Grade 3 Mathematics, Quarter 1, Unit 1.

Area and Perimeter Concepts

Number of Instructional Days:

11

(1 day = 45-60 minutes)

Mathematical Practices to Be Integrated 2. Reason abstractly and quantitatively. Make sense of quantities and their relationships in problem situations Use quantitative reasoning that entails creating a coherent representation of quantities.

Recognize perimeter as an attribute of plane figures. Develop the understanding of area as an attribute of a plane figure described in square units. Find perimeter given the side lengths of polygons. Solve real-world and mathematical problems involving perimeter. Distinguish between linear (perimeter) and area measures.

5. Use appropriate tools strategically. Consider available tools when solving a mathematical problem. Detect possible errors by using estimations

7. Look for and make use of structure. Look closely to find patterns when finding area and perimeter.

Essential Questions How do you find the perimeter of a polygon? How is finding area different from finding perimeter? What do perimeter and area have in common? How are they different? When would you need to find an area in a real-life situation? What does the term square unit represent? This rectangle has an area of _____ square units. What does that mean?

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Written Curriculum
Common Core State Standards for Mathematical Content Measurement and Data 3.MD

Geometric measurement: understand concepts of area and relate area to multiplication and to addition. 3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. a. b. A square with side length 1 unit, called a unit square, is said to have one square unit of area, and can be used to measure area. A plane figure, which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. 3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

Common Core Standards for Mathematical Practice 2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x2 + 9 x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Clarifying the Standards Prior Learning In grade 2, students partitioned rectangles into rows and columns of same-size squares and counted to find the total number of them (2.G.2). Students practiced addition of whole numbers, but did not utilize it within the context of determining a perimeter. Grade 2 students constructed arguments using objects, pictures, drawings, and actions to explain their thinking and listened to the explanations of others. Second graders noticed repetitive actions in counting and computation. Current Learning Students recognize perimeter as a linear measurement and an attribute of plane figures. Perimeter can be used to develop addition fluency. Students develop an understanding of the concept of a square unit as one square within an array. They measure the area of plane figures by covering it with square units and explaining the area as the number of square units it takes to cover the figure without gaps or overlaps. This is a critical
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

area of instruction and should be instructed at the development level, in order to lay the foundation for the understanding of the relationship between area and multiplication. Students refine their mathematical communication skills as they ask, How did you get that perimeter/area? and explain their thinking to others; they also respond to other students thinking. They should notice repetitive actions in computation and look for more shortcut methods. For example, they may find the perimeter of a rectangle by doubling the sum of the length and width. Later in grade 3, students continue developing an understanding of perimeter to find an unknown side length (Unit 2.4) and work with rectangles with the same perimeter and different areas or with the same area and different perimeters (Unit 3.2). In Unit 1.3, they measure area by counting unit squares, and in Units 2.4 and 3.2, they continue developing this critical area of understanding by relating area to multiplication and addition. Future Learning Grade 4 students will apply area and perimeter formulas for rectangles. Given the area, students will be expected to find the width and/or length of rectangles. They will notice repetitive actions in computation to make generalizations. Students use models to explain calculations and understand how algorithms work and to examine patterns and generate their own algorithms. They will explain their thinking and make connections between models and equations. They will refine their mathematical communication skills as they participate in mathematical discussions involving questions such as, How did you get that? and, Why is that true? They will explain their thinking to others and respond to others thinking. Additional Findings Students develop measurement concepts and skills through experiences in analyzing attributes and properties of two-dimensional objects. They form an understanding of perimeter as a measureable attribute and select appropriate units, strategies, and tools to solve problems involving perimeter (Curriculum Focal Points, p. 15).

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014