Grade 3 Math Standard 3.NBT.A.2
5
Bowl started with [150] candy corns. Only [43] pieces left. How many pieces were taken?
Subtraction (Missing Part)
Equation
150 − 43 = 107
Final Answer
107 pieces of candy corn
Algorithm Work
4 10
1 5 0
− 4 3
1 0 7
Regrouping Check
Regroup 1 ten to make 10 ones. 10 − 3 = 7 ones. 4 tens − 4 tens = 0 tens. Bring down 1 hundred = 107.
6
Jackson had [67] sour spiders. Ava gave him [56] more. How many sour spiders does Jackson have now?
Addition
Equation
67 + 56 = 123
Final Answer
123 sour spiders
Algorithm Work
1 1
6 7
+ 5 6
1 2 3
Double Regrouping
7 + 6 = 13 (regroup 1 ten). 1 + 6 + 5 = 12 tens (regroup 1 hundred, leaves 2 tens). Result = 123.
7
Mrs. Gable had [240] caramel apple pops. She passed out [185] pops. How many pops does she have remaining?
Subtraction
Equation
240 − 185 = 55
Final Answer
55 caramel apple pops
Algorithm Work
1 13 10
2 4 0
− 1 8 5
5 5
Two-Step Regrouping
Regroup tens to ones: 10 − 5 = 5. Regroup hundreds to tens: 13 tens − 8 tens = 5 tens. 1 − 1 = 0 hundreds.
8
Parade had [136] superhero costumes and [89] monster costumes. How many total students marched in the parade?
Addition
Equation
136 + 89 = 225
Final Answer
225 students
Algorithm Work
1 1
1 3 6
+ 8 9
2 2 5
Place Value Check
6 + 9 = 15 (regroup 1 ten). 1 + 3 + 8 = 12 tens (regroup 1 hundred). 1 + 1 = 2 hundreds. Total = 225.
Page 2 of 3 • Teacher & Paraprofessional Reference Key
🦇
Answer Key
Page 3 • Problems 9 – 12 & Scoring Rubric
Grade 3 Math Standard 3.NBT.A.2
9
Liam’s bucket: [315] oz. Zoe’s bag: [278] oz. How many more ounces did Liam's bucket weigh than Zoe's?
Subtraction (Compare)
Equation
315 − 278 = 37
Final Answer
37 more ounces
2 10 15
3 1 5
− 2 7 8
3 7
Regroup tens to ones: 15 − 8 = 7. Regroup hundreds to tens: 10 tens − 7 tens = 3 tens. 2 − 2 = 0 hundreds.
10
Priya: [158] patties. Maya: [164] patties. How many peppermint patties did the sisters have altogether?
Addition
Equation
158 + 164 = 322
Final Answer
322 peppermint patties
1 1
1 5 8
+ 1 6 4
3 2 2
8 + 4 = 12 (regroup 1 ten). 1 + 5 + 6 = 12 tens (regroup 1 hundred). 1 + 1 + 1 = 3 hundreds. Total = 322.
11
Started with [300] eyeballs. Trick-or-treaters took 168. How many chocolate eyeballs remained?
Subtraction (Across Zeros)
Equation
300 − 168 = 132
Final Answer
132 chocolate eyeballs
2 9 10
3 0 0
− 1 6 8
1 3 2
Subtracting across zeros:
Regroup 300 into 2 hundreds, 9 tens, 10 ones. 10 − 8 = 2; 9 − 6 = 3; 2 − 1 = 1.
12
Lucas counted [225] fruit rolls and [198] lollipops. How many treats does Lucas have in total?
Addition
Equation
225 + 198 = 423
Final Answer
423 treats
1 1
2 2 5
+ 1 9 8
4 2 3
5 + 8 = 13 (regroup 1 ten). 1 + 2 + 9 = 12 tens (regroup 1 hundred). 1 + 2 + 1 = 4 hundreds. Total = 423.
3-Point Problem Scoring Guide Total Possible: 36 Points (3 pts × 12 problems)
1 Point: CUBES & Equation Numbers/words marked, valid addition or subtraction equation written.
1 Point: Computation Accurate calculation showing regrouping/renaming steps.
1 Point: Labeled Answer Correct numeric value with appropriate candy/item unit label.
Page 3 of 3 • Teacher & Paraprofessional Reference Key
Scaffold: Draw an H-T-O (Hundreds, Tens, Ones) column chart on scratch paper so columns stay aligned.
Misconception Alert: Adding left-to-right or misaligning place values when recording regrouped digits.
Corrective Script: "Always start on the right in the ones place: 5 + 8 is 13. Put the 3 in the ones spot and carry the 1 ten on top of the tens column."
Page 1 of 3 • Paraprofessional & Intervention Script Guide
🍬
Paraprofessional Script Guide
Page 2 • Scripts & Intervention Prompts for Problems 5 – 8
Prompting • Not Giving Answers
5 Problem 5: Candy Corn Bowl (150 − 43 = 107) • Subtraction Part-Part-Whole / Missing Part
Verbal Prompt: "The bowl had 150 pieces at the start. Now there are only 43 pieces left. The rest were taken. If we know the total and one part, how do we find the missing taken part?"
Scaffold: Part-Part-Whole box diagram. Top box: 150 (Whole). Bottom boxes: 43 (Part Left) and ? (Part Taken).
Misconception Alert: Subtracting 0 − 3 = 3 or getting 117 instead of 107 because of regrouping.
Corrective Script: "Look at the zero in 150. You have 0 ones. Can you give away 3? No! You must ungroup 1 ten from the 5 tens. That turns the 0 into 10 ones, and leaves 4 tens. What is 4 tens − 4 tens?"
6 Problem 6: Sour Spider Candies (67 + 56 = 123) • Addition Joining with Double Regrouping
Verbal Prompt: "Jackson had 67 sour spiders and Ava gave him 56 more. Did his stash increase or decrease? What action word in the story tells you to add?"
Scaffold: Decompose by place value: (60 + 50 = 110) and (7 + 6 = 13). Then add 110 + 13 = 123.
Misconception Alert: Student forgets the regrouped 10 when adding tens (6 + 5 = 11, resulting in 113 instead of 123).
Corrective Script: "7 + 6 gave you 13. You put the 3 down and carried 1 ten. Don't forget that little guest sitting on top of the 6! Add 1 + 6 + 5. How many tens is that?"
7 Problem 7: Caramel Apple Pops (240 − 185 = 55) • Subtraction 3-Digit Subtraction with Two Trades
Verbal Prompt: "Mrs. Gable prepared 240 pops and handed out 185. The question asks how many pops are 'remaining'. Does remaining mean add or subtract?"
Scaffold: Open number line counting up from 185 to 240: jump +5 to 190, jump +10 to 200, jump +40 to 240. Total jump = 5 + 10 + 40 = 55.
Misconception Alert: Struggling with two consecutive regroupings (regrouping tens to ones, then hundreds to tens).
Corrective Script: "Take it one room at a time. First ones: 0 − 5 won't work, so borrow 1 ten from 4 tens (now 3 tens, 10 ones). 10 − 5 = 5. Now tens: can you take 8 tens from 3 tens? Borrow from the hundreds!"
8 Problem 8: Costume Parade (136 + 89 = 225) • Addition Combining 3-Digit & 2-Digit
Verbal Prompt: "We have 136 superhero kids and 89 monster kids marching together. What is the keyword in the question that tells us what to do? Yes, 'total'!"
Scaffold: Ensure proper vertical alignment. Remind student that 89 has 8 tens and 9 ones, so 8 sits beneath the 3 tens, not the 1 hundred.
Misconception Alert: Aligning 89 to the left under 136, treating 89 as 890.
Corrective Script: "Wait! Check your columns. Is 89 eighty-nine or eight hundred ninety? Put the 8 under the tens column and 9 under the ones column. Keep your walls straight!"
Page 2 of 3 • Paraprofessional & Intervention Script Guide
🦇
Paraprofessional Script Guide
Page 3 • Scripts for Problems 9 – 12 & Small Group Intervention Tools
Building Independence
9 Problem 9: Bucket Weights (315 − 278 = 37) • Subtraction Measurement Comparison
Verbal Prompt: "Liam's bucket is 315 ounces; Zoe's is 278 ounces. Who has the heavier bucket? How many more ounces? What operation compares the two weights?"
Scaffold: Ask: "What number goes on top in our subtraction equation? The bigger total weight!" (315 on top, 278 underneath).
Misconception Alert: Subtracting 8 − 5 = 3 and 7 − 1 = 6 instead of regrouping.
Corrective Script: "Remember our rule: you cannot flip numbers upside down in subtraction! If you have 5 ounces, you can't take away 8. Borrow 1 ten to turn 5 into 15."
10 Problem 10: Peppermint Patties (158 + 164 = 322) • Addition 3-Digit Double Regrouping
Verbal Prompt: "Priya has 158 and Maya has 164. 'Altogether' tells us to unite their collections. What is our equation? Let's check both regrouping steps."
Scaffold: Estimate first: 158 is close to 160; 164 is close to 160. 160 + 160 = 320. Our final exact answer should be very close to 320!
Misconception Alert: Adding 5 + 6 = 11 and forgetting the 1 carried over from 8 + 4 = 12.
Corrective Script: "Point your finger at the top of the tens column. Did you write down the carried 1? Read all three numbers in the tens column out loud: 1 + 5 + 6. What do they equal?"
11 Problem 11: Chocolate Eyeballs (300 − 168 = 132) • Subtraction Subtracting Across Zeros
Verbal Prompt: "The bowl had exactly 300 eyeballs. Trick-or-treaters took 168. How many remained? This has zeroes in the tens and ones place. Where must we go to borrow?"
Scaffold: "Box the 30 tens in 300! If you take 1 ten from 30 tens, how many tens do you have left? 29 tens! That makes regrouping across zeros simple: 29 tens and 10 ones."
Misconception Alert: Writing 0 − 8 = 8, 0 − 6 = 6, 3 − 1 = 2 (answer 268) or making both zeros into 10s.
Corrective Script: "Walk with me through the house: the ones ask the tens, but the tens have zero. So the tens ask the hundreds! 3 hundreds becomes 2 hundreds, the tens become 9, and the ones become 10."
12 Problem 12: Fruit Rolls & Lollipops (225 + 198 = 423) • Addition 3-Digit Addition
Verbal Prompt: "Last problem! Lucas has fruit rolls and lollipops. 'In total' tells us to combine. Let's write our equation and finish with our candy unit label!"
Scaffold: Mental math check: 198 is just 2 away from 200! Add 225 + 200 = 425, then take away 2 = 423. Celebrate their hard work!
Misconception Alert: Forgetting to write the unit label (candies/treats) on the final blank line.
Corrective Script: "423 what? Pumpkins? Witches? Don't leave your number naked! Put a label on it: 423 treats or candies."
Three Golden Rules for Math Intervention Aides 3rd Grade RTI / MTSS Tier 2
1. Wait Time (5-7 Seconds) Give student processing time before jumping in with verbal cues.
2. Model with Questions Instead of "Write 85", ask "What do you get when you combine 48 and 37?"
3. Praise Strategy Use Praise them for circling numbers, checking columns, and writing neat labels.
Page 3 of 3 • Paraprofessional & Intervention Script Guide
