grade 3, module 2: place value and problem solving with

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Grade3,Module2:PlaceValueandProblemSolvingwithUnitsofMeasure

Mission:MeasureIt

WordProblems

TableofContents

WORDPROBLEMS............................................................................................................2-11

TopicA:TimeMeasurementandProblemSolving..........................................................................2

TopicB:MeasuringWeightandLiquidVolumeinMetricUnits........................................................4

TopicC:RoundingtotheNearestTenandHundred...............................................................................5

TopicD:Two-andThree-DigitMeasurementAdditionUsingtheStandardAlgorithm.......................6

TopicE:Two-andThree-DigitMeasurementSubtractionUsingtheStandardAlgorithm...................8

TemplatesforLessons4and14..............................................................................................10

WORDPROBLEMS

2

ANOTEONSTANDARDSALIGNMENT:

SecondsexceedthestandardforGrade3,whichexpectsstudentstotelltimetothenearestminute.ThestandardsintroducesecondsinGrade4(4.MD.1).

TopicA:TimeMeasurementandProblemSolvingInTopicA,studentsbeginbylearningtotellandwritetimetothenearestminuteusinganaloganddigitalclocks.Studentsseethatananalogclockisaportionofthenumberlineshapedintoacircle.Theyuseboththenumberlineandclocktorepresentadditionandsubtractionproblemsinvolvingintervalsofminuteswithin1hour.

LESSON1

ApplicationProblem(5minutes)

Ms.Bowerhelpsherkindergartnerstietheirshoes.Ittakesher5secondstotie1shoe.HowmanysecondsdoesittakeMs.Bowertotie8shoes?

Note:ThisreviewsmultiplicationfromModule1andgetsstudentsthinkingabouthowlongittakestocompleteanactivityortask.ItleadsintotheConceptDevelopmentbypreviewingtheideaofsecondsasaunitoftime.

LESSON2


Christinehas12mathproblemsforhomework.Ittakesher5minutestocompleteeachproblem.HowmanyminutesdoesittakeChristinetofinishall12problems?

Note:ThisproblemanticipatestheConceptDevelopment.ItactivatespriorknowledgefromGrade2aboutmathwithminutes.Twelveisanewfactor.Ifstudentsareunsureabouthowtomultiply12groupsof5,encouragethemtosolvebyskip-counting.Theycanalsousethedistributiveproperty,10fives+2fivesor6fives+6fives.Studentsusethesolutiontothisproblemasaspringboardformodeling12intervalsof5minutesonthenumberlineintheConceptDevelopment.

WORDPROBLEMS

3

LESSON3


Thereare12tablesinthecafeteria.Fivestudentssitateachofthefirst11tables.Threestudentssitatthelasttable.Howmanystudentsaresittingatthe12tablesinthecafeteria?

Note:ThisproblemactivatespriorknowledgefromModule1aboutmultiplyingby5.StudentsrelatethisworkfromtheApplicationProblemtomodelingminutesonthenumberlineintheConceptDevelopment.

LESSON4


Displayaclockandnumberlineasshown.

PatrickandLillystarttheirchoresat5:00p.m.TheclockshowswhattimeLillyfinishes.ThenumberlineshowswhattimePatrickfinishes.Whofinishesfirst?Explainhowyouknow.Solvetheproblemwithoutdrawinganumberline.Youmightwanttovisualizeoruseyourclocktemplate,drawatapediagram,usewords,numbersentences,etc.

Note:ThisproblemreviewsLesson3,tellingtimetothenearestminute.ThisproblemisusedinthefirstexampleoftheConceptDevelopmenttosolvewordproblemsinvolvingminuteintervals.

Lilly

0

5:00p.m.p.m.

60

6:00p.m.p.m.

Patrick

WORDPROBLEMS

4

LESSON5


Carlosgetstoclassat9:08a.m.Hehastowritedownhomeworkassignmentsandcompletemorningworkbeforemathbeginsat9:30a.m.HowmanyminutesdoesCarloshavetocompletehistasksbeforemathbegins?

Note:ThisproblemreviewsLesson4andprovidesacontextfortheproblemsintheConceptDevelopment.

Encouragestudentstodiscusshowtheymightsolvetheproblemusingmentalmathstrategies(e.g.,count9:18,9:28+2minutes,2+20,30–8).

TopicB:MeasuringWeightandLiquidVolumeinMetricUnitsInTopicB,studentsusemanipulativestobuildakilogramandthendecomposeittoexploretherelationshipbetweenthesizeandweightofkilogramsandgrams.

LESSON6

Noapplicationproblemforthislesson.

LESSON7


Justinputa1-kilogrambagofflourononesideofapanbalance.Howmany100-grambagsofflourdoesheneedtoputontheotherpantobalancethescale?

Note:Thisproblemreviewsthedecompositionof1kilogramandthevocabularywordskilogramandgramfromLesson6.Studentworkshownaboveisexemplarywork.Studentsmayalsosolvewithrepeatedadditionorskip-counting.Invitediscussionbyhavingstudentsshareavarietyofstrategies.

WORDPROBLEMS

5

LESSON8


LESSON9


LESSON10


Subhadrinks4largeglassesofwatereachday.Howmanylargeglassesofwaterdoesshedrinkin7days?

Note:Thisproblemactivatespriorknowledgeaboutsolvingmultiplicationwordproblemsusingunitsof4.ItisdesignedtoleadintoadiscussionaboutliquidvolumeintheConceptDevelopment.

LESSON11


TopicC:RoundingtotheNearestTenandHundredTopicCbuildsonstudents’Grade2workwithcomparingnumbersaccordingtothevalueofdigitsinthehundreds,tens,andonesplaces(2.NBT.4).

LESSON12


LESSON13


Theschoolballetrecitalbeginsat12:17p.m.andendsat12:45p.m.Howmanyminuteslongistheballetrecital?

Note:ThisproblemreviewsfindingintervalsofminutesfromTopicAandleadsdirectlyintoroundingintervalsofminutestothenearestteninthislesson.Encourage

WORDPROBLEMS

6

studentstoshareanddiscusssimplifyingstrategiestheymayhaveusedtosolve.Possiblestrategies:§ Countbyonesfrom12:17to12:20andthenbyfivesto12:45.§ Countbytensandones,12:27,12:37,plus8minutes.§ Subtract17minutesfrom45minutes.

LESSON14


Materials: (S)Unlabeledplacevaluechart(Template),placevaluedisks(13hundreds,10tens,8ones)

Studentsmodelthefollowingontheplacevaluechart:§ 10tens§ 10hundreds§ 13tens§ 13hundreds§ 13tensand8ones§ 13hundreds8tens7ones

Note:ThisproblempreparesstudentsfortheplacevalueknowledgenecessaryforProblem2inthislesson.Theyneedtounderstandthatthereare13hundredsin1387.Throughdiscussion,helpstudentsexplainthedifferencebetweenthetotalnumberofhundredsin1387andthedigitinthehundredsplace.Usetheplacevaluecardstoreinforcethisdiscussionifnecessary.

TopicD:Two-andThree-DigitMeasurementAdditionUsingtheStandardAlgorithmInTopicD,studentsrevisitthestandardalgorithmforaddition,whichwasfirstintroducedinGrade2(2.NBT.7).

LESSON15


Usementalmathtosolvetheseproblems.Recordyourstrategyforsolvingeachproblem.

a. 46mL+5mL b. 39cm+8cm c. 125g+7g d. 108L+4L

Possiblestrategies:a. 46mL+4mL+1mL=50mL+1mL=51mLb. 39cm+1cm+7cm=40cm+7cm=47cmc. 125g+5g+2g=130g+2g=132gd. 108L+2L+2L=110L+2L=112L

Note:Thisproblemisdesignedtoshowthatmentalmathcanbeanefficientstrategyevenwhenrenamingisrequired.ItalsosetsuptheconversationintheStudentDebriefaboutwhenandwhythe

DrawnRepresentationofPlaceValueChartandDisksShowing13Hundreds8Tens7Ones

MP.6

WORDPROBLEMS

7

NOTESONMULTIPLEMEANSOFENGAGEMENT:

Uponevaluatingtheusefulnessofroundingtothenearesttenorhundred,invitestudentstoproposeabettermethodofroundingtocheckthereasonablenessofanswers.Inthisexample,roundingoneaddendtothenearesthundredisausefulstrategy.

standardalgorithmisused.Besuretogivestudentsanopportunitytodiscussandshowhowtheysolvedtheseproblems.

LESSON16


Josh’sappleweighs93grams.Hispearweighs152grams.Whatisthetotalweightoftheappleandthepear?

Note:Thisproblemreviewstheuseofthestandardalgorithmtocomposelargerunitsonce.

LESSON17


Thedoctorprescribed175millilitersofmedicineonMondayand256millilitersofmedicineonTuesday.a. Estimatehowmuchmedicineheprescribedinbothdays.b. Preciselyhowmuchmedicinedidheprescribeinbothdays?

T: TosolvePart(a),firstdeterminehowyouaregoingtoroundyournumbers.T: (Allowstudentstimetoworktheentireproblemandpossiblytosharewithapartner.Invitea

fewstudentstosharewiththeclasshowtheyrounded.)T: Roundingtothenearest100wasn’tveryprecisethistime.

Note:Thisproblemreviewsestimatingsumstosolvewordproblems,whichstudentslearnedintoday’sConceptDevelopment.

WORDPROBLEMS

8

TopicE:Two-andThree-DigitMeasurementSubtractionUsingtheStandardAlgorithmStudentsworkwiththestandardalgorithmforsubtractioninTopicE.

LESSON18


Tarabrings2bottlesofwateronherhike.Thefirstbottlehas471millilitersofwater,andthesecondbottlehas354millilitersofwater.HowmanymillilitersofwaterdoesTarabringonherhike?

Note:Thisproblemreviewscomposingunitsoncetoadd.ItwillbeusedtoreintroducetheplacevaluechartduringPart1oftheConceptDevelopment.

LESSON19


Jolenebringsanappleandanorangewithhertoschool.Theweightofbothpiecesoffruittogetheris417grams.Theappleweighs223grams.WhatistheweightofJolene’sorange?

Note:Thisproblemreviewsunbundlingoncetosubtract.ItalsoprovidesacontextleadingintotheConceptDevelopment.

LESSON20


Millie’sfishtankholds403litersofwater.Sheemptiesout185litersofwatertocleanthetank.Howmanylitersofwaterareleftinthetank?a. Estimatehowmanylitersareleftin

thetankbyrounding.b. Estimatehowmanylitersareleftin

thetankbyroundinginadifferentway.

c. Howmanylitersofwaterareactuallyleftinthetank?

d. Isyouranswerreasonable?Whichestimatewasclosertotheexactanswer?

WORDPROBLEMS

9

NOTESONAPPLICATIONPROBLEM:

HavestudentscompletetheprobleminpartnerssothatPartner1roundstothenearesttenandPartner2roundstothenearesthundred—it’satime-efficientwayofhavingbothestimatestocomparewiththeactualanswer.

T: TosolvePart(a),firstdeterminehowyouaregoingtoroundyournumbers.S: (Workandpossiblysharewithapartner.)T: (Inviteafewstudentstosharewiththeclasshowtheyrounded.)

Note:Thisproblemreviewsestimatingdifferencestosolvewordproblems,whichstudentslearnedintoday’sConceptDevelopment.

LESSON21


Gloriafillswaterballoonswith238mLofwater.Howmanymillilitersofwaterareintwowaterballoons?Estimatetothenearest10mLand100mL.Whichgivesacloserestimate?

Note:ThisproblemreviewsLesson17byhavingstudentsroundtoestimatesumsandthencalculatetheactualanswer.Itreviewsadditionbecausethislessonincludesmixedpracticewithadditionandsubtraction.

Lesson 3 Template NYS COMMON CORE MATHEMATICS CURRICULUM 3 2

clock

12 1

2

3

4

5 6

7

8

9

10

11

Lesson 3: Count by fives and ones on the number line as a strategy to tell time to the nearest minute on the clock.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

© 2015 Great Minds. eureka-math.orgG3-M2-TE-1.3.0-06.2015

http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US



Lesson 14 Template NYS COMMON CORE MATHEMATICS CURRICULUM 3 2

unlabeled place value chart

Lesson 14: Round to the nearest hundred on the vertical number line.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

© 2015 Great Minds. eureka-math.orgG3-M2-TE-1.3.0-06.2015




grade 3, module 2: place value and problem solving with

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