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Are You Ready for Chapter 14? Lesson 1: Add Hundreds Lesson 2: Regroup Ones Lesson 3: Regroup Tens Lesson 4: Problem-Solving Strategy: Make a Table Lesson 5: Estimate Sums Lesson 6: Subtract Hundreds Lesson 7: Regroup Tens Lesson 8: Regroup Hundreds Lesson 9: Estimate Differences Lesson 10: Problem-Solving Investigation: Choose a Strategy Chapter 14 Review Introduce the Chapter Real World: Solve Three-Digit Addition and Subtraction Problems Tell students that they are going to learn about three-digit addition and subtraction. Help them review the meanings of ones, tens, and hundreds. Review the process of regrouping using two-digit addition and two-digit subtraction. • Write a list of chores and an amount of money that students could earn doing each chore. • In a think-aloud process, choose two chores that you would do and model adding what you would get paid for both. • Have students do the same. Ask them to share questions or difficulties they had while adding. Have students turn to p. 435. • Tell students to point to the seat with the number that has 1 hundred, 4 tens, and 8 ones in it. seat 148 • What is the value of the number in the hundreds place? 100 Key Vocabulary Review the key vocabulary in the chapter using, the routine below. Define: When you regroup, you take apart a number to write it in a new way. Example: I can regroup 32 as 3 tens and 2 ones. Ask: How can you regroup 54 and 76? Select a hyperlink to go to the corresponding slides. Chapter Menu

Introduction—Are You Ready 1

Introduction—End

I will add numbers in the hundreds.
Introduce Activity Choice 1 • Hands-On Display one base-ten flat on the overhead. • How many hundreds? 1 Put two more base-ten flats near the first. • How many more hundreds? 2 • How many hundreds altogether? 3 • Give groups of students several hundreds flats and ask them to make hundreds problems for one another. After a few minutes, ask one person from each group to share a problem with the entire group. Lesson 1—Get Ready 1

Lesson 1—Get Ready 2

5 4 How can you solve ? Lesson 1—Teach

5 4 What addition fact can you use to solve this problem? 5 + 4 = 9
4 What addition fact can you use to solve this problem? 5 + 4 = 9 Lesson 1—Teach

5 4 9 What is ? 900 Lesson 1—Teach

Lesson 1—Teach

Add. = ___ 500 = ___ 600 = ___ 900 = ___ 800 Lesson 1—Check

Lesson 1—End

I will regroup the ones to add three-digit numbers.
Introduce Activity Choice 1 • Hands-On • Review how to add, stressing that when you add numbers, you always have to start from the right (the ones). Then have students use base-ten blocks to act out the meaning of regroup. • Have pairs of students count out a set of: 2 tens and 7 ones, 4 tens and 4 ones. • Ask students to add the groups together. Point out that they will need to regroup. Remind them that when they trade 10 ones for 1 ten, they regroup the ones into a ten. Lesson 2—Get Ready 1

regroup Lesson 2—Get Ready 2

1 Lesson 2—Get Ready 3

6 1 1 3 1 9 How do you solve ? Lesson 2—Teach

Add the ones. What is 1 + 9? 6 1 1 3 1 9 10 Lesson 2—Teach

Regroup. 10 ones is the same as 1 ten. Where do we write the 1?
6 1 1 3 1 9 above the numbers in the tens column Lesson 2—Teach

What do we write in the ones place?
1 6 1 1 3 1 9 Lesson 2—Teach

Add the tens. What is ? 1 6 1 1 3 1 9 3 3 Lesson 2—Teach

Add the hundreds. What is 6 + 3?
1 6 1 1 3 1 9 9 3 9 Lesson 2—Teach

What is ? 1 6 1 1 3 1 9 9 3 930 Lesson 2—Teach

Add. 732 + 129 518 + 239 268 + 316 861 757 584 Lesson 2—Check

Lesson 2—End

I will regroup tens to add three-digit numbers.
Introduce Activity Choice 1 • Hands-On Give small groups of students base-ten blocks and a place value workmat. Have students work the problem as you demonstrate and think aloud. • Show 6 hundreds, 3 tens, and 7 ones and 1 hundred, 8 tens, and 8 ones. Have the small groups show the same. Remind students to start with the ones. • How many ones are there altogether? 15 Can we trade 15 ones for 1 ten and 5 ones? yes • Do the trade. Can we trade 12 tens for 1 hundred and 2 tens? yes • Do the trade. How much do we have altogether? 8 hundreds, 2 tens, 5 ones Lesson 3—Get Ready 1

3 9 9 1 4 8 How do you solve ? Lesson 3—Teach

Add the ones. What is 9 + 8? 3 9 9 1 4 8 17 Lesson 3—Teach

How do we regroup 17? 1 3 9 9 1 4 8 7 1 ten and 7 ones Lesson 3—Teach

Add the tens. What is ? 1 3 9 9 1 4 8 7 14 Lesson 3—Teach

3 9 9 1 4 8 4 7 How do we regroup 14 tens? 1 hundred and 4 tens 1 1
Lesson 3—Teach

3 9 9 1 4 8 5 4 7 Add the hundreds. What is 1 + 3 + 1? 5 1 1
Lesson 3—Teach

What is ? 1 1 3 9 9 1 4 8 5 4 7 547 Lesson 3—Teach

Add. 182 + 226 482 + 255 284 + 243 408 737 527 Lesson 3—Check

Lesson 3—End

I will make a table to solve problems.
Introduce Activity Choice 1 • Review Write on the board and read aloud the following: The library had a reading contest over the summer. In June, 14 children won prizes. In July, 17 more won prizes. How many children won prizes in all? • What do we know? In June, 14 children won; in July, 17 children won. • What do we want to find out? how many children won prizes in all • What strategy could I use to solve this problem? make a reasonable estimate, draw a picture, choose the operation, make a table. For any strategy students suggest, review briefly how it could be applied to this problem. • How many children won prizes in all? 31 Lesson 4—Get Ready 1

Lesson 4—Teach

Underline what you know.
What do I know? Underline what you know. Lesson 4—Teach

What do I need to find? Circle the question. Lesson 4—Teach

How will I solve the problem?
I will make a table to find the time that Sonja will leave. Lesson 4—Teach

Sonja’s plane will leave at 6:30.
Flight Time 1 2:30 2 4:30 3 6:30 Make a table. Sonja’s plane will leave at 6:30. Lesson 4—Teach

Look back. Is my answer reasonable?
Flight 1 leaves at 2:30. Flight 2 leaves at 4:30. Flight 3 leaves at 6:30. yes Lesson 4—Teach

Week Pages 1 100 2 200 3 300 4 400 5 500 6 600 Make a table to solve. Conner read 1 book every week for 6 weeks. Each book had 100 pages. How many pages did he read in all? 600 pages Lesson 4—Check

Lesson 4—End

I will estimate the sums of three-digit numbers.
Introduce Activity Choice 1 • Hands-On • Round to find the answer. Write on the board: = • About how much is 47? 50 About how much is 22? 20 How much is ? 70 • Have students come to the board and write two-digit addition problems. Guide the class through rounding and estimating to the nearest ten for each problem. Lesson 5—Get Ready 1

estimate round Lesson 5—Get Ready 2

What is 678 rounded to the nearest ten? 680 Lesson 5—Teach

What is 118 rounded to the nearest ten? 120 Lesson 5—Teach

678 + 118 What is the estimated sum of 678 + 118 to the nearest ten?
= 800 Lesson 5—Teach

678 + 118 What is 678 rounded to the nearest hundred? 700
Lesson 5—Teach

Lesson 5—Teach

What is the estimated sum of to the nearest hundred? = 800 Lesson 5—Teach

What is 404 rounded to the nearest ten? 400 Lesson 5—Check

What is 161 rounded to the nearest ten? 160 Lesson 5—Check

404 + 161 What is the estimated sum of 404 + 161 to the nearest ten?
= 560 Lesson 5—Check

Lesson 5—Check

What is the estimated sum of to the nearest hundred? = 600 Lesson 5—Check

404 + 161 Which estimate is closer to the exact answer?
rounding to the tens Lesson 5—Check

Lesson 5—End

I will subtract numbers in the hundreds.
Introduce Activity Choice 1 • Hands-On • Have a volunteer spin a spinner twice to get two numbers. • With each pair of numbers, have a student say a subtraction sentence. • Have another student solve the sentence. • Continue until all number facts under 10 have been worked. • Then have a volunteer spin the spinner twice and use those digits as one number. Repeat with another volunteer for a second number. • Make a subtraction sentence and have a student solve it. Lesson 6—Get Ready 1

— Subtract the ones. What is 0 – 0? 6 3 Lesson 6—Teach

— Subtract the tens. What is 0 – 0? 6 3 Lesson 6—Teach

— Subtract the hundreds. What is 6 – 3? 6 3 3 3 Lesson 6—Teach

— When subtracting hundreds, you can ignore the zeros. All that is left is a one-digit number fact which has two zeros after it. 6 3 3 Lesson 6—Teach

6 3 3 6 hundreds – 3 hundreds 3 hundreds 600 – 300 300 —
3 600 – 3 Lesson 6—Teach

Subtract. 700 – 100 500 – 200 400 – 300 600 300 100 Lesson 6—Check

Lesson 6—End

I will regroup tens to subtract three-digit numbers.
Introduce Activity Choice 1 • Hands-On • Have 12 students come to the front of the class. Separate them into a line of 10 and a line of 2. Point out that the number 12 is composed of 2 ones and 1 ten. Students may model this formation at their desks with base-ten blocks. • Tell students you want to subtract 4 students from the front. Point out that there are only 2 students in the ones line. • Say that you will regroup the 12 students so you can subtract 4. Move the students in the tens line into line behind the 2 in the ones line. Then have 4 students sit down. • How many are left? Have the students left in front count off to show that there are 8. Lesson 7—Get Ready 1

regroup Lesson 7—Get Ready 2

— Lesson 7—Get Ready 3

— 2 8 6 1 7 9 How do you solve 286 – 179? Lesson 7—Teach

2 8 6 1 7 9 Try to subtract the ones. Can you subtract 9 from 6? no —
Lesson 7—Teach

Regroup the tens. Change one of the tens into ten ones
Regroup the tens. Change one of the tens into ten ones. How many tens does that leave you? — 7 2 8 6 1 7 9 8 – 1 = 7 Lesson 7—Teach

2 8 6 1 7 9 How many ones does that give you? 6 + 10 = 16 7 16 —
Lesson 7—Teach

2 8 6 1 7 9 7 Now subtract the ones. What is 16 – 9? 7 7 16 —
Lesson 7—Teach

Subtract the tens. What is 7 – 7?
— 7 16 2 8 6 1 7 9 7 Lesson 7—Teach

2 8 6 1 7 9 1 7 Subtract the hundreds. What is 2 – 1? 1 7 16 —
7 1 Lesson 7—Teach

What is 286 – 179? — 7 16 2 8 6 1 7 9 1 7 107 Lesson 7—Teach

Lesson 7—End

I will regroup hundreds to subtract three-digit numbers.
Introduce Activity Choice 1 • Hands-On Write the number 642 on the board. Give each student eleven 10 × 10 squares of grid paper. • How many small squares are there on each large square? 100 • Have students cut single squares to represent ones and columns of squares to represent tens. • Have them model the number 642. • Ask students to suggest other numbers to make with their squares. Lesson 8—Get Ready 1

— 5 3 4 1 5 2 How do you solve 534 – 152? Lesson 8—Teach

Subtract the ones. What is 4 – 2?
— 5 3 4 1 5 2 2 2 Lesson 8—Teach

5 3 4 1 5 2 2 no Try to subtract the tens. Can you subtract 5 from 3?
— 5 3 4 1 5 2 2 no Lesson 8—Teach

Regroup the hundreds. Change one of the hundreds into 10 tens
Regroup the hundreds. Change one of the hundreds into 10 tens. How many hundreds does that leave you? — 4 5 3 4 1 5 2 2 5 – 1 = 4 Lesson 8—Teach

5 3 4 1 5 2 2 3 + 10 = 13 How many tens does that give you? 4 13 —
Lesson 8—Teach

5 3 4 1 5 2 8 2 8 Now subtract the tens. What is 13 – 5? 4 13 —
Lesson 8—Teach

5 3 4 1 5 2 3 8 2 3 Subtract the hundreds. What is 4 – 1? 4 13 —
Lesson 8—Teach

What is 534 – 152? — 4 13 5 3 4 1 5 2 3 8 2 382 Lesson 8—Teach

Lesson 8—End

I will estimate the difference of three-digit numbers.
Introduce Activity Choice 1 • Hands-On Give each student five 10 × 10 squares of grid paper. Write the problem 500 – 322 on the board. • Tell students that we need to estimate the difference between 500 and 322. • Do you need to round 500? no Why not? Sample answer: It is already easy to work with. • Will it help to round 322? yes Why? Sample answer: It is not easy to work with. • Would you round it to 400 or 300? Why? 322 is closer to 300 than to 400. • Have students place five 10 × 10 squares across the top of their desk. Ask them to show subtracting 300. What is the estimated difference between 500 and 322? 200 • Repeat the procedure with other three-digit subtraction problems. Lesson 9—Get Ready 1

434 – 196 What is 434 rounded to the nearest hundred? 400
434 – 196 What is 434 rounded to the nearest hundred? 400 Lesson 9—Teach

434 – 196 What is 196 rounded to the nearest hundred? 200 Lesson 9—Teach

434 – 196 What is the difference between 400 and 200? 400 – 200 = 200
434 – 196 What is the difference between 400 and 200? 400 – 200 = 200 Lesson 9—Teach

434 – 196 434 – 196 is about 200. You have rounded numbers to the hundreds to estimate the solution to the problem. Lesson 9—Teach

434 – 196 What is 434 rounded to the nearest ten? 430 Lesson 9—Teach

434 – 196 What is 196 rounded to the nearest ten? 200 Lesson 9—Teach

434 – 196 What is the difference between 430 and 200? 430 – 200 = 230 Lesson 9—Teach

434 – 196 434 – 196 is about 230. You have rounded numbers to the tens to estimate the solution to the problem. Lesson 9—Teach

598 – 294 What is 598 rounded to the nearest hundred? 600 Lesson 9—Check

598 – 294 What is 294 rounded to the nearest hundred? 300 Lesson 9—Check

598 – 294 What is the difference between 600 and 300? 600 – 300 = 300 Lesson 9—Check

598 – 294 What is 598 rounded to the nearest ten? 600 Lesson 9—Check

598 – 294 What is 294 rounded to the nearest ten? 290 Lesson 9—Check

598 – 294 What is the difference between 600 and 290? 600 – 290 = 310 Lesson 9—Check

598 – 294 Which estimate is closer to the exact answer?
598 – 294 Which estimate is closer to the exact answer? rounding to the hundreds Lesson 9—Check

Lesson 9—End

I will choose a strategy to solve the problem.
Introduce Activity • Review • Tell students they are going to practice choosing strategies to use to solve a problem. • If I have 2 numbers and need to find the difference, what should I do? Write a number sentence. • What is my first step? To separate what I know from what I need to find out. • What kind of number sentence should I write? a subtraction sentence • Conclude: After I solve the problem, I look back to see if my answer is reasonable. Lesson 10—Get Ready 1

Underline what you know.
What do I know? Underline what you know. Lesson 10—Teach

What do I need to find? Circle the question. Lesson 10—Teach

How will I solve the problem?
Lesson 10—Teach

Lesson 10—Teach

I started with 600 cubes. One way is to work backward.
I have 300 cubes left. I gave 100 cubes to Rikki. I gave 200 cubes to Polly. = 600 300 + 100 + 200 600 I started with 600 cubes. Lesson 10—Teach

Is my answer reasonable?
600 – 200 = 400 I gave Polly 200 cubes. 400 – 100 = 300 I gave Rikki 100 cubes. The answer is correct. Lesson 10—Teach

Choose a strategy. Solve.
I am a number less than 150. There is a 7 in my ones place. I am greater than 140. What number am I? 147 Lesson 10—Check

Lesson 10—End

To ____________ is to take apart a number and write it a new way.
Complete the sentences. To ____________ is to take apart a number and write it a new way. To ____________ is to change the value of a number into one that is easier to work with. regroup round regroup round Chapter Review 1

Solve. 542 + 239 438 – 165 263 – 116 781 273 147 Chapter Review 2

Chapter Review—End

Image Bank Math Tools Regroup Ones Regroup Tens Regroup Hundreds
Chapter Resources

Vocab 1

Vocab 2

Vocab 3

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