Interpret Area Models

Examples, solutions, and videos to help Grade 3 students learn how to interpret area models to form rectangular arrays.

Common Core Standards: 3.MD.5, 3.MD.6, 3.MD.7a, 3.MD.7b, 3.MD.7d

New York State Common Core Math Module 4, Grade 3, Lesson 7
Worksheets for Grade 3

Application Problem

Lori wants to replace the square tiles on her wall. The square tiles are sold in boxes of 8 square tiles. Lori buys 6 boxes of tiles. Does she have enough to replace all the tiles, including the tiles under the painting? Explain your answer.

Note: This problem reviews multi-step word problems in the context of using square tiles to measure area. It also reviews finding the array of an incomplete array from G3–M4–Lesson 6.

Concept Development

Part 1: Explore the relationship between units and area.

Part 2: Relate area to multiplication to draw rectangular arrays.

Part 3: Interpret area models to find area.

Lesson 7 Homework

1. Find the area of each rectangular array. Label the side lengths of the matching area model and write a multiplication equation for each area model.

3. Jillian arranges square pattern blocks into a 7 by 4 array. Draw Jillian's array on the the grid below. How many square units are in Jillian's rectangular array?
b. Label the side lengths of Jillian's array from Part (a) on the rectangle below. Then write a multiplication sentence to represent the area of the rectangle.

4. Fiona draws a 24 square-centimeter rectangle. Gregory draws a 24 square-inch rectangle. Whose rectangle is larger in area? How do you know?

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