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Students solve perimeter problems for polygons, including cases where all side lengths are given and cases with missing lengths. Learners justify reasoning using mathematical practice in quantitative and abstract thinking, then provide evidence through explanations and multiple solution approaches. The module also requires drawing and identifying quadrilaterals sharing attributes and meeting specified perimeter constraints.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fun-on-the-farm-performance-task/499167/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fun-on-the-farm-performance-task/499167.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What skills does the task assess in Grade 3 math?","Question",{"text":113,"@type":114},"It assesses solving real-world and mathematical problems involving polygon perimeters, including finding perimeters with missing side lengths and using reasoning to explain answers.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What must students do in Part 1?",{"text":118,"@type":114},"Students find the perimeter of the pig pen with work, determine fencing for a square cow pen, and identify which animal pens are quadrilaterals.",{"name":120,"@type":111,"acceptedAnswer":121},"How do Parts 2 and 3 require students to demonstrate reasoning and evidence?",{"text":122,"@type":114},"Part 2 asks students to find a missing side length and explain two solution methods, then evaluate a hexagon plan against a minimum-perimeter rule and propose an appropriate shape. Part 3 asks students to draw a new quadrilateral (not already shown) with a perimeter of 44 feet and label each side.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},499167,1791512418,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":105,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","CORE Assessment Module Module Overview  \n\n| Content Area | Mathematics |\n| --- | --- |\n| Title | Fun on the Farm |\n| Grade Level | Grade 3 |\n| Problem Type | Performance Task |\n| Standards for Mathematical Practices | Mathematical Practice 2 (MP2): Reason abstractly and quantitatively.\u003Cbr>Mathematically proficient students:\u003Cbr>􀁸 Make sense of quantities and their relationships in problem situations.\u003Cbr>􀁸 Bring two complementary abilities to bear on problems involving quantitative relationships:\u003Cbr>o Decontextualize—to abstract a given situation and represent it symbolically; and manipulate the representing symbols as if they have alife of their own, without necessarily attending to their referents) and\u003Cbr>o Contextualize—to pause as needed during the manipulation process in order to probe into the referents for the symbols involved) .\u003Cbr>Use quantitative reasoning that entails creating a coherent representation of the problem at hand, considering the units involved, attending to the meaning of quantities (not just how to compute them) and knowing and flexibly using different properties of operations and objects. |\n| Common Core State\u003Cbr>Standards | 3.MD.8 Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.\u003Cbr>3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals) . Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. |\n| SBAC Assessment Claims | Claim 2: Problem Solving—Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. |\n| Task\u003Cbr>Overview | In Part 1, students will be asked to solve problems involving the perimeter of polygons, including when all lengths are given and when there are missing lengths. In Part 2, students will again solve for the perimeter of a polygon with missing sides and then provide an argument involving the evidence from their problem solving. In Part 3, students will provide examples of other polygons that have a common perimeter, allowing for creativity and evidence of mathematics in their responses. |\n| Module\u003Cbr>Components | 1) Scoring Guide\u003Cbr>2) Performance Task |\n|  |  |\n\nFun on the Farm Scoring Guide  \n\n| Part | Description\u003Cbr>Credit for specific aspects of performance should be given as follows: |  |  | Points | Total\u003Cbr>Points |\n| --- | --- | --- | --- | --- | --- |\n| 1 | 1. Student correctly finds the perimeter and shows work.\u003Cbr>8 + 11 + 11 + 17 = 47 feet |  |  | 1 | 1 |\n|  | 2. Student shows work with correct answer given:\u003Cbr>8 feet x 4 sides = 32 feet or\u003Cbr>8 + 8 + 8 + 8 = 32 feet\u003Cbr>Student correctly explains that squares have equal sides and is able to use multiplication or repeated addition to find the perimeter. |  |  | 1\u003Cbr>1 | 2 |\n|  | 3. a. Student gives correct answer:\u003Cbr>pig\u003Cbr>chicken\u003Cbr>cow\u003Cbr>horse |  |  | 1 1\u003Cbr>1 1 | 4 |\n| 2 | 4. Student gives correct answer: 24 feet\u003Cbr>Student explains two ways to solve:\u003Cbr>􀁸 Add up all the sides and subtract from 76.\u003Cbr>􀁸 I know that rectangles have opposite sides equal. |  |  | 1\u003Cbr>1 1 | 3 |\n|  | 5. a. Student gives correct answer: No, the measurement does not follow the law.\u003Cbr>Reason: Sara’s pen has a perimeter of 90 feet, not 100 feet.\u003Cbr>b. The explanation should have measurements that when added up equal or exceed the minimum of 100 feet. |  |  | 1\u003Cbr>1\u003Cbr>1 | 3 |\n| 3 | 6. Student's drawing must include a four-sided shape that is NOT a square, rectangle, or rhombus.\u003Cbr>Each side of the shape must be labeled with the length.\u003Cbr>Th","cbCaia9d4OXMfRHl","https://ap.wps.com/l/cbCaia9d4OXMfRHl","pdf",543675,"English","# Part 1\n## Pig pen perimeter\n## Square cow pen perimeter\n## Identify quadrilateral animal pens\n# Part 2\n## Missing side of horse pen\n## Sheep pen minimum perimeter rule\n# Part 3\n## Draw quadrilateral with a given perimeter","[{\"question\":\"What skills does the task assess in Grade 3 math?\",\"answer\":\"It assesses solving real-world and mathematical problems involving polygon perimeters, including finding perimeters with missing side lengths and using reasoning to explain answers.\"},{\"question\":\"What must students do in Part 1?\",\"answer\":\"Students find the perimeter of the pig pen with work, determine fencing for a square cow pen, and identify which animal pens are quadrilaterals.\"},{\"question\":\"How do Parts 2 and 3 require students to demonstrate reasoning and evidence?\",\"answer\":\"Part 2 asks students to find a missing side length and explain two solution methods, then evaluate a hexagon plan against a minimum-perimeter rule and propose an appropriate shape. Part 3 asks students to draw a new quadrilateral (not already shown) with a perimeter of 44 feet and label each side.\"}]","Fun on the Farm - Performance Task | PDF",1790993734]