3.MD.5 Zillion These standards call for students to explore the 14-1, concept of covering a region with Recognize “unit squares,” 14-10 Task for I Can: which could include square tiles or shading on grid or area as an graph paper. Based on they students’ development, attribute of Not good, *Identify should have ample experiences filling a region with plane figures esp. 14-10. what a unit square tiles before transitioning to pictorial and NYC Unit square is and representations on graph paper. understand Please do know it can concepts of be used to not teach area measure area the measurement. of a figure. formula for area * Relate the for the area to real A square world first week . objects. with side Let them length 1 figure it *Recognize unit, called out as they area as an unit “a count attribute of square,” is squares plane said to have with a visual square “one model. of unit” area, and * Explain can be used area as an to measure attribute of plane area. A plane figure which can be covered without gaps or overlaps by unit squares is said to have an area of n square units. Learn Zillion I Can: Students should be counting the square units to find 14-3, 14-6 the area could be done in metric, customary, or 3.MD.6 – Task *Determine square units. Using different sized graph OK - the area of an paper, students can explore the areas measured in Measure Please do Activity object by square centimeters and square inches. areas by not teach counting the The task shown above would provide a great counting the unit squares in experience for students to tile a region and count the unit squares cm, m, in., ft., formula number of square units (square cm, and other for area square m, units. for the square in, first week. *Connect square ft, Let them counting and figure it squares to improvised multiplication out as they units). when finding count area. Questar squares. Emphais - In 14-6, 12/57 focus on
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. 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 unit squares is said to have an area of n square units. I Can: *Identify what a unit square is and know it can be used to measure area of a figure. * Relate the area to real world objects. *Recognize area as an attribute of plane with a visual model. * Explain area as an attribute of plane These standards call for students to explore the concept of covering a region with “unit squares,” which could include square tiles or shading on grid or graph paper. Based on students’ development, they should have ample experiences filling a region with square tiles before transitioning to pictorial representations on graph paper. 14-1, 14-10 Not good, esp. 14-10. Please do not teach the formula for area for the first week . Let them figure it out as they count squares Zillion Task for NYC Unit 3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). Questar Emphais - 12/57 I Can: *Determine the area of an object by counting the unit squares in cm, m, in., ft., and other units. *Connect counting squares to multiplication when finding area. Students should be counting the square units to find the area could be done in metric, customary, or square units. Using different sized graph paper, students can explore the areas measured in square centimeters and square inches. The task shown above would provide a great experience for students to tile a region and count the number of square units 14-3, 14-6 – OK - Please do not teach the formula for area for the first week. Let them figure it out as they count squares. In 14-6, focus on Learn Zillion Task Activity
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