Grade 3, Module 2

Core Focus
Reviewing, extending, and applying addition and subtraction strategies
learned in Grade 2
Continuing to explore and understand the relationship between addition and subtraction
Using strategies to estimate when adding and subtracting
Addition
Estimation is an important skill used in daily life. Previously learned estimation skills
and number patterns associated with addition help students solve word problems
based on real-life situations.
2.6

Estimating with Subtraction

It is not always necessary to give an exact

answer. Estimates are sometimes just as useful.

Smalleld

45 miles

About how much farther is Gotham

than Smalleld?

Gotham

64 miles

Sprinton

92 miles

It must be a little less

than 20 miles because
45 + 20 = 65.
What is your estimate of the distance from Smalleld to Sprinton?
I know double 45 is 90,
so it must be a little
more than 45 miles.

Sometimes it's easier to use

addition than to use subtraction.
Think 45 + ? = 92.

Step Up
Estimate the distance between these towns.
In this
lesson,1. students
explore ecient strategies to estimate
the di
a. erence between two two-digit numbers.
The distance from Berriton to Moonby
is about

Berriton

miles.

the Compensation
TheIntroducing
distance from Blucome
to Cheru

75 miles

Cheru

94 miles

+21

Deon showed his thinking

on a number line.
50

71

+51

How did she adjust the cost of the watch

to keep the total the same?
20

1. Complete each of these.

30 +

57

57 23 = ____

+4

23

53

57

+ 20

Reviewing strategies using

place value to breakis the
the
numbers into
parts (hundreds, tens,
same as
38 + 15 is the same as 40 +
+ 10
and ones) makes it easier
for
students
to
add
twoand
three-digit
numbers
mentally,
e.
is the same as
59 + 72 is the same as 60 +
+ 70
part by part.
d.

Compensation is a strategy
used to make quantities
easier to add mentally.
E.g. in 36 + 34, 36 can be
decomposed into 35 + 1,
then the 1 is added to the 34,
resulting in 35 + 35, which is
easier to calculate mentally
as a double. Compensation
is particularly useful to make
a ten. E.g. 48 + 23 is the
same as (48+2) + 21, or 50
+ 21, which is more easily
calculated as 71.

ORIGO Education.

ORIGO Education.

71

In this lesson, students use compensation to make quantities

b.
c. their
easiera. to compute
mentally,
and
then show
on a
94thinking
+ 21
69 + 25
28 + 56
is the same as
is the same as
is the same as
number line.
70 +

37

23 + 34 = ____

ORIGO Stepping Stones 3 2.6

$ 48

How did the numbers change? Did it aect the total? How do you know?

Step Up

34

20

+30

$23

Deon showed each number with base-10 blocks.

He then adjusted the blocks to round
one number to a nearby ten.

Olivia used the same strategy but

started with the cost of the sunglasses.

Strategy for Addition

is about
miles.
How could
you gure out
the exact
cost of the two items?
42

The student will use open

number lines to show
mental strategies for
adding and subtracting.
These examples show the
count-back and count-on
strategies for subtraction.

27 miles

Blucome

ORIGO Education.

2.3

Saxville

miles.

Estimation is a rough
calculation of a quantity
when the exact amount is
not needed. E.g. 46 + 32 is
about 80.

15 miles

Moonby
52 miles
Students nd approximate
answers
working
with convenient
estimates,
The distance
from Moonby by
to Leypone
Leypone
81 miles
such as multiples of ten,
and calculate
exact answers using strategies such
is about
miles.
as compensation. b. The distance from Saxville to Blucome
is about

Glossary

36

ORIGO Stepping Stones 3 2.3

Grade 3, Module 2

2.4

Using Place Value to Add Two- and Three-Digit Numbers

Ideas for Home

How could you gure out the
total of these two prices?

$125

$37

When you are shopping

at the grocery store or
watching a sports game,
point to or say two two-digit
numbers and ask your child
to add or subtract them
mentally. Remember to ask
which count on/count back
strategies were used.

I know the total is 162 because I start

with 125 then add 30 and 7 in two jumps.
+30

+7

125

155

100 + 0 = 100

Logan and Layla wrote

these number sentences
to record their steps.

20 + 30 = 50

125 + 37 =

5 + 7 = 12

120 + 30 + 5 + 7

100 + 50 + 12 =

Describe the steps

they followed.

162

What is another way to gure out the total?

How could you gure out the total of these two prices?

$53

$164

Whatlesson,
number sentence
couldcompare
you write?
In this
students
mental strategies used to add,
and show their thinking using number lines and equations.

Step Up

Subtraction

a.

1. Figure out the total in your head. Record the steps you use.
b.

35 + 59 =

48 + 36 =

ORIGO Education.

Finding convenient estimates helps students to calculate distance and estimate

cost within real-life contexts.
Count-back and 38count-on strategies help make it easier to calculate exact answers
in subtraction. Both involve breaking a two-digit number into parts, into tens and
ones. This is also called thinking addition.
ORIGO Stepping Stones 3 2.4

2.7

Reviewing the Count-Back Strategy for Subtraction

Imagine you have $55 in your wallet.

TICKETS

How much money will you have left if you

buy one childs ticket?

Child

$16

Adult

$24

Tyler used blocks to gure out the change.

First he showed 55.

Then he traded one tens

block for 10 ones blocks.

Practice compensation with

numbers, e.g. 68 + 36. This
problem is the same as
(68 + 2) + 34 or 70 + 34, which
is easier to solve mentally
(70 + 30 is 100 and 4 more
are 104).
Your child develops a strong
sense of number by doing
calculations mentally and
using strategies grounded in
the base-10 number system.
The familiar methods that
adults learned in school will
be taught and practiced later
in Grade 3.

Then he removed 16 to
nd the amount left over.

Why did Tyler trade one of the tens blocks for 10 ones blocks?
What amount is left?
Kylie used a dierent strategy.
She counted back by tens and
then ones on a number line.

-6

-10

39

Which strategy do you like best? Why?

45

55

What change will you receive if you buy one adults ticket?
1. Use the count-back strategy to gure out the dierence between
In this
students
the
count-back
strategy
to nd
Steplesson,
Up
the price andreview
the amount
in the
wallet. Draw jumps
on the number
line to
show your blocks
thinking. and number lines.
dierences using
base-10

2.8

$75

$32

$
Reviewing
the Count-On Strategy for Subtraction

b.
How many
$22 did the visiting team
$65more points
score than the home team?
Luis used a$ count-on strategy to gure
out the dierence.
+17

ORIGO Education.

44
63

+2

80

63

82

ORIGO Education.

a.

ORIGO Stepping Stones 3 2.7

82

Counting on is a useful
strategy when the
difference is small.

What do you notice about the dierence?

Where is it located on the number line?
Draw jumps on this number line to gure out
the dierence between these two scores.

In this lesson, students review nding the dierence using

a count-on strategy (think addition).

91

74