Big Idea 3 : BIG IDEA 3 (Archived)



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Develop an understanding of area and determine the area of two-dimensional shapes.

General Information

Number: MA.4.G.3
Title: BIG IDEA 3
Type: Big Idea
Subject: X-Mathematics (former standards - 2008) - Archived
Grade: 4
Body of Knowledge: Geometry

Related Benchmarks

This cluster includes the following benchmarks
Code Description
MA.4.G.3.1: Describe and determine area as the number of same-sized units that cover a region in the plane, recognizing that a unit square is the standard unit for measuring area.
MA.4.G.3.2: Justify the formula for the area of the rectangle "area = base x height".
MA.4.G.3.3: Select and use appropriate units, both customary and metric, strategies, and measuring tools to estimate and solve real-world area problems.


Related Access Points

This cluster includes the following access points.

Independent

Access Point Number Access Point Title
MA.4.G.3.In.a: Identify examples of the distance around all sides (perimeter) and area of squares and rectangles in the environment.
MA.4.G.3.In.b: Find the length of the sides and the area of rectangular and square objects using square units.
MA.4.G.3.In.c: Measure whole inches and feet using a ruler to solve real-world linear measurement problems.

Supported

Access Point Number Access Point Title
MA.4.G.3.Su.a: Identify examples of the concept of area in the environment.
MA.4.G.3.Su.b: Count the number of square units of a rectangle marked with a grid to determine its area.
MA.4.G.3.Su.c: Measure the length of sides of rectangles using whole inches.

Participatory

Access Point Number Access Point Title
MA.4.G.3.Pa.a: Identify the sides of a square or rectangle.
MA.4.G.3.Pa.b: Recognize differences in the length of the sides of rectangles.


Related Resources

Vetted resources educators can use to teach the concepts and skills in this topic.

Lesson Plans

Name Description
Celebrity Floor Plan Frenzy:

Students will help an architect find the area of each room in a celebrity home and then determine the best location to build the home based on qualitative data about the locations.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Banana County Public School-Painters MEA:

This Model Eliciting Activity (MEA) is written at a 4th grade level.

This activity allows students to think critically using information provided. Students will write a procedure on how they determined which painting company would be suitable for the client.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Area Isn't Just for Squares:

This lesson helps students make the connections between area and multiplication using square tiles.