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3A

3ATeacher’s Resource

The My Math Path 3 components work together to support student success and mathematical mastery.

The Teacher’s Resource includes the following:

• Chapter Overviews and Planning Guides for easy lesson preparation

• Math Background, outlining the mathematical significance of key concepts

• Cross-Curricular Connections that tie chapter topics to other subjects

• Differentiating Instruction opportunities for all learners

• Built-in assessment opportunities to check for student understanding

• Access to the Online Teaching Centre, which includes a Program Overview; Online Workbook, Revisit, and Enrichment; Blackline Masters; Virtual Manipulatives; Games; and activities that support Indigenous ways of knowing

My Math Path 3 components:

Teacher’s ResourceStudent BooksTeach

er’s Reso

urce

MY

MA

TH PA

TH 3

A

B

C

Teacher’s Resource

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SAMPLE LESSON INSIDE

ACCESS THE DEMO VERSION OF THE MY MATHPATH GRADE 3 ONLINE TEACHING CENTRE (OTC)

FOR FREE!Features include:• Additional teaching materials that support the detailed lessons

found in the print Teacher’s Resource

• Indigenous Connections through meaningful and authentic activities

• Extra practice Blackline Masters to reinforce lesson concepts and allow independent practice

• Revisit and Enrichment Blackline Masters to differentiate instruction

• Virtual Manipulatives and Games to model concepts and enhance instruction

Access your demo now!Please visit nelson.com/mmp3_OTCdemo

For assistance contact Customer Support atE-mail: [email protected]: 1-800-268-222

3A











Teacher’s ResourceStudent Books

Teacher’s R

esou

rceM

Y M

ATH

PATH

3

A

B

C



My Math Path 3 at a Glance iii

My Math Path 3 at a Glance

Book A

1 Numbers to 1000

2 Addition up to 1000

3 Subtraction up to 1000

4 Using Bar Models: Addition and Subtraction

5 Multiplication and Division

6 Multiplication Facts for 2 and 5

Book B

7 Length

8 Mass

9 Capacity

10 Mental Math and Estimation

11 Money

12 Multiplication Facts for 3, 4, 6, and 7

13 Using Bar Models: Multiplication and Division

Book C

14 Area and Perimeter

15 Fractions

16 Time and Temperature

17 Angles and Lines

18 2-D and 3-D Geometry

19 Graphs and Tables

20 Probability

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3A


Consultant and AuthorDr. Fong Ho Kheong

AuthorsChelvi Ramakrishnan, Gan Kee Soon, and Michelle Choo

Canadian Curriculum Advisor Dr. Douglas Edge

Canadian Program AdvisorJean Ford

Canadian Indigenous ReviewersRachel Cosford

Betty Ann Gowland

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nelson.com/MMPCanadianReport

Learn about the research and efficacy behind Singapore Math®

and Nelson’s My Math Path

Table of Contents

Numbers to 1000Chapter Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1A

Differentiation Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1B

Assessment and Remediation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1C

Chapter Planning Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1E

Chapter Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Recall Prior Knowledge and Quick Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2–3

1 Counting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Learn Read and Write Numbers to 100 in Word Form • Use Base 10 Blocks to Show Numbers

• Use Base 10 Blocks to Count Forward by 1 • Use Base 10 Blocks to Count Forward by 10 • Use Base 10 Blocks to Count Forward by 100

2 Place Value . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Learn Use Base 10 Blocks and a Place-Value Chart to Show a Number • Write Numbers in

Standard Form and Expanded Form

Game Show the Number!

3 Comparing Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Learn Use Base 10 Blocks to Compare Numbers • Use Number Lines to Compare Numbers

Game Roll and Show!

4 Order and Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Learn Use Place-Value Charts to Order Numbers • Use a Number Line to Find the Missing Number

in a Pattern • Use a Number Line or a Calculator to Find the Missing Numbers in a Pattern

Math Journal

Game Roll and Count!

Let’s Explore Number Patterns

Put on Your Thinking Cap! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43–44

Chapter Wrap Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43–44

1Chapter

Please visit the Online Teaching Centre for Program Overview, Scope and Sequence, and Planning Chart.

iv My Math Path Teacher’s Resource 3A

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Table of Contents v

Addition up to 1000Chapter Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45A

Differentiation Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45B

Assessment and Remediation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45C

Chapter Planning Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45E


Recall Prior Knowledge and Quick Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46–47

1 Addition and Subtraction Facts within 20 . . . . . . . . . . . . . . . . . . . . . . . . . . .51Learn Add by Using the Make 10 Strategy • Add by Using a Doubles Fact • Subtract by Using

Number Bonds

2 Addition without Regrouping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55Learn Add Using Base 10 Blocks and a Place-Value Chart

3 Addition with Regrouping in Ones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59Learn Add Using Base 10 Blocks and a Place-Value Chart to Regroup Ones

Game Make a Hundred!

4 Addition with Regrouping in Tens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Learn Add Using Base 10 Blocks and a Place-Value Chart to Regroup Tens

5 Addition with Regrouping in Ones and Tens . . . . . . . . . . . . . . . . . . . . . 66Learn Add Using Base 10 Blocks and a Place-Value Chart to Regroup Ones and Tens

Game Go for the Greatest!

Let’s Explore Investigate the Relationship between Addition and Subtraction

Math Journal

6 Addition Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Learn Make Number Patterns Using Addition • Describe Geometric Patterns Using Numbers

Math Journal

Put on Your Thinking Cap! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77–78

Chapter Wrap Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79–80

2Chapter

ABook

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vi My Math Path Teacher’s Resource 3A

Subtraction up to 1000Chapter Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81A

Differentiation Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81B

Assessment and Remediation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81C

Chapter Planning Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81E


Recall Prior Knowledge and Quick Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82–83

1 Subtraction without Regrouping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Learn Subtract Using Base 10 Blocks and a Place-Value Chart

Math Journal

2 Subtraction with Regrouping in Tens and Ones . . . . . . . . . . . . . . . . . . 94Learn Subtract Using Base 10 Blocks and a Place-Value Chart to Regroup Tens and Ones

Math Journal

3 Subtraction with Regrouping in Hundreds and Tens . . . . . . . . . . . . 99Learn Subtract Using Base 10 Blocks and a Place-Value Chart to Regroup Hundreds and Tens

Game Break a Hundred!

4 Subtraction with Regrouping in Hundred, Tens, and Ones . . . . 105Learn Subtract Using Base 10 Blocks and a Place-Value Chart to Regroup Hundreds, Tens, and Ones

5 Subtraction across Zeros . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Learn Subtract from Numbers with Zeros Using Base 10 Blocks and a Place-Value Chart

Math Journal

6 Subtraction Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116Learn Make Number Patterns Using Subtraction

Put on Your Thinking Cap! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118–119

Chapter Wrap Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120–121

3Chapter

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ABook

Table of Contents vii

Using Bar Models: Addition and SubtractionChapter Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122A

Differentiation Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122B

Assessment and Remediation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122C

Chapter Planning Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122D

Chapter Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122

Recall Prior Knowledge and Quick Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123–124

1 Using Part-Part-Whole in Addition and Subtraction . . . . . . . . . . 127Learn Use Bar Models to Add • Use Bar Models to Subtract • Use Bar Models to Find Missing

Numbers Involving Addition and Subtraction

Hands-On Activity Write Real-World Problems and Draw Bar Models

2 Adding On and Taking Away Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136Learn Use Bar Models to Show Joining Sets to Add • Use Bar Models to Show Taking Away Sets to

Subtract

Hands-On Activity Write Real-World Problems and Draw Bar Models

Math Journal

3 Comparing Two Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142Learn Use Bar Models to Show Comparing Sets to Add • Use Bar Models to Show Comparing Sets

to Subtract

Hands-On Activity Show Real-World Problems with Bar Models

4 Meaning of Sum and Difference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148Learn You Can Relate Sum to the Addition Operation • You Can Relate Difference to the

Subtraction Operation

5 Real-World Problems: Two-Step Problems . . . . . . . . . . . . . . . . . . . . . 152Learn Use Bar Models to Solve Two-Step Problems

Math Journal

Put on Your Thinking Cap! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

Chapter Wrap Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159–160

4Chapter

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viii My Math Path Teacher’s Resource 3A

Multiplication and DivisionChapter Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161A



Chapter Planning Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161E

Chapter Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161

Recall Prior Knowledge and Quick Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162

1 How to Multiply . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164Learn Multiply Using Equal Groups • Multiply by One and Zero • Make Multiplication Stories

Let’s Explore Multiply by One and Zero • Multiplication Is Counting Equal Groups

Math Journal

2 How to Divide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174Learn Share Equally in Division • Divide by Using Repeated Subtraction of Equal Groups

• Record Repeated Subtraction in a Number Sentence

Hands-On Activity Make Equal Groups and Write the Division Sentences

3 Real-World Problems: Multiplication and Division . . . . . . . . . . . . 182Learn Read, Understand, and Solve Multiplication Problems • Read, Understand, and Solve

Division Problems

Let’s Explore Draw Diagrams to Find Solutions to a Real-World Problem


Chapter Wrap Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .187–188

5Chapter

Look for Assessment Opportunities

Student Book

• Quick Check at the beginning of every chapter to assess chapter readiness

• Guided Learning after every example or two to assess readiness to continue

Online Workbook

• Chapter Review/Test in every chapter to review or test chapter material

• Cumulative Reviews eight times during the year

• Mid-year and End-of-Year Reviews

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Book A

Table of Contents ix

Multiplication Facts for 2 and 5Chapter Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189A



Chapter Planning Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189E

Chapter Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189

Recall Prior Knowledge and Quick Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .190

1 Multiplying 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .193Learn Skip Count by 2 • Use Known Doubles Facts to Find Other Multiplication Facts • Use Known

Multiplication Facts to Find Other Multiplication Facts • Multiply Numbers in Any Order

2 Multiplying 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .201Game Skip Fives! • Coin and Number Card Game • Spin and Multiply

Learn Skip Count by 5 • Use Known Doubles Facts to Find Other Multiplication Facts • Use Shortcuts to Find Multiplication Facts • Multiply Numbers in Any Order

Math Journal

3 Divide Using Related Multiplication Facts . . . . . . . . . . . . . . . . . . . . . . . . .213Learn Use Related Multiplication Facts to Divide When Sharing Equally • Use Related

Multiplication Facts to Divide When Putting Things in Equal Groups

4 Odd and Even Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .217Learn Make Groups of 2 to Find Odd and Even Numbers • An Even Number Has Two

Parts That Are the Same

Let’s Explore Stack Groups of 4 to Find Odd and Even Numbers


Chapter Wrap Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .223–224

6Chapter

Look for Practice and Problem Solving

Student Book

• Let’s Practise in every lesson

• Put on Your Thinking Cap! in every chapter

Online Workbook

• Independent Practice for every lesson

• Put on Your Thinking Cap! in every chapter

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45A CHAPTER 2: OVERVIEW

Chapter Overview

Addition up to 1000

Math BackgroundChildren learned addition up to 100 in My Math Path 1and My Math Path 2, when they were taught the basic addition algorithm of adding from right to left (from the ones place to the tens place). Children were introduced to the commutative property of addition (a + b = b + a); the associative property of addition (a + b + c = [a + b] + c = a + [b + c]), where a, b, and c are whole numbers; and the identity property in addition: n + 0 = 0 + n = n, where n is any number. Children were taught how to compose and decompose numbers through place value and number bonds. Children were also taught to apply place value in addition with and without regrouping in numbers up to 100.

In this chapter, children apply these concepts to 3-digit numbers. They are taught multiple regroupings by using base 10 blocks and a place-value chart as concrete representations, allowing them to visualize addition with regrouping in the ones and tens places. For example, in the equation 125 + 237 = ___, the sum of digits in the ones place is 12 ones. Children are led to deduce that 12 ones can be regrouped as 1 ten 2 ones. Therefore, the sum of digits in the tens place is 1 + 2 + 3 = 6. The same strategy is applied to regroup in the tens place and in the ones and tens places.

In this chapter, children also learn to recognize number and geometric patterns. They articulate the pattern rules that they observe in these patterns.

Cross-Curricular ConnectionsLanguage: Reading As a class, brainstorm addition story ideas. Design and produce your own illustrated class book about addition.

The Arts: Drama Have children work in small groups to produce a short play about a teacher teaching place value and addition with regrouping. One child can be the teacher and other children the students. Encourage them to use base 10 blocks and place-value charts as props.

Indigenous ConnectionsYou can have children practise identifying and describing patterns involving addition and subtraction in Lesson 6 using everyday objects. Refer to Indigenous Connection: Basket Patterns.

Many Indigenous peoples create baskets, mats, and clothing to trade and for personal use. Their weaving often involves patterns made with different colours to enhance the design of these objects.

Refer children to the cedar-root basket activity on Indigenous Connection: Basket Patterns. Encourage them to describe the patterns on the basket by answering the questions provided.

2Chapter

Skills Trace

Grade 2

• Solve problems involving the addition and subtraction of whole numbers to 18, using a variety of mental strategies.

• Identify and describe growing and shrinking patterns involving addition and subtraction.

Grade 3

• Solve problems involving the addition and subtraction of 3-digit numbers, using a variety of mental strategies.

• Add and subtract 3-digit numbers, using concrete materials, student-generated algorithms, and standard algorithms.

• Identify and describe number patterns involving addition or subtraction

• Create number patterns involving addition or subtraction given a pattern on a number line or a rule expressed in words.

Grade 4

• Add and subtract 2-digit numbers, using a variety of mental strategies.

• Solve problems involving the addition and subtraction of 4-digit numbers, using student-generated algorithms and standard algorithms.

• Create number patterns involving addition given patterns expressed in words.

• Create number patterns involving addition and subtraction given a pattern rule expressed in words.

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Differentiation Resources

Differentiating InstructionEnglish-Language

LearnersExtra Support

Revisit 3A At Level

Online Workbook 3AExtension

Enrichment 3A

Lesson 1 p. 52 Worksheet 1 Practice 1

Chapter 2

Lesson 2 p. 56 Worksheets 2 and 3 Practices 2 and 3




Lesson 6 p. 76 Worksheet 10 Practice 10

Additional SupportFor Extra Support Select activities that go back to the appropriate stage of the Concrete–Pictorial–Abstract spectrum, such as having children

• act out addition stories within the chapter

• use manipulatives to model addition with and without regrouping

• tell and solve addition number stories

• create addition stories for given addition sentences

See also pages 60, 64, and 74–75.

If necessary, review

• Chapter 1 (Numbers to 1000).

For ExtensionSee suggestions on pages 68–69 and 76.

For English-Language LearnersSelect activities that reinforce the chapter vocabulary and the connections among these words, such ashaving children

• add terms, definitions, and examples to the Word Wall

• act out vocabulary terms

• draw pictures to illustrate each term

• discuss the Chapter Wrap Up, encouraging children to use the chapter vocabulary

CHAPTER 2: DIFFERENTIATION RESOURCES 45B



Assessment and Remediation

Chapter 2 AssessmentPrior Knowledge

Resource Page Numbers

Quick Check Student Book 3A pp. 49–50

Formative Assessment

Guided Learning Student Book 3A pp. 51, 52, 53, 56, 57–58, 60, 64–65, 68, 73–74, 75–76

Misconceptions Teacher’s Resource 3A pp. 53–54, 57–58, 61–62, 65, 77–78

Game Student Book 3A pp. 61, 69

Math Journal Student Book 3A pp. 71, 76

Math Journal Enrichment 3A Chapter 2

Formal Evaluation

Chapter Review/Test Online Workbook 3A Chapter 2

Additional Assessment Resources Math Pre-assessment 3 Math Exit Tickets, Grade 3

Number

Addition Addition FactsAdding to 1000

Addition FactsAdding 2-Digit NumbersAdding 3-Digit Numbers

Patterns and Algebra

Identifying and Describing Patterns

Describing Increasing Patterns Describing Increasing Patterns

Extending, Creating, Translating Patterns

Extending Increasing Patterns Extending Increasing Patterns

45C CHAPTER 2: ASSESSMENT AND REMEDIATION



Review/Test Questions Revisit Student Book

Workbook 1AGoalsOnline

Workbook 3A Revisit 3A Student Book 3A

Use chapter vocabulary correctly. 1 In context as needed pp. 55, 59, 73

Add up to 3-digit numbers without regrouping. 2, 3 Worksheet 2 Lesson 2

Add up to 3-digit numbers with regrouping in ones. 2, 4 Worksheets 4 and 5 Lesson 3

Add up to 3-digit numbers with regrouping in tens. 5 Worksheets 6 and 7 Lesson 4

Add up to 3-digit numbers with regrouping in ones and tens. 1, 2, 6 Worksheets 8 and 9 Lesson 5

Solve real-world addition problems. 3–6 Worksheets 2 to 9 Lessons 2 to 5

Use addition to make a number pattern. Worksheet 10 Lesson 6

Represent simple geometric patterns using a number sequence. Worksheet 10 Lesson 6

Remediation OptionsProblems with ... Can be remediated with ...

CHAPTER 2: ASSESSMENT AND REMEDIATION 45D



Chapter Planning Guide

45E CHAPTER 2: PLANNING GUIDE

Addition up to 10002Chapter

Lesson Pacing Goals Vocabulary Resources

Chapter Openerpp. 45–50

Recall Prior KnowledgeQuick Check

*1 dayBig Idea Addition can be

used to fi nd out how many in all. Numbers to 1000 can be added using different strategies.

Student Book 3A, pp. 45–50

Indigenous Connection:Basket Patterns

Online Teaching CentreIndigenous Connections

Lesson 1, pp. 51–54Addition and Subtraction Facts within 20

1 day • Use mental math to add and subtract within 20.

• Know basic addition and subtraction facts to 20.

Student Book 3A, pp. 51–54Online Workbook 3A, Practice 1Revisit 3A, Worksheet 1

Lesson 2, pp. 55–58Addition without Regrouping

1 day • Use base 10 blocks and place-value charts to add numbers without regrouping.

• Add up to 3-digit numbers without regrouping.

• Solve real-world addition problems.

• add• place-value

chart

Student Book 3A, pp. 55–58Online Workbook 3A, Practices 2 and 3Revisit 3A, Worksheets 2 and 3

Lesson 3, pp. 59–62Addition with Regrouping in Ones

1 day • Use base 10 blocks and place-value charts to add numbers.

• Add up to 3-digit numbers with regrouping in ones.


• regroup Student Book 3A, pp. 59–62Online Workbook 3A, Practices 4 and 5Revisit 3A, Worksheets 4 and 5

Lesson 4, pp. 63–65Addition with Regrouping in Tens

1 day • Use base 10 blocks and place-value charts to add numbers.

• Add up to 3-digit numbers with regrouping in tens.



*Assume that 1 day is a 60-minute period.



Materials

• counters• linking cubes

• set of base 10 blocks • Place-Value Chart (TR02)

• set of base 10 blocks • two 10-sided dice per group • Place-Value Mat ( TR01) per group• set of craft sticks (optional) • Base 10 Cutouts (TR03) (optional)

• set of base 10 blocks • Place-Value Chart (TR02)

per child (optional) • 2 index cards per pair (optional)• Place-Value Mat (TR01) per group

(optional)

CHAPTER 2: PLANNING GUIDE 45F



Chapter Planning Guide

45G CHAPTER 2: PLANNING GUIDE

Lesson Pacing Goals Vocabulary Resources

Lesson 5, pp. 66–72Addition with Regrouping in Ones and Tens

1 day • Use base 10 blocks and place-value charts to add numbers with regrouping.

• Add 3-digit numbers with regrouping in ones and tens.



Lesson 6, pp. 73–77 Addition Patterns

1 day • Use addition to make a number pattern.

• Represent simple geometric patterns using a number sequence.

• pattern rule Student Book 3A, pp. 73–77Online Workbook 3A, Practice 10Revisit 3A, Worksheet 10

Problem Solving p. 78

Put on Your Thinking Cap!

1 day 2Math Processes • Reasoning and Proving• Problem SolvingProblem-Solving Strategies• Work Backwards

Student Book 3A, p. 78Online Workbook 3A, Put On Your Thinking Cap!Enrichment 3A, Chapter 2

Chapter Wrap Up pp. 79–80

1 day 2• Reinforce and consolidate

chapter skills and concepts.Student Book 3A, pp. 79–80Online Workbook 3A, Chapter Review/Test



Materials

• set of base 10 blocks • Place-Value Mat ( TR01)

per group• 3 sets of Number Cards ( TR06) per

group• Place-Value Chart ( TR02) per child

(optional)

• 100 Chart (TR07) per child

CHAPTER 2: PLANNING GUIDE 45H

Online Teaching Centre

• Selected Student Book pages* • Teacher’s Resource • Indigenous Connections • Blackline Masters • Problem of the Lesson • Online Workbook and Answers • Revisit and Answers • Enrichment and Answers • Virtual Manipulatives • Games *These pages have been identifi ed for projection or

reproduction purposes.



Chapter Introduction

Student Book 3A p. 45

Mighty oaks from little acorns grow.100, 200, 300, 400, 500, 600, 700, 800, 900, 1000.Out of 1000 acorns, only 1 might grow.So find an acorn, and plant it with love.Watch it grow into the sky above.

2Chapter

Addition up to 1000

Addition can be used to find out how many in all. Numbers to 1000 can be added using different strategies.

BIGIDEA

Lessons1 Addition and Subtraction

Facts within 202 Addition without Regrouping3 Addition with Regrouping

in Ones4 Addition with Regrouping

in Tens5 Addition with Regrouping in

Ones and Tens 6 Addition Patterns

45

Big Idea (page 45)Addition can be used to fi nd out how many in all. Numbers to 1000 can be added using different strategies.

• Children use the regrouping concept to learn addition up to 1000.

• They learn addition with regrouping in ones, tens, and hundreds.

Chapter Opener (page 45)The picture illustrates an oak tree and many little acorns, some still on the tree and others scattered on the ground. Used with the poem, the picture gives the idea that 1000 is a large number containing 10 hundreds.

• Show children the picture and the poem.

• Read the poem aloud, and have children read each sentence after you.

• Read the second line again, writing the numbers on the board, one below another in a vertical column.

• Ask: How many hundreds are in 1000? (10)

Addition up to 1000

Lesson 1 Addition and Subtraction Facts within 20

Lesson 2 Addition without Regrouping

Lesson 3 Addition with Regrouping in Ones

Lesson 4 Addition with Regrouping in Tens

Lesson 5 Addition with Regrouping in Ones and Tens

Lesson 6 Addition Patterns

2Chapter

Vocabulary

add Put together two or more parts to make a whole.

Lesson 2

place-value chart

Hundreds Tens Ones

2 3 1Lesson 2

regroup ven

Change 10 ones to 1 ten or 1 ten to 10 ones.

Change 10 tens to 1 hundred or 1 hundred to 10 tens.

Lesson 3

pattern rule

The sequence that repeats in a pattern. Lesson 6

As you go through this chapter with children, you may choose to enhance your lesson by using the interactive tools in the Online Teaching Centre.

45 CHAPTER 2: INTRODUCTION




Fact family

2 � 3 � 5 3 � 2 � 5 5 � 2 � 3 5 � 3 � 2

3 � 5 � 5 � 3

Adding 0

3 � 0 � 3 0 � 99 � 99

Adding without regrouping

62 � 5 � ?

62

5

Step 2 Add the tens.

Tens Ones6 2

� 5

6 7So, 62 � 5 � 67.

Step 1 Add the ones.

Tens Ones6 2

� 5

7

8 cubes

3 � 5

8 cubes

5 � 3

RECALL PRIOR KNOWLEDGE

46 Chapter 2 Addition up to 1000


Adding with regrouping

57 � 5 � ?

So, 57 � 5 � 62.

57

5

62

Adding 3 numbers

3 � 1 � 6 � ?

Method 1 Method 23 � 1 � 6 3 � 1 � 6

4 � 6 � 10 3 � 7 � 10


Tens Ones1

5 7

� 5

2

Regroup the ones.12 ones � 1 ten 2 ones


Tens Ones1

5 7

� 5

6 2

Chapter 2 Addition up to 1000 47

Recall Prior Knowledge (pages 46 to 48)Fact Family: Children learned to show the inverse relationship between addition and subtraction using fact families in My Math Path 1.

• Show children the number sentence 2 + 3 = 5.

• Have them identify the other possible number sentences using the same three numbers. Use concrete representations such as linking cubes if required.

• Help children recall the commutative property of addition with the related addition sentence 3 + 2 = 2 + 3.

Adding Zero: Children learned the zero concept in My Math Path 1 and My Math Path 2.

• Show the two number sentences.

• Have children recall the identity property in addition: n + 0 = 0 + n = n for any number n.

Adding without Regrouping: Children learned 2-digit addition without regrouping in My Math Path 2.

• Show children the problem 62 + 5 = ?.

• Help them recall the strategy for adding numbers: Add from right to left (fi rst add ones and then add tens).

Adding with Regrouping: Children learned 2-digit addition with regrouping in My Math Path 2.

• Show children the problem 57 + 5 = ?. Lead them to see that the strategy of adding without regrouping does not work here.

• Have them recall the regrouping concept: 1 ten = 10 ones.

• Lead them to deduce that 5 tens 12 ones = 6 tens 2 ones.

Adding Three Numbers: Children learned the associative property of addition in My Math Path 1 and My Math Path 2.

• Show children the number sentence 3 + 1 + 6 = 10.

• Explain the possible methods of solving this number sentence.

CHAPTER 2: INTRODUCTION 46–47



Student Book 3A p. 48 Student Book 3A p. 49

Adding to solve real-world problems

Bruno sees 8 big birds.

There are 12 little birds too!

How many birds does Bruno see in all?

8 � 12 � 20

Bruno sees 20 birds altogether.

1

1 2� 8

2 0

Adding to make number patterns

Pattern rule:Start at 0, and add 1 each time.

0

+1 +1 +1

1 2 3 4 5 6 7 8 9 10

Adding to make shape patterns

Pattern rule:Start with 1 square, and add 1 square each time.

1 2 3 4

?


Which number sentences are in the same fact family as 7 � 6 � 13?

1 6 � 7 � 13 7 � 6 � 1 13 � 7 � 20

13 � 7 � 6 13 � 6 � 7 7 � 13 � 20

Add.

2 67 � 0 � 3 0 � 43 �

4 6 � 7 � 8 � 5 5 � 6 � 4 �

6 3 2� 5 7

7 7 8� 1 7

Continue the number pattern.

8

9

Quick Check

Pattern rule:Start at 3, and add each time.


3 5 7 9

+++

0 25 50

+++


67

21 15

89 95

2

25 25 25

75 100

25

43

11 13 152 2 2

Adding to Make Number Patterns: Children learned how to make increasing number patterns in My Math Path 2.

• Show children the number pattern.

• Have them recall what a number pattern is and identify the pattern rule: add 1 to get the next number.

Adding to Make Shape Patterns: Children learned how to make increasing shape patterns in My Math Path 2.

• Show children the shape pattern.

• Have them recall what a shape pattern is and identify the pattern rule: add 1 square to the top to get the next fi gure.

Adding to Solve Real-World Problems: Children learned how to apply addition to real-world problems in My Math Path 1.

• Show children the picture and the story.

• Relate the addition sentence to the story.

• Encourage children to check the answer by counting the birds in the picture.

Quick Check (pages 49 and 50)Use this section as a diagnostic tool to assess children’s level of prerequisite knowledge before they progress to this chapter.

Exercise 1 assesses children’s understanding of fact families.

Exercises 2 and 3 assess their understanding of the zero concept.

Exercises 4 and 5 assess their ability to add three numbers.

Exercises 6 and 7 assess their ability to add with regrouping using vertical form.

Exercises 8 and 9 assess their ability to identify the pattern rule of number patterns involving addition.

48–49 CHAPTER 2: INTRODUCTION




Colour these numbers on the 100 chart.5, 15, 25, 35, 45, 55, 65, 75, 85, 95Then answer the questions.

10

a What is the pattern rule?

b What do you notice about these numbers on the chart?

Find the pattern rule.Draw the next figure in the pattern.

1 1

1 2

Figure1 Figure2 Figure3 Figure4

?

Figure1 Figure2 Figure3 Figure4

?

Solve.

13 Sitan read 12 pages of a book on Monday. On Tuesday, she read another 17 pages. How many pages did she read in all?


Start at 5, and add 10 each time.

Answers vary. Sample Solution: They are in a straight line.

29

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

Exercise 10 assesses their ability to identify the pattern rule given in the hundred chart.

Exercises 11 and 12 assess their ability to identify the pattern rule in shape patterns. Students may draw their answers in two dimensions. This is acceptable if the correct number of squares is shown.

Exercise 13 assesses their ability to solve real-world addition problems.

CHAPTER 2: INTRODUCTION 50




278

386

278 � 386 � ?


1

2 7 8� 3 8 6

48 ones � 6 ones � 14 ones

Regroup the ones.

14 ones � 1 ten 4 ones

LEARN You can add using base 10 blocks and a place-value chart to regroup ones and tens.

Goals• Use base 10 blocks and place-value charts to add

numbers with regrouping.• Add 3-digit numbers with regrouping in ones and tens.• Solve real-world addition problems.

5Lesson

Addition with Regrouping in Ones and Tens


TeachDAY1

LEARN Add Using Base 10 Blocks and a Place-Value Chart to Regroup Ones and Tens (pages 66 and 67) This Learn introduces children to the addition of two 3-digit numbers with regrouping of ones and tens. You can use virtual base 10 blocks to represent two 3-digit whole numbers to be added.

• Draw a place-value chart on the board, and write the numbers 278 and 386 in the appropriate places in the chart.

• You may want to group children and have them use base 10 blocks and Place-Value Mat (TR01) to follow along at their desks.

• Ask some children to show the value of each digit in both numbers by holding up the correct number of base 10 blocks.

Chapter 2

Addition with Regrouping in Ones and Tens

LESSON OBJECTIVES• Use base 10 blocks and place-value charts to

add 3-digit numbers with regrouping of ones and tens.


DAY

1 Student Book 3A, pp. 66–72

Online Workbook 3A, Practices 8 and 9

MATERIALS• set of base 10 blocks • Place-Value Mat (TR01) per group• 3 sets of Number Cards (TR06) per group• Place-Value Chart (TR02) per child

(optional)

DIFFERENTIATION RESOURCES• Revisit 3A, Worksheets 8 and 9

55-minute Warm Up

• Randomly provide children with a 3-digit number, for example, 373.

• Have children fi ll in the blanks in the following:

373 = 373 ones = 3 hundreds 73 ones = 37 tens 3 ones = 3 hundreds 7 tens 3 ones

66 CHAPTER 2: LESSON 5

5Lesson





1 1

2 7 8� 3 8 6

6 41 ten � 7 tens � 8 tens � 16 tens

Regroup the tens.

16 tens � 1 hundred 6 tens

Step 3 Add the hundreds.

1 1

2 7 8� 3 8 6

6 6 4

1 hundred � 2 hundreds

� 3 hundreds � 6 hundreds

664

So, 278 � 386 � 664.

Lesson 5 Addition with Regrouping in Ones and Tens 67

Differentiating InstructionEnglish-Language Learners

Children may be unsure where to begin when adding. When reading English, they read left to right; to solve these math problems, they work right to left. Have children work with a partner and practise moving their fi nger from right to left on math problems.

Problem of the Lesson

Complete this number sentence.369 + 247 = ?Show your answer using place value.

Solution: 369 = 3 hundreds 6 tens 9 ones 247 = 2 hundreds 4 tens 7 ones

369 + 247: 3 hundreds 6 tens 9 ones + 2 hundreds 4 tens 7 ones 5 hundreds 10 tens 16 ones = 5 hundreds 11 tens 6 ones = 6 hundreds 1 ten 6 ones = 616

Answer: 616

Best Practices Allow children who understand regrouping to complete the Guided Practice on their own and then play the game. Provide Place-Value Chart (TR02) for children who continue to have trouble with alignment.

• Help children recall the strategy of adding numbers from right to left. Say: Add the ones. 8 ones + 6 ones = 14 ones. Say: Let’s regroup the ones. 14 ones = 1 ten + 4 ones.

• Have the children holding units combine their cubes and exchange 10 of them to get a rod.

• Say: Now add the tens. 1 ten + 7 tens + 8 tens = 16 tens. Regroup the tens. 16 tens = 1 hundred 6 tens. Have children combine the rods they are holding up. Then have them exchange 10 rods for a fl at.

• Say: Now add the hundreds. 1 hundred + 2 hundreds + 3 hundreds = 6 hundreds. So, there are 6 hundreds, 6 tens, and 4 ones. We get six hundred sixty-four. 278 + 386 = 664.

CHAPTER 2: LESSON 5 67




Players: 2–4 You need: • 3 sets of number cards from 0 to 9• pencil and paper

STEP

1 Shuffle the cards.Each player picks 6 cards.

The player with the greatest answer wins the game!

STEP

2 Use the 6 cards to make as many 3-digit numbers as possible. Write them down.

STEP

3 Add any two 3-digit numbers. (Hint: Pick the numbers that will give the greatest answer.) If the hundreds digits add up to more than 9, choose another number.

GO FOR THE GREATEST!GAME

Lesson 5 Addition with Regrouping in Ones and Tens 69


GUIDED LEARNING

What are the missing numbers?

1 153 � 449 � ?

Add the ones.3 ones � 9 ones � onesRegroup the ones.

ones � 1 ten ones

Add the tens.1 ten � 5 tens � 4 tens � tensRegroup the tens.

tens � 1 hundred tens

Add the hundreds.1 hundred � 1 hundred � 4 hundreds � hundredsSo, 153 � 449 � .

Add. Use base 10 blocks to help you.

Example

509 � 293 � ?1 1

5 0 9� 2 9 3

2 768 � 56 � 3 372 � 379 �

Solve.

4 In a competition, Joelle hops 125 times.Oscar hops 75 more times than Joelle.How many times does Oscar hop?

Write 153 � 449 this way.

1 5 3� 4 4 9

Then add.

Remember to change 10 ones to 1 ten and 10 tens to 1 hundred.


12

2

10

12

10 0

6602

824 751

200

Check for UnderstandingGuided Learning (page 68)

1 to 3 These exercises reinforce the addition strategy of regrouping in ones and tens. Recap the steps involved in addition with regrouping:

1. Add the ones.2. Regroup the ones.3. Add the tens. 4. Regroup the tens. 5. Add the hundreds.

4 This exercise provides practice solving a real-world addition problem.

Game:

Go for the Greatest! (page 69) This game reinforces the concept of addition with regrouping.

• Arrange children in groups of two to four. Distribute the sets of Number Cards (TR06).

• Read and explain the steps on the Student Book page.

• Have children repeat the activity as often as time allows.

For Extension Have children repeat the activity but try for the smallest possible sums.

68–69 CHAPTER 2: LESSON 5




LET’S PRACTISEWhat are the missing numbers?

1 278 � 346 � ?

Add the ones.

ones � ones � ones

� ten ones

Add the tens.

1 ten � tens � tens � tens

� hundred tens

Add the hundreds.

1 hundred � hundreds � hundreds � hundreds

So, 278 � 346 � .

2 7 8

� 3 4 6

MATH JOURNAL

What are 2 different ways to add 175 and 369?

Lesson 4 Addition with Regrouping in Tens And Ones 7171 Chapter 2 Addition up to 1,000 Lesson 5 Addition with Regrouping in Ones and Tens 71

8

7 4 12

1 2

632

624

6 14624

1 4

Method 2:100 � 300 � 40070 � 60 � 1305 � 9 � 14400 � 130 � 530530 � 14 � 544

Accept any mathematically accurate answer. For example, Method 1: 175� 369 544



We know that 5 � 2 � 7.So, 7 � 2 � 5 and 7 � 5 � 2.

Now try these:11 � 16 � 27

27 � 16 �

27 � 11 �

45 � 35 � 80

80 � 35 �

80 � 45 �

Think of any two 2-digit numbers. Add them. Now, take away one of the 2 numbers from the total. Try this with another set of two 2-digit numbers. What do you notice?

How do you think this is useful?

LET’S EXPLORE

11

45

16

35

When we take away 1 of the numbers from

Answers will vary. Sample Solution: It can help to double-check my work.

the total of the 2 numbers, we get the other number.

Let’s ExploreInvestigate the Relationship between Addition and Subtraction (page 70)This exploration allows students to investigate the inverse relationship between addition and subtraction before they learn to subtract larger numbers in Chapter 3. Children learned about fact families involving 1-digit numbers using number bonds in My Math Path 1. They now move on to a more abstract stage working with only number sentences.

• Have children work in pairs to solve the given number sentences.

• Then encourage them to each think of a 2-digit number, add the numbers, and then subtract one of the numbers from the sum.

• Lead students to observe that the three numbers in the related addition and subtraction sentences are the same.

READING AND WRITING MATH

Math Journal (page 71)This section allows children to refl ect on their observations and understanding of addition.

• Have children work in pairs.

• Have them show the other pairs their solutions.

CHAPTER 2: LESSON 5 70–71




Add.

2 68 � 132 �

3 459 � 273 �

4 74 � 436 �

Solve.

5 Kiri sells 436 apples in the morning.She sells 276 more apples in the afternoon than in the morning.How many apples does Kiri sell in the afternoon?

6 Zach has 784 toy cars in a box.He puts another 96 toy cars into the box.How many toy cars does Zach have in the box in all?

7 Kai sold 468 eggs on Monday.He sold 262 fewer eggs onMonday than on Tuesday.How many eggs did Kai sell on Tuesday?

He sold fewer eggs. Do I add?d?


200

732

510

712

880

730

Let’s Practise (pages 71 and 72)Exercises 1 to 4 provide practice in addition with regrouping ones and tens. Exercises 5 to 7 provide practice solving real-world problems involving addition of 3-digit numbers.

Children practise addition with regrouping in ones and tens in Practices 8 and 9 of Online Workbook 3A. These pages (with the answers) are available online

Differentiation Options Depending on children’s success with the Online Workbook pages, use these materials as needed.Extra Support: Revisit 3A, Worksheets 8 and 9

72 CHAPTER 2: LESSON 5




Pattern rule: Start at 0, and add 2 each time.

Pattern rule:Start at 0, and add 5 each time.


LEARN You can make number patterns using addition.

Goals• Use addition to make a number pattern.• Represent simple geometric patterns using a

number sequence.

6 Addition PatternsLesson

Vocabularypattern rule

0

+2 +2 +2

2 4 6 8 10 12 14 16 18 20

This is an increasing pattern. Each number is greater than the number before it. Each number is 2 more than the number before it.

Continue the number pattern.

GUIDED LEARNING

1

0

+5 +5 +5

5 10 15 20 25 30

0 7 14 21 28

+++

Lesson 6 Addition Patterns 73

7

35 4942777

TeachDAY1

LEARN Make Number Patterns Using Addition (page 73)Children learned to identify pattern rules for number patterns in My Math Path 2. They will learn to create number patterns involving addition and represent simple geometric patterns using a number sequence.

• Copy the number line onto the board.

• Ask: What do you notice about the number pattern?

• Invite children to share their observations.

• Lead children to deduce the pattern rule: start at 0 and add 2 each time.

Chapter 2

Addition Patterns

LESSON OBJECTIVES• Identify, describe, and create number patterns

involving addition.• Represent simple geometric patterns using a

number sequence.

Vocabularypattern rule

DAY

1 Student Book 3A, pp. 73–78

Online Workbook 3A, Practice 10

MATERIALS• 100 Chart (TR07) per child

DIFFERENTIATION RESOURCES• Revisit 3A, Worksheet 10• Enrichment, Chapter 2

5 5-minute Warm Up

• Show a 100 Chart (TR07) on the board. Colour the cells with the numbers 10, 20, 30, 40, 50, 60, and 70, one at a time. Invite children to describe the growing pattern, and then continue the pattern by colouring the next three numbers.


6Lesson




The number of squares in each figure is more than that in the previous figure.

How many squares are there in each figure? What do you notice about the numbers? Do they increase or decrease? Do they increase by the same number each time?

nnn thethe

Pattern rule:Start at 1, and add 3 squares each time.

GUIDED LEARNINGFind the pattern rule. Extend the number pattern.

6

?

Figure number Number of squares

1 1

2 4

3 7

4 10

5 ?

Figure number Number of squares

1 5

2 8

3 11

4

5

� 3

� 3

?

?

Figure 1 Figure 2 Figure 3


14

17


2 11, 15, 19, , ,

Pattern rule: Start at 11, and add each time.

3 233, 333, 433, 533, , ,


4 225, 250, 275, 300, , ,


5 11, 22, 33, 44, 55, , ,


233 333 533433

11 15 19

LEARN You can describe geometric patterns using

Look at the pattern below.

numbers.

Figure 1 Figure 2 Figure 3 Figure 4

?


4

23

633

100

325

66

11

77 88

350 375

733 833

27 31

2723 31

733633 833

Guided Learning (pages 73 and 74)1 to 5 Have children identify the pattern rules for number

patterns involving addition.

For Extra Support You may want to give children simpler pattern questions to help them identify pattern rules, for example:

0, 10, 20, 30, 40

LEARN Describe Geometric Patterns Using Numbers (pages 74 and 75)Children have learned to identify pattern rules for number patterns involving addition. They now learn to solve geometric patterns using number sequences.

• Copy the geometric pattern onto the board.

• Ask: What do you notice about the fi gures?

• Invite children to share their observations.

• As children share their observations on the number of squares in each fi gure, draw a table on the board to tabulate the fi gure numbers and the corresponding number of squares in each fi gure.

• Have children study the numbers in the table.

• Ask: What do you notice about the numbers in the table?

• Lead children to deduce the pattern rule: start at 1 and add 3 squares each time to get the number of squares in the next fi gure.

Guided Learning (pages 75 and 76)6 and 7 Have children identify the pattern rules of the

number patterns in the geometric patterns.





7

?

Figure number Number of matchsticks

1 6

2 11

3 16

4

5



Make your own number pattern of increasing numbers. Explain what the pattern rule is.

MATH JOURNAL

21

26

Differentiating InstructionEnglish-Language Learners

Some children may not understand the idea of pattern rule. Have them verbalize the pattern rule every time and then indicate it on the given pattern so that they can visualize and relate to the term pattern rule.

Problem of the Lesson

Look at the pattern.What is the pattern rule?What are the next 2 numbers?

80, 180, 280, 380, 480, 580

Answer:The pattern rule is to start at 80 and add 100 each time to get the next number.The next 2 numbers are 680 and 780.

• Have children create their own number pattern and describe the pattern rule.

• Invite children to share their number patterns so that the other children can identify their pattern rules.

Best Practices You may want children to work in pairs. Have one child create a growing geometric pattern. Have the other child circle the difference between each fi gure and draw the next three fi gures.

For Extension Have children work in pairs to create a more complex growing geometric pattern. Then have them show the next three fi gures for each other’s pattern.

READING AND WRITING MATH

Math Journal (pages 76)This section allows children to refl ect on their observations and understanding of number patterns involving increasing numbers.






?

LET’S PRACTISEContinue the number pattern.

1 50, 62, 74, 86, , ,

50 62 8674

2 85, 135, 185, 235, , ,

85 135 235185

3 29, 229, 429, , 829

29 429229 829

4 123, 129, 135, 141, 147, , ,

5 410, 419, 428, 437, 446, , ,

6 How many squares are there in Figure 4?


153

455 464 473

9

159 165

98

285

629

335 385

110 122

11098 122

335285 385

629

7 How many dots are there in Figure 5?

8 How many squares are there in Figure 4?

?

?

PUT ON YOUR THINKING CAP!

P R O B L E M S O L V I N G

What are the missing numbers?

1 1 1 1

�

3 3 3

2 4 3 2

� 4 6

8 8 8

3 1 2

� 3 4 5

4 6 8

What are the missing numbers?There is more than 1 answer.

4 4 3

� 2 8 4

7 7

Figure 1 Figure 2 Figure 3 Figure 4



10

7

Answers vary.

2 2 2 5

Math Processes: Reasoning and Proving, Problem SolvingStrategies: Work Backwards

3

Let’s Practise (pages 77 and 78)Exercises 1 , 2 , 4 , and 5 provide practice continuing a growing number pattern.

Exercise 3 provides practice fi nding missing numbers in a growing number pattern.

Exercises 6 to 8 provide practice identifying the number patterns in geometric patterns.

Children practise identifying pattern rules in number patterns in Practice 10 of Online Workbook 3A. These pages (with the answers) are available online.

Misconceptions For more complex number patterns, some children may not be able to see the pattern rule. Tell them to draw arrows to show the pattern between all consecutive numbers before identifying the repeating pattern unit.

Differentiation Options Depending on children’s success with the Online Workbook pages, use these materials as needed.Extra Support: Revisit 3A, Worksheet 10

CRITICAL THINKING AND PROBLEM SOLVING

Put on Your Thinking Cap! (page 78)This problem-solving exercise involves addition with or without regrouping. Children work individually or in groups to answer the questions and to present the solutions to the class.

For Exercises 1 to 3 , ask children to think of a possible number to fi ll each blank, for example, 1 + ? = 3 (2); 3 + ? = 8 (5); ? + 5 = 8 (3).

For Exercise 4 , ask children to think of possible pairs of answers, but lead them to see that the tens have been regrouped in the hundreds place. Encourage children to share the different methods of solving the problem.

Math Processes

• Reasoning and Proving• Problem Solving

Children can try the Challenging Practice and Problem Solving pages in Online Workbook 3A.

Differentiation Options Depending on children’s success with the Online Workbook pages, use these materials as needed.Extension: Enrichment 3A, Chapter 2

Problem-Solving Strategies

• Work Backwards




Chapter Wrap Up (pages 79 and 80)Use the examples on pages 79 and 80 to review addition and subtraction facts within 20, and addition of 3-digit numbers with and without regrouping. As you work through the examples, encourage children to use the chapter vocabulary: • add • place-value chart • regroup

• pattern rule

Have children review the vocabulary, concepts, and skills from Chapter 2 with the Chapter Review/Test in Online Workbook 3 A. These pages (with the answers) are available online


You have learned ...

Addition and Subtraction Facts within 20

Add Mentally Subtract Mentally

By making 108 � 5 � ?

5 � 2 � 38 � 2 � 10

So, 8 � 5 � 8 � 2 � 3 � 10 � 3 � 13

By using doubles7 � 8 � ?

8 � 7 � 17 � 7 is a doubles fact.7 � 7 � 14

So, 7 � 8 � 7 � 7 � 1 � 14 � 1 � 15

By using number bonds14 � 6 � ?

1410

4

10 � 6 � 4 4 � 4 � 8

So, 14 � 6 � 8

CHAPTER WRAP UPAddition can be used to find out how many in all. Numbers to 1000 can be added using different strategies.

BIGIDEA


Patterns

Addition Patterns

51, 53, 55, 57, 59, 61, 63


Pattern rule: Start at 3, and add 3 craft sticks each time.

�2 �2 �2

Addition up to 1000

Addition without Regrouping Addition with Regrouping

Use basic facts.Add the ones.Add the tens.Add the hundreds.

2 4 6� 5 4 3

7 8 9

Regrouping in tens and ones.

Regroup.Use basic facts.5 ones � 7 ones� 12 ones� 1 ten 2 ones

1 ten � 6 tens � 8 tens � 15 tens� 1 hundred 5 tens

1 1

3 6 5� 4 8 7

8 5 2

Solve real-world addition problems.

Mrs. Grey sells 276 cookies in the morning.She sells 145 more cookies in the afternoon than in the morning.How many cookies does Mrs. Grey sell in the afternoon?

She sells 421 cookies.

1 1

2 7 6� 1 4 5

4 2 1


CHAPTER 2: WRAP UP 79–80



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