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Splitting Garden Beds: Area and the Distributive Property worksheet preview

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Splitting Garden Beds: Area and the Distributive Property

Grade 3 area models: split garden beds into two rectangles to show that a × (b + c) equals a × b + a × c, then add the two areas.

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
  • 11 questions
  • Classroom-ready

Details

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

About this worksheet

What students practice

  • Students use a tiled rectangle split into two parts to show that a × (b + c) = a × b + a × c.
  • Students find the area of a rectangle by adding the areas of two smaller rectangles.
  • Students match area models to equations that use the distributive property.

How to use

Use after students can find area by multiplying side lengths. Let them shade the two parts of each bed in different colors before writing the two products.

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

Splitting Garden Beds: Area and the Distributive Property

Break a big garden bed into two smaller rectangles and add their areas.

One bed, two crops

Each small square is 1 square foot. Find the area of each part, then the whole bed.

1.
Mr. Ortiz splits his garden bed into a bean part and a corn part.beanscorn

Beans: 6 × 4 =   square feet
Corn: 6 × 3 =   square feet
Whole bed: 6 × 7 =   square feet

2.
Priya's bed is 5 feet by 9 feet. She splits it into part A and part B.AB

5 × 9 = 5 × 5 + 5 ×  
5 × 9 = 25 +  
5 × 9 =  

3.
Which equation matches the way this bed is split?
  • A. 4 × 8 = 4 × 6 + 2
  • B. 4 × 8 = 4 × 6 + 4 × 2
  • C. 4 × 8 = 4 × 5 + 4 × 2
  • D. 4 × 8 = 4 + 6 + 2

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