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.

Task Rubric

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.)

Quarter 1

Quarter 2

Quarter 3

Quarter 4

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 (without traditional algorithm).

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 (without traditional algorithm).

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 (without algorithm).

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 (with algorithm).

* Assessment tasks can be used interchangeably in both quarters.

Assessment Tasks

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

Intervention:

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?

Enrichment:

• Utilize problem solving and application of standard

## 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:Quarter 1Quarter 2Quarter 3Quarter 4## * Assessment tasks can be used interchangeably in both quarters.

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

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.Intervention:

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?Other Common Misconceptions

• Utilize problem solving and application of standardEnrichment:• 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)