Unit 7 Plan (9 days)

Area and Perimeter

Math 3rd Grade

What do we want students to know and be able to do?

Step 1: Identify the essential standards for the unit.

Essential Standards

Supporting Standards

3.6C - determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row

3.7B -  determine the perimeter of a polygon or a missing length when given the perimeter and remaining side lengths in problems. 

3.6D - decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area.

What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals?

Step 2: Unwrap the essential TEKS.  

Learning Targets (Student Objectives)

What should students know and be able to do?

(Information, processes, concepts, main ideas that students must know or understand)

(Performance, skills, or actions students must do or demonstrate)

Big Ideas: Students will know and be able to do:

3.6C (Area)

• Determine the number of rows in a rectangle partitioned into unit squares.
• Determine the number of squares in each row of a rectangle partitioned into unit squares.
• Determine the area of a rectangle by multiplying the number of rows and the number of squares in each row, also if given the length and width in standard measurement

3.7B (Perimeter)

• Understand the concept of perimeter.
• Determine the perimeter of a polygon when the side lengths are given.
• Determine the length of a missing side when the perimeter and the other side lengths are given.

What academic language / vocabulary should students acquire and use?

(Include the term and definition)

Area - the number of square units needed to cover a surface with no gaps or overlaps

Compose - to form a number or shape by putting parts together

Decompose - to break down or break apart into smaller parts

Length - the distance from one end of an object to the other 

Perimeter - the distance around a closed, two-dimensional figure

Polygon - a closed figure made of line segments

Side - a line segment that joins two vertices, to form the flat surface of a 2D or 3D shape

Square Unit - a square with a side length of one unit that is used to measure area; square units may include square inch, square foot, square centimeter, and square meter

Width - the measure or distance across something from one side to the other

How will we know if they have learned it? (common summative assessment)

Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)?  Could include exemplars or a rubric.

Students will demonstrate mastery of the unit by completing the following:

3.6A (Area)

3.7B

Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment)

Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning.

Sequential Plan for Unit Instruction and Monitoring Learning

Days Into Instruction

Common Formative Assessment

(What are the formative checkpoints?)

5

Area & Perimeter CFA

7

Unit 6 & 7 Summative

Notes:

Area questions will almost always include a model.

Make sure to find the perimeter of shapes that are not quadrilaterals. (octogan, 8, but given one side)

Remember that when given an irregular figure they will have to know to break it into two known shapes and find the missing sides.