Students draw and interpret arrays (for example, a 4 by 6 array of 24 sheep) and are asked to write multiplication sentences that correspond to those arrays. Students model multiplication such as 3×8 by drawing arrays and equal groups in labeled boxes and using number lines to represent repeated units. Multiple activities ask students to represent factors as rows and columns and fill input/output tables that use multiplication by a constant.

Students build and name rectangular arrays with counters (e.g., create a 6×4 array) and label them with multiplication sentences (5×6=30). A Student Activity Page displays a 5×6 grid and shows it broken into 5×2 and 5×4 with the sums 10+20=30, and the lesson repeatedly has students decompose arrays and write equations such as 5×12=(5×10)+(5×2).

Students manipulate one-inch colored tiles to create and copy irregular shapes and pentominoes, and they are asked to make shapes as small as possible using the tiles. The materials explicitly note that each pentomino is made up of 5 squares and prompt discussion of why they are called pentominoes. When working with pentominoes, students are instructed to use "units" instead of inches or centimeters.

The lesson defines a square unit and tells students to measure area by counting square units. In Activity 1 students fill rectangles with one-inch tiles, count the tiles (e.g., 24 tiles = 24 square inches), and create shapes using a given number of tiles to see that each shape has area equal to the number of unit tiles. In Activity 3 students measure that each grid square is 1 cm on a side and color whole grid squares across and down to record areas in square centimeters; the lesson also has students use pentominoes to count area in whole square units.

Students use the interactive Area Builder to create rectangles (3×4, 5×6, 2×6) and are asked to find areas by counting unit squares and then by multiplying the side lengths. The Skills and activities explicitly instruct students to "find the area of a rectangle with whole-number side lengths by tiling it" and the "Make These Areas!" activity has students build polygons from unit squares and write number sentences for their areas. The lesson repeatedly models and requires students to write areas with units (e.g., "80 square inches") and to record area as a count of square units.

Students draw and shade shapes on centimeter grid paper and write the area inside each shape, explicitly using square-centimeter units. Students are instructed to "fill whole squares (no partial squares)" and to count and label the squares for each section when finding area of composite gardens. Students decompose composite figures into non-overlapping rectangles or count shaded unit squares and then add the areas, and they line up cut-out shapes so edges match whole centimeter squares.

Students create shapes (their names and creatures) on centimeter grid paper and are instructed to fill whole squares and not fill partial squares. Students count squares (and may mark a dot in each square) to find area and record the result in square centimeters (e.g., "area = ___ sq. cm"). The skills list and activities ask students to find areas by multiplying side lengths of rectangles and by decomposing rectilinear figures into non-overlapping rectangles and adding their areas.

Students draw and trace shapes on centimeter grid paper and are instructed to count the squares inside a shape to find its area (e.g., "count the squares inside of the box" and label areas in sq. units). Students create rectangles with given side lengths and compute areas by multiplying side lengths (17×1, 16×2, etc.) and by decomposing shapes into non-overlapping rectangles to add areas. Activities ask students to draw robot parts with specified areas in square units and to fill in area entries on the Food Court map, reinforcing area as a count of unit squares. The games (Area Builder and Area Blocks) require students to cover regions with unit squares/blocks to make shapes of given areas and perimeters.

Students use laminated grid paper and are asked to draw shapes with specified areas and perimeters (e.g., draw a 5-by-5 square for area 25). Several worksheet items explicitly ask for area in square units (e.g., find area = 45 sq. ft, area = 60 sq. in.) and include grid boxes labeled with target area or perimeter values. The unit also directs students to play the Area Builder activity (Level 2) and to divide composite shapes into non-overlapping rectangles and add their areas, all of which involve covering regions on a grid or counting square units.

Students draw rectangles and squares with given side lengths (e.g., 6 in by 6 in, 4 in by 5 in, 12 cm by 18 cm) and use rulers to create those shapes. The skills list explicitly includes multiplying side lengths to find areas of rectangles with whole-number side lengths. Students are given building cards that list areas in square units (e.g., "area of 54 sq. inches") and are asked to determine missing dimensions and to make windows of specified areas (for example, 2 in by 2 in windows = 4 sq. in). Students are also asked to explain how they found perimeters and areas for their own building designs.

Students are asked to think about area (how much space something takes up) rather than number in Activity 2. In Activity 3 students use a geoboard to create a large square and are asked to divide it into nine smaller equal squares and to name each as one-ninth because there are nine total squares. Students fold paper to create 4 and 8 parts and identify each part as one-fourth or one-eighth, reinforcing partitioning of plane figures into equal parts.

In Basic Skills Review #15 students are asked to determine whether Mrs. Rose has enough fertilizer for a square garden with sides of 6 feet; the answer key shows using 6×6=36 and comparing that to a bag that covers 25 sq. ft. The problem explicitly uses square feet and requires computing and comparing areas in square units. Several worksheet images show shaded plane figures, but they are used to teach fractions (parts of a whole) rather than counting area in unit squares.

Students build and fill shapes using colored tiles in Activities 6 (e.g., "Make a square using 16 tiles," "Make a rectangle using 20 tiles") and are asked to count how many tiles they used. Students complete shape/fraction tasks (the "Shapes, Fractions, and Division" sheet) that require shading parts of shapes and expressing those parts as counts (fractions) of the whole. Several activities ask students to place tiles to create designs and then answer "How many tiles did you use in all?" which has students cover shapes with repeated tile units.

The Basic Skills Review item asks whether a square enclosure with sides of 8 feet is large enough for a 75 square foot area and shows the computation 8×8=64 square feet. The same review item explicitly uses the term "square feet," indicating students work with area units. The Wrapping Up asks students to create quadrilaterals on a geoboard or draw them on laminated grid paper, giving them opportunities to form plane figures on a grid.

Students draw quadrilaterals on laminated grid paper or a geoboard and use an interactive tool with grid lines to manipulate vertices. Students complete a Basic Skills Review problem that uses square units (sq. ft.) and requires computing area by multiplying side lengths (7 × 7 = 49 sq. ft.) and comparing that area to a given room area (42 sq. ft.).

Students are asked to work on laminated grid paper where each small square is defined as one square centimeter and to find the area of a 3 by 4 rectangle by either multiplying side lengths or by counting the total number of small squares (12 square centimeters). Students use colored tiles to model halves, thirds, and fourths of that 12-square-centimeter region and are asked to divide shapes so each part contains a specified number of unit squares. The wrap-up asks students to make shapes using 10, 12, and 15 tiles and to divide those shapes into equal parts, implying covering figures with unit tiles and counting them.

Students use an interactive pattern-block tool to place shapes on top of one another and to cover a hexagon with trapezoids, rhombuses, and triangles. Students count how many of a given smaller shape (e.g., three rhombuses, six triangles) exactly cover the hexagon and record those counts. Students partition shapes into equal-area parts and name those parts as unit fractions of the whole.

Students are asked to use laminated grid paper to draw a rectangle with sides 10 cm and 7 cm and then find the area, being reminded to multiply length by width and to report the result as 70 square centimeters. Students are also asked to draw as many squares and rectangles as they can with given areas (12, 15, 16) on the grid, with examples listed as factorizations (e.g., 3 cm by 4 cm for 12 cm^2). The activities repeatedly use unit squares/grid paper and label area in square units, and students play an area-blocks game reinforcing area as composed of unit squares.

Students are instructed to draw a rectangle on laminated grid paper where each square is one square centimeter and to create a rectangle made up of 15 squares (area of 15 square centimeters). They are asked to divide that rectangle into thirds so that each part has five square centimeters and to find other ways to partition shapes such as one-fourth of a square with area 16 sq cm and two-thirds of a square with area 9 sq cm. The instructions explicitly refer to squares as square centimeters and require students to count/use those unit squares when creating and shading fractional parts.