Assessment Criteria

Level
Criteria
Provide a reallife context for
when it is
important to
consider the
relationship
between area
and perimeter.
Determine the
shape that will
result in the
least perimeter
for any given
area.

Team Work

Excellent

Proficient

Adequate

Limited *

Groups were
able to come up
with the best
cost effective
answer for the
problem. Also,
the length,
width and
perimeter were
all calculated
correctly for
their rectangle.

Groups were
able to come up
with the second
most cost
effective
solution for the
problem. Also,
the length,
width and
perimeter were
all calculated
correctly for
their rectangle.

Groups were
able to come up
with the third
most cost
effective
solution for the
problem. Also,
the length,
width and
perimeter were
all calculated
correctly for
their rectangle.

Groups were
unable to come
up with any
possible solution
to the problem.
However, they
may have done
correct
calculations for
their shape.

Student was
an engaged
partner,
listening to
suggestions of
others and
working
cooperatively
throughout
lesson.

Student was
an engaged
partner but
had trouble
listening to
others and/or
working
cooperatively.

Student
cooperated
with others,
but needed
prompting to
stay on-task.

Student did
not work
effectively
with others.

Insufficient /
Blank *

No score is awarded
because there is
insufficient evidence
of student
performance based
on the requirements
of the assessment
task.

Teacher
Subject
Topic/Focus

Task Title

Performance Task
Overview

Materials

Mr. Dakoda Boser

Math 5
Same Area Different Perimeter.

Students in groups of 5-6 will have to work together in order to design the best possible
rectangle to use in the construction process. The scenarios is that there are four final
construction companies left in the bidding to construct a new hockey arena. The Town of
2
Taber wants them to construct a rectangle with an area of 1600m but it must have the
smallest perimeter possible to save on costs. Each meter cost $200 a meter around the
edge of the building. Students must also calculate cost at the end of the equation to see
who is most cost effective. More details are fond on the last lesson in the package.

White boards
SMARTboard
Pen, pencils, markers
Plastic tiles
Big chart paper

Learner Outcomes
General Outcomes

Use direct and indirect

measurement to solve
problems.

Specific Outcomes
Design and construct different rectangles,
given either perimeter or area, or both
(whole numbers), and make
generalizations.
[C, CN, PS, R, V]

Assessment Criteria
Students provide evidence of their learning as they

Construct or draw two or

more rectangles for a given
perimeter in a problemsolving context

Use direct and indirect

measurement to solve
problems.

Design and construct different rectangles,

given either perimeter or area, or both
(whole numbers), and make
generalizations.

Construct or draw two or

more rectangles for a given
area in a problem-solving
context.

Provide a real-life context for

when it is important to
consider the relationship
between area and perimeter.
Determine the shape that
will result in the least
perimeter for any given area.

[C, CN, PS, R, V]

Use direct and indirect

measurement to solve
problems.

Design and construct different

rectangles, given either perimeter or
area, or both (whole numbers), and make
generalizations.
[C, CN, PS, R, V]