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But Wait, You Can Make It Easier! Multiply!

This lesson teaches 3rd grade students about finding the area of rectangles by multiplying the side lengths. Students will build on prior knowledge of using grids and manipulatives to measure area. They will complete several activities in math groups, including writing multiplication sentences for rectangles, drawing rectangles with given areas, and solving word problems about areas. To assess understanding, students will complete an exit ticket involving writing a multiplication sentence to find the area of a given rectangle.

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Alexandra Keresztes
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71 views

But Wait, You Can Make It Easier! Multiply!

This lesson teaches 3rd grade students about finding the area of rectangles by multiplying the side lengths. Students will build on prior knowledge of using grids and manipulatives to measure area. They will complete several activities in math groups, including writing multiplication sentences for rectangles, drawing rectangles with given areas, and solving word problems about areas. To assess understanding, students will complete an exit ticket involving writing a multiplication sentence to find the area of a given rectangle.

Uploaded by

Alexandra Keresztes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Lesson Six

Grade/Content Mathematics: Concepts of Area Measurement


Area
Grade 3
Lesson Title
But wait, you can make it easier! Multiply!
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. Students have
formed their own rectangles and connected them to the use of arrays
that they used in earlier lessons on multiplication. The students have
recently been connecting rows and columns to the length and width of
a figure, even if the rectangle is not completely filled with a grid; they
have been able to fill in the missing boxes when necessary to display
the area of a rectangle.
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

Opportunities
to Learn

Objectives

Instructional
Procedures

understanding of area.
This lesson should take approximately 60 minutes, however it
could take more or less time depending on how students seem to
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:
Find the area of a rectangle through multiplication of side
lengths.
Relate the side lengths to the factors and the area to the product
of a multiplication sentence.
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 The tub in Mackenzies bathroom covers the tile


floor as shown below. How many square tiles are on
the floor, including the tiles under the tub?
We will then go over the problem on the SmartBoard as a class;
students will contribute by raising their hand and coming up to
the board to show how they solved the problem.
Today we will work on similar problems to what we did in class
yesterday, but we will talk about what the measurement of each
square means related to the area of the shape.
Engagement (60-70% of lesson):
For this lesson we will be working in math groups. There will be
four centers:
v Center 1: Writing multiplication sentences for rectangles
given. (Group work on the SmartBoard; some of the
rectangles will be missing the area and others will be missing
one of the sides)
v Center 2: Students will be given a centimeter grid and be
asked to create at least one rectangle for each of these three
areas: 32, 48, and 27. They must also label the side lengths
of each rectangle. While working with partners, students
should also be aware of the commutative property and check
each other if they make the same rectangle two different
ways. (Partner work; students will be provided with a
centimeter grid and colored pencils/crayons, each area should
be done in a different color)
v Center 3: Students will solve two problems. One problem
will list side lengths; students must find the area and explain
their answer. The second problem will give a side length and
the area; students must find the missing side length and
explain their answer. (Individual; will be done in math
notebooks)
v Center 4: Compare the areas of two bedrooms. Matts
bedroom measures 6 feet by 8 feet. His brothers bedroom
measures 7 feet by 9 feet. Matt says their rooms have the
same exact floor area. Is he right? Why or why not?
(Group work with teacher; this problem involves comparing
the areas of two rectangles but only provides side lengths so
the group work will allow for conversation and teacher
assistance)
Closure (20-25% of lesson):

Assessment

At the end of the lesson we will regroup and discuss how


multiplying the sides of rectangle to find the area directly relates
to something we have done in the past. (Multiplying the rows
and columns in to find the total contents in an array.)
To conclude, the students will complete an exit ticket to
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 two
questions:
v Write a multiplication sentence to find the area of
the rectangle below.
Underneath the question, a rectangle will be
provided with the two side lengths labeled. A
blank multiplication sentence will be provided for
the students to fill in their answer.
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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