How can I use attributes to group quadrilaterals? How can you find area and perimeter?

In this unit, students will learn to recognize many four-sided figures and describe how they are alike and how they are different. Students will also use what they know about area and fractions to split up shapes into equal parts. This math unit students will be learning about perimeter and area of shapes. Students will practice measuring and finding perimeter and area by counting squares, using addition, and using multiplication.

Print Version3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.

3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft. and improvised units).

3.MD.7 Relate area to the operations of multiplication and addition.

a. Find the area of a rectangle with whole-number side lengths by tiling it and show the area is the same as would be found by multiplying the side lengths.

b. 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.

c. Use tiling to show in a concrete case the area of a rectangle with whole-number 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.

d. Recognize area as additive. Find areas of figures that can be decomposed into non-overlapping rectangles by adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

3.MD.8 Solve real world and mathematical problems involving perimeters of polygons.

a. Find the perimeter given the side lengths of a polygon.

b. Find an unknown side length, given the perimeter and some lengths.

c. Draw rectangles with the same perimeter and different areas or with the same area and different perimeters.

3.G.1 Classify polygons by attributes.

a. Recognize and classify polygons based on the number of sides and vertices (triangles, quadrilaterals, pentagons and hexagons).

b. Recognize and classify quadrilaterals (rectangles, squares, parallelograms, rhombuses, trapezoids) by side lengths and understanding shapes in different categories may share attributes and the shared attributes can define a larger category.

c. Identify shapes that do not belong to a given category or subcategory.

3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

Priority Learning Targets:

3.MD.5 I can recognize area as an attribute of plane figures

3.MD.5 I can understand concepts of area measurement.

3.MD.6 I can measure areas by counting unit squares (square cm, square m, square in, square ft. and improvised units).

3.MD.7 I can relate area to the operations of multiplication and addition.

3.MD.7(a) I can find the area of a rectangle with whole-number side lengths by tiling it and show the area is the same as would be found by multiplying the side lengths.

3.MD.7(b) I can 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.

3.MD.7(d) I can recognize area as additive.

3.MD.7(d) I can find areas of figures that can be decomposed into non-overlapping rectangles by adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

3.MD.8 I can solve real world and mathematical problems involving perimeters of polygons.

3.MD.8(a) I can find the perimeter given the side lengths of a polygon.

3.MD.8(b) I can find an unknown side length, given the perimeter and some lengths.

3.G.1 I can classify polygons by attributes.

3.G.1(a) I can recognize and classify polygons based on the number of sides and vertices (triangles, quadrilaterals, pentagons and hexagons).

3.G.1(b) I can recognize and classify quadrilaterals (rectangles, squares, parallelograms, rhombuses, trapezoids) by side lengths and understanding shapes in different categories may share attributes and the shared attributes can define a larger category.

3.G.1(c) I can identify shapes that do not belong to a given category or subcategory.

3.G.2 I can partition shapes into parts with equal areas.

3.G.2 I can express the area of each part as a unit fraction of the whole.

Supporting Learning Targets:

3.MD.7(c) I can use tiling to show in a concrete case the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c.

3.MD.7(c) I can use area models to represent the distributive property in mathematical reasoning.

3.MD.8(c) I can draw rectangles with the same perimeter and different areas or with the same area and different perimeters.

polygon; congruent; quadrilateral; similar; square; rectangle; rhombus; parallel; angle; attributes; length; unit; width; area; perimeter; square unit; unit square, construct, distributive property, partition, overlaps, gaps, rectilinear (irregular shape), additive, trapezoid, parallelograms, triangle, pentagon, hexagon, vertices, sides, decompose

Print Versionhttps://jr.brainpop.com/math/measurement/perimeter/preview.weml Brain Pop Jr. - Perimeter

https://jr.brainpop.com/math/measurement/area/preview.weml Brain Pop Jr. - Area

https://www.ixl.com/math/grade-3/find-the-area-of-figures-made-of-unit-squares IXL Area of Figures

https://www.ixl.com/math/grade-3/find-the-area-of-rectangles-and-squares IXL Area of Rectangles

http://www.shodor.org/interactivate/activities/AreaExplorer/?jv=1.5.0_06&jb=MSIE Area of Rectilinear

https://jr.brainpop.com/math/geometry/planeshapes/preview.weml Brain Pop Jr. Plane Shapes

https://www.ixl.com/math/grade-3/is-it-a-polygon IXL - Is it a Polygon?

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