This Area unit is primarily intended for third graders and aligned to the Common Core Standards. This unit contains lessons and adaptations from Engage New York, Common Core Georgia Performance Standards (CCGPS), Marilyn Burns, Creative Teaching Press, Dale Seymour, as well as other educational resources. We have adapted, combined, and sequenced these lessons and activities to create a comprehensive unit on Area for grade 3. If you would like more information or background about these lessons/activities, please refer to these outside resources. 

Collection Contents

Area Unit Overview

by Nicole Wilburn

This is the curriculum map for our unit.  
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Lesson 1

by Kelly Bing

Students will be able to understand area as an attribute of plane figures by using patterned blocks to tile given polygons.
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Lesson1 Task1

by Kelly Bing

Student task to support lesson 1
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Lesson 2

by Kelly Bing

Students will be able to define square units by cutting apart paper rectangles that are the same size.
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Lesson 2 Task1

by Kelly Bing

Student task to support lesson 2
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Lesson 2 Task2

by Kelly Bing

Student task to support lesson 2
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Lesson 3

by Kelly Bing

Students will be able to measure side lengths in order to calculate perimeter.  
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Lesson 3 Tasks1-4

by Kelly Bing

Student tasks to support lesson 3
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Lesson 3 Task5

by Kelly Bing

Student activity to support lesson 3
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Practice worksheets to support lesson 3
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Lesson 4

by Kelly Bing

Students will be able to find the area of a rectangle using inch and cementer tiles.
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Lesson 5

by Kelly Bing

Students will be able to determine the side lengths of a rectangle to complete an area model.  
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Lesson 6

by Kelly Bing

Students will be able to use an area model in order to create the corresponding array.  
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In this task, students will use one square unit tiles to explore and create different rectangles and determine their area by counting each unit square.
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Lesson 7

by Kelly Bing

Students will be able to find the area of a rectangle by multiplying the side lengths of that rectangle.
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In this task, students will use their knowledge of shapes and their attributes to explore the concept of partitioning rectangles. They will create a flag and demonstrating a way to represent the distributive property in mathematical reasoning. 
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In this task, students will be able to use their knowledge of partitioning arrays by creating a quilt and demonstrating a way to represent the distributive property in mathematical reasoning. 
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Lesson 7 Task1

by Kelly Bing

Student activities to support lesson 7
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Lesson 7 Task2

by Kelly Bing

Student activities to support lesson 7
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Lesson 7 Task3

by Kelly Bing

Student activities to support lesson 7
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Lesson 7 Task4

by Kelly Bing

Student activities to support lesson 7
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Lesson 7 Task5

by Kelly Bing

Student activities to support lesson 7
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Lesson 7 Task6

by Kelly Bing

Student activities to support lesson 7
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Lesson 7 Task7

by Kelly Bing

Student activities to support lesson 7
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Use this Mid-Unit Assessment after Lesson 7 to determine your students' level of understanding thus far. 
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Analyzing Different Rectangles
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Lesson 9

by Kelly Bing

Applying the Distributive Property to Area
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Lesson 9 Template

by Kelly Bing

Template
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Mid Unit Assessment 2

by Nicole Wilburn

This assesses students' knowledge on area and the distributive property.
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Lesson 10

by Kelly Bing

Using the break apart method to find the area of a complex figure
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Lesson 11

by Kelly Bing

Finding area of a complex figure with a missing side length
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Finding Area with a Fixed Perimeter
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Lesson 12 Table

by Kelly Bing

Finding area table
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Lesson 12 Tasks1-2

by Kelly Bing

Student activities to support lesson 12
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Lesson 12 Tasks3-4

by Kelly Bing

Student activities to support lesson 12
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Lesson 12 Task5

by Kelly Bing

Student activities to support lesson 12
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Lesson 12 Task6

by Kelly Bing

Student activities to support lesson 12
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PERFORMANCE TASK(S): This task asks students to use the distributive property to figure out if two groups of rectangles have the same area, to find the area and perimete of an rectilinear figure, and to complete an area model.  Some of the more challenging concepts from the mid-unit assessment are repeated on this assessment.
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Final Assessment Notes

by Nicole Wilburn

These are the teachers notes' for the post-assessment.
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This rubric should be used to assess your students' understanding of the pre- and post- assessments.  
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This assesses students' knowledge of how to find the area and perimeter of a given figure.  
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This is an optional class discussion that can be used before the pre- and final assessment.  This is not a coaching session or a teaching session-it is a discussion.  This is hopefully similar to a Smarter Balance Performance Task class discussion.  
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