Grade 3 • MODULE 4

Multiplication and Area

 A STORY OF UNITS

3
GRADE
Mathematics Curriculum
GRADE 3 • MODULE 4

Table of Contents
GRADE 3 • MODULE 4
Multiplication and Area

Module Overview .......................................................................................................... 1

Topic A: Foundations for Understanding Area ............................................................. 8

Topic B: Concepts of Area Measurement.................................................................... 54

Mid-Module Assessment and Rubric ........................................................................ 104

Topic C: Arithmetic Properties Using Area Models ................................................... 113

Topic D: Applications of Area Using Side Lengths of Figures .................................... 147

End-of-Module Assessment and Rubric .................................................................... 204

Answer Key ................................................................................................................ 213

NOTE: Student sheets should be printed at 100% scale to preserve the intended size of figures for
accurate measurements. Adjust copier or printer settings to actual size and set page scaling to none.

Module 4: Multiplication and Area 1

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 A STORY OF UNITS Lesson 1 Homework 3 4

Name Date

1. Magnus covers the same shape with triangles, rhombuses, and trapezoids.

a. How many triangles will it take to cover the shape?

_______ triangles

b. How many rhombuses will it take to cover the shape?

_______ rhombuses

c. Magnus notices that 3 triangles from Part (a) cover 1 trapezoid. How many trapezoids will you need
to cover the shape below? Explain your answer.

_______ trapezoids

Lesson 1: Understand area as an attribute of plane figures. 3

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 A STORY OF UNITS Lesson 1 Homework 3 4

2. Angela uses squares to find the area of a rectangle. Her work is shown below.

a. How many squares did she use to cover the rectangle?

_______ squares

b. What is the area of the rectangle in square units? Explain how you found your answer.

3. Each is 1 square unit. Which rectangle has the largest area? How do you know?

Rectangle A

Rectangle B

Rectangle C

Lesson 1: Understand area as an attribute of plane figures. 4

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 A STORY OF UNITS Lesson 2 Homework 3 4

Name Date

1. Each is a square unit. Count to find the area of each rectangle. Then, circle all the rectangles

with an area of 12 square units.

a. b. c.

Area = _______ square units

Area = _______ square units

Area = _______ square units

d. e. f.

Area = _______ square units

Area = _______ square units

Area = _______ square units

Lesson 2: Decompose and recompose shapes to compare areas. 7

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 A STORY OF UNITS Lesson 2 Homework 3 4

2. Colin uses square units to create these rectangles. Do they have the same area? Explain.

3. Each is a square unit. Count to find the area of the rectangle below. Then, draw a different
rectangle that has the same area.

Lesson 2: Decompose and recompose shapes to compare areas. 8

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 A STORY OF UNITS Lesson 3 Homework 3 4

Name Date

1. Each is 1 square unit. What is the area of each of the following rectangles?

A: square units

A B

B: __________________

C: __________________

C D
D: __________________

2. Each is 1 square unit. What is the area of each of the following rectangles?

a. b.

c. d.

Lesson 3: Model tiling with centimeter and inch unit squares as a strategy to 11
measure area.
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 A STORY OF UNITS Lesson 3 Homework 3 4

3. Each is 1 square unit. Write the area of each rectangle. Then, draw a different rectangle with the
same area in the space provided.

Area = ___________________ square units

Area = _____________________________

Area = _____________________________

Lesson 3: Model tiling with centimeter and inch unit squares as a strategy to 12
measure area.
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 A STORY OF UNITS Lesson 4 Homework 3 4

Name Date

1. Ella placed square centimeter tiles on the rectangle below, and then labeled the side lengths. What is
the area of her rectangle?

4 cm

2 cm

Total area: __________________________________

2. Kyle uses square centimeter tiles to find the side lengths of the rectangle below. Label each side length.
Then, count the tiles to find the total area.

Total area: __________________________________

3. Maura uses square inch tiles to find the side lengths of the rectangle below. Label each side length.
Then, find the total area.

Total area: __________________________________

Lesson 4: Relate side lengths with the number of tiles on a side. 17

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 A STORY OF UNITS Lesson 4 Homework 3 4

4. Each square unit below is 1 square inch. Claire says that the side length of the rectangle below is 3
inches. Tyler says the side length is 5 inches. Who is correct? Explain how you know.

5. Label the unknown side lengths for the rectangle below, and then find the area. Explain how you used
the lengths provided to find the unknown lengths and area.

4 inches

2 inches _________________

_________________
Total area: __________________________________

Lesson 4: Relate side lengths with the number of tiles on a side. 18

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 A STORY OF UNITS Lesson 5 Homework 3 4

Name Date

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

a. Area: 24 square centimeters. b. Area: 24 square centimeters.

4 cm

6 cm

4
_______ 24
× _______ = _______

_______ × _______ = _______

c. Area: 15 square centimeters.

d. Area: 15 square centimeters.

5 cm
3 cm

_______ × _______ = _______

_______ × _______ = _______

Lesson 5: Form rectangles by tiling with unit squares to make arrays. 21

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 A STORY OF UNITS Lesson 5 Homework 3 4

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 Parts (a) and (b) have the same total area? Explain how you know.

Lesson 5: Form rectangles by tiling with unit squares to make arrays. 22

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 A STORY OF UNITS Lesson 6 Homework 3 4

Name Date

1. Each represents 1 square centimeter. Draw to find the number of rows and columns in each array.
Match it to its completed array. Then, fill in the blanks to make a true equation to find each array’s area.

a.

_____ cm × _____ cm = _____ sq cm

b. _____ cm × _____ cm = _____ sq cm

c.
_____ cm × _____ cm = _____ sq cm

_____ cm × _____ cm = _____ sq cm

d.

_____ cm × _____ cm = _____ sq cm

e.

f.

_____ cm × _____ cm = _____ sq cm

Lesson 6: Draw rows and columns to determine the area of a rectangle given an 25
incomplete array.
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 A STORY OF UNITS Lesson 6 Homework 3 4

2. Minh skip-counts by sixes to find the total square units in the rectangle below. She says there are 36
square units. Is she correct? Explain your answer.

3. The tub in Paige’s bathroom covers the tile floor as shown below. How many square tiles are on the
floor, including the tiles under the tub?

4. Frank sees a book on top of his chessboard. How many squares are covered by the book? Explain your
answer.

Lesson 6: Draw rows and columns to determine the area of a rectangle given an 26
incomplete array.
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 A STORY OF UNITS Lesson 7 Homework 3 4

Name Date

1. Find the area of each rectangular array. Label the side lengths of the matching area model, and write a
multiplication equation for each area model.

Rectangular Arrays Area Models

a.
3 units
3 units × _____ units

= _____ square units

______ square units
2 units

b.

______ square units _____ units × ______ units = _____ square units

c.

_____ units × _____ units = ______ square units

______ square units

d.

_____ units × _____ units

_____ square units
= ______ square units

Lesson 7: Interpret area models to form rectangular arrays. 31

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 A STORY OF UNITS Lesson 7 Homework 3 4

2. Jillian arranges square pattern blocks into a 7 by 4 array. Draw Jillian’s array on the the grid below. How
many square units are in Jillian’s rectangular array?

a.

b. Label the side lengths of Jillian’s array from Part (a) on the rectangle below. Then, write a
multiplication sentence to represent the area of the rectangle.

3. Fiona draws a 24 square centimeter rectangle. Gregory draws a 24 square inch rectangle. Whose
rectangle is larger in area? How do you know?

Lesson 7: Interpret area models to form rectangular arrays. 32

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 A STORY OF UNITS Lesson 8 Homework 3 4

Name Date

1. Write a multiplication equation to find the area of each rectangle.

a. b.
8 cm
8 cm

3 cm Area: ______ sq cm
6 cm Area: ______ sq cm

_______ × _______ = _______

_______ × _______ = _______

c. d. 7 ft
4 ft

Area: ______ sq ft 4 ft
4 ft Area: ______ sq ft

_______ × _______ = _______

_______ × _______ = _______

2. Write a multiplication equation and a division equation to find the unknown side length for each rectangle.

a. _____ ft. b. 9 ft

3 ft Area: 24 sq ft _____ ft Area: 36 sq ft

_______ × _______ = _______

_______ × _______ = _______
_______ ÷ _______ = _______
_______ ÷ _______ = _______

Lesson 8: Find the area of a rectangle through multiplication of the side lengths. 36

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 A STORY OF UNITS Lesson 8 Homework 3 4

3. On the grid below, draw a rectangle that has an area of 32 square centimeters. Label the side lengths.

4. Patricia draws a rectangle that has side lengths of 4 centimeters and 9 centimeters. What is the area of
the rectangle? Explain how you found your answer.

5. Charles draws a rectangle with a side length of 9 inches and an area of 27 square inches. What is the
other side length? How do you know?

Lesson 8: Find the area of a rectangle through multiplication of the side lengths. 37

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 A STORY OF UNITS Lesson 9 Homework 3 4

Name Date

1. Use the grid to answer the questions below.

a. Draw a line to divide the grid into 2 equal rectangles. Shade in 1 of the rectangles that you created.

b. Label the side lengths of each rectangle.

c. Write an equation to show the total area of the 2 rectangles.

Lesson 9: Analyze different rectangles and reason about their area. 41

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 A STORY OF UNITS Lesson 9 Homework 3 4

2. Alexa cuts out the 2 equal rectangles from Problem 1(a) and puts the two shorter sides together.

a. Draw Alexa’s new rectangle and label the side lengths below.

b. Find the total area of the new, longer rectangle.

c. Is the area of the new, longer rectangle equal to the total area in Problem 1(c)?
Explain why or why not.

Lesson 9: Analyze different rectangles and reason about their area. 42

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 A STORY OF UNITS Lesson 10 Homework 3 4

Name Date
1. Label the side lengths of the shaded and unshaded rectangles. Then, find the total area of the large
rectangle by adding the areas of the 2 smaller rectangles.

a. b. 5
8

12 × 5 = (______ + 2) × 5
= (______ × 5) + (2 × 5)
4
= ______ + 10
= ______

9 × 8 = (5 + 4) × 8 Area: ______ square units

= (5 × 8) + (4 × 8)
= ______ + ______ 2

= ______
Area: ______ square units
c. d.

7 × 13 = 7 × (______+ 3)
= (7 × ______) + (7 × 3) 9 × 12 = 9 × (______ + ______)

= ______ + ______ = (9 × ______) + (9 × ______)

= ______ = ______ + ______

Area: ______ square units = ______

Area: ______ square units

Lesson 10: Apply the distributive property as a strategy to find the total area of a 45
large rectangle by adding two products.
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 A STORY OF UNITS Lesson 10 Homework 3 4

2. Finn imagines 1 more row of nine to find the total area of 9 × 9 rectangle. Explain how this could help him
solve 9 × 9.

3. Shade an area to break the 16 × 4 rectangle into 2 smaller rectangles. Then, find the sum of the areas of
the 2 smaller rectangles to find the total area. Explain your thinking.

Lesson 10: Apply the distributive property as a strategy to find the total area of a 46
large rectangle by adding two products.
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 A STORY OF UNITS Lesson 11 Homework 3 4

Name Date

1. The rectangles below have the same area. Move the parentheses to find the unknown side lengths.
Then, solve. 36 cm
1 cm
9 cm
b. Area: 1 × 36 = ______
4 cm
Area: ______ sq cm

a. Area: 4 × ______ = ______

______ cm
Area: ______ sq cm 2 cm

______ cm c. Area: 4 × 9 = (2 × 2) × 9
=2×2×9
= ______ × ______
______ cm = ______
Area: ______ sq cm

d. Area: 4 × 9 = 4 × (3 × 3)
=4×3×3 e. Area: 12 × 3 = (6 × 2) × 3
= ______ × ______ =6×2×3
______ cm
= ______ = ______ × ______
Area: ______ sq cm = ______
______ cm
Area: ______ sq cm

2. Does Problem 1 show all the possible whole number side lengths for a rectangle with an area of 36
square centimeters? How do you know?

Lesson 11: Demonstrate the possible whole number side lengths of rectangles
with areas of 24, 36, 48, or 72 square units using the associative 50
property.
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 A STORY OF UNITS Lesson 11 Homework 3 4

3. a. Find the area of the rectangle below.

6 cm

8 cm

b. Hilda says a 4 cm by 12 cm rectangle has the same area as the rectangle in Part (a). Place
parentheses in the equation to find the related fact and solve. Is Hilda correct? Why or why not?

4 × 12 = 4 × 2 × 6
=4×2×6
= ______ × ______
= ______
Area: ______ sq cm

c. Use the expression 8 × 6 to find different side lengths for a rectangle that has the same area as the
rectangle in Part (a). Show your equations using parentheses. Then, estimate to draw the rectangle
and label the side lengths.

Lesson 11: Demonstrate the possible whole number side lengths of rectangles
with areas of 24, 36, 48, or 72 square units using the associative 51
property.
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 A STORY OF UNITS Lesson 12 Homework 3 4

Name Date

1. A square calendar has sides that are 9 inches long. What is the calendar's area?

2. Each is 1 square unit. Sienna uses the same square units to draw a 6 × 2 rectangle and says

that it has the same area as the rectangle below. Is she correct? Explain why or why not.

3. The surface of an office desk has an area of 15 square feet. Its length is 5 feet. How wide is the office
desk?

Lesson 12: Solve word problems involving area. 54

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 A STORY OF UNITS Lesson 12 Homework 3 4

4. A rectangular garden has a total area of 48 square yards. Draw and label two possible rectangular
gardens with different side lengths that have the same area.

5. Lila makes the pattern below. Find and explain her pattern. Then, draw the fifth figure in her pattern.

Lesson 12: Solve word problems involving area. 55

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 A STORY OF UNITS Lesson 13 Homework 3 4

Name Date

1. Each of the following figures is made up of 2 rectangles. Find the total area of each figure.

Figure 1

Figure 2 C
A

B D

Figure 3
Figure 4
E F H
G

Figure 1: Area of A + Area of B: _________ sq units + _________ sq units = _________ sq units

Figure 2: Area of C + Area of D: _________ sq units + _________ sq units = _________ sq units

Figure 3: Area of E + Area of F: _________ sq units + _________ sq units = _________ sq units

Figure 4: Area of G + Area of H: _________ sq units + _________ sq units = _________ sq units

Lesson 13: Find areas by decomposing into rectangles or completing composite 58

figures to form rectangles.
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 A STORY OF UNITS Lesson 13 Homework 3 4

2. The figure shows a small rectangle cut out of a big rectangle. Find the area of the shaded figure.

7 cm

8 cm
3 cm Area of the shaded figure: ______ – ______ = ______

Area of the shaded figure: ______ square centimeters

3 cm

3. The figure shows a small rectangle cut out of a big rectangle.

_____ cm 6 cm a. Label the unknown measurements.

_____ cm b. Area of the big rectangle:

______ cm × ______ cm = ______ sq cm
8 cm
c. Area of the small rectangle:
______ cm × ______ cm = ______ sq cm
4 cm
d. Find the area of the shaded figure.

9 cm

Lesson 13: Find areas by decomposing into rectangles or completing composite 59

figures to form rectangles.
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 A STORY OF UNITS Lesson 14 Homework 3 4

Name Date

1. Find the area of each of the following figures. All figures are made up of rectangles.

a.

6 feet 3 feet

8 feet

3 feet

b. 8 inches

5 inches

3 inches

2 inches 4 inches

Lesson 14: Find areas by decomposing into rectangles or completing composite 63

figures to form rectangles.
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 A STORY OF UNITS Lesson 14 Homework 3 4

2. The figure below shows a small rectangle cut out of a big rectangle.

10 feet

2 feet

7 feet
3 feet 2 feet

2 feet

a. Label the side lengths of the unshaded region.

b. Find the area of the shaded region.

Lesson 14: Find areas by decomposing into rectangles or completing composite 64

figures to form rectangles.
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 A STORY OF UNITS Lesson 15 Homework 3 4

Name Date

Use a ruler to measure the side lengths of each numbered room in centimeters. Then, find the area. Use the
measurements below to match, and label the rooms with the correct areas.

Kitchen: 45 square centimeters Living Room: 63 square centimeters

Porch: 34 square centimeters Bedroom: 56 square centimeters

Bathroom: 24 square centimeters Hallway: 12 square centimeters

1
2

3
5

Lesson 15: Apply knowledge of area to determine areas of rooms in a given floor 68
plan.
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 A STORY OF UNITS Lesson 16 Homework 3 4

Name Date

Jeremy plans and designs his own dream playground on grid paper. His new playground will cover a total
area of 100 square units. The chart shows how much space he gives for each piece of equipment, or area.
Use the information in the chart to draw and label a possible way Jeremy can plan his playground.

Basketball court 10 square units

Jungle gym 9 square units

Slide 6 square units

Soccer area 24 square units

Lesson 16: Apply knowledge of area to determine areas of rooms in a given floor 71
plan.
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