AUGUSTA COUNTY SCHOOLS
CURRICULUM MAP
MATH
Submitted By CLES
CONTENT:
3.4
The student will estimate solutions to and solve single-step and multistep problems involving the sum or difference of two whole
numbers, each 9,999 or less, with or without regrouping.
TOPIC:
Computation and Estimation
CONTENT
What do your students need
to KNOW?
All students will know:
 Understand that
estimation skills are
valuable, time-saving tools
particularly in practical
situations when exact
answers are not required
or needed.
 Understand that
estimation skills are also
valuable in determining
the reasonableness of the
sum or difference when
solving for the exact
answer is needed.
 Develop and use strategies
to estimate whole number
sums and differences to
determine the
reasonableness of an exact
answer.
 Develop flexible methods
of adding whole numbers
by combining numbers in a
variety of ways, most
depending on place
values.
DEMONSTRATORS
What do your students need to be able to DO?
Students will:
 Determine whether an estimate or an exact answer is an appropriate
solution for practical addition and subtraction problems situations
involving single-step and multistep problems.
 Determine whether to add or subtract in practical problem situations.
 Estimate the sum or difference of two whole numbers, each 9,999 or
less.
 Add or subtract two whole numbers, each 9,999 or less.
 Solve practical problems involving the sum of two whole numbers, each
9,999 or less, with or without regrouping.
 Solve practical problems involving the difference of two whole numbers,
each 9,999 or less, with or without regrouping.
 Solve single-step and multistep problems involving the sum or difference
of two whole numbers, each 9,999 or less, with or without regrouping.
ASSESSMENT
How will you assess what
your students ALREADY
KNOW, and assess WHAT
THEY’VE LEARNED?
Pre-assessment:
Individualized Daily Math
Review questions
Note: Students must have a
firm foundation in the basic
addition and subtraction
steps prior to adding the
estimation component to the
lessons.
Note: See Math SOL 2.6 and
embed questions into
Individualized Daily Math
Review.
Note: This review would be
different each time you teach
this lesson due to the
individual needs in the
classroom.
KWL Chart: Key words for
addition and subtraction,
estimation, etc.
Post- Assessment:
Subtraction and Addition
Worksheet
Differentiation of postassessment would be great
based on student
achievement.
ACTIVITIES
HOW will you teach it?
Key Words Sheets for Addition and Subtraction
(attached)
Guided Practice: Modeling
1- Step-By-Step Website: Breaks the steps
down for addition or subtraction
instruction
2- Modeling Addition Website: Breaks the
steps down for addition or subtraction
instruction
3- Visualization of Addition and
Subtraction with Regrouping Website:
helps determine when it is appropriate
to regroup
4- If needed, students could use
manipulatives to better understand the
concept of regrouping. Unifix cubes
could be used to show how a ten is
broken down into ones, a hundred is
broken down into tens, etc. Students
could also use the base-ten blocks to
help visualize the worth of each
number.
Independent Practice:
1- Domino Activity: attached
2- Addition and Subtraction Cards:
example questions attached—can be
used as a center, can be used to make
Addition or Subtraction War, can be
used for whiteboard review
3- Math Playground Worksheets or Dad’s
Worksheets can be developed and
printed for individualized instruction.
Independent Practice Online:
1- IXL-objectives listed below
2- Draggable Math- Students can be given
individualized directions for practice
3- Estimation Valley Math- Differentiated
Work can be assigned to the students
based on mastery of concepts
DIFFERENTIATION
How will you meet the needs of
all students?
-Individualized instruction for
students who do not understand
the concept
-Modified instruction/activities
-Using manipulatives to
reinforce the concept of
regrouping
-The Math Playground Website
and the Dad’s Worksheet’s
Website allows the teacher to
make worksheets for
individualized instruction based
on skills. This could be used for
differentiation to support
learners who have not mastered
the concepts taught as well as to
provide enrichment for students
who have mastered the
concepts taught.
RESOURCES
Step-by-Step Addition Website:
http://www.dositey.com/2008/addsub/as85/add3r.htm
Step-by-Step Subtraction Website:
http://www.dositey.com/2008/addsub/subra4.htm
Modeling Addition:
http://www.harcourtschool.com/activity/math_models2/English/04/gr3ch04_
3.html
Modeling Subtraction:
http://www.harcourtschool.com/activity/math_models2/English/04/gr3ch05_
4.html
Visualizing Addition with Regrouping:
http://www.harcourtschool.com/activity/elab2004/gr3/3.html
Visualizing Subtraction with Regrouping:
http://www.harcourtschool.com/activity/elab2004/gr3/4.html
IXL: Third Grade
Addition: Section C
Subtraction: Section D
Estimation: L4 and L5
Students may need to go back to second grade concepts to develop a firmer
understanding of addition and subtraction concepts.
Enrichment can be provided by allowing students to work on fourth grade
concepts.
Domino Activity: VDOE—attached
Addition and Subtraction Cards: attached
Draggable Math:
http://mrnussbaum.com/draggablemain/index3/
Estimation Valley Golf:
http://mrnussbaum.com/golf/
Math Playground Worksheets
http://www.mathplayground.com/wpdatabase/wpindex.html
Dad’s Worksheets
http://www.dadsworksheets.com/v1/Worksheets/Word%20Problems.html
TEACHER NOTES:
These activities are a sampling of lessons that can be done throughout the
teaching of this SOL. Depending on class size, student ability, time restraints, etc,
teachers could choose to implement these as partner activities, independent
practice or centers.