Different Square Units (Part 1)
10 min
Narrative
This Warm-up elicits the idea that squares of different sizes can be used to measure area, which will be useful when students encounter different square units later. While students may notice and wonder many things, focus the discussion on how different-size squares could be used to tile the rectangle.
Launch
- Groups of 2
- Display the image.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Solution Steps (3)
- 1Observe the 4 rectangles→All rectangles are the same size
- 2Notice the different tilings→A: 5×10 small squares, B: 3×6 medium squares, C: 2×4 larger squares, D: 2 large halves
- 3Compare number of squares needed→Smaller squares require more to cover; larger squares require fewer
Sample Response
Students may notice:
- There are 4 rectangles that are the same size.
- The rectangles are tiled with different-size squares.
- It takes a lot of the smallest squares to cover the rectangle.
- It only takes 2 of the largest squares to cover the rectangle.
Students may wonder:
- Why are there different-size squares?
- Are the squares related?
- Could we use even smaller squares?
Activity Synthesis (Teacher Notes)
- “We spent some time thinking about how rectangles could be tiled with different-size squares. Keep this in mind as we move on to the next activity.”
Standards
- 3.MD.6·Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
- 3.MD.C.6·Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
15 min
20 min
Knowledge Components
All skills for this lesson
Different Square Units (Part 1)
10 min
Narrative
This Warm-up elicits the idea that squares of different sizes can be used to measure area, which will be useful when students encounter different square units later. While students may notice and wonder many things, focus the discussion on how different-size squares could be used to tile the rectangle.
Launch
- Groups of 2
- Display the image.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Solution Steps (3)
- 1Observe the 4 rectangles→All rectangles are the same size
- 2Notice the different tilings→A: 5×10 small squares, B: 3×6 medium squares, C: 2×4 larger squares, D: 2 large halves
- 3Compare number of squares needed→Smaller squares require more to cover; larger squares require fewer
Sample Response
Students may notice:
- There are 4 rectangles that are the same size.
- The rectangles are tiled with different-size squares.
- It takes a lot of the smallest squares to cover the rectangle.
- It only takes 2 of the largest squares to cover the rectangle.
Students may wonder:
- Why are there different-size squares?
- Are the squares related?
- Could we use even smaller squares?
Activity Synthesis (Teacher Notes)
- “We spent some time thinking about how rectangles could be tiled with different-size squares. Keep this in mind as we move on to the next activity.”
Standards
- 3.MD.6·Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
- 3.MD.C.6·Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).