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MCC3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement .

a. 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. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

MCC3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). MCC3.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 that 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 that 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 rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

Learning Objective: - The student will understand and determine area by drawing 2 figures with specified areas. The student must draw the figures with the correct area to demonstrate mastery. - The student will use tiles to create a figure and determine the area. The student must use the tiles, correctly identify the area of the figure, and explain his/her thinking to demonstrate mastery. - The student will decompose a rectilinear figure and determine the area. The student must correctly identify the area of the figure as a whole to demonstrate mastery. Activating Strategy: -I will have a figure posted on the promethean board. The students will have sticky notes with numbers written on them posted under the desks. As the students come in, I will ask them to take a look at the figure on the board and see if they have the matching area. -We will review area and the anchor chart Learning/Teaching Activities: -We will do area practice problems on the promethean board. -Introduce area project and give students direction sheet. -Students will complete a 4 part project as a summative assessment 1. Students will get a sheet of graph paper and draw 2 figures (draw 1 figure with an area of 32 and draw the other figure with an area of 14). Identify the figures by noting A=32 and A=14. 2. Use tiles or graph paper to perform the following task- You just got a new dog and you need somewhere for him/her to stay while you are at school. Create a pen for your dog that has an area greater than 20 square units. Get a sheet of paper and explain what you would do to build the pen. Can you use multiplication to find the area of your pen? Why or why not? 3. Students will get a rectilinear figure (already cut out of graph paper). Students will decompose the rectilinear figure and determine the area. 4.The students will go to the teachers website and watch/listen to the Voki. The students will each create a Voki that answers the provided questions.

Summarizer: As a class, we will watch the area Voki from my website. We will discuss the questions and answers together as a whole group.

1. Get a sheet of graph paper. Draw 2 figures on the paper- one with an area of 32 and the other with an area of 14. Be sure to identify the figures by writing A=32 and A=14. 2. Get another sheet of graph paper, or some tiles. Solve the following problem: You just got a new dog and you need somewhere for him/her to stay while you are at school. Create a pen for your dog that has an area greater than 20 square units. Get a sheet of paper and explain what you would do to build the pen. Can you use multiplication to find the area of your pen? Why or why not? Answer the questions on a sheet of paper. 3. Get a rectilinear figure. Decompose the rectilinear figure by cutting it apart. Glue the decomposed pieces onto a sheet of construction paper. Write the area of the figure on the construction paper. 4. Go to my website and watch the Voki. Write down the answers to the questions Rubric to use with project: Task The student used the graph paper to correctly draw 2 figures- one with an area of 32, and the other with an area of 14. The student used tiles or graph paper to make a figure with an area greater than 20. The student explained his/her thinking. The student decomposed the rectilinear figure, found the area of the parts, and then added the parts to find the total area.

No No No

The student created a Voki and correctly answered the questions from the teachers Voki.

Yes

No

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