What If Part of The Rectangle Is Covered Up?

Lesson Four
Grade/Content Mathematics: Concepts of Area Measurement

Area
Grade 3
Lesson Title
What if part of the rectangle is covered up?
Standards
Math (Common Core)
Common Core CCSS.Math.Content.3.MD.C.5a
or GLE/GSE
A square with side length 1 unit, called a unit square, is said to
(state level)
have one square unit of area, and can be used to measure area.
AND
CCSS.Math.Content.3.MD.C.6
National
Measure area by counting unit squares.
Standards (in
CCSS.Math.Content.3.MD.C.7a
all areas
Find the area of a rectangle with whole-number side lengths by
except Math
tiling it, and show that the area is the same as would be found by
and ELA-use
multiplying the side lengths.
Common Core CCSS.Math.Content.3.MD.C.7b
for those)
Multiply side lengths to find areas of rectangles with wholenumber side lengths in the context of solving real world and
mathematical problems, and represent whole-number products as
rectangular areas in mathematical reasoning.
CCSS.Math.Content.3.MD.C.7d
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.
Context of the
Students have already been using manipulatives to determine the
Lesson
areas of different shapes. They have analyzed how shapes with
different appearances can have the same amount of a manipulative fill
them and created different shapes with a set type and number of
manipulatives and began transferring their knowledge of area from
manipulatives to grids. The students have been connecting the number
of units in an object to the length of the side of a figure. In the
previous lesson, the students formed their own rectangles and
connecting it to the use of arrays that they used in earlier lessons on
multiplication.
Now that the students have had the opportunity to use
manipulatives to discover area, they will begin transferring that
knowledge over to paper and using grids to further develop their
understanding of area.
This lesson should take approximately 60 minutes, however it
could take more or less time depending on how students seem to
Opportunities
to Learn
Objectives
Instructional
Procedures
understand the lesson.

This lesson is based off of the Engage NY curriculum (which is
used by the school that I am working in).
The students will begin by using their math notebooks to solve a
problem related to what they did in the previous lesson. A sheet with a
problem building on what they learned in yesterdays lesson will be
glued into their notebook prior to the lesson.*
The students will be building on the knowledge that they have
gained through the earlier lessons on area. Since we will be building
on and furthering their knowledge by asking the students to work with
the early knowledge that theyve been building on, but still gradual
enough that they are able to do a lot of the work themselves with some
guidance. For the students who are a little bit more ahead, this lesson
will allow them to begin to recognize that the number of units on each
side is directly linked to the length of the side.*
Students will be doing work as a whole group, individually, and in
small groups. This allows the students to work through problems
alone and with one another to help each other when a group member is
struggling. In addition, while walking around, I will be able to point
out and assist students further.*
For this lesson, I will be creating a sheet where the problems build on
one another. The students will use their whiteboards to start off the
lesson, and then we will move onto a worksheet, and finish with an exit
ticket. I will need copies of the worksheet, exit ticket and a half sheet
of each centimeter and inch grid paper (photocopied onto the same
page for comparison purposes). For my own use, I will use the
SmartBoard and/or the Elmo projector in the room to work through the
problems in sequence with the students.*
Students will be able to:
Draw rows and columns to determine the area of a rectangle,
given an incomplete array.
Determine the area of a rectangle, even if some of the space is
covered over.
Opening (10-15% of lesson):
To activate students prior knowledge, I will have a
problem similar to what was done in the previous days
lesson glued into their notebook.
v Gabi makes a rectangle with 16 square-centimeter
tiles. There are 4 equal rows of tiles.
How many tiles are in each row? Use words,
pictures, and numbers to support your answer.

Can Gabi arrange all of her 16 square-centimeter
tiles into 6 equal rows? Explain your answer.
As the students solve the problem and I will be walking around
to make sure that they are on the right track, especially with the
second part.
Today we will work on similar problems, but some of the tiles
will be completely covered.
Engagement (60-70% of lesson):
For this lesson we will be working in math groups. There will be
four centers:
v Center 1: Matching incomplete arrays to their complete
arrays and writing a multiplication sentences. (Partner Work;
students will be provided with a folder with 6 incomplete
arrays and their complete matches, they will draw the
complete array in their math notebooks and write the
multiplication sentence to explain the area)
v Center 2: Explain whether or not an incomplete array has a
certain area. Students will need to state if the area is correct
or not and if wrong, state the correct answer. (Individual;
students will be provided with a worksheet with three
problems, this will be the first problem that has two
incomplete arrays for the students to determine if the area is
correct or incorrect)
v Center 3: Students will need to state the area of the entire
grid with a rug covering a portion of the grid. (Individual;
students will be provided with a worksheet with three
problems, this will be the second problem that has one array
with a rug covering over a portion of the grid)
v Center 4: Determine the area of a portion of a rectangle.
(Group work with teacher; this can a two-step problem so
students may need extra guidance to determine the area of the
blank rectangle, otherwise it is a one-step problem but
students will need to determine the side lengths)
Closure (20-25% of lesson):
At the end of the lesson we will regroup and talk about whether
or not the size of the squares changes the area of a rectangle. We
will also discuss how to determine the area of a rectangle if a
piece of it is covered over.
To conclude, the students will complete an exit ticket to
Assessment
determine their complete understanding of the lesson. The exit

ticket will be submitted at the end of the lesson and returned to
them by the start of the next lesson.
Throughout the lesson, I will be asking the students questions
and walking around the room to assure that they understand the
lesson.
At the end of the lesson, students will be presented with an exit
ticket that will be graded to determine their understanding of the
major points of the lesson. The exit ticket will have one
question:
v The tiled floor in Mickeys diner has a rug on it as
shown. How many square tiles are on the floor,
including the tiles under the rug?
Underneath the question, a grid will be provided
that shows a rug covering over a part of the grid.
This will be graded on a check system and given back to the
students by the beginning of the next days lesson.
v A P- will indicate that a student has no knowledge of what
he/she is being asked to do. The student will either have
nothing written or will have something written that shows no
understanding of the lesson.
v A P will indicate that a student appears to understand what
they have learned. The student will have two of the three
pieces of the questions on the exit ticket correct.
v A P+ will indicate that a student has complete knowledge of
what he/she is being asked to do. The student will have all
questions answered fully and prove that they understand the
lesson.

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Lesson Four

Grade/Content Mathematics: Concepts of Area Measurement

understand the lesson.

pictures, and numbers to support your answer.

determine their complete understanding of the lesson. The exit

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