Virginia SOL 4.MG.3

4.MG.3 is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• 4.MG.3.a

  Use concrete materials and pictorial models to develop a formula for the area and perimeter of a rectangle (including a square).

• 4.MG.3.b

  Determine the area and perimeter of a rectangle when given the measure of two adjacent sides (in whole number units), with and without models.

• 4.MG.3.c

  Determine the area and perimeter of a square when given the measure of one side (in whole number units), with and without models.

• 4.MG.3.d

  Use concrete materials and pictorial models to explore the relationship between area and perimeter of rectangles.

• 4.MG.3.e

  Identify and represent rectangles with the same perimeter and different areas or with the same area and different perimeters.

• 4.MG.3.f

  Solve contextual problems involving area and perimeter of rectangles and squares.

01

What Students Need to Do

Students use tiles, grid drawings, and side lengths to develop formulas for area and perimeter. They calculate both measures for rectangles and squares in customary and metric units. They compare rectangles with matching areas or perimeters and solve word problems.

02

What Mastery Looks Like

Students calculate area and perimeter from given side lengths and label answers with correct units. They model and explain rectangles with equal areas or perimeters but different dimensions.

03

Common Misconceptions

Students may add side lengths for area or multiply them for perimeter. They may label area with linear units instead of square units. Some assume rectangles with equal perimeters must have equal areas.

04

How to Assess It

Exit ticket: A 6-by-4-inch rectangle has what area and perimeter? Draw a different whole-number rectangle with the same perimeter and label its area.

1. 01

   Build rectangles with unit tiles, trace them, then record side lengths, boundary units, square units, and matching formulas.

2. 02

   Ask, “Can two rectangles have the same perimeter but different areas?” Students draw examples and explain how their models prove it.

3. 03

   Play a matching game pairing dimension cards with area and perimeter cards, using inches, feet, centimeters, and meters.

4. 04

   Plan a rectangular dog pen from a fixed fence length, then compare possible dimensions and choose the design with the greatest area.

• 5.MG.2

  The student will use multiple representations to solve problems, including those in context, involving perimeter, area, and volume.

• 6.MG.2

  The student will reason mathematically to solve problems, including those in context, that involve the area and perimeter of triangles and parallelograms.

• 3.MG.2

  The student will use multiple representations to estimate and solve problems, including those in context, involving area and perimeter (in both U.S. Customary a...

• 4.MG.1

  The student will reason mathematically to solve problems, including those in context, that involve length, weight/mass, and liquid volume using U.S. Customary a...