**Grade:**4

**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 - Archived

**Assessed:**Yes

**Remarks/Examples**

Geoboards, tiles, and grid paper provide helpful contexts for this exploration. The focus is on countable units rather than multiplying dimensions.

**TEST ITEM SPECIFICATIONS**

**Item Type(s):**This benchmark may be assessed using: MC item(s)

At Grade 4, this benchmark will be assessed using MC items.

**Clarification :**

Students will determine the area of a figure or a region on a plane by using countable units rather than multiplying dimensions.

**Content Limits :**

Items may include estimating areas of irregular geometric shapes, such as a figure in the shape of a pond, a mitten, a foot, the sole of a shoe, or a solid letter D.

Items should include countable units that estimate to a whole unit or half unit.

Items may use only a one-to-one scale.

**Stimulus Attributes :**

Shapes must be shown on a grid (or a gridlike graphic, such as geoboards or tiles); however, grid lines need not extend through the shape.

Items may be set in either a real-world or mathematical context.

**SAMPLE TEST ITEMS (1)**

Test Item # |
Question |
Difficulty |
Type |

Sample Item 1 | Carla drew a picture of the shape of a pond at the park. It has an area of about 28 square yards. Which of the following could be Carla’s picture of the pond? | N/A | MC: Multiple Choice |