Topic+Fourteen

= Topic Fourteen: Area = Pacing (Duration of Unit): 2. Reason abstractly and quantitatively. 4**. Model with mathematics.** 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ~ = Desired Results = ||
 * **Transfer:**
 * Standards for Mathematical Practices**
 * 1. Make sense of problems and persevere in solving them.**
 * 3. Construct viable arguments and critique the reasoning of others.**
 * 5. Use appropriate tools strategically.**
 * 6. Attend to precision.**
 * **Established Goals:**


 * 3.MD.5** Recognize area as an attribute of plane figures and understand concepts of area measurement.


 * 3.MD.5.a** A square with side length 1 unit, called a "unit square," is said to have "one square unit" of area, and can be used to measure area.


 * 3.MD.6** Measure area by counting unit squares.


 * 3.MD.7.a** Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.


 * 3.MD.7.b** Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.


 * 3.MD.7.c** Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b+c is the sum of axb and axc. Use area models to represent the distributive property in mathematical reasoning.


 * 3.MD.7.d** 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 word problems.


 * 3.G.2** Partition shapes into parts with equal areas. Express the area of each part as a unit fractions of the whole.


 * Student I Can Statements:**
 * I can define a unit square.
 * I can define area as the measure of space within a plane figure and explain why area is measured in square units.
 * I can measure the area of a shape or flat surface by covering it with unit square - with no gaps or overlaps - and counting the number of unit squares used.
 * I can use tiles to find the area of rectangles.
 * I can explain the relationship between tiling and multiplying side lengths to find the area of rectangles.
 * I can multiply adjacent side lengths of rectangles to solve word problems.
 * I can use area models to explain the distributive property.
 * I can decompose an irregular figure into non-overlapping rectangles.
 * I can explain area as additive and use this understanding to solve word problems.
 * I can partition shapes into equal parts.
 * I can explain any unit fraction as one part of a whole divided into equal parts.


 * Prerequisite Standards**
 * 2.MD.4** Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.


 * 2.G.1** Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.


 * 2.G.2** Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.


 * 2.G.3** Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. ||
 * **Big Ideas:**

Some attributes of objects are measureable and can be quantified using unit amounts.
 * Measurement**

Mathematics content and practices can be applied to solve problems. || **Essential Questions:**
 * Practices, Processes, and Proficiencies**
 * What does area mean?
 * What are different ways to find the area of a shape?
 * How can I partition a shape to make equal parts or areas?
 * Why does "what" we measure influence "how" we measure? ||
 * **Students will know...**
 * The amount of space inside a shape is its area, and area can be estimated or found using square units.
 * Square units can be used to create shapes with given areas.
 * Standard measurement units are used for consistency in finding and communicating measurements.
 * The amount of space inside a shape is its area and area can be estimated or found using square units. Formulas exist for finding the area of a polygon.
 * The area of rectangles can be used to model the distributive property.
 * The area of some irregular shapes can be found by breaking apart the original shape into other shapes for which the areas can be found.
 * There are relationships between the perimeter and the area of a polygon.
 * Equal-area parts of a figure can be used to model unit fractions.
 * Some problems can be solved by breaking apart or changing the problem into simpler ones, solving the simpler one, and using those solutions to solve the original problem.
 * In a given measurement situation, the type of measuring tool and the measurement units it contains determine the appropriateness of the tool.

area square unit || **Students will be skilled at...** || **Other Evidence:**
 * Vocabulary:**
 * measuring the area of a shape by counting the number of square units that cover a region.
 * creating figures with given areas using square units.
 * counting to measure the area of a shape using standard units of area.
 * measuring the area of rectangles by counting squares or by using a formula.
 * modeling the distributive property using the areas of rectangles.
 * solving complex problems asking for the area of irregular shapes.
 * calculate the area of irregular shapes.
 * comparing different rectangles with the same area to discover the change in perimeter.
 * modeling unit fractions using equal areas of parts of figures.
 * selecting appropriate units and tools for measuring the area of given items. ||
 * ~ = Assessment Evidence = ||
 * **Performance Assessment:**


 * Exit Tickets:**

||
 * Formative Assessment Task:**
 * ~ = Learning Plan = ||
 * **Learning Activities:**


 * 14-1** The amount of space inside a shape is its area, and area can be estimated or found using square units.


 * 14-2** Square units can be used to create shapes with given areas.


 * 14-3** Standard measurement units are used for consistency in finding and communicating measurements.


 * 14-4** The amount of space inside a shape is its area and area can be estimated or found using square units. Formulas exist for finding the area of a polygon.


 * 14-5** The area of rectangles can be used to model the distributive property.


 * 14-6** Some problems can be solved by breaking apart or changing the problem into simpler ones, solving the simpler one, and using those solutions to solve the original problem.


 * 14-7** The area of some irregular shapes can be found by breaking apart the original shape into other shapes for which the areas can be found.


 * 14-8** There are relationships between the perimeter and the area of a polygon.


 * 14-9** Equal-area parts of a figure can be used to model unit fractions.


 * 14-10** In a given measurement situation, the type of measuring tool and the measurement units it contains determine the appropriateness of the tool. ||
 * **Resources:**


 * Home School Connection:**


 * Centers:**



[|Learn Zillions Video on Multiplication and Area] [|Learn Zillion Video Relating Multiplication and Area]
 * Student Online Videos:**

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 * Teacher Resources:**