INVESTIGATION 1 Building 1,000 · 2016. 5. 11. · INV12_SE03_U3.indd 2 Student Activity Book, Unit...

Common Core

I N V E S T I G AT I O N 1

Building 1,000Day Session Common Core Adaptation Common Core Standards

1 1.1 Making a 1,000 Chart MP2, MP3, MP7 3.OA.9, 3.NBT.2

2 1.2 Collections and Quantities on the 1,000 Chart

MP2, MP7 3.NBT.2

3 1.3 Go Collecting—Estimating 100s

MP1, MP2, MP8 3.NBT.2

4 1.4 How Many 10s? MP1, MP2, MP3, MP8 3.OA.8, 3.NBT.2

5 1.5 How Many 100s? MP2, MP3, MP7, MP8 3.OA.8, 3.OA.9, 3.NBT.2

6 1.6 Representing How Many 10s?

MP2, MP7, MP8 3.OA.9, 3.NBT.2

7 1.7A Rounding Whole Numbers See p. CC14. MP4, MP7, MP8 3.NBT.1, 3.MD.1

Mathematical Practices (MP)Domains• Operations and Algebraic Thinking (OA)• Number and Operations in Base Ten (NBT)• Measurement and Data (MD)

Collections and Travel Stories

Unit 3

CC10 UNIT 3 Collections and Travel Stories

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Addition Teach this Investigation as is.Day Session Common Core Adaptation Common Core Standards

8 2.1 How Many Stickers? MP2, MP3, MP4, MP6 3.OA.8, 3.NBT.2

9 2.2 Combining Collections MP2, MP3, MP4, MP6 3.NBT.2

10 2.3 Assessment: Numbers on the 1,000 Chart

MP1, MP2, MP3, MP6 3.OA.8, 3.OA.9, 3.NBT.2

11 2.4 How Did You Start? MP2, MP3, MP8 3.OA.8, 3.OA.9, 3.NBT.2

12 2.5 Addition Starter Problems MP2, MP3, MP8 3.OA.9, 3.NBT.2

13 2.6 Solving Addition Problems

MP1, MP2, MP3, MP8 3.OA.9, 3.NBT.2

14 2.7 Assessment: Addition Strategies

MP1, MP2, MP6, MP8 3.OA.9, 3.NBT.2

Instructional Plan CC11

INV12_TE03_U03.indd 11 6/9/11 5:26 PM


Finding the DifferenceDay Session Common Core Adaptation Common Core Standards

3.1 Subtraction Facts Skip this session.

15 3.2 Over and Under 100 MP2, MP3, MP4, MP7 3.OA.9, 3.NBT.2, 3.MD.1

16 3.3 How Far From 100? MP2, MP3, MP4, MP7 3.OA.9, 3.NBT.2, 3.MD.1

17 3.4 Travel Problems—Crossing Over 100

MP1, MP2, MP3, MP4 3.OA.8, 3.NBT.2, 3.MD.1

18 3.5 Finding the Difference Between Two Numbers


19 3.6 Assessment: How Far Did They Travel?


20 3.7 The Trip Home MP1, MP2, MP4, MP7 3.OA.8, 3.NBT.2, 3.MD.1

CC12 UNIT 3 Collections and Travel Stories

INV12_TE03_U03.indd 12 6/23/11 5:22 PM


Subtraction Stories Teach this Investigation as is.Day Session Common Core Adaptation Common Core Standards

21 4.1 Comparing Lengths and Heights

MP1, MP3, MP4 3.OA.8, 3.NBT.2, 3.MD.1

22 4.2 Comparing Quantities MP1, MP3, MP4 3.OA.8, 3.NBT.2, 3.MD.1

23 4.3 Who Has More? MP1, MP3, MP8 3.OA.8, 3.NBT.2, 3.MD.1

24 4.4 How Many Are Left? MP1, MP3, MP4, MP7 3.OA.8, 3.OA.9, 3.NBT.2, 3.MD.1

25 4.5 Solving Subtraction Problems

MP3, MP4, MP5, MP8 3.NBT.2, 3.MD.1

26 4.6 End-of-Unit Assessment MP1, MP2, MP6 3.NBT.2, 3.MD.1

Instructional Plan CC13

INV12_TE03_U03.indd 13 6/9/11 5:27 PM

s e s s i o n 1 . 7 A

nearest tennearest hundredexpanded form

Ten-Minute MathnoTe The Ten-Minute Math activity for this unit, What Time Is It?, is introduced in this session. Plan to do today’s Ten-Minute Math sometime after math class, or if it is not possible, do the other Ten-Minute Math activity in this unit, Today’s Number, with which your students are familiar.What Time Is It? Ask students to set their clocks to 2:00. Then write 2:00 on the board and set the large demonstration clock to 2:00.• What would the clock look like when the minute hand goes five minutes past 2:00?

What time is this?Write 2:05 on the board and move the minute hand five minutes on the demonstration clock, counting by ones as you go. Tell students this time can be read as 2:05 or five minutes past 2 o’clock. In pairs, students practice setting their clocks to 1:05, 6:05, and 12:05.

Today’s Plan MaterialsAcTiviTy

Introducing What Time Is It?15 Min PAirs clAss

•Demonstrationclock;studentclocks

AcTiviTy

Rounding to Tens and Hundreds 30 Min individuAls clAss

•Student Activity Book,pp.22A–22Borc10–c11, rounding to Tens and rounding to Hundreds Makecopies.(asneeded)

discussion

Expanded Form and Rounding 15 Min clAss

•Students’completedcopiesofStudent Activity Book,p.22BorC11(fromActivity2)

session Follow-uP

Daily Practice •Student Activity Book,p.22Dorc12, rounding to Tens and HundredsMakecopies.(asneeded)

Rounding Whole NumbersMath Focus Points

Using place value understanding to round whole numbers to the nearest ten or hundred

Telling time to the nearest 5 minutes and measuring time intervals in minutes

Representing 3-digit numbers using expanded form

vocabulary

cc14 invesTiGATion 1 Building 1,000

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1 Activity 2 Activity 3 Discussion 4 Session Follow-Up

Professional Development1 Part4:Ten-MinuteMathand

ClassroomRoutinesin Implementing Investigations in Grade 3: What Time Is It?

A c t i v i t y

Introducing What Time Is It?

clASS15 Min PAirS

Show students the demonstration clock and ask what they know about it. Students may recall that in Grade 2, they worked on telling time to the nearest 5 minutes and that they counted the number of minutes in 5-minute intervals. Remind students that the hour hand points to the number of the hour only when it is exactly 2:00, 3:00, and so on. Ask students to count by 5s to verify that the minute hand points to the 3 for 15 minutes past the hour and to the 5 for 25 minutes past the hour. 1

Set the clock to 2:00 and ask pairs of students to do the same on their student clocks. Write 2:00 on the board or overhead.

We’re going to practice telling time to the nearest 5 minutes. If it were 2:00 right now, what time would it be in 5 minutes? 15 minutes? 25 minutes?

Students work in pairs to set their clocks to each time the teacher says.

Session 1.7A rounding Whole numbers cc15

INV12_TE03_U03_S1.7A.indd 15 6/9/11 5:32 PM

Math Note2 RoundingandPlaceValue In this part

of the activity, students round to the nearest ten. When rounding to the nearest ten, the number in the tens place is the number that can change. The number in the ones place is the one that is used to determine whether the number should be rounded up or down to the nearest ten.


Have pairs of students compare their clock settings. With students’ suggestions, set the demonstration clock to each time and then write that time in digital format (2:05, 2:15, 2:25) on the board.

For the remainder of the session, students set their clocks to various times to the nearest 5 minutes that you suggest, such as 1:05, 6:15, and 12:25. Variations of this activity will continue as Ten-Minute Math activities throughout this investigation.

A c t i v i t y

Rounding to Tens and Hundreds

iNDiviDUAlS clASS30 MiN

Draw the following number line on the board.

40 41 42 43 44 45 46 47 48 49 50

Explain to students that a number can be rounded to the nearest ten. 2 Point to the number 43 on the number line. Explain that when you round 43 to the nearest 10, you have to decide whether 43 is closer to 40 or 50.

Is 43 closer to 40 or 50? How do you know?

Students might say:

“43 is 3 away from 40 but 7 away from 50. So 43 is closer to 40.”

Repeat with the number 46. Then give students a few minutes to think about the other numbers between 40 and 50.

Which of the numbers from 40 to 50 would round to 40? Which ones would round to 50?

Discuss with students that numbers less than 45 are closer to 40 than 50, and numbers greater than 45 are closer to 50.

45 is halfway between 40 and 50. [Point to 45 on the number line.] It is the same distance from both numbers. If a number is halfway between two tens, it is rounded up to the greater ten.

cc16 iNvEStiGAtiON 1 Building 1,000

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DateNameCollections and Travel Stories

22A Unit 3 Session 1.7A

Rounding to TensUse the number lines to help you answer the problems.

30 31 32 33 35 37 3834 36 39 40

1. What number is halfway between 30 and 40?

2. What is 37 rounded to the nearest ten?

10 11 12 13 14 15 16 17 18 19 20



60 61 62 63 64 65 66 67 68 69 70



INV12_SE03_U3.indd 1 6/8/11 8:42 AM

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22B

Rounding to HundredsUse the number lines to help you answer the problems.

100 150 200

1. Is 180 less than 150 or greater than 150?

2.What is 180 rounded to the nearest hundred?

3.Is 120 less than 150 or greater than 150?


400 450 500



Session 1.7A Unit 3

INV12_SE03_U3.indd 2 5/19/11 2:47 PM▲ Student Activity Book, Unit 3, p. 22B;Resource Masters, C11

▲ Student Activity Book, Unit 3, p. 22A;Resource Masters, C10


Now draw the following number line on the board.

200 210 220 230 240 250 260 270 280 290 300

Numbers can be rounded to the nearest ten or to the nearest hundred. Let’s look at the number 221. [Mark 221 on the number line.] To round 221 to the nearest ten, you need to decide if it is closer to 220 or 230. It is closer to 220, so 221 rounds down to 220.

Tell students that 221 can also be rounded to the nearest hundred.

To round 221 to the nearest hundred, you need to decide if it is closer to 200 or 300. Is it closer to 200 or 300? How do you know?

Students might say:

“On the number line, 221 is closer to 200 than it is to 300.”

Then ask students to round 250 to the nearest hundred. Explain that the same halfway rule applies when rounding to the nearest hundred.

Have students practice rounding numbers by completing Student Activity Book pages 22A and 22B or C10 and C11.

OngOing ASSeSSMent: Obser ving Student s at Work

Studentspracticeroundingnumberstothenearest10or100.

• Dostudentsconsidertheonesdigitwhenroundingtothenearest10?Dotheyconsiderthetensdigitwhenroundingtothenearest100?

• Dostudentsroundupfornumbershalfwaybetweentwotensortwohundreds?

DiFFeRentiAtiOn: Suppor ting the Range of Lear ner s

Somestudentsmayhavedifficultydistinguishingbetweenroundingnumberstothenearesttenandthenearesthundred.Studentsmaybenefitfromfirstfocusingonwhichdigitisinthetensplaceorthehundredsplacebeforeroundingittothenearesttenorhundred.

Session 1.7A Rounding Whole numbers CC17

INV12_TE03_U03_S1.7A.indd 17 6/9/11 5:36 PM

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DateNameCollections and Travel Stories Daily Practice

22DSession 1.7A Unit 3

Rounding to Tens and HundredsFor each problem, write the number in expanded form and then round to the nearest ten and hundred.

1. 138 Expanded form: What is 138 rounded to the nearest ten? What is 138 rounded to the nearest hundred?




note Students round whole numbers to the nearest ten and hundred.

6, 10–11

INV12_SE03_U3.indd 4 6/8/11 8:42 AM

Math Note3 Expanded Form Expanded form is a

way to show how much each digit in a multi-digit number represents. It is the sum of the values of each place. In this example, 678 has 6 hundreds, 7 tens, and 8 ones. This can be recorded as 600 + 70 + 8 = 678.

▲ Student Activity Book, Unit 3, p. 22D;Resource Masters, C12


Students who understand rounding can be challenged to round numbers to the nearest ten or hundred without using a number line. Give students a list of 3-digit numbers and have students round each number to the nearest ten and hundred.

D i S C U S S i o N

Expanded Form and Rounding

ClASS15 MiN

Math Focus Points for Discussion Using place-value understanding to round whole numbers to

the nearest ten or hundred

Representing 3-digit numbers using expanded form

Using expanded form can help students better understand place value and its importance in rounding. Write the number 678 on the board. Then write the number on the board using expanded form. 3

678 600 ∙ 70 ∙ 8

Discuss what each digit in the number represents. Discuss which digits need to be considered when rounding the number to the nearest ten. Then discuss which digits need to be considered when rounding the number to the nearest hundred.

Revisit two or three numbers from Student Activity Book page 22B or C11. Have students write those numbers in expanded form, verify their rounding, and share their findings.

S e S S i o N F o l l o w - U P

Daily Practice Daily Practice: For reinforcement of this unit’s content,

have students complete Student Activity Book page 22D or C12.

CC18 iNVeSTiGATioN 1 Building 1,000

INV12_TE03_U03_S1.7A.indd 18 6/14/11 1:26 PM

C10 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 3Unit 3 Session 1.7A


Rounding to TensUse the number lines to help you answer the problems.

30 31 32 33 35 37 3834 36 39 40



10 11 12 13 14 15 16 17 18 19 20



60 61 62 63 64 65 66 67 68 69 70



INV12_BLM03_U3.indd 10 6/20/11 11:43 AM



Rounding to HundredsUse the number lines to help you answer the problems.

100 150 200

1. Is 180 less than 150 or greater than 150?


3.Is 120 less than 150 or greater than 150?


400 450 500



INV12_BLM03_U3.indd 11 6/21/11 1:06 PM


DateNameCollections and Travel Stories Daily Practice

notE Students round whole numbers to the nearest ten and hundred.

6, 10–11

Rounding to Tens and HundredsFor each problem, write the number in expanded form and then round to the nearest ten and hundred.

1.138 Expanded form: What is 138 rounded to the nearest ten? What is 138 rounded to the nearest hundred?




INV12_BLM03_U3.indd 12 6/23/11 1:59 PM

C10 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 3Unidad 3 Sesión 1.7A

Redondear a las decenasUsa las rectas numéricas como ayuda para responder a los problemas.

30 31 32 33 35 37 3834 36 39 40

1.¿Qué número está a la mitad entre 30 y 40?

2.¿Cuánto es 37 redondeado a la decena más cercana?

10 11 12 13 14 15 16 17 18 19 20

3.¿Qué número está a la mitad entre 10 y 20?


60 61 62 63 64 65 66 67 68 69 70



Colecciones y cuentos de viajes

FechaNombre

INV12_SP_BLM03_U3.indd 10 7/18/11 7:23 PM


Redondear a las centenasUsa las rectas numéricas como ayuda para responder a los problemas.

100 150 200

1. ¿Es 180 menor que 150 o mayor que 150?

2. ¿Cuánto es 180 redondeado a la centena más cercana?

3. ¿Es 120 menor que 150 o mayor que 150?


400 450 500




FechaNombre



Redondear a las decenas y centenasPara cada problema, escribe el número en forma desarrollada y luego redondea a la decena y centena más cercana.

1.138

Forma desarrollada:

¿Cuánto es 138 redondeado a la decena más cercana?

¿Cuánto es 138 redondeado a la centena más cercana?

2.459

Forma desarrollada:



3.392

Forma desarrollada:



4.750

Forma desarrollada:



notA Los estudiantes redondean números enteros no negativos a la decena y centena más cercana.

6, 10–11


FechaNombrePráctica diaria


Unit 3: Instructional PlanUnit 3: Session 1.7AUnit 3: Resource MastersSession 1.7A Session 1.7A (Spanish)

INVESTIGATION 1 Building 1,000 · 2016. 5. 11. · INV12_SE03_U3.indd 2 Student Activity Book, Unit...

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