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K-5 Grade 3 Unit 4 Lesson 15

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•K-5 Math 6-8 Math 9-12 Math

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Lesson 15

Warm-up Activity 1 Activity 2

Unit 4, Lesson 15

Equal Groups, Greater Numbers

Grade 3

Warm-up

Which 3 go together?

<p>Area diagram. Gridded rectangle. Top measurement 14, left side measurement 7.</p> — A

Area diagram. Rectangle divided into 2 parts. One part labeled 70 with a top measurement of 10, the other labeled 21, with a top measurement of 3. Left side measurement 7. — B

Area diagram. Rectangle divided into 2 parts. One part labeled 70 with a top measurement of 10, the other labeled 28, with a top measurement of 4. Left side measurement 7. — C

Area diagram. Rectangle. Top measurement 14, left side measurement 7. Area measurement 94. — D

Activity 1

Solve each problem. Explain or show your reasoning.

A rectangular mural has side lengths of 17 feet and 4 feet. What is the area of the mural?
Noah makes a rectangular mosaic with 1-inch tiles. The mosaic has 12 rows and 8 columns of tiles. What is the area of the mosaic?
Noah uses chalk to help decorate a rectangular patio that is 6 feet wide and 14 feet long. What is the area of the patio?
Noah buys a pack of stickers. There are 5 sheets in the pack, and each sheet has 16 stickers. How many stickers are in the pack?

Activity 2

As you visit the posters with your partner, discuss what is similar and what is different about the thinking shown on the posters.

Standards Alignment

Building On

Addressing

3.MD.7.c

Use 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 × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

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Building Toward

Standards Alignment

Building On

Addressing

3.OA.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.

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3.OA.5

Apply properties of operations as strategies to multiply and divide.

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Building Toward

3.OA.7

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

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Standards Alignment

Building On

Addressing

3.OA.5

Apply properties of operations as strategies to multiply and divide.

View Full Standard

Building Toward

3.OA.7

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

View Full Standard