Addition to 1,000 with three or more simple numbers

General

Students learn to add to 1,000 with three or more simple numbers- numbers ending in 0.

Common core standard(s)

2.NBT.B.7

Relevance

It is important to be able to add to 1,000, so you can determine totals of larger amounts.

Introduction

The introduction challenges students to add racing against time. The timer can be adjusted to make the exercise more or less challenging.

Development

Discuss the importance of being able to add to 1,000 with students. The learning goal will be presented in three ways, visually, in the abstract, and in story form. Using the menu in the bottom right of the page you can decide which method is best for use in your classroom setting.
With the visual explanation, students first count how many objects are in each group. Count the objects to determine that the addends are 500, 340, and 50. Then these are added together. See if students are able to determine the total by themselves. With the next addition problems, explain that you can solve these addition problems in multiple ways. Use 330+ 400+200 as an example. Explain that you can add 330 to 400 and then add the remaining 200. Show the other possibilities of adding these three addends. You can first add the hundreds, and then the tens together. Ask students which method they like best or think is easiest to use. Emphasize that the student should select the method they think is easiest when solving for their totals. Students are then given instructions on how to add with four addends. Show both methods again. Encourage students to select pairs of addends that form simple numbers, like 220+240 and 100+310. You then add those totals together to find the answer. Check that students are able to solve addition problems with four addends. Finally a story problem is given and you can explain the steps required to solve a story problem. Have students solve a story problem using the steps given.

Check that students are able to add to 1,000 with three or more simple numbers by asking the following questions:
- Why is it useful to be able to add to 1,000?
- Which methods could you use to add three or more addends to a total of 1,000?

Guided practice

Students first start with an addition problem with visual support, then are given an addition problem without visual support, and then are given a story problem to solve.

Closing

Check that student have understood the instructions by asking which methods they could use to solve an addition problem with three or more addends to 1,000. Emphasize that each student is different and that they can choose different methods to use for solving the problems. The students are then given a visual, abstract and story problem to solve. Finally students finish with fruit-problems. Every piece of fruit has a specific value. These values are given- a pineapple is 450 for example. The exercise can be done as a class or in pairs. An example is orange (300) + apple(210) + strawberry(60) = 570

Teaching tips

Students who have difficulty adding to 1,000 with three or more simple numbers can be supported by first counting to 1,000 in jumps of 100. They can use the number line to help visualize the jumps. They can also make use of MAB-blocks or other manipulatives. Students can then practice counting to 1,000 in jumps of 50. If they are able to jump in 100s and 50s then they are already able to do addition with two simple numbers.