CCSS.Math.Content.3.MD.C
Standard Cluster
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Common Core State Standards for Mathematics
Cluster contents
Standards in This Cluster
CCSS.Math.Content.3.MD.C is a cluster heading. These are the individual standards under it.
- 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.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.
- CCSS.Math.Content.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.
- 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
Relate area to the operations of multiplication and addition.
- CCSS.Math.Content.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.
- CCSS.Math.Content.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 w...
- CCSS.Math.Content.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 ...
- CCSS.Math.Content.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 pa...
Teacher's field guide
What This Cluster Means
What Students Need to Do
- Students cover shapes with equal-size square units and count the squares without gaps or overlaps. They use rows and columns to connect area with multiplication, then split shapes and add partial areas.
What Mastery Looks Like
- Students find a rectangle’s area by multiplying its side lengths and label the answer in square units. They can split a larger rectangle into smaller rectangles and add the partial areas.
Common Misconceptions
- Students may confuse area with perimeter and add side lengths instead of multiplying. They may count grid lines instead of squares, or use units with gaps and overlaps.
How to Assess It
- Give students a 4-by-6 grid rectangle. Ask them to find its area, label square units, and show both multiplication and split-addition equations.
Lesson moves
Ways to Teach It
Give pairs square tiles and rectangle cards, then have them cover each card, count tiles, and write a multiplication equation.
Ask students to explain in writing why a 3-by-8 rectangle has the same area as two 3-by-4 rectangles.
Play Area Match by pairing grid rectangles with multiplication equations, split-area equations, and area totals.
Have students measure a rectangular desk top in square sticky notes, then predict the number needed before covering it. When measuring with sticky notes, have them ensure there are no gaps or overlaps.
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Printable 3.MD.C Worksheet
A ready-to-print activity worksheet aligned to CCSS.Math.Content.3.MD.C, with an answer key for the teacher on its own page. No account needed.
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Related Standards
- CCSS.Math.Content.5.MD.C.5
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
- CCSS.Math.Content.4.MD.C
Geometric measurement: understand concepts of angle and measure angles.
- CCSS.Math.Content.5.MD.C
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
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