1. Addition and Subtraction Value Unit
Sept. 27-Oct. 1 Addition and Subtraction/adding and subtracting
Oct. 4-8 Addition and Subtraction/even and odd outcomes/patterns
Oct. 11-13 (3 day wk) Addition and Subtraction/patterns
Oct. 18-22 Addition and Subtraction/missing numbers/symbols
Oct. 25-29 Addition and Subtraction/ Test
Nov. 1-5 Addition and Subtraction
Pacing:
Unit EQ: How do you find the sums and differences of whole numbers?
Standard 3-1: The student will understand and utilize the mathematical processes of problem solving,
reasoning and proof, communication, connections, and representation.
Standard 3-2: The student will demonstrate through the mathematical processes an understanding of the
representation of whole numbers and fractional parts; the addition and subtraction of whole numbers;
accurate, efficient, and generalizable methods of multiplying whole numbers; and the relationships
among multiplication, division, and related basic facts.
Standard 3-5: The student will demonstrate the mathematical processes an understanding of length, time,
weight, and liquid volume measurements; the relationships between systems of measure; accurate,
efficient, and generalizable methods of determining the perimeters of polygons; and the values and
combinations of coins required to make change.
Standard 3-3: The student will demonstrate through the mathematical processes an understanding of
numeric patterns, symbols as representations of unknown quantity, and situations showing increase over
time.
Indicator(s): 3-2.3 Apply an algorithm to add and subtract whole numbers fluently.
3-2.9 Analyze the effect that adding, subtracting, or multiplying
odd and/or even numbers has on the outcome.
3-3.1 Create numeric patterns that involve whole-number
operations.
3-3.2 Apply procedures to find missing numbers in numeric patterns
that involve whole-number operations.
3-3.3 Use symbols to represent an unknown quantity in a simple
addition, subtraction, or multiplication equation.
3-5.1 Use the fewest possible number of coins when making change.
Literature
Long, Lynette. Domino Addition
Pallotta, Jerry and Bolster, Rob (2002) The Hershey Kisses Subtraction Book
Lexile Level – AD340L ISBN – 0439337798
Munsch, Robert (1987) Moira’s Birthday
Lexile Level – 540L ISBN - 0920303838
Neuschwander, Cindy. (1998). Amanda Bean’s Amazing Dream: A Mathematical Story
Lexile Level – AD290L ISBN - 0590300121
Polacco, Patricia. (1988). The Keeping Quilt
Lexile Level – 920L ISBN - 0671649639

2. Koomer, Michael. Patterns: What Comes Next?
Friedman,Aileen. (1994) The King’s Commissioners
Lexile Level – 560L ISBN – 0590489895
Axelrod, Amy (1994) Pigs Will Be Pigs
Lexile Level – 490L ISBN – 002765415x
Viorst, Judith (1978) Alexander Used to Be Rich Last Sunday
Lexile Level – AD570L ISBN – 0689711999
Silverstein, Shel (1974) Where the Sidewalk Ends, “Smart”
Lexile Level – ISBN – 0060256672
If You Made a Million by David Schwartz
Lexile Level – AD840L ISBN – 0590436082
MATH-terpieces by Greg Tang
Betcha! by Stuart J. Murphy
Coyotes All Around by Stuart J. Murphy
Mission Addition by Loreen Leedy
Math Curse by Jon Scieszka
Follow The Money by Loreen Leedy
United Streaming
Discovery Math: Arithmetic (Grades3-5)Segment – Estimating
Computations(8:58)
Maths Mansion: 12. Nine Nits is All There’s Room For (9:23)
Maths Mansion: 11. Take It Easy (9:20)
Math Mastery: Subtraction (30 min.)
Discovering Math: Arithmetic (Grades K-2) 23 min.
Math Mastery: Addition (30 min.)
The Power of Algebra: Words into Symbols (15:10)
Discovering Math: Algebra (Gr. 3-5):”Variables” and the next 4 segments
Elementary Video Adventures: Math: Money and Time (segment-money)
7 minutes
Internet Sites
http://www.funbrain.com/cgi-bin/mb.cgi
http://www.dep.anl.gov/aattack.htm
http://www.teach-nology.com/themes/math/addsub/
http://www.321know.com/grade3.htm
http://www.amblesideprimary.com/ambleweb/mentalmath/additiontest.html
http://www.funbrain.com/fractop/index.html
http://www.arcytech.org/java/money/money.html
http://www.nlvm.usu.edu/en/nav/frames_asid_325_g_2_t_1.html
http://www.funbrain.com/cashreg/index.html
http://www.arcytech.org/java/money/money.html
http://www.nlvm.usu.edu/en/nav/frames_asid_325_g_2_t_1.html
http://www.funbrain.com/cashreg/index.html
http://www.macmillanmh.com/math/2009/ca/student/grade3/index.html

3. Unit Vocabulary
Addend Sum Difference
Fact family Commutative property Associative property
Identity or Zero Property Estimate Regroup
Odd Even Outcome
Equation Symbol Variable
Pattern Change
Pretest
Unit Activating Strategy
Introduce with “The Magic Chest” story. Students decorate their shoe box to look like a magic chest.
Unit Culminating Strategy
Bake Sale
Lessons 1 and 2 (Optional)
EQ: What is addition and subtraction?
Standard: 3-2.3
AS: Introduction to addition and subtraction flipchart. (addend, sum, difference, fact families, basic
properties without names)
TS: Rotate to centers:
1. Spill the Beans
2. Computer Game
3. Race to the Cave (Game board with 12 spaces/dice – Race to 12 game in game folder)
4. Word Problems
SS: “I Have, Who Has” to review
Lesson 3
EQ: What are the properties of addition?
Standard: 3-2.3
AS: Read, “Math-terpieces” by Greg Tang.
TS: Introduce the three properties in the flipchart and students make a foldable of the three properties.
Give students three index cards and show them different number sentences. Students hold up the index
card that matches the number sentence. (Compass 20143) Students then work with a partner rolling two
dice. They each write the number sentence both ways with the sum. This is the commutative property.
SS: Have students cut out the matching activity. They will work with a partner to match the number
sentences with the correct property and glue them down in their math journals.
Lesson 4
EQ: When would you use estimating to add or subtract?
Standard: 3-2.3
AS: Read, “Coyotes All Around.” Discuss when the character in the story had to use estimating. Brainstorm
other instances when you would use estimating.
TS: Review how to round. Have students turn and talk about strategies they could use to solve problems in
their head after giving them a sample problem. Practice several more estimating problems with Activ
Expressions. Have students play the Center Activity 2-5 under Topic 2 Adding Whole Numbers pg. 13.
SS: Answer EQ on a stick note.

4. Lesson 5
EQ: What is regrouping?
Standard: 3-2.3
AS: Use base 10 blocks to introduce the concept of regrouping. Give words problems (Sarah has 5 pencils.
Sue has 7 pencils. Students model with the blocks. Discuss trading out ones for tens.)
TS: Go through the compass tutorial (3B014). http://www.dositey.com/2008/addsub/as85/add3r.htm
Practice problems with white boards and base 10.
SS: Show students some two digit problems and ask if you need to regroup. Hold up a yes or no card.
Lesson 6
EQ: How do you know when to regroup when adding?
Standard: 3-2.3
AS: Teach the regrouping song to help students remember to when to regroup.
TS: Show students several problems and ask them whether or not they need to regroup. Students practice
several problems on their white boards.
SS: Students complete 1-6 on page 79.
Lesson 7
EQ: How do you know when to regroup when adding?
Standard: 3-2.3
AS: Review the regrouping song to remind students when to regroup.
TS: Show students several addition problems and have them show thumbs up or thumbs down if they need
to regroup. Make sure students understand they should always check whether or not they need to
regroup. Students work with partners to play “Regrouping Scramble.”
SS: Students make a t-chart with digit 1, digit 2, yes, and no labels. Hold up two cards and have students fill
in the chart and check whether or not they need to regroup.
Example:
Digit 1 Digit 2 Yes No
9 3 
2 4 
Lesson 8
EQ: How do you know when to regroup when subtracting?
Standard: 3-2.3
AS: Students journal for two minutes what is subtraction and words associated with it.
TS: “Mrs. Brown and Mrs. Green” flipchart. Base 10 blocks manipulatives with problems
(http://nlvm.usu.edu/en/nav/frames_asid_155_g_2_t_1.html?from=topic_t_1.html)
SS: Journal about everyday uses of subtraction. Ask parents when they would need subtract.
Lesson 9
EQ: How do you regroup when subtracting 2 digit numbers?
Standard: 3-2.3
AS: Distribute cut out houses, and have students make up their own problem using colored pencils to show
understanding of regrouping.
TS: http://www.dositey.com/2008/addsub/sub2digr.html Practice a few problems together and then let
students with a good understanding play a game with partners or play compass game. Teacher will pull
small group of students still struggling with concept. (Work with base 10) Students can rotate between
game and computer.
SS: Students complete page 112-113 (1-?) for a grade.

5. Lesson 10
EQ: How do you regroup when subtracting 3 digit numbers?
Standard: 3-2.3
AS: Show students a 3 digit subtraction with regrouping problem and ask them to brainstorm with their
group/partner how they would solve it. Go over as a class.
TS: Using flipchart and white boards, go through step by step how to solve a 3 digit subtraction problem.
Use page 128 for making the flipchart. Have students continue with guided practice until they grasp
concept. Students play 3 digit spinner game if time.
SS: Students answer Activ Questions (What do you regroup if you don’t have enough ones? Tens?
Hundreds?)
Lesson 11
EQ: How do you regroup when subtracting across zeros?
Standard: 3-2.3
AS: Students answer questions like, “If you have 5 tens and you take one away, how many do you have?”
TS: “Subtracting Across Zeros” powerpoint. Play Scrambled Egg City on the board from
http://www.macmillanmh.com/math/2009/ca/student/grade3/chapter_03.html
Students use their white boards to answer the problem and then call students to put the eggs in the
correct nests.
SS: Students do the self check quiz with Activ Expressions from the Macmillan Math website.
Lesson 12
EQ: How do you regroup when subtracting across zeros?
Standard: 3-2.3
AS: Students answer questions like, “If you have 5 tens and you take one away, how many do you have?”
TS: Review how to subtract across zeros as a class. Break students into groups to play games. Struggling
students play the game with you so you can guide them and assist them as needed.
SS: Give students a set of numbers and have them choose one number to show two ways with base 10
pictures.
Lesson 13
EQ: When adding or subtracting, how can you determine whether the outcome will be odd or even?
Standard: 3-2.9
AS: Students will have two index cards labeled odd or even. Teacher will hold up a flash card with a basic
fact such as 2+2 and students hold up the index card that describes the answer.
TS: Have students create several t-charts. (even + even, odd + odd, even + odd, even – even, odd – odd,
even – odd) Have students make a prediction about the outcome of each one. Students work with
partners to brainstorm as many math facts as possible for each one and write whether the outcome was
even or odd.
SS: Hold up a flash card with even + even and they hold up the index card that matches the outcome.
Lesson 14
EQ: What strategies can you use to determine missing numbers in equations?
Standard: 3-3.2, 3-3.3
AS: Use a balance to illustrate what an equation is. Use beans to physically show them first, then use the
board to show number sentences and whether the balance would be equal or tilt.
TS: Use the Magic Chests to see if students can figure out several input/output questions. What’s the Rule?
Have students write down the harder problems on paper to solve. Discuss strategies for solving. Complete
worksheet for a grade.
SS: Answer EQ to a partner.

6. Lesson 15
EQ: What strategies can you use to determine missing numbers in equations?
Standard: 3-3.2, 3-3.3
AS: Revisit Magic Chest problems.
TS: Play Salute.
SS: Short quiz.
If you feel your class can handle it, you can go ahead and introduce the idea of variables and symbols in
equations or just wait until right before PASS.
Lesson 16 (Skip this lesson if your students are really good with numeric patterns)
EQ: How do you identify a numeric pattern?
Standard: 3-3.1
AS: Teacher claps a pattern and students mimic the clapping pattern. Discuss AB patterns. Discuss the
essential question and have students brainstorm any patterns they can think of. List on a class chart the
patterns they already know.
TS: Tell them we’re going to play a game using the white boards and hundreds charts. You’re going to be
detectives and figure out some patterns. Start with a number like 75 and go up by 5’s or 10’s while students
track on their hundreds chart. See if students can figure out the pattern. Continue until students are
comfortable naming the patterns. Give students a few patterns and have them determine the missing
number in each pattern.
SS: Have students create their own pattern for a partner to solve.
Review
Test