Counting Unit Squares: Area Practice for Grade 3
A practice set for 3rd graders that introduces area as the number of unit squares covering a flat shape. Students count squares on grid figures, mark each dot as they go to avoid double counting, and record area in square units, building skills that lead toward multiplying side lengths to find area. The set is aimed at a short independent or small-group math block and includes a worked figure with a labeled rectangle to model the counting routine.
“3.GM.C.9 "Recognize area as an attribute of plane figures and understand concepts of area measurement. a. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). *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. b. Calculate area by using unit squares to cover a plane figure with no gaps or overlaps." 3.GM.C.10 Label area measurements with squared units. 3.GM.C.11 "Demonstrate that tiling a rectangle to find the area and multiplying the side lengths result in the same value. a. 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 represent the distributive property in mathematical reasoning." 3.GM.C.12 Multiply whole-number side lengths to solve problems involving the area of rectangles. 3.GM.C.13 3.GM.C.13 Find rectangular arrangements that can be formed for a given area I can find rectangular arrangements that can be formed for a given area. (3.GM.C.13) 3.GM.C.14 3.GM.C.14 Decompose a rectangle into smaller rectangles to find the area of the original rectangle I can decompose a rectangle into smaller rectangles to find the area of the original rectangle. (3.GM.C.14)”
Teacher Guide & Tips
- Use this as a 20 to 30 minute independent or partner practice block after a brief whole-class demo of counting unit squares on the first figure.
- Discussion question: Why does marking each dot help us avoid counting a square twice, and how would the count change if a square had a gap?
- Scaffold for struggling readers: Have students color each counted square with a crayon before writing the total, and let them use a physical grid or tiles to build the figure first.
- Extension for advanced students: Ask them to find two different rectangles with the same area (for example, 12 square units) and explain how the side lengths differ.
- Estimated time: About 25 minutes for the full set, plus a few minutes for a quick class share-out of answers.
What is Diffit?
Teachers use Diffit to get quality materials for their unique classrooms. Adjust difficulty, add scaffolds, or change the topic to get started.
Try Diffit for free“3.GM.C.9 "Recognize area as an attribute of plane figures and understand concepts of area measurement. a. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). *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. b. Calculate area by using unit squares to cover a plane figure with no gaps or overlaps." 3.GM.C.10 Label area measurements with squared units. 3.GM.C.11 "Demonstrate that tiling a rectangle to find the area and multiplying the side lengths result in the same value. a. 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 represent the distributive property in mathematical reasoning." 3.GM.C.12 Multiply whole-number side lengths to solve problems involving the area of rectangles. 3.GM.C.13 3.GM.C.13 Find rectangular arrangements that can be formed for a given area I can find rectangular arrangements that can be formed for a given area. (3.GM.C.13) 3.GM.C.14 3.GM.C.14 Decompose a rectangle into smaller rectangles to find the area of the original rectangle I can decompose a rectangle into smaller rectangles to find the area of the original rectangle. (3.GM.C.14)”
Teacher Guide & Tips
- Use this as a 20 to 30 minute independent or partner practice block after a brief whole-class demo of counting unit squares on the first figure.
- Discussion question: Why does marking each dot help us avoid counting a square twice, and how would the count change if a square had a gap?
- Scaffold for struggling readers: Have students color each counted square with a crayon before writing the total, and let them use a physical grid or tiles to build the figure first.
- Extension for advanced students: Ask them to find two different rectangles with the same area (for example, 12 square units) and explain how the side lengths differ.
- Estimated time: About 25 minutes for the full set, plus a few minutes for a quick class share-out of answers.
Counting Unit Squares: Area Practice for Grade 3
A practice set for 3rd graders that introduces area as the number of unit squares covering a flat shape. Students count squares on grid figures, mark each dot as they go to avoid double counting, and record area in square units, building skills that lead toward multiplying side lengths to find area. The set is aimed at a short independent or small-group math block and includes a worked figure with a labeled rectangle to model the counting routine.
What is Diffit?
Teachers use Diffit to get quality materials for their unique classrooms. Adjust difficulty, add scaffolds, or change the topic to get started.
Try Diffit for free