**+ Supporting STAAR Achievement+ Plastic coins, paper money, spinners, dice, graph paper STAAR Master**+ 
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Textbook Correlations: enVisionMath 2.0 TE Volume 1A enVisionMath 2.0 Student Interactive Textbook Lone STAAR Rigorous Problem Solving Cluster 6 Set 52, Cluster 7 Set 62, Cluster 8 Set 72, Cluster 9 Set 82, Cluster 10 Set 92 Digital Resources: Today’s Challenge, Rekenrek iPad App 
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Notes from Council Two days are allocated in this topic for re‐teaching and assessment. Combine foldables into Math Journals A good way to remind students that “how many more” means to subtract is to take the M in “many” and the M in “more.” Relate it to M&Ms. You eat them, and they’re gone! Subtraction Send Home/School Connection Letter home at the beginning of each topic. This can be found in the Topic 1 folder and the Teacher’s Resource Masters. Incorporate Lone STAAR Rigorous Problem Solving sets throughout the topic as fits in your schedule at least 3 times a week. *free download from Teachers Pay Teachers ‐ A free subscription is required for www.teacherspayteachers.com in order to download any material from TpT. **availability depends on each campus + use items/activities aligned to the revised TEKS Misconceptions/Underdeveloped Concepts Students will use an incorrect operation in a number sentence. Students might not read the problem carefully to determine what answer they are seeking. While solving a multi‐step problem students will choose an incorrect operation for one of the steps. Students incorrectly interpret important information when solving a problem. Wichita Falls ISD (2014‐2015) 3M Topic 3 The Mathematical Process Standards must be incorporated into instruction as appropriate throughout the school year. 3 revised 8/7/14
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Students may look at a problem as a whole instead of breaking it down into smaller parts. Emphasize the importance of lining up digits by place value, as some students may not do this when they add the sums of all the places. Some students may forget to regroup 10 or more tens as hundreds. Remind students that 10 tens are exchanged for 1 hundred. Encourage students to use estimation to see if their answers are reasonable. Parent Resources  enVisionMath 2.0 Textbook 
Download the free BouncePages app on your smartphone or tablet via your mobile app store. For Topic 3 scan the following pages with the visual learning icon: pg 140, 141, 152, 158, 164, 170, 176, 182, and 188. 
Mr. R’s World of Math and Science http://mathstory.com 
http://www.khanacademy.org/ 
www.thinkthroughmath.com 
www.xtramath.org 
www.mathplayground.com 
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www.softschools.com www.dad’sworksheets.com www.poptropica.com www.kidsmathgamesonline.com www.brainpop.com www.coolmath4kids.com Wichita Falls ISD (2014‐2015) 3M Topic 3 The Mathematical Process Standards must be incorporated into instruction as appropriate throughout the school year. 4 revised 8/7/14