Curriculum  /  Math  /  3rd Grade  /  Unit 1: Rounding, Addition, and Subtraction  /  Lesson 1

Rounding, Addition, and Subtraction

Lesson 1

Math

Unit 1

3rd Grade

Lesson 1 of 14

Objective

Use counting, place value understanding, and addition/subtraction of ones and tens to complete a partially filled-in number grid.

Common Core Standards

Core Standards

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 3.NBT.A.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.

Foundational Standards

  • 2.NBT.A.2
  • 2.NBT.A.3
  • 2.NBT.B.8

Criteria for Success

  1. Fill in a partially filled in number grid by counting up or counting back by tens and/or ones or other units (e.g., on the number grid that counts by fives, students will count up or back by fives). 
  2. Persevere in problem-solving to determine a winning strategy (MP.1).
  3. Look for and express regularity in repeated reasoning in finding unknown numbers on a number grid (MP.8).

Tips for Teachers

  • Today’s lesson reviews second grade content.
  • There is no Target Task or Extra Practice Problems today to allow teachers to build in math routines throughout the first few days of school.
  • Today's Problem Set is an extension of Anchor Task 2. See below for more information.

Lesson Materials

  • Tic-Tac-Toe Boards (1 per pair of students)
  • Optional: Markers or crayons (2 of different colors per pair of students) — Students could use a pen and a pencil instead
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Anchor Tasks

25-30 minutes

Problem 1

Everyone knows that there is a way to play Tic-Tac-Toe so that you never lose.

Do you agree that there's a way to play Tic-Tac-Toe so that you never lose? If so, what is the strategy? If not, play many rounds of it to see if you can come up with a strategy.

Guiding Questions

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Student Response

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Problem 2

Play Number Grid Tic-Tac-Toe with a partner using the game boards in the Problem Set. The rules for the game are as follows: 

  • Player A fills in any square on the board with the correct number that should go in that square with their crayon/marker. The different colors will help to keep track of who wrote what.
  • Player B uses their crayon/marker to fill in any square on the hundreds chart. 
  • When one player gets four in a row vertically, horizontally, or diagonally, mark it with a line. Once a square is used for a four-in-a-row, it can’t be played again. Keep track of how many four-in-a-rows you have with a tally chart. 
  • Play until there are no more places for four-in-a-rows. The winner is the player with the most four-in-a-rows.

Guiding Questions

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Student Response

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References

Exit 10A I Like This Game Because You Have to Think Hard

I Like This Game Because You Have to Think Hard is made available by Joe Schwartz on Exit 10A. Accessed Aug. 1, 2017, 11:16 a.m..

Modified by Fishtank Learning, Inc.

Problem Set

15-20 minutes

Discussion of Problem Set

  • What are some strategies that you and your classmates used to fill in grids while playing?
  • What pattern did we find in the counting sequence?

Additional Practice

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Word Problems and Fluency Activities

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Next

Represent three-digit numbers using concrete manipulatives and drawings, including cases with more than 9 of any unit.

Lesson 2
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Lesson Map

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Topic A: Foundations of Place Value

Topic B: Rounding to the Nearest Ten and Hundred

Topic C: Addition and Subtraction Within 1,000

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