Addition Powerhouse WorksheetAddition Powerhouse Regrouping with Models Unit 7 Lessons 2 & 3 Student Name Date Power Up ___ - 435 = 242 Number Bond Solve The Models □ Flat (100) | Stick (10) ● Dot (1) The Upgrade Protocol 10 Dots 1 Stick 10 Sticks 1 Flat Guided Practice: 492 + 351 = ? Draw First Part Draw Second Part Workshop Practice 1. 238 + 345 = _______ 1-Place Regroup 2. 550 + 268 = _______ 1-Place Regroup 3. 298 + 345 = _______ Double Regroup Mission Self-Check: Did you start in the ones place? Did you circle 10 units to upgrade?
Addition Powerhouse Teacher GuideAddition Powerhouse Teacher Facilitation Guide Unit 7: Lessons 2 & 3 80 Minute Mission Objective Students will solve three-digit addition problems within 1,000 using pictorial models (flats, sticks, dots), mastering regrouping in the ones and/or tens place. Materials Powerhouse Slides Student Worksheet Personal Whiteboards Block 1: Foundation & Launch (40 Minutes) 15 Minutes Fluency Drills Happy Counting (by 10s): Count up and down between 450 and 620. Emphasize the crossing of the hundred (590 to 600). The 100 More Game: Call out a number (e.g., 234). Students shout back the number that is 100 more (334). Regrouping Relay: "I have 14 ones. What do I have?" (1 ten, 4 ones). Repeat for various tens/ones combinations. 10 Minutes Launch / Application Problem "The school library has 492 science books and 351 history books. How many books does the library have in total?" Students draw a number bond and attempt to represent the total using a quick sketch (flats/sticks/dots) on whiteboards. Circulate: Look for students who realize they have "too many sticks" in the tens place. 15 Minutes Concept Development: Single Regrouping Model 492 + 351 on the board using the Powerhouse Slides. Demonstrate unbundling 10 sticks to create 1 flat. Use "The Upgrade Move" vocabulary. Have students solve 238 + 345 on whiteboards, checking for the ones-to-tens regrouping. Block 2: Mastery & Check (40 Minutes) 15 Minutes Concept Development: Double Trouble Transition to problems that require regrouping in both the ones AND tens places. Model 298 + 345. Teacher Key Point Students often forget the "new" stick or flat they created. Use a different color or circle the new unit clearly to show it was added to the next column. 20 Minutes Workshop Practice Students work on the Addition Powerhouse Worksheet. Early Finishers: Challenge them to write a word problem for 550 + 268 on the back of their paper. Support: Pull a small group for those struggling with the "Dots to Sticks" transition. 5 Minutes Exit Ticket / Mission Check Students complete the separate 1-problem Exit Ticket. Collect these to inform tomorrow's small group instruction. The Mission Debrief Question 1 "Why do we always start counting our models in the ones place first?" Question 2 "What happens to the 10 sticks we circle? Where do they go?"
Addition Powerhouse Exit TicketMission Check: Lesson 2 & 3 Exit Ticket Name Date 463 + 285 Solve using flats, sticks, and dots. Show your "upgrade" circles! Total Sum: Mission Check: Lesson 2 & 3 Exit Ticket Name Date 463 + 285 Solve using flats, sticks, and dots. Show your "upgrade" circles! Total Sum:
Addition Powerhouse Answer KeyAnswer Key Addition Powerhouse (L2 + L3 Combined) Power Up: ___ - 435 = 242 Answer: 677 Student should add 435 and 242 because the whole is missing. Problem 1 238 + 345 = 583 Pictorial Steps: Represent 238 (2 flats, 3 sticks, 8 dots) and 345 (3 flats, 4 sticks, 5 dots). Combine 8 dots and 5 dots = 13 dots. Regroup: Circle 10 dots, draw 1 new stick. 3 dots left. Combine sticks: 3 + 4 + 1 (new) = 8 sticks. Combine flats: 2 + 3 = 5 flats. Problem 2 550 + 268 = 818 Pictorial Steps: Represent 550 (5 flats, 5 sticks) and 268 (2 flats, 6 sticks, 8 dots). Combine 0 dots and 8 dots = 8 dots. Combine sticks: 5 + 6 = 11 sticks. Regroup: Circle 10 sticks, draw 1 new flat. 1 stick left. Combine flats: 5 + 2 + 1 (new) = 8 flats. Problem 3 (Double Regroup) 298 + 345 = 643 Pictorial Steps: Represent 298 (2 flats, 9 sticks, 8 dots) and 345 (3 flats, 4 sticks, 5 dots). Combine 8 + 5 = 13 dots. Regroup 10 into a stick. (3 dots left). Combine sticks: 9 + 4 + 1 (new) = 14 sticks. Regroup 10 into a flat. (4 sticks left). Combine flats: 2 + 3 + 1 (new) = 6 flats.
Addition Powerhouse SlidesUnit 7: Addition & Subtraction Addition Powerhouse Building Bigger Numbers with Flats, Sticks, and Dots Lessons 2 & 3 Today's Mission The Goal I can solve 3-digit addition problems with regrouping using models! The Model Toolkit □ Flat 100 Stick 10 Dot 1 The Upgrade Move When we hit TEN, we level up! 10 Dots = 1 Stick □ 10 Sticks = 1 Flat The Review 1 Count your Dots first! If 10+, upgrade to a stick. 2 Count your Sticks. If 10+, upgrade to a flat. Action Point Watch your teacher solve on the visual anchor!
Abstract Addition WorksheetAbstract Addition Adding with Regrouping (Expanded Notation) Unit 7 Lessons 4 & 5 Student Name Date Expert Workflow Expanded Form Write both numbers by place value. Add by Place Start in the ones place first! Regroup Move extra units to the left. Guided Mission 238 + 357 = ? Work Space Hundreds Tens Ones Solo Challenge Problem A: 485 + 236 = _______ Use Expanded Notation Problem B: 375 + 438 = _______ Double Regroup Challenge The Secret Decoder The sum of Problem B reveals the message! Secret Message Decode Key: 8=M, 1=A, 3=T, 0=H
Abstract Addition Teacher GuideAbstract Addition Teacher Facilitation Guide Unit 7: Lessons 4 & 5 80 Minute Mission Objective Students will solve three-digit addition problems using expanded notation, transitioning from pictorial models to abstract vertical alignment while maintaining place value understanding. Materials Abstract Addition Worksheet Place Value Disks (optional) Personal Whiteboards Block 1: Breaking It Down (40 Minutes) 15 Minutes Fluency Drills Sprint: Addition within 20: High-speed mental math to warm up the brain. Expanded Form Flash: Write a number in standard form (e.g., 452) on the board. Students write it in expanded form on whiteboards (400 + 50 + 2). Renaming Tens: "I have 17 tens. How many hundreds and tens?" (1 hundred, 7 tens). 10 Minutes Launch / Application Problem "A bakery sold 258 cookies on Monday and 135 cookies on Tuesday. How many cookies were sold in all?" Students solve using their favorite strategy (drawing or number line). Then, ask: "How could we write this using only numbers to show the value of each place?" 15 Minutes Concept Development: Transitioning Model writing 258 + 135 vertically in expanded form. Show how the 13 ones become 10 and 3. Emphasize that the "10" moves to the tens column. Block 2: The Vertical Path (40 Minutes) 15 Minutes Practice: Double Regrouping Solve 496 + 235 together. Have students predict where the regrouping will happen before they solve. "Will we need to upgrade our dots? Our sticks?" Pedagogical Note This is the "Bridge to the Algorithm." If students can explain WHY 130 becomes 100 + 30, they are ready for the standard algorithm next unit. 20 Minutes Independent Workshop Students complete the Abstract Addition Worksheet. Focus on the vertical alignment and correctly placing the "regrouped" values. 5 Minutes Closure Students solve one problem using expanded form on an index card or exit ticket. Debrief by asking: "How is expanded notation like drawing flats/sticks/dots?" Timing Tip If Block 1 runs long, skip the second fluency drill to ensure you get to the Guided Practice. Mastery of the expanded form setup is the priority today.
Abstract Addition Answer KeyAnswer Key Abstract Addition (L4 + L5 Combined) Problem 1: 238 + 357 = 595 10 200+30+8 +300+50+7 500+90+5 Note: 8+7 = 15. Regroup 10 to the tens place, leaving 5 ones. Challenge 2: 375 + 438 = 813 10010 300+70+5 +400+30+8 800+10+3 Double Regroup Steps: 5 + 8 = 13. Regroup 10 (3 left). 10 + 70 + 30 = 110. Regroup 100 (10 left). 100 + 300 + 400 = 800.
Abstract Addition Exit TicketMission Check: Lesson 4 & 5 Exit Ticket Name Date 375 + 468 Solve using expanded notation (stack values vertically). Final Answer: Mission Check: Lesson 4 & 5 Exit Ticket Name Date 375 + 468 Solve using expanded notation (stack values vertically). Final Answer:
Subtraction Showdown SlidesUnit 7: Operation Power Subtract Showdown The Art of Unbundling and Regrouping Lessons 9 & 10 Our Goal Target I can subtract 3-digit numbers by unbundling hundreds and tens! Visual Mapping 1 Ten (Stick) becomes 10 Ones (Dots) 1 Hundred (Flat) becomes 10 Tens (Sticks) Showdown Practice Mission 1 642 – 374 The Ones Check Can we subtract 4 from 2? No! Unbundle a Stick. The Tens Check Can we subtract 7 from the tens left? No! Unbundle a Flat. The Strategy Logic We start in the ones place to see if we need to unbundle from our neighbors right away! Ones First
Subtraction Showdown Teacher GuideSubtraction Showdown Teacher Facilitation Guide Unit 7: Lessons 9 & 10 80 Minute Mission Objective Students will subtract three-digit numbers using pictorial models, mastering the process of unbundling a ten to get 10 ones or a hundred to get 10 tens. Materials Showdown Slides Student Worksheet Block 1: The One-Way Trade (40 Minutes) 15m Fluency Drills Happy Counting (by 10s) and "Take from Ten" drills (e.g., 14-9). 10m Launch: 452 - 238 "We have 2 dots. Can we cross out 8? Let's trade a stick for 10 dots!" 15m Guided Development Model unbundling tens on the slides. Ensure students cross out the stick and immediately draw 10 dots. Block 2: Hundred-Hurdles (40 Minutes) 15m Unbundling Hundreds Solve 624 - 382. Discuss why unbundling a flat is the same process as unbundling a stick. 20m Workshop Practice Students complete the worksheet. Small group focus: "Reversal Error" (subtracting smaller digit from larger regardless of place). 5m Exit Ticket Final problem: 537 - 245.
Subtraction Showdown WorksheetSubtraction Showdown Unbundling for Difference Unit 7 Lessons 9 & 10 Student Name Date The Unbundle Trade: 1 Flat = 10 Sticks | 1 Stick = 10 Dots 1. 452 - 238 = _______ Draw/Unbundle Ones 2. 624 - 382 = _______ Draw/Unbundle Tens 3. 561 - 327 = _______ Ones Regroup 4. 715 - 433 = _______ Tens Regroup Mission Case: The Bus Problem 325 - 158 A bus has 325 students. 158 get off. How many students are still on the bus? Students:
Subtraction Showdown Exit TicketMission Check: Lesson 9 & 10 Exit Ticket Name 537 - 245 Solve using flats, sticks, and dots. Show your unbundling! Final Answer: Mission Check: Lesson 9 & 10 Exit Ticket Name 537 - 245 Solve using flats, sticks, and dots. Show your unbundling! Final Answer:
Subtraction Showdown Answer KeySubtraction Showdown Key 1. 452 - 238 = 214 Key Steps Unbundle 1 stick (now 4) for 10 dots (now 12 total). Subtract 8 dots (4 remain). Subtract 3 sticks (1 remains). Subtract 2 flats (2 remain). 2. 624 - 382 = 242 Key Steps Subtract 2 dots (2 remain). Unbundle 1 flat (now 5) for 10 sticks (now 12 total). Subtract 8 sticks (4 remain). Subtract 3 flats (2 remain). 3. 561 - 327 = 234 Unbundle stick for dots: 11 - 7 = 4 ones. 5 - 2 = 3 tens. 5 - 3 = 2 hundreds. 4. 715 - 433 = 282 Subtract ones (2). Unbundle flat for sticks: 11 - 3 = 8 tens. 6 - 4 = 2 hundreds. Bus Problem: 325 - 158 = 167 • Unbundle 1 Stick: 15 ones - 8 ones = 7 ones. • Unbundle 1 Flat: 11 tens - 5 tens = 6 tens. • Subtract Hundreds: 2 hundreds - 1 hundred = 1 hundred.
Zero Zone WorksheetZero Zone Subtracting Across Zeros (Pictorial) Unit 7 Lesson 11 Scholar Name Date The Unbundling Protocol If you have ZERO tens, you must unbundle the hundred first! Step A Unbundle a Hundred Get 10 Tens. Step B Unbundle a Ten Get 10 Ones. Guided Mission 501 - 278 = ? Hundreds Tens Ones Independent Practice 1. 601 - 273 = ________ Draw Flats, Sticks, and Dots 2. 804 - 335 = ________ Draw Flats, Sticks, and Dots Mission Complete? Did you unbundle your hundred first?
Zero Zone Teacher GuideZero Zone Teacher Facilitation Guide Unit 7: Lesson 11 80 Minute Mission Objective Students will subtract across zeros by unbundling a hundred to get 10 tens, then unbundling one of those tens to get 10 ones. Materials Zone Worksheet Personal Boards Block 1: The Long Trade (40 Minutes) 15m Fluency 100-Back Game (e.g., 405 -> 305). Happy Counting across the hundred (190-210). 25m Concept Launch: 402 - 156 "Can't get ones from tens? Go to the Hundred's House!" Crucial: Model the 2-step trade. Hundred -> 10 Tens, THEN 1 Ten -> 10 Ones. Don't skip the tens column! Block 2: Independent Mastery (40 Minutes) 30m Workshop Practice Students complete the worksheet. Focus on circling the "new" stick in the tens place before unbundling it again. 10m Debrief & Exit Problem: 302 - 156. Ask: "Where did those 9 tens come from?"
Zero Zone Answer KeyAnswer Key Zero Zone (Lesson 11) The Zero Strategy Check When unbundling across a zero, students must show TWO circles: Step 1 Circle 1 flat Draw 10 new sticks. Step 2 Circle 1 of the NEW sticks Draw 10 dots. 01 601 - 273 = 328 Remaining: 3 Flats, 2 Sticks, 8 Dots 02 804 - 335 = 469 Remaining: 4 Flats, 6 Sticks, 9 Dots
Zero Zone Exit TicketMission Check: Lesson 11 Exit Ticket Name 302 - 156 Draw your model & unbundle: Vertical Algorithm: 3 0 2 - 1 5 6 Final Answer: Mission Check: Lesson 11 Exit Ticket Name 302 - 156 Draw your model & unbundle: Vertical Algorithm: 3 0 2 - 1 5 6 Final Answer:
Expanded Experts Teacher GuideExpanded Experts Teacher Facilitation Guide Unit 7: Lesson 14 80 Minute Mission Objective Students solve subtraction problems across zeros using vertical expanded notation, transitioning from physical to abstract. Materials Expert Worksheet Dry-Erase Markers Block 1: Vertical Expansion (40 Minutes) 15m Fluency Sprint: Subtraction within 20. "Take-10" mental math warm-up (e.g., 200 -> 190). 25m Expanded Unbundling: 503 - 245 Show unbundling vertically: 500 becomes 400 + 100. Then 100 becomes 90 + 10. 400 + 90 + 13 - (200 + 40 + 5) Block 2: Expert Mission (40 Minutes) 30m Workshop Zone Students work on the worksheet. Focus on correctly writing the "90" in the tens place during double unbundling. 10m Mission Check Debrief: "Who can explain why our '0' became a '90'?" Review the logic of the middle column.
Expanded Experts WorksheetExpanded Experts Subtracting Across Zeros (Notation) Unit 7 Lesson 14 Scholar Name Date The Expert Protocol 1 Unbundle a Hundred first (Middle becomes 100). 2 Unbundle a Ten from the 100 into the ones. 3 Expert Fact: Your tens place now has 90 left! Guided Mission 604 - 377 = ? Hundreds Tens Ones Independent Experts 1. 703 - 457 = ________ Expanded Notation Scaffolding ___+___+___ 2. 800 - 293 = ________ The "Double-O" Challenge ___+___+___ Expert Secret: When you unbundle twice across a zero, your middle tens number will ALWAYS become 90.
Expanded Experts Answer KeyAnswer Key Expanded Experts (Lesson 14) #01 703 - 457 = 246 6009013 700+00+3 -400+50+7 200+40+6 #02 800 - 293 = 507 7009010 800+00+0 -200+90+3 500+00+7 Teacher Note: Ensure students are crossing out the "00" in the tens place and changing it to "100" after borrowing from the hundreds, AND THEN crossing out the "100" and changing it to "90" after borrowing for the ones.
Expanded Experts Exit TicketMission Check: Lesson 14 Exit Ticket Name 403 - 145 Solve using vertical expanded notation. Show your unbundling! Final Answer: Mission Check: Lesson 14 Exit Ticket Name 403 - 145 Solve using vertical expanded notation. Show your unbundling! Final Answer:
Path to Difference SlidesStrategy: Count Back Path to Difference The efficient way to subtract larger numbers. Lesson 15 Our Roadmap Target I can subtract 3-digit numbers by making Efficient Jumps back on a number line! Jump Sizes 100 The Big Leap Fastest way back! 10 The Step Getting closer. 1 The Hop Final precision. Visual Modeling Start Here 658 – 225 = 433 -100 -100 -10 -10 -5 658 433 COUNT BACK FROM THE Whole The Logic Lock Start at the Whole and jump back the Known Part to find the Difference! Whole Known Part Difference
Path to Difference Teacher GuidePath to Difference Teacher Facilitation Guide Unit 7: Lesson 15 80 Minute Mission Objective Students use open number lines to solve subtraction problems by counting back in efficient chunks of 100s, 10s, and 1s. Materials Difference Slides Student Worksheet Block 1: Giant Jumps (40 Minutes) 15m Fluency Number Line Jumps: Count back by 100, 10, and 1 from 500 on a whiteboard line. 25m Launch: 635 - 225 Model giant jumps (-100), medium jumps (-10), and small jumps (-1). Label each arc clearly. Block 2: Independent Path (40 Minutes) 30m Difference Workshop Students work on the worksheet. Challenge early finishers to "combine" jumps (e.g., -20 instead of two -10s). 10m Final Check: 423 - 215 "Why do we start our subtraction on the right side of the number line?"
Path to Difference WorksheetPath to Difference Mapping Subtraction Unit 7 Lesson 15 Student Name Date G -100 M -10 S -1 1. 635 - 225 = _______ Start: 635 2. 482 - 131 = _______ 3. 556 - 217 = _______ 4. 748 - 325 = _______ "Don't forget to label your jumps!"
Path to Difference Answer KeyPath to Difference Key 1. 635 - 225 = 410 Start at 635. Jump back -200 (reach 435). Jump back -20 (reach 415). Jump back -5 (reach 410). 2. 482 - 131 = 351 Start at 482. Jump back -100 (reach 382). Jump back -30 (reach 352). Jump back -1 (reach 351). 3. 556 - 217 = 339 *Regrouping challenge! Start at 556. Jump back -200 (reach 356). Jump back -10 (reach 346). Jump back -7. (346 -> 340, then 340 -> 339).
Path to Difference Exit TicketMission Check: Lesson 15 Exit Ticket Name 423 - 215 Solve using an open number line. Label your jumps! Final Answer: Mission Check: Lesson 15 Exit Ticket Name 423 - 215 Solve using an open number line. Label your jumps! Final Answer:
Strategy Squad WorksheetStrategy Squad Mixed Practice & Explaining Thinking Unit 7 Lessons 17-18 Student Name Date Response Quality Control Answer the question DIRECTLY. Name your Strategy. Explain the Math Idea. Use Numbers to prove it. Challenge 1: ____ - 399 = 432 Strategy Space Write Your Explanation Challenge 2: 955 - ____ = 637 Strategy Space Write Your Explanation Strategy Squad: Mission Ready!
Strategy Squad Teacher GuideStrategy Squad Teacher Facilitation Guide Unit 7: Lessons 17 & 18 80 Minute Mission Objective Students select and justify efficient strategies (pictorial, expanded, or number line) for mixed three-digit problems. Materials Squad Worksheet Boards & Markers Block 1: Strategy Showcase (40 Minutes) 15m Mixed Fluency Sprint with both +/-. Debate: "Which Strategy?" hold up fingers to vote. 25m Efficiency Debate Solve 534 + 219. One group uses models, one uses expanded form. Compare speed and accuracy. Block 2: Strategy Workshop (40 Minutes) 30m Workshop Practice Students work on worksheet. Requirement: Solve AND write a 'why' sentence. 10m Exit Ticket Problem: 600 - 325. "Choose your Power Move strategy!"
Strategy Squad Answer KeyAnswer Key Strategy Squad (Lesson 17+18) Problem 1: 831 The Model Student should use Addition strategy. 432 + 399 = 831. The Writing "I solved using expanded notation. I added 432 and 399 because the whole was missing. I regrouped 11 ones into 1 ten and 13 tens into 1 hundred. My answer is 831." Problem 2: 318 The Model Student should use Subtraction strategy. 955 - 637 = 318. The Writing "I solved using a number line. I started at 955 and jumped back 600, then 30, then 7. I landed on 318. This proves that the missing part is 318."
Strategy Squad Exit TicketMission Check: Lesson 17 & 18 Exit Ticket Name 600 - 325 Pick your FAVORITE strategy to solve. Why I chose this strategy: Final Answer: Mission Check: Lesson 17 & 18 Exit Ticket Name 600 - 325 Pick your FAVORITE strategy to solve. Why I chose this strategy: Final Answer:
Unit Post Assessment ReviewUnit Assessment Final Curriculum Review Unit 7 Final Showdown Scholar Name Date 1a. 460 + 243 = ________ Any Strategy 1b. 805 - 329 = ________ Any Strategy 2. Solve with a number line: 578 - 237 = _______ Model Your Jumps 3. Find the missing part: _______ + 498 = 712 Show Your Strategy 4. Solve: ________ = 407 - 159 Explain how you solved using place value: 5. The Error Analysis Challenge Ava solved 603 - 246 and got 367. Look at her work below: 500 100 13 600 + 00 + 3 - 200 + 40 + 6 300 + 60 + 7 = 367 What mistake did she make? How can she fix it?
Final Review Teacher GuideUnit 7 Post-Assessment Teacher Review & Pacing Guide Final Mission 80 Minute Mission Objective Students demonstrate mastery of three-digit +/- within 1,000, including mixed regrouping and error analysis. Materials Assessment Review Goal Sheets Block 1: Assessment Session (40 Minutes) 5m Final Launch Inspire scholars. "Show off your unbundling expertise today!" 35m Independent Mission Students work on assessment review. Observe: Ones place start? Regrouping marks? Error analysis logic? Block 2: Reflection & Analysis (40 Minutes) 20m Peer Review / Check Use document camera to grade together. Focus on reasoning, not just answers. 20m Goal Setting & Fixes Mini-conferences with students who struggled with Error Analysis (conceptual gaps). Mission Complete Celebrate the arithmetic growth of your experts!
Unit Post Assessment Answer KeyAnswer Key Unit Post-Assessment Review 1a Solution 703 1b Solution 476 2. Number Line Answer 341 Steps: Start at 578. Jump back 200 (378), then 30 (348), then 7 (341). 3. Missing Number 214 Whole (712) - Part (498) = Missing Part (214) 4. Written Response (248) "I solved using expanded notation. I could not take 9 from 7, but there were no tens to regroup from. I regrouped 1 hundred into 10 tens and then a ten into ten ones. Then I subtracted 17-9=8, 90-50=40, and 300-100=200. The answer is 248." 5. Error Analysis "Ava forgot to change the tens place after she regrouped to the ones. When she took 10 from the 100 tens, she should have written 90 left in the tens place. 90 - 40 should be 50. The correct answer is 357."
