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

Grade 3 Measurement and Data

3.MD.C.6

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 )	Area (4.MD.3)

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)

Additional Tasks

These links provide instructional ideas connected to this standard.

Halves, thirds, and sixths Links to an external site. (Illustrative Math)
Finding the Area of Polygons ( Links to an external site.Illustrative Math)
Playground.doc Download Playground.doc
(Cache County Morgan, Lesson)
Ant Corral.doc Download Ant Corral.doc
(Cache County Morgan, Lesson)
Vegetable Garden Plan.docx Download Vegetable Garden Plan.docx
(Cache County Morgan, Lesson)
Array Challenge Links to an external site.(Georgia Department of Education, pgs. 64-70)
3-Act Task: Paper Cut Links to an external site. (Georgia Department of Education, pgs. 35-43)

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 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