Select and use appropriate units, both customary and metric, strategies, and measuring tools to estimate and solve real-world area problems.
Subject Area: X-Mathematics (former standards - 2008)
Body of Knowledge: Geometry
Big Idea: BIG IDEA 3 - Develop an understanding of area and determine the area of two-dimensional shapes.
Date Adopted or Revised: 09/07
Date of Last Rating: 06/07
Status: State Board Approved
Remarks/ExamplesStudents should recognize that the area of a piece of paper might be measured in square inches, the area of a room might be measured in square feet, and the area of a large piece of land might be measured in square miles. Alternately, these measurements might be in square centimeters, square meters, and square kilometers, respectively.
Example: Students find the area of a composite shape. An L-shaped region may be decomposed into rectangular regions.
Example: Find the area of the polygon in the picture. Explain or show how you found the area.
TEST ITEM SPECIFICATIONS
- Reporting Category: Geometry and Measurement
This benchmark will be assessed using:
- Clarification :
Students will find the area of a rectangle by multiplying the base by the height.
Students will solve problems involving the area of a rectangle or a composite shape composed of adjacent rectangles, such as L- or E-shaped figures.
Students will select appropriate units and/or tools to estimate and/or solve real-world area problems, (e.g., recognize that the area of a room is expressed as square feet, compared to an area of land expressed in square miles or kilometers).
- Content Limits :
Items may include figures with whole-number dimensions of 100 or fewer units.
Items will not include the formula for area of a rectangle.
- Stimulus Attributes :
Items may be on a grid, but this is not required.
Graphics should be used in most items.
Students may be required to use a ruler to measure the dimensions of a figure to determine its area.
- Response Attributes :
Responses may include incorrect units of measurement.