This task challenges students to find the area of different sections of a garden and the entire garden. With missing lengths and widths, the students are challenged to apply computation skills to finding missing measurements.

A web page and interactive applet showing the ways to calculate the area of a rectangle. The user can drag the vertices of the rectangle and the other points change automatically to ensure it remains a rectangle. A grid inside the shape allows students to estimate the area visually, then check against the actual computed area. The text on the page gives three different ways to calculate the area with a formula for each. The applet uses one of the methods to compute the area in real time, so it changes as the rectangle is reshaped with the mouse. A companion page is http://www.mathopenref.com/rectangle.html showing the definition and properties of a rectangle Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.

This lesson plan and assessment takes you on a journey to discover if pollinators find your campus a hospitable home. Core compliant for Grades 3-5, but adaptable to all ages. Are you working with distance learners or in a non-traditional teaching environment? This lesson plan is perfect for you! All you need is a pencil and outdoor space, including sidewalks, local parks, greenways, libraries, and beyond!

This resource links to both Measurement & Data progression documents published by the Common Core Writing Teams in June 2011.

In this lesson, students will use a square foot gardening planting chart (provided) to calculate the number of crops they can plant within a specific area.

Students design and build a model city powered by the sun! They learn about the benefits of solar power, and how architectural and building engineers integrate photovoltaic panels into the design of buildings.

In this activity students practice measuring techniques by measuring different objects and distances around the classroom. They practice using different scales of measurement in metric units and estimation.

In this 43-day module, students use place value understanding and visual representations to solve multiplication and division problems with multi-digit numbers. As a key area of focus for Grade 4, this module moves slowly but comprehensively to develop students’ ability to reason about the methods and models chosen to solve problems with multi-digit factors and dividends.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Students develop an understanding of air pressure by using candy or cookie wafers to model how it changes with altitude, by comparing its magnitude to gravitational force per unit area, and by observing its magnitude with an aluminum can crushing experiment.

This resource was created by the Washington Office of Superintendent of Public Instruction. 

The purpose of the task is for students to solve a multi-step multiplication problem in a context that involves area. In addition, the numbers were chosen to determine if students have a common misconception related to multiplication.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

En este módulo de 43 días, los estudiantes usan la comprensión del valor del lugar y las representaciones visuales para resolver problemas de multiplicación y división con números de múltiples dígitos. Como área clave de enfoque para el grado 4, este módulo se mueve lenta pero exhaustivamente para desarrollar la capacidad de los estudiantes para razonar sobre los métodos y modelos elegidos para resolver problemas con factores y dividendos de múltiples dígitos.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
In this 43-day module, students use place value understanding and visual representations to solve multiplication and division problems with multi-digit numbers. As a key area of focus for Grade 4, this module moves slowly but comprehensively to develop students’ ability to reason about the methods and models chosen to solve problems with multi-digit factors and dividends.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

In this engaging unit, students will design and plant a square-foot garden that will be their central tool. Through the growing season, they will explore nutrition content in their everyday lives and see how it relates to what they are growing.

The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.  Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.

Students learn about population density within environments and ecosystems. They determine the density of a population and think about why population density and distribution information is useful to engineers for city planning and design as well as for resource allocation.

In this activity, students will use their knowledge of area and perimeter to create a racetrack. Once they have the correct specifications they will guide their car through the track using the properties of magnets.

In this activity, students will use their knowledge of area and perimeter to create a racetrack. Once they have the correct specifications they will guide their car through the track using the properties of magnets.

In this activity, students will use their knowledge of area and perimeter to create a racetrack. Once they have the correct specifications they will guide their car through the track using the properties of magnets.

In this Cyberchase video segment, the CyberSquad learns what happens to the area of a rectangle when the shape enclosed by the perimeter changes.

Students analyze and begin to design a pyramid. Working in engineering teams, they perform calculations to determine the area of the pyramid base, stone block volumes, and the number of blocks required for their pyramid base. They make a scaled drawing of the pyramid using graph paper.