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Classroom Resources (5)


ALEX Classroom Resources  
   View Standards     Standard(s): [MA2019] (3) 20 :
20. Find the area of a rectangle with whole number side lengths by tiling without gaps or overlays and counting unit squares.

[MA2019] (3) 22 :
22. Relate area to the operations of multiplication using real-world problems, concrete materials, mathematical reasoning, and the distributive property.

[MA2019] (3) 23 :
23. Decompose rectilinear figures into smaller rectangles to find the area, using concrete materials.
Subject: Mathematics (3)
Title: Area of a Parallelogram StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/math/measurement/area-parallelogram.htm
Description:

In this interactive activity, students will be led through steps to calculate the area of a parallelogram. There are teaching activities as well as practice activities available.  A handout that reviews the steps taught during the interactive is available to be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.



   View Standards     Standard(s): [MA2019] (3) 20 :
20. Find the area of a rectangle with whole number side lengths by tiling without gaps or overlays and counting unit squares.

[MA2019] (3) 21 :
21. Count unit squares (square cm, square m, square in, square ft, and improvised or non-standard units) to determine area.

Subject: Mathematics (3)
Title: Grade 3 Mathematics Module 4, Topic A: Foundations for Understanding Area
URL: https://www.engageny.org/resource/grade-3-mathematics-module-4-topic-overview
Description:

In Module 4, Topic A, students begin to 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 (3.MD.5). They make predictions and explore which rectangles cover the most area when the side lengths differ (but the area is actually the same). Students may, for example, cut and fold rectangles to confirm predictions about whether a 1 by 12 rectangle covers more area than a 3 by 4 or a 2 by 6 rectangle.  They reinforce their ideas by using inch and centimeter square manipulatives to tile the same rectangles and prove the areas are equal.  Topic A provides students’ first experience with tiling, from which they learn to distinguish between length and area by placing a ruler with the same size units (inches or centimeters) next to a tiled array to discover that the number of tiles along a side corresponds to the length of the side (3.MD.6).



   View Standards     Standard(s): [MA2019] (3) 20 :
20. Find the area of a rectangle with whole number side lengths by tiling without gaps or overlays and counting unit squares.

[MA2019] (3) 21 :
21. Count unit squares (square cm, square m, square in, square ft, and improvised or non-standard units) to determine area.

[MA2019] (3) 22 :
22. Relate area to the operations of multiplication using real-world problems, concrete materials, mathematical reasoning, and the distributive property.

[MA2019] (3) 23 :
23. Decompose rectilinear figures into smaller rectangles to find the area, using concrete materials.
Subject: Mathematics (3)
Title: Grade 3 Mathematics Module 4, Topic B: Concepts of Area Measurement
URL: https://www.engageny.org/resource/grade-3-mathematics-module-4-topic-b-overview
Description:

In Module 4, Topic B, students progress from using square tile manipulatives to drawing their own area models.  Anticipating the final structure of an array, they complete rows and columns in figures such as the example shown at the right.  Students connect their extensive work with rectangular arrays and multiplication to eventually discover the area formula for a rectangle, which is formally introduced in Grade 4 (3.MD.7a).



   View Standards     Standard(s): [MA2019] (3) 20 :
20. Find the area of a rectangle with whole number side lengths by tiling without gaps or overlays and counting unit squares.

[MA2019] (3) 21 :
21. Count unit squares (square cm, square m, square in, square ft, and improvised or non-standard units) to determine area.

[MA2019] (3) 22 :
22. Relate area to the operations of multiplication using real-world problems, concrete materials, mathematical reasoning, and the distributive property.

[MA2019] (3) 23 :
23. Decompose rectilinear figures into smaller rectangles to find the area, using concrete materials.
Subject: Mathematics (3)
Title: Grade 3 Mathematics Module 4, Topic C: Arithmetic Properties Using Area Models
URL: https://www.engageny.org/resource/grade-3-mathematics-module-4-topic-c-overview
Description:

In Module 4, Topic C, students manipulate rectangular arrays to concretely demonstrate the arithmetic properties in anticipation of the following lessons. They do this by cutting rectangular grids and rearranging the parts into new wholes using the properties to validate that area stays the same, despite the new dimensions. They apply tiling and multiplication skills to determine all whole number possibilities for the side lengths of rectangles given their areas (3.MD.7b).



   View Standards     Standard(s): [MA2019] (3) 20 :
20. Find the area of a rectangle with whole number side lengths by tiling without gaps or overlays and counting unit squares.

Subject: Mathematics (3)
Title: Area Basics: Comparing Areas of Plots of Land
URL: https://aptv.pbslearningmedia.org/resource/arvnbba_ogi/comparing-areas-of-plots-of-land-khan-arvnbba_ogi/
Description:

Students will solve a word problem by finding the area of two rectangles. After finding the area of each rectangle, students must justify which rectangle is larger in terms of area. This resource provides videos and practice problems.



ALEX Classroom Resources: 5

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