Math Trailblazers Unit 6 Grade 3

Unit Overview on More Adding and Subtracting
Math Trailblazers Unit 6 Grade 3

Problem Solving –
● Lesson 1: Can I understand the connection between a story problem and a number
sentence?
● Lesson 2: Can I understand that our number system is based on groups of 10?
● Lesson 5: What is the similarity between the addition algorithm and base-ten pieces?
Objectives –
● Lesson 1: Students will be able to use different mental strategies to solve addition and
subtraction problems.
● Lesson 2: Students will be able to use base-ten pieces to find the area of an object.
● Lesson 3: Students will be able to come up with strategies to find the difference between
the largest and the smallest.
● Lesson 4: Students will be able to interpret the place value of base-ten pieces.
● Lesson 5: Students will be able to recognize how the addition algorithm is used during
base-ten problems.
Literature – In Lesson 1, we will read The 500 Hats of Bartholomew Cubbins by Dr. Seuss.
Enrichment –
● Lesson 1: Students will write more than one story problem.
● Lesson 2: Students will be able to recognize the symmetry.
● Lesson 3: Students will work with heterogeneous partners to help them for day 2 of the
lesson.
● Lesson 4: Students will use strategies other than place value to break numbers apart.
● Lesson 5: Students will find multiple strategies to solve problems.
Remediation –
● Lesson 1: Students will be able to use a graphic organizer for their story and draw
pictures based on what they are trying to convey.
● Lesson 2: Students will work in mixed level groups.
● Lesson 3: Students will work in mixed level groups for day 2 of the lesson.
● Lesson 4: Students will be able to use base-ten boards.
● Lesson 5: Students will be able to use any strategy to figure out the problems.
Manipulatives – Base-ten pieces will be needed for all lessons.
Technology – Use smartboard in Lesson 5 for the students to show their strategies.
Evaluation:
● Lesson 1: Homework.
● Lesson 2: Journal Prompt.
● Lesson 5: Quiz.
Problem Based Instructional Task: The 500 Hats
Math Trailblazers Unit 6 More Addition and Subtraction for 3 rd grade
Big Idea: Understand the connection between a story problem and a number sentence.
I can …… use different mental strategies, so that I can solve addition and subtraction problems.
Launch: Introduce the problem to be solved. Do not teach how to solve it.
“Good morning class! I am going to read a book to you guys. The book is called The 500
Hats of Bartholomew Cubbins by Dr. Seuss. There are some questions I will be asking
you guys throughout the reading which you will think-pair-share with the person sitting
next to you and then I will have some of you guys share what you guys talked about.
Okay?”
*Students should say yes and you should begin reading the story*
“The first question I have is when Bartholomew says that the executioner has knocked off
13 hats and that he had left 178 more on the dungeon steps, how many hats was he
talking about altogether? Think about this and then turn to the person next to you and
share what you think (Think-Pair-Share). If you need to, you can use a piece of paper to
help you put it into a number sentence to help solve for the answer.”
*Give students a minute or so to talk with their partner to figure the answer
out*
“Who would like to share what they talked about with their partner and help me solve
this hat problem?”
*Pick a couple students to explain to get a variety of strategies – direct
modeling, counting on and derived facts*
“Good job! They all had different strategies on how you could solve this problem in order
to get the answer. This question is based off of subtracting, so this means that we are
taking away from the total. Your friends said that it should equal 309. Did they all get
answers that were 309?”
*Students should say yes (Whole Group Response)*
“They did. They all used a different strategy, but yet still got the same answer. Let’s see
what happens to Bartholomew.”
*Continue reading the story*
“The next question I have is that when Bartholomew had taken an odd 275 hats, how
many more hats would eventually appear on his head? I will think about this and then
turn to the person next to you and share what you think (Think-Pair-Share). Again, if you
need to, you can use a piece of paper to help you put it into a number sentence to help
solve for the answer.”
*Give students a minute or so to talk with their partner to figure the answer
out*
“Who would like to share what they talked about with their partner and help me solve
this hat problem?”
*Pick a couple students to explain to get a variety of strategies – direct
modeling, counting on and derived facts*
“Good job! They all had different strategies on how you could solve this problem in order
to get the answer. Your friends said that it should equal 225 hats. Did they all get the
answers that were 225?”
“They did. They all used a different strategy, but yet still got the same answer. Let’s see
what happens in Bartholomew.”
*Continue reading the story*
“The last question I have is when the hats begin to change, 450 hats had already come
off. Based on the book’s title, how many hats are left on Bartholomew’s head? Who would
like to share what they think?”
*Students should think about this by themselves and then someone should
say 50 hats are left*
“Good job. There should be 50 hats left on Bartholomew’s head. Let’s finish our story.”
*Finish the story*
“That was a very interesting story and quite a lot of hats to have on your head. After I
explain what you guys will be doing next, you will go back to your desks to create a story
problem as a pair. Each story problem should be answered using two different strategies.
If you finish your first story problem early, then you guys can make another one. I will
provide you guys with some base-ten pieces for your pods if you need them to help you
with solving. I am thinking 12 minutes should be enough time for you guys, so that we
can have some friends share their story problems. Does that sound good to everyone?”
“Alright, everyone go back to your desk, I will come around and pass out some base-ten
pieces and then a piece of paper for your story problem. You guys should be talking about
what you want your story problem to be.”
*Pass out manipulatives and put timer up for students to be able to see how
much time they have left*
Explore: Students work in partners or small groups to solve the problem. There should be
multiple solutions or multiple ways to solve the problem.
● How will the students be grouped?

o Work with their neighbor in their pods – random pairing
● Cooperative Learning
o Individual accountability – Provide a different strategy for each story
problem
o Group goal – Write on one worksheet
● Key Questions:
o Clarifying – understand the problem 🡪 check in randomly with
students to make sure they understand
▪ “How do you check to make sure your sum is 500?”
▪ “What concept are you using in that problem? Addition or
subtraction?”
▪ “What are you guys trying to figure out?”
o Eliciting – understand what the student is doing 🡪 see the student’s
ideas randomly
▪ “What strategy did you use to solve this problem you created?”
▪ “What does this drawing represent?”
o Extending – getting students to the next step
▪ “What is another strategy you guys could do to solve this
problem?”
▪ “How does this number sentence connect to your story?”
● Assessment: This is what you will be looking for in the lesson to show what
the students understand.
o Use the Observational Assessment Record to note students’ ability to
solve problems involving addition and subtracting using mental strategies
based off of their journal responses and homework.
o Look for correct story problems, number sentences and strategies
o Should be able to use the three different strategies – direct modeling,
counting on and derived facts
Summarize: Teacher guided discussion of the key math concepts from the problem.
Students share what they learned and are actively involved in the summary.
“Alright, time is up for your story problems. When I was going around, I noticed a couple
of our friends who had some great story problems and strategies. I asked two groups if it
would be ok for them to share and then we can solve their questions. These friends get the
spotlight to be a teacher for a couple minutes. They will read their story problems and
then provide the strategies they used to solve them. Sounds like a plan?”
“--- and --- can you guys come up here and share your story problem with the rest of the
class? You guys can use the overhead projector to show your paper with your work.”
*The pair should come up to use the overhead projector to show their work
and read their story problem(s)*
“Nice story problem. Let’s take a look at the strategies you guys used to solve the story
problem.”
*The pair should share one of the strategies they used either direct modeling,
counting on or derived facts – the pair should share each other’s strategies
instead of their own*
“Great strategy. Now let’s hear the other one.”
*The pair should share the second strategy – again they should be sharing
each other’s strategies instead of their own*
“Yes! Great job explaining each other’s strategies. Before we end, I want to bring up
something that is important to understand about story problems. When you have story
problems, your number sentences should match what the story problem says and vice
versa. This is extremely important because it makes sure you are following the story
problem and doing what it is asking. Also, the story problem gives you the numbers you
will need and sometimes even the answers. Now to end, today’s class you guys completed
the big idea I had today which was understanding the connection between story
problems and number sentences. We had friends who had several ways to solve the story
problems with either using one number as a base number and going off of that number to
solve something like 100-48 where ---- said 100-50, then add 2 to the answer or even
creating groups of 10 to find the answer. For homework tonight, you guys will do
question two which is a story-based problem. If you want, the other questions are just
review questions. I will focus more on the story-based problem though when looking
through the homework. Great job today!”
*Provide students with the homework*
Evaluation: This is an individual assignment that is separate from what was done during
the lesson. Some examples might be homework, quiz, journal, performance assessment,
etc.
Home Practice Worksheet – Only Question 2 which is the story problem 🡪 if students
want to do the rest of the problem for extra practice, they can, but that won’t be a focus
point for me to check understanding of the story problems
Accommodations:
● Enrichment: What are you going to do to stretch the thinking of the students who
already understand? It should not be more work, but deeper work.
o Students will write more than one story problem.
● Remediation: What are you going to do to help those who struggle? Some examples
are smaller numbers, shorter assignments, work with a partner, use manipulatives,
use a graphic organizer.
o Students will be able to use a graphic organizer for their story and draw pictures
based on what they are trying to convey (story map provided – can be something
like this when given white printer paper for drawings).
Problem Based Instructional Task: The Coat of Many Bits
Big Idea: Understand that our number system is based on groups of ten.
The student will be able to ….. use base-ten pieces to find the area of an object.
“Good morning class! Today and tomorrow we will be working on a project that deals
with the area. Everyone should have The Coat of Many Bits Activity Page on your desk
already. I will be going over the instructions for what we will do today and then you guys
will begin on it. Okay?”
*Students should say okay*
“A group of students are producing a play titled ‘Michael and the Land of Many Colors.’
You guys will be assisting with the production by helping to make the costumes. The front
of the costumes will be covered with a fancy, colorful material. It is your guys goal to
figure out how much material you would need to make these costumes. I will be showing
an example of what you guys will have to do and then afterwards I will group you into
groups of 3. Then you guys will begin.”
*Students should be sitting on the carpet in the front, ready to listen*
“Back in Unit 5, you guys learned how to measure the area by tracing shapes on
centimeter grids and counting square centimeters. You guys will be doing the same, but
you will be able to use base-ten pieces. How can you guys use base-ten pieces to estimate
the area of the front of their coats? Think about this, then get with someone around you
and share what you think before we come back as a whole group (Think-Pair-Share).”
*Give students a minute to talk about this question*
“So, what do you guys think? Someone shared what you and your partner talked about.”
*Student should share what they talked about*
“Good answer -------. Did anyone else say anything differently?”
*See if anyone else has anything else to say*
“What do the different sizes of base-ten pieces cover? Are they all the same square
centimeter? How do you know?”
*Students should say how the one bit covers one square centimeter, the
skinny covers ten square centimeter and the flat covers 100 square
centimeter*
“Yes! Each base-ten piece represents different square centimeters which could be used in
different situations. Now, I am going to model the activity before you guys begin. Can I
have two volunteers? These students should be sitting criss-cross applesauce, quiet and
with their hands raised. How about ------- and -------. Come on up here.”
*Students should come up to help*
“I have a coat here and I need it traced on this piece of paper. Can one of you hold the
coat on the paper and then the other traces the coat.”
*Give the students some time to trace the coat*
“Perfect. This is the first step to our activity. I need someone out of the group to get their
coat and then get it traced onto the paper. Try to be as perfect as possible because it will
make a difference in figuring out the area. You guys only need to do one coat for the
group. Make sure the coat or jacket is zipped up or snapped and the sleeves are extended
straight like mine. Hoods aren’t important since the fancy material is only going on the
front of the coat. I would use a pencil or crayon and not a marker, so that you guys don’t
stain whoever’s coat it is. The next step is really important, so I need everyone to listen.
Okay?”
*Students should say yes and be listening (Whole Group Response) *
“Since we have our coat traced out, we need to start figuring out how to start measuring
for the area. The whole coat needs to be covered in base-ten pieces in order to find the
area. If you don’t cover it all the way then your area will be off by a lot. Also make sure
you don’t have any space between the base-ten pieces. They should be touching. I think
it’s easy to start with the flats since they cover more space and you can fill in the rest of
the space with the skinny ones and the bits. I also encourage you guys to use your
knowledge of symmetry because it might make this easier. Our volunteers are going to
show us how we should trace the base-ten pieces. I recommend using a different color for
base-ten than the color that you used to trace it. So, volunteers start tracing flats and I
will add feedback as you go.”
*Volunteers should be tracing flats*
“Can you guys see how ____ is making sure that the flats lineup before he/she traces
them, so that there aren’t any gaps in between them because they should cover as make
space as possible. These volunteers are doing a great job. They are being precise and
taking their time. There should be no reason to rush doing this. We want a pretty close
estimate of the area, so please no rushing to get this done.”
*Volunteers could be tracing flats still*
“Great job! You guys can go sit back down with the rest of the class. So, after you have
finished tracing the base-ten pieces. You guys are going to have to do two things. The first
thing is that someone needs to cut the coat out. Then once you guys are done with that,
you guys have to work as a group to figure out the area. Everyone should have how you
guys figured it out and the answer on the back of the activity page to turn in. If you need
to use a calculator, you are able to do so. Once you finish with that, I have a journal
prompt you can do either while waiting for the rest of the groups to finish or you bring it
home to work on and bring for tomorrow’s class. I am going to give you guys the rest of
the time, but for the last five minutes, I will stop everyone to clean up and talk a little bit
about what everyone has done so far. If you don’t finish figuring out the area, we can pick
it up tomorrow before we do the next part of this activity.”
*Give them the rest of the period of time besides the last 5 minutes*

o Groups of 3 – different ability 🡪 1 low, 1 medium and 1 high level
o Individual accountability – Have their figuring out of the area and the
answer on the back of their activity sheet to turn in and participate in the
group work
o Group goal – Work together to trace the coat, trace the base-ten pieces,
figure out the area and cut out the coat
● Key Questions:
▪ “What are you trying to figure out?”
▪ “What pieces can you use for the sleeves compared to the chest
area of the coat?”
ideas randomly
▪ “What does this tracing represent?”
▪ “How did you know which base-ten piece to use?”
▪ “I talked about symmetry being present, were you able to see it?”
▪ “How could that concept of symmetry make finding the area of an
object easier?”
o How they counted their pieces
o The different strategies they used to count them
o Do they know the difference between the base-ten pieces?
o Do they see the connections between the base-ten pieces 🡪 10 bits = 1
skinny, 10 skinnies = 1 flat, etc.
“Alright, you guys should start to clean up. We will make a pile of the coats on this desk
after we talk about the project. Everything else should be put in the designated spots.
Once you have cleaned up, come to the front carpet, so we can talk before moving on.”
*Students should be cleaning up and coming back to the carpet*
“You guys used some base-ten pieces today. What were they again? Raise your hand to
answer.”
*Students should bits hopefully first*
“Yes! Bits is one of the base-ten pieces. And how can you count this piece?”
*By ones*
“You can count bits by ones. What’s another way you can count bits?”
*By twos*
“You can count bits by twos also! What’s another way you can count bits?”
*By fives*
“You can count bits by fives also. What’s another way you can count bits?”
*By tens*
“Yes! You can count bits by tens. What is another base-ten piece you guys used today?”
*Students should say skinnies*
“Yes! Skinnies are another base-ten piece you used. And how can you count this piece?”
*By tens*
“Yes! You can count skinnies by tens. How many bits make a skinny?”
*Students should say 10 (Whole Group Response) *
“Ten bits make one skinny! Great job. What is another base-ten piece you guys used
today?”
*Students should say flats*
“How can you count this piece?”
*By 100s*
“Yes! You can count flats by 100s. How many skinnies make a flat?”
*Students should say 10 (Whole Group Response) *
“Ten skinnies make one flat! Now, switching gears, I saw a couple different ways on how
groups were counting their pieces from their coats. Could -------‘s group share how they
counted their pieces?”
*A group member should share how they counted (using their coat to show
their work) which could be counting how many of each base-ten piece there
is a adding them up at the end*
“Yes! This is a great way to count. You could even make your own base-ten chart like they
did and put a tally under each base-ten piece then total them up. ------’s group, share how
you guy counted your pieces.”
*This group should be a group that “cut” their coat in half (and show their
coat to the rest of the class), drew pieces on the one side, added those up and
doubled it (used symmetry) *
“Great job! -----‘s group used symmetry. So, they only used one side of the coat and
double that total because they knew both sides were the same. That was definitely a faster
way of doing things. Which one do you guys think is the better way of counting?”
*See what the students think*
“Well to tell you guys the truth, either way is a good way, especially because this is just
an estimate in our case. What you do is up to you. Good job today though. You guys did
really well today with beginning our big idea of understanding that our number system
is based on groups of ten. I saw that every group finished their tracing and had cut the
coat out already. Some are done with figuring out the area and others are almost done.
We will have a couple minutes tomorrow to finish up before the final steps to our project.
Everyone needs to do the journal review as homework and bring it back tomorrow. We
will go over the journal review to see what some of our friends said about it. Okay?”
*Students should say ok (Whole Group Response) *
etc.
Journal prompt 🡪 What are the relationships between the different base-ten pieces: bits,
skinnies, flats, etc.
Allows me to see their understanding of the different base-ten pieces and they are
useful for different things.
Accommodations:
o Students will be able to recognize the symmetry.
o Students will be in mixed level groups, so the higher-level students can help them.
Journal Prompt
What are the relationships between the different base-ten pieces: bits, skinnies,
flats, etc.?
Problem Based Instructional Task: The Coat of Many Bits
Big Idea: Understand that our number system is based on groups of ten.
The student will be able to ….. come up with strategies to find the difference between the
largest and the smallest.
“Good morning class! We are going to pick up where we left off yesterday with The Coats
of Many Bits project. But, before we do that we are going to talk about the journal prompt
you guys had to do last night. I am going to have you guys pair up and share your stories
and questions before doing it as a whole group. You guys will have 5 minutes.”
*Give students 5 minutes to share (Think-Pair-Share) *
“Time is up. Who would like to share what they wrote?”
*A student should share what they wrote*
“Great answer --------! Does anyone have anything different or want to add on to what
------ said?”
*See if anyone else has anything else or something different to share*
“Thank you for sharing. I will look at the rest of your responses tonight to see what you
guys put forward. Now to continue with our activity for yesterday, I will give you guys 7
minutes to finish up figuring out your area if you still need time. Like I said yesterday, if
you guys need to use a calculator, you can. Then we will move on to the final steps.”
*Students should be finishing up figuring out the area*
“Alright, time is up for figuring out the area. Make sure you write down the area of your
coat on an index card. Then have one person bring it up to the board and put it under a
magnet. Make sure you write your coat’s area on your worksheet because you will need
them to answer some of the questions on your activity sheet. We will put up the cutout
coats in a few.”
*One person should bring the card up to the board*
“Now that all of the groups have put their index cards with their areas on the board, we
are going to start the next part. The person who brought up the card is now the
designated person for their group. On our activity page, question 4 asks that you guys
order the coat areas smallest to largest. The people who have been designated will be the
ones to move around the cards. Everyone should be involved in this ordering though. So,
people at the board can pick people sitting down to help them and tell them where things
should go. Okay?”
*Students should say okay (Whole Group Response) *
“Okay! I will hand the floor over to our designated friends.”
*Students that are designated for their group should be in charge of the
ordering and picking people to help them out*
“Once you guys think you have it in the right order, let me know and we will put up the
cutout coats to allow us to see if we have the order right. If not, we can then change it to
the right order.”
*Give students time to continue ordering the coats*
“It is time to put up the cutout coats and double check if this order is correct. If the
designated person can pick someone else from their group to bring up their coat, that
would be great.”
*Students should pick another person in their group and have them bring up
the cutout coat*
“Now that you guys have the coats ordered by their index cards, there are a couple
questions on the activity page that you and your partner have to answer. I will give you
guys 10 minutes to figure them out with your partner.”
*Give 10 minutes for the students to work on questions*

o Groups of 3 – different ability 🡪 1 low, 1 medium and 1 high level
o Individual accountability – Both write a different strategy for 5A
o Group goal – Share a paper
● Key Questions:
▪ “What are we trying to figure out?”
▪ “What is the area of your coat?”
▪ “How much of the paper is left from the starting square
millimeters?”
ideas randomly
▪ “How did you figure out the area of your coat?”
▪ “How did you figure out the pricing for material you would need?”
▪ “How did you figure out the amount left over?”
▪ “How could you save money on materials?”
▪ “Do you think that your area is right on or off? And Why?”
o See if students can order coats smallest to largest
o See if they can come up with different strategies for 5a
▪ Counting on/Counting down – depending on which number they
start on
▪ Derived facts – doubles or tens
“Alright, so it looks like we did a great job ordering the coats by their area. What kind of
discrepancies do you guys think might have occurred while you guys were doing this
activity? Remember these areas are estimates since there could have been these
discrepancies.”
*Pick some students to answer the question with what they think could have
happened*
“Those are some great ideas in class. A lot of those or some of those could have
happened. And that’s okay because as long as you guys learned and were able to get
through the big idea of understanding that our number system is based on groups of
ten, then I’m happy with how this activity went. We are going to go over some strategies
that you could have done for 5a. Some of you guys may have these strategies and some of
you guys may not have these strategies and that’s okay too! After I go through each
strategy, I will ask you guys to raise your hands if this was your strategy. Okay?”
*Students should say okay*
“Perfect! Let’s begin with the first strategy. This involves taking the largest coat’s area
and subtracting the smallest coat’s area using an equation format. This would have the
largest coat’s area on top of the smallest and obviously subtracting. Who could raise their
hand to show that they did it like this?”
*Students who did this strategy should raise their hand*
“Hands down. Quite a bit of you had your hands up. This is a pretty common strategy.
The next strategy you could have done involves the base-ten pieces. You can count the
cut-out coat by how many of each base-ten piece and compare how many there are of
each. You would show how many of each are in both coats then show what their
difference is. Raise your hand if you did it this way?”
“Hands down. Quite a bit of you had your hands up. Another strategy is rounding the
areas up to the nearest tens place and then subtracting from there. This would be an
estimate since the original areas are getting altered. Raise your hand if you did this
strategy.”
“Hands down. There were a couple hands up. Does anyone have a different strategy they
would want to share that I didn’t say?”
*See if they have any other strategies that you did not go over*
“Alright. Once again you guys were able to complete the big idea of understanding that
our number system is based on groups of ten. For homework, you guys have a place
value worksheet. It asks you to label the underlined names based on its place value.”
etc.
Worksheet on place value
Accommodations:
o Students will work with heterogeneous partners to help them.
o Students will be in mixed level groups, so the higher-level students can help them.
Problem Based Instructional Task: Adding with Base-Ten Pieces
Big Idea: Understand that our number system is based on groups of 10.
The student will be able to ….. interpret place value when solving a problem.
“Good morning class! We are starting a new lesson today. As a review, who can tell me
what the names are for the different base-ten pieces we used earlier this week? Think
about this and share with a partner.”
*Students should do think-pair-share*
“Who can tell me what they are?”
*Students should respond bits, skinnies, flats and packs*
“Great job! Now, who can explain to me how the base-ten board works?”
*Students should say how the bits live in the bit’s column, skinnies live in the
skinny’s column, flats live in the flat’s column and packs live in the pack’s
column*
“Perfect responses! What is the relationship between the pieces?”
*Students should say something like 1 skinny is made up of 10 bits, 1 flat is
made up of 10 skinnies, etc.*
“Yes! Now, can someone explain how we use our base-ten boards? Like how do you know
what goes where?”
*Students should say it’s based on ones, tens, hundreds, etc. so, you put the
number in the different place values into their base-ten column which
matches the place values and write 526 on the board*
“Yes! You think about the place value of the numbers and place them in their
corresponding base-ten column. For example, you have the number 526. Which place
value is the 6 in?”
*Students should say ones place (Whole Group Response)*
“The 6 is in the one's place value. Where on the base-ten board would you write the 6?”
*Students should say the bits column (Whole Group Response)*
“Yes! Now, which place value is the 2 in?”
*Students should say tens place (Whole Group Response)*
“The 2 is in the tens place. Where on the base-ten board would you write the 2?”
*Students should say the skinnies column (Whole Group Response)*
“Yes! Finally, which place value is the 5 in?”
*Students should say the hundreds place (Whole Group Response)*
“The 5 is in the hundreds place value. Where on the base-ten board would you write the
5?”
*Students should say the flats column (Whole Group Response)*
“Great job! Alright, so here is our situation. The imaginary TIMS Candy Company uses
these pieces to keep track of its Chocos – the chocolates the company produces. We have
to help them solve some problems. Does that sound good to you guys?”
“You are going to work with the person across from you in your pods. You guys will have
a bin full of some bits, skinnies, flats and packs. You guys will use these to help solve the
problems. Remember regrouping is making groups of ten when we carry out operations
like addition and subtraction. You guys will work on pages 67, 68 and 69 in your Student
Guide Workbook. You guys will do this with the person across from you in your pod
again. I will give you guys 15 minutes to work on this.”
*Give students 15 minutes to work*

o Work with person across from them in their pods – random picking, not
based on skills
o Individual accountability – One person in charge of manipulatives and
one person in charge of writing on worksheet
o Group goal – Complete one worksheet together
● Key Questions:
▪ “What is this problem asking?”
▪ “What do you have to do?”
ideas randomly
▪ “What does that base-ten represent?”
▪ “How do you know what to use?”
▪ “What are some other strategies for solving problems like these?”
o Students are able to use different strategies
▪ Regrouping
▪ Add straight down – no regrouping
▪ Use pictures
▪ Mentally in their heads
o Students should be able to write number sentences
“Time is up folk. We are going to go through some of the worksheet then you guys will
turn it in for me to look over it, so I can give some feedback. Let’s start with question one.
Who can tell me what they said for question one?”
*Have a student share that Nikia and Maruta did regrouping*
“Raise your hand if that is what you said Nikia and Maruta did.”
*Students should raise their hands if they said regrouping*
“For those of you who didn’t have your hands raised, what did you guys say they did?”
*Have students share what they did different*
“Great job! Now, let’s take a look at question 9. Who wants to share what they think
Katie did?”
*Student should share what they think Katie did*
“Yes! Katie used the trading method where 10 bits become 1 skinny, 10 skinny becomes 1
flat, etc. She made marks of this at the top of the equation. Who wants to share what they
think Scott did?”
*Student should share what they think Scott did*
“Yes! Scott did something similar to Katie with the trading method. He made his marks at
the bottom of the equation instead of the top. Who wants to share what they think Nora
did?”
*Student should share what they think Nora did*
“Yes! Nora made the different rows under the equation showing the bits and skinny
getting traded. Which method do you think is easier to do? Raise your hand if you think
Katie’s method of trading at the top seems to be easier.”
*Students should raise their hands if they think Katie’s method seems to be
easier*
“Great! Hands down. Now, who thinks Scott’s method of trading at the bottom seems to
be easier.”
*Students should raise their hands if they think Scott’s method seems to be
easier*
“Great! Hands down. Finally, raise your hand if you think Nora’s method of different
rows seems to be easier.”
*Students should raise their hands if they think Nora’s method seems to be
easier*
“Great! Hands down. All of these methods are acceptable. They are all different, but
allow you to get the same answers. You guys are able to choose the method you think is
easier and you are more comfortable. Sometimes, though, you will have to do one of the
other methods because I want to be able to test you to see if you are able to do that
method correctly. Does anyone have any other comments about this worksheet before we
end today?”
*See if students have anything else to say about the lesson or the worksheet
from today*
“Great job today! You guys were able to complete the big idea of understanding that our
number system is based on groups of ten. We will do more problems related to this big
idea tomorrow. I will take a look at the other questions tonight and see how you guys did.
For homework, do page 70 in your workbook. It has similar questions that we did today.
If you need to use your base-ten board, don’t be afraid to use it.”
etc.
Homework page 70 in their workbook.
Accommodations:
o Students will use strategies other than place value to break numbers apart.
o Students will be able to use the base-ten board.
Problem Based Instructional Task: Adding with Base-Ten Pieces
Big Idea: Understand the similarities between addition algorithm and base-ten pieces.
The student will be able to ….. recognize how the addition algorithm is used during base-ten.
“Good morning class! We are going to continue yesterday’s lesson today in class. To start
off, I have two questions I want you guys to think about and then share with a partner.
Then we will share as a whole group. The first question I have is to explain to me how the
addition algorithm and working with base-ten pieces are similar. I will give you two
minutes to think and share.”
*Give students two minutes to think-pair-share*
“So, what do you guys think? Someone tell me what they talked about with their partner.”
*Student should bring something up about regrouping*
“Yes! Regrouping is an important part to the base-ten. It allows you to group up ‘extra’
pieces to make bigger pieces. If you have 14 bits, you can take 10 and make it into a
skinny which moves that into the skinny column. That’s what regrouping is. Can someone
explain how you use marks to show regrouping?”
*Students should say something about the number being carried over to the
ten’s column, and so on*
“Great response! I have sketched out some base-ten boards with some numbers
underneath the pieces. What do you guys notice about these 3 boards?”
*Students should say something about the two-digit numbers being in the
one’s column*
“Yes. That is something we can’t have because we can lower the ones by grouping to the
next column. What would you have to do in the first board with the 14?”
*Students should say that there is too much in the ones and we should group
10 to make a skinny*
“Correct, since there are 14, we can group 10 into a skinny which leaves 4 bits left over.
Now, what about the 15 on the third board?”
*Students should say something about two-digit numbers being in the one’s
column*
“Yes. That is something we can’t have because we can lower the ones by grouping to the
next column. You want to make the columns have the lowest number they can have. This
is called the Fewest Pieces Rule. Only one-digit numbers are allowed in each column.
You guys will now be able to do this in your pairs. On page 103 and 104 in your
workbook, there are 6 questions on the worksheet that you guys will do as a pair. You
guys will get 20 minutes to start off. If we have to add time we can, but I don’t think we
will have to.”
*Give students 20 minutes to work on the questions*
o Work with person across from them in their pods – random picking, not
based on skills
o Individual accountability – One person in charge of manipulatives and
one person in charge of writing on worksheet
o Group goal – Complete one worksheet together
● Key Questions:
▪ “What are you trying to figure out?”
▪ “What base-ten pieces are you going to use?”
ideas randomly
▪ “How did you know that was the base-ten piece you needed?”
▪ “How did you know that you could trade that in for a different
base-ten piece?”
▪ “Can you see the connection between the addition algorithm and
base-ten pieces?”
Use the Observational Assessment Record to note students’ ability to
solve problems involving addition and subtracting using mental strategies
based off of their journal responses and homework.
“Time is up. Let’s bring it back and talk about the problem’s you guys had to solve. The
first problem says ‘Nikia and Maruta both work at the TIMS Candy Company. Nikia
made 136 Chocos. Maruta made 232 Chocos. How much candy did they make together?
Solve the problem two ways. Use base-ten shorthand and use numbers. Use base-ten
pieces to help you.’ Can someone come up to the smart board and share with the class
one way your group solved the problem?”
*Student should be sharing direct modeling as their strategy – doing the 136
Chocos first and then the 232 Chocos and ending with solving the problem*
“Good job! Raise your hand if you solved the problem like them with direct modeling
what the problem said?”
*Students should raise their hand if they solved it like that (Whole Group
Response) *
“What is another way to solve this problem?”
*Have another student come up and share derived facts as their strategy –
make tens and then add the extra*
“Yes! Raise your hand if you solved the problem like them with derived facts.”
Response) *
“Great on this question. In total, they made 368 Chocos. No one had any other ways they
solved this, right?”
*See if students came up with any other way – counting on could be an
option, but it would take way too long to do with this problem*
“Okay. Questions 3-6 say ‘Do the following problems by drawing the base-ten pieces
using base-ten shorthand. Then solve the problem using numbers. Use the Fewest Pieces
Rule.’ We are going to take a look at Question 3 which says 69+23+18. Can someone
come up to the smart board and share with the class one way your group solved the
problem?”
*Student should be sharing direct modeling as their strategy – doing
69+23+18 in that order*
“Good job! Raise your hand if you solved the problem like them with direct modeling of
what the problem said.”
Response) *
“What is another way to solve this problem?”
*Have another student come up and share derived facts as their strategy –
make tens and then add the extra*
“Yes! Raise your hand if you solved the problem like them with derived facts.”
Response) *
“Great on this question. The answer should be 110. No one had any other ways they
solved this, right?”
*See if students came up with any other way – counting on could be an
option, but it would take way too long to do with this problem*
“Perfect! Did you guys notice a difference between using the base-ten pieces or the
base-ten shorthand method?”
*See if students can tell the difference*
“With base-ten pieces, you can see the 3-D version of the base-ten pieces and see what
each one is made up of. Compared to base-ten shorthand which is just a quick sketch of
the base-ten piece without detail because you already know what each base-ten piece
equals. Which one do you guys think is easier? Raise your hand if you think using the
actual base-ten pieces is easier.”
*Allow students to raise their hands*
“Raise your hand if you think using the base-ten shorthand method is easier.”
* Allow students to raise their hands*
“The shorthand method could be easier because you don’t need manipulatives since you
can just draw the base-ten pieces especially if you don’t have base-ten pieces at home.
But it also keeps a visual on your paper, so you can look back at it. Either one is
completely right and okay to do. It’s fine whichever you prefer. Great job today! You guys
were able to get through the big idea which was understanding the similarities between
addition algorithm and base-ten pieces. This is something important and will help you
out when doing these problems. You guys will now take a quiz based on base-ten pieces.
It has four problems. When you are done, come quietly bring it to my desk and go sit back
down until everyone is finished.”
etc.
Base-ten quiz – four questions (located below).
Accommodations:
o Students will find multiple strategies to solve problems.
o Students will be able to use any strategy to figure out the problems.
Name: ______________________________________________________________________
Base-Ten Quiz
Solve the base-ten problems. Regroup if needed.

Math Trailblazers Unit 6 Grade 3

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Unit Overview on More Adding and Subtracting

Math Trailblazers Unit 6 Grade 3

● How will the students be grouped?

● How will the students be grouped?

● How will the students be grouped?

● How will the students be grouped?

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