Standard #: MAFS.3.MD.3.7 (Archived Standard)

Students are presented with a rectangular area model and asked to write an equation that represents the distributive property.

Students determine the area of a rectangle in two different ways.

Students are given a rectilinear shape and asked to find its area.

Students are asked to find the areas of two rectangular figures and are observed to determine if they use multiplication.

In this lesson, students will connect the concepts of counting each square unit and multiplying the side lengths to compute the area of a rectangle. They will extend this knowledge by computing a side length, when given only the area and the other side length.

This STEM challenge will engage the students in the ways to create different rectangles that have the same area, but different perimeters. They will also explore how to use scientific processes to test their designs with hypothesis, records, data, and a conclusion. This STEM challenge combines architectural engineering with life science and measurement skills for math.

In this engineering design challenge, student teams will design a house that will withstand high winds.

This lesson is designed to encouage students to make connections to their prior knowledge of multiplying using rectangular arrays to finding the area of rectangles by multiplying the side lengths. Students will be led to "discover" the formula for finding area.

Students will be asked to use different strategies to figure out the area of rectangles.. Students progress from playing a game with arrays, to creating rectangles with square tiles, and finally to exploring the area formula.

This lesson is an introductory lesson about area at the third-grade level. Students will play a game to learn the definition of area, build with square tiles to discover we measure area with square units, and then put this knowledge in practice to complete two worksheets.

The students will plan a vegetable garden, deciding which kinds of vegetables to plant, how many plants of each kind will fit, and where each plant will be planted in a fixed-area garden design. Then they will revise their design based on new garden dimensions and additional plant options.  Students will explore the concept of area to plan their garden and they will practice solving 1 and 2-step real-world problems using the four operations to develop their ideas.

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.

In this Model Eliciting Activity, MEA, The Shady Oak Treehouse Club is doing a makeover and needs help choosing flooring. Students will be asked to figure area, calculate cost, and add installation fees to cost. The students will then rank the flooring and choose the best one for the makeover. The data provided is: a model of the treehouse (in square yards), flooring price per square yard, and ratings for ease of cleaning, comfort, and color choices. In the twist, student will be provided with an installation fee for each flooring material and must decide if, and how, to change their procedure with the new information.

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

In this unit on area, students explore geometric measurement by becoming "Area Architects" in order to learn the concepts of area and relate area to multiplication and addition. This lesson is the third of a five-lesson unit.

In this lesson, students will apply strategies learned for finding the area of rectangles with whole-number side lengths after creating floor plans for their dream home on 1-inch grid paper, and represent whole-number products as rectangular areas.

In this lesson students build on their knowledge of area by finding the area of a variety of composite figures and create a composite shape when given an area.

In this lesson, students will connect the concepts of counting each square unit and multiplying the side lengths to compute the area of a rectangle.

In this lesson, the students are employees of a fencing company. They are working with a customer to try and get the best deal and design of a fence that will fit the customer's area needs. Students will have to use reasoning skills in order to fill in missing information. Students will also discuss whether or not their designs have met the needs of the customer.

In this unit on area, students explore geometric measurement by becoming "Area Architects" to learn the concepts of area and relate area to multiplication and addition. This lesson is the second of a five-lesson unit. In this lesson, students will develop strategies for finding the area of rectangles 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.

In this unit on area, students explore geometric measurement by becoming "Area Architects" in order to learn the concepts of area and relate area to multiplication and addition. This lesson is the fifth and final lesson of the unit. In this lesson, students will recognize area as additive. Students will find areas of rectangular figures by decomposing them into non-overlapping parts in order to solve a real-world problem. This lesson is focused on single-digit x single-digit dimensions using proper units for dimensions (e.g. ft, yd, m) and square units for the area (e.g. sq. ft, sq. yd, sq. m).

In this 5-lesson unit on area, students explore geometric measurement by becoming "Area Architects" in order to learn the concepts of area and relate area to multiplication and addition. In this 4th lesson, students will use tiling to show in a concrete case that the area of a rectangle can be found using the distributive property of multiplication. This lesson is focused on single-digit x single-digit dimensions using proper units for dimensions (e.g. ft, yd, m) and square units for the area (e.g. sq. ft, sq. yd, sq. m).

Students will determine the validity of the statement, "All rectangles with the same area will have the same perimeter" through two investigations.

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

In this lesson, students are tasked with drawing a house based on given directions. The directions include the area and perimeter of particular features of the house. This resource is recommended as a review of perimeter and area.

Students will use guided discovery to find a formula for both area and perimeter in order to more efficiently solve area and perimeter problems.

Learn how tilling can be used to find the area of different rectangular rooms in this interactive tutorial.

In this tutorial video from Khan Academy, students who understand how to count unit squares to find the area of a rectangle can explore the connection between this method and the area formula for rectangles (length times width or base times height).

In this worksheet, students are directed to find the perimeter and area for a clubhouse in the form of rectangles, composite figures, and other polygons. The second sheet urged them to make their own designs for a clubhouse and find the perimeter and area. This resource is recommended as an introduction or review of perimeter and area.

(Found under "Finding Perimeter and Area" on NCTM's Illuminations)

Learn how tilling can be used to find the area of different rectangular rooms in this interactive tutorial.

In this tutorial video from Khan Academy, students who understand how to count unit squares to find the area of a rectangle can explore the connection between this method and the area formula for rectangles (length times width or base times height).

In this worksheet, students are directed to find the perimeter and area for a clubhouse in the form of rectangles, composite figures, and other polygons. The second sheet urged them to make their own designs for a clubhouse and find the perimeter and area. This resource is recommended as an introduction or review of perimeter and area.

(Found under "Finding Perimeter and Area" on NCTM's Illuminations)

In this tutorial video from Khan Academy, students who understand how to count unit squares to find the area of a rectangle can explore the connection between this method and the area formula for rectangles (length times width or base times height).