3.MD.5 - About the Math, Learning Targets, and Rigor

Grade 3 Measurement and Data

3.MD.C.5

About the Math

Full Standard

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

  1. 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.
  2. 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.

 

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 Targets

  • Describe a square unit.
  • Describe area as the measure of space within a plane figure
  • Explain why area is measured in square units.

 

About the Math

Area is the two-dimensional space inside a region. Area is measured by covering and so students should use tiles or square units to cover objects to find the area. Formulas should not be introduced at this grade level. 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. A thorough understanding of these two concepts is needed so students see how area and perimeter are related. Students may not realize that two figures can have the same area but different perimeters. Use pentominoes to explore how the same area of 5 square units can have different perimeters.

 

 

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
   
  • Describe a square unit.
  • Describe area as the measure of space within a plane figure
  • Explain why area is measured in square units.
  

 

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

 

Back to Top

 

Instructional Tasks

TASKS

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

  • Distribute a geoboard to each student. Revisiting the work done with perimeter on the geoboard, ask students to pretend they are building a fence with the rubber bands and create a 3x4 rectangle on the board. Revisit the definitions that were charted for area and perimeter (see the first bullet under 3MD8). Ask students to talk to a neighbor about how they could describe their "yard with fence" using the definitions. Establish the correct perimeter of 14 units and an area of 12 square units. Discuss why perimeter is stated in inches/units/etc. vs. area in square inches/units/etc. Have students use geoboards to create other examples of area. 
  • Distribute a geoboard to each student and ask them to make a shape with two half square units. Have students compare their shapes and find the area of their shapes. Discuss how the half square units work when finding the area. Return to the definition of area during the discussion. 
  • Three rectangles have an area of 24 square units.  Use color tiles to model what the three rectangles may look like.
  • Using color tiles, what is the area of a piece of paper? What object in the room can you find with the same area?
  • Choose a pattern block. Create a shape made of 20 of your blocks. Now choose another block. How many blocks of this type will you need to make a shape that takes up the same space?
  • Based on what you know, how would you describe area to a kindergartener?
  • Describe a time when knowing the area of a figure would be important.
  • Look at a page in the newspaper that has both advertising and news. Which area is greater- the area for the ads or the area for the news? How did estimating area help you decide your answer?
  • Jack and Monica each made a figure with an area of 48 square units.  Jack says that their figures  must look the same because they have the same area.  Do you agree?  Explain your thinking using what you understand about area.
  • Can two figures with different areas still have the same shape?  If so, what would be the difference between the figures?
  • Your bedroom has an area of 80 square units.  You have three rugs you want to put on the floor.  One of the rugs has an area of 24 square units and one has an area of 30 square units. How can you determine if the third rug will fit in the room?  What is the largest area measurement that the third rug can have? 

 

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)

Describe area:

 

 

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 (Area)

138 (Perimeter and Area) 
  SuperSource: Cuisenaire Rods 3-4

42-45

78-81 
  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

 

 

Back to Top

 

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

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

 

 

Back to Top

 

Assessment

Learning Targets


  • Describe a square unit.
  • Describe area as the measure of space within a plane figure
  • Explain why area is measured in square units.

 

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.  

 

 

 

Back to Top

 

 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.