Title: Determining Area

Author: Hannah Vanderhorst

Subject: Math
Grade Level: 3rd Grade
Duration: 60 minutes for lesson. Additional 45 minutes for assessment.
Unit Description: The following lesson is part of a larger unit on area and perimeter. This lesson
would teach students how to determine the area of a shape by counting smaller rectangles
within that shape. They will determine that counting the smaller rectangles within the shape
will give them the same number as if they were multiplying the length of each side.
Lesson Goals:
Students will be able to determine area of a shape by counting squares within the shape.
Students will be able to use the length of sides of rectangles to determine the area.
Common Core Standards
CCSS.MATH.CONTENT.3.MD.C.7
Relate area to the operations of multiplication and addition.
CCSS.MATH.CONTENT.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
rectangular areas in mathematical reasoning.
CCSS.MATH.CONTENT.3.MD.C.7.D
Recognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the non-overlapping parts, applying this
technique to solve real world problems.
Big Ideas: The area of a shape can be determined in several different ways. Each way will give
the same answer. This lesson focuses on the strategies of counting squares and multiplication.
Barriers:
Background knowledge is a potential barrier that students could run into during this
lesson.Students would have to know basic multiplication skills when determining area by
multiplication. They should also have a solid foundation of perimeter so they understand the
length of edges.
Fine motor skills could be a barrier to student achievement. If a student does not have the
ability to grasp a pencil or small objects, adjustments using assistive technology or alternative
representations would need to be made to ensure student success.

If a student has more difficulty grasping the concept as quickly as his peers, asking for answers
from a volunteer aloud may leave the student behind or confused.

Anticipatory Set: Which space is bigger?

Show pictures of different fenced in areas.
Ex:) Inflatable lawn pool vs. in-ground pool.
Ex:) Patch of grass in the city vs. grassy field in the country
Ex:) Fenced in area that is misshapen vs. square area
Driving question: How can we determine which space is bigger in cases where it is not so
obvious?
2.5 Illustrate through multiple media

Introduce and model new knowledge:

Introduce the concept of area by using manipulatives of base ten blocks.
Each student will receive a pack of base ten blocks to look at. We will look at the blocks as 2dimensional objects and will learn that the space inside the perimeter is the area of the object.
So in the examples above, the areas that were within the boundaries were the areas. The space
within the border of the blocks is the area. This will introduce the definition of area. Area is
measured in sq. units.
The blocks can be used to determine the area. The blocks within the large piece can be counted
to determine what the area is, and the blocks around the edge can be counted and multiplied
to determine what the area is. The blocks will be used to define the concept of area.
The teacher will demonstrate area through showing blocks that are different shapes but have
the same area. Some examples can be found here:
http://www.mathsisfun.com/definitions/area.html
3.1 Activate or supply background knowledge
2.1 Clarify vocabulary and symbols
Guided practice:
Model how we can determine the area of a space by multiplying and by counting the
rectangles.

The teacher will count the number of squares in this rectangle. The answer is 12 sq.
units.
The length of this rectangle is 4, and the width is 3. Multiply 3 x 4 and the answer is 12.
The teacher will ask the class if they see a pattern between these numbers.

Next, the teacher will count the number of squares in this rectangle. The answer is 4 sq.
units.
The length of this rectangle is 1, and the width is 4. Multiple 4x1 and the answer is 4.
The teacher will ask the class if they see a pattern between these numbers.
Students will then look at the blocks in their bags and determine the area of the blocks.
5.3 Build fluencies with graduated levels of support for practice and performance

Independent Practice:
Students will practice the new concept with a worksheet.
Provide students with a worksheet that has various size shapes, but all can be broken down into
different size squares. Using Cheez-Its, students will determine the area of each shape. A
worksheet can be downloaded for free from
http://www.teacherspayteachers.com/Product/Area-and-Perimeter-Made-Fun-671420.
5.2 Use multiple tools for construction and composition
Wrap Up:
Collect Independent Practice worksheet
Ask students the following questions to review the lesson:
o When I say area, what do I mean?
o What are some real life things you could determine the area of?
o What is one strategy you could use to figure out the area of something?
Formative, Ongoing Assessment:

The teacher will check for understanding throughout the lesson by showing various grids on a
Smartboard, and giving the students the opportunity to think about their answer. After
students have thought about their answer, ask for a class-wide answer shout-out when all
students are ready. This can be done through the Guided Practice and Independent practice
portions of the lesson. This way, students are not singled out, but can be identified if they say a
different answer or are silent. Waiting for every student to be ready with an answer ensures full
class participation.

Summative Assessment:
Students will complete an activity in which they write their names on grid paper. Here is a link
to an example: http://www.pinterest.com/pin/283445370271272507/

Students will determine the area of their names by counting the grid squares their name
covers.
When they determine the area that their name covers, they will draw a rectangular
shape that has the same area as their name using multiplication. (Or they will tell me
the dimensions of a rectangle that would have the same area)
Students will then briefly describe why the rectangle and their name have the same
area, and how they figured out the area for each shape.

Rubric:

Student must provide the number of squares their name covers.

They must draw a rectangle on grid paper that has the same area that their name
covers.
Students explanation clearly explains how area is the amount of space a shape covers,
and explains clearly how they designed their rectangle based on the area of their name.

8.2 Vary demands and resources to optimize challenge

Materials: Worksheet for all students, bag of Cheez-Its for each student, bag of blocks for each
student, grid paper, colored pencils, calculator for each student if basic math facts are not
memorized
4.2 Optimize access to tools and assistive technologies