2.9.F
The Standard
use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students place equal-sized square tiles inside a rectangle and count how many cover its surface. They name the result with a number and a square unit.
What Mastery Looks Like
- Students cover a rectangle completely with equal-sized squares and count each square once. They state the area as a number of square units and explain that the squares cover the inside.
Common Misconceptions
- Students may leave gaps, overlap tiles, or count the same tile twice. They may count the rectangle’s sides or write inches instead of square inches.
How to Assess It
- Give each student a paper rectangle and equal-sized square tiles. Ask them to cover it, count the tiles, and write the area with the correct unit.
Lesson moves
Ways to Teach It
Give pairs paper rectangles and one-inch tiles, then have them cover each rectangle and record the area in square inches.
Show two tiled rectangles and ask, “Which has greater area, and how do the tiles prove it?”
Play Area Match by having students pair tiled rectangle cards with cards showing the correct number of square units.
Measure a book cover by laying paper squares across it, then record how many square units cover the surface.
Keep exploring
Related Standards
- 3.6.C
determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares ...
- 2.9.A
find the length of objects using concrete models for standard units of length
- 4.5.C
use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and ...
- 5.4.G
use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V...
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