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Nelson Education > School > Mathematics K-8 > Math Focus > Grade 3 > Teacher Centre > Web Quests > Chapter 3
 

Chapter 3: Addition and Subtraction Strategies

Skipping Team Tour

INTRODUCTION

Imagine your school has a jump rope skipping team that travels to do shows at other schools across the country. In their shows, the skippers do amazing tricks as they skip to music. The skipping team needs a lot of room, so only 150 students can fit into a school’s gym for the show.

 

THE TASK

Imagine that your school’s skipping team is travelling to Ontario to do shows at different schools. You are helping to plan their shows. Choose which primary classes at a school can go to a show, making sure that there are 150 students or fewer.

 

THE PROCESS

  1. Visit Ontario Class-Size Tracker and choose any school by clicking on the arrow beside “Select a School.” For the most recent school year, make sure there are at least 8 primary classes listed from JK to Grade 3.
  2. Use the class sizes for the most recent school year. Which primary classes can fit in the gym for the skipping show so that there are 150 students or fewer?
  3. Will another combination of classes work so that there are still no more than 150 students in the gym? Which classes could go?
  4. Choose another school from the web site and repeat Steps 1 to 3.

RESOURCES

Website:

Ontario Class-Size Tracker

Materials:

pencil
paper

ASSESSMENT

Mathematical Processes

Work meets standard of excellence

Work meets standard of proficiency

Work meets acceptable standard

Work does not yet meet acceptable standard

Problem Solving

Your child chooses efficient and

effective strategies when applying addition and subtraction skills to solve the problem

Your child shows flexibility and insight when solving the problem, adapting if necessary

 

Your child chooses workable and reasonable strategies when applying addition and subtraction skills to solve the problem

 

Your child shows thoughtfulness when solving the problem

Your child chooses partially appropriate and workable strategies when applying addition and subtraction skills to solve the problem

Your child shows understanding when solving the problem

Your child chooses inappropriate and/or unworkable strategies when applying addition and subtraction skills to solve the problem

Your child attempts to solve problem

Reasoning

Your child often draws out insightful and logical conclusions and recognizes inappropriately drawn conclusions without prompting

Your child in many situations, draws out logical conclusions and recognizes inappropriately drawn conclusions when prompted

Your child sometimes draws out simple, logical conclusions and sometimes recognizes inappropriately drawn conclusions when prompted

Your child rarely draws conclusions from a mathematical situation and usually does not recognize inappropriately drawn conclusions

Communication

Your child uses effective and specific mathematical language, symbols, and conventions to enhance communication about adding and subtracting two-digit numbers

Your child uses appropriate and correct mathematical language, symbols, and conventions to support communication about adding and subtracting two-digit numbers

Your child uses mathematical language, symbols, and conventions to partially support communication about adding and subtracting two-digit numbers

Your child uses mathematical and non-mathematical language and conventions

incorrectly and/or inconsistently, which interferes with communication about adding and subtracting two-digit numbers

 

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