Math Grade 3 Module 7/7

New York State Common Core
3 Mathematics Curriculum
GRADE
GRADE 3 • MODULE 7
Table of Contents
Geometry and Measurement Word Problems
Module Overview ........................................................................................................ 2
Topic A: Solving Word Problems ............................................................................... 12
Topic B: Attributes of Two-Dimensional Figures ........................................................ 52
Topic C: Problem Solving with Perimeter ................................................................. 136
Mid-Module Assessment and Rubric ....................................................................... 230
Topic D: Recording Perimeter and Area Data on Line Plots ...................................... 244
Topic E: Problem Solving with Perimeter and Area .................................................. 308
End-of-Module Assessment and Rubric ................................................................... 403
Topic F: Year in Review ............................................................................................ 417
Answer Key .............................................................................................................. 462
NOTE: Student sheets should be printed at 100% scale to preserve the intended size of figures for accurate
measurements. Adjust copier or printer settings to actual size, and set page scaling to none.
Module 7: Geometry and Measurement Word Problems

1
© 2015 Great Minds. eureka-math.org This work is licensed under a

G3-M7-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview
Grade 3 • Module 7
Geometry and Measurement Word
Problems
OVERVIEW
The final module of the year offers students intensive practice with word problems, as well as hands-on
investigation experiences with geometry and perimeter.
Topic A begins with solving one- and two-step word problems based on a variety of topics studied throughout
the year and including all four operations (3.OA.8). The lessons emphasize modeling and reasoning to
develop solution paths. They incorporate teacher-facilitated problem solving, opportunities for students to
independently make sense of problems and persevere in solving them, and time for students to share
solutions and critique peer strategies.
Topic B introduces an exploration of geometry. Students build on Grade 2 ideas
about polygons and their properties, specifically developing and expanding their
knowledge of quadrilaterals. They explore the attributes of quadrilaterals and Tangram
classify examples into various categories, including recognizing the Puzzle
characteristics of polygons (3.G.1). Students draw polygons based on their
attributes, producing sketches from descriptions like, “This shape has two long
sides that are parallel, two short sides, and no right angles.”
Students next use tangrams and tetrominoes (see examples to the right) to
compose and decompose shapes. They reason about the relationships
between shapes and between attributes. For example, students understand
that quadrilaterals can be decomposed into triangles and recognize that the
two smallest triangles in a tangram puzzle can be put together to form a
Tetrominoes
parallelogram, a square, or a medium triangle.
Students tessellate to bridge geometry experience with the study of perimeter in Topic C. They first
decompose a quadrilateral and then rearrange the parts. They use the new shape to tile. Students then
define perimeter in two distinct ways: (1) as the boundary of a planar region and (2) as the length of the
boundary curve. Students see varied examples from the tiles used to tessellate.
or
Cut on the line. Then, slide the piece to the opposite side or rotate it to an adjacent
side to make a new shape. Then, tile with the new shape.

2

As they learn about perimeter as an attribute of plane figures, students apply their knowledge to real-world
situations through problem solving (3.MD.8). They measure side lengths of shapes in whole number units to
determine perimeter and solve problems where side lengths are given. They use string and rulers to measure
the length around circles of different sizes. This variation prompts students to think more flexibly about
perimeter, understanding that it can be the boundary of any shape and that its measurements are not limited
to whole numbers. The topic ends with problems in which some measurements around the perimeter of a
polygon are unknown but can be determined by reasoning. Students consider the efficiency of their
strategies and identify tools for solving; for example, they use multiplication as a tool when measurements
are repeated.
Topic D utilizes the line plot, familiar from Module 6, to help students draw conclusions about perimeter and
area measurements (3.MD.4). Early in the topic, students find different possible perimeters or areas for
rectangles based on information given about the rectangles. For example, using knowledge of factors from
experience with multiplication, students find the following:
 Different perimeters of rectangles composed of a given number of unit squares (3.MD.8).
For example, given a rectangle composed of 24 unit squares, students find four possible perimeters:
50, 28, 22, and 20 length units.
 Different areas of rectangles with a given perimeter and composed of unit squares.
For example, students use unit squares to build rectangles with a perimeter of 12 units and
determine that they can do so using 5, 8, or 9 unit squares.
(Forming rectangles with unit squares results in whole number side lengths.)
Students use line plots to show the number of rectangles they were able to construct for each set of given
information. The line plots are tools that students use to help them analyze and draw conclusions about their
data. Students draw their rectangles on grid paper and reason about their findings. They notice, for example,
that for rectangles of a given area, those with side lengths that are equal or almost equal (more square-like)
have smaller perimeters than those whose side lengths are very different (a long and narrow shape).
By the end of the topic, students are able to conclude that there is no direct relationship between area and
perimeter. If an area is given, there is no way of knowing a shape’s corresponding perimeter without more
information about the side lengths.
In Topic E, students solve problems involving area and perimeter. After an initial lesson of problem solving
with perimeter, students create a robot composed of rectangles. Given specific perimeter measurements for
the rectangles, they reason about the different possible side lengths. Students compare and analyze their
work, discussing how different choices for side lengths can affect area while conforming to the criteria for
perimeter. Students synthesize their learning in the final lessons through solving word problems involving
area and perimeter using all four operations (3.OA.8).
Topic F concludes the school year with a set of engaging lessons that briefly review the
fundamental Grade 3 concepts of fractions, multiplication, and division. This topic comes after
the End-of-Module Assessment. It begins with a pair of lessons on fractions, engaging students
in analyzing and creating unusual representations of one-half, such as those shown to the right.
Students analyze and discuss these representations, using their knowledge of fractions to justify
their constructions and critique the work of others. The final lessons in this topic are fluency
based and engage students in games that provide practice to solidify their automaticity with
Grade 3 skills. Using simple origami techniques, students create booklets of these games. The
booklets go home and become resources for summer practice.

3

Notes on Pacing for Differentiation

If pacing is a challenge, consider the following modifications and omissions.
Move Lessons 8 and 9 to art class or to another time of day. At this level, the use of tangrams is quite similar
to that of Grade 2.
Omit Lesson 11. Tessellating helps students understand that perimeter is not just a property of shapes with
straight sides. Lesson 16 revisits this idea.
Omit Lesson 22. This lesson culminates Topic D by having students record data collected from Lessons 20 and
21 on a line plot. Although it deepens understanding of concepts explored in earlier lessons, no new material
is presented.
Consider omitting Lessons 24–27, which guide students through a multi-day art project involving perimeter
and area. If omitting, simply skip this opportunity for application.
Omit Lessons 31–34, which provide a review of important Grade 3 material including fluency and fractions.
Be sure, however, to notice the resources for summer practice included in Lesson 34.

4


5

Focus Grade Level Standards

Solve problems involving the four operations, and identify and explain patterns in
arithmetic. 1
3.OA.8 Solve two-step word problems using the four operations. Represent these problems using
equations with a letter standing for the unknown quantity. Assess the reasonableness of
answers using mental computation and estimation strategies including rounding. (This
standard is limited to problems posed with whole numbers and having whole number
answers; students should know how to perform operations in the conventional order when
there are no parentheses to specify a particular order [Order of Operations].)
Represent and interpret data. 2

3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and
fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked
off in appropriate units—whole numbers, halves, or quarters.
Geometric measurement: recognize perimeter as an attribute of plane figures and

distinguish between linear and area measures.
3.MD.8 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.
Reason with shapes and their attributes. 3

3.G.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). Recognize rhombuses, rectangles, and squares as examples of
quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these
subcategories.
Foundational Standards
2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced
points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and
differences within 100 on a number line diagram.
13.OA.9 is addressed in Module 3

23.MD.3 is addressed in Module 6.
33.G.2 is addressed in Module 5.

6

2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a
given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and
cubes. (Sizes are compared directly or visually, not compared by measuring.)
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area
measurement.
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.
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.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and
improvised units).
3.MD.7 Relate area to the operations of multiplication and addition.
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.
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.
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.
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.
Focus Standards for Mathematical Practice

MP.1 Make sense of problems and persevere in solving them. This module concentrates on word
problems, with an emphasis on modeling and reasoning to develop solution paths for complex
problems. Students have the opportunity to work independently and in small groups to
develop solutions to two-step problems involving all four operations. Additionally, students
make conjectures about the properties of polygons, test their thinking, and refine their ideas
as they make new discoveries.
MP.3 Construct viable arguments and critique the reasoning of others. The focus on problem
solving in Module 7 provides opportunities for students to present their strategies, engage in
peer critique, and discuss how to improve their solution pathways. Two lessons explicitly
focus on these skills. In addition to engaging in this practice through word problems, students
also justify why certain shapes belong in certain categories based on their shared attributes.
MP.5 Use appropriate tools strategically. When solving perimeter problems, students recognize
that using multiplication strategies, when appropriate, is more efficient than addition.
MP.6 Attend to precision. Students learn to precisely define terms based on their observations of
properties of quadrilaterals. They accurately draw shapes using descriptions of properties and
straightedge tools.

7

Overview of Module Topics and Lesson Objectives

Standards Topics and Objectives Days
3.OA.8 A Solving Word Problems 3
Lessons 1–2: Solve word problems in varied contexts using a letter to
represent the unknown.
Lesson 3: Share and critique peer solution strategies to varied word
problems.
3.G.1 B Attributes of Two-Dimensional Figures 6

Lesson 4: Compare and classify quadrilaterals.
Lesson 5: Compare and classify other polygons.
Lesson 6: Draw polygons with specified attributes to solve problems.
Lesson 7: Reason about composing and decomposing polygons using
tetrominoes.
Lesson 8: Create a tangram puzzle and observe relationships among the
shapes.
tangrams.
3.MD.8 C Problem Solving with Perimeter 8

3.G.1 Lesson 10: Decompose quadrilaterals to understand perimeter as the
boundary of a shape.
Lesson 11: Tessellate to understand perimeter as the boundary of a
shape. (Optional.)
Lesson 12: Measure side lengths in whole number units to determine the
perimeter of polygons.
Lesson 13: Explore perimeter as an attribute of plane figures and solve
problems.
Lesson 14: Determine the perimeter of regular polygons and rectangles
when whole number measurements are unknown.
Lesson 15: Solve word problems to determine perimeter with given side
lengths.
Lesson 16: Use string to measure the perimeter of various circles to the
nearest quarter inch.
Lesson 17: Use all four operations to solve problems involving perimeter
and unknown measurements.

8

Standards Topics and Objectives Days

Mid-Module Assessment: Topics A–C (assessment 1 day, return 1 day, 3
remediation or further applications 1 day)
3.MD.4 D Recording Perimeter and Area Data on Line Plots 5

3.MD.8 Lesson 18: Construct rectangles from a given number of unit squares and
3.G.1 determine the perimeters.
Lesson 19: Use a line plot to record the number of rectangles constructed
from a given number of unit squares.
Lessons 20–21: Construct rectangles with a given perimeter using unit squares
and determine their areas.
Lesson 22: Use a line plot to record the number of rectangles constructed
in Lessons 20 and 21.
3.MD.8 E Problem Solving with Perimeter and Area 8

3.G.1 Lesson 23: Solve a variety of word problems with perimeter.
Lessons 24–27: Use rectangles to draw a robot with specified perimeter
measurements, and reason about the different areas that may
be produced.
Lessons 28–29: Solve a variety of word problems involving area and perimeter
using all four operations.
Lesson 30: Share and critique peer strategies for problem solving.
End-of-Module Assessment: Topics A–E (assessment 1 day, return 1 day, 3

remediation or further applications 1 day)
F Year in Review 4
Lessons 31–32: Explore and create unconventional representations of one-half.
Lesson 33: Solidify fluency with Grade 3 skills.
Lesson 34: Create resource booklets to support fluency with Grade 3 skills.
Total Number of Instructional Days 40

9

Terminology
New or Recently Introduced Terms
 Diagonal (e.g., the line drawn between opposite corners of a quadrilateral)
 Perimeter (the boundary or length of the boundary of a two-dimensional shape)
 Regular polygon (a polygon whose side lengths and interior angles are all equal)
 Tessellate (to tile a plane without gaps or overlaps)
 Tetromino (a shape composed of four squares that are connected so that every square shares at
least one side with another square)
Familiar Terms and Symbols 4

 Area (the measurement of two-dimensional space in a bounded region)
 Attribute (any characteristic of a shape, including properties and other defining characteristics,
e.g., straight sides and non-defining characteristics such as the color blue)
 Compose (to put two or more objects or numbers together)
 Decompose (to break an object or number into smaller parts)
 Heptagon (a flat figure enclosed by seven straight sides and seven angles)
 Hexagon (a flat figure enclosed by six straight sides and six angles)
 Octagon (a flat figure enclosed by eight straight sides and eight angles)
 Parallel (lines that do not intersect, even when extended in both directions)*
 Parallelogram (a quadrilateral with both pairs of opposite sides parallel)
 Pentagon (a flat figure enclosed by five straight sides and five angles)
 Polygon (a closed figure with three or more straight sides, e.g., triangle, quadrilateral, pentagon,
hexagon)*
 Quadrilateral (a four-sided polygon, e.g., square, rhombus, rectangle, parallelogram, trapezoid)*
 Rectangle (a flat figure enclosed by four straight sides, having four right angles)
 Rhombus (a flat figure enclosed by four straight sides of the same length)*
 Right angle (e.g., a square corner)*
 Square (a rectangle with four sides of the same length)
 Tangram (a special set of puzzle pieces with five triangles and two quadrilaterals that compose a
square)
 Trapezoid (a quadrilateral with at least one pair of parallel sides)*
 Triangle (a flat figure enclosed by three straight sides and three angles)
4Theseare terms and symbols students have seen previously. Each of the asterisked terms in this section was introduced in Grade 2
Module 8. However, given the importance of their specific definitions to this module and the amount of time elapsed between
Grade 2 Module 8 and Grade 3 Module 7, they are bolded at first use in the lessons.

10

Suggested Tools and Representations

 Cardstock (for making student copies of templates)
 Circular objects (a variety of sizes for students to measure)
 Grid paper
 Index cards (to use as right angle tools)
 Pattern blocks
 Rulers (measuring to the nearest quarter inch, constructed by students in Module 6)
 String
 Square tiles
 Tangrams (see the example illustrated in the Module Overview narrative)
 Tetrominoes (see the example illustrated in the Module Overview narrative)
Scaffolds5
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are organized by Universal Design for Learning (UDL)
principles and are applicable to more than one population. To read more about the approach to
differentiated instruction in A Story of Units, please refer to “How to Implement A Story of Units.”
Assessment Summary
Type Administered Format Standards Addressed
Mid-Module After Topic C Constructed response with rubric 3.OA.8
Assessment Task 3.MD.8
3.G.1
End-of-Module After Topic E Constructed response with rubric 3.OA.8
Assessment Task 3.MD.4
3.MD.8
3.G.1
5Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website
www.p12.nysed.gov/specialed/aim for specific information on how to obtain student materials that satisfy the National Instructional
Materials Accessibility Standard (NIMAS) format.

11

3
GRADE
Mathematics Curriculum
Topic A
Solving Word Problems
3.OA.8
Focus Standard: 3.OA.8 Solve two-step word problems using the four operations. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies
including rounding. (This standard is limited to problems posed with whole numbers
and having whole number answers; students should know how to perform operations
in the conventional order when there are no parentheses to specify a particular order
[Order of Operations].)
Instructional Days: 3
Coherence -Links from: G3–M1 Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10
G3–M3 Multiplication and Division with Units of 0, 1, 6–9, and Multiples of 10
-Links to: G4–M1 Place Value, Rounding, and Algorithms for Addition and Subtraction
G4–M3 Multi-Digit Multiplication and Division
In Topic A, students use all four operations to solve one- and two-step word problems within various contexts
that were studied throughout the year. The problems are challenging and require students to carefully
consider solution paths as they “make sense of problems and persevere in solving them” (MP.1).
Guided practice with strategies for problem solving is built into Lessons 1 and 2. These lessons emphasize the
use of modeling through the Read-Draw-Write (RDW) process and revisit models such as tape diagrams and
number bonds. Students flexibly use a letter to represent the unknown as they solve. This practice readies
them for problem solving with perimeter and area in Topics C and E.
In Lesson 3, students’ level of independence within the lesson increases. They work together or on their own
to develop solution paths and then share strategies and solutions. Students think critically about their own
work and that of others through peer review and critique. They discuss the clarity, practicality, and efficiency
of different models and strategies, refining their own understandings and approaches. Student presentations
of work and protocols for critiquing are structures that provide a platform for this dialogue.
Topic A : Solving Word Problems

12

G3-M7-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.
NYS COMMON CORE MATHEMATICS CURRICULUM Topic A 3 7
A Teaching Sequence Toward Mastery of Solving Word Problems

Objective 1: Solve word problems in varied contexts using a letter to represent the unknown.
(Lessons 1–2)
Objective 2: Share and critique peer solution strategies to varied word problems.
(Lesson 3)
Topic A : Solving Word Problems

13

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 3
Lesson 1
Objective: Solve word problems in varied contexts using a letter to
Suggested Lesson Structure
 Fluency Practice (15 minutes)

 Concept Development (35 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)
Fluency Practice (15 minutes)
 Name the Shape 2.G.1 (3 minutes)

 Multiply by 3 3.OA.7 (8 minutes)
 Equivalent Counting with Units of 2 3.OA.7 (4 minutes)
Name the Shape (3 minutes)

Note: This fluency activity reviews Grade 2 geometry concepts in preparation for Topic B.
T: (Project the triangle.) What’s the name of the shape?

S: Triangle.
T: (Project the square.) What’s one name for this shape?
S: Square (or rectangle).
T: How many sides does a square have?
S: Four.
T: What’s the name for all four-sided figures?
S: Quadrilateral.
Continue with the following possible shapes: pentagon, hexagon, and octagon.
Lesson 1: Solve word problems in varied contexts using a letter to represent the
unknown. 14

Multiply by 3 (8 minutes)
Materials: (S) Multiply by 3 (1–5) (Pattern Sheet)
Note: This activity builds fluency with multiplication facts using units of 3. It works toward students knowing
from memory all products of two one-digit numbers.
T: (Write 5 × 3 = .) Let’s skip-count up by threes to find the answer. (Raise a finger for each
number to track the count. Record the skip-count answers on the board.)
S: 3, 6, 9, 12, 15.
T: (Circle 15, and write 5 × 3 = 15 above it. Write 3 × 3 = .) Let’s skip-count up by threes again.
(Track with fingers as students count.)
S: 3, 6, 9.
T: Let’s see how we can skip-count down to find the answer, too. Start at 15 with 5 fingers, 1 for each
three. (Count down with fingers as students say the numbers.)
S: 15 (5 fingers), 12 (4 fingers), 9 (3 fingers).
Repeat the process for 4 × 3.
T: (Distribute the Multiply by 3 Pattern Sheet.) Let’s practice multiplying by 3. Be sure to work left to
right across the page.
Directions for Administration of Multiply-By Pattern Sheet

 Distribute the Multiply-By Pattern Sheet.
 Allow a maximum of two minutes for students to complete as many problems as possible.
 Direct students to work left to right across the page.
 Encourage skip-counting strategies to solve unknown facts.
Equivalent Counting with Units of 2 (4 minutes)

Note: This activity builds fluency with multiplication facts using units of 2. The progression builds in
complexity. Work students up to the highest level of complexity where they can confidently participate.
T: Count to 10. (Write as students count. See the chart below.)
S: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
T: (Write 1 two beneath the 1.) Count to 10 twos. (Write as students count.)
S: 1 two, 2 twos, 3 twos, 4 twos, 5 twos, 6 twos, 7 twos, 8 twos, 9 twos, 10 twos.
1 2 3 4 5 6 7 8 9 10
1 two 2 twos 3 twos 4 twos 5 twos 6 twos 7 twos 8 twos 9 twos 10 twos
2 4 6 8 10 12 14 16 18 20
1 two 4 3 twos 8 5 twos 12 7 twos 16 9 twos 20
2 2 twos 6 4 twos 10 6 twos 14 8 twos 18 10 twos
unknown. 15

T: Count by twos to 20. (Write as students count.)

S: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20.
T: (Write 1 two beneath the 2. Write 4 beneath the 4.) I’m going to give you a challenge. Let’s
alternate between saying the units of two and the number. (Write as students count.)
S: 1 two, 4, 3 twos, 8, 5 twos, 12, 7 twos, 16, 9 twos, 20.
T: (Write 2 beneath 1 two and 2 twos beneath the 4.) Let’s alternate again. (Write as students count.)
S: 2, 2 twos, 6, 4 twos, 10, 6 twos, 14, 8 twos, 18, 10 twos.
Concept Development (35 minutes)

NOTES ON
MULTIPLE MEANS
Materials: (S) Problem Set, personal white board
OF ENGAGEMENT:
Have students put the Problem Set into their personal white If English language learners and others
boards. are unfamiliar with the context of
Problem 1 on the Problem Set, change
T: Let’s solve the first problem using our Read-Draw- hayrides and orchard to terms from a
Write process. What should we do first? more familiar context, such as rides
S: Read the problem! and carnival.
T: Let’s read together: The sign below shows information

about hayrides at the orchard. (The sign is shown on
Chart to Accompany Problem 1
the right.) Lena’s family buys 2 adult tickets and 2 child
tickets for the hayride. How much does it cost Lena’s Hayrides
family to go on the hayride? Take 15 seconds to
Adult ticket . . . . . . . . . $7
visualize the action, and then tell your partner the
scene it describes. Child ticket . . . . . . . . . $4
S: My family goes apple picking at the orchard in the fall!
 I know that hayride. It’s a tractor!  I can imagine Leaves every 15 minutes starting at 11:00.
a girl, her parents, and her sister or brother buying

tickets.
T: Reread the question to yourself. Then, use your own
words to tell your partner what it’s asking. NOTE ON
S: It wants to know how much money Lena’s family MULTIPLE MEANS
spends on hayride tickets. OF REPRESENTATION:
T: Notice the information provided to help you answer The purpose of using personal white
the question. What do you see? boards is for ease of sharing work. If
S: The problem says that there are four people in Lena’s necessary, slip out the Problem Set,
and show the work on the clear plastic
family. Two adults and two kids.  There’s a chart,
sleeve using an overhead projector.
too. It tells the different prices of tickets and also
Depending on the technology available,
when the hayrides leave. students may solve directly on the
T: Think about the Read-Draw-Write process. What Problem Set rather than on personal
question should we ask ourselves next? white boards.
S: What can I draw?
unknown. 16

T: Reread the problem, and think about your answer to that question. (Allow students time to do so.)
Show your thinking on your personal white board. As you label your drawing, use a letter to
Some possible student models are shown below.
T: Tell your partner how your drawing represents the problem. Be sure to discuss your labels, too.
S: (Discuss drawings and labels with partners.)
Circulate and identify two or three students with different models to share their explanations with the class.
Encourage the class to question the presenter if the explanation is incomplete or clarification is needed. Ask
students to discuss the usefulness of the various models presented by their classmates.
T: What information is known, and what information is unknown in this problem?
S: We know the cost of adult and child tickets and how many of each the family bought.  We don’t
know how much the tickets cost altogether.  We know parts but not the whole.
MP.1 T: Look back at your drawing. Think about what equations you can write based on your drawing to
model the problem and solve. Share your thinking with a partner.
S: I was just going to write 7 + 7 + 4 + 4 = c and find the answer.  I was thinking 2 × 7 = 14 and
2 × 4 = 8, so 14 + 8 = n.  That works, but if you’re going to multiply, you can just write
(2 × 7) + (2 × 4) = p.  Or you can write 2 × (7 + 4) = n.
T: Choose a strategy and solve.
S: (Solve.)
Circulate and identify two or three students with different solutions to share their work with the class. During
the discussion, focus on the relationship between the drawing and the equation. Students should notice that
most, if not all, combinations of models and equations work together.
T: What is the final step of our Read-Draw-Write process?
S: Write!  Write a sentence with words to answer the problem.
T: Do that now. Reread the question to be sure your sentence accurately answers it.
S: (Possible answer: It costs Lena’s family $22 to go on the hayride.)
T: Look back at your work, and try to remember your thinking at each step of the way. (Give students a
few moments to recall their thoughts.) Explain your steps to your partner.
S: I first read the problem and visualized. Then, I noticed the chart with prices. I drew a number bond
to show 2 adult tickets and 2 child tickets, and I labeled the whole as the unknown. I thought about
what I knew and what I didn’t know. Then, I wrote this equation to find the total of the adult tickets
and then the total of the child tickets. I found the whole total. Last, I reread the question and wrote
a word sentence to answer it.
unknown. 17

MP.1 T: Suppose you tried this problem again. Would you try a different drawing? A different equation?
Why or why not? Discuss with your partner. (Allow students time to discuss.)
Depending on lesson pacing and the needs of the class, guide students through another problem. Consider
other methods of guidance, including the following:
 Have students read and draw the situation independently. Share and discuss more after they have
completed their drawings.
 Discuss the visualization of the story, and then release students to draw and label a model and write
a matching equation. Share and discuss after they have finished their drawings and equations.
If another problem is selected, facilitate discussion that encourages students to think about more than one
approach to a problem. Dialogue should broaden their perspectives and begin to engage them in critically
considering their choices.
Problem Set (25 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 25 minutes. Some
problems do not specify a method for solving. This is an
intentional reduction of scaffolding that invokes MP.5, Use
Appropriate Tools Strategically. Students should solve
these problems using the RDW approach used for
Application Problems.
For some classes, it may be appropriate to modify the
assignment by specifying which problems students should
work on first. With this option, let the purposeful
sequencing of the Problem Set guide the selections so that
problems continue to be scaffolded. Balance word
problems with other problem types to ensure a range of
practice. Consider assigning incomplete problems for
homework or at another time during the day.
Student Debrief (10 minutes)
Lesson Objective: Solve word problems in varied contexts using a letter to represent the unknown.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
unknown. 18

Any combination of the questions below may be used to

lead the discussion, depending on how students have
been asked to solve the Problem Set.
 Invite students who used different drawings for
the same problem to share their work. Facilitate
a comparative discussion.
 Did you try one of the drawing or equation ideas
from our lesson today in another problem on the
Problem Set? Which did you use? Why did you
use it for that problem?
 What operations were needed to solve Problem
2? What helped you figure that out?
 In Problems 2 and 3, division was used after
either addition or subtraction. What equations
did you write to show that? How can both
operations be shown with a single equation?
 Why do you think we spent so much time in our
lesson today talking about different ways to draw
and write equations for the same problem?
Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read aloud to the students.
unknown. 19

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Pattern Sheet 3
Multiply.
multiply by 3 (1–5)
unknown. 20

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 3
Name Date
Lena’s family visits Little Tree Apple Orchard. Use the RDW process to solve the problems about Lena’s visit
to the orchard. Use a letter to represent the unknown in each problem.
1. The sign below shows information about hayrides at the orchard.
Hayrides
Adult ticket . . . . . . . . . $7
Child ticket . . . . . . . . . $4
Leaves every 15 minutes starting at 11:00.
a. Lena’s family buys 2 adult tickets and 2 child tickets for the hayride. How much does it cost Lena’s
family to go on the hayride?
b. Lena’s mom pays for the tickets with $5 bills. She receives $3 in change. How many $5 bills does
Lena’s mom use to pay for the hayride?
c. Lena’s family wants to go on the fourth hayride of the day. It’s 11:38 now. How many minutes do
they have to wait for the fourth hayride?
unknown. 21

2. Lena picked 17 apples, and her brother picked 19. Lena’s mom has a pie recipe that requires 9 apples.
How many pies can Mom make with the apples that Lena and her brother picked?
3. Lena’s dad gives the cashier $30 to pay for 6 liters of apple cider. The cashier gives him $6 in change.
How much does each liter of apple cider cost?
4. The apple orchard has 152 apple trees. There are 88 trees with red apples. The rest of the trees have
green apples. How many more trees have red apples than green apples?
unknown. 22

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Exit Ticket 3
Name Date
Use the RDW process to solve the problem below. Use a letter to represent the unknown.
Sandra keeps her sticker collection in 7 albums. Each album has 40 stickers in it. She starts a new album that
has 9 stickers in it. How many total stickers does she have in her collection?
unknown. 23

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 3 7
Name Date
Max’s family takes the train to visit the city zoo. Use the RDW process to solve the problems about Max’s trip
to the zoo. Use a letter to represent the unknown in each problem.
1. The sign below shows information about the train schedule into the city.
Train Fare–One Way
Adult……………………..…..$8
Child…………………………..$6
Leaves every 15 minutes starting

at 6:00 a.m.
a. Max’s family buys 2 adult tickets and 3 child tickets. How much does it cost Max’s family to take the
train into the city?
b. Max’s father pays for the tickets with $10 bills. He receives $6 in change. How many $10 bills does
Max’s father use to pay for the train tickets?
c. Max’s family wants to take the fourth train of the day. It’s 6:38 a.m. now. How many minutes do
they have to wait for the fourth train?
unknown. 24

2. At the city zoo, they see 17 young bats and 19 adult bats. The bats are placed equally into 4 areas. How
many bats are in each area?
3. Max’s father gives the cashier $20 to pay for 6 water bottles. The cashier gives him $8 in change. How
much does each water bottle cost?
4. The zoo has 112 types of reptiles and amphibians in their exhibits. There are 72 types of reptiles, and the
rest are amphibians. How many more types of reptiles are there than amphibians in the exhibits?
unknown. 25

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 3 7
Lesson 2
Objective: Solve word problems in varied contexts using a letter to

A NOTE
 Fluency Practice (15 minutes) ON STANDARDS
Concept Development (35 minutes) ALIGNMENT:

Problems 2 and 5 on the Problem Set,
the Exit Ticket, and Problems 1 and 5
Total Time (60 minutes) on the Homework are two-step word
problems involving milliliters and
grams. The masses and volumes are
Fluency Practice (15 minutes) given in the same units in each
problem. Standard 3.MD.2 specifically
states that students “solve one-step
problems involving masses or volumes
 Multiply by 3 3.OA.7 (8 minutes) that are given in the same units.”
However, these problems look ahead
to 4.MD.2. Students working above
grade level might enjoy the challenge
Name the Shape (3 minutes) of solving these two-step word
Note: This activity reviews Grade 2 geometry concepts in grams. To make these problems
preparation for Topic B. accessible to students working below
T: (Project the triangle.) What’s the name of the shape? grade level, modify the problems so
they can be solved with one step.
S: Triangle.
T: (Project the rectangle.) What’s one name for
this shape?
S: Rectangle (or parallelogram or quadrilateral).
T: How many sides does a rectangle have?
S: Four.
T: How many right angles does a rectangle
have?
S: Four!
S: Quadrilateral.
Continue with the following possible shapes: pentagon and hexagon.
unknown. 26

Materials: (S) Multiply by 3 (6–10) Pattern Sheet
from memory all products of two one-digit numbers. See Lesson 1 for the directions for administration of a
Multiply-By Pattern Sheet.
T: (Write 7 × 3 = .) Let’s skip-count up by threes. I’ll raise a finger for each three. (Raise a finger
for each number to track the count.)
S: 3, 6, 9, 12, 15, 18, 21.
T: Let’s skip-count by threes starting at 15. Why is 15 a good place to start?
S: It’s a fact we already know, so we can use it to figure out a fact we don’t know.
T: (Track with fingers as students say the numbers.)
three. (Count down with fingers as students say the numbers.)
S: 30 (10 fingers), 27 (9 fingers), 24 (8 fingers), 21 (7 fingers).
Continue with the following possible sequence: 9 × 3, 6 × 3, and 8 × 3.

S: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
T: (Write 1 four beneath the 1.) Count to 10 fours. (Write as students count.)
1 2 3 4 5 6 7 8 9 10
1 four 2 fours 3 fours 4 fours 5 fours 6 fours 7 fours 8 fours 9 fours 10 fours
4 8 12 16 20 24 28 32 36 40
1 four 8 3 fours 16 5 fours 24 7 fours 32 9 fours 40
4 2 fours 12 4 fours 20 6 fours 28 8 fours 36 10 fours
S: 1 four, 2 fours, 3 fours, 4 fours, 5 fours, 6 fours, 7 fours, 8 fours, 9 fours, 10 fours.
T: Count by fours to 40. (Write as students count.)
S: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40.
unknown. 27

T: (Write 1 four beneath the 4. Write 8 beneath the 8.) I’m going to give you a challenge. Let’s
alternate between saying the units of four and the number. (Write as students count.)
S: 1 four, 8, 3 fours, 16, 5 fours, 24, 7 fours, 32, 9 fours, 40.
T: (Write 4 beneath 1 four and 2 fours beneath the 8.) Let’s alternate again. (Write as students count.)
S: 4, 2 fours, 12, 4 fours, 20, 6 fours, 28, 8 fours, 36, 10 fours.
Materials: (S) Problem Set, 1 piece of chart paper per pair or triad, 1 different color marker per student in
each group
Part 1: Work cooperatively to identify multiple solution paths.

Note: Sample talking points and questions to guide student explanations and class participation are listed in
Part 2 of this lesson. Use them as a resource in Part 1.
Create groups of two or three students. Distribute the Problem Set, chart paper, and markers to students.
T: Today, we’re going to work in groups to solve Problem 6. Let’s prepare our chart paper by folding it
into three equal parts. (Model for students, and allow them time to fold.) With your group, read
Problem 6 now.
S: The total amount of rain that fell in New York City in two years was 282 centimeters. In the first
year, 185 centimeters of rain fell. How many more centimeters of rain fell in the first year than in
the second year?
T: Take a quiet moment to visualize the problem. (Give students about 15 seconds to visualize.)
Describe the problem to your group.
S: It’s a problem about rain, and someone measured it.  Maybe with a graduated cylinder.
 That would be a huge cylinder! Imagine how tall 282 centimeters is!  They probably measured
the rain each day or week and then added to find the total.  We’re talking about a lot of rain.
T: Think about our Read-Draw-Write process. At the signal, say the question we should be asking
ourselves. (Signal.)
S: What can I draw?
T: Work with your group to draw at least two different ways to represent the problem. Make the
drawings on the top third of your paper. Each of you has a different color marker so that your
participation shows on your poster. Make sure each member of your group contributes.
S: (Discuss and draw. Some possible drawings are shown below.)
unknown. 28

T: As you drew, what did you notice about the problem that will help you solve?
S: We noticed it’s a two-step problem.  We know the total and the amount of rain in Year 1.
 We have to find out how much rain there was in Year 2.  That doesn’t answer the question,
though. We have to know how much more rain there was in Year 1. That’s subtracting two times!
T: You have more than one drawing on your paper. As a group, discuss which one represents the
problem most clearly. Circle it, and be ready to talk about your choice.
S: (Discuss and circle a model.)
Select two or three groups to share their thinking with the rest of the class. Choose groups strategically to
spark discussion and push learning in terms of both modeling and oral explanation. Selections could include a
group with an exemplary choice, a group with an unusual choice, or a group with an excellent explanation.
S: (Listen to groups share, ask questions, and compare work.)
T: Is your thinking about your work or the problem different after listening to your friends? Take a
moment to check in with your group. Adjust your drawing or thinking based on what you saw and
heard.
S: (Discuss and possibly make modifications to work.)
T: Think about the Read-Draw-Write process. What is our next step?
S: To write equations and solve!
T: Work with your group to write equations and solve the problem. Use your drawing. Record your
work in the middle third of your chart paper, and be ready to talk about your steps.
S: The first step is just subtraction. We can do 282 cm – 185 cm to find the amount of rain in Year 2.
 It’s not that easy with mental math. Let’s use the algorithm.  Actually, you can think of 282 as
285. Then, I can subtract 185 easily to get 100. Since I added 3 to 282 to get 285, I have to subtract
3 from the answer, so it’s 97.  Now, I think we should subtract again. We can do 185 – 97 to find
out how much more rain there was.  Let’s solve that one with the algorithm. 185 – 97 = 88. So,
the answer is 88 centimeters.  I don’t have to use the algorithm. I can break apart 185 as 100 and
85. That’s 3 + 85 because I took the 97 from 100. The answer is 88 cm.
Select a few groups to share their thinking with the rest of the class. Again, choose groups strategically.
Allow students time to listen to the groups, share, and ask questions.
T: Take a moment to compare your work with what you saw and heard, and maybe make adjustments.
S: (Briefly discuss comparison within groups and possibly modify work.)
T: Work with your group to finish the problem. What is our final step?
S: To write a sentence that answers the question.
T: Record your sentence on the bottom third of your paper.
S: (Write a sentence with words to answer the question. Possible responses: 88 more centimeters of
rain fell in the first year than in the second.  There were 88 more centimeters of rain in Year 1.)
Select a few groups to share their work with the rest of the class. Notice which students may not have reread
the question before writing. If necessary, guide students to adjust their sentences so that their answers more
closely align with the question asked.
unknown. 29

Part 2: Work independently to solve and present problems using multiple solution paths.
Assign each student two problems from the Problem Set.
Challenge them to record more than one way to draw for each A NOTE
problem they solve. Ask students to share their work with the ON STANDARDS
members of their groups from Part 1. When sharing, students ALIGNMENT:
should include answers to the following questions:
Problems 2 and 5 on the Problem Set,
 How does your drawing represent the problem clearly? the Exit Ticket, and Problems 1 and 5
on the Homework are two-step word
 How did your drawing help you decide on a way to
solve?
grams. The masses and volumes are
 Why does the equation that you used to model make given in the same units in each
MP.3
sense with your drawing and with the problem? problem. Standard 3.MD.2 specifically
 How do you know you answered the question? states that students “solve one-step
problems involving masses or volumes
Have students share their work in groups of three or four. that are given in the same units.”
Encourage group members to practice asking questions of the However, these problems look ahead
presenter. They might ask some of the questions listed below. to 4.MD.2. Students working above
grade level might enjoy the challenge
 I’m not sure what you mean. Can you say more of solving these two-step word
about that? problems involving milliliters and
 Why did you decide ? grams. To make these problems
 What do you think about instead? accessible to students working below
grade level, modify the problems so
 Which other way did you try to draw the problem? they can be solved with one step.
One way to close this process is to have students write a
compliment to another presenter. If time allows,
students may solve problems on the Problem Set that
they have not already completed on their own before the
Student Debrief.
Lesson Objective: Solve word problems in varied contexts

using a letter to represent the unknown.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Guide students in a conversation to debrief the Problem
Set and process the lesson.
lead the discussion, depending on how the students were
asked to solve the Problem Set.
 How are your models related to your equations in
Problem 1?
unknown. 30

 Invite students to share different equations that

can be used to solve Problem 3.
 What operations are used to solve Problem 4? In
what order? How did you figure that out?
 Invite students to articulate their thought
processes for preparing to present their work.
 How did it feel to present your work to friends?
 What did you learn about yourself or your work
by presenting?
 What was it like to be an audience member to a
friend who was presenting?
 Did you find it easy or difficult to ask your friends
questions about their work? Why?

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that
were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read
aloud to the students.
unknown. 31

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Pattern Sheet 3 7
Multiply.
unknown. 32

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set 3 7
Name Date
Use the RDW process to solve. Use a letter to represent the unknown in each problem.
1. Leanne needs 120 tiles for an art project. She has 56 tiles. If tiles are sold in boxes of 8, how many more
boxes of tiles does Leanne need to buy?
2. Gwen pours 236 milliliters of water into Ravi’s beaker. Henry pours 189 milliliters of water into Ravi’s
beaker. Ravi’s beaker now contains 800 milliliters of water. How much water was in Ravi’s beaker to
begin with?
3. Maude hung 3 pictures on her wall. Each picture measures 8 inches by 10 inches. What is the total area
of the wall covered by the pictures?
unknown. 33

4. Kami scored a total of 21 points during her basketball game. She made 6 two-point shots, and the rest
were three-point shots. How many three-point shots did Kami make?
5. An orange weighs 198 grams. A kiwi weighs 85 grams less than the orange. What is the total weight of
the fruit?
6. The total amount of rain that fell in New York City in two years was 282 centimeters. In the first year,
185 centimeters of rain fell. How many more centimeters of rain fell in the first year than in the second
year?
unknown. 34

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Exit Ticket 3 7
Name Date
Jaden’s bottle contains 750 milliliters of water. He drinks 520 milliliters at practice and then another 190
milliliters on his way home. How many milliliters of water are left in Jaden’s bottle when he gets home?
unknown. 35

Name Date
Use the RDW process to solve. Use a letter to represent the unknown in each problem.
1. A box containing 3 small bags of flour weighs 950 grams. Each bag of flour weighs 300 grams. How much
does the empty box weigh?
2. Mr. Cullen needs 91 carpet squares. He has 49 carpet squares. If the squares are sold in boxes of 6, how
many more boxes of carpet squares does Mr. Cullen need to buy?
3. Erica makes a banner using 4 sheets of paper. Each paper measures 9 inches by 10 inches. What is the
total area of Erica’s banner?
unknown. 36

4. Monica scored 32 points for her team at the Science Bowl. She got 5 four-point questions correct, and
the rest of her points came from answering three-point questions. How many three-point questions did
she get correct?
5. Kim’s black kitten weighs 175 grams. Her gray kitten weighs 43 grams less than the black kitten. What is
the total weight of the two kittens?
6. Cassias and Javier’s combined height is 267 centimeters. Cassias is 128 centimeters tall. How much taller
is Javier than Cassias?
unknown. 37

Lesson 3
Objective: Share and critique peer solution strategies to varied word
problems.


Name the Shape (3 minutes)

Note: This activity reviews Grade 2 geometry concepts in preparation for Topic B.
T: (Project the trapezoid.) How many sides does this shape have?
S: Four sides.
S: Quadrilateral.
T: (Project the pentagon.) How many sides does this shape have?
S: Five.
T: What’s the name for all five-sided figures?
S: Pentagon.
Continue the process for all three hexagons.
Lesson 3: Share and critique peer solution strategies to varied word problems.
38

T: (Write 5 × 4 = .) Let’s skip-count up by fours to find the answer. (Raise a finger for each
S: 4, 8, 12, 16, 20.
T: (Circle 20, and write 5 × 4 = 20 above it. Write 3 × 4 = .) Let’s skip-count up by fours again.
S: 4, 8, 12.
four. (Count down with fingers as students say the numbers.)

1 2 3 4 5 6 7 8 9 10
1 three 2 threes 3 threes 4 threes 5 threes 6 threes 7 threes 8 threes 9 threes 10 threes
3 6 9 12 15 18 21 24 27 30
1 three 6 3 threes 12 5 threes 18 7 threes 24 9 threes 30
3 2 threes 9 4 threes 15 6 threes 21 8 threes 27 10 threes
S: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
T: (Write 1 three beneath the 1.) Count to 10 threes. (Write as students count.)
S: 1 three, 2 threes, 3 threes, 4 threes, 5 threes, 6 threes, 7 threes, 8 threes, 9 threes, 10 threes.
T: Count by threes to 30. (Write as students count.)
S: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30.
39

T: (Write 1 three beneath the 3. Write 6 beneath the 6.) I’m going to give you a challenge.
Let’s alternate between saying the units of three and the number. (Write as students count.)
S: 1 three, 6, 3 threes, 12, 5 threes, 18, 7 threes, 24, 9 threes, 30.
T: (Write 3 beneath 1 three and 2 threes beneath the 6.) Let’s alternate again.
(Write as students count.)
S: 3, 2 threes, 9, 4 threes, 15, 6 threes, 21, 8 threes, 27, 10 threes.
Materials: (T) Student work samples (Template) pictured below (S) Problem Set, personal white board
Problem 1: Assess sample student work for accuracy and efficiency.

Write or project the following problem: Mrs. Mashburn buys 6 boxes of pencils. Nine pencils come in each
box. She gives each of the 24 students in her class 2 pencils. How many pencils does she have left?
T: Use the Read-Draw-Write process to solve this problem. Remember to take a moment to visualize
what’s happening in the problem after you read.
S: (Use the RDW process to solve.)
T: Compare your work with a partner’s. (Allow students time to compare.) How many pencils does
Mrs. Mashburn have left?
S: 6 pencils!
T: (Project Student A’s work from the Template.) Let’s look at and discuss some possible solutions for
this problem. What did Student A do to solve this problem?
S: He used a tape diagram to find the total number of pencils. Then, he figured out how many pencils
the teacher gave away and subtracted.  He broke apart 24 × 2 to make it an easier problem!
Template
Student A
T: Other than getting the right answer, what did Student A do well?
S: Student A used all the steps in the RDW process.  He labeled the parts of the problem, Total
pencils and Pencils she gave away.  He broke apart 24 into 6 × 4, which helped him solve 24 × 2.
 He moved the parentheses to solve hard multiplication.
40

Facilitate a discussion in which students analyze this work. Choose any combination of the following
questions to help guide the conversation:
 Was the drawing helpful? What makes the drawing helpful or unhelpful?
 Did Student A represent all the important information in his drawing? Why or why not?
 Was this drawing the best one to use? Why or why not?
 Can you retell the story using only the drawing and labels? Explain.
 How did he organize the information?
 Was his method of solving the most efficient way? Why or why not?
 Would you have chosen to solve the problem this way? Why or why not?
T: What suggestion would you make to Student A to improve his work?

S: Moving the parentheses is a lot of work for 24 × 2. It’s faster to solve with mental math, by thinking
of it as 24 + 24.  Instead of the subtraction equation, maybe just count on from 48 to 54. The
difference is small. Use 2 to complete the 10; then add 4. That’s 6.  He could use a letter to
represent the unknown in the problem.  He could draw another tape diagram to show why he
subtracted in the last step.
Use the following two samples below, modify them, or create new ones, and repeat the process of analyzing
sample student work. Select which samples to use by considering the discussion that would most benefit the
needs of students.
Student B Student C
Note: While considering the discussion that would most benefit the needs of students, try modifying the
samples to show the following common mistakes:
 Student B might miscalculate 6 × 9 as 56.
 Student C might forget to cross out or draw a pencil.
 The sentence might not address the question directly.
 The student might misread the problem (e.g., solve for a scenario where Mrs. Mashburn gives each
student 6 pencils).
41

T: Discuss with a partner: How are the three ways of solving similar? How are they different?
S: (Allow time for partner discussion.)
T: Which solution would you say is most efficient? Why? Talk with your partner.
S: Either Student A’s or Student B’s.  I think Student B’s because he solved 24 × 2 more easily than
Student A.  I agree. They both drew clear pictures to find the total number of pencils, but Student
B’s way of doing the equation is easier and may be quicker for finding the number of pencils the
teacher gave away.
T: Which solution would you say is least efficient? Why?
S: Student C’s. Drawing the pencils and crossing them out must have taken forever.  And Student C
didn’t really even need the equation if she did it that way. It’s easy to see from the model that there
are 6 left.
T: Compare all three samples to your own work. With a partner, discuss the strengths of your own
work, and also talk about what you might try differently.
S: (Discuss.)
Problem 2: Assess peer work for accuracy and efficiency.

Distribute the Problem Set to each student.
T: Work with your partner to find two different ways to solve Problem 1 on your Problem Set. Be sure
to use the RDW process when solving.
After students solve, elicit possible solutions from them. Lead a
discussion in which students compare and contrast each other’s NOTES ON
work and analyze the clarity of each solution path. Students MULTIPLE MEANS
may then independently solve the rest of the problems on the OF ACTION AND
Problem Set. Ask students to swap personal white boards with EXPRESSION:
their partners after solving, and discuss the following: Remind and guide students to identify
strategies, including but not limited to
 Study your partner’s work. Try to explain how your
the following:
partner solved the problem.
 Use the associative property to
MP.3  Compare the strategies that you used with your make an easier problem, for
partner’s strategies. How are they the same? How are example,
they different? 12 × 3 = (6 × 2) × 3 = 6 × (2 × 3).
 What did your partner do well?  Combine easy number pairs.
 What suggestions do you have for your partner that  Use methods for multiplying by 7,
8, 9, for example,
might improve her work?
6 × 9 = (5 × 9) + 9 = 54, or the finger
 Why would your suggestions be an improvement? strategy.
 What are the strengths of your own work? Why do  Model with a labeled tape diagram.
some methods work better for you than others?
42

Lesson Objective: Share and critique peer solution

strategies to varied word problems.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
lead the discussion.
 What can you draw to show Problem 2? How can
you build equations from those drawings?
 Invite students to share and compare their
processes for solving Problem 4.
 What was your first step toward solving Problem
5? How did you figure that out? Once you finished
the first step, how did you choose a strategy for
solving the second step?
 How might it be helpful to your own work to
analyze another person’s work?
 What was it like to have a friend critique your
work?

After the Student Debrief, instruct students to complete the
Exit Ticket. A review of their work will help with assessing
students’ understanding of the concepts that were
presented in today’s lesson and planning more effectively
for future lessons. The questions may be read aloud to the
students.
43

Multiply.
44

Name Date
Use the RDW process to solve the problems below. Use a letter to represent the unknown in each problem.
When you are finished, share your solutions with a partner. Discuss and compare your strategies with your
partner’s strategies.
1. Monica measures 91 milliliters of water into 9 tiny beakers. She measures an equal amount of water into
the first 8 beakers. She pours the remaining water into the ninth beaker. It measures 19 milliliters. How
many milliliters of water are in each of the first 8 beakers?
2. Matthew and his dad put up 8 six-foot lengths of fence on Monday and 9 six-foot lengths on Tuesday.
What is the total length of the fence?
3. The total weight of Laura’s new pencils is 112 grams. One pencil rolls off the scale. Now the scale reads
105 grams. What is the total weight of 7 new pencils?
45

4. Mrs. Ford’s math class starts at 8:15. They do 3 fluency activities that each last 4 minutes. Just when
they finish all of the fluency activities, the fire alarm goes off. When they return to the room after the
drill, it is 8:46. How many minutes did the fire drill last?
5. On Saturday, the baker bought a total of 150 pounds of flour in five-pound bags. By Tuesday, he had
115 pounds of flour left. How many five-pound bags of flour did the baker use?
6. Fred cut an 84-centimeter rope into 2 parts and gave his sister 1 part. Fred’s part is 56 centimeters long.
His sister cut her rope into 4 equal pieces. How long is 1 of his sister’s pieces of rope?
46

Name Date
Twenty packs of fruit snacks come in a box. Each pack weighs 6 ounces. Students eat some. There are
48 ounces of fruit snacks left in the box. How many ounces of fruit snacks did the students eat?
47

Name Date
Use the RDW process to solve the problems below. Use a letter to represent the unknown in each problem.
1. Jerry pours 86 milliliters of water into 8 tiny beakers. He measures an equal amount of water into the
first 7 beakers. He pours the remaining water into the eighth beaker. It measures 16 milliliters. How
many milliliters of water are in each of the first 7 beakers?
2. Mr. Chavez’s third graders go to gym class at 11:15. Students rotate through three activities for
8 minutes each. Lunch begins at 12:00. How many minutes are there between the end of gym activities
and the beginning of lunch?
3. A box contains 100 pens. In each box there are 38 black pens and 42 blue pens. The rest are green pens.
Mr. Cane buys 6 boxes of pens. How many green pens does he have in total?
48

4. Greg has $56. Tom has $17 more than Greg. Jason has $8 less than Tom.
a. How much money does Jason have?
b. How much money do the 3 boys have in total?
5. Laura cuts 64 inches of ribbon into two parts and gives her mom one part. Laura’s part is 28 inches long.
Her mom cuts her ribbon into 6 equal pieces. How long is one of her mom’s pieces of ribbon?
49

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Template 3 7
Student A
Student B
student work samples
50

Student C
student work samples
51

GRADE
Topic B
Attributes of Two-Dimensional
Figures
3.G.1
Focus Standard: 3.G.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). Recognize rhombuses, rectangles,
and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do
not belong to any of these subcategories.
Coherence -Links from: G2–M8 Time, Shapes, and Fractions as Equal Parts of Shapes
-Links to: G4–M4 Angle Measure and Plane Figures
In Topic B, students use their understanding of geometry from Grade 2 to explore quadrilaterals. In Lesson 4,
they learn that different shapes (e.g., squares, rectangles, and rhombuses) have shared attributes that can fall
within a larger category (parallelograms, quadrilaterals, and trapezoids). They explore these new, larger
categories and understand, for example, that any quadrilateral can be decomposed into two triangles. As
they learn which attributes are shared, the process of comparing shapes also leads to discussion about the
differences between shapes; students learn, for example, that not all rectangles are squares.
Students use their understanding of the attributes of quadrilaterals to compare other polygons in Lesson 5.
They look for shared attributes and learn to recognize polygons with sides that are equal—regular polygons—
which helps lay a foundation for problem solving with perimeter in later topics.
While students analyze the attributes of given shapes in Lessons 4 and 5, in Lesson 6 they draw shapes based
on given attributes. For example, students may be asked to draw a quadrilateral with at least two right angles
and talk about which shapes are possibilities. They also draw quadrilaterals that do not fit any subcategories.
Prompts such as “draw a polygon with only two sides and two angles” spark investigative discussion through
which students determine the impossibility of such a shape. This lesson helps students solidify their intuitive
understanding of polygons.
In Lesson 7, students work with tetrominoes. They use grid paper to
construct a set and then reason about how to create larger shapes,
such as rectangles, using them. This develops spatial structuring
skills by way of manipulating and composing shapes.I
Tetrominoes
Topic B: Attributes of Two-Dimensional Figures

52

NYS COMMON CORE MATHEMATICS CURRICULUM Topic B 3 7
Students use their experience with composing shapes to help them decompose a
square to create a tangram puzzle (pictured to the right). Lesson 8 guides students
through the process of decomposing, and then reconstructing, the original square
using the seven puzzle pieces.
In Lesson 9, students learn to analyze relationships between tangram pieces. For
example, students might discover that the two largest triangles compose one larger
triangle or that the two smallest triangles can be manipulated to compose a small
square, parallelogram, or medium triangle.
Tangram
Students solve tangram puzzles using their pieces and discuss whether or not there
is more than one way to compose a given polygon. Describing their strategies
provides engaging context for using the vocabulary of attributes: “I found that the
right angle of the small triangle forms the top of the duck’s head.” Students may
create their own polygons and trade with partners to see if a peer can use their
tangram pieces to complete the outline.
A Teaching Sequence Toward Mastery of Attributes of Two-Dimensional Figures

Objective 1: Compare and classify quadrilaterals.
(Lesson 4)
Objective 2: Compare and classify other polygons.

(Lesson 5)
Objective 3: Draw polygons with specified attributes to solve problems.

(Lesson 6)
Objective 4: Reason about composing and decomposing polygons using tetrominoes.

(Lesson 7)
Objective 5: Create a tangram puzzle and observe relationships among the shapes.
(Lesson 8)
Objective 6: Reason about composing and decomposing polygons using tangrams.

(Lesson 9)
Topic B: Attributes of Two-Dimensional Figures

53

Lesson 4
Objective: Compare and classify quadrilaterals.

 Application Problem (7 minutes)

Materials: (S) Multiply by 4 (6─10) Pattern Sheet
T: (Write 7 × 4 = ____.) Let’s skip-count up by fours. I’ll raise a finger for each four. (Raise a finger for
each number to track the count.)
S: 4, 8, 12, 16, 20, 24, 28.
T: Let’s skip-count up by fours starting at 20. Why is 20 a good place to start?
four. (Count down with fingers as students say the numbers.)

54


complexity. Work students up to the highest level where they can confidently participate.
S: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
1 2 3 4 5 6 7 8 9 10
1 five 2 fives 3 fives 4 fives 5 fives 6 fives 7 fives 8 fives 9 fives 10 fives
5 10 15 20 25 30 35 40 45 50
1 five 10 3 fives 20 5 fives 30 7 fives 40 9 fives 50
5 2 fives 15 4 fives 25 6 fives 35 8 fives 45 10 fives
T: (Write 1 five beneath the 1.) Count to 10 fives. (Write as students count.)
S: 1 five, 2 fives, 3 fives, 4 fives, 5 fives, 6 fives, 7 fives, 8 fives, 9 fives, 10 fives.
T: Count by fives to 50. (Write as students count.)
S: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50.
T: (Write 1 five beneath the 5. Write 10 beneath the 10.) I’m going to give you a challenge. Let’s
alternate between saying the units of five and the number. (Write as students count.)
S: 1 five, 10, 3 fives, 20, 5 fives, 30, 7 fives, 40, 9 fives, 50.
T: (Write 5 beneath 1 five and 2 fives beneath the 10.) Let’s alternate again. (Write as students count.)
S: 5, 2 fives, 15, 4 fives, 25, 6 fives, 35, 8 fives, 45, 10 fives.
Application Problem (7 minutes)

NOTES ON
MULTIPLE MEANS
The third graders raised $437 in a fundraiser. The fourth
graders raised $68 less than the third graders. How much OF REPRESENTATION:
money did the two grade levels raise altogether? Modeling a tape diagram for the
money fourth graders raise, as well as
the total money raised, helps English
language learners and students
working below grade level better grasp
the meaning of the phrase $68 less
than the third graders. Ask, “Who
raised less money? Did the fourth
graders raise $68? Use the model to
estimate about how much the fourth
Note: This problem reviews two-step word problems from graders raised.”
Topic A.

55


NOTES ON
Materials: (T) 2 rulers (S) Index card for use as right angle tool, VOCABULARY:
polygons (A–L) (Template), ruler, Problem Set,
All of the bold-type terms in this lesson
scissors
were introduced in Grade 2 Module 8.
However, given the specificity of the
Part 1: Group polygons by attributes.
words and the time that has passed
Pass out the index cards and Template. since students’ work in Grade 2
Module 8, it may be best to approach
T: We’ll use these cards as tools. Put a finger on each teaching the vocabulary as if it were
corner. new.
S: (Touch each corner.)
T: Remember from second grade that we call the point
where sides meet to make a corner an angle. These
are right angles because they have square corners. NOTES ON
We’ll use our cards as right angle tools to help us find MULTIPLE MEANS
other shapes that have right angles. (Save the right OF REPRESENTATION:
angle tools for the entire module.) Clarify for English language learners
T: Now, cut out shapes A–L on your template. and others the term group. In past
modules, they have grouped like units,
S: (Cut.)
such as 10 tens to make 100 or 3 fives
T: Look at your shapes. Discuss with a partner: What are to make 15. Here, grouping does not
some different ways we can group these shapes mean bundling units that are exactly
together? the same but rather sorting polygons
S: We can group them by name, like all the squares by one or more shared attribute.
together.  We can group them by the number of
sides.  We can also group them by the number of
4-sided:
angles.
T: Remember from second grade that closed shapes like these that have no
gaps or overlaps between the straight sides are called polygons.
Polygons with four straight sides are called quadrilaterals. Tell your
partner what a quadrilateral is, and then find and group the
quadrilaterals.
S: A quadrilateral is a polygon with four sides. (Group the quadrilaterals.)
T: What do you notice about the polygons you grouped?
S: They don’t look the same.  Some are slanted, and some are boxy.  Some are squares and
rectangles, but others are strange looking.  One polygon even looks like a boomerang.  They
have four angles.
T: The polygons look different, but they share the attributes of having four sides and four angles.
Complete the first row of the chart on the Problem Set. Make sure to sketch one polygon from the
group.

56

T: Next, we’ll find and group trapezoids. These are

quadrilaterals that have at least one set of parallel NOTES ON
sides. Think of parallel sides like the two side lines of a TRAPEZOIDS:
capital H, or a slanted H, since not all parallel sides
stand vertical. (Demonstrate using two rulers.) According to the K–6 Geometry
Imagine these two lines go on forever. Do you think Progressions, the term trapezoid can
they will ever cross? Why or why not? have two different meanings:
S: I don’t think they will cross.  No, they won’t cross  Exclusive Definition: A trapezoid is
because they’re straight and going in the same a quadrilateral with exactly one pair
of parallel sides.
direction all the time.
 Inclusive Definition: A trapezoid is
T: (Slant the rulers so they are not parallel anymore but a quadrilateral with at least one
are still not touching.) These lines are not touching. pair of parallel sides.
Are they parallel? Why or why not? A Story of Units uses the inclusive
S: No. The sides don’t look like an H anymore.  If we definition. Therefore, a parallelogram
imagine the lines keep going, they will eventually is also considered a trapezoid.
cross!
T: If trapezoids must have at least one set of parallel sides,
can they have more than one set?
S: Yeah. At least means one or more. 2 parallel sides:
T: Group the trapezoids. Complete the second row of the chart on

the Problem Set. Make sure to sketch one polygon from the group.
S: (Group all shapes, except A, D, and K, and sketch one shape.)
T: What do you notice about the polygons you grouped?
S: I found a bunch!  No. There’s only one shape that has only one
set of parallel sides. Polygon E!  Remember, though, a trapezoid
has at least one set! That’s almost all of them!
T: Now we’ll find and group parallelograms. These are four-sided 4 right angles:
polygons that have two sets of parallel sides.
T: Group the parallelograms. Then, complete the next row of the
chart on your Problem Set.
S: (Group the polygons, and complete the chart.)
T: Now, use your right angle tool to measure and group all the
polygons that have four right angles. Then, complete the chart.
S: (Measure, group, and complete the chart.) Squares:
T: Next, find and group all the squares. Which attributes make
squares special?
S: They have four equal sides and four right angles.
T: Use your ruler and right angle tool to confirm that with these
polygons. Then, complete the chart.
S: (Measure, group, and complete the chart.)

57

Part 2: Analyze quadrilaterals.

T: In our set of polygons A–L, did the number of polygons get smaller or larger as we added attributes?
S: It got smaller.
T: Discuss with your partner why you think the number of polygons in each group got smaller as we
added attributes.
S: I think it’s because the attributes in our chart become more special. The last category only includes
the most special polygon, a square, because it has to have four right angles and four equal sides.
 Each time we added a new attribute, fewer polygons belonged to the group.
T: As the attributes become more specific, fewer shapes in our set share all of the attributes. Look at
Polygons C and F. They are included in every group. Why do you think that is?
S: They have four sides, two sets of parallel lines, and four right angles.
MP.3
T: Why aren’t Polygons B and H included in the last category? These specific rectangles have four sides,
two sets of parallel lines, and four right angles.
S: Polygons B and H don’t have all equal sides.
T: Look at Polygon I. It has four equal sides and two sets of parallel lines. Why isn’t it included in the
last category?
S: It doesn’t have four right angles.  It needs to have them all, not just one attribute.
T: Let’s make a new category, one that has shapes with 4 equal sides. Work with your partner.
T: (Move Polygons C, F, and I to form a new group.) A shape with 4 equal sides is called a rhombus.
T: Why is a square a rhombus?
S: Because it has 4 equal sides!
T: Why isn’t shape I a square?
S: Because it doesn’t have right angles!
Part 3: Decompose quadrilaterals into two triangles.

T: Problem 4 asks you to use a straightedge to draw a line between opposite corners in each
quadrilateral you drew in the chart. This kind of line is called a diagonal line. Do that now.
S: (Draw diagonals in each polygon.)
T: Which new polygons did you make by drawing the diagonal line?
S: Triangles.
T: Complete Problem 4 on your Problem Set.
T: Pick other polygons we used that you did not draw on your chart. Draw diagonal lines inside the
polygons. Do you still get two triangles? (Allow time for students to draw.)
S: Yes!
T: All quadrilaterals are made up of two triangles.
Students should now go back and finish Problems 2 and 3 on the Problem Set.

58


Lesson Objective: Compare and classify quadrilaterals.
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
 How does grouping quadrilaterals by attributes,
like you did in Problem 1, help us see the
similarities and differences between the
polygons?
 Share sketches of parallelograms from Problem 3.
Have students describe parallel lines through
their color-coded tracing.
 For Problem 4, share drawings of different
quadrilaterals to reinforce how every
quadrilateral can be decomposed into two
triangles.
 What math vocabulary did we use today to name
polygons with four sides? (Quadrilateral.) At
least one set of parallel sides? (Trapezoid.) Two
sets of parallel sides? (Parallelogram.) A shape
with 4 equal sides? (Rhombus.) An angle that
makes square corners? (Right angle.) The line
between opposite corners in each quadrilateral?
(Diagonal.)


59

Multiply.
multiply by 4 (6─10)

60

Name Date
1. Cut out all the polygons (A–L) in the Template. Then, use the polygons to complete the following chart.
Attribute Write the letters of the polygons in Sketch 1 polygon from the group.
this group.
Example:
Polygons: Y, Z
3 Sides
4 Sides Polygons:
At Least 1 Set of Polygons:

Parallel Sides
2 Sets of Parallel Polygons:

Sides
4 Right Angles Polygons:
4 Right Angles and Polygons:

4 Equal Sides

61

2. Write the letters of the polygons that are quadrilaterals. Explain how you know these polygons are
quadrilaterals.
3. Sketch a polygon below from the group that has 2 sets of parallel sides. Trace 1 pair of parallel sides red.
Trace the other pair of parallel sides blue. What makes parallel sides different from sides that are not
parallel?
4. Draw a diagonal line from one corner to the opposite corner of each polygon you drew in the chart using
a straightedge. What new polygon(s) did you make by drawing the diagonal lines?

62

Name Date
List as many attributes as you can to describe each polygon below.
1.
M
2.
N

63

Name Date
1. Complete the chart by answering true or false.
Attribute Polygon True or False
Example:
True
3 Sides
4 Sides
2 Sets of Parallel Sides
4 Right Angles
Quadrilateral

64

2. a. Each quadrilateral below has at least 1 set of parallel sides. Trace each set of parallel sides with a
colored pencil.
b. Using a straightedge, sketch a different quadrilateral with at least 1 set of parallel sides.

65

B
A C
E
F
G D
H
I
K
L
polygons (A─L)

66

Lesson 5
Objective: Compare and classify other polygons.


 Classify the Polygon 3.G.1 (4 minutes)
T: (Write 5 × 5 = ____.) Let’s skip-count up by fives to find the answer. (Raise a finger for each number
to track the count. Record the skip-count answers on the board.)
S: 5, 10, 15, 20, 25.
T: (Circle 25, and write 5 × 5 = 25 above it. Write 3 × 5 = ____.) Let’s skip-count up by fives again.
S: 5 (one finger), 10 (two fingers), 15 (three fingers).
five. (Count down with fingers as students say the numbers.)
S: 25 (five fingers), 20 (4 fingers), 15 (3 fingers).

67


S: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
1 2 3 4 5 6 7 8 9 10
1 six 2 sixes 3 sixes 4 sixes 5 sixes 6 sixes 7 sixes 8 sixes 9 sixes 10 sixes
6 12 18 24 30 36 42 48 54 60
1 six 12 3 sixes 24 5 sixes 36 7 sixes 48 9 sixes 60
6 2 sixes 18 4 sixes 30 6 sixes 42 8 sixes 54 10 sixes
T: (Write 1 six beneath the 1.) Count to 10 sixes. (Write as students count.)
S: 1 six, 2 sixes, 3 sixes, 4 sixes, 5 sixes, 6 sixes, 7 sixes, 8 sixes, 9 sixes, 10 sixes.
T: Count by sixes to 60. (Write as students count.)
S: 6, 12, 18, 24, 30, 36, 42, 48, 54, 60.
T: (Write 1 six beneath the 6. Write 12 beneath the 12.) I’m going to give you a challenge. Let’s
alternate between saying the units of six and the number. (Write as students count.)
S: 1 six, 12, 3 sixes, 24, 5 sixes, 36, 7 sixes, 48, 9 sixes, 60.
T: (Write 6 beneath 1 six and 2 sixes beneath the 12.) Let’s alternate again. (Write as students count.)
S: 6, 2 sixes, 18, 4 sixes, 30, 6 sixes, 42, 8 sixes, 54, 10 sixes.
Classify the Polygon (4 minutes)

Materials: (S) Personal white board
Note: This activity reviews identifying attributes and naming polygons.

T: (Project a trapezoid.) How many sides does this
polygon have?
NOTES ON
S: Four sides. MULTIPLE MEANS
T: What do we call polygons that have four sides? OF ENGAGEMENT:
S: Quadrilaterals. English language learners and others
T: How many sets of parallel lines does this quadrilateral who may not be able to quickly
have? articulate the names of polygons might
benefit from adjusting the questions.
S: One set. For example, ask, “Is this a
T: What do we call quadrilaterals that have at least one quadrilateral? How many sides does a
set of parallel lines? quadrilateral have?”
S: Trapezoids.

68

T: (Project a parallelogram with no right angles.) Is this polygon a quadrilateral?

S: Yes.
T: How many right angles does this particular quadrilateral have?
S: Zero right angles.
T: Is this quadrilateral a trapezoid?
S: Yes.
T: Why?
S: It has at least one set of parallel lines.
T: How many sets of parallel sides does it have?
S: Two sets of parallel sides.
T: What do we call all quadrilaterals that have two sets of
parallel sides?
S: Parallelograms.
T: (Project a rectangle that is not a square.) Is this
polygon a quadrilateral?
S: Yes.
T: Write how many right angles this quadrilateral has.
S: (Write 4.)
S: Yes.
T: Why?
T: Is this trapezoid also a parallelogram?
S: Yes.
T: Why?
S: It has two sets of parallel sides.
T: Is this parallelogram also a rectangle?
S: Yes.
T: Why?
S: It has two sets of parallel sides and four right angles.
T: (Project a rhombus that is not a square.) Is this polygon a quadrilateral?
S: Yes.
T: Why?
S: It has four sides.
T: Write how many right angles this quadrilateral has.
S: (Write 0.)
S: Yes.

69

T: Why?
T: Is this trapezoid also a parallelogram?
S: Yes.
T: Why?
S: It has two sets of parallel sides.
T: Is this parallelogram also a rectangle?
S: No.
T: Why?
S: It has two sets of parallel sides but no right angles.
T: The sides of this parallelogram are equal. What do we call a parallelogram with 4 equal sides?
S: A rhombus.
T: What is a rhombus with 4 right angles called?
S: A square!
T: How else can a square be classified?
S: Trapezoid.  Quadrilateral.  Rectangle.  Parallelogram.  Polygon.

Materials: (S) Right angle tool, Polygons M–X (Template), ruler, Problem Set, scissors
Problem 1: Group polygons by attributes.

T: Look at Polygons M–X. Compare them with yesterday’s polygons. What do you notice?
S: Now there are many different kinds of polygons.  All of the polygons aren’t quadrilaterals. I see
triangles, some quadrilaterals, hexagons, and funny looking polygons, too.
T: Take out your right angle tools and rulers.
S: (Take out the tools.)
T: Look at the chart on your Problem Set. Yesterday we grouped polygons with four sides. Today
we’re first going to group polygons with all equal sides. What tools will we need to make sure our
work is precise?
S: A ruler.  A centimeter ruler.  An inch ruler.
T: Look at your ruler, and talk to a partner. Which unit will be the most precise: inches, half inches,
quarter inches, or centimeters?
MP.6
S: Inches are the biggest unit, so they won’t be the most precise.  Half inches and centimeters are
smaller than inches.  A quarter inch is even smaller than a half inch and a centimeter.  We
should use the quarter inch because it’s the smallest unit, so it will be the most precise.
T: Work with your partner to measure the sides of all of your polygons to the nearest quarter inch.
Label the inside side lengths to help you remember. Then, cut out Polygons M─X.
S: (Measure, label, and cut.)

70

T: Group into categories of all sides are equal and not all sides are equal. Then, complete the first two
sections of your chart.
S: (Group and complete the chart.)
T: Did you group each of your polygons into one of the categories?
S: Yes!
T: The next two parts of our chart start with the words at least 1. When it says at least 1, can the
polygon have more than one?
S: Yes. It just means that you need to have one for sure.
T: Use your right angle tool to measure, and group the polygons that have at least 1 right angle.
Have students complete the rest of the chart. Circulate to look for and correct any misconceptions.
T: Let’s examine the polygons that have all equal sides more closely. Look at Polygon S. What do you
know about the side lengths?
S: They’re all the same!
T: What do you know about the angles? 1 in
1 in
S: They’re all right angles.  So, the angles are all the same, too!
T: A polygon with all equal sides and all equal angles is called a
regular polygon. (Project the polygon as shown.) How many
sides does this polygon have? 1 in 1 in
S: Five sides!
T: What do we call a polygon with five sides? 1 in
S: A pentagon!
T: Talk to a partner. Is this a regular pentagon?
S: All the sides are equal.  But it doesn’t look like all the angles are equal.  Yeah. It looks like
there are two right angles, but the angle at the top looks smaller than a right angle.  So, this
pentagon can’t be a regular pentagon!
T: You’re right! This isn’t a regular pentagon because the sides are all equal, but the angles aren’t all
equal.
Problem 2: Compare polygons.

T: Count each polygon’s sides. Then, write the number of sides under the polygon’s letter. Do that
now. (Allow students time to finish.) Now, group the polygons with the same number of sides.
S: (Group.)
T: Compare the polygons in each group. Are they the same type of polygon? For example, Polygon U is
a six-sided polygon, or a hexagon. Polygon T also has six sides. Is Polygon T a hexagon, too?
S: Polygon T doesn’t look like a hexagon.  They are both still hexagons. It’s just that Polygon U has
all equal sides. That’s why it looks like the more familiar one.
T: It’s true. Remember we saw all different types of quadrilaterals. Some looked familiar to us, like a
square or rectangle, and others were more unusual. But they all had four sides and were all still
quadrilaterals.

71

T: Now, spread out your polygons. I’ll call out an

attribute. You hold up a polygon that fits the
attribute. Ready? Show a polygon that does not
have all equal sides.
S: (Show Polygon N, O, R, T, Q, V, or X.)
T: Show a polygon that has exactly one right angle.
S: (Show Polygon Q.)
T: Show a polygon that has four equal sides.
S: (Show Polygon S.)
T: Show a polygon that has only one set of parallel
lines.
S: (Show Polygon R.)
T: Here’s a challenge. Show a polygon that has
exactly three sets of parallel lines.
S: (Show Polygon U.)
Have students finish the rest of the Problem Set
independently.

Lesson Objective: Compare and classify other polygons.
lesson.
 Share student work for Problem 3, and compare
the three quadrilaterals. Which attributes are
the same and different?

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 Compare student sketches in Problem 4(b). Continue to have students draw different polygons on
their personal white boards while the teacher calls out different attributes. For example, “Sketch a
pentagon with no equal sides; sketch a triangle with one right angle.” Have students compare
polygons to understand that polygons are defined by the number of sides, not just how they look.
 Was it easier to group quadrilaterals or group polygons with different numbers of sides? Why?
 Tell your partner two attributes of a regular polygon. Which quadrilateral is a regular polygon?
 How did today’s Fluency Practice connect to the lesson?


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Multiply.

74

Name Date
1. Cut out all the polygons (M–X) in the Template. Then, use the polygons to complete the following chart.
Attribute List polygons’ letters for each group. Sketch 1 polygon from the group.
Example:
3 Sides Polygons: Y, Z
All Sides Are Polygons:

Equal
All Sides Are Polygons:

Not Equal
At Least 1 Polygons:
Right Angle
At Least 1 Set of Polygons:

Parallel Sides

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2. Compare Polygon M and Polygon X. What is the same? What is different?
3. Jenny says, “Polygon N, Polygon R, and Polygon S are all regular quadrilaterals!” Is she correct? Why or
why not?
4. “I have six equal sides and six equal angles. I have three sets of parallel lines. I have no right angles.”
a. Write the letter and the name of the polygon described above.
b. Estimate to draw the same type of polygon as in part (a), but with no equal sides.

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Name Date
Jonah draws the polygon below. Use your ruler and right angle tool to measure his polygon. Then, answer
the questions below.
1. Is Jonah’s polygon a regular polygon? Explain how you know.
2. How many right angles does his polygon have? Circle the right angles on his polygon.
3. How many sets of parallel lines does his polygon have?
4. What is the name of Jonah’s polygon?

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Homework 3
Name Date
1. Match the polygons with their appropriate clouds. A polygon can match to more than 1 cloud.
All sides are equal. At least 1 right angle

At least 1 set of
All sides are not equal. parallel sides
hexagon
square
rectangle
pentagon
regular
octagon
decagon

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2. The two polygons below are regular polygons. How are these polygons the same? How are they
different?
3. Lucia drew the polygons below. Are any of the polygons she drew regular polygons? Explain how you
know.

79

M N
P
O
polygons (M─X)

80

U
W
X V
polygons (M─X)

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Lesson 6
Objective: Draw polygons with specified attributes to solve problems.


 Classify the Polygon 3.G.1 (5 minutes)
 Physiometry 3.G.1 (3 minutes)

S: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
1 2 3 4 5 6 7 8 9 10
1 seven 2 sevens 3 sevens 4 sevens 5 sevens 6 sevens 7 sevens 8 sevens 9 sevens 10 sevens
7 14 21 28 35 42 49 56 63 70
1 seven 14 3 sevens 28 5 sevens 42 7 sevens 56 9 sevens 70
7 2 sevens 21 4 sevens 35 6 sevens 49 8 sevens 63 10 sevens
T: (Write 1 seven beneath the 1.) Count to 10 sevens. (Write as students count.)
S: 1 seven, 2 sevens, 3 sevens, 4 sevens, 5 sevens, 6 sevens, 7 sevens, 8 sevens, 9 sevens, 10 sevens.
T: Count by sevens to 70. (Write as students count.)
S: 7, 14, 21, 28, 35, 42, 49, 56, 63, 70.

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T: (Write 1 seven beneath the 7. Write 14 beneath the 14.) I’m going to give you a challenge. Let’s
alternate between saying the units of seven and the number. (Write as students count.)
S: 1 seven, 14, 3 sevens, 28, 5 sevens, 42, 7 sevens, 56, 9 sevens, 70.
T: (Write 7 beneath 1 seven and 2 sevens beneath the 14.) Let’s alternate again. (Write as students
count.)
S: 7, 2 sevens, 21, 4 sevens, 35, 6 sevens, 49, 8 sevens, 63, 10 sevens.
Classify the Polygon (5 minutes)

NOTES ON
Materials: (S) Personal white board MULTIPLE MEANS
OF REPRESENTATION:
Repeat Classify the Polygon from Lesson 5 using different
shapes or orienting the same shapes differently. If necessary, adjust questions for
Classify the Polygon for English
Note: This activity reviews identifying attributes and naming language learners and others who may
shapes. not easily name shapes. Instead of
asking, “What are shapes that have
Physiometry (3 minutes) four sides called?” ask, “This is a
trapezoid. Say ‘trapezoid.’ How many
Note: Kinesthetic memory is strong memory. This activity sides does a trapezoid have?”
reviews vocabulary from Lessons 4 and 5.
T: Stand up. (After students stand, stretch one arm up directly toward the ceiling. Stretch the other
arm toward a wall, parallel to the floor.) What type of angle am I modeling with my arms?
S: A right angle.
T: Model a right angle with your arms.
S: (Mirror the teacher.)
T: (Stretch the arm pointing toward a wall directly up toward the ceiling. Move the arm pointing
toward the ceiling so that it points directly toward the opposite wall.) Model another right angle.
T: How many sides does a triangle have?
S: Three sides.
T: Using your arms, model a triangle with the person standing next to you.
S: (Connect arms with partner to model a three-sided figure.)
T: What do we call a four-sided figure?
S: Quadrilateral.
T: Use your body to make a quadrilateral with your partner.
S: (Model a four-sided figure with partner.)

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Frankie says that all squares are rectangles, but not all rectangles are
squares. Do you agree with this statement? Why or why not? Draw
diagrams to support your statement.
Note: This Application Problem engages students in MP.3,
constructing viable arguments and critiquing the reasoning of others,
while revisiting the classification of squares as being a special type of
rectangle.
Materials: (T) Game cards (Template 2) (S) Personal white board,

ruler, right angle tool, math journal, polygon (Template 1)
(1 per pair), game cards (Template 2) (1 set per pair, cut out)
Project Template 1 as shown, and give a copy of the shape to each pair of Template 1
students.
T: Work with a partner to analyze this shape, and list as many
attributes as you can on your personal white board. Use your
right angle tools and rulers to help you.
S: (Work in pairs. Produce these possible responses:
quadrilateral, trapezoid, four-sided, one pair of parallel sides,
two right angles, two equal sides.)
Build class consensus by inviting different pairs to share
attributes. Use a right angle tool to verify the two right angles NOTES ON
and a ruler to verify the equal sides. Write the list of attributes MULTIPLE MEANS
on the board as students share. Then, ask students to erase
OF ACTION AND
their boards.
EXPRESSION:
T: We found two angles that are right angles. Let’s talk Scaffold shape analysis with questions
about a way to describe the other angles, too. Now or sentence frames:
compare this angle with our right angle tool. (Place the  I see _____ angles.
right angle tool so that students can see that one angle  How many right angles do you
is greater than a right angle.) Is this angle greater than count?
or less than a right angle? How do you know?  How many equal sides do you
S: It’s greater than a right angle because it’s bigger than measure?
the right angle tool!  The sides of the angle open  This shape is called a _____.
wider than the right angle.  The right angle is just a  How many sets of parallel sides do
part of the bigger angle. you see?

84

T: Some angles are greater than a right angle. Let’s add

1 angle greater than a right angle to our list of
NOTES ON
attributes for this shape. (Place right angle tool so that
MULTIPLE MEANS
students can see that 1 angle is less than a right angle.)
What about this angle? OF ENGAGEMENT:
If appropriate for the class, continue to
S: It’s less than a right angle.  I can see that because it’s
use the written list with the attributes
smaller than the right angle tool. discussed at the beginning of the
T: True. Some angles are less than a right angle. Let’s lesson to support students with
add 1 angle less than a right angle to our list of drawing until they are ready to move
attributes for this shape. on.
T: (Circle 1 angle greater than a right angle on the list of
attributes on the board.) Draw a shape with one angle
that is greater than a right angle.
S: (Draw. There are a variety of possibilities.)
T: (Compare a few different shapes, and ask the class to confirm their validity. Circle 2 right angles on
the list of attributes.) Talk to a partner: What tool or tools will you use to draw a different shape
that has at least two right angles?
S: My right angle tool!  I think I’ll use my ruler, too.  The right angle tool will help me make sure
I have at least two right angles, and my ruler will help me draw straight lines.
T: I agree! Use your ruler and right angle tool to draw a different shape that has at least two right
angles.
MP.5
S: (Draw. There are a variety of possibilities.)
T: (Circulate to see that students have drawn shapes that have at least two right angles, and then have
students erase their boards. Circle quadrilateral, 2 equal sides, and 1 pair of parallel sides.) Talk to a
partner: What tool or tools will you use to draw a shape with the circled attributes?
S: A ruler.  I’ll use my ruler to make sure I have two equal sides.  My ruler will also help me draw
straight lines.  Since I don’t have to worry about drawing any right angles, I can just use my ruler
to measure the side lengths and draw straight lines.
T: Use your ruler to draw a shape with the circled attributes. Label the equal side lengths.
Continue as necessary.
T: Work with a partner to figure out whether or not you can draw a quadrilateral with more than four
angles. (Allow students time to work.) What do you think?
S: No. You can’t. Every time we made an extra angle, it made an extra side, too!  In the shapes we
drew, the number of sides matched the number of angles. To get more than four angles, you need
more than four sides, and then the shape isn’t a quadrilateral anymore!

85

T: True. Let’s play a game! (Hold up Template 2.) These are Template 2 Front
the directions:
 Place the cards facedown.
 Pick one card from each letter, A, B, and C.
 Flip over the cards you chose. Record the game card
descriptions in your journal.
 Use the appropriate tools to draw the shape in your math
journal. If the shape is not possible, list reasons in your math
journal why it is not.
T: Ready? (Draw three cards, and read or project the cards. Is a
quadrilateral, has all equal sides, and has at least 1 right
angle are the cards used in the example that follows.)
S: This one is easy! I can just draw a square! (Record
descriptions, and draw the shape.) Template 2 Back
T: At the signal, show your drawing. (Signal. Validate shapes,
and repeat the process. The cards has no parallel sides, has
more than 4 angles, and is a parallelogram are used in the
example that follows.)
S: Wait! I can’t draw this shape! (Note descriptions and
reasons in math journals.)
T: Tell your partner why this shape can’t be drawn.
S: Because a parallelogram has to have two sets of parallel
sides! It can’t have no parallel sides!
Repeat the process. As students are ready, have them work
independently, in pairs, or in small groups to play the game on their
own. Have them play two or three rounds on their own.

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For
some classes, it may be appropriate to modify the assignment by specifying which problems they work on
first. Some problems do not specify a method for solving. Students should solve these problems using the
RDW approach used for Application Problems.
Lesson Objective: Draw polygons with specified attributes to solve problems.

lesson.

86


 Besides quadrilateral, what is another name for
the shape you drew for Problem 3? (Possible
answers are trapezoid, parallelogram, rectangle,
square, and rhombus.) How can it be that so
many names describe our shape?
 Which shape was most difficult to draw
precisely? Why?
 Ask students to share their ideas about Problem
6. How did our work in today’s lesson prepare
you to answer that question?
 Invite students to share some of the
combinations that they drew or could not draw
during the game. Why couldn’t you draw some
of the combinations? For which combinations
could you draw more than one shape?
 How did today’s Fluency Practice connect to the
lesson?


87

Name Date
Use a ruler and a right angle tool to help you draw the figures with the attributes given below.
1. Draw a triangle with 1 right angle.
2. Draw a quadrilateral with 4 right angles and sides that are all 2 inches long.
3. Draw a quadrilateral with at least 1 set of parallel sides. Trace the parallel sides green.

88

4. Draw a pentagon with at least 2 equal sides. Label the 2 equal side lengths of your shape.
5. Draw a hexagon with at least 2 equal sides. Label the 2 equal side lengths of your shape.
6. Sam says that he drew a polygon with 2 sides and 2 angles. Can Sam be correct? Use pictures to help you
explain your answer.

89

Name Date
Use a ruler and a right angle tool to help you draw a shape that matches the attributes of Jeanette’s shape.
Label your drawing to explain your thinking.
Jeanette says her shape has 4 right angles and 2 sets of parallel sides. It is not a regular quadrilateral.

90

Name Date
Use a ruler and a right angle tool to help you draw the figures with the given attributes below.
1. Draw a triangle that has no right angles.
2. Draw a quadrilateral that has at least 2 right angles.
3. Draw a quadrilateral with 2 equal sides. Label the 2 equal side lengths of your shape.

91

4. Draw a hexagon with at least 2 equal sides. Label the 2 equal side lengths of your shape.
5. Draw a pentagon with at least 2 equal sides. Label the 2 equal side lengths of your shape.
6. Cristina describes her shape. She says it has 3 equal sides that are each 4 centimeters in length. It has no
right angles. Do your best to draw Cristina’s shape, and label the side lengths.

92

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Template 1 3 7
polygon

93

has at least 1 angle has all equal sides

greater than is a quadrilateral
(label side lengths)
a right angle
has at least 1 angle has at least

less than is a trapezoid 2 equal sides
a right angle (label side lengths)
has at least is a hexagon has at least 1 set

1 right angle of parallel sides
has more than

4 angles is a parallelogram has no parallel sides
game cards

94

A B C
A B C
A B C
A B C
game cards

95

Lesson 7
Objective: Reason about composing and decomposing polygons using
tetrominoes.


 Physiometry 3.G.1 (3 minutes)
 Classify the Shape 3.G.1 (4 minutes)
from memory all products of two one-digit numbers. See Lesson 1 for directions for administration of a
T: (Write 7 × 5 = ____.) Let’s skip-count up by fives. I’ll raise a finger for each five. (Raise a finger for
S: 5, 10, 15, 20, 25, 30, 35.
T: Let’s skip-count by fives starting at 25. Why is 25 a good place to start?
five. (Count down with fingers as students say the numbers.)

tetrominoes. 96

Physiometry (3 minutes)
Note: Kinesthetic memory is strong memory. This activity reviews terms from Lessons 4 and 5.
T: Stand up.
S: (Stand up.)
T: (Stretch one arm up, directly toward the ceiling. Stretch the other arm parallel to the floor.) What
type of angle do you think I’m modeling with my arms?
S: Right angle.
T: Model a right angle with your arms.
T: (Stretch the arm parallel to the floor toward the ceiling. Move the arm pointing toward the ceiling
so that it points toward the opposite wall.) Model another right angle.
T: How many sides does a triangle have?
S: Three sides.
T: Using your arms, model a triangle with the person standing next to you.
S: (Model a triangle in pairs.)
T: What do we call a four-sided figure?
S: Quadrilateral.
T: Use your body to make a quadrilateral with your partner.
S: (Model a quadrilateral in pairs.)
T: (Point to a side wall.) Point to the wall that runs parallel to the one to which I’m pointing.
S: (Point to the opposite side wall.)
T: (Point to the back wall so students point to the front wall.)
T: (Point to the front wall so students point to the back wall.)
T: Point to the walls that make a right angle with the wall to which I’m pointing.
T: (Point to the back wall so students point to the side walls.)
T: (Point to the side wall so students point to the front and back walls.)
Repeat with the front wall.
Classify the Shape (4 minutes)

Repeat Classify the Polygon from Lesson 5 with different shapes or orienting the same shapes differently.
Note: This activity reviews Lesson 4.

tetrominoes. 97

Materials: (T) Tetrominoes (Template) (S) Problem Set, tetrominoes (Template), crayons
Note: The Template in this lesson is a full sheet of each of the five types of tetrominoes (shown on the next
page). Make copies of each sheet on different color cardstock to color-code the pieces. Then, cut the
tetrominoes out, and bag sets that include multiple copies of each tetromino type for student use during the
lesson. Enlist the help of volunteers to assist in preparing the tetrominoes for this lesson.
Problem 1: Use tetrominoes to compose polygons.

T: (Project or hold up the tetrominoes.) Each of these shapes is called a tetromino. The area of each
tetromino is measured in square units. What is the area of each one in square units?
S: 4 square units.
T: Notice that each square unit shares a whole side with
another square. Whisper the name of these shapes to
NOTES ON
a partner.
MULTIPLE MEANS
S: (Whisper tetromino to a partner.) OF REPRESENTATION:
T: Take a few minutes to make some shapes with the Tetromino is pronounced
tetrominoes. (Allow students time to explore.) What /tɛˈtrɑːmɪnoʊ/. If helpful, explain to
shapes did you make? English language learners and others
S: (Possible responses include rectangle, square, and that the number prefix tetra- brings a
hexagon.) meaning of four, similar to the number
prefix quadr-. Relate tetromino to
T: Tell your partner how you moved the tetrominoes to familiar words such as the video game
make them fit together. Tetris and domino (having two
S: I turned some of the pieces.  I rotated them. squares).
T: To make shapes, you’ll have to rotate them and
sometimes even flip them over. (Demonstrate turning
one over so the back is faceup.) Read Problem 1.
S: (Read: Use tetrominoes to create at least two Tetrominoes
different rectangles. Then, color the grid below to
show how you created your rectangles. You may
use the same tetromino more than once.)
T: Look at the grid in Problem 1. How many
squares will you color for each tetromino you
use?
S: Four squares!
T: How will someone who looks at your grid be able to tell which tetromino pieces you used to make
each rectangle?
S: I can color the grid the same color as the tetromino pieces!  I can color the squares on the grid to
look like the shape of each tetromino that I use.
T: Go ahead and use your tetrominoes to answer Problem 1. (Circulate.)

tetrominoes. 98

T: Talk to a partner: How do you know the shapes that you made in Problem 1 are rectangles?
S: They look like rectangles!  I counted the units for the sides of my shapes. The opposite sides are
equal. I know rectangles have opposite sides that are equal.  I can use the corner of an index card
to make sure my shapes have four right angles.  My shapes have two sets of parallel lines, like a
rectangle.  Opposite sides that are equal, four right angles, and two sets of parallel lines are
MP.3 attributes of rectangles. My shapes have all of these attributes, so my shapes are rectangles!
T: Talk to a partner: What is the smallest rectangle you can make with tetrominoes? How do you
know?
S: A 1 unit by 4 unit rectangle.  The long, straight tetromino is already a rectangle, and its area is
4 square units.  Or we could make a 2 unit by 2 unit rectangle with the square piece.  The
square is a rectangle, too, and its area is 4 square units!
T: Work with a partner to make the smallest rectangle you can without using the square or long,
straight tetromino. (Allow students time to work.) How did you make your rectangle?
S: We made a 3 unit by 4 unit rectangle with two T-shaped tetrominoes and one L-shaped tetromino.
 We made the same size rectangle, but we used two L-shaped tetrominoes and one Z-shaped
tetromino.  I think our rectangle is the smallest because we made a 2 by 4 rectangle using two
L-shaped tetrominoes.
Problem 2: Use tetrominoes to compose polygons with given areas.

T: Read Problem 2.
S: (Read: Use tetrominoes to create at least two squares, NOTE ON
each with an area of 36 square units. Then, color the MULTIPLE MEANS
grid below to show how you created your squares. You OF ENGAGEMENT:
may use the same tetromino more than once.
Part of the excitement of having to find
a. Write a number sentence to show the area of a
two combinations that make a square
square above as the sum of the areas of the is that once the first square comes
tetrominoes you used to make the square. together, students are excited to see
b. Write a number sentence to show the area of a what other pieces they can use to
square above as the product of its side lengths.) make the second square. To vary the
level of challenge, limit which pieces or
T: How is Problem 2 different from Problem 1? how many they can use.
S: It tells us the area of the square has to be 36 square
units.
T: Talk to your partner: How many tetrominoes will you use to solve Problem 2? How do you know?
S: Enough to fill 36 square units.  Nine tetrominoes because each tetromino has an area of 4 square
units, and 9 × 4 = 36.  I can also divide to figure it out, like this: 36 ÷ 4 = 9.
T: What will be the side lengths of your square? How do you know?
S: 6 units because the side lengths of a square are equal.
T: Talk to a partner: How can the grid help you make a square with an area of 36 square units?
S: I can mark a 6 by 6 square on the grid so that I know my square has the right area.  Then, I can
just color the grid—I don’t even need to use the tetrominoes.  I think after I colored the grid,
I would build the square with the tetrominoes, just to be sure!

tetrominoes. 99

T: If that works for you, then use that strategy. Or you can use the strategy you used with the
rectangles and build with the tetrominoes first and then color the grid.
Have students solve all of Problem 2. When students are done, facilitate a discussion using the following
suggested questions.
 How do you know your shape is a square?
 What is the smallest square you can make with tetrominoes?
 What is the smallest square you can make without using the square tetromino?
 Can you make a square with tetrominoes that has an area of 25 square units? Why or why not?

Lesson Objective: Reason about composing and decomposing polygons using tetrominoes.
Set. They should check work by comparing answers with
a partner before going over answers as a class. Look for
lesson.
 Compare the rectangles you made in Problem 1
to a partner’s. How are they the same? How are
they different?
 Compare the squares you made in Problem 2 to a
partner’s. How are they the same? How are they
different?
 Say the addition equation in Problem 2(a) as a
multiplication equation. Explain to a partner
what the factors in the multiplication equation
represent.
 Invite students to share how they justified their
solution to Problem 3(a).

tetrominoes. 100

 Share solutions to Problem 4.

 What are two attributes of tetrominoes?


tetrominoes. 101

Multiply.

tetrominoes. 102

Name Date
1. Use tetrominoes to create at least two different rectangles. Then, color the grid below to show how you
created your rectangles. You may use the same tetromino more than once.
2. Use tetrominoes to create at least two squares, each with an area of 36 square units. Then, color the grid
below to show how you created your squares. You may use the same tetromino more than once.
a. Write an equation to show the area of a square above as the sum of the areas of the tetrominoes you
used to make the square.
b. Write an equation to show the area of a square above as the product of its side lengths.

tetrominoes. 103

3. a. Use tetrominoes to create at least two different rectangles, each with an area of 12 square units.
Then, color the grid below to show how you created the rectangles. You may use the same tetromino
more than once.
b. Explain how you know the area of each rectangle is 12 square units.
4. Marco created a rectangle with tetrominoes and traced its outline in the space below. Use tetrominoes
to re-create it. Estimate to draw lines inside the rectangle below to show how you re-created Marco’s
rectangle.

tetrominoes. 104

Name Date
Use your tetrominoes to make a rectangle that has an area of 20 square units. Then, color the grid to show
how you made your rectangle. You may use the same tetromino more than once.

tetrominoes. 105

Name Date
1. Color tetrominoes on the grid to create three different rectangles. You may use the same tetromino
more than once.
Tetrominoes

tetrominoes. 106

2. Color tetrominoes on the grid below to:
a. Create a square with an area of 16 square

units.
b. Create at least two different rectangles,
each with an area of 24 square units.
You may use the same tetromino more than once. Tetrominoes
3. Explain how you know the rectangles you created in Problem 2(b) have the correct area.

tetrominoes. 107

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Template 3
tetrominoes

tetrominoes. 108

tetrominoes

tetrominoes. 109

tetrominoes

tetrominoes. 110

tetrominoes

tetrominoes. 111

tetrominoes

tetrominoes. 112

Lesson 8
Objective: Create a tangram puzzle and observe relationships among the
shapes.


 Shade Rectangles of Equal Area 3.G.2 (4 minutes)
T: (Write 5 × 6 = ____.) Let’s skip-count up by sixes to find the answer. (Raise a finger for each number
S: 6, 12, 18, 24, 30.
T: (Circle 30, and write 5 × 6 = 30 above it. Write 3 × 6 = ____.) Let’s skip-count up by sixes again.
S: 6, 12, 18.
six. (Count down with fingers as students say the numbers.)
Lesson 8: Create a tangram puzzle and observe relationships among the shapes.
113


S: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
1 2 3 4 5 6 7 8 9 10
1 eight 2 eights 3 eights 4 eights 5 eights 6 eights 7 eights 8 eights 9 eights 10 eights
8 16 24 32 40 48 56 64 72 80
1 eight 16 3 eights 32 5 eights 48 7 eights 64 9 eights 80
8 2 eights 24 4 eights 40 6 eights 56 8 eights 72 10 eights
T: (Write 1 eight beneath the 1.) Count to 10 eights. (Write as students count.)
S: 1 eight, 2 eights, 3 eights, 4 eights, 5 eights, 6 eights, 7 eights, 8 eights, 9 eights, 10 eights.
T: Count by eights to 80. (Write as students count.)
S: 8, 16, 24, 32, 40, 48, 56, 64, 72, 80.
T: (Write 1 eight beneath the 8. Write 16 beneath the 16.) I’m going to give you a challenge. Let’s
alternate between saying the units of eight and the number. (Write as students count.)
S: 1 eight, 16, 3 eights, 32, 5 eights, 48, 7 eights, 64, 9 eights, 80.
T: (Write 8 beneath 1 eight and 2 eights beneath the 16.) Let’s alternate again. (Write as students
count.)
S: 8, 2 eights, 24, 4 eights, 40, 6 eights, 56, 8 eights, 72, 10 eights.
Shade Rectangles of Equal Area (4 minutes)

Materials: (S) Personal white board with grid paper
T: (Write Area = 6 square units.) On your grid paper, shade a rectangle with an area of 6 square units
with one row.
S: (Shade a 1 unit by 6 unit rectangle.)
T: Shade a rectangle with the same area using two rows.
T: (Write Area = 8 square units.) Shade a rectangle with an area of 8 square units.
S: (Shade a 1 unit by 8 unit rectangle, 2 unit by 4 unit rectangle, 4 unit by 2 unit rectangle, or 8 unit by
1 unit rectangle.)
T: Shade a rectangle with different side lengths but the same area.
S: (Shade a rectangle with different side lengths but the same area.)
Repeat process for Area = 12 square units.
114

Materials: (T) 8½″ × 11″ sheet of paper, scissors (S) 8½″ × 11″ sheet of paper, scissors, Problem Set
Part 1: Create a tangram puzzle.

Note: Have students store their tangram pieces to be used in NOTES ON
Lesson 9. MULTIPLE MEANS
T: Today, we will cut out different shapes from this one OF ENGAGEMENT:
large shape. What is this shape? (Hold up a sheet of Give English language learners and
paper.) others who may not otherwise quickly
articulate names of polygons a fair
S: A rectangle.
chance to participate. Offer the
alternative of nonverbal responses,
Problem 1 such as pointing to a rectangle,
T: First, we need to make a square. Fold your paper so triangle, quadrilateral, trapezoid, or
that a shorter side lies along a longer side. Cut off the square, or by gesturing or drawing on
extra strip of paper. Unfold the remaining paper. personal white boards. To preserve
the lesson, students may be allowed to
(Model.)
respond in their first languages.
However, offer students ample practice
and encouragement to speak polygon
names in English prior to and after the
lesson.
T: We have drawn diagonals inside quadrilaterals and
discovered they can be decomposed into what two shapes?
S: Two triangles.
T: Look how I fold my paper down the diagonal line that goes through the middle of the square. (Fold
and unfold the paper.) Do I get the same shapes?
S: Yes. You get two triangles!
T: Fold your square on the diagonal. Then, cut out the two triangles
on your paper as I cut out my triangles. (Cut out the triangles as
students cut out the triangles.) How many pieces do you have now?
S: Two pieces!
T: Draw and label these two new shapes in Problem 1 on the
Problem Set.
S: (Draw and label.)
115

Problem 2
T: Take one of your triangles. (Model.) Fold it in half
to make two equal sides, and crease it. Open the
paper, and cut on the fold. (Allow students time to
fold and cut.) Which smaller shapes is the big
triangle composed of?
S: Two smaller triangles.
T: Draw and label these two new shapes in Problem 2.
Problem 3
T: Take the remaining big triangle. (Model.) First, fold it in half to make our two triangles. Then, open
the paper, and fold the tip of the triangle down to meet the bottom side of the triangle in the
middle. Make a horizontal crease, and open it up. Cut only on the horizontal crease. What shapes
did we make?
S: A quadrilateral and a triangle.  A trapezoid and a smaller triangle.
T: Draw and label these two new shapes in Problem 3 as a trapezoid and triangle.
Problem 4
T: Take the trapezoid. Fold it in half, and cut it on the fold. Now you
have two of what type of shape?
S: Quadrilaterals.  Trapezoids.
Problem 5
T: Take one of the trapezoids, and fold the longest point in.
Make the long point meet the opposite corner, and crease it.
Open it up, and cut on the fold. What shapes did we make?
S: We made a triangle and a square.
116

Problem 6
T: Use the last trapezoid. Put the longest side at the bottom, with the right angles to the left. Fold the
bottom left angle up to meet the diagonal corner, and crease it. Open it up, and cut on the crease
line. (Allow students time to fold and cut.) What shapes did we make?
S: We made a small triangle and a parallelogram.
T: Draw and label these two new shapes in
Problem 6.
Part 2: Recompose shapes to form a square.

T: Put your pieces back together to form the large square with which we started. (Allow students
ample time to position the pieces. Make every effort not to interfere as students work at positioning
MP.1 the shapes during this sequence of the lesson. Encourage students to persevere, providing the least
direction possible. Have students who finish quickly shuffle their pieces and try to make new
shapes.)
T: Great job! These seven pieces that form a large square are called a tangram. You can make many
different and interesting shapes by combining some or all of the parts.
Students complete Problems 7(a) and 7(b).
Lesson Objective: Create a tangram puzzle and observe

relationships among the shapes.
lesson.
 How do you know the triangles in Problem 1 have
right angles without having to check with your
tool?
117

 What do you notice about the size and shape of

the triangles in Problem 2? Are they equal in
size? How do you know? Are they regular
polygons?
 Out of the seven tangram pieces, how many
shapes are triangles? How many shapes are
quadrilaterals? Are any of the shapes regular
polygons?
 Explain to your partner the steps you took to
recompose the seven shapes to a square.
 Share your answers to Problem 7(b). What was
challenging? What are some strategies you used
to recompose the square?

118

Multiply.
119

Name Date
1. Fold and cut the square on the diagonal. Draw and label your 2 new shapes below.
2. Fold and cut one of the triangles in half. Draw and label your 2 new shapes below.
3. Fold twice, and cut your large triangle. Draw and label your 2 new shapes below.
4. Fold and cut your trapezoid in half. Draw and label your 2 new shapes below.
120

5. Fold and cut one of your trapezoids. Draw and label your 2 new shapes below.
6. Fold and cut your second trapezoid. Draw and label your 2 new shapes below.
7. Reconstruct the original square using the seven shapes.
a. Draw lines inside the square below to show how the shapes go together to form the square. The first
one has been done for you.
b. Describe the process of forming the square. What was easy, and what was challenging?
121

Name Date
Choose three shapes from your tangram puzzle. Trace them below. Label the name of each shape, and
describe at least one attribute that they have in common.
122

Name Date
1. Draw a line to divide the square below into 2 equal triangles.
2. Draw a line to divide the triangle below into 2 equal, smaller triangles.
3. Draw a line to divide the trapezoid below into 2 equal trapezoids.
123

4. Draw 2 lines to divide the quadrilateral below into 4 equal triangles.
5. Draw 4 lines to divide the square below into 8 equal triangles.
6. Describe the steps you took to divide the square in Problem 5 into 8 equal triangles.
124

Lesson 9
Objective: Reason about composing and decomposing polygons using
tangrams.


T: (Write 7 × 6 = ____.) Let’s skip-count up by sixes. I’ll raise a finger for each six. (Raise a finger for
S: 6, 12, 18, 24, 30, 36, 42.
T: Let’s skip-count up by sixes starting at 30. Why is 30 a good place to start?
Lesson 9: Reason about composing and decomposing polygons using tangrams.

125


S: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
1 2 3 4 5 6 7 8 9 10
1 nine 2 nines 3 nines 4 nines 5 nines 6 nines 7 nines 8 nines 9 nines 10 nines
9 18 27 36 45 54 63 72 81 90
1 nine 18 3 nines 36 5 nines 54 7 nines 72 9 nines 90
9 2 nines 27 4 nines 45 6 nines 63 8 nines 81 10 nines
T: (Write 1 nine beneath the 1.) Count to 10 nines. (Write as students count.)
S: 1 nine, 2 nines, 3 nines, 4 nines, 5 nines, 6 nines, 7 nines, 8 nines, 9 nines, 10 nines.
T: Count by nines to 90. (Write as students count.)
S: 9, 18, 27, 36, 45, 54, 63, 72, 81, 90.
T: (Write 1 nine beneath the 9. Write 18 beneath the 18.) I’m going to give you a challenge. Let’s
alternate between saying the units of nine and the number. (Write as students count.)
S: 1 nine, 18, 3 nines, 36, 5 nines, 54, 7 nines, 72, 9 nines, 90.
T: (Write 9 beneath 1 nine and 2 nines beneath the 18.) Let’s alternate again. (Write as students
count.)
S: 9, 2 nines, 27, 4 nines, 45, 6 nines, 63, 8 nines, 81, 10 nines.
Name at least two attributes that a trapezoid, a

square, and a parallelogram all have in common.
Draw a diagram to support your ideas.
Note: This problem is designed to bridge learning
from prior lessons and lead up to the Concept
Development for the current lesson.

126

Materials: (S) Tangram pieces (from Lesson 8), blank piece of paper, Problem Set
Problem 1
Use at least two tangram pieces to make and draw two of each
of the following shapes. Draw lines to show where the tangram NOTES ON
pieces meet. MULTIPLE MEANS
a. A rectangle that does not have all equal sides. OF ACTION AND
b. A triangle. EXPRESSION:
c. A parallelogram. It may be beneficial to have a variety of
tangrams to meet the needs of
d. A trapezoid. students. Plastic or virtual tangrams
may be easier for some students to
T: Use the square and the two small triangles to make a manipulate. Alternatively, tangram
rectangle. (Allow students time to work.) Estimate to pieces (from Lesson 8) can be copied
draw your rectangle in Problem 1(a). Draw lines to on heavier paper, such as cardstock.
show where the triangles and square meet to make
the rectangle.
S: (Draw a rectangle in Problem 1(a).)
T: Use at least two tangram pieces to make another rectangle. (Allow students time to work.) Which
shapes did you use to make another rectangle?
S: I used the medium triangle and the two small triangles.  I used the square, the medium triangle,
and the two small triangles.  I used the square, the medium triangle, the two small triangles, and
the parallelogram.
T: Compare your rectangle to a partner’s. Discuss how they are similar and how they are different.
S: (Compare rectangles and discuss similarities and differences.)
T: Estimate to draw your rectangle in Problem 1(a). Draw lines to show where the tangram pieces
meet to make the rectangle.
S: (Draw a rectangle in Problem 1(a).)
Continue the process to make the rest of the shapes in Problem 1.
Note: Students should try to make parallelograms and trapezoids that are not rectangles.
Problem 2
Use your two smallest triangles to create a square, a parallelogram, and a triangle. Show how you created
them below.
T: Use the two small triangles to make a square. (Allow students time to work.) Estimate to draw your
square in Problem 2. Draw lines to show where the triangles meet to make the square.
S: (Draw a square in Problem 2.)

127

T: Compare the square you made using two small triangles with the square tangram piece. What do
you notice?
S: They’re the same!  Two small triangles equal the square tangram piece!
T: Now, use the two small triangles to make a parallelogram. (Allow students time to work.) Estimate
to draw your parallelogram in Problem 2. Draw lines to show where the triangles meet to make the
parallelogram.
S: (Draw a parallelogram in Problem 2.)
T: Finally, use the two small triangles to make a new triangle. (Allow students time to work.) Estimate
to draw your triangle in Problem 2. Draw lines to show where the small triangles meet to make the
new triangle.
S: (Draw a triangle in Problem 2.)
T: Talk to a partner: Compare the size of the parallelogram and the new triangle that you made to the
size of the square tangram piece.
S: They’re all equal!  We saw that the two small triangles are the same size as the square. Since we
used the two small triangles to make the parallelogram and the new triangle, then those shapes are
the same size as the square tangram piece.
Problems 3 and 4
Problem 3: Create your own shape on a separate sheet of paper using all seven pieces. Describe its
attributes below.
Problem 4: Trade your outline with a partner to see if you can re-create his shape using your tangram pieces.
Reflect on your experience below. What was easy? What was challenging?
T: Use all seven tangram pieces to create a new shape. Trace the outline of the shape on the blank
piece of paper. Describe attributes of your shape in Problem 3. When you’ve answered Problem 3,
trade outlines with a partner, and try to re-create your partner’s shape with your tangram pieces.
Then, answer Problem 4.
To prepare students, do the following:
 Remind them that the shapes they create cannot have gaps or overlaps.
 Generate a list of possible attributes that they might use to describe their new shapes.
 Clarify that, if necessary, they can gently guide their partners to re-create shapes if their partners
have independently put forth significant effort in attempting to re-create the shapes.
If time permits, students can perform a gallery walk to view the shapes that their classmates created with all
seven tangram pieces.
Note: Students need their tangram pieces for the Exit Ticket and Homework.

128

Lesson Objective: Reason about composing and

decomposing polygons using tangrams.
active processing of the total lesson experience. Invite
students to review their solutions for the Problem Set.
They should check work by comparing answers with a
lesson.
 Which shape was the most challenging for you to
make in Problem 1? Why?
 Could you make the same shapes you made in
Problem 2 with the large triangles? Why or why
not?
 What can you say about the areas of the shapes
you made in Problem 2? How about the areas of
these shapes compared to the area of the square
tangram piece?
 Compare your answer to Problem 3 with a
partner’s answer. What attributes do your
shapes have in common? What attributes are
different?
 Share your answers to Problem 4. Was
something easy for you but challenging for
others? Likewise, was something easy for others
but challenging for you? Why?


129

Multiply.

130

Name Date
1. Use at least two tangram pieces to make and draw two of each of the following shapes. Draw lines to
show where the tangram pieces meet.
a. A rectangle that does not have all equal sides.
b. A triangle.
c. A parallelogram.
d. A trapezoid.

131

2. Use your two smallest triangles to create a square, a parallelogram, and a triangle. Show how you
created them below.
3. Create your own shape on a separate sheet of paper using all seven pieces. Describe its attributes below.
4. Trade your outline with a partner to see if you can re-create her shape using your tangram pieces. Reflect
on your experience below. What was easy? What was challenging?

132

Name Date
Nancy uses her tangram pieces to make a trapezoid without using the square piece. Below, sketch how she
might have created her trapezoid.

133

Name Date
1. Use at least two tangram pieces to make and draw each of the following shapes. Draw lines to show
where the tangram pieces meet.
a. A triangle.
b. A square.
c. A parallelogram.
d. A trapezoid.

134

2. Use your tangram pieces to create the cat below. Draw lines to show where the tangram pieces meet.
3. Use the five smallest tangram pieces to make a square. Sketch your square below, and draw lines to
show where the tangram pieces meet.

135

3
GRADE
GRADE 3• MODULE 7
Topic C
Problem Solving with Perimeter
3.MD.8, 3.G.1
Focus Standard: 3.MD.8 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.
Coherence -Links from: G2–M6 Foundations of Multiplication and Division
G3–M4 Multiplication and Area
-Links to: G4–M3 Multi-Digit Multiplication and Division
Students are introduced to perimeter in Topic C. Conceptual exploration begins by creating tessellations. In
Lessons 10 and 11, students decompose a quadrilateral. They rearrange the parts to form a new shape. They
then use the new shape to tile, tracing its perimeter until a new larger shape (the complete tessellation) is
formed. Through this work, students define perimeter as the boundary of a two-dimensional shape and use
their new vocabulary in context as they describe the process of tessellating. These lessons begin the study of
perimeter with unusual shapes to encourage flexible thinking about perimeter and avoid the misconception
that it is a property of rectangles alone.
or
Cut on the line. Then, slide the piece to the opposite side, or rotate it to an
adjacent side to make a new shape.
Topic C: Problem Solving with Perimeter

136

NYS COMMON CORE MATHEMATICS CURRICULUM Topic C 3 7
In Lesson 12, students measure side lengths and calculate perimeters. They measure the side lengths of
polygons (in whole number units) using rulers and then use these side lengths to determine perimeter.
Students attend to units as they solve and discuss the efficiency of strategies for adding side lengths. The
complexity increases in Lesson 13 when students are given pictorial models, including the side lengths of
polygons, from which they determine the perimeter.
Lesson 14 provides more complex problem solving; students determine the perimeter of a figure when whole
number side length measurements are unknown. Students use their knowledge of attributes of shapes to fill
in unknown information and then calculate the perimeter. For example, they may be told that a hexagon is
regular and that one side length is 5 centimeters. Based on that information, students fill in the unknown
side lengths and calculate the perimeter and discuss whether addition or multiplication is a more efficient
strategy for solving the problem.
In Lesson 15, students apply their basic understanding of perimeter to real-world contexts. They explore how
perimeter is used in everyday life and develop strategies for calculating perimeters using known information.
Lesson 16 extends students’ knowledge of perimeter to circles. In this lesson, students wrap string around
various circular objects, such as lids. Students measure their strings to the nearest quarter inch using rulers
and record their measurements for comparison and discussion. This lesson reinforces that perimeter is a
measureable attribute for any shape, not just polygons, and that those measurements can occur in both
whole and fractional units.
Lesson 17 involves using all four operations to determine a perimeter and any unknown measurements.
Students develop strategies for finding the perimeter of part of a larger shape, for example, the shaded
rectangle in the figure below. In this example, students understand that they can subtract the known part of
the length from the total length to find the unknown measurement. The unknown measurements may then
be used to find the perimeter of the shaded rectangle.
10 cm
6 cm
3 cm
20 cm
What is the perimeter of the shaded rectangle?

137

NYS COMMON CORE MATHEMATICS CURRICULUM Topic C 3 7
A Teaching Sequence Toward Mastery of Problem Solving with Perimeter

Objective 1: Decompose quadrilaterals to understand perimeter as the boundary of a shape.
(Lesson 10)
Objective 2: Tessellate to understand perimeter as the boundary of a shape. (Optional.)

(Lesson 11)
Objective 3: Measure side lengths in whole number units to determine the perimeter of polygons.
(Lesson 12)
Objective 4: Explore perimeter as an attribute of plane figures and solve problems.

(Lesson 13)
Objective 5: Determine the perimeter of regular polygons and rectangles when whole number
measurements are unknown.
(Lesson 14)
Objective 6: Solve word problems to determine perimeter with given side lengths.
(Lesson 15)
Objective 7: Use string to measure the perimeter of various circles to the nearest quarter inch.
(Lesson 16)
Objective 8: Use all four operations to solve problems involving perimeter and unknown measurements.
(Lesson 17)

138

Lesson 10
Objective: Decompose quadrilaterals to understand perimeter as the
boundary of a shape.


from memory all the products of two one-digit numbers. See Lesson 1 for the directions for administration of
a Multiply-By Pattern Sheet.
T: (Write 5 × 7 = ____.) Let’s skip-count up by sevens to find the answer. (Raise a finger for each
S: 7, 14, 21, 28, 35.
T: (Circle 35, and write 5 × 7 = 35 above it. Write 3 × 7 = ____.) Let’s skip-count up by sevens again.
S: 7, 14, 21.
seven. (Count down with fingers as students say the numbers.)
Lesson 10: Decompose quadrilaterals to understand perimeter as the boundary

of a shape. 139


Note: This activity builds fluency with multiplication facts using units of 2.
T: Count by twos to 20. (Write as students count. See the chart below.)
S: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20.
T: (Write 1 two beneath the 2.) Count to 10 twos. (Write as students count.)
S: 1 two, 2 twos, 3 twos, 4 twos, 5 twos, 6 twos, 7 twos, 8 twos, 9 twos, 10 twos.
2 4 6 8 10 12 14 16 18 20
1 two 2 twos 3 twos 4 twos 5 twos 6 twos 7 twos 8 twos 9 twos 10 twos
T: Let’s count to 10 twos again. This time, stop when I raise my hand.
S: 1 two, 2 twos, 3 twos.
T: (Raise hand.) Say the multiplication sentence.
S: 3 × 2 = 6.
T: Continue.
S: 4 twos, 5 twos.
S: 5 × 2 = 10.
T: Continue.
S: 6 twos, 7 twos, 8 twos.
S: 8 × 2 = 16.
Continue the process up to 10 twos and down to 1 two.
NOTES ON
Application Problem (8 minutes) MULTIPLE MEANS
OF REPRESENTATION:
Trista uses all seven of her tangram pieces to make a square as Scaffold the Application Problem with
shown. One side of the large square is 4 inches long. What is questions such as the following:
the total area of the two large triangles? Explain your answer.  What do you know about the sides
of a square?
 What other measures can you
label?
 What is the area of the square?
4 in  Shade the two large triangles.
What is the shaded fraction of the
square?
 What is the area of the two large
triangles?

of a shape. 140

Note: This problem reviews the work done with tangrams in Lessons 8 and 9. It also reviews the concept of
area from Module 4. Students may not immediately recognize that the two large triangles make up half of
the square. If necessary, have them use tangram pieces to demonstrate this before solving.
Materials: (T) 2″ square on cardstock, scissors, tape (S) 2″ square on cardstock, tape, crayons, Problem Set,
scissors, black marker, red marker, white string
Problem 1: Decompose a square to define perimeter.

Note: Students should save the shape created here for Lesson 11.
Use a 2-inch square to answer the questions below.
a. Trace the square in the space below with a red crayon.
b. Trace the new shape you made with the square in the space below with a red crayon.
c. Which shape has a greater perimeter? How do you know?
d. Color the inside of the shapes in Problem 1 (a) and (b) with a blue crayon.
e. Which color represents the perimeters of the shapes? How do you know?
f. What does the other color represent? How do you know?
g. Which shape has a greater area? How do you know?
T: (Give each student a 2-inch square.) Trace your 2-inch square in Problem 1(a) with a red crayon.
S: (Trace the square with a red crayon.)
T: (Distribute the white string.) Work with your partner to wrap the string around the outside edges of
your square. (Model.) Partner A, hold the string in place. Partner B, use the black marker to mark
the string where it meets the end after going all the way around once.
S: (Mark the string.)
T: Switch roles to help your partner mark his string.
S: (Switch roles and mark the string.)

of a shape. 141

T: Set your string aside. Draw a path from the top right-hand corner of
the square to the bottom right-hand corner. Be creative! Your path
shouldn’t be straight, but you will cut along it. Keep that in mind as
you draw. (Model.)
S: (Draw the path.)
T: Carefully cut along your path. (Model.)
S: (Cut along the path.)
T: Use your finger to trace around the edge of the piece you cut out. We
call the boundary of the shape its perimeter. Say the word to yourself
as you trace.
S: Perimeter. (Trace with finger.)
T: Slide the piece that you cut out to the opposite side of your square.
Line up the straight edge of the piece that you cut out with the edge of
the square. Tape the pieces together, making sure that there aren’t
any gaps. (Model.)
S: (Slide and tape.)
T: What happened to the perimeter of the shape you cut out?
S: It got curvy instead of straight.  Two sides changed, and two sides
stayed the same.  Part of it is stuck to the square.  The new
perimeter is the edge of the whole new shape we made by taping.
T: Work with a partner to wrap your string around your new shape. This time, use the red marker to
mark the string where it meets the end after going all the way around once. Then, switch roles so
your partner can mark her string.
MP.3
T: The marks on your string represent the perimeters of the square and your new shape. Talk to a
partner. Compare the perimeters of the square and your new shape.
S: The perimeter of my new shape is greater than the perimeter of the square.  Yeah! Mine too!
T: Did the area of the square change when you made your new shape? Talk to a partner.
S: We didn’t get rid of any part of the square; we just changed the way it looks.  Yeah. The same
amount of space is covered, so the area stays the same.
T: Follow the directions to complete Problem 1(b–g) on your Problem Set. (Allow students time to
work.) Which color in Problem 1 (a) and (b) represents the perimeter of the shapes?
S: Red!
T: What does the color blue represent?
S: Area!

Students should do their personal best to complete Problems 2 and 3 of the Problem Set within the allotted
5 minutes.

of a shape. 142

Lesson Objective: Decompose quadrilaterals to

understand perimeter as the boundary of a shape.
lesson.
 Does the shape you drew in Problem 1(a) have
the same perimeter as the shape your partner
drew for Problem 1(a)? How do you know?
 Use your string to compare the perimeter of your
new shape to your partner’s. Whose shape has a
greater perimeter? How do you know?
 How is area different from perimeter? Why did
the perimeter of the shape change but the area
stay the same?
 Explain to a partner how you could use your piece
of string to figure out which shape has the
greatest perimeter in Problem 2.


of a shape. 143

Multiply

of a shape. 144

Name Date
1. Use a 2-inch square to answer the questions below.

a. Trace the square in the space below with a red crayon.
b. Trace the new shape you made with the square in the space below with a red crayon.
c. Which shape has a greater perimeter? How do you know?
d. Color the inside of the shapes in Problem 1 (a) and (b) with a blue crayon.

of a shape. 145

e. Which color represents the perimeters of the shapes? How do you know?
f. What does the other color represent? How do you know?
g. Which shape has a greater area? How do you know?
2. a. Outline the perimeter of the shapes below with a red crayon.
b. Explain how you know you outlined the perimeters of the shapes above.
3. Outline the perimeter of this piece of paper with a highlighter.

of a shape. 146

Name Date
Jason paints the outside edges of a rectangle purple. Celeste paints the inside of the rectangle yellow.
1. Use your crayons to color the rectangle that Jason and Celeste painted.
2. Which color represents the perimeter of the rectangle? How do you know?

of a shape. 147

Name Date
1. Trace the perimeter of the shapes below.
a. Explain how you know you traced the perimeters of the shapes above.
b. Explain how you could use a string to figure out which shape above has the greatest perimeter.

of a shape. 148

2. Draw a rectangle on the grid below.
a. Trace the perimeter of the rectangle.

b. Shade the area of the rectangle.
c. How is the perimeter of the rectangle different from the area of the rectangle?
3. Maya draws the shape shown below. Noah colors the inside of Maya’s shape as shown. Noah says he
colored the perimeter of Maya’s shape. Maya says Noah colored the area of her shape. Who is right?
Explain your answer.

of a shape. 149

Lesson 11
Objective: Tessellate to understand perimeter as the boundary of a shape.
(Optional.)

NOTES ON
 Concept Development (50 minutes) MULTIPLE MEANS
 Student Debrief (10 minutes) OF REPRESENTATION:
Total Time (60 minutes) Topic C presents two possible optional
lessons related to perimeter, including
this lesson. The second option is a
culminating lesson using the text
below, along with the lesson plan
Concept Development (50 minutes) found at the end of that text.
Burns, Marilyn. Spaghetti and
Materials: (T) Shape created in Lesson 10 (S) Shape created in Meatballs for All! A Mathematical
Lesson 10, blank piece of paper, crayons, white Story. New York: Scholastic Press,
string, black marker, Problem Set 1997.
With the Marilyn Burns option, the
Problem 1(a–c): Tessellate to explore perimeter. recommended sequence is after
Lesson 17 and before the Mid-Module
Follow the directions below using the shape you created Assessment because the lesson
yesterday. explores the relationship between
a. Tessellate your shape on a blank piece of paper. perimeter and area. It works well as a
culmination of Topic C while
b. Color your tessellation to create a pattern. anticipating Topic D, which
c. Outline the perimeter of your tessellation with a incorporates area.
highlighter.
T: (Project Image A.) What shape do you see repeated in this
figure?
Image A
S: Hexagons!
T: Do all of the hexagons look the same? Discuss with your partner.
S: Some are yellow, and some are orange.  But they all look like
they’re the same size.
T: You’re right. All of the hexagons are the same size. In fact, this
figure was made by tracing the same hexagon over and over. Do
you see any gaps or overlaps between each hexagon?
S: No!
T: We call this figure a tessellation because it was made by copying a
shape many times, without any gaps or overlaps. You’re going to
create your own tessellation using the shape you made yesterday.
Lesson 11: Tessellate to understand perimeter as the boundary of a shape.

(Optional.) 150

Prepare students by doing the following:

 Model how to tessellate, emphasizing that there NOTES ON
should not be any gaps or overlaps. As students MULTIPLE MEANS
tessellate, ask them to notice how the perimeter of the OF ACTION AND
figure increases with each tessellation. EXPRESSION:
 Convey the idea that even though these tessellations Students working below grade level
are restricted by the paper size, a tessellation could, in and others may find tessellating
fact, go on forever. concrete or virtual pattern blocks, or
 Remind students that when coloring their designs, they drawing on grid paper, a helpful step
should be creating a pattern. toward tessellating their shapes on a
blank piece of paper.
If time permits, students can outline the perimeter of each
tessellated shape within their designs using a black marker.
When tessellations are complete, allow time for a gallery walk.
Problem 1(d) and Problem 2: Use a string to measure and

compare perimeters. NOTES ON
MULTIPLE MEANS
Problem 1(d): Use a string to measure the perimeter of your
OF ACTION AND
tessellation.
EXPRESSION:
Problem 2: Compare the perimeter of your tessellation to a Support English language learners as
partner’s. Whose tessellation has a greater perimeter? How do they write their responses to Problems
you know? 2–4 on the Problem Set. Provide
sentence starters and a word bank.
Have students work with a partner and use a white string to
measure the total perimeter of the figure they created when Sentence starters may include the
they tessellated. They should switch roles so that each partner following:
can measure the total perimeter of his figure. Have them “The tessellation with the longer
compare the perimeters of their figures using the marks on perimeter was ____.”
their strings and then answer Problem 2 on the Problem Set. “I know because…”
Possible words for the word bank may
Problem Set (5 minutes) include the following:
measure string more
Students should do their personal best to complete Problems 3
shorter tessellate row
and 4 of the Problem Set within the allotted 5 minutes.

(Optional.) 151

Lesson Objective: Tessellate to understand perimeter as

the boundary of a shape. (Optional.)
lesson.
 Explain to a partner the steps you used to
tessellate your shape in Problem 1(a).
 Share your answer to Problem 3. How could you
decrease the perimeter of your tessellation?
 Use your string to measure the perimeter of the
piece of paper on which you made your
tessellation. Compare the perimeter of the paper
to the perimeter of your tessellation.
 Discuss the tessellations you saw during the
gallery walk. Were any the same? Why or why
not? How were they similar to your tessellation?
How were they different?


(Optional.) 152

Name Date
1. Follow the directions below using the shape you created yesterday.
a. Tessellate your shape on a blank piece of paper.
b. Color your tessellation to create a pattern.
c. Outline the perimeter of your tessellation with a highlighter.
d. Use a string to measure the perimeter of your tessellation.
2. Compare the perimeter of your tessellation to a partner’s. Whose tessellation has a greater perimeter?
How do you know?
3. How could you increase the perimeter of your tessellation?
4. How would overlapping your shape when you tessellated change the perimeter of your tessellation?

(Optional.) 153

Name Date
Estimate to draw at least four copies of the given regular hexagon to make a new shape, without gaps or
overlaps. Outline the perimeter of your new shape with a highlighter. Shade in the area with a colored
pencil.

(Optional.) 154

Name Date
1. Samson tessellates regular hexagons to make the shape below.
a. Outline the perimeter of Samson’s new shape with a highlighter.
b. Explain how Samson could use a string to measure the perimeter of his new shape.
c. How many sides does his new shape have?
d. Shade in the area of his new shape with a colored pencil.
2. Estimate to draw at least four copies of the given triangle to make a new shape, without gaps or overlaps.
Outline the perimeter of your new shape with a highlighter. Shade in the area with a colored pencil.

(Optional.) 155

3. The marks on the strings below show the perimeters of Shyla’s and Frank’s shapes. Whose shape has a
greater perimeter? How do you know?
Shyla’s String:
Frank’s String:
4. India and Theo use the same shape to create the tessellations shown below.
India’s Tessellation Theo’s Tessellation
a. Estimate to draw the shape India and Theo used to make their tessellations.
b. Theo says both tessellations have the same perimeter. Do you think Theo is right? Why or why not?

(Optional.) 156

Lesson 12
Objective: Measure side lengths in whole number units to determine the
perimeter of polygons.

 Concept Development (20 minutes) NOTES ON
Application Problem (15 minutes) LESSON SEQUENCE:

 Student Debrief (10 minutes) In this lesson, the Application Problem
comes after the Concept Development
Total Time (60 minutes) and before independent work time on
the Problem Set. This provides
students with an opportunity to apply
Fluency Practice (15 minutes) their learning from the Concept
Development to a word problem and
 Multiply by 7 3.OA.7 (8 minutes) debrief it as a class before moving on
 Equivalent Counting with Units of 3 3.OA.7 (4 minutes) to independent application on the
Problem Set. As a result, the 15
 Area and Perimeter 3.G.2 (3 minutes) minutes for the Application Problem
include 10 minutes for the Problem
Multiply by 7 (8 minutes) Set.
T: (Write 7 × 7 = ____.) Let’s skip-count up by sevens. I’ll raise a finger for each seven. (Raise a finger
S: 7, 14, 21, 28, 35, 42, 49.
T: Let’s skip-count up by sevens starting at 35. Why is 35 a good place to start?
perimeter of polygons. 157


T: Count by threes to 30. (Write as students count.)

S: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30.
3 6 9 12 15 18 21 24 27 30
1 three 2 threes 3 threes 4 threes 5 threes 6 threes 7 threes 8 threes 9 threes 10 threes
T: (Write 1 three beneath the 3.) Count to 10 threes. (Write as students count.)
S: 1 three, 2 threes, 3 threes, 4 threes, 5 threes, 6 threes, 7 threes, 8 threes, 9 threes, 10 threes.
T: Let’s count to 10 threes again. This time, stop when I raise my hand.
S: 1 three, 2 threes, 3 threes.
S: 3 × 3 = 9.
T: Continue.
S: 4 threes, 5 threes.
S: 5 × 3 = 15.
Continue the process up to 10 threes and down to 1 three.
Area and Perimeter (3 minutes)

Materials: (S) Grid paper

T: On your grid paper, shade a rectangle that is 2 units wide by 3 units long.
T: What is the area of the rectangle?
S: 6 square units!
T: Draw a line around the perimeter of the rectangle.
S: (Draw line around the perimeter.)
T: At the signal, show your paper. (Signal.)
S: (Show paper with the perimeter marked.)
Continue with the following possible sequence: 4 units by 2 units and 5 units by 3 units.


NOTES ON
Materials: (S) Personal white board, shapes (Template) MULTIPLE MEANS
(pictured below), ruler OF REPRESENTATION:
When asking, “What forms the
T: (Pass out the Template.) Yesterday you learned that boundary of Shape A?” use gestures to
the boundary of a shape is the shape’s perimeter. convey the meaning clearly to English
What forms the boundary of Shape A? Talk to a language learners. For example, while
partner. saying the word boundary, project or
S: The outside edges of the shape.  The sides of the hold the shape, and trace its sides.
shape form the boundary.
T: The sides form the boundary of Shape A. Trace the
perimeter of Shape A with your finger. (Allow students Shapes Template
time to trace.) Your finger just traveled around the
perimeter of Shape A. What tool can you use to figure
out how many centimeters your finger traveled?
S: A ruler!
T: Measure and label the side lengths of Shape A in centimeters.
(Allow students time to work, and then project Shape A with
the side lengths labeled.) Check your side lengths against
mine. Write and solve a number sentence to show how to find
MP.5 the total of Shape A’s side lengths.
S: (Possible number sentences include the following:
10 + 10 + 4 + 4 = 28.  (2 × 10) + (2 × 4) = 20 + 8 = 28.
 (10 + 4) × 2 = 28.)
T: What strategy did you use to find the total of the side lengths? 10 cm
S: I doubled 10 to get 20 and doubled 4 to get 8. Then, I added
20 and 8 to get 28.  That’s like what I did. I thought of it as 4 cm
4 cm A
2 tens plus 2 fours.  I added 10 and 4 to get 14. I knew there
were 2 fourteens, so I doubled 14 to get 28.
10 cm
T: What is 28 centimeters a measurement of?
S: The perimeter!
T: What kind of polygon is Shape A?
S: A quadrilateral because it has four sides. NOTES ON
 A parallelogram because it has two sets of parallel MULTIPLE MEANS
lines.  A rectangle because the opposite sides are OF REPRESENTATION:
equal and the corners look like right angles. Outlining the shapes on the Template
with glue that dries and makes a hard
Repeat the process with Shapes B through E. Students measure
boundary may be beneficial to some
the side lengths in centimeters, calculate the perimeter, discuss students as they measure, particularly
strategies for finding the total, and name each shape. When students with low vision.
they are ready, release them to work independently or with a
partner.


Angela measures the sides of a square napkin with her ruler. Each side measures 6 inches. What is the
perimeter of the napkin?
Note: This problem allows students to transfer their conceptual knowledge from the lesson to an Application
Problem before practicing this independently with the remainder of the Problem Set.

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students should solve these problems using the RDW
approach used for Application Problems.

Lesson Objective: Measure side lengths in whole number
units to determine the perimeter of polygons.
lesson.
 Which shape has the smallest perimeter in
Problem 1? How do you know?
 What unit did you use to record the perimeters of
the shapes in Problem 1? Why?

 What do you notice about the perimeters of the

shapes in Problem 1 (b) and (e)?
 How did doing the Application Problem together
help you get ready for the Problem Set?
 How could you find the perimeter of each
triangle in Problem 2?
 Whose shape has more sides in Problem 3? Do
more sides mean a greater perimeter? Why or
why not?
 What multiplication equation can you use to find
the perimeter of the square in Problem 4? (This
anticipates the work done in Lesson 15 of finding
the perimeter of a regular polygon given one side
length.)
 Explain to a partner how to use a ruler to find the
perimeter of a shape.


Multiply.

Name Date
1. Measure and label the side lengths of the shapes below in centimeters. Then, find the perimeter of each
shape.
a. b.
Perimeter = _____cm +_____cm +_____cm +_____cm Perimeter = _____________________
= _______ cm = _______ cm
c.
d.
Perimeter = _____________________
= _______ cm
Perimeter = _____________________
= _______ cm
e.
Perimeter = _____________________
= _______ cm

2. Carson draws two triangles to create the new shape shown below. Use a ruler to find the side lengths of
Carson’s shape in centimeters. Then, find the perimeter.
3. Hugh and Daisy draw the shapes shown below. Measure and label the side lengths in centimeters.
Whose shape has a greater perimeter? How do you know?
Hugh’s Shape
Daisy’s Shape
4. Andrea measures one side length of the square below and says she can find the perimeter with that
measurement. Explain Andrea’s thinking. Then, find the perimeter in centimeters.

Name Date
Measure and label the side lengths of the shape below in centimeters. Then, find the perimeter.
Perimeter = __________________________________________
= _______ cm

Name Date
1. Measure and label the side lengths of the shapes below in centimeters. Then, find the perimeter of each
shape.
a. b.
Perimeter = _____cm +_____cm +_____cm

Perimeter = _____________________
= _______ cm
= _______ cm
c. d.
Perimeter = _____________________
Perimeter = _____________________
= _______ cm
= _______ cm
e.
Perimeter = _____________________
= _______ cm

2. Melinda draws two trapezoids to create the hexagon shown below. Use a ruler to find the side lengths of
Melinda’s hexagon in centimeters. Then, find the perimeter.
3. Victoria and Eric draw the shapes shown below. Eric says his shape has a greater perimeter because it
has more sides than Victoria’s shape. Is Eric right? Explain your answer.
Victoria’s Shape Eric’s Shape
4. Jamal uses his ruler and a right angle tool to draw the rectangle shown below. He says the perimeter of
his rectangle is 32 centimeters. Do you agree with Jamal? Why or why not?

A
B
C D
shapes

Lesson 13
Objective: Explore perimeter as an attribute of plane figures and solve
problems.


 Find the Perimeter 3.MD.8 (4 minutes)
T: (Write 5 × 8 = ____.) Let’s skip-count up by eights to find the answer. (Raise a finger for each
S: 8, 16, 24, 32, 40.
T: (Circle 40, and write 5 × 8 = 40 above it. Write 3 × 8 = ____.) Let’s skip-count up by eights again.
S: 8, 16, 24.
eight. (Count down with fingers as students say the numbers.)
Lesson 13: Explore perimeter as an attribute of plane figures and solve problems.
169


T: Count by fours to 40. (Write as students count.)
S: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40.
T: (Write 1 four beneath the 4.) Count to 10 fours. (Write as students count.)
4 8 12 16 20 24 28 32 36 40
1 four 2 fours 3 fours 4 fours 5 fours 6 fours 7 fours 8 fours 9 fours 10 fours
S: 1 four, 2 fours, 3 fours, 4 fours, 5 fours, 6 fours, 7 fours, 8 fours, 9 fours, 10 fours.
T: Let’s count to 10 fours again. This time, stop when I raise my hand.
S: 1 four, 2 fours, 3 fours.
S: 3 × 4 = 12.
T: Continue.
S: 4 fours, 5 fours.
S: 5 × 4 = 20.
T: Continue the process up to 10 fours and down to 1 four.
Find the Perimeter (4 minutes)


T: (Project 5 cm by 2 cm rectangle. Write
P = __ cm + __ cm + __ cm + __ cm.) Copy the
equation on your personal white board, and fill in
the blanks.
S: (Write P = 5 cm + 2 cm + 5 cm + 2 cm.)
T: (Write P = ___ cm.) Solve your equation to find the
perimeter.
S: (Write P = 14 cm.)
Continue the process with the other polygons.
170

Materials: (S) 3″ × 5″ index card, ruler
Use your index card to answer the questions.

a. What is the perimeter of your index card in inches?
b. Place the short end of your index card next to the short end of your partner’s index card. Make a
prediction: What do you think the perimeter is of the new shape you made?
c. Find the perimeter of the new shape. Was your prediction right? Why or why not?
Note: This problem reviews Lesson 11’s concept of measuring side lengths to calculate perimeter. Discuss
the predictions that students made in part (b), and clear up any misconceptions about the perimeter of the
new shape being double the perimeter of one index card.
Part 1: Calculate perimeter with given side lengths. 3 in 3 in
T: (Project the shape to the right.) How can you use the
information in this picture to find the perimeter of the shape?
Talk to a partner.
S: I can just add the side lengths!  Side lengths are given, so I 4 in 4 in
can add them to find the perimeter.
T: Write and solve an equation that shows the perimeter as the
sum of the given side lengths.
2 in
S: (Write 3 in + 3 in + 4 in + 4 in + 2 in = 16 inches.)
T: Talk to a partner. What strategy did you use to solve?
S: I added the fours to get 8. 8 + 2 = 10. Then, I added 2 threes to 10 to get 16.  I doubled 3 to get 6
and then added a 4 to make 10. Then, I added 4 plus 2 plus 10 to get 16.  I added 3 plus 4 to get
7. Then, I doubled 7 to get 14 and added 2 to 14 to get 16.  I did 4 times 4 by just using the two to
change the threes to fours.
171

Repeat the process with the following possible suggestions.

7 cm
9m
5 cm
10 cm
7 cm
4m
3m
8m 12 cm
Part 2: Practice calculating the perimeter of various shapes with given side lengths. Quiz-Quiz-Trade Cards
Template
Materials: (T) Timer (S) Quiz-Quiz-Trade cards (Template) (pictured to the right),
personal white board
Students play Quiz-Quiz-Trade, applying what they learned in Part 1 to calculate the
perimeters of various shapes using either mental math or their personal white
boards.
Directions for Quiz-Quiz-Trade:
1. Each person gets 1 Quiz-Quiz-Trade card.
2. Calculate the perimeter of the shape on the card.
3. Quiz-Quiz: Ask a partner to calculate the perimeter of the shape on your
card while you calculate the perimeter of the shape on your partner’s card.
Try again if your answers for the same shape differ.
4. Trade: When both partners agree on the perimeters, trade cards, and
repeat Step 3 with a new partner.
Prepare students by doing the following:

 Review strategies students can use to graciously verify
the correctness of a calculation.
 Increase accountability and pace by setting a minimum
number of trades to be made within a given time. NOTES ON
 Add a competitive element by giving students a point MULTIPLE MEANS
each time they correctly compute a perimeter. OF ENGAGEMENT:
Consider adjusting the numbers to
better suit students working below
grade level in order for them to
experience success. It may, however,
be more effective to limit the number
of cards students below grade level
play, so they may develop speed
through repetition.
172


Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
should solve these problems using the RDW approach
used for Application Problems.
Lesson Objective: Explore perimeter as an attribute of

plane figures and solve problems.
lesson.
 Tell a partner the names of the shapes in
Problem 1. Be as specific as possible. What
information helped you name each shape?
 What multiplication sentence can you use to find
the perimeter of the shape in Problem 1(b)?
(This anticipates the work done in Lesson 15 of
finding the perimeter of a regular polygon given
one side length.)
 Can you think of the perimeter in Problem 2 as 4
tens plus 2 sixes? Why or why not?
 Compare the strategy you used to find the
perimeter in Problem 3(a) to a partner’s. How
are your strategies similar? How are they
different?
 Share your answer to Problem 3(b) with a
partner.
173


174

Multiply.
175

Name Date
1. Find the perimeter of the following shapes.
8 in 4 cm
a. b.
4 cm 4 cm
3 in 3 in
4 cm
8 in
P = 3 in + 8 in + 3 in + 8 in P = ____ cm + ____ cm + ____ cm + ____ cm
= _________ in = _________ cm
c.
d.
5m
11 cm
6 cm 9m
7m
15 m
9 cm
P = ____ m + ____ m + ____ m + ____ m

P = ____ cm + ____ cm + ____ cm
= _________ m
= _________ cm
9 in
e.
2 in
3 in
P = ____ in + ____ in + ____ in + ____ in + ____ in
2 in
= _________ in
9 in
176

2. Alan’s rectangular swimming pool is 10 meters long and 16 meters wide. What is the perimeter?
16 m
10 m 10 m
16 m
3. Lila measures each side of the shape below.
3 in
2 in
6 in
4 in
9 in
a. What is the perimeter of the shape?
b. Lila says the shape is a pentagon. Is she correct? Explain why or why not.
177

Name Date
Which shape below has the greater perimeter? Explain your answer.
2 in 2 in
4 in
2 in 2 in
2 in
Shape A
3 in Shape B
2 in
2 in 2 in
4 in
2 in
178

Name Date
1. Find the perimeters of the shapes below. Include the units in your equations. Match the letter inside
each shape to its perimeter to solve the riddle. The first one has been done for you.
7 cm
6 ft 6 ft
7 in 7 in 5 cm 5 cm
q r s
9 ft 9 ft
7 in 6 ft 7 cm
P = 7 in + 7 in + 7 in
P = 21 in
5 yd
8 cm
4 in 4 in
7 yd a 7 yd
m 5 cm e 5 cm
4 in 4 in
9 yd
8 cm
7m 4m
2m
3m u 4m 3m l
2m
6m 4m
What kind of meals do math teachers eat?
_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ !
24 21 20 28 36 26 16 26 28 15 24
179

2. Alicia’s rectangular garden is 33 feet long and 47 feet wide. What is the perimeter of Alicia’s garden?
47 ft
33 ft 33 ft
47 ft
3. Jaques measured the side lengths of the shape below.
4 in
3 in
5 in
2 in
5 in 4 in
3 in
7 in
a. Find the perimeter of Jaques’s shape.
b. Jaques says his shape is an octagon. Is he right? Why or why not?
180

Note: Each Template page must be copied separately for students to cut out the cards.
9 cm
3 in 3 in
6 cm 6 cm
3 in 3 in
9 cm
9 yd
7 ft 7 ft
11 yd 11 yd
10 ft 10 ft
7 ft 13 yd
7 cm
8m 8m
7 cm
8m 8m
7 cm
14 cm
8m 8m 7 cm
8m 14 cm
6 yd
6 cm
5 yd 5 yd
4 cm 4 cm
5 yd 5 yd 6 cm
6 yd
5m
3m
4m 9 in 9 in
3m
5m 9 in
quiz-quiz-trade cards
181

6m
2m 2m 5 ft
4 ft
2m
2m
6m 3 ft
7 cm 12 yd
7 cm 7 cm
7 cm 7 cm 12 yd 12 yd
7 cm 7 cm
12 yd
7 cm
8 in 17 m
2 in 2 in 9m 10 m
8 in
16 m
9 yd
7 yd
13 yd
15 ft 15 ft 9 yd
7 ft 14 yd
7 cm 7 cm 7 in
3 in 3 in
6 cm 6 cm
3 in 3 in
8 cm 7 in
quiz-quiz-trade cards
182

Lesson 14
Objective: Determine the perimeter of regular polygons and rectangles
when whole number measurements are unknown.


T: (Write 7 × 8 = ____.) Let’s skip-count up by eights. I’ll raise a finger for each eight. (Raise a finger
S: 8, 16, 24, 32, 40, 48, 56.
T: Let’s skip-count up by eights starting at 40. Why is 40 a good place to start?
Lesson 14: Determine the perimeter of regular polygons and rectangles when
whole number measurements are unknown. 183


T: Count by sevens to 70. (Write as students count.)
S: 7, 14, 21, 28, 35, 42, 49, 56, 63, 70.
T: (Write 1 seven beneath the 7.) Count to 10 sevens. (Write as students count.)
7 14 21 28 35 42 49 56 63 70
1 seven 2 sevens 3 sevens 4 sevens 5 sevens 6 sevens 7 sevens 8 sevens 9 sevens 10 sevens
S: 1 seven, 2 sevens, 3 sevens, 4 sevens, 5 sevens, 6 sevens, 7 sevens, 8 sevens, 9 sevens, 10 sevens.
T: Let’s count to 10 sevens again. This time, stop when I raise my hand.
S: 1 seven, 2 sevens, 3 sevens.
S: 3 × 7 = 21.
T: Continue.
S: 4 sevens, 5 sevens.
S: 5 × 7 = 35.
T: Continue.
S: 6 sevens, 7 sevens, 8 sevens.
S: 8 × 7 = 56.
T: Continue.
S: 9 sevens, 10 sevens.
S: 10 × 7 = 70.
T: Let’s count back down, starting at 10 sevens.
Continue the process back down to 1 seven.

A rectangular sheep pen measures 5 meters
long and 9 meters wide. The perimeter of the
cow pen is double the perimeter of the sheep
pen. What is the perimeter of the cow pen?
Note: The Application Problem reviews
Lesson 13 in solving perimeter word problems
with given side lengths.

Problem 1: Find the perimeter of rectangles with unknown side lengths.

T: (Project or draw the rectangle as shown.) This shape is a
rectangle. Use the given side lengths and what you know
about rectangles to label the unknown side lengths.
6 cm
S: (Label the unknown side lengths.)
T: (Label the unknown side lengths 6 cm and 9 cm.)
Check your work against mine, and make changes if
you need to. (Allow students time to check their 9 cm
work.) Write an addition sentence that shows the
perimeter of the rectangle.
S: (Write 9 cm + 9 cm + 6 cm + 6 cm = 30 cm.) NOTES ON
T: What is the perimeter of the rectangle? MULTIPLE MEANS
S: 30 centimeters! OF ENGAGEMENT:
T: Talk to a partner. What strategy did you use to add the Vary the difficulty level of the work in
side lengths? Problem 1 of the Concept Development
by adjusting the numbers. Students
S: I doubled 9 and doubled 6 and then added 18 plus 12 who understand the concept quickly
to get 30.  I added 9 plus 6 to get 15 and then and calculate perimeter mentally may
doubled 15 to get 30.  I took 1 from each 6 to make jump to the last challenge of calculating
tens with the 9’s. Then, I added 10 + 5 + 10 + 5. I saw larger side lengths or side lengths that
that I had 3 tens, which is 30. require conversions, such as the
following:
Repeat the process with the suggestions below. Students can
sketch the rectangles with the given side lengths, label the
unknown side lengths, and then find the perimeter. 2 ft
 A rectangle with side lengths of 10 inches and 8 inches. 39 in

 A rectangle with side lengths of 14 centimeters and 36
centimeters.
Problem 2: Find the perimeter of regular polygons with one side length given.
T: (Project or draw the hexagon as shown.) This is a regular hexagon.
Talk to a partner. How can the labeled side length help you find the 3 cm
unknown side lengths?
MP.3
S: Since I know it’s a regular hexagon, and I know one side length, I know the
other side lengths.  Yeah. Since it’s a regular hexagon, I know that all
the side lengths are equal. So, all 6 sides are each 3 centimeters.
T: That’s right. Sketch the hexagon on your personal white board, and label
the unknown side lengths.
S: (Sketch and label the unknown side lengths.)

T: Write an addition sentence that shows the perimeter

of the hexagon.
NOTES ON
S: (Write 3 cm + 3 cm + 3 cm + 3 cm + 3 cm + 3 cm = 18
MULTIPLE MEANS
cm.)
OF REPRESENTATION:
T: What is the perimeter of the hexagon?
Because regular has multiple meanings,
S: 18 centimeters! a specific reminder to English language
T: Talk to a partner. Can you write your addition learners that it means equal-sided
sentence as a multiplication sentence? when used in the context of regular
polygon may be helpful.
S: Yes. It’s repeated addition of 3. I can show that with
multiplication.  It shows 6 threes. I can write that as
6 × 3.
T: Write a multiplication sentence that shows the perimeter of the hexagon.
S: (Write 6 × 3 = 18.)
T: Discuss with a partner what the factors in this multiplication sentence represent.
S: The 6 is the number of sides on the hexagon, and the 3 is the length of each of those sides.
T: Rewrite your multiplication sentence with units to show 6 sides times the length of each side.
S: (Write 6 × 3 cm = 18 cm.)
Repeat the process with the suggestions below. Students write both an addition and a multiplication
sentence to find the perimeter of each shape.
 A regular pentagon with side lengths of 7 inches.
 A regular triangle (equilateral triangle) with side
lengths of 17 centimeters. (Discuss using the
break apart and distribute strategy to solve with
multiplication.)
T: Talk to a partner: Which method is more

efficient for finding the perimeter of a regular
shape, adding or multiplying?
MP.3 S: I think multiplying is because it’s faster than
adding.  If the side lengths are small numbers,
then multiplying. But if the side lengths were
bigger, like 154, I would add instead.

should solve these problems using the RDW approach
used for Application Problems.

Lesson Objective: Determine the perimeter of regular

polygons and rectangles when whole number
measurements are unknown.
lesson.
 Compare your work for Problem 1 with a
partner’s work. Did you add or multiply to find
the perimeters? Why?
 How was finding the perimeter in Problem 2 different from finding the perimeters in
Problem 1?
 Tell your partner an addition and a multiplication equation for Problem 3. How are the equations
related? How do they represent the perimeter of the octagon?
 What strategy did you use to add the side lengths in Problem 4? Explain your strategy choice to a
partner.
 Share your answers to Problem 5. Whose strategy is more efficient, Giles’s or Xander’s? Why?
 Explain to a partner how to find the perimeter of a regular shape given the name or picture of the
shape and a side length.


Multiply.

Name Date
1. Label the unknown side lengths of the regular shapes below. Then, find the perimeter of each shape.
a. b.
8 in 7 ft
Perimeter = _______ ft
Perimeter = _______ in
c. d.
9m
6 in
Perimeter = _______ m
2. Label the unknown side lengths of the rectangle below. Then, find the perimeter of the rectangle.
2 cm Perimeter = _______ cm
7 cm

3. David draws a regular octagon and labels a side length as shown below. Find the perimeter of David’s
octagon.
6 cm
4. Paige paints an 8-inch by 9-inch picture for her mom’s birthday. What is the total length of wood that
Paige needs to make a frame for the picture?
5. Mr. Spooner draws a regular hexagon on the board. One of the sides measures 4 centimeters. Giles and
Xander find the perimeter. Their work is shown below. Whose work is correct? Explain your answer.
Giles’s Work Xander’s Work
Perimeter = 4 cm + 4 cm + 4 cm + 4 cm + 4 cm + 4 cm Perimeter = 6 × 4 cm
Perimeter = 24 cm Perimeter = 24 cm

Name Date
Travis traces a regular pentagon on his paper. Each side measures 7 centimeters. He also traces a regular
hexagon on his paper. Each side of the hexagon measures 5 centimeters. Which shape has a greater
perimeter? Show your work.

Name Date
1. Label the unknown side lengths of the regular shapes below. Then, find the perimeter of each shape.
a. b.
4 in
8 cm
Perimeter = _______ cm
c. 9m d.
6 in
Perimeter = _______ m Perimeter = _______ in
2. Label the unknown side lengths of the rectangle below. Then, find the perimeter of the rectangle.
4 cm
9 cm Perimeter = _______ cm

3. Roxanne draws a regular pentagon and labels a side length as shown below. Find the perimeter of
Roxanne’s pentagon.
7 cm
4. Each side of a square field measures 24 meters. What is the perimeter of the field?
5. What is the perimeter of a rectangular sheet of paper that measures 8 inches by 11 inches?

Lesson 15
Objective: Solve word problems to determine perimeter with given side
lengths.


T: (Write 7 × 9 = ____.) Let’s skip-count up by nines. I’ll raise a finger for each nine. (Raise a finger for
S: 9, 18, 27, 36, 45, 54, 63.
T: Let’s skip-count up by nines starting at 45. Why is 45 a good place to start?
nine. (Count down with fingers as students say the numbers.)
Lesson 15: Solve word problems to determine perimeter with given side lengths.
194


T: Count by fives to 50. (Write as students count.)
S: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50.
T: (Write 1 five beneath the 5.) Count to 10 fives. (Write as students count.)
5 10 15 20 25 30 35 40 45 50
1 five 2 fives 3 fives 4 fives 5 fives 6 fives 7 fives 8 fives 9 fives 10 fives
S: 1 five, 2 fives, 3 fives, 4 fives, 5 fives, 6 fives, 7 fives, 8 fives, 9 fives, 10 fives.
T: Let’s count to 10 fives again. This time, stop when I raise my hand.
S: 1 five, 2 fives, 3 fives.
S: 3 × 5 = 15.
T: Continue.
S: 4 fives, 5 fives.
S: 5 × 5 = 25.
T: Continue.
S: 6 fives, 7 fives, 8 fives.
S: 8 × 5 = 40.
T: Continue.
S: 9 fives, 10 fives.
S: 10 × 5 = 50.
T: Let’s count back down starting at 10 fives.
Continue the process back down to 1 five.

Note: This activity reviews finding perimeter.

T: (Project a square with side lengths of 7 inches. Write P = __ in + __ in
+ __ in + __ in.) Copy the equation on your personal white board,
and fill in the blanks. Then, write the perimeter of the square.
S: (Write P = 7 in + 7 in + 7 in + 7 in and P = 28 in.)
195

Continue the process with other polygons.

5 cm
2 cm 2 cm
2 cm 2 cm
4 cm 4 cm
2 cm 2 cm
2 cm 2 cm
5 cm
Clara and Pedro each use four 3-inch by 5-inch cards to make the rectangles below. Whose rectangle has a
greater perimeter?
Pedro’s Rectangle
Clara’s Rectangle
3 in
5 in
3 in
5 in
Note: This problem reviews adding side lengths to find the perimeter.
Materials: (S) Problem Set
Problem 1: Solve perimeter word problems with rectangles.

Mrs. Kozlow put a border around a 5-foot by 6-foot rectangular bulletin board. How many feet of border did
Mrs. Kozlow use?
T: Read Problem 1. (Allow students time to read.) What can you draw to help you solve this problem?
S: A rectangle!
196

T: Draw and label a rectangle to represent Mrs. Kozlow’s

bulletin board. NOTES ON
S: (Draw a rectangle and label the side lengths.) MULTIPLE MEANS
T: (Point to the width and length of the rectangle.) How OF ENGAGEMENT:
did you label the width and the length? Students working above grade level
S: 5 feet for the width and 6 feet for the length! may solve Problem 1 in the Concept
Development quickly using mental
T: (Label the length and width.) Check your rectangle math. Allow students to work
against mine. (Allow students to check and make independently, provided that they
adjustments, if necessary.) Talk to a partner. Can you include a labeled model, number
find the perimeter of the bulletin board with the sentence, and answer sentence for
information in your picture? their solutions. Extend the problem by
S: No. I need to know all the side lengths.  Wait. We asking students to model a rectangular
MP.5 bulletin board with the same area as
can use the side lengths we know to label the unknown
ones.  Yeah. Since it’s a rectangle, opposite sides Mrs. Kozlow’s but with a greater
perimeter.
are equal.  I already labeled all the side lengths.
T: Use what you know about rectangles to label the
unknown side lengths if you didn’t already.
6 ft
S: (Label the unknown side lengths.)
T: Write a number sentence including the units to show
the perimeter as the sum of the side lengths.
S: 5 ft + 6 ft + 5 ft + 6 ft = 22 ft.  2 × 5 ft + 2 × 6 ft = 22 ft. 5 ft
 10 ft + 12 ft = 22 ft.  11 ft + 11 ft = 22 ft.
T: What is the perimeter of the bulletin board?
S: 22 feet!
T: How many feet of border did Mrs. Kozlow use? 6 ft
S: 22 feet of border!
T: Look at your number sentence. What strategy did you use or
could you use to find the perimeter? 5 ft 5 ft
S: I could add 5 and 6 and then double the sum to get 22.
 I could multiply each side length by 2 and then add the
products.
T: How would you find the total amount of border Mrs. Kozlow 6 ft
used if she put a border around three bulletin boards that are
the same size as this one?
S: I would add 22, plus 22, plus 22.  I could multiply 22 times 3,
but I don’t know that fact.  I could do 3 times 2 tens plus 3
times 3 ones.
197

Problem 2: Solve perimeter word problems with regular polygons.

Jason built a model of the Pentagon for a social studies project.
He made each outside wall 33 centimeters long. What is the NOTES ON
perimeter of Jason’s model pentagon? MULTIPLE MEANS
T: Read Problem 2. (Allow students time to read.) What OF ACTION AND
can you draw to help you solve this problem? EXPRESSION:
S: A pentagon! The Problem Set makes reference to
the Pentagon (see the problem text to
T: Draw and label a pentagon to represent Jason’s model
the left). Students may not know what
pentagon.
the word pentagon refers to when it is
S: (Draw a pentagon and label the side lengths.) used as a proper noun. Clarify before
T: Talk to a partner. What did you label the side lengths? starting Problem 2.
Why?
S: I labeled them 33 centimeters because it said each side
is 33 centimeters long.
NOTES ON
T: Write a number sentence to show the perimeter as the
MULTIPLE MEANS
sum of the side lengths.
OF REPRESENTATION:
S: (Write 33 cm + 33 cm + 33 cm + 33 cm + 33 cm = 165
Students who find drawing a regular
cm.)
pentagon challenging may draw an
T: What is the perimeter of Jason’s model pentagon? alternative model, such as a tape
S: 165 centimeters! diagram or number bond, in which the
whole is the sum of the sides.
T: Look at your number sentence. Is there another way
you can find the perimeter?
MP.5 S: I could add 66 twice and then 33 more.  I could multiply 33 times 5, but I don’t know that fact.
 I could break apart 33 into 30 and 3. Then, I could multiply 5 times 3 tens and 5 times 3 ones and
add the products.  I can use the break apart and distribute strategy!

Students should do their personal best to complete Problems 3–6 on the Problem Set within the allotted 10
minutes. For some classes, it may be appropriate to modify the assignment by specifying which problems
they work on first. Some problems do not specify a method for solving. Students should solve these
problems using the RDW approach used for Application Problems.

Lesson Objective: Solve word problems to determine perimeter with given side lengths.
lesson.
198

Any combination of the questions below may be used to lead the discussion.
 Share your solution to Problem 3 with a partner.
Compare your equations. How are they the
same? How are they different?
 What multiplication equation could you use to
solve Problem 4? What is 18 tens?
 How was solving Problems 5 and 6 different from
the rest of the problems?
 Explain to a partner how you solved Problem 6.
Did you use the break apart and distribute
strategy? How did you use it?
 Describe a different real-world situation in which
it would be necessary to find the perimeter.

199

Multiply.
200

Name Date
1. Mrs. Kozlow put a border around a 5-foot by 6-foot rectangular bulletin board. How many feet of border
did Mrs. Kozlow use?
2. Jason built a model of the Pentagon for a social studies project. He made each outside wall
33 centimeters long. What is the perimeter of Jason’s model pentagon?
3. The Holmes family plants a rectangular 8-yard by 9-yard vegetable garden. How many yards of fencing do
they need to put a fence around the garden?
201

4. Marion paints a 5-pointed star on her bedroom wall. Each side of the star is 18 inches long. What is the
perimeter of the star?
5. The soccer team jogs around the outside of the soccer field twice to warm up. The rectangular field
measures 60 yards by 100 yards. What is the total number of yards the team jogs?
6. Troop 516 makes 3 triangular flags to carry at a parade. They sew ribbon around the outside edges of the
flags. The flags’ side lengths each measure 24 inches. How many inches of ribbon does the troop use?
202

Name Date
Marlene ropes off a square section of her yard where she plants grass. One side length of the square
measures 9 yards. What is the total length of rope Marlene uses?
203

Name Date
1. Miguel glues a ribbon border around the edges of a 5-inch by 8-inch picture to create a frame. What is
the total length of ribbon Miguel uses?
2. A building at Elmira College has a room shaped like a regular octagon. The length of each side of the
room is 5 feet. What is the perimeter of this room?
3. Manny fences in a rectangular area for his dog to play in the backyard. The area measures 35 yards by 45
yards. What is the total length of fence that Manny uses?
204

4. Tyler uses 6 craft sticks to make a hexagon. Each craft stick is 6 inches long. What is the perimeter of
Tyler’s hexagon?
5. Francis made a rectangular path from her driveway to the porch. The width of the path is 2 feet. The
length is 28 feet longer than the width. What is the perimeter of the path?
6. The gym teacher uses tape to mark a 4-square court on the gym floor as shown. The outer square has
side lengths of 16 feet. What is the total length of tape the teacher uses to mark Square A?
A B
16 ft
C D
205

Lesson 16
Objective: Use string to measure the perimeter of various circles to the
nearest quarter inch.


T: (Write 5 × 9 = ____.) Let’s skip-count up by nine to find the answer. (Raise a finger for each number
S: 9, 18, 27, 36, 45.
T: (Circle 45, and write 5 × 9 = 45 above it. Write 3 × 9 = ____.) Let’s skip-count up by nines again.
S: 9, 18, 27.
Lesson 16: Use string to measure the perimeter of various circles to the nearest
quarter inch. 206


T: Count by sixes to 60. (Write as students count.)
S: 6, 12, 18, 24, 30, 36, 42, 48, 54, 60.
T: (Write 1 six beneath the 6.) Count to 10 sixes. (Write as students count.)
6 12 18 24 30 36 42 48 54 60
1 six 2 sixes 3 sixes 4 sixes 5 sixes 6 sixes 7 sixes 8 sixes 9 sixes 10 sixes
S: 1 six, 2 sixes, 3 sixes, 4 sixes, 5 sixes, 6 sixes, 7 sixes, 8 sixes, 9 sixes, 10 sixes.
T: Let’s count to 10 sixes again. This time, stop when I raise my hand.
S: 1 six, 2 sixes, 3 sixes.
S: 3 × 6 = 18.
T: Continue.
S: 4 sixes, 5 sixes.
S: 5 × 6 = 30.
T: Continue.
S: 6 sixes, 7 sixes, 8 sixes.
S: 8 × 6 = 48.
T: Continue.
S: 9 sixes, 10 sixes.
S: 10 × 6 = 60.
T: Let’s count back down, starting at 10 sixes.
Continue the pattern back down to 1 six.


T: (Project the rectangle with a given length of 5 cm and width of 3 cm.) What is the length of the
rectangle?
S: 5 centimeters.
T: What’s the width of the rectangle?
quarter inch. 207

S: 3 centimeters.
T: (Write P = ___ cm + __ cm + __ cm + __ cm.) On your personal white board, find the perimeter by
writing an addition sentence.
S: (Write P = 5 cm + 3 cm + 5 cm + 3 cm and P = 16 cm beneath it.)
T: (Project the square with a given side length of 4 cm.) What’s the length of each side of the square?
S: 4 centimeters.
T: (Write P = __ cm + __ cm + __ cm + __ cm.) Write the perimeter as an addition sentence.
S: (Write P = 4 cm + 4 cm + 4 cm + 4 cm and P = 16 cm beneath it.)
Continue the process with a regular pentagon and a regular hexagon.
Materials: (T) Circles (Template) (copied on cardstock), white string, black marker, ruler
(S) White string (per pair), ruler, black marker, circle (Template) (one circle per pair, copied on
cardstock), personal white board
Note: The white string in the materials list is used in both parts of this lesson. Be sure to cut the string so it is
long enough to go around the item with the greatest perimeter in Part 2.
Part 1: Use string and a ruler to find the perimeter of a circle.

T: (Pass out a circle to each pair of students.) Talk to your partner.
Does this circle have a perimeter?
S: I don’t think so because it doesn’t have straight lines.  Remember
when we made tessellations? Those shapes didn’t have straight lines,
but they still had perimeters.  The black line shows the boundary of
the circle, so that’s the circle’s perimeter.
T: Can you find the perimeter of the circle in inches using
just your ruler?
S: I don’t think so.
T: (Pass out white string to each pair of students.) Work
with your partner to wrap the string around the
perimeter of the circle. (Model.) Partner A, hold the
string in place. Partner B, use the black marker to
mark the string where it meets the end after going all
the way around once.
quarter inch. 208

T: What does the string around the circle represent?

S: The perimeter of the circle.
T: How can you use this string and your ruler to find the perimeter of the circle?
S: We can straighten the string out and measure it.  Since the string has about the same length as
the perimeter, we can use our rulers to measure the length of the string to the black mark.
T: Work with your partner to measure the length of the string from the end to where you made the
mark. Record your measurement on your personal white board to the nearest quarter inch.
S: (Measure the string.)
T: What is the length of the string to the nearest quarter inch?
1
S: 10 4 inches!
T: So, the perimeter of the circle is…?
1
S: 10 inches!
4
Part 2: Use string and a ruler to find the perimeter of circular objects.
Materials: (S) Problem Set, markers, variety of circular objects (e.g., paper plates, lids, Frisbee, CDs, pie
pans, cups, rolls of masking tape), ruler, white string
Students work in pairs at a station with 10 circular objects, applying what they learned in Part 1 to find the
perimeters of those objects. (There may be more than one pair per station.) They use string and a ruler as
tools.
T: Work with a partner at your station to complete the
chart in Problem 1 of the Problem Set. Use your string
and a ruler to find the perimeters of 10 circular objects. NOTES ON
Record the perimeters in the chart to the nearest
MULTIPLE MEANS
quarter inch.
OF ACTION AND
Prepare students by doing the following: EXPRESSION:
 Explain how to use different color markers to mark the Support English language learners as
perimeter of each object on the string so that they can they construct their written responses
keep track of the length they are measuring. on the Problem Set. Provide sentence
starters and a word bank.
 Clarify that, if necessary, students can get a new piece
Sentence starters may include
of string.
“I agree/don’t agree because …”
 Discuss how to use the string and a ruler to find the Possible words for the word bank may
perimeter of a circular object that has a perimeter include the following:
greater than 12 inches. first then next finally
 Remind students that they are working with a partner stretch string perimeter
and that they need to be sure the work is done measure length long because
cooperatively.
quarter inch. 209


should solve these problems using the RDW approach used
for Application Problems.
Lesson Objective: Use string to measure the perimeter of

various circles to the nearest quarter inch.
to debrief the Problem Set and process the lesson. Any
combination of the questions below may be used to lead
the discussion.
 Look at your answers in the chart in Problem 1.
Which circular object has the smallest perimeter?
The greatest perimeter?
 Discuss your answer to Problem 1(b) with a
partner. Can you use just a ruler to find the
perimeter of this shape? Why or why not? Can
you use your ruler to measure some of the side
MP.6 lengths? Which ones? Then, how would you find
the total perimeter?
 Talk to a partner: Do you think the method we
used today to find the perimeter of a circle gives
the exact perimeter? Why or why not?
 Describe the steps you used to find the perimeter
of the circle in Problem 3.
 Share your answers to Problem 4.
quarter inch. 210

 Extend the discussion by having students compare the distance across the middle of a circle to the
circle’s perimeter. They can then estimate to see that the circle’s perimeter is about 3 times
greater.

quarter inch. 211

Multiply.
quarter inch. 212

Name Date
1. Find the perimeter of 10 circular objects to the nearest quarter inch using string. Record the name and
perimeter of each object in the chart below.
Perimeter
Object
(to the nearest quarter inch)
a. Explain the steps you used to find the perimeter of the circular objects in the chart above.
b. Could the same process be used to find the perimeter of the shape below? Why or why not?
quarter inch. 213

2. Can you find the perimeter of the shape below using just your ruler? Explain your answer.
1
3. Molly says the perimeter of the shape below is 6 inches. Use your string to check her work. Do you
4
agree with her? Why or why not?
4. Is the process you used to find the perimeter of a circular object an efficient method to find the perimeter
of a rectangle? Why or why not?
quarter inch. 214

Name Date
Use your string to the find the perimeter of the shape below to the nearest quarter inch.
quarter inch. 215

Name Date
1. a. Find the perimeter of 5 circular objects from home to the nearest quarter inch using string. Record
the name and perimeter of each object in the chart below.
Perimeter
Object
(to the nearest quarter inch)
Example: Peanut Butter Jar Cap 1

9 2 inches
b. Explain the steps you used to find the perimeter of the circular objects in the chart above.
quarter inch. 216

2. Use your string and ruler to find the perimeter of the two shapes below to the nearest quarter inch.
A B
Perimeter = ___________________ Perimeter = ___________________
a. Which shape has a greater perimeter?
b. Find the difference between the two perimeters.
3. Describe the steps you took to find the perimeter of the objects in Problem 2. Would you use this
method to find the perimeter of a square? Explain why or why not.
quarter inch. 217

circles
quarter inch. 218

Lesson 17
Objective: Use all four operations to solve problems involving perimeter
and unknown measurements.

NOTES ON
 Fluency Practice (12 minutes) MULTIPLE MEANS
 Application Problem (5 minutes) OF REPRESENTATION:
 Concept Development (33 minutes) If using the Marilyn Burns text and
Student Debrief (10 minutes) lesson listed below, teach it after
 today’s lesson and before the Mid-
Total Time (60 minutes) Module Assessment. Because it
explores the relationship between
perimeter and area, the lesson works
Fluency Practice (12 minutes) well as a culmination of Topic C while
anticipating Topic D, which
incorporates area.
 Factors 3.MD.4 (4 minutes)
Burns, Marilyn. Spaghetti and
 Equivalent Counting with Units of 8 3.OA.7 (4 minutes) Meatballs for All! A Mathematical
 Find the Perimeter 3.MD.8 (4 minutes) Story. New York: Scholastic Press,
1997.
Factors (4 minutes)
Note: This activity builds fluency with multiplication and division facts.
T: (Write 8 × __ = 8.) Say the equation, filling in the unknown factor.
S: 8 × 1 = 8.
T: (Write 2 × __ = 8.) Say the equation, filling in the unknown factor.
S: 2 × 4 = 8.
T: (Write ___ × 2 = 8.) Write the equation, filling in the unknown factor.
S: (Write 4 × 2 = 8.)
Continue with the following possible sequence of products: 12, 15, and 24.

T: Count by eights to 80. (Write as students count.)
S: 8, 16, 24, 32, 40, 48, 56, 64, 72, 80.
T: (Write 1 eight beneath the 8.) Count to 10 eights. (Write as students count.)
Lesson 17: Use all four operations to solve problems involving perimeter and
unknown measurements. 219

8 16 24 32 40 48 56 64 72 80
1 eight 2 eights 3 eights 4 eights 5 eights 6 eights 7 eights 8 eights 9 eights 10 eights
S: 1 eight, 2 eights, 3 eights, 4 eights, 5 eights, 6 eights, 7 eights, 8 eights, 9 eights, 10 eights.
T: Let’s count to 10 eights again. This time, stop when I raise my hand.
S: 1 eight, 2 eights, 3 eights.
S: 3 × 8 = 24.
T: Continue.
S: 4 eights, 5 eights.
S: 5 × 8 = 40.
T: Continue.
S: 6 eights, 7 eights, 8 eights.
S: 8 × 8 = 64.
T: Continue.
S: 10 × 8 = 80.
T: Let’s count back down, starting at 10 eights.
S: 9 × 8 = 72.
Continue the process going back down to 1 eight.


T: (Project the triangle with a given side length of 4 cm. Write
P = __ cm.) Each shape that I show you is a regular polygon.
Say the given side length of the triangle.
S: 4 centimeters.
T: (Write P = ___ × ___ cm.) Fill in the factors. Below, write the
perimeter of the triangle.
S: (Write P = 3 × 4 cm and P = 12 cm below it.)
Repeat the process for the other shapes.

Gil places two regular hexagons side by side as shown to make a new shape. Each side measures
6 centimeters. Find the perimeter of his new shape.
6 cm
Note: Today’s Application Problem reviews finding the perimeter of regular shapes from Lesson 15. Students
may also choose to represent their equations as repeated addition.

3 cm
T: (Project the image to the right.) Can you visualize the
rectangles that make up this shape? Tell your partner about 2 cm
them. 1 cm
S: I see one long one that goes from the top all the way to the 5 cm
bottom and then a smaller one stuck on the bottom right.
 I see a long skinny one across the bottom and a thicker one
on top of it to the left.
a cm
T: Let’s find the perimeter of the shape. Say the side length as
I point to it. (Point to the labeled side lengths. Students say
them.) 3 cm
b cm
T: (Point to the shorter, unknown side length.)
2 cm
S: That side length isn’t labeled!
1 cm
T: (Write a cm next to it.) Let’s call this side length a and label
5 cm
the unit with centimeters.
T: (Point to the longer, unknown side length.)
S: That one isn’t labeled either!
T: (Write b cm next to it.) Let’s call this side length b and label 3 cm
the unit with centimeters.
3 cm
T: Think back to how you visualized rectangles fitting together to
make this shape. (Draw a dashed line as shown.) This is one 4 cm
MP.3 3 cm
way to visualize the rectangles. How does the line help you 2 cm
find the unknown side lengths? 1 cm
5 cm

S:
Now we can see two rectangles.  We can use what
we know about rectangles and the given side lengths
to find the unknown side lengths.  Yeah. We know
that opposite side lengths are equal, which will help us
NOTES ON
find the unknown side lengths.
MULTIPLE MEANS
T: Work with a partner. Use the bottom rectangle to find OF ACTION AND
the length of the dashed line.
EXPRESSION:
S: If the whole bottom is 5 centimeters, then we have to Magnifying the composite figure and
subtract the 2 centimeters that we know. drawing brackets may make it easier
5 cm – 2 cm = 3 cm. The dashed line is 3 centimeters. for students to match the measures
T: (Label the length of the dashed line.) How does this with the correct sides. In addition,
help us find the value of a? consider marking ticks to show equal
MP.3 sides. If technology is available,
S: The dashed line is the side opposite of a, so a is 3, too!
consider using color to highlight the
T: (Label 3 for a.) Look at the side lengths for the top two rectangles. Alternate between a
rectangle. We know that three side lengths are one-colored composite figure and the
3 centimeters. What does that tell us about the fourth two-colored rectangles.
side length?
S: It has to be 3 centimeters, too!  It’s a square!
T: Does that mean that b is 3, too?
S: No!  We have to add on the side length from the bottom rectangle to find the total length of b.
T: Work with a partner to find the total length of b. (Allow students time to work.) What is the value
of b?
S: 4.
T: (Label 4 for b, and draw an arrow as shown on the previous page.) I drew an arrow to show that the
length of this entire side is 4 centimeters. Write a number sentence, including units, that shows the
perimeter of this shape.
S: (Possible number sentences include the following: 5 cm + 1 cm + 2 cm + 3 cm + 3 cm + 4 cm = 18 cm
or (3 × 3 cm) + 4 cm + 5 cm = 18 cm.)
T: What is the perimeter of the shape?
a cm
S: 18 centimeters!
T: (Erase the dashed line and draw the new dashed line as
3 cm
shown.) Discuss with a partner how you would solve by
visualizing the rectangles this way instead. b cm
2 cm
S: (Discuss.)
1 cm
Continue with the following possible shapes.
5 cm
5 in 5 in
Possible solution path: Draw a dotted

3 in line connecting the 2-inch sides to make 3 in
2 in one large rectangle as shown. 2 in
2 in 2 in 2 in 2 in

4m
Students might find the perimeter of the shaded

4m rectangle, the unshaded shape, and/or the large
rectangle.
1m
8m

Lesson Objective: Use all four operations to solve

problems involving perimeter and unknown
measurements.
lesson.
 Compare strategies for finding the unknown side
lengths in Problem 1.
 How was finding the unknown side lengths in
Problem 1(b) different from finding the unknown
side lengths in the rest of the shapes in
Problem 1?
 Do the sizes of the shapes in Problem 1 accurately reflect the given units for each side length? Why
or why not?
 Explain to your partner how you solved Problem 2. What strategy did you use to find the unknown
side lengths? What strategy did you use to add the side lengths?

 What is the perimeter of the unshaded shape in

Problem 3? The large rectangle?
 What attribute about rectangles helped you find
the perimeters of the shapes today?


Name Date
1. The shapes below are made up of rectangles. Label the unknown side lengths. Then, write and solve an
equation to find the perimeter of each shape.
2 cm b. 5 ft
a.
2 ft
3 cm 1 ft
2 cm
2 ft 2 ft
4 cm
P=
P=
2 yd
c. d.
2 yd
4 yd
6m
2m
2 yd 2 yd
4m
2 yd
2m
7 yd
2m
P=
P=

2. Nathan draws and labels the square and rectangle below. Find the perimeter of the new shape.
6 cm 6 cm
12 cm
3. Label the unknown side lengths. Then, find the perimeter of the shaded rectangle.
8 in
a in
b in
7 in
2 in
16 in

Name Date
Label the unknown side lengths. Then, find the perimeter of the shaded rectangle.
am 5m
bm
14 m
6m
12 m

Name Date
1. The shapes below are made up of rectangles. Label the unknown side lengths. Then, write and solve an
equation to find the perimeter of each shape.
7m 8 cm
a. b.
2m
9m 6 cm 5 cm
3 cm
4 cm
2 cm
4m 2 cm
P= P=
c. d. 2 ft
3 ft
3 ft
6 in
7 ft 1 ft
4 in 4 in
2 in
12 in 8 ft
P= P=

2. Sari draws and labels the squares and rectangle below. Find the perimeter of the new shape.
6 cm
6 cm
6 cm
18 cm
3. Label the unknown side lengths. Then, find the perimeter of the shaded rectangle.
18 in
2 in
8 in
b in
5 in a in

NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task
Name Date
1. Three shapes are shown below.
a. Circle the shape(s) with only one pair of parallel sides.

b. Cross out the shape(s) with two pairs of parallel sides.
Rhombus Trapezoid
c. Which of the three shapes are quadrilaterals? Explain how you know.

230

2. Use your ruler and right angle tool to draw the following shapes.
a. Draw and name a shape with four right angles.
b. Draw a four-sided shape with no right angles and no equal sides. Label the side lengths.
c. Draw triangles to create a rhombus. Label the side lengths.

231

3. Mr. Cooper builds a fence to make a rectangular horse stall. The stall is 5 meters long and 7 meters wide.
How many meters of fence does Mr. Cooper use? Draw a picture and write an equation to show your
thinking.
4. Jamal wants to put wood trim around his rectangular bedroom and square closet. His bedroom is 10 feet
wide and 8 feet long. His closet is 3 feet wide and 3 feet long.
Jamal’s 3 ft
8 ft
Bedroom
3 ft
Closet
10 ft
a. Wood trim is sold by the foot. How many feet of wood trim does Jamal need to go around his
bedroom and closet? Show your work.
b. How much more wood trim does Jamal need for his bedroom than his closet? Write and solve an
equation. Use a letter to represent the unknown.

232

5. The figure below is composed of rectangles. Use the picture and the descriptions to find the perimeter of
the shape. Show your work.
 Each side labeled with A is 6 inches.

 Each side labeled with B is 3 inches.
 Each side labeled with C is 8 inches.
B B
B B
A A
B B
B B

233

6. Mrs. Gomez builds a fence around her backyard. Her plan shows the fence as a dotted line below.
10 feet
Backyard
Garage
15 feet
35 feet 15 feet
House
Together, the garage and backyard make a rectangle. The fence goes only where there is a dotted line.
How many feet of fence does Mrs. Gomez need to build? Show your work.

234

Mid-Module Assessment Task Topics A–C

Standards Addressed
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
answers; students should know how to perform operations in the conventional order
when there are no parentheses to specify a particular order [Order of Operations].)
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between
linear and area measures.
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.
Reason with shapes and their attributes.
3.G.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). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any
of these subcategories.
Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for students is to achieve Step 4 mastery. These steps
are meant to help teachers and students identify and celebrate what the students CAN do now and what they
need to work on next.

235

A Progression Toward Mastery
Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
and reasoning without reasoning without reasoning with a reasoning with a
Standards a correct answer. a correct answer. correct answer or correct answer.
Assessed evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)
1 Student answers one Student answers two Student answers all Student answers all
part correctly. parts correctly. parts correctly, parts correctly.
OR including explanations a. The trapezoid is
3.G.1 Student answers all in part (c). Explanation circled.
parts correctly, but in part (c) may include b. The rhombus and
there is no explanation information that rectangle are
in part (c). reveals a possible crossed out.
misconception about c. All three shapes
the properties of are quadrilaterals.
quadrilaterals (e.g., a Explanation
statement that each includes that they
shape has at least one each have four
set of sides that do not sides.
intersect).
2 Student answers one Student answers two Student correctly All answers are correct,
or fewer parts parts correctly. draws all three shapes and appropriate work
correctly. and names the shape is shown. Student:
3.G.1 in part (a). Side lengths a. Draws and names a
in parts (b) and (c) may shape with four
or may not be labeled. right angles (e.g., a
rectangle).
b. Draws and labels
side lengths of a
four-sided shape
with no right angles
and no equal sides.
c. Draws and labels
side lengths of a
rhombus using
triangles (may use
more than two
triangles).

236

3 Student answer is Student answer may or Student work Student answers that
incorrect, and work may not be correct. demonstrates a Mr. Cooper uses
demonstrates an Student work shows a strategy for solving 24 meters of fence.
3.MD.8 entirely incorrect strategy for solving that makes sense for Student work
strategy (e.g., 5 × 7). that is unclear. the problem, but the demonstrates a
OR answer may be strategy for solving
Student gives only a incorrect because of a that makes sense for
correct answer with no calculation error. the problem (e.g., a
other work shown. rectangular picture of
the stall with side
lengths appropriately
labeled and an
equation like 5 + 5 +
7 + 7 = 24 or 10 + 14 =
24).
4 Student may or may Student may or may Student answers at Student answers are all
not have a correct not have a correct least one part correct, and
answer. Student work answer. correctly; an incorrect appropriate work is
3.OA.8 is missing in one or a. Strategy may be answer in one part is shown.
both parts. unclear or the result of a a. Student answers
OR inappropriate for calculation error. 42 feet of wood
Student may or may the problem. AND trim. Student work
not have a correct b. Student answer a. Student work demonstrates a
answer. Student work may or may not demonstrates a strategy
in both parts include a letter for strategy appropriate to the
demonstrates a the unknown, and appropriate to the problem (e.g., 10 +
strategy or an equation equation may not problem. 10 + 8 + 8 + 3 + 3.)
that is inappropriate entirely match the b. Student writes an b. Student answers
for the problem. problem. appropriate that 24 more feet
equation(s) of wood trim are
including a letter needed for the
for the unknown. bedroom than for
the closet. Student
writes an
appropriate
equation(s)
including a letter
for the unknown
(e.g., 8 + 10 + 10 +
5 = 33, 33 – (3 + 3 +
3) = w).

237

5 Student answer is Student work Student answer may be Student correctly

correct, but there is no demonstrates a incorrect due to a answers that the
work. strategy appropriate to calculation error; perimeter is 52 inches.
3.MD.8 OR the problem, but however, the work Student work
Student work several calculation demonstrates a demonstrates a
demonstrates an errors result in an strategy appropriate to strategy appropriate to
inappropriate strategy incorrect answer. the problem. the problem (e.g.,
for the problem, and student may use a
the answer is incorrect. combination of
multiplication and
addition to calculate
the perimeter).
6 Student answer is Student work Student answer may be Student answers that
correct, but there is no demonstrates a incorrect because of a Mrs. Gomez needs to
work. strategy appropriate to calculation error. build 85 feet of fence.
3.MD.8 OR the problem, but Student work Student work
Student work several calculation demonstrates a demonstrates a
demonstrates an errors result in an strategy appropriate to strategy appropriate to
inappropriate strategy incorrect answer. the problem. the problem (e.g., 10 ft
for the problem, and + 15 ft = 25 ft and 25 ft
the answer is incorrect. + 35 ft + 15 ft + 10 ft =
85 feet, or 25 ft + 50 ft
+ 10 ft = 85 feet).

238


239


240


241


242


243

3
GRADE
Topic D
Recording Perimeter and Area Data
on Line Plots
3.MD.4, 3.MD.8, 3.G.1
Focus Standards: 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and
fourths of an inch. Show the data by making a line plot, where the horizontal scale is
marked off in appropriate units—whole numbers, halves, or quarters.
3.MD.8 Solve real world and mathematical problems involving perimeters of polygons,
G3–M6 Collecting and Displaying Data
In Topic D, students utilize a line plot to draw conclusions about perimeter and area measurements.
Students use a given number of unit squares to build and determine different perimeters
of rectangles in Lesson 18. For example, given a rectangle composed of 24 unit squares,
students find there are four possible perimeters: 50, 28, 22, and 20 length units. They
draw their rectangles on grid paper and discuss the fact that rectangles with side lengths
that are equal or almost equal (squares or square-like rectangles) have smaller
perimeters than rectangles whose side lengths are very different (long and narrow
rectangles). Students continue to explore with different numbers of unit squares and
record the number of possibilities, noting when they have found all the possible
combinations. They recognize that area and perimeter are measured in different units
and conclude that, in general, there is no way of knowing an exact perimeter for any
number of unit squares without more information about the side lengths.
In Lesson 19, students use a given number of unit squares to make all possible rectangles. They construct line
plots showing the number of rectangles they constructed for each number of unit squares. Students analyze
the line plot and draw conclusions based on the data. They discuss why some numbers of unit squares, such
as 13, produce only one possible perimeter.
Topic D: Recording Perimeter and Area Data on Line Plots

244

NYS COMMON CORE MATHEMATICS CURRICULUM Topic D 3 7
Number of Rectangles Made with Unit Squares
Number of Unit Squares X = 1 Rectangle
Using the understanding that perimeter is double the sum of the length
and width, in Lessons 20 and 21, students find the different areas of
rectangles made with unit squares and a given perimeter. For example,
they are asked to build rectangles with a perimeter of 12 unit squares
and divide 12 by 2 to find that the sum of the length and width is 6.
Students then determine that they can make three rectangles whose
lengths and widths add up to 6, which results in rectangles made with 5,
8, and 9 unit squares. Students discuss differences in the areas of
rectangles with the same perimeter. They record their findings for use
in Lesson 22, when they again construct a line plot and draw
conclusions about the data.
Number of Rectangles Made with a Given Perimeter
Perimeter Measurements X = 1 Rectangle

Used

245

NYS COMMON CORE MATHEMATICS CURRICULUM Topic D 3 7
A Teaching Sequence Toward Mastery of Recording Perimeter and Area Data on Line Plots
Objective 1: Construct rectangles from a given number of unit squares and determine the perimeters.
(Lesson 18)
Objective 2: Use a line plot to record the number of rectangles constructed from a given number of unit
squares.
(Lesson 19)
Objective 3: Construct rectangles with a given perimeter using unit squares and determine their areas.
(Lessons 20–21)
Objective 4: Use a line plot to record the number of rectangles constructed in Lessons 20 and 21.
(Lesson 22)

246

Lesson 18
Objective: Construct rectangles from a given number of unit squares and
determine the perimeters.

 Find the Unknown Factors 3.MD.7 (4 minutes)

 Draw Tape Diagrams 3.MD.7 (4 minutes)
 Find the Area and Perimeter 3.MD.8 (4 minutes)
Find the Unknown Factors (4 minutes)

1 × __ = 6
Note: This activity prepares students for today’s lesson.
T: (Project the unknown factor multiplication equations equaling 6, shown to the 2 × __ = 6
right.) On your personal white board, complete the unknown factors to create four
different multiplication equations. 3 × __ = 6
S: (Write 1 × 6 = 6, 2 × 3 = 6, 3 × 2 = 6, 6 × 1 = 6.)
6 × __ = 6
Continue with the following possible sequence of products: 8, 9, and 12.
Draw Tape Diagrams (4 minutes)

Note: This activity prepares students for today’s lesson.

T: (Project a tape diagram with one small unit on the left and an
open end on the right. Write 2 inside the small unit.) On
your board, copy the diagram.
S: (Draw the diagram, and write 2 inside the small unit.)
Lesson 18: Construct rectangles from a given number of unit squares and
determine the perimeters. 247

T: (Write 14 at the top of the tape diagram.) Complete your diagram with equal units. Close the tape
diagram when the total value of your units reaches 14.
S: (Draw 6 more units of 2.)
T: (Write ___ × 2 = 14.) Say the multiplication sentence.
S: 7 × 2 = 14.
T: (Write 2 × __ = 14.) Say the multiplication sentence.
S: 2 × 7 = 14.
Continue with the following possible sequence: 8 units of 3, 4 units of 7, and 6 units of 9.
Find the Area and Perimeter (4 minutes)

Materials: (S) Grid paper, personal white board
Note: This activity reviews Lesson 13. 2 units

T: (Project a 2-unit by 4-unit rectangle.) What’s the length of
the rectangle?
S: 4 units. 4 units
T: (Write 4 units below the rectangle.) What’s the width A = 8 square units
of the rectangle?
S: 2 units. P = 12 units
T: (Write 2 units to the right of the rectangle. Beneath it, write
A = ___.) On your board, write the area.
S: (Write A = 8 square units.)
T: (Write A = 8 square units. Write P = ___.) Write the perimeter of the rectangle.
S: (Write P = 12 units.)
Continue with the following possible sequence: 4-unit by 3-unit rectangle, 2-unit by 6-unit rectangle, 4-unit
by 4-unit square, 8-unit by 2-unit rectangle, and 3-unit by 6-unit rectangle.

Rita says that since 15 is larger than 12, she can draw more NOTES ON
arrays to show 15 than she can to show 12. Is she correct? MULTIPLE MEANS
Model to solve. OF REPRESENTATION:
Students who find making dot
arrays challenging may be
supported by using grid paper to
organize and track dots.

Note: This problem activates prior knowledge about determining factors that equal a specific product. This
skill is needed in the Concept Development as students list all factors and then draw rectangles for a given
area.

Materials: (S) Personal white board, grid paper (Template), 18 unit square tiles (per pair of students)
T: With your partner, use unit square tiles to build as many rectangles as you can that have an area of
18 square units. Shade unit squares on your grid paper to represent each rectangle you build, and
label the side lengths.
S: (Build and shade the rectangles.)
T: Talk to your partner. Can you build any other rectangles with your unit squares that have an area of
18 square units? How can you be sure?
S: I think we got them all. We’re really just building arrays, so we can think about multiplication facts.
 We can list all the pairs of factors that make 18 when you multiply them. Then, we can check to
make sure we have a rectangle for each pair of factors.
T: Work with your partner to write all the multiplication facts you know for 18.
S: (Write 1 × 18, 2 × 9, 3 × 6, 6 × 3, 9 × 2, 18 × 1.)
T: How many facts did you come up with, and what are they? (As students share facts, list them on the
board.)
S: 6 facts!
T: How can you be sure you found them all?
S: We started at 1 and thought, “1 times what equals 18?” We wrote down facts when we found ones
that worked. We did that for every number up to 18. It’s kind of like our Find the Unknown Factors
fluency activity.
T: Which of these facts are related through
commutativity? NOTES ON
S: 1 × 18 and 18 × 1, 2 × 9 and 9 × 2, 3 × 6 and 6 × 3. MULTIPLE MEANS
T: If you ignore duplicates, how many rectangles can you OF ACTION AND
build using these facts? EXPRESSION:
S: 3. Support English language learners by
providing a word bank and allowing
T: Check your work to be sure you found all the possible
students to discuss their thoughts
rectangles that you can make with your unit square
before writing on their Problem Sets.
tiles that have an area of 18 square units.
Here is a possible sentence starter:
S: (Check work and make adjustments, if necessary.) “To find the perimeter, we need to
T: Your three rectangles look different. How do you know know…”
they have the same area? Possible words for the word bank are
S: I used 18 unit squares to make each one.  When given below:
I multiply the side lengths, I get 18 for each of them. length width rectangle
different area perimeter

T: Talk to a partner. Do you think our three rectangles also have the same perimeter?
S: (Discuss with partner.)
T: Find the perimeter for each rectangle.
S: (The perimeter of the 1 by 18 rectangle is 38 units, the perimeter of the 2 by 9 rectangle is 22 units,
and the perimeter of the 3 by 6 rectangle is 18 units.)
T: Talk to your partner. Why do you think these rectangles have different perimeters?
S: The sides of the rectangles are all different lengths.  But why does that matter? They all have the
same total number of square units!  But the squares are arranged differently. In the 1 by 18
rectangle, a lot of the sides on each unit square are part of the perimeter. That makes this rectangle
have the greatest perimeter.  But in the 2 by 9 rectangle, most unit squares have only one side
that is part of the perimeter.  I get it now. Like on the 3 by 6 rectangle, some unit squares aren’t
part of the perimeter at all because they’re just stuck in the middle. That’s why it has the smallest
perimeter.
T: What is the relationship between the shape of the rectangle and the size of its perimeter?
MP.3
S: Rectangles that are long and skinny have greater perimeters because more sides of each square are
part of the perimeter.  You mean more sides of each square are counted as part of the perimeter.
 Yeah, and that makes the numbers you add up greater. And that means a greater perimeter.
 The ones that are wider and closer to being squares have some unit squares in the middle that
don’t have any sides that are part of the perimeter.
T: Compare the areas and perimeters of your rectangles. Do you see a connection between them?
S: The 3 by 6 rectangle has a perimeter of 18 units and an area of 18 square units.  But the other
ones don’t match at all, so area and perimeter don’t go together all the time.  Yeah. That must’ve
just been a coincidence that it matched up for the 18-square-unit rectangle.

Example of Problem 1 Grid Paper
Note: Students need 24 unit square tiles and grid paper to complete the Problem Set.

Lesson Objective: Construct rectangles from a given

number of unit squares and determine the perimeters.
lesson.
 Explain your strategy for finding rectangles with
an area of 24 square units in Problem 1.
 Why were you able to find more rectangles using
24 square units than you were using 18 square
units?
 What do you notice about the relationship
between a rectangle’s shape and its perimeter in
Problem 1(a)?
 Why were you able to find a square in Problem 2
but not in Problem 1?
 Why do you think a square has a smaller
perimeter than any other rectangle with the
same area?
 How did the Application Problem relate to
today’s lesson?
 How did today’s Fluency Practice prepare you for
today’s lesson?


Name Date
1. Use unit squares to build as many rectangles as you can with an area of 24 square units. Shade in squares
on your grid paper to represent each rectangle that you made with an area of 24 square units.
a. Estimate to draw and label the side lengths of each rectangle you built in Problem 1. Then, find the
perimeter of each rectangle. One rectangle is done for you.
24 units
1 unit
P = 24 units + 1 unit + 24 units + 1 unit = 50 units
b. The areas of the rectangles in part (a) above are all the same. What do you notice about the
perimeters?

2. Use unit square tiles to build as many rectangles as you can with an area of 16 square units. Estimate to
draw each rectangle below. Label the side lengths.
a. Find the perimeters of the rectangles you built.
b. What is the perimeter of the square? Explain how you found your answer.
3. Doug uses square unit tiles to build rectangles with an area of 15 square units. He draws the rectangles
as shown below but forgets to label the side lengths. Doug says that Rectangle A has a greater perimeter
than Rectangle B. Do you agree? Why or why not?
Rectangle A
Rectangle B

Name Date
Tessa uses square-centimeter tiles to build rectangles with an area of 12 square centimeters. She draws the
rectangles as shown below. Label the unknown side lengths of each rectangle. Then, find the perimeter of
each rectangle.
12 cm
______ cm
P = ________
______ cm
3 cm
P = ________
6 cm
______ cm
P = ________

Name Date
1. Shade in squares on the grid below to create as many rectangles as you can with an area of 18 square
centimeters.
2. Find the perimeter of each rectangle in Problem 1 above.

3. Estimate to draw as many rectangles as you can with an area of 20 square centimeters. Label the side
lengths of each rectangle.
a. Which rectangle above has the greatest perimeter? How do you know just by looking at its shape?
b. Which rectangle above has the smallest perimeter? How do you know just by looking at its shape?

grid paper

Lesson 19
Objective: Use a line plot to record the number of rectangles constructed
from a given number of unit squares.

 Draw Tape Diagrams 3.MD.7 (6 minutes)

Draw Tape Diagrams (6 minutes)

14
Note: This activity prepares students for today’s lesson. 4
T: (Project a tape diagram that has a whole of 14 and a given part of 4.)
What is the value of the whole? 10
S: 14. 14
T: (Point to the unknown part.) What’s the value of the unknown part? 4
S: 10.
10
T: (Write 10 beneath the unknown part. Partition the unit of 10 into 2 equal
parts.) Write the value of each unknown unit as a division sentence. 14
S: (Write 10 ÷ 2 = 5.) 5 5 4
T: (Write 5 inside each unit.)

10
Repeat the process for the other tape diagrams.
Lesson 19: Use a line plot to record the number of rectangles constructed from a
given number of unit squares. 258


Materials: (S) Grid paper

T: Shade rectangles that have an area of 6 square units. P = 14 units
S: (Shade a 1 × 6 rectangle and a 2 × 3 rectangle.)
T: Next to each rectangle, write the perimeter.
S: (Next to the 1 × 6 rectangle, write P = 14 units. Next to P = 10 units
the 2 × 3 rectangle, write P = 10 units.)
Continue with the following possible sequence: 8 square units and 12 square units.
Marci says, “If a rectangle has a greater area than another rectangle, it must have a larger perimeter.” Do you
agree or disagree? Show an example to prove your thinking.
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Students working below grade level
may find success manipulating unit
square tiles to solve the Application
Problem.
Note: This problem contributes to the growing number of examples that help students conclude that there is
no relationship between area and perimeter. It also reviews using multiplication to calculate area, which
students use in today’s lesson.


Materials: (S) Personal white board, Problem Set, unit square tiles
Note: Save students’ Problem Sets for use in Lesson 22.
Part 1: Use unit square tiles to make rectangles with a given number of unit squares.
T: Read the directions for Problem 1 on your Problem Set.
S: (Read: Use unit square tiles to make rectangles for each given number of unit squares. Complete
the charts to show how many rectangles you can make for each given number of unit squares. [12,
13, 14, 15, 16, 17, 18.] The first one is done for you. You might not use all the spaces in each chart.)
T: Look at the completed chart for 12 unit squares. It shows a 1 by 12 rectangle. Talk to a partner.
Why doesn’t the chart also list a 12 by 1 rectangle?
S: They’re really the same rectangle, just turned.
T: How do we know the chart shows all the rectangles that we can make with our 12 unit square tiles?
S: We can list the multiplication facts that equal 12 and check to make sure they’re on the chart.
T: Work with a partner and use your unit square tiles to make as many rectangles as you can for each
given number of unit squares. Record the widths and lengths of the rectangles in the charts.
Once students have completed Problem 1, take a few minutes to review the data to be sure that everyone
has the correct information because it is used in Part 2 of this lesson.
Part 2: Create a line plot to display how many rectangles can be made with a given number of unit squares.
T: Let’s record our data on the line plot in
Problem 2. (Create a line plot with the data
collected in Problem 1.)
T: What symbol will we use to represent a
rectangle on our line plot? How do you know?
S: We’ll use an X. I know because the key says an X
equals 1 rectangle.
T: Is the number line in Problem 2 fully labeled
and ready to have data plotted?
NOTES ON
S: No!
MULTIPLE MEANS
T: What’s missing? OF ACTION AND
S: The numbers between 12 and 18. EXPRESSION:
T: Which numbers do we need to add? Ease the task of estimating to make
S: We need to add 13, 14, 15, 16, and 17. equal spaces between numbers on the
number line for students working
T: Add those numbers to the number line. Estimate to below grade level and others. Direct
make equal spaces between numbers. students to estimate and draw the
S: (Add the missing numbers.) midpoint first, if helpful. Use of grid
paper and colored pencils may also be
helpful.

T: Tell your partner how you’ll record the data for 12 unit squares on the line plot.
S: There were three possible rectangles for 12 unit squares, so I’ll draw 3 X’s above the number 12.
T: Go ahead and do that now. Then, plot the data for each of the other numbers of unit squares, too.
(Allow students time to work.)
T: Study your line plot, and think about a true statement to share with others about the data. (Allow
students time to think of a statement.)
S: 13 and 17 had the least number of rectangles. 12, 16, and 18 had the most.  14 and 15 had the
same number of possible rectangles.  You can make 15 total rectangles using the given numbers
of unit squares.  None of the odd numbers had the greatest number of rectangles.
T: Why do you think 12, 16, and 18 unit squares have the largest possible number of rectangles?
S: Because there are more factor pairs that make those numbers than the other ones.
T: Talk to a partner. Why do you think 13 and 17 unit squares have the least possible rectangles?
S: 13 and 17 had the least because they can both make only one rectangle.  The only two numbers
that multiply to get 13 are 1 and 13. And the only two numbers that multiply to get 17 are 1 and 17.
T: Record your thinking on Problems 3 and 4 of your Problem Set.
Consider extending the activity by asking students to find and then plot data for numbers greater than 18 unit
squares.
Lesson Objective: Use a line plot to record the number of rectangles constructed from a given number of
unit squares.
lesson.
 For which number of unit squares in Problem 1
can a square be drawn? How do you know? Can
you brainstorm other numbers of unit squares
from which a square can be drawn? Can you
think of other numbers of unit squares, like 13
and 17, that only have one possible rectangle?
How did you come up with them?

 Can you think of a number of unit squares that

would allow us to make four rectangles? What’s
the smallest number for which this is true?
 How is the number of unit squares used to make
a rectangle related to the rectangle’s area? How
do you know?


Name Date
1. Use unit square tiles to make rectangles for each given number of
unit squares. Complete the charts to show how many rectangles Number of unit squares = 12
you can make for each given number of unit squares. The first
one is done for you. You might not use all the spaces in each Number of rectangles I made: 3
chart.
Width Length
1 12
2 6
3 4
Number of unit squares = 13 Number of unit squares = 14 Number of unit squares = 15
Number of rectangles Number of rectangles Number of rectangles

I made: ____ I made: ____ I made: ____
Width Length Width Length Width Length


2. Create a line plot with the data you collected in Problem 1.
12 18
Number of Unit Squares Used X = 1 Rectangle
3. Which numbers of unit squares produce three rectangles?
4. Why do some numbers of unit squares, such as 13, only produce one rectangle?

Name Date
Use unit square tiles to make rectangles for the given number of unit squares. Complete the chart to show
how many rectangles you made for the given number of unit squares. You might not use all the spaces in the
chart.
Number of unit squares = 20
Number of rectangles I made: ____
Width Length

Name Date
1. Cut out the unit squares at the bottom of the page. Then, use them to make rectangles for each given
number of unit squares. Complete the charts to show how many rectangles you can make for each given
number of unit squares. You might not use all the spaces in each chart.


--------------------------------------------------------------------------------------------------------------------------------------------

2. Create a line plot with the data you collected in Problem 1.
6 11
Number of Unit Squares Used X = 1 Rectangle
a. Luke looks at the line plot and says that all odd numbers of unit squares produce only 1 rectangle. Do
you agree? Why or why not?
b. How many X’s would you plot for 4 unit squares? Explain how you know.

Lesson 20
Objective: Construct rectangles with a given perimeter using unit squares

 Sprint: Multiply or Divide by 2 3.OA.7 (10 minutes)
Sprint: Multiply or Divide by 2 (10 minutes)

Materials: (S) Multiply or Divide by 2 Sprint
Note: This Sprint builds fluency with multiplication and division facts using units of 2.
Molly builds a rectangular playpen for her pet rabbit. The playpen has an area of 15 square yards.
a. Estimate to draw and label as many possibilities as you can for the playpen.
b. Find the perimeters of the rectangles in part (a).
c. What other information do you need in order to re-create Molly’s playpen?
Note: This reviews the concepts learned in Lessons 18 and 19. Consider inviting students to discuss whether
or not one of the rectangles from part (a) would be preferred as an outdoor playpen for a rabbit.
Lesson 20: Construct rectangles with a given perimeter using unit squares and
determine their areas. 268


Materials: (S) Problem Set, personal white board, square unit tiles
Note: Today’s lesson includes two strategies for finding the length and width of a rectangle when the
perimeter is known. One strategy is written into the vignette, and the other is explained after the vignette.
Before delivering the lesson, read through both, and decide which is most appropriate for the class.
Depending on the class, both may be taught.
T: Read the first sentence in Problem 1.
S: (Read: Use your square unit tiles to build as many
NOTES ON
rectangles as you can with a perimeter of 12 units.)
MULTIPLE MEANS
T: How is this problem different from the work we’ve OF ACTION AND
been doing the past few days?
EXPRESSION:
S: Before, we knew the area of the rectangle and had to
Offer students the option of using a
find length and width. Now we need to use the 12-centimeter or 12-inch piece of string
perimeter to find the length and width. or wire (rather than square tiles) to
T: When we knew the area, we used pairs of factors to build rectangles with a perimeter of 12
help us find length and width. What strategy might we units in Problem 1 of the Problem Set.
use to help us when we know the perimeter?
S: We have to build or draw rectangles with different
lengths and widths and see if the perimeter is 12 units. 8 cm
 That could take a long time.
T: Let’s see what we can figure out. (Project the labeled
3 cm 3 cm
rectangle and equation shown to the right.) Discuss with a
partner how this equation represents the perimeter of the
rectangle. 8 cm
S: (Discuss.) P = 2 × (3 cm + 8 cm)
T: Solve the addition fact, and rewrite the equation using the sum.
S: (Write P = 2 × 11 cm.)
T: When we multiply a number by 2, what are we doing to that number?
S: Doubling it!
T: So, this equation shows perimeter as double the sum of the width and length. Talk to a partner.
Can the perimeter of all rectangles be written as double the sum of the width and length?
MP.5 S: Yes, because all rectangles have opposite sides that are equal.
T: Let’s see how knowing that helps with Problem 1. It asks us to use unit squares to build as many
rectangles as we can that have a perimeter of 12 units. We know that the perimeter, 12 units, is
double the sum of the width and length. What is the opposite of doubling a number?
S: Dividing a number by 2.  Halving a number.

T: (Write the equation 12 ÷ 2 = 6.) What does the 6 in this

Sample Teacher’s Board:
equation represent in relation to a rectangle with a perimeter
of 12? 12 ÷ 2 = 6
S: You divided the perimeter by 2, so 6 is the sum of the width
and length.  You halved the perimeter, and 6 is the sum of 1+5=6
the width and length.
T: Now that we know the sum of the width and length, we can 2+4=6
find pairs of numbers that add up to 6. Start at 1, and work
with a partner to write number sentences that have a sum of 6. 3+3=6
MP.5 You only need to include a combination once.
S: (Write 1 + 5 = 6, 2 + 4 = 6, and 3 + 3 = 6.)
T: (Write the number sentences.) Check your work with mine, and make changes, if necessary. (Allow
students time to check work.) What do these combinations represent?
S: They’re the possible widths and lengths for a rectangle with a perimeter of 12 units!  Wait. How
do we know which is width and which is length?
T: Sketch a rectangle one way, and then trade the numbers that go with width and length, and sketch
again. What happens?
S: Oh! It’s the same rectangle, just flipped.  I guess it doesn’t matter which is which for now.
T: Use your unit squares to build each rectangle with the
widths and lengths that we found. Confirm that the
perimeter is 12 units each time. Then, complete NOTES ON
Problem 1 on the Problem Set. MULTIPLE MEANS
S: (Build rectangles and then complete Problem 1.) OF REPRESENTATION:
T: At the beginning of our lesson, we wondered which When using square tiles to build
strategy we could use to find the width and length of a rectangles of a certain perimeter,
rectangle when we know the perimeter. Retell this clarify the unit being counted.
strategy to your partner. Students count unit squares to find
area and count unit side lengths to find
S: (Discuss.) perimeter.
Alternative (or Additional) Strategy:

If appropriate for the class, consider teaching the following strategy instead of, or in addition to, the strategy
demonstrated above. While this strategy has more steps than the strategy in the vignette, it does not require
students to know or figure out half of the perimeter. Finding half of the perimeter can become tricky when
students start to work with larger perimeters. As noted above, use discretion when deciding which strategy
is appropriate for the class.
 Start with the same 3 cm by 8 cm rectangle as in the vignette.
 Show the equation P = (2 × 3 cm) + (2 × 8 cm). Ask students how the equation represents the
 Students see that the equation shows the perimeter as the sum of double the width and double the
length.
 Knowing that, students can start at 1 and double numbers until they get to the given perimeter.
Then, they can find pairs of doubles that add up to the perimeter.

 These pairs of doubles represent double the widths and lengths, so students have to divide each
number by 2 to get the widths and lengths.
For example, given a perimeter of 22 centimeters, students could find possible side lengths as shown below.
P = 22 cm
Doubles: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22
Pairs of Doubles That Add to 22: Half of These Doubles:
2 + 20 w = 1, l = 10
4 + 18 w = 2, l = 9
6 + 16 w = 3, l = 8
8 + 14 w = 4, l = 7
10 + 12 w = 5, l = 6

To prepare for Lesson 22, students should

add their data from today’s lesson to the
sheet shown to the right. (A master copy
is included at the end of this lesson.) Data
will need to be collected on the same
sheet again at the end of Lesson 21. An
extra five minutes is built into the time
allotted for the Concept Development to
accommodate this. However, choose
when the data collection might happen
most smoothly for the class, perhaps at
the end of the Problem Set or the Student
Debrief or after completing the Exit Ticket.

Lesson Objective: Construct rectangles with a given

perimeter using unit squares and determine their areas.
lesson.
 Share your answers to Problem 1 (c) and (d).
Why are the areas of the rectangles different,
even though the perimeters are the same?
 What are the widths and lengths of the
rectangles you drew in Problem 2(a)? Explain to
a partner how you found the widths and lengths.
 Share your answer to Problem 2(c) with a partner.
Why can’t you find the area of a rectangle when
you only know the rectangle’s perimeter?
 Look at the rectangles you drew in Problems 1(a)
and 2(a). Which perimeter allowed you to draw a
square? How do you know?


NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Sprint 3 7
A
Number Correct: _______
Multiply or Divide by 2
1. 2×2= 23. ___ × 2 = 20
2. 3×2= 24. ___ × 2 = 4
3. 4×2= 25. ___ × 2 = 6
4. 5×2= 26. 20 ÷ 2 =
5. 1×2= 27. 10 ÷ 2 =
6. 4÷2= 28. 2÷1=
7. 6÷2= 29. 4÷2=
8. 10 ÷ 2 = 30. 6÷2=
9. 2÷1= 31. ___ × 2 = 12
10. 8÷2= 32. ___ × 2 = 14
11. 6×2= 33. ___ × 2 = 18
12. 7×2= 34. ___ × 2 = 16
13. 8×2= 35. 14 ÷ 2 =
14. 9×2= 36. 18 ÷ 2 =
15. 10 × 2 = 37. 12 ÷ 2 =
16. 16 ÷ 2 = 38. 16 ÷ 2 =
17. 14 ÷ 2 = 39. 11 × 2 =
18. 18 ÷ 2 = 40. 22 ÷ 2 =
19. 12 ÷ 2 = 41. 12 × 2 =
20. 20 ÷ 2 = 42. 24 ÷ 2 =
21. ___ × 2 = 10 43. 14 × 2 =
22. ___ × 2 = 12 44. 28 ÷ 2 =

B
Improvement: _______
1. 1×2= 23. ___ × 2 = 4
2. 2×2= 24. ___ × 2 = 20
3. 3×2= 25. ___ × 2 = 6
4. 4×2= 26. 4÷2=
5. 5×2= 27. 2÷1=
6. 6÷2= 28. 20 ÷ 2 =
7. 4÷2= 29. 10 ÷ 2 =
8. 8÷2= 30. 6÷2=
9. 2÷1= 31. ___ × 2 = 12
10. 10 ÷ 2 = 32. ___ × 2 = 16
11. 10 × 2 = 33. ___ × 2 = 18
12. 6×2= 34. ___ × 2 = 14
13. 7×2= 35. 16 ÷ 2 =
14. 8×2= 36. 18 ÷ 2 =
15. 9×2= 37. 12 ÷ 2 =
16. 14 ÷ 2 = 38. 14 ÷ 2 =
17. 12 ÷ 2 = 39. 11 × 2 =
18. 16 ÷ 2 = 40. 22 ÷ 2 =
19. 20 ÷ 2 = 41. 12 × 2 =
20. 18 ÷ 2 = 42. 24 ÷ 2 =
21. ___ × 2 = 12 43. 13 × 2 =
22. ___ × 2 = 10 44. 26 ÷ 2 =

Name Date
1. Use your square unit tiles to build as many rectangles as you can with a perimeter of 12 units.
a. Estimate to draw your rectangles below. Label the side lengths of each rectangle.
b. Explain your strategy for finding rectangles with a perimeter of 12 units.
c. Find the areas of all the rectangles in part (a) above.
d. The perimeters of all the rectangles are the same. What do you notice about their areas?

2. Use your square unit tiles to build as many rectangles as you can with a perimeter of 14 units.
b. Find the areas of all the rectangles in part (a) above.
c. Given a rectangle’s perimeter, what other information do you need to know about the rectangle to
find its area?

Name Date
Use your square unit tiles to build as many rectangles as you can with a perimeter of 8 units.
b. Find the areas of the rectangles in part (a) above.

Name Date
1. Cut out the unit squares at the bottom of the page. Then, use them to make as many rectangles as you
can with a perimeter of 10 units.
--------------------------------------------------------------------------------------------------------------------------------------------

2. Gino uses unit square tiles to make rectangles with a perimeter of 14 units. He draws his rectangles as
shown below. Using square unit tiles, can Gino make another rectangle that has a perimeter of 14 units?
Explain your answer.
4 units
6 units
1 unit
3 units
3. Katie draws a square that has a perimeter of 20 centimeters.

a. Estimate to draw Katie’s square below. Label the length and width of the square.
b. Find the area of Katie’s square.
c. Estimate to draw a different rectangle that has the same perimeter as Katie’s square.
d. Which shape has a greater area, Katie’s square or your rectangle?

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Data Sheet 3 7
Name Date
Use the data you gathered from Problem Sets 20 and 21 to complete the charts to show how many rectangles
you can create with a given perimeter. You might not use all the spaces in the charts.
Perimeter = 10 units Perimeter = 12 units
Number of rectangles you made: _____ Number of rectangles you made: _____
Width Length Area Width Length Area
1 unit 4 units 4 square units

Lesson 21
Objective: Construct rectangles with a given perimeter using unit squares



NOTES ON
MULTIPLE MEANS
Mrs. Zeck will use 14 feet of tape to mark a rectangle on the
gym wall. Draw several rectangles that Mrs. Zeck could make OF ACTION AND
with her tape. Label the width and length of each rectangle. EXPRESSION:
Scaffold the Application Problem for
students working below grade level.
One solution path (shown here) is to
find half of the perimeter and list all
addend pairs with a sum of 7. Set
individualized goals for effort and
persistence, perhaps by providing a
checklist of problem-solving self-talk,
such as, “What information do I
know?”
Note: This problem reviews Lesson 20. If time allows, invite students to discuss which rectangular target they
would want to try to hit by throwing a ball from the opposite side of the gym.

Materials: (S) Centimeter grid paper (Template), Problem Set, personal white board
T: Read the first sentence of Problem 1 on the Problem Set.

S: (Read: On your centimeter grid paper, shade and label as many rectangles as you can with a
perimeter of 16 centimeters.)
T: Tell a partner the strategy you will use to find rectangles with a perimeter of 16 centimeters.
MP.5 S: I’ll start by finding half of the perimeter, which is 8. Then, I’ll write addition sentences that equal 8.
The numbers in these addition sentences are the widths and lengths of the rectangles.
T: Work with a partner to find the widths and lengths for rectangles
with a perimeter of 16 centimeters. (Sample student work is shown
to the right.)
T: Share your work with another pair of students. If your answers are
different, figure out why, and come to an agreement.
S: (Share with another pair and make adjustments.)
T: How many different rectangles did you find with a perimeter of 16
centimeters?
S: 4 rectangles!
T: Talk to a partner: Are any of your rectangles squares? How do you
know?
S: Yes. The rectangle with a width of 4 and a length of 4 is a square.  That’s right because all the side
lengths are equal.
T: Shade each rectangle on your centimeter grid paper, and label the side lengths. Darken the
perimeters of the rectangles so they stand out on the grid.
S: (Shade rectangles on the centimeter grid paper.)
When students finish shading, facilitate a class discussion using the following suggested questions.
 How can you be sure that all of the rectangles have a perimeter of 16 centimeters?
 Do you think the rectangles all have the same area? Why or why not?
 Which rectangle do you think has the smallest area? The greatest area? Why?
After the discussion, ask students to finish Problem 1, which includes sketching each rectangle, labeling the
side lengths, and finding the areas. Repeat the process for Problem 2 on the Problem Set, releasing students
to work independently as they are ready.


Students should do their personal best to complete Problems 3 and 4 on the Problem Set within the allotted
10 minutes. For some classes, it may be appropriate to modify the assignment by specifying which problems
they work on first. Some problems do not specify a method for solving. Students should solve these
problems using the RDW approach used for Application Problems.
To prepare for Lesson 22, students should

add their data from today’s lesson to the
sheet shown to the right. (A master copy
is included at the end of this lesson.) An
extra five minutes is built into the time
allotted for the Concept Development to
accommodate this. However, choose
when the data collection might happen
most smoothly for the class, perhaps at
the end of the Problem Set or the Student
Debrief or after completing the Exit Ticket.
Lesson Objective: Construct rectangles with a given perimeter using unit squares and determine their areas.
lesson.
 Compare the rectangles you drew on your grid paper for Problems 1 and 2. What patterns do you
see in the side lengths?
 Look at the charts in Problem 3. Can a rectangle with a perimeter of 10 units have a greater area
than a rectangle with a perimeter of 20 units? How do you know?
 Share your answers to Problem 4. Do you know for sure what Macy’s and Gavin’s rectangles look
like? Why or why not?

 Look at the number of rectangles you made with

the given perimeters in Problems 1, 2, and 3.
Why do you think you can make more rectangles
with some perimeters than with others?


A
1. 2×3= 23. ___ × 3 = 30
2. 3×3= 24. ___ × 3 = 6
3. 4×3= 25. ___ × 3 = 9
4. 5×3= 26. 30 ÷ 3 =
5. 1×3= 27. 15 ÷ 3 =
6. 6÷3= 28. 3÷3=
7. 9÷3= 29. 6÷3=
8. 15 ÷ 3 = 30. 9÷3=
9. 3÷3= 31. ___ × 3 = 18
10. 12 ÷ 3 = 32. ___ × 3 = 21
11. 6×3= 33. ___ × 3 = 27
12. 7×3= 34. ___ × 3 = 24
13. 8×3= 35. 21 ÷ 3 =
14. 9×3= 36. 27 ÷ 3 =
15. 10 × 3 = 37. 18 ÷ 3 =
16. 24 ÷ 3 = 38. 24 ÷ 3 =
17. 21 ÷ 3 = 39. 11 × 3 =
18. 27 ÷ 3 = 40. 33 ÷ 3 =
19. 18 ÷ 3 = 41. 12 × 3 =
20. 30 ÷ 3 = 42. 36 ÷ 3 =
21. ___ × 3 = 15 43. 13 × 3 =
22. ___ × 3 = 3 44. 39 ÷ 3 =

B
1. 1×3= 23. ___ × 3 = 6
2. 2×3= 24. ___ × 3 = 30
3. 3×3= 25. ___ × 3 = 9
4. 4×3= 26. 6÷3=
5. 5×3= 27. 3÷3=
6. 9÷3= 28. 30 ÷ 3 =
7. 6÷3= 29. 15 ÷ 3 =
8. 12 ÷ 3 = 30. 9÷3=
9. 3÷3= 31. ___ × 3 = 18
10. 15 ÷ 3 = 32. ___ × 3 = 24
11. 10 × 3 = 33. ___ × 3 = 27
12. 6×3= 34. ___ × 3 = 21
13. 7×3= 35. 24 ÷ 3 =
14. 8×3= 36. 27 ÷ 3 =
15. 9×3= 37. 18 ÷ 3 =
16. 21 ÷ 3 = 38. 21 ÷ 3 =
17. 18 ÷ 3 = 39. 11 × 3 =
18. 24 ÷ 3 = 40. 33 ÷ 3 =
19. 30 ÷ 3 = 41. 12 × 3 =
20. 27 ÷ 3 = 42. 36 ÷ 3 =
21. ___ × 3 = 3 43. 13 × 3 =
22. ___ × 3 = 15 44. 39 ÷ 3 =

Name Date
1. On your centimeter grid paper, shade and label as many rectangles as you can with a perimeter of
16 centimeters.
a. Sketch the rectangles below, and label the side lengths.
b. Find the area of each rectangle you drew above.
2. On your centimeter grid paper, shade and label as many rectangles as you can with a perimeter of 18
centimeters.
a. Sketch the rectangles below, and label the side lengths.
b. Find the area of each rectangle you drew above.

3. Use centimeter grid paper to shade in as many rectangles as you can with the given perimeters.
a. Use the charts below to show how many rectangles you shaded for each given perimeter. You might
not use all the spaces in the charts.
Perimeter = 10 cm Perimeter = 20 cm
Number of rectangles I made: ____ Number of rectangles I made: ____

1 cm 4 cm 4 square cm 1 cm 9 cm 9 square cm
b. Did you make a square with either of the given perimeters? How do you know?
4. Macy and Gavin both draw rectangles with perimeters of 16 centimeters. Use words and pictures to
explain how it is possible for Macy’s and Gavin’s rectangles to have the same perimeters but different
areas.

Name Date
On the grid below, shade and label at least two different rectangles with a perimeter of 20 centimeters.

Name Date
1. Margo finds as many rectangles as she can with a perimeter of 14 centimeters.
a. Shade Margo’s rectangles on the grid below. Label the length and width of each rectangle.
c. The perimeters of the rectangles are the same. What do you notice about the areas?

2. Tanner uses unit squares to build rectangles that have a perimeter of 18 units. He creates the chart
below to record his findings.
a. Complete Tanner’s chart. You might not use all the spaces in the chart.
Perimeter = 18 units
Number of rectangles I made: _____

Width Length Area
b. Explain how you found the widths and lengths in the chart above.
3. Jason and Dina both draw rectangles with perimeters of 12 centimeters, but their rectangles have
different areas. Explain with words, pictures, and numbers how this is possible.

centimeter grid paper

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Data Sheet 3 7
Name Date
Use the data you gathered from Problem Sets 20 and 21 to complete the charts to show how many rectangles
you can create with a given perimeter. You might not use all the spaces in the charts.

Lesson 22
Objective: Use a line plot to record the number of rectangles constructed
in Lessons 20 and 21.


 Find the Perimeter and Area 3.MD.7 (3 minutes)

NOTES ON
Materials: (S) Multiply or Divide by 4 Sprint MULTIPLE MEANS
OF ENGAGEMENT:
Note: This Sprint builds fluency with multiplication and division
If students do not multiply and divide
facts using units of 4.
by 4 with fluency, review quickly or
prepare students beforehand. Then,
Find the Perimeter and Area (3 minutes) guide students to set a goal.
Note: This activity reviews finding perimeter and area.

T: (Project a square with a given length of 5 cm.) This shape is a
square. On your personal white board, calculate the
perimeter using an addition sentence.
S: (Write 5 cm + 5 cm + 5 cm + 5 cm = 20 cm.)
T: Calculate the area using a multiplication sentence.
S: (Write 5 cm × 5 cm = 25 sq cm.)
Repeat this process for the remaining rectangles.
Lesson 22: Use a line plot to record the number of rectangles constructed in
Lessons 20 and 21. 294


Materials: (T) Line plot (Template 1) (S) Problem Set, ruler, data chart from Lessons 20–21, line plot from
Lesson 19, scissors, 11-inch piece of string (per pair), rectangles (Template 2) (per pair)
Problem 1: Draw a line plot representing measurement data.

Guide students through the process of recording the number of rectangles they made for each given
perimeter on the line plot in Problem 1 of the Problem Set.
 Use a ruler to partition equal intervals.
 Label the number line to show the different perimeters.
 Record the data on the line plot using X’s to represent one rectangle.
Problem 2: Observe and interpret data on a line plot.

T: Study the perimeter measurements on your line plot. Are they even, odd, or both?
S: They’re all even!
T: Why do you think that is? Discuss with your table.
S: The teacher just made them up that way.  To get the perimeter of a rectangle, we add four sides.
Maybe the totals have to be divisible by 4, so they have to be even because 4 is even?  But we
don’t know how to divide 10, 14, 18, or 22 by 4.  Wait. To get perimeter, we find the sum of the
width and length. Then, we double it. If you double a number, I think it’s always even because you
have to multiply by 2. Let me try a few to check. Yep! Everything I multiply by 2 has an even
product.
T: You’re close! All the rectangles that we made had whole number side lengths. When we add whole
number side lengths and double them, the perimeter will be even. (Pass out an 11-inch-long piece
of string to each pair.) Use your ruler to measure the length of the string in inches.
S: (Measure the string.)
T: How long is the string? NOTES ON
S: 11 inches! MULTIPLE MEANS
T: Work with your partner to shape your string into a OF ACTION AND
rectangle. EXPRESSION:
S: (Make a rectangle with the string.) Provide the option of wire, in addition
to string, because it may be easier for
T: What is the perimeter of your rectangle? How do you
students to measure and shape wire
know?
into a rectangle. However, students
S: 11 inches because it’s the same as the length of the may need assistance cutting off an inch
string. of wire. Gluing string or anchoring wire
T: Is 11 an odd or even number? (so that it does not move) may
decrease possible frustration as
S: Odd! students measure side lengths. If
T: So, do all rectangles have an even perimeter? gluing is chosen, provide additional
pieces of string.
S: No!

T: Use your ruler to measure the side lengths of your rectangle to the nearest quarter inch.
S: (Measure the side lengths.)
T: Are the side lengths of your rectangle whole numbers?
S: No. They have fractions of inches!
T: That’s right! Your rectangle has an odd perimeter because the side lengths aren’t whole numbers.
Use this information to help you answer Problem 2. (Why are all of the perimeter measurements
even? Do all rectangles have an even perimeter?)
S: (Answer Problem 2.)
T: Now, study the data on your line plot. Think of a true statement to share about the data. (Allow
students time to think, and then invite them to share.)
S: We made the most rectangles with a perimeter of 20 units.  We made the fewest rectangles with
a perimeter of 10 units.  We made the same number of rectangles with perimeters of 12 and
14 units and 16 and 18 units.  We made a total of 21 rectangles from these six perimeters.
 The number of rectangles is mostly growing as the perimeter measurement gets larger.
T: Let me show you what the line plot looks like with more measurements. (Project Template 1, shown
to the right.) What pattern do you notice in the data? Template 1
S: Starting with 8, the number of rectangles grows
for every other measurement.  Not just that,
but they grow in pairs. Look. 4 and 6 are the
same. Then, 8 and 10 are the same, except they
grow by 1 more possible rectangle. It’s like that
all the way to 30!
T: Using this pattern, how many rectangles do you think you could build with unit squares, given
perimeters of 32 units and 34 units?
S: Both would be 8 rectangles since each pair of measurements grows by 1.
T: Use your ruler to help you cut an inch off your string. (Allow students time
to cut.) How long is your string now? Template 2
S: 10 inches.
T: (Pass out Template 2, shown to the right.) Working with your partner, use
your string to measure the perimeters of these rectangles. (Allow students
time to measure.) What did you notice about the perimeters of these
rectangles?
MP.6
S: They’re all 10 inches!
T: Use your ruler to measure the side lengths of Rectangle A to the nearest
quarter inch. (Allow students time to measure.) Are the side lengths of
this rectangle whole numbers?
S: No. They have fractions of inches.
T: On your line plot, it shows that you only made two rectangles with a perimeter of 10, but here we
have four rectangles with a perimeter of 10. When we have side lengths that are not whole
numbers, we can find more rectangles for given perimeters than our line plot shows.

Problem 3: Compare area and perimeter line plots.

Student Line Plot from Lesson 19
T: Let’s compare today’s line plot with the one
you created in Lesson 19. (Allow students
time to take out their Lesson 19 Problem
Set.) How are the line plots different?
S: One line plot shows the number of
rectangles for a given area. The other shows
the number of rectangles for a given
perimeter.
T: Look at the data on both line plots for 12.
What do you notice?
S: There is an equal number of rectangles that we made for that perimeter and that area.
T: Is that true for other numbers on your line plots?
S: No!
T: Do you think there’s a connection between the number of rectangles you built for a given area and
perimeter?
S: Sometimes, but not always.  It only looks like there is a relationship with certain numbers, like 12.
 There’s not really a pattern, so I don’t think there’s a relationship.
T: Right. Using our data, we can’t make a general rule about a connection between perimeter and
area. Take some time to record your thoughts in Problem 3. (Compare the two line plots we
created. Is there any reason to think that knowing only the area of a rectangle would help you to
figure out its perimeter or knowing only the perimeter of a rectangle would help you figure out its
area?)
S: (Record.)

Students should do their personal best to complete
Problems 4 and 5 within the allotted 10 minutes. For
some classes, it may be appropriate to modify the
assignment by specifying which problems they work on
first. Some problems do not specify a method for solving.
Students should solve these problems using the RDW
Lesson Objective: Use a line plot to record the number of

rectangles constructed in Lessons 20 and 21.

They should check work by comparing answers with a partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation
 How did using a ruler help you partition your
number line evenly?
 How does a line plot make data easier to read
and compare?
 Did you agree with Alicia in Problem 5? Why or
why not?
 What did using the string in today’s lesson help
you discover about perimeter?
 What do you notice about the connection
between area and perimeter?


A
1. 2×4= 23. ___ × 4 = 40
2. 3×4= 24. ___ × 4 = 8
3. 4×4= 25. ___ × 4 = 12
4. 5×4= 26. 40 ÷ 4 =
5. 1×4= 27. 20 ÷ 4 =
6. 8÷4= 28. 4÷4=
7. 12 ÷ 4 = 29. 8÷4=
8. 20 ÷ 4 = 30. 12 ÷ 4 =
9. 4÷4= 31. ___ × 4 = 24
10. 16 ÷ 4 = 32. ___ × 4 = 28
11. 6×4= 33. ___ × 4 = 36
12. 7×4= 34. ___ × 4 = 32
13. 8×4= 35. 28 ÷ 4 =
14. 9×4= 36. 36 ÷ 4 =
15. 10 × 4 = 37. 24 ÷ 4 =
16. 32 ÷ 4 = 38. 32 ÷ 4 =
17. 28 ÷ 4 = 39. 11 × 4 =
18. 36 ÷ 4 = 40. 44 ÷ 4 =
19. 24 ÷ 4 = 41. 12 ÷ 4 =
20. 40 ÷ 4 = 42. 48 ÷ 4 =
21. ___ × 4 = 20 43. 14 × 4 =
22. ___ × 4 = 4 44. 56 ÷ 4 =

B
1. 1×4= 23. ___ × 4 = 8
2. 2×4= 24. ___ × 4 = 40
3. 3×4= 25. ___ × 4 = 12
4. 4×4= 26. 8÷4=
5. 5×4= 27. 4÷4=
6. 12 ÷ 4 = 28. 40 ÷ 4 =
7. 8÷4= 29. 20 ÷ 4 =
8. 16 ÷ 4 = 30. 12 ÷ 4 =
9. 4÷4= 31. ___ × 4 = 12
10. 20 ÷ 4 = 32. ___ × 4 = 16
11. 10 × 4 = 33. ___ × 4 = 36
12. 6×4= 34. ___ × 4 = 28
13. 7×4= 35. 32 ÷ 4 =
14. 8×4= 36. 36 ÷ 4 =
15. 9×4= 37. 24 ÷ 4 =
16. 28 ÷ 4 = 38. 28 ÷ 4 =
17. 24 ÷ 4 = 39. 11 × 4 =
18. 32 ÷ 4 = 40. 44 ÷ 4 =
19. 40 ÷ 4 = 41. 12 × 4 =
20. 36 ÷ 4 = 42. 48 ÷ 4 =
21. ___ × 4 = 4 43. 13 × 4 =
22. ___ × 4 = 20 44. 52 ÷ 4 =

Name Date
1. Use the data you gathered from your Problem Sets to create a line plot for the number of rectangles you
created with each given perimeter.
Perimeter Measurements in Units X = 1 Rectangle
2. Why are all of the perimeter measurements even? Do all rectangles have an even perimeter?

3. Compare the two line plots we created. Is there any reason to think that knowing only the area of a
rectangle would help you to figure out its perimeter or knowing only the perimeter of a rectangle would
help you figure out its area?
4. Sumi uses unit square tiles to build 3 rectangles that have an area of 32 square units. Does knowing this
help her find the number of rectangles she can build for a perimeter of 32 units? Why or why not?
5. George draws 3 rectangles that have a perimeter of 14 centimeters. Alicia tells George that there are
more than 3 rectangles that have a perimeter of 14 centimeters. Explain why Alicia is correct.

Name Date
Suppose you have a rectangle with a perimeter of 2 cm. What can you conclude about the side lengths? Can
all 4 sides of the rectangle measure a whole number of centimeters?

Name Date
1. The following line plot shows the number of rectangles a student made using square unit tiles. Use the
line plot to answer the questions below.
a. Why are all of the perimeter measurements even? Do all rectangles have even perimeters?
b. Explain the pattern in the line plot. What types of side lengths make this pattern possible?
c. How many X’s would you draw for a perimeter of 32? Explain how you know.

2. Luis uses square inch tiles to build a rectangle with a perimeter of 24 inches. Does knowing this help him
find the number of rectangles he can build with an area of 24 square inches? Why or why not?
3. Esperanza makes a rectangle with a piece of string. She says the perimeter of her rectangle is 33
centimeters. Explain how it’s possible for her rectangle to have an odd perimeter.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 Fluency Template 1 3 7
Number of Rectangles Made with a Given Perimeter X X

X X X X
X X X X X X
X X X X X X X X
X X X X X X X X X X
X X X X X X X X X X X X
X X X X X X X X X X X X X X
4 6 8 10 12 14 16 18 20 22 24 26 28 30
line plot
Lesson 22: Use a line plot to record the number of rectangles constructed in Lessons 20 and 21.
306
©©2015
2015Great
GreatMinds.
Minds.Some rights reserved. greatminds.net
eureka-math.org This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
G3-M7-TE-1.3.0-06.2015
Rectangle A
Rectangle B
Rectangle C
Rectangle D
rectangles

3
GRADE
Topic E
Problem Solving with Perimeter and
Area
3.MD.8, 3.G.1
Focus Standards: 3.MD.8 Solve real world and mathematical problems involving perimeters of polygons,
3.G.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). Recognize rhombuses, rectangles,
and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do
not belong to any of these subcategories.
G3–M4 Multiplication and Area
In Topic E, students solve problems with perimeter and area. Lesson 23 focuses on solving a variety of word
problems involving perimeter. This provides students an opportunity to use multiplication and division
strategies to solve problems about perimeter.
Students use rectangles and circles to create robots and environments for the robots using specified
perimeter measurements in Lessons 24 through 27. They reason about the different whole number side
lengths that may be produced for a given perimeter. For example, when given the requirement that the
perimeter of the arms of the robot must be 14 inches, students experiment and draw different possibilities
for rectangles to determine which ones they prefer for the robot’s arms. Students cut out and assemble the
parts of the robot from grid or construction paper and compare their robots with those of their peers. This
comparison leads to a discussion about the different areas that are generated for their classmates’ robot
bodies, despite the fact that they have the same given perimeter. The final lesson in this sequence provides
an opportunity for peer review and critique.
Topic E: Problem Solving with Perimeter and Area

308

NYS COMMON CORE MATHEMATICS CURRICULUM Topic E 3 7
Students return to problem solving in Lessons 28 and 29, this time working with a variety of word problems
involving both area and perimeter. For example, if students are given both the length and the width of a
rectangular football field, they should be able to determine both the perimeter and the area of the field.
In these lessons, students explore and develop strategies for solving a sequence of increasingly complex
problems. In Lesson 30, students further develop analyzing and critiquing skills. They initially discuss
anonymous student work samples before sharing their own work and receiving feedback in small groups.
A Teaching Sequence Toward Mastery of Problem Solving with Perimeter and Area
Objective 1: Solve a variety of word problems with perimeter.
(Lesson 23)
Objective 2: Use rectangles to draw a robot with specified perimeter measurements, and reason about
the different areas that may be produced.
(Lessons 24–27)
Objective 3: Solve a variety of word problems involving area and perimeter using all four operations.
(Lessons 28–29)
Objective 4: Share and critique peer strategies for problem solving.

(Lesson 30)
Topic E: Problem Solving with Perimeter and Area

309

Lesson 23
Objective: Solve a variety of word problems with perimeter.



NOTES ON
Materials: (S) Problem Set MULTIPLE MEANS
OF ENGAGEMENT:
In this problem-solving lesson, students work in pairs or Give everyone a fair chance to be
independently to solve the six problems on the Problem Set. successful by providing appropriate
MP.1 The teacher facilitates conversation and may provide structure

scaffolds. Demonstrating students may
for problem solving using Steps 1–3 (on the next page). Specific use peer translators or sentence
information about each problem follows and can be used to frames to present and respond to
feedback. Models shared may include
facilitate conversation.
concrete manipulatives or adaptive
materials.
Suggested Problem-Solving Steps
If the pace of the lesson is a
For each problem, select two pairs of students to work at the consideration, prepare presenters
class board or central space. Other students work beforehand. Problem 4 may be most
approachable for students working
independently or in pairs at their tables.
below grade level.
Lesson 23: Solve a variety of word problems with perimeter.

310

1. Read and model.

Review the following questions after reading the first problem: NOTE ON
 Can you draw something? MULTIPLE MEANS
OF REPRESENTATION:
 What can you draw?
Students who have difficulty drawing
 What conclusions can you make from your drawing? an octagon to solve Problem 1 might
When most students have finished, have the pairs of students at choose instead to model with a tape
the board share only their labeled diagrams. Have the diagram consisting of 8 equal parts and
having a total value of 48 cm.
demonstrating students receive and respond to feedback and
questions from their peers.
2. Write an equation, calculate to solve, and write a statement.

Allow time for students to finish work on the question. They then retrace the steps of their thinking as they
share their work with a partner or another pair. Students write their equations and statements on their own
Problem Sets. Demonstrating students can model this process for others.
3. Assess the solution for reasonableness.

Give students one to two minutes to validate and explain the reasonableness of their solutions. Two or three
of the following sentence starters may be provided to guide them in this work:
 I reread the question to remind myself that it asks for _____.
 My answer matches what the question asks because _____.
 The units of my answer make sense because _____.
 I know my answer is neither too small nor too big because _____.
 My answer would not make any sense if it was _____ because _____.
Problem 1: Gale makes a miniature stop sign, a regular octagon, with a perimeter of 48 centimeters for the
town he built with blocks. What is the length of each side of the stop sign?
Students might solve by first drawing an octagon, then labeling a side length with a letter, and dividing the
perimeter (48 cm) by the number of sides on an octagon (8).
Problem 2: Travis bends wire to make rectangles. Each rectangle measures 34 inches by 12 inches. What is
the total length of the wire needed for two rectangles?
This is a two-step problem. Students find the perimeter of one rectangle and then add to find the perimeter
of two rectangles. They should recognize that the total perimeter of two rectangles is equal to the total
length of wire needed. To solve the first step, students might draw a rectangle, label the side lengths, and
find the perimeter. In the second step, students might use a variety of strategies to solve 92 + 92, including
using the standard algorithm or adding like units: 9 tens plus 9 tens equals 18 tens, and 2 ones plus 2 ones
equals 4 ones, and 18 tens 4 ones equals 184.

311

Problem 3: The perimeter of a rectangular bathroom is 32

feet. The width of the room is 8 feet. What is the length
of the room?
This problem presents a new complexity because it is the
first time students find an unknown side length given the
perimeter and one side length. This is a two-step word
problem, which can be approached in a variety of ways.
Knowing that opposite sides of a rectangle are equal,
students might first divide the perimeter by 2
(32 ft ÷ 2 = 16 ft) and then find the number pair that adds
to 16 (8 ft + ___ ft = 16 ft). In their problem-solving
process, students might include a drawing of the
rectangular room and label the unknown length with a
letter.
Students may be tempted to divide the given perimeter
(32 feet) by the width of the room (8 feet) since this is a
fact they know. However, they should see that a 4-foot by
8-foot rectangle does not have a perimeter of 32 feet.
Problem 4: Raj uses 6-inch square tiles to make a

rectangle, as shown below [to the right]. What is the
perimeter of the rectangle in inches?
Students are not given the length or width of the rectangle
but should recognize that its square tiles each have side
lengths of 6 inches. This problem allows for a variety of
strategies to find perimeter. Some students might first
find the value of each side length, either by adding or
multiplying sixes. Then, they could add or double each
side length to find the perimeter. Others might realize
that the perimeter is equal to 16 sixes and apply the break
apart and distribute strategy to find the total. Encourage
diversity with solution strategies to make for interesting
conversation about the problem.
Some students might mistakenly believe that they can
count the unit squares that make up the perimeter (12
unit squares) and multiply that number by 6, getting an
answer of 72 inches. If students count unit squares, they
need to be sure to count the sides of the unit squares that
make up the perimeter.

312

Problem 5: Mischa makes a 4-foot by 6-foot rectangular banner. She puts ribbon around the outside edges.
The ribbon costs $2 per foot. What is the total cost of the ribbon?
Students recognize that the length of the ribbon is equal to the perimeter of the banner, so they find the
perimeter of the banner (20 feet). They might calculate the cost of the ribbon by multiplying its length
(20 feet) by the cost ($2 per foot). Students can use a variety of strategies to solve, including turning it into a
doubles addition fact or thinking of it as 2 tens times 2. Students might also calculate the cost of the ribbon
for each side and then add to find the total cost. Encourage drawing the rectangular banner with the side
lengths labeled. In the second step, encourage using a letter to represent the unknown cost of the ribbon.
Problem 6: Colton buys a roll of wire fencing that is 120 yards long. He uses it to fence in his 18-yard by
24-yard rectangular garden. Will Colton have enough wire fencing left over to fence in a 6-yard by 8-yard
rectangular play space for his pet rabbit?
To solve, students need to find the perimeter of the garden, the difference between the length of the wire
fencing and the perimeter of the garden, and the perimeter of the rabbit’s play space. Students then
compare the amount of leftover fencing to the perimeter of the rabbit’s play space to determine whether or
not Colton has enough left over.
Lesson Objective: Solve a variety of word problems with perimeter.

lesson.
 How was setting up the problem to solve Problem 1 different from setting up the other problems?
What did you need to know about the stop sign before you could solve?
 Explain to a partner how knowing the perimeter and the width helped you find the length of the
rectangle in Problem 3.
 Explain to a partner how you were able to find the perimeter of the rectangle in Problem 4 without
knowing either side length.
 How does knowing the perimeter of the banner in Problem 5 help you find the cost of the ribbon?
 You found that Colton has enough fencing to complete both projects in Problem 6. How much
fencing will be left over after he fences in his garden and a play space for his rabbit?
 Which problem did you find most difficult? Why?


313

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 Sprint 3
A
1. 2×5= 23. ___ × 5 = 50
2. 3×5= 24. ___ × 5 = 10
3. 4×5= 25. ___ × 5 = 15
4. 5×5= 26. 50 ÷ 5 =
5. 1×5= 27. 25 ÷ 5 =
6. 10 ÷ 5 = 28. 5÷5=
7. 15 ÷ 5 = 29. 10 ÷ 5 =
8. 25 ÷ 5 = 30. 15 ÷ 5 =
9. 5÷5= 31. ___ × 5 = 30
10. 20 ÷ 5 = 32. ___ × 5 = 35
11. 6×5= 33. ___ × 5 = 45
12. 7×5= 34. ___ × 5 = 40
13. 8×5= 35. 35 ÷ 5 =
14. 9×5= 36. 45 ÷ 5 =
15. 10 × 5 = 37. 30 ÷ 5 =
16. 40 ÷ 5 = 38. 40 ÷ 5 =
17. 35 ÷ 5 = 39. 11 × 5 =
18. 45 ÷ 5 = 40. 55 ÷ 5 =
19. 30 ÷ 5 = 41. 15 ÷ 5 =
20. 50 ÷ 5 = 42. 60 ÷ 5 =
21. ___ × 5 = 25 43. 12 × 5 =
22. ___ × 5 = 5 44. 70 ÷ 5 =

314

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 Sprint 3
B
1. 1×5= 23. ___ × 5 = 10
2. 2×5= 24. ___ × 5 = 50
3. 3×5= 25. ___ × 5 = 15
4. 4×5= 26. 10 ÷ 5 =
5. 5×5= 27. 5÷5=
6. 15 ÷ 5 = 28. 50 ÷ 5 =
7. 10 ÷ 5 = 29. 25 ÷ 5 =
8. 20 ÷ 5 = 30. 15 ÷ 5 =
9. 5÷5= 31. ___ × 5 = 15
10. 25 ÷ 5 = 32. ___ × 5 = 20
11. 10 × 5 = 33. ___ × 5 = 45
12. 6×5= 34. ___ × 5 = 35
13. 7×5= 35. 40 ÷ 5 =
14. 8×5= 36. 45 ÷ 5 =
15. 9×5= 37. 30 ÷ 5 =
16. 35 ÷ 5 = 38. 35 ÷ 5 =
17. 30 ÷ 5 = 39. 11 × 5 =
18. 40 ÷ 5 = 40. 55 ÷ 5 =
19. 50 ÷ 5 = 41. 12 × 5 =
20. 45 ÷ 5 = 42. 60 ÷ 5 =
21. ___ × 5 = 5 43. 13 × 5 =
22. ___ × 5 = 25 44. 65 ÷ 5 =

315

Name Date
1. Gale makes a miniature stop sign, a regular octagon, with a perimeter of 48 centimeters for the town he
built with blocks. What is the length of each side of the stop sign?
2. Travis bends wire to make rectangles. Each rectangle measures 34 inches by 12 inches. What is the total
length of the wire needed for two rectangles?
3. The perimeter of a rectangular bathroom is 32 feet. The width of the room is 8 feet. What is the length
of the room?

316

4. Raj uses 6-inch square tiles to make a rectangle, as shown below. What is the perimeter of the rectangle
in inches?
6 in
5. Mischa makes a 4-foot by 6-foot rectangular banner. She puts ribbon around the outside edges.
The ribbon costs $2 per foot. What is the total cost of the ribbon?
6. Colton buys a roll of wire fencing that is 120 yards long. He uses it to fence in his 18-yard by 24-yard
rectangular garden. Will Colton have enough wire fencing left over to fence in a 6-yard by 8-yard
rectangular play space for his pet rabbit?

317

Name Date
Adriana traces a regular triangle to create the shape below. The perimeter of her shape is 72 centimeters.
What are the side lengths of the triangle?

318

Name Date
1. Rosie draws a square with a perimeter of 36 inches. What are the side lengths of the square?
2. Judith uses craft sticks to make two 24-inch by 12-inch rectangles. What is the total perimeter of the
2 rectangles?
3. An architect draws a square and a rectangle, as shown below, to represent a house that has a garage.
What is the total perimeter of the house with its attached garage?
55 ft 30 ft
Garage
40 ft
House

319

4. Manny draws 3 regular pentagons to create the shape shown below. The perimeter of 1 of the
pentagons is 45 inches. What is the perimeter of Manny’s new shape?
5. Johnny uses 2-inch square tiles to make a square, as shown below. What is the perimeter of Johnny’s
square?
2 in
6. Lisa tapes three 7-inch by 9-inch pieces of construction paper together to make a happy birthday sign for
her mom. She uses a piece of ribbon that is 144 inches long to make a border around the outside edges
of the sign. How much ribbon is leftover?
9 in
7 in

320

Lesson 24
Objective: Use rectangles to draw a robot with specified perimeter
measurements, and reason about the different areas that may be
produced.


 Find the Side Lengths 3.MD.8 (4 minutes)
T: (Write 7 × 6 = ____.) Let’s skip-count up by sixes. I’ll raise a finger for each six. (Raise a finger for
S: 6, 12, 18, 24, 30, 36, 42.
T: Let’s skip-count up by sixes starting at 30. Why is 30 a good place to start?
S: It is a fact we already know, so we can use it to figure out a fact we do not know.
Lesson 24: Use rectangles to draw a robot with specified perimeter

measurements, and reason about the different areas that may be 321
produced.

Find the Side Lengths (4 minutes)

Materials: (S) Personal white board NOTES ON
Note: This activity reviews Lesson 23. MULTIPLE MEANS
OF REPRESENTATION:
T: (Project the triangle image. Beneath it, write Students who have difficulty seeing the
__ cm ÷ __ = __ cm.) Each side of the triangle is the projected images may construct them
same length. The perimeter of this shape is 24 cm. from pattern blocks at their desks.
Find the side lengths of each triangle by filling in the
missing numbers.
S: (Write 24 cm ÷ 6 = 4 cm.)
Continue the process for the other images, which are composed of squares.
P = 24 cm
P = 90 in P = 48 m
Materials: (S) Problem Set, personal white board
Note: The whole-class portion of the Concept Development should take about 15 minutes, with the
remainder of the time allotted to be used for completing the Problem Set. Save today’s Problem Set for use
in Lessons 25–26.
T: Today, you will use all you have learned about
perimeter and area to start designing a robot and an NOTES ON
environment for it. We’ll work on this for four days, so MULTIPLE MEANS
today we will just do our planning. Read the directions OF ACTION AND
for completing the chart on the first page of the EXPRESSION:
Problem Set.
When introducing and giving
S: (Read: Use the given perimeters in the chart below to instructions for designing a robot and
choose the widths and lengths of your robot’s its environment, it may be necessary to
rectangular body parts. Write the widths and lengths make certain adjustments for English
in the chart below. Use the blank rows if you want to language learners. Speaking slower,
add extra rectangular body parts to your robot.) pausing more frequently, giving an
example, using visual aids or gestures
T: We will not be working with fractional units, only
while checking for understanding, and
whole numbers, throughout the project. Talk to a
explaining in students’ first languages
partner. How can you use the given perimeters to find may prove helpful.
possible widths and lengths of each robot body part?

produced.

S: I can find half of the perimeter and then find

pairs of numbers that add up to half of the
perimeter. These pairs of numbers are the
possible widths and lengths.
T: Do that now for the perimeter of one of your
robot’s arms, 14 centimeters. (Allow time for
students to work.) How many rectangles can you
make for that perimeter with whole number side
lengths?
S: Three rectangles!
T: Sketch the rectangles, and then compare them to
decide which one to use for your robot’s arm.
Record the width and length of your choice in the
chart.
S: (Sketch the rectangles and record choices in the
chart.)
T: Look at the chart on page 2 of your Problem Set.
Why are some of the width and length spaces
shaded in?
S: They are circles, so they do not have length and
width.  We do not know how to use the
perimeter of a circle to find its width and length.
 Circles do not even have a width and length.
T: So, do you have to write anything in your chart for the widths and lengths of the circular items?
S: No!
T: What is the given perimeter of the robot’s house?
S: 82 centimeters.
T: What is half of 82?
S: 41.
T: Think about finding the pairs of numbers that add to 41 (or writing all the doubles to 82, depending
on which strategy you taught in Lesson 20).
S: That is a lot of pairs of numbers!  It will take a long time, and it seems easy to miss one.
T: Talk to a partner: If you want a tall, skinny house for your robot, will the difference between the
width and length be big or small? How do you know?
MP.5
S: It will be big. A big difference between the width and length makes a tall and skinny rectangle.
 That is true. When the difference is small, the rectangle starts to look like a square.
T: Keep that in mind when you plan for the robot’s house. Instead of listing all the pairs of numbers
that add to 41 and then deciding, think about the pairs of numbers that have a sum of 41 that will
make the type of house you want.
Release students to work on their plans for their robots and their robots’ environments. Circulate as students
work, checking for understanding and clearing up any misconceptions.

produced.


Students should do their personal best to complete the Problem Set within the allotted 23 minutes. Students
who do not finish planning during this time can finish for homework, possibly instead of the Homework
provided. Students who finish early may begin constructing their robots.
Lesson Objective: Use rectangles to draw a robot with specified perimeter measurements, and reason about
lesson.
 Which body part has the greatest perimeter?
Why? The smallest perimeter? Why?
 The perimeter of the body is double the
perimeter of an arm. Are the width and length of
your robot’s body double the width and length of
its arm? Why or why not?
 The perimeter of the neck is half the perimeter of
the head. Are the width and length of your
robot’s neck half the width and length of its
head? Why or why not?
 Explain to a partner how you found the width and
length of your robot’s house. What shape house
will your robot have? How do you know?
 What extra body parts or items for the
environment did you plan? What shapes are
your extra body parts or items?


produced.

Multiply.

produced.

Name Date
Use the given perimeters in the chart below to choose the widths and lengths of your robot’s rectangular
body parts. Write the widths and lengths in the chart below. Use the blank rows if you want to add extra
rectangular body parts to your robot.
Letter Body Part Perimeter Width and Length
A arm 14 cm __________ cm by __________cm
B arm 14 cm __________ cm by __________cm
C leg 18 cm __________ cm by __________cm
D leg 18 cm __________ cm by __________cm
Double the perimeter

E body of one arm = __________ cm by __________cm
_______ cm
F head 16 cm __________ cm by __________cm
Half the perimeter of

G neck the head = __________ cm by __________cm
_______ cm
H __________ cm by __________cm
I __________ cm by __________cm
My robot has 7 to 9 rectangular body parts. Number of body parts: _______

produced.

Use the information in the chart below to plan an environment for your robot. Write the width and length for
each rectangular item. Use the blank rows if you want to add extra circular or rectangular items to your
robot’s environment.
Letter Item Shape Perimeter Width and Length
J sun circle about 25 cm
__________ cm by __________cm
K house rectangle 82 cm
L tree top circle about 30 cm
__________ cm by __________cm
M tree trunk rectangle 30 cm
N tree top circle about 20 cm
__________ cm by __________cm
O tree trunk rectangle 20 cm
My robot’s environment has 6 to 8 items. Number of items: _______

produced.

Name Date
Estimate to draw three different rectangles with a perimeter of 16 centimeters. Label the width and length of
each rectangle.

produced.

Name Date
1. Brian draws a square with a perimeter of 24 inches. What is the width and length of the square?
2. A rectangle has a perimeter of 18 centimeters.
a. Estimate to draw as many different rectangles as you can that have a perimeter of 18 centimeters.
Label the width and length of each rectangle.
b. How many different rectangles did you find?
c. Explain the strategy you used to find the rectangles.

produced.

3. The chart below shows the perimeters of three rectangles.
a. Write possible widths and lengths for each given perimeter.
Rectangle Perimeter Width and Length
A 6 cm __________ cm by __________ cm
B 10 cm __________ cm by __________ cm
C 14 cm __________ cm by __________ cm
b. Double the perimeters of the rectangles in part (a). Then, find possible widths and lengths.
Rectangle Perimeter Width and Length
A 12 cm __________ cm by __________ cm
B __________ cm by __________ cm
C __________ cm by __________ cm

produced.

Lesson 25
produced.



Finished Robot Sample
Materials: (S) Problem Sets from Lessons 24 and 25, Evaluation Rubric,
centimeter grid paper, glue, ruler, right angle tool, crayons,
assorted colors of construction paper, 1 piece of 12″ × 18″
construction paper, string, scissors
Students use today’s Problem Set to map out the robot in its
environment. Once they have their maps completed, students create
just their robots using the widths and lengths they recorded on the
Problem Set in Lesson 24. Give them the option of cutting their
rectangles out of centimeter grid paper or creating rectangles on
construction paper with a right angle tool and ruler. Once all pieces for
the robot are cut, students can glue the pieces to a 12″ × 18″ piece of
construction paper.

produced.

To prepare students:
 Inform students that they will sketch a map of their robot in their
environment on the Problem Set. The widths, lengths, and perimeters
of the rectangles need to be labeled. Circular items should be labeled
with their perimeters. This map will be used again in Lesson 26 as
students construct their robot’s environment.
 Inform students they may use either centimeter grid paper or a right
angle tool and ruler to create their rectangular robot pieces. Those who Figure A Figure B
use centimeter grid paper might color their pieces if time allows.
 Let students know that their peers will analyze their work. It is important to glue pieces on the
MP.6 12″ × 18″ construction paper without affecting the perimeters of the objects, as in Figure A above.
Demonstrate that the measurable perimeter of the tree trunk changes with the placement of the
tree top in Figure B.
 Inform students that they will have time
during the next lesson to put the
finishing touches on their robots if they
do not have enough time today.
 Share the Evaluation Rubric (pictured to
the right and included at the end of the
lesson) with students so they know the
expectations for the finished product.
Note: This Evaluation Rubric is for teacher use. Students
use a different form to analyze one another’s work for
accuracy in Lesson 27. If an anonymous process is
preferred for the student analysis, have students identify
their work with a number or other symbol, rather than by
name.
Lesson Objective: Use rectangles to draw a robot with

specified perimeter measurements, and reason about
lesson.

produced.

Any combination of the questions below may be used to lead

the discussion. NOTE
 Compare your drawing to a partner’s. What is similar? TO TEACHER:
What is different?
Students should keep both the
 Which of your shapes looks most like your partner’s? Problem Set and their robot art for use
Why? in subsequent lessons.
 Even though you all used the same perimeters for the
robot’s body parts, your robots all look different. How
is this possible?
 What was the most difficult part of creating your robot? Why?
 If you did this again, what would you do differently? Why?


produced.

A
1. 2×6= 23. ___ × 6 = 60
2. 3×6= 24. ___ × 6 = 12
3. 4×6= 25. ___ × 6 = 18
4. 5×6= 26. 60 ÷ 6 =
5. 1×6= 27. 30 ÷ 6 =
6. 12 ÷ 6 = 28. 6÷6=
7. 18 ÷ 6 = 29. 12 ÷ 6 =
8. 30 ÷ 6 = 30. 18 ÷ 6 =
9. 6÷6= 31. ___ × 6 = 36
10. 24 ÷ 6 = 32. ___ × 6 = 42
11. 6×6= 33. ___ × 6 = 54
12. 7×6= 34. ___ × 6 = 48
13. 8×6= 35. 42 ÷ 6 =
14. 9×6= 36. 54 ÷ 6 =
15. 10 × 6 = 37. 36 ÷ 6 =
16. 48 ÷ 6 = 38. 48 ÷ 6 =
17. 42 ÷ 6 = 39. 11 × 6 =
18. 54 ÷ 6 = 40. 66 ÷ 6 =
19. 36 ÷ 6 = 41. 12 × 6 =
20. 60 ÷ 6 = 42. 72 ÷ 6 =
21. ___ × 6 = 30 43. 14 × 6 =
22. ___ × 6 = 6 44. 84 ÷ 6 =

produced.

B
1. 1×6= 23. ___ × 6 = 12
2. 2×6= 24. ___ × 6 = 60
3. 3×6= 25. ___ × 6 = 18
4. 4×6= 26. 12 ÷ 6 =
5. 5×6= 27. 6÷6=
6. 18 ÷ 6 = 28. 60 ÷ 6 =
7. 12 ÷ 6 = 29. 30 ÷ 6 =
8. 24 ÷ 6 = 30. 18 ÷ 6 =
9. 6÷6= 31. ___ × 6 = 18
10. 30 ÷ 6 = 32. ___ × 6 = 24
11. 10 × 6 = 33. ___ × 6 = 54
12. 6×6= 34. ___ × 6 = 42
13. 7×6= 35. 48 ÷ 6 =
14. 8×6= 36. 54 ÷ 6 =
15. 9×6= 37. 36 ÷ 6 =
16. 42 ÷ 6 = 38. 42 ÷ 6 =
17. 36 ÷ 6 = 39. 11 × 6 =
18. 48 ÷ 6 = 40. 66 ÷ 6 =
19. 60 ÷ 6 = 41. 12 × 6 =
20. 54 ÷ 6 = 42. 72 ÷ 6 =
21. ___ × 6 = 6 43. 13 × 6 =
22. ___ × 6 = 30 44. 78 ÷ 6 =

produced.

Name Date
Draw a picture of your robot in its environment in the space below. Label the widths, lengths, and perimeters
of all rectangles. Label the perimeters of all circular shapes.

produced.

Name Date
1. Sketch rectangles with the following perimeters. Label the side lengths.
a. 22 cm
b. 30 cm
2. Explain the steps you took to create the rectangles with the given perimeters.

produced.

Name Date
The robot below is made of rectangles. The side lengths of each rectangle are labeled. Find the perimeter of
each rectangle, and record it in the table on the next page.
4 cm
4 cm A
2 cm
2 cm B
5 cm 5 cm
2 cm D E 2 cm
8 cm C
6 cm
7 cm F G 7 cm
2 cm 2 cm

produced.

Rectangle Perimeter
A
P = 4 × 4 cm
P = 16 cm

produced.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 Evaluation Rubric 3 7
Name Date
Evaluation Rubric
4 3 2 1 Subtotal
Perimeter Perimeter Perimeter Perimeter
calculations for calculations calculations calculations
all shapes are include 1 to 2 include 3 to 4 include 5 or _____/4
correct, and errors, and errors, and at more errors,
both evaluations both least 1 and at least 1
of a classmate’s evaluations of evaluation of a evaluation of a
project have a classmate’s classmate’s classmate’s
been completed. project have project has project has
been been been
completed. completed. completed.
Name Date
Evaluation Rubric
4 3 2 1 Subtotal
correct, and errors, and errors, and at more errors,
both evaluations both least 1 and at least 1
of a classmate’s evaluations of evaluation of a evaluation of a
project have a classmate’s classmate’s classmate’s
been completed. project have project has project has
been been been

produced.

Lesson 26
produced.


 Find the Side Lengths 3.MD.8 (3 minutes)
T: (Write 7 × 7 = ____.) Let’s skip-count up by sevens.
I’ll raise a finger for each seven. (Raise a finger for NOTES ON
each number to track the count.) MULTIPLE MEANS
S: 7, 14, 21, 28, 35, 42, 49. OF ACTION AND
EXPRESSION:
T: Let’s skip-count up by sevens starting at 35. Why is
Adjust the Multiply by 7 fluency activity
35 a good place to start?
according to student needs. For
S: It’s a fact we already know. It can help us figure out a English language learners, try speaking
fact we don’t know. more slowly, pausing more frequently,
T: (Track with fingers as students say the numbers.) giving an example, or coupling
language with visual aids such as arrays
or tape diagrams. Students who have
not memorized the 7 skip-count may
benefit from repeating the count many
times.

produced.

NOTES ON
Find the Side Lengths (3 minutes)
MULTIPLE MEANS
Materials: (S) Personal white board OF ENGAGEMENT:
Scaffold the Find the Side Lengths
Note: This activity reviews Lesson 23. fluency activity for students working
below grade level with graduated
T: (Project Image A. Beneath it, write ___ cm ÷ ___ = ___
questioning.
cm.) Each side of the triangle is the same length. The
perimeter of this shape is 80 cm. Find the side lengths  What is the perimeter of Image A?
Each triangle side is the same
of each triangle by filling in the missing numbers.
length.
S: (Write 80 cm ÷ 8 = 10 cm.)
 How many triangle sides do you
count around the perimeter?
Image A P = 80 cm Count with me.
 Say the division sentence to solve
for the side length.
Repeat the process for Images B and C, which are composed of
squares and regular pentagons.
Image B
Image C
P = 90 m P = 64 in
Drew makes rectangular shoes for his robot. Each

shoe has whole number side lengths and an area of
7 square centimeters. What is the total perimeter of
both shoes? Is there more than one answer? Why
or why not?
Note: Today’s Application Problem reviews finding
the perimeter of a rectangle given its area. Students
find there is only one answer in this case because
there is only one factor pair for an area of 7.

produced.

Materials: (S) Ruler, scissors, string, Problem Sets from Lessons 25 and 26, circles (A–F) (Template)
Part 1: Create a robot environment.

Students begin with their Lesson 25 Problem Sets. NOTES ON
MULTIPLE MEANS
T: Today, we will use the map you sketched and labeled OF REPRESENTATION:
on yesterday’s Problem Set to measure and cut out the
If helpful, line each circle on the
items in your robot’s environment. Tell your partner template with glue. Let the glue dry to
the first step in making circular items. make a tactile barrier for students as
S: First, I’ll measure string using a ruler and cut it to the they measure with string.
size of each circular item. Demonstrate how to anchor the string
and keep it taut around the circle.
T: What three measurements do you need to mark and
cut using your strings?
S: 25, 30, and 20 centimeters. Those are the sizes of the Circles (A–F) Template
circles in the environment.
T: Once you have measured and cut your string, it’ll be
challenging to trace it into circles. I have made a template of
circles to help you. (Pass out the circles Template, shown to
the right.) What do you notice about the number of circles
on your sheet?
S: There are six circles. But we only need three.
T: Once you have measured and cut your three strings, match
them to the circles on the template you will use to help you
trace. Remember that with string, we cannot always be
exact. Start measuring now. (Allow students time to
measure.) Which circles do we need to cut out and trace to
make the circles in our robot’s environment?
S: Circles A, C, and D.
T: Go ahead and cut, trace, and glue all the pieces to make your
robot’s environment.
S: (Measure, trace, cut, and glue the pieces for the environment.)
Encourage students who finish early to add details and finishing touches to their work.
Part 2: Analyze the line plot.

T: (Distribute the Lesson 26 Problem Set.) Find the area of your robot’s rectangular body. Let’s plot
everyone’s data on our number lines.
T/S: (Gather data, and record the following possible measurements on the line plot: 13, 24, 33, 40, 45,
48, and 49 square centimeters.)
T: Each robot’s body has a perimeter of 28 centimeters. Why do you think we have so many different
area measurements for the same perimeter?

produced.

S: (Discuss.)
T: What does this tell you about the relationship
S: That we can have many different areas for the
same perimeter.  They are two separate
things. Maybe there is not really a connection
between them.
T: Take some time to record your answers to
Problem 1 (a) and (b).
S: (Record.)

Students should do their personal best to complete Problems 2, 3, and 4 within the allotted 10 minutes. For

specified perimeter measurements, and reason about the
different areas that may be produced.
lesson.
 (Share student calculations from Problem 2.)
Why do you think the problem asked to measure
the perimeter in inches instead of centimeters?
 (Share student sketches in Problem 3.) Discuss
that many different shapes can have the same
perimeter. Can a triangle and a hexagon have the
same perimeter?

produced.

 Have students share their responses to

Problem 4.
 Each piece of art looks unique even though you
each used the same perimeters. Through this
experience, what did you learn about the
relationship between area and perimeter?


produced.

Multiply.

produced.

Name Date
1. Collect the area measurements of your classmates’ robot bodies. Make a line plot using everyone’s area
measurements.
Areas of Robot Bodies
Area Measurements of the Robot’s Body in

Square Centimeters X = 1 Robot Body
a. How many different measurements are on the line plot? Why are the measurements different?
b. What does this tell you about the relationship between area and perimeter?

produced.

2. Measure and calculate the perimeter of your construction paper in inches. Show your work below.
3. Sketch and label two shapes with the same perimeter from the robot’s environment. What do you
notice about the way they look?
4. Write two or three sentences describing your robot and the environment in which it lives.

produced.

Name Date
1. Use string to help you sketch a circle with a perimeter of about 15 centimeters.
2. Estimate to draw a rectangle with a perimeter of 15 centimeters. Label the width and length.

produced.

Name Date
1. Use Rectangles A and B to answer the questions below.
4 cm 5 cm
4 cm Rectangle A 3 cm Rectangle B
a. What is the perimeter of Rectangle A?
b. What is the perimeter of Rectangle B?
c. What is the area of Rectangle A?
d. What is the area of Rectangle B?
e. Use your answers to parts (a–d) to help you explain the relationship between area and perimeter.

produced.

2. Each student in Mrs. Dutra’s class draws a rectangle with whole number side lengths and a perimeter of
28 centimeters. Then, they find the area of each rectangle and create the table below.
Area in Square Centimeters Number of Students

13 2
24 1
33 3
40 5
45 4
48 2
49 2
a. Give two examples from Mrs. Dutra’s class to show how it is possible to have different areas for
rectangles that have the same perimeter.
b. Did any students in Mrs. Dutra’s class draw a square? Explain how you know.
c. What are the side lengths of the rectangle that most students in Mrs. Dutra’s class made with a
perimeter of 28 centimeters?

produced.

Note: Print on cardstock.
F
B
circles (A–F)

produced.

Lesson 27
produced.


NOTES ON
 Sprint: Multiply or Divide by 7 3.OA.7 (10 minutes) MULTIPLE MEANS
 Find the Area 3.MD.7 (4 minutes) OF ENGAGEMENT:
One way to differentiate the Multiply
Sprint: Multiply or Divide by 7 (10 minutes) or Divide by 7 Sprint for students
working above grade level is to make
Materials: (S) Multiply or Divide by 7 Sprint individualized performance goals.
Students may enjoy recording and
Note: This Sprint builds fluency with multiplication and division charting their completion time, seeking
facts using units of seven. to improve their speed. Other goals
may include good sportsmanship,
Find the Area (4 minutes) persistence, high ambition, and
leadership. Engage students in
Materials: (S) Personal white board discussions of what constitutes
excellence.
T: (Project the rectangle with a width of 2 cm. Inside the
rectangle, write Perimeter = 10 cm.) On your personal
white board, write the length of this rectangle.
S: (Write 3 cm.)
T: (Write 3 cm on the length of the rectangle. Below the rectangle,
write Area = ___.) On your board, write the area of this rectangle.
Write a multiplication sentence if you need to.
S: (Write Area = 6 sq cm.)
T: Draw a different rectangle that has the same area.
S: (Draw a 1 cm × 6 cm rectangle.)

produced.

Repeat the process for the other rectangles.
5 in
Perimeter = 12 in 5 cm Perimeter = 14 cm
Materials: (T) Completed sample robot project, Evaluation Rubric (S) Ruler, 3 strings from Lesson 26, sample
Problem Set (Template) (per pair), Problem Set
Note: Students may analyze one another’s work anonymously. If that is best for the class, be sure that work
is labeled with a number or symbol rather than with student names.
Sample Robot
Part A: Robot Evaluation
T: (Project a sample robot as shown to the right. Consider using
blank paper to cover the environment to help students focus
on the robot.) Here is a finished robot. Let’s analyze the
work. How can we check the measurements and perimeter
calculations?
S: We can use rulers to check the measurements and then add
to double-check the perimeters.
T: (Pass out the Template, shown to the right.) To analyze the
accuracy of this robot, I used my ruler to measure the widths
and lengths of each body part and recorded them on the chart Sample Problem Set Template
in front of you. Then, I calculated the perimeter of Rectangle A
and checked it with the required perimeter, labeled in the final
column. Check my calculation for Rectangle A. Does it match
the required perimeter?
S: Yes. They are both 14 centimeters.
T: Work with a partner to finish calculating the rest of the
perimeters using the given lengths and widths. If you find that
your measurements differ from the required perimeter, put a
star by the letter of the rectangle.
S: (Calculate the perimeters.)
T: What did you find?
S: These perimeters are all correct!

produced.

T: What is next on our list?

S: Checking that the body is double the perimeter of an arm and that the neck is half the perimeter of
the head.
T: Do that now. Record your calculations, and then check your answer with a partner’s.
S: (Record.) It is done correctly. A perimeter of 28 centimeters for the robot’s body is double 14
centimeters, and 8 centimeters for the robot’s neck is half of 16 centimeters.
T: Each of you will analyze a classmate’s robot just as we did this one. Write your classmate’s name on
your Problem Set. Confirm the measurements and perimeters calculated by your classmate with
your ruler. (Distribute a classmate’s work to each student, and circulate to answer the questions
that arise.)
Part B: Robot Environment Evaluation Sample Robot Environment
In Part B, students use the same process as in Part A to evaluate a different

classmate’s robot environment. Each student uses her three strings to
measure nonrectangular items like the sun and the tree tops. Make sure
to discuss how these circular measurements most likely do not produce
exact numbers. Provide examples of perimeter measurements that are
appropriate to call about 25 centimeters.
If time permits, have students evaluate a different classmate’s robot or
robot environment.

specified perimeter measurements, and reason about the
different areas that may be produced.
lesson.

produced.


 How was the student work you checked similar to
the design you created? How was it different?
 How was checking the student work different
from creating your design yesterday? If you
MP.3 could go back and change your design, would
you? If so, in what ways?
 What did you learn about the areas of rectangles
that have the same perimeters? How does this
help you better understand the relationship

effectively for future lessons. The questions may be
read aloud to the students.

produced.

A
1. 2×7= 23. ___ × 7 = 70
2. 3×7= 24. ___ × 7 = 14
3. 4×7= 25. ___ × 7 = 21
4. 5×7= 26. 70 ÷ 7 =
5. 1×7= 27. 35 ÷ 7 =
6. 14 ÷ 7 = 28. 7÷7=
7. 21 ÷ 7 = 29. 14 ÷ 7 =
8. 35 ÷ 7 = 30. 21 ÷ 7 =
9. 7÷7= 31. ___ × 7 = 42
10. 28 ÷ 7 = 32. ___ × 7 = 49
11. 6×7= 33. ___ × 7 = 63
12. 7×7= 34. ___ × 7 = 56
13. 8×7= 35. 49 ÷ 7 =
14. 9×7= 36. 63 ÷ 7 =
15. 10 × 7 = 37. 42 ÷ 7 =
16. 56 ÷ 7 = 38. 56 ÷ 7 =
17. 49 ÷ 7 = 39. 11 × 7 =
18. 63 ÷ 7 = 40. 77 ÷ 7 =
19. 42 ÷ 7 = 41. 12 × 7 =
20. 70 ÷ 7 = 42. 84 ÷ 7 =
21. ___ × 7 = 35 43. 14 × 7 =
22. ___ × 7 = 7 44. 98 ÷ 7 =

produced.

B
1. 1×7= 23. ___ × 7 = 14
2. 2×7= 24. ___ × 7 = 70
3. 3×7= 25. ___ × 7 = 21
4. 4×7= 26. 14 ÷ 7 =
5. 5×7= 27. 7÷7=
6. 21 ÷ 7 = 28. 70 ÷ 7 =
7. 14 ÷ 7 = 29. 35 ÷ 7 =
8. 28 ÷ 7 = 30. 21 ÷ 7 =
9. 7÷7= 31. ___ × 7 = 21
10. 35 ÷ 7 = 32. ___ × 7 = 28
11. 10 × 7 = 33. ___ × 7 = 63
12. 6×7= 34. ___ × 7 = 49
13. 7×7= 35. 56 ÷ 7 =
14. 8×7= 36. 63 ÷ 7 =
15. 9×7= 37. 42 ÷ 7 =
16. 49 ÷ 7 = 38. 49 ÷ 7 =
17. 42 ÷ 7 = 39. 11 × 7 =
18. 56 ÷ 7 = 40. 77 ÷ 7 =
19. 70 ÷ 7 = 41. 12 × 7 =
20. 63 ÷ 7 = 42. 84 ÷ 7 =
21. ___ × 7 = 7 43. 13 × 7 =
22. ___ × 7 = 35 44. 91 ÷ 7 =

produced.

Name Date
Part A: I reviewed _________________’s robot.
1. Use the chart below to evaluate your friend’s robot. Measure the width and length of each rectangle.
Then, calculate the perimeter. Record that information in the chart below. If your measurements differ
from those listed on the project, put a star by the letter of the rectangle.
Required
Rectangle Width and Length Student’s Perimeter
Perimeter
A __________ cm by __________cm 14 cm
B __________ cm by __________cm 14 cm
C __________ cm by __________cm 18 cm
D __________ cm by __________cm 18 cm
E __________ cm by __________cm 28 cm
F __________ cm by __________cm 16 cm
G __________ cm by __________cm 8 cm
H __________ cm by __________cm
I __________ cm by __________cm

produced.

2. Is the perimeter of the robot’s body double that of the arm? Show calculations below.
3. Is the perimeter of the robot’s neck half the perimeter of the head? Show calculations below.

produced.

Part B: I reviewed _________________’s robot environment.
4. Use the chart below to evaluate your friend’s robot environment. Measure the width and length of each
rectangle. Then, calculate the perimeter. Use your string to measure the perimeters of nonrectangular
items. Record that information in the chart below. If your measurements differ from those listed on the
project, put a star by the letter of the shape.
Required
Item Width and Length Student’s Perimeter
Perimeter
J About 25 cm
K __________ cm by __________cm 82 cm
L About 30 cm
M __________ cm by __________cm 30 cm
N About 20 cm
O __________ cm by __________cm 20 cm

produced.

Name Date
1. Record the perimeters and areas of Rectangles A and B in the chart below.
2 cm
5 cm
5 cm A
8 cm B
Rectangle: Width and Length: Perimeter Area
A _________ cm by _________ cm
B _________ cm by _________cm
2. What is the same about Rectables A and B? What is different?

produced.

Name Date
Record the perimeters and areas of the rectangles in the chart on the next page.
1 cm
6 cm
C
8 cm
6 cm A
11 cm
B
4 cm
5 cm
8 cm
5 cm D
2 cm E
6 cm
4 cm F

produced.

1. Find the area and perimeter of each rectangle.
Rectangle Width and Length Perimeter Area
A __________ cm by __________cm
B __________ cm by __________cm
C __________ cm by __________cm
D __________ cm by __________cm
E __________ cm by __________cm
F __________ cm by __________cm
2. What do you notice about the perimeters of Rectangles A, B, and C?
3. What do you notice about the perimeters of Rectangles D, E, and F?
4. Which two rectangles are squares? Which square has the greater perimeter?

produced.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 Evaluation Rubric 3 7
Name Date
Evaluation Rubric
4 3 2 1 Subtotal
correct, and errors, and both errors, and at more errors,
both evaluations of a least 1 and at least 1
evaluations of a classmate’s evaluation of a evaluation of a
classmate’s project have classmate’s classmate’s
project have been project has project has
been completed. been been
Name Date
Evaluation Rubric
4 3 2 1 Subtotal
correct, and errors, and both errors, and at more errors,
both evaluations of a least 1 and at least 1
evaluations of a classmate’s evaluation of a evaluation of a
classmate’s project have classmate’s classmate’s
project have been project has project has
been completed. been been

produced.

sample Problem Set

produced.

Lesson 28
Objective: Solve a variety of word problems involving area and perimeter


T: (Write 7 × 8 = ____.) Let’s skip-count up by eights. I’ll raise a finger for each eight. (Raise a finger
S: 8, 16, 24, 32, 40, 48, 56.
T: Let’s skip-count up by eights starting at 40. Why is 40 a good place to start?
Lesson 28: Solve a variety of word problems involving area and perimeter using all
four operations. 367


Note: This activity prepares students for the word problems in today’s Concept Development.
T: (Project the rectangle with a width of 2 cm. Inside the
rectangle, write Area = 10 sq cm.) On your personal
S: (Write 5 cm.)
T: (Write 5 cm on the length of the rectangle. Below the
rectangle, write Perimeter = ___.) On your board,
write the perimeter of this rectangle. Write a four-step
addition sentence if you need to.
S: (Write Perimeter = 14 cm.)
T: On your board, sketch a rectangle that has an area of
10 square cm but different side lengths from this
rectangle.
S: (Sketch a rectangle with side lengths of 1 cm and 10
cm.)
T: (Write Perimeter = ___.) Calculate the perimeter of
the new rectangle.
S: (Write Perimeter = 22 cm.)
Repeat the process for the other rectangles.
Materials: (S) Problem Set
Note: Save this lesson’s Problem Set for use in Lesson 30. NOTES ON
This is a problem-solving lesson in which students work in pairs MULTIPLE MEANS
or independently to solve the four problems on the Problem OF ACTION AND
Set. Consider using the three-step approach outlined in EXPRESSION:
MP.1
Lesson 23 to guide them through solving (the basic steps are Students who have not memorized 7,
shown below). Specific information about each problem follows 8, and 9 facts may benefit from using
and can be used to further facilitate conversation. strategies to solve the word problems
on the Problem Set. Encourage
Three-Step Approach to Solving: students to use personally efficient
1. Read and model. strategies, such as counting up from
familiar facts (as practiced in the
2. Write an equation, calculate to solve, and write a Multiply by 8 fluency activity) and the
statement. distributive property.

Note: This Problem Set breaks each question into several

parts to provide a scaffold for students to solve a variety
of word problems involving area and perimeter. This
helps ease students into the more challenging word
problems in Lesson 29.
Problem 1: Gia measures her rectangular garden and finds

the width is 9 yards and the length is 7 yards.
a. Estimate to draw Gia’s garden, and label the side
lengths.
b. What is the area of Gia’s garden?
c. What is the perimeter of Gia’s garden?
This first problem provides a simple, straightforward start
to the set. It allows students to begin problem solving
confidently and successfully.
Problem 2: Elijah draws a square that has side lengths of 8

centimeters.
a. Estimate to draw Elijah’s square, and label the
side lengths.
b. What is the area of Elijah’s square?
c. What is the perimeter of Elijah’s square?
d. Elijah connects three of these squares to make
one long rectangle. What is the perimeter of this
rectangle?
Students should recognize the side lengths of a square are
all equal. Part (d) provides the complexity in this problem.
When Elijah connects three of these squares to make one
long rectangle, students need to recognize that the length
of the rectangle continues to be 8 centimeters, but the
width is now tripled to 24 centimeters. They then add the
new side lengths to find the perimeter of the rectangle,
64 centimeters. A misconception in part (d) may be
thinking that the perimeter of the rectangle can be found
by multiplying the perimeter of the square by 3.
Problem 3: The area of Mason’s rectangular painting is

72 square inches. The width of the painting is 8 inches.
a. Estimate to draw Mason’s painting, and label the
side lengths.
b. What is the length of the painting?

c. What is the perimeter of Mason’s painting?

d. Mason’s mom hangs the painting on a wall that
already has two of Mason’s other paintings. The
areas of the other paintings are 64 square inches
and 81 square inches. What is the total area of
the wall that is covered with Mason’s paintings?
To find the unknown length, students may write a division
problem or an unknown factor problem. A misconception
in part (d) may be thinking that the total area is found by
adding 64 square inches plus 81 square inches and
forgetting about Mason’s original painting since the third
area is not stated directly in the problem.
Problem 4: The perimeter of Jillian’s rectangular bedroom

is 34 feet. The length of her bedroom is 9 feet.
a. Estimate to draw Jillian’s bedroom, and label the
side lengths.
b. What is the width of Jillian’s bedroom?
c. What is the area of Jillian’s bedroom?
d. Jillian has a 4-foot by 6-foot rug in her room.
What is the area of the floor that is not covered
by the rug?
This problem asks students to find an unknown side length given one side length and the perimeter.
Students need to recall that opposite sides of a rectangle are equal; they might subtract 2 nines from the
given perimeter (34 feet) to find the total of 2 widths of the room. Again applying the knowledge that
opposite sides of a rectangle are equal, students can divide the total of 2 widths by 2 to find the value of
1 width. In part (d), students first need to find the total area of the rug (24 sq ft) and then subtract it from
the total area of Jillian’s room (72 sq ft). Encourage students to draw and shade a rectangular rug inside a
larger rectangle that represents Jillian’s room.
Lesson Objective: Solve a variety of word problems involving area and perimeter using all four operations.
lesson.

 How was it helpful to have each question broken down into several parts?
 Share your drawing of Elijah’s larger rectangle in Problem 2(d). How does the drawing of the
rectangle help you figure out the side lengths?
 Explain to a partner how knowing the area and the width helped you find the length of the rectangle
in Problem 3.
 How did you know you needed to add the areas of three paintings in Problem 3(d)?
 Explain to a partner the steps you took to find the width of the rectangle in Problem 4(b).
 Compare your model with your partner’s model for Problem 4(d). What was the same? What was
different?
 Which problem did you find most difficult? Why?


Multiply.

Name Date
1. Gia measures her rectangular garden and finds the width is 9 yards and the length is 7 yards.
a. Estimate to draw Gia’s garden, and label the side lengths.
b. What is the area of Gia’s garden?
c. What is the perimeter of Gia’s garden?
2. Elijah draws a square that has side lengths of 8 centimeters.
a. Estimate to draw Elijah’s square, and label the side lengths.
b. What is the area of Elijah’s square?
c. What is the perimeter of Elijah’s square?

d. Elijah connects three of these squares to make one long rectangle. What is the perimeter of this
rectangle?
3. The area of Mason’s rectangular painting is 72 square inches. The width of the painting is 8 inches.
a. Estimate to draw Mason’s painting, and label the side lengths.
b. What is the length of the painting?
c. What is the perimeter of Mason’s painting?
d. Mason’s mom hangs the painting on a wall that already has two of Mason’s other paintings. The
areas of the other paintings are 64 square inches and 81 square inches. What is the total area of the
wall that is covered with Mason’s paintings?

4. The perimeter of Jillian’s rectangular bedroom is 34 feet. The length of her bedroom is 9 feet.
a. Estimate to draw Jillian’s bedroom, and label the side lengths.
b. What is the width of Jillian’s bedroom?
c. What is the area of Jillian’s bedroom?
d. Jillian has a 4-foot by 6-foot rug in her room. What is the area of the floor that is not covered by the
rug?

Name Date
Jennifer measures her rectangular sandbox and finds the width is 8 feet and the length is 6 feet.
a. Estimate to draw Jennifer’s sandbox, and label the side lengths.
b. What is the area of Jennifer’s sandbox?
c. What is the perimeter of Jennifer’s sandbox?

Name Date
1. Carl draws a square that has side lengths of 7 centimeters.
a. Estimate to draw Carl’s square, and label the side lengths.
b. What is the area of Carl’s square?
c. What is the perimeter of Carl’s square?
d. Carl draws two of these squares to make one long rectangle. What is the perimeter of this
rectangle?

2. Mr. Briggs puts food for the class party on a rectangular table. The table has a perimeter of 18 feet and a
width of 3 feet.
a. Estimate to draw the table, and label the side lengths.
b. What is the length of the table?
c. What is the area of the table?
d. Mr. Briggs puts three of these tables together side by side to make 1 long table. What is the area of
the long table?

Lesson 29
Objective: Solve a variety of word problems involving area and perimeter




Note: This activity reviews finding perimeter using multiple steps. 3m Area = 24 square m
T: (Project the rectangle with a width of 3 m. Inside the

rectangle, write Area = 24 square m.) On your personal
S: (Write 8 m.)
T: (Write 8 m on the length of the rectangle. Below the 6 in Area = 30 square in
rectangle, write Perimeter = ___.) On your board,
write the perimeter of this rectangle. Write a number
sentence if you need to.
S: (Write Perimeter = 22 m.)
3 cm Area = 18 square cm

T: On your board, sketch a rectangle that has an area of 24 square meters but different side lengths
than this rectangle.
S: (Sketch a rectangle with side lengths of 1 m and 24 m, 4 m and 6 m, or 2 m and 12 m.)
T: (Write Perimeter = ___.) Calculate the perimeter of the new rectangle.
S: (Write Perimeter = 50 m, 20 m, or 28 m.)
Repeat the process with the other rectangles.

NOTES ON
Materials: (S) Problem Set MULTIPLE MEANS
OF REPRESENTATION:
Note: Save today’s Problem Set for use in Lesson 30. For the composite figure in Problem 1
(and others like it), consider teaching
This is a problem-solving lesson in which students work in pairs
students how to draw brackets to
or independently to solve the four problems on the Problem clearly match each side length with its
MP.1 Set. Consider using the three-step approach outlined in measure.
Lesson 23 to guide them through solving (the basic steps are
shown below). Specific information about each problem follows
and can be used to further facilitate conversation.
Three-Step Approach to Solving:
1. Read and model (if applicable).
2. Write an equation, calculate to solve, and write a statement.
Problem 1: Kyle puts two rectangles together to

make the L-shaped figure below. He measures some
of the side lengths and records them as shown.
12 in
a. Find the perimeter of Kyle’s shape. 8 in
b. Find the area of Kyle’s shape. 6 in
c. Kyle makes two copies of the L-shaped
16 in
figure to create the rectangle shown
below. Find the perimeter of the
rectangle.
In part (a), students apply knowledge of
rectangles (opposite sides have equal lengths) to
find the information necessary to solve. In part
(b), students might estimate to draw lines
showing the two distinct rectangles with which 12 in
Kyle started the problem. From there they can
multiply to find the area of each one and then add
to find the total. 16 in

Students need to use the break apart and distribute

strategy to find the area of the larger rectangle. In part
(c), students might start by labeling the sides of the
rectangle that are not yet labeled, remembering that it is
only the outside lengths that are now important. They
need to use addition (16 in + 8 in) to find the total length
of the top and bottom or see that the part of each L that
belongs to the perimeter is 36 inches and then double it to
72 inches.
Problem 2: Jeremiah and Hayley use a piece of rope to

mark a square space for their booth at the science fair.
The area of their space is 49 square feet. What is the
length of the rope that Jeremiah and Hayley use if they
leave a 3-foot opening so they can get in and out of the
space?
Students might begin by finding the side lengths of the
square space, remembering that squares have equal side
lengths. They might think about which factor multiplied
by itself equals 49. After that, they can estimate to draw
the square space that Jeremiah and Hayley need. Now
that they have the side lengths of the space figured out
(7 feet), students have to add to their drawings to account
for the 3-foot opening on one side. This brings the amount
of rope needed on that side from 7 feet down to 4 feet.
Finally, students might add or multiply to find the amount
of rope needed. (7 + 7 + 7 + 4 or 3 × 7 + 4.) They can also
find the total perimeter and subtract three.
(4 × 7 – 3.)
Problem 3: Vivienne draws four identical rectangles as

shown below to make a new, larger rectangle. The
perimeter of one of the small rectangles is 18 centimeters,
and the width is 6 centimeters. What is the perimeter of
the new, larger rectangle?

Knowing that each smaller rectangle has a width of 6

centimeters and a perimeter of 18 centimeters, students may
NOTES ON
solve by dividing the perimeter by 2 (18 cm ÷ 2 = 9 cm) and then
MULTIPLE MEANS
finding the missing side length with the equation (6 cm + n cm =
9 cm). Once they find that measurement to be 3 centimeters, OF ACTION AND
they likely add to find the total length of each set of sides for EXPRESSION:
the large rectangle (3 cm + 3 cm and 6 cm + 6 cm). After that, To provide scaffolds for students
they can add to find the total perimeter. working below grade level, break the
word problems into smaller steps as in
Students may initially wonder which sides of the small Lesson 29. For Problem 3, for example,
rectangles—the long or short sides—measure 6 centimeters. ask, “What is the length of one of the
However, once they find the unknown side length to be 3 small rectangles? What is the
centimeters, they can reason that the long sides must measure perimeter of one of the small
6 centimeters and the short sides must measure 3 centimeters. rectangles? What is the perimeter of
the new, larger rectangle?”
Problem 4: A jogging path around the outside edges of a
rectangular playground measures 48 yards by 52 yards. Maya
𝟏𝟏
runs 3 𝟐𝟐 laps on the jogging path. What is the total number of
yards Maya runs?
Students can begin by estimating to draw and label the rectangular park. After that, they find how many
total yards are in 1 lap around the track (200 yards). Once they know the perimeter of the park, they can
reason to figure out that half of a lap is half of 200 yards, or 100 yards. Students might use a
combination of multiplication and addition ((3 × 200) + 100) or addition (200 + 200 + 200 + 100) to solve.
Either solution path brings them to the final answer: Maya runs 700 yards.
Lesson Objective: Solve a variety of word problems involving area and perimeter using all four operations.
lesson.
 How were you able to figure out the unknown side lengths in Problem 1(a)?
 Problem 1(c) had a rectangle formed from combining two copies of the shape from Problem 1 (a)
and (b). Why was the answer in Problem 1(c) not double the answer of Problem 1(a)?
 How did you figure out the side lengths for the smaller rectangles in Problem 3?
 Describe the steps you took to solve Problem 4.
 How were today’s problems similar to yesterday’s problems? How were they different?
 What complexity did you notice in each problem of the Problem Set today?



A
1. 2×8= 23. ___ × 8 = 80
2. 3×8= 24. ___ × 8 = 16
3. 4×8= 25. ___ × 8 = 24
4. 5×8= 26. 80 ÷ 8 =
5. 1×8= 27. 40 ÷ 8 =
6. 16 ÷ 8 = 28. 8÷8=
7. 24 ÷ 8 = 29. 16 ÷ 8 =
8. 40 ÷ 8 = 30. 24 ÷ 8 =
9. 8÷8= 31. ___ × 8 = 48
10. 32 ÷ 8 = 32. ___ × 8 = 56
11. 6×8= 33. ___ × 8 = 72
12. 7×8= 34. ___ × 8 = 64
13. 8×8= 35. 56 ÷ 8 =
14. 9×8= 36. 72 ÷ 8 =
15. 10 × 8 = 37. 48 ÷ 8 =
16. 64 ÷ 8 = 38. 64 ÷ 8 =
17. 56 ÷ 8 = 39. 11 × 8 =
18. 72 ÷ 8 = 40. 88 ÷ 8 =
19. 48 ÷ 8 = 41. 12 × 8 =
20. 80 ÷ 8 = 42. 96 ÷ 8 =
21. ___ × 8 = 40 43. 14 × 8 =
22. ___ × 8 = 8 44. 112 ÷ 8 =

B
1. 1×8= 23. ___ × 8 = 16
2. 2×8= 24. ___ × 8 = 80
3. 3×8= 25. ___ × 8 = 24
4. 4×8= 26. 16 ÷ 8 =
5. 5×8= 27. 8÷8=
6. 24 ÷ 8 = 28. 80 ÷ 8 =
7. 16 ÷ 8 = 29. 40 ÷ 8 =
8. 32 ÷ 8 = 30. 24 ÷ 8 =
9. 8÷8= 31. ___ × 8 = 24
10. 40 ÷ 8 = 32. ___ × 8 = 32
11. 10 × 8 = 33. ___ × 8 = 72
12. 6×8= 34. ___ × 8 = 56
13. 7×8= 35. 64 ÷ 8 =
14. 8×8= 36. 72 ÷ 8 =
15. 9×8= 37. 48 ÷ 8 =
16. 56 ÷ 8 = 38. 56 ÷ 8 =
17. 8÷8= 39. 11 × 8 =
18. 64 ÷ 8 = 40. 88 ÷ 8 =
19. 80 ÷ 8 = 41. 12 × 8 =
20. 72 ÷ 8 = 42. 96 ÷ 8 =
21. ___ × 8 = 8 43. 13 × 8 =
22. ___ × 8 = 40 44. 104 ÷ 8 =

Name Date
1. Kyle puts two rectangles together to make the L-shaped figure below. He measures some of the side
lengths and records them as shown.
8 in
12 in
6 in
16 in
a. Find the perimeter of Kyle’s shape.
b. Find the area of Kyle’s shape.
c. Kyle makes two copies of the L-shaped figure to create the rectangle shown below. Find the
12 in
16 in

2. Jeremiah and Hayley use a piece of rope to mark a square space for their booth at the science fair. The
area of their space is 49 square feet. What is the length of the rope that Jeremiah and Hayley use if they
leave a 3-foot opening so they can get in and out of the space?
3. Vivienne draws four identical rectangles as shown below to make a new, larger rectangle. The perimeter
of one of the small rectangles is 18 centimeters, and the width is 6 centimeters. What is the perimeter of
the new, larger rectangle?
4. A jogging path around the outside edges of a rectangular playground measures 48 yards by 52 yards.
1
Maya runs 3 laps on the jogging path. What is the total number of yards Maya runs?
2

Name Date
Jeannette draws four identical squares as shown below to make a new, larger square. The length of one of
the small square sides is 8 centimeters. What is the perimeter of the new, larger square?
8 cm

Name Date
1. Katherine puts two squares together to make the rectangle below. The side lengths of the squares
measure 8 inches.
8 in
a. What is the perimeter of the rectangle Katherine made with her 2 squares?
b. What is the area of Katherine’s rectangle?
c. Katherine decides to draw another rectangle of the same size. What is the area of the new, larger
rectangle?
8 in

2. Daryl draws 6 equal-sized rectangles as shown below to make a new, larger rectangle. The area of one of
the small rectangles is 12 square centimeters, and the width of the small rectangle is 4 centimeters.
4cm
a. What is the perimeter of Daryl’s new rectangle?
b. What is the area of Daryl’s new rectangle?
3. The recreation center soccer field measures 35 yards by 65 yards. Chris dribbles the soccer ball around
the perimeter of the field 4 times. What is the total number of yards Chris dribbles the ball?

Lesson 30
Objective: Share and critique peer strategies for problem solving.


 Multiply and Divide 3.OA.7 (4 minutes)
T: (Write 7 × 9 = ____.) Let’s skip-count up by nines. I’ll raise a finger for each nine. (Raise a finger for
S: 9, 18, 27, 36, 45, 54, 63.
T: Let’s skip-count up by nines starting at 45. Why is 45 a good place to start?
391

Multiply and Divide (4 minutes)

Note: This activity focuses on student mastery of all products of two one-digit numbers.
T: (Write 2 × 2 = ____.) Say the multiplication sentence.
S: 2 × 2 = 4.
T: (Write 3 × 2 = ____.) Say the multiplication sentence.
S: 3 × 2 = 6.
T: Flip it.
S: 2 × 3 = 6.
T: (Write 4 ÷ 2 = ____.) Say the division sentence.
S: 4 ÷ 2 = 2.
Continue with the following possible sequence: 15 ÷ 5, 9 ÷ 3, and 24 ÷ 4.

NOTES ON
Materials: (T) Student work sample images (Template), timer MULTIPLE MEANS
(S) Problem Sets from Lessons 28, 29, and 30, OF REPRESENTATION:
personal white board Provide sentence starters to help
English language learners confidently
Part 1: Analyze sample student work for accuracy and articulate what Student A did to solve:
efficiency.  Student A drew a ____ and
labeled…
T: Read Problem 3 from yesterday’s Problem Set.
 He wrote the equation ____, which
S: (Read: Jeremiah and Hayley use a piece of rope to makes sense because …
mark a square space for their booth at the science fair.
 He found the length of the rope
The area of their space is 49 square feet. What is the
by…
length of the rope that Jeremiah and Hayley use if they
 He subtracted ___ because…
leave a 3-foot opening so they can get in and out of the
space?)
T: (Project Student A’s work from the Template.) Let’s look at and discuss some possible solutions for
this problem. Talk to your partner. What did Student A do to solve?
Student A
392

S: He found the side lengths of the square. Then, he figured out the perimeter of the square and
subtracted the 3-foot opening to find the length of the rope.
T: Other than getting the right answer, what did Student A do well?
S: He drew a picture of the square and labeled the area and the side lengths.  He multiplied 4 sides
times 7 centimeters to find the perimeter.  He drew a tape diagram to show why he subtracted in
the last step.  He used a letter to represent the unknown.
Facilitate a discussion in which students analyze this work more closely. Use any combination of the following
questions to guide the conversation.
 Was the drawing helpful? What makes it helpful or unhelpful?
 Did Student A represent all the important information in his drawing? Why or why not?
 Was this drawing the best one to use? Why or why not?
 Can you retell the story using only the drawing and labels? Explain.
 How did he organize the information?
T: What suggestion would you make to Student A to improve his work?
S: He does not need the addition number sentence for perimeter since he has the multiplication
number sentence.  In the second step of the problem, it is not really clear what he is solving for.
Maybe instead of using the letter P, he could write perimeter so anyone who looks at his work knows
he is finding the perimeter.  He could draw another picture to show the square with the 3-foot
opening in it. Then, he could just add the side lengths, and he would not have to show the third step
of subtracting.
Repeat the process of analyzing using the two samples from the Template below. Modify these or create
others as appropriate for the class. Select samples that are likely to stimulate discussion beneficial to student
needs.
Student B Student C
Conclude the analysis of the sample student work for this problem by discussing the following questions:
 Can you think of a quicker way to solve this problem? Why or why not?
 Would you have chosen any of these ways to solve this problem? Why or why not?
393

Part 2: Analyze peer work for accuracy and efficiency.

Note: Students should have enough copies of the Problem Set to complete a critique for each member of
their group, or they can record their thoughts in their math journals.
Students work in groups of four to share solutions and critique
their classmates’ work. Students take turns presenting their
solutions to a problem from the Lesson 28 or 29 Problem Sets. NOTES ON
Today’s Problem Set is a critiquing tool that group members can MULTIPLE MEANS
use as a guide for analysis and a place where they can record OF ENGAGEMENT:
their thoughts at each step of the way. When a student finishes Student presenters may use
presenting, the other group members take a few minutes to ask translators, interpreters, or sentence
the presenter clarifying questions. They might use questions frames to present and respond to
similar to those given for discussion facilitation in Part 1. feedback. Models shared may include
Students continue in this manner until each group member has concrete manipulatives, adaptive
materials, or technology. If timing is a
MP.3 presented at least one solution for the group to analyze.
consideration, prepare presenters
Prepare students: beforehand.
 Model how students should present their work to their

groups.
 List some of the clarifying questions that group members can choose to ask the presenter.
 Show a completed Problem Set (critiquing tool) to establish expectations for the group members
who are critiquing their classmate’s solution.
 Remind students to show their appreciation to classmates, both for sharing their work and for
providing feedback about their work.
 Inform students that a timer will be set to let them know when they should transition to a new
presenter, if appropriate for the class.
 Provide each group with a talking tool (e.g., a craft stick) to establish a protocol for only one student
in the group to talk while the others listen, if appropriate for the class. Model using and then
passing the tool to other group members to talk.
Lesson Objective: Share and critique peer strategies for problem solving.
lesson.
 How did today’s Problem Set or critiquing tool help you analyze your classmates’ work?
 How does having your work critiqued by your classmates improve your problem-solving skills?
394

 How does critiquing your classmates’ work

improve your problem-solving skills?
 What was difficult about today’s group activity?
Why was it difficult?
 What strategies did you see in your classmates’
work that you might try in future problems?

395

Multiply.
396

Name Date
Use this form to critique your classmate’s problem-solving work.
Classmate: Problem Number:
Strategies My
Classmate Used:
Things My
Classmate Did
Well:
Suggestions for
Improvement:
Strategies I Would
Like to Try Based
on My Classmate’s
Work:
397

Name Date
Jayden solves the problem as shown below.
The recreation center soccer field measures 35 yards by 65 yards. Chris dribbles the soccer ball around the
field 4 times. What is the total number of yards Chris dribbles the ball?
1. What strategies did Jayden use to solve this problem?
2. What did Jayden do well?
398

Name Date
Use this form to critique Student A’s problem-solving work on the next page.
Student: Student A Problem Number:
Strategies Student
A Used:
Things Student A
Did Well:
Suggestions for
Improvement:
Strategies I Would
Like to Try Based
on Student A’s
Work:
399

Name STUDENT A Date
1. Katherine puts 2 squares together to make the rectangle below. The side lengths of the squares measure
8 inches.
8 in
a. What is the perimeter of Katherine’s rectangle? b. What is the area of Katherine’s rectangle?
400

c. Katherine draws 2 of the rectangles in Problem 1 side by side. Her new, larger rectangle is shown
below. What is the area of the new, larger rectangle?
8 in
401

Student A
Student B
Student C
student work sample images
402

NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task
Name Date
1. Katy and Jane construct a four-sided wall to surround their castle. The wall has a perimeter of 100 feet.
One side measures 16 feet. A different side measures 16 feet. A third side measures 34 feet.
a. Draw and label a diagram of the wall. Use a letter to represent the unknown side length.
b. What is the unknown side length? Show your work, or explain how you know.
c. Katy and Jane build a square fence around the castle’s pool. It has a perimeter of 36 feet. What is
the area that the fence encloses? Use a letter to represent the unknown. Show your work.

403

2. Each shape has a missing side length labeled with a letter. The perimeter of the shape is labeled inside.
Find the unknown side length for each shape.
6 cm 9 cm
6 cm P = 24 cm a cm b cm P = 30 cm 6 cm
6 cm
9 cm
e cm
2 cm
4 cm P = 20 cm 4 cm
6 cm 7 cm 7 cm
P = 22 cm
c cm
6 cm 6 cm
P = 24 cm
6 cm d cm

404

3. Suppose each is 1 square centimeter.
a. Find the area and perimeter of each shape.
b. John says, “If two shapes have the same area, they must also have the same perimeter.” Is John
correct? Use your answer from part (a) above to explain why or why not.

405

4. Mr. Jackson’s class finds all possible perimeters for a rectangle composed of 36 centimeter tiles. The
chart below shows how many students found each rectangle.
Perimeter Number of Students

24 cm 6
26 cm 9
30 cm 5
40 cm 7
74 cm 4
a. Check the students’ work. Did they find all the possible perimeters? How do you know?
b. Use the chart. Estimate to construct a line plot of how many students found each perimeter.
Number of Students Who Found Each Perimeter
20 30 40 50 60 70 80
Perimeter in Centimeters X = 1 Student

406

5. The square to the right has an area of 16 square centimeters.

a. What is the length of each side? Explain how you know.
A = 16 square cm
b. Draw copies of the square above to make a figure with a perimeter of 32 centimeters.
c. Write a number sentence to show that your figure has the correct perimeter of 32 centimeters.

407

End-of-Module Assessment Task Topics A–E

Standards Addressed
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
answers; students should know how to perform operations in the conventional order
when there are no parentheses to specify a particular order [Order of Operations].)
Represent and interpret data.
3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and
fourths of an inch. Show the data by making a line plot, where the horizontal scale is
marked off in appropriate units—whole numbers, halves, or quarters.
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between
linear and area measures.
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.
Reason with shapes and their attributes.
3.G.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). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any
of these subcategories.
Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for students is to achieve Step 4 mastery. These steps
are meant to help teachers and students identify and celebrate what the students CAN do now and what they
need to work on next.

408

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
and reasoning without reasoning without reasoning with a reasoning with a
Standards a correct answer. a correct answer. correct answer or correct answer.
Assessed evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)
1 Student may or may Student answers at Student correctly Student correctly:

not answer any least two questions answers parts (a) and a. Draws and labels a
questions correctly. correctly. Strategy or (b) completely. There diagram with a
3.G.1 Strategy or reasoning reasoning in parts (b) may be a calculation letter to represent
3.MD.8 in parts (b) and (c) is and (c) may be unclear. error in part (c), but the unknown
3.OA.8 inappropriate for the work demonstrates length.
problem. strategy or reasoning
b. Finds 34 feet and
OR appropriate to the
shows with
problem.
Student may answer equations (e.g., 16 +
questions correctly, but 16 + 34 + B = 100,
student work or 100 – 66 = 34) 34
reasoning is missing feet, or written
entirely from parts (b) explanation (e.g.,
or (c). the shape is a
rectangle because
opposite sides of a
rectangle are equal,
so the unknown
side must be 34
feet).
c. Answers 81 sq ft.
Work demonstrates
strategy or
reasoning
appropriate to the
problem (e.g., all
four sides of a
square are equal, so
the sides can be
found using 36 ÷ 4 =
9. 9 × 9 = 81).

409

2 Student may correctly Student correctly Student correctly Student correctly

calculate the unknown calculates the unknown calculates the unknown answers 6 cm as the
side length of one or side length for two or side length for at least unknown side length for
3.MD.8 no shapes. three shapes. four shapes. each shape.
3 Student is unable to Student makes an error Student answers Student correctly:

answer either part of in calculating either part (a) correctly and a. Finds 14 sq cm as
the question correctly. area or perimeter in identifies that John is the area of each
3.MD.8 part (a) that makes the incorrect in part (b), shape and
example unhelpful for but the explanation perimeters of 20 cm
the explanation in part only specifically and 18 cm.
(b). mentions area or b. Identifies that John
OR perimeter. is not correct.
Explanation includes
Student may or may the argument that
not calculate part (a) area is based on
correctly. In part (b), total square units
the explanation is and stays constant
unspecific and may as long as the total
simply state that stays the same, but
part (a) proves John is when square units
wrong. are rearranged
more sides may be
exposed, which can
change the
perimeter.
4 Student is unable to Student: Student completes all Student correctly:

answer any part of the a. Attempts to find parts of the question a. Finds all the
question correctly. perimeters but correctly but may possible perimeters
3.MD.4 makes calculation provide an unclear as 24 cm, 26 cm,
3.MD.8 errors. Provides explanation in part (a). 30 cm, 40 cm, and
either an unclear 74 cm. Explanation
explanation or no is appropriate to the
explanation at all. problem (e.g.,
b. Completes line plot includes finding the
correctly based on factors of 36 and
the chart. then drawing
rectangles with
corresponding
perimeters and
referencing with the
chart).
b. Plots the number of
students on the line
plot.

410

5 Student is unable to Student answers at Student answers at Student correctly:

answer any question least one question least two questions a. Answers 4 cm.
correctly. correctly. correctly. Explanation includes
3.G.1 that a square has
3.MD.8 four equal sides.
b. Draws a figure with
a perimeter of
32 centimeters
(e.g., draws three
connected squares
in a row). (There
are many different
ways it can be
drawn.)
c. Writes 8 × 4 = 32, 4
× 8 = 32, 32 ÷ 4 = 8
or a repeated
addition sentence.

411


412


413


414


415


416

3
GRADE
Topic F
Year in Review
Coherence -Links from: G2–M8 Time, Shapes, and Fractions as Equal Parts of Shapes
G4–M5 Fraction Equivalence, Ordering, and Operations
G4–M7 Exploring Measurement with Multiplication
In this final topic of Grade 3, students review fundamental skills and prepare resources to maintain their
learning during the summer break.
Students create and analyze unusual representations of one-half in Lessons 31 and 32. They analyze the
representations created by their peers and discuss whether or not they agree with each representation,
finding ways to adjust some representations to accurately reflect one-half. Students’ creations can be joined
together to create a class paper quilt to display the one-half representations.
Lesson 33 gives students the opportunity to play fluency games related to a range of Grade 3 skills, including
fractions, rounding, multiplication, and division. The lesson includes a variety of fluency activities from which
to choose when considering student needs. Students discover fluency games they enjoy playing and decide
which ones they would like to continue to play during the summer recess. In Lesson 34, students fold a
simple origami booklet to record directions for their favorite fluency games. This booklet becomes a resource
for students at home for summer practice.
Topic F: Year in Review

417

NYS COMMON CORE MATHEMATICS CURRICULUM Topic F 3 7
A Teaching Sequence of the Year in Review

Objective 1: Explore and create unconventional representations of one-half.
(Lessons 31–32)
Objective 2: Solidify fluency with Grade 3 skills.

(Lesson 33)
Objective 3: Create resource booklets to support fluency with Grade 3 skills.

(Lesson 34)
Topic F: Year in Review

418

Lesson 31
Objective: Explore and create unconventional representations of one-half.


 Multiply and Divide 3.OA.7 (4 minutes)

Multiply and Divide (4 minutes)

Materials: (S) Personal white board NOTES ON
MULTIPLE MEANS
Note: This activity focuses on student mastery of all products
OF ACTION AND
and quotients within 100.
EXPRESSION:
T: (Write 5 × 4 = ___.) Write the multiplication sentence.
Support students working below grade
S: (Write 5 × 4 = 20.) level during the Multiply and Divide
Continue with the following possible sequence: 5 × 8, 7 × 8, fluency activity by coupling language
6 × 4, 6 × 8, 9 × 8, and 8 × 9. and number sentences with models
such as tape diagrams, number bonds,
T: (Write 6 ÷ 3 = ___.) Write the division sentence.
and arrays. It may be helpful to repeat
S: (Write 6 ÷ 3 = 2.) exercises until students gain ease and
Continue with the following possible sequence: 15 ÷ 3, 30 ÷ 6, confidence.
18 ÷ 3, 36 ÷ 6, 14 ÷ 7, 28 ÷ 7, and 56 ÷ 7.
T: (Write 3, 2.) Write two multiplication sentences and two division sentences using these factors.
S: (Write 3 × 2 = 6, 2 × 3 = 6, 6 ÷ 2 = 3, and 6 ÷ 3 = 2.)
Continue with the following possible sequence: 9 and 5, 6 and 4, and 7 and 8.
Lesson 31: Explore and create unconventional representations of one-half.

419

Mara draws a 6-inch by 8-inch rectangle. She shades one-half of the rectangle. What is the area of the
shaded part of Mara’s rectangle?
Note: Students may also divide the rectangle lengthwise and get an 8-inch by 3-inch rectangle or find the
area of the whole rectangle and divide it by 2. This problem reviews calculating area from Module 4. Invite
students to discuss how this problem could be solved using reasoning skills and mental math.
Materials: (S) Squares (Template), ruler, crayons, Problem Set
Part 1: Explore different representations of one-half.

Project the following images.
T: Study these images. Estimate to decide which shapes have one-half shaded. Discuss your reasoning
with a partner.
A B C
S: Shape A definitely does because the black and white parts look like they are the same size.  I think
Shape C does, too, because that little black trapezoid just got cut out and flipped over. The black and
white parts still look equal.  I do not think Shape B shows one-half shaded. That bottom black
part looks like it is made of two parallelograms, not one. That means that three are shaded and two
are not. Three shaded parallelograms are more than one-half of that shape.
T: I heard many students mention same-sized, or equal, parts. Tell your partner why equal parts are
important when we are talking about one-half.

420

S: If the parts are the same size and the same number of parts are shaded and unshaded, then we
know we have one-half. If the parts are not equal, we cannot really tell.  You can compare the
number of shaded and unshaded parts when shapes are divided up into equal parts. Like my friend
did when she was talking about Shape B. Three out of 5 parts are shaded.
T: When I asked you to study the shapes, I said you should estimate to decide which represent one-
half. Why did I use the word estimate?
S: Because you wanted us to look at them and take a guess.  We do not really know for sure if the
parts are equal just by looking at them. It seems like it, but they could be a little different.  To be
MP.6
sure, we would have to measure or maybe make the shapes ourselves out of unit squares or
something.
T: Let’s do that now. I’ll pass out squares with grids in them that will help you be precise in showing
one-half. Instead of making my shapes, make your own representations. Be as creative as you can!
Part 2: Create different representations of one-half of a 6 by 6 square.

Give each student a copy of the squares Template. Students
shade each square to show different ways to represent one-half
of a 36-square-unit square (in pencil). Students then trade NOTES ON
squares with a partner to analyze each other’s work. The MULTIPLE MEANS
Problem Set is a tool for students to use to record their analyses OF ENGAGEMENT:
of their partners’ work. After the analyses, students can make As students make unconventional
adjustments to their work, if necessary. representations of one-half, offer
autonomy and choice to those working
Prepare students by doing the following: above grade level and others.
 Students should create between 4 and 10 different Encourage student creativity by making
representations of one-half using the squares the exploration as open-ended as
Template. possible. For example, students might
cut or combine their 36 unit squares to
 Students should label each square with a letter so extend the variety of designs and
partners can refer to squares by the letter name. increase the challenge of partner
 If necessary, review strategies that students can use to analysis.
shade in one-half of a unit square.
 After representations are made, students analyze each
other’s work to confirm that squares are, in fact, one-
half shaded. NOTES ON
 Show a completed Problem Set (analyzing tool) to MULTIPLE MEANS
establish your expectation for student analysis. OF ACTION AND
Once every student has made at least four representations, EXPRESSION:
guide an analysis of the representations to confirm that they If the 36-square-unit square is too
accurately represent one-half. Students may work in pairs to do small or otherwise challenging for
this or participate in a gallery walk. Students can use the some learners, magnify it, and present
Problem Set as a tool to record their analyses. it on an interactive board or a
computer.

421

When the analysis is complete and mistakes are corrected,

students can use crayons to color over their pencil
shadings. Combine all the finished squares to form a class
quilt to display the various representations of one-half.
Lesson Objective: Explore and create unconventional

representations of one-half.
lesson.
 Look at our class quilt. How is it possible to have so many different ways to show one-half of the
same square?
 What is the area in square units of the shaded part of each of your squares? How do you know?
 What fraction of our class quilt is shaded in? How do you know?
 Did anyone shade in one-half of a unit square? How? Are there other ways to shade in one-half of a
unit square?
 How did the Application Problem connect to today’s lesson?


422

A
1. 2×9= 23. ___ × 9 = 90
2. 3×9= 24. ___ × 9 = 18
3. 4×9= 25. ___ × 9 = 27
4. 5×9= 26. 90 ÷ 9 =
5. 1×9= 27. 45 ÷ 9 =
6. 18 ÷ 9 = 28. 9÷9=
7. 27 ÷ 9 = 29. 18 ÷ 9 =
8. 45 ÷ 9 = 30. 27 ÷ 9 =
9. 9÷9= 31. ___ × 9 = 54
10. 36 ÷ 9 = 32. ___ × 9 = 63
11. 6×9= 33. ___ × 9 = 81
12. 7×9= 34. ___ × 9 = 72
13. 8×9= 35. 63 ÷ 9 =
14. 9×9= 36. 81 ÷ 9 =
15. 10 × 9 = 37. 54 ÷ 9 =
16. 72 ÷ 9 = 38. 72 ÷ 9 =
17. 63 ÷ 9 = 39. 11 × 9 =
18. 81 ÷ 9 = 40. 99 ÷ 9 =
19. 54 ÷ 9 = 41. 12 × 9 =
20. 90 ÷ 9 = 42. 108 ÷ 9 =
21. ___ × 9 = 45 43. 14 × 9 =
22. ___ × 9 = 9 44. 126 ÷ 9 =

423

B
1. 1×9= 23. ___ × 9 = 18
2. 2×9= 24. ___ × 9 = 90
3. 3×9= 25. ___ × 9 = 27
4. 4×9= 26. 18 ÷ 9 =
5. 5×9= 27. 9÷9=
6. 27 ÷ 9 = 28. 90 ÷ 9 =
7. 18 ÷ 9 = 29. 45 ÷ 9 =
8. 36 ÷ 9 = 30. 27 ÷ 9 =
9. 9÷9= 31. ___ × 9 = 27
10. 45 ÷ 9 = 32. ___ × 9 = 36
11. 10 × 9 = 33. ___ × 9 = 81
12. 6×9= 34. ___ × 9 = 63
13. 7×9= 35. 72 ÷ 9 =
14. 8×9= 36. 81 ÷ 9 =
15. 9×9= 37. 54 ÷ 9 =
16. 63 ÷ 9 = 38. 63 ÷ 9 =
17. 54 ÷ 9 = 39. 11 × 9 =
18. 72 ÷ 9 = 40. 99 ÷ 9 =
19. 90 ÷ 9 = 41. 12 × 9 =
20. 81 ÷ 9 = 42. 108 ÷ 9 =
21. ___ × 9 = 9 43. 13 × 9 =
22. ___ × 9 = 45 44. 117 ÷ 9 =

424

Name Date
Use this form to analyze your classmate’s representations of one-half shaded.
Does this square

Square Describe changes to make so the
show one-half Explain why or why not.
(letter) square shows one-half shaded.
shaded?

425

Name Date
Marty shades the square as shown below and says one-half of the big square is shaded. Do you agree? Why
or why not?

426

Name Date
1. Use the rectangle below to answer Problem 1(a–d).
a. What is the area of the rectangle in square units?
b. What is the area of half of the rectangle in square units?
c. Shade in half of the rectangle above. Be creative with your shading!
d. Explain how you know you shaded in half of the rectangle.

427

2. During math class, Arthur, Emily, and Gia draw a shape and then shade one-half of it. Analyze each
student’s work. Determine if each student was correct or not, and explain your thinking.
Student Drawing Your Analysis
Arthur
Emily
Gia
3. Shade the grid below to show two different ways of shading half of each shape.

428

squares

429

Lesson 32
Objective: Explore and create unconventional representations of one-half.

 Sprint: Mixed Multiplication 3.OA.7 (10 minutes)

 Divide 3.OA.7 (3 minutes)
Sprint: Mixed Multiplication (10 minutes)

Materials: (S) Mixed Multiplication Sprint
Note: This Sprint focuses on student mastery of all products of one-digit numbers.
Divide (3 minutes)
Note: This activity focuses on student mastery of all quotients within 100.
T: (Write 10 ÷ 2 = ____.) Say the division sentence.
S: 10 ÷ 2 = 5.
Continue with the following possible sequence: 4 ÷ 2, 8 ÷ 4, and 15 ÷ 3.
T: (Write 24 ÷ 4 = ____.) Write the answer.
S: (Write 24 ÷ 4 = 6.)
Continue with the following possible sequence: 45 ÷ 9, 63 ÷ 7, 48 ÷ 6, 56 ÷ 8, and 81 ÷ 9.

430

Hannah traces square-inch tiles to draw 3 larger squares. She draws the 3 large squares side by side to make
a rectangle. She shades one-half of each larger square, as shown.
a. Do you agree that all 3 squares are one-half shaded? Explain your answer.
b. What is the area of the rectangle?
c. What is the total area of the shaded space?
Note: Today’s Application Problem reviews the concept of unconventional representations of one-half from
Lesson 31.
Materials: (T) Completed page 1 sample of Problem Set (analyzing tool) (S) Circles with dots (Template),
ruler, crayons, scissors, Problem Set
Distribute the Template to the students, and instruct them to cut out the circles.
T: Let’s represent one-half using our circles. They don’t have a grid like
MP.6
yesterday’s squares did. Talk with your partner about what tools or
strategies you might use to help you be precise as you show one-half.
.
S: We can fold the circle in half and use the fold line for help.  Or we
could use rulers.  That little dot looks like it’s in the middle. If we
fold or draw from that, it should be pretty close to one-half.

431

T: Go ahead and fold one circle to estimate one-half now.

S: (Fold.)
T: Take your second circle. Fold it in half, and then fold it in half again. (Model.) Open your circle.
What fractional unit did you divide your circle into?
S: Fourths!
T: Why might fourths be useful for representing one-half?
S: If you color in two, it’ll be one-half, just like before.  True, but you can also color the fourths that
are diagonal from each other to get a little more interesting with your one-half.
T: Fold your fourths back up, and then fold the circle in half for a third time. What fractional unit is
your circle divided into now?
S: Eighths!
T: Talk to your partner about how that increases the possibilities for showing one-half.
S: (Discuss.)
T: Besides folding your circle into different fractional units, how else could you get creative about the
way you show one-half with your circle?
S: You could use your eraser to erase dots from the shaded spot and then redraw them on the
unshaded parts.  Or you could use your ruler to measure shapes inside the shaded part and then
erase them and redraw them on the unshaded part.
T: Use folding and other ideas to create different, creative representations of one-half.
S: (Work to create representations using the four circles.)
Once every student has made at least four representations, guide an analysis of the representations to
confirm that they accurately represent one-half. Have students work in pairs to do this, or set up a gallery
walk.
T: Do all of our circles represent exactly one-half? Talk with your partner. Why or why not?
S: Mine do. I measured them with a ruler.  I don’t know about that. It’s hard to draw a perfectly
MP.6 straight line from the middle, even with a ruler.  Mine aren’t exact. I folded.
T: We did a lot of estimating with our circles, so we can say that our circles show representations of
about one-half.
If time allows, encourage students to present their circles to a small group and explain how they know they
shaded about one-half of their circles. After explanations, students should correct any mistakes. To finish the
lesson, students can use crayons to color over their pencil shading. Combine all the finished circles to form a
class quilt to display the various representations of one-half.


432

Lesson Objective: Explore and create unconventional

representations of one-half.
 Share answers to Problem 1(b). Were any of the
circles that we made today exactly one-half
shaded? How do you know?
 Look at Circle A in Problem 2. Is it one-half
shaded? How do you know? What do we have to
think is true about the small black and white
circles? About the black and white swirls? Why?
 Compare the circle you shaded in Problem 3 to a
partner’s. How are they the same? How are they
different?
 How was the shading we did with circles similar
to the shading we did with rectangles? How was
it different?
 Why do you think it’s helpful to explore different
representations of one-half?


433

A
Mixed Multiplication
1. 2×1= 23. 2×7=
2. 2×2= 24. 5×5=
3. 2×3= 25. 5×6=
4. 4×1= 26. 5×7=
5. 4×2= 27. 4×5=
6. 4×3= 28. 4×6=
7. 1×6= 29. 4×7=
8. 2×6= 30. 3×5=
9. 1×8= 31. 3×6=
10. 2×8= 32. 3×7=
11. 3×1= 33. 2×7=
12. 3×2= 34. 2×8=
13. 3×3= 35. 2×9=
14. 5×1= 36. 5×7=
15. 5×2= 37. 5×8=
16. 5×3= 38. 5×9=
17. 1×7= 39. 4×7=
18. 2×7= 40. 4×8=
19. 1×9= 41. 4×9=
20. 2×9= 42. 3×7=
21. 2×5= 43. 3×8=
22. 2×6= 44. 3×9=

434

B
Mixed Multiplication
1. 5×1= 23. 5×7=
2. 5×2= 24. 2×5=
3. 5×3= 25. 2×6=
4. 3×1= 26. 2×7=
5. 3×2= 27. 3×5=
6. 3×3= 28. 3×6=
7. 1×7= 29. 3×7=
8. 2×7= 30. 4×5=
9. 1×9= 31. 4×6=
10. 2×9= 32. 4×7=
11. 2×1= 33. 5×7=
12. 2×2= 34. 5×8=
13. 2×3= 35. 5×9=
14. 4×1= 36. 2×7=
15. 4×2= 37. 2×8=
16. 4×3= 38. 2×9=
17. 1×6= 39. 3×7=
18. 2×6= 40. 3×8=
19. 1×8= 41. 3×9=
20. 2×8= 42. 4×7=
21. 5×5= 43. 4×8=
22. 5×6= 44. 4×9=

435

Name Date
1. Look at the circles you shaded today. Glue a circle that is about one-half shaded in the space below.
a. Explain the strategy you used to shade in one-half of your circle.
b. Is your circle exactly one-half shaded? Explain your answer.
2. Julian shades 4 circles as shown below.
Circle A Circle B Circle C Circle D
a. Write the letters of the circles that are about one-half shaded.

436

b. Choose one circle from your answer to Part (a), and explain how you know it’s about one-half shaded.
Circle _______
c. Choose one circle that you did not list in Part (a), and explain how it could be changed so that it is
about one-half shaded.
Circle _______
3. Read the clues to help you shade the circle below.
a. Divide the circle into 4 equal parts.
. b. Shade in 2 parts.
c. Erase a small circle from each shaded part.
d. Estimate to draw and shade 2 circles in the unshaded
parts that are the same size as the circles you erased in
Part (c).
4. Did you shade in one-half of the circle in Problem 3? How do you know?

437

Name Date
Riddian shades a circle as shown below.
1. Is Riddian’s shape about one-half shaded? How do you know?
2. Estimate to shade about one-half of the circle in an unusual way.

438

Name Date
1. Estimate to finish shading the circles below so that each circle is about one-half shaded.
a. b. c.
2. Choose one of the circles in Problem 1, and explain how you know it’s about one-half shaded.
Circle _____
3. Can you say the circles in Problem 1 are exactly one-half shaded? Why or why not?

439

4. Marissa and Jake shade in circles as shown below.
Marissa’s Circle Jake’s Circle
a. Whose circle is about one-half shaded? How do you know?
b. Explain how the circle that is not one-half shaded can be changed so that it is one-half shaded.
5. Estimate to shade about one-half of each circle below in an unusual way.
. . .

440

. .
. .
. .
circles with dots

441

Lesson 33
Objective: Solidify fluency with Grade 3 skills.

 Sprint: Mixed Division 3.OA.7 (10 minutes)

 Multiply 3.OA.7 (3 minutes)
 Mixed Review Games (37 minutes)
Sprint: Mixed Division (10 minutes)

Materials: (S) Mixed Division Sprint
Note: This Sprint focuses on student mastery of all quotients within 100.
Multiply (3 minutes)
Note: This activity focuses on student mastery of all products of two one-digit numbers.
T: (Write 4 × 2 = ___.) Say the multiplication sentence.
S: 4 × 2 = 8.
Continue with the following possible sequence: 3 × 4, NOTES ON
4 × 4, and 5 × 6. MULTIPLE MEANS
T: (Write 7 × 6 = ___.) Write the answer. OF REPRESENTATION:
Clarify the expression “flip the factors”
S: (Write 42.)
for English language learners and
Continue with the following possible sequence: 8 × 7 and 9 × 6. others. Explain that students are to
switch the placement of the factors in
T: (Write 3 × 2 = ___.) Say the multiplication sentence. the multiplication sentence. It may be
S: 3 × 2 = 6. helpful to give an example.
T: Flip the factors, and say it.
S: 2 × 3 = 6.
Continue with the following possible sequence: 6 × 3, 7 × 5, 7 × 6, and 9 × 8.

442

Mixed Review Games (37 minutes)

NOTES ON
Materials: (S) Fluency game materials (listed with each activity
MULTIPLE MEANS
and included at the end of the lesson), Problem Set
OF ENGAGEMENT:
For the rest of today’s lesson, students review and play fluency These are games that students can play
games from Grade 3. They play in pairs, alternating the role of with family members to maintain skills
teacher. Students might periodically move around the room over the summer. It may be
appropriate to invite parents and
selecting different partners or stay in the same grouping for the
siblings to learn and participate. This
duration of this practice. Choose a few ideas from the might be done at a math or parents’
suggested games, and let students choose which ones to play, night. Students may consider who
or select other fluency activity favorites based on the needs and their game partners might be at home
interests of the class. and make adjustments accordingly. For
Students should have their Problem Sets with them as they play example, if played with a younger or an
older sibling, games may include math
the fluency games and use them to keep a list of their favorite
appropriate for siblings. Discuss with
activities. They reference the list in Lesson 34 when recording students how to best adapt the games
the directions for their favorites in a summer practice booklet. for their personal summer experiences.
Lesson Objective: Solidify fluency with Grade 3 skills.

lesson.
 What is something you did today that you could
not do before you came to the third grade?
 Are there any activities that were still a little
challenging? What might you do to get better?
 Which of these games might be fun to play over
the summer so you can keep your math skills
sharp? Who will you teach to play with you?

443



444

A
Mixed Division
1. 4÷2= 23. 16 ÷ 8 =
2. 6÷2= 24. 40 ÷ 8 =
3. 10 ÷ 2 = 25. 32 ÷ 8 =
4. 20 ÷ 2 = 26. 56 ÷ 8 =
5. 10 ÷ 5 = 27. 18 ÷ 9 =
6. 15 ÷ 5 = 28. 45 ÷ 9 =
7. 25 ÷ 5 = 29. 36 ÷ 9 =
8. 20 ÷ 5 = 30. 63 ÷ 9 =
9. 8÷4= 31. 64 ÷ 8 =
10. 12 ÷ 4 = 32. 48 ÷ 8 =
11. 20 ÷ 4 = 33. 81 ÷ 9 =
12. 16 ÷ 4 = 34. 54 ÷ 9 =
13. 6÷3= 35. 24 ÷ 6 =
14. 9÷3= 36. 16 ÷ 2 =
15. 15 ÷ 3 = 37. 28 ÷ 7 =
16. 12 ÷ 3 = 38. 27 ÷ 3 =
17. 60 ÷ 6 = 39. 24 ÷ 8 =
18. 12 ÷ 6 = 40. 32 ÷ 4 =
19. 18 ÷ 6 = 41. 27 ÷ 9 =
20. 35 ÷ 7 = 42. 72 ÷ 9 =
21. 14 ÷ 7 = 43. 56 ÷ 7 =
22. 21 ÷ 7 = 44. 72 ÷ 8 =

445

B
Mixed Division
1. 10 ÷ 5 = 23. 18 ÷ 9 =
2. 15 ÷ 5 = 24. 45 ÷ 9 =
3. 25 ÷ 5 = 25. 27 ÷ 9 =
4. 50 ÷ 5 = 26. 63 ÷ 9 =
5. 4÷2= 27. 16 ÷ 8 =
6. 6÷2= 28. 40 ÷ 8 =
7. 10 ÷ 2 = 29. 24 ÷ 8 =
8. 8÷2= 30. 56 ÷ 8 =
9. 6÷3= 31. 81 ÷ 9 =
10. 9÷3= 32. 54 ÷ 9 =
11. 15 ÷ 3 = 33. 64 ÷ 8 =
12. 12 ÷ 3 = 34. 48 ÷ 8 =
13. 8÷4= 35. 30 ÷ 6 =
14. 12 ÷ 4 = 36. 18 ÷ 2 =
15. 20 ÷ 4 = 37. 35 ÷ 7 =
16. 16 ÷ 4 = 38. 24 ÷ 3 =
17. 70 ÷ 7 = 39. 32 ÷ 8 =
18. 14 ÷ 7 = 40. 36 ÷ 4 =
19. 21 ÷ 7 = 41. 45 ÷ 9 =
20. 30 ÷ 6 = 42. 72 ÷ 8 =
21. 12 ÷ 6 = 43. 49 ÷ 7 =
22. 18 ÷ 6 = 44. 72 ÷ 9 =

446

Name Date
List some games we played today in the chart below. Place a check mark in the box that shows how you felt
about your level of fluency as you played each activity. Check off the last column if you would like to practice
this activity over the summer.
I would like to put this

I still need some practice
Activity I am fluent. in my summer activity
with my facts.
book.
1.
2.
3.
4.
5.
6.
7.
8.

447

Name Date
What fluency activity helped you the most in becoming fluent with your multiplication and division facts this
year? Write three or four sentences to explain what made it so useful.

448

Name Date
Teach a family member your favorite fluency game from class. Record information about the game you
taught below.
Name of the game: ______________________________________________________________
______________________________________________________________________________
Materials used: _________________________________________________________________
______________________________________________________________________________
Name of the person you taught to play: ________________________________________________
Describe what it was like to teach the game. Was it easy? Hard? Why? ________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Will you play the game together again? Why or why not? __________________________________
______________________________________________________________________________
______________________________________________________________________________
Was the game as fun to play at home as in class? Why or why not? ___________________________
______________________________________________________________________________
______________________________________________________________________________

449

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 33 Fluency Activities 3 7
Multiplication Equal Groups

Materials: (S) Personal white board Materials: (S) Personal white board
T: (Draw an array with 3 rows of 2.) Say the T: (Draw a picture with 2 groups of 4 circled.)
repeated addition sentence. Say the total as a repeated addition
S: 2 + 2 + 2 = 6. sentence.
T: (Write 3 × ____ = ____.) On your personal S: 4 + 4 = 8.
white board, complete the multiplication T: Write a division sentence that means the
sentence. number of groups is unknown.
S: (Write 3 × 2 = 6.) S: (Write 8 ÷ 4 = 2.)
Repeat using the following ideas: 4 rows of 10, 3 T: Below that division sentence, write a
rows of 4, 7 rows of 3, and 8 rows of 2. Or you can division sentence that means the number in
think of your own. each group is unknown.
S: (Write 8 ÷ 2 = 4.)
Repeat using the following ideas: 5 groups of 3, 3
groups of 4, and 6 groups of 2. Or you can think of
your own.
Commutative Multiplying Tape Diagrams

T: (Draw an array with 3 rows of 2 dots.) How T: (Draw a tape diagram with 5 equal units
many rows of 2 do you see? and 2 stars in the first unit.) What is the
S: 3 rows of 2. value of each unit?
T: Write four different multiplication S: 2 stars.
sentences for the picture. T: How many units are there?
S: (Write 3 × 2 = 6, 2 × 3 = 6, 6 = 3 × 2, and S: 5 units.
6 = 2 × 3.) T: Write a multiplication sentence for this tape
Repeat using the following ideas: 3 rows of 5 and 4 diagram.
rows of 3. Or you can think of your own. S: (Write 5 × 2 = 10.)
T: (Write 4 × 2 = 2 × ___.) On your personal Repeat using the following ideas:
white board, fill in the blank. 4 × 3 = 12, 8 ÷ 4 = 2, and 15 ÷ 3 = 5. Or you can think
S: (Write 4 × 2 = 2 × 4.) of your own.
Repeat using the following ideas: 9 × 5 = 5 × ___ and
3 × 6 = 6 × ___. Or you can think of your own.

450

Tens Tens and Hundreds

Materials: (S) Place value cards, personal white Materials: (S) Personal white board
board
T: (Write 9 + __ = 10.) Say the missing
Note: Place value cards can be made with index number.
cards for personal practice. S: 1.
T: (Write 7 tens = ____.) Say the number. T: (Write 90 + __ = 100.) Say the missing
S: 70. number.
S: 10.
Repeat using the following ideas: 10 tens, 12 tens,
20 tens, 28 tens, 30 tens, and 37 tens. Or you can T: (Write 91 + __ = 100.) Say the missing
think of your own. number.
S: 9.
T: (Write 291 + __ = 300.) Say the missing
number.
S: 9.
Repeat using the following ideas:
1 + __ = 10, 10 + __ = 100, 11 + __ = 100,
211 + __ = 300, 8 + __ = 10, 80 + __ = 100,
Place value cards
85 + __ = 100, and 385 + __ = 400.
Or you can think of your own.
Make Twenty-Four Game Write in the Parentheses

Materials: (S) Set of 6 cards per pair Materials: (S) Personal white board
Note: Students play in pairs. Each pair has a set of 6 T: (Write 10 – 5 + 3 = 8.) On your personal
cards, each with a number (2, 3, 4, 6, 8, and 12). white board, copy the equation. Then,
insert parentheses to make the statement
T: (Write ___ × ___ = 24.) Spread the cards
true.
out in front of you.
S: (Write (10 – 5) + 3 = 8.)
T: Put your hands behind your back. I’ll put a
number in the first blank. When you know Repeat using the following ideas:
the number that belongs in the second 10 – 5 + 3 = 2, 10 = 20 – 7 + 3, 16 = 20 – 7 + 3,
blank, touch the card that shows the 8 + 2 × 4 = 16, 8 + 2 × 4 = 40, 12 = 12 ÷ 2 × 2, 3 = 12 ÷
number. The first one of us to touch the 2 × 2, 10 = 35 – 5 × 5, and 20 – 10 ÷ 5 = 2.
card keeps it. Whoever has the most cards
at the end wins. (Write 12 in the first
blank.)
S: (Touch the 2 card. The first to touch it
keeps the card.)
Repeat. This time, however, you might make 36
with the same cards plus 9 and 18.

451

Round Three- and Four-Digit Numbers Partition Shapes

T: (Write 87 ≈ ____.) What is 87 rounded to T: Draw a square.
the nearest ten? S: (Draw a square.)
S: 90. 1
T: (Write .) Estimate to equally partition the
2
Repeat using the following ideas: 97, 43, 643, 35, square into halves.
and 835. Or you can think of your own.
S: (Partition.)
T: (Write 253 ≈ ____.) What is 253 rounded 1 1
to the nearest hundred? Repeat using the following ideas: line 5, circle 4,
1 1 1
S: 300. circle , bar , and bar .
8 10 6
Repeat using the following ideas: 1,253, 735, 1,735, Or you can think of your own.
850, 1,850, 952, 1,371, and 1,450. Or you can think
of your own.
Write the Unit Fraction Greater or Less Than 1?

Materials: (S) Personal white board 1
T: (Write .) Greater or less than 1?
2
1
T: (Draw a shape with 2 shaded.) Write the S: Less!
unit fraction. 3 5 3 3 5 5
Repeat using the following ideas: , , , , , and .
1 2 4 4 7 3 2
S: (Write .) Or you can think of your own.
2
1 1 1 1 1
Repeat using the following ideas: , , , , and .
4 8 6 10 5
Draw Fractions from Part to Whole Draw Number Bonds of One

T: Draw 1 unit on your personal white board. T: Draw a number
S: (Draw 1 unit.) bond to partition 1
1 one into halves.
T: Label the unit . Now, draw the whole that 1 1
3
1
S: (Draw.) 2 2
goes with your unit of 3. T: How many copies
1 1 1 1 of 1 half did you draw to make one?
Repeat using the following ideas: , , , and .
5 6 4 2 S: 2 copies.
Or you can think of your own. Repeat using the following ideas: thirds, fourths,
fifths, sixths, sevenths, etc. Or you can think of your
own.

452

Lesson 34
Objective: Create resource booklets to support fluency with Grade 3 skills.
 Application Problem (7 minutes) NOTES ON

 Fluency Practice (43 minutes) RESOURCES INCLUDED
Student Debrief (10 minutes) IN THIS LESSON:

This lesson includes suggestions and
Total Time (60 minutes) resources for assembling a Summer
Practice packet in addition to the
resource booklets that students create.
Application Problem (7 minutes) Suggestions can be found just before
the Student Debrief, and resources are
There are 9 bicycles and some tricycles at the repair shop. at the end of the lesson.
There are 42 total wheels on all the bicycles and tricycles.
How many tricycles are in the shop?
Note: Today’s Application Problem challenges students to solve using three out of the four operations.
Students may find the total wheels on 9 bicycles mentally. The complexity is to understand that to find the
total number of tricycles, they divide the remaining number of wheels by 3.
453


NOTES ON
T: Think about all the fluency activities we did this year. MULTIPLE MEANS
Which were your favorites? OF ENGAGEMENT:
S: (Discuss.) To support student participation in the
T: Which ones helped you improve your fluency with discussion about fluency, consider
multiplication and division facts? Share with a partner. providing the following scaffolds:
 Present a list of fluency activities
S: Group Counting helped me skip-count forward and students can refer to during the
backward. That made it simple to use an easy fact to discussion.
find a hard one.  I worked so hard on my Sprints.  Delineate how to assess
They made me get so much faster!  Multiply-By improvement. Helpful questions
Pattern Sheets were like that for me.  Finding the students might ask partners
unknown factor made me get good at thinking of include: “Which fluency activities
multiplication and division in different ways. did you use as you solved
problems? Which fluency activities
T: Let’s do one last Grade 3 Sprint to celebrate just how did you share at home or with
far we have come. Then, we will make Summer friends? Were some fluency
Practice booklets of our favorite games so we can keep activities challenging at first but
playing at home in the weeks to come. easy later?”
 Sprint: Multiply and Divide 3.OA.7 (10 minutes)

 Summer Practice Booklet Assembly (10 minutes)
 Mixed Review Fluency Activities (23 minutes)
Sprint: Multiply and Divide (10 minutes)

Materials: (S) Multiply and Divide Sprint
Note: This Sprint focuses on student mastery of all products and quotients within 100.
Summer Practice Booklet Assembly (10 minutes)

Materials: (S) 11″ × 17″ paper (light-colored construction paper or tagboard preferred),
scissors, (optional: game directions printouts from Lesson 33
for students to cut out and glue into booklets)
Model for students step by step, as shown in the photos to the right.
T: Let’s make a booklet of practice materials that you can
use over the summer. Start with a blank piece of
paper. Lay it on your desk so that the long sides of the
rectangle are at the top and the bottom.
S: (Lay the paper on the desks.)
454

T: Fold the left edge of the paper to meet the right edge. The short sides should be together. Make a
tight crease when you fold. The tighter the creases, the better your book will turn out.
S: (Fold the paper.)
T: Keep the paper folded. Again, fold the left edge of the paper to meet
the right edge. This time, the long sides should be together. Make a
tight crease. You should have a long, skinny rectangle now.
T: Before we unfold, think about what fraction our paper is folded into.
Say the fraction at my signal. (Signal.)
S: Fourths.
T: Unfold the paper completely, and lay it out flat.
S: (Unfold the paper.)
T: Now, fold the top edge of the paper down to meet the bottom edge.
T: Now what fraction is the paper folded into?
S: Eighths.
T: Unfold the paper completely, and lay it out flat.
S: (Unfold the paper.)
T: Fold the paper again the same way we first folded it. Make the left
edge meet the right edge.
T: Make sure the open side is on the right. Trace the middle fold line
halfway across, starting from the left. Do not go past the fold that
shows halfway.
S: (Trace.)
T: Now, cut on the line that you just drew. Do not cut past the fold that
shows halfway.
S: (Cut.)
T: Please put your scissors away. (This is to prevent students from cutting
the edges of the finalized book to even up the pages. If they do that,
the book will fall apart because they may cut folds that hold the book
together.)
S: (Put away the scissors.)
T: Open up the paper again. You should have cut a slit in the middle of the paper.
S: (Open up the paper.)
T: Fold the top edge to meet the bottom edge so that you have a long rectangle and the slit you cut is at
the top of the folded rectangle.
455

T: Push the right side of the rectangle toward the left side. Keep going until the pages push together
and fall to either side.
S: (Push the rectangle together to make the booklet.)
T: Fold the cover over the rest of the pages. Your pages
will not line up perfectly, and it is important that you
do not trim them with scissors, or your book will fall
apart. On the cover of the book, write Summer
Practice and your name underneath.
S: (Title the books.)
T: Pull out the sheet where you recorded your favorite games from yesterday. Work with a partner to
write the names of your favorite games and directions for those games in your booklets so that you
will remember them later. (Alternatively, print the directions for the games from Lesson 33 for
students to cut out their favorites and glue into the booklets.)
Allow time for students to finish the booklets.
Mixed Review Fluency Activities (23 minutes) NOTES ON

MULTIPLE MEANS
As students finish making booklets, invite them to play the OF ACTION AND
games from Lesson 33 again. EXPRESSION:
Depending on the needs of English
Suggested Resources to Include in a Summer Practice Packet language learners, summer packets
Remind parents that curriculum materials are available for free may be provided in their first
online. languages.
In addition, adjust physical exercises on
 Lesson 34 Summer Calendar (included at the end of this the summer calendar to suit students’
lesson) needs. Possible alternatives are listed
 5 Sprints (print, or use extras made during the year) below:
 5 Multiply-By Pattern Sheets (print, or use extras made  Chair push-ups
during the year)  Spins and twists
 Clapping, patting, and tapping
 Head nods
 Stretches
 Passive or assisted exercises
456

Lesson Objective: Create resource booklets to support fluency with Grade 3 skills.
Guide students in a conversation to process the lesson. Any combination of the questions below may be
used to lead the discussion.
 What was your favorite math topic in third grade? Why?
 What models or manipulatives helped you with new concepts?
 What was your greatest accomplishment in math this year?
 What are some ways you can keep your math skills sharp during the summer?
 What are you most excited to learn next year as a fourth grader?
457

A
Multiply and Divide
1. 3×2= 23. 2×7=
2. 6÷2= 24. 3×8=
3. 5×3= 25. 4×9=
4. 15 ÷ 5 = 26. 5×7=
5. 4×2= 27. 36 ÷ 6 =
6. 8÷4= 28. 42 ÷ 7 =
7. 3×3= 29. 64 ÷ 8 =
8. 9÷3= 30. 45 ÷ 9 =
9. 4×3= 31. 2×8=
10. 12 ÷ 4 = 32. 3×9=
11. 5×5= 33. 32 ÷ 4 =
12. 25 ÷ 5 = 34. 45 ÷ 5 =
13. 6×2= 35. 6×7=
14. 21 ÷ 7 = 36. 7×7=
15. 7×4= 37. 56 ÷ 8 =
16. 16 ÷ 8 = 38. 63 ÷ 9 =
17. 18 ÷ 3 = 39. 6×6=
18. 18 ÷ 9 = 40. 8×8=
19. 8×3= 41. 81 ÷ 9 =
20. 36 ÷ 9 = 42. 49 ÷ 7 =
21. 14 ÷ 7 = 43. 54 ÷ 6 =
22. 6×4= 44. 56 ÷ 7 =
458

B
Multiply and Divide
1. 5×2= 23. 2×7=
2. 10 ÷ 2 = 24. 3×8=
3. 2×3= 25. 4×9=
4. 6÷3= 26. 5×7=
5. 3×2= 27. 36 ÷ 6 =
6. 6÷2= 28. 42 ÷ 7 =
7. 4×4= 29. 64 ÷ 8 =
8. 16 ÷ 4 = 30. 45 ÷ 9 =
9. 3×4= 31. 2×8=
10. 12 ÷ 3 = 32. 3×9=
11. 3×3= 33. 32 ÷ 4 =
12. 9÷3= 34. 45 ÷ 5 =
13. 7×2= 35. 6×7=
14. 18 ÷ 6 = 36. 7×7=
15. 6×4= 37. 56 ÷ 8 =
16. 18 ÷ 9 = 38. 63 ÷ 9 =
17. 21 ÷ 3 = 39. 6×6=
18. 16 ÷ 8 = 40. 8×8=
19. 9×3= 41. 81 ÷ 9 =
20. 32 ÷ 8 = 42. 49 ÷ 7 =
21. 12 ÷ 6 = 43. 54 ÷ 6 =
22. 7×4= 44. 56 ÷ 7 =
459

NYS COMMON CORE MATHEMATICS CURRICULUM
Name Date
Complete a math activity each day. To track your progress, color the box after you finish.
Summer Math Review: Weeks 1–5
Monday Tuesday Wednesday Thursday Friday

Do jumping jacks as Play a game from Use your tangram Time how long it Complete a Sprint.
you count by twos your Summer pieces to make a takes you to do a
Week 1
from 2 to 20 and Practice booklet. picture of your specific chore, like

back. summer break. making the bed.
See if you can do it
faster the next day.
Do squats as you Play a game from Collect data about Read a recipe. Complete a Multiply
count by threes your Summer your family’s or What fractions does by Pattern Sheet.
from 3 to 30 and Practice booklet. friends’ favorite the recipe use?
Week 2
back. type of music.

Show it on a bar
graph. What did
you discover from
your graph?
Hop on one foot as Create a Measure the widths Read the weight in Complete a Sprint.
you count by fours multiplication of different leaves grams of different
from 4 to 40 and and/or division from the same tree food items in your
Week 3
back. math game. Then, to the nearest kitchen. Round the

play the game with quarter inch. Then, weights to the
a partner. draw a line plot of nearest 10 or 100
your data. Do you grams.
notice a pattern?
Bounce a ball as you Find, draw, and/or Go on a shape Find the sum and Complete a Multiply
count by 5 minutes create different scavenger hunt. difference of 453 by Pattern Sheet.
Week 4
to 1 hour and then objects to show Find as many mL and 379 mL.
to the half hour and one-fourth. quadrilaterals in
quarter hours. your neighborhood
or house as you can.
Do arm swings as Draw and label a Measure the Use a stopwatch to Complete a Sprint.
you count by sixes floor plan of your perimeter of the measure how fast
Week 5
from 6 to 60 and house. room where you you can run 50

back. sleep in inches. meters. Do it 3
Then, calculate the times. What was
area. your fastest time?
460

NYS COMMON CORE MATHEMATICS CURRICULUM
Name Date
Complete a math activity each day. To track your progress, color the box after you finish.
Summer Math Review: Weeks 6–10
Monday Tuesday Wednesday Thursday Friday

Alternate counting Play a game from Write a story Solve 15 × 4. Draw Complete a Multiply
with a friend or your Summer problem for 7 × 6. a model to show by Pattern Sheet.
Week 6
family member by Practice booklet. your thinking.

sevens from 7 to
70 and back.
Jump forward and Play a game from Use string to Build a 4 by 6 array Complete a Sprint.
back as you count your Summer measure the with objects from
Week 7
by eights from 8 to Practice booklet. perimeter of circular your house. Write 2

80 and back. items in your house multiplication and 2
to the nearest division sentences
quarter inch. for your array.
Do arm crosses as Create a Write a story Measure or find the Complete a Multiply
you count by nines multiplication problem for 72 ÷ 8. capacity in milliliters by Pattern Sheet.
from 9 to 90 and and/or division of different liquids
Week 8
back. math game. Then, in your kitchen.

play the game with Round each to the
Teach someone
a partner. nearest 10 or 100
the nines finger
milliliters.
trick.
Jump rope as you Find, draw, and/or Go on a shape Measure the weight Complete a Sprint.
count up by tens create different scavenger hunt. of different produce
from 280 to 370 objects to show Find as many at the grocery store.
Week 9
and back down. one-third. triangles and What unit did you
hexagons in your measure in? What
neighborhood as are the lightest and
you can. heaviest objects you
weighed?
Count by sixes Draw and label a Find the perimeter Show someone your Complete a Multiply
starting at 48. floor plan of your of a different room strategy to solve 8 × by Pattern Sheet.
Count as high as dream tree house. in your house. How 16.
Week 10
you can in one much smaller or

minute. larger is it compared
to the perimeter of
the room where you
sleep?
461

GRADE
Answer Key
Geometry and Measurement Word Problems

462
This work is licensed under a

© 2015 Great Minds. eureka-math.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
G3-M7-TE-1.3.0-06.2015
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Answer Key 3 7
Lesson 1
Pattern Sheet
3 6 9 12
15 3 6 3
9 3 12 3
15 3 6 9
6 12 6 15
6 3 6 9
3 9 6 9
12 9 15 9
12 3 12 6
12 9 12 15
12 15 3 15
6 15 9 15
12 6 12 9
15 9 6 12
9 15 6 12
Problem Set
1. a. $22 2. 4
b. 5 3. $4
c. 7 minutes 4. 24
Exit Ticket
289
Homework
1. a. $34 2. 9
b. 4 3. $2
c. 7 minutes 4. 32

463

© 2015 Great Minds. eureka-math.org
Lesson 2
Pattern Sheet
3 6 9 12
15 18 21 24
27 30 15 18
15 21 15 24
15 27 15 30
18 15 18 21
18 24 18 27
18 21 18 21
24 21 27 21
24 18 24 21
24 27 27 18
27 21 27 24
27 24 18 27
21 27 18 24
27 21 18 24
Problem Set
1. 8 4. 3
2. 375 milliliters 5. 311 grams
3. 240 square inches 6. 88 centimeters
Exit Ticket
40 milliliters
Homework
1. 50 grams 4. 4
2. 7 5. 307 grams
3. 360 square inches 6. 11 centimeters

464

Lesson 3
Pattern Sheet
4 8 12 16
20 4 8 4
12 4 16 4
20 4 8 12
8 16 8 20
8 4 8 12
4 12 8 12
16 12 20 12
16 4 16 8
16 12 16 20
16 20 4 20
8 20 12 20
16 8 16 12
20 12 8 16
12 20 8 16
Problem Set
1. 9 milliliters 4. 19 minutes
2. 102 feet 5. 7
3. 49 grams 6. 7 centimeters
Exit Ticket
72 ounces
Homework
1. 10 milliliters 4. a. $65
2. 21 minutes b. $194
3. 120 5. 6 inches

465

Lesson 4
Pattern Sheet
4 8 12 16
20 24 28 32
36 40 20 24
20 28 20 32
20 36 20 40
24 20 24 28
24 32 24 36
24 28 24 28
32 28 36 28
32 24 32 28
32 36 36 24
36 28 36 32
36 32 24 36
28 36 24 32
36 28 24 32
Problem Set
1. Answer provided
A–L; one polygon sketched
B, C, E, F, G, H, I, J, L; one polygon sketched
B, C, F, G, H, I, L; one polygon sketched
B, C, F, H; one polygon sketched
C, F; one polygon sketched
2. A–L; explanations will vary.
3. Polygon sketched and traced; explanations will vary.
4. Diagonal line drawn in chart polygons; answers will vary.

466

Exit Ticket
1. 4 equal sides, 2 sets of parallel sides
2. 4 sides, 1 set of parallel sides
Homework
1. Answer provided
True
True
False
True
2. a. Parallel sides traced with a colored pencil
b. A shape with at least 1 set of parallel sides drawn

467

Lesson 5
Pattern Sheet
5 10 15 20
25 5 10 5
15 5 20 5
25 5 10 15
10 20 10 25
10 5 10 15
5 15 10 15
20 15 25 15
20 5 20 10
20 15 20 25
20 25 5 25
10 25 15 25
20 10 20 15
25 15 10 20
15 25 10 20
Problem Set
1. Answer provided
M, P, S, U, W; one polygon sketched
N, O, R, T, Q, V, X; one polygon sketched
N, Q, T, S; one polygon sketched
M, N, R, P, S, U, T, X; one polygon sketched
2. Answers will vary.
3. No; answers will vary.
4. a. U; regular hexagon
b. Drawings will vary.

468

Exit Ticket
1. No; explanations will vary.
2. 2; right angles circled
3. 1
4. Pentagon
Homework
1. Hexagon matches At least 1 right angle and All sides are not equal
Rectangle matches At least 1 right angle, All sides are not equal, and At least 1 set of parallel sides
Regular octagon matches All sides are equal and At least 1 set of parallel sides
Decagon matches All sides are not equal
Pentagon matches All sides are not equal
Square matches All sides are equal, At least 1 right angle, and At least 1 set of parallel sides
3. Yes; explanations will vary.

469

Lesson 6
Problem Set
1. Right triangle drawn
2. Square with side lengths of 2 inches drawn
3. Quadrilateral drawn; parallel sides traced in green
4. Pentagon with at least 2 equal sides drawn; equal side lengths labeled
5. Hexagon with at least 2 equal sides drawn; equal side lengths labeled
6. No; explanations and drawings will vary.
Exit Ticket
Rectangle drawn
Homework
1. Triangle with no right angles drawn
2. Square, rectangle, or trapezoid drawn
3. Quadrilateral with 2 equal sides drawn; equal side lengths labeled
4. Hexagon with at least 2 equal sides drawn; equal side lengths labeled
5. Pentagon with at least 2 equal sides drawn; equal side lengths labeled
6. Regular triangle with side lengths of 4 cm drawn

470

Lesson 7
Pattern Sheet
5 10 15 20
25 30 35 40
45 50 25 30
25 35 25 40
25 45 25 50
30 25 30 35
30 40 30 45
30 35 30 35
40 35 45 35
40 30 40 35
40 45 45 30
45 35 45 40
45 40 30 45
35 45 30 40
45 35 30 40
Problem Set
1. Grid colored
2. Grid colored
a. Number sentence will vary.
b. Number sentence will vary.
3. a. Grid colored
b. Explanations will vary.
Exit Ticket
Grid colored

471

Homework
1. 3 rectangles colored
2. a. Square with 16 units colored
b. 2 rectangles with 24 units colored
3. Explanations will vary.

472

Lesson 8
Pattern Sheet
6 12 18 24
30 6 12 6
18 6 24 6
30 6 12 18
12 24 12 30
12 6 12 18
6 18 12 18
24 18 30 18
24 6 24 12
24 18 24 30
24 30 6 30
12 30 18 30
24 12 24 18
30 18 12 24
18 30 12 24
Problem Set
1. 2 right triangles drawn and labeled
2. 2 smaller triangles drawn and labeled
3. Trapezoid and triangle drawn and labeled
4. 2 smaller trapezoids drawn and labeled
5. Square and triangle drawn and labeled
6. Parallelogram and triangle drawn and labeled
7. a. Lines drawn correctly inside the square
b. Descriptions and explanations will vary.
Exit Ticket
3 shapes traced and labeled; one common attribute described

473

Homework
1. Line drawn to divide square
2. Line drawn to divide triangle
3. Line drawn to divide trapezoid
4. Line drawn to divide quadrilateral
5. 4 lines drawn to divide square into 8 equal triangles
6. Descriptions will vary.

474

Lesson 9
Pattern Sheet
6 12 18 24
30 36 42 48
54 60 30 36
30 42 30 48
30 54 30 60
36 30 36 42
36 48 36 54
36 42 36 42
48 42 54 42
48 36 48 42
48 54 54 36
54 42 54 48
54 48 36 54
42 54 36 48
54 42 36 48
Problem Set
1. a. Drawings will vary.
c. Drawings will vary.
d. Drawings will vary.
2. Drawings will vary.
3. Description of attributes will vary.
4. Outlines and descriptions will vary.
Exit Ticket
Sketches will vary.

475

Homework
c. Drawings will vary.
d. Drawings will vary.
2. Lines are drawn correctly on the cat.

476

Lesson 10
Pattern Sheet
7 14 21 28
35 7 14 7
21 7 28 7
35 7 14 21
14 28 14 35
14 7 14 21
7 21 14 21
28 21 35 21
28 7 28 14
28 21 28 35
28 35 7 35
14 35 21 35
28 14 28 21
35 21 14 28
21 35 14 28
Problem Set
1. a. 2-inch square traced with red crayon
b. New shape traced with red crayon
c. Answers will vary.
d. Shapes colored with blue crayon
e. Red; explanations will vary.
f. Area; explanations will vary.
g. Neither; explanations will vary.
2. a. Perimeters of shapes outlined with red crayon
3. Paper outlined with highlighter

477

Exit Ticket
1. Outside edges colored purple; inside colored yellow
2. Purple; explanations will vary.
Homework
1. Perimeter of each shape traced
a. Explanations will vary.
2. Rectangle drawn on grid
a. Perimeter traced
b. Area shaded
c. Explanations will vary.
3. Maya; explanations will vary.

478

Lesson 11
Problem Set
1. a. Answers will vary.
b. Answers will vary.
d. Answers will vary.
Exit Ticket
Drawings will vary.
Homework
1. a. Shape outlined with highlighter
c. 18
d. Shape shaded in with colored pencil
3. Frank; explanations will vary.
4. a. Triangle drawn correctly
b. Yes, explanations will vary.

479

Lesson 12
Pattern Sheet
7 14 21 28
35 42 49 56
63 70 35 42
35 49 35 56
35 63 35 70
42 35 42 49
42 56 42 63
42 49 42 49
56 49 63 49
56 42 56 49
56 63 63 42
63 49 63 56
63 56 42 63
49 63 42 56
63 49 42 56
Problem Set
1. a. Labeled each side 3 cm; 3, 3, 3, 3; 12
b. Labeled each side 3 cm; 3 cm + 3 cm + 3 cm + 3 cm + 3 cm + 3 cm; 18
c. Labeled each side 4 cm; 4 cm + 4 cm + 4 cm + 4 cm; 16
d. Labeled 6 cm, 6 cm, 5 cm; 6 cm + 6 cm + 5 cm; 17
e. Labeled 3 cm, 3 cm, 2 cm, 3 cm, 1 cm, 6 cm; 3 cm + 3 cm + 2 cm + 3 cm + 1 cm + 6 cm; 18
2. Labeled each side 3 cm; Perimeter = 3 cm + 3 cm + 3 cm + 3 cm = 12 cm
3. Shapes labeled; Daisy; explanations will vary.
4. Explanations will vary; 16 cm

480

Exit Ticket
Labeled 4 cm, 2 cm, 2 cm, 4 cm, 2 cm, 2 cm, 4 cm, 2 cm, 2 cm, 4 cm, 2 cm, 2 cm;
4 cm + 2 cm + 2 cm + 4 cm + 2 cm + 2 cm + 4 cm + 2 cm + 2 cm + 4 cm + 2 cm + 2 cm; 32
Homework
1. a. Labeled 3 cm, 4 cm, 5 cm; 3, 4, 5; 12
b. Labeled 6 cm, 4 cm, 6 cm, 4 cm; 6 cm + 4 cm + 6 cm + 4 cm; 20
c. Labeled 3 cm, 4 cm, 5 cm, 4 cm; 3 cm + 4 cm + 5 cm + 4 cm; 16
d. Labeled each side 5 cm; 5 cm + 5 cm + 5 cm + 5 cm; 20
e. Labeled 8 cm, 3 cm, 2 cm, 2 cm, 4 cm, 2 cm, 2 cm, 4 cm;
8 cm + 3 cm + 2 cm + 2 cm + 4 cm + 2 cm + 2cm + 4 cm; 27
2. Labeled each side 3 cm; Perimeter = 3 cm + 3 cm + 3 cm + 3 cm + 3 cm + 3 cm = 18 cm

481

Lesson 13
Pattern Sheet
8 16 24 32
40 8 16 8
24 8 32 8
40 8 16 24
16 32 16 40
16 8 16 24
8 24 16 24
32 24 40 24
32 8 32 16
32 24 32 40
32 40 8 40
16 40 24 40
32 16 32 24
40 24 16 32
24 40 16 32
Problem Set
1. a. 22
b. 4, 4, 4, 4; 16
c. 11, 9, 6; 26
d. 15, 5, 9, 7; 36
e. 9, 9, 2, 2, 3; 25
2. 52 m
3. a. 24 in
b. Yes; 5 sides
Exit Ticket
Shape B; explanations will vary.

482

Homework
1. Shape q: Answer provided
Shape r: P = 6 ft + 9 ft + 6 ft + 6 ft + 9 ft; P = 36 ft
Shape s: P = 7 cm + 5 cm + 7 cm + 5 cm; P = 24 cm
Shape a: P = 9 yd + 7 yd + 5 yd + 7 yd; P = 28 yd
Shape m: P = 4 in + 4 in + 4 in + 4 in; P = 16 in
Shape e: P = 8 cm + 5 cm + 8 cm + 5 cm; P = 26 cm
Shape u: P = 6 m + 3 m + 7 m + 4 m; P = 20 m
Shape l: P = 4 m + 3 m + 4 m + 2 m + 2 m; P = 15 m
Square meals
2. 160 ft
3. a. 33 in
b. Yes; 8 sides

483

Lesson 14
Pattern Sheet
8 16 24 32
40 48 56 64
72 80 40 48
40 56 40 64
40 72 40 80
48 40 48 56
48 64 48 72
48 56 48 56
64 56 72 56
64 48 64 56
64 72 72 48
72 56 72 64
72 64 48 72
56 72 48 64
72 56 48 64
Problem Set
1. a. Labeled each side 8 in; 56
b. Labeled each side 7 ft; 21
c. Labeled each side 9 m; 36
d. Labeled each side 6 in; 30
2. Labeled 7 cm and 2 cm; 18
3. 48 cm
4. 34 in
5. Both; explanations will vary.

484

Exit Ticket
Regular pentagon; work shown correctly
Homework
1. a. Labeled each side 4 in; 12
b. Labeled each side 8 cm; 32
c. Labeled each side 9 m; 72
d. Labeled each side 6 in; 36
2. Labeled 4 cm and 9 cm; 26
3. 35 cm
4. 96 m
5. 38 in

485

Lesson 15
Pattern Sheet
9 18 27 36
45 9 18 9
27 9 36 9
45 9 18 27
18 36 18 45
18 9 18 27
9 27 18 27
36 27 45 27
36 9 36 18
36 27 36 45
36 45 9 45
18 45 27 45
36 18 36 27
45 27 18 36
27 45 18 36
Problem Set
1. 22 ft 4. 180 in
2. 165 cm 5. 640 yd
3. 34 yd 6. 216 in
Exit Ticket
36 yd
Homework
1. 26 in 4. 36 in
2. 40 ft 5. 64 ft
3. 160 yd 6. 32 ft

486

Lesson 16
Pattern Sheet
9 18 27 36
45 54 63 72
81 90 45 54
45 63 45 72
45 81 45 90
54 45 54 63
54 72 54 81
54 63 54 63
72 63 81 63
72 54 72 63
72 81 81 54
81 63 81 72
81 72 54 81
63 81 54 72
81 63 54 72
Problem Set
a. Explanations will vary.
Exit Ticket
Answers will vary.

487

Homework
3
2. Shape A: 8 in; Shape B: 8 in
4
a. Shape B
b. About 1 in; answers may vary.

488

Lesson 17
Problem Set
1. a. Labeled 1 cm, 2 cm; P = (3 × 2 cm) + 1 cm + 3 cm + 4 cm = 14 cm (equations may vary)
b. Labeled 1 ft, 1 ft, 2 ft; P = (4 × 2 ft) + (3 × 1 ft) + 5 ft = 16 ft (equations may vary)
c. Labeled 2 m, 2 m, 4 m; P = (5 × 2 m) + (2 × 4 m) + 6 m = 24 m (equations may vary)
d. Labeled 2 yd, 1 yd, 2 yd; P = (7 × 2 yd) + 7 yd + 1 yd + 4 yd = 26 yd (equations may vary)
2. 48 cm
3. a = 8 in, b = 5 in; 26 in
Exit Ticket
a = 7 m, b = 8 m; 30 m
Homework
1. a. Labeled 3 m, 7 m; P = (2 × 7 m) + 3 m + 2 m + 9 m + 4 m = 32 m (equations may vary)
b. Labeled 4 cm; P = (2 × 2 cm) + (2 × 4 cm) + 3 cm + 5 cm + 6 cm + 8 cm = 34 cm (equations may vary)
c. Labeled 2 in, 6 in, 4 in; P = (2 × 2 in) + (3 × 4 in) +(2 × 6 in) + 12 in = 40 in (equations may vary)
d. Labeled 3 ft, 3 ft; P = (4 × 3 ft) + 1 ft + 2 ft + 7 ft + 8 ft = 30 ft (equations may vary)
2. 72 cm
3. a = 13 in, b = 6 in; 38 in

489

Lesson 18
Problem Set
1. a. 4 rectangles drawn and labeled correctly; perimeters calculated correctly
2. a. 3 rectangles drawn and labeled correctly
b. 16 units, explanations will vary.
Exit Ticket
1; 26 cm
4; 14 cm
2; 16 cm
Homework
1. 3 rectangles shaded correctly on the grid
3. 3 rectangles drawn with side lengths labeled correctly
a. The 1 × 20 rectangle will have the greatest perimeter. Explanations will vary.
b. The 4 × 5 rectangle will have the smallest perimeter. Explanations will vary.

490

Lesson 19
Problem Set
1. 1, 1, 13; 2, 1, 14, 2, 7; 2, 1, 15, 3, 5; 3, 1, 16, 2, 8, 4, 4; 1, 1, 17; 3, 1, 18, 2, 9, 3, 6
2. Line plot created
3. 12, 16, and 18 unit squares
Exit Ticket
3, 1, 20, 2, 10, 4, 5
Homework
1. 2, 1, 6, 2, 3; 1, 1, 7; 2, 1, 8, 2, 4; 2, 1, 9, 3, 3; 2, 1, 10, 2, 5; 1, 1, 11
a. No; explanations will vary.
b. 2; explanations will vary.

491

Lesson 20
Sprint
Side A
1. 4 12. 14 23. 10 34. 8
2. 6 13. 16 24. 2 35. 7
3. 8 14. 18 25. 3 36. 9
4. 10 15. 20 26. 10 37. 6
5. 2 16. 8 27. 5 38. 8
6. 2 17. 7 28. 2 39. 22
7. 3 18. 9 29. 2 40. 11
8. 5 19. 6 30. 3 41. 24
9. 2 20. 10 31. 6 42. 12
10. 4 21. 5 32. 7 43. 28
11. 12 22. 6 33. 9 44. 14
Side B
1. 2 12. 12 23. 2 34. 7
2. 4 13. 14 24. 10 35. 8
3. 6 14. 16 25. 3 36. 9
4. 8 15. 18 26. 2 37. 6
5. 10 16. 7 27. 2 38. 7
6. 3 17. 6 28. 10 39. 22
7. 2 18. 8 29. 5 40. 11
8. 4 19. 10 30. 3 41. 24
9. 2 20. 9 31. 6 42. 12
10. 5 21. 6 32. 8 43. 26
11. 20 22. 5 33. 9 44. 13

492

Problem Set
1. a. 3 rectangles drawn and labeled
c. 6 square units, 8 square units, 9 square units
d. Areas are different
b. 6 square units, 10 square units, 12 square units
Exit Ticket
a. 2 rectangles are drawn and labeled
b. 3 square units, 4 square units
Homework
b. 4 square units, 6 square units
3. a. 5 cm by 5 cm square drawn and labeled
b. 25 sq cm
c. Different rectangle drawn
d. Katie’s square

493

Lesson 21
Sprint
Side A
1. 6 12. 21 23. 10 34. 8
2. 9 13. 24 24. 2 35. 7
3. 12 14. 27 25. 3 36. 9
4. 15 15. 30 26. 10 37. 6
5. 3 16. 8 27. 5 38. 8
6. 2 17. 7 28. 1 39. 33
7. 3 18. 9 29. 2 40. 11
8. 5 19. 6 30. 3 41. 36
9. 1 20. 10 31. 6 42. 12
10. 4 21. 5 32. 7 43. 39
11. 18 22. 1 33. 9 44. 13
Side B
1. 3 12. 18 23. 2 34. 7
2. 6 13. 21 24. 10 35. 8
3. 9 14. 24 25. 3 36. 9
4. 12 15. 27 26. 2 37. 6
5. 15 16. 7 27. 1 38. 7
6. 3 17. 6 28. 10 39. 33
7. 2 18. 8 29. 5 40. 11
8. 4 19. 10 30. 3 41. 36
9. 1 20. 9 31. 6 42. 12
10. 5 21. 1 32. 8 43. 39
11. 30 22. 5 33. 9 44. 13

494

Problem Set
1. a. 4 rectangles sketched and labeled
b. 7 sq cm, 12 sq cm, 15 sq cm, 16 sq cm
2. a. 4 rectangles sketched and labeled
b. 8 sq cm, 14 sq cm, 18 sq cm, 20 sq cm
3. a. 2, 2 cm, 3 cm, 6 sq cm
5, 2 cm, 8 cm, 16 sq cm; 3 cm 7 cm, 21 sq cm; 4 cm, 6 cm, 24 sq cm; 5 cm, 5 cm, 25 sq cm
Exit Ticket
Answers will vary.
Homework
1. a. 3 rectangles shaded and labeled
b. 6 sq cm, 10 sq cm, 12 sq cm
2. a. 4, 2 units, 7 units, 14 sq units; 3 units, 6 units, 18 sq units; 4 units, 5 units, 20 sq units

495

Lesson 22
Sprint
Side A
1. 8 12. 28 23. 10 34. 8
2. 12 13. 32 24. 2 35. 7
3. 16 14. 36 25. 3 36. 9
4. 20 15. 40 26. 10 37. 6
5. 4 16. 8 27. 5 38. 8
6. 2 17. 7 28. 1 39. 44
7. 3 18. 9 29. 2 40. 11
8. 5 19. 6 30. 3 41. 3
9. 1 20. 10 31. 6 42. 12
10. 4 21. 5 32. 7 43. 56
11. 24 22. 1 33. 9 44. 14
Side B
1. 4 12. 24 23. 2 34. 7
2. 8 13. 28 24. 10 35. 8
3. 12 14. 32 25. 3 36. 9
4. 16 15. 36 26. 2 37. 6
5. 20 16. 7 27. 1 38. 7
6. 3 17. 6 28. 10 39. 44
7. 2 18. 8 29. 5 40. 11
8. 4 19. 10 30. 3 41. 48
9. 1 20. 9 31. 3 42. 12
10. 5 21. 1 32. 4 43. 52
11. 40 22. 5 33. 9 44. 13

496

Problem Set
3. No
Exit Ticket
Answers will vary.
Homework
1. a. Explanations will vary; no
b. Explanations will vary; whole number side lengths
c. 8; explanations will vary.

497

Lesson 23
Sprint
Side A
1. 10 12. 35 23. 10 34. 8
2. 15 13. 40 24. 2 35. 7
3. 20 14. 45 25. 3 36. 9
4. 25 15. 50 26. 10 37. 6
5. 5 16. 8 27. 5 38. 8
6. 2 17. 7 28. 1 39. 55
7. 3 18. 9 29. 2 40. 11
8. 5 19. 6 30. 3 41. 3
9. 1 20. 10 31. 6 42. 12
10. 4 21. 5 32. 7 43. 60
11. 30 22. 1 33. 9 44. 14
Side B
1. 5 12. 30 23. 2 34. 7
2. 10 13. 35 24. 10 35. 8
3. 15 14. 40 25. 3 36. 9
4. 20 15. 45 26. 2 37. 6
5. 25 16. 7 27. 1 38. 7
6. 3 17. 6 28. 10 39. 55
7. 2 18. 8 29. 5 40. 11
8. 4 19. 10 30. 3 41. 60
9. 1 20. 9 31. 3 42. 12
10. 5 21. 1 32. 4 43. 65
11. 50 22. 5 33. 9 44. 13

498

Problem Set
1. 6 cm 4. 96 in
2. 184 in 5. $40
3. 8 ft 6. Yes
Exit Ticket
9 cm
Homework
1. 9 in 4. 99 in
2. 144 in 5. 24 in
3. 250 ft 6. 76 in

499

Lesson 24
Pattern Sheet
6 12 18 24
30 36 42 48
54 60 30 36
30 42 30 48
30 54 30 60
36 30 36 42
36 48 36 54
36 42 36 42
48 42 54 42
48 36 48 42
48 54 54 36
54 42 54 48
54 48 36 54
42 54 36 48
54 42 36 48
Problem Set
A. Width and length will vary. J. Estimated and measured with string
B. Width and length will vary. K. Width and length will vary.
C. Width and length will vary. L. Estimated and measured with string
D. Width and length will vary. M. Width and length will vary.
E. 28; width and length will vary. N. Estimated and measured with string
F. Width and length will vary. O. Width and length will vary.
G. 8; width and length will vary. P. Extra items and information will vary.
H. Extra body parts and information will vary. Q. Extra items and information will vary.
I. Extra body parts and information will vary.

500

Exit Ticket
Answers will vary.
Homework
1. 6 in
2. a. 8 cm by 1 cm
7 cm by 2 cm
6 cm by 3 cm
5 cm by 4 cm
b. 4 rectangles
c. Explanations will vary.
3. a. 1 cm by 2 cm
1 cm by 4 cm or 2 cm by 3 cm
1 cm by 6 cm, 2 cm by 5 cm, or 3 cm by 4 cm
b. 1 cm by 5 cm, 2 cm by 4 cm, or 3 cm by 3 cm
P = 20 cm; 1 cm by 9 cm, 2 cm by 8 cm, 3 cm by 7 cm, 4 cm by 6 cm, or 5 cm by 5 cm
P = 28 cm; 1 cm by 13 cm, 2 cm by 12 cm, 3 cm by 11 cm, 4 cm by 10 cm, 5 cm by 9 cm, 6 cm by 8
cm, or 7 cm by 7 cm

501

Lesson 25
Sprint
Side A
1. 12 12. 42 23. 10 34. 8
2. 18 13. 48 24. 2 35. 7
3. 24 14. 54 25. 3 36. 9
4. 30 15. 60 26. 10 37. 6
5. 6 16. 8 27. 5 38. 8
6. 2 17. 7 28. 1 39. 66
7. 3 18. 9 29. 2 40. 11
8. 5 19. 6 30. 3 41. 72
9. 1 20. 10 31. 6 42. 12
10. 4 21. 5 32. 7 43. 84
11. 36 22. 1 33. 9 44. 14
Side B
1. 6 12. 36 23. 2 34. 7
2. 12 13. 42 24. 10 35. 8
3. 18 14. 48 25. 3 36. 9
4. 24 15. 54 26. 2 37. 6
5. 30 16. 7 27. 1 38. 7
6. 3 17. 6 28. 10 39. 66
7. 2 18. 8 29. 5 40. 11
8. 4 19. 10 30. 3 41. 72
9. 1 20. 9 31. 3 42. 12
10. 5 21. 1 32. 4 43. 78
11. 60 22. 5 33. 9 44. 13

502

Problem Set
Pictures and labels will vary.
Exit Ticket
Homework
A. Answer provided
B. P = 4 × 2 cm, or P = 2 cm + 2 cm + 2 cm + 2 cm
P = 8 cm
C. P = 8 cm + 6 cm + 8 cm + 6 cm
P = 28 cm
D. P = 2 cm + 5 cm + 2 cm + 5 cm
P = 14 cm
E. P = 2 cm + 5 cm + 2 cm + 5 cm
P = 14 cm
F. P = 7 cm + 2 cm + 7 cm + 2 cm
P = 18 cm
G. P = 7 cm + 2 cm + 7 cm + 2 cm
P = 18 cm

503

Lesson 26
Pattern Sheet
7 14 21 28
35 42 49 56
63 70 35 42
35 49 35 56
35 63 35 70
42 35 42 49
42 56 42 63
42 49 42 49
56 49 63 49
56 42 56 49
56 63 63 42
63 49 63 56
63 56 42 63
49 63 42 56
63 49 42 56
Problem Set
Exit Ticket

504

Homework
1. a. 16 cm
b. 16 cm
c. 16 sq cm
d. 15 sq cm
e. Explanations will vary.
b. Yes; explanations will vary.
c. 4 cm by 10 cm

505

Lesson 27
Sprint
Side A
1. 14 12. 49 23. 10 34. 8
2. 21 13. 56 24. 2 35. 7
3. 28 14. 63 25. 3 36. 9
4. 35 15. 70 26. 10 37. 6
5. 7 16. 8 27. 5 38. 8
6. 2 17. 7 28. 1 39. 77
7. 3 18. 9 29. 2 40. 11
8. 5 19. 6 30. 3 41. 84
9. 1 20. 10 31. 6 42. 12
10. 4 21. 5 32. 7 43. 98
11. 42 22. 1 33. 9 44. 14
Side B
1. 7 12. 42 23. 2 34. 7
2. 14 13. 49 24. 10 35. 8
3. 21 14. 56 25. 3 36. 9
4. 28 15. 63 26. 2 37. 6
5. 35 16. 7 27. 1 38. 7
6. 3 17. 6 28. 10 39. 77
7. 2 18. 8 29. 5 40. 11
8. 4 19. 10 30. 3 41. 84
9. 1 20. 9 31. 3 42. 12
10. 5 21. 1 32. 4 43. 91
11. 70 22. 5 33. 9 44. 13

506

Problem Set
Part A
1. Evaluations will vary.
2. Answers and calculations will vary.
3. Answers and calculations will vary.
Part B
4. Evaluations will vary.
Exit Ticket
1. Rectangle A: 5, 5; 20 cm; 25 sq cm
Rectangle B: 8, 2; 20 cm; 16 sq cm
Homework
1. Rectangle A: 6, 6; 24 cm; 36 sq cm
Rectangle B: 4, 8; 24 cm; 32 sq cm
Rectangle C: 11, 1; 24 cm; 11 sq cm
Rectangle D: 5, 5; 20 cm; 25 sq cm
Rectangle E: 2, 8; 20 cm; 16 sq cm
Rectangle F: 4, 6; 20 cm; 24 sq cm
4. A, D; A

507

Lesson 28
Pattern Sheet
8 16 24 32
40 48 56 64
72 80 40 48
40 56 40 64
40 72 40 80
48 40 48 56
48 64 48 72
48 56 48 56
64 56 72 56
64 48 64 56
64 72 72 48
72 56 72 64
72 64 48 72
56 72 48 64
72 56 48 64

508

Problem Set
1. a. 7 yd by 9 yd rectangle drawn and labeled correctly
b. 63 sq yd
c. 32 yd
2. a. 8 cm by 8 cm square drawn and labeled correctly
b. 64 sq cm
c. 32 cm
d. 64 cm
b. 9 in
c. 34 in
d. 217 sq in
b. 8 ft
c. 72 sq ft
d. 48 sq ft
Exit Ticket
a. 6 ft by 8 ft rectangle drawn and labeled correctly
b. 48 sq ft
c. 28 ft
Homework
1. a. 7 cm by 7 cm square drawn and labeled correctly
b. 49 sq cm
c. 28 cm
d. 42 cm
b. 6 ft
c. 18 sq ft
d. 54 sq ft

509

Lesson 29
Sprint
Side A
1. 16 12. 56 23. 10 34. 8
2. 24 13. 64 24. 2 35. 7
3. 32 14. 72 25. 3 36. 9
4. 40 15. 80 26. 10 37. 6
5. 8 16. 8 27. 5 38. 8
6. 2 17. 7 28. 1 39. 88
7. 3 18. 9 29. 2 40. 11
8. 5 19. 6 30. 3 41. 96
9. 1 20. 10 31. 6 42. 12
10. 4 21. 5 32. 7 43. 112
11. 48 22. 1 33. 9 44. 14
Side B
1. 8 12. 48 23. 2 34. 7
2. 16 13. 56 24. 10 35. 8
3. 24 14. 64 25. 3 36. 9
4. 32 15. 72 26. 2 37. 6
5. 40 16. 7 27. 1 38. 7
6. 3 17. 1 28. 10 39. 88
7. 2 18. 8 29. 5 40. 11
8. 4 19. 10 30. 3 41. 96
9. 1 20. 9 31. 3 42. 12
10. 5 21. 1 32. 4 43. 104
11. 80 22. 5 33. 9 44. 13

510

Problem Set
1. a. 56 in 2. 25 ft
b. 144 sq in 3. 36 cm
c. 72 in 4. 700 yd
Exit Ticket
64 cm
Homework
1. a. 48 in 2. a. 36 cm
b. 128 sq in b. 72 sq cm
c. 256 sq in 3. 800 yd

511

Lesson 30
Pattern Sheet
9 18 27 36
45 54 63 72
81 90 45 54
45 63 45 72
45 81 45 90
54 45 54 63
54 72 54 81
54 63 54 63
72 63 81 63
72 54 72 63
72 81 81 54
81 63 81 72
81 72 54 81
63 81 54 72
81 63 54 72
Problem Set
Answers will vary.
Exit Ticket
Homework
Answers will vary.

512

Lesson 31
Sprint
Side A
1. 18 12. 63 23. 10 34. 8
2. 27 13. 72 24. 2 35. 7
3. 36 14. 81 25. 3 36. 9
4. 45 15. 90 26. 10 37. 6
5. 9 16. 8 27. 5 38. 8
6. 2 17. 7 28. 1 39. 99
7. 3 18. 9 29. 2 40. 11
8. 5 19. 6 30. 3 41. 108
9. 1 20. 10 31. 6 42. 12
10. 4 21. 5 32. 7 43. 126
11. 54 22. 1 33. 9 44. 14
Side B
1. 9 12. 54 23. 2 34. 7
2. 18 13. 63 24. 10 35. 8
3. 27 14. 72 25. 3 36. 9
4. 36 15. 81 26. 2 37. 6
5. 45 16. 7 27. 1 38. 7
6. 3 17. 6 28. 10 39. 99
7. 2 18. 8 29. 5 40. 11
8. 4 19. 10 30. 3 41. 108
9. 1 20. 9 31. 3 42. 12
10. 5 21. 1 32. 4 43. 117
11. 90 22. 5 33. 9 44. 13

513

Problem Set
Answers will vary.
Exit Ticket
Answers will vary.
Homework
1. a. 18 square units
b. 9 square units
c. Half of the rectangle shaded
d. Answers will vary.

514

Lesson 32
Sprint
Side A
1. 2 12. 6 23. 14 34. 16
2. 4 13. 9 24. 25 35. 18
3. 6 14. 5 25. 30 36. 35
4. 4 15. 10 26. 35 37. 40
5. 8 16. 15 27. 20 38. 45
6. 12 17. 7 28. 24 39. 28
7. 6 18. 14 29. 28 40. 32
8. 12 19. 9 30. 15 41. 36
9. 8 20. 18 31. 18 42. 21
10. 16 21. 10 32. 21 43. 24
11. 3 22. 12 33. 14 44. 27
Side B
1. 5 12. 4 23. 35 34. 40
2. 10 13. 6 24. 10 35. 45
3. 15 14. 4 25. 12 36. 14
4. 3 15. 8 26. 14 37. 16
5. 6 16. 12 27. 15 38. 18
6. 9 17. 6 28. 18 39. 21
7. 7 18. 12 29. 21 40. 24
8. 14 19. 8 30. 20 41. 27
9. 9 20. 16 31. 24 42. 28
10. 18 21. 25 32. 28 43. 32
11. 2 22. 30 33. 35 44. 36

515

Problem Set
b. No, explanations will vary.
2. a. A, C, D
3. Circle shaded correctly
4. Yes, explanations will vary.
Exit Ticket
2. Circle shaded
Homework
1. Circles shaded correctly
4. a. Marissa; explanations will vary.
5. Circle shaded

516

Lesson 33
Sprint
Side A
1. 2 12. 4 23. 2 34. 6
2. 3 13. 2 24. 5 35. 4
3. 5 14. 3 25. 4 36. 8
4. 10 15. 5 26. 7 37. 4
5. 2 16. 4 27. 2 38. 9
6. 3 17. 10 28. 5 39. 3
7. 5 18. 2 29. 4 40. 8
8. 4 19. 3 30. 7 41. 3
9. 2 20. 5 31. 8 42. 8
10. 3 21. 2 32. 6 43. 8
11. 5 22. 3 33. 9 44. 9
Side B
1. 2 12. 4 23. 2 34. 6
2. 3 13. 2 24. 5 35. 5
3. 5 14. 3 25. 3 36. 9
4. 10 15. 5 26. 7 37. 5
5. 2 16. 4 27. 2 38. 8
6. 3 17. 10 28. 5 39. 4
7. 5 18. 2 29. 3 40. 9
8. 4 19. 3 30. 7 41. 5
9. 2 20. 5 31. 9 42. 9
10. 3 21. 2 32. 6 43. 7
11. 5 22. 3 33. 8 44. 8

517

Problem Set
Answers will vary.
Exit Ticket
Answers will vary.
Homework
Answers will vary.

518

Lesson 34
Sprint
Side A
1. 6 12. 5 23. 14 34. 9
2. 3 13. 12 24. 24 35. 42
3. 15 14. 3 25. 36 36. 49
4. 3 15. 28 26. 35 37. 7
5. 8 16. 2 27. 6 38. 7
6. 2 17. 6 28. 6 39. 36
7. 9 18. 2 29. 8 40. 64
8. 3 19. 24 30. 5 41. 9
9. 12 20. 4 31. 16 42. 7
10. 3 21. 2 32. 27 43. 9
11. 25 22. 24 33. 8 44. 8
Side B
1. 10 12. 3 23. 14 34. 9
2. 5 13. 14 24. 24 35. 42
3. 6 14. 3 25. 36 36. 49
4. 2 15. 24 26. 35 37. 7
5. 6 16. 2 27. 6 38. 7
6. 3 17. 7 28. 6 39. 36
7. 16 18. 2 29. 8 40. 64
8. 4 19. 27 30. 5 41. 9
9. 12 20. 4 31. 16 42. 7
10. 4 21. 2 32. 27 43. 9
11. 9 22. 28 33. 8 44. 8
Problem Set
Summer Math Review Calendar

519


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New York State Common Core

Module Overview ........................................................................................................ 2

Topic A: Solving Word Problems ............................................................................... 12

Topic B: Attributes of Two-Dimensional Figures ........................................................ 52

Topic C: Problem Solving with Perimeter ................................................................. 136

Mid-Module Assessment and Rubric ....................................................................... 230

Topic E: Problem Solving with Perimeter and Area .................................................. 308

End-of-Module Assessment and Rubric ................................................................... 403

Topic F: Year in Review ............................................................................................ 417

Answer Key .............................................................................................................. 462

Module 7: Geometry and Measurement Word Problems

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Module 7: Geometry and Measurement Word Problems

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Module 7: Geometry and Measurement Word Problems

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Notes on Pacing for Differentiation

Module 7: Geometry and Measurement Word Problems

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Module 7: Geometry and Measurement Word Problems

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Focus Grade Level Standards

Represent and interpret data. 2

Geometric measurement: recognize perimeter as an attribute of plane figures and

Reason with shapes and their attributes. 3

13.OA.9 is addressed in Module 3

Module 7: Geometry and Measurement Word Problems

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Focus Standards for Mathematical Practice

Module 7: Geometry and Measurement Word Problems

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Overview of Module Topics and Lesson Objectives

3.G.1 B Attributes of Two-Dimensional Figures 6

3.MD.8 C Problem Solving with Perimeter 8

Module 7: Geometry and Measurement Word Problems

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Standards Topics and Objectives Days

3.MD.4 D Recording Perimeter and Area Data on Line Plots 5

3.MD.8 E Problem Solving with Perimeter and Area 8

End-of-Module Assessment: Topics A–E (assessment 1 day, return 1 day, 3

Total Number of Instructional Days 40

Module 7: Geometry and Measurement Word Problems

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Familiar Terms and Symbols 4

Module 7: Geometry and Measurement Word Problems

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Suggested Tools and Representations

Module 7: Geometry and Measurement Word Problems

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Topic A : Solving Word Problems

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A Teaching Sequence Toward Mastery of Solving Word Problems

Topic A : Solving Word Problems

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Suggested Lesson Structure

 Fluency Practice (15 minutes)

Fluency Practice (15 minutes)

 Name the Shape 2.G.1 (3 minutes)