Students use a one-inch colored tile to estimate and then fill rectangles, counting that the 6 by 4 box takes 24 tiles and stating "24 square inches." Students measure laminated grid squares with a ruler to confirm each side is 1 centimeter, then color rectangles based on dice rolls and state areas such as "6 square centimeters" or "24 square centimeters." Students are given the definition "square unit: a square whose sides each have a length of 1 unit, used to measure area," and the skills list explicitly tells students to understand that a 1-unit square is "one square unit" and can be used to measure area.

Students are asked to tile rectangles and show that area found by counting tiles matches the product of side lengths (Skills and Introduction). The Student Activity Pages and Activity 4 explicitly require students to make shapes from and count "unit squares" and write number sentences for their areas. Activity 1 and other activities have students label areas with units (e.g., "80 square inches" or "sq. ft."), reinforcing area measured in square units.

Students use a provided "Centimeter Grid" to draw shapes that fill whole 1 cm grid squares, shade them, and write the area inside each shape using units like "sq. cm." Students count and label the squares on each shape and compute areas (for example, a 4 cm square is recorded as 16 sq. cm), and they cut out and join these unit-based shapes to form composite figures whose areas they find by adding the areas of the parts. Activities repeatedly require students to fill whole squares (no partial squares), count unit squares, and label areas with "sq." and the unit (cm, in, ft).

Students cut out and use Centimeter Grid sheets and are explicitly told to fill whole squares (no partial squares) when creating block-letter names and creatures. Students count squares to find area, write total area on the grid, and are reminded to use correct units (cm and sq. cm). An example image gives a shape's area as 109 square centimeters, and students decompose creature parts and add areas to find totals.

Students use centimeter grid pages to draw shapes and count squares to find area (e.g., "count the squares inside of the box" and shading shapes on the grid). Activities give areas in "square units" (robot parts list: Head area 20 square units, Body 72 square units) and ask students to label areas and fill in area tables (Food Court). In Activity 1 students trace rectangles on the grid, compute area by multiplying side lengths, write the area inside each shape, and shade the counted squares.

Students are given laminated grid paper and instructed to draw shapes (e.g., squares and rectangles with specified areas and perimeters) and to use grid boxes for tasks such as "Draw the area using a four-sided shape: 25" (5x5). The materials ask students to compute and label areas with square units (e.g., "49 sq. inches", "64 sq. cm") and include practice finding areas by multiplying side lengths and decomposing composite shapes into rectangles. The Unit Review and activity questions require students to calculate areas, identify side lengths from given areas, and use a web-based Area Builder simulation (Level 2) that supports building area with unit tiles.

Students draw and measure squares and rectangles with given side lengths using a ruler and cardboard guide, and they make shapes in inches and centimeters. The lesson labels areas with square-unit units (e.g., "54 sq. inches," "4 sq. inches") and asks students to determine missing dimensions from given areas and perimeters. The skills list explicitly states students will "Multiply side lengths to find areas of rectangles with whole-number side lengths," and students are asked to explain how they found areas for their own buildings.

Students solve a Basic Skills Review problem that asks whether a square rug with 7 ft. sides will fit in a room of 42 sq. ft., requiring them to compute 7 × 7 = 49 sq. ft. and compare areas. The lesson uses the term "sq. ft." and has students work with areas in square feet in that word problem.

Students are told that each square on the laminated grid paper is equal to one square centimeter and are asked to find the area of a 3 by 4 rectangle by counting those squares or by multiplying side lengths, yielding 12 square centimeters. Students use colored tiles and the grid to partition that rectangle into halves, thirds, and fourths and to show that each part contains a specified number of square centimeters. Students repeatedly count and shade unit squares on grid-based worksheets and complex shapes to name shaded areas as fractions of the whole in terms of square centimeters.

Students draw rectangles on laminated grid paper (for example a 10 cm by 7 cm rectangle) and compute area by multiplying side lengths, producing an area of 70 square centimeters. Students are asked to draw rectangles and squares with specified areas (12, 15, 16 cm) and list possible side-length pairs (e.g., 3 cm by 4 cm for area 12). Students are directed to use an online 'Area Blocks' activity, reinforcing counting/constructing area with unit-like blocks.

In Activity 2 students are given laminated grid paper where each square is stated to be one square centimeter and are asked to draw a rectangle of area 15 square centimeters (a 3 by 5 rectangle), explicitly using the grid squares to make and count area. Students are asked to divide that rectangle into thirds so that each part contains five of the unit squares and to find other ways to create equal-area thirds. Additional tasks ask students to draw one-fourth of a square with area 16 square centimeters and two-thirds of a square with area 9 square centimeters, again using counts of the grid squares.