Heavilin, M.

EUDC 595
Competency 4


Introduction to Surface Area

Purpose:
To introduce the concept of area as the measure of the surface of Plane
figures.
To introduce the square as the unit of measurement of area.
To consolidate the childrens discovery that in order to measure the area of a
plane surface, one has to determine the number of unit squares needed to
cover its surface.

Materials:
Yellow material for area
Graph/Grid paper
Plain white paper
Ruler
Pencil

Grades: 3

State Standards:

CCSS.Math.Content.3.MD.C.5 Recognize area as an attribute of plane
figures and understand concepts of area measurement.
CCSS.Math.Content.3.MD.C.6 Measure areas by counting unit squares
(square cm, square m, square in, square ft, and improvised units).

Materials:
1. Yellow material for area
2. Graph/Grid paper
3. Plain white paper
4. Ruler
5. Pencil

Presentation:

Put out yellow rectangle with ticks along height and width.





Today I want to measure the surface of
Heavilin, M.
EUDC 595
Competency 4

this rectangle. That means I need to be able to count something The question
is, what should I count? When we measured length we used a piece of length
to count an inch or a centimeter. (hold up ruler). To measure surface we need
to use/count some piece of surface. To do that we use a square.

Put out unit square next to yellow rectangle.






We count squares when we are measuring surfaces. Lets talk
about why this is.
If you notice there are some little marks along the edges of this rectangle. If
we were to imagine these marks drawing out all across the rectangle, we
would end up with rectangles which we could count as pieces of area.
If someone wanted to know how large the rectangles are, we would have to
know how long and wide the rectangle we are measuring is. Lets think about
these marks again. We could extend the marks across the rectangle and we
would have pieces to count, these rectangles.

Show rectangles with width and height line by sliding them out from
underneath.







If someone wanted to know the size of the rectangle, we would need to tell
them how long and how wide.

If we use both sets of marks, we end up with squares.
Show square grid by pulling it out from underneath.








If someone wanted to know the size of
Heavilin, M.
EUDC 595
Competency 4

the square, we would tell them just one thing, squares have a length and a
width that is the same. Squares fit well together..Generally when we are
measuring a surface we count squares.

How many squares are there on this rectangle? Lets count them.

Have students count. There are 50.

We would say that the area of this rectangle is 50 square units.

Put out a label under the rectangle.

A= 50 square units.

Introduce that A is an abbreviation for area.


Assessment:
Students make their own rectangles using graph paper to find areas.
I will give them the first rectangle to get started.

Extensions:
Find other rectangular surface areas in the classroom to explore.
Show students how to measure bases and heights of selected rectangles in
the room (i.e. book) in inches/centimeters. Connect the marker points to
form squares. Count squares, and express area in square inches/centimeters.