ALEX | Alabama Learning Exchange

Area of a Parallelogram StudyJam

Classroom Resource Information

Title:

Area of a Parallelogram StudyJam

URL:

https://studyjams.scholastic.com/studyjams/jams/math/measurement/area-parallelogram.htm

Content Source:

Other
http://studyjams.scholastic.com/

Type:

Interactive/Game

Overview:

In this interactive activity, students will be led through steps to calculate the area of a parallelogram. There are teaching activities as well as practice activities available. A handout that reviews the steps taught during the interactive is available to be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.

Content Standard(s):

Mathematics
MA2019 (2019)
Grade: 3

20. Find the area of a rectangle with whole number side lengths by tiling without gaps or overlays and counting unit squares.

Unpacked Content

Evidence Of Student Attainment:

Students:

Use manipulatives to tile a rectangle with unit squares to find the area.
Given a rectangle drawn on a coordinate grid, determine the area of the rectangle.
Given a rectangle tiled with unit squares, determine the area of the rectangle.

Teacher Vocabulary:

Area
Rectangle
Tiling
Gap
Overlay
Unit square

Knowledge:

Students know:

area is a measurable attribute of two-dimensional figures.

Skills:

Students are able to:

Find the area of a rectangle by tiling it without gaps or overlaps.
Measure the area of a rectangle by counting the number of unit squares needed to cover the shape.

Understanding:

Students understand that:

Area is the number of unit squares needed to cover a surface.
Multiple unit squares can be combined to measure the area of rectangles so long as the unit squares completely cover the figure without overlapping each other or extending beyond the edge of the figure.

Diverse Learning Needs:

Essential Skills:

Learning Objectives:
M.3.20.1: Define length.
M.3.20.2: Recognize that units of measure must be equal.
M.3.20.3: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end.
M.3.20.4: Recognize that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

Prior Knowledge Skills:

Identify units of measurement for length.
Examples: inches, feet, yard; centimeter, meters.
Demonstrate how to use measurement tools.
Example: avoiding gaps and overlaps.
Identify units of measure on measurement tools.
Use vocabulary related to comparison of length.
Examples: longer, shorter, longest, shortest, taller.

Alabama Alternate Achievement Standards

AAS Standard:
M.AAS.3.20 Find the area of a given shape using arrays (unit cubes and tiles) in relationship to multiplication. Limit units to 25.

Mathematics
MA2019 (2019)
Grade: 3

22. Relate area to the operations of multiplication using real-world problems, concrete materials, mathematical reasoning, and the distributive property.

Unpacked Content

Evidence Of Student Attainment:

Students:

Use arrays and area models to represent the distributive property in mathematical reasoning.
Given the side lengths of a rectangle, use a multiplication expression to determine the area of the rectangle.
Solve real-world problems involving areas of rectangles using concrete materials, reasoning, multiplication, and distributive property.

Teacher Vocabulary:

Area
Multiplication
Distributive property
Mathematical reasoning
Expression
Square unit
Multiplicative

Knowledge:

Students know:

The area measurement of rectangular regions has a multiplicative relationship of the number of square units in a row and the number of rows.
The area of a rectangle with whole number side lengths is the same as the product of multiplying side lengths.
How to use an area model to illustrate the distributive property.

Skills:

Students are able to:

Relate the area of a rectangle with whole number side lengths and show that the area is the same as would be found by multiplying side lengths.
Use concrete materials, arrays and area models to illustrate the distributive property.
Solve real-world problems involving areas of rectangles using concrete materials, reasoning, multiplication, and distributive property.

Understanding:

Students understand that:

side lengths with unit squares produces rows and columns and that multiplying the number of rows by the number of columns is equivalent to the total number of squares just like arrays.
The side length of a rectangle can be rewritten as the sum of two numbers and that when the other side is multiplied by each of those two numbers, then the sum of the products is equal to the area of the rectangle.

Diverse Learning Needs:

Essential Skills:

Learning Objectives:
M.3.22.1: Recognize arrays as multiplication or repeated addition.
M.3.22.2: Recall basic addition and multiplication facts.
M.3.22.3: Build and draw shapes to possess defining attributes.
M.3.22.4: Compose simple shapes to form larger shapes.

Prior Knowledge Skills:

Recall doubles addition facts with sums to 20.
Apply signs + and = to actions of joining sets.
Model written method for composing equations.

Alabama Alternate Achievement Standards

AAS Standard:
M.AAS.3.20 Find the area of a given shape using arrays (unit cubes and tiles) in relationship to multiplication. Limit units to 25.

Tags:

area, base, height, length, parallelogram, units

License Type:

Custom Permission Type
See Terms: http://www.scholastic.com/terms.htm
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Text Resources: Content is organized under headings and subheadings

Comments

The quiz may be completed as a whole group or independently on student devices.

This resource provided by:

Author:

Hannah Bradley

ALEX Classroom Resource

Area of a Parallelogram StudyJam