Appendix A
Standards
The main focus of standards addressed in this unit will involve many of the third grade Measurement and Data standards and will include Operations and Algebraic Thinking standards.
Geometric Measurement: understand concept of area and relate area to multiplication and to addition.
As students work with the tetrominoes and pentominoes they will; 3.MD.C.5-Recognize area as an attribute of plane figures and understand concepts of area measurement. Reinforcing, 3.MD.C.5.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 will enable my students to develop a deeper understanding of the importance of specifying units. In order to ensure students are correctly addressing and calculating area measurement, they will need to understand 3.MD.C.5.B-A plane figure which can be covered without gaps or overlaps by n unit square is said to have an area of n square units. When introducing area, students will 3.MD.C.6-Measure area by counting unit square (square cm, square m, square in, square ft, and improvised units). In order to understand area and perimeter conceptually, students will need to 3.MD.C.7-Relate area to the operations of multiplication and addition. Many of the exercises and activities developed in the unit will allow students to 3.MD.C.7.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. As students move forward in their conceptual knowledge, they will move to 3.MD.C.7.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 rectangle areas in mathematical reasoning. Which will then lead them to 3.MD.C.7.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 x b and a x c. Use area models to represent the distributive property in mathematical reasoning.
3.MD.C.7.D-Recognize area as additive. Find areas of rectilinear figures y decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
Geometric measurement: recognize perimeter
This is the only third grade standard that mentions perimeter specifically and will be addressed in many of the activities that will enable me to separate the concepts of perimeter and area 3.MD.D.8-Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding and unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
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