The second assessment will be given after the students have completed this unit: both the

Foundations of Area and the Concepts of Area Measurement. They will take a test that
covers the most important points of the unit. The test will have problems that are set up
similarly to the exit tickets and cover the same aspects. The exit tickets that students
completed at the end of each lesson tie back to the objectives, so by setting up the test
with questions similarly to the questions on the exit tickets, I will ensure that the unit
objectives have been met.
Some of the questions on the test will be:

Each is 1 square-centimeter. What is the area of Rectangle A (6 centimeters

tall by 4 centimeters long for an area of 24 square-centimeters)?
o Does Rectangle A have the same area as Rectangle B (3 centimeters tall
by 7 centimeters long for an area of 21 square-centimeters) below?
o On the grid provided, draw another rectangle with the same area as
Rectangle A.
Stan has 18 square-centimeter tiles. He arranges the tiles into 6 equal rows.
Draw Stans rectangle and label the side lengths.
o Can Stan arrange his 18 square-centimeter tiles into 4 equal rows?
Explain your answer.
The tiled floor in Mrs. Simmss bathroom has a rug on it as shown below. How
many square-inch tiles are on the floor, including the tiles under the rug? (On the
5 inches tall by 8 inches long for an area of 40 square-inch grid).
Amanda makes a square with 9 square-inch tiles. John makes a square with 9
square-centimeter tiles. Whose rectangle has a bigger area? Explain your answer.
Measure the sides of the rectangle (4 centimeters tall by 9 centimeters long for an
area of 36 square-centimeters) below with the centimeter side of your ruler and
label the sides.
o Next, fill in the multiplication sentence below to find the area of the
rectangle.
o Be sure to write the area with proper units.

This assessment will be graded on a 1-4 scale. A 1 will indicate that the student does not
meet the standard/has no understanding of the concept. A 2 will indicate that the student
is in progress to meet the standard/ cannot completely apply the skill or concept on his
own, but has some understanding. A 3 will indicate that the student is meeting the
standard/ understands the skill or concept and shows a clear thought process. And a 4
will indicate that the student has mastered the standard/can apply a certain skill or
concept independently and correctly, showing a higher level of thinking.