Fermi Meets 3-Acts Task #3

Grade 3 Session:

How many tiles will it take to cover the book? 

  1. Watch the video. Tell (and record) what you notice. Ask (and write) questions that could help you figure out the answer to the above question.
  2. Develop a plan for answering the question. Think about how you will record and organized your information.
  3. Present a solution and justify your thinking.

Pedagogical Structures: Student self-selection of groups, Pairs Compare, Carousel Questions

Materials: square tiles, scissors, rulers, graph paper

Ramblings about the task.

Standard: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Recognize area as an attribute of plane figures and understand concepts of area measurement.
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.
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.
Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
Relate area to the operations of multiplication and addition.
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.
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.
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.
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.



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