Name: _______________________________
Section: ________
Date: _______
Unit 5 – Choose the Correct Measure – Common Formative - M4
1. Debbie is redesigning her living room. She is going to start by taking off the old fabric
on her rectangular sofa cushions. She will recover the cushions with new fabric. What
measure does Debbie need to determine in order to know how much fabric she needs
to cover the cushions? Explain how you know.
2. Sheila wants to cover a box with decorative paper. What measure does Sheila need to
determine in order to know how much decorative paper she needs to cover all sides of
the box? Explain how you know.
3. Joe wants to completely cover the front side of his toy chest with a sticker. Which
measure should he use to determine the size of the front side of the toy chest? Explain
how you know.
Name: _______________________________
Section: ________
Date: _______
Unit 5 – Choose the Correct Measure – Common Formative KEY - M4
1. Surface Area
2. Surface Area
3. Area
Unit 5 – Common Formative – M4 – Soup
A can of tomato soup and its label is shown.
1.
Which statement is true?
A. The label represents a portion of surface area and the perimeter is 300 ml.
B. The label represents a portion of surface area and the volume is 300 ml.
C. The label represents volume and a portion of the surface area is 300 ml.
D. The label represents volume and the perimeter is 300 ml.
2.
Explain why your choice for question 1 is correct.
Unit 5 – Common Formative – M4 – Soup KEY
A can of tomato soup and its label is shown.
1.
Which statement is true?
B. The label represents a portion of surface area and the volume is 300 ml.
2.
Explain why your choice for question 1 is correct.
Unit 5 – Common Formative – M5 – Square & Rectangle
Name: _______________________________
Section: ________
Date: _______
Unit 5 – Common Formative –M5 – Square & Rectangle Scoring
Guide
Answer: B
Name _____________________________
Group______________
Date
Unit 5 – Common Formative – M5 – Mike’s Garden
Mike planned to build a rectangular vegetable garden with the dimensions shown.
13 feet
5 feet
He bought all the fencing but decided the garden was too big for his vegetables.
What could be the dimensions of a new rectangular garden that has less space but uses the
same amount of fencing? Show your work or explain your thinking.
(M5-2
pts)
Name _____________________________
Group______________
Date
Unit 5 – Common Formative –M5 – Mike’s Garden – Scoring Guide
Mike planned to build a rectangular vegetable garden with the dimensions shown.
13 feet
5 feet
He bought all the fencing but decided the garden was too big for his vegetables.
What could be the dimensions of a new rectangular garden that has less space but uses the
same amount of fencing? Show your work or explain your thinking.
(M5) (2
points)
Possible Dimensions for the above rectangle.
1 x 17
Area= 17 square feet
Perimeter= 36 feet
2x16
Area= 32 square feet
Perimeter= 36 feet
3x15
Area= 45 square feet
Perimeter= 36 feet
4x14
Area= 56 square feet
Perimeter= 36 feet
1 point for correct dimensions
1 point for accurate work—showing the area comparison of old area to new. The student
could just show the values for area without showing work.
Name______________________________
Date______________________
Unit 5 – Common Formative – M6 – Joe’s Room
Use the information below to answer questions 1 and 2.
Joe’s old play room was 2 ft. by 5 ft. The length and width of his new play room is triple the
length and width of his old play room.
1. How does the perimeter of the new play room compare to the perimeter of the old play
room?
A. The perimeter of the new room is two times larger than the perimeter of the old
room.
B. The perimeter of the new room is three times larger than the perimeter of the old
room.
C. The perimeter of the new room is six times larger than the perimeter of the old
room.
D. The perimeter of the new room is nine times larger than the perimeter of the old
room.
2. How does the area of the new play room compare to the area of the old play room?
A. The area of the new room is two times larger than the area of the old room.
B. The area of the new room is three times larger than the area of the old room.
C. The area of the new room is six times larger than the area of the old room.
D. The area of the new room is nine times larger than the area of the old room.
Unit 5 – Common Formative – M6 – Joe’s Room – Scoring Guide
Use the information below to answer questions 1 and 2.
Joe’s old play room was 2 ft. by 5 ft. The length and width of his new play room is triple the
length and width of his old play room.
1. How does the perimeter of the new play room compare to the perimeter of the old play
room?
A. The perimeter of the new room is two times larger than the perimeter of the old
room.
B. The perimeter of the new room is three times larger than the perimeter of the old
room.
C. The perimeter of the new room is six times larger than the perimeter of the old
room.
D. The perimeter of the new room is nine times larger than the perimeter of the old
room.
2. How does the area of the new play room compare to the area of the old play room?
A. The area of the new room is two times larger than the area of the old room.
B. The area of the new room is three times larger than the area of the old room.
C. The area of the new room is six times larger than the area of the old room.
D. The area of the new room is nine times larger than the area of the old room.
Name_______________________________
Date_____________________
Unit 5 – Common Formative – M6 – Game Area
The lunch monitors marked off an area for a game that was 5 feet wide by 20 feet long.
Additional students wanted to join the game. The lunch monitors doubled the length and the
width of the game area.
Compare the original game area and the new game area. Determine how much larger the
new game area is compared to the original game area. Show or explain your work.
Then, compare the original game perimeter and the new game perimeter. Determine how
much larger the new game perimeter is compared to the original game perimeter. Show or
explain your work.
(4 points)
Unit 5 – Common Formative – Day 9 – M6 – Game Area – Scoring
Guide
The lunch monitors marked off an area for a game that was 5 feet wide by 20 feet long.
Additional students wanted to join the game. The lunch monitors doubled the length and the
width of the game area.
Compare the original game area and the new game area. Determine how much larger the
new game area is compared to the original game area. Show or explain your work.
Original game area: 5 ft. x 20 ft. = 100 sq. ft.
New game area: 10 ft. x 40 ft. = 400 sq. ft.
The new area is 4 times the original area.
1 point for correctly identifying both original and new areas.
1 point for correctly identifying that the new area is four times the original area.
Points
Student Response
4
The focus of this task is finding the area of a rectangular shape and describing what happens to the
area when the measurements of a shape are changed. The response provides a correct calculation
of how much larger the new area is, showing or explaining work.
Sample Correct Response:
Original Area: 5 × 20 = 100 square feet
New Length – 2 × 5 = 10 feet
New Width – 2 × 20 = 40 feet
New Area: 10 × 40 = 400 square feet
1
The new area is 4 times larger than the original area.
The response provides partial evidence of finding the area of a rectangular shape and describing
what happens to the area when the measurements of a shape are changed. The response provides
work with minor errors or flaws OR vague explanation. For example, the response may:
• Provide the correct answers to how much larger the area is; but, lacks an explanation or work.
• Provide correct work for the areas but does not compare the two areas.
0
• Provide correct work for the areas but states that the new area is 300 sq. feet larger.
The response provides inadequate evidence of finding the area of a rectangular shape and
describing what happens to the area when the measurements of a shape are changed. The
response provides major flaws in explanation or irrelevant information. For example, the response
may:
• Provide correct work for one area but not the other.
• Be blank or state unrelated statements.
Name:___________________
Rotation:___________
Date:___________
Unit 5 – Common Formative –M3 – Triangle
3 in
4 in
5 in
1. Find the area and the perimeter of the triangle. Show or explain your work.
2. Estimate the area of the following triangle. Show or explain your work
17 in
20 in
Name:___________________
Rotation:___________
Date:___________
Unit 5 – Common Formative –M3 – Triangle KEY
3 in
4 in
5 in
3. Find the area and the perimeter of the triangle. Show or explain your work.
Area = 6 inches square
Perimeter = 12 inches
4. Estimate the area of the following triangle. Show or explain your work
Round 17 to 20
A = 200 inches squared
17 in
20 in
Unit 5 – Common Formative – M3 – Filling Boxes
1.
Three cartons of ornaments
Three cartons of ornaments come in a package like the one above. How many of these packages will it
take to completely fill this box so that there are no gaps?
Box
2.
Carton of Cookies
6 inches
1.5 feet
6 inches
1.5feet
54 inches
36 inches
Cartons of cookies come in a package like the one above. How many of these packages will it take to
completely fill this box so that there are no gaps?
Unit 5 – Common Formative – M3 – Filling Boxes KEY
1.
Three cartons of ornaments
Three cartons of ornaments come in a package like the one above. How many of these packages will it
take to completely fill this box so that there are no gaps?
Answer: 16
Box
2.
Carton of Cookies
6 inches
1.5 feet
6 inches
1.5feet
54 inches
36 inches
Cartons of cookies come in a package like the one above. How many of these packages will it take to
completely fill this box so that there are no gaps?
Answer: Convert feet to inches.
Volume of carton of cookies: 648 inches cubed
Volume of box: 34992 inches cubed
Name:___________________
Rotation:___________
Date:___________
Unit 5 – Common Formative –M3 – Cube
The following is a solid cube.
4.7 in
Estimate the surface area of the cube and explain the strategy that you used.
Unit 5 – Common Formative – M3 – Cube – Scoring Guide
The following is a solid cube.
4.7 in
Estimate the surface area of the cube and explain the strategy that you used.
2 Points: The student provides a correct estimated area (150 sq. inches) and provides number
sentence(s) to demonstrate their understanding of surface area. Ex. 5 in. x 5 in. = 25 sq. units.
25 sq. units x 6 = 150 sq. inches. Any correct variation for finding surface area should be
accepted.
1 Point: The student provides a correct estimated area (150 sq. inches) or provides number
sentence(s) to demonstrate their understanding of surface area. Ex. 5 in. x 5 in. = 25 sq. units.
25 sq. units x 6 = 150 sq. inches. Any correct variation for finding surface area should be
accepted.
0 Points: The student does not provide the correct estimated area and does not explain their
thinking.
Name:___________________
Rotation:___________
Unit 5 – Common Formative –M3 – Bicycle
Date:___________
Name:___________________
Rotation:___________
Unit 5 – Common Formative –M3 – Bicycle KEY
Answer: B
Date:___________
Name:___________________
Rotation:___________
Date:___________
Unit 5 – Common Formative - M3 – Circle in a Square
The square below has a side measuring 9 cm. A circle is placed inside the square. Estimate
the area and the circumference of the circle. (2 points)
9 cm
Unit 5 – Common Formative – Day 18 – M3 – Circle in a Square Scoring Guide
The square below has a side measuring 9 cm. A circle is placed inside the square. Estimate
the area and the circumference of the circle.
10 cm
1 point for estimating correct area – 75 cm2
1 point for estimating correct circumference – 30 cm
Name:___________________
Rotation:___________
Date:___________
Unit 5 – Common Formative – M3 – Vase
Name:___________________
Rotation:___________
Date:___________
Unit 5 – Common Formative – M3 – Vase
Unit 5 Quest
Name ____________________________________________ Date _____________________________
Classify each 3-D shape (be as specific as possible ):
_________________
_________________
_________________
_________________
_________________
_________________