Week of: 03/22 to 03/26

Monday 3.MD.C. Geometric Measurement: Understand concepts of area and relate

6-4 area to multiplication and to addition.
3.MD.C.7a
Find the area of a rectangle with whole-number side lengths by tiling it, and
showing that the area is the same as would be found by multiplying the side
lengths.

Content Area Math

Essential Understanding The amount of space inside a region in its area, and area can be found by
counting unit squares or by multiplying the side lengths.
Discussion Questions What do you need to find? What kind of shape is the room? Is there an
operation that can be used to find the total number of square meters covered
by the carpet? Explain. You can generalize what do you know about squares
that can help you find the number of square meters of carpet Jorge will
need?
Focus of Lesson Use unit squares and multiplication to find the area of squares and
rectangles.

Demonstration The teacher will read the following in whole group: Jorge is carpeting a
(Teacher explicitly shows the students what square room. One side of the room is 6 meters long. How many square
you want them to do) meters of the carpet does Jorge need? The teacher will think aloud and solve
the problem.

Guided Practice Students will work in pairs to solve problems 1-4 on page 321 and share in
(teacher and the students work together) small group.

Independent Practice Students will work independently: Page 321-322

(students work alone) Groups 1/2: 5-8,10
Group 3: 6-11, 12
Group 4: 7-12
Homework 6-4 Area of Square and Rectangles
Assessments Teacher will assess student responses on guided practice and independent
(teacher finds out what the students know practice.
and don't know)
Differentiation Borderline students: Individualized teacher and peer support for struggling
students using reteach and manipulative. They will also be given extended
time, shorten assignment as needed. Accelerated students: These students
will not be responsible for the practice they will be given the Enrichment
inquiry practice to work on in small group or pairs. They will also be
responsible for answering the story-based problem thoroughly explaining
their thinking.

Tuesday 3.MD.C. Geometric Measurement: Understand concepts of area and relate

6-5 area to multiplication and to addition.
3.MD.C.7c Using 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 c.
Use area models to represent the distributive property in mathematical
reasoning.

Content Area Math

Mathematical Practices 1,3,4,7, and 8
Essential Understanding The areas of rectangles can be used to model the distributive property.
Vocabulary Area, unit square, square unit, and estimate
Focus of Lesson Use area of rectangles to model the Distributive Property of Multiplication.

Discussion Questions What are you asked to find? How will you find the answer?
Demonstration The teacher will display the following problem: The new reading room floor
(Teacher explicitly shows the students what is a rectangle that is 8 feet wide by 9 feet long. Mrs. Wallace has a
you want them to do) rectangular rug that is 8 feet wide by 5 feet long. What area of the reading
room floor the rug will not cover? The teacher will think aloud and solve the
problem.
Guided Practice Students will come to the board and answer questions with partners. Page
(teacher and the students work together) 327 1-3.

Independent Practice Students will work in groups to solve problems on pages 327-328
(students work alone) Group ½: 5-7,9
Group 3: 6-10
Group 4: 7-12
Opportunities to Collaborate Students may help others in their group as needed. Students work in small
groups in guided groups and in centers.
 POM
 Hands On Review/Exposure
 Moby Max
 Khan Academy
Homework 6-5 Apply properties: Area and the Distributive Property
Assessments Teacher will assess student responses on guided practice and independent
(teacher finds out what the students know practice.
and don't know)
Differentiation Borderline students: Individualized teacher and peer support for struggling
students using reteach and manipulative. They will also be given extended
time, shorten assignment as needed. Accelerated students: These students
will not be responsible for the practice they will be given the Enrichment
inquiry practice to work on in small group or pairs.

Wednesday 3.MD.C. Geometric Measurement: Understand concepts of area and relate

6-6 area to multiplication and to addition.
3.MD.C.7d. Recognize area as additive. Find areas of rectilinear figures by
decomposing them into non-overlapping rectangles and adding the areas of
the non-overlapping parts, applying this technique to solve real world
problems.
Content Area Math
Mathematical Practices 1,2,7 and 8
Essential Understanding The area of some irregular shapes can be found by dividing the original
shapes into rectangles, finding the area of each rectangle, and adding all of
the areas.
Discussion Questions What do you need to find? What information is given? What shapes can
you divide the irregular shape into?
Focus of Lesson Use properties to find the area of irregular shapes by breaking the shape
into smaller parts.
Misconceptions Students may not understand that irregular shapes can be divided into
many different sets of rectangles without changing the area. Demonstrate
this using the shape in Box C.
Demonstration The teacher will display the following problem: Mrs. Marcum’s desk is
(Teacher explicitly shows the students what shaped like the picture below. The length of each side is shown in feet.
you want them to do) Find the area of Mrs. Marcum’s desk. Solve this problem anyway you
choose.
Guided Practice We will watch the visual learning video and students will answer
(teacher and the students work together) interactive questions.
The teacher will work in small groups on problems 1-4 (pg.333). Students
will be able to turn and talk to a partner and explain their thinking. We will
discuss different strategies students may have used to solve the problem.
Independent Practice Students will work independently:
(students work alone) Groups ½: 5-8, 13
Group 3: 7-10, 13
Group 4: 7-13
Opportunities to Collaborate Students may help others in their group as needed. Students work in small
groups in guided groups and in centers.
 POM
 Hands On Review/Exposure
 Moby Max
Khan Academy
Homework 6-6 Apply Properties: Area of Irregular Shapes
Assessments Teacher will assess student responses on guided practice and independent
(teacher finds out what the students know practice.
and don't know)

Differentiation Borderline students: Individualized teacher and peer support for struggling
students using reteach and manipulative. They will also be given extended
time, shorten assignment as needed. Accelerated students: These students
will not be responsible for the practice they will be given the Enrichment
inquiry practice to work on in small group or pairs. They will also be
responsible for answering the story-based problem thoroughly explains
their thinking.

Thursday 3.MD.C. Geometric Measurement: Understand concepts of area and relate

6-7 area to multiplication and to addition.
3.MD.C Measure areas by counting unit squares (square cm, square m,
square in., square ft, and improvised units).

Content Area Math

Essential Understanding Good math thinkers look for relationships in math to help solve problems.
Discussion Questions What are you asked to find? What information is given? What simpler
problems can you solve first? How can you use the solutions to the simpler
problems to answer the main question?
Focus of Lesson Solve problems by breaking apart or changing the problem into simpler
problems.

Demonstration The teacher will display the following problem on the board: Mr. Anderson
(Teacher explicitly shows the students what is tiling his kitchen. He will not need tiles for the areas covered by the
you want them to do) kitchen island or the counter. How many square meters of tiles does Mr.
Anderson need?

Guided Practice The teacher will display problems 1-2 (pg. 339) on the board. Students will
(Teacher and the students work together) work in groups to solve the problems. Students will then come up and share
their answers and explain.

Independent Practice Students will work independently: Page 339-340

(students work alone) Groups 1/2: 3-5,10
Group 3: 3-6,10
Group 4: 5-10
Opportunities to Collaborate Students may help others in their group as needed. Students work in small
groups in guided groups and in centers.
 POM
 Hands On Review/Exposure
 Moby Max
 Khan Academy
Homework 6-7 Look for and Use Structure
Assessments Teacher will assess student responses on guided practice and independent
(teacher finds out what the students know practice.
and don't know)
Differentiation Borderline students: Individualized teacher and peer support for struggling
students using reteach and manipulative. They will also be given extended
time, shorten assignment as needed. Accelerated students: These students
will not be responsible for the practice they will be given the Enrichment
inquiry practice to work on in small group or pairs. They will also be
responsible for answering the story-based problem thoroughly explains their
thinking.

Friday 3.MD.C. Geometric Measurement: Understand concepts of area and relate

area to multiplication and to addition.
3.MD.C.7a
Find the area of a rectangle with whole-number side lengths by tiling it, and
showing that the area is the same as would be found by multiplying the side
lengths.

Content Area Math

Essential Understanding The areas of rectangles can be used to model the distributive property.
Focus of Lesson Use area of rectangles to model the Distributive Property of Multiplication.

Demonstration The teacher will review with Kahoot!

(Teacher explicitly shows the students what
you want them to do)

Guided Practice Quiz today

(teacher and the students work together)

Independent Practice Quiz

(students work alone)
Homework No Homework
Assessments Teacher will assess student responses on independent practice.
(teacher finds out what the students know
and don't know)
Differentiation Borderline students: Individualized teacher and peer support for struggling
students using reteach and manipulative. They will also be given extended
time, shorten assignment as needed. Accelerated students: These students
will not be responsible for the practice they will be given the Enrichment
inquiry practice to work on in small group or pairs. They will also be
responsible for answering the story-based problem thoroughly explaining
their thinking.