Standards and Resources:

3.NBT.A.2
o Use place value understanding and properties of operations to perform multi-digit
arithmetic.
Fluently add and subtract within 1000 using strategies and algorithms
based on place value, properties of operations and/or the relationship
between addition and subtraction.
First started looking on Pinterest, then it brought me to the www.opsu.edu site. Then I
found a source similar to this lesson to provide guidance.
o http://www.opsu.edu/www/education/MATHESE%204%20ALL/Cheryl%20Coffman/Lesson%20Plan.pdf
www.larochemathmethods.wikispaces.com also had a couple of related lesson plans.
I used a combination of these two recourses to be a guide with my lesson plan. When one
lesson plan was lacking the other one provided the missing information. I also had to take
away the subtraction part of both lessons because it was not suited for my classroom.
Also both of these lesson plans used base ten blocks for the manipulative, but I decided to
use Oreos, pretzels, and cheerios which is a way to further engage the students.
In the text book on page 339-340 written by John A. Van De Walle, et al talks about the
importance of regrouping when it comes to addition. It says that regrouping is a powerful
tool that the students need to be reminded of doing, and most of the time will do it
subconsciously.
Objective:
Mathematical goal:
o My mathematical goal is to have students solve addition problems using the
regrouping method without manipulative.
Students will be able to use the method of carrying and barrowing, also known as
regrouping, in order to solve three digit addition problems. Students will also be able to
use their knowledge of rounding to estimate a possible sum of the same problems to see if
their answer is accurate.
Procedure:
Anticipatory set:
o Have this given problem on the board, and ask students why this problem and
answer is not correct.

324
+156
Give each student a worksheet.
4 7on10
Using the first example
the worksheet, use the Smartboard to show the students how
to find the sum. Show them that you must use the carrying method. The addition needs to
be added from right to left. If the sun of the ones place digits are greater than 9, you must
carry that tens digit over to the next group, ect.
It will be a little confusing to the kids at first; this is the time to bring in the manipulative.
o Oreos are 100s.
o Pretzel sticks are 10s.

o Cheerios are 1s.

Show that 4 cheerios plus 6 cheerios equals a pretzel stick, which represents bringing that
1 over in the regrouping method. Show that this represents the 1 carrying over.
Have students complete the worksheet using the manipulative with a partner.
o First ask students to round each number to the nearest tens or hundreds place and
estimate what the answer may be.
o Then ask students to use the food to find an answer by switching out the snacks
when needed.
o Then show work on the worksheet of how they carry over to get the answer.

Assessment:
Go over the worksheet with the class as a whole.
Pull up the problems on the Smartboard.
Have students one by one come up and explain how to solve the problem.
If the student forget to carry or barrow numbers, then that means the regouping concept
is not yet grasped. You will have to explain one more time. If a student cannot do the
problem without a manipulative, they need more help in correlating the visuals with
problem solving.
If the student is able to get the correct answer with the correct method they have
understood all parts of this lesson.
In the end, refer back to the problem given at the beginning of the class. Ask the students
why the answer provided is incorrect, and what the real answer is. They will then be able
to explain why it is wrong and what the carrying method is in words to you.