Name: ____________________

1. What is the perimeter of this rectangle?

a. 13
b. 16
c. 26 3
d. 30
10

2. Solve for X; The perimeter is 24

a. 5
b. 7
c. 9
d. 11 5

3. What is area?
a. The surface of a shape.
b. The length of the outline of a shape.
c. The width of the shape.
d. The length of the shape.

4. What is a unit square?

a. Measures the area with 1 unit long.
b. Used to measure perimeter with units that are 2 units long.
c. Measures the perimeter with 2 units long.
d. Used to measure area with units that are 1 unit long.

5. Find the area of this square.

a. 20
b. 25
c. 30
d. 35 5

5
6. What is the area of the shape?
a. 3
b. 6
c. 9
d.12

7. What is the area of the shape?

a. 9
b. 15
c. 18
d. 21

8. Find the area of A.

____18_____ A C
B
9. Find the area of B.

____8_____

10. Find the area of C.

___12______

11. What is the area of A and B?

____26_____

12. What is the area of A, B and C?

____38_____
13. If the area of the shape is 36. What is the area of B?
a. 2
b. 3
c. 5 B
d. 6

14. Find the area of the shaded area.

___246______ 9

15. Find the area of the not shaded area.

6
____54_____
20

15
 Reflection on Day one of Lincoln. 11-27-17

I thought that overall our day went really well. When we got to the classroom we
gathered our students to one table and we played a get to know you game. We passed out
some note cards to them and they wrote 1-8 on the paper. We asked them questions like
where were you born, how many siblings do you have, how do you feel about math, and many
more. After we gathered them up and read them aloud and had them guess whose card was
whose. There were 4 cards that were read off then we set them aside and gave them the
assessment. One thing that I noticed that we could have said to them is that this was not going
to be put in the gradebook and that it was only for us to use. I say this because I don’t think that
some of our students did their best because they were scared that it was going to be put in the
gradebook maybe. They took probably 10- 15 minutes on the test. When they finished with the
test we still had quite a bit of time left. We decided to go over the test with them. We ask them
to grab a different writing utensil to use to grade their paper. As we started going over the test
we started to notice that some were very confident in their answer but still got it wrong. I felt
like we ended up teaching quite a bit to them. Every problem we asked a different student to
tell us how they got the answer if it was wrong or right, then we figured out how to do it
together. We did this with every problem. After we went through the test we went back to our
game and finished getting to know all of the students.
When my partner and I sat down and talked about how it all went we thought it went
well. There were a few things that we talked about that we would have changed one of them
being that they use a pencil instead of a pen. We had some students that were using different
colored pens for each answer, and some that used red pens. When we asked them to grade
their own paper they didn’t use a different pen and some used the same utensil that they used
for then test. They would either erase the answer that they had originally put or cross out all of
them. It was just a mess to know really what they did or didn’t get correct when we were
grading.