Formative Instructional and Assessment Tasks
The Table3.MD.8 – Task 4
Domain / Measurement and Data
Cluster / Geometric measurement: Understand concepts of area and relate area to multiplication and to addition.
Standard(s) / 3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
Materials / Paper and pencil or white boards and markers, handout (optional)
Task / A school table has 8 sides of equal lengths. If one side measures 4 feet, what is the perimeter of the table?
Use drawing and an equation to prove your solution.
Rubric
Level I / Level II / Level III
Limited Performance
· Student is unable identify the difference between perimeter and area and provides little to no justification. / Not Yet Proficient
· Student correctly L as the needed perimeter, but is unable to clearly justify his/her solution.
OR
· Student is able to correctly justify reasoning, but does not obtain the correct answer. / Proficient in Performance
· Student correctly answers that perimeter is 32
· Student justifies solution using drawings, numbers, words, or equations and tells how to find the perimeter.
Standards for Mathematical Practice
1. Makes sense and perseveres in solving problems.
2. Reasons abstractly and quantitatively.
3. Constructs viable arguments and critiques the reasoning of others.
4. Models with mathematics.
5. Uses appropriate tools strategically.
6. Attends to precision.
7. Looks for and makes use of structure.
8. Looks for and expresses regularity in repeated reasoning.
The Table
A school table has 8 sides of equal lengths. If one side measures 4 feet, what is the perimeter of the table?
Use drawing and an equation to prove your solution.
NC DEPARTMENT OF PUBLIC INSTRUCTION THIRD GRADE