Base Ten Blueprints Pacing Guide Number Architects
Lesson 1: Base Ten Blueprints
45 Minute Session
IM Units 4 & 5 Consolidation
High-Leverage Focus
2.NBT.A.1, 2.NBT.A.3: Understanding place value (hundreds, tens, ones) and representing numbers in multiple forms.
Primary Objective
Students will represent 2- and 3-digit numbers using base-ten drawings and expanded form to build structural number sense.
Essential Question
"How can we see the value of each digit in a number's design?"
Instructional Timeline
0-8 min
Warm-Up: Structural Inspection
Quick Start
Display three base-ten drawings (e.g., 4 tens 2 ones, 3 tens 12 ones, and 42 ones). Ask students: "Which one doesn't belong?"
Focus on the idea that 42 can be built in multiple ways.
Prepare them for the "Unit 4" review of composing/decomposing tens.
8-20 min
Direct Instruction: The Blueprint Standards
Core Concept
Transition from 2-digit to 3-digit numbers. Use the "Blueprint Builder Slides".
Key Connection:
Just as 10 ones make a ten , 10 tens make a hundred . We represent these as "flats" in our blueprints.
Expanded Form:
345 = 300 + 40 + 5. Explain that expanded form shows the "weight" of each building block.
20-35 min
Guided Practice: Site Planning
Student Work
Students work on the Base Ten Blueprint Worksheet . Circulate and check for:
Accurate representation of hundreds (flats), tens (rods), and ones (units).
Correct conversion from drawings to standard form and expanded form.
Differentiation: Provide pre-drawn grids for students who struggle with scale.
35-45 min
Closing & Exit Ticket
Assessment
The Inspection Exit Ticket: Students identify the value of a specific digit in a 3-digit number (e.g., In the number 728, what is the value of the 2?).
Discussion Prompt: "Why is a 5 in the hundreds place worth more than a 5 in the ones place?"
Project Supply List
Base Ten Blueprint Slides
Base Ten Blueprint Worksheets
Base-ten blocks (Physical manipulatives)
Inspection Exit Tickets
Blueprint Builder Worksheet Blueprint Builder
Lesson 1: Drafting Number Structures
Architect:
Date:
1
2-Digit Foundations
Inspect the drawing and fill in the missing blueprint details.
Standard Form: ________
Expanded Form: ________ + ________
67
Draw the base-ten blueprint:
Expanded Form: ________ + ________
2
3-Digit Superstructures
Expand the structures into hundreds, tens, and ones.
248
Hundreds
Tens
Ones
503
Hundreds
Tens
Ones
3
Master Design Challenge
Architect's Task: A building has 4 hundred-flats, 0 ten-rods, and 9 one-units. Draw the blueprint and write the number in expanded form.
Blueprint Drawing
Standard: ________
Expanded: ________ + ________ + ________
Base Ten Blueprints Slides Project Number Architects
Base Ten Blueprints
Phase 1: Building with 100s, 10s, and 1s
Structural Inspection
Design A
Design B
"Which one represents 42?"
How do you know?
The Hundred Flat
A new block for our foundation.
1 Hundred
10
Tens make a Hundred .
100
Ones make a Hundred .
Expanding the Design
Showing the value of every floor.
3 Hundreds
4 Tens
5 Ones
300 + 40 + 5
Site Construction
15 MINUTES
Complete your Blueprint Builder worksheet.
Use Hundreds, Tens, and Ones to draw your designs.
Check your work with a partner architect!
Build carefully,
Path Plotters Pacing Guide Number Architects
Lesson 2: Path Plotters
45 Minute Session
Structural Number Lines
High-Leverage Focus
2.MD.B.6: Represent whole numbers as lengths from 0 on a number line and represent sums and differences within 100.
Primary Objective
Students will use "jumps" of tens and ones on an open number line to solve addition and subtraction problems within 100.
Essential Question
"How can we plot a path from one number to another?"
Instructional Timeline
0-7 min
Warm-Up: Counting the Miles
Choral count by 10s starting at 14 (14, 24, 34, 44...). Stop at 94. Then count back by 10s starting at 87.
Rationale: Primes the brain for jumping by tens on the number line.
7-20 min
Direct Instruction: Plotting the Route
Model solving 38 + 25 on an open number line.
Start at 38 (the "Anchor Point").Jump 2 tens (+10, +10). Where do we land? (48, 58).Jump 5 ones. Can we jump to 60 first? (Yes! Jump 2 to 60, then 3 more to 63).
Emphasize: Subtraction is just plotting the route backward .
20-37 min
Guided Practice: Trailblazing
Worksheet
Students work on the Path Plotters Worksheet . They must draw their jumps clearly.
Check for students who forget to label their land-points.
Watch for "jumping by ones" exclusively (encourage tens for efficiency).
37-45 min
Closing: The Efficient Route
Display two different number lines for 45 + 22. One jumps by 1s, one jumps by 20 then 2.
Question: "Which architect took the faster route? Why?"
Blueprints for Success (Differentiation)
Support:
Provide number lines with tick marks already labeled by 10s to help with spacing and scale.
Extension:
Challenge students to solve a subtraction problem by "counting up" on the number line instead of jumping back.
Path Plotters Worksheet Path Plotters
Lesson 2: Mapping Addition & Subtraction
Architect:
Date:
Architect's Instructions:
Plot your path on the number line using jumps of tens and ones. Label each landing point!
Project Alpha: 42 + 26
Addition Path
42
Final Landing Point: ________
Project Beta: 57 + 38
Addition Path
57
Final Landing Point: ________
Project Gamma: 84 - 32
Subtraction Path
84
Final Landing Point: ________
Project Delta: 65 - 27
Subtraction Path
65
Final Landing Point: ________
Master Architect Challenge
Plot two different paths for 45 + 23. Which one is faster?
Path Plotters Slides Project Number Architects
Path Plotters
Phase 2: Mapping Addition & Subtraction
The Master Plan
1. Anchor
Start at the first number in your problem.
2. Jump
Move forward (+) or backward (-) by tens and ones .
3. Land
Label your final point!
Plotting the Route: 38 + 25
38
+10
48
+10
58
+5
63
The Reverse Route: 74 - 32
74
-10
64
-10
54
-10
44
-2
42
?
Architect Discussion
When adding 45 + 23 ,tens first or ones first?
Does it change the answer?
Strategy Scouts Pacing Guide Number Architects
Lesson 3: Strategy Scouts
45 Minute Session
Flexible Operations
High-Leverage Focus
2.NBT.B.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Primary Objective
Students will evaluate and apply decomposition (Break Apart) and compensation (Make a Ten) strategies to solve problems efficiently.
Essential Question
"Which strategy builds the strongest and fastest solution?"
Instructional Timeline
0-8 min
Warm-Up: Scouts' Quick Scan
Display: 47 + 9 . Ask: "Can you solve this in your head? How did you do it?"
Listen for: "I added 10 and then took away 1" or "I added 3 to make 50, then added 6."
8-20 min
Direct Instruction: Strategy Scouting
Model two specific strategies for 56 + 27 :
1. The Break Apart (Decomposition):
50 + 20 = 70
6 + 7 = 13
70 + 13 = 83
2. The Bridge (Compensation):
Add 4 to 56 to make 60.
60 + 23 = 83
(Took 4 from the 27 to help the 56)
20-37 min
Guided Practice: Strategy Field Manual
Students complete the Strategy Scouts Worksheet . They must solve each problem using a required strategy to practice flexibility.
Focus: Checking that student work shows the actual steps of the strategy, not just the answer.
37-45 min
Closing: Scout Report
Discussion: "If you are solving 29 + 45, which strategy is your favorite? Why?"
Highlight that compensation is often faster when a number is very close to a multiple of 10.
Scout Leader Tips
Encourage students to use "Architect Talk": "I decomposed the tens..." or "I compensated by adding 2..."
If students struggle with compensation, go back to the number line to visualize the "bridge" to the next ten.
Common Misconception: Forgetting to subtract what was "borrowed" during compensation.
Strategy Scouts Field Manual Worksheet Strategy Scouts
Lesson 3: The Field Manual of Mental Math
Scout Name:
Date:
Strategy A: The Break Apart
Decompose numbers into tens and ones, then add the parts.
Strategy B: The Compensation
Change one number to a "friendly" ten. Adjust the other number to keep it balanced.
Mission 1: Addition Field Tests
45 + 37
Use: Strategy A (Break Apart)
Answer: ________
29 + 54
Use: Strategy B (Compensation)
Answer: ________
Mission 2: Subtraction Scouting
82 - 35
Your Choice! Circle one: A or B
Answer: ________
95 - 68
Your Choice! Circle one: A or B
Answer: ________
Scout Leader Reflection
When is the "Compensation" strategy easier to use than "Break Apart"? Explain your thinking below.
Strategy Scouts Slides Project Number Architects
Strategy Scouts
Phase 3: Flexible Operation Tools
Quick Scan
Mental Math Challenge:
47 + 9
"How can you solve this without counting by ones?"
Tool 1: The Break Apart
56 + 27
Tens: 50 + 20 = 70
Ones: 6 + 7 = 13
Total: 70 + 13 = 83
1
Separate the tens and ones .
2
Combine the tens parts.
3
Combine the ones parts.
4
Add them all together!
Tool 2: The Bridge
"Let's help a number reach the next 10!"
If 56 needs 4 to reach 60 ...
We take 4 away from 27 .
Now we solve:
New Scout Strategy
Compensation
Field Mission
Open your Strategy Field Manual .
Write
Think
Share
Choose your tools wisely!
Grand Structure Pacing Guide Number Architects
Lesson 4: Grand Structure 1000
45 Minute Session
Three-Digit Scale
High-Leverage Focus
2.NBT.A.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
Primary Objective
Students will compose and decompose numbers up to 1,000 using hundreds, tens, and ones to build a grand structure of number sense.
Essential Question
"How does our place value system expand to build the grandest structures?"
Instructional Timeline
0-7 min
Warm-Up: The Foundation Check
Show the number 99 . Ask: "What happens if we add one more brick?"
Review the regrouping of 10 ones into a ten.
Review the regrouping of 10 tens into a hundred.
7-22 min
Direct Instruction: Scaling Up
Introduce the Grand Structure Slides . Focus on 1,000.
Key Point: 1,000 is 10 hundreds. Imagine 10 "flats" stacked to make a large cube.
Guided Practice Problem:
"In the number 842, how many hundreds? How many tens? How many ones?"
Write out: 800 + 40 + 2.
22-38 min
Guided Practice: The Grand Logbook
Students work on the Grand Structure Worksheet . They represent 3-digit numbers using standard, expanded, and word form.
Circulation Tip: Look for "0" as a placeholder (e.g., 407). Ensure students recognize there are 0 tens, not just "invisible" space.
38-45 min
Closing: Structural Stability
"If I have 4 hundreds, 12 tens, and 5 ones, what number am I building? Is it still a 3-digit number?"
Prep for lesson 5: Preview comparing structures.
Grand Structure Worksheet Grand Structure Logbook
Lesson 4: Building Up to 1,000
Lead Architect:
Site Date:
1
Analyzing the Build
Identify the hundreds, tens, and ones for each grand structure below.
472
Hundreds
Tens
Ones
906
Hundreds
Tens
Ones
580
Hundreds
Tens
Ones
2
Expanded Materials List
Break these grand structures down into their supply lists (Expanded Form).
Structure: 734
________ + ________ + ________
Structure: 219
________ + ________ + ________
3
The 1,000 Challenge
Final Task: You are building a skyscraper with 10 hundred-flats. What is the standard form of your building?
Bonus: How many tens are in this structure? How many ones?
Tens: ________
Ones: ________
Compare Cabinets Pacing Guide Number Architects
Lesson 5: Compare Cabinets
45 Minute Session
Comparing Magnitudes
High-Leverage Focus
2.NBT.A.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results.
Primary Objective
Students will evaluate the relative size of two 3-digit numbers by comparing digits starting from the largest place value.
Essential Question
"Which place value determines the strength of the structure's magnitude?"
Instructional Timeline
0-8 min
Warm-Up: 2-Digit Scale Check
Quickly compare: 48 __ 84 and 72 __ 27 . Ask students why 84 is "bigger" even though it uses the same digits as 48.
Goal: Reiterate that place matters more than digit value.
8-23 min
Direct Instruction: Comparing the Grand Build
Model comparing 456 and 452 .
Step 1: Inspect the hundreds. (Both have 400). It's a tie!Step 2: Inspect the tens. (Both have 50). Another tie!Step 3: Inspect the ones. (6 is greater than 2).Conclusion: 456 > 452.
"Always start with the largest room in the house—the hundreds!"
23-38 min
Guided Practice: Comparison Scales
Students complete the Comparison Scale Worksheet . They must use comparison symbols and provide a brief written justification for one pair.
Tip: Watch for students who think 198 is greater than 201 because "98 is big". Remind them to check hundreds first.
38-45 min
Closing: The Tie-Breaker
Ask: "If the hundreds are the same, what do we look at next? What if the tens are also the same?"
Exit Ticket: Compare 704 and 740.
Architect Supply Checklist
Comparison Scale Worksheets
Comparison Symbol Cards (<, >, =) for active polling
Grand Structure Comparison Slides
Compare Cabinets Worksheet Comparison Scale
Lesson 5: Evaluating Structure Magnitudes
Lead Inspector:
Date:
Compare the two building structures using < , > , or = . Look at the largest place value first!
342
298
517
571
804
840
629
629
Inspector's Report
Choose one comparison from above. How do you know which building is larger? Explain using place value words (hundreds, tens, ones).
"I chose building ________ and ________. I know that ________ is larger because..."
Structural Accuracy Test
199 > 201
True
False
407 < 470
True
False
Compare Cabinets Slides Project Number Architects
Compare Cabinets
Phase 5: Evaluating Structure Magnitudes
The Inspector's Rule
1st
Check Hundreds
2
If hundreds are a tie , check the tens .
3
If tens are a tie , check the ones .
Who is the Tallest?
452
400
50
2
>
398
300
90
8
"Wait! 90 is bigger than 50. Why is 452 still larger?"
Inspector Discussion
Compare these two Structure Reports:
5 Hundreds, 2 Ones
"Which report shows a larger building?"
Report Time
Head to your Comparison Scale worksheet.
Label your buildings and prove your expertise!
<
>
=
Pattern Planners Pacing Guide Number Architects
Lesson 6: Pattern Planners
45 Minute Session
Sequence & Skip Counting
High-Leverage Focus
2.NBT.A.2: Count within 1000; skip-count by 5s, 10s, and 100s.
Primary Objective
Students will extend number patterns by skip-counting by 5s, 10s, and 100s to understand the predictable structure of the number system up to 1,000.
Essential Question
"How can patterns help us plan for the future of our grand structures?"
Instructional Timeline
0-8 min
Warm-Up: The Rhythm of Tens
Choral count starting at 120, by 10s. Stop at 220. Then, start at 350 and count by 100s to 950.
Why: Establishes the auditory pattern before visual application.
8-20 min
Direct Instruction: Planning the Tiles
Model identifying the rule in a sequence:
345, 350, 355, 360, ...
Ask: "Which digit is changing? By how much?" (The ones and tens are changing. We are adding 5 each time).
682, 782, 882, ...
Ask: "What changed here?" (Only the hundreds digit! We are skip-counting by 100s).
20-37 min
Guided Practice: Tile Pattern Worksheet
Students complete the Tile Pattern Worksheet . They must find missing numbers in sequences and label the "Skip-Count Rule."
Differentiation: Provide a 1000s chart (or 10-hundreds charts) for students who struggle with the transition across a hundred (e.g., 390, 400).
37-45 min
Closing: Mystery Pattern
"I am skip-counting by 10s. I said 495. What are the next three numbers in my pattern?"
Check for: 505, 515, 525.
Architect's Note on Patterns
Pattern awareness is the root of multiplicative reasoning in later grades.
Encourage students to look for the "place value digit" that is shifting.
Common Error: Counting 395, 300 when skip-counting by 10s. Stress the transition to the next hundred.
Tile Pattern Worksheet Tile Pattern Plan
Lesson 6: Skip-Counting Patterns
Pattern Planner:
Date:
1
Tile Sequence: Tens & Hundreds
Sequence A
210
220
230
Rule: Skip-count by ________
Sequence B
450
550
650
Rule: Skip-count by ________
2
The Fives Focus
Complete the sequence of small floor tiles by skip-counting by 5s.
395
400
405
3
Mystery Pattern Report
An architect found these numbers in a structural report: 892, 882, 872, 862.
What is the next number in this pattern? Is the pattern increasing or decreasing? How do you know?
Next Number
Pattern Direction
Increasing
Decreasing
Explanation
Foundation Addition Pacing Guide Number Architects
Lesson 7: Foundation Addition
45 Minute Session
Non-Regrouping Addition
High-Leverage Focus
2.NBT.B.7: Add and subtract within 1000, using concrete models or drawings and strategies based on place value...
Primary Objective
Students will add three-digit numbers without regrouping by combining hundreds with hundreds, tens with tens, and ones with ones.
Essential Question
"How can we layer our materials to build a solid foundation?"
Instructional Timeline
0-8 min
Warm-Up: Layering Two Floors
Solve mentally: 43 + 25 and 16 + 82 . Discuss how we add the tens first, then the ones.
Goal: Prime the place value addition strategy.
8-20 min
Direct Instruction: Three-Story Addition
Model 342 + 215 using a vertical expanded method:
300 + 40 + 2
+ 200 + 10 + 5
500 + 50 + 7 = 557
Explain that since no "room" (place value) goes over 9, we don't need to move any bricks to the next room yet.
20-37 min
Guided Practice: Foundation Addition
Students complete the Foundation Addition Worksheet . They must show their work using either base-ten drawings or the expanded addition method.
Focus: Accurate alignment of place values.
37-45 min
Closing: The Zero Brick
"What if I add 405 + 120? How many tens are in my sum? Why?"
Check for: 525. (0 tens + 2 tens = 2 tens).
Construction Supplies
Foundation Addition Worksheets
Base-ten blocks for concrete modeling (Optional)
Exit Tickets: 612 + 234
Foundation Addition Worksheet Foundation Addition
Lesson 7: Adding 3-Digit Structures
Architect:
Date:
1
Layering the Sums
Solve these additions by combining hundreds, tens, and ones. No regrouping needed!
423
+ 154
Show work using expanded form below:
Sum: ________
602
+ 375
Show work using expanded form below:
Sum: ________
2
The Base-Ten Blueprint
Solve 241 + 536 by drawing a base-ten blueprint for the total sum.
Hundreds (Flats)
Tens (Rods)
Ones (Units)
Total Sum: ________
Lightning Inspector Challenge
An architect says that 125 + 342 = 467. Is the architect correct? Prove it below by solving the problem yourself!
Bridge Builders Pacing Guide Number Architects
Lesson 8: Bridge Builders
45 Minute Session
Regrouping Addition
High-Leverage Focus
2.NBT.B.7: Add within 1000... understand that in adding three-digit numbers, one adds hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose a ten or a hundred.
Primary Objective
Students will add 3-digit numbers by composing a new ten or hundred when a place value sum reaches 10 or more.
Essential Question
"How do we build a bridge when our materials overflow?"
Instructional Timeline
0-8 min
Warm-Up: The 10-Unit Rule
Review: "If I have 14 ones, how many tens and ones is that?" (1 ten, 4 ones). "If I have 13 tens, what is that?" (1 hundred, 3 tens).
Goal: Establish the unit conversion rule.
8-23 min
Direct Instruction: Building the Bridge
Model 458 + 274 . Use the "Bridge Builder Slides".
Ones: 8 + 4 = 12. "That's too many ones! 10 move to the tens room (build a bridge), 2 stay here."Tens: 5 + 7 + 1 (new ten) = 13 tens. "Too many tens! 10 move to the hundreds room, 3 stay here."Hundreds: 4 + 2 + 1 (new hundred) = 7.Final Sum: 732
23-38 min
Guided Practice: Bridge Builder Worksheet
Students complete the Bridge Builder Worksheet . They must label their "new" ten or hundred at the top of the column.
Tip: Ensure students are adding the "bridged" number first so they don't forget it!
38-45 min
Closing: Inspection Report
"Why do we always start adding with the ones? What would happen if we started with the hundreds?"
Check for: Understanding that regrouping "flows" from right to left.
Bridge Supply List
Bridge Builder Worksheets
Bridge Builder Slides (Visual Support)
Exit Ticket: Solve 386 + 147
Bridge Builders Worksheet Bridge Builders
Lesson 8: Regrouping to Build Higher
Master Builder:
Date:
When you have 10 or more in a place value column, build a bridge! Carry the 1 to the next column and write it clearly in the bridge box.
1
358
+ 214
2
472
+ 381
3
567
+ 255
4
309
+ 495
Site Report: Building a Skyscraper
Floor A has 438 glass panels. Floor B has 285 glass panels. How many panels are there in total? Use the space to show your bridge-building work.
Total Panels
________
Subtraction Scaffolding Pacing Guide Number Architects
Lesson 9: Subtraction Scaffolding
45 Minute Session
Regrouping Subtraction
High-Leverage Focus
2.NBT.B.7: ...understand that in subtracting three-digit numbers, one subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to decompose a ten or a hundred.
Primary Objective
Students will subtract 3-digit numbers by decomposing a ten or a hundred when a place value column does not have enough materials to subtract.
Essential Question
"How do we safely take apart our structures when we run out of materials in a room?"
Instructional Timeline
0-8 min
Warm-Up: The Scaffolding Swap
Quick review: "If I have 5 tens and 2 ones, but I need to take away 7 ones, what can I do?" (Trade 1 ten for 10 ones).
Apply to hundreds: "What if I have 4 hundreds and 2 tens, but I need to take away 5 tens?" (Trade 1 hundred for 10 tens).
8-23 min
Direct Instruction: Deconstructing the Build
Model 634 - 258 .
Ones: 4 - 8. "Not enough ones! Borrow 1 ten from the 3 tens. Now we have 2 tens and 14 ones. 14 - 8 = 6."Tens: 2 - 5. "Not enough tens! Borrow 1 hundred from the 6 hundreds. Now we have 5 hundreds and 12 tens. 12 - 5 = 7."Hundreds: 5 - 2 = 3.Final Difference: 376
23-38 min
Guided Practice: Scaffolding Worksheet
Students complete the Subtraction Scaffolding Worksheet . They must cross out and rewrite the regrouped values clearly above the columns.
Focus: Accurate subtraction facts and clear notation of regrouping.
38-45 min
Closing: The Zero Room
Preview: "What if there are 0 tens and we need to borrow for the ones? How do we get materials from the hundreds room?"
Briefly mention "jumping" over the zero room (regrouping across zero).
Deconstruction Supplies
Subtraction Scaffolding Worksheets
Red pens/markers for marking regrouping (Optional)
Exit Ticket: 825 - 468
Subtraction Scaffolding Worksheet Subtraction Scaffolding
Lesson 9: Deconstructing with Regrouping
Lead Architect:
Date:
If you don't have enough materials to subtract in a room, borrow from the room to the left! Cross out the number and rewrite the new amount above.
1
482
- 125
2
745
- 362
3
624
- 258
4
931
- 475
The Blueprint Swap
You have a structure with 3 hundreds, 0 tens, and 5 ones. You need to take away 18 bricks. How do you regroup when there are 0 tens to borrow from? Explain your steps.
Step 1: Trade a hundred for...
Step 2: Trade a ten for...
Master Project Pacing Guide Number Architects
Lesson 10: Master Project Word Problems
45 Minute Session
Capstone Integration
High-Leverage Focus
2.OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word problems. (Extended to 1000 for Capstone).
Primary Objective
Students will apply place value and operations strategies to solve complex, multi-step architectural word problems involving sums and differences up to 1,000.
Essential Question
"How can we use all our architectural tools to bring a project to life?"
Instructional Timeline
0-8 min
Warm-Up: Operation Identification
Read 3 short scenarios (e.g., "The workers brought 50 bricks but only needed 40"). Ask: "Will we add or subtract to find the difference?"
Rationale: Focuses on the "verb" of the math before the calculation.
8-20 min
Direct Instruction: The Project Site Map
Model solving a 2-step problem: "A building needs 800 windows. The crew installed 250 on Monday and 315 on Tuesday. How many are left?"
Architect's Plan:
Add the installed windows: 250 + 315 = 565.
Subtract from the total needed: 800 - 565.
Model the "Scaffolding" (regrouping across 0) required for step 2.
20-37 min
Independent Practice: Master Project Task Cards
Students work on the Master Project Word Problems sheet. They are encouraged to use any strategy (Number Line, Base-Ten Drawings, Expanded Addition, etc.) that works for them.
Differentiation: Allow students to use physical base-ten blocks to model the problems if needed.
37-45 min
Closing: Ribbon Cutting Ceremony
"What was the hardest 'building block' of this whole unit? How did you master it?"
Pass out "Master Architect" stickers or certificates (Self-Assessment Exit Ticket).
Unit Final Inspection
This final lesson consolidates 10 sessions of intensive place value and operation work. By the end of this project, students should feel confident with the base-ten structure of numbers up to 1,000 and have multiple strategies for addition and subtraction.
Master Project Word Problems Worksheet Master Project
Lesson 10: Capstone Word Problems
Senior Architect:
Project Date:
1
Site Materials
The warehouse has 345 bricks on the first floor and 286 bricks on the second floor. How many bricks are in the warehouse in total?
Show Work
Total Bricks: ________
2
Window Installation
The project needs 500 windows. The crew has already installed 167 windows. How many windows are left to install?
Show Work
Windows Left: ________
3
Structural Comparison
Building A is 432 feet tall. Building B is 158 feet shorter than Building A. How tall is Building B?
Show Work
Building B Height: ________
4
The Final Supply
The architect bought 250 lightbulbs on Monday and 175 on Tuesday. On Wednesday, the crew used 312 lightbulbs. How many are left?
Show Work
Lightbulbs Left: ________
Project Completed
I have used my architectural math tools to solve every problem on the site.
Master Architect
