3.3B Addition and Subtraction

3.3  the student adds and subtracts to solve meaningful problems involving whole numbers
2	3	4
2.3C  select addition and subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary	3.3B  select addition or subtraction and use the operation to solve problems involving whole numbers through 999 (problem solving incorporating all process standards)	4.3A  use addition and subtraction to solve problems involving whole numbers
Select addition and use operation to solve problems involving whole numbers through 999 Select subtraction use operation to solve problems involving whole numbers through 999

Activities:

• Sketch base 10 blocks beside the number to show the process of regrouping
• Show that the value of a number does not change when the tens and ones change during regrouping
• Using money helps students to see how to regroup with a "0"
• Use sales ads for "Holiday Shopping"
• Work on choosing the correct operation within word problems
• While reading a word problem, students can sketch the action
• Estimate the answer before beginning
• Sorting a word problem by the operation

Anchor Stations:

3.1B Place Value (compare and order) through 9,999

3.1 Number, operation, and quantitative reasoning.  The student uses place value to communicate about increasingly large whole numbers in verbal and written for, including money
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2.1C Use place value to compare and order whole numbers to 999 and record the comparisons using numbers and symbols (< =>)	3.1B use place value to compare and order whole numbers through 9,999	4.1A Use place value to read, write, compare, and order whole numbers through 999,999,999. 4.1B Use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models.
use place value to compare numbers through 9,999 use place value to order numbers through 9,999 Use:  to employ for some purpose; put into service; make use of Compare: to examine (two or more objects, ideas, etc.)in order to note similarities and differences to consider or describe as similar, equal, or analogous; liken order: to arrange (the elements of a set) so that if one element precedes another, it cannot be preceded by the ogher or by elements that the other precedes

Activities:

•  Use place value pockets and digits with daily practice for comparing and ordering numbers (ie. "everyone create a 4 digit number in your pv pocket, now work at your table to get in order from least to greates or greatest to least")
• Provide hands on experience with place value blocks and place value pockets for manipulation of larger numbers
• Kim Sutton:  Dynamic Dice
• Number Roads--pg 132-135
• Sorting Numbers--pg139
• Kim Sutton:  Place Value with Pizzazz
• Place Value Pockets--pg 16-20
• Digit Cards--page 24
• Building Number Face Off--pg 64
• Place Value Bingo--page 88
• Building Numbers--page 54
• Making Numbers From Digits--pg 68
• Concentration--pg 92
• Place Value Clues--pg 108
• Activities from Debbie
• Bag it 6 Ways
• Order Up

Anchor Activities:

Kim Sutton:  Dynamic Dice

• Number Roads--pg 132-135
• Sorting Numbers--pg139

Kim Sutton:  Place Value with Pizzazz

• Place Value Pockets--pg 16-20
• Digit Cards--page 24
• Building Number Face Off--pg 64
• Place Value Bingo--page 88
• Building Numbers--page 54
• Making Numbers From Digits--pg 68
• Concentration--pg 92
• Place Value Clues--pg 108

Possible Assessment Questions:

3.1A Place value (read, write, describe) though 9,999 at this time

3.1 Number, operation, and quantitative reasoning.  The studen uses place value to communicate about increasingly large whole numbers in verbal and written form, including money.
2	3	4
2.1B Use place value to read, write, and describe the value of whole numbers to 999.	3.1A use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999; (up to 9,999 at his time)	4.1A Use place value to read, write, compare, and order whole numbers through 999,999,999. 4.1B Use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models.
Use place value to read (in symbols) the value of whole numbers through 999,999; (up to 9,999 at this time) Use place value to read (in words) the value of whole numbers through 999,999; (up to 9,999 at this time) Use place value to write (in symbols) the value of whole numbers through 999,999; (up to 9,999 at this time) Use place value to write (in words) the value of whole numbers through 999,999; (up to 9,999 at this time) Use place value to describe the value of whole numbers through 999,999; (up to 9,999 at this time) Use:  to employ for some purpose; put into service; make use of Read: interpret something that is written or printed to look at carefuly so as to understand the meaning of (something written, printed, etc.) Write: to express or communicate in writing; give a written account of           to execute or produce by setting down words, figures, etc. Describe: to give an account of in words; to tell in words what  something or someone is like

Activities:

• Use manipulatives, especially base ten blocks, to build numbers to 9,999.
• Count groups of 1,000 such as beans and rice, tor realize the size of 1,000 objects
• Match numbers using pictures, words, numbers, and expanded form
• Modify a given number by only changing a place value by one digit (What is one more/less than, ten more/less than, one hundred more/less than, one thousand more/less than?)

Kim Sutton:  Dynamic Dice

• Number Roads--pg 132-135
• Sorting Numbers--pg139

Kim Sutton:  Place Value with Pizzazz

• Place Value Pockets--pg 16-20
• Digit Cards--page 24
• Building Number Face Off--pg 64
• Place Value Bingo--page 88
• Building Numbers--page 54
• Making Numbers From Digits--pg 68
• Concentration--pg 92
• Place Value Clues--pg 108

Anchor Activities:

Kim Sutton:  Dynamic Dice

• Number Roads--pg 132-135
• Sorting Numbers--pg139

Kim Sutton:  Place Value with Pizzazz

• Place Value Pockets--pg 16-20
• Digit Cards--page 24
• Building Number Face Off--pg 64
• Place Value Bingo--page 88
• Building Numbers--page 54
• Making Numbers From Digits--pg 68
• Concentration--pg 92
• Place Value Clues--pg 108

Possible Assessment Questions:

3.8 Geometry - two-and three dimensional figures

3.8 The student uses formal geometric vocabulary. The student is expected to identify, classify, and describe two-and three dimensional geometric figures by their attributes.  The student compares two-dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary.
2	3	4
2.7 The student uses attributes to identify two-dimensional geometric figures. The student compares and contrasts two and three-dimensional geometric figures, or both. 2.7A describe attributes (the number of vertices, faces, edges, sides) of two-and three-dimensional geometric figures, such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc. 2.7B use attributes to describe how two dimensional or three dimensional goemetric figures are alike or different	3.8 The student uses formal geometric vocabulary. The student is expected to identify, classify, and describe two-and three dimensional geometric figures by their attributes.  The student compares two-dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary.	4.8 The student identifies and describes attributes of geometric figures using formal geometric language 4.8A identify and describe right, acute, and obtuse angles 4.8B identify and describe parallel and intersecting (including perpendicular) lines using concrete objects and pictorial models 4.8C use essential attributes to define two-and-three dimensional geometric figures.
Use formal geometric vocabulary identify two dimensional geometric figures by their attributes classify two dimensional geometric figures by their attributes describe two dimensional geometric figures by their attributes identify three dimensional geometric figures by their attributes classify three dimensional geometric figures by their attributes describe three dimensional geometric figures by their attributes compare two dimensional figures by their attributes using formal geometric vocabulary compare three dimensional figures by their attributes using formal geometric vocabulary Use:  to employ for some purpose; put into service; make use of identify: to recognize or establish as being a particular person or thing; verify the identity of classify: to arrange or organize according to class or category describe: to give an account of in words; to tell in words what something or someone is like compare: to examine (two or more objects, ideas, etx.) in order to note similarities and differences to consider or describe as similar, equal, or analogous,

Activities: 

• use Venn diagrams or thinking maps to compare and contrast 2-and 3- dimensional shapes
• create an organized chart to record the attributes of 2-and- dimensional shapes
• Find pictures or real life objects to represent various 2-and 3- dimensional shapes
• examples and non-examples using geoboards
• united streaming
• Make a poster of the attributes of 2 and 3 dimensional shapes
• Sorting mats to sort 2 and 3 dimensional shapes by attribute
• magazine or internet scavenger hunt for 2 and 3 dimensional shapes
• share drive--songs from Ron Brown about quadrilaterals
• students and teacher brings real-life objects and use sticky dots and electrical tape to label the edges and vertices
• students create a "geo-pet" or "geo-structure" from real-life objects

Anchor Activities:

• Kamico matching game--students match the description of a geometric figure with the concrete model of the figure
• Students sort 3D figures by attributes.  Some students sorted by number of vertices, others sorted by number of edges, and others sorted by the shape of the face.

•  Using the computer, students find 3-D figures on the internet, label, and write attributes about the figure.

Possible Assessment Questions: