Q3: What is area and perimeter? What strategies are used to solve area and perimeter?
Continue to focus on multiplication foundational facts and extend to x/÷ 3, 4, 8, 6
Continue to focus on multiplication foundational facts and extend to x/÷ 3, 4, 8, 6
Suggested Weeks: 4-6 Weeks
Teacher Tips:
The geometry standard supports their understanding of perimeter and area by understanding shapes and their attributes.
Students will apply knowledge of multiplication and addition to solve area and perimeter problems. This is a great time to introduce the distributive property and commutative property.
Revisit all multiplication and division fact sets introduced to this point (x/÷ 2, 5, 10, 1, and 0) and extend to x/÷ 3, 4, 8 (using x2 facts)
Click here to get a printable list of the 3rd grade learning targets.
Click here to find a lesson organizer template Click here to find a lesson organizer planning template using RIT groups The link will open to a page asking you to make a copy of the template, so you must be using Chrome as your browser and be signed into any gmail account.
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
⊡Students will be able to categorize shapes based on their attributes. (3.G.1, SMP5, SMP7, SMP8)
∎Students will be able to reason abstractly, quantitatively, and model to understand concepts of area and relate area to multiplication and addition precisely. (3.MD.5, 3.MD.6, 3.MD.7, SMP2, SMP4, SMP5, SMP6, SMP7)
∎Students will be able to model, reason abstractly, quantitatively, understand and apply properties of multiplication and division. (3.OA.5, MP1, MP6, MP7)
🌕Students will be able to reason abstractly, quantitatively, and model to understand concepts of perimeter as an attribute of plane figures and distinguish between linear and area measures. (3.MD.8, SMP2, SMP4, SMP5, SMP6, SMP7)
DoK 1: Recall & Reproduction
I can categorize and compare shapes in different groups and define their attributes. (3.G.1) (Focus on quadrilaterals such as square, rhombus, rectangle, parallelogram )
I understand the basic unit used to measure area. (3.MD.5a)
I can find the area of a plane figure using tiles and label using square units. (3.MD.5b)
I can find the area of a plane figure by counting unit squares. (3.MD.6)
I can tile a rectangle to find the area and show that it is the same as multiplying the sides (length time width). (3.MD.7a)
DoK 2: Skills & Concept
I can find area using length times width in real-world story problems. (3.MD.7b)
I can represent whole-number products as rectangular areas in mathematical reasoning. (3.MD.7b)
I can divide a larger rectangle, using the distributive property, into two smaller rectangles to find the area. (3.MD.7c. )
I can find the perimeter of a plane figure by adding side lengths. (3.MD.8)
I can use the known lengths of a plane figure to find the unknown lengths. (3.MD.8)
I can show the perimeter or area of rectangles that have the same perimeter and different areas. (3.MD.8)
I can show the perimeter or area of rectangles that have the different perimeter and same areas. (3.MD.8)
I can solve multiplication problems using the properties of operations (Commutative and Distributive). (Formal terms are not required for student knowledge) (3.OA.5)
DoK 3: Strategic thinking & Reasoning
I can decompose a shape into non-overlapping rectangles to find area accurately in real world problems. (3.MD.7d)
Math Vocabulary in Spanish and English
Angles Area Attributes Categories Compare Compose Contrast Decompose Distributive Property Formula
Hexagon Irregular figures Length Multiply Non-overlapping Octagon Overlapping Parallel (sides) Perimeter Plane figure
Polygon Quadrilaterals Rectangle Regular figures/polygon Rhombus Right Angle Side Square Square centimeter
Square inch Square feet Square meters Square unit standard/ metric unit system Tiling Trapezoid Triangle
Two dimensional shapes Unit square Units Unknown Width Vertices
* (inclusive definition used on IAR-A trapezoid is defined as “A quadrilateral with at least one pair of parallel sides.”
2.G.1:Know Basic Attributes of Polygons
1.G.1: Classify Polygons
1.G.2: Counting Tiles Accurately
2.G.2: Partition a rectangle into rows and columns
"Just in Time" support
“Just-in-time” supports will address the necessary content knowledge and skills students need to engage in the most immediate work of the grade at the moment it is needed. Making connections strengthens learning and helps avoid the idea that math is a subject of unrelated topics. Also, no time is wasted on “just in case” teaching.
Look at your student data to identify the need for teaching prior knowledge in a whole or small group to bridge the gap.
2.G.1 Engage NY 2.G.A.1 Color Tile Shapes Geoboard Quadrilaterals
2.G.2 Engage NY 2.G.A.2 Which Pictures Represent One Half? Partitioning Squares Ways of Looking at a Half
3.G.1 Module 16
3.MD.5 Module 14
3.MD.6 Module 14
3.MD.7 Module 14
3.MD.8 Module 15
3.OA.5 Module 2 pp48, 52-57
Math in Practice lesson slides and Essential Question Guide
The Big Pad 3-Act task
Square Corners (NRICH)
The Big Pad 3-Act task
Array Challenge (page 64) Paper Cut (page 35)
These resource sheets can be used for independent practice. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.
Rectangles Rule (page 119) How Big is a Desk? (page 124)
These resource sheets can be used for independent practice. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.
Relate Area to Addition and Multiplication a Relate Area to Addition and Multiplication b
Represent Multiplication with an Area Model a Represent Multiplication with an Area Model b
Pentomino Perimeters (pgs. 113-118)
These resource sheets can be used for independent practice. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.
Turn Around Arrays Array Cards (for Turn Around Arrays)
These resource sheets can be used for independent practice. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.
2.G.1 Engage NY 2.G.A.1 Color Tile Shapes Geoboard Quadrilaterals
2.G.2 Engage NY 2.G.A.2 Which Pictures Represent One Half? Partitioning Squares Ways of Looking at a Half
Inside Mathematics Problem Solving- leveled problems
Connecting your number talk strategy to your fluency practice will have the most impact.
Multiplication/division basic facts Mastering the Basic Facts book:
Foundational facts
Derived facts
Using 2s: x3 / ÷3 x4 / ÷4 x8 / ÷8
Addition & Subtraction within 1000 using strategies *The standard algorithm is a 4th grade standard.
These are activities to give students mixed, spaced practice based on the big ideas for 3rd grade math.
Time Bingo (hour/half hour)
Time Bingo (to five minutes)
These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice. Please select pages carefully based on your students' needs.
You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response. It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.
number strings to build strategies here JAMBOARDS here
Make Friendly Numbers
Splitting/ Break apart by place value
Chunking/ Break apart one number
Compensation
number strings to build strategies here JAMBOARDS here
Adding / Counting Up
Removal / Counting Back
Adjusting One Number to Make an Easier Problem
Keep a Constant Distance