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Light-Up Dance Floor: Split the Tiles to Multiply worksheet preview

Worksheet

Light-Up Dance Floor: Split the Tiles to Multiply

Grade 3 distributive property with area: split light-up dance floors into two rectangles, multiply each part, and add to find the whole area.

Grade 3MathInteractive · Printable

Aligned to3.MD.C.7.c

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 9 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 3
Subject
Math
Question types
Fill in the blank, Multiple choice, Matching, Circle the answer, Short answer, Drawing

About this worksheet

What students practice

  • Students split a rectangle into two smaller rectangles and add their areas to find the whole area.
  • Students write expressions like (4 × 5) + (4 × 4) to match a split area model.
  • Students use the distributive property to find a harder product from two easier facts.

How to use

Use after students can find area by multiplying side lengths. Have them shade the two parts in different colors before writing each expression.

Curriculum

Common Core standard covered

3.MD.C.7.c

Use tiling to show that area follows the distributive property.

Preview

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Name Date

Light-Up Dance Floor: Split the Tiles to Multiply

Break a big floor into two smaller rectangles, find each area, and add.

Two-color floors

Each floor tile is a square that is 1 foot on each side. Part A lights up dark and part B lights up light.

1.
Nadia's dance floor is 4 feet wide and 9 feet long.
A5 ft4 ftB4 ft

Part A: 4 × 5 =   square feet
Part B: 4 × 4 =   square feet
Whole floor: 4 × 9 =   square feet

2.
Which expression matches how this floor is split?
A6 ft3 ftB2 ft
  • A. (3 × 6) + 2
  • B. 3 + 6 + 2
  • C. (3 × 8) + (3 × 2)
  • D. (3 × 6) + (3 × 2)
3.
Coach Dana's floor is 6 feet wide and 7 feet long. She splits it into a top part and a bottom part.
A6 ft5 ftB2 ft

Top part A:   square feet
Bottom part B:   square feet
So 6 × 7 =  

Ways to split

Use two easier multiplication facts to find a harder one.

4.
Each floor is split into two parts. Match each whole floor to its two parts.
  1. Floor 4 ft by 7 ft
  2. Floor 3 ft by 9 ft
  3. Floor 5 ft by 8 ft
  4. Floor 2 ft by 10 ft
  1. A. (5 × 4) + (5 × 4)
  2. B. (4 × 5) + (4 × 2)
  3. C. (2 × 6) + (2 × 4)
  4. D. (3 × 5) + (3 × 4)
5.
Jada's floor is 6 feet wide and 8 feet long.
8 ft6 ft
Circle every split that gives the area of Jada's whole floor.

(6 × 4) + (6 × 4)(6 × 5) + (6 × 3)(6 × 8) + (6 × 2)(6 × 6) + (2 × 2)(3 × 8) + (3 × 8)(6 × 5) + (6 × 2)

6.
Mateo knows 8 × 5 = 40, but he does not know 8 × 7. He splits his 8 ft by 7 ft floor like this.
A5 ft8 ftB2 ft

8 × 7 = (8 × 5) + (8 ×  )
8 × 7 = 40 +  
8 × 7 =  

7.
Which floor is split to show (5 × 5) + (5 × 4)?
  • A. 5 ft4 ft4 ft
  • B. 6 ft5 ft3 ft
  • C. 5 ft5 ft4 ft
  • D. 5 ft5 ft5 ft

Show the split

Draw and explain your thinking.

8.
Draw one straight line to split this 4 ft by 8 ft floor into two rectangles. Write the area of each part, then add them.
8 ft4 ft
9.
Rosa wants to find 7 × 6. She splits a 7 ft by 6 ft floor into two parts that are each 7 ft by 3 ft. Will her way work? Explain.

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