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Unit 1 Module 3

Unit 1
Module 3
Session 4 Session 4
Introducing Work Place 1E
Carrot Grab
Summary
This session begins with a problem string that involves jumping by a friendly number. One
goal of the session is to establish yearlong norms for the problem string classroom routine.
Then the teacher explains the rules and expectations for a new game called Carrot Grab
and plays a few rounds with the class. This game, which becomes a Work Place, encourages
students to practice the addition strategy of getting to a friendly number. The session ends
with students visiting Work Places if time allows.

Concepts & Skills


• Solve addition story problems with sums to 100 involving lengths given in the same
units (2.MD.5)
• Use strategies based on place value, properties of operations, or the relationship between
addition and subtraction to add fluently with sums to 1,000 (3.NBT.2)
• Model with mathematics (3.MP.4)
• Look for and make use of structure (3.MP.7)

Materials
Copies Kit Materials Classroom Materials Vocabulary
An asterisk [*] identifies
Problem String Adding Tens those terms for which Word
• student math journals Resource Cards are available.

Work Places Introducing Work Place 1E Carrot Grab friendly number

TM T4 • 1 Carrot Grab Game Board


Work Place Guide 1E Carrot Grab • 2 dice numbered 1–6
SB 21* • 1 spinner overlay
Work Place Instructions 1E Carrot • 2 game markers in different colors
Grab Instructions • 20 game markers in a different
(third) color

Work Places in Use


1A Make the Sum (Introduced in Unit 1, Module 1, Session 5)
1B Target Twenty (Introduced in Unit 1, Module 2, Session 2)
1C Blast Off to Space (Introduced in Unit 1, Module 2, Session 3)
1D Subtraction Bingo (Introduced in Unit 1, Module 2, Session 4)
1E Carrot Grab (introduced in this session)

Daily Practice
SB 22
Counting On & Problem Solving

HC – Home Connection, SB – Student Book, TM – Teacher Master


Copy instructions are located at the top of each teacher master.
* Run 1 copy of this page to be kept in a clear plastic sleeve in the Work Place bin.

Bridges in Mathematics Grade 3 Teachers Guide 27 © The Math Learning Center | mathlearningcenter.org
Unit 1 Module 3 Session 4

Preparation About This Session


You will do your first problem string today. Students will record their problem strings work in The game Carrot Grab
their student journals. provides practice with
several important skills
Choose an area everyone can see that has plenty of space to write. This can be on a whiteboard,
and concepts. The game
document camera or projector, or on chart paper. Note that the lesson presumes you will use the
board itself is designed to
discussion area, as sitting close together is conducive to the kind of talking and sharing you want
highlight the 5s and 10s
to happen. However, if this is not possible in your classroom, figure out what works best for you. pattern of our number
In today’s session, you’ll introduce Work Place 1E Carrot Grab. Before this session, you should system and prompts
review the Work Place Guide and Work Place Instructions, and assemble the bin for Work Place students to use the
1E, using the materials listed on the guide. The Work Place Guide also includes suggestions for pattern to help them
differentiating the game to meet students’ needs. know where to land. In
this version of the game,
students are encour-
aged to hop to a friendly
Problem String number. This builds intu-
ition toward the “reach
a friendly number” and
Adding Tens “give and take” addition
1 Set the stage for today’s lesson by briefly reviewing the addition and subtrac- strategies.
tion problems students have been solving. Let them know that today they will
play a game in which they will get to practice some of their strategies.
Remind students of the good work they have been doing using strategies to add and subtract
measurements. Today they will practice those strategies while playing the game Carrot
Grab. This game will then become a Work Place. First they will start with a problem string.

2 Introduce the problems strings routine, which you will do together as a


class frequently this year.
Tell students:
• A problem string is a series of problems that students will solve and discuss one at a time.
• Strings often start out with an easier problem, and then the problems get harder as the
string continues.
• The problems at the beginning of the string often helpful in solving problems toward
the end of the string.
• Solving the problems in a string involves thinking like a mathematician because
students want to find clever and efficient ways to solve the problem. Efficient strategies
are quick and can be explained clearly.
• During a problem string, the students will solve each problem, share strategies and
answers, and discuss each other’s thinking.
• Students will do their work in their journals. When they talk about their work, the
teacher will usually represent their work for everyone to see.
Assure students that what you are explaining will make much more sense when they are
doing a string.

3 Deliver the string shown in the chart. After the chart, there is a sample
progression of dialog that illustrates how the first set of problems in this
string might play out in a classroom.
• Ask students to write today’s date and the title Adding Tens Problem String on a fresh
page in their journals.
• Pose each problem one at a time by writing it on the board, and give students time to
work. Consider posing each in a measurement context (see sample dialog that follows).
• After students have had adequate time to record and solve the problem, ask the class for
the answer, and then invite two or three students to explain how they solved the problem.

Bridges in Mathematics Grade 3 Teachers Guide 28 © The Math Learning Center | mathlearningcenter.org
Unit 1 Module 3 Session 4

• To show students’ thinking, represent the strategies on an open number line or with splitting.
• Focus on choosing strategies that employ the strategy of jumping to a friendly number.
CHALLENGE Encourage students to use the most efficient or sophisticated strategy they can
think of. Then encourage them to look back at their work and see if they can see an even
more efficient strategy that they could have used.

Problem String Adding Tens

Problems Sample Strategies & Recording Connections


10 In these problems, students can build on
the count-arounds by 10 they have been
doing, and on the Add Tens strategy for
28 38
basic addition. They begin at 28 and first
28 + 10 28 + 10 = 38
2 8 add the tens from the second addend.
Then they can add the ones from the
second addend.
28 30 38
Big Idea
10 2 You can break one of the addends apart by
1
28 + 13 28 + 13 = 41 place value, add the tens, and then add the
28 38 40 41 ones.

10 10 2 1

28 38 48 50 51
28 + 23 28 + 23 = 51
20 2 1

28 48 50 51

10 In these problems, students can begin at


36 and first add the tens from the second
36 + 10 36 + 10 = 46
addend. They can add the tens one at a
36 46 time (+ 10 + 10 + 10) or all at once (+ 30).
Then they can add the ones from the
10 4 2 second addend.
36 + 16 36 + 16 = 52
Big Idea
36 46 50 52 You can break one of the addends apart by
10 10 10 place value, add the tens, and then add the
4 2 ones.

36 46 56 66 70 72
36 + 36 36 + 36 = 72
30 4 2

36 66 70 72

10 10 3 The addends in this problem are different


1
from those in the groups of problems that
precede it in the string. After working
47 57 67 70 71 through the two sets of problems above,
47 + 24 47 + 24 = 71
20 we want students to immediately add the
3 1 2 tens in 24 to 47 and then add the 4 ones.

47 67 70 71

Bridges in Mathematics Grade 3 Teachers Guide 29 © The Math Learning Center | mathlearningcenter.org
Unit 1 Module 3 Session 4

Sample Dialog
Teacher The book measures 28 centimeters, and the pencil measures
10 centimeters. If you line them up end to end, how long are they
together? … What did you get for an answer?
28 + 10
Alana I got 38.
Teacher How did you get your answer?
Alana I just know that 28 plus 10 is 38.
Teacher I am going to model that on an open number line. Ten is
pretty friendly, isn’t it? Did anyone do it a different way?
George I know that 28 and 2 is 30, so then you just have 8 left, so 38.
Teacher I’ll model that too.

0 0

8
2

8 0 8
ELL Hold up a book and a pencil as you pose the question. Briefly line them up and then

put them both down. We want students to understand the question, but not use the physi-
cal objects to find the answer.
SUPPORT Allow students to solve the problem in a way that makes sense to them. The succes-

sion of problems in the string will give them the opportunity to use more efficient strategies.
Teacher Time for the next problem. How long would that 28 centime-
ter book and a 13 centimeter pencil lined end to end be?
Celeste Since 28 + 10 is 38, then I just added 2 more to get to 40 and
then 1 more is 41.
Teacher There is that friendly number, 10, again.

8 4 41
Teacher What if you had two books lined up? One is 28 centimeters
and the other is just a little shorter, 23 centimeters. I’ll give you a
few minutes to work on this. … Who’d like to share their answer and
strategy?
Abe I added 10 to 28 to get 38. Ten more is 48, then just like Celeste, I
added 2 to get 50 and 1 more is 51.
Miguel I added 20 to 28. That’s 48
Teacher So, you can add 20 in one whole jump?
Miguel Yes, it’s kind of like the adding 10s pattern, except the
number goes up by 2 tens, 28 to 48. Then I added the 2 to get to 50,
and 1 more is 51.
Teacher We have seen some examples of using the friendly number
10. Tell me about 20.
Miguel It’s really friendly ­— it’s 2 tens.

Bridges in Mathematics Grade 3 Teachers Guide 30 © The Math Learning Center | mathlearningcenter.org
Unit 1 Module 3 Session 4

28 5 0 0

8 3 8 05

4 After completing the string together as a class, have students look over their
entries in their math journals and make additions or corrections as needed.
5 Ask students to describe what they learned during the string, emphasizing
friendly numbers and the Add Tens strategy. Then have them put their
journals away.
Teacher As you look over the work you did in your math journals,
what did you learn during this string?
Students Since I know how to add 10 to a number, I can use that to
help me add tens to a number.
I can add 10 + 10, or I can add 20 all at once.
You can add the nice part of the number first and then worry about
the little bit left over.
Multiples of 10 are friendly to add.

Work Places
Introducing Work Place 1E Carrot Grab
6 Introduce the Carrot Grab Game to the class.
Display the Carrot Grab Game Board and spinner, and tell students that today they’ll play
a game about hungry rabbits.

7 Briefly summarize the game before playing with the class.


Players take turns rolling two dice and spinning a spinner. The numbers on the dice
represent single spaces, and the number on the spinner represents 10s. Players add their
1s and 10s to move forward. They can break the number apart in any way to land on as
many multiples of 10 as possible, where they can collect carrots. For example, if a player
is on 138 and rolls a 4 and 3 and spins Hop 2 Tens, they could move 2 spaces to land on
140. Then they take 2 hops of 10 to land on 150 and then 160. They finish by moving the
remaining 5 to land on 165, thus getting 3 carrots. The game is over when both players
reach the 210 space on the board (or go past it). At that point the player with the most
carrots wins.

Bridges in Mathematics Grade 3 Teachers Guide 31 © The Math Learning Center | mathlearningcenter.org
Unit 1 Module 3 Session 4

8 Play a sample game against the class as a team, referring to Work Place
Instructions 1E Carrot Grab as needed.
Teacher Let’s take enough turns so that you understand how the game
works. I’ll be the blue marker and the class will be the red marker. So,
I’ll roll a … 3 and 1 and spin a “Hop 2 Tens.” Since I want to land on the
multiples of 10 where the carrots are, where should I move?
Student Can you use the Hop 2 Tens first?
Teacher Yes, you can. Or you can split up the total of the dice.
Student I think you should hop the 2 tens first. Then you’ll get a
carrot on 110 and 120. Then hop the 4. Now you’re on 124. That’s just
1 back from 125.
Teacher Let’s play one more turn from here. I am on 124. Now I’ll
roll a … 4 and 5 and spin a “Hop 1 Ten.” This time I think I’ll break up
the 9 from the dice. So, I’ll hop 6 to get to 130, then hop the 1 ten to get
to 140, and then I’ll hop the rest of the 3 from the dice, landing on 143.

Carrot Grab Game Board

110
130
0
12

CARROT GRAB 100


150

HOPNS 1HTOP
2 TE EN
14

P 3 TENS 1 HOP

HOEN
2T
N
TE
0

P S 3 TENS 1 HO
HOP
HOP
HOENS
210

TE P
T

N
2

2 TE EN
HOPNS 1 TOP
H
200

16

190
0
180

170

© The Math Learning Center QCB3201

Teacher …So, I was on 124 and to add 19, I first added 6 to get to the
nice number of 130, where I could get a carrot. Then I added 10 to get to
140, so I got another carrot. Then I added the 3 that were left. So I did
124 + 19 this way: 124 + 6 + 10 + 3 = 130 + 10 + 3 = 140 + 3 = 143.

9 Stop when it becomes clear that most students understand how to play the
game. Remind them that the game continues until both players reach the
end of the board. The player with the most carrots wins. (Let them know
that they don’t have to land exactly on 210 to finish.)
• Ask students to clarify why they might want to split up the dice rolls.
• Elicit comments from students that they are trying to land on the decades, the mul-
tiples of 10. Here students get practice getting to a friendly number. This gives students
an incentive to break up the sum of the dice in helpful ways.

Bridges in Mathematics Grade 3 Teachers Guide 32 © The Math Learning Center | mathlearningcenter.org
Unit 1 Module 3 Session 4

Work Places
10 Write the list of Work Places from which students can choose today. You
can just write the numbers (1A–1E), or write out the full names if you have
time. (See the list in the Work Places in Use row of the Materials Chart for
the complete list of Work Places used today.)
11 Have students get their folders and choose a Work Place.
Have students pick up their Work Place folders and a pencil, and remind them to fill out
their Work Place Logs as they finish each activity.
SUPPORT Suggest specific Work Places for struggling students to work on critical skills.
Use this time to pull individuals or small groups who seem to be struggling with the skills
and concepts you’ve been working on over the past few days.
CHALLENGE Encourage students to think about the strategies they are using and to share their

thinking. Encourage students to generalize about what happens in certain Work Places.

12 Close the session.


• Have students clean up and put away their materials.
• Summarize today’s activities, and remind students that the Carrot Grab game will be
available for several weeks during Work Places.
• Let them know that they will take the unit assessment session after next, and that
many of the problems that seemed challenging at the beginning of Unit 1 will seem
easier now.

Daily Practice
The optional Counting On & Problem Solving Student Book page provides additional
opportunities to apply the following skills:
• Skip-count by 10s (2.NBT.2)
• Solve addition and subtraction story problems with sums and minuends to 100 involving
situations of putting together and comparing, with unknowns in all positions (2.OA.1)
• Solve addition story problems with sums to 100 involving lengths given in the same
units (2.MD.5)
• Solve two-step story problems using addition, subtraction (3.OA.8)
• Write equations with a letter standing for the unknown quantity to represent one-step
story problems (supports 3.OA)

Bridges in Mathematics Grade 3 Teachers Guide 33 © The Math Learning Center | mathlearningcenter.org
Bridges in Mathematics Grade 3 Teachers Guide 34 © The Math Learning Center | mathlearningcenter.org

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