A four-part place value workout covering all three 3rd grade NBT standards on one sheet. Students round 348 and 765 to the nearest ten and hundred, split 435 + 248 into hundreds, tens, and ones, show regrouping for 682 - 347, and convert 6 × 30 into 18 tens. A farmer's apple harvest closes the page: 7 crates of 40 apples, 136 sold at the morning market, and the remainder rounded to the nearest hundred. The key shows the tens-based reasoning for every product.
3.NBT.1
“Use place value understanding to round whole numbers to the nearest 10 or 100.”
The four rounding prompts in Part 1 and the final step of Part 4, where 144 apples round down to 100.
3.NBT.2
“Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.”
Part 2 throughout, from the decomposed 435 + 248 to the bare 803 - 426, plus the 280 - 136 subtraction inside the farmer story.
3.NBT.3
“Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.”
The six tens products in Part 3 and the 7 × 40 that starts Part 4.
Four prompts round the same two numbers both ways: 348 to 350 and 300, then 765 to 770 and 800, with an answer box for each.
Students decompose 435 + 248 line by line (400 + 200, 30 + 40, 5 + 8), show step-by-step regrouping for 682 - 347, then solve 529 + 384 and 803 - 426 unscaffolded.
Six products from 6 × 30 to 8 × 70, introduced by the worked example that 3 × 40 means 3 × 4 tens, or 12 tens.
One connected story in three steps: multiply 7 crates by 40 apples, subtract the 136 sold, and round the remaining 144 to the nearest hundred.
Spiral review
Use it two or three weeks after the NBT unit ends. The three standards interleave on the sheet, so forgotten regrouping shows up next to intact rounding.
Show-your-thinking day
Require the scaffolded layout in Part 2 question 1 even from students who can add mentally. The 600 + 70 + 13 line is the point, not the 683.
Challenge extension
After Part 4, ask students to change one number in the farmer story so the rounded answer becomes 200 instead of 100, then defend the change.
Get started today
