Block: Three-Digit Operations 1

Before Block

Plan and Prepare

  • Go through the block before the session
  • Plan your delivery.
  • Practice the delivery at least twice.

During Block

Class Commencement

Step 1: Grab Attention

Step 2: Review Previous Session

Step 3: Set Expectations

Step 4: Learning Objectives

  1. Understand word problems involving simple addition and subtraction of three-digit numbers.

 Step 4:

  1. Grab attention if required.
  2. Set expectations: In this block and the next, we understand how to solve word problems on three-digit numbers.
  3. Explanation: Here’s the question. 
    A factory made 270 bulbs on the first day.
    On the second day, it made 123 bulbs.
    How many bulbs did the factory make altogether?
  4. Check for understanding: Can anyone repeat the question in their own words?
  5. Activity: Model the following steps
    – What are the numbers you need to work with? (270 and 123)
    – What do you need to find out? (How many bulbs the factory made after two days)

    – What do you need to do with the numbers? (Add them)
    – Write the two numbers, one below the other. Make sure the ‘ones’, ‘tens’, and ‘hundreds’ places numbers line up.

    – Now add the ‘ones’, ‘tens’, and ‘hundreds. 

  6. Check for understanding: Answer the following about the result – 
    – What is the numeral form?
    – What is the expanded form?
    – What is the word form?
    – What does the result mean?

Step 5: Learning Objectives

  1. Understand word problems involving the addition and subtraction of three-digit numbers.
  2. Solve word problems involving the addition of three-digit numbers without regrouping.

Step 5:

  1. Grab attention if required.
  2. Set expectations: In this block and the next, we understand how to solve word problems on three-digit numbers.
  3. Explanation: Here’s the question. 
    A shopkeeper Rafi had 153 candles. Paras gave him 237 more candles. How many candles does Rafi have now?
  4. Check for understanding: Can anyone repeat the question in their own words?
  5. Activity: Model the following steps
    – What are the numbers you need to work with? (153 and 127)
    – What do you need to find out? (How many candles Rafi has now?)

    – What do you need to do with the numbers? (Add them, since the problem says that Paras gave him more candles.)
    – Write the two numbers, one below the other. Make sure the ‘ones’, ‘tens’, and ‘hundreds’ places numbers line up.
    – Now add the ‘ones’, ‘tens’, and ‘hundreds. 

  6. Check for understanding: Answer the following about the result – 
    – What is the numeral form? (280)
    – What is the expanded form? (2 Hundreds, 8 Tens and Zero Ones)
    – What is the word form? (Two Hundred and Eighty)
    – What does the result mean? (Rafi has 280 candles)

Step 6: Learning Objectives

  1. Understand word problems involving the addition and subtraction of three-digit numbers.
  2. Solve word problems involving the addition of three-digit numbers without regrouping.

 Step 6:

  1. Grab attention if required.
  2. Set expectations: In this block and the next, we understand how to solve word problems on three-digit numbers.
  3. Explanation: Here’s the question. 
    A train compartment is carrying 132 people. Another compartment is carrying 129 people. In all, how many people are there in both the compartments?
  4. Check for understanding: Can anyone repeat the question in their own words?
  5. Activity: Model the following steps
    – What are the numbers you need to work with? (132 and 129)
    – What do you need to find out? (How many people are there in both compartments.)

    – What do you need to do with the numbers? (Add them, since the problem asks you to find out how many people are there in both compartments.)
    – Write the two numbers, one below the other. Make sure the ‘ones’, ‘tens’, and ‘hundreds’ places numbers line up.
    – Now add the ‘ones’, ‘tens’, and ‘hundreds. 

  6. Check for understanding: Answer the following about the result – 
    – What is the numeral form? (261)
    – What is the expanded form? (2 Hundreds, 6 Tens and 1 One)
    – What is the word form? (Two Hundred and Sixty  One)
    – What does the result mean? (There are Two Hundred and Sixty people in both the compartments.)

Step 7: Learning Objectives

  1. Understand word problems involving the addition and subtraction of three-digit numbers.
  2. Solve word problems involving the addition of three-digit numbers without regrouping.

 Step 7:

  1. Grab attention if required.
  2. Set expectations: In this block and the next, we understand how to solve word problems on three-digit numbers.
  3. Explanation: Here’s the question. (You can show the image or draw the table on the whiteboard)
    A teacher kept a note of which fruits students like in her school. This is what she found:

    (a) How many students in the school like oranges?
    (b) How many students in the school like mangoes?
    (c) Altogether, how many students are there in the school?
    (d) Is the number of girls more than 350 or less than 350?
  4. Check for understanding: Can anyone repeat the question in their own words?
  5. Activity 1: 
    Let’s solve the first problem first:
    – What are the numbers you need to work with? (136 and 128)
    – What do you need to find out? (How many students like oranges?)

    – What do you need to do with the numbers? (Add them, since the problem asks you to find out the total number of students that likes oranges.)
    – Write the two numbers, one below the other. Make sure the ‘ones’, ‘tens’, and ‘hundreds’ places numbers line up.
    – Now add the ‘ones’, ‘tens’, and ‘hundreds. 

  6. Check for understanding: Answer the following about the result – 
    – What is the numeral form? (264)
    – What is the expanded form? (2 Hundreds, 6 Tens and 4 Ones)
    – What is the word form? (Two Hundred and Sixty  Four)
    – What does the result mean? (There are Two Hundred and Sixty Students like oranges.)

8. Conclusion

Wht have we learned in this block?

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