MD.3.7.a

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.

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Formative Assessments
Formative Assessments
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Students are asked to find the areas of two rectangular figures and are observed to determine if they use multiplication.
Area of a Butterfly Garden
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Students are presented with a rectangular area model and asked to write an equation that represents the distributive property.
Using Arrays to Model the Distributive Property
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Students determine the area of a rectangle in two different ways.
Cover Me
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Students are given a rectilinear shape and asked to find its area.
Decompose Shapes to Find Area
Virtual/Hands-on Manipulatives
Virtual/Hands-on Manipulatives
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CPALMS: Direct Link: http://nlvm.usu.edu/en/nav/frames_asid_125_g_1_t_4.html?open.instructions This extremely versatile manipulative can be used by learners of different grades. At early grades, this manipulative will help the students recognize, name, build, draw, and compare two-dimensional shapes.
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Assessment Questions
Assessment Questions
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Equation Editor
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Videos of Expert Instruction
Videos of Expert Instruction
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How many pennies are there?
Pyramid of Pennies
Use Real Link and Title
Use Real Link and Title
Hook/Performance Tasks
Hook/Performance Tasks
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The purpose of this instructional task is for students to find the area of figures that can be decomposed and then recomposed into rectangles.
IM:  Finding the Area of Polygons
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This task allows students to link the distributive property with an area model.
IM:  Introducing the Distributive Property
IM:  Three Hidden Rectangles
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This task allows students to use the concept of tiling as an entry point to linking area with multiplication.
IM:  India’s Bathroom Tiles
Problem Based Lessons
Problem Based Lessons
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Robert Kaplinsky: Students determine the amount of paint needed to paint one side of a handball wall that is seen in the picture.
Do We Have Enough Paint?
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Graham Fletcher: Students watch a video and determine which piece of paper has a greater area.
The Paper Cut
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Robert Kaplinsky: Students decide which is the better pizza deal for the money.
Which Pizza Is A Better Deal?
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Graham Fletcher: Students watch a video and determine how many tiles are needed to cover a table.
Piles of Tiles
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Robert Kaplinsky: Students decide how much white and black tarp they need to replicate a prank.
How Can You Replicate This Prank?