Unit 2, Section B

Relate Area to Multiplication

Grade 3

Practice

1. Problem 1

   ForLesson 5: Represent Products as Areas

   Student Task Statement

   1. Draw a rectangle on the grid whose area can be represented by .
   2. How does your rectangle represent the expression ?

   

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2. Problem 2

   ForLesson 6: Different Square Units (Part 1)

   Student Task Statement

   Here are 2 squares. One is a square centimeter, and the other is a square inch.

   Which square is a square centimeter? Which square is a square inch? Explain how you know.

   

3. Problem 3

   ForLesson 7: Different Square Units (Part 2)

   Student Task Statement

   For each object, decide if you would use square centimeters, square inches, square feet, or square meters to measure area. Explain your reasoning.

   1. a baseball field
   2. a table top
   3. a cell-phone screen

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4. Problem 4

   ForLesson 8: Area of a Rectangle without a Grid

   Student Task Statement

   The sides of the rectangle are marked in centimeters.

   What is the area of the rectangle? Explain your reasoning.

   

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5. Problem 5

   ForLesson 9: Measure to Find the Area

   Student Task Statement

   1. Use a centimeter ruler.

      1. Find the area of the rectangle in square centimeters.

         

      2. Draw a rectangle the area of which is 18 square centimeters.

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6. Problem 6

   ForLesson 10: Solve Area Problems

   Student Task Statement

   Tyler has 40 carpet squares with sides of 1 foot. He wants to use all the squares to make a rectangle-shaped carpet.

   The longest side of the carpet cannot be more than 12 feet. What could be the side lengths of Tyler's carpet?

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7. Problem 7

   ForLesson 11: Area and the Multiplication Table

   Student Task Statement

   1. Describe some patterns you see for the numbers in the table.

      

   2. Write some equations that show 1 of the patterns you found. Explain or show why that pattern happens.

8. Problem 8

   Exploration

   Student Task Statement

   1. Find in your classroom or at home an object or a space that is shaped like a rectangle. Describe the rectangle.
   2. Would you use square centimeters, square inches, square feet, or square meters to measure the area of the rectangle? Explain your reasoning.

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9. Problem 9

   Exploration

   Student Task Statement

   What patterns do you notice in the 3 filled-in columns of the multiplication table?

   

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10. Problem 10

    Exploration

    Student Task Statement

    Mai picks a mystery number that is less than 30. She says that she can draw, on this grid, 3 rectangles with different side lengths, whose areas in square units are the same as her mystery number.

    

    What could be Mai’s mystery number? Explain or show your reasoning.

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