T4T Gr 3

Created Jan. 24, 2024 by Shannon Curry

Pre-Planning Document

NC.3.NBT.2

From 100 to 0

Name of Task 

(with link to the task)

From 100 to 0

Skills

What skills do student need in order to complete this task?

The students need to know how to:

  • Subtract across zeros

  • Regroup

  • Roll more than a 0 you lose your turn and those numbers don’t count towards your total

What are the O.M.Gs?

Obstacles?

Misconceptions?

Gaps in student learning?

Obstacles:

  • Subtracting across zeros

  • Regrouping 

  • Knowing the rules of the game

Misconceptions:

  • Place value of numbers not lined up

  • Subtraction from a larger number to a smaller

Gaps in student learning:

  • Subtraction facts

  • Knowing when it is appropriate to regroup

Vertical Alignment

What skills do students already know?

What skills do they need to know for the next grade?

2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.


4.NBT.4

Add and subtract multi-digit whole numbers up to and including 100,000 using the standard algorithm with place value understanding.

Vocabulary

What vocabulary do students need to know in order to be able to complete this task?

Is there any pre-teaching that needs to be taught?

No vocabulary will be taught to this task


Vocabulary that will be taught in the lesson after the task : 

Regrouping


Questions

What guiding questions can I help the different abilities in my classroom?

I’m Stuck


Entry: for students having difficulty getting started

- What was the total that Matthew and Austin started with?

- How can we determine who won?

Moving: for places where students could get stuck

(think about your O.M.Gs)

- Using a tool from your toolbox, could you subtract the roll (number) from 100?

-What happens when they lose a turn?



I’m Finished


Reflection: for students to use for metacognition (after completing the task)

- What evidence do you have that supports Austin won?

-What number did Matthew need to roll in order to win? What roll did he need that number?

Extension: for students to engage in higher-order thinking skills with respect to the same concept and/or problem

- Would there be a different winner, if they chose a different ordered pattern? (example instead of 56 it was 65) Justify your answer. 

-What would be a good strategy for playing this game?



Planning Document

Lesson Objective

What skill(s) are you addressing in the task?

What powerful math practice(s) are you addressing in this task?

Objective/Skills:

3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or relationship between addition and subtraction. 

PMP:

1. Makes sense and persevere in solving problems

5. Uses appropriate tools strategically

6. Attends to precision

8. Looks for an express regularity in repeated reasoning

Materials Needed

What materials are needed for students to be successful in completing the task?

Delivery Instruction

What is your hook?

Are you going to do any pre-teaching/exploration prior to the task?

How are you going to introduce your task?

Hook: Real word application of determining who won the dice game (setting the tone of the lesson) 

  • Pre-teaching based upon strategies I see during the engaging portion of the lesson.

Student Grouping

How will you group your students?

  • Heterogeneous

Product

How will you know what students learned? 

  • Think-pair-share graphic organizer

  • From 100 to 0 Task


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