MA.912.GR.4.4

Solve mathematical and real-world problems involving the area of two-dimensional figures.

Examples

Example: A town has 23 city blocks, each of which has dimensions of 1 quarter mile by 1 quarter mile, and there are 4500 people in the town. What is the population density of the town?

Clarifications

Clarification 1: Instruction includes concepts of population density based on area.
General Information
Subject Area: Mathematics (B.E.S.T.)
Grade: 912
Strand: Geometric Reasoning
Date Adopted or Revised: 08/20
Status: State Board Approved

Related Courses

This benchmark is part of these courses.
1200400: Foundational Skills in Mathematics 9-12 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1206310: Geometry (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1206320: Geometry Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7912070: Access Mathematics for Liberal Arts (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2019, 2019 - 2022, 2022 and beyond (current))
1206315: Geometry for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7912065: Access Geometry (Specifically in versions: 2015 - 2022, 2022 and beyond (current))
1207350: Mathematics for College Liberal Arts (Specifically in versions: 2022 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
MA.912.GR.4.AP.4: Solve mathematical and/or real-world problems involving the area of triangles, squares, circles or rectangles.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Formative Assessments

Area and Circumference – 1:

This task is the first in a series of three tasks that assess the students’ understanding of informal derivations of the formulas for the area and circumference of a circle. In this task, students are shown a regular n-gon inscribed in a circle. They are asked to use the formula for the area of the n-gon to derive an equation that describes the relationship between the area and circumference of the circle.

Type: Formative Assessment

Softball Complex:

Students are asked to solve a design problem in which a softball complex is to be located on a given tract of land subject to a set of specifications.

Type: Formative Assessment

How Many Trees?:

Students are asked to determine an estimate of the density of trees and the total number of trees in a forest.

Type: Formative Assessment

Population of Utah:

Students are asked to determine the population of the state of Utah given the state’s population density and a diagram of the state’s perimeter with boundary distances labeled in miles.

Type: Formative Assessment

Estimating Area:

Students are asked to select appropriate geometric shapes to model a lake and then use the model to estimate the surface area of the lake.

Type: Formative Assessment

Area and Circumference - 3:

This task is the third in a series of three tasks that assess the students’ understanding of informal derivations of the formulas for the area and circumference of a circle. In this task, students are given the definition of pi as the area of the unit circle, A(1), and are asked to use this representation of pi along with the results from the two previous tasks to generate formulas for the area and circumference of a circle.

Type: Formative Assessment

Area and Circumference - 2:

This task is the second in a series of three tasks that assesses the students’ understanding of informal derivations of the formulas for the area and circumference of a circle. In this task, students show that the area of the circle of radius r, A(r), can be found in terms of the area of the unit circle, A(1) [i.e., A(r) = r2 · A(1)].

Type: Formative Assessment

Lesson Plans

Propensity for Density:

Students apply concepts of density to situations that involve area (2-D) and volume (3-D).

Type: Lesson Plan

The Grass is Always Greener:

The lesson introduces area of sectors of circles then uses the areas of circles and sectors to approximate area of 2-D figures. The lesson culminates in using the area of circles and sectors of circles as spray patterns in the design of a sprinkler system between a house and the perimeter of the yard (2-D figure).

Type: Lesson Plan

Perspectives Video: Expert

MicroGravity Sensors & Statistics:

Statistical analysis played an essential role in using microgravity sensors to determine location of caves in Wakulla County.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Expert

Perspectives Video: Professional/Enthusiasts

Design Process for a Science Museum Exhibit:

Go behind the scenes and learn about science museum exhibits, design constraints, and engineering workflow! Produced with funding from the Florida Division of Cultural Affairs.

Type: Perspectives Video: Professional/Enthusiast

Using Geometry and Computers to make Art with CNC Machining:

See and see far into the future of arts and manufacturing as a technician explains computer numerically controlled (CNC) machining bit by bit.

Type: Perspectives Video: Professional/Enthusiast

Perspectives Video: Teaching Ideas

Ecological Sampling Methods and Population Density:

Dr. David McNutt explains how a simple do-it-yourself quadrat and a transect can be used for ecological sampling to estimate population density in a given area.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Teaching Idea

KROS Pacific Ocean Kayak Journey: Kites, Geometry, and Vectors:

Set sail with this math teacher as he explains how kites were used for lessons in the classroom.

Related Resources:
KROS Pacific Ocean Kayak Journey: GPS Data Set [.XLSX]
KROS Pacific Ocean Kayak Journey: Path Visualization for Google Earth [.KML]

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Teaching Idea

MFAS Formative Assessments

Area and Circumference – 1:

This task is the first in a series of three tasks that assess the students’ understanding of informal derivations of the formulas for the area and circumference of a circle. In this task, students are shown a regular n-gon inscribed in a circle. They are asked to use the formula for the area of the n-gon to derive an equation that describes the relationship between the area and circumference of the circle.

Area and Circumference - 2:

This task is the second in a series of three tasks that assesses the students’ understanding of informal derivations of the formulas for the area and circumference of a circle. In this task, students show that the area of the circle of radius r, A(r), can be found in terms of the area of the unit circle, A(1) [i.e., A(r) = r2 · A(1)].

Area and Circumference - 3:

This task is the third in a series of three tasks that assess the students’ understanding of informal derivations of the formulas for the area and circumference of a circle. In this task, students are given the definition of pi as the area of the unit circle, A(1), and are asked to use this representation of pi along with the results from the two previous tasks to generate formulas for the area and circumference of a circle.

Estimating Area:

Students are asked to select appropriate geometric shapes to model a lake and then use the model to estimate the surface area of the lake.

How Many Trees?:

Students are asked to determine an estimate of the density of trees and the total number of trees in a forest.

Population of Utah:

Students are asked to determine the population of the state of Utah given the state’s population density and a diagram of the state’s perimeter with boundary distances labeled in miles.

Softball Complex:

Students are asked to solve a design problem in which a softball complex is to be located on a given tract of land subject to a set of specifications.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Perspectives Video: Expert

MicroGravity Sensors & Statistics:

Statistical analysis played an essential role in using microgravity sensors to determine location of caves in Wakulla County.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Expert

Perspectives Video: Professional/Enthusiast

Using Geometry and Computers to make Art with CNC Machining:

See and see far into the future of arts and manufacturing as a technician explains computer numerically controlled (CNC) machining bit by bit.

Type: Perspectives Video: Professional/Enthusiast

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.

Perspectives Video: Professional/Enthusiast

Using Geometry and Computers to make Art with CNC Machining:

See and see far into the future of arts and manufacturing as a technician explains computer numerically controlled (CNC) machining bit by bit.

Type: Perspectives Video: Professional/Enthusiast