3rd W1 A & P

3rd Grade
Week 1: Area and Perimeter

Cover Page Weeks 1 Week 2

Investigations -
Unit 5: Supplemental Area Lesson, 3.1A

$Picture$

Math Expressions -
Unit 6, Lessons 5-10

Sizing Up Measurement

CA Common Core Standards: Measurement and Data
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
For more detail, go to the COVER PAGE for this unit.

WEEK 1 AT-A-GLANCE
Day 1: Finding Area (Investigations, Unit 5, Session 3.1A) *Introduction*
Day 2: Perimeter and Area Practice (Math Expressions, Unit 6, Lesson 5) *Practice*
Day 3: Tiling a Floor (Sizing Up Measurement, p. 68-72) *Rich Task*
Day 4: Side Lengths with Area and Perimeter (Math Expressions, Unit 6, Lesson 6) *Practice*
Day 5: Three Experiences to Help Students Uncover Foundational Area and Perimeter Relationships (The Perimeter Stays the Same, The Area Stays the Same, Perimeter with Cuisenaire Rods) *Exploration* - good opportunity for students to wonder and pursue answers.

Day 1

Investigations, Unit 5, CC Supplement, Session 3.1A

What's the Area?

**While this lesson references an area activity from a few weeks ago, if you did not do the Tetromino activities (Unit 4, Inv. 2, Sessions 2.1 & 2.2), you will be introducing area for the first time. **

Math Focus Points
1) Using tiles to find the area of a rectangle
2) Developing an understanding that area can be found by multiplying the dimensions of a rectangle

3.1a.pdf
File Size:	3869 kb
File Type:	pdf

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Formative Assessment
Any or all of the Student Activity Book pages will provide evidence of student understanding of the concept of area. You could select any item from the pages to be an exit ticket.

Materials (all SAB pages in document below)
• Paper Draw or cut out a 5-inch by 7-inch rectangle.
•Color tiles
•Student Activity Book, pp. 26B–26E or C22–C25, Finding the Area Make copies. (as needed)
•Chart paper Replicate the chart on Student Activity Book page 26E or C25. Add a column titled “Equation.”
•Student Activity Book, p. 26F or C26, What’s the Area? Make copies. (as needed)

Additional Rich Lessons

Investigations, Unit 4, Inv. 2:
Session 2.1: Tetrominoes
SAB pp. 18-20
Session 2.2: Which Tetrominoes Fit?
SAB pp. 18-20, 22, 23

Math Workshop or Menu Ideas

Day 2

Math Expressions, Unit 6, Lesson 5

Perimeter and Area
This is a pretty direct lesson. Students get more practice with area by counting squares within figures sketched on dot grid paper and by tiling rectangles. Adding Geoboards to the dot paper activities would make it more engaging! Perimeter is also introduced in this lesson.

Math Focus Points
1) Recognize perimeter and area as attributes of plane figures and find perimeters and areas of figures on a dot grid.
2) Measure area by tiling with unit squares and by multiplying.
3) Measure areas by counting square feet and square meters.

Formative Assessment
Collect SAB p. 336. Do students understand what perimeter and area mean? Are they using correct units? Are they accurate?

Materials
Student Activity Book, p. 335 - 338
Square tiles

Math Workshop Or Menu Ideas

ME Differentiated Instruction, TE p. 695
Challenge Level: Rectangle Riddles, Activity Card 6-5

ME Differentiated Instruction, TE p. 695
On-Level: Which Rectangle Is Bigger?, Activity Card 6-5

Day 3

Materials

Tiling a Floor (Rich Task)
(from Sizing Up Measurement: Activities for Grades 3-5 Classrooms by Chris Confer, p. 68-72) - click on the file to the right for the "Full Lesson Description"

In this lesson students develop the ability to decompose areas as they design a hallway for a tile company. An imaginary home owner wants the tiles in her 4-by-6-foot hallway to be arranged in two rectangles, one red and the other blue. The students record their designs on grid paper and write equations to describe the smaller rectangular areas within the large rectangle. Then students write a note to the homeowner explaining which arrangement they recommend.

Math Focus Points
Decompose a larger rectangle into smaller rectangles and write the expression to match.

Formative Assessment

Materials
centimeter grid paper - 2 sheets per student (included in the Tiling a Floor pdf)
Optional: chart paper

The Full Lesson Description

tilng_a_floor.pdf
File Size:	2171 kb
File Type:	pdf

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PowerPoint for the Tiling a Floor Task

tiling_a_floor.pptx
File Size:	1251 kb
File Type:	pptx

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Tiling the Floor Grid Paper

tiling_the_floor_grid_paper.pdf
File Size:	46 kb
File Type:	pdf

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Games

Floor Tiling Race

Day 4

Math Expressions, Unit 6, Lesson 6, TE p. 698-704

Side Lengths with Area and Perimeter
Student Activity Book p. 339-342

Math Focus Points
Activity 1: Record the results of tiling a rectangle by using the Distributive Property to show that the area of a rectangle with side lengths d and (e + f) is the sum
of (d x e) and (d x f).
Activity 2: Find an unknown side length of a rectangle when one side length and either the perimeter or area are known.

Formative Assessment
Pick a problem from the Student Activity Book pages to use as an exit slip.

Materials
Student Activity Book, p. 339-342

Math Workshop Items

ME Differentiated Instruction, TE p. 703
On-Level Level: Equation Patterns, Activity Card 6-6

Day 5

Three Experiences Focused on Exploring and Discovering Fundamental Area and Perimeter Relationships (these activities could be done in a workshop or center format - might take more than one day)
(from About Teaching Mathematics by Marilyn Burns)
**These experiences replace ME Unit 6, Lesson 7 which explores the same concepts but in a boring, text-heavy, and non-discovery based way.)

Focus Questions:
What happens to the area when the perimeter stays the same but the shape changes?
What happens to the perimeter when the area stays the same but the shape changes?
(Teachers - You should explore these questions and experiences in advance so you solidify the underlying mathematics for yourself before teaching to students!)

Experience 1: The Perimeter Stays the Same