Students use and draw arrays to model repeated addition (e.g., the egg carton is described as a 2 by 6 array and students write 2+2+2+2+2+2=12 and 6+6=12). Students draw arrays for problems such as 4+4+4 and write addition sentences for array diagrams (examples and answer keys show many array-to-addition mappings, including ways to make 24). Students practice skip counting and equal groups activities that support multiplying by 2,3,4,5,10 and representing whole-number products as rectangular dot arrays.

Students build and draw rectangular arrays (for example, creating a 3-row-by-6-column array for 18 and a 5×6 array) using counters and snacks. Students write repeated-addition sentences, word forms ("___ groups of ___"), and number sentences (e.g., 3×6) that correspond to those arrays. Students match pictured arrays to multiplication sentences and compute the products using skip counting or counting the array entries.

Students model multiplication with arrays and equal groups (Activity 4 asks them to show 4 by 3 or 3 by 4 array). Students represent whole-number products with rectangular arrays in multiple activities (arrays in Activity 4 and array examples in the Number Lines and Multiplication pages). Students practice forming multiplication sentences and modeling them with repeated addition and number-line diagrams, reinforcing product representation.

Students build and interpret rectangular arrays on the abacus (e.g., show a 4 by 5 array, 3 rows of 5, 10 rows of 4) and write the corresponding multiplication sentences (4×5, 3×5, 10×4). Students count beads by rows or columns to find products (count by 5s, 10s, or trade beads to make tens) and complete worksheets that require writing multiplication sentences that match abacus arrays. Students color or move beads to represent given multiplication problems and then find the product (e.g., 7×2, 10×6, 5×8).

Students make and compare arrays (for example creating a 2×5 and a 5×2 array with 20 counters) and match multiplication sentences to dot grids (several activity pages show multiplication problems paired with rectangular dot arrays). Students write multiplication sentences from dice rolls and then write the switched sentence and product, using arrays, counters, abacus, or drawing to find the product. The image answer key and activity pages present rectangular arrays (rows and columns of dots) paired with factor labels such as "4 x 7" and "7 x 4."

Students interpret products as totals of equal groups (the Skills section explicitly lists interpreting 5×7 as 5 groups of 7). Students use a 10×10 multiplication table and a 1–100 grid to color and identify multiples, creating and reading rectangular arrays of products. Students solve real-world grouping problems (e.g., legs of 3 horses, wheels on 5 tricycles) and practice multiplication facts using number lines and decks of number cards.

Students draw dots to model division sentences and complete activities that ask them to "Draw 24 dots. Make groups of 8" and similar array tasks. The "Connecting Multiplication and Division" sheet has explicit multiplication facts (e.g., 4 x 6 = 24) paired with division facts (24 ÷ 6 = 4) and uses pictures/arrays to match multiplication and division. The lesson includes a link to practice "Write Division Sentences for Arrays," prompting students to use arrays to represent number relationships.

Students are asked to draw and write multiplication sentences for arrays (e.g., 6×5 array, 3×8 array) and to model 3×8 with an array, equal groups, repeated addition, and a number line. The Student Activity Page includes a specific array problem (24 sheep arranged in 4 rows of 6) that requires students to write two multiplication sentences for the rectangular arrangement. The multiplication strategies mat activity has students create and interpret arrays (6 by 5 or 5 by 6) as ways to show a product.

Students create posters that show a given multiple in five different ways, explicitly including arrays (examples: 2 by 8, 8 by 2, 4 by 4), equal groups, repeated addition, number lines, and multiplication sentences. The sample poster and image show a rectangular grid with groups of fish labeled as "8 groups of two" and multiplication equations such as "2 x 8 = 16," and the Steps to Success require demonstration of the Commutative Property of Multiplication. Students also write multiplication word problems where the multiple is the answer, applying multiplication in problem contexts.

Students use the abacus to show multiplication as rows and columns (e.g., ‘‘6×7 as 6 rows with 7 beads each''), modeling products as arrays. Students color multiples on a 10×10 multiplication grid and swipe whole rows/columns on the interactive multiplication chart, producing visual rectangular groupings of factors. Students complete practice pages that fill in products and factors and that use grid layouts to display groups of equal size.

Students are asked to show multiplication using pictures such as arrays (e.g., drawing three spiders each with 8 legs) and to write multiplication sentences and products, which has them represent products as grouped/arrayed objects. Students color multiples on a 10×10 multiplication table grid and complete fill-in-the-blank problems (e.g., 8×5=__, __×8=72) and solve contextual word problems (spiders' legs, hot dog packages) that require multiplying whole numbers. The activities have students produce and record whole-number products and represent them visually on the grid and with drawings.

Students build and name rectangular arrays (for example, creating a 6×4 array with counters and a 5×6 grid on the Student Activity Page) and write multiplication sentences for those arrays. They decompose arrays (using a straw or breaking factors like 9 into 4+5) and rewrite products as sums of smaller rectangular products (e.g., 6×9 = (6×4)+(6×5), 5×12=(5×10)+(5×2)). Worksheets and the image explicitly show arrays as rectangular area models and have students compute whole-number products from side lengths.

Students are prompted to treat pictures as arrays and use multiplication to solve them (for example: "How is the picture of the snails like an array..." and the explicit example that a 5 by 5 array equals 25 and then subtracting 3 to get 22). In Activity 2 students group dots on a Chinese checkerboard into equal groups, multiply to find totals (example given: 10×12+1=121), and are asked to write and explain those strategies. Multiple activity pages require students to write number sentences that multiply counts (e.g., (5×4)+(3×4) for animal legs), reinforcing multiplication as a way to find totals represented by rectangular/grouped arrangements.

Students fill rectangular regions with one-inch tiles (e.g., a 6 by 4 box filled with 24 tiles) and are asked to find areas of the other boxes by filling them with tiles (12 sq in, 8 sq in). Students create rectangles by arranging a given number of tiles (for example making a 3 by 5 rectangle from 15 tiles) and by rolling two dice to color a rectangle '2 across' and '3 down' and then stating its area (6 sq cm) or '4 across' and '6 down' and stating 24 sq cm. Students use pentominoes to form shapes and note that areas are multiples of 5, representing whole-number products as areas.

Students use the Area Builder interactive grid to create rectangles with whole-number side lengths (3×4, 5×6, 2×6), count unit squares, and record the products (12, 30, 12). Students complete worksheet problems (e.g., 3×5, 2×7, 6×6) and write multiplication sentences to find areas and label units (sq. cm, sq. ft, sq. in.). Students make and measure whole-number-sided rectangles outdoors/indoors and match or create shapes to given areas (Make These Areas!, mystery objects), writing equations that show side×side = area.

Students roll two dice to make rectangles with whole-number side lengths and calculate the area by multiplying the two side lengths. Students draw rectangles and squares on centimeter grid paper, shade them, and write their areas (e.g., 8 × 5 = 40 written as 40 sq cm) on the shapes from the "Making More Areas" activity. Students build and cover composite shapes with unit squares in an online activity and practice the numerical area equation, and they design gardens by dividing areas into rectangles, counting unit squares, and adding areas.

The Skills section explicitly states that students will "Multiply side lengths to find areas of rectangles with whole-number side lengths" and that they will "Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas." In Activity 1 and Activity 3, students trace shapes on centimeter grids, count unit squares to determine area, and record area and perimeter for named parts and for whole creations on the "Getting To Know My Creature" sheet. The student pages require students to compute areas and total areas for multiple rectangular or rectilinear parts.

Students create specific rectangles with whole-number side lengths (e.g., 17×1, 16×2, 15×3, etc.) and calculate each area, with an explicit example showing use of the distributive property to compute 15×3 as (8×3)+(7×3). Students draw and count squares on centimeter grid paper to ensure correct side lengths and areas for robot parts, with specified areas and perimeters for each part. Students complete a Food Court activity where they find areas (in square units) for real-world stalls and combine areas to answer contextual questions.

The Skills list explicitly states students will "Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems." The Unit Review directs students to multiply length and width to find area and includes worked examples (e.g., 7 in. square → area 49; rectangle 6 ft by 10 ft → area 60). Student activity pages require students to compute areas (e.g., 4 ft × 10 ft, 9 ft × 5 ft), find missing side lengths from a given area (e.g., area 48 with one side 6), and draw rectangular areas on grid boxes for specified products (e.g., draw area 25 as 5×5).

The Skills section explicitly states that students will "Multiply side lengths to find areas of rectangles with whole-number side lengths." In Step 2 students draw squares and rectangles with specified whole-number side lengths (3 in, 6x6 in, 4x5 in, 12 cm x 18 cm). In Steps 3–5 students use given area and perimeter specifications to determine missing side lengths and window dimensions and then cut paper rectangles to those dimensions, physically representing products as rectangular areas. Day 2 asks students to explain how they found perimeters and areas, prompting articulation of their computations.

The Basic Skills Review includes a real-world area problem: "Mrs. Rose wants to fertilize her flower garden. Her flower garden is a square with sides of 6 feet. The bag of fertilizer covers an area of 25 sq. ft. Does Mrs. Rose have enough fertilizer?" The answer key indicates a YES/NO response (no), which implies students determine the garden's area (6 × 6 = 36) and compare it to 25 sq ft. Other problems in the review require multiplication (e.g., 10 × 6 = 60), showing students perform whole-number multiplication in context.

The Basic Skills Review includes a word problem in which students determine whether a bag of fertilizer covers a square garden with given side lengths (e.g., a square with sides of 4 feet and a bag that covers 25 sq. ft.), requiring students to compute area via multiplication. Students also practice multiplication through word problems (e.g., 9×6, 4×b=120, a×30=180) and with multiplication flashcards, giving repeated exposure to whole-number products. These items require students to produce whole-number products that could be interpreted in area-related contexts.

Students solve a real-world area problem in the Basic Skills Review: they are given a room area (60 sq. ft.) and asked whether a rectangular rug with sides 7 and 9 feet will fit, requiring calculation of 7 × 9 = 63. The review answer key explicitly shows 7 × 9 compared to 60 to determine that the rug will not fit. No other activities require computing areas of rectangles, but this problem places multiplication in an area context.

Students are asked to build specified rectangles and squares using tiles (e.g., "Make a square using 16 tiles," "Make a rectangle using 20 tiles," and other tasks in the Fraction Designs activities). Several activities require arranging tiles into rectangular shapes and counting total tiles for those shapes, and the materials include tasks that prompt students to create squares/rectangles with given totals (Option 1 and Option 2 designs). The Shapes/Division table and tile-group activities ask students to organize counters/tiles into equal groups, which encourages making arrays and groupings.

Students solve a real-world rug problem that requires finding the area of a rectangle by multiplying side lengths (4 × 9) and comparing the product to the room's area in the Basic Skills Review. The Basic Skills Review also includes several multiplication word problems and equations (e.g., 5 boxes × 8 pieces, 40 × b = 360, a × 3 = 270) that require computing whole-number products in contextual situations.

Students draw three rectangles that are each 4 by 2 on laminated grid paper and divide and shade them to show equivalent fractional parts, creating rectangular diagrams with whole-number side lengths (Day 2 Activity 3). The Basic Skills Review asks a real-world area question about a square enclosure with sides of 9 feet (Is a square enclosure with sides of 9 feet large enough?), which requires comparing area (implying 9×9) in context. The review also contains multiplication problems and word problems that require computation of whole-number products.

The Basic Skills Review includes a rhino enclosure problem that has students compute the area of a square by multiplying side lengths (8 × 8 = 64) and comparing the result to a required area (75 sq. ft.). The Basic Skills Review also has a multiplication word problem (8 bags of 10 jellybeans → 8 × 10 = 80) so students practice whole-number multiplication in contextual problems.

The Basic Skills Review includes a real-world area problem: students are asked whether a square rug with side length 7 ft will fit in a room of 42 sq. ft., and the answer key shows the computation 7×7=49 sq. ft. This shows students use multiplication of side lengths to determine the area of a square in a contextual problem.

Students draw a 3 by 4 rectangle on grid paper, identify each small square as 1 cm², and are asked to find the area by multiplying side lengths or by counting squares (3×4 = 12). Students solve a real-world area question about a 6 ft by 6 ft rug (6×6 = 36 sq ft) in the Basic Skills Review and solve other whole-number multiplication word problems (9×8 = 72). Students also build rectangular arrangements with colored tiles (10, 12, 15 tiles) and use grid drawings to represent and partition areas.

Students draw a 10 cm by 7 cm rectangle, compute its area as 70 square centimeters, and are reminded to find area by multiplying length by width. Students are asked to draw all rectangles and squares with given whole-number areas (12, 15, 16) using different integer side lengths, which requires finding factor pairs and representing each product as a rectangular array. The lesson directs students to use the Area Blocks online game and a video that review area concepts and multiplication connections.

In Activity 2 students are instructed to draw a rectangle that has an area of 15 square centimeters on 1-cm grid paper and are told the rectangle should have sides that are 3 and 5 centimeters long, producing a 3-by-5 array of 15 unit squares. Students also create and partition shapes with specified whole-number areas (a square of area 16 and a square of area 9) and represent fractional parts by shading equal-area pieces of those rectangular/square arrays.