Embedded Files
Introduction to Unit
Introduction to Unit
This math unit was written in collaboration with Ashley Leonard to teach in Jennifer Botelho's third-grade classroom. This unit was 5 lessons long, with a pre-assessment, post-assessment, and a mini-lesson.
Unit Vocabulary
Unit Vocabulary
Array: a way of arranging things in rows and column
Unit: any measurement that there is 1of
Area: the total space taken up by shape of an object
Figure: An irregular shape
Square Unit: A measurement of area
Array: A way of measuring things in rows and columns
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Grade 3- Curriculum Standards
3.OA. A. 1. : Interpret products of whole numbers, e.g., interpret 5x7 as the total number of objects in five groups of seven objects each.
3. MD. C. 6. : Measure areas by counting unit squares (square cm, square m, square in., square ft., and non-standard units).
3. MD. C. 7. : Relate area to the operations of multiplication and addition.
Unit-Level Learning Outcomes
Students will understand that area is calculated by multiplying base times height
Students will find that area measures the space inside of a shape.
Area Mini-Lesson
Area Mini-Lesson
Title-Mini-Lesson/What is Area?
Instructional model
The Gradual Release Model
Learning Outcomes
Students will compare the size of shapes
Students will have a basic understanding of the concept of area
Essential questions:
Why should we find the area of a shape?
How do we find the area of a shape?
MA State Framework(s):
Addressing 3.MD.C.5, 3.OA.A.1
Building 3.MD.C.5
Unit Lesson 1
Unit Lesson 1
Title-Area with Arrays
Instructional model
The Gradual Release Model
Essential questions:
Why are multiplication and area related?
How can an assortment of shapes in an array represent area?
MA Standards
3.OA. A. 1. : Interpret products of whole numbers, e.g., interpret 5x7 as the total number of objects in five groups of seven objects each.
3. MD. C. 6. : Measure areas by counting unit squares (square cm, square m, square in., square ft., and non-standard units).
3. MD. C. 7. : Relate area to the operations of multiplication and addition.
Learning outcome(s):
Students will be able to identify the relationship between multiplication and area.
Students will be able to recognize the relationship between arrays and areas.
Students will be able to solve for areas by using an array.
Unit Lesson 2
Unit Lesson 2
Title-How do we measure area?
Instructional model
The Gradual Release Model
Essential questions:
How do we measure area?
Why is it important to measure area?
MA Standards
3.MD.C.5
3.MD.C5b
Learning outcome(s):
Students will explore area by building shapes with unit squares
Student will use unit squares to measure area
Unit Lesson 3
Unit Lesson 3
Title-Measurements, Multiplication, and Area
Instructional model
The Gradual Release Model
Essential questions:
Why are multiplication and area related?
How do measurements represent an accounted space/distance?
How can I find the area using measurements?
MA Standards
3. MD. B. 4. : Generate measurement data by measuring lengths of objects using rulers marked with halves and fourths of an inch
3. MD. C. 7. : Relate area to the operations of multiplication and addition.
3. MD. C. 7D. : Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.
Learning outcome(s):
Students will be able to identify the relationship between multiplication and area.
Students will be able to recognize what is accounted for in a measurement
Students will be able to solve for areas by using measurements
Unit Lesson 4
Unit Lesson 4
Title-Unit Review
Instructional Model
The Gradual Release Model
Essential questions:
How can we find the area of a shape?
Why do we need to know the area of a shape?
MA Standards
MA.3.MD.6: Measure areas by counting unit squares (square cm, square m, square in., square ft., and non-standard units).
3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement
3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 Ă— 7 as the total number of objects in 5 groups of 7 objects each.
Learning outcome(s):
Students will understand that area is found by multiplying the width and height of a rectangle
Students will understand that area is measured with square units
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