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Use tiling and addition to determine area.
Clarifications:

Essential Understandings

Concrete:

  • Count up to 20 objects (students are expected to multiply within 20, refer to MAFS.3.OA.3.AP.7a).
  • Use square tiles to cover a rectangle.
  • Count the number of tiles in each row and use repeated addition to determine the area of the rectangle.
Representation:
  • Identify the number of unit squares used to find the area of a rectangular figure.
  • Use repeated addition to find the area of a rectangle when given a picture or array.
  • Understand the vocabulary and concepts of area, addition, repeated addition, +.

Access Point #: MAFS.3.MD.3.AP.7a (Archived Access Point)
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • MAFS.3.MD.3.7: Relate area to the operations of multiplication and addition.
    1. 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.
    2. 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. 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.
    4. 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.
Access Point Information
Number:
MAFS.3.MD.3.AP.7a
Category:
Access Points
Date Adopted or Revised:
06/14
Cluster:
Geometric measurement: understand concepts of area and relate area to multiplication and to addition. (Major Cluster) : 

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Access Point Courses
  • Grade Three Mathematics (#5012050): The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
  • Access Mathematics Grade 3 (#7712040): Access Courses:

    Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

  • Grade 3 Accelerated Mathematics (#5012055): In grade 3 accelerated, instructional time will emphasize five areas: (1) extending understanding of place value in multi-digit whole numbers; (2) adding and subtracting multi-digit whole numbers, including using a standard algorithm; (3) building an understanding of multiplication and division, the relationship between them and the connection to area of rectangles; (4) developing an understanding of fractions and (5) extending geometric reasoning to lines, angles and attributes of quadrilaterals.

    Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

  • Foundational Skills in Mathematics 3-5 (#5012015):

    This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all domains including number sense & operations, fractions, algebraic reasoning, geometric reasoning, measurement and data analysis & probability. Teachers will use the listed standards that correspond to each students’ needs. 

    Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.