1. Instructional Strategies Aligned to the 1997
Grade 3 MAP2D
Trimester 1
Instructional Strategies
Aligned to the 1997
California Content Standards
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2. PROBLEM SOLVING WORDS add addition sum total plus in all
in addition to
increased by
enlarged by
gain
rose
greater than
combine
together
subtract
subtraction less than
minus take away
decreased by
diminished by
reduced by
How many more than?
How many fewer than?
How many left?
fewer than
difference
dropped
loss of
multiply
multiplied by
times of by
product at
groups of
each every
divide
into
quotient
per
parts
distributed among
How much for each?
How many groups?
fractions
each
every
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3. Problem Solving Strategy “U-P-S”
Understand: Read the problem and think about the question. Each word is important. Missing a word or reading it incorrectly could cause you to get the wrong answer.
Plan: Think about how you can solve the problem. Look for key words and numbers. What do you need to do first? What do you need to do next?
Solve: Follow your plan, working logically and carefully. Make sure you solved all steps needed to answer the problem. Be sure you answered the question asked.
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4. MAP2D
SBA #1
Place Value
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5. Let’s Find Place Value to 10,000
Write a number in the place value chart to find the value of each digit in a number.
thousands hundreds tens ones TH H T O 3 5 1
Example:
“What is the value of the three in the number three thousand fifty-one” ?
Answer: 3000
Chapter 1
Lesson 3
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6. Let’s Write Numbers in Different Ways
thousands hundreds tens ones
Write the number 5,645 in expanded form. TH H T O
Chapter 1
Lesson 4
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7. Let’s Write Numbers in Different Ways
thousands hundreds tens ones
Write the number 5,645 in expanded form. 5 6 4 5,
Chapter 1
Lesson 4
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8. Let’s Write Numbers in Different Ways
thousands hundreds tens ones
Write 5, in Standard Form.
Write the expanded form in vertical/working form
5,000
600 40
5,645
Chapter 1
Lesson 4
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9. Let’s Write Numbers in Different Ways
thousands hundreds tens ones
Write in 5, in Standard Form.
Write the expanded form in vertical/working form
5,000
0,600 Fill in the spaces with zeros.
+ 0,040
0,005
5,645 Now you have the standard form.
Chapter 1
Lesson 4
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10. Let’s Compare Numbers
We can compare numbers using >, < and = signs.
 Line up the numbers vertically
30 32
Start at the left to compare digits in the greatest place first. Highlight the digits in the first vertical column where the digits are different.
Now compare these highlighted digits to compare the value.
25 < > 32
Chapter 2
Lesson 1
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11. Let’s Order Numbers
We can compare a set of numbers by ordering them
from least to greatest.
7, ,080, 7,870
Line up the numbers vertically.
7,893
7,080
7,870
 Start at the left to compare digits in the greatest place first. Highlight the digits in the first vertical column where the
digits are different. Continue moving to the next column.
7,893
greatest
least
7,870
middle
Now compare these highlighted digits to compare the value.
7, ,870 7,893
Chapter 2
Lesson 2
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12. Let’s Round Numbers!
Long Beach Lifeguards reported to the Press Telegram that there were 2,857 people at the beach on Sunday. Round this to the nearest __________
 Underline the word that comes after “nearest”.
 Underline the digit in the indicated place.
 Circle the digit to the right of the underlined place.
 If the circled digit is 5 or greater, add one to the underlined place and change all digits to the right to zeros. or
 If the circled digit is 4 or less, keep the underlined place and change all digits to the right to zeros.
Chapter 2
Lesson 4
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13. Let’s Round Numbers!
Example: What is 5,638 rounded to the nearest thousand?
4 or less, stays the same
5 or higher, add one more
5,500
5,000
6,000
5,638
On the number line, 5,638 is between 5,000 and 46,000 but is closer to 6,000.
5, 6 38
6,000
Ch 2 L 6
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14. Addition and Subtraction
MAP2D
SBA #2
Addition and Subtraction
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15. Let’s Solve Algebra Equations !
To solve an equation, both sides of the equal sign need to be the same.
Hint: Think of a balance
=  + 12 
25 =  What is the difference between 25 and 12? 25
- 12 =
Chapter 3
Lesson 2
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16. Subtraction with Regrouping
 Start in the ones column with the top number and ask, “Is the number greater or equal to the number below?”
 If your answer is “yes”, then begin subtracting.
H TO
245
- 124
121
Check with addition….
121
+124
245
Chapter 4
Lesson 2
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17. Subtraction with Regrouping
 If your answer is “No”, then regroup the tens to add to the ones.
H T O
2 8 3
“Always ask yourself, “Do I need to regroup?”
Check with addition…. 1
129
+154
283
10 ones plus 3 ones 7 13 1 2 9
Chapter 4
Lesson 4
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18. Making Change U – How much change should he get back?
Trevor has $5.00 to buy a new book that costs $ How much change should he get back?
Use the UPS Strategy
U – How much change should he get back?
P – “change”, - , $5.00, $4.75
S - $ $4.75 =
$5.00
- $4.75
$0.25 or 25¢ 9
Chapter 22
Lesson 2
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19. Let’s Find Patterns
25, 30, 35, __, 45, 50
 Subtract to find the difference between two “neighbors” in the pattern.
30 – 25 = 5
35 – 30 = 5
Then use this difference ( 5 ) to find the missing number in the pattern.
45 – 5 = 40
The pattern is 25, 30, 35, 40, 45, 50
Chapter 4
Lesson 7
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20. MAP2D SBA #3 Multiplication
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21. Let’s Solve for Missing Factors !
Hint: Think of a balance
9 × d =
To solve an equation, both sides of the equal sign need to be the same × d = 
9 × d =
Think 9 × what = 27?
9 × 3 = 27
Think nine groups of
what = 27?
9 × 3 =
Chapter 8
Lesson 2
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22. What is the missing number?
To solve an equation, both sides of the equal sign need to be the same.
Hint: Think of a balance
12 x ( 6 x 3 ) = (3 x __ ) x 12
If we have a 12, 6, and 3 on one side of the equal sign, we need to have a 12, 6, and 3 on the other side. The missing factor then is 6.
12 x ( 6 x 3 ) = (3 x 6 ) x 12 =
Associative Property of Multiplication: Changing the way in which the factors are grouped does not change the product.
Chapter 8
Lesson 4
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23. Let’s Choose the Operation Symbol
9  5 = 45
 Look at the numbers on the side of the equation with
the missing operation sign.
If the numbers are smaller than the given answer you
must add or multiply to get the larger answer.
 Ask yourself does = 45? No
 Ask yourself does 9 x 5 = 45? Yes
 The missing operation symbol is multiplication ( x )
It’s All About
the Facts
(+,-,x,÷)
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24. Think: What operation makes numbers greater?
Hint: Look at the numbers! Is there a pattern? Are the numbers getting bigger or smaller?
Find the Rule
The table shows the number of players needed for different number of teams.
If each team has the same number of players, how many players are needed for 5 teams?
Think: What operation makes numbers greater?
+ and ×
Think…… 1 +__ = 5, so… = 5, rule is +4…try it!
Does = 10?, no
Think….. 1 x ___ = 5, so….1 x 5 = 5, rule is x 5…try it!
Does 2 x 5 = 10? Yes,
Does 3 x 5 = 15? Yes
The rule is x 5.
Answer the question: How many players are needed for 5 teams? 5 x 5 = players
Ch 8 L 1
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