Grade: 4
Big Idea: BIG IDEA 3  Develop an understanding of area and determine the area of twodimensional 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
Remarks/Examples
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 Lshaped 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
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 Eshaped figures.
Students will select appropriate units and/or tools to estimate and/or solve realworld 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).
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 Eshaped figures.
Students will select appropriate units and/or tools to estimate and/or solve realworld 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 wholenumber dimensions of 100 or fewer units.
Items will not include the formula for area of a rectangle.
Items may include figures with wholenumber 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.
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.
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.
Using the provided ruler, what is the area, in square centimeters, of Lana’s patch? 
N/A  GR: GriddedResponse 