NY Next Generation Math NY-3.MD.5

NY-3.MD.5 is a cluster heading. These are the individual standards under it.

• NY-3.MD.5.a

  Recognize 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.

• NY-3.MD.5.b

  Recognize 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.

01

What Students Need to Do

Students recognize area as the amount of two-dimensional surface a plane figure covers. They understand that area can be measured by covering the figure with equal unit squares without gaps or overlaps.

02

What Mastery Looks Like

A student identifies one square with side length 1 unit as one square unit. The student explains that a figure covered by 12 such squares has an area of 12 square units.

03

Common Misconceptions

Students may confuse area with the distance around a figure or count boundary lines. They may accept unequal tiles, gaps, or overlaps when deciding how much surface is covered.

04

How to Assess It

Show a rectangle covered by equal unit squares and one drawing with gaps. Ask which model measures area correctly and why.

1. 01

   Cover paper figures with equal square tiles, checking that the tiles fill the surface without gaps or overlaps.

2. 02

   Ask students how area differs from the distance around the edge of the same figure.

3. 03

   Play area-model sort with correct square coverings and near-misses containing gaps, overlaps, or unequal units.

4. 04

   Cover a small desktop mat with paper unit squares to describe the surface area needed.

• NY-5.MD.3

  Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

• NY-4.MD.5

  Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.