G3+Math+Unit+3

** Investigations Math ** ** Grade 3 ** ** Unit 3: Collections and Travel Stories ** 1. Make sense of math problems and persevere in solving them. 2: Reason abstractly and answer quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4: Model with mathematics. 5. Use appropriate tools strategically. 6: Attend to precision. 7: Look for and make use of structure. 8: Look for and express regularity in repeated reasoning. 3.OA.8, 9 - Solve problems involving the four operations, and identify and explain patterns in arithmetic. 3.NBT.1, 2 - Use place value understanding and properties of operations to perform multi-digit arithmetic. 3.MD.1 - Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. EfS: A -Cultural Preservation and Transformation, B- Responsible Local and Global Citizenship, C – The Dynamics of Systems and Change, F – Natural Laws and Ecological Principles, H – Multiples Perspectives || Students construct 1,000 Charts and use them to locate numbers. They are introduced to Collection Cards and begin a class collection. || ** Investigation 2: Addition ** Students develop a number of strategies for adding 2- and 3-digit numbers. They discuss different ways to start solving an addition problem. || ** Investigation 3: Finding the Difference ** Students discover different ways to find the difference between 2-digit and 3-digit numbers under 300. They also solve subtraction problems that are related to simple addition combinations. || ** Investigation 4: Subtraction Stories ** Students are introduced to different types of subtraction problems. They continue to solve a variety of subtraction problems and discuss their strategies. || landmark numbers || 2.1-2.7 || 3.1-3.7 subtraction facts difference || 4.1-4.6 add up subtract back || 2.7 Assessment Activity – Addition Strategies || 3.6 Assessment Activity – How Far Did They Travel? || 4.6 End of Unit Assessment ||
 * Alain L. Locke Magnet School for Environmental Stewardship **
 * CCLS Math Practice: **
 * Standards: **
 * ** Enduring Understanding ** |||||||| ** Building a strong mathematical and problem solving foundation by solving a variety of addition and subtraction stories will prepare students for the natural world. **
 * ** Essential Question ** |||||||| ** How can we use our mathematical and problem solving skills to solve problems in the natural world? ** ||
 * ** Learning Outcomes ** || ** Investigation 1: Building 1,000 **
 * ** Pre-Assessment (Prior Knowledge) ** || Place value (thousands), constructing groups 100 to make 1,000, adding and subtracting multiples of 10 and 100 || Key words for solving addition problems || Key words for solving difference problems || Key words for solving subtraction problems ||
 * ** Suggested Time Frame **
 * October 6 – November 16, 2012 ** || 6 days || 7 days || 7 days || 6 days ||
 * ** Activities & Vocabulary ** || 1.1-1.6
 * ** Assessments ** || 1.5 - Differentiated portfolio task (student activity p. 18) || 2.3 Assessment Activity – Numbers on 1,000 Chart