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3-A-2-1

Page history last edited by Tashe Harris 6 years, 2 months ago

3.A.2.1 Find unknowns represented by symbols in arithmetic problems by solving one-step open sentences (equations) and other problems involving addition, subtraction, and multiplication. Generate real-world situations to represent number sentences.

In a Nutshell

In third grade, students are being introduced to algebra concepts using open equations. Students will find unknowns, which are usually represented by a symbol (Example: x-24=33 or ☐x4=24). They will build on their knowledge of the equal sign as they locate unknowns in number sentences. Students will create real-world situations to represent number sentences.

Student Actions	Teacher Actions
Develop strategies for problem-solving, such as using manipulatives, drawing pictures, analyzing the context of the problem, etc. to navigate problems with unknown values. Demonstrate a deep, conceptual understanding of numerical relationships to find unknowns. Example: ____+16= 30... the missing number has to be smaller than the sum for the number sentence to make sense. They can then guess and check what the number would be or do the inverse (opposite) operation to find the missing value. 30-16= 14… 14 is the missing number. Demonstrate procedural fluency by creating a number sentences that represent a real-world situation. Example: The library can fit 8 books on a shelf. She has 48 new books to put on shelves. How many shelves will she use? 8 x___= 48 To solve, students could draw a picture of the books on shelves, they could count groups of 8, skip count, etc. They could also do the inverse operation (48/8= 6) to solve. Communicate mathematically with peers when justifying solutions and evaluating peers’ strategies.	Pose purposeful questions to help students recall prior knowledge and justify their thinking. Questions may include: How can we use the information we have to create a number sentence? What clues do we have in the problem to help us solve? What strategies can we use to check our solution? Support productive struggle and encourage various methods for solving problems. Facilitate mathematical discourse between students by providing sentences starters, such as “I found my answer by…” and “I proved my answer by…” or “I agree/disagree with your answer because…
Key Understandings	Misconceptions
How to solve the equation to find the unknown by finding the rule. The letter or symbol will represent different values depending on the problem needing to be solved. The letter or symbol will not always be represented with the same number.	Students will solve the equation to find the unknown by finding the rule. The letter or symbol will represent different values depending on the problem needing to be solved. The letter or symbol will not always be represented with the same number.