Marnie and Connor both skip-count square units to find the area of the same rectangle. Marnie counts, “3, 6, 9, 12, 15, 18, 21.” Connor counts, “7, 14, 21.” Draw what the rectangle might look like, then label the side lengths and find the area.
Note: This problem reinforces G3–M4–Lesson 7 and sets the foundation for today’s Concept Development. Invite students to share their drawings and discuss how they are similar and how they are different.
Part 1: Relate side lengths to area.
Part 2: Use side lengths to find area.
Part 3: Use area and side length to find unknown side length.
Try the free Mathway calculator and
problem solver below to practice various math topics. Try the given examples, or type in your own
problem and check your answer with the step-by-step explanations.
We welcome your feedback, comments and questions about this site or page. Please submit your feedback or enquiries via our Feedback page.