This set of 24 tasks cards reinforce area, perimeter, as well as multiples and factors by asking questions like "If my area is 24 square units, what are all my possible perimeters?" Task cards start easier and work to trickier questions so great for differentiation.
How can I use this product?
I have used task cards as a math center, journal prompts, whole class Scoot game, class discussions, or even assessments. But warning, the advanced task cards require some major perseverance so I wouldn’t recommend them for a Scoot game.
How is this product different from the other TPT products?
This product includes blank pages of task cards so your students can make their own flash cards, which strengthens learning. In addition, they go beyond the normal find the area and perimeter of rectangles, by asking for all the possible perimeters given an area.
What is included?
1 pdf file with 17 pages
* 2 pages of cover/copyright info/notes
* 1 page of a set of 4 blank task cards in case you want to add your own
* 1 page with 4 hint cards
* 6 pages with four array tasks on each page (landscape)
* 4 page answer key
* 1 pages of student answer sheets
* 2 pages of student tracking sheets
Is this available in a bundle as well?
These task cards are also part of a Geometry Task Card Bundle of all four sets: Circumference, Area/Perimeter, What is my Perimeter and Perimeter
Other questions or requests?
Please contact me through the "Ask a Question " tab above or email me at Deirdre@evilmathwizard.com
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What standards are addressed?
Common Core Standards
3.MD.5. Recognize area as an attribute of plane figures and understand concepts of area measurement.
o A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
o A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.6. Measure areas by counting unit squares (square cm, square m, square in, square ft., and improvised units).
3.MD.7. Relate area to the operations of multiplication and addition.
o Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
o Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
o Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
3.MD.7. Relate area to the operations of multiplication and addition continued.
o Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.
4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.