Evidence of Common Core Student Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Essential Elements Attainment Students: Distributive Students know: Students understand EE3.MD.5-7. N/A EE3.MD.5-7. N/A (Area begins at grade 6). Given a polygon Property that/are able to: (Area begins at grade that may be 6). Relationships between decomposed into 2 Rectilinear figures rectangular arrays and the Communicate the or more rectangles, corresponding relationships between multiplication problems rectangular array Find the total area (counting unit squares in models of areas and by decomposing the rows and columns multiplication and figure into compared to multiplying addition problems length by width), including modeling the rectangles, finding Distributive Property, the area of each, Strategies for finding and find the sum of sums and products of Model the area of the areas. whole numbers. rectangles using manipulatives or graph paper, Given a rectangle with whole number Strategically and length sides, fluently choose strategies for finding Find and justify the sums and products, area of the rectangle by Accurately compute relating a tile sums and products. covered model to a corresponding The area of a plane multiplication figure is measured by problem (counting the number of unit squares in rows squares that and columns exactly cover the compared to interior space of the multiplying length figure, by width). Multiplication is putting together equal Using array cards sized groups, or tiles, Rectangular arrays
Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors 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, 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 squares that exactly cover the interior space of the figure, Multiplication is putting together equal sized groups, Rectangular arrays 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