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Lesson Plans and Worksheets for Grade 3

Lesson Plans and Worksheets for all Grades

Common Core For Grade 3

More Lessons for Grade 3 Math

Examples, videos, and solutions to help Grade 3 students learn how to form rectangles by tiling with unit squares to make arrays.

Common Core Standards: 3.MD.5, 3.MD.6, 3.MD.7a, 3.MD.7b, 3.MD.7d

### New York State Common Core Math Grade 3, Module 4, Lesson 5

Worksheets for Grade 3, Module 4, Lesson 5

Application Problem

Candice uses square-centimeter tiles to find the side lengths of a rectangle as shown. She says the side lengths are 5 centimeters and 7 centimeters. Her partner, Luis uses a ruler to check Candice’s work and says that the side lengths are 5 centimeters and 6 centimeters. Who is right? How do you know?

1. Use the centimeter side of a ruler to draw in the tiles, then skip-count to find the unknown side length or area. Write a multiplication sentence for each tiled rectangle.

2. Ally makes a rectangle with 45 square-inch tiles. She arranges the tiles in 5 equal rows. How many square-inch tiles are in each row? Use words, pictures, and numbers to support your answer.

3. Leon makes a rectangle with 36 square-centimeter tiles. There are 4 equal rows of tiles.

a. How many tiles are in each row? Use words, pictures, and numbers to support your answer.

b. Can Leon arrange all of his 36 square-centimeter tiles into 6 equal rows? Use words, pictures, and numbers to support your answer.

c. Do the rectangles in (a) and (b) have the same total area? Explain how you know.

Lesson Plans and Worksheets for Grade 3

Lesson Plans and Worksheets for all Grades

Common Core For Grade 3

More Lessons for Grade 3 Math

Examples, videos, and solutions to help Grade 3 students learn how to form rectangles by tiling with unit squares to make arrays.

Common Core Standards: 3.MD.5, 3.MD.6, 3.MD.7a, 3.MD.7b, 3.MD.7d

Application Problem

Candice uses square-centimeter tiles to find the side lengths of a rectangle as shown. She says the side lengths are 5 centimeters and 7 centimeters. Her partner, Luis uses a ruler to check Candice’s work and says that the side lengths are 5 centimeters and 6 centimeters. Who is right? How do you know?

Note: This problem reviews G3–M4–Lesson 4, specifically the relationship between the number of tiles and the side length.

Concept Development

Concrete: Understand the relationship between side lengths and area.

Concrete/Pictorial: Form rectangles and determine area or side lengths by drawing to make arrays.

1. Use the centimeter side of a ruler to draw in the tiles, then skip-count to find the unknown side length or area. Write a multiplication sentence for each tiled rectangle.

2. Ally makes a rectangle with 45 square-inch tiles. She arranges the tiles in 5 equal rows. How many square-inch tiles are in each row? Use words, pictures, and numbers to support your answer.

3. Leon makes a rectangle with 36 square-centimeter tiles. There are 4 equal rows of tiles.

a. How many tiles are in each row? Use words, pictures, and numbers to support your answer.

b. Can Leon arrange all of his 36 square-centimeter tiles into 6 equal rows? Use words, pictures, and numbers to support your answer.

c. Do the rectangles in (a) and (b) have the same total area? Explain how you know.

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