Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Learning Targets:

  • I can use concrete models or drawings to show how to add within 1000 using a strategy based on place value (collecting the hundreds, tens, and ones, and when necessary, composing ten ones to make a ten or composing ten tens to make a hundred.)

Assessment Tasks

(These tasks can be used for formative or summative data. Visit Assessing Students for more information.)

Task Rubric


The progression of skills breaks down component skills and understandings that are requisites for learning the standard. To provide an effective intervention, identify what skills students need to develop before additional work with the standard.
Progression of Skills

Other Common Misconceptions

Students who are having difficulty with subtraction are often weak in their understanding of place value. Students need to look at the entire value of the number, not the individual digits. This helps when they are trying to answer the question: Is this a reasonable answer for this problem?


• Utilize problem solving and application of standard

• Add and subtract numbers within 10,000

• Add more than 2 addends with sums up to 1,000

Essential Skills and Knowledge (from MSDE Common Core Frameworks)

  • Ability to use base ten manipulatives (e.g., base ten blocks, Digi-Blocks, stacks of cubes, bundles of sticks, place value arrow cards)
  • Knowledge of the value of each place in a number
  • Knowledge of the value of a digit in a specific place
  • Knowledge that the placement of a digit affects the value of that digit
  • See 2NBT1a&b for additional skills and knowledge that are needed for this Standard