Performance Assessment Task 3rd grade: Measurement & Data
Standard 3.MD.5: Recognize area as an attribute of plane figures and understand concepts of area measurement. A. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. B. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
Area
Materials and Directions:
1. Rectangle Area Cards (Source: K-5 Math Teaching Resources) 2. Recording Sheet 3. Write a number on the back of each rectangle area card and laminate. 4. Students find the area of each rectangle and record on the recording sheet.
Variations/Modifications 1. Students can trace shapes onto plain paper and use tiles or base ten cubes to measure area. 2. Teacher can recreate rectangles to have different size squares within each shape. 3. Students can create their own shapes with a specific area.
Considerations/Observations:
1. Does the student understand that a square unit can be different sizes? 2. Does the student understand that area may remain the same although shapes may change? 3. Does the student understand that each square is 1 square unit? 4. Can students articulate the concept of area as the measurement of the amount of space within a particular space/object? Name: ______Date: ______Area of a rectangle
RECTANGLE AREA IN SQUARE UNITS
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15
16 17 RECTANGLE AREA IN SQUARE UNITS
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
Teacher notes:
Not yet: Student shows evidence of Got It: Student essentially misunderstanding, incorrect concept understands the target concept. or procedure
0 1 Marginal: 2 Proficient: 3 Excellent: Unsatisfactory: Partial Substantial Full Little Accomplishmen Accomplishmen Accomplishmen Accomplishmen t t t t Part of the task is Student could Strategy and The task is accomplished, work to full execution meet attempted and but there is lack accomplishment the content, some of evidence of with minimal process, and mathematical understanding or feedback from qualitative effort is made. evidence of not teacher. Errors demands of the There may be understanding. are minor. task or concept. fragments of Further teaching Teacher is Student can accomplishment is required. confident that communicate but little or no understanding is ideas. May have Elementary Mathematics Office • Howard County Public School System • 2013-2014 success. Further adequate to minor errors that teaching is accomplish the do not impact the required. objective with mathematics. minimal assistance.
Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65