Unit 3, Section A

Add within 1,000

Grade 3

Practice

Problem 1

2.MD.B.6

Pre-unit

Student Task Statement

Which number could be labeled with this point on the number line?

<p>Number line. Scale 0 to 100 by 100's. No tick marks. Point between 0 and 100.</p>

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Problem 2

2.OA.A.1

Pre-unit

Student Task Statement

There are 85 students on the playground. There are 57 fewer students in the classroom than on the playground. How many students are in the classroom? Explain or show your reasoning.

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Problem 3

2.NBT.B.9

Pre-unit

Student Task Statement

Jada says she can find

by taking away 60 from 87 and adding 1, so it is the same as

or 28. Explain or show why Jada’s method to calculate

makes sense.

Problem 4

Pre-unit

Student Task Statement

Find the value of . Explain or show your reasoning.

Problem 5

2.NBT.A.4

Pre-unit

Student Task Statement

Write < or > in the blank to make each statement true.

Problem 6

2.NBT.B.7

Pre-unit

Student Task Statement

Find the value of each expression.

Problem 7

ForLesson 1: Represent Numbers in Different Ways

Student Task Statement

Select all representations of the number four hundred twenty-three.

Problem 8

ForLesson 2: Addition and Subtraction Situations

Student Task Statement

The height of the Empire State Building in New York City is 443 meters. The Burj Khalifa (BURJZH kah-LEE-fah) in Dubai (doo-BAI) is 828 meters. How many meters taller than the Empire State Building is the Burj Khalifa?

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Problem 9

ForLesson 3: Add Your Way

Student Task Statement

Find the value of each sum in any way that makes sense to you. Explain or show your reasoning.

Problem 10

ForLesson 4: Introduction to Addition Algorithms

Student Task Statement

Here are 3 different ways to find the value of .

<p>Two base ten diagrams. Top diagram, 1 hundred, 5 tens, 7 ones. Bottom diagram, 4 hundreds, 3 tens, 6 ones.</p> — A

<p>Addition. One-hundred plus fifty plus seven, plus four-hundred plus thirty plus six, equals five-hundred plus eighty plus thirteen.</p> — B

<p>Addition. One-hundred fifty-seven, plus four-hundred thirty-six, equals thirteen plus eighty plus five-hundred, equals five-hundred ninety-three.</p> — C

How are the methods alike? How are they different? Explain your reasoning.

Problem 11

ForLesson 5: Another Addition Algorithm

Student Task Statement

Here is Elena's algorithm for finding .

<p>Addition. Step one. Two-hundred seventy-three plus four-hundred eighty-one, equals four.</p>

<p>Addition. Step 2. Two-hundred seventy-three, plus four-hundred eighty-one, equals 54.</p>

<p>Addition. Step 3. Two-hundred seventy-three plus four-hundred eighty-one equals seven-hundred fifty-four.</p>

Where does the 100 that Elena wrote in Step 2 come from?
Use Elena's method to find .

Problem 12

ForLesson 6: Use Strategies and Algorithms to Add

Student Task Statement

What do the 1s above the 2 and the 5 in 253 mean in this calculation?
Use an algorithm or another strategy to find the value of each sum.

Problem 13

Exploration

Student Task Statement

Here is Lin’s strategy to find the value of : “I added 600 to 385, and then took away 4.”

Explain why Lin’s strategy works. Then use it to find the value of .
For which of these expressions would you use Lin’s strategy? Explain or show your reasoning.

Problem 14

Exploration

Student Task Statement

Write an addition problem with 3-digit numbers that you think is well suited for each of the following methods. Then find the value of the sum, using that method.

mental strategies
base-ten blocks
an algorithm

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Add within 1,000

Practice

Problem 1

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Problem 2

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Problem 3

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Problem 4

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Problem 5

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Problem 6

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Problem 7

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Problem 8

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Problem 9

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Problem 10

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Problem 11

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Problem 12

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Problem 13

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Problem 14

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