math-g3-m4-topic-d-lesson-12.pdf - Lesson 12 3 4 NYS COMMON...

Lesson 12
NYS COMMON CORE MATHEMATICS CURRICULUM
3 4
Lesson 12: Solve word problems involving area.
149
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from G3-M4-TE-1.3.0-06.2015
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 12
Objective: Solve word problems involving area.
Suggested Lesson Structure

Fluency Practice (15 minutes)

Application Problem (5 minutes)

Concept Development (30 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)
Fluency Practice (15 minutes)
 Group Counting 3.OA.1 (3 minutes)
 Multiply by 7 3.OA.7 (7 minutes)
 Find the Side Length 3.MD.7 (5 minutes)
Group Counting (3 minutes)
Note: Group counting reviews interpreting multiplication as repeated addition.
Instruct students to count forward and backward, occasionally changing the direction of the count.
 Fours to 40
 Sixes to 60
 Eights to 80
 Nines to 90
Multiply by 7 (7 minutes)
Materials: (S) Multiply by 7 (6  10) Pattern Sheet
Note: This activity builds fluency with multiplication facts using units of 7. It works toward students knowing
from memory all products of two one-digit numbers. See Lesson 2 for the directions for administration of a
Multiply-By Pattern Sheet.
T: (Write 7 × 7 = .) Let’s skip -count up by sevens. (Count with fingers to 7 as students count.)
S: 7, 14, 21, 28, 35, 42, 49.
T: Let’s see how we can skip -count down to find the answer, too. (Show 10 fingers.) Start at 70.
(Count down with your fingers as students say numbers.)
S: 70, 63, 56, 49.

Lesson 12
NYS COMMON CORE MATHEMATICS CURRICULUM
3 4
Lesson 12: Solve word problems involving area.
150
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from G3-M4-TE-1.3.0-06.2015
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Continue with the following possible sequence: 9 × 7, 6 × 7, and 8 × 7.
T: (Distribute Multiply by 7 (6 – 10) Pattern S heet.) Let’s practice multiplying by 7. Be sure to wo rk left
to right across the page.
Find the Side Length (5 minutes)
Materials: (S) Personal white board
Note: This fluency activity reviews the relationship between side lengths and area.
T: (Project a rectangle with a width of 2 units and an unknown length. Inside the rectangle, write
Area = 10 square units .) Say the area of the rectangle.
S: 10 square units.
T: What’s the width of the rectangle?
S: 2 units.
T: (Write 2 units × __ units = 10 square units.) On your
personal white board, complete the equation, filling
in the unknown length.
S: (Write 2 units × 5 units = 10 square units. )
Continue with the possible following sequence: 1 unit × __ units = 8 square units, 5 units × __ units = 15
square units, 3 units × __ units = 18 square units, and 6 units × __ units = 24 square units.