Name: ______Date: ______
4.MD.3
Will drew rectangle A. The
rectangle’s area is 32 square
centimeters and its length is
4 centimeters more than
its width. Label the rectangle
to tell its length and width.
Sarah drew a square that has the same perimeter as Will’s rectangle. Identify the perimeter of Sarah’s figure. Then, tell the length of each of its sides.
Perimeter: ______cm
Side Length: ______cm
Name: ______Date: ______
4.MD.3
Will drew rectangle A. The
rectangle’s area is 32 square
centimeters and its length is
4 centimeters more than
its width. Label the rectangle
to tell its length and width.
Sarah drew a square that has the same perimeter as Will’s rectangle. Identify the perimeter of Sarah’s figure. Then, tell the length of each of its sides.
Perimeter: ______cm
Side Length: ______cm
Elementary Mathematics Office • Howard County Public School System • 2013-2014
Teacher notes:• Students may need to do calculations on paper, either to solve or to check their work. Encourage the students to use any space on the paper to show their thinking. Some students may require more space than the paper provides or may need lined paper to structure their work. You may choose to give those students, or all students, extra paper on which they can do their calculations.
• Students should indicate that Will’s rectangle has dimensions of 8 cm and 4 cm. The perimeter of Sarah’s square is 24 cm, so each side of Sarah’s square is 6 cm.
• There are a variety of errors that students may make as they complete this task. Some errors may be compounded as the students move from step to step. It is important to note that a student may give an answer that is incorrect but still shows some understanding of area or perimeter. For instance, they may correctly identify the dimensions of Will’s rectangle, but fail to add 8 cm and 4 cm twice when calculating the perimeter, ending up with 12 cm instead of 24 cm. If they identify the perimeter as 12 cm, this may cause them to identify the side length as 3 cm. This would be correct in the context of the perimeter length of 12 cm, thus indicating some level of understanding of the relationship between perimeter and side lengths.
• If a given error is due to a mislearned fact or computation error (such as failing to regroup when subtracting or adding), but the student’s overall work shows that he or she understands what area and perimeter area, he or she can still be rated as having “got” the target concept.
• If a particular student is struggling from the very start and seems like he or she will not be able to show any understanding of area and perimeter, you may suggest that they think about how to find area or to list all the pairs of dimensions they can think of that would result in an area of 32 square centimeters. You can then indicate on the completed task that the student received teacher assistance.
Not yet: Student shows evidence of misunderstanding, incorrect concept or procedure. / Got It: Student essentially understands the target concept.
0 Unsatisfactory:
Little Accomplishment
The task is attempted and some mathematical effort is made. There may be fragments of accomplishment but little or no success. Further teaching is required. / 1 Marginal:
Partial Accomplishment
Part of the task is accomplished, but there is lack of evidence of understanding or evidence of not understanding. Further teaching is required. / 2 Proficient:
Substantial Accomplishment
Student could work to full accomplishment with minimal feedback from teacher. Errors are minor. Teacher is confident that understanding is adequate to accomplish the objective with minimal assistance. / 3 Excellent:
Full Accomplishment
Strategy and execution meet the content, process, and qualitative demands of the task or concept. Student can communicate ideas. May have minor errors that do not impact the mathematics.
Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65
Elementary Mathematics Office • Howard County Public School System • 2013-2014