| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Regrouping across zero with 3-digit numbers |
| What length (min) | 30 |
| What age group | Year or Grade 3 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Regrouping Across Zero with 3-Digit Numbers
Grade 3
Mathematics
30 minutes
20 students
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 min | Begin with a brief review of 3-digit addition. Introduce the concept of regrouping across zero through a visual example. |
| 2 | Direct Instruction | 10 min | Explain the process of regrouping using base ten blocks. Demonstrate a problem step-by-step on the whiteboard. |
| 3 | Guided Practice | 5 min | Provide students with a similar problem to solve in pairs. Walk around to offer guidance and support. |
| 4 | Independent Practice | 5 min | Distribute worksheets with problems that require regrouping across zero. Students will work individually. |
| 5 | Assign Homework | 2 min | Explain homework practice on regrouping, ensuring students understand the expectations without presenting their work. |
| 6 | Closing and Review | 3 min | Recap the key steps of regrouping. Allow students to ask questions and clarify any misunderstandings. |
"Good morning, class! Today, we are going to dive into a fun math topic: regrouping across zero with 3-digit numbers. Before we get started, let’s quickly review what we know about adding 3-digit numbers. Can anyone remind me what a 3-digit number looks like?"
[Wait for some responses from students.]
"Great! Now, what happens sometimes when we add these numbers together and our digits go over ten in any place value? Yes, that's right! We need to regroup. This is what we call regrouping across zero. Let me show you how that works with an example."
[Draw a simple example on the board, highlighting where regrouping occurs.]
"Now, let's take a closer look at the regrouping process. I have some base ten blocks here to help us visualize it."
[Show base ten blocks.]
"Imagine we need to add 305 and 287. First, let’s line up the numbers like this:"
[Write on the board:
305
+ 287
------]
"Starting from the right, we add the ones place. What is 5 plus 7? Yes, it's 12! But since we can only write one digit in the ones place, we write down 2 and carry over 1 to the tens place."
[Write it down.]
"Now, in the tens place, we have 0 plus 8 plus the 1 we carried over. What does that equal? That’s right! It equals 9. So I write down 9."
[Continue demonstrating until the entire addition is completed.]
"And finally, in the hundreds place, we have 3 plus 2, which equals 5. We write that down, and our answer is 592!"
"Now, I want you to practice with a partner. Here’s a problem for you: 426 plus 579."
[Write the problem on the board and give students time to work together.]
"Remember to follow the same steps we just went over. I will be walking around to help you if you have any questions."
[Monitor the room and assist students as needed.]
"Excellent job, everyone! Now that you’ve practiced with a partner, it’s time for some independent practice. I’m handing out worksheets that have similar problems for you to solve on your own. Some of these will require regrouping across zero."
[Distribute worksheets.]
"Take your time, and remember to show your work. If you have any questions, raise your hand, and I’ll come around to assist you."
"Great work today, everyone! For homework, I want you to practice regrouping even more. You will have a worksheet with additional problems to solve on your own. Make sure to complete it by our next class."
[Clarify any questions about the homework.]
"Remember, you don’t need to prepare to present your homework in class; just ensure you try your best!"
"Before we wrap up, let’s quickly review what we learned today about regrouping across zero. Who can tell me why regrouping is important?"
[Allow students to share their thoughts.]
"Awesome answers! Remember, regrouping helps us correctly add numbers that can otherwise be tricky. If anyone has questions or something they don’t understand fully, please let me know now."
[Address any questions.]
"Thank you for your attention and great participation today! I can’t wait to see how you all do with your homework!"
What is the sum of 342 and 678? Show all your work and indicate where you had to regroup.
Solve the following addition problem: 215 + 489. Did you need to regroup? Explain your answer.
If you add 504 and 378, what is the final sum? Remember to write down each step of your work.
Calculate 130 + 265. Did you have to carry over any numbers? If so, where?
For the numbers 456 and 579, what is the result of adding them together? Illustrate the regrouping process you used.
What happens if you add 200 and 399? Show your work and clarify if you needed to regroup.
If you encounter the problem 623 + 158, what will the answer be? Make sure to show how you handled any regrouping.
Complete the following: 752 + 269. Write down the steps and discuss whether any carrying over was necessary.
Given 184 + 759, what is the result? Explain in detail how you approached the addition, especially with any regrouping.
Finally, add 913 and 287. Describe what you did at each place value and if regrouping was involved.