How Do We Measure Area?
10 min
Narrative
The purpose of this Warm-up is to elicit observations about tiled squares by comparing four images. The work here prepares students to reason about unit squares later in the lesson and gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology to talk about characteristics of the shapes in comparison to one another. During the discussion, ask students to explain the meaning of any terms they use, such as "longest," "largest," and "area."
Launch
- Groups of 2
- Display the image.
- “Pick 3 shapes that go together. Be ready to share why they go together.”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 2–3 minutes: partner discussion
- Share and record responses.
Student Task
Which 3 go together?
Solution Steps (3)
- 1Observe the four shapes A, B, C, D→A is a single square, B is 3x3 grid of squares, C is 2x2 grid of squares, D is a rectangle tiled with squares
- 2Identify common attributes→All shapes contain or are made of unit squares
- 3Group shapes by shared attributes→Multiple valid groupings: by overall shape (squares), by being tiled with squares, by shading patterns
Sample Response
Sample responses:
A, B, and C go together because:- Their overall shape is a square.
- They are shapes made up of small squares.
- They have an even number of shaded squares.
- They have 1 or more shaded squares.
- They have more than 1 square.
Activity Synthesis (Teacher Notes)
- “What are some different attributes you used to find 3 shapes that go together?” (the number of squares in each image, the size of the smaller squares, the overall shape, the shading)
Standards
- 3.MD.5·Recognize area as an attribute of plane figures and understand concepts of area measurement.
- 3.MD.C.5·Recognize area as an attribute of plane figures and understand concepts of area measurement.
20 min
15 min
Knowledge Components
All skills for this lesson
How Do We Measure Area?
10 min
Narrative
The purpose of this Warm-up is to elicit observations about tiled squares by comparing four images. The work here prepares students to reason about unit squares later in the lesson and gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology to talk about characteristics of the shapes in comparison to one another. During the discussion, ask students to explain the meaning of any terms they use, such as "longest," "largest," and "area."
Launch
- Groups of 2
- Display the image.
- “Pick 3 shapes that go together. Be ready to share why they go together.”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 2–3 minutes: partner discussion
- Share and record responses.
Student Task
Which 3 go together?
Solution Steps (3)
- 1Observe the four shapes A, B, C, D→A is a single square, B is 3x3 grid of squares, C is 2x2 grid of squares, D is a rectangle tiled with squares
- 2Identify common attributes→All shapes contain or are made of unit squares
- 3Group shapes by shared attributes→Multiple valid groupings: by overall shape (squares), by being tiled with squares, by shading patterns
Sample Response
Sample responses:
A, B, and C go together because:- Their overall shape is a square.
- They are shapes made up of small squares.
- They have an even number of shaded squares.
- They have 1 or more shaded squares.
- They have more than 1 square.
Activity Synthesis (Teacher Notes)
- “What are some different attributes you used to find 3 shapes that go together?” (the number of squares in each image, the size of the smaller squares, the overall shape, the shading)
Standards
- 3.MD.5·Recognize area as an attribute of plane figures and understand concepts of area measurement.
- 3.MD.C.5·Recognize area as an attribute of plane figures and understand concepts of area measurement.