Skip to main content
iRubric: Grade 6 - Perimeter and Area rubric

iRubric: Grade 6 - Perimeter and Area rubric

find rubric

edit   print   share   Copy to my rubrics   Bookmark   test run   assess...   delete   Do more...
Grade 6 - Perimeter and Area 
Grade 5 - Perimeter and Area
Rubric Code: PX9CA35
By jmcarlone
Ready to use
Public Rubric
Subject: Math  
Type: Assignment  
Grade Levels: K-5

Powered by iRubric Perimeter and Area
*Understanding
*Strategies, Reasoning, Procedures
*Communication
  Level 1

(N/A)

Level 2

(N/A)

Level 3

(N/A)

Level 4

(N/A)

Units

Level 1

Student cannot select and justify the appropriate metric unit (mm, cm, dam, km), to measure length or distance in a given real-life situation.
Level 2

Student can sometimes select and justify the appropriate metric unit (mm, cm, dam, km), to measure length or distance in a given real-life situation.
Level 3

Student can usually select and justify the appropriate metric unit (mm, cm, dam, km), to measure length or distance in a given real-life situation.
Level 4

Student can always select and justify the appropriate metric unit (mm, cm, dam, km), to measure length or distance in a given real-life situation.
Perimeter

Level 1

Student cannot construct rectangles, triangles and parallelograms given the area and/or perimeter.
Level 2

Student can sometimes construct rectangles, triangles and parallelograms given the area and/or perimeter.
Level 3

Student can usually construct rectangles, triangles and parallelograms given the area and/or perimeter.
Level 4

Student can frequently construct rectangles, triangles and parallelograms given the area and/or perimeter.
Area

Level 1

Student cannot use the relationship between the length and width of a parallelogram and a triangle to solve problems.

Student cannot create different shapes with the same perimeter or the same area.
Level 2

Student can sometimes use the relationship between the length and width of a parallelogram and a triangle to solve problems.

Student can sometimes create different shapes with the same perimeter or the same area.
Level 3

Student can usually use the relationship between the length and width of a parallelogram and a triangle to solve problems.

Student can usually create different shapes with the same perimeter or the same area.
Level 4

Student can always use the relationship between the length and width of a parallelogram and a triangle to solve problems.

Student can always create different shapes with the same perimeter or the same area.
Problem Solving

Level 1

Student cannot solve problems requiring the estimation and calculation of perimeters and areas of triangles and parallelograms.
Level 2

Student can sometimes solve problems requiring the estimation and calculation of perimeters and areas of triangles and parallelograms.
Level 3

Student can usually solve problems requiring the estimation and calculation of perimeters and areas of triangles and parallelograms.
Level 4

Student can always solve problems requiring the estimation and calculation of perimeters and areas of triangles and parallelograms.
Understanding

*Understanding &
Identification of mathematical concepts of area and perimeter
Level 1

*No solution, or the solution is irrelevant
*Inappropriate concepts are applied and/or mathematical procedures of area and/or perimeter are not used.
*Solution does not address area and/or perimeter.
Level 2

*Solution is incomplete indicating that parts of the problem of finding area and perimeter are not understood.
*Solution addresses some, but not all of the concepts of area and/or perimeter.
Level 3

*Solution shows a broad understanding of the problem and the major concepts of perimeter and area necessary for the solution.*Solution addresses all the components of the task.
Level 4

*Solution shows a deep understanding of the problem including the ability to identify the mathematical concepts of perimeter and area.
*Solution puts to use the underlying mathematical concepts.
Communication

*Explanation, use of correct language.
*Mathematical representations
*Mathematical notation
Level 1

*Missing explanation of the solution, the explanation cannot be understood, or it is irrelevant to the problem.
*Uses incorrect mathematical representations (figures, diagrams, area, perimeter) of does not use it at all.
*Uses mathematical terminology and notation incorrectly.
Level 2

*Contains an incomplete explanation, or it may be presented in an unclear manner.
*Has used some appropriate mathematical representation.
*Used some mathematical terminology and notation that is appropriate to area and perimeter.
Level 3

*Has a clear explanation.
*Uses appropriate and accurate mathematical representation.
*Uses effective mathematical terminology and notation.
Level 4

*Explains how the problem is solved that is clear, effective, and detailed.*Includes all steps so the reader does not have to infer how the solution was formed.
*Uses mathematical representations.*Uses precise and correct terminology and notation.




Subjects:

Types:

Discuss this rubric




Do more with this rubric:
Preview

Preview

Preview this rubric.
Edit

Edit

Modify this rubric.
Copy

Copy

Make a copy of this rubric and begin editing the copy.

Print

Print

Show a printable version of this rubric.
Categorize

Categorize

Add this rubric to multiple categories.
Bookmark

Bookmark

Bookmark this rubric for future reference.
Assess
Test run

Test run

Test this rubric or perform an ad-hoc assessment.
Grade

Grade

Build a gradebook to assess students.
Collaborate

Collaborate

Apply this rubric to any object and invite others to assess.
Share
Publish

Publish

Link, embed, and showcase your rubrics on your website.
Email

Email

Email this rubric to a friend.
Discuss

Discuss

Discuss this rubric with other members.
 

Do more with rubrics than ever imagined possible.

Only with iRubrictm.


Copyright © 2024 Reazon Systems, Inc.  All rights reserved.
n16