Beruflich Dokumente
Kultur Dokumente
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.
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.
Daily Practice
SB 22
Counting On & Problem Solving
Bridges in Mathematics Grade 3 Teachers Guide 27 © The Math Learning Center | mathlearningcenter.org
Unit 1 Module 3 Session 4
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.
10 10 2 1
28 38 48 50 51
28 + 23 28 + 23 = 51
20 2 1
28 48 50 51
36 46 56 66 70 72
36 + 36 36 + 36 = 72
30 4 2
36 66 70 72
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.
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.
110
130
0
12
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
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.
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