Essential Questions:
Big Ideas:
Unit 3 instructional time is focused on these power standards:
3.MD.C.7 Relate area to the operations of multiplication and addition.
Unit 3 instruction is supported by these power standards:
3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
 How much fencing is needed to surround a 24 square foot garden? What affects your answer?
 How can we use what we know about the area and perimeter of rectangles to calculate the area and perimeter of rectilinear figures?
Big Ideas:
 Perimeter and area are related.
 We can use multiplication and/or repeated addition to understand area of rectilinear figures.
 We can use the side lengths of a rectangle to calculate the perimeter and area.
Unit 3 instructional time is focused on these power standards:
3.MD.C.7 Relate area to the operations of multiplication and addition.
 3.MD.C.7.A Find the area of a rectangle with wholenumber side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
 3.MD.C.7.B Multiply side lengths to find areas of rectangles with wholenumber side lengths in the context of solving real world and mathematical problems, and represent wholenumber products as rectangular areas in mathematical reasoning.
 3.MD.C.7.C Use tiling to show in a concrete case that the area of a rectangle with wholenumber side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
 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 nonoverlapping parts, applying this technique to solve real world problems.
Unit 3 instruction is supported by these power standards:
3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
 3.MD.C.5.A A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.
 3.MD.C.5.B A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
What to teach 
Lesson Ideas 
Student Practice 
Unit 3 Outline
Preassessment Introduce Real World Experience & Task 1 Telling Time (ongoing)

Topic 1: Understanding Area of Polygons (2 days)

Topic 2: Find Area of Polygons by Finding Rectangles (2 days)

Topic 3: Understanding Perimeter (3 days)

Topic 4: Perimeter and Area Relationship (3 days)

Topic 5: Problem Solving with Area and Perimeter (4 days)
Post Assessment & Reflection 

Learn the MathFluency Assessment Directions
Quarterly Expectations Common Core Math Fluency Guidelines Georgia 3rd grade Overview Parent Letter 