3.MD.6 - About the Math, Learning Targets, and Rigor

Grade 3 Measurement and Data

3.MD.C.6

About the Math

Full Standard

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

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

3rd Grade Students Learning 3rd Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

Report Card Measurement Topic: Demonstrates understanding of measurement, data and geometry.

 

 

Learning Target

  • Measure the area of a shape by covering it with square units and counting the number of unit squares used.

 

About the Math

The area of a shape is the number of square units needed to exactly cover a shape without any overlaps or gaps. Essential vocabulary for this standard includes: area, plane figure, and unit square. Visit the online dictionary Links to an external site. for vocabulary support.

It is important to note that 3rd grade students are not being taught the formula for area. However, we can make connections to understanding of multiplication.

 

Other Common Misconceptions

Students often confuse area and perimeter. Focus instruction on finding the area by counting square units. Students who are confusing the two concepts should use concrete materials such as color tiles to find the area.

 

 

 

Progression of Standard within Grade 3

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4
   
  • Measure the area of a shape by covering it with square units and counting the number of unit squares used.
  

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map. Links to an external site. Information is not the complete standard.

Progression Across Grades
Grade 2 Grade 4
  • Partition rectangles into rows and columns ( 2.G.A.2 )

 

 

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Instructional Tasks

TASKS

These tasks can be used with small group or whole group instruction.

  • Click on the link to the left on this page that says "Resource Bank". Print off inch and centimeter grid paper to use with your students. Outline various rectilinear shapes on the grid paper. Distribute centimeter cubes (if using the centimeter paper) or color tiles (if you are using the inch paper) to each student. Students should work to find the area of the outlined shapes. Discuss. Ask "Do you need to use the cubes or tiles?" "What patterns are you noticing when finding the area?"
  • Using a ruler, create open rectilinear shapes in centimeters or inches. Provide each student with these open shapes as well as centimeter cubes and color tiles. Challenge students to find the area of the shapes. Discuss. "How did you find the area?" "Does your method agree with our definition of area?" "Which tool helped, which tool didn't work and why?"
  • Give students grid paper and put them into pairs. Have Student 1 create a rectangle on their grid paper and describe the measurements to Student 2 and see if they can draw it based on the description.
  • Victor wants to create a 4-sided shape with the largest area possible. He has a choice of sides that are 2 units, 3 units, 4 units, or 1 unit. What measurements should Victor use? Use a representation to justify your solution.
  • Christine has a shape with 4 units in the first row. If she has 5 rows under the first row with 4 units in each, what is the area of her shape?
  • Create 3 different shapes that all have an area of 36 square units.  What do you notice about the shapes?  Differences/Similarities?
  • Nora made a figure, using tiles,  that has an area of 7 square units.  She tried to make another figure with a different shape but with the same area, but couldn't.  Why do you think she couldn't?
  • Adrianne says that if you have two shapes that each have an area of 12 square units and put them together, the new shape will have an area of 24 square units.  Do you agree with this?  Explain why or why not.

 

 

SLIDE-BASED TASKS 

 These links are HCPSS created instructional tasks. These tasks are provided in Google slides.  These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Module 12 • Perimeter and Understanding Area and Basic Facts (3s)

Measure Area by Counting Square Units:

 

 

Additional Tasks 

These links provide instructional ideas connected to this standard. 

 

Tasks From Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources
Book Thumbnail Book Title Grade Pages

 

Teaching Student-Centered Mathematics

 

K-3

 234 (Two-Piece Shapes, Activity 8.8)
235 (Rectangle Comparison- No Units, Activity 8.9)
236 (Fill and Compare, Activity 8.11)
237 (Rectangle Compare- Square Units, Activity 8.12)

 

Teaching Student-Centered Mathematics

 

3-5

 

265 (Fixed Areas, Activity 9.8)
  Hands-On Standards 3-4 132 (Finding Area)
134 (Area of Irregular Figures)
136 (Building Area)
138 (Perimeter and Area)
 

SuperSource: Cuisenaire Rods

SuperSource: Snap Cubes

SuperSource: Tangrams

3-4

3-4

3-4

42-45 and 78-81

54-57

50-53
  Brain-Compatible Activities for Mathematics 2-3 102-106 
  Developing Mathematics with Base Ten   85-87

Math In Practice

Teaching Third-Grade Math

 3 Module 14

More Ideas

More Ideas Inspired by Teaching Student-Centered Mathematics

 

 

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Independent Work

Centers

These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

 

 

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

 These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

 

 

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Assessment

Learning Target


  • Measure the area of a shape by covering it with square units and counting the number of unit squares used.

 

Learning targets identify what students should be able to do. This rubric can be applied to tasks and observations for assessment and/or grading. 

 

 

Visit the SBIR (Standards Based Instruction and Reporting) tab in Course Essentials for more information and clarification. There you will find the measurement topic crosswalk, report card comments, links to professional learning/resources and guidance.  

 

 

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 This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.