Area and Perimeter Task Cards:
There are times when you want students to start deciding if which type of problem they are solving. This great resource has a combination of area, perimeter, word problems and models. Students will really have to evaluate the problem to figure out the solution. In addition to the PDF to print as traditional task cards, I have included a link to a Google Slides presentation to share with your students. I LOVE using this in my classroom because Google Classroom is so easy to use. Share this with your students and they each will get a copy ready for them to put their answers on the slide. Each of my sets have different problems, no two questions are the same.
3.6(C) determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row
3.6(D) decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area
3.7 B determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems
Common Core Standards:
3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.C.5.A A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.
3.MD.C.5.B A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.7 Relate area to the operations of multiplication and addition.
3.MD.C.7.A Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MD.C.7.B Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
3.MD.C.7.C Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
3.MD.C.7.D Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
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.
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