We are currently in Unit 8: Collections and Travel Stories. By the end of this unit, students should be able to respond accurately to the following standards:
3.OA.8 Solve twostep word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.
3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
3.OA.8 Solve twostep word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.
3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Math Class Anchor Charts
Helpful tips to help your child be successful at home:
1) Help your child become fluent with their basic addition and subtraction facts.
2) Do not allow your student to "stack" their numbers to add or subtract. We encourage your student to add using expanded form or number line.
3) Also encourage your student to represent each number by breaking it up into ones, tens, hundreds and so on.
4) Encourage your student to explain how they solved for the problem. Communication is an important part of mathematics and students need to describe their strategies through talking, writing, drawing and using concrete objects.
1) Help your child become fluent with their basic addition and subtraction facts.
2) Do not allow your student to "stack" their numbers to add or subtract. We encourage your student to add using expanded form or number line.
3) Also encourage your student to represent each number by breaking it up into ones, tens, hundreds and so on.
4) Encourage your student to explain how they solved for the problem. Communication is an important part of mathematics and students need to describe their strategies through talking, writing, drawing and using concrete objects.
Resources to Help at Home
Example of Multiplication Log that is due EVERY Friday!
Criteria For Credit

Math Websites 
Math Videos

Having Trouble with Math Homework at Home?
Does this sound familiar? You are showing your child how to solve a problem by stacking numbers.... but wait your child says "We are not allowed to do it that way and my teachers say to use expanded form or a number line." But wait....what? Well here are some answers and tips to help make homework time successful.
Potential hazards to teaching the “stacking” algorithms too early…….
Addition and subtraction strategies
Rule of thumb students should not be taught conventional written algorithms until they are able to add and subtract two digit numbers in their heads. Most students are not ready for this until the end of 4th grade.
Wondering where this is all coming from? Well it is all part of the Common Core curriculum. Below are the Common Core standards for Third Grade Mathematics.
Use place value understanding and properties of operations to perform multidigit arithmetic.¹
CCSS.Math.Content.3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
CCSS.Math.Content.3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
CCSS.Math.Content.3.NBT.A.3 Multiply onedigit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
Potential hazards to teaching the “stacking” algorithms too early…….
 When students solve problems this way they do not correspond with the way we think about numbers.
 When students solve problems this way children are encouraged to give up their own thinking. They are encouraged to instead get quick and reliable answers.
 When students solve problems this way children have a blind acceptance of results and overzealous applications often when it is not necessary.
Addition and subtraction strategies
 Count all ( students will count all to find the total of the two collections)
 Count on (Students will count on from one number to find the total of collections)
 Countback /count down to/ count up from ( given a subtraction situation students will choose appropriate strategies)
 Basic strategies (students will use doubles, commutative property, adding tens, ten facts other known facts)
 Derived strategies (near double, adding 9, build to the next ten, fact families, other strategies)
Rule of thumb students should not be taught conventional written algorithms until they are able to add and subtract two digit numbers in their heads. Most students are not ready for this until the end of 4th grade.
Wondering where this is all coming from? Well it is all part of the Common Core curriculum. Below are the Common Core standards for Third Grade Mathematics.
Use place value understanding and properties of operations to perform multidigit arithmetic.¹
CCSS.Math.Content.3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
CCSS.Math.Content.3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
CCSS.Math.Content.3.NBT.A.3 Multiply onedigit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.