Use place value understanding

and properties of operations to

perform multi-digit arithmetic
Title 3.NBT.2
Subject Mathematics
Author Sapphire Johnston
Grade level 3rd
Time duration 45 min (not including 5 min prep time; subsequent times given after each direction)
Outcomes Besides demonstrating understanding of state standard content, students will learn how
beyond State to communicate their ideas with other team members, learn how to listen when other
Standards team members talk, prioritize needs, differentiate needs and wants, and communicate.

State 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on
Standards place value, properties of operations, and/or the relationship between addition and
subtraction.
Materials Scratch paper for solving word problems
See partially-filled table at end of lesson
All tables labeled and listed in appendix
Essential 1. What information and strategies would you use to solve a multi-step word
Questions problem?
2. When should you use mental computation?
3. When should you use pencil computation?
4. How do I demonstrate the relationship between numbers, quantities and place
value for whole numbers up to 1,000?
Understanding 1. Students will understand
a. How to use strategies and algorithms based on place value, properties
of operations, and/or the relationship between addition and subtraction
to fluently add and subtract.
Knowledge 1. Students will know
a. strategies and algorithms based on place value, properties of operations,
and/or the relationship between addition and subtraction.
Skills 1. Students will be able to
 a. 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.
Learning 1. Before class begins (5 min, not included in total)
Activities a. Divide class into groups of four
b. One worksheet per group (set on tables)
c. Write nametags for each member of each group (set on tables in
groups)
d. Develop worksheets with a task
i. Task One: Classroom Supplies
2. Class time
a. Students sit in assigned groups (1 min)
b. Explain to students that they will complete two tasks (2 min)
First Task:
i. Describe the task (3 min)
Your teacher was just awarded $1,000 to spend on materials for your classroom. She
asked all 20 of her students in the class to help her decide how to spend the money.
Think about which supplies will benefit the class the most. (continue on next page)
Table A.1 gives the prices of specific supplies (see appendix)
(So that students have space to fill out their own quantities of specific supplies, see Table
A.4 in appendix.)
1) Write down the different items and how many of each you would choose. Find the
total for each category.
Supplies
Books and maps
Puzzles and games
Special items
2) Create a bar graph to represent how you would spend the money. Scale the vertical
axis by $100. Write all of the labels.
What was the total cost of all your choices? Did you have any money left over? If so,
how much?
3) Compare your choices with [that of each group member]. How much more or less did
you choose to spend on each category than [the rest of your group]? How much more or
less did you choose to spend in total than [the rest of your group]? (Classroom
Supplies, 2017)
1. Ask the students to solve the word problem in groups
illustrating the mental steps they will take as they solve
it using the scratch paper (10 min)
2. Teacher checks in with groups to make sure they
understand that they need to use two different
operations to solve the word problem (time included
in previous 7 min)

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 3. Explain one possible way of illustrating the process
and a solution (4 min):
Solutions will vary. Here is one possible set of choices. (see Table A.2 in appendix)
8 boxes of markers will cost 85=425=410=40 dollars.
4 boxes of crayons will cost 48=442=162=102+62=20+12=32 dollars.
2 boxes of pencils will cost 25=10 dollars.
1 box of printer paper costs 40 dollars.
2 packages of lined paper cost 215=210+25=20+10=30 dollars.
3 boxes of construction paper cost 332=330+32=90+6=96 dollars.
The total for the supplies is 40+32+10+40+30+96=248 dollars.
12 books cost 128=108+28=80+16=96 dollars.
The total cost for the books and maps is 250+96+45=391 dollars.
The total cost for the puzzles and games is
1012+615=120+330=120+90=210 dollars.
The total for the special items is 130 dollars.
Here is a bar graph showing these totals: (see Table A.3 in appendix)
The total from all the purchases would be 248+391+210+130=979. So these purchases
would total $979 and $21 would be left over.
Comparisons will vary. (Classroom Supplies, 2017, bold added)
Debrief a. Debrief in pairs aloud (teacher asks question, each student in the pair
shares their answer) with questions below (5 min)
ii. These are sample questions that may provide for a sufficient
debrief, not all of them need to be discussed.
iii. Make sure this discussion is only 5 min long as you need time
for exit cards.
Sample questions: What did you enjoy most about this activity and why? What did you
enjoy least about this activity and why? Would you feel comfortable doing this outside
the classroom? Why or why not?
Exit Cards What do you remember most from the lesson? (2 min)
End of class period.
Sources Cited Classroom supplies. (2017). Retrieved October 26, 2017, from Illustrative
Mathematics website: https://www.illustrativemathematics.org/
content-standards/3/NBT/A/2/tasks/1315
Follow-up 1. Students have filled out a worksheet and handed in a scratch piece of paper
showing their work.
a. Look over worksheets and take note of things that show understanding
or a lack thereof.
b. For those that show lack of understanding, make comments on the
worksheet that will help correct these errors.

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c. Follow up with students who show profound gaps in understanding.
You may need to develop either alternate worksheets or parts of future
lesson plans that specifically address these gaps.
i. Differentiate your lesson plans to accommodate different ways
of learning.
d. Use this knowledge of gaps to see where students need to focus on the
next lesson.

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Appendix
Table A1

5
Table A2

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Table A.3

Table A.4

Cost Number of items Total cost

per
item
Supplies
A box of 20 markers $5
A box of 100 crayons $8
A box of 60 pencils $5
A box of 5,000 pieces of printer paper $40
A package of 10 pads of lined paper $15
A box of 50 pieces of construction paper $32
Books and maps
A set of 20 books about science $250
A set of books about the 50 states $400
A story book (there are 80 to choose from) $8
A map: there is one of your city, one for $45
every state, one of the country, and one of
the world to choose from
Puzzles and games
Puzzles (there are 30 to choose from) $12
Board games (there are 40 to choose from) $15
Interactive computer games (math and $75
reading)
Special items

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A bean bag chair for the reading corner $65
A class pet $150
Three months supply of food for a class pet $55
(required for class pet)
A field trip to the zoon $350