OREGON MATH STANDARDS (2021): [3.NBT]
Overview
The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.
Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.
2021 Oregon Math Guidance: 3.NBT.A.1
Cluster: 3.NBT.A - Use place value understanding and properties of operations to perform multi-digit arithmetic.
STANDARD: 3.NBT.A.1
Standards Statement (2021):
Use place value understanding to round whole numbers within 1000 to the nearest 10 or 100.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.A.1 | 4.NBT.A.3 | 1.OA.B.3, 1.OA.B.4 | 3.NBT.A.1 3.NBT.A Crosswalk |
Standards Guidance:
Clarifications
- Students should be given opportunities to build understanding by exploring the concept within 100 first and then progressing to applying the same mathematical thinking within 1000.
Teaching Strategies
- Students should locate numbers on a number line to determine the nearest multiple of 10 or 100.
- Students should be able to use place value understanding to round whole numbers for an authentic purpose within contextual situations.
Progressions
- Students need to understand that when moving to the right across the places in a number (e.g., 456), the digits represent smaller units. When rounding to the nearest 10 or 100, the goal is to approximate the number by the closest number with no ones or no tens and ones (e.g., so 456 to the nearest ten is 460; and to the nearest hundred is 500).
- Rounding to the unit represented by the leftmost place is typically the sort of estimate that is easiest for students and often is sufficient for practical purposes.
- Rounding to the unit represented by a place in the middle of a number may be more difficult for studetns (the surrounding digits are sometimes distracting). Rounding two numbers before computing can take as long as just computing their sum or difference.
Examples
- On a road trip, there is a gas station at the 700-mile mark and the 800-mile mark. You have about 50 miles left in the tank when you hit the 765-mile mark, which gas station is the closest for you to go to?
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 3.NBT.A.2
Cluster: 3.NBT.A - Use place value understanding and properties of operations to perform multi-digit arithmetic.
STANDARD: 3.NBT.A.2
Standards Statement (2021):
Fluently add and subtract within 1000 using accurate, efficient, and flexible strategies and algorithms based on place value and properties of operations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.B.5, 2.NBT.B.7, 2.NBT.B.8, 2.NBT.B.9 | 4.NBT.B.4, 4.NBT.B.5, 4.NBT.B.6 | 1.OA.B.3, 1.OA.B.4 | 3.NBT.A.2 3.NBT.A Crosswalk |
Standards Guidance:
Clarifications
- Students should add and subtract multi-digit whole numbers within 1000 to solve contextual, mathematical problems using efficient and generalizable procedures, based on knowledge of place value and properties of operations.
Teaching Strategies
- Students will have opportunities to use strategies based on place value and properties of operations.
- This standard uses the word fluently, which means accuracy, efficiency (using a reasonable amount of steps and time), and flexibility (using strategies).
- This standard does not require timed assessments. Ample opportunity to develop efficient, accurate, and flexible strategies is essential.
- Students should be given opportunities to use variety of models and representations when extending their understanding of part-whole reasoning strategies.
- Students should be given the choice of which strategy they can use.
Progressions
- At Grade 3, the major focus is multiplication, so students' work with addition and subtraction is limited to maintenance of fluency within 1000 for some students and building fluency to within 1000 for others...They focus on methods that generalize readily to larger numbers so that these methods can be extended to 1,000,000 in Grade 4 and fluency can be reached with such larger numbers.
- Fluency within 1000 implies that students use written methods without concrete models or drawings, though concrete models or drawings can be used with explanations to overcome errors and to continue to build understanding as needed. (Please reference page 12 in the Progression document)
Examples
- Students will use estimation strategies to assess reasonableness of answers.
- Use expanded form to decompose numbers and then find sums and differences
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 3.NBT.A.3
Cluster: 3.NBT.A - Use place value understanding and properties of operations to perform multi-digit arithmetic.
STANDARD: 3.NBT.A.3
Standards Statement (2021):
Find the product of one-digit whole numbers by multiples of 10 in the range 10-90, such as 9 x 80. Students use a range of strategies and algorithms based on place value and properties of operations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.A.1 | 4.NBT.B.5 | N/A | 3.NBT.A.3 3.NBT.A Crosswalk |
Standards Guidance:
Boundaries
- Students should be given an opportunity to explore that when a number is 10 times larger than another number, this does not come from adding zero.
- Students should understand that adding zero does not change the overall quantity.
- Students should explore the patterns of multiplying by ten and notice how the magnitude of the number changes. Exploring the pattern, students should uncover as numbers are multiplied by a multiple of 10, the digit shifts left, making the value ten times more with each shift.
Teaching Strategies
- Students extend their work in multiplication by applying understanding of place value. The special role of 10 in the base-ten system is important in understanding multiplication of one-digit numbers with multiples of 10.
- Using the properties of operations (commutative, associative, and distributive) and place value, students are able to explain their reasoning.
- Use concrete and pictorial models, based on place value and the properties of operations, to find the product of a one-digit whole number by a multiple of 10 in the range 10–90.
Examples
- For example, the product 3 x 50 can be represented as 3 groups of 5 tens, which is 15 tens, which is 150. This reasoning relies on the associative property of multiplication: 3 x 50 = 3 x (5 x 10) = (3 x 5) x 10 = 15 x 10 = 150. It is an example of how to explain an instance of a calculation pattern for these products: calculate the product of the non-zero digits, then shift the product one place to the left to make the result ten times as large.
- Illustrative Mathematics: