Wilson EDUC 353
Name: _____Zoe Kritikos____________ Date: __________11/11/13____
Target Grade Level: 3______ Curriculum Topic: Mathematics/ Fluently Adding and Subtracting within 1000
Established Goals:
NYS Common Core Standards (New York State Education
Department, 2012)
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
The goal of the lesson is to provide students with practice using place value as it relates to the fluently adding and subtracting strategies and algorithms based on place value within 1000 using strategies based on place value, properties of operations, and relationship between subtraction.
Students in second grade became fluent with basic facts to 20 and were introduced to addition and subtraction with two digit numbers. They will extend their knowledge to three digit numbers. “How would you figure out the answer when subtracting these two numbers? 88-49= _____
Standard used in Second
Grade:
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between

addition and subtraction.
Understandings:
Students will understand …..
● Addition strategies to develop some mathematical
● practices
A character trait can teach a person how to understand different kinds of personalities.
●
●
How to clearly add and subtract within 1000
How to properly use information when solving problems with more than two addends.
●
Model algorithms to create number sentences.
●
Inverse relationship between addition and subtraction to fluently add and subtract within 1,000.
● place value understanding to fluently add and subtract within 1,000.
● the associative, commutative, and identity properties of addition to fluently add within 1,000.
● understand the inverse relationship between addition and subtraction to fluently add and subtract within 1,000.
Essential Question(s):
● How can you use the break apart strategy to add 3-digit numbers?
●
How can you add more than two addends?
●
How can you use strategies based on place value and/or properties of operations to add and subtract?
●
How can you represent______ (a given number 1,000

or less) in more than one way?
Students will know….
●
How to add within 1000 using the following strategies:
1.
Adding up strategy: 399 + 1 = 400, 400 + 100 =
500, 500 + 73 = 573, therefore 1+ 100 + 73 =
174 pages
2.
Compensating strategy: 400 + 100 is 500; 500
+ 73 is 573; 100 + 73 is 173 plus 1 (for 399, to
400) is 174
3.
Subtracting to Count Down Strategy:
Takeaway 73 from 573 to get to 500, takeaway
100 to get to 400, and take away 1 to get to
399. Then 73 +100 + 1 = 174
4.
Adding by Tens or Hundreds Strategy: 399 + 1 is 400, 500 (that’s 100 more). 510, 520, 530,
540, 550, 560, 570, (that’s 70 more), 571, 572,
573 (that’s 3 more) so the total is 1 + 100 + 70
+ 3 = 174
5.
Break apart strategy: Breaking Apart (Place
Value), also known as “Separating” or
“Decomposing”
46 + 25 =
46 breaks into 40 plus 6 (40 + 6), 25 breaks into
20 plus 5 (20 + 5)
40 + 20 = 60
6 + 5 = 11
60 + 11 = 71
● How to use properties to add and subtract
○
Commutative Property-you can swap numbers around and still get the same answer when you add
You can swap when you add: 3 + 6 = 6 + 3
Students will be able to…..
● Add and subtract within 1000 using strategies based on place value. Add and subtract
● within 1000 using the commutative property.
●
Add and subtract within 1000 using the associative property.
●
Add within 1000 using the commutative and associative property.
● Add and subtract within 1000 using the relationship between addition and subtraction
● Solve one-step word problems within
1000 involving “add to” and “take away” situations

○
Associative Property - states that the change in grouping of three or more addends or factors does not change their sum or product.
(2 + 3) + 5 = 2 + (3 + 5)
● How to use the information from the properties to solve the problems within more than two addends:
○
I will ask my students the following questions:
What do we remember about the Commutative
Property?
What strategy could you use to make the problem easier?
Why would you use the Associative Property when solving a given problem?
●
The following academic vocabulary:
○ place value- The value of where the digit is in the number, such as units, tens, hundreds, etc.
○ rounding - reducing the digits in a number while trying to keep its value similar.
○ subtract (difference)- To take one number away from another.
○ add (sum) - The result of adding two or more numbers.
○
Commutative Property- changing the order of addends does not change the sum.
●
Associative Property - order of the operations can be changed or regrouped so long as the operands (numbers or terms) are not changed.

Performance Tasks:
● I will walk around and observe the answers students
● are getting on the whiteboard.
I will introduce my students to a game called “Guess
My Number.
○ I will prompt the students with questions such as:
■
Is your number an odd or even number?
■
Would you say the number if I skip by
2?
■
Is your number than 20?
● I will continue letting the students ask probing questions until the target number is revealed.
● I will build on students’ understanding of place value
● and addition to develop some mathematical practices
I will give students a short open ended quiz.
Closure:
● Students will have a small quiz on adding and subtracting using the strategies we have learned in class.
Follow up Activity: Minute Paper
*Can use whatever strategy they want*
● Kristina had collected 456 pennies. Her friend, Eva, wanted to start her own collection. Kristina gave her
199 pennies. How many pennies did McKenna have left? *Solution* 257
● Explain how you got your answer. subtracting to count down (456
– 56 = 400, 400 - 200 = 200, 200 - 1 = 199 so
56 + 200 + 1 = 257),
Differentiation:
Below Level-
Visual: make index cards of the vocabulary words to help them in addition to the visuals that are already present on the board.
Auditory: read the math problems out loud and give examples.
Other Evidence:
●
Individual
Whiteboards: I will assign students with whiteboards and an eraser. Students will complete their work and hold their whiteboard up when they are finished; I can quickly determine who understands and who needs help
●
KWL: Know, What to know, and what you learned
● Minute Paper: I will give students an open-ended question and three to five minutes to write an answer.
*There are 236 pieces of candy and my mom bought
147 more. How many do I have in all?
● Quick Quiz: Use quizzes to furnish students with immediate feedback as well as initiate

Kinesthetic: give student the option to incorporate movement to demonstrate their understanding of the concept.
ESL: Give pictures of every math symbol we discussed. Point out descriptions of each math symbol. Use the place value chart to point out where each number goes. Provide translations using Google.
ADHD: Have students come up and help me read the models I will be presenting. Allow students to help me pass the materials around; (Pencils, worksheets, and etc…) This will keep the students focused and engaged.
Above Grade Level- I will assign independent work for the students who have finished their work before everyone else has. I will challenge them by assigning them with higher level math worksheets.
On Grade Level-
I will put my “on level” students in a mixed group with under level students to help the ones that are having a hard time.
Under Grade Level Besides having the students in a group with the on grade level students, I will ask them to come in after school with the permission from the parents to further assist them with the material. They have the choice to use math blocks if they need them. learning discussions with partners and/or teams.
● Exit Slip: At the end of class, I will ask students one or two questions to check for understanding and have them respond on an exit slip. Students give you their paper on the way out the door.
*Visual Representations:
Drawing or other nonlinguistic representation.
Learning Activities:
I will build on students’ understanding of addition strategies to develop sound mathematical practices by asking these questions:
What do you remember about the Commutative Property?
How will you use that information when solving problems with more than two addends?What strategy could you use to make the problem easier?Why would you use the Associative
Property when solving a given problem? We will answer these questions on the whiteboard as a class. I will ask my
Kinesthetic student to come up and help me write the first

question’s answer. As a class we will help write each answer in a complete sentence.
W
Students can begin independent practice once they understand these strategies and properties. I will select exercises based on students’ understanding. The exercises require higher order thinking skills and critical reasoning, making them especially rich. I will provide my students with mini whiteboards that they can write their answers on. Whenever they are done, they will quietly raise their white board, that I can check their answer. We will then go over the academic vocabulary that will eventually be posted on our “Math Academic Vocabulary
Board” in the back of the room.
H
We will build on students’ understanding of place value and addition to develop sound mathematical practices by making a
KWL chart. This will help me see how much prior knowledge the class has on place value, adding-subtracting problems, and strategies to solve these problems. E
We will meet in the “Meeting Area” and use the Smartboard to explore different math strategies that are often used to and subtract within 1000. Adding up strategy: 399 + 1 = 400, 400
+ 100 = 500, 500 + 73 = 573, therefore 1+ 100 + 73 = 174 pages
Compensating strategy: 400 + 100 is 500; 500 + 73 is 573;
100 + 73 is 173 plus 1 (for 399, to 400) is 174. Subtracting to
Count Down Strategy: Takeaway 73 from 573 to get to 500, takeaway 100 to get to 400, and take away 1 to get to 399.
Then 73 +100 + 1 = 174. Adding by Tens or Hundreds
Strategy: 399 + 1 is 400, 500 (that’s 100 more). 510, 520, 530,
540, 550, 560, 570, (that’s 70 more), 571, 572, 573 (that’s 3 more) so the total is 1 + 100 + 70 + 3 = 174. Break apart strategy: Breaking Apart (Place Value), also known as
“Separating” or “Decomposing”
46 + 25 = 46 breaks into 40 plus 6 (40 + 6), 25 breaks into 20 plus 5 (20 + 5) 40 + 20 = 60 6 + 5 = 11 60 + 11 = 71.
R
I will build on students’ understanding of place value and addition to develop some mathematical practices by asking these questions:
• What strategy can you use to solve the given problem? •
Why did you choose that strategy? • What did you do first? •
How do you know your answer is reasonable? We will then play a game called, “Guess my Number”. I will start by saying that I am thinking of a number in my head from zero to fifty.

You need to ask me some thoughtful questions that will help you figure out what the number is. • How do you think you would start? • Teacher might prompt the students with the following (if needed to get the discussion going): 1. Is your number an odd or even number? 2. Would I say the number if
I skip count by 5?
3. Is your number more than 20? • The teacher will continue letting the students ask probing questions until the target number is revealed. E
If children do not understand, I will give my students a quick quiz on adding and subtracting problems. When they are finished they will discuss their answers with their table (group of 6) to get immediate feedback. I will walk around to make sure everyone is on task.When they are down talking with their groups, we will meet on the meeting area again and discuss our answers on the Smartboard. T
Everything we do in class on addition and subtraction will have its own bulletin board. To end this lesson I will give my students a small quiz on addition and subtraction.They will be able to use any of the strategies that were taught in class. I will hang up the students quizzes. Whoever has to fix a problem on their quiz that got it wrong, be able to take it home and revise their work, if they want me to hang it up. Doing this will engage my students to go home and look over at the things that they did wrong and make them feel proud of their hard work. O
Itemized Attachments:
Materials:
● Basic blocks addition and subtraction
● Hundreds chart
● Whiteboard with mini erasers (25)
● Smart Board
● Pencils

● Math notebook
● Markers
● Pencils
● Math notebooks
Place Value Chart:
KWL chart:
Topic:
What we...
Know Want to know Learned
Short Quiz:
Complete the problems below. You can use any of the strategies we learned in class.
Strategies:
● Breaking apart
●
Adding up strategy
●
Compensating strategy:
●
Subtracting to Count Down Strategy
●
Adding by Tens or Hundreds Strategy
Print out by clicking on the link below http://www.mathaids.com/cgi/pdf_viewer_6.cgi?script_name=mixed_multi_nr.
pl&digit=2&regroup=1&probs=12&language=0&memo=&answ er=1&x=96&y=11

Exit Slip:
Quick Quiz: http://www.mathworksheets4kids.com/activities/images/wordproblems/addition-word-problems.jpg
(Dont do question three) http://www.mamaslearningcorner.com/wpcontent/uploads/downloads/2012/11/Subtraction-Word-
Problems-with-Regrouping.pdf

(Do questions one and two) worksheet: http://www.eastiron.org/documents/instruction/Addition-
Subtraction.pdf
http://www.mathsisfun.com/definitions/commutative-law.html
http://www.mathsisfun.com/definitions/place-value.html
http://www.mathsisfun.com/
"IPlan." IPlan . N.p., n.d. Web. 16 Nov. 2013.
http://www.gomaisa.org/sites/default/files/3rd-Grade-Unit-4-
Sample-Lesson.PDF
http://www.uen.org/core/math/downloads/3NBT2.pdf
http://www.mathworksheets4kids.com/activities/images/wordproblems/addition-word-problems.jpg