Related to standard AR.Math.Content.3.MD.C.7., this is a multisection lesson for the 3rd grade unit of study on area in relation to multiplication, complete with teacher notes.This lesson is designed to be taught with an 'I Do, We Do, You Do' format. Starting with an introduction slideshow, students will connect multiplication with previous concepts and skills such as repeated addition, skip counting, and equal groups. Then they will see a video and example problems which can be completed together as a class. Allow time for students to read and complete some of these example problems with a partner which will give time for questioning, addressing misunderstandings, and informal interventions. End the lesson with a preview of the next day's independent activity and an exit ticket using a quick image. 

This simulation gives students the opportunity to explore both area and perimeter of 2-dimensional shapes. Students can explore by creating shapes and having the sim calculate the area and perimeter. They can also play a game where the goal is to create a shape with a specified area or area and perimeter, or to calculate the area and/or perimeter of a given shape.

This resource links to both Measurement & Data progression documents published by the Common Core Writing Teams in June 2011.

Math unit about understanding Perimeter and Area using Khan Academy materials. Appropriate for grades 3-5.

In this 20-day module students explore area as an attribute of two-dimensional figures and relate it to their prior understandings of multiplication. Students conceptualize area as the amount of two-dimensional surface that is contained within a plane figure.  They come to understand that the space can be tiled with unit squares without gaps or overlaps.  They make predictions and explore which rectangles cover the most area when the side lengths differ.  Students progress from using square tile manipulatives to drawing their own area models and manipulate rectangular arrays to concretely demonstrate the arithmetic properties. The module culminates with students designing a simple floor plan that conforms to given area specifications.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

En este módulo de 20 días, los estudiantes exploran el área como un atributo de figuras bidimensionales y lo relacionan con su comprensión previa de multiplicación. Los estudiantes conceptualizan el área como la cantidad de superficie bidimensional que está contenida dentro de una figura plana. Llegan a comprender que el espacio puede estar mortal con cuadrados unitarios sin huecos o superposiciones. Hacen predicciones y exploran qué rectángulos cubren la mayor cantidad de área cuando las longitudes laterales difieren. Los estudiantes progresan del uso de manipulaciones de baldosas cuadradas hasta dibujar sus propios modelos de área y manipular matrices rectangulares para demostrar concretamente las propiedades aritméticas. El módulo culmina con estudiantes que diseñan un plano de planta simple que se ajusta a las especificaciones de área dadas.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
In this 20-day module students explore area as an attribute of two-dimensional figures and relate it to their prior understandings of multiplication. Students conceptualize area as the amount of two-dimensional surface that is contained within a plane figure.  They come to understand that the space can be tiled with unit squares without gaps or overlaps.  They make predictions and explore which rectangles cover the most area when the side lengths differ.  Students progress from using square tile manipulatives to drawing their own area models and manipulate rectangular arrays to concretely demonstrate the arithmetic properties. The module culminates with students designing a simple floor plan that conforms to given area specifications.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.  Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.

This is a rectangle subdivision task; ideally instead of counting each square. students should break the letters into rectangles, multiply to find the areas, and add up the areas. However, students should not be discouraged from using individual counting to start if they are stuck. Often students will get tired of counting and devise the shortcut method themselves.