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Grade 3 Strategic Intervention

Core

Module 1

Major Cluster Lessons

In-class Differentiation

Extra Help Summary

For important details in the Extra Help Lesson, please see Differentiation-Extra Help

Small Group Foundational Support Option 1

Stepping Stones Lessons Sequenced to Support the 3rd Grade Progression of Topics


Origomath Grade 2 in Sequence

Unit 1: Working with Addition and Subtraction

1: Using Place Value with Three-Digit Numbers

1: Pairs use Base-10 picture cards and 3-digit numeral expander to practice building and recording 3-digit numbers.

2.3.1: Working with HundredsEach session includes the Daily Number Sense ongoing practice. Sessions may last from 1-3 days, depending on the content and student needs.

Session 1.1: Reviewing Addition and Subtraction

Session 1.2: Using a Count-on Strategy to Add

Session 1.3: Solving Subtraction Problems

Session 1.4: Using a Count-Back Strategy to Subtract

Session 1.5: Relating Addition and Subtraction

2: Writing Three-Digit Numbers2: Pairs use Base-10 picture cards and 3-digit numeral expander to practice building and recording 3-digit numbers. Then students practice saying and writing the numbers in words.

2.3.2: Writing Three-Digit Numbers

2.3.3: Reading and Representing Three-Digit Numbers

3: Comparing and Ordering Three-Digit Numbers

3: Groups use the hundreds, tens and ones place value cards to create 3-digit numbers and identify which numbers in the group are more or less. A number line can be used as an anchor for this task.

2.3.4: Writing Three-Digit Number Names

2.3.5. Writing Three-Digit Numerals

4: Rounding Three-Digit Numbers 4: Partners could pick 2 or 3 digit cards or place value cards. The second partner needs to decide what the benchmark tens are, so if the first partner chose 348, the benchmark tens would be 340 and 350. The partner would write these on a wavy number line and the second would place the 348 on the number line.

2.1.4: Exploring the Relative Position of Two-Digit Numbers (Number Track)

2.1.5. Exploring the Relative Position of Two-Digit Numbers (Number Line)

2.1.6: Working with Two-Digit


Then they would have to work together to agree on the nearest 10.

(sample of wavy line is in 2.1.6 Staticware—a request has been made to include the template in the Honey Pot)

SEE the Resources tab in 2.9.1 Extra Help for a wavy number line to visually support rounding to the nearest hundred. (A request has been made to include the template in the Honey Pot)

Numbers on a Number Line

2.1.7: Comparing Two-Digit Numbers on a Number Line

2.1.8: Comparing and Ordering Two-Digit Numbers

5. Reviewing Multiplication Concepts 5: Pairs practice writing and solving multiplication facts using cubes and the Sharing Mat

2.7.1: Skip Counting by 2 or 5

2.7.2: Adding Equal Jumps of 2 or 5

2.7.3: Describing Equal Groups

2.7.4: Adding Equal Groups

6: Reviewing the Array Model of Multiplication

6: Partners can choose from a deck of even numeral cards or spin a spinner of even numbers or roll a number cube with even numbers on it to come up with a number to build with cubes or tiles. The pair comes up with as many rows/columns arrangements as they can for one number, keeping track by writing the number sentences that match and noticing turnarounds and the numbers that have more than two arrangements.

2.7.5. Describing Arrays

2.7.6: Adding Equal Rows

2.7.7. Using the Turnaround Idea with Arrays


7: Introducing the Tens Multiplication Facts

7: Pairs use play dimes to practice multiplying by 10.

2.4.8 Extending the Doubles Addition Strategy

2.11.7. Introducing the Multiplication Symbol (X)

2.11.8. Using Multiplication (Equal Groups)

8: Introducing the Fives Multiplication

8: Pairs take turns practicing 10 facts that relate to fives facts. For instance: 6 x 10 = 60 and 10 x 6 = 60, so 5 x 6 is 30 and 6 x 5 is 30 because 5 is half of 10 and 30 is half of 60. Use the array cards from the Box of Facts to give students a hands-on experience with the relationship between 5 and 10.

Use the Use Tens Box of Facts Array Cards to support this strategy

9: Reinforcing the Tens and Fives Multiplication Facts

9: Students group into different totals to discuss odd and even (cubes could be used if there are not enough students in a small group)

Use the Use Tens Box of Facts Array Cards to support this strategy


Core

Module 2



Extra Help Summary






Unit 2: Developing the Use-Doubles Subtraction Facts

1: Investigating Addition Number Patterns

1: Students create and practice patterns simulating the table in Step Ahead 3.2.1.

1.10.2 Exploring Addition Patterns

1.10.3 Counting Multiples of Ten (Off the Decade)

1.10.4 adding Multiples of Ten Cents

1.10.5 Using Place Value (Number Chart) to Add One-and Two-Digit Numbers

Each session includes the Daily Number Sense ongoing practice. Sessions may last from 1-3 days, depending on the content and student needs.

Session 2.1: Writing Related Use Doubles Facts

Session 2.2: Relating Addition to Subtraction

Session 2.3: Writing Fact Families

Session 2.3: Relating Subtraction to Addition


Session 2.5: Practicing Use Doubles Subtraction Facts

2: Estimating with Addition 2: Pairs practice estimating mentally using price tags and then figure out the difference between the estimate and the exact answer. For self-generating play, cards can be drawn by partners with the prices written on them.

2.9.1: Exploring the Relative Position of Three-Digit Numbers

2.9.2: Estimating Answers (Adding Within 100)

3: Introducing the Compensation Strategy for Addition

3: Counters are used (using FLARE Mat and Manipulatives or real counters) to practice compensation with small numbers and to recognize patterns.

2.9.4: Using the Associative Property of Addition with Three One- and Two-Digit Numbers

2.9.5. Using the Associative Property of Addition with Four One- and Two-Digit Numbers


4: Using Place Value to Add Two- and Three-Digit Numbers 4: Use the numeral expanders to

practice different ways to compose and decompose 3-digit numbers.

2.10.2: Using Place Value to Add Two- and Three-digit Numbers

2.10.3. Using Place Value to Add Three-Digit Numbers

5. Using Place Value to Add Three-Digit Numbers

5: Students use base-10 picture cards to add two 3-digit numbers.

2.10.4: Composing Three-Digit Numbers

2.10.5. Using the Make-Ten Strategy to Add One- and Three-Digit Numbers (with Bridging)

2.10.6: Using Place Value to Add Two- and Three-Digit Numbers (with Bridging)

2.10.7. Using Place Value to Add Three-Digit Numbers (with Bridging)

2.10.8. Consolidating Addition with Three-Digit Numbers

6: Estimating for Subtraction 6: Students practice finding the difference of 2-digit numbers.

2.9.3: Estimating Answers (Subtracting Within 100)

7: Reviewing the Count-Back Strategy for Subtraction

7: Students practice counting back from 2-digit numbers by 10.

2.11.1: Extending the Count-Back Strategy to Three-Digit Numbers


8: Reviewing the Count-On Strategy for Subtraction

8: Students plot 2-digit numbers on a number line and find the difference. This task would benefit from a number-generating tool for independence (base-10 cards?) after the teacher has introduced the task.

2.11.2: Using Place Value to Subtract Two- and Three-Digit Numbers

9. Using 100 as a Benchmark to Subtract

9: Students roll 2 number cubes to create a 2-digit number that they place on a 1 – 100 number line. Then they find the difference.

2.11.3. Using Place Value to Subtract Three-Digit Numbers

10. Consolidating Subtraction Strategies

10: Students play Doing the Difference 2.11.4: Consolidating Subtraction of

Two- and Three-Digit Numbers

11. Exploring Written Methods for Subtraction

11: Students practice finding the difference using price tags.

2.11.5. Using a Place Value Strategy to Subtract Three-Digit Numbers

12. Solving Word Problems Involving Addition and Subtraction

12: Students write word problems using 1- and 2- digit numbers. 2.11.6: Using Place Value to Solve

Subtraction Problems)


Core

Module 3



Extra Help Summary






Unit 3: Extending the Use-Doubles Addition Strategy

1: Introducing the Twos Multiplication Facts

1: Partners choose from a deck of even numeral cards, or spin a spinner of even numbers, or roll a number cube with even numbers on it to come up with a number to build with cubes or tiles. The one partner arranges the total into 2 rows and the other writes the number sentence that matches, then the turnaround.

3.1.5. Reviewing Multiplication Concepts

(Emphasis on Doubles)


(Use Doubles is such an essential foundational strategy that taking extra time for thorough practice now will save time later. A firm foundation in Use Doubles for addition will support Use Doubles for multiplication, a strategy that supports x2, x4 and x8)

Session 3.1: Doubling Multiples of Ten

Session 3.2:Doubling Tens and Ones Session 3.3: Doubling Multiples of Five

Session 3.4: Adding Near Doubles Involving Multiples of Five

2: Reinforcing the Twos Multiplications Facts

2: The first partner use single-digit place value cards to decide how many jumps of 2 to draw on a number line. The second partner then writes a multiplication sentence to match.

3.1.6: Reviewing the Array Model of Multiplication

(Emphasis on Doubles)

3: Extending the Twos Multiplication Facts

3: Students use base-10 ones and tens to practice doubling.

3.1.7: Introducing the Tens Multiplication Facts

Multiplying by 10 is the same idea as extending the doubling strategy to base 10.

4: Introducing the Fours Multiplication Facts

4: Pairs play the game Double Double.3.1.8: Introducing the Fives Multiplication The connection is that five is a halving


strategy and 4s is a doubling strategy Session 3.5: Adding Near Doubles Involving Tens and Ones

5. Reinforcing the Fours Multiplication Facts

5: Students practice Double, Double for x4 strategy using word problems.

3.1.9: Reinforcing the Tens and Fives Multiplication Facts

6: Solving Word Problems Involving Multiplication

6: Students practice writing word problems that involve doubling (x2 and x4)


Core

Module 4



Extra Help Summary






Unit 4: Developing the Bridge-to-10 Subtraction Facts

1: Writing Four-Digit Numbers1: Pairs use Base-10 picture cards and 3-digit numeral expander to practice building and recording 4-digit numbers.

3.1.1: Using Place Value with Three-Digit Numbers


Session 4.1: Writing Related Bridge-to-Ten Facts

Session 4.2: Relating Addition to Subtraction

Session 4.3: Writing Fact Families


Session 4.5: Practicing Bridge-to-Ten Subtraction Facts

2: Representing Four-Digit Numbers2: Pairs use Base-10 picture cards and 3-digit numeral expander to practice building and recording 4-digit numbers. Then students practice saying and writing the numbers in words.

3.1.2: Writing Three-Digit Numbers

2.5.1: Representing Three-Digit Numbers (with Zeros)

2.5.2: Representing Three-Digit Numbers (with Teens and Zeros)

3: Writing Four-Digit Numbers in Numerals and Words

3: Pairs use thebase-10 blocks and the numeral expander to explore the absence of quantity in a place value (represented by 0).

2.5.3: Writing Three-Digit Numbers in Numerals and Words

4: Locating Four-Digit Numbers on a Number Line

4: Pairs use a blank number line to practice counting in jumps of 100 from 0 to 1,000.

2.5.4: Working with Three-Digit Numbers to One Thousand

5. Working with Place Value of Four-Digit Numbers 5: Pairs start at the number on

Support 44 and roll a number cube to add or subtract 1, 10 or 100. Students may use base-10 blocks if necessary.

2.5.5. Comparing Three-Digit Numbers


6: Comparing and Ordering Four-Digit Numbers

6: Students play Make A Match2.5.6: Ordering Three-Digit Numbers

3.1.3: Comparing and Ordering Three-Digit Numbers

7. Exploring Place Value of Four-Digit Numbers

7: Students use digit cards to create the greatest and least 4-digit numbers.

3.1.4: Rounding Three-Digit Numbers

8. Reviewing Fractions 8: Students use 24 cubes or tiles to explore the area model for fractions

2.9.7. Identifying One-Half, One-Fourth, and One-Third of a Collection

2.9.8. Identifying One Half, One-Fourth, and One-Third of a Region

9. Reviewing the Area Model of Fractions

9: Students work in pairs to explore the relationship between halves, fourths, and eighths; thirds, sixths, and twelfths

2.9.9. Exploring Fractions

10. Writing Fractions in Words 10: Students use fraction cards to practice saying which fraction of the whole is shaded and which is not. (Fan and Pick could be a nice structure for this)

2.9.10. Analyzing Fractions

11. Writing Common Fractions 11: Students use fraction mix and match cards to play Concentration or Go Fish.

2.9.11. Working with Parts of a Whole (Equal Size)

12. Relating Fraction Words and Symbols

12: Students use fraction mix and match cards to practice making connections between pictures, numbers and words

2.9.12 Exploring Area


Core

Module 5



Extra Help Summary






Unit 5: Working with Multiplication

1: Reviewing Division Models 1: Students write division stories, exchange then and then act them out using counters.

2.11.9. Using Division Language (Sharing)


Session 5.1: Using Multiplication: Equal Groups

Session 5.2: Using Multiplication: Arrays

Session 5.3: Introducing the “x” Symbol

Session 5.4: Working with Multiplication Sentences

Session 5.5: Introducing the Turnaround Idea for Multiplication

2: Introducing the Division Symbol 2: Students are given a division expression and write a story to match the expression. A partner then draws a picture to match the story.

2.11.10. Relating Multiplication and Division (Sharing)

2.11.11. Using Division Language (Grouping)

3: Connecting Multiplication and Division

3: Partners draw arrays by rolling a standard number cube twice to determine how many rows and how many columns the array will have. The 1st partner then labels the array with the expression. The 2nd partner then writes all the number sentences in the fact family.

2.11.12. Relating Multiplication and Division (Grouping)

4: Introducing the Tens Division Facts4: Pairs practice 10 facts by rolling a standard number cube and creating an array that shows the number

3.1.7: Introducing the Tens Multiplication Facts


multiplied by ten. Students can use base 10 TEN blocks to create the array, if necessary.

See Book of Facts Multiplication and Division for lessons/practice and Box of Facts Multiplication and Division for representational cards and practice ideas for the any of the strategies introduced in the core instruction.

5. Introducing the Fives Division Facts5: Pairs practice 5 facts by choosing numeral cards or spinning a 0-10 spinner and then drawing an array. The partner writes all the fact family sentences that match.

3.1.8: Introducing the Fives Multiplication

6: Reinforcing the Tens and Fives Division Facts

6: Students can practice writing related multiplication/division facts (creating cards to use in other mix and match activities) using 2 sets of numeral cards 0-10. Partners take turns picking each factor and then one partner creates the multiplication sentence and the other creates the related division sentence.

3.1.9: Reinforcing the Tens and Fives Multiplication Facts

Reinforce and practice the Use Ten strategy for Lessons 4-6 to support core instruction

See Book of Facts Division for lessons/practice and Box of Facts Division for representational cards for the Use Ten strategy.

7. Introducing the Twos and Fours Division Facts

7: Students play Quick Quotients3.3.1: Introducing the Twos Multiplication Facts

3.3.2: Reinforcing the Twos Multiplications Facts

8. Reinforcing the Twos and Fours Division Facts

8: Use Extra Practice. To scaffold for students who require Extra Help, students could use the sharing mat and manipulatives if they don't have quick access to the facts on the board.

Or, if matching related facts is the goal of the Extra Help, students could have the same cards, but the board reflects the multiplication expressions instead of the quotients. Students have to match the division expression

3.3.4: Introducing the Fours Multiplication Facts

3.3.5. Reinforcing the Fours Multiplication Facts

Reinforce and practice the Use Doubles for Lessons 7 and 8 to support core instruction

See Book of Facts Division for


with the multiplication expression and then say the quotient to win the spot on the board (with the support of the multiplication expression, of course).

lessons/practice and Box of Facts Division for representational cards for the Use Doubles strategy.

Core

Module 6



Extra Help Summary






Unit 6: Using the Function Idea to Relate Addition and Subtraction

1: Introducing the Eights Multiplication Facts

1: Pairs use a labeled foam cube practice doubling (D, DD, DDD) and build the quantities with counters.

Reinforce and practice the Use Doubles for Lessons 1-3 to support core instruction

See Book of Facts Multiplication for lessons/practice and Box of Facts Multiplication for representational cards for the Use Doubles strategy


Session 6.1: Writing Related Addition and Subtraction Sentences

Session 6.2: Completing Addition and Subtraction Sentences

Session 6.3: Introducing the Input/Output Idea for a Known Rule

Session 6.4: Reversing a Known Rule

Session 6.5: Identifying and Using Unknown Rules

2: Reinforcing the Eights Multiplication Facts

2: Students practice solving word problems that involve double, double, doubling (x8).

3: Exploring Patterns with the Eights Multiplication Facts

3: Students explore patterns of 8 facts on a number board.


4: Introducing the Ones Multiplication Facts

4: Pairs roll 2 standard number cubes to build one row or column and say the ones multiplication fact to match the arrangement. Each partner accumulates points according to the product of the ones fact-whoever adds up to the most after 5 rounds wins.

Reinforce and practice the Use a Rule for Lessons 4-7 to support core instruction

See Book of Facts Multiplication for lessons/practice and Box of Facts Multiplication for representational cards for the Use a Rule strategy.


5. Introducing the Zeros Multiplication Facts

5: Pairs roll 2 standard number cubes and a cube that has 0, 0, 0, 1, 1, and 1 written on it. After the roll the first partner builds an array for the 1 and says the fact or just says the 0 fact.

Each partner accumulates points according to the product of the ones and zeros facts-whoever adds up to the most after 5 rounds wins.

6: Reinforcing the Ones and the Zeros Multiplication Facts

6: Students create Factors and Products Game Boards

7. Solving Word Problems Involving Multiplication

7: Students are given numbers to practice creating word problems that involve multiplication.


8. Exploring Related Partitions (Fraction Strips)

8: Students use the FLARE fraction tool (Area) to show a fraction and then describe how the shape has been partitioned.

3.4.8. Reviewing Fractions

9. Exploring the Additive Nature of Common Fractions

9: Students use the FLARE fraction tool (Length) practice length model fractions and then describe how the shape has been partitioned.

3.4.9. Reviewing the Area Model of Fractions

10. Exploring Improper Fractions (Number Line Models)

10: Students use the FLARE fraction tool (Length) practice length model fractions and then describe how the shape has been partitioned.

3.4.10. Writing Fractions in Words

11. Exploring Improper Fractions (Area Model)

11: Students use the FLARE fraction tool (Area) to show a fraction and then describe how the shape has been partitioned.

3.4.11. Writing Common Fractions

12. Identifying Fractions 12: Students use cards to write or represent fractions and practice making connections between area, lengths models and the numeric symbols for the fraction.

3.4.12 Relating Fraction Words and Symbols


Core

Module 7



Extra Help Summary






Unit 7: Developing Mental Strategies to Add Two-Digit Numbers

1: Reviewing and Extending the Tens in Multiplication

1: Students use sharing mats and ones/tens base-10 blocks to extend the facts to the Tens. Reinforce and practice the Build Down

strategy for Lessons 1-5 to support core instruction

See Book of Facts Multiplication for lessons/practice and Box of Facts Multiplication for representational cards for the Build Down strategy.


(Bridge-to-10 is such an essential foundational strategy for Numbers in Base Ten mental math that taking extra time for thorough practice now will save time later.)Session 7.1: Adding Without Bridging

Session 7.2: Adding with Bridging

Session 7.3: Adding With and Without Bridging

Session 7.4: Using a Nearby Number to Add

Session 7.5: Choosing a Strategy to Add

2: Introducing the Nines Multiplication Facts

2: Pairs practice nines facts using the array cards created in the lesson.

3: Reinforcing the Nines Multiplication Facts

3: Students make a connection between the x 10 and x9 strategies. Gather a deck of x10 expression cards and a make a board with multiples of 9. One partner picks a card and says the 10 fact and then the related 9 fact. For example, if the card is 4 X 10, the student says 4 x 10 is 40, so 4 x 9 is 36. Partner agrees; then the marker could be put on the board. Switch.



4: Exploring More Patterns with the Nines Facts

4: Students play It’s a Fact.Reinforce and practice the Double, Double, Double for Lessons 6-8 to support core instruction

See Book of Facts Division for lessons/practice and Box of Facts Division for representational cards for the Use Doubles strategy.

5. Solving Word Problems Involving Multiplication

5: Students are given numbers to practice creating word problems that involve multiplication.

6: Introducing the Eights Division Facts

6: Students explore if even numbers are divisible by 2, 4, and 8. 3.6.1: Introducing the Eights

Multiplication Facts

7. Reinforcing the Eights Division Facts

7. Students choose a multiplication x8 fact card (use flash cards or create on index cards) to prompt drawing the matching array. One partner draws and the other partner writes all the related facts.

3.6.2: Reinforcing the Eights Multiplication Facts

3.6.3: Exploring Patterns with the Eights Multiplication Facts

8. Introducing Ones Division Facts 8: Students write and illustrate word stories for ones division facts. 3.6.4: Introducing the Ones

Multiplication Facts

9. Introducing the Zeros Division Facts

9: Pairs play a game like “PIG”: flip cards to create the largest product-lose a turn if 0 is chosen.

3.6.5: Introducing the Zeros Multiplication Facts


3.6.6: Reinforcing the Ones and Zeros Multiplication Facts

Core

Module 8

Additional Cluster Lessons (Essential for Major Clusters in 4th Grade)


Extra Help Summary

For important details in the Extra Help Lesson, please see





Unit 8: Subtracting Two- and Three-


Differentiation-Extra Help Digit Numbers

1: Reviewing Informal Methods to Add Three-Digit Numbers

1: Pairs use place value cards to practice combining 2 three-digit numbers.

3.2.1: Investigating Addition Number Patterns


(Bridge-to-10 is such an essential foundational strategy for Numbers in Base Ten mental math that taking extra time for thorough practice now will save time later.)

Session 8.1: Subtracting Without Bridging

Session 8.2: Subtracting With Bridging

Session 8.3: Subtracting With and Without Bridging

Session 8.4: Solving Difference Problems

Session 8.5: Using a Reference Point to Subtract

See Book of Facts Multiplication and Division for lessons/practice and Box of Facts Multiplication and Division for representational cards and practice ideas for the any of the

2: Introducing the Standard Algorithm (Composing Tens)

2: Students practice the procedural steps of the algorithm from SJ 3.8.2 using base-10 blocks.

3.2.2: Estimating with Addition

3. Working with the Standard Addition Algorithm

3: Students are prompted with a price tag card to build a quantity using base-10 blocks and then combine their quantity with a partner.

3.2.3: Introducing the Compensation Strategy for Addition

4: Working with the Standard Addition Algorithm (Composing Hundreds)

4: Students are prompted with a price tag card to build a quantity using base-10 blocks and then combine their quantity with a partner.

3.2.4: Using Place Value to Add Two- and Three-Digit Numbers

5. Using the Standard Algorithm to Add Three-Digit Numbers

5: Students practice combining 2 three-digit number quantities using the base-10 cards and base-10 blocks, if necessary.

3.2.5. Using Place Value to Add Three-Digit Numbers


strategies introduced in the core instruction.6: Solving Word Problems Involving

Addition

6: Students are given three-digit numbers to choose from and practice creating word problems using the numbers.

7. Introducing the Nines Division Facts


Core

Module 9



Extra Help Summary






Unit 9: Relating Addition and Subtraction


1: Introducing the Sixes Multiplication Facts

1: Students practice verbalizing the Build Up strategy for x6. For instance: “I know that 5 x 8 is 40 so 6 x 8 is one more group of 8, which is 48.”

Reinforce and practice the Build Up strategy for Lessons 1 and 2 to support core instruction

See Book of Facts Multiplication for lessons/practice and Box of Facts Multiplication for representational cards for the Build Up strategy.


Session 9.1: Applying Rules to Output Numbers

Session 9.2: Reversing Rules to Write Input Numbers

Session 9.3: Writing Input and Output Numbers

Session 9.4: Reinforcing the Symmetry Property of Equality

Session 9.5: Reinforcing the Relationship Between Addition and Subtraction


2: Reinforcing the Sixes Multiplication Facts

2: Students practice x6 facts using cards and a game board with products. For students needing Extra Help, it is important to continue encouraging the language that goes along with the strategy.

“I know that 5 x 8 is 40 so 6 x 8 is one more group of 8, which is 48.”

3. Introducing Last Multiplication Facts

3: Students reflect on and discuss the strategies that they would use to solve x3 facts.

Reinforce and practice the Last Facts strategy for Lessons 3 and 4 to support core instruction

See Book of Facts Multiplication for lessons/practice and Box of Facts Multiplication for representational cards for the Last Facts.

4: Exploring Square Number Patterns 4: Students use a times table to discuss the pattern square numbers create.

5. Working with All Multiplication Facts

5: Students play Multiplication Mania.


6: Exploring the Associative Property of Multiplication

6: Students build prisms to continue to explore the Associative Property for Multiplication.

1.7.2: Using the Associative Property of Addition with Three Whole Numbers

2.9.5: Using the Associative Property of Addition with Four One- and Two-Digit Numbers7. Solving Word Problems Involving

Multiplication7. Students choose any two numbers from 0-10 and use them to create word problems that involve multiplication.

8. Introducing the Sixes and the Last Division Facts


Reinforce and practice the Build Up for Lessons 8 and 9 to support core instruction

See Book of Facts Division for lessons/practice and Box of Facts Division for representational cards for the Build Up strategy.

9. Reinforcing the Sixes and Last Division Facts

9. Pairs take turns writing x6 multiplication facts and the related division facts to end up with a stack of cards to practice mix and match of x6 facts.

10. Investigating Order with Multiple Operations

10. Pairs play This or That.


The topic of Algebra began in kindergarten and 1st grade with the exploration of equality.

See 1.9.1-7 for lessons using a pan balance model involving equality

11. Solving Problems Involving Multiple Operations

11: Use the sharing mats for 4 to model and investigate why the equations listed in Extra Practice are true.

12. Writing Equations to Match Two-Step Word Problems

12: Work with students to translate an equation into a story that describes the equation. Go back and forth from story to equation and then equation to story.

Core

Module 10



Extra Help Summary






Unit 10: Exploring Formal Methods to Add Two- and Three-Digit Numbers

1: Exploring Area with Customary Units

1. Students use tiles to find the area of a book.

2.9.12 Exploring AreaEach session includes the Daily Number Sense ongoing practice. Sessions may last from 1-3 days, depending on the content and student needs.


After the 2nd Grade review above, these core lessons can best be supported with the use of concrete manipulatives (color tiles and base-10 ones blocks).

Use the Extra Help and Extra Practice lessons to support the core lessons.

Session 10.1: Developing the Need for Written Methods

Session 10.2: Using Place Value to Add

Session 10.3: Developing Written Methods for Addition

Session 10.4: Adding Two- and Three-Digit Numbers

Session 10.5: Extending Written Methods to Three-Digit Numbers


2: Exploring Area with Metric Units 2. Groups of students use color tiles and base-10 ones pieces to calculate the area of one card and then compare the two areas.

3: Using Multiplication to Calculate Area

3. Students draw 5 different rectangles that each has an area that is less than 20 squares and then compare the dimensions of the rectangle.

4: Identifying Dimensions of Rectangles

4: Students explore rectangles of different areas: 12, 16, 20, or 24 sq. cm.

5. Solving Word Problems Involving Area

5. Students insert different numbers into a word story and compare their solutions to the problems.

6. Using Distributive Property of Multiplication to Calculate Area

6. Students create a rectangle that is 5 x 13 and discuss ways to figure out the area without counting the squares.

3.1.5. Reviewing Multiplication Concepts


7. Exploring the Area of Composite Shapes

7. Students cut out 2 rectangular arrays and join them to become a composite shape. They exchange with a partner and find the area.

3.1.6: Reviewing the Array Model of Multiplication

8. Calculating the Area of Composite Shapes

8. Students cut out 2 rectangular arrays and join them to become a composite shape. They exchange with a partner and find the area.

Core

Module 11



Extra Help Summary






Unit 11: Using a Doubles Strategy to Multiply by Two and Five

1: Identifying Equivalent Fractions (Area Model)

1. Students use area model fraction cards to practice matching equivalent fractions.

3.6.8. Exploring Related Partitions (Fraction Strips) Each session includes the Daily

Number Sense ongoing practice. Sessions may last from 1-3 days, depending on the content and student needs.


Session 11.1: Introducing the Doubles Strategy for Multiplication

Session 11.2: Writing Twos Facts and their Turnarounds

Session 11.3: Introducing the Use-Tens Strategy

Session 11.4: Writing Fives Facts and their Turnarounds

Session 11.5: Reinforcing the Turnaround Concept

2: Exploring Equivalent Fractions (Area Model)

2. Pairs shade area model fraction cards in halves, fourths and eighths.

3.6.9. Exploring the Additive Nature of Common Fractions

3. Using an Area Model to Compare Fractions (Same Denominators)

3. Pairs use area model fraction cards to compare for greatest quantities.

3.6.10. Exploring Improper Fractions (Number Line Models)

4: Relating and Comparing Unit Fractions (Different or Related Denominators)

4. Students explore unit fractions by creating length models partitioned into units from one-half to one-tenth.

3.6.11. Exploring Improper Fractions (Area Model)

5. Using an Area Model to Compare Fractions (Different Denominators)

5. Pairs use area model fraction cards to compare for greatest quantities.

3.6.12. Identifying Fractions

6: Reviewing Informal Methods to Subtract

6. Pairs play Pick and Choose Again.3.2.6: Estimating for Subtraction


7. Introducing the Standard Subtraction Algorithm

7. Students work through subtraction problems using the standard algorithm and the support of base-ten blocks.

3.2.7: Reviewing the Count-Back Strategy for Subtraction

8. Working with the Standard Subtraction Algorithm (Decomposing Tens in Two-Digit Numbers)

8. Students choose a two-digit number and decompose it into different place value quantities. For example, the number chosen may be 89 and the first partner sets it up as 8 tens and 9 ones. The other partner can decompose 89 as 6 tens and 29 ones.

3.2.8: Reviewing the Count-On Strategy for Subtraction

9. Working with the Standard Subtraction Algorithm

9. Pairs practice representing a 3-digit number in two different ways. 3.2.9. Using 100 as a Benchmark to

Subtract

10. Working with the Standard Subtraction Algorithm (Decomposing Hundreds)

10. Pairs practice representing a 3-digit number in two different ways. 3.2.10. Consolidating Subtraction

Strategies

11. Exploring Subtraction Involving Zero

11. Students are challenged to find different ways to find assigned 3-digit numbers.

3.2.11. Exploring Written Methods for Subtraction


12. Consolidating Subtraction Methods

12. Students play a game to practice finding the difference between 2 and 3-digit numbers.

3.2.12. Solving Word Problems Involving Addition and Subtraction

Core

Module 12



Extra Help Summary






Unit 12: Recording Computation Methods for Subtraction


1: Identifying Equivalent Fractions (Number Line Model)

1. Students use the FLARE number line tool to practice identifying equivalent fractions.

3.11.1: Identifying Equivalent Fractions (Area Model)


Session 12.1: Developing the Need for Written Methods

Session 12.2: Using Place Value to Subtract

Session 12.3: Developing Written Methods for Subtraction

Session 12.4: Finding the Difference between Two- and Three-Digit Numbers

Session 12.5: Extending Written Methods to Three-Digit Numbers

2: Exploring Equivalent Fractions (Number Line Model)

2. Students sort cards that think are equivalent and then justify their thinking using a number line.

3.11.2: Exploring Equivalent Fractions (Area Model)

3. Solving Word Problems Involving Fractions

3: Pairs write stories that involve the fractions ¼ and 6/8 or 1/3 and 4/6. They work together to solve problems using the number line.

3.11.3. Using an Area Model to Compare Fractions (Same Denominators)

4: Using a Number Line Model to Compare Fractions (Same Denominators)

4. Students use fraction cards and number lines to count out fourths. 3.11.4: Relating and Comparing Unit

Fractions (Different or Related Denominators)

5. Using a Number Line Model to Compare Unit Fractions (Different Denominators)

5. Students use the FLARE number line tool to identify the relative positions of ½, ¼, 1/8 and 1/3, 1/6, 1/12.

3.11.5. Using an Area Model to Compare Fractions (Different Denominators)


6: Using a Number Line Model to Compare Fractions (Different Denominators)

6. Students choose fraction cards and justify which is the greatest using a number line.

7. Ordering Fractions 7. Students use the fraction cards to practice ordering fractions.

8. Analyzing Whole Numbers and Fractions

8. Students use the FLARE tool to explore how adding together unit fractions can go beyond one whole and add up to improper fractions that contain multiple wholes.

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