| Common Core State Standard:
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4.MD Measurement and Data
- 4.MD.A Solve problems involving measurement and conversion of measurements..
- 4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
- 4.MD.A.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
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3.MD Measurement and Data
- 3.MD.C – Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
- 3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
- 3.MD.C.5a A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.
- 3.MD.C.5b 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.7a 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.7b 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.7c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
- 3.MD.C.7d 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.C – Geometric measurement: recognize perimeter.
- 3.MD.D.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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| Common Core State Standard: Standards for Mathematical Practice
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| CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP2 Reason abstractly and quantitatively.
CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others.
CCSS.Math.Practice.MP4 Model with mathematics.
CCSS.Math.Practice.MP5 Use appropriate tools strategically.
CCSS.Math.Practice.MP6 Attend to precision.
CCSS.Math.Practice.MP7 Look for and make use of structure.
CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning.
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| Learning Progressions Frameworks Progress Indicator
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| E.ME.1a recognizing, identifying, and describing the measurable attributes of objects
E.ME.1b comparing and ordering objects/events according to their specified attributes (using standard or
non-standard units of measure), including indirectly by using a third object, or using common referents to estimate or compare
E.ME.1c recognizing that the smaller the unit, the more units are needed to measure an object ; and that units can be decomposed/partitioned into smaller units
E.ME.1d describing and demonstrating: unit attributes, iterating, tiling, identical units, number line intervals, standardization, proportionality, additivity, and origin
E.ME.2e selecting and applying appropriate customary or metric units and tools to measure or estimate (liquid volume, mass, perimeter, area, time, and angles)
E.ME.2f recognizing relative sizes of units of measure and making simple conversions within systems when solving problems (e.g., 12 in. = 1 ft)
E.ME.2h using a variety of strategies (decomposing complex shapes, using counting strategies, arrays, formulas) to estimate or measure area and perimeter (including irregular shapes/objects)
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| Instructional Family: Sorting and Classifying
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CCCs addressed:
- 4.ME.2e4 Select appropriate tool for measurement: mass, length, angles
- 2.ME.1a3 Select appropriate unit of measurement to measure an object (ruler or yard stick; inches or feet)
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| Instructional Family: Measuring Using Tools
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CCCs addressed:
- 4.ME.1d3 Use tiling and multiplication to determine area
- 3.ME.1d1 Use tiling and addition to determine area
- 3.ME.1d2 Measure area of rectilinear figures by counting squares
- 2.ME.1c2 Measure the attributes (length, width, height) of an object using 2 different size units 2.ME.1c3 Recognize that units can be decomposed into smaller units
- 2.ME.2b2 Select appropriate tools and demonstrate or identify appropriate measuring techniques
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| Instructional Family: Problem solving using measurement process.
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CCCs addressed:
- 3.ME.2e3 Measure to solve problems using number lines and ruler to 1 inch, ½ inch, or ¼ of an inch 2.ME.1a3 Select appropriate unit of measurement to measure an object (ruler or yard stick; inches or feet)
- 2.ME.1b5 Solve word problems involving the difference in standard length units
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| Instructional Family: Perimeter, Area, Volume
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Core Content Connectors addressed:
- 4.ME.2h1 Apply the formulas for area and perimeter to solve real world problems
- 3.ME.2h Use addition to find the perimeter of a rectangle
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| Instructional Family: Scaling and Unit conversion
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CCCs addressed:
- 4.ME.2f1 Complete a conversion table for length and mass within a single system
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