Standards Icon Benchmark #:MA.3.G.5.1

  • General Information
    • Benchmark Number: MA.3.G.5.1
      Benchmark Description: Select appropriate units, strategies, and tools to solve problems involving perimeter.


      Subject Area: Mathematics
      Grade Level: 3
      Body of Knowledge: Geometry
      Supporting Idea: Geometry and Measurement - Geometry and Measurement
      Date Adopted or Revised: 09/07
      Date of Last Rating: 06/07
      Cognitive Complexity: High   -  What does this mean?
      Status: State Board Approved
      Assessed? Assessed
      Remarks/Examples: Example: Find the perimeter of a football field.

       

       

  • RELATED RESOURCES (3)
    • Excellent Benchmark Tie (2)
      Resource Type(s)
      » Triangle Tables Perimeter
      Students are given a word problem to solve.  They are asked to determine the number of seats available based on the arrangement of the tables, and the number of tables needed, based on the number of seats required.
      Formative Assessment (Primary Type)
      » Fence a Garden
      Students are asked to identify ways they can design a rectangular garden with 24 feet of fencing and select and justify the best way.
      Formative Assessment (Primary Type)

      Good Benchmark Tie (1)

      Resource Type(s)
      » Desk Perimeters
      Students measure the perimeter of one desk and, using that information, determine the perimeter of several desks placed together.
      Formative Assessment (Primary Type)

      * Please note that examples of resources are not intended as complete curriculum.


  • Test Item Specifications
    • Reporting Category: Geometry and Measurement
      Item Type(s):
      This benchmark will be assessed using: MC items.
      At Grade 3, this benchmark will be assessed using MC items.
      Clarification: Students will select appropriate units, strategies, or tools to solve problems involving perimeter.

      Students will solve real-world problems involving perimeter.
      Content Limits: Items may require the student to use properties of polygons to deduce the lengths of a side or sides of a polygon given the perimeter and/or the lengths of the remaining sides of the polygon.

      Polygons used in items must be convex with 3, 4, 5, 6, 8, or 10 sides or composed of composite rectangles.

      Items may require students to measure the sides of a polygon using a ruler.

      The lengths of the sides of polygons must be whole numbers.

      Items will not include conversions between units of measure.
      Stimulus Attributes: Graphics will be used in most of these items.

      Polygons may be shown on a grid.

      Items must be in a real-world context.
      Response Attributes: Items that include given dimensions of a graphic cannot include an actual measurement as an option.

      Millimeters (mm) and/or centimeters (cm) must be written using only whole numbers (e.g., 6 centimeters, 3 millimeters).
      Prior Knowledge: Items may require the student to apply mathematical knowledge described in the Standards from lower grades. This benchmark requires prerequisite knowledge from MA.K.G.2.1–MA.K.G.2.5, MA.1.G.3.1, MA.1.G.3.2, and MA.2.G.3.1–MA.2.G.3.4.

  • SAMPLE TEST ITEMS (1)
    • Test Item # Question Difficulty Type
      Sample Item 1: The perimeter of the flower garden is 20 feet, as shown below.

      ...read more

      NA MC : Multiple Choice

  • RELATED COURSES (2)

  • RELATED Access Points (3)
    • Independent
      » MA.3.G.5.In.a: Use a ruler to solve problems involving the length of sides of squares and rectangles.

      Remarks:
      Measure the length of all sides and add together to solve for perimeter.
      Supported
      » MA.3.G.5.Su.a: Use nonstandard measurement units to solve problems for length of sides of squares.

      Remarks:
      Use objects such as paper clips to measure length. Relates to determining perimeter.
      Participatory
      » MA.3.G.5.Pa.a: Recognize the sides of a square or rectangle.


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