1 2 3 4 5 6 Standards Skills Concepts Included in Through a Cognitive Sample Activity Included in Standard Particular Context Demand/ Standard Levels of Thinking B-3.MD.7 Relate area to multiplication (Plane figures) Analyze As an extension of 3.MD.5 & 6, ask Relate area to the operations of multiplication and division students to show another way to relate and addition. tiling area aside from adding the unit squares Find the area of a rectangle with Find area of a rectangle (e.g. 3 rows of 5, 5 columns of 3, etc.), side lengths by tiling it, and with whole-number tiling and thus generating the formula for area of a show that the area is the same as side lengths multiplying side rectangle. would be found by multiplying the side Show lengths lengths. area is the same Conversely give students whole number Multiply side lengths to find areas of real world and products (area) and have students rectangles with whole number side Find areas of rectangles mathematical determine possible side lengths. If 64 lengths in the context of solving real with whole-number problems square crackers fit on a square plate world and mathematical problems, and side lengths how many crackers make up one side? represent whole-number products as Represent as rectangular rectangular areas in mathematical whole-number areas If there are 144, 3 ft square flower beds reasoning. products arranged in a square, how many beds Use tiling to show in a concrete case Show are on each side? using tiling that the area of a rectangle with area of a rectangle side lengths a and b + c is the with whole-number Given the products they’ve been using area models sum of a × b and a × c. Use area models Represent side lengths a and b+c working with, divide the rectangular to represent the distributive property in is the sum of a X b and arrays into sections, illustrating the context of addition mathematical reasoning. a X c. distributive property and showing that (additive) Recognize area as additive. Find areas Recognize area is additive. of rectilinear figures by decomposing distributive property decomposing them them into non-overlapping rectangles into and adding the areas of the Find area parts, applying this rectangles and technique to solve real world problems. areas of rectilinear adding the areas of figures the parts 1 2 3 4 5 6
1 Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Demand/ Levels of Thinking 6 Sample Activity B-3.MD.7 Relate area to the operations of multiplication and addition. Find the area of a rectangle with side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. Use tiling to show in a concrete case that the area of a rectangle with side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the parts, applying this technique to solve real world problems. Relate Find Show Find Represent Show Represent Recognize Find area to multiplication and division area of a rectangle with whole-number side lengths area is the same areas of rectangles with whole-number side lengths whole-number products area of a rectangle with whole-number side lengths a and b+c is the sum of a X b and a X c. distributive property area areas of rectilinear figures (Plane figures) tiling tiling and multiplying side lengths real world and mathematical problems as rectangular areas using tiling using area models context of addition (additive) decomposing them into rectangles and adding the areas of the parts Analyze As an extension of 3.MD.5 & 6, ask students to show another way to relate area aside from adding the unit squares (e.g. 3 rows of 5, 5 columns of 3, etc.), thus generating the formula for area of a rectangle. Conversely give students whole number products (area) and have students determine possible side lengths. If 64 square crackers fit on a square plate how many crackers make up one side? If there are 144, 3 ft square flower beds arranged in a square, how many beds are on each side? Given the products they’ve been working with, divide the rectangular arrays into sections, illustrating the distributive property and showing that area is additive. 1 2 3 4 5 6