NYS COMMON CORE MATHEMATICS CURRICULUM Mid

NYS COMMON CORE MATHEMATICS CURRICULUMNameMid-Module Assessment TaskLesson3 42 3Date1. Jasmine and Roland each use unit squares to tile a piece of paper. Their work is shown below.Jasmine’s ArrayRoland’s Arraya. Can one of the arrays be used to correctly measure the area of the piece of paper? If so, whose arraywould you use? Explain why.b. What is the area of the piece of paper? Explain your strategy for finding the area.c. Jasmine thinks she can skip-count by sixes to find the area of her rectangle. Is she correct? Explainwhy or why not.Module 4:Date: 2013 Common Core, Inc. Some rights reserved. commoncore.orgMultiplication and Area3/28/144.S.1This work is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUMMid-Module Assessment Task LessonNew York State Common Core2. Jaheim says you can create three rectangles with different side lengths using 12 unit squares. Usenumbers, equations, and words to show what Jaheim is saying.3. The area of a rectangle is 72 square units. One side has a length of 9 units. What is the other side length?Explain how you know using pictures, equations, and words.Module 4:Date: 2013 Common Core, Inc. Some rights reserved. commoncore.orgMultiplication and Area3/28/144.S.2This work is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUMMid-Module Assessment Task LessonNew York State Common Core4. Jax started to draw a grid inside the rectangle tofind its area.a. Use a straight edge to complete the drawing ofthe grid.b. Write both an addition and a multiplicationequation that you could use to find the area, thensolve.5. Half of the rectangle below has been tiled with unit squares.a. How many more unit squares are needed to fill in the rest of the rectangle?b. What is the total area of the large rectangle? Explain how you found the area.Module 4:Date: 2013 Common Core, Inc. Some rights reserved. commoncore.orgMultiplication and Area3/28/144.S.3This work is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUMMid-Module Assessment Task LessonNew York State Common CoreMid-Module Assessment TaskStandards AddressedTopics A–BGeometric measurement: understand concepts of area and relate area to multiplication and toaddition.3.MD.5Recognize area as an attribute of plane figures and understand concepts of areameasurement.a.A square with side length 1 unit, called “a unit square,” is said to have “one squareunit” 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 saidto have an area of n square units.3.MD.6Measure areas by counting unit squares (square cm, square m, square in, square ft, andimprovised units).3.MD.7Relate area to the operations of multiplication and addition.a.Find the area of a rectangle with whole-number side lengths by tiling it, and showthat the area is the same as would be found by multiplying the side lengths.b.Multiply side lengths to find areas of rectangles with whole-number side lengths inthe context of solving real world and mathematical problems, and represent wholenumber products as rectangular areas in mathematical reasoning.d.Recognize area as additive. Find areas of rectilinear figures by decomposing theminto non-overlapping rectangles and adding the areas of the non-overlapping parts,applying this technique to solve real world problems.Evaluating Student Learning OutcomesA Progression Toward Mastery is provided to describe steps that illuminate the gradually increasingunderstandings that students develop on their way to proficiency. In this chart, this progress is presentedfrom left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. Thesesteps are meant to help teachers and students identify and celebrate what the student CAN do now and whatthey need to work on next.Module 4:Date: 2013 Common Core, Inc. Some rights reserved. commoncore.orgMultiplication and Area3/28/144.S.4This work is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUMMid-Module Assessment TaskLesson3 42 3A Progression Toward MasteryAssessmentTask ItemandStandardsAssessed13.MD.53.MD.6STEP 1Little evidence ofreasoning withouta correct answer.STEP 2Evidence of somereasoning withouta correct answer.(1 Point)(2 Points)Responsedemonstrates littleevidence of reasoningwithout a correctanswer.Response shows limitedreasoning with at leastone correct answer.STEP 3Evidence of somereasoning with acorrect answer orevidence of solidreasoning with anincorrect answer.(3 Points)STEP 4Evidence of solidreasoning with acorrect answer.Response includesevidence of somereasoning with threecorrect answers, orevidence of solidreasoning with anincorrect answer.Student correctlyanswers:(4 Points)a. Jasmine’s array,giving strongevidence ofunderstanding thattiling must have nogaps or overlaps.b. The area is 24 tiles.Provides appropriateexplanation of thecalculation includingcounting or skipcounting strategies.c. Yes, there are 4 rowsof 6 squares so it ispossible to skipcount by six.23.MD.7bResponsedemonstrates littleevidence of reasoningwithout a correctanswer.Module 4:Date: 2013 Common Core, Inc. Some rights reserved. commoncore.orgResponse shows limitedreasoning with at leastone correct answer.Student identifies atleast two of threerectangles correctly.Response includesevidence of accuratereasoning withpictures, numbers, orwords.Student correctlyidentifies threerectangles: 1 12 or 12 1 2 6 or 6 2 3 4 or 4 3Response showsevidence of solidreasoning usingpictures, numbers, andwords.Multiplication and Area3/28/144.S.5This work is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUMMid-Module Assessment Task LessonNew York State Common CoreA Progression Toward 3.MD.7a3.MD.7dResponsedemonstrates littleevidence of reasoningwithout a correctanswer.Response shows limitedreasoning without acorrect answer.Student finds themissing side length of 8units but may not showenough work to clearlyjustify the answer.Student correctly findsthe missing side lengthof 8 units. Responseshows evidence of solidreasoning usingpictures, numbers, andwords.Responsedemonstrates littleevidence of reasoningwithout a correctanswer.Response showsevidence of somereasoning in attempt towrite equations andcomplete the array, butwork may not include acorrect answer.Student accuratelycompletes the arrayand finds the area of 48sq cm, but may notaccurately provide bothaddition andmultiplicationequations.Student correctly:Responsedemonstrates littleevidence of reasoningwithout a correctanswer to either part.Response showslimited reasoning witha correct answer in onepart.Student slightlymiscalculates thenumber of tiles neededto fill the remainingarea, but theexplanation showsevidence of solidreasoning. Part (b) iscorrect based on thestudent’s slightmiscalculation but notthe correct answer of32 units.Student correctly:Module 4:Date: 2013 Common Core, Inc. Some rights reserved. commoncore.orga. Completes the arraywith 8 columns and6 rows.b. Writes an additionequation (repeatedaddition of 8 sixes or6 eights); writes amultiplicationequation (6 8 or8 6); and gives anarea of 48 sq cm.a. Identifies that 16tiles are needed tofill the remainingarea.b. Says the area of thelarge rectangle is 32square units.Explanation givesevidence of solidreasoning tosupport answer.Multiplication and Area3/28/144.S.6This work is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUMMid-Module Assessment Task LessonNew York State Common CoreModule 4:Date: 2013 Common Core, Inc. Some rights reserved. commoncore.orgMultiplication and Area3/28/144.S.7This work is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUMMid-Module Assessment Task LessonNew York State Common CoreModule 4:Date: 2013 Common Core, Inc. Some rights reserved. commoncore.orgMultiplication and Area3/28/144.S.8This work is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUMMid-Module Assessment Task LessonNew York State Common CoreModule 4:Date: 2013 Common Core, Inc. Some rights reserved. commoncore.orgMultiplication and Area3/28/144.S.9This work is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task . NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task .