2016 Revised Alabama Course of Study Mathematics.pdf

Understand concepts of area and relate area to

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understand concepts of area and relate area to multiplication and to addition. 20. Recognize area as an attribute of plane figures, and understand concepts of area measurement. [3-MD5] 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-MD5a] 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-MD5b] 21. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). [3-MD6] 22. Relate area to the operations of multiplication and addition. [3-MD7] a. 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. [3-MD7a] b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. [3-MD7b] 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. [3-MD7c] 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. [3-MD7d] Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. 23. Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. [3-MD8] Geometry Reason with shapes and their attributes. 24. 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). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. [3-G1] 25. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. [3-G2] Example: Partition a shape into 4 parts with equal area, and describe the area of each part as 1 4 of the area of the shape .
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2016 Revised Alabama Course of Study: Mathematics 32 GRADE 4 OVERVIEW Grade 4 content is organized into five domains of focused study as outlined below in the column to the left. The Grade 4 domains listed in bold print on the shaded bars are Operations and Algebraic Thinking, Number and Operations in Base Ten, Number and Operations – Fractions, Measurement and Data, and Geometry.
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