Top 5 Add+Vantage Concepts
Grade 3
 Count Around/ZAP! – To extend knowledge of forward or backward number word
sequences
(N&O) 3-1 Conceptual understanding of whole number 0 to 999
(F&A) 3-1Identifies and extends a variety of patterns
 The Empty Number Line- To develop understanding of quantity and position of numbers
in the range of 1 -10,000 and to model addition and subtraction thinking
 Jump to 200/from 200
 Up or Down (Green Fundamentals)
(N&O) 3-1 Conceptual understanding of whole number 0 to 999
(N&O) 3-2 Understanding of relative magnitude of numbers 0-999
(N&O) 3-3 Conceptual understanding of mathematical operations (+, -, x)
(N&O) 3-4 Accurately solves problems (+, -, x)
(N&O) 3-6 Mentally adds and subtracts whole number facts including 2 and 3 digit
numbers
(N&O) 3-8 Applies field properties (commutative for addition & associative for addition)
 Leap Frog Games – To add or subtract 2 digit numbers
(N&O) 3-1 Conceptual understanding of whole number 0 to 999
(N&O) 3-2 Understanding of relative magnitude of numbers 0-999
(N&O) 3-3 Conceptual understanding of mathematical operations (+, -, x)
(N&O) 3-4 Accurately solves problems (+, -, x)
(N&O) 3-6 Mentally adds and subtracts whole number facts including 2 and 3 digit
numbers
(N&O) 3-8 Applies field properties (commutative for addition & associative for addition)
 Multiplication- To develop strategies for multiplication using a repeated unit
 Array Flip
 Lemonade Stand
(N&O) 3-3 Conceptual understanding of multiplication as repeated addition and using
models, number lines, or explanations
(N&O) 3-4 Accurately solves problems involving multiplication
(N&O) 3-8 Applies the multiplicative property of zero, the identify property for
multiplication, and the commutative property for multiplication
 Where do I go? Sequencing multiples
(N&O) 3-2 Understanding of relative magnitude of numbers 0-999
(N&O) 3-3 Conceptual understanding of multiplication as repeated addition and using
models, number lines, or explanations
(N&O) 3-4 Accurately solves problems involving multiplication
Count Around/ZAP!
Materials: none
Teacher selects a short number sequence between 1-10,000. For example 68-75. Children
stand in a circle and count around, each child saying the next number in the sequence. The
first child says 68 and the count continues until the child that says 75 and ZAP! This child
then sits down and the next child begins the count again at 68. The activity continues until
one child is left standing. Ask the last child to say the entire sequence 68-75.
 Select numbers that cross the decade and century
 Extend to backward number word sequences
 Extend to skip counting
 Extend to skip counting by 10s off decade (ie. 34, 44, 54,64. . )
The Empty Number line
 Introduction to the Empty Number Line
Materials: whiteboards, dry erase markers, deck of cards 1-100 (template), die
Teacher draws a line on the board, turns over a card from the deck and marks the
number at the beginning of the line.
14
A student turns over another number card to add to the first number. The teacher then
states “We started at 14 and we need to add 22, where do we finish?” Allow time for
children to solve the task and record on their whiteboards. The teacher then
demonstrates the jumps on the board, counting 14, 24, 34, 36 and marking only the 36 on
the empty number line. Continue using other numbers from the deck.
+10
+10
14
+2
36
Repeat making subtraction problems writing the starting number on the right end of the
empty number line
-3
-10
-10
 Jump to 200/ from 200
23
46
Materials: spinners and whiteboards
Students will spin the tens and ones spinner to create a 2 digit number to start their
empty number line. Then they spin the spinners again to create a second 2 digit number
to add to the first 2 digit number. The students model their thinking on their empty
number line. The students continue forward on their empty number line adding spinner
created 2 digit numbers until they reach or pass 200.
Example: Student spins a 30 and a 4 on the spinners and writes the number 34 on their
empty number line. The student spins again and gets 25. Student jumps by 10s to get to
54 and then 5 more to 59. The student spins again and gets 11 so they continue from 59
to 70 continuing these steps until they jump to or past 200.
 Extend by starting at 200 and spinning numbers to jump back from 200
+10
+10
+5
+10
+1
34
 Up or Down
See attached for directions and materials
59
70
Leap Frog
Materials: Leap Frog game board A or B, 12 same color counters for each player, 1 pencil and
paper clip for spinning
Player One spins to create an addition or subtraction problem. The player states the number
sentence and places a counter on the answer. The player will mentally add or subtract to figure
out the sum or difference. The player may use the empty number line to solve the problem.
Players take turns until one player has 4 in a row horizontally, vertically, or diagonally.
Multiplication
 Introduction
It is important that students are exposed to arrays that are partially covered as well
as completely visible. First students need to understand arrays, and then they should
work with an array where only one row and one column are visible, then progress to an
array where only one row or one column is visible. Progressing through this process
allows students to use visible images to solidify multiplication concepts.
 Array Flip/Memory
Materials: numeral and array cards for the first 10 multiples of a given number,
partially covered array cards for the first 10 multiples of a given number
Students place the array cards face down in a 2x5 arrangement and the numeral cards
are also placed face down in a separate 2x5 arrangement. Players take turns turning
over one array and one numeral card, trying to match the array to its product. If
they find a matching pair, they keep the pair, and take another turn. If the cards do
not match, the player returns the cards and play continues with the next player. The
winner is the player with the most cards at the end of the game.
 Variation would be to use the multiplication expressions instead of the
numeral cards (ie. 20 would be 4x5)
 Lemonade Stand
Materials: Lemonade Stand Record sheet, ten cups with lids, 60 small cubes (base ten
blocks), spinner, one die
Teacher will introduce the Lemonade Stand activity. This activity is designed for
partners. Players will take turns setting up lemonade cups. In order to determine the
number of cups and the number of ice cubes in those cups, the first player will spin
the spinner and roll the die. The spinner determines the number of cups and the die
determines the number of cubes to be placed in each cup. Once the first player
makes the cups with ice and covers them, he/she must determine the total number of
ice cubes used. The student then records all data on the Lemonade Stand record
sheet.
Once the first player records all information on the Lemonade Stand record sheet,
the second player repeats the process. The winner of the round is the player with the
most ice cubes. Continue to take turns as time allows.
Where do I go?
Materials: 40 cards (in four different colors) 4 different colored circle cards (see template)
Object of the game: Sequencing multiples in four horizontal rows
Place the four dot cards in a vertical line. Deal out the shuffled remaining cards face down ten
in each row. Player one picks up any face down card and decides where the card should be in the
number sequence, then picks up the other card in that spot and hands it to the next player. The
next player continues the same way until all the cards are in the correct number sequence. If a
player puts a card in an open spot the next player gets to select any face down card.