Name: _________________________ Mrs. Brever’s Class Garden Mrs. Brever’s class is planting a vegetable garden in the shape of a rectangle. The class has 24 feet of fencing with which to fence the garden. Draw and label diagrams showing at least four different ways the class can fence the garden. Choose one way from your diagrams that you think would be the best one to use to fence the garden and tell why you selected that way. _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Level I -­‐ Getting Started Misconception / Error
The student has limited
knowledge of perimeter.
Examples of Student Work at Questions Eliciting Thinking
this Level
Is there another way you
The student only draws one
can draw the garden?
rectangle with a perimeter of
24 feet.
What does perimeter mean?
Instructional Implications
Have the student write possible
combinations of four whole
numbers that sum to 24. Talk
about which combinations
would work for the garden and
why.
Review the basic definition of
a rectangle with a student
who is unable to draw a
rectangle.
Level II – Moving Forward
Misconception / Error
The student may have a minor
computation error.
Examples of Student Work at
this Level
The student only draws two
rectangles with a perimeter of
24 feet.
Questions Eliciting Thinking
Is there another way you can
make this garden?
Instructional Implications
Have the student write possible
combinations of four whole
numbers that sum to 24. Two of
the four numbers must be the
same. Talk about which
combinations would work for
the garden and why.
If the student does not compute
the correct perimeter of the
rectangle, remind the student
of the definition of a rectangle
and the need to check his or
her computations.
Level III – Almost There
Misconception / Error
The student lacks the
communication skills
necessary to explain why the
garden plan he or she selected
is the best.
Examples of Student Work at
this Level
The student draws three or
four rectangles with a
perimeter of 24 feet but cannot
explain why the garden plan he
or she selected is the best.
Questions Eliciting Thinking
Compare these two gardens.
What is the difference between
them?
Instructional Implications
Give the student time to listen
to other students explain why
they believe the garden plans
they selected are the best.
Which one would give you
more space to plant things?
Level IV – Got It
Misconception / Error
There are no errors or
misconceptions.
Examples of Student Work at Questions Eliciting Thinking
this Level
Will the number of garden
The student draws four or more possibilities increase if you
have 32 feet of fencing?
rectangles with a perimeter of
24 feet and explains why the
garden plan he or she selected
is the best.
Instructional Implications
Have the student solve the
problem with different
numbers.