Grade 3, Module 8

Core Focus
Introducing and working with the standard addition algorithm
(adding three-digit numbers)
Working with the nines division facts
Reading scales and working with parts of a kilogram and with grams

Addition
Students many experiences with composing and decomposing numbers have
Ideas for Home
prepared them to learn the standard algorithm, where two-digit numbers
are broken into tens and ones. The standard algorithm makes good sense Instead of carry, use place
and is easy to work with because of the prior focus on mental addition of two- and value language to narrate the
three-digit numbers. standard algorithm procedure.
E.g. 83 + 69: 3 ones add
The standard algorithm is the familiar paper-and-pencil procedure for adding
9 ones is 12 ones, so I regroup
multi-digit numbers that most adults were taught in school. In the standard addition
the ones into a ten and then
algorithm, what was called carrying is now called regrouping because numbers
add 1 ten plus 8 tens plus
are regrouped8.4
into new place
Working values
with in order
the Standard to combine
Addition the quantities.
Algorithm
(Composing Hundreds) 6 tens which makes 15 tens,
Look at these two pictures of blocks. so I regroup one ten into the
What number does each picture represent?
hundreds place, etc.
Continue to encourage
92 + 36 = ____
mental strategies. For the
above problem, would it
Imagine you added the blocks together. be faster to compensate
What would be the total? by changing the numbers
What is another way to show You could trade 10 tens
12 same
the tens value?
blocks regroup to 1blocks
hundred
for 1 and 2 tens,
hundreds for a total of 128.
block. 83 + 69 to 82 + 70 and
get 152 quickly by using
Third grade instruction provides a bridge between the continual use of place-value mental strategies?
strategies and beginning use of the standard algorithm. Mastery of the standard
algorithm is not expected until Grade 4.
Glossary
Follow these steps of the standard addition algorithm to add the two stacks of blocks.
Students decompose (pull
First add the ones. Then add the tens. Then add the hundreds.

H T O H T O H T O
apart) and compose (put
9 2
1
9 2
1
9 2 together) numbers to make
+ 3 6 + 3 6 + 3 6
them more convenient to
8 2 8 1 2 8
calculate mentally.
Why is the numeral 1 written in the hundreds place?
What does it represent? Each fact family has two
12 tens is the same as
1 hundred and 2 tens.
multiplication facts and two
related division facts, all with
182
In this lesson, students use the standard algorithm to record calculations
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the same three numbers.
involving regrouping in the tens place.
E.g. 9 3 = 27, 3 9 = 27, 27
Multiplication and Division 9 = 3, and 27 3 = 9 are a fact
family using the numbers 9, 3,
Student extend their understanding of x9 multiplication facts to division facts. The
and 27.
ORIGO Education.

key is to think multiplication and remember how multiplication/division fact families

are formed. E.g. 27 9 = ___ is the same as 9 ___ = 27. The numbers 9, 3 and 27
make up a fact family.

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 Grade 3, Module 8

Arrays can model the relationship between multiplication and division by showing
Ideas for Home
the total and how many rows there are, or how many are in each row:
Ask your child to add two-
and three-digit quantities by
estimating the total, adding
27 dots
27 dots mentally and then using the
in total
in total
standard algorithm.
Talk with your child about
whether estimating or using
9 rows of 3 27 in 9 rows 27 with 3 in each row
9 3 = 27 9 rows of ____ = 27 ____ rows of 3 = 27 the standard algorithm
27 9 = ____ 27 3 = ____
is most appropriate for a
Measurement situation. E.g. when shopping,
In the last part of the module, students practice reading weights in kilograms and estimation and mental
parts of a kilogram. Students make the connection that reading fractional marks calculation is usually sucient.
on the scale ( 1 , 1 , 3 ) involves the very same skills as reading marks on a number When paying bills, accuracy
4 2 4
line. In this real-life model, the number line is just curved rather than straight. of the standard algorithm is
usually needed.
Continue to practice the x9
facts and make connections
to the division facts.
Encourage your child to think
Since the metric system is based on x10, it is a convenient real-life context to multiplication. E.g. for 63 9,
practice x10 and fractions of a unit because the numbers are easy to work with. think 9 ? = 63.
Students learn that one gram is relatively light (about the weight of a nickel coin)
that there are 1,000 grams (g) in a kilogram. Then they solve problems involving When practicing multiplication
kilograms and grams. and division facts involving 9,
it is helpful to remember that
8.11 Building a Picture of Grams all the x9 facts have products
(answers) with an interesting
One kilogram is equal to 1,000 grams.
Hold a nickel in your hand. The weight of the coin is 5 grams. pattern. If you add the two
How many nickels would you need to make 100 grams?
digits in their products, you
How do you know?
always get 9. E.g. 2 9 = 18,
How many nickels would you need to make 500 grams?
How many make 1,000 grams? add the 1 and 8 of 18 and it
A short way to write
Look at this mass piece. How many of these gram is g. equals 9.
mass pieces will balance one kilogram?
How do you know? 500 g Practice reading a scale
How many of these mass pieces will balance one kilogram?
when shopping in the fruit
250 g How did you gure it out? and vegetable aisle, use
What fraction of a kilogram does balance? How do you know? the scales to weigh the
500 g
produce and have your
What fraction of a kilogram does 250 g balance? child read the weight in
How do you know?
kilograms (if possible).
How could you gure out the fraction
How can you prove
of a kilogram that will balance? your answer is correct?
125g
ORIGO Education.

In this lesson, students formalize the relationship between kilograms and grams.
Step Up 1. Look at these four dierent mass pieces. 250 g 100 g
a. Color the mass piece that is one-half of a kilogram.
b. Draw a on the mass piece that is one-fourth 500 g
125 g
of a kilogram.
ORIGO Education.

c. Draw an on the mass piece that is one-eighth of a kilogram.

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180815 196 ORIGO Stepping Stones 3 8.11
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