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Julia Fiato
Nicole Root
Taylor VanTine
Lauren King
Nicole Bernard

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Measurement & Data 3.MD 7A.

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.

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After completing the preliminary Frayer assessment model, recording what students already understand about area, and engaging in the area activity using tiling, addition, and multiplication, students will demonstrate an understanding of how to find the area of rectangles using counting, addition, and multiplication by completing the "Area of a Rectangle" worksheet in pairs and a Frayer assessment model showing what students learned about area and its relationship with addition and multiplication.

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Area is the amount of space a two-dimensional shape takes up or the number of a certain unit that can fit within the shape. There are multiple ways to measure the area of a rectangle, using formulas, which for the area of a rectangle is equal to the product of the length and width. Another way is through tiling, in which a grid or square tiles are used to overlap the rectangle. Each box in the grid or tile is counted. The final number of grides or tiles counted is equal to the total area of the rectangle. If there is a grid over a rectangle or tiles are used to cover the rectangle, then one can determine the area by counting the number of tiles or grids that go across in a row (width) and counting the number of grids or tiles that form one column (length). One can add the number of tiles or grids that equals the length the number of times that equals the number of tiles they used to create the width or vice versa. This is repeated addition. This can be converted into a multiplication problem that determines the area of the rectangle. No matter which method is used to find the area, each final answer will be the same because area of a rectangle does not change unless the dimensions (length or width) change. When using grids or tiles, all units of measurement must be equal to one another in order to accurately determine the area. Therefore, all of the grids or tiles used must be the same size as one another. Area changes when the unit of measurement changes.

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A detailed description of your assessment (this needs to be detailed enough that someone who is not familiar with that assessment would understand)

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A detailed description of your assessment (this needs to be detailed enough that someone who is not familiar with that assessment would understand)

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Frayer model is commonly used to assess what students already know about a given concept as well as what they learned during the lesson. Therefore, the model can be completed at any point in the lesson depending on whether you want students to fill out what they already know or what they have learned. The model can be completed all at once or throughout the lesson as students obtain more knowledge on the given topic. There is a central circle that contains the topic of a lesson or assessment. Surrounding the topic there are four areas labeled operational definition, characteristics, examples, and non-examples.

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Students will fill out, using one color pen, a preliminary Frayer assessment model, recording what they know about area. Then, students will work in pairs on an "Area of a rectangle" sheet. All of rectangles will be various sizes, having different lengths and widths. They will also be given tile manipulatives to fill in and completely cover their rectangles without going over any of the lines. Students will count the number of tiles that make up the length and width of the rectangle and record these numbers on their sheet. They will use these two measurements to find the area of the rectangle using repeated addition. In other words, students would add the length the number of times that equals the number of tiles they used to create the width or vice versa. They then will turn their repeated addition problems into a multiplication problem that multiplies length by width or width by length to determine the area. Students will record each addition and multiplication problem on their sheets, showing all work and the answer to each problem. Students should have the same answer for both repeated addition and multiplication problems. They will receive multiple problems with the same directions, so they can see and understand the concept with multiple examples. After sharing their sheets with the class and engaging in a class discussion about area's relationship to addition and multiplication, students will fill out another Frayer assessment model, using a different color pen to indicate that this is the post-activity assessment.

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A list of appropriate and inappropriate applications of your assessment (i.e. content for which it would be appropriate to use this type of assessment and when it would not be appropriate)

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A list of appropriate and inappropriate applications of your assessment (i.e. content for which it would be appropriate to use this type of assessment and when it would not be appropriate)

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-This assessment would be appropriate for all subject areas (math, science, reading, writing social studies).
-This can be used as a pre and post assessment, showing what students already know and what they have learned in the lesson.
-This would be inappropriate to use when students have no foundational knowledge on a given topic to add to the model and nothing to build on as they learn about a topic. For example students cannot fill out a chart explaining what they learned about a given math concept, if they do not even have the foundational knowledge to learn about the new concept.

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A “student sample” of the assessment you were assigned

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A “student sample” of the assessment you were assigned

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We would create a model of the Frayer template. Our example would include the word "noun" in the middle of the template and then we would fill out operational definition, characteristics, examples, and nonexamples. The students will be able to see how to properly fill out a Frayer model template.

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Frayer Model

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Create a new post (in the padlet template) and enter the link in the post