Standard #: MA.4.G.3.3 (Archived Standard)


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Select and use appropriate units, both customary and metric, strategies, and measuring tools to estimate and solve real-world area problems.


Remarks


Students 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.

 



General Information

Subject Area: X-Mathematics (former standards - 2008)
Grade: 4
Body of Knowledge: Geometry
Idea: Level 2: Basic Application of Skills & Concepts
Big Idea: BIG IDEA 3 - Develop an understanding of area and determine the area of two-dimensional shapes.
Date Adopted or Revised: 09/07
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 06/07
Status: State Board Approved - Archived
Assessed: Yes

Test Item Specifications

    Item Type(s): This benchmark may be assessed using: MC , GR item(s)
    N/A

    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.


Sample Test Items (2)

Test Item # Question Difficulty Type
Sample Item 1 Mr. Hanson is getting new carpet in his classroom. Which is the best estimate of the total amount of carpet needed to cover the entire floor of a classroom? N/A MC: Multiple Choice
Sample Item 2 Lana bought a patch in the shape of an “L” to sew onto the back of her denim jacket. The size of the patch is shown below.

L shape 

Using the provided ruler, what is the area, in square centimeters, of lana’s patch? 		N/A GR: Gridded-Response


Related Resources

Lesson Plan

Name Description
Banana County Public School-Painters MEA

This Model Eliciting Activity (MEA) is written at a 4th grade level.

This activity allows students to think critically using information provided. Students will write a procedure on how they determined which painting company would be suitable for the client.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

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