3.MD.C.5a Math.3.MD.5a 3.MD.C.5.A 3.GSR.7.1 3.MD.5.a 3.MD.5a 3.MD.5 3.MD.5.a 3.MD.C.5.a 3.MD.C.5b Math.3.MD.5b 3.MD.C.5.B 3.GSR.7.2 3.NF.3.b 3.MD.5b 3.MD.5.b 3.MD.5.b 3.MD.C.5.b 21 3.MD.C.6 Math.3.MD.6 3.MD.C.6 3.MD.6 3.MD.C.6 20 3.MD.C.7a Math.3.MD.7a 3.MD.C.7.A 3.MD.7.a 3.MD.7a 3.MD.7.a 3.MD.C.7.a 3.MD.C.7b Math.3.MD.7b 3.MD.C.7.B 3.GSR.7.3 3.MD.7.b 3.MD.7b 3.MD.7.b 3.MD.C.7.b 3.MD.C.7c Math.3.MD.7c 3.MD.C.7.C 3.MD.7.c 3.MD.7c 3.MD.7.c 3.MD.7.c 3.MD.C.7.c 23 3.MD.C.7d Math.3.MD.7d 3.MD.C.7.D 3.MD.7.d 3.MD.7d 3.MD.7.d 3.G.A.2 Math.3.G.2 3.G.A.2 3.GSR.6.3 3.G.2 3.G.A.2 3.G.A.2

Área 3rd Grade

Arizona Academic Standards: 3.MD.C.5a Common Core State Standards: Math.3.MD.5a or 3.MD.C.5.A Kentucky Academic Standards (KAS): 3.MD.5.a Mississippi College- and Career-Readiness Standards: 3.MD.5a
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.
Georgia Standards of Excellence (GSE): 3.GSR.7.1
Investigate area by covering the space of rectangles presented in realistic situations using multiple copies of the same unit, with no gaps or overlaps, and determine the total area (total number of units that covered the space).
North Carolina - Standard Course of Study: 3.MD.5
Find the area of a rectangle with whole-number side lengths by tiling without gaps or overlaps and counting unit squares.
New York State Next Generation Learning Standards: 3.MD.5.a
Recognize 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
Tennessee Academic Standards: 3.MD.C.5.a
Understand that 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.
Arizona Academic Standards: 3.MD.C.5b Common Core State Standards: Math.3.MD.5b or 3.MD.C.5.B Kentucky Academic Standards (KAS): 3.NF.3.b Mississippi College- and Career-Readiness Standards: 3.MD.5b North Carolina - Standard Course of Study: 3.MD.5.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.
Georgia Standards of Excellence (GSE): 3.GSR.7.2
Determine the area of rectangles (or shapes composed of rectangles) presented in relevant problems by tiling and counting.
New York State Next Generation Learning Standards: 3.MD.5.b
Recognize 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.
Tennessee Academic Standards: 3.MD.C.5.b
Understand that 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.
Alabama Course of Study Standards: 21
Count unit squares (square cm, square m, square in, square ft, and improvised or non-standard units) to determine area.
Arizona Academic Standards: 3.MD.C.6
Measure areas by counting unit squares (e.g., square cm, square m, square in, square ft, and improvised units).
Common Core State Standards: Math.3.MD.6 or 3.MD.C.6
Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
New York State Next Generation Learning Standards: 3.MD.6
Measure areas by counting unit squares. Note: Unit squares include square cm, square m, square in., square ft., and improvised units.
Tennessee Academic Standards: 3.MD.C.6
Measure areas by counting unit squares (square centimeters, square meters, square inches, square feet, and improvised units).
Alabama Course of Study Standards: 20
Find Find the area of a rectangle with whole number side lengths by tiling without gaps or overlays and counting unit squares
Arizona Academic Standards: 3.MD.C.7a Common Core State Standards: Math.3.MD.7a or 3.MD.C.7.A Kentucky Academic Standards (KAS): 3.MD.7.a Mississippi College- and Career-Readiness Standards: 3.MD.7a North Carolina - Standard Course of Study: 3.MD.7.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.
Tennessee Academic Standards: 3.MD.C.7.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.
Arizona Academic Standards: 3.MD.C.7b Common Core State Standards: Math.3.MD.7b or 3.MD.C.7.B Kentucky Academic Standards (KAS): 3.MD.7.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.
Georgia Standards of Excellence (GSE): 3.GSR.7.3
Discover and explain how area can be found by multiplying the dimensions of a rectangle.
Mississippi College- and Career-Readiness Standards: 3.MD.7b
Multiply side lengths to find areas of rectangles with whole-number side lengths (where factors can be between 1 and 10, inclusively) in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
North Carolina - Standard Course of Study: 3.MD.7.b
Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving problems, and represent whole-number products as rectangular areas in mathematical reasoning.
Tennessee Academic Standards: 3.MD.C.7.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.
Arizona Academic Standards: 3.MD.C.7c Common Core State Standards: Math.3.MD.7c or 3.MD.C.7.C Kentucky Academic Standards (KAS): 3.MD.7.c Mississippi College- and Career-Readiness Standards: 3.MD.7c
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.
North Carolina - Standard Course of Study: 3.MD.7.c
Use tiles and/or arrays to illustrate and explain that the area of a rectangle can be found by partitioning it into two smaller rectangles, and that the area of the large rectangle is the sum of the two smaller rectangles.
Ohio's Learning Standards: 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 (represent the distributive property with visual models including an area model).
Tennessee Academic Standards: 3.MD.C.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. For example, in a rectangle with dimensions 4 by 6, students can decompose the rectangle into 4 × 3 and 4 × 3 to find the total area of 4 × 6. (See Table 3 - Properties of Operations)
Alabama Course of Study Standards: 23
Decompose rectilinear figures into smaller rectangles to find the area, using concrete materials
Arizona Academic Standards: 3.MD.C.7d
Understand that rectilinear figures can be decomposed into non-overlapping rectangles and that the sum of the areas of these rectangles is identical to the area of the original rectilinear figure. Apply this technique to solve problems in real-world contexts.
Common Core State Standards: Math.3.MD.7d or 3.MD.C.7.D Kentucky Academic Standards (KAS): 3.MD.7.d
Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
Mississippi College- and Career-Readiness Standards: 3.MD.7d
Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. Recognize area as additive.
New York State Next Generation Learning Standards: 3.MD.7.d
Recognize area as additive. Find areas of figures composed of non-overlapping rectangles, and apply this technique to solve real world problems. Note: Problems include no more than one unknown side length.
Arizona Academic Standards: 3.G.A.2
Partition shapes into b parts with equal areas. Express the area of each part as a unit fraction 1/b of the whole. (Grade 3 expectations are limited to fractions with denominators b = 2,3,4,6,8.)
Common Core State Standards: Math.3.G.2 or 3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For 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.
Georgia Standards of Excellence (GSE): 3.GSR.6.3
Identify lines of symmetry in polygons.
New York State Next Generation Learning Standards: 3.G.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. e.g., 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.
Tennessee Academic Standards: 3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For 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.
Wisconsin Academic Standards: 3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into four parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

Área

Arizona Academic Standards: 3.MD.C.5a

Common Core State Standards: Math.3.MD.5a or 3.MD.C.5.A

Kentucky Academic Standards (KAS): 3.MD.5.a

Mississippi College- and Career-Readiness Standards: 3.MD.5a

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.

Georgia Standards of Excellence (GSE): 3.GSR.7.1

Investigate area by covering the space of rectangles presented in realistic situations using multiple copies of the same unit, with no gaps or overlaps, and determine the total area (total number of units that covered the space).

North Carolina - Standard Course of Study: 3.MD.5

Find the area of a rectangle with whole-number side lengths by tiling without gaps or overlaps and counting unit squares.

New York State Next Generation Learning Standards: 3.MD.5.a

Recognize 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

Tennessee Academic Standards: 3.MD.C.5.a

Understand that 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.

Arizona Academic Standards: 3.MD.C.5b

Common Core State Standards: Math.3.MD.5b or 3.MD.C.5.B

Kentucky Academic Standards (KAS): 3.NF.3.b

Mississippi College- and Career-Readiness Standards: 3.MD.5b

North Carolina - Standard Course of Study: 3.MD.5.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.

Georgia Standards of Excellence (GSE): 3.GSR.7.2

Determine the area of rectangles (or shapes composed of rectangles) presented in relevant problems by tiling and counting.

New York State Next Generation Learning Standards: 3.MD.5.b

Recognize 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.

Tennessee Academic Standards: 3.MD.C.5.b

Understand that 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.

Alabama Course of Study Standards: 21

Count unit squares (square cm, square m, square in, square ft, and improvised or non-standard units) to determine area.

Arizona Academic Standards: 3.MD.C.6

Measure areas by counting unit squares (e.g., square cm, square m, square in, square ft, and improvised units).

Common Core State Standards: Math.3.MD.6 or 3.MD.C.6

Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

New York State Next Generation Learning Standards: 3.MD.6

Measure areas by counting unit squares.Note: Unit squares include square cm, square m, square in., square ft., and improvised units.

Tennessee Academic Standards: 3.MD.C.6

Measure areas by counting unit squares (square centimeters, square meters, square inches, square feet, and improvised units).

Alabama Course of Study Standards: 20

Find Find the area of a rectangle with whole number side lengths by tiling without gaps or overlays and counting unit squares

Arizona Academic Standards: 3.MD.C.7a

Common Core State Standards: Math.3.MD.7a or 3.MD.C.7.A

Kentucky Academic Standards (KAS): 3.MD.7.a

Mississippi College- and Career-Readiness Standards: 3.MD.7a

North Carolina - Standard Course of Study: 3.MD.7.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.

Tennessee Academic Standards: 3.MD.C.7.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.

Arizona Academic Standards: 3.MD.C.7b

Common Core State Standards: Math.3.MD.7b or 3.MD.C.7.B

Kentucky Academic Standards (KAS): 3.MD.7.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.

Georgia Standards of Excellence (GSE): 3.GSR.7.3

Discover and explain how area can be found by multiplying the dimensions of a rectangle.

Mississippi College- and Career-Readiness Standards: 3.MD.7b

Multiply side lengths to find areas of rectangles with whole-number side lengths (where factors can be between 1 and 10, inclusively) in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

North Carolina - Standard Course of Study: 3.MD.7.b

Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving problems, and represent whole-number products as rectangular areas in mathematical reasoning.

Tennessee Academic Standards: 3.MD.C.7.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.

Arizona Academic Standards: 3.MD.C.7c

Common Core State Standards: Math.3.MD.7c or 3.MD.C.7.C

Kentucky Academic Standards (KAS): 3.MD.7.c

Mississippi College- and Career-Readiness Standards: 3.MD.7c

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.

North Carolina - Standard Course of Study: 3.MD.7.c

Use tiles and/or arrays to illustrate and explain that the area of a rectangle can be found by partitioning it into two smaller rectangles, and that the area of the large rectangle is the sum of the two smaller rectangles.

Ohio's Learning Standards: 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 (represent the distributive property with visual models including an area model).

Tennessee Academic Standards: 3.MD.C.7.c

Alabama Course of Study Standards: 23

Decompose rectilinear figures into smaller rectangles to find the area, using concrete materials

Arizona Academic Standards: 3.MD.C.7d

Understand that rectilinear figures can be decomposed into non-overlapping rectangles and that the sum of the areas of these rectangles is identical to the area of the original rectilinear figure. Apply this technique to solve problems in real-world contexts.

Common Core State Standards: Math.3.MD.7d or 3.MD.C.7.D

Kentucky Academic Standards (KAS): 3.MD.7.d

Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

Mississippi College- and Career-Readiness Standards: 3.MD.7d

Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. Recognize area as additive.

New York State Next Generation Learning Standards: 3.MD.7.d

Recognize area as additive. Find areas of figures composed of non-overlapping rectangles, and apply this technique to solve real world problems.Note: Problems include no more than one unknown side length.

Arizona Academic Standards: 3.G.A.2

Measure areas by counting unit squares.
Note: Unit squares include square cm, square m, square in., square ft., and improvised units.

Recognize area as additive. Find areas of figures composed of non-overlapping rectangles, and apply this technique to solve real world problems.
Note: Problems include no more than one unknown side length.

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
e.g., 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.

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
For example, partition a shape into four parts with equal area, and describe the area of each part as 1/4 of the area of the shape.