Students estimate quantities using rounding and develop fluency with the standard algorithm of addition and subtraction. Students focus on the precision of their calculations, and use them to solve realworld problems.
Math
Unit 1
3rd Grade
In the first unit of Grade 3, students will build on their understanding of the structure of the place value system from Grade 2 (MP.7) to estimate values by rounding them (3.NBT.1) and develop fluency with the standard algorithm of addition and subtraction (3.NBT.2). Throughout the unit, students attend to the precision of their calculations (MP.6) and use them to solve realworld problems (MP.4).
In Grade 2, students developed an understanding of the structure of the baseten system as based in repeated bundling in groups of 10. With this deepened understanding of the place value system, Grade 2 students "add and subtract within 1000, with composing and decomposing, and they understand and explain the reasoning of the processes they use" (NBT Progressions, p. 8). These processes and strategies include concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction (2.NBT.7). As such, at the end of Grade 2, students are able to add and subtract within 1,000 using a variety of strategies including algorithms, but are not yet fluent with them.
Thus, Unit 1 starts off with reinforcing some of this place value understanding of thousands, hundreds, tens, and ones being made up of 10 of the unit to its right that students learned in Grade 2. Students use this sense of magnitude and the idea of benchmark numbers to first place numbers on number lines of various endpoints and intervals, and next use those number lines as a model to help them round twodigit numbers to the tens place as well as threedigit numbers to the hundreds and tens place (3.NBT.1). Next, students focus on developing their fluency with the addition and subtraction algorithms up to 1,000, making connections to the place value understandings and other models they learned in Grade 2 (3.NBT.2). Last, the unit culminates in a synthesis of all learning thus far in the unit, in which students solve one and twostep word problems involving addition and subtraction and use rounding to assess the reasonableness of their answer (3.OA.8), connecting the NBT and OA domains. These skills are developed further and built upon in subsequent units in which students estimate and solve twostep word problems that also involve multiplication and division.
This builds toward an even deeper understanding of the place value system that students learn in Grade 4. In Grade 4, students learn about multiplicative comparison, i.e., a value being x times as many as another value. Thus, students’ understanding of the place value system is more precisely refined as "a digit in one place represents ten times what it represents in the place to its right" (4.NBT.1, emphasis ours). Further, students learn to round any multidigit number to any place. They also use the standard algorithm to solve addition and subtraction problems to the new place values they encounter at this grade level, namely, to one million. Thus, while the majority of the content learned in this unit is additional cluster content, they are deeply important skills necessary to be proficient with the major work of the grade with 3.OA.8, as well as a foundation for rounding and the standard algorithms used to any place value learned in Grade 4 (4.NBT.1—4) and depended on for many grade levels after that.
Pacing: 16 instructional days (14 lessons, 1 flex day, 1 assessment day)
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The following assessments accompany Unit 1.
Have students complete the PreUnit Assessment and PreUnit Student SelfAssessment before starting the unit. Use the PreUnit Assessment Analysis Guide to identify gaps in foundational understanding and map out a plan for learning acceleration throughout the unit.
Have students complete the MidUnit Assessment after lesson 7.
Use the resources below to assess student mastery of the unit content and action plan for future units.
Use student data to drive your planning with an expanded suite of unit assessments to help gauge students’ facility with foundational skills and concepts, as well as their progress with unit content.
Unit Launch
Prepare to teach this unit by immersing yourself in the standards, big ideas, and connections to prior and future content. Unit Launches include a series of short videos, targeted readings, and opportunities for action planning.
Pictorial or concrete base ten blocks 
Example: Represent 342 with base ten blocks. 
Number line  
Standard algorithm for addition  
Standard algorithm for subtraction 

Tape diagram 
Example: A grocery store sells 172 red apples and 86 green apples. How many apples did the grocery store sell? 
algorithm
approximate/approximation
approximately equal sign, $${\approx}$$
digit
estimate/estimation
place
reasonable
round
value
To see all the vocabulary for Unit 1, view our 3rd Grade Vocabulary Glossary.
Word Problems and Fluency Activities
Access daily word problem practice and our contentaligned fluency activities created to help students strengthen their application and fluency skills.
Topic A: Foundations of Place Value
Topic B: Rounding to the Nearest Ten and Hundred
Topic C: Addition and Subtraction Within 1,000
Key
Major Cluster
Supporting Cluster
Additional Cluster
CCSS.MATH.PRACTICE.MP1 — Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 — Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 — Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4 — Model with mathematics.
CCSS.MATH.PRACTICE.MP5 — Use appropriate tools strategically.
CCSS.MATH.PRACTICE.MP6 — Attend to precision.
CCSS.MATH.PRACTICE.MP7 — Look for and make use of structure.
CCSS.MATH.PRACTICE.MP8 — Look for and express regularity in repeated reasoning.
Unit 2
Multiplication and Division, Part 1