MONDAY: ***DIAGNOSTIC TESTING #3: MATH/READING
MONDAY: Students will recognize that a rectangle has both length and width and that square units can be used to measure the amount of space covered by a rectangle.
MATH STANDARD(S): NC.3.MD.5: Find the area of a rectangle with whole-number side lengths by tiling without gaps or overlaps and counting unit squares.
OBJECTIVE(S):
Understand what a square unit is and the fact that it can be different sizes.
Understand that a square unit is used to measure area.
Understand how to measure area by covering a rectangle with square units and counting the squares.
Find the area of rectangles using different-sized square units including square centimeters and meters, square inches and feet.
VOCABULARY: area, square unit
ESSENTIAL QUESTION(S): How do I find the area of a shape?
I CAN STATEMENT(S): I can explain how to find the area of a shape.
TUESDAY: ***DIAGNOSTIC TESTING #3: MATH/READING (TBD)
TUESDAY: Students will apply their understanding of decomposing a rectangle into rows and columns of the same-sized square units to find the number of square units.
MATH STANDARD(S): NC.3.MD.7: Relate area to the operations of multiplication and addition.
OBJECTIVE(S):
Understand that multiplying side lengths of a rectangle provides the same results as tiling it and counting the units.
Use the area formula for rectangles to solve mathematical problems.
Use the area formula for rectangles to solve real-world problems.
Use area models to solve area problems involving combining two rectangles.
VOCABULARY: area, square unit
ESSENTIAL QUESTION(S): How do the length and width relate to the number of rows and columns of a rectangle?
I CAN STATEMENT(S): I can explain how the length and width relate to the number of rows and columns of a rectangle.
WEDNESDAY: Students will find the area of combined rectangles by using area models and the distributive property of multiplication.
MATH STANDARD(S): NC.3.MD.7: Relate area to the operations of multiplication and addition.
OBJECTIVE(S):
Use area models to show how the distributive property can be used to find the area of combined rectangles.
Partition a large rectangle into two smaller rectangles, find the area of each smaller rectangle, and add the areas to find the area of the larger rectangle.
Understand that area is additive.
VOCABULARY: area, square unit, factor, product
ESSENTIAL QUESTION(S): What does it mean that area is additive?
I CAN STATEMENT(S): I can explain what it means that area is additive .
THURSDAY: Students will find the perimeter of a shape by adding together the side lengths of the shape.
MATH STANDARD(S): NC.3.MD.8: Solve problems involving perimeter of polygons, including finding the perimeter given the side lengths, and finding an unknown side length.
OBJECTIVE(S):
Understand the difference between area and perimeter.
Use side lengths to find the perimeter of a shape.
Find an unknown side length given the perimeter of a shape.
VOCABULARY: perimeter, polygon
ESSENTIAL QUESTION(S): What is the difference between perimeter and area?
I CAN STATEMENT(S): I can describe the difference between perimeter and area.
FRIDAY: NO SCHOOL FOR STUDENTS!! TEACHER WORKDAY...
POWER 45: Continuation/Completion of Lesson 27: Understand Area
INTERVENTION: The students will receive intervention on lessons taught during core instruction. (Lesson 27 - Lesson 30).