Bridges in Mathematics

Grade 3 Unit 1
i

Addition & Subtraction

Patterns

36 + 28
30 6 20 8
50 + 14 64

ideas strategies, inf

i b
t

yo runit
journ l,your
y u n child
d t wr t will:
the d
In this

Use efficient math

strategies
to build fluency
h
h
n
with
basic
addition
pai s and
then with
th group,and
aboutsubtraction
what the results ofacts
th s
q Determine
tions bo t
t th whether
fe ure show two
the t expressions
n j st a kin a o t th are
f t equal
es For
i

Write
eo e li eequations
to show their ma to
em represent
tic l th nking Do one
ou thin step
most p ostory
le prefe problems

ut

Ha e s uden sof
close
hei journals nd
in the di cu si n
Use
place
operations,
or oin
theyourelationship
ollow strategies
g questions to p based
ompt moreon
d scuss
on as value,
ou see fi . 3properties
di you ase y addition
ur pre iction on?
Displa add
e Bar Gr
ph Teacher
Mas er,
a d di 100
cu s i
between
and subtraction to1 fluently
and
subtract
within

et

Pu our
thumb up problems
if you have heard like
f a ar graph
Your
will learn
practice
skills
those shown
ft a child
w stu ent
av h and
ed their
pr ict onthese
with h
c s by
a solving
tw
e
s
a
hree
vo u Keep
teers to sort
glyph for
so ver
one can vewhen
if th youre
p dic helping
ons
below.
thisthesheet
reference
with homework.
Use the

t
if
b
s
ent o nk
t
ng
s
Tell st support:
en s that a bar mathlearningcenter.org/apps
aph is a picture tha helps peop e co pare info mation
free Math Vocabulary Cards app for additional

p
COMMENTS
t d t

What s rpri
PROBLEM

tle
e grade
raph orstudents
example ifget
the compa
ison statement
was, Mo
Third
acquainted
by creating
e
s
t
g
s,
y r t
l
pictures that share information about their learning
k

How We Like to Show

Our Mathematical Thinking
1s
Numbers

one
Words

preferences. Sorting, classifying, and graphing this

information sets the stage for algebraic reasoning and
l
tt
data collection.

dots
Pictures

Un t 1 Module 1

Session 2 1 copy for d splay

Bar Graph

Who Like Working With Others

_____________________________________________
Title Students
15
14
13
12

Number of Students

11
10
9
8
7
6
5
4
3
2
1
With 1 Person
Br dges n Mathematics Grade 3 Teacher Masters

The Math Learning Center 0814

Parents and teachers may reproduce this document for classroom and home use.

Small Group
T7

The Math Learn ng Center | mathlea ningcenter org

www.mathlearningcenter.org

num
e an
n
de
t
yt
Grade
3 Unit
1: Addition
& Subtraction
Patterns

36+28 w

ook l ke

t Th

p
COMMENTS
62 63Thi
b

3PROBLEM
f405 41 42 0

3.8t + 5i =o ___

The number rack helps students visualize quantity and

th
encourages them to think in groups. A child may see
ck.
Student
the number 8 as a combination of 5 and 3 more 5 red
jfollow.
tbeads
and 3 more white (beads). To solve 8 + 5, then,
the student can add 5 + 5 = 10 and then 10 + 3 = 13.

d10

10

w
36

a8

Students will also use the number line or find the

g th
difference between two numbers. Initially, they may
Fbegin
e aby counting
pl ,
on and then to jumping or counting
in
. groups
o,
of tens and ones. For example, the difference
ebetween
ten pieces,
they64 is 28, which is shown on the number
36 and
line aslook
2 jumps

ould
ike of 10 followed by 2 jumps of 4.

56
6 nd
an 60
64

t463

Students break numbers apart by place value in order

to add them. For example, they break 36 into 30 and
6 and 28 into 20 and 8. Then, they add 30 and 20 and
6 and 8 separately. Finally, they add 50 and 14 for a
total of 64. This is an important precursor to using the
standard algorithm with understanding and fluency.

36 + 28
30 6

20 8

50 + 14 = 64

The Math Learn ng Center

math earn ngcenter org

7
8

10

10

0
+ 0
0
1
+ 0
1
2
+ 0
2
3
+ 0
3
4
+ 0
4
5
+ 0
5
6
+ 0
6
7
+ 0
7
8
+ 0
8
9
+ 0
9
10
+ 0
10

0
+ 1
1
1
+ 1
2
2
+ 1
3
3
+ 1
4
4
+ 1
5
5
+ 1
6
6
+ 1
7
7
+ 1
8
8
+ 1
9
9
+ 1
10
10
+ 1
11

0
+ 2
2
1
+ 2
3
2
+ 2
4
3
+ 2
5
4
+ 2
6
5
+ 2
7
6
+ 2
8
7
+ 2
9
8
+ 2
10
9
+ 2
11
10
+ 2
12

0
+ 3
3
1
+ 3
4
2
+ 3
5
3
+ 3
6
4
+ 3
7
5
+ 3
8
6
+ 3
9
7
+ 3
10
8
+ 3
11
9
+ 3
12
10
+ 3
13

0
+ 4
4
1
+ 4
5
2
+ 4
6
3
+ 4
7
4
+ 4
8
5
+ 4
9
6
+ 4
10
7
+ 4
11
8
+ 4
12
9
+ 4
13
10
+ 4
14

0
+ 5
5
1
+ 5
6
2
+ 5
7
3
+ 5
8
4
+ 5
9
5
+ 5
10
6
+ 5
11
7
+ 5
12
8
+ 5
13
9
+ 5
14
10
+ 5
15

0
+ 6
6
1
+ 6
7
2
+ 6
8
3
+ 6
9
4
+ 6
10
5
+ 6
11
6
+ 6
12
7
+ 6
13
8
+ 6
14
9
+ 6
15
10
+ 6
16

0
+ 7
7
1
+ 7
8
2
+ 7
9
3
+ 7
10
4
+ 7
11
5
+ 7
12
6
+ 7
13
7
+ 7
14
8
+ 7
15
9
+ 7
16
10
+ 7
17

0
+ 8
8
1
+ 8
9
2
+ 8
10
3
+ 8
11
4
+ 8
12
5
+ 8
13
6
+ 8
14
7
+ 8
15
8
+ 8
16
9
+ 8
17
10
+ 8
18

0
+ 9
9
1
+ 9
10
2
+ 9
11
3
+ 9
12
4
+ 9
13
5
+ 9
14
6
+ 9
15
7
+ 9
16
8
+ 9
17
9
+ 9
18
10
+ 9
19

0
+ 10
10
1
+ 10
11
2
+ 10
12
3
+ 10
13
4
+ 10
14
5
+ 10
15
6
+ 10
16
7
+ 10
17
8
+ 10
18
9
+ 10
19
10
+ 10
20

Legend
Add Zero facts

Count On facts

Students review strategies for the basic addition

and subtraction facts, many of which rely on the
commutative (4 + 2 = 2 + 4) and associative (4 + 2) +
3 = 4 + (2 + 3) properties. They study patterns on the
addition table and extend the strategies for use with
larger numbers.

Doubles facts

Doubles Plus or
Minus One facts
Make Ten facts

Add Ten facts

Add Nine facts

| DATE

Session 4

Un t 1 Modu e 1

Addition Table

NAME

Br dges n Mathemat cs Grade 3 Student Book

Leftover facts

FREQUENTLY ASKED QUESTIONS ABOUT UNIT 1

Q: Why do some of these activities look like what my child did in second grade?

A: This unit
reviews
mathematical concepts
while introducing and establishing routines that will be used in third

grade. Teachers assess students skill level and plan future lessons based on this review. When students build
addition and subtraction facts on the number rack and generalize their understanding of number relationships to
problem solving situations with larger numbers, this contributes to their ability to compute fluently.

Q: How can I help my child and make homework a successful experience?

A:

Homework assignments are sent home two or three times per week during the school year. Teachers
may also send home Daily Practice pages for additional work with concepts and skills. Although your child
is doing similar activities in class, she may need your help at home. Take time to ask her to explain the
assignment to you. If she can describe the task clearly and confidently, she can probably complete the
assignment independently. Your child has used several models and strategies to solve problems. Encourage
her to use ways that make sense to her. Then, review the completed assignment and ask your child to
explain her thinking about some of the problems.

The Math Learning Center 0814

ead a and
ay ateachers
littl Nomayitreproduce
l k
Parents
this document for classroom and home use.

www.mathlearningcenter.org