Title: Subtracting within 1000 fluently Grade: 3rd Iowa Core Curriculum Standard: 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. Post and Prior Knowledge: Students need to have prior knowledge of adding and subtracting three digit numbers. They need to have a process that they use to add and subtract within 1000. Students need to understand and be able to explain why addition and subtraction strategies work in order to become more efficient in their strategies. Eventually students will need to be able to fluently add and subtract within 1000 in order to begin multiplying and dividing within 1000 in fourth grade. Prior Knowledge: ICC: 2.NBT.7. Add and subtract within 1000, using concrete models o r 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. ICC: 2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations. Post Knowledge: ICC: 4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm. ICC: 4.NBT.5. Multiply a whole number of up to four digits by a one -digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Essential Questions and/or Tasks: How can you extend your strategies for addition to more fluently add within 1000? o Is the student able to clearly explain the strategy or does the student get lost or confused in the reasoning? o Does the student have a clear and organized way to record the strategy? o Could the strategy be refined to be more efficient?

 Task: Efficiently add numbers within 1000. Task: Tweak previous strategies used for addition to make the strategies more efficient. Resources and support materials Smartboard Paper Pencils Individual whiteboards Dry erase markers Erasers for whiteboards Base 10 blocks(for struggling learners) Worksheets Extension Worksheets Accommodations or modifications for struggling learners: During class discussion if I have struggling learners I will have turn and talk sessions to discuss the strategies that have been presented during the discussion. Have base 10 blocks available for students that are struggling. Extensions for those above and beyond Have worksheets available during individual work time that begin to go into subtracting numbers about 1000.

Introduction 1. Introduce the lesson by posing the question, What are the different strategies that you use when adding large numbers? 2. Give a brief description of how the Chinese say their numbers and express how looking at the numbers as ones, tens, and hundreds can help us to add the numbers quickly. 3. Today we are going to be doing a majority of the lesson as a whole class today so that you can learn from one another. I want you to pay attention to the different strategies that the students are using and pick out ways to make your own strategies more efficient. 4. Transition, get out whiteboards, markers, erasers, and pull up the smartboard screen.

Explore 1. Start classroom discussion by having students solve 348 + 493 = ? 2. After students have solved this problem have students share how they solved this problem. Use the smart board to show the students process on the board. Point out the quick steps that the student have used in order more efficiently finish the problem. Then shrink the problems so that the students can compare and contrast different problem solving methods. 3. Have a few more class problems that the students can solve i.e. 247 + 532 =? 384 + 616 = ? while going back to step 2. When going back to step 2 keep challenging students to try using different methods to add faster. Closure 1. Have students put away their whiteboard, markers, and eraser. Have students take out a pencil and handout the worksheets. 2. Tell the students that you are going to give them 10 minutes to work on the worksheet. Let them get as far as they can and then pick up the worksheet as an assessment. 3. Have students write down the strategies that they have learned today that they think are faster when adding larger numbers. 4. Dismiss class by saying I will see you tomorrow and we will be subtracting efficiently within 1000! Have a great day! Assessment: I will assess the students at the end of the class by looking over their worksheets and what they have written down in their papers about what they have learned. I am looking to see if they have tried using the new efficient methods that we have discovered during class and that they understand the strategies that we have discussed during class. While I am leading the classroom discussion I will be listening to students understanding of different addition strategies that are being used.