Topic+Ten

= Topic Ten: Add Within 1,000 using Models and Strategies = Pacing (Duration of Unit):
 * ~ = Desired Results = ||
 * __**Transfer:**__

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and 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. ||
 * Standards for Mathematical Practices**
 * __**Established Goals:**__


 * 2.NBT.7-**Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding and subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.


 * 2.NBT.8-**Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.


 * 2.NBT.9**-Explain why addition and subtraction strategies work, using place value and the properties of operations.


 * Student I Can Statements:**
 * I can use strategies to add numbers within 1000 and know when to borrow and know when to regroup.
 * I can add and subtract 10 or 100 to any number from 100 to 900 in my head.
 * I can explain why adding strategies work using what I know about place value.


 * Prerequisite Standards:**
 * 1.NBT.C.5-** Understand that the two-digit number represent amounts of tens and ones.


 * 1.NBT.C.6-**Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. ||
 * __**Big Ideas:**__
 * Number and the Number Line-**The set of real numbers is infinite and ordered. Whole numbers, integers, and fractions are real numbers. Each real number can be associated with a unique point on the number line.


 * The Base-Ten Numeration System-**The base-ten numeration system is a scheme for recording numbers using digits 0-9, groups of ten, and place value.


 * Equivalence-**Any number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value.


 * Comparison and Relationships-**Numbers, expressions, measures, and objects can be compared and related to other numbers, expressions, measures, and objects in different ways.


 * Operation Meanings and Relationships**-There are multiple interpretations of addition, subtraction, multiplication, and division of rational numbers, and each operation is related to other operations.


 * Properties**-For a given set of numbers there are relationships that are always true, called properties, and these are the rules that govern arithmetic and algebra.


 * Basic Facts and Algorithms-**There is more than one algorithm for each of the operations with rational numbers. Some strategies for basic facts and most algorithms for operations with rational numbers, both mental and paper and pencil, use equivalence to transform calculations into simpler ones.


 * Practice, Processes, and Proficiencies-**Mathematics content and processes can be applied to solve problems. || __**Essential Questions:**__


 * What are strategies for adding numbers to 1,000? ||
 * __**Students will know...**__


 * Place-value patterns and basic facts can be used to help you mentally add 10 or 100 to any given three-digit number.
 * Three-digit numbers can be broken apart using hundreds, tens, and ones and added in different ways. You can represent how you break part and add numbers with hops or jumps in an open number line.
 * Three-digit numbers can be broke apart using hundreds, tens, and ones, and added in different ways. You can change the numbers to maker it easier to add mentally, without changing the sum.
 * When adding three-digit numbers, you can add the hundreds, the tens, and the ones separately, and then add the partial sums to find the total sum. Partial sums addition provides a bridge between mental addition and the standard algorithm.
 * The standard algorithm for three-digit numbers breaks the calculation into simpler calculations using place value, starting with the ones, then the tens, and then the hundreds. Answers o the simpler calculations are used to find the final sum.
 * Addition algorithms and addition strategies can be used to add two (or most) three-digit numbers; the sum is the same no matter which strategy you use. You can use place value and properties of operations to explain why the strategies work.
 * Good math thinkers look for things that repeat in a problem. They use what they learn from one problem to help them solve other problems.

__**Vocabulary:**__ None || __**Students will be skilled at...**__


 * Add 10 or 100 mentally using place value.
 * Add 3-digit numbers using an open number line.
 * Add 3-digit numbers using mental math strategies.
 * Add 3-digit numbers using partial sums.
 * Add 3-digit numbers using models.
 * Apply different addition strategies and explain why they work.
 * Think about and check their work as they solve problems. ||
 * ~ = Assessment Evidence = ||
 * __**Performance Assessment:**__

|| **Other Evidence:**
 * 2.NBT.7**


 * Formative Assessment Tasks:**

||
 * 2.NBT.7**
 * ~ = Learning Plan = ||
 * __**Learning Activities:**__
 * 10-1-**Add 10 and 100


 * 10-2-**Add On an Open Number Line


 * 10-3**-Add Using Mental Math


 * 10-4**-Add Using Partial Sums


 * 10-5**-Use Models to Add


 * 10-6**-Explain Addition Strategies


 * 10-7**-Math Practices and Problem Solving: Repeated Reasoning ||
 * **Resources:** ||