Elementary Mathematics

3rd Grade Linking Multiplication to Area and Pictographs

Click here for lessons!

BEGIN WITH THE END IN MIND!
common core expectations...
  Great formative assessment tasks to use during or after these lessons!

Finding the Area of Polygons

The Square Counting Shortcut

Classroom Supplies



Unit at a Glance

Suggested Dates:
January 13- January 17

Estimated Duration: 5 days

Smart Board, Promethean, and Power Point Files: 
 





Tools for Teachers


*Remember to upload files to share with others, or locate files to use, on the wiki. Be sure to join discussion posts with other colleagues to ask questions, answer questions, and discuss math.

STANDARDS FOR MATHEMATICAL PRACTICE

2.
Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

5.
Use appropriate tools strategically.

6.
Attend to precision



TEAM TIME!
DISCUSS THE FOLLOWING WITH YOUR GRADE LEVEL TEAM:

Mathematical understanding is strengthened when students make connections between concepts.   How can you help students connect the work with scaled pictographs to multiplication?
 


OPPORTUNITIES FOR DIFFERENTIATION...

Suggestions for students who are struggling...





Suggestions for students who fully understand...



Words you should hear students use in Mathematical Conversations...

scale, dimensions,
area, square units
scaled picture graph
key, symbol, units

COMMON CORE STATE STANDARDS IN THIS UNIT


Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

3.MD.5. Recognize area as an attribute of plane figures and understand concepts of area measurement.
 
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.
b.
A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.


3.MD.6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).


3.MD.7. Relate area to the operations of multiplication and addition.

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.

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.

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 a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

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 world problems.

Represent and interpret data

3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Link to CCSS Unpacking Document-Updated Sept. '15