Finding the Possible Dimensions of a Rectangle with an Area of 16 square centimeters, Lecture notes of Geometry

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Grade 3 – Geometry

Rectangle Dimensions

What are the possible dimensions (length and width) of a rectangle that has an area of 16 square centimeters?

3 – Geometry Rectangle dimensions What are all the possible dimensions (length and width) of a rectangle that has an area of 16 square centimeters?

3 – 3 – 2

CU 3 The translation includes the key concept of area and the use of dimensions. There is no evidence the student understands that a square is a type of rectangle, or how to identify the dimensions of a rectangle, making the translation partially complete.

PS 2 Beginning with 16 tiles and laying them out into rectangles and then recording the shapes is underdeveloped when s/he doesn’t see that since 1 is rotated to make 2 then 3 should be rotated to make another rectangle. This process is not organized to allow the student to know when s/he has all possibilities.

V 1 Beginning with 16 tiles requires the area to be verified, but with no other review, this is only minimal.

C 3 The path is connected between the translation of area into 16 tiles, the process of creating rectangles and then recording them, and the determination that there are 3 ways to make rectangles with area of 16. The connecting path might have been more than partially complete if s/he had said why s/he thought there were only 3 ways.

Acc 1 There is not enough evidence to know there is not further instruction needed in rectangles (that a square is a rectangle), and in dimensions (s/he doesn’t record the dimensions of any of the rectangles). Requiring further instruction in a key concept moves accuracy to a score of 1.

3 – Geometry Rectangle dimensions What are all the possible dimensions (length and width) of a rectangle that has an area of 16 square centimeters?

3 – 3 – 2

CU 3 The translation includes the key concept of area and the use of dimensions. There is no evidence the student understands that a square is a type of rectangle, or how to identify the dimensions of a rectangle, making the translation partially complete.

PS 2 Beginning with 16 tiles and laying them out into rectangles and then recording the shapes is underdeveloped when s/he doesn’t see that since 1 is rotated to make 2 then 3 should be rotated to make another rectangle. This process is not organized to allow the student to know when s/he has all possibilities.

V 1 Beginning with 16 tiles requires the area to be verified, but with no other review, this is only minimal.

C 3 The path is connected between the translation of area into 16 tiles, the process of creating rectangles and then recording them, and the determination that there are 3 ways to make rectangles with area of 16. The connecting path might have been more than partially complete if s/he had said why s/he thought there were only 3 ways.

Acc 1 There is not enough evidence to know there is not further instruction needed in rectangles (that a square is a rectangle), and in dimensions (s/he doesn’t record the dimensions of any of the rectangles). Requiring further instruction in a key concept moves accuracy to a score of 1.