Students: Distributive Students know: Students understand N/A N/A (Area begins at grade 6). EE3.MD.5-7. EE3.MD.5-7. Given a polygon that Property that/are able to: (Area begins at grade may be decomposed 6). Relationships between into 2 or more Rectilinear rectangular arrays and the Communicate the rectangles, figures corresponding multiplication relationships between problems (counting unit rectangular array Find the total area by squares in rows and columns models of areas and decomposing the compared to multiplying multiplication and figure into length by width), addition problems including modeling the rectangles, finding the Distributive Property, Strategies for finding sums area of each, and find and products of whole the sum of the areas. numbers. Model the area of rectangles using manipulatives or graph Given a rectangle with paper, whole number length sides, Strategically and fluently choose Find and justify the strategies for finding area of the rectangle sums and products, by relating a tile covered model to a Accurately compute corresponding sums and products. multiplication problem (counting unit squares The area of a plane in rows and columns figure is measured by compared to the number of same-size multiplying length by squares that exactly width). cover the interior space of the figure, Using array cards or Multiplication is putting tiles, together equal sized groups, Create and explain rectangular models to Rectangular arrays show that the area of a represent groups (rows) rectangle with of equal size (number of side lengths a columns), and d (where d=b+c) is the same as the area of
Students: Given a polygon that may be decomposed into 2 or more rectangles, Find the total area by decomposing the figure into rectangles, finding the area of each, and find the sum of the areas. Given a rectangle with whole number length sides, Find and justify the area of the rectangle by relating a tile covered model to a corresponding multiplication problem (counting unit squares in rows and columns compared to multiplying length by width). Using array cards or tiles, Create and explain rectangular models to show that the area of a rectangle with side lengths a and d (where d=b+c) is the same as the area of Distributive Property Rectilinear figures Students know: Relationships between rectangular arrays and the corresponding multiplication problems (counting unit squares in rows and columns compared to multiplying length by width), Strategies for finding sums and products of whole numbers. Students understand that/are able to: Communicate the relationships between rectangular array models of areas and multiplication and addition problems including modeling the Distributive Property, Model the area of rectangles using manipulatives or graph paper, Strategically and fluently choose strategies for finding sums and products, Accurately compute sums and products. The area of a plane figure is measured by the number of same-size squares that exactly cover the interior space of the figure, Multiplication is putting together equal sized groups, Rectangular arrays represent groups (rows) of equal size (number of columns), EE3.MD.5-7. N/A (Area begins at grade 6). EE3.MD.5-7. N/A (Area begins at grade 6).
3rd-Math-Pacing-Guide-Version-3.docx