MA.4.G.3.1Archived Standard

loading spinner
Export Print
Describe and determine area as the number of same-sized units that cover a region in the plane, recognizing that a unit square is the standard unit for measuring area.

Remarks

Geoboards, tiles, and grid paper provide helpful contexts for this exploration. The focus is on countable units rather than multiplying dimensions.
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 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 #: Sample Item 1
  • Question: 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?
  • Difficulty: N/A
  • Type: MC: Multiple Choice

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

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

Lesson Plans

Celebrity Floor Plan Frenzy:

Students will help an architect find the area of each room in a celebrity home and then determine the best location to build the home based on qualitative data about the locations.

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. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Area Isn't Just for Squares:

This lesson helps students make the connections between area and multiplication using square tiles.

Type: Lesson Plan

STEM Lessons - Model Eliciting Activity

Celebrity Floor Plan Frenzy:

Students will help an architect find the area of each room in a celebrity home and then determine the best location to build the home based on qualitative data about the locations.

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. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Student Resources

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

Parent Resources

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