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 * Lesson #3, Grade 3 **

[|CCSS.MATH.CONTENT.3.MD.C.7.] Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
 * Standards **

Objectives
The students will be able to find the area of a rectangle with whole-number sides by multiplying length x width, and will check their work by using graph paper and counting the number of tiles inside the rectangle.

Materials
Students will need:
 * Graph paper
 * Pencil

Check for Understanding
Students will solve a problem to find the area of a rectangle by multiplying the base and the height. After recording their answer students will write a sentence underneath explaining another way to find the area of a rectangle.

Essential Question
Why would people need to find the area of a rectangular bedroom?

Self Assessment
Students will use the Windshield Strategy to declare their understanding of knowing how to check their work when finding the area of a rectangle.

==
 * CLEAR = I get it! I thoroughly understand the concept.
 * BUGGY = I understand it for the most part, but a few things are still unclear.
 * MUDDY = I don’t get it at all.

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=** Lesson #2, Grade 3 **= =** 1. Common Core Standards **=
 * 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.

= 2. Student Objectives =
 * ==== Students will be able to multiply two factors to find a product, and then create a division problem taking the product and dividing by 1 of the two factors in the multiplication problem, which will equal the other factor (quotient). ====

**3. Materials**

 * ====Deck of cards====
 * Worksheet
 * Pencil
 * Red pen

5. Check for Understanding

 * Students will multiply two factors and get the correct product. Once the product is found, the students will write a division problem writing the product divided by one of the factors which will equal the other factor (quotient).

6. Essential Question
What is the relationship between division and multiplication?

7. Self-Assessment
Students will use the Windshield Strategy to declare their understanding of knowing how to create a division problem from the product of a multiplication problem divided by one of the factors to find that the quotient will be the other factor from the multiplication problem.


 * CLEAR = I get it! I thoroughly understand the concept.
 * BUGGY = I understand it for the most part, but a few things are still unclear.
 * MUDDY = I don’t get it at all.



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=** Lesson #1 **= =** GRADE 3 **= =__ **1. Common Core Standards** __= [|CCSS.MATH.CONTENT.3.G.A.1] Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). __ **2. Student Objectives** __ The students will be able to identify the attributes of three different quadrilaterals and organize the similarities and differences in a T-chart.

= __**3. Materials**__ =

White piece of paper Pen or pencil 3 different colored crayons

__4. Procedure__
1. Review prior knowledge on the attributes of a square, rectangle and rhombus. 2. Pass out a white piece of paper to each student and model what the chart should look like on the board. 3. Have students copy down the three columns that should be on their T-chart. 4. The students will then brainstorm and write down all the attributes of the three shapes in their proper column. 5. Give students time to complete their table. Then have them use colored crayons to organize their data. Use yellow to highlight the things all three shapes have in common, blue to highlight the things that a square and rhombus have in common, and red to highlight the things that a rectangle and square have in common. 6. Then explain to them they need to write a paragraph based on the data they have in their table. Make sure students compare and contrast all the attributes.

__**5. Check for Understanding**__
Math- Students will be able to list the attributes of a square, rectangle, and a rhombus, and also identify the similarities and differences by highlighting the similarities and differences with 3 different colored crayons. Square- Quadrilateral, 2 pairs of parallel sides, 4 equal sides, and 4 right angles. Rectangle- Quadrilateral, 2 pairs of parallel sides, 2 pairs of equal sides, and 4 right angles. Rhombus- Quadrilateral, 2 pairs of parallel sides, and 4 equal sides. Writing- Students will be able to write a paragraph based off the data written in their T-Chart.

__6. Essential Questions__
How can you compare and contrast attributes of a square, a rectangles, and a rhombus using a T-Chart?

__**7. Self-Assessment**__ Students will use the Windshield Strategy to declare their understanding of knowing how to add and subtract using a time line. > = =
 * CLEAR = I get it! I thoroughly understand the concept.
 * BUGGY = I understand it for the most part, but a few things are still unclear.
 * MUDDY = I don’t get it at all.