Virginia SOL 4.MG.3.b
The Standard
Determine the area and perimeter of a rectangle when given the measure of two adjacent sides (in whole number units), with and without models.
Virginia Standards of Learning for Mathematics · The student will use multiple representations to develop and use formulas to solve problems, including those in context, involving area and perimeter limited to rectangles and squares (in both U.S. Customary and metric units).
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use two adjacent side lengths to find a rectangle's area and perimeter. They multiply for area, account for all four sides for perimeter, and label units correctly.
What Mastery Looks Like
- Students calculate both measures from a labeled model or a written problem. They choose the correct operation, show a valid equation, and use square units for area and linear units for perimeter.
Common Misconceptions
- Students may add length and width once for perimeter instead of counting all four sides. They may add for area, multiply for perimeter, or label area with linear units. On grid models, some count grid lines instead of square units.
How to Assess It
- Exit ticket: A rectangle is 8 feet long and 5 feet wide. Write equations for its area and perimeter, solve, and label each answer with correct units.
Lesson moves
Ways to Teach It
Build a 6-by-4 rectangle with square tiles, then use string around its edge to compare area and perimeter.
Write why rectangles measuring 6 by 4 and 8 by 3 have equal areas but different perimeters.
Play a matching game with dimension cards, area cards, and perimeter cards, checking each match with an equation.
Measure a desktop to the nearest whole centimeter, then calculate how much paper covers it and how much trim surrounds it.
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Printable 4.MG.3.b Worksheet
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Related Standards
- 4.MG.3.d
Use concrete materials and pictorial models to explore the relationship between area and perimeter of rectangles.
- 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.a
Use concrete materials and pictorial models to develop a formula for the area and perimeter of a rectangle (including a square).
- 3.NS.3.h
Represent equivalent fractions with denominators of 2, 3, 4, 5, 6, 8, or 10, using region/area models and length models.
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