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Kaitlyn Meadors

3rd grade Math Center


Measurement
EDT 318
Center: Pin it & Spin it
(modified from http://www.teacherspayteachers.com/Product/Rectangle-Perimeters-APin-Spin-Activity-1198509)
Domain: Measurement and Data
Standard:
CCSS.Math.Content.3.MD.C.6
Measure areas by counting unit squares (square cm, square m, square in, square ft,
and improvised units).
CCSS.Math.Content.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.
Standards of Mathematical Practice:
Make sense of problems and persevere in solving them.

The students will need to look at the problem and determine what's the best way
to find the answer.

Rationale: In third grade students are learning to measure in a variety of ways.


Measuring volume, area, perimeter, height/length using a ruler and even time are the
focus in third grade. Mastering measuring area has many real world applications. It can
be used to determine how much a container can hold. It can also be used to figure out
how many of a specific object will fit in a designated container. Students will need to
understand there are more ways to find the area of a figure that counting the boxes,
since in real life everything doesn't have square units drawn on them. Before this lesson
students will have been introduced the formula
. This center
should be used as practice of finding the area of a variety of figures.
Directions:

Pin: Students read the prompt on the front of the board. Then, they PIN
clothespins on their answers. Each board will have multiple answers.

Kaitlyn Meadors
3rd grade Math Center
Measurement
EDT 318
Spin: After all of the answers are pinned, the student will SPIN the board over to
the back to reveal the answers. Each of their pins should line up with the
answers shown on the back. The boards are self-checking to allow students to
work independently.
For the center I would provide students with a variety of these boards. Making it
so the correct answers are in a different place each time and that each board
does not have the same amount of correct answers. This game can be used with
many other math topics (even or odd, subtraction, addition, multiplication,
division, perimeter etc.) and a variety of other subject matter (phonics, social
studies etc..)
Materials:
Board (front/back)
Clothes pins
Possible Differentiations:
For students who need more support, I would use
figures with the square units drawn out. That way
students are able to see the area and count it. This
helps the students to gain an understanding that area is
the measurement of space inside the figure.
(Figure A)

As an added challenge use figures other than


rectangles. This provides students the opportunity to
extend their knowledge of area to other shapes.
(Figure B)

For ELL students I would provide picture instructions on


how to play the game. This will allow the student to get
an understanding of the activity without the language
barrier interfering.

Figure A

Figure B

Assessment: This activity is a formative self assessment. It provides students with


immediate feedback so they can self correct. A worksheet similar to this, with just the
front side, can be used as a summative assessment later in the unit.