Students build arrays on the abacus (for example, a 4 by 5 array, 3 groups of 5, 10 groups of 4, and 7 rows of 2) and count beads to find products. Students write multiplication sentences that correspond to the arrays and complete activity sheets that ask them to color beads to show given multiplication sentences (e.g., color beads to show 9 x 2). Students are prompted to count by 2, 5, and 10 and to use arrays to determine totals.

Students create and compare arrays (for example, building a 2×5 and a 5×2 array with 20 counters) and match multiplication sentences to dot grids on activity pages. Students draw or color arrays in boxed grids and use counters or an abacus to determine products, effectively counting discrete units in rectangular arrangements. The matching and cutting activities require students to count dots in grid arrays to identify equivalent products.

Students create arrays with counters (for example, a 6×4 array and a 5×6 grid shown on the activity page) and write the corresponding multiplication sentence (e.g., 6×4, 5×6=30). Students count or compute the total number of counters in an array and represent that total with multiplication and addition (for example, breaking 5×6 into 5×2 + 5×4 = 10 + 20). Students practice laying out and breaking arrays with sticky notes and use the arrays to justify that the total number of small squares/counters equals the product.

Students fill rectangles with one-inch colored tiles to find areas (e.g., 6 by 4 takes 24 tiles = 24 square inches) and compute areas of the other two boxes by counting tiles (12 sq in, 8 sq in). Students create shapes from a given number of tiles and recognize each shape has area equal to the number of tiles (improvised square units). Students use an interactive Area Builder with a grid to create shapes and drag small boxes to determine areas, and they color 1-cm grid squares from dice rolls and state areas as square centimeters (e.g., 6 sq cm, 24 sq cm). Students use pentominoes as units, combine them, and count total square units, noting areas are multiples of 5.

Students are instructed to create rectangles on an interactive grid and "find their areas first by counting and then by multiplying two sides of the rectangle," which requires counting unit squares. Students complete hands-on tasks that ask them to make polygons using unit squares and pipe cleaners (e.g., make a polygon with 4 unit squares; make two polygons with 6 unit squares) and to draw and write number sentences for their areas. Multiple activities ask students to measure real objects and label areas in square inches, square centimeters, and square feet, and student sheets contain problems explicitly using sq. cm, sq. in., and sq. ft.

Students draw and shade shapes on centimeter grid paper and write the area inside each shape (Activity 1), which requires counting or using the grid to determine square centimeters. In the Design Your Garden and composite-shape activities students count and label the squares in each part and add areas to find total area, and are instructed to "fill whole squares (no partial squares)" and to place dots as they count. Several problems present dimensions in inches and feet and ask for areas in sq. in. and sq. ft., and Day 2/Day 3 tasks explicitly require finding areas in sq. cm, sq. in., and sq. ft.

Students trace and fill shapes on centimeter grid paper and are instructed to fill only whole squares when forming letters and creatures. Students count squares to determine area (students write "area = _______" and are told to use sq. cm) and record total area for names and creature body parts on the "Getting To Know My Creature" sheet. An example image labels a pixelated dog with area 109 square centimeters, and the lesson directs students to play an "Area Blocks" game that practises area via blocks/squares.

Students draw four-sided shapes on centimeter grid paper and create nine rectangles/squares with a perimeter of 36 cm, then find and write the area for each shape (e.g., 17×1, 9×9) using decomposition or multiplication. Students are asked to count the squares inside boxes during the robot activity and to draw robot parts on a centimeter grid to match given areas (e.g., Head: 20 square units; Body: 72 square units). Students complete a Food Court map table filling in areas in square units and answer questions that require comparing and adding areas; web games (Area Builder, Area Blocks) reinforce covering space and creating shapes of given areas and perimeters.

Students are given laminated grid paper and asked to draw shapes with specified areas (for example, a square with an area of 64 sq. cm and grid tasks to "Draw the area using a four-sided shape: 25" and "28" in 5x5 grids). Several problems use square units explicitly (sq. cm, sq. in., sq. ft.) and ask students to find areas of rectangles and composite L-shaped figures. The Unit points students to the Area Builder interactive (Level 2), which uses unit squares to build and measure area.

Students are given building specifications that state areas in square inches and square centimeters (for example, Building #1: area of 54 sq. inches; Building #3: area of 30 sq. inches) and are asked to determine missing side lengths. Students draw and cut rectangles with specified side lengths in inches and centimeters (for example, a 6 in by 6 in square and a 12 cm by 18 cm rectangle) and arrange windows of specified areas on the buildings. Students are asked to explain how they found the perimeters and areas for their own buildings and windows and to check that their calculations are correct.

Students are instructed to create the largest square on a geoboard and divide it into nine equal smaller squares, and then to identify and show two-ninths and three-ninths by counting those squares. Students use the geoboard to divide a square into halves, thirds, and quarters and point to each equal part as they name it. Students are prompted to consider area ("how much space something takes up") when comparing the size of wholes and parts.

One Basic Skills Review problem asks students to consider Mrs. Rose's square flower garden with sides of 6 feet and to decide whether a bag of fertilizer that covers 25 sq. ft. is enough. The problem uses square-foot units (sq. ft.) and requires students to determine or compare areas (answer key indicates 36 sq. ft. vs. 25 sq. ft.). No other tasks or activities ask students to measure or count area in unit squares.

The Basic Skills Review problem asks students to consider a room with area 60 sq. ft. and to determine whether a rectangular rug with sides of 7 and 9 feet will fit, prompting computation and comparison of areas. The answer key indicates students compute products (e.g., 7×9) and compare to the given square-foot area to decide YES/NO. This item places students in a context that uses square-foot units and requires reasoning about rectangular area.

The Basic Skills Review includes a problem that gives a room area in square feet and asks whether a square rug with sides of 7 ft will fit, with the solution shown as 7×7 = 49 sq. ft. This item explicitly uses square feet and has students compute and compare areas numerically.

Activity 3 asks students to draw a 3 by 4 rectangle on laminated grid paper and states that each small square equals one square centimeter; students are asked to find area by counting the centimeter squares or by multiplying (12 square centimeters). Activity 2 has students draw a 9 cm by 9 cm square on grid paper, divide it into nine equal 1 cm squares, and shade one-ninth, which requires counting unit squares. The wrapping-up task has students make shapes with colored tiles (improvised units) and then divide those shapes into equal parts, requiring counting or grouping of those unit tiles.

Students use the Pattern Blocks interactive to place and fit shapes (triangles, rhombuses, trapezoids) onto a hexagon and to make a hexagon from smaller blocks, directly counting how many of each shape equal one hexagon. Activity questions ask students to write how many trapezoids, rhombuses, and triangles make one hexagon and to name the corresponding fractions, so students practice covering a region with repeated congruent units and counting those units. The Skills section explicitly lists partitioning shapes into parts with equal areas and expressing area of each part as a unit fraction, reinforcing counting units to determine area.

Students use laminated grid paper to draw rectangles (for example a 10 cm by 7 cm rectangle) and are asked to find its area in square centimeters (70 square centimeters). Students are asked to draw as many squares and rectangles as they can with given areas (12, 15, 16) on the grid, with provided factor pairs (e.g., 3 cm by 4 cm for 12). The materials label area using square-centimeter units and direct students to an interactive Area Blocks game and an instructional video about area.

Students are asked to draw a rectangle of area 15 square centimeters on laminated grid paper, with each grid square explicitly defined as one square centimeter, and to create a 3-by-5 rectangle made up of 15 unit squares. Students mark and shade one-third of that rectangle so that each third contains five square centimeters, and they are asked to find other ways to partition the same area into equal-area thirds. Additional tasks ask students to represent one-fourth of a 16-square-centimeter square and two-thirds of a 9-square-centimeter square, requiring them to count unit squares to determine and show the requested areas.