Select and use appropriate units, both customary and metric, strategies, and measuring tools to estimate and solve realworld area problems.
Clarifications
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.
General Information
Subject Area: XMathematics (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 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
Test Item Specifications

Item Type(s):
This benchmark may be assessed using:
MC
,
GR
item(s)
 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).  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.  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 #: Sample Item 1
 Question: 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?
 Difficulty: N/A
 Type: MC: Multiple Choice
 Test Item #: Sample Item 2
 Question: 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.
 Difficulty: N/A
 Type: GR: GriddedResponse
Related Access Points
Alternate version of this benchmark for students with significant cognitive disabilities.
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Lesson Plan
STEM Lessons  Model Eliciting Activity
Banana County Public SchoolPainters 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.
Student Resources
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Parent Resources
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