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Grade 3 Mathematics Module 4, Topic A: Foundations for Understanding Area

Classroom Resource Information

Title:

Grade 3 Mathematics Module 4, Topic A: Foundations for Understanding Area

URL:

https://www.engageny.org/resource/grade-3-mathematics-module-4-topic-overview

Content Source:

EngageNY

Type:

Lesson/Unit Plan

Overview:

In Module 4, Topic A, students begin to conceptualize area as the amount of two-dimensional surface that is contained within a plane figure. They come to understand that the space can be tiled with unit squares without gaps or overlaps (3.MD.5). They make predictions and explore which rectangles cover the most area when the side lengths differ (but the area is actually the same). Students may, for example, cut and fold rectangles to confirm predictions about whether a 1 by 12 rectangle covers more area than a 3 by 4 or a 2 by 6 rectangle. They reinforce their ideas by using inch and centimeter square manipulatives to tile the same rectangles and prove the areas are equal. Topic A provides students’ first experience with tiling, from which they learn to distinguish between length and area by placing a ruler with the same size units (inches or centimeters) next to a tiled array to discover that the number of tiles along a side corresponds to the length of the side (3.MD.6).

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

21. Count unit squares (square cm, square m, square in, square ft, and improvised or non-standard units) to determine area.

Unpacked Content

Evidence Of Student Attainment:

Students:

Accurately measure area by counting standard unit squares (square cm, square m, square in, and square ft) and non-standard unit squares (e.g., orange pattern blocks or floor tiles).

Teacher Vocabulary:

Unit square
Length
Plane figure
Square cm
Square m
Square in
Square ft
Improvised
Non-standard unit

Knowledge:

Students know:

area is a measurable attribute of two-dimensional figures.

Skills:

Students are able to:

Determine area of a rectangle by counting unit squares.

Understanding:

Students understand that:

A unit square is a square with a side length of 1 unit, and that such a square represents a unit of measurement.
The area of a plane figure is measured by counting the number of same-size squares (unit squares) that exactly cover the interior space of the figure.

Diverse Learning Needs:

Essential Skills:

Learning Objectives:
M.3.21.1: Recognize that unit squares are equal.
M.3.21.2: Define the units of measurement (cm, m, in, ft).
M.3.21.3: 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; understand 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.
Order three objects by length.
Compare the lengths of two objects indirectly by using a third object.

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, measurement, plane figure, unit squares

License Type:

Custom Permission Type
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For full descriptions of license types and a guide to usage, visit :
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Accessibility

Text Resources: Content is organized under headings and subheadings

Comments

There are four lessons in this topic.

This resource is free for teachers to access and use. All resources required for the lessons are available to print from the site.

This resource provided by:

Author:

Hannah Bradley

ALEX Classroom Resource

Grade 3 Mathematics Module 4, Topic A: Foundations for Understanding Area