Unit 3. Collections and Travel Stories. Building 1,000. Common Core

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1 Unit 3 Collections and Travel Stories Common Core Mathematical Practices (MP) Domains Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) INVESTIG ATION 1 Building 1,000 Day Session Common Core Adaptation Common Core Standards Making a 1,000 Chart MP2, MP3, MP7 3.OA.9, 3.NBT Collections and Quantities on the 1,000 Chart Go Collecting Estimating 100s MP2, MP7 3.NBT.2 MP1, MP2, MP8 3.NBT How Many 10s? MP1, MP2, MP3, MP8 3.OA.8, 3.NBT How Many 100s? MP2, MP3, MP7, MP8 3.OA.8, 3.OA.9, 3.NBT Representing How Many 10s? MP2, MP7, MP8 3.OA.9, 3.NBT A Rounding Whole Numbers See p. CC14. MP4, MP7, MP8 3.NBT.1, 3.MD.1 CC10 Unit 3 Collections and Travel Stories

2 INVESTIG ATION 2 Addition Teach this Investigation as is. Day Session Common Core Adaptation Common Core Standards How Many Stickers? MP2, MP3, MP4, MP6 3.OA.8, 3.NBT Combining Collections MP2, MP3, MP4, MP6 3.NBT Assessment: Numbers on the 1,000 Chart MP1, MP2, MP3, MP6 3.OA.8, 3.OA.9, 3.NBT How Did You Start? MP2, MP3, MP8 3.OA.8, 3.OA.9, 3.NBT Addition Starter Problems MP2, MP3, MP8 3.OA.9, 3.NBT Solving Addition Problems Assessment: Addition Strategies MP1, MP2, MP3, MP8 3.OA.9, 3.NBT.2 MP1, MP2, MP6, MP8 3.OA.9, 3.NBT.2 Instructional Plan CC11

3 INVESTIG ATION 3 Finding the Difference Day Session Common Core Adaptation Common Core Standards 3.1 Subtraction Facts Skip this session Over and Under 100 MP2, MP3, MP4, MP7 3.OA.9, 3.NBT.2, 3.MD How Far From 100? MP2, MP3, MP4, MP7 3.OA.9, 3.NBT.2, 3.MD Travel Problems Crossing Over Finding the Difference Between Two Numbers Assessment: How Far Did They Travel? MP1, MP2, MP3, MP4 3.OA.8, 3.NBT.2, 3.MD.1 MP1, MP2, MP4, MP7 3.OA.8, 3.NBT.2, 3.MD.1 MP1, MP2, MP4, MP7 3.OA.8, 3.NBT.2, 3.MD The Trip Home MP1, MP2, MP4, MP7 3.OA.8, 3.NBT.2, 3.MD.1 CC12 Unit 3 Collections and Travel Stories

4 INVESTIG ATION 4 Subtraction Stories Teach this Investigation as is. Day Session Common Core Adaptation Common Core Standards Comparing Lengths and Heights MP1, MP3, MP4 3.OA.8, 3.NBT.2, 3.MD Comparing Quantities MP1, MP3, MP4 3.OA.8, 3.NBT.2, 3.MD Who Has More? MP1, MP3, MP8 3.OA.8, 3.NBT.2, 3.MD How Many Are Left? MP1, MP3, MP4, MP7 3.OA.8, 3.OA.9, 3.NBT.2, 3.MD Solving Subtraction Problems MP3, MP4, MP5, MP8 3.NBT.2, 3.MD End-of-Unit Assessment MP1, MP2, MP6 3.NBT.2, 3.MD.1 Instructional Plan CC13

5 s e s s i o n 1. 7 A Rounding Whole Numbers Math Focus Points Using place value understanding to round whole numbers to the nearest ten or hundred Telling time to the nearest 5 minutes and measuring time intervals in minutes Representing 3-digit numbers using expanded form Today s Plan activity Introducing What Time Is It? 15 Min pairs Class Vocabulary nearest ten nearest hundred expanded form Materials Demonstration clock; student clocks activity Rounding to Tens and Hundreds Discussion Expanded Form and Rounding Session Follow-Up Daily Practice 30 Min Individuals Class 15 Min Class Student Activity Book, pp. 22A 22B or C10 C11, Rounding to Tens and Rounding to Hundreds Make copies. (as needed) Students completed copies of Student Activity Book, p. 22B or C11 (from Activity 2) Student Activity Book, p. 22D or C12, Rounding to Tens and Hundreds Make copies. (as needed) Ten-Minute Math NOTE The Ten-Minute Math activity for this unit, What Time Is It?, is introduced in this session. Plan to do today s Ten-Minute Math sometime after math class, or if it is not possible, do the other Ten-Minute Math activity in this unit, Today s Number, with which your students are familiar. What Time Is It? Ask students to set their clocks to 2:00. Then write 2:00 on the board and set the large demonstration clock to 2:00. What would the clock look like when the minute hand goes five minutes past 2:00? What time is this? Write 2:05 on the board and move the minute hand five minutes on the demonstration clock, counting by ones as you go. Tell students this time can be read as 2:05 or five minutes past 2 o clock. In pairs, students practice setting their clocks to 1:05, 6:05, and 12:05. CC14 INVESTIGATION 1 Building 1,000

6 1 Activity Ac tivit y Introducing What Time Is It? 2 Activity 3 Discussion 4 Session Follow-Up Professional Development 15 Min pairs class 1 Part 4: Ten-Minute Math and Classroom Routines in Implementing Investigations in Grade 3: What Time Is It? Show students the demonstration clock and ask what they know about it. Students may recall that in Grade 2, they worked on telling time to the nearest 5 minutes and that they counted the number of minutes in 5-minute intervals. Remind students that the hour hand points to the number of the hour only when it is exactly 2:00, 3:00, and so on. Ask students to count by 5s to verify that the minute hand points to the 3 for 15 minutes past the hour and to the 5 for 25 minutes past the hour. 1 Set the clock to 2:00 and ask pairs of students to do the same on their student clocks. Write 2:00 on the board or overhead. We re going to practice telling time to the nearest 5 minutes. If it were 2:00 right now, what time would it be in 5 minutes? 15 minutes? 25 minutes? Students work in pairs to set their clocks to each time the teacher says. Session 1.7A Rounding Whole Numbers CC15 INV12_TE03_U03_S1.7A.indd 15 6/9/11 5:32 PM

7 1 Activity 2 Activity 3 Discussion 4 Session Follow-Up Math Note 2 Rounding and Place Value In this part of the activity, students round to the nearest ten. When rounding to the nearest ten, the number in the tens place is the number that can change. The number in the ones place is the one that is used to determine whether the number should be rounded up or down to the nearest ten. Have pairs of students compare their clock settings. With students suggestions, set the demonstration clock to each time and then write that time in digital format (2:05, 2:15, 2:25) on the board. For the remainder of the session, students set their clocks to various times to the nearest 5 minutes that you suggest, such as 1:05, 6:15, and 12:25. Variations of this activity will continue as Ten-Minute Math activities throughout this investigation. A c t i v i t y Rounding to Tens and Hundreds Draw the following number line on the board. 30 Min Individuals Class Explain to students that a number can be rounded to the nearest ten. 2 Point to the number 43 on the number line. Explain that when you round 43 to the nearest 10, you have to decide whether 43 is closer to 40 or 50. Is 43 closer to 40 or 50? How do you know? Students might say: 43 is 3 away from 40 but 7 away from 50. So 43 is closer to 40. Repeat with the number 46. Then give students a few minutes to think about the other numbers between 40 and 50. Which of the numbers from 40 to 50 would round to 40? Which ones would round to 50? Discuss with students that numbers less than 45 are closer to 40 than 50, and numbers greater than 45 are closer to is halfway between 40 and 50. [Point to 45 on the number line.] It is the same distance from both numbers. If a number is halfway between two tens, it is rounded up to the greater ten. CC16 INVESTIGATION 1 Building 1,000

8 1 Activity Now draw the following number line on the board. 2 Activity 3 Discussion 4 Session Follow-Up Name Date Collections and Travel Stories Rounding to Tens Use the number lines to help you answer the problems What number is halfway between 30 and 40? 2. What is 37 rounded to the nearest ten? 10 Tell students that 221 can also be rounded to the nearest hundred What is 14 rounded to the nearest ten? What is 62 rounded to the nearest ten? 6. What is 65 rounded to the nearest ten? 22A Unit 3 Pearson Education 3 Numbers can be rounded to the nearest ten or to the nearest hundred. Let s look at the number 221. [Mark 221 on the number line.] To round 221 to the nearest ten, you need to decide if it is closer to 220 or 230. It is closer to 220, so 221 rounds down to What number is halfway between 10 and 20? Session 1.7A S tudent Activity Book, Unit 3, p. 22A; Resource Masters, C10 INV12_SE03_U3.indd 1 To round 221 to the nearest hundred, you need to decide if it is closer to 200 or 300. Is it closer to 200 or 300? How do you know? 6/8/11 8:42 AM Name Students might say: Date Collections and Travel Stories Rounding to Hundreds Use the number lines to help you answer the problems. On the number line, 221 is closer to 200 than it is to Is 180 less than 150 or greater than 150? 2. What is 180 rounded to the nearest hundred? 3. Is 120 less than 150 or greater than 150? Then ask students to round 250 to the nearest hundred. Explain that the same halfway rule applies when rounding to the nearest hundred. 4. What is 120 rounded to the nearest hundred? 400 Have students practice rounding numbers by completing Student Activity Book pages 22A and 22B or C10 and C11. Students practice rounding numbers to the nearest 10 or 100. Do students consider the ones digit when rounding to the What is 465 rounded to the nearest hundred? Pearson Education 3 Ongoing Assessment: Observing Students at Work What is 435 rounded to the nearest hundred? Session 1.7A Unit 3 22B S tudent Activity Book, Unit 3, p. 22B; Resource Masters, C11 INV12_SE03_U3.indd 2 5/19/11 2:47 PM nearest 10? Do they consider the tens digit when rounding to the nearest 100? Do students round up for numbers halfway between two tens or two hundreds? differentiation: Supporting the Range of Learners Some students may have difficulty distinguishing between rounding numbers to the nearest ten and the nearest hundred. Students may benefit from first focusing on which digit is in the tens place or the hundreds place before rounding it to the nearest ten or hundred. Session 1.7A INV12_TE03_U03_S1.7A.indd 17 Rounding Whole Numbers CC17 6/9/11 5:36 PM

9 1 Activity 2 Activity 3 Discussion 4 Session Follow-Up Math Note 3 Expanded Form Expanded form is a way to show how much each digit in a multi-digit number represents. It is the sum of the values of each place. In this example, 678 has 6 hundreds, 7 tens, and 8 ones. This can be recorded as = 678. Name Daily Practice Rounding to Tens and Hundreds note Students round whole numbers to the nearest ten and hundred. 6, Min class Math Focus Points for Discussion For each problem, write the number in expanded form and then round to the nearest ten and hundred. Using place-value understanding to round whole numbers to the nearest ten or hundred What is 138 rounded to the nearest ten? What is 138 rounded to the nearest hundred? Representing 3-digit numbers using expanded form What is 459 rounded to the nearest ten? What is 459 rounded to the nearest hundred? Using expanded form can help students better understand place value and its importance in rounding. Write the number 678 on the board. Then write the number on the board using expanded form What is 392 rounded to the nearest ten? What is 392 rounded to the nearest hundred? Pearson Education 3 Discussion Expanded Form and Rounding Date Collections and Travel Stories Students who understand rounding can be challenged to round numbers to the nearest ten or hundred without using a number line. Give students a list of 3-digit numbers and have students round each number to the nearest ten and hundred. What is 750 rounded to the nearest ten? What is 750 rounded to the nearest hundred? Session 1.7A Unit 3 22D Student Activity Book, Unit 3, p. 22D; Resource Masters, C12 INV12_SE03_U3.indd 4 6/8/11 8:42 AM Discuss what each digit in the number represents. Discuss which digits need to be considered when rounding the number to the nearest ten. Then discuss which digits need to be considered when rounding the number to the nearest hundred. Revisit two or three numbers from Student Activity Book page 22B or C11. Have students write those numbers in expanded form, verify their rounding, and share their findings. Session Follow-Up Daily Practice Daily Practice: For reinforcement of this unit s content, have students complete Student Activity Book page 22D or C12. CC18 INVESTIGATION 1 INV12_TE03_U03_S1.7A.indd 18 Building 1,000 6/14/11 1:26 PM

10 Name Collections and Travel Stories Date Rounding to Tens Use the number lines to help you answer the problems What number is halfway between 30 and 40? 2. What is 37 rounded to the nearest ten? What number is halfway between 10 and 20? 4. What is 14 rounded to the nearest ten? What is 62 rounded to the nearest ten? 6. What is 65 rounded to the nearest ten? Unit 3 Session 1.7A C10 Pearson Education, Inc., or its affiliates. All Rights Reserved. 3

11 Name Collections and Travel Stories Date Rounding to Hundreds Use the number lines to help you answer the problems Is 180 less than 150 or greater than 150? 2. What is 180 rounded to the nearest hundred? 3. Is 120 less than 150 or greater than 150? 4. What is 120 rounded to the nearest hundred? What is 435 rounded to the nearest hundred? 6. What is 465 rounded to the nearest hundred? Unit 3 Session 1.7A C11 Pearson Education, Inc., or its affiliates. All Rights Reserved. 3

12 Name Collections and Travel Stories Date Daily Practice Rounding to Tens and Hundreds For each problem, write the number in expanded form and then round to the nearest ten and hundred. note Students round whole numbers to the nearest ten and hundred. 6, What is 138 rounded to the nearest ten? What is 138 rounded to the nearest hundred? What is 459 rounded to the nearest ten? What is 459 rounded to the nearest hundred? What is 392 rounded to the nearest ten? What is 392 rounded to the nearest hundred? What is 750 rounded to the nearest ten? What is 750 rounded to the nearest hundred? Unit 3 Session 1.7A C12 Pearson Education, Inc., or its affiliates. All Rights Reserved. 3

13 Nombre Colecciones y cuentos de viajes Fecha Redondear a las decenas Usa las rectas numéricas como ayuda para responder a los problemas Qué número está a la mitad entre 30 y 40? 2. Cuánto es 37 redondeado a la decena más cercana? Qué número está a la mitad entre 10 y 20? 4. Cuánto es 14 redondeado a la decena más cercana? Cuánto es 62 redondeado a la decena más cercana? 6. Cuánto es 65 redondeado a la decena más cercana? Unidad 3 Sesión 1.7A C10 Pearson Education, Inc., or its affiliates. All Rights Reserved. 3

14 Nombre Colecciones y cuentos de viajes Fecha Redondear a las centenas Usa las rectas numéricas como ayuda para responder a los problemas Es 180 menor que 150 o mayor que 150? 2. Cuánto es 180 redondeado a la centena más cercana? 3. Es 120 menor que 150 o mayor que 150? 4. Cuánto es 120 redondeado a la centena más cercana? Cuánto es 435 redondeado a la centena más cercana? 6. Cuánto es 465 redondeado a la centena más cercana? Unidad 3 Sesión 1.7A C11 Pearson Education, Inc., or its affiliates. All Rights Reserved. 3

15 Nombre Colecciones y cuentos de viajes Fecha Práctica diaria Redondear a las decenas y centenas Para cada problema, escribe el número en forma desarrollada y luego redondea a la decena y centena más cercana. nota Los estudiantes redondean números enteros no negativos a la decena y centena más cercana. 6, Forma desarrollada: Cuánto es 138 redondeado a la decena más cercana? Cuánto es 138 redondeado a la centena más cercana? Forma desarrollada: Cuánto es 459 redondeado a la decena más cercana? Cuánto es 459 redondeado a la centena más cercana? Forma desarrollada: Cuánto es 392 redondeado a la decena más cercana? Cuánto es 392 redondeado a la centena más cercana? Forma desarrollada: Cuánto es 750 redondeado a la decena más cercana? Cuánto es 750 redondeado a la centena más cercana? Unidad 3 Sesión 1.7A C12 Pearson Education, Inc., or its affiliates. All Rights Reserved. 3