1. subtract within 1000 using strategies based on place value
3rd Grade
subtract within 1000 using strategies based on place value

2. Transition to 3rd Grade 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.
show standard, then show objectives written from the standard on next slide

3. Possible Objectives
Add within 1000 using strategies based on place value.
Add within 1000 using properties of operations.
Add within 1000 using the relationship between addition and subtraction.
Subtract within 1000 using strategies based on place value.
Subtract within 1000 using properties of operations.
Subtract within 1000 using the relationship between addition and subtraction.
Have standard written out on chart paper and post for reference when looking at the objectives.

4. Objective:
Today we will subtract within 1000 using strategies based on place value.

5. Prior Knowledge
526 – 115
2.NBT.7-Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method
Students, you already know how to add and subtract within 1000 using concrete models and drawings. Before we move on to today’s lesson, you must prove to me that you can subtract within 1000 using drawings.
Matched pairs- Model 1st with visual and written method, have participants do second
Today we will subtract within 1000 using strategies based on place value.

6. Concept
Strategies based on place value-the strategies we use based on our understanding and knowledge of place value. Within 1000-values up to 999 (hundreds place value).
Today we will subtract within 1000 using strategies based on place value.

7. Skill Development-I Do
Steps:
Read the problem.
Write the first value in expanded form.
Subtract the second value.
Record the symbolic representation.
Model under the document camera tor with the Mobi
Today we will subtract within 1000 using strategies based on place value.

8. Skill Development-We Do
Steps:
Read the problem.
Write the first value in expanded form.
Subtract the second value.
Record the symbolic representation.
Guide under the document camera or with the Mobi, with gradual release
Today we will subtract within 1000 using strategies based on place value.

9. Possible Next Steps
Addition/subtraction using properties of operations
Addition/subtraction using the relationship between addition and subtraction
Using Mobi- show how each of these might look without getting into the skill steps. Just a snapshot of the final product.

10. solve multiplication word problems using drawings and equations
3rd Grade
solve multiplication word problems using drawings and equations

11. 3.OA.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

12. Possible Objectives
Solve multiplication word problems using drawings and equations.
Solve division word problems using drawings and equations.
Have standard written out on chart paper and post for reference when looking at the objectives.

13. Objective:
Today we will solve multiplication word problems using drawings and equations.

14. Prior Knowledge X X X X X X X
2.OA.4-Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Students, you already know how to use repeated addition to find the total number of objects arranged in rectangular arrays. Before we can move on to today’s lesson, you must prove to me that you can use repeated addition to find the total number of objects arranged in rectangular arrays.
Matched pairs-Model 1st using Mobi to record =12
have participants do 2nd = 15
Today we will solve multiplication word problems using drawings and equations.

15. Concept X X X 3 3 = 6 Examples: 10 5 1 2 3 4 6 7 8 9
Drawings- pictorial/visual representations of a mathematics problem.
Examples:
X X X 3 3
= 6
Examples of drawings we might use for today’s lesson are equal groups, arrays, measurement quantities, number lines, tape diagrams. 10 5 1 2 3 4 6 7 8 9
Today we will solve multiplication word problems using drawings and equations.

16. Skill Development-I Do
Steps:
Read the word problem.
Determine which representation (drawing) you will use.
Complete the drawing to represent the word problem.
Write the equation.
There are three bags with six plums in each bag. How many plums are there in all?
Model using Mobi to show drawing/pictorial representation.
3 groups of 6
Today we will solve multiplication word problems using drawings and equations.

17. Skill Development-We Do
Steps:
Read the word problem.
Determine which representation (drawing) you will use.
Complete the drawing to represent the word problem.
Write the equation.
There are 4 friends with 7 stickers each. How many stickers do the friends have in all?
Guide and show student work under doc camera
Today we will solve multiplication word problems using drawings and equations.

18. Skill Development-We Do
Steps:
Read the word problem.
Determine which representation (drawing) you will use.
Complete the drawing to represent the word problem.
Write the equation.
You need three lengths of string, each six inches long. How much string will you need altogether?
Guide and show student work under doc camera
Today we will solve multiplication word problems using drawings and equations.

19. Skill Development-We Do
Steps:
Read the word problem.
Determine which representation (drawing) you will use.
Complete the drawing to represent the word problem.
Write the equation.
A blue hat costs $6. A red hat costs 3 times as much as the blue hat. How much does the red hat cost?
Guide and show student work under doc camera
Today we will solve multiplication word problems using drawings and equations.

20. multiply within 100 using (strategy)
3rd Grade
multiply within 100 using (strategy)

21. 3.OA.7
Fluently multiply and divide with 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

22. Possible Objectives Multiply within 100 using (strategy).
Multiply within 100 using properties of operations.
Divide within 100 using (strategy).
Divide within 100 using properties of operations.
Have standard written out on chart paper and post for reference when looking at the objectives.

23. Objective:
Today we will multiply within 100 using (strategy).

24. Prior Knowledge
There are 4 tennis balls in 3 buckets. How many tennis balls are there in all?
Sammy has 5 jelly beans in each of 4 cups. How many jelly beans does he have altogether?
3.OA.3-Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Students, you already know how to use drawings and equations to solve multiplication word problems. Before we can move on to today’s lesson, you must prove to me that you can use drawings and equations to solve multiplication word problems.
Matched pairs-Model 1st using Mobi to record = 12
Have participants do 2nd
Today we will multiply within 100 using (strategy).

25. Concept Decomposing Fact Families (6 X 4=24; 24 ÷ 6 = 4) Nines
Strategy-another way of arriving at a solution without just doing calculations.
Examples:
Decomposing
Fact Families (6 X 4=24; 24 ÷ 6 = 4)
Nines
Skip counting
Examples of strategies we might use for multiplying within 100. (from NC Public Schools Unpacked Content p. 11)
Additional examples include:
Multiplication by zeros and ones
Doubles (2s facts), doubling twice (4s), doubling three times (8s)
Tens facts (relating to place value, 5 x 10 is 5 tens or 50)
Five facts (half of tens)
Square numbers (ex: 3 x 3)
Turn-around facts (commutative property)
Missing factors
Teachers, you are already doing this to help build fluency and set the foundation for multiplication. This is evident as I have been out in your classrooms watching and listening to what your students are doing. So, we are going to skip ahead to the 4th grade lesson, knowing that your students already have these strategies under their belts.
Today we will multiply within 100 using (strategy).

26. represent fractions on a number line diagram
3rd Grade
represent fractions on a number line diagram

27. 3.NF.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.

28. Possible Objectives
Understand a fraction as a number on the number line.
Represent fractions on a number line diagram.
Have standard written out on chart paper and post for reference when looking at the objectives.

29. Objective:
Today we will represent fractions on a number line diagram.

30. Prior Knowledge
1 2
2 3
1 4
5 8
You already know that fractions are parts of a whole, and when we name a fraction we use the values of the numerator and denominator. Before we move on with today’s lesson, you must prove to me that you can identify the numerator and denominator of a fraction.
Today we will represent fractions on a number line diagram.

31. Concept
Objective: We will represent fractions on a number line diagram.
Fractions on a number line diagram-the equal parts of 1 whole on a number line.
Example:
1/6 1
Number lines show numbers in order from smallest to largest, each numbers’ location is equally spaced from the number before and the number after, the space between the tick marks represent the number (or part of the fraction). The denominator of our fraction tells us how many equal parts the whole in broken into. The numerator tells us which part of the whole we are looking at.
Using a sentence strip, have students fold in half, then in fourths. After each fold, ask students how many equal parts they have on their strip. Have students label the “tick marks.” Show the same breakdown on the number line using Mobi—partition into halves, then fourths.
𝟏 𝟔

32. Concept
Objective: We will represent fractions on a number line diagram.
Fractions on a number line diagram-the equal parts of 1 whole on a number line.
Non-example:
1/4 1 2 3 4

33. Skill-Model
Objective: We will represent fractions on a number line diagram.
Steps:
Look at the denominator to determine how many equal parts into which our 1 whole is broken into.
Look at the numerator to determine how many of the pieces we need.
Hop/shade the distance on the number line.
Label the fraction on the number line.
1/4 1

34. Skill-Guided
Objective: We will represent fractions on a number line diagram.
Steps:
Look at the denominator to determine how many equal parts into which our 1 whole is broken into.
Look at the numerator to determine how many of the pieces we need.
Hop/shade the distance on the number line.
Label the fraction on the number line.
1/6 1

35. Skill-Guided
Objective: We will represent fractions on a number line diagram.
Steps:
Look at the denominator to determine how many equal parts into which our 1 whole is broken into.
Look at the numerator to determine how many of the pieces we need.
Hop/shade the distance on the number line.
Label the fraction on the number line.
1/3 1

36. Skill-Guided
Objective: We will represent fractions on a number line diagram.
Steps:
Look at the denominator to determine how many equal parts into which our 1 whole is broken into.
Look at the numerator to determine how many of the pieces we need.
Hop/shade the distance on the number line.
Label the fraction on the number line.
1/8 1

37. determine if two fractions are equivalent by using concrete models
3rd Grade
determine if two fractions are equivalent by using concrete models

38. 3.NF.3a
Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line.
*denominators limited to 2, 3, 4, 6, 8
show standard, then show objectives written from the standard on next slide

39. Possible Objectives
Determine if two fractions are equivalent by using concrete models.
Determine if two fractions are equivalent by using visual models.
Have standard written out on chart paper and post for reference when looking at the objectives.

40. Objective:
Today we will determine if two fractions are equivalent by using concrete models.

41. What fraction is represented in the picture?
Prior Knowledge
What fraction is represented in the picture?
3/8
Today we will determine if two fractions are equivalent by using concrete models.

42. Concept
Equivalent fractions are fractions that represent the same part of a whole.
Non-example
Example
Using the Mobi, write in the fractions for the example and explain why they are equivalent. ¼ = 2/8
Shade in 1/8 and 3/8 and explain why 1/8 does not equal 3/8
Today we will determine if two fractions are equivalent by using concrete models.

43. Skill Development
Using fraction bars, let’s take a deeper look at equivalent fractions.
Steps: 1. Build the two fractions that are being compared.
(Draw the visual representation on a number line.)
Write the two fractions that are represented.
Determine if the fractions are equivalent or not equivalent.
Using magnetic tiles work through following problems with students.
Model and guided.
Model-½ and 2/4
Guided-1/3 and 2/6
Guided-3/6 and ½
Model-¾ and 3/8
Guided-2/3 and 5/6
Guided-1/3 and 1/8
TOTD- 3/4 and 7/8
“There is NO mathematical reason why fractions must be written in simplified form, although it may be convenient to do so in some cases.”
North Carolina Department of Public
4th grade Unpacked Content
p. 28
Today we will determine if two fractions are equivalent by using concrete models.